Answer:
2½
Step-by-step explanation:
33÷15 you got this don't give up
Answer:
<h3>
f(x) = 5x² + 2x</h3><h3>
g(x) = 6x - 6</h3>
Step-by-step explanation:
![\dfrac{5x^3-8x^2-4x}{6x^2-18x+12}\\\\6(x^2-3x+2)\ne0\ \iff\ x=\frac{3\pm\sqrt{9-8}}{2}\ne0\ \iff\ x\ne2\ \wedge\ x\ne1\\\\\\\dfrac{5x^3-8x^2-4x}{6x^2-18x+12}=\dfrac{x(5x^2-8x-4)}{6(x^2-3x+2)}=\dfrac{x(5x^2-10x+2x-4)}{6(x^2-2x-x+2)}=\\\\\\=\dfrac{x[5x(x-2)+2(x-2)]}{6[x(x-2)-(x-2)]} =\dfrac{x(x-2)(5x+2)}{6(x-2)(x-1)}=\dfrac{x(5x+2)}{6(x-1)}=\dfrac{5x^2+2x}{6x-6}\\\\\\f(x)=5x^2+2x\\\\g(x)=6x-6](https://tex.z-dn.net/?f=%5Cdfrac%7B5x%5E3-8x%5E2-4x%7D%7B6x%5E2-18x%2B12%7D%5C%5C%5C%5C6%28x%5E2-3x%2B2%29%5Cne0%5C%20%5Ciff%5C%20x%3D%5Cfrac%7B3%5Cpm%5Csqrt%7B9-8%7D%7D%7B2%7D%5Cne0%5C%20%5Ciff%5C%20x%5Cne2%5C%20%5Cwedge%5C%20x%5Cne1%5C%5C%5C%5C%5C%5C%5Cdfrac%7B5x%5E3-8x%5E2-4x%7D%7B6x%5E2-18x%2B12%7D%3D%5Cdfrac%7Bx%285x%5E2-8x-4%29%7D%7B6%28x%5E2-3x%2B2%29%7D%3D%5Cdfrac%7Bx%285x%5E2-10x%2B2x-4%29%7D%7B6%28x%5E2-2x-x%2B2%29%7D%3D%5C%5C%5C%5C%5C%5C%3D%5Cdfrac%7Bx%5B5x%28x-2%29%2B2%28x-2%29%5D%7D%7B6%5Bx%28x-2%29-%28x-2%29%5D%7D%20%3D%5Cdfrac%7Bx%28x-2%29%285x%2B2%29%7D%7B6%28x-2%29%28x-1%29%7D%3D%5Cdfrac%7Bx%285x%2B2%29%7D%7B6%28x-1%29%7D%3D%5Cdfrac%7B5x%5E2%2B2x%7D%7B6x-6%7D%5C%5C%5C%5C%5C%5Cf%28x%29%3D5x%5E2%2B2x%5C%5C%5C%5Cg%28x%29%3D6x-6)
Answer: A/The LINE graph
Step-by-step explanation:
Answer:
(d) (4x² +7)(x -3)
Step-by-step explanation:
This polynomial can be factored by factoring pairs of terms.
= (4x³ -12x²) +(7x -21)
= 4x²(x -3) +7(x -3)
= (4x² +7)(x -3)
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<em>Additional comment</em>
The answer choices suggest we're not interested in irrational or complex factors. The quadratic (4x² +7) could be factored into linear terms involving irrational complex numbers. The form for "difference of squares" would be used for the purpose.
Answer:
y = 15x
Step-by-step explanation:
The biggest giveaway here is the other answers have<em> </em>+ a whole number at the end of the equation. We would see this + as a y-intercept on the graph.
Since our line had no y-intercept and starts from zero, y =15x can be used to represent the graph shown
Another way to know this is to look at the points marked on the line. There is a point at (2, 30). By plugging these co-ordinated into y = 15x we get 30 = 30, which makes sense
