Can someone pls help me with this last question

Answer:

Step-by-step explanation:

Answer: -11

Step-by-step explanation:

The sketch of the polynomial function f(x) = x^3 + x^2 - 9x - 9 has a left-hand behavior that starts up and a right-hand behavior that ends down. It has a y-intercept of (0, -9), and its real zeros are x = -3, -1, and 3, each with a multiplicity of 1. The value of y at x = 22 is 10847.

Here is the four-step process to sketch the polynomial function f(x) = x^3 + x^2 - 9x - 9:

Step 1: Find the end behavior of the function

As x approaches negative infinity, f(x) approaches negative infinity because the leading term x^3 dominates. As x approaches positive infinity, f(x) approaches positive infinity because the leading term x^3 still dominates.

Step 2: Find the y-intercept

To find the y-intercept, we set x = 0 and evaluate f(0) = (0)^3 + (0)^2 - 9(0) - 9 = -9. Therefore, the y-intercept is (0, -9).

Step 3: Find the real zeros of the polynomial

We can use synthetic division or factor theorem to find the zeros of the polynomial:

Using synthetic division with x = -3, we get (x+3)(x^2 - 2x - 3), indicating that x = -3 is a zero of multiplicity 1.

Factoring x^2 - 2x - 3, we get (x-3)(x+1), indicating that x = -1 and x = 3 are also zeros of multiplicity 1.

Therefore, the real zeros of the polynomial are x = -3, -1, and 3.

Step 4: Determine the multiplicity of each zero

The zero located farthest left on the x-axis is x = -3, which has a multiplicity of 1.

The zero located between the leftmost and rightmost zeros is x = -1, which also has a multiplicity of 1.

The zero located farthest right on the x-axis is x = 3, which has a multiplicity of 1.

To evaluate a test point, we can choose any value of x and evaluate f(x). Let's choose x = 22. Then, f(22) = (22)^3 + (22)^2 - 9(22) - 9 = 10847.

Therefore, the sketch of the polynomial function f(x) = x^3 + x^2 - 9x - 9 has a left-hand behavior that starts up and a right-hand behavior that ends down. It has a y-intercept of (0, -9), and its real zeros are x = -3, -1, and 3, each with a multiplicity of 1. The value of y at x = 22 is 10847.

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Answer:

d) 7:50

Step-by-step explanation:

6pm is 18/24

18/24 = 3/4

3/4 of 10 = 7.5

The time represented by a 10-hour day format at 6 pm n the 24-hour day format is 7.5 hours, the correct option is D.

Fraction is the part of the whole, It is represented in the form of p/q, where q is not equal to zero.

The days are divided into hours, minutes, and seconds

The 6 pm time represents 18 hours

The total time is 24 hours so

6 pm represents an 18/24 portion of the day

= 3/4 th portion of the day is 6 om.

For a 10 hours day

3/4 th portion is 3*10 /4 = 7.5 hours

Therefore, the time represented by a 10-hour day format at 6 pm n the 24-hour day format is 7.5 hours.

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Answer: 120.9

Step-by-step explanation: 65% of 186 is 120.9.

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\( \frac{65}{100} \times 186 = 120.9 \\ \)

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Answer:

Step-by-step explanation:

y=mx+b   is the standard form

m= slope

If the slopes are the same they are parallel

If the slopes are Opposite signed and reciprocals, then they are perpendicular

both of the slopes are 5, so the lines are parallel

ANSWER:

STEP-BY-STEP EXPLANATION:

We have the following function:

The domain is the input values of the function, in this case, it would be the interval of values that x can take, while the range is the output values of the function, that is, in this case, it would be the interval of values that it can take y.

In the case of a reciprocal function, the domain is affected since the denominator can never be 0 since it generates a mathematical indeterminacy, therefore, we calculate the domain by setting the denominator equal to 0, just like this:

The range is affected by the fact that it can never be the value of 7, because the previous expression has no way of making it equal to 0, therefore the range would be:

The legs of a right triangle are lengths 48cm and 55cm. So, the length of the hypotenuse is 73 cm.

