Help please If f(x) = -3x - 5 and g(x) = 4x-2, find (1-9)(x).

Answer:

The slope of -1.2 means that for each cup of antioxidant a person consumes per day, it's BMI decreases by 1.2.

The intercept of 26 means that a person that does not consume any cup of antioxidant food a day should have an BMI around 26.

Step-by-step explanation:

Line of best fit:

[tex]y = -1.2x + 26[/tex]

Slope:

The slope is the number that multiplies x, that is, -1.2. The slope of -1.2 means that for each cup of antioxidant food a person consumes per day, it's BMI decreases by 1.2.

Intercept:

Value of y when x = 0, that is, 26. The intercept of 26 means that a person that does not consume any cup of antioxidant food a day should have an BMI around 26.

Answer:

the slope is -1.2 and the intercept is 26.

Step-by-step explanation:

our line's equation is y= -1.2x + 26

In the equation y = mx + b, m is the slope and b is the y-intercept. So in this equation, look for where the numbers are placed and that it what you get.

Answer:

45

Step-by-step explanation:

9 ÷ 1/5

9 × 5/1

9 × 5

45

Answer:

43.2 meters

Step-by-step explanation:

Multiply the length of one piece of ribbon by 8 to determine the total length

5.4 * 8 =43.2 meters

Answer:

[tex]99\% CI=4.1602 \pm 0.0009[/tex]

Step-by-step explanation:

From the question we are told that:

Sample size [tex]n=8[/tex]

Mean [tex]\=x=4.1602[/tex]

Standard deviation [tex]\sigma=0.001gram[/tex]

Generally 99\% confidence from table  is mathematically given by

 [tex]99\% CI=4.1602 \pm *2.576*\frac{0.001}{\sqrt{{8}}}[/tex]

 [tex]P(-z<x<z)=0.99[/tex]

 [tex]Z_{\alpha/2}=2.576[/tex]

Generally the equation for 99\% confidence level (CI)  is mathematically given by

 [tex]99\% CI=\=x \pm Z_{\alpha/2*\frac{\sigma}{\sqrt{{n}}}[/tex]

 [tex]99\% CI=4.1602 \pm 0.0009[/tex]

Answer:

Simple interest

Step-by-step explanation:

Because its a period of 8 years

Answer:

Larger number: 22

The smaller number: 14

HOPE THIS HELPS

Answer:

5X+6+3X-2 =180

8X+4. =180

8X. =180-4

8X. =176

X=22

CBD=EBF=3x-2

=66-2

=64

CBD=64

Answer:

A. 25 < (x – 1)² + y² and 16 > x² + (y + 4)²

Step-by-step explanation:

the solutions are in the outside of the bigger circle, but inside of the smaller circle

The inequality is 25 < (x – 1)² + y² and 16 > x² + (y + 4)². Option A is correct.

The relation between two expressions that are not equal, employing a sign such as ≠ ‘not equal to, > ‘greater than, or < ‘less than.

The solutions are on the outside of the bigger circle, but inside of the smaller circle.

The radius of the bigger circle is 5 and the radius of the smaller circle is 4. The graph of the inequality is attached with the answer below.

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Answer:

D. 268.1 m³

Step-by-step explanation:

Volume =  4/3 * 3.14 * 4³

Volume = 4/3 * 201

Volume = 268 ≈ 268.1

If my answer is incorrect, pls correct me!

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-Chetan K

Answer:

78/2=39°

Step-by-step explanation:

thx for the points

Answer:

the first term is 4

Answer:

g(x) = |x| + 7

Step-by-step explanation:

Adding the constant +7 on the end of the equation means a translation 7 units up.

Answer:

d. Recent observed value

Step-by-step explanation:

Exponential smoothing is technique for smoothing time series data. In exponential smoothing more recent observed values give larger weights while the weights will decline if observed values are more distant. In moving average the observations were weighted equally.

Answer:

0

Step-by-step explanation:

5x+10-4=13-7x-7

5x+6=6-7x

5x+0= -7x

0=-12x

Divide and u get x=0

Step-by-step explanation:

In mathematics, a function is a mapping from set A to a set B that has a unique output for any given input. “Operators” or “operations” are typically defined as a special type of function.

Answer:

The general limit exists at x = 9 and is equal to 300.

Step-by-step explanation:

We want to find the general limit of the function:

[tex]\displaystyle \lim_{x \to 9}(x^2+2^7+(9.1\times 10))[/tex]

By definition, a general limit exists at a point if the two one-sided limits exist and are equivalent to each other.

So, let's find each one-sided limit: the left-hand side and the right-hand side.

The left-hand limit is given by:

Since the given function is a polynomial, we can use direct substitution. This yields:

[tex]=(9)^2+2^7+(9.1\times 10)[/tex]

Evaluate:

[tex]300[/tex]

Therefore:

[tex]\displaystyle \lim_{x \to 9^-}(x^2+2^7+(9.1 \times 10))=300[/tex]

The right-hand limit is given by:

[tex]\displaystyle \lim_{x \to 9^+}(x^2+2^7+(9.1\times 10))[/tex]

Again, since the function is a polynomial, we can use direct substitution. This yields:

[tex]=(9)^2+2^7+(9.1\times 10)[/tex]

Evaluate:

[tex]=300[/tex]

Therefore:

[tex]\displaystyle \lim_{x \to 9^+}(x^2+2^7+(9.1\times 10))=300[/tex]

Thus, we can see that:

[tex]\displaystyle \lim_{x \to 9^-}(x^2+2^7+(9.1\times 10))=\displaystyle \lim_{x \to 9^+}(x^2+2^7+(9.1\times 10))=300[/tex]

Since the two-sided limits exist and are equivalent, the general limit of the function does exist at x = 9 and is equal to 300.

Step-by-step explanation:

Hey there!

Please look your required answer in picture.

Note: In left hand limit always take a smaller near number of the approaching number. For example as in the solution I took the 8.99,8.999 as it is smaller than 9 but very near to it.

And in right hand limit always take a smaller and just greater near number than the approaching number. For example, I took 9.01,9.001 which a just greater but very near to 9.

Hope it helps!

Answer:

p would be up top on the negative side (left)

q would be at the bottom on the positive side (right)

Answer:

The answer is C.

Step-by-step explanation:

Multiplying the exponents is adding them together.

Answer:

x^8

Step-by-step explanation:

Multiply the terms with the same base by adding their expondents

x^6+2^2

add the numbers 6+2= 8

Answer:

miges fue y no me compro el celu

Step-by-step explanation:

mal migel

por culpa de brailyn reverg

Answer:

The y-intercept of Function A is less than the y-intercept of Function B.

Step-by-step explanation:

Function A's y-intercept would be (0, -1) and Function B's y-intercept is (0, 4). Therefore, Function A's y-intercept is less than Function B's.

9514 1404 393

Answer:

 6

Step-by-step explanation:

For 35 hours, Candice is paid ...

  ($8.50/h)(35 h) = $297.50

Any amount in excess of that is paid at $10 per hour. The amount of excess pay is ...

  $357.50 -297.50 = $60.00

Then the number of overtime hours was ...

  $60/($10/h) = 6 h

Candice worked 6 hours over 35 last week.

Answer:

1) 1m³ is 100cm*100cm*100cm = 1,000,000cm³

so 250,00cm³ are just 0.25m³

2) looking at the conversion above, three point five million is correct

3) 1dm³ = 10cm*10cm*10cm = 1,000cm³

D, as in Dewey Duck

4) 1m³ = 10dm*10dm*10dm = 1,000dm³

see that it's C?

Answer:

Step-by-step explanation:

1 in 5 = 1/5 = 20% that he wins

Probability that he will NOT win

= 1 - 20%

= 100% -20%

= 80%

Answer:

80%

Step-by-step explanation:

percentage of winning

1/5×100%=20%

percentage of not winning

100%_20%=80%

Answer:

66°

Step-by-step explanation:

Given the right angled triangle :

Opposite side = 16

Adjacent side = 7

Using trigonometric relation :

Tan θ = opposite / Adjacent

Tan x = (16/7)

x = tan^-1(16/7)

x = 66.37°

x = 66°

Answer:

Problem-solving is one of those skills that is in high demand. Many employers rate it as one of the most important traits they look for in prospective employees. It is also usually listed as an important learning outcome in many of the classes you in take in college including math classes, psychology classes, and even this class! But, it is often not taught at all or very well.

One reason why this is the case is because of a confusion relating to what kinds of problems are being solved. It is often assumed that by practicing any kind of problems for which you don't have an answer you will learn the skills appropriate to solve any problem. But, this is simply not true. Since there are different types of problems learning how to solve one type won't necessarily help you build the skills you need to solve the other type. So, let's begin by distinguishing two types of problems: puzzles and mysteries.

In his book Curious: The Desire to Know and Why Your Future Depends on It, Ian Leslie defines these two types of problems very well: puzzles and mysteries.

