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## Algebra homework help

Math Week 3DQR

Brandon Bliss

Hello Class,

For this week I chose question number 25. What are some advantages and disadvantages of a Dutch Hip Roof style?  A Dutch hip roof, sometimes called a Dutch gable roof, is a combination of hip and gable roof styles in which a gable is located at the end of the ridge, and at the top of a hip roof plane. There are many Advantages to having a hip roof. Some advantages are…

· The four-way slope makes it much more stable than other roofing types and allows water and snow to run off with ease. There is also more ventilation and space for an attic.

· A lot more attic space, plus better attic ventilation.

· Great heavy wind performance.

· Provides ideal protection from severe weather like snow, rain, and high winds.

· Hip roofs are more complex than flat or gable roofs, making the odds of failure a bit higher.

· More expensive because it is a more complex design that requires more building materials including a complex system of trusses or rafters.

· Provide fewer opportunities to use natural light.

Response

Jaya Drewelow

Gable roofs have been used for centuries, there are now six different versions of it. They can be used more than once on a roof depending on the size of the house, one will consist of two sections with an arch meeting by the narrow top- looking like the letter A. The best material to use for this roof would be something that has good resistance weather, such as asphalt but metal sheets, clay tiles, and concrete can be used.  A good reason why gable roofs are so common is because they are cheaper to build. However, in areas that are prone to hurricanes and high winds, houses and buildings tend to have little to no luck on keeping something over their head with these roofs even if asphalt is used. This is possible because of how the structure is created. Due to the narrow rooftops that gable roofs are shaped into, the upper part is more likely to catch the wind rather than a flat rooftop would. It unfortunately catches the wind by the “cupped” portion that the two sections create, right under the pin point. When the wind gets stuck into the upper area of the roof, it can build pressure against the roof and pop it off. They have also been known to act similar to a wing on a sailboat when wind catches onto it, which is not something anyone would want for a stable structure.

If you would like to read more about gable roofs and visually understand what cupped means, please click on the link below to read the article and view the image.

Response

## Algebra homework help

Week 7 Homework: Logarithms, Exponential and Logarithmic Equations, and Exponential Growth and Decay

4.4 p. 456

11._____________________

15._____________________

63a.____________________

69._____________________

71._____________________

79._____________________

81._____________________

4.5 p. 468

11._____________________

17._____________________

18._____________________

57._____________________

63._____________________

99._____________________

103.____________________

4.6 p. 479

29.______________________

40.______________________

42.______________________

Continued on next page…

## Algebra homework help

4/24/22, 11:35 AM W4: If Only I Had a System … – MATH110 B033 Spring 2022

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It is difficult to learn how to do story problems because there are so many

different types. If you want to do well on this week’s test, FOLLOW THESE

INSTRUCTIONS!

Step 2: Open the file “Systems of Equations with Answers”.

Step 3: Go through ALL the story problems provided and try to solve them. Pretend it’s a

Step 4: Pick ONE of the problems that you got right (that has not already been solved by a

classmate) and demonstrate its solution for the rest of us.

Step 5: Study how your classmates solved the problems that you missed. Remember that

these may be on the test!

Note: Problems are selected on a first-come basis. If a classmate has already chosen a

and discuss as many different problems as possible.

To demonstrate your problem, select Start a New Conversation and make the subject of your

post BOTH the problem number and topic (#10 Jarod and the Bunnies).

Begin your post with a statement of the problem so that we can understand what you are

doing.

The answers are at the end of the file, so don’t just give an answer—we can already see what

Your goal should be to explain this problem so well that a classmate who “just doesn’t get it”

will be able to understand it completely!

4/24/22, 11:35 AM W4: If Only I Had a System … – MATH110 B033 Spring 2022

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There are no threads in this topic.

This is a moderated discussion. Your posting will not be visible to the rest of the class until I

approve it. Occasionally, more than one person will tackle a problem before they can see the

work of others. In that case, credit will be given to all posters. Once the solution to a problem

has become visible, that problem is off limits and you will need to choose a different problem

in order

to get credit.

I will indicate in the grading feedback if corrections need to be made. If you haven’t received

credit, first double-check my comments. If everything looks OK, then email me asking me to

check on it. You must make the necessary corrections and have your work posted in order to

For this particular Discussion, no responses are required – your initial post is worth the full 10

points. Should you choose to respond to a classmate, a request for clarification on the

procedure used, a suggestion for an alternate method of solving the problem or a general

comment about the technique would all be appropriate. I’m sure that a “thank you” for an

exceptionally clear explanation would also be welcome!

Please sign ALL your Discussion posts with the name that you like to be called – it makes it so

much easier for the rest of us to address you by your preferred name when we respond

Post Due: Sunday, by 11:55 p.m., ET

Systems of Equations Problems with Answers

Using the Equation Editor

## Algebra homework help

Using the Equation Editor …

… to make math problems
look like math problems!

Math on the keyboard:

x = [-b +/- sqrt(b^2 – 4ac)]/(2a)

Huh?

Math with the equation editor!

2
4

2

b b ac
x

a

−  −
=

That’s better!

Let’s say that you want to show an algebraic fraction like

Trying to do this with just the keyboard looks “weird” …

x / (x + 3)

… and it invites mistakes (like not using the parentheses).

x / x + 3 means
𝑥

𝑥
+ 3 which is something completely different!

3

x

x +

The next time you go to post a discussion click the three
extra dots at the end.

You will see more options show up.

Right below the Bold button
you will see the Greek letter sigma.

This is the button to open the equation editor.

Select Graphical Equation

The Equation Editor has lots of tools, so let’s look at a few of the basics.

Good news: most things look like what they do.

For example, if you need a fraction, you will click the button that looks
like an empty fraction.

You will see a fraction appear – you just need to fill it in.

Use the arrows to navigate to the bottom of the fraction.

Be sure to use the right arrow to navigate
out of the fraction before continuing with your equation.

You will notice that the cursor is tall in this picture. That is how you
know that you are out of the fraction.

Another commonly used symbol is the exponent.

This time let’s try to create the expression:

To do this you will start by creating a fraction.

2

6

5

2

x

y

+

Once you are in the fraction, you type the x
and then click the exponent

button and then the 2.

Use the right arrow button to get out of the exponent
before typing the – 5.

Then, use the down arrow to move to the denominator.
In this picture you can see the cursor.
Note that the cursor will show you if

you are still in the exponent or not, so watch carefully!

Once you have the top of the fraction done …

… just rinse and repeat for the bottom!

Once done click insert.

We did it!

just type them in,

select them, and then click on the text font.

Experiment with it until

you can get the desired results.

The math may still be a challenge …

… but now writing the answers shouldn’t be!

## Algebra homework help

Systems of Equations

1) A vendor sells hot dogs and bags of potato chips. A customer buys 4 hot
dogs and 5 bags of potato chips for \$12.00. Another customer buys 3 hot
dogs and 4 bags of potato chips for \$9.25. Find the cost of each item.

1)

2) University Theater sold 556 tickets for a play. Tickets cost \$22 per adult
and \$12 per senior citizen. If total receipts were \$8492, how many senior
citizen tickets were sold?

2)

3) A tour group split into two groups when waiting in line for food at a fast
food counter. The first group bought 8 slices of pizza and 4 soft drinks
for \$36.12. The second group bought 6 slices of pizza and 6 soft drinks
for \$31.74. How much does one slice of pizza cost?

3)

4) Tina Thompson scored 34 points in a recent basketball game without
making any 3-point shots. She scored 23 times, making several free

throws worth 1 point each and several field goals worth two points each.
How many free throws did she make? How many 2-point field goals did

she make?

4)

5) Julio has found that his new car gets 36 miles per gallon on the highway
and 31 miles per gallon in the city. He recently drove 397 miles on 12
gallons of gasoline. How many miles did he drive on the highway? How
many miles did he drive in the city?

5)

6) A textile company has specific dyeing and drying times for its different
cloths. A roll of Cloth A requires 65 minutes of dyeing time and 50
minutes of drying time. A roll of Cloth B requires 55 minutes of dyeing
time and 30 minutes of drying time. The production division allocates
2440 minutes of dyeing time and 1680 minutes of drying time for the
week. How many rolls of each cloth can be dyed and dried?

6)

7) A bank teller has 54 \$5 and \$20 bills in her cash drawer. The value of the
bills is \$780. How many \$5 bills are there?

7)

8) Jamil always throws loose change into a pencil holder on his desk and
takes it out every two weeks. This time it is all nickels and dimes. There
are 2 times as many dimes as nickels, and the value of the dimes is \$1.65
more than the value of the nickels. How many nickels and dimes does
Jamil have?

8)

9) A flat rectangular piece of aluminum has a perimeter of 60 inches. The
length is 14 inches longer than the width. Find the width.

9)

1

10) Jarod is having a problem with rabbits getting into his vegetable garden,
so he decides to fence it in. The length of the garden is 8 feet more than 3
times the width. He needs 64 feet of fencing to do the job. Find the
length and width of the garden.

10)

11) Two angles are supplementary if the sum of their measures is 180°. The
measure of the first angle is 18° less than two times the second angle.
Find the measure of each angle.

11)

12) The three angles in a triangle always add up to 180°. If one angle in a
triangle is 72° and the second is 2 times the third, what are the three
angles?

12)

13) An isosceles triangle is one in which two of the sides are congruent. The
perimeter of an isosceles triangle is 21 mm. If the length of the
congruent sides is 3 times the length of the third side, find the
dimensions of the triangle.

13)

14) A chemist needs 130 milliliters of a 57% solution but has only 33% and
85% solutions available. Find how many milliliters of each that should be
mixed to get the desired solution.

14)

15) Two lines that are not parallel are shown. Suppose that the measure of
angle 1 is (3x + 2y)°, the measure of angle 2 is 9y°, and the measure of

angle 3 is (x + y)°. Find x and y.

15)

16) The manager of a bulk foods establishment sells a trail mix for \$8 per
pound and premium cashews for \$15 per pound. The manager wishes to
make a 35-pound trail mix-cashew mixture that will sell for \$14 per

pound. How many pounds of each should be used?

16)

17) A college student earned \$7300 during summer vacation working as a
waiter in a popular restaurant. The student invested part of the money at
7% and the rest at 6%. If the student received a total of \$458 in interest at
the end of the year, how much was invested at 7%?

17)

2

18) A retired couple has \$160,000 to invest to obtain annual income. They
want some of it invested in safe Certificates of Deposit yielding 6%. The
rest they want to invest in AA bonds yielding 11% per year. How much
should they invest in each to realize exactly \$15,600 per year?

18)

19) A certain aircraft can fly 1330 miles with the wind in 5 hours and travel
the same distance against the wind in 7 hours. What is the speed of the
wind?

19)

20) Julie and Eric row their boat (at a constant speed) 40 miles downstream
for 4 hours, helped by the current. Rowing at the same rate, the trip back
against the current takes 10 hours. Find the rate of the current.

20)

21) Khang and Hector live 88 miles apart in southeastern Missouri. They
decide to bicycle towards each other and meet somewhere in between.
Hector’s rate of speed is 60% of Khang’s. They start out at the same time
and meet 5 hours later. Find Hector’s rate of speed.

21)

22) Devon purchased tickets to an air show for 9 adults and 2 children. The
total cost was \$252. The cost of a child’s ticket was \$6 less than the cost of
an adult’s ticket. Find the price of an adult’s ticket and a child’s ticket.

22)

23) On a buying trip in Los Angeles, Rosaria Perez ordered 120 pieces of
jewelry: a number of bracelets at \$8 each and a number of necklaces at
\$11 each. She wrote a check for \$1140 to pay for the order. How many
bracelets and how many necklaces did Rosaria purchase?

23)

24) Natasha rides her bike (at a constant speed) for 4 hours, helped by a
wind of 3 miles per hour. Pedaling at the same rate, the trip back against
the wind takes 10 hours. Find find the total round trip distance she
traveled.

24)

25) A barge takes 4 hours to move (at a constant rate) downstream for 40
miles, helped by a current of 3 miles per hour. If the barge’s engines are
set at the same pace, find the time of its return trip against the current.

25)

26) Doreen and Irena plan to leave their houses at the same time, roller
blade towards each other, and meet for lunch after 2 hours on the road.
Doreen can maintain a speed of 2 miles per hour, which is 40% of Irena’s
speed. If they meet exactly as planned, what is the distance between
their houses?

26)

3

27) Dmitri needs 7 liters of a 36% solution of sulfuric acid for a research
project in molecular biology. He has two supplies of sulfuric acid
solution: one is an unlimited supply of the 56% solution and the other
an unlimited supply of the 21% solution. How many liters of each
solution should Dmitri use?

27)

28) Chandra has 2 liters of a 30% solution of sodium hydroxide in a
container. What is the amount and concentration of sodium hydroxide
solution she must add to this in order to end up with 6 liters of 46%
solution?

28)

29) Jimmy is a partner in an Internet-based coffee supplier. The company

offers gourmet coffee beans for \$12 per pound and regular coffee beans
for \$6 per pound. Jimmy is creating a medium-price product that will

sell for \$8 per pound. The first thing to go into the mixing bin was 10
pounds of the gourmet beans. How many pounds of the less expensive

29)

30) During the 1998-1999 Little League season, the Tigers played 57 games.

They lost 21 more games than they won. How many games did they win
that season?

30)

31) The perimeter of a rectangle is 48 m. If the width were doubled and the
length were increased by 24 m, the perimeter would be 112 m. What are
the length and width of the rectangle?

31)

32) The perimeter of a triangle is 46 cm. The triangle is isosceles now, but if
its base were lengthened by 4 cm and each leg were shortened by 7 cm, it
would be equilateral. Find the length of the base of the original triangle.

32)

33) The side of an equilateral triangle is 8 inches shorter than the side of a
square. The perimeter of the square is 46 inches more than the perimeter
of the triangle. Find the length of a side of the square.

33)

34) The side of an equilateral triangle is 2 inches shorter than the side of a
square. The perimeter of the square is 30 inches more than the perimeter
of the triangle. Find the length of a side of the triangle.

34)

4

Testname: SYSTEMS_OF_EQUATIONS

1) \$1.75 for a hot dog; \$1.00 for a bag of potato chips
2) 374 senior citizen tickets
3) \$3.74 per slice of pizza
4) 12 free throws, 11 field goals
5) 180 miles on the highway, 217 miles in the city
6) 24 rolls of Cloth A, 16 rolls of Cloth B
7) 20 \$5 bills
8) 11 nickels and 22 dimes
9) 8 inches

10) length: 26 feet; width: 6 feet
11) first angle = 114°

second angle = 66°

12) 72°, 72°, 36°
13) 3 mm, 9 mm, 9 mm
14) 70 mL of 33%; 60 mL of 85%

15) x =
288

7
, y =

36
7

16) 5 pounds of trail mix
30 pounds of cashews

17) \$2000
18) \$120,000 at 11% and \$40,000 at 6%
19) 38 mph
20) 3 mph
21) 6.6 mph
22) adult’s ticket: \$24; child’s ticket: \$18
23) 60 bracelets and 60 necklaces
24) 80 mi
25) 10 hr
26) 14 mi
27) 56% solution: 3 L; 21% solution: 4 L
28) 4 L of 54% solution
29) 20 lb
30) 18 games
31) Length: 16 m; width: 8 m
32) 8 cm
33) 22 inches
34) 22 inches

5

## Algebra homework help

1.

2.

3.

4.

5.

(1) complementary
supplementary

acute
obtuse

vertical (2) complementary
supplementary

acute
obtuse

vertical

Fill in each blank so that the resulting statement is true.

Two angles whose measures have a sum of 90 are called __________ angles. Two angles whose measures have a sum
of 180 are called __________ angles.

°
°

Two angles whose measures have a sum of 90 are called (1) angles. Two angles whose measures have

a sum of 180 are called (2) angles.

°

°

If x , find the measure of the angle in which ? appears.= 30° °

x

°

If x , find the measure of the angle in which ? appears.= 50° °

x

°

Find the measure of the complement and the supplement of .31°

What is the measure of the complement of ?31°

°

What is the measure of the supplement of ?31°

°

Describe each type of angle: acute, right, obtuse, and straight.

A. A right angle measures less than 90 and a straight angle measures more than 90 , but less
than 180 . An acute angle measures 90 and an obtuse angle measures 180 .

° °
° ° °

B. A straight angle measures less than 90 and a right angle measures more than 90 , but less
than 180 . An obtuse angle measures 90 and an acute angle measures 180 .

° °
° ° °

C. An obtuse angle measures less than 90 and an acute angle measures more than 90 , but
less than 180 . A right angle measures 180 and a straight angle measures 90 .

° °
° ° °

D. An acute angle measures less than 90 and an obtuse angle measures more than 90 , but
less than 180 . A right angle measures 90 and a straight angle measures 180 .

° °
° ° °

6.

7.

8.

9.

Use an algebraic equation to find the measures of the two angles described below. Begin by letting x represent the degree
measure of the angle’s complement.

The measure of the angle is degrees greater than its complement.38

What is the measure of the complement?

x = °

What is the measure of the other angle?

°

Find the measure of angle A for the triangle shown.

°

(1)

Use the Pythagorean Theorem to find the missing length in
the right triangle.

7 m

24 m

c

The missing length is (1) .

m
cm
m2

(1)

Use the Pythagorean Theorem to find the missing length in
the right triangle.

a

11 cm

19 cm

The missing length is (1) (Round to one decimal place as needed.)

cm .2

cm.
m.

22°

10.

(1) sum of the lengths
sum of the squares of the lengths

(2) right
obtuse

isosceles
equilateral

scalene
acute

(3) square of the length
the length

In your own words, state the Pythagorean Theorem.

Fill in the blanks in the sentence below.

The (1) of the legs of a (2) triangle equals the (3) of the hypotenuse.

## Algebra homework help

Forum: If Only I Had a System…

Applications of Systems of Linear Equalities

The Problem:

When students are surveyed about what makes a good math Forum, at least half of the
responses involve

 “discussing how to work problems”
 “seeing how this math applies to real-life situations”

This Forum on applications of systems of equations addresses both of these concerns.

Unfortunately, the typical postings are far from ideal.

