Tell me pls what is the answer to this question? 3=x+3-5x??????????

A hexagon with two lines

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I hope you are form India

The volume is 63.717 cubic units

The limits of integration for rho are 0 and 4 cos phi, since the sphere has radius 4 cos phi. The limits for phi are π/4 and π/2, since we want to consider the region outside the cone but inside the sphere, and phi is the angle between the positive z-axis and the position vector of a point. Finally, the limits for theta are 0 and 2π, since theta is the azimuthal angle and we want to integrate over the entire azimuthal angle.

Thus, the volume of the region is given by:

V = 8 x ∫(0 to 2π) ∫(π/4 to π/2) ∫(0 to 4 cos phi) ρ² sin phi dρ dphi dtheta

Simplifying the integral using basic calculus, we get:

V = 8 x (64/3 - 16/3√2π) = 63.717

Therefore, the volume of the region outside the cone phi = π/4 and inside the sphere rho = 4 cos phi is 8(64/3 - 16/3√2π), which is an exact answer using π as needed.

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Based on the information, the pollster's conclusion makes sense.

To know if the pollster is right with his conclusion we must perform the following operation.

In accordance with the above, we can infer that the pollster concludes that 54% of the people surveyed are equivalent to 545 people correctly because 0.86 is a minimum margin of error for this type of statistics. In addition, it can be inferred that the pollster correctly uses the statistics and study parameters of a sample to establish a correct conclusion.

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So, the right response is that, in order to more accurately fit the scatterplot that depicts a curve in the data, you need add a quadratic component while performing regression.

As ax² +bx + c, a quadratic equation can be expressed. In a quadratic equation, the largest exponent is 2, which limits the number of terms to a maximum of 3. These terms are exponent 2 (ax²) and exponent 1 (bx) fixed term.

Regression can be improved by including a quadratic component to better match scatterplots of data that display curves. This is so that the independent and dependent variables can have a nonlinear connection, which is made possible by a quadratic term. A quadratic component can assist capture inherent curvature of a data and enhance the fit of a regression model in cases where the connection between both the variables isn't really strictly linear.

A quadratic term may not be appropriate or required, though. A quadratic factor would not increase the model's fit if the variables' relationships are strictly linear and might even result in overfitting. In addition, if the scatterplot contains too many anomalies or the data is not consistent, adding a quadratic factor might not be beneficial.

In order to properly fit a scatter plot graph that depicts a curve in the data, the correct response is you would like to add a quadratic term while performing regression.

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The circle graphs which correctly represents the data in the table is "a circle graph with four sections, labeled vegetarian 30 percent, turkey 20 percent, ham 35 percent, and chicken 15 percent"

The correct answer choice is option B.

Type of Sandwich Number of Customers

Vegetarian 30

Turkey 20

Ham 35

Chicken 15

Total number of customers = 30 + 20 + 35 + 15

= 100

Percentage of each sandwich:

Vegetarian = 30/100 × 100

= 30%

Turkey = 20/100 × 100

= 20%

Ham = 35/100 × 100

= 35%

Chicken = 15/100 × 100

= 15%

Therefore, a circle graph with four sections, labeled vegetarian 30 percent, turkey 20 percent, ham 35 percent, and chicken 15 percent represents the table.

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The listed price of the TV that Wayne bought was $947.37

Here we know that Wayne pays $660 for a TV whose price was marked down by (30 + 1/3)%

We can rewrite that discount as 0.30333... in a decimal form (get that just by dividing the percentage by 100%)

Then if the lited price of the TV is P, we can write the equation for the discount as follows:

660  = P*(1 - 0.3033...)

The number that we subtract is the percentage in decimal form.

Solving this for P gives:

P = 660/(1- 0.3033...) = 947.37

The listed price was 947.37 dollars.

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Nicolas drinks 3/2 liters of water in total - 1/3 liters of water in the morning, 1/2 liter of water at lunch, and 2/3 liter of water during basketball practice.

Nicolas drinks to third liter of water in the morning, which is 1/3 liters of water. At lunchtime, he drinks 1/2 litre of water. During basketball practice, he drinks another 2/3 liter of water.

To find the total amount of water that Nicolas drinks, we need to add these quantities together:

Total amount of water = 1/3 + 1/2 + 2/3

To add these fractions, we need to find a common denominator, which is 6 in this case. We can convert each fraction to have a denominator of 6 as follows:

1/3 = 2/6

1/2 = 3/6

2/3 = 4/6

Now we can add the fractions with the same denominator:

Total amount of water = 2/6 + 3/6 + 4/6

Total amount of water = 9/6

We can simplify this fraction by dividing both the numerator and denominator by 3:

Total amount of water = 3/2

Therefore, Nicolas drinks 3/2 litres of water in total.

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Based on the information in the diagram of circle P, the magnitude of the missing angle are as follows;

m∠BPC = 80 degrees.

m∠ADC = 205 degrees.

In Mathematics and Geometry, the central angle property states that an inscribed angle is equal to one-half the measure of a central angle that is subtended by the same arc.

Based on the information provided about circle P, the central angle of circle P is represented by m∠BPC and the measure of arc BC is equals to 80 degrees. Therefore, the magnitude of angle BPC is given by:

m∠BPC = 80 degrees.

Since m∠A is an inscribed angle, its magnitude can be calculated as follows;

m∠A = 1/2(m∠BPC)

m∠A = 1/2(80)

m∠A = 40 degrees.

For the magnitude of m∠ADC, we have:

m∠ADC = 360 - (80 + 75)

m∠ADC = 360 - 155

m∠ADC = 205 degrees.

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The triangles are similar by the AA similarity criterion since they have two pairs of congruent angles (41° and 109°, and 30°). Therefore, the answer is B. AA.

A triangle is a polygon that has three sides, three vertices, and three angles. It is the simplest polygon in Euclidean geometry and one of the most studied shapes in mathematics. The sum of the three angles in a triangle is always 180 degrees, and the length of one side of a triangle is always less than the sum of the other two sides. There are many different types of triangles, including equilateral triangles (where all sides are equal), isosceles triangles (where two sides are equal), and scalene triangles (where no sides are equal). Triangles are used in many areas of mathematics and science, including trigonometry, geometry, and physics.

Here,

To determine whether the two triangles are similar using AA similarity, we need to compare the angles of both triangles.

Triangle 1 has angles 41°, 30°, and 109°.

Triangle 2 has angles 30°, 41°, and 109°.

We see that the two triangles have two pairs of congruent angles, namely 41° and 41°, and 109° and 109°. Therefore, the two triangles are similar by the AA similarity criterion.

Note that the order of the angles does not matter when comparing triangles for similarity.

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84500 reams of paper are the total amount the two companies sell in the past five years.

65500 is the amount that Company B performed better than company A.

A company can be defined as the part in which the main aim or goal is to earn a profit. This was to generate the income that they will be having in the firm. There are various employees that are present in the company and work towards a common goal.

The Amount that is made by company A is

[tex]7.5 \times 10000[/tex]

[tex]=75000[/tex]

The amount of paper manufactured by company B is

[tex]= 9.5 \times 1000[/tex]

[tex]= 9500[/tex]

A) The total that is made by both companies in 5 years will be

[tex]= \text{Company A + Company B}[/tex]

[tex]= 75000 + 95000[/tex]

[tex]= 84500[/tex]

B) Company B made better products as compared to Company A

[tex]= \text{Company B - Company A}[/tex]

[tex]=75000 - 9500[/tex]

[tex]=65500[/tex]

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Answer:

Step-by-step explanation:

You want the sum and difference of 7.5×10^4 and 9.5×10^3.

Numbers are most conveniently added or subtracted in scientific notation when the multipliers have the same exponent. For this we can rewrite Company B's volume as ...

  9.5×10^3 = 0.95×10^4

  total sales = 7.5×10^4 + 0.95×10^4 = 8.45×10^4 = 84,500

  difference in sales = A -B = 7.5×10^4 -0.95×10^4 = 6.55×10^4 = 65,500

__

Additional comment

You can enter the numbers "as is" in a calculator or spreadsheet and format the output in whatever form you need.

