Given:
The original surface area of the cuboid is 200 square units.
The formula for the surface area(A) of a cuboid is,
\(A=2(lh+lw+hw)\)We were told the original surface area is being dilated by 3,
Therefore, all the sides of the cuboid will be increased by 3.
\(\begin{gathered} A_2=2(3l\times3h+3l\times3w+3h\times3w) \\ A_2=2(9lh\times9lw+9wh) \end{gathered}\)Let us now factorize out 9 from the formula above
\(A_2=9(2(lh+lw+wh))\)Recall that
\(A=2(lh+lw+hw)\)Therefore,
\(A_2=9A\)Also, recall that the original surface area of the cuboid is 200 square units.
\(A=200\text{unit}^2\)Hence,
\(A_2=9\times200unit^2=1800unit^2\)Therefore, the surface area of the dilated image is
\(1800\text{unit}^2\)
One spinner is divided into four equal parts. A second spinner is divided into five equal parts. The grid shows the possible outcomes when each spinner is spun once.
a. How many possible outcomes are there?
b. What is the probability that an outcome contains numbers that are both greater than 3?
c. Find the probability of spinning the same two numbers.
Spinners are used to illustrate probability distribution function
The number of possible outcomes is 20The probability that the outcomes are greater than 3 is 11/20The probability of spinning the same numbers is 1/5The number of possible outcomesThis is the sample size of the distribution.
So, the number of possible outcomes is calculated as:
\(n = 4 * 5\)
Where 4 and 5 are the number of sections in both spinners
This gives
\(n = 20\)
Hence, the number of possible outcomes is 20
The probability that the outcomes are greater than 3From the distribution, there are 11 outcomes that have a spin greater than 3.
So, the probability is:
p = 11/20
Hence, the probability that the outcomes are greater than 3 is 11/20
The probability of spinning the same numbersFrom the distribution, there are 4 outcomes with the same numbers
So, the probability is:
p = 4/20
Simplify
p = 1/5
Hence, the probability of spinning the same numbers is 1/5
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Enter a fraction that is equivalent to 7/6 with a denominator of 48.
Answer:
56/48
Step-by-step explanation:
Multiply both sides by 8.
Answer:
56/48
Step-by-step explanation:
You can make equivalent fractions by multiplying or dividing both top and bottom by the same amount. You only multiply or divide, never add or subtract, to get an equivalent fraction. Only divide when the top and bottom stay as whole numbers.
In this case you have a clue which is 48, correct?
Okay well 6 times 8 = 48
Then you would want to take the 8 and times it by the numerator which is 7
So 7 times 8 = 56
Hope this helpsss
How do I create and solve linear inequalities in one variable?
Answer:
The graph of a linear inequality in one variable is a number line. Use an open circle for < and > and a closed circle for ≤ and ≥. Inequalities that have the same solution are called equivalent.
does a debit card use a pin or a credit card, or do both?
what muiltupication will give you 1600
Answer:
5 x 320
Step-by-step explanation:
5 x 320 = 1600
djdjjdndjdjjxjd
Answer:
800 x 2
I saw that this was your first question. Welcome to the Brainly Community
J
14
20
K
22.4
AKLS-
T
32
L
Similar By:
S
Determine if the triangles are similar. If similar.state how and complete the similarity statement
The triangles JTK and KSL are not congruent. So we cannot complete a similarity statement.
what is congruent ?
In geometry, two figures are said to be congruent if they have the same shape and size. In other words, if all corresponding angles are congruent and all corresponding sides are of equal length, then the two figures are congruent.
For example, two triangles are congruent if all three pairs of corresponding angles are congruent and all three pairs of corresponding sides are of equal length. Similarly, two circles are congruent if they have the same radius.
According to the question:
To determine if the triangles JTK and KSL are similar, we need to check if their corresponding angles are congruent and their corresponding sides are in proportion.
First, we can see that angle JTK and angle KSL are congruent because they are both right angles.
