Understanding of mathematics

 

1. Out of the concepts you have studied in this course, choose one that you feel would be particularly difficult for students to understand. Provide a concrete real-world situation or example to help illustrate this concept.

 

2. It is necessary to have a good understanding of mathematics in order to teach it. Who do you think would make a better math teacher: a person who has natural mathematical talent and understands concepts easily without making mistakes, or a person who had to struggle to gain their understanding of math and learn to avoid making mistakes?

Geometry

 

Triangle XYZ was dilated by a scale factor of 2 to create triangle ACB and sin ∠X = .Part A: Use complete sentences to explain the special relationship between the trigonometric ratios of triangles XYZ and ACB. You must show all work and calculations to receive full credit. (5 points)Part B: Explain how to find the measures of segments CB and AB. You must show all work and calculations to receive full credit.

 

Characteristics of the Fibonacci Sequence

 

Characteristics of the Fibonacci Sequence You will discuss the mathematics behind various characteristics of the Fibonacci sequence. In particular, you will research and write about the following aspe
Characteristics of the Fibonacci Sequence

You will discuss the mathematics behind various characteristics of the Fibonacci sequence. In particular, you will research and write about the following aspects of the Fibonacci sequence in your own words:

Relation to Pascal’s Triangle.
The Golden Ratio.
Partial sums of the Fibonacci sequence.
Negative numbers in the Fibonacci sequence.

 

 

Roots, Radicals And Quadratic Equations

 

Explain arithmetic operations with whole numbers, integers, fractions, and decimals.
When solving equations, what is done to one side of the equation, must also be done to the other side. Why?
Mathematical formulas model phenomena in every facet of our lives. Provide an example of how equations solve problems in a variety of situations.
Provide three examples of the rectangular coordinate system, which is the basis for most consumer graphs.
Discuss the properties of polynomials.
Explain the process of factoring expressions and see how factoring is used to solve certain types of equations.
Explain how problems can be solved using rational equations.
The trajectories of fireworks are modeled by quadratic equations. The equations can be used to predict the maximum height of a firework and the number of seconds it will take from launch to explosion. Discuss the properties of quadratic equations, and how they are applied as models in various situations.

 

Applied Mathematics

 

 

 

Applied Mathematics (FNDM AM2.1) – Summer – 20 – CW2 (Assignment) – All – QP
MEC_AMO_TEM_034_01 Page 1 of 8
Instructions to Student
 Answer all questions.
 Deadline of submission: 3
rd/Sep/2020 at 23:59.
 The marks received on the assignment will be scaled down to the actual weightage
of the assignment which is 60 marks
 Formative feedback on the complete assignment draft will be provided if the draft is
submitted at least 10 days before the final submission date.
 Feedback after final evaluation will be provided within two weeks as per MEC
practice.
Module Learning Outcomes
The following LOs are achieved by the student by completing the assignment successfully
1. Sketch exponential and logarithmic functions and solve exponential and logarithmic
equations
2. Calculate probability and basic statistical measures
Assignment Objective
The assignment is to check if the students understand the topics in how to sketch exponential function,
low of logarthmic, solve exponential and logarithmic equations, Calculate probability and basic statistical
measures. Also to check that the students be able to understand application of the above concepts using
real life problems.
IN SEMESTER (INDIVIDUAL) ASSIGNMENT
Module Code: FNDM AM2.1 Module Name: Applied Mathematics
Level: 0 Max. Marks: 100
Applied Mathematics (FNDM AM2.1) – Summer – 20 – CW2 (Assignment) – All – QP
MEC_AMO_TEM_034_01 Page 2 of 8
Assignment Tasks
1. Identify 20 students as your sample. From each of the identified student, get information
about gander of student and how much do student spend (in OR) for Internet per month.
You can use any online survey tools (for example survey monkey or google forms).
a. Give the link of online survey and summaries the data in a table. (5 marks)
b. If a student selected at random, find the probability that:
i. Selected student is female and spends 0 OR per month. (2 marks)
ii. Selected student is female or spends more than 10 OR per month. (5 marks)
iii. Selected student is male spends more than 5 OR per month or female spends 10
OR per month. (5 marks)
2. Based on your collected data from question 1:
a. fill the following table and then answer the questions below. (5 marks)
how much do student spend (in OR) for
Internet per month.
Number of students
Less than or equal 5
More than 5 and less than or equal 10
More than 10 and less than or equal 15
More than 15 and less than or equal 20
More than 20
b. Draw bar chart (show elements of chart) and write a comment. (6 marks)
c. Draw pie chart (show all steps and elements of chart). (10 marks)
3. During different times of a day find the temperature in your place (you can use weather
application to get data).
a. Fill the following table: (2 marks)
b. Calculate all central tendency measurements of the temperature. (10 marks)
c. Calculate standard deviation of the temperature. (10 marks)
Date of day: …………….
Time At 1:00 am At 5:00 am At 9:00 am At 1:00 pm At 5:00 pm At 9:00 pm
Temperature