The area of the figure  is option (C) 61.12 in².

The area of a triangIe is the region encIosed within the sides of the triangIe. The area of a triangIe varies from one triangIe to another depending on the Iength of the sides and the internaI angIes. The area of a triangIe is expressed in square units, Iike, m2, cm2, in2, and so on.

The area of a circIe is the amount of space encIosed within the boundary of a circIe. The region within the boundary of the circIe is the area occupied by the circIe. It may aIso be referred to as the totaI number of square units inside that circIe. Area of CircIe = πr2 or πd2/4 in square units, where

(Pi) π = 22/7 or 3.14.

r = radius of the circIe

d = diameter of the circIe

Pi (π) is the ratio of circumference to diameter of any circIe. It is a speciaI mathematicaI constant.

Area of triangIe = ½ x B x H

Given Height = 8 in

Given Breath = 9 in

Area of TriangIe = ½ x 8 x 9 = 36 in²

Area of haIf circIe = ½ (pi x r²)

= ½ (3.14 x 16)

= (½ x 50.24) in²

= 25.12 in²

Area of the figure wiII be 36 in² + 25.12 in² = 61.12 in²

Option C wiII be the correct option.

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The area of the figure will be 36 in² + 25.12 in² = 61.12 in². Option C will be the correct option.

What is the Area of CircIe?

The area of a circIe is the amount of space enclosed within the boundary of a circIe. The region within the boundary of the circIe is the area occupied by the circIe. It may aIso be referred to as the total number of square units inside that circle.

Area of CircIe = πr2 or πd2/4 in square units, where

(Pi) π = 22/7 or 3.14.

r = radius of the circIe

d = diameter of the circIe

Pi (π) is the ratio of circumference to diameter of any circIe. It is a speciaI mathematicaI constant.

Area of triangle = ½ x B x H

Given Height = 8 in

Given Breath = 9 in

Area of TriangIe = ½ x 8 x 9 = 36 in²

Area of haIf circIe = ½ (pi x r²)

= ½ (3.14 x 16)

= (½ x 50.24) in²

= 25.12 in²

Therefore, Area of the figure will be 36 in² + 25.12 in² = 61.12 in²

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The slope between the points (-3, 0) and (0, -1) is -1/3.

The slope of a line serves as a gauge for its steepness. It may be calculated by dividing the difference in y-coordinate by the difference in x-coordinate between any two points on a line. A line's slope might be zero, positive, negative, or undefinable. A line with a positive slope is moving upward from left to right, a negative slope is moving downward from left to right, and a line with a zero slope is level. The line is vertical if the slope is undefinable.

Let us consider the first two points (-3, 0) and (0, -1).

The slope of the line is given as:

m = (y2 - y1) / (x2 - x1)

Substituting the values we have:

m = (-1 - 0) / (0 - (-3)) = -1/3

Hence, the slope between the points (-3, 0) and (0, -1) is -1/3.

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The system of inequalities of the company with the better offer is 75 + 20x ≤ y and 15 + 65x ≤ y

Let's use A to represent the total cost (in dollars) of purchasing a pool membership from the Aquatics Club,

Let S represent the total cost of purchasing a pool membership from the Swimming Hole.

Then we can write the following system of inequalities:

A = 75 + 20x (total cost of Aquatics Club membership)

S = 15 + 65x (total cost of Swimming Hole membership)

Alfonso has no more than y dollars to spend

So, we have

75 + 20x ≤ y

15 + 65x ≤ y

Hence, the system is 75 + 20x ≤ y and 15 + 65x ≤ y

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Therefore, when the equation  x = 72 - 3x, the value of 2 - 3x is -52.

An equation is a mathematical statement that shows the equality of two expressions. It typically contains one or more variables, which are symbols that can represent any number or value. The expressions on both sides of the equal sign are called the left-hand side (LHS) and the right-hand side (RHS) of the equation. Equations are used to describe relationships between quantities or to solve problems. They can be represented in various forms, including linear equations, quadratic equations, exponential equations, and trigonometric equations. Equations can be solved by performing operations on both sides of the equation to isolate the variable or variables.

Here,

When we are given that x = 72 - 3x, we can solve for x by first adding 3x to both sides of the equation:

x + 3x = 72

Combining like terms, we get:

4x = 72

Dividing both sides by 4, we get:

x = 18

Now that we know x = 18, we can substitute this value into the expression 2 - 3x:

2 - 3x = 2 - 3(18)

2 - 3x = 2 - 54

2 - 3x = -52

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The numbers ordered from least to greatest are 0.721, 73/100, and 0.75.

0.75, 0.721, 73/100

we can convert the fraction 73/100 to a decimal by dividing 73 by 100, which gives us 0.73.

0.721 < 0.73 < 0.75

"Least" is a mathematical term used to refer to the smallest value in a given set of numbers or a range of values. It is the opposite of the term "greatest," which refers to the largest value in the set. To find the least value in a set of numbers, you can sort them in ascending order and select the first or smallest number. Alternatively, you can use mathematical formulas or functions such as the minimum function to determine the least value.

In algebra, finding the least common multiple (LCM) or least common denominator (LCD) involves identifying the smallest multiple or denominator that two or more numbers or expressions have in common. This is essential in simplifying and solving complex equations and expressions. In geometry, the least distance between two points is the straight line or path that connects them and is the shortest possible route between them. This concept is fundamental in navigation and optimization problems.

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Answer:1st one

Step-by-step explanation:

Perry's paycheck was $100. To find Perry's paycheck, we can work backward from the final amount he had after finding $10 and ending up with $24.

Let's denote Perry's paycheck as "x". After buying the shirt and jeans, he spent a total of $26 + $52 = $78. So he had "x" - $78 left. He then spent half of what he had left on a snack, leaving him with 1/2 * ("x" - $78) = 1/2*x - $39.

When he found $10, he ended up with $24, so we can set up the equation:

1/2*x - $39 + $10 = $24

Simplifying this equation gives us:

1/2*x = $53

Multiplying both sides by 2, we get:

x = $106

Therefore, Perry's paycheck was $100.

In summary, we used a series of calculations to work backward from the final amount Perry had to determine his original paycheck. We accounted for the amount he spent on a shirt, jeans, and a snack, as well as the amount he found on his way home.

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Answer:

Cost price (CP) = Rs20

% Profit = 10%

Selling price (SP) = y

By formula:

% Profit = (Profit/CP) x 100%

But Profit= SP - CP

Therefore;

% Profit = [(SP-CP)/C.P)] x 100%

Substituting, we have:

10% = [(y-20)/20] x 100%

10/100 = (y-20)/20

1/10 = (y-20)/20

1 = (y-20)/2

Cross multiply

y - 20 = 2

y = 2 + 20

y = 22

Therefore, the Sale price is Rs 22

Using trigonometric functions, the value of the side AC = 2.85 units.

The right triangle's angle serves as the domain input value for the six fundamental trigonometric operations, and the output is a range of numbers.

The angle, given in degrees or radians, is the domain of the trigonometric function, sometimes referred to as the "trig function," of  f(x) = sin, and the range is [-1, 1]. The other functions have a similar domain and scope. Trigonometric functions are widely used in algebra, geometry, and calculus.

Now in the given figure,

The angle is a right-angled triangle.

Now as per the trigonometric functions,

Sin 35° = AC/AB

⇒ 0.57 = x/5

⇒ x = 0.57 × 5

= 2.85.

The length of the opposite side AC is 2.85 units.

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Answer:

Choice 2
∠1 and ∠7, ∠2 and ∠8

Step-by-step explanation:

This is a good example of a problem that can be solved by POE(process of elimination)

First choice: ∠2 and ∠3 are on the same straight line so they cannot be congruent. They are supplementary in that they add up to 180°

The same applies for ∠3 and ∠4 (third choice)

The same applies for ∠1 and ∠4 (fourth choice)

That leaves choice 2

We can prove ∠1 ≅ ∠7 as follows:

∠1 ≅ ∠3 since they are vertically opposite angles

∠3 ≅ ∠7 since they are exterior angles

So ∠1 ≅ ∠7

By similar reasoning,
∠2 ≅ ∠8

So correct choice is Choice 2

Since both terms are perfect squares, factor using the difference of squares formula, [tex]a^2-b^2=(a+b)(a-b)[/tex] where [tex]a=b[/tex] and [tex]b=3[/tex]

By answering the presented question, we may conclude that Therefore, the perimeter of the classroom is 96√2 + 42 feet (approx. 155.27 feet).

In Euclidean geometry, a rectangle is a parallelogram with four small angles. It may also be defined as a hexagon that is fundamental rule, or one in which all of the angles are equal. Another alternative for the parallelogram is a straight angle. Four of the vertices of a square are the same length. A quadrilateral with four 90° angle vertices and equal parallel sides has a rectangle-shaped cross section. As a result, it is also known as a "equirectangular rectangle." A rectangle is sometimes referred to as a parallelogram due to the equal and parallel dimensions of its two sides.

The perimeter-

d = √[(x2 - x1)² + (y2 - y1)²]

So, the perimeter of the classroom is:

d1 = √[(-12 - (-12))² + (15 - (-9))²] = √(24² + 24²) = √(2² × 24²) = 48√2

d2 = √[(-12 - 9)² + (15 - 15)²] = √(21²) = 21

d3 = √[(9 - 9)² + (15 - (-9))²] = √(24² + 24²) = √(2² × 24²) = 48√2

d4 = √[(9 - (-12))² + (-9 - 15)²] = √(21²) = 21

perimeter = d1 + d2 + d3 + d4

= 48√2 + 21 + 48√2 + 21

= 96√2 + 42

Therefore, the perimeter of the classroom is 96√2 + 42 feet (approx. 155.27 feet).

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Answer:

All of the statements are true.

The first statement is true because a graph represents all the possible solutions to an equation or function.

The second statement is true because a system of equations may have no solution, one solution, or infinitely many solutions, depending on the equations.

The third statement is true because graphing technology allows us to see the visual representation of the functions and their intersection points, which are the solutions to the system of equations.

The fourth statement is true because the solution to a system of equations is the point where both equations intersect and are true.

The fifth statement is also true because finding the x-coordinate of the point of intersection is equivalent to finding the solution to f(x) = g(x).

The sixth statement is true because systems of equations can involve any combination of linear, quadratic, exponential, or other functions.

The seventh statement is true because a table of values can only show a limited number of solutions, but finding the approximate solution between two values on the table can still be useful in many practical situations.

We can see that:

1.  True: A graph of an equation in two variables or a function represents an infinite number of solutions because each point on the graph corresponds to a solution of the equation or function.

2. True: A system of equations may not have an exact solution that meets the conditions of a real-world solution. It is possible for a system to have no solution or infinite solutions.

3. False: Using graphing technology is a very efficient way to find solutions to equations and systems of equations.

In mathematics, a graph is a visual representation or diagram that displays the relationship between different elements or variables.

4. True: The intersection point of two graphed functions represents the solution for a system of equations. The coordinates of the intersection point satisfy both equations simultaneously.

5. True: When two different functions f(x) and g(x) are graphed, the x-coordinate of the point of intersection represents a solution to the equation formed from f(x) = g(x). However, it's important to note that there could be multiple points of intersection, so the x-coordinate of the intersection is not necessarily the only solution.

6. True: Systems of equations may indeed be a combination of linear and non-linear functions. The equations in a system can involve various types of functions, including linear, quadratic, exponential, logarithmic, etc.

7. True: A table of values may not show every possible solution to a system of equations. It provides a limited set of data points, and there may be solutions that fall between the values in the table. However, finding an approximate solution that lies between two values in the table can be a reasonable approach in many situations.

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The complete question is seen below:

True or False:

A graph of an equation in two variables or a function is a representation of an infinite number of solutions to the equation or function.

A system of equations may not have an exact solution that meets the conditions of a real-world solution.

Using graphing technology is a very efficient way to find solutions to equations and systems of equations.

The intersection point of two graphed functions is the solution for a system of equations. It is the point that makes both equations true.

When two different functions f(x) and g(x) are graphed, the x-coordinate of the point of intersection is the solution to the equation formed from f(x) = g(x)

Systems of equations may be a combination of linear and non-linear functions.

A table of values very rarely shows every possible solution to a system of equations. Finding the approximate solution that is between two values on the table can be a good answer in many situations.

Answer:

6 5/6 cups

Step-by-step explanation:

Add.

4 2/3 = 4 4/6

4 4/6 + 2 1/6 gives 6 5/6 cups were used in all.

Hope this helps!

The magnitude and direction of the net force are found by adding the two forces together as resultant force vectors.

a) 11.82 N

b) 74.07°

To find the net force, we add the two force vectors F_1 and F_2:

Fnet = F_1 + F_2

Fnet = (1.31 + 4.6j) N + (3.2i + 6.8j) N

Fnet = 3.2i + (1.31 + 4.6j + 6.8j) N

Fnet = 3.2i + (1.31 + 11.4j) N

To find the magnitude of the net force, we use the Pythagorean theorem:

|Fnet| = sqrt[(3.2)^2 + (1.31 + 11.4)^2] N

|Fnet| ≈ 11.6 N

To find the direction of the net force, we use the inverse tangent function:

θ = tan^(-1)(y/x)

θ = tan^(-1)(11.4/3.2)

θ ≈ 73.8 degrees

Since the net force is in the first quadrant, the direction counterclockwise from the +x-axis is simply θ:

Direction = 73.8 degrees counterclockwise from the +x-axis

Therefore, the net force is Fnet = 3.2i + (1.31 + 11.4j) N, with a magnitude of approximately 11.6 N and a direction of approximately 73.8 degrees counterclockwise from the +x-axis.

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He bought 4.29 Kilos of fruit.

4+0.29=4.29

Luke bought 4.29 kilograms of fruit in all

Step-by-step explanation:

Simple addition will be used to find the total fruit Luke bought.

Given

Amount of apples he bought  = 4 kilograms

Amount of oranges he bought = 0.29 kilograms

so the total fruit will be:

[tex]\text{total fruit}=\text{Apples}+\text{oranges}[/tex]

[tex]=4+0.29[/tex]

[tex]=4.29[/tex]

So,

Luke bought 4.29 kilograms of fruit in all

Keywords: Measurement, addition

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The country won 45 silver medals and 75 bronze medals, for a total of 45 + 75 = 120 non-gold medals.

A medal is a small, flat, and usually round piece of metal that is awarded to individuals or groups as a symbol of recognition or honor for achievement, bravery, or other notable deeds. Medals can be made of various materials, such as gold, silver, bronze, or other alloys, and they often feature intricate designs or engravings that reflect the significance of the award.

According to the circle graph, gold medals make up 20% of the total medals, which means the country won 20% of 150 medals as gold, or 0.2 x 150 = 30 gold medals.

Similarly, silver medals make up 30% of the total medals, which means the country won 30% of 150 medals as silver, or 0.3 x 150 = 45 silver medals.

Finally, bronze medals make up 50% of the total medals, which means the country won 50% of 150 medals as bronze, or 0.5 x 150 = 75 bronze medals.

Therefore, the country won 45 silver medals and 75 bronze medals, for a total of 45 + 75 = 120 non-gold medals.

So the answer is 120.

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Answer:

Step-by-step explanation:

xs nxqxm,nswjnej,cebxhjme2ckjwadbcweckslnvc

First, we need to find the value of g(pi/2):

g(pi/2) = cos(pi/2) = 0

Now we can substitute this value into f(x):

f(g(pi/2)) = f(0) = sin(0) = 0

Therefore, f(g(pi/2)) = 0.

Answer:

Step-by-step explanation: