Nine children want to feed the birds they eash have 2 bags of seed. How many bags of seed are there in all

The solutions for the equation 6x²-11x-7=0 are x = -1/2 and x = 7/3

It is important to note that quadratic equations are defined as equations having the highest degree of x as 2.

From the information given, we have that the quadratic equation is given as;

6x²-11x-7=0

Now, multiply the coefficient of x squared with the constant value, then find the pair factors of the product that adds up to given the coefficient of x = -11

We have;

6x² - 14x + 3x - 7 =0

Group the expression in pairs

(6x² - 14x) + (3x - 7) = 0

Factor the expressions

2x(3x - 7) + 1(3x - 7) = 0

Then, we have;

(2x + 1) and (3x - 7) = 0

x = -1/2

x = 7/3

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Answer:

  (364.0, 236.4)

Step-by-step explanation:

You want the vector 434∠33° written as an ordered pair.

The "ordered pair" representation of a vector can take different forms. we're not sure the form your curriculum materials are asking for, so we'll show it a couple of ways.

(magnitude; direction) = (434; 33°) or maybe (434, 33)

(x, y) = 434·(cos(33°), sin(33°) ≈ (364.0, 236.4)

__

Additional comment

We like the form used in the problem statement above (434∠33°) for vectors expressed in polar form. For vectors expressed in rectangular form, many calculators work nicely with a complex number representation (364 +236.4i).

The ordered pair using a semicolon (;) separator is written that way to distinguish it from the (x, y) ordered pair. That form is used by some geometry software. A calculator may use [434, 33] or [364, 236.4] (for example), leaving it up to the user to remember what the pair represents.

Some authors use a combination of complex and polar representations like this:

  A(cos(B) +i·sin(B)) = A·cis(B)

In this, the "cis" is a reminder of the "cosine + i·sine" complex number representation. It is also a longer way to write A∠B.

The second attachment shows our preferred calculator using our preferred vector notations. YMMV

→ Be sure your calculator is in "degrees" mode.

The baker makes a total of 140 muffins on Monday.

The baker makes 18 blueberry muffins on Tuesday.

What are percentages?

Percentages are a way of expressing a fraction or proportion out of 100. The term "percent" literally means "per hundred." Percentages are commonly used in many areas of everyday life, including finance, science, and statistics.

To express a number as a percentage, it is multiplied by 100. For example, 0.75 is equivalent to 75 percent, since 0.75 x 100 = 75. Similarly, 50 percent is equivalent to 0.5 or 1/2.

Percentages are commonly used to express changes and comparisons. For example, if a product's price increases from $100 to $120, this represents a 20 percent increase in price. If a person scored 80 out of 100 on a test, this represents an 80 percent score.

Percentages are also used to calculate percentages of a total. For example, if a person earned $40,000 out of a total company income of $500,000, their income represents 8 percent of the total income. Similarly, if a person wants to calculate a 20 percent tip on a $50 meal, they would calculate 20 percent of $50, which is $10.

In summary, percentages are a way of expressing a fraction or proportion out of 100, and are commonly used to express changes, comparisons, and percentages of a total in everyday life.

A. Let's assume the total number of muffins the baker makes on Monday to be x.

According to the problem, the number of blueberry muffins that the baker makes is 30% of the total number of muffins.

So, 30% of x is equal to 42:

0.30x = 42

To solve for x, we can divide both sides by 0.30:

x = 140

Therefore, the baker makes a total of 140 muffins on Monday.

B. Let b be the number of blueberry muffins the baker makes on Tuesday.

According to the problem, the number of blueberry muffins is still 30% of the total number of muffins. So, we can set up the equation:

0.30(60) = b

Simplifying the left side:

18 = b

Therefore, the baker makes 18 blueberry muffins on Tuesday.

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Answer:

To find the percentage of the money collected from entry fees over the 3 days that was collected on Day 2, we need to first find the total amount collected for all three days.

Total amount collected = $750 + $400 + $300 = $1450

Then, we need to find what fraction of the total was collected on Day 2:

Amount collected on Day 2 = $400

Fraction of total collected on Day 2 = $400 / $1450

Finally, we convert the fraction to a percentage:

Fraction of total collected on Day 2 = $400 / $1450 = 0.2759

Percentage of total collected on Day 2 = 0.2759 x 100% = 27.59%

Therefore, approximately 27.59% of the money collected from entry fees over the 3 days was collected on Day 2.

By evaluating the function in j = 1, we conclude that each bottle costs 80 cents.

We know that the total cost in dollars can be represented by the linear equation:

C(j) = 0.8*j

Where C is the cost, and j is the number of juice bottles bought.

Then to get the cost of each bottle, we can evaluate the function in 1, which means buying only one.

C(1) = 0.8*1 = 0.8

So each bottle costs $0.80 (or 80 cents).

In mathematics, a function is a relationship between a set of inputs and a set of possible outputs, such that each input is associated with a unique output. Functions are represented by mathematical expressions or equations that specify how the input values are transformed into output values. For example, the function f(x) = x^2 takes an input value x and produces an output value equal to x squared.

Functions play a crucial role in many areas of mathematics, science, and engineering. They can be used to model complex systems, analyze data, and solve problems. Functions are also used in computer programming, where they are used to encapsulate a specific set of operations that can be reused throughout a program.

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Answer:

Refer to pic...........

Answer:

The math coach has delivered 4 boxes of books, so the number of boxes she still needs to deliver is b. Each box contains 15 books, so the total number of books she still needs to deliver is 15b. She has 495 books to deliver in total. Therefore, we can write the equation:

15b = 495 - 4(15)

Simplifying the right-hand side:

15b = 495 - 60

15b = 435

Dividing both sides by 15:

b = 29

So the math coach still needs to deliver 29 boxes of books.

The measure of the angle x is 50 degrees

In order to determine the value measure of the angle at the center, we need to know that;

The angle subtended by an arc at the center is said to be twice the angle subtended at the circumference.

In other words, we can say that the angle at the center is double the angle at the circumference.

This is represented as;

x = 2x

Such that '2x' is the angle at the circumference

From the image shown, we have that;

x = 2(25)

multiply the value

x = 50 degrees

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The probability when analyst performed a two-tailed test for the given one tailed probability is equal to 0.2.

Mean = 500

Standard deviation = 100

Number of applicants in art college = 100

Mean of the art college = 510

t-statistic = 1.70

One tailed probability = 0.4

Analyst performed a two-tailed test,

⇒ Probability value = 2(one-tailed probability value)

In a two-tailed test, deviations from the mean in both directions.

Probability of observing values are both higher and lower than the mean.

⇒ Probability for two-tailed test = Probability value for one-tailed test / 2

⇒Probability for two-tailed test = 0.4 / 2

⇒Probability for two-tailed test = 0.2

Therefore, the probability for a two-tailed test is equal to 0.2.

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Different triangles with the same areas include:

Right angle triangle: base = 6, height = 4

Acute triangle: base = 8, height = 3

Obtuse triangle: base = 16, height = 1.5

To create a right angle triangle, an acute triangle, and an obtuse triangle that all have the same area, we can use the following dimensions:

Right triangle: base = 6, height = 4

Acute triangle: base = 8, height = 3

Obtuse triangle: base = 16, height = 1.5

We can calculate the area of each triangle using the formula A = 1/2 (base x height):

Right triangle: A = 1/2 (6 x 4) = 12

Acute triangle: A = 1/2 (8 x 3) = 12

Obtuse triangle: A = 1/2 (16 x 1.5) = 12

Therefore, we can see that all three triangles have the same area, which is 12 square units. We know this because they all have the same base-to-height ratios, which means they have the same "steepness" or "slope". This means that the area of each triangle is proportional to its base and height, and since they all have the same ratio of base to height, they will all have the same area.

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The average rate of change of f(x) for the given values of h are:
When h=0.2, the average rate of change of f(x) is 112.84.
When h=0.1, the average rate of change of f(x) is 206.41.
When h=0.01, the average rate of change of f(x) is 1850.5601.
When h=−0.01, the average rate of change of f(x) is -1807.5399.
When h=−0.1, the average rate of change of f(x) is -171.39.
When h=−0.2, the average rate of change of f(x) is -80.76.

To calculate the average rate of change of f(x) for the given values of h, we need to substitute the values of h into the difference quotient and simplify.

When h=0.2:
f(3+0.2)−f(3)/0.2 = [(3.2^3−15(3.2)) - (3^3−15(3))]/0.2 = (32.768 - 10.2) - (27 - 45)/0.2 = 22.568/0.2 = 112.84

When h=0.1:
f(3+0.1)−f(3)/0.1 = [(3.1^3−15(3.1)) - (3^3−15(3))]/0.1 = (29.791 - 9.15) - (27 - 45)/0.1 = 20.641/0.1 = 206.41

When h=0.01:
f(3+0.01)−f(3)/0.01 = [(3.01^3−15(3.01)) - (3^3−15(3))]/0.01 = (27.270601 - 8.765) - (27 - 45)/0.01 = 18.505601/0.01 = 1850.5601

When h=−0.01:
f(3+(-0.01))−f(3)/(-0.01) = [(2.99^3−15(2.99)) - (3^3−15(3))]/(-0.01) = (26.730399 - 8.655) - (27 - 45)/(-0.01) = 18.075399/(-0.01) = -1807.5399

When h=−0.1:
f(3+(-0.1))−f(3)/(-0.1) = [(2.9^3−15(2.9)) - (3^3−15(3))]/(-0.1) = (24.389 - 8.25) - (27 - 45)/(-0.1) = 17.139/(-0.1) = -171.39

When h=−0.2:
f(3+(-0.2))−f(3)/(-0.2) = [(2.8^3−15(2.8)) - (3^3−15(3))]/(-0.2) = (21.952 - 7.8) - (27 - 45)/(-0.2) = 16.152/(-0.2) = -80.76

Therefore, the average rate of change of f(x) for the given values of h are:
When h=0.2, value is 112.84.
When h=0.1, value is 206.41.
When h=0.01, value is 1850.5601.
When h=−0.01, value is -1807.5399.
When h=−0.1, value is -171.39.
When h=−0.2, value is -80.76.

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Answer:

2.51

Step-by-step explanation:

Layla goes out to lunch. The bill, before tax and tip, was $16.90. A sales tax of 6% was added on. Layla tipped 14% on the amount after the sales tax was added. How much tip did she leave? Round to the nearest cent.

Find the amount after sales tax was added:

Find the amount after sales tax was added:

bill

+

sales tax

=

bill+sales tax=

100

%

+

6

%

100%+6%

=

=

106

%

106%

amount after tax

=

amount after tax=

106

%

of

bill

106% of bill

=

=

1.06

×

$

16.90

1.06×$16.90

106% = 1.06

=

=

$

17.914

$17.914

Click to see alternative method

Find the tip:

Find the tip:

tip

=

tip=

14

%

of

amount after tax

14% of amount after tax

=

=

0.14

×

$

17.914

0.14×$17.914

14% = 0.14

=

=

$

2.50796

$2.50796

≈

≈

$

2.51

$2.51

Round to the nearest cent

Layla left a $2.51 tip.

Layla left a $2.51 tip.

The function that describes the height of the rocket in terms of time t is h(t) = -16t² + 236t + 128

The maximum height is 962.125 feet.

The rocket reaches its maximum height at 14.75 seconds.

