Patricia is studying a polynomial function f(x). Three given roots of f(x) are Negative 11 minus StartRoot 2 EndRoot i, 3 + 4i, and 10. Patricia concludes that f(x) must be a polynomial with degree 4. Which statement is true? Patricia is correct because Negative 11 + StartRoot 2 EndRoot i must be a root. Patricia is correct because 3 – 4i must be a root. Patricia is not correct because both 3 – 4i and 11 + StartRoot 2 EndRoot i must be roots. Patricia is not correct because both 3 – 4i and Negative 11 + StartRoot 2 EndRoot i must be roots.

yes because there is exactly one y value for every x value

for function there can't be more than one value for every x value

i think it will be zero as slope has a formula of difference between initial and final distance divided by itz time interval

c

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.

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.