Jane's Juice Bar has the following cost schedules:
In the following table, complete the marginal cost, average variable cost, and average total cost columns.
Quantity Vats of juice Variable Cost (Dollars) Total Cost (Dollars) Marginal Cost (Dollars Average Variable Cost (Dollars) Average Total Cost (Dollars)
0 0 30 1 10 40 2 25 55 3 45 75 4 70 100 5 100 130 6 135 165 Use orange points (square symbol) to plot the marginal-cost curve for Jane's Juice Bar. Then use purple points (diamond symbol) to plot the average-variable cost curve starting at 1 vat of juice, and use green points (triangle symbol) to plot the average-total-cost curve also starting at 1 vat of juice.
Which of the following statements are true according to the graph? Select all that apply.
i. The marginal-cost curve is above the average-total-cost curve when output is greater than four and the average total cost is rising.
ii. The marginal-cost curve is below the average-total-cost curve when output is greater than four and the average total cost is rising.
iii. The marginal-cost curve lies below the average-variable-cost curve.

The length of the kite's line can be determined using the concept of similar triangles. By setting up a proportion between the length of the kite's line and its shadow, we can solve for the unknown length.

Let's denote the length of the kite's line as "x." We can form a proportion between the lengths of the kite's line and its shadow:

(line length)/(shadow length) = (height)/(shadow height)

Plugging in the given values, we have:

x/6 = 9/9

Simplifying the equation, we find:

x = 6

Therefore, the length of the kite's line is 6 feet.

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An LU factorization of the matrix A = [2 3 5 4 9 5 4 -3 24] is: A = LU, where L = [1 0 0; 2 1 0; 2 -1 1] and U = [2 3 5; 0 3 -5; 0 0 14].

To perform an LU factorization of a matrix, we want to decompose the original matrix into a lower triangular matrix (L) and an upper triangular matrix (U).

First, we start by performing elementary row operations on the original matrix until we obtain an upper triangular matrix. We can use Gaussian elimination to achieve this.

Starting with the original matrix A = [2 3 5; 4 9 5; 4 -3 24], we can subtract twice the first row from the second row to get:

[2 3 5; 0 3 -5; 4 -9 14]

Then we can subtract twice the first row from the third row to get:

[2 3 5; 0 3 -5; 0 -15 4]

We now have an upper triangular matrix U.

Next, we need to find the lower triangular matrix L. We can obtain L by performing the same elementary row operations on the identity matrix (I) that we used to transform A into U.

Starting with the identity matrix I = [1 0 0; 0 1 0; 0 0 1], we can subtract twice the first row from the second row to get:

[1 0 0; 2 1 0; 0 0 1]

Then we can subtract twice the first row from the third row to get:

[1 0 0; 2 1 0; 2 0 1]

We now have the lower triangular matrix L.

Therefore, the LU factorization of A is:

A = LU = [2 3 5; 4 9 5; 4 -3 24] = [1 0 0; 2 1 0; 2 0 1][2 3 5; 0 3 -5; 0 0 14]

We can check this by multiplying L and U together and verifying that we obtain the original matrix A.

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The correct answer is (d) in the money. The XYZ 30 put sold at 3 is in the money because the strike price is lower than the current market price of XYZ, indicating the potential for the option holder to gain if they were to exercise the option.

To determine the status of an XYZ 30 put option sold at 3 when XYZ is trading at 40, we need to understand the concepts of "at parity," "at the money," "out of the money," and "in the money" in options trading.

- At parity: An option is said to be at parity when its market price is equal to its intrinsic value. Intrinsic value refers to the amount by which an option is in the money. If an option is at parity, there is no inherent gain or loss in holding the option.

- At the money: An option is considered at the money when the strike price of the option is equal to the current market price of the underlying asset. In this case, the XYZ 30 put would be considered at the money if the XYZ stock is trading at 30, which is not the case in this scenario.

- Out of the money: An option is out of the money when the strike price is higher for a put option (or lower for a call option) than the current market price of the underlying asset. In this scenario, since the XYZ 30 put has a strike price of 30 and XYZ is trading at 40, the put option is out of the money.

- In the money: An option is in the money when the strike price is lower for a put option (or higher for a call option) than the current market price of the underlying asset. In this case, since the XYZ 30 put has a strike price of 30 and XYZ is trading at 40, the put option is in the money.

Therefore, the correct answer is (d) in the money. The XYZ 30 put sold at 3 is in the money because the strike price is lower than the current market price of XYZ, indicating the potential for the option holder to gain if they were to exercise the option.

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Certify Completion Icon Tries remaining: 3 A high school has 52 players on the football team. The summary of the players' weights is given in the box plot. The median weight of the players on the football team is 160 pounds.

The box plot shows that the median weight of the players is the middle value of the distribution. In this case, the median weight is halfway between the 26th and 27th players, which is 160 pounds.

The box plot also shows that the minimum weight of the players is 150 pounds and the maximum weight is 212 pounds. The interquartile range, which is the range of the middle 50% of the data, is 20 pounds.

In conclusion, the median weight of the players on the football team is 160 pounds. This means that half of the players on the team weigh more than 160 pounds and half of the players weigh less than 160 pounds.

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Answer:

the plain is going 12km in one minute

Step-by-step explanation:

Answer:

0.26

Step-by-step explanation:

0.2 -> tenth

0.25 -> the 5 is the hundred place

0.257 -> the 7 is the thousand place.

Round the 7 and you get 0.26

Answer:

0.26

Step-by-step explanation:

To round 0.257 to the nearest hundreth, you'd have to look at the five and seven. Since seven is a higher number than four, you'd round the 5 up one, and get rid of the seven.

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Question:

Write an algebraic statement that represents all the ways your player will win. Be sure to define your variable

Answer:

Erica:

\(0 \leq |x - y| < 10\)

Nita:

\(10 < |x - y| \leq 20\)

Step-by-step explanation:

Given

Players: Erica & Nita

Range: 0 to 20

Represent Erica with x and Nita with y

For Erica to win;

The difference between x and y must be less than 10 but greater than or equal to 0

i.e.

\(0 \leq x - y \leq 10\) or \(0 \leq y - x \leq 10\)

These two expressions can be merged together to be:

\(0 \leq |x - y| < 10\)

For Nita to win;

The difference between x and y must be greater than 10 but less than or equal to 20

i.e.

\(10 < x - y \leq 20\) or \(10 < y - x \leq 20\)

These two expressions can be merged together to be:

\(10 < |x - y| \leq 20\)

Answer: B (786,432)

Geometric sequence follows by multiplying by 4.

-3

-12

-48

-192

-768

-3072

-12288

-49152

-196,608

-786,432

The number line that represents the number of minutes Myra will practice piano is option D.

To interpret this number line, we need to understand that Myra's expectation is to practice the piano for 22 minutes or more. So, the timing is equal to or greater than 22 minutes.

We will have to choose a number line whose circle is fully shaded. Next, the arrow should begin from 22 and point upwards. The option that meets all of the criteria is D. It is equal to or greater than 22 minutes.

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Responder:

La temperatura bajó 12 °

Explicación paso a paso:

Dado que:

Temperatura en la noche = + 2 ° (2

Temperatura de la mañana = - 12 (12 ° bajo cero).

La diferencia de temperatura entre la noche y la madrugada:

Temperatura nocturna - temperatura por la mañana temprano

2 - (-12)

2 + 12 = 14

Hay una diferencia de temperatura de 12 °. La temperatura bajó 12 ° entre la noche y la madrugada.

\({ \large{➢ \: \: \bf{x = - 8}}}\)

\({ \large{➢ \: \: \bf{ \dfrac{2y}{3} = 3 \times - 8 + 34}}}\)

\({ \large{➢ \: \: \bf{ \dfrac{2y}{3} = - 24 + 34}}}\)

\({ \large{ \bf{ ➢ \: \: \cancel{2}y = 3 \times { \cancel{(10)} {} \: \: ^{5} }}}}\)

\({ \large{ \therefore{ \bf{y = 15 \: \: Ans.}}}}\)

The odds against an event is 4:7

Unfavourable elements for the event = 4

Favourable elements for the event = 7

Total = 4 + 7 = 11

Hence the probability that the event will fail = 4/11.

Answer:

(x,y) = (0,  1/3)

Step-by-step explanation:

  [1]    2x + 3y = 1

  [2]    4x - 6y = -2

Graphic Representation of the Equations :

   3y + 2x = 1        -6y + 4x = -2  

Solve by Substitution :

Solve equation [2] for the variable  x  

 [2]    4x = 6y - 2

 [2]    x = 3y/2 - 1/2

Plug this in for variable  x  in equation [1]

  [1]    2•(3y/2-1/2) + 3y = 1

  [1]    6y = 2

Solve equation [1] for the variable  y

  [1]    6y = 2  

  [1]    y = 1/3  

By now we know this much :

   x = 3y/2-1/2

   y = 1/3

Use the  y  value to solve for  x  

   x = (3/2)(1/3)-1/2 = 0

we have that

the area of the shaded region is equal to the area of rectangle minus the area of the circle

step 1

Find the area of the circle

A=pi(r^2)

we have

r=4 units

substitute

A=pi(4^2)

A=16pi unit2

step 2

Find the area of rectangle

A=b*h

we have

h=2(4)=8 units

b=9+4=13 units

substitute

A=13(8)

A=104 unit2

therefore

the area of the shaded region is

Answer:

See below.

Step-by-step explanation:

Hi there!

We want to find the equation of the line that has a slope (m) of 1 and that passes through the point (-10, -6)

There are 3 ways to write the equation of the line:

Since we are given both a point and a slope in this situation, it makes sense to write the equation in point-slope form.

Let's label the values of everything we were given to avoid confusion and mistakes:

m=1

\(x_1=-10\\y_1=-6\)

Now substitute these values into the equation (note: we have NEGATIVE numbers, while the formula gives SUBTRACTION, which is why we're subtracting a negative)

\(y-y_1=m(x-x_1)\)

\(y--6=1(x--10)\)

Simplify:

y+6=1(x+10)

The equation can be left as this, or it can be converted into slope-intercept form if you wish.

In that case, we would distribute 1 to each number on the right side.

y+6=x+10

Then, we'll isolate y on one side. Subtract 6 from both sides.

y=x+4

You can also convert it into standard form if you would prefer it that way. To do that, start with slope-intercept form, which we earlier found as y=x+4

In standard form, x and y are on the same side. So subtract x from both sides to move it

-x+y=4

Remember we don't want a (the coefficient in front of x) to be negative. In order to flip the sign, multiply both sides by -1

x-y=-4

Therefore, the answer can be written as y+6=1(x+10), y=x+4, or x-y=4.

Hope this helps!

The Linnaean class system provides a framework for understanding the diversity of life on Earth by grouping similar organisms together based on shared characteristics.

By comparing and contrasting the definitions of each class, we can see how different groups of animals are related to each other and how they differ in terms of their biological traits.

The Linnaean class system is a way of organizing living things based on shared characteristics. Let's compare and contrast the definitions of the Linnaean classes using a Venn diagram.

First, we have the class Mammalia, which includes all animals that have hair or fur, produce milk to feed their young, and have specialized teeth. This class overlaps with the class Aves, which includes all birds, because some birds have specialized beaks and feathers that are similar to mammalian hair and teeth. However, birds do not produce milk.

Next, we have the class Reptilia, which includes animals that are cold-blooded, lay eggs, and have scales or plates on their skin. This class overlaps with both Mammalia and Aves in terms of species that lay eggs, such as monotremes (platypus and echidnas) and some birds (ostriches and emus). However, reptiles lack specialized teeth and do not produce milk.

Finally, we have the class Amphibia, which includes animals that are cold-blooded, breathe through their skin, and undergo metamorphosis from a water-dwelling larval stage to a land-dwelling adult stage. This class overlaps with Reptilia in terms of some shared characteristics, but Amphibia also lacks specialized teeth and does not lay eggs with hard shells like reptiles.

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Hey there! I'm happy to help!

Let's write this equation out.

2/3+1/3x=2x

We want to get all of the variables on the left side and all the numbers on the right side so we can see what number x is equal to. First, Let's subtract 2/x from both sides.

2/3+1/3x-2x=0

We subtract 2/3 from both sides.

1/3x-2x=-2/3

We combine our x values.

-5/3x=-2/3

We divide both sides by -5/3.

x=-5

Have a wonderful day and keep on learning! :D

Answer:

1530

Step-by-step explanation:

Answer: 1, 530

Step-by-step explanation:

Answer:

a. convenience sample

Step-by-step explanation:

I guess it is correct

Answer:

The answer is 1

4-3=1

8/1=8

Answer:

x/4-3 (plug in the given value for x)

8/4 - 3  (do the division first because PEMDAS)

2 -3  (subtract)

-1  (this is your answer)

The answer is three

Step-by-step explanation:

75 plus 160 is 235 and 235+235+235= 705

Answer:

\((0,20),(1,16),(2,12)\)

Step-by-step explanation:

\(We\ are\ provided\ with\ the\ equation:\\4x+y=20\\In\ order,\ to\ find\ solutions\ to\ a\ linear\ equation\ in\ two\ variables,\ we\\ usually\ substitute\ a\ value\ to\ either\ the\ abscissa or\ the\ ordinate\ to\ get\\ the\ corresponding\ ordinate\ or\ the\ abscissa.\\Hence,\\Here,\)

\(Let's\ plug\ in\ simpler\ value's\ of\ 0,1,2\ as\ the\ x-co-ordinate\ to\ obtain\ it's\\ y-coordinate.\\Hence,\\Coming\ back\ to\ our\ equation:4x+y=20\\Substituting\ x=0,\\4*(0)+y=20\\y=20\\Hence,\\x=0,y=20\ or\ (0,20)\ is\ a\ solution\ of\ the\ equation.\)

\(Substituting\ x=1,\\4*(1)+y=20\\4+y=20\\y=20-4=16\\Hence,\\x=1,y=16\ or\ (1,16)\ is\ also\ a\ solution\ of\ the\ equation.\)

\(Substituting\ x=2,\\4*(2)+y=20\\8+y=20\\y=20-8=12\\ Hence,\\x=2,y=12\ or\ (2,12)\ is\ a\ solution\ of\ the\ equation\ too.\)

\(Hence,\ collecting\ all\ the\ solutions\ of\ the\ equations:\\(0,20),(1,16),(2,12)\ are\ all\ solutions\ of\ the\ given\ equation.\\\)

Answer:

sin E=IP/PE=21/29

therefore IP=21 & PE=29

by using Pythagoras law

IE=√(29²-21²)=20

sin P=IE/PE=20/29

Answer:

65569898

Step-by-step explanation:

1753x87694=66033582

66033582-463684=65569898

The given statement is True because If the sample mean is close to the population parameter, it suggests representative sampling regarding the variable of interest, although other factors should be considered too.

When the sample mean closely approximates the population parameter, it indicates that the sample is capturing the central tendency of the population. The mean is a measure of central tendency that reflects the average value of the variable of interest in the population.

If the sample mean is similar to the population mean, it suggests that the sample is a good representation of the population in terms of that particular variable.

However, it is important to note that representativeness is a relative concept. A sample may be considered representative in one sense but not necessarily in all aspects. Other factors, such as the sampling method, sample size, and sampling bias, also influence the representativeness of a sample.

In summary, when the obtained mean of the observations in a research study is close to the population parameter, it provides evidence that the sample is representative of the target population to some degree, indicating that the sample captures the central tendency of the population for the variable under investigation.

However, representativeness should be assessed in consideration of other factors as well.

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The resultant polynomial which is the correct simplification and demonstration of the closure property of give expression is,

\(-5x^3 +4x^2- 5x\)

This resultant expression is polynomial.

Polynomial equations is the expression in which the highest power of the unknown variable is n (n is real number).

The given expression in the problem is,

\((3x^3 +2x^2 - 5x) - (8x^3 - 2x^2).\)

Let the resultant polynomial of the above expression is f(x). Therefore,

\(f(x)=(3x^3 +2x^2 - 5x) - (8x^3 - 2x^2).\)

To solve the above polynomial, open the bracket by multiplying the sign with inside values as,

\(3x^3 +2x^2 - 5x - 8x^3 +2x^2\)

Separate the same power terms of the variables as,

\(f(x)=3x^3- 8x^3 +2x^2 +2x^2- 5x\\f(x)=-5x^3 +4x^2- 5x\)

The resultant polynomial which is the correct simplification and demonstration of the closure property of give expression is,

\(-5x^3 +4x^2- 5x\)

This resultant expression is polynomial.

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Answer: 50

Step-by-step explanation:

Let the number of pizza made last week be represented by y.

From the question, we can form it into:

24% of y = 12

24/100 × y = 12

0.24 × y = 12

0.24y = 12

y = 12/0.24

y = 50

50 pizza were made last week.

step 11

Prove

DB=AC

Applying Pythagorean theorem

Right triangle ADB

AB^2=AD^2+DB^2 ------> DB^2=AB^2-AD^2

Right triangle BCA

AB^2=BC^2+AC^2 -----> AC^2=AB^2-BC^2

Remember that

AD=BC

by substitution

AC=DB

step 12

triangle ADB is congruent to triangle BCA by SSS