1of 20Use the formula for the sum of the first n terms of a geom.docxhyacinthshackley2629
1of 20
Use the formula for the sum of the first n terms of a geometric sequence to solve the following.
Find the sum of the first 12 terms of the geometric sequence: 2, 6, 18, 54 . . .
A. 531,440
B. 535,450
C. 535,445
D. 431,440
2 of 20
5.0 Points
The following are defined using recursion formulas. Write the first four terms of each sequence.
a1 = 7 and an = an-1 + 5 for n ≥ 2
A. 8, 13, 21, 22
B. 7, 12, 17, 22
C. 6, 14, 18, 21
D. 4, 11, 17, 20
3 of 20
5.0 Points
How large a group is needed to give a 0.5 chance of at least two people having the same birthday?
A. 13 people
B. 23 people
C. 47 people
D. 28 people
4 of 20
5.0 Points
Write the first six terms of the following arithmetic sequence.
an = an-1 + 6, a1 = -9
A. -9, -3, 3, 9, 15, 21
B. -11, -4, 3, 9, 17, 21
C. -8, -3, 3, 9, 16, 22
D. -9, -5, 3, 11, 15, 27
5 of 20
5.0 Points
Write the first four terms of the following sequence whose general term is given.
an = 3n
A. 3, 9, 27, 81
B. 4, 10, 23, 91
C. 5, 9, 17, 31
D. 4, 10, 22, 41
6 of 20
5.0 Points
If 20 people are selected at random, find the probability that at least 2 of them have the same birthday.
A. ≈ 0.31
B. ≈ 0.42
C. ≈ 0.45
D. ≈ 0.41
7 of 20
5.0 Points
Consider the statement "2 is a factor of n2 + 3n."
If n = 1, the statement is "2 is a factor of __________."
If n = 2, the statement is "2 is a factor of __________."
If n = 3, the statement is "2 is a factor of __________."
If n = k + 1, the statement before the algebra is simplified is "2 is a factor of __________."
If n = k + 1, the statement after the algebra is simplified is "2 is a factor of __________."
A.4; 15; 28; (k + 1)2 + 3(k + 1); k2 + 5k + 8
B.4; 20; 28; (k + 1)2 + 3(k + 1); k2 + 5k + 7
C.4; 10; 18; (k + 1)2 + 3(k + 1); k2 + 5k + 4
D.4; 15; 18; (k + 1)2 + 3(k + 1); k2 + 5k + 6
8 of 20
5.0 Points
k2 + 3k + 2 = (k2 + k) + 2 ( __________ )
A. k + 5
B. k + 1
C. k + 3
D. k + 2
9 of 20
5.0 Points
The following are defined using recursion formulas. Write the first four terms of each sequence.
a1 = 3 and an = 4an-1 for n ≥ 2
A. 3, 12, 48, 192
B. 4, 11, 58, 92
C. 3, 14, 79, 123
D. 5, 14, 47, 177
10 of 20
5.0 Points
To win at LOTTO in the state of Florida, one must correctly select 6 numbers from a collection of 53 numbers (1 through 53). The order in which the selection is made does not matter. How many different selections are possible?
A. 32,957,326 selections
B. 22,957,480 selections
C. 28,957,680 selections
D. 225,857,480 selections
11 of 20
5.0 Points
Write the first six terms of the following arithmetic sequence.
an = an-1 - 0.4, a1 = 1.6
A. 1.6, 1.2, 0.8, 0.4, 0, -0.4
B. 1.6, 1.4, 0.9, 0.3, 0, -0.3
C. 1.6, 2.2, 1.8, 1.4, 0, -1.4
D. 1.3, 1.5, 0.8, 0.6, 0, -0.6
12 of 20
5.0 Points
You volunteer to help drive children at a charity event to the zoo, but you can fit only 8 of the 17 children present in your van. How many different groups of 8 children can you drive?
A. 32.
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
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
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.
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!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
1. 1. Write 38 204 in words.
