How many terms are in this polynomial?
What is the degree of the fourth term?
What is the coefficient of the second term?
What is the degree of the polynomial?
Answers
Answer:
4 terms
Degree of the 4th term = 5
Coefficient of the 2nd term = -6
Degree of the polynomial = 11
Step-by-step explanation:
Terms of polynomials: parts of the expression that are separated by the addition or subtraction operation.
Therefore, there are 4 terms in this polynomial.
If a term of the polynomial has more than one variable, then to calculate the degree of that term, add the powers of all the variables in the term.
Therefore, the degree of the fourth term is:
\(-\dfrac43x^3y^2 \implies \textsf{degree}=3+2=5\)
The coefficient is the constant. Therefore, the coefficient of the second term is -6
Degree of a polynomial: The greatest exponent of a variable in the polynomial equation.
As some of the terms in this polynomial have more than one variable, we must first calculate the degrees of the individual terms, and then select the greatest as the degree of the polynomial equation.
\(-2x^9 \implies \textsf{degree}=9\)
\(-6x^2y^6 \implies \textsf{degree}=2+6=8\)
\(9x^7y^4 \implies \textsf{degree}=7+4=11\)
\(-\dfrac43x^3y^2 \implies \textsf{degree}=3+2=5\)
Therefore, the greatest degree is 11, so this is the degree of the polynomial.
#1
There are four terms
-2x⁹-6x²y⁶9x⁷y⁴-4/3x³y²#2
Degree of fourth term
3+25#3
Coefficient of -6x²y⁶
-6#4
Third term has highest degrees
7+4=11Degree of polynomial=11
Related Questions
How many solutions?
у
Answers
To find the quotient of 4.082 and 10,000, move the decimal point in 4.082
___
places to the ___
Answers
Answer:
move the decimal point in 4.082 4 places to the left
Step-by-step explanation:
i hope this helps :)
You have available data showing that 81% of all eligible students in Connecticut took the SAT during the 1994-1995 school year. You are interested in
Answers
The data available, we can say that 81% of all eligible students in Connecticut took the SAT during the 1994-1995 school year.
This percentage can provide us with insights into the educational landscape of Connecticut and the students' interest in higher education.
The percentage of students who took the SAT can be used as a measure of college readiness, as it reflects the students' willingness to pursue higher education.
It should be noted that the SAT is not the only indicator of college readiness, and there are other factors that should be taken into consideration, such as academic performance, extracurricular activities, and personal characteristics.
Additionally, the percentage of students who took the SAT can also be used as a benchmark for educational policy makers to evaluate the effectiveness of their policies and initiatives aimed at increasing college readiness and access to higher education.
It is important to consider the limitations of the data available.
For instance, we do not know the reasons why the other 19% of eligible students did not take the SAT.
It is possible that some students opted for other standardized tests, such as the ACT, or decided not to pursue higher education.
Additionally, the data does not provide insights into the students' performance on the SAT or their college admissions outcomes.
The percentage of students who took the SAT in Connecticut during the 1994-1995 school year can provide us with valuable insights into the educational landscape and college readiness of Connecticut students, but should be interpreted with caution and in conjunction with other indicators and data sources.
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Use the quadratic formula to find the exact solutions of x2 − 9x + 5 = 0.
x equals negative b plus or minus the square root of b squared minus 4 times a times c, all over 2 times a
Answers
Answer:
\(\frac{9\pm\sqrt{61}}{2}\)
Step-by-step explanation:
\(\displaystyle x=\frac{-b\pm\sqrt{b^2-4ac}}{2a}=\frac{-(-9)\pm\sqrt{(-9)^2-4(1)(5)}}{2(1)}=\frac{9\pm\sqrt{81-20}}{2}\\\\=\frac{9\pm\sqrt{61}}{2}\)
i honestly dont know how to answer 8+h over 10 = 1 how?
Answers
Answer:
h = 2
Step-by-step explanation:
8+h / 10 = 1
Multiply both sides by 10 to remove the denominator
10 * (8 + h / 10) = 1 * 10
8 + h = 10
Subtract 8 from both sides
8 - 8 + h = 10 - 8
h = 2
Suppose that a pre-election poll of 500 people showed that 51% of the sample supported the incumbent senator. If the population proportion who supported the incumbent senator is really 48%, how likely is it that we would see poll results such as this or higher? A) 0.006 B) 0.03 C) 0.0901 D) 0.9099 E) 0.9680
Answers
the answer is D) 0.9099, which is the closest probability to 0.8085
To answer this question, we can use a one-sample proportion hypothesis test with a significance level of 0.05. Our null hypothesis is that the population proportion who support the incumbent senator is 0.48, and our alternative hypothesis is that the population proportion is higher than 0.48.
We can calculate the standard error of the sample proportion as follows:
SE = sqrt[(0.48)(0.52)/500] = 0.034
We can then calculate the z-score for the sample proportion:
z = (0.51 - 0.48)/0.034 = 0.88
Using a standard normal distribution table, we can find that the probability of obtaining a z-score of 0.88 or higher is 0.1915.
However, because our alternative hypothesis is one-sided (we are testing for a higher proportion), we need to find the area under the curve to the right of the z-score. This probability is 1 - 0.1915 = 0.8085.
Therefore, the answer is D) 0.9099, which is the closest probability to 0.8085. This means that if the population proportion who supported the incumbent senator is really 48%, there is an 90.99% chance that we would see poll results of 51% or higher.
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pls help i will give brainliest and 5 stars
Answers
Answer:
Answer is the fee at bank L will be the same as P when the checking fee is 600.
Suppose the cost function is C(Q) = 50 - Q 10Q^2 + 2Q^3. At 10 units of output, the average total cost curve A. is in the increasing stage.B. is in the declining stage. C. is at the minimum level. D. is at the maximum level.
Answers
If "cost-function" is "C(Q) = 50 + Q - 10Q² + 2Q³" , then at 10 units of the output, average total cost curve (a) is in the increasing stage.
A "Function" is defined as a mathematical object that maps an input value or set of input values to a corresponding output value or set of output values.
The "Cost-Function" for "Q" quantities is written as : C(Q) = 50 + Q - 10Q² + 2Q³;
To find the average total cost curve at 10 units, we substitute the value of Q from 1 to 10,
The average total cost function is "Cost Function" divided by the "Quantity";
⇒ Average Total Cost Function(ATC) = (50 + Q - 10Q² + 2Q³)/Q,
For Q = 1, ATC = (50 + 1 - 10(1)² + 2(1)³)/1 = 43 ,
For Q = 2, ATC = (50 + 2 - 10(2)² + 2(2)³)/2 = 28/2 = 14,
For Q = 3, ATC = (50 + 2 - 10(3)² + 2(3)³)/3 = 17/3 = 5.67,
For Q = 4, ATC = (50 + 2 - 10(4)² + 2(4)³)/4 = 22/4 = 5.5,
For Q = 5, ATC = (50 + 2 - 10(5)² + 2(5)³)/5 = 55/5 = 11,
For Q = 6, ATC = (50 + 2 - 10(6)² + 2(6)³)/6 = 128/6 = 21.33,
For Q = 7, ATC = (50 + 2 - 10(7)² + 2(7)³)/7 = 253/7 = 36.14,
For Q = 8, ATC = (50 + 2 - 10(8)² + 2(8)³)/8 = 442/8 = 55.25,
For Q = 9, ATC = (50 + 2 - 10(9)² + 2(9)³)/9 = 707/9 = 78.56,
For Q = 10, ATC = (50 + 2 - 10(10)² + 2(10)³)/10 = 1060/10 = 106,
From the above values, from units : "1 to 4" , the "average-total-cost" is decreasing and from the unit 5, the average total cost is increasing.
So, at "10 units" of output, average total cost curve is increasing stage.
Therefore, the correct option is (a).
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The given question is incomplete, the complete question is
Suppose the cost function is C(Q) = 50 + Q - 10Q² + 2Q³. At 10 units of output, the average total cost curve
(a) is in the increasing stage.
(b) is in the declining stage.
(c) is at the minimum level.
(d) is at the maximum level.
How many inches is 5 3 height?
Answers
Height is 63 inches, or 5 3 inches.
Explain about the inches?A measurement of distance or length in US units. A foot is 12 inches long and a yard is 36 inches long. 2.54 cm are exactly one inch.
A measurement of 1 inch is about equivalent to 2.54 cm. Add 2.54 cm to the provided inch number to convert it to centimetre values. 0.393701 inches are equal to 1 centimetre.
The smallest length you can measure with a ruler is 1/16 inch since each inch is divided into 16 lines, each of which is 1/16 inch long.
If you don't have a measuring device around, use the top of your thumb or another item that is roughly the same length to estimate measurements in inches. A foot is made up of 12 inches.
= (5 x 12) + 3.
= 60 +3
= 63
You now have 63 inches altogether.
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Anthony had dinner at his favorite restaurant. His total bill was $32.00. If the sales tax is 8% and a 20% tip was left, what is the total cost of Anthony’s meal?
please help .-_-.
