1. Graph the function f(x) = (x + 3)3 by hand and describe the end behavior. (1 point) The Function is cubic so it ends in opposite directions‚ the left side will go down and the right side up since the first coefficient is positive. 2. Graph the function f(x) = –x4 – 4 by hand and describe the end behavior. (1 point) The function is quartic so the left and right end will continue in the same direction‚ the lead coefficient is negative so both sides will go down. 3. Graph the function f(x) =
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MATH CHAPTER 3 STUDY GUIDE Kyle Ferguson Math 3.1: Solve One-Step Equations X/5=14 (Write original equation) X/5 x 5=14 x 5 (Multiply each side by 5) 14 x 5 (Solve) X = 70 (Simplify‚ variable first) Make sure to check the equation every time! (70)/5=14 True Make sure to show the inverse operations! 3.2: Solve Two-Step Equations 4x-9=3 (Write original equation) 4x-9+9=3+9 (Add nine to each side of the equation) 4x=12 (Simplify) 4x/4=12/4 (Divide by four on each side of the
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the y axis. There are two points on the graph‚ (275‚ 0) and (0‚ 125)‚ so we can compute the slope of this line. The slope is Running Header: TWO-VARIABLE 3 The point-slope form of a linear equation to write the equation itself can now be used. These are the steps we take to arrive at our linear inequality. Start with the point-slope form. Substitute the slope for m and (275‚ 0) for the x and y. Use distributive property and then add 275 to both sides. Multiply both sides by 5. Add
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The formula used to write an inequality is: y=mx+b m=y2-y1/x2-x1 this tells me that my slope is: y=mx+b y=x+330 Slope intercept form (1)y=(1)+330(1) multiply both sides by 1 Y=-3x+330 Y+3x=3x+3≤330 add both sides by 3 3x+y≤330 linear inequality for my line The next question asked is will the truck hold 71 refrigerators and the 118 TVs. In order to answer the question I need to determine if points (71‚ 118) are within the shaded part of my graph. X=71 y=118 3(71)+118≤330
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COURSE OUTLINE FACULTY OF TECHNOLOGY COURSE NAME: MATHEMATICS FOR INFORMATION AND MECHANICAL TECHNOLOGY COURSE CODE: MATH 1071 CREDIT HOURS: 42 (14 weeks at 3h/week) PREREQUISITES: NONE COREQUISITES: NONE PLAR ELIGIBLE: YES ( X ) NO ( ) EFFECTIVE DATE: SEPTEMBER 2013 PROFESSOR: Tanya Holtzman Ext. 6335 EMAIL: tholtzma@ georgebrown.ca Richard Gruchalla Ext. 6649 EMAIL: rgruchal@georgebrown.ca Shenouda Gad
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equal to‚ the degree of the bottom. Improper: degree of top is 2 degree of bottom is 1 If your expression is Improper‚ then do polynomial long division first. Factoring the Bottom It is up to you to factor the bottom polynomial. See Factoring in Algebra. But don’t factor it into complex numbers ... you may need to stop some factors at quadratic (called
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1. What is the exact number of bits in a memory that contains 640M bits? 640 · 1024 = 655‚360 · 1024 = 671‚088‚640 bits. 2. How many bits are in 1 Tb? You are asked to figure out the exact result. Hint: Depending on the tool used to calculate this‚ you may need to use a trick to get the exact result. Note that 220 = 1‚000‚00010 + d‚ where d is the difference between 220 and 1‚000‚00010‚ and that 1T = (1‚000‚00010 + d)2 8 bits/byte => 8 · 1 trillion or 812 => 8‚000‚000‚000‚000 3. Convert the binary
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Now it is your turn to plan the trajectories required to launch a spacecraft through a specific route in space. The launch area is identified on the map below. Select three points for your spacecraft to travel through and label them Point A‚ Point B‚ and Point C. A coordinate plane is shown with a point at 1‚ 2 labeled‚ Launch Area. Log the coordinates of the specific points in space to which your spacecraft will travel. Please remember to include the graph of your points and the lines connecting
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Arthur Evans and the Palace of Knossos Archaeology has contributed greatly to our knowledge of past civilisation and in turn the general understanding of humanity’s progression through the ages. Without archaeology‚ this knowledge and understanding would be extremely limited in its range of sources and evidence. Ancient civilisations underground provide an extensive range of remains and artefacts from which historians can draw accurate‚ informed conclusions about mortals who have long since turned
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The learning objectives provide a structure for teaching and learning and a reference against which learners’ ability and understanding can be checked. The Cambridge Secondary 1 mathematics curriculum is presented in six content areas: Number‚ Algebra‚ Geometry‚ Measure‚ Handling data and Problem solving. The first five content areas are all underpinned by Problem solving‚ which provides a structure for the application of mathematical skills. Mental strategies are also a key part of the Number
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