Having a very hard time in my PRECALC CLASS

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The discussion centers on confusion regarding a precalculus problem involving factoring and combining like terms. The original expression is complex, leading to questions about how certain coefficients were derived in the professor's solution. Specifically, the participant is puzzled by the emergence of the numbers 6 and 5 in the final factored form. Clarification is provided that the 6 arises from factoring out a 2 from the original product of 3 and 4, while the 5 remains unchanged. Understanding these steps is crucial for mastering the factoring process in precalculus.
DeepSpace9
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Having a very hard time in my PRECALC CLASS.
When they facto problems they start pulling numbers out of numbers that aren't there..
Example..

3(4x+5)^2 (4)(5x+1)^2 + (4x+5)^3 (2) (5x+1)(5)

Professor said this was the answer.

a) 2(4x+5)^2(5x+1)[6(5x+1)+5(4x+5)]
=
b) 2(4x+5)^2(5x+1)[50x+31] (After combining like terms)

My questions is

Where I labeled a) where did she get the 6 from and the 5 from?
I can see she got the 5 from the original problem, but I thought if she factored out a 2 as a GCF the 5 would be reduced to a smaller number, and the 6 comes out of no where.. HELP
 
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Thanks for the help guys.
 


Hey DeepSpace9.

Recall that 3*4 = 12 = 6*2 and 5*2 = 10 = 5*2 [Look at the factorization again carefully with the hint mentioned]
 
So the 6 comes from the fact that (3)(4) = 12 and since I factor out a (2) I would need a (6) to = 12 again? I didn't think we could use a 6 since it was not in the original problem.
 
Yes that's pretty much it.
 
Here is a little puzzle from the book 100 Geometric Games by Pierre Berloquin. The side of a small square is one meter long and the side of a larger square one and a half meters long. One vertex of the large square is at the center of the small square. The side of the large square cuts two sides of the small square into one- third parts and two-thirds parts. What is the area where the squares overlap?

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