Answers
Answer:
$40.96
Step-by-step explanation:
divide 32 by 10 you get 3.2. thats 10%. so he tips 20%, so do 3.2 by 2, and you get 6.4, thats how much he tips. now divide 3.2 by 10, you get 0.32. thats 1%. multiply 0.32 by 8, and you get 2.56. add 32+2.56+6.4 and thats the answer
A triangle has side lengths of 5 units, 11 units and 6 units. Tell whether the triangle is a right triane
Answers
Answer:
triangle isn't right angled
Step-by-step explanation:
For a right tangled triangle :
Length of the longest side, hypotenus is given by :
Hypotenus = √(opposite² + adjacent ²)
From.the question :
Hypotenus = 11
Opposite and adjacent = 5 units and 6 units
Let's test :
Hypotenus = √(5² + 6²)
Hypotenus = √(25 + 36)
Hypotenus = √61 units
Hypotenus = 7.8
Hypotenus for a right angled triangle = 7. 8 units and not 11.
Hence, triangle isn't right angled
The results of a repeated-measures anova are reported as follows, f(3,27) = 1.12, p > .05. how many treatment conditions were used in the study?
Answers
The number of treatment conditions used in the study can be determined from the degrees of freedom.
The degrees of freedom in the ANOVA output represent the number of levels or groups involved in the analysis. In this case, the degrees of freedom are reported as (3, 27), which consists of two numbers separated by a comma.
The first number (3) represents the degrees of freedom associated with the treatment conditions or groups, while the second number (27) represents the degrees of freedom associated with the error term. The treatment degrees of freedom indicate the number of levels or groups involved in the study, and in this case, it is 3. Therefore, the study used three treatment conditions.
The error degrees of freedom reflect the variability within the groups or the variability that cannot be accounted for by the treatment conditions. The F-value and p-value provide information about the significance of the observed differences between the treatment conditions, with a p-value greater than 0.05 suggesting that the observed differences are not statistically significant.
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On a road trip, Meisy traveled a total 1320 miles. If
she was going at an average speed of 60 miles per
hour, how many hours of driving would the road trip
have taken?
Answers
Answer:
22 hours
Step-by-step explanation:
since Meisy traveled a total of 1320 miles and the average speed is 60m/p then you need to divide 60 from 1320 which would give you 22 hours
Answer:
The toad trip took 22 hours.
Step-by-step explanation:
Time equals distance divided by speed, therefore the time the road trip would take would be equal to...
1320 / 60 = 22
Therefore the toad trip took 22 hours.
20 Points!!! Math Question
Answers
Here is how to do the question,
The Remainder Theorem starts with an unnamed polynomial p(x), where "p(x)" just means "some polynomial p whose variable is x". ... If you get a remainder, you do the multiplication and then add the remainder back in. For instance, since 13 ÷ 5 = 2 R 3, then 13 = 5 × 2 + 3. This process works the same way with polynomials.
Hope that helps!!!!
Answer:
Remainder Theorem starts with an unnamed polynomial p(x), where p(x) just means "some polynomial p whose variable is x". ... If you get a remainder, you do the multiplication and then add the remainder back in, For instance, since 13 ÷ 5 = 2 R 3, then 13 = 5 × 2 + 3. This process works the same way with polynomials
In the year 2015 Emily was three times as old asKaitlin. By the year 2021 Kaitlin will be half asold as Emily will be. How old was Emily on theyear 2000?
Answers
In 2000 Emily was 9 years old.
Given that in the year 2015 Emily was three times as old as Kaitlin while by the year 2021 Kaitlin will be half as old as Emily will be, to determine how old was Emily on the year 2000 the following calculation must be performed:
2015 = E = 3K 2021 = E = 2K 24 /// 8 --- 30 /// 14 18 /// 6 --- 24 /// 12 18/6 = 3 24/12 = 2 2015 = Emily was 24 years old 24 - (2015 - 2000) = X 24 - 15 = X 9 = X
Therefore, in 2000 Emily was 9 years old.
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I need help with these
Answers
The 15 and 9 units side lengths of the parallelogram ABCD, and the 36° measure of the acute interior angle, A indicates the values of the ratios are;
1. AB:BC = 5:3
2. AB:CD = 1:1
3. m∠A : m∠C= 1 : 4
4. m∠B:m∠C = 4:1
5. AD: Perimeter ABCD = 3:16
What is a ratio?A ratio is a representation of the number of times one quantity is contained in another quantity.
