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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on analyzing data for each employee‚ and giving assessment before training. • Then I have noticed when I enter certain business there’s a picture of one or more of their top employees. The employee is recognized for that week or month for his or her high quality of work. Recognizing your best employees will give other employees the incentives to produce quality work. Acknowledgement shows that you are a team player. Being a team
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Title: Math Anxiety and Math Self-Efficacy: Their Relationship to Math Achievement of College Sophomores Author: Lucia Sanapo-Diaz Unpublished Master of Arts in education Thesis‚ West Visayas State University‚ Iloilo city‚ September 2004 Objective: This is a descriptive-correlational study which investigated the relationship between math anxieties‚ math self-efficacies and math achievements of maritime college sophomores in Iloilo‚ Philippines. Method: This research was conducted at the
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5 Analyzing financial statements using ratios 0011 0010 1010 1101 0001 0100 1011 Generally there are two approaches in analyzing financial statements by use of ratios: 1. Common size percentages – where a key item in the financial statements is identified and then all the other items are expressed as a percentage of the item. 1 Accounting and Reporting II 1 1.4 Analyzing financial statements using ratios 0011 0010 1010 1101 0001 0100 1011 Common size percentage can be applied as follows:
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SAT Math Hard Practice Quiz 5. How many integers between 10 and 500 begin and end in 3? Numbers and Operations 1. A bag contains tomatoes that are either green or red. The ratio of green tomatoes to red tomatoes in the bag is 4 to 3. When five green tomatoes and five red tomatoes are removed‚ the ratio becomes 3 to 2. How many red tomatoes were originally in the bag? (A) (B) (C) (D) (E) 6. A particular integer N is divisible by two different prime numbers p and q. Which of the following
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Antons Trifonovs HW 1‚3‚4‚5‚7 9/29/2014 1. Variable Costs CD package and disc (direct material and labor per CD)---- $1.25/CD songwriters royalties $0.35/CD recording artist royalties $1.00/CD Total Variable Costs per Units = $2.60 Fixed Costs advertising and promotion $275‚000 studio recording overhead $250‚000 Total Fixed Costs = $525‚000 a)contribution per CD unit $9 - $2.60 = $6.40 b)break-even volume in CD units and dollars 525‚000 / 6.40 = 82‚031.25 units
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MATH AND MUSIC MATH AND MUSIC Math and Music Math and music are connected in many ways. Math is seen to be as very precise. Music is often seen as a way to express emotion. They are actually both very closely related together. Music is an expression of scales and notes that are strung together to make sound. Math is the subject of numbers and symbols used to write formulas and equations. At its foundation‚ music and math are related. In this essay‚ you will show that math and music
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IA Task I Introduction and purpose of task: The purpose of this task is to investigate the positions of points in intersecting circles and to discover the various relationships between said circles. Circle C1 has center O and radius r. Circle C2 has center P and radius OP. Let A be one of the points of intersection of C1 and C2. Circle C3 has center A and radius r (therefore circles C1 and C3 are the same size). The point P’ (written P prime) is the intersection of C3 with OP. This is shown in
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1. Solve a. e^.05t = 1600 0.05t = ln(1600) 0.05t = 7.378 t = 7.378/.05 t = 147.56 b. ln(4x)=3 4x = e^3 x = e^3/4 x = 5.02 c. log2(8 – 6x) = 5 8-6x = 2^5 8-6x = 32 6x = 8-32 x = -24/6 x = -4 d. 4 + 5e-x = 0 5e^(-x) = -4 e^(-x) = -4/5 no solution‚ e cannot have a negative answer 2. Describe the transformations on the following graph of f (x) log( x) . State the placement of the vertical asymptote and x-intercept after the transformation. For example‚ vertical shift
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Discuss the cause of the Tacoma bridge disaster‚ in terms of waves‚ vibrations‚ and resonance. Elaborate the effects with relevant equations and formulae. The Tacoma bridge collapse can be attributed to the waves caused by the buildup of energetic vibrations. These energetic vibrations were built up from the bridge “taking energy from the steadily blowing wind” (Crowell). Eventually enough of these energetic vibrations built up to cause resonance within the system‚ causing the wave-like motion
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