f(x) = x + 2 g(x) = x – 4

(f g)(x) =

Answer:

x = 1 or x = -7

Step-by-step explanation:

Step-by-step explanation:

Do you mean by completing the square?

x² + 6x - 7 = 0

x² + 6x = 7

Take half of 6, square it, and add to both sides.  (6/2)² = 9.

x² + 6x + 9 = 7 + 9

(x + 3)² = 16

x + 3 = ±4

x = -3 ± 4

x = -7, 1

So the roots are x=-7 and x=1.

Answer:

4 is the first blank

-2 is the second blank

3 is the third blank

Step-by-step explanation:

Table:

x   |  y

__    0         So this means we replace y with 0 in x-0=4 which means x=4

4      0    

4 is the first blank

Table:

x |  y

2   ___     So this means we replace x with 2 in 2-y=4 which means y=-2

2   -2

-2 is the second blank

Table:

x  | y

__  -1    So this means we replace y with -1 in x-(-1)=4 which means x=3

3    -1

3 is the third blank

Answer:

[ - 6 , 6 ]

Step-by-step explanation:

This is because the value of f(t) for x values only ranges from -6 to 6.

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Answer:

See attached!

Step-by-step explanation:

Answer:

A

Step-by-step explanation:

f(x) - g(x) = 3x-2 - (2x + 1)      Remove the brackets

f(x) - g(x) = 3x - 2 - 2x -1       Combine terms.

f(x) - g(x) = x - 3

The answer is A

The air conditioning system can circulate approximately 14.44 cubic yards of air per minute.

To convert cubic feet to cubic yards, we need to know that there are 27 cubic feet in one cubic yard. Using this conversion factor, we can find the number of cubic yards of air that the air conditioning system can circulate per minute.

1. Start with the given value of 390 cubic feet per minute.

2. Divide this value by the conversion factor of 27 cubic feet per cubic yard:

390 cubic feet ÷ 27 cubic feet per cubic yard = 14.44 cubic yards

3. Rounding to the nearest hundredth, the air conditioning system can circulate approximately 14.44 cubic yards of air per minute.

In summary, the air conditioning system can circulate approximately 14.44 cubic yards of air per minute.

Answer:

A

Step-by-step explanation:

U can already eliminate C and D since the z needs to be with 2. A and B almost look the same but in the radicals the second number goes on top resulting in 5/6 which leads to A.

Answer:

The correct answer is the third option

Step-by-step explanation:

Have different slope but have the same y-intercept, so they have no solution.

y = 1/2x - 3

To graph this, the slope 1/2 which means go up once and to the right twice and b = -3, which means the y-intercept.

second equation:

y =  -1/2x -3

To graph this, the slope -1/2 which means go down once and to the right twice and b = -3, which means the y-intercept.

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Answer:

10

Step-by-step explanation:

Leave the 5 , change division to multiplication and turn the fraction upside down.

5 × [tex]\frac{2}{1}[/tex] = 5 × 2 = 10

Answer:

40 it is a trick question

Step-by-step explanation:

Answer:

The correct option is:   40

Step-by-step explanation:

Measure of an arc is actually the measure of the central angle corresponding with that same arc.

Here, the corresponding central angle for arc [tex]\widehat{AB}[/tex] is [tex]\angle1[/tex].

Given that,  [tex]m\angle 1= 40[/tex]°

So.....

[tex]m\widehat{AB}=m\angle 1\\ \\ m\widehat{AB}=40\°[/tex]

Answer:

The area of DBE = 27 square units

Step-by-step explanation:

Area of ABC = 3 square units

In the figure, we can see that ABC was enlarged so that BDE is formed where side BD = 6 and AB was = 2

Hence ABC was enlarged 3 times its size.

We know by formula that:

Area of ABC = 1/2(base x perpendicular)

3 = 1/2(2 x p)

=> p = 3

As ABC was enlarged 3 times its size, the perpendicular of BDE must be 3*p

= 3*3 = 9

AREA OF DBE = 1/2(base*perp)

= 1/2(6*9)

= 27 square units

Answer:

The area of DBE = 27 square units

Step-by-step explanation:

Area of ABC = 3 square units

In the figure, we can see that ABC was enlarged so that BDE is formed where side BD = 6 and AB was = 2

Hence ABC was enlarged 3 times its size.

