Enter the degree of the polynomial below.
5х^5 + 8х^2 + 2х - 3x^9 - 8x^4 - 4х^5

A. 9
B. 6
C. 8
D. 5

The mapping diagram displays how inputs are transformed into outputs; this relationship must match the transformation properties of the given functions to determine the correct answer.

To understand which function is represented by the mapping diagram, one needs to look at how the inputs (or arguments) are being transformed into outputs (or values). A mapping diagram shows a set of ordered pairs, illustrating how each input is associated with a specific output. Considering the functions given: F(x) = x+3, F(x) = x-3, F(x) = 3x, and F(x) = 1, it is important to note the nature of transformations that each of these functions imply.

For the F(x) = x+3 function, every input value x is increased by 3, which is a shift to the right on the graph. On the other hand, F(x) = x-3 would decrease every input x by 3, showing a leftward shift. If we consider F(x) = 3x, this would imply each input x is being scaled by a factor of 3. Lastly, F(x) = 1 represents a constant function that maps every input to the same output, which is 1.

To determine the correct function from the mapping diagram, one would compare these transformations to the mapping shown and select the function that accurately describes the relationship between the inputs and outputs in the diagram.

Solution:

Given that,

Jamal has 2 straight sticks with the length of 20 cm and 18 cm

Jamal searches for a third stick so that he can form a triangle

According to triangle inequality theorem,

Triangle inequality theorem states that sum of length of two sides of triangle should always be greater than measure of third side

Let the length of unknown side be "x"

Case 1:

Let 20 cm be the length of third side

Then,

x + 18 > 20

x > 20 - 18

x > 2

Case 2:

Let "x" cm be the length of third side

18 + 20 > x

38 > x

x < 38

This means that length of third side of triangle should be greater than 2 and less than 38

Final answer:

Jamal can use any third stick with a length greater than 2 cm and less than 38 cm to form a triangle with his existing sticks of 20 cm and 18 cm, according to the triangle inequality theorem.

Explanation:

To determine the length of a third stick that Jamal can use to form a triangle with the other two sticks, one must apply the triangle inequality theorem. The triangle inequality theorem states that the sum of the lengths of any two sides of a triangle must be greater than the length of the third side. In Jamal's case, the sticks have lengths of 20 cm and 18 cm. Therefore, the length of the third stick must be more than the difference of the two sticks and less than their sum to form a triangle.

So the third stick must be longer than 2 cm (20 cm - 18 cm) and shorter than 38 cm (20 cm + 18 cm). To summarize:

So any stick length between > 2 cm and < 38 cm will allow Jamal to create a triangle with the other two sticks.

Answer:

She uses 6 pages  because 36/6=6

Step-by-step explanation:

Answer:

Leila uses up 6 pages.

Step-by-step explanation:

What you are supposed to do is division.

36 ÷ 6 = 6

6 on the first page.

6 on the second page.

6 on the third page.

6 on the fourth page.

6 on the fifth page.

6 on the seventh page.

If you add the six 6's you get 36.

6+6+6+6+6+6=36

Answer:

A. 8

Step-by-step explanation:

Answer: 1km

Step-by-step explanation:

Since she runs 6km per hour you have to divide your varibles

Answer:

60km

Step-by-step explanation:

D=SxT

D=6x10=60

y=mx+b

it is pretty simple, the m stays the same and is the x, so (2,_) and then the b is the slope so you add the b and m together to get 5 (2,5)

Answer:

-0.4

Step-by-step explanation:

first you subtract both x values (19 - (-11)) or (19+11)

then subtract both y values (-2 - 10)

which would give you -12 over 30

-12/30 is -0.4

Sum is always 1

Step-by-step explanation:

The sum of probability of an event and its complementary event is always 1.

Here, the event is rolling an even number. Let it be P(even)

Its complementary event is rolling a number that is not even. Let it be P(not even)

P(even) = 1/6

P(not even) = 5/6

P(even) + P(not even) = 1/6 + 5/6 = 1

Answer:

a. Probability of landing on red = [tex]\frac{1}{5}[/tex]

b. See Explanation

Step-by-step explanation:

Given

A Spinner

Number of section = 10 (equal sized)

Number of red section = 2

Required

- Probability of landing on red

- Describe the probability in words

Calculating the probability of landing on red

The formula used in calculating probability is as follows

Probability = Number of required outcomes / Number of possible outcomes

In this case, the number of required outcomes is the number of red section.

Hence, number of required outcomes  = 2

And the number of possible outcomes is the total section of the spinner

Hence, Number of possible outcomes = 10

By Substitution

Probability of landing on red = [tex]\frac{2}{10}[/tex]

Probability of landing on red = [tex]\frac{1}{5}[/tex]

Describe the probability in words

From (a) above, we have that the probability of the spinner landing on color red is [tex]\frac{1}{5}[/tex]

This means that, for every five times, you spin the spinner, it's likely that one of the outcomes will be red.

Answer:

As in Decimal: 0.86602540378

Angle Tan=Sin/Cos

30°          1 √3 = √3 3

45°          1

60°     √3

Step-by-step explanation:

Answer: 0.8660

Step-by-step explanation:

In a right angle triangle

According to the diagram below

Sin60= opposite/hypothenus

Sin60= 1/square root of 2

Sin60= 0.8660

Answer:

5x=85

9x=153

Step-by-step explanation:

540-139-71-92-9x-5x=0

238-14x=0

238=14x

17=x

5x=85

9x=153

Answer:

110

Step-by-step explanation:

You can see that the other terms are between 20 and 40, but 110 is a whole 75 off of the next greatest number. That makes it an outlier

Answer:

110

Step-by-step explanation:

All other value are between 20 and 35, 110 is way apart

Option B is the correct answer, as it correctly states that the first quartile value of fish lengths at Lake Palmer is 1.25 inches longer than that of Lake Dalton.