This is an attempt to rectify the situation. Please read this in its entirety before you

Pick-up games in the park vs. the NBA:

Shooting hoops in the park may be lots of fun, but it scarcely qualifies as the precision
play of a well-coached team. On the one hand, you have individuals with different
approaches and different skill levels, “doing their own thing” within the general rules of
the game. On the other hand you have trained individuals, using proven strategies and
basing their moves on fundamentals that have been practiced until they are second
nature.

The purpose of learning algebra is to change a natural, undisciplined approach to
individual problem solving into an organized, well-rehearsed system that will work on
many different problems. Just like early morning practice, this might not always be
pleasant; just like Michael Jordan, if you put in the time learning how to do it correctly,
you will score big-time in the end.

But my brain just doesn’t work that way. . .

Nonsense! This has nothing to do with how your brain works. This is a matter of
learning to read carefully, to extract data from the given situation and to apply a
mathematical system to the data in order to obtain a desired answer. Anyone can learn
to do this. It is just a matter of following the system; much like making cookies is a
matter of following a recipe.

“Pick-up Game” Math

It is appalling how many responses involve plugging in numbers until it works.

 “My birthday is the eleventh, so I always start with 11 and work from there.”
 “The story involved both cats and dogs so I took one of the numbers, divided by

2 and then I experimented.”
 “First I fire up Excel…”
 “I know in real-life that hot dogs cost more than Coke, so I crossed my fingers

and started with \$0.50 for the Coke…”

The reason these “problem-solving” boards are moderated is so that these creative
souls don’t get everyone else confused!

NBA Math

In more involved problems, where the answer might come out to be something
irrational, like the square root of three, you are not likely to just randomly guess the
correct answer to plug it in. To find that kind of answer by an iterative process (plugging
and adjusting; plugging and adjusting; …) would take lots of tedious work or a computer.
Algebra gives you a relative painless way of achieving your objective without wearing

The reason that all of the homework has involved x’s and y’s and two equations, is that
we are going to solve these problems that way. Each of these problems is a story about
two things, so every one of these is going to have an x and a y.

In some problems, it’s helpful to use different letters, to help keep straight what the
variables stand for. For example, let L = the length of the rectangle and W = the width.

The biggest advantage to this method is that when you have found that w = 3 you are
more likely to notice that you still haven’t answered the question, “What is the length of
the rectangle?”

Here are the steps to the solution process:

 Figure out from the story what those two things are.

o one of these will be x

o the other will be y

 The first sentence of your solution will be “Let x = ” (or “Let L = ” )

o Unless it is your express purpose to drive your instructor right over the
edge, make sure that your very first word is “Let”

 The second sentence of your solution will be “Let y = ” (or “Let W = ” )

 Each story gives two different relationships between the two things.

o Use one of those relationships to write your first equation.

o Use the second relationship to write the second equation.

 Now demonstrate how to solve the system of two equations. You will be using
either

o substitution

o or elimination – just like in the homework.

More examples…

For this problem, I’d use substitution to solve the system of equations:

The length of a rectangle blah, blah, blah…

Let L = the length of the rectangle

… blah, blah, blah twice the width

Let W = the width of the rectangle

The length is 6 inches less than twice the width

L = 2W – 6

The perimeter of the rectangle is 56

2L + 2W =56

For this one, I’d use elimination to solve the system of equations:

Blah, blah, blah bought 2 cokes…

Let x = the price of a coke

.. blah, blah, blah 4 hot dogs

Let y = the price of a hot dog

2 cokes plus 4 hot dogs cost 8.00

2x + 4y = 8.00

3 cokes plus 2 hot dogs cost 8.00

3x + 2y = 8.00

For this one, I’d use substitution to solve the system of equations:

One number is blah, blah, blah…

Let x = the first number

…blah, blah, blah triple the second number

Let y = the second number

The first number is triple the second

x = 3y

The sum of the numbers is 24

x + y = 24

The problem: Two numbers add to give 4 and subtract to give 2. Find the numbers.

Solving the problem:

Let x = the first number

Let y = the second number

Two numbers add to give 4: x + y = 4

Two numbers subtract to give 2: x – y = 2

Our two equations are: x + y = 4
x – y = 2 Adding the equations we get

2x = 6

x = 3 The first number is 3.

x + y = 4 Substituting that answer into equation 1

3 + y = 4

y = 1 The second number is 1.

Two numbers add to give 4: 3 + 1 = 4

The two numbers subtract to give 2: 3 – 1 = 2

Do NOT demonstrate how to check the answers that are provided and call that
demonstrating how to solve the problem!

Formulas vs. Solving equations

Formulas express standard relationships between measurements of things in the real
world and are probably the mathematical tools that are used most frequently in real-life
situations.

Solving equations involves getting an answer to a specific problem, sometimes based
on real-world data, and sometimes not. In the process of solving a problem, you may
need to apply a formula. As a member of modern society, it is assumed that you know
certain common formulas such as the area of a square or the perimeter of a rectangle. If
you are unsure about a formula, just Google it. Chances are excellent it will be in one of
the first few hits.

If you are still baffled:

 Check out all the examples worked out in the PowerPoints in the Other
Resources section of the Handy Helpers for Section 4.3.

 Message me if you are still confused.

## Algebra homework help

DARNIELLIA SPICER

Dividing and Multiplying Fractions

Top of Form

Dividing Fractions

You must look at the equation as how many of a whole number is in the fractions.  To then build a model of the exact question of the equations given. With a whole number you break the fraction down into a model of the fraction. And then you shade in the whole number or number it is being divided by. Then you must see how many the whole number can fit into the model. The groups you will group the rows which will make your numerator of the fraction. To find the denominator you have to find the total area parts of the model for top and the bottom. Then you will multiply both sides. Which will then give you the denominator. You put your numbers into the fraction to have your answer.

Multiply Fractions

WC:313

Bottom of Form

## Algebra homework help

Pick one of the topics listed below, start a new thread, and discuss it in a post. Also, respond to two classmates.

1. Research a credit card and discuss the terms. Would this be a good option for you? Why or why not?

2. Give an example of a loan which worked out well and a loan which didn’t. The loans could be based on your personal experience or the experience of someone you know. Why did one loan work out and the other one not work out? What was it about the down payment, interest, period or other terms that made a difference in the outcome?

3. It’s time for that new car. What are you going to get? How are you going to finance it? How much will the total payments cost? How will your expenses change over the next year (including payments, taxes, insurance, gas, maintenance, etc.)?

4. You’re thinking about buying a house. Where might you get a mortgage? What kind of terms can you get? Can you afford the down payment? What kind of fees will you have to pay?

Please sign ALL your Discussion posts with the name that you like to be called – it makes it so much easier for the rest of us to address you by your preferred name when we respond.

Instructions: Please respond to at least 2 other students. Feel free to chime in on other posts, as well. This discussion helps to build our on-line community!

Initial Post Due: Thursday, by 11:59 p.m., ET
Responses Due: Sunday, by 11:59 p.m., ET
Rubric for grading discussions: 60% – Initial Post; 20% – for each of 2 Responses

## Algebra homework help

Dominique Davis

I watched 2 videos on dividing and multiplying fractions. Once I started watching the videos I chuckled a bit at the images of the “area model”. It has been quite some time since I have seen or used this model when learning my fractions. I used to use the area model when helping my son with his homework when he was in elementary. I think it is a great way to help learners feel confident in the work they are doing. I used to use the area model as well in school until I strengthened my ability to do simple math in my mind. I have always felt I was pretty good with math; making it up to Calculus in high school (18 years ago). I cannot say the video wasn’t helpful, because I can forward them to my nieces when they get to this level in elementary school. It has been so long since I have taken college-level math and I do not mind the refresher. It is only week one and memories are firing up; equations that overwhelmed me a month ago are now flowing back into my subconscious.

## Algebra homework help

Unit 4 Problems

Applications using Factoring:

Set up an algebraic equation and then solve the following problems.

1. An integer is 3 less than 5 times another. If the product of the two integers is 36, then find the integers.

2. The width of a rectangle is 5 units less than the length. If the area is 150 square units, then find the dimensions of the rectangle.

3. The length of a rectangle is 4 inches more than its width. The area of the rectangle is equal to 5 inches more than 2 times the perimeter. Find the length and width of the rectangle.

4. The height of a projectile launched upward at a speed of 32 feet/second from a height of 128 feet is given by the function . How long will it take the projectile to hit the ground?

## Algebra homework help

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## Algebra homework help

Week 3 Homework: Inequalities, Graphs of Equations, and Circles

1.7 p. 159

13._____________________

15._____________________

29._____________________

31._____________________

39._____________________

40._____________________

43._____________________

46._____________________

50._____________________

2.1 p. 192

13._____________________

15._____________________

17._____________________

23._____________________

25._____________________

29._____________________

2.2 p. 200

11._____________________

17._____________________

27._____________________

28._____________________

30._____________________

## Algebra homework help

1.

2.

3.

List all numbers from the given set that are
a. natural numbers b. whole numbers c. integers
d. rational numbers e. irrational numbers f. real numbers

, − 1, 0.9, 0, − π, 3.7, , −
1
2

64 2

a. natural numbers =
(Use a comma to separate answers as needed. Do not simplify.)
b. whole numbers =
(Use a comma to separate answers as needed. Do not simplify.)
c. integers =
(Use a comma to separate answers as needed. Do not simplify.)
d. rational numbers =
(Use a comma to separate answers as needed. Do not simplify.)
e. irrational numbers =
(Use a comma to separate answers as needed. Do not simplify.)
f. real numbers =
(Use a comma to separate answers as needed. Do not simplify.)

