#$&*
course Mth 272
Question: `q003. If you are earning 8 dollars / hour, how long will it take you to earn $72? The answer may well be obvious, but explain as best you can how you reasoned out your result.YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution: (type in your solution starting in the next line)
Taking the amount earned $72 and the hourly rate in which you are paid $8 using the rate x time = earnings 8 x n = 72 or 72/8=n n=9 9 hours
*********************************************
Question: `q004. Calculate (8 + 3) * 5 and 8 + 3 * 5, indicating the order of your steps. Explain, as best you can, the reasons for the difference in your results.
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution: (type in your solution starting in the next line)
(8 + 3) * 5
11*5=55
8 + 3 * 5
8+15= 23
*********************************************
Question: `q005. Calculate (2^4) * 3 and 2^(4 * 3), indicating the order of your steps. Explain, as best you can, the reasons for the difference in your results. Note that the symbol '^' indicates raising to a power. For example, 4^3 means 4 raised to the third power, which is the same as 4 * 4 * 4 = 64.
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
(2^4) * 3
16*3=48
2^(4 * 3)
2^12=4096
*********************************************
Question: `q006. Calculate 3 * 5 - 4 * 3 ^ 2 and 3 * 5 - (4 * 3)^2 according to the standard order of operations, indicating the order of your steps. Explain, as best you can, the reasons for the difference in your results.
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
3 * 5 - 4 * 3 ^ 2
15-4*9=15-36=-21
3 * 5 - (4 * 3)^2
15-12^2=15-144=-129
*********************************************
Question: `q007. Let y = 2 x + 3. (Note: Liberal Arts Mathematics students are encouraged to do this problem, but are not required to do it).
Evaluate y for x = -2. What is your result? In your solution explain the steps you took to get this result.
Evaluate y for x values -1, 0, 1 and 2. Write out a copy of the table below. In your solution give the y values you obtained in your table.
x y
-2 -1
-1 1
0 3
1 5
2 7
Straight line going from left to right at a fair steep angle
Line is linear
*********************************************
Question: `q008. Let y = x^2 + 3. (Note: Liberal Arts Mathematics students are encouraged to do this problem, but are not required to do it).
Evaluate y for x = -2. What is your result? In your solution explain the steps you took to get this result.
Evaluate y for x values -1, 0, 1 and 2. Write out a copy of the table below. In your solution give the y values you obtained in your table.
x y
-2 7
-1 4
0 3
1 4
2 7
Starting in the upper left of quadrant 2 dipping toward 0 on x axis and coming back up to the upeer right on quadrant 1
Line is Quadratic or parabolic
*********************************************
Question: `q009. Let y = 2 ^ x + 3. (Note: Liberal Arts Mathematics students are encouraged to do this problem, but are not required to do it).
Evaluate y for x = 1. What is your result? In your solution explain the steps you took to get this result.
Evaluate y for x values 2, 3 and 4. Write out a copy of the table below. In your solution give the y values you obtained in your table.
x y
1 5
2 7
3 11
4 19
Sketch a graph of y vs. x on a set of coordinate axes resembling the one shown below. You may of course adjust the scale of the x or the y axis to best depict the shape of your graph.
At a steep angle in quadrant 1 traveling in a straight line upwards
Line is linear change to Exponential
####After closer examination it is Exponential I needed to evaluate x as a negative to see this and to have a very clear graph my original graph was a little skewed thanks
*********************************************
Question: `q010. If you divide a certain positive number by 1, is the result greater than the original number, less than the original number or equal to the original number, or does the answer to this question depend on the original number?
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
Equal to the original number it doesnt matter about the original number because you are dividing by 1
*********************************************
Question: `q011. If you divide a certain positive number by a number greater than 1, is the result greater than the original number, less than the original number or equal to the original number, or does the answer to this question depend on the original number?
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
4/2=2
4/3=1 1/3
4/4=1
4/5=4/5 or .8
Less than the original number - grows smaller as the number you divide with grows larger
*********************************************
Question: `q012. If you divide a certain positive number by a positive number less than 1, is the result greater than the original number, less than the original number or equal to the original number, or does the answer to this question depend on the original number?
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
1/.8=1.25
1/.6=1.66
1/.4=2.5
Greater than the original number
*********************************************
Question: `q013. Students often get the basic answers to nearly all, or even all these questions, correct. Your instructor has however never seen anyone who addressed all the subtleties in the given solutions in their self-critiques, and it is very common for a student to have given no self-critiques. It is very likely that there is something in the given solutions that is not expressed in your solution.
This doesn't mean that you did a bad job. If you got most of the 'answers' right, you did fine.
However, in order to better understand the process, you are asked here to go back and find something in one of the given solutions that you did not address in your solution, and insert a self-critique. You should choose something that isn't trivial to you--something you're not 100% sure you understand.
If you can't find anything, you can indicate this below, and the instructor will point out something and request a response (the instructor will select something reasonable, but will then expect a very good and complete response). However it will probably be less work for you if you find something yourself.
Your response should be inserted at the appropriate place in this document, and should be indicated by preceding it with ####.
As an answer to this question, include a copy of whatever you inserted above, or an indication that you can't find anything.
"
Self-critique (if necessary):
------------------------------------------------
Self-critique rating:
#$&*
course Mth 272
Question: `q003. If you are earning 8 dollars / hour, how long will it take you to earn $72? The answer may well be obvious, but explain as best you can how you reasoned out your result.YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution: (type in your solution starting in the next line)
Taking the amount earned $72 and the hourly rate in which you are paid $8 using the rate x time = earnings 8 x n = 72 or 72/8=n n=9 9 hours
*********************************************
Question: `q004. Calculate (8 + 3) * 5 and 8 + 3 * 5, indicating the order of your steps. Explain, as best you can, the reasons for the difference in your results.
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution: (type in your solution starting in the next line)
(8 + 3) * 5
11*5=55
8 + 3 * 5
8+15= 23
*********************************************
Question: `q005. Calculate (2^4) * 3 and 2^(4 * 3), indicating the order of your steps. Explain, as best you can, the reasons for the difference in your results. Note that the symbol '^' indicates raising to a power. For example, 4^3 means 4 raised to the third power, which is the same as 4 * 4 * 4 = 64.
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
(2^4) * 3
16*3=48
2^(4 * 3)
2^12=4096
*********************************************
Question: `q006. Calculate 3 * 5 - 4 * 3 ^ 2 and 3 * 5 - (4 * 3)^2 according to the standard order of operations, indicating the order of your steps. Explain, as best you can, the reasons for the difference in your results.
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
3 * 5 - 4 * 3 ^ 2
15-4*9=15-36=-21
3 * 5 - (4 * 3)^2
15-12^2=15-144=-129
*********************************************
Question: `q007. Let y = 2 x + 3. (Note: Liberal Arts Mathematics students are encouraged to do this problem, but are not required to do it).
Evaluate y for x = -2. What is your result? In your solution explain the steps you took to get this result.
Evaluate y for x values -1, 0, 1 and 2. Write out a copy of the table below. In your solution give the y values you obtained in your table.
x y
-2 -1
-1 1
0 3
1 5
2 7
Straight line going from left to right at a fair steep angle
Line is linear
*********************************************
Question: `q008. Let y = x^2 + 3. (Note: Liberal Arts Mathematics students are encouraged to do this problem, but are not required to do it).
Evaluate y for x = -2. What is your result? In your solution explain the steps you took to get this result.
Evaluate y for x values -1, 0, 1 and 2. Write out a copy of the table below. In your solution give the y values you obtained in your table.
x y
-2 7
-1 4
0 3
1 4
2 7
Starting in the upper left of quadrant 2 dipping toward 0 on x axis and coming back up to the upeer right on quadrant 1
Line is Quadratic or parabolic
*********************************************
Question: `q009. Let y = 2 ^ x + 3. (Note: Liberal Arts Mathematics students are encouraged to do this problem, but are not required to do it).
Evaluate y for x = 1. What is your result? In your solution explain the steps you took to get this result.
Evaluate y for x values 2, 3 and 4. Write out a copy of the table below. In your solution give the y values you obtained in your table.
x y
1 5
2 7
3 11
4 19
Sketch a graph of y vs. x on a set of coordinate axes resembling the one shown below. You may of course adjust the scale of the x or the y axis to best depict the shape of your graph.
At a steep angle in quadrant 1 traveling in a straight line upwards
Line is linear change to Exponential
####After closer examination it is Exponential I needed to evaluate x as a negative to see this and to have a very clear graph my original graph was a little skewed thanks
*********************************************
Question: `q010. If you divide a certain positive number by 1, is the result greater than the original number, less than the original number or equal to the original number, or does the answer to this question depend on the original number?
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
Equal to the original number it doesnt matter about the original number because you are dividing by 1
*********************************************
Question: `q011. If you divide a certain positive number by a number greater than 1, is the result greater than the original number, less than the original number or equal to the original number, or does the answer to this question depend on the original number?
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
4/2=2
4/3=1 1/3
4/4=1
4/5=4/5 or .8
Less than the original number - grows smaller as the number you divide with grows larger
*********************************************
Question: `q012. If you divide a certain positive number by a positive number less than 1, is the result greater than the original number, less than the original number or equal to the original number, or does the answer to this question depend on the original number?
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
1/.8=1.25
1/.6=1.66
1/.4=2.5
Greater than the original number
*********************************************
Question: `q013. Students often get the basic answers to nearly all, or even all these questions, correct. Your instructor has however never seen anyone who addressed all the subtleties in the given solutions in their self-critiques, and it is very common for a student to have given no self-critiques. It is very likely that there is something in the given solutions that is not expressed in your solution.
This doesn't mean that you did a bad job. If you got most of the 'answers' right, you did fine.
However, in order to better understand the process, you are asked here to go back and find something in one of the given solutions that you did not address in your solution, and insert a self-critique. You should choose something that isn't trivial to you--something you're not 100% sure you understand.
If you can't find anything, you can indicate this below, and the instructor will point out something and request a response (the instructor will select something reasonable, but will then expect a very good and complete response). However it will probably be less work for you if you find something yourself.
Your response should be inserted at the appropriate place in this document, and should be indicated by preceding it with ####.
As an answer to this question, include a copy of whatever you inserted above, or an indication that you can't find anything.
"
Self-critique (if necessary):
------------------------------------------------
Self-critique rating:
#*&!
#$&*
course Mth 272
Question: `q003. If you are earning 8 dollars / hour, how long will it take you to earn $72? The answer may well be obvious, but explain as best you can how you reasoned out your result.YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution: (type in your solution starting in the next line)
Taking the amount earned $72 and the hourly rate in which you are paid $8 using the rate x time = earnings 8 x n = 72 or 72/8=n n=9 9 hours
*********************************************
Question: `q004. Calculate (8 + 3) * 5 and 8 + 3 * 5, indicating the order of your steps. Explain, as best you can, the reasons for the difference in your results.
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution: (type in your solution starting in the next line)
(8 + 3) * 5
11*5=55
8 + 3 * 5
8+15= 23
*********************************************
Question: `q005. Calculate (2^4) * 3 and 2^(4 * 3), indicating the order of your steps. Explain, as best you can, the reasons for the difference in your results. Note that the symbol '^' indicates raising to a power. For example, 4^3 means 4 raised to the third power, which is the same as 4 * 4 * 4 = 64.
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
(2^4) * 3
16*3=48
2^(4 * 3)
2^12=4096
*********************************************
Question: `q006. Calculate 3 * 5 - 4 * 3 ^ 2 and 3 * 5 - (4 * 3)^2 according to the standard order of operations, indicating the order of your steps. Explain, as best you can, the reasons for the difference in your results.
