/*! 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 46 Perform the indicated operation.... [FREE SOLUTION] | 91Ó°ÊÓ

91Ó°ÊÓ

Perform the indicated operation. Simplify the answer when possible. \(6 \sqrt{3}+8 \sqrt{3}-16 \sqrt{3}\)

Short Answer

Expert verified
The simplified result is \(-2\sqrt{3}\).

Step by step solution

01

Identify Like Terms

In this case, all terms are like terms because they are all multiples of \(\sqrt{3}\). We have \(6\sqrt{3}\), \(8\sqrt{3}\), and \(-16\sqrt{3}\).
02

Perform the Addition and Subtraction

Next, add and subtract the coefficients (numbers in front of the root terms). Therefore, \(6\sqrt{3} + 8\sqrt{3} - 16\sqrt{3} = (6+8-16) \sqrt{3}\).
03

Simplify the Result

When you simplify the expression in the bracket, you get \(-2\sqrt{3}\).

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Key Concepts

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

Like Terms in Algebra
Understanding like terms in algebra is a key component to mastering algebraic expressions. Like terms are terms within an algebraic expression that have the exact same variable parts and exponent values. These terms can be combined through addition or subtraction to simplify expressions. For instance, in the expression \(6 \sqrt{3}+8 \sqrt{3}-16 \sqrt{3}\), all terms are multiples of the radical \(\sqrt{3}\), which makes them like terms. They can be combined because they share the same radical component.

Think of like terms as a group of friends wearing the same team jerseys. Individually, they have different numbers (coefficients), but because they are on the same team (variable part), you can count them together. This is crucial when trying to simplify an algebraic expression since only like terms can be legally added or subtracted from each other. To amplify your understanding, practice recognizing and combining like terms in various algebraic expressions.
Addition and Subtraction of Radicals
When dealing with the addition and subtraction of radicals, the process is similar to combining like terms. Radicals can only be added or subtracted directly when they have the same index and radicand. The index refers to the root being taken (such as square root, cube root, etc.), and the radicand is the value inside the root.

In our example \(6 \sqrt{3}+8 \sqrt{3}-16 \sqrt{3}\), we are working with square roots where each term has the same radicand of 3. You only need to add or subtract the coefficients. It's just like adding or subtracting whole numbers, but with an extra step to ensure the radical parts match. After combining the coefficients, the radical part remains unchanged. This reinforces the importance of carefully observing the radical terms in your expressions to determine if they can be combined through these operations.
Simplifying Algebraic Expressions
Simplifying algebraic expressions is like tidying up a room – you want to arrange and reduce everything to its most basic form without changing its value. For the given operation \(6 \sqrt{3}+8 \sqrt{3}-16 \sqrt{3}\), the simplification involves combining the coefficients of the like terms. Once you add and subtract the numbers in front of the square roots, you'll end up with a single term that includes both a numerical component and a radical component.

To achieve a fully simplified expression, always perform the following steps: identify and group the like terms, combine the coefficients of these terms through addition or subtraction, and finally, write down the simplified term without altering the radicand or the index of the radicals involved. The ability to simplify expressions is fundamental as it lays the groundwork for solving more complex algebraic equations and inequalities. Practice regularly, aiming for clean and minimalistic final expressions.

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Most popular questions from this chapter

Write the first six terms of the geometric sequence with the first term, \(a_{1}\), and common ratio, \(r\). \(a_{1}=5000, r=1\)

Company A pays \(\$ 44,000\) yearly with raises of \(\$ 1600\) per year. Company B pays \(\$ 48,000\) yearly with raises of \(\$ 1000\) per year. Which company will pay more in year 10 ? How much more?

Determine whether each sequence is arithmetic or geometric. Then find the next two terms. \(\frac{1}{2}, 1, \frac{3}{2}, 2, \ldots\)

In Exercises 133-134, you will develop geometric sequences that model the population growth for California and Texas, the two most populated U.S. states. The table shows the population of California for 2000 and 2010 , with estimates given by the U.S. Census Bureau for 2001 through \(2009 .\) $$ \begin{aligned} &\begin{array}{|l|c|c|c|c|c|} \hline \text { Year } & \mathbf{2 0 0 0} & \mathbf{2 0 0 1} & \mathbf{2 0 0 2} & \mathbf{2 0 0 3} & \mathbf{2 0 0 4} \\ \hline \begin{array}{l} \text { Population } \\ \text { in millions } \end{array} & 33.87 & 34.21 & 34.55 & 34.90 & 35.25 \\ \hline \end{array}\\\ &\begin{array}{|l|c|c|c|c|c|c|} \hline \text { Year } & \mathbf{2 0 0 5} & \mathbf{2 0 0 6} & \mathbf{2 0 0 7} & \mathbf{2 0 0 8} & \mathbf{2 0 0 9} & \mathbf{2 0 1 0} \\ \hline \begin{array}{l} \text { Population } \\ \text { in millions } \end{array} & 35.60 & 36.00 & 36.36 & 36.72 & 37.09 & 37.25 \\ \hline \end{array} \end{aligned} $$ a. Divide the population for each year by the population in the preceding year. Round to two decimal places and show that California has a population increase that is approximately geometric. b. Write the general term of the geometric sequence modeling California's population, in millions, \(n\) years after \(1999 .\) c. Use your model from part (b) to project California's population, in millions, for the year 2020 . Round to two decimal places.

Determine whether each sequence is arithmetic or geometric. Then find the next two terms. \(15,30,60,120, \ldots\)

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