We know by formula that:

Area of ABC = 1/2(base x perpendicular)

3 = 1/2(2 x p)

=> p = 3

As ABC was enlarged 3 times its size, the perpendicular of BDE must be 3*p

= 3*3 = 9

AREA OF DBE = 1/2(base*perp)

= 1/2(6*9)

= 27 square units

Step-by-step explanation:

Answer:

To find the area of a square with only the diagonal known,

Square the diagonal and divide by 2:

8^2 = 64

64/2 = 32

The area is 32 cm^2

Answer:

32

Step-by-step explanation:

I’m correct

Answer:

[tex]m = -4[/tex]

Step-by-step explanation:

[tex]\frac{y2 - y1}{x2 - x1}[/tex]

[tex]\frac{-4 - 8}{2-(-1)}[/tex]

[tex]-4 - 8 = -12\\ 2-(-1)=3[/tex]

[tex]\frac{-12}{3} = -4[/tex]

[tex]m = -4[/tex]

Answer:

M=-4

Step-by-step explanation:

The formula for the slope is:

m=[tex]\frac{y^{2} -y^{1} }{x^{2} -x^{1} }[/tex]

You have two points the first one would be: (-1,8)

So [tex]x^{1}= -1  y^{1}= 8 [/tex]

The second point is: (2,4)

So [tex]x^{2}= 2  y^{2}= 4 [/tex]

Now you just have to put the values inside the formula:

m=[tex]\frac{-4-8)}{2-(-1)}[/tex]

m=[tex]\frac{-12}{3}[/tex]

m=-4

Answer:

D = 9.4868

Step-by-step explanation:

The expression is the following

D = √((x2-x1)^2+(y2-y1)^2)

Where

(x1,y1) = (4,6)

(x2,y2) = (7,-3)

D = √((7-4)^2+(-3-6)^2)

D = √((3)^2+(-9)^2)

D = √(9+81)

D = √(90)

D = 9.4868

Answer:

[tex]d = \sqrt{(7-4)^{2}+(-3-6)^{2}}[/tex]

Step-by-step explanation:

The expression used for calculating distance between two points involves the square root of sum of squares of differences of x-intercepts and y-intercepts.

The formula is given by:

[tex]d = \sqrt{(x_{2} -x_{1} )^{2}+(y_{2}- y_{1} )^{2} }[/tex]

Here,

[tex](x_{1},y_{1}) = (4,6)\\ (x_{2},y_{2}) = (7,-3)\\Putting\ the\ values\\d = \sqrt{(7-4)^{2}+(-3-6)^{2}}[/tex]

Hence, the following expression will give the distance between given points

[tex]d = \sqrt{(7-4)^{2}+(-3-6)^{2}}[/tex]

Solving it will give:

[tex]d = \sqrt{(3)^{2}+(-9)^{2}}\\= \sqrt{9+81}\\=\sqrt{90}[/tex]

Answer:

15 days

Step-by-step explanation:

10 men : 6 days

4 men : ? days

? = 15

Answer:3.4

Step-by-step explanation:

The mean of this data set is 18.8

Answer:

The mean of this data set is  [tex]\mu = 18.8[/tex]

Step-by-step explanation:

By definition, the mean of a data set [tex]x_1, x_2, x_3, ..., x_n[/tex] is

[tex]\mu = \frac{\sum^n_i x_i}{n}[/tex]

Where n is the total number of data.

In this case we have 10 data

14, 12, 21, 26, 19, 15, 22, 17, 24, 18

So the mean is:

[tex]\mu = \frac{14 +12 +21 +26 +19 +15 +22+ 17 +24 +18}{10}[/tex]

[tex]\mu = 18.8[/tex]

Answer:

The answer to this question is D- 15.

Step-by-step explanation:

This is how to solve it

30 students and 2 at random this are the key words

you do 30/2

your answer is equal to 15

Answer: B. 435

Step-by-step explanation: This is a combination problem. The teacher is going to choose two students at random, but the order in which the two students are chosen doesn't matter. (meaning, student A being chosen 1st and student B being chosen 2nd is the same result as Student B being chosen 1st and student A being chosen 2nd) Since this is a combination's problem, we use the combination function nCr.

The nCr function is written as [tex]\frac{n!}{r!(n-r)!}[/tex], where n represents the total number of things to choose from while r represents the number of objects  that will be taken from the set. In this case, n=30 since there are 30 total students to choose from while r=2 since the teacher is picking two students from the group of 30.  The exclamation marks next to the variables represent a factorial.

A factorial is the product of all positive integers less than or equal to the integer next to the factorial. For example, 6! indicates 6 factorial, which is equal to 6 x 5 x 4 x 3 x 2 x 1 = 720. Therefore, 30! equals 30 x 29 x 28 x 27 x 26......... and so on until its been multiplied by every positive integer less than 30.

