Can you . high school math. every question in the picture.

3) Cubic polynomial with four terms.

4) Linear polynomial with two terms.

5) The zeros are: (1-sqrt(5))/2=-0.618, 1, and (1+sqrt(5))/2=1.618

The y-intercept is y=1

Please, see the attached graph.

6) The zeros are: -1.272, 1.272

The y-intercept is y=1

Please, see the attached graph.

7) Please, see the attached files.

8) Please, see the attached files.

9) Please, see the attached files.

10) Please, see the attached files.

Step-by-step explanation:

3) Degree is the maximun exponent that the variable "x" has, in this case 3, then this is a cubic polynomial, and it has four terms (6x^3, -7x^2, -10x, and -8).

4) Degree is the maximun exponent that the variable "x" has, in this case 1 (x=x^1), then this is a linear polynomial, and it has two terms (-10x, and 10).

5) f(x)=x^3-2x^2+1

Zeros:

f(x)=0→x^3-2x^2+1=0

Factoring:

x^3-2x^2+0x+1  

! 1 -2 0 1

1 !____1____-1_-1

1 -1 -1 0

1x^2-1x -1 = x^2-x-1

x^3-2x^2+1=0→(x-1)(x^2-x-1)=0

The zeros are:

x-1=0→x-1+1=0+1→x1=1

x^2-x-1=0

ax^2+bx+c=0; a=1, b=-1, c=-1

x=(-b+-sqrt(b^2-4ac))/(2a)

x=(-(-1)+-sqrt((-1)^2-4(1)(-1))/(2(1))

x=(1+-sqrt(1+4))/2

x2=(1+-sqrt(5))/2=(1+2.236067978)/2=3.236067978/2=1.618033989=1.618

x=(1-sqrt(5))/2=(1-2.236067978)/2=-1.236067978/2=-0.618033989=-0.618

x3=(1+sqrt(5))/2

The zeros are: (1-sqrt(5))/2=-0.618, 1, and (1+sqrt(5))/2=1.618  

The y-intercept is:

x=0→f(0)=(0)^3-2(0)^2+1→f(0)=0-2(0)+1→f(0)=0-0+1→f(0)=1

The y-intercept is y=1.

6) f(x)=-x^4+x^2+1

Zeros:

f(x)=0→-x^4+x^2+1=0

Factoring: Multiplyng both sides of the equation by -1:

(-1)(-x^4+x^2+1)=(-1)(0)

x^4-x^2-1=0

(x^2)^2-(x^2)-1=0

Changing x^2 by t:

t^2-t-1=0

at^2+bt+c=0; a=1, b=-1, c=-1

t=(-b+-sqrt(b^2-4ac))/(2a)

t=(-(-1)+-sqrt((-1)^2-4(1)(-1))/(2(1))

t=(1+-sqrt(1+4))/2

t1=(1+-sqrt(5))/2=(1+2.236067978)/2=3.236067978/2=1.618033989=1.618

t2=(1-sqrt(5))/2=(1-2.236067978)/2=-1.236067978/2=-0.618033989=-0.618

t^2-t+1=0→(t-1.618)(t-(-0.618))=0→(t-1.618)(t+0.618)=0

and t=x^2, then:

(x^2-1.618)(x^2+0.618)=0

Factoring the first parentheses using a^2-b^2=(a+b)(a-b), with:

a^2=x^2→sqrt(a^2)=sqrt(x^2)→a=x

b^2=1.618→sqrt(b^2)=sqrt(1.618)→b=1.272

(x^2-1.618)(x^2+0.618)=0→(x+1.272)(x-1.272)(x^2+0.618)=0

The zeros are:

x+1.272=0→x+1.272-1.272=0-1.272→x1=-1.272

x-1.272=0→x-1.272+1.272=0+1.272→x2=1.272

The zeros are: -1.272, and 1.272  

The y-intercept is:

x=0→f(0)=-(0)^4+(0)^2+1→f(0)=-0+0+1→f(0)=1

The y-intercept is y=1.

ratios represent a pattern or relationship that can be scaled.

equivalent ratios are pairs of ratios that represent the same relationship between quantities, and can be generated by multiplying or dividing both quantities in the ratio by the same factor.

in this lesson, students will use double number lines and ratio reasoning to solve ratio problems. by partitioning double number lines into proportionate intervals, students will build an understanding of equivalent ratio relationships as those that are generated by multiplying or dividing two related quantities by the same number. this lesson will build upon students' prior understanding of multiplicative comparisons, number line reasoning and equivalent fractions (while highlighting the difference between equivalent fractions and equivalent ratios); and will build toward future work in this unit on building ratio tables, and work in future grades in proportionality, scaling, and expressing and graphing linear functions.

step-by-step explanation:

ratios represent a pattern or relationship that can be scaled.

equivalent ratios are pairs of ratios that represent the same relationship between quantities, and can be generated by multiplying or dividing both quantities in the ratio by the same factor.

in this lesson, students will use double number lines and ratio reasoning to solve ratio problems. by partitioning double number lines into proportionate intervals, students will build an understanding of equivalent ratio relationships as those that are generated by multiplying or dividing two related quantities by the same number. this lesson will build upon students' prior understanding of multiplicative comparisons, number line reasoning and equivalent fractions (while highlighting the difference between equivalent fractions and equivalent ratios); and will build toward future work in this unit on building ratio tables, and work in future grades in proportionality, scaling, and expressing and graphing linear functions.