Using suitable identity, evaluate the following -Maths 9th

Using suitable identity, evaluate the following -Maths 9th
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Using suitable identity, evaluate the following. -Maths 9th

Description : Using suitable identity, evaluate the following. -Maths 9th

Last Answer : Evaluate the following

Using suitable identity, evaluate the following -Maths 9th

Description : Using suitable identity, evaluate the following -Maths 9th

Last Answer : Evaluation of following

Using suitable identity, evaluate the following. -Maths 9th

Description : Using suitable identity, evaluate the following. -Maths 9th

Last Answer : Evaluate the following

Expand using suitable identity (-2x + 5y - 3z) to the whole square. -Maths 9th

Description : Expand using suitable identity (-2x + 5y - 3z) to the whole square. -Maths 9th

Last Answer : Solution :-

Evaluate using identities -Maths 9th

Description : Evaluate using identities -Maths 9th

Last Answer : (i) 1023 = (100 + 2)3 = (100)3 + 3(100)2 (2) + 3(100) (2)2 + 23 = 10,00,000 + 60,000 + 1200 + 8 = 10,61,208 (ii) 993 = (100 - 1)3 = 1003 - 3(100)2 (1) + 3(100) (1)2 - 13 = 10,00,000 - 30,000 + 300 - 1 = 9,70,299

Evaluate using the identities -Maths 9th

Description : Evaluate using the identities -Maths 9th

Last Answer : (i) 505 × 503 = (500 + 5) (500 + 3) = 5002 + (5 + 3) (500) + 5 × 3 = 250000 + 4000 + 15 = 254015 (ii) 37 × 16 = (30 + 7) (30 - 4) = 302 + (7 - 4) (30) - 7 × 4 = 900 + 90 - 28 = 962

Evaluate using identities -Maths 9th

Description : Evaluate using identities -Maths 9th

Last Answer : (i) 1023 = (100 + 2)3 = (100)3 + 3(100)2 (2) + 3(100) (2)2 + 23 = 10,00,000 + 60,000 + 1200 + 8 = 10,61,208 (ii) 993 = (100 - 1)3 = 1003 - 3(100)2 (1) + 3(100) (1)2 - 13 = 10,00,000 - 30,000 + 300 - 1 = 9,70,299

Evaluate using the identities -Maths 9th

Description : Evaluate using the identities -Maths 9th

Last Answer : (i) 505 × 503 = (500 + 5) (500 + 3) = 5002 + (5 + 3) (500) + 5 × 3 = 250000 + 4000 + 15 = 254015 (ii) 37 × 16 = (30 + 7) (30 - 4) = 302 + (7 - 4) (30) - 7 × 4 = 900 + 90 - 28 = 962

Evaluate each of the following using identities: (i) (2x –1x)2 (ii) (2x + y) (2x – y) (iii) (a2b – b2a)2 (iv) (a – 0.1) (a + 0.1) (v) (1.5.x2 – 0.3y2) (1.5x2 + 0.3y2) -Maths 9th

Description : Evaluate each of the following using identities: (i) (2x –1x)2 (ii) (2x + y) (2x – y) (iii) (a2b – b2a)2 (iv) (a – 0.1) (a + 0.1) (v) (1.5.x2 – 0.3y2) (1.5x2 + 0.3y2) -Maths 9th

Last Answer : (i) (2x - 1/x)2 [Use identity: (a - b)2 = a2 + b2 - 2ab ] (2x - 1/x)2 = (2x) 2 + (1/x)2 - 2 (2x)(1/x) = 4x2 + 1/x2 - 4 (ii) (2x + y) (2x - y) [Use identity: (a - b)(a + b) = a2 - b 2 ] (2x + y) (2x - ... ) = a2 - b 2 ](1.5 x 2 - 0.3y2 ) (1.5x2 + 0.3y2 ) = (1.5 x 2 ) 2 - (0.3y2 ) 2 = 2.25 x4 - 0.09y4

Evaluate each of the following using identities: (i) (399)2 (ii) (0.98)2 (iii) 991 x 1009 (iv) 117 x 83 -Maths 9th

Description : Evaluate each of the following using identities: (i) (399)2 (ii) (0.98)2 (iii) 991 x 1009 (iv) 117 x 83 -Maths 9th

Last Answer : answer:

If x = 3 and y = -1, find the values of each of the following using in identity: -Maths 9th

Description : If x = 3 and y = -1, find the values of each of the following using in identity: -Maths 9th

Last Answer : Formula, (a+b+c)2=a2+b2+c2+2ab+2bc+2ca Given, (2+x−2y)2=22+(x)2+(−2y)2+2(2)(x)+2(x)(−2y)+2(2)(−2y) =4+x2+4y2+4x−4xy−8y

