Where it said to square the -1/4, they probably squared it.NEHA said:i only how they got -1/4 but how did they get 1/16
You will not get this until you see how this makes absolutely no sense. You must rview your fundamental properties.NEHA said:. . .9x^2 + 3x - 8 = 0
. . .(9/3^2 + 1/3x ) = 8/3
What? Everyone learns it. It's called the "Quadratic Formula".galactus said:Few know of the general 'completing the square' formula.
You keep writing things that don't mean anything. Your notation will save you or destroy you. Make it neat and understandable.NEHA said:1/9 > 1/81
)x + 1/9)^2 = 73/81
tkhunny said:What? Everyone learns it. It's called the "Quadratic Formula".galactus said:Few know of the general 'completing the square' formula.
Where is this coming from? Is the first line above a new exercise? If so, it should be in its own thread. If not, then how did you get this this point?NEHA said:x^2 + (1/6))^2 = 11/12
x^2 + 1/6^2 = 11/12
x^2 + 1/36 = 11/12
11/12 - 1/36 = 8/9
x^2 = 8/9
galactus said:Few know of the general 'completing the square' formula. I suppose teachers want students to learn how to do it the long way.
\(\displaystyle \L\\\underbrace{9}_{\text{a}}x^{2}+\underbrace{3}_{\text{b}}x\underbrace{-8}_{\text{c}}=0\)
\(\displaystyle \L\\a(x+\frac{b}{2a})^{2}+\underbrace{c-\frac{b^{2}}{4a}}_{\text{constant}}\)
Plug in your values and you have it. Set up and all.