Using the nCr function, we plug the values in to get [tex]\frac{30!}{2!(30-2)!}[/tex]. After doing some simplification and factoring, we get the equation [tex]\frac{30 * 29}{2}[/tex], which yields 435 possible combinations. This can be done because 30 factorial and 28 factorial share 28 factors due to the nature of factorials, simplifying 30 factorial to simply 30 multiplied by 29. The equation yields 435 possible combinations, thus meaning that there are 435 possible ways to choose 2 students from 30 students.

Answer:

H 16x2–11x

Step-by-step explanation:

4(x2 – 3x) + 12x2 + x

4x^2-12x + 12x^2+x=

16x^2-11x

H 16x2–11x

The simplified value of  4(x² – 3x) + 12x² + x will be 16x² – 11x, i.e. option H.

System of equations is a finite set of equations for which common solutions are sought.

We have,

4(x² – 3x) + 12x² + x

Now,

Simplify the given equation by removing brackets,

i.e.

4x² – 12x + 12x² + x

Now,

Add or subtract the like terms,

i.e.

16x² – 11x

So, the simplified value of the given equation is 16x² – 11x .

Hence, we can say that the simplified value of  4(x² – 3x) + 12x² + x will be 16x² – 11x, i.e. option H.

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Answer: I think problem 2

Step-by-step explanation: hope this helps

Answer:

[tex]\frac{1}{(m-4)(m-3)}[/tex]

Step-by-step explanation:

The question requires you to simplify using quadratic identities

Re-write the numerator.

[tex]\frac{m+3}{m^2-16} \\\\\\\\=\frac{m+3}{(m+4)+(m-3) }[/tex]

Re-write the denominator as;

[tex]\frac{(m+3) +(m-3)}{m+4}[/tex]

Re-arrange expression

[tex]\frac{m+3}{(m+4)+(m-4)} * \frac{m+4}{(m+3)+(m-3)}[/tex]

cancel the terms that are alike to remain with

[tex]\frac{1}{(m-4)(m-3)}[/tex]

Answer:

The expression which equivalent is 1/[(m - 4)(m - 3)] ⇒ 2nd answer

Step-by-step explanation:

* Lets revise how to divide two fractions

- To divide a/b and c/d change the division operation to multiplication

  operation and reciprocal the fraction after the division sign

# a/b ÷ c/d = a/b × d/c

* Lets solve the problem

∵ (m + 3)/(m² - 16) ÷ (m² - 9)/(m + 4)

- Use the factorization to simplify the fractions

∵ m² - 16 is a different of two squares

- The factorization of the different of two squares a² - b² is

∵ a² = a × a , -b² = b × -b

∴ a² - b² = (a + b)(a - b)

- Use this way with m² - 16

∵ m² = m × m

∵ -16 = 4 × -4

∴ m² - 16 = (m + 4)(m - 4)

- Similar factorize m² - 9

∵ m² = m × m

∵ -9 = 3 × -3

∴ m² - 9 = (m + 3)(m - 3)

- Now lets write the fraction and simplify it

∵ (m + 3)/(m² - 16) ÷ (m² - 9)/(m + 4)

∴ (m + 3)/[(m + 4)(m - 4)] ÷ [(m + 3)(m - 3)]/(m + 4)

- Change the division operation to multiplication operation and

  reciprocal the fraction after the division sign

∴ (m + 3)/[(m + 4)(m - 4)] × (m + 4)/[(m + 3)(m - 3)]

- We can cancel (m + 4) in the denominator of the first fraction with

 (m + 4) in the numerator of the second fraction and cancel (m + 3)

 in the numerator of the first fraction with (m + 3) in the denominator

 of the second fraction

∴ 1/(m - 4) × 1/(m - 3) ⇒ multiply the two fractions

∴ 1/[(m - 4)(m - 3)]

* The expression which equivalent is 1/[(m - 4)(m - 3)]

The exact value of sin(11π/12) is (√6 - √2)/4.

To find the exact value of sin(11π/12), we can use trigonometric identities to determine the value of an equivalent angle in the first quadrant. Since π/12 is the reference angle of 11π/12, which is in the second quadrant, we can find the sine of the equivalent angle in the first quadrant. The reference angle in the first quadrant is π/12. Therefore, the exact value of sin(11π/12) is the same as the exact value of the sine of π/12. Using a trigonometric identity, we find that sin(π/12) = (√6 - √2)/4.

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Hello There!

70% of 420 is 294

You want to divide 70% by 100 and you get a quotient of 0.7

Next, you want to multiply that by 420 because your trying to find 70% of it.

