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### 1300-Popper-02

Course: M 1300, Fall 2009
School: U. Houston
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1300 Math 1. Classify the number -2.5. a. Real b. Real, Rational c. Real, Rational, Integer d. Real, Irrational e. None of the above 2. Fill in the appropriate symbol: -9 ____ -5. a. &gt; b. &lt; c. = d. None of the above 3. Add: -3 (-5) + a. -8 b. -2 c. 2 d. 8 e. None of the above 4. Subtract: -7 (-10) a. -17 b. -3 c. 3 d. 17 e. None of the above Popper 02 5. None of the above is actually a possible...

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1300 Math 1. Classify the number -2.5. a. Real b. Real, Rational c. Real, Rational, Integer d. Real, Irrational e. None of the above 2. Fill in the appropriate symbol: -9 ____ -5. a. > b. < c. = d. None of the above 3. Add: -3 (-5) + a. -8 b. -2 c. 2 d. 8 e. None of the above 4. Subtract: -7 (-10) a. -17 b. -3 c. 3 d. 17 e. None of the above Popper 02 5. None ...

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U. Houston - M - 1300
Math 1300 1. Find the GCD of 28 and 42. a. 7 b. 14 c. 28 d. 84 e. None of the above 2. Find the LCM of 12 and 28. a. 4 b. 12 c. 28 d. 84 e. None of the above 3. Perform the given operation:a. b. c. d. e. 7 17 12 30 53 30 67 30 None of the above 3 6
U. Houston - M - 1300
Math 1300 1. Find the GCD of 28 and 42. a. 7 b. 14 c. 28 d. 84 e. None of the above 2. Find the LCM of 12 and 28. a. 4 b. 12 c. 28 d. 84 e. None of the above 3. Perform the given operation:a. b. c. d. e. 7 17 12 30 53 30 67 30 None of the above 3 6
U. Houston - M - 1300
Math 1300 1. Simplify: m4 m2. a. m2 b. m6 c. m8 d. m42 e. None of the above 2. Simplify: a. b. c.d. e.Popper 04x 2 y -2 x3x5 y2 x y2 1 5 2 x y 1 xy 2 None of the above3. Simplify 24x 2 a. 2x 6 b. 4x 6 c. 4x 3 d. 12x e. None of the above4.
U. Houston - M - 1300
Math 1300 1. Simplify: m4 m2. a. m2 b. m6 c. m8 d. m42 e. None of the above 2. Simplify: a. b. c.d. e.Popper 04x 2 y -2 x3x5 y2 x y2 1 5 2 x y 1 xy 2 None of the above3. Simplify 24x 2 a. 2x 6 b. 4x 6 c. 4x 3 d. 12x e. None of the above4.
U. Houston - M - 1300
Math 1300 1. Simplify: (2 + 4) 2 5 a. 31 b. 15 c. 7 d. 1 e. None of the above 2. Simplify: 2 3 + 15 3 a. 7 b. 11 c. 12 d. 16 e. None of the above c+b ? 3. If a = 2, b = -1, and c = 13, what is cb 6 a. 7 36 b. 49 49 c. 36 12 d. 14 e. None of the
U. Houston - M - 1300
Math 1300 1. Solve for x: 6x 13 = -5 a. -3 4 b. 3 c. 3 d. 2 e. None of the above2. Solve for x: 2(x + 3) = 6 a. -6 3 b. 2 c. 0 d. 3 e. None of the above 3. Write x &lt; -3 in interval notation. a. (-, -3) b. (-, -3] c. [-3, ) d. (-3, ) e. None of the
U. Houston - M - 1300
Math 1300 1. Solve for x: 6x 13 = -5 a. -3 4 b. 3 c. 3 d. 2 e. None of the above2. Solve for x: 2(x + 3) = 6 a. -6 3 b. 2 c. 0 d. 3 e. None of the above 3. Write x &lt; -3 in interval notation. a. (-, -3) b. (-, -3] c. [-3, ) d. (-3, ) e. None of the
U. Houston - M - 1300
Math 1300 1. Solve for x: (x + 3) = 6 a. 0 b. 3 c. 9 d. 15 e. None of the above 2. Solve for x: 2(x 5) = 3(x 2) 4 a. - 5 14 b. - 5 c. -4 d. -14 e. None of the above3. Write x 8 in interval notation. a. (-, 8) b. (-, 8] c. [8, ) d. (8, ) e. None o
U. Houston - M - 1300
Math 1300 1. Solve for x: (x + 3) = 6 a. 0 b. 3 c. 9 d. 15 e. None of the above 2. Solve for x: 2(x 5) = 3(x 2) 4 a. - 5 14 b. - 5 c. -4 d. -14 e. None of the above3. Write x 8 in interval notation. a. (-, 8) b. (-, 8] c. [8, ) d. (8, ) e. None o
U. Houston - M - 1300
1. a. b. c. d. e.Simplify the expression 16 - 8(6 + 2(-1) 3 ) -60 -28 -56 -24 None of the above1 x&lt;6 62. Solve -a. b. c. d. e.(-, -1) (-, -36) (-1, ) (-36, ) None of the abovex 2 ( y 4 ) -1 3. Simplify z -3 z3 a. 2 4 x yb.x2 y4 z3 1 c.
U. Houston - M - 1300
1. a. b. c. d. e.Simplify the expression 16 8(6 + 2(1) 3 ) -60 -28 -56 -24 None of the above1 x&lt;6 62. Solve a. b. c. d. e.(-, -1) (-, -36) (-1, ) (-36, ) None of the above( x 2 y 4 ) 1 3. Simplify z 3 z3 a. 2 4 x y b.x2 y4 z3 1 c. 2 4 3
U. Houston - M - 1300
Math 1300Popper 09 02/20/09Solve each of the following: 1. -3(4 + 5x) &lt; -2(7 x) a. (-, 2/17) b. (2/17, ) c. (-, 2/17] d. [2/17, ) e. None of the above 2. -9 &lt; 2x 3 &lt; 13 a. (-3, 8) b. (-6, 5) c. (-, -3) u (8, ) d. (-, -6) u (5, ) e. None of the
U. Houston - M - 1300
Math 1300Popper 09 02/20/09Solve each of the following: 1. -3(4 + 5x) &lt; -2(7 x) a. (-, 2/17) b. (2/17, ) c. (-, 2/17] d. [2/17, ) e. None of the above 2. -9 &lt; 2x 3 &lt; 13 a. (-3, 8) b. (-6, 5) c. (-, -3) u (8, ) d. (-, -6) u (5, ) e. None of the
U. Houston - M - 1300
Math 1300Popper 10 02/23/091. Solve: -4 3 7x 17 a. (, -2] u [1, ) b. (-, 1] u [-2, ) c. [-1, 2] d. [-2, 1] e. None of the above 2. The line y = 3 is a _ line. a. Horizontal b. Vertical c. Diagonal d. None of the above 3. The point (-3, 4) lies
U. Houston - M - 1300
Math 1300Popper 10 02/23/091. Solve: -4 3 7x 17 a. (, -2] u [1, ) b. (-, 1] u [-2, ) c. [-1, 2] d. [-2, 1] e. None of the above 2. The line y = 3 is a _ line. a. Horizontal b. Vertical c. Diagonal d. None of the above 3. The point (-3, 4) lies
U. Houston - M - 1300
Popper 11 1300 2/25/09 1. a. b. c. e. 2. a. b. c. e. 3. a. b. c. d. e. 4. a. b. c. d. e. Which type of line is y = 3? horizontal vertical diagonal None of the above Which type of line is x = 5? horizontal vertical diagonal None of the above What is t
U. Houston - M - 1300
Popper 11 1300 2/25/09 1. a. b. c. e. 2. a. b. c. e. 3. a. b. c. d. e. 4. a. b. c. d. e. Which type of line is y = 3? horizontal vertical diagonal None of the above Which type of line is x = 5? horizontal vertical diagonal None of the above What is t
U. Houston - M - 1300
Math 1300 1. What is the distance between the points (7, 4) and (-2, -2)? A. 15 B. 3 13 C. 29 D. 7 E. None of the abovePopper 12 02/27/092. What's the midpoint between the points (-, -3) and (, -3)? A. (-, -3) B. (-, 0) C. (0, -3) D. (0, 0) E. No
U. Houston - M - 1300
Math 1300 1. What is the distance between the points (7, 4) and (-2, -2)? A. 15 B. 3 13 C. 29 D. 7 E. None of the abovePopper 12 02/27/092. What's the midpoint between the points (-, -3) and (, -3)? A. (-, -3) B. (-, 0) C. (0, -3) D. (0, 0) E. No
U. Houston - M - 1300
Math 1300Popper 13 03/02/091. What is the slope of the line connecting the points (7, 4) and (-2, -2)? A. 5 2 B. 3 2 C. 2 3 D. 2 5 E. None of the above 2. What's the slope of the line connecting the points (-, -3) and (, -3)? A. -12 B. 0 C. 12 D.
U. Houston - M - 1300
Math 1300Popper 14 03/05/091. What is the slope of the line connecting the points (0, 5) and (7, -2)? A. 1 B. -1 C. -3/4 D. 3/7 E. None of the above. 2. What's the slope of the line connecting the points (6, -3) and (4, 7)? A. 1 B. -1 C. -5 D. -2
U. Houston - M - 1300
Math 1300Popper 14 03/05/091. What is the slope of the line connecting the points (0, 5) and (7, -2)? A. 1 B. -1 C. -3/4 D. 3/7 E. None of the above. 2. What's the slope of the line connecting the points (6, -3) and (4, 7)? A. 1 B. -1 C. -5 D. -2
U. Houston - M - 1300
Math 1300 For questions 1 4, use y = 5x + 8. 1. In what form of a line is this equation? A. Slope-Intercept B. General C. Point-Slope D. Cannot be determined E. None of the above. 2. What's the slope of this line? A. 1 B. 5 C. 8 D. 1/5 E. None of th
U. Houston - M - 1300
Math 1300 For questions 1 4, use 4x 3y = 7. 1. In what form of a line is this equation? A. Slope-Intercept B. General C. Point-Slope D. Cannot be determined E. None of the above. 2. What's the slope of this line? A. 4 B. -4 C. 3/4 D. 4/3 E. None of
U. Houston - M - 1300
Math 1300 For questions 1 4, use 4x 3y = 7. 1. In what form of a line is this equation? A. Slope-Intercept B. General C. Point-Slope D. Cannot be determined E. None of the above. 2. What's the slope of this line? A. 4 B. -4 C. 3/4 D. 4/3 E. None of
Sanford-Brown Institute - CS - 195
CS195-5, Lecture 4: Derivations and notes by Greg Shakhnarovich gregory@csSlide 5What is the relationship between the Euclidean distance x - and the argument of the exponent? Let us start with writing out the expression for the distance between t
Sanford-Brown Institute - CS - 195
CS195-5 : Introduction to Machine Learning Lecture 27Greg Shakhnarovich November 17, 2006AnnouncementsCS195-5 2006 Lecture 271Review: PCA Finds subspace that minimized residuals = maximizes variance. Compute data covariance S =1 N(xi -
U. Houston - MATH - 1314
Math 1314 Lesson 1 Limits What is calculus? The body of mathematics that we call calculus resulted from the investigation of two basic questions by mathematicians in the 18th century. 1. How can we find the line tangent to a curve at a given point on
U. Houston - MATH - 1314
Math 1314 Lesson 2 One-Sided Limits and Continuity One-Sided Limits Sometimes we are only interested in the behavior of a function when we look from one side and not from the other. Example 1: Consider the function f ( x) =x x . Find lim f ( x).x0
U. Houston - MATH - 1314
Math 1314 Lesson 3 The Derivative The Limit Definition of the Derivative We now address the first of the two questions of calculus, the tangent line question. We are interested in finding the slope of the tangent line at a specific point.We need a
U. Houston - MATH - 1314
Math 1314 Lesson 4 Basic Rules of Differentiation We can use the limit definition of the derivative to find the derivative of every function, but it isn't always convenient. Fortunately, there are some rules for finding derivatives which will make th
U. Houston - MATH - 1314
Math 1314 Lesson 5 The Product and Quotient Rules In this lesson, we continue with more rules for finding derivatives. These are a bit more complicated. Rule 8: The Product Ruled [ f ( x ) g ( x )] = f ( x ) g ' ( x ) + g ( x) f ' ( x ) dxExample
U. Houston - MATH - 1314
Math 1314 Lesson 6 The Chain Rule In this lesson, you will learn the last of the basic rules for finding derivatives, the chain rule. Example 1: Decompose h( x) = 3 x 2 5 x + 6 into functions f (x) and g (x) such that h( x) = ( f g )( x).()4
U. Houston - MATH - 1314
Math 1314 Lesson 7 Higher Order Derivatives Sometimes we need to find the derivative of the derivative. Since the derivative is a function, this is something we can readily do. The derivative of the derivative is called the second derivative, and is
U. Houston - MATH - 1314
Math 1314 Lesson 8 Some Applications of the Derivative Equations of Tangent Lines The first applications of the derivative involve finding the slope of the tangent line and writing equations of tangent lines. Example 1: Find the slope of the line tan
U. Houston - MATH - 1314
