Why aren’t the following polynomials? y=x^2 +2^x y^2=(x-2)^2-1 y=1/x^2+1/x+1/2

Polynomials can have constants (3, -9), variables (x, y), and exponents (). One thing you can't have is a variable in the denominator. For example:

Or fractional exponents.

Step-by-step explanation:

a)  

Is not a polynomial because does not have the standard form, where variable is the base. e.g.

b)  

Is not a polynomial because has fractional exponents

c)  

Is not a polynomial because our variable x is in the denominator

a) $ 9.50

b) 17

c) y-intercept (0, 12). this is the initial amount of money that joe had prior to playing any game.

d) x-intercept ( 24, 0). this is the number of games that joe will play before he depletes the initial amount of money that he had.

e) slope is -0.5. joe's balance will reduce by 0.5 for every game that he plays.

f)

domain; [0,24]

range; [0,12]

g) x + 2y = 24

step-by-step explanation:

a)

if joe plays 5 games, this will imply that x = 5. substitute x = 5 in the equation and solve for y;

y = -.50x + 12

y = -0.50(5) + 12

y = 9.50

b)

if joe leaves the arcade with $3.50, this will mean that y = 3.50. plug in y = 3.50 in the given equation and solve for x;

y = -.50x + 12

3.50 = -0.50x + 12

0.50x = 12 - 3.50

0.5x = 8.5

x = 17

c)

the function given is   y = -.50x + 12.

the y-intercept is the point where the graph of this function will intersect the y-axis. at this point, the value of x is usually 0. plug in x = 0 in the given equation and determine y;

y = -0.50(0) + 12

y = 12

the y-intercept is thus (0, 12). this is the initial amount of money that joe had prior to playing any game.

d)

the x-intercept refers to the point where the graph of a function intersects with the x-axis. at this point, the value of y is 0. substitute y = 0 in the given equation and solve for x;

0 =   -.50x + 12

0.5x = 12

x = 24

x-intercept ( 24, 0). this is the number of games that joe will play before he depletes the initial amount of money that he had.

e)

the slope of the given equation is -0.5. the equation has been given in slope-intercept form. thus the slope is simply the coefficient of x.

joe's balance will reduce by 0.5 for every game that he plays. this is the interpretation of the slope.

f)

domain is the set of x values for which the function is real and defined. the domain will thus be; [0,24]. this will restrict the balance to only assume positive values.

on the other hand, the range is the set of y values for which a function is real and defined. the range in our case will be [0,12]. joe can have between $0 and $12 balance.

g)

the standard form of the equation of a straight line is;

ax + by = c

where a, b, and c are integers.

our equation is given as;

y = -.50x + 12

re-writing the equation we have;

0.5x + y = 12

divide all through by 0.5;

x + 2y = 24

the results from a pre-test for students for the year 2000 and the year 2010 are illustrated in the box plot. what do these results tell us about how students performed on the 29 question pre-test for the two years?

if we compare only the lowest and highest scores between the two years, we might conclude that the students in 2010 did better than the students in 2010. this conclusion seems to follow since the lowest score of 8 in 2010 is greater in value than the lowest score of 6 in 2000. also, the highest score of 28 in 2010 is greater in value than the highest score of 27 in 2000.

but the box portion of the illustration gives us more detailed information. the middle bar in each box shows us that the median score of 20 in 2000 is greater in value than the median score of 17 in 2010. further, we note that the box and whiskers divide the illustration into four pieces. each of these four pieces represents the same portion of students. so, the upper half of the students in 2000 scored in the same score range as the upper one-fourth of the students in 2010, see the illustration at a score of 20.

by considering the upper one-fourth, upper half, and upper three-fourths instead of just the lowest and highest scores, we would conclude that the students as a whole did much better in 2000 than in 2010. we would conclude that as a whole the students in 2010 are less prepared than the students in 2000.

in this section, we discuss box-and-whisker plots and the five key values used in constructing a box-and-whisker plot. the key values are called a five-number summary, which consists of the minimum, first quartile, median, third quartile, and maximum.

step-by-step explanation: