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Teacher: ……………………….. | Task No: 3 | Date Due: Continuous Final: Week 3, Term 3, 27th July 2015 | Topic: Assessment on Mathematics and Driving FSDr1 Costs of purchase and insurance FSDr2 Running costs and depreciation | Marks: Part A -Report (40%) Part B- In class Assessment Task (60%) | Weighting: 20 % | Outcomes to be assessed: MGP-1 uses mathematics and statistics to compare alternative solutions to contextual problems MGP-2 represents information in symbolic, graphical and tabular form MGP-3 represents the relationships between changing quantities in algebraic and graphical form MGP-5 demonstrates awareness of issues in practical measurement, including accuracy, and the choice of relevant units MGP-6 models financial situations relevant to the student’s current life using appropriate tools MGP-7 determines an appropriate form of organisation and representation of collected data MGP-8 performs simple calculations in relation to the likelihood of familiar events MGP-9 uses appropriate technology to organise information from a limited range of practical and everyday contexts MGP-10 justifies a response to a given problem using appropriate mathematical terminology. |

Buying a car

Candice is 24 years old, single and lives in Orange, New South Wales. She works full-time (five days per week) at Bathurst Base Hospital in Bathurst. Candice needs to purchase a car to travel to and from work and to use on weekends. She estimates that, on average, she drives 30 kilometres each weekend. Most of her driving is on the open road. The car will be parked in her driveway in Orange each night and in the hospital car park while she is at…...

...say whether I was able to learn how to be a better teacher and what the teacher did that I could possibly use in the future. While analyzing and going through the process of this assignment it is helping realize how to become a better teacher as well. I would also like to get more comfortable and experience on using this template of the paper. Memories Of A Teacher My teacher, Mr. G, used many different instructional techniques and approaches to his lessons. Mr. G had taught me math for three years in a row, so I think that I have a good grasp on his approaches to the lessons that he would teach. He would assign many homework assignments, as well as in-class assignments, which helped me and other students understand and get practice with the lesson that we were learning. I think that with math having a lot of homework is a good thing. In my mind, the only way to learn how to do math is plenty of practice. The more you practice, the easier it will be. Mr. G would also have the students do some math problems on the chalk board or smart board to show the class and go over the corrections with the whole class so that everyone would understand the problem. Playing “racing” games also helped and added fun to the class. With the “racing” games, the students would get into groups and have to take turns doing problems on the chalk board and see who could get the correct answer first. It added fun and a little friendly competition to the class. It also helped the students want to......

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...Diana Garza 1-16-12 Reflection The ideas Stein presents on problem saving and just math in general are that everyone has a different way of saving their own math problems. For explains when you’re doing a math problem you submit all kinds of different numbers into a data or formula till something works or maybe it’s impossible to come up with a solution. For math in general he talks about how math is so big and its due in large measure to the wide variety of situations how it can sit for a long time without being unexamined. Waiting for someone comes along to find a totally unexpected use for it. Just like has work he couldn’t figure it out and someone else found a use for it and now everyone uses it for their banking account. For myself this made me think about how math isn’t always going to have a solution. To any math problem I come across have to come with a clear mind and ready to understand it carefully. If I don’t understand or having hard time taking a small break will help a lot. The guidelines for problem solving will help me a lot to take it step by step instead of trying to do it all at once. Just like the introduction said the impossible takes forever. The things that surprised me are that I didn’t realize how much math can be used in music and how someone who was trying to find something else came to the discovery that he find toe. What may people were trying to find before Feynmsn....

