Number Theory - Math

To find the distance on a number line:

We are looking for a number that is not real.

, , and are irrational numbers, but they are still real.

Then, is equivalent to by the rules of complex numbers. Thus, it is also real.

That leaves us with: which in fact is imaginary (since no real number multiplied by itself yields a negative number) and simplifies to .

How many cards in the deck are either a spade or a 3?

There are thirteen spades, including a 3 of spades.

There are four 3's, including a 3 of spades.

Since we are counting the same card (3 of spades) twice, there are actually

distinct cards that fit the criteria of being either a spade or a 3.

Since any of the 52 cards is equally likely to be drawn, the probability that it is a spade or a 3, is

We know that and .

Because 90 falls is approximately halfway between 81 and 100, the square root of 90 is approximately halfway between 9 and 10, or 9.5.

Real numbers can be found anywhere on a continuous number line ranging from negative infinity to positive infinity; therefore, all of the numbers are real numbers.

To place in order, first we must find a common denominator and convert all fractions to that denominator.

have a common denominator of .

have a common denominator of .

have a common denominator of .

Therefore we can use common denominators to make all of the fractions look similar. Then the ordering becomes trivial.

For percent problems there are verbal cues:

"IS" means equals and "OF" means multiplication.

Then the equation to solve becomes:

To find the distance on a number line:

We are looking for a number that is not real.

, , and are irrational numbers, but they are still real.

Then, is equivalent to by the rules of complex numbers. Thus, it is also real.

That leaves us with: which in fact is imaginary (since no real number multiplied by itself yields a negative number) and simplifies to .

How many cards in the deck are either a spade or a 3?

There are thirteen spades, including a 3 of spades.

There are four 3's, including a 3 of spades.

Since we are counting the same card (3 of spades) twice, there are actually

distinct cards that fit the criteria of being either a spade or a 3.

Since any of the 52 cards is equally likely to be drawn, the probability that it is a spade or a 3, is

We know that and .

Because 90 falls is approximately halfway between 81 and 100, the square root of 90 is approximately halfway between 9 and 10, or 9.5.

Real numbers can be found anywhere on a continuous number line ranging from negative infinity to positive infinity; therefore, all of the numbers are real numbers.

To place in order, first we must find a common denominator and convert all fractions to that denominator.

have a common denominator of .

have a common denominator of .

have a common denominator of .

Therefore we can use common denominators to make all of the fractions look similar. Then the ordering becomes trivial.

For percent problems there are verbal cues:

"IS" means equals and "OF" means multiplication.

Then the equation to solve becomes:

To find the distance on a number line:

How many cards in the deck are either a spade or a 3?

There are thirteen spades, including a 3 of spades.

There are four 3's, including a 3 of spades.

Since we are counting the same card (3 of spades) twice, there are actually

distinct cards that fit the criteria of being either a spade or a 3.

Since any of the 52 cards is equally likely to be drawn, the probability that it is a spade or a 3, is

We know that and .

Because 90 falls is approximately halfway between 81 and 100, the square root of 90 is approximately halfway between 9 and 10, or 9.5.

Real numbers can be found anywhere on a continuous number line ranging from negative infinity to positive infinity; therefore, all of the numbers are real numbers.

To place in order, first we must find a common denominator and convert all fractions to that denominator.

have a common denominator of .

have a common denominator of .

have a common denominator of .

Therefore we can use common denominators to make all of the fractions look similar. Then the ordering becomes trivial.

For percent problems there are verbal cues:

"IS" means equals and "OF" means multiplication.

Then the equation to solve becomes: