Here are the steps to find the trigonometric functions of the given special right triangle angles:
1. sin(π/6) = 1/2
The angle π/6 is one of the angles in a 30-60-90 right triangle. We know that in a 30-60-90 triangle, the ratio of the sides opposite the 30°, 60°, and 90° angles are 1:√3:2. Therefore, the ratio of the side opposite the π/6 = 30° angle to the hypotenuse is 1/2.
2. tan(π/4) = 1
The angle π/4 is one of the angles in a 45-45-90
This document contains a tutorial on hyperbolic functions and inverse hyperbolic functions with various examples and exercises to evaluate. It begins by defining hyperbolic functions like sinh, cosh, tanh and evaluating expressions in terms of them. It then covers identities involving hyperbolic functions, using them to solve equations, and expressing hyperbolic functions in terms of exponents. The document also explores inverse hyperbolic functions, expressing them in terms of logarithms, and evaluating inverse function expressions. Finally, it covers inverse trigonometric functions, evaluating expressions and solving equations involving inverse trig and hyperbolic functions.
The document summarizes the Fundamental Theorem of Calculus, which establishes a connection between computing integrals (areas under curves) and computing derivatives. It shows that if f is continuous on an interval [a,b] and F is defined by integrating f, then F' = f. Graphs and examples are provided to justify this theorem geometrically and demonstrate its applications to computing derivatives and integrals.
This document provides a summary of key concepts in algebra, geometry, trigonometry and their definitions. It includes formulas and properties for lines, polynomials, exponents, trig functions, triangles, circles, spheres, cones, cylinders, distance and the quadratic formula. Key topics covered are factoring, binomials, slope-intercept form, trig ratios, trig identities, trig reciprocals and the Pythagorean identities.
The document discusses the trace-method for visualizing quadric surfaces. A trace is the intersection of a surface with a plane. For a given surface S, traces parallel to the coordinate planes reveal the shape of S. Specifically, the intersection of S with planes where x=c, y=c, or z=c produce traces perpendicular to the respective axes. The traces of quadric surfaces are conic sections, such as ellipses or circles, which can be used to sketch the overall surface shape.
The document discusses 3D coordinate systems. It explains that a z-axis is added perpendicular to the x- and y-axes to form a 3D coordinate system. There are two ways to orient the z-axis, known as the right-hand system and left-hand system. Every point in 3D space can be located using an ordered triple (x, y, z). The document also discusses the three coordinate planes and provides an example of sketching the graph of an equation in 3D space.
The document contains 20 multiple choice questions from an exam for the Brazilian Naval Academy in 2016. The questions cover topics such as systems of equations, probability, geometry, limits, integrals, and other calculus and math concepts.
The document explores different types of conic sections, including ellipses, hyperbolas, circles, and parabolas. It shows how to use completing the square to rewrite general form conic equations into standard form equations for each type. The values of coefficients A, B, C, D, E determine whether the conic is an ellipse, hyperbola, circle, or may degenerate into a line or point. When B is not equal to 0, polar coordinates can be used to graph the conic section.
The document discusses partial derivatives. It defines a partial derivative as the slope of a curve intersecting a surface at a point, where the curve is obtained by fixing one of the variables in the surface equation. The partial derivative with respect to x is the slope of the curve intersecting when y is fixed, and vice versa for the partial derivative with respect to y. Examples are provided to demonstrate calculating partial derivatives algebraically and finding equations of tangent lines using partial derivatives.
This document contains a tutorial on hyperbolic functions and inverse hyperbolic functions with various examples and exercises to evaluate. It begins by defining hyperbolic functions like sinh, cosh, tanh and evaluating expressions in terms of them. It then covers identities involving hyperbolic functions, using them to solve equations, and expressing hyperbolic functions in terms of exponents. The document also explores inverse hyperbolic functions, expressing them in terms of logarithms, and evaluating inverse function expressions. Finally, it covers inverse trigonometric functions, evaluating expressions and solving equations involving inverse trig and hyperbolic functions.
The document summarizes the Fundamental Theorem of Calculus, which establishes a connection between computing integrals (areas under curves) and computing derivatives. It shows that if f is continuous on an interval [a,b] and F is defined by integrating f, then F' = f. Graphs and examples are provided to justify this theorem geometrically and demonstrate its applications to computing derivatives and integrals.
This document provides a summary of key concepts in algebra, geometry, trigonometry and their definitions. It includes formulas and properties for lines, polynomials, exponents, trig functions, triangles, circles, spheres, cones, cylinders, distance and the quadratic formula. Key topics covered are factoring, binomials, slope-intercept form, trig ratios, trig identities, trig reciprocals and the Pythagorean identities.
The document discusses the trace-method for visualizing quadric surfaces. A trace is the intersection of a surface with a plane. For a given surface S, traces parallel to the coordinate planes reveal the shape of S. Specifically, the intersection of S with planes where x=c, y=c, or z=c produce traces perpendicular to the respective axes. The traces of quadric surfaces are conic sections, such as ellipses or circles, which can be used to sketch the overall surface shape.
The document discusses 3D coordinate systems. It explains that a z-axis is added perpendicular to the x- and y-axes to form a 3D coordinate system. There are two ways to orient the z-axis, known as the right-hand system and left-hand system. Every point in 3D space can be located using an ordered triple (x, y, z). The document also discusses the three coordinate planes and provides an example of sketching the graph of an equation in 3D space.
The document contains 20 multiple choice questions from an exam for the Brazilian Naval Academy in 2016. The questions cover topics such as systems of equations, probability, geometry, limits, integrals, and other calculus and math concepts.
The document explores different types of conic sections, including ellipses, hyperbolas, circles, and parabolas. It shows how to use completing the square to rewrite general form conic equations into standard form equations for each type. The values of coefficients A, B, C, D, E determine whether the conic is an ellipse, hyperbola, circle, or may degenerate into a line or point. When B is not equal to 0, polar coordinates can be used to graph the conic section.
The document discusses partial derivatives. It defines a partial derivative as the slope of a curve intersecting a surface at a point, where the curve is obtained by fixing one of the variables in the surface equation. The partial derivative with respect to x is the slope of the curve intersecting when y is fixed, and vice versa for the partial derivative with respect to y. Examples are provided to demonstrate calculating partial derivatives algebraically and finding equations of tangent lines using partial derivatives.
The document discusses quadratic functions and their graphs known as parabolas. It provides examples of graphing quadratic functions and finding key features such as the vertex, axis of symmetry, and x-intercepts. Specifically, it explains that the graph of a quadratic function f(x) = ax^2 + bx + c is a parabola. The leading coefficient a determines whether the parabola opens upward or downward, and the vertex is located at (-b/2a, f(-b/2a)). Examples are given to demonstrate how to graph quadratic functions and find the vertex and intercepts.
The document discusses tangent planes to surfaces. A surface is differentiable at a point if it is smooth and has a well-defined tangent plane at that point. The tangent plane approximates the surface near the point of tangency. To find the equation of the tangent plane, we calculate the partial derivatives of the surface function at the point to determine the slopes in the x- and y-directions. These slopes and the point define vectors in the tangent plane, and their cross product gives the normal vector. The equation of the tangent plane is then (z - c) = M(x - a) + L(y - b), where M and L are the partial derivatives and (a, b, c) is the
The document discusses three forms of quadratic functions: standard form f(x)=ax^2+bx+c, vertex form f(x)=a(x-h)^2+k, and intercept form f(x)=a(x-p)(x-q). For each form, it provides the key characteristics: for standard form the vertex is (-b/2a, f(-b/2a)) and the y-intercept is c; for vertex form the vertex is (h,k); and for intercept form the x-intercepts are (p,0) and (q,0) and the y-intercept is apq. It also gives instructions for graphing each form of quadratic function
Quadratic functions are functions that can be described by an equation in the form f(x)=ax^2+bx+c. Examples of quadratic functions include f(x) = -2x^2 + x - 1 and f(x) = x^2 + 3x + 2. Quadratic equations were used to describe the orbits of planets around the sun and allow observation of planetary motion. Structural engineers also use quadratic equations to design tall skyscrapers.
This document contains a practice test with multiple choice and written response questions about transformations of graphs of functions. Some key questions ask students to:
1) Identify which statement about transforming a graph is false.
2) Determine if reflecting a function's graph in the y-axis will produce its inverse.
3) Write equations of functions after transformations like translations, stretches, and reflections.
4) Sketch and describe transformations of a graph to satisfy a given equation.
5) Determine the domain and range of a transformed function.
6) Find the inverse of a function and restrict its domain to make the inverse a function.
The document discusses the First Isomorphism Theorem from group theory. It states that if f is a homomorphism from group G to group H with image Im(f) and kernel ker(f), then the quotient group G/ker(f) is isomorphic to the image Im(f).
As an example, it describes the complex numbers C* under multiplication as a group, and the function P that maps each element to its squared absolute value. P is a homomorphism with kernel equal to the unit circle. The quotient group C*/ker(P) is shown to be isomorphic to the positive real numbers under multiplication.
The document discusses equations of planes in 3D space. It introduces the point-normal form of a plane equation: A(x-r) + B(y-s) + C(z-t) = 0, where <A,B,C> is a normal vector to the plane and <r,s,t> is a point on the plane. This equation is analogous to the point-slope form for a line, and can be derived by setting the dot product of the normal vector and a position vector from the point <r,s,t> to a generic point <x,y,z> on the plane equal to zero.
This document contains two problems about hyperbolas:
[1] It gives the vertices and foci of a hyperbola and asks to find the standard form equation. The vertices are (±2, 0) and the foci are (±3, 0). The standard form equation is calculated to be x^2/4 - y^2/5 = 1.
[2] It gives the vertices and asymptotes of another hyperbola and asks to find the equation and foci. The vertices are (0, ±4) and the asymptotes are y = ±4x. The standard form equation is calculated to be y^2/16 - x^2 = 1, and the
The document discusses properties of prisms including their definition as a polyhedron with two parallel and congruent bases. It defines the volume of a prism as the area of the base multiplied by the height. Specifically, the volume of a right rectangular prism is given by the formula Volume = Area of Base x Height. Examples are given to calculate volumes of various prisms including rectangular and triangular prisms.
This document provides 15 important questions on vector calculus concepts including directional derivatives, unit normals, solenoidal and irrotational vectors, and verification problems for Gauss's divergence theorem, Green's theorem, and Stokes' theorem. Example problems include finding directional derivatives, unit normals, determining if a vector is solenoidal or irrotational, evaluating line integrals, and verifying the vector calculus theorems for different bounding shapes and regions.
The document contains 8 math problems from a university entrance exam in Brazil (Fuvest).
Problem 1 involves finding the possible values of x in an arithmetic progression and calculating the sum of the first 100 terms using the smallest value of x.
Problem 2 involves graphing a piecewise defined function f over several intervals, finding the area under the graph over two intervals, and determining the value of f(4).
Problem 3 involves counting the number of ways to separate 16 children into 4 groups under certain constraints and calculating a probability involving the chances of boys and girls winning a tournament.
The remaining problems involve calculating volumes, lengths, areas, polynomials, and trigonometric functions.
The document describes Lagrange multipliers, which are used to find the extrema (maximum and minimum points) of a function subject to a constraint. Specifically:
1) A function z=f(x,y) defines a surface, and an equation g(x,y)=0 defines a curve on the xy-plane.
2) The points where this curve intersects the surface form a "trail".
3) The extrema on this trail occur where the gradients of the surface and constraint are parallel (or equivalently where their normals are parallel), allowing the use of Lagrange multipliers to solve the constrained optimization problem.
This document summarizes several integration techniques including the fundamental theorem of calculus, substitution, integration by parts, trigonometric integrals, partial fractions, and approximate integration. It explains that the fundamental theorem relates antiderivatives to definite integrals, substitution allows integrals with functions of functions to be evaluated, and integration by parts and partial fractions are used to decompose integrals that cannot be directly evaluated. Trigonometric integrals may use trigonometric substitutions or identities while approximate integration provides numerical approximations.
The document discusses quadratic functions and how to graph them. It defines a quadratic function as a function of the form f(x) = ax^2 + bx + c, where a ≠ 0. It explains that the graph of such a function is a parabola, and provides steps to find characteristics of the parabola like the vertex, axis of symmetry, x-intercepts, and y-intercept in order to graph the function. Examples are included to demonstrate applying these steps to graph specific quadratic functions.
This document discusses solving radical equations by determining the roots algebraically and finding the x-intercepts graphically. It provides two examples of solving radical equations by first determining the roots of the equation algebraically and then finding the x-intercepts by graphing the equation. The document notes that the roots of a radical equation are the same as the x-intercepts of its graph.
This document discusses solving radical equations by determining the roots algebraically and finding the x-intercepts graphically. It provides two examples of solving radical equations by first determining the roots of the equation algebraically and then finding the x-intercepts by graphing the equation. The document notes that the roots of a radical equation are the same as the x-intercepts of its graph.
The document discusses 3D coordinate systems. It explains that a 3D coordinate system adds a z-axis perpendicular to the x and y axes. There are two ways to add the z-axis, resulting in either a right-hand or left-hand system. The right-hand system is used in math and science, while the left-hand system is used in computer graphics. Points in 3D space are identified by ordered triples (x,y,z). Basic graphs in 3D include planes defined by constant equations like x=k, as well as linear equations that define planes.
The document is a worksheet for a unit 5 bingo game that provides questions to answer that would complete rows in a bingo card. It includes 45 questions ranging from evaluating expressions, finding coordinates, determining lengths and properties of triangles. The questions cover a variety of geometry topics being studied in unit 5.
The document discusses the standard form of an equation for a line (Ax + By = C) and proves that any equation in this form represents a line. It provides examples of identifying the slope and y-intercept of lines written in standard form, and notes some advantages of the standard form over the slope-intercept form, such as being able to represent vertical lines. The document concludes by assigning homework problems related to graphing and working with lines in standard form.
1. The document contains practice problems about finding unknown angle measures in diagrams with circles and tangent lines. There are multiple exercises with 10 problems each, focusing on using properties of tangents, radii, and angles to find values like x, y, or other angle measures.
2. Key concepts covered include common tangents to multiple circles, relationships between an angle at the circumference and the angle inscribed by the tangent, and using properties of circles like diameters.
3. Students must apply properties of circles and tangents to analyze the geometric diagrams and choose the correct measure for variables like x, y, or an angle based on the information given.
The document contains a graph of the sine function over one period from 0 to 2π. It shows the key properties of the sine function:
- Domain is all real numbers
- Range is between -1 and 1
- It is periodic with a period of 2π
- It crosses the x-axis at 0, π, and 2π
- It has maximum value of 1 half a period from the x-axis crossings and minimum value of -1 a quarter period from the crossings.
The document provides examples and explanations of trigonometric functions including sine, cosine, and tangent. It defines the amplitude and period of trigonometric functions and discusses how to sketch graphs of basic trig functions as well as those with phase shifts. It also gives examples of solving trigonometric equations and finding the amplitude, period, and phase shift of various functions.
The document discusses quadratic functions and their graphs known as parabolas. It provides examples of graphing quadratic functions and finding key features such as the vertex, axis of symmetry, and x-intercepts. Specifically, it explains that the graph of a quadratic function f(x) = ax^2 + bx + c is a parabola. The leading coefficient a determines whether the parabola opens upward or downward, and the vertex is located at (-b/2a, f(-b/2a)). Examples are given to demonstrate how to graph quadratic functions and find the vertex and intercepts.
The document discusses tangent planes to surfaces. A surface is differentiable at a point if it is smooth and has a well-defined tangent plane at that point. The tangent plane approximates the surface near the point of tangency. To find the equation of the tangent plane, we calculate the partial derivatives of the surface function at the point to determine the slopes in the x- and y-directions. These slopes and the point define vectors in the tangent plane, and their cross product gives the normal vector. The equation of the tangent plane is then (z - c) = M(x - a) + L(y - b), where M and L are the partial derivatives and (a, b, c) is the
The document discusses three forms of quadratic functions: standard form f(x)=ax^2+bx+c, vertex form f(x)=a(x-h)^2+k, and intercept form f(x)=a(x-p)(x-q). For each form, it provides the key characteristics: for standard form the vertex is (-b/2a, f(-b/2a)) and the y-intercept is c; for vertex form the vertex is (h,k); and for intercept form the x-intercepts are (p,0) and (q,0) and the y-intercept is apq. It also gives instructions for graphing each form of quadratic function
Quadratic functions are functions that can be described by an equation in the form f(x)=ax^2+bx+c. Examples of quadratic functions include f(x) = -2x^2 + x - 1 and f(x) = x^2 + 3x + 2. Quadratic equations were used to describe the orbits of planets around the sun and allow observation of planetary motion. Structural engineers also use quadratic equations to design tall skyscrapers.
This document contains a practice test with multiple choice and written response questions about transformations of graphs of functions. Some key questions ask students to:
1) Identify which statement about transforming a graph is false.
2) Determine if reflecting a function's graph in the y-axis will produce its inverse.
3) Write equations of functions after transformations like translations, stretches, and reflections.
4) Sketch and describe transformations of a graph to satisfy a given equation.
5) Determine the domain and range of a transformed function.
6) Find the inverse of a function and restrict its domain to make the inverse a function.
The document discusses the First Isomorphism Theorem from group theory. It states that if f is a homomorphism from group G to group H with image Im(f) and kernel ker(f), then the quotient group G/ker(f) is isomorphic to the image Im(f).
As an example, it describes the complex numbers C* under multiplication as a group, and the function P that maps each element to its squared absolute value. P is a homomorphism with kernel equal to the unit circle. The quotient group C*/ker(P) is shown to be isomorphic to the positive real numbers under multiplication.
The document discusses equations of planes in 3D space. It introduces the point-normal form of a plane equation: A(x-r) + B(y-s) + C(z-t) = 0, where <A,B,C> is a normal vector to the plane and <r,s,t> is a point on the plane. This equation is analogous to the point-slope form for a line, and can be derived by setting the dot product of the normal vector and a position vector from the point <r,s,t> to a generic point <x,y,z> on the plane equal to zero.
This document contains two problems about hyperbolas:
[1] It gives the vertices and foci of a hyperbola and asks to find the standard form equation. The vertices are (±2, 0) and the foci are (±3, 0). The standard form equation is calculated to be x^2/4 - y^2/5 = 1.
[2] It gives the vertices and asymptotes of another hyperbola and asks to find the equation and foci. The vertices are (0, ±4) and the asymptotes are y = ±4x. The standard form equation is calculated to be y^2/16 - x^2 = 1, and the
The document discusses properties of prisms including their definition as a polyhedron with two parallel and congruent bases. It defines the volume of a prism as the area of the base multiplied by the height. Specifically, the volume of a right rectangular prism is given by the formula Volume = Area of Base x Height. Examples are given to calculate volumes of various prisms including rectangular and triangular prisms.
