1WEEK TRHEE QUESTIONS
Week Three Questions
Clifton Weist
MAT/219
04/11/2014
Jovita Webb-Monroe
2WEEK TRHEE QUESTIONS
153. Explain the negative exponent rule and give an example.
The negative exponent rule says that negative exponents get moved to the
deno
shape" and "scale factor" developed in the middle grades. These transformations lead to the criterion for
triangle similarity that two pairs of corresponding angles are congruent. The definitions of sine, cosine,
and tangent for acute angles are founded o
Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an
equivalent fraction, and/or by using properties of operations and the relationship between addition and
subtraction. d. Solve word problems involving addit
Write the equations of the straight lines parallel to x- axis which are at a distance of 5 units from the xaxis. 2. Find the equations of the straight lines parallel to the coordinate axes and passing through the
point (-5,-2). 3. Find the equation of a s
context. b. Combine standard function types using arithmetic operations. For example, build a function
that models the temperature of a cooling body by adding a constant function to a decaying exponential,
and relate these functions to the model. c. (+) C
intersect at a point. This point lies on both the straight lines. Hence, the point of intersection is obtained
by solving the given two equations. Example 5.26 Show that the straight lines 3 2 x y + - 12 = 0 and 6 4 x
y + + 8 0 = are parallel. Solution Sl
perpendicular if and only if the product of their slopes is -1. That is, m1 m2 = -1. Equation of straight
lines Sl.No Straight line Equation 1. x-axis y = 0 2. y-axis x = 0 3. Parallel to x-axis y = k 4. Parallel to y-axis x
= k 5. Parallel to ax+by+c =0
^ h x y , on L. (3) Thus, y m = x c + is the equation of straight line in the Slope-Intercept form. 160 10th
Std. Mathematics Fig. 5.28 y = 4 x = 3 Fig. 5.29 L Ll Note (d) Intercepts form Suppose that the straight
line L makes non-zero intercepts a and b
connected subject. Domains are larger groups of related standards. Standards from different domains
may sometimes be closely related. Number and Operations in Base Ten 3.NBT Use place value
understanding and properties of operations to perform multi-digit
Equation of a straight line Let L be a straight line in the plane. A first degree equation px + + qy r = 0 in
the variables x and y is satisfied by the x-coordinate and y-coordinate of any point on the line L and any
values of x and y that satisfy this eq
two populations. Investigate chance processes and develop, use, and evaluate probability models.
Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly
and quantitatively. 3. Construct viable arguments and cri
quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with
mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of
structure. 8. Look for and express regularity in rep
1
ISSUE SELECTION
Issue Selection
Clifton Weist
MAT/219
03/28/2014
Jovita Webb-Monroe
The issue that I chose to graph two variables with Obama care, the variables being
the Democrats and Republicans.
The reason I chose this as my issue to use for this pro
1
GRAPHING TWO VARIABLES
Graphing Two Variables
Clifton Weist
MAT/219
05/09/2014
Jovita Webb-Monroe
The subject that I chose to do my to variables paper own was Obama care, this
subject was chosen to see I the new health care law can really help America.
or complements of other events (or, and, not). 2. Understand that two events A and B are
independent if the probability of A and B occurring together is the product of their probabilities, and use
this characterization to determine if they are independent
numbers. In high school, students will be exposed to yet another extension of number, when the real
numbers are augmented by the imaginary numbers to form the complex numbers. With each extension
of number, the meanings of addition, subtraction, multiplic
analyzing and performing operations on these relationships to draw conclusions, (4) interpreting the
results of the mathematics in terms of the original situation, (5) validating the conclusions by comparing
them with the situation, and then either improv
(b) ^ h 2 4 a b , (c) ^ h 2 2 a b , (d) ^ h - -a b , 3 2. The point P which divides the line segment joining the
points A^ h 1 3 ,- and B^ h -3 9, internally in the ratio 1:3 is (a) ^ h 2 1, (b) ^ h 0 0, (c) , 3 5` j 2 (d) ^ h 1 2 ,3. If the line segment
of a rational number and an irrational number is irrational; and that the product of a nonzero rational
number and an irrational number is irrational. Quantities N-Q Reason quantitatively and use units to
solve problems. 1. Use units as a way to understan
the shape of the data distribution and the context in which the data were gathered. Common Core State
Standards for MATHEMATICS grade 7 | 46 Mathematics | Grade 7 In Grade 7, instructional time should
focus on four critical areas: (1) developing understan
two children and describe one child as taller/shorter. Classify objects and count the number of objects in
each category. 3. Classify objects into given categories; count the numbers of objects in each category
and sort the categories by count.3 Geometry