f(3)=2x-5 evaluate function

Answer:

6 > 2x + y

To find the slope and y-intercept for this linear inequality, we need to write it in slope-intercept form, which is y = mx + b, where m is the slope and b is the y-intercept.

Rearranging the given inequality, we get:

y > -2x + 6

Comparing this with y = mx + b, we can see that the slope is -2 and the y-intercept is 6.

So, the slope is m = -2 and the y-intercept is b = 6.

To graph this linear inequality, we can draw the line y = -2x + 6 (which has a slope of -2 and y-intercept of 6) as a dashed line (since y > -2x + 6, not y = -2x + 6). Then we shade the region above the line, since all the points in that region satisfy the inequality y > -2x + 6.

x < 3y - 6

Again, we need to write this inequality in slope-intercept form to find the slope and y-intercept. Rearranging, we get:

3y > x + 6

Dividing both sides by 3, we get:

y > (1/3)x + 2

So, the slope is m = 1/3 and the y-intercept is b = 2.

To graph this linear inequality, we draw the line y = (1/3)x + 2 (which has a slope of 1/3 and y-intercept of 2) as a dashed line (since x < 3y - 6, not x = 3y - 6). Then we shade the region below the line, since all the points in that region satisfy the inequality x < 3y - 6.

Answer:

x = 12

Step-by-step explanation:

Definition of a point between two points:

Point B is between points A and C if and only if AB + BC = AC.

Now we apply it to this problem.

AB = 3x + 5

BC = 2x + 3

AC = 68

AB + BC = AC

Substitute each segment length with the expression or length above. Then, solve the equation for x.

3x + 5 + 2x + 3 = 68

5x + 8 = 68

5x = 60

x = 12

To determine if there is evidence for a real change in opinion among U.S. adults between 2016 and 2018, we can carry out a two-sample z-test. Here are the steps to follow:

1. State the null and alternative hypotheses:
  - Null hypothesis (H0): There is no real change in opinion among U.S. adults between 2016 and 2018.
  - Alternative hypothesis (Ha): There is a real change in opinion among U.S. adults between 2016 and 2018.

2. Determine the significance level (α) for the test. This is typically set at 0.05 (5%).

3. Collect the data. In this case, we have a sample size of 200 in both 2016 and 2018, representing simple random samples of adults living in the U.S.

4. Calculate the sample means and standard deviations for both samples. These will give us an idea of the average opinion and the variability within each group.

5. Calculate the standard error of the difference in means. This is done by taking the square root of the sum of the squared standard deviations divided by the sample size for each group.

6. Calculate the test statistic (z-score). This is calculated by subtracting the null hypothesis value (0 in this case) from the observed difference in means and dividing it by the standard error.

7. Determine the critical value corresponding to the chosen significance level. This critical value is based on the z-score and can be found in a standard normal distribution table or using statistical software.

8. Compare the test statistic to the critical value. If the test statistic is greater than the critical value, we reject the null hypothesis. If it is less than or equal to the critical value, we fail to reject the null hypothesis.

9. State the conclusion based on the comparison. If we reject the null hypothesis, we can conclude that there is evidence for a real change in opinion among U.S. adults between 2016 and 2018. If we fail to reject the null hypothesis, we conclude that the results are just due to chance.

It's important to note that the actual calculation of the test statistic and critical value depends on the data provided, such as the means and standard deviations. Additionally, this analysis assumes that the data follows a normal distribution and that the samples are independent. Further analysis, such as hypothesis testing, should be done to confirm the results.

In conclusion, by carrying out all the steps for a two-sample z-test and comparing the test statistic to the critical value, you can determine if there is evidence for a real change in opinion among U.S. adults between 2016 and 2018.

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-3x + y = 2 Equation (1)

7x -8y = 1 Equation (2)

Let us solve the system of equations with the elimination method.

-24x + 8y = 16 (Multiplying the equation 1 by 8)

+ 7x - 8y = 1 (Adding the equation 2 to the last form of the equation 1)

------------------

-17x = 17 (Adding like terms)

x = 17/(-17) ( Dividing by -17 on both sides of the equation)

x= -1

Replacing x=-1 in the equation 1,we have:

-3(-1) + y = 2

3 + y = 2 (Multiplying and using the sign rules)

y = 2- 3 (Subtracting 3 from both sides of the equation)

y = -1 (Subtracting)

The answers are x=-1 and y=-1

Answer:

x = -2/3; -20/9 so A

Step-by-step explanation:

im 100% percent sure:)

Answer:

5

Step-by-step explanation:

Step 1: Mean

           10+12+12+16+24

           =74/5

           =14.8

Step 2: Standard Deviation

             Formula----- square root of varieance

             23.04+7.84+7.84+1.44+84.64/5

            124.8/5

             24.96

             \(\sqrt{24.96}\)

            4.996

            5

Answer: 2x = $90

Step-by-step explanation:

From the question, we are informed that Brady is selling candy bars for a school fundraiser to help pay for new sports uniforms and that he gets paid $2 for every candy bar he sells, and he made a total of $90 on Saturday.

The equation showing the number of candy bars Brady sold on Saturday goes thus:

Let the number of candy bars sold on Saturday be x.

Since each candy bar is sold for $2 and he made a total of $90, this means that the $90 gotten is the product of each candy bar and the amount sold which we represented by x. Therefore the equation will be:

2 × x = $90

2x = $90

We can further solve to get x.

2x = 90

x = 90/2

x = 45

That means 45 candy bars were sold.

Answer:

hi, so i belive the correct option to your question is:

2x = 90

Step-by-step explanation:

it just makes the most sense to me because 2x which could mean two times which in the equation it says he makes to dollars per candy bar sold, so it makes more sence for it to be 2x rather than 90x. and then it says he made a total of ninty dollars on saturday which is a key factor in solving this equation so think it would be 2x = 90$.

im really not sure if this logic makes sence, im not super good with algebra but i hope this helps you out.

Answer:

15

Step-by-step explanation:

Let's call the mystery number x.

\(14\cdot 15\cdot x=3150 \\\\210x=3150 \\\\x=3150/210=15\)

Hope this helps!

The equation that represents the third number is x × 15 × 14 = 3150. Then the third number is 15.

The allocation of weights to the important variables that produce the calculation's optimum is referred to as a direct consequence.

The definition of simplicity is making something simpler to achieve or grasp while also making it a little less difficult.

The product of three numbers is 3150. Two of the number are 14 and 15.

Let 'x' be the unknown number. Then the equation is given as,

x × 15 × 14 = 3150

Simplify the equation, then we have

x × 15 × 14 = 3150

210x = 3150

x = 3150 / 210

x = 15

The equation that represents the third number is x × 15 × 14 = 3150. Then the third number is 15.

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Degree of f(x)=3

Degree of g(x)=2

Degree of h(x)=2

Degree of f(g(h(x)))

Option D

Answer:

d) 12

Step-by-step explanation:

Given functions:

\(f(x)=6x^3+5x\)

\(g(x)=3x^2+5\)

\(h(x)=9x^2-8\)

As we are only interested in the degrees of the function, we can eliminate the coefficients of each variable and the constants:

Therefore:

\(\begin{aligned}g[h(x)]& =(x^2)^2\\& =x^4\end{aligned}\)

\(\begin{aligned}f[g[h(x)]] & = (x^4)^3+x^4\\& = x^{12}+x^4\end{aligned}\)

Therefore, the degree of f[g[h(x)]] is 12

Answer:

If you want to find out how many print copies the book is selling, just click the Paperback or Hardcover edition of the book on Amazon, scroll down to Product Details on that page, and find the Amazon Best Sellers Rank for the print edition.

Step-by-step explanation:

The slope of a linear function is always the same thus the missing values are y₂ = 5 , y₃ = 8, and y₄ = 12.

A straight line on the coordinate plane is represented by a linear function.

A linear function always has the same and constant slope.

In another word, a linear function is a function that varies linearly with respect to the changing variable.

As per the given table,

Take (2,3) and (6,19)

Slope = (19 - 3)/(6 - 2) = 4

To maintain the same slope,

(y₂ - 3)/(3 - 2) = 4

y₂ = 5

(y₃ - 4)/(4 - 3) = 4

y₃ = 8

(y₄  - 8)/(5 - 4) = 4

y₄ = 12

Hence "The slope of a linear function is always the same thus the missing values are y₂ = 5, y₃ = 8, and y₄ = 12".

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Answer:

4/5

Step-by-step explanation:

sine is opposite over hypotenuse,

so it's 40/50=4/5

\(~~~~~~ \textit{Compound Interest Earned Amount} \\\\ A=P\left(1+\frac{r}{n}\right)^{nt} \quad \begin{cases} A=\textit{accumulated amount}\dotfill & \pounds 10380\\ P=\textit{original amount deposited}\\ r=rate\to 4.25\%\to \frac{4.25}{100}\dotfill &0.0425\\ n= \begin{array}{llll} \textit{times it compounds per year}\\ \textit{per year, thus once} \end{array}\dotfill &1\\ t=years\dotfill &25 \end{cases}\)

\(10380 = P\left(1+\frac{0.0425}{1}\right)^{1\cdot 25} \implies 10380=P(1.0425)^{25} \\\\\\ \cfrac{10380}{(1.0425)^{25}}=P\implies 3666.87\approx P\)

The correct option is A. Write-in adjustments All above-the-line adjustments that do not have corresponding input lines on Schedule 1 (Form 1040) are indicated as write-in adjustments.

All above-the-line adjustments that do not have corresponding input lines on Schedule 1 (Form 1040) are referred to as write-in adjustments. Line 36 of Schedule 1 is where all write-in adjustments are reported. You have to provide a brief explanation of the adjustment and the corresponding amount for each write-in adjustment.If the IRS has developed an input line for a particular write-in adjustment, taxpayers must use that input line to report the adjustment. 

When writing in adjustments, taxpayers must ensure that the amount they enter is calculated and that they have a reasonable explanation for the adjustment. Taxpayers may be required to provide documentation to support the adjustment if the IRS requests it.

Miscellaneous adjustments and miscellaneous deductions are not used to describe all above-the-line adjustments that do not have corresponding input lines on Schedule 1 (Form 1040).

Therefore, options C and D are incorrect. The correct option is A. Write-in adjustments.

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The number of times more intense that the earthquake in Alaska was than the one in Japan was 1, 000 times more intense.

The Richter magnitude is determined by measuring the height of the greatest wave that has ever been seen at a given distance from the seismic source.

Each order of magnitude is 10 times more intense than the previous one since the Richter scale is a base-10 logarithmic scale. To put it another way, a two is ten times as intense as a one, and a three is one hundred times stronger.

This means that the number of times more intense that the earthquake in Alaska was than the one in Japan was:

= 10 x 10 x 10

= 1, 000 times

Note : Alaska and Japan earthquake difference:

= 9  - 6

= 3

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Answer:

A

Step-by-step explanation:

sin= opp./hyp.

Answer:

the answer is b 8/17

Step-by-step explanation:

Answer:

Its A

Step-by-step explanation:

There are no reflections and there are no compresses or stretches

Answer:

I got 219 but I'm not sure that's the answer.

Step-by-step explanation:

Answer: 64.80

Step-by-step explanation:

(a) The area of the rectangle with sides 3 cm and 4 cm is 12 square centimeters.

(b) The area of the rectangle with sides 12 m and 21 m is 252 square meters.

(a) Rectangle with sides 3 cm and 4 cm:

To find the area of a rectangle, we multiply the length of one side, called the base, by the length of an adjacent side, called the height. In this case, the length of one side is 3 cm, and the length of the adjacent side is 4 cm.

Area of the rectangle = length × width

= 3 cm × 4 cm

= 12 cm²

(b) Rectangle with sides 12 m and 21 m:

Using the same formula for calculating the area of a rectangle, we can find the area of a rectangle with sides 12 m and 21 m.

Area of the rectangle = length × width

= 12 m × 21 m

= 252 m²

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Complete Question:

Find the areas of the rectangles whose sides are:

(a) 3 cm and 4 cm

(b) 12 m and 21 m

In binary notation, the number "10000" represents the value of 16 in ordinary (decimal) numbers. Binary notation is a numbering system that uses only two digits, 0 and 1, to represent all numbers.

Each digit in a binary number represents a power of two, with the rightmost digit representing 2^0, the second-rightmost digit representing 2^1, and so on. In the number "10000", the leftmost digit represents 2^4, or 16, while all other digits are 0.

Therefore, the binary number "10000" is equal to the decimal number 16. It is important to note that binary notation is commonly used in computer programming and digital electronics, while ordinary (decimal) numbers are used in everyday life and most other fields of study.

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Tanya has captured many purple-footed bog frogs. She weighs each one and then counts the number of yellow spots on its back. This trend line is a A. strong fit for these data.

A trend line's ability to accurately predict one variable based on the values of another is directly correlated with how closely it follows the overall pattern of the data points. Essentially, a well-fitted trend line indicates a high degree of correlation between the variables being analyzed.

Looking at the trend line for Tanya's data, we can see that the trend line is a strong fit because the points around it are very close to it which means it can predict values better.