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
3 * 5 - 4 * 3 ^ 2
15-4*9=15-36=-21
3 * 5 - (4 * 3)^2
15-12^2=15-144=-129
*********************************************
Question: `q007. Let y = 2 x + 3. (Note: Liberal Arts Mathematics students are encouraged to do this problem, but are not required to do it).
Evaluate y for x = -2. What is your result? In your solution explain the steps you took to get this result.
Evaluate y for x values -1, 0, 1 and 2. Write out a copy of the table below. In your solution give the y values you obtained in your table.
x y
-2 -1
-1 1
0 3
1 5
2 7
Straight line going from left to right at a fair steep angle
Line is linear
*********************************************
Question: `q008. Let y = x^2 + 3. (Note: Liberal Arts Mathematics students are encouraged to do this problem, but are not required to do it).
Evaluate y for x = -2. What is your result? In your solution explain the steps you took to get this result.
Evaluate y for x values -1, 0, 1 and 2. Write out a copy of the table below. In your solution give the y values you obtained in your table.
x y
-2 7
-1 4
0 3
1 4
2 7
Starting in the upper left of quadrant 2 dipping toward 0 on x axis and coming back up to the upeer right on quadrant 1
Line is Quadratic or parabolic
*********************************************
Question: `q009. Let y = 2 ^ x + 3. (Note: Liberal Arts Mathematics students are encouraged to do this problem, but are not required to do it).
Evaluate y for x = 1. What is your result? In your solution explain the steps you took to get this result.
Evaluate y for x values 2, 3 and 4. Write out a copy of the table below. In your solution give the y values you obtained in your table.
x y
1 5
2 7
3 11
4 19
Sketch a graph of y vs. x on a set of coordinate axes resembling the one shown below. You may of course adjust the scale of the x or the y axis to best depict the shape of your graph.
At a steep angle in quadrant 1 traveling in a straight line upwards
Line is linear change to Exponential
####After closer examination it is Exponential I needed to evaluate x as a negative to see this and to have a very clear graph my original graph was a little skewed thanks
*********************************************
Question: `q010. If you divide a certain positive number by 1, is the result greater than the original number, less than the original number or equal to the original number, or does the answer to this question depend on the original number?
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
Equal to the original number it doesnt matter about the original number because you are dividing by 1
*********************************************
Question: `q011. If you divide a certain positive number by a number greater than 1, is the result greater than the original number, less than the original number or equal to the original number, or does the answer to this question depend on the original number?
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
4/2=2
4/3=1 1/3
4/4=1
4/5=4/5 or .8
Less than the original number - grows smaller as the number you divide with grows larger
*********************************************
Question: `q012. If you divide a certain positive number by a positive number less than 1, is the result greater than the original number, less than the original number or equal to the original number, or does the answer to this question depend on the original number?
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
1/.8=1.25
1/.6=1.66
1/.4=2.5
Greater than the original number
*********************************************
Question: `q013. Students often get the basic answers to nearly all, or even all these questions, correct. Your instructor has however never seen anyone who addressed all the subtleties in the given solutions in their self-critiques, and it is very common for a student to have given no self-critiques. It is very likely that there is something in the given solutions that is not expressed in your solution.
This doesn't mean that you did a bad job. If you got most of the 'answers' right, you did fine.
However, in order to better understand the process, you are asked here to go back and find something in one of the given solutions that you did not address in your solution, and insert a self-critique. You should choose something that isn't trivial to you--something you're not 100% sure you understand.
If you can't find anything, you can indicate this below, and the instructor will point out something and request a response (the instructor will select something reasonable, but will then expect a very good and complete response). However it will probably be less work for you if you find something yourself.
Your response should be inserted at the appropriate place in this document, and should be indicated by preceding it with ####.
As an answer to this question, include a copy of whatever you inserted above, or an indication that you can't find anything.
"
Self-critique (if necessary):
------------------------------------------------
Self-critique rating:
#*&!#*&!