The rocket will hit the ground after 14.88 seconds.

a) The function that describes the height of the rocket in terms of time t is given by:
h(t) = -16t² + 236t + 128

b) To determine the time at which the rocket reaches its maximum height, we need to find the vertex of the parabola. The x-coordinate of the vertex is given by:
t = -b/2a = -236/(2*-16) = 7.375 seconds

The maximum height is then found by plugging this value of t back into the function:
h(7.375) = -16(7.375)² + 236(7.375) + 128 = 962.125 feet

c) To find the time interval during which the rocket is more than 845 feet above ground level, we need to solve the inequality:
-16t² + 236t + 128 > 845

Rearranging and factoring gives:
-16t² + 236t - 717 < 0
(4t - 59)(-4t + 12) < 0

The solutions to this inequality are t = 59/4 and t = 12/4. Therefore, the rocket will be more than 845 feet above ground level for the time interval 12/4 < t < 59/4, or 3 < t < 14.75 seconds.

d) To find when the rocket will hit the ground, we need to solve the equation:
-16t² + 236t + 128 = 0

Using the quadratic formula gives:
t = (-236 ± √(236² - 4(-16)(128)))/(2(-16))
t = (-236 ± 244.28)/(-32)

The two solutions are t = 14.88 seconds and t = -0.51 seconds. Since time cannot be negative, the rocket will hit the ground after 14.88 seconds.

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We can use the properties of logarithms to evaluate each expression. The properties of logarithms include:

1) loga (xy) = loga (x) + loga (y)

2) loga (x/z) = loga (x) - loga (z)

3) loga (x^p) = p loga (x)

4) loga (square root x) = (1/2) loga (x)

Using these properties, we can evaluate each expression as follows:

(a) loga (xy) = loga (x) + loga (y) = 3.1 + 5.8 = 8.9

(b) loga (x/z) = loga (x) - loga (z) = 3.1 - 1.1 = 2

(c) loga (y^7) = 7 loga (y) = 7 * 5.8 = 40.6

(d) loga (square root y) = (1/2) loga (y) = (1/2) * 5.8 = 2.9

Therefore, the answers are:

(a) loga (xy) = 8.9

(b) loga (x/z) = 2

(c) loga (y^7) = 40.6

(d) loga (square root y) = 2.9

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The theorem you mentioned is known as Meusnier's theorem. The edge of regression of the polar developable of a space curve is the locus of the center of spherical curvatures.

It states that the locus of the center of spherical curvature of a space curve is the edge of regression of the polar developable of the curve. In other words, the center of curvature of a curve at any point lies on the edge of regression of the polar developable curve.

This theorem is used to describe the curvature of a curve in three-dimensional space. It is named after the French mathematician Jean Baptiste Meusnier, who first discovered it in 1776.

In mathematical terms, the theorem can be expressed as follows:

Let C be a space curve with curvature k and torsion T. Let P be a point on C and N be the normal vector at P. Then, the center of curvature of C at P is given by:

O = P + (1/k)N

The edge of regression of the polar developable of C is the locus of the point O as P varies along C.

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The following o-fields are equal to each other because they both represent the Borel sigma field on the real line:
i. B= o({(-20,x); r < R})
ii. B2 = o({(-0,2); 2 € R})

Note that the Borel sigma field on the real line is the smallest sigma field containing all the open intervals on the real line. This means that any set that can be constructed from countable unions, intersections, and complements of open intervals is in the Borel sigma field.

In the first o-field, B= o({(-20,x); r < R}), the set {(-20,x); r < R} is an open interval on the real line, so it is in the Borel sigma field. Similarly, in the second o-field, B2 = o({(-0,2); 2 € R}), the set {(-0,2); 2 € R} is also an open interval on the real line, so it is also in the Borel sigma field.

Since both o-fields contain sets that are in the Borel sigma field, they are both equal to the Borel sigma field on the real line. Therefore, B= o({(-20,x); r < R}) = B2 = o({(-0,2); 2 € R}).

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The roommate is wrong. The scaled desk should be 1 1/3 inches high, as per Olaf's initial scaling of 1 inch representing 30 inches of actual length in the room. The other dimensions of the scaled desk would be 12 inches long and 6 2/3 inches wide.

When Olaf decided to let 1 inch represent 30 inches of actual length in the room, he created a scale factor of 1:30. This means that for every inch in the scale model, there are 30 inches in the actual room. Using this scale factor, the scaled desk height should be 40/30 = 4/3 inches. Therefore, the roommate's suggestion of 10 inches high is incorrect.

