Related questions
Please help me solve this and solve into detail.
For this Big Problem, we’re going to experiment with some unusual relations. The relation
⋆ means “this number written out in English has this many letters”. For example, 6 ⋆ 3
because the word “six” has 3 letters in it.
(1) List the elements of ⋆ on {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}.
(2) Draw a digraph of ⋆ on {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}. Remember that a digraph just has
one copy of each element!
(3) Is ⋆ reflexive, antisymmetric, symmetric, and/or transitive? Explain your answer.
(4) Pick another language and let the relation ♡ mean “this number written out in [your
language] has this many letters”. List the elements of ♡ on {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}.
(5) Draw a digraph of ♡ on {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}.
(6) Is ♡ reflexive, antisymmetric, symmetric, and/or transitive? Explain your answer.
(7) Look at your digraph of ⋆ from question two. Imagine starting at 10 and following
the arrows as far as you can. Where do you end up?
(8) Look at your digraph of ⋆ from question two. Imagine starting at 7 and following
the arrows as far as you can. Where do you end up?
(9) What do you think happens for ⋆ no matter what number you begin with, if you
keep following the arrows?
(10) Now look at your digraph of ♡. Does the same thing happen? Why or why not?
Trending nowThis is a popular solution!
Step by stepSolved in 5 steps with 1 images
Please solve from question 4 to 10. Thank you so much.
(4) Pick another language and let the relation ♡ mean “this number written out in [your
language] has this many letters”. List the elements of ♡ on {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}.
(5) Draw a digraph of ♡ on {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}.
(6) Is ♡ reflexive, antisymmetric, symmetric, and/or transitive? Explain your answer.
(7) Look at your digraph of ⋆ from question two. Imagine starting at 10 and following
the arrows as far as you can. Where do you end up?
(8) Look at your digraph of ⋆ from question two. Imagine starting at 7 and following
the arrows as far as you can. Where do you end up?
(9) What do you think happens for ⋆ no matter what number you begin with, if you
keep following the arrows?
(10) Now look at your digraph of ♡. Does the same thing happen? Why or why not?
Please solve from question 4 to 10. Thank you so much.
(4) Pick another language and let the relation ♡ mean “this number written out in [your
language] has this many letters”. List the elements of ♡ on {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}.
(5) Draw a digraph of ♡ on {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}.
(6) Is ♡ reflexive, antisymmetric, symmetric, and/or transitive? Explain your answer.
(7) Look at your digraph of ⋆ from question two. Imagine starting at 10 and following
the arrows as far as you can. Where do you end up?
(8) Look at your digraph of ⋆ from question two. Imagine starting at 7 and following
the arrows as far as you can. Where do you end up?
(9) What do you think happens for ⋆ no matter what number you begin with, if you
keep following the arrows?
(10) Now look at your digraph of ♡. Does the same thing happen? Why or why not?
- find the number of six-digit positive integers whose digits sum to 30 the answer is C(34,5) - C(25,5) - 5C(24,5) + 5C(15,5) +C(5,2)C(14,5) - C(5,2) I just have no idea how to get here. Thanks!arrow_forwardwhat are the first five terms 2n2+5arrow_forwardWhat is the value of | -6|-|6|-(-6)arrow_forward
- Please help m solve the questions below and kindly explain so I can be able to understand them by myself. Thanks a lot. (1) Think about the three-digit numbers that can be formed from the digits 1, 2, 3, 4and 5 without repetition.(a) How many of these are there?(b) How many of them are even?(c) How many of them are greater than 250? (2) Some of these are partitions and some aren’t. You don’t need to find the answer, youjust need to say why it is or isn’t a partition.(a) Breaking this class up into first-year students, second-year students, etc.(b) Breaking this class up into CS majors, math majors, etc.(c) Splitting up the numbers {1, 2, . . . 10} into even and odd(d) Splitting up the numbers {1, 2, . . . 10} into multiples of three, multiples of two,or neitherarrow_forwardHow do you type the infinity sign on a keyboard for a domain answer on an algebra question?arrow_forwardWhy just 5 in number line and interval notation?arrow_forward
- can u please explain the idea of CONGRUENCY and SIMILARITY for kidsarrow_forwardI don't get why for 2 digit even numbers there can be 8 possibilities and for 3 digit even numbers there can be 18. Someone explain please.arrow_forwardif someone could explain how this eqation could be turned into a word problem and an example of it as onearrow_forward
- How can we justify zero being the smallest even number and not 2? What number or rule can be applied that will make 0 (zero) the smallest even number and not 2?arrow_forwardThe first question I have the answer. The second question is: explain how this compares with 20C5 and 20P5.arrow_forwardhow did you get the number 14 for the people that only enjoy acting thats not even possiblearrow_forward
- Advanced Engineering MathematicsAdvanced MathISBN:9780470458365Author:Erwin KreyszigPublisher:Wiley, John & Sons, Incorporated
Numerical Methods for EngineersAdvanced MathISBN:9780073397924Author:Steven C. Chapra Dr., Raymond P. CanalePublisher:McGraw-Hill Education
Introductory Mathematics for Engineering Applicat...Advanced MathISBN:9781118141809Author:Nathan KlingbeilPublisher:WILEY 
Mathematics For Machine TechnologyAdvanced MathISBN:9781337798310Author:Peterson, John.Publisher:Cengage Learning,