Math 1314 Lesson 9 Marginal Functions in Economics Marginal Cost Suppose a business owner is operating a plant that manufactures a certain product at a known level. Sometimes the business owner will want to know how much it costs to produce one more
U. Houston - MATH - 1314
Math 1314 Lesson 10 Applications of the First Derivative Determining the Intervals on Which a Function is Increasing or Decreasing From the Graph of f Definition: A function is increasing on an interval (a, b) if, for any two numbers x1 and x 2 in (a
U. Houston - MATH - 1314
Math 1314 Lesson 11 Applications of the Second Derivative Concavity Earlier in the course, we saw that the second derivative is the rate of change of the first derivative. The second derivative can tell us if the rate of change of the function is inc
U. Houston - MATH - 1314
Math 1314 Lesson 12 Curve Sketching One of our objectives in this part of the course is to be able to graph functions. In this lesson, we'll add to some tools we already have to be able to sketch an accurate graph of each function. From prerequisite
U. Houston - MATH - 1314
Math 1314 Lesson 13 Absolute Extrema In earlier sections, you learned how to find relative (local) extrema. These points were the high points and low points relative to the other points around them. In this section, you will learn how to find absolut
U. Houston - MATH - 1314
Math 1314 Lesson 14 Optimization Now you'll work some problems where the objective is to optimize a function. That means you want to make it as large as possible or as small as possible depending on the problem. The first task is to write a function
U. Houston - MATH - 1314
Math 1314 Lesson 15 Exponential Functions as Mathematical Models In this lesson, we will look at a few applications involving exponential functions. Well first consider some word problems having to do with money. Next, well consider exponential growt
U. Houston - MATH - 1314
Math 1314 Lesson 19 The Fundamental Theorem of Calculus In the last lesson, we approximated the area under a curve by drawing rectangles, computing the area of each rectangle and then adding up their areas. We saw that the actual area was found as we
U. Houston - MATH - 1314
Math 1314 Lesson 20 Evaluating Definite Integrals We will sometimes need these properties when computing definite integrals. Properties of Definite Integrals Suppose f and g are integrable functions. Then: 1. 2. 3. 4. 5. aaf ( x)dx = 0 f ( x)
U. Houston - MATH - 1314
Math 1314 Lesson 21 Area Between Two Curves Two advertising agencies are competing for a major client. The rate of change of the client's revenues using Agency A's ad campaign is approximated by f(x) below. The rate of change of the client's revenues
U. Houston - MATH - 1314
Math 1314 Lesson 22 Functions of Several Variables So far, we have looked at functions of a single variable. In this section, we will consider functions of more than one variable. You are already familiar with some examples of these.P ( x, y ) = 2 x
U. Houston - MATH - 1314
Math 1314 Lesson 23 Partial Derivatives When we are asked to find the derivative of a function of a single variable, f (x), we know exactly what to do. However, when we have a function of two variables, there is some ambiguity. With a function of two
U. Houston - MATH - 1314
Math 1314 Lesson 24 Maxima and Minima of Functions of Several VariablesWe learned to find the maxima and minima of a function of a single variable earlier in the course. Although we did not use it much, we had a second derivative test to determine
NYU - C - 220103
Course C22.0103 will have one project as part of the course requirements. This project will consist of a report on a data set, perhaps business-related, using simple (one-predictor) regression as the analytic technique. Its OK, but not required, that
U. Houston - MATH - 2303
U. Houston - MATH - 2303
U. Houston - MATH - 2303
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U. Houston - MATH - 2303
U. Houston - MATH - 2303
U. Houston - MATH - 2303
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U. Houston - MATH - 2303
U. Houston - MATH - 2303
U. Houston - MATH - 2303
U. Houston - MATH - 2303