Use A={4, 5, 6, 8, 9} and B={2, 3, 6, 8} to find the set A (U this is upside down) B

Create a multiplicative Cayley table for Q

Find the intersection of the sets. {1, 3, 7}∩{2, 3, 8}

Write the resulting set using the listing method {4,6,8} intersect {3,5}

Find the complement of the set given that U = {0, 1, 2, 3, 4, 5, 6, 7, 8}. (Use the roster method to write the set. Enter EMPTY or ø for the empty set.) {3, 4, 5, 7}

Write each of the following sets by listing their elements between Braces

Which set has a domain of (2, 3) and a range of (5, 8)? O (8, 3). (8, 2). (5, 2)} O (5. 8). (2, 3). (3. 5) O (2,8). (3, 5). (3, 0) O (3, 5). (2. 5). (3, 8)

Just answer letter d, e ,f and g

You will need to have some squares, you can cut out paper squares that are 1 inch by 1 inch, use cheez its, use starburst, saltine crackers, or any other object that is a square. Choose a certain number of squares that you want to work with - only restriction is that you must use at least 7 squares. Create a shape using the number of squares that you have chosen. This can be any shape that you are able to create with your set number of squares. Show how to determine the Area of the shape that you created - DO NOT use the Area formulas. Using the same shape, show how to determine the Perimeter of that shape you created - again DO NOT use the Perimeter formulas. Then take the squares that you are using and create a NEW shape. Show how to determine the Area of this new shape. Show how to determine the Perimeter of this new shape. Be sure to reference any differences or similarities that your students might notice about the two shapes.

Consider two sets A and B. The set A has elements {1, 2, 3, 4, 5} and the set B has elements {3, 4, 5, 6, 7}. Find the number of elements in the intersection of A and B and then find the number of elements in the union of A and B.