the graph represents the piecewise function

The degree of polynomial 7x³ + 4x² is 3 as the highest power is 3.

One of the fundamental ideas in mathematics is the degree of polynomials, which determines the maximum number of solutions a function can have and how frequently a function will cross the x-axis on a graph.

Polynomials are also useful in understanding how functions can be represented mathematically. It has the highest exponential power in the polynomial equation.

The greatest power of a variable in a polynomial equation is its degree. When calculating the degree of a polynomial function, only terms with variables are considered. The degree of the polynomial can be determined by looking at the variable term with the highest exponential power.

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Answer: She ran 7 3/5 miles on the two days

Step-by-step explanation

Miles ran by Deborah on Monday =32/5 miles

Miles ran by Deborah on Tuesday = 41/5 miles'

Total miles ran by Deborah on the two days

=3 2/5 +4 1/5

=7   2+1 /5

=7 3/5 miles

There is only 1 power of 7 contained in 10.

Students use powers of numbers to solve this problem and learn what is occurring to the numbers as a result.

Students also learn how to divide a seemingly vast and challenging equation into smaller, more accessible components. The pupils should understand that raising 7 to a power only produces a finite number of unit digits. Furthermore, as the power of 7 rises, these particular numbers "circle round." 7, 9, 3, and 1 make up this cycle.

The digit in the tens place is the same.

The total number of times we multiply a number is known as its exponent or power. For instance, 2 to the power 3 denotes a 3x3 multiplication of 2.

The largest power of 7 that is less than 10 is 7^1 = 7, therefore there is only 1 power of 7 contained in 10.

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There is only 1 power of 7 contained in 10.

Students use powers of numbers to solve this problem and learn what is occurring to the numbers as a result.

Students also learn how to divide a seemingly vast and challenging equation into smaller, more accessible components. The pupils should understand that raising 7 to a power only produces a finite number of unit digits. Furthermore, as the power of 7 rises, these particular numbers "circle round." 7, 9, 3, and 1 make up this cycle.

The digit in the tens place is the same.

The total number of times we multiply a number is known as its exponent or power. For instance, 2 to the power 3 denotes a 3x3 multiplication of 2.

The largest power of 7 that is less than 10 is 7^1 = 7, therefore there is only 1 power of 7 contained in 10.

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Answer:

Yes (you are 75 mi from epicenter). Travel at least 7.91 mi south

Step-by-step explanation:

See the attached image.

The epicenter is the point at the upper right of the drawing.  You are 60 miles west (left) and 45 miles south (down) from the epicenter.  A right triangle is formed--apply the Pythagorean Theorem, (leg)^2 + (leg)^2 = (hypotenuse)^2.

[tex]x^2=60^2+45^2\\\\x^2=3600+2025\\\\x^2=5625\\\\x=\sqrt{5625}=75[/tex] This is within 80 mi, so you feel the quake.

Now (see image2) you go  y  miles south.  You want the distance between you and the epicenter to be at least 80 mi.  You have another right triangle with legs 60 and y + 45 and hypotenuse 80.

[tex](y+45)^2+60^2=80^2\\\\(y+45)^2+3600=6400\\\\(y+45)^2=2800\\\\y+45=\sqrt{2800}\\\\y=\sqrt{2800}-45 \approx 7.91 \rm mi[/tex]

Answer:

[tex]-\sqrt{2}[/tex] and [tex]\sqrt{13}[/tex]

Step-by-step explanation:

Given a polynomial with rational coefficients, its irrational and complex roots would occur in conjugate pairs.

For example, if the roots of a polynomial are 2 + [tex]\sqrt{3}[/tex], 3 and 4 - 3i, then 2 - [tex]\sqrt{3}[/tex], and 4 + 3i are also roots of the polynomial.

Therefore, since the given polynomial has rational coefficients and some of its roots are , [tex]\sqrt{2}[/tex] and  - [tex]\sqrt{13}[/tex], then -[tex]\sqrt{2}[/tex] and [tex]\sqrt{13}[/tex] are also roots of the polynomial.

Answer:

5%

Step-by-step explanation:

According to the following graph, we have identified that if the demand is for 35 units then the predicted price per unit is $27.

The term graph in math is defined as pictorial representation of algebraic equation.

Here we have given the following graph and here  we also know that the scatter plot shows a regression line of units demanded and price.

Here we need to know the definition of regression line, which means the relationship between two variables. And it is applied in scenarios where the change in the value of the independent variable causes changes in the value of the dependent variable.

Based on these definition, here we have the relationship between the units demanded and the price of those units.

Now, by looking into the given graph, we have identified that if the demand is for 35 units, then the units price is $27.

Therefore, option (c) is correct.

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A =2 w² +40 w

First Blank =2

Second Blank = 40

Answer:

I need help and please no links

here's the answer

x=-5/3

minuscule temperature. There are a number of tales of how he initially created his scale, but the original publication states that the lower Fahrenheit  defining point, 0 °F, was set as the freezing temperature of a brine solution made from a combination of water, ice, and ammonium chloride (a salt).

Thus, the difference between Celsius and Fahrenheit is 1.8 times. In other words, 1 degree Fahrenheit is equivalent to 5/9 degree Celsius. These two temperature scales overlap at -40 degrees, which means that -40 degrees Fahrenheit is equivalent to -40 degrees Celsius despite their quite significant discrepancies.

°C) is a different unit of measurement for temperature. Except for the United States, most nations use Celsius as their unit of measurement. 0 degrees Celsius is really chilly. 40 degrees is a scorching temperature!

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Answer:

13 weeks

Step-by-step explanation:

Given that :

Cost of new tub = $312

Planned saving per week = $24

The number of weeks he'll have to save in other to be able to afford the tub can be obtained using the relation :

Number of weeks = cost of new tub / weekly saving

Number of weeks = $312 / $24

Number of weeks = 13 weeks

Step-by-step explanation:

the length of hypotenuse =

√(21²+28²) = √(441+784)

= √1225

= 35 yd

the perimeter of triangle =

21+28+35 = 84 yd

the area of triangle =

½×21×28 = 294 yd²

Answer: 35 yd

Step-by-step explanation:

28^2+21^2=1225

√1225

=35

Answer:

21) 2 x 11

23) 2 x 2 x 2 x 3

25) 3 x 5

27) 2 x 2 x 5

29) 3 x 7

Step-by-step explanation:

The area of the oil spill is 2.924π square inches.

What is the radius of the circle?

Any line segment connecting a circle's center to its perimeter is considered a circle's or sphere's radius, and in more recent usage, their length is also considered. The word "radius" is derived from Latin and means "ray" as well as "the spoke of a chariot wheel."

Here, we have

The radius of the circle of oil spread is modeled by the function r = ∛s where s = time in seconds.

The area of the oil spill A = πr²

= π(∛s)²

So, we need to find the area of the oil spill when s = 5.

So, A = π(∛s)²

A = π(∛5)²

A = π(1.7099)²

A = 2.924π square inches.

Hence, the area of the oil spill is 2.924π square inches.

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Answer:

Isosceles Right Triangle Example

Step-by-step explanation:

Find the area and perimeter of an isosceles right triangle whose hypotenuse side is 10 cm. Therefore, the length of the congruent legs is 5√2 cm. Therefore, the perimeter of an isosceles right triangle is 24.14 cm.

Hope this answer helps ^^

Answer:

y = 2x - 4

Step-by-step explanation:

The equation is y = mx + b

m = The slope

b = y-intercept

To find the slope, we look for the rise/run or (y2 - y1) / (x2 - x1)

The slope here is 2, and the y-intercept is located at (0,-4), so the equation is

y = 2x - 4

Answer:

<DEB

Step-by-step explanation:

It's pretty simple actually. You just have to follow the letters to see if they make an angle. Please mark brainliest. :)

Answer: Without estimation skills, students aren't able to determine if their answer is within a reasonable range.

Step-by-step explanation:

to make sure your answer at least make sense to the question

Answer:

D

Step-by-step explanation:

buohcuihefjejfkjkclhfvujhfjvnkljsfnvnfuhvnkk  j bljfvnk nvn fv bvkjnfn vn hbfvkjbdvn vhbvfj hbf fd vdkjkfnvkjdnjvn df jb j bn bfkjbs jsb

Answer:

(1/2)x + $5 (Answer A)

Step-by-step explanation:

Two points on the line representing the cost are (8, $9) and (12, $11).

The change in x is 4 (minutes); this is the 'run.'  The change in y is $2 (this is the 'rise').  Thus, the slope of this line is m = rise / run = $2/(4 min), or 1/2 dollar per min.

Applying the slope-intercept formula y = mx + b, we get:

$9 = (1/2)(8) + b, and from this we see that b must be $5.

Then the correct equation is y = (1/2)x + $5.

In  the roulette game, the probability that you get a total of 15 given on the first spin you spin a 2 is 8.26%

To find: the probability that you get a total of 15 in three trials

Given that you spin a 2 on the first trial.

