...Contents No. | Title | Page | 1 | Introduction | 2 | 2 | Part 1 | 6 | 3 | Part 2 | 8 | 4 | Part 3 | 10 | 5 | Part 4 | 13 | 6 | Part 5 | 17 | 7 | Further Exploration | 21 | 8 | Reflection | 22 | Introduction Moral Values: I have learned many moral values while completing this assignment. Better still, I got to know about the importance of applying these moral values into our daily lives. The first moral value is to cooperate with other people. The strategies and solutions of the questions in this project work were discussed among me and a group of friends. This makes things easier and saved a lot of time. The management of time is also important to complete this project work. Other than this assignment, I have homework, extra co curricular activities and tuition classes to attend. Thus a good management of time is essential for me to complete this given task and not to disrupt my daily activities. Perseverance has taught me to be steady and persistent in doing something. In spite of many difficulties I faced throughout the whole procedure I learned that giving up is just not right solution. Obstacles and discouragement should be endured the course of action should be held on with unyielding determination to see obtain sweet fruit of success. I had also learned to appreciate the beauty of mathematics. Waxing eloquently on the basic importance of Mathematics in human life, Roger Bacon (1214-1294), an English Franciscan friar, philosopher, scientist...
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...Name: Sharon Mohammed Candidate Number: School: Iere High School Class: Form 5s (Science) Project Title: Projectile Motion Additional Mathematics SBA: Teacher: Ms. Lia Chunilal Date: TABLE OF CONTENTS Project Title……………………………………………………………………………pg3 Aim of Project………………………………………………………………………..pg4 Problem Statement……………………………………………………………………pg5 Information about Volleyball…………………………………………………………pg9 Apparatus and Materials………………………………………………………………pg6 Method for Experiment……………………………………………………………….pg7 Solution to Problem…………………………………………………………………..pg8 Verification of Solution……………………………………………………………….pg18 Discussion……………………………………………………………………………..pg19 Conclusion…………………………………………………………………………….pg21 Bibliography...................................................................................................................pg22 PROJECT TITLE: To determine the ideal angle at which Penelope, a national volleyball player, needs to serve the ball in order to obtain the distance that it needs to go over the net but stay in the court y applying the theory of projectile motion. AIM: To determine the ideal angle and distance needed for a volleyball ball to be served over the net within the dimension of the court using projectile motion. PROBLEM STATEMENT: Penelope is a national volleyball player and she wants to know the angle at which she needs to serve the volleyball in order to get the ball over the net but also in the court every time she serves...
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...TABLE OF CONTENT TITLE | PAGE | TABLE OF CONTENT | 1 | APPRECIATION | 2 | OBJECTIVE | 3 | METHOD INVESTIGATION | 4 | PART I | 5-7 | PART II | 8-10 | PART III | 11-13 | PART IV | 14-16 | REFLECTION | 17-18 | CONCLUSION | 19 | APPRECIATION First of all, I would like to say thank you for giving me the power to complete this project work. Not forgotten my parents for providing me any material to complete this project and their support which are the most needed for this project. Internet, books, computer and the list goes on. They also supported me and encouraged me to complete this project so that I will not procrastinatein doing it. For their strong support, I would like to express my gratitude to my beloved parents. They also helped me to find the mark to complete this project. They have always been at my side and I hope that they will still be there in the future. Besides, I would like to thank my Additional Mathematics teacher, Pn. Phong Bee Bee as she had gave us some important guidance and commitment during this project work. She has been a very supportive figure throughout the project. Then I would also want to thank my teacher for guiding me and my friends throughout this project. We had faced some difficulties in doing this task, but she taught us patiently until we knew what to do. She had tried to teach us until we understand what we supposed to do with the project work. I also want to thank my friends for assisting me to complete...
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...http://sahatmozac.blogspot.com ADDITIONAL MATHEMATICS MODULE 1 FUNCTIONS Organized by Jabatan Pelajaran Pulau Pinang 2006 http://mathsmozac.blogspot.com http://sahatmozac.blogspot.com CHAPTER 1 : FUNCTIONS Contents 1.1 Concept map Page 2 1.2 Determine domain , codomain , object, image and range of relation 3 1.3 Classifying the types of relations 3 2.1 Recognize functions as a special relation. 2.2 Expressing functions using function notation. 2.3 Determine domain , object , image and range 4-5 3.0 Composite Functions 6 -9 4.0 SPM Questions 9 – 10 5.0 Assessment test 11 – 12 6.0 Answers 13 – 14 http://mathsmozac.blogspot.com 1 http://sahatmozac.blogspot.com CONCEPT MAP FUNCTIONS Relations Object images ………….,, …………… …………… Functions Function Notation Type of relation y Or ……………… Composite Functions Inverse Functions f: x One to one Many to one ……….. fg ( x ) = ……………. Object f(x)=y ……………… http://mathsmozac.blogspot.com 2 http://sahatmozac.blogspot.com 1.1 Functions Express the relation between the following pairs of sets in the form of arrow diagram, ordered pair and graph. Arrow diagram Ordered pair Graph a ) Set A = Kelantan, Perak , Selangor Set B = Shah Alam , Kota Bharu ,Ipoh Relation: ‘ City of the state in Malaysia ‘ b )Set A = triangle,rectangle, pentagon Set B = 3,4,5 Relation : ‘ Number...