Use properties of exponents to simplify the given expression. First express the answer in exponential form. Then evaluate
the expression.

2 • 22 4

Simplify the exponents.

(Type exponential notation with positive exponents.)2 • 22 4 =

Evaluate.

Use properties of exponents to simplify the given expression. First express the answer in exponential form. Then evaluate
the expression.

5
2 2

Simplify the exponents.

(Type exponential notation with positive exponents.)52
2

=

Evaluate.

(Type a whole number.)52
2

=

4.

5.

6.

7.

8.

9.

Use properties of exponents to simplify the given expression. First express the answer in exponential form. Then evaluate
the expression.

48

46

Simplify the exponents.

(Type exponential notation with positive exponents.)
48

46
=

Evaluate.

(Type a whole number.)
48

46
=

Use the zero or negative exponent rule to simplify the expression.

90

90 =

Use the negative exponent rule to simplify the following expression.

3 − 2

(Type an integer or a simplified fraction.)3 − 2 =

Express the following number in decimal notation.

2.5 10×
3

2.5 10× 3 =

Express the number in scientific notation.0.057

0.057 =
(Use the multiplication symbol in the math palette as needed.)

Write the first six terms of the arithmetic sequence with the first term, and common difference, a = 4,1 d = − 8.

The first six terms are , , , ,

, and .

a1 = a2 = a3 = a4 =

a5 = a6 =

10. Write the first six terms of of the geometric sequence with the first term, , and common ratio, r.a1

, r 2a1 = 11 = −

a2 =

a3 =

a4 =

a5 =

a6 =

## Algebra homework help

Week 4 Homework: Functions, Linear Functions, Function Operations, and Composition

2.3 p. 214

11._____________________

12._____________________

27._____________________

28._____________________

29._____________________

30._____________________

32._____________________

33._____________________

34._____________________

51._____________________

52._____________________

53._____________________

54._____________________

55._____________________

67._____________________

68._____________________

69._____________________

70._____________________

87._____________________

88._____________________

89._____________________

90._____________________

91._____________________

92._____________________

2.4 p. 227

11._____________________

13._____________________

14._____________________

16._____________________

43._____________________

44._____________________

52._____________________

55._____________________

57._____________________

2.5 p. 242

11._____________________

13._____________________

15._____________________

17._____________________

19._____________________

21._____________________

35._____________________

36._____________________

37._____________________

38._____________________

39a.____________________

51._____________________

53._____________________

55._____________________

2.8 p. 286

11._____________________

12._____________________

13._____________________

14._____________________

15._____________________

16._____________________

17._____________________

18._____________________

19._____________________

20._____________________

21.____________________

57._____________________

59._____________________

61._____________________

63._____________________

73._____________________

75._____________________

Continued on next page…

Continued on next page…

## Algebra homework help

Week 1 Homework: Polynomials, Rational Expressions, and Linear Equations

R.3 p. 33

49._____________________

51._____________________

59._____________________

69._____________________

75._____________________

87._____________________

91._____________________

97._____________________

R.4 p. 43

19._____________________

29._____________________

35._____________________

55._____________________

59._____________________

73._____________________

75._____________________

R.5 p. 53

27._____________________

29._____________________

34._____________________

40._____________________

41._____________________

51._____________________

53._____________________

64._____________________

1.1 p. 92

11._____________________

15._____________________

18._____________________

21.____________________

23._____________________

42._____________________

45.____________________

60._____________________

69._____________________

## Algebra homework help

Week 2 Homework: Solving Linear, Quadratic, and other types of Equations

1.2 p. 100

12._____________________

22._____________________

35._____________________

37._____________________

39._____________________

1.4 p. 121

13._____________________

15._____________________

25._____________________

31._____________________

37._____________________

41._____________________

51._____________________

53._____________________

1.5 p. 130

23._____________________

35._____________________

36._____________________

1.6 p. 146

17._____________________

29._____________________

33._____________________

45.____________________

46._____________________

47._____________________

51.____________________

## Algebra homework help

Austin peer respond

Austin pizzi week 4 discussion response needed

So I am a little on the fence with this question. I believe that you do need some type of math with whatever you do. It might be a little math but its still math. Say you are a nurse, you have to measure doses all the time for you patients. Say you are an architect, you will defiently need math for that for measurements on building. Now if you are in the field of lets say computer tech, you don’t really need math for fixing a computer. Thats more like a knowledge then actually math usage. To me math is used for a little of everything and I do enjoy math.

The assignment of the weeTo Receive Bonus Points this Week:

· Essay includes at least 7 sentences

· Examples are included to support view

· Respond to at least one classmate’s Db post with substantial comments

Many students have often asked questions such as: Why do I need to learn about graphing lines, properties, using exponents, solving equations, factoring ….etc…?

Where and when am I going to use it in my life?

Explain your position on why it is/is not important to learn mathematical content you may never use.

Include examples to support your reasoning in essay format.

Mathematics is taught in all courses because it serves as the central subjects in human being. Mathematics encourages thinking logically, creates mental rigor and effectively builds mental discipline. Additionally, Mathematics provides the basic knowledge in understanding other science and artistic courses. it may however seem crazy when student is learning some mathematical concepts such as graphing lines, factoring, solving equations and using exponents but they serve a great purpose in the career and personal life of an individual (Ningsih E. F., & Retnowati, E, 2020)

Graphing lines are used in learning and solving different mathematical problems using graphical methods. It enables the learner to trace and study changes over a long and short period of time as well as comparing changes that occur at the same period of time. They are majorly used to track small changes of events. Use of exponents enables people express otherwise tedious mathematical numbers in a simpler form hence saving time hence energy. Learning to solve equations enables students to solve other mathematical problems. Equations develop a sharp brain for a student that help their mathematical life. Factoring serves as an important tool in solving mathematical quadratic equations. It is used to solve complicated mathematical expressions by grouping similar expressions in brackets and solving them independently (Ningsih E. F., & Retnowati, E, 2020)

Graphing lines and factoring are applied in many real-life situations. Graphical lines are use in evaluating changes over a particular period of time.  Some of the professional fields where graphical lines are applied are medicine and pharmacy, research processes and economics analysis. In medicine. In personal life graphical skills are used to evaluating changes over time and this makes you take action over the noted changes with immediate effect. Factoring enables an individual to solve many real-life problems in life at the same time (Ningsih E. F., & Retnowati, E, 2020)

It is applied in dividing something equally, comparing prices, making calculations during travel and exchanging money. These are examples on the importance of these mathematical concepts Learning mathematical concepts is important. Although some concept may seem to be useless in the course work, they develop a sharp brain that enables the learner solve other real-life situations.  These mathematical concepts help prevent chaos and bring orderliness. These concepts natures important qualities in human life. These qualities include effective communication, problem solving ability, critical thinking, spatial thinking, creativity and power of reasoning. This is the importance of learning these mathematical concepts that may seem to be useless in real life (Ningsih E. F., & Retnowati, E, 2020)

Word count 423

References

Ningsih E. F., & Retnowati, E. (2020, August). Prior knowledge in mathematics learning. In SEMANTIK Conference of Mathematics Education (SEMANTIK 2019) (pp. 61-66). Atlantis Press.

## Algebra homework help

Unit 3 Problems

Application problems Involving System of Equations

Set up a linear system and solve for the following problems:

1. The sum of two integers is 41 and their difference is 5. Find the integers.

2. The sum of two integers is 74. The larger is 13 less than twice the smaller. Find the two integers.

3. A \$5,000 principal is invested in two accounts, one earning 1% interest and another earning 6% interest. If the total interest for the year is \$170, then how much is invested in each account?

4. A cash register contains \$10 bills and \$50 bills with a total value of \$1080. If there are 28 bills total, then how many of each does the register contain?

5. Pens are sold in a local store for 80 cents each. The factory has \$1200 in fixed costs plus 5 cents of additional expense for each pen made. Assuming all pens manufactured can be sold, find the break-even point.

## Algebra homework help

Homework #2 – Algebra

20 marks

Complete this assignment on paper, and submit it physically to the teacher.

RECORD the time taken to complete the assignment on the top of the paper.

1. Simplify each expression where possible.

a) 𝑥 + 𝑥 [1]

b) 𝑥 + 𝑦 [1]

c) 5𝑥 − 5 + 7𝑥 − 7 [2]

d) 4𝑥 + 10𝑦 + 𝑥 − 𝑦 [2]

e) 7𝑎2 + 8𝑎 − 4𝑎2 + 5𝑎 [2]

2. Given that 𝑎 = 5, 𝑏 = 6 and 𝑐 = −4, find the value of each expression.

a) 3𝑎𝑐 [1]

b) 𝑐2 [1]

c) 𝑎2 − 𝑐 [2]

d)
3𝑎−44

𝑐−𝑎
[3]

3. A scuba diver is 15 m below sea level.

A shipwreck is located 5 m directly below the diver.

And a helicopter is located 20 m directly above the diver.

a) Write an integer to represent the location of the diver. [1]

b) Write an integer to represent the location of the shipwreck. [1]

c) Write an integer to represent the location of the helicopter. [1]

d) Use integers to find the distance between the helicopter and the diver. [2]

## Algebra homework help

Mark oehlers

Good afternoon, class. This week’s discussion post is regarding the video “Types of Graphs and when to use them” by MooMooMath and Science. We are tasked with determining the optimal graph based on various data collecting situations.

a. To graph a representation of monthly texting data a Bar Graph would work the best. A bar graph is used to show the number in categories. In this case we are trying to determine who I text the most during the course of the month.

On one axis of the graph I would have represented the names of the people with whom I am texting. On the opposing axis I would have represented the number of texts that correspond to each person.

a. To graph a representation of monthly allowances of bills in relation to income a Circle Graph would work the best. A circle graph or pi chart is used to compare parts of the data to the whole.

The whole of the graph would represent my total monthly income (for example, \$3,000). Each “slice” of the chart then would be the percentage of income each bill utilizes. For example if I pay \$1,000 per month in rent, then rent would be 33.33% of the chart.

a. To graph a representation of savings with regular monthly deposits a Line Graph would work the best. A line graph is used to show changes of data over time.

In this case the data would be our total amount in savings with the graph representing the changes in that amount over time based on each monthly deposit.

a. To graph a representation of employees’ weights in a monthly weight loss challenge a Double Bar Graph would work best. A double bar graph is best used to compare two or more sets of data.

We would have one axis represent the weight of the employee, while the opposing axis would represent each month for the duration of the challenge. Each bar would then represent a different employee.

## Algebra homework help

Week 5 Homework: Quadratic Functions, Rational Functions, and Variation

3.1 p. 312

11._____________________

12._____________________

13._____________________

23._____________________

25._____________________

29._____________________

30._____________________

3.5 p. 374

29._____________________

30._____________________

31._____________________

32._____________________

33._____________________

34._____________________

35._____________________

36._____________________

37._____________________

38._____________________

39._____________________

40._____________________

41._____________________

3.6 p. 387

7.______________________

8.______________________

9.______________________

10._____________________

11a.____________________

17._____________________

18._____________________

19._____________________

20a.____________________

34._____________________

35._____________________

36._____________________

37._____________________

38._____________________

39a.____________________

Continued on next page…

## Algebra homework help

MATHS 253 Semester Test 13 April 2022

This test is marked out of 100.

1. [20 points] Let V = R2[x] be the vector space of all real polynomials of degree at most 2 in the
variable x, and let D : V → V be the linear operator defined by

D( f )(x) = f (x) + (x − 1) f ′(x) + x f ′(x − 1) (1)

(you do not need to prove that D is a linear operator).

(a) [10 points] Let B = {1, x, x2}. Find [D]B, the matrix of D relative to the basis B.
(b) [10 points] Prove that D is invertible. Find a polynomial f ∈ R2[x] such that

D( f )(x) = 5×2 + 2x + 1. (2)

2. [20 points] Let

A =



2 0 1 0 0
0 2 0 0 0
0 0 2 0 0
0 0 0 1 −1
0 0 0 0 1



(a) [5 points] Write down the characteristic polynomial of A. What are the eigenvalues of A?
(b) [15 points] For each eigenvalue of A, find its geometric and algebraic multiplicities. Is A

diagonalizable?

3. [20 points] Let V = C∞
R
[−1, 1], the space of infinitely-differentiable functions f : [−1, 1] → R.

(a) [5 points] Let W be the subset of V of functions f which satisfy f (−1) = f (1) = 0. Prove
that W is a subspace of of V.

(b) [12 points] Let U be the subspace of W of functions f which also satisfy

dn f
dxn

(−1) =
dn f
dxn

(1) = 0 for all n ∈ N

(you do not need to prove that U is a subspace of W). Define an inner product on U by

( f , g) =
∫ 1
−1

f (t)g(t) dt

(you do not need to prove that this is an inner product). Let D : U → U be the linear
operator defined by

D( f )(x) =
d

dx
f (x).

(you do not need to prove that D is a linear operator). Prove that D satisfies D∗ = −D.
Such an operator is called skew-Hermitian.

Hint. Use integration by parts.

(c) [3 points] Using part (b), show that if f ∈ U, then f is orthogonal to its derivative.

QUESTIONS CONTINUE ON NEXT PAGE

4. [20 points] Let W ⊆ R3 be the plane given by x − 2y + z = 0.

(a) [10 points] Starting with the basis

B =



 11

1

 ,

 32

1



for W, run the Gram-Schmidt algorithm to find an orthonormal basis for W. (You do not
need to prove that B is a basis).

(b) [10 points] Find the matrix of orthogonal projection onto W and hence find the closest
vector v ∈ W to x = (1, 0, 0)T .

5. [20 points] Let

A =

 −1 0 00 −3 1

0 1 −3

(a) [2 points] Write down the quadratic form Q(x1, x2, x3) which A represents.

(b) [6 points] Is Q positive definite, negative definite, or indefinite? Justify your answer.

(c) [10 points] Find a basis of R3 in which Q has no cross-terms. Write down the quadratic
form Q(y1, y2, y3) relative to this basis.

(d) [2 points] Classify the quadric surface Q(x1, x2, x3) = −1.

## Algebra homework help

that we all can tell what you’re talking about without having to open

this file.

Simply saying “#40 All of them” is not very informative!

1) What is meant by the grade of a highway?
2) How might the grade of a highway influence the prices set by

trucking companies to haul freight over the route?
3) What is a runaway truck ramp?

4) Why are residential roads higher in the middle than at the curb?
5) What is the generally accepted maximum grade for wheelchair

ramps?

climb?
8) What are some of the steepest adhesion railroads in the world

and where are they located? (just give us one and leave the
others for classmates!)

9) What is a cog railway?
10)Where is the world’s highest cog railway?

11)Where is the world’s steepest cog railway?
12)How does a “rack-and-adhesion” railway work?

13)What is a funicular and how does it relate to slope?
14)What was the motivation for the invention of the San Francisco

cable cars?
15)How do the San Francisco cable cars work?

16)How can canals be used to help boat climb hills?

17)How does a canal lock work?
18)How high above sea level is Lake Gatun in the Panama Canal?

19)What are “jake brakes” and why are they prohibited in some
locations?

PITCH

20)How steep does a roof have to be to be considered “pitched”?

21)What distinguishes a “salt box” house?
22)What distinguishes an A-frame house?

23)You may have read The House of the Seven Gables – what’s a
gable?

24)Why are gable end roofs among the worst roof designs for
hurricane regions?

Style?

26)Why are roof lines different in New England and the Southwest?
27)About how steep is the average residential staircase?

SLIPPERY SLOPES

28)About how steep is the angle of the slope for “Extreme Skiers”?

29)In the US, about how steep is a green, beginners’ slope?
30)In the US, about how steep is a blue, intermediate slope?

31)In the US, about how steep is a black, expert slope?
32)I can ski a double black diamond slope at home in Indiana. I

can’t wait to ski one in Colorado! Is this wise? Why?

## Algebra homework help

MATH DQR

Joshua Payne

My name is Joshua Payne. I do not really have a preference for what I am called so feel free to call me whatever it is you like. I am currently pursuing a degree in Psychology before starting my career as a middle school teacher. I could not remember the last time I took a math class. It would have to be either geometry or pre-calc in 2013/2014 during my last year of high school. It has been quite the long time and I have never been a fan of math. I am currently taking this class because I decided to knock out some of my general education requirements while I am away on mission. The slideshow had a few funny slides, I relate to all the ones talking about not liking or being good at math. I do not believe my attitude will affect my success in class, whether I like the class or not it has to get done to accomplish my goals. Also, I do not want to be unsuccessful and have to pay the Army back with my money! I have ample amount of free time during this mission, and I plan on using most of it to spread out the workload of all my classes I am enrolled in. I use a planner for pretty much everything and after reading the syllabus I am now aware of the estimated 5 hours it will take to complete a module. I also plan on working on things from future weeks whenever I can in order to have a safety blanket in case of any unexpected situations. I look forward to finishing these 8 weeks with everyone.

-Joshua

Response

Jaya Drewelow

Hello Class,

I prefer to go by my first name, Jaya. I am currently working towards an Associates of Applied Science to become a Diagnostic Medical Sonographer. I am originally from California; however, I serve in the US Army so I tend to move around often. The last class I have attended was AP Calculus BC in High School, which was extremely difficult for me. I decided to take College Algebra due to me no longer understanding the concepts of math, it has been a little to long for my liking to pick up where I left off at. I believe that this will help me in my other classes for my specific area of study as well. I also decided that this was a decent time to enroll into another class because it may help the time go by faster out here. I have two of the cutest German shepherd puppies and a wonderful Husband back home that I am eagerly waiting to be with again. I am an only child with a small number of cousins so I do not have a lot of family to depend on when it come to their educational paths because they were not the strongest in it, which made me connect to the image of the family “no one in my family is good at math”. Although I am deployed, I have full intentions of completing this course with all my effort. There is no point on prolonging my future any more than I already have, I want to be able to get out of the Military and start my new career quickly. I plan to get the hang of the big time zone difference from where I am located to when the assignments are due, which is crucial to being successful in this class. I also would like to grasp the concepts as much as I can since I did struggle a lot in High School. Another plan would to hopefully apply these learnings to my future classes that I will take in order to complete my program.

Response

## Algebra homework help

4/17/22, 11:17 AM W3: Grade Pitch and Slippery Slopes – MATH110 B033 Spring 2022

https://myclassroom.apus.edu/d2l/le/57931/discussions/topics/488395/View 1/2

W3: Grade Pitch and Slippery Slopes

MATH110 B033 Spring 2022 LE

Discussions List View Topic Settings Help

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This is an opportunity to investigate the many ways that the concept of “slope” touches our

daily lives.

Open the file called Grade Pitch and Slippery Slopes. Pick ONE of the questions that has not

number and the topic (#1 Highway Grade) the subject of your post so that people can tell at a

Give a full and complete answer to the question. I would like you to find out about the

material and describe the answer in your own words. Most of these topics require some

research. Don’t forget that you must give attribution to your source. Be sure to cut and paste

the URL of the site from which you got the information. Sometimes other students decide

with a good starting point. This initial post is worth 6 points.

You must also give a substantive response to two classmate’s posts (worth 2 points each). You

own posting in response to questions, share additional knowledge on another posting or

share an example from your own life related to the topic. Simply saying “Good post!” will not

earn any points.

It’s always fun when people add pictures to their Discussions. This is not required but, if you’d

like to, feel free to add one.

Please sign ALL your Discussion posts with the name that you like to be called – it makes it so

much easier for the rest of us to address you by your preferred name when we respond.

Initial Post Due: Thursday, by 11:59 p.m., ET

Responses Due: Sunday, by 11:59 p.m., ET

4/17/22, 11:17 AM W3: Grade Pitch and Slippery Slopes – MATH110 B033 Spring 2022

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Topics for Discussion: Grade, Pitch, and Slippery Slopes

## Algebra homework help

Math Week 2 DQR

Sean Aldridge

Good afternoon everyone,

I chose to watch a video on Compound Inequalities because, during the first week, I had the most issues on this topic. You can find the video I watched at https://www.youtube.com/watch?v=A3xPhzs-KBI.

During the first week’s module on compound inequalities, I could not understand the difference between an “and” and an “or” inequality. If the question stated “and” or an “or,” I could solve the problem with no issues. When the problem did not say if it was an “and” or an “or,” I had issues. I watched the video lesson on LimeSpring multiple times and watched other videos I found on my own, and I still do not understand how to choose if the answer is an “and” or an “or.”

This Khan Academy video gave two examples of “and” and “or” problems, but just like all the other videos I watched on this topic, it identified whether the problem was an “and” or an “or” at the beginning and didn’t explain how to decide which it would be. I know I am missing something while watching videos on this topic and will hopefully understand at some point.

Response –

Judy Richardson

It’s been well over 15 years since I have taken a math class.  During the week 1 lesson and quiz I struggled with completing the exponent portion of the class. Failing to correctly solve a portion of a math problem ultimately ends with receiving the wrong answer which could result in pass/fail on a test.  My struggles with exponents led me to looking for additional resources.  The handy helper that I found most useful is on exponents, specifically the Khan Academy’s Intro to Exponents.   I like how the Khan Academy’s website explains the different parts of the problem (the base and the exponent).  I struggled with correctly completing the multiplication portion of the exponents.  I love that the website shows the user how to solve the problem by breaking down the multiplication process into steps.  The website also offers a wide variety of practice problems for the user to complete to gain a better understanding of the concept.  Some of the practice material includes problem that involve working the decimals and fractions.  The one thing that I do not like is the location of the actual handy helper’s document.  I found it hard to find the first couple of times I needed it.  I ended up adding it to my favorites to make it easier on me.  I would recommend maybe placing a link to the handy helper document in an announcement to make it easier to find in the future.   I found that this site may be helpful to others who have not taken a math class in a while and forgotten the more basic concepts of algebra.

Response –

## Algebra homework help

4/10/22, 2:17 PM W2: Searching for Solutions – MATH110 B033 Spring 2022

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W2: Searching for Solutions

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The internet can be a powerful ally when you are trying to figure out how to
solve a problem.

When you select the Activities and Assessment for the week of the class, you will
see a section labeled Additional Resources.

The link on that page to “Cheat Sheets and Handy Helpers” takes you to a page
with links to videos, math sites, PowerPoints, cheat sheets and other materials
that explain the topics covered in that section.

Pick one of the Handy Helpers from either Week 1 or Week 2 that no one else
has reported on, select Start a New Conversation, and make the subject the
name of the link (for example: YouTube patrickJMT: Finding the Slope of a
Line). Then give us a review of the “helper”. Include what you like or don’t like
about it and why you think it may be helpful to others.

In the body of your text, also include a link to the site since it is sometimes
difficult to find a specific item among all the resources. That way your classmates
can also benefit from the site – or avoid it, depending on your review!

You must also give a substantive response to two classmate’s posts (worth 2
points each). You may ask questions to elicit a more in-depth explanation, add
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related to the topic. Simply saying “Good post!” will not earn any points.

Please sign ALL your Discussion posts with the name that you like to be called –
it makes it so much easier for the rest of us to address you by your preferred

4/10/22, 2:17 PM W2: Searching for Solutions – MATH110 B033 Spring 2022

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Youtube Brain McLogan: How to solve a one variable absolute …
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Hello Class,

I went to inequalities: part 2 on the handy helpers link looked through the videos and

more

1

## Algebra homework help

Week 6 Homework: Systems of Equations, Inverse, Exponential and Logarithmic Functions

5.1 p. 508

11._____________________

20._____________________

23._____________________

47._____________________

48._____________________

4.1 p. 416

37._____________________

38._____________________

41._____________________

42._____________________

48._____________________

51._____________________

53._____________________

59._____________________

61._____________________

4.2 p. 431

27.______________________

39.______________________

71.______________________

75.______________________

76.______________________

97._____________________

99._____________________

4.3 p. 443

1.______________________

11._____________________

12._____________________

15._____________________

17._____________________

19._____________________

21._____________________

31._____________________

34._____________________

71._____________________

72._____________________

83._____________________

85._____________________

93._____________________

95._____________________

Continued on next page…

## Algebra homework help

Step 4

The selling price after the first markdown was found to be

SP1 = \$88.20.

This value will be used to calculate the selling price after the next price change,

SPfinal.

Since the next change is a markup of 14%, the markup percentage will be added to 100%. This sum will then be multiplied by

SP1

as follows.

SPfinal = SP1(100% + markup%)

As before, the percentages must first be converted to decimals. The second price change is a markup of 14%, so we have

100% + markup% = 100% + 14% = 114%.

Converting 114% to a decimal gives  .

Substitute this decimal value and

SP1 = \$88.20

to find the final selling price (in \$) of the birdcage, rounding the result to the nearest cent.

SPfinal

=

SP1(100% + markup%)

=

\$88.20

=

## Algebra homework help

Calculate the net price factor (as a %) and net price (in \$) by using the complement method. Round your answer to the nearest cent.

 List Price Trade Discount Rate Net Price Factor Net Price \$3,499.00 35% % \$

Hard Blues Music buys CDs with a list price of \$39,000. If the wholesaler offers trade discounts of 4/3/2, find the net price factor.

0.087420.45629    0.749980.91258

Kiddie Kites buys Japanese kite kits with a list price of \$7,500. If the supplier offers trade discounts of 30/15/15, find the trade discount amount to the nearest cent.

\$2,531.25\$3,706.88    \$3,793.13\$4,968.75

Hyabuza Japanese Restaurant received an invoice, dated February 20, 2011, for supplies they ordered that had a list price of \$2,900 from a supplier that offered a series discount of 15/8/4 and carried terms of 3/10, 1/15, n/30. How much should the restaurant remit if the bill is to be paid in full on March 1, 2011?

\$2,111.78\$2,177.09    \$2,813.00\$2,900.00

Calculate the missing information. Round dollars to the nearest cent and percents to the nearest tenth of a percent.

 Item Cost Amount of Markup Selling price Percent Markup Based on Cost Bookcase \$42.40 \$24.50

Calculate the missing information. Round dollars to the nearest cent and percents to the nearest tenth of a percent.

 Item Cost Amount of Markup Selling price Percent Markup Based on Cost Dress \$95.00 \$ \$ 60%

Calculate the missing information. Round dollars to the nearest cent and percents to the nearest tenth of a percent.

 Item Cost Amount of Markup Selling price Percent Markup Based on Cost Treadmill \$ \$980.00 \$2,335.00 %

Find the cost of a radio that sells for \$278.45 and has a markup of \$33.95.

\$244.50\$261.45    \$295.45\$312.40

It costs \$5,400 to manufacture a Jet Ski. If the desired percent markup based on cost is 44%, how much should each Jet Ski sell for?

\$2,376\$7,776    \$12,273\$13,176

The selling price for a fax machine is \$343.67. What percent of the sale price is the markup, if the cost of the fax machine was \$215? (Round to the nearest whole percent.)

37%40%    60%63%

A customer just paid \$35,490 for a delivery van. If the percent markup based on cost is 30%, what was the cost?

\$20,876.47\$21,294.00    \$24,843.00\$27,300.00

The markup on a desk should be 33% based on selling price. If the seller paid \$260 for one, then how much should it sell for to achieve the desired markup?

\$345.80\$388.06    \$434.20\$787.88

.

