f(x) = 2x+4
g(x) = x - 7
h(x)=9-x

Find
f(g(x))

Answer:

(C) 3 feet

Step-by-step explanation:

We have a function of f(x) here. When Sarina throws the ball, it has been 0 seconds since she threw it.

Since x represents the amount of seconds, we can find the height of the ball (f(x)) by substituting x in as 0.

[tex]-0^2 - 0 + 3[/tex]

0 squared is 0, 0 minus zero is 0, and 0+3 = 3, so

[tex]f(x) = 3[/tex]

Meaning that when Sarina threw the ball, it's height was 3 feet.

Hope this helped!

Answer:

8 and 7

Step-by-step explanation:

the square root of 75 is approximately 8.66025 or 5√3 in radical form

Solution for 6x^2+9x=0 equation:

Simplifying

6x2 + 9x = 0

Reorder the terms:

9x + 6x2 = 0

Solving

9x + 6x2 = 0

Solving for variable 'x'.

Factor out the Greatest Common Factor (GCF), '3x'.

3x(3 + 2x) = 0

Ignore the factor 3.

Subproblem 1

Set the factor 'x' equal to zero and attempt to solve:

Simplifying

x = 0

Solving

x = 0

Move all terms containing x to the left, all other terms to the right.

Simplifying

x = 0

Subproblem 2

Set the factor '(3 + 2x)' equal to zero and attempt to solve:

Simplifying

3 + 2x = 0

Solving

3 + 2x = 0

Move all terms containing x to the left, all other terms to the right.

Add '-3' to each side of the equation.

3 + -3 + 2x = 0 + -3

Combine like terms: 3 + -3 = 0

0 + 2x = 0 + -3

2x = 0 + -3

Combine like terms: 0 + -3 = -3

2x = -3

Divide each side by '2'.

x = -1.5

Simplifying

x = -1.5

Solution

x = {0, -1.5}

Answer:

s > 62

Step-by-step explanation:

I hope this helps!

The inequality which represents the given statement is given by s > 62.

What are inequalities ?

When two values are compared , an inequality represents whether one is greater than, less than, or not equal to the other.

The given statement is "negative thirty-one less than s is greater than 93". This statement must be transformed into form of an inequality.

We know that an inequality comes when a number is greater than or less than another number . Here the variable is the unknown number 's'. This meant the expression can be written as :

s - (-31) > 93

Simplifying this inequality we get :

s + 31 > 93

s > 93  - 31

s > 62

Therefore , the inequality which represents the given statement is given by s > 62.

Learn more about inequalities here :

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Answer:

mark owes Kira $2

I think

Answer:

Distance traveled= 41968.4 km

The domain of the function is t

t(h)= 478

h = hours

Step-by-step explanation:

the distance that they traveled in kilometers, d, can be modeled by

d(t) = 97.8t

where t is the time in hours

They traveled a total of 478 hours.

Distance traveled d(t)

d(t) = 87.8(478)

d(t) = 41968.4

Distance traveled= 41968.4 km

The domain of the function is t

t(h)= 478

Answer:

$8.75

Step-by-step explanation:

If you do

$3.50 x 2.5 you get

$8.75

Answer:

  27a³ -8

Step-by-step explanation:

A binomial has two terms. If one of the terms is the constant -8, the other must be a cubic term, something with a variable to the third power.

  27a³ -8 . . . . . a cubic binomial with a constant of -8

Answer:

7X+7=2(X+1)

7X+7=2X+2

7x-2X =2-7

5X/5 =-5/5

. X =-1

Answer:

a = [tex]\frac{9}{2}[/tex]

Step-by-step explanation:

To find the value of a, find the Slope of both the equations.

For lines to be perpendicular to each other    [tex]m_{1}m_{2} = - 1[/tex]

For line 1:

2x + 3y − 6 = 0 represent the line in y=mx +c form

3y = -2x + 6

y = [tex]\frac{-2}{3} x[/tex] + [tex]\frac{6}{3}[/tex]

y = [tex]\frac{-2}{3} x[/tex] + 2

[tex]m_{1}[/tex] = [tex]\frac{-2}{3}[/tex]

For line 2:

ax - 3y = 5

ax = 5 + 3y

ax - 5 = 3y

y = [tex]\frac{ax}{3} - \frac{5}{3}[/tex]

[tex]m_{2}[/tex] = [tex]\frac{a}{3}[/tex]

Apply the condition of perpendicularity:

[tex]\frac{-2}{3}[/tex] * [tex]\frac{a}{3}[/tex] = - 1

[tex]\frac{2a}{9} = 1[/tex]

a = [tex]\frac{9}{2}[/tex]

Answer:

A)P(A ∩ B) cannot be equal to 0.5.

B)P(A ⋃ B) = 0.7

C)P[(A ∪ B)'] = 0.3

D)P(A ∩ B') = 0.3

E)probability that the selected student has exactly one of these two types of cards = 0.4

Step-by-step explanation:

A) We want to find out if P(A ∩ B) = 0.5

Now, this value is not possible because the probability of intersection of two events can not be greater than the probability of each individual event.

We are told that P(A) = 0.6 and P(B) = 0.4.

Due to the fact that the probability of B is less than 0.4 which is less than 0.5, It means that the intersection of A and B can't be greater than 0.4.

Thus, P(A ∩ B) cannot be equal to 0.5.

B) Now, P(A ∩ B) = 0.3

The probability that the selected student has at least one of these two types of cards would be P(A ⋃ B)

Now, this is expressed as;

P(A ⋃ B) = P(A) + P(B) − P(A ∩ B)

Thus,

P(A ⋃ B) = 0.6 + 0.4 - 0.3

P(A ⋃ B) = 0.7

C) Probability that the selected student has neither type of card would be expressed as; P[(A ∪ B) ' ]

Thus is further expressed as;

P[(A ∪ B) ' ] = 1 − P(A ∪ B)

P[(A ∪ B)'] = 1 - 0.7

P[(A ∪ B)'] = 0.3

D) We want to describe in terms of A and B, the event that the selected student has a Visa card but not a MasterCard.

This is simply an intersection of event A and compliment of event B. Thus, it implies that we we will remove the events when student has both types of cards from the events of A. This probability is expressed as P(A ∩ B')

Thus gives;

P(A ∩ B') = P(A) - P(A ∩ B)

P(A ∩ B') = 0.6 - 0.3

P(A ∩ B') = 0.3

E) Now, we want to find the probability that the selected student has exactly one of these two types of cards.

This is simply the addition of intersection of event A with compliment of event B and intersection of event B with compliment of event A . The probability is given by:

P(A ∩ B') + P(A' ∩ B)

Expanding this gives;

P(A ∩ B') + P(B) - P(A ∩ B)

Plugging in the relevant values gives;

0.3 + 0.4 - 0.3 = 0.4

Answer:

-7 + 4 = -3

Step-by-step explanation:

So you start at -7 and if you add a positive number to a negative number you basically subtract from the negative number, so you would do -7 + 4 which equals -3

Answer:

To square a number, multiply the number by itself.

Step-by-step explanation:

Answer:

0.025 l

Hope it helped u if yes mark me BRAINLIEST

Answer:

domain is x

range is y

Step-by-step explanation:

The values for the domain of the function appear on the x-axis and the values for the range appear on the y-axis.

A function's range is the set of all values that the function accepts, and its domain is the set of all values for which the function is defined.

The domain is for the independent variable while the range is for the dependent variable.

For example f(x) = x²

Now if we put x = 1 then it is called as domain variable while the value of function at x = 1 its that f(1) = 1 called range variable.

The range is the interval where the function f(x) is defined whereas the domain is the input interval of the independent variable (x).

For example f(x) = x²

Now if we put x = 1 then it is called as domain variable while the value of function at x = 1 its that f(1) = 1 called range variable.

Hence "The values for the domain of the function appear on the x-axis and the values for the range appear on the y-axis".

For more details about the range and domain of the function,

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Answer:

GK = 9x-5

Step-by-step explanation:

GK = GH +HJ + JK

= (GJ - HJ) + (HJ) + (HK - HJ)

= (4x-3-x) + (x) + (6x-2-x)

= 3x-3 + x + 5x-2

= (3x+5x+x)+(-3-2)

GK = 9x-5

Answer:

each friend gets 1/36 of the loaf of pumpkin bread

Step-by-step explanation:

1/6 of a loaf

1/6 divided by 6

turn 6 into a fraction → 6/1

1/6 ÷6/1

to divide multiply the reciprocal 6/1 → 1/6

1/6 x 1/6 = 1/36

each friend get 1/36

OR

6/x = 1/6

x= 36

6/36

Answer:

4

Step-by-step explanation:

3³=27

6-³=1/216

2^5=32

27X1/216x32

=4

Answer:

Triangle

Step-by-step explanation:

Basically, you have to multiply the base and the height of the triangle, and then divide it by two.

Answer:

O triangle

Step-by-step explanation:

Triangle area = (base*heigth)/2

Answer:

324 teachers

Step-by-step explanation:

3 teachers of every 50 students

__ teachers of 5400 students

so,

[tex]5400 \div 50 = 108[/tex]

therefore,

[tex]3 \times 108 = 324[/tex]

Answer:

1. -9/20

2.  1  7/12

3.  -4  1/3

Step-by-step explanation:

When adding and subtracting fractions with unlike denominators, you must first make them like denominators. To do this we must:

1. Find the Least Common Multiple of the denominators (which is called the Least Common Denominator).

2. Change each fraction (using equivalent fractions) to make their denominators the same as the least common denominator.

3. Then add (or subtract) the fractions, as we wish!

The easiest way to this is by multiplying the denominators. Remember that whatever you do to the bottom, you also do to the top

1. -5/4 +4/5

if we multiply 4 and 5, we get 20. Our denominator will be 20 before we simplify.

our new equation is going to be -25/20 + 16/20. Now we can add these together to get an answer of -9/20. Which is in the simplist form.

One more thing: to make a mixed number an improper fraction, you multiply the whole number by the denominator, and add the numerator.

1X4=4

4+1=5

The improper fraction is 5/4.

To make a Whole number a fraction, multiply the number by the denominator

-5x3=15

The improper is -15/3.

To go from an improper to a mixed, divide the numerator by the denominator. The remainders are going to be the fraction attached.

[tex]3d=n[/tex]

[tex]10d+5n=325[/tex]

[tex]10d+15d=325[/tex]

[tex]25d=325[/tex]

[tex]d=13[/tex]

[tex]n=39[/tex]

Hope this helps.

頑張って!

Answer:

  53.3

Step-by-step explanation:

One way to do this is to add half a tenth, 0.05, then drop all the digits of the result to the right of the tenths digit.

  53.2785 +0.05 = 53.3285

Dropping digits to the right of the tenths place, we have ...

  53.3

_____

The effect of this is to increase the tenths digit by 1 if the hundredths digit is 5 or more. That is the usual instruction given for rounding to tenths. (Then drop hundredths and digits to the right.)

Answer:

x = ±4

Step-by-step explanation:

Step 1: Write out quadratic

2x² - 5 = 27

Step 2: Add 5 to both sides

2x² = 32

Step 3: Divide both sides by 2

x² = 16

Step 4: Take the square root of both sides

x = ±4

∴ x can equal -4 or 4

Answer:

[tex] \boxed{ \bf \huge \: x =4}[/tex]

[tex] \rm \: Or,[/tex]

[tex] \boxed{\bf \huge \: x = - 4}[/tex]

Step by step explanation:

Given Equation is :-

[tex]\sf \implies \: 2 {x}^{2} - 5 = 27[/tex]

We need to find the value of [tex]x[/tex] using Quadric formula.

Firstly, Subtract 27 from both of the side(s):-

[tex]\sf \implies2 {x}^{2} - 5 - 27 = 27 - 27[/tex]

On Simplification:-

Add -5-27 as (-) and (-) equals to (+). -5-27 would be represented as 5+27, which results to 32.

[tex]\sf\sf \implies2 {x}^{2} - 32 = 0[/tex]

Then, for this equation , a=2, b=0, c=-32.

Put the values :-

That is,

[tex]\sf \implies2 {x}^{2} + 0x + ( - 32) = 0[/tex]

As we know, that the quadratic formula is:-

[tex]\sf \implies \: x = \dfrac{ -b \pm \sqrt{b {}^{2} - 4ac } }{2a} [/tex]

Put the values :-

[tex]\sf \implies \: x = \dfrac{ - 0 \pm \sqrt{0 {}^{2} \: - 4(2) ( - 32)} }{2(2)} [/tex]

On Simplification:-

[tex]\sf \implies \: x = \dfrac{ - 0 {}^{} \pm \sqrt{ {0 } - \: 8 \times - 32}}{2 \times 2} [/tex]

[tex]\sf \implies \: x = \dfrac{ - 0 \pm \: \sqrt{ - 8 \times - 32} }{4}[/tex]

[tex]\sf \implies x = \dfrac{ - {0}^{}\pm \: \sqrt{ + 256} }{4} [/tex]

As 0 has no value here,

[tex]\sf \implies \: x = \dfrac{ \pm \sqrt{256} }{4} [/tex]

On cancelling,

Remove the square of 256 ( √256)

[tex]\sf \implies \: x = \dfrac{ \pm \cancel{ \: 256}}{ \cancel4} [/tex]

[tex]\sf \implies \: x = ± + 4[/tex]

It may be represented as,

[tex]\sf \implies \: x = - 4[/tex]

Or,

[tex]\sf \implies \: x = 4[/tex]

_______________________________

I hope this helps!

Please let me know if you have any questions.

~MisterBrian

Answer:

(y^3)(z^2)

Step-by-step explanation:

subtract the common based exponents

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[tex]\sf{\dfrac{y^7z^3}{y^4z}}\\\\=\tt{\dfrac{y^7}{y^4}×\dfrac{z^3}{z^1}}\\\\=\tt{y^{(7-4)}×z^{(3-1)}}\\\\=\tt{(y^3)×(z^2)}\\\\\pmb{\green{\boxed{\bold{y^3z^2}}}}[/tex] 

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