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Bob
As easy as this application is, I had my doubts. The easier the problem, the easier it is to make an error.
Correct.
Bob
Converting to scientific notation helps to write very big numbers like 93,000,000,000 and very small numbers like 0.000000000112 in a proper condensed form for easy reading.
This is why it works:
Positive powers of ten are 10, 100, 1000, etc so make a number bigger.
So if you reduce the value of the numeric part (32.14 becomes 3.214) you need to restore the value with a positive power of ten.
Negative powers of ten are fractional so they make a number smaller.
So if you increase the value of the numeric part (0.0514 becomes 5.14) you need to restore the value with a negative power of ten.
The number of places you have moved the decimal point tells you what power you need.
Bob
This is interesting. I did not know this fact.
At the beginning of the month, Mike had a balance of $210 in his checking account. During the next month, he deposited $80, wrote a check for $120, made another deposit of $25, wrote two checks: one for $60 and the other for $32. He was also assessed a monthly service charge of $5. What was his balance at the end of the month?
At the start of the month Mike had $210.
Deposited $80==> $210 + $80 = $290.
Wrote a check for $120==> $290 - $120 = $170.
Made a deposit of $25==> $170 + $25 = $195.
Wrote two checks: $60 + $32 = $92. So, $195 - $92 = $103.
He was assessed a monthly service charge of $5.
$103 - $5 = $98.
Mike's balance at the end of the month was $98.
Note: This is a very easy BUT TRICKY question. The easier the question, the easier it is to make mistakes.
Write the number in scientific notation as a decimal.
6.453 x 10^(-1)
Negative exponent 1 tells me to move the decimal point one unit to the left.
Doing so, I get 0.6453.
Convert each number to scientific notation.
A. 32.14
B. 0.0514
Question A
Count left from the decimal point until reaching a number that I will call x, where x lies between 1 and 10.
Doing this, 32.14 becomes 3.214. I now multiply 3.214 by 10 raised to the first power to get a final answer of
3.214 x 10^1.
Why does moving a decimal point to the left creates a positive exponent?
Question B
Count right from the decimal point until reaching a number that I will x, where x lies between 1 and 10.
Doing this, 0.0514 becomes 5.14. I now multiply 5.14 by 10 raised to the negative 2 power to get a final answer of 5.14 x 10^(-2).
Why does moving a decimal point to the right creates a negative exponent?
Bob
Like I said, it was a simple sign error that, as you know, can alter the final answer.
Correct.
Bob
Of course, not all questions will be this simple but returning to basic math occasionally is a good idea.
Yes, good. If you ever get to complex numbers you will discover there are also 2 complex values that work.
Bob
I will post complex numbers in due time. Math is the only subject that keeps my brain cells alive.
That grading method requires that every year an exam is set with exactly the same degree of difficulty.
If the questions are , for example, harder one year then less students will reach the pass marks for each grade.
In the UK grades are not pre-determined. After the marking is complete the chief examiner and other examiners use their experience from previous years to set an appropriate pass mark for that year.
For GCSE the syllabus specifies what a grade F, C and A student should be able to do which makes it easier to decide, after the exam, if the pass marks are being correctly set.
This also enables people to assess whether standards are rising from year to year.
Bob
This makes perfect sense. However, in the United States, the goal is to dumb down its citizens. This is not a conspiracy theory. This is factual data. Students graduate from high school in the United States not knowing what makes up a complete sentence. I worked as a sub teacher for 8 years. The cancer of politics and greed has ruined the American educational system.
I'm looking forward to it.
Bob
I look forward to your help with Calculus l, ll, and lll. Calculus will be a textbook study. There's no way I can jump from chapter to chapter and topic to topic if I never took Calculus before.
Correct.
Bob
Of course, this question is a review of basic math. Some questions will be harder than others.
But that doesn't add up to 10 000.
Try 2x - 3000 = 10000 implies 2x = 13000
Bob
I subtracted 3,000 when I should have added.
x + x - 3,000 = 10,000
2x - 3,000 = 10,000
2x = 10,000 + 3,000
2x = 13,000
x = 13,000 ÷ 2
x = 6,500
Sean makes $6,500 and George makes $3,500.
Let me check:
$6,500 + $3,500 = $10,000
Yep, it works now. It was a typo at my end.
You get a B for 80 or above, so the avaerage may be 80 or a number over 80.
bob
This is interesting. In fact, this is how teachers grade students per semester.
I agree! Well done.
Bob
Thanks. I have decided to randomly select questions as my way to stay in touch with mathematics. My questions will range from prealgebra through precalculus. I will need your help with calculus questions.
Given 2y - 1 = 9, find 3y + 7.
Let's first solve 2y - 1 = 9 for y.
2y - 1 = 9
2y = 9 + 1
2y = 10
y = 10/2
y = 5
Now that we know the value of y, we plug 5 for y in the binomial 3y + 7.
Let y = 5
3y + 7
3(5) + 7
15 + 7 = 22
Answer is 22.
Given x^2/(3^2) = 3/x, find x.
I quickly think of cross-multiplication.
(x^2)(x) = (3^2)(3)
x^3 = 9 • 3
x^3 = 27
Take the cube root on.both sides of the equation.
cuberoot{x^3} = cuberoot{27}
x = 3
If (x^²)^²= 16, what is the value of x?
Well, (x^2)^2 becomes x^4.
x^4 = 16
Take fourth root on both sides of the equation.
4root{x^4} = 4throot{16}
x = 2, x = -2
There are two values of x because I had to take the fourth root. If the fourth root was the given problem, then x = 2.
Is this a good explanation?
Yes.
With a question like that you could have solved your equation and checked if your answer fitted the facts.
Bob
Let's see if the answer fits the facts, if you stated.
My equation set up is
x + x - 3,000 = 10,000
2x - 3,000 = 10,000
2x = 10,000 - 3,000
2x = 7,000
x = 7,000 ÷ 2
x = 3,500.
Sean make $3,500.
George makes $3,000 less than Sean or $500.
I think so.
Bob
I get an hourly wage of $8 for Jack.
Yes, that's good and will lead to the right values.
If you want to be pedantic you could write (86 + 80 + 84 + 90 + B)/5 ≥ 80 but it won't alter your answer.
Bob
Good to know. I had no clue that an inequality symbol can be applied in this example.
Going into the final exam, which will count as 2/3 of the final grade, Larry has test scores of 86, 80, 84, and 90. What score does Larry need on the final exam in order to earn a B, which requires an average score of 80? What does he need to earn an A, which requires an average score of 90?
To Earn An B:
(86 + 80 + 84 + 90 + B)/5 = 80
To Earn An A:
(86 + 80 + 84 + 90 + A)/5 = 90
What do you say about my setup?
Jack is paid time-and-a-half for hours worked in excess than 40 hours and double-time for hours worked on Sunday. If Jack had a gross weekly wages of $456 for 50 hours, 4 of which were on Sunday, what is his regular hourly rate?
Jack works 40 regular hours at a regular rate.
He work 10 hours over 40.
Of the 10 hours of overtime work, 6 hours at 1.5x per hour and 4 of the 10 hours, he made double-time or 2x.
My set up:
40x + 6(1.5x) + 4(2x) = 456
Is this the correct equation?
A total of $10,000 is to be divided between Sean and George, with George to receive $3000 less than Sean. How much did each receive?
Solution:
Sean will receive x amount.
George will receive x - 3000 amount.
My equation set up is
x + x - 3000 = 10,000
Is this correct?
Years ago members made this thread: http://www.mathisfunforum.com/viewtopic.php?id=4397
If you're viewing MIF on a phone you may find it tricky, although I have managed it when I was away from my laptop.
Bob
I use a phone for all my threads.