MTH 220 ALL WEEKS DQS AND LEARNING TEAM ASSIGNMENTS

MTH 220 ALL WEEKS DQS AND LEARNING TEAM ASSIGNMENTS | University Of Phoenix 

MTH 220 ALL WEEKS DQS AND LEARNING TEAM ASSIGNMENTS 
 
 
 
MTH 220 Week 1 Discussion 
 
Discussion 1
 
Suppose you are provided with a function. How can you determine if there is an inverse function?   
 
 
Discussion   2
 
Explain how to determine the domain and range of a function.
 
 
Discussion       3
 
What must be done to the equation of a function so that its graph is shrunk vertically?
 
 
Discussion   4
 
Compare and contrast a relation and a function. How can you determine when a relation is a function?
 
MTH 220 Week 2 Learning Team Assignment Applying concepts - Part 1
 
Select three newly-learned math concepts, principles, or objectives from Week One or Two of the course.
 
Discuss them in your teams to ensure everyone understands the selected math concepts or principles.
 
Determine a real-life example scenario for each concept or principle.
 
Discuss how the math concept applies to your scenario. Scenarios or examples should clearly demonstrate how the math principle can be used to solve a real-life problem.
 
Research and include references formatted consistent with APA guidelines if necessary.
 
Submit a 1-paragraph summary of each of your discussed example scenarios and math principles to your instructor.
 
 
MTH 220 Week 2  Discussion  
 
Discussion      1
 
Explain the conditions necessary to multiply two matrices, each of a different order. Provide an example 
 
 
Discussion     2
 
How can you determine if an ordered pair in the rectangular coordinate system is a solution for a system of linear inequalities? 
 
 
Discussion   3
 
Why is it necessary to account for the order of a matrix when adding or subtracting matrices? 
 
 
Discussion   4
 
Explain and provide an example of the method used to solve a linear inequality in two variables. 
 
 
MTH 220 Week 3 Learning Team Assignment Applying concepts – Part 2
 
Recall the example scenarios from Learning Team Project – Part 1 in Week Two.
 
Select 1 of the 3 example scenarios to use for the remainder of this project.
 
Transition your selected real-life scenario, which was illustrated in paragraph form last week, to arithmetic form.
 
Include any necessary variables, clearly defined.
Include any formulas necessary to solve this problem.
Include written descriptions of your logic, as needed, to explain the transition from words to mathematics.
Solve the problem by demonstrating and explaining the step-by-step work involved to reach the answer.
 
Submit your work to your instructor
 
 
 MTH 220 Week 3  Discussion   
 
Discussion  1
Given a rational function, identify a method which can be used to determine if there is a vertical asymptote.
 
 
Discussion  
 
Explain the relationship between an equation in exponential form and the equivalent equation in logarithmic form. 
 
 
Discussion   3
 
Explain a method for solving an exponential equation similar to 2^x = 7.  

Directions:  So that we all have different posts and answers, please don't use the exactly the equation, 2^x = 7.  Please create your own equation, that is similar to 2^x = 7, but different.  For example, you might use any of the below equations:

2^x = 5

2^x = 9

3^x = 4

5^x = 9

8^x = 13

2^x = 10
 
 
DQ 4
 
Suppose the cost function to manufacture shoes is C(x) = 30x + 300,000, where x represents the number of shoe pairs made. Use this information to construct the average cost function. Explain the behavior of the average cost function as x increases without bound. What type of asymptote does this function have?
 
 
MTH 220 Week 4 Learning Team Assignment Applying concepts Presentation
 
Create a presentation that follows your team’s process through the Learning Team Project.
 
Begin by describing your discussion of your selected math concept and how you came up with the scenario to illustrate its real-world use.
 
Discuss its transition from a verbally articulated scenario, to a written word problem, to a mathematically written problem.
 
Conclude your presentation by showing how to solve the mathematically expressed problem.
 
There is no predetermined length for the presentation; it should be long enough to effectively cover the material.
 
 
MTH 220 Week 4 DQS 
 
DQ 1
 
Given any sequence, how can you determine if it is an arithmetic sequence?
 
 
DQ 2
 
Given any sequence, how can you determine if it is a geometric sequence?
 
 
DQ 3
 
Suppose a rumor is spread by first one person telling another individual and then the individual telling two other people. Each person in turn tells two other people. Can you consider this an arithmetic or geometric sequence? Explain your answer. 
 
 
DQ 4
 
Suppose Javier invests $150 every 3 months into an account that pays 4% annual interest compounded quarterly. Provide a list of the account balance for the first 4 quarters. Is this an example of an arithmetic or geometric sequence?
 
MTH 220 Week 5 DQS 
 
 
DQ 1
 
Explain the difference between a combination and a permutation. When applying these counting methods in practical situations, how can you determine if the solution requires a combination or a permutation?
 
 
DQ 2
 
When watching a professional football game, viewers can observe the pass completion statistics of a quarterback. Is this an example of theoretical or empirical probability? Explain your answer. 
 
 
DQ 3
 
Provide an example of two events which are dependent; meaning that the occurrence of Event A is related to Event B.
 
 
DQ 4
 
How can you apply probability concepts and apply methods for computing probability to everyday or professional situations with which you are familiar?