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givi [52]
2 years ago
6

Complete the given operation and write the expression in standard form.

Mathematics
1 answer:
Elodia [21]2 years ago
3 0

Step-by-step explanation:

Using synthetic division of polynomials 3x⁴-2x²+4x+9÷x+2. Rewrite the dividend as 3x⁴+0x³-2x²+4x+9

2 | 3 0 -2 4 9

| 6 -12 20 -32

3 -6 10 -16 41

So the quotient is 3x³-6x²+10x-16 with a remainder of 41

Therefore, 3x³-6x²+10x-16+(41/x+2)

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9. This piecewise function represents the Social Security taxes for 2009. How much did Rachel pay in Social
ANEK [815]

Answer:

Option c.

Step-by-step explanation:

It is given that the piecewise function represents the Social Security taxes for 2009.

Tax=\begin{cases}0.062x & \text{ when } 0< x < 106,800 \\ \$6,621.60 & \text{ when } x > 106,800 \end{cases}

We need to find Rachel's security tax if she earned $102,000 in 2009.

Since 102,000 lies in 0, therefore

Tax=0.062x

Put x=102000.

Tax=0.062(102000)

Tax=6324

So, the Social  Security tax is $6324.

Therefore, the correct option is c.

5 0
3 years ago
Diego works at a warehouse that ships two types of packages, a red package weighing 4 pounds and a blue package weighing 6 pound
Misha Larkins [42]

Answer:

Step-by-step explanation:

Red =x   Blue = y

1)  4x + 6y = 180

2)  x + y = 40

solve for x in eq. 2 and plug into eq. 1

2a)  x=40-y

1a)  4(40-y) + 6y = 180

160-4y +6y = 180

2y=20

y=10

plug into eq. 2

x + 10 =40

x=30

30 red packages

;)  maybe a late Christmas gift.. :D

8 0
2 years ago
Use the order pairs to write a function rule. Give the tule in slope-intercept form.
topjm [15]

to get the equation of any straight line, we simply need two points off of it, so hmmm let's use say (-1 , -1.25) and (8 , -3.5)

(\stackrel{x_1}{-1}~,~\stackrel{y_1}{-1.25})\qquad (\stackrel{x_2}{8}~,~\stackrel{y_2}{-3.5}) \\\\\\ \stackrel{slope}{m}\implies \cfrac{\stackrel{rise} {\stackrel{y_2}{-3.5}-\stackrel{y1}{(-1.25)}}}{\underset{run} {\underset{x_2}{8}-\underset{x_1}{(-1)}}}\implies \cfrac{-3.5+1.25}{8+1}\implies \cfrac{-2.25}{9}\implies -\cfrac{~~ \frac{225}{100}~~}{\frac{9}{1}} \\\\\\ -\cfrac{225}{100}\cdot \cfrac{1}{9}\implies -\cfrac{9}{4}\cdot \cfrac{1}{9}\implies -\cfrac{1}{4}

\begin{array}{|c|ll} \cline{1-1} \textit{point-slope form}\\ \cline{1-1} \\ y-y_1=m(x-x_1) \\\\ \cline{1-1} \end{array}\implies y-\stackrel{y_1}{(-1.25)}=\stackrel{m}{-\cfrac{1}{4}}(x-\stackrel{x_1}{(-1)}) \\\\\\ y+1.25=-\cfrac{1}{4}(x+1)\implies y+\cfrac{5}{4}=-\cfrac{1}{4}x-\cfrac{1}{4} \\\\\\ y=-\cfrac{1}{4}x-\cfrac{1}{4}-\cfrac{5}{4}\implies y=-\cfrac{1}{4}x-\cfrac{6}{4}\implies y=-\cfrac{1}{4}x-\cfrac{3}{2}

3 0
2 years ago
X^2+10x-6=0.........
Georgia [21]
Puting it into the quadrait equation ((-b+-[b^2-4ac]^(1/2)/2a), we get that x= 31^(1/2)-5 or 31^(1/2)+5
4 0
3 years ago
The students in math class use square tiles to make arrays. Celia says they can make more arrays with 8 tiles than with 9 tiles
Cerrena [4.2K]

The students in math class use square tiles to make arrays. If they

  • use 8 (8=1·2·2·2) tiles, then they can form arrays of the length in 1 tile, 2 tiles, 4 tiles and 8 tiles;
  • use 9 (9=1·3·3) tiles, they can form arrays of the length in 1 tile, 3 tiles and 9 tiles (one array less).

So, you can conclude that Celia is correct.

5 0
3 years ago
Read 2 more answers
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