What is the remainder for the synthetic division problem?
What is the remainder for the synthetic division problem? - 1

Answers

Answer 1
Answer:

Answer:

Option B is correct.

Step-by-step explanation:

Solving using synthetic division

-8 | 2 14 9

The synthetic division is shown in image attached.

The remainder is: 25

The quotient is : 2x-2

So, Option B is correct.


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Rectangle ABCD and right triangle DCE have the same area. They are joined to form a trapezoid, as shown. What is DE?
Show me how you worked 648 divided by 18
Is(6, -8) a solution to the inequality 2x − y < 20 ?
What is 834,351 rounded to the nearest ten thousand
Select the objects that hold the same amount of liquid as a 96 fluid-ounce jug. Mark all that apply. ( also please support your answer by explaining so I can understand.)A) three 1 quart bottles B) two 1 quart bottles C) two 1 quart bottles and two 1-pint bottles D) one 1 quart bottle and eight 8-ounce fluid glasses E) two 8 ounce fluid glasses and two 1 pint bottles

The Stevenson family’s bill at a restaurant came to $39.50, and they left the waiter an 18% tip. How much did the Stevenson family pay, including the tip? A) $46.61
B) $48.42
C) $7.11
D) $71.10

Answers

C: $7.11 because 18% x 39.50 is $7.11
A, $7.11 is the tip. I am doing homework like this:)

What is the slope-intercept form of the function that contains the point (6, 2) and has a slope of 3?y= ____ x+ ____

Answers

The general formula: y=mx+b

(6,2) ⇒ x=6,y=2
m=3
b=?

2=3*6+b
2=18+b
b=-16

y=3m-16

Maria has c boxes of 10 pencils. The teacher gives her another 20 pencils. How many pencils does she have altogether?

Answers

the equation to your question would be P =10(c)+20. meaning 10 pencils in each box multiplied by the number of boxes (c) plus the 20 pencils the teacher gives her will equal the number of pencils (P) she has altogether. (C stands for the number of boxes and P stands for pencils)

    so lets say she has 3 boxes. well, c stands for boxes soooo...... all you have to do is plug in 3 were c is. giving you this equation P = 10(3)+20. then all you have to do is solve.  P = 10(3)+20
         10 times 3 = 30 so      P = 30+20
then add 30 and 20             P = 50           she has 50 pencils altogether 

      (remember this is just an example, 50 pencils is NOT the answer to your question. but you can use the equation i gave you to find your own answer!) :) Hope this helps!!

10c+20

Hope this helps :)

$1400 from​ fund-raisers in a 18​-month CD paying 3.7​%

Answers

Answer:

The junior class will receive US$ 1,479.77 when it cashes in the Certificate of Deposit.

Step-by-step explanation:

1. Let's review the data given to us for answering the question:

Amount invested in the Certificate of Deposit = US$ 1,400

Duration of the CD = 18 months

Interest rate = 3.7% compounded monthly

2. Let's find the future value of the Certificate of Deposit after 18 months, using the following formula:

FV = PV * (1 + r) ⁿ

PV = Amount invested = US$ 1,400

number of periods (n) = 18

rate (r) = 3.7% = 0.037 annually or 0.003083 monthly

Replacing with the real values, we have:

FV = 1,400 * (1 + 0.003083) ¹⁸

FV = 1,400 * (1.003083) ¹⁸

FV = 1,400 * 1.056978

FV = US$ 1,479.77 (Rounding to the nearest cent)

The junior class will receive US$ 1,479.77 when it cashes in the Certificate of Deposit.

Which of the following is an arithmetic sequence?2, 4, 8, 16,...
12, 4, 4/3, 16/3...
1/2, -1/2, -3/2, -5/2 ...
1/2, -1/2, 1/2, -1/2 ...

Answers

Answer:

The third sequence.  

Step-by-step explanation:

In an arithmetic sequence, the difference between two consecutive terms is the same.

For each option, find the difference between consecutive terms:

First option:

  • 4 - 2 = 2.
  • 8 - 4 = 4.
  • 16 - 8 = 8.

The differences are not the same. As a result, this option is not an arithmetic sequence.

Second option:

  • 4 - 12 = -8.
  • \displaystyle (4)/(3) - 4 = -(8)/(3).
  • \displaystyle (16)/(3) - (4)/(3) = (12)/(3) = 4.

The differences are not the same. As a result, this option is not an arithmetic sequence, either.

Third option:

  • \displaystyle -(1)/(2) - (1)/(2) = -1.
  • \displaystyle -(3)/(2) - \left(-(1)/(2)\right) = -(3)/(2) + (1)/(2) = -1.
  • \displaystyle -(5)/(2) - \left(-(3)/(2)\right) = -(5)/(2) + (3)/(2) = -1.

The differences are all -1. As a result, this option is indeed an arithmetic sequence. Its common difference is (-1).

Fourth option:

  • \displaystyle -(1)/(2) - (1)/(2) = -1.
  • \displaystyle (1)/(2) - \left(-(1)/(2)\right) = (1)/(2) + (1)/(2) = 1.
  • \displaystyle -(1)/(2)\right - (1)/(2) = -1.

The differences are varying between 1 and -1. As a result, this option is not an arithmetic sequence.

Answer: Number 3. (1/2, -1/2, -3/2, -5/2 ...)

Step-by-step explanation:

1/2 - 1 = -1/2. -1/2 - 1 = -3/2. Etc.

Describe all situation where verticals angles are also supplementary?

Answers

see my previous answer to this same question. the vertical angles have to be right angles

To solve this, we need to know what vertical angles and what supplementary angles are. Vertical angles are each of the pairs of opposite angles made by two intersecting lines. And, by the Vertical Angles Theorem, we know that they have the same measure. Now onto supplementary angles. Supplementary angles are angles that add up to 180 degrees.

Let's say that one of the vertical angles is equal to x. That means that the other one is also equal to x, and their sum is 2x. Since we are trying to find out a situation where vertical angles are supplementary, or equal to 180 degrees, that means that 2x is equal to 180 degrees. This is satisfied only when x = 90 degrees, meaning that vertical angles are supplementary when they are right angles.