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QUIZ 1.pptx

1. A function is a relation where each element in the domain is related to only one value in the range.
2. The set of x values or inputs is called the domain.
3. Relations a, b, and c represent functions while relation d does not since it maps the input 2 to two different outputs.

Math10 q2 mod1of8_polynomial function_v2 (1)

Here are the steps to solve this problem:
1) Complete the table of values:
x -2 -1 0 1 2 3
y = x3 – 2x2 -8 -1 0 1 4 9
2) Sketch the graphs in the coordinate planes:
3) Describe the movements of each graph:
- The graph of y = x3 – 2x2 rises from left to right as x increases. It is always increasing.
- The graph of y = x4 rises from left to right as x increases. It is always increasing. The rate of increase gets larger as x increases.
4) Identify any noticeable points:
- The graph of y = x3

Math10 q2 mod1of8_polynomial function_v2 (2)

Here are the steps to solve this problem:
1) Complete the table of values:
x -2 -1 0 1 2 3
y = x3 – 2x2 -8 -1 0 1 4 9
2) Sketch the graphs in the coordinate planes:
3) Describe the movements of each graph:
- The graph of y = x3 – 2x2 rises from left to right as x increases. It is always increasing.
- The graph of y = x4 rises from left to right as x increases. It is always increasing. The rate of increase gets larger as x increases.
4) Identify any noticeable points on the graphs:
- The graph of y

General Mathematics Introduction to Functions.pptx

The document contains 9 multiple choice questions reviewing concepts related to functions such as identifying functions from relations, evaluating functions, performing operations on functions, and solving word problems involving functions. It also provides examples of representing real-life situations using functions and evaluating different types of functions.

Introductory Algebra Lesson 11 – Linear Functions, Part 2 .docx

Introductory Algebra Lesson 11 – Linear Functions, Part 2
Practice Problems
Skills Practice
1. Determine the slope-intercept form of the equation of the line between each of the following
pairs of points.
a. (4, -5) and (2, 3)
b. (-3, 2) and (1, 8)
c. (5, -9) and (5, 2)
d. (2, -1) and (-2, 3)
e. (4, 3) and (12, -3)
f. (2, -4) and (7, -4)
Introductory Algebra Lesson 11 – Linear Functions, Part 2
2. Give the equation of the linear function that generates the following table of values. Write
your answer in slope-intercept form.
x f (x)
-5 91
-2 67
1 43
4 19
9 -21
3. Give the equation of the linear function that generates the following table of values. Write
your answer in slope-intercept form.
t C(t)
5 -1250
15 -900
20 -725
35 -200
45 150
4. Give the equation of the linear function shown below. Write your answer in slope-intercept
form.
Introductory Algebra Lesson 11 – Linear Functions, Part 2
5. Give the equation of the linear function shown below. Write your answer in slope-intercept
form.
6. Give the equation of the linear function shown below. Write your answer in slope-intercept
form.
7. Give the equation of the linear function shown below. Write your answer in slope-intercept
form.
Introductory Algebra Lesson 11 – Linear Functions, Part 2
8. Give the equation of the linear function shown below. Write your answer in slope-intercept
form.
9. Give the equation of the linear function shown below. Write your answer in slope-intercept
form.
10. Give the equation of the linear function shown below. Write your answer in slope-intercept
form.
Introductory Algebra Lesson 11 – Linear Functions, Part 2
11. Give the equation of the horizontal line passing through the point (-6, 11). _______________
12. Give the equation of the vertical line passing through the point (4, 7). _______________
13. Give the equation of the x-axis. _______________
14. Give the equation of the y-axis. _______________
15. Give the equation of the line passing through the point (1, -5) that is parallel to y = 12 – 8x.
16. Give the equation of the line passing through the point (6, 0) that is parallel to y = x
2
3
9 .
17. Give the equation of the line passing through the point (10, 3) that is perpendicular to
1
5
2
xy .
18. Give the equation of the line passing through the point (-12, -1) that is perpendicular to
xy 43 .
Introductory Algebra Lesson 11 – Linear Functions, Part 2
19. Draw an accurate graph of the linear equation 2x + 3y = 6.
Slope-Intercept Form:
Slope: ___________
Vertical Intercept: ____________
Horizontal Intercept: ____________
Two additional points on the line:
____________ _____________
20. Draw an accurate graph of the function 155 yx
Slope-In.

Gen Math Lesson 1.pptx

After going through this module, students are expected to:
1. Recall concepts of relations and functions
2. Define and explain functional relationships as mathematical models
3. Represent real-life situations using functions, including piecewise functions

QR 1 Lesson Notes 8 - Motivation for Modelling with Linear Functions PP Show

QR 1 Lesson Notes 8 - Motivation for Modelling with Linear Functions PP Show (Example of Contextual Learning; The New School)

Students should work individually on the Mid-Term Students are enco.docx

Students should work individually on the Mid-Term: Students are encouraged to talk and show each other tricks in Excel, if helpful, but files should not be shared or copied, and all students should be able to replicate analysis they used for the Mid-Term.
Instructions: For each problem, first read the background in the problem and then refer to the related tab in “Mid-Term.xlsx” for the data to be used. Each student’s successfully completed Mid-Term will include:
(1) a Word doc with each section of the problem (e.g., Problem 1, part a, sub-part i) answered clearly and straightforwardly, including brief explanations in sentence form, charts pasted into the doc, references to the XLSX file, etc. (Please type answers and paste data/charts/etc. into this DOC and save as with “- [Last Name]” at the end).
(2) an Excel file showing the work, formulas, Pivot tables, charts, etc. used to calculate and analyze the data. (Please also use the original XLSX, manipulating data, adding tabs, etc. and save as with “- [Last Name]” at the end).
PART I – Problems: Answer in the same format (DOC/XLSX) used in the homework assignments.
1. (100 Points) Revenue Forecasting Application – Show work on TAB 1 (or add “1” at the beginning of other tabs used to answer this questions) on XLSX: As we discussed in class and as Silver notes in his book, a prediction of percentage chance of something happening is not the same as saying that thing will actually happen. Suppose, for example, that a local government would expect $100 million in tax revenue for its general fund in a “good” economy and $60 million during a “bad” economy. Suppose that every fiscal year there is a 15% chance (independent probability unrelated to the previous year) of a bad economy and an 85% chance of a “good” economy. Also suppose that the government cannot know whether it was a “good” or “bad” economy until the end of the fiscal year, well after the budget has been set.
a. Possible Outcomes: In this example, how many possible outcomes are there for each fiscal year? What are these outcomes? Are they mutually exclusive? Are they collectively exhaustive?
Answer:
There are two options that government can foresee and 2 outcomes that can really happen. Taking it into consideration we can conclude that total amount of possible outcomes is 4
b. Decision Tree: Create a decision tree to illustrate the possible outcomes of 4 fiscal years. You should show (i) the independent probability of each event (chance node), based on the information in the question, and (ii) the final amount of tax revenue after 4 years given these possible 4-trial outcomes (end nodes), but do not need to calculate the full probability of each 4-trial outcome at this point.
Answer: (Paste Graphic Here or Create it Using the “Insert” Ribbon in Word and Shapes)
c. Calculating the Probability of Outcomes over Multiple Trials: Determine the probability that this local government will face “good” economies 0, 1, 2, 3,.

QUIZ 1.pptx

1. A function is a relation where each element in the domain is related to only one value in the range.
2. The set of x values or inputs is called the domain.
3. Relations a, b, and c represent functions while relation d does not since it maps the input 2 to two different outputs.

Math10 q2 mod1of8_polynomial function_v2 (1)

Here are the steps to solve this problem:
1) Complete the table of values:
x -2 -1 0 1 2 3
y = x3 – 2x2 -8 -1 0 1 4 9
2) Sketch the graphs in the coordinate planes:
3) Describe the movements of each graph:
- The graph of y = x3 – 2x2 rises from left to right as x increases. It is always increasing.
- The graph of y = x4 rises from left to right as x increases. It is always increasing. The rate of increase gets larger as x increases.
4) Identify any noticeable points:
- The graph of y = x3

Math10 q2 mod1of8_polynomial function_v2 (2)

Here are the steps to solve this problem:
1) Complete the table of values:
x -2 -1 0 1 2 3
y = x3 – 2x2 -8 -1 0 1 4 9
2) Sketch the graphs in the coordinate planes:
3) Describe the movements of each graph:
- The graph of y = x3 – 2x2 rises from left to right as x increases. It is always increasing.
- The graph of y = x4 rises from left to right as x increases. It is always increasing. The rate of increase gets larger as x increases.
4) Identify any noticeable points on the graphs:
- The graph of y

General Mathematics Introduction to Functions.pptx

The document contains 9 multiple choice questions reviewing concepts related to functions such as identifying functions from relations, evaluating functions, performing operations on functions, and solving word problems involving functions. It also provides examples of representing real-life situations using functions and evaluating different types of functions.

Introductory Algebra Lesson 11 – Linear Functions, Part 2 .docx

Introductory Algebra Lesson 11 – Linear Functions, Part 2
Practice Problems
Skills Practice
1. Determine the slope-intercept form of the equation of the line between each of the following
pairs of points.
a. (4, -5) and (2, 3)
b. (-3, 2) and (1, 8)
c. (5, -9) and (5, 2)
d. (2, -1) and (-2, 3)
e. (4, 3) and (12, -3)
f. (2, -4) and (7, -4)
Introductory Algebra Lesson 11 – Linear Functions, Part 2
2. Give the equation of the linear function that generates the following table of values. Write
your answer in slope-intercept form.
x f (x)
-5 91
-2 67
1 43
4 19
9 -21
3. Give the equation of the linear function that generates the following table of values. Write
your answer in slope-intercept form.
t C(t)
5 -1250
15 -900
20 -725
35 -200
45 150
4. Give the equation of the linear function shown below. Write your answer in slope-intercept
form.
Introductory Algebra Lesson 11 – Linear Functions, Part 2
5. Give the equation of the linear function shown below. Write your answer in slope-intercept
form.
6. Give the equation of the linear function shown below. Write your answer in slope-intercept
form.
7. Give the equation of the linear function shown below. Write your answer in slope-intercept
form.
Introductory Algebra Lesson 11 – Linear Functions, Part 2
8. Give the equation of the linear function shown below. Write your answer in slope-intercept
form.
9. Give the equation of the linear function shown below. Write your answer in slope-intercept
form.
10. Give the equation of the linear function shown below. Write your answer in slope-intercept
form.
Introductory Algebra Lesson 11 – Linear Functions, Part 2
11. Give the equation of the horizontal line passing through the point (-6, 11). _______________
12. Give the equation of the vertical line passing through the point (4, 7). _______________
13. Give the equation of the x-axis. _______________
14. Give the equation of the y-axis. _______________
15. Give the equation of the line passing through the point (1, -5) that is parallel to y = 12 – 8x.
16. Give the equation of the line passing through the point (6, 0) that is parallel to y = x
2
3
9 .
17. Give the equation of the line passing through the point (10, 3) that is perpendicular to
1
5
2
xy .
18. Give the equation of the line passing through the point (-12, -1) that is perpendicular to
xy 43 .
Introductory Algebra Lesson 11 – Linear Functions, Part 2
19. Draw an accurate graph of the linear equation 2x + 3y = 6.
Slope-Intercept Form:
Slope: ___________
Vertical Intercept: ____________
Horizontal Intercept: ____________
Two additional points on the line:
____________ _____________
20. Draw an accurate graph of the function 155 yx
Slope-In.

Gen Math Lesson 1.pptx

After going through this module, students are expected to:
1. Recall concepts of relations and functions
2. Define and explain functional relationships as mathematical models
3. Represent real-life situations using functions, including piecewise functions

QR 1 Lesson Notes 8 - Motivation for Modelling with Linear Functions PP Show

QR 1 Lesson Notes 8 - Motivation for Modelling with Linear Functions PP Show (Example of Contextual Learning; The New School)

Students should work individually on the Mid-Term Students are enco.docx

Students should work individually on the Mid-Term: Students are encouraged to talk and show each other tricks in Excel, if helpful, but files should not be shared or copied, and all students should be able to replicate analysis they used for the Mid-Term.
Instructions: For each problem, first read the background in the problem and then refer to the related tab in “Mid-Term.xlsx” for the data to be used. Each student’s successfully completed Mid-Term will include:
(1) a Word doc with each section of the problem (e.g., Problem 1, part a, sub-part i) answered clearly and straightforwardly, including brief explanations in sentence form, charts pasted into the doc, references to the XLSX file, etc. (Please type answers and paste data/charts/etc. into this DOC and save as with “- [Last Name]” at the end).
(2) an Excel file showing the work, formulas, Pivot tables, charts, etc. used to calculate and analyze the data. (Please also use the original XLSX, manipulating data, adding tabs, etc. and save as with “- [Last Name]” at the end).
PART I – Problems: Answer in the same format (DOC/XLSX) used in the homework assignments.
1. (100 Points) Revenue Forecasting Application – Show work on TAB 1 (or add “1” at the beginning of other tabs used to answer this questions) on XLSX: As we discussed in class and as Silver notes in his book, a prediction of percentage chance of something happening is not the same as saying that thing will actually happen. Suppose, for example, that a local government would expect $100 million in tax revenue for its general fund in a “good” economy and $60 million during a “bad” economy. Suppose that every fiscal year there is a 15% chance (independent probability unrelated to the previous year) of a bad economy and an 85% chance of a “good” economy. Also suppose that the government cannot know whether it was a “good” or “bad” economy until the end of the fiscal year, well after the budget has been set.
a. Possible Outcomes: In this example, how many possible outcomes are there for each fiscal year? What are these outcomes? Are they mutually exclusive? Are they collectively exhaustive?
Answer:
There are two options that government can foresee and 2 outcomes that can really happen. Taking it into consideration we can conclude that total amount of possible outcomes is 4
b. Decision Tree: Create a decision tree to illustrate the possible outcomes of 4 fiscal years. You should show (i) the independent probability of each event (chance node), based on the information in the question, and (ii) the final amount of tax revenue after 4 years given these possible 4-trial outcomes (end nodes), but do not need to calculate the full probability of each 4-trial outcome at this point.
Answer: (Paste Graphic Here or Create it Using the “Insert” Ribbon in Word and Shapes)
c. Calculating the Probability of Outcomes over Multiple Trials: Determine the probability that this local government will face “good” economies 0, 1, 2, 3,.

K to 12 - Grade 8 Math Learners Module Quarter 2

Here are the completed statements based on the conclusions:
1. n(A × B) = n(B × A).
2. A × B ≠ B × A.
The key conclusions are:
1. The cardinalities of the Cartesian products A × B and B × A are equal, since n(A × B) = n(B × A).
2. However, the sets A × B and B × A are not equal, since the ordered pairs will be arranged differently, so A × B ≠ B × A.

MATH MODULE GRADE 8

The document introduces the topic of relations and functions and outlines 3 lessons that will be covered - rectangular coordinate system, representations of relations and functions, and linear functions and applications. It provides learning objectives for each lesson and examples of how concepts like slope, intercepts, and graphs will be explored. A pre-assessment with 20 multiple choice questions is also included to gauge students' prior knowledge.

MATH MODULE GRADE 8

The document introduces the key concepts that will be covered in a module on relations and functions, including the rectangular coordinate system, representations of relations and functions, and linear functions and their applications. It outlines 3 lessons that will examine how to predict the value of a quantity given the rate of change, and provides sample problems to assess students' prior knowledge on these topics before beginning the lessons.

Math 012Midterm ExamPage 3Please remember to show all w.docx

Math 012
Midterm Exam Page 3
Please remember to show all work on every problem.
1) Solve the equation using the methods discussed in Chapter 2 of our text. If the equation has a unique solution, please show the complete check of your answer.
2) Solve the equation using the methods discussed in Chapter 2 of our text. If the equation has a unique solution, please show the complete check of your answer.
3) Solve the equation using the methods discussed in Chapter 2 of our text. If the equation has a unique solution, please show the complete check of your answer.
4) Solve the inequality using the methods discussed in Chapter 2 of our text. Write your answer in interval notation and graph the solution set on a number line.
5) Solve the inequality using the methods discussed in Chapter 2 of our text. Write your answer in interval notation and graph the solution set on a number line.
6) Solve the inequality using the methods discussed in Chapter 2 of our text. Write your answer in interval notation and graph the solution set on a number line.
7) Solve the inequality using the methods discussed in Chapter 2 of our text. Write your answer in interval notation and graph the solution set on a number line.
8) After Amanda received a 4.5% raise, her new annual salary was $75,240. What was her annual salary before the raise?
9) Patrick wins $900,000 (after taxes) in the lottery and decides to invest half of it in a 5-year CD that pays 6.72% interest compounded quarterly. He invests the other half in a money market fund that unfortunately turns out to average only 2.4% interest compounded annually over the 5-year period. How much money will he have altogether in the two accounts at the end of the 5-year period?
10) The average annual tuition and fees at public 4-year institutions in the US in 2005 was $13,847 and in 2010 was $16,384. Let y be the average tuition and fees in the year x, where x = 0 represents the year 2005.
a) Write a linear equation that models the growth in average tuition and fees at public 4-year institutions in the US in terms of the year x.
b) Use this equation to predict the average tuition and fees at public 4-year institutions in the US in the year 2020.
c) Explain what the slope of this line means in the context of the problem.
11) Given the linear equation :
a) Find both intercepts of the equation. Show all work and state intercepts as ordered pairs.
x-intercept =
y-intercept =
b) Use the intercepts to find the slope of the line. Show all work.
12) Given the following two linear equations, determine whether the lines are parallel, perpendicular, or neither. Show the work that leads to your conclusion.
13) Write an equation of a line through the point (5, -2) that is perpendicular to the y-ax ...

Mb0048 operations research

Dear students get fully solved SMU MBA Fall 2014 assignments
Send your semester & Specialization name to our mail id :
“ help.mbaassignments@gmail.com ”
or
Call us at : 08263069601
(Prefer mailing. Call in emergency )

Instructions This is an open-book exam. You may refer to you.docx

Instructions:
This is an open-book exam. You may refer to your text and other course materials as you work on the exam, and you may use a calculator.
Record your answers and work in this document.
There are 25 problems.
Problems #1-12 are multiple choice. Record your choice for each problem.
Problems #13-15 are short answer. Record your answer for each problem.
Problems #16-25 are short answer with work required when directed. When requested, show all work and write all answers in the spaces allotted on the following pages. You may type your work using plain-text formatting or an equation editor, or you may hand-write your work and scan it. In either case, show work neatly and correctly, following standard mathematical conventions. Each step should follow clearly and completely from the previous step. If necessary, you may attach extra pages.
MULTIPLE CHOICE. Record your answer choices.
1.7.
2.8.
3.9.
4.10.
5.11.
6.12.
SHORT ANSWER. Record your answers below.
13. (a)
(b)
(c)
(d)
14. (a)
(b)
(c)
15. (a)
(b)
(c)
SHORT ANSWER with Work Shown. Record your answers and work.
Problem Number
Solution
16
Answers:
(a)
(b)
(c)
Work for (a), (b), and (c):
17
Answer:
Work:
18
Answer:
Work:
19
Answers:
(a)
(b)
(c)
Work for (a) and (b):
20
Answer:
Work:
21
Answer:
Work:
22
Answer:
Work:
23
Answers:
(a)
(b)
(c)
(d)
Work for (b), (c), and (d):
24
Answer:
Work:
25
Answers:
(a)
(b) Region I:
Region II:
Region III:
Region IV:
Work:
MATH 106 Finite Mathematics 2148-OL4-7983-3D
Page 1 of 10
MATH 106 FINAL EXAMINATION
This is an open-book exam. You may refer to your text and other course materials as you work
on the exam, and you may use a calculator. You must complete the exam individually.
Neither collaboration nor consultation with others is allowed. Use of instructors’ solutions
manuals or online problem solving services in NOT allowed.
Record your answers and work on the separate answer sheet provided.
There are 25 problems.
Problems #1–12 are Multiple Choice.
Problems #13–15 are Short Answer. (Work not required to be shown)
Problems #16–25 are Short Answer with work required to be shown.
MULTIPLE CHOICE
1. – 2. Amalgamated Furniture Company makes dining room tables and chairs. A table requires
8 labor-hours for assembling and 2 labor-hours for finishing. A chair requires 2 labor-hours for
assembly and 1 labor-hour for finishing. The maximum labor-hours available per day for
assembling and finishing are 400 and 120, respectively. Production costs are $600 per table and
$150 per chair. Let x represent number of tables and y represent number of chairs made per day.
1. Identify the daily production constraint for finishing:
.

