...number 495,784 has four hundred thousands. The second digit is the ten thousands' place. In this number there are nine ten thousands in addition to the four hundred thousands. The third digit is the one thousands' place which is five in this example. Therefore there are four sets of one hundred thousand, nine sets of ten thousand, and five sets of one thousand in the number 495,784. The fourth digit is called the hundreds' place. It tells how many sets of one hundred are in the number. The number 495,784 has seven hundreds in addition to the thousands. The next digit is the tens' place. This number has are eight tens in addition to the four hundred thousands, nine ten thousands, five thousands and seven hundreds. The last or right digit is the ones' place which is four in this example. Therefore there are four sets of one hundred thousand, nine sets of ten thousand, five sets of one thousand, seven sets of one hundred, eight sets of ten, and four ones in the number 495,784 A. Place Value Extended Forms There are 4 sets of one hundred thousand, 9 sets of ten thousand, 5 sets of one thousand, 7 sets of one hundred, 8 sets of ten, and 6 ones in the number 495,786. Expanded form shows the number expanded into an addition statement. The expanded form of 495,786 is 400,000 + 90,000 + 5,000 + 700 + 80 + 6. Pre- test Name _____________________________ | | | Date ___________________ | Place Value Write each number in standard form....
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...2011 Chapters 3 & 5 Text Problems Chapter 3 3-2 B: Exercises 8 & 9 8. George is cooking an elaborate meal for Thanksgiving. He can cook only one thing at a time in his microwave oven. His turkey takes 75 min; the pumpkin pie takes 18 min; rolls take 45 sec; and a cup of coffee takes30 sec to heat. How much time does he need to cook the meal? 168 or 1hr 34 mins. 15 sec. 75++18=93 93+45=138 138+30=168 9. Give reasons for each of the following steps: 123+45=1×102+2×10+3)+(4×10+5) =1×102+2×10+4×10+(3+5) =1×102+2+410+3+5 =1×102+6×10+8 =168 Step 1= place value Step 2= commutative and associative properties of addition Step 3= distributive property of multiplication over addition Step 4= single-digit addition facts Step 5= place value 3-3B: Exercise 6 6. Using the distributive property of multiplication over addition, we can factor as in x2+yx=xx+y. Use the distributive property and other multiplication properties to factor each of the following: a. 47×99+47=4×10+4×9×11+(4×10+7) b. x+1y+x+1=xy+y+x+2 c. x2y+zx3=x2(y+zx) 3-4B: Exercise 15 15. Xuan saved $5340 in 3 years. If he saved $95 per month in the first year and a fixed amount per month for the next 2 years, how much did he save per month during the last 2 years? $175 per month 95×12=1140 5340-1140=4200 12×2=24 4200÷24=175 3-5B: Exercise 8 d. Round each number to the place value indicated by the digit in bold. a. 3587= 3600 b. 148,213= 100,000 ...
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...Public Class Form1 Dim m, num, count As Double Private Sub Button8_Click(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles Button8.Click TextBox1.AppendText("7") End Sub Private Sub Button15_Click(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles Button15.Click TextBox1.AppendText("9") End Sub Private Sub TextBox1_TextChanged(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles TextBox1.TextChanged End Sub Private Sub Button2_Click(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles Button2.Click TextBox1.AppendText("1") End Sub Private Sub Button3_Click(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles Button3.Click TextBox1.AppendText("2") End Sub Private Sub Button13_Click(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles Button13.Click TextBox1.AppendText("3") End Sub Private Sub Button5_Click(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles Button5.Click TextBox1.AppendText("4") End Sub Private Sub Button6_Click(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles Button6.Click TextBox1.AppendText("5") End Sub Private Sub Button17_Click(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles Button17.Click TextBox1...
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...Time * Duration of factory: July 2013 to August 2013 * Class Schedules (Activities and events) Date and Time | Event | Description | JulyTime to be placed | Issue Diagnostic tests | 1 - 2 hrs.This is used to assess the levels of the students and to highlight where improvements are need versus where they will need to be fully taught. Also to monitor their progress in the Factory Files/Records will be created and maintained for each student involved in the math factory.(Time assessment for each level may differ) | JulyTime to be placed | Consultation with parent(s) and child(ren) | 30 – 60 mins. A consultation will be held, in order for the parents and child come in. We discuss their current progress, where they need to improve and how the parents can help in their development. We also discuss their strengths and how they can harness or fine tune it.This is also where we wish to gather parent and student information in these sessions also | JulyTime to be placed | Arranging of the Classes | 60 – 90 mins. Students will be sorted in their respective grade levels and competencies: * Basics * Primary * High (split between 7,8 and 9,10,11) | JulyTime to be placed | Teaching begins | Introduction of students, register is taken and lesson begins.Class Days: * Tuesday (Basic) * Wednesday (Primary) * Thursday (High)Each group will be taught on different days and each day is two hrs. each | - Time between - | - Teaching - | - Any other activities will...
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...Assessment Summary I (Pre-test/Post-test) The participants for this portion of the results consisted of 10 Access classes (students who received free admission) and 17 additional classes for a total of 27 classes. Those students in the Access classes were all from elementary schools (grades 3-5) with the addition of one other class for a total of 11 elementary classes (41%); and, those students in the remaining classes were from middle schools (grade 6-8) for a total of 16 middle classes (59%). The Access classes along with one additional class participated in the program, Our Place in Space and the remaining classes participated in the program, Active Atmosphere. Classes that had incomplete pre and post-test data were not included in the assessment summary. The assessment tool used was the Classroom Performance System by E-Instruct. Participating students used wireless response pads to answer multiple choice and True/False-style questions. Students who participated in the Journey to Earth (grades 1-2) class were not assessed using the Classroom Performance System. Question: What was the average pre-test class point score for all classes? For Access classes (those with free admission)? When examining the pre-test class point scores for all classes (N=27), it was determined that the average score was 53.57%, ranging from 40.48% to 72.73%. For those students who received free admission (the Access classes), the average pre-test class point score (N=10), was...
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...being divided by a market’s upside deviations to so show the resulting ratio and how it facilitates other tests for positive or negative skewness. The article discusses how CAPM is inappropriate for the evaluation of portfolios given that is not only assumed that the returns on distributions are symmetrical, but that the beta (performance and return-to-risk ratios) underestimates the risk of larger numbers of mutual funds. Kochman and Badarinathi needed to answer two questions; can upside deviation be the means for portfolio evaluations and can this be done by taking the upside deviation of portfolios and divide those figure by the upside deviation of the market? Kochman and Badarinathi believe that to make a case for upside deviation as a means for portfolio evaluations is to take the upside deviation of the portfolio(s) and dividing it by the market(s) upside deviation. This would result with a ratio that facilitates another test of positive or negative skewness. To test whether the ratio of portfolio-to-market upside deviations as a success, a test on fund returns would need to be conducted to ensure a meaningful difference between upside deviations, portfolios, and markets. The overall findings showed that the relationships between low betas and low upside volatility appeared to be weaker than the relationships between high betas and high upside volatility. In addition a greater contribution of the prospective measure shows that DDP/DDM does monitor a portfolio’s control of...
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... | |Subject: Mathematics |Grade: Fourth Grade, Whole Class | |State Standard [Virginia SOL]: | |VA-SOL 4.4 b > The student will... | |b) add, subtract, and multiply whole numbers; | |d) solve single-step and multistage addition, subtraction, and multiplication problems with whole numbers. | |National Standard | |Grades 3–5 Expectations: | |In grades 3-5 all students...
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...Declaring constants in Pascal A constant is a value that is given a name. The constant can be used anywhere in a program and will always have the same value. Constants are declared in the declaration section of the program, that is the section before begin using the keyword, Const. Value Constant name Name: data type= value; Data type A command is an instruction that is a single word. Eg. READ For example to declare a constant to store a value for tax: Const Tax: real=.15; TEST YOUR UNDERSTANDING Initialize the following constants in Pascal: i. ii. The number of seconds in a minute. iii. The temperature at which water boils iv. The number of months in a year. v. The discount amount for 5%. Writing data to the screen (WRITE and WRITELN) Pascal uses write and writeln to display information on the computer screen. These statements are useful when prompting user for data and displaying information of a processed result to the screen. * Writeln is also useful when a space is needed in the program. You can create a space by typing: WRITELN; * Writeln can also be used to display a string and a variable: WRITELN (‘the sum is’, sum); Before you read, you must write. The write is used when we want the data to be displayed on the same line, while writeln is used when we want to accept data in a new line. Place the information that you are writing to the screen in brackets and single quotes. Example: Write (‘enter your...
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...Words and Mathematical Phrases Operation Sum Total All together Increase Increased by Add, added to Plus More than Example of Word Phrase Addition the sum of 5 and 12 the total price of three items: $5, $12, and $25 If there were 7 blue cars, 12 red cars, and 5 white cars, how many were there all together? increase 16 by 3 29 increased by 7 13 added to 12 17 plus 8 Diane had $13 more than Tina who had $45. How much did Diane have? Translated into Symbols 5 + 12 or 12 + 5 $5 + $12 + $25 (in any order) 7 + 12 + 5 (in any order) 16 + 3 29 + 7 13 + 12 17 + 8 or or or or 3 + 16 7 + 29 12 + 13 8 + 17 $45 + $13 or $13 + $45 Subtraction Subtract from, subtracted from Difference Left, remaining How much more; How much more than Decrease; decreased by Minus Fewer Less Less than Multiply, multiplied by Product Times Of As many as Twice subtract 8 from 19 8 subtracted from 19 the difference between 14 and 7 Of 9 items, 6 were used. How many are left? A psychology book costs $49 and a math book costs $63. How much more does the math book cost? decrease 37 by 9 or 37 decreased by 9 41 minus 14 11 bottles fewer than the 32 started with $15 less an $8 discount 15 less than 45 19 – 8 14 – 7 9–6 $63 – $49 37 – 9 41 – 14 32 – 11 $15 – $8 45 – 15 5 • 8 or 8 • 5 12 • 6 or 6 •12 17 • 3 or 3 • 17 ½ • 16 or 16 • ½ 0.6 • 1200 # of dogs = 4/5 • (# of cats) 2 • 15 or 15 • 2 Multiplication multiply 5 by 8 or 5 multiplied by 8 the product of 12 and 6 17 times 3 one half of 16 six tenths of 1200 SCC students...
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...bit binary numbers. Second you must create a logic circuit using only basic gates such as AND, OR, NOR, NAND, NOT, etc. to implement a Subtractor that is capable of subtracting the second number from the first, by converting the second number into its 2's complement form and then adding the resulting number to the first number. You do not need to worry about accomodating the addition or subtraction of negative numbers as part of your assignment. Finally, for the third part of the assignment you must create a limited ALU (Arithmetic logic unit) circuit using Logism that implements a Full...
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...Lesson Plan Template ** TEACH IT, PRACTICE IT, AND TEST IT! ** Teacher Candidate: Mrs. Perez second Grade Math | Course: MATH | LESSON PREPARATION : * The teacher must gather the tens and ones blocks. * The teacher must gather the tens and ones mat. * The teacher must gather the cover up card. * The teacher must reserve the mobile lab for the date of the lesson. * The teacher must make flash cards of doubles facts and subtracting half facts. * The teacher must make copies of the worksheet. | Topic:Two Digit Subtraction | Concept: Subtraction | Subject: Math | Grade: secondt Grade | Primary Objective: The students will be able to subtract whole numbers with no more than two digits without regrouping. | Classroom Diversity and Differentiated Instruction: This artifact is a lesson plan for my first grade classroom on subtracting two digit numbers (no regrouping). This lesson will be taught in the middle of a unit of adding and subtracting two digit numbers. There are a variety of strategies used throughout the lesson, including the use of tens and ones blocks, the mobile lab, number lines, and the students' "cover up card". The lesson involves whole group as well as small group instruction. The students will be introduced to the concept of two digit subtraction (no regrouping) in the whole group setting at the beginning of the lesson. The small group instruction follows the three group model and the students are grouped homogeneously. Each...
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...student from Chicago, located at a latitude of 42°, spends spring break in Hawaii with a latitude of 20°, the sun’s ultraviolet rays in Hawaii will be approximately 249 2.5 99 times as intense as they are in Chicago. Equations can be used to describe, or model, the intensity of the sun at various latitudes. In this chapter we will focus on linear equations and the related concept of linear inequalities. 89 Beginning and Intermediate Algebra with Applications & Visualization, Third edition, by Gary K. Rockswold and Terry A. Krieger. Published by Addison Wesley. Copyright © 2013 by Pearson Education, Inc. 90 CHAPTER 2 LINEAR EQUATIONS AND INEQUALITIES 2.1 Introduction to Equations Basic Concepts ● Equations and Solutions ● The Addition Property of Equality ● The Multiplication Property of Equality A LOOK INTO MATH N The Global Positioning System (GPS) consists of 24 satellites that travel around Earth in nearly circular orbits. GPS can be used to...
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...Psychology 2220 12/4/2012 Part One Illinois standards for mathematics A. Demonstrate knowledge and use of numbers and their representations in a broad range of theoretical and practical settings. 1. Identify whole numbers and compare them using the symbols <, >, or = and the words “less than”, “greater than”, or “equal to”, applying counting, grouping and place value concepts. 2. Identify and model fractions using concrete materials and pictorial representations. B. Investigate, represent and solve problems using number facts, operations (addition, subtraction, multiplication, division) and their properties, algorithms and relationships. 3. Solve one- and two-step problems with whole numbers using addition, subtraction, multiplication and division. C. Compute and estimate using mental mathematics, paper-and-pencil methods, calculators and computers. 4. Select and perform computational procedures to solve problems with whole numbers. 5. Show evidence that whole numbers computational results are correct and/or that estimates are reasonable. D. Solve problems using comparison of quantities, ratios, proportions and percents. 6. Compare the numbers of objects in groups. Standards Aligned Classroom Lessons 1. Represent and solve problems involving multiplication and division. Interpret products of whole numbers. 2. Represent and solve problems involving multiplication and division. Interpret whole-number quotients...
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...Mississippi / second grade / Math Content Strands: Number and Operations, Data Analysis and Probability, and Measurement, Algebra Number and Operations 1. Understand and represent relationships among numbers and operations 9 addition, subtraction, multiplication ). Compute fluency using effective strategies or rote memory. a. Recall addition and subtraction facts. ( DOK 1 ) d. Round up to three digit whole numbers to the nearest hundreds. ( DOK 1 )Determine and compare the value of money up to $5.00 using the appropriate symbols for dollars and cents. ( DOK 1 ) f. Determine and compare the value of money up to $5.00 using the appropriate symbols for dollars and cents. ( DOK 1 ) 2. Analyze patterns, numbers, relationships, and functions. b. Use number patterns to skip count by 2's, 3's, 5's, and 10's. ( DOK ) LA / second grade / Math GLE - Grade Level Expectation Number and Number Relations 3. Make reasonable estimates of the number of objects in a collection with fewer than 100 objects ( N-2-E ) 4. Count and write the value of amounts of money up to $1.00 using cents and dollars ( N-2-E ) (N-6-E) (M-1-E) (M-5-E) 9. Add and subtract 1- and 2- digit numbers ( N-6-E) (N-7-E) 10. Round numbers to the nearest 10 or 100 and identify situations in which rounding is appropriate (N-7-E) ( N-9-E) Day 1 Monday: Write some simple two and three digit whole numbers on the Promethean board. Explain to the children that they will be rounding these numbers to the nearest...
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...the lower part contains five beads per wire. The numbers are represented by the position of the beads on the rack. For example, in the upper part of the rack, a raised bead denotes 0, whereas a lowered bead denotes digit 5. In the lower part, a raised bead stands for 1 and a lowered bead stands for 0. The arithmetic operations like addition and subtraction can be performed by positioning the beads appropriately. In 1614, John Napier, a Scottish mathematician, made a more sophisticated computing machine called the Napier bones (see Figure 1.3). This was a small instrument made of 10 rods on which the multiplication table was engraved. It was made of the strips of ivory bones, and so the name Napier bones. This device enabled multiplication in a fast manner, if one of the numbers was of one digit only (for example, 6 × 6745). Incidentally, Napier also played a key role in the development of logarithms, which stimulated the invention of slide rule, which substituted the addition of logarithms for multiplication. This was a remarkable invention as it enabled to perform the multiplication and division operations by converting them into simple addition and subtraction operations. 1.3.4 Slide Rule The invention of logarithms influenced the development of another famous invention known as slide rule (see Figure 1.4). In 1620 AD, the first slide rule came into existence. It was jointly devised by two British mathematicians, Edmund Gunter and William Oughtred. It was based...
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