The shape of the quadrilateral ABCD in the question = A parallelogram
Length of AB = 15
Length of BC = 9
Measure of angle m∠A = 36°
Therefore;
1. AB:BC = 15:9 = 5:3
2. AB ≅ CD (Opposite sides of a parallelogram are congruent)
AB = CD (Definition of congruency)
AB = 15, therefore, CD = 15 transitive property
AB:CD = 15:15 = 1:1
3. ∠A ≅ ∠C (Opposite interior angles of a parallelogram are congruent)
Therefore; m∠A = m∠C = 36°
∠A and ∠D are supplementary angles (Same side interior angles formed between parallel lines)
Therefore; ∠A + ∠D = 180°
36° + ∠D = 180°
∠D = 180° - 36° = 144°
∠D = 144°
m∠A : m∠C = 36°:144° =1:4
m∠A : m∠C = 1:4
4. ∠B = ∠D = 144° (properties of a parallelogram)
m∠B : m∠C = 144° : 36° = 4:1
5. AD ≅ BC (opposite sides of a parallelogram)
AD = BC = 9 (definition of congruency)
The perimeter of the parallelogram ABCD = AB + BC + CD + DA
Therefore;
Perimeter of parallelogram ABCD = 15 + 9 + 15 + 9 = 48
AD:Perimeter of the ABCD = 9 : 48 = 3 : 16
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Select all of the expressions that represent an `8\%` increase compared to `x`.
Answers
Answer:
1.08X
X+0.08X
(1+.08)X
Step-by-step explanation:
Using the given points, determine Δy.
(-3, -5) and (0, 10)
Δy = 5
Δy = 15
Δy = 13
Δy = 3
Answers
Answer:The answer is y=5.
Step-by-step explanation:
Solve for : 8x - 10 = -34 3 -24 hp w
Answers
Answer:
Step-by-step explanation:
Answer:
x = -44.63
Step-by-step explanation:
8x - 10 = -343 - 24
8x - 10 = -367 (simplify)
8x = -367 + 10 (add 10 to both sides)
8x = -357
x = -44.63
Which of the following statements could be used to describe the location of polnt P, shown on the number line below?P-2-1P<-2P=-2.5P>-1P<-1
Answers
This problem is about position of numbers on the real numbers line.
As you can observe in the image, point P is at the left side of -1, which indicates P is less than -1.
Remember that, on the number line, the number placed at the right side is greater, for example, 1 is greater than zero, because it's on the right side of zero.
We use the same logic here, that's why P is less than -1.
Therefore, the right answer is P < -1, the last option.The expenditure (in rupees) of 15 days of a man is as follows. Calculate his average expenditure: 30, 25, 35, 24, 40, 35, 30, 25, 24, 25, 40, 35 30, 25, 35.
Answers
Answer:
Total expenditure = 30 + 25 + 35 + 24 + 40 + 35 + 30 + 25 + 24 + 25 + 40 + 35 + 30 + 25 + 35 = 414
Average expenditure = Total expenditure / Number of days
= 414 / 15
= 27.6
Therefore, the average expenditure of the man is Rs. 27.6 per day.
a model rocket is launched with an initial upward velocity of 175 ft/s the rocket's height is represented by h (in feet) after t seconds is given by the followingh = 175t - 16t^2find all values of t for which the rockets height id 85 feetand i need to round the answer to nearest hundredth
Answers
Given relation between height and time is:
\(h=175t-16t^2\)Now put the value of h=85 ft in given relation:
\(85=175t-16t^2\)Solving it for t:
\(\begin{gathered} 16t^2-175t-85=0 \\ t=\frac{175\pm\sqrt[]{(-175)^2-4\times16\times85}}{2\times16} \\ t=\frac{175\pm\sqrt[]{30625-5440}}{32} \\ t=\frac{175\pm\sqrt[]{25185}}{32} \\ t=\frac{175\pm158.6}{32} \\ t=0.51\text{ or }10.43\text{ second} \end{gathered}\)Determine the formal charge on the bromine atom in the following structure. If the atom is formally neutral, indicate a charge of zero.
Answers
The formal charge on the bromine atom in the given structure is zero, indicating that it is formally neutral.
