/*! This file is auto-generated */ .wp-block-button__link{color:#fff;background-color:#32373c;border-radius:9999px;box-shadow:none;text-decoration:none;padding:calc(.667em + 2px) calc(1.333em + 2px);font-size:1.125em}.wp-block-file__button{background:#32373c;color:#fff;text-decoration:none} Problem 31 Use synthetic division to divide... [FREE SOLUTION] | 91Ó°ÊÓ

91Ó°ÊÓ

Use synthetic division to divide. \(\left(4 x^{3}-9 x+8 x^{2}-18\right) \div(x+2)\)

Short Answer

Expert verified
The result of the synthetic division \((4x^3 + 8x^2 - 9x - 18) \div (x+2)\) is \(4x^2 - 9\) with a remainder of -36.

Step by step solution

01

Order the Polynomial Correctly

The first step is to order every term of the polynomial in descending power. Also, if any terms are missing, we need to write them as 0. So, in this case, we rewrite the polynomial as \(4x^3 + 8x^2 - 9x - 18\). Here, no terms are missing.
02

Set Up Synthetic Division

The next step is to set up the synthetic division. Place the numbers representing the coefficients and constants of the polynomial on a row, and then put the value that makes the divisor equal to zero on the left. For the divisor \(x + 2\), this value is \(-2\) because \(-2 + 2 = 0\).
03

Perform Synthetic Division

First, carry down the leading coefficient which is 4. Then, multiply it by the value on the left (-2) and write the result under the next coefficient. Add this number with the coefficient above it and carry this answer down. Repeat this steps until you've gone through all terms.
04

Write the Result Polynomial

The numbers on the bottom row represent the coefficients for the result polynomial. The power of the polynomial is one lower than the original, so it starts at \(x^2\) if the original started at \(x^3\). In this case, the result polynomial is \(4x^2 + 0x - 9\), which simplifies to \(4x^2 - 9\). There is a remainder of -36.

Unlock Step-by-Step Solutions & Ace Your Exams!

  • Full Textbook Solutions

    Get detailed explanations and key concepts

  • Unlimited Al creation

    Al flashcards, explanations, exams and more...

  • Ads-free access

    To over 500 millions flashcards

  • Money-back guarantee

    We refund you if you fail your exam.

Over 30 million students worldwide already upgrade their learning with 91Ó°ÊÓ!

Key Concepts

These are the key concepts you need to understand to accurately answer the question.

Polynomial Division
Polynomial division is similar to long division but specifically tailored for dividing polynomials. It allows us to divide a higher-degree polynomial by a lower-degree polynomial, splitting it into a quotient and a remainder. One useful method for polynomial division is synthetic division, which is a simplified and efficient way of performing polynomial division, especially when the divisor is a linear polynomial of the form \(x + c\). Synthetic division streamlines calculations by focusing on the coefficients rather than the entire polynomial, making the process faster and less prone to error.
Coefficients
In algebra, coefficients are the numerical factors that accompany the variables in a polynomial expression. For example, in the polynomial \(4x^3 + 8x^2 - 9x - 18\), the coefficients are 4, 8, -9, and -18. During synthetic division, these coefficients are organized in a row to facilitate the division process. Each coefficient represents a component of the polynomial equation. By arranging them systematically, we can perform operations directly on these numbers. This method helps in simplifying complex equations into more manageable steps, highlighting the significance of each coefficient in deriving the final result.
Remainder Theorem
The remainder theorem is a mathematical principle that states if a polynomial \(f(x)\) is divided by a linear divisor \(x - a\), the remainder of the division is \(f(a)\). This theorem is very helpful in synthetic division because it provides a quick way to find the remainder of a polynomial division. By evaluating the polynomial at a specific value, which is the root of the divisor, we can immediately determine the remainder without completing the entire division process. In practice, this means we can use the value of the divisor that makes it zero to calculate the remainder, as seen in the exercise where \(x + 2\) transformed to \(x = -2\).
Polynomial Equations
Polynomial equations consist of terms that include variables raised to whole number powers, typically with more than one term. They are used to model a variety of mathematical and real-world situations. Solving polynomial equations usually involves techniques such as factoring, graphing, or utilizing special formulas. When dividing polynomials, the aim is to express a polynomial equation as a quotient plus a remainder. By understanding polynomial equations thoroughly, students can better appreciate the purpose and application of polynomial division and the ways in which synthetic division simplifies solving certain polynomial equations.

One App. One Place for Learning.

All the tools & learning materials you need for study success - in one app.

Get started for free

Most popular questions from this chapter

Intensity of Sound In Exercises \(47-50\) , use the following information for determining sound intensity. The level of sound \(\beta,\) in decibels, with an intensity of \(I,\) is given by \(\beta=10 \log \left(I I_{0}\right),\) where \(I_{0}\) is an intensity of \(10^{-12}\) watt per square meter, corresponding roughly to the faintest sound that can be heard by the human ear. In Exercises 47 and \(48,\) find the level of sound \(\beta .\) Due to the installation of noise suppression materials, the noise level in an auditorium decreased from 93 to 80 decibels. Find the percent decrease in the intensity level of the noise as a result of the installation of these materials.

In Exercises 73 and \(74,\) use the position equation $$s=-16 t^{2}+v_{0} t+s_{0}$$ where s represents the height of an object (in feet), \(v_{0}\) represents the initial velocity of the object (in feet per second), \(s_{0}\) represents the initial height of the object (in feet), and \(t\) represents the time (in seconds). A projectile is fired straight upward from ground level \(\left(s_{0}=0\right)\) with an initial velocity of 128 feet per second. (a) At what instant will it be back at ground level? (b) When will the height be less than 128 feet?

Learning Curve The management at a plastics factory has found that the maximum number of units a worker can produce in a day is \(30 .\) The learning curve for the number \(N\) of units produced per day after a new employee has worked t days is modeled by \(N=30\left(1-e^{k t}\right) .\) After 20 days on the job, a new employee produces 19 units. (a) Find the learning curve for this employee (first, find the value of \(k )\) (b) How many days should pass before this employee is producing 25 units per day?

Sales After discontinuing all advertising for a tool kit in 2007 , the manufacturer noted that sales began to drop according to the model $$S=\frac{500,000}{1+0.4 e^{k t}}$$ where \(S\) represents the number of units sold and \(t=7\) represents \(2007 .\) In \(2011,300,000\) units were sold. (a) Complete the model by solving for \(k\) . (b) Estimate sales in \(2015 .\)

Error Analysis Describe the error. $$\sqrt{-6} \sqrt{-6}=\sqrt{(-6)(-6)}=\sqrt{36=6}$$

See all solutions

Recommended explanations on Math Textbooks

View all explanations

What do you think about this solution?

We value your feedback to improve our textbook solutions.

Study anywhere. Anytime. Across all devices.