Category: Mathematics

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i need an essay about cinnamon toast crunch and it’s back ground https://docs.google.com/document/d/10Tigt6WZWLXJp-tmPlVJd4EyYFGY82hir8YQqib7LuU/edit

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The Project: 
1. Topic Selection
Select a topic with some sort of applied math
concepts
2. One-Pager
Communicate your topic and its connection
to math (with illustrations)
3. Presentation
Present your topic to the class (30 seconds to
2 minutes)
***Please see attached documents***

In this activity you will be investigating the rising cost of the MTA transit fare over
a period of time in New York City. The goal is to use data to develop a simple
mathematical model which can be used to make some reasonable predictions.
You will incorporate the use of algebraic skills such as graphing, rate of change
and linear function to complete this activity.

Course:
Consumer Math A
Unit:
Traveling Abroad
Assignment:
Converting Measurements

Converting Measurements Project 
Have you ever taken a trip to another country, or have you ever dreamed of doing so? There are a lot of beautiful places in the world, and each one is unique and special.
One of the ways certain countries may be different than others is in their standard units of measure. For example, in the United States, the most common way to measure a long distance is in miles, but in many other countries, it’s kilometers.
In this project, you’ll be measuring some items around your home and converting their measurements from one system to another.
For each section, please choose a different item. You will need to measure the item yourself for the first measurement, then show the equation and calculation you did to arrive at the second measurement.
ITEM 1: an item that you can pick up by yourself (i.e. book, pillow, TV remote, etc)
Item you chose: __________
Length in inches: _____________________
Length in centimeters (show work for full credit): ___________________________
ITEM 2: an item that you can pick up by yourself (i.e. book, pillow, TV remote, etc)
Item you chose: _____________________
Weight in pounds: ____________________
Weight in kilograms (show work for full credit): __________________________
ITEM 3: an item you can’t pick up by yourself (i.e. table, couch, bedframe, etc)
Item you chose: _____________________
Length in feet: ____________________
Length in meters (show work for full credit): ___________________________
ITEM 4: A liquid container (i.e. glass or bowl from your kitchen) – fill the item with water or another liquid 
Item you chose: ______________________
Volume in cups: ____________________
Volume in milliliters (show work for full credit): __________________________
Paragraph question
When we think about other parts of the world and the different ways they do things, sometimes we can tend to think that our way is the best way. Write a paragraph (at least three sentences) about what the Bible teaches us about how God created everyone equally and how every person from every culture, regardless of what measurements they use or what food they eat or what language they speak, is cherished and loved by God.
Grading Rubric:
You can get a 0 by not fulfilling the minimum category. Your final grade will be calculated based on the score from the rubric below using the following formula:
Your grade = (total points ÷ 25) * 100 =

– All questions must be solved by showing all steps and calculations. 
–  Use graphs/sketch when appropriate. 

hello
I have an assignment for math 131 , hope to find an explanation and answers ASAP
* Please no handwriting , use Microsoft Word

Course:
Consumer Math A
Unit:
Traveling Abroad
Assignment:
Converting Measurements

Converting Measurements Project 
Have you ever taken a trip to another country, or have you ever dreamed of doing so? There are a lot of beautiful places in the world, and each one is unique and special.
One of the ways certain countries may be different than others is in their standard units of measure. For example, in the United States, the most common way to measure a long distance is in miles, but in many other countries, it’s kilometers.
In this project, you’ll be measuring some items around your home and converting their measurements from one system to another.
For each section, please choose a different item. You will need to measure the item yourself for the first measurement, then show the equation and calculation you did to arrive at the second measurement.
ITEM 1: an item that you can pick up by yourself (i.e. book, pillow, TV remote, etc)
Item you chose: __________
Length in inches: _____________________
Length in centimeters (show work for full credit): ___________________________
ITEM 2: an item that you can pick up by yourself (i.e. book, pillow, TV remote, etc)
Item you chose: _____________________
Weight in pounds: ____________________
Weight in kilograms (show work for full credit): __________________________
ITEM 3: an item you can’t pick up by yourself (i.e. table, couch, bedframe, etc)
Item you chose: _____________________
Length in feet: ____________________
Length in meters (show work for full credit): ___________________________
ITEM 4: A liquid container (i.e. glass or bowl from your kitchen) – fill the item with water or another liquid 
Item you chose: ______________________
Volume in cups: ____________________
Volume in milliliters (show work for full credit): __________________________
Paragraph question
When we think about other parts of the world and the different ways they do things, sometimes we can tend to think that our way is the best way. Write a paragraph (at least three sentences) about what the Bible teaches us about how God created everyone equally and how every person from every culture, regardless of what measurements they use or what food they eat or what language they speak, is cherished and loved by God.
Grading Rubric:
You can get a 0 by not fulfilling the minimum category. Your final grade will be calculated based on the score from the rubric below using the following formula:
Your grade = (total points ÷ 25) * 100 = 

Overview Recall that samples are used to generate a statistic, which businesses use to estimate the population parameter. You have learned how to take samples from populations and use them to produce statistics. For two quantitative variables, businesses can use scatterplots and the correlation coefficient to explore a potential linear relationship. Furthermore, they can quantify the relationship in a regression equation. Prompt This assignment picks up where the Module Two assignment left off and will use components of that assignment as a foundation. You have submitted your initial analysis to the sales team at D.M. Pan Real Estate Company. You will continue your analysis of the provided Real Estate Data Spreadsheet spreadsheet using your selected region to complete your analysis. You may refer back to the initial report you developed in the Module Two Assignment Template to continue the work. This document and the National Summary Statistics and Graphs Real Estate Data PDF spreadsheet will support your work on the assignment. Note: In the report you prepare for the sales team, the dependent, or response, variable (y) should be the listing price and the independent, or predictor, variable (x) should be the square feet. Using the Module Three Assignment Template Word Document, specifically address the following: Regression Equation: Provide the regression equation for the line of best fit using the scatterplot from the Module Two assignment. Determine r: Determine r and what it means. (What is the relationship between the variables?) Determine the strength of the correlation (weak, moderate, or strong). Discuss how you determine the direction of the association between the two variables. Is there a positive or negative association? What do you see as the direction of the correlation? Examine the Slope and Intercepts: Examine the slope and intercept . Draw conclusions from the slope and intercept in the context of this problem. Does the intercept make sense based on your observation of the line of best fit? Determine the value of the land only. Note: You can assume, when the square footage of the house is zero, that the price is the value of just the land. This happens when x=0, which is the y-intercept. Does this value make sense in context? Determine the R-squared Coefficient: Determine the R-squared value. Discuss what R-squared means in the context of this analysis. Conclusions: Reflect on the Relationship: Reflect on the relationship between square feet and sales price by answering the following questions: Is the square footage for homes in your selected region different than for homes overall in the United States? For every 100 square feet, how much does the price go up (i.e., can you use slope to help identify price changes)? What square footage range would the graph be best used for?