Chapter 3 Problem 60 Page 133
Dividend yield is the annual dividend per share a company pays divided by the current market price per share expressed as a percentage. A sample of 10 large companies provided the following dividend yield data (The Wall Street Journal, January 16, 2004). Company| Yield %| Company| Yield %|

Altria Group| 5.0| General Motors| 3.7|
American Express| 0.8| JP Morgan Chase| 3.5|
Caterpillar| 1.8| McDonald’s| 1.6|
Eastman Kodak| 1.9| United Technology| 1.5|
Exxonmobil| 2.5| Wal-Mart Stores| 0.7|

a. What are the mean and median dividend yields?
Answer
1. Mean x= ∑xi / n n = 10 large companies
= (5.0 + 0.8 + 1.8 + 1.9 + 2.5 +3.7 +3.5 + 1.6 + 1.5 + 0.7) / 10 = 23 / 10
= 2.3
The Mean or average of dividend yield is 2.3 from sample of 10 large companies. 2. Median is the value in the middle when the data are arranged in ascending order. 0.7, 0.8, 1.5, 1.6, 1.8, 1.9, 2.5, 3.5, 3.7, 5.0

(1.8 + 1.9) / 2 = 1.85
The Median of dividend yield is 1.85 from sample of 10 large companies. b. What are the variance and standard deviation?
Answer
1. Variance S2 = ∑ (xi – x)2 / n-1
= [(0.7-2.3)2 + (0.8-2.3)2 + (1.5–2.3)2 + (1.6-2.3)2 + (1.8-2.3)2 + (1.9- 2.3)2 + (2.5-2.3)2 + (3.5-2.3)2 + (3.7-2.3)2 + (5.0-2.3)2] / (10-1) = (2.56 + 2.25 + 0.64 + 0.49 + 0.25 + 0.16 + 0.04 + 1.44 + 1.96 + 7.29)/(10 - 1)

= 17.08 / 9
= 1.90
The variance of dividend yield is 1.708 from sample of 10 large companies. 2. Standard deviation S = √S2
= √1.90
= 1.378
The Standard deviation is 1.378
c. Which company provides the highest dividend yield?
Answer Altria Group is the highest dividend yield which is 5.0 dividend yields. d. What is the z-score for McDonald’s ? Interpret this z-score. Answer
1. Z-scoreZi = (xi – x) / s
= (1.6 – 2.3) / 1.378...

...Collin Doyle
Mrs. Perino
Math 48A.01
11 January 2013
Homework 1.2: P. 19-21 #’s 23-24, 66-67, 70, 73, 74a-b, 76
23) Problem: Explain how to determine whether a parenthesis or a square bracket is used when graphing an inequality on a number line.
Solution: a. Parenthesis: indicate a range of values, open interval, I think of parenthesis as being the parent that is more open to given their child toys and bending the rules.
b. Brackets: has limits between two numbers, closed interval, I think of brackets as the stern parent who enforces the rules to the highest degree.
24) Problem: The three-part inequality a < x < b means “a is less than x, and x is less than b.” Which one of the following inequalities is not satisfied by some real number x?
A. -3 < x < 5 B. 0 < x < 4
C. -3 < x < -2 D. -7 < x < -10
Solution: D, because -10 is less than -7 and x is greater than -7 which also means that x is also greater than -10.
66) Problem: If f(3) = -9.7, identify a point on the graph of f.
Solution: (3,-9.7), f(3) is f(x) which means that 3 is the x-value and -9.7 is the y-value.
67) Problem: If the point (7,8) lies on the graph of f, then f(___) = ____.
Solution: f(7) = 8, this problem is the reverse of the problem before, you plug in the x-value (7) into x in f(x) and then plug in the y-value (8) in for the y.
70) Problem: Use the graph of y = f(x) to find each function value: a. f(-2), b. f(0),...

