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torisob [31]
2 years ago
10

Divide -2x^3-5x^2+4x+2 by x+2

Mathematics
1 answer:
erik [133]2 years ago
4 0

<u>Answer</u><u>: </u>

The correct option is C.  -2x^2-x+6, R(-10)

<u> Explanation: </u>

<u>Given:</u>

Dividend = -2x^3-5x^2+4x+2

Divider =(x+2)

<u>Solution</u>:

Now by using the division method , we will find out the quotient and remainder of the given equation  

And the equation will become  

-2x^3-5x^2+4x+2=(x+2)(-2x^2-x+6)-10

So , We will get the quotient =-2x^2-x+6

And Remainder = -10

Hence the Correct option which perfectly satisfy the given equation is C.

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Which of the following is an irrational number? -7 , 7/101, -1/3, pi
Damm [24]

Answer:

pi

Step-by-step explanation:

An irrational number cannot be expressed by two integers.

4 0
3 years ago
A blueprint shows the mater bedroom to be 5 inches long and 3 inches wide. The scale on the blueprint is 2 in : 11 ft. What is t
Anna35 [415]

Answer:

453.75 sq. feet

Step-by-step explanation:

In this question, we are going to calculate the area of a room given the blue print measurement and the actual measurements with the answer being in the actual measurement.

To correctly do this, it is best if the measurements are converted to the actual.

The measurements we’ll be trying to convert is 5 inches by 3 inches with a scale of 2in to 11ft ( same as 1 in to 5.5 ft)

The 5 inches blueprint measurement will be 5 * 5.5 = 27.5 ft

The 3 inches blueprint measurement will be 3 * 5.5 = 16.5 ft

The area in sq. feet will be length * width = 27.5 * 16.5 = 453.75 sq feet

7 0
3 years ago
Which graph could represent the equation y=-x^2+4?
Sphinxa [80]
J because this is a quadratic function which is shaped like a u upward
7 0
3 years ago
8th grade math Ik but I do need help though
kramer

Answer:

x =-4

Step-by-step explanation:

4x+9 = -2x-15

Add 2x to each side

4x+2x +9 = -2x+2x-15

6x+9 = -15

Subtract 9 from each side

6x +9-9=-15-9

6x = -24

Divide each side by 6

6x/6 = -24/6

x = -4

7 0
3 years ago
Jimmy set his score for his math test. After the math teacher returnee his paper to him, he realized that if he increased his ta
mixer [17]
When ever you have percentages, it should be helpful to bear in mind you can express them as multipliers. In this case, it will be helpful.
So, if we let:
a = test score
b = target score
then, using the information given:
a = 1.1b + 1
a = 1.15b - 3
and we get simultaneous equations.
'1.1' and '1.15' are the multipliers that I got using the percentages. Multiplying a value by 1.1 is the equivalent of increasing the value by 10%. If you multiplied it by 0.1 (which is the same as dividing by 10), you would get just 10% of the value.
Back to the simultaneous equations, we can just solve them now:
There are a number of ways to do this but I will use my preferred method:
Rearrange to express in terms of b:
a = 1.1b + 1
then b = (a - 1)/1.1
a = 1.15b - 3
then b = (a + 3)/1.15
Since they are both equal to b, they are of the same value so we can set them equal to each other and solve for a:
(a - 1)/1.1 = (a + 3)/1.15
1.15 * (a - 1) = 1.1 * (a + 3)
1.15a - 1.15 = 1.1a + 3.3
0.05a = 4.45
a = 89

8 0
3 years ago
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