Using every digit from 0−9 exactly once, make two five-digit numbers such that their sum is as large as possible. What is the sum?

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Take the root of both sides and solve.

[tex]r = \sqrt{( m - n + h ) ( m - n - h)} \\r = \sqrt{( m - n + h ) ( m - n - h)} \\[/tex]

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❀*May*❀

Answer:

q(-1)=-2

Step-by-step explanation:

1) flip the equation:

4x+7=-1

2) subtract 7 from both sides:

4x=-8

3) divide both sides by 4:

x=-2

HOPE THIS HELPS!!!! :)

Answer:

Step-by-step explanation:

√x² + 49 = x + 5

Square both sides

(√x² + 49)² = ( x + 5)²

x² + 49 = x² + 10x + 25

Simplify

10x = 49 - 25

10x = 24

Divide both sides by 10

Hope this helps you

Answer:

We should definitely be using the metric system in the U.S.A, as 94.7% of the world uses this system. The metric system, moreover the newer more polished system is exclusively the only system used in science. People who are unexperienced with the metric system, may encounter difficulties when dealing with real-life businesses and work that is publicly available globally, as if you need to measure a given contrivance, the metric system will be used. When countries follow a similar system to majority of the others, it will help make that country more open and less inclusive, providing a greater and more civil world.

Answer:

The biggest reasons the U.S. hasn’t adopted the metric system are simply time and money. When the Industrial Revolution began in the country, expensive manufacturing plants became a main source of American jobs and consumer products. Because the Imperial System (IS) of measurements was in place at this time, the machinery used in these factories was developed to size in IS units; all of the workers were trained to deal with IS units; and many products were made to feature IS units. Whenever the discussion of switching unit systems arose in Congress, the passage of a bill favoring the metric system was thwarted by big businesses and American citizens who didn’t want to go through the time-consuming and expensive hassle of changing the country’s entire infrastructure. Many also believed that the United States should keep its particular system, setting it apart from other countries and symbolizing its status as a leader rather than a follower.

Step-by-step explanation:

brainlist plz

Answer:

Area = 18 sq. inches

Step-by-step explanation:

Hypotenuse = 6√2

as it is a right angled triangle and one of the angles is 45°,

=> the other angle is also 45°.

According to 45°-45°-90° theorem,

the side is 1/√2 times the hypotenuse.

Therefore, side = 6√2 × 1/√2

=6 inches.

Area of triangle = 1/2 × base × height

= 1/2 × 6 × 6

= 1/2 × 36

=18 sq. inches

ANSWER: B. 13/8

STEP BY STEP THING:

20a−16=12(3−a)

20a−16=−12a+36

32a−16=36

32a=52

32a/32 = 52/32

a = 13/8

Answer:

13/8 or 1.625

Step-by-step explanation:

1)combine like terms 2)isolate the variable(a) to one side of the equation 3) use multiplicative or division properties  x=13/8 or 1.625

Answer:

[tex] \dfrac{3y^8}{11t^2} [/tex]

Step-by-step explanation:

[tex]\dfrac{3y^4t^{-2}}{11y^{-4}} =[/tex]

[tex] = \dfrac{3y^{4 - (-4)}}{11t^2} [/tex]

[tex] = \dfrac{3y^8}{11t^2} [/tex]

Answer:

Step-by-step explanation:

no of hamburgers sold = 375

The number of hamburgers sold on Thursday was 375 hamburgers.

Let us use 'A' to represent the number of hamburgers sold on Thursday and 'C' to represent the number of cheeseburgers sold.

Based on the provided information: Total number of hamburgers and cheeseburgers sold is 676: A + C = 676.

And the number of cheeseburgers sold = 74 less than the number of hamburgers, which is C = A - 74.

We shall solve this system of equations to find A.

Putting the value of C from the second equation into the first equation:

A + (A - 74) = 676.

Simplify:

2A - 74 = 676.

Add 74 to both sides:

2A = 750.

Divide both sides by 2:

A = 375.

Hence, 375 hamburgers were sold on Thursday.

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Answer:

D. -1,-2,-4,-8

Step-by-step explanation:

An arithmetic sequence means that there is a pattern between the numbers that is constant, that deals with either adding or subtracting.

The last sequence here, is not arithmetic because it is being multiplied by 2 every time.

Answer:

False

Step-by-step explanation:

3x2 is 6 and 6 +4 is not 0 it is ten 10 norder of operations

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Lets do this step by step.

Simplify [tex]\frac{3x - 2}{x} -4[/tex].

