Hi, so I know the answer to this problem (now that I got it wrong) but I'm not quite sure why I was wrong, help?
Answers
Answer:
[tex]-2x^2-x[/tex]. Your answer was wrong because "x-squared" terms didn't cancel.
Step-by-step explanation:
To solve this problem, set up an equation. We know something is supposed to be added to the expression [tex]2x^2+2x[/tex], and the result should be x. So:
[tex]2x^2+2x+(\text{ ? })=x[/tex]
We want to solve for the question mark... the unknown thing that we're adding to the original expression, in order to get x.
It is uncommon to put question marks in equations to represent quantities. Usually we use a letter. Since x is already being used in the equation, we should pick something else ... we could use "y".
[tex]2x^2+2x+(\text{ } y \text{ })=x[/tex]
...or just...
[tex]2x^2+2x+y=x[/tex]
Algebra allows us to solve the equation and find out what "y" is equivalent to.
To solve, we want to get the "y" by itself. To do so, we try to eliminate the other "terms" from the left side of the equation.
Understanding "terms" & "like terms"
Terms
"Terms" in an equation are either a number multiplied to other things, or just a single number that isn't multiplied to anything else.
For example, the various terms in our equation above are
[tex]2x^2[/tex], [tex]2x[/tex], [tex]y[/tex], [tex]x[/tex]
You might ask why the last things, which don't have a number, are considered terms.
Remember that multiplying by 1 doesn't change anything, so we could imagine each of the last two terms as being 1 times the letter.
So, we can rewrite our equation:
[tex]2x^2+2x+1y=1x[/tex]
Like terms
"Like terms" are terms where the "other stuff the numbers are multiplied to" is the same, so for instance, the [tex]2x[/tex] and the [tex]1x[/tex] are like terms. They are like terms because, the "other stuff" that the numbers are multiplied to are "x" for both terms. Note that [tex]2x[/tex] and [tex]2x^2[/tex] are not "like terms" because the "stuff" is different:
[tex]x[/tex] is different than [tex]x^2[/tex]
"Like terms" are important because only like terms can be "combined" into a single simplified term.
Solving equations
To solve an equation, we isolate what we're solving for, y, by disconnecting the other terms from it, and simplify.
Starting with subtracting 2x from both sides of the equation:
[tex]2x^2+2x+1y=1x\\(2x^2+2x+1y)-2x=(1x)-2x[/tex]
Subtraction is the same as "adding a negative":
[tex]2x^2+2x+1y+(-2x)=1x+(-2x)[/tex]
Since all terms are now connected by addition, we can add in any order we want (because of the Commutative Property of Addition), and we can combine like terms.
Thinking just about the number parts, since [tex]1+(-2)=-1[/tex], then [tex]1x+(-2x)=-1x[/tex].
Returning to our main equation, the right side simplifies:
[tex]2x^2+2x+1y+(-2x)=1x+(-2x)\\2x^2+2x+1y+(-2x)=-1x[/tex]
On the left side: [tex]2x[/tex] and [tex]-2x[/tex] are like terms.
Fact: [tex]2+(-2)=0[/tex]
So, [tex]2x+(-2x)=0x[/tex]
Since anything times zero is just zero, [tex]0x=0[/tex]. Furthermore, adding zero to anything doesn't change it. So when the [tex]2x[/tex] and [tex]-2x[/tex] terms on the left side of our main equation are combined, they "disappear" (While we talked through are a lot of rules/steps to justify why that works, it is common to omit those justifications, and to just combine those like terms and make them disappear.)
So, [tex]2x^2+2x+1y+(-2x)=-1x[/tex] simplifies to:
[tex]2x^2+1y=-1x[/tex]
Similarly for the [tex]2x^2[/tex] term, we subtract from both sides:
[tex]2x^2+1y=-1x\\(2x^2+1y)-2x^2=(-1x)-2x^2\\2x^2+1y+(-2x^2)=-1x+(-2x^2)[/tex]
Combining like terms on the left, they disappear.
[tex]1y=-1x+(-2x^2)[/tex]
There are no like terms on the right.
Since the two terms on the right are added together, we can use the commutative property of addition to rearrange:
[tex]1y=-2x^2+(-1x)[/tex]
Addition of a negative can turn back into subtraction, and simplify multiplication by 1.
[tex]y=-2x^2-x[/tex]
Remembering we chose "y" as the unknown thing we wanted to know, that's why the "correct answer" is what it is.
Verifying an answer
Verifying can double check an answer, and helps explain why the answer you chose doesn't work.
To verify an answer, the original statement said add something to the expression and get a result of "x". So, let's see if the "correct answer" does:
[tex]2x^2+2x+(\text{ } ? \text{ })\\2x^2+2x+(-2x^2-x)\\2x^2+2x+(-2x^2-1x)\\2x^2+2x+(-2x^2)+(-1x)[/tex]
Combining the "x-squared" terms, completely cancels...
[tex]2x+(-1x)[/tex]
Combining the "x" terms, and simplifying...
[tex]1x\\x[/tex]
So it works.
Why isn't the answer what you chose:
[tex]2x^2+2x+(\text{ } ? \text{ })\\2x^2+2x+(-x^2-x)\\2x^2+2x+(-1x^2-1x)\\2x^2+2x+(-1x^2)+(-1x)[/tex]
Combining the x-squared terms, things don't completely cancel...
[tex]1x^2+2x+(-1x)[/tex]
Combining the x terms...
[tex]1x^2+1x\\x^2+x[/tex]
So adding the answer that you chose to the expression would not give a result of "x", which is why it is "wrong"
Related Questions
What is the simple interest that is missing from the table? Use the formula mc012-1.jp
$375
r
2.2%
t
3 years
$25.00
$24.75
$2,475.75
$2,500.00
Answers
The simple interest is $24.75.
What is the simple interest?The simple interest that is paid on an amount of money is a function of the amount deposited, time and interest rate.
Simple interest = amount deposited x time x interest rate
$375 x 0.022 x 3 = $24.75
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The figure below shows a square ABCD and an equilateral triangle DPC:
ABCD is a square. P is a point inside the square. Straight lines join points A and P, B and P, D and P, and C and P. Triangle D
Ted makes the chart shown below to prove that triangle APD is congruent to triangle BPC:
Statements Justifications
In triangles APD and BPC; DP = PC Sides of equilateral triangle DPC are equal
In triangles APD and BPC; AD = BC Sides of square ABCD are equal
In triangles APD and BPC; angle ADP = angle BCP Angle ADC = angle BCD = 90° so angle ADP = angle BCP = 60°
Triangles APD and BPC are congruent SAS postulate
What is the error in Ted's proof? (1 point)
He writes the measure of angles ADP and BCP as 60° instead of 45°.
He uses the SAS postulate instead of AAS postulate to prove the triangles congruent.
He writes the measure of angles ADP and BCP as 60° instead of 30°.
He uses the SAS postulate instead of SSS postulate to prove the triangles congruent.
Answers
Answer:
Which of the following completes Ted's proof?
In square ABCD; angle ADC = angle BCD
In square ABCD; angle ADP = angle BCP
In triangles APD and BPC; angle ADC = angle BCD
In triangles APD and BPC; angle ADP = angle BCP\
Solve the equation.
4.5=0.5n
Answers
4.5 divided by 0.5 = 9
Have a nice day
1. Find the range for the given domain: {-2, -1, and 0} and the function is y = 3x^2
2. Find the range of the given function y = 8x + 1, where x > 2
3. Find the range of the given function y = 5x + 2, where x > -2
can someone explain how to do these?
Answers
1. The range of the given function y = 3x² for the given domain: {- 2, - 1, and 0} is {12, 3, 0}.
2. The range of the given function y = 8x + 1, where x > 2 is (17, ∞).
3. The range of the given function y = 5x + 2, where x > -2 is (- 8, ∞).
We know that the range of a function is the entire set of all possible values for the dependent variable (typically y), after substituting the domain.
1. For the function y = 3x²,
Here the domain is {- 2, - 1, and 0}. So, we have to find the y values for the x values - 2, - 1, and 0 to find the range of the function.
Now, at x = - 2,
y = 3(- 2)² = 3 × 4 = 12
At x = - 1,
y = 3(- 1)² = 3 × 1 = 3
At x = 0,
y = 3(0)² = 3 × 0 = 0
So, the range of this function is {12, 3, 0}.
2. Now, for the function y = 8x + 1,
At x = 2,
y = 8 × 2 + 1 = 16 + 1 = 17
Since the domain is x > 2, we can say that the range set will contain values greater than 17.
So, the range of this function is (17, ∞).
3. For the function y = 5x + 2,
Now, at x = - 2,
y = 5 × (- 2) + 2 = - 10 + 2 = - 8
Since the domain is x > - 2, we can say that the range set will contain values greater than - 8.
So, the range of this function is (-8, ∞).
1. Therefore, the range of the given function y = 3x² for the given domain: {- 2, - 1, and 0} is {12, 3, 0}.
2. The range of the given function y = 8x + 1, where x > 2 is (17, ∞).
3. The range of the given function y = 5x + 2, where x > -2 is (- 8, ∞).
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Topic: Speed
Subject: Mathematics
Answer the Question
Q1: Express each of the following in km/h
a: 8.4 km/min b: 315 m/s
c: 242 m/min d: 125 cm/s
Answers
Hope this helps you
........
What number is the arrow pointing at?
Answers
Answer:
170
Step-by-step explanation:
each little mark is adding 20 to the 100 you see there and because the arrow is pointing somewhere in between two of the marks, it means it's just adding 10. Now you have to add 100 + the marks + 10
* remember you have three marks and each one of them is equal to 20 so when you add them, you get 60.
100 + 60 + 10 = 170
which expression is equivalent to 354x + 332, If x=0?
Answers
Answer:
10x + 332
when, x=0
Step-by-step explanation:
Please give me brainlist.
If j is 53 degrees and l is 29 how much is k?
Answers
Answer:
98
Step-by-step explanation:
There are 180 degrees in a triangle.
180 - 53 - 29 = 98
Find the highest common factor [HCF] of 10 and 17
Answers
Answer
Step by step explanation
Gcf of 24x^5 - 56x^3 + 16x
Answers
Answer:
8x
Step-by-step explanation:
Greatest common factor is the factor of 24, 56 and 16. Since 16x only has the power of 1, then then the answer should be on power of 1.
Answer:
Given the 24x⁵ - 56x³ + 16x contains numbers and variables, there are two steps to finding the GCF. Find the GCF for the numeric part, then find the GCF for the variable part.
Steps to find the LCD of 24x⁵ - 56x³ + 16x
Find the LCD for the numerical part 24, - 56, 16x Find the LCD of the variable part x⁵, x³, x¹.Multiply the values with each otherFind the common factors of the numerical part: 24, −56, 16
The factors for 24 are −24,−12,−8,−6,−4,−3,−2,−1,1,2,3,4,6,8,12,24.
The factors for −56 are−56,−28,−14,−8,−7,−4,−2,−1,1,1,2,2,4,4,7,7,8,8,14,14,28,28,56,56.
The factors for 16 are −16,−8,−4,−2,−1,1,2,4,8,16.
List all the factors 24,−56,16 to find the common factors.
24:−24,−12,−8,−6,−4,−3,−2,−1,1,2,3,4,6,8,12,24−56:−56,−28,−14,−8,-7,−4,−2,−1,1,1,2,2,4,4,7,7,8,8,14,14,28,28,56,5616:−16,−8,−4,−2,−1,1,1,4,8,16The common factors for 24,−56,16 are −8,−4,−2,−1.−8,−4,−2,−1
The GCF of the numerical part is 8.
[tex]\bf{GCF_{Numerical}=8 }[/tex]
Then find the common factors for the variable part:
x⁵, x³, x
The factors for x⁵ are:
x · x · x · x · x
The factors for x³ are:
x · x · x
The factors for x¹ are:
x
List all the factors x⁵, x³, x¹ to find the common factors.
x⁵ = x · x · x · x · x
x³ = x · x · x
x¹ = x
The common factor of the variables x⁵, x³, x¹ is x.
The LCD of the variable part is x.
[tex]\bf{GCF_{Numerical}=x }[/tex]
Multiply the LCD of the numerical part 8 and the GCF of the variable part x.
8x
I'm having problems because our teacher is making us do this monstersety 391.92x10372.45-918+12.5
Answers
Answer:
4064265.104
Step-by-step explanation:
Use PEMDAS :
Parentheses, Exponents, Multiplication, Division, Addition, Subtraction.
We only have multiplication and addition/subtraction to do. Multiplication and Division can go in either order depending on which comes first reading left to right. It's the same with Addition and Subtraction: we will first subtract 918 and then add 12.5.
Let's start by Multiplying. 391.92 x 10372.45 = 4065170.604.
Now, subract 918. 4065170.604-918 = 4064252.604.
Finally, add back 12.5. 4064252.604. +12.5 = 4064265.104 !
write an equation in slope intercept form of the line with the given characteristics: a) passes through (-3,0) and (-5,-3)
Answers
The equation of the line in slope-intercept form is [tex]\bf{y= \frac{3}{2} x + \frac{9}{4}} [/tex].
What is slope-intercept form?y=mx +c, where m is the slope and c is the y-interceptStepsFind the slopeSubstitute value of the slope into the equationSubstitute a pair of coordinatesSolve for cRewrite equation with value of m and cWorkingThe first step is to calculate the slope of the line.
[tex]\boxed{ slope = \frac{y _{1} - y_2 }{x_1 - x_2} }[/tex]
Slope
[tex] = \frac{ - 3 - 0}{ - 5 -( - 3)} [/tex]
[tex] = \frac{ - 3}{ - 5 + 3} [/tex]
[tex] = \frac{ - 3}{ - 2} [/tex]
[tex] = \frac{3}{2} [/tex]
Substitute the value of m into y= mx +c:
[tex]y = \frac{3}{2} x + c[/tex]
Next, substitute a pair of coordinates that the line passes through. Here, I will substitute (-3, 0) into the equation.
When x= -3, y= 0,
[tex]0 = \frac{3}{2} ( - 3) + c[/tex]
Find the value of c:
[tex]0 = - \frac{9}{2} + c[/tex]
[tex]c = \frac{9}{2} [/tex]
Substitute the value of c into the equation:
Thus, the equation of the line is [tex]y = \frac{3}{2} x + \frac{9}{2} [/tex].
To learn more about slope-intercept form, check out: https://brainly.com/question/24436844.
Can you answer this and explain it please! for 100 points
Answers
Answer:
D) -12
Step-by-step explanation:
[tex]3(x-4)+(2-x)-x^2[/tex]
Replace X With 5
[tex]3(5-4)+(2)(5)-5^2[/tex]
[tex]=-12[/tex]
I Hope This Helps
Please Mark Me As Brainliest :)
Type the correct answer in each box. Use numerals instead of words. If necessary, use / for the fraction bar. Consider the given table. x -2 2 5 9 f(x) 5 17 26 ?
The "?" in the table represents the number_because the average rate of change on every interval of the function is_ .
Answers
A line is a one-dimensional shape that is straight, has no thickness, and extends in both directions indefinitely. The value of f(x) when the value of x is 9 is 38.
What is the equation of a line?A line is a one-dimensional shape that is straight, has no thickness, and extends in both directions indefinitely. The equation of a line is given by,
y =mx + c
where,
x is the coordinate of the x-axis,
y is the coordinate of the y-axis,
m is the slope of the line, and
c is the y-intercept.
The given data points are in a linear relation, therefore, if we find the slope of the line on which these data points will be located. Then the slope will be,
m = (17-5)/(2+2) = 3
Now, equate any point and the slope in the general equation of line, therefore, the equation will be,
y = 3x + c
17 = 3(2) + c
17 - 6 = c
c = 11
Further, the value of f(x) when the value of x is 9 will be,
f(x) = 3x + 11
f(9) = 3(9) + 11
f(9) = 38
Hence, the value of f(x) when the value of x is 9 is 38.
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The sum of two numbers is 48. If one number is three more than twice the second number, which of the following is the
smaller number?
O 24
O 15
O 30
O 33
Answers
Answer:
15
Step-by-step explanation:
"one number is three more than twice the second number"
15 * 2 = 30
30 + 3 = 33
15 + 33 = 48
Answer:
15
Step-by-step explanation:
The key to most problems of this type is carefully translating the word problem into math ... an equation.
"The sum of two numbers is 48."
"Sum": Add
"two numbers": we'll need two numbers... let's call them x & y
"is": =
"48": 48
So, the first sentence means: [tex]x+y=48[/tex]
Note that we have two unknowns here. To solve for them, we'll need another equation... at least as many equations as unknowns (2 unknowns, needs 2 equations).
"If one number is three more than twice the second number..."
"one number": x
"is": =
"three more than": +3
"twice": 2*
"the second number": y
So, the second sentence introductory clause means: [tex]x=2y+3[/tex]
Systems of equationsWe have a system of equations. We need as many equations as we have unknowns. We currently have two equations, and two unknowns. Let's try to solve the system:
[tex]x+y=48[/tex]
[tex]x=2y+3[/tex]
There are two main methods to solve systems of equations: Substitution & Elimination
To use the Substitution Method, we'll need to isolate one of the variables in one of the equations, substitute, and solve.
To use the Elimination Method, we'll need to align like terms, find or build matching coefficients with opposite signs, add to eliminate, and solve.
Given that equation 2 already has x isolated, this system is already ready to use the Substitution method, so let's do that.
Solving a system with the Substitution Method[tex]x+y=48\\x=2y+3[/tex]
[tex](2y+3) + y = 48[/tex]
[tex]2y+3 + y = 48[/tex]
[tex]3y+3 = 48[/tex]
[tex]3y= 45[/tex]
[tex]y= 15[/tex]
To find x, substitute back into one of the equations: Equation 2 already has x isolated, so it will be easy to solve for x.
[tex]x=2(15)+3[/tex]
[tex]x=30+3[/tex]
[tex]x=33[/tex]
So the solution we found is x=33 and y=15.
Check to make sure it satisfies the original conditions:The sum of the numbers is 48:
[tex]x+y=(33)+(15)\\x+y=48[/tex]
One number is three more than twice the second number
[tex]x=2y+3[/tex]
[tex](33)\text{ ?=? }2(15)+3[/tex]
[tex]33=33[/tex]
Our answer satisfies all of the original conditions, so our answer works.
Answering the questionThe question finally asks, "...which of the following is the smaller number?"
Of the two numbers, the smaller number is 15.
HELP ASAP/NOW....NO JOKES OR LINKS!!!!!!
what is the vale of the expression -2x^2-4x+10 when x= -3
A. -20
B. 16
C. 40
D. 4
Answers
Answer:
D. 4
Step-by-step explanation:
Given expression:
[tex]-2x^2-4x+10[/tex]
To find the value of the expression when x = -3, substitute x = -3 into the expression:
[tex]\implies -2(-3)^2-(-3)x+10[/tex]
Apply exponent rule [tex](-a)^2=a^2[/tex]:
[tex]\implies -2(3^2)-4(-3)+10[/tex]
[tex]\implies -2(9)-4(-3)+10[/tex]
[tex]\implies -18-4(-3)+10[/tex]
Apply rule [tex]-(-a)=a[/tex] :
[tex]\implies -18+(4)(3)+10[/tex]
[tex]\implies -18+12+10[/tex]
Add/subtract from left to right:
[tex]\implies -6+10[/tex]
[tex]\implies 4[/tex]
Let's find
-2x²-4x+10-2(-3)²-4(-3)+10-2(9)+12+10-18+224A table of data is given.
x f(x)
-2 71
-1 13
0 3
1 0.6
2 0.1
Which exponential model best represents the data?
Of(x) = 3(1.2)^x
Of(x) = 2(0.3)^x
Of(x) = 2(3)^x
Of(x)=3(0.2)^x
Answers
Answer:
The choice D.
[tex]f(x) = 3 {(0.2)}^{x} [/tex]
Answer:
D
Step-by-step explanation:
Order of elimination:
1. the graph is going down exponentially. This means that the base is less than 1.
A and C are eliminated.
2. When x is equal to 0, f(x) = 3.
Substitute x for 0, and you'll find out that the only one possible is D.
Which figures are polygons?
x
Figure A
Select each correct answer.
Figure B
O Figure A
O Figure B
O
Figure C
O
Figure D
Figure C
Figure D
Answers
Answer:
The answer is figure A, B, C, D.
Step-by-step explanation:
Because, polygon means a shape with more then 1 side, and in your pic all of the figures have more than one side, so that's the answer.
Solve these 2 problems hurrry!!!!!
Answers
Answer:
question 3: n is bigger than or equal to 0
question 5: n is bigger than or equal to 0 (the same as question 3)
Step-by-step explanation:
solve the same way as a equation. just remember the symbols
what is the factor each expression of x2 - 2x
Answers
Answer:
x(x - 2)
Step-by-step explanation:
x² - 2x ← factor out x from each term
= x(x - 2)
HELP !!!
Which of the following best describes the slope of the line below?
• A. Negative
O B. Zero
• C. Positive
D. Undefined
Answers
A
D
4
324
OX+0
+
54324
-2
-3
&
B
h
23
X
Which rule describes the x-coordinates in the translation?
A
27
image
Answers
Answer:
x + 6
Step-by-step explanation:
consider the x- coordinates of the right angle
x- coordinate of A = - 4
x- coordinate of B = 2
then
| 2 - (- 4) | = | 2 + 4 | = | 6 | = 6
the x- coordinate has been shifted 6 units to the right , so the rule is
x + 6
Use the factorization to find the values of x for which p(x) = 0. (x – 1)(x 1)(x 5) = 0 x – 1 = 0, so x = x 1 = 0, so x = x 5 = 0, so x =
Answers
Answer: (x – 1)(x + 1)(x + 5) = 0
x – 1 = 0, so x = 1
x + 1 = 0, so x = -1
x + 5 = 0, so x = -5
Consider the triangles.
Triangle P E C has angles 60 degrees, 58 degrees, blank. Triangle X W J has angles 58 degrees, 60 degrees, blank.
What can be concluded about these triangles?
Two pairs of corresponding angles are congruent, so the triangles are similar.
Two pairs of corresponding angles are congruent, so the triangles are congruent.
Angle J is congruent to angle P.
Angle C is congruent to angle W.
Answers
Two pairs of corresponding angles are congruent, so the triangles are similar.
The correct option is (A).
What is similarity in triangles?Two triangles are similar if they have the same ratio of corresponding sides and equal pair of corresponding angles.
As, the measurement of two angles are equal.
So, the angles are congruent.
Hence, by AA criteria the triangles are similar.