Rationalise the denominator in each of the following and hence evaluate by taking √2 = 1.414, √3 = 1.732 and √5 = 2.236 up to three places of decimal. -Maths 9th

Description : Rationalise the denominator in each of the following and hence evaluate by taking √2 = 1.414, √3 = 1.732 and √5 = 2.236 up to three places of decimal. -Maths 9th

Last Answer : Rationalisation of denominator

If p (x) = x2 – 4x + 3, then evaluate p(2) – p (-1) + p (1/2). -Maths 9th

Description : If p (x) = x2 – 4x + 3, then evaluate p(2) – p (-1) + p (1/2). -Maths 9th

Last Answer : Solution of this question

Rationalise the denominator in each of the following and hence evaluate by taking √2 = 1.414, √3 = 1.732 and √5 = 2.236 up to three places of decimal. -Maths 9th

Description : Rationalise the denominator in each of the following and hence evaluate by taking √2 = 1.414, √3 = 1.732 and √5 = 2.236 up to three places of decimal. -Maths 9th

Last Answer : Rationalisation of denominator

If p (x) = x2 – 4x + 3, then evaluate p(2) – p (-1) + p (1/2). -Maths 9th

Description : If p (x) = x2 – 4x + 3, then evaluate p(2) – p (-1) + p (1/2). -Maths 9th

Last Answer : Solution of this question

Evaluate: 25 to the power 1/3 × 5 to the power 1/3. -Maths 9th

Description : Evaluate: 25 to the power 1/3 × 5 to the power 1/3. -Maths 9th

Last Answer : NEED ANSWER

Evaluate: 25 to the power 1/3 × 5 to the power 1/3. -Maths 9th

Description : Evaluate: 25 to the power 1/3 × 5 to the power 1/3. -Maths 9th

Last Answer : Solution :-

Evaluate 185 x 185 - 15 x 15 -Maths 9th

Description : Evaluate 185 x 185 - 15 x 15 -Maths 9th

Last Answer : Solution :-

Evaluate 105 x 108 without multiplying directly. -Maths 9th

Description : Evaluate 105 x 108 without multiplying directly. -Maths 9th

Last Answer : Solution :-

Evaluate x if log3 (3 + x) + log3 (8 – x) – log3 (9x – 8) = 2 – log39 -Maths 9th

Description : Evaluate x if log3 (3 + x) + log3 (8 – x) – log3 (9x – 8) = 2 – log39 -Maths 9th

Last Answer : (c) 4log3 (3 + x) + log3 (8 - x) - log3 (9x - 8) = 2 - log39 ⇒ log3 (3 + x) + log3 (8 - x) - log3 (9x - 8) + log39 = 2⇒ log3 \(\bigg[rac{(3+x)(8-x)(9)}{(9x-8)}\bigg]=2\)⇒ \(rac{9(24+8x-3x-x^2)}{(9x- ... = 9x - 8 ⇒ x2 + 4x - 32 = 0 ⇒ (x + 8) (x - 4) = 0 ⇒ x = - 8, 4. Taking the positive value x = 4.

Evaluate each of the following: (i) 1113 – 893 (ii) 463 + 343 (iii) 1043 + 963 (iv) 933 – 1073 -Maths 9th

Description : Evaluate each of the following: (i) 1113 – 893 (ii) 463 + 343 (iii) 1043 + 963 (iv) 933 – 1073 -Maths 9th

Last Answer : answer:

Evaluate each of the following: (i) (103)3 (ii) (98)3 (iii) (9.9)3 (iv) (10.4)3 (v) (598)3 (vi) (99)3 -Maths 9th

Description : Evaluate each of the following: (i) (103)3 (ii) (98)3 (iii) (9.9)3 (iv) (10.4)3 (v) (598)3 (vi) (99)3 -Maths 9th

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.“We all have more than one identity and can belong to more than one social group.” Discuss the statement with suitable examples. -SST 10th

Description : .“We all have more than one identity and can belong to more than one social group.” Discuss the statement with suitable examples. -SST 10th

Last Answer : (i) Carlos and Smith were similar in one way, i.e., they both were African-Americans and thus different from Norman who was white. But they were also all similar in other ways - they ... . identity and can belong to more than one social group. We have different identities in different contexts.

A traffic signal board, indicating ‘SCHOOL AHEAD’, is an equilateral triangle with side a. Find the area of the signal board, using Heron’s formula. -Maths 9th

Description : A traffic signal board, indicating ‘SCHOOL AHEAD’, is an equilateral triangle with side a. Find the area of the signal board, using Heron’s formula. -Maths 9th

Last Answer : Let each side of the equilateral triangle be a. Semi-perimeter of the triangle,

A bus stop is barricaded from the remaining part of the road, by using 50 hollow cones made of recycled cardboard. Each cone has a base diameter of 40 cm and height 1 m. -Maths 9th

Description : A bus stop is barricaded from the remaining part of the road, by using 50 hollow cones made of recycled cardboard. Each cone has a base diameter of 40 cm and height 1 m. -Maths 9th

Last Answer : Given: Radius of cone, r = diameter/2 = 40/2 cm = 20cm = 0.2 m Height of cone, h = 1m Slant height of cone is l, and l2 = (r2+h2) Using given values, l2 = (0.22+12) = (1.04) Or l ... (32.028 12) = Rs.384.336 = Rs.384.34 (approximately) Therefore, the cost of painting all these cones is Rs. 384.34.