Next, we can use the Pythagorean theorem to find the length of side TK:
\(TK^2 = JK^2 - JT^2\)
\(TK^2 = 14^2 - 2^2\)
\(TK^2 = 192\)
TK = sqrt(192)
TK = 8*sqrt(3)
Now, we can compare the ratios of the corresponding sides to see if they are equal:
JT : JK : TK = 2 : 14 : 8*sqrt(3)
KS : KL : SL = 32 : 22.4 : 15.2
We can simplify these ratios by dividing by the greatest common factor, which is 2:
JT : JK : TK = 1 : 7 : 4*sqrt(3)
KS : KL : SL = 8 : 5.6 : 3.8
We can see that these ratios are not equal. Therefore, the triangles JTK and KSL are not similar.
Since the triangles are not similar, we cannot complete a similarity statement.
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how do i solve 1-(1+.04/12)^-12x10
To solve the expression 1 - (1 + 0.04/12)^(-12x10), you can follow these steps: Step 1: Simplify the exponent. In this case, -12x10 simplifies to -120.
Step 2: Evaluate the term within the parentheses first. 0.04/12 simplifies to 0.0033333 (approximately).
Step 3: Add 1 to 0.0033333 to get 1.0033333.
Step 4: Raise 1.0033333 to the power of -120.
Step 5: Calculate the value inside the parentheses using a calculator or software. The result is approximately 0.742657.
Step 6: Subtract the value obtained in Step 5 from 1.
1 - 0.742657 = 0.257343 (approximately).
Hence, the value of the expression 1 - (1 + 0.04/12)^(-12x10) is approximately 0.257343.
It's important to follow the order of operations (PEMDAS/BODMAS) when solving mathematical expressions. In this case, the exponent is evaluated first, followed by addition and subtraction. Utilizing a calculator or software that supports exponentiation and parentheses can help simplify complex expressions and obtain accurate results efficiently.
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Please see attached picture.
Need help answering.
In the given graph, the x-intercepts are (2,0) and (6,0).
The axis of symmetry is the vertical line that passes through the vertex. Since the vertex is at (4,-2), the axis of symmetry is the line x = 4.
The interval on which the graph is increasing is (-∞,4), and the interval on which it is decreasing is (4,∞).
The sign of the leading coefficient is positive, since it is 1/2.
To find the equation of the quadratic function, we start by using the vertex form:
\(y = a(x - h)^2 + k\)
where (h, k) is the vertex. Plugging in the given vertex (4,-2), we get:
\(y = a(x - 4)^2 - 2\)
Next, we use the other two points to find two additional equations:
\(6 = a(8 - 4)^2 - 2 (plugging in (8,6))\\0 = a(2 - 4)^2 - 2 (plugging in (2,0))\)
Simplifying these equations, we get:
\(6 = 16a - 2\\8a = 4 -- > a = 1/2 \\0 = 4a - 2 \\4a = 2 -- > a = 1/2 \\\)
So the equation of the quadratic function is:
\(y = (1/2)(x - 4)^2 - 2\)
Now, we can answer the questions:
The y-intercept is the point where the graph intersects the y-axis. To find it, we set x = 0 in the equation:
\(y = (1/2)(0 - 4)^2 - 2 = 6\)
So the y-intercept is (0,6).
To find the x-intercepts, we set y = 0 in the equation:
\(0 = (1/2)(x - 4)^2 - 2\)
Simplifying, we get:
\((x - 4)^2 = 4\\ - 4 = \pm 2 \\= 2, 6\)
So the x-intercepts are (2,0) and (6,0).
The axis of symmetry is the vertical line that passes through the vertex. Since the vertex is at (4,-2), the axis of symmetry is the line x = 4.
The interval on which the graph is increasing is (-∞,4), and the interval on which it is decreasing is (4,∞).
The sign of the leading coefficient is positive, since it is 1/2.
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What units would you use for each scenario that follows?
a. riding a bicycle
b. rainfall during a storm
c. water coming from a fire hydrant
A tank in the shape of a hemisphere has a diameter of 24 feet. If the liquid that fills the tank has a density of 92.5 pounds per cubic foot, what is the total weight of the liquid in the tank, to the nearest full pound?
The total weight of the liquid in the tank is approximately 12,628 pounds.
To calculate the weight of the liquid, we need to determine the volume of the hemisphere and then multiply it by the density of the liquid. The formula for the volume of a hemisphere is V = (2/3)πr³, where r is the radius of the hemisphere.
In this case, the diameter of the tank is given as 24 feet, so the radius is half of that, which is 12 feet. Plugging this value into the formula, we get V = (2/3)π(12)³ ≈ 904.78 cubic feet.
