What are the leading coefficient and degree of the polynomial? 7y-2y³ +20y²+1

Answer:

x-intercept:  (-56, 0)

y-intercept:  (0, -14)

Step-by-step explanation:

The x-intercept is the point at which the line crosses the x-axis, so when y=0.  To find the x-intercept, substitute y=0 into the given equation:

\(\begin{aligned}y=0\implies x+4(0)&=-56\\x+0&=-56\\x&=-56\end{aligned}\)

Therefore, the x-intercept of the given linear equation is:

The y-intercept is the point at which the line crosses the y-axis, so when x=0.  To find the y-intercept, substitute x=0 into the given equation:

\(\begin{aligned}x=0\implies 0+4y&=-56\\4y&=-56\\y&=\dfrac{-56}{4}\\y&=-14\end{aligned}\)

Therefore, the y-intercept of the given linear equation is:

6, 6.08, 10/3, 0.632, 0.01 and 0.332 are the equivalent side lenghts.

The formula for finding the side length of a square is expressed as:

A = L²

where L is the side length

If the area if 36

36 = L²

L = √36

L = 6 units

If the area if 37

37 = L²

L = √37

L = 6.08 units

If the area if 100/9

100/9 = L²

L = √100/9

L = 10/3 units

If the area if 2/5

2/5 = L²

L = √0.4

L = 0.632 units

If the area if 0.0001

0.0001 = L²

L = √0.0001

L = 0.01 units

If the area if 0.11

0.11 = L²

L = √0.11

L = 0.332 units

Hence the equivalent side lengths as arranged in the table are 6, 6.08, 10/3, 0.632, 0.01 and 0.332 units respectively.

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Answer:

her class is 3 minutes straight because if you can buy to you would get 3 minutes because if there's three students it will say to 2 and then I could be another partner for the other one so B3 so she say 4 minutes and then 5 minutes and then six minutes you get three minutes cuz that's how many fingers you have up three so yeah have a great time

The probability that a randomly selected 6th grade boy weighs less than 116 pounds is about 97.5%.Explanation:Given: Average weight of sixth-grade boys= 100 poundsStandard deviation= 8 poundsWe have to find: Probability that a randomly selected 6th grade boy weighs less than 116 pounds.Z-score is given by the formula:(Value - Mean) / Standard DeviationLet x be the weight of the sixth-grade boy.The z-score will be given as:z = (x - μ) / σwhere μ is the mean weight, σ is the standard deviation.Now we can find the probability using a z-table.The z-table shows the probability that a standard normal distribution will be less than a certain value. Since we can't use the table directly to find the probability less than a particular value, we must convert x into a z-score before using the table.The Z score is calculated as shown below.z = (x - μ) / σ= (116 - 100) / 8= 2.00Using the z-table, we can find that the probability of a z-score less than 2.00 is about 0.975 or 97.5%.Hence, the probability that a randomly selected 6th grade boy weighs less than 116 pounds is about 97.5%.Therefore, option A is correct.

Answer :  D is correct

Given: Sixth grade boys' average weight is 100 pounds with a standard deviation of 8 pounds.

Explanation: The probability that a randomly selected 6th grade boy weighs less than 116 pounds can be calculated as follows:

Step 1: Find the z-scoreTo find the z-score, use the formula: z = (x - μ) / σwhere x = 116, μ = 100, and σ = 8z = (116 - 100) / 8z = 2.0

Step 2: Find the probabilityUsing a z-table or calculator, we can find the probability that a z-score is less than 2.0.

    The probability is approximately 0.9772 or about 97.72%.

Therefore, the probability that a randomly selected 6th grade boy weighs less than 116 pounds is about 97.72%.

Round it to the nearest whole number to get the answer which is about 98%.

Thus, option D is correct.

Types of expressions in math:

The types of expressions in math listed above are all valid and commonly used expressions in mathematics. Algebraic expressions are used to represent equations, while trigonometric, logarithmic, exponential, factorial, polynomial and rational expressions are used to represent different types of functions.

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Answer:

Yes. In general, the set of rational numbers is closed under addition, subtraction, and multiplication; and the set of rational numbers without zero is closed under division.

Step-by-step explanation:

:)

Answer: True, because 8 + 0.5 = 8.5, which is a rational number since fractions and decimals are counted as rational numbers.

Answer:

2x + 5

5x - 7

5x - 2

2 - 7x

2 + 5x

Step-by-step explanation:

you can replace x with whatever variable you want :)

Answer:

1 : 400

Step-by-step explanation:

\(\frac{3.5 x 10^{3} }{3.5 x 10^{3} } : \frac{1.4 x 10^{6 } }{3.5 x 10^{3} }\)

1 : .4 x \(10^{3}\)

1 : 4 x \(10^{2}\)

1 : 400

sin⁻¹(sin((5π/4))) = -π/4

sin⁻¹(sin(2π/3)) = 2π/3

cos⁻¹(cos(-7π/4)) = π/4

cos⁻¹(cos(π/6)) = π/6

The inverse sine function, sin⁻¹(x), gives the angle whose sine is equal to x. Similarly, the inverse cosine function, cos⁻¹(x), gives the angle whose cosine is equal to x.

In the first expression, sin⁻¹(sin((5π/4))), the sine of 5π/4 is -1/√2, which is equivalent to -π/4 when considering the range of -π/2 ≤ θ ≤ π.

In the second expression, sin⁻¹(sin(2π/3)), the sine of 2π/3 is √3/2. Since 2π/3 is within the range of -π/2 ≤ θ ≤ π, the answer is 2π/3.

In the third expression, cos⁻¹(cos(-7π/4)), the cosine of -7π/4 is -1/√2, which is equivalent to π/4 within the range of 0 ≤ θ ≤ π.

In the fourth expression, cos⁻¹(cos(π/6)), the cosine of π/6 is √3/2. Since π/6 is within the range of 0 ≤ θ ≤ π/2, the answer is π/6.

Hence, the evaluated expressions are -π/4, 2π/3, π/4, and π/6, respectively.


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Converting 1. 50μm²  to square meters gives 1. 5 × 10 ^-11

Conversion of units is defined as the conversion of different units of measurement for the same quantity, mostly through multiplicative conversion factors.

From the information given, we are to convert micrometers to square meters

Note that:

1 micrometer ( μm²) = 10^-12m²

Given 1. 50μm² =  xm²

cross multiply

x = 1. 50 × 10^-12

x = 1. 50 × 10^-12

x = 1. 50 × 10^-12

x = 1. 5 × 10 ^-11 square meters

Thus, converting 1. 50μm²  to square meters gives 1. 5 × 10 ^-11

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Answer:

672

Step-by-step explanation:

40% of 480 is 192. Add that to the original price and you get 672

Answer:

domain={-5,-3,0,2}

range={0,2,4,7}

Step-by-step explanation:

yes

Answer:

Use the information given to write an equation in standard form.  

Slope is -3, and (0, -4) is on the line.  

Step-by-step explanation:

Answer:

2.8

Step-by-step explanation:

√(4² - 2²) = √12

=> √[(√12)² - 2²] = √8 ≈ 2.8

Answer:

170 cm

Step-by-step explanation:

2 * 1 1/2 * 2 = 6

1 1/2 * 4 * 2 = 12

2 * 4 * 2 = 16

In total: 6 + 12 + 16 = 34.  

Samir needs to cover 5 of these blocks so: 34 x 5 = 170

I also did the quiz.

Answer: 170cm

Step-by-step explanation: I did the test!! From k12

To determine the equilibrium concentration of BrCl (Bromine monochloride) in a reaction where [NOBr]eq = [Cl2]eq = [NO]eq = 1 M, we need to know the balanced chemical equation and the equilibrium constant (K) for the reaction involving the formation of BrCl.

The general form of the reaction can be represented as:

2 NOBr + Cl2 ⇌ 2 NO + BrCl

Let's assume that the equilibrium constant for this reaction is Kc.

Using the stoichiometry of the balanced equation, we can set up an expression for Kc:

Kc = ([NO]eq^2 * [BrCl]eq) / ([NOBr]eq^2 * [Cl2]eq)

Since [NOBr]eq = [Cl2]eq = [NO]eq = 1 M, we can substitute these values into the equation:

Kc = (1^2 * [BrCl]eq) / (1^2 * 1) = [BrCl]eq

Therefore, the equilibrium concentration of BrCl is equal to the equilibrium constant (Kc), which in this case is 1.

Hence, the equilibrium concentration of BrCl is 1 M.

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Answer:

6

Step-by-step explanation:

If you push two triangle tables together you just multiply 3*2

We have lcm(2, 3, 5) = 30, but none of 30/2 = 15, 30/3 = 10, nor 30/5 = 6 are divisible by 2, 3, and 5, respectively.

To account for this, take the square of 30, 30² = 900. Then 900/2 = 450, 900/3 = 300, and 900/5 = 180 are respectively divisible by 2, 3, and 5.

Multiply this by 2 to get a 4-digit number. It follows that \(\boxed{a=1800}\).

Answer:

Question 3

First option:
\(\dfrac{\ensuremath{\dfrac{4}{5}\;in}}{\dfrac{2}{3}\;hr}\)

Question 4
Third option:
\(\dfrac{1}{4} \div \dfrac{2}{5}\)

Question 5

Second Option:
\(\dfrac{7}{10}\)

Step-by-step explanation:

Question 3

If  \(\dfrac{4}{5}\) inches of rain falls every  \(\dfrac{2}{3}\) hours then the unit rate in inches per hour is inches \(\div\) hours

This would be:
\(\dfrac{\ensuremath{\dfrac{4}{5}\;in}}{\dfrac{2}{3}\;hr}\)

This is the first option in Question 3 answer choices

Question 4

\(\dfrac{\dfrac{1}{4}\;km}{\dfrac{2}{5}\;min}\)

is nothing but the numerator ÷ denominator which would be:

\(\dfrac{1}{4} \div \dfrac{2}{5}\)

This is the third option in Question 4 answer choices

Question 5

\(\dfrac{1}{2} \div \dfrac{5}{7}\\\)

Flip the divisor \(\dfrac{5}{7}\); it comes \(\dfrac{7}{5}\)

Multiply:
\(\dfrac{1}{2} \times \dfrac{7}{5}\)

The result is
\(\dfrac{7}{10}\)

This is the second option in Question 4 answer choices

Answers:

Question 3: \(\frac{\frac{4}{5}in.}{\frac{2}{3}hr.}\)

Question 4: \(\frac{1}{4}\) ÷ \(\frac{2}{5}\)

Question 5: \(\frac{7}{10}\)

Explanations:

Question 3: We're told that rain is falling at a rate of  \(\frac{4}{5} in.\) every  \(\frac{2}{3} hr.\), and the unit rate we're looking for is inches per hour (or more precisely, inches per 1 hour). Based on these parameters, we know that you have to divide the unit inches by the unit hours. So using the numbers above, the correct complex fraction to represent this situation would be \(\frac{\frac{4}{5} in.}{\frac{2}{3} hr.}\) .

Question 4: In this question, we are given a complex fraction and asked to rewrite it as a simple division problem. The complex fraction is \(\frac{\frac{1}{4} km.}{\frac{2}{5} min.}\), so in order to write this as a division expression, you simply take the numerator fraction and divide it by the denominator fraction, which will end up being \(\frac{1}{4}\) ÷ \(\frac{2}{5}\). Therefore, that will be your answer.

