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Evaluate each expression. Do not use a calculator. $$(5-2) !$$

Short Answer

Expert verified
The value of \((5-2)!\) is 6.

Step by step solution

01

Simplify Inside the Parentheses

First, evaluate the expression inside the parentheses: \(5 - 2\). This simplifies to \(3\).
02

Calculate the Factorial

Next, calculate \(3!\), which is the factorial of 3. The definition of factorial for a number \(n\) is the product of all positive integers less than or equal to \(n\). Thus, we calculate: \[ 3! = 3 \times 2 \times 1 = 6 \]
03

Final Answer

After calculating the factorial, we find that the answer to the expression \((5-2)!\) is \(6\).

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Key Concepts

These are the key concepts you need to understand to accurately answer the question.

Order of Operations
When tackling mathematical expressions, it’s crucial to follow the order of operations, ensuring each calculation is performed in the right sequence. This commonly follows the PEMDAS/BODMAS rule, which stands for Parentheses/Brackets, Exponents/Orders, Multiplication and Division, and Addition and Subtraction.

In our original exercise, we started by simplifying what was inside the parentheses first, leading us to solve **\(5 - 2\)** initially. The rule dictates that expressions inside parentheses are simplified before moving on to other operations. This step-by-step approach prevents errors that could arise from performing calculations out of order.

Remember, a small error in following the order can lead to completely different results. So, practicing the order of operations ensures you're always on the right path to solving complex expressions.
Simplifying Expressions
Simplifying expressions is about breaking down the math problem into its simplest form. This helps to make the calculation process easier and more manageable. By simplifying the expression \((5-2)!\), we handle the expression inside the parentheses first, resulting in a simpler number, which was 3.

This process involves reducing complex expressions by tackling parentheses, like in the exercise given. We simplified it to a single integer, which then allowed us to proceed with finding the factorial in a less complicated form. Each step of simplifying plays a crucial role in ensuring the operation is clear and straightforward, making further calculations easier to manage.

Practicing different types of expressions and their simplifications—it may involve combinations of terms, different operations, and operations of degrees—helps improve one's math skills and confidence.
Precalculus
Precalculus involves understanding fundamental concepts, paving the way for more advanced studies in calculus. It includes a variety of topics, such as sequences, series, and functions, but also basic principles like factorials.

In the exercise given, calculating a factorial is an essential mathematical operation often seen in probability calculations or permutations. Factorials are an integral part of combinatorics and sequences,
  • To calculate a factorial, multiply a sequence of descending natural numbers down to 1.
  • Thus, the factorial of 3, expressed as \(3!\), is computed by multiplying 3 by all preceding positive integers: \(3 \times 2 \times 1 = 6\).
Understanding these fundamental operations is vital for success in precalculus and lays a solid foundation for upcoming calculus challenges. By mastering such basics, students prepare themselves for more intricate mathematical analyses in the future.

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Most popular questions from this chapter

The normal growth pattern for children aged \(3-11\) follows an arithmetic sequence. An increase in height of about 6 centimeters per year is expected. Thus, 6 would be the common difference of the sequence. A child who measures 96 centimeters at age 3 would have his expected height in subsequent years represented by the sequence \(102,108\) \(114,120,126,132,138,144\) Each term differs from the adjacent terms by the common difference, 6. (a) If a child measures 98.2 centimeters at age 3 and 109.8 centimeters at age \(5,\) what would be the common difference of the arithmetic sequence describing his yearly height? (b) What would we expect his height to be at age \(8 ?\)

Work each problem. Two dice are rolled. Find the probability of each event. (a) The sum is at least \(10 .\) (b) The sum is either 7 or at least \(10 .\) (c) The sum is 2 or the dice both show the same number.

Determine the largest value of \(n\) that satisfies the inequality. $$\sum_{k=1}^{n} 2 k \leq 42$$

Find the sum of the first 10 terms of each arithmetic sequence. $$a_{1}=-8, a_{10}=-1.25$$

Solve each problem. Tower of Hanoi A pile of \(n\) rings, each smaller than the one below it, is on a peg on a board. Two other pegs are attached to the board. In the game called the Tower of Hanoi puzzle, all the rings must be moved, one at a time, to a different peg with no ring ever placed on top of a smaller ring. Find the least number of moves that would be required. Prove your result by mathematical induction. (Figure can't copy)

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