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3 years ago

Bob says that when he multiplies (x+3) (x-3) he gets x^2-6x-9 is he correct explain

1 answer:

5 0

(x+3)(x-3)
x*x=x^2
x*-3=-3x
3*x=3x
3*-3=-9

where’s where he most likely messed up
x^2-3x+3x-9

the correct answer is x^-9

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The attic floor, ABCD in the model, is a square. The beams that support the roof are the edges of a block (rectangular prism) EF

morpeh [17]

Answer:

EF = 6m.

Step-by-step explanation:

Given that:

1) All the edges of the pyramid in the model have length 12m.

So, AB = 12m

2) E is the middle of AT, F is the middle of BT

So, EF is a line segment connecting the midpoints of ΔATB

So, by applying The Triangle Mid-segment Theorem

EF // AB and EF = 0.5 AB

So, EF = 0.5 AB = 0.5 * 12 = 6m

====================================

The Triangle Mid-segment Theorem:

The line segment connecting the midpoints of any two sides of a triangle has the following properties:

1) The line segment will be parallel to the third side.

2) The length of the line segment will be a half of the length of the third side.

8 0

3 years ago

Which of the following is an arithmetic sequence?

arsen [322]

Answer:

Here are a few lists of numbers:

3, 5, 7 ...

21, 16, 11, 6 ...

1, 2, 4, 8 ...

Step-by-step explanation:

Ordered lists of numbers like these are called sequences. Each number in a sequence is called a term.

3,3,3, comma 5,5,5, comma 7,...7,...7, comma, point, point, point

\uparrow↑\uparrow \uparrow↑\uparrow \uparrow↑\uparrow

\footnotesize 1^\text{st}\text{ term}1

term1, start superscript, start text, s, t, end text, end superscript, start text, space, t, e, r, m, end text \footnotesize 2^\text{nd}\text{ term}2

term2, start superscript, start text, n, d, end text, end superscript, start text, space, t, e, r, m, end text \footnotesize 3^\text{rd}\text{ term}3

term3, start superscript, start text, r, d, end text, end superscript, start text, space, t, e, r, m, end text

Sequences usually have patterns that allow us to predict what the next term might be.

For example, in the sequence 3, 5, 7 ..., you always add two to get the next term:

\footnotesize\maroonC{+2\,\Large\curvearrowright}+2↷start color #ed5fa6, plus, 2, \curvearrowright, end color #ed5fa6 \footnotesize\maroonC{+2\,\Large\curvearrowright}+2↷start color #ed5fa6, plus, 2, \curvearrowright, end color #ed5fa6

3,3,3, comma 5,5,5, comma 7,...7,...7, comma, point, point, point

8 0

3 years ago

Please help with 9 & 10

aev [14]

9. You can easily get rid of the decimal fraction by multiplying by 10. This will move the decimal point one place to the right in each number.

However, since all the decimal fractions are even numbers of tenths, you can also turn them to integers by multiplying by 5:

... 3x +24 = 36

_____

10. If you can't describe what the parts of your equation represent, you have no business writing it. Saying you can't describe your equation is the same as saying you don't understand the problem.

It is important to be able to describe the parts of the equation just as it is important to be able to say what the problem is telling you, what it is asking, and what your strategy is for solving it. The parts of the equation are intimately tied with those things: they embody the given information and the strategy of your solution.

3 0

3 years ago

A box 4 cm by 6 cm by 8 cm is painted on all six faces and then cut into cubes with the 2 cm sides. How many of these cubes have

VMariaS [17]

Answer:

Step-by-step explanation:

2 cubes on each 6 × 8 face will have one surface painted. The sides of dimension 4 cm do not have enough width to have any cubes with only one face painted.

Hence, there are a total of 4 cubes with one face painted.