Course Information:
Math 151Y04W Mathematics for the Liberal Arts I is a hybrid course that
is presented half online and half face to face.) This link provides more
information about the hybrid model.
http:/www.nvcc.edu/hybrid/student/definition.html
Cour
Precalculus Test Out Practice Exam
Part 1
Test 1
Time: 3 hours
1. Find the equation of the line passing through the points
and
Write the answer in the standard form of the line
and c are integers and a>0.
, where a, b,
2. Find the domain and the range of
Practice Calculus Readiness Test Instructions: Read each problem carefully. Then work the problem on
a separate sheet of paper and click on the box next to the correct choice. If you change your mind, just
click on a different choice. Use the navigational
QUESTION 2. ROW REDUCTION AND ECHELON FORMS Write the augmented matrix corresponding the
system below: x1 6x2 4x3 = 5 2x1 10x2 9x3 = 4 x1 + 6x2 + 5x3 = 3. Solve the system by
applying the row reduction algorithm. If the system is consistent, find the gene
QUESTION 3. VECTOR EQUATIONS Determine if b is a linear combination of the vectors a1, a2, and a3
where a1 = 2 3 4 1 , a2 = 1 6 1 2 , a3 = 1 1 2 3 , b =
3 17 17 7 . If b is a linear combination of the vectors a1, a2, and a3, express b as a linear
combina
QUESTION 6. LINEAR INDEPENDENCE Find the value(s) of h for which the following set of vectors v1
= 1 0 0 , v2 = h 1 h , v3 = 1 2h 3h + 1 is linearly independent. ANSWER We need
to solve the homogeneous system x1v1 + x2v2 + x3v3 = 0: 1 h 1 0 0 1 2h 0 0 h 3
QUESTION 5. SOLUTION SETS OF LINEAR SYSTEMS A. Solve the nonhomogeneous system Ax=b and write
the soluton in parametric vector form where A = 2 1 1 1 2 3 1 2 4 and b = 1 0 0 .
ANSWER 2 1 1 1 1 2 3 0 1 2 4 0 R2+R3R3 2R2+R1R1 / 0 3 5 1 1 2 3 0 0 4 7 0
R1+R
ed to solve the homogeneous system x1v1 + x2v2 + x3v3 = 0: 1 h 1 0 0 1 2h 0 0 h 3h + 1 0
hR2+R3R3 / 1 h 1 0 0 1 2h 0 0 0 2h 2 + 3h + 1 0 Since we want the given vectors to be linearly
independent, we have to have ONLY the trivial solution. In other words
MT210 MIDTERM 1 SAMPLE 1 ILKER S. YUCE FEBRUARY 16, 2011 QUESTION 1. SYSTEMS OF LINEAR
EQUATIONS Determine the values of k such that the linear system 9x1 + kx2 = 9 kx1 + x2 = 3 is
consistent. ANSWER We apply row-reduction algorithm to the augmented matri
equaton below as system of linear equatons: 1 1 1 1 1 2 2 0 4 x1 x2 x3 = 1 5 5 .
ANSWER x1 + x2 + x3 = 1 x1 x2 2x3 = 5 2x1 + 4x3 = 5 B.) Solve the system and write the general
soluton. ANSWER We need to reduce the augmented matrix that represents the give
Study Guide MTH 151 Exam
Basic ideas of deductive and inductive reasoning
basic ideas of deductive and inductive reasoning
Drawing conclusions requires the use of deductive thinking. Inductive thinking conclusions are
determined by making observations
Def
N=2
N = 10
N = 100
N = 1,000
N = 10,000
N=2
N = 10
N = 100
Lower Sum
3.6000000000000
0
3.2399259889071
6
3.1515759869231
3
3.1425924869231
2
3.1416926519231
4
Lower Sum
0.0574622117664
8
0.1656398236309
0
0.1961671090295
Upper Sum
2.6000000000000
0
3.0399
N=2
N = 10
N = 100
N = 1,000
N = 10,000
N=2
N = 10
N = 100
N = 1,000
N = 10,000
N=2
N = 10
N=
100
N=
1,000
N=
10,00
0
Lower Sum
3.6000000000000
0
3.2399259889071
6
3.1515759869231
3
3.1425924869231
2
3.1416926519231
4
Upper Sum
2.6000000000000
0
3.0399259
Northern Virginia Community College Annandale Campus
MTH 173 CALCULUS WITH ANALYTIC GEOMETRY I (5 Credits)
Fall 2017
Instructor: Dr. Aeyoung Jang
Phone: (703) 323-3548
Office: CT Building, Room 226-D
E-mail: [email protected]
Section: 006N (21291)
Class Room
Northern Virginia Community College-Annandale Campus
MATH 152-004N (#14382) & 005N (#14383); 3 Credits Mathematics for the Liberal Arts II
SPRING - 2016
Instructor:
Mr. Robert Elliott
Phone:
703-323-2000 X 27590
E-Mail:
[email protected]
Physical Mailbox
RECIPE: Getting the Median, Percentiles, Deciles, and Quartiles
We will demonstrate this with an actual sample. For large data sets, it is often easiest to
start by setting up a frequency table. (See Method II below.)
RAW DATA
Thirty-five college students
FINDING A STANDARD DEVIATION
We will demonstrate this with an actual sample.
RAW DATA
Thirty-five college students participated in a survey to see how many digits they could
remember with a distracting song sung between hearing the number and then being a
FINDING A STANDARD DEVIATION
We will demonstrate this with an actual sample.
RAW DATA
Thirty-five college students participated in a survey to see how many digits they could
remember with a distracting song sung between hearing the number and then being a
RECIPE FOR CONVERTING A RAW SCORE TO A Z-SCORE.
We will illustrate this using the data from the thirty-five number memorization tests.
Lets say we want to find the z-score for a student whose raw score was 3.
Write down the raw score (x): _3_
Write down t
RECIPE: Getting the MODE
We will demonstrate this with an actual sample. Always start by setting up a frequency
table.
RAW DATA
Thirty-five college students participated in a survey to see how many digits they could
remember with a distracting song sung b
FINDING A STANDARD DEVIATION
We will demonstrate this with an actual sample.
RAW DATA
Thirty-five college students participated in a survey to see how many digits they could
remember with a distracting song sung between hearing the number and then being a
ORGANIZING RAW DATA
We will demonstrate this with an actual sample.
RAW DATA
Thirty-five college students participated in a survey to see how many digits they could
remember with a distracting song sung between hearing the number and then being asked
to r