This document provides 15 important questions on vector calculus concepts including directional derivatives, unit normals, solenoidal and irrotational vectors, and verification problems for Gauss's divergence theorem, Green's theorem, and Stokes' theorem. Example problems include finding directional derivatives, unit normals, determining if a vector is solenoidal or irrotational, evaluating line integrals, and verifying the vector calculus theorems for different bounding shapes and regions.
The document contains 8 math problems from a university entrance exam in Brazil (Fuvest).
Problem 1 involves finding the possible values of x in an arithmetic progression and calculating the sum of the first 100 terms using the smallest value of x.
Problem 2 involves graphing a piecewise defined function f over several intervals, finding the area under the graph over two intervals, and determining the value of f(4).
Problem 3 involves counting the number of ways to separate 16 children into 4 groups under certain constraints and calculating a probability involving the chances of boys and girls winning a tournament.
The remaining problems involve calculating volumes, lengths, areas, polynomials, and trigonometric functions.
The document describes Lagrange multipliers, which are used to find the extrema (maximum and minimum points) of a function subject to a constraint. Specifically:
1) A function z=f(x,y) defines a surface, and an equation g(x,y)=0 defines a curve on the xy-plane.
2) The points where this curve intersects the surface form a "trail".
3) The extrema on this trail occur where the gradients of the surface and constraint are parallel (or equivalently where their normals are parallel), allowing the use of Lagrange multipliers to solve the constrained optimization problem.
This document summarizes several integration techniques including the fundamental theorem of calculus, substitution, integration by parts, trigonometric integrals, partial fractions, and approximate integration. It explains that the fundamental theorem relates antiderivatives to definite integrals, substitution allows integrals with functions of functions to be evaluated, and integration by parts and partial fractions are used to decompose integrals that cannot be directly evaluated. Trigonometric integrals may use trigonometric substitutions or identities while approximate integration provides numerical approximations.
The document discusses quadratic functions and how to graph them. It defines a quadratic function as a function of the form f(x) = ax^2 + bx + c, where a ≠ 0. It explains that the graph of such a function is a parabola, and provides steps to find characteristics of the parabola like the vertex, axis of symmetry, x-intercepts, and y-intercept in order to graph the function. Examples are included to demonstrate applying these steps to graph specific quadratic functions.
This document discusses solving radical equations by determining the roots algebraically and finding the x-intercepts graphically. It provides two examples of solving radical equations by first determining the roots of the equation algebraically and then finding the x-intercepts by graphing the equation. The document notes that the roots of a radical equation are the same as the x-intercepts of its graph.
This document discusses solving radical equations by determining the roots algebraically and finding the x-intercepts graphically. It provides two examples of solving radical equations by first determining the roots of the equation algebraically and then finding the x-intercepts by graphing the equation. The document notes that the roots of a radical equation are the same as the x-intercepts of its graph.
The document discusses 3D coordinate systems. It explains that a 3D coordinate system adds a z-axis perpendicular to the x and y axes. There are two ways to add the z-axis, resulting in either a right-hand or left-hand system. The right-hand system is used in math and science, while the left-hand system is used in computer graphics. Points in 3D space are identified by ordered triples (x,y,z). Basic graphs in 3D include planes defined by constant equations like x=k, as well as linear equations that define planes.
The document is a worksheet for a unit 5 bingo game that provides questions to answer that would complete rows in a bingo card. It includes 45 questions ranging from evaluating expressions, finding coordinates, determining lengths and properties of triangles. The questions cover a variety of geometry topics being studied in unit 5.
The document discusses the standard form of an equation for a line (Ax + By = C) and proves that any equation in this form represents a line. It provides examples of identifying the slope and y-intercept of lines written in standard form, and notes some advantages of the standard form over the slope-intercept form, such as being able to represent vertical lines. The document concludes by assigning homework problems related to graphing and working with lines in standard form.
1. The document contains practice problems about finding unknown angle measures in diagrams with circles and tangent lines. There are multiple exercises with 10 problems each, focusing on using properties of tangents, radii, and angles to find values like x, y, or other angle measures.
2. Key concepts covered include common tangents to multiple circles, relationships between an angle at the circumference and the angle inscribed by the tangent, and using properties of circles like diameters.
3. Students must apply properties of circles and tangents to analyze the geometric diagrams and choose the correct measure for variables like x, y, or an angle based on the information given.
The document contains a graph of the sine function over one period from 0 to 2π. It shows the key properties of the sine function:
- Domain is all real numbers
- Range is between -1 and 1
- It is periodic with a period of 2π
- It crosses the x-axis at 0, π, and 2π
- It has maximum value of 1 half a period from the x-axis crossings and minimum value of -1 a quarter period from the crossings.
The document provides examples and explanations of trigonometric functions including sine, cosine, and tangent. It defines the amplitude and period of trigonometric functions and discusses how to sketch graphs of basic trig functions as well as those with phase shifts. It also gives examples of solving trigonometric equations and finding the amplitude, period, and phase shift of various functions.
The document discusses finding equations to model periodic functions from graphs. It works through examples of cosine, sine and other wave functions, identifying their amplitude, period, and determining the specific equation based on those characteristics. For the first example, it is a cosine wave with amplitude 3, period 2π, so the equation is y = -3cos(x).
The document provides examples of using special right triangles to find trigonometric functions of common angles. It shows how to use the properties of 30-60-90 and 45-45-90 triangles to determine that sin(π/6) = 1/2, tan(π/4) = 1, sec(π/3) = 2√3, and sin(3π/4) = √2/2.
Third partial exam Integral Calculus EM13 - solutionsCarlos Vázquez
This document contains solutions to problems from a third partial exam. It lists 4 problems, each with a function f(x) and g(x) defined, likely algebra problems solving for where the two functions are equal.
The document discusses trigonometric identities including fundamental identities relating sine, cosine, tangent, cotangent, secant and cosecant. It provides three examples of verifying trigonometric identities: relating secant and sine to tangent; relating tangent and cotangent to their reciprocals plus 1; and relating secant, cosine and sine to tangent.
This webinar presentation discusses the benefits of owning a WSI franchise for internet marketing services. Some key points covered include:
- WSI is the largest internet marketing service provider in the world with 1,800 offices in 87 countries. It offers affordable solutions for small and medium businesses.
- As a WSI franchise owner, you can earn a high profit margin with an initial investment of $49,700 and benefit from ongoing corporate support.
- The presenter owns 50+ successful WSI franchises and discusses how franchisees on average see a 724% markup in their first 3 months of business.
- Examples are given of different types of internet marketing projects WSI franchisees can take
Greenfield foreign direct investment (FDI) showed signs of recovery in 2013, increasing 10.94% to $618.62 billion globally. Asia-Pacific remained the top destination with $184.67 billion in FDI, though China and India saw declines while Vietnam, Myanmar, and Japan saw strong growth. Western Europe was the largest source of outbound FDI at $176.4 billion, a 13% increase, while FDI from Asia-Pacific fell slightly. The recovery in FDI was driven by market-seeking investments in sectors like oil and gas, communications, and construction.
The document describes the steps to upgrade an Oracle 11.2.0.2 Grid Infrastructure cluster on Linux to version 11.2.0.3. This involves:
1. Downloading required patches
2. Performing a software-only installation of the 11.2.0.3 base software in a new GRID_HOME location
3. Applying the latest Grid Infrastructure Patch Set Update and any additional patches
4. Running scripts to upgrade the cluster to 11.2.0.3
Webinar: Leadership and Career Development for the 21st Century Information P...Lisa Chow
This document provides tips and strategies for career development for information professionals in the 21st century. It recommends connecting with colleagues, finding mentors, getting your name out through publishing and presenting, maintaining an online presence using free tools like Google and WordPress, attending events and conferences, getting involved in professional associations, keeping updated in the field, regularly updating your resume and job searching, being creative, taking initiative on projects, setting goals, and stepping outside your comfort zone. The document includes resources and encourages participants to write down career goals and next steps.
This document appears to be a collection of math problems and questions about limits, functions, and physics. It includes questions about continuity, types of discontinuities, evaluating limits, finding velocity given a position function, evaluating expressions involving functions, and determining the truth of statements involving functions and limits. The document covers a wide range of topics but does not provide full context, answers, or explanations for any individual problem.
This document outlines a presentation on using screen capture and recording tools for teaching, tutoring, and assessing. It discusses several free and paid screen capture tools like Jing, SnagIt, and Camtasia. It provides demonstrations of creating screen recordings with Jing and Voicethread projects. The presentation emphasizes how these tools can be used to create multimedia explanations and engage students through asynchronous conversations and feedback.
This document is a portfolio introduction for Annuja Jain, a photographer born in India who is passionate about photography, modeling, and acting. It provides her contact information under the brand Fotograffitti and website URL, along with two Indian phone numbers. It invites the reader to view her photography portfolio and contact her using the details on the first page.
PAETEC’s innovative equipment and software Financing Solutions are designed to help your
organization keep up – or get ahead – while staying on budget, all with one simple monthly invoice.
Wordt partner van UVS Industry Solutions. Ons netwerk bestaat uit een breed scala aan medewerkers en competenties. Deel kennis, leads wordt een sparringpartner en doe samen of individueel uitdagende projecten.
This document discusses 8 key points about educating children with Jesus. It emphasizes teaching children about God's love, spending quality time with them, setting a good example, disciplining them with patience and understanding, and praying for their spiritual growth so they can develop faith and make their own relationship with God.
This photo album contains pictures from my family vacation to Hawaii last summer. There are photos from our time at the beach, hiking in volcanoes national park, and pictures of us enjoying local cuisine. The album allows me to reminisce about our fun trip in the sun and time spent with loved ones.
This document provides instructions and examples for factoring polynomial expressions using algebra tiles. It explains how to factor trinomials by finding the greatest common factor, identifying the product of the first and last terms, making a T-table to list all factors of that product, and using the box method to group the factors. Several examples are worked through step-by-step and a multiple choice question is presented with the full solution shown. Warm-up exercises are also provided for students to practice factoring trinomial expressions.
The document provides instructions and questions for a 2 hour math exam on graphs of functions. It includes 6 questions, each with parts a) to complete a table of values, b) to graph the function, c) to find specific values from the graph, and d) to find x-values from a related equation. The answers provide the completed tables, specific values found from the graphs, and x-values satisfying the related equations.
This document contains 6 math problems involving graphing functions. Each problem has parts that involve:
1) Completing a table of values for a function.
2) Graphing the function on graph paper using given scales.
3) Finding specific values from the graph.
4) Drawing and finding values from a linear function related to the original.
The problems provide practice graphing and extracting information from graphs of quadratic, cubic, rational, and other polynomial functions. The document demonstrates how to set up and solve multi-step math word problems involving graphing functions.
This document contains 15 multiple choice and free response questions about sinusoidal functions and graphs. It tests concepts like identifying amplitude, period, phase shift, and writing equations to represent sinusoidal graphs in terms of sine and cosine. The questions progress from identifying properties of given graphs and equations to sketching graphs, writing equations to represent graphs, and applying concepts to word problems involving real-world sinusoidal situations.
This document contains 15 multiple choice and free response questions about sinusoidal functions and their graphs. Key concepts covered include:
- Identifying amplitude, period, and phase shift from graphs of sinusoidal functions
- Writing equations to represent sinusoidal graphs in terms of sine and cosine
- Sketching transformed sinusoidal graphs (shifts, stretches, reflections)
- Finding amplitude, period, phase shift, and vertical/horizontal shifts from equations
- Relating sinusoidal equations to their real world applications like a roller coaster track
The Pythagorean theorem states that for any right triangle, the square of the hypotenuse is equal to the sum of the squares of the other two sides. The document provides an example proof of the theorem using geometric shapes and explains how to use the theorem to solve for unknown sides of right triangles. It also gives examples of using the Pythagorean theorem and taking square roots to solve for variables.
The document presents two methods for finding the area of a triangle when the base is known but the perpendicular height is not:
1. Using trigonometry, it derives an expression for the height in terms of one of the angles and the base, leading to the general area formula involving the base, one side, and an opposite angle.
2. Using Pythagorean theorem applied to two triangles, it eliminates the height and derives an expression for the height solely in terms of the triangle's three sides, resulting in Heron's formula for the area.
The study guide covers precalculus topics including trigonometric functions, trigonometric identities, graphing trigonometric functions, inverse trigonometric functions, analytic geometry including lines and conic sections, matrices and determinants, polynomial and rational functions including factoring, solving equations and inequalities, and other functions. Students are instructed to use a unit circle chart for questions involving trigonometric functions. The guide contains 47 multiple part questions testing a wide range of precalculus concepts.
1) The document introduces trigonometric functions including sine, cosine, tangent, cotangent, secant and cosecant. It defines them based on angles and the coordinates of points on a unit circle.
