#$&*
course MTH 163
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)
If your are earning $8 and hour then you will need to work 9 hours to get the $72. You divide the amount you make by the amount you make an hour.
*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.
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution: (type in your solution starting in the next line)
In the first problem you start with 8+3 which gives you 11 then you multiply 11 by 5 which gives you 55.
In the second problem you start with 3*5 which gives you 15 then you add 15 with 8 and that gives you 23
*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.
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
In the first problem you start with 2 to the power of 4 which gives you 16 then multiply 16 by 3 and that gives you the answer of 48.
In the second problem you would start with 4*3 which gives you 12 then you would do 2 to the power of 12 which gives you the answer of 4,096.
*3*
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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.
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
In the first problem you start with 3 to the power of 2 which gives you 9, so after that you would have the problem 3*5-4*9. with that the next thing you would do is 3*5 and that gives you 15. The problem will now be 15-4*9, so the next thing to do is 4*9 and that gives you 36. The problem is now 15-36 and so the answer to the problem is -21
In the second problem you start with 4*3 and that gives 12, after that the problem is now 3*5-(12) to the 2nd power. Next you would do 12 to the 2nd power which gives you 144. The problem is now 3*5-144. Next is 3*5 which is 15, and the problem is now 15-144 and the answer is -129.
*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
0
1
2
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.
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
The first part you would substitute the x for -2 so that would give you the problem y=2(-2)+3. The first thing to do is 2*(-2) and that gives you -4. the problem is now y=-4+3 the answer is y=-1
The table coordinates are (-2,-1), (-1,-1), (0,-1), (1,-1), (2,-1)
First I did (-2,-1) I went to the -2 on the x axis then went down to -1 on the y axis. next I did (-1,-1) I went to the -1 on the x axis then down to -1 on the y axis. next I did (0, -1) i stayed in the middle of the graph at 0 then went down to the -1, then I did (1, -1) I went to the 1 on the x axis then down to -1 on the y axis, last i did (2,-1) i went to the 2 on the x axis then down to -1 on the y axis. this graph would be considered a linear graph.
Self critique: When I looked at the solution I realized I misunderstood the question but I see how to do the problem now.
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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
-1
0
1
2
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.
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
The first part you would replace x for -2 then -2to the power of 2 would be 4 then 4+3 would be 7 so y=7. The same steps apply for -1, 0, 1, 2 just replace them for x. With that the coordinates will be (-2,7), (-1,4), (0,3), (1,4), (2,7), After putting them on the graph it would be a partial graph of polynomial of degree 3.
*3*
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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
2
3
4
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.
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
I started off with substituting the x for 1,2,3,4 then solving them for y. After that the coordinates came out to be (1,5), (2,7), (3,11), (4,19) then after putting them on the graph the graph came out to be a exponential graph.
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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?
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
By dividing a positive number by 1 then the answer will be equal to the original number. Dividing anything by one will not change the number
*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?
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
It would be less than the original number because your dividing it up into parts.
*3*
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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?
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
It would be more than the number.
*3*
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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.
your answer: vvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvv
I used a self critique on question 7 because I didn't fully understand the question as I though I did."
Self-critique (if necessary):
------------------------------------------------
Self-critique rating:
#$&*
course MTH 163
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)
If your are earning $8 and hour then you will need to work 9 hours to get the $72. You divide the amount you make by the amount you make an hour.
*3*
*********************************************
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)
In the first problem you start with 8+3 which gives you 11 then you multiply 11 by 5 which gives you 55.
In the second problem you start with 3*5 which gives you 15 then you add 15 with 8 and that gives you 23
*3*
*********************************************
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:
In the first problem you start with 2 to the power of 4 which gives you 16 then multiply 16 by 3 and that gives you the answer of 48.
In the second problem you would start with 4*3 which gives you 12 then you would do 2 to the power of 12 which gives you the answer of 4,096.
*3*
*********************************************
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:
In the first problem you start with 3 to the power of 2 which gives you 9, so after that you would have the problem 3*5-4*9. with that the next thing you would do is 3*5 and that gives you 15. The problem will now be 15-4*9, so the next thing to do is 4*9 and that gives you 36. The problem is now 15-36 and so the answer to the problem is -21
In the second problem you start with 4*3 and that gives 12, after that the problem is now 3*5-(12) to the 2nd power. Next you would do 12 to the 2nd power which gives you 144. The problem is now 3*5-144. Next is 3*5 which is 15, and the problem is now 15-144 and the answer is -129.
*3*
*********************************************
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
0
1
2
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.
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
The first part you would substitute the x for -2 so that would give you the problem y=2(-2)+3. The first thing to do is 2*(-2) and that gives you -4. the problem is now y=-4+3 the answer is y=-1
The table coordinates are (-2,-1), (-1,-1), (0,-1), (1,-1), (2,-1)
First I did (-2,-1) I went to the -2 on the x axis then went down to -1 on the y axis. next I did (-1,-1) I went to the -1 on the x axis then down to -1 on the y axis. next I did (0, -1) i stayed in the middle of the graph at 0 then went down to the -1, then I did (1, -1) I went to the 1 on the x axis then down to -1 on the y axis, last i did (2,-1) i went to the 2 on the x axis then down to -1 on the y axis. this graph would be considered a linear graph.
Self critique: When I looked at the solution I realized I misunderstood the question but I see how to do the problem now.
*********************************************
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
-1
0
1
2
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.
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
The first part you would replace x for -2 then -2to the power of 2 would be 4 then 4+3 would be 7 so y=7. The same steps apply for -1, 0, 1, 2 just replace them for x. With that the coordinates will be (-2,7), (-1,4), (0,3), (1,4), (2,7), After putting them on the graph it would be a partial graph of polynomial of degree 3.
*3*
*********************************************
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
2
3
4
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.
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
I started off with substituting the x for 1,2,3,4 then solving them for y. After that the coordinates came out to be (1,5), (2,7), (3,11), (4,19) then after putting them on the graph the graph came out to be a exponential graph.
*********************************************
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:
By dividing a positive number by 1 then the answer will be equal to the original number. Dividing anything by one will not change the number
*3*
*********************************************
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:
It would be less than the original number because your dividing it up into parts.
*3*
*********************************************
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:
It would be more than the number.
*3*
*********************************************
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.
your answer: vvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvv
I used a self critique on question 7 because I didn't fully understand the question as I though I did."
Self-critique (if necessary):
------------------------------------------------
Self-critique rating:
#*&!
@&
One of your answers was incorrect.
Had you included the entire document this posting would include the given solutions and you would be able to see which response was incorrect.
That's one reason why you need to include the entire document.
The other is so that I can reliably see your work. I managed to catch this file before it disappeared, but that won't usually happen.
See the notes I've posted in your previous documents and in the future be sure you don't delete anything that was in the original document.
*@