MATH 112 Week 3 Discussion

MATH 112 Week 3 Discussion | Assignment Help | Embry Riddle Aeronautical University 

Week 3 Discussion 

General Education Competency: Collaborative Learning

"The student will be able to work effectively with others on diverse teams to produce quality written documents, oral presentations and/or meaningful projects. The student will assist in organizing others to accomplish a shared task, contribute actively to a group, and work to resolve any conflicts that occur."

Quantitative Reasoning Competency

"The student will demonstrate the use of digitally enabled technology (including concepts, techniques, and tools of computing), mathematics proficiency and analysis techniques to interpret data for the purpose of drawing valid conclusions and solving associated problems."

Find & Post

For this discussion, you will work in groups to determine the most efficient rule to use. Many “rules” in mathematics are related to efficiency, though multiple ways to get to the correct solution abound. In this activity, you will use two legitimate solution paths and experience a difference in efficiency.

Find the derivative of each of the following functions, first by using the product rule, then by multiplying each function out and finding the derivative of the higher-order polynomial. Post both solutions using the Canvas Equation Editor along with explanations of the intermediate steps that demonstrate your understanding of the derivative

• (4x+6)(9x−5)

• 4x2(3x3−2x2+5x)

• (3x2−x+1)(7−x6)

• (h3−5)(3h2−5h−4)

Submit your initial post by the fourth day of the module week.

Review & Discuss 

After you have completed your posts, compare and contrast your work to that of your classmates. Engage in a dialogue with your group, addressing one or more of the following areas:

• Do you agree with the work and explanations?

• Where are the errors in the proposed solutions (mine or classmates')?

• Which solution is correct? Why? Is there more than one way to get to the correct solution?

• Are some of the explanations clearer than others? What makes them easier to understand?

• Do you have suggestions for improvement?

• Have we each given thorough explanations for our work?

• Which way is easier?

Reply to at least two classmates with corrections to their solutions/explanations or with observations about their solutions.

Your instructor is looking for your explanations and how you approached the problem even more so than having the correct solution. Of course, getting the correct answer is also desirable!

Review the Discussion Rubric for detailed grading information.