Math 8 4 10 Homework Help Morgan

This paragraph introduces a math lesson focusing on interpreting points in a coordinate plane. The lesson begins with an activity to identify which of four graphs (A, B, C, D) does not belong with the others based on their intersection patterns. Graph A has no intersections, B has one point of intersection, C has three lines intersecting at one point, and D has multiple intersections but not all three lines intersect together. The lesson also covers a 'pocket full of change' scenario where students must determine the combination of quarters and dimes that add up to two dollars using a table of combinations and a graph representing the relationship between the number of quarters and dimes with a total of 17 coins.

The paragraph delves into the 'pocket full of change' problem, where Jada has two dollars in quarters and dimes, totaling 17 coins. The task is to complete a table showing various combinations of quarters and dimes that equal two dollars and then to analyze a graph that represents the number of coins. The graph shows discrete points for each combination of quarters and dimes that sum to 17 coins. The paragraph explains how to determine the incorrect combination of four quarters and 13 dimes, which exceeds the two-dollar limit. The correct solution, based on the table and graph, is two quarters and 15 dimes, which equals 17 coins and two dollars.

This section discusses a scenario where Claire and Andre are making signs for an upcoming Spirit Week. The paragraph explains how to graph the progress of sign-making over time, with Andre starting with 15 signs and ending with 45, while Claire starts with five and ends with 65. The graph shows their progress, and the paragraph includes questions about the number of signs completed at specific times. The analysis reveals that at 40 minutes, both have made 25 signs, but by the end of the day, Claire has made more signs than Andre. The paragraph also addresses the false statement that at 100 minutes, 60 signs have been completed, as neither has reached that number by that time.

The paragraph explores a pattern in constructing squares with toothpicks, where the number of toothpicks needed is represented by the equation 3s + 1, where s is the number of squares. It provides examples of how many toothpicks are needed for different numbers of squares and reinforces the concept of linear relationships from a previous unit. The paragraph also touches on the application of these concepts to real-life situations, such as the cost of flour and sugar, and how equations and graphs can be used to find solutions where two conditions are met simultaneously.

This paragraph provides a detailed walkthrough of solving a homework assignment involving linear equations and graphs. The task involves matching lines to statements about their coordinates, identifying sets of points that meet certain criteria, and explaining the process of solving equations without fractions. The paragraph includes specific examples, such as the line with points A, B, and C, and how to manipulate equations to eliminate fractions or find solutions for x.

The final paragraph presents a problem involving May and Pria, who earn money through different tasks. May earns a fixed amount per hour for mowing lawns and for hauling recyclables, while Pria earns a different rate per hour. The paragraph outlines how to set up equations to find out when they will have earned the same amount of money for the same number of hours worked. It also explains how to solve these equations to determine the number of hours and the total earnings, using tables, graphs, and equations to represent the hourly earnings and the point at which they are equal.