Given trapezoid WXYZ, what is XY?

The number of points scored by each girl is 4 and each boy is 1 point.

An equation is a  mathematical statement that is made up of two expressions connected by an equal sign.  In its simplest form in algebra, the definition of an equation is a mathematical statement that shows that two mathematical expressions are equal. For instance, 3x + 5 = 14 is an equation, in which 3x + 5 and 14 are two expressions separated by an 'equal' sign.

here, we have,

9 girls and 5 boys scored a total of 51 points.

The difference between the number of points scored by the 9 girls and the number of points scored by the 5 boys is 21 .

Each girl scored the same number of points and each boy scored the same number of points.

Let x be the number of points the 9 girls scored.

=> 51 - x is the number of points the 5 boys scored.

We have x + 21 = 51 - x

           or x - 21 = 51 - x.

=> 2x = 30 or 2x = 72

=> x = 15 or x = 36

We reject x = 15

as 15 is not a multiple of 9

So x = 36,

each girl scored 36/9 = 4 points.

and,

=> 41 - (36) = 5,

each boy scored 5/5 = 1 points.

Hence, the number of points scored by each girl is 4

and each boy is 1 point.

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Answer:120

Step-by-step explanation:

LCM of 8 and 15

The commutative property, additive identity, and associative property of the addition of integers are illustrated below.

There are three types of basic arithmetic laws of operation.

Commutative law for addition and multiplication states,

a + b = b + a.

a×b = b×a.

Distributive law states,

a(b ± c) = ab ± ac.

Associative law states,

a + (b + c) = (a + b) + c.

The commutative law for addition is a + b = b + a.

Suppose a = 2 and b = 3.

So, 2 + 3 = 3 + 2 ⇒ a + b = b + a.

The additive identity of a number is the addition of two similar numbers is zero.

So, a + (- a) = 0.

Associative law says the grouping of numbers has no effect in addition.

Let, a = 2, b = 3, and c = 6.

(a + b) + c = a + b( + c) ⇒ (2 + 3) + 6 = 2 + (3 + 6).

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750=y²-5y is the equation that can be used to solve for y, the length of the room.

The area of Rectangle is length times of width.

Given that the area of a rectangular room is 750 square feet.

The width of the room is 5 feet less than the length of the room.

Let y be the length of the room

Width=y-5.

Area=Length×Width

750=y(y-5)

750=y²-5y

Hence, 750=y²-5y is the equation that can be used to solve for y, the length of the room.

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Answer:

4

Step-by-step explanation:

You have a table of values, x is the input and y is the output. One trick to figure out the answer is to look at the x input "0". We notice that when we input 0, we get an output of 4, therefore meaning that every other function value is simply an addition of 4.

-2 + 4 = 2

-1 + 4 = 3

0 + 4 = 4

1 + 4 = 5

2 + 4 = 6

3 + 4 = 7

Therefore, the equation is [y = x + 4]

By the sandwich's theorem,

the limit of the function f(x) at x→2 is 1.

A polynomial function with one or more variables, where the largest exponent of the variable is two, is referred to as a quadratic function. In other terms, a "polynomial function of degree 2" is a quadratic function.

Given:

The functions;

g(x) = 1/{x²-4x + 5},

and h(x) = {2x²-8x +10}/{x²-4x+6}

If f is a function that satisfies g(x) ≤ f(x) ≤ h(x) for 0 < x < 5.

To find the limit at x→2.

[tex]\lim_{x \to \2} g(x) =[/tex] 1/{2²-4(2) + 5} = 1

[tex]\lim_{x \to \2} h(x) =[/tex] {2(2)²-8(2) +10}/{(2)²-4(2)+6} = 1

By the sandwich's theorem,

the limit of the function f(x) at x→2 is 1.

Therefore, 1 is the limit.

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The cost of printing the paper at the values are:-

15C < 200

180< 200 at c = 12

120< 200 at C = 8

When two expressions are connected by a sign like "not equal to," "greater than," or "less than," it is said to be inequitable. The inequality shows the greater than and less than relationship between variables and the numbers.