2) Key properties of trigonometric functions are presented, including their periodicity and behavior under transformations like negation. Pythagorean identities relating sine, cosine and tangent are also proved.
3) Several examples are worked through to illustrate applying properties of trigonometric functions to solve equations and find all solutions within a given interval.
1. The document provides instructions for students to use a graphing calculator application called Nspire to explore and analyze graphs of quadratic equations.
2. Students are asked to vary the values of a, b, and c in different quadratic equations and record the shape of the graph, location of maximum/minimum points, and equation of the line of symmetry.
3. The summary explains that graphs of quadratic equations with a positive coefficient of x^2 open up and have a maximum point, while those with a negative coefficient of x^2 open down and have a minimum point. The graph is always symmetrical around the line of symmetry passing through the maximum or minimum point.
The document provides instructions on graphing parabolas using vertex form and translations. It defines the vertex form of a parabola as y = a(x - h)2 + k, where (h, k) are the coordinates of the vertex. Examples show how to find the image of a parabola under a translation Th,k and graph parabolas by hand by determining the vertex and symmetrical y-values. Steps are given to graph a parabola as finding the vertex, symmetrical values, and filling in the graph.
This document provides instructions for graphing trigonometric transformations in 3 steps: 1) Determine the a, b, c, and d values from the function's factored form. 2) Draw the median position and amplitude. 3) Determine the period and mark points to graph the wave-like function. Examples graph y=3sin(2x)-1, f(x)=sin(1/2x+1), and f(x)=2cos(3x)-2.
The document discusses how to find the original curve (primitive function) given the derivative (tangent line equation). It states that if the derivative is f'(x)=xn, then the primitive function is f(x)=(x^(n+1))/(n+1)+c. It provides examples such as if f'(x)=3x^4, then f(x)=3x^5/5+c. It also shows how to find the equation of a curve given its gradient function and a point it passes through.
This document discusses quadratic functions and their graphs. It defines a quadratic function as having the form y = ax2 + bx + c. The graph of a quadratic function is a parabola, which has a vertex (lowest or highest point) and an axis of symmetry (vertical line through the vertex). It provides examples of graphing different quadratic functions using a graphing calculator and by hand, including how to find and plot the vertex and axis of symmetry.
This document contains notes from multiple days of function lessons. It includes examples of functions in standard form and their x-intercepts and y-intercepts. It also gives practice problems finding outputs of functions like f(x) = 2x - 5 for various inputs. The notes describe setting up function stations to practice notation, the vertical line test, real-world illustrations, domains and ranges. It concludes with reminders about an upcoming quiz on functions and making up any missed work.
This document discusses generating a skewed ellipse by rotating a sphere. It defines the tilt along the up-down and left-right axes and identifies five key points along the tilted axis: the north pole, south pole, equator centerpoint, and 45 degree up centerpoint. To find the coordinates of these points, it sets up equations for the length of the tilted axis and the radius of the sphere, and solves them simultaneously. It concludes by outlining next steps to find the plane equation for the 45 degree up centerpoint and solve all equations to plot the rotated skewed ellipse.
The document provides examples of calculating the area of parallelograms using the formula for area of a parallelogram: base x height. It gives 4 examples, finding the area of parallelograms with given dimensions, the area and perimeter of a square and rhombus with sides of 3 cm and a rhombus height of 2 cm, and finding the area of an original parallelogram and its dilation with a scale factor of 3 using given vertices.
The document provides examples of calculating the area of parallelograms using the formula for area of a parallelogram: base x height. It gives 4 examples, finding the area of parallelograms with given dimensions, the area and perimeter of a square and rhombus with sides of 3 cm and a rhombus height of 2 cm, and finding the area of an original parallelogram and its dilation with a scale factor of 3 using given vertices.
This document contains a 5 page exam for the course CS-60: Foundation Course in Mathematics in Computing. The exam contains 17 multiple choice and numerical problems covering topics like algebra, calculus, matrices, and complex numbers. Students have 3 hours to complete the exam which is worth a total of 75 marks. Question 1 is compulsory, and students must attempt any 3 questions from questions 2 through 6. The use of a calculator is permitted.
The document discusses how to find the original curve (primitive function) given the derivative (tangent line equation). It states that if the derivative is f'(x)=xn, then the primitive function is f(x)=(x^(n+1))/(n+1)+c. It provides examples such as if f'(x)=3x^4, then f(x)=3x^5/5+c. It also discusses finding the equation of a curve given that it passes through a point and has a specific gradient function.
This 4 page document does not contain any text and is composed entirely of blank pages. As there is no information provided, a meaningful summary cannot be generated from the given input.
This 6-page document appears to be a multi-page PDF with no title or visible text. As the document contains no readable words or identifiable content, it is not possible to provide a meaningful summary in 3 sentences or less.
This document appears to be an untitled 10-page PDF document created with Doceri. However, the document contains no text, images or other content, as each page is blank. Therefore, the summary contains no useful information about the document's content.
This document discusses when to use the greatest common factor (GCF) or least common multiple (LCM) to solve word problems. It provides examples of GCF and LCM problems and then presents 6 sample word problems, asking the reader to identify whether each uses GCF or LCM. The document also provides the answers, identifying problems 1, 2, and 6 as GCF problems and problems 3, 4, and 5 as LCM problems. It includes additional examples of GCF and LCM word problems.
The document describes how to find the dimensions of a rectangle with the largest area that can be made from a 1 meter string. It involves:
1) Drawing a picture of the rectangle with base x;
2) Using the perimeter formula to write the height in terms of x;
3) Writing the area formula in terms of x; and
4) Setting the area formula equal to zero and solving for x to find the maximum base length.
This document discusses trigonometric limits and provides examples. It outlines important limits such as the limits of sine, cosine, and tangent as the angle approaches 0. Examples are given to demonstrate how to evaluate various trigonometric limits. The document concludes with homework problems and additional examples for practice.
The document discusses limits and examples of evaluating limits. It covers rewriting functions when the limit is an indeterminate form of 0/0. Examples are provided of evaluating limits by sketching graphs or using left and right evaluations for values close to x. Methods like algebra, graphing, or left/right evaluations are presented for determining limits.
The document provides examples of composition of functions. It gives the functions f(x) = 4 - x^2 and g(x) = sqrt(x) and calculates their composition, as well as finding the domain of each case. It then gives another example with the functions f(x) = sqrt(x) and g(x) = x^2 - 4, and again calculates their composition and domains. It provides exercises to calculate additional compositions of functions and their domains.
