A runner finishes a race in 2;27;15 explain the meaning of the digis

The inequality that represents the given sentence is: n - 5 ≥ 32.

In this inequality, "n" represents the number in question. The phrase "the difference of number n and 5" indicates that we are subtracting 5 from n. The phrase "is at least 32" implies that the result of the subtraction must be greater than or equal to 32. Therefore, we write the inequality as n - 5 ≥ 32.

To explain this further, if we want to find a value for n that satisfies the given condition, we need to find a number that, when 5 is subtracted from it, gives us a result of at least 32. By adding 5 to both sides of the inequality, we can rewrite it as n ≥ 37, which means n must be greater than or equal to 37 for the difference between n and 5 to be at least 32.

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The diameter of a cylinder is given as 6 cm and the height as 12 cm. We can use the formula of the circumference of a cylinder to calculate the circumference. We know that the circumference of a circle is πd, where d is the diameter of the circle.

Now, the circumference of a cylinder is nothing but the perimeter of its circular base. Therefore, the circumference of a cylinder is 2πr where r is the radius of the circular base. In this question, the diameter is given as 6 cm, which means the radius will be half of it. Hence the radius of the circular base will be 6/2 = 3 cm. The height of the cylinder is given as 12 cm, which means the circumference will be the perimeter of the circular base times the height of the cylinder. The circumference will be:2πr = 2π(3) = 6π cm. The circumference of a cylinder with the diameter of 6 cm and height of 12 cm is 6π cm.

The circumference of a cylinder with the diameter of 6 cm and height of 12 cm is 6π cm. The diameter of a cylinder is given as 6 cm and the height as 12 cm. We can use the formula of the circumference of a cylinder to calculate the circumference. We know that the circumference of a circle is πd, where d is the diameter of the circle. Now, the circumference of a cylinder is nothing but the perimeter of its circular base. Therefore, the circumference of a cylinder is 2πr where r is the radius of the circular base. In this question, the diameter is given as 6 cm, which means the radius will be half of it. Hence the radius of the circular base will be 6/2 = 3 cm. The height of the cylinder is given as 12 cm, which means the circumference will be the perimeter of the circular base times the height of the cylinder. The circumference will be:2πr = 2π(3) = 6π cm. The circumference of a cylinder with the diameter of 6 cm and height of 12 cm is 6π cm, where π is pi and is equal to approximately 3.14.

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The slope of a line perpendicular to the line given by the equation 4x - 6y = -24 is -3/2.

To find the slope of a line perpendicular to the line given by the equation 4x - 6y = -24, we first need to put this equation in slope-intercept form: y = mx + b, where m is the slope and b is the y-intercept.

Rearranging the given equation, we get:

4x - 6y = -24

-6y = -4x - 24

y = (2/3)x + 4

So the slope of the original line is m = 2/3.

For a line that is perpendicular to this line, the slope will be the negative reciprocal of the original slope. That is, if the original slope is m, then the slope of the perpendicular line will be -1/m.

So for the line given by the equation 4x - 6y = -24, the slope of a line perpendicular to it is:

-1/m = -1/(2/3) = -3/2

Therefore, the slope of a line perpendicular to the line given by the equation 4x - 6y = -24 is -3/2.

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When the difference between means is a greater multiple of the MAD (Mean Absolute Deviation), the dot plot tends to show less visual overlap between the data sets.

The MAD is a measure of the spread or variability of a data set. It represents the average distance between each data point and the mean. A larger MAD indicates a larger spread of data points.

When the difference between the means of two data sets is a greater multiple of the MAD, it implies that the means are further apart relative to the spread of the data. This suggests that the data sets are more distinct from each other and have less overlap.

In a dot plot, each data point is represented by a dot along a number line. When the means are further apart relative to the spread of the data, the dots tend to be more separated, indicating less overlap between the two data sets.

On the other hand, if the means are closer together relative to the spread of the data (i.e., the difference between means is a smaller multiple of the MAD), the dot plot would show more visual overlap between the data sets, as the dots would be closer to each other along the number line.

Therefore, when the difference between means is a greater multiple of the MAD, the dot plot generally shows less visual overlap between the data sets.

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The total number of miles driven to and from school in 6 days would be 30 miles.

Since the round-trip drive to school is 2 1/2 miles, we can consider this as a distance traveled in one day. To find the total distance driven in 6 days, we need to multiply the distance traveled per day by the number of days.

Given that the round-trip distance is 2 1/2 miles, we can convert this mixed fraction to an improper fraction: 2 1/2 = 5/2 miles.

Multiplying the distance per day (5/2 miles) by the number of days (6 days) gives us:

(5/2) * 6 = (5 * 6)/2 = 30/2 = 15 miles.

Therefore, the total distance driven to and from school in 6 days is 15 miles.

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1/6 is the fraction of Marjorie's ribbons that are green. Marjorie has a total of 6 ribbons and spools of thread for art, consisting of 3 pink ribbons, 1 green ribbon, and 2 blue spools of thread.

1. To determine the fraction of Marjorie's ribbons that are green, we divide the number of green ribbons by the total number of ribbons.

2. To find the fraction of Marjorie's ribbons that are green, we need to calculate the ratio of green ribbons to the total number of ribbons. The total number of ribbons is the sum of all the ribbons and spools of thread, which is 3 pink ribbons + 1 green ribbon + 2 blue spools of thread, equaling 6 ribbons in total.

3. Since Marjorie has only 1 green ribbon, we can say that the fraction of her ribbons that are green is 1 out of the total 6 ribbons. This can be expressed as 1/6. Therefore, 1/6 is the fraction of Marjorie's ribbons that are green.

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They can sell 50 or more T-shirts and 10 or more key chains to meet or exceed their goal.Inequality;10x + 2y ≥ 500.

In mathematics, an inequality is a mathematical statement that describes a relationship between two expressions, indicating that one expression is greater than, less than, or not equal to the other expression. Inequalities are used to compare quantities or values and express their relative magnitudes.

Let x be the number of T-shirts sold and y be the number of key chains sold to meet or exceed the $500 goal.

The total amount of money raised by selling x T-shirts is 10x.

The total amount of money raised by selling y key chains is 2y.The inequality representing the situation is given by;10x + 2y ≥ 500To solve the above inequality for x, we can assume different values of y and then determine the corresponding values of x.

For example;

Let's assume y = 0,10x + 2(0) ≥ 50010x ≥ 500x ≥ 50

The smallest integer x such that x ≥ 50 is x = 50.

To get another point on the line, we can assume y:

= 10,10x + 2(10) ≥ 50010x + 20 ≥ 50010x ≥ 500 - 2010x ≥ 480x ≥ 48

The smallest integer x such that x ≥ 48 is x = 48. Since we want to meet or exceed the goal, the number of T-shirts that the science club can sell is 50 or more while the number of key chains they can sell is 10 or more.

Therefore, the answer to the question is that they can sell 50 or more T-shirts and 10 or more key chains to meet or exceed their goal.Inequality;10x + 2y ≥ 500

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According to given information, option C is the correct answer.

Given that Darrel divided 8,675 by 87.

His work is shown below.

Step 1: Set up the problem with the dividend under the division symbol and the divisor outside.

Step 2: Estimate a reasonable quotient and place it above the dividend. Then multiply and subtract. Bring down the next digit of the dividend.

Step 3: Repeat step 2 until the dividend has been brought down completely.

The given picture shows the steps done:

Option C: Darrel forgot to place a zero in the quotient.

Thus option C is the correct answer.

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The required answer is [tex][4x² + 36x + 85]/(x + 4)².[/tex]

Given [tex]f(x) = x² + 5x + 4[/tex]and g(x) = 1/(x + 4).

We are to find (f ∘ g)(x)

Formula used:

The composition of two functions f(x) and g(x) is given by (f ∘ g)(x) = f(g(x))

To solve the above problem, we substitute g(x) in place of x in f(x).

Hence,[tex](f ∘ g)(x) = f(g(x)) = f(1/(x + 4))f(g(x)) = g(x)² + 5g(x) + 4[/tex]

Putting the value of g(x) we get,

[tex]f(g(x)) = g(x)² + 5g(x) + 4= [1/(x + 4)]² + 5[1/(x + 4)] + 4= [1/(x + 4)][1/(x + 4)] + 5/(x + 4) + 4= (1/(x + 4))(1/(x + 4) + 5/(x + 4) + 4)= [1 + 5(x + 4) + 4(x + 4)²]/(x + 4)²= [4x² + 36x + 85]/(x + 4)²[/tex]

Therefore, [tex](f ∘ g)(x) = [4x² + 36x + 85]/(x + 4)².[/tex]

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- Plane 1 travels at a speed of 225 mph.

- Plane 2 has an airspeed of 3 times faster than Plane 1, which is 3 * 225 mph = 675 mph.

- The wind speed is 500 mph.

