Answer:
See the second attachment for long division by hand. The first attachment shows the "work" I would usually do.
Step-by-step explanation:
In college math, you are generally expected to be able to make use of a scientific and/or graphing calculator. Division is one of the simpler operations these devices can perform.
If you are doing long division by hand, use the method you were taught in 3rd or 4th grade. The one shown is one of several different methods being taught now.
![\bf 343^{\frac{2}{3}}+36^{\frac{1}{2}}-256^{\frac{3}{4}}\qquad \begin{cases} 343=7\cdot 7\cdot 7\\ \qquad 7^3\\ 36=6\cdot 6\\ \qquad 6^2\\ 256=4\cdot 4\cdot 4\cdot 4\\ \qquad 4^4 \end{cases}\\\\\\ (7^3)^{\frac{2}{3}}+(6^2)^{\frac{1}{2}}-(4^4)^{\frac{3}{4}} \\\\\\ \sqrt[3]{(7^3)^2}+\sqrt[2]{(6^2)^1}-\sqrt[4]{(4^4)^3}\implies \sqrt[3]{(7^2)^3}+\sqrt[2]{(6^1)^2}-\sqrt[4]{(4^3)^4} \\\\\\ 7^2+6-4^3\implies 49+6-64\implies -9](https://tex.z-dn.net/?f=%5Cbf%20343%5E%7B%5Cfrac%7B2%7D%7B3%7D%7D%2B36%5E%7B%5Cfrac%7B1%7D%7B2%7D%7D-256%5E%7B%5Cfrac%7B3%7D%7B4%7D%7D%5Cqquad%20%5Cbegin%7Bcases%7D%0A343%3D7%5Ccdot%207%5Ccdot%207%5C%5C%0A%5Cqquad%207%5E3%5C%5C%0A36%3D6%5Ccdot%206%5C%5C%0A%5Cqquad%206%5E2%5C%5C%0A256%3D4%5Ccdot%204%5Ccdot%204%5Ccdot%204%5C%5C%0A%5Cqquad%204%5E4%0A%5Cend%7Bcases%7D%5C%5C%5C%5C%5C%5C%20%287%5E3%29%5E%7B%5Cfrac%7B2%7D%7B3%7D%7D%2B%286%5E2%29%5E%7B%5Cfrac%7B1%7D%7B2%7D%7D-%284%5E4%29%5E%7B%5Cfrac%7B3%7D%7B4%7D%7D%0A%5C%5C%5C%5C%5C%5C%0A%5Csqrt%5B3%5D%7B%287%5E3%29%5E2%7D%2B%5Csqrt%5B2%5D%7B%286%5E2%29%5E1%7D-%5Csqrt%5B4%5D%7B%284%5E4%29%5E3%7D%5Cimplies%20%5Csqrt%5B3%5D%7B%287%5E2%29%5E3%7D%2B%5Csqrt%5B2%5D%7B%286%5E1%29%5E2%7D-%5Csqrt%5B4%5D%7B%284%5E3%29%5E4%7D%0A%5C%5C%5C%5C%5C%5C%0A7%5E2%2B6-4%5E3%5Cimplies%2049%2B6-64%5Cimplies%20-9)
to see what you can take out of the radical, you can always do a quick "prime factoring" of the values, that way you can break it in factors to see who is what.
Answer:
7?
Step-by-step explanation:
I think...
Assuming a diagram similar to the one I've attached, ∠<em>YVZ</em> is a vertical angle to ∠<em>WVX</em>, which means they have an equal measure. Additionally, ∠<em>WVZ</em> and ∠<em>WVX</em> form a linear pair, which means they are supplementary (sum to 180°). That means we start out with the equation
We combine our like terms (the
<em>x</em>'s get combined, then the constants get combined) and have:
Cancel the 9 first by subtraction:
Cancel the 19 by division:
Since we know that our angle we're looking for, ∠<em>YVZ</em>, is the same measure as ∠<em>WVX</em>, we substitute 9 in for <em>x</em>:
8(9)+28=72+28=100°