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The intervals are nested, each subsequent interval is contained within the previous one. Mathematically, this means I₁ ⊇ I₂ ⊇ ... In ⊇ ... . Therefore, we have:

1. I₁ ⊇ I₂ implies [a₁; b₁] ⊇ [a₂; b₂], which means a₁ ≤ a₂ and b₁ ≥ b₂.
2. I₂ ⊇ I₃ implies [a₂; b₂] ⊇ [a₃; b₃], which means a₂ ≤ a₃ and b₂ ≥ b₃.

To show that a1 ≤ a2 ≤ ... ≤ an ≤ ..., we need to use the fact that the sequence of intervals is nested, meaning that each interval is contained within the next one.

First, we know that I1 contains I2, so every point in I2 is also in I1. That means that a1 ≤ a2 and b1 ≥ b2.

Now consider I2 and I3. Again, every point in I3 is also in I2, so a2 ≤ a3 and b2 ≥ b3.

We can continue this process for all the intervals in the sequence, until we reach In. So we have:

a1 ≤ a2 ≤ ... ≤ an-1 ≤ an

and

b1 ≥ b2 ≥ ... ≥ bn-1 ≥ bn

This shows that the endpoints of the intervals are ordered in the same way.

Given that I₁ ⊇ I₂ ⊇ ... In ⊇ ... is a nested sequence of intervals and In = [an; bn], we can show that a₁ ≤ a₂ ≤ ... ≤ an ≤ ... and b₁ ≥ b₂ ≥ ... ≥ bn ≥ ... as follows:

Since the intervals are nested, each subsequent interval is contained within the previous one. Mathematically, this means I₁ ⊇ I₂ ⊇ ... In ⊇ ... . Therefore, we have:

1. I₁ ⊇ I₂ implies [a₁; b₁] ⊇ [a₂; b₂], which means a₁ ≤ a₂ and b₁ ≥ b₂.
2. I₂ ⊇ I₃ implies [a₂; b₂] ⊇ [a₃; b₃], which means a₂ ≤ a₃ and b₂ ≥ b₃.

Continuing this pattern for all intervals in the sequence, we can conclude that a₁ ≤ a₂ ≤ ... ≤ an ≤ ... and b₁ ≥ b₂ ≥ ... ≥ bn ≥ ... .

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Answer:

90

Step-by-step explanation:

45+45=90

The angles coterminal with a 145° angle are 215°, 505°, and 695° (or -145°, -505°, and -695°). So, the correct option are E, G and H.

The measures of angles coterminal with a 145° angle are

215° = (145° + 360°)

505° = (145° + 360° + 360°)

865° = (145° + 360° + 360° + 360°)

The angles that are coterminal with a 145° angle are those that can be obtained by adding or subtracting a multiple of 360°. Therefore, the angles that are coterminal with 145° are 505° and 865°. The other angles listed are not coterminal with 145°.

Therefore, the correct answer are 215°, 505°, 865° and options are E, G and H.

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Answer:

L'(0,-2)

K' (3, -2)

J' (0,3)

Step-by-step explanation:

The simplified solution based on the four constraints of the quadrilateral was used to solve a rectilinear MiniMax problem, resulting in the C₁-C₅ formula.

To solve the rectilinear MiniMax problem using the simplified solution based on the four constraints of the quadrilateral, the following steps were taken:

Formulation of the problem: The rectilinear MiniMax problem involves optimizing a function subject to certain constraints. In this case, we are looking for the minimum or maximum value of a function given the constraints of a quadrilateral.

Identification of the constraints: The four constraints of the quadrilateral are identified. These constraints may involve linear equations representing the sides or diagonals of the quadrilateral.

Formulation as a linear programming (LP) problem: The rectilinear MiniMax problem is transformed into an LP problem by defining an objective function and expressing the constraints as linear inequalities.

Objective function: The objective function is defined based on whether we are looking for the minimum or maximum value. This function represents the quantity to be optimized.

Linear inequalities: The constraints of the quadrilateral are expressed as linear inequalities. These inequalities define the feasible region of the LP problem.

LP-based algorithm: The LP-based algorithm is applied to solve the problem. This algorithm involves finding the optimal solution within the feasible region defined by the linear inequalities.

Solution: The LP-based algorithm provides a solution that minimizes or maximizes the objective function, depending on the problem's requirements. In this case, the solution is represented by the C₁-C₅ formula.

Overall, the rectilinear MiniMax problem was successfully solved using the simplified solution based on the four constraints of the quadrilateral, resulting in the C₁-C₅ formula as the solution.

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