Standard Form of a Line: Assignment

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Which equations are in standard form? Check all that apply

2. 2x + 3y = -6 6. x - y = 5

The drama club sold $779 worth of tickets to the school play. Student tickets cost $3 apiece and tickets for everyone else cost $5 each. What equation relates the number of student tickets that were sold, s, and the number of other tickets that were sold, t, written in standard form?

3s+5t=779

What is the equation in standard form of the line shown on the graph? The equation of the line in standard form is

3x + 4y = 12

Julia wrote a linear equation in standard form as -6x - 3y = 10. Arthur noticed that the equation was not written in standard form and wants to tell Julia how to fix it. What advice should he give her?

A. Multiply both sides of the equation by -1, so that the value for A is positive.

The standard form of a linear equation is Ax + By = C. If B = 0 and A and C are positive, which best describes the graph of this equation?

A. The graph is a vertical line.

What is the equation in standard form of the line shown on the graph?

B. y=4

What are the intercepts of the linear equation? The x-intercept of the equation is ___ The y-intercept of the equation is ___

Blank One: 5 Blank Two: -2

Austin determined that he has $13.50 in his piggy bank just in quarters and dimes. If q represents the number of quarters he has and d represents the number of dimes, which equation, written in standard form, represents this scenario?

C. 5q + 2d = 270

Which is the graph of 4x - 3y = 12?

Graph 4

The standard form of the equation that represents the number of quarters, q, and the number of dimes, d, that Austin has in his piggy bank is 5q + 2d = 270. Explain what the intercepts mean in terms of the context and how to find them.

Sample answer: To find one intercept, let d = 0 in the equation and solve for q. To find the other intercept, let q = 0 in the equation and solve for d. The intercepts mean that the bank could be filled with 54 quarters and no dimes, or 135 dimes and no quarters.


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