5. The relationship between marginal and average costs Consider the following scenario to understand the relationship between marginal and average values. Suppose Kenji is a professional basketball player, and his game log for free throws can be summarized in the following table. Fill in the columns with Kenji's free-throw percentage for each game and his overall free-throw average after each game. Game Result Season Total Game Free-Throw Percentage Average Free-Throw Percentage 80 Game 1 2 UAWN 3 4 5 8/10 4/10 2/8 2/4 6/8 8/10 12/20 14/28 16/32 22/40 80 0000
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- 3. The relationship between marginal and average costs Consider the following scenario to understand the relationship between marginal and average values. Suppose Latasha is a professional basketball player, and her game log for free throws can be summarized in the following table. Fill in the columns with Latasha's free-throw percentage for each game and her overall fre-throw average after each game. Game Free-Throw Percentage 80 Average Free-Throw Percentage 80 Game Result 8/10 4/10 2/8 2/4 6/8 Game Total 8/10 12/20 14/28 16/32 22/40 1 2 3 4 On the following graph, use the orange points (square symbol) to plot Latasha's free-throw percentage for each game individually, and use the green points (triangle symbol) to plot her overal average free-throw percentage after each game. Note: Plot your points in the order in which you would like them connected. Line segments will connect the points automatically. 100 Gane Free Tow Percenege 70 Average Fre-Tow Percartage 20 10 GAME…3. The relationship between marginal and average costs Consider the following scenario to understand the relationship between marginal and average values. Suppose Paolo is a professional basketball player, and his game log for free throws can be summarized in the following table. Fill in the columns with Paolo's free-throw percentage for each game and his overall free-throw average after each game. Game Result Total Game Free-Throw Percentage Average Free-Throw Percentage 6/8 75 8/16 10/20 18/30 26/40 Game 1 2 3 4 5 RCENTAGE 6/8 2/8 2/4 8/10 8/10 On the following graph, use the orange points (square symbol) to plot Paolo's free-throw percentage for each game individually, and use the green points (triangle symbol) to plot his overall average free-throw percentage after each game. Note: Plot your points in the order in which you would like them connected. Line segments will connect the points automatically. 90 75 Game Free-Throw Percentage A Average Free-Throw Percentage3. The relationship between marginal and average costs The following scenario examines the relationship between marginal and average values. Suppose Nalah is a high school basketball player. The following table presents their game-by-game results for foul shots. Fill in the columns with Nalah’s foul-shooting percentage for each game and their overall foul-shooting average after each game. Game Game Result Total Game Foul-Shooting Percentage Average Foul-Shooting Percentage 1 8/10 8/10 80 80 2 4/10 12/20 3 2/8 14/28 4 2/4 16/32 5 6/8 22/40 On the following graph, use the orange points (square symbol) to plot Nalah’s foul-shooting percentage for each game individually, and use the green points (triangle symbol) to plot Nalah’s overall average foul-shooting percentage after each game. Note: Plot your points in the order in which you would like them connected. Line segments will connect the points automatically.…
- 3. The relationship between marginal and average costs The following scenario examines the relationship between marginal and average values. Suppose Piper is a high school basketball player. The following table presents their game-by-game results for foul shots. Fill in the columns with Piper's foul-shooting percentage for each game and their overall foul-shooting average after each game. Game Game Result Total Game Foul-Shooting Percentage Average Foul-Shooting Percentage 1 8/10 80 2 14/20 15/25 18/30 26/40 3 4 5 FREE-THROW PERCENTAGE On the following graph, use the orange points (square symbol) to plot Piper's foul-shooting percentage for each game individually, and use the green points (triangle symbol) to plot Piper's overall average foul-shooting percentage after each game. Note: Plot your points in the order in which you would like them connected. Line segments will connect the points automatically. 100 90 80 70 60 50 40 30 20 10 0 8/10 6/10 1/5 3/5 8/10 0 2 80 GAME Game…3. The relationship between marginal and average costs Consider the following scenario to understand the relationship between marginal and average values. Suppose Jacques is a professional basketball player, and his game log for free throws can be summarized in the following table. Fill in the columns with Jacques’s free-throw percentage for each game and his overall free-throw average after each game. Game Game Result Total Game Free-Throw Percentage Average Free-Throw Percentage 1 8/10 8/10 80 80 2 6/10 14/20 3 1/5 15/25 4 3/5 18/30 5 8/10 26/40 On the following graph, use the orange points (square symbol) to plot Jacques’s free-throw percentage for each game individually, and use the green points (triangle symbol) to plot his overall average free-throw percentage after each game. Note: Plot your points in the order in which you would like them connected. Line segments will connect the points automatically.…Course dashboard Soru 15 SCENARIO 1 You are the owner and only employee of a company that writes computer Henüz software that is used by gamblers to collect sports data. Last year you earned a total revenue cevaplanmadı of $90,000. Your costs for equipment, rent, and supplies were $60,000. To start this business 4 üzerinden you invested an amount of your own capital that could pay you a return of $40,000 a year. ışaretlenmiş Refer to Scenario 1. During the year your economic costs were P Soruyu işaretle Lütfen birini seçin: O A $30000 OB$130000 O C.S 60000 ODS 40000 O ES 100000 SONRAKİ SAYFA ÖNCEKİ SAYFA 日 O Aramak için buraya yazın
- Teresa is a hard-working second-year university student. One Thursday, she decides to work nonstop until she has answered 100 practice problems for her physics course. She starts work at 8:00 AM and uses a table to keep track of her progress throughout the day. She notices that as she gets tired, it takes her longer to solve each problem. Time 8:00 AM 9:00 AM 10:00 AM 11:00 AM Noon Total Problems Answered 0 40 70 90 100 Use the table to answer the following questions. The marginal, or additional, gain from Teresa's second hour of work, from 9:00 AM to 10:00 AM, is The marginal gain from Teresa's fourth hour of work, from 11:00 AM to noon, is problems. problems. Later, the teaching assistant in Teresa's physics course gives her some advice. "Based on past experience," the teaching assistant says, "working on 35 problems raises a student's exam score by about the same amount as reading the textbook for 1 hour." For simplicity, assume students always cover the same number of pages during…Course dashboard Soru 12 SCENARIO 1: You are the owner and the only employee of a company that writes computer software that is used by gamblers to collect sports data. Last year you earned a total revenue Henüz cevaplanmadı of $90,000. Your costs for equipment, rent, and supplies were $60,000. To start this business 4 üzerinden you invested an amount of your own capital that could pay you a return of $40,000 a year işaretlenmiş Refer to Scenario 1. Your economic profit last year was P Soruyu işaretle Lütfen birini seçin: O A. - $ 10000 O B. $ 30000 O C -$ 30000 O D.-$ 40000 O E$10000 SONRAKİ SAYFA ÖNCEKİ SAYFAUse the following table to ccalculate TVC - keep your calculation for follow up questions: Total Output Total Cost TFC TVC AFC AVC ATC MC 0 $20 10 $40 20 $60 30 $90 40 $120 50 $180 60 $280 a. Total Output Total Cost TVC 0 $20 $0 10 $40 $20 20 $60 $40 30 $90 $70 40 $120 $100 50 $180 $160 60 $280 $260 b. Total Output Total Cost TVC 0 $20 $20 10 $40 $20 20 $60 $40 30 $90 $70 40 $120 $100 50 $180 $160 60 $280 $260 c. Total Output Total Cost TVC 0 $20 $0 10 $40 $40 20 $60 $60 30 $90 $90 40 $120 $120 50 $180 $180 60 $280 $280 d.…
- Complete the table below: Output TotalCost(RM) Totalvariablecost(RM) Totalfixedcost(RM)Averagefixedcost(RM)Averagetotalcost(RM)Marginalcost (RM) 0 505 16010 20020 25036 33058 40072 48088 580106 700130 820150 980Eleanor is a hard-working college junior. One Tuesday, she decides to work nonstop until she has answered 100 practice problems for her physics course. She starts work at 8:00 AM and uses a table to keep track of her progress throughout the day. She notices that as she gets tired, it takes her longer to solve each problem. Time 8:00 AM 9:00 AM 10:00 AM 11:00 AM Noon Total Problems Answered 0 40 70 90 100 Use the table to answer the following questions. The marginal, or additional, gain from Eleanor's first hour of work, from 8:00 AM to 9:00 AM, is The marginal gain from Eleanor's third hour of work, from 10:00 AM to 11:00 AM, is[ Later, the teaching assistant in Eleanor's physics course gives her some advice. "Based on past experience," the teaching assistant says, "working on 25 problems raises a student's exam score by about the same amount as reading the textbook for 1 hour." For simplicity, assume students always cover the same number of pages during each hour they spend reading.…Ginny is a hard-working college senior. One Sunday, she decides to work nonstop until she has answered 150 practice problems for her math course. She starts work at 8:00 AM and uses a table to keep track of her progress throughout the day. She notices that as she gets tired, it takes her longer to solve each problem. Time Total Problems Answered 8:00 AM 0 9:00 AM 60 10:00 AM 105 11:00 AM 135 Noon 150 Use the table to answer the following questions. The marginal, or additional, gain from Ginny’s second hour of work, from 9:00 AM to 10:00 AM, is problems. The marginal gain from Ginny’s fourth hour of work, from 11:00 AM to noon, is problems. Later, the teaching assistant in Ginny’s math course gives her some advice. “Based on past experience,” the teaching assistant says, “working on 52.5 problems raises a student’s exam score by about the same amount as reading the textbook for 1 hour.” For simplicity, assume students always cover the same…