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netineya [11]
3 years ago
5

Please help. Don’t understand this math problem!!!

Mathematics
1 answer:
Fittoniya [83]3 years ago
6 0

Answer:

1). Option (C)

2). Option (A). degree of 3 = 0

Step-by-step explanation:

A polynomial having one term is called 'Monomial' in algebraic terms.

3 is a number that is a polynomial with a single term.

Therefore, the given expression is a polynomial.

Hence Option (C) is the answer.

3 can be written as 3x⁰ (Since x⁰ = 1)

Therefore, degree of the polynomial is 0.

Option (A). degree of the polynomial = 0

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Answer:

Alternate exterior

Step-by-step explanation:

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3 years ago
On the way home from her friend's house Sandy skateboards 30% of the way, walks 1/2 of the way, and then skips the rest of the w
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Answer:

0.2

Step-by-step explanation:

Convert the walking to percent

\frac{1}{2} \times 100 = 50

Add both skateboarding and walking

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Now, subtract that from a whole percent

100 - 80 = 20\\\\20\%

Convert it to a decimal

20\% = \frac{20}{100} \\\\=20 \div 100\\\\= 0.2

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3 years ago
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solmaris [256]

Answer:

The answer to question 3 is B.

Step-by-step explanation:

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A researcher would like to evaluate the claim that large doses of vitamin C can help prevent the common cold. One group of parti
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Answer: The dependent variable is discrete.

Step-by-step explanation:

There are different types of variables. Variables can be classified into two main groups: qualitative and quantitative.

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Quantitative variables are those that represent quantities, and they can be discrete or continuous. A variable is discrete when only certain finite values ​​are possible. This variables are used to represent counts, like the in the example: number of colds within a winter season, or for example, number of students in a class, number of plants per acre, etc.

On the other hand, when a variable is continuous, infinite values ​​can be found between two values. They are measure in continuous scales. For example, the plant’s height: it could be take any continuous values, like 10.3 cm, 15 cm, 17.99 cm.

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