PLEASE ANSWER ASAP FOR AND BRAINIEST!!!!!!!!!!!!!!!!!!!!!!!!

288/32=144/16=72/8=9

Hope it helps you

Answer:

9

Step-by-step explanation:

288/320 = 9/1

9/1 = 9

The electric current to flow through the resistors and complete the circuit by reaching its intended destination or powering a device.

In the analogy of a circuit with resistance, we can compare it to an obstacle race. Here's how we can relate the different elements:

Circuit: The entire obstacle race course represents the circuit itself. It includes all the components and paths that the participants will go through.

Obstacles: The obstacles in the race represent the resistors in the circuit. Just like resistors impede the flow of electrical current in a circuit, obstacles in the race impede the progress of the participants.

People/Participants: The people participating in the race represent the flow of electric current in the circuit. They are the "charge" moving through the circuit, encountering and overcoming obstacles (resistors) to reach the finish line.

The goal of the participants (people) is to navigate through the obstacles (resistors) and complete the race (circuit) by reaching the finish line.

Similarly, in an electrical circuit, the goal is for the electric current to flow through the resistors and complete the circuit by reaching its intended destination or powering a device.

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Answer:

always

Step-by-step explanation:

The standard deviation of the sampling distribution of sample means will be 0.6667.

The Gaussian Distribution is another name for it. The most significant continuous probability distribution is this one. Because the curve resembles a bell, it is also known as a bell curve.

Given information

μ= 38 and σ = 6; n = 81

The standard deviation of the sampling distribution is given as,

⇒ 6 / √81

⇒ 6 / 9

⇒ 0.6667

The standard deviation of the sampling distribution of sample means will be 0.6667.

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(26) The length FE in the intersecting chords is 6.

(27) The length of arc AE =  64⁰.

We know that,

The length FE is computed using the intersecting chord theorem, as shown below;

The power of a point theorem, commonly known as the intersecting chord theorem, says that:

If two chords of a circle cross inside the circle, the product of the lengths of one chord's segments equals the product of the lengths of the other chord's segments.

FE ≅ AB = 6

The length of the arc AE is computed as follows:

⇒ arc of AE + arc of AB + arc of ED = 180

Since sum of angles of a semi circle

⇒ arc of  AE + 58 + 58 = 180

⇒ arc of AE + 116 = 180

⇒ arc of AE = 64

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a) To maximize profits, 10 units should be sold in market 1 and 5 units in market 2.

b) The corresponding prices are $180 in market 1 and $160 in market 2.

c) If it becomes illegal to discriminate, the profit loss is $50.

d) The imposition of a tax of $5 per unit sold in market 1 would likely decrease the monopolist's profit and potentially lead to adjustments in prices and quantities sold in both markets.

a) To maximize profits, the monopolist should set marginal revenue equal to marginal cost in each market.

In this case, marginal revenue is equal to the derivative of the demand function with respect to quantity, and it can be calculated as MR = dP/dQ.

For market 1:

MR₁ = dP₁/dQ₁ = -2

For market 2:

MR₂ = dP₂/dQ₂ = -4

Setting MR equal to marginal cost, which is the derivative of the cost function with respect to quantity, gives:

MR₁ = -2 = dC/dQ₁ = 20

MR₂ = -4 = dC/dQ₂ = 20

Solving these equations, we find:

Q₁ = 10

Q₂ = 5

Therefore, the monopolist should sell 10 units in market 1 and 5 units in market 2 to maximize profits.

b) To determine the corresponding prices, we substitute the quantities obtained in part (a) into the demand functions:

For market 1:

P₁ = 200 - 2Q₁ = 200 - 2(10) = 180

For market 2:

P₂ = 180 - 4Q₂ = 180 - 4(5) = 160

Therefore, the corresponding prices are $180 in market 1 and $160 in market 2.

c) To calculate the profit lost if it becomes illegal to discriminate, we need to compare the profits under discrimination with the profits under non-discrimination.

