the coefficient of x^2 is 4
the coefficient of x is 3
-3 is a constant term.
Now if you want the zeros
4x^2+3x-3 = 0
(4x-3)(x+1)= 0 if x = -1 or x = +3/4
What are the coefficients in the polynomial 4x^2+3x-3?
I'm not posting this to get the exact answer, I just need help on finding the coefficients.
I'm not real good with polynomials, and I've been struggling a little.
I just need explaining on how to find the coefficients of problems like these.
30 answers
Thank you, Damon
Damon is secretly a super school hero! Ty Damon!
π¦Έπα₯²ΰ΅©πΎπ
π¦Έπα₯²ΰ΅©πΎπ
Find the next three terms of the sequence.
β2, β12, β72, β432, β¦
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1 point
β1,728, β6,912, β27,648
β2,592, β15,552, β93,312
β1,728, β10,368, β62,208
β2,592, β10,368, β41,472
β2, β12, β72, β432, β¦
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1 point
β1,728, β6,912, β27,648
β2,592, β15,552, β93,312
β1,728, β10,368, β62,208
β2,592, β10,368, β41,472
To continue the sequence, we are multiplying each term by -6:
-2 * -6 = 12
-12 * -6 = 72
-72 * -6 = 432
Therefore, the next three terms of the sequence are:
-432 * -6 = 2,592
-2,592 * -6 = 15,552
-15,552 * -6 = 93,312
So the answer is:
-2,592, -15,552, -93,312
-2 * -6 = 12
-12 * -6 = 72
-72 * -6 = 432
Therefore, the next three terms of the sequence are:
-432 * -6 = 2,592
-2,592 * -6 = 15,552
-15,552 * -6 = 93,312
So the answer is:
-2,592, -15,552, -93,312
What is the 7th term in the following sequence?
48, 40, 32, 24β¦
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1 point
0
8
-8
-16
48, 40, 32, 24β¦
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1 point
0
8
-8
-16
To find the next term in the sequence, we are subtracting 8 from each term:
48 - 8 = 40
40 - 8 = 32
32 - 8 = 24
To find the 7th term, we can continue this pattern:
24 - 8 = 16
Therefore, the 7th term in the sequence is 16. Answer: 16.
48 - 8 = 40
40 - 8 = 32
32 - 8 = 24
To find the 7th term, we can continue this pattern:
24 - 8 = 16
Therefore, the 7th term in the sequence is 16. Answer: 16.
Which explains why the sequence 216, 12, two-thirds, β¦ is arithmetic or geometric?
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1 point
The sequence is geometric because it decreases by a factor of 6
The sequence is arithmetic because it decreases by a factor of 6
The sequence is arithmetic because it decreases by a factor of start fraction 1/18
The sequence is geometric because it decreases by a factor of 1/18
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1 point
The sequence is geometric because it decreases by a factor of 6
The sequence is arithmetic because it decreases by a factor of 6
The sequence is arithmetic because it decreases by a factor of start fraction 1/18
The sequence is geometric because it decreases by a factor of 1/18
The sequence is geometric because it decreases by a factor of 1/18.
To see this, we can divide each term by the previous term:
12/216 = 1/18 (The common ratio is 1/18)
(2/3)/12 = 1/18
Since the common ratio is the same for both calculations, we can conclude that the sequence is geometric. Therefore, the answer is: The sequence is geometric because it decreases by a factor of 1/18.
To see this, we can divide each term by the previous term:
12/216 = 1/18 (The common ratio is 1/18)
(2/3)/12 = 1/18
Since the common ratio is the same for both calculations, we can conclude that the sequence is geometric. Therefore, the answer is: The sequence is geometric because it decreases by a factor of 1/18.
Find the value of the variables in the table.
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1 point
Captionless Image
f = 28; e = 4
e = 28; f = 4
f = 30; e = 2
e = 30; f = 2
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1 point
Captionless Image
f = 28; e = 4
e = 28; f = 4
f = 30; e = 2
e = 30; f = 2
e = 30; f = 2.
We can see from the table that (e + f) = 32, and f is 28 less than e.
So we can write this as a system of equations:
e + f = 32
f = e - 28
Substituting the second equation into the first equation to eliminate f, we get:
e + (e - 28) = 32
2e - 28 = 32
2e = 60
e = 30
Substituting this value of e back into the second equation to solve for f, we get:
f = e - 28
f = 30 - 28
f = 2
Therefore, e = 30 and f = 2. Answer: e = 30; f = 2.
We can see from the table that (e + f) = 32, and f is 28 less than e.
So we can write this as a system of equations:
e + f = 32
f = e - 28
Substituting the second equation into the first equation to eliminate f, we get:
e + (e - 28) = 32
2e - 28 = 32
2e = 60
e = 30
Substituting this value of e back into the second equation to solve for f, we get:
f = e - 28
f = 30 - 28
f = 2
Therefore, e = 30 and f = 2. Answer: e = 30; f = 2.
