row and fifth row. Through the figures obtained we will be able to justify the relationship between the fifth row and sixth row. Row | Numerator | 1st differences | 2nd differences | 1 | 1 | 2 | 1 | 2 | 3 | | | | | 3 | | 3 | 6 | | 1 | | | 4 | | 4 | 10 | | 1 | | | 5 | | 5 | 15 | | | Thus with the help of the figure above it is evident to say that the difference between the numerator in row 1 and row 2 is 2‚ row 2 and row 3 is 3‚ row 3 and
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Fall 2013 Bldg 2 Room 247 MATH 111 SYLLABUS College Algebra TIME: Mon‚ Wed 12:00 – 2:20 PM Office: CRN#44230 CREDITS: 5 INSTRUCTOR: Jerry Kissick OFFICE HOURS: Mon‚ Wed COURSE TEXT: College Algebra and Trigonometry‚ Custom Edition for Portland Community College‚ Sullivan and Sullivan PREREQUISITES: MATH 95 completed with a C or better and placement into WR 121. 11:30 – 12:00 PM 2:30 – 3:00 PM 3:00 – 4:00 PM 5:30 – 6:00 PM Bldg 2 Room 244C Phone
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s | Mathematics B Assignment | Linear‚ periodic and exponential functions | | HARBECK‚ Henry | Due: 2nd November | Contents Contents 1 PART A – KNOWLEDGE AND PROCEDURES 2 KAP Q1 2 KAP Q2 3 KAP Q3 5 KAP Q4 6 PART B – MODELLING AND PROBLEM SOLVING 8 MAPS Q1 8 MAPS Q2 9 MAPS Q3 11 MAPS Q4 18 References 26 PART A – KNOWLEDGE AND PROCEDURES All working for Part A is done in centimetres unless otherwise stated. KAP Q1 Function | Domain | Range | Equation |
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communication will be assessed. Advice Read each question carefully before you start to answer it. Keep an eye on the time. Try to answer every question. Check your answers if you have time at the end. Turn over P40119A ©2011 Edexcel Limited. 6/6/6/4 *P40119A0116* GCSE Mathematics 2MB01 Formulae – Higher Tier You must not write on this formulae page. Anything you write on this formulae page will gain NO credit. Volume of prism = area of cross section × length 1 Area of trapezium
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Aspie-quiz Your Aspie score: 94 of 200 Your neurotypical (non-autistic) score: 113 of 200 You seem to have both Aspie and neurotypical traits Final version 2‚ 29-Aug-2013‚ Page 1/14 Aspie-quiz Aspie talent This group contains intellectually related Aspie traits. Typical traits are related to interests (e.g. having strong interests; hyper focusing; having periods of contemplation; collecting information; good long term memory related to interests; figuring out how things work; making connections
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mathematics and the remaining students like to study Science. c. How many students like to study English? d. How many students like to study Mathematics? e. What fraction of the total number of students‚ like to study Science? 6. Vidya and Pratap went for a picnic. Their mother gave them a water bag that contained 5 liters of water. Vidya consumed 25 of the water. Pratap consumed the remaining water. f. How much water did Vidya drink? g. What fraction of the
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4 3. E[X]=1‚ Var(X)=5 V(X) = E(X2) – [E(X)] 2 5=E(X2)-1 E(X2) = 6 a) E[(2+X) 2] = E(4+4X+ X2) = 4 + 4 E(X) + E(X2) = 4+4+6 = 14 b) Var (4+3X) = E [(4+3X) 2] – [E(4+3X)] 2 = E (16+6X+9 X2) – [4+3E(X) ] 2 = 16+6 E(X)+9 E(X2) – 16 - 24 E(X) - 9 [E(X) ] 2 = 16 + 6 +9(6) -16 -24 -9 = 27 4. C (2‚0‚-3‚5‚10) v(0‚1)=1.25 v(1
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| Multiple Choice Quiz (See related pages) Results ReporterOut of 9 questions‚ you answered 2 correctly‚ for a final grade of 22%. 2 correct (22%) | | 6 incorrect (67%) | | 1 unanswered (11%) | | Your Results: | The correct answer for each question is indicated by a . | | | | 1 | CORRECT | | ___________ means doing the right things to create the most benefit for the company. | | | | | A) | Efficiency | | | | | | B) | Effectiveness | | | |
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13√2 Copyright reserved Please turn over Functional Mathematics/SG/P1 3 SCE – Memorandum DBE/2011 VRAAG 2/QUESTION 2 2.1.1 2log60 – 2log2 – 2log3 = log 602 – log22 – log32 1 = log 3 600 1 4x9 1 2.2.2 logx 64 = 6 ∴ ∴ ∴ x6 = 64 1 x6 = 2 6 1 x = 2 1 (3) 2.3 = log 3 600 36 = log 100 1 = 2 1 2.1.2 log327 – log216 – log41 1 3 = log33 – log224 – 0 1 = 3log33 – 4log22 1 = 3–4 = -1 1 2.1.1 log 4x = 3 ∴10 = 4x 1 ∴4x = 1 000 1 ∴ x = 250 1 of/or log 4x = 3log1010 1 ∴log 4x = log10103
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via some other method. This is your “Sampling Design.” Which of the four sampling techniques best describes your design? 5. Explain in moderate detail the method you used to gather your data. In statistics this venture is called the “Methodology.” 6. Make sure you break your sample into classes or groups‚ such as males/females‚ or ages‚ or time of day‚ etc. 7. Calculate the mean‚ median‚ and mode for your data as a whole. 8. Now calculate the mean‚ median‚ and mode of each of your classes or
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