Question 5: Now, we have a division expression and are asked to use the Keep, Change, Flip method to solve the problem. First and foremost, the Keep, Change, Flip method is essentially telling you that when you are dividing by a fraction, you keep the dividend the same, you change the divisor - specifically switching the numerator with the denominator, which is creating the reciprocal of that fraction - and multiply by the reciprocal of the original divisor instead.

                   A good example of the Keep, Change, Flip method from above would be \(\frac{1}{2}\) ÷ \(\frac{1}{3}\). You keep the dividend, change the divisor, specifically flip the function around to create its reciprocal, and instead multiply by the divisor's reciprocal. Following those steps, \(\frac{1}{2}\) ÷ \(\frac{1}{3}\)  will become \(\frac{1}{2}\) × \(\frac{3}{1}\) or \(\frac{1}{2}\) × \(3\).

                  Now that we understand how to use the Keep, Change, Flip method, we can use it to solve the expression \(\frac{1}{2}\) ÷ \(\frac{5}{7}\). We keep \(\frac{1}{2}\) the same, flip \(\frac{5}{7}\) to make its reciprocal, and multiply \(\frac{1}{2}\) by that instead. So the final answer will be \(\frac{1}{2}\) ÷ \(\frac{5}{7}\) = \(\frac{1}{2}\) × \(\frac{7}{5}\) = \(\frac{7}{10}\).

Have a great day! Feel free to let me know if you have any more questions :)

Answer:

A

Step-by-step explanation:

sorry if its wrong but i think its right

Here, we are required to find the new minimum price that needs to be set for the remaining murals in order to pay for the materials

The new minimum price that needs to be set for the remaining murals in order to pay for the materials is $5.97

Number of murals created = 25

Cost of each murals to pay for the materials you bought = $5.25

Total cost of the materials = Number of murals created × materials you bought

= 25 × $5.25

= $131.25

If one of your parents accidentally drops 3 of the murals

Number of murals remaining = 25 - 3

= 22

New Miinimum price you need to set for the remaining murals in order to pay for the materials = Total cost of the materials ÷ Number of murals remaining

= $131.25 ÷ 22

= $5.9659090909090

Approximately,

$5.97

The reason for this increase is due to the three murals ran over by a Amtrak train after one of the parents accidentally dropped them. As such, there's need for this increase in order to break-even and to be able to pay for the materials.

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Answer: 3

Step-by-step explanation: I just know

Answer: None

Step-by-step explanation: Trick question the total is 110 and none took both math and physics

Unconscious processing is a complex cognitive phenomenon that involves a wide range of mental activities that occur outside of our conscious awareness. It is not simply a group of answer choices or a set of predetermined responses that are guided by habit or well-established routines.

Rather, unconscious processing is a highly nuanced and multifaceted process that is guided by a variety of different factors, including our emotions, our past experiences, our cultural background, and our personal beliefs and values.

At the same time, it is important to note that unconscious processing is not entirely independent of our executive functions or our conscious awareness. While it may be composed of relatively specialized parts, such as our automatic reflexes and basic sensory processing systems, these parts are still intricately connected to the higher-level cognitive processes that govern our decision-making, problem-solving, and goal-oriented behavior.

In short, unconscious processing is a complex and dynamic process that involves a broad range of cognitive and emotional factors, and is intimately intertwined with our conscious awareness and executive functions.

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The surface area of the composite figure is 714 sq. in.

Let, a be the edge of the cube.

Then, surface area of the cube = 6a² square unit

Let, length of the cuboid = l unit

Width of the cuboid = w unit

Height of the cuboid = h unit

Then, surface area of the cuboid = 2(lw+lh+hw) square unit

Given, edge of cube = 4 in.

∴ Surface area of cube = (6×4²) sq. in. = 96 sq. in.

Now, given, length of cuboid = 15 in.

Width of the cuboid = 10 in. & height of the cuboid = 7 in.

∴ Surface area of the cuboid = 2{(15×10)+(15×7)+(10×7)} sq. in.

                                                = 2{150+105+70} sq. in.

                                                = 2{325} sq. in. = 650 sq. in.

Here, we have to find the surface area of the composite figure.

We have to subtract the surface area from both of cube & cuboid, where they are attached.In that case, we have to subtract (4×4) from both.

So, we have to subtract 2(4×4) sq. in. = 32 sq. in.

∴ The surface area of the composite figure = (650+96-32) sq. in.

                                                                        = 714 sq. in.

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The slope and y-intercept represent, time worked, x Wages earned,

y($) is 9.25.

In mathematics, the slope of a line is a measure of its steepness and direction. It is defined as the ratio of the "rise" (the change in the y-coordinate) to the "run" (the change in the x-coordinate) between two points on a line. The slope is often represented by the letter "m" and can be calculated using the formula:

m = (y2 - y1) / (x2 - x1)

The slope of a line can also be thought of as the coefficient of the x-term in the equation of the line in the form of "y = mx + b" where m is the slope.

From the table, we can see that the wages earned are directly proportional to the time worked. This is a linear relationship and we can find the equation of the line using the point-slope form.

The point-slope form of a linear equation is y - y1 = m(x - x1)

where m is the slope of the line and (x1, y1) is a point on the line.

We can use the data from the table to find the slope of the line.

m = (y2 - y1) / (x2 - x1)

We can use the first two data points (x1 = 1, y1 = 9.25) and (x2 = 3, y2 = 27.75) to find the slope:

m = (27.75 - 9.25) / (3 - 1) = 18.5/2 = 9.25

Now we have the slope, we can use the point (x1 = 1, y1 = 9.25) to find the y-intercept, b

9.25 = 9.25 * 1 + b

we can find b is 0

So, the equation of the line in slope-intercept form is y = 9.25x + 0

The slope of the line, m = 9.25, represents the rate of change of the wages earned with respect to the time worked. It means that for every one-hour increase in time worked, the wages earned increase by $9.25. The y-intercept, 0, represents the wage earned when no time has been worked, which is 0$.

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The slope and y-intercept represent, time worked, x Wages earned, y($) is 9.25.

In mathematics, the slope of a line is a measure of its steepness and direction. It is defined as the ratio of the "rise" (the change in the y-coordinate) to the "run" (the change in the x-coordinate) between two points on a line. The slope is often represented by the letter "m" and can be calculated using the formula:

m = (y₂ - y₁) / (x₂ - x₁)

The slope of a line can also be thought of as the coefficient of the x-term in the equation of the line in the form of "y = mx + b" where m is the slope.

From the table, we can see that the wages earned are directly proportional to the time worked. This is a linear relationship and we can find the equation of the line using the point-slope form.

The point-slope form of a linear equation is y - y₁ = m(x - x₁)

where m is the slope of the line and (x₁, y₁) is a point on the line.

We can use the data from the table to find the slope of the line.

m = (y₂ - y₁) / (x₂ - x₁)

We can use the first two data points (x₁ = 1, y₁ = 9.25) and (x₂ = 3, y₂ = 27.75) to find the slope:

m = (27.75 - 9.25) / (3 - 1)

= 18.5/2

= 9.25

Now we have the slope, we can use the point (x₁ = 1, y₁ = 9.25) to find the y-intercept, b

9.25 = 9.25 * 1 + b

We can find b is 0

So, the equation of the line in slope-intercept form is y = 9.25x + 0

The slope of the line, m = 9.25, represents the rate of change of the wages earned with respect to the time worked. It means that for every one-hour increase in time worked, the wages earned increase by $9.25. The y-intercept, 0, represents the wage earned when no time has been worked, which is 0$.

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Answer:

y= x-4

Step-by-step explanation:

slope-intercept form is y=mx+b

-2y-8=-2x   move the 8 over to the other side

-2y=-2x-8   divide whole equation by negative 2

this should give you, y=x-4

Answer: for number 1  13,416

Step-by-step explanation: i think that is the correct answer i could be wrong