To determine the formal charge on an atom, we compare the number of valence electrons the atom should have (based on its position in the periodic table) with the number of electrons it actually has in the structure. The formula to calculate the formal charge is as follows:
Formal Charge = Valence Electrons - Lone Pair Electrons - 1/2 * Bonding Electrons
In the given structure, if we count the valence electrons on the bromine atom, we find that it has 7 valence electrons. Looking at the structure, we can see that bromine is surrounded by three bonds and one lone pair of electrons. Each bond contributes two electrons, and the lone pair contributes two electrons as well. Plugging these values into the formal charge formula, we get:
Formal Charge = 7 - 2 - 1/2 * 6 = 7 - 2 - 3 = 2 - 3 = -1
However, this formal charge of -1 does not accurately represent the bromine atom in the given structure. In reality, the bromine atom has an expanded octet, meaning it can accommodate more than eight valence electrons. The formal charge of -1 suggests that the bromine atom has an extra electron, which is not the case in this structure. Therefore, the more accurate formal charge for the bromine atom is zero, indicating that it is formally neutral.
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6 x 160 and explain how you did it
Answers
Answer: 960 AND CALCULATOR
Step-by-step explanation: HAVE A BLESSED DAY!!!!
Answer:
960
Step-by-step explanation:
3
160
x 6
960
I am thinking of 3 consecutive numbers. The first is a multiple of 4, the second is a multiple of 5 and the third is a multiple of 6." What could the numbers be? Can you find 3 possible sets of numbers
Answers
Answer:
{4, 5, 6}, {64, 65, 66}, {124, 125, 126}
Step-by-step explanation:
x = 1st number
x + 1 = 2nd number
x + 2 = 3rd number
{4, 5, 6}, {64, 65, 66}, {124, 125, 126}
The possible set of numbers are {4,5,6}, {64,65,66} and {124,125,126}
What are consecutive number?Consecutive numbers are the numbers which follow each other in order from small to greater number.
Let three consecutive numbers are, x ,x+1 and x+2.
According to given condition,
The first number is a multiple of 4,
The second number is a multiple of 5,
And The second number is a multiple of 6.
Start from 4 and then try to find out sequence,
The numbers can be 4, 5 and 6.
Further, the number can be 64,65 and66
And The numbers can be 124,125 and 126
So, three sets of numbers are {4,5,6}, {64,65,66} and {124,125,126}
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In the figure, a∥b and m∠3 = 34°.
What is the m∠7?
Enter your answer in the box. |__|
Answers
Therefore, In the figure, a∥b angle m∠7 = 34° .
What is angle ?An angle is a figure in Euclidean geometry made up of two rays that share a vertex, or common terminus, and are referred to as the sides of the angle. Angles of two rays lie in the plane containing the rays. Angles can also result from the intersection of two planes. Dihedral angles are the name given to them.
Here,
Given that a and b are parallel lines,
∠3 and ∠7 are corresponding angles and congruent
m∠3 = 34°
thus ,m∠7 =m∠3 = 34°
so, m∠7 = 34°
Therefore, In the figure, a∥b m∠7 = 34° .
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What is the value of f?
Answers
\(f+44^{\circ}\) and \(71^{\circ}\) are opposite angles.
Therefore
\(f+44^{\circ}=71^{\circ}\\f=27^{\circ}\)
27°
Step-by-step explanation:Using information about angles, we can create an equation to solve for f.
Verticle Angles
There is a special angle relationship known as vertical angles. Vertical angles are opposite angles made by interesting lines. The left angle (made up of f and 44°) and the right angle (71°) are vertical angles. We know this because they are opposite each other and formed by the same interesting lines. Verticle angles are always congruent. This means that their measurements are equal.
Solving for f
We can use the information above to create an equation. Since we know that the left and right angles are congruent, we can set the equal to each other.
f + 44 = 71Now, we can subtract 44 from both sides and solve for f.
f = 27So, angle f must equal 27°.
How many teaspoons are in 400 milliliters? 1tsp=5ml
Answers
Answer:
80 tea spoons
Step-by-step explanation:
400÷5=80
hope it helps
\( \frac{1}{5} \frac{x}{400} \)
1x400/5=80/400
7. What is the value of X in the equation shown?
-15 = 2X + 5
Answers
Answer:
-10
Step-by-step explanation:
-15 = 2x +5
move the numbers to one side
-15 + (-5) = 2x
-20 = 2x
devide by 2 to only be left with x
x = -10
To find the value of X in the equation -15 = 2X + 5, we can solve for X by isolating the variable on one side of the equation.
Given: -15 = 2X + 5
Subtracting 5 from both sides of the equation:
-15 - 5 = 2X + 5 - 5
-20 = 2X
To isolate X, we need to divide both sides of the equation by 2:
-20 / 2 = 2X / 2
-10 = X
Therefore, the value of X in the equation -15 = 2X + 5 is -10.
Help Please!!!!!!!!!!!!!
Answers
Answer : X= 4,-1 so it will be C.