Given that Greta needs to get 15 packs of business cards. • Greta's budget for business cards is $200. • The number of cards she can have printed, c, can be represented by the inequality 15c < 200.

The cost of printing the cards at different numbers of the cards will be calculated as:-

15C < 200

At C = 12

15x 12 < 200

180 < 200  True

At C = 16,

15 x 16 < 200

240 > 200   False

At C = 18,

15 x 18 < 200

270 > 200   False

At C = 8

15 x 8 < 200

120 < 200  True

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(a). The number of apples you and your friend picked is 3n+1.

(b). The number of baskets would you need if you collected 10 apples with your friend is [tex]\frac{10}n}[/tex].

As per given data a basket holds n apples.

The number of apples your friend picked =n+4

The number of apples you picked =2n-3

The number of apples you and your friend picked can be obtained by just adding the apples picked by both

=(2n-3)+(n+4)

=2n+n+4-3   ( By using commutative property)

=3n+1    ( Combining like terms)

Therefore, the number of apples you and your friend picked is 3n+1.

(b).

For carry n apples basket required is = 1

To find the number of baskets needed to collect 10 apples, we can use the expression:

number of baskets = 10 / (number of apples in one basket) = [tex]\frac{10}n}[/tex]

Therefore, the number of baskets would you need if you collected 10 apples with your friend is [tex]\frac{10}n}[/tex].

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Bill has 6 hats in total.

According to the question

In order to solve the issue, an inequity that depicts Bill and Jim's condition and their hat collections must be eliminated. Jim has 45 hats, Bill has a certain amount. According to the issue, even if Bill purchases 8 additional hats and increases his total by 3, he would still possess fewer hats than Jim.

Let's use the variable "x" to represent Bill's total number of hats.

We are aware that when Bill purchases 8 additional hats, his total will be x + 8.

The result of multiplying this new sum by three is 3(x + 8).

This number is less than 45, thus we can create an inequality since we know that:

3(x + 8) < 45

Extending the sentence on the left:

3x + 24 < 45

24 is subtracted from both sides:

3x < 21

by 3 and dividing both sides:

x < 7

The least positive integer solution to this inequality is 7, as x, the number of hats Bill owns, must be a positive integer. Bill thus needs six hats.

The difference between Jim and Bill is that Jim has 45 hats, but Bill owns less than 7, even after purchasing 8 additional hats and multiplying the total by 3.

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Bill has 6 hats in total.

According to the question

In order to solve the issue, an inequity that depicts Bill and Jim's condition and their hat collections must be eliminated. Jim has 45 hats, Bill has a certain amount. According to the issue, even if Bill purchases 8 additional hats and increases his total by 3, he would still possess fewer hats than Jim.

Let's use the variable "x" to represent Bill's total number of hats.

We are aware that when Bill purchases 8 additional hats, his total will be x + 8.

The result of multiplying this new sum by three is 3(x + 8).

This number is less than 45, thus we can create an inequality since we know that:

3(x + 8) < 45

Extending the sentence on the left:

3x + 24 < 45

24 is subtracted from both sides:

3x < 21

by 3 and dividing both sides:

x < 7

The least positive integer solution to this inequality is 7, as x, the number of hats Bill owns, must be a positive integer. Bill thus needs six hats.

The difference between Jim and Bill is that Jim has 45 hats, but Bill owns less than 7, even after purchasing 8 additional hats and multiplying the total by 3.

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The probability that a subject, with a true cholesterol level of 196, takes the test twice and both tests classify the subject incorrectly depends on several factors.

The factors that matter, such as the accuracy of the test, the threshold for normal cholesterol levels, the population being tested, and the distribution of cholesterol levels in that population. Without more information, it is not difficult to determine the exact probability.

However, it is generally unlikely for a test to classify a subject's cholesterol level incorrectly twice in a row, especially if the test has a high level of accuracy. Cholesterol levels in a population tend to follow a normal distribution, making it unlikely for a single subject to have significantly different readings on two separate tests.

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Length of the OP would be 7.7cm

Step-by-step explanation:

Pythagoras Theorem is a method for calculating the missing length of a right-angled triangle. The triangle has three sides: the hypotenuse (which is usually the longest), the opposite (which does not touch the hypotenuse), and the adjacent (which is always the shortest) (which is between the opposite and the hypotenuse).

Pythagoras is written as a²+b²=c².

In ΔPQO,

Using Pythagoras Theorem,

(PQ)²+(QO)²=(OP)²

(5.5)²+(4.9)²=(OP)²

30.25+24.01=(OP)²

(OP)²= √54.26

(OP)=7.7 cm

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Aiden brings money about $40 on the trip.

Let's call the amount of money Aiden brings on the trip "x".

       0.45x = 18

        x = 18 / 0.45

        x = 40

The subject of mathematics that the problem is related to is algebra. Algebra is the branch of mathematics that deals with symbols and the rules for manipulating those symbols to solve equations and study relationships between variables. In this problem, we use algebraic equations and operations to find the value of the unknown variable x, which represents the amount of money Aiden brings on the trip.

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Sixth grade students prefer action movie is 0.194 & Eight grade students prefer action movie is 0.333

Given that the information below:

Sixth grade students prefer animated movie - 45

Eight grade students prefer animated movie - 40

Sixth grade students prefer action movie - 35

Eight grade students prefer action movie - 60

Total sixth grade students - 80

Total eight grade students - 100

Total students prefer animated movie - 85

Total students prefer action movie - 95

Proportion of sixth grade students prefer action movie =

Sixth grade prefer action movie/Total students

= 35/180 = 0.194

Proportion of eight grade students prefer action movie =

Eight grade prefer action movie/Total students

= 60/180 = 0.333

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The total surface area, in square units, of the rectangular solid is 334.

Given data :

The volume of the rectangular solid = 385  =  5 x 7 x 11

So, two sides will be                 5 x 7    =  35    x 2  =  70

another two sides will be         5 x 11  =  55    x 2  =  110

and the last two sides will be  7 x 11  =  77    x 2  = 154

the total surface area, in square units, of the rectangular solid =

70 + 110 + 154 = 334

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At the same price rate, Lucille has to pay P375.00 for 25 mangoes she bought.

From the case, we know that:

Q₁ = 15 mangoes

P₁ = P225.00

Q₂ = 25 mangoes

P₂?

To solve this problem, we need to find the price rate of each unit of mangoes. We can make a mathematical equation as:

P = Q x P(q)

where:

P(q) = price rate per unit

Then:

P₁ = Q₁ x P(q)

P225.00 = 15 x P(q)

P(q) = P225.00 : 15

P(q) = P15.00 per mangoe

We can use the value of price rate per unit to answer our question:

P₂ = Q₂ x P(q)

P₂ = 25 x P15.00

P₂ = P375.00

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The value of m∠ABC in the triangle ABC is 55°

An equation is an expression showing the relationship between two or more numbers and variables. An equation can either be linear, quadratic, cubic and so on depending on the degree.

From the diagram:

m∠ABC + m∠ABD = 180° (sum of angles on a straight line)

Substituting gives:

(6x + 5) + m∠ABC = 180

m∠ABC = 175 - 6x

m∠ABC + m∠BAC + m∠ACB = 180 (angle in a triangle)

Substituting:

(3x) + (x + 45) + (175 - 6x) = 180

2x = 40

x = 20

m∠ABC = 175 - 6x = 175 - 6(20) = 55°

m∠ABC is equal to 55°

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When y = 92, the value of x is approximately 4.07 hours. This means that if a student spends approximately 4.07 hours on their homework each week, we would expect their quiz score to be 92.

What is the linear equation?