Finally, we multiply the volume by the density of the liquid: 904.78 cubic feet * 92.5 pounds per cubic foot ≈ 12,628 pounds. Therefore, the total weight of the liquid in the tank is approximately 12,628 pounds.
In summary, to calculate the weight of the liquid in the tank, we first determine the volume of the hemisphere using the formula V = (2/3)πr³. Then, we multiply the volume by the density of the liquid.
By substituting the given diameter of 24 feet and using the appropriate conversions, we find that the total weight of the liquid is approximately 12,628 pounds.
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What are the center and radius if the equation (x-2)^2 + (y-9)^2
Step-by-step explanation:
(x-2)^2 + (y-9)^2 = r^2
this is of the form fora circle with center h,k and radius r
(x-h)^2 + (y-k)^2 = r^2
for the equation given center = 2, 9 and radius = r
use 22/7 to calculate the pelmeter of the rectangle 3cm 5cm
The Perimeter of rectangle 3cm 5cm is 16 cm.
What is rectangle ?In geometry, a rectangle is a plane figure of four sides having four angles of 90 degree. A rectangle has different length and breadth.
Some important formulas for rectangle :
Area of rectangle = Length × BreadthPerimeter of rectangle =2 * ( length + breadth ) Diagonal of rectangle = √(length^2 + breadth^2)What is perimeter of rectangle?Perimeter is define as the distance around all the edges of a shape. In case of rectangle perimeter is the distance of all 4 edges i.e. 2 lengths and 2 breadth .
Thus , perimeter of rectangle = ( 2 × length ) + (2 × breadth)
= 2 ( length + breadth )
In the given question,
length of rectangle = 3cm
breadth of rectangle = 5cm
therefore, perimeter of rectangle = 2(3+5) = 16cm
Hence, The Perimeter of rectangle is 16 cm.
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Consider the function f(x) = 3x + 1 and the graph of the function g(x) shown below.
A coordinate plane linear graph function shows a line intersecting Y-axis at minus 5 and X-axis at 1.5.
The graph g(x) is the graph of f(x) translated units , and g(x) =
g(x) is a translation of 6 units downwards.
How to identify the translation that generates g(x)?
Here we have the function:
y = f(x) = 3x + 1
Notice that the y-intercept of f(x) is:
f(0) = 3*0 + 1 = 1
The y-intercept of f(x) is y = 1.
Now, we know that the y-intercept of g(x) is -5. then:
g(x) = 3x - 5 = f(x) - 6
Meaning that g(x) is a translation of 6 units downwards.
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Answer:
translated 2
units up
g(x)= f(x-2)
Step-by-step explanation:
HIiiiiiiiiiiiiiiiiiiiiiiiii
Answer:
hi the answer is 7.3
Step-by-step explanation:
hope it helps you have a good day
Which of these relations on the set of all people are equivalence relations? Determine the properties of an equivalence relation that the others lack.
a) {(a, b) | a and b are the same age}
b) {(a, b) | a and b have the same parents}
c) {(a, b) | a and b share a common parent}
d) {(a, b) | a and b have met} e) {(a, b) | a and b speak a common language}
Relations in the options (a), (b) and (e) are the Equivalence relations as, the relations are reflexive, symmetric and transitive all.
Given, five relations as,
a) {(a, b) | a and b are the same age}
b) {(a, b) | a and b have the same parents}
c) {(a, b) | a and b share a common parent}
d) {(a, b) | a and b have met}
e) {(a, b) | a and b speak a common language}
we have to find which of them are equivalence relations
a) as, (a , a) ∈ R ∀ a hence, Reflexive.
also, if (a , b) ∈ R then (b , a) ∈ R ∀ a, b. Hence, Symmetric.
and if (a , b) ∈ R & (b , c) ∈ R then (a , c) ∈ R ∀ a, b, c. Hence, Transitive.
So, R = {(a, b) | a and b are the same age} is an equivalence relation.
b) as, (a , a) ∈ R ∀ a hence, Reflexive.
also, if (a , b) ∈ R then (b , a) ∈ R ∀ a, b. Hence, Symmetric.
and if (a , b) ∈ R & (b , c) ∈ R then (a , c) ∈ R ∀ a, b, c. Hence, Transitive.
