Is Algebra truly necessary to graduate? Many students and adults dislike algebra‚ and are making the claim that it may not be necessary to graduate a high school education. With adults with no knowledge of algebra‚ it will significantly limit their options in career options. Ultimately creating more unemployed Americans. The US performs lower in mathematics‚ taking algebra away will only make us perform worse. Without algebra‚ people’s logic skills will be worsened and it will be harder for them
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Stephens and Noushin Seddighzadeh. I have since realized these two professors pushed me in different and unique ways‚ many of which I am still discovering today. It was my first day of college and I was so terrified. My first class was Intermediate Algebra. I arrived extra early so I would not worry
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Course Syllabus MAT/116 Version 8 1 Course Syllabus Natasha Ramsay-Jordan College of Natural Sciences MAT/116 Version 8 Algebra 1A Copyright © 2012‚ 2010‚ 2009‚ 2007‚ 2006 by University of Phoenix. All rights reserved. Course Description 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
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Evelyn Boyed Granville was born May 1‚ 1924 in Washington D.C. She was the second child and second daughter born to William Boyed and Julia walker Boyed. Her father‚ William Boyed worked as a custodian in the apartment Evelyn was living in. Her father later on left the family early in her childhood. She and her older sister Doris were by her mother and her mother twin‚ Louise walker. The period of time was very difficult and was during segregation. Obstacles that Evelyn Boyed Granville
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1. Graph the function f(x) = (x + 3)3 by hand and describe the end behavior. (1 point) The Function is cubic so it ends in opposite directions‚ the left side will go down and the right side up since the first coefficient is positive. 2. Graph the function f(x) = –x4 – 4 by hand and describe the end behavior. (1 point) The function is quartic so the left and right end will continue in the same direction‚ the lead coefficient is negative so both sides will go down. 3. Graph the function f(x) =
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1. A line passes through the points (–3‚ –3) and (–1‚ 3). What is the slope of the line that passes through the two points? Hint X -3 -1/3 3 1/3 2. A line passes through the points (3‚ –4) and (7‚ 12). What is the y-intercept of the line? Hint X (0‚ 4) (4‚ 0) (0‚ –16) (–16‚ 0) 3. Consider the following system of equations. y = 8x - 8 y - 8x = 7 What can you conclude about the system of equations? Hint X The system of equations is inconsistent. The system
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Quadratic Equations ax2 + bx + c = 0 Examples of Quadratic equations 1. x2 +2x – 8 = 0 2. x2 – 10x + 25 = 0 3. 3x2 + x - 2 = 0 Quadratic Formula If [pic] a x2 + b x + c = 0‚ then [pic] Finding the zeros of the quadratic functions - The zeros of a function are the input values which result in an output value of zero. One way of solving quadratic equations is using factoring Examples are the following: 1) x2 + 5x + 6 = 0 Set this equal to zero:
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1. What is the exact number of bits in a memory that contains 640M bits? 640 · 1024 = 655‚360 · 1024 = 671‚088‚640 bits. 2. How many bits are in 1 Tb? You are asked to figure out the exact result. Hint: Depending on the tool used to calculate this‚ you may need to use a trick to get the exact result. Note that 220 = 1‚000‚00010 + d‚ where d is the difference between 220 and 1‚000‚00010‚ and that 1T = (1‚000‚00010 + d)2 8 bits/byte => 8 · 1 trillion or 812 => 8‚000‚000‚000‚000 3. Convert the binary
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Tutorial 1: Review of Basic Concepts 1. Let[pic]. List the elements of A that belong to the given set. i. Nature numbers ii. Integers iii. Rational numbers 2. Let set M =[pic]. List the elements of M that belong to the given set. i. Whole numbers ii. Integers iii. Rational numbers 3. Multiply out the brackets: a) 7(x + 2y) – 2(3y – 5x) (b) 2x2 + y – z2 – 2(3x2 + 2y – z) (c) (2x – 5)(5 + 2x) (d) (9y - 8)(3y - 3) 4. Evaluate the following without
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Now it is your turn to plan the trajectories required to launch a spacecraft through a specific route in space. The launch area is identified on the map below. Select three points for your spacecraft to travel through and label them Point A‚ Point B‚ and Point C. A coordinate plane is shown with a point at 1‚ 2 labeled‚ Launch Area. Log the coordinates of the specific points in space to which your spacecraft will travel. Please remember to include the graph of your points and the lines connecting
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