Let's analyze the information provided:

Plane 1:

- Distance traveled: 450 miles

- Direction: South

- Time taken: 2 hours

Plane 2:

- Distance traveled: 525 miles

- Direction: North

- Time taken: 3 hours

- Airspeed: 3 times faster than Plane 1

We can calculate the speed of Plane 1 and the wind speed by dividing the distance traveled by the time taken.

Plane 1's speed = Distance / Time = 450 miles / 2 hours = 225 miles per hour (mph)

Let's assume the speed of the wind is W mph.

For Plane 2, since it is traveling against the wind, we need to consider the effect of the wind on its speed. The effective speed of Plane 2 against the wind can be calculated as the airspeed of Plane 2 minus the wind speed.

Effective speed of Plane 2 = Airspeed of Plane 2 - Wind speed = 3 * Plane 1's speed - W

Now we can use the formula: Speed = Distance / Time to calculate the wind speed.

For Plane 2:

Effective speed of Plane 2 = Distance / Time = 525 miles / 3 hours = 175 mph

175 mph = 3 * 225 mph - W

W = 3 * 225 mph - 175 mph

W = 675 mph - 175 mph

W = 500 mph

The wind speed is calculated to be 500 mph.

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Hence, the correct option is B) 11.1.

Given that Suzy had been working for 15 minutes when she finished problem 5 and she completed all 20 questions in 45 minutes.To find what fraction of the questions Suzy had finished when she finished problem 5; we need to subtract the time taken to finish problem 5 from total time and divide it by total time and the multiply it by 20. The answer can be rounded off to the nearest tenth if necessary.

Fraction of questions completed by Suzy = [(45-15)/45] × 20= 0.556 × 20= 11.12

As we see that Suzy had completed 11.12 questions when she finished the fifth problem.

Therefore, rounding it to the nearest tenth, the decimal form of the answer is 11.1.

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The predicate Q(x, y) states that if x is less than y, then x^2 is less than y^2. In part (a), Q(x, y) is false when x = -2 and y = 1 because -2 is less than 1, but (-2)^2 is not less than 1^2.

In part (b), other values that make Q(x, y) false include x = 0 and y = -1, as well as x = 2 and y = 2. In part (c), Q(x, y) is true when x = 3 and y = 8 because 3 is less than 8, and 3^2 is less than 8^2. In part (d), other values that make Q(x, y) true include x = -1 and y = 0, as well as x = -2 and y = -2.

a) In Q(x, y), when x = -2 and y = 1, the statement "If x < y then x^2 < y^2" is false. Although -2 is indeed less than 1, (-2)^2 = 4 is not less than 1^2 = 1.

b) To find values where Q(x, y) is false, we can look for instances where x < y but x^2 is not less than y^2. For example, when x = 0 and y = -1, x < y holds, but (0)^2 = 0 is not less than (-1)^2 = 1. Similarly, when x = 2 and y = 2, x < y is true, but (2)^2 = 4 is not less than (2)^2 = 4.

c) When x = 3 and y = 8, Q(x, y) is true. Since 3 is less than 8, it satisfies the condition x < y, and (3)^2 = 9 is indeed less than (8)^2 = 64.

d) To find values where Q(x, y) is true, we can look for instances where x < y and x^2 < y^2. For example, when x = -1 and y = 0, x < y holds, and (-1)^2 = 1 is less than (0)^2 = 0. Similarly, when x = -2 and y = -2, x < y is true, and (-2)^2 = 4 is less than (-2)^2 = 4.

These examples demonstrate how the truth value of the predicate Q(x, y) depends on the specific values of x and y, and their relationship in terms of magnitude and their respective squares.

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The mean for Mai's data is 8.9167.

To find the mean of the data given by Mai for the past 12 school days, we need to add all the values together and then divide by the total number of values.

Here is the solution: Given data are: 9, 12, 6, 9, 10, 7, 6, 12, 9, 8, 10, 10

To find: The mean for Mai's data

To calculate the mean, we will add up all the values and then divide by the total number of values.

Mean (average) = sum of values / total number of values

Sum of values = 9 + 12 + 6 + 9 + 10 + 7 + 6 + 12 + 9 + 8 + 10 + 10= 107

Total number of values = 12

Therefore, Mean (average) = sum of values / total number of values

= 107 / 12

= 8.9167 (rounded to four decimal places)

Hence, the mean for Mai's data is 8.9167.

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The annual population growth rate per thousand animals in this scenario is 130.