Finally, once you multiply you will get a product of 294.

Have A Great Day!

Answer:

(-7, 2).

Step-by-step explanation:

x + 12y = 17

x - y = -9

Subtracting:

0 + 13y = 26

y = 2.

Substitute for y in the second equation:

x - 2 = -9

x = -7.

Answer:

{-7,2}

Step-by-step explanation:

Given

x+12y=17     Eqn 1

x-y=-9          Eqn 2

We will use the substitution method to solve the system of equations. So, from eqn 2:

[tex]x-y=-9\\x=y-9[/tex]

Putting the value of x in equation 1:

[tex](y-9)+12y=17\\y-9+12y=17\\y+12y-9=17\\13y=17+9\\13y=26\\\frac{13y}{13}=\frac{26}{13}\\ y=2[/tex]

Putting the value of y in eqn 2:

[tex]x-2=-9\\x=-9+2\\x=-7\\So,\\Solution set = \{-7,2\}[/tex]

Answer: Cross section

Step-by-step explanation: A cross section sounds just like what it is. It’s a plane that intersects a solid figure. A cross section can happen on any solid figure.

Answer:

y=-12

Step-by-step explanation:

For the slope of line given two points I like to line up and subtract. Then put 2nd diff/1st diff.

Let's do that:

(-6  , -12 )

(0 ,  -12)

-----------

-6      0

2nd/1st=0/-6=0  slope should have been obvious as 0 since there is no rise in the points (you can see this from their y-coordinate)

Anyways the y-intercept is when it crosses the y-axis. The y-axis is crossed when the x-coordinate is 0. You have that given here which is -12.

So the equation is y=0x-12 or jusy y=-12

If you already knew that horizontal lines were of the form y=a number

then you could have just skip to y=-12

y=-12 just means all the ordered pairs on this line have the y-coordinate being -12 which is what we have in the set of points you gave

[tex]\bf \textit{Logarithm of exponentials} \\\\ \log_a\left( x^b \right)\implies b\cdot \log_a(x) \\\\[-0.35em] \rule{34em}{0.25pt}\\\\ 4\log_9(3)=\log_9(x)\implies \log_9(3^4)=\log_9(x)\implies 3^4=x\implies 81=x[/tex]

The value of x will be equal to 81.

Expression in maths is defined as the collection of the numbers variables and functions by using signs like addition, subtraction, multiplication and division

4log₉(3)   =  log₉x

By using the logarithmic property:-

Log[tex]_a[/tex]( x[tex].^b[/tex])  =  b Log[tex]_a[/tex](x)

4log₉(3)   =  log₉x

log₉ ( 3 )⁴  =  log₉ ( x )

3⁴   =  x

x   =  81

Therefore the value of x will be equal to 81.

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Answer:

Step-by-step explanation:

[tex]4(4^x-2^x)+1=0\\\\4\bigg((2^2)^x-2^x\bigg)+1=0\qquad\text{use}\ (a^n)^m=a^{nm}\\\\4(2^{2x}-2^x)+1=0\\\\4\bigg((2^x)^2-2^x\bigg)+1=0\qquad\text{substitute}\ 2^x=t>0\\\\4(t^2-t)+1=0\qquad\text{use the distributive property}\\\\4t^2-4t+1=0\\\\4t^2-2t-2t+1=0\\\\2t(2t-1)-1(2t-1)=0\\\\(2t-1)(2t-1)=0\\\\(2t-1)^2=0\iff2t-1=0\qquad\text{add 1 to both sides}\\\\2t=1\qquad\text{divide both sides by 2}\\\\t=\dfrac{1}{2}[/tex]

[tex]\text{We're going back to substitution}\\\\t=\dfrac{1}{2}\Rightarrow2^x=\dfrac{1}{2}\qquad\text{use}\ a^{-1}=\dfrac{1}{a}\\\\2^x=2^{-1}\iff x=-1[/tex]

Answer:

Step-by-step explanation:

The given inequality is

[tex]-4(2x-1)>5-3x[/tex]

The first step we need to do is to apply distributive property to relase the binomial inside the parenthesis

[tex]-8x+4>5-3x[/tex]

Then, we move all variables to the left side, and all constants to the right side

[tex]-8x+3x>5-4\\-5x>1[/tex]

Now, we divide the inequality by -5, which changes the sign orientation

[tex]\frac{-5x}{-5} <\frac{1}{-5}\\ x<-\frac{1}{5}[/tex]

Therefore, the solution is a set with all values less than -1/5. The graph attached shows this solution.