To find the other dimensions of the scaled desk, we need to apply the same scale factor of 1:30. The scaled length would be 36/30 = 12 inches, and the scaled width would be 20/30 = 2/3 inches. However, it's easier to work with whole numbers, so we can multiply both dimensions by 10 to get 120 inches long and 6 2/3 inches wide, which is equivalent to 12 inches long and 2/3 inches wide in the scaled model.

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Answer: 3

Step-by-step explanation: try to solve for a by itself by multiplying it on both sides that give you 3 = 1*a. that simply just means that a is equal to 3, so you substitute three to the a variable that will give 3/3 that's equal to 1.

The value of x will be 6° according to the remaining angles values in the diagram.

What is a Triangle?

With three sides, three angles, and three vertices, a triangle is a closed, two-dimensional object. A polygon also includes a triangle.

How are the sum of triangles calculated in a triangle?

In a triangle, the total interior angles are supplementary. In other words, the sum of a triangle's inner angle measurements is 180°. Hence, we can write the triangle sum theorem's formula as A + B + C = 180° for the triangle ABC.

Now according to the question

                          => 40+110+8x-18=180 (Theorem)

                          => 150+8x-18=180

                          => 8x=180-150+18

                          => 8x=48

                          => x=6°

The  value of x will be : 6°

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Answer:

A

Step-by-step explanation:

trust

Answer:

60 pages

Step-by-step explanation:

64 + 56 = 120

180-120 = 60 pages

The properties of logarithms, we can expand each expression and rewrite it as a sum, difference, or product of logs. This makes it easier to simplify and solve the expression.

The properties of logarithms can be used to expand each logarithm as much as possible. These properties include the product property, the quotient property, and the power property. Using these properties, we can rewrite each expression as a sum, difference, or product of logs.

15. log(z^19*x^13*19​)
= log(z^19) + log(x^13) + log(19)
= 19*log(z) + 13*log(x) + log(19)

16. ln(b^−4*0*a^−2​)
= ln(b^-4) + ln(0) + ln(a^-2)
= -4*ln(b) + ln(0) + -2*ln(a)

17. log(x^3*y^-4​)
= log(x^3) + log(y^-4)
= 3*log(x) + -4*log(y)

18. ln(y^1*−y*y​​)
= ln(y^1) + ln(-y) + ln(y)
= 1*ln(y) + ln(-y) + ln(y)

By using the properties of logarithms, we can expand each expression and rewrite it as a sum, difference, or product of logs. This makes it easier to simplify and solve the expression.

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a)91.44 m

b)51.18 in

c)372.85 W

d)2383186.955 Pa

e)10000 ????????/m3

f)0.4667 T????/ℎ

g)41840 J

300 ft = m

1 ft = 0.3048 m, so 300 ft = 300 * 0.3048 m = 91.44 m



130 cm = in

1 in = 2.54 cm, so 130 cm = 130/2.54 in = 51.18 in



0.5hp = W

1 hp = 745.7 W, so 0.5 hp = 0.5 * 745.7 W = 372.85 W



350psi = Pa

1 psi = 6894.757 Pa, so 350 psi = 350 * 6894.757 Pa = 2383186.955 Pa



10 ????????/????????3 = ????????/m3

1 ????????/????????3 = 1000 ????????/m3, so 10 ????????/????????3 = 10 * 1000 ????????/m3 = 10000 ????????/m3



350 W = ????T????/ℎ

1 W = 0.00134 T????/ℎ, so 350 W = 350 * 0.00134 T????/ℎ = 0.4667 T????/ℎ



10,000 cal = ????

1 cal = 4.184 J, so 10,000 cal = 10,000 * 4.184 J = 41840 J

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The grocer should use 15 pounds of almonds and 25 pounds of cashews to create a 40 pound mixture that will sell for $12.50 per pound.

To create a 40 pound mixture of almonds and cashews that will sell for $12.50 per pound, the grocer should use a combination of both almonds and cashews that will give him the desired price. We can use a system of equations to solve for the amount of each ingredient the grocer should use. Let x be the amount of almonds and y be the amount of cashews.

Solving for x in the first equation gives us: x = 40 - y

Substituting this value of x into the second equation gives us: 10(40 - y) + 14y = 12.50(40)

Simplifying and solving for y gives us: 4y = 100 -> y = 25

Substituting this value of y back into the first equation gives us: x + 25 = 40 -> x = 15

Therefore, the grocer should use 15 pounds of almonds and 25 pounds of cashews to create a 40 pound mixture that will sell for $12.50 per pound.

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Mrs. Andretti is right, of course. In the equation 15x + 250, x stands for the fabric's overall expense.

An expression in mathematics is a collection of numbers, variables, and operations that can be evaluated to create a value, including addition, subtraction, multiplication, and division. Expressions can be straightforward—like 3 + 4 or 5x—or complex—involving numerous factors and operations. From basic arithmetic to intricate functions and equations, a broad range of mathematical concepts can be represented by expressions.

given

The fabric's overall cost is indicated by the value x.

No, x stands for the drapes' total expense.

No, x is the overall number of yards of fabric used.

Mrs. Andretti is right, of course. In the equation 15x + 250, x stands for the fabric's overall expense.

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rank(A) = 1

Given that A = $\left[\begin{array}{cc}a & b \\ a & b\end{array}\right]$, where $a \neq 0$.Let's find the rank of A:Rank(A) = number of leading 1's in the row echelon form of A.= $\left[\begin{array}{cc}a & b \\ a & b\end{array}\right]$=> $\left[\begin{array}{cc}a & b \\ 0 & 0\end{array}\right]$There are two leading 1's in row 1. Hence, rank(A) = 1.Now, let's find the basis of the null space of A:Null space of A is the set of all solutions to the equation $Ax=0$.So, $Ax$ = $\left[\begin{array}{cc}a & b \\ a & b\end{array}\right]$ $\left[\begin{array}{c}x \\ y\end{array}\right]$= $\left[\begin{array}{c}ax+by \\ ax+by\end{array}\right]$= $\left[\begin{array}{c}(a+b)x \\ (a+b)y\end{array}\right]$= $\left[\begin{array}{c}0 \\ 0\end{array}\right]$=> (a + b) x = 0 and (a + b) y = 0=> $x = \frac{-b}{a}y$=> $\left[\begin{array}{c}x \\ y\end{array}\right]$= $\left[\begin{array}{c}\frac{-b}{a}y \\ y\end{array}\right]$= $y \left[\begin{array}{c}\frac{-b}{a} \\ 1\end{array}\right]$=> Null space of A = $\{y \left[\begin{array}{c}\frac{-b}{a} \\ 1\end{array}\right] | y \in R \}$Let's take a = 1, b = 2. So, the null space of A = $\{y \left[\begin{array}{c}-2 \\ 1\end{array}\right] | y \in R \}$Therefore, the basis of the null space of A = $\left[\begin{array}{c}-2 \\ 1\end{array}\right]$Now, let's find the basis of the row space of A:Row space of A is the span of the rows of A.=> Row space of A = span $\left\{\left[\begin{array}{cc}a & b\end{array}\right]\right\}$Since rank(A) = 1, there is only 1 non-zero row. Therefore, a basis of the row space of A is $\left\{\left[\begin{array}{cc}a & b\end{array}\right]\right\}$.

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The lines are parallel , based on their. So the C option  is correct.

What is slope formula?

The formula to find the slope between 2 coordinates of a line is given by;

m = (y₂ - y₁)/(x₂ - x₁)

Line f has a slope of -2 and line g has a slope of -8/4. To determine the relationship between the lines based on their slopes, we can compare their slopes.

If two lines have the same slope, they are parallel. If two lines have slopes that are negative reciprocals of each other, they are perpendicular (and intersect to form right angles). Otherwise, the lines are neither parallel nor perpendicular and will intersect at some point.

The slope of line g can be simplified to -2, which is the same as the slope of line f. Therefore, the lines f and g have the same slope and are parallel (option C).

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