1. The document contains 20 math problems with insights and strategies for solving them. It provides tips such as checking proposed answers instead of deriving your own, using relationships like the Pythagorean theorem, and pairing numbers to efficiently calculate averages. Khan Academy links are included for additional learning on relevant math concepts.
Sam and Appu are intelligent mathematicians. Both of them have two prime numbers written on
their foreheads and are told that any three of them form the sides of a triangle with prime
perimeter. They take turns stating whether they can deduce the numbers on their own foreheads
Sam and Appu are intelligent mathematicians. Both of them have two prime numbers written on
their foreheads and are told that any three of them form the sides of a triangle with prime
perimeter. They take turns stating whether they can deduce the numbers on their own foreheads
Page 1 of 7 Pre‐calculus 12 Final Assignment (22 mark.docxbunyansaturnina
Page 1 of 7
Pre‐calculus 12
Final Assignment (22 marks)
Each question is worth 1 mark. You must show all your work to obtain full marks.
Marks will be deducted for no work shown.
1. What happens to the graph of 1 if the equation is changed to 1?
2. The graph of y = √ undergoes the transformation (x, y) ( 3,2 5)x y . What is the resulting
equation?
3. Determine the equation of the polynomial in factored form of the least degree that is symmetric
to the y‐axis, touches but does not go through the x‐axis at (3, 0), and has P(0) = 27
4. Determine the measure of all angles that satisfy the following conditions. Give exact answers.
csc =2 in the domain 2 2
Page 2 of 7
5. Solve: 3 cos ² 8 cos 4 0, over all real numbers
6. Use factoring to help to prove each identity for all permissible values of x. Must state
restrictions over all real numbers.
2sin sin tan
cos sin cos
x x x
x x x
Page 3 of 7
7. In a population of moths, 78 moths increase to 1000 moths in 40 weeks. What is the
doubling time for this population of moths?
8. Solve the following equation: log 3 log 5 2
9. Solve for x algebraically: 5 2 3 . State your answer to the nearest hundredth.
10. A radioactive substance has a half‐life of 92 hours. If 48g were present initially, how long will it
take for the substance to decay to 3g? Show algebraically.
Page 4 of 7
11. Given the following two functions √ 1 and 1, evaluate
3 .
12. A sample of 5 people is selected from 3 smokers and 12non‐smokers. In how many ways can
the 5 people be selected?
13. Given the functions 7 and √ , determine an explicit equation for
, then state its domain.
14. Determine the 4th term of 3 2 .
15. Solve by algebra √13 1 0
Page 5 of 7
16. Determine the domain, range, and intercepts of 2√4 2 3. Graph the function.
17. For the graph of , determine an non‐permissible values of , write the coordinates of
any hole and write the equation of any vertical asymptote.
Page 6 of 7
18. Sketch the graph of 3 4 5. State the domain, range, and equation of the
horizontal asymptote.
19. Suppose you play a game of cards in which only 5 cards are dealt from a standard 52 deck. How
many ways are there to obtain at least 3 cards of the same suit? An example of a hand that
contains at least 3 cards of the same suit is 4 hearts and 1 club.
20. Given , determine , the inverse of .
Page 7 of 7
21. Consider the digits 0, 2, 4, 5, 6, 8. How many 3‐digit even numbers less than 700 can be
formed if repetition of digits is not allowed? Note: the first digit cannot be zero.
22. If and 2 3, determine the value of 1 .
Lesson 3.4
Introduction
Course Objectives
This lesson will address the following course outcomes:
· 20. .
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Special webinar on tips for perfect score in sat mathCareerGOD
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. 4Tests.Com Math Section II
1. If Jeff and Jimmy have less than 22 dollars between them, and Jeff has 8 dollars,
which of the following could be the number of dollars that Jimmy has?
I. 12
II. 14
III. 16
https://www.khanacademy.org/math/cc-sixth-grade-math/cc-6th-expressions-and-variables/cc-6th-inequalities/
v/inequalities-in-one-variable-1-exercise
Since we know Jeff has 8 dollars. Jimmy has less than 22-8 dollars, or $14. Testing the 3 answers
to see if they are less than $14, only I is.
2. Stephanie drove at an average rate of 50 miles per hour for two hours and then increased her
average rate by 50% for the next 3 hours. Her average rate of speed for the 5 hours was t miles
per hour. What is the value of t?
There is one period and one and connecting a compound sentence. This is a 3 step
process.
Insight. The question asks for the total miles driven divided by the total hours driven.
(miles/hr). We need to get the total miles driven at each speed separately, and add them, then
divide by the total hours driven.
Step 1. Multiply the miles per hour for the first 2 hours by 2 to get the first parts miles.
Step 2. Multiply the miles per hour for the next 3 hours (150%x50) by 3 to get the second
parts miles.
Step 3. Add the two parts miles to get total miles, add the two parts hours to get the toal
hours, and divide the total miles by total hours.
Inspection of the possible answers can also solve the problem. We know the average is
more than 50, and less than 150% of 50 (75). only two possible answers fit these
constraints. Since more time was spent at the higher speed, the answer should more
than the simple average of 50+75= 62.5. Only one of the possible answers that are left
meets this requirement. Choose 65 mph.
3. If 1 alpha = 2 betas and 1 beta = 3 gammas, how many alphas are equal to 36 gammas?
Instead of alphas and betas and gammas, use A, B and G, or any 3 letters. Write 1A =
2B & 1B=3C. First solve for how many As = 1 B using pemdas on the first equation. Next
substitute into the 2nd equation, and see how many As= 1G. Now, multiply by 36.
2. https://www.khanacademy.org/math/algebra/systems-of-eq-and-ineq/fast-systems-of-equations/
v/solving-linear-systems-by-substitution
4.
Price of One Pack
Projected Number of Packs
Sold
$0.75 10,000
$0.80 9,000
$0.85 8,000
$0.90 7,000
$0.95 6,000
$1.00 5,000
The chart above describes how many packs of gum a company expects to sell at a
number of possible prices per pack. Which of the following equations best describes the
relationship shown in the chart, where n indicates the number of packs sold and p
represents the price in dollars of one pack?
Insight. Rather than write an equation, test each of the equations given as answers to
see if it produces the first result, and if it does, test it against the last result. Check one
more result if that check passes, and if it also checks, you have found the correct
equation! Checking the answers to see which is right is often easier than answering the
question yourself.
5. What is the average of the first 50 positive integers?
Insight: instead of punching the 50 numbers into a calculator and pressing enter, this one haas
a trick that helps give the answer, but they always ask a question that uses this trick, so
remember it. If you pair off the 50 numbers, you get 25 number pairs, with no numbers left over.
Instead of pairing 1 with 2, 3 with 4, try pairing the biggest and smallest (50 +1=51). Now 2nd
biggest with 2nd smallest (49+2= 51). do this for several more pairs and you find the total of
each of the 25 pairs will always be 51. That means that when you arrange the numbers this
way, the sum of them is 25 x 51= 1275, and the average of all 50 numbers that sum to 1275 is
1275 divided by 50 or 25.5.
remember regrouping to solve long series averages, and you will see it asked on every SAT,
ACT and Math Accomplishment exam.
3. 6. If ab is negative, which of the following CANNOT be negative?
Insight. For two numbers to give a negative product, only one can be negative. the other has to
be positive. Look at the proposed answers and try one positive and one negative number (+1
and -1 are easiest). Don't forget to try them switched around, since either number can be
negative. If the test gives a positive number, you have a winner. (Again, when asked to give an
equation, check the propsed equations instead of trying to write your own.)
7. Which of the following equations best describes the curve shown in the graph.
Insight: Again, don't try to write the equation, test the ones given using the x/y data from the graph.
https://www.khanacademy.org/math/trigonometry/systems_eq_ineq/non-linear-systems-tutorial/
v/non-linear-systems-of-equations-1
8. In a certain set of numbers, the ratio of integers to nonintegers is 1:4. What percent of the
numbers in the set are integers?
insight: Don't jump to a conclusion. Let the numbers be A and B. Write B=4A.
Percent is defined as total A/(A+B). Substituting, percent = A/(A+4A) = A/(5A), and simplifying,
A=1/5th of total = .20 = 20%,
9. What is the y-intercept of the line with the equation x - 4y = 12?
https://www.khanacademy.org/math/algebra/linear-equations-and-inequalitie/
graphing_with_intercepts/v/x--and-y-intercepts
4. 10. Cups of Lemonade Sold
Hours Spent Cups SoldPerHour
12 10
9 15
8 20
8 20
9 27
What is the median number of cups of lemonade sold per hour?
https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-probability-statistics/cc-7th-central-
tendency/v/mean-median-and-mode
11. Cups of Lemonade Sold
Hours Spent Cups SoldPerHour
12 10
9 15
8 20
8 20
9 27
What is the average number of cups of lemonade sold per hour?
https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-probability-statistics/cc-7th-central-
tendency/v/mean-median-and-mode
12. Cups of Lemonade Sold
Hours Spent Cups Sold
12 10
9 15
8 20
8 20
9 27
The group's goal was to sell 115 cups of lemonade. What percent of this goal did the
group achieve?
https://www.khanacademy.org/math/arithmetic/decimals/percent_tutorial/v/finding-percentages-
example
5. 13. A wooden cube with volume 64 is sliced in half horizontally. The two halves are then glued
together to form a rectangular solid which is not a cube. What is the surface area of this new
solid?
https://www.khanacademy.org/math/algebra/quadratics/factoring_quadratics/v/Example%203:%
20Solving%20a%20quadratic%20equation%20by%20factoring
A cubes volume is the product of three equal sides. If each side is x, the 64 = x cubed. Use
your calculator or guess numbers such as 3, 4, etc and get x = 4.
Cutting the top half off and placing it tightly pressed against the side of the bottom half
gives a shape that is 2 x 4 x 8.
The front and back areas are each 2 x 8, the top and bottom are each 4 x 8, and the two
ends are each 2 x 4. The six areas added together are 16+16+32+32+8+8
14. Jake's average test score after 2 tests is 78. What average score must Jake score on the
3rd, 4th, and 5th tests to bring his average up to exactly 87?
How many tests will he have taken when he wants the average to be 87?
The total score after the 5 tests needs to be 5x87. It also needs to be the same as if each score
was 78+78+87+87+87. Set these two facts equal to each other and solve using pemdas.
15. Jack has b blueberries. He uses 30 percent of the blueberries to make muffins, each of
which requires m m blueberries. He uses the rest of the blueberries to make pies, each pie of
which requires p blueberries. Which of the following describes the number of blueberry pies
Jack can make?
There is too much information given. If 30% of b are used for muffins, the rest are used for pies.
What is this percent of b? (ignore answers that use .3b or 3/10b)
.7b is the number of blueberries left. It can be written 7b/10, which appears in some of the
answers. Set that equal to the number of blueberries needed, p times the number of pies, n, and
solve for n. You get 7b/10p = n.
6. 16. If q ≠ 0 and q = q-4,what is the value of q?
-1
0
1
2
4
Solve by trying the answers proposed. Zero cannot be the answer (why not?) the only number that
always equals itself raised to a power is 1. While -1 could be the answer, you can’t have two right
answers. Go with 1. https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-negative-numbers/
cc-7th-exponents-negative-base/v/powers-of-1-and---1
17.
In the figure above, BC = 4, CD = 5, and AD = 12. If point E lies somewhere between
points B and C on line segment BC, what is one possible length of AE?
6
8
10
12
14
https://www.khanacademy.org/math/geometry/right_triangles_topic/pyth_theor/v/pythagorean-theorem
Note that while the figure is not drawn to scale, both triangles ABD and ACD are right trianges. (Think
Pythagorean theorem) If the side is longer than AC, Only one proposed answer is lomnger than Sq Rt of
sq rt of (CD sq + Ad sq)= sq rt of (5x5 + 12x12)= sq rt of 169= sq of 13.
7. 18. A circular frame with a width of 2 inches surrounds a circular photo with a diameter of 8
inches. Assuming that the area of the frame does not overlap the area of the photo, what is the
area of the frame?
Draw a sketch. First, a circle labeled 8 inches in diameter. Now, with the same scale, two inches
out from it’s edge, all the way around, draw a larger circle. We need the area of the larger circle,
less the area of the smaller circle.
https://www.khanacademy.org/math/geometry/basic-geometry/circum_area_circles/v/area-of-a-circle
19. If x = 4, then (x2 - 2)(4 + x) =
https://www.khanacademy.org/math/algebra/systems-of-eq-and-ineq/fast-systems-of-equations/
v/solving-linear-systems-by-substitution
Replace x everwhere with 4.
20. How many distinct prime factors does the number 36 have?
https://www.khanacademy.org/math/arithmetic/factors-multiples/prime_factorization/v/prime-factorization
Note that if the same prime factor is used more than once, it is only distinct the first time. After that it is
a repeat.