5) The probability that a college freshman takes a math class the first semester is 0.75. The probability that a freshman takes an English class the first semester is 0.7. The probability that the student takes both classes the first semester is 0.6.
a) Find the probability that the student takes Math or English in the first semester.
b) Find the probability that the student takes neither class in the first semester.
c) Are the events that a student takes a Math class and the event that a student takes an English class independent events? Show work to prove your answer.
6) 76 college students are surveyed about their favorite pizza topping and the following results are found:
Anchovies Mushrooms Onions Pepperoni
Freshmen 4 12 8 14
Sophomores 4 11 6 17
a) What is the probability that a randomly selected student has onions as their favorite topping?
b) If a sophomore is selected what is the probability that their favorite topping is pepperoni?
c) What is the probability that a randomly selected student is a freshman and their favorite topping is anchovies?
d) Given that you choose one person and their favorite topping is mushrooms or onions then what is the probability that the person is a sophomore?
5) The probability that a college freshman takes a math class the first semester is 0.75. The probability tha
For any two events A and B
P( A U B ) = P( A ) + P( B ) - P( A ∩ B )
Let E be the event the student takes and English class
Let M be the event the student takes a Math class.
Let ~E be the event the student does not take an English class
Let ~M be the event the student does not take a math class
P(E) = 0.7
P(M) = 0.75
P( E ∩ M ) = 0.60
Let ~E be the event the su
a) find P( E U M ) = 0.7 +0.75 - 0.6 = 0.85
b) find P(~E ∩ ~M)
use DeMorgan's Laws
~(A U B) = ~A ∩ ~B
~(A ∩ B) = ~A U ~B
P(~E ∩ ~M) = P( ~(E U M) ) = 1 - P( E U M) = 1 -0.85 = 0.15
c) for two events to be independent
P( A | B ) = P( A ∩ B ) / P( B ) = P(A)
P(E | M) = P(E ∩ M) / P(M) = 0.60 / 0.75 = 0.80 ≠ P(E) = 0.7
the events are not independent.
== -- == -- == -- == -- ==
6)
there are a total of 38 freshmen
total of 38 sophomores
total anchovies = 8
total mushrooms = 23
total onions = 14
total pepperoni = 31
a) P(onions) = 14/76
b) P(pepperoni ∩ sophomore) = 17/76
c) P(anchovies ∩ freshman ) = 4/76
d) find P( sophmore | (mushroom or onions) )
= P( Sophomore ∩ (mushrooms or onions) ) / P(mush or onions)
= ( 17/76 ) / (37/76)
= 17/37
Reply:what's this your homework? get outta here
Reply:idk
Reply:The probability I am gong to do your homework for you...0.00000%
gardenia
Sunday, August 2, 2009
Math word problem?
In the US, 1 in 7 people is left handed. At my school, there are 74 left handed students. How many more right handed students are there than left handed students at my school?
a) 518
b) 370
c) 444
d) 592
I tried this online at math.about.com, I thought the answer was 444 but they say it is 370. How can that be possible?
Math word problem?
anyway .. its a) 518
let the total ppl b x
1/7 * x = 74
x = 74 * 7
= 518
right handed people = 518 - 74 = 444
now the question says how many MORE right handed students are therre than the left handed.
which means that they want to know the difference in the number of people who are left handed and right handed.
= 444 - 74
= 370
Reply:haha .. yes, n the trick is to read the words really really carefully ! ;) Report It
Reply:444 is the number of right handed students at the school (6 times 74). But the problem asked about how many more right handers there were than left handers. You have to deduct the 74 left handers to get 370 more right handers than left handers.
Reply:right handed at school -- lefthanded at school
= 74*(7 -- 1) -- 74
= 444 -- 74
= 370 . answer is (b)
Reply:The answer is 444. I agree with you. It's because for every one left-handed person, there are seven right-handed people. So you multiply the number of left-handed people by seven to get the number of right handed people. So if you multiply 74 by 7, you get the answer of 518.
But then when you go back to the problem, you will see that the question is not how many right handed students are there, but instead, how much more right handed students are there than left handed, so you subtract the number of right handed from the number of left-handed. So it is 518-74=444... your answer is right... don't worryü
Reply:yep its 518
Reply:1/8 = 74/x
x = 592 (total number of students)
numberof right handed students = 592 - 74 = 518
difference of right and left handed students = 518 -74 = 444
we got the same answer!
Reply:I agree with Sahil's working out. Next person based it on 1 in 8 instead.
a) 518
b) 370
c) 444
d) 592
I tried this online at math.about.com, I thought the answer was 444 but they say it is 370. How can that be possible?
Math word problem?
anyway .. its a) 518
let the total ppl b x
1/7 * x = 74
x = 74 * 7
= 518
right handed people = 518 - 74 = 444
now the question says how many MORE right handed students are therre than the left handed.
which means that they want to know the difference in the number of people who are left handed and right handed.
= 444 - 74
= 370
Reply:haha .. yes, n the trick is to read the words really really carefully ! ;) Report It
Reply:444 is the number of right handed students at the school (6 times 74). But the problem asked about how many more right handers there were than left handers. You have to deduct the 74 left handers to get 370 more right handers than left handers.
Reply:right handed at school -- lefthanded at school
= 74*(7 -- 1) -- 74
= 444 -- 74
= 370 . answer is (b)
Reply:The answer is 444. I agree with you. It's because for every one left-handed person, there are seven right-handed people. So you multiply the number of left-handed people by seven to get the number of right handed people. So if you multiply 74 by 7, you get the answer of 518.
But then when you go back to the problem, you will see that the question is not how many right handed students are there, but instead, how much more right handed students are there than left handed, so you subtract the number of right handed from the number of left-handed. So it is 518-74=444... your answer is right... don't worryü
Reply:yep its 518
Reply:1/8 = 74/x
x = 592 (total number of students)
numberof right handed students = 592 - 74 = 518
difference of right and left handed students = 518 -74 = 444
we got the same answer!
Reply:I agree with Sahil's working out. Next person based it on 1 in 8 instead.
Will it catch up to you if your medicore or average in math, in college?
Firstly let me start off by saying i'm a 3.5 average student. In my whole high school career I gotten by math okay not fully understanding the concepts of math especially algebra 2 and advance math, but manage to always have B- or C+. I'm afraid once I get into college this lack of fundamenal math knowledge will come back to hunt me and cause me trouble. So basically I'm asking will it be okay if I'm average in math. Granted if I study, but courses like college algebra, Statictics, and Phycis, I will probaly lose my 3.5 gpa and be a college dropout. I need insight on this, thanks I will appeciate it.
P.S I know I spelled it wrong typing very fast.
Will it catch up to you if your medicore or average in math, in college?
The thing with math is, you have to study it and do your homework religiously. You won't be a college drop out because you have a hard time with math. you'll just have a few tough semesters. Lots of people hate math/can't do math and they get through college. I'm assuming your not a math major, right? You'll be fine. Just don't take a math class in the same semester as other hard classes. And study, study, study!
Reply:it depends on what your major is, mostly. If you're going for an engineering or science major, you may struggle with the rather heavy math at times (although it is manageable.) If you're going for a business major or another type of major, you shouldn't have any problems.
Reply:College reteaches a lot of things that you should have learned towards the end of your highschool career. This includes college algebra.. If you've been average in mathematics for most of your life, you will be perfectly fine. What are you majoring in, anyway? I think my college only required one math class if your major didn't require more. I don't understand why you would have to take Statistics or Physics if you don't like mathematics.
Reply:I got C's in math all through high school and even a couple of D's. Now I'm in law school. Hasn't hindered my education one bit.
P.S I know I spelled it wrong typing very fast.
Will it catch up to you if your medicore or average in math, in college?
The thing with math is, you have to study it and do your homework religiously. You won't be a college drop out because you have a hard time with math. you'll just have a few tough semesters. Lots of people hate math/can't do math and they get through college. I'm assuming your not a math major, right? You'll be fine. Just don't take a math class in the same semester as other hard classes. And study, study, study!
Reply:it depends on what your major is, mostly. If you're going for an engineering or science major, you may struggle with the rather heavy math at times (although it is manageable.) If you're going for a business major or another type of major, you shouldn't have any problems.
Reply:College reteaches a lot of things that you should have learned towards the end of your highschool career. This includes college algebra.. If you've been average in mathematics for most of your life, you will be perfectly fine. What are you majoring in, anyway? I think my college only required one math class if your major didn't require more. I don't understand why you would have to take Statistics or Physics if you don't like mathematics.
Reply:I got C's in math all through high school and even a couple of D's. Now I'm in law school. Hasn't hindered my education one bit.
Challenging math question (9th grade math)?
what is the diffrence between the sum of the first 2004 positve integers and the sum of the next 2004 postive?
A) 2004 B) 4008 C) 2004^2 D) 4008^2
This was my math homework and i am totally lost but i don't want to loose the points for the problem so can someone please help me. If you can solve this please try to explain how you sound this answer. Thanx
Challenging math question (9th grade math)?
Let's do one a little simpler. Try the difference of the sum of 1,2, %26amp; 3 and 4,5,%26amp; 6. If we take the last number of each set and subtract we get 3. If we take the second numbers: 2 %26amp; 5 and subtract we get 3. And last we take the first numbers 1 %26amp; 4 we get 3. Why 3? Because that is how many numbers are in each set. Your two sets each have 2004 numbers. If we were to take the last set of numbers and place them on top of the first set of numbers and subtract each one we would get 2004 every single time. Since the first set goes to 2004 we know this would happen exactly 2004 times. So we have to add 2004 to 2004... 2004 times. Or more simply put 2004x2004. Or even more simply put 2004^2.
Reply:Hmm...process of elimination...
It's definitely not A. I don't think it's B or D.
(Explanation: It couldn't be a, because for that to be possible every single integer would have to be 1--and that's impossible. It can't be 4008 because if you apply this question to a lower set of numbers (1-10 and 11-20), you'll notice that the sum of all numbers 1 through 10 is 55, which is much greater than the largest number possible--20). Therefore, B can't be the answer...
D can't be the answer because 4008 x 4008 is 16, 064, 064--and that is completely ridiculous.)
I think it's C, but even that seems kinda skeptical.
Reply:A.)
The first 2004 positive integers would be 1002 because there are 50/50 even to odd . Therefore, you would divide 2004 by two.
Then you do the same for the next 2004. Which is 1002
When you add 1002 with 1002, you get 2004.
This seems like the most appropriate answer. I kinda took a guess at the process, so don't count on this answer as correct. But all the other numbers are ridiculously large.
I'm pretty sure that A is the answer.
Reply:Sorry, I misunderstood the question.
idk
Reply:I'd say it's c
Reply:Just imagine the sum of all the numbers to 2004
(as 1,2,3,4....2004)
Then the next numbers as (2005, 2006, 2007, 2008....4008)
Now try to pair off the numbers that are 2004 away from each other (1 with 2005, 2 with 2006...2004 with 4008)
There are going to be 2004 of these pairs, becuase there are 4008 total numbers)
Each of these pairs have a difference of 2004 so the answer is going to be (2004)(2004) or C), 2400^2
A) 2004 B) 4008 C) 2004^2 D) 4008^2
This was my math homework and i am totally lost but i don't want to loose the points for the problem so can someone please help me. If you can solve this please try to explain how you sound this answer. Thanx
Challenging math question (9th grade math)?
Let's do one a little simpler. Try the difference of the sum of 1,2, %26amp; 3 and 4,5,%26amp; 6. If we take the last number of each set and subtract we get 3. If we take the second numbers: 2 %26amp; 5 and subtract we get 3. And last we take the first numbers 1 %26amp; 4 we get 3. Why 3? Because that is how many numbers are in each set. Your two sets each have 2004 numbers. If we were to take the last set of numbers and place them on top of the first set of numbers and subtract each one we would get 2004 every single time. Since the first set goes to 2004 we know this would happen exactly 2004 times. So we have to add 2004 to 2004... 2004 times. Or more simply put 2004x2004. Or even more simply put 2004^2.
Reply:Hmm...process of elimination...
It's definitely not A. I don't think it's B or D.
(Explanation: It couldn't be a, because for that to be possible every single integer would have to be 1--and that's impossible. It can't be 4008 because if you apply this question to a lower set of numbers (1-10 and 11-20), you'll notice that the sum of all numbers 1 through 10 is 55, which is much greater than the largest number possible--20). Therefore, B can't be the answer...
D can't be the answer because 4008 x 4008 is 16, 064, 064--and that is completely ridiculous.)
I think it's C, but even that seems kinda skeptical.
Reply:A.)
The first 2004 positive integers would be 1002 because there are 50/50 even to odd . Therefore, you would divide 2004 by two.
Then you do the same for the next 2004. Which is 1002
When you add 1002 with 1002, you get 2004.
This seems like the most appropriate answer. I kinda took a guess at the process, so don't count on this answer as correct. But all the other numbers are ridiculously large.
I'm pretty sure that A is the answer.
Reply:Sorry, I misunderstood the question.
idk
Reply:I'd say it's c
Reply:Just imagine the sum of all the numbers to 2004
(as 1,2,3,4....2004)
Then the next numbers as (2005, 2006, 2007, 2008....4008)
Now try to pair off the numbers that are 2004 away from each other (1 with 2005, 2 with 2006...2004 with 4008)
There are going to be 2004 of these pairs, becuase there are 4008 total numbers)
Each of these pairs have a difference of 2004 so the answer is going to be (2004)(2004) or C), 2400^2
Challenging math question (9th grade math)?
what is the diffrence between the sum of the first 2004 positve integers and the sum of the next 2004 postive?
A) 2004 B) 4008 C) 2004^2 D) 4008^2
This was my math homework and i am totally lost but i don't want to loose the points for the problem so can someone please help me. If you can solve this please try to explain how you sound this answer. Thanx
Challenging math question (9th grade math)?
I'd say C) 2004^2
Use analogical sum
1)sum of first 3 and the next 3
1 + 2 + 3 = 6
4 + 5 + 6 = 15
15 - 6 = 9 = 3^2
2)sum of first 4 and the next 4
1 + 2 + 3 + 4 = 10
5 + 6 + 7 + 8 = 26
26 - 10 = 16 = 4^2
.
.
.
.
until n
(all got same result, the difference is n^2)
Reply:The sum of n numbers is n(n+1)/2
so, the sum of the first 2004 integers is
2004(2005)/2 = 1002*2005
the sum of the next 2004 integers is the sum of the first 4008 integers - sum of the first 2004 integers
(4008(4009)/2) - 1002*2005 = 2004*4009 - 1002*2005
the difference between the 2 is
2004*4009 - 1002*2005 - 1002*2005
which is:
2004*4009 - 2004*2005, or
2004(4009 - 2005) = 2004(2004) = 2004^2
so, the answer is C
aster
A) 2004 B) 4008 C) 2004^2 D) 4008^2
This was my math homework and i am totally lost but i don't want to loose the points for the problem so can someone please help me. If you can solve this please try to explain how you sound this answer. Thanx
Challenging math question (9th grade math)?
I'd say C) 2004^2
Use analogical sum
1)sum of first 3 and the next 3
1 + 2 + 3 = 6
4 + 5 + 6 = 15
15 - 6 = 9 = 3^2
2)sum of first 4 and the next 4
1 + 2 + 3 + 4 = 10
5 + 6 + 7 + 8 = 26
26 - 10 = 16 = 4^2
.
.
.
.
until n
(all got same result, the difference is n^2)
Reply:The sum of n numbers is n(n+1)/2
so, the sum of the first 2004 integers is
2004(2005)/2 = 1002*2005
the sum of the next 2004 integers is the sum of the first 4008 integers - sum of the first 2004 integers
(4008(4009)/2) - 1002*2005 = 2004*4009 - 1002*2005
the difference between the 2 is
2004*4009 - 1002*2005 - 1002*2005
which is:
2004*4009 - 2004*2005, or
2004(4009 - 2005) = 2004(2004) = 2004^2
so, the answer is C
aster
HELP ME (4th grade cant do math IM STUPID!!!)?
HELP ME!!!! (in 4th grade need help)?
I'm HORRIBLE at math if ur bored and u lik math plz help me....
my sister is making me do her math home work for this WHOOLE WEEK b.c she saved my butt with somthin... that has 2 do wit a guy... but anyway..... i dont know how 2 do this and im NOT TELLING MOM so PLZPLZPZLZPLZPLZ HELP ME!!! give me answers or tell me how 2 do it IDC JUST HELP!!!!! computer is being retarted and wont let me use calculater and all the online 1's dont work on our comp...HERL!!!
5 X 0.7
3 X 0.08
9 X 0.04
HELP ME (4th grade cant do math IM STUPID!!!)?
3.5
0.24
0.36
Please learn how to spell and ask a question cordially.
Reply:1) 3.5
2) 0.24
3) 0.36
Reply:3.5
.24
.36
4th grade + something with a guy.....
yeaah. your sister is not very smart for not turning you in.
use a stinking calculator. its not that hard... go to start -%26gt; programs -%26gt; accessories -%26gt; calculator..
Reply:why dont you just use a calculator or use the one on your computer if you dont have one??? lmfao!!
Reply:1. 3.5
2. .24
3. .36
there ya go.. but from now on do your own homework..
Reply:The trick is to multiply as you normally would...add up the places to the right of the decimal point and insert the decimal (begining from the right side of your answer) the same number of places thus...5X.7=3.5,3X.08=.24,9X .04=.36.Hope this helps Don't forget to vote..
Reply:3.5
0.24
0.36
Reply:Aren't you supposed to be 13 to go on Y!Answers? =\
Reply:wow, quit letting your sister save your butt with guys. try to be a little further than 4th grade when involvement with guys happens.
Reply:1st one is 3.5
2nd is 0.24
3rd is 0.36
Good luck hun and get to bed! ;) Those are all correct, I'm positive.
Reply:just put the decimals in after multiplying.
5 x .7 =3.5
3 x .08 = .24
9 x .04 = .36
Reply:use a calcualtor
Reply:3.5
.24
.36
You are not stupid, you just haven't learned this yet. Good luck! ; )
Reply:okay forst things first soemone in te 4th grade should not have anything to do with a guy. and you should have a normal calculator not attached to the computer
3.5
.24
.36
this should notbe under adolece anyway
Reply:5 X 0.7 = 3.5
3 X 0.08 = 0.24
9 X 0.04 = 0.36
I'm HORRIBLE at math if ur bored and u lik math plz help me....
my sister is making me do her math home work for this WHOOLE WEEK b.c she saved my butt with somthin... that has 2 do wit a guy... but anyway..... i dont know how 2 do this and im NOT TELLING MOM so PLZPLZPZLZPLZPLZ HELP ME!!! give me answers or tell me how 2 do it IDC JUST HELP!!!!! computer is being retarted and wont let me use calculater and all the online 1's dont work on our comp...HERL!!!
5 X 0.7
3 X 0.08
9 X 0.04
HELP ME (4th grade cant do math IM STUPID!!!)?
3.5
0.24
0.36
Please learn how to spell and ask a question cordially.
Reply:1) 3.5
2) 0.24
3) 0.36
Reply:3.5
.24
.36
4th grade + something with a guy.....
yeaah. your sister is not very smart for not turning you in.
use a stinking calculator. its not that hard... go to start -%26gt; programs -%26gt; accessories -%26gt; calculator..
Reply:why dont you just use a calculator or use the one on your computer if you dont have one??? lmfao!!
Reply:1. 3.5
2. .24
3. .36
there ya go.. but from now on do your own homework..
Reply:The trick is to multiply as you normally would...add up the places to the right of the decimal point and insert the decimal (begining from the right side of your answer) the same number of places thus...5X.7=3.5,3X.08=.24,9X .04=.36.Hope this helps Don't forget to vote..
Reply:3.5
0.24
0.36
Reply:Aren't you supposed to be 13 to go on Y!Answers? =\
Reply:wow, quit letting your sister save your butt with guys. try to be a little further than 4th grade when involvement with guys happens.
Reply:1st one is 3.5
2nd is 0.24
3rd is 0.36
Good luck hun and get to bed! ;) Those are all correct, I'm positive.
Reply:just put the decimals in after multiplying.
5 x .7 =3.5
3 x .08 = .24
9 x .04 = .36
Reply:use a calcualtor
Reply:3.5
.24
.36
You are not stupid, you just haven't learned this yet. Good luck! ; )
Reply:okay forst things first soemone in te 4th grade should not have anything to do with a guy. and you should have a normal calculator not attached to the computer
3.5
.24
.36
this should notbe under adolece anyway
Reply:5 X 0.7 = 3.5
3 X 0.08 = 0.24
9 X 0.04 = 0.36
Easy math question?
Okay 345/620= 0.5564516129 wouldnt that be 55%??
ANd wouldnt that be 407/620 = 0.6564516129 be 65%??
Here is the funny thing my proffesor said there is 620 point in the class however it says on the Syllabus that if you get 407 points out of 620 equals a C grade..... here is the scale 402-459 equals C. Because if 407/620 equals 65%. However the math doesnt play out right?? I guess she is being easier?? any answers??
Easy math question?
You calculated the percents right, but many professors make their own rules, I've had a few who were tougher than they should have been and who demanded more than 70% for a passing grade. It looks like your professor is considering everything between 65% (402) and 74% to be C.
Reply:That is because he is giving you guys a chance to pass the class with a lower score. You are right 65% is not a C it is a D. But, your teacher has made a D score into a C score. So he is giving you a break.
Reply:Maybe she just curves at the end of the semester? Like in my econ class I had like a 83% but I ended up getting a B+. This usually happens if the prof doesn't curve test scores but instead curves the grade at the end of the semester.
ANd wouldnt that be 407/620 = 0.6564516129 be 65%??
Here is the funny thing my proffesor said there is 620 point in the class however it says on the Syllabus that if you get 407 points out of 620 equals a C grade..... here is the scale 402-459 equals C. Because if 407/620 equals 65%. However the math doesnt play out right?? I guess she is being easier?? any answers??
Easy math question?
You calculated the percents right, but many professors make their own rules, I've had a few who were tougher than they should have been and who demanded more than 70% for a passing grade. It looks like your professor is considering everything between 65% (402) and 74% to be C.
Reply:That is because he is giving you guys a chance to pass the class with a lower score. You are right 65% is not a C it is a D. But, your teacher has made a D score into a C score. So he is giving you a break.
Reply:Maybe she just curves at the end of the semester? Like in my econ class I had like a 83% but I ended up getting a B+. This usually happens if the prof doesn't curve test scores but instead curves the grade at the end of the semester.
What are some tipes for studying math?
hellow guys hope ya all doing good, i am kind of lost in math i want to get As in exams unfortunatly, i get B or C, i know most of people are good in math so if your one of the math geek please let me know how to become good in math and also what are some tips? i can do anything to learn math i just dont like my idiot professor i have no idea what the hek is he talking about but its too late cant change him now the quater is almost over, please it will be reallly nice if u guys give me some good math tips,. thnks love ya all :)
What are some tipes for studying math?
Maths is about rules. Learn the rules inside out, and learn when they apply.
Questions are normally set so there is only one thing you can do, so look for the appropriate rule, use it, and you will get the right answer if you do the calculation carefully.
Reply:I am a math teacher at the high school level. I have found that the best way to study for math is simply by doing problems. By starting with simple, basic problems, and slowly moving up to the more complex problems, you build confidence and understanding that will help you to tackle problems of all skill levels. Good Luck!!
What are some tipes for studying math?
Maths is about rules. Learn the rules inside out, and learn when they apply.
Questions are normally set so there is only one thing you can do, so look for the appropriate rule, use it, and you will get the right answer if you do the calculation carefully.
Reply:I am a math teacher at the high school level. I have found that the best way to study for math is simply by doing problems. By starting with simple, basic problems, and slowly moving up to the more complex problems, you build confidence and understanding that will help you to tackle problems of all skill levels. Good Luck!!
If you can understand this math question please help me.?
this year, 75 percent of the graduating class had taken at least 8 math courses.Of the remaining class, 60 percent had taken 6 or 7 math cources. What percent of the remaing class took fewer than 6 math courses?(please explain)
A. o%
B. 10
C.15
D.30
E. 45
If you can understand this math question please help me.?
75% of the class took 8 math courses, that leaves 25% of the class.
60% of the 25% took 6 or 7.
.6 * .25 = .15 or 15% of the total class
15% + 75% = 90% of the class is accounted for.
The remaining is 10%.
Reply:If 75% took at least 8 courses, that leaves 25%. Of that 25%, 60% took at least 6 courses, leaving 40% of the 25%. So,
40% of 25% is .40 x .25 = .1, or 10%.
marigold
A. o%
B. 10
C.15
D.30
E. 45
If you can understand this math question please help me.?
75% of the class took 8 math courses, that leaves 25% of the class.
60% of the 25% took 6 or 7.
.6 * .25 = .15 or 15% of the total class
15% + 75% = 90% of the class is accounted for.
The remaining is 10%.
Reply:If 75% took at least 8 courses, that leaves 25%. Of that 25%, 60% took at least 6 courses, leaving 40% of the 25%. So,
40% of 25% is .40 x .25 = .1, or 10%.
marigold
I am doing b.com from chandigarh. confused b/w c.a. & m.b.a. 100 in maths&acc. in +2 . suggest me what to do?
i am confused b/w m.b.a and c.a. . i want to do a job after my studies . i have cleared C.P.T with 19th all india rank . i m feeling reluctant to do c.a. because of paper work throughout life . salary package is also i thing is low as compared to c.a. . please suggest me sincerely.
I am doing b.com from chandigarh. confused b/w c.a. %26amp; m.b.a. 100 in maths%26amp;acc. in +2 . suggest me what to do?
For such a bright student like you, it is really dishartening !!!
Bro, go ahead, do your CA, it will serve as a basic qualification to you. Have no doubts about package, money flows in if you are smart, and the world is changing to paprless, CA is not a accountant, he is a hard core professional in finance.(Best thing in Finance, with no doubts, no need to ask anyone, I am sure)
The doubts you have are immature, trust me.
CA will make you stable and secure, it will built your roots, you can never be sure where life can take you. And MBA is a way of life not a course, it is a post graduate course and you can do it anytime(i.e. after CA, if you feel like).
Rest in on you, if you want a easier life, can't face the stress of passing CA, not feel capable enough, then drop CA.
Go Ahead !!!
Best of Luck.
Reply:Maybe your message would be completely clear to someone who lives in India, but to me it looks as if it was written in some form of secret code.
My suggestion is that you rewrite your message in a more clear way. Also, check all your spelling and grammar before sending.
Perhaps get someone who has English as a mother tongue to read it over before sending.
Reply:Be a CA. Later you can always do part time MBA if you so wish, but you can not do it other way around.
I am doing b.com from chandigarh. confused b/w c.a. %26amp; m.b.a. 100 in maths%26amp;acc. in +2 . suggest me what to do?
For such a bright student like you, it is really dishartening !!!
Bro, go ahead, do your CA, it will serve as a basic qualification to you. Have no doubts about package, money flows in if you are smart, and the world is changing to paprless, CA is not a accountant, he is a hard core professional in finance.(Best thing in Finance, with no doubts, no need to ask anyone, I am sure)
The doubts you have are immature, trust me.
CA will make you stable and secure, it will built your roots, you can never be sure where life can take you. And MBA is a way of life not a course, it is a post graduate course and you can do it anytime(i.e. after CA, if you feel like).
Rest in on you, if you want a easier life, can't face the stress of passing CA, not feel capable enough, then drop CA.
Go Ahead !!!
Best of Luck.
Reply:Maybe your message would be completely clear to someone who lives in India, but to me it looks as if it was written in some form of secret code.
My suggestion is that you rewrite your message in a more clear way. Also, check all your spelling and grammar before sending.
Perhaps get someone who has English as a mother tongue to read it over before sending.
Reply:Be a CA. Later you can always do part time MBA if you so wish, but you can not do it other way around.
What math program (Mathematica, Maple, or Mathcad) is best?
I am a junior undergrad math and physics major. I know some minimal C programming and I am looking to buy and learn one of the following math programs: Mathematica, Maple, or Mathcad. I will be doing a lot of partial differential equations this summer because i am doing an independent study of the subject. I will also be taking mathematical physics my senior year. Does anyone have any suggestions, personal reviews, or input on these three programs?
What math program (Mathematica, Maple, or Mathcad) is best?
I think mathematica is the best for me. But this question is a question of opinion more than a question of fact. I like mathematica because I like the way it is. Some of my friends use maple for their Ph.D. physics classes, modern optics, namely. I used mathematica for a lot of things and it works for me. My friends are used to maple and they like maple more than mathematica.
If I were you, I would get demo versions of these programs and try each of them out. See which one you like the most and buy it.
Reply:From talking to others, it seems that the best one is whichever one you are used to. I used Mathematica. I don't know much about the others, but I can tell you Mathematica is built on C, and the programming language you can use to do calculations is very similar to C. For that reason it may be a good option.
I was a Physics and Computer Science student, myself.
What math program (Mathematica, Maple, or Mathcad) is best?
I think mathematica is the best for me. But this question is a question of opinion more than a question of fact. I like mathematica because I like the way it is. Some of my friends use maple for their Ph.D. physics classes, modern optics, namely. I used mathematica for a lot of things and it works for me. My friends are used to maple and they like maple more than mathematica.
If I were you, I would get demo versions of these programs and try each of them out. See which one you like the most and buy it.
Reply:From talking to others, it seems that the best one is whichever one you are used to. I used Mathematica. I don't know much about the others, but I can tell you Mathematica is built on C, and the programming language you can use to do calculations is very similar to C. For that reason it may be a good option.
I was a Physics and Computer Science student, myself.
Maths: A man tosses 3coins A,B,C. if A shows a head the man scores 1point, if B shows a head he sores 2points?
and if C shows a head he scores 3point. Calculate the expectation of his score.
Maths: A man tosses 3coins A,B,C. if A shows a head the man scores 1point, if B shows a head he sores 2points?
A = 1 No of points on a head in A
B = 2 No of points on a head in B
C = 3 No of points on a head in C
P(A) = P(B) = P(C) = 1/2
Expected Score = P(A)A + P(B)B + P(C)C
= 1/2(1+2+3) = 3 points
Expected score = 3 points
Reply:Possible outcomes %26amp; scores are:
HHH - 6
HHT - 3
HTH - 4
THH - 5
HTT - 1
THT - 2
TTH - 3
TTT - 0
Each of these 8 outcomes is equally likely. The sum of the possible scores is 24, and so the average (which is also the expected value) is 3.
Reply:0.5*0.5*0.5 = 0.125 or 1/8
Reply:E(Score) = Sum {Score * P(Score) }
P(head with A) = .5 ---%26gt; Score is 1
P(head with B) = .5 ---%26gt; Score is 2
P(head with C) = .5 ---%26gt; Score is 3
E(Score) = (.5*1) + (.5*2) + (.5*3) = 3
Maths: A man tosses 3coins A,B,C. if A shows a head the man scores 1point, if B shows a head he sores 2points?
A = 1 No of points on a head in A
B = 2 No of points on a head in B
C = 3 No of points on a head in C
P(A) = P(B) = P(C) = 1/2
Expected Score = P(A)A + P(B)B + P(C)C
= 1/2(1+2+3) = 3 points
Expected score = 3 points
Reply:Possible outcomes %26amp; scores are:
HHH - 6
HHT - 3
HTH - 4
THH - 5
HTT - 1
THT - 2
TTH - 3
TTT - 0
Each of these 8 outcomes is equally likely. The sum of the possible scores is 24, and so the average (which is also the expected value) is 3.
Reply:0.5*0.5*0.5 = 0.125 or 1/8
Reply:E(Score) = Sum {Score * P(Score) }
P(head with A) = .5 ---%26gt; Score is 1
P(head with B) = .5 ---%26gt; Score is 2
P(head with C) = .5 ---%26gt; Score is 3
E(Score) = (.5*1) + (.5*2) + (.5*3) = 3
Who thinks they are good with math?
i'm not. i took an online test earlier %26amp; i can't figure this out
15 24 25 5 14 15 ___
i thought the next # in the sequence would be -5 but that wasn't one of the options. they were......
a 2
b 3
c 24
d 45
i posted this in math earlier to see if anyone could get it but they all said 5 or -5.
whoever can crack this code i will declare a genius!
Who thinks they are good with math?
A sequence that would work to get an answer would be
+9, +1, divide by 5, so the answer would be 3. I would have thought -5 was a better sequential answer though
Reply:I agree with David. I saw 5 first as well but his logic fits and the answer is there. So, even if it is wrong you can defend your answer and most likely receive points on your test.
Reply:no idea!!
Reply:It's 3.
+9, +1, divide by 5.
So simple. Only took me like 30secs to figure it out.
dracaena
15 24 25 5 14 15 ___
i thought the next # in the sequence would be -5 but that wasn't one of the options. they were......
a 2
b 3
c 24
d 45
i posted this in math earlier to see if anyone could get it but they all said 5 or -5.
whoever can crack this code i will declare a genius!
Who thinks they are good with math?
A sequence that would work to get an answer would be
+9, +1, divide by 5, so the answer would be 3. I would have thought -5 was a better sequential answer though
Reply:I agree with David. I saw 5 first as well but his logic fits and the answer is there. So, even if it is wrong you can defend your answer and most likely receive points on your test.
Reply:no idea!!
Reply:It's 3.
+9, +1, divide by 5.
So simple. Only took me like 30secs to figure it out.
dracaena
Anyone who is good at math and writing poems??
so...i need to find a really good acrostic poem for one of these.
acute angle
bar graph
equation
integer
obtuse angle
perimeter
perpendicular lines
rhombus
probability
parallel lines
circumference
exponents
line segment
*****each letters need to be in a complete sentence. they can not be like..."C-circle****
also...it needs to deal with math and/or the word
good answers gets 10 points!
Anyone who is good at math and writing poems??
P-Pi never ends.
E-Even numbers cant be prime
R-Rectangles arent always squares, but squares are always rectangles.
I- Imaginary numbers exist...in your imagination
M-Math is power!
E-Exponents are a number multiplied by itself that many times
T-Two is the only even prime number
E- Every negative times another negative equals a positive
R-radicals give an exact answer for a square root, instead of a rounded number
not a great poem, but hey, its not terrible :)
acute angle
bar graph
equation
integer
obtuse angle
perimeter
perpendicular lines
rhombus
probability
parallel lines
circumference
exponents
line segment
*****each letters need to be in a complete sentence. they can not be like..."C-circle****
also...it needs to deal with math and/or the word
good answers gets 10 points!
Anyone who is good at math and writing poems??
P-Pi never ends.
E-Even numbers cant be prime
R-Rectangles arent always squares, but squares are always rectangles.
I- Imaginary numbers exist...in your imagination
M-Math is power!
E-Exponents are a number multiplied by itself that many times
T-Two is the only even prime number
E- Every negative times another negative equals a positive
R-radicals give an exact answer for a square root, instead of a rounded number
not a great poem, but hey, its not terrible :)
Math help please?
can anyone help me with these math questions.?? Thanks if anyone can
Angle A B C contains rays B D. Angle A B D and D B C are adjacent Ray BD bisects angle ABC. Find the measure of angle ABD if the measure of angle ABD is represented by 7x+8 and the measure of angle DBC is represented by 9x-2.
5
10
43
86
segment A C contains point B. If B is between A and C, AB=8x, BC=3x and AC=33, what is the value of AB?
3
9
11
24
Angle A B C contains rays B D. Angle A B D and D B C are adjacent What is the measure of angle DBC if the measure of angle ABD is represented by 4x, the measure of angle DBC is represented by 3x and the measure of angle ABC is 77 degrees?
7
11
33
44
Angle A B C contains rays B D. Angle A B D and D B C are adjacent Find the measure of angle ABD if the measure of angle DBC is 42 degrees and the measure of angle ABC is
88 degrees.
44 degrees
46 degrees
65 degrees
130 degrees
Math help please?
Try looking for an online tutor!
http://www.back2college.com/library/tuto...
That site has a list of some different online tutors. You should try and see if you can find any that help! :D
morning glory
Angle A B C contains rays B D. Angle A B D and D B C are adjacent Ray BD bisects angle ABC. Find the measure of angle ABD if the measure of angle ABD is represented by 7x+8 and the measure of angle DBC is represented by 9x-2.
5
10
43
86
segment A C contains point B. If B is between A and C, AB=8x, BC=3x and AC=33, what is the value of AB?
3
9
11
24
Angle A B C contains rays B D. Angle A B D and D B C are adjacent What is the measure of angle DBC if the measure of angle ABD is represented by 4x, the measure of angle DBC is represented by 3x and the measure of angle ABC is 77 degrees?
7
11
33
44
Angle A B C contains rays B D. Angle A B D and D B C are adjacent Find the measure of angle ABD if the measure of angle DBC is 42 degrees and the measure of angle ABC is
88 degrees.
44 degrees
46 degrees
65 degrees
130 degrees
Math help please?
Try looking for an online tutor!
http://www.back2college.com/library/tuto...
That site has a list of some different online tutors. You should try and see if you can find any that help! :D
morning glory
Y=mx+c question?
in a y=mx+c equation, is c the y intercept, because i have a maths book which says "remember c is not the y intercept, but just the value of
the y coordinateof the y intercept." I though they were the same???
Y=mx+c question?
Technically your book is correct but redundant. The y-intercept actually a point on the graph where the curve crosses the y axis. However, this point will always have an x-coordinate of zero if you think about it (0,c). So the book is technically correct but no one will disagree with you if you say that the y-intercept is just c.
Reply:ok the y intercept consists of the y value and the x value. it sounds like the book is saying that it is not saying that c means x is 0,. but just says what y should be at that point. it is just saying that the intercept for definition considers the x point whereas c should not consider x at all
Reply:i think its pretty much the same thing though the y intercept is usually b.
Reply:That's pretty much semantics, but technically the book is correct.
The y-intercept is a point, which must have two coordinates
(0, c)
That's pretty specific, so if you say "the y-intercept is c", then pretty much anyone with half a brain will know you mean (0, c).
That being said, I learned a very important thing in Algebra class: always, always, always submit your answer in the form the teacher wants.
Reply:the y-intercept of an equation is a point with two numbers, one for x and one for y. the c value would be the y value of the y intercept. but the x will always be 0 for a y-intercept.
ex. y=2x+5
the y-intercept would be at (0,5)
hope i helped!
the y coordinateof the y intercept." I though they were the same???
Y=mx+c question?
Technically your book is correct but redundant. The y-intercept actually a point on the graph where the curve crosses the y axis. However, this point will always have an x-coordinate of zero if you think about it (0,c). So the book is technically correct but no one will disagree with you if you say that the y-intercept is just c.
Reply:ok the y intercept consists of the y value and the x value. it sounds like the book is saying that it is not saying that c means x is 0,. but just says what y should be at that point. it is just saying that the intercept for definition considers the x point whereas c should not consider x at all
Reply:i think its pretty much the same thing though the y intercept is usually b.
Reply:That's pretty much semantics, but technically the book is correct.
The y-intercept is a point, which must have two coordinates
(0, c)
That's pretty specific, so if you say "the y-intercept is c", then pretty much anyone with half a brain will know you mean (0, c).
That being said, I learned a very important thing in Algebra class: always, always, always submit your answer in the form the teacher wants.
Reply:the y-intercept of an equation is a point with two numbers, one for x and one for y. the c value would be the y value of the y intercept. but the x will always be 0 for a y-intercept.
ex. y=2x+5
the y-intercept would be at (0,5)
hope i helped!
How can I get better in Math Class?
I study occasionally and I get high marks in other classes. Heck, I get all A's. Math always bugs me. I usually recieve C's and if I am lucky... a B-. It frustrates me that I can't do as well as I would like and I would appreciate any help.
I am a freshmen in high school taking Algebra 1. We are working with slope-intercept form and graphing.
SOMEONE HELP ME LEARN SLOPE INTERCEPT FORM
How can I get better in Math Class?
I'm bad at math. I got my grades up in college with a tutor to go over homework after I make a serious attempt to do it my self everyday. Also asked for example test questions by the teacher. Basically trying to know how to answer all homework questions helped me out.
Reply:I'll try and help, if you want. Just IM me. I'm pretty sure you can find it out by clicking my name..
Reply:If you don't understand what you're being taught in class, talk with your teacher after class. Your teacher will help you understand the material better, but asking your teacher for help will show him/her that you care about the class. It's really important, especially in math, not to fall behind, because the skills you'll learn in the future build on what you're learning now.
I don't know exactly how familiar you are with equations and slope-intercept form, so forgive me if I'm assuming too much or too little. Slope-intercept form is one of the ways to express a line through an equation. The slope-intercept form has 2 parts of the equation, the slope and the intercept (hence the name, slope-intercept). The general form is y=mx+b, where m represents the slope and b the y-intercept. The y-intercept is the y-value when the line intersects (or intercepts) the y-axis (i.e. the vertical axis). In other words, the y-intercept is the what y equals when x=0. So if we have the equation, y=2x+1, we can see that b=1, so the y-intercept must be 1. To prove this, we can test when x=0 to get 2*0+1 does indeed equal 1. Now m, the slope, is the "rise over run." This is the amount that y goes up for every 1 unit that x goes up. For the same equation, y=2x+1, you can see that the points go (0,1), (1,3), (2,5), (3, 7). Try to notice the pattern, that for every 1 that x goes up, y goes up by 2. Because of this, the slope of that equation is 2. If you need to find the slope from a graph, find 2 points on the line and find how much y goes up (rise) and how much x goes up (run). Divide the rise by the run (rise over run) and that's your slope. I hope this helps. Let me know if I need to clarify anything.
Reply:y = mx + b
it's pretty simple really. the slope is m and the y intercept is b.
a slope is the rise over the run. for every 1 unit to the right, you move up m units. rise = m, run = 1, rise/run = m/1 = m
the y intercept is where the line crosses the y axis. the y axis is defined by x = 0. y = m*x + b, y = m*0 + b, y = b.
once you know the slope and the y intercept (and you can calculate these given any two points on the line), you have your line.
Reply:Math really really needs practice. That and understanding. To gain an understanding, you're going to need a good teacher. If you feel your teacher isn't good and is doing you no justice, get a tutor. A little extra time after school, but it will get you a long way!
Reply:slope intecept form is pretty simple. y=mx+b. The y would be the place where the point is located on the y axis. m would be the slope of the line and b would be the y intecept. when you know two of the above quantities, you will be able to calculate the third aspect. to. the concept of slope intercept form is not difficult. all the skills needed to learn it is addition, and division, and multiplaication, of both positives and negatives. the trick is to do the equation like the variables arent there, then add it in the appropriate spot when you are finished. if you still dont udnerstand ask your teacher or a friend who understands this better than you do. a little extra practice will do something good.
good luck.
I am a freshmen in high school taking Algebra 1. We are working with slope-intercept form and graphing.
SOMEONE HELP ME LEARN SLOPE INTERCEPT FORM
How can I get better in Math Class?
I'm bad at math. I got my grades up in college with a tutor to go over homework after I make a serious attempt to do it my self everyday. Also asked for example test questions by the teacher. Basically trying to know how to answer all homework questions helped me out.
Reply:I'll try and help, if you want. Just IM me. I'm pretty sure you can find it out by clicking my name..
Reply:If you don't understand what you're being taught in class, talk with your teacher after class. Your teacher will help you understand the material better, but asking your teacher for help will show him/her that you care about the class. It's really important, especially in math, not to fall behind, because the skills you'll learn in the future build on what you're learning now.
I don't know exactly how familiar you are with equations and slope-intercept form, so forgive me if I'm assuming too much or too little. Slope-intercept form is one of the ways to express a line through an equation. The slope-intercept form has 2 parts of the equation, the slope and the intercept (hence the name, slope-intercept). The general form is y=mx+b, where m represents the slope and b the y-intercept. The y-intercept is the y-value when the line intersects (or intercepts) the y-axis (i.e. the vertical axis). In other words, the y-intercept is the what y equals when x=0. So if we have the equation, y=2x+1, we can see that b=1, so the y-intercept must be 1. To prove this, we can test when x=0 to get 2*0+1 does indeed equal 1. Now m, the slope, is the "rise over run." This is the amount that y goes up for every 1 unit that x goes up. For the same equation, y=2x+1, you can see that the points go (0,1), (1,3), (2,5), (3, 7). Try to notice the pattern, that for every 1 that x goes up, y goes up by 2. Because of this, the slope of that equation is 2. If you need to find the slope from a graph, find 2 points on the line and find how much y goes up (rise) and how much x goes up (run). Divide the rise by the run (rise over run) and that's your slope. I hope this helps. Let me know if I need to clarify anything.
