Question

# Find the Quotient and the domain .

Hint:

### The expansions of certain identities are:

Finding the quotient is same as division. Dividing a number and multiplying it with a reciprocal of the number have the same effect.

We are asked to find the quotient and the domain of the expression.

## The correct answer is: the answer is given below

### Step 1 of 3:

The given expression is

Take the reciprocal of the second expression and multiply;

Step 2 of 3:

Now, simplify the expression and cancel out the common terms;

Thus, the quotient is,

Step 3 of 3:

The domain of a rational expression should exclude the values for which the denominator attains a zero values. So, when

Here, both x and y are variables. To avoid getting a zero in the denominator y should not take the negative value of x. That is, it should not be the additive inverse of x.

So, the domain of the expression set of real values minus the additive inverse of x.

Additive inverse of a value x is the value y for which x + y = 0.

### Related Questions to study

### For What value of X is undefined ?

### For What value of X is undefined ?

### Give an example of two irrational numbers whose product is **rational .**

**Give an example of two irrational numbers whose product is ****rational .**

**rational .**

**Maths-General**

**Maths-**### Find the Quotient and the domain .

### Find the Quotient and the domain .

Maths-GeneralMaths-### A Basketball coach is considering three players for most valuable player . The table shows the proportion of shots each player made of the shots they attempted.

### A Basketball coach is considering three players for most valuable player . The table shows the proportion of shots each player made of the shots they attempted.

Maths-GeneralMaths-Maths-GeneralMaths-Maths-GeneralMaths-Maths-GeneralMaths-### Which expression can be used as part of a proof that shows the

### Find the Quotient and the domain .

### Find the Quotient and the domain .

### A Basketball coach is considering three players for most valuable player . The table shows the proportion of shots each player made of the shots they attempted.

a) For a technical foul , the team can pick any player they want to shoot the free throw. Which player should the team pick ?

b) Which player is most successful with their field goal shots? Explain.

c) Rank the players by the percentage of the 3- point shots each made .

d) If all the players attempted the same number of shots , which player would you choose as the most valuable player? Justify your answer.

In this question, it can be explained further:

A. Kimberly: 0.857 > 4/5 > 71%

Here, Kimberly's free throws have the highest proportion.

B. Martin: 49.5% > 9/20 > 0.448

Here, Martin's proportion of field goals is the highest.

C. Corey: 0.338 > 1/3 > 32%**Kimberly > Corey > Martin**

From the above explanation, we can conclude Kimberly is first, Corey is second, and Martin is third.

I'd go with Kimberly because he has a higher percentage on all shots than the other two players.

### A Basketball coach is considering three players for most valuable player . The table shows the proportion of shots each player made of the shots they attempted.

a) For a technical foul , the team can pick any player they want to shoot the free throw. Which player should the team pick ?

b) Which player is most successful with their field goal shots? Explain.

c) Rank the players by the percentage of the 3- point shots each made .

d) If all the players attempted the same number of shots , which player would you choose as the most valuable player? Justify your answer.

In this question, it can be explained further:

A. Kimberly: 0.857 > 4/5 > 71%

Here, Kimberly's free throws have the highest proportion.

B. Martin: 49.5% > 9/20 > 0.448

Here, Martin's proportion of field goals is the highest.

C. Corey: 0.338 > 1/3 > 32%**Kimberly > Corey > Martin**

From the above explanation, we can conclude Kimberly is first, Corey is second, and Martin is third.

I'd go with Kimberly because he has a higher percentage on all shots than the other two players.

### Write an expression that is equivalent to

### Write an expression that is equivalent to

### What is the square root of

### What is the square root of

### Write an expression that is equivalent to

### Write an expression that is equivalent to

### Which expression can be used as part of a proof that shows the **sum of a rational number and an irrational number is irrational ?**

**A. **

**B. , where c is irrational **

**C. **

**A.**

**B. , where c is irrational**

**C.****Which expression can be used as part of a proof that shows the ****sum of a rational number and an irrational number is irrational ?**

**A. **

**B. , where c is irrational **

**C. **

**Which expression can be used as part of a proof that shows the****sum of a rational number and an irrational number is irrational ?**

**A.**

**B. , where c is irrational**

**C.**

**Maths-General****Maths-**### Find and simplify the ratio of the volume of Figure A to the Volume of Figure B.

### Find and simplify the ratio of the volume of Figure A to the Volume of Figure B.

Maths-GeneralMaths-### Adam wraps the top edge of the gift box shown with gold ribbon. The top and bottom edges of the box are square. If Adam has 24 . 25 cm. of gold ribbon , does he have enough to decorate the top of the box ?

### Adam wraps the top edge of the gift box shown with gold ribbon. The top and bottom edges of the box are square. If Adam has 24 . 25 cm. of gold ribbon , does he have enough to decorate the top of the box ?

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### Find and simplify the ratio of the volume of Figure A to the Volume of Figure B.

### Find and simplify the ratio of the volume of Figure A to the Volume of Figure B.

### Adam wraps the top edge of the gift box shown with gold ribbon. The top and bottom edges of the box are square. If Adam has 24 . 25 cm. of gold ribbon , does he have enough to decorate the top of the box ?

The volume formula is a mathematical expression that can be used to calculate the total amount of space (vacuum) occupied by any three-dimensional object.

The volume of an object is the amount of three-dimensional space occupied by the object or shape. It is typically measured in cubic units. In other words, the volume of any object or container is its ability to hold the amount of fluid (gas or liquid). Using arithmetic formulas, the volume of three-dimensional mathematical shapes such as the cube, cuboid, cylinder, prism, and cone, among others, can be easily calculated.**Cuboid Formula**

**V = l × w × h**

l represent Length

w represent Width

h represent Height

### Adam wraps the top edge of the gift box shown with gold ribbon. The top and bottom edges of the box are square. If Adam has 24 . 25 cm. of gold ribbon , does he have enough to decorate the top of the box ?

The volume formula is a mathematical expression that can be used to calculate the total amount of space (vacuum) occupied by any three-dimensional object.

The volume of an object is the amount of three-dimensional space occupied by the object or shape. It is typically measured in cubic units. In other words, the volume of any object or container is its ability to hold the amount of fluid (gas or liquid). Using arithmetic formulas, the volume of three-dimensional mathematical shapes such as the cube, cuboid, cylinder, prism, and cone, among others, can be easily calculated.**Cuboid Formula**

**V = l × w × h**

l represent Length

w represent Width

h represent Height

### Determine whether the Quotient represents a rational number **or an irrational number . Explain how you know without simplifying.**

**Determine whether the Quotient represents a rational number ****or an irrational number . Explain how you know without simplifying.**

**Determine whether the Quotient represents a rational number**

**or an irrational number . Explain how you know without simplifying.**

**Maths-General****Maths-Maths-GeneralMaths-**### Determine whether the Product represents a rational number or

### Find the product and give the domain of

### Find the product and give the domain of

### Determine whether the Product represents a rational number or **an irrational number . Explain how you know without simplifying.**

**Determine whether the Product represents a rational number or ****an irrational number . Explain how you know without simplifying.**

**Determine whether the Product represents a rational number or**

**an irrational number . Explain how you know without simplifying.**

**Maths-General****Maths-**### Determine whether the sum represents a rational number or an

### Determine whether the sum represents a rational number or an **irrational number . Explain how you know without simplifying .**

**Determine whether the sum represents a rational number or an ****irrational number . Explain how you know without simplifying .**

**Determine whether the sum represents a rational number or an**

**irrational number . Explain how you know without simplifying .**

**Maths-General****Maths-**### Order the numbers shown from the least to greatest ?

### Order the numbers shown from the least to greatest ?

Maths-General### Order the numbers shown from the least to greatest ?

### Order the numbers shown from the least to greatest ?

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