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Answer:
A
Step-by-step explanation:
L
N
(x-4) in. O
(x-3) in.
(x + 2) in.
x in.
K
Which value of x would make NO || KJ?
1
6
08
O 10
Answers
Answer:
x = 8
Step-by-step explanation:
[tex]\sf If\:\: \overline{NO} \parallel \overline{KJ}\:\:then\:\: \triangle LNO \sim\triangle LKJ[/tex]
Therefore:
[tex]\implies \sf \overline{LN} : \overline{LO} = \overline{LK} : \overline{LJ}[/tex]
[tex]\implies (x-3):(x-4)=(x-3)+(x+2):(x-4)+x[/tex]
[tex]\implies \dfrac{x-3}{x-4}=\dfrac{2x-1}{2x-4}[/tex]
[tex]\implies (x-3)(2x-4)=(2x-1)(x-4)[/tex]
[tex]\implies 2x^2-10x+12=2x^2-9x+4[/tex]
[tex]\implies -10x+12=-9x+4[/tex]
[tex]\implies 12=x+4[/tex]
[tex]\implies x=8[/tex]
find the range for the given domain: {-3,-1 and 3} and the function is y=3x^2-2x+1.
Answers
Answer:
D
Step-by-step explanation:
The domain are the x values. When you plug those values into the equation, you get 34, 6, 22.
3(-3²) - 2(-3) + 1 Negative * Negative = Positive
3(9) + 6 + 1
34
3(-1²) - 2(-1) + 1
3 + 2 +1
6
3(3²) -2(3) + 1
3(9) - 6 + 1
22
Please help!!!!!!!!!!!!!!!!!!!!!
Answers
The values for y are i, 0, √3 and 2√2
What is function?
An expression, rule, or law that defines a relationship between one variable (the independent variable) and another variable.
Given:
F(x)= y = √(x-5) -1
At x=5,
y= √(5-5) -1
y= i
At x= 6
y= √(6-5) -1
y=0
At x= 9
y= √(9-5) -1
y=√3
At x= 14
y= √(14-5) -1
y=√8= 2√2
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smone answer ASAP please.
Answers
The measure of the angle x is 117 degrees
Line geometry.To determine the value of x in the given diagram, we will use the alternate angles theorem
The value of x is expressed as shown;
p + q= x
If the value of p = 51, then;
51 + q. = x
Determine the value of. q
q = 108 - 42
q = 66
Determine the value of x
x = 66 + 51
x = 117 degrees
Hence the measure of the angle x is 117 degrees
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the area of square ABCD is 10cm2 show that x^2+6x=a where a is a constant to be found
Answers
The value of a is 1 if the area of square ABCD is 10 cm² showing that x²+6x=a where a is a constant.
What is the area of the rectangle?It is defined as the area occupied by the rectangle in two-dimensional planner geometry.
The area of a rectangle can be calculated using the following formula:
Rectangle area = length x width
The question is incomplete.
The question is:
The area of square ABCD is 10 cm² showing that x²+6x=a where a is a constant to be found.
The missing figure is attached; please refer to the picture.
As we can see in the figure we have given a rectangle.
Area of rectangle = (3 + x)(3 + x)
10 = (3 + x)(3 + x)
or
10 = (3 + x)²
10 = 9 + 6x + x²
After rearranging:
x² + 6x = 1
We have equation:
x² + 6x = a
After comparing:
a = 1
Thus, the value of a is 1 if the area of square ABCD is 10 cm² showing that x²+6x=a where a is a constant.
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what is 8.31752 to the correct 3 decimal places
Answers
when it says 3 decimal places, it means there has to be 3 digits AFTER the decimal point. so you count after the decimal point from left and it’s .317 and since the number after 7 is 5 (5 and above would cause the number before it to round), that will round it to 8.318
Answer:
8.31752 to correct 3 decimal places =
Step-by-step explanation:
8.318
brainiest pls it helps
