Answer:
x=1, y=1. (1, 1).
Step-by-step explanation:
-5x+6=3x-2
-5x-3x+6=-2
-8x+6=-2
-8x=-2-6
-8x=-8
8x=8
x=8/8
x=1
y=3(1)-2=3-2=1
Answer:
1. In the multiplication of the imaginary parts, the student forgot to square of i. OR
2. The student has only multiplied the real parts and the imaginary parts.
Correct value
.
Step-by-step explanation:
The given expression is

A student multiplies (4+5i) (3-2i) incorrectly and obtains 12-10i.
Student's mistake can be either 1 or second:
1. In the multiplication of the imaginary parts, the student forgot to square of i.
2. The student has only multiplied the real parts and the imaginary parts.

Which is not correct. The correct steps are shown below.
Using distributive property, we get



![[\because i^2=-1]](https://tex.z-dn.net/?f=%5B%5Cbecause%20i%5E2%3D-1%5D)


Therefore, the correct value of
is
.
Answer:
C
Step-by-step explanation:
The 6 comes from the 24(6*4=24)
The 3 comes from the 12(3*4=12)
The 4 is common
x + 1
__________
3x+2 I 3x² +5x -3
3x² +2x
----------
3x -3
3x+2
--------
-5 is the remainder
Answer:
D
Step-by-step explanation:
im not sure if they can be the same length, but heres the explanation: so a+b is higher than c, (9=a, 7=b, 11=c) but c is the bigger number by itself. so since a+b is higher added together, it makes it a triangle. sorry if this is wrong but i think its right.