Tulis 38 204 dalam perkataan.
A. Three hundred eight thousand two hundred and forty.
Tiga ratus lapan ribu dan ratus empat puluh.
B. Three hundred eight thousand two hundred and four.
Tiga ratus lapan ribu dua ratus empat.
C. Thirty-eight thousand two hundred and forty.
Tiga puluh lapan ribu dua ratus empat puluh.
D. Thirty-eight thousand two hundred and four.
Tiga puluh lapan ribu dua ratus empat.
2. Which of the following numbers when rounded off to the nearest ten
thousand becomes 7 260 000?
Antara berikut, nombor yang manakah apabila dibundarkan kepada puluh
ribu yang terdekat menjadi 7 260 000?
A. 7 254 530
B. 7 257 405
C. 7 265 692
D. 7 266 034
3. Find the sum of 7 369 and 856. Round off the answer to the nearest
hundred.
Cari hasil tambah bagi 7 369 dan 856. Bundarkan jawapan kepada ratus
yang terdekat.
A. 8 300
B. 8 200
C. 8 220
D. 8 230
4. The remainder of 348 ÷ 38 is
Baki bagi 348 ÷ 38 ialah
A. 6
B. 9
C. 11
D. 15
5. Calculate the value of:
Hitung nilai bagi:
48 + 12 × 60 ÷ 4
A. 60+15 B. 48+180 C. 15 + 12 x 48 D. 48 x 12 + 15
2. 6. 384 ÷ (6 + 2) × 3 =
A. 16 B. 70 C. 144 D. 198
7. 12 + 6(48 − 18 ÷ 3) =
A. 72 B. 180 C. 264 D. 282
8. How many prime numbers are there between 10 and 25?
Berapakah bilangan nombor perdana yang ada antara 10 dan 25?
A. 5 B. 6 C. 7 D. 8
9. Which of the following has an odd number as its answer?
Antara yang berikut yang manakah jawapannya ialah nombor ganjil?
A. 13 × 2 × 17
B. 23 × 18 ÷ 9
C. 19 × 14 + 23
D. 37 × 15 − 25
10.Which of the following is the common multiple of 4 and 6?
Antara berikut yang manakah ialah gandaan sepunya bagi 4 dan 6?
A. 18 B. 56 C. 64 D. 96
11.The lowest common multiple (LCM) of 4,6, and x is 36. Find the possible
value of x.
Gandaan sepunya terkecil (GSTK) bagi 4, 6, dan x ialah 36. Cari nilai
yang mungkin bagi x.
A. 12 B. 16 C. 18 D. 24
12.State all the prime factors of 204
Nyatakan semua faktor perdana bagi 204.
A. 3,7 B. 3,17 C. 2,3,7 D. 2,3,17
3. 13.Diagram 1 shows a sequence of numbers.
Rajah 1 menunjukkan satu urutan nombor.
Diagram 1
Rajah 1
Find the value of 𝑥 + 𝑦.
Cari nilai bagi 𝑥 + 𝑦
A. 18 B. 19 C. 20 D. 21
14. 336 is the common multiple of
336 ialah gandaan sepunya bagi
A. 2 and 18 / 2 dan 18
B. 3 and 16 / 3 dan 16
C. 8 and 15 / 8 dan 15
D. 4 and 9 / 4 dan 9
15.120 young tree were planted around Kampung Meranti, and twice that
number in Kampung Cenggal. Calculate the total number of saplings
planted.
120 pokok muda ditanam di Kampung Meranti, dan adalah dua kali ganda
bilangan pokok ditanam di Kampung Cenggal.Kirakan jumlah pokok
ditanam di kedua-dua kampong itu.
A. 240
B. 360
C. 480
D. 600
16.24 024 is divisible by all the following except
24024 boleh dibahagi tepat oleh yang berikut tanpa nilai baki kecuali
A. 4
B. 6
C. 8
D. 18
17.Which of the following does not have 5 as the answer?
Yang manakah berikut nilai 5 bukan hasil jawapannya?
A. 100 ÷ 5 – 15 B. 67 – 25 – 23 – 12 – 2
C. (14 + 20) – ( 10 + 19) D. (25 – 20) × 3
3, 4, x, 9, y, 18, 24
4. 18. Calculate the sum of 2 and 3
Kirakan jumlah bagi 2 and 3
A. 5 B. 6 C. 5 D. 6
19.The number 4.827, when written correct to two decimal places is
Nombor 4.827 apabila dibundarkan kepada 2 tempat perpuluhan ,nilainya
adalah
A. 4.83
B. 4.80
C. 4.82
D. 4.87
20. Change 1
87
100
to its decimal equivalent.
Tukarkan 1
87
100
kepada nombor perpuluhan.
A. 1.87
B. 1.087
C. 18.7
D. 1.0807
21. 16 – 5.84 =
A. 10.84
B. 11.84
C. 10.16
D. 11.16
22. Find the difference between 12.6734 and 5.8345, give your answer
correct to two decimal places.
Cari beza nlai antara 12.6734 dengan 5.8345,bagi jawapan dengan bacaan
dekat kepada 2 tempat perpuluhan.
A. 6.80
B. 6.82
C. 6.83
D. 6.84
5. 23. Which of the following is NOT true?
Yang manakah berikut TIDAKbenar?
A = 0.6
B = 0.45
C = 0.125
D = 0.34
24. + =
A 1.07
B 0.107
C 0.170
D 0.0017
25. 100 – 10.53 – 28.25 =
A 60.22
B 62.22
C 61.22
D 51.22
26. (5.7 ÷ 3) =
A 1.8
B 1.6
C 1.9
D 2.9
27. Which of the following represents the shaded area in the diagram below.
Antara yang berikut yang manakah mewakilkan kawasan yang berlorek bagi
rajah di bawah.
A
5
1
C
5
3
B
5
2
D
5
4
5
2
20
9
8
1
50
17
10
1
1000
7
6. 28. 4
3
2
+
2
1
- 2 =
A. 6
3
2
B. 4
3
2
C. 5
6
1
D. 3
6
1
29. X
2
1
1
3
2
7
10
3
=
A. 7
3
2
B. 1
20
17
C. 6
6
1
D. 1
2
1
30. 3
4
3
÷
3
1
6
5
=
A. 3
4
3
B. 6
6
1
C. 4
3
2
D. 7
2
1
31.
8
5
÷
6
1
2
1
=
A.
16
15
B.
2
1
C.
8
5
D.
3
1
32. Which of the following lists of fractions is arranged in descending order?
Manakah antara senarai pecahan yang berikut mengikut susunan menurun?
A.
15
8
,
18
9
,
12
5
B.
18
9
,
15
8
,
12
5
C.
12
5
,
15
8
,
8
9
D.
12
5
,
18
9
,
15
8
33. Round off 17.2863 correct to 2 decimal places.
Bundarkan 17.2863 kepada 2 tempat perpuluhan.
A. 17. 28 B. 17.3 C. 17. 29 D 20
33. Which of the following pairs gives the same sum?
Manakah antara yang berikut memberi hasil tambah yang sama?
I 9.163 + 2.36
II 6.005 + 5.518
III 5.899 + 5.642
IV 4.556 + 6.907
7. A. I and II only B. II and III only C. I and III only D. I and IV only
33. Express
7
22
as a decimal correct to 4
decimal places.
A 3.143 C 3.1428
B 3.1429 D 3.1427
34. Which of the following is NOT true?
A 2.002 X 100 = 200.2
B 35.6 X10 = 356
C 47.1 X0.1 = 4.71
D 5.08 X0.01 = 0.508
35. 8 – 3.6 ÷
5
4
=
A 5.5 C 3.5
B 4.5 D 2.5
36. (0.16 ÷ 0.032) X (3.1 ÷ 0.031) =
A 5 C 100
B 50 D 500
