This question appeared in 4GMAT's diagnostic test. This one is a problem solving question from number properties. Concept tested is your understanding of the rules of indices.
For integer n > 1, which of the following expressions will have the least value?
A. (1/5)^n
B. (2)^(-n)
C. (10)^(-2n)
D. 4^(n/2)
E. (0.05)^(-n).
Detailed explanation including recap of rules of indices is presented.
The document discusses rules relating to indices and their applications. It then uses these rules to solve a quantitative reasoning problem involving expressions with integer powers of n. The expressions are rewritten to have a common power of n to allow for comparison. Applying the rule that a-x = 1/ax, the expressions with the least value are determined to be 1/5n and 1/100n.
The document discusses various mathematical induction concepts including weak induction, strong induction, and examples of proofs using induction. It begins with an overview of weak induction and its two steps: proving a statement is true for the base case, and proving if it is true for some step k then it is true for k+1. Strong induction is then introduced which proves a statement is true for all steps up to k implies it is true for k+1. Examples are provided of proofs using induction, such as proving 3n-1 is divisible by 2 and that sums of odd numbers equal squares. Reference sources are listed at the end.
A complete and enhanced presentation on mathematical induction and divisibility rules with out any calculation.
Here are some defined formulas and techniques to find the divisibility of numbers.
Mathematical Induction
CMSC 56 | Discrete Mathematical Structure for Computer Science
October 18, 2018
Instructor: Allyn Joy D. Calcaben
College of Arts & Sciences
University of the Philippines Visayas
The document is a chapter on addition and subtraction from a math textbook. It contains 7 lessons: 1) addition properties and subtraction rules, 2) estimating sums and differences, 3) problem-solving strategies for estimating or finding exact answers, 4) adding numbers, 5) subtracting numbers, 6) problem-solving investigations for choosing a strategy, and 7) subtracting across zeros. Each lesson provides examples and explanations of the concepts and includes practice problems for students to work through.
This document discusses using recurrence relations to model problems involving counting techniques. It provides examples of modeling problems related to bacteria population growth, rabbit population growth, the Tower of Hanoi puzzle, and valid codeword enumeration. For each problem, it defines the recurrence relation and initial conditions, derives a closed-form solution, and proves its correctness using mathematical induction. Recurrence relations provide a way to define sequences and solve problems recursively by relating terms to previous terms in the sequence.
4GMAT Diagnostic Test Q5 - Data Sufficiency : Algebra, equations4gmatprep
This one is a data sufficiency question from algebraic equation and solution to equations and basic number properties.
What is the value of x ?
Statement 1: x + 3y = 18
Statement 2: x^3 = -16
4GMAT Diagnostic Test 17 - Data Sufficiency - Algebra - Linear Equations4gmatprep
This one is a data sufficiency question in Algebra - Linear Equations. The question tests your ability to determine one of the variables uniquely from the information given in two statements.
A shop sells lubricants in 50-litre and 10-litre containers. If the total volume of lubricants sold by the shop in a day was 280 litres, how many 10-litre containers did the shop sell in the day?
Statement 1: The shop sold less than ten 10-litre containers on that day.
Statement 2: The shop sold more than three 50-litre containers on that day.
The document discusses rules relating to indices and their applications. It then uses these rules to solve a quantitative reasoning problem involving expressions with integer powers of n. The expressions are rewritten to have a common power of n to allow for comparison. Applying the rule that a-x = 1/ax, the expressions with the least value are determined to be 1/5n and 1/100n.
The document discusses various mathematical induction concepts including weak induction, strong induction, and examples of proofs using induction. It begins with an overview of weak induction and its two steps: proving a statement is true for the base case, and proving if it is true for some step k then it is true for k+1. Strong induction is then introduced which proves a statement is true for all steps up to k implies it is true for k+1. Examples are provided of proofs using induction, such as proving 3n-1 is divisible by 2 and that sums of odd numbers equal squares. Reference sources are listed at the end.
A complete and enhanced presentation on mathematical induction and divisibility rules with out any calculation.
Here are some defined formulas and techniques to find the divisibility of numbers.
Mathematical Induction
CMSC 56 | Discrete Mathematical Structure for Computer Science
October 18, 2018
Instructor: Allyn Joy D. Calcaben
College of Arts & Sciences
University of the Philippines Visayas
The document is a chapter on addition and subtraction from a math textbook. It contains 7 lessons: 1) addition properties and subtraction rules, 2) estimating sums and differences, 3) problem-solving strategies for estimating or finding exact answers, 4) adding numbers, 5) subtracting numbers, 6) problem-solving investigations for choosing a strategy, and 7) subtracting across zeros. Each lesson provides examples and explanations of the concepts and includes practice problems for students to work through.
This document discusses using recurrence relations to model problems involving counting techniques. It provides examples of modeling problems related to bacteria population growth, rabbit population growth, the Tower of Hanoi puzzle, and valid codeword enumeration. For each problem, it defines the recurrence relation and initial conditions, derives a closed-form solution, and proves its correctness using mathematical induction. Recurrence relations provide a way to define sequences and solve problems recursively by relating terms to previous terms in the sequence.
4GMAT Diagnostic Test Q5 - Data Sufficiency : Algebra, equations4gmatprep
This one is a data sufficiency question from algebraic equation and solution to equations and basic number properties.
What is the value of x ?
Statement 1: x + 3y = 18
Statement 2: x^3 = -16
4GMAT Diagnostic Test 17 - Data Sufficiency - Algebra - Linear Equations4gmatprep
This one is a data sufficiency question in Algebra - Linear Equations. The question tests your ability to determine one of the variables uniquely from the information given in two statements.
A shop sells lubricants in 50-litre and 10-litre containers. If the total volume of lubricants sold by the shop in a day was 280 litres, how many 10-litre containers did the shop sell in the day?
Statement 1: The shop sold less than ten 10-litre containers on that day.
Statement 2: The shop sold more than three 50-litre containers on that day.
4GMAT Diagnostic Test Q1 - Problem Solving : Number Properties HCF4gmatprep
This question appeared as part of 4GMAT's GMAT diagnostic test. This one is a problem solving question in arithmetic. It is from the topic Number Properties and tests your understanding of HCF.
A bag contains 72 red marbles, 45 green marbles and 108 blue marbles. These are packed into packets containing equal number of marbles of the same colour. What is minimum number of packets required?
A) 9
B) 36
C) 25
D) 19
E) 21
4GMAT Diagnostic Test Q18 - Word Problem - Rates - Work Time4gmatprep
This one is a word problem in work time. A rates problem solving question the way it is typically tested in the GMAT quant section. It is a simple question. The explanation provides a concise explanation on how to solve such questions and provides a detailed solution to the question.
A and B working together complete a task in 12 days. If B alone takes 60 days to complete the task, how long will A alone take to complete the task?
A) 30 days
B) 18 days
C) 20 days
D) 24 days
E) 15 days
4GMAT Diagnostic Test Q12 - Problem Solving - Word Problem - Algebra - Ratios4gmatprep
This document provides a step-by-step solution to a word problem involving ratios about the fuel consumption of an SUV and sedan. It is given that the SUV consumes 40% more fuel than the sedan for the same distance. The problem asks to calculate the liters of fuel the sedan consumes per km, given that each vehicle drove 1050 km and the total fuel consumed was 360 liters. The solution defines variables, sets up equations relating the fuel consumed by each vehicle, solves to find the fuel consumed by the sedan, and determines that the sedan consumes 0.14 liters per km.
4GMAT Diagnostic Test Q9 - Data Sufficiency - Coordinate Geometry4gmatprep
This one is a data sufficiency question from the topic coordinate geometry. The question tests your understanding of lines, equation of lines and the quadrants through which a line passes.
Does line L pass through the IV quadrant?
Statement 1: The slope of the line is 2
Statement 2: The line passes through the point (3, 6)
4GMAT Diagnostic Test Q7 - Problem Solving - Descriptive Statistics - Range4gmatprep
This one is a problem solving question from Descriptive Statistics. The question tests your understanding of range in statistics. Note many questions that appear in the GMAT from descriptive statistics do not require any formula to solve them. But a keen understanding of basics is essential.
7 distinct integers are arranged in ascending order. The range of the smallest 5 integers is 20 and that of the largest 5 integers is 40. What is the maximum range of the 7 integers?
A) 60
B) 59
C) 58
D) 42
E) 43
4GMAT Diagnostic test Q3 - Problem Solving - Word Problems : Algebraic Factor...4gmatprep
This one is a word problem in algebra and tests your ability to frame equations and mathematical expressions from the information given in words. The concept tested is that of elementary algebraic factorization.
Sheep in farm A are made to stand in a square formation; sheep in farm B are made to stand in another square formation. The difference between the number of sheep in the first row of the farms is 4 and the difference in the number of sheep in the two farms is 152. What is the sum of the number of sheep in the two farms?
A) 620
B) 730
C) 441
D) 289
E) 480
4GMAT Diagnostic Test Q6 - Problem Solving - Geometry, Triangles4gmatprep
The document discusses calculating the possible perimeter of a triangle given the lengths of two sides. It shows:
1) The length of sides AB and BC are given as 5 units and 7 units respectively.
2) The possible range for the third side AC is calculated to be between 2 and 12 units.
3) The range for the perimeter of the triangle is then determined to be between 14 and 24 units.
4) Options I and III (15 and 17 units) for the perimeter fall within this range.
4GMAT Diagnostic Test Q4 - Data Sufficiency : Number Properties4gmatprep
This one is a data sufficiency question and tests your understanding of positive and negative numbers. Basic number properties and inequalities.
Is x > y ?
Statement 1: x + y > x – y
Statement 2: x + y < -(x + y)
4GMAT Diagnostic Test Q13 - Problem Solving - Number Properties4gmatprep
This one is a problem solving question in number properties. This is an ideal question that should be solved by back substituting answer choices. The slide deck presents two ways of solving the question. One is the smart way one should use in the exam and another one to build the theoretical framework.
A 2-digit positive integer ‘ab’ is written as ‘ba’, where a and b take values from 1 to 9, inclusive. The difference between ab and ba is 36. Which of the following could be the value of ab?
I. 71 II. 62 III. 84
I only
II only
I and III only
II and III only
I, II and III
4GMAT Diagnostic Test Q16 - Data Sufficiency - Statistics - Averages4gmatprep
This one is a data sufficiency question in Averages - Descriptive Statistics.
What is the maximum possible average of the ages of 3 people A, B, and C if each of them is at least 1 year old?
Statement 1: The sum of the ages of A and B is 28.
Statement 2: B is 8 years younger than C.
4GMAT Diagnostic Test Q10 - Data Sufficiency - Elementary Probability4gmatprep
This one is a data sufficiency question from the topic probability. Tests basic concept of how to find the probability of an event.
What is the probability that two students selected to the elocution competition are both boys?
Statement 1: The ratio of boys to girls in the class is 3 : 4
Statement 2: There are 11 more girls in the class.
4GMAT Diagnostic Test Q14 - Problem Solving - Coordinate Geometry4gmatprep
This one is a problem solving question in coordinate geometry. The questions tests your understanding to determine the x and y intercept of a line and find the area of a triangle formed between the line and the coordinate axes.
What is the area of the triangle formed by the coordinate axes and the line L whose equation is 2x - 3y = 6?
A) 6
B) 12
C) √(13)
D) 3
E) 7.5
4GMAT Diagnostic Test Q19 - Problem Solving - Ratio Word Problem4gmatprep
This one is a problem solving question. A word problem in ratios.
The ratio of apples to oranges in a shop is 10 : 7. If the shop receives 50 more apples and 25 more oranges, the ratio of apples to oranges will be 3 : 2. How many more apples does the shop have now?
A) 25
B) 75
C) 300
D) 175
E) 250
4GMAT Diagnostic Test Q8 - Problem Solving : Simple and Compound Interest4gmatprep
This one is a simple problem solving question from the topic simple and compound interest. Such easy questions appear as low level difficulty question in the GMAT test. This question tests your ability to recall simple and compound interest formulas and apply them.
Robin invested $1000 in a 12% simple interest savings deposit for 3 years. He also invested an equal amount in a 10% compound interest savings deposit for 3 years. At the end of 3 years, how much more interest did he get from the simple interest deposit?
$31
$60
$39
$29
$390
4GMAT Diagnostic Test Q11 - Problem Solving - Geometry circles and triangles4gmatprep
This one is a problem solving question in Geometry. It tests your understanding of chords in circles and the kind of triangle that is formed by joining the ends of chord to the center of the circle. An easy question.
What is the length of the chord AB if angle AOB = 90°? O is the centre of the circle and the radius of the circle is 6 cm.
This document discusses the divide and conquer algorithm called merge sort. It begins by explaining the general divide and conquer approach of dividing a problem into subproblems, solving the subproblems recursively, and then combining the solutions. It then provides an example of how merge sort uses this approach to sort a sequence. It walks through the recursive merge sort algorithm on a sample input. The document explains the merge procedure used to combine the sorted subproblems and proves its correctness. It analyzes the running time of merge sort using recursion trees and determines it is O(n log n). Finally, it introduces recurrence relations and methods like substitution, recursion trees, and the master theorem for solving recurrences.
The document discusses recursive definitions of sequences, functions, sets, and strings. It provides examples of recursively defining the Fibonacci sequence, factorial function, set of prices using quarters and dimes, and set of binary numbers. It also discusses recursively defining the length, empty string, concatenation, and reversal of strings.
The document provides examples and explanations for evaluating algebraic expressions. It introduces key vocabulary like expression, variable, numerical expression, algebraic expression, and evaluate. Examples are provided for evaluating expressions with one variable, two variables, and applications involving converting between Celsius and Fahrenheit temperatures. Practice problems are included at the end to evaluate expressions for given variable values.
This document discusses the merge sort algorithm for sorting a sequence of numbers. It begins by introducing the divide and conquer approach and defining the sorting problem. It then describes the three steps of merge sort as divide, conquer, and combine. It provides pseudocode for the merge sort and merge algorithms. Finally, it analyzes the running time of merge sort, showing that it runs in O(n log n) time using the recursion tree method.
This document discusses the merge sort algorithm for sorting a sequence of numbers. It begins by introducing the divide and conquer approach, which merge sort uses. It then provides an example of how merge sort works, dividing the sequence into halves, sorting the halves recursively, and then merging the sorted halves together. The document proceeds to provide pseudocode for the merge sort and merge algorithms. It analyzes the running time of merge sort using recursion trees, determining that it runs in O(n log n) time. Finally, it covers techniques for solving recurrence relations that arise in algorithms like divide and conquer approaches.
270-1/02-divide-and-conquer_handout.pdf
CS 270
Algorithms
Oliver
Kullmann
Growth of
Functions
Divide-and-
Conquer
Min-Max-
Problem
Tutorial
Week 2
Divide and Conquer
1 Growth of Functions
2 Divide-and-Conquer
Min-Max-Problem
3 Tutorial
CS 270
Algorithms
Oliver
Kullmann
Growth of
Functions
Divide-and-
Conquer
Min-Max-
Problem
Tutorial
General remarks
First we consider an important tool for the analysis of
algorithms: Big-Oh.
Then we introduce an important algorithmic paradigm:
Divide-and-Conquer.
We conclude by presenting and analysing a simple example.
Reading from CLRS for week 2
Chapter 2, Section 3
Chapter 3
CS 270
Algorithms
Oliver
Kullmann
Growth of
Functions
Divide-and-
Conquer
Min-Max-
Problem
Tutorial
Growth of Functions
A way to describe behaviour of functions in the limit. We
are studying asymptotic efficiency.
Describe growth of functions.
Focus on what’s important by abstracting away low-order
terms and constant factors.
How we indicate running times of algorithms.
A way to compare “sizes” of functions:
O corresponds to ≤
Ω corresponds to ≥
Θ corresponds to =
We consider only functions f , g : N → R≥0.
CS 270
Algorithms
Oliver
Kullmann
Growth of
Functions
Divide-and-
Conquer
Min-Max-
Problem
Tutorial
O-Notation
O
(
g(n)
)
is the set of all functions f (n) for which there are
positive constants c and n0 such that
f (n) ≤ cg(n) for all n ≥ n0.
cg(n)
f (n)
n
n0
g(n) is an asymptotic upper bound for f (n).
If f (n) ∈ O(g(n)), we write f (n) = O(g(n)) (we will precisely
explain this soon)
CS 270
Algorithms
Oliver
Kullmann
Growth of
Functions
Divide-and-
Conquer
Min-Max-
Problem
Tutorial
O-Notation Examples
2n2 = O(n3), with c = 1 and n0 = 2.
Example of functions in O(n2):
n2
n2 + n
n2 + 1000n
1000n2 + 1000n
Also
n
n/1000
n1.999999
n2/ lg lg lg n
CS 270
Algorithms
Oliver
Kullmann
Growth of
Functions
Divide-and-
Conquer
Min-Max-
Problem
Tutorial
Ω-Notation
Ω
(
g(n)
)
is the set of all functions f (n) for which there are
positive constants c and n0 such that
f (n) ≥ cg(n) for all n ≥ n0.
cg(n)
f (n)
n
n0
g(n) is an asymptotic lower bound for f (n).
CS 270
Algorithms
Oliver
Kullmann
Growth of
Functions
Divide-and-
Conquer
Min-Max-
Problem
Tutorial
Ω-Notation Examples
√
n = Ω(lg n), with c = 1 and n0 = 16.
Example of functions in Ω(n2):
n2
n2 + n
n2 − n
1000n2 + 1000n
1000n2 − 1000n
Also
n3
n2.0000001
n2 lg lg lg n
22
n
CS 270
Algorithms
Oliver
Kullmann
Growth of
Functions
Divide-and-
Conquer
Min-Max-
Problem
Tutorial
Θ-Notation
Θ
(
g(n)
)
is the set of all functions f (n) for which there are
positive constants c1, c2 and n0 such that
c1g(n) ≤ f (n) ≤ c2g(n) for all n ≥ n0.
c2g(n)
c1g(n)
f (n)
n
n0
g(n) is an asymptotic tight bound for f (n).
CS 270
Algorithms
Oliver
Kullmann
Growth of
Functions
Divide-and-
Conquer
Min-Max-
Problem
Tutorial
Θ-Notation (cont’d)
E.
4GMAT Diagnostic Test Q1 - Problem Solving : Number Properties HCF4gmatprep
This question appeared as part of 4GMAT's GMAT diagnostic test. This one is a problem solving question in arithmetic. It is from the topic Number Properties and tests your understanding of HCF.
A bag contains 72 red marbles, 45 green marbles and 108 blue marbles. These are packed into packets containing equal number of marbles of the same colour. What is minimum number of packets required?
A) 9
B) 36
C) 25
D) 19
E) 21
4GMAT Diagnostic Test Q18 - Word Problem - Rates - Work Time4gmatprep
This one is a word problem in work time. A rates problem solving question the way it is typically tested in the GMAT quant section. It is a simple question. The explanation provides a concise explanation on how to solve such questions and provides a detailed solution to the question.
A and B working together complete a task in 12 days. If B alone takes 60 days to complete the task, how long will A alone take to complete the task?
A) 30 days
B) 18 days
C) 20 days
D) 24 days
E) 15 days
4GMAT Diagnostic Test Q12 - Problem Solving - Word Problem - Algebra - Ratios4gmatprep
This document provides a step-by-step solution to a word problem involving ratios about the fuel consumption of an SUV and sedan. It is given that the SUV consumes 40% more fuel than the sedan for the same distance. The problem asks to calculate the liters of fuel the sedan consumes per km, given that each vehicle drove 1050 km and the total fuel consumed was 360 liters. The solution defines variables, sets up equations relating the fuel consumed by each vehicle, solves to find the fuel consumed by the sedan, and determines that the sedan consumes 0.14 liters per km.
4GMAT Diagnostic Test Q9 - Data Sufficiency - Coordinate Geometry4gmatprep
This one is a data sufficiency question from the topic coordinate geometry. The question tests your understanding of lines, equation of lines and the quadrants through which a line passes.
Does line L pass through the IV quadrant?
Statement 1: The slope of the line is 2
Statement 2: The line passes through the point (3, 6)
4GMAT Diagnostic Test Q7 - Problem Solving - Descriptive Statistics - Range4gmatprep
This one is a problem solving question from Descriptive Statistics. The question tests your understanding of range in statistics. Note many questions that appear in the GMAT from descriptive statistics do not require any formula to solve them. But a keen understanding of basics is essential.
7 distinct integers are arranged in ascending order. The range of the smallest 5 integers is 20 and that of the largest 5 integers is 40. What is the maximum range of the 7 integers?
A) 60
B) 59
C) 58
D) 42
E) 43
4GMAT Diagnostic test Q3 - Problem Solving - Word Problems : Algebraic Factor...4gmatprep
This one is a word problem in algebra and tests your ability to frame equations and mathematical expressions from the information given in words. The concept tested is that of elementary algebraic factorization.
Sheep in farm A are made to stand in a square formation; sheep in farm B are made to stand in another square formation. The difference between the number of sheep in the first row of the farms is 4 and the difference in the number of sheep in the two farms is 152. What is the sum of the number of sheep in the two farms?
A) 620
B) 730
C) 441
D) 289
E) 480
4GMAT Diagnostic Test Q6 - Problem Solving - Geometry, Triangles4gmatprep
The document discusses calculating the possible perimeter of a triangle given the lengths of two sides. It shows:
1) The length of sides AB and BC are given as 5 units and 7 units respectively.
2) The possible range for the third side AC is calculated to be between 2 and 12 units.
3) The range for the perimeter of the triangle is then determined to be between 14 and 24 units.
4) Options I and III (15 and 17 units) for the perimeter fall within this range.
4GMAT Diagnostic Test Q4 - Data Sufficiency : Number Properties4gmatprep
This one is a data sufficiency question and tests your understanding of positive and negative numbers. Basic number properties and inequalities.
Is x > y ?
Statement 1: x + y > x – y
Statement 2: x + y < -(x + y)
4GMAT Diagnostic Test Q13 - Problem Solving - Number Properties4gmatprep
This one is a problem solving question in number properties. This is an ideal question that should be solved by back substituting answer choices. The slide deck presents two ways of solving the question. One is the smart way one should use in the exam and another one to build the theoretical framework.
A 2-digit positive integer ‘ab’ is written as ‘ba’, where a and b take values from 1 to 9, inclusive. The difference between ab and ba is 36. Which of the following could be the value of ab?
I. 71 II. 62 III. 84
I only
II only
I and III only
II and III only
I, II and III
4GMAT Diagnostic Test Q16 - Data Sufficiency - Statistics - Averages4gmatprep
This one is a data sufficiency question in Averages - Descriptive Statistics.
What is the maximum possible average of the ages of 3 people A, B, and C if each of them is at least 1 year old?
Statement 1: The sum of the ages of A and B is 28.
Statement 2: B is 8 years younger than C.
4GMAT Diagnostic Test Q10 - Data Sufficiency - Elementary Probability4gmatprep
This one is a data sufficiency question from the topic probability. Tests basic concept of how to find the probability of an event.
What is the probability that two students selected to the elocution competition are both boys?
Statement 1: The ratio of boys to girls in the class is 3 : 4
Statement 2: There are 11 more girls in the class.
4GMAT Diagnostic Test Q14 - Problem Solving - Coordinate Geometry4gmatprep
This one is a problem solving question in coordinate geometry. The questions tests your understanding to determine the x and y intercept of a line and find the area of a triangle formed between the line and the coordinate axes.
What is the area of the triangle formed by the coordinate axes and the line L whose equation is 2x - 3y = 6?
