{"id":3962,"date":"2023-06-02T20:13:42","date_gmt":"2023-06-02T20:13:42","guid":{"rendered":"https:\/\/content.one.lumenlearning.com\/quantitativereasoning\/?post_type=chapter&#038;p=3962"},"modified":"2024-10-18T20:52:46","modified_gmt":"2024-10-18T20:52:46","slug":"general-problem-solving-learn-it-5","status":"web-only","type":"chapter","link":"https:\/\/content.one.lumenlearning.com\/quantitativereasoning\/chapter\/general-problem-solving-learn-it-5\/","title":{"raw":"General Problem Solving: Learn It 5","rendered":"General Problem Solving: Learn It 5"},"content":{"raw":"<h2>The Foundation of Problem Solving: Identifying Required Data<\/h2>\r\n<p>To solve a problem effectively, we need to first identify what information is necessary. This involves understanding the problem's context, deciphering the given information, and determining what additional data we need to reach a solution.<\/p>\r\n<p>Context is crucial for identifying what data we need. This involves understanding the problem's real-world situation and identifying the variables at play. In a problem about bus scheduling, for instance, crucial variables might include the number of buses, the number of stops, and the average speed of the buses.<\/p>\r\n<p>The next step is to analyze the information that's already been given. This might be presented directly in the problem statement, or it might require interpretation. For instance, if a problem states that a car travels at [latex]60[\/latex] miles per hour, we know that speed, distance, and time are all important variables.<\/p>\r\n<p>Once we understand the context and the given information, we can determine what additional data we need. If we're asked to calculate how long it takes the car to travel [latex]240[\/latex] miles, for instance, we don't need any additional data because we can use the given speed to calculate time. But if we're asked how far the car can travel in [latex]5[\/latex] hours, we need to know its fuel efficiency and how much fuel it has.<\/p>\r\n<section class=\"textbox example\">What data might you need to consider when trying to address the following?\r\n\r\n<ol style=\"list-style-type: decimal;\">\r\n\t<li>You want to determine the fastest route to drive from Los Angeles to San Francisco.<\/li>\r\n\t<li>A school is trying to reduce the amount of waste it produces.<\/li>\r\n\t<li>You're designing a new park for your city.<\/li>\r\n<\/ol>\r\n<p>[reveal-answer q=\"688738\"]Show Solution[\/reveal-answer]<br \/>\r\n[hidden-answer a=\"688738\"]<\/p>\r\n<ol style=\"list-style-type: decimal;\">\r\n\t<li>To determine the fastest route to drive from Los Angeles to San Francisco, you might need the following data:\r\n\r\n<ul>\r\n\t<li>Different possible routes and their distancesThe average speed limit or typical traffic speeds on each route<\/li>\r\n<\/ul>\r\n<ul>\r\n\t<li>The locations and durations of any potential traffic jams, road works, or other delays<\/li>\r\n<\/ul>\r\n<ul>\r\n\t<li>Whether there are times of day when one route might be faster than another<\/li>\r\n<\/ul>\r\n<\/li>\r\n\t<li>If a school is trying to reduce the amount of waste it produces, the following data could be useful:\r\n\r\n<ul>\r\n\t<li>The current amount and types of waste the school produces<\/li>\r\n<\/ul>\r\n<ul>\r\n\t<li>The source of each type of waste (e.g., cafeteria, classrooms, administrative offices)<\/li>\r\n<\/ul>\r\n<ul>\r\n\t<li>The school's current waste management practices (e.g., recycling, composting)<\/li>\r\n<\/ul>\r\n<ul>\r\n\t<li>Potential waste reduction strategies and their effectiveness in similar settings<\/li>\r\n<\/ul>\r\n<ul>\r\n\t<li>The attitudes and behaviors of students and staff towards waste reduction<\/li>\r\n<\/ul>\r\n<\/li>\r\n\t<li>When designing a new park for your city, you would need to consider data such as:\r\n\r\n<ul>\r\n\t<li>The available land area and its shape<\/li>\r\n<\/ul>\r\n<ul>\r\n\t<li>The local climate and how it might affect plant choices or the use of the park<\/li>\r\n<\/ul>\r\n<ul>\r\n\t<li>The demographic of the local population (e.g., age, interests) to determine what facilities might be needed<\/li>\r\n<\/ul>\r\n<ul>\r\n\t<li>The budget for the project<\/li>\r\n<\/ul>\r\n<ul>\r\n\t<li>Any local regulations or requirements for public spaces<\/li>\r\n<\/ul>\r\n<ul>\r\n\t<li>The maintenance capabilities of the city or local community<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ol>\r\n<p>[\/hidden-answer]<\/p>\r\n<\/section>\r\n<p>Identifying the necessary data is an important step in solving a mathematical problem. With the right information in hand, you're well-equipped to develop a mathematical model and find a solution.<\/p>\r\n<h2>The Language of Data: Graphs, Charts, and Tables<\/h2>\r\n<p>Data is the lifeblood of mathematics, a language in itself. It tells stories, reveals patterns, and guides decision-making. And just as stories are written in words, data is often written in graphs, charts, and tables. Being fluent in this language allows us to solve problems, make predictions, and understand the world around us.<\/p>\r\n<p>There are different way data can be presented.<\/p>\r\n<ol style=\"list-style-type: decimal;\">\r\n\t<li><strong>Graphs<\/strong> translate numerical data into visual form, making trends and patterns easier to spot. Types of graphs include line graphs, bar graphs, histograms, and scatter plots, among others. Each type serves a particular purpose and conveys different types of information.<\/li>\r\n\t<li><strong>Charts<\/strong> provide a structured presentation of data. Pie charts, for example, are used to show percentages or proportions, while flowcharts can illustrate processes or systems.<\/li>\r\n\t<li><strong>Tables<\/strong>, on the other hand, are perfect for organizing data in a clear and concise manner. They can be used to display raw data, comparisons, or statistical information.<\/li>\r\n<\/ol>\r\n<p>Whether you're reading a graph, chart, or table, the first step is to understand what kind of data you're dealing with. What variables are being represented? Over what time period? Are there any units of measurement? Next, look for patterns, trends, or anomalies. Are there any unexpected spikes or dips in a line graph? Does one category dominate in a pie chart? Is there a key value that stands out in a table?<\/p>\r\n<p>Once you've understood the data's story, you can use it to solve problems. For instance, you might use a bar graph of monthly rainfall to predict when the best time to plant crops would be, or a table of population data to plan public services.<\/p>\r\n<section class=\"textbox example\">Consider the following table of students' grades. What's the most common grade? What's the range of grades?\r\n\r\n<table>\r\n<tbody>\r\n<tr>\r\n<th>Student<\/th>\r\n<th>Grade<\/th>\r\n<\/tr>\r\n<tr>\r\n<td>1<\/td>\r\n<td>A<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>2<\/td>\r\n<td>B<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>3<\/td>\r\n<td>A<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>4<\/td>\r\n<td>C<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>5<\/td>\r\n<td>B<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>6<\/td>\r\n<td>A<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>7<\/td>\r\n<td>B<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>8<\/td>\r\n<td>B<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<p>[reveal-answer q=\"688737\"]Show Solution[\/reveal-answer]<br \/>\r\n[hidden-answer a=\"688737\"]<br \/>\r\nThe most common grade, also known as the mode, is 'B' as it appears four times.<\/p>\r\n<p>The range of grades is from 'A' to 'C'. The range in this context refers to the spread of different grades in the data set.