Answer:
3 gallons
Step-by-step explanation:
For every value of green ( 'x') ....white is 3 times as much
for 1 gallon green ====> 3 gallons white
True or False? A corollary is a statement that can be easily proved by using theorem.
Which of the following can be the sides of right triangle? (A) 5cm, 8cm, 17cm (B) 8cm, 15cm, 17cm
Answer:
B) 8cm, 15cm, 17cm
Step-by-step explanation:
We will use angle sum property for this question. (Angle sum property means the addition of the 2 smallest sides have to be larger or equal to the biggest side)
We will try it with all the options.
Option A) 5+8=13. Which is not greater then 17 so it cant be a right triangle.
Option B) 8+15=23. Which is greater then 17 so it can be a right triangle
Hope I helped
1 If the population of a town increases by 280 people per year, then the growth is LINEAR (or constant). If the population in 2022 is 120,500, then what will the population be in 2023?
The population in the year 2023 is 120,780.
The growth is linear hence, the equation of the growth is
y=ax+b where b represents the initial population and a is the number of people growing yearly.
So, according to the question statement, we have that
y=280x+b where x is the number of years past and y is the population in the xth year.
According to the given problem population in 2022 will be 120,500.
Suppose that the initial population is taken at 2000.
Hence, 120,500=280×(2022-2000)+b
⇒b=120,500-280×22
⇒b=120,500-6,160
=114,340
So, the Linear equation becomes
y=280x+114,340
⇒y=280×(2023-2000)+114,340
⇒y=120,780
Hence, the population in the year 2023 is 120,780.
Learn more about linear equations here-
brainly.com/question/11897796
#SPJ10
Which graph represents y = RootIndex 3 StartRoot x + 6 EndRoot minus 3?
On a coordinate plane, a cubic function is shown. It has a point of inflection at x = negative 3 and it crosses the x-axis at x = negative 1.
On a coordinate plane, a cubic function is shown. It has a point of inflection at x = negative 3 and it crosses the x-axis at x = negative 5.
On a coordinate plane, a cubic function is shown. It has a point of inflection at x = 6 and it crosses the x-axis at x = 7.
On a coordinate plane, a cubic function is shown. It has a point of inflection at x = 6 and it crosses the x-axis at x = 5.
The graph is: On a coordinate plane, a cubic function has a point of inflection at x = 5 and crosses the x-axis at x = 5
A cubic function in mathematics is one with the formula f(x)=ax3+bx2+cx+d, where aneq 0 and the coefficients a, b, c, and d are complex numbers, and the variable x has real values. In other words, it is a real function as well as a polynomial function of degree three.
The function we have is:
y = ∛(x - 5)
So cubic root is given
Here we notice that when x = 0, we have:
y = ∛-5, this is the y-intercept
And when x = 5 we have:
y = ∛0 = 0 which is the x-intercept, and also the inflection point because here we have the change of sign.
Hence option which describes graph best is On a coordinate plane, a cubic function has a point of inflection at x = 5 and crosses the x-axis at x = 5
learn more about cubic function here:
https://brainly.com/question/20896994
#SPJ10
Answer:A
Step-by-step explanation: Edge 2022
6. What is the cube of 8?
A. 64
B. 2
C. 512
D. 24
Answer : C. 512
step-by-step explanation :
8 8(square) = 8² = 8 × 8= 64 8(cube) = 8³ = 8 × 8 × 8 = 64 × 8 512
[tex]\qquad\qquad\qquad\boxed{\bf\:\: \: (c) \: 512}[/tex]
[tex] \purple{\bold{\underline{\underline{ Cube \: of \: 8 \: is = 512:}}}}[/tex]
[tex]\red{\bold{\underline{\underline{so \: option \:( c ) \: is \: correct \: \: :}}}}[/tex]
[tex]\orange{\bold{\underline{\underline{ more \: additional \: information \: :}}}}[/tex]
if a number is multi by by itself 3 then the obtained number is called cube.the cube of a natural number is that given number raised to the power 3PROPERTIES -: cube of all even natural number is always even.cubes of all odd natural number are odd.the cube of natural number ending a zero has 3 on it.the cube of the natural number ending with one was one is it unit digitcube of negative number always negative.To find Cubes -:
direct methodalternate methodcolum methodTo find Cube Root -:
prime factorizationsuccessive subtraction method.estimation methodWhat do large differences of the mean of each group indicate
The Actual Question:
What do large differences of the means of each group indicate? Select the correct answer.
