The thing that really bothers me is when a teacher says, "Our next step is such and such" but doesn't explain how we come to know that. 6:25 - I know that you know to square both sides, but how was I going to know that? Not a rhetorical question. I want to know how to deduce that I need to square both sides.
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The thing that really bothers me is when a teacher says, "Our next step is such and such" but doesn't explain how we come to know that. 6:25 - I know that you know to square both sides, but how was I going to know that? Not a rhetorical question. I want to know how to deduce that I need to square both sides.
Root 3/2
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x = (√3+1)/2
we know that
(a+b)^3 = a^3+3(a^2)b+3 a(b^2)+b^3
x^3 = (3√3+3(3)+3√3+1)/8
X^3 = (3√3+5)/4
x^9 = { 27(3√3)+3(27)(5)+3(3√3)(25)+125 } /64
x^9 = (530+306√3)/64
x^9 = (265+153√3)/32
P=given formula
P=x^9
x=(rt3+1)/2
2x=rt3+1
4x^2=4+2rt3
2x^2=2+rt3
4x^4=7+4rt3
16x^8=97+56rt3
32x^9=97rt3+168
+97+56rt3=
265+153rt3
x^9=(264+153rt3)/32
This is not an equation, it’s an expression.
I'm not sure the final answer (153*sqr(3)+265)/32 is any simpler than what we started with [(sqr(3)+1)/2]^9. ;)
It is cuz no irrational on denominator and bracket expanded out
I solved this problem
without x, using by pairs the formula of the square of the sum.