<br \/>\r\n[\/hidden-answer]<\/p>\r\n<\/section>\r\n<section class=\"textbox tryIt\">[ohm2_question hide_question_numbers=1]8835[\/ohm2_question]<\/section>\r\n<section class=\"textbox youChoose\">[videopicker divId=\"tnh-video-picker\" title=\"Pie Charts Explained\" label=\"Select Video\"]<br \/>\r\n[videooption displayName=\"Reading pie graphs\" value=\"https:\/\/youtu.be\/4JqH55rLGKY\"][videooption displayName=\"What is a Pie Chart?\" value=\"\/\/plugin.3playmedia.com\/show?mf=12421092&amp;p3sdk_version=1.10.1&amp;p=20361&amp;pt=375&amp;video_id=GjJdZaQrItg&amp;video_target=tpm-plugin-cea5cs3n-GjJdZaQrItg\"] [videooption displayName=\"Pie Chart Lesson\" value=\"\/\/plugin.3playmedia.com\/show?mf=12421093&amp;p3sdk_version=1.10.1&amp;p=20361&amp;pt=375&amp;video_id=6N2zlSJ3FYw&amp;video_target=tpm-plugin-ewr8hzc6-6N2zlSJ3FYw\"]<br \/>\r\n[\/videopicker]\r\n\r\n<p>&nbsp;<\/p>\r\n<p>You can view the <a href=\"https:\/\/course-building.s3.us-west-2.amazonaws.com\/Quantitative+Reasoning+-+2023+Build\/Transcriptions\/Reading+pie+graphs+(circle+graphs)+_+Applying+mathematical+reasoning+_+Pre-Algebra+_+Khan+Academy.txt\" target=\"_blank\" rel=\"noopener\">transcript for \u201cReading pie graphs (circle graphs) | Applying mathematical reasoning | Pre-Algebra | Khan Academy\u201d here (opens in new window).<\/a><\/p>\r\n<p>You can view the <a href=\"https:\/\/course-building.s3.us-west-2.amazonaws.com\/Quantitative+Reasoning+-+2023+Build\/Transcriptions\/What+is+a+Pie+Chart.txt\" target=\"_blank\" rel=\"noopener\">transcript for \u201cWhat is a Pie Chart?\u201d here (opens in new window).<\/a><\/p>\r\n<p>You can view the <a href=\"https:\/\/course-building.s3.us-west-2.amazonaws.com\/Quantitative+Reasoning+-+2023+Build\/Transcriptions\/What+is+a+Pie+Chart+Alamin+natin+kay+Aya..txt\" target=\"_blank\" rel=\"noopener\">transcript for \u201cWhat is a Pie Chart? Alamin natin kay Aya.\u201d here (opens in new window).<\/a><\/p>\r\n<\/section>\r\n<section class=\"textbox tryIt\">[ohm2_question hide_question_numbers=1]8837[\/ohm2_question]<\/section>\r\n<p>Remember, data interpretation is about more than just reading numbers\u2014it's about understanding the story those numbers tell, and using that story to solve problems and make decisions.<\/p>","rendered":"<h2>The Foundation of Problem Solving: Identifying Required Data<\/h2>\n<p>To solve a problem effectively, we need to first identify what information is necessary. This involves understanding the problem&#8217;s context, deciphering the given information, and determining what additional data we need to reach a solution.<\/p>\n<p>Context is crucial for identifying what data we need. This involves understanding the problem&#8217;s real-world situation and identifying the variables at play. In a problem about bus scheduling, for instance, crucial variables might include the number of buses, the number of stops, and the average speed of the buses.<\/p>\n<p>The next step is to analyze the information that&#8217;s already been given. This might be presented directly in the problem statement, or it might require interpretation. For instance, if a problem states that a car travels at [latex]60[\/latex] miles per hour, we know that speed, distance, and time are all important variables.<\/p>\n<p>Once we understand the context and the given information, we can determine what additional data we need. If we&#8217;re asked to calculate how long it takes the car to travel [latex]240[\/latex] miles, for instance, we don&#8217;t need any additional data because we can use the given speed to calculate time. But if we&#8217;re asked how far the car can travel in [latex]5[\/latex] hours, we need to know its fuel efficiency and how much fuel it has.<\/p>\n<section class=\"textbox example\">What data might you need to consider when trying to address the following?<\/p>\n<ol style=\"list-style-type: decimal;\">\n<li>You want to determine the fastest route to drive from Los Angeles to San Francisco.<\/li>\n<li>A school is trying to reduce the amount of waste it produces.<\/li>\n<li>You&#8217;re designing a new park for your city.