The wholesale cost of a Digital Sound system is \$1,650. The original markup was 63% based on selling price. Find the final sale price after the following series of price changes: a markup of 12%, a markup of 45%, and a markdown of 30%. (Round each intermediate selling price to the nearest cent.)

\$3,057.43\$3,571.14    \$4,994.60\$5,069.52

Brianna’s semimonthly salary is \$3,475. What would be her equivalent biweekly salary (in \$)? (Round your answers to two decimal places.)

As a sales person for Fresh Flowers, Carlos is paid an incremental commission based on the table below. If he sells \$14,900.00, what is his total gross pay?

 Level Sales Volume Commission Rate 1 1–5,700 6.5% 2 5,701–9,900 7.1% 3 Over 9,901 7.8%

\$1,058.70\$1,067.80    \$1,463.40\$1,472.50

Carolyne is paid \$4,000.00 biweekly. This year, to date, she has earned \$21,300.00. What will be the total deduction for Social Security and Medicare taxes on her next paycheck? (Social Security tax is 6.2% of gross wages up to \$128,400. Medicare tax is 1.45% of all gross wages.)

\$306.00\$321.30    \$336.60\$344.25

Naomi received weekly wages of \$1,385.58. She is married and is entitled to 7 withholding allowances. How much income tax will be withheld, based on the percentage method tables in
Exhibit 9-1
and
Exhibit 9-2

\$0.00\$32.64    \$65.28\$130.56

Penny is paid a gross wage of \$2,926 on a monthly basis. She is single and is entitled to 2 withholding allowances. How much income tax, Social Security, and Medicare will be withheld based on the combined wage bracket tables in
Exhibit 9-3
and
Exhibit 9-4

\$443.29\$453.29    \$463.29\$473.29

Family Flowers employs 17 people, of whom 14 earn gross pay of \$620.00 each and 3 earn gross pay of \$740.00 each on a weekly basis. What is the employer’s share of total Social Security and Medicare taxes for the first quarter of the year? (Social security tax is 6.2% of wages up to \$128,400. Medicare tax is 1.45% of all wages.)

\$620.00\$740.00    \$890.68\$10,840.05

Compute Darryl’s total Social Security and Medicare taxes for the third quarter, if she is self-employed and earns \$1,420.00 on a weekly basis.

\$217.26\$1,412.19    \$1,522.95\$2,824.38

Juanita is the self-employed owner of Juanita’s Linens. Her estimated annual earnings are \$71,040.00 and she expects to pay 28% of this amount in income tax. What will be her quarterly estimated tax payment for the third quarter? (For self-employed persons, Social Security tax is 12.4% of wages up to \$128,400, and Medicare tax is 2.9% of all wages.)

\$515.04\$2,202.24    \$4,972.80\$7,690.08

## Algebra homework help

The amount of markup was found to be

M = \$530.40,

but we need to find the percent markup,

%MCOST.

The markup amount will be compared to the price the wholesaler paid using the following equation. Note that the percent markup found will be a decimal and must then be converted to a percent.

%MCOST =

 M C

The wholesaler paid \$680 for the guitar, so we have

C = \$680.

Substitute the values for M and C into the equation.

%MCOST

=

 M C

=

 530.40

=

This is the decimal value for the markup rate so it needs to be multiplied by 100% to find the percent markup. Thus, the percent markup is

%.

The cost of the watch to the wholesaler is \$90 and we determined that as a decimal,

100% + %MCOST = 1.35.

Substitute the cost of the watch and the decimal form of

100% + %MCOST

into the equation to find the selling price of the watch (in \$).

SP

=

C(100% + %MCOST)

=

90(135%)

=

90

=

The wholesale cost of the birdcage was given to be \$55, so we have

C = \$55.

We determined that as a decimal,

100% − %MSP = 0.53.

Substitute these values into the equation to find the original selling price (in \$) of the birdcage, rounding the result to the nearest cent.

SP0

=

 C 100% − %MSP

=

 \$55

=

\$

## Algebra homework help

Now that the original selling price is known to be

SP0 = \$103.77,

we can calculate the selling price after the markdown of 15%. This will be calculated using the following formula.

SP1 = SP0(100% − markdown%)

As before, the percentages must first be converted to decimals. The first markdown was 15%, so we have

100% − markdown% = 100% − 15% = 85%.

Converting 85% to a decimal gives  .

Substitute this decimal value and

SP0 = \$103.77

to find the selling price (in \$) after the first markdown, rounding the result to the nearest cent.

SP1

=

SP0(100% − markdown%)

=

\$103.77

=

## Algebra homework help

1.

[–/2 Points]DETAILSBRECMBC9 8.I.002.

MY NOTES

Calculate the missing information. Round dollars to the nearest cent and percents to the nearest tenth of a percent.

 Item Cost Amount of Markup Selling price Percent Markup Based on Cost Bookcase \$41.40 \$24.50 \$ %

2.

[–/2 Points]DETAILSBRECMBC9 8.I.006.

MY NOTES

Calculate the missing information. Round dollars to the nearest cent and percents to the nearest tenth of a percent.

 Item Cost Amount of Markup Selling price Percent Markup Based on Cost Hat \$32.75 \$40.00 \$ %

3.

[–/1 Points]DETAILSBRECMBC9 8.I.021.MI.

MY NOTES

A customer just paid \$66.74 for a raincoat. If the percent markup based on cost is 42%, what was the cost (in \$)?

4.

MY NOTES

Find the markup on a computer system that sells for \$2,385.90 but costs \$1,749.95.

\$635.95\$1,749.95    \$2,385.90\$4,135.85

5.

MY NOTES

If a mountain bike originally cost the retailer \$349.95, how much will a customer have to pay for it, if it is marked up by \$95.50?

\$248.96\$254.45    \$445.45\$473.25

6.

MY NOTES

A desktop computer costs a company \$335.42 to manufacture. If it sells for \$857, what is the percent markup based on cost? (Round to the nearest whole percent.)

39%61%    125%156%

7.

[–/1 Points]DETAILSBRECMBC9 8.II.018.MI.

MY NOTES

The markup on a video game is 35% of the sale price. If the video game sells for \$76.92, what was the cost (in \$)? (Round your answer to the nearest cent.)

8.

MY NOTES

It costs \$1,530 to manufacture a violin. If the violin sells for \$1,945, what is the percent markup based on selling price? (Round to the nearest whole percent.)

21%27%    31%79%

9.

MY NOTES

You are the manager of World Wide Athlete, a chain of six sporting goods shops in your area. The shops sell 15 racing bikes per week at a retail price of \$659.99. Recently, you put the bikes on sale at \$599.99. At the sale price, 18 bikes were sold during the one week sale.

(a)

%

(b)

What is the percent increase in number of bikes sold during the sale?

%

(c)

How much more revenue (in \$) would be earned in 6 months by permanently selling the bikes at the lower price rather than having a 1 week sale each month? (6 sale weeks in 26 weeks.) 257,391.1

\$  more revenue

(d)

As manager of World Wide Athlete, would you recommend this permanent price reduction? Explain. (Just consider revenue, ignore cost.)

Yes, permanent markdown increases revenue significantly.No, permanent markdown decreases revenue significantly.    No, permanent markdown does not change revenue.

1.

[–/6 Points]DETAILSBRECMBC9 8.I.014.MI.SA.

MY NOTES

PRACTICE ANOTHER

This question has several parts that must be completed sequentially. If you skip a part of the question, you will not receive any points for the skipped part, and you will not be able to come back to the skipped part.

Tutorial Exercise

A wholesaler sells a guitar for \$1,210.40. What is the percent markup based on cost if the wholesaler paid \$680 for the guitar? 82.41

Step 1

Recall the retailing equation below where M is the markup amount, SP is the selling price, and the cost C is the amount the retailer pays for an item.

M = SP − C

The wholesaler paid \$680 for a guitar and then sells it for \$1,210.40. Therefore, the cost is

C =

and the selling price is

SP =     .

Find the markup amount of the guitar (in \$).

 M = SP − C = \$

2.

[–/2 Points]DETAILSBRECMBC9 8.I.002.

MY NOTES

PRACTICE ANOTHER

Calculate the missing information. Round dollars to the nearest cent and percents to the nearest tenth of a percent.

 Item Cost Amount of Markup Selling price Percent Markup Based on Cost Bookcase \$41.40 \$24.50 \$ %

3.

[–/2 Points]DETAILSBRECMBC9 8.I.004.

MY NOTES

PRACTICE ANOTHER

Calculate the missing information. Round dollars to the nearest cent and percents to the nearest tenth of a percent.

 Item Cost Amount of Markup Selling price Percent Markup Based on Cost Dress \$95.00 \$ \$ 80%

4.

[–/2 Points]DETAILSBRECMBC9 8.I.008.

MY NOTES

PRACTICE ANOTHER

Calculate the missing information. Round dollars to the nearest cent and percents to the nearest tenth of a percent.

 Item Cost Amount of Markup Selling price Percent Markup Based on Cost Treadmill \$ \$970.00 \$2,325.00 %

5.

[–/1 Points]DETAILSBRECMBC9 8.I.012.

MY NOTES

PRACTICE ANOTHER

A clothing store sells scarves for \$18.95. If the cost per scarf is \$11.50, what is the amount of the markup (in \$)?

6.