A) 6
B) 12
C) √(13)
D) 3
E) 7.5
4GMAT Diagnostic Test Q19 - Problem Solving - Ratio Word Problem4gmatprep
This one is a problem solving question. A word problem in ratios.
The ratio of apples to oranges in a shop is 10 : 7. If the shop receives 50 more apples and 25 more oranges, the ratio of apples to oranges will be 3 : 2. How many more apples does the shop have now?
A) 25
B) 75
C) 300
D) 175
E) 250
4GMAT Diagnostic Test Q8 - Problem Solving : Simple and Compound Interest4gmatprep
This one is a simple problem solving question from the topic simple and compound interest. Such easy questions appear as low level difficulty question in the GMAT test. This question tests your ability to recall simple and compound interest formulas and apply them.
Robin invested $1000 in a 12% simple interest savings deposit for 3 years. He also invested an equal amount in a 10% compound interest savings deposit for 3 years. At the end of 3 years, how much more interest did he get from the simple interest deposit?
$31
$60
$39
$29
$390
4GMAT Diagnostic Test Q11 - Problem Solving - Geometry circles and triangles4gmatprep
This one is a problem solving question in Geometry. It tests your understanding of chords in circles and the kind of triangle that is formed by joining the ends of chord to the center of the circle. An easy question.
What is the length of the chord AB if angle AOB = 90°? O is the centre of the circle and the radius of the circle is 6 cm.
This document discusses the divide and conquer algorithm called merge sort. It begins by explaining the general divide and conquer approach of dividing a problem into subproblems, solving the subproblems recursively, and then combining the solutions. It then provides an example of how merge sort uses this approach to sort a sequence. It walks through the recursive merge sort algorithm on a sample input. The document explains the merge procedure used to combine the sorted subproblems and proves its correctness. It analyzes the running time of merge sort using recursion trees and determines it is O(n log n). Finally, it introduces recurrence relations and methods like substitution, recursion trees, and the master theorem for solving recurrences.
The document discusses recursive definitions of sequences, functions, sets, and strings. It provides examples of recursively defining the Fibonacci sequence, factorial function, set of prices using quarters and dimes, and set of binary numbers. It also discusses recursively defining the length, empty string, concatenation, and reversal of strings.
The document provides examples and explanations for evaluating algebraic expressions. It introduces key vocabulary like expression, variable, numerical expression, algebraic expression, and evaluate. Examples are provided for evaluating expressions with one variable, two variables, and applications involving converting between Celsius and Fahrenheit temperatures. Practice problems are included at the end to evaluate expressions for given variable values.
This document discusses the merge sort algorithm for sorting a sequence of numbers. It begins by introducing the divide and conquer approach and defining the sorting problem. It then describes the three steps of merge sort as divide, conquer, and combine. It provides pseudocode for the merge sort and merge algorithms. Finally, it analyzes the running time of merge sort, showing that it runs in O(n log n) time using the recursion tree method.
This document discusses the merge sort algorithm for sorting a sequence of numbers. It begins by introducing the divide and conquer approach, which merge sort uses. It then provides an example of how merge sort works, dividing the sequence into halves, sorting the halves recursively, and then merging the sorted halves together. The document proceeds to provide pseudocode for the merge sort and merge algorithms. It analyzes the running time of merge sort using recursion trees, determining that it runs in O(n log n) time. Finally, it covers techniques for solving recurrence relations that arise in algorithms like divide and conquer approaches.
270-1/02-divide-and-conquer_handout.pdf
CS 270
Algorithms
Oliver
Kullmann
Growth of
Functions
Divide-and-
Conquer
Min-Max-
Problem
Tutorial
Week 2
Divide and Conquer
1 Growth of Functions
2 Divide-and-Conquer
Min-Max-Problem
3 Tutorial
CS 270
Algorithms
Oliver
Kullmann
Growth of
Functions
Divide-and-
Conquer
Min-Max-
Problem
Tutorial
General remarks
First we consider an important tool for the analysis of
algorithms: Big-Oh.
Then we introduce an important algorithmic paradigm:
Divide-and-Conquer.
We conclude by presenting and analysing a simple example.
Reading from CLRS for week 2
Chapter 2, Section 3
Chapter 3
CS 270
Algorithms
Oliver
Kullmann
Growth of
Functions
Divide-and-
Conquer
Min-Max-
Problem
Tutorial
Growth of Functions
A way to describe behaviour of functions in the limit. We
are studying asymptotic efficiency.
Describe growth of functions.
Focus on what’s important by abstracting away low-order
terms and constant factors.
How we indicate running times of algorithms.
A way to compare “sizes” of functions:
O corresponds to ≤
Ω corresponds to ≥
Θ corresponds to =
We consider only functions f , g : N → R≥0.
CS 270
Algorithms
Oliver
Kullmann
Growth of
Functions
Divide-and-
Conquer
Min-Max-
Problem
Tutorial
O-Notation
O
(
g(n)
)
is the set of all functions f (n) for which there are
positive constants c and n0 such that
f (n) ≤ cg(n) for all n ≥ n0.
cg(n)
f (n)
n
n0
g(n) is an asymptotic upper bound for f (n).
If f (n) ∈ O(g(n)), we write f (n) = O(g(n)) (we will precisely
explain this soon)
CS 270
Algorithms
Oliver
Kullmann
Growth of
Functions
Divide-and-
Conquer
Min-Max-
Problem
Tutorial
O-Notation Examples
2n2 = O(n3), with c = 1 and n0 = 2.
Example of functions in O(n2):
n2
n2 + n
n2 + 1000n
1000n2 + 1000n
Also
n
n/1000
n1.999999
n2/ lg lg lg n
CS 270
Algorithms
Oliver
Kullmann
Growth of
Functions
Divide-and-
Conquer
Min-Max-
Problem
Tutorial
Ω-Notation
Ω
(
g(n)
)
is the set of all functions f (n) for which there are
positive constants c and n0 such that
f (n) ≥ cg(n) for all n ≥ n0.
cg(n)
f (n)
n
n0
g(n) is an asymptotic lower bound for f (n).
CS 270
Algorithms
Oliver
Kullmann
Growth of
Functions
Divide-and-
Conquer
Min-Max-
Problem
Tutorial
Ω-Notation Examples
√
n = Ω(lg n), with c = 1 and n0 = 16.
Example of functions in Ω(n2):
n2
n2 + n
n2 − n
1000n2 + 1000n
1000n2 − 1000n
Also
n3
n2.0000001
n2 lg lg lg n
22
n
CS 270
Algorithms
Oliver
Kullmann
Growth of
Functions
Divide-and-
Conquer
Min-Max-
Problem
Tutorial
Θ-Notation
Θ
(
g(n)
)
is the set of all functions f (n) for which there are
positive constants c1, c2 and n0 such that
c1g(n) ≤ f (n) ≤ c2g(n) for all n ≥ n0.
c2g(n)
c1g(n)
f (n)
n
n0
g(n) is an asymptotic tight bound for f (n).
CS 270
Algorithms
Oliver
Kullmann
Growth of
Functions
Divide-and-
Conquer
Min-Max-
Problem
Tutorial
Θ-Notation (cont’d)
E.
The document provides an agenda for a math class on Wednesday including homework assignments and topics to be covered. It defines inductive reasoning and arithmetic sequences. It gives examples of finding the common difference of arithmetic sequences and using the formula to find specific terms in a sequence.
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The document contains a math lesson on dividing integers with examples and practice problems. It includes rules for dividing positive and negative numbers and examples of finding the quotient and mean. Students are provided practice problems to divide integers and find the mean of data sets. The homework assigned is problems 1-17 and 38-41 from page 79, with some answers containing decimals to be rounded to two decimal places.
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* Write the terms of a sequence defined by a recursive formula.
* Use factorial notation.
The document is about algebra and solving equations. It discusses the history and importance of equations, defines key terms like solutions and sets of solutions. It also provides examples of solving different types of equations step-by-step, including linear equations, quadratic equations through factoring, completing the square, and the quadratic formula. The document emphasizes that solving equations involves finding the value(s) of the variable that satisfy the equality.
This document defines sequences and series and provides examples of how to write terms of sequences and evaluate partial sums of series. It discusses writing sequences as functions with the natural numbers as the domain and the term values as the range. Examples are provided of finding the next term in a sequence and using Desmos to list terms. The document also defines convergent and divergent sequences, introduces summation notation for writing series, and provides properties and rules for manipulating summations including evaluating finite series.
The document is a lesson on solving linear equations through addition and subtraction transformations. It introduces linear equations and the concept of equivalent equations. It provides examples of adding and subtracting different values to equations to isolate the variable, including modeling word problems as equations. Students are directed to practice problems on pages 119 involving setting up and solving equations through transformations and checking their work.
Similar to GMAT Diagnostic Test Q2 - Problem Solving - Number Properties : Indices (20)
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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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.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
20. Which will have the least value?
A.
1
5
𝑛
B. 2-n C. 10-2n D. 4
𝑛
2 E. (0.05)-n
21. Which will have the least value?
A.
1
5
𝑛
B. 2-n C. 10-2n D. 4
𝑛
2 E. (0.05)-n
All of the answer choices have an ‘n’ term in their index.
22. Which will have the least value?
Step 1: To make comparison meaningful rewrite all expressions to have the same power
A.
1
5
𝑛
B. 2-n C. 10-2n D. 4
𝑛
2 E. (0.05)-n
All of the answer choices have an ‘n’ term in their index.
23. Which will have the least value?
Step 1: To make comparison meaningful rewrite all expressions to have the same power
A.
1
5
𝑛
B. 2-n C. 10-2n D. 4
𝑛
2 E. (0.05)-n
All of the answer choices have an ‘n’ term in their index.
1
5
𝑛
A.
24. Which will have the least value?
Step 1: To make comparison meaningful rewrite all expressions to have the same power
A.
1
5
𝑛
B. 2-n C. 10-2n D. 4
𝑛
2 E. (0.05)-n
All of the answer choices have an ‘n’ term in their index.
1
5
𝑛
The power is ‘n’. So, nothing needs to be doneA.
25. Which will have the least value?
Step 1: To make comparison meaningful rewrite all expressions to have the same power
A.
1
5
𝑛
B. 2-n C. 10-2n D. 4
𝑛
2 E. (0.05)-n
All of the answer choices have an ‘n’ term in their index.
1
5
𝑛
The power is ‘n’. So, nothing needs to be done
B. 2-n
A.
26. Which will have the least value?
Step 1: To make comparison meaningful rewrite all expressions to have the same power
A.
1
5
𝑛
B. 2-n C. 10-2n D. 4
𝑛
2 E. (0.05)-n
All of the answer choices have an ‘n’ term in their index.
1
5
𝑛
The power is ‘n’. So, nothing needs to be done
B. 2-n Rule: 𝑎−𝑥 =
1
𝑎 𝑥 .
A.
27. Which will have the least value?
Step 1: To make comparison meaningful rewrite all expressions to have the same power
A.
1
5
𝑛
B. 2-n C. 10-2n D. 4
𝑛
2 E. (0.05)-n
All of the answer choices have an ‘n’ term in their index.
1
5
𝑛
The power is ‘n’. So, nothing needs to be done
B. 2-n Rule: 𝑎−𝑥 =
1
𝑎 𝑥 . So, 2−𝑛
=
1
2 𝑛 =
1
2
𝑛
A.
28. Which will have the least value?
Step 1: To make comparison meaningful rewrite all expressions to have the same power
A.
1
5
𝑛
B. 2-n C. 10-2n D. 4
𝑛
2 E. (0.05)-n
All of the answer choices have an ‘n’ term in their index.
1
5
𝑛
The power is ‘n’. So, nothing needs to be done
B. 2-n Rule: 𝑎−𝑥 =
1
𝑎 𝑥 . So, 2−𝑛
=
1
2 𝑛 =
1
2
𝑛
C. 10-2n
A.
29. Which will have the least value?
Step 1: To make comparison meaningful rewrite all expressions to have the same power
A.
1
5
𝑛
B. 2-n C. 10-2n D. 4
𝑛
2 E. (0.05)-n
All of the answer choices have an ‘n’ term in their index.
1
5
𝑛
The power is ‘n’. So, nothing needs to be done
B. 2-n Rule: 𝑎−𝑥 =
1
𝑎 𝑥 . So, 2−𝑛
=
1
2 𝑛 =
1
2
𝑛
C. 10-2n Rule: 𝑎−𝑥
=
1
𝑎 𝑥 .
A.
30. Which will have the least value?
Step 1: To make comparison meaningful rewrite all expressions to have the same power
A.
1
5
𝑛
B. 2-n C. 10-2n D. 4
𝑛
2 E. (0.05)-n
All of the answer choices have an ‘n’ term in their index.
1
5
𝑛
The power is ‘n’. So, nothing needs to be done
B. 2-n Rule: 𝑎−𝑥 =
1
𝑎 𝑥 . So, 2−𝑛
=
1
2 𝑛 =
1
2
𝑛
C. 10-2n Rule: 𝑎−𝑥
=
1
𝑎 𝑥 . So, 10−2𝑛 =
1
102𝑛 =
1
102
𝑛
.
A.
31. Which will have the least value?
Step 1: To make comparison meaningful rewrite all expressions to have the same power
A.
1
5
𝑛
B. 2-n C. 10-2n D. 4
𝑛
2 E. (0.05)-n
All of the answer choices have an ‘n’ term in their index.
1
5
𝑛
The power is ‘n’. So, nothing needs to be done
B. 2-n Rule: 𝑎−𝑥 =
1
𝑎 𝑥 . So, 2−𝑛
=
1
2 𝑛 =
1
2
𝑛
C. 10-2n Rule: 𝑎−𝑥
=
1
𝑎 𝑥 . So, 10−2𝑛 =
1
102𝑛 =
1
102
𝑛
. Which is
1
100
𝑛
A.
32. Which will have the least value?
Step 1: To make comparison meaningful rewrite all expressions to have the same power
A.
1
5
𝑛
B. 2-n C. 10-2n D. 4
𝑛
2 E. (0.05)-n
All of the answer choices have an ‘n’ term in their index.
1
5
𝑛
The power is ‘n’. So, nothing needs to be done
B. 2-n Rule: 𝑎−𝑥 =
1
𝑎 𝑥 . So, 2−𝑛
=
1
2 𝑛 =
1
2
𝑛
C. 10-2n Rule: 𝑎−𝑥
=
1
𝑎 𝑥 . So, 10−2𝑛 =
1
102𝑛 =
1
102
𝑛
. Which is
1
100
𝑛
A.
D. 4
𝑛
2
33. Which will have the least value?
Step 1: To make comparison meaningful rewrite all expressions to have the same power
A.
1
5
𝑛
B. 2-n C. 10-2n D. 4
𝑛
2 E. (0.05)-n
All of the answer choices have an ‘n’ term in their index.
1
5
𝑛
The power is ‘n’. So, nothing needs to be done
B. 2-n Rule: 𝑎−𝑥 =
1
𝑎 𝑥 . So, 2−𝑛
=
1
2 𝑛 =
1
2
𝑛
C. 10-2n Rule: 𝑎−𝑥
=
1
𝑎 𝑥 . So, 10−2𝑛 =
1
102𝑛 =
1
102
𝑛
. Which is
1
100
𝑛
A.
D. 4
𝑛
2 Rule: 𝑎 𝑥
1
𝑦 = 𝑎
𝑥
𝑦 =
𝑦
𝑎 𝑥.
34. Which will have the least value?
Step 1: To make comparison meaningful rewrite all expressions to have the same power
A.
1
5
𝑛
B. 2-n C. 10-2n D. 4
𝑛
2 E. (0.05)-n
All of the answer choices have an ‘n’ term in their index.
1
5
𝑛
The power is ‘n’. So, nothing needs to be done
B. 2-n Rule: 𝑎−𝑥 =
1
𝑎 𝑥 . So, 2−𝑛
=
1
2 𝑛 =
1
2
𝑛
C. 10-2n Rule: 𝑎−𝑥
=
1
𝑎 𝑥 . So, 10−2𝑛 =
1
102𝑛 =
1
102
𝑛
. Which is
1
100
𝑛
A.
D. 4
𝑛
2 Rule: 𝑎 𝑥
1
𝑦 = 𝑎
𝑥
𝑦 =
𝑦
𝑎 𝑥. So, 4
𝑛
2 =
2
4
𝑛
= 2 𝑛
35. Which will have the least value?
Step 1: To make comparison meaningful rewrite all expressions to have the same power
A.
1
5
𝑛
B. 2-n C. 10-2n D. 4
𝑛
2 E. (0.05)-n
All of the answer choices have an ‘n’ term in their index.
1
5
𝑛
The power is ‘n’. So, nothing needs to be done
B. 2-n Rule: 𝑎−𝑥 =
1
𝑎 𝑥 . So, 2−𝑛
=
1
2 𝑛 =
1
2
𝑛
C. 10-2n Rule: 𝑎−𝑥
=
1
𝑎 𝑥 . So, 10−2𝑛 =
1
102𝑛 =
1
102
𝑛
. Which is
1
100
𝑛
A.
D. 4
𝑛
2 Rule: 𝑎 𝑥
1
𝑦 = 𝑎
𝑥
𝑦 =
𝑦
𝑎 𝑥. So, 4
𝑛
2 =
2
4
𝑛
= 2 𝑛
E. (0.05)-n
36. Which will have the least value?
Step 1: To make comparison meaningful rewrite all expressions to have the same power
A.
1
5
𝑛
B. 2-n C. 10-2n D. 4
𝑛
2 E. (0.05)-n
All of the answer choices have an ‘n’ term in their index.
1
5
𝑛
The power is ‘n’. So, nothing needs to be done
B. 2-n Rule: 𝑎−𝑥 =
1
𝑎 𝑥 . So, 2−𝑛
=
1
2 𝑛 =
1
2
𝑛
C. 10-2n Rule: 𝑎−𝑥
=
1
𝑎 𝑥 . So, 10−2𝑛 =
1
102𝑛 =
1
102
𝑛
. Which is
1
100
𝑛
A.
D. 4
𝑛
2 Rule: 𝑎 𝑥
1
𝑦 = 𝑎
𝑥
𝑦 =
𝑦
𝑎 𝑥. So, 4
𝑛
2 =
2
4
𝑛
= 2 𝑛
E. (0.05)-n =
5
100
−𝑛
37. Which will have the least value?
Step 1: To make comparison meaningful rewrite all expressions to have the same power
A.
1
5
𝑛
B. 2-n C. 10-2n D. 4
𝑛
2 E. (0.05)-n
All of the answer choices have an ‘n’ term in their index.
1
5
𝑛
The power is ‘n’. So, nothing needs to be done
B. 2-n Rule: 𝑎−𝑥 =
1
𝑎 𝑥 . So, 2−𝑛
=
1
2 𝑛 =
1
2
𝑛
C. 10-2n Rule: 𝑎−𝑥
=
1
𝑎 𝑥 . So, 10−2𝑛 =
1
102𝑛 =
1
102
𝑛
. Which is
1
100
𝑛
A.
D. 4
𝑛
2 Rule: 𝑎 𝑥
1
𝑦 = 𝑎
𝑥
𝑦 =
𝑦
𝑎 𝑥. So, 4
𝑛
2 =
2
4
𝑛
= 2 𝑛
E. (0.05)-n =
5
100
−𝑛
=
1
20
−𝑛
.
38. Which will have the least value?
Step 1: To make comparison meaningful rewrite all expressions to have the same power
A.
1
5
𝑛
B. 2-n C. 10-2n D. 4
𝑛
2 E. (0.05)-n
All of the answer choices have an ‘n’ term in their index.
1
5
𝑛
The power is ‘n’. So, nothing needs to be done
B. 2-n Rule: 𝑎−𝑥 =
1
𝑎 𝑥 . So, 2−𝑛
=
1
2 𝑛 =
1
2
𝑛
C. 10-2n Rule: 𝑎−𝑥
=
1
𝑎 𝑥 . So, 10−2𝑛 =
1
102𝑛 =
1
102
𝑛
. Which is
1
100
𝑛
A.
D. 4
𝑛
2 Rule: 𝑎 𝑥
1
𝑦 = 𝑎
𝑥
𝑦 =
𝑦
𝑎 𝑥. So, 4
𝑛
2 =
2
4
𝑛
= 2 𝑛
E. (0.05)-n =
5
100
−𝑛
=
1
20
−𝑛
. Rule: 𝑎−𝑥 =
1
𝑎 𝑥 .
39. Which will have the least value?
Step 1: To make comparison meaningful rewrite all expressions to have the same power
A.
1
5
𝑛
B. 2-n C. 10-2n D. 4
𝑛
2 E. (0.05)-n
All of the answer choices have an ‘n’ term in their index.
1
5
𝑛
The power is ‘n’. So, nothing needs to be done
B. 2-n Rule: 𝑎−𝑥 =
1
𝑎 𝑥 . So, 2−𝑛
=
1
2 𝑛 =
1
2
𝑛
C. 10-2n Rule: 𝑎−𝑥
=
1
𝑎 𝑥 . So, 10−2𝑛 =
1
102𝑛 =
1
102
𝑛
. Which is
1
100
𝑛
A.
D. 4
𝑛
2 Rule: 𝑎 𝑥
1
𝑦 = 𝑎
𝑥
𝑦 =
𝑦
𝑎 𝑥. So, 4
𝑛
2 =
2
4
𝑛
= 2 𝑛
E. (0.05)-n =
5
100
−𝑛
=
1
20
−𝑛
. Rule: 𝑎−𝑥 =
1
𝑎 𝑥 . So,
1
20
−𝑛
= 20n
40. Which will have the least value?
A.
1
5
𝑛
B. 2-n C. 10-2n D. 4
𝑛
2 E. (0.05)-n
41. Step 2: Now that we have expressed all choices to power ‘n’, just compare the bases
Which will have the least value?
A.
1
5
𝑛
B. 2-n C. 10-2n D. 4
𝑛
2 E. (0.05)-n
42. Step 2: Now that we have expressed all choices to power ‘n’, just compare the bases
Which will have the least value?
A.
1
5
𝑛
B. 2-n C. 10-2n D. 4
𝑛
2 E. (0.05)-n
Listing down only the bases for all 5 choices
43. Step 2: Now that we have expressed all choices to power ‘n’, just compare the bases
Which will have the least value?
A.
1
5
𝑛
B. 2-n C. 10-2n D. 4
𝑛
2 E. (0.05)-n
Listing down only the bases for all 5 choices
A.
1
5
B.
1
2
C.
1
100
D. 2 E. 20
44. Step 2: Now that we have expressed all choices to power ‘n’, just compare the bases
Which will have the least value?
A.
1
5
𝑛
B. 2-n C. 10-2n D. 4
𝑛
2 E. (0.05)-n
Listing down only the bases for all 5 choices
A.
1
5
B.
1
2
C.
1
100
D. 2 E. 20
Of the 5 choices, the smallest number is
1
100
45. Step 2: Now that we have expressed all choices to power ‘n’, just compare the bases
Which will have the least value?
A.
1
5
𝑛
B. 2-n C. 10-2n D. 4
𝑛
2 E. (0.05)-n
Listing down only the bases for all 5 choices
A.
1
5
B.
1
2
C.
1
100
D. 2 E. 20
Of the 5 choices, the smallest number is
1
100
10-2n is the least value
46. Step 2: Now that we have expressed all choices to power ‘n’, just compare the bases
Which will have the least value?
A.
1
5
𝑛
B. 2-n C. 10-2n D. 4
𝑛
2 E. (0.05)-n
Listing down only the bases for all 5 choices
A.
1
5
B.
1
2
C.
1
100
D. 2 E. 20
Of the 5 choices, the smallest number is
1
100
Choices C is the answer.
10-2n is the least value
47. For more questions
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