Drove at a constant rate

 

Noah just drove at a constant rate for 5 hours. He is now 340 miles from where he started.
Write about what rate he was driving at. Write about he has another 204 miles to go. If he continues to drive at the same rate, how long will it take him

 

 

The Use of Personal Anecdotes and Sense Details

Personal anecdotes, “mini-memoirs,” are very brief stories about a personal experience or incident that can serve a variety of purposes. For example, anecdotes, frequently used in introductions, can attract your reader’s attention, add a personal touch, make your reader ponder a topic more, provide a lesson, set the stage for the rest of the writing, etc. Essentially, personal anecdotes can establish your credibility (ethos), engage your audience emotionally (pathos), and provide an example to support a point (logos).
Share a personal anecdote about yourself with your classmates about a lesson learned, your personal credo, a memorable day, an embarrassing moment, or a funny incident. Since anecdotes should be brief, keep your anecdote to no more than 350 words. Use active verbs (i.e., raced, dabbled, screeched, stumbled, ranted, laughed, etc.) instead of passive verbs (i.e., was laughing, were singing, became, seemed to be, etc.).

 

 

The perimeter of the garden bed

A friend has given you left-over landscaping bricks. You decide to make a garden bed and surround it with the bricks. There are 62 bricks, and each brick is 8 inches long. You would like the garden bed to be slightly more than twice as long as it is wide, as shown in the diagram below. You have also given yourself a budget of $125 for additional materials should you need them. Your local home improvement store sells the same bricks for $1.98 per brick. The displayed sides present the number of bricks on each side, where x is a number of bricks.
Rectangle with one side equaling x and the other side equaling 2x+1
Assessment Instructions
Show and explain all steps in your responses to the following parts of the assignment using the Algebra concepts discussed within the course. All mathematical steps and explanations must be typed up and formatted using the equation editor.
Part 1: Write an equation representing the perimeter of the garden bed.
Part 2: Calculate how many bricks are used on each side.
Part 3: Determine the length of each side.
Part 4: Write an inequality that represents how many bricks can be purchased within your budget.
Part 5: Will you be able to make another complete layer of bricks on top and stay within your budget?

 

 

The Pythagorean Theorem

One of the most famous formulas in mathematics is the Pythagorean Theorem. It is based on a right triangle and states the relationship among the lengths of the sides as a2+ b2= c2, where a and b refer to the legs of a right triangle and c refers to the hypotenuse. It has immeasurable uses in engineering, architecture, science, geometry, trigonometry, algebra, and in everyday applications. For your first post, search online for an article or video that describes how the Pythagorean Theorem can be used in the real world. Provide a one paragraph summary of the article or video in your own words. Be sure you cite the article and provide the link.

Quadratic Function

Classify the following functions as one of the types of functions that we have discussed.
Quadratic Function
Find an equation of the quadratic below:
Find a formula for a cubic function if (βˆ’2) = 𝑓(1) = 𝑓(3) = 0 and 𝑓(2) = 8
f(x) = -x^3 + 6x^2 – 13x + 8
Ex 1) Let f(x) = 2x – 3. Find
a) f(–5)
b) f(2)a) f(–5) = 2(-5) – 3
= -10 – 3
= -13
b) f(2) = 2(2) – 3
= 4 – 3
= 1
Ex 2) Use the vertical line test to identify graphs in which y is a function of x.
a) b) c) d)
a) Yes – The vertical line test passes.
b) No – The vertical line test fails.

c) Yes – The vertical line test passes.
d) No – The vertical line test fails.
Ex 3) Determine whether the relations are functions:
b) c)) 2π‘₯ + 𝑦2 = 16 𝑦 = π‘₯2 + 1 𝑦 = π‘π‘œπ‘ π‘₯
a) This is a function because it produces a unique output for each input. The domain is all real numbers, and the range is all real numbers greater than or equal to 4.
b) This is a function because it produces a unique output for each input. The domain is all real numbers, and the range is all real numbers greater than or equal to 1.
c) This is a function because it produces a unique output for each input. The domain is all real numbers, and the range is all real numbers greater than or equal to -1.
Ex 4) Let and𝑓 ( ) = π‘₯+1 π‘₯βˆ’2 𝑔 π‘₯( ) = π‘₯ + 2
Find the domain of each function.
f(x) = (x+1)/(x-2)
Domain of f(x) = {x | x β‰  2}
g(x) = x + 2
Domain of g(x) = All real numbers
Ex 5) Let f(x) = 2x – 3. State the domain of the function, and find:

a) f(–5)
b) f(2)
c) f(a +1)
d) f(x + h)
Domain: x ∈ R
a) f(–5) = 2(-5) – 3 = -13
b) f(2) = 2(2) – 3 = 1
c) f(a + 1) = 2(a + 1) – 3 = 2a + 1 – 3 = 2a – 2
d) f(x + h) = 2(x + h) – 3 = 2x + 2h – 3
Ex 6) Simplify the difference quotient for 𝑓 π‘₯+β„Ž( )βˆ’π‘“(π‘₯)
β„Ž 𝑓 ( ) = 3 βˆ’ π‘₯2
Piecewise Functions:
𝑓 π‘₯+β„Ž( )βˆ’π‘“(π‘₯) = (3 βˆ’ (π‘₯+β„Ž)2) βˆ’ (3 βˆ’ π‘₯2)
= (3 βˆ’ π‘₯2 βˆ’ 2π‘₯β„Ž βˆ’ β„Ž2) βˆ’ (3 βˆ’ π‘₯2)
= βˆ’2π‘₯β„Ž βˆ’ β„Ž2
Simplified Difference Quotient:
𝑓 π‘₯+β„Ž( )βˆ’π‘“(π‘₯) = βˆ’2π‘₯β„Ž βˆ’ β„Ž2

