All categories

3 years ago

Factor this polynomial expression. x^2+ 10x + 25

Mathematics

1 answer:

dexar [7]3 years ago

3 0

Answer:

(x + 5)^2

Step-by-step explanation:

Learn to recognize perfect squares. x^2+ 10x + 25 is a perfect square of a binomial: x^2+ 10x + 25 = (x + 5)^2.

You might be interested in

jenette ordered a large bucket of popcorn at the movies.the graph shows the amount of popcorn in her bucket over time

Elenna [48]

Answer:

Step-by-step explanation:

5 0

2 years ago

Someone answer even if it’s easy pls

nordsb [41]

Answer:

425

Step-by-step explanation:

Out of 429 matchbox cars, there's only 4 that are blue. Therefore, 429 - 4 = 425. :)

4 0

3 years ago

A teacher places n seats to form the back row of a classroom layout. Each successive row contains two fewer seats than the prece

Alex_Xolod [135]

Answer:

The number of seat when n is odd $S_n=\frac{n^2+2n+1}{4}$

The number of seat when n is even $S_n=\frac{n^2+2n}{4}$

Step-by-step explanation:

Given that, each successive row contains two fewer seats than the preceding row.

Formula:

The sum n terms of an A.P series is

$S_n=\frac{n}{2}[2a+(n-1)d]$

$=\frac{n}{2}[a+l]$

a = first term of the series.

d= common difference.

n= number of term

l= last term

$n^{th}$ term of a A.P series is

$T_n=a+(n-1)d$

n is odd:

n,n-2,n-4,........,5,3,1

Or we can write 1,3,5,.....,n-4,n-2,n

Here a= 1 and d = second term- first term = 3-1=2

Let $t^{th}$ of the series is n.

$T_n=a+(n-1)d$

Here $T_n=n$ , n=t, a=1 and d=2

$n=1+(t-1)2$

⇒(t-1)2=n-1

$\Rightarrow t-1=\frac{n-1}{2}$

$\Rightarrow t = \frac{n-1}{2}+1$

$\Rightarrow t = \frac{n-1+2}{2}$

$\Rightarrow t = \frac{n+1}{2}$

Last term l= n,, the number of term $=\frac{ n+1}2$ , First term = 1

Total number of seat

$S_n=\frac{\frac{n+1}{2}}{2}[1+n}]$

$=\frac{{n+1}}{4}[1+n}]$

$=\frac{(1+n)^2}{4}$

$=\frac{n^2+2n+1}{4}$

n is even:

n,n-2,n-4,.......,4,2

Or we can write

2,4,.......,n-4,n-2,n

Here a= 2 and d = second term- first term = 4-2=2

Let $t^{th}$ of the series is n.

$T_n=a+(n-1)d$

Here $T_n=n$ , n=t, a=2 and d=2

$n=2+(t-1)2$

⇒(t-1)2=n-2

$\Rightarrow t-1=\frac{n-2}{2}$

$\Rightarrow t = \frac{n-2}{2}+1$

$\Rightarrow t = \frac{n-2+2}{2}$

$\Rightarrow t = \frac{n}{2}$

Last term l= n, the number of term $=\frac n2$ , First term = 2

Total number of seat

$S_n=\frac{\frac{n}{2}}{2}[2+n}]$

$=\frac{{n}}{4}[2+n}]$

$=\frac{n(2+n)}{4}$

$=\frac{n^2+2n}{4}$

4 0

3 years ago

The area of a rectangle with base b and height h is bh. A rectangular sports goal is 10ft wide and 8 ft high. Find the area of t

bogdanovich [222]

A = bh

A = 10(5)

A = 50 ft2

8 0

3 years ago

Read 2 more answers

Why do you think students have difficulty understanding the concept of a mathematical function?

pantera1 [17]

Answer:

Because they have never had to express one quantity in terms of another. The idea of such a relationship is completely new, as is the vocabulary for expressing such relationships.

Step-by-step explanation:

"Function" is a simple concept that says you can relate two quantities, and you can express that relationship in a number of ways. (ordered pairs, table, graph)

The closest experience most students have with functions is purchasing things at a restaurant or store, where the amount paid is a function of the various quantities ordered and the tax. Most students have never added or checked a bill by hand, so the final price is "magic", determined solely by the electronic cash register. The relationship between item prices and final price is completely lost. Hence the one really great opportunity to consider functions is lost.

Students rarely play board games or counting games (Monopoly, jump rope, jacks, hide&seek) that would give familiarity with number relationships. They likely have little or no experience with the business of running a lemonade stand or making and selling items. Without these experiences, they are at a significant disadvantage when it comes to applying math to their world.

4 0

2 years ago