To write -4 as a fraction with a common denominator, multiply by [tex]\frac{x}{x}[/tex]

[tex]\frac{3x - 2}{x} - 4 . \frac{x}{x} > 0[/tex]

Combine  -4 and [tex]\frac{x}{x}[/tex].

[tex]\frac{3x - 2}{x} + \frac{-4x}{x} > 0[/tex]

Combine the numerators over the common denominator.

[tex]\frac{3x - 2 -4x}{x} > 0[/tex]

Subtract 4x from 3x.

[tex]\frac{-x -2}{x} > 0[/tex]

Factor -1 out of -x.

[tex]\frac{-(-x) -2}{x} >0[/tex]

Rewirte -2 as -1 (2).

[tex]\frac{-(x -1 (2)}{x} > 0[/tex]

Factor -1 out of - (x) - 1 (2).

[tex]\frac{-(x + 2)}{x} >0[/tex]

Simplify the Expression.

_______________

Rewrite - ( x + 2 ) as -1 ( x + 2 ) .

[tex]\frac{-1 ( x+ 2)}{x} > 0[/tex]

Move the negative in front of the fraction.

[tex]- \frac{x + 2}{x} > 0[/tex]

Then your going to find all the values where the expression switches from negative to positive by setting each factor equal to 0  and solving.

[tex]x = 0\\x + 2 = 0[/tex]

Subtract 2 from both sides of the equation.

[tex]x = -2[/tex]

Solve for each factor to find the values where the absolute value expression goes from negative to positive.

[tex]x = 0 \\x = -2[/tex]

Consolidate the solutions.

[tex]x = 0, -2[/tex]

________________

Find the domain of [tex]\frac{3x - 2}{x} -4[/tex]

_________________

Set the denominator in [tex]\frac{3x - 2}{x}[/tex]  equal to 0 to find where the expression is undefined.

[tex]x = 0[/tex]

The domain is all values of x that make the expression defined.

( - ∞, 0 ) ∪ ( 0 , ∞)

Use each root to create test intervals.

[tex]x < -2 \\-2 < x < 0 \\x > 0[/tex]

|Choose a test value from each interval and plug this value into the original inequality to determine which intervals satisfy the inequality.|

Test a value on the interval -2 < x < 0 to see if it makes the inequality true.

Ans : True

Test a value on the interval x > 0 to see if it makes the inequality true.

Ans : False

Test a value on the interval x < -2  to see if it makes the inequality true.

Ans : False

Compare the intervals to determine which ones satisfy the original inequality.

[tex]x < -2 = False\\-2 < x < 0 = True\\x > 0 = False[/tex]

The solution consists of all of the true intervals.

[tex]-2 < x < 0[/tex]

The result can be shown in multiple forms.

Inequality Form: [tex]-2 < x< 0[/tex]

Interval Notation: [tex]( -2 , 0 )[/tex]

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Hope this helped you.

Could you maybe give brainliest..?

❀*May*❀

Answer: 4

Step-by-step explanation:

Given the following :

P = probability of success = 0.5

n = number of trials = 8

The expected value of a binomial distribution with probability of success P and number of trials n is defined by:

E(n, p) = n * p

Therefore, expected value when P = 0.5 and n = 8

E(8, 0.5) = 8 × 0.5

= 4

The expected value of the binomial distribution is 4

Answer:

Hey there!

The formula for cylinder volume is [tex]r^2h\pi[/tex], where r is the radius, h is the height, and [tex]\pi[/tex] is a constant, roughly equal to 3.14.

Substituting all of these values into the equation:

[tex]8^2(4)(3.14)[/tex]

[tex]804.84\\[/tex]

Thus, the volume for the cylinder is 804.84 units cubed.

Hope this helps :)

Answer:

804.25 [tex]units^{3}[/tex]

Step-by-step explanation:

The formula of the volume of a cylinder is [tex]V=\pi r^{2} h[/tex] where r represents the radius and h represents the height. To find a more exact answer, I usually use pi in my calculator rather than 3.14, unless asked to do so.

[tex]V=\pi (8)^{2} (4)[/tex]

[tex]V=\pi (64)(4)[/tex]

[tex]V=\pi (256)[/tex]

[tex]V=804.25[/tex]

Answer: c ax + b = ax+ b

Step-by-step explanation: Seems like a trick question, especially since Answer c has no c in the equation. But once you put in numbers for a,b,and c, there cannot be infinite solutions for x in the first two examples.

Set up two or three equations and test them as proof.

Answer:

1. x = 3.

2. x = 9.5.

Step-by-step explanation:

1. 2x + 6 = 12

2x = 6

x = 3.

2. 5x - 15 = 3x + 4

5x - 3x = 4 + 15

2x = 19

x = 9.5.

Hope this helps!

Step-by-step explanation:

2x + 6 = 12

Send the constant to the right side of the equation

That's

2x = 12 - 6

2x = 6

Divide both sides by 2

5x - 15 = 3x + 4

Group like terms

We have

5x - 3x = 15 + 4

Simplify

2x = 19

Divide both sides by 2

Hope this helps you

Answer: 10

Step-by-step explanation:

20/2=10

pairs of two

Answer:

10 pair

Step-by-step explanation:

20/2=10

10 pairs of students staying after school for extra credit

Answer:

x = -4 , -2

Step-by-step explanation:

I am assuming "x2" is x^2. If the equation is x^2 + 6x + 8 = 0, then you first have to factor the equation x^2 + 6 + 8.

In order to do that, you would have to find the multiples of 1 (from x) and 8.

We can see that 1 * 1 is 1, so that is the only pair that would work for the problem. 4 * 2 is 8, but 8 * 1 is also 8. So, which set of numbers do we have to choose? It's actually really simple. You multiply the first set of numbers (1 and 1) with one of the sets from 8 ( 4 and 2 or 8 and 1). Then when you are finished multiplying them together, you add them together to see if they equal to the number in the middle (6x). So 1(x) * 4 is 4x, and 1(x) * 2 is 2x, and when we add the numbers together, we get 6x, which is the middle number, so therefore, 4 and 2 is the correct set of numbers, not 8 and 1, because if we multiply and add those together, we get 7x, not 6x.

After doing that, you have to put them like this:

(x + 4)(x + 2)

This is so when you multiply them together, you get the starting equation. But we have to solve for x. In order to do that, we have to plug that into the equation we started off with.

(x + 4)(x + 2)=0

Now we have to make x + 4 and x + 2 equal to 0, so x is -4 and -2. There are two correct answers. Hope this helps :)

Answer:

x is -2 and -4

Answer:

a=129

Step-by-step explanation:

the angles are complementary which is is 180

51+a=180

a=180-51

a=129

Answer:

x - ( -8) = 1; x = -7

x - ( -13) = 17; x =

Step-by-step explanation:

x - ( -8) = 1 = x + 8 = 1

x = -7

x - ( -13) = 17 = x + 13 = 17

x = 4

Answer:

see below

Step-by-step explanation:

x - ( -8) = 1

Subtracting a negative is like adding

x+8 =1

Subtract 8 from each side

x+8-8= 1-8

x=-7

x - ( -13) = 17

Subtracting a negative is like adding

x+13 =17

Subtract 13 from each side

x+13-13= 17-13

x=4

Answer:

98

Step-by-step explanation:

89+85+95+83= 352,

90x5= 450,

450-352= 98

The score on his fifth exam is 98.

To find the score on his fifth exam.

Number that is calculated by adding quantities together and dividing the total by the number of quantities. Mean value which is equal to the ratio of the sum of the number of a given set of values to the total number of values present in the set.

Given that:

First test=89

Second test=85

Third test=95

Fourth test=83

Average = 90,

so total among up to fourth test=89+85+95+83= 352,

So, 90x5= 450,

Total score=450

Fifth test=450-352= 98

So, the score on his fifth exam is 98.

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Answer:

15/17

Step-by-step explanation:

You can calculate cosine by doing adjacent / hypotenuse so cos x° = 15/17.

Answer:

5

Step-by-step explanation:

Firstly, I'm not from the USA so I'm not sure if I've understood the question correctly (different phrasing of the question here in the UK), but I hope I've done this right and this helps! :)

Method 1:

I would draw the graph! It makes it easier to visualise. You don't have to do a neat proper graph, just scribble something down. If you then count the number of squares between point A and point B you would get 5.

Method 2:

This is probably a more MATHEMATICAL method, but I think Method 1 or Method 2 are both fine. Since we are only asked about point A and point B, we don't have to think about points C or D. Since this is a rectangle, we know that the line would be straight and would also likely be perpendicular / parallel to the x or y axis. If we compare the coordinates of points A and B, we can see that they both have -6 in them: this shows us that these points are along the same row. So all you have to do is find the difference between the tow other points, i.e. the -8 in A and the -3 in B. -3 minus -8 = 5. So that gives you the length of the side.

I hope this helped, sorry for the lengthy explanation and slightly dodgy vocabulary (?).

