The presentation is all about measures of central tendency and measures of positions. It shows also several illustrative examples for more understanding of the topic. Each term like mean , median and mode at the same time, quartiles, deciles and percentiles are also being defined. Each measures of central tendency and each measures of position are illustrate and provided with several examples.
A percentile for ungrouped data is a value that divides the data into 100 equal parts. For example, the 50th percentile is the median of the data, which means that 50% of the data values are below or equal to it. To find a percentile for ungrouped data, we can use the formula:
P = L + (n/100) * i
where P is the percentile value, L is the lower limit of the class interval containing the percentile, n is the cumulative frequency of the class interval containing the percentile, and i is the width of the class interval.
The presentation is all about measures of central tendency and measures of positions. It shows also several illustrative examples for more understanding of the topic. Each term like mean , median and mode at the same time, quartiles, deciles and percentiles are also being defined. Each measures of central tendency and each measures of position are illustrate and provided with several examples.
A percentile for ungrouped data is a value that divides the data into 100 equal parts. For example, the 50th percentile is the median of the data, which means that 50% of the data values are below or equal to it. To find a percentile for ungrouped data, we can use the formula:
P = L + (n/100) * i
where P is the percentile value, L is the lower limit of the class interval containing the percentile, n is the cumulative frequency of the class interval containing the percentile, and i is the width of the class interval.
This presentation is all about finding the percentile, decile and quartile of a grouped data. an example is provided in each type of measure of positions.
This presentation is all about finding the percentile, decile and quartile of a grouped data. an example is provided in each type of measure of positions.
* Model exponential growth and decay
* Use Newton's Law of Cooling
* Use logistic-growth models
* Choose an appropriate model for data
* Express an exponential model in base e
* Construct perpendicular and angle bisectors
* Use bisectors to solve problems
* Identify the circumcenter and incenter of a triangle
* Use triangle segments to solve problems
* Identify, write, and analyze conditional statements
* Write the inverse, converse, and contrapositive of a conditional statement
* Write a counterexample to a fake conjecture
* Find the distance between two points
* Find the midpoint of two given points
* Find the coordinates of an endpoint given one endpoint and a midpoint
* Find the coordinates of a point a fractional distance from one end of a segment
* Connect functions to their graphs
* Graph piecewise-defined functions
* Graph absolute value functions
* Graph greatest-integer functions
* Interpret graphs
* Use the vertical line test to determine a function
* Connect functions to their graphs
* Graph piecewise-defined functions
* Graph absolute value functions
* Graph greatest-integer functions
* Interpret graphs
* Use the vertical line test to determine a function
* Introduce functions and function notation
* Develop skills in constructing and interpreting the graphs of functions
* Learn to apply this knowledge in a variety of situations
* Recognize graphs of common functions.
* Graph functions using vertical and horizontal shifts.
* Graph functions using reflections about the x-axis and the y-axis.
* Graph functions using compressions and stretches.
* Combine transformations.
* Identify intervals on which a function increases, decreases, or is constant
* Use graphs to locate relative maxima or minima
* Test for symmetry
* Identify even or odd functions and recognize their symmetries
* Understand and use piecewise functions
* Solve polynomial equations by factoring
* Solve equations with radicals and check the solutions
* Solve equations with rational exponents
* Solve equations that are quadratic in form
* Solve absolute value equations
* Determine whether a relation or an equation represents a function.
* Evaluate a function.
* Use the vertical line test to identify functions.
* Identify the domain and range of a function from its graph
* Identify intercepts from a function’s graph
* Solve counting problems using the Addition Principle.
* Solve counting problems using the Multiplication Principle.
* Solve counting problems using permutations involving n distinct objects.
* Solve counting problems using combinations.
* Find the number of subsets of a given set.
* Solve counting problems using permutations involving n non-distinct objects.
* Use summation notation.
* Use the formula for the sum of the first n terms of an arithmetic series.
* Use the formula for the sum of the first n terms of a geometric series.
* Use the formula for the sum of an infinite geometric series.
* Solve annuity problems.
* Find the common ratio for a geometric sequence.
* List the terms of a geometric sequence.
* Use a recursive formula for a geometric sequence.
* Use an explicit formula for a geometric sequence.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
2.6.2 SSS, SAS, ASA, AAS, and HL
1. Congruent Triangles
The student is able to (I can):
• Identify and prove congruent triangles given
— Three pairs of congruent sides (Side-Side-Side)
— Two pairs of congruent sides and a pair of congruent
included angles (Side-Angle-Side)
— Two angles and a side (Angle-Side-Angle and Angle-
Angle-Side)
— A Hypotenuse and a Leg of a right triangle
2. SSS – Side-Side-Side
If three sides of one triangle are congruent
to three sides of another triangle, then the
triangles are congruent.
T
I
N
C
U
P
4
6
7 4
6
7
ΔTIN ≅ ΔCUP
3. Example Given: , D is the midpoint of
Prove: FRD ≅ ERD
F
R
ED
FR ER≅ FE
StatementsStatementsStatementsStatements ReasonsReasonsReasonsReasons
1. 1. Given
2. D is midpt of 2. Given
3. 3. Def. of midpoint
4. 4. Refl. prop. ≅
5. FRD ≅ ERD 5. SSS
FR ER≅
FE
FD ED≅
RD RD≅
4. SAS – Side-Angle-Side
If two sides and the included angle of one
triangle are congruent to two sides and the
included angle of another triangle, then the
triangles are congruent.
L
H
S
U
T
A
ΔLHS ≅ ΔUTA
5. Example Given: , A is the midpoint of
Prove: FAR ≅ EAM F
R
A
M
E
FA EA≅ RM
StatementsStatementsStatementsStatements ReasonsReasonsReasonsReasons
1. 1. Given
2. ∠FAR ≅ ∠EAM 2. Vertical ∠s
3. A is midpt of 3. Given
4. 4. Def. of midpoint
5. FAR ≅ EAM 5. SAS
FA EA≅
RM
RA MA≅
6. ASA – Angle-Side-Angle
If two angles and the included side of one
triangle are congruent to two angles and
the included side of another triangle, then
the triangles are congruent.
F
L
Y
B U
G
ΔFLY ≅ ΔBUG
7. AAS – angle-angle-side
If two angles and a nonnonnonnon----includedincludedincludedincluded side of one
triangle are congruent to two angles and a
non-included corresponding side of another
triangle, then the triangles are congruent.
The non-included sides mustmustmustmust be
corresponding in order for the triangles to
be congruent.
N
I
W
UO
Y
∆YOU ≅ ∆WIN
8. ASS – angle-side-side
(we do not cuss in math class)
There is no ASS (or SSA) congruence
theorem.
(unless the angle is a right angle — see next
slide)
9. HL – hypotenuse-leg
If the hypotenuse and leg of one right
triangle are congruent to the hypotenuse
and leg of another right triangle, then the
two triangles are congruent.
J
O
E
M
AC
∆JOE ≅ ∆MAC
