PROBLEMS FOR SECTION 13.3 1. Suppose that a student in your class wants to know why we multiply only three of the lengths of the edges of a box in order to calculate the volume of the box. Why don't we have to multi- ply all the lengths of the edges? 5. a. Explain to this student why it makes sense to calculate the volume of a box as we do. 6. b. Describe some problems or activities that might help the student understand the calculation. a. Students are sometimes confused about the difference between the surface area and the volume of a box. Explain the two 2. concepts in a way that could help students learn to distinguish between them. b. Determine the surface area and the volume of a closed box that is 5 in. wide, 4 in. deep, and 6 in. tall. Explain in detail why you calculate do. as you 3. Young children sometimes think that tall con- tainers necessarily hold more than shorter con- tainers. Use graph paper to make two patterns for open-top boxes so that one box is taller than the other, but so that the shorter box has the greater volume. Explain briefly why your meet the required conditions. boxes 4. Students often confuse the surface area and the volume of a solid shape. a. Describe what surface area and volume are and discuss how they are different.

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A: We need to find lower and upper estimate.

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A: The series ∑n=1∞1n0.2. We have to check whether it is convergent or divergent.

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Contingency Table

A contingency table can be defined as the visual representation of the relationship between two or more categorical variables that can be evaluated and registered. It is a categorical version of the scatterplot, which is used to investigate the linear relationship between two variables. A contingency table is indeed a type of frequency distribution table that displays two variables at the same time.

Binomial Distribution

Binomial is an algebraic expression of the sum or the difference of two terms. Before knowing about binomial distribution, we must know about the binomial theorem.