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Clark and Anfinson - Beginning Algebra 2/e (Homework)

James Finch

Math - Developmental, section A, Fall 2019

Instructor: Dr. Friendly

Current Score : 8 / 53

Due : Monday, December 30, 2030 23:59 EST

Last Saved : n/a Saving...  ()

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Question
Points
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8/53 (15.1%)

  • Instructions

    Show students how to apply traditional mathematical skills in real-world contexts with Beginning Algebra: Connecting Concepts Through Applications, 2nd edition, by Mark Clark and Cynthia Anfinson, published by Cengage Learning. Concepts become real and vivid as authors Clark and Anfinson draw from real data to show students why and how to apply math. Through conceptual explorations, skill building, and applications, this approach helps students master concepts, and develop problem solving and communication skills. The authors integrate algebraic techniques, graphing, the use of data in tables, and writing sentences to communicate solutions to application problems. Problems that build strong algebra skills support applications, while completing models by hand helps students focus on the characteristics of each function type. Accompanied by WebAssign, your students will be able to continue their learning experience while completing their online homework. Conceptual questions from the text and "WatchIts" with closed-captioning give students another opportunity to both learn and practice skills and concepts through the power of WebAssign.

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For this assignment, you submit answers by question parts. The number of submissions remaining for each question part only changes if you submit or change the answer.

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Your last submission is used for your score.

1. 4/4 points  |  Previous Answers ClarkBAlg2 3.3.016. My Notes
Question Part
Points
Submissions Used
1 2 3 4
1/1 1/1 1/1 1/1
1/100 1/100 1/100 1/100
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4/4
 
This is an example of a question with a Watch It help resource.

Some exercises contain Watch Its. Watch Its let students see how to solve a similar problem. The variations in the randomizations ensure that a Watch It never gives away the answer.

Clark/Anfinson Pedagogical Focus
  • Interpreting results in context
  • Reading and interpreting information from graphs (intercepts, scale)

Use the given information to answer the questions.
(0, 5.9)
(0, 3.3)
  • A graph titled "Percentage of Full-Time Employees Who Work from Home" has t on the horizontal axis and P on the vertical axis.
  • The t-axis is labeled "Years since 2010" and the P-axis is labeled "Percent."
  • Two lines are labeled "Management" and "Computer and Mathematical Sciences."
  • The Management line begins at the point labeled (0, 3.3), moves up and to the right, and exits the viewing window from the right near the point (10, 5.5).
  • The Computer and Mathematical Sciences line lies above the Management line. It begins at the point labeled (0, 5.9), moves up and to the right, and exits the viewing window from the right near the point (10, 9.5).
(a)
Interpret the vertical intercept for the Computer and Mathematical Sciences line.
In the year Correct: Your answer is correct. , Correct: Your answer is correct. % of full-time computer and mathematical sciences employees worked from home.
(b)
Interpret the vertical intercept for the Management line.
In the year Correct: Your answer is correct. , Correct: Your answer is correct. % of full-time management employees worked from home.

Need Help? Watch It

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2. –/8 points ClarkBAlg2 3.3.042. My Notes
Question Part
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–/8
 
Clark/Anfinson Pedagogical Focus
  • An application requiring students to interpret in context
  • Determine if results make sense in the problem context
  • Students must pay attention to the units involved in the context

Use the given information to answer the questions.
Suppose the number of Native Hawaiians and other Pacific Islanders in a certain country can be estimated by using the equation
P = 27.2t + 1,169,
where P is the number of Native Hawaiians and other Pacific Islanders alone or in combination in thousands t years since 2000.
(a)
Find the P-intercept for this equation.
(t, P) = 
Interpret the P-intercept.
In the year , there were Native Hawaiians and other Pacific Islanders in the country.
(b)
Find the t-intercept. (Round your answers to two decimal places.)
(t, P) = 
Interpret the t-intercept. (Round your answers to the nearest integer.)
In the year , there were Native Hawaiians and other Pacific Islanders in the country.
(c)
Do these intercepts make sense in this situation?
P-intercept
    
t-intercept
    
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3. 4/6 points  |  Previous Answers ClarkBAlg2 3.3.078.MI.SA. My Notes
Question Part
Points
Submissions Used
1 2 3 4 5 6
1/1 1/1 1/1 1/1 –/1 –/1
1/100 2/100 1/100 2/100 0/100 0/100
Total
4/6
 
This is an assignable Master It tutorial exercise.

This exercise guides the student through a series of steps which appear one at a time, offering guidance as it walks students through the problem-solving process. Consider placing these questions at the beginning of assignments to prepare students for success.

This question has several parts that must be completed sequentially. If you skip a part of the question, you will not receive any points for the skipped part, and you will not be able to come back to the skipped part.

Tutorial Exercise
Find the slope and y-intercept of the given equation. (Hint: Put the given equation in
y = mx + b
 form as in Example 7.)
3x − 4y = 9
Step 1
First, put the given equation in slope-intercept form
y = mx + b.
 To isolate y, begin by adding
−3x
 to each side.
3x− 4y = 36
−3x−3x
−4y = 
$$−3x
Correct: Your answer is correct. webMathematica generated answer key + 36
Step 2
Continue to solve
−4y = −3x + 36
 for y. To isolate y, divide each side by
−4.
−4y = −3x + 36
 
−4y
−4
 = 
−3x + 36
−4
 
y = 
−3x
−4
 − 
36
4 Correct: Your answer is correct. seenKey

4
 
y = 
3/4 Correct: Your answer is correct. seenKey

3/4
x − 9 Correct: Your answer is correct. seenKey

9
Step 3
So the slope-intercept form of the given equation is
y = 
3
4
y − 9.
 Recall that a line in slope-intercept form
y = mx + b
 has slope m and y-intercept
(0, b).
Identify the slope m and y-intercept.
slope
y-intercept
(x, y)
= 


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4. –/3 points ClarkBAlg2 3.3.064. My Notes
Question Part
Points
Submissions Used
1 2 3
–/1 –/1 –/1
0/100 0/100 0/100
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–/3
 
Find the slope, x-intercept, and y-intercept of the given equation. (If the slope is undefined, enter UNDEFINED. If an intercept does not exist, enter DNE.)
x = −9
slope
x-intercept    
(x, y) = 
y-intercept    
(x, y) = 
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5. –/5 points ClarkBAlg2 3.3.072. My Notes
Question Part
Points
Submissions Used
1 2 3 4 5
–/1 –/1 –/1 –/1 –/1
0/100 0/100 0/100 0/100 0/100
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–/5
 
Clark/Anfinson Pedagogical Focus
  • Interpreting intercepts and slope in the context of an application
  • Students must pay attentions to the units involved in the context

The total gross profit earned by Cisco Systems, Inc. can be estimated by the equation
P = 3t + 19.3
where P is the total gross profit in billions of dollars t years since 2005.†
(a) Find the P-intercept for this equation.
(t, P) = 


Interpret the P-intercept.
The total gross profit for Cisco Systems, Inc. during the year was billion dollars.

(b) Find the slope of this equation.


Interpret the slope of the equation.
The company's gross profit is increasing by billion dollars each year.
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6. –/1 points ClarkBAlg2 3.4.005-022.501.XP.MI. My Notes
Question Part
Points
Submissions Used
1
–/1
0/100
Total
–/1
 
This is an exercise with a Master It tutorial and a solution.

The Master It question type is also embedded as an optional help type for the same base question. Only the final answer is scored in the gradebook.

This question also has a solution, which can appear after a given number of submissions or after the assignment due date, based on the instructor's settings. Enter any correct answer to see the solution.
  • Utilizes the graphing tool

Graph by using the slope and y-intercept. (Graph the y-intercept first and then the line.)
y = 4x − 5
No Solution
Help
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Clear Graph
Delete Layer
Fill

Graph LayersToggle Open/Closed

  • After you add an object to the graph you can use Graph Layers to view and edit its properties.

Need Help? Master It

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7. 0/1 points  |  Previous Answers ClarkBAlg2 3.4.027. My Notes
Question Part
Points
Submissions Used
1
0/1
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0/1
 
Clark/Anfinson Pedagogical Focus
  • Help students to recognize and correct common mistakes

An equation is given with a student's graph. The graph has a mistake in it. Explain what the student did wrong when graphing the given equation.
y = 3x + 2
Marybeth
  • A line passes through three points in the x y plane:
    • (0, 2)
    • (3, 3)
    • (6, 4)
  • From the point (0, 2), a vertical line extends 1 unit up. From the top of this line, a horizontal line extends 3 units to the right, meeting the point (3, 3).
  • From the point (3, 3), a vertical line extends 1 unit up. From the top of this line, a horizontal line extends 3 units to the right, meeting the point (6, 4).
     Incorrect: Your answer is incorrect.
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8. –/3 points ClarkBAlg2 3.4.048. My Notes
Question Part
Points
Submissions Used
1 2 3
–/1 –/1 –/1
0/100 0/100 0/100
Total
–/3
 
This is an exercise utilizing the Graphing Tool.

One intercept involves a fraction. This can be plotted directly using the graphing tool or by typing the point into the graphing tool.

Identify the x- and y-intercepts.
3x − 10y = 15
x-intercept    
(x, y) = 
y-intercept
(x, y) = 

Graph the linear equation.
No Solution
Help
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Clear Graph
Delete Layer
Fill

Graph LayersToggle Open/Closed

  • After you add an object to the graph you can use Graph Layers to view and edit its properties.
Your work in question(s) will also be submitted or saved.
Viewing Saved Work Revert to Last Response
9. –/16 points ClarkBAlg2 3.4.052.MI.SA. My Notes
Question Part
Points
Submissions Used
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
–/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1
0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100
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–/16
 
This is an application problem presented as an assignable Master It tutorial exercise.

Clark/Anfinson Pedagogical Focus
  • Students are asked to work with different forms of linear equations arising out of applications

This question has several parts that must be completed sequentially. If you skip a part of the question, you will not receive any points for the skipped part, and you will not be able to come back to the skipped part.

Tutorial Exercise
The number of sets of 20-inch wheels and 24-inch wheels that a custom shop can produce is limited by the amount of time available. It takes 4.5 hours to make a set of 20-inch wheels and 9 hours to make a set of 24-inch wheels. If there are 72 hours a week to run the production equipment, the number of sets of 20-inch wheels and 24-inch wheels that can be produced can be found by using the equation
4.5t + 9f = 72,
where t is the number of 20-inch wheel sets and f is the number of 24-inch wheel set(s) that the shop can produce.
(a)
Graph the given equation.
(b)
Using the graph, determine how many 24-inch wheel set(s) the shop can produce if the workers make six sets of 20-inch wheel sets that week.
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10. –/6 points ClarkBAlg2 2.2.RQ.001. My Notes
Question Part
Points
Submissions Used
1 2 3 4 5 6
–/1 –/1 –/1 –/1 –/1 –/1
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–/6
 

  • Part 1

    How can I predict how long it will take me to travel a nature trail?
    Use some information about a path or trail that you have previously traveled to predict your rate of travel. Recall that distance traveled is equal to the product of the rate of travel and the time:
    d = rt.
    The values you enter in this part will be used to make later calculations.
    Consider a path or trail that you have traveled before.
    How long is this path in miles?
    mi
    How long, in hours, does it take you to travel this path from beginning to end?
    hr
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