Write 2 equations
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You are asked to define variables that "model the situation" without being told what you care about in the situation. For that purpose, the variables you have chosen, ...

are completely appropriate. Your choice will give rise to two equations, already solved:

___

However, that is not going to be helpful for Part B.

In Part B, you're asked for the number of quarters. You might expect that choosing a variable to represent this quantity would be helpful, and you'd be right. For a variety of reasons, choosing another variable to represent the number of dimes is also helpful. Now, we have the definitions

The corresponding system of equations is ...

Since you're only interested in the number of quarters, it can be convenient to choose a solution method that focuses only on the q variable. Here, we'll multiply the first equation by -0.10 and add the result to the second equation. That eliminates d and gives an equation only in q.

  -0.10(q +d) +(0.25q +0.10d) = -0.10(90) +(17.55)

  0.15q = 8.55 . . . . . simplify

  8.55/0.15 = q = 57 . . . . . . divide by the coefficient of q to find the solution

Dylan has 57 quarters in his bank.

Comment on "this situation" problems

As you have discovered, modeling a particular "situation" needs to be informed by the aspect(s) of the situation that you care about. Many modern math texts ask for a model of "this situation" without bothering to tell you that crucial piece of information.

I find it unfortunate, and not particularly instructive in good critical thinking practice or problem solving technique.

Here, we found it helpful to read ahead for clues as to what the problem is really about. That will often be a helpful approach.

the results from a pre-test for students for the year 2000 and the year 2010 are illustrated in the box plot. what do these results tell us about how students performed on the 29 question pre-test for the two years?

if we compare only the lowest and highest scores between the two years, we might conclude that the students in 2010 did better than the students in 2010. this conclusion seems to follow since the lowest score of 8 in 2010 is greater in value than the lowest score of 6 in 2000. also, the highest score of 28 in 2010 is greater in value than the highest score of 27 in 2000.

but the box portion of the illustration gives us more detailed information. the middle bar in each box shows us that the median score of 20 in 2000 is greater in value than the median score of 17 in 2010. further, we note that the box and whiskers divide the illustration into four pieces. each of these four pieces represents the same portion of students. so, the upper half of the students in 2000 scored in the same score range as the upper one-fourth of the students in 2010, see the illustration at a score of 20.

by considering the upper one-fourth, upper half, and upper three-fourths instead of just the lowest and highest scores, we would conclude that the students as a whole did much better in 2000 than in 2010. we would conclude that as a whole the students in 2010 are less prepared than the students in 2000.

in this section, we discuss box-and-whisker plots and the five key values used in constructing a box-and-whisker plot. the key values are called a five-number summary, which consists of the minimum, first quartile, median, third quartile, and maximum.

step-by-step explanation:

the probability that a bird is green (.30) is true

step-by-step explanation: