Part 1 Why do we make mistakes?   The old adage that "nobody is perfect" is certainly true but we can LEARN from our mistakes.   Start to analyze your mistakes. By increasing your awareness of the type of mistakes that you make the most often, you will begin to make them less often. Conceptual Error:  The error is due to a misunderstanding of a concept.  Name the concept, at least to yourself.  For example, the concept might be finding the absolute value of a number.  The process of naming the concept will help you to find additional information about that concept and strengthen your understanding. Calculation Error:  In your judgment, you understood the concept or concepts involved but you made a miscalculation.  Name the type of calculation error.  For example, a type of calculation error might be that you applied the wrong rule for adding signed numbers or that you rounded the number incorrectly. Transcription Error:  The error resulted from miscopying of the problem or miscopying a portion of the problem from one step to another. Identify the transcription error. For example, you may have copied the wrong problem or copied part of one problem and part of another.  Another common transcription error is to leave out a number or sign as you copy from one line to the next.   Interpretation Error. We answer the wrong question or do not answer all the questions.We often find ourselves anticipating what a problem is asking us to do without carefully reading the instructions.  For example, you might be asked to give the new amount in a percent increase problem instead of just the amount of increase.   TASKS 1.    Identify the types of errors listed above  that you make most often and explain what strategy you will use to minimize making this type of error in the future.  2.  What you have learned by analyzing your mistakes? Part 2 Is your confidence level at being able to do math rising from when you signed up for the course?   If so – what is contributing to that rise?   If not – what additional support do you need?

Welcome to Module 8! Last week we studied and analyzed exponential and logarithmic equations and their applications. We also reviewed exponential growth and decay models and applied them to real-world contexts.In Module 8, we will focus on solving systems of two equations in two variables. We will discuss three different approaches for solving this type of system of equations. Additionally, we will learn how to solve systems of three equations in three variables using Gaussian elimination.Note 1:Please make sure you review all the previous comments before you submit your post, to avoid identical examples or work.Note 2:As I mentioned in other posts, it would be ideal if you can submit your peer responses on different days, after your initial post. The order is important, as I need time to review your initial posts, and you need to remain active, and visible, on the discussion board, throughout the entire week.Note 3:Please post and mark your answers in the given task order (1, 2, and 3) for an easy review and understanding of your assignment work. Please show detailed work and explanations instead of final answers.Learning Outcomes:Solve systems of linear equations in two variables by graphing.Solve systems of linear equations in two variables by substitution.Solve systems of linear equations in two variables by elimination.Solve systems of linear equations in three variables with Gaussian elimination.Solve application problems involving systems of equations.Make sure you read Sections 7.1, 7.2, and 7.6 in the course textbook and follow the examples outlined there. Also, work through the examples shown in the additional required readings. Practice makes perfect!Next, attempt the Opening Exercises before engaging with the personalized lecture where you will complete Check Your Understanding that will help you navigate the various sections. Once you feel ready, you can attempt the Mastery Exercises that can be found in Knewton alta.This week you will also have a final exam. Set aside some time to complete the final exam review (preview) in Knewton alta this week, so you are prepared for the final exam due at the end of this week.Required materials:Sections 7.1, 7.2, and 7.6 in College Algebra, AbramsonChapter 4 in Beginning and Intermediate AlgebraSections 8.1 and 8.2 in College Algebra, Stitz============================================================================================================Your task for this discussion is as follows:Write a system of two linear equations that model something from your daily life.Solve the system of equations in two ways.Discuss which method you liked better and why.In your responses to peers, compare and contrast your preferences for how to solve systems of equations.

1. Let X be a standard normal random variable. Find P(X < 0). Express your answer as a decimal. 2. Let X be a standard normal random variable. Find P(X ? -2.27). Express your answer as a decimal. 3. Let X be a standard normal random variable. Find P(X > 2.82). Express your answer as a decimal. 4. Let X be a standard normal random variable. Find P(-1.20 < X < 1.74). Express your answer as a decimal. 5. Assume that thermometer readings are normally distributed with a mean of 0 degrees Celsius and a standard deviation of 1 degree Celsius. A thermometer is randomly selected and tested. Find the temperature reading that separates the bottom 93.7% from the top 6.3%. Round your answer to the nearest hundredth. 6. Assume that thermometer readings are normally distributed with a mean of 0 degrees Celsius and a standard deviation of 1 degree Celsius. A thermometer is randomly selected and tested. Find the temperature reading that separates the bottom 40.9% from the top 59.1%. Round your answer to the nearest hundredth. 7. A radar unit is used to measure speeds of cars on a motorway. The speeds are normally distributed with a mean of 90 km/hr and a standard deviation of 10 km/hr. What is the probability that a car picked at random is travelling at more than 100 km/hr? Round your answer to the nearest thousandth. 8. A survey by the National Retail Federation found that women spend on average $146.21 for the Christmas holidays. Assume the standard deviation is $29.44. Find the percentage of women who spend less than $160.00. Assume the variable is normally distributed. Express the answer in the form of a percentage (do not include % sign in your answer). Round your answer to the nearest hundredth. 9. Each month, an American household generates an average of 28 pounds of newspaper for garbage or recycling. Assume the standard deviation is 2 pounds. If a household is selected at random, find the probability of its generation between 27 and 31 pounds per month. Assume the variable is normally distributed. Express your answer as a percentage. (do not include % sign in your answer). Round your answer to the nearest hundredth. 10. The national average SAT score (for Verbal and Math) is 1028. If we assume a normal distribution with standard deviation 92, what is the probability that a randomly selected score exceeds 1200? Express your answer as a decimal. Round your answer to the nearest hundredth. 11. To qualify for a police academy, candidates must score in the top 10% on a general abilities test. The test has a mean of 200 and a standard deviation of 20. Find the lowest possible score to qualify. Assume the test scores are normally distributed and that only whole number scores are possible. 12. The average price of a personal computer is $949. If the computer prices are normally distributed with a standard deviation of $100, the least expensive 10% of personal computers cost less than what amount? Round your answer to the nearest dollar. https://archive.org/details/Elementary_Statistics_A_Step_by_Step_Approach_7th_Edition_by_Allan_G._Blumanheres a link to the free online version