Applied Mathematics (FNDM AM2.1) – Summer – 20 – CW2 (Assignment) – All – QP
MEC_AMO_TEM_034_01 Page 3 of 8
4. A principal of 250 OR is deposited in an account that pays 0.064 interest compounded
yearly. Account balance function in response of time (years)is 𝑓(𝑥) = 𝑃(1 + 𝑟)
𝑥
P: initial value
r: interest compounded yearly
x: time in year
a. Find the account balance after 5 years. (5 marks)
b. By graphing show if the Account balance function is increasing or decreasing.
(11 marks)
c. After how many years the account balance will be 12000 OR. (5 marks)
5. Fill the blanks: (show all steps)
a. Write the logarithmic equation (𝒂 + 𝟒) =
𝟏
𝟐
(𝐥𝐨𝐠 𝟏𝟖𝒃
𝟑 − 𝐥𝐨𝐠(𝒍𝒏 𝒆
𝟐𝒃)) in logarithmic
form……………. (6 marks)
b. The Range of recorded covid-19 cases during Z week in Oman is …… (6 marks)
Hint: Week zero starts from 1 /March /2020 and Z is the last digit in your ID.
c. The solution of the logarithmic equation 𝐥𝐨𝐠𝟖(𝐥𝐨𝐠( 𝐥𝐨𝐠𝟐 𝒙
𝟓𝟎)) =
𝟏
𝟑
is…… (7 marks)
Guidelines:
Submit this assignment on or before 3rd/Sep/2020 at 23:59 which must include:
 All solution steps.
Applied Mathematics (FNDM AM2.1) – Summer – 20 – CW2 (Assignment) – All – QP
MEC_AMO_TEM_034_01 Page 4 of 8
 The solution must be submitted in a word file through the link available in Moodle.
 For the sketches/diagrams/drawing if need you should insert them in same word file with
solution and also you can use word file tools or Excel .
 The final assignment must have a Title page and page numbers.
 Title Page must have Assignment Name, Module name, Session, your name, ID, and the name of
the faculty.
 Softcopy in word format is to be submitted through Turnitin link on Moodle.
 Assignment must be computer typed.
 Font – Times New Roman
 Font – Style – Regular
 Font – Size – 12
 Heading should be with Font Size 14, Bold, Capital and Underline.
 Explain with suitable diagrams wherever required. Diagrams must be drawn using suitable
software or by pencil and insert the draw with solution.
 Each student has to do the assignment individually.
 The assignment answers should be in your own words.
Important Policies to be followed
1. Student Academic Integrity Policy*:
MEC upholds the spirit of academic integrity in all forms of academic work and any form of violation
of academic integrity shall invite severe penalty. Any benefit obtained by indulging in the act of
violation of academic integrity shall be cancelled.
All cases of violation of academic integrity on the part of the student shall fall under any of the below
mentioned categories:
1. Plagiarism
2. Malpractice
3. Ghost Writing
4. Collusion
5. Other cases
If the student fails a module and has a proven case of academic integrity violation in this module, the
student is required to re-register the module. This is applicable to first and second offenders of
plagiarism.
1. Plagiarism
A. First offence of plagiarism
Applied Mathematics (FNDM AM2.1) – Summer – 20 – CW2 (Assignment) – All – QP
MEC_AMO_TEM_034_01 Page 5 of 8
I. If a student is caught first time in an act of plagiarism during his/her course of study in
any assignment other than project work, the student will be allowed to re-submit the
assignment once, within a maximum period of one week. However, a penalty of
deduction of 25% of the marks obtained for the resubmitted work will be imposed.
II. Period of re-submission: The student will have to re-submit the work one week from the
date he or she is advised to re-submit.
III. If the re-submitted work is also found to be plagiarized, then that assessment will be
awarded a zero mark. Re-submission of the work beyond the maximum period of one
week will not be accepted and the assessment will be awarded a zero mark.
B. Second offence of plagiarism
If any student is caught second time in an act of plagiarism during his/her course of study (in a
subsequent semester), the student will directly be awarded zero for the work in which plagiarism
is detected. In such cases, the student will not be allowed to resubmit the work. A warning of
suspension shall be issued, and student has to sign an undertaking and undergo counselling
session in such cases.
2. Malpractice/Ghostwriting/Collusion
A. First offence of Malpractice/Ghostwriting/Collusion
If a student is caught in an act of Malpractice/Ghostwriting/Collusion for an assessment
component irrespective of coursework or end semester, the student shall fail the module
and shall be required to re-register the module
B. Second Offence of Malpractice/Ghostwriting/Collusion
If a student is caught a second time in an act of Malpractice/Ghostwriting/Collusion for
an assessment component irrespective of coursework or end semester, the student
shall fail the module. A warning of suspension shall be issued, and student has to sign
an undertaking and undergo counselling session in such cases.
3. Third Offence of Academic Integrity Violation
If a student is caught a third time in an act of Academic Integrity Violation for an assessment
component irrespective of coursework or end semester (in a subsequent semester), the student
shall fail the module and also shall be suspended for one semester from the College, as
recommended by institutional level academic committee, Chaired by the Associate Dean, Academic
Affairs.
4. Fourth Offence of Academic Integrity Violation:
If a student is caught a fourth time in an act of Academic Integrity Violation for an assessment
component irrespective of coursework or end semester (in a subsequent semester), the student shall
fail the module and also shall be expelled from the College, as recommended by institutional level
academic committee, Chaired by the Associate Dean, Academic Affairs.
Applied Mathematics (FNDM AM2.1) – Summer – 20 – CW2 (Assignment) – All – QP
MEC_AMO_TEM_034_01 Page 6 of 8
5. Other cases
If a student commits an act of academic integrity violation as per the definition of “other cases”
mentioned in the previous section or of a different nature, student’s case shall be forwarded to an
institutional level academic committee, Chaired by the Associate Dean, Academic Affairs. The
committee shall investigate the case by means of a viva and/or a disciplinary hearing and shall take
appropriate decision. The penalty that can be granted to a proven case of academic integrity violation
which falls in this category of “other cases” can be a warning/component zero/ module
fail/suspension/expulsion depending on the nature and gravity of the offence.
6. Types/Variations of Cases:
I. If plagiarism is detected in any component of one assessment, the deduction in marks will be
applicable for the whole assessment, even if only the component or part submission alone needs
to be resubmitted.
II. If plagiarism is detected in a group assessment, all students of the group will be considered as
having committed an act of plagiarism and the policy will then be applied to all students
III. If plagiarism is detected in any component of a group assessment, the deduction in marks will be
applicable for the whole assessment even if only the component or part submission alone needs
to be resubmitted.
All students of the group would be considered as having committed an act of plagiarism and the
policy will then be applied to all the students of the group.
IV. If the assessment consists of components or part submissions that could be a group assessment
component (e.g. group assignment) and an individual assessment component (e.g. individual
reflection), the following will be applicable:
a. If plagiarism is detected in the group assessment component, all students of the group
will be considered as having committed an act of plagiarism, The policy will then be
applied to all students of the group. Group assessment component will be resubmitted
as per the policy.
b. If plagiarism is detected in the individual assessment component, the individual
assessment component will be resubmitted and the policy will then be applied to that
student alone.
c. For both (a) and/or (b), the deduction in marks will be applicable for the whole
assessment.
* for further details Refer to MEC Student Academic Integrity Policy in Student Handbook.
2. Late Submission Regulations:
It is the students’ responsibility to check all relevant timelines related to assessments.
As per the Assessment Policy at MEC, late submissions are allowed for one week (5 working days)
for all GFP modules with a penalty. In such cases, a deduction of 5% of the marks obtained for the
submitted work shall be imposed for each working day following the last date of submission till
the date of actual submission. Assessment documents submitted beyond a period of one week
Applied Mathematics (FNDM AM2.1) – Summer – 20 – CW2 (Assignment) – All – QP
MEC_AMO_TEM_034_01 Page 7 of 8
(5 working days) after the last date of submission will not be accepted and will be awarded a zero
for that assessment. In cases where the submission has been delayed due to extenuating
circumstances, the student may be permitted to submit the work without imposing the late
submission policy stated above. The extended period of submission will be one week from the
original last date of submission. In such cases, the student is expected to submit the supporting
certificates on or before the original last date of submission of the assessment and the decision
of extension rests with faculty responsible for the assessment .The late submission policy shall be
applied if the student fails to submit the work within one week of the original last date of
submission.
Students may contact their teachers for clarification on specific details of the submission time if
required.
3. Research Ethics and Biosafety Policy
To protect and respect the rights, dignity, health, safety, and privacy of research subjects involved
including the welfare of animals and the integrity of environment, all student projects are
expected to be undertaken as per the MEC Research Ethics and Biosafety Policy. Accordingly the
following shall apply.
 Research and other enterprise activities shall be conducted by maintaining the high ethical
standards consistent with national and international standards and conventions.
 Any research at MEC that is categorized as high-risk research shall be subject to review and
approval by the Research Ethics and Biosafety Committee.
 Research activities involving collection of human or animal tissues and manipulation of microbial,
animal or plant cells shall be subject to review and approval by the Research Ethics and Biosafety
Committee.
 Participants involved in research must be informed about the purpose of research and intended
uses of research findings. Written consent must be obtained from people involved prior to the
commencement of research.
 Data obtained from participants must be treated with high confidence and should be used only
for the intended purpose of research.

