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Art [367]
3 years ago
11

1-74. Read this lesson's Math Notes box about scaling axes. Then, on your paper, copy the incomplete

Mathematics
1 answer:
masha68 [24]3 years ago
8 0

The missing values in the scales given are :

  • 20; 40; 80
  • 15; 30; 45, 75
  • 25; 50; 75; 125
  • 50; 150; 200; 250

Each successive unit on a graph represent a specific value :

  • For the graph in (a)

The time in seconds represented by each unit:

  • Between 0 to 60 seconds ;
  • Number of units = 3
  • Number of seconds per unit = 60 / 3 = 20 seconds
  • Each unit represents 20 seconds
  • The missing units are : 20; 40; 80

For the graph in (b)

The time in seconds represented by each unit:

  • Between 0 to 60 seconds ;
  • Number of units = 4
  • Number of seconds per unit = 60/4= 15 seconds
  • Each unit represents 15 seconds
  • The missing units are : 15; 30; 45, 75

For the graph in (c)

The time in seconds represented by each unit:

  • Between 0 to 100 seconds ;
  • Number of units = 4
  • Number of seconds per unit = 100/4= 25 seconds
  • Each unit represents 25 seconds
  • The missing units are : 25; 50; 75; 125

For the graph in (b)

  • The time in seconds represented by each unit:
  • Between 0 to 100 seconds ;
  • Number of units = 2
  • Number of seconds per unit = 100/2 = 50 seconds
  • Each unit represents 50 seconds
  • The missing units are : 50; 150; 200; 250

Hence, the procedure for calculating units values of a graph.

Learn more :brainly.com/question/17386250?referrer=searchResults

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Answer:

 x = -5/4 = -1.250

Step-by-step explanation:

Step  1  :

           17

Simplify   ——

           2  

Equation at the end of step  1  :

      1          11    17

 ((0-(—•x))+1)-((——•x)+——)  = 0  

      2          2     2  

Step  2  :

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Simplify   ——

           2  

Equation at the end of step  2  :

      1          11    17

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      2          2     2  

Step  3  :

Adding fractions which have a common denominator :

3.1       Adding fractions which have a common denominator

Combine the numerators together, put the sum or difference over the common denominator then reduce to lowest terms if possible:

11x + 17     11x + 17

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   2            2    

Equation at the end of step  3  :

         1                (11x + 17)

 ((0 -  (— • x)) +  1) -  ——————————  = 0  

         2                    2      

Step  4  :

           1

Simplify   —

           2

Equation at the end of step  4  :

         1                (11x + 17)

 ((0 -  (— • x)) +  1) -  ——————————  = 0  

         2                    2      

Step  5  :

Rewriting the whole as an Equivalent Fraction :

5.1   Adding a whole to a fraction

Rewrite the whole as a fraction using  2  as the denominator :

        1     1 • 2

   1 =  —  =  —————

        1       2  

Equivalent fraction : The fraction thus generated looks different but has the same value as the whole

Common denominator : The equivalent fraction and the other fraction involved in the calculation share the same denominator

Adding fractions that have a common denominator :

5.2       Adding up the two equivalent fractions

Add the two equivalent fractions which now have a common denominator

Combine the numerators together, put the sum or difference over the common denominator then reduce to lowest terms if possible:

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——————  =  —————

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Equation at the end of step  5  :

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 ——————— -  ——————————  = 0  

    2           2      

Step  6  :

Adding fractions which have a common denominator :

6.1       Adding fractions which have a common denominator

Combine the numerators together, put the sum or difference over the common denominator then reduce to lowest terms if possible:

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——————————————————  =  —————————

        2                  2    

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Pulling out like terms :

7.1     Pull out like factors :

  -12x - 15  =   -3 • (4x + 5)  

Equation at the end of step  7  :

 -3 • (4x + 5)

 —————————————  = 0  

       2      

Step  8  :

When a fraction equals zero :

8.1    When a fraction equals zero ...

Where a fraction equals zero, its numerator, the part which is above the fraction line, must equal zero.

Now,to get rid of the denominator, Tiger multiplys both sides of the equation by the denominator.

Here's how:

 -3•(4x+5)

 ————————— • 2 = 0 • 2

     2    

Now, on the left hand side, the  2  cancels out the denominator, while, on the right hand side, zero times anything is still zero.

The equation now takes the shape :

  -3  •  (4x+5)  = 0

Equations which are never true :

8.2      Solve :    -3   =  0

This equation has no solution.

A a non-zero constant never equals zero.

Solving a Single Variable Equation :

8.3      Solve  :    4x+5 = 0  

Subtract  5  from both sides of the equation :  

                     4x = -5

Divide both sides of the equation by 4:

                    x = -5/4 = -1.250

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