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Meal tickets at the circus cost $ 4.00 for children and $ 12.00 for adults. If 1,650 meal tickets were bought for a total of $ 14,200 , how many children and how many adults bought meal tickets?

700 children, 950 adults

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Access these online resources for additional instruction and practice with systems of linear equations.

Key concepts

  • A system of linear equations consists of two or more equations made up of two or more variables such that all equations in the system are considered simultaneously.
  • The solution to a system of linear equations in two variables is any ordered pair that satisfies each equation independently. See [link] .
  • Systems of equations are classified as independent with one solution, dependent with an infinite number of solutions, or inconsistent with no solution.
  • One method of solving a system of linear equations in two variables is by graphing. In this method, we graph the equations on the same set of axes. See [link] .
  • Another method of solving a system of linear equations is by substitution. In this method, we solve for one variable in one equation and substitute the result into the second equation. See [link] .
  • A third method of solving a system of linear equations is by addition, in which we can eliminate a variable by adding opposite coefficients of corresponding variables. See [link] .
  • It is often necessary to multiply one or both equations by a constant to facilitate elimination of a variable when adding the two equations together. See [link] , [link] , and [link] .
  • Either method of solving a system of equations results in a false statement for inconsistent systems because they are made up of parallel lines that never intersect. See [link] .
  • The solution to a system of dependent equations will always be true because both equations describe the same line. See [link] .
  • Systems of equations can be used to solve real-world problems that involve more than one variable, such as those relating to revenue, cost, and profit. See [link] and [link] .

Section exercises

Verbal

Can a system of linear equations have exactly two solutions? Explain why or why not.

No, you can either have zero, one, or infinitely many. Examine graphs.

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If you are performing a break-even analysis for a business and their cost and revenue equations are dependent, explain what this means for the company’s profit margins.

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If you are solving a break-even analysis and get a negative break-even point, explain what this signifies for the company?

This means there is no realistic break-even point. By the time the company produces one unit they are already making profit.

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If you are solving a break-even analysis and there is no break-even point, explain what this means for the company. How should they ensure there is a break-even point?

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Given a system of equations, explain at least two different methods of solving that system.

You can solve by substitution (isolating x or y ), graphically, or by addition.

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Algebraic

For the following exercises, determine whether the given ordered pair is a solution to the system of equations.

Questions & Answers

what is math number
Tric Reply
x-2y+3z=-3 2x-y+z=7 -x+3y-z=6
Sidiki Reply
Need help solving this problem (2/7)^-2
Simone Reply
x+2y-z=7
Sidiki
what is the coefficient of -4×
Mehri Reply
-1
Shedrak
the operation * is x * y =x + y/ 1+(x × y) show if the operation is commutative if x × y is not equal to -1
Alfred Reply
An investment account was opened with an initial deposit of $9,600 and earns 7.4% interest, compounded continuously. How much will the account be worth after 15 years?
Kala Reply
lim x to infinity e^1-e^-1/log(1+x)
given eccentricity and a point find the equiation
Moses Reply
12, 17, 22.... 25th term
Alexandra Reply
12, 17, 22.... 25th term
Akash
College algebra is really hard?
Shirleen Reply
Absolutely, for me. My problems with math started in First grade...involving a nun Sister Anastasia, bad vision, talking & getting expelled from Catholic school. When it comes to math I just can't focus and all I can hear is our family silverware banging and clanging on the pink Formica table.
Carole
I'm 13 and I understand it great
AJ
I am 1 year old but I can do it! 1+1=2 proof very hard for me though.
Atone
hi
Adu
Not really they are just easy concepts which can be understood if you have great basics. I am 14 I understood them easily.
Vedant
find the 15th term of the geometric sequince whose first is 18 and last term of 387
Jerwin Reply
I know this work
salma
The given of f(x=x-2. then what is the value of this f(3) 5f(x+1)
virgelyn Reply
hmm well what is the answer
Abhi
If f(x) = x-2 then, f(3) when 5f(x+1) 5((3-2)+1) 5(1+1) 5(2) 10
Augustine
how do they get the third part x = (32)5/4
kinnecy Reply
make 5/4 into a mixed number, make that a decimal, and then multiply 32 by the decimal 5/4 turns out to be
AJ
how
Sheref
can someone help me with some logarithmic and exponential equations.
Jeffrey Reply
sure. what is your question?
ninjadapaul
20/(×-6^2)
Salomon
okay, so you have 6 raised to the power of 2. what is that part of your answer
ninjadapaul
I don't understand what the A with approx sign and the boxed x mean
ninjadapaul
it think it's written 20/(X-6)^2 so it's 20 divided by X-6 squared
Salomon
I'm not sure why it wrote it the other way
Salomon
I got X =-6
Salomon
ok. so take the square root of both sides, now you have plus or minus the square root of 20= x-6
ninjadapaul
oops. ignore that.
ninjadapaul
so you not have an equal sign anywhere in the original equation?
ninjadapaul
hmm
Abhi
is it a question of log
Abhi
🤔.
Abhi
I rally confuse this number And equations too I need exactly help
salma
But this is not salma it's Faiza live in lousvile Ky I garbage this so I am going collage with JCTC that the of the collage thank you my friends
salma
Commplementary angles
Idrissa Reply
hello
Sherica
im all ears I need to learn
Sherica
right! what he said ⤴⤴⤴
Tamia
hii
Uday
hi
salma
hi
Ayuba
Hello
opoku
hi
Ali
greetings from Iran
Ali
salut. from Algeria
Bach
hi
Nharnhar

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Source:  OpenStax, College algebra. OpenStax CNX. Feb 06, 2015 Download for free at https://legacy.cnx.org/content/col11759/1.3
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