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Richard S.'s Resources

This is a difference of squares because the number in front of x2 is a perfect square and the constant, 9, is also a perfect square. Just take the square root of both numbers and write it as follows                                          ...

Answers n/6-3n+10 n=-6 (answer)

Everywhere you see an "n", replace it with a -6, so -6/6 - 3(-6) + 10 -1    + 18     + 10 27

First factor out the n and a 8 because n and 8 go into each part. This gives you 8n (3n2 - 5n + 9). Always look for a common factor you can get rid of. The quadratic inside the parenthesis does not factor so this is your final answer.

Okay, first, let's get the z/6 by itself so we need to get rid of the -11. Add -11 to both sides to get z/6 = 11 Now, to get rid of the denominator you need to undo division by 6. The opposite of division by 6 is multiplication by 6. Let's undo the division by 6 by multiplying both sides...

What we want to do here is first check to see if the problem is organized where terms that have common factors are together. This problem meets that criteria because the first 2 terms have x and the 3rd and 4th terms have y in them. Next, we write what both have in common first, so x You...

Students in a typical classroom only focus on what the answer is and if it is right sometimes ignoring the steps they took to get to the answer. In math, it doesn't matter as much if they get the right answer but if they know the steps they are following. Students can get the right answer most of the time in many situations and still have no idea what they are doing. This is extremely detrimental... read more

In many instances while tutoring Algebra students I have seen that students do not distribute the negative as they are supposed to. This is because they do not understand what the distributive property is. For example, many students will to the following: 3x - (x +2) 3x - x +2 2x +2 This is incorrect. The student did not distribute the negative. The distributive... read more