1. Which of the following properties do not change under a size tr.pdf

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1. When A and B are mutually exclusive, P(A or B) can be found by adding P(A) and P(B). True or False 2. It is possible to compute a negative variance or standard deviation. True or False 3. It is possible to compute a negative mean or median. True or False 4. If a batch of data were perfectly symmetrical, the distance from Q1 to the median would always equal the distance from Q3 to the median in an Interquartile Range plot. True or False 5. The 25th percentile is also known as the first quartile. True or False 6. The variance is the square root of the standard deviation. True or False Solution 1. true because P(A and B) = 0 2. false because of sum of squares 3. true 4. true 5. true 6. true.

1. Which of the following properties do not change under a
size transformation? Explain how you can be sure of your
answers.
a. Distance between points
b. Angle measure
c. Parallelism; that is, if two lines are parallel to each
other, then their images are parallel to each other.
Solution
(a) does change. Take two perpendicular lines, and take a point on each. Cut the
size of the line in half. The points will move closer to each other. (b) does not change. The angle
measure of a shape is always dependent on the ratio of the sides, not the magnitude of the sides
themselves. (c) does not change. Changing the length of parallel lines still leaves them parallel.

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Mike is a graduating high school student. He received an outstanding high school student scholarship from his hometown's rotary club based on his grades, community service and involvement on the football team. This award is permissible if the following occurs: The award is made on only one occasion. The rotary club does not limit the award to one institution. There is no direct connection between the rotary club and Mike's institution. All of the above..

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Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi

Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi

Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi

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Explore beautiful and ugly buildings. Mathematics helps us create beautiful d...

Explore beautiful and ugly buildings. Mathematics helps us create beautiful d...

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psychiatric nursing HISTORY COLLECTION .docx

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Measures of Dispersion and Variability: Range, QD, AD and SD

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This PowerPoint helps students to consider the concept of infinity.

This PowerPoint helps students to consider the concept of infinity.

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An Overview of Mutual Funds Bcom Project.pdf

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Mixin Classes in Odoo 17 How to Extend Models Using Mixin Classes

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Class 11th Physics NEET formula sheet pdf

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SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx

SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx

In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

Making and Justifying Mathematical Decisions.pdf

Making and Justifying Mathematical Decisions.pdf

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1. 1. Which of the following properties do not change under a size transformation? Explain how you can be sure of your answers. a. Distance between points b. Angle measure c. Parallelism; that is, if two lines are parallel to each other, then their images are parallel to each other. Solution (a) does change. Take two perpendicular lines, and take a point on each. Cut the size of the line in half. The points will move closer to each other. (b) does not change. The angle measure of a shape is always dependent on the ratio of the sides, not the magnitude of the sides themselves. (c) does not change. Changing the length of parallel lines still leaves them parallel.