Ex 7) Graph the piecewise function 𝑓 ( ){π‘₯2 βˆ’ 2π‘₯ + 1 π‘“π‘œπ‘Ÿ π‘₯ < 2 π‘₯ βˆ’ 1| | π‘“π‘œπ‘Ÿ π‘₯ β‰₯2

For x < 2
f(x) = x2 – 2x + 1
f(0) = 0 – 0 + 1 = 1
f(1) = 1 – 2 + 1 = 0
f(2) = 4 – 4 + 1 = 1

For x β‰₯ 2
f(x) = x – 1
f(2) = 2 – 1 = 1
f(3) = 3 – 1 = 2
f(4) = 4 – 1 = 3

The types of angles

  1. Suppose that two lines in a plane meet at a point. Label the angles around the two intersecting lines as a, b, c, d (in order). Use the fact that the angle formed by a straight line is 180Β° to explain why a = c and b = d
  2. Discuss the types of angles that can be formed.
  3. Explain why the sum of the angles in every triangle must always be 180Β°.
  4. Discuss types of triangles by a) angles and b) sides.
  5. Informally, we might describe a circle as a perfectly round shape. What is the mathematical definition of a circle? How would you show a student what that means?
  6. Give the (short) definitions of square, rectangle, and parallelogram. Describe in words how the sets of squares, rectangles, and parallelograms are related. Explain how you know these sets of shapes are related the way they are.
  7. State the meaning of each of the prefixes, which are used in the metric system.
  8. Give examples of two units in the metric system that use the prefix milli. State the attributes that the units are used to measure. For each unit, give an example of some actual thing whose size could be appropriately described using that unit.
  9. Sue is confused about why we multiply by 3 to convert 9 yards to feet. Sue thinks we should divide by 3 because feet are smaller than yards. Address Sue’s misconception and explain in a clear, simple, no-technical way why we multiply by 3 to convert 9 yards to feet.
  10. One yard is 3 feet. Does it therefore follow that one cubic yard is 3 cubic feet: Explain.
  11. Using the area formula for rectangles and principles about area that we have studied, give a clear and thorough explanation for why the area of a triangle is 1/2 b h square units. Your explanation should be general, in the sense that we could see why it would work for any triangle.
  12. A student in your class wants to know why we multiply only two of the lengths of the sides of a rectangle in order to determine the rectangle’s area. When we calculate the perimeter of a rectangle we add the lengths of the four sides in order to find the area? Explain to the student what perimeter and are mean and explain why we carry out the perimeter and ara calculations for a rectangle the way we do.

Probability

Consider the population described by the probability dis-tribution shown below.

x p1x2

1 2 3 4 5 .3

.2 .2 .2 .1

The random variable x is observed twice. If these observa-tions are independent, verify that the different samples of size 2 and their probabilities are as shown below.

Sample Probability 1, 1

1, 2 1, 3 1, 4 1, 5 2, 1 2, 2 2, 3 2, 4 2, 5 3, 1 3, 2 3, 3

.04 .06 .04 .04 .02 .06 .09 .06 .06 .03 .04 .06 .04

Sample Probability 3, 4

3, 5 4, 1 4, 2 4, 3 4, 4 4, 5 5, 1 5, 2 5, 3 5, 4 5, 5

.04 .02 .04 .06 .04 .04 .02 .02 .03 .02 .02 .01

5.4 Refer to Exercise 5.3 and find E1x2 = m. Then use the sampling distribution of x found in Exercise 5.3 to find the expected value of x. Note that E1x2 = m.

5.5 Refer to Exercise 5.3. Assume that a random sample of n = 2 measurements is randomly selected from the population.

a. List the different values that the sample median m may assume and find the probability of each. Then give the sampling distribution of the sample median.

b. Construct a probability histogram for the sampling distribution of the sample median and compare it with the probability histogram for the sample mean (Exercise 5.3, part b).

Graphs for Modeling Real-World Situations Graphs for Modeling Real-World Situations

 

Imagine a real-world situation that involves relationships that can be modeled with a graph. A graph consists of a discrete number of vertices and the edges that connect them. When brainstorming the situation you would like to model with a graph, review the examples that have been presented in your unit readings and homework exercises for ideas.
Consider a situation in your personal or professional world that involves relationships that can be modeled with a graph. Describe this situation in at least one well-composed paragraph, sharing:
A brief description of the situation modeled,
What each vertex represents, and
What each edge represents.
Draw a connected graph using a drawing program of your choice and include it in your post. The following must be present in your graph:
5–10 vertices, each clearly labeled with a single capital letter (A, B, C, D, E …)
At least 2 vertices of degree 3 or more (the degree of a vertex is the count of how many edges are attached to that vertex).
At least 1 circuit.