Linear equations are the equations of degree 1. It is the equation for the straight line. The standard form of linear equation is ax+by+c =0, where a ≠ 0 and b ≠ 0.

If y = 92, we can solve for x by substituting 92 for y in the equation y = 61 + 7.6x:

92 = 61 + 7.6x

7.6x = 92 - 61

7.6x = 31

x = 31 / 7.6

x = 4.07

Therefore, when y = 92, the value of x is approximately 4.07 hours. This means that if a student spends approximately 4.07 hours on their homework each week, we would expect their quiz score to be 92.

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the values of x and y will be 60 and 25 respectively.

Parallel lines are lines in a plane that are always the same distance apart. Parallel lines never intersect. Perpendicular lines are lines that intersect at a right (90 degrees) angle.

Given, ∠2y + 25  and ∠3y are alternate interior angles

Alternate interior angles are the angles formed when a transversal intersects two coplanar lines.

Thus,

2y + 25  = 3y

y = 25

And since, When two lines intersect each other, then the opposite angles, formed due to the intersection, are called vertical angles or vertically opposite angles. Also, a pair of vertical angles are always congruent.

thus,

∠x + 15 = ∠3y

x + 15 = 3y

x + 15 = 75

x = 60

therefore, the values of x and y will be 60 and 25 respectively.

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A Southern Pacific rattlesnake is more likely to be longer than 43.6 inches.

To calculate the probability of a rattlesnake having a length greater than 43.6 inches, we need to find the standard score (z-score) of 43.6 inches for each species and then use a standard normal table to find the corresponding probability.

The formula for the standard score is:

[tex]$z = \frac{x - \mu}{\sigma}$[/tex] where,

For Great Basin rattlesnakes:

[tex]$\mu[/tex] = 40 inches

[tex]$\sigma[/tex] = 7.2 inches

So,

[tex]$z = \frac{43.6 - 40}{7.2} = 0.5$[/tex]

Using a standard normal table, we find that the probability of a Great Basin rattlesnake having a length greater than 43.6 inches is approximately 0.306.

For Southern Pacific rattlesnakes:

[tex]$\mu[/tex] = 40 inches

[tex]$\sigma[/tex] = 10.8 inches

So,

[tex]$z = \frac{43.6 - 40}{10.8} = 0.333$[/tex]

Using a standard normal table, we find that the probability of a Southern Pacific rattlesnake having a length greater than 43.6 inches is approximately 0.379.

So,  a Southern Pacific rattlesnake is more likely to be longer than 43.6 inches.

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The electric field at point P vanishes is P, (d, 0) and V = ∫ (x0, 0) to (d, 0) E.dl = -∫x0 to d Edx and the electric at point P (Ao/L) (d - d) = 0.

An electric field is a field of force surrounding an electrically charged particle or object. It is a physical quantity that represents the strength and direction of the electric force that a charged particle experiences in that field. The electric field is defined as the force experienced by a unit charge placed in the field, and it is measured in volts per meter (V/m).

(a) The y-component of the electric field at point P, (d, 0), will vanish.

(b) To find the electric field at point P, we need to find the potential difference V between the points (d, 0) and (x0, 0) and then differentiate it to obtain the electric field.

The potential difference V between the points (d, 0) and (x0, 0) is given by:

V = ∫ (x0, 0) to (d, 0) E.dl = -∫x0 to d Edx

Since the charge density is linear, the electric field at any point is proportional to the distance from the left end of the rod. Thus, we can write:

Edx = (Ao/L)(d - x) dx

Substituting in the above equation, we get:

V = -(Ao/L) ∫x0 to d (d - x) dx = -(Ao/L) [(d^2x)/2 - (x^2)/2]x0 to d

(c) The electric field at point P is given by

E = -dV/dx = (Ao/L) (d - x)

Since P is located at (d, 0), the electric field at P is:

E = (Ao/L) (d - d) = 0.

Thus, the electric field at point P is zero, as expected from the vanishing y-component.

