#$&*
course mth164
I thought that if i deleted the answers that you put on the assignment that it would be less messy to find my answers. If you don't want me to do that please let me know and i will stop.
Here are the remaining ten questions:*********************************************
Question: `q003. If you are earning 8 dollars / hour, how long will it take you to earn $72? The answer may well be obvious, but explain as best you can how you reasoned out your result.
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Your solution:
I divided 72 by 8 and got 9 so I would have had to work 9 hours
confidence rating #$&*:uld rate at 3
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Self-critique: ok
Self-critique Rating: 3
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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.
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Your solution: pemdas; parenthesis, exponents, multiply, divide, add, subtract
(8+3)*5=55 because I started with 8+3 b/c it was in Parenthesis
8+3*5=23 Because I started with 3*5 b/c it was multiplication
confidence rating #$&*:
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Self-critique: ok I didn’t explain it step per step just how I started. I need to do step per step
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Self-critique Rating: 3
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Question: `q005. Calculate (2^4) * 3 and 2^(4 * 3), indicating the order of your steps. Explain, as best you can, the reasons for the difference in your results. Note that the symbol '^' indicates raising to a power. For example, 4^3 means 4 raised to the third power, which is the same as 4 * 4 * 4 = 64.
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Your solution:
(2^4)*3=48 I started with the Parenthesis (2^4)=16 then *3=48
2^(4*3) I first (4*3)=12 then ^2=144
confidence rating #$&*:
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Self-critique (if necessary): I messed up because I thought that 2^12 was 12 with the exponent 2 it was a misunderstanding. If I would of realized that it was the other way around I would of got it right.
confidence rating #$&*:
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Question: `q006. Calculate 3 * 5 - 4 * 3 ^ 2 and 3 * 5 - (4 * 3)^2 according to the standard order of operations, indicating the order of your steps. Explain, as best you can, the reasons for the difference in your results.
Your solution: 3*5-4*3^2 = -21 I started with 3^2=9 then went to the beginning and 3*5=15 then went to the other * that was 4*9=36 then put the problem back together 15-36=-21
3*5-(4*3)^2=2160 I started with the parenthesis 4*3=12 then exponent 2 that was 12^2=144 then multiplied 3*5=15 then15-(144)=-129
confidence rating #$&*:
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Self-critique (if necessary): When I first did this problem I missed the subtraction sign in the second problem. I really need to look close to the problem.
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Self-critique Rating:3
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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
• 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.
• In your solution, describe your graph in words, and indicate which of the graphs depicted previously your graph most resembles. Explain why you chose the graph you did.
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Your solution: In the first problem I plugged in -2 in the x place 2(-2)+3=y and y=-1
this was a linear equation.
confidence rating #$&*:
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Self-critique (if necessary): I have one question. Do I need to be explaining a lot more????
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My explanations are meant to cover all the details for students who might need all the detail. In your solutions you just need to provide enough detail for me to see what you are thinking.
Your solution on this problem included plenty of detail.
If you aren't providing sufficient detail, I'll let you know, but right now everything looks good.
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Self-critique Rating:2
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Question: `q008. Let y = x^2 + 3. (Note: Liberal Arts Mathematics students are encouraged to do this problem, but are not required to do it).
• Evaluate y for x = -2. What is your result? In your solution explain the steps you took to get this result.
• Evaluate y for x values -1, 0, 1 and 2. Write out a copy of the table below. In your solution give the y values you obtained in your table.
x y
-2 7
-1 ` 4
0 3
1 4
2 7
• Sketch a graph of y vs. x on a set of coordinate axes resembling the one shown below. You may of course adjust the scale of the x or the y axis to best depict the shape of your graph.
• In your solution, describe your graph in words, and indicate which of the graphs depicted previously your graph most resembles. Explain why you chose the graph you did.
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Your solution: x=-2 we get (-2)^2+3=4+3=7
x=-1 we get (-1)^2+3=1+3+4
x=0 we get (0)^2+3=0+3=3
x=1 we get (1)^2+3=1+3=3
x=2 we get(2)^2+3=4+3=7
that would make the table
x y
-2 7
-1 4
0 3
1 4
2 7
This graph is quadratic or parabolic graph the lowest point is (0,3) the height point that we graphed but its points are infinite is (2,7) and (-2,7)
confidence rating #$&*:
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Self-critique (if necessary):I didn’t realize that you wanted a whole lot of detail. I will have to work on that.
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Self-critique Rating:1
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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.
• In your solution, describe your graph in words, and indicate which of the graphs depicted previously your graph most resembles. Explain why you chose the graph you did.
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Your solution: The graph is a positive linear line. The lowest number that I graphed is (1,5) and the highest point is (4,19) I see a line that could be a linear
y=2^x+3
x=1 you get y=2^1+3=2+3=5
x=2 you get y=2^2+3=4+3=7
x=3 you get y=2^3+3=8+3=11
x=4 you get y=2^4+3=16+3=19
confidence rating #$&*:
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Self-critique (if necessary):I just don’t think that when I see the table. I graph and see that it’s a sharp angle. I got the angle wrong it could be because of my drawing. But is there a tip that you could give me to help me with. I vaguely remember something about types of equation types to look for.
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Self-critique Rating:2
@&
When you sketch your graph you need to scale your x and y axes before you plot the points.
Your x axis would go from at least 0 to 4 or 5, your y axis from 0 to 20 (you could use 19 but it's easier to subdivide 20). You wouldl probably have marks at 0, 5, 10, 15 and 20, then smaller marks at the in-between numbers.
If your axes are evenly spaced your graph will then show the curvature.
*@
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Question: `q010. If you divide a certain positive number by 1, is the result greater than the original number, less than the original number or equal to the original number, or does the answer to this question depend on the original number?
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Your solution: I think that the answer is the same as the original number.
confidence rating #$&*:
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Self-critique Rating:3
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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?
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Your solution: the answer will be smaller because if you divide a number you always get smaller numbers never bigger hence the word divide. to brake up into equal parts
confidence rating #$&*:
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Self-critique (if necessary): do I really need to go into that much detail?
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Question: `q012. If you divide a certain positive number by a positive number less than 1, is the result greater than the original number, less than the original number or equal to the original number, or does the answer to this question depend on the original number?
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Your solution: The number is greater. It’s like canceling out the division with another division. That is what a fraction. For example 10/(1/2) =20 its like the two division marks just cancel each other out.
confidence rating #$&*:
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Self-critique (if necessary): When I read what you put it confuses me. I imagine that if someone read what I wrote it would confuse them. My mind works different and my eyes see different things. Is this going to affect my grade if I don’t see it the same way?
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Self-critique Rating:1
@&
Your understanding here is fine.
I can't comment on the given solution since you've apparently removed it from the document. Not a big problem here, but all the information in the original document needs to be included in the document you submit. Insert your responses, but don't remove anything. You'll want everything to show on your access page.
*@
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Self-critique (if necessary):
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Self-critique (if necessary):
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#*&!
&#This looks good. See my notes. Let me know if you have any questions. &#