...[pic] |Quantitative Methods – MAT 540 | |Student Course Guide | |Prerequisite: MAT 300 | |INSTRUCTIONAL MATERIAL – Required | |( including all mandatory software) | |Taylor, B. M. (2010). Introduction to management science (10th ed.). Upper Saddle River, NJ: Pearson/Prentice Hall. | |Treeplan add-on for Excel. This software is available in the Open Lab at Strayer campuses, and can also be downloaded from the textbook's | |companion Website. http://wps.prenhall.com/bp_taylor_introms_10/112/28870/7390752.cw/-/7390754/index.html | | | |COURSE DESCRIPTION | |Applies quantitative methods to systems management...
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...Advanced linear algebra M. Anthony, M. Harvey MT2118, 2790118 2011 Undergraduate study in Economics, Management, Finance and the Social Sciences This is an extract from a subject guide for an undergraduate course offered as part of the University of London International Programmes in Economics, Management, Finance and the Social Sciences. Materials for these programmes are developed by academics at the London School of Economics and Political Science (LSE). For more information, see: www.londoninternational.ac.uk This guide was prepared for the University of London International Programmes by: Professor M. Anthony, BSc, MA, PhD and Dr M. Harvey, BSc, MSc, PhD, Department of Mathematics, The London School of Economics and Political Science. This is one of a series of subject guides published by the University. We regret that due to pressure of work the authors are unable to enter into any correspondence relating to, or arising from, the guide. If you have any comments on this subject guide, favourable or unfavourable, please use the form at the back of this guide. University of London International Programmes Publications Office Stewart House 32 Russell Square London WC1B 5DN United Kingdom Website: www.londoninternational.ac.uk Published by: University of London © University of London 2006 Reprinted with minor revisions 2011 The University of London asserts copyright over all material in this subject guide except where otherwise indicated....
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...Final Exam Answers All Possible Questions http://www.devryguiders.com/downloads/ma-170-final-exam-answers-all-possible-questions/ Points Awarded 100.00 Points Missed 0.00 Percentage 100% Determine whether the system of linear equations has one and only one solution, infinitely many solutions, or no solution. Find all solutions whenever they exist. 1. A) one and only one solution 1. B) one and only one solution 1. C) one and only one solution 1. D) infinitely many solutions 1. E) no solution Points Earned: 4.0/4.0 Solve the linear system of equations 1. A) Unique solution: 1. B) Unique solution: 1. C) Infinitely many solutions: 1. D) No solution Points Earned: 4.0/4.0 Find the simple interest on a $400 investment made for 5 years at an interest rate of 7%/year. What is the accumulated amount? 540. A) The simple interest is $140, the accumulated amount is $540. B) The simple interest is $115, the accumulated amount is $515. C) The simple interest is $120, the accumulated amount is $520. D) The simple interest is $125, the accumulated amount is $555. Points Earned: 4.0/4.0 Find the present value of $40,000 due in 4 years at the given rate of interest 8%/year compounded monthly. 948. A) The present value is $28,948.67. B) The present value is $29,433.94. C) The present value is $29,076.82. D) The present value is $29,748.06. Points Earned: 4.0/4.0 Solve the system of linear equations using the Gauss-Jordan...
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...Linear Functions Unit Plan Part 2 – EDCI 556 – Week 2 Darrell Dunnas Concordia University, Portland Linear Functions Unit Plan Part 2 Mr. Dunnas decides to change the graphing linear equations lesson into a problem-based lesson. This lesson is comprised of three components. Component number one is to write the equation in slope-intercept form (solve for y). Component number two is to find solutions (points) to graph via t-tables and slope-intercept form. Component number three is to graph the equation (connect the points that form a straight line). In mastering this lesson, all components must be addressed. In teaching, all learners how to graph linear equations, one must create a meaningful context for learning. First, the lesson must be aligned to the curriculum framework (Van de Walle, Karp, & Bay-Williams, 2013). Graphing linear equations is a concept found in the curriculum framework. Second, the lesson must address the needs of all students (Van de Walle, Karp, & Bay-Williams, 2013). The think-aloud strategy and graphing calculators will be used to graph linear equations and address the learning styles of all learners. Third, activities or tasks must be designed, selected, or adapted for instructional purposes (Van de Walle, Karp, & Bay-Williams, 2013). Lectures, handouts, videos, and cooperative learning activities will be used in teaching the lesson. Fourth, assessments must be designed to evaluate the lesson...
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...College/College of Natural Sciences | | |MAT/116 Version 7 | | |Algebra 1A | Copyright © 2010, 2009, 2007, 2006 by University of Phoenix. All rights reserved. Course Description This course introduces basic algebra concepts and assists in building skills for performing specific mathematical operations and problem solving. Students solve equations, evaluate algebraic expressions, solve and graph linear equations and linear inequalities, graph lines, and solve systems of linear equations and linear inequalities. These concepts and skills serve as a foundation for subsequent coursework. Applications to real-world problems are integrated throughout the course. This course is the first half of the college algebra sequence, which is completed in Algebra 1B. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of...
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...Department of Mathematical Sciences MATH103 Introduction to Linear Algebra Lecturer: Prof. Victor Goryunov Office: Room 519, Mathematical Sciences Building; email: goryunov@liv.ac.uk Lectures: Monday 1pm and 2pm in Lecture Theatre B, Central Teaching Hub (no. 221 on the Campus Map), Tuesday 13.00 in Lecture Theatre (room 101), Electrical Engineering Building (no. 235 on the map). Attendance at lectures is compulsory. (See the Student Charter.) Make sure you scan your card. Tutorials: Normally on Tuesday afternoon. The tutorials will be in groups of about 20. They form an integral part of the course and attendance is compulsory. They start in Week 1. Set work Work will be set by the lecturer weekly on Monday at the 2pm lecture. It will be already available on VITAL from the previous Friday. The set work consist of two very similar parts: • set C – for solving and detailed discussion at the coming Tuesday tutorial, and • set H – written solutions to which you should hand to your MATH103 tutor by 4 pm next Thursday. All the problems are to be studied before the Tuesday tutorial. Your submitted solutions are marked by your tutor and handed back the following Tuesday; the lecturer’s solutions are available online the same day. Web publications All module materials will be available on VITAL as soon as they are needed in the class. Hard copies of some houndouts will also be distributed, but only once. Closer to the end of the semester, past papers will be put on VITAL. Class Tests There...
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...|[pic] |Course Syllabus | | |College of Natural Sciences | | |MTH/208 Version 6 | | |College Mathematics I | | |HEFOUN88 | Copyright © 2012, 2011, 2008, 2007, 2006, 2005 by University of Phoenix. All rights reserved. Course Description This course begins a demonstration and examination of various concepts of algebra. It assists in building skills for performing specific mathematical operations and problem solving. These concepts and skills serve as a foundation for subsequent quantitative business coursework. Applications to real-world problems are emphasized throughout the course. This course is the first half of the college mathematics sequence, which is completed in MTH/209: College Mathematics II. Policies Faculty and students will be held responsible for understanding and adhering to all policies contained within the following two documents: ...
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...copies at link this ] Course Description This course provides a working knowledge of college-level algebra and its applications. Emphasis is placed upon the solution and the application of linear and quadratic equations, word problems, polynomials, and rational and radical equations. Students perform operations on real numbers and polynomials and simplify algebraic, rational, and radical expressions. Arithmetic and geometric sequences are examined, and linear equations and inequalities are discussed. Students learn to graph linear, quadratic, absolute value, and piecewise-defined functions and solve and graph exponential and logarithmic equations. Other topics include solving applications using linear systems as well as evaluating and finding partial sums of a series. Course Objectives After completing this course, students will be able to: ● Identify and then calculate perimeter, area, surface area, and volume for standard geometric figures ● Perform operations on real numbers and polynomials. ● Simplify algebraic, rational, and radical expressions. ● Solve both linear and quadratic equations and inequalities. ● Solve word problems involving linear and quadratic equations and inequalities. ● Solve polynomial, rational, and radical equations and applications. ● Solve and graph linear, quadratic, absolute value, and piecewise-defined functions. ● Perform operations with functions as well as find composition and inverse functions. ● Graph quadratic...
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...uta.edu/math/vancliff/T/F11 .) • My remaining office hours are: 3:30-4:20 pm on Thurs Dec 8 and 3:30-5:30 pm on Mon Dec 12. • This test will be, in part, multiple choice, but you do NOT need to bring a scantron form. There will be several choices of answer per multiple-choice question and, for each, only one answer will be the correct one. You should do rough work on the test or on paper provided by me. No calculator is allowed. No notes or cards are allowed. BRING YOUR MYMAV ID CARD WITH YOU. • When I write a test, I look over the lecture notes and homework which have already been assigned, and use them to model about 85% of the test problems (and most of them are fair game). You should expect between 30 and 40 questions in total. • A good way to review is to go over the homework problems you have not already done & make sure you understand all the homework well by 48 hours prior to the test. You should also look over the past tests/midterms and understand those fully. In addition, this information sheet provides some practice problems that are provided to help you study if you have finished all the homework questions. These practice questions do NOT form a model for the test. These questions are intended only to help you identify any gaps in your understanding. In the last 24 hours before the test, reread ALL the homework problems, skim through the lecture notes and past...
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...Unit 1 Assignment. Note: For these questions you need to cite a reliable source for information, which means you, cannot use sites like Wikipedia, Ask.com®, and Yahoo® answers. If you do use those sites the instructor may award 0 points for your response. The Assignment problems must have the work shown at all times. The steps for solving the problems must be explained. Failure to do so could result in your submission being given a 0. If you have any questions about how much work to show, please contact your instructor. Assignments must be submitted as a Microsoft Word® document and uploaded to the Drop box for Unit 2. Type all answers directly in this Assignment below the question it applies to. All Assignments are due by Tuesday at 11:59 PM ET of the assigned Unit. Finding the National Average Price for Gas These first few questions will require you to use the internet to search for the national average price for gas. Remember to use a scholarly site for information. List the website(s) you visited here: http://www.eia.gov/dnav/pet/pet_pri_gnd_dcus_nus_w.htm 1. (2 points): What was the average price of a gallon of gas 1 year from when your business math class started? $3.611 was the national average for “All Grades All Formulations Retail Gasoline Prices” on 4/15/13. 2. (5 points): You have $50 on hand and need to buy gas. How many gallons of gas can you buy (using the value you reported in Question 1.) $50/$3.611. = 13.84658 gallons ...
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...1. REVIEW OF BASIC MATHEMATICS 1.0 INTRODUCTION Perhaps twenty years ago the only mathematics a business student was expected to know was a little basic arithmetic. However with the advent and widespread use of computers, it has become possible to process huge quantities of data and to use sophisticated mathematical techniques to solve complex business problems with relative ease. Consequently, it has become expedient to formulate many business problems mathematically and hence business students in our current age are required to attain at least a basic understanding of the various mathematical techniques that are available. The mathematics that is presented in this section is by no means sophisticated. It is meant to serve only as a reminder of basic definitions and techniques learned in secondary school. However because of its very basic nature it is essential that the work presented here be completely mastered if you are to fully understand the work of later sections and later years. Your primary aim for this section is therefore quite simple, to master each of the topics listed in the contents covering the area of number systems, algebra and equation solving. Your guide to a sufficient understanding of these subjects is also simple. If you can correctly solve the problems at the end of each section then you can be fairly confident you have mastered the necessary techniques required for later work. You should attempt all the problems presented unless you...
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...Course Syllabus MTH/208 – College Mathematics 1 Course: X Course Start Date: X Course End Date: X Campus/Learning Center : X |[pic] |Syllabus | | |College of Natural Sciences | | |MTH/208 Version 6 | | |College Mathematics I | Copyright © 2012, 2011, 2008, 2007, 2006, 2005 by University of Phoenix. All rights reserved. Course Description This course begins a demonstration and examination of various concepts of algebra. It assists in building skills for performing specific mathematical operations and problem solving. These concepts and skills serve as a foundation for subsequent quantitative business coursework. Applications to real-world problems are emphasized throughout the course. This course is the first half of the college mathematics sequence, which is completed in MTH/209: College Mathematics II. Policies Faculty and students will be held responsible for understanding and adhering to all policies contained within the following two documents: ...
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...Assignment One Question 1a) Solve 2+x=3x+2x-3. Leave solutions in simplest rational form. The linear equation which is in the form ax+b=0 or can be transformed into an equivalent equation into this form. 2+x=3x+2x-3 Expand 2x-3. 2+x=3x+2x-6 Add 3x+2x together. 2+x=5x-6 Subtract 5x from both sides. 2-4x=-6 Subract 2 from both sides -4x=-8 Divide both sides by-4 x=2 Check Solution x=2 2+x=3x+2x-3 Change x to 2 2+2=3×2+22-3 Add 2+2 together, multiply 3 and 2, expand 22-3 4=6+4-6 Subtract 6 from 6+4 4=4 Thus, the solution for 2+x=3x+2x-3 is x=2 . Question 1b) Solve 2xx-1+3x=x-9xx-1 This equation is rational, it can be written as the quotient of two polynomials. In addiction of expressions with unequal denominators, the result is written in lowest terms and expressions are built to higher terms using the lowest common denominator. 2xx-1+3x=x-9xx-1 multiply x-1 from 3x 2+3x-1=x-9 Expand 3x-1 2+3x-3=x-9 Subtract 3 from 2 3x-1=x-9 Subtract x from both sides 2x-1=-9 Add 1 from both sides 2x=-8 Divide 2 from both sides x=-4 Check Solution x=-4 ...
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...I will try to discuss and comment on everything that I do. My code and the answers I receive from www.neos-server.org can be seen in my appendices. (i) In the first question in part 1, I am asked to solve the SSP using the data in Figure 1. We have 4 facilities and 30 customers. In Figure 1 the demand of each customer is also given, and of course I will have to satisfy this. Therefore this will become one of my constraints. It is also known that each facility has a capacity, and of course this will become a constraint as well. Because it is a SSP problem, we are also given the information that each customer has to be served by exactly one facility. When a facility delivers one unit to a customer it faces a cost. The purpose with the first question is to minimize the cost that the facility faces delivering the units. I will now show what the problem looks like: Minimizexi=1mj=1nai,j dj xi,j subject to j=1ndj xi,j≤ci , i=1,…,m i=1m xi,j=1 , j=1,…,n x∈0,1, i=1,…,m , j=1,…, n Now I have formulated the problem, and I will now use a Mixed Integer Linear Programming solver from www.neos-server.org. As I mentioned earlier my code and the whole answer from the website will be in my appendices. With the constraints from the first question I get a minimum cost of: 18951. 37 (ii) In the second question a new constraint has been given. It says that each facility must satisfy at least umin=20 % of the customers. Therefore our problem will now like this:...
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...the answers you found in the Unit 1 Assignment. Note: For these questions you need to cite a reliable source for information, which means you cannot use sites like Wikipedia, Ask.com®, and Yahoo® answers. If you do use those sites the instructor may award 0 points for your response. The Assignment problems must have the work shown at all times. The steps for solving the problems must be explained. Failure to do so could result in your submission being given a 0. If you have any questions about how much work to show, please contact your instructor. Assignments must be submitted as a Microsoft Word® document and uploaded to the Dropbox for Unit 2. Type all answers directly in this Assignment below the question it applies to. All Assignments are due by Tuesday at 11:59 PM ET of the assigned Unit. Finding the National Average Price for Gas These first few questions will require you to use the internet to search for the national average price for gas. Remember to use a scholarly site for information. List the website(s) you visited here: http://fuelgaugereport.aaa.com/todays-gas-prices/.com 1. (2 points): What was the average price of a gallon of gas 1 year from when your business math class started? A month ago the national average gas price was 2.035 2. (5 points): You have $50 on hand and need to buy gas. How many gallons of gas can you buy (using the value you reported in Question 1.)If i had 50 on hand i would be able to purchase 24.57 gallons of...
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