if f(x)=3x-4 and g(x)=9x^2-16,find (fofof)(1)

Answer: 1253.33

Step-by-step explanation:

Answer:

12

Step-by-step explanation:

Change 3/4 to 12/16 by multiply both side by 4 (common denominator)

12/16 divide by 1/16 is 12.

Answer:

Step-by-step explanation:

d

Answer:

Explanation:

Here, we want to find the slope of the line that contains the given points

Mathematically, we can calculate the slope of a line as follows given two points on the line:

The values that have subscript 1 are for the first point while subscript 2 are for the second point

Thus, we have it that:

For the second one, we have it that:

Answer:

3+4x>-5

4x>-5-3

4x>-8

x>-8/4

x> -2

Answer:

$3040 profit made

Step-by-step explanation:

$13×95=$1235 cost to make all the shoes they sold

$45×95=$4275 money she made

$4275-$1235=$3040 profit

The distance that Mr. Stein drove can be represented by the expression: \(140 - x\)

A mathematical phrase made up of one or more variables, constants, and arithmetic operations like addition, subtraction, multiplication, and division is known as an algebraic expression. Exponentiation and other mathematical operators could also be present.

Let's assume that Mr. Smith drove "x" miles before Mr. Stein took over the driving.

Then, the total distance they traveled is 140 miles.

So, the distance that Mr. Stein drove can be represented by the expression:

140 - x

Therefore, This is because if Mr. Smith drove "x" miles, then the remaining distance that needed to be covered by Mr. Stein would be the difference between the total distance of 140 miles and the distance already driven by Mr. Smith.

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(a) The​ least-squares regression line treating the commute​ time, x, as the explanatory variable and the index​ score, y, as the response variable is y = 70.22 - 0.075x

(b) The slope and​ y-intercept, if appropriate is the slope of the regression line, -0.075, indicates that for every additional minute of commute time, the well-being index score decreases by an average of 0.075.

(c) The​ well-being index of a person whose commute is 35 minutes is the slope of the regression line, -0.075, indicates that for every additional minute of commute time, the well-being index score decreases by an average of 0.075.

(d) Yes, she is. Barbara more​ "well-off" than the typical individual who has a ​15-minute ​commute.

(a) To find the least-squares regression line, we need to find the slope and y-intercept of the line that minimizes the sum of the squared vertical distances between the actual data points and the predicted values on the line. Using a calculator or software, we get:

Slope: b = -0.075

y-intercept: a = 70.22

Therefore, the least-squares regression line is:

y = 70.22 - 0.075x

(b) The slope of the regression line, -0.075, indicates that for every additional minute of commute time, the well-being index score decreases by an average of 0.075. The y-intercept, 70.22, represents the predicted well-being index score for someone with a commute time of 0 minutes (which is not a meaningful value in this context).

(c) To predict the well-being index of a person with a commute time of 35 minutes, we can substitute x = 35 into the regression equation and solve for y:

y = 70.22 - 0.075(35) = 67.97

Therefore, the predicted well-being index score for someone with a commute time of 35 minutes is 67.97.

(d) To determine whether Barbara is more "well-off" than the typical individual with a 15-minute commute, we can compare her actual well-being index score of 68.5 to the predicted score based on the regression equation:

y = 70.22 - 0.075(15) = 68.47

Barbara's score of 68.5 is slightly higher than the predicted score of 68.47, which suggests that she is somewhat better off than the typical individual with a 15-minute commute. However, we should note that this comparison is based on a single data point and may not be representative of the larger population.

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Answer:

Step-by-step explanation:

The population percentage of candies that are red: (0.141,0.447)

Probability is a branch of mathematics that deals with numerical representations of the likelihood of an event occurring or of a proposition being true. An event's probability is a number between 0 and 1, where, roughly speaking, 0 denotes the event's impossibility and 1 denotes certainty.

The formula for the population proportion's confidence interval is: pz/2[p (1-p)/n]

Given:

- Number of samples: 34

10 red candies total.

The formula for the population proportion's confidence interval is: pz/2[p (1-p)/n]

Given:

- Number of samples: 34

10 red candies total.

Red candy prevalence in sample: p = 10/340.294

Level of significance: =1-0.95=0.05

Critical value: 1.96 for z / 2

The population percentage of red candies will now have the following 95% confidence interval estimate: 0.294 (1.96) [0.294(1-0.294)/34] 0.294 0.153, 0.294+0.153) (0.141.0. 447)

The population percentage of candies that are red: (0.141,0.447)

The complete question is : The data given to the right includes data from 34 ​candies, and 10 of them are red. The company that makes the candy claims that 29​% of its candies are red. Use the sample data to construct a 95​% confidence interval estimate of the percentage of red candies. What do you conclude about the claim of 29​%? Construct a 95 % confidence interval estimate of the population percentage of candies that are red.

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Answer:

Step-by-step explanation:

Use SOH CAH TOA to recall how the trig functions fit on a triangle

SOH: Sin(Ф)= Opp / Hyp

CAH: Cos(Ф)= Adj / Hyp

TOA: Tan(Ф) = Opp / Adj

5)

Adj = 14

Hyp = 26

∠X

so use

CAH

Cos(X) = 14/26

X = arcCos(14/26)

X = 57.421°

X = 57.4 ° ( rounded to nearest 10th )

6)

∠X

Hyp = 46

Opp = 12

use SOH

Sin(x) = 12/46

X = arcSin(12/46)

X = 15.121°

X = 15.1 ° ( rounded to nearest 10th )

7)

∠X

Adj = 29

Opp = 24

use TOA

Tan(x) = 29 / 24

X = arcTan( 29 /24)

X = 50.389

X = 50.4 °  ( rounded to nearest 10th )

8)

∠X

Adj = 22

Opp = 6

use TOA agian

Tan(x) = 6 / 22

X = arcTan(6/22)

X = 5.194

X = 5.2 °  ( rounded to the nearest 10th )

:)

The three Pythagorean trigonometric identities, which I’m sure one can find in any Algebra-Trigonometry textbook, are as follows:

sin² θ + cos² θ = 1

tan² θ + 1 = sec² θ

1 + cot² θ = csc² θ

where angle θ is any angle in standard position in the xy-plane.

Consistent with the definition of an identity, the above identities are true for all values of the variable, in this case angle θ, for which the functions involved are defined.

The Pythagorean Identities are so named because they are ultimately derived from a utilization of the Pythagorean Theorem, i.e., c² = a² + b², where c is the length of the hypotenuse of a right triangle and a and b are the lengths of the other two sides.

This derivation can be easily seen when considering the special case of the unit circle (r = 1). For any angle θ in standard position in the xy-plane and whose terminal side intersects the unit circle at the point (x, y), that is a distance r = 1 from the origin, we can construct a right triangle with hypotenuse c = r, with height a = y and with base b = x so that:

c² = a² + b² becomes:

r² = y² + x² = 1²

y² + x² = 1

We also know from our study of the unit circle that x = r(cos θ) = (1)(cos θ) = cos θ and y = r(sin θ) = (1)(sin θ) = sin θ; therefore, substituting, we get:

(sin θ)² + (cos θ)² = 1

1.) sin² θ + cos² θ = 1 which is the first Pythagorean Identity.

Now, if we divide through equation 1.) by cos² θ, we get the second Pythagorean Identity as follows:

(sin² θ + cos² θ)/cos² θ = 1/cos² θ

(sin² θ/cos² θ) + (cos² θ/cos² θ) = 1/cos² θ

(sin θ/cos θ)² + 1 = (1/cos θ)²

(tan θ)² + 1 = (sec θ)²

2.) tan² θ + 1 = sec² θ

Now, if we divide through equation 1.) by sin² θ, we get the third Pythagorean Identity as follows:

(sin² θ + cos² θ)/sin² θ = 1/sin² θ

(sin² θ/sin² θ) + (cos² θ/sin² θ) = 1/sin² θ

1 + (cos θ/sin θ)² = (1/sin θ)²

1 + (cot θ)² = (csc θ)²

3.) 1 + cot² θ = csc² θ

Answer:

Hope I helped!~

Step-by-step explanation:

To find the equation of the line, we can use the slope-intercept form of the equation:

y = mx + b

where m is the slope of the line and b is the y-intercept.

Using the two data points given, we can calculate the slope:

m = (11.25 - 8.35) / (1995 - 1993) = 1.95

To find the y-intercept, we can use one of the data points:

8.35 = 1.95(1993) + b

b = -3884.65

So the equation of the line is:

y = 1.95x - 3884.65

To predict the price of a box of two pieces on July 1, 1999, we can substitute x = 6 (since 1999 is 6 years after 1993) into the equation:

y = 1.95(6) - 3884.65

y = 11.7 - 3884.65

y = -3872.95

This gives us a negative price, which obviously does not make sense. It is likely that the price of a box of two pieces was not linearly increasing during this time period, or that there were other factors influencing the price. Therefore, we cannot use this equation to accurately predict the price of a box of two pieces on July 1, 1999.

Answer:

The circle equation is  x2+y2=9

Step-by-step explanation:

∴ The equation is x2 + y2=9

Answer:

27%

Step-by-step explanation:

Answer:

B. Food market

Step-by-step explanation:

You typically buy all of your groceries at Grocery Mart. This week, your favorite cereal is on sale there, 4 boxes for $10. At Food Market, where you don’t typically shop, the same cereal is on sale for $2.25 a box. Based on price, which is the better value option?

A.Grocery Mart

B. Food Market

Grocery market:

4 boxes for $10

Unit price = cost / quantity

= $10 / 4 boxes

= $2.50 per box

Food market:

Price per box = $2.25

The better value option based on price is food market because it cost less to buy a box of cereal than grocery mart

The numbered spot at which all the runners will be next to one another is spot 19.

Least Common Multiple is the meaning of the acronym LCM. The lowest number that may be divided by both numbers is known as the least common multiple (LCM) of two numbers. It may also be computed using two or more real numbers.

Starting with the runner on the outside track, the provided parameters are;

The runner covered n₁ = 5 places on the outside track, which is the number of spaces.

Next, the inner runner will traverse n₂ spaces, which equals one space.

The following inner runner will cover n₃ = 3 spaces.

The subsequent runner will traverse n₄ = 2 spaces.

The Lowest Common Multiple, or LCM, of all the runners' speeds or the total number of spaces they cover in the same amount of time, determines where all the runners will be placed next to one another.

LCM(5, 1, 3, 2) = 30 is the LCM of 5, 1, 3, and 2.

Time = 30/ = 6

Consequently, when the first runner has covered 30 places, we have;

Six time units have been expended.

The runner comes to a stop at position 30- (30 -19) = Position 19.

First runner's new destination is Spot 19.

The distance covered simultaneously by runner 2 is 6 x 1 = 6.

The distance covered by two runners running simultaneously equals six spaces.

Second runner's new position: 6 spaces plus spot 13 equals spot 19.

The combined distance covered by the three runners is 6 x 3 = 18.

The distance runner 3 covers 18 spaces simultaneously.

Third runner's new position: 18 spaces + Spot 1 = 19 spaces

Runner 4 covers a distance of 6 x 2 = 12 at the same time.

Distance runner 4 journeys equals 12 spaces

Runner 4's new position is now 12 spaces Plus Spot 7 = Spot 19.

Therefore, all the runners will be next to one another is spot 19.

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Step-by-step explanation:

Q1

Slope -3, x = -6, y = 2

Point (-6, 2)

Q2

Slope 7, x = 14, y = 8

Point (14, 8)

Q3

Slope 3.2, x = 1.7, y = -3.7

Point (1.7, -3.7)

Q4

Slope 11, x = 1, y = -1

Point (1, -1)

Q5

Slope -4, x = 8, y = -6

Point (8, -6)

Q6

Slope 4, x = -3, y = 7

Point (-3, 7)

Answer:A.The triangles are similar but not congruent

Step-by-step explanation:

In a congruent traingle:

the both triangles are same in shape and size

There are five theorems to see if the triangles are congruent

and neither particularly applies here

sss: the sides are not equal

as none of the sides are equal, then despite the angles, congruence is not possible

However it is evident that one of the triangles is proportionally bigger than the other but similar. Hence A is correct.

Step-by-step explanation:

The value of x in the given figure is 8.

In the given figure there are two lines which are parallel.

We have to find the value of x.

In the straight line the sum of angles is 180 degrees.

8x+1+115=180

8x+116=180

Subtract 116 from both sides:

8x=180-116

8x=64

Divide both sides by 8:

x=64/8

x=8

Hence, the value of x in the given figure is 8.

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Answer: B) 24

Step-by-step explanation:

      All of these are multiples of 2 since they are all even numbers, so we will look to see which is a multiple of four.

Multiples of four are 4, 8, 12, 16, 20, 24, 28, 32, 36, 40, etc.

      I bolded and underlined 24 because it is in the list of options. B) 24 is a common multiple of 2 and 4.

24 / 2 = 12

24 / 4 = 6

Answer:

y = 3

y = 2

y = 1

y = 0

Step-by-step explanation:

Given expression;

y = (-x/3) + 2

Find:

Computation:

Value of y, if x = -3

y = (-x/3) + 2

y = (3/3) + 2

y = 3

Value of y, if x = 0

y = (-x/3) + 2

y = (-0/3) + 2

y = 2

Value of y, if x = 3

y = (-x/3) + 2

y = (-3/3) + 2

y = 1

Value of y, if x = 6

y = (-x/3) + 2

y = (-6/3) + 2

y = 0

As h decreases, the value of (the change in x^2)/h increases, since 16h gets divided by a smaller value of h. For example, when h=0.1, (the change in x^2)/h = 16/0.1 = 160.

a. If h=1, then (the change in x^2)/h = 16/1 = 16

b. If h=0.1, then (the change in x^2)/h= 16/0.1 = 160

c. If h=0.01, then (the change in x^2)/h= 16/0.01 = 1600

d. If h=0.001, then (the change in x^2)/h= 16/0.001 = 16000

The change in x^2 refers to the difference in the value of x^2 when x is increased from 4 to 4+h. In other words, it is the difference between (4+h)^2 and 4^2. The change in x^2 is 16h, since (4+h)^2 = 16h + 4^2. To find (the change in x^2)/h, we simply divide 16h by h, which gives us 16. So, for each of the values of h given, when x is increased from 4 to 4+h, (the change in x^2)/h is 16. As h decreases, the value of (the change in x^2)/h increases, since 16h gets divided by a smaller value of h. For example, when h=0.1, (the change in x^2)/h = 16/0.1 = 160.

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The balance of the savings plan after 4 years with an APR of 8% and monthly payments of $150 is approximately $7,456.76.

As a result, the savings plan formula for such challenges is as follows: final saving = number of periods * (first and last period savings) / 2.

To calculate the balance of the savings plan after four years, we can use the formula for the future value of an annuity with regular payments:

P * ((1 + r/n)(n*t) - 1) / (r/n)

Where P is the monthly payment amount, which is $150.

r = 8% annual interest rate

n = the number of times annual interest is compounded = 12 (since we have monthly payments)

4 t = the number of years

We get the following results when we plug these values into the formula:

FV = 150 * ((1 + 0.08/12)^(12*4) - 1) / (0.08/12) ≈ $7,456.76

As a result, the savings plan balance after four years with an APR of 8% and monthly payments of $150 is approximately $7,456.76.

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Answer:

$311860.8

Step-by-step explanation:

We are given;

Interets; I = 4.75% = 0.0475

Monthly payments; P = 1299.42.

Time period; n = 20 years or 240 months

Since he pays 1299.42 every month, then after 240 months, he has paid;

1299.42 × 240 = $311860.8

Answer:

$2,500 or 25%

Step-by-step explanation:

Let's use the same example:

Cost of Equipment = $10,000

Useful Life = 4 years

Depreciation Rate = (Annual Depreciation / Cost of Equipment) * 100

Annual Depreciation = Cost of Equipment / Useful Life

Annual Depreciation = $10,000 / 4 years

Annual Depreciation = $2,500

Depreciation Rate = ($2,500 / $10,000) * 100

Depreciation Rate = 0.25 * 100

Depreciation Rate = 25%

The length of the racing venue after the increase of 5 % is 26.25 km

What is an Equation?

Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side.

It demonstrates the equality of the relationship between the expressions printed on the left and right sides.

Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are some of the components of an equation. The "=" sign and terms on both sides must always be present when writing an equation.

Given data ,

Let the increased length of the racing venue be = A

Let the total length of the racing venue be = 25 km

The percentage increase in the length of the racing venue = 5 %

So , the equation will be

Increased length of the racing venue = total length of the racing venue + ( percentage increase in the length of the racing venue x total length )

Substituting the values in the equation , we get

Increased length of the racing venue = 25 + ( 5/100 ) x 25

Increased length of the racing venue = 25 + ( 5/4 )

Increased length of the racing venue = 25 + 1.25

Increased length of the racing venue = 26.25 km

Therefore , the value of A is 26.25 km

Hence ,

The length of the racing venue after the increase of 5 % is 26.25 km

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In brains, we want a balance between excitatory and inhibitory signals to maintain proper neural functioning.

Since, We know that;

In brains, we want a balance between excitatory and inhibitory signals to maintain proper neural functioning.

This balance is important because too much excitatory signaling can cause overstimulation and potential harm, while too much inhibitory signaling can lead to neural suppression and lack of responsiveness.

Hence, The proper balance between the two types of signals is necessary for healthy neuronal activity, and maintaining that balance is a key aspect of neural health.

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Answer:

The Clown grabbed 126 balloons

Step-by-step explanation: