The document provides information about linear equations and functions. It includes:
1. A list of 5 students with identification numbers.
2. An overview of topics to be covered related to linear equations and functions, including solving linear equations and inequalities, functions, linear functions, and systems of linear equations.
3. Details on solving linear equations and inequalities in one variable, including examples and properties.
4. Information on different types of functions, including algebraic, trigonometric, exponential, and logarithmic functions.
5. Examples of using linear functions in business and economics, such as profit functions, break-even points, supply and demand curves.
Factor Theorem and Remainder Theorem. Mathematics10 Project under Mrs. Marissa De Ocampo. Prepared by Danielle Diva, Ronalie Mejos, Rafael Vallejos and Mark Lenon Dacir of 10- Einstein. CNSTHS.
Factor Theorem and Remainder Theorem. Mathematics10 Project under Mrs. Marissa De Ocampo. Prepared by Danielle Diva, Ronalie Mejos, Rafael Vallejos and Mark Lenon Dacir of 10- Einstein. CNSTHS.
Name _________________________ Score ______ ______1..docxlea6nklmattu
Name: _________________________
Score: ______ / ______
1.
Find the indicated sum. Show your work.
k = 1, (-1)^k (k + 11) = (-1)^(1) (1 + 11)= -1*(12) = -12
k = 2, (-1)^k (k + 11) = (-1)^(2) (2 + 11)= 1*(13) = 13
k = 3, (-1)^k (k + 11) = (-1)^(3) (3 + 11)= -1*(14) = -14
k = 4, (-1)^k (k + 11) = (-1)^(4) (4 + 11)= 1*(15) = 15
(-12)+(13)+(-14)+(15)=2
2.
Locate the foci of the ellipse. Show your work.
X^2=(x-h)^2, then h=0
Y^2=(x-k)^2, then k=0
The centre is (0,0)
X^2/36+y^2/11=1
When x=0 y^2/11=1; y=0
When y=0,x=0
X^2/36=1;x=0
11+c^2=36
C=5
Foci (5,0) and (-5,0)
3.
Solve the system by the substitution method. Show your work.
2y - x = 5
x2 + y2 - 25 = 0
x:
2y - x = 5
2y - 5 = x
so x = 2y - 5
-Plug this into 2nd equation:
(2y - 5)² + y² - 25 = 0
-Use FOIL to solve the (2y - 5)² part:
(2y - 5)(2y - 5)
4y² - 10y - 10y + 25
4y² - 20y + 25
So :
4y² - 20y + 25 + y² - 25 = 0
Which can be simplified to:
4y² + y² - 20y = 0
4y² + y² - 20y = 0
y(4y + y - 20) = 0
So, because of the 0 multiplication rule,
y=0
x= -5 (plug in y=0 to original equations:
2y - x = 5
2(0) - x = 5, so x= -5)
(-5,0)
Y(4y+y-20)=0
So, y=0 or 4y+y-20=0
5y-20=0
Y=4
X=2y-5 when y=4
X=8-5=3
(-5,0) (3,4)
4.
Graph the function. Then use your graph to find the indicated limit. You do not have to provide the graph
f(x) = 5x - 3,
f(x)
22
5.
Use Gaussian elimination to find the complete solution to the system of equations, or state that none exists. Show your work.
4x - y + 3z = 12
x + 4y + 6z = -32
5x + 3y + 9z = 20
6.
Solve the system of equations using matrices. Use Gaussian elimination with back-substitution.
x + y + z = -5
x - y + 3z = -1
4x + y + z = -2
X=1/3, y=-(11/3),z=-(5/3)
7. A woman works out by running and swimming. When she runs, she burns 7 calories per minute. When she swims, she burns 8 calories per minute. She wants to burn at least 336 calories in her workout. Write an inequality that describes the situation. Let x represent the number of minutes running and y the number of minutes swimming. Because x and y must be positive, limit the boarders to quadrant I only.
7x+8y>=336
Short Answer Questions:
Type your answer below each question. Show your work.
8.
A statement S
n
about the positive integers is given. Write statements S
1
, S
2
, and S
3
, and show that each of these statements is true.
Show your work.
S
n
: 1
2
+ 4
2
+ 7
2
+ . . . + (3n - 2)
2
=
S1=1(6*1^2-3(1)-1)/2=1
S2=1^2+4^2=17
S31^2+4^2+7^2=66
9.
A statement
S
n
about the positive integers is given. Write statements
S
k
and
S
k+1
, simplifying
S
k+1
completely. Show your work.
S
n
: 1 ∙ 2 + 2 ∙ 3 + 3 ∙ 4 + . . . +
n
(
n
+ 1) = [
n
(
n
+ 1)(
n
+ 2)]/3
10.
Joely's Tea Shop, a store that specializes in tea blends, has available 45 pounds of A grade tea and 70 pounds of B grade tea. These will be blended into .
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MATH133 UNIT 2 Quadratic EquationsIndividual Project Assignment.docxandreecapon
MATH133 UNIT 2: Quadratic Equations
Individual Project Assignment: Version 2A
Name (Required): __________________________________________________
Show all of your work details for these calculations. Please review this Web site to see how to type mathematics using the keyboard symbols. Handwritten scanned work is not acceptable for AIU Online.
Problem 1: Modeling Profit for a Business
IMPORTANT: See Question 3 below. This is mandatory.
Remember that the standard form for the quadratic function equation is y = f (x) = ax2 + bx + c and the vertex form is y = f (x) = a(x – h)2 + k, where (h, k) are the coordinates of the vertex of this quadratic function’s graph.
You will use P(x) = -0.2x2 + bx – c where (-0.2x2 + bx) represents the business’s variable profit and c is the business’s fixed costs.
So, P(x) is the store’s total annual profit (in $1,000) based on the number of items sold, x.
1. (List your chosen value for between 100 and 200.)
2. (List what the fixed costs might represent for your fictitious business, and be creative; also list your chosen value for c from the table below).
If your last name begins with the letter
Choose a fixed cost between
A–E
$5,000–$5,700
F–I
$5,800–$6,400
J–L
$6,500–$7,100
M–O
$7,200–$7,800
P–R
$7,800–$8,500
S–T
$8,600–$9,200
U–Z
$9,300–$10,000
3. Important: By Wednesday night at midnight, submit a Word document with only your name and your chosen values for b and c above in Parts 1 and 2. Submit this in the Unit 2 IP submissions area. This submitted Word document will be used to determine the Last Day of Attendance for government reporting purposes.
4. (State that quadratic profit model function’s equation by replacing and with your chosen values.)
5. (Choose five values of (number of items sold) between 500 and 1000. Insert those -values in the table.)
6. Plug these five values into your model for and evaluate the annual business profit given those sales volumes. (Be sure to show all your work for these calculations; complete the table below.)
7. Use the five ordered pairs of numbers from 5 and 6, and Excel or another graphing utility, to graph your quadratic profit model and insert the graph into your Word answer document. The graph of a quadratic function is called aparabola. (Insert graph below.)
8. (Show work details or explain how you found the vertex. Write the vertex in ordered-pair form: .)
9. (Write the explanation and the equation of the line of symmetry.)
10. (Write your quadratic profit function in vertex form, where is the vertex of this quadratic function’s graph. Show the details of how you found this equation.)
11. (State the maximum profit (if any), and show how you determined how many items must be sold to give the maximum profit.)
12. (State how knowing the number of items sold that produces the maximum profit help you to run business more effectively.)
13. (Give an analysis of the results of these profit calculations, and give some ...
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. FABULOUS FIVE
0017 Rija Arshad
0030 Sania Ijaz
0031 Anam Zahid
0048 Alisha Asghar
0141 Sidra Basharat
3. LINEAR EQUATIONS AND
FUNCTIONS
Solution of Linear Equation & Inequalities in one
variable.
Functions , notation operation with function.
Linear function graph, slopes, equations.
Solution of system of linear equations in three
variables.
Applications of functions in business and
economics.
4. SOLUTION OF LINEAR EQUATIONS
& INEQUALITIES IN ONE VARIABLE
INTRODUCTION
Linear equations were
invented in 1843 by Irish
mathematician Sir William
Rowan Hamilton. He was born
in 1805 and died in 1865. Sir
Hamilton made important
contributions to mathematics.
5. DIFFERENTIATE BETWEEN
EQUALITY & IN-EQUALITY
EQUATION:-
An equation is a mathematical
statement wherein two expressions are
set equal to each other.
FOR EXAMPLE:-
𝟐
𝟑
𝒙 −
𝟏
𝟐
𝒙 = 𝒙 +
𝟏
𝟔
IN-EQUALITY:-
A Formal statement of inequality
between two quantities usually
separated by a sign of inequality (as < ,
> or ≠ OR signifying respectively is less
than, is greater than, or is not equal to).
FOR EXAMPLE:-
𝟑𝒙 + 𝟏 < 𝟓𝒙 − 𝟒
𝟗 − 𝟕𝒙 > 𝟏𝟗 − 𝟐𝒙
6. PROPERTIES OF EQUALITY
ADDITION
PROPERTY
The equation formed by
adding the same quantity to
both side of an equation is
equivalent to the original
equation.
Example:-
𝒙 − 𝟒 = 𝟔 is equivalent to
𝒙 = 𝟏𝟎
SUBSTITUTION
PROPERTY
The equation formed by
substituting one expression for
an equal expression is
equivalent to original
equation.