Reply:y = mx + b
it's pretty simple really. the slope is m and the y intercept is b.
a slope is the rise over the run. for every 1 unit to the right, you move up m units. rise = m, run = 1, rise/run = m/1 = m
the y intercept is where the line crosses the y axis. the y axis is defined by x = 0. y = m*x + b, y = m*0 + b, y = b.
once you know the slope and the y intercept (and you can calculate these given any two points on the line), you have your line.
Reply:Math really really needs practice. That and understanding. To gain an understanding, you're going to need a good teacher. If you feel your teacher isn't good and is doing you no justice, get a tutor. A little extra time after school, but it will get you a long way!
Reply:slope intecept form is pretty simple. y=mx+b. The y would be the place where the point is located on the y axis. m would be the slope of the line and b would be the y intecept. when you know two of the above quantities, you will be able to calculate the third aspect. to. the concept of slope intercept form is not difficult. all the skills needed to learn it is addition, and division, and multiplaication, of both positives and negatives. the trick is to do the equation like the variables arent there, then add it in the appropriate spot when you are finished. if you still dont udnerstand ask your teacher or a friend who understands this better than you do. a little extra practice will do something good.
good luck.
Math Help Again! Asap! Thanks?
How many points are equidistant from two parallel lines and also equidistant from two points on one of the lines ?
a.1
b.2
c.4
d.3
LONG STORY SHORT...My math teacher is really mean and he will tell you right there if you dont know what ur doing and he gets mad and yells hes a good teacher but sooo mean at times so any help is appreciated ive been doing this 16 page packet since like 5 oclock pm 2day i even had to take a nap because in my school its academics and ballet and he makes our lifes freakin miserable but yea thanks alot!
Math Help Again! Asap! Thanks?
listen to Pepper and make sure you understand how she describes the solution; she is right on!!! also, make sure you vote her answer as best answer as she deserves the 10 points given for this!!!!
Reply:b.2
This is a compound locus problem. Do each part separately and see where the results intersect. First, the points equidistant from the two parallel lines is a third parallel line half way between the two given lines Draw this line as a dotted line. Second, the points equidistant from point A form a circle. Draw the circle dotted. Look for the intersections of the dotted drawings. The dotted circle intersects the dotted line in two places.
Reply:There is only one point
a.1
b.2
c.4
d.3
LONG STORY SHORT...My math teacher is really mean and he will tell you right there if you dont know what ur doing and he gets mad and yells hes a good teacher but sooo mean at times so any help is appreciated ive been doing this 16 page packet since like 5 oclock pm 2day i even had to take a nap because in my school its academics and ballet and he makes our lifes freakin miserable but yea thanks alot!
Math Help Again! Asap! Thanks?
listen to Pepper and make sure you understand how she describes the solution; she is right on!!! also, make sure you vote her answer as best answer as she deserves the 10 points given for this!!!!
Reply:b.2
This is a compound locus problem. Do each part separately and see where the results intersect. First, the points equidistant from the two parallel lines is a third parallel line half way between the two given lines Draw this line as a dotted line. Second, the points equidistant from point A form a circle. Draw the circle dotted. Look for the intersections of the dotted drawings. The dotted circle intersects the dotted line in two places.
Reply:There is only one point
What do you think I will get in my Math Grade?
I asked my math teacher. He said Between an A - C+. But no lower than a C +. If I think, I thought I would get something in the B range...but what do you think is my grade, according to the scale he gave me?
What do you think I will get in my Math Grade?
I would also say a B
Reply:Expect the worst(C+). Then when you get your grade, you'll feel really good about yourself when you get above C+.
Reply:it depends on ur grades...
between an A- and a C+ is huge...
its hard to tell
Reply:Don't panic, you will get a good grade (hopefully).
Do your best, that's all you can do.
Reply:Between A - C+...
Reply:From the information given all you can do is take the average.
So you have the following possiblities within your range of A to C+:
A, A-, B+, B, B-, C+
So you should get a B or B+
geranium
What do you think I will get in my Math Grade?
I would also say a B
Reply:Expect the worst(C+). Then when you get your grade, you'll feel really good about yourself when you get above C+.
Reply:it depends on ur grades...
between an A- and a C+ is huge...
its hard to tell
Reply:Don't panic, you will get a good grade (hopefully).
Do your best, that's all you can do.
Reply:Between A - C+...
Reply:From the information given all you can do is take the average.
So you have the following possiblities within your range of A to C+:
A, A-, B+, B, B-, C+
So you should get a B or B+
geranium
C++ problem. array n=[2,4,6,8,10,29,11,12]; array o=[49,48,46,45,44]. need 2 select a random number 4rm both?
has to kinda look like a c++ code.
something like this:
#include%26lt;iostream%26gt;
#include%26lt;math.h%26gt;
#include%26lt;iomanip%26gt;
using namespace std;
int main()
{
int n=[2,4,6,8,10,29,11,12,13,14,15,16,18,19...
int o=[49,48,46,45,44,43,42,39,38,37,36,33,3...
d1=math.rand()*[n];
d2=math.rand()*[n];
d3=math.rand()*[o];
cout%26lt;%26lt;"1"%26lt;%26lt;"-"%26lt;%26lt;"2"%26lt;%26lt;"-"%26lt;%26lt;"3"%26lt;%26lt;endl;
cout%26lt;%26lt;d1%26lt;%26lt;"-"%26lt;%26lt;d2%26lt;%26lt;"-"%26lt;%26lt;d3%26lt;%26lt;endl;
return 0;
}
but i'm not sure it's right! :D
C++ problem. array n=[2,4,6,8,10,29,11,12]; array o=[49,48,46,45,44]. need 2 select a random number 4rm both?
//get # of elements
int sizeA = (sizeof n) / (sizeof n[0])
int sizeB = (sizeof o) / (sizeof o[0])
//A random integer in the valid range of array N
int random_integer = rand() % sizeA;
cout %26lt;%26lt; n[random_integer];
//A random integer in the valid range of array O
random_integer = rand() % sizeB;
cout %26lt;%26lt; o[random_integer];
something like this:
#include%26lt;iostream%26gt;
#include%26lt;math.h%26gt;
#include%26lt;iomanip%26gt;
using namespace std;
int main()
{
int n=[2,4,6,8,10,29,11,12,13,14,15,16,18,19...
int o=[49,48,46,45,44,43,42,39,38,37,36,33,3...
d1=math.rand()*[n];
d2=math.rand()*[n];
d3=math.rand()*[o];
cout%26lt;%26lt;"1"%26lt;%26lt;"-"%26lt;%26lt;"2"%26lt;%26lt;"-"%26lt;%26lt;"3"%26lt;%26lt;endl;
cout%26lt;%26lt;d1%26lt;%26lt;"-"%26lt;%26lt;d2%26lt;%26lt;"-"%26lt;%26lt;d3%26lt;%26lt;endl;
return 0;
}
but i'm not sure it's right! :D
C++ problem. array n=[2,4,6,8,10,29,11,12]; array o=[49,48,46,45,44]. need 2 select a random number 4rm both?
//get # of elements
int sizeA = (sizeof n) / (sizeof n[0])
int sizeB = (sizeof o) / (sizeof o[0])
//A random integer in the valid range of array N
int random_integer = rand() % sizeA;
cout %26lt;%26lt; n[random_integer];
//A random integer in the valid range of array O
random_integer = rand() % sizeB;
cout %26lt;%26lt; o[random_integer];
Math major?
Hello,
I am doing my bachelors, but i am confused about my major. At first i chose computer science but now i don't want to do it. I want to go in to math major but i am not good at it. My grades for my math classes are as follows:
algebra - A
Geometry -B
Precalc- B
Calculus - B ( I got D once and i retook it again in mini session and i got B)
Calculus 2 - C ( I failed once and i retook it in minisession and i got C)
So based on my grades do u think math major is good for me. I know most of u would say it is a bad idea, but if i try my best now, can i major in math? Are there any one out there with math major who didn't have perfect grades but managed to do B.S in math? Thank you
Math major?
The real question is which area is more interesting for you.
Do you want to pursue graduate studies? Then the grades will matter until get into graduate school. The math classes you took already is just the beginning. In higher level math you will be proving theorems and applying these ideas to different applications.
You are still in a good situation, I know alot of graduate students who had to take calculus two or three times. The mathematics at that level is not interesting, becomes interesting later on. It's better if you have good grades on the more advanced classes in math.
Perhaps, you can major in math and get a minor in CS, this will be attractive to alot of employers and graduate schools.
Like I said, it all depends on what you want to do, and if you have interest.
Reply:Hey man if you want to be a math major go for it don't be discouraged just keep going!
Reply:I am considering majoring in math in terms of earning a second B.A. degree. I have two degrees (B.A. and A.A) in areas other than math. However, I have learned enough math to answer math questions on this and other forums.
I say to you---%26gt;GO FOR IT! Don't listen to anyone but yourself.
You can always hire a math tutor, buy math instructional dvds or vhs tapes or get help from online math forums.
Not all math majors earn an A on every test and in every math course. Only if you are genious and there are very few people that fall in that category.
I say, don't let anyone stop you! I could have had my math degree by now (age 42) but listening to people and their wrong advice messed me up BIG TIME!
Go for it!!
I am doing my bachelors, but i am confused about my major. At first i chose computer science but now i don't want to do it. I want to go in to math major but i am not good at it. My grades for my math classes are as follows:
algebra - A
Geometry -B
Precalc- B
Calculus - B ( I got D once and i retook it again in mini session and i got B)
Calculus 2 - C ( I failed once and i retook it in minisession and i got C)
So based on my grades do u think math major is good for me. I know most of u would say it is a bad idea, but if i try my best now, can i major in math? Are there any one out there with math major who didn't have perfect grades but managed to do B.S in math? Thank you
Math major?
The real question is which area is more interesting for you.
Do you want to pursue graduate studies? Then the grades will matter until get into graduate school. The math classes you took already is just the beginning. In higher level math you will be proving theorems and applying these ideas to different applications.
You are still in a good situation, I know alot of graduate students who had to take calculus two or three times. The mathematics at that level is not interesting, becomes interesting later on. It's better if you have good grades on the more advanced classes in math.
Perhaps, you can major in math and get a minor in CS, this will be attractive to alot of employers and graduate schools.
Like I said, it all depends on what you want to do, and if you have interest.
Reply:Hey man if you want to be a math major go for it don't be discouraged just keep going!
Reply:I am considering majoring in math in terms of earning a second B.A. degree. I have two degrees (B.A. and A.A) in areas other than math. However, I have learned enough math to answer math questions on this and other forums.
I say to you---%26gt;GO FOR IT! Don't listen to anyone but yourself.
You can always hire a math tutor, buy math instructional dvds or vhs tapes or get help from online math forums.
Not all math majors earn an A on every test and in every math course. Only if you are genious and there are very few people that fall in that category.
I say, don't let anyone stop you! I could have had my math degree by now (age 42) but listening to people and their wrong advice messed me up BIG TIME!
Go for it!!
Need help with this math problem please?
please can some do this problem with all the steps do maye i would be able to understand and a check to i have no idea how to do this type of math.
You have to use the L.C.D or just common denominators
2x 2x4
---- = ------
x-4 x-5
Need help with this math problem please?
Cross multiply
(x-5)(2x)=(2x?4)(x-4)
Then solve (you left out a operation out)
You have to use the L.C.D or just common denominators
2x 2x4
---- = ------
x-4 x-5
Need help with this math problem please?
Cross multiply
(x-5)(2x)=(2x?4)(x-4)
Then solve (you left out a operation out)
Pre-med but not good at math?
So I am going to college for pre-med/med school but am not good at math. I had precalc. and got a C and had not idea what was going on, but it could have been the teacher. How high of a math class will I need? I have to take placement exams but would like to know before to see if i will be able to do the work or not. anyone have any answers? Thanks!!!!!
Pre-med but not good at math?
youll need at least one sem of calc for some med schools [besides you need calc to get into physics, which you need as part of the reqs]. good luck, im sure youll do well w the proper teaching and lots of studying
Reply:You don't need calculus - but you do need to take at least one math class. Retake precalc in college, and get a tutor and a study group to make sure you do well in it.
Reply:take some calc slowly and make sure you understand it
good luck!!
Reply:Your chances are slim but pursue your dream
sweet pea
Pre-med but not good at math?
youll need at least one sem of calc for some med schools [besides you need calc to get into physics, which you need as part of the reqs]. good luck, im sure youll do well w the proper teaching and lots of studying
Reply:You don't need calculus - but you do need to take at least one math class. Retake precalc in college, and get a tutor and a study group to make sure you do well in it.
Reply:take some calc slowly and make sure you understand it
good luck!!
Reply:Your chances are slim but pursue your dream
sweet pea
Math questions please help me?
Can someone please help me on these math questions please?? Thank you
Quadrilateral A B C D. angle B equals 65 degrees. Angle D equals 65 degrees. Angle B and D oppose each other. determine if the quadrilaterals are parallelograms. Explain your answers
Quadrilateral A B C D. Segment A B equals 7.25mm. Segment B C equals 5.2mm. Segment C D equals 7.25mm. Segment D A equals 5.2mm . determine if the quadrilaterals are parallelograms. Explain your answers
Quadrilateral A B C D on a graph. Point A is at (-5,-1) Point B is at (6,1) point C is at (4,-3) point D is at (-7,-5) Prove the quadrilateral is a parallelogram by using Theorem 5-7; if the diagonals of a quadrilateral bisect each other, then it is a parallelogram?? Prove the quadrilateral is a parallelogram by using Theorem 5-8; if one pair of opposite sides of a quadrilateral is both congruent and parallel, then it is a parallelogram. ??
Math questions please help me?
1. yes because a pair of opposite angles are congruent
2. yes it is a parallelogram because both pairs of opposite sides are congruent
3. i dont remember
Quadrilateral A B C D. angle B equals 65 degrees. Angle D equals 65 degrees. Angle B and D oppose each other. determine if the quadrilaterals are parallelograms. Explain your answers
Quadrilateral A B C D. Segment A B equals 7.25mm. Segment B C equals 5.2mm. Segment C D equals 7.25mm. Segment D A equals 5.2mm . determine if the quadrilaterals are parallelograms. Explain your answers
Quadrilateral A B C D on a graph. Point A is at (-5,-1) Point B is at (6,1) point C is at (4,-3) point D is at (-7,-5) Prove the quadrilateral is a parallelogram by using Theorem 5-7; if the diagonals of a quadrilateral bisect each other, then it is a parallelogram?? Prove the quadrilateral is a parallelogram by using Theorem 5-8; if one pair of opposite sides of a quadrilateral is both congruent and parallel, then it is a parallelogram. ??
Math questions please help me?
1. yes because a pair of opposite angles are congruent
2. yes it is a parallelogram because both pairs of opposite sides are congruent
3. i dont remember
I Am A School Aged Kid and I Cant Seem To Get Good Grades In Math?!!! Any Advice BE SERIOUS!?
I Always Get a D Mark Or Lower Like an E.......My Parents Dont Like C's and Im JUST NOT GOOD @ Math!!!!!!!!!!!!!!!!!!!! Its Driving Me Wacko %26amp; Nuts.....
I Am A School Aged Kid and I Cant Seem To Get Good Grades In Math?!!! Any Advice BE SERIOUS!?
speak to your math teacher and ask her/him to help you out in class, show them that your determined to learn and they should help you out.
also when your doing your math problems talk them out to yourself so that you can see where your going wrong and take your time doing the problems.
one trick i used to learn and kinda sad was to add up number plates on cars as they went past, and then multiply the number and then divide and just mess about with the numbers, its just so that you get good at problem solving, even if its simple problems like addition, subtraction.
finally, just keep on trying and tell your parents to help you so that they can see your efforts and praise you too and they will hopefully take some measures like tuition to help you if you need it.
good luck:)
Reply:Think about what you are good at. Why are you good at it? Maybe you don't learn best the way your math teachers teach. Try to partner with 2 or 3 other kids from you class and talk about the problems and how they come up with answers. Don't be afraid to say you don't get it. Just talk the process of the math out with people listening. Also listen to how they work through the problem. Everyone comes to a problem a little differently. Try to get a new perspecitive on math. Develop some confidence around it too. You will see, you probably are pretty good at it, you just have a few misconceptions. At least you are still trying. Don't give up :)
Reply:Find a good tutor.
Reply:Have you asked your parents for help one of them or both may be good at math and be able to help you understand it in a way your teacher cant if they cant help you the cant very well expect
you do do better can they and yes im a parent of 2,boy 8 and girl10
I Am A School Aged Kid and I Cant Seem To Get Good Grades In Math?!!! Any Advice BE SERIOUS!?
speak to your math teacher and ask her/him to help you out in class, show them that your determined to learn and they should help you out.
also when your doing your math problems talk them out to yourself so that you can see where your going wrong and take your time doing the problems.
one trick i used to learn and kinda sad was to add up number plates on cars as they went past, and then multiply the number and then divide and just mess about with the numbers, its just so that you get good at problem solving, even if its simple problems like addition, subtraction.
finally, just keep on trying and tell your parents to help you so that they can see your efforts and praise you too and they will hopefully take some measures like tuition to help you if you need it.
good luck:)
Reply:Think about what you are good at. Why are you good at it? Maybe you don't learn best the way your math teachers teach. Try to partner with 2 or 3 other kids from you class and talk about the problems and how they come up with answers. Don't be afraid to say you don't get it. Just talk the process of the math out with people listening. Also listen to how they work through the problem. Everyone comes to a problem a little differently. Try to get a new perspecitive on math. Develop some confidence around it too. You will see, you probably are pretty good at it, you just have a few misconceptions. At least you are still trying. Don't give up :)
Reply:Find a good tutor.
Reply:Have you asked your parents for help one of them or both may be good at math and be able to help you understand it in a way your teacher cant if they cant help you the cant very well expect
you do do better can they and yes im a parent of 2,boy 8 and girl10
Math problems i need help on?
Can someone please help me with these math problems please..Thanks
1. Triangle A B C is drawn with angle A measuring 57 degrees and angle C measuring 31 degrees. Triangle D E F is drawn with angle D measuring 57 degrees and angle E measuring 92 degrees. Decide whether triangle ABC and triangle DEF are similar, not similar, or cannot be determined from the given information.
A)Similar
B)Not similar
C)Cannot be determined
2. Two triangle F E I and H G I are drawn connected at point I only. Side F I is labeled x + 1. Side E I is labeled 2. Side H I is labeled x + 7. Side G I is labled 5. Angle F I E and angle H I G are vertical angles.
Given: Triangle FEI is similar to triangle HGI. Solve for side FI.
A)3
B)10
C)5
D)4
3. Triangle A B E is drawn inside the larger triangle A C D. Segment A B is 3 units. Segment B C is 5 units. Segment B E is x. Segment C D is 8. Triangle ABE is similar to triangle ACD. Solve for x.
A)2
B)4
C)3
D)Cannot be determined
Math problems i need help on?
Hi sweety. what youve got to do is say for number 1. you need to draw trianlge ABC and then draw triangle DEF.
write in the details you already know. which is that angle a is 57 degree and angle c is 31. a triangle has 180 degrees so therefore 180-75-31 means that angle b is 92!
the next part says triangle DEF d is 92 and e is 57 so you do the same 180 - 92-57 = 31 so f is 31.
that means that both triangles are the same as they both have the same angles.
does that help
1. Triangle A B C is drawn with angle A measuring 57 degrees and angle C measuring 31 degrees. Triangle D E F is drawn with angle D measuring 57 degrees and angle E measuring 92 degrees. Decide whether triangle ABC and triangle DEF are similar, not similar, or cannot be determined from the given information.
A)Similar
B)Not similar
C)Cannot be determined
2. Two triangle F E I and H G I are drawn connected at point I only. Side F I is labeled x + 1. Side E I is labeled 2. Side H I is labeled x + 7. Side G I is labled 5. Angle F I E and angle H I G are vertical angles.
Given: Triangle FEI is similar to triangle HGI. Solve for side FI.
A)3
B)10
C)5
D)4
3. Triangle A B E is drawn inside the larger triangle A C D. Segment A B is 3 units. Segment B C is 5 units. Segment B E is x. Segment C D is 8. Triangle ABE is similar to triangle ACD. Solve for x.
A)2
B)4
C)3
D)Cannot be determined
Math problems i need help on?
Hi sweety. what youve got to do is say for number 1. you need to draw trianlge ABC and then draw triangle DEF.
write in the details you already know. which is that angle a is 57 degree and angle c is 31. a triangle has 180 degrees so therefore 180-75-31 means that angle b is 92!
the next part says triangle DEF d is 92 and e is 57 so you do the same 180 - 92-57 = 31 so f is 31.
that means that both triangles are the same as they both have the same angles.
does that help
3 math classes to choose from for my sophomore year?
I am currently getting a B in Adv. Algebra and Trig, and have the following choices for next year's math:
A) Statistics AP
B) Geometry Honors
C) Pre-Calculus
If someone could give me the jist of each course, and recommend one, I'd appreciate it.
3 math classes to choose from for my sophomore year?
I would go with pre-calculus. Calculus is used in many fields of study, including geometry and statistics.
Reply:Take Pre-Calc so you can take AB or BC calculus your senior year and get AP credit for college
Reply:i really didn't like geomety, but maye you'll have a better teacher than me.
Reply:Take Statistics AP because the AP classes taken in high school provide college credit.
Reply:Choice B is bad
I would take choice A --- i like statistics better than calc.
but you will probably have to take calc on college so taking ap calc is not a bad option either
Taking geomotry is a waste if you can take the others right now
rose
A) Statistics AP
B) Geometry Honors
C) Pre-Calculus
If someone could give me the jist of each course, and recommend one, I'd appreciate it.
3 math classes to choose from for my sophomore year?
I would go with pre-calculus. Calculus is used in many fields of study, including geometry and statistics.
Reply:Take Pre-Calc so you can take AB or BC calculus your senior year and get AP credit for college
Reply:i really didn't like geomety, but maye you'll have a better teacher than me.
Reply:Take Statistics AP because the AP classes taken in high school provide college credit.
Reply:Choice B is bad
I would take choice A --- i like statistics better than calc.
but you will probably have to take calc on college so taking ap calc is not a bad option either
Taking geomotry is a waste if you can take the others right now
rose
Math help please?
Can someone please help me with these math problems please..Thanks
1. Triangle A B C is drawn with angle A measuring 57 degrees and angle C measuring 31 degrees. Triangle D E F is drawn with angle D measuring 57 degrees and angle E measuring 92 degrees. Decide whether triangle ABC and triangle DEF are similar, not similar, or cannot be determined from the given information.
A)Similar
B)Not similar
C)Cannot be determined
2. Two triangle F E I and H G I are drawn connected at point I only. Side F I is labeled x + 1. Side E I is labeled 2. Side H I is labeled x + 7. Side G I is labled 5. Angle F I E and angle H I G are vertical angles.
Given: Triangle FEI is similar to triangle HGI. Solve for side FI.
A)3
B)10
C)5
D)4
3. Triangle A B E is drawn inside the larger triangle A C D. Segment A B is 3 units. Segment B C is 5 units. Segment B E is x. Segment C D is 8. Triangle ABE is similar to triangle ACD. Solve for x.
A)2
B)4
C)3
D)Cannot be determined
Math help please?
if you took the time to follow the steps or atleast tried to solve it yourself, you'll realize that it is easier than you think. give it a go... it should take less than 10 minutes.
Reply:damb,,,,,eye shuldah staid inn skool
Reply:its your own work I'm not helping Sorry =(
Reply:1. B
2. C
3. A
1. Triangle A B C is drawn with angle A measuring 57 degrees and angle C measuring 31 degrees. Triangle D E F is drawn with angle D measuring 57 degrees and angle E measuring 92 degrees. Decide whether triangle ABC and triangle DEF are similar, not similar, or cannot be determined from the given information.
A)Similar
B)Not similar
C)Cannot be determined
2. Two triangle F E I and H G I are drawn connected at point I only. Side F I is labeled x + 1. Side E I is labeled 2. Side H I is labeled x + 7. Side G I is labled 5. Angle F I E and angle H I G are vertical angles.
Given: Triangle FEI is similar to triangle HGI. Solve for side FI.
A)3
B)10
C)5
D)4
3. Triangle A B E is drawn inside the larger triangle A C D. Segment A B is 3 units. Segment B C is 5 units. Segment B E is x. Segment C D is 8. Triangle ABE is similar to triangle ACD. Solve for x.
A)2
B)4
C)3
D)Cannot be determined
Math help please?
if you took the time to follow the steps or atleast tried to solve it yourself, you'll realize that it is easier than you think. give it a go... it should take less than 10 minutes.
Reply:damb,,,,,eye shuldah staid inn skool
Reply:its your own work I'm not helping Sorry =(
Reply:1. B
2. C
3. A
How hard is math in college?
I want to go to college but I'm not the best in math. At best I'm an average (C grade) student in it. Even that would take a lot of hard work. I'm confident I could pass every other class I'd take but that. I don't not wanna go to college just because I'm bad in one subject but math is such an important class. Can anybody give me advice?
How hard is math in college?
In college you could probably get away with only taking one math class, and they won't make you take a class that is harder than you can handle...usually you'll take a placement exam and they'll recommend what level to take. You can major in anything you like--which, I'm guessing, won't be math--and liberal arts schools will usually require you take certain "core" classes in all the main subjects (math, science, english, history, etc). Many schools will offer special core classes that are aimed toward the students who aren't majoring in that topic (ie expecting you to not have an extensive background)...you won't be tossed into Calculus IV or something. If you can pass high school math and do well enough on the SAT to get into college, you'll be fine.
Reply:Hey I tutored math and physics for 3 years in college. And the people I tutored the most were Business majors. There are tons of majors in college that don't involve math in anyway. Hell there is less math in chemistry than the average person believes. Trust me I know you can make it through school and not have to take a lot of math, if anything you'd probably have to take basic algebra. And trust me they have tutors for that.
Reply:What math class and/or what are you planning to major in? That makes a LOT of difference.
I took Calc 2, Calc 3, and differential equations in college. . . not exactly easy. . . but a lot of majors don't require that kind of math. Some only need to go as far as college algebra, which isn't much different from what you do in high school as I understand it.
Reply:It depends on the class. It won't be a problem unless you want to go into a field that requireds math, but that wouldn't make any sense given your math problem. Just take whatever basic class is required and tough it out. With enough hard work and help from the tutors and instructor, you can do it.
Cheers.
Reply:I used to be horrible in math. I would get stomach aches before class. Now, Im pretty good. It all depends on the instructor. Some will teach a couple of different ways to solve a problem and really work with you and some do it one way only and thats that! Ask other students who have taken the math classes you have to take and get their opinion on their instructors. Good luck to you my friend and I hope you enjoy college!
How hard is math in college?
In college you could probably get away with only taking one math class, and they won't make you take a class that is harder than you can handle...usually you'll take a placement exam and they'll recommend what level to take. You can major in anything you like--which, I'm guessing, won't be math--and liberal arts schools will usually require you take certain "core" classes in all the main subjects (math, science, english, history, etc). Many schools will offer special core classes that are aimed toward the students who aren't majoring in that topic (ie expecting you to not have an extensive background)...you won't be tossed into Calculus IV or something. If you can pass high school math and do well enough on the SAT to get into college, you'll be fine.
Reply:Hey I tutored math and physics for 3 years in college. And the people I tutored the most were Business majors. There are tons of majors in college that don't involve math in anyway. Hell there is less math in chemistry than the average person believes. Trust me I know you can make it through school and not have to take a lot of math, if anything you'd probably have to take basic algebra. And trust me they have tutors for that.
Reply:What math class and/or what are you planning to major in? That makes a LOT of difference.
I took Calc 2, Calc 3, and differential equations in college. . . not exactly easy. . . but a lot of majors don't require that kind of math. Some only need to go as far as college algebra, which isn't much different from what you do in high school as I understand it.
Reply:It depends on the class. It won't be a problem unless you want to go into a field that requireds math, but that wouldn't make any sense given your math problem. Just take whatever basic class is required and tough it out. With enough hard work and help from the tutors and instructor, you can do it.
Cheers.
Reply:I used to be horrible in math. I would get stomach aches before class. Now, Im pretty good. It all depends on the instructor. Some will teach a couple of different ways to solve a problem and really work with you and some do it one way only and thats that! Ask other students who have taken the math classes you have to take and get their opinion on their instructors. Good luck to you my friend and I hope you enjoy college!
Math help complex fractions?
please can some do this problem with all the steps do maye i would be able to understand and a check to i have no idea how to do this type of math.
You have to use the L.C.D or just common denominators
2x 2 x4
---- = ------
x-4 x-5
Math help complex fractions?
doesnt make sense is the "=" supposed to be times..?
and if u are trying to simplify then its not solve "x"
rewrite with parenthesis instead...FOOL!
Reply:When you write these up here use parentheses. We can't understand what you mean. For instance, is it:
(2x)/(x-4)=(2x+4)/(x-5)???
I would say multiply the top of the left side by (x-5) and the top of the right side by (x-4). If there are multiple terms (e.g. 2x-4) in the numerator, then you must use FOIL.
You have to use the L.C.D or just common denominators
2x 2 x4
---- = ------
x-4 x-5
Math help complex fractions?
doesnt make sense is the "=" supposed to be times..?
and if u are trying to simplify then its not solve "x"
rewrite with parenthesis instead...FOOL!
Reply:When you write these up here use parentheses. We can't understand what you mean. For instance, is it:
(2x)/(x-4)=(2x+4)/(x-5)???
I would say multiply the top of the left side by (x-5) and the top of the right side by (x-4). If there are multiple terms (e.g. 2x-4) in the numerator, then you must use FOIL.
Math help....?
I have 2 math problems working with converting F to C (degrees)
the problems are:
#1. convert 120 celsius to fahrenheit
"somehow i got 152/1?????
#2. the melting point of the metal gallium is 86 F what is this temp. in degrees celsius?
"i got 1062/5??"
And so everyone knows i do know the formulas!
Math help....?
Ok so. Although i already know you know the formulas, i'll repeat them so you know which one i used if there are any variations. i used: c/5 x 9 + 32. If you substitute c for 120, you get 120/5 x 9 + 32. 120/5 = 24. 24 x 9 + 32. 24 x 9 is 216. So 216 + 32, is 248. the degrees in fahrenheit is 248.
2). f to c, is (F-32)/9 x 5. Fahrenheit is 86. so 86-32 is 54. 54/9 is 6. 6 x 5 is 30. (: in celsius its 30.
Reply:Im thinking to convert F to C you multiple by 1.8 and then add 32. Which would give an answer of 257.6 degrees to #1 and an answer of 186.8 degrees for number 2
Reply:Answers #1: 248 #2: 29.97
Reply:Are you crazy!!!!!! No one knows the answer to that. Im just kidding. Your right im in college. You have the right answers and dont feel bad that u dont know the answers to those type of things. There hard!!!!!!! I WISH YOU ALL MY LUCK ON THE TEST AND OF THE PAPER!!!!!
Reply:# 1 248
not sure second one
Reply:F=(Cx9/5)+32
C=(F-32)x5/9
86-32=54x5=270/9=30 celcius
flowering plum
the problems are:
#1. convert 120 celsius to fahrenheit
"somehow i got 152/1?????
#2. the melting point of the metal gallium is 86 F what is this temp. in degrees celsius?
"i got 1062/5??"
And so everyone knows i do know the formulas!
Math help....?
Ok so. Although i already know you know the formulas, i'll repeat them so you know which one i used if there are any variations. i used: c/5 x 9 + 32. If you substitute c for 120, you get 120/5 x 9 + 32. 120/5 = 24. 24 x 9 + 32. 24 x 9 is 216. So 216 + 32, is 248. the degrees in fahrenheit is 248.
2). f to c, is (F-32)/9 x 5. Fahrenheit is 86. so 86-32 is 54. 54/9 is 6. 6 x 5 is 30. (: in celsius its 30.
Reply:Im thinking to convert F to C you multiple by 1.8 and then add 32. Which would give an answer of 257.6 degrees to #1 and an answer of 186.8 degrees for number 2
Reply:Answers #1: 248 #2: 29.97
Reply:Are you crazy!!!!!! No one knows the answer to that. Im just kidding. Your right im in college. You have the right answers and dont feel bad that u dont know the answers to those type of things. There hard!!!!!!! I WISH YOU ALL MY LUCK ON THE TEST AND OF THE PAPER!!!!!
Reply:# 1 248
not sure second one
Reply:F=(Cx9/5)+32
C=(F-32)x5/9
86-32=54x5=270/9=30 celcius
flowering plum
Math help...ahhh!?
Tricky math question?
the four numbers a %26lt; b %26lt; c %26lt;d can be paired in six different ways. If each pair has a different sum, and if the fourt smallest sums are 1, 2, 3, and 4, what are all the possible values of d?
Math help...ahhh!?
d = 4
a=0
b=1
c=2
d=4
Six pairs are: ab,ac,ad,bc,bd,cd
ab=01: 0+1=1
ac=02: 0+2=2
ad=04: 0+4=4
bc=12: 1+2=3
bd=14: 1+4=5
cd=24: 2+4=6
all sums are different and the four smallest sums are 1,2,3,4
the four numbers a %26lt; b %26lt; c %26lt;d can be paired in six different ways. If each pair has a different sum, and if the fourt smallest sums are 1, 2, 3, and 4, what are all the possible values of d?
Math help...ahhh!?
d = 4
a=0
b=1
c=2
d=4
Six pairs are: ab,ac,ad,bc,bd,cd
ab=01: 0+1=1
ac=02: 0+2=2
ad=04: 0+4=4
bc=12: 1+2=3
bd=14: 1+4=5
cd=24: 2+4=6
all sums are different and the four smallest sums are 1,2,3,4
Help Prove This Math Trick!!!?
can someone please help prove this math trick with inequalities
(a/b) %26lt; [(a+c)/(b+d)] %26lt; (c/d)
if you don't believe me that this trick works try it out for yourself.
like for instance:
(2/3) %26lt; x %26lt; (5/6)
just add the numerators and the denominators across
(2+5)/(3+6) = 7/9
and indeed
(2/3) %26lt; (7/9) %26lt; (5/6).
Help Prove This Math Trick!!!?
Well, first off, this can only be true if:
(a/b) %26lt; (c/d),
for fairly obvious reasons. :) But, if we assume that that's true, and that neither b nor d equals 0, then we can do this:
(a/b)*b*d %26lt; (c/d)*b*d, which yields
ad %26lt; cb
From here, we'll go two different ways. First:
ad %26lt; cb
ab + ad %26lt; ab + cb
a(b+d) %26lt; (a+c)b
a(b+d)/(b(b+d)) %26lt; (a+c)b/(b(b+d))
a/b %26lt; (a+c)/(b+d).
Which makes the left-hand inequality true. Then,
ad %26lt; cb
ad + cd %26lt; cb + cd
(a+c)d %26lt; c(b+d)
(a+c)d/(d(b+d)) %26lt; c(b+d)/(d(b+d)
(a+c)/(b+d) %26lt; c/d.
Which makes the right-hand inequality true.
This is actually a pretty neat set of inequalities; I didn't believe myself until I proved it. :)
Reply:Given:
a/b %26lt; c/d
then
(a + c)/b %26lt; c/b + c/d
(a + c)/b %26lt; c(1/b + 1/d)
(a + c)/b %26lt; c(b + d)/bd
(a + c) %26lt; (b + d)c/d
(a + c)/(b + d) %26lt; c/d
a/b + a/d %26lt; a/d + c/d
a(1/b + 1/d) %26lt; (a + c)/d
a(d/bd + b/bd) %26lt; (a + c)/d
a(b + d)/bd %26lt; (a + c)/d
(b + d)a/b %26lt; (a + c)
a/b %26lt; (a + c)/(b + d)
and
a/b %26lt; (a + c)/(b + d) %26lt; c/d
Reply:This may help.....don't think of them as fractions.....think of them as division operations. That's all a fraction really is.
Reply:first we assume that a and b are relatively prime....(just to set that a/b is the simplest form)
then there exist c/d = ax+k/bx --------- where x,k %26gt;= 0 ; to show that a/b %26lt; c/d
so we need to show that
a/b %26lt; [a(x+1)+k] / b(x+1) %26lt; (ax+k)/bx
first a/b %26lt; [a(x+1)+k] / b(x+1)
%26lt; [a(x+1)/b(x+1)] +k/b(x+1)
%26lt; (a/b) + k/b(x+1)........true.
second [a(x+1) + k]/b(x+1) %26lt; (ax+k)/bx
[a(x+1)/b(x+1)] + [k/b(x+1)] %26lt; (ax/bx)+k/bx
a/b + [k/b(x+1)] %26lt; a/b + k/bx
[k/b(x+1)] %26lt; k/bx
since b(x+1) %26gt; bx
then [a(x+1) + k]/b(x+1) %26lt; (ax+k)/bx ......true.
(a/b) %26lt; [(a+c)/(b+d)] %26lt; (c/d) ......true!
Reply:So you want to prove that, for real numbers,
(a/b) %26lt; [(a + c) / (b + d)] %26lt; (c/d)
It's false.
Choose a = 5, d = 1, b = 1, c = 1. Then
(a/b) = 5/1 = 5
[(a + c) / (b + d)] = [(5 + 1) / (1 + 1)] = 6/2 = 3
5 %26lt; 3 is already false, for half of the inequality.
What I suspect is that you're missing some additional condition. Possibly something like 0 %26lt; a %26lt; b %26lt; c %26lt; d
Reply:one example, does not a proof make.
That's like saying x^2 = 2x all the time because 2*2 = 2+2.
Tackle it from the perspective of you're dividing each peice more times. So even if you have more peices, by adding the denominators, you're making them all smaller. I don't have the time to put it into nifty generic letters to prove atm, but I'd go from:
2/9 and 5/9, where 2/9 would be %26lt;1/2 of before, and 5/9 would be %26lt;1/2 of 5/6. so less than 1/2 + less than half is less than whole, and then something similar for the greater than to sandwich the two.
btw, a=5, b=6, c=2, d=3 isn't a counter because 5/6 isn't less than 2/3.
Reply:um...looks like you just proved it yourself....
Reply:a/b %26lt; c/d
ad %26lt; bc (after multiplying both by bd)
ad + ab %26lt; bc + ab
a(b+d) %26lt; b(a+c) .... then divide by b and (b+d)
a/b %26lt; (a+c)/(b+d)
going back to step 2, add cd instead to get
ad + cd %26lt; bc + cd
d(a+c) %26lt; c(b+c) .... then divide by b and b+d
(a+c)/(b+d) %26lt; c/d
Finally put the 2 inequalities together.
Reply:Counterexample:
a=5, b=6, c=2, d=3
Reply:How simple your problem is. Why dont ........................................... got it?
(a/b) %26lt; [(a+c)/(b+d)] %26lt; (c/d)
if you don't believe me that this trick works try it out for yourself.
like for instance:
(2/3) %26lt; x %26lt; (5/6)
just add the numerators and the denominators across
(2+5)/(3+6) = 7/9
and indeed
(2/3) %26lt; (7/9) %26lt; (5/6).
Help Prove This Math Trick!!!?
Well, first off, this can only be true if:
(a/b) %26lt; (c/d),
for fairly obvious reasons. :) But, if we assume that that's true, and that neither b nor d equals 0, then we can do this:
(a/b)*b*d %26lt; (c/d)*b*d, which yields
ad %26lt; cb
From here, we'll go two different ways. First:
ad %26lt; cb
ab + ad %26lt; ab + cb
a(b+d) %26lt; (a+c)b
a(b+d)/(b(b+d)) %26lt; (a+c)b/(b(b+d))
a/b %26lt; (a+c)/(b+d).
Which makes the left-hand inequality true. Then,
ad %26lt; cb
ad + cd %26lt; cb + cd
(a+c)d %26lt; c(b+d)
(a+c)d/(d(b+d)) %26lt; c(b+d)/(d(b+d)
(a+c)/(b+d) %26lt; c/d.
Which makes the right-hand inequality true.
This is actually a pretty neat set of inequalities; I didn't believe myself until I proved it. :)
Reply:Given:
a/b %26lt; c/d
then
(a + c)/b %26lt; c/b + c/d
(a + c)/b %26lt; c(1/b + 1/d)
(a + c)/b %26lt; c(b + d)/bd
(a + c) %26lt; (b + d)c/d
(a + c)/(b + d) %26lt; c/d
a/b + a/d %26lt; a/d + c/d
a(1/b + 1/d) %26lt; (a + c)/d
a(d/bd + b/bd) %26lt; (a + c)/d
a(b + d)/bd %26lt; (a + c)/d
(b + d)a/b %26lt; (a + c)
a/b %26lt; (a + c)/(b + d)
and
a/b %26lt; (a + c)/(b + d) %26lt; c/d
Reply:This may help.....don't think of them as fractions.....think of them as division operations. That's all a fraction really is.
Reply:first we assume that a and b are relatively prime....(just to set that a/b is the simplest form)
then there exist c/d = ax+k/bx --------- where x,k %26gt;= 0 ; to show that a/b %26lt; c/d
so we need to show that
a/b %26lt; [a(x+1)+k] / b(x+1) %26lt; (ax+k)/bx
first a/b %26lt; [a(x+1)+k] / b(x+1)
%26lt; [a(x+1)/b(x+1)] +k/b(x+1)
%26lt; (a/b) + k/b(x+1)........true.
second [a(x+1) + k]/b(x+1) %26lt; (ax+k)/bx
[a(x+1)/b(x+1)] + [k/b(x+1)] %26lt; (ax/bx)+k/bx
a/b + [k/b(x+1)] %26lt; a/b + k/bx
[k/b(x+1)] %26lt; k/bx
since b(x+1) %26gt; bx
then [a(x+1) + k]/b(x+1) %26lt; (ax+k)/bx ......true.
(a/b) %26lt; [(a+c)/(b+d)] %26lt; (c/d) ......true!
Reply:So you want to prove that, for real numbers,
(a/b) %26lt; [(a + c) / (b + d)] %26lt; (c/d)
It's false.
Choose a = 5, d = 1, b = 1, c = 1. Then
(a/b) = 5/1 = 5
[(a + c) / (b + d)] = [(5 + 1) / (1 + 1)] = 6/2 = 3
5 %26lt; 3 is already false, for half of the inequality.
What I suspect is that you're missing some additional condition. Possibly something like 0 %26lt; a %26lt; b %26lt; c %26lt; d
Reply:one example, does not a proof make.
That's like saying x^2 = 2x all the time because 2*2 = 2+2.
Tackle it from the perspective of you're dividing each peice more times. So even if you have more peices, by adding the denominators, you're making them all smaller. I don't have the time to put it into nifty generic letters to prove atm, but I'd go from:
2/9 and 5/9, where 2/9 would be %26lt;1/2 of before, and 5/9 would be %26lt;1/2 of 5/6. so less than 1/2 + less than half is less than whole, and then something similar for the greater than to sandwich the two.
btw, a=5, b=6, c=2, d=3 isn't a counter because 5/6 isn't less than 2/3.
Reply:um...looks like you just proved it yourself....
Reply:a/b %26lt; c/d
ad %26lt; bc (after multiplying both by bd)
ad + ab %26lt; bc + ab
a(b+d) %26lt; b(a+c) .... then divide by b and (b+d)
a/b %26lt; (a+c)/(b+d)
going back to step 2, add cd instead to get
ad + cd %26lt; bc + cd
d(a+c) %26lt; c(b+c) .... then divide by b and b+d
(a+c)/(b+d) %26lt; c/d
Finally put the 2 inequalities together.
Reply:Counterexample:
a=5, b=6, c=2, d=3
Reply:How simple your problem is. Why dont ........................................... got it?
Please give me the websites from where i can get P,C,M, ques. for 10+2 & competitions.?
P.C.M. means physics, chemistry, maths.
Please give me the websites from where i can get P,C,M, ques. for 10+2 %26amp; competitions.?
The following are the helpful:
www.emsc.nysed.gov
www.physics.usyd.edu.au
www.bio.mtu.edu/degree/undergrad/faq.h...
Reply:Contact Brilliant tutorials, T nagar, Chennai.They are the best. Search for their website in Yahoo search.
Please give me the websites from where i can get P,C,M, ques. for 10+2 %26amp; competitions.?
The following are the helpful:
www.emsc.nysed.gov
www.physics.usyd.edu.au
www.bio.mtu.edu/degree/undergrad/faq.h...
Reply:Contact Brilliant tutorials, T nagar, Chennai.They are the best. Search for their website in Yahoo search.
Engineering (Civil) is a huge interest of mine but my math isnt that great?
I have been through algebra 1, geometry, and algebra 2 and had a C avg in each one. Im taking Math Analysis next school year. Do you think hard studying, dedication, and asking for help will get me through Engineering in college?
Engineering (Civil) is a huge interest of mine but my math isnt that great?
Er, Civil Engineering and Engineering in General is heavy in math and physics.
You will need to take Calculus 1, 2 and 3, and Differential Equations even before getting to core Engineering classes.
But don't be afraid if you are really dedicated to studying hard because I started out with average grades in Algebra, Trig and Calculus 1. I studied hard and dedicated myself and raised my grades in my Calculus 2 and 3 and Differential Equations classes and got into a Civil Engineering program and graduated with a CE degree.
Asking for help and using the study labs, tutors and professors to help you understand the material is always good.
You might also want to look at internships at a civil engineering firm before you paint yourself into a corner.
A Building Construction Degree earns as much money as a Civil Engineer Degree without all the advanced math and physics.
Also Accounting and Economics majors make more money than Civil Engineering majors.
Reply:1st year maths isn't going to be easy at uni but if you are dedicated then you should be able to pass.
Reply:Just remember that math is basically about adding and subtracting. It is just how you do this that matters.
Don't learn how to solve calculus and DE problems; learn how the solution is derived. Just like engineering, it is not solving problems, but identifying them, and deriving the solution.
Calculus is a method of addition basically (whether negative or positive) and should not be treated as anything much more difficult.
Calculus is an accurate form of summation or circular rings or discs.
If you learn that all the proofs and derivations, etc. are instructions for performing adding and subtracting, it will be much easier. just keep ahead of the class and learn what you are doing, not just "do homework".
I can teach 8th graders and high school dropouts to do calculus in 10 minutes, learn the process, not fear of new symbols.
Reply:For Civil Engg. u dont need to be Ph.D in Maths.. But u must 've sound knowledge of Agebra, Solving Simultaneous Equation, Trigonometry and Geometry.. This knowledge of maths is i think enough for ur good career as a civil engr. but not for a researcher..
But at the same time u must be good at Physics and Statistics..
For Physics:
Equilibrium and Statics is very important.. when u'll be in an engr. u'll notice everything in civil engg. is about equilibrium.
For Statistics:
Its Probability.. a sound knowledge will help u alot..
and above all.. u must be good at observing things and ur perception as an engr. is very important for ur sucess..
but as u look a dedicated and motivated student.. u'll definitely make it :-)
wishing u best of luck
Reply:hi i am a civil eng too i have just graduated
civil eng specially site eng have learn how to deal with assholes all the time
there is one thing i am sure to tell u study hard but dont be a nurde
Reply:Yes you can definitely suceed! You have the right attitude, and if you are willing to put in the hard work, you will be successful in the end. Oh and by the way, a degree in Construction Engineering or Construction Management may be another outlet for you as well. Construction Engineering you will still need Cal 1,2,3, and DE, but CM, I think you need Cal 1 only...maybe Cal 2, depends on the program.
Reply:Absolutely. I know you can, because I did. Actually, you are ahead of of where I was. I had to take intermediate algebra and college algebra before I could even take classes that counted for credit.
The secret is to start where you understand what is going on, and then keep up. It will not be easy, but you can do it!
nil
Engineering (Civil) is a huge interest of mine but my math isnt that great?
Er, Civil Engineering and Engineering in General is heavy in math and physics.
You will need to take Calculus 1, 2 and 3, and Differential Equations even before getting to core Engineering classes.
But don't be afraid if you are really dedicated to studying hard because I started out with average grades in Algebra, Trig and Calculus 1. I studied hard and dedicated myself and raised my grades in my Calculus 2 and 3 and Differential Equations classes and got into a Civil Engineering program and graduated with a CE degree.
Asking for help and using the study labs, tutors and professors to help you understand the material is always good.
You might also want to look at internships at a civil engineering firm before you paint yourself into a corner.
A Building Construction Degree earns as much money as a Civil Engineer Degree without all the advanced math and physics.
Also Accounting and Economics majors make more money than Civil Engineering majors.
Reply:1st year maths isn't going to be easy at uni but if you are dedicated then you should be able to pass.
Reply:Just remember that math is basically about adding and subtracting. It is just how you do this that matters.
Don't learn how to solve calculus and DE problems; learn how the solution is derived. Just like engineering, it is not solving problems, but identifying them, and deriving the solution.
Calculus is a method of addition basically (whether negative or positive) and should not be treated as anything much more difficult.
Calculus is an accurate form of summation or circular rings or discs.
If you learn that all the proofs and derivations, etc. are instructions for performing adding and subtracting, it will be much easier. just keep ahead of the class and learn what you are doing, not just "do homework".
I can teach 8th graders and high school dropouts to do calculus in 10 minutes, learn the process, not fear of new symbols.
Reply:For Civil Engg. u dont need to be Ph.D in Maths.. But u must 've sound knowledge of Agebra, Solving Simultaneous Equation, Trigonometry and Geometry.. This knowledge of maths is i think enough for ur good career as a civil engr. but not for a researcher..
But at the same time u must be good at Physics and Statistics..
For Physics:
Equilibrium and Statics is very important.. when u'll be in an engr. u'll notice everything in civil engg. is about equilibrium.
For Statistics:
Its Probability.. a sound knowledge will help u alot..
and above all.. u must be good at observing things and ur perception as an engr. is very important for ur sucess..
but as u look a dedicated and motivated student.. u'll definitely make it :-)
wishing u best of luck
Reply:hi i am a civil eng too i have just graduated
civil eng specially site eng have learn how to deal with assholes all the time
there is one thing i am sure to tell u study hard but dont be a nurde
Reply:Yes you can definitely suceed! You have the right attitude, and if you are willing to put in the hard work, you will be successful in the end. Oh and by the way, a degree in Construction Engineering or Construction Management may be another outlet for you as well. Construction Engineering you will still need Cal 1,2,3, and DE, but CM, I think you need Cal 1 only...maybe Cal 2, depends on the program.
Reply:Absolutely. I know you can, because I did. Actually, you are ahead of of where I was. I had to take intermediate algebra and college algebra before I could even take classes that counted for credit.
The secret is to start where you understand what is going on, and then keep up. It will not be easy, but you can do it!
nil
Math Homework Help!?
We are doing this hing in math where like a=$1, b=$2, c=$3 etc. I need to write a sentence about me with $500 dollars worth of letters. Anything. I am good at math, I am pretty, things like that. Please help! 10 points for best answer!
Math Homework Help!?
Mae's teacher was amazed by how she answered the problem.
a=1
b=2
c=3
d=4
e=5
f=6
g=7
h=8
i=9
j=10
k=11
l=12
m=13
n=14
o=15
p=16
q=17
r=18
s=19
t=20
u=21
v=22
w=23
x=24
y=25
z=26
Double check, but I'm pretty sure this is right.
Sorry, i didn't see that it had to be about you. Try:
I like a pepperoni pizza and seven brown sandwiches.
Reply:ah ok, i was getting to advanced.
like ashley said, just add the value of the letters in the sentence.
write the sentence down and then write the number for each letter under it. then add it up.
the thing below does not really relate but i will leave it here anyway
Ok thats called Algebra.
Your question is a little awkward but i think i understand.
T=$10, P =$5, D=$4, B=$3, M = $28
I'm going to the movies tonight with my friends, and its always so expensive! First there is the ticket that costs T, then the popcorn for P and the drinks for D. not to mention the bus fair B each way. So already I'm up for $25.
I'll go ask mum for M because Jane is never organized and always needs money for the bus home.
Something simple like that, i included one reference to an actual amount as it then allows you to add it up and check it half way through. Below is the same thing but with the amounts in place of the letters.
I'm going to the movies tonight with my friends, and its always so expensive! First there is the ticket that costs $10, then the popcorn for $5 and the drinks for $4. not to mention the bus fair $3 each way (which totals $6). So already I'm up for $25.
I'll go ask mum for $28 because Jane is never organized and always needs money for the bus home.
Math Homework Help!?
Mae's teacher was amazed by how she answered the problem.
a=1
b=2
c=3
d=4
e=5
f=6
g=7
h=8
i=9
j=10
k=11
l=12
m=13
n=14
o=15
p=16
q=17
r=18
s=19
t=20
u=21
v=22
w=23
x=24
y=25
z=26
Double check, but I'm pretty sure this is right.
Sorry, i didn't see that it had to be about you. Try:
I like a pepperoni pizza and seven brown sandwiches.
Reply:ah ok, i was getting to advanced.
like ashley said, just add the value of the letters in the sentence.
write the sentence down and then write the number for each letter under it. then add it up.
the thing below does not really relate but i will leave it here anyway
Ok thats called Algebra.
Your question is a little awkward but i think i understand.
T=$10, P =$5, D=$4, B=$3, M = $28
I'm going to the movies tonight with my friends, and its always so expensive! First there is the ticket that costs T, then the popcorn for P and the drinks for D. not to mention the bus fair B each way. So already I'm up for $25.
I'll go ask mum for M because Jane is never organized and always needs money for the bus home.
Something simple like that, i included one reference to an actual amount as it then allows you to add it up and check it half way through. Below is the same thing but with the amounts in place of the letters.
I'm going to the movies tonight with my friends, and its always so expensive! First there is the ticket that costs $10, then the popcorn for $5 and the drinks for $4. not to mention the bus fair $3 each way (which totals $6). So already I'm up for $25.
I'll go ask mum for $28 because Jane is never organized and always needs money for the bus home.
"C" in geometry?
I received a C in geometry (i'm TERRIBLE at math!) this semester. So, I was wondering whether or not this one bad grade would act as a deterant for schools that I may apply to in the future? The schools that I'm leaning towards are liberal arts colleges, like Amherst.
Also, if it matters..I'm a sophomore
Andddd. I know gpa isn't everything, but an answer, positive or negative, will probably put my mind at ease.
"C" in geometry?
For Amherst, you'll probably need a final, weighted GPA of 3.7-4. It's a very competitive school. This isn't to mention letters of recommendation, SAT/ACT, and extracurriculars.
In terms of your C, it isn't going to help, but don't freak out: you're still relatively young, so show colleges that you're resilient by excelling in all future math classes. This will make your application very desirable.
Reply:a C in geometry isn't THAT bad but make sure that you try to bring it up at least or recieve some tutoring. i understand that you're bad in math, but you will have to take math classes all of your 4 years so you better start getting better in it now so you won't have to worry about it later in the future. but colleges only look at semester grades not really quarter grades.
Reply:Umm I doubt it, cause it a passing grade. I'm a freshman and I passed that class with a 92. Maybe if you try harder and get better grades in your other math classes, then that one won't really matter. G00D LUCK !
Reply:Were it the geometric proofs that were bad for you? I actually love proofs, lol. Geometry was the funnest math class I have had. YAY POLYGONS.
=]
And one C won't hurt your chances dramatically. Just improve next semester.
Also, if it matters..I'm a sophomore
Andddd. I know gpa isn't everything, but an answer, positive or negative, will probably put my mind at ease.
"C" in geometry?
For Amherst, you'll probably need a final, weighted GPA of 3.7-4. It's a very competitive school. This isn't to mention letters of recommendation, SAT/ACT, and extracurriculars.
In terms of your C, it isn't going to help, but don't freak out: you're still relatively young, so show colleges that you're resilient by excelling in all future math classes. This will make your application very desirable.
Reply:a C in geometry isn't THAT bad but make sure that you try to bring it up at least or recieve some tutoring. i understand that you're bad in math, but you will have to take math classes all of your 4 years so you better start getting better in it now so you won't have to worry about it later in the future. but colleges only look at semester grades not really quarter grades.
Reply:Umm I doubt it, cause it a passing grade. I'm a freshman and I passed that class with a 92. Maybe if you try harder and get better grades in your other math classes, then that one won't really matter. G00D LUCK !
Reply:Were it the geometric proofs that were bad for you? I actually love proofs, lol. Geometry was the funnest math class I have had. YAY POLYGONS.
=]
And one C won't hurt your chances dramatically. Just improve next semester.
C programming question....?
We have the following function: f(x)=500x-10x². Write a program that finds the value of x that maximizes f(x). Your program should print out the value of f(x) for each value of x. It should also print out which value of x produced the maximum value of f(x). In writing your program, you should do the following:
(a) In the header of your source code, include the pseudo code you used to design your program.
(b) Use a brute-force approach to find the answer. That is, create a loop that tries values of x from 0 to 50 (intergers only) in order to determine which value maximizes the function.
(c) Use x*x instead of the math.h function pow() for finding x². This will allow you to use a variable type of int for all variables.
C programming question....?
You need to loop over the values 0 to 50. Inside the loop you need to evaluate the function.
You also need to keep track of the running maximum and compare it with each value you calculate. When you find a bigger value, you save it away as the new running maximum.
You also need to save away the x value that produced your running maximum when you save the new running maximum.
So inside the loop you need something like
if (f %26gt; fmax)
{
....fmax = f;
....xmax = x;
}
There is one really tricky thing, and that is you have to initialize your running maximum. Otherwise the first time you execute that if statement the value will be undefined. One way is to initialise it to f(0) and loop from 1 to 50. Another is to initialize it to -INT_MAX (you need to #include something to get that, might be %26lt;limits.h%26gt; but can't remember offhand).
Good luck.
(a) In the header of your source code, include the pseudo code you used to design your program.
(b) Use a brute-force approach to find the answer. That is, create a loop that tries values of x from 0 to 50 (intergers only) in order to determine which value maximizes the function.
(c) Use x*x instead of the math.h function pow() for finding x². This will allow you to use a variable type of int for all variables.
C programming question....?
You need to loop over the values 0 to 50. Inside the loop you need to evaluate the function.
You also need to keep track of the running maximum and compare it with each value you calculate. When you find a bigger value, you save it away as the new running maximum.
You also need to save away the x value that produced your running maximum when you save the new running maximum.
So inside the loop you need something like
if (f %26gt; fmax)
{
....fmax = f;
....xmax = x;
}
There is one really tricky thing, and that is you have to initialize your running maximum. Otherwise the first time you execute that if statement the value will be undefined. One way is to initialise it to f(0) and loop from 1 to 50. Another is to initialize it to -INT_MAX (you need to #include something to get that, might be %26lt;limits.h%26gt; but can't remember offhand).
Good luck.