 

ALGEBRA 1 SOL STATE TEST

 

 

 

 

 

Basically, the focus group and interviews all had a commonality in that technology helps ELL students and
Mathspace is a good tool. Saw improved scores and student engagement using MathSpace. I have attached
raw data of 31 students with test scores for the 6 units of algebra 1. Please discuss units and test scores.
Included student demographics with average grade level of 11 and an ESOL language level of 2 or a scale of
1-6 with 1 being lowest and 6 fluent. Also average scores for all units and the end of class SOL test is included.
Please discuss trends, etc.
The findings are that technology does help ELLs and MathSpace in this instance showed increased scores,
better math understanding and engagement in ELLs and the Algebra 1 pass rate improved. Drawbacks are
that there was a slight learning curve for students to learn the program. Again, please use sections 1 and 2 as
a guide to write section 3.0 and 4.0 as everything needs to tie back to each other.
Sections 1 and 2 of my paper have been approved and does not need any changes. Please fix parts in
sections 3 and 4 with professor’s comments. Please leave track changes on so that I can easily see the
changes made. Use the sample project attached as a guide to see the writing style and details needed.

 

Mathematics

 

 

IW A Linear Equation is a rule that assigns to each number x on the x-axis exactly one number y on the y – axis so that the ordered pairs (x,y) form a line. We call y the Dependent Variable and we call x the Independent Variable because the value assigned to y by the linear equation will depend on the value selected for x.
Now consider this scenario: we can burn 4 calories by walking 100 steps. The linear equation modeling this scenario is C=0.04•S where C is the dependent variable and S is the independent variable. Here, C represents calories burned for some number of steps S walked.
You will create a new linear model that shows the amount of calories burned in a given day during some activity you choose, compensating for food intake. Produce a model with a reasonable rate of calorie burn for walking, running, or some other activity, and account for a daily calorie intake between 1200 and 3000 calories. Be sure to describe the detailed scenario for which your equation models. Conclude your post by rewording the following questions to fit your scenario:
1) How many calories have been burned after 1 typical session of activity?
2)How much activity does it take to burn all the calories eaten in one day?

Algebraic manipulations

 

 

 

 

Q1 (10 points)
Give a combinatorial proof of the identity
for such that . No algebraic manipulations are allowed, i.e. you must interpret
both sides directly in the way that they are written.
Q2 (10 points)
You have three red, five green, and eight blue 20-sided dice that you throw randomly on a table. Prove
that there are always three distinct triples of dice, each containing one red, one green, and one blue die,
which have the same sum. For example, in the following configuration, we have three distinct triples,
each summing to 37.
ℕ = {1, 2, 3, …}
[푛] = {1, 2, 3, … , 푛} 푛 ∈ ℕ
( ) − ( ) = ( )


푛 − 푚
푘 ∑
푖=1
푚 푛 − 푖
푘 − 1
푘, 푚, 푛 ∈ ℕ 푘 + 푚 ≤ 푛
Time left Hide
23:43:31
Precisions.
A 20-sided die is a regular icosahedron (a polyhedron of 20 faces) with the numbers 1 to 20 drawn
its faces.
Two triples are considered distinct if they differ by at least one die. In other words, they can have
zero, one, or two dice in common, but not three.
The sum of a triple is the sum of the numbers on the top faces of its dice. Hence, if is
the number on the top face of the red die of the th triple, where , and similarly for
(green) and (blue), the goal of the question is to show that there are triples such that
.
Q3 (10 points)
For all , let be the number of -strings of length such that the difference between any two
consecutive digits is , , or . For example, if , then is valid, but not
because of .
(a) (2 points) Find , , and .
(b) (2 points) Show that for all .
(c) (3 points) Find an explicit expression for using the method of advancement operators.
(d) (3 points) Express the generating function of (i.e. ) as a quotient of two
polynomials.
Q4 (10 points)
Let , . Use the inclusion-exclusion principle to find the number of derangements of
such that .
푟푖 ∈ [20]
푖 푖 ∈ {1, 2, 3} 푔푖
푏푖
푟1 + 푔1 + 푏1 = 푟2 + 푔2 + 푏2 = 푟3 + 푔3 + 푏3
푛 ∈ ℕ 푎푛 [5] 푛
0 1 −1 푛 = 8 32212345 21345443
13
푎1 푎2 푎3
푎푛+3 = 3푎푛+2 − 2푎푛 푛 ∈ ℕ
푎푛
(푎푛 )∞
푛=1 퐹(푥) = ∑∞
푛=1 푎푛푥푛
푛 ∈ ℕ 푛 ≥ 4 휎 [푛]
휎({1, 2}) ∩ {1, 2} = ∅
Q5 (10 points)
Find the number of -strings of length containing an odd number of s, an even
number of s, and at least one .
Q6 (10 points)
Let be a finite graph and an induced subgraph of . Prove that
.
Q7 (10 points)
Consider the following network flow, where the letters on the vertices specify the ordering for the FordFulkerson algorithm. Use the Ford-Fulkerson algorithm to update the given flow until you get a
maximum flow and a minimum cut.
Precisions. Show all your work. For each run of the algorithm, write the list of all the labelings in the
order in which you performed them. For example, the following list taken from the textbook (in a
different example) shows that was labeled first by , then was labeled second by
, then was labeled third by , and so on.
{퐴, 퐵, 퐶, 퐷} 푛 ∈ ℕ 퐴
퐵 퐶
퐆 = (푉 , 퐸) 퐇 = (푊 , 퐹) 퐆
0 ≤ 휒(퐆) − 휒(퐇) ≤ |푉 | − |푊 |
푆 (∗, +, ∞) 퐸
(푆, +, 28) 퐹 (푆, +, 15)








: (∗, +, ∞)
: (푆, +, 28)
: (푆, +, 15)
: (퐸, +, 19)
: (퐸, +, 12)
: (퐹, +, 12)
: (퐵, +, 10)
: (퐴, +, 12).
You must also give the augmenting path and its .
The final answer should show the maximum flow with its value and the minimum cut with its capacity.

 

 

Game of Chance

 

Image by Gresham College (CC BY-NC-SA 3.0)

Instructions
1. Research some popular games of chance that Blaise Pascal or Daniel Bernoulli would have studied. Be prepared to explain the expected outcomes of these games and how this relates to the study of Probability. Find at least 2-3 different sources of information.

