Probability mass function

QP engaged Shonquasia in participating in a CBT activity geared towards responsible decision making. QP explained to Shonquasia that the activity will enhance her ability to make good decisions. QP explained to Shonquasia what inactive decision making style is provide an example. QP asked Shonquasia if she puts off making difficult decision. QP asked Shonquasia to explain what reactive decision style is and provide an example. QP discussed with Shonquasia what proactive decision is provide an…

misconceptions and the whole process has been eye-opening with regards to the number of things to consider in my own planning for these “mock” teaching scenarios.Turning to the article on functions by NCTM, I was reminded of my own mathematics learning experiences in middle and high school. I feel as if my understanding of functions (prior to college mathematics) was never fully developed. I’m not sure if we were even shown a “puddle” or “mapping” diagram in any of my secondary math classes;…

Related rates are used in a wide variety of different scenarios from finding how large a spill is increasing, to how fast it may take to empty something. Related rates deal with time, usually have two different variables like height, length, radius, or width; and have something that is changing like area, distance, or volume. In order to solve related rates problems you need to be able to recall or have access to basic geometry formulas like circle, cone, cylinder, rectangle, triangle and…

In definition, probability refers to the measure of the likelihood of an event happening. The probability for any event occurring falls between 1 percent and 100 percent thus meaning that the interpreted meaning of a probability equals the subject meaning held of the probability (Grinstead et al, 1997). However, it is worth noting that the application of probability or assigning of probability to the events in the effort to gratifying the axioms of probability follows some rules or basics…

With different design of sampling probabilities, we can apply dropout to the learned metric to simulate the effect of L1 regularization. In particular, we introduce a data dependent dropout probability as Now, instead of perturbing Mt−1, we apply dropout to M’ t , i.e. the matrix after the gradient mapping. It is easy to verify that the expectation of the perturbed matrix Mˆ 0 is given…

In our every day lives we are faced with risk; the possibility of losing something of value. This could include theft or re to property, sickness, disability or even death. As loss adverse as we are, we tend to set up mediums to prevent or recover from losses once incurred. One of these common mediums is insurance. Anderson and Brown (2005) denes insurance as an agreement where, for a stipulated payment called the premium, one party (the insurer) agrees to pay to the other (the policyholder or…

have chosen is Probability, in Mathematical Methods Unit 1 Area Study 4: Probability and Statistics (VCAA, 2015). The first section presents a literature review of student learning probability. It also addresses the common pitfalls that may impede their learning. The second section outlines a unit plan for teaching probability based on the new VCE study design. Sample activities worksheets and assessment tasks are included in the appendices. Literature Review: Learning Probability Given the…

The Haybaler Problem In The Haybaler Problem we were trying to see how much each bale of hay weighed, and if there is more than one answer. There were 5 bales of hay in total, and when put together they would equal 80, 82, 83, 84, 85, 86, 87, 88, 90, and 91. So I decided to start doing guess and check like this: A+B=80 and then substituting numbers like 39+41=80. I did it like this because I needed to come up with at least one number to start off. I tried different numbers like 39, 38, 40, and…

Now on the other hand, using the triangle inequality and then (33) we have ∥u − uh∥ L1(Ω) ≥ ∥uI − uh∥ L1(Ω) − ∥u − uI∥ L1(Ω) ≥ ∥uI − Tpuh∥ L1(Ω) − ∥uh − Tpuh∥ L1(Ω) − ∥u − uI∥ L1(Ω) ≥ ∥uI − Tpuh∥ L1(Ω) − ∥uh − Tpuh∥ L1(Ω) − C2hp+1|u| Wp+1 1 (Ω); ≥ ∥uI − Tpuh∥ L1(Ω) − C∥u − uh∥ L1(Ω) − −C3hp+1|u| Wp+1 1 (Ω); from which we conclude that ∥u − uh∥ L1(Ω) ≥ C0∥uI − Tpuh∥ L1(Ω) − C3hp+1|u| Wp+1 1 (Ω) ≥ C0 vuut ΣN i=1 ∥uI − Tpuh∥2 L1(Ω∗ i ) − C3hp+1|u| Wp+1 1 (Ω)(36) ; where Ω∗ i is as in the proof of…

thinking, I have chosen to examine my video from 2:45 – 3:25. During this time, I asked students for their answers to the problem given to them and their reasoning for this answer. In essence, I was hoping to target students’ knowledge of inverse functions and how they applied it to solving a situational problem. More specifically, if they were able to find the error in a solution of an inverse algebraic problem and explain their reasoning for this error. Moreover, once a student was able to…