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• Statistical Inference 统计推断
• Statistical Computing 统计计算
• (Generalized) Linear Models 广义线性模型
• Statistical Machine Learning 统计机器学习
• Longitudinal Data Analysis 纵向数据分析
• Foundations of Data Science 数据科学基础

## 数学代写|数学建模代写math modelling代考|REPRESENTING AC-MORE PROBLEMS

Learning Outcome: $\quad$ Be able to represent $\mathrm{AC}$ word problem stories with the bar model and the PPW diagram equation

Teacher: In the last Unit, we learned how to use a bar model and diagram equation to represent and solve PPW problems. In this unit, we will use the bar model and the diagram equation to represent Additive Compare (AC) problems, or the comparison problems that involve addition and subtraction.
Problem #3-4-1
Christine has 43 toy cars. Bob has 66 more toy cars than Christine. Bob has 109 toy cars.
Teacher: What is this story all about?
Students: This story is about Christine and Bob, and the toy cars they have.
Teacher: Yes, you are right. Specifically, this story compares the number of the toy cars Christine has to the number of toy cars that Bob has. After reading the problem, do you know who has more?
Students: Bob has 66 more than Christine.

## 数学代写|数学建模代写math modelling代考|comparison sentence

Teacher: Let’s underline this comparison sentence. From this sentence, we know Bob has more and Christine has less, and the difference between the two is 66 . Let’s use the bar model to represent the given information in the problem.
I am going to ask a volunteer to make the first bar to represent the number of toy cars that Christine has.
(Teacher calls on a volunteer. Student volunteer makes the first bar to represent the number of toy cars Christine has). See Slide 3-4-1-a.

Teacher: Above bar represents the number of toy cars Christine has (i.e., 43).
From reading the story, we know that Bob has 66 more than Christine. I will make another bar for Bob. How will the bar for Bob be different from the bar for Christine?
Students: Bob has 66 more.
Teacher: Yes. So I will make a new bar for Bob immediately below the one for Christine. The new bar for Bob should be ” 66 ” longer than the bar for Christine as the story says that “Bob has 66 more.” I will also indicate that the total number of toy cars Bob has is 109 as provided in the story.
(Teacher makes the bar for Bob below the one for Christine. See Slide 3-4-1-b.)

## 数学代写|数学建模代写math modelling代考|the smaller quantity

Teacher: Now let’s look at Slide 3-4-1-b. The first bar (the short one) represents the number of toy cars Christine has; the second bar (the longer one) represents the number of toy cars Bob has, which is 66 more than the first bar for Christine. In other words, the difference between the bar for Christine (the shorter one) and the bar for Bob (the longer one) is ” 66 ,” which is indicated by the clear part of the longer bar. (Teacher points to the segment of the bar that is not shaded in the longer bar)

Teacher: If we look at the longer bar (Bob), it is actually made up of two parts: (a) the first part (shaded bar), which is the same as Christine (43); and (b) the second part (clear bar), which is the additional toy cars that Bob has. These two parts (a and b) make up the total number of toy cars that Bob has.
So now we are ready to represent the same story in the PPW diagram equation.
(Teacher presents the PPW diagram equation)
Who can tell us the quantities of the two parts (that make up the bigger quantity) that we should write in the two small boxes labeled “part” on the left side of the PPW diagram equation?
Students: 43 and $66 .$
Teacher: Great! I will write 43 in one of the small boxes that represent the small quantity. I will write 66 in the other small box that is labeled as “difference” in the PPW diagram.
What number will we write in the big box that represents the bigger quantity in this comparison story?
Students: $109 .$
Teacher: That is correct. The big box is for the total number of toy cars Bob has. I will write 109 in the big box that is labeled “whole” in the PPW diagram equation. You will do the same in your worksheet. See Slide 3-4-1-c for a completed bar model and the PPW diagram equation.

Teacher: As shown above, when representing the comparison story onto the PPW diagram equation, the smaller quantity (Christine in this case) of the two being compared (Christine and Bob) AND the difference amount (between the bigger and the smaller quantities; or between Bob and Christine’s toy cars, as indicated by ” 66 more… than” in this story) will make up the “whole,” or the bigger quantity (Bob in this case), as shown exactly in the bar model.

Lets’ check to see whether the sum of the two quantities on the left side (LS) of the equal sign is the same as (or equal to) the quantity on the right side (RS) of the equal sign.

## 数学代写|数学建模代写math modelling代考|REPRESENTING AC-MORE PROBLEMS

Christine 有 43 辆玩具车。鲍勃的玩具车比克里斯汀多 66 辆。鲍勃有 109 辆玩具车。
（学生一起读故事。）

## 数学代写|数学建模代写math modelling代考|comparison sentence

（老师请来一名志愿者。学生志愿者制作第一个条形图来表示 Christine 拥有的玩具车的数量）。参见幻灯片 3-4-1-a。

（教师将 Bob 的横杆置于 Christine 的横杆下方。参见幻灯片 3-4-1-b。）

（教师展示 PPW 图方程）

## 有限元方法代写

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## MATLAB代写

MATLAB 是一种用于技术计算的高性能语言。它将计算、可视化和编程集成在一个易于使用的环境中，其中问题和解决方案以熟悉的数学符号表示。典型用途包括：数学和计算算法开发建模、仿真和原型制作数据分析、探索和可视化科学和工程图形应用程序开发，包括图形用户界面构建MATLAB 是一个交互式系统，其基本数据元素是一个不需要维度的数组。这使您可以解决许多技术计算问题，尤其是那些具有矩阵和向量公式的问题，而只需用 C 或 Fortran 等标量非交互式语言编写程序所需的时间的一小部分。MATLAB 名称代表矩阵实验室。MATLAB 最初的编写目的是提供对由 LINPACK 和 EISPACK 项目开发的矩阵软件的轻松访问，这两个项目共同代表了矩阵计算软件的最新技术。MATLAB 经过多年的发展，得到了许多用户的投入。在大学环境中，它是数学、工程和科学入门和高级课程的标准教学工具。在工业领域，MATLAB 是高效研究、开发和分析的首选工具。MATLAB 具有一系列称为工具箱的特定于应用程序的解决方案。对于大多数 MATLAB 用户来说非常重要，工具箱允许您学习应用专业技术。工具箱是 MATLAB 函数（M 文件）的综合集合，可扩展 MATLAB 环境以解决特定类别的问题。可用工具箱的领域包括信号处理、控制系统、神经网络、模糊逻辑、小波、仿真等。