This means, the required probability  is equivalent to the probability of finding a sum of 13 in the next two trials.

In each trial, there are 11 possible outcomes as the pockets numbered from 0 to 10.

so the sample space i.e., the total number of outcomes is:

S = 11^2

S = 121

And the favourable outcomes would be,

(2, 11), (3, 10), (4, 9), (5, 8), (6, 7), (7, 6), (8, 5), (9, 4), (10, 3), (11, 2)

So, the number of favourable outcomes A = 10

Using the definition of probability,

P = A/S

P = 10/121

P = 0.0826

P = 8.26%

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The complete question is:

You are playing a version of the roulette game, wherethe pockets arefrom 0 to 10 and even numbers are red and odd numbersare black (0 isgreen). You spin 3 times and add up the values yousee. What is theprobability that you get a total of 15 given on thefirst spin youspin a 2

Answer:

X = 1 and below

Step-by-step explanation:

since X is less than 2.

the value of X will be 1 and below.

Answer:

69

Step-by-step explanation:

becuz

The values of the variables are n = -17/31 and m = 23/93

From the information given, we have the equations;

To solve the simultaneous equation, we have to take the following steps

Make 'm' the subject from equation 1

9m = 1 + 4n

Divide both sides by 9, we get;

m = 1 -4n/9

Substitute the value into equation (2), we have;

11(1 -4n/9) - 2n = 5

expand the bracket

11 - 44n/9 - 2n = 5

find the LCM

11 - 44n - 18n  /9 = 5

cross multiply

11- 62n = 45

collect like terms

-62n = 45 - 11

-62n = 34

Make 'n' th subject

n = -34/62

n = - 17/31

Substitute the value into equation (3)

m = 1 - 4(-17/31)/9

m = 1+68/31 ÷9

m = 69/31 × 1/9

m = 69/279

m = 23/93

Hence, the values are n = -17/31 and m = 23/93

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The measure of side KL in the given quadrilateral is 31.88 units.

A quadrilateral is a four-sided polygon with four edges and four corners that is used in geometry.

The Latin words Quadri, a variation of four, and latus, meaning "side," are the source of the name.

A two-dimensional shape with four sides, four vertices, and four angles is referred to as a quadrilateral.

Convex and concave are the two main forms.

Convex quadrilaterals can also be divided into a number of subgroups, including trapezoids, parallelograms, rectangles, rhombus, and squares.

So, according to the given figure of FGHI and JKLM:

FG/JK = GH/KL = HI/LM = FI/JM

GH/KL = HI/LM

7/KL = 9/41

KL = 7*41/9 = 31.888

Therefore, the measure of side KL in the given quadrilateral is 31.88 units.

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Correct question with a diagram:

Quadrilateral FGHI is similar to quadrilateral JKLM. Find the measure of side KL. Round your answer to the nearest tenth.

Answer:

-28

Step-by-step explanation:

(-5)(6) + (-6) ÷ (-3) =

-30 + (-6) ÷ (-3) =

-30 + 2 =

-28

Hope that helps! :)

-Aphrodite

Answer: =-28

Step-by-step explanation: Hope this help :D

Answer: A. To find the number of glass squares each student will receive, we need to divide the total number of squares by the number of students.

We can write this as:

x = number of glass squares per student

x = 1240 / 121

B. To find the number of squares each student will receive, we need to solve for x by dividing 1240 by 121.

1240 ÷ 121 = 10.246753246753247

C. Each student will get 10 whole glass squares.

D. The remainder in this context is the number of glass squares that cannot be distributed evenly among the students. In this case, the remainder is 30. It means that there will be 30 glass squares left over after each student has received 10 squares. It's like remainder in division where after dividing 1240 by 121 the quotient is 10 and the remainder is 30.

Step-by-step explanation:

Answer:

Yes, Tamara is correct that the Distributive Property was used to write 21x + 56xy as an equivalent expression, 7(3x + 8y).

The Distributive Property states that for any real numbers a, b, and c, we have:

a(b + c) = ab + ac

This property allows us to distribute a factor to each term within a set of parentheses.

In this case, Tamara used the Distributive Property to rewrite the expression 21x + 56xy as an equivalent expression. She did this by taking the factor of 7 and distributing it to each term within the parentheses:

7(3x + 8y) = (73x) + (78y) = 21x + 56xy

Therefore, the correct expression is 7(3x + 8y).

Step-by-step explanation:

Answer: 45+16.5=61.5

Step-by-step explanation:

if there is 2 friends going with him it would be  45+16.5=61.5

so that is how much he spends in there is more friends ill give you the other answer if there is more friends