Math

Finally we got all our number and determine the slope, and the intercept in order to find out the forecast for the next

4) Use cubic regression to determine an equation for the data (or lwh where (12 – x) represents the sides and (x) represents the height of the box).

All i did for this one was basically calculate the slopes because I didn't want to over think the question. Based off the figures let's calculate the following slopes...

Imagine being given a math problem, such as, 7+7. Most people would do simple mental math to get the answer fourteen. But in American education millions of kids are forced to solve these problems with a concept called “number bonds,” and being restricted to one way of solving is greatly reducing creativity in American kids. Not only has this change in education caused stress in children of all ages but also in their parents who greatly struggle with helping their children on their homework because they don’t understand the new concepts.

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using printf() (only one is allowed) and arithmetic operators where slope is 4, x coordinate

X = - (-6)/2x (1) in this case I insert a = 1, b = -6

Knowing this information, you need to first tell me, and then show this in your graph:

Remember being taught something new in a mathematics class and thinking to yourself, “when am I ever going to use this in life?” Sure, not every mathematical theory taught in class will be used in your career, but from my experience, many of the skills learned in mathematics are frequently utilized each day. While mathematics may not be everyone’s favorite subject, I found it to be not only the subject I use the most outside of school, but the one that I enjoy the most, which is why mathematics is my favorite subject.

Writing the y-intercept in interval notation is [15/8,∞). The axis of symmetry has been found also which is where the x of the vertex is meaning that it is x=1/4. We will now find where does it increases and decreases, this should be easy now that we have our vertex and knowledge that all quadratic equations are parabolas. We know that the domain is (-∞,∞) any line coming from the negative side it will decrease while the positive side will increase. Then the side that is decreasing will stop to decrease at (-∞,1/4), it will then begin to increase at (1/4,∞). This time we are finding the x and y-intercept, beginning with the x-intercept we are going to use the discriminant of the quadratic equation which is b^2-4ac. Plugging the numbers, it will be (-1)^2-4(2)(2) the solution will be a negative fifteen. The rule of a discriminant is that there cannot be negative numbers for x, this time there are no x-intercept. the x-intercept does not exist we will replace it with a zero so the y-intercept can be found, by plugging the numbers y=2(0)^2-0+2 we will have the answer of y=2. The quadratic equation will be crossing the y-intercept at (0,2). Now writing the

With zeros of a±b. If we say that a = 2 and b = -3, then this function has zeros of 2±(-3). In this form of zeros, we can say that 2 is the x value of the vertex coordinates, lying on the axis of symmetry of Y2 on the x-axis, and ±3 are just the distances between the mid point 2 to the points where Y2 intersects x-axis. It is clearly shown on the graph below.

The function in Figure 1 can be expressed as a simple equation: D  500   h  500  50 h ,

The line of best-fit is used to find the gradient, the T2/L value, if straight or linear it shows that the relationship between the two is directly proportional. Using the original equation, you can square both sides and rearrange it to make . Then you can input the gradient value (T2/L) and work out g. , where g equals 10.13 m/s2. This value is close to the

3. How small must the combination of F and X be to make this an

Using TI InterActive!™ to graph that function, overlaid with the original data, and restricting the graph of the function to the same domain and range as the domain and range on the scatterplot, the graph is as follows: