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MAT 116 COMPLETE CLASS
MAT 116 FINAL EXAM
Exercise: Week Two Concept Check
Assignment: Expressions and Equations
Exercise: Week Four Concept Check
Assignment: Solving Inequalities and Graphing Equations
Exercise: Week Six Concept Check
Assignment: Functions and Their Graphs
Exercise: Week Eight Concept Check
Assignment: Systems of Equations and Inequalities
Capstone Discussion Questions
Post your response to the following: Has the content in this course allowed you to think of math as a useful tool? If so, how? What concepts investigated in this course can apply to your personal and professional life? In what ways did you use MyMathLab® for extra support?
Respond to classmates who have responded to your sentence or phrase and indicate whether or not they correctly translated the problem. Ask clarifying questions if you need more explanation, or help students who seem to struggle with the concept.
Write an expression for your classmates to simplify using at least three of the following: (a) Groupings (parenthesis, brackets, or braces), (b) Exponents, (c) Multiplication or division, and (d) Addition or subtraction.
Consider participating in the discussion by simplifying a classmate’s expression, showing how the expression would be incorrectly simplified if computed from left to right, or challenging the class with a complicated expression. Respond to your initial post and provide your classmates with the answer to your expression.
Write an inequality for your classmates to solve. In your inequality, use both the multiplication and addition properties of inequalities.
Consider solving your classmates’ inequalities. Explain how you arrived at your answers. Also, help other students who may be having difficulty solving inequalities. Ask clarifying questions if you need additional assistance.
If you replace the equal sign of an equation with an inequality sign, is there ever a time when the same value will be a solution to both the equation and the inequality?
Write an inequality and provide a value that may or may not be a solution to the inequality.
Consider responding to a classmate by determining whether or not the solution provided is a solution to the inequality. If the value he or she provides is a solution, provide a value that is not a solution. If the value is not a solution, provide a value that is a solution.
What similarities and differences do you see between functions and linear equations studied in Ch. 3?
Are all linear equations functions? Is there an instance when a linear equation is not a function? Support your answer.
Create an equation of a nonlinear function and provide two inputs for your classmates to evaluate.
Find examples that support or refute your classmates’ answers to the discussion question. Provide additional similarities and differences between functions and linear equations.
Challenge your classmates by providing more intricate examples of nonlinear functions for them to solve.
What is the difference between domain and range? Describe a real-life situation that could be modeled by a function.
Provide feedback about your classmates’ answers.
Describe the values for x that may not be appropriate values even when they are defined by your classmates’ function. A function could, for example, indicate the amount of bone strength (y) in a living human body over time in years (x). It would not make sense to look at negative years, because the person would not yet be born. Likewise, looking beyond 100 years might not make sense, as many people do not live to be 100.
Systems of equations can be solved by graphing or by using substitution or elimination. What are the pros and cons of each method? Which method do you like best? Why?
What circumstances would cause you to use a different method?
Consider responding to your classmates by indicating pros and cons they may not have considered or persuading them to see the value of the method you like best (if you chose different methods). Describe situations in which you might use their methods of solving.
Review examples 2, 3, and 4 in section 8.4 of the text. How does the author determine what the first equation should be? What about the second equation? How are these examples similar? How are they different?
Find a problem in the text that is similar to examples 2, 3, and 4. Post the problem for your classmates to solve.
Consider responding to your classmates by asking clarifying questions or by expanding a classmate’s response. Also, help students solve the problem you posted by providing feedback or hints if necessary. You may also want to provide an explanation for your solution after a sufficient number of students have replied.
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