So, R = {(a, b) | a and b have the same parents} is an equivalence relation.
c) as, (a , a) ∈ R ∀ a hence, Reflexive.
also, if (a , b) ∈ R then (b , a) ∈ R ∀ a, b. Hence, Symmetric.
and if (a , b) ∈ R & (b , c) ∈ R then (a , c) need not to be in R for some a, b, c. Hence, Non - Transitive.
So, R = {(a, b) | a and b share a common parent} is not an equivalence relation.
d) as, (a , a) ∈ R ∀ a hence, Reflexive.
also, if (a , b) ∈ R then (b , a) ∈ R ∀ a, b. Hence, Symmetric.
and if (a , b) ∈ R & (b , c) ∈ R then (a , c) need not to be in R for some a, b, c. Hence, Non - Transitive.
So, R = {(a, b) | a and b have met} is not an equivalence relation.
e) as, (a , a) ∈ R ∀ a hence, Reflexive.
also, if (a , b) ∈ R then (b , a) ∈ R ∀ a, b. Hence, Symmetric.
and if (a , b) ∈ R & (b , c) ∈ R then (a , c) ∈ R ∀ a, b, c. Hence, Transitive.
So, R = {(a, b) | a and b speak a common language} is an equivalence relation.
Hence, the relations in options (a) , (b) and (e) are the equivalence relations.
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(70 Points!!!) sixty six percent of adults in a certain country believe that life on other planets is plausible. You randomly select five adults and ask them whether they believe that life on other planets is plausible. The random variable represents the number of adults who believe that life on other planets is plausible. Find the mean, variance, and standard deviation of the binomial distribution for the random variable. Interpret the results.Find the mean of the binomial distribution.
enter your response here (Round to two decimal places as needed.)
Part 2
Find the variance of the binomial distribution.
enter your response here (Round to two decimal places as needed.)
Part 3
Find the standard deviation of the binomial distribution.
enter your response here (Round to two decimal places as needed.)
Part 4
Interpret the results.
On average,
enter your response here out of every 5 adults in the country believe that life on other planets is plausible. In most samples of 5 adults, the number of adults who think life on other planets is plausible would differ from the mean by no more than
enter your response here.
Mean of the binomial distribution is 3.3 , Variance of the binomial distribution is 1.122 and Standard deviation of the binomial distribution is 1.06.
Given: Sixty-six percent of adults in a certain country believe that life on other planets is plausible. You randomly select five adults and ask them whether they believe that life on other planets is plausible. The random variable represents the number of adults who believe that life on other planets is plausible.
- Mean of the binomial distribution:
Mean, µ = np = 5 x 0.66 = 3.3
- Variance of the binomial distribution:
Variance, σ² = np(1 - p) = 5 x 0.66 x (1 - 0.66) = 1.122
- Standard deviation of the binomial distribution:
Standard deviation, σ = √np(1 - p) = √(5 x 0.66 x 0.34) = 1.06
- Interpretation of results:
On average, 3.3 out of every 5 adults in the country believe that life on other planets is plausible. In most samples of 5 adults, the number of adults who think life on other planets is plausible would differ from the mean by no more than 1.06.
The results can be interpreted as the probability of randomly selecting 5 adults, 66% of adults believe that life on other planets is plausible.
The mean indicates that out of 5 adults 3.3 adults believe in life on other planets.
The variance indicates that the distribution is moderately dispersed and the standard deviation of the binomial distribution is 1.06.
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mart math math math math
Explanation:
Segment AW bisects angle CAD.
This leads to the smaller pieces (angles CAW and DAW) to be equal to one another. Both are 20 degrees each. That totals to 20+20 = 40 degrees.
Therefore, angle CAD = 40 degrees.
The supplement of this is angle DAX
(angle CAD) + (angle DAX) = 180
angle DAX = 180 - (angle CAD)
angle DAX = 180 - 40
angle DAX = 140 degrees
For a line on a number line with point X at 4 and point Y at 22: 6) What is the midpoint of the line? 7) How long is the line?
6) Midpoint = 13
7) The length of the line = 18
Explanations:On the number line, there are two points:
X = 4, Y = 22
6) The midpoint of the line will be given by the equation:
\(\text{Mid point = }\frac{X\text{ + Y}}{2}\)\(\begin{gathered} \text{Mid point = }\frac{22\text{ + 4}}{2} \\ \text{Midpoint = }\frac{26}{2} \\ \text{Midpoint = 13} \end{gathered}\)7) The length of the line will be calculated as:
XY = Y - X
XY = 22 - 4
XY = 18
How would i do this problem? please help !
Answer:
hello. x =3
Step-by-step explanation:
\( - 8x = - 24 \\ \frac{ - 8x}{ - 1} = \frac{ - 24}{ - 1} \\ 8x = 24 \\ \frac{8x}{8} = \frac{24}{8} \\ x = 3\)
hope you u understand
What is the equation of the line in slope-intercept form?
-2
=-=x+4
v=-15)+4
5
2
V=--x-4
5
2
V=--x+4
The equation of the line in slope-intercept form is y = 3x + 4.
We can use the combination formula to determine how many different packages can be created from a set of 24 crayons with 36 different colours.
The formula for the mixture is provided by:
n C r equals n!/r! (n-r)!
where r is the number of items we want to choose, n is the total number of items, and! stands for the factorial of a number, which is the sum of all positive integers up to that number.
In this instance, we are trying to determine how many various methods there are to choose 24 crayons from a set of 36 colours, regardless of the sequence in which they are chosen. Consequently, we can apply the following combination formula:
36 C 24 = 36! / (24! * 12!)
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3x^3-2x^2+7x+9 divided by x^2-3x
The quotient is 3x + 7, and the remainder is (28x + 9) / (x^2 - 3x).
What is Division?A division is a process of splitting a specific amount into equal parts.
We have to find 3x³-2x²+7x+9 divided by x²-3x
3x³-2x²+7x+9 is the dividend and x²-3x is the divisor.
The steps to solve this are given below.
Step 1: Take the first digit of the dividend from the left. Check if this digit is greater than or equal to the divisor.
Step 2: Then divide it by the divisor and write the answer on top as the quotient.
Step 3: Subtract the result from the digit and write the difference below.
Step 4: Bring down the next digit of the dividend (if present).
Step 5: Repeat the same process.
Hence, the quotient is 3x + 7, and the remainder is (28x + 9) / (x^2 - 3x).
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Graphs. First correct answer will mark brainliest.
30 POINTS!!
The assumption in answering the question is that no student scored 0
The assumptions made in answering the questionFrom the question, we have the following parameters that can be used in our computation:
The bar chart
On the bar chart, we hae
Students that score more than 8 = 5
Students in the class = 33
The (b) is calculated by considering all students that score more than 0 from the histogram
This means that the assumption is that no student scored 0
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Solve the inequality and graph the solution on the line provided. 6x-6<-30
The solution to the inequality 6x - 6 < -30 is x < -4, and it is graphically represented as a closed circle at -4 and shading to the left of -4 on the number line.
To solve the inequality 6x - 6 < -30, we can follow these steps:
Step 1: Add 6 to both sides of the inequality to isolate the variable:
6x - 6 + 6 < -30 + 6
6x < -24
Step 2: Divide both sides of the inequality by 6 to solve for x:
(6x)/6 < (-24)/6
x < -4
The solution to the inequality is x < -4. This means that any value of x less than -4 will satisfy the inequality.
To graph the solution on the number line, we represent -4 as a closed circle (since it is not included in the solution) and shade the region to the left of -4 to indicate all values less than -4.
On the number line, mark a point at -4 with a closed circle:
<--------●-----------------
Then, shade the region to the left of -4:
<--------●================
The shaded region represents the solution to the inequality x < -4.
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algebra question please help thank you
Answer:
Blank #1 \(\frac{8}{5}\)
Blank #2 \((0,log(2)-1\)
Step-by-step explanation:
answer to 1 and 2 pls!! will mark brainliest if u explain how u got it.
Answer:
ok so the answer to the first is 23. And how you get that is take 1 +7 and add them next you subtract 30 - 7 and get 23.
Step-by-step explanation:
The answer to 2 is 32. And how you get that is you can split 96 into 3 groops and when you do you will get 32 hope this helps.
Consider the following function. f(x) = 3x − e x i. Plot the graph of the function f(x) in R and identify the interval that the first positive root lies. Write the command(s) that you use and the result(s).
The interval of the function f(x) = 3 · x - eˣ such that the function shall be positive is x ∈ (0.6191, 1.5121).
How to find the interval of a function that cannot be solved for x analytically
In this question we have an expression that combines polynomic and exponential expression, whose variable x cannot be cleared by analytical approaches, but by numerical and graphical methods. Herein we decide to find the interval by graphical methods, using a graphing tool:
First, write the function in explicit form (f(x) = 3 · x - eˣ). Second, find the two points such that the function goes through the x-axis (horizontal axis). Third, define the set of possible x-values by interval notation such that y > 0.
Then, the points of the function that are on the x-axis are (x₁, y₁) = (0.6191, 0) and (x₂, y₂) = (1.5121, 0). Then, the interval of the function f(x) = 3 · x - eˣ such that the function shall be positive is x ∈ (0.6191, 1.5121).
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Suppose Deandre places $5000 in an account that pays 8% interest compounded each year.
Assume that no withdrawals are made from the account.
Follow the instructions below. Do not do any rounding.
(a) Find the amount in the account at the end of 1 year.
(b) Find the amount in the account at the end of 2 years.
The amount in the account at the end of 1 year is $5400.
The amount in the account at the end of 2 year is $5832.
What do you mean by interest rate?
The real yearly cost of funds over the course of a loan is the annual rate that is charged for borrowing (or made by investing), expressed as a single percentage number.
According to data in the given question,
We have:
Deandre places $5000 in an account that pays 8% interest compounded each year.
And no withdrawals are made from the account.
Now, we need to determine the amount of 8% interest on the $5000,
\(=\frac{5000}{100}*8\\ =400\)
Then, the amount in the account at the end of 1 year =$5000+$400
=$5400.
Now, we need to determine the amount of 8% interest on the $5400,
\(=\frac{5400}{100}*8\\ =432\)
So, the amount in the account at the end of 2 year =$5400+$432
=$5832.
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The function p(x) = 8x – 10 shows the profit, in dollars, for selling x books.
Answer:
Every book is 8 dollars but you have to subtract 10, so like this:
Step-by-step explanation:
p(x) = 8x - 10 Lets say you sell 2 books
p(2) = 8(2) - 10
p(2) = 16 - 10
p(2) = 6 You would make 6 dollars.
find the value of x
HELP please !
Answer:
116+34+x=180
150+x=180
x=180-150
x=30
We have learned three methods for solving systems of equations - graphing, substitution, and elimination. Compare and contrast the three methods - how are they similar and how are they different? In what situations might each method be the most appropriate to use? When is it more convenient to use each method?
Graphing, substitution, and elimination are three methods for solving systems of equations. While they all aim to find the solution(s) to a system of equations, there are some important differences in how they work and when they are most appropriate to use.
Graphing involves plotting the equations on the same coordinate system and finding the point(s) where the graphs intersect. This method is visual and can be useful for understanding the overall behavior of the equations, but it can be time-consuming and inaccurate if the graphs are not precise enough. Graphing is most appropriate when the equations are simple and have integer solutions, or when a visual representation of the problem is necessary.
Substitution involves solving one of the equations for one variable, then substituting that expression into the other equation to create an equation with only one variable. This method is straightforward and can be done by hand, but it can be time-consuming and error-prone if there are many variables or the equations are complex. Substitution is most appropriate when one of the equations is already solved for a variable, or when the equations involve simple linear or quadratic forms.
Elimination involves adding or subtracting the equations to eliminate one of the variables. This method is efficient and can be done systematically, but it can be confusing if the equations are not balanced or there are many variables. Elimination is most appropriate when the coefficients of one of the variables are equal or opposite in both equations, or when there are many equations and variables.
In general, the choice of method depends on the specific equations and the preferences of the solver. Graphing is a good method to use when the equations are simple and easy to plot, substitution is useful when one equation is already solved for a variable or the equations involve simple forms, and elimination is a good choice when the equations have balanced coefficients or there are many equations and variables to consider. It is important to keep in mind the strengths and weaknesses of each method and to choose the most appropriate method based on the specific situation.
Note - While this answer may provide helpful information for your assignment, it is important to remember that using it verbatim could be seen as plagiarism. To avoid this, it is best to use your own words and properly cite any sources used. This will ensure that you are giving credit to the original author and presenting your own unique perspective on the topic.
Have a great Day!
~~~Harsha~~~