A. The large differences do not indicate any Significant meaning in the given context.
B. The peppers with different weights aren't properly distributed between the two groups.
C. There is not enough information to analyze the differences.
D. The peppers with different weights are properly distributed between the two groups
Answer:
B. The peppers with different weights aren't properly distributed between the two groups.
What is a mean?
A quantity having a value intermediate between the values of other quantities; an average, especially the arithmetic mean.
The considerable discrepancies in the means of each group imply that: B. the peppers with varying weights are not adequately divided across the two groups.
So in the given situation above in the question, it can be concluded that large differences of the means from each group indicates that the peppers that are not properly distributed between the 2 different groups have different weights.
College students (ages 18-26) tend to make decisions which are
tentative (more short-range) and support a desire for autonomy.
a result of a greater sense of commitment and stability.
more permanent choices.
College students (ages 18-26) tend to make decisions that are tentative (more short-range) and support a desire for autonomy. This depicts more permanent choices.
How to illustrate the information?
It should be noted that values are a compass that helps us make decisions and choices.
Choices characterize the stage of life we are in. For example 18-26 ages tend to make tentative choices, later 27-31 ages tend to make permanent choices, and ages 32-42 people make stable choices.
Learn more about autonomy on:
https://brainly.com/question/536789
#SPJ1
A dairy farmer wants to make 45% protein supplement and a standard 15% protein ration to make 1800 pounds of high grade 35% protein ration how many pounds of each should be used.
1200 pounds of protein supplement and 600 pounds of standard protein is used.
Let a be the protein supplement and b be the standard protein.
Given that protein supplement and standard protein make 1800 pounds of high grade protein.
i.e., a+b = 1800 ------- (1)
45% a + 15% b = 35% 1800
0.45a + 0.15b = 1800 (3.5)
By (1), a = 1800 - b
Substituting, we get
0.45 (1800-b) + 0.15b = 630
810 - 0.45 b + 0.15b = 630
- 0.3 b = - 180
b = -180/-0.3
b = 600
Substituting b = 600 in (1),
we get
a = 1200.
Hence, 1200 pounds of protein supplement and 600 pounds of standard protein is used.
Learn more about solving equation here:
https://brainly.com/question/2226590
#SPJ10
Describe the change in the graph of the parabola f(x) when it transforms into g(x) =
The parabola g(x) will open in the opposite direction of f(x), and the parabola will be narrower than f(x).
The parabola g(x) will open in the same direction of f(x), and the parabola will be narrower than f(x).
The parabola g(x) will open in the opposite direction of f(x), and the parabola will be wider than f(x).
The parabola g(x) will open in the same direction of f(x), and the parabola will be wider than f(x).
Answer:
(d) The parabola g(x) will open in the same direction of f(x), and the parabola will be wider than f(x).
Step-by-step explanation:
We assume you intend ...
f(x) = equation of a parabola
g(x) = 2/3·f(x)
Multiplying a function by a factor of 2/3 will cause it to be compressed vertically to 2/3 of its original height. When the function is a parabola, this has the effect of making it appear wider than before the compression.
__
The compression factor is positive, so points on the graph remain on the same side of the x-axis. The direction in which the graph opens is not changed.
The attachment shows parabolas that open upward and downward, along with the transformed version.
Answer:
D.) The parabola g(x) will open in the same direction of f(x), and the parabola will be wider than f(x).
Step-by-step explanation:
I got it right on the test :)
stay hydrated.
Which point on the number line represents the product (Negative 4) (negative 2) (negative 1)?
A number line going from negative 10 to positive 10. Point A is negative 8, point B is negative 7, point C is 7, point D is 8.
The point on the number line represents the product (- 4), (- 2), and (- 1) will be the negative 8. Then the correct option is A.
What is multiplication?It is also known as the product. If the object n is given to m times, then we just simply multiply them.
The point on the number line represents the product (- 4), (- 2), and (- 1) will be
Then the product will be
-4 x -2 x -1 = -8
Then the correct option is A.
More about the multiplication link is given below.
https://brainly.com/question/19943359
#SPJ1
Use two different methods to find an explain the formula for the area of a trapezoid that has parallel sides of length a and B and height H. Consider these ideas or others: combine two copies of a trapezoid to make a parallelogram. Subdivide the trapezoid into two triangles one with base b and one with base a.
Answer:
Formula of Trapezoid:
A = (a + b) × h / 2
The formula can be derived in different ways. for now, we have discussed two ways:
1. By using the formula of a triangle
2. By dividing into different sections
Step-by-step explanation:
1. By using the formula of a triangle
One of the ways to explain a formula for an area of a trapezoid using a formula for a triangle can be as follows.
Assume a trapezoid PQRS with lower base SR and upper base PQ (they are parallel) and sides PS and QR.
The image is attached below.
Connect vertices P and R with a diagonal.
Consider triangle ΔPQR as having a base PQ and an altitude from vertex R down to point M on base PQ (RM⊥PQ).
Its area is
S1=[tex]\frac{1}{2} *PQ*RM[/tex]
Consider triangle ΔPRS as having a base SR and an altitude from vertex P up to point N on-base SR (PN⊥SR).
Its area is
S2=[tex]\frac{1}{2} *SR*PN[/tex]
Altitudes RM and PN are equal and constitute the distance between two parallel bases PQ and SR.
They both are equal to the altitude of the trapezoid h.
Therefore, we can represent areas of our two triangles as
S1=[tex]\frac{1}{2}*PQ*h[/tex]
S2=[tex]\frac{1}{2}*SR*h[/tex]
Adding them together, we get the area of the whole trapezoid:
S=S1+S2=[tex]\frac{1}{2} (PQ+SR)h,[/tex]
which is usually represented in words as "half-sum of the bases times the altitude".
2. By dividing into different sections
Trapezoid PQRS is shown below, with PQ parallel to RS.
Figure 1 - Trapezoid PQRS with PQ parallel to RS(image is attached below.)
We are going to derive the area of a trapezoid by dividing it into different sections.
If we drop another line from Q, then we will have two altitudes namely PT and QU.
Figure 2 - Trapezoid PQRS divided into two triangles and a rectangle. (image is attached below.)
From Figure 2, it is clear that Area of PQRS = Area of PST + Area of PQUT + Area of QRU. We have learned that the area of a triangle is the product of its base and altitude divided by 2, and the area of a rectangle is the product of its length and width. Hence, we can easily compute the area of PQRS. It is clear that
=> [tex]A_{PQRS} = (\frac{ah}{2}) + b_{1}h + \frac{ch}{2}[/tex]
Simplifying, we have
=>[tex]A= \frac{ah+2b_{1+C} }{2}[/tex]
Factoring we have,
=> [tex]A_{PQRS} = (a+ 2b_{1} + c)\frac{h}{2} \\= > {(a+ b_{1} + c) + b_{1} }\frac{h}{2}[/tex]
But, [tex]a+ b_{1} + c[/tex] is equal to [tex]b_{2}[/tex], the longer base of our trapezoid.
Hence, [tex]A_{PQRS}= (b_{1} + b_{2} )\frac{h}{2}[/tex]
We have discussed two ways by which we can derive area of a trapezoid.
Read to know more about Trapezoid
https://brainly.com/question/4758162?referrer=searchResults
#SPJ10
2. The length of a rectangle exceeds its breadth by 5m.If the perimeter of the rectangle is 74m,find the length and breadth of the rectangle. Plss answer thiissss
Step-by-step explanation:
length = breadth + 5
the perimeter is a rectangle is
2×length + 2×breadth
in our case
2×length + 2×breadth = 74
so, we use the first equation in the second equation :
2×(breadth + 5) + 2×breadth = 74
2× breadth + 10 + 2× breadth = 74
4×breadth = 64
breadth = 16 m
length = breadth + 5 = 16 + 5 = 21 m
A uniform density curve goes from negative 5 to positive 1.
What would the height need to be for this curve to be a density curve?
Negative one-sixth
One-sixth
One-fifth
1
Picture posted below
Answer: Choice B) One-sixth
In other words, the fraction 1/6
===========================================================
Explanation:
The base, aka horizontal component, is 6 units long. Count out the spaces from -5 to 1 to get a result of 6.
Or you could subtract and use absolute value in either of these two ways
|A - B| = |-5 - 1| = |-6| = 6|B - A| = |1 - (-5)| = |1 + 5| = |6| = 6Where A = -5 and B = 1 are the endpoints mentioned. Absolute value is used to ensure the result of the subtraction isn't negative. Negative distance on a number line doesn't make sense.
----------
However you determine the base, we'll multiply it by the unknown height which we'll call h. This leads to the area of the rectangle. The area is 6h.
Rule: The area under a probability density curve must always be 1.
So the area 6h must be 1 which helps us see that...
6h = 1
h = 1/6
Divide both sides by 6 to isolate h fully.
Answer:
B
Step-by-step explanation:
2. (06.03)
What is the solution to the following system of equations? (2 points)
y = -x2 – 5x − 4
y = -x² + 9x - 18
O (-1,-10)
O (1,-10)
O (-1,10)
(1.10)
Answer: (1, -10)
Step-by-step explanation:
Since both of the equations are set equal to y, we can conclude that:
[tex]-x^2 -5x-4=-x^2 + 9x-18\\\\-5x-4=9x-18\\ \\ -14x-4=-18\\\\-14x=-14\\\\x=1[/tex]
If x=1, then [tex]y=-(1)^{2}+9(1)-18=-10[/tex]
Thus, the solution is (1, -10)
Acontinous random variable X has a pdf given by p(x) = (5x4 0≤x≤1 0, otherwise) Let Y=X3. Find the probability distribution function
I'll use the method of transformations.
If [tex]f_X(x)[/tex] denotes the PDF of [tex]X[/tex], and [tex]y=g(x)=x^3 \iff x=g^{-1}(y) = y^{1/3}[/tex], we have
[tex]f_Y(y) = f_X\left(g^{-1}(y)\right) \left|\dfrac{dg^{-1}}{dy}\right|[/tex]
[tex]\dfrac{dg^{-1}}{dy} = \dfrac13 y^{-2/3}[/tex]
[tex]\implies f_Y(y) = f_X\left(y^{1/3}\right) \left|\dfrac13 y^{-2/3}\right| = \boxed{\begin{cases} \dfrac53 y^{2/3} & \text{if } 0 \le y \le 1 \\ 0 & \text{otherwise} \end{cases}}[/tex]
Brainliest + High rating :)
The answer is (x+4) (x-2) =x.x
Square (Rug A) has area x times x = x^2 (All sides of square are equal)
x is the side of Rug A
For the Rectangle (Rug B) it mentioned that it has a length of that is 4 ft greater than the length of Rug A. The expression could be written as Length = (x+4)
It also mentions that the width of Rectangle is 2 ft less than Rug A. The expression could be written as Width = (x-2)
So, if you multiply (x+4) and (x-2), will give you the area of rectangle (Rug B)
The question mentions that the area of the rectangle and square are equal, so therefore the answer is (x+4) (x-2) =x.x
Hope it helps!
Select the correct answer from each drop-down menu.
Need helpp
(1st image of dropdown menu is the drop down menu on top an the second image is the second dropdown menu beneath it)
Triangle ABC and triangle XYZ are similar based on angle-side-angle criterion.
Triangle ABC and triangle RQP are similar based on side-angle-side criterion.
What is an equation?An equation is an expression that shows the relationship between two or more numbers and variables.
Two triangles are said to be congruent if they have the same shape and their corresponding sides are congruent.
Triangle ABC and triangle XYZ are similar based on angle-side-angle criterion.
Triangle ABC and triangle RQP are similar based on side-angle-side criterion.
Find out more on equation at: https://brainly.com/question/2972832
#SPJ1
I need to make sure I do this right
What is the slope of the following graph? (write your answer as a fraction unless divided by 1. Do not use spaces in your answer)
The slope of the graph is 4/5
How to determine the slopeUsing the formula
Slope = Δ y-axis / Δ x- axis
y2 = -4
y1 = 0
x2 = -5
x1 = 0
Slope = [tex]\frac{y2 - y1}{x2 - x1}[/tex]
Substitute the values into the formula
Slope = [tex]\frac{-4 - 0}{- 5 - 0}[/tex]
Slope = [tex]\frac{-4}{-5}[/tex]
Slope = [tex]\frac{4}{5}[/tex]
Therefore, the slope of the graph is 4/5
Learn more about slope here:
https://brainly.com/question/3493733
#SPJ1
On March 8, 2017, one U.S. dollar was worth 19.61 Mexican pesos.
(a) On that date, how many dollars was 149.23 pesos worth?
Round your answer to the nearest hundredth of a dollar.
dollars
(b) On that date, how many pesos was 63.64 dollars worth?
Round your answer to the nearest hundredth of a pesos. I need help with these problems
On March 8, 2017, one U.S. dollar was worth 19.61 Mexican pesos, 149.23 pesos was worth 7.61 dollars and 63.64 dollars was worth 1247.98 pesos
What is an equation?An equation is an expression that shows the relationship between two or more numbers and variables.
One U.S. dollar = 19.61 Mexican pesos
a) 149.23 pesos = 149.23 pesos * One U.S. dollar per 19.61 Mexican pesos = 7.61 dollars
b) 63.64 dollars = 63.64 dollars * 19.61 Mexican pesos per dollar = 1247.98 pesos
On March 8, 2017, one U.S. dollar was worth 19.61 Mexican pesos, 149.23 pesos was worth 7.61 dollars and 63.64 dollars was worth 1247.98 pesos
Find out more on equation at: https://brainly.com/question/2972832
#SPJ1
Please answer all three of the questions <3
Answer:
1) D because the answer to 8.42*10^3=8420
and 8420 lies between 8400 and 8500
2) C because when you take the absolute value of -2.3 and -3.2, they become positive numbers => 2.3 < 3.2
3)D because 6 < 6.3 < 6.6
Hope it helps!
Need help ASAP!! Will give Brainliest
Answer:
B
Step-by-step explanation:
4. You must make 3000 bags of product for a customer by 5 pm. You started work at 7 am today. By 9 am you have
made 500 bags. If you continue at this pace with no interruptions or machine issues, what percent (%) of 3000
will be complete by 11 am?
Answer:
33.33%
Step-by-step explanation:
from 7 to 9 it's 2 hours and you make 500
and 7 to 11 is 4 hours so you make 1000
then do 1000/3000 to find the percentage you have made
1000/3000 is 33.3333333333...% (the 3333.... never ends)
Marsha deposited $9,500 into a savings account 2 years ago. The simple interest rate is 2%. How
much money did Marsha earn in interest?
Substitute the values into the equation.
Interest=$years
Answer:
$380Step-by-step explanation:
GivenDeposit amount P = $9500Interest rate r = 2%Time t = 2 years
Use interest formula:
I = PrtSubstitute given values and calculate:
$9500*0.02*2 = $380Answer:
$ 380
Step-by-step explanation:
We can use the below formula to find the simple interest.
Simple interest = P r t ÷ 100
Here,
P ⇒ Principal ⇒ $ 9500
r ⇒ rate ⇒ 2%
t ⇒ time ⇒ 2 years
Let us solve it now.
Simple interest = P r t ÷ 100
Simple interest = 9500 × 2 × 2 ÷ 100
Simple interest = 38000 ÷ 100
Simple interest = $ 380
Consider the proof.
Given: In △ABC, BD ⊥ AC
Prove: the formula for the law of cosines, a2 = b2 + c2 – 2bccos(A)
Triangle A B C is shown. A perpendicular bisector is drawn from point B to point D on side A C. The length of B C is a, the length of D C is b minus x, the length of A D is x, the length of A B is c, and the length of B D is h.
Statement
Reason
1. In △ABC, BD ⊥ AC 1. given
2. In △ADB, c2 = x2 + h2 2. Pythagorean thm.
3. In △BDC, a2 = (b – x)2 + h2 3. Pythagorean thm.
4. a2 = b2 – 2bx + x2 + h2 4. prop. of multiplication
5. a2 = b2 – 2bx + c2 5. substitution
6. In △ADB, cos(A) = StartFraction x Over c EndFraction 6. def. cosine
7. ccos(A) = x 7. mult. prop. of equality
8. a2 = b2 – 2bccos(A) + c2 8. ?
9. a2 = b2 + c2 – 2bccos(A) 9. commutative property
What is the missing reason in Step 8?
Pythagorean theorem
definition of cosine
substitution
properties of multiplication
The missing reason in Step 8 is substitution
When a triangle is not a right triangle and when either the lengths of two sides and the measurement of the included angle are known (SAS) or the lengths of the three sides are known (SSS), the Law of Cosines is used to discover the remaining pieces of the triangle.
According to the law of cosine, if a, b, and c are any triangle's three sides, then a² = b² + c² - 2bcosa
The x in statement 5 of the preceding proof is changed to c cos A from statement 6 in statement 8 of the proof.
Option C, from the list of alternatives, is the one that best explains statement 8.
Hence missing reason in Step 8 is substitution
Learn more about substitution here:
https://brainly.com/question/190818
#SPJ10
Answer: OPTION C
Step-by-step explanation:
EDGE22
HELP ASAP!!!
At which values of x does the graph of the function F(x) have a vertical asymptote? Check all that apply. x = -8 x = 4 x = 3 x = -3 x = 8 x = -4
Answer:
A,E
Step-by-step explanation:
Answer:
x = 3
x = -8
Step-by-step explanation:
3 is less than w and 9 is greater than w
The complete question is
"Write the inequality when 3 is less than w and 9 is greater than w."
The inequality become as 3 < w < 9.
What is inequality?Inequality is defined as the relation which makes a non-equal comparison between two given functions.
Given information ;
when 3 is less than w and 9 is greater than w.
Thus, the inequality will be ;
3 < w < 9
Learn more about inequality ;
brainly.com/question/14164153
#SPJ1
If anyone can help me to solve this.
Answer:
[tex]\large \boxed{ \tt{y = - 2x + 5}}[/tex]
Step-by-step explanation:
From the y-intercept og [tex][0,5][/tex], travel five unit south over two unit east. Doing so will get yoy to the endpoint of [tex][1,3][/tex], which tells you that the rate of change is [tex] - 2[/tex], Therefore, your equation, in Solpe Intercept Form , is [tex]y = - 2x + 5[/tex]
[tex] \\ [/tex]
#CarryOnLearning
[tex] \huge\mathbb{ \underline{SOLUTION :}}[/tex]
[tex]\leadsto[/tex] Using the slope-intercept form:
▪ [tex] \bold{y = mx + b}[/tex]
▪ [tex] \bold{y = mx + 5}[/tex]
Finally, we are going to use any point of the line. In this case, I am going to take the point (2, 1). Substituting,
[tex] \sf \longrightarrow{1 =m*2+5}[/tex]
[tex] \sf \longrightarrow{1 - 5 = 2m}[/tex]
[tex] \sf \longrightarrow{ m= - \dfrac{4}{2} = - 4 }[/tex]
[tex]\huge \mathbb{ \underline{ANSWER:}}[/tex]
The equation of the line is:[tex]\large\boxed{\sf y = 2x + 5}[/tex] ✓
Gianna used two refrigerators, each set to a different temperature, to cool two cups of hot liquid.
She placed the first cup in refrigerator A. The temperature, in degrees Fahrenheit, of the liquid in this cup, after x minutes in the refrigerator, is represented by the graphed function.She placed the second cup in refrigerator B. The temperature, in degrees Fahrenheit, of the liquid in this cup is represented by an exponential function that has a y-intercept of 96 and approaches 38 as x increases.
The answers are
1). warmer
2). higher
3). end behavior
What is Refrigerator?
A refrigerator is a device which is designed to remove heat from a space that is at lower temperature than its surroundings.
When Gianna initially placed the two cups in the refrigerators, the liquid placed in refrigerator A was warmer than the liquid placed in refrigerator B.
The end behavior of the two functions implies that refrigerator A is set to a higher temperature than refrigerator B.
The graph for the question given below.
Learn more about Refrigerator from:
https://brainly.com/question/13150661
#SPJ1
Which algebraic expression is a trinomial?
O x³ + x²-√x
O 2x³-x²
○ 4x³ + x²-1/x
O x-x+√6
Answer:
D. x^6 - x + √6
Step-by-step explanation:
Last option:
⇒ x^6 - x + √6
Cannot be simplified further and has three terms.
Therefore is a trinomial.
The algebraic expression that is a trinomial is 2x³-x².
What is a polynomial?An expression that consists of variables, constants, and exponents that are combined using mathematical operations like addition, subtraction, multiplication, and division is referred to as a polynomial.
A trinomial is a polynomial that has three terms.
In the given options, the only expression that has three terms is "2x³-x²". It has the terms 2x³, -x², and 0x (which is often omitted).
The other options have different numbers of terms or they have terms with fractional or radical exponents, which do not fit the definition of a trinomial.
To learn more about Polynomials;
brainly.com/question/11536910
#SPJ7