[–/4 Points]DETAILSBRECMBC9 8.I.019.MI.SA.

MY NOTES

PRACTICE ANOTHER

This question has several parts that must be completed sequentially. If you skip a part of the question, you will not receive any points for the skipped part, and you will not be able to come back to the skipped part.

Tutorial Exercise

A wholesaler requires a markup of 35% based on cost for merchandise sold. What should the selling price of a watch be if each watch costs \$90?= 121.5

The selling price of an item, SP, is found as follows where C is the cost the retailer pays for an item and

%MCOST

is the percent markup.

SP = C(100% + %MCOST)

The percentages must be converted to decimal form before this formula can be used. The wholesaler requires a markup of 35% so the cost of the watch C will be multiplied by

100% + 35% =   %.

Converting this percent to a decimal gives   .

7.

[–/1 Points]DETAILSBRECMBC9 8.I.021.MI.

MY NOTES

PRACTICE ANOTHER

A customer just paid \$69.56 for a raincoat. If the percent markup based on cost is 48%, what was the cost (in \$)?

8.

[–/10 Points]DETAILSBRECMBC9 8.III.019.MI.SA.

MY NOTES

PRACTICE ANOTHER

This question has several parts that must be completed sequentially. If you skip a part of the question, you will not receive any points for the skipped part, and you will not be able to come back to the skipped part.

Tutorial Exercise

The wholesale cost of a birdcage is \$55. The original markup was 47% based on selling price. Find the final sale price (in \$) after the following series of price changes: a markdown of 15% and a markup of 14%. (Round each intermediate selling price to the nearest cent.)

sale price =\$100.55

Step 1

When solving a series of markups and markdowns, remember that each new markup or markdown should be based on the previous selling price. The original selling price, SP0, must be found before applying the markup or markdown. This is calculated as follows where C is the wholesale cost and %MSP is the percent markup based on the selling price.

SP0 =

 C 100% − %MSP

The percentages must be converted to decimal form before this formula can be used. The wholesaler used a markup of 47% based on the selling price. Thus, the cost the customer paid, SP, will be divided by

100% − %MSP = 100% − 47% =  %.

Converting this percent to a decimal gives   .

9.

MY NOTES

PRACTICE ANOTHER

The wholesale cost of a Digital Sound system is \$1,650. The original markup was 62% based on selling price. Find the final sale price after the following series of price changes: a markup of 16%, a markup of 45%, and a markdown of 30%. (Round each intermediate selling price to the nearest cent.)

\$3,147.19\$3,601.35    \$5,036.85\$5,112.40

72.75

S

S

ave Progress

7.45

S

S

ave Progress

S

S

ave Progress

90.35

123.1

90.35

47

S

S

ave Progress

S

S

ave Progress

S

100.55

S

ave Progress

47

S

S

ave Progress

S

S

ave Progress

65.90

57

S

S

ave Progress

S

S

ave Progress

9

20

59.2

23,404.22

S

\$680

\$1,210.40

82.40

S

65.9

59.2

S

S

ave Progress

76

171

S

S

ave Progress

1355

71.6

## Algebra homework help

1.

[–/2 Points]DETAILSBRECMBC9 8.I.002.

MY NOTES

Calculate the missing information. Round dollars to the nearest cent and percents to the nearest tenth of a percent.

 Item Cost Amount of Markup Selling price Percent Markup Based on Cost Bookcase \$41.40 \$24.50 \$ %

2.

[–/2 Points]DETAILSBRECMBC9 8.I.006.

MY NOTES

Calculate the missing information. Round dollars to the nearest cent and percents to the nearest tenth of a percent.

 Item Cost Amount of Markup Selling price Percent Markup Based on Cost Hat \$32.75 \$40.00 \$ %

3.

[–/1 Points]DETAILSBRECMBC9 8.I.021.MI.

MY NOTES

A customer just paid \$66.74 for a raincoat. If the percent markup based on cost is 42%, what was the cost (in \$)?

4.

MY NOTES

Find the markup on a computer system that sells for \$2,385.90 but costs \$1,749.95.

\$635.95\$1,749.95    \$2,385.90\$4,135.85

5.

MY NOTES

If a mountain bike originally cost the retailer \$349.95, how much will a customer have to pay for it, if it is marked up by \$95.50?

\$248.96\$254.45    \$445.45\$473.25

6.

MY NOTES

A desktop computer costs a company \$335.42 to manufacture. If it sells for \$857, what is the percent markup based on cost? (Round to the nearest whole percent.)

39%61%    125%156%

7.

[–/1 Points]DETAILSBRECMBC9 8.II.018.MI.

MY NOTES

The markup on a video game is 35% of the sale price. If the video game sells for \$76.92, what was the cost (in \$)? (Round your answer to the nearest cent.)

8.

MY NOTES

It costs \$1,530 to manufacture a violin. If the violin sells for \$1,945, what is the percent markup based on selling price? (Round to the nearest whole percent.)

21%27%    31%79%

9.

MY NOTES

You are the manager of World Wide Athlete, a chain of six sporting goods shops in your area. The shops sell 15 racing bikes per week at a retail price of \$659.99. Recently, you put the bikes on sale at \$599.99. At the sale price, 18 bikes were sold during the one week sale.

(a)

%

(b)

What is the percent increase in number of bikes sold during the sale?

%

(c)

How much more revenue (in \$) would be earned in 6 months by permanently selling the bikes at the lower price rather than having a 1 week sale each month? (6 sale weeks in 26 weeks.)

\$  more revenue

(d)

As manager of World Wide Athlete, would you recommend this permanent price reduction? Explain. (Just consider revenue, ignore cost.)

Yes, permanent markdown increases revenue significantly.No, permanent markdown decreases revenue significantly.    No, permanent markdown does not change revenue.

1.

[–/6 Points]DETAILSBRECMBC9 8.I.014.MI.SA.

MY NOTES

PRACTICE ANOTHER

This question has several parts that must be completed sequentially. If you skip a part of the question, you will not receive any points for the skipped part, and you will not be able to come back to the skipped part.

Tutorial Exercise

A wholesaler sells a guitar for \$1,210.40. What is the percent markup based on cost if the wholesaler paid \$680 for the guitar?

2.

[–/2 Points]DETAILSBRECMBC9 8.I.002.

MY NOTES

PRACTICE ANOTHER

Calculate the missing information. Round dollars to the nearest cent and percents to the nearest tenth of a percent.

 Item Cost Amount of Markup Selling price Percent Markup Based on Cost Bookcase \$41.40 \$24.50 \$ %

3.

[–/2 Points]DETAILSBRECMBC9 8.I.004.

MY NOTES

PRACTICE ANOTHER

Calculate the missing information. Round dollars to the nearest cent and percents to the nearest tenth of a percent.

 Item Cost Amount of Markup Selling price Percent Markup Based on Cost Dress \$95.00 \$ \$ 80%

4.

[–/2 Points]DETAILSBRECMBC9 8.I.008.

MY NOTES

PRACTICE ANOTHER

Calculate the missing information. Round dollars to the nearest cent and percents to the nearest tenth of a percent.

 Item Cost Amount of Markup Selling price Percent Markup Based on Cost Treadmill \$ \$970.00 \$2,325.00 %

5.

[–/1 Points]DETAILSBRECMBC9 8.I.012.

MY NOTES

PRACTICE ANOTHER

A clothing store sells scarves for \$18.95. If the cost per scarf is \$11.50, what is the amount of the markup (in \$)?

6.

[–/4 Points]DETAILSBRECMBC9 8.I.019.MI.SA.

MY NOTES

PRACTICE ANOTHER

This question has several parts that must be completed sequentially. If you skip a part of the question, you will not receive any points for the skipped part, and you will not be able to come back to the skipped part.

Tutorial Exercise

A wholesaler requires a markup of 35% based on cost for merchandise sold. What should the selling price of a watch be if each watch costs \$90?

7.

[–/1 Points]DETAILSBRECMBC9 8.I.021.MI.

MY NOTES

PRACTICE ANOTHER

A customer just paid \$69.56 for a raincoat. If the percent markup based on cost is 48%, what was the cost (in \$)?

8.

[–/10 Points]DETAILSBRECMBC9 8.III.019.MI.SA.

MY NOTES

PRACTICE ANOTHER

This question has several parts that must be completed sequentially. If you skip a part of the question, you will not receive any points for the skipped part, and you will not be able to come back to the skipped part.

Tutorial Exercise

The wholesale cost of a birdcage is \$55. The original markup was 47% based on selling price. Find the final sale price (in \$) after the following series of price changes: a markdown of 15% and a markup of 14%. (Round each intermediate selling price to the nearest cent.)

9.

MY NOTES

PRACTICE ANOTHER

The wholesale cost of a Digital Sound system is \$1,650. The original markup was 62% based on selling price. Find the final sale price after the following series of price changes: a markup of 16%, a markup of 45%, and a markdown of 30%. (Round each intermediate selling price to the nearest cent.)

\$3,147.19\$3,601.35    \$5,036.85\$5,112.40

S

S

ave Progress

S

S

S

ave Progress

S

ave Progress

S

S

ave Progress

S

S

ave Progress

S

S

ave Progress

S

S

ave Progress

S

S

S

S

ave Progress

S

S

ave Progress

S

S

ave Progress

S

S

ave Progress