# Lesson 8 Eating Up the Lunchroom Budget Develop Understanding

The pairs of equations given are equivalent. Determine what was done to the first equation to get the second equation. (For example, everything multiplied by

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Determine whether the pairs of equations given are equivalent. If equivalent, state the operations used to create the second from the first. If not equivalent, show why not.

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Literal Equations: Solve each of the equations below for

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The equipment manager for the school athletics department is attempting to restock some of the needed uniform and equipment items for the upcoming baseball and football seasons. Based on current levels of inventory and the number of players returning, more socks, pants, and helmets will be needed. The equipment manager has organized the information in the matrix shown.

The school has contracted with two supply stores in the past for equipment needs. The matrix given shows how much each store charges for the needed items.

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Calculate the values of

Total Cost Matrix:

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Show the detailed calculations for finding the value of

Determine whether the functions represented are linear, exponential, or neither. State the type of function, and explain why it is what you indicate or show why on the representation provided. Solve the problems.

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Use the values in the table to predict

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Where is this function increasing?

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What

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What does

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What explicit equation can be used to represent this table of values?

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If this function models the size in acres of a wildfire for each hour that passes, how many square feet will have burned within