The document discusses limits in mathematics. It defines a limit as the intended height of a function as values get closer and closer to a given number. Examples are provided of evaluating limits, including finding limits of expressions as x approaches 1 and determining whether limits exist or are infinite. Common types of limits like one-sided limits and limits at infinity are also mentioned.
The document provides examples of functions and calculations involving functions. It gives the functions f(x) and g(x) and calculates f(x) + g(x), f(x) - g(x), and f(x)/g(x). It also finds the domain and range for each example, without graphing in one case. The document covers algebra of functions and composition of functions.
The document discusses piecewise defined functions. It defines a piecewise function as one where the function definition changes depending on the interval of x-values. It provides examples of sketching piecewise functions and finding their domains and ranges. Specifically, it gives the examples of the functions y=-2, f(x)=2x for -2<=x<=3, and g(x)=-(3/2)x+1. It also defines a piecewise function as having different expressions on various intervals.
The document reviews trigonometry concepts including the unit circle and finding trigonometric functions of special angles. It provides examples of the unit circle with coordinates marked around it and homework problems involving finding the trigonometric functions of various angles in radians and degrees. The review is intended to help remember things learned in trigonometry class.
The document provides examples and explanations of operations with fractions, including adding, subtracting, multiplying, and dividing fractions. It also explains how to rationalize the denominator of a fraction by moving a root from the bottom of a fraction to the top. Some examples of rationalizing denominators are shown. Finally, it lists some exercises involving solving equations, rationalizing denominators, and performing operations with fractions.
1. The document discusses different math topics covered on Day 3 including: solving a word problem to find two numbers given their sum and difference, using the quadratic formula, operations with fractions, and rationalizing denominators.
2. Rationalizing denominators involves moving a root such as a square root from the bottom of a fraction to the top of the fraction.
3. Examples are provided for rationalizing denominators including rationalizing (2+3)/(8-3) and (a+1)/(1+a+1).
Siguiendo el ejemplo de Darren Kuropatwa, este es el slidecast de mi keynote presentado en la reunión Jornada Educativa el 31 de julio de 2012 en el Instituto Tecnológico y de Estudios Superiores de Monterrey, Campus Central de Veracruz
Update:
Agh. Puse 31 de agosto de 2012, cuando debió haber dicho 31 de julio de 2012 :-(
Esta es la primer versión de mi keynote Tengo 10 minutos.
Es una plática, estilo Darren Kuropatwa, ya que compartiré mis experiencias con el uso de la tecnología en mis clases.
Tomé bastante del prof. Kuropatwa, como se puede ver ;-)
Update:
Agh. Puse 31 de agosto de 2012, cuando debió haber dicho 31 de julio de 2012 :-(
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Liberal Approach to the Study of Indian Politics.pdf
Week 8 - Trigonometry
1. Day 36
1. Opener
a) Draw a XY plane.
b) Draw a circle with its center at the origin.
c) Draw the following angles, in standard position:
θ = 3 2π θ = 5 3π
y y
x x
2. Day 36
1. Opener
a) Draw a XY plane.
b) Draw a circle with its center at the origin.
c) Draw the following angles, in standard position:
θ = 3 2π θ = 5 3π
y y
π
x x
3. Day 36
1. Opener
a) Draw a XY plane.
b) Draw a circle with its center at the origin.
c) Draw the following angles, in standard position:
θ = 3 2π θ = 5 3π
y y
π
x x
4. Day 36
1. Opener
a) Draw a XY plane.
b) Draw a circle with its center at the origin.
c) Draw the following angles, in standard position:
θ = 3 2π θ = 5 3π
y y
π
x x
5. Day 36
1. Opener
a) Draw a XY plane.
b) Draw a circle with its center at the origin.
c) Draw the following angles, in standard position:
θ = 3 2π θ = 5 3π
y y
π
x x
6. Day 36
1. Opener
a) Draw a XY plane.
b) Draw a circle with its center at the origin.
c) Draw the following angles, in standard position:
θ = 3 2π θ = 5 3π
y y
π
x x
7. Day 36
1. Opener
a) Draw a XY plane.
b) Draw a circle with its center at the origin.
c) Draw the following angles, in standard position:
θ = 3 2π θ = 5 3π
y y
π π
x x
8. Day 36
1. Opener
a) Draw a XY plane.
b) Draw a circle with its center at the origin.
c) Draw the following angles, in standard position:
θ = 3 2π θ = 5 3π
y y
π π
x x
9. Day 36
1. Opener
a) Draw a XY plane.
b) Draw a circle with its center at the origin.
c) Draw the following angles, in standard position:
θ = 3 2π θ = 5 3π
y y
π π
x x
10. Day 36
1. Opener
a) Draw a XY plane.
b) Draw a circle with its center at the origin.
c) Draw the following angles, in standard position:
θ = 3 2π θ = 5 3π
y y
π π
x x
11. Day 36
1. Opener
a) Draw a XY plane.
b) Draw a circle with its center at the origin.
c) Draw the following angles, in standard position:
θ = 3 2π θ = 5 3π
y y
π π
x x
12. Day 36
1. Opener
a) Draw a XY plane.
b) Draw a circle with its center at the origin.
c) Draw the following angles, in standard position:
θ = 3 2π θ = 5 3π
y y
π π
x x
13. Day 36
2. Class Work
a) Find someone to work with.
b) You’ll be working in pairs.
c) Sketch the given angles in a plane like the one below.
15. Day 38
1. Opener
1. Sketch the following angles in the given circle:
2. Solve the following operations:
16. Conjecture #1:
hypotenuse
Pythagorean Theorem
The sum of the squares of the legs of a right
triangle equals the square of the hypotenuse.
legs
17. 2. Pythagorean Investigation
Conjecture #1:
hypotenuse
Pythagorean Theorem
The sum of the squares of the legs of a right
triangle equals the square of the hypotenuse.
legs
18. 2. Pythagorean Investigation
Conjecture #1:
hypotenuse
Pythagorean Theorem
The sum of the squares of the legs of a right
triangle equals the square of the hypotenuse.
legs
19. 2. Pythagorean Investigation
Conjecture #1:
hypotenuse
Pythagorean Theorem
The sum of the squares of the legs of a right
triangle equals the square of the hypotenuse.
legs
20. 2. Pythagorean Investigation
Conjecture #1:
c
Pythagorean Theorem
The sum of the squares of the legs of a right
triangle equals the square of the hypotenuse.
a
b
21. 2. Pythagorean Investigation the law of cosines
change this to c2 = a2 + b2 in anticipation of
Conjecture #1:
c
Pythagorean Theorem
The sum of the squares of the legs of a right
triangle equals the square of the hypotenuse.
a
b
22. 2. Pythagorean Investigation
Conjecture #1:
c
Pythagorean Theorem
2 2
a +b
equals the square of the
hypotenuse.
