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About 22 results
  • https://math.libretexts.org/Courses/Coastline_College/Math_Concurrent_Support_(Tran)/11%3A_Math_Support_for_Statistics/11.03%3A_The_Number_Line/11.3.03%3A_Represent_an_Inequality_as_an_Interval_on_a_Number_Line
    Inequalities come up frequently in statistics and it is often helpful to plot the inequality on the number line in order to visualize the inequality. This helps both for inequalities that involve real...Inequalities come up frequently in statistics and it is often helpful to plot the inequality on the number line in order to visualize the inequality. This helps both for inequalities that involve real numbers and for inequalities that refer to just integer values. As an extension of this idea, we often want to look at the complement of an inequality, that is all numbers that make the inequality false. In this section we will look at examples that accomplish this task.
  • https://math.libretexts.org/Courses/Las_Positas_College/Math_Concurrent_Support/11%3A_Math_Support_for_Statistics/11.02%3A_The_Number_Line/11.2.02%3A_Plotting_Points_and_Intervals_on_the_Number_Line
    The number line is of fundamental importance and is used repeatedly in statistics. It is a tool to visualize all of the possible outcomes of a study and to organize the results of the study. Often a d...The number line is of fundamental importance and is used repeatedly in statistics. It is a tool to visualize all of the possible outcomes of a study and to organize the results of the study. Often a diagram is placed above the number line to provide us with a picture of the results. By the end of this section, you will be able to plot points and intervals on a number line and use these plots to understand the possible outcomes and actual outcomes of studies.
  • https://math.libretexts.org/Workbench/Math_C096%3A_Support_for_Statistics_Corequisite%3A_MATH_C160_(Tran)/03%3A_The_Number_Line/3.02%3A_Plotting_Points_and_Intervals_on_the_Number_Line
    The number line is of fundamental importance and is used repeatedly in statistics. It is a tool to visualize all of the possible outcomes of a study and to organize the results of the study. Often a d...The number line is of fundamental importance and is used repeatedly in statistics. It is a tool to visualize all of the possible outcomes of a study and to organize the results of the study. Often a diagram is placed above the number line to provide us with a picture of the results. By the end of this section, you will be able to plot points and intervals on a number line and use these plots to understand the possible outcomes and actual outcomes of studies.
  • https://math.libretexts.org/Courses/De_Anza_College/Pre-Statistics/3%3A_The_Number_Line/3.3%3A_Represent_an_Inequality_as_an_Interval_on_a_Number_Line
    Inequalities come up frequently in statistics and it is often helpful to plot the inequality on the number line in order to visualize the inequality. This helps both for inequalities that involve real...Inequalities come up frequently in statistics and it is often helpful to plot the inequality on the number line in order to visualize the inequality. This helps both for inequalities that involve real numbers and for inequalities that refer to just integer values. As an extension of this idea, we often want to look at the complement of an inequality, that is all numbers that make the inequality false. In this section we will look at examples that accomplish this task.
  • https://math.libretexts.org/Bookshelves/PreAlgebra/Fundamentals_of_Mathematics_(Burzynski_and_Ellis)/10%3A_Signed_Numbers/10.04%3A_Addition_of_Signed_Numbers
    Also, notice that the sign of the number with the larger absolute value is negative and that the sign of the resulting sum is negative. Addition of numbers with unlike signs: To add two real numbers t...Also, notice that the sign of the number with the larger absolute value is negative and that the sign of the resulting sum is negative. Addition of numbers with unlike signs: To add two real numbers that have unlike signs, subtract the smaller absolute value from the larger absolute value and associate with this difference the sign of the number with the larger absolute value.
  • https://math.libretexts.org/Courses/Las_Positas_College/Math_Concurrent_Support/11%3A_Math_Support_for_Statistics/11.02%3A_The_Number_Line/11.2.03%3A_Represent_an_Inequality_as_an_Interval_on_a_Number_Line
    Inequalities come up frequently in statistics and it is often helpful to plot the inequality on the number line in order to visualize the inequality. This helps both for inequalities that involve real...Inequalities come up frequently in statistics and it is often helpful to plot the inequality on the number line in order to visualize the inequality. This helps both for inequalities that involve real numbers and for inequalities that refer to just integer values. As an extension of this idea, we often want to look at the complement of an inequality, that is all numbers that make the inequality false. In this section we will look at examples that accomplish this task.
  • https://math.libretexts.org/Workbench/Hawaii_CC_Intermediate_Algebra/01%3A_Algebra_Fundamentals/1.01%3A_Review_of_Real_Numbers_and_Absolute_Value
    Algebra is often described as the generalization of arithmetic. The systematic use of variables, letters used to represent numbers, allows us to communicate and solve a wide variety of real-world prob...Algebra is often described as the generalization of arithmetic. The systematic use of variables, letters used to represent numbers, allows us to communicate and solve a wide variety of real-world problems. For this reason, we begin by reviewing real numbers and their operations.
  • https://math.libretexts.org/Bookshelves/PreAlgebra/Fundamentals_of_Mathematics_(Burzynski_and_Ellis)/10%3A_Signed_Numbers/10.01%3A_Variables_Constants_and_Real_Numbers
    \(\begin{cases} a > b & a \text{ is greater than }b & (8 > 5) \\ a < b & a \text{ is less than } b & (5 < 8) \\ \ & \text{Some variations of these symbols are} & \ \\ a \ne b & a \text{ is not equal t...\(\begin{cases} a > b & a \text{ is greater than }b & (8 > 5) \\ a < b & a \text{ is less than } b & (5 < 8) \\ \ & \text{Some variations of these symbols are} & \ \\ a \ne b & a \text{ is not equal to } b & (8 \ne 5) \\ a \ge b & a \text{ is greater than or equal to } b & (a \ge 8) \\ a \le b & a \text{ is less than or equal to } b & (a \le 8) \end{cases}\)
  • https://math.libretexts.org/Courses/Las_Positas_College/Math_27%3A_Number_Systems_for_Educators/05%3A_Rational_Numbers/5.08%3A_Definition_of_Real_Numbers_and_the_Number_Line
    Real numbers are the numbers that are normally used in real world math problems. A line that extends horizontally with coordinates that correspond to real numbers is a number line.
  • https://math.libretexts.org/Courses/Coastline_College/Math_Concurrent_Support_(Tran)/11%3A_Math_Support_for_Statistics/11.03%3A_The_Number_Line/11.3.02%3A_Plotting_Points_and_Intervals_on_the_Number_Line
    The number line is of fundamental importance and is used repeatedly in statistics. It is a tool to visualize all of the possible outcomes of a study and to organize the results of the study. Often a d...The number line is of fundamental importance and is used repeatedly in statistics. It is a tool to visualize all of the possible outcomes of a study and to organize the results of the study. Often a diagram is placed above the number line to provide us with a picture of the results. By the end of this section, you will be able to plot points and intervals on a number line and use these plots to understand the possible outcomes and actual outcomes of studies.
  • https://math.libretexts.org/Courses/Barton_Community_College/Book%3A_Technical_Mathematics_(Turner)/01%3A_The_Whole_Numbers/1.01%3A_An_Introduction_to_the_Whole_Numbers
    Suppose that a and b are whole numbers located on the number line so that the point representing the whole number a lies to the left of the point representing the whole number b. The year the measurem...Suppose that a and b are whole numbers located on the number line so that the point representing the whole number a lies to the left of the point representing the whole number b. The year the measurement was taken is placed on the horizontal axis, and the height of each bar equals the amount of carbon dioxide in the atmosphere during that year.

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