It has become somewhat fashionable to have students derive the Quadratic Formula themselves; this is done by completing the square for the generic quadratic equation ax2 + bx + c = 0. While I can understand the impulse (showing students how the Formula was invented, and thereby providing a concrete example of the usefulness of abstract symbolic manipulation), the computations involved are often a bit beyond the average student at this point.
Answer: He earned 43,344 a year and earned and earned 3612 a month
X²-8x
factor out x
x(x-8)
y=x(x-8)
Answer:
The value of x is 3.
Step-by-step explanation:
Matthew earned 7500 of 15000, which is exactly half the total amount, meaning that the fraction corresponding to his earnings is 1/2.
Rate of 5:2:x, with number 5 corresponding to Matthew, mean that his fraction of the earnings, in function of x is given by:

Both fractions are equal, so:

Applying cross multiplication:



The value of x is 3.
Answer:
c=10(g+5)
Step-by-step explanation:
Given that,
The cost of customer smartphone bill is given by the equation as follows :
c=10g+50
Where
g is the number of gigabits of data the customer per month
We need to factor this cost polynomial
The common between 10 and 50 is 10
Taking 10 common. So,
c=10(g+5)
Hence, the required factor is equal to c=10(g+5).