4. [3 marks] Solve the system of linear equations if it is consistent, or prove that there is no solution if the system is inconsistent: 2y + z 4x 5z 10x + 4y + 8z x = = = 2 1 4…
This is the result of solving an equation to find a value(s) for the variable(s) which make the equation true.…
3. Consider the following system of equations with unknowns x1 , x2 and x3 :…
In Elementary Algebra we have learned how to solve systems of equations. The solution to a system of linear equations is the point where the graphs of the lines intersect. The solution to a system of linear inequalities is every point in a region of the graph where the inequalities overlap, rather than the point of intersection of the lines (Slavin, 2001).…
The terms point, line, and plane are referred to as undefined. When you write the definition of these terms, you have to rely on other terms that need defining.…
In these problems, we had to identify variables, constraints, and make equations that expressed them. In most cases, the variables represent a value for a certain item, for example in the unit problem, the variable, p, could represent the number of dozens of…
In the last activity, we talked about how situations, rules, x-y tables, and graphs all relate to each other and connect. Now, we’ll look at how situations, rules, x-y tables, and graphs relate and connect to linear functions.…
This course introduces basic algebra concepts and assists in building skills for performing specific mathematical operations and problem solving. Students will solve equations, evaluate algebraic expressions, solve and graph linear equations and linear inequalities, graph lines, and solve systems of linear equations and linear inequalities. These concepts and skills will serve as a foundation for subsequent business coursework. Applications to real-world problems are also explored throughout the course. This course is the first half of the college algebra sequence, which is completed in MAT 117, Algebra 1B.…
Pick one of the following problems. Show how you would solve it using a system…
6- A non-unique solution to a linear program indicates the existence of more than one optimal point with different values of the decision variables but the same value of the objective function.…
a. Explain exactly what is meant by multicollinearity in this model. Extreme multicollinearity means that one of the RHS variables is perfectly linearly related to the remaining…
We use algebra in many different ways. People who understand algebra find it easy, believe it or not. The people who struggle and suffer with it and learn to hate it are the ones trying to skip understanding and just memorize procedures. I will then give the person an example of what algebra is all about. Like this one about quadratic equations A popular example of a parabola in the real world is the trajectory of a ball in free flight. As you throw a ball, it first goes up and forward, then falls down while continuing to travel forward, thus forming an inverted parabola path. A parabolic motion also occurs when a basketball bounces on a hard floor. Another example is a baseball hit by a…
Algebra has long been taught in the same way. This usually means teachers rely heavily on the textbook. Though some textbooks have changed in recent years, the central focus is till on paper and pencil, memorization of rules, and use of algorithms. The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) asks mathematics teachers to seek activities that “model real-world phenomena with a variety of function” and “represent and analyze relationships using tables, verbal rules, equations, and graphs”. The standards also urge teachers to give students the opportunity to be actively involved in math through data analysis and statistics that are integrated into the curriculum. My hope is to show that these types of activities can be incorporated into an algebra I course as a way of teaching slope, y-intercept, and linear equations.…
Algebra, some of us fear it while some of us embrace it, algebra is not “arithmetic with letters” it is better described as a way of thinking. At its most fundamental level, arithmetic and algebra are two different forms of thinking about numerical issues. Many of these examples have been taken from our classroom discussions while others are examples I have discovered in my own research for this paper, several examples of each will be cited.…