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f(x):3cos2x + x-2,
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Show that the equation f(x)
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(2)
(b)
Use linear interpolation once on the interval f2,31to find an approximation to a.
Give your answer to 3 decimal places.
(3)
(c)
The equation f(x) : 0 has another root B in the interval [-1, 0]. Starting with this
interval, use"interval bisection to find an interval of width 0.25 which contains B.
(4)
q) tlz-) -l'9-b [F):9
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...Name _____________________________ Date ____________ Period _______
Completing the Square Day 1
For each expression, find the number you would add to make it a perfect square trinomial. Leave fraction answers as improper fractions (no mixed numbers or decimals). Then factor each trinomial.
1. x2 + 10x + _______ 2. y2 – 6y + ¬¬¬¬_______ 3. z2 – 8z + _______
_____________________ _____________________ _____________________
4. x2 + 12x + _______ 5. x2 – x + _______ 6. x2 + 13x + _______
_____________________ _____________________ _____________________
7. x2 + 11x + _______ 8. _______ 9. _______
_____________________ _____________________ _____________________
For each expression, find the value of k that would make the trinomial a perfect square trinomial. Then factor each trinomial.
10. x2 + kx + 36 _______ 11. x2 – kx + 49 _______ 12. x2 – kx + 64 _______
_____________________ _____________________ _____________________
Solve by taking the square root of each side. Simplify radicals.
13. (z + 5)2 = 36 14. (x – 2)2 = 18 15. (x + 7)2 =
16. 2(x + 4)2 = 6 17. 3(x – 2)2 = 27 18. x2 + 8x + 16 = 1
Solve by completing the square.
19. x2 + 4x – 21 = 0 20. x2 – 2x – 48 = 0 21. x2 + 10x – 3 = 0
Solving a Quadratic Equation by Completing the Square
Note: The steps for putting an equation in vertex form [ y = a(x – h)2 + k ] are...

...History of mathematics
A proof from Euclid's Elements, widely considered the most influential textbook of all time.[1]
The area of study known as the history of mathematics is primarily an investigation into the origin of discoveries in mathematics and, to a lesser extent, an investigation into the mathematical methods and notation of the past.
Before the modern age and the worldwide spread of knowledge, written examples of new mathematical developments have come to light only in a few locales. The most ancient mathematical texts available arePlimpton 322 (Babylonian mathematics c. 1900 BC),[2] the Rhind Mathematical Papyrus (Egyptian mathematics c. 2000-1800 BC)[3] and the Moscow Mathematical Papyrus (Egyptian mathematics c. 1890 BC). All of these texts concern the so-calledPythagorean theorem, which seems to be the most ancient and widespread mathematical development after basic arithmetic and geometry.
The study of mathematics as a subject in its own right begins in the 6th century BC with the Pythagoreans, who coined the term "mathematics" from the ancient Greekμάθημα (mathema), meaning "subject of instruction".[4]Greek mathematics greatly refined the methods (especially through the introduction of deductive reasoning andmathematical rigor in proofs) and expanded the subject matter of mathematics.[5] Chinese...

...PROFICIENCY TEST STUDY GUIDE
With sample test questionsMATHEMATICS / ALGEBRA |
Key Words and Converting Words to EquationsFractions Adding, subtracting, multiplying, dividing Simplifying Writing decimals as fractions StatisticsReading Tables and ChartsExponentsPre-Algebra and Algebra Special notation for multiplication and division with variable Algebra word problems Order of operations Simplifying expressions Prime factorization Greatest common factor Least common multiple Factoring Sample algebra problemsCoordinate System Grid graph Slope coordinatesGeometry Basics Squares, rectangles, circles, trianglesMath Definitions |
ENGLISH |
Proof reading / spellingReading comprehensionMain theme of a paragraphLogical sequence of a paragraphKey wordEnglish grammarBasic word meanings |
ABILITY TO ASSIST |
Worker roles and responsibilitiesStudent discipline / behavior |
WRITING |
ContentFormatGrammarSpellingPunctuation |
MDUSD Proficiency Test Study Guide / Page 2
MATH
Key Words and Converting Words to Equations
Sometimes math questions use key words to indicate what operation to perform. Becoming familiar with these key words will help you determine what the question is asking for.
OPERATION | OTHER WORDS WHICH INDICATE THE OPERATION |
Addition | Increased by; more than; combined...

...Week 5
Final Exam
Continuous schedule from Friday , November 1st. 9am until Saturday , November 2nd., 23:59pm.
Monday, November 4, 2013
20%
100%
To obtain the opportunity to take your final exam you should have delivered at least 6 activities.
Please keep this Agenda at hand so that you can deliver you assignments on time.
Greetings,
Blanca Alanís
Posted by: BLANCA HILDA ALANIS PENA
Posted to: CEL.HI09107V.343.13320 Inglés VII
Bibliography
Posted on: Thursday, October 3, 2013
Hello guys,
The books we are going to use are:
Text book:
Richards, Jack C. & Sandy, Chuck (2009). Passages 2 (2nd ed.). New York, N.Y. Cambridge University Press.
ISBN 978-0-521-68391-3
Workbook:
Richards, Jack C. & Sandy, Chuck (2009). Passages 2 (2nd ed.). New York, N.Y. Cambridge University Press.
ISBN 978-0-521-68393-7
Make sure they are the 2nd. edition, because the 1st. edition is completely different.
In your course, in the Bibliography Section you have a link of a bookstore where you can buy the books. You can try other bookstores in your city, of course, but they don't usually have the book in stock.
Greetings,
Blanca Alanís
Posted by: BLANCA HILDA ALANIS PENA
Posted to: CEL.HI09107V.343.13320 Inglés VII
Grading in the courseWeek 5
Final Exam
Continuous schedule from Friday , November 1st. 9am until Saturday , November 2nd., 23:59pm.
Monday, November 4, 2013
20%
100%
To...

...students. We call it conceptual if the student knows what they are doing and can make connections out of it.
Using these indicators and the constructed hand-outs, the performance of the students will be assessed before and after the study. The chosen respondents are six 2nd year average students. The researchers focused on the 2nd year because they wanted to identify the misconceptions that the students developed during the critical period of transition in the 1st year as stated by Vergnaud and his colleagues.
In order to conduct the study, four instruments were used – pre-test, intervention: lectures regarding the use of manipulatives, post-test and interview. From here, the researchers will gather the data needed to answer the research questions.
After the 7-day study, the students were classified and studied for the improvement of their response on the given post-test. The results showed that the introduction of the use of manipulatives in solving linear equations proved to be an effective factor in strengthening the students’ understanding on the concept of equality and problem solving. Although there were still streaks of carelessness and mistakes, the results demonstrated that they were lessened.
In the end, the researchers recommended that the use of manipulatives should be introduced in 1st year high school in order for them to have a strong foundation in their transition from Arithmetic to Algebra. Moreover, students are also encouraged to...

...HISTORY OF MATHEMATICS
The history of mathematics is nearly as old as humanity itself. Since antiquity, mathematics has been fundamental to advances in science, engineering, and philosophy. It has evolved from simple counting, measurement and calculation, and the systematic study of the shapes and motions of physical objects, through the application of abstraction, imagination and logic, to the broad, complex and often abstract discipline we know today.
From the notched bones of early man to the mathematical advances brought about by settled agriculture in Mesopotamia and Egypt and the revolutionary developments of ancient Greece and its Hellenistic empire, the story of mathematics is a long and impressive one.
Prehistoric Mathematics
The oldest known possibly mathematical object is the Lebombo bone, discovered in the Lebombo mountains of Swaziland and dated to approximately 35,000 BC. It consists of 29 distinct notches cut into a baboon's fibula. Also prehistoric artifacts discovered in Africa and France, dated between 35,000 and 20,000 years old, suggest early attempts to quantify time.
The Ishango bone, found near the headwaters of the Nile river (northeastern Congo), may be as much as 20,000 years old and consists of a series of tally marks carved in three columns running the length of the bone. Common interpretations are that the Ishango bone shows either the earliest known...

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