I need help finding a connection between the limit and Sammy’s math problem Sammy is in 4th grade. He came home from school very confused regarding something his math teacher told him. His teacher said that the fraction \(\frac{1}{x}\) becomes smaller as \(x\) becomes larger. Sammy thought differently. It seemed to him that since \(x\) was getting larger, then \(\frac{1}{x}\) should be getting larger too.Develop this mathematics from Sammy’s 4th grade conversation to your study and practice of limits. Do so as collaboratively as you can, with each of you participating by either inserting ideas or challenging those of others as you tell the story.What other questions, like Sammy's, could you include in this exposé?

Concept: Here the teacher has given a statement that if the value of x increases Then the value of…

Sammy is in 4th grade. He came home from school very confused regarding something his math teacher told him. His teacher said that the fraction becomes smaller as x becomes larger. Sammy thought differently. It seemed to him that since x was getting larger, then should be getting larger too. Develop this mathematics from Sammy's 4th grade conversation to your study and practice of limits. Do so as collaboratively as you can, with each of you participating by either inserting ideas or challenging those of others as you tell the story. What other questions, like Sammy's, could you include in this expose?

Sammy is in 4th grade. He came home from school very confused regarding something his math teacher told him. His teacher said that the fraction becomes smaller as x becomes larger. Sammy thought differently. It seemed to him that since x was getting larger, then should be getting larger too. Develop this mathematics from Sammy's 4th grade conversation to your study and practice of limits. Do so as collaboratively as you can, with each of you participating by either inserting ideas or challenging those of others as you tell the story. What other questions, like Sammy's, could you include in this expose?

Calculus: Early Transcendentals

8th Edition

ISBN:9781285741550

Author:James Stewart

Publisher:James Stewart

Chapter1: Functions And Models

Section: Chapter Questions

Problem 1RCC: (a) What is a function? What are its domain and range? (b) What is the graph of a function? (c) How...

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I need help finding a connection between the limit and Sammy’s math problem

Sammy is in 4th grade. He came home from school very confused regarding something his math teacher told him. His teacher said that the fraction \(\frac{1}{x}\) becomes smaller as \(x\) becomes larger. Sammy thought differently. It seemed to him that since \(x\) was getting larger, then \(\frac{1}{x}\) should be getting larger too.

Develop this mathematics from Sammy’s 4th grade conversation to your study and practice of limits. Do so as collaboratively as you can, with each of you participating by either inserting ideas or challenging those of others as you tell the story.

What other questions, like Sammy's, could you include in this exposé?

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I know how to find the maximum if it is in quadratic form or y=a(x-h)^2 +k form but I am stuck with how to convert the formula in the attached prompt in to either form. I feel like there is something to do with a conjugate but can't figure it out. This is for algebra so using calculus and limits is not an option.
All you did in the follow up was just repeat what you said in the original solution. What I really need to know is how to find the maximum without using calculus.
2) tind the local maximum and minimum valles and Sudde pointiss ofthe functiun. If you have a three dimensional graphing Software, gaph the function witha domann and viewpointthat reveat all the important aspects uf the functiun (Enter your Gnsuers as a Comma-seeeraded list. If an answer does notexist, enter foxy)=6-x" +28-y DNE local max valves local minimum valvecSS saddle ponttess (x,y, f)=|w