Under discrimination, the monopolist charges different prices in each market, while under non-discrimination, the same price is charged in both markets.

Under discrimination:

Profit = Total revenue - Total cost

For market 1:

Total revenue₁ = P₁ \(\times\) Q₁ = 180 \(\times\) 10 = $1

For market 2:

Total revenue₂ = P₂ \(\times\) Q₂ = 160 \(\times\) 5 = $800

Total revenue = Total revenue₁ + Total revenue₂ = $1800 + $800 = $2600

Total cost = C = 20(Q₁ + Q₂) = 20(10 + 5) = $300

Profit = Total revenue - Total cost = $2600 - $300 = $2300

Under non-discrimination:

Since the same price is charged in both markets, we take the average price:

Average price = (P₁ + P₂) / 2 = (180 + 160) / 2 = $170

Total revenue = Average price \(\times\) (Q₁ + Q₂) = $170 \(\times\) (10 + 5) = $2550

Total cost remains the same at $300.

Profit = Total revenue - Total cost = $2550 - $300 = $2250

Therefore, the profit lost if discrimination becomes illegal is $2300 - $2250 = $50.

d) The imposition of a tax of $5 per unit sold in market 1 would increase the cost per unit for the monopolist.

This would affect the profit-maximizing quantity in market 1 and potentially lead to a change in prices.

The monopolist would compare the new marginal cost, which includes the tax, with the marginal revenue to determine the new profit-maximizing quantities and prices.

The tax would likely reduce the monopolist's profits and could potentially result in adjustments in production and pricing strategies.

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Answer:

d

Step-by-step explanation:

Answer:

D. all of the above

Step-by-step explanation:

they all give you money.

Answer:

Percent decrease in population = 12%

Step-by-step explanation:

Given that:

Population of city = 160,000

Population of city after several years = 140,800

Difference= 160000 - 140800 = 19200

Percent decrease = \(\frac{Difference}{Population} * 100\)

Percent decrease = \(\frac{19200}{160000}*100\)

Percent decrease = 0.12 * 100

Percent decrease = 12%

Hence,

Percent decrease in population = 12%

Step-by-step explanation:

The function is as follows :

\(f(x) = x^2 + 5x + 5\)

We need to find the zeroes of the function in the simplest radical form.The zero of the above function is given by :

\(x=\dfrac{-b\pm \sqrt{b^2-4ac} }{2a}\)

Here,

b = 5

a = 1

c = 5

So,

\(x=\dfrac{-5\pm \sqrt{5^2-4\times 1\times 5} }{2(1)}\\\\x=\dfrac{-5\pm \sqrt{25-20} }{2(1)}\\\\x=\dfrac{-5\pm \sqrt{5} }{2}\)

Hence, the correct option is (c).

Answer:

Before a variable there is no coefficient.

There is an invisible 1 infront bc there is no real number. so the 1 appears.

Answer: 3 dollars for a book.

Step-by-step explanation:

Answer:

B

Step-by-step explanation:

BAnswer:

B-D-A

Step-by-step explanation:

-

Answer:

500,000

hope this helps

Answer: The third one

Step-by-step explanation:

That system has the same equation, but a different solution, meaning the lines can never intersect.

We can also convert it into slope-intercept form.

y = -2x + 9

y = -2x + 5

Different slope and same y-intercept = NO SOLUTION

Answer:

2x + y = 9

2x + y = 5

Step-by-step explanation:

No solutions for 2 lines will only happen when the lines are parallel and never touch.  So there are no solutions.

Lines are parallel when slopes are the same.

The equations cannot be the same just the slopes are the same.  

Let's rearrange this set of equations into y=mx+b so we can see what the slope m is:

2x + y = 9           and               2x + y = 5

y= -2x +9                                 y= - 2x +5

You can see the lines are different but have the slopes so they are parallel and no solutions.

Answer: 6 red and 7 blue

Step-by-step explanation:

Cut in half the amount of each balloon

Answer:

-1/8   <----- FRACTION

Step-by-step explanation:

Answer:

x = 3

Step-by-step explanation:

x + .12x = 3.36  Combine like terms

1.12x = 3.36  Divide both sides of the equation by 1.12

x = 3

=======================================

Work Shown:

12% = 12/100 = 0.12

x + 12% of x = x + 0.12x = 1.12x = 3.36

1.12x = 3.36

x = 3.36/1.12

x = 3

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

Check:

12% of 3 = 0.12*3 = 0.36

x + 12% of x = 3 + 12% of 3 = 3 + 0.36 = 3.36

Or you could say 1.12x = 1.12*3 = 3.36

The answer is confirmed.

The area that Michaela will need to cover up with blue paint would be 396. 11 in ²

The area of the decorative box that needs to be covered is the entire outside of the shape.

The box is a pentagonal prism which means the area will be the area of a pentagonal prism which can be found by the formula :

= 5 a h + 1 / 2 √ ( 5 ( 5 + 2 √ 5 ) ) a ²

Where a is the side of the pentagon and h is the height.

The area is:

= 5 (7 ) ( 6. 5 ) + 1 / 2 √ ( 5 ( 5 + 2 √ 5 ) )  ( 7 )²

= 396.10679

= 396. 11 in ²

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A fraction of the students who have brown hair is equal to 1/7.

You should shade only one (1) section on the pie chart to show the number of students with brown hair.

In Mathematics, a pie chart can be defined as a type of graph that is used for the graphical representation of the proportion relationship between each part or unit to a whole, especially by dividing a circle into various sectors or sections.

Based on the information provided in the table (see attachment), we can logically deduce the following parameters about the various hair color;

Number of brown hair = 1 brown hair.

Number of blonde hair = 4 blonde hair.

Number of black hair = 2 black hair.

Therefore, the total number of hairs is equal to 7 hairs.

For the fraction of students with brown hair, we have;

Fraction = 1/7.

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The perimeter of the rhombus in this problem is given as follows:

19.8 units.

The perimeter of a polygon is given by the sum of all the lengths of the outer edges of the figure, that is, we must find the length of all the edges of the polygon, and then add these lengths to obtain the perimeter.

The diagonal length can be obtained as follows:

RU + UT = 7.

Applying the Pythagorean Theorem, the side length is obtained as follows:

x² + x² = 7²

2x² = 49

\(x = \sqrt{\frac{49}{2}}\)

x = 4.95.

Then the perimeter is given as follows:

P = 4 x 4.95

P = 19.8 units.

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Answer:

To find the scale of the photograph, we need to determine the ratio between the actual height of the man and the height of the man in the photograph.

First, we convert the height of the man from feet to inches:

6 feet = 6 x 12 = 72 inches

Next, we can set up a proportion:

actual height of man / height of man in photograph = scale factor

Substituting the given values, we get:

72 inches / 1.5 inches = scale factor

Simplifying, we get:

scale factor = 48

Therefore, the scale of the photograph is 1:48, which means that one inch in the photograph represents 48 inches (or 4 feet) in real life.

Answer:

Not silly, i understand but "x" is supposed to be a subsitute for a number after the many equations youll be learning in algebra. x can be anything, it isnt set to anykind of specifac number but rather an output of an equation. It is fustrating but i reccomend khan acdemy videos or math nation since they specialze in thses kinds of maths

Step-by-step explanation:

The two integers are equal to 1 and 7 respectively.

The mathematical expression combines numerical variables and operations denoted by addition, subtraction, multiplication, and division signs.

Mathematical symbols can be used to represent numbers (constants), variables, operations, functions, brackets, punctuation, and grouping. They can also denote the logical syntax's operation order and other properties.

Let x represent the smaller number. Then the given relationships say ...

1/x + 2/(x+6) = 9/7

Multiplying by 7x(x+6), we have ...

7(x+6) +14x = 9x(x+6)

9x² +54x = 21x +42 . . . . .eliminate parentheses, swap sides

9x² +33x = 42 . . . . . . . . ...subtract 21x

3x² +11 -14 = 0 . . . . . . . . . .subtract 42 and divide by 3

(3x +14)(x -1) = 0 . . . . . . . . factor

Values of x that make this true are x = 1 and x = -14/3. Then for the positive integer x=1, the other integer is x+6=7.

Therefore, the two integers are equal to 1 and 7 respectively.

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Answer:

1073.45 in²

Step-by-step explanation:

The area is the total space taken up by a flat (2-D) surface or shape. The area is always measured in square units.

Diameter is the length across the entire circle, the line splitting the circle into two identical semicircles.

The equation to solve for the area of a circle is:

But wait, we don't have a radius to fix in the equation! Well to solve for the radius when given diameter, we can use the expression:

Now that we know this, we can insert 37 in for the diameter:

So, the radius of the circle is 18.5 inches.

Inserting 18.5 into the expression for the radius:

Using 3.14 for pi:

Therefore, the area of a circle with a diameter of 37 inches is 1073.45 in².

(c) The argument is valid, and we can conclude that Penelope missed class because she got a detention.

(e) The argument is valid, and we can conclude that Penelope did not miss class because she got an A and did not get a detention.

(c) To prove this argument's validity, we need to define the predicates and express the hypotheses and conclusion using them:

Let "M(x)" be the predicate "x missed class", and "D(x)" be the predicate "x got a detention".

Hypotheses: M(Penelope), D(Penelope)

Conclusion: M(Penelope)

Using modus ponens, which states that if P implies Q and P is true, then Q must be true, we can conclude that M(Penelope) is true:

From M(Penelope) and "Every student who missed class got a detention", we have D(Penelope)

From D(Penelope), we have M(Penelope)

So, the argument is valid, and we can conclude that Penelope missed class because she got a detention.

(e) To prove this argument's validity, we need to define the predicates and express the hypotheses and conclusion using them:

Let "M(x)" be the predicate "x missed class", "D(x)" be the predicate "x got a detention", and "A(x)" be the predicate "x got an A".

Hypotheses: A(Penelope), ~D(Penelope)

Conclusion: ~M(Penelope)

Using modus tollens, which states that if P implies Q and Q is false, then P must be false,

we can conclude that M(Penelope) is false:

From A(Penelope) and "Every student who missed class or got a detention did not get an A",

we have ~M(Penelope) & ~D(Penelope)

From ~D(Penelope), we have ~M(Penelope)

So, the argument is valid, and we can conclude that Penelope did not miss class because she got an A and did not get a detention.

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Answer:

\(\Huge \boxed{\boxed{ x = 1}}\)

Step-by-step explanation:

Isolate the variable on one side of the equation before trying to solve it. It means that you should only have constants (numbers) on the other side of the equal sign and the variable alone on the one side.

To do this, you can add, subtract, multiply, divide, or use any other operation to both sides of the equation as long as you do the same thing on both sides.

Your final step depends on the equation and how you've simplified it. In general, you want to figure out how you arrived at the final equation by working backwards from it. You'll isolate the variable in the last action you took.

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

Step1: Subtract \(\bold{2x}\) from both sides

Step 2: Subtract 3 from both sides

Step 3: Divide both sides of the equation by 6

So the solution to the equation \(\bold{8x + 3 = 2x + 9}\) is \(\bold{x = 1}\).

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Answer:

2(x + 6)

Step-by-step explanation:

If we let the number be "x", then the sum of the number and six is x + 6. To find twice the sum, we multiply this expression by 2:

2(x + 6)

Therefore, the expression that represents twice the sum of a number and six is 2(x + 6)