Hi I have 2 math tests (geometry) that I need help with. They’ll be easy for anybody that understands math. If you’re not actually going to do them or hate math as much as I do please don’t offer to help it’s just a waste of time. They’re in the form of screenshots and I numbered them so you don’t lose your place. (If you end up helping me please number your answers so it’s not super confusing)

Thank you to anyone who offers to help!

TEST #1

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2- http://prntscr.com/cgt686
3- http://prntscr.com/cgt6co
4- http://prntscr.com/cgt6ok
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6- http://prntscr.com/cgt79z
7- http://prntscr.com/cgt7ev
8- http://prntscr.com/cgt7i7
9- http://prntscr.com/cgt7mm
10 – http://prntscr.com/cgt7qk

TEST #2

1- http://prntscr.com/cgt8oy
2- http://prntscr.com/cgt8ur
3- http://prntscr.com/cgt94f
4- http://prntscr.com/cgt9am
5- http://prntscr.com/cgt9ek
6- http://prntscr.com/cgt9u1
7- http://prntscr.com/cgt9yk
8- http://prntscr.com/cgta3n
9- http://prntscr.com/cgta8q
10- http://prntscr.com/cgtad2
11- http://prntscr.com/cgtahf
12- http://prntscr.com/cgtam4

Geometry

An important element of learning is to connect mathematical concepts with physical concepts. Graphical representations of mathematical functions will allow you to visualize the meaning and power of mathematical equations. The power of computer programs and graphing calculators provide a more thorough connection between algebraic equations and visual representation, which will increase appreciation and understanding of mathematical language. In this task, you will be making connections between algebraic equations and graphical representations.

Task 1:

A.    Complete the following graphs:
1.    Graph the following values on a single number line.
•    Value 1: 1
•    Value 2: 0
•    Value 3: –6
•    Value 4: 3/4
•    Value 5: –1.7
2.    Graph the following points on a single coordinate plane. Make sure to include labels for each quadrant of the coordinate plane.
• Point 1: (3, –2)
• Point 2: (0, 0)
• Point 3: (–1, 7)
• Point 4: (3, 5)
• Point 5: (–4, –5)
3.    Graph the following functions on separate coordinate planes.
•    Function 1: y= 2x – 1
•    Function 2: y= (–3/4)x + 5
•    Function 3: y= x2 – 4
•    Function 4: y= –3×2 – 6x – 5
a.    In each graph, label each axis of the coordinate plane. Additionally, label each
intercept as “x-intercept” or “y-intercept” and include the ordered pair.
•    Whenever applicable, label the vertex as “vertex” and include the ordered pair.

B.    If you use sources, include all in-text citations and references in APA format.

You will use the following situation to complete your task:

A man shines a laser beam from a third-story window of a building onto the pavement below. The path of the laser beam is represented by the equation y = –(2/3)x + 30. In this problem, y represents the height above the ground, and x represents the distance from the face of the building. All height and distance measurements are in feet.

Task 2:

A.    Use the situation above to complete parts A1 through A5.
1.    Find the x-intercept and y-intercept of the given equation algebraically, showing all work.
2.    Graph the given equation.
•    Label each axis of the coordinate plane with descriptive labels.
•    Label each intercept as “x-intercept” or “y-intercept” and include the ordered pair.

3.    Identify the points on the graph that most accurately represent the following:
•    The location of the third-story window as an ordered pair.
•    The location where the laser beam hits the ground as an ordered pair.

4.    Determine the height of the laser beam 30 feet away from the face of the building.
a. Explain the process used to solve this problem algebraically or graphically, showing all work.
5.    Determine which quadrant(s) is(are) relevant to this problem.
a. Explain whether the graph is a reasonable visual representation of the path of the laser beam, based on attributes of the story problem and the nature of the graph.

You will use the following situation to complete your task:

A person is planning on saving money according to a rigid savings schedule. Saving plan A is to make an initial deposit of $400 and then deposit $20 per month into the account. Saving plan B is to make an initial deposit of $600 and then deposit $10 per month into the account. For ease of calculation, assume that no interest is earned on money deposited into the account.

Task 3:

Note: Typing your responses to task prompts in a word processor and creating your  graphics from a template file or in a spreadsheet application is highly recommended for this task. You may, however, submit hand-written work and hand-crafted graphs for your initial submission as well as all resubmissions as long as your work is legible, clear, and organized.

A.    Use the above situation to complete parts A1 through A4:

1.    Provide an algebraic representation of the account balance (y) for each of the two savings plans.

Note: Use the variable x to represent the number of months.

2.    Solve the system of equations algebraically to determine when the two savings plans yield identical balances and state this balance.

3.    Graph the system of equations on a single coordinate plane to illustrate the graphical solution.
•    Label each axis of the coordinate plane with descriptive labels.
•    Label each relevant intercept as “x-intercept” or “y-intercept” and include the ordered pair.
•    Label the graphical solution of the system of equations as “solution” and include
the ordered pair.
•    In a legend, indicate which saving plan and which equation corresponds with each line.
•    Use the graph to determine the following:
1.    Determine which plan yields the greatest balance if the person stops saving after 14 months.
2.    Determine which plan yields the greatest balance if the person stops saving
after 23 months.

4.    Explain which quadrant(s) of the graph is/are relevant to this problem.

Introduction:

This task is focused on developing a logical progression of steps to develop a reasonable and complete geometric proof.

Task 4:

A.    Complete the attached “Isosceles Proof” using the two-column proof provided.

Note:  The number of rows provided in the proof table above is arbitrary and not necessarily representative of the number of statements needed to complete this proof logically.

Introduction:

“Mathematical literacy is an individual’s capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgments, and to use and engage with mathematics in ways that meet the needs of that individual’s life as a constructive, concerned, and reflective citizen” (2003).

Individuals encounter countless situations in day-to-day life that require a strong mathematical foundation in order to make informed decisions.

Shown below are four real-world situations that one might encounter in day-to-day life. Each situation requires a mathematical comparison of cost options in order to determine which is best for a consumer (e.g., customer or person).
•    A customer’s current cell phone plan is set to expire soon. The provider offers a plan providing the client with unlimited anytime minute usage for a flat fee. The same provider also offers a plan providing the client with a limited number of anytime minutes for a lesser flat fee, but overage charges apply if customer usage surpasses a
specified minute cap. Determine which plan is most advantageous for the customer based upon the customer’s needs.
•    An outfitter is looking for the best option for purchasing food supplies for an upcoming
backpacking trip. A bulk foods purchase can be made at a buyer’s club with membership fees. The same goods can be purchased at a conventional supermarket. Determine which option is most advantageous for the outfitter based upon the outfitter’s needs.
•    Compare a yearly pass with a daily pass at a health club, zoo, museum, or theme park to determine which option is most advantageous for a customer based upon the
customer’s needs.
•    A student is looking for the best option in purchasing school supplies. Company A is offering a discount for every dollar amount spent; Company B is offering a higher
discount than Company A, but the discount is applicable only for every dollar amount
spent above a specified amount. Determine which company is more advantageous based upon the student’s needs.

Note: This task should be completed in a word-processing program and submitted as a *pdf (Portable Document Format) file.

Task 5:

A.    Create a story problem using one of the above real-world scenarios as a basis, including realistic numeric values, by doing the following:
1.    Describe the real-world problem.
2.    Explain all needs (e.g., financial, non-financial, situational) of the hypothetical consumer.
3.    Discuss two cost options that are being considered.

B.    Analyze the cost of each option algebraically by doing the following:
1.    Develop an algebraic equation(s) with clearly defined variables to represent the cost of each option.

Note: In some circumstances, a single cost option may require two equations

2.    Explain the reasoning process used to translate the written description of each cost option into algebraic equations.
3.    Solve the system of equations algebraically to determine where the two cost options are equivalent, showing all work.
a.    Explain each step used to solve the system of equations. Include the following in your explanation:
•    All mathematical operations used to solve the system of equations
•    The solution(s) of the system of equations in ordered-pair notation

C.    Depict the real-world problem on a single graph, using appropriate graphing software (e.g., Excel).

Note: For this task, your graph must be computer-generated rather than drawn by hand on graphing paper or crafted as art within a computer program. Spreadsheet applications, such as Microsoft Excel and OpenOffice Calc, are highly recommended for this activity. If you do not already have access to a graphing application, or if you do not know how to use the graphing application you have access to, please visit the QLT1 Course of Study and consult with a QLT1 course mentor.

