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All Tutorials will be E-mailed immediately after the Payment, Please Check your inbox or Spam Folder and can also be Downloaded by clicking on Tutorial Bucket. For More Tutorials Visit Website: HOMEWORKLANCE.COM For Any Other Inquiry Feel Free To Contact Us: Lancehomework@gmail.com MAT 117 Complete Course Material MAT 117 Entire Course MAT 117 Week 1 DQ 1 Explain three rules for exponents listed in the chart on p. 239 (section 4.2) and give an example illustrating each of these rules. Do not explain the first two definitions listed in the table (Exponent of 1 or 0) or the scientific notation. Create an expression for your classmates to solve that uses at least one of the rules for exponents you have described. Consider responding to your classmates by assisting them in solving the problem you created, developing their explanations of the rules of exponents, or describing real-life situations where their examples might exist. MAT 117 Week 1 DQ 2 Give an example of a division of a polynomial long division by a binomial and show all the steps when performing the division. The example must be your own and not from the text book. How is this similar to numerical division of real numbers? Give another example for your classmates to solve. Note: The denominator of the polynomial long division must be a binomial, or trinomial, etc. For example, (x+1), or (x^2 -x +1, and so on MAT 117 Week 2 Assignment Simplifying and Factoring Polynomials Appendix C MAT 117 Week 3 DQ 1
Take any number (except for 1). Square that number and then subtract one. Divide by one less than your original number. Now subtract your original number. Did you reached 1 for an answer? You should have. How does this number game work? You need to explain this using a variable x. Hint: Redo the number game using a variable instead of an actual number and rewrite the problem as one rational expression. How did the number game use the skill of simplifying rational expressions?
MAT 117 Week 3 DQ 2
Give an example of a sum of two rational expressions with different denominators, then perform the operation by showing all the steps, including how you found the common denominator. These rational expressions must have a variable in the denominator, such as (3x+1) / (x^2 – 1). Give another example of a sum, ratio, product, or different of two rational expressions for your classmates to solve. Again, the example must have a variable in the denominator. When might you use rational expressions in real life? MAT 117 Week 4 Assignment Rational Expressions and Equations Appendix D MAT 117 Week 5 DQ 1 · Why is it important to simplify radical expressions before adding or subtracting? How is adding radical expressions similar to adding polynomial expressions? How is it different? Provide a radical expression which consists of a sum or difference of two radical expressions that need to be simplified before one can perform the operation for your classmates to solve. Avoid square roots of perfect squares such as sqrt(4), sqrt(9), sqrt(16), etc. Consider participating in the discussion by simplifying your classmates’ expressions. Detail what would have happened or if the expression was not simplified first.
MAT 117 Week 5 DQ 2 · Review section 10.2 (p. 692) of your text. Describe two laws of exponents and provide an example illustrating each law. Explain how to simplify your expression. How do the laws work with rational exponents? Provide the class with a third expression to simplify that includes rational (fractional) exponents. Do not use examples of radicals. · Consider responding to classmates who have chosen laws different from the ones you selected. Ask clarifying questions of your classmates to make sure you understand the laws. Practice simplifying your classmates’ expressions. What are the two steps for simplifying radicals? Can either step be deleted? If you could add a step that might make it easier or easier to understand, what step would you add? Give a radical term for the class to simplify MAT 117 Week 6 Assignment Working with Radicals Appendix MAT 117 Week 7 DQ 1 · How do you know if a quadratic equation will have one, two, or no solutions? How do you find a quadratic equation if you are only given the solution? Is it possible to have different quadratic equations with the same solution? Explain. Provide your classmate’s with one or two solutions with which they must create a quadratic equation. Consider responding to your classmates by creating an equation from their solutions. Show that your equation should yield the appropriate number of solutions. If other equations exist with the
same solution, provide the alternate equation and provide an explanation. You may want to view responses to the solutions you posted and guide your classmate’s if necessary. MAT 117 Week 7 DQ 2 · Quadratic equations may be solved by graphing, using the quadratic formula, completing the square, and factoring. What are the pros and cons of each of these methods? When might each method be most appropriate? Which method do you prefer? Explain why. MAT 117 Week 8 Assignment Solving and Graphing Quadratic Equations Appendix F MAT 117 Week 9 Capstone Discussion Question Describe in details two concepts investigated in this course (not in MAT 116) that can be applied to solve real life problems in general and your personal and professional life. In what ways did you use MyMathLab® or the Center for Mathematic Excellence for extra support and how was MyMathLab useful when completing your assignments? Give an example of either a radical equation or a rational equation for your classmates to solve.