2. Create a new Microsoft Word (.doc / .docx) or Rich Text Format (.rtf) document on your computer, and write 1-2 pages (please see formatting information below) explaining the people identified above, their games of chance, the outcomes of these games, and how it relates to the study of Probability in your own words. Please cite 2-3 references from websites that are reputable (they have a “.edu” extension).

Algebraic manipulations

 

 

 

 

 

 

Q1 (10 points)
Give a combinatorial proof of the identity
for such that . No algebraic manipulations are allowed, i.e. you must interpret
both sides directly in the way that they are written.
Q2 (10 points)
You have three red, five green, and eight blue 20-sided dice that you throw randomly on a table. Prove
that there are always three distinct triples of dice, each containing one red, one green, and one blue die,
which have the same sum. For example, in the following configuration, we have three distinct triples,
each summing to 37.
ℕ = {1, 2, 3, …}
[푛] = {1, 2, 3, … , 푛} 푛 ∈ ℕ
( ) − ( ) = ( )


푛 − 푚
푘 ∑
푖=1
푚 푛 − 푖
푘 − 1
푘, 푚, 푛 ∈ ℕ 푘 + 푚 ≤ 푛
Time left Hide
23:43:31
Precisions.
A 20-sided die is a regular icosahedron (a polyhedron of 20 faces) with the numbers 1 to 20 drawn
its faces.
Two triples are considered distinct if they differ by at least one die. In other words, they can have
zero, one, or two dice in common, but not three.
The sum of a triple is the sum of the numbers on the top faces of its dice. Hence, if is
the number on the top face of the red die of the th triple, where , and similarly for
(green) and (blue), the goal of the question is to show that there are triples such that
.
Q3 (10 points)
For all , let be the number of -strings of length such that the difference between any two
consecutive digits is , , or . For example, if , then is valid, but not
because of .
(a) (2 points) Find , , and .
(b) (2 points) Show that for all .
(c) (3 points) Find an explicit expression for using the method of advancement operators.
(d) (3 points) Express the generating function of (i.e. ) as a quotient of two
polynomials.
Q4 (10 points)
Let , . Use the inclusion-exclusion principle to find the number of derangements of
such that .
푟푖 ∈ [20]
푖 푖 ∈ {1, 2, 3} 푔푖
푏푖
푟1 + 푔1 + 푏1 = 푟2 + 푔2 + 푏2 = 푟3 + 푔3 + 푏3
푛 ∈ ℕ 푎푛 [5] 푛
0 1 −1 푛 = 8 32212345 21345443
13
푎1 푎2 푎3
푎푛+3 = 3푎푛+2 − 2푎푛 푛 ∈ ℕ
푎푛
(푎푛 )∞
푛=1 퐹(푥) = ∑∞
푛=1 푎푛푥푛
푛 ∈ ℕ 푛 ≥ 4 휎 [푛]
휎({1, 2}) ∩ {1, 2} = ∅
Q5 (10 points)
Find the number of -strings of length containing an odd number of s, an even
number of s, and at least one .
Q6 (10 points)
Let be a finite graph and an induced subgraph of . Prove that
.
Q7 (10 points)
Consider the following network flow, where the letters on the vertices specify the ordering for the FordFulkerson algorithm. Use the Ford-Fulkerson algorithm to update the given flow until you get a
maximum flow and a minimum cut.
Precisions. Show all your work. For each run of the algorithm, write the list of all the labelings in the
order in which you performed them. For example, the following list taken from the textbook (in a
different example) shows that was labeled first by , then was labeled second by
, then was labeled third by , and so on.
{퐴, 퐵, 퐶, 퐷} 푛 ∈ ℕ 퐴
퐵 퐶
퐆 = (푉 , 퐸) 퐇 = (푊 , 퐹) 퐆
0 ≤ 휒(퐆) − 휒(퐇) ≤ |푉 | − |푊 |
푆 (∗, +, ∞) 퐸
(푆, +, 28) 퐹 (푆, +, 15)








: (∗, +, ∞)
: (푆, +, 28)
: (푆, +, 15)
: (퐸, +, 19)
: (퐸, +, 12)
: (퐹, +, 12)
: (퐵, +, 10)
: (퐴, +, 12).
You must also give the augmenting path and its .
The final answer should show the maximum flow with its value and the minimum cut with its capacity.