Example:-
𝟑 𝒙 − 𝟑 −
𝟏
𝟐
𝟒𝒙 − 𝟏𝟖 = 𝟒
Is equivalent to
𝟑𝒙 − 𝟗 − 𝟐𝒙 + 𝟗 = 𝟒 & 𝒕𝒐 𝒙 = 𝟒
The solution set is {4}
MULTIPLICATION
PROPERTY
The equation forms by multiplying
both side of an equation by the same
non zero quantity is equivalent to the
original equation.
Example:-
𝟏
𝟑
𝒙 = 𝟔 𝑖𝑠 𝑒𝑞𝑢𝑖𝑣𝑎𝑙𝑒𝑛𝑡 𝑡𝑜 𝟑
𝟏
𝟑
𝒙
= 𝟑 𝟔 𝒐𝒓 𝒕𝒐 𝒙 = 𝟏𝟖
7. TO SOLVE LINEAR EQUATION IN ONE
VARIABLE
1. SIMPLIFY BOTH SIDE OF EQUATION.
2. USE THE ADDITION AND SUBSTRACTION
PROPERTY.
3. SIMPLIFY BOTH SIDE OF THE EQUATIONS.
4. DIVIDE BOTH SIDE OF THE EQUATION BY THE
COEFFICIENT OF THE VARIABLE.
9. SOLUTION OF LINEAR EQUATION
FUTURE VALUE OF AN INVESTMENT :-
The future value of a simple interest investment is given by S= p+ prt ,where p is the principal invested, r is the
annual interest rate (as a decimal), and t is the time in years, at what simple interest r must p=1500 dollars be
invested so that the future value is $2940 after 8 year.
Solution:-
Entering the values S=2904, P=1500, and t into S=P +prt gives
2940 = 1500 + 1500(r)(8)
2940=1500+12,000r
2940-1500=12,000r
1440=12,000r
1440/12,000 = r
0.12 = r
So, the interest rate is 0.12 or 12 % .
10. SOLUTION OF LINEAR EQUATION :-
VOTING
Example:- Using data from 1952-2004, the percent p of the eligible U.S. population voting is
presidential selection has been estimated to be
p=63.20 – 0.26x
Where x is the number of years past 1950. according to this model/ in what election year is the %
voting equal to 55.4% ?
Solution:-
55.4=63.20 – 0.26x
-7.8= - 0.26x
30=x
11. SOLVING OF LINEAR EQUATION
PROFIT :-
SUPPOSE THAT THE RELATIONSHIP BETWEEN A FIRM’S PROFIT P AND THE
NUMBER X OF ITEM SOLD CAN BE DESCRIBED BY THE EQUATION.
5x – 4p = 1200
Find the profit when 240 units are sold.
when, p =
𝟓
𝟒
𝒙 − 𝟑𝟎𝟎
=
𝟓
𝟒
𝟐𝟒𝟎 − 𝟑𝟎𝟎
p = 0
It means profit is zero when the firm produced 240 units.
12. SOLVING OF LINEAR IN-EQUALIIES IN
ONE VARIABLE :-
DEFINITION :-
A linear inequality in one variable is a sentence of the form ax + b < 0 , a 6= 0.
EXAMPLE :-
Solve x + 2 < 4
x + 2 < 4
x < 4 – 2
x < 2
The graph of this solution is as follow:-
-1 0 1 2 3 5
14. FUNCTION
It is a relationship between a set of inputs and a set of outputs with the
property that each input related to exactly that output
Example:-
A depend on “X” where A is the area and formula is
A =𝑥2
, here A is a function of x
If Y depends on x then Y is a function of x
y= f(x)
15. TYPES OF FUNCTIONS
1- Algebraic function
polynomial function
linear function
quadratic function
identity function
constant function
rational function
2- Trigonometric function
3- Inverse trigonometric function
4- Exponential function
5- Logarithm function
17. EXAMPLE:-
The total cost of producing a product is given by
C(x)=300x+0.1𝑥2+1200
Where x represents the number of unit produced.
Find the total cost of producing 10 units:-
x=10
C(x)=300x+0.1𝑥2
+1200
C(10)=300(10)+0.1(10)2+1200
C(10)=3000+10+1200
C(10)=4210
when we’ll produce 10 units the total cost will be 4210
18. APPLICATION OF FUNCTION IN
DAILY LIFE
MONEY AS A FUNCTION OF TIME.
YOU NEVER HAVE MORE THEN ONE
AMOUNT OF MONEY AT ANY TIME
BECAUSE YOU CAN ALWAYS ADD
EVERYTHING TO GIVE ONE TOTAL
AMOUNT BY UNDERSTANDING HOW
YOUR MONEY CHANGES OVER TIME,
YOU CAN PLAN TO SPEND YOUR
MONEY SENSIBLY.
19. LINEAR FUNCTION
A linear function involves a record variable like y , and a variable like x
whose highest power is 1.
EXAMPLE:-
Y=2X+4
Y=5X+25
Y=3X+12
20. LINEAR FUNCTION
DOMAIN
All the x-coordinates in the function’s
ordered pairs
Example:-
{3.2.5}
RANGE
All the y-coordinates in the function’s
ordered pair
Example:-
{6,8,3}
22. EXAMPLE:-
Depreciation:-
A business property is purchased for $ 122,880 and depreciated over a its value y is related to the
number of months of service x by the equation
𝟒𝟎𝟗𝟔𝒙 + 𝟒𝒚 = 𝟒𝟗𝟏520
Find the x-intercept and the y-intercept and use them to sketch the graph
Solution:-
for x-intercept , y=0 gives 4096𝑥 = 491,520
𝐱 = 𝟏𝟐𝟎
Thus 120 is the x-intercept
for y-intercept , x=0 gives 4𝑦 = 491,520
𝒚 = 𝟏𝟐𝟐, 𝟖𝟖𝟎
Thus 122,880 is the y-intercept
24. ‘’APPLICATION OF FUNCTIONS IN
BUSINESS AND ECONOMICS’’
Here are some applications of Functions:
Profit & Break-Even Point
Supply, Demand & Market Equilibrium
1. Profit Function:
The profit is the net proceeds, or what remains the revenue
when costs are subtracted.
Profit= revenue-cost
25. EXAMPLE OF PROFIT FUNCTION:
Suppose that profit function for a product is linear and marginal profit is $5. if
the profit is $200 when 125 units are sold, write the equation of the profit
function.
Solution:
The marginal profit gives us the slope of the line representing the profit
function. Using this slope(m=5) and the point(125,000) in the point-slope
formula P-P1=m(x-x1) gives
P-200=5(x-125)
or
P=5x-425
26. 2. BREAK-EVEN POINT:
In break-even point is the number of item x at which break-even occurs.
In break-even point revenue is equal to cost.
Formula:
Revenue=Cost
In Break-Even point PROFIT = ZERO
LOSS = ZERO
EXAMPLE:-
4P=81x-29970
4(0)=81x-29970
29970=81x
29970/81=x
x=370.
27. 3. SUPPLY & DEMAND:
Supply:
The law of Supple states that the quantity
supplied for sale will increase as the prices of
the product increase.
Demand:
The law of Demand states that the quantity
demanded increases as the prices decreases and
vise versa.
29. 4. MARKET EQUILIBRIUM:
IN market-equilibrium supply is equal to demand.
Market equilibrium occurs when the quantity of a commodity demanded is equal to the
quantity supplied.
Example:
Find the equilibrium point for the following supply and demand function.
Demand: p= -3q+36
Supply: p=4q+1
At market equilibrium, the demand price equals the supply price. Thus,
demand=supply
-3q+36=4q+1
35=7q
35/7=q q=5
Putting the value of q in equation 2 , you’ll find the value of P=21
q=5
p=21
So the market-equilibrium point is (5,21)
30. ‘’SOLUTION OF SYSTEM OF LINEAR
EQUATION’’
It is a collection of 2 or more linear
equation involving same set of
variables that you deal all together
at once.
For Example:
x+2y=4
3x+5y=7
31. METHODS OF SOLUTION OF
SYSTEM OF LINEAR EQUATION
There are 2 methods of solving of
system of linear equation:
Elimination Method.
Substitution Method.
32. SUBSTITUTION METHOD
NO SOLUTION
-4x+8y=9
x-2y=3
By multiplying equation 2 with 4
4(x-2y)=4(3)
4x-8y=12
-4x+8y=9
4x-8y=12
0x+0y=21
0=21 NO SOLUTION
SOLUTION
5x+4y=1
3x-6y=2
By multiplying equation 1 with 3
By multiplying equation 2 with 2
3(5x+4y)=3(1), 2(3x-6y)=2(2)
15x+12y=3 (eq 3) , 6x-12y=4 (eq 4)
By adding equation 3 and 4
15x+12y=3
6x-12y=7
21x =7 x=7/21 x=1/3
By putting the value in equation 2
3(1/3)-6y=2
1-6y=2
Y= -1/6
33. Elimination Method
Example:
x + y=335
10x+7y=2741
Solution:
multiplying equation 1 with -10.
-10(x + y)=335(-10)
-10x-10y=-3350
-10x-10y=-3350
10x+7y=2741
-3y=-609 y=-609/3 y=203
Applying the value of y in equation 1.
X+203=335
x=335-203
x=132