Weekly Course Announcements

Welcome Announcement

Week 1

Week 2 Week 3 Week 4

Week 5 Week 6 Week 7 Week 8 Week 9

Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Week 16

Welcome to MATH 2132: Understanding Elemntary Math I

Great Students,

Greetings to everyone.
Welcome to our class. It is great to have you on board.

I am Samuel Chukwuemeka, your instructor for the class. Please do not bite your tongue trying to pronounce my last name 😊
You can call me Mr. Samuel or Mr. C.
Chukwuemeka is a name of Ibo tribe in Nigeria.
Chukwu means GOD; emeka means has done a lot.
So, Chukwuemeka means GOD has done a lot for me.
I have a Bachelor of Engineering degree in Civil Engineering, an Associate in Applied Technology degree in Computer Information Systems, a Master of Education degree in Mathematics Education, and a Master of Science degree in Computer Science. I have taught several mathematics courses at several secondary schools, colleges, and universities for 15 years.
My personal quote is: The Joy of a Teacher is the Success of his Students.
Yes, I mean it. I want you to succeed in your academic profession and I want to be part of that success.

We shall cover these topics: Problem Solving; Numbers and Numeration Systems; Number Theory; Integers; Rational Numbers and Proportional Reasoning; Rational Numbers as Decimals, and Percent among others.
We shall apply the knowledge of the topics to real-world problems.
Procrastination is inimical to time. It is important to complete each assessment by the due date. I would plan my time accordingly.

May you please do the following tasks?
Review the course syllabus and all the information in the course.
Weekly Office Hours/Live Sessions will be held on Fridays from 10:30 am – 11:30 am MDT.
Click the invite link (https://wnmu.zoom.us/j/89080119210) and join each week.
There will be a recording of the sessions, so we ask that you do not say or type any information that is insensitive to someone else.
The sessions are optional, however, please make plans to attend.
If the day and time do not suit your schedule, no worries. You can always send an email to me, and we shall communicate accordingly.
Ensure you review all the information for each page and each module. Complete every assessment as applicable. Do not skip.
Feel free to ask questions. I am here to help.
Thank you.

SamDom For Peace

Mathematically Yours,
Samuel Chukwuemeka
Working together for success

Welcome to Week 1: Critical Thinking; Problem Solving; Sequences

Great Students,

Greetings to everyone.
Welcome to Module 1.

One of the skills required for teaching and learning is Critical Thinking skill.
We are encouraged to ask questions or assign tasks/activities that promote critical thinking.
Critical thinking involves the use of our senses to solve problems, or at the mininmum, state ways/directions to solve problems.
In that regard, for this week, we shall solve problems that involve critical thinking.
Further, we shall discuss the topic of Sequences .
May I tell you a story regarding the first type of sequence? : the Arithmetic Sequence
Yes, I tell stories too 😊

It's 2019
A family of the Dad, Mom, Daughter, Son
The son was not at home.

Daughter: Good morning Dad
Dad: Good morning little angel.
How are you?
Daughter: I am okay...but not really okay
Dad: What is the problem this time?
Daughter: I celebrate my birthday every year but my brother does not
It's been 3 years since we had his birthday
Why is that? ...speaking like an American lol
And I'm sure he has not joined Jehovah's witnesses
Dad: Where did you get your "smart mouth" from?
Daughter: From you, of course
Dad: No, you got your intelligence from me...
but you got your smart mouth from your Mom.
Daughter: Dad!
I am going to ask Mom why we do not celebrate Jude's birthday...
and I'm going to tell her what you said

She runs to her Mom

Daughter: Good morning Mom
Mom: Good morning my princess.
You are wonderful this morning.
Daughter: Hmmm...are you sure...cause I'm not
Mom: Come on, my dear; what's the problem?
Anyway, what should you say when you receive a complement?
Daughter: Thank you Mom.
What about Jude's birthday?
I celebrate my birthday every year.
But, what about my brother, Jude?
It's been many years since we celebrated his birthday.
I want us to celebrate his birthday every year.
Mom: My dear, your brother was born in a leap year
His birthday is on 29th February
Each leap year has 29 days rather than 28 days
A leap year comes up every four years
Your brother's birthday is like a sequence...every four years....
Bring it to Mathematics
It is a Sequence
An Arithmetic Sequence
where the common difference is 4
When was the last time we had Jude's birthday?
Daughter: In 2016
...continue with the story: https://mathematicseducation.appspot.com/Sequences/sequences.html#stories

Welcome to Critical Thinking; Problem Solving; Sequences

May you please:
(1.) Review the Overview and Objectives.
(2.) Review the Readings/Assessments.
(3.) Complete the assessments initially due this week.
(4.) Participate in the Week 1 Discussion.
(5.) Attend the Live Sessions/Office Hours for this week.

Should you have any questions, please ask. I am here to help.
Thank you.

Samuel Chukwuemeka
Working together for success

Welcome to Week 2: Numbers and Numeration Systems

Great Students,

Greetings to everyone.
Welcome to Module 2.

In the previous module, we reviewed some questions that promote critical thinking and studied the patterns in arithmetic and geometric sequences.
In this module, we shall study the topic of Numbers.
Anything that deals with quantitative data (quantity) involves numbers.

How young are you?
What is your birthday?
How tall are you?
How much is the tuition per credit hour?
How many students are in your program?
How many states are in the United States of America?
What time is it?
...among others

All these questions deal with some amount of quantity. Hence, they are numbers. Do not forget the units. But let us focus on the numbers.
Some numbers are counted, while some numbers are measured.
Some numbers are positive, some numbers are negative. We have only one number that is neutral: neither positive nor negative.
Further, we have nonpositive numbers and nonnegative numbers.

Do you know the difference between positive numbers and nonnegative numbers?
What is the difference between negative numbers and nonpositive numbers?

Next, we shall discuss several writing systems of expressing numbers.
These systems are called Numeration Systems (also known as Numeral Systems).
There are many numeral systems, but we shall discuss a few of them including it's pros and cons.
Be it as it may, for mathematicians/mathematics educators to work together, there is the need to adopt a standard system for expressing numbers and performing arithmetic operations on numbers.
What is the name of this standard system? Why was it adopted?

Welcome to Numbers and Numeration Systems

May you please:
(1.) Review the Overview and Objectives.
(2.) Review the Readings/Assessments.
(3.) Complete the assessments initially due this week.
(4.) Participate in the Week 2 Discussion.
(5.) Attend the Live Sessions/Office Hours for this week.

Should you have any questions, please ask. I am here to help.
Thank you.

Samuel Chukwuemeka
Working together for success

Welcome to Week 3: Numbers and Numeration Systems (Continued)

Great Students,

Greetings to everyone.
Welcome to Module 3.

In the previous module, we studied the topic of numbers and numeral systems.
In this module, we shall continue our study on numbers and numeration systems.
Specifically, we shall add and subtract whole numbers in several numeration systems.
We shall also solve applied problems on the addition and subtraction of whole numbers.

May you please:
(1.) Review the Overview and Objectives.
(2.) Review the Readings/Assessments.
(3.) Complete the assessments initially due this week.
(4.) Participate in the Week 3 Discussion.
(5.) Attend the Live Sessions/Office Hours for this week.

Should you have any questions, please ask. I am here to help.
Thank you.

Samuel Chukwuemeka
Working together for success

Welcome to Week 4: Numbers and Numeration Systems (Continued)

Great Students,

Greetings to everyone.
Welcome to Module 4.

In this module, we shall continue our study on numbers and numeration systems.
We shall review the inverse relationship between addition and subtraction, as well as the models used to develop addition and subtraction.
We shall also multiply whole numbers in several numeration systems, and solve applied problems on the multiplication of whole numbers.

May you please:
(1.) Review the Overview and Objectives.
(2.) Review the Readings/Assessments.
(3.) Complete the assessments initially due this week.
(4.) Participate in the Week 4 Discussion.
(5.) Attend the Live Sessions/Office Hours for this week.

Should you have any questions, please ask. I am here to help.
Thank you.

Samuel Chukwuemeka
Working together for success

Welcome to Week 5: Numbers and Numeration Systems (Continued)

Great Students,

Greetings to everyone.
Welcome to Module 5.

In this module, we shall continue our study on numbers and numeration systems.
We shall review the inverse relationship between multiplication and division, as well as the models used to develop multiplication and division.
We shall also divide whole numbers in several numeration systems, and solve applied problems on the division of whole numbers.

May you please:
(1.) Review the Overview and Objectives.
(2.) Review the Readings/Assessments.
(3.) Complete the assessments initially due this week.
(4.) Participate in the Week 5 Discussion.
(5.) Attend the Live Sessions/Office Hours for this week.

