Other Math Answers

a.     Make an example of one topic in mathematics and illustrate this difference as far as strategic competence is concerned. How is a learner strategically competent, and how is a teacher strategically component?

learner:

Teacher:

A competitive frim has the following production function, q=-6K-3L²-4KL +60K 34L. Where p is the market price, w is the wage, and r is the rental rate of capital, then:

+

a. Write down the firm's profit function.

b. Derive the hotelling's lemma

Describe how you measured the biomass (primary production) in a terrestrial ecosystem and how you estimated the carrying capacity for a large herbivore / assume you are calculating the carrying capacity (stocking rate) for onagers in an area and the production you calculated in the lab – show and describe each step of your calculation 

1.1  What skills and prior knowledge does a learner need to have before they can understand the steps that you have set out in 1.1? List eight skills/knowledge aspects and explain how these are relevant to the proof in 1.1.

Evaluation at every step, through immediate feedback, should form part of teaching- learning process. Explain this statement in the context of each, teaching- learning of place-value. Further give three distinct multiple assessment techniques for evaluation in the context given.

1. " mathematics is a language that make use of symbols and notations to describe numerical ,geometric and graphical relationships. Identity key concepts from this definition.

QUESTION I NEED HELP WITH I can show on the number line the exact point where the answer to square root 8 is because 4x4=8

Concept(s)/aspect(s) involved (1) Reason/explanation (1)

(QUESTION AND EXAMPLE ADDED BELOW)

Complete the table with learner responses in number. Some answers are right, some are wrong. In the second column, state which aspect of number sense did the learner display/not display. Two aspects/concepts may be mentioned like in the example. Then, explain your answer by giving a reason why you say so. Follow the example in the first row: 

EXAMPLE: Learner: “Five, seven, nine, ten, eleven, thirteen, fifteen…” Answer Concepts/aspects involved Learner had a problem with counting or with the concept of what is an even number. Reason/explanation She counted in odd numbers, then went from nine to ten, showing she could not skip count. Also, she did not realize that ten is an even number.

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A firm's total cost function is given     TC = 4 + 8Q − Q²                                

, and total revenue asTR = 50Q − 4Q²,

where Q is the number of units produced and sold (in thousands). How many units should be produced to maximize profit?

a.        14

b.        252

c.        7 000

d.        115 904