Answer:
Pre calculus is the study of the mathematical prerequisites for calculus, including algebra, trigonometry and analytical geometry. ... For example, the self-paced Khan Academy precalculus course includes trigonometry, conic sections, vectors, matrices, complex numbers, probability and series.
The answer is B B B B B B B B B B
Answer:
The probability of the temperature exceeding 65 degrees Fahreneit but not needing a rolling blackout is 0.4- Hence, there is a 40% chance.
Step-by-step explanation:
Lets call F the event 'the temperature will exceed 85 degrees Fahrenheit' and B the event 'a blackout will be needed'.
We want P(F ∩ B^c), note that if F happens, there could be 2 disjoint possible events: B or B^c, hence
P(F) = P(F ∩ B) + P(F ∩ B^c)
Hence
P(F ∩ B^c) = P(F) - P(F ∩ B) = 0.6 - 0.2 = 0.4
Answer:
Choice C
Step-by-step explanation:
Divide both sides by -3.55; remember that by dividing both sides of an inequality by a negative sign, you need to change the direction of the inequality sign.
Answer: Choice C
Answer:
This task would be especially well-suited for instructional purposes. Students will benefit from a class discussion about the slope, y-intercept, x-intercept, and implications of the restricted domain for interpreting more precisely what the equation is modeling.
One potential confusion students may have follows from the subtle difference between what the car is doing and the idea of slope as the ratio between the change in vertical distance on the graph and the change in horizontal distance on the graph. Because the car is traveling one mile on a down-hill slope, the situation could be represented as a right triangle with a hypotenuse of 5,280 ft and a leg of 250 ft; using the Pythagorean Theorem they would find that the other leg is approximately 5,274 ft. Following through on this interpretation, a student might conclude that the car travels a horizontal distance of approximately 5,274 ft for every 250 ft in vertical distance and arrive at a slope of approximately -0.047. While this is, in some sense, the slope of the hill, it is not the slope of the function as described. This interpretation yields numbers that are very close to the situation described in the task, yet conceptually different since the distance traveled by the car would now be expressed in terms of horizontal distance traveled as opposed to distance along the slope of the hill to compute the elevation. If students do indeed pursue this line of reasoning, the task provides an opportunity to compare and contrast the graph of the function and what it represents with a drawing of the hill and the vertical and horizontal distances traversed with each mile down the slope.
Step-by-step explanation:
