Which number is the largest? 23.01247 23.01244 23.01274 23.01277?

Answers

Answer 1

23.01277 is the largest number out of all of them

Related Questions

Please Need Help! Which of the following is true for the relation f(x) = 5x + 1?

A- Both the equation and its inverse are functions.
B- Only the inverse is a function.
C- Only the equation is a function.
D- Neither the equation nor its inverse is a function.

Answers

Both the equation and its inverse are functions. A f(x) is a function if no value of x gives two values f(x) We'll call the inverse of f(x) g(x). The inverse of a function f(x) is found by letting f(x)=y and switching the place of x and y. f(x)=y=5x+1 switching x and y results in x=5y+1 x-1=5y x/5-1/5=y g(x)=x/5-1/5 Both f(x) and g(x) are linear functions and I have given them in the form y=mx+b. As long as m is finite, y=mx+b is a function. m is defined for both f(x) and it's inverse g(x).

What is the average rate of change of f(x) = −2x + 1 from x = −5 to x = 1?

Answers

[tex]\bf slope = {{ m}}= \cfrac{rise}{run} \implies \cfrac{{{ f(x_2)}}-{{ f(x_1)}}}{{{ x_2}}-{{ x_1}}}\impliedby \begin{array}{llll} average\ rate\\ of\ change \end{array}\\\\ -------------------------------\\\\ f(x)=-2x+1 \qquad \begin{cases} x_1=-5\\ x_2=1 \end{cases}\implies \cfrac{f(1)-f(-5)}{-5-1} \\\\\\ \cfrac{[-2(1)+1]~~-~~[-2(-5)+1]}{-6}\implies \cfrac{[-1]~~-~~[11]}{-6} \\\\\\ \cfrac{-12}{-6}\implies 2[/tex]

−cz+6z=tz+83 solve for z

Answers

To answer this item, we combine all terms involving the variable z to only one side of the equation. All else will be placed on the other side of the equation. This is as follows,

-cz + 6z = tz + 83

Transposing,
-cz - tz + 6z = 83

Factoring z out,
z(-c - t + 6) = 83

Dividing the equation such that z will be left on one side of the equation,

z = 83 / (-c - t + 6)

Answer:

z = 83 / (-c - t + 6)

Step-by-step explanation:

Correct answer on Khan Academy

PLEASE HELP!!!!!!
What is the value of t?
t-12/2=3t/2 - 3
A)-3
B)-1
C)1
D)3

Answers

The correct answer is D

Answer:

D i aready took the test

Step-by-step explanation:

Find the probability that when a couple has two children, at least one of them is a boy. (Assume that boys and girls are equally likely.)

Answers

The probability that when a couple has two children, at least one of them is a boy is 0.75.

Based on the information given, the sample space will be (BB, BG, GB, GG)

where,

B = Boy

G = Girl

Therefore, based on the sample space given, at least a boy occurs in 3 places out of 4. This will be 3/4 = 0.75.

In conclusion, the correct option is 0.75.

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Final answer:

The probability of a couple having at least one boy when they have two children is 75%, as three out of four possible outcomes include at least one boy. These outcomes are two boys, a boy then a girl, and a girl then a boy.

Explanation:

The subject of the question is probability which is a branch of mathematics. In order to find the probability that when a couple has two children, at least one of them is a boy, we need to analyze possible outcomes. The couple could have two boys (BB), a boy and a girl (BG), a girl and a boy (GB), or two girls (GG). Hence, the total unique outcomes are 4 (BB, BG, GB, GG).

Considering at least one boy, the possible outcomes could be BB, BG, GB, which are 3 possibilities. Finally, the probability is given as the ratio of favorable outcomes to the total number of outcomes. So the probability of having at least one boy is 3/4 or 75%.

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Can Anyone Help Me

A relation is a special type of function.

A. True
B. False

Answers

yes it s true
A. True

Two airplanes left the same airport and arrived at the same destination at the same time. The first airplane left at 8:00 a.m. and traveled at an average rate of 496 miles per hour. The second airplane left at 8:30 a.m. and traveled at an average rate of 558 miles per hour. Let x represent the number of hours that the first plane traveled.

How many hours did it take the first plane to travel to the destination?

Enter an equation that can be used to solve this problem in the first box.

Solve for x and enter the number of hours in the second box.
Equation:

x =
h

Answers

The formula for distance is equal to:

d = v * t

where d is distance, v is velocity or speed, and t is time

Since the distance travelled by the two airplane is similar, therefore we can create the initial equation:

v1 * t1 = v2 * t2

We know that v1 = 496, and v2 = 558 so:

496 t1 = 558 t2

x = 558 t2 / 496

We also know that airplane 1 travelled 30 minutes (0.5 hours) earlier than airplane 2, therefore:

x = t2 + 0.5

Hence,

496 (t2 + 0.5) = 558 t2

496 t2 + 248 = 558 t2

t2 = 4 hours

x = t2 + 0.5 = 4 + 0.5

x = 4.5 hours

So the equation is:

x = 558 t2 / 496

And the first plane travelled:

x = 4.5 hours

Point ___is the vertex of the angle marked in the figure.

Answers

Answer:

The vertex is the point E

Step-by-step explanation:

we know that

The angle marked in the figure is the angle [tex]<CEB[/tex]

therefore

The vertex is the point E

Answer:

Yes the person is right I got it right on the test

Step-by-step explanation:

the high temperature on friday was 8 degrees above zero

Answers

0-8=-8
the answer is -8

After t years, the amount of money in a savings account that earns simple interest is p + prt, where p is the starting amount and r is the yearly interest rate. factor this expression.

Answers

using I=PRT/100
replacing the given information;
(p+prt)=P×r×t

⇒p+prt=P×rt
P=(p+prt)/(rt)
Principal(P)= (p/rt)+p
=p((1/rt)+1)

Final answer:

The equation of simple interest p + prt can be factored by taking out the common factor p, resulting in a factored expression of p(1 + rt).

Explanation:

The equation p + prt represents the total amount of money in a savings account after t years when interest is earned at a simple interest rate of r on the principal amount p. To factor this expression, we look for the greatest common factor present in each term. Here, the common factor is the principal amount p.

Therefore, the factored form of the expression is p(1 + rt). This shows that the total amount is composed of the initial principal plus the product of the principal, the rate, and the time.

This differs from compound interest, where the interest earned is added to the principal at each compounding period, leading to interest on interest. Simple interest calculations are straightforward and don't involve this compounding effect, making it simpler to calculate future values manually or using online calculators.

HELP NEED QUICKLY ILL GIVE A BRAINLIEST!!!
Mrs. Mac puts money in her piggy bank every week. The function graphed can be used to model the total amount of money in her piggy bank x week after her birthday given Mrs. Mac’s birthday is at x = 0.

1.What is the x intercept and what does it represent?

2.What is the y-intercept and what does it represent?

3.What is the slope and what does it represent?

Answers

the x intercept is -12 and it represents the amount of money she started with.
the y intercept is +3 and it represents the amount of money she has now.
the slope is positive and it represents the amount of money shell get in the future

A) X intercept is -12, this represent the number of weeks before her birthday she started saving money

B) Y intercept = 3, this is the amount of money she has in her piggy bank before her birthday

C) slope = change in Y over the change in X = 1/4, this means she is saving 25 cents per week

Write an equation of the line, in point-slope form, that passes through points (3,-10) and (-5,-2)

Answers

[tex]\bf \begin{array}{lllll} &x_1&y_1&x_2&y_2\\ % (a,b) &({{ 3}}\quad ,&{{ -10}})\quad % (c,d) &({{-5}}\quad ,&{{ -2}}) \end{array} \\\\\\ % slope = m slope = {{ m}}= \cfrac{rise}{run} \implies \cfrac{{{ y_2}}-{{ y_1}}}{{{ x_2}}-{{ x_1}}}\implies \cfrac{-2-(-10)}{-5-3}\implies \cfrac{-2+10}{-5-3} \\\\\\ \cfrac{8}{-8}\implies -1 \\\\\\ % point-slope intercept \stackrel{\textit{point-slope form}}{y-{{ y_1}}={{ m}}(x-{{ x_1}})}\implies y-(-10)=-1(x-3)\\\\\\ y+10=-(x-3)[/tex]

Equation of the line, in point-slope form, that passes through points (3,-10) and (-5,-2) is y + 10 = -(x - 3).

What are lines and their slopes?

We know lines have various types of equations, the general type is

Ax + By + c = 0, and equation of a line in slope-intercept form is y = mx + b.

Where slope = m and b = y-intercept.

the slope is the rate of change of the y-axis with respect to the x-axis and the y-intercept is the (0,b) where the line intersects the y-axis at x = 0.

Given it has points (3,-10) and (-5,-2) and we know slope(m)

= (y₂ - y₁)/(x₂ - x₁).

= (-2 + 10)/(-5 - 3).

= 8/-8.

= -1.

Equation of a line in point-slope form is (y - y₁) = m(x - x₁).

y - (-10) = -1(x - 3).

y + 10 = -(x - 3).

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Write a compound inequality to represent all of the numbers between -4 and 6.

Answers

-4<x<6 would be the compound inequality

Answer: -4<x<6 would be the compound inequality

Step-by-step explanation:

Mark all statements that are true

A: this graph is not a function because the value x=3 is assigned to more than one y-value.

B: this graph is a function because the value of x is the same for every value of y

C: the equation of this line is x=3

D: this graph is a function whose domain is the set ( 3 )

Answers

The definition of a function is where each input has a single output, and since x=3 has more than one output A is correct (and B is not correct)

For C, since x=3 (where 3=y) accurately describes the graph, this is correct (also since it's an equation)

D is correct since the domain is the possibilities of the x values and 3 is the only one that can fulfill it

If it is 11:15
a.m. at teens high school, then a bell will ring. which of these is true?
a. if a bell is not ringing, then it must not be 11:15.
b. if a bell is ringing, then it is 11:15.
c. if it is not 11:15, then a bell will not ring.
d. if a bell is ringing, then it is not 11:15.
e. if a bell is not ringing, then it is 11:15.

Answers

My god, this is tricky but it's between D and E.

I think it should be e.

Which line is parallel to the line given below?
Y=_4/3x+1
A.3x+4y=8
B.3x-4y=-28
C.4x+3y=-15
D.4x-3y=9

Answers

The answer is C.

The standard form of y=-4/x -1 is 4x+3y = 1

What is the value of x?
Enter your answer in the box
13 is top 12 is bottem and the left is X

Answers

Answer: x = 5

------------------------------------------
------------------------------------------

Explanation:

We have a right triangle as indicated by the square angle marker. Two of the sides are known: specifically the hypotenuse (13) and one of the legs (12). The other leg (x) is unknown.

We can use the Pythagorean Theorem to find x

a = 12 is one of the known legs
b = x is the unknown leg
c = 13 is the hypotenuse

Pythagorean Theorem:
a^2 + b^2 = c^2
12^2 + x^2 = 13^2
144 + x^2 = 169
144 + x^2-144 = 169-144 ... subtract 144 from both sides
x^2 = 25
sqrt(x^2) = sqrt(25) ... apply square root to both sides
x = 5

Side Note: Keep in mind that x can't be negative so it doesn't make sense to use the plus/minus here. We'll only stick with the positive version.

Can Anyone Help Me

You need to sell 250 candy bars at $2 each. If you meet your goal, the total amount of money you will have is measured in the _____.

A. hundreds
B. tens
C. ones
D. thousands

Answers

A. hundreds
250 bars * $2 each = $500

The midpoint of UV is (5, -10). The coordinates of one endpoint are U(3,6). Find the coordinates of endpoint V.

How do I use the midpoint formula for this?

Answers

The coordinates of the midpoint of a line segment joining two points (x₁,y₁) and (x₂, y₂) is given by
[(x₁+x₂)/2, (y₁+y₂)/2].

Given:
(x₁,y₁) = (3,6) for the point U.

For the midpoint,
(x₁+x₂)/2 = 5 or x₁ + x₂ = 10
(y₁+y₂)/2 = -10 or y₁ + y₂ = -20

Therefore, the coordinates of V are
3 + x₂ = 10 => x₂ = 7
6 + y₂ = -20 => y₂ = -26

Answer: V (7, -26)

The perimeter of a rectangle is 102 cm. if the length is 28 cm, how wide is the rectangle?

Answers

(102 - (28*2)) / 2=
(102 - (56)) / 2 =
(46) / 2 = 23

The width is 23 cm

The answer to this question is 23cm

Evaluate 8 + W/4 when W = 16.

Answers

Evaluating an expression means to replace the letter by its given value.
We have the expression 8 + w/4. By hypothesis, w = 16. So just replace the letter w by 16 and do the calculus.

8 + w/4 = 8 + 16/4 = 8+4 = 12

So 8 + w/4 = 12 when w = 16.

Hope this helps! :)

The evaluation of the algebraic expression 8 + w/4 when w = 16 is 12

How to evaluate algebraic expression

Given:

8 + w/4

when,

w = 16

substitute w = 16 into the expression

8 + 16/4

= 8 + 4

= 12

Therefore, evaluation of the algebraic expression 8 + w/4 when w = 16 is 12

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Can someone tell me what these angles are

Answers

4 and 5 are alternate interior angles.

Dylan's hiking club is planning to stay overnight at a camping Lodge. Each large room can hold 15 hikers. There are 154 hikers. How many rooms will they have?

Answers

Since we're figuring out rooms for real people, we'll need to round our answer up since a partial group of 15 will need a room, too. First, divide out the hikers by the number of rooms:
154 ÷ 15 = 10.26666...

They'll need 11 rooms to accommodate everyone

First of all, you need to compare the two statements. That will be;
1 room=15 hikers
Y=154 hikers
I represented the unknown number of rooms with Y. So now we need to find Y. The next step is to cross and multiply. 15 will multiply Y to give 15Y. And 154 will multiply 1 to give 154. That will be;
15Y=154
Divide both sides by 15. That will be;
Y=154/15
Y=That will be 10.27 which means 10 rooms. But 4 hikers will remain. In other to accommodate the remaining 4 hikers, an extra room will be taken. Which will make 11 rooms. Hope that helped. Have a nice day

Each morning Papa notes the birds feeding on his bird feeder. So far this month, he has seen 59 blue jays, 68 black crows, 12 red robins, and 1 cardinal. If 300 birds visit Papa'S bird feeder, how many blue jays can he expect to see?

Answers

Add all of the birds together.

59 + 68 + 12 + 1 = 140

Solve what percentage 59 is of 140.

x * 140 = 59
Divide both sides by 140.
x = .421428571

Multiply 300 by that percent.

300 * .421428571 = 126.428571 which rounds up to 126.

Papa can expect 126 blue jays.

126 blue jays.

hope this helps you(:

if not plz let me know (:

c = 0.20m + 2.00 what is the charge for 1mile ride?

Answers

All you have to do is substitute the 1 into the m for the mile ride:
C = 0.20(1) + 2.00 = 0.20 + 2.00 = 2.20

The charge for 1 mile ride is $2.20.

for the equation 7x+3y-5=0, find the missing coordinate or the ordered pair so that it is a solution (?,4)

Answers

7x+3y-5=0
7x+3(4)-5=0
7x + 7 = 0
7x = -7
x = -1

answer
ordered pair
(-1, 4)

Sean, a freelance editor, charges the rates shown in the table below to edit manuscripts. The cost per page increases as the quality of editing improves. Sean also gives a 5% discount if the entire amount is paid up front.

A 2 column table with Type of Editing and Cost per page as the column headings. Express Proofreading costs 2 dollars, Basic Pro

Michelle has an 85-page manuscript. The equation below shows the relationship between the total cost of editing 85 pages, T, and the cost per page, c, if she gets the 5% discount:

85c − 0.05(85c) = T

Using the equation, what is the best quality of editing that Michelle can get done for a maximum of $161.50?

a.Express proofreading

b.Basic proofreading

c.Extended proofreading

d. Deep editing

Answers

85c - 0.05(85c) = 161.50
85c - 4.25c = 161.50
80.75c = 161.50
c = 161.50 / 80.75
c = 2

the only answer choice u have listed happens to be the right answer...express proof-reading

Answer:

option (a) Express proof reading

Step-by-step explanation:

Michelle has an 85-page manuscript. To calculate the total cost of printing equation will be

85c - 0.05( 85c ) = T

where c = cost per page and T = total cost on editing 85 pages.

If total cost of editing is $161.50, then we have to find the best quality of editing Michelle can get.

85(c) - (0.05)(85c) = 161.50

85c - 4.25c = 161.50

80.75c = 161.50

⇒ c = $ 2 per page

As it has been given in the question that express proof reading costs $2.00 per page, so the best quality of editing Michelle can get is option (a) Express proof reading

Part A: Sam rented a boat at $225 for 2 days. If he rents the same boat for 5 days, he has to pay a total rent of $480.

Write an equation in the standard form to represent the total rent (y) that Sam has to pay for renting the boat for x days. (4 points)

Part B: Write the equation obtained in Part A using function notation.(2 points)

Part C: Describe the steps to graph the equation obtained above on the coordinate axes. Mention the labels on the axes and the intervals. (4 points)

Answers

Part A
Let y = a + b*x
where
x = number of days
y = cost

When x = 2, y =$225. Therefore
a + 2b = 225 (1)
When x = 5, y = 480. Therefore
a + 5b = 480 (2)
Subtract (1) from (2).
3b = 480-225 = 255
b = 85
From (1), obtain
a = 225 - 2*85 = 55

Answer:
y = 55 + 85x
where x = the number of days
y = the cost (dollars)

Part B.
The cost is
f(x) = 55 + 85x

Part C
To graph y = 55 + 85x,
The y-intercept is 55
The x-intercept occurs when y = 0. That is
55 + 85x = 0
x = -55/85 = -11/17
The graph is shown below.

how do you divide polynomials using long division

Answers

This is a simple example:-
x + 9
------------------------------
x - 1 ) x^2 + 8x - 9
x^2 -   x subtract
------------
   9x - 9
   9x - 9
----------
..........

First divide x into x^2 to give x which goes above
Then multiply x - 1 by x to give x^2 - x

Subtract this fro x^2 + 8x gives 9x
Bring down the - 9 then divide x into 9x
and finally multiply x - 1 by 9 to give 9x - 9
Finally subtract and you sre done. There is no remainder as x - 1 is a factor of x^2 + 8x - 9.

The polynomial must be in descending powers of x . If one is missing you insert it with a coefficient of zero before you start the division.

for example if you have x^3 - 3x + 12 you write it as

x^2 + 0x^2 - 3x + 12

Final answer:

The process of dividing polynomials using long division involves dividing the leading terms, multiplying and subtracting to find the remainder, and repeating the process until completion. This method ensures proper management of exponents through subtraction while dividing coefficients.

Explanation:

Dividing Polynomials Using Long Division

To divide polynomials using long division, you should follow these steps:

Write the dividend (the polynomial to be divided) and the divisor (the polynomial by which to divide) in a long division format.Divide the leading term of the dividend by the leading term of the divisor to get the first term of the quotient. Multiply the divisor by this first term of the quotient and write the result beneath the dividend.Subtract this result from the dividend to get a remainder. Bring down the next term of the dividend if necessary.Repeat steps 2 to 4 until there are no more terms to bring down in the dividend.The result is the quotient, with a possible remainder. If there is a remainder, it can be written as the remainder over the divisor.

Remember that when you divide the exponents in division of exponentials, you should subtract the exponents while dividing the coefficients normally.

By applying these steps, we achieve a quotient and remainder that satisfy the equation: Dividend = (Divisor × Quotient) + Remainder. This technique is especially useful for division of exponentials where you maintain equality by dividing both sides of an equation and properly manage exponents.

What is the value of x?

Enter your answer in the box.

X=

Answers

12=X
4x-10=5x-22
+22 +22
4x+12=5x
-4x -4x
12=x

4x + 3x + 5x = 12x
-10 -22 = -32 + 2 = -30
12x - 30 + 180
+ 30 + 30
12x = 210
210/12x = 17.5
I think

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It hurt very much indeed, and it felt something like a red-hot sparkonly it seemed to have legs as well, and wings like a fly. Effie rubbed and criednot real crying, but the kind your eye does all by itself without your being miserable inside your mindand then she went to her father to have the thing in her eye taken out. Effie's father was a doctor, so of course he knew how to take things out of eyes.When he had gotten the thing out, he said: "This is very curious." Effie had often got things in her eye before, and her father had always seemed to think it was naturalrather tiresome and naughty perhaps, but still natural. He had never before thought it curious.Effie stood holding her handkerchief to her eye, and said: "I don't believe it's out." People always say this when they have had something in their eyes."Oh, yesit's out," said the doctor. "Here it is, on the brush. This is very interesting."Effie had never heard her father say that about anything that she had any share in. She said: "What?"The doctor carried the brush very carefully across the room, and held the point of it under his microscopethen he twisted the brass screws of the microscope, and looked through the top with one eye."Dear me," he said. "Dear, dear me! Four well-developed limbs; a long caudal appendage; five toes, unequal in lengths, almost like one of the Lacertidae, yet there are traces of wings." The creature under his eye wriggled a little in the castor oil, and he went on: "Yes; a bat-like wing. A new specimen, undoubtedly. Effie, run round to the professor and ask him to be kind enough to step in for a few minutes.""You might give me sixpence, Daddy," said Effie, "because I did bring you the new specimen. I took great care of it inside my eye, and my eye does hurt."The doctor was so pleased with the new specimen that he gave Effie a shilling, and presently the professor stepped round. 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