<\/li>\n<\/ol>\n<p><div class=\"qa-wrapper\" style=\"display: block\"><button class=\"show-answer show-answer-button collapsed\" data-target=\"q688738\">Show Solution<\/button><\/p>\n<div id=\"q688738\" class=\"hidden-answer\" style=\"display: none\">\n<ol style=\"list-style-type: decimal;\">\n<li>To determine the fastest route to drive from Los Angeles to San Francisco, you might need the following data:\n<ul>\n<li>Different possible routes and their distancesThe average speed limit or typical traffic speeds on each route<\/li>\n<\/ul>\n<ul>\n<li>The locations and durations of any potential traffic jams, road works, or other delays<\/li>\n<\/ul>\n<ul>\n<li>Whether there are times of day when one route might be faster than another<\/li>\n<\/ul>\n<\/li>\n<li>If a school is trying to reduce the amount of waste it produces, the following data could be useful:\n<ul>\n<li>The current amount and types of waste the school produces<\/li>\n<\/ul>\n<ul>\n<li>The source of each type of waste (e.g., cafeteria, classrooms, administrative offices)<\/li>\n<\/ul>\n<ul>\n<li>The school&#8217;s current waste management practices (e.g., recycling, composting)<\/li>\n<\/ul>\n<ul>\n<li>Potential waste reduction strategies and their effectiveness in similar settings<\/li>\n<\/ul>\n<ul>\n<li>The attitudes and behaviors of students and staff towards waste reduction<\/li>\n<\/ul>\n<\/li>\n<li>When designing a new park for your city, you would need to consider data such as:\n<ul>\n<li>The available land area and its shape<\/li>\n<\/ul>\n<ul>\n<li>The local climate and how it might affect plant choices or the use of the park<\/li>\n<\/ul>\n<ul>\n<li>The demographic of the local population (e.g., age, interests) to determine what facilities might be needed<\/li>\n<\/ul>\n<ul>\n<li>The budget for the project<\/li>\n<\/ul>\n<ul>\n<li>Any local regulations or requirements for public spaces<\/li>\n<\/ul>\n<ul>\n<li>The maintenance capabilities of the city or local community<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<\/section>\n<p>Identifying the necessary data is an important step in solving a mathematical problem. With the right information in hand, you&#8217;re well-equipped to develop a mathematical model and find a solution.<\/p>\n<h2>The Language of Data: Graphs, Charts, and Tables<\/h2>\n<p>Data is the lifeblood of mathematics, a language in itself. It tells stories, reveals patterns, and guides decision-making. And just as stories are written in words, data is often written in graphs, charts, and tables. Being fluent in this language allows us to solve problems, make predictions, and understand the world around us.<\/p>\n<p>There are different way data can be presented.<\/p>\n<ol style=\"list-style-type: decimal;\">\n<li><strong>Graphs<\/strong> translate numerical data into visual form, making trends and patterns easier to spot. Types of graphs include line graphs, bar graphs, histograms, and scatter plots, among others. Each type serves a particular purpose and conveys different types of information.<\/li>\n<li><strong>Charts<\/strong> provide a structured presentation of data. Pie charts, for example, are used to show percentages or proportions, while flowcharts can illustrate processes or systems.<\/li>\n<li><strong>Tables<\/strong>, on the other hand, are perfect for organizing data in a clear and concise manner. They can be used to display raw data, comparisons, or statistical information.<\/li>\n<\/ol>\n<p>Whether you&#8217;re reading a graph, chart, or table, the first step is to understand what kind of data you&#8217;re dealing with. What variables are being represented? Over what time period? Are there any units of measurement? Next, look for patterns, trends, or anomalies. Are there any unexpected spikes or dips in a line graph? Does one category dominate in a pie chart? Is there a key value that stands out in a table?<\/p>\n<p>Once you&#8217;ve understood the data&#8217;s story, you can use it to solve problems. For instance, you might use a bar graph of monthly rainfall to predict when the best time to plant crops would be, or a table of population data to plan public services.<\/p>\n<section class=\"textbox example\">Consider the following table of students&#8217; grades. What&#8217;s the most common grade? What&#8217;s the range of grades?<\/p>\n<table>\n<tbody>\n<tr>\n<th>Student<\/th>\n<th>Grade<\/th>\n<\/tr>\n<tr>\n<td>1<\/td>\n<td>A<\/td>\n<\/tr>\n<tr>\n<td>2<\/td>\n<td>B<\/td>\n<\/tr>\n<tr>\n<td>3<\/td>\n<td>A<\/td>\n<\/tr>\n<tr>\n<td>4<\/td>\n<td>C<\/td>\n<\/tr>\n<tr>\n<td>5<\/td>\n<td>B<\/td>\n<\/tr>\n<tr>\n<td>6<\/td>\n<td>A<\/td>\n<\/tr>\n<tr>\n<td>7<\/td>\n<td>B<\/td>\n<\/tr>\n<tr>\n<td>8<\/td>\n<td>B<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><div class=\"qa-wrapper\" style=\"display: block\"><button class=\"show-answer show-answer-button collapsed\" data-target=\"q688737\">Show Solution<\/button><\/p>\n<div id=\"q688737\" class=\"hidden-answer\" style=\"display: none\">\nThe most common grade, also known as the mode, is &#8216;B&#8217; as it appears four times.<\/p>\n<p>The range of grades is from &#8216;A&#8217; to &#8216;C&#8217;. The range in this context refers to the spread of different grades in the data set.\n<\/div>\n<\/div>\n<\/section>\n<section class=\"textbox tryIt\"><iframe loading=\"lazy\" id=\"ohm8835\" class=\"resizable\" src=\"https:\/\/ohm.one.lumenlearning.com\/multiembedq.php?id=8835&theme=lumen&iframe_resize_id=ohm8835&source=tnh\" width=\"100%\" height=\"150\"><\/iframe><\/section>\n<section class=\"textbox youChoose\">\n<div id=\"tnh-video-picker\" class=\"videoPicker\">\n<h3>Pie Charts Explained<\/h3>\n<form><label>Select Video:<\/label><select name=\"video\"><option value=\"https:\/\/www.youtube.com\/embed\/4JqH55rLGKY\">Reading pie graphs<\/option><option value=\"\/\/plugin.3playmedia.com\/show?mf=12421092&amp;p3sdk_version=1.10.1&amp;p=20361&amp;pt=375&amp;video_id=GjJdZaQrItg&amp;video_target=tpm-plugin-cea5cs3n-GjJdZaQrItg\">What is a Pie Chart?<\/option><option value=\"\/\/plugin.3playmedia.com\/show?mf=12421093&amp;p3sdk_version=1.10.1&amp;p=20361&amp;pt=375&amp;video_id=6N2zlSJ3FYw&amp;video_target=tpm-plugin-ewr8hzc6-6N2zlSJ3FYw\">Pie Chart Lesson<\/option><\/select><\/form>\n<div class=\"videoContainer\"><iframe src=\"https:\/\/www.youtube.com\/embed\/4JqH55rLGKY\" allowfullscreen><\/iframe><\/div>\n<p>&nbsp;<\/p>\n<p>You can view the <a href=\"https:\/\/course-building.s3.us-west-2.amazonaws.com\/Quantitative+Reasoning+-+2023+Build\/Transcriptions\/Reading+pie+graphs+(circle+graphs)+_+Applying+mathematical+reasoning+_+Pre-Algebra+_+Khan+Academy.txt\" target=\"_blank\" rel=\"noopener\">transcript for \u201cReading pie graphs (circle graphs) | Applying mathematical reasoning | Pre-Algebra | Khan Academy\u201d here (opens in new window).<\/a><\/p>\n<p>You can view the <a href=\"https:\/\/course-building.s3.us-west-2.amazonaws.com\/Quantitative+Reasoning+-+2023+Build\/Transcriptions\/What+is+a+Pie+Chart.txt\" target=\"_blank\" rel=\"noopener\">transcript for \u201cWhat is a Pie Chart?\u201d here (opens in new window).<\/a><\/p>\n<p>You can view the <a href=\"https:\/\/course-building.s3.us-west-2.amazonaws.com\/Quantitative+Reasoning+-+2023+Build\/Transcriptions\/What+is+a+Pie+Chart+Alamin+natin+kay+Aya..txt\" target=\"_blank\" rel=\"noopener\">transcript for \u201cWhat is a Pie Chart? Alamin natin kay Aya.\u201d here (opens in new window).<\/a><\/p>\n<\/section>\n<section class=\"textbox tryIt\"><iframe loading=\"lazy\" id=\"ohm8837\" class=\"resizable\" src=\"https:\/\/ohm.one.lumenlearning.com\/multiembedq.php?id=8837&theme=lumen&iframe_resize_id=ohm8837&source=tnh\" width=\"100%\" height=\"150\"><\/iframe><\/section>\n<p>Remember, data interpretation is about more than just reading numbers\u2014it&#8217;s about understanding the story those numbers tell, and using that story to solve problems and make decisions.<\/p>\n","protected":false},"author":15,"menu_order":9,"template":"","meta":{"_candela_citation":"[{\"type\":\"copyrighted_video\",\"description\":\"Reading pie graphs (circle graphs) | Applying mathematical reasoning | Pre-Algebra | Khan Academy\",\"author\":\"Khan Academy\",\"organization\":\"\",\"url\":\"https:\/\/youtu.be\/4JqH55rLGKY\",\"project\":\"\",\"license\":\"arr\",\"license_terms\":\"\"},{\"type\":\"copyrighted_video\",\"description\":\"What is a Pie Chart?\",\"author\":\"GCFLearnFree\",\"organization\":\"\",\"url\":\"https:\/\/youtu.be\/GjJdZaQrItg\",\"project\":\"\",\"license\":\"arr\",\"license_terms\":\"\"},{\"type\":\"copyrighted_video\",\"description\":\"Pie Chart Lesson\",\"author\":\"E-L4k TV\",\"organization\":\"\",\"url\":\"https:\/\/youtu.be\/6N2zlSJ3FYw\",\"project\":\"\",\"license\":\"arr\",\"license_terms\":\"\"}]","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"part":23,"module-header":"learn_it","content_attributions":[{"type":"copyrighted_video","description":"Reading pie graphs (circle graphs) | Applying mathematical reasoning | Pre-Algebra | Khan Academy","author":"Khan Academy","organization":"","url":"https:\/\/youtu.be\/4JqH55rLGKY","project":"","license":"arr","license_terms":""},{"type":"copyrighted_video","description":"What is a Pie Chart?","author":"GCFLearnFree","organization":"","url":"https:\/\/youtu.be\/GjJdZaQrItg","project":"","license":"arr","license_terms":""},{"type":"copyrighted_video","description":"Pie Chart Lesson","author":"E-L4k TV","organization":"","url":"https:\/\/youtu.be\/6N2zlSJ3FYw","project":"","license":"arr","license_terms":""}],"internal_book_links":[],"video_content":[{"divId":"tnh-video-picker","title":"Pie Charts Explained","label":"Select Video","video_collection":[{"displayName":"Reading pie graphs","value":"https:\/\/www.youtube.com\/embed\/4JqH55rLGKY"},{"displayName":"What is a Pie Chart?","value":"\/\/plugin.3playmedia.com\/show?mf=12421092&amp;p3sdk_version=1.10.1&amp;p=20361&amp;pt=375&amp;video_id=GjJdZaQrItg&amp;video_target=tpm-plugin-cea5cs3n-GjJdZaQrItg"},{"displayName":"Pie Chart Lesson","value":"\/\/plugin.3playmedia.com\/show?mf=12421093&amp;p3sdk_version=1.10.1&amp;p=20361&amp;pt=375&amp;video_id=6N2zlSJ3FYw&amp;video_target=tpm-plugin-ewr8hzc6-6N2zlSJ3FYw"}]}],"cc_video_embed_content":{"cc_scripts":"","media_targets":[]},"try_it_collection":null,"_links":{"self":[{"href":"https:\/\/content.one.lumenlearning.com\/quantitativereasoning\/wp-json\/pressbooks\/v2\/chapters\/3962"}],"collection":[{"href":"https:\/\/content.one.lumenlearning.com\/quantitativereasoning\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/content.one.lumenlearning.com\/quantitativereasoning\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/content.one.lumenlearning.com\/quantitativereasoning\/wp-json\/wp\/v2\/users\/15"}],"version-history":[{"count":34,"href":"https:\/\/content.one.lumenlearning.com\/quantitativereasoning\/wp-json\/pressbooks\/v2\/chapters\/3962\/revisions"}],"predecessor-version":[{"id":15536,"href":"https:\/\/content.one.lumenlearning.com\/quantitativereasoning\/wp-json\/pressbooks\/v2\/chapters\/3962\/revisions\/15536"}],"part":[{"href":"https:\/\/content.one.lumenlearning.com\/quantitativereasoning\/wp-json\/pressbooks\/v2\/parts\/23"}],"metadata":[{"href":"https:\/\/content.one.lumenlearning.com\/quantitativereasoning\/wp-json\/pressbooks\/v2\/chapters\/3962\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/content.one.lumenlearning.com\/quantitativereasoning\/wp-json\/wp\/v2\/media?parent=3962"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/content.one.lumenlearning.com\/quantitativereasoning\/wp-json\/pressbooks\/v2\/chapter-type?post=3962"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/content.one.lumenlearning.com\/quantitativereasoning\/wp-json\/wp\/v2\/contributor?post=3962"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/content.one.lumenlearning.com\/quantitativereasoning\/wp-json\/wp\/v2\/license?post=3962"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}