If f(x) = 2x and g(x) = 5x + 2, what is (f – g)(x) when x = 3

Answer:

y=5 or y=−5 it does not matter either one

Step-by-step explanation:

25=y2

Step 1: Subtract y^2 from both sides.

25−y2=y2−y2

−y2+25=0

Step 2: Subtract 25 from both sides.

−y2+25−25=0−25

−y2=−25

Step 3: Divide both sides by -1.

−y2

−1

=

−25

−1

y2=25

Step 4: Take square root.

y=±√25

y=5 or y=−5

Answer:

Let's solve your equation step-by-step.

25 =  \(y^{2}\)

Step 1: Subtract y^2 from both sides.

25 − \(y^{2}\) = \(y^{2}\) − \(y^{2}\)

−\(y^{2}\)+ 25 = 0

Step 2: Subtract 25 from both sides.

−\(y^{2}\)+ 25 − 25 = 0 − 25

−\(y^{2}\) = − 25

Step 3: Divide both sides by -1.

\(y^{2}\)  / −1  =  −25  / −1

\(y^{2}\) =25

Step 4: Take square root.

y = ± √25

y = 5 or y = −5

Answer:

y = 5 or y = −5

Hope it helps

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Answer:

620 x 815 = 505300   50530 divided by {- 310}  = - 1630

Step-by-step explanation:

Answer:

1 taco is $4

Step-by-step explanation:

2t + 3d = 14              4t + 6d = 28

3t + 2d = 16              -9t -6d = -48

-5t = -20

t = 4

A tacos would cost $4.00.

Translating the word problem into an algebraic equation, we have;

\(2T \; + \; 3D = 14\)   ......equation 1

\(3T \; + \; 2D = 16\)   ......equation 2

To find how much a tacos cost, we would solve the above system of equations by using the substitution method.

From eqn 1, we would make D the subject of formula;

\(D = \frac {14 \; - 2T}{3}\)  .....equation 3

Substituting eqn 3 into eqn 2, we have;

\(3T \; + \; 2(\frac {14 \; - 2T}{3}) = 16\\\\3T \; + \; \frac {28 \; - 4T}{3} = 16\\\\\)

Lowest common multiple (LCM) = 3

\(\frac {9T \; + \; 28 \;- \; 4T}{3} = 16\\\\\\\)

Cross-multiplying, we have;

\(9T \; + \; 28 \;- \; 4T = 16 \; * \; 3\\\\5T \; + 28 = 48\\\\5T = 48 \; - 28\\\\5T = 20\\\\T = \frac{20}{5} \\\)

Tacos, T = $4.00

Therefore, the cost of a tacos is $4.00.

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Answer:

\(\boxed{\tt A. \;y = .613x + 4.142}\)

Step-by-step explanation:

Equation: (y-y_1)=y_2-y_1/x_2-x_1 (x-x_1)

Here,

\(\tt (x_1,y_1):(-2,2.9)\)

\(\tt (x_2,y_2): (-3.5,2)\)

\(\tt y-2.9=\cfrac{(2-2.9)}{(-3-5-(-2))} (x-(-2))\)

\(\tt y-2.9=\cfrac{-0.9}{-1.5} (x+2)\)

\(\tt y-2.9=0.6(x+2)\)

\(\tt y-2.9=0.6x+1.2\)

\(\tt y=.613x+4.142\)

___________________

Hope this helps you!

Have a nice day!

Since it doesn't make sense for Timothy to have negative money, we can conclude that there is no solution to this problem.

What is Algebraic expression ?

Algebraic expression can be defined as combination of variables and constants.

Let's assume that Timothy has x dollars when he enters the first store.

According to the problem, he spends 1 dollar more than half of what he has.

So, the amount he spends in the first store is:

1/2 * x + 1

After spending this amount, he will have:

x - (1/2 * x + 1) = 1/2 * x - 1

dollars left.

He then goes to the second store and spends 1 dollar more than half of what he has left, which is:

1/2 * (1/2 * x - 1) + 1 = 1/4 * x + 1/2

After spending this amount, he will have:

1/2 * x - 1 - (1/4 * x + 1/2) = 1/4 * x - 3/2

dollars left.

He repeats this process for each of the five stores.

Therefore, the amount of money Timothy has left after visiting all five stores is:

1/4 * x - 3/2 - (1/4 * x + 1/2) - (1/4 * x + 1/2) - (1/4 * x + 1/2) - (1/4 * x + 1/2) = -5/4 * x - 5

Since he has spent all his money, the amount of money he has left must be 0:

-5/4 * x - 5 = 0

Solving for x, we get:

x = -20

However, since it doesn't make sense for Timothy to have negative money, we can conclude that there is no solution to this problem.

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Answer Deleted

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Answer:

12

Step-by-step explanation:

One part is 1 so 13 minus 1 is 12

Answer:

Option C

Step-by-step explanation:

Suppose that we have a given proposition p

We define the complement as:

"NOT p" or ¬p

So, if p is:

the dog is red

the complement is

the dog is NOT red.

The principal rule to work with this is:

if p is true, then ¬p is false

if p is false, then ¬p is true.

Here the proposition is:

p = "When 100 engines are shipped, all of them are free of defects."

When this is this is true, ¬p must be false.

when this is false, ¬p must be true.

Let's analyze the given options, first the incorrect ones:

A: "At most one of the engines is defective."

here if we have for example, two defective engines, then this proposition and the original proposition are false.

B: " All of the engines are defective."

Here if there is one defective engine, then this is false, and also is the original proposition.

D: "None of the engines are defective"

When the original proposition is true "When 100 engines are shipped, all of them are free of defects.", this proposition is also true (because none of the engines are defective)

Finally, the corrrect one

C "At least one of the engines is defective"

When the original proposition is true, there are no defective engines, so this is false.

While, if this is true, there is at least one defective engine, so the original proposition is false.

Then this is the correct option:

¬p = "At least one of the engines is defective"

Answer:One fourth

Step-by-step explanation:

In Experiment 1 the probability of each outcome is always the same. The probability of landing on each color of the spinner is always one fourth.

Answer:

Step-by-step explanation:

The midpoint of the line member with endpoints( 8, 0) and( 4, 6) is

( 6, 3).

To find the midpoint of a line member with given endpoints( x₁, y₁) and

(x₂, y₂), you can use the midpoint formula

Midpoint = (( x₁ + x₂)/ 2,( y₁ + y₂)/ 2)

Given endpoints( 8, 0) and( 4, 6)

Using the midpoint formula

Midpoint = (( 8 4)/ 2,( 0 6)/ 2)

Midpoint = ( 12/ 2, 6/ 2)

Midpoint = ( 6, 3)

Thus, the midpoint of the line member with endpoints( 8, 0) and( 4, 6) is

( 6, 3).

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Check the picture below.

Answer:

13yd

Step-by-step explanation:

Perimeter is all the side lengths added

Answer:

C. Supplementary angles

Step-by-step explanation:

Supplementary angles always equal 180 degrees.

The answer is (C) because, the sum of both the angle is equals to 180° i.e they are pair of supplementary angles.

\(0.0008 = 8 \times 10 {}^{ - 4} \\ \\ \frac{8 \times 10 {}^{ - 4} }{2 \times 10 {}^{ - 6} } \\ \\ 4 \times 10 {}^{6 - 4} \\ \\ 4\times 10^2\)

The required solution of the given inequality is {m | 6 ≤ m < 9}.

In mathematics, inequality is a statement of an order relationship between two numbers or algebraic expressions that is greater than, greater than or equal to, less than, or less than or equal to.

According to question:

We can solve the inequality as follows:

3 + m ≥ 9 or 1 + 2m < 19

Subtracting 3 from both sides of the first inequality, we get:

m ≥ 6

Subtracting 1 from both sides of the second inequality and then dividing by 2, we get:

m < 9

Putting these two inequalities together, we get:

6 ≤ m < 9

This is the solution in interval notation. To write it in set-builder notation, we can use the following notation:

{m | 6 ≤ m < 9}

This means the set of all values of m such that m is greater than or equal to 6, and less than 9.

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\(0.84 \div 3 = 84 \div 300 = 0.28\)

Foreign direct investment helps improve the economic situation of a recipient country by increasing employment opportunities in the country that the company invests in.

When foreign companies invest in a recipient country, they often establish or expand their operations, which requires hiring local workers. This leads to job creation and reduces unemployment rates in the recipient country.

Increased employment opportunities result in more individuals having access to income and improved standards of living.

Foreign direct investment also contributes to the transfer of technology, knowledge, and skills to the recipient country. Multinational companies often bring advanced technologies, production techniques, and management practices that may not have been available or widely adopted in the recipient country.

Furthermore, foreign direct investment stimulates domestic investment and encourages the growth of local businesses. When foreign companies invest in a recipient country, they often form partnerships or engage in supply chain relationships with local firms.

Overall, foreign direct investment increases employment opportunities, fosters technology transfer, and stimulates domestic investment, all of which contribute to improving the economic situation of a recipient country.

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The coordinates of its P-intercept is -18.

The coordinate points give values of dependent and independent variables.

Coordinates on graphs, it is typically represented by a pair of numbers: the first number indicates the length along, while the second number indicates the length up or down. The point (12,5), for instance, is 12 units down and 5 units up.

The coordinates of its P-intercept is the value of the P intercept is the value of P(x) when t = 0.

The given function is as follows:

Given the function P(x) = -(x-1) (x+3) (x-6)

when x = 0

P(0) = -(0 - 1) (0 + 3) (0 - 6)

P(0) = -(-1) (3) (-6)

P(0) = -18

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Answer:

A

Step-by-step explanation:

Answer:

un-distribute the GCF of the two numbers.

16(1 + 3)

Distributing we get:

16(1) + 16(3)

16 + 48

Step-by-step explanation:

:)

Young adults might value credit in case of an emergency for several reasons. Firstly, credit provides financial flexibility, allowing them to access funds quickly when unexpected expenses arise.

This can be essential for covering costs related to medical emergencies, car repairs, or other unforeseen events that may strain their limited savings. Secondly, young adults often have less established financial safety nets than older individuals. They may not have significant savings, insurance policies, or support from family members to fall back on during emergencies. Credit, in this case, acts as a temporary financial cushion, enabling them to manage immediate needs without resorting to high-interest loans or further jeopardizing their financial stability.

Thirdly, responsible use of credit can help young adults build a positive credit history. Demonstrating responsible borrowing and repayment habits will make it easier for them to access more favorable credit terms in the future, such as lower interest rates or higher credit limits. This can prove valuable when making significant purchases, like buying a home or financing higher education.

Lastly, having access to credit can also provide young adults with a sense of financial independence and empowerment. Knowing they have the means to handle emergencies without relying on others can boost their confidence in managing personal finances and help them make more informed financial decisions as they navigate adulthood.

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Answer:

Given the deposited amount in the savings account = $2000

The saving account earns the interest rate = 3.25%

We are required to find the future value after = 5 years

Step-by-step explanation:

Since we have the present value of the saving amount, the rate of interest that it earns, and the time period for which the savings account earns the interest rate.

Use the below formula to find the future value of the money.

The amount after 5 years = Present value ( 1 + r)^n

Present value = $2000

r = 3.25%

n= 5

Now insert all the values in the formula.

The amount after 5 years = $2000(1 + 3.25%)^5

The amount after 5 years = $2346.82

Answer:  first choice is correct

Step-by-step explanation:

\(\sqrt{10} = 3.16\\\\ \sqrt{13} = 3.6\)

22/9 = 2.44

Therefore Point A is 22/9, Point B is \(\sqrt{10}\),  Point C is \(\sqrt{13}\)

The quotient of  10⁻⁴/10² is 10⁻⁶

Quotient is the result obtained by dividing one quantity by another. It represents the value that is obtained after division.

For example, if you divide 20 by 2, the quotient is 10 because 20 divided by 2 equals 10.

Division law states that:

10ᵃ / 10ᵇ = 10ᵃ⁻ᵇ

In this case have:

10⁻⁴/10² = 10⁻⁴⁻²   (Division law)

10⁻⁴/10² = 10⁻⁶

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Answer:

g(-2)

g(x)=2x^3 3x^2 =4

i'm not exactly sure what you are asking for but if its something like

g(x)=2x^3+3x^2-4 and then g(-2)

then you just have to multiply

2(-2)^3=-16

+3(-2)^2-4=8

=-8

2(-2)^3=-16

2(-2)^3-+3(-2)^2-4

=-32

Answer:

A

Step-by-step explanation:

hope this helps! :) Hope you have. a great day

The exponential function is a mathematical function that is used in many real-world situations. It is mainly used to find exponential decay or growth, calculate investments, model populations, etc.

It is important to understand the general nature and form of exponential graphs. There are relatively few actual values that can be plotted, and understanding the general shape of a growth or decline graph can fill the gap.

Exponential Growth :

The exponential growth function can be written in the form y = abˣ. where a > 0 and b > 1. The graph curves upward, as shown in the example f(x) = 2ˣbelow. Notice that the numbers get smaller as x approaches negative infinity. This is because negative exponents translate into smaller and smaller fractions. y = 0 is the horizontal asymptote that the graph points to as the x-axis goes to the left.

Also notice that the graph rises sharply as x increases. This is due to the double exponential behavior.

Exponential Decay :

A function of the form y = ab⁻ˣ, where b is a number between 0 and 1, represents an exponential decay.

Using the example of f(x) = 2⁻ˣ, the basic form of the exponential decay function is shown below.

This graph also includes the straight line y = 0 as an asymptote.

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Generally, it is better to use a Line Graph if your raw data includes non-numeric values. If your raw data only has numeric values, use a Scatter Plot. You can use a Line Graph if you want to label your horizontal axis with text labels. These labels can represent evenly spaced values as days, weeks, and years.