PIECEWISE FUNCTION

The document discusses functions and how they can be used to model real-world situations. It provides examples of piecewise functions that represent costs that vary based on certain inputs, such as the cost of renting a videoke machine depending on the number of days rented. It also discusses using function notation to define relationships between input and output variables. The document encourages modeling real-world scenarios using piecewise functions and provides a sample activity for students to practice applying these concepts.

Mb0048 operations research

Dear students get fully solved SMU MBA Fall 2014 assignments
Send your semester & Specialization name to our mail id :
“ help.mbaassignments@gmail.com ”
or
Call us at : 08263069601

(8) Lesson 4.8

This document discusses linear and quadratic functions. It provides examples of graphing quadratic functions and using the graphs to find related values. The key steps for graphing a quadratic function are to make a table of values, plot the ordered pairs, and connect the points with a smooth curve. Examples demonstrate using quadratic graphs to estimate values, such as how far an object will travel after a certain amount of time.

Math 095 Final Exam Review (updated 102811) This .docx

Math 095 Final Exam Review (updated 10/28/11)
This review is an attempt to provide a comprehensive review of our course concepts and problem types, but there
is no guarantee the final will only include problems like in this review. This is a good starting point in your review
for the final, but you should also study the textbook, your notes and homework.
Module I – Sections 1.1, 1.6, 2.1, 2.2, 2.3
1. Consider the graph of the function f to the right.
a) How can you tell the graph represents a
function?
b) What is the independent variable?
c) What is the dependent variable?
d) What is the value of
(6)f ?
( 2)f ?
e) For what values of x is ( ) 2f x ?
f) What is the domain of the function?
g) What is the range of the function?
- 2
- 1
2
6
5
4
3
1
654321- 1- 2
x
y
2. Do the tables represent functions? How do you know?
a) b)
3. The graph at right represents a scattergram and a linear model for the number of companies on the NASDAQ1 stock
market between 1990 and 1999, where n represents the number of companies t years after 1990.
a) Using the linear model, in what year were there
approximately 3500 companies?
b) What is the n-intercept of the linear model and what
does it mean?
c) What is the t-intercept and what does it mean?
d) From the linear model, what would you predict the
number of companies to be in the year 1996?
x 3 5 7 3 5
y 2 6 8 9 6
x 5 4 2 1 0
y 2 6 8 9 6
Years since 1990
0 2 4 6 108 12
1
2
3
4
N
um
b
er
o
f
co
m
p
an
ie
s
(t
h
o
us
an
ds
)
Number of Companies on the Nasdaq Stock Market
between 1990 and 1999n
t
5
Online MTH095 Final Review 2
KA 10/28/2011
4. Find a linear equation of the line that passes through the given pairs of points.
a) (3, 5) and (7,1)
b) (4, 6) and (2, 0)
5. The average consumption of sugar in the U.S. increased from 26 pounds per person in 1986 to 136 pounds per person
in 2006. Let p be the average number of pounds consumed t years after 1980. Find an equation of a linear model that
describes the data.
6. If 2( ) 2 4f x x , find the following.
a) ( 3)f
b) (0)f
c) (5.2)f
Module 2 – Sections 4.1, 4.2, 4.3, 4.4, 4.5
7. Simplify each of the following and write without negative exponents.
a)
2
3
4
y
b)
2 36
1 4
x y
x y
c) 252 25 xxx
d)
4
10
p
8. Simplify each expression using the laws of exponents. Write the answers with positive exponents.
a) 2 43 35 3x x
Online MTH095 Final Review 3
KA 10/28/2011
b)
3
44
5
x
x
c)
3
52
3
m
t
d)
1
26 4m n
9. Let
1
( ) (4)
2
xf x
a) What is the y-intercept of the graph of f ?
b) Does f represent growth or decay?
c) Find ( 2)f
d) Find (2)f
e) Find x when ( ) 32f x
10. Find ...

math 8dll

This document contains a daily lesson log for an 8th grade mathematics class taught by Alona Jane C. Divino at Crossing Bayabas National High School. The week-long lesson focuses on relations and functions, with objectives of illustrating relations and functions through real-life situations. Each day's content includes representing relations through tables, mappings, and graphs, as well as determining domains and ranges. Examples used include relations between book price and year published, and bicycle rental costs given rental times. Formative assessments are conducted to check students' understanding. The lesson will be continued in subsequent days.

Guía n° 3 matemática III

This document provides a learning guide on linear functions. It includes:
1) Background information on the topic, intended cycle, and instructor.
2) An example problem about two academies with different monthly payment structures for soccer lessons. Students are asked to represent the relationships mathematically and determine when payments would be equal.
3) Explanations and examples of linear functions, including completing tables to represent the payment structures and graphing the relationships. Students are asked to use this information to answer the questions from the example problem.

Module 3 linear functions

This document provides an overview and lessons for a module on linear functions. It introduces linear functions and their application to everyday word problems. The module is designed to help students recall steps for solving word problems, translate problems into symbolic equations, and apply knowledge of linear functions. It provides examples of different types of word problems involving linear functions, such as problems on direct variation, number problems, and age problems. Students are expected to learn to solve problems involving linear equations and functions that model real-world situations.

EDSP 557 Phonological Awareness Activity Part I Grou.docx

The document provides base year and horizon year land use and travel data for 29 zones. It asks the student to:
1. Determine possible linear regression equations for estimating total work trip productions and attractions using variables from the base year data.
2. Estimate equation parameters, determine R2 values, and comment on parameter validity.
3. Explain reasons for selecting certain equations and apply the chosen equations to the horizon year data to forecast work trips.

Samplepaper

This document contains a 10 page reading comprehension test with two sections:
Section A contains 25 multiple choice questions worth 1 mark each.
Section B contains 5 questions - 3 fill in the blank questions worth 3 marks each, 1 coding question worth 6 marks, and 1 coding question worth 10 marks.
The test covers topics such as arrays, strings, functions, classes, recursion, file handling and more.

APLICACIÓN DE LAS DERIVADAS EN CONTABILIDAD Y AUDITORÍA

La derivada en Finanzas y auditoria es una herramienta muy útil ya que permite y facilita realizar cálculos marginales cual sea la cantidad económica que se esté considerando: costo, ingreso, beneficio o producción. Además, medirá cada uno de sus cambios con las fórmulas y métodos que existen en las diferentes variables.

MAM CRIS COT.pptx

Here are functions representing each situation:
1. M(x) = {10x if x < 50
450 + 8(x - 50) if x ≥ 50}
2. C(x) = {150x if x ≤ 15
140x if x > 15}
3. V(x) = (20-2x)(8-2x)x
4. R(d) = {50 + 10(d - 300) if d > 300
50 if d ≤ 300}
5. F(h) = {100 + 20(h - 3) if h ≤ 10
500 if h > 10}

Taller cálculo diferencial

The document is a workshop on derivatives that provides students with exercises to practice concepts covered in readings. It contains 4 problems: 1) determining average rate of change for various functions graphed from x=-1 to 2, 2) finding derivatives, slopes, and where the slope is 0 for various functions, 3) finding derivatives, evaluating at points, and where the derivative is 0 for various functions, 4) solving word problems involving investment growth, population decline, and cable subscription growth over time. Students are asked to show their work step-by-step.

MATH133 UNIT 2 Quadratic Equations Individual Project Assignm.docx

MATH133 UNIT 2: Quadratic Equations
Individual Project Assignment: Version 2A
Show all of your work details for these calculations. Please review this Web site to see how to type mathematics using the keyboard symbols.
Problem 1: Modeling Profit for a Business
IMPORTANT: See Question 3 below for special IP instructions. This is mandatory.
Remember that the standard form for the quadratic function equation is
y
=
f
(
x
) =
ax
2
+
bx
+
c
and the vertex form is
y
=
f
(
x
) =
a
(
x
–
h
)
2
+
k
, where (
h
,
k
) are the coordinates of the vertex of this quadratic function’s graph.
You will use
P
(
x
) = −0.2
x
2
+
bx
–
c
where (−0.2
x
2
+
bx
) represents the business’ variable profit and
c
is the business’s fixed costs.
So,
P
(
x
) is the store’s total annual profit (in $1,000) based on the number of items sold,
x
.
1. Choose a value between 100 and 200 for
b
. That value does not have to be a whole number.
2. Think about and list what the fixed costs might represent for your fictitious business (be creative). Start by choosing a fixed cost,
c
, between $5,000 and $10,000, according to the first letter of your last name from the values listed in the following chart:
If your last name begins with the letter
Choose a fixed cost between
A–E
$5,000–$5,700
F–I
$5,800–$6,400
J–L
$6,500–$7,100
M–O
$7,200–$7,800
P–R
$7,800–$8,500
S–T
$8,600–$9,200
U–Z
$9,300–$10,000
4.Replace
b
and
c
with your chosen values in Parts 1 and 2 in
P
(
x
) = −0.2
x
2
+
bx
−
c
. This is your quadratic profit model function. State that quadratic profit model functions equation.
5. Next, choose 5 values of
x
(number of items sold) between 500 and 1,000. Think about the general characteristics of quadratic function graphs (parabolas) to help you with choosing these 5 values of
x
.
6. Plug these 5 values into your model for
P
(
x
), and evaluate the annual business profit given those sales volumes. (Be sure to show all of your work for these calculations.)
7. Use the 5 ordered pairs of numbers from 5 and 6 and Excel or another graphing utility to graph your quadratic profit model, and insert the graph into your Word answer document. The graph of the quadratic function is called a
parabola
.
8. What is the vertex of the quadratic function graph? (Show your work details, or explain how you found the vertex.)
9. What is the equation of the line of symmetry? Explain how you found this equation.
10. Write the vertex form for your quadratic profit function.
11. Is there a maximum profit for your business? If so, how many items must be sold to produce the maximum profit, and what is that maximum profit? If your quadratic profit function has a maximum, show your work or explain how the maximum profit figure was obtained.
12. How would knowing the number of items sold that produces the maximum profit help you to run your business more effectively.
13. Analyze the results of these profit cal.

THIRD QUARTER ASSESSMENT TEST.docx

This document contains a table of specifications for a summative test in English 6 at San Juan Integrated School for the third quarter of the school year 2020-2021. It outlines the modules, competencies, number of days taught, number of test items, percentage of items from each cognitive level, and the placement of items based on Bloom's taxonomy. The test will contain 20 multiple choice items, with 50% of items assessing understanding and 50% assessing application and higher-order thinking skills. It will cover the competencies of presenting viewpoints on an issue coherently, identifying word meanings from context clues, and identifying proper nouns.

How to Fix the Import Error in the Odoo 17

An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.

LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP

This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.

K to 12 - Grade 8 Math Learners Module Quarter 2

Here are the completed statements based on the conclusions:
1. n(A × B) = n(B × A).
2. A × B ≠ B × A.
The key conclusions are:
1. The cardinalities of the Cartesian products A × B and B × A are equal, since n(A × B) = n(B × A).
2. However, the sets A × B and B × A are not equal, since the ordered pairs will be arranged differently, so A × B ≠ B × A.

MATH MODULE GRADE 8

The document introduces the topic of relations and functions and outlines 3 lessons that will be covered - rectangular coordinate system, representations of relations and functions, and linear functions and applications. It provides learning objectives for each lesson and examples of how concepts like slope, intercepts, and graphs will be explored. A pre-assessment with 20 multiple choice questions is also included to gauge students' prior knowledge.

MATH MODULE GRADE 8

The document introduces the key concepts that will be covered in a module on relations and functions, including the rectangular coordinate system, representations of relations and functions, and linear functions and their applications. It outlines 3 lessons that will examine how to predict the value of a quantity given the rate of change, and provides sample problems to assess students' prior knowledge on these topics before beginning the lessons.

Math 012Midterm ExamPage 3Please remember to show all w.docx

Math 012
Midterm Exam Page 3
Please remember to show all work on every problem.
1) Solve the equation using the methods discussed in Chapter 2 of our text. If the equation has a unique solution, please show the complete check of your answer.
2) Solve the equation using the methods discussed in Chapter 2 of our text. If the equation has a unique solution, please show the complete check of your answer.
3) Solve the equation using the methods discussed in Chapter 2 of our text. If the equation has a unique solution, please show the complete check of your answer.
4) Solve the inequality using the methods discussed in Chapter 2 of our text. Write your answer in interval notation and graph the solution set on a number line.
5) Solve the inequality using the methods discussed in Chapter 2 of our text. Write your answer in interval notation and graph the solution set on a number line.
6) Solve the inequality using the methods discussed in Chapter 2 of our text. Write your answer in interval notation and graph the solution set on a number line.
7) Solve the inequality using the methods discussed in Chapter 2 of our text. Write your answer in interval notation and graph the solution set on a number line.
8) After Amanda received a 4.5% raise, her new annual salary was $75,240. What was her annual salary before the raise?
9) Patrick wins $900,000 (after taxes) in the lottery and decides to invest half of it in a 5-year CD that pays 6.72% interest compounded quarterly. He invests the other half in a money market fund that unfortunately turns out to average only 2.4% interest compounded annually over the 5-year period. How much money will he have altogether in the two accounts at the end of the 5-year period?
10) The average annual tuition and fees at public 4-year institutions in the US in 2005 was $13,847 and in 2010 was $16,384. Let y be the average tuition and fees in the year x, where x = 0 represents the year 2005.
a) Write a linear equation that models the growth in average tuition and fees at public 4-year institutions in the US in terms of the year x.
b) Use this equation to predict the average tuition and fees at public 4-year institutions in the US in the year 2020.
c) Explain what the slope of this line means in the context of the problem.
11) Given the linear equation :
a) Find both intercepts of the equation. Show all work and state intercepts as ordered pairs.
x-intercept =
y-intercept =
b) Use the intercepts to find the slope of the line. Show all work.
12) Given the following two linear equations, determine whether the lines are parallel, perpendicular, or neither. Show the work that leads to your conclusion.
13) Write an equation of a line through the point (5, -2) that is perpendicular to the y-ax ...

Mb0048 operations research

Dear students get fully solved SMU MBA Fall 2014 assignments
Send your semester & Specialization name to our mail id :
“ help.mbaassignments@gmail.com ”
or
Call us at : 08263069601
(Prefer mailing. Call in emergency )

Instructions This is an open-book exam. You may refer to you.docx

Instructions:
This is an open-book exam. You may refer to your text and other course materials as you work on the exam, and you may use a calculator.
Record your answers and work in this document.
There are 25 problems.
Problems #1-12 are multiple choice. Record your choice for each problem.
Problems #13-15 are short answer. Record your answer for each problem.
Problems #16-25 are short answer with work required when directed. When requested, show all work and write all answers in the spaces allotted on the following pages. You may type your work using plain-text formatting or an equation editor, or you may hand-write your work and scan it. In either case, show work neatly and correctly, following standard mathematical conventions. Each step should follow clearly and completely from the previous step. If necessary, you may attach extra pages.
MULTIPLE CHOICE. Record your answer choices.
1.7.
2.8.
3.9.
4.10.
5.11.
6.12.
SHORT ANSWER. Record your answers below.
13. (a)
(b)
(c)
(d)
14. (a)
(b)
(c)
15. (a)
(b)
(c)
SHORT ANSWER with Work Shown. Record your answers and work.
Problem Number
Solution
16
Answers:
(a)
(b)
(c)
Work for (a), (b), and (c):
17
Answer:
Work:
18
Answer:
Work:
19
Answers:
(a)
(b)
(c)
Work for (a) and (b):
20
Answer:
Work:
21
Answer:
Work:
22
Answer:
Work:
23
Answers:
(a)
(b)
(c)
(d)
Work for (b), (c), and (d):
24
Answer:
Work:
25
Answers:
(a)
(b) Region I:
Region II:
Region III:
Region IV:
Work:
MATH 106 Finite Mathematics 2148-OL4-7983-3D
Page 1 of 10
MATH 106 FINAL EXAMINATION
This is an open-book exam. You may refer to your text and other course materials as you work
on the exam, and you may use a calculator. You must complete the exam individually.
Neither collaboration nor consultation with others is allowed. Use of instructors’ solutions
manuals or online problem solving services in NOT allowed.
Record your answers and work on the separate answer sheet provided.
There are 25 problems.
Problems #1–12 are Multiple Choice.
Problems #13–15 are Short Answer. (Work not required to be shown)
Problems #16–25 are Short Answer with work required to be shown.
MULTIPLE CHOICE
1. – 2. Amalgamated Furniture Company makes dining room tables and chairs. A table requires
8 labor-hours for assembling and 2 labor-hours for finishing. A chair requires 2 labor-hours for
assembly and 1 labor-hour for finishing. The maximum labor-hours available per day for
assembling and finishing are 400 and 120, respectively. Production costs are $600 per table and
$150 per chair. Let x represent number of tables and y represent number of chairs made per day.
1. Identify the daily production constraint for finishing:
.

PIECEWISE FUNCTION

The document discusses functions and how they can be used to model real-world situations. It provides examples of piecewise functions that represent costs that vary based on certain inputs, such as the cost of renting a videoke machine depending on the number of days rented. It also discusses using function notation to define relationships between input and output variables. The document encourages modeling real-world scenarios using piecewise functions and provides a sample activity for students to practice applying these concepts.

Mb0048 operations research

Dear students get fully solved SMU MBA Fall 2014 assignments
Send your semester & Specialization name to our mail id :
“ help.mbaassignments@gmail.com ”
or
Call us at : 08263069601

(8) Lesson 4.8

This document discusses linear and quadratic functions. It provides examples of graphing quadratic functions and using the graphs to find related values. The key steps for graphing a quadratic function are to make a table of values, plot the ordered pairs, and connect the points with a smooth curve. Examples demonstrate using quadratic graphs to estimate values, such as how far an object will travel after a certain amount of time.

Math 095 Final Exam Review (updated 102811) This .docx

Math 095 Final Exam Review (updated 10/28/11)
This review is an attempt to provide a comprehensive review of our course concepts and problem types, but there
is no guarantee the final will only include problems like in this review. This is a good starting point in your review
for the final, but you should also study the textbook, your notes and homework.
Module I – Sections 1.1, 1.6, 2.1, 2.2, 2.3
1. Consider the graph of the function f to the right.
a) How can you tell the graph represents a
function?
b) What is the independent variable?
c) What is the dependent variable?
d) What is the value of
(6)f ?
( 2)f ?
e) For what values of x is ( ) 2f x ?
f) What is the domain of the function?
g) What is the range of the function?
- 2
- 1
2
6
5
4
3
1
654321- 1- 2
x
y
2. Do the tables represent functions? How do you know?
a) b)
3. The graph at right represents a scattergram and a linear model for the number of companies on the NASDAQ1 stock
market between 1990 and 1999, where n represents the number of companies t years after 1990.
a) Using the linear model, in what year were there
approximately 3500 companies?
b) What is the n-intercept of the linear model and what
does it mean?
c) What is the t-intercept and what does it mean?
d) From the linear model, what would you predict the
number of companies to be in the year 1996?
x 3 5 7 3 5
y 2 6 8 9 6
x 5 4 2 1 0
y 2 6 8 9 6
Years since 1990
0 2 4 6 108 12
1
2
3
4
N
um
b
er
o
f
co
m
p
an
ie
s
(t
h
o
us
an
ds
)
Number of Companies on the Nasdaq Stock Market
between 1990 and 1999n
t
5
Online MTH095 Final Review 2
KA 10/28/2011
4. Find a linear equation of the line that passes through the given pairs of points.
a) (3, 5) and (7,1)
b) (4, 6) and (2, 0)
5. The average consumption of sugar in the U.S. increased from 26 pounds per person in 1986 to 136 pounds per person
in 2006. Let p be the average number of pounds consumed t years after 1980. Find an equation of a linear model that
describes the data.
6. If 2( ) 2 4f x x , find the following.
a) ( 3)f
b) (0)f
c) (5.2)f
Module 2 – Sections 4.1, 4.2, 4.3, 4.4, 4.5
7. Simplify each of the following and write without negative exponents.
a)
2
3
4
y
b)
2 36
1 4
x y
x y
c) 252 25 xxx
d)
4
10
p
8. Simplify each expression using the laws of exponents. Write the answers with positive exponents.
a) 2 43 35 3x x
Online MTH095 Final Review 3
KA 10/28/2011
b)
3
44
5
x
x
c)
3
52
3
m
t
d)
1
26 4m n
9. Let
1
( ) (4)
2
xf x
a) What is the y-intercept of the graph of f ?
b) Does f represent growth or decay?
c) Find ( 2)f
d) Find (2)f
e) Find x when ( ) 32f x
10. Find ...

math 8dll

This document contains a daily lesson log for an 8th grade mathematics class taught by Alona Jane C. Divino at Crossing Bayabas National High School. The week-long lesson focuses on relations and functions, with objectives of illustrating relations and functions through real-life situations. Each day's content includes representing relations through tables, mappings, and graphs, as well as determining domains and ranges. Examples used include relations between book price and year published, and bicycle rental costs given rental times. Formative assessments are conducted to check students' understanding. The lesson will be continued in subsequent days.

Guía n° 3 matemática III

This document provides a learning guide on linear functions. It includes:
1) Background information on the topic, intended cycle, and instructor.
2) An example problem about two academies with different monthly payment structures for soccer lessons. Students are asked to represent the relationships mathematically and determine when payments would be equal.
3) Explanations and examples of linear functions, including completing tables to represent the payment structures and graphing the relationships. Students are asked to use this information to answer the questions from the example problem.

Module 3 linear functions

This document provides an overview and lessons for a module on linear functions. It introduces linear functions and their application to everyday word problems. The module is designed to help students recall steps for solving word problems, translate problems into symbolic equations, and apply knowledge of linear functions. It provides examples of different types of word problems involving linear functions, such as problems on direct variation, number problems, and age problems. Students are expected to learn to solve problems involving linear equations and functions that model real-world situations.

EDSP 557 Phonological Awareness Activity Part I Grou.docx

The document provides base year and horizon year land use and travel data for 29 zones. It asks the student to:
1. Determine possible linear regression equations for estimating total work trip productions and attractions using variables from the base year data.
2. Estimate equation parameters, determine R2 values, and comment on parameter validity.
3. Explain reasons for selecting certain equations and apply the chosen equations to the horizon year data to forecast work trips.

Samplepaper

This document contains a 10 page reading comprehension test with two sections:
Section A contains 25 multiple choice questions worth 1 mark each.
Section B contains 5 questions - 3 fill in the blank questions worth 3 marks each, 1 coding question worth 6 marks, and 1 coding question worth 10 marks.
The test covers topics such as arrays, strings, functions, classes, recursion, file handling and more.

APLICACIÓN DE LAS DERIVADAS EN CONTABILIDAD Y AUDITORÍA

La derivada en Finanzas y auditoria es una herramienta muy útil ya que permite y facilita realizar cálculos marginales cual sea la cantidad económica que se esté considerando: costo, ingreso, beneficio o producción. Además, medirá cada uno de sus cambios con las fórmulas y métodos que existen en las diferentes variables.

MAM CRIS COT.pptx

Here are functions representing each situation:
1. M(x) = {10x if x < 50
450 + 8(x - 50) if x ≥ 50}
2. C(x) = {150x if x ≤ 15
140x if x > 15}
3. V(x) = (20-2x)(8-2x)x
4. R(d) = {50 + 10(d - 300) if d > 300
50 if d ≤ 300}
5. F(h) = {100 + 20(h - 3) if h ≤ 10
500 if h > 10}

Taller cálculo diferencial

The document is a workshop on derivatives that provides students with exercises to practice concepts covered in readings. It contains 4 problems: 1) determining average rate of change for various functions graphed from x=-1 to 2, 2) finding derivatives, slopes, and where the slope is 0 for various functions, 3) finding derivatives, evaluating at points, and where the derivative is 0 for various functions, 4) solving word problems involving investment growth, population decline, and cable subscription growth over time. Students are asked to show their work step-by-step.

MATH133 UNIT 2 Quadratic Equations Individual Project Assignm.docx

MATH133 UNIT 2: Quadratic Equations
Individual Project Assignment: Version 2A
Show all of your work details for these calculations. Please review this Web site to see how to type mathematics using the keyboard symbols.
Problem 1: Modeling Profit for a Business
IMPORTANT: See Question 3 below for special IP instructions. This is mandatory.
Remember that the standard form for the quadratic function equation is
y
=
f
(
x
) =
ax
2
+
bx
+
c
and the vertex form is
y
=
f
(
x
) =
a
(
x
–
h
)
2
+
k
, where (
h
,
k
) are the coordinates of the vertex of this quadratic function’s graph.
You will use
P
(
x
) = −0.2
x
2
+
bx
–
c
where (−0.2
x
2
+
bx
) represents the business’ variable profit and
c
is the business’s fixed costs.
So,
P
(
x
) is the store’s total annual profit (in $1,000) based on the number of items sold,
x
.
1. Choose a value between 100 and 200 for
b
. That value does not have to be a whole number.
2. Think about and list what the fixed costs might represent for your fictitious business (be creative). Start by choosing a fixed cost,
c
, between $5,000 and $10,000, according to the first letter of your last name from the values listed in the following chart:
If your last name begins with the letter
Choose a fixed cost between
A–E
$5,000–$5,700
F–I
$5,800–$6,400
J–L
$6,500–$7,100
M–O
$7,200–$7,800
P–R
$7,800–$8,500
S–T
$8,600–$9,200
U–Z
$9,300–$10,000
4.Replace
b
and
c
with your chosen values in Parts 1 and 2 in
P
(
x
) = −0.2
x
2
+
bx
−
c
. This is your quadratic profit model function. State that quadratic profit model functions equation.
5. Next, choose 5 values of
x
(number of items sold) between 500 and 1,000. Think about the general characteristics of quadratic function graphs (parabolas) to help you with choosing these 5 values of
x
.
6. Plug these 5 values into your model for
P
(
x
), and evaluate the annual business profit given those sales volumes. (Be sure to show all of your work for these calculations.)
7. Use the 5 ordered pairs of numbers from 5 and 6 and Excel or another graphing utility to graph your quadratic profit model, and insert the graph into your Word answer document. The graph of the quadratic function is called a
parabola
.
8. What is the vertex of the quadratic function graph? (Show your work details, or explain how you found the vertex.)
9. What is the equation of the line of symmetry? Explain how you found this equation.
10. Write the vertex form for your quadratic profit function.
11. Is there a maximum profit for your business? If so, how many items must be sold to produce the maximum profit, and what is that maximum profit? If your quadratic profit function has a maximum, show your work or explain how the maximum profit figure was obtained.
12. How would knowing the number of items sold that produces the maximum profit help you to run your business more effectively.
13. Analyze the results of these profit cal.

THIRD QUARTER ASSESSMENT TEST.docx

This document contains a table of specifications for a summative test in English 6 at San Juan Integrated School for the third quarter of the school year 2020-2021. It outlines the modules, competencies, number of days taught, number of test items, percentage of items from each cognitive level, and the placement of items based on Bloom's taxonomy. The test will contain 20 multiple choice items, with 50% of items assessing understanding and 50% assessing application and higher-order thinking skills. It will cover the competencies of presenting viewpoints on an issue coherently, identifying word meanings from context clues, and identifying proper nouns.

K to 12 - Grade 8 Math Learners Module Quarter 2

K to 12 - Grade 8 Math Learners Module Quarter 2

MATH MODULE GRADE 8

MATH MODULE GRADE 8

MATH MODULE GRADE 8

MATH MODULE GRADE 8

Math 012Midterm ExamPage 3Please remember to show all w.docx

Math 012Midterm ExamPage 3Please remember to show all w.docx

Mb0048 operations research

Mb0048 operations research

Instructions This is an open-book exam. You may refer to you.docx

Instructions This is an open-book exam. You may refer to you.docx

PIECEWISE FUNCTION

PIECEWISE FUNCTION

Mb0048 operations research

Mb0048 operations research

(8) Lesson 4.8

(8) Lesson 4.8

Math 095 Final Exam Review (updated 102811) This .docx

Math 095 Final Exam Review (updated 102811) This .docx

math 8dll

math 8dll

Guía n° 3 matemática III

Guía n° 3 matemática III

Module 3 linear functions

Module 3 linear functions

EDSP 557 Phonological Awareness Activity Part I Grou.docx

EDSP 557 Phonological Awareness Activity Part I Grou.docx

Samplepaper

Samplepaper

APLICACIÓN DE LAS DERIVADAS EN CONTABILIDAD Y AUDITORÍA

APLICACIÓN DE LAS DERIVADAS EN CONTABILIDAD Y AUDITORÍA

MAM CRIS COT.pptx

MAM CRIS COT.pptx

Taller cálculo diferencial

Taller cálculo diferencial

MATH133 UNIT 2 Quadratic Equations Individual Project Assignm.docx

MATH133 UNIT 2 Quadratic Equations Individual Project Assignm.docx

THIRD QUARTER ASSESSMENT TEST.docx

THIRD QUARTER ASSESSMENT TEST.docx

How to Fix the Import Error in the Odoo 17

An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.

LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP

This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.

The History of Stoke Newington Street Names

Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com

Liberal Approach to the Study of Indian Politics.pdf

The Best topic of my Interest.

Walmart Business+ and Spark Good for Nonprofits.pdf

"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"

BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...

BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection

https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdNEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx

Revision on Paper 1 - Question 1

How to Create a More Engaging and Human Online Learning Experience

How to Create a More Engaging and Human Online Learning Experience Wahiba Chair Training & Consulting

Wahiba Chair's Talk at the 2024 Learning Ideas Conference. clinical examination of hip joint (1).pdf

described clinical examination all orthopeadic conditions .

Wound healing PPT

This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.

C1 Rubenstein AP HuG xxxxxxxxxxxxxx.pptx

C1 Rubenstein

PCOS corelations and management through Ayurveda.

This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.

Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...

Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.

Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...

Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)

This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.South African Journal of Science: Writing with integrity workshop (2024)

South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa

A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...

BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...Nguyen Thanh Tu Collection

https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdaneChapter 4 - Islamic Financial Institutions in Malaysia.pptx

Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia

This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Build a Module in Odoo 17 Using the Scaffold Method

Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.

How to Setup Warehouse & Location in Odoo 17 Inventory

In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.

বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf

বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...

How to Fix the Import Error in the Odoo 17

How to Fix the Import Error in the Odoo 17

LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP

LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP

The History of Stoke Newington Street Names

The History of Stoke Newington Street Names

Liberal Approach to the Study of Indian Politics.pdf

Liberal Approach to the Study of Indian Politics.pdf

Walmart Business+ and Spark Good for Nonprofits.pdf

Walmart Business+ and Spark Good for Nonprofits.pdf

BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...

BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...

NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx

NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx

How to Create a More Engaging and Human Online Learning Experience

How to Create a More Engaging and Human Online Learning Experience

clinical examination of hip joint (1).pdf

clinical examination of hip joint (1).pdf

Wound healing PPT

Wound healing PPT

C1 Rubenstein AP HuG xxxxxxxxxxxxxx.pptx

C1 Rubenstein AP HuG xxxxxxxxxxxxxx.pptx

PCOS corelations and management through Ayurveda.

PCOS corelations and management through Ayurveda.

Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...

Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...

Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...

Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...

South African Journal of Science: Writing with integrity workshop (2024)

South African Journal of Science: Writing with integrity workshop (2024)

BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...

BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...

Chapter 4 - Islamic Financial Institutions in Malaysia.pptx

Chapter 4 - Islamic Financial Institutions in Malaysia.pptx

How to Build a Module in Odoo 17 Using the Scaffold Method

How to Build a Module in Odoo 17 Using the Scaffold Method

How to Setup Warehouse & Location in Odoo 17 Inventory

How to Setup Warehouse & Location in Odoo 17 Inventory

বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf

বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf

- 1. RENATO V. FRIOLO Mambaling National High School (Night) renato.friolo001@deped.gov.ph WORKSHEET IN GENERAL MATHEMATICS Name: ______________________________________ Section: ____________________ ------------------------------------------------------------------------------------------------------------------ Quarter : First Semester Content Standard : The learner demonstrates understanding of key concepts of functions. Performance Standard : The learner is able to accurately construct mathematical models to represent real-life situations using functions. Competency : The learner represents real-life situations using functions, including piece-wise functions. K to 12 CG Code : M11GM-Ia-1 Duration : Week 1 Topic : REPRESENTING REAL-LIFE SITUATIONS USING FUNCTIONS Online Reference : NatzMath TV (youtube channel), Link: https://www.youtube.com/watch?v=YT5vTdA-xm8 ---------------------------------------------------------------------------------------------------------------------- Worksheet Number : 1 Date of Submission: Remember! Relation is a set of all ordered pairs. Function is a relation in which every element in the domain is paired to only one element in the range. In every input (domain), there is only one output (range) Domain is a set of all first coordinate. Range is a set of all second coordinate. Illustrative Example Represent the following situation using a function. The number of pairs of shoes to total number of shoes is represented in the table of values below. Pair of Shoes ( x ) 1 2 3 4 5 6 7 8 Total Number of Shoes f(x) 2 4 6 8 10 12 14 16 Since there are two shoes in every one pair of shoes. So, the function representing the table above, can be written as: 𝒇(𝒙) = 𝟐𝒙 Where x is the number of pair of shoes and f(x) is the total number of shoes.
- 2. RENATO V. FRIOLO Mambaling National High School (Night) renato.friolo001@deped.gov.ph YOUR TURN! Formulate the table of values and represent the following situations using a function. 1. A travel travels at a speed of 10kph. How many hours it takes for a car to travel 260 kilometers. 2. Complete the table below to represent the circumference of a circle which is defined by the formula: 𝐶(𝑑) = 𝑑𝜋, Where C is the circumference of a circle and d is the diameter. Diameter (d) 1 2 3 4 Circumference C(d) 3. A taxi charges 40 pesos plug down rate and additional 3.50 pesos for every 300 meters afterwards. Formulate the table of values and write the function that represents the relationship between the taxi fare and the distance travelled.
- 3. RENATO V. FRIOLO Mambaling National High School (Night) renato.friolo001@deped.gov.ph