![\tt \: f(x) = {x}^{2} + 4x - 1](https://tex.z-dn.net/?f=%20%5Ctt%20%5C%3A%20f%28x%29%20%3D%20%20%7Bx%7D%5E%7B2%7D%20%20%2B%204x%20-%201)
To complete the square, the same value needs to be added to both sides
![\tt \: f(x) + ? = {x}^{2} + 4x + ? - 1](https://tex.z-dn.net/?f=%20%5Ctt%20%5C%3A%20f%28x%29%20%20%2B%20%20%3F%20%3D%20%20%7Bx%7D%5E%7B2%7D%20%20%2B%204x%20%20%2B%20%3F%20-%201)
To complete the square, Add 4 on both sides of the equation
![\tt \: f(x) + 4 = {x}^{2} + 4x + 4 - 1](https://tex.z-dn.net/?f=%20%5Ctt%20%5C%3A%20f%28x%29%20%2B%204%20%3D%20%20%7Bx%7D%5E%7B2%7D%20%20%2B%204x%20%2B%204%20-%201)
Use a²+2ab+b²=(a+b)² to factor the expression
![\tt \: f(x) + 4 = (x + 2)^{2} - 1](https://tex.z-dn.net/?f=%20%5Ctt%20%5C%3A%20f%28x%29%20%2B%204%20%3D%20%28x%20%2B%202%29%5E%7B2%7D%20%20-%201)
Move the constant to the right-hand side and change its sign
![\tt \: f(x) = {(x + 2)}^{2} - 1 - 4](https://tex.z-dn.net/?f=%20%5Ctt%20%5C%3A%20f%28x%29%20%3D%20%20%7B%28x%20%2B%202%29%7D%5E%7B2%7D%20-%201%20-%204)
Calculate the difference
![\tt \: f(x) = {(x + 2)}^{2} -5](https://tex.z-dn.net/?f=%20%5Ctt%20%5C%3A%20f%28x%29%20%3D%20%20%7B%28x%20%2B%202%29%7D%5E%7B2%7D%20-5)
And, We are done solving!!~
![\red{ \rule{35pt}{2pt}} \orange{ \rule{35pt}{2pt}} \color{yellow}{ \rule{35pt} {2pt}} \green{ \rule{35pt} {2pt}} \blue{ \rule{35pt} {2pt}} \purple{ \rule{35pt} {2pt}}](https://tex.z-dn.net/?f=%5Cred%7B%20%5Crule%7B35pt%7D%7B2pt%7D%7D%20%5Corange%7B%20%5Crule%7B35pt%7D%7B2pt%7D%7D%20%5Ccolor%7Byellow%7D%7B%20%5Crule%7B35pt%7D%20%7B2pt%7D%7D%20%5Cgreen%7B%20%5Crule%7B35pt%7D%20%7B2pt%7D%7D%20%5Cblue%7B%20%5Crule%7B35pt%7D%20%7B2pt%7D%7D%20%5Cpurple%7B%20%5Crule%7B35pt%7D%20%7B2pt%7D%7D)
<em>The option that corresponds our final answer is option D...</em>
I think the answer is a that’s my opinion
There are different types of charts represented to show how much of something is it could show number of people in the classroom,or the number of people in a office,they could be used to show units of measure or anything particular in that nature.
Synthetic division:
3 | 3 11 2 -7 61
. | 9 60 186 537
- - - - - - - - - - - - - - - - - - - -
. | 3 20 62 179 598
which translates to
![\dfrac{3x^4+11x^3+2x^2-7x+61}{x-3}=3x^3+20x^2+62x+179+\dfrac{598}{x-3}](https://tex.z-dn.net/?f=%5Cdfrac%7B3x%5E4%2B11x%5E3%2B2x%5E2-7x%2B61%7D%7Bx-3%7D%3D3x%5E3%2B20x%5E2%2B62x%2B179%2B%5Cdfrac%7B598%7D%7Bx-3%7D)
i.e. you're left with a remainder of 598.
Answer:
x = 13
Step-by-step explanation:
x - 6 + 9 + 2x - 19 = 23
3x - 16 = 23
3x = 23 + 19
x = 39/3
x = 13