Mathematics in Everyday Life How many times have you students asked "When are we ever going to use this in real life?" You’ll find the answer here! Or You may find yourself wondering what use we have for some of the knowledge we obtain from math class in school. It is sometimes difficult for students to appreciate the importance of Mathematics. They often find the subject boring and hard to understand. With this project we will hopefully help our students realize that Mathematics is not just a
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h(x) = (7-3x)/3 We have been asked to compute (f – h)(4). (f – h)(4) = f(4) – h(4) So we can evaluate each separately and then subtract. f(4) = 2*4 +5=13 h(4) = (7-4)/3=1 (f – h)(4) = 13 – 1 = 12 (f-h)(4)=12 This is our answer. Next we are to compose two pairs of the functions into each other. First we will work out: (f °g)(x)= f ( g ( x )) This means the rule of f will work on g. = f(x2 -3) In this step f in now going to work on the rule of g. = 2(x2 -3)+5
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The Atlanta Public Schools is experiencing low test scores and students failing the Georgia High School Graduation Test in English‚ Math‚ Science‚ and Social Studies. There are many decisions the school system must make to eliminate a low percentage of test scores and failure. This paper will focus on formatting information gathered on the test scores. By examining the central tendencies of the data‚ Team Solutions will first calculate the measures of central tendencies and dispersion. The team
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In The Answer Is No‚ the narrative describes the story of a school teacher who went through a difficult time dealing with her personal and psychological conflict. In her painful memory of childhood‚ she was violated by her tutor (schoolmaster) who came over her house to give her private lessons. It happened when her parents were not home and she was not aware of his shameful action. Furthermore‚ he was trying to cover his serious sin by convincing her that everything was normal and that he loved
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GRE GRE Now duate ded gra by inten d optioniel major f aM w th the ow wiith score dattS N c ® Guide to the Use of Scores This publication includes: • Guidelines for the use of GRE® scores • Concordance information and percentile ranks oreSele Sc • Score interpretation and statistical information 2012–2013 www.ets.org/gre 19398 CONTENTS The GRE® Board and Its Committees ......................................................................................... 3 Overview of
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BUSINESS MATHEMATICS 15 February 2008 8.00AM ¨C 10.00AM Dewan Kuliah ¡°Z¡± Name:_______________________________ Matrix:_______________________________ INSTRUCTIONS This exam booklet contains five (5) questions (including one bonus question) Answer the FIRST FOUR questions; the bonus question is an option. Show all your works clearly. This booklet contains seven (7) printed pages. 1 a) List and describe briefly all the special matrices? (10 marks) b) Let matrix A represent the sales (in
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= 4x² + 24x + 36 subtract 4x² + 24x + 36 from both sides x² - 8x - 20 = 0 factor the quadratic equation (x -10)(x + 2) = 0 use zero factor property to solve X – 10 = 0 or x + 2 = 0 creating a compound equation x = 10 or x = -2 the answer cannot be – 2 x = 10 Now we will plug in the value and solve: x paces north and 2x + 4 paces east or 10 paces north and 2(10) + 4 = 24 paces east of Leaning Rock. Or 2x + 6 paces northeast or 2(10) + 6 = 26 paces northeast from the rock to reach
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The Answer by Karl Nemsow Voyager1 sails through deep space all alone. It has been on its journey since 1977 sending back glimpses of the solar system to help humankind find some answers. One of the greatest questions asked by humankind is what‚ or who‚ else might exist out in our grandiose cosmos. A cosmos 13.7 billion years old‚ which is so massive that it is incomprehensible to the human mind. Dr Vince Hawking tried to comprehend such concepts every single day. It made him wonder if
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Then‚ using the law of sines (insert law of sines here)‚ sin(θ)/1=sin(180-2θ)/OP’ OP’=sin(180-2θ)/sin(θ) OP’=sin(2θ)/sin(θ) OP’=2cos(θ) But because cos(θ)=1/2OP as earlier discovered; OP’=1/OP By using this equation‚ I derived the following answers analytically using r=1 and OP=2‚ OP=3‚ and OP=4. OP 2 3 4 OP’ 0.5 0.33 0.25 Behavior of intersecting circles and general statement describing interaction that occurs when value of OP is changed: As OP changes‚ the resulting OP’ value
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be used to reiterate a class that was missed. Have your questions or problems prepared before coming to see either your professor or TA. Written evidence you have attempted problems will be required. General Course Information Pre-requisite: MATH 5304 or equivalent Course Description OPRE 6301 Quantitative Introduction to Risk and Uncertainty in Business (3 semester hours) Introduction to statistical and probabilistic methods and theory applicable to situations faced by managers. Topics
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