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...stay in tact in both the footer and header pages. http://www.memorymentor.com/ © Memorymentor 2006. All Rights Reserved. http://www.memorymentor.com/ © Memorymentor 2006. All Rights Reserved. Maths Tips and Tricks to Improve Your Math Abilities Page 2 of 18 Contents 1. Multiplying By 11 2. Is it divisible By 4? 3. Multiplying By 12 Shortcut 4. Converting Kilos to Pounds 5. Adding Time 6. Converting Celsius to Fahrenheit 7. 5 Squared Shortcut 8. Decimal Equivalents of Fractions 9. Kilometres to Miles 10. About Memorymentor.com http://www.memorymentor.com/ © Memorymentor 2006. All Rights Reserved. Maths Tips and Tricks to Improve Your Math Abilities Page 3 of 18 Multiplying by 11 shortcut This technique teaches you how to multiply any number by eleven, easily and quickly. We will take a few examples and from these you will see the pattern used and also how easy they are to do. So, to begin let’s try 12 time 11. First things first you will ignore the 11 for the moment and concentrate on the 12. Split the twelve apart, like so: 1 Add these two digits together 1 + 2 = 3 2 1+2 = 3 Place the answer, 3 in between the 12 to give 132 11 X 12 = 132 http://www.memorymentor.com/ © Memorymentor 2006. All Rights Reserved. Maths Tips and Tricks to Improve Your Math Abilities Page 4 of 18 Let’s try another: 48 X 11 again, leave the 11 alone for a moment and work with the 48 4 + 8 = 12 So now we have to put the 12 in between the 4 and 8 but don’t do this:...
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...9:55 – 11:15 Math III – 1 1:00 - 2:20 Math III - 2 I. Objective: * Compare values of the different denominations of coins and bills through P1000 Value: Gratitude II. Subject Matter: Comparing values of the different denominations of coins and bills through P1000 References: BEC PELC – I A. 4. 3. Materials: Philippine money, play money, flashcards, charts III. Procedure: A. Preliminary Activities: 1. Drill: Write greater than, less than or equal to the following a. P50.00 __ P100.00 b. 2 ten peso bills __ P30.50 2. Review: Write the money values in symbols. a. nine hundred fifty pesos and fifty centavos b. seven hundred seventy-eight pesos and twenty five centavos 3. Motivation: Did you also receive Christmas gifts from your godparent? What did you say after you receive such gift? B. Developmental Activities: 1. Presentation: a. Last Christmas Edmar’s godparents gave him P500 P100P100 P50 . Allyssa’s godparents gave her P1 000 Edmar received P750 while Alyssareceived P1000. Let us compare the amounts. Use >, < or =. Which is more, 750 or 1000? Which is less? 2. Guided Practice Compare the following. Write >, < or = 1. P 955 ____ P 595 2. P 1 000 ____ P 100 3. P 99 ____ P59 4. P 678...
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...Math might not be the first skill that comes to mind when you think about a nursing career. Math is a vital part of nursing and is used in a variety of ways throughout the average day. Nurses must obtain reliable data and calculations to prevent, diagnose and treat medical problems. A clear understanding of fractions, ratios and algebraic equations and the metric system is essential to keeping patients healthy and alive. Vital signs -- temperature, pulse rate, breathing rate and blood pressure -- serve as our bodies’ dashboard indicators. Nurses must use math when they check a person’s vital signs. One important vital sign is body temperature. The normal body temperature for a person is about 98.6 degrees. A high temperature tells a nurse that a person has a fever. When you have a fever, it often means that your body is fighting some sort of infection or illness. One of nurse’s most important jobs is to make sure to give the right doses of medication to the right patient. The nurse reads a patients chart, which contains the doctor’s orders, including what kind of medicine to give and how much to give. A nurse must make sure to read the name of the medication correctly as well as the strength of the medicine the doctor has ordered. This is important particularly if the conditions for determining the dose depend on the patient's weight, blood pressure or glucose level. Medication strengths can be measured in metric units, such as grams, milligrams, liters, and milliliters. ...
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...Preparing for Pre-Employment Math Testing Objectives Time frame to Complete 1. Students will become familiar with different types of math problems 2. Students will demonstrate knowledge of math word problems 90 minutes Standard(s) Addressed in Lesson Benchmark(s) Addressed in Lesson Materials Using Math to Solve Problems and Communicate • • • • M.4.2; M.4.3; M.4.25; M.4.28; M. 4.34; M.4.35 Information handout Sample problems (two handouts) based on math concepts in real life settings (answer keys provided) Scrap paper Pencils Activities Step 1 Introduce students to the concept of reading word problems for meaning. Distribute handout #1 with information on keywords for the four basic math operations plus the five step word problem solving process. Step 2 Using handout #2 (sample word problems, go over locating key words and key information to solve the five problems presented.) Do these problems on the board. Step 3 Distribute handout #3 and ask the students to solve the problems independently (Handout #3 has sample questions based on the U.S. Census Bureau Practice Test for field employees). Once students have completed the problems go over the answer orally. Assessment/Evidence Handout #2 and #3 contain math practice problems to assess students’ understanding of solving math problems based on real life settings. Adaptations for Beginning Students Beginning students may need to go over the information contained in handout...
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...Instructions: 1. Load up the Java Lab from the website shown above. 2. On the left side of the screen select “Stopping Distance of a Car” 3. Before you start recording data for the lab, “play” around with the buttons at the bottom of the screen and see what they do. (Play, pause, reset, step back, step forward.) 4. When you feel comfortable, hit the “clear trace” button and go on to procedure 1. Procedure-Part 1 Reset/clear trace and have the initial speed is set at 80 km/hr, the reaction time is 0.10 s, and the coefficient of friction is equal to 1.00. Answer the questions below PRIOR to running the simulation: Analysis-Part 1 1. Convert 80 km/hr into m/s. (The graphs are in meters and seconds!) Show math. 1 hr = 3600 sec 1 km = 1000 m 80 km 1000 m 1 hr ------ × ------ × -------- = 22.2222 meters per second hr 1 km 3600 sec 2. Where do you see this speed in m/s confirmed on your screen?...
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...Promotion NURS102 7. Carlene Nancoo ID#2013060080 College Algebra MATH 165 Anatomy & Physiology BIOL112 8. Anastasia Stephen-Kadil ID#2013060076 All added 9. Aleshia Khan-Roach ID# 2013060104 College Algebra MATH 165 Principles of Sociology SOCI119 10. Dalia Semper ID# 2013060087 College Algebra MATH 165 Principles of Sociology SOCI119 Health Promotion NURS102 Introduction to Bio Chemistry BCHM 120-Lab 2 11. Grace Pria Rose ID#2013040055 Introduction to Bio Chemistry BCHM 120-Lab 2 12. Dorcas Laing ID# 2013060025 Introduction to Bio Chemistry BCHM 120-Lab 2 Anatomy & Physiology BIOL112 College Algebra MATH 165 13. Kedeisha Pope ID#20130050019 Introduction to Bio Chemistry BCHM 120-Lab 2 College Algebra MATH 165 Principles of Sociology SOCI119 14. Avalon Gustave ID#2013060072 Health Promotion NURS102 College Algebra MATH 165 Principles of Sociology SOCI119 15. Sheneice DuFont ID#2013070105 Health Promotion NURS102 College Algebra MATH 165 (not doing bio) 16. Adeola Ogunsheye General Education Students Shadrach Gill 2013090149 Introduction to Psychology Recia Dyette 2014010031 History Psychology Kirl Mc Intosh 2014010034 Psychology Marketing Rebecca Sookeramy 201400035 Psychology Cindy G. Boyce 2013060102 Spanish Social Issues (drop) God and Human Life (add) Cultural Anthropology Ravindra Persad 2014010040 History ...
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...self-assessment. At the top of their assessment, I wrote their score of 12/12, assessment evaluation score of E, and “Great Job!” Student 1 answered all of their questions correctly, so there were no comments addressing needs or areas for improvement. The written comments and scores acknowledge the student successfully meeting the objectives. For the feedback of student 2’s assessment, I starred each correct answer as I evaluated their work. I circled the incorrect big total at the top of the Math Mountain and in the math sentence. I also wrote, “Count and check circles,” with an arrow pointing to the six drawn circles. This...
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...Maths Tricks , shortcut tricks for maths to make calculation easy and fast ------------------------------------------------- To calculate reminder on dividing the number by 27 and 37 ------------------------------------------------- Let me explain this rule by taking examples consider number 34568276, we have to calculate the reminder on diving this number by 27 and 37 respectively. make triplets as written below starting from units place 34.........568..........276 now sum of all triplets = 34+568+276 = 878 divide it by 27 we get reminder as 14 divide it by 37 we get reminder as 27 ------------------------------------------------- Example. other examples for the clarification of the rule let the number is 2387850765 triplets are 2...387...850...765 sum of the triplets = 2+387+850+765 = 2004 on revising the steps we get 2......004 sum = 6 divide it by 27 we get reminder as 6 divide it by 37 we get reminder as 6 ------------------------------------------------- Is this maths trick helpful? (1217) (444) ------------------------------------------------- To calculate reminder on dividing the number by 7, 11, 13 ------------------------------------------------- Let me explain this rule by taking examples consider number 34568276, we have to calculate the reminder on diving this number by 7, 11, 13 respectively. make triplets as written below starting from units place 34.........568..........276 now alternate sum = 34+276 = 310 and 568 and difference...
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...1. Write the numbers to be added in two horizontal lines, below each other, aligning the decimal points. If the number is a whole number (ie. no decimal), add a decimal point to the end of the number. Add zeroes to empty spaces on the right to line up the columns. Ads by Google Math Worksheets Free Math Worksheets K-8 Math Practice www.thegreatmartinicompany.com 2. 2 Starting on the right, add the numbers in that column and put the answer directly under the column. If the answer is greater than 10, place the last number under the column and any remaining numbers above the column directly to the left (commonly referred to as "carry over"). 3. 3 Add all columns in the same manner as step 2, being careful to remember any numbers that carried over from the previous column. 4. 4 Place a decimal point in the answer directly below the decimal point in the numbers above. Counting from the decimal point to the left, put a comma after every third digit. Adding by Regrouping One of the wonderful things about addition is that the order doesn't matter --- assuming you're adding only positive numbers, of course! This flexibility allows you to rearrange your addition problems to suit yourself. Some examples: 27 + 19 can become (27 + 3) + 16 which then becomes 30 + 16 for a final answer of 46 54 + 38 can become (50 + 30) + (4 + 8) which then becomes 80 + 12 for a final answer of 92 125 + 16 can become 125 + 5 + 11 or possibly 125 + 10 + 6, for a total of 141 3807...
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...Math Strategies 1. Teach early number concepts: Students learn concepts “like more, less, any, none, left, together, how many and each” (Mastropieri & Scruggs, 2014, p. 357). These skills are essential for strategies students will learn later in school. 2. Teach strategies for counting: “Counting seems to be a very simple skill, but can appear very complicated to those who have not mastered it” (Mastropieri & Scruggs, 2014, p. 358). Learning to count will help students in all math skills. 3. Reinforce one-to-one correspondence: With the use of different sets of objects like blocks, counting bears, or candy to match quantities. “Before later concepts can be mastered effectively, it is important that students understand the concept of numerical numeration” (Mastropieri & Scruggs, 2014, p. 358). 4. Use manipulatives for teaching addition and subtraction concepts: “Using such materials as beads, buttons, dried beans, or commercially available base 10 blocks (distributed by companies such as Delta Education), you can help students learn concepts of addition and subtraction by counting” Mastropieri & Scruggs, 2014, p. 358). With the use of manipulatives, students are able to add and subtract by counting objects. 5. Use number lines to promote operations: “A helpful intermediate step between counting actual objects and operating with numbers is the use of a number line” (Mastropieri & Scruggs, 2014, p.359). With the use of a number line students can add...
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...Mathematical Programming The Mathematical Programming Add-in constructs models that can be solved using the Solver Add-in or one of the solution add-ins provided in the collection. When the Math Programming add-in is installed, several new command lines are added to the OR_MM menu. The menu items under the title Math Programming create models of the different types. Selecting an item from this list causes a dialog box to be presented which constructs a mathematical programming model. The models created by the add-in are solved with the Excel Solver, the Jensen Network Solver or the Jensen LP/IP Solver. All are Excel add-ins. Documentation for these programs can be reached by clicking the links on the lower left. The Solver add-in comes with Excel, and it can solve linear programming, integer programming and nonlinear programming models. The Math Programming add-in automatically builds Solver models and calls the computational procedures that solve the problems. All four model types can be can be solved in this way. The Jensen LP/IP Solver solves linear or integer programming problems. It is available for the Linear/Integer Programming and Network Flow Programming model types. The Jensen Network Solver can solve pure or generalized network flow models. Both linear and integer problems can be solved. It is available for the Network Flow Programming or Transportation model types. Parametric analysis can be applied to any of the math programming models. Here one parameter is allowed...
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