/*! This file is auto-generated */ .wp-block-button__link{color:#fff;background-color:#32373c;border-radius:9999px;box-shadow:none;text-decoration:none;padding:calc(.667em + 2px) calc(1.333em + 2px);font-size:1.125em}.wp-block-file__button{background:#32373c;color:#fff;text-decoration:none} Problem 91 Use a calculator to build a tabl... [FREE SOLUTION] | 91Ó°ÊÓ

91Ó°ÊÓ

Use a calculator to build a table of solutions of \(y=4 x-6\) with the given beginning \(x\)-value and interval between \(x\)-values. Write a table that includes the first five solutions. \(x=-8\), interval \(=3\)

Short Answer

Expert verified
The table of solutions is: | \( x \) | \( y \) || -8 | -38 || -5 | -26 || -2 | -14 || 1 | -2 || 4 | 10 |

Step by step solution

01

- Identify the Equation and Starting Point

The equation given is \( y = 4x - 6 \). The starting \( x \)-value is \( -8 \).
02

- Determine the Interval and Next X-values

The interval between the \( x \)-values is \( 3 \). To find the next four \( x \)-values, add \( 3 \) repeatedly to the starting value: \( -8, -5, -2, 1, 4 \).
03

- Calculate the Corresponding Y-values

Use the equation \( y = 4x - 6 \) to find the corresponding \( y \)-values for each \( x \)-value: - For \( x = -8 \), \( y = 4(-8) - 6 = -38 \) - For \( x = -5 \), \( y = 4(-5) - 6 = -26 \) - For \( x = -2 \), \( y = 4(-2) - 6 = -14 \) - For \( x = 1 \), \( y = 4(1) - 6 = -2 \) - For \( x = 4 \), \( y = 4(4) - 6 = 10 \)
04

- Create the Table

Place the pairs of \( x \)-values and their corresponding \( y \)-values into a table:| \( x \) | \( y \) || :-: | :-: || -8 | -38 || -5 | -26 || -2 | -14 || 1 | -2 || 4 | 10 |

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Key Concepts

These are the key concepts you need to understand to accurately answer the question.

Building a Table of Values
Building a table of values is a great way to visualize the relationship between two variables in an equation. In this exercise, we're working with the linear equation \(y = 4x - 6\). The goal is to find five pairs of \(x\) and \(y\) values based on a starting \(x\) value and a specific interval. Let's break down the steps.

Start with the given starting \(x\) value, which is \(-8\). Next, determine the interval between each \(x\) value, which in this case is \(3\). This means you'll add \(3\) to the starting \(x\) value to find the next \(x\) value, and so on for the rest.

Let's use the interval to find the next four \(x\) values:
  • Starting \(x\): \(-8\)
  • \(x + 3 = -5\)
  • \(-5 + 3 = -2\)
  • \(-2 + 3 = 1\)
  • \(1 + 3 = 4\)
So, our \(x\) values are \(-8, -5, -2, 1, 4\). Next, we’ll calculate corresponding \(y\) values based on these \(x\) values.
Solving Linear Equations
Solving linear equations means finding the values of the variable(s) that make the equation true. In \(y = 4x - 6\), we need to substitute the given \(x\) values into the equation to find the corresponding \(y\) values. Let’s do the math step-by-step for each \(x\):
  • For \(x = -8\): \( y = 4(-8) - 6 = -38 \)
  • For \(x = -5\): \( y = 4(-5) - 6 = -26 \)
  • For \(x = -2\): \( y = 4(-2) - 6 = -14 \)
  • For \(x = 1\): \( y = 4(1) - 6 = -2 \)
  • For \(x = 4\): \( y = 4(4) - 6 = 10 \)
As we solve it, we see how each y-value is directly affected by changing the x-value. This shows the linear relationship between the two variables in the equation.
Using Intervals in Algebra
Intervals are useful in algebra for finding a series of values systematically. By knowing the interval (difference) between consecutive \(x\) values, you can easily generate a sequence of points. Let's understand this with our interval of \(3\) and the starting \(x\) value of \(-8\).

  • Start with \(-8\)
  • Add \(3\) to get the next \(x\)-value: \(-8 + 3 = -5\)
  • Keep adding \(3\) to each subsequent \(x\)-value: \(-5 + 3 = -2, -2 + 3 = 1, 1 + 3 = 4\)

Interpreting intervals helps in various algebra problems, not just linear equations. It’s a systematic way to progress through values and verify how changes in one variable affect another.

It also helps in graphing equations, as you get clearly defined points that can be plotted to visualize the relationship. Keeping these techniques in mind, you'll be able to handle algebraic tasks more efficiently, ensuring accuracy and a better understanding of the relationships between variables.

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Most popular questions from this chapter

For exercises 103-104, some learning preferences describe how you prefer to receive, think about, and learn new information. These preferences include visual learning, auditory learning, and kinesthetic learning. Many students use more than one of these categories as they learn mathematics. \- Visual learners prefer to see information. Although you definitely listen to your instructor, you also like to see the example on a white board or screen. You may be able to recall a process by visualizing it in your mind; you may learn better by organizing information in charts, tables, diagrams, or pictures. You may prefer the use of colored markers instead of just black. \- Auditory learners prefer to hear information. Although you definitely watch what your instructor is doing, you also like your instructor to explain things aloud as he or she works. You may find it difficult to take notes because you cannot concentrate enough on what is being said while you write. You may learn better if you have the chance to explain things to others. \- Kinesthetic learners prefer to do. You may find it difficult to sit still and just watch and listen; you want to be trying it out. You may find that you must take notes in order to learn. If you only watch and listen, you may understand the concept but not remember it after you leave the classroom. You often learn better if you can show others how to do things. Do you have a strong preference for visual, auditory, or kinesthetic learning?

(a) represent the information as two ordered pairs. (b) find the average rate of change, \(m\). The number of women enrolled in the fall in degreegranting institutions of higher education increased from \(10,184,000\) women in 2006 to \(11,658,000\) women in 2009. Round to the nearest thousand. (Source: nces .ed.gov, 2011)

For exercises 97-98, some students find it helpful to use their learning preferences as a guide in how to study. Visual Learner \- Take detailed notes during class. Use colored pens and highlighters. \- Reorganize and rewrite notes after class; draw diagrams that summarize what you have learned. \- Read your book; watch the videos or DVDs for this text. \- Use flash cards for memory work. \- Sit where you can see everything in the classroom. Turn your phone or tablet off so that you are not distracted. Auditory Learner \- With permission, record your class. Take only brief notes of the big ideas and examples. After class, listen to the recording. Complete your notes. Restate the main ideas aloud to yourself. Use videos and DVDs to fill in anything you missed in class. \- Talk to yourself as you do your homework. Explain each step to yourself. \- Do memory work by repeating definitions aloud. Listen to a recording of the words and definitions. Create songs that help you remember a definition. \- Sit where you can hear everything. Turn your phone or tablet off so that you are not distracted. Kinesthetic Learner \- With permission, record your class. Take brief notes of the big ideas and examples. After class, listen to the recording. Complete your notes. Draw pictures. Use videos and DVDs to fill in anything you missed during class. -With your finger, trace diagrams and graphs. Do not just look at them. \- Imagine symbols such as variables as three-dimensional objects or even cartoon characters. Imagine yourself counting them, combining them, or subtracting them. \- Do memory work as you exercise or walk to your car. Walk around your room as you repeat definitions. You may find it helpful to come up with physical motions and/or a song that correspond to a procedure. \- If your class is mostly lecture, prepare yourself mentally before you walk into class to concentrate and not daydream. Turn your phone or tablet off so that you are not distracted. Identify any of the strategies listed above that you currently use to study math.

(a) find the \(y\)-intercept. (b) find the \(x\)-intercept. (c) use the slope formula to find the slope of the line. \(x-4 y=48\)

Balanced Rock in Arches National Park is \(55 \mathrm{ft}\) tall and weighs 3500 tons. Find its height in meters. Round to the nearest tenth. \((1 \mathrm{~m} \approx 3.2808 \mathrm{ft}\).) (Source: www.desertusa .com)

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