Should you have any questions, please ask. I am here to help.
Thank you.

Samuel Chukwuemeka
Working together for success

Welcome to Week 6: Divisibility of/by Numbers

Great Students,

Greetings to everyone.
Welcome to Module 6.

We reviewed the Multiplication and Division of whole numbers in the previous module.
This module, we shall begin an important topic in Mathematics/Discrete Mathematics known as Number Theory.
Recall the division process:

$ \dfrac{Dividend}{Divisor} = Quotient + Remainder \\[3ex] $ If the remainder is zero (if there is no remainder), we know that:
(1.) The dividend is divisible by the divisor.
(2.) The divisor is a factor of the dividend.
(3.) The dividend is a multiple of the divisor.

For example:

$ \dfrac{6}{2} = 3 \\[5ex] $ 6 is the dividend.
2 is the divisor.
3 is the quotient.
0 is the remainder.
6 is divisible by 2.
2 is a factor of 6.
6 is a multiple of 2.
So, we have noted these terms in this announcement: dividend, divisor, quotient, remainder, divisibility, factor, multiple.
But:
How do we know what kind of numbers:
are divisible by 2?
are divisible by 3?
can be divided by 4, 5, 6, 7, 8, 9, 10, and 11 without remainders?
Do those kind of numbers have some special features?? What are those features?

Welcome to Divisibility of/by Numbers.

May you please:
(1.) Review the Overview and Objectives.
(2.) Review the Readings/Assessments.
(3.) Complete the assessments initially due this week.
(4.) Participate in the Week 6 Discussion.
(5.) Attend the Live Sessions/Office Hours for this week.

Should you have any questions, please ask. I am here to help.
Thank you.

Samuel Chukwuemeka
Working together for success

Welcome to Week 7: Prime and Composite Numbers; Greatest Common Divisor and Least Common Multiple

Great Students,

Greetings to everyone.
Welcome to Module 7.

Last week, we discussed the divisibility of/by numbers in our introduction to Number Theory.
We reviewed some terms including factors and multiples.
This week, we shall continue our study on Number Theory by extending the concepts of factors and multiples:
(1.) to define the term: Prime Numbers also known as Primes (numbers that have only two factors: 1 and itself)

(2.) to define the term: Composite Numbers also known as Composites (numbers that have more than two factors)
For example:
2 is a prime. Factors are 1 and 2.
3 is a prime. Factors are 1 and 3.
5 is a prime. Factors are 1 and 5.
4 is a composite. Factors are 1, 2, and 4
6 is a composite. Factors are 1, 2, 3, and 6.

But what about 1?
1 has only one factor: 1
It does not have two factors.
Hence, it is not a prime because a prime must have only two factors.
Interestingly, 1 is a factor of every number. So, every number is a multiple of 1.
Recap: 1 is not a prime.

Definitions of Primes (Prime Numbers) and Composites (Composite Numbers) leads us to the:
Fundamental Theorem of Arithmetic which states that every integer greater than 1 is a prime, or a product of primes.
Keep in mind that the integer could be prime or composite.

$ 2 = 2 ...prime \\[3ex] 3 = 3 ...prime \\[3ex] 4 = 2 * 2 ...composite:\;\;product\;\;of\;\;primes \\[3ex] 5 = 5 ...prime \\[3ex] 6 = 2 * 3 ...composite:\;\;product\;\;of\;\;primes \\[3ex] $ (3.) to include the concept: Greatest Common Factor (GCF) also known as the Greatest Common Divisor (GCD) or the Greatest Common Measure (GCM)
For example: In the factorization of arithmetic and some algebraic expressions, why do we determine the greatest common factor?
Why don't we use any common factor? Why must we use the greatest common factor?

(4.) to include the concept: Least Common Multiple (LCM) also known as the Least Common Denominator (LCD).
For example: In the addition and subtraction of fractions, why do we find the least common denominator?
Why don't we use any common denominator? Why is it recommended to use the least common denominator?

...among several other applications.

Welcome to Prime and Composite Numbers; Greatest Common Divisor and Least Common Multiple.

May you please:
(1.) Review the Overview and Objectives.
(2.) Review the Readings/Assessments.
(3.) Complete the assessments initially due this week.
(4.) Participate in the Week 7 Discussion.
(5.) Attend the Live Sessions/Office Hours for this week.

Should you have any questions, please ask. I am here to help.
Thank you.

Samuel Chukwuemeka
Working together for success

Welcome to Week 8: Integers

Great Students,

Greetings to everyone.
Welcome to Module 8.

In Modules 2 – 4, we discussed the addition and subtraction of whole numbers.
In this module, we shall discuss the addition and subtraction of integers.
Further, we shall solve applied problems involving the addition and subtraction of integers.

But, what is the difference between a whole number and an integer?
Can we apply the same model used in the addition and subtraction of whole numbers, in the addition and subtraction of integers?

Welcome to the Addition and Subtraction of Integers.

May you please:
(1.) Review the Overview and Objectives.
(2.) Review the Readings/Assessments.
(3.) Complete the assessments initially due this week.
(4.) Participate in the Week 8 Discussion.
(5.) Attend the Live Sessions/Office Hours for this week.

Should you have any questions, please ask. I am here to help.
Thank you.

Samuel Chukwuemeka
Working together for success

Welcome to Week 9: Integers (Continued)

Great Students,

Greetings to everyone.
Welcome to Module 9.

We shall continue our study on Integers.
In the previous module, we discussed the addition and subtraction of integers.
In this module, we shall discuss the multiplication and division of integers. Further, we shall solve applied problems involving the multiplication and division of integers.

We already discussed the multiplication and division of whole numbers.
Can we apply the same model used in the multiplication and division of whole numbers, in the multiplication and division of integers?

Welcome to the Multiplication and Division of Integers.

May you please:
(1.) Review the Overview and Objectives.
(2.) Review the Readings/Assessments.
(3.) Complete the assessments initially due this week.
(4.) Participate in the Week 9 Discussion.
(5.) Attend the Live Sessions/Office Hours for this week.

Should you have any questions, please ask. I am here to help.
Thank you.

Samuel Chukwuemeka
Working together for success

Welcome to Week 10: Rational Numbers

Great Students,

Greetings to everyone.
Welcome to Module 10.

In the previous module, we discussed the multiplication and division of integers.
In this module, let us focus on the:
Division of two integers or the
Quotient of two integers or the
Ratio of two integers
provided the denominator is not zero.
This leads us to Rational Numbers.

A rational number is any number that can be written as a fraction where the denominator is not equal to zero.
We can also say that a rational number is a ratio of two integers where the denominator is not equal to zero.
(Keep in mind that we must always include that condition: ...where the denominator is not equal to zero.)
Why is that condition necessary? What happens if the denominator is zero?

A rational number can be written as:

$\dfrac{c}{d}$ where c and d are integers and d ≠ 0

It can be an integer. Why?
It can be a terminating decimal. Why?
It can be a repeating decimal. Why?
It cannot be a non-repeating decimal. Why?

Welcome to the Rational Numbers.

May you please:
(1.) Review the Overview and Objectives.
(2.) Review the Readings/Assessments.
(3.) Complete the assessments initially due this week.
(4.) Participate in the Week 10 Discussion.
(5.) Attend the Live Sessions/Office Hours for this week.

Should you have any questions, please ask. I am here to help.
Thank you.

Samuel Chukwuemeka
Working together for success

Welcome to Week 11: Arithmetic Operations on Rational Numbers

Great Students,

Greetings to everyone.
Welcome to Module 11.

In the previous module, we discussed the topic of Rational Numbers.
In this module, we shall continue our study on Rational Numbers by Adding, Subtracting, Multiplying and Dividing Rational Numbers.
Further, we shall extend the topic of exponents to include negative integers.
Do you know that integer bases with negative integer exponents gives rational numbers?

$ x^{-y} = \dfrac{1}{x^y} \\[5ex] where: \\[3ex] x, y \;\;are\;\;integers \\[5ex] 2^{-1} = \dfrac{1}{2^1} = \dfrac{1}{2} \\[5ex] 3^{-2} = \dfrac{1}{3^2} = \dfrac{1}{9} \\[5ex] 4 * 5^{-3} = 4 * \dfrac{1}{5^3} = \dfrac{4}{5^3} = \dfrac{4}{125} \\[5ex] $ Interesting...right?

Welcome to the Arithmetic Operations on Rational Numbers.

May you please:
(1.) Review the Overview and Objectives.
(2.) Review the Readings/Assessments.
(3.) Complete the assessments initially due this week.
(4.) Participate in the Week 11 Discussion.
(5.) Attend the Live Sessions/Office Hours for this week.

Should you have any questions, please ask. I am here to help.
Thank you.

Samuel Chukwuemeka
Working together for success

Welcome to Week 12: Proportions and Proportional Reasoning

Great Students,

Greetings to everyone.
Welcome to Module 12.

In the previous module, we discussed the topic of Rational Numbers.
In this module, we shall continue our study on Rational Numbers by discussing Ratios and Proportions, which in turn leads us to Proportional Reasoning.
Recall in Module 10: the definition of a Rational Number: ratio of two integers where the denominator is not equal to zero.
A ratio is a comparison of two quantities, written as $quantity\;\;unit : quantity\;\;unit$
Notice the colon :
It can also be written as $part: whole$ (another way of writing fraction when the two quantities are the same substance).
The two quantities can be quantities of the same substance or quantities of different substances.
When we compare quantities of the same substances: comparing some amount of that substance to the entire substance, then we are dealing with fractions.
In that sense, we can say that interchangeably use fraction and ratio.
So, we see that fraction is a type of ratio.
This diagram may help with the explanation.

Ratio
(Source: https://matheducators.stackexchange.com/questions/7281/how-to-explain-the-difference-between-the-fraction-a-b-and-the-ratio-a-b)

A proportion is the equality of two ratios.
Proportional Reasoning is the use of proportions to analyze relationships between quantities.

Welcome to Proportions and Proportional Reasoning.

May you please:
(1.) Review the Overview and Objectives.
(2.) Review the Readings/Assessments.
(3.) Complete the assessments initially due this week.
(4.) Participate in the Week 12 Discussion.
(5.) Attend the Live Sessions/Office Hours for this week.

Should you have any questions, please ask. I am here to help.
Thank you.

Samuel Chukwuemeka
Working together for success

Welcome to Week 13: Rational Numbers as Decimals

Great Students,

Greetings to everyone.
Welcome to Module 13.

In the previous module, we discussed the equality of Rational Numbers, otherwise known as Proportion.
We used Proportional Reasoning to solve Proportions.
In this module, we shall continue our study on Rational Numbers by converting Rational Numbers (Fractions) as Decimals.
Then, we shall perform arithmetic operations with the decimals.
Further, we shall develop efficient algorithms for decimal operations using concrete models, drawings, and strategies among others.

A decimal is a linear array of digits that represent a real number, expressed in a decimal system (Base Ten system) with a decimal point; and in which every decimal place indicates a multiple of negative exponent (power) of 10.
It is is used to represent both integer and non-integer numbers.
The main indication that a number is a decimal is the decimal point.
The numbers before the decimal point is the Whole
The numbers after the decimal point is the Part
Comparing to Rational Numbers (Fractions):

$ Rational\;\;Number = Fraction = \dfrac{part}{whole} \\[5ex] Decimal = whole\;\;.\;\;part \\[3ex] $ So, we shall express rational numbers as decimals.
It is important to note the different types of decimals: Terminating (Exact) Decimals, Repeating (Recurring) Decimals, and Non-repeating (Non-recurring) Decimals.
A terminating decimal is a decimal with a finite number of digits.
It is also known as an exact decimal.
A repeating decimal is a decimal in which one or more digits is repeated indefinitely in a pattern or sequence.
It is also known as a recurring decimal.
A non-repeating decimal is a decimal in which there is no sequence of repeated digits indefinitely.
It is also known as a non-recurring decimal.

Recall the definition of a Rational Number. (Review previous announcements)
A rational number can be an integer.
It can be a terminating decimal. Why?
It can be a repeating decimal. Why?
It cannot be a non-repeating decimal. Why?

Welcome to Rational Numbers as Decimals.

May you please:
(1.) Review the Overview and Objectives.
(2.) Review the Readings/Assessments.
(3.) Complete the assessments initially due this week.
(4.) Participate in the Week 13 Discussion.
(5.) Attend the Live Sessions/Office Hours for this week.

Should you have any questions, please ask. I am here to help.
Thank you.

Samuel Chukwuemeka
Working together for success

Welcome to Week 14: Rational Numbers as Decimals (Continued)

Great Students,

Greetings to everyone.
Welcome to Module 14.

In this module, we shall continue our study on Rational Numbers as Decimals.
We shall discuss Repeating Decimals.
Then, we shall extend that discussion to the concept/topic of writing decimals in Scientific Notation (also known as Exponential Notation).

Questions for Thought
(1.) What is the speed of light in meters/second (m/s)?
(2.) What is the speed of sound in meters/second (m/s)?
(3.) Have you ever wondered why there must be a lightning before a thunder?
Why do we see the lightning before we hear the thunder?

(4.) Which one (a.) or (b.) do you prefer:
(a.) 299,792,458 m/s
(b.) $3 * 10^8$ m/s
(c.) Which one is expressed in scientific notation?
(d.) Which one is expressed in standard notation?
(e.) Which one includes the base of 10 and an exponent of 8?
(f.) When mathematicians or scientists encounter very large numbers in their work and they need to inform the public, what notation do you think they should use?

Do you understand what I mean so far?
Let us look at another example.
Let us dive to Chemistry/Physics.

(5.) What is the mass of an electron in amu (atomic mass unit)?

(6.) Which one (a.) or (b.) do you prefer:
(a.) $5.4858 * 10^{-4}$ amu
(b.) 0.000548579909067 amu
(c.) Which one is expressed in scientific notation?
(d.) Which one is expressed in standard notation?
(e.) Which one includes the base of 10 and an exponent of −4?
(f.) When mathematicians or scientists encounter very small numbers in their work and they need to inform the public, what notation do you think they should use?

Do you see at least one reason why we need Scientific Notation?

May you please:
(1.) Review the Overview and Objectives.
(2.) Review the Readings/Assessments.
(3.) Complete the assessments initially due this week.
(4.) Participate in the Week 14 Discussion.
(5.) Attend the Live Sessions/Office Hours for this week.

Should you have any questions, please ask. I am here to help.
Thank you.

Samuel Chukwuemeka
Working together for success

Welcome to Week 15: Please Complete all Outstanding Assignments.

Great Students,

Greetings to everyone.
Welcome to Module 15.

HAPPY THANKSGIVING.
Please complete all outstanding assignments.

Samuel Chukwuemeka
Working together for success

Welcome to Week 16: Percents and Real Numbers

Great Students,

Greetings to everyone.
Welcome to Module 16.

In the previous module, we went for Thanksgiving Break. I asked you to complete all outstanding assignments.
In the previous two modules, we converted rational numbers as decimals.
In this module, we shall convert rational numbers to percents.

Per-cent
How have you used the word, "per"?
Say: miles per hour (mph) means $\dfrac{miles}{hour}$

Per indicates a division

A percent (or percentage) means something out of 100.
per indicates a division.
cent is a hundred.
Per cent means Per hundred

$ 3\% = \dfrac{3}{100} \\[5ex] 70\% = \dfrac{70}{100} \\[5ex] SamDom\% = \dfrac{SamDom}{100} \\[5ex] WNMU\% = \dfrac{WNMU}{100} \\[5ex] c\% = \dfrac{c}{100} \\[5ex] $ So, whenever we talk of percent; we are comparing something to 100.

Scenarios Related to Percents
(1.) My mother was very proud of me because I made a 100% in my mathematics test.
(2.) The National Weather Service predicted a 25% chance of snow this weekend.

Basic Uses of Percentages
(1.) A percentage can be used to express a fraction of something.
For example: Out of 332 million Americans, only 1% are extremely wealthy.

(2.) A percentage can be used to express a change in something.
It can describe the rate at which the characteristic has changed.
For example: Egg prices in December rose 60% from a year earlier, according to Consumer Price Index data released Thursday. (CBS News, 2022)
(Source: Egg prices have soared 60% in a year. Here's why. - CBS News)

(3.) A percentage can be used to compare two things.
It can describe how much more or less of a characteristic something has.
For example: When comparing vehicles of similar size and from the same segment, an EV can cost anywhere from 10 percent to over 40 percent more than a similar gasoline-only model, according to CR's analysis. (Consumer Reports, 2020)
(Source: EVs Offer Big Savings Over Traditional Gas-Powered Cars - Consumer Reports)

What other ways have you used the term, percent?

Welcome to Percents and Real Numbers.

May you please:
(1.) Review the Overview and Objectives.
(2.) Review the Readings/Assessments.
(3.) Complete the assessments initially due this week.
(4.) Participate in the Week 16 Discussion.
(5.) Attend the Live Sessions/Office Hours for this week.

Should you have any questions, please ask. I am here to help.
Thank you.

Samuel Chukwuemeka
Working together for success