Problem 13
If we want to multiply (x^3-3x^2+2x) with (x^3-2x^2+x), then we can set up a diagram shown below. The terms are along the outside. The stuff inside is the result of multiplying each pair of outer terms.
- Example: x^3 times x^3 = x^6 in the top left corner
- Another example: 2x times x = 2x^2 in the bottom right corner.
This is known as the box method to keep track of all the terms multiplied.
Once the table is filled out, we add up each term inside the boxes. Combine like terms if possible. Notice that I color-coded the like terms (eg: the x^3 terms are in green boxes).
The final answer is x^6 - 5x^5 + 9x^4 - 7x^3 + 2x^2
Given: ∠A is a straight angle. ∠B is a straight angle.
We need to Prove: ∠A≅∠B.
We know straight angles are of measure 180°.
So, ∠A and <B both would be of 180°.
It is given that ∠A and ∠B are straight angles. This means that <u>both angles are of 180°</u> because of the <u>the definition of straight angles</u>. Using <u>the definition of equality</u>, m∠A=m∠B . Finally, ∠A≅∠B by <u>definition of congruent. </u>
There will be 1.078x students next year and equation is number of students in next year = x + 7.8% of x
<h3><u>Solution:</u></h3>
Given, There are "x" number of students at helms.
The number of students increases by 7.8% each year which means if there "x" number of students in present year, then the number of students in next year will be x + 7.8% of x
Number of students in next year = number of students in present year + increased number of students.
Thus there will be 1.078x students in next year
Step-by-step explanation:
What this is saying is...20 is a whole number; but 3/4 is not. What they are saying is, if you have to add a mixed number with a whole number, you can add both of the whole numbers together. Then, you add the 3/4 at the end...because it is not a whole number. You can break apart a mixed number by separating the whole number and the fraction.
Hope this helps :)
Answer:
or
Step-by-step explanation:
The expression 
can be simplified by first writing the fraction under one single radical instead of two.
5/15 simplifies because both share the same factor 5.
It becomes 
This can simplify further by breaking apart the radical.
A radical cannot be left in the denominator, so rationalize it by multiplying by √3 to numerator and denominator.
