Answer:30x^2 - 54x - 18
Step-by-step explanation: To find the product of f and g, we can simply multiply the expressions for f and g together. The product of f and g is:
(f * g)(x) = (6x + 2)(-5x - 9)
= -30x^2 - 54x - 18
So, the product of f and g is -30x^2 - 54x - 18
Pls help need help with answer b
Answer:
Field hockey has a higher variation of heights.
There is more of a difference between the different heights in field hockey.
how can I subtract 9 2/5 - 8 4/5
Answer:
0.6
Step-by-step explanation:
First make them into decimals so.
9.4 - 8.8 = 0.6
Step-by-step explanation:
okay so let's convert this from mixed to improper fraction
9 2/5= 47/5
8 4/5= 44/5
47/5-44/5= 3/5
Courtney made a 5.5 foot ramp
to help her dog get in her minivan.
If the back of her van is 3 feet
from the ground, what will be the
angle of elevation from the base of
the ramp to the van?
9514 1404 393
Answer:
33°
Step-by-step explanation:
We assume the 5.5 foot measurement is the length of the ramp surface. It will be the hypotenuse of a right triangle with the 3 ft side opposite the angle of interest. The applicable relationship is ...
Sin = Opposite/Hypotenuse
sin(angle) = (3 ft)/(5.5 ft)
angle = arcsin(3/5.5) ≈ 33.0°
The angle of elevation of the ramp is about 33°.
The chemical element einsteinium -253 naturally loses its mass over time . A sample of einsteinium-253 had an initial mass of 320 grams when we measured it. The relationship between the elapsed t, in days, and the mass,m(t), in grams left in the sample is modeled by the following function: M(t)=320•(0.125)^t/61.4 complete the sentence: the sample loses 87.5% of its mass every ___ days.
Answer: 61.4
Step-by-step explanation:
Please Help!, Brainliest to whoever helps
Determine if the representation below is an example of a function or not a function (1,3), (3,3), (4,5), (6,5), (7,7), (9,7)
Answer:
Yes.
Step-by-step explanation:
No x value is used twice.
during a recent period of time compact discs sales have been declining. The sales (billions of dollars) can be modeled by the function (f)t= -9/7t+17.9, where T is the number of years since 2005. Suppose sales decreased at twice the rate. How can you transform F to model the sales?
a. vertically shrink by a factor of 1/2
b. vertically stretch by a factor of 2
c. horizontally shrink by a factor of 1/2
d. horizontally stretch by a factor of 2
write a statment about what you think of harry potter
Answer:
DRACO MALFOY- i don't think this needs a further explanation. :)
Step-by-step explanation:
- Malfoy...DRACO Malfoy..
-Scared, Pottah?
-Honestly, Goyle, if you were any slower, you'd be going backwards.
-ItS kiLleD mE
-You and your bLOody ChiCKen
mk im done:)
I'm unsure how to solve for w, can someone please help?
Answer:
w = 1/2
Step-by-step explanation:
One of the ways to solve problems using log is to use these two equations that use the same variables and plug in numbers.
log b (a) = c
b^c = a
By plugging in the numbers we get this:
log 16 (4) = w
16^w = 4
w = 1/2
The graph of a function is shown on the coordinate plane below.
Which statement correctly describes the function on a given interval?
Answer: D
Step-by-step explanation:
I did it
The statement that correctly describes the function is:
The function is decreasing and nonlinear from x = 4 to x = 11.
Option D is the correct answer.
What is a function?A function has an input and an output.
A function can be one-to-one or onto one.
It simply indicated the relationships between the input and the output.
Example:
f(x) = 2x + 1
f(1) = 2 + 1 = 3
f(2) = 2 x 2 + 1 = 4 + 1 = 5
The outputs of the functions are 3 and 5
The inputs of the function are 1 and 2.
We have,
From the graph,
We see that,
The function is increasing and nonlinear from x = -7 to x = -4.
The function is constant and linear from x = -4 to x = 1.
The function is increasing and nonlinear from x = 1 to x = 4.
The function is decreasing and nonlinear from x = 4 to x = 11.
Thus,
The function is decreasing and nonlinear from x = 4 to x = 11.
Learn more about functions here:
https://brainly.com/question/28533782
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Class intervals in a grouped frequency distribution are given as 4−11, 12−19, 20−27, 28−35, 36−43. Write the next two class intervals.
i) what is the each class interval?
ii) write the class boundaries of all classes?
iii) what are the class marks of each class?
Answer:
{44-55}{52- 59 } are the last two interval sStep-by-step explanation:
To get the class boundaries deduct 0.5 from the first number and add 0.5 to the second number = 4-0.5 = 3.5 = 11.5 + 0.5 = 11.5 = 3.5 -11.5 as in the fish class boundary .same for all other boundarieswrite an exponential formula of the form f (t)= a×b^t to represent the following situation. assume t is in years. The beginning population is 27, 000, decreasing by 3.5% annually. f(t)=__________
Answer:
[tex]f(t)= 27000 * 0.965^t[/tex]
Step-by-step explanation:
Given
[tex]a = 27000[/tex] -- initial
[tex]r = 3.5\%[/tex]
Required
The exponential equation
The exponential equation is
[tex]y =ab^t[/tex]
Where
[tex]b=1 -r[/tex]
We used minus, because the rate decreases..
So, we have:
[tex]b=1 -3.5\%[/tex]
[tex]b=1 -0.035[/tex]
[tex]b=0.965[/tex]
So:
[tex]y =ab^t[/tex]
[tex]y = 27000 * 0.965^t[/tex]
Hence:
[tex]f(t)= 27000 * 0.965^t[/tex]
For positive acute angles A and B, it is known that sin A = 8/17 and cos B = 24/25
Find the value of sin(A + B) in simplest form.
Answer:
Step-by-step explanation:
Here we use the SUM FORMULA: sin(a + b) = sin a cos b + cos a sin b
sin(A + B) = sin A*cos B + cos A*sin B. We are not given cos A or sin B and so must find them using the Pythagorean Theorem x^2 + y^2 = z^2.
Looking at sin A = 8/17, we see that the "opposite side" is 8 and the "hypotenuse" is 17. Then (adjacent side) = √(17² - 8²) = 15; that is, the side adjacent to Angle A is 15. Thus, cos A = 15/17 and sin A = 8/17.
We find sin B similarly. cos B = (side adjacent to B)/25 = 24/25. Therefore the side opposite B is √(25² - 24²) = 7. Thus, sin B = 7/25 and cos B = 24/25.
Then sin (A + B) = sin A*cos B + cos A*sin B
= (8/17)*(24/25) + (15/17)(7/25)
Here there are two products of fractions. This product (above) can be rewritten as
8(24) + 15(7) (3)(64) + (3)(5)(7)
= sin A*cos B + cos A*sin B = --------------------------- = --------------------------
17(25) 17(25)
pls help me and I will mark u as brainliest plsssss plsssss please answer momoo anyone
SOMEONE PLEASE HELP ME
There are 72 items on Ginny's bookshelf. of the items are hardcover books, 3 Imtia of the items are softcover books. 9 • The remaining items are DVDs. How many DVDs are on Ginny's shelf?
Answer:
There are 60 dvds.
Step-by-step explanation:
72 - 3 - 9 = 60
Evaluate the following for f(x) = 3(2)^x
1. f (2) =
2. f (-1) =
3. f (10) =
Answer:
1. f (2) = 3 x 2^x-1
2. f (-1) = -3 x 2^x
3. f (10) = 3 x 2^x/10
Step-by-step explanation:
Jeremiah wants to send some of his shirts to a dry cleaner. he usually takes his clothes to Spot-Less Dry cleaners, where he pays $4.50 per shirt. He sees a sign at No Mess or Stress Dry Cleaners that says it's $21.00 to have 4 shirts cleaned. Which is the better deal?
answer:spot-less
Step-by-step explanation:
21.00 divided by 4 is 5.25 so you'd be payingmore at "no mess or stress dry"
which of the following is a example of a proportional relationship
*photo is down there
show proof for brainliest
Answer:
The third one
Step-by-step explanation:
You multiply x by 6 to get y. 1x6=6, 2x6=12, 3x6=18.
4. Find PQ
N
Р
5x + 16
S
R.
9x - 32
Q
Answer on= 12
Step-by-step explanation:
The value of PQ in rhombus NPQR is 76 units.
The figure above is a rhombus.
Properties of a rhombus:All the sides are equal opposite angles are equalThe diagonal are perpendicular bisector of each other.Therefore,
PQ = NR = NP = RQ
5x + 16 = 9x - 32
5x - 9x = -32 - 16
-4x = -48
x = -48 / -4
x = 12
PQ = 5(12) + 16 = 60 + 16 = 76 units
learn more on rhombus here: https://brainly.com/question/25278931?referrer=searchResults
Find the sum of these
Step-by-step explanation:
5x² - 8x + 2 + x² - 6x +3
= 6x²- 14x + 5
LM is 3x, MN is 2x+2. M is the midpoint of LN. What is LM?
Answer:
1/2
Step-by-step explanation:
3x=(1/2)(2x+2)
3x=x+1
3x-x=x-x+1
2x=1
x=1/2
Let A = {a, b, c}, B = {b, c, d}, and C = {b, c, e}. (a) Find A ∪ (B ∩ C), (A ∪ B) ∩ C, and (A ∪ B) ∩ (A ∪ C). (Enter your answer in set-roster notation.) A ∪ (B ∩ C) = (A ∪ B) ∩ C = (A ∪ B) ∩ (A ∪ C) = Which of these sets are equal? A ∪ (B ∩ C) = (A ∪ B) ∩ (A ∪ C) (A ∪ B) ∩ C = (A ∪ B) ∩ (A ∪ C) A ∪ (B ∩ C) = (A ∪ B) ∩ C (b) Find A ∩ (B ∪ C), (A ∩ B) ∪ C, and (A ∩ B) ∪ (A ∩ C). (Enter your answer in set-roster notation.) A ∩ (B ∪ C) = (A ∩ B) ∪ C = (A ∩ B) ∪ (A ∩ C) = Which of these sets are equal? A ∩ (B ∪ C) = (A ∩ B) ∪ C (A ∩ B) ∪ C = (A ∩ B) ∪ (A ∩ C) A ∩ (B ∪ C) = (A ∩ B) ∪ (A ∩ C) (c) Find (A − B) − C and A − (B − C). (Enter your answer in set-roster notation.) (A − B) − C = A − (B − C) = Are these sets equal? Yes No
Answer:
(a)
[tex]A\ u\ (B\ n\ C) = \{a,b,c\}[/tex]
[tex](A\ u\ B)\ n\ C = \{b,c\}[/tex]
[tex](A\ u\ B)\ n\ (A\ u\ C) = \{b,c\}[/tex]
[tex](A\ u\ B)\ n\ C = (A\ u\ B)\ n\ (A\ u\ C)[/tex]
(b)
[tex]A\ n\ (B\ u\ C) = \{b,c\}[/tex]
[tex](A\ n\ B)\ u\ C = \{b,c,e\}[/tex]
[tex](A\ n\ B)\ u\ (A\ n\ C) = \{b,c\}[/tex]
[tex]A\ n\ (B\ u\ C) = (A\ n\ B)\ u\ (A\ n\ C)[/tex]
(c)
[tex](A - B) - C = \{a\}[/tex]
[tex]A - (B - C) = \{a,b,c\}[/tex]
They are not equal
Step-by-step explanation:
Given
[tex]A= \{a,b,c\}[/tex]
[tex]B =\{b,c,d\}[/tex]
[tex]C = \{b,c,e\}[/tex]
Solving (a):
[tex]A\ u\ (B\ n\ C)[/tex]
[tex](A\ u\ B)\ n\ C[/tex]
[tex](A\ u\ B)\ n\ (A\ u\ C)[/tex]
[tex]A\ u\ (B\ n\ C)[/tex]
B n C means common elements between B and C;
So:
[tex]B\ n\ C = \{b,c,d\}\ n\ \{b,c,e\}[/tex]
[tex]B\ n\ C = \{b,c\}[/tex]
So:
[tex]A\ u\ (B\ n\ C) = \{a,b,c\}\ u\ \{b,c\}[/tex]
u means union (without repetition)
So:
[tex]A\ u\ (B\ n\ C) = \{a,b,c\}[/tex]
Using the illustrations of u and n, we have:
[tex](A\ u\ B)\ n\ C[/tex]
[tex](A\ u\ B)\ n\ C = (\{a,b,c\}\ u\ \{b,c,d\})\ n\ C[/tex]
Solve the bracket
[tex](A\ u\ B)\ n\ C = (\{a,b,c,d\})\ n\ C[/tex]
Substitute the value of set C
[tex](A\ u\ B)\ n\ C = \{a,b,c,d\}\ n\ \{b,c,e\}[/tex]
Apply intersection rule
[tex](A\ u\ B)\ n\ C = \{b,c\}[/tex]
[tex](A\ u\ B)\ n\ (A\ u\ C)[/tex]
In above:
[tex]A\ u\ B = \{a,b,c,d\}[/tex]
Solving A u C, we have:
[tex]A\ u\ C = \{a,b,c\}\ u\ \{b,c,e\}[/tex]
Apply union rule
[tex]A\ u\ C = \{b,c\}[/tex]
So:
[tex](A\ u\ B)\ n\ (A\ u\ C) = \{a,b,c,d\}\ n\ \{b,c\}[/tex]
[tex](A\ u\ B)\ n\ (A\ u\ C) = \{b,c\}[/tex]
The equal sets
We have:
[tex]A\ u\ (B\ n\ C) = \{a,b,c\}[/tex]
[tex](A\ u\ B)\ n\ C = \{b,c\}[/tex]
[tex](A\ u\ B)\ n\ (A\ u\ C) = \{b,c\}[/tex]
So, the equal sets are:
[tex](A\ u\ B)\ n\ C[/tex] and [tex](A\ u\ B)\ n\ (A\ u\ C)[/tex]
They both equal to [tex]\{b,c\}[/tex]
So:
[tex](A\ u\ B)\ n\ C = (A\ u\ B)\ n\ (A\ u\ C)[/tex]
Solving (b):
[tex]A\ n\ (B\ u\ C)[/tex]
[tex](A\ n\ B)\ u\ C[/tex]
[tex](A\ n\ B)\ u\ (A\ n\ C)[/tex]
So, we have:
[tex]A\ n\ (B\ u\ C) = \{a,b,c\}\ n\ (\{b,c,d\}\ u\ \{b,c,e\})[/tex]
Solve the bracket
[tex]A\ n\ (B\ u\ C) = \{a,b,c\}\ n\ (\{b,c,d,e\})[/tex]
Apply intersection rule
[tex]A\ n\ (B\ u\ C) = \{b,c\}[/tex]
[tex](A\ n\ B)\ u\ C = (\{a,b,c\}\ n\ \{b,c,d\})\ u\ \{b,c,e\}[/tex]
Solve the bracket
[tex](A\ n\ B)\ u\ C = \{b,c\}\ u\ \{b,c,e\}[/tex]
Apply union rule
[tex](A\ n\ B)\ u\ C = \{b,c,e\}[/tex]
[tex](A\ n\ B)\ u\ (A\ n\ C) = (\{a,b,c\}\ n\ \{b,c,d\})\ u\ (\{a,b,c\}\ n\ \{b,c,e\})[/tex]
Solve each bracket
[tex](A\ n\ B)\ u\ (A\ n\ C) = \{b,c\}\ u\ \{b,c\}[/tex]
Apply union rule
[tex](A\ n\ B)\ u\ (A\ n\ C) = \{b,c\}[/tex]
The equal set
We have:
[tex]A\ n\ (B\ u\ C) = \{b,c\}[/tex]
[tex](A\ n\ B)\ u\ C = \{b,c,e\}[/tex]
[tex](A\ n\ B)\ u\ (A\ n\ C) = \{b,c\}[/tex]
So, the equal sets are:
[tex]A\ n\ (B\ u\ C)[/tex] and [tex](A\ n\ B)\ u\ (A\ n\ C)[/tex]
They both equal to [tex]\{b,c\}[/tex]
So:
[tex]A\ n\ (B\ u\ C) = (A\ n\ B)\ u\ (A\ n\ C)[/tex]
Solving (c):
[tex](A - B) - C[/tex]
[tex]A - (B - C)[/tex]
This illustrates difference.
[tex]A - B[/tex] returns the elements in A and not B
Using that illustration, we have:
[tex](A - B) - C = (\{a,b,c\} - \{b,c,d\}) - \{b,c,e\}[/tex]
Solve the bracket
[tex](A - B) - C = \{a\} - \{b,c,e\}[/tex]
[tex](A - B) - C = \{a\}[/tex]
Similarly:
[tex]A - (B - C) = \{a,b,c\} - (\{b,c,d\} - \{b,c,e\})[/tex]
[tex]A - (B - C) = \{a,b,c\} - \{d\}[/tex]
[tex]A - (B - C) = \{a,b,c\}[/tex]
They are not equal
I WILL MARK BRAINLIEST The account balance of each of three children at the end of a month is shown below: Kyle has -52.25 Jason has -52.00 Sue has as much savings in her account as the amount Kyle owes the bank. Part A: On a blank paper, draw a number line from -4 to +4. Plot points on the number line to show the account balances of the three children Label the points using the name of each of each child . describe in detail how you created and labeled this number line,and what it looks like in detail Part B: Determine whether Kyle or Jason owes the bank more Use absolute values and inequalities to write statements that justify your conclusion (5 points)
9514 1404 393
Answer:
see attached
Step-by-step explanation:
Given:
Kyle's balance is -$2.25
Jason's balance is -$2.00
Sue's balance is: $2.25
Required:
A: plot and label the points on a number line from -4 to +4
describe how you did it
B: determine who owes more
Solution:
Part A: For the attached plot, we used the Desmos graphing calculator utility, giving it the points (-2.25, 0), (-2.00, 0), and (2.25, 0) to plot on x-y coordinates. The y-axis and minor grid lines are suppressed in order to better approximate a number line. The "label" facility is utilized to attach labels to the points.
Part B: Balances are owed to the bank when the balance is negative. The more negative it is, the more is owed. Kyle's point is farthest to the left on the number line (and is left of 0), so Kyle owes more. The ordering is ...
-2.25 < -2.00 < 0
where |-2.25| > |-2.00|. The number -2.25 is Kyle's balance, so he owes more.
Hello! The girl above me is correct :)
One bar of candy A and two bars of candy B
have 767 calories. Two bars of candy A and
one bar of candy B contain 775 calories. Find
the caloric content of each candy bar.
I'm not 100% sure, but imma have a go.
Answer:
a = 261; b = 253
Step-by-step explanation:
label candy bar A as a
label candy bar B as b
Make 2 equations.
2b + a = 767 (1)
b + 2a = 775 (2)
Solve for a in (1)
2b + a = 767 (-2b)
a = -2b + 767
Substitute for into (2)
b + 2( -2b + 767 ) = 775 (flip)
2( -2b + 767 ) + b = 775 (solve)
−4b + 1534 + b = 775 (add b)
-3b + 1534 = 775 (subtract 1534 from both sides)
−3b = −759 (divide both sides by 3)
b = 253
Substitute b into (1)
a = -2b + 767 (substitute)
a = -2 (253) + 767 (solve)
a = -506 + 767 (add)
a = 261
how much greater is 620,000 than 62?
Answer:
10,000
Step-by-step explanation:
620,000/62 = 10,000
What is the Area of the right angle
Answer:
141.96
Step-by-step explanation:
The area or solution for the area of a triangle is base* height divided by 2 so what I did was 31.2cm as the base and 9.1 as the height and I multiplied them together and then I divided by 2! Hope this helped!
Sara uses 9.3 pints of white paint and blue paint to paint her bedroom walls.
3/5 of this amount is white paint, and the rest is blue paint. How many pints of blue paint did she use to paint her bedroom walls?
Answer:2.65
Step-by-step explanation:
The answer is 2.65
Find the volume of the cylinder to the nearest tenth
Answer:
1131 m^3
Step-by-step explanation:
Formula is π r^2h
then substitute the values r=6,h=10
1130.97
then round the number by nearest tenth.
which is 1131.
Find the value of x in the triangle shown below 8 10
Answer:
x = 6
Step-by-step explanation:
pythagorean theorem
a^2 = c^2 - b^2
a^2 = 10^2 - 8^2
a^2 = 100 - 64
a^2 = 36
sqrt a^2 = sqrt 36
a = 6
CHECK:
6^2 + 8^2 = 10^2
36 + 64 = 100
yes.
PLEASE HELP ASAP!!!! GOING TO GIVE 30 POINTS
Answer:
The second answer option
Step-by-step explanation:
Lmk if you need explanation