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...Cbse –Spot.blogspot.com CLASS- IX MATHEMATICS (SA – II) TIME – 3 HOURS MAX. MARKS – 90 General instructions:- * All question are compulsory. * The question paper consists of 34 questions divided into four sections A, B, C and D. Section – A comprises of 8 question of 1mark each. Section – B comprises of 6 questions of 2 marks each. Section – C comprises of 10 questions of 3 marks each and Section – D comprises of 10 questions of 4 marks each. * Question numbers 1 to 8 in Section – A are multiple choice questions where you are to select one correct option out of the given four. * There is no overall choice. However, internal choice has been provided in 1 question of two marks, 3 questions of three marks each and 2 questions of four marks each. You have to attempt only one lf the alternatives in all such questions. * Use of calculator is not permitted. * An additional 15 minutes time has been allotted to read this question paper only. SECTION – A 1. Any point on the line x + y = 0 is of form a. b. c. d. (,−) 2. The coefficient of y in the equation 3(2x – y) + x + 2y = 5 is b. 7 b. – 5 c. – 1 d. 1 3. If in a sphere, volume and surface area are numerically equal, then radius will be: c. 1 b. 3 c. 2 d. 4 4. The length of longest pole that can be put in a room of dimensions (10m x 10m x 5m) is d. 15m b. 16m c. 10m d. 12m 5. If in a......

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...This article is about the study of topics, such as quantity and structure. For other uses, see Mathematics (disambiguation). "Math" redirects here. For other uses, see Math (disambiguation). Euclid (holding calipers), Greek mathematician, 3rd century BC, as imagined by Raphael in this detail from The School of Athens.[1] Mathematics is the study of topics such as quantity (numbers),[2] structure,[3] space,[2] and change.[4][5][6] There is a range of views among mathematicians and philosophers as to the exact scope and definition of mathematics.[7][8] Mathematicians seek out patterns[9][10] and use them to formulate new conjectures. Mathematicians resolve the truth or falsity of conjectures by mathematical proof. When mathematical structures are good models of real phenomena, then mathematical reasoning can provide insight or predictions about nature. Through the use of abstraction and logic, mathematics developed from counting, calculation, measurement, and the systematic study of the shapes and motions of physical objects. Practical mathematics has been a human activity for as far back as written records exist. The research required to solve mathematical problems can take years or even centuries of sustained inquiry. Rigorous arguments first appeared in Greek mathematics, most notably in Euclid's Elements. Since the pioneering work of Giuseppe Peano (1858–1932), David Hilbert (1862–1943), and others on axiomatic systems in the late 19th century, it has become......

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...Lab 1: Measurements What is the scientific method? This week we will start with a brief discussion of the scientific method in general. This will be followed by a more detailed description of how the scientific method will be applied in this course. In the end, this discussion will give you the format for the lab reports you will write over the next 15 weeks. Our first lab will focus on taking good measurements, graphing techniques, and how to extract the important information from the data to reach a conclusion. You will be measuring round objects, so you are invited to bring different-sized round objects to class on the first day. In preparation for class, consider how round objects can be measured. 1) Brainstorm to develop the testable question. How does one measure the roundness of a round object? 2) Develop the hypothesis. Note: While the relationship in this lab is very simple and should be well known, this will not always be the case. This lab is meant to introduce the lab format without too many complications. If the diameter is increased, then the circumference is increased in a directly linear proportional manner. 3) Brainstorm for variables: The two variables that make up the testable question must be included. Identify the variables. Independent: Diameter Dependent: Circumference Control: Round objects 4) Develop the design table. | |D(cm) ...

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...Individual Research Project – Preliminary Research Design Lori Whidbee American InterContinental University Abstract The first part of this paper examines the similarities and differences between formal research and business proposal. The paper finds that the process taken for both research methods are comparable in nature. However, both research methods have difference uses in business. The purpose, use and goals of the research determines whether formal research or business proposals add value to the decision making process in corporate world. Part two of the paper examines a hypothesis question: What are the effects of human resources outsourcing on leadership performance and employee commitment? Upon review of several journal articles, research suggests that the outsourcing of key human resource functions such as training, employee benefits, and recruitment has had a positive impact on leadership performance and employee commitment. Human resource professionals indicated the delegation of more complex tasks to third-party administrators has given them the opportunity to practice core competencies with employees which has resulted in a satisfied workforce. Individual Research Project – Preliminary Research Design Managers are required to make decisions in business every day. Making the right decision can mean the difference between a financial gain or loss and retaining or losing valuable employees. Bazerman (2009) states most of our decisions are......

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..._______________________________________________________ _______________________________________________________ _______________________________________________________ (3) 14 Grade 9 Mathematics ANA Exemplar 3.10 FIGURE 1 3.10.1 FIGURE 2 FIGURE 3 Study the above diagram pattern and complete the table. Figure 1 2 3 4 Number of sides 5 9 (2) 3.10.2 Describe the pattern in your own words. __________________________________________________________ (1) 3.10.3 Write down the general term of the pattern in the form, Answer the following questions. = __________ (2) 3.11 Matchsticks are arranged as shown in the following figures. Figure 1 3.11.1 Figure 2 Figure 3 Determine the number of matchsticks in the next figure if the pattern is continued. _________________________________________________________ 15 (2) Grade 9 Mathematics ANA Exemplar 3.11.2 Write down the general term of the given sequence of the matchsticks in the form. 3.11.3 Tn =___________________. Determine the number of matchsticks in the 20th figure. _________________________________________________________ (2) (2) 3.12 If = −1, calculate the value of if =2 − 3 + 5. (2) ______________________________________________________ 3.13 Study the straight line graphs below and answer the questions that follow. B C D E A Complete: 3.13.1 3.13.2 3.13.3 The equation of the line CD......

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...effluxion of time or obsolescence through technology and market changes. Accordingly, depreciation may arise even when asset has not been used in the current year but was ready for use in that year. The need for using the stand by bus may not have arisen during the year but that does not imply that the useful life of the bus has not been affected. Therefore, non-provision of depreciation on the ground that the bus was not used during the year is not tenable. As per para no. 10.1 of AS 10, ‘Accounting for Fixed Assets’, clearly states that the gross book value of the self constructed fixed asset includes the costs of construction that relate directly to the specific asset and the costs that are attributable to the construction activity in general can be allocated to the specific asset. If any internal profit is there it 1.80 1.40 3.20 PAPER – 1 : ACCOUNTING 3 should be eliminated. Saving of ` 1,50,000 on account of using its on work force is an unrealized/ internal profit, which should not be capitalized/recorded as per the standard. Thus, only ` 4,50,000 should be debited to the factory building account and not ` 6,00,000. Hence, the contention of the directors of the company to capitalize ` 6,00,000 as cost of factory building, on the ground that the company is fully entitled to employ an outside contractor is not justifiable. (d) As per AS 14, ‘Accounting for Amalgamations’ there are two types of amalgamation. In first type of amalgamation there is a genuine......

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...can see how to split up the original equation into its factor pair, this is the quickest and allows you to solve the problem in one step. Week 9 capstone part 1 Has the content in this course allowed you to think of math as a useful tool? If so, how? What concepts investigated in this course can apply to your personal and professional life? In the course, I have learned about polynomials, rational expressions, radical equations, and quadratic equations. Quadratic equations seem to have the most real life applications -- in things such as ticket sales, bike repairs, and modeling. Rational expressions are also important, if I know how long it takes me to clean my sons room, and know how long it takes him to clean his own room. I can use rational expressions to determine how long it will take the two of us working together to clean his room. The Math lab site was useful in some ways, since it allowed me to check my answers to the problems immediately. However, especially in math 117, it was too sensitive to formatting of the equations and answers. I sometimes put an answer into the math lab that I knew was right, but it marked it wrong because of the math lab expecting slightly different formatting Week 9 capstone part 2 I really didn't use center for math excellence because i found that MML was more convenient for me. I think that MML reassures you that you’re doing the problem correctly. MML is extra support because it carefully walks you through the problem visually......

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...than once. VLT is equivalent to following statements: for any given input x, the output f (x) is determined uniquely. Otherwise, f is not well-deﬁned function. 4 Symmetry of a function is an important topic. (1) A function f is even if f (−x) = f (x), ∀x ∈ D. (2) A function f is odd if f (−x) = −f (x), ∀x ∈ D. Monotonicity of a function is another important topic. (1) A function f is increasing on an interval I, if f (x1) < f (x2), ∀x1 < x2 in I. (2) A function f is decreasing on an interval I, if f (x1) > f (x2), ∀x1 < x2 in I 5 1.2. Classiﬁcation of functions. Text Sec1.2: 13, 17 A mathematical model is a mathematical description of a realworld phenomenon, and usually represented by a function. ex. We will later study some math models for population, demand of product, speed of an object, ... Some typical functions used for models are (1) Polynomial function P (x) = anxn + an−1xn−1 + · · · + a1x + a0 where ai are coeﬃcients. If an = 0, then the degree of P (x) is n. (a) Linear model f (x) = mx + b where m is slope, b is y-intercept. ex. The relationship between Fahrenheit (F) and Celsius (C) is F = 9 C + 32. 5 (b) Quadratic model f (x) = ax2 + bx + c. (c) Cubic model A polynomial with degree 3. (2) Power function f (x) = xa where a is constant. Ex. Sketch the graph of power function if a is (1) positive integer; (2) reciprocal of positive integer; (3) -1; 6 (3) Rational function P (x) Q(x) where P, Q are polynomials. ex. ﬁnd domain of f (x) = 2−3x......

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...and solve problems in everyday life”. In my everyday life I have to keep the balance in my check book, pay bills, take care of kids, run my house, cook, clean etc. With cooking I am using math, measuring how much food to make for four people (I still haven’t mastered that one). With bills I am using math, how much each company gets, to how much money I have to spare (which these days is not much). In my everyday life I do use some form of a math. It might not be how I was taught, but I have learned to adapt to my surroundings and do math how I know it be used, the basic ways, none of that fancy stuff. For my weakest ability I would say I fall into “Confidence with Mathematics”. Math has never been one of my favorite subjects to learn. It is like my brain knows I have to learn it, but it puts up a wall and doesn’t allow the information to stay in there. The handout “The Case for Quantitative Literacy” states I should be at ease with applying quantitative methods, and comfortable with quantitative ideas. To be honest this class scares the crap out of me, and I am worried I won’t do well in this class. The handout also says confidence is the opposite of “Math Anxiety”, well I can assure you I have plenty of anxiety right now with this class. I have never been a confident person with math, I guess I doubt my abilities, because once I get over my fears and anxiety I do fine. I just have to mentally get myself there and usually it’s towards the end of the class. There are......

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...Preliminary Investigation Report: Range Tasking System Introduction My organization is currently organized with a Detachment at Fort Dix, NJ, but our headquarters is located at Fort Lee, VA. We were sent on a forward mission to train Soldiers going to overseas locations. We were assigned Range Operation. We have no experience in this field and were not sure what information had to be maintained. We decided that we needed a range tasking system. System Request Summary The range tasking system would receive incoming requests for training from our higher headquarters. It needs to assign a team to operate the range. It needs to monitor the amount of man hours are used to run the range and the total man-hours the team has worked per week. It needs to keep track of the unit that is being trained and the total size of that unit. It also needs to calculate the percentage that passed and/or needs to be re-trained. Preliminary Investigation Findings 1. The system that is in place now is very confusing to the untrained person. Information is sometimes lost or misplaced. The system that is in place repeats a certain step twice and this causes duplication of information. 2. The current system assigned individuals to certain responsibilities on the ranges and took the power away from the team leader. The team leader was unable to keep track of man-hours because they never knew when they personnel worked. The team leader was overworked looking for personnel......

