Answer:
g(-4) = -1
g(-1) = -1
g(1) = 3
Explanation:
If you are given a function that is defined by a system of equations associated with certain intervals of x, just find which interval makes x true, and then substitute x into the equation of that interval.
For example, given g(-4), this is an expression which is asking for the value of the equation when x = -4. So -4 is not ≥ 2, so ¼x - 1 will not be used. -4 is also not ≤ -1 and ≤ 2, so -(x - 1)² + 3 will not be used either. So in turn, we will just use -1 which is always -1 so g(-4) will just be -1, right because there is no x variable in -1 so it will always be the same.
Using the same idea as before g(-1) is g(x) when x = -1 so -1 will not be a solution because -1 is not less than -1 (< -1). -1 is not ≥ 2 either so we will be using the second equation because -1 is part of the interval -1≤x≤2 (it is a solution to this inequality), therefore -(x - 1)² + 3 will be used.
As x = -1, -(x - 1)² + 3 = -(-1 - 1)² + 3 = -(-2)² + 3 = -4 + 3 = -1.
It is a coincidence that g(-1) = -1.
Now for g(1), where g(x) has an input of 1 or the value of the function where x = 1, we will not use the first equation because x = 1 → x < -1 → 1 < -1 [this is false because 1 is never less than -1], so we will not use -1.
We will use -(x - 1)² + 3 again because 1 is not ≥ 2, 1≥2 [this is also false]. And -1 ≤ 1 < 2 [This is a true statement]. Therefore g(1) = -(1 - 1)² + 3 = -(0)² + 3 = 3
This is a true statement if the question's asking if it's true or false. hope this helps
Answer:
y=3x+-6
Step-by-step explanation:
plug it into y=mx+b form
hope this helps
mark brainiest pls
Answer: 7.08 cm2
Step-by-step explanation:
Given two points (X1,Y1) and (X2,Y2) on a line, the slope =(Y2 - Y1) /(X2 - X1).
You are given the points (1,3) and (3,-2). Implying X1 =1 , Y1 =3, X2=3, Y2=-2
Use the formula for the slope above to answer the question. If you still have problems getting the correct answer, ask for more help.
Your answer should be a negative fraction or decimal if you are using a calculator.