In the given population of 1000 alligators, the birthrate is 400 per year. This means that 400 new alligators are born each year. However, there are also factors that decrease the population. Each year, 150 alligators die and 150 leave the population to search for new territory. On the other hand, 30 alligators arrive from other territories to join the population.

To calculate the annual population growth rate per thousand animals, we can subtract the total number of deaths and departures (150 + 150) from the total number of births and arrivals (400 + 30). This gives us a net increase of 130 alligators.

To calculate the growth rate per thousand animals, we divide the net increase (130) by the initial population size (1000) and multiply the result by 1000. This gives us a growth rate of 130/1000 * 1000 = 130.

Therefore, the annual population growth rate per thousand animals in this scenario is 130.

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The mean for the first set of numbers is 4. The mean for the second set of numbers is 4. The mean for the third set of numbers is 5. The mean for the fourth set of numbers is 4.11.

To calculate the mean, we sum up all the numbers in the set and divide the sum by the total count of numbers.

For the first set of numbers (5, 5, 5, 4, 4, 2, 2), the sum is 27. There are 7 numbers in the set, so the mean is 27/7 = 4.

For the second set of numbers (7, 5, 1, 2, 8, 3, 3), the sum is 29. There are 7 numbers in the set, so the mean is 29/7 = 4.

For the third set of numbers (8, 4, 2, 8, 7), the sum is 29. There are 5 numbers in the set, so the mean is 29/5 = 5.

For the fourth set of numbers (3, 3, 7, 6, 3, 3, 3, 5, 4), the sum is 37. There are 9 numbers in the set, so the mean is 37/9 = 4.11 (rounded to two decimal places).

Therefore, the mean for the respective sets of numbers are 4, 4, 5, and 4.11.

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The expression that can be used to determine the total distance in miles Natalie jogged over these 3 nights is:

The model for finding the total distanceNatalie went on a jog 3 nights in a row and jogged the same distance each night.

The model for finding the total distance that Natalie jogged during the 3 nights is shown below:

Model for finding the total distance where each column represents one mile, and the shaded parts of each column represent the fraction of a mile that Natalie jogged each night.

From the model, we can find the total distance in miles Natalie jogged by counting the number of shaded parts in each column and then adding them together.

The number of shaded parts in each column represents the fraction of a mile that Natalie jogged each night.

Therefore, the expression that can be used to determine the total distance in miles Natalie jogged over these 3 nights is:

[tex]$$3 \cdot 1 + \frac{1}{2} + \frac{3}{4}$$ $$= 3 + \frac{2}{4} + \frac{3}{4}$$$$= 3 + \frac{5}{4}$$$$= \frac{12}{4} + \frac{5}{4}$$$$= \frac{17}{4}$$$$= \boxed{4\frac{1}{4}}\ miles$$[/tex]

Therefore, Natalie jogged a total distance of 4 and 1/4 miles over these three nights.

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The dimensions of one of the identical triangular pieces of the paper airplane are A. 2 cm base, 3 cm height

From the given information, the paper airplane is designed in the shape of a trapezoid when viewed from the top. The trapezoid has a base of 6 centimeters, a height of 3 centimeters, and a top side length of 2 centimeters.

When we divide the trapezoid along the height, we get two congruent triangles. These triangles have the same shape and size, making them identical. The height of the triangle corresponds to the same height as the trapezoid, which is 3 centimeters.

Therefore, the dimensions of one of the identical triangular pieces of the paper airplane are a base of 2 centimeters and a height of 3 centimeters.

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Full question is:

Alexa is designing a paper airplane whose final shape, when viewed from the top or bottom, is a trapezoid. A sketch of her plane, viewed from the top, is shown on the left.

What are the dimensions of one of the identical triangular pieces of the plane?

2 cm base, 3 cm height

3 cm base, 3 cm height

3 cm base, 4 cm height

3 cm base, 6 cm height

none of the provided approximations for the probabilities are accurate.To determine which statement is true, we need to calculate the probabilities of selecting each color marker.

Total number of markers = 20 green + 44 orange + 30 blue = 94 markers.

P(blue) = Number of blue markers / Total number of markers = 30 / 94 ≈ 0.319.

P(green) = Number of green markers / Total number of markers = 20 / 94 ≈ 0.213.

P(orange) = Number of orange markers / Total number of markers = 44 / 94 ≈ 0.468.

Based on the calculations, none of the given statements are true. The actual probabilities are approximately:

P(blue) ≈ 0.319,
P(green) ≈ 0.213,
P(orange) ≈ 0.468.

Therefore, none of the provided approximations for the probabilities are accurate.

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The polygon described in this scenario is a regular pentagon. In the given diagram, the vertices of the pentagon are labeled as P, Q, R, S, and T. The line segment PR is drawn within the pentagon, and it is mentioned that the angle QPR and QRP both measure 20 degrees.

A line segment PR is drawn within the polygon, and the measure of both angles QPR and QRP is 20 degrees. Based on this information, we can determine that the polygon in question is a regular pentagon.

A regular polygon is defined as a polygon where all sides have the same length and all angles have the same measure. In the case of a regular pentagon, it specifically has five sides and five angles. The given information confirms that the angles QPR and QRP both measure 20 degrees, satisfying the criteria for a regular polygon.

By identifying the polygon as a regular pentagon, we can understand its fundamental properties, such as equal side lengths and equal angles. The name "regular" emphasizes the uniformity of the polygon's sides and angles, while "pentagon" specifies that it consists of five sides.

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Acceptance sampling is a statistical procedure that involves taking a sample of a product or a lot of products and determining if it meets the required standards or specifications.

One method of acceptance sampling involves randomly selecting a sample of items without replacement and accepting the entire batch only if every item in the sample is okay.The ABC Electronics Company has just manufactured 1200 write-rewrite CDs, out of which 90 are defective. The question is asking about the probability that the entire batch will be accepted if 3 of these CDs are randomly selected for testing.We know that out of 1200 CDs, 90 are defective.

Therefore, the number of good CDs is:1200 - 90 = 1110If 3 CDs are randomly selected, the probability of getting a good CD on the first try is:1110/1200 = 37/40The probability of getting a good CD on the second try is:1109/1199The probability of getting a good CD on the third try is:1108/1198The probability of getting all three CDs that are good is:37/40 * 1109/1199 * 1108/1198 = 0.7978Therefore, the probability that the entire batch will be accepted is 0.7978 or approximately 79.78%.

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The rational number that falls between 1/13 and 2/13 is 3/13 by using average method

To find a rational number between two fractions, we can use the average method.

To find the average of two fractions a/b and c/d, we add them up and then divide them by 2.

The question is asking what rational number falls between 1/13 and 2/13.

The average of these fractions can be calculated by adding them and dividing them by 2:

1/13 + 2/13 = 3/13 Now, to check whether 3/13 is between 1/13 and 2/13, we can compare the three fractions:

1/13 < 3/13 < 2/13 Therefore, the rational number that falls between 1/13 and 2/13 is 3/13.

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The combined water filtration capacity of filters A and B in Smalltown is 349.55 gallons per minute. Over a period of 70 minutes, these filters can filter approximately 24,467.5 gallons of water, ensuring a clean water supply for the town's residents.

Filter A can filter 179.85 gallons per minute, and filter B can filter 169.7 gallons per minute. To determine the combined filtration capacity, we add the individual capacities of the filters: 179.85 + 169.7 = 349.55 gallons per minute.

Next, we calculate the total amount of water filtered over 70 minutes by multiplying the combined filtration capacity by the duration: 349.55 gallons/minute * 70 minutes = 24,467.5 gallons. Therefore, over the course of 70 minutes, filters A and B can filter approximately 24,467.5 gallons of water, providing a significant volume of clean drinking water for the residents of Smalltown.

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There's no specific diagram or context mentioned in your question. Thus, I'm giving a general answer to the question. Please provide more information for a specific answer.

The Pythagorean theorem is a fundamental geometric principle that relates the lengths of the sides of a right triangle. It states that in a right triangle, the square of the length of the hypotenuse (the side opposite the right angle) is equal to the sum of the squares of the lengths of the other two sides.

So, the given question asks us to find the missing side lengths.

Since we don't have any further information on the given question, let's assume that the given triangle is a right triangle. Let the two given sides of a right triangle be a and b, and the missing side be c.

According to the Pythagorean theorem,

[tex]`a^2 + b^2 = c^2`[/tex]

Thus, [tex]`c = \sqrt(a^2 + b^2)`[/tex]

Here, `sqrt()` is used to represent the square root function. Therefore, we have to take the square root of `a² + b²` to find the length of the missing side.

Answer: [tex]`c = \sqrt(a^2 + b^2)`[/tex]

Leave your answers as radicals in the simplest form.

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The area under the probability density function to the left of the mean for the standard normal distribution is 0.5.

The standard normal distribution, also known as the Z-distribution, is a bell-shaped distribution with a mean of zero and a standard deviation of one. The area under the curve of a probability density function represents the probability of an event occurring. Since the mean of the standard normal distribution is at the center of the distribution, the area to the left of the mean is symmetrically equal to the area to the right of the mean. Therefore, the area under the probability density function to the left of the mean is 0.5 or 50%. This means that there is a 50% probability of observing a value less than the mean in a standard normal distribution.

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To find the slope of the trend line in a scatterplot, we need to use the formula for slope, which is: Slope = (Change in y)/(Change in x).

The expression that can be simplified to find the slope of the trend line in the scatterplot is the formula for slope. Therefore, the expression that can be simplified to find the slope of the trend line in the scatterplot is:Slope = (Change in y)/(Change in x).

Here, "y" represents the dependent variable, and "x" represents the independent variable in the scatterplot. The slope of the trend line shows how steep the line is.

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The third term of the sequence is 11.

The sequence given by the rule

f(1) = 5

and

f(n) = f(n-1) + 3, for n bigger than 1.

The third term of the sequence can be calculated using the given formula of the sequence.

We are given that

f(1) = 5, which means that the first term of the sequence is 5.

We can find the second term of the sequence using the formula.

f(n) = f(n-1) + 3

Now n = 2

    f(2)  = f(2-1) + 3

           = f(1) + 3

           = 5 + 3

            = 8

Therefore, the second term of the sequence is 8.

Using the same formula we can find the third term of the sequence

f(n) = f(n-1) + 3

Now n = 3

f(3) = f(3-1) + 3

     = f(2) + 3

     = 8 + 3

      = 11

Therefore, the third term of the sequence is 11. Hence, the correct answer is 11.

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The volume of the empty portion of Container B is given as follows:

34.6 ft³.

The volume of a cylinder of radius r and height h is given by the equation presented as follows:

V = πr²h.

(the radius is half the diameter).

Hence the volume of Container A is given as follows:

V = π x 7² x 13

V = 2001.2 ft³.

The volume of container B is given as follows:

V = π x 6² x 18

V = 2035.8 ft³.

Then the volume of the empty portion of Container B is given as follows:

2035.8 - 2001.2 = 34.6 ft³.

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We know that the bottle contains 3 gallons of bleach. More than 250 quarts can be produced from 3 gallons. Let's find out how many quarts there are in a gallon.1 US gallon is equivalent to 4 US quarts.

So 3 gallons equal 12 quarts. Hence, More than 250 quarts can be obtained from 3 gallons, since more than 250 is greater than 12.Therefore, we can find the price per quart by dividing the total cost by the total number of quarts: Price per quart = Total cost ÷ Total number of quarts Since the cost of a 3-gallon bottle of bleach is $15.60, the cost of 1 gallon would be $15.60 ÷ 3 = $5.20.The cost of one quart is $5.20 ÷ 4 = $1.30.Therefore, the price per quart is $1.30.

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The sum or difference of expression(-7x²- 3) + (11x² + 8) is 4x² + 5.

To find the sum or difference of the given expressions, (-7x²- 3) + (11x² + 8)

Simply by combine like terms.

(-7x²- 3) + (11x² + 8) can be rewritten as:

-7x² + 11xx² + (-3 + 8)

Simplifying further, we have:

4x² + 5

So, the sum or difference of (-7x²- 3) + (11x² + 8) is 4x² + 5.

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fg(x) is 2x³ - 3x² + 2x - 3.To find fg(x), we need to multiply f(x) and g(x).

The given functions are f(x) = 2x - 3 and g(x) = x² + 1.

We know that (f · g)(x) = f(x) · g(x).

So, (f · g)(x) = (2x - 3)(x² + 1)

(f · g)(x) = 2x³ - 3x² + 2x - 3.

Hence, the value of fg(x) is 2x³ - 3x² + 2x - 3

Given f(x) = 2x - 3 and g(x) = x² + 1

We have to find fg(x) = f(x)g(x)

= (2x - 3)(x² + 1)

We will use the distributive law of multiplication to multiply the given two functions.

(2x - 3)(x² + 1)= 2x(x² + 1) - 3(x² + 1)

Expanding further, we get the following:

2x³ + 2x - 3x² - 3=2x³ - 3x² + 2x - 3

Therefore,

fg(x) = 2x³ - 3x² + 2x - 3.

So, we get the value of fg(x) as 2x³ - 3x² + 2x - 3.

We have found that fg(x) is 2x³ - 3x² + 2x - 3 by multiplying f(x) = 2x - 3 and g(x) = x² + 1.

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