Include the following details in your graphical representation of the real-world problem:
•    Label each axis of the coordinate plane with descriptive labels.
•    Label all graphical solution(s) of the system of equations as “solution” and include the ordered pair.
•    In a legend, indicate which cost option corresponds with each line.

D.    Discuss a decision-making process that is based on both mathematical reasoning and non-financial, or situational, considerations. Your discussion should include the following:
•    How financial information gleaned from your algebraic and graphical analyses can be used to determine the conditions for choosing cost option A over cost option B
and vice versa
•    How non-financial, or situational, considerations can impact the decision-making process
1.    Discuss a final recommendation that states the option that most closely meets the consumer’s financial needs and non-financial considerations.
E.    If you use sources, include all in-text citations and references in APA format.

Geometry

An important element of learning is to connect mathematical concepts with physical concepts. Graphical representations of mathematical functions will allow you to visualize the meaning and power of mathematical equations. The power of computer programs and graphing calculators provide a more thorough connection between algebraic equations and visual representation, which will increase appreciation and understanding of mathematical language. In this task, you will be making connections between algebraic equations and graphical representations.

Task 1:

A.    Complete the following graphs:
1.    Graph the following values on a single number line.
•    Value 1: 1
•    Value 2: 0
•    Value 3: –6
•    Value 4: 3/4
•    Value 5: –1.7
2.    Graph the following points on a single coordinate plane. Make sure to include labels for each quadrant of the coordinate plane.
• Point 1: (3, –2)
• Point 2: (0, 0)
• Point 3: (–1, 7)
• Point 4: (3, 5)
• Point 5: (–4, –5)
3.    Graph the following functions on separate coordinate planes.
•    Function 1: y= 2x – 1
•    Function 2: y= (–3/4)x + 5
•    Function 3: y= x2 – 4
•    Function 4: y= –3×2 – 6x – 5
a.    In each graph, label each axis of the coordinate plane. Additionally, label each
intercept as “x-intercept” or “y-intercept” and include the ordered pair.
•    Whenever applicable, label the vertex as “vertex” and include the ordered pair.

B.    If you use sources, include all in-text citations and references in APA format.

You will use the following situation to complete your task:

A man shines a laser beam from a third-story window of a building onto the pavement below. The path of the laser beam is represented by the equation y = –(2/3)x + 30. In this problem, y represents the height above the ground, and x represents the distance from the face of the building. All height and distance measurements are in feet.

Task 2:

A.    Use the situation above to complete parts A1 through A5.
1.    Find the x-intercept and y-intercept of the given equation algebraically, showing all work.
2.    Graph the given equation.
•    Label each axis of the coordinate plane with descriptive labels.
•    Label each intercept as “x-intercept” or “y-intercept” and include the ordered pair.

3.    Identify the points on the graph that most accurately represent the following:
•    The location of the third-story window as an ordered pair.
•    The location where the laser beam hits the ground as an ordered pair.

4.    Determine the height of the laser beam 30 feet away from the face of the building.
a. Explain the process used to solve this problem algebraically or graphically, showing all work.
5.    Determine which quadrant(s) is(are) relevant to this problem.
a. Explain whether the graph is a reasonable visual representation of the path of the laser beam, based on attributes of the story problem and the nature of the graph.

You will use the following situation to complete your task:

A person is planning on saving money according to a rigid savings schedule. Saving plan A is to make an initial deposit of $400 and then deposit $20 per month into the account. Saving plan B is to make an initial deposit of $600 and then deposit $10 per month into the account. For ease of calculation, assume that no interest is earned on money deposited into the account.

Task 3:

Note: Typing your responses to task prompts in a word processor and creating your  graphics from a template file or in a spreadsheet application is highly recommended for this task. You may, however, submit hand-written work and hand-crafted graphs for your initial submission as well as all resubmissions as long as your work is legible, clear, and organized.

A.    Use the above situation to complete parts A1 through A4:

1.    Provide an algebraic representation of the account balance (y) for each of the two savings plans.

Note: Use the variable x to represent the number of months.

2.    Solve the system of equations algebraically to determine when the two savings plans yield identical balances and state this balance.

3.    Graph the system of equations on a single coordinate plane to illustrate the graphical solution.
•    Label each axis of the coordinate plane with descriptive labels.
•    Label each relevant intercept as “x-intercept” or “y-intercept” and include the ordered pair.
•    Label the graphical solution of the system of equations as “solution” and include
the ordered pair.
•    In a legend, indicate which saving plan and which equation corresponds with each line.
•    Use the graph to determine the following:
1.    Determine which plan yields the greatest balance if the person stops saving after 14 months.
2.    Determine which plan yields the greatest balance if the person stops saving
after 23 months.

4.    Explain which quadrant(s) of the graph is/are relevant to this problem.

Introduction:

This task is focused on developing a logical progression of steps to develop a reasonable and complete geometric proof.

Task 4:

A.    Complete the attached “Isosceles Proof” using the two-column proof provided.

Note:  The number of rows provided in the proof table above is arbitrary and not necessarily representative of the number of statements needed to complete this proof logically.

Introduction:

“Mathematical literacy is an individual’s capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgments, and to use and engage with mathematics in ways that meet the needs of that individual’s life as a constructive, concerned, and reflective citizen” (2003).

Individuals encounter countless situations in day-to-day life that require a strong mathematical foundation in order to make informed decisions.

Shown below are four real-world situations that one might encounter in day-to-day life. Each situation requires a mathematical comparison of cost options in order to determine which is best for a consumer (e.g., customer or person).
•    A customer’s current cell phone plan is set to expire soon. The provider offers a plan providing the client with unlimited anytime minute usage for a flat fee. The same provider also offers a plan providing the client with a limited number of anytime minutes for a lesser flat fee, but overage charges apply if customer usage surpasses a
specified minute cap. Determine which plan is most advantageous for the customer based upon the customer’s needs.
•    An outfitter is looking for the best option for purchasing food supplies for an upcoming
backpacking trip. A bulk foods purchase can be made at a buyer’s club with membership fees. The same goods can be purchased at a conventional supermarket. Determine which option is most advantageous for the outfitter based upon the outfitter’s needs.
•    Compare a yearly pass with a daily pass at a health club, zoo, museum, or theme park to determine which option is most advantageous for a customer based upon the
customer’s needs.
•    A student is looking for the best option in purchasing school supplies. Company A is offering a discount for every dollar amount spent; Company B is offering a higher
discount than Company A, but the discount is applicable only for every dollar amount
spent above a specified amount. Determine which company is more advantageous based upon the student’s needs.

Note: This task should be completed in a word-processing program and submitted as a *pdf (Portable Document Format) file.

Task 5:

A.    Create a story problem using one of the above real-world scenarios as a basis, including realistic numeric values, by doing the following:
1.    Describe the real-world problem.
2.    Explain all needs (e.g., financial, non-financial, situational) of the hypothetical consumer.
3.    Discuss two cost options that are being considered.

B.    Analyze the cost of each option algebraically by doing the following:
1.    Develop an algebraic equation(s) with clearly defined variables to represent the cost of each option.

Note: In some circumstances, a single cost option may require two equations

2.    Explain the reasoning process used to translate the written description of each cost option into algebraic equations.
3.    Solve the system of equations algebraically to determine where the two cost options are equivalent, showing all work.
a.    Explain each step used to solve the system of equations. Include the following in your explanation:
•    All mathematical operations used to solve the system of equations
•    The solution(s) of the system of equations in ordered-pair notation

C.    Depict the real-world problem on a single graph, using appropriate graphing software (e.g., Excel).

Note: For this task, your graph must be computer-generated rather than drawn by hand on graphing paper or crafted as art within a computer program. Spreadsheet applications, such as Microsoft Excel and OpenOffice Calc, are highly recommended for this activity. If you do not already have access to a graphing application, or if you do not know how to use the graphing application you have access to, please visit the QLT1 Course of Study and consult with a QLT1 course mentor.

Include the following details in your graphical representation of the real-world problem:
•    Label each axis of the coordinate plane with descriptive labels.
•    Label all graphical solution(s) of the system of equations as “solution” and include the ordered pair.
•    In a legend, indicate which cost option corresponds with each line.

D.    Discuss a decision-making process that is based on both mathematical reasoning and non-financial, or situational, considerations. Your discussion should include the following:
•    How financial information gleaned from your algebraic and graphical analyses can be used to determine the conditions for choosing cost option A over cost option B
and vice versa
•    How non-financial, or situational, considerations can impact the decision-making process
1.    Discuss a final recommendation that states the option that most closely meets the consumer’s financial needs and non-financial considerations.
E.    If you use sources, include all in-text citations and references in APA format.