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The electric field at point P vanishes is P, (d, 0) and V = ∫ (x0, 0) to (d, 0) E.dl = -∫x0 to d Edx and the electric at point P (Ao/L) (d - d) = 0.

An electric field is a field of force surrounding an electrically charged particle or object. It is a physical quantity that represents the strength and direction of the electric force that a charged particle experiences in that field. The electric field is defined as the force experienced by a unit charge placed in the field, and it is measured in volts per meter (V/m).

(a) The y-component of the electric field at point P, (d, 0), will vanish.

(b) To find the electric field at point P, we need to find the potential difference V between the points (d, 0) and (x0, 0) and then differentiate it to obtain the electric field.

The potential difference V between the points (d, 0) and (x0, 0) is given by:

V = ∫ (x0, 0) to (d, 0) E.dl = -∫x0 to d Edx

Since the charge density is linear, the electric field at any point is proportional to the distance from the left end of the rod. Thus, we can write:

Edx = (Ao/L)(d - x) dx

Substituting in the above equation, we get:

V = -(Ao/L) ∫x0 to d (d - x) dx = -(Ao/L) [(d^2x)/2 - (x^2)/2]x0 to d

(c) The electric field at point P is given by

E = -dV/dx = (Ao/L) (d - x)

Since P is located at (d, 0), the electric field at P is:

E = (Ao/L) (d - d) = 0.

Thus, the electric field at point P is zero, as expected from the vanishing y-component.

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Answer:

$212

Step-by-step explanation:

A percent error calculation is used to determine how close a measured value is to a true value.

         Percentage Error = ((Estimated Number – Actual Number)/ Actual

         number) x 100.

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The given equation, x = ae−t be5t, is a solution to x′′−4x′−5x=0.

x′′ - 4x′ - 5x = (ae−t be5t)′′ - 4(ae−t be5t)′ - 5(ae−t be5t) = -e−2t be5t - 4(-e−t be5t) - 5(ae−t be5t) = 0

1. x = ae−t be5t

2. x′ = -e−t be5t

3. x′′ = -e−2t be5t

x′′−4x′−5x=ae−t be5t(−e−t be5t−4e−t be5t−5ae−t be5t)

Simplify:

x′′−4x′−5x=ae−t be5t(−e−t (5b+4)−5a)

Set to 0:

ae−t be5t(−e−t (5b+4)−5a) = 0

Divide by ae−t be5t:

−e−t (5b+4)−5a = 0

Solve for b:

b = −4/5a

4. substitute x, x′ and x′′ into the differential equation

5. (ae−t be5t)′′ - 4(ae−t be5t)′ - 5(ae−t be5t) = -e−2t be5t - 4(-e−t be5t) - 5(ae−t be5t) = 0

The given equation, x = ae−t be5t, is a solution to x′′−4x′−5x=0.

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Answer:

9^(x)=(1)/(27)

Step-by-step explanation:

Answer:

2 people should go

Step-by-step explanation:

if more than 2 people go it would be over $500 for food, hope this helps and stay positive :)

The solution to this system is (x,y)=(10/3, 20/3 + 4).

An equation is a mathematical statement that describes the relationship between two or more variables. It is a statement that states the equality of two expressions. Equations can be used to describe anything from the motion of a pendulum to the growth of a population. They are used in all areas of mathematics, physics, and other sciences. Equations are written using symbols, such as = (equal to), > (greater than), and < (less than).

The solution to this system of equations is the set of values that make both equations true at the same time. To solve this system, we can use the substitution method. First, we solve for one of the variables in one equation, then substitute that value into the other equation.

For this system, we will solve for x in the second equation. We can do this by subtracting 3x from both sides, which gives us 10 = 3x. We then divide both sides by 3, which gives us x = 10/3.

Next, we substitute 10/3 into the first equation and solve for y. We can do this by replacing x with 10/3, which gives us y = (10/3)² -2(10/3) + 4. Simplifying this equation gives us y = 20/3 + 4.

Therefore, the solution to this system is (x,y)=(10/3, 20/3 + 4).