€
a
b
23. 2. Pythagorean Investigation
Conjecture #1:
c
Pythagorean Theorem
2 2
a +b =
the square of the
hypotenuse.
€ €
a
b
28. Day
1. Opener
A spider and a fly are at opposite corners of a rectangular room that
measures 14 ft. x 7 ft. x 10 ft.
a) What is the distance between them?
b) What is the shortest path the spider could take to eat the fly?
10 ft.
7 ft.
14 ft.
c) What is the only letter that doesn’t appear in a U.S. state?
29. Day
1. Opener
A spider and a fly are at opposite corners of a rectangular room that
measures 14 ft. x 7 ft. x 10 ft.
a) What is the distance between them?
b) What is the shortest path the spider could take to eat the fly?
10 ft.
7 ft.
14 ft.
c) What is the only letter that doesn’t appear in a U.S. state?
30. Day
1. Opener
A spider and a fly are at opposite corners of a rectangular room that
measures 14 ft. x 7 ft. x 10 ft.
a) What is the distance between them?
b) What is the shortest path the spider could take to eat the fly?
10 ft.
7 ft.
14 ft.
c) What is the only letter that doesn’t appear in a U.S. state?
31. Day 39
1. Opener
a) A 25 foot ladder leans against a wall. It touches the wall 24 feet off
the ground. If you slide the base of the ladder back 10 feet on the
ground, how far does it slide down the wall?
b) A pyramid has a base apothem of 8 ft. and a base side length of 12
ft. The triangles that make up its side each have height 40 ft. It’s
total surface area is 7200 sq ft. How many edges does the pyramid
have?
c) What do you call someone from: Louisiana, Maine, Connecticut,
New Jersey, Massachusetts
32. Day 39
1. Opener α
1. Find the trigonometric functions
of the angle α andβ if:
β
2.Solve the following equations:
a) 5 x−2
=3 3x+2
b) ln ( x + 1) + ln ( x − 2 ) = ln ( x 2
)
3. Solve the following:
1
⎡ 8 ⎛ 24 ⎞ ⎤ 1−
−3 − ⎢ − − 50 ⎜ 1− ⎟ ⎥ b) 1− 10
⎣ 2 ⎝ 25 ⎠ ⎦ 1
a) 1−
⎛ 1 ⎞ 1
−4 − ⎜ − 1⎟ 1−
⎝ 2 ⎠ 10
33. Day 39
1. Opener α
2
1. Find the trigonometric functions
of the angle α andβ if:
β
2.Solve the following equations:
a) 5 x−2
=3 3x+2
b) ln ( x + 1) + ln ( x − 2 ) = ln ( x 2
)
3. Solve the following:
1
⎡ 8 ⎛ 24 ⎞ ⎤ 1−
−3 − ⎢ − − 50 ⎜ 1− ⎟ ⎥ b) 1− 10
⎣ 2 ⎝ 25 ⎠ ⎦ 1
a) 1−
⎛ 1 ⎞ 1
−4 − ⎜ − 1⎟ 1−
⎝ 2 ⎠ 10
34. Day 39
1. Opener α
2
1. Find the trigonometric functions 3
of the angle α andβ if:
β
€
2.Solve the following equations:
a) 5 x−2
=3 3x+2
b) ln ( x + 1) + ln ( x − 2 ) = ln ( x 2
)
3. Solve the following:
1
⎡ 8 ⎛ 24 ⎞ ⎤ 1−
−3 − ⎢ − − 50 ⎜ 1− ⎟ ⎥ b) 1− 10
⎣ 2 ⎝ 25 ⎠ ⎦ 1
a) 1−
⎛ 1 ⎞ 1
−4 − ⎜ − 1⎟ 1−
⎝ 2 ⎠ 10
35. Day 39
1. Opener α
2
1. Find the trigonometric functions 3
of the angle α andβ if:
β
€
2.Solve the following equations:
a) 5 x−2
=3 3x+2
b) ln ( x + 1) + ln ( x − 2 ) = ln ( x 2
)
3. Solve the following:
1
⎡ 8 ⎛ 24 ⎞ ⎤ 1−
−3 − ⎢ − − 50 ⎜ 1− ⎟ ⎥ b) 1− 10
⎣ 2 ⎝ 25 ⎠ ⎦ 1
a) 1−
⎛ 1 ⎞ 1
−4 − ⎜ − 1⎟ 1−
⎝ 2 ⎠ 10
36. Day 39
1. Opener α
2
1. Find the trigonometric functions 3
of the angle α andβ if:
β
€
2.Solve the following equations:
a) 5 x−2
=3 3x+2
b) ln ( x + 1) + ln ( x − 2 ) = ln ( x 2
)
3. Solve the following:
1
⎡ 8 ⎛ 24 ⎞ ⎤ 1−
−3 − ⎢ − − 50 ⎜ 1− ⎟ ⎥ b) 1− 10
⎣ 2 ⎝ 25 ⎠ ⎦ 1
a) 1−
⎛ 1 ⎞ 1
−4 − ⎜ − 1⎟ 1−
⎝ 2 ⎠ 10
37. Day 39
1. Opener α
2
1. Find the trigonometric functions 3
of the angle α andβ if:
β
€
1
2.Solve the following equations:
a) 5 x−2
=3 3x+2
b) ln ( x + 1) + ln ( x − 2 ) = ln ( x 2
)
3. Solve the following:
1
⎡ 8 ⎛ 24 ⎞ ⎤ 1−
−3 − ⎢ − − 50 ⎜ 1− ⎟ ⎥ b) 1− 10
⎣ 2 ⎝ 25 ⎠ ⎦ 1
a) 1−
⎛ 1 ⎞ 1
−4 − ⎜ − 1⎟ 1−
⎝ 2 ⎠ 10
38. 2. Special Right Triangles
How would you find the following?:
( )
1. sin π 6 =
( )
2. tan π 4 =
( )
3. sec π 3 =