Bluey

Answer:

Step-by-step explanation:

You could use distance formula to find the length

A( -8, -6) ; B(-3,-6)

Distance= [tex]\sqrt{(x_{2}-x_{1})^{2}+(y_{2}-y_{1})^{2}}[/tex]

[tex]AB =\sqrt{(-3-[-8])^{2}+(-6-[-6])^{2}}\\\\=\sqrt{(-3+8)^{2}+(-6+6)^{2}}\\\\= \sqrt{(5)^{2}+0}\\\\= \sqrt{5^{2}}\\[/tex]

AB = 5 units

Answer:

3 x 10^-1 km per second.

Step-by-step explanation:

A scientific notation includes c x 10^n. c is a number between 1-9, and n is the nth power of 10.

If we move the decimal in 0.3 to the right by 1 place, we can get "c", which will be 3. Since we have moved the decimal to the right, each place moved right counts as -1 for n.

So, the answer is 3 x 10^-1 km per second.

Answer:

[tex]f(x) = (\frac{1}{5})^{-x}[/tex]

Step-by-step explanation:

Given

The graph above

Required

Determine from the list of options, the function of the graph

To determine the function, we have to test each of the options

But first, we nees to write out the points on the graph

(1,5), (0,1), (-1,1/5) and (-2, 1/25)

A. [tex]f(x) = (\frac{1}{5})^x[/tex]

Point 1: When x = 1, f(x) = 5

[tex]f(x) = (\frac{1}{5})^x[/tex]

[tex]f(1) = (\frac{1}{5})^1[/tex]

[tex]f(1) = (\frac{1}{5})[/tex]

There's no need to check further as the first point doesn't lie on the graph

B.  [tex]f(x) = (\frac{1}{5})^{-x}[/tex]

Point 1: When x = 1, f(x) = 5

[tex]f(x) = (\frac{1}{5})^{-x}[/tex]

[tex]f(1) = (\frac{1}{5})^{-1}[/tex]

[tex]f(1) = 1/(\frac{1}{5})[/tex] --- Law of indices

[tex]f(1) = 1*(\frac{5}{1})[/tex]

[tex]f(1) = 1*5[/tex]

[tex]f(1) = 5[/tex]

Point 2: When x = 0, f(x) = 1

[tex]f(0) = (\frac{1}{5})^{-0}[/tex]

[tex]f(0) = (\frac{1}{5})^{0}[/tex]

[tex]f(0) = 1[/tex] --- The expression raise to power 0 is 1

Point 3: When x = -1, x = 1/5

[tex]f(x) = (\frac{1}{5})^{-x}[/tex]

[tex]f(-1) = (\frac{1}{5})^{-(-1)}[/tex]

[tex]f(-1) = (\frac{1}{5})^{1}[/tex] ----- Law of indices

[tex]f(-1) = (\frac{1}{5})[/tex]

Point 4: When x = -2, x = 1/25

[tex]f(x) = (\frac{1}{5})^{-x}[/tex]

[tex]f(-2) = (\frac{1}{5})^{-(-2)}[/tex]

[tex]f(-2) = (\frac{1}{5})^{2}[/tex] ----- Law of indices

[tex]f(-2) = \frac{1}{5} * \frac{1}{5}[/tex]

[tex]f(-2) = \frac{1}{25}[/tex]

There's no need to check other options as this function satisfy the 4 points on the graph;

Hence;

[tex]f(x) = (\frac{1}{5})^{-x}[/tex] is the exponential function represented on the graph

Answer:

The difference of z and y must be 2x.

The statement that will be correct is, the difference of z and y must be 2x, the correct option is C.

According to Angle of Intersecting Secants Theorem, If two chords extended as secants intersect outside a circle , then the measure of the angle formed by the secants is half the difference of the measures of the intercepted arcs .

The measure of the intercepted arc is z and y

and the measure of the angle formed is x

According to the theorem, the measure of x = ( z-y) /2

The missing image is attached with the answer.

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Answer:

A, B, C

Step-by-step explanation:

Answer:

A) Lands on blue 43 times

B) Lands on yellow 8 times

C) Lands on red 33 times

Step-by-step explanation:

Blue is 1/2 of the spinner so theoretically is should be landed on 1/2 of the time which is 40/80 but experimentally, it can differ slightly. Using this same logic, it can be applied to yellow and red. Yellow is 1/8 of the spinner so it should be landed on about 10 out of the 80 times. Red is 3/8 of the spinner so it should be landed on approximately 30 out of 80 times.

Answer:

the first choice

Step-by-step explanation:

0.25= 0.25

2/3= 0.3333333

56%= 0.56

0.25<0.33<0.56

Answer:

Negative when multiplying

and

Negative when dividing

Step-by-step explanation:

Answer:

I hope these help

[tex] + \div - = - \\ + \div + = + \\ - \div - = + \\ - \div + = - [/tex]