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Imagine your younger relative—of middle school age—was taking an algebra course and asked for your help. How would you teach the multiplication of polynomials to her? **Weegy:** Multiplication of polynomials
1. How would you teach the multiplication of polynomials to her?
2. [ What four steps should be used in evaluating expressions? Could these steps be skipped or rearranged? Explain your answers so I can explain this to her.
3. Do you always use the property of distribution when multiplying monomials and polynomials? Explain why or why not. Also what type of situations would distribution become important. ] (More)

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Asked 7/19/2011 8:26:29 PM

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Why is scientific notation so important in our modern day society? What would be the value of expressing something like the national debt in scientific notation? **Weegy:** You would probably lose a couple decimals because a long train of decimals makes numbers more difficult to read. If you don't cut those off, there's no difference at all. It would be easier to express it in billions though. [ [ If you do end up rounding down and losing some decimals, I'm sure the government would thank you.
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Asked 7/19/2011 8:17:18 PM

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Do you always use the property of distribution when multiplying monomials and polynomials? **Weegy:** yes. that's true. **User:** In what situations would distribution become important? **Weegy:** In the past, profits of firms under socialism have been appropriated by the state, who decides how to use it. [ [ Some of the profit is used for investment in the firm, some is used to pay for material, some is used to pay workers, some is invested by the state outside of the firm in, for example, social programs or the military. ] ] (More)

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Asked 7/19/2011 8:07:28 PM

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What are the practical usages of scientific notation? **Weegy:** is a way of writing numbers that accommodates values too large ... (More)

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Asked 7/19/2011 8:13:04 PM

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Evaluate a2b for a = –2, b = 3, c = –4, and d = 4.
To find my answer, I just plug in the given values, being careful to use parentheses, [ particularly around the minus signs: Copyright © Elizabeth Stapel 2000-2011 All Rights Reserved
(–2)2(3) = (4)(3) = 12
Evaluate a – cd for a = –2, b = 3, c = –4, and d = 4.
(–2) – (–4)(4) = –2 – (–16) = –2 + 16 = 16 – 2 = 14
Evaluate (b + d)2 for a = –2, b = 3, c = –4, and d = 4.
I must take care not to try to "distribute" the exponent through the ...**Weegy:** Evaluate a2b for a = –2, b = 3, c = –4, and d = 4.
To find my answer, I just plug in the given values, being careful to use parentheses, [ particularly around the minus signs: Copyright © Elizabeth Stapel 2000-2011 All Rights Reserved
(–2)2(3) = (4)(3) = 12
Evaluate a – cd for a = –2, b = 3, c = –4, and d = 4.
(–2) – (–4)(4) = –2 – (–16) = –2 + 16 = 16 – 2 = 14
Evaluate (b + d)2 for a = –2, b = 3, c = –4, and d = 4.
I must take care not to try to "distribute" the exponent through the parentheses. Exponents do NOT distribute over addition! I should never try to say that (b + d)2 is the same as b2 + d2! They are NOT the same thing! I must evaluate the expression as it stands:
( (3) + (4) )2 = ( 7 )2 = 49
Evaluate b2 + d2 for a = –2, b = 3, c = –4, and d = 4.
(3)2 + (4)2 = 9 + 16 = 25----No it can't be rearranged because it will ruin the process. ] (More)

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Asked 7/19/2011 7:59:00 PM

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