The answer to this problem is -20
Answer:
I would multiply the first equation by −4 and the second by 3 and add together the two equatins (in columns): ... Step 2. Prepare the equations. Multiply every term in each equation by a ... Subtract Equation (4) from Equation (3). ... How do you solve the system 5x−10y=15 and 3x−2y=3 by multiplication?
Ok, so she has 14 tickets and each ride cost 2 so that can be modeled with the following expression: x= 14-2y since she initially bought 14 tickets and 2 times the number of tickets she spends. To find the equivalent expression you could basically switch up the formula like so: 7*2-2y=x because you just need an equivalent expression, and you don't need to have such a different formula or anything like that. Hope I helped!
The first step is to find out the value of one diaper for each equation
39.98/216 = 0.18
Therefore one diaper is for 0.18 cents
24.99/88 = 0.28
Therefore one diaper is for 0.28 cents
At the end the first deal is better
Answer:
Step-by-step explanation:
This is a super question and it is an excellent exercise for you. When I was teaching, once every term, I would ask my physics class to explain acceleration to a 7 year old. The stats favored the older women (mothers) who took the class. Almost none of the guys could do it. Here's why.
- The sentences had to be very short. They were barely 6 or 7 words long. They were complete sentences.
- The examples used had to be very simple. The secret to those mother's answers was they invariably picked something like a stop sign. They all knew that and they always got it right for those reasons.
You are trying to teach a seven or eight year old. Believe it or not, the first thing you have to do is check and see if they know their facts. Can they do 7+8 or 9+ 6 without hesitancy. If they can do those facts do they know the multiplication facts. 4 * 5 etc. They must know those things cold, or you are wasting your time. Don't ask me why. But you can't go on without those 2 fact types solid.
I take it you are trying to do word problems. The best thing you can do is teach them to read.
A man has a dime and a nickel and a penny. How much money does he have? Us a marker to underline the key statement.
a dime,
a nickel
a penny should be underlined. Don't ask for an answer - yet.
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Keep doing this problem over and over. You are not trying to get an answer. You are trying to get them to understand how to read a question
A person has just less than 4 quarters just less than 5 dimes and just less than 4 nickels. How many coins does he have. That's an important question because the grade three-er is going to have to know what less means.
That should get you started.