The question provides quartile data for fish lengths caught in two different lakes and asks to generalize the findings based on the provided information. First, let's analyze the provided options:

Therefore, the correct generalization can be made from Option B. It provides accurate comparison based on the first quartile values of fish lengths in both lakes.

Answer:

44 units

Step-by-step explanation:

just answered on edg 2020

When a circle is inscribed in a triangle, its radius is equal to the distances between the points of tangency on each side and the center of the circle.

When a circle is inscribed in a triangle, it is tangent to all three sides of the triangle.

The perimeter of the triangle can be found by adding the lengths of the three sides.

Since the circle is inscribed in the triangle, the lengths of the sides of the triangle are equal to the distances between the points of tangency on each side and the center of the circle.

Therefore, the perimeter of the triangle is equal to the sum of these distances.

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Answer:

36

Step-by-step explanation:

That kind of triangle is supposed to equal up to 180. So 65 + 79 = 144. So 180 - 144 = 36. Sorry if this is the wrong answer. This is what i think it is. Again, sorry in advanced!

Answer:

x = 32

Step-by-step explanation:

17 = x/2 + 1

17 - 1 = x/2

16 = x/2

16 / 1/2 = x

16 * 2/1 = x

32 = x

Answer:

x = 32

Step-by-step explanation:

to solve for this expression  17 = x/2 + 1​ , we need to collect the like terms and then evaluate for the value of x.

solution

17 = x/2 + 1​

17 - 1 = x/2

16 = x/2

using cross multiplication method

x = 16 x 2

x = 32

Answer: (2x-1) (2x-3)

Step-by-step explanation:

Answer:

Part 1: A

Part 2: BCDE

Step-by-step explanation:

For part 2, I'm assuming that the change of direction is for both of the inequalities.

If you want calculator for graphing, use desmos graphing calculator.

Answer:$171

Step-by-step explanation:

8*14= 112

6*14=+84

5*14=+70

      =266

         -95

      = 171

Answer:

<M

Step-by-step explanation:

Answer:4 9 2

Step-by-step explanation:

those are the answers

Answer: a) 40 inches

b)9600 in^2

( the 2 goes on top of “in”)

Step-by-step explanation: s= 40 inches

substitute the side length into the formula for the surface area of a cube.

To find the slope (m), use the slope formula:

[tex]m=\frac{y_2-y_1}{x_2-x_1}[/tex]        And plug in the two points

(-2, -1) = (x₁, y₁)

(4, -1) = (x₂, y₂)

[tex]m=\frac{y_2-y_1}{x_2-x_1}[/tex]

[tex]m=\frac{-1-(-1)}{4-(-2)}[/tex]  (two negative signs cancel each other out and become positive)

[tex]m=\frac{-1+1}{4+2}[/tex]

[tex]m=\frac{0}{2}[/tex]

m = 0            

Answer:

The slope is 0.

Step-by-step explanation:

Answer:

3.96ft

Step-by-step explanation:3.3/5 is .66 so that is the scale factor and multiply 6 by .66 gets you 3.96 hope this helps god bless

Answer:

umm

Step-by-step explanation:

not sure but copy and paste to google

Step-by-step explanation:

Well, they don't intersect because that's how they're defined. If they were to intersect then they wouldn't be considered parallel lines.

Parallel lines never intersect because they are always equidistant from each other, meaning they maintain the same distance apart at every point along their length.

If the two original lines are parallel, then these two angles must be equal, since they are corresponding angles. However, if we extend the third line far enough, the angles will eventually add up to more than 180 degrees, which is impossible in a Euclidean plane. Therefore, the third line cannot intersect the two parallel lines, and they will never meet.

Consider two lines in a two-dimensional plane. If they are parallel, they will never cross each other no matter how far they extend. Imagine drawing a third line that intersects both of them at some point. This will create two angles where the two lines meet the third line, forming a triangle.

This property of parallel lines has many practical applications in fields such as engineering, architecture, and mathematics, where parallel lines are used to create accurate drawings and models of structures and systems.

Learn more about the Lines here:

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Answer:

yes because the no's.are different and they are moving high in the graph

The graph represents changing speed, and the average speed is 0.5 meters per second.

To determine whether the graph represents constant or changing speed, we examine the relationship between distance and time.

If the speed remains consistent over time, the graph represents constant speed.

Conversely, if the speed varies, the graph represents changing speed.

Upon examining the data provided, we observe that the distance traveled increases as time progresses, indicating changing speed.

This inference arises because the increments in distance over successive time intervals are not consistent, suggesting acceleration or deceleration.

To find the average speed, we divide the total distance traveled by the total time taken. In this case, the total distance covered is 100 meters (from 10 to 100 meters), and the total time elapsed is 200 seconds (from 20 to 200 seconds).

Therefore, the average speed is:

[tex]\[ \text{Average speed} = \frac{\text{Total distance}}{\text{Total time}} = \frac{100 \, \text{m}}{200 \, \text{s}} = 0.5 \, \text{m/s} \][/tex]

Hence, the graph represents changing speed, and the average speed is 0.5 meters per second.

The probable question may be:

Does this graph represent constant or changing speed? How do you know?

Find the average speed (1pt).

Distance (m) Time (sec)

10                     20

20                    40

35                    70

65                   130

85                    170

100                 200

Answer:

324 pi m^3

Step-by-step explanation:

The volume of a cylinder is given by

V = pi r^2h  where r is the radius and h is the height

V = pi (6)^2 9

V = pi (36)9

V =324 pi m^3