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... and is a oldest math subject studied systematically and thoroughly. The conics seems to have been discovered by Menaechmus (a Greek, c.375-325 BC), tutor to Alexander the Great. They were conceived in a attempt to solve the three famous problems of trisecting the angle, duplicating the cube, and squaring the circle. The conics were first defined as the intersection of: a right circular cone of varying vertex angle; a plane perpendicular to a element of the cone. (An element of a cone is any line that makes up the cone) Depending the angle is less than, equal to, or greater than 90 degrees, we get ellipse, parabola, or hyperbola respectively. Appollonius (c. 262-190 BC) (known as The Great Geometer) consolidated and extended previous results of conics into a monograph Conic Sections, consisting of eight books with 487 propositions. Quote from Morris Kline: “As a achievement it [Appollonius’ Conic Sections] is so monumental that it practically closed the subject to later thinkers, at least from the purely geometrical standpoint.” Book VIII of Conic Sections is lost to us. Appollonius’ Conic Sections and Euclid's Elements may represent the quintessence of Greek mathematics. Appollonius was the first to base the theory of all three conics on sections of one circular cone, right or oblique. He is also the one to give the name ellipse, parabola, and hyperbola. A brief explanation of the naming can be found in Howard Eves, An Introduction to the History of Math. 6th ed. page 172...

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...Sellers, Patricia Woods Wilton (1997-10-13) "WHERE COKE GOES FROM HERE". b) Hiebig, Roman G, 2003 The Successful Marketing Plan c) Pendergrast, Mark 2nd edition, 1994 “For God, Country and Coca-Cola” 5. Preliminary analysis of leadership and Organizational behavior concept: Coca-Cola launched “Project Kansas” which was their secret mission to reformulate Coke. This blunder was overseen by key Coca Cola executives CEO, Roberto Goizueta, Ike Herbert, chief marketing officer and Sergio Zyman, senior VP-Marketing (Pendergrast, 1994). They uses the matrix departmentation concept where they utilize the both the functional and divisional departmentation concept. Using the functional structure Coca Cola’s teams or group are created based on common functions from a bottom-up manner President and CEO, Presidents of research and development, marketing, finance, human resources, and under them managers. They are controlled and coordinated from Coca Cola’s top management level. With the use of the divisional structure within Coca Cola teams are organized in set of divisions. Each of their divisions has its own set of functional units President/CEO then Presidents and under them Vice Presidents the organization’s divisional managers run company operations in a general region of the globe. The functions of each vice president are divided into functions such as human resources, innovation/research and development, marketing, and public affairs and communication......

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...PRELIMINARY REPORT Project Name Project Address (Part 1 of 3) Date T2408SamplePrelim 29-Jul-2010 Enforcement Agency Use Building Permit # Checked by/Date GENERAL INFORMATION Date of Plans Building Conditioned Floor Area 39,700 Climate Zone 12 HOTEL/MOTEL GUEST BUILDING TYPE PHASE OF CONSTRUCTION NONRESIDENTIAL NEW CONSTRUCTION HIGH RISE RESIDENTIAL ADDITION ALTERATION STATEMENT OF COMPLIANCE This Certificate of Compliance lists the building features and performance specifications needed to comply with Title 24, Parts 1 and 6 of the State Building Code. This certificate applies only to a building using the performance compliance approach. Documentation Author Signature Date Telephone The Principal Designers hereby certify that the proposed building design represented in the construction documents and modeled for this permit application are consistent with all other forms and worksheets, specifications, and other calculations submitted with this permit application. The proposed building as designed meets the energy efficiency requirements of the State Building Code. Title 24, Part 6. ENV. LTG. MECH. 1. I hearby affirm that I am eligible under the provisions of Division 3 of theBusiness and Professions Code to sign this document as the person responsible for its preparation; and that I am licensed in the State of California as a civil engineer, mechanical engineer (envelope & mechanical only), or electrical engineer (lighting only)...

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