"Puzzles have definite answers. Puzzles are orderly; they have a beginning and an end. Once the missing information is found, it's not a puzzle anymore." Most of the problems you encounter in your college math courses are in reality puzzles. They have definite answers and are orderly. Also, the information you need to solve them is right there in the question! And, if you need extra help you can just turn back to the chapter in the text which discusses how to solve these particular type of problems.

I know what you're thinking. Sure, these are real world problems and I've even faced some of them but how can I build the skills I need to solve these problems before taking these problems on? It does no good to practice on these very difficult problems.  

2. Learn as much as you can about as many topics as you can. Solving mysteries often involves drawing on knowledge from a variety of sources. It is quite likely that many of the things you're now learning (even those you think are irrelevant) may turn out to be helpful at some point in solving a problem. So, take advantage of the opportunity to really learn about psychology, biology, history, mathematics, and all the other subjects you're learning now. That time will pay off.

3. Make connections. A lot of problems are solved by finding interesting, creative connections between seemingly unrelated topics. A good example here is Steve Jobs' application of his knowledge of calligraphy to the Apple operating system. Another is the psychiatrist Jeffrey Schwartz's development of a treatment for OCD (obsessive compulsive disorder) by combining Buddhism and Austrian economics.

4. Read books about mysteries, problem solving, and even mystery novels. Sherlock Holmes is a great place to start. Reading the Conan Doyle's stories of the great detective reveal some basic principles of problem solving which can apply to everyday life. Daniel Smith's book How to Think Like Sherlock is another good resource.

5. Solve simpler mysteries first. Rather than taking on the more complex type of real world problems mentioned above, begin with simpler, but still real, problems. Never mind solving your work-life balance problem right off. Start with solving this problem: How can I keep from losing my phone every time I get ready to go somewhere?

6. Adopt a problem-solving mindset. Be observant of your surroundings and attuned to what you can do to improve how you live, work, or do simple things. Thomas Edison exemplifies this mindset very well. He often presented his lab assistants with the following challenge. He would hand them some ordinary item (like an iron or a fountain pen) and say "There's a better way. Find it." Adopt that mentality in your life. Whatever you're doing ask whether there is a better way: easier, more efficient, more effective.

7. Learn about design thinking. Lastly, you may want to learn about design thinking. I've made a few resources available that provide a brief introduction to the basic ideas of design. The important feature is to solve problems with the end user in mind. When you're trying to solve a problem be sure you understand for whom you are solving it and what their needs are. That will allow you to focus on the best solutions given what they're facing.

Step-by-step explanation:

Hope this answer helps you :)

Have a great day

Mark brainliest

Problem solving strategies are required in solving the problems that we face everyday. To solve a particular problem, we've to understand the problem, devise a plan that will be used in carrying out the problem and then implement the solution.

In conclusion, problem solving strategies are required by everyone to solve the challenges that we face.

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Answer:

[tex]x-2y=-12[/tex]

Step-by-step explanation:

Hi there!

1) Determine the equation of the line in slope-intercept form

Linear equations are typically organized in slope-intercept form: [tex]y=mx+b[/tex] where m is the slope and b is the y-intercept (the value of y when x is 0)

Plug in the slope [tex]\frac{1}{2}[/tex]

[tex]y=\frac{1}{2}x+b[/tex]

Plug in the given point (6,9) and solve for b

[tex]9=\frac{1}{2}(6)+b\\9=3+b[/tex]

Subtract 3 from both sides

[tex]9-3=3+b-3\\6=b[/tex]

Plug 6 back into [tex]y=\frac{1}{2}x+b[/tex]

[tex]y=\frac{1}{2}x+6[/tex]

2) Rearrange the equation into standard form

Standard form: [tex]Ax+By=C[/tex] where A, B and C are integers and A is typically positive

[tex]y=\frac{1}{2}x+6[/tex]

Multiply both sides by 2 to remove the fraction

[tex]2y=1x+12\\2y=x+12[/tex]

Subtract x from both sides to isolate 12 as C

[tex]2y-x=x+12-x\\2y-x=12\\-x+2y=12[/tex]

Multiply both sides by -1 to make A positive

[tex]x-2y=-12[/tex]

I hope this helps!

Answer:

Step-by-step explanation:

x+2

A factor of the polynomial function f(x) graphed on the coordinate plane below is,

⇒ x + 2

A relation between a set of inputs having one output each is called a function. and an expression, rule, or law that defines a relationship between one variable (the independent variable) and another variable (the dependent variable).

Given that;

The polynomial function f(x) graphed on the coordinate plane below.

Now, We have;

The vertex of the function is,

⇒ x = - 2

⇒ x + 2

Thus, A factor of the polynomial function f(x) graphed on the coordinate plane below is,

⇒ x + 2

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