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Mathematics 17 Online
OpenStudy (dobby1):

HELP I HAVE NO IDEA HOW TO DO THIS. MEDAL WILL BE GIVEN.

OpenStudy (anonymous):

What is it dobby?

OpenStudy (anonymous):

yea?

OpenStudy (dobby1):

what is the equation for the given graph

OpenStudy (dobby1):

let me post the graph one sec

OpenStudy (dobby1):

OpenStudy (anonymous):

Wont let me open :( sorry dobby

OpenStudy (dobby1):

its ok

OpenStudy (anonymous):

Dobby you go to connections academy?

OpenStudy (anonymous):

5x-6=0 i think

OpenStudy (anonymous):

@jay3752 It has to be greater than or less then to have the shading.

OpenStudy (dobby1):

its not one of the answer choices my choices are -6x+5y is greater than of equal to -30 -6x+5y is less than or equal to -30 5x-6y is greater than or equal to -30 5x-6y is less than or equal to -30

OpenStudy (dobby1):

@amistre64

OpenStudy (dobby1):

can any one help me?

OpenStudy (dobby1):

i dont just want the answer i need this explained to me as well

OpenStudy (dobby1):

@mathstudent55 @phi @ganeshie8

OpenStudy (dobby1):

the answer choices are its not one of the answer choices my choices are -6x+5y is greater than of equal to -30 -6x+5y is less than or equal to -30 5x-6y is greater than or equal to -30 5x-6y is less than or equal to -30

OpenStudy (anonymous):

hmm

OpenStudy (dobby1):

@Preetha

OpenStudy (dobby1):

i dont know what to do please

zepdrix (zepdrix):

So we're given a graph and we need to identify the inequality relationship that represents it? Hmmm ok. So start by finding the slope of that line. It passes through (-6,0) and (0,5). Remember how to find slope? \[\Large m=\frac{y_2-y_1}{x_2-x_1}\]

OpenStudy (dobby1):

ok so then we get \[\frac{ 5-0 }{ 0+6 }\]

OpenStudy (dobby1):

or\[\frac{ 5 }{ 6 }\]

zepdrix (zepdrix):

Ok good. Since it's a straight line, we can set it up in this form. \[\Large y=mx+b\] Our y-intercept is, \(\Large b=5\) since the line passes through (0,5).

zepdrix (zepdrix):

So we have this so far, yes?\[\Large y=\frac{5}{6}x+5\]

OpenStudy (dobby1):

yeah

zepdrix (zepdrix):

See how the region `below` our line is shaded? That means we include all `y value` LESS THAN the equation of the line.\[\Large y <\frac{5}{6}x+5\] But let's think for a moment, should it be a `strict` inequality or no? Do you remember which inequality corresponds to a dashed line or solid?

OpenStudy (dobby1):

a inequality that is greater than or equal to is solid a dashed line is one with like a greater than sine

zepdrix (zepdrix):

Yes, good good. Our line is `solid`, which means we want to `include` the values along that line. So we'll use the `less than OR EQUAL TO` symbol.\[\Large y \le \frac{5}{6}x+5\]

zepdrix (zepdrix):

From here, to match the form they listed the answer in, we'll need to move some things around. Multiplying both sides by 6 gives us,\[\Large 6y \le 5x+30\]

zepdrix (zepdrix):

Hmm there's probably a better way to solve this. Like we'll need to do a bunch more little annoying things to match our answer. Maybe starting with point-slope form or something else would have been better.

OpenStudy (dobby1):

\[y \le30x+180?\]

zepdrix (zepdrix):

It'll work out, it's just going to be annoying :) lol

OpenStudy (dobby1):

oh great lol

zepdrix (zepdrix):

Hmm it looks like you multiplied by 6 again.. not sure why you did that :3 We DON'T want to isolate our y in this problem.

OpenStudy (dobby1):

oh i get it it should look like\[-5x+6y \le30\]

OpenStudy (dobby1):

but that is not one of the answer?

zepdrix (zepdrix):

Yes good, now see how all of your options have -30 on the right? Looks like we have to match that somehow.

OpenStudy (dobby1):

oh ok

OpenStudy (dobby1):

but how

zepdrix (zepdrix):

Let's multiply both sides of our inequality by -1.

zepdrix (zepdrix):

It will change the sign of everything. REMEMBER: When you multiply a negative number across an inequality, it will FLIP the direction of the inequality!

OpenStudy (dobby1):

ok making is \[5x-6y \ge-30\]

zepdrix (zepdrix):

yay good job \c:/ \(\large \text{*hands dobby a sock*}\)

OpenStudy (dobby1):

thx so much

zepdrix (zepdrix):

There's probably an easier way to do that. We kind of took a long route. So maybe read up a little bit... I'll bet you can find a quicker path :o

OpenStudy (dobby1):

and for that coment i am free whoo hoo

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