According to math teacher in our local school,?
poor math performance of students is explained by:
1/4 of students are not intersted in math
1/5 of students not recieve enoght attention from parents
1/6 of students could benefit from better funding of the school, and only remaining portion of class, which is
1/7 of students managed mostly B grades.
What is leading reason of poor math performance of students:
(a) not intersted in math
(b) not enoght attention from parents
(c) insufficient funding
(d) incompetent teacher
According to math teacher in our local school,?
1/4 is the biggest fraction... so, the leading cause of poor math performance is that students are just not interested in math.
Reply:T is right. Report It
Reply:is this something that appeared in print? in a newspaper?
then I would have to say (d)
Reply:1/4 + 1/5 + 1/6 + 1/7 =
210/840 + 168/840 + 140/840 + 120/840 =
638/840 ~ 75.95% which does not equal 100% of the students.
I'd say (a) and (d)
Reply:The real problem is 95%of americans have no idea what you are asking.
Pay attention folks we are far behind as a society in basic education we all; students, parents and grandparents need to emphasize the basics, the 3 r's are being forgot.
Reply:a. 1/4 is 25%
sp
1/4 of students are not intersted in math
1/5 of students not recieve enoght attention from parents
1/6 of students could benefit from better funding of the school, and only remaining portion of class, which is
1/7 of students managed mostly B grades.
What is leading reason of poor math performance of students:
(a) not intersted in math
(b) not enoght attention from parents
(c) insufficient funding
(d) incompetent teacher
According to math teacher in our local school,?
1/4 is the biggest fraction... so, the leading cause of poor math performance is that students are just not interested in math.
Reply:T is right. Report It
Reply:is this something that appeared in print? in a newspaper?
then I would have to say (d)
Reply:1/4 + 1/5 + 1/6 + 1/7 =
210/840 + 168/840 + 140/840 + 120/840 =
638/840 ~ 75.95% which does not equal 100% of the students.
I'd say (a) and (d)
Reply:The real problem is 95%of americans have no idea what you are asking.
Pay attention folks we are far behind as a society in basic education we all; students, parents and grandparents need to emphasize the basics, the 3 r's are being forgot.
Reply:a. 1/4 is 25%
sp
Worried about Math portion of SATs?
Math has always been my WEAKEST subject. Ever since Freshman year, my first Cs were in Math.
Geometry: B-
Algebra 3-4 Honors: C-
And now I'm taking Pre-Calculus.
I'm worried about the Math portion of the SATs, and I want to know exactly what I'm going against. Reading is no problem for me, it's one of my best subjects. But for the math part, I want to know any strategies that would keep my score at least at the 500-600 range, maybe better.
So those that have taken the SATs, PLEASE help!
Worried about Math portion of SATs?
The main thing you need to remember about the SAT's is that the math is algebra and geometry only. The math is not very complex. I suggest buying a college board study book, or a Princeton review book so you can practice the types of problems. The more you familiarize your self with old concepts that you used 3 years ago, the better you will do. Just review and you will do fine. A good strategy is the just think about your answer and ask yourself if it makes sense. Sometimes one the answers doesn't make any sense and you can just eliminate it. Good luck
Reply:Buy a Kaplan or Princeton Review study book, you'll probably be fine. The SAT only goes through basic geometry, algebra, and arithmetic... you're lucky because you've just gotten out of those classes. Shouldn't be too hard to get a 700 really as long as you study for it. I got a 700 on my math section without having gone over the material in about... 3 years.
Study geometry! it's like half the test :(
Geometry: B-
Algebra 3-4 Honors: C-
And now I'm taking Pre-Calculus.
I'm worried about the Math portion of the SATs, and I want to know exactly what I'm going against. Reading is no problem for me, it's one of my best subjects. But for the math part, I want to know any strategies that would keep my score at least at the 500-600 range, maybe better.
So those that have taken the SATs, PLEASE help!
Worried about Math portion of SATs?
The main thing you need to remember about the SAT's is that the math is algebra and geometry only. The math is not very complex. I suggest buying a college board study book, or a Princeton review book so you can practice the types of problems. The more you familiarize your self with old concepts that you used 3 years ago, the better you will do. Just review and you will do fine. A good strategy is the just think about your answer and ask yourself if it makes sense. Sometimes one the answers doesn't make any sense and you can just eliminate it. Good luck
Reply:Buy a Kaplan or Princeton Review study book, you'll probably be fine. The SAT only goes through basic geometry, algebra, and arithmetic... you're lucky because you've just gotten out of those classes. Shouldn't be too hard to get a 700 really as long as you study for it. I got a 700 on my math section without having gone over the material in about... 3 years.
Study geometry! it's like half the test :(
What should i do for my maths project for I.C.S.E?
what is ICSE?
pls answer so that i can give you an idea on what to do
pls answer so that i can give you an idea on what to do
Moments maths! I can't do part C!!!!!!!!!!!!!?
A plank AB of length 6.5m and weight 800 N is supported horizontally by two vertical forces acting at points X and Y on the plank. AX = 0.8 m, YB = 2.1 m and the centre of mass of the plank is at G, where AG = 3.5 m. A boy of weight 450N stands at A and then walks slowly towards B. Calculate:
(a) the forces at Y and X when the boy is standing at A
(b) the forces at Y and X when the boy is standing at the point Y
(c) the distance the boy has walked from A when the plank
starts to tip.
help with part C!!!!!!!!
Moments maths! I can't do part C!!!!!!!!!!!!!?
2
(a) the forces at Y and X when the boy is standing at A
(b) the forces at Y and X when the boy is standing at the point Y
(c) the distance the boy has walked from A when the plank
starts to tip.
help with part C!!!!!!!!
Moments maths! I can't do part C!!!!!!!!!!!!!?
2
I am 13 and I have tried and tried to raise my math grade I need help and I dont know how.?
Literally, I don't know how to. I have tried to raise my math grade and study. Its a c+ but still..... I have expectations. My exams are next week! help! PLEASE!
I am 13 and I have tried and tried to raise my math grade I need help and I dont know how.?
sweetie i am in the same deliema i have never been good at math, its by far my worst subject but you need to ask your teacher for extra help and practice problems, that has always helped me! that and you can get a study buddy or a tutor to help you out
Reply:if u went to sequoya, we have tutors for people who need help in any subject
Reply:come in after school/before/ or at lunch and ask ur teacher for help. this will show them you are trying.
Reply:Have your mom and/or dad contact a tutor in the area. They should be able to bring you up to speed quickly, however I don't think that one final exam will make that much of a difference. In the future, don't wait until the last minute to ask for help.
radiata
I am 13 and I have tried and tried to raise my math grade I need help and I dont know how.?
sweetie i am in the same deliema i have never been good at math, its by far my worst subject but you need to ask your teacher for extra help and practice problems, that has always helped me! that and you can get a study buddy or a tutor to help you out
Reply:if u went to sequoya, we have tutors for people who need help in any subject
Reply:come in after school/before/ or at lunch and ask ur teacher for help. this will show them you are trying.
Reply:Have your mom and/or dad contact a tutor in the area. They should be able to bring you up to speed quickly, however I don't think that one final exam will make that much of a difference. In the future, don't wait until the last minute to ask for help.
radiata
This math is just too hard, can someone show me how??
1. Which of the following math symbols has rotational symmetry?
a. %26gt; b. ÷ c. %
a and b
a and c
b and c
only c
This math is just too hard, can someone show me how??
only c
Symmetric figure will appear balanced on either side of its line of symmetry. 2types. reflection symmetry %26amp; rotation symmetry. Line symmetry is where u can draw a line that acts like a mirror, across a picture %26amp; both sides look exactly the same %26amp; the line is called the line of symmetry. An image has rotational symmetry if there is a point in the image that the image can be turned around a certain no of degrees %26amp; still look the same. No of times a shape looks exactly the same through full rotation of 360* is called order of rotational symmetry.
Reply:rotational symmetry means the figure can be rotated by angle less than 360 degree and end up looking exactly the same. If you rotate . ÷ by 180 degrees you get . ÷ back again. If you rotate % by 180 degrees you % back again. If you rotate %26gt; 180 degrees you get %26lt;. So %26gt; is not rotationally symmetric.
Take a look at this page and you will get the hang of it:
http://regentsprep.org/Regents/math/geom...
Reply:b and c
Reply:b and c because it is
Reply:band c
Both look the same upside down, a 180 degree rotation.
Reply:i believe only c.. it is defiantly not two of them , the are all too different.
Reply:b and c
they can be rotated 180 degrees.
a cannot be rotated.
Reply:b and c.
Reply:a and b.
c, when rotated, is identical. but you're not looking for identical, your looking for symmetrical (mirror image)
a. %26gt; b. ÷ c. %
a and b
a and c
b and c
only c
This math is just too hard, can someone show me how??
only c
Symmetric figure will appear balanced on either side of its line of symmetry. 2types. reflection symmetry %26amp; rotation symmetry. Line symmetry is where u can draw a line that acts like a mirror, across a picture %26amp; both sides look exactly the same %26amp; the line is called the line of symmetry. An image has rotational symmetry if there is a point in the image that the image can be turned around a certain no of degrees %26amp; still look the same. No of times a shape looks exactly the same through full rotation of 360* is called order of rotational symmetry.
Reply:rotational symmetry means the figure can be rotated by angle less than 360 degree and end up looking exactly the same. If you rotate . ÷ by 180 degrees you get . ÷ back again. If you rotate % by 180 degrees you % back again. If you rotate %26gt; 180 degrees you get %26lt;. So %26gt; is not rotationally symmetric.
Take a look at this page and you will get the hang of it:
http://regentsprep.org/Regents/math/geom...
Reply:b and c
Reply:b and c because it is
Reply:band c
Both look the same upside down, a 180 degree rotation.
Reply:i believe only c.. it is defiantly not two of them , the are all too different.
Reply:b and c
they can be rotated 180 degrees.
a cannot be rotated.
Reply:b and c.
Reply:a and b.
c, when rotated, is identical. but you're not looking for identical, your looking for symmetrical (mirror image)
Two math questions i need help on please..?
Can someone please help me on these two math questions plaese?? THanks
Rectangle A B C is drawn with diagonal B D. Side A D is x + 10. Side C D is 5. Side B C is 2x + 8 . ABCD is a rectangle. AD = x + 10, BC = 2x + 8 and CD = 5. Solve for BD. (Be sure to show all work)
Graph quadrilateral ABCD. use the distance formula to find the lengths of all the sides. Give the most specific name for this polygon. (Be sure to show all work)
A (1,0)
B. (3,2)
C.(5,0)
D (3,-2)
Two math questions i need help on please..?
answer is in the bottom of the page.
YOU missed it was higher than this.
It was higher than this.
Rectangle A B C is drawn with diagonal B D. Side A D is x + 10. Side C D is 5. Side B C is 2x + 8 . ABCD is a rectangle. AD = x + 10, BC = 2x + 8 and CD = 5. Solve for BD. (Be sure to show all work)
Graph quadrilateral ABCD. use the distance formula to find the lengths of all the sides. Give the most specific name for this polygon. (Be sure to show all work)
A (1,0)
B. (3,2)
C.(5,0)
D (3,-2)
Two math questions i need help on please..?
answer is in the bottom of the page.
YOU missed it was higher than this.
It was higher than this.
Math help please?
can someone please help me with these math questions please?? thanks
Rectangle A B C D with side A B is labeled 3y + 10 and side C D is labeled 2y + 20 . ABCD is a rectangle. Find the length of AB
10
20
30
40
CDEF is a square. Solve for x if the measure of angle FCD = 2x + 45.
22.5
90
45
62.3
A B C D is drawn with diagonals B D and A C. ABCD is a rectangle. Diagonal BD = 25. Find the length of AC.
15
20
25
30
Rhombus G H I J is drawn with diagonals H J and G I intersection at point K. GHIJ is a rhombus. The measure of angle HKI = 4y + 10. Solve for y.
90
45
20
30
Rhombus G H I J is drawn with diagonals H J and G I intersection at point K. GHIJ is a rhombus.The measure of angle GHI = 66. Find the measure of angle GHK.
66
33
90
132
Math help please?
Okee dokee
1) If those are opposite sides of the rectangle, then 3y + 10 = 2y + 20, because opposite sides are equal. Thus, y = 10, and the side length is 40.
2) The interior angles of a square are all 90 degrees. Thus, 2x + 45 = 90 and x = 22.5
3) The diagonals on a rectangle are equal, so AC is also 25.
4) The angles created by the intersecting diagonals of a rhombus are 90 degree angles; therefore, 4y + 10 = 90, and y = 20.
5) GHK would be exactly half of GHI, so GHK = 33.
Reply:1. Because it's a rectangle, AB = CD, so
3y+10 = 2y+20
y+10 = 20
y = 10
AB = 3y+10 = 40
2. %26lt;FCD has to = 90, so
2x+45 = 90
2x = 45
x = 22.5
3. The diagonals inside a rectangle are equal.
AC = BD = 25.
4. A rhombus' sides are all the same length, so the angles formed in the center are all right angles.
90 = 4y+10
80 = 4y
20 = y
5. The diagonal bisects the original angle of the sides.
%26lt;GHI = 66, so %26lt;GHK = 33.
Rectangle A B C D with side A B is labeled 3y + 10 and side C D is labeled 2y + 20 . ABCD is a rectangle. Find the length of AB
10
20
30
40
CDEF is a square. Solve for x if the measure of angle FCD = 2x + 45.
22.5
90
45
62.3
A B C D is drawn with diagonals B D and A C. ABCD is a rectangle. Diagonal BD = 25. Find the length of AC.
15
20
25
30
Rhombus G H I J is drawn with diagonals H J and G I intersection at point K. GHIJ is a rhombus. The measure of angle HKI = 4y + 10. Solve for y.
90
45
20
30
Rhombus G H I J is drawn with diagonals H J and G I intersection at point K. GHIJ is a rhombus.The measure of angle GHI = 66. Find the measure of angle GHK.
66
33
90
132
Math help please?
Okee dokee
1) If those are opposite sides of the rectangle, then 3y + 10 = 2y + 20, because opposite sides are equal. Thus, y = 10, and the side length is 40.
2) The interior angles of a square are all 90 degrees. Thus, 2x + 45 = 90 and x = 22.5
3) The diagonals on a rectangle are equal, so AC is also 25.
4) The angles created by the intersecting diagonals of a rhombus are 90 degree angles; therefore, 4y + 10 = 90, and y = 20.
5) GHK would be exactly half of GHI, so GHK = 33.
Reply:1. Because it's a rectangle, AB = CD, so
3y+10 = 2y+20
y+10 = 20
y = 10
AB = 3y+10 = 40
2. %26lt;FCD has to = 90, so
2x+45 = 90
2x = 45
x = 22.5
3. The diagonals inside a rectangle are equal.
AC = BD = 25.
4. A rhombus' sides are all the same length, so the angles formed in the center are all right angles.
90 = 4y+10
80 = 4y
20 = y
5. The diagonal bisects the original angle of the sides.
%26lt;GHI = 66, so %26lt;GHK = 33.
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