Description Reflect on this week's collaborative discussion of various numeration systems. Choose two numeration systems to compare and contrast with our current Hindu-Arabic numeration system. Babylonian numeral system Roman numeral system Compare and contrast the following from each numeration system in at least a 350-word paper: Symbols Place value Concept of zero Additive system, multiplicative system, or both Format your paper according to APA guidelines, including references to all outside sources used.
Description use the appropriate descriptive statistics from W2 Assignment 2. Assuming that the sample statistics you computed are exactly equivalent to the corresponding population parameters, identify the following: What score on Recall1 would correspond to an extremely high score? What score on Recall1 would correspond to an extremely low score?" To find these hypothetical scores, solve for X (your raw score) using the following formula: X = (±z)(sd) + M, where z = The z-score cutoff for 5 percent in the tail (±1.645) sd = Your sample standard deviation M = Your sample mean Use Minitab to compute z-scores for Recall1. Complete the table, indicating the appropriate z-scores corresponding to each of the participants whose score is given. Subject ID Recall at Time 1 Z-score 5 8 10 12 15 10 20 8 25 9
Description Discussion 5 By Mananshah1008 (Own work) [CC BY-SA 3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons Above you can see a sharp looking chess board! Are you familiar with how to play? Don't worry, this week I only want you to focus on one of the pieces: The Knight! By che (production: Nolanus, lighting assistance: Danny B.) (che) [CC BY-SA 2.5 (http://creativecommons.org/licenses/by-sa/2.5)], via Wikimedia Commons The Knight in chess moves in an L shape as shown below: Here's the question: Can the knight start in the top left corner of a regular chess board, land on every space exactly one time, and end up in the bottom right corner? Make sure to justify yourself clearly so that everyone can follow your reasoning!
Description Please show ALL work for each question. The rubric is in the link. https://intervisualtechnology.us/pxudpothrb/167/17... 1. Solve the system of equations below both algebraically and by graphing. Be sure to show all of your work and state your solution as an ordered pair. 2. The population of a country is initially 2.5 million people and is increasing by 0.8 million people every year. The country’s annual food supply is initially adequate for 4 million people and is increasing at a constant rate for an additional 0.4 million people per year. a. Based on these assumptions, in approximately how many years will the country first experience shortages of food? b. If the country doubled its initial food supply and maintained a constant rate of increase in the supply adequate for an additional 0.5 million people per year, would shortages still occur? If so, how many years would it take for shortages to occur? If not, explain. c. If the country doubled the rate at which its food supply increases, in addition to doubling its initial food supply, would shortages still occur? If so, how many years would it take for shortages to occur? If not, explain. 3. Springfield will be opening a new high school in the fall. The number of underclassmen (9th and 10th graders) must fall between 500 and 600 (inclusive), the number of upperclassmen (11th and 12th graders) must fall between 400 and 500 (inclusive), and the number of students cannot exceed 1000.
Description The purpose of this assignment is to get you to think about what types of problems you will be solving in your career using data. In this assignment, you choose a topic and the associated problem to solve. You will solve the problem throughout the rest of this course. Select a topic with your data set from the Signature Assignment Topics and Scenarios. After opening the file, access the topics by clicking the tabs at the bottom of the Excel® spreadsheet. You have six topics to choose from that align to various career disciplines. Review the data sets help if you are struggling to locate all of the data sets. Answer the following questions using at least 175 words: What topic did you choose? Why does it interest you? What do you hope to discover in your analysis?
Description ACTIVITY 1 VALUE SYSTEM SOLVING: SOLVING BASICS! Do you have a favorite pizza flavor? Or what about a cake batter preference? Or perhaps you favor beach-front property over in-land? These are the kinds of considerations that are taken into account when someone participates in an actual fair division problem. The part that adds some complexity is that I am not you, and you are not me. I may have my own special preferences…but I also have specific weights assigned to those preferences. See job aid for more details. Pick something that you and a group want to divide up. Do you want to fairly divide a pizza? Or perhaps a batch of discrete objects? Or are you tired of food and want to do something like a piece of property? Download Worksheet ACTIVITY 2 SCRABBLE P.P.T: AVERAGING AND SOLVING Every played a game of Scrabble? It’s definitely a lot of fun, and believe it or not there’s a lot of math involved! With your group play a normal game for about 30 minutes (long enough for everyone to get about half a dozen turns in). Once you all have played through at least 6 turns, determine what each of your Points Per Turn (P.P.T.) was for this game. Do this on an individual basis rather than for the how group. How does your P.P.T. compare with Scrabble professionals? If the game was going to go to the end, how many points would you probably have had? Can you use the P.P.T. to be a better Scrabble player? Describe the best way for you to become a better player through your personal P.P.T. ACTIVITY 3 GAME PRODUCTION AND DISTRIBUTION: EXPRESSION OPERATIONS With your group consider how much it actually costs to produce a game of Scrabble. What goes into that game? Is it cheaper to build small or large batches of the game? What does it take to distribute it to retailers? Conduct some research to find out estimates on the cost to produce the tiles, the boards, the rules, the tile bag (if there’s one in your set), etc. Once you get a rough estimate of how much each piece will cost, explore what would happen as you combine all of these elements. Keep in mind that the cost of producing each unit will most likely go down as you increase the volume, but is it worth it? Compare your cost estimates with how much the game sells for. Based on your estimates, how many units did the company need to produce before this game becomes profitable? Try the quiz to check your understanding. ACTIVITY 4 WHAT HAPPENS TO THE GAME AS PLAYERS ARE ADDED OR REMOVED? In the last module you chose a game that involved math. In this module you will need to explore the game pieces that are most important to the game: the players! Every game has a set number of suggested players, which could be anywhere from 2 to 4 or possibly 5 to 13 players. Your job this week is to explore what happens to the game across the different numbers of players, including but not limited to how it plays, how resources are utilized (or taxed), length of game-time, and the nature of player interactions. Based on all of this information and analysis, decide what you feel is the optimal number of players to have the fairest, most fun time with the game.
Description please answer in complete sentences and show all qork for each question. How does slope-intercept form of a line, y = mx + b, help to understand transformations of graphs? Explain how you can use the graphs of common functions to help you graph the function f(x) = |x - 4| + 3.
Description 1) Find the domain of the graph shown below. a. [-3, 3] b. (-?, -3] ? [3, ?) c. (-?, ?) d. (-3, 3) 2) Find the range of the graph shown below. a. (-?, ?) b. (-3, 3) c. [-3, 3] d. (-?, -3] ? [3, ?) 3) Find the domain of the graph shown below. a. (-?, ?) b. [0, ?) c. [0, 3] d. [3, ?) 4) Find the range of the graph shown below. a. (-?, ?) b. [0, ?) c. [0, 3] d. [3, ?) 5) Find the domain of the graph shown below. a. (-2, ?) b. (-?, 1) c. [-2, ?) d. (-?, 1] 6) Find the Range of the graph shown below. a. (-2, ?) b. (-?, 1) c. [-2, ?) d. (-?, 1] 7) Evaluate the piecewise-defined function for g(-4). a. -7 b. -4 c. 4 d. -9 8) Evaluate the piecewise-defined function for f(8). a. 10 b. 24 c. 8 d. 30 9) Which graph shows the piecewise-defined function below? a. b. c. d.