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a. 195 households obtained news from television but not from newspapers or the Internet.

b. 270 households obtained news from newspapers but not from television or the Internet.

c. 934 households obtained news from television or newspapers.

d. 66 households did not acquire news from television, newspapers, or the Internet.

a. To find the number of households that obtained news from television but not from newspapers or the Internet, we need to subtract the number of households that obtained news from television and either newspapers or the Internet from the total number of households that obtained news from television.

724 (total households that obtained news from television) - 412 (households that obtained news from television and newspapers) - 185 (households that obtained news from television and the Internet) = 127 households that obtained news from television but not from newspapers or the Internet.

b. To find the number of households that obtained news from newspapers but not from television or the Internet, we need to subtract the number of households that obtained news from newspapers and either television or the Internet from the total number of households that obtained news from newspapers.

545 (total households that obtained news from newspapers) - 412 (households that obtained news from television and newspapers) = 133 households that obtained news from newspapers but not from television or the Internet.

c. To find the number of households that obtained news from television or newspapers, we need to add the number of households that obtained news from only television, only newspapers, and both television and newspapers.

724 (households that obtained news from television) + 545 (households that obtained news from newspapers) + 412 (households that obtained news from television and newspapers) = 1681 households that obtained news from television or newspapers.

d. To find the number of households that did not acquire news from television, newspapers, or the Internet, we need to subtract the number of households that obtained news from any of these sources from the total number of households surveyed.

1000 (total households surveyed) - 1681 (households that obtained news from television or newspapers) = 319 households that did not acquire news from television, newspapers, or the Internet.

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Yolanda's prediction that the number of students who would vote for Barracudas, is agreeable.

The sample of students who took the survey on the new school mascot was 691 students and out of these, 144 said they would like a Barracudas. In percentage terms, this is:

= 144 / 691 x 100 %

= 21 %

If all the students voted, then the number of students out of the 4, 220 students at the school that would vote for Barracudas is:

= Percentage to vote Barracuda x Number of students

= 21 % x 4, 220

= 886 students

So Yolanda's prediction is viable.

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The values of the function f(x) = x + 3/(x - 1)2 for various values of x are displayed in the table. Examining the data in the table, we can see that as x goes closer and closer to 1, the values of f(x) get closer and closer to 4. This is the limit of f(x) as x approaches 1.

The values of the function f(x) = x + 3/(x - 1)2 for various values of x are displayed in the table. We need to look at the values in the table in order to figure out the limit of f(x) as x gets closer to 1. We can observe that when x approaches 1 ever-closer, the values of f(x) approach 4 ever-closer. For x = 0.9, f(x) is equal to 3.9; for x = 0.99, f(x) is equal to 3.99; and for x = 0.999, f(x) is equal to 3.999. Up until x = 1, when the value of f(x) is exactly 4, this pattern persists. As a result, we can say that f(x) = 4 given that lim x rightarrow 1 = 1. The official definition of an also allows for the verification of this outcome.

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f(x) =3x-8 and g(x) = √x+2 are the function and their inverses intersect.

A function is a mathematical representation that maps one set of values to another set of values. The inverse of a function is a reflection of the original function over the line y=x, where the input and output are reversed.

For the function f(x) = 3x - 8, the inverse can be found by switching the input and output values, then solving for x.

In this case, we have

=> y = 3x - 8 and x = (y + 8)/3.

The two functions will intersect when the input value is equal to the output value, or when

=> 3x - 8 = (y + 8)/3.

Solving for x, we find that x = 4. This is the only intersection point between the two functions.

For the function g(x) = √x + 2, the inverse can be found by switching the input and output values, then solving for x.

In this case, we have

=> y = √x + 2 and x = y² - 2.

The two functions will intersect when the input value is equal to the output value, or when

=> √x + 2 = y² - 2.

Solving for x, we find that x = 4. This is the only intersection point between the two functions.

Therefore option (a) and (b) is correct.

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