Think about this, f(x) -> f(3). Look at the chart, x is 3. What number is directly to the right of 3. Your answer is 9.
Answer:
Step-by-step explanation:
This is a super question and it is an excellent exercise for you. When I was teaching, once every term, I would ask my physics class to explain acceleration to a 7 year old. The stats favored the older women (mothers) who took the class. Almost none of the guys could do it. Here's why.
- The sentences had to be very short. They were barely 6 or 7 words long. They were complete sentences.
- The examples used had to be very simple. The secret to those mother's answers was they invariably picked something like a stop sign. They all knew that and they always got it right for those reasons.
You are trying to teach a seven or eight year old. Believe it or not, the first thing you have to do is check and see if they know their facts. Can they do 7+8 or 9+ 6 without hesitancy. If they can do those facts do they know the multiplication facts. 4 * 5 etc. They must know those things cold, or you are wasting your time. Don't ask me why. But you can't go on without those 2 fact types solid.
I take it you are trying to do word problems. The best thing you can do is teach them to read.
A man has a dime and a nickel and a penny. How much money does he have? Us a marker to underline the key statement.
a dime,
a nickel
a penny should be underlined. Don't ask for an answer - yet.
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Keep doing this problem over and over. You are not trying to get an answer. You are trying to get them to understand how to read a question
A person has just less than 4 quarters just less than 5 dimes and just less than 4 nickels. How many coins does he have. That's an important question because the grade three-er is going to have to know what less means.
That should get you started.
Let's solve for y.
<span><span>11−<span><span>12</span>y</span></span>=<span>3+<span>6x
</span></span></span>Step 1: Add -11 to both sides.
<span><span><span><span><span><span>−1/2</span></span>y</span>+11</span>+<span>−11</span></span>=<span><span><span>6x</span>+3</span>+<span>−11
</span></span></span><span><span><span><span>−1</span>2</span>y</span>=<span><span>6x</span>−8
</span></span>Step 2: Divide both sides by (-1)/2.
<span><span><span><span><span>−1/</span>2</span>y</span><span><span>−1/</span>2</span></span>=<span><span><span>6x</span>−8/-1/2
</span></span></span><span>y=<span><span>−<span>12x</span></span>+16</span></span><span>
</span>
Answer:
\int\limits^{\pi/2} _0 (1+4cos^{2} (2x)dx
Step-by-step explanation:
Arc length is calculated by dividing the arcs in to small segments ds
By pythagoren theorem
then integrate ds to get arc length.
We are given a function as
y = sin 2x in the interval [0, pi/2]
To find arc length in the interval
Arc length 
Hence arc length would be
B) 