If x+y=10 and x=z then show that z+y=10 by using appropriate eculids axioms? -Maths 9th

Description : If x+y=10 and x=z then show that z+y=10 by using appropriate eculids axioms? -Maths 9th

Last Answer : This answer was deleted by our moderators...

Using identities , find the value of -Maths 9th

Description : Using identities , find the value of -Maths 9th

Last Answer : (i) 1012 = (100 + 1)2 = 1002 + 2 100 1 + 12 = 10000 + 200 + 1 = 10201 (ii) 982 = (100 - 2)2 = 1002 - 2 100 2 + 22 = 10000 - 400 + 4 = 9604 (iii) 0.982 = (1- 0.02)2 = 12 - 2 1 0 ... 102 - 12 = 99 (v) 190 190 - 10 10 = 1902 - 102 = (190 + 10 ) (190 - 10) = 200 180 = 36000

If x + y = 5 and xy = 4 , find x - y , using identities. -Maths 9th

Description : If x + y = 5 and xy = 4 , find x - y , using identities. -Maths 9th

Last Answer : (x+y)2 = x2 - 2xy + y2 = x2 + 2xy + y2 - 4xy = (x+y)2 - 4xy = 52 - 4 × 4 = 25 - 16 = 9 ∴ x - y = √9 = 3

If x+y=10 and x=z then show that z+y=10 by using appropriate eculids axioms? -Maths 9th

Description : If x+y=10 and x=z then show that z+y=10 by using appropriate eculids axioms? -Maths 9th

Last Answer : This answer was deleted by our moderators...

Using identities , find the value of -Maths 9th

Description : Using identities , find the value of -Maths 9th

Last Answer : (i) 1012 = (100 + 1)2 = 1002 + 2 100 1 + 12 = 10000 + 200 + 1 = 10201 (ii) 982 = (100 - 2)2 = 1002 - 2 100 2 + 22 = 10000 - 400 + 4 = 9604 (iii) 0.982 = (1- 0.02)2 = 12 - 2 1 0 ... 102 - 12 = 99 (v) 190 190 - 10 10 = 1902 - 102 = (190 + 10 ) (190 - 10) = 200 180 = 36000

If x + y = 5 and xy = 4 , find x - y , using identities. -Maths 9th

Description : If x + y = 5 and xy = 4 , find x - y , using identities. -Maths 9th

Last Answer : (x+y)2 = x2 - 2xy + y2 = x2 + 2xy + y2 - 4xy = (x+y)2 - 4xy = 52 - 4 × 4 = 25 - 16 = 9 ∴ x - y = √9 = 3

A grouped frequency table with class intervals of equal sizes using 250-270 (270 not included in this interval) as one of the class interval is constructed for the following data -Maths 9th

Description : A grouped frequency table with class intervals of equal sizes using 250-270 (270 not included in this interval) as one of the class interval is constructed for the following data -Maths 9th

Last Answer : NEED ANSWER

A grouped frequency distribution table with classes of equal sizes using 63-72 (72 included) as one of the class is constructed for the following data 30, 32, 45, 54, 74, 78, 108, 112, 66, 76, 88, -Maths 9th

Description : A grouped frequency distribution table with classes of equal sizes using 63-72 (72 included) as one of the class is constructed for the following data 30, 32, 45, 54, 74, 78, 108, 112, 66, 76, 88, -Maths 9th

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Using identities solve 103^ -Maths 9th

Description : Using identities solve 103^ -Maths 9th

Last Answer : NEED ANSWER

A grouped frequency table with class intervals of equal sizes using 250-270 (270 not included in this interval) as one of the class interval is constructed for the following data -Maths 9th

Description : A grouped frequency table with class intervals of equal sizes using 250-270 (270 not included in this interval) as one of the class interval is constructed for the following data -Maths 9th

Last Answer : (c) Here, we arrange the given data into groups like 210-230, 230-250 390-410. (since, our data is from 210 to 406). The class width in this case is 20. Now, the given data can be arrange in tabular form as follows

A grouped frequency distribution table with classes of equal sizes using 63-72 (72 included) as one of the class is constructed for the following data 30, 32, 45, 54, 74, 78, 108, 112, 66, 76, 88, -Maths 9th

Description : A grouped frequency distribution table with classes of equal sizes using 63-72 (72 included) as one of the class is constructed for the following data 30, 32, 45, 54, 74, 78, 108, 112, 66, 76, 88, -Maths 9th

Last Answer : (b) We arrange the given data into groups like 13-22,23-32 103-112. (since, our data is from 14 to 112). The class width in this case is 9. Now, the given data can be arranged in tabular form as follows. Hence, the number of classes in distribution will be 10.

Using identities solve 103^ -Maths 9th

Description : Using identities solve 103^ -Maths 9th

Last Answer : FRIEND YOUR QUESTION IS NOT CLEAR

Using factor theorem,show that (x-y) is a factor of x(y(square) - z(square)) + y(z(square) - x(square)) + z(x(square) - y(square) ) -Maths 9th

Description : Using factor theorem,show that (x-y) is a factor of x(y(square) - z(square)) + y(z(square) - x(square)) + z(x(square) - y(square) ) -Maths 9th

Last Answer : Solution :-

Using factor theorem, factorise the polynomial x3 + x2 - 4x - 4. -Maths 9th

Description : Using factor theorem, factorise the polynomial x3 + x2 - 4x - 4. -Maths 9th

Last Answer : Solution :-

In Fig.5.7, AC = XD, c is the mid-point of AB and D is the mid-point of XY. Using a Euclid's axiom,show that AB=XY. -Maths 9th

Description : In Fig.5.7, AC = XD, c is the mid-point of AB and D is the mid-point of XY. Using a Euclid's axiom,show that AB=XY. -Maths 9th

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In a society, the number of persons using CNG -Maths 9th

Description : In a society, the number of persons using CNG -Maths 9th

Last Answer : x + 15 = 25 ⇒ x + 15 - 15 = 25 - 15 (Using Euclid's third axiom) ⇒ x = 10 Environmental care, responsible citizens, futuristic.

All the words that can be formed using the letters A, H, L, U, R are written as in a dictionary -Maths 9th

Description : All the words that can be formed using the letters A, H, L, U, R are written as in a dictionary -Maths 9th

Last Answer : No. of words starting with A are 4!=24 No. of words starting with H are 4!=24 No. of words starting with L are 4!=24 These account for 72 words Next word is RAHLU and the 74th word RAHUL.

Without using Pythagoras’ theorem, show that the points A (0, 4), B(1, 2) and C(3, 3) are the vertices of a right angle triangle. -Maths 9th

Description : Without using Pythagoras’ theorem, show that the points A (0, 4), B(1, 2) and C(3, 3) are the vertices of a right angle triangle. -Maths 9th

Last Answer : Slope (m) = \(rac{(y_2-y_1)}{(x_2-x_1)}\) = \(rac{6-2}{5-1}\) = \(rac{4}{4}\) = 1Also slope (m) = tan θ, where θ is the inclination of the line to the positive direction of the x-axis in the anticlockwise direction. tan θ = 1 ⇒ θ = tan –11 = 45º.

Express the following as cm using decimals. (a) 2 mm (b) 30 mm (c) 116 mm (d) 4 cm 2 mm (e) 162 mm (f) 83 mm -Maths 9th

Description : Express the following as cm using decimals. (a) 2 mm (b) 30 mm (c) 116 mm (d) 4 cm 2 mm (e) 162 mm (f) 83 mm -Maths 9th

Last Answer : We know that 1 cm = 10 mm 1 mm = 1 / 10 cm (a) 2 mm = 2 / 10 cm = 0.2 cm (b) 30 mm = 30 / 10 cm = 3.0 cm (c) 116 mm = 116 / 10 cm = 11.6 cm (d) 4 cm 2 mm = [(4 + 2 / 10)] cm = 4.2 cm (e) 162 mm = 162 / 10 cm = 16.2 cm (f) 83 mm = 83 / 10 cm = 8.3 cm

Homework help needed: Using examples, I have to discuss and evaluate some aspects of greenwashing or astroturfing.

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What do evaluate mean in math using -(-40)?

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When using e-commerce what will help reduce you risk of identity theft?

Description : When using e-commerce what will help reduce you risk of identity theft?

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Evaluate the importance of the following years in concern with French Revolution, 1774, 1789, 1791, 1804 and 1815. -History 9th

Description : Evaluate the importance of the following years in concern with French Revolution, 1774, 1789, 1791, 1804 and 1815. -History 9th

Last Answer : The importance of the following years in concern with French Revolution: (i) 1774 - Louis XVI ascended the throne of France. He believed in the Divine Right Theory of Kings, had no respect for freedom ... and modern laws to other parts of Europe, had an impact on people long after Napoleon had left.

Evaluate the use of media by the Nazis to popularise their ideology in Germany -History 9th

Description : Evaluate the use of media by the Nazis to popularise their ideology in Germany -History 9th

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