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# DISC MATH BUS&SOC S MATH 150

ISU

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This 2 page Class Notes was uploaded by Ms. Helen Sipes on Sunday September 27, 2015. The Class Notes belongs to MATH 150 at Iowa State University taught by Fritz Keinert in Fall. Since its upload, it has received 5 views. For similar materials see /class/214495/math-150-iowa-state-university in Mathematics (M) at Iowa State University.

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Date Created: 09/27/15

SI Showcase Leader Alarm Step Process in Problem Solving Com Math 150 Supplemental Instruction Instructor Kelnert Iowa State University Date Spring 09 Primary Goals of Activity 9 To show how to break down complex problems into simpler parts 9 To develop multistep thinking processes in common types reoccurring of problems Resources Needed 9 Chapter notes scratch paper text book Preparation Instructions Brie y go through the chapter and make list of steps 1 to to use when solving a problem based on a new concept If possible create a diagram to help for the core concept of the problem Session Instructions 1 When students ask a problem read through the problem carefully with the students 2 Point out what mathematical concept is needed to solve the problem This gives them the big picture so students are not stumped when they see a similar problem next time If it is a word problem circle any given conditions or important constraints and rewrite them in mathematical notations Some people have difficulties in this step which makes word problems more intimidating than other ones De ning variables is also another challenge Let them know how to identify both what the problem is actually asking for and what we need to get there Once the variables are de ned and the objective equation is set up use a diagram matrix or any other visual aid to show the relationships between variables This also helps to make the numbers look more friendly Refer back to notes or text book to give them the general outline of the steps in this particular type of problem This encourages students to use their text book when making a list of steps for different problems later Discussion among students always helps The point is to provoke them to think and point out the error prone areas for each student So later they remember where to be careful of when they come to a similar type of question E 4 V39 Example Step 1 Problem A survey of 1200 people in a certain city indicate that 850 own microwave ovens 740 own DVD players and 580 own microwave ovens and DVD players A How many people in the survey own either a microwave oven or a DVD player B How many own neither a microwave oven nor a DVD player C How many own a microwave oven and do not own a DVD player Step 2 What type of problem is this 9 Set problem Step 3 Defining variables Set A people owning microwave ovens Set B people owning DVD players Set U people being surveyed Mathematical notations nA 850 Supplemental Instruction 1060 HixsonLied Student Success Center 39239 2946624 39239 wwwsiiastateedu nB 740 nU 1200 nAnB 580 Step 4 Venn Diagram 7030 A U A Zoa L70 5o rboQ0 Problem A is asking for the number of elements in either A or B which is the sum of the regions of set A and B This can be notated as nAUB You can use a formula for this to calculate with raw numbers The formula is nAUB nA nB 7 nAnB nAUB 850 740 7 580 1010 Alternatively the venn diagram shows that we can simply subtract the overlapping region from each set which gives us the numbers of pure A and pure B and add the numbers inside sets A and B to nd the answer 270 580 190 1010 Problem B is asking for the number of elements that are neither in A or B This is the area outside of both sets and is notated as nAUB As in the diagram this can be calculated by subtracting the numbers inside both sets from the total set U which is 190 Problem C asks for number of elements in A but not in B This is the pure A region of the diagram which is notated as nA B or nAnB We ve already calculated this in part B which is 270 I hope this information was useful

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