1subtract and simplify.

(y2−3y−5)−(−y2−7y+4)

2y2+4y−9

−2y2−10y−1

−2y2−7y+1

2y2−10y+4

2 multiply and simplify.

6xy3z⋅3x2yx2

18x4y3z

18(xyz)10

18x5y4z

9x5y4z

3 simplify.

−3x3(−2x2+4x−3)

−5x5+x4−6x3

−6x6−12x4+9x3

6x5−12x4+9x3

6x6−12x3+9

4 what is the coefficient of the second term of the trinomial?

(6p+2)2=36p2+bp+4

enter your answer in the box.

5 simplify.

(x−5)(x2−2x−6)

x3−7x2+16x+30

x3−7x2+4x+30

x3+x2−4x+30

x3−5x2+10x+30

!

Answers for each part  (1) 2y^2+4y−9

            (2) 18x^5y^4z

             (3) 6x^5−12x^ 4+9x^3

             (4) The Coefficient for second term is  24

             (5) x^3−7x^2+4x+30

The Simplifications can be done as follows  

(1)  There are two given simple polynomial expressions which are given for simplification. On subtracting the second expression from the first expression we get

(2)

This is question of multiplication of polynomial  expressions which can be done as follows

(3) This is question of multiplication of polynomial  expressions  which can be done as follows

−3x3(−2x2+4x−3)

(4)

The polynomial expression with three terms is called as trinomial expression. On expansion of the given expression according to the formula  of  we get

The coefficient of second term of the trinomial = 24

(5)

This is  a problem of polynomial expression multiplication

According to the identity

On expansion we get the expression

For more information please refer to the link below

link

ratios represent a pattern or relationship that can be scaled.

equivalent ratios are pairs of ratios that represent the same relationship between quantities, and can be generated by multiplying or dividing both quantities in the ratio by the same factor.

in this lesson, students will use double number lines and ratio reasoning to solve ratio problems. by partitioning double number lines into proportionate intervals, students will build an understanding of equivalent ratio relationships as those that are generated by multiplying or dividing two related quantities by the same number. this lesson will build upon students' prior understanding of multiplicative comparisons, number line reasoning and equivalent fractions (while highlighting the difference between equivalent fractions and equivalent ratios); and will build toward future work in this unit on building ratio tables, and work in future grades in proportionality, scaling, and expressing and graphing linear functions.

step-by-step explanation:

ratios represent a pattern or relationship that can be scaled.

equivalent ratios are pairs of ratios that represent the same relationship between quantities, and can be generated by multiplying or dividing both quantities in the ratio by the same factor.

in this lesson, students will use double number lines and ratio reasoning to solve ratio problems. by partitioning double number lines into proportionate intervals, students will build an understanding of equivalent ratio relationships as those that are generated by multiplying or dividing two related quantities by the same number. this lesson will build upon students' prior understanding of multiplicative comparisons, number line reasoning and equivalent fractions (while highlighting the difference between equivalent fractions and equivalent ratios); and will build toward future work in this unit on building ratio tables, and work in future grades in proportionality, scaling, and expressing and graphing linear functions.

you could deduce the conclusion directly using the facts pertaining to the specific situation.

hope this .