Write an expression to describe a rule for the sequence. Then find the 100th term in the sequence.
5, 13, 21, 29, 37, 45, β¦
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1 point
8n; 800
3n β 8; 292
5 + 8n; 805
8n β 3; 797
5, 13, 21, 29, 37, 45, β¦
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1 point
8n; 800
3n β 8; 292
5 + 8n; 805
8n β 3; 797
The expression to describe the rule for this sequence is: 8n - 3, where n is the term number.
To find the 100th term of the sequence, we plug in n = 100 into the expression:
8n - 3 = 8(100) - 3 = 797
Therefore, the 100th term in the sequence is 797. Answer: 8n - 3; 797.
To find the 100th term of the sequence, we plug in n = 100 into the expression:
8n - 3 = 8(100) - 3 = 797
Therefore, the 100th term in the sequence is 797. Answer: 8n - 3; 797.
Which graph below shows the rule: output = 5 times input?
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1 point
Option 1
Option 2
Option 3
Option 4
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1 point
Option 1
Option 2
Option 3
Option 4
Option 3 shows the rule: output = 5 times input.
In Option 3, the graph starts at the origin (0,0) and for every increase of 1 in the input (x-value), the output (y-value) increases by 5. This matches the rule: output = 5 times input.
In Option 3, the graph starts at the origin (0,0) and for every increase of 1 in the input (x-value), the output (y-value) increases by 5. This matches the rule: output = 5 times input.
The time between a lightning flash and the following thunderclap may be used to estimate, in kilometers, how far away a storm is. How far away is a storm if 9 seconds elapse between the lightning and the thunderclap?
Use the formula d= Start Fraction lower t over 3 End Fraction , where t is the time, in seconds, between the flash and the thunderclap.
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1 point
27 kilometers
18 kilometers
3 kilometers
12 kilometers
Use the formula d= Start Fraction lower t over 3 End Fraction , where t is the time, in seconds, between the flash and the thunderclap.
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1 point
27 kilometers
18 kilometers
3 kilometers
12 kilometers
Using the formula d = (t/3), where t is the time in seconds between the flash and the thunderclap, we can substitute t = 9 seconds:
d = (9/3) = 3 kilometers
Therefore, the storm is approximately 3 kilometers away. Answer: 3 kilometers.
d = (9/3) = 3 kilometers
Therefore, the storm is approximately 3 kilometers away. Answer: 3 kilometers.
Write a rule for the function represented by the table.
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1 point
Captionless Image
y = 14 + 15x
y = 12 + 17x
y = 17 + 12x
y = 15 + 14x
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1 point
Captionless Image
y = 14 + 15x
y = 12 + 17x
y = 17 + 12x
y = 15 + 14x
The rule for the function represented by the table is: y = 14 + 15x.
To see why, notice that for each x-value, the corresponding y-value is 14 more than 15 times the x-value. Therefore, we can write the rule as:
y = 14 + 15x.
The other answer choices are not correct because they do not match the pattern in the table.
To see why, notice that for each x-value, the corresponding y-value is 14 more than 15 times the x-value. Therefore, we can write the rule as:
y = 14 + 15x.
The other answer choices are not correct because they do not match the pattern in the table.
Which function rule would help you find the values in the table?
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1 point
Captionless Image
q = p β 14
q = β7p
q = β14p
q = p β 7
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1 point
Captionless Image
q = p β 14
q = β7p
q = β14p
q = p β 7
The function rule that would help you find the values in the table is: q = p - 14.
To see why, notice that for each value of p, the corresponding value of q is equal to p minus 14. We can see this by subtracting 14 from each p-value to get the corresponding q-value.
For example, when p = 30, q = 16. This is because 30 - 14 = 16.
Similarly, when p = 10, q = -4. This is because 10 - 14 = -4.
Therefore, the correct answer is: q = p - 14.
To see why, notice that for each value of p, the corresponding value of q is equal to p minus 14. We can see this by subtracting 14 from each p-value to get the corresponding q-value.
For example, when p = 30, q = 16. This is because 30 - 14 = 16.
Similarly, when p = 10, q = -4. This is because 10 - 14 = -4.
Therefore, the correct answer is: q = p - 14.
The graph corresponds to Mr. Davisβs shopping trip to a mall by car.
What most likely happened between 6:30 p.m. and 7:00 p.m.?
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1 point
Captionless Image
Mr. Davis got tired and went home
Mr. Davis was at the mall shopping
Mr. Davis backed out of his driveway
Mr. Davis was looking for a parking space
What most likely happened between 6:30 p.m. and 7:00 p.m.?
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1 point
Captionless Image
Mr. Davis got tired and went home
Mr. Davis was at the mall shopping
Mr. Davis backed out of his driveway
Mr. Davis was looking for a parking space
Based on the graph, the most likely scenario between 6:30 p.m. and 7:00 p.m. is that Mr. Davis was looking for a parking space.
During this time, Mr. Davis's car is not moving much along the x-axis, which suggests that he was searching for a place to park. Once he finds a spot and parks his car, the graph shows that his car is stationary until about 7:30 p.m., indicating that he was likely shopping at the mall. Therefore, the correct answer is: Mr. Davis was looking for a parking space.
During this time, Mr. Davis's car is not moving much along the x-axis, which suggests that he was searching for a place to park. Once he finds a spot and parks his car, the graph shows that his car is stationary until about 7:30 p.m., indicating that he was likely shopping at the mall. Therefore, the correct answer is: Mr. Davis was looking for a parking space.
The graph shows the number of dollars in Tom's savings account at the beginning of each month last year.
What does the graph show about the number of dollars in Tom's account on the 8th, 9th, and 10th months?
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1 point
Captionless Image
The number of dollars increased
The number of dollars decreased
The number of dollars did not change
The number of dollars was at its greatest amount
What does the graph show about the number of dollars in Tom's account on the 8th, 9th, and 10th months?
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1 point
Captionless Image
The number of dollars increased
The number of dollars decreased
The number of dollars did not change
The number of dollars was at its greatest amount
The graph shows the number of dollars in Tom's savings account at the beginning of each month last year.
What does the graph show about the number of dollars in Tom's account on the 8th, 9th, and 10th months?
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1 point
Captionless Image
a. The number of dollars increased
b. The number of dollars decreased
c. The number of dollars did not change
d. The number of dollars was at its greatest amount
What does the graph show about the number of dollars in Tom's account on the 8th, 9th, and 10th months?
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1 point
Captionless Image
a. The number of dollars increased
b. The number of dollars decreased
c. The number of dollars did not change
d. The number of dollars was at its greatest amount
The graph shows that the number of dollars in Tom's account decreased in the 8th, 9th, and 10th months.
We can see that the graph is decreasing from left to right in those months, indicating that the number of dollars in Tom's account is decreasing. Therefore, the correct answer is: The number of dollars decreased.
We can see that the graph is decreasing from left to right in those months, indicating that the number of dollars in Tom's account is decreasing. Therefore, the correct answer is: The number of dollars decreased.
vThe graph below shows the depth of water in a river over a period of 10 days.
During what time span did the depth of the water remain the same, and what was the depth of the water?
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1 point
Captionless Image
days 4 through 5; 7 feet
days 1 through 2; 6.5 feet
days 3 through 4; 8.5 feet
days 2 through 3; 7.5 feetThe graph below shows the depth of water in a river over a period of 10 days.
During what time span did the depth of the water remain the same, and what was the depth of the water?
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1 point
Captionless Image
days 4 through 5; 7 feet
days 1 through 2; 6.5 feet
days 3 through 4; 8.5 feet
days 2 through 3; 7.5 feet
During what time span did the depth of the water remain the same, and what was the depth of the water?
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1 point
Captionless Image
days 4 through 5; 7 feet
days 1 through 2; 6.5 feet
days 3 through 4; 8.5 feet
days 2 through 3; 7.5 feetThe graph below shows the depth of water in a river over a period of 10 days.
During what time span did the depth of the water remain the same, and what was the depth of the water?
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1 point
Captionless Image
days 4 through 5; 7 feet
days 1 through 2; 6.5 feet
days 3 through 4; 8.5 feet
days 2 through 3; 7.5 feet
The depth of the water remained the same during days 4 through 5, and it was 7 feet.
We can see from the graph that the line is flat during this time span, indicating that the depth of the water did not change. The height of the line during this time span is at the 7-foot mark on the y-axis, indicating that the depth of the water was 7 feet. Therefore, the correct answer is: days 4 through 5; 7 feet.
We can see from the graph that the line is flat during this time span, indicating that the depth of the water did not change. The height of the line during this time span is at the 7-foot mark on the y-axis, indicating that the depth of the water was 7 feet. Therefore, the correct answer is: days 4 through 5; 7 feet.
Select a graph for the situation. On a trip, the gas mileage remains constant when traveling between 10 and 20 miles per hour, increases until speeds reach 50 mph, and then decreases as the speed increases.
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1 point
Option 1
Option 2
Option 3
Option 4
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1 point
Option 1
Option 2
Option 3
Option 4
Option 3 is the graph for the situation described.
The graph shows constant gas mileage from 10 to 20 mph, increasing gas mileage from 20 to 50 mph, and then decreasing gas mileage after 50 mph. This matches the situation described in the problem. Therefore, the correct answer is: Option 3.
The graph shows constant gas mileage from 10 to 20 mph, increasing gas mileage from 20 to 50 mph, and then decreasing gas mileage after 50 mph. This matches the situation described in the problem. Therefore, the correct answer is: Option 3.
3 answers