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Edited - Long Quiz Math

1. The document is a mathematics quiz containing identification, true/false, and problem solving questions. 2. The identification section covers patterns, Fibonacci sequences, inductive/deductive reasoning, and other math concepts. 3. The true/false section contains statements about functions, relations, and number sequences. 4. The problem solving section includes a multi-step word problem, using a difference table to predict terms, and solving an equation using Polya's problem solving strategy.

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Luis Masangkay
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483 views2 pages

Edited - Long Quiz Math

1. The document is a mathematics quiz containing identification, true/false, and problem solving questions. 2. The identification section covers patterns, Fibonacci sequences, inductive/deductive reasoning, and other math concepts. 3. The true/false section contains statements about functions, relations, and number sequences. 4. The problem solving section includes a multi-step word problem, using a difference table to predict terms, and solving an equation using Polya's problem solving strategy.

Uploaded by

Luis Masangkay
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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LONG QUIZ

MATHEMATICS IN THE MODERN WORLD

SCORE/RATING: 45/
Date: OCTOBER 15,2020
NAME: ROMNICK ZURITA
YEAR/SECTION: BSIT 1-A

I. Identification
Direction: Determine and identify the given statements. Write your answer on the space provided before the number.

1.These are regular, repeated, or recurring forms or designs.


:Patterns
2.It indicates an imaginary line across an object and the resulting parts are mirror images of each other.
: Fibonacci Sequence
3.Snail’s shell is an example of what Pattern?
: Column
4.Given Fibonacci, Fib(1) = 1 and Fib(2) = 1; What is Fib(8)?
:Fib(8) = 21
5.Given Fibonacci, Fib(7) = 8 and Fib(9) = 21; What is Fib(8)?
: Fib(8) = 13
6.It is the process if reaching a general conclusion by examining specific examples.
: Inductive Reasoning
7.It is the process of reaching conclusion by applying general assumptions, procedures, or principles.
: Deductive Reasoning
8.Use inductive reasoning to predict the next number: 3, 6, 9, 12, 15, .
: 18
9.Use inductive reasoning to predict the next number: 1, 3, 6, 10, 15, .
: 21
10.The statement “All positive numbers are greater than zero.” Is an example of what statement?
: Integers

II. True or False


Direction: Identify whether the given statements are TRUE or FALSE. Write TRUE if the statement is correct and FALSE if
it is not. Write your answer on the space provide before the number.

1. Relation is a “one-to-many” Function.


: TRUE
2. Function is a “one-to-one” relation.
: TRUE
3. Function is a “many-to-one” relation.
: TRUE
4. The 7th term in the sequence 2, 5, 8, 11, … is 20.
: TRUE
5. The 6th term in the sequence 1, 2, 4, 8, … is 30.
: FALSE

III. Problem Solving


1. Follow the procedure: Pick a number. Multiply by 9, add 15 to the product, divide the sum by 3, add 5.(Show your
solution) Use deductive reasoning to make a conjecture. (5 points)
Step 1: original number :6
Step 2: multiply by :9 |9×6= 54
Step 3: add :15 |54+15= 69
Step 4: divide :3 |69÷3= 23
Step 5: add :5 |23+5 = 28
CONJECTURE/CONCLUSION: I started with 6 and followed the produce or step to produce 28.
2. Use a difference table to predict the next term (5pts)
a. -4, -1, 14, 47, 104, 191, 314, ?
Sequence -4, -1, 14, 47, 104, 191, 31 479
\/ \ / \ / \ / \ / \ / \ /
1st Difference 3 15 33 57 87 123 165
\ / \ / \ / \ / \ / \ /
2nd Difference 12 18 24 30 36 42
\ / \ / \ / \ / \ /
3rd Difference 6 6 6 6 6

3. Use Polya’s Problem-Solving Strategy. (20 points)


Melody picks a number. She doubles the number, squares the result, divides the square by 3, subtracts 30 from the
quotient, and gets 18. What are the possible numbers that melody could have picked? What operation does Melody
perform that prevents us from knowing 100% certainty which number she picked?
Understand the problem: (5 points)
: The operation that prevent us from knowing us 100% certainty the number Melody had picked is multiplication which
is implied by the phase “double the number”.
Devise a plan: (5 points)
: Let x be the number Melody had chosen. Thus, doubling the number will give 2x, squaring this will result to 2x²2 which
equals to 4x².
Carry out the plan: (5 points)
: Dividing the square of the number by 3 and subtracting 30 from its quotient will give:
4x²/3-30=18
Solving the equation will result to:
4x²/3=18+30
-4x²/3=48
Review the Solution: (5 points)
: Simplify the equation by multiplying both side of the equation by 3 to remove the denominator.
3(4x²/3)=3(48)
4x²=144
Divide both sides by 4 to get value of x.
x²=36
Extract the square root of 36, therefore x can be both -6 and 6.
Thus, the possible numbers that Melody could have picked are -6 and 6.

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