The Pythagoras theorem states that the square of the longest side must be equal to the sum of the square of the other two sides in a right-angle triangle.

The legs of a right triangle are lengths 48cm and 55cm.

Let ABC be the right angle triangle and AB is the hypotenuse.

To find the length of the hypotenuse we will use the Pythagoras theorem,

\(AB^2 = BC^2 + AC^2\\\\AB^2 = 48^2 + 55^2\\\\AB^2 = 2304 +3025\\\\AB^2 = 5329\\\\AB = \sqrt{5329} \\\\AB = 73\)

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the answer is yes, 21

Step-by-step explanation:

you would multiply 7 and 3 to get y

Answer:

m || n only when the corresponding angles will be equal.

Step-by-step explanation:

Here its only given that vertical angles are equal. But it doesn't prove m || n . If the corresponding angles wouls have been equal , then only we can prove that m || n.

6 * 8 = 48

6 • 8 = 48

6(8) = 48

48 * 6

= 288

Answer:288

Step-by-step explanation:

6×8=46 and

46×6=288

The required explicit formula for the given sequence to determine the nth term is given as nth term = 8 + (n - 1)3.

Arithmetic progression is the series of numbers that have common differences between adjacent values.

here,
The Sequences 8, 11, 14,...

first term a = 8
common difference = 11 - 8 = 3

Now,
The explicit formula is given as,
nth terms = a + (n - 1)d
nth term = 8 + (n - 1)3

Thus, the required explicit formula for the given sequence to determine the nth term is given as nth term = 8 + (n - 1)3.

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Answer:

7% they wont be picked and 6% they will

Answer:

486 inches

Step-by-step explanation:

multiply 9×9=81

then multiply 81×6 (because there are 6 sides)

Answer:

486 on Edge 2022-2023

Step-by-step explanation:

HOPED THIS HELPED YOU

HAVE A GOD-LIKE DAY

EVEN TO EVERYONE THATS ON EDGE

The solution of the inequality is, x ∈ (- ∞, 5) ∪ (10, ∞)

Where, x represent the number of totts.

A relation by which we can compare two or more mathematical expression is called an inequality.

We have to given that;

My friend Raw has either no more than 5 toots and more than 10 toots.

Now, Let number of toots = x

Hence, We get;

⇒ x < 5

And, x > 10

Thus, The solution of the inequality is,

⇒ x ∈ (- ∞, 5) ∪ (10, ∞)

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Answer:

4.375 miles

Step-by-step explanation:

7/8/12=x/60

12x=60(7/8)

12x=52.5

x=4.375

Answer: 13

Step-by-step explanation:

Given:

a+b+c, where a=3, b=2, c=7

Solve:

Given

 a+b+c

Substitute values into the expression

=(3)+(2)+(7)

Combine like terms

=6+7

=13

Answer:

12

Step-by-step explanation:

Replace the letters by the given numbers

a+b+c

3+2+7

=12

Answer: the initial value is 2 and the rate of change is 1.

Answer:

x = 13

Step-by-step explanation:

I created a proportion from similar sides HB ≈ LY and NH ≈ RL

28/21 = (3x - 7)/(x + 11)

then cross-multiply to get

28(x + 11) = 21(3x - 7)

28x + 308 = 63x - 147

28x = 63x - 455

-35x = -455

x = 13

Answer:

A ≈ 314.2 units

Step-by-step explanation:

       To find the area of the circle, we will use the given formula. We are given the diameter (d), 20, and the radius (r) is half of the diameter. 20 units / 2 = 10 units for our radius (r).

               A = πr²

               A = π(10)²

               A ≈ 314.15927

       Now, we are asked to round to the nearest tenth.

               A ≈ 314.2 units

Too easy XD I don’t remember how to do that T-T

Working out the different pay rates earned by Ike Phillips :

Let :

Regular rate = $11.37

Total earning for the week = $454.80

Double pay hours = 3.4

Time and half pay hours = 6.7

Therefore, Ike's gross earning for the week is $646.3845

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Answer:

i think it's c id

Step-by-step explanation:

The statement that is supported by the information in his graphs is C. It can be inferred that pizza and chicken nuggets should be the only meals offered in the cafeteria to please the most students each day.

This refers to the use of evidence to support a claim based on available data to show its validity.

Hence, we can see that from the information in the graphs, we can see that 50% of students prefer using trays and they represent half of the students from the students that prefer trays, they prefer to eat pizza and chicken nuggets and option C is the correct answer.

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Answer:

You can use additive inverse to combine like terms that are on the opposite sides of the equation.

Step-by-step explanation:

Example:

3x + 1 = 6x - 12

You can use additive inverse to move -12 to the +1.

The different GPA ranges between undergraduate and graduate students can potentially lead to stronger correlations among graduate students compared to undergraduate students due to the narrower range and higher academic requirements in the graduate student group.

The different ranges of GPAs between undergraduate and graduate students can have an impact on the correlations calculated within each group.

Firstly, it is important to understand that correlation measures the strength and direction of the linear relationship between two variables. In the case of GPAs, it is typically a measure of the relationship between academic performance and another variable, such as study time or test scores.

In the undergraduate student group, the GPA range is wider, spanning from 1.0 to 4.0.

This means that there is a larger variability in the GPAs of undergraduate students, with some students performing poorly (close to 1.0) and others excelling (close to 4.0).

Consequently, correlations calculated within this group may be influenced by the presence of a diverse range of academic abilities.

It is possible that the correlations might be weaker or less consistent due to the broader range of performance levels.

On the other hand, graduate students are often required to have higher GPAs, typically ranging from 3.0 to 4.0.

This narrower range suggests that graduate students generally have higher academic performance, as they have already met certain criteria to be admitted to the graduate program.

In this case, correlations calculated within the graduate student group may reflect a more restricted range of performance, potentially leading to stronger and more consistent correlations.

Overall, the different GPA ranges between undergraduate and graduate students can influence correlations calculated within each group.

The wider range in undergraduate students may result in weaker correlations, whereas the narrower range in graduate students may yield stronger correlations due to the higher academic requirements.

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Answer:

they share some features like;exponents,

mathematical signs, variables and more

The shared feature is that the 3 are functions relating y and x, and the uniqueness is on the exponent (or degree for the first two cases).

A linear function is:

y = a*x + b

A quadratic function is:

y = a*x^2 + b*x + c

An exponential function is:

y = A*(b)^x

So, the thing that we can see that the functions have in common is that in all of them, the variable y depends on the variable x.

Well, the exponents are clearly different.

The linear function is of degree 1, the quadratic function is of degree 2, and in the exponential function the variable is in the exponent (it is not a polynomial like in the first two cases).

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The area of the surface obtained by rotating the curve y = 5√x about the x-axis between x = 4 and x = 16 is equal to -516.

To find the area of the surface obtained by rotating the curve y = 5√x about the x-axis, we can use the formula for the surface area of revolution:

S = ∫[a,b] 2πy√(1 + (dy/dx)²) dx

In this case, the curve y = 5√x is being rotated about the x-axis between x = 4 and x = 16.

To calculate the area, we need to find dy/dx, which is the derivative of y with respect to x.

Taking the derivative, we have dy/dx = (5/2)x^(-1/2).

Substituting these values into the formula, we get:

\(S = \int{ [4,16] 2\pi (5\sqrt{x} )\sqrt{(1 + ((5/2)x^{-1/2})^2)} } \, dx\)

Evaluating this integral over the given interval, we find that the area of the surface is -516.

It's worth noting that the negative sign in the answer indicates that the surface is concave down, which is consistent with the shape of the curve being rotated.

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Answer:

y= -7/9 x+70

Step-by-step explanation:

28x+36y=2520

36y=-28x+2520

y= -7/9 x+70

Answer:

x=5

Step-by-step explanation:

3(2x-5) =15

6x-15=15

6x=15+15

6x= 30

6x/6=30/6

x=5