I assume you mean one that is not rational, such as √2. In such a case, you make a reasonable estimate of it's position, and then label the point that you plot.
For example, you know that √2 is greater than 1 and less than 2, so put the point at about 1½ (actual value is about 1.4142).
For √3, you know the answer is still less than 4, but greater than √2. If both of those points are required to be plotted just make sure you put it in proper relation, otherwise about 1¾ is plenty good (actual value is about 1.7321).
If you are going to get into larger numbers, it's not a bad idea to just learn a few roots. Certainly 2, 3, and 5 (2.2361) and 10 (3.1623) shouldn't be too hard.
Then for a number like 20, which you can quickly workout is √4•√5 or 2√5, you could easily guess about 4½ (4.4721).
They're usually not really interested in your graphing skills on this sort of exercise. They just want you to demonstrate that you have a grasp of the magnitude of irrational numbers.
Yes, because every x value has a corresponding y value
Answer:
She could divide 8 by 2, thus providing the length of just ONE pen: about four paper clips long.
Step-by-step explanation:
Answer:
h
Step-by-step explanation:
Answer:
(B)93
Explanation:
Since we are using a fixed-order-interval model,
The Amount to Order=Expected Demand During protection Interval+Safety Stock-Amount at Hand
Where:
d=weekly demand
OI=Order Interval
LT=Lead Time
z=Standard Deviation of Desired Service Level
=Standard Deviation of weekly Demand
A= Amount at Hand
![[30(3 + 1)] + [1.964*4*\sqrt{3 + 1} - 43](https://tex.z-dn.net/?f=%20%5B30%283%20%2B%201%29%5D%20%2B%20%5B1.964%2A4%2A%5Csqrt%7B3%20%2B%201%7D%20-%2043)
