g(t) = -2t + 3f(t) = 2t - 5
Find (g f)(t)

Answer:

\(x = - \frac{2}{9} \)

Answer:   \(\text{x} = \boldsymbol{-\frac{2}{9}}\)

2 goes in the green box up top

9 goes in the gray box down below.

=========================================

Work Shown:

\(-2(4+3\text{x}) = 3(\text{x}-2)\\\\-8-6\text{x} = 3\text{x}-6\\\\-6\text{x}-3\text{x} = -6+8\\\\-9\text{x} = 2\\\\\text{x} = \boldsymbol{-\frac{2}{9}}\\\\\)

The answer of the given question based on the finding the m∠QTS from a circle with the measure of minor arc the answer is the measure of angle ∠QTS is 60° degrees.

In geometry, arc is  portion of a curve or  circle. It is defined as the part of the curve that is contained between two points, called endpoints, on curve. The length of  arc is  fraction of the circumference of  circle, determined by the measure of  central angle that subtends it.

An arc is typically denoted by  two endpoints, with  small arc or arc symbol above the two letters. For example, an arc with endpoints A and B would be denoted as "⌒AB" or "AB".Arcs can be classified based on their measure or  position of their endpoints.

An arc with measure less than 180 degrees is called  minor arc, while an arc with measure greater than 180 degrees is called  major arc. An arc with measure equal to 180 degrees is called semicircle.

Since arc QS is a minor arc, we know that angle ∠QTS is half the measure of arc QS. Therefore, we have:

m∠QTS = (1/2) m arc QS

m∠QTS = (1/2) (120°) [Substituting the given value of m arc QS]

m∠QTS = 60°

Therefore, the measure of angle ∠QTS is 60° degrees.

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m^2-6m-16=0

We have a quadratic expression:

am^2+bm+c =0

Where:

a= 1

b= -6

c= -16

Apply the quadratic formula:

(-b±√(b²-4ac))/(2a)

(-(-6)±√((-6)²-4(1)-16))/(2x1)

(6±√(36+64))/(2)

(6± √100 )/2

(6± 10 )/2

Positive: (6+10)/2 =16 /2 = 8

Negative : (6-10)/2 = -4/2 =-2

m1= 8

m2=-2

Answer: no solution

Step-by-step explanation:

\(8x^{2} +32=0\)

Factor out 8

\(8(x^{2} +4)=0\)

no solution

Why?

Think about the graph, \(x^{2}\) shifted up 4 has no zeros, even with a vertical stretch of 8.

answer: -13a + 1b

-5a - 8 = -13

2b - b = 1b

Answer:

Combine like terms

−5a -8a+2b-b

13a+2b-b

2

Combine like terms

again

3

Multiply by 1

Solution

-13a+b

Step-by-step explanation:

For the reformers' idea to qualify as an acceptable explanation, it must describe a consistent pattern or association between the independent variable ("know the predicted outcome") and the dependent variable ("did not vote")

. In other words, if the media's early declarations of a winner in key states indeed depress turnout in areas where the polls are still open, there should be evidence of a higher likelihood of people not voting when they have knowledge of the predicted outcome compared to when they do not have such knowledge.

If we assume that knowledge of an election's predicted outcome is causally linked to turnout, there are several possible reasons why differences in knowledge of the outcome might cause differences in turnout. Firstly, individuals who are aware of the predicted outcome may feel that their vote is less influential or necessary, leading to a decreased motivation to participate in the election. This is known as the "bandwagon effect," where people tend to follow the perceived popular choice. Secondly, if individuals believe that the election is already decided in favor of a particular candidate or party, they may perceive their vote as futile and choose not to participate. Finally, individuals who have knowledge of the predicted outcome might experience a reduced sense of urgency or a lack of interest in casting their vote, assuming that the result is already determined.

Testable hypothesis: Knowledge of an election's predicted outcome is negatively correlated with voter turnout.

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Could you please express this question better, I don't seem to understand the objective.

Answer: Answer: CB = 7.    AC = 5.

Step-by-step explanation:

Well we know that A-B is 7. And this is a right triangle, so the CB will be the same length. So CB = 7.

Now AC.

You divide 45 degrees by 7. And you get five.

So AC = 5 and CB = 7.

Based on the graph given on the height of the helicopter, the slope and y-intercept of the function would be:

To find the slope of the line om the height of the helicopter, the formula is:

= Change in y / Change in x

= (100 - 50) / (5 - 0)

= 50 / 5

= 10

The y-intercept takes the form b in the linear equation model:

y = mx + b

100 = 10(5) + b

b = 100 - 50

b = 50

The slope is 10 and the y-intercept is 50.

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Step-by-step explanation:

what to find then??.........

A small number of individuals could cause a widespread distribution of the disease.

A researcher applying Watts's mathematical models to study the transmission of an airborne contagious disease can most reasonably assume that:

1. The disease transmission follows a network-based spread pattern.

In Watts's mathematical models, the focus is on network structures and the dynamics of spreading phenomena. Therefore, the researcher can reasonably assume that the transmission of the airborne contagious disease is influenced by the connections and interactions within a network. This implies that individuals are not randomly interacting but are part of a network where the disease can propagate along the links.

The spread of the disease is influenced by the characteristics of the network.

Watts's models highlight the importance of the network structure in determining the spread of contagion. Therefore, the researcher can reasonably assume that factors such as network connectivity, node centrality, clustering, and other network properties significantly influence the transmission dynamics of the airborne contagious disease. These characteristics can affect the speed, reach, and severity of the disease's spread within the network.

By considering these assumptions, the researcher can utilize Watts's mathematical models to gain insights into how an airborne contagious disease might spread through a network and inform strategies for disease control and prevention.

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The cost of producing 400 bottles is $2320 .

What is cost function ?

  The cost that will be incurred at a specific activity level is predicted using a cost function. This formula usually only works within a certain range of activity levels; over that point, it stops producing reliable results. Beyond these activity levels' outer limits, the cost function must be changed to take into account things like changes in volume discounts and the occurrence of step charges.

Here the given function shows the cost in dollars for x number of bottles.

=> c = 0.55x + 2100

Here number of bottles  x= 400

=> c = 0.55* 400 + 2100 = $2320

Hence the cost of producing 400 bottles is $2320.

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By working with fractions, we will see that Tom originally had 144 marbles.

Let's say that the original number of marbles is M.

Then, he gives 1/4 of them to Bob, so Bob has M/4 marbles.

Bob gives 1/3 of what he had to John, so John has:

Then, John gives 1/2 of what he has to Kevin, so Kevin has:

Then Kevin gives 1/6 (Then he keeps 5/6 of the marbles) of what he has to Michael, and after that he has 5 marbles, this means that:

(5/6)*(M/24) = 5

Solving for M, we get:

M = (6/5)*24*5 = 144

This means that Tom originally had 144 marbles.

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Answer: B. The test contains 10 three-point questions and 14 five-point questions

Step-by-step explanation:

14 * 5 = 70

10 * 3 = 30

70 + 30 = 100

14 + 10 = 24

Answer:

y=14

x=10

Step-by-step explanation:

x+y=24

3x+5y = 100

multiply the first equation by 3 and subtract from second one :

3x+3y=72

-

3x+5y=100

equal : -2y=-28

y=14

x=10

Tangent (tan) can be expressed as the sine (sin) function divided by the cosine (cos) function: tan(x) = sin(x)/cos(x).

To express tangent (tan) in terms of cosine (cos), we can use the fundamental trigonometric identity:

tan(x) = sin(x) / cos(x)

Using the Pythagorean identity, sin^2(x) + cos^2(x) = 1, we can rewrite sin(x) in terms of cos(x):

sin^2(x) = 1 - cos^2(x)

Taking the square root of both sides:

sin(x) = √(1 - cos^2(x))

Now, substituting this expression for sin(x) into the equation for a tangent:

tan(x) = sin(x) / cos(x) = (√(1 - cos^2(x))) / cos(x)

Therefore, tangent (tan) can be expressed in terms of cosine (cos) as tan(x) = (√(1 - cos^2(x))) / cos(x).

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James' total earnings would be $51.25 if he worked 5 hours.

The equation that correctly relates James' total earnings, d, to the number of hours he worked, h, can be expressed as:

d = 10.25h

In this equation, "d" represents James' total earnings, and "h" represents the number of hours he worked. The equation states that the total earnings, "d," can be determined by multiplying the hourly rate of $10.25 by the number of hours worked, "h."

For each hour James worked, he earned $10.25, so to find his total earnings, we multiply his hourly rate by the number of hours he worked. This equation allows us to calculate his total earnings based on the number of hours he worked.

For example, if James worked 5 hours, we can substitute "h" with 5 in the equation:

d = 10.25 * 5

d = 51.25

Hence, James' total earnings would be $51.25 if he worked 5 hours.

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The value of expression (9.5×10-6)÷(5×104) is 0.1712

Consider a mathematical expression (9.5×10-6)÷(5×104)

We use PEDMAS rule to solve this expression.

We know that the PEMDAS rule gives the order of mathematical operations.

PEMDAS means we solve an expression in following order : parentheses, exponents, multiplication, division, addition, and subtraction.

Here (9.5×10-6)÷(5×104) we have two parentheses

Consider the first parentheses

(9.5×10 - 6)

= 95 - 6

= 89

Consider the second parentheses

(5×104) = 520

Now we solve (9.5×10 - 6)÷(5×104) = 89 ÷ 520

                                                       = 0.1712

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Answer:

168.75%

Step-by-step explanation:

Answer: 3 customers per minute

Step-by-step explanation: 12/4 is 12 customers and 4 is the minutes. We want to know the rate at 1 minute so you divided 12 by 4 and 4 by 4, which gives you 3/1 or 3 customers per minute.

Answer:

C

Step-by-step explanation:

they are parallel with one another and will never touch

Answer:

A = 6

B = 5.5

Step-by-step explanation:

16/8 = 2 so just multiply by 2 for 3, and divide by 2 for 11

yes

Step-by-step explanation:

Given :

Luis and Olivia are saving money to buy their favorite candy at the store.

For every $5 Luis saves, Olivia saves $7.

After a week, Luis saves $42 less than Olivia.

To Find :

If there favorite candy cost $2.50 per pack, how many packs of candy can each of them buy.

Solution :

Ratio of money saved by Olivia and Luis is 7/5 .

Let, money save by Olivia is x.

So, money saved by Luis is x - 42 .

\(\dfrac{7}{5}=\dfrac{x}{x-42}\\\\7x - 294 = 5x\\\\x =\$ 147\)

Money saved by Luis, $105 .

Number of pack Olivia can buy is, = 147/2.5 = 58.8 = 58 packets.

Number of pack Luis can buy is, = 105/2.5 = 42 packets.

Therefore, Olivia and Luis can buy 58 and 42 packets respectively.

Answer:

2.5 + 3h = 13

Step-by-step explanation:

2.5 for the hotdog.

3 for each hamburger

3.5$ for each hamburger as h

Hope this Helps!

Solution:

Given that a committee of 4 teachers and 3 students is to be formed from 12 teachers and 35 students, we have

Recall that:

This gives:

Hence, the number of committees that can be formed is

The answer is only 1

The decimal 0.627 in expanded form is 2. (6 × 0.1) + (2 × 0.01) + (7 × 0.001)

A decimal is a number in which the denominator is a power of ten.

To write 0.627 in expanded form using decimals, we proceed as follows.

Since we have 0.627 we re-write the decimal in powers of ten as follows

We note that 6 is in the tenths place, 2 is in the hundredths place and 7 is in the thousandths place. So, we have that

0.627 = 6/10 + 2/100 + 7/1000

= 0.6 + 0.02 + 0.007

Re-writing this, we have

= 0.6 + 0.02 + 0.007

= (6 × 0.1) + (2 × 0.01) + (7 × 0.001)

So, the answer is 2. (6 × 0.1) + (2 × 0.01) + (7 × 0.001)

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