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Tag: Mathematics Case Studies & Problem Sets

  • [Solved] vntm

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    [>Geometry homework help](https://www.sweetstudy.com/fields/mathematics-geometry)

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    [>Geometry homework help](https://www.sweetstudy.com/fields/mathematics-geometry)

  • [Solved] Aleks

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    W – [\ \ IMG_4892.png](https://www.sweetstudy.com/files/img-4892-png-10545335 "IMG_4892.png")

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    W

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    IMG_4892.png](https://www.sweetstudy.com/files/img-4892-png-10545335 "IMG_4892.png")

  • [Solved] math

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    – thoroughness of each response. – Response should be no less than 2-3 pages (Typed, 12pt font, Times New Roman, Double-spaced) One of my goals for this class was to expose students to situations/tasks that might cause them to think deeply about some of the below (often strongly held) math beliefs…

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    – thoroughness of each response.
    – Response should be no less than 2-3 pages (Typed, 12pt font, Times New Roman, Double-spaced)

    One of my goals for this class was to expose students to situations/tasks that might cause them to think deeply about some of the below (often strongly held) math beliefs.

    Task that you please thoughtfully and thoroughly discuss your feelings about 4-7 of these beliefs in light of your experiences in this class and its consequent affect or non-affect as well as why.

    – There is one right way to solve a problem
    – Mathematics is a set of rules and procedures
    – Learning mathematics is mostly memorizing

    Respond to 4-7 of these beliefs in order to get full credit!

    – Elementary school mathematics is computation
    – Mathematics problems should be solved quickly
    – The goal of mathematics is to obtain "right answers"
    – The teacher and the textbook are the mathematical authority

    Some prompt ideas to get your writing started:

    • How did you feel about these beliefs at the beginning of Math Concepts 1?

    Did your feelings about any of these beliefs change?

    If not, why?

    If so, how?

    If your feelings changed, why?

    Were there any specific instances that effected this change if any?

    How do you feel might these beliefs affect how you approach teaching mathematics (if at all)? If

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    IMG_1707.jpeg](https://www.sweetstudy.com/files/img-1707-jpeg-10546781 "IMG_1707.jpeg")

  • [Solved] IBM SPSS

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    [>Statistics homework help](https://www.sweetstudy.com/fields/mathematics-statistics) This data was collected from a Likert-scale survey about the New York City Homeless Shelter System. It's a study of perceived barriers to housing placement among shelter professionals in NYC. SA refers to Service A…

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    [>Statistics homework help](https://www.sweetstudy.com/fields/mathematics-statistics)

    This data was collected from a Likert-scale survey about the New York City Homeless Shelter System.  It's a study of perceived barriers to housing placement among shelter professionals in NYC.

    SA refers to Service Availability : SA1, SA2, SA3, SA4, SA5

    RA refers to  Resource Allocation : RA1, RA2, RA3 ,RA4, RA5

    PC refers to Policy Constraints: PC1, PC2, PC3

    The Dependent Variables are: DV1, DV2

    ST refers to Shelter Type (the control variable): Government Run or Non- Profit

    1) First run Cronbach's alpha on each scale. If alpha is low (like .577), explain why you had to reconsider combining certain items.

    2) Run Multiple Linear Regression. Run as many regressions as you possibly can, but generate at least 6-7 tables (min). Please copy and paste the tables into a Word Document.

    – [\
    \
    SurveySPSS.sav](https://www.sweetstudy.com/files/surveyspss-sav-10547443 "SurveySPSS.sav")

  • [Solved] Measures of central tendencies

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    [>Statistics homework help](https://www.sweetstudy.com/fields/mathematics-statistics) how to understand measures of central tendency and the role of these statistical terms in research analysis

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    [>Statistics homework help](https://www.sweetstudy.com/fields/mathematics-statistics)

    how to understand measures of central tendency and the role of these statistical terms in research analysis

  • [Solved] Itemized Deductions – Schedule A

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    Itemized Deductions – Schedule A

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    Itemized Deductions – Schedule A

  • [Solved] Inclusions, Exclusions, and AGI

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    Inclusions, Exclusions, and AGI

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    Inclusions, Exclusions, and AGI

  • [Solved] Tax Credits on 1040 to Reduce Tax Liability

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    Tax Credits on 1040 to Reduce Tax Liability

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    Tax Credits on 1040 to Reduce Tax Liability

  • [Solved] Measures of dispersion

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    [>Statistics homework help](https://www.sweetstudy.com/fields/mathematics-statistics) Differences between dispersion and deviation

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    [>Statistics homework help](https://www.sweetstudy.com/fields/mathematics-statistics)

    Differences between dispersion and deviation

  • [Solved] Exploring Midpoints, Distance, and Line Behavior in Coordinate Geometry

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    I’ve been practicing coordinate [geometry dash lite](https://geometry-dashlite2.io/) and wanted to create a deeper multi-part exercise focused on midpoint formulas, distance calculations, and how changing coordinates affects line behavior. I would really appreciate a detailed, step-by-step explanati…

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    I’ve been practicing coordinate [geometry dash lite](https://geometry-dashlite2.io/) and wanted to create a deeper multi-part exercise focused on midpoint formulas, distance calculations, and how changing coordinates affects line behavior. I would really appreciate a detailed, step-by-step explanation for each section.

    Part A:

    Given two points A(1, 3) and B(7, 11):

    – Calculate the midpoint of segment AB.
    – Show the midpoint formula and explain how each coordinate is calculated.
    – Find the distance between points A and B using the distance formula.
    – Explain what the distance value represents geometrically on the coordinate plane.

    Part B:

    Now move point B to a new location B'(7, 3):

    – Find the new midpoint between A(1, 3) and B'(7, 3).
    – Calculate the distance between these two points.
    – Compare the result with Part A.
    – Identify what type of line segment is formed and explain how the coordinates reveal this immediately.

    Part C:

    Consider two new points C(4, 2) and D(4, 10):

    – Calculate the midpoint of CD.
    – Determine the distance between the points.
    – Explain what happens when both points share the same x-coordinate.
    – Describe the appearance and properties of this line on a graph.
    – Discuss why the slope cannot be calculated normally in this situation.

    Part D:

    Finally, compare all three examples from Parts A, B, and C:

    – Explain how coordinate changes affect midpoint position, distance, and line orientation.
    – Describe the visual differences between diagonal, horizontal, and vertical line segments.
    – Discuss how these concepts help build a stronger understanding of graph interpretation in algebra and geometry.