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At times we consider only the magnitude of the number without attaching much importance to its direction. Under these circumstances the sign attached with the number becomes redundant. This concept can also be expressed in terms of the absolute value of a number. The absolute value is nothing but the magnitude of the real number. In this context, the absolute value can never be negative as distance cannot be negative. That is |-3| = |+3| = 3.
The same concept when considered in the light of real numbers will be
|-x| = x, if x < 0
|x| = x, if x > 0.
Apart from these sets we also have even numbers, odd numbers, prime and composite numbers. A number is defined as an even number if it is exactly divisible by 2 otherwise, it is an odd number. A number is said to be a prime number if it has its factors as 1 and itself. That is, if we observe the factors of numbers like 2, 3, 5, 7, 11 etc. we find that they do not have other factors other than 1 and themselves. Numbers like 4, 15 and 96 which have factors other than 1 and itself are called composite numbers.
Write a procedure to obtain the inverse of an n by n matrix usingGaussian elimination. (You cannot use A - 1 or any of the built-in packages like 'MatrixInverse'.) Output any a
1. Find the third and fourth derivatives of the function Y=5x 7 +3x-6-17x -3 2. Find the Tangent to the curve Y= 5x 3 +2x-1 At the point where x = 2.
(a) Derive the Marshalian demand functions and the indirect utility function for the following utility function: u(x1, x2, x3) = x1 1/6 x2 1/6 x3 1/6 x1≥ 0, x2≥0,x3≥ 0
Players and spectators enter a ballpark according to independent Poisson processes having respective rates 5 and 20 per hour. Starting at an arbitrary time, compute the probability
4.2^2x+1-9.2^x+1=0
Determine and classify all the critical points of the given function. Described the intervals where function is increasing & decreasing. Solution: Firstly we'll require
(a) An unordered pair fm; ng with 1 ≤ m ≠ n ≤ 6 is called a duad. List the 15 duads. (b) There are 15 ways to partition {1, ......, 6 } into 3 duads, such as { {1; 2}, {3, 4},
Objectives After studying this unit, you should be able to 1. evolve and use alternative activities to clarify the learner's conceptual 2. understanding of ones/tens/hu
Grouping - situations in which we need to find the number of portions of a given size which can be obtained from a given quantity. (e.g., if there are 50 children in a class and t
FORMULAS DERIVATION
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