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The answer is easy. Below are some approaches to inform as soon as an equation can be really actually a multiplication equation and also how to add and subtract using”exclamation marks”. For instance,”2x + 3″ imply”multiply two integers from about a few, making a value add up to 2 and 3″.
<MASK>
<UNMASK>
# What is the term”exclamation mark” in mathematics?
The answer is easy. Below are some approaches to inform as soon as an equation can be really actually a multiplication equation and also how to add and subtract using”exclamation marks”. For instance,”2x + 3″ imply”multiply two integers from about a few, making a value add up to 2 and 3″.
<MASK> |
# What is the term”exclamation mark” in mathematics?
The answer is easy. Below are some approaches to inform as soon as an equation can be really actually a multiplication equation and also how to add and subtract using”exclamation marks”. For instance,”2x + 3″ imply”multiply two integers from about a few, making a value add up to 2 and 3″.
<MASK>
<UNMASK>
# What is the term”exclamation mark” in mathematics?
The answer is easy. Below are some approaches to inform as soon as an equation can be really actually a multiplication equation and also how to add and subtract using”exclamation marks”. For instance,”2x + 3″ imply”multiply two integers from about a few, making a value add up to 2 and 3″.
<MASK>
So, to add the values that we utilize”t”x” (or”TE”), which might be the numbers of the worth to be included. We will use”x” to subtract the price of a person in the price of both 2 plus that will provide us precisely exactly the outcome.
<MASK> |
# What is the term”exclamation mark” in mathematics?
The answer is easy. Below are some approaches to inform as soon as an equation can be really actually a multiplication equation and also how to add and subtract using”exclamation marks”. For instance,”2x + 3″ imply”multiply two integers from about a few, making a value add up to 2 and 3″.
<MASK>
So, to add the values that we utilize”t”x” (or”TE”), which might be the numbers of the worth to be included. We will use”x” to subtract the price of a person in the price of both 2 plus that will provide us precisely exactly the outcome.
<MASK>
<UNMASK>
# What is the term”exclamation mark” in mathematics?
The answer is easy. Below are some approaches to inform as soon as an equation can be really actually a multiplication equation and also how to add and subtract using”exclamation marks”. For instance,”2x + 3″ imply”multiply two integers from about a few, making a value add up to 2 and 3″.
By way of example,”2x + 3″ are multiplication by write a paper online three. In addition, we can add the values of 2 and 3 collectively. To add the worth, we’ll use”e”that I” (or”E”). With”I” means”include the worth of one to the worth of 2″.
<MASK>
So, to add the values that we utilize”t”x” (or”TE”), which might be the numbers of the worth to be included. We will use”x” to subtract the price of a person in the price of both 2 plus that will provide us precisely exactly the outcome.
To multiply the worth , we certainly can certainly do this like this:”2x + y” necessarily imply”multiply two integers by y, creating a price add up to two plus one”. You may know this is really just a multiplication equation when we use”x ray” to subtract one from 2. Or, it can be”x – y” to subtract from 2. Be aware that you can publish the equation using a decimal position and parentheses.
Now, let us take an example. Let’s say that we would like to multiply the value of”nine” by”5″ and we all have”x nine”y https://www.eurachem.org/images/stories/Guides/pdf/recovery.pdf twenty-five”. Then we’ll use”x – y” to subtract the price of one in the worth of two. |
# What is the term”exclamation mark” in mathematics?
The answer is easy. Below are some approaches to inform as soon as an equation can be really actually a multiplication equation and also how to add and subtract using”exclamation marks”. For instance,”2x + 3″ imply”multiply two integers from about a few, making a value add up to 2 and 3″.
By way of example,”2x + 3″ are multiplication by write a paper online three. In addition, we can add the values of 2 and 3 collectively. To add the worth, we’ll use”e”that I” (or”E”). With”I” means”include the worth of one to the worth of 2″.
<MASK>
So, to add the values that we utilize”t”x” (or”TE”), which might be the numbers of the worth to be included. We will use”x” to subtract the price of a person in the price of both 2 plus that will provide us precisely exactly the outcome.
To multiply the worth , we certainly can certainly do this like this:”2x + y” necessarily imply”multiply two integers by y, creating a price add up to two plus one”. You may know this is really just a multiplication equation when we use”x ray” to subtract one from 2. Or, it can be”x – y” to subtract from 2. Be aware that you can publish the equation using a decimal position and parentheses.
Now, let us take an example. Let’s say that we would like to multiply the value of”nine” by”5″ and we all have”x nine”y https://www.eurachem.org/images/stories/Guides/pdf/recovery.pdf twenty-five”. Then we’ll use”x – y” to subtract the price of one in the worth of two.
<UNMASK>
# What is the term”exclamation mark” in mathematics?
The answer is easy. Below are some approaches to inform as soon as an equation can be really actually a multiplication equation and also how to add and subtract using”exclamation marks”. For instance,”2x + 3″ imply”multiply two integers from about a few, making a value add up to 2 and 3″.
By way of example,”2x + 3″ are multiplication by write a paper online three. In addition, we can add the values of 2 and 3 collectively. To add the worth, we’ll use”e”that I” (or”E”). With”I” means”include the worth of one to the worth of 2″.
<MASK>
You might feel that you are not supposed to utilize”e” in addition as”I” implies”subtract” however it’s perhaps not so easy. https://www.masterpapers.com For instance, to express”2 – 3″ approaches subtract from three.
So, to add the values that we utilize”t”x” (or”TE”), which might be the numbers of the worth to be included. We will use”x” to subtract the price of a person in the price of both 2 plus that will provide us precisely exactly the outcome.
To multiply the worth , we certainly can certainly do this like this:”2x + y” necessarily imply”multiply two integers by y, creating a price add up to two plus one”. You may know this is really just a multiplication equation when we use”x ray” to subtract one from 2. Or, it can be”x – y” to subtract from 2. Be aware that you can publish the equation using a decimal position and parentheses.
Now, let us take an example. Let’s say that we would like to multiply the value of”nine” by”5″ and we all have”x nine”y https://www.eurachem.org/images/stories/Guides/pdf/recovery.pdf twenty-five”. Then we’ll use”x – y” to subtract the price of one in the worth of two. |
<MASK>
Our Singapore Math for 3rd Grade may introduce some topics one grade level earlier or postpone coverage of some topics until grade 4. In the few instances where 3rd grade level units don’t exactly align between our curriculum and textbooks, you will still be able to easily locate the corresponding unit in our program by referring to the table of contents one grade below or above.
<MASK>
This unit covers telling time, adding time, subtracting time, and time intervals. Students will review and practice to tell time to the minute, learn telling intervals of time in hours, convert units of time between hours, minutes, seconds, days and weeks.
<MASK>
This unit covers categories and attributes of shapes and partitioning shapes into equal areas. Students will understand that figures with different shapes can have the same area.
<UNMASK>
<MASK>
Please note that our virtual Singapore Math Grade 3 curriculum is spiral and it provides for the review of the important concepts that students learned in Grade 2. Our online K-5 math curriculum is aligned with all standard Singapore Math textbook series and it includes all content that these series cover, from Kindergarten grade through 5th grade.
Our Singapore Math for 3rd Grade may introduce some topics one grade level earlier or postpone coverage of some topics until grade 4. In the few instances where 3rd grade level units don’t exactly align between our curriculum and textbooks, you will still be able to easily locate the corresponding unit in our program by referring to the table of contents one grade below or above.
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Singapore Math 3a
<MASK>
This unit covers understanding of multiplication and division. In this unit students will extend their knowledge of making equal groups to formalize their understanding of multiplication and division. The focus of this unit is on understanding multiplication and division using equal groups, not on memorizing facts. Students will learn how the multiplication symbol to represent addition of quantities in groups.
• Multiplication Tables Of 2, 5, And 10
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• Multiplication Tables Of 3 And 4
<MASK>
This unit covers telling time, adding time, subtracting time, and time intervals. Students will review and practice to tell time to the minute, learn telling intervals of time in hours, convert units of time between hours, minutes, seconds, days and weeks.
<MASK>
This unit covers categories and attributes of shapes and partitioning shapes into equal areas. Students will understand that figures with different shapes can have the same area. |
<MASK>
Please note that our virtual Singapore Math Grade 3 curriculum is spiral and it provides for the review of the important concepts that students learned in Grade 2. Our online K-5 math curriculum is aligned with all standard Singapore Math textbook series and it includes all content that these series cover, from Kindergarten grade through 5th grade.
Our Singapore Math for 3rd Grade may introduce some topics one grade level earlier or postpone coverage of some topics until grade 4. In the few instances where 3rd grade level units don’t exactly align between our curriculum and textbooks, you will still be able to easily locate the corresponding unit in our program by referring to the table of contents one grade below or above.
<MASK>
Singapore Math 3a
<MASK>
This unit covers understanding of multiplication and division. In this unit students will extend their knowledge of making equal groups to formalize their understanding of multiplication and division. The focus of this unit is on understanding multiplication and division using equal groups, not on memorizing facts. Students will learn how the multiplication symbol to represent addition of quantities in groups.
• Multiplication Tables Of 2, 5, And 10
<MASK>
• Multiplication Tables Of 3 And 4
<MASK>
This unit covers telling time, adding time, subtracting time, and time intervals. Students will review and practice to tell time to the minute, learn telling intervals of time in hours, convert units of time between hours, minutes, seconds, days and weeks.
<MASK>
This unit covers categories and attributes of shapes and partitioning shapes into equal areas. Students will understand that figures with different shapes can have the same area.
<UNMASK>
Our curriculum is spiral
Please note that our virtual Singapore Math Grade 3 curriculum is spiral and it provides for the review of the important concepts that students learned in Grade 2. Our online K-5 math curriculum is aligned with all standard Singapore Math textbook series and it includes all content that these series cover, from Kindergarten grade through 5th grade.
Our Singapore Math for 3rd Grade may introduce some topics one grade level earlier or postpone coverage of some topics until grade 4. In the few instances where 3rd grade level units don’t exactly align between our curriculum and textbooks, you will still be able to easily locate the corresponding unit in our program by referring to the table of contents one grade below or above.
<MASK>
Singapore Math 3a
Multiplication and division, multiplication tables of 2, 5, and 10, multiplication tables of 3 and 4, multiplication tables of 6, 7, 8, and 9, solving problems involving multiplication and division, and mental math computation and estimation.
<MASK>
This unit covers understanding of multiplication and division. In this unit students will extend their knowledge of making equal groups to formalize their understanding of multiplication and division. The focus of this unit is on understanding multiplication and division using equal groups, not on memorizing facts. Students will learn how the multiplication symbol to represent addition of quantities in groups.
• Multiplication Tables Of 2, 5, And 10
<MASK>
• Multiplication Tables Of 3 And 4
This unit covers multiplying by 3 using skip-counting, multiplying by 3 using dot paper, multiplying by 4 using skip-counting, multiplying by 4 using dot paper, dividing using related multiplication facts of 3 or 4. Students will learn building multiplication tables of 3 and 4 to formalize their understanding of multiplication and division for facts 3 and 14. Students will learn to find their division facts by thinking of corresponding multiplication facts.
<MASK>
This unit covers multiplication properties, multiplying by 6, multiplying by 7, multiplying by 8, multiplying by 9, dividing using related multiplication facts of 6, 7, 8, or 9. Students will learn building multiplication tables of 6, 7, 8, and 9 to formalize their understanding of multiplication and division for facts 6, 7, 8, and 9. Students will learn to find their division facts by thinking of corresponding multiplication facts.
<MASK>
• Mental Computation And Estimation
<MASK>
This unit covers telling time, adding time, subtracting time, and time intervals. Students will review and practice to tell time to the minute, learn telling intervals of time in hours, convert units of time between hours, minutes, seconds, days and weeks.
<MASK>
This unit covers categories and attributes of shapes and partitioning shapes into equal areas. Students will understand that figures with different shapes can have the same area. |
Our curriculum is spiral
Please note that our virtual Singapore Math Grade 3 curriculum is spiral and it provides for the review of the important concepts that students learned in Grade 2. Our online K-5 math curriculum is aligned with all standard Singapore Math textbook series and it includes all content that these series cover, from Kindergarten grade through 5th grade.
Our Singapore Math for 3rd Grade may introduce some topics one grade level earlier or postpone coverage of some topics until grade 4. In the few instances where 3rd grade level units don’t exactly align between our curriculum and textbooks, you will still be able to easily locate the corresponding unit in our program by referring to the table of contents one grade below or above.
<MASK>
Singapore Math 3a
Multiplication and division, multiplication tables of 2, 5, and 10, multiplication tables of 3 and 4, multiplication tables of 6, 7, 8, and 9, solving problems involving multiplication and division, and mental math computation and estimation.
<MASK>
This unit covers understanding of multiplication and division. In this unit students will extend their knowledge of making equal groups to formalize their understanding of multiplication and division. The focus of this unit is on understanding multiplication and division using equal groups, not on memorizing facts. Students will learn how the multiplication symbol to represent addition of quantities in groups.
• Multiplication Tables Of 2, 5, And 10
<MASK>
• Multiplication Tables Of 3 And 4
This unit covers multiplying by 3 using skip-counting, multiplying by 3 using dot paper, multiplying by 4 using skip-counting, multiplying by 4 using dot paper, dividing using related multiplication facts of 3 or 4. Students will learn building multiplication tables of 3 and 4 to formalize their understanding of multiplication and division for facts 3 and 14. Students will learn to find their division facts by thinking of corresponding multiplication facts.
<MASK>
This unit covers multiplication properties, multiplying by 6, multiplying by 7, multiplying by 8, multiplying by 9, dividing using related multiplication facts of 6, 7, 8, or 9. Students will learn building multiplication tables of 6, 7, 8, and 9 to formalize their understanding of multiplication and division for facts 6, 7, 8, and 9. Students will learn to find their division facts by thinking of corresponding multiplication facts.
<MASK>
• Mental Computation And Estimation
<MASK>
This unit covers telling time, adding time, subtracting time, and time intervals. Students will review and practice to tell time to the minute, learn telling intervals of time in hours, convert units of time between hours, minutes, seconds, days and weeks.
<MASK>
This unit covers categories and attributes of shapes and partitioning shapes into equal areas. Students will understand that figures with different shapes can have the same area.
<UNMASK>
Our curriculum is spiral
Please note that our virtual Singapore Math Grade 3 curriculum is spiral and it provides for the review of the important concepts that students learned in Grade 2. Our online K-5 math curriculum is aligned with all standard Singapore Math textbook series and it includes all content that these series cover, from Kindergarten grade through 5th grade.
Our Singapore Math for 3rd Grade may introduce some topics one grade level earlier or postpone coverage of some topics until grade 4. In the few instances where 3rd grade level units don’t exactly align between our curriculum and textbooks, you will still be able to easily locate the corresponding unit in our program by referring to the table of contents one grade below or above.
Correspondence to 3A and 3B
For your reference, the following topics in our curriculum correspond to Singapore Math practice Grade 3 in levels 3A and 3B:
Singapore Math 3a
Multiplication and division, multiplication tables of 2, 5, and 10, multiplication tables of 3 and 4, multiplication tables of 6, 7, 8, and 9, solving problems involving multiplication and division, and mental math computation and estimation.
Singapore Math 3b
Understanding fractions, time, volume, mass, representing and interpreting data, area and perimeter, and attributes of two-dimensional shapes.
<MASK>
3rd Grade Singapore Math Scope and Sequence
• Multiplication And Division
This unit covers understanding of multiplication and division. In this unit students will extend their knowledge of making equal groups to formalize their understanding of multiplication and division. The focus of this unit is on understanding multiplication and division using equal groups, not on memorizing facts. Students will learn how the multiplication symbol to represent addition of quantities in groups.
• Multiplication Tables Of 2, 5, And 10
This unit covers multiplying by 2 using skip-counting, multiplying by 2 using dot paper, multiplying by 5 using skip-counting, multiplying by 5 using dot paper, multiplying by 10 using skip-counting, dividing using related multiplication facts of 2, 5, or 10. Students will learn building multiplication tables of 2, 5, and 10 to formalize their understanding of multiplication and division for facts 2, 5, and 10. Students will learn to find their division facts by thinking of corresponding multiplication facts.
• Multiplication Tables Of 3 And 4
This unit covers multiplying by 3 using skip-counting, multiplying by 3 using dot paper, multiplying by 4 using skip-counting, multiplying by 4 using dot paper, dividing using related multiplication facts of 3 or 4. Students will learn building multiplication tables of 3 and 4 to formalize their understanding of multiplication and division for facts 3 and 14. Students will learn to find their division facts by thinking of corresponding multiplication facts.
• Multiplication Tables Of 6, 7, 8, And 9
This unit covers multiplication properties, multiplying by 6, multiplying by 7, multiplying by 8, multiplying by 9, dividing using related multiplication facts of 6, 7, 8, or 9. Students will learn building multiplication tables of 6, 7, 8, and 9 to formalize their understanding of multiplication and division for facts 6, 7, 8, and 9. Students will learn to find their division facts by thinking of corresponding multiplication facts.
• Solving Problems Involving Multiplication And Division
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• Mental Computation And Estimation
<MASK>
This unit covers parts and wholes, fractions and number lines, comparing unit fractions, equivalence of fractions, and comparing like fractions. Students will learn fractional notation that include the terms “numerator” and “denominator.” Students will understand that a common fraction is composed of unit fractions and they will learn to compare unit fractions.
• Time
This unit covers telling time, adding time, subtracting time, and time intervals. Students will review and practice to tell time to the minute, learn telling intervals of time in hours, convert units of time between hours, minutes, seconds, days and weeks.
• Volume
<MASK>
This unit covers measuring mass in kilograms, comparing mass in kilograms, measuring mass in grams, comparing mass in grams, and word problems involving mass.
• Representing And Interpreting Data
This unit covers scaled picture graphs and scaled bar graphs, reading and interpreting bar graphs, and line plots. Students will learn to sort data into groups and categories and use numerical data to interpret bar graphs and line plots.
<MASK>
This unit covers understanding of area, measuring area using square centimeters and square inches, measuring area using square meters and square feet, area and perimeter, solving problems involving area and perimeter. Students will learn to find and measure area of figures in square units that include square centimeters, square inches, square meters and square feet.
• Attributes Of Two-Dimensional Shapes
This unit covers categories and attributes of shapes and partitioning shapes into equal areas. Students will understand that figures with different shapes can have the same area. |
Our curriculum is spiral
Please note that our virtual Singapore Math Grade 3 curriculum is spiral and it provides for the review of the important concepts that students learned in Grade 2. Our online K-5 math curriculum is aligned with all standard Singapore Math textbook series and it includes all content that these series cover, from Kindergarten grade through 5th grade.
Our Singapore Math for 3rd Grade may introduce some topics one grade level earlier or postpone coverage of some topics until grade 4. In the few instances where 3rd grade level units don’t exactly align between our curriculum and textbooks, you will still be able to easily locate the corresponding unit in our program by referring to the table of contents one grade below or above.
Correspondence to 3A and 3B
For your reference, the following topics in our curriculum correspond to Singapore Math practice Grade 3 in levels 3A and 3B:
Singapore Math 3a
Multiplication and division, multiplication tables of 2, 5, and 10, multiplication tables of 3 and 4, multiplication tables of 6, 7, 8, and 9, solving problems involving multiplication and division, and mental math computation and estimation.
Singapore Math 3b
Understanding fractions, time, volume, mass, representing and interpreting data, area and perimeter, and attributes of two-dimensional shapes.
<MASK>
3rd Grade Singapore Math Scope and Sequence
• Multiplication And Division
This unit covers understanding of multiplication and division. In this unit students will extend their knowledge of making equal groups to formalize their understanding of multiplication and division. The focus of this unit is on understanding multiplication and division using equal groups, not on memorizing facts. Students will learn how the multiplication symbol to represent addition of quantities in groups.
• Multiplication Tables Of 2, 5, And 10
This unit covers multiplying by 2 using skip-counting, multiplying by 2 using dot paper, multiplying by 5 using skip-counting, multiplying by 5 using dot paper, multiplying by 10 using skip-counting, dividing using related multiplication facts of 2, 5, or 10. Students will learn building multiplication tables of 2, 5, and 10 to formalize their understanding of multiplication and division for facts 2, 5, and 10. Students will learn to find their division facts by thinking of corresponding multiplication facts.
• Multiplication Tables Of 3 And 4
This unit covers multiplying by 3 using skip-counting, multiplying by 3 using dot paper, multiplying by 4 using skip-counting, multiplying by 4 using dot paper, dividing using related multiplication facts of 3 or 4. Students will learn building multiplication tables of 3 and 4 to formalize their understanding of multiplication and division for facts 3 and 14. Students will learn to find their division facts by thinking of corresponding multiplication facts.
• Multiplication Tables Of 6, 7, 8, And 9
This unit covers multiplication properties, multiplying by 6, multiplying by 7, multiplying by 8, multiplying by 9, dividing using related multiplication facts of 6, 7, 8, or 9. Students will learn building multiplication tables of 6, 7, 8, and 9 to formalize their understanding of multiplication and division for facts 6, 7, 8, and 9. Students will learn to find their division facts by thinking of corresponding multiplication facts.
• Solving Problems Involving Multiplication And Division
<MASK>
• Mental Computation And Estimation
<MASK>
This unit covers parts and wholes, fractions and number lines, comparing unit fractions, equivalence of fractions, and comparing like fractions. Students will learn fractional notation that include the terms “numerator” and “denominator.” Students will understand that a common fraction is composed of unit fractions and they will learn to compare unit fractions.
• Time
This unit covers telling time, adding time, subtracting time, and time intervals. Students will review and practice to tell time to the minute, learn telling intervals of time in hours, convert units of time between hours, minutes, seconds, days and weeks.
• Volume
<MASK>
This unit covers measuring mass in kilograms, comparing mass in kilograms, measuring mass in grams, comparing mass in grams, and word problems involving mass.
• Representing And Interpreting Data
This unit covers scaled picture graphs and scaled bar graphs, reading and interpreting bar graphs, and line plots. Students will learn to sort data into groups and categories and use numerical data to interpret bar graphs and line plots.
<MASK>
This unit covers understanding of area, measuring area using square centimeters and square inches, measuring area using square meters and square feet, area and perimeter, solving problems involving area and perimeter. Students will learn to find and measure area of figures in square units that include square centimeters, square inches, square meters and square feet.
• Attributes Of Two-Dimensional Shapes
This unit covers categories and attributes of shapes and partitioning shapes into equal areas. Students will understand that figures with different shapes can have the same area.
<UNMASK>
Our curriculum is spiral
Please note that our virtual Singapore Math Grade 3 curriculum is spiral and it provides for the review of the important concepts that students learned in Grade 2. Our online K-5 math curriculum is aligned with all standard Singapore Math textbook series and it includes all content that these series cover, from Kindergarten grade through 5th grade.
Our Singapore Math for 3rd Grade may introduce some topics one grade level earlier or postpone coverage of some topics until grade 4. In the few instances where 3rd grade level units don’t exactly align between our curriculum and textbooks, you will still be able to easily locate the corresponding unit in our program by referring to the table of contents one grade below or above.
Correspondence to 3A and 3B
For your reference, the following topics in our curriculum correspond to Singapore Math practice Grade 3 in levels 3A and 3B:
Singapore Math 3a
Multiplication and division, multiplication tables of 2, 5, and 10, multiplication tables of 3 and 4, multiplication tables of 6, 7, 8, and 9, solving problems involving multiplication and division, and mental math computation and estimation.
Singapore Math 3b
Understanding fractions, time, volume, mass, representing and interpreting data, area and perimeter, and attributes of two-dimensional shapes.
Student prior knowledge
Prior to starting third grade Singapore Math, students should already know how to relate three-digit numbers to place value, use place-value charts to form a number and compare three-digit numbers. The initial lessons in the Singapore Math 3rd Grade are both a review and an extension of content covered in the prior grade that include mental addition of 1-digit number to a 2-digit number and counting by 2s, 5s, and 10s.
3rd Grade Singapore Math Scope and Sequence
• Multiplication And Division
This unit covers understanding of multiplication and division. In this unit students will extend their knowledge of making equal groups to formalize their understanding of multiplication and division. The focus of this unit is on understanding multiplication and division using equal groups, not on memorizing facts. Students will learn how the multiplication symbol to represent addition of quantities in groups.
• Multiplication Tables Of 2, 5, And 10
This unit covers multiplying by 2 using skip-counting, multiplying by 2 using dot paper, multiplying by 5 using skip-counting, multiplying by 5 using dot paper, multiplying by 10 using skip-counting, dividing using related multiplication facts of 2, 5, or 10. Students will learn building multiplication tables of 2, 5, and 10 to formalize their understanding of multiplication and division for facts 2, 5, and 10. Students will learn to find their division facts by thinking of corresponding multiplication facts.
• Multiplication Tables Of 3 And 4
This unit covers multiplying by 3 using skip-counting, multiplying by 3 using dot paper, multiplying by 4 using skip-counting, multiplying by 4 using dot paper, dividing using related multiplication facts of 3 or 4. Students will learn building multiplication tables of 3 and 4 to formalize their understanding of multiplication and division for facts 3 and 14. Students will learn to find their division facts by thinking of corresponding multiplication facts.
• Multiplication Tables Of 6, 7, 8, And 9
This unit covers multiplication properties, multiplying by 6, multiplying by 7, multiplying by 8, multiplying by 9, dividing using related multiplication facts of 6, 7, 8, or 9. Students will learn building multiplication tables of 6, 7, 8, and 9 to formalize their understanding of multiplication and division for facts 6, 7, 8, and 9. Students will learn to find their division facts by thinking of corresponding multiplication facts.
• Solving Problems Involving Multiplication And Division
This unit covers solving one- and two-step word problems involving multiplication and division. Students will use a part-whole and comparison models to solve word problems involving multiplication and division.
• Mental Computation And Estimation
<MASK>
This unit covers parts and wholes, fractions and number lines, comparing unit fractions, equivalence of fractions, and comparing like fractions. Students will learn fractional notation that include the terms “numerator” and “denominator.” Students will understand that a common fraction is composed of unit fractions and they will learn to compare unit fractions.
• Time
This unit covers telling time, adding time, subtracting time, and time intervals. Students will review and practice to tell time to the minute, learn telling intervals of time in hours, convert units of time between hours, minutes, seconds, days and weeks.
• Volume
<MASK>
• Mass
This unit covers measuring mass in kilograms, comparing mass in kilograms, measuring mass in grams, comparing mass in grams, and word problems involving mass.
• Representing And Interpreting Data
This unit covers scaled picture graphs and scaled bar graphs, reading and interpreting bar graphs, and line plots. Students will learn to sort data into groups and categories and use numerical data to interpret bar graphs and line plots.
• Area And Perimeter
This unit covers understanding of area, measuring area using square centimeters and square inches, measuring area using square meters and square feet, area and perimeter, solving problems involving area and perimeter. Students will learn to find and measure area of figures in square units that include square centimeters, square inches, square meters and square feet.
• Attributes Of Two-Dimensional Shapes
This unit covers categories and attributes of shapes and partitioning shapes into equal areas. Students will understand that figures with different shapes can have the same area. |
# Fractions Bundle "Twist" 12 Worksheets
Subject
Resource Type
Product Rating
File Type
Word Document File
181 KB|20 pages
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Product Description
FRACTIONS BUNDLE "TWIST" 12 WORKSHEETS
You receive 12 FULL worksheets all on the 4 OPERATIONS of FRACTIONS including WORD PROBLEMS for EACH operation!
<MASK>
Worksheet 1 - ADDITION OF FRACTIONS; all types of addition of fraction examples with like and unlike denominators; 15 examples plus a BONUS at the end;
<MASK>
Worksheet 4 - DIVISION OF FRACTIONS; these 15 examples also involve cancelling when possible PLUS a GEOMETRY BONUS question;
Worksheets 5 and 6 - MULTIPLICATION AND DIVISION OF FRACTIONS COMBINED; students must multiply or divide these examples using cancelling; 21 examples plus many BONUS fraction questions included;
Worksheets 7 and 8 - ALL OPERATIONS PLUS!; these TWO worksheets combine ALL 4 Operations; 16 examples, 4 for each operation included; PLUS 8 BONUS questions on fractions;
Worksheets 9 and 10 - WORD PROBLEMS for ADDITION & SUBTRACTION OF FRACTIONS; NO FLUFF! Just 25 word problems all on addition and/or subtraction of fractions; students must solve not only for the correct operation, but to lowest terms also;
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- FRACTIONS REVIEW AND REINFORCEMENT - 10 FULL worksheets on various aspects of fractions to be used as great review or part of your unit. A LOT of good work here for your students. This link will describe all 10 pages in detail.
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* * * GREAT TEACHING TO YOU!
Total Pages
20 pages
Included
Teaching Duration
N/A
Report this Resource
\$5.00
<UNMASK>
# Fractions Bundle "Twist" 12 Worksheets
Subject
Resource Type
Product Rating
File Type
Word Document File
181 KB|20 pages
Share
Product Description
FRACTIONS BUNDLE "TWIST" 12 WORKSHEETS
You receive 12 FULL worksheets all on the 4 OPERATIONS of FRACTIONS including WORD PROBLEMS for EACH operation!
<MASK>
Worksheet 1 - ADDITION OF FRACTIONS; all types of addition of fraction examples with like and unlike denominators; 15 examples plus a BONUS at the end;
<MASK>
Worksheet 4 - DIVISION OF FRACTIONS; these 15 examples also involve cancelling when possible PLUS a GEOMETRY BONUS question;
Worksheets 5 and 6 - MULTIPLICATION AND DIVISION OF FRACTIONS COMBINED; students must multiply or divide these examples using cancelling; 21 examples plus many BONUS fraction questions included;
Worksheets 7 and 8 - ALL OPERATIONS PLUS!; these TWO worksheets combine ALL 4 Operations; 16 examples, 4 for each operation included; PLUS 8 BONUS questions on fractions;
Worksheets 9 and 10 - WORD PROBLEMS for ADDITION & SUBTRACTION OF FRACTIONS; NO FLUFF! Just 25 word problems all on addition and/or subtraction of fractions; students must solve not only for the correct operation, but to lowest terms also;
Worksheets 11 and 12 - WORD PROBLEMS for MULTIPLICATION & DIVISION of FRACTIONS; NO FLUFF AGAIN! 25 word problems on multiplication and/or division of fractions; read and solve;
<MASK>
- FRACTIONS REVIEW AND REINFORCEMENT - 10 FULL worksheets on various aspects of fractions to be used as great review or part of your unit. A LOT of good work here for your students. This link will describe all 10 pages in detail.
<MASK>
* * * GREAT TEACHING TO YOU!
Total Pages
20 pages
Included
Teaching Duration
N/A
Report this Resource
\$5.00 |
# Fractions Bundle "Twist" 12 Worksheets
Subject
Resource Type
Product Rating
File Type
Word Document File
181 KB|20 pages
Share
Product Description
FRACTIONS BUNDLE "TWIST" 12 WORKSHEETS
You receive 12 FULL worksheets all on the 4 OPERATIONS of FRACTIONS including WORD PROBLEMS for EACH operation!
<MASK>
Worksheet 1 - ADDITION OF FRACTIONS; all types of addition of fraction examples with like and unlike denominators; 15 examples plus a BONUS at the end;
<MASK>
Worksheet 4 - DIVISION OF FRACTIONS; these 15 examples also involve cancelling when possible PLUS a GEOMETRY BONUS question;
Worksheets 5 and 6 - MULTIPLICATION AND DIVISION OF FRACTIONS COMBINED; students must multiply or divide these examples using cancelling; 21 examples plus many BONUS fraction questions included;
Worksheets 7 and 8 - ALL OPERATIONS PLUS!; these TWO worksheets combine ALL 4 Operations; 16 examples, 4 for each operation included; PLUS 8 BONUS questions on fractions;
Worksheets 9 and 10 - WORD PROBLEMS for ADDITION & SUBTRACTION OF FRACTIONS; NO FLUFF! Just 25 word problems all on addition and/or subtraction of fractions; students must solve not only for the correct operation, but to lowest terms also;
Worksheets 11 and 12 - WORD PROBLEMS for MULTIPLICATION & DIVISION of FRACTIONS; NO FLUFF AGAIN! 25 word problems on multiplication and/or division of fractions; read and solve;
<MASK>
- FRACTIONS REVIEW AND REINFORCEMENT - 10 FULL worksheets on various aspects of fractions to be used as great review or part of your unit. A LOT of good work here for your students. This link will describe all 10 pages in detail.
<MASK>
* * * GREAT TEACHING TO YOU!
Total Pages
20 pages
Included
Teaching Duration
N/A
Report this Resource
\$5.00
<UNMASK>
# Fractions Bundle "Twist" 12 Worksheets
Subject
Resource Type
Product Rating
File Type
Word Document File
181 KB|20 pages
Share
Product Description
FRACTIONS BUNDLE "TWIST" 12 WORKSHEETS
You receive 12 FULL worksheets all on the 4 OPERATIONS of FRACTIONS including WORD PROBLEMS for EACH operation!
<MASK>
Worksheet 1 - ADDITION OF FRACTIONS; all types of addition of fraction examples with like and unlike denominators; 15 examples plus a BONUS at the end;
<MASK>
Worksheet 4 - DIVISION OF FRACTIONS; these 15 examples also involve cancelling when possible PLUS a GEOMETRY BONUS question;
Worksheets 5 and 6 - MULTIPLICATION AND DIVISION OF FRACTIONS COMBINED; students must multiply or divide these examples using cancelling; 21 examples plus many BONUS fraction questions included;
Worksheets 7 and 8 - ALL OPERATIONS PLUS!; these TWO worksheets combine ALL 4 Operations; 16 examples, 4 for each operation included; PLUS 8 BONUS questions on fractions;
Worksheets 9 and 10 - WORD PROBLEMS for ADDITION & SUBTRACTION OF FRACTIONS; NO FLUFF! Just 25 word problems all on addition and/or subtraction of fractions; students must solve not only for the correct operation, but to lowest terms also;
Worksheets 11 and 12 - WORD PROBLEMS for MULTIPLICATION & DIVISION of FRACTIONS; NO FLUFF AGAIN! 25 word problems on multiplication and/or division of fractions; read and solve;
<MASK>
* ALSO AVAILABLE FOR YOU OR A COLLEAGUE! - CLICK ANY LINK YOU WANT:
- FRACTIONS REVIEW AND REINFORCEMENT - 10 FULL worksheets on various aspects of fractions to be used as great review or part of your unit. A LOT of good work here for your students. This link will describe all 10 pages in detail.
<MASK>
* * * GREAT TEACHING TO YOU!
Total Pages
20 pages
Included
Teaching Duration
N/A
Report this Resource
\$5.00 |
# Fractions Bundle "Twist" 12 Worksheets
Subject
Resource Type
Product Rating
File Type
Word Document File
181 KB|20 pages
Share
Product Description
FRACTIONS BUNDLE "TWIST" 12 WORKSHEETS
You receive 12 FULL worksheets all on the 4 OPERATIONS of FRACTIONS including WORD PROBLEMS for EACH operation!
<MASK>
Worksheet 1 - ADDITION OF FRACTIONS; all types of addition of fraction examples with like and unlike denominators; 15 examples plus a BONUS at the end;
<MASK>
Worksheet 4 - DIVISION OF FRACTIONS; these 15 examples also involve cancelling when possible PLUS a GEOMETRY BONUS question;
Worksheets 5 and 6 - MULTIPLICATION AND DIVISION OF FRACTIONS COMBINED; students must multiply or divide these examples using cancelling; 21 examples plus many BONUS fraction questions included;
Worksheets 7 and 8 - ALL OPERATIONS PLUS!; these TWO worksheets combine ALL 4 Operations; 16 examples, 4 for each operation included; PLUS 8 BONUS questions on fractions;
Worksheets 9 and 10 - WORD PROBLEMS for ADDITION & SUBTRACTION OF FRACTIONS; NO FLUFF! Just 25 word problems all on addition and/or subtraction of fractions; students must solve not only for the correct operation, but to lowest terms also;
Worksheets 11 and 12 - WORD PROBLEMS for MULTIPLICATION & DIVISION of FRACTIONS; NO FLUFF AGAIN! 25 word problems on multiplication and/or division of fractions; read and solve;
<MASK>
* ALSO AVAILABLE FOR YOU OR A COLLEAGUE! - CLICK ANY LINK YOU WANT:
- FRACTIONS REVIEW AND REINFORCEMENT - 10 FULL worksheets on various aspects of fractions to be used as great review or part of your unit. A LOT of good work here for your students. This link will describe all 10 pages in detail.
<MASK>
* * * GREAT TEACHING TO YOU!
Total Pages
20 pages
Included
Teaching Duration
N/A
Report this Resource
\$5.00
<UNMASK>
# Fractions Bundle "Twist" 12 Worksheets
Subject
Resource Type
Product Rating
File Type
Word Document File
181 KB|20 pages
Share
Product Description
FRACTIONS BUNDLE "TWIST" 12 WORKSHEETS
You receive 12 FULL worksheets all on the 4 OPERATIONS of FRACTIONS including WORD PROBLEMS for EACH operation!
<MASK>
Worksheet 1 - ADDITION OF FRACTIONS; all types of addition of fraction examples with like and unlike denominators; 15 examples plus a BONUS at the end;
<MASK>
Worksheet 4 - DIVISION OF FRACTIONS; these 15 examples also involve cancelling when possible PLUS a GEOMETRY BONUS question;
Worksheets 5 and 6 - MULTIPLICATION AND DIVISION OF FRACTIONS COMBINED; students must multiply or divide these examples using cancelling; 21 examples plus many BONUS fraction questions included;
Worksheets 7 and 8 - ALL OPERATIONS PLUS!; these TWO worksheets combine ALL 4 Operations; 16 examples, 4 for each operation included; PLUS 8 BONUS questions on fractions;
Worksheets 9 and 10 - WORD PROBLEMS for ADDITION & SUBTRACTION OF FRACTIONS; NO FLUFF! Just 25 word problems all on addition and/or subtraction of fractions; students must solve not only for the correct operation, but to lowest terms also;
Worksheets 11 and 12 - WORD PROBLEMS for MULTIPLICATION & DIVISION of FRACTIONS; NO FLUFF AGAIN! 25 word problems on multiplication and/or division of fractions; read and solve;
<MASK>
The thumbnails only give you 4 items to look at. The download preview gives you more. Take a look!
* ALSO AVAILABLE FOR YOU OR A COLLEAGUE! - CLICK ANY LINK YOU WANT:
- FRACTIONS REVIEW AND REINFORCEMENT - 10 FULL worksheets on various aspects of fractions to be used as great review or part of your unit. A LOT of good work here for your students. This link will describe all 10 pages in detail.
<MASK>
* * * GREAT TEACHING TO YOU!
Total Pages
20 pages
Included
Teaching Duration
N/A
Report this Resource
\$5.00 |
# Fractions Bundle "Twist" 12 Worksheets
Subject
Resource Type
Product Rating
File Type
Word Document File
181 KB|20 pages
Share
Product Description
FRACTIONS BUNDLE "TWIST" 12 WORKSHEETS
You receive 12 FULL worksheets all on the 4 OPERATIONS of FRACTIONS including WORD PROBLEMS for EACH operation!
<MASK>
Worksheet 1 - ADDITION OF FRACTIONS; all types of addition of fraction examples with like and unlike denominators; 15 examples plus a BONUS at the end;
<MASK>
Worksheet 4 - DIVISION OF FRACTIONS; these 15 examples also involve cancelling when possible PLUS a GEOMETRY BONUS question;
Worksheets 5 and 6 - MULTIPLICATION AND DIVISION OF FRACTIONS COMBINED; students must multiply or divide these examples using cancelling; 21 examples plus many BONUS fraction questions included;
Worksheets 7 and 8 - ALL OPERATIONS PLUS!; these TWO worksheets combine ALL 4 Operations; 16 examples, 4 for each operation included; PLUS 8 BONUS questions on fractions;
Worksheets 9 and 10 - WORD PROBLEMS for ADDITION & SUBTRACTION OF FRACTIONS; NO FLUFF! Just 25 word problems all on addition and/or subtraction of fractions; students must solve not only for the correct operation, but to lowest terms also;
Worksheets 11 and 12 - WORD PROBLEMS for MULTIPLICATION & DIVISION of FRACTIONS; NO FLUFF AGAIN! 25 word problems on multiplication and/or division of fractions; read and solve;
<MASK>
The thumbnails only give you 4 items to look at. The download preview gives you more. Take a look!
* ALSO AVAILABLE FOR YOU OR A COLLEAGUE! - CLICK ANY LINK YOU WANT:
- FRACTIONS REVIEW AND REINFORCEMENT - 10 FULL worksheets on various aspects of fractions to be used as great review or part of your unit. A LOT of good work here for your students. This link will describe all 10 pages in detail.
<MASK>
* * * GREAT TEACHING TO YOU!
Total Pages
20 pages
Included
Teaching Duration
N/A
Report this Resource
\$5.00
<UNMASK>
# Fractions Bundle "Twist" 12 Worksheets
Subject
Resource Type
Product Rating
File Type
Word Document File
181 KB|20 pages
Share
Product Description
FRACTIONS BUNDLE "TWIST" 12 WORKSHEETS
You receive 12 FULL worksheets all on the 4 OPERATIONS of FRACTIONS including WORD PROBLEMS for EACH operation!
<MASK>
Worksheet 1 - ADDITION OF FRACTIONS; all types of addition of fraction examples with like and unlike denominators; 15 examples plus a BONUS at the end;
Worksheet 2 - SUBTRACTION OF FRACTIONS; all types of subtraction of fractions examples with and without borrowing; 18 examples plus 4 EXTRA bonus questions;
Worksheet 3 - MULTIPLICATION OF FRACTIONS; these 16 examples involve cancelling when possible plus 2 EXTRA fraction questions;
Worksheet 4 - DIVISION OF FRACTIONS; these 15 examples also involve cancelling when possible PLUS a GEOMETRY BONUS question;
Worksheets 5 and 6 - MULTIPLICATION AND DIVISION OF FRACTIONS COMBINED; students must multiply or divide these examples using cancelling; 21 examples plus many BONUS fraction questions included;
Worksheets 7 and 8 - ALL OPERATIONS PLUS!; these TWO worksheets combine ALL 4 Operations; 16 examples, 4 for each operation included; PLUS 8 BONUS questions on fractions;
Worksheets 9 and 10 - WORD PROBLEMS for ADDITION & SUBTRACTION OF FRACTIONS; NO FLUFF! Just 25 word problems all on addition and/or subtraction of fractions; students must solve not only for the correct operation, but to lowest terms also;
Worksheets 11 and 12 - WORD PROBLEMS for MULTIPLICATION & DIVISION of FRACTIONS; NO FLUFF AGAIN! 25 word problems on multiplication and/or division of fractions; read and solve;
<MASK>
The thumbnails only give you 4 items to look at. The download preview gives you more. Take a look!
* ALSO AVAILABLE FOR YOU OR A COLLEAGUE! - CLICK ANY LINK YOU WANT:
- FRACTIONS REVIEW AND REINFORCEMENT - 10 FULL worksheets on various aspects of fractions to be used as great review or part of your unit. A LOT of good work here for your students. This link will describe all 10 pages in detail.
- FRACTIONS POWERPOINT FUN QUIZ - 60 slides in all! This Powerpoint program starts over again EACH time students get even one answer wrong! Challenging, fun and SELF-CORRECTING! Great activity with great graphics will keep students engaged. NOT for the beginner! Did I say it was self-correcting?
<MASK>
* * * GREAT TEACHING TO YOU!
Total Pages
20 pages
Included
Teaching Duration
N/A
Report this Resource
\$5.00 |
<MASK>
<UNMASK>
<MASK>
Correct result:
<MASK> |
<MASK>
Correct result:
<MASK>
<UNMASK>
<MASK>
Correct result:
<MASK>
#### Solution:
We would be pleased if you find an error in the word problem, spelling mistakes, or inaccuracies and send it to us. Thank you!
Tips to related online calculators
Pythagorean theorem is the base for the right triangle calculator.
#### You need to know the following knowledge to solve this word math problem:
<MASK> |
<MASK>
Correct result:
<MASK>
#### Solution:
We would be pleased if you find an error in the word problem, spelling mistakes, or inaccuracies and send it to us. Thank you!
Tips to related online calculators
Pythagorean theorem is the base for the right triangle calculator.
#### You need to know the following knowledge to solve this word math problem:
<MASK>
<UNMASK>
<MASK>
Correct result:
<MASK>
#### Solution:
We would be pleased if you find an error in the word problem, spelling mistakes, or inaccuracies and send it to us. Thank you!
Tips to related online calculators
Pythagorean theorem is the base for the right triangle calculator.
#### You need to know the following knowledge to solve this word math problem:
We encourage you to watch this tutorial video on this math problem:
## Next similar math problems:
<MASK> |
<MASK>
Correct result:
<MASK>
#### Solution:
We would be pleased if you find an error in the word problem, spelling mistakes, or inaccuracies and send it to us. Thank you!
Tips to related online calculators
Pythagorean theorem is the base for the right triangle calculator.
#### You need to know the following knowledge to solve this word math problem:
We encourage you to watch this tutorial video on this math problem:
## Next similar math problems:
<MASK>
<UNMASK>
<MASK>
Given the floor area of a room as 24 feet by 48 feet and space diagonal of a room as 56 feet. Can you find the height of the room?
Correct result:
c = 16 ft
#### Solution:
We would be pleased if you find an error in the word problem, spelling mistakes, or inaccuracies and send it to us. Thank you!
Tips to related online calculators
Pythagorean theorem is the base for the right triangle calculator.
#### You need to know the following knowledge to solve this word math problem:
We encourage you to watch this tutorial video on this math problem:
## Next similar math problems:
• Diagonal
Determine the dimensions of the cuboid, if diagonal long 53 dm has an angle with one edge 42° and with another edge 64°.
• Cuboidal room
Length of cuboidal room is 2m breadth of cuboidal room is 3m and height is 6m find the length of the longest rod that can be fitted in the room
• Ratio of edges
The dimensions of the cuboid are in a ratio 3: 1: 2. The body diagonal has a length of 28 cm. Find the volume of a cuboid.
• Four sided prism
Calculate the volume and surface area of a regular quadrangular prism whose height is 28.6cm and the body diagonal forms a 50-degree angle with the base plane.
• Cuboid diagonals
The cuboid has dimensions of 15, 20 and 40 cm. Calculate its volume and surface, the length of the body diagonal and the lengths of all three wall diagonals.
• Space diagonal angles
Calculate the angle between the body diagonal and the side edge c of the block with dimensions: a = 28cm, b = 45cm and c = 73cm. Then, find the angle between the body diagonal and the plane of the base ABCD.
• The room
The room has a cuboid shape with dimensions: length 50m and width 60dm and height 300cm. Calculate how much this room will cost paint (floor is not painted) if the window and door area is 15% of the total area and 1m2 cost 15 euro.
• Jared's room painting
Jared wants to paint his room. The dimensions of the room are 12 feet by 15 feet, and the walls are 9 feet high. There are two windows that measure 6 feet by 5 feet each. There are two doors, whose dimensions are 30 inches by 6 feet each. If a gallon of p
• Solid cuboid
A solid cuboid has a volume of 40 cm3. The cuboid has a total surface area of 100 cm squared. One edge of the cuboid has a length of 2 cm. Find the length of a diagonal of the cuboid. Give your answer correct to 3 sig. Fig.
• Find diagonal
Find the length of the diagonal of a cuboid with length=20m width=25m height=150m |
<MASK>
4x+y=2
3y+2x=-1
1. 0
2. 0
<MASK>
solve by using subsitution: 4x+y=2 3y+2x=-1
4. math
<MASK>
<UNMASK>
<MASK>
4x+y=2
3y+2x=-1
1. 0
2. 0
<MASK>
solve by using subsitution: 4x+y=2 3y+2x=-1
4. math
solve by using subsitution: 4x+y=2 3y+2x=-1
5. math
<MASK> |
<MASK>
4x+y=2
3y+2x=-1
1. 0
2. 0
<MASK>
solve by using subsitution: 4x+y=2 3y+2x=-1
4. math
solve by using subsitution: 4x+y=2 3y+2x=-1
5. math
<MASK>
<UNMASK>
<MASK>
solve by using subsitution:
4x+y=2
3y+2x=-1
1. 0
2. 0
<MASK>
1. algebra
solve by subsitution 2x+y=9 8x+4y=36
2. alg. 2
solve by subsitution 2x+3y=10 x+6y=32
3. math
solve by using subsitution: 4x+y=2 3y+2x=-1
4. math
solve by using subsitution: 4x+y=2 3y+2x=-1
5. math
<MASK>
solve by using subsitution: 4x+y=2 3y+2x=-1
7. math
<MASK>
subsitution with 3 equations (solve for x,y,z) x+y-2z=5 -x-y+z=2 -x+y+32=4
9. algebra
solve by subsitution 6x + 5y = 27 x = 17 -8y my answer was (3,-7)
10. math
<MASK> |
<MASK>
solve by using subsitution:
4x+y=2
3y+2x=-1
1. 0
2. 0
<MASK>
1. algebra
solve by subsitution 2x+y=9 8x+4y=36
2. alg. 2
solve by subsitution 2x+3y=10 x+6y=32
3. math
solve by using subsitution: 4x+y=2 3y+2x=-1
4. math
solve by using subsitution: 4x+y=2 3y+2x=-1
5. math
<MASK>
solve by using subsitution: 4x+y=2 3y+2x=-1
7. math
<MASK>
subsitution with 3 equations (solve for x,y,z) x+y-2z=5 -x-y+z=2 -x+y+32=4
9. algebra
solve by subsitution 6x + 5y = 27 x = 17 -8y my answer was (3,-7)
10. math
<MASK>
<UNMASK>
<MASK>
solve by using subsitution:
4x+y=2
3y+2x=-1
1. 0
2. 0
<MASK>
1. algebra
solve by subsitution 2x+y=9 8x+4y=36
2. alg. 2
solve by subsitution 2x+3y=10 x+6y=32
3. math
solve by using subsitution: 4x+y=2 3y+2x=-1
4. math
solve by using subsitution: 4x+y=2 3y+2x=-1
5. math
<MASK>
solve by using subsitution: 4x+y=2 3y+2x=-1
7. math
<MASK>
subsitution with 3 equations (solve for x,y,z) x+y-2z=5 -x-y+z=2 -x+y+32=4
9. algebra
solve by subsitution 6x + 5y = 27 x = 17 -8y my answer was (3,-7)
10. math
-w-z=-2 and 4w+5z=16 im trying to solve this equation by using subsitution
More Similar Questions |
<MASK>
solve by using subsitution:
4x+y=2
3y+2x=-1
1. 0
2. 0
<MASK>
1. algebra
solve by subsitution 2x+y=9 8x+4y=36
2. alg. 2
solve by subsitution 2x+3y=10 x+6y=32
3. math
solve by using subsitution: 4x+y=2 3y+2x=-1
4. math
solve by using subsitution: 4x+y=2 3y+2x=-1
5. math
<MASK>
solve by using subsitution: 4x+y=2 3y+2x=-1
7. math
<MASK>
subsitution with 3 equations (solve for x,y,z) x+y-2z=5 -x-y+z=2 -x+y+32=4
9. algebra
solve by subsitution 6x + 5y = 27 x = 17 -8y my answer was (3,-7)
10. math
-w-z=-2 and 4w+5z=16 im trying to solve this equation by using subsitution
More Similar Questions
<UNMASK>
<MASK>
solve by using subsitution:
4x+y=2
3y+2x=-1
1. 0
2. 0
Similar Questions
1. algebra
solve by subsitution 2x+y=9 8x+4y=36
2. alg. 2
solve by subsitution 2x+3y=10 x+6y=32
3. math
solve by using subsitution: 4x+y=2 3y+2x=-1
4. math
solve by using subsitution: 4x+y=2 3y+2x=-1
5. math
<MASK>
solve by using subsitution: 4x+y=2 3y+2x=-1
7. math
<MASK>
subsitution with 3 equations (solve for x,y,z) x+y-2z=5 -x-y+z=2 -x+y+32=4
9. algebra
solve by subsitution 6x + 5y = 27 x = 17 -8y my answer was (3,-7)
10. math
-w-z=-2 and 4w+5z=16 im trying to solve this equation by using subsitution
More Similar Questions |
<MASK>
So, C = 10, M = 5 and B = 35. Checking that 10 + 5 + 35 = 50, and 10 x 6 + 5 x 4 + 35 x 2 = 150. QED.
<MASK>
<UNMASK>
<MASK>
Puzzle Details
In farmer Brown's hay loft there are a number of animals, in particular crows, mice and cockroaches.
<MASK>
B + 3M = 50 (1)
Feet gives us:
2B + 16M = 150 (2)
<MASK>
We can now do (2) - (3) to give:
<MASK>
B + 3 x 5 = 50
B + 15 = 50
B = 35
So, C = 10, M = 5 and B = 35. Checking that 10 + 5 + 35 = 50, and 10 x 6 + 5 x 4 + 35 x 2 = 150. QED.
Our Favourite Illusions
Shadow Illusion Are the squares A and B the same colour? Spinning Dancer Which way is the dancer spinning? Impossible Waterfall? Is the water flowing uphill in this impossible Escher type waterfall? The Butterfly A colourful butterfly?
Duck Or Rabbit? Is this a duck or a rabbit? Hidden Faces Can you find his three daughters as well? Blind Spot An amazing demonstration of your blind spot. Impossible Prongs? Impossible prongs?
What Am I? Can you tell what this is a picture of? Who Turned To? Who is missing? Same Eyes? Are her eyes the same colour? Parallel Cafe Wall Lines? Are the horizontal lines parallel? |
<MASK>
Puzzle Details
In farmer Brown's hay loft there are a number of animals, in particular crows, mice and cockroaches.
<MASK>
B + 3M = 50 (1)
Feet gives us:
2B + 16M = 150 (2)
<MASK>
We can now do (2) - (3) to give:
<MASK>
B + 3 x 5 = 50
B + 15 = 50
B = 35
So, C = 10, M = 5 and B = 35. Checking that 10 + 5 + 35 = 50, and 10 x 6 + 5 x 4 + 35 x 2 = 150. QED.
Our Favourite Illusions
Shadow Illusion Are the squares A and B the same colour? Spinning Dancer Which way is the dancer spinning? Impossible Waterfall? Is the water flowing uphill in this impossible Escher type waterfall? The Butterfly A colourful butterfly?
Duck Or Rabbit? Is this a duck or a rabbit? Hidden Faces Can you find his three daughters as well? Blind Spot An amazing demonstration of your blind spot. Impossible Prongs? Impossible prongs?
What Am I? Can you tell what this is a picture of? Who Turned To? Who is missing? Same Eyes? Are her eyes the same colour? Parallel Cafe Wall Lines? Are the horizontal lines parallel?
<UNMASK>
<MASK>
Puzzle Details
In farmer Brown's hay loft there are a number of animals, in particular crows, mice and cockroaches.
<MASK>
Answer: 10 cockroaches, 5 mice and 35 birds.
<MASK>
B + 3M = 50 (1)
Feet gives us:
2B + 16M = 150 (2)
<MASK>
2B + 6M = 100 (3)
We can now do (2) - (3) to give:
<MASK>
B + 3 x 5 = 50
B + 15 = 50
B = 35
So, C = 10, M = 5 and B = 35. Checking that 10 + 5 + 35 = 50, and 10 x 6 + 5 x 4 + 35 x 2 = 150. QED.
Our Favourite Illusions
Shadow Illusion Are the squares A and B the same colour? Spinning Dancer Which way is the dancer spinning? Impossible Waterfall? Is the water flowing uphill in this impossible Escher type waterfall? The Butterfly A colourful butterfly?
Duck Or Rabbit? Is this a duck or a rabbit? Hidden Faces Can you find his three daughters as well? Blind Spot An amazing demonstration of your blind spot. Impossible Prongs? Impossible prongs?
What Am I? Can you tell what this is a picture of? Who Turned To? Who is missing? Same Eyes? Are her eyes the same colour? Parallel Cafe Wall Lines? Are the horizontal lines parallel? |
<MASK>
Puzzle Details
In farmer Brown's hay loft there are a number of animals, in particular crows, mice and cockroaches.
<MASK>
Answer: 10 cockroaches, 5 mice and 35 birds.
<MASK>
B + 3M = 50 (1)
Feet gives us:
2B + 16M = 150 (2)
<MASK>
2B + 6M = 100 (3)
We can now do (2) - (3) to give:
<MASK>
B + 3 x 5 = 50
B + 15 = 50
B = 35
So, C = 10, M = 5 and B = 35. Checking that 10 + 5 + 35 = 50, and 10 x 6 + 5 x 4 + 35 x 2 = 150. QED.
Our Favourite Illusions
Shadow Illusion Are the squares A and B the same colour? Spinning Dancer Which way is the dancer spinning? Impossible Waterfall? Is the water flowing uphill in this impossible Escher type waterfall? The Butterfly A colourful butterfly?
Duck Or Rabbit? Is this a duck or a rabbit? Hidden Faces Can you find his three daughters as well? Blind Spot An amazing demonstration of your blind spot. Impossible Prongs? Impossible prongs?
What Am I? Can you tell what this is a picture of? Who Turned To? Who is missing? Same Eyes? Are her eyes the same colour? Parallel Cafe Wall Lines? Are the horizontal lines parallel?
<UNMASK>
<MASK>
Puzzle Details
In farmer Brown's hay loft there are a number of animals, in particular crows, mice and cockroaches.
Being bored one day, I decided to count the animals and found there were exactly 150 feet and 50 heads in total, and there were twice as many cockroaches as mice.
How many of each animal were there?
<MASK>
Answer: 10 cockroaches, 5 mice and 35 birds.
Cockroaches have 6 feet, mice have 4 and birds have 2.
<MASK>
We can now write down an expression for the heads and the feet (calling birds B and mice M):
B + 3M = 50 (1)
Feet gives us:
2B + 16M = 150 (2)
<MASK>
2B + 6M = 100 (3)
We can now do (2) - (3) to give:
10M = 50
M = 5
So we have 5 mice (and 10 cockroaches). We can use M = 5 in (1) to give:
B + 3 x 5 = 50
B + 15 = 50
B = 35
So, C = 10, M = 5 and B = 35. Checking that 10 + 5 + 35 = 50, and 10 x 6 + 5 x 4 + 35 x 2 = 150. QED.
Our Favourite Illusions
Shadow Illusion Are the squares A and B the same colour? Spinning Dancer Which way is the dancer spinning? Impossible Waterfall? Is the water flowing uphill in this impossible Escher type waterfall? The Butterfly A colourful butterfly?
Duck Or Rabbit? Is this a duck or a rabbit? Hidden Faces Can you find his three daughters as well? Blind Spot An amazing demonstration of your blind spot. Impossible Prongs? Impossible prongs?
What Am I? Can you tell what this is a picture of? Who Turned To? Who is missing? Same Eyes? Are her eyes the same colour? Parallel Cafe Wall Lines? Are the horizontal lines parallel? |
<MASK>
Puzzle Details
In farmer Brown's hay loft there are a number of animals, in particular crows, mice and cockroaches.
Being bored one day, I decided to count the animals and found there were exactly 150 feet and 50 heads in total, and there were twice as many cockroaches as mice.
How many of each animal were there?
<MASK>
Answer: 10 cockroaches, 5 mice and 35 birds.
Cockroaches have 6 feet, mice have 4 and birds have 2.
<MASK>
We can now write down an expression for the heads and the feet (calling birds B and mice M):
B + 3M = 50 (1)
Feet gives us:
2B + 16M = 150 (2)
<MASK>
2B + 6M = 100 (3)
We can now do (2) - (3) to give:
10M = 50
M = 5
So we have 5 mice (and 10 cockroaches). We can use M = 5 in (1) to give:
B + 3 x 5 = 50
B + 15 = 50
B = 35
So, C = 10, M = 5 and B = 35. Checking that 10 + 5 + 35 = 50, and 10 x 6 + 5 x 4 + 35 x 2 = 150. QED.
Our Favourite Illusions
Shadow Illusion Are the squares A and B the same colour? Spinning Dancer Which way is the dancer spinning? Impossible Waterfall? Is the water flowing uphill in this impossible Escher type waterfall? The Butterfly A colourful butterfly?
Duck Or Rabbit? Is this a duck or a rabbit? Hidden Faces Can you find his three daughters as well? Blind Spot An amazing demonstration of your blind spot. Impossible Prongs? Impossible prongs?
What Am I? Can you tell what this is a picture of? Who Turned To? Who is missing? Same Eyes? Are her eyes the same colour? Parallel Cafe Wall Lines? Are the horizontal lines parallel?
<UNMASK>
<MASK>
Puzzle Details
In farmer Brown's hay loft there are a number of animals, in particular crows, mice and cockroaches.
Being bored one day, I decided to count the animals and found there were exactly 150 feet and 50 heads in total, and there were twice as many cockroaches as mice.
How many of each animal were there?
[Ref: ZVYU] © Kevin Stone
Answer: 10 cockroaches, 5 mice and 35 birds.
Cockroaches have 6 feet, mice have 4 and birds have 2.
<MASK>
We can now write down an expression for the heads and the feet (calling birds B and mice M):
B + 3M = 50 (1)
Feet gives us:
2B + 16M = 150 (2)
If we double (1) we get:
2B + 6M = 100 (3)
We can now do (2) - (3) to give:
10M = 50
M = 5
So we have 5 mice (and 10 cockroaches). We can use M = 5 in (1) to give:
B + 3 x 5 = 50
B + 15 = 50
B = 35
So, C = 10, M = 5 and B = 35. Checking that 10 + 5 + 35 = 50, and 10 x 6 + 5 x 4 + 35 x 2 = 150. QED.
Our Favourite Illusions
Shadow Illusion Are the squares A and B the same colour? Spinning Dancer Which way is the dancer spinning? Impossible Waterfall? Is the water flowing uphill in this impossible Escher type waterfall? The Butterfly A colourful butterfly?
Duck Or Rabbit? Is this a duck or a rabbit? Hidden Faces Can you find his three daughters as well? Blind Spot An amazing demonstration of your blind spot. Impossible Prongs? Impossible prongs?
What Am I? Can you tell what this is a picture of? Who Turned To? Who is missing? Same Eyes? Are her eyes the same colour? Parallel Cafe Wall Lines? Are the horizontal lines parallel? |
<MASK>
<UNMASK>
# You are out shopping with \$N, and you find an item whose price has a random value between \$0 and \$N.
<MASK>
## 1 Solution
<MASK>
Similar Puzzles
A shipment of butterflies was mixed up by the dock workers, and they could not find who bought which species, where it was from, and what was the price. All the workers know is that Alejandro, Faye, Yvette, Sophie, and Zachary could have each bought butterflies that cost \$60, \$75, \$90, \$105, or \$120. Each could have bought the Clearwing, the Emperor, the Grayling, the Swallowtail, or the Torturix butterflies. Each butterfly could have lived in Australia, Jordan, Luxembourg, Panama, or Qatar. It is up to you to find out who bought which butterfly, what was the price, and where did it come from with the provided clues:
<MASK>
4. The butterfly from Australia cost less than the one from Luxembourg.
5. Alejandro's purchase was from Luxembourg.
<MASK>
7. The butterfly that sold for \$120 was not from Panama.
<MASK>
12. The insect that sold for \$105 was the Swallowtail.
<MASK>
If you exclude one parent, who is 40, the average age drops to 15.
<MASK>
+1 vote
<MASK> |
# You are out shopping with \$N, and you find an item whose price has a random value between \$0 and \$N.
<MASK>
## 1 Solution
<MASK>
Similar Puzzles
A shipment of butterflies was mixed up by the dock workers, and they could not find who bought which species, where it was from, and what was the price. All the workers know is that Alejandro, Faye, Yvette, Sophie, and Zachary could have each bought butterflies that cost \$60, \$75, \$90, \$105, or \$120. Each could have bought the Clearwing, the Emperor, the Grayling, the Swallowtail, or the Torturix butterflies. Each butterfly could have lived in Australia, Jordan, Luxembourg, Panama, or Qatar. It is up to you to find out who bought which butterfly, what was the price, and where did it come from with the provided clues:
<MASK>
4. The butterfly from Australia cost less than the one from Luxembourg.
5. Alejandro's purchase was from Luxembourg.
<MASK>
7. The butterfly that sold for \$120 was not from Panama.
<MASK>
12. The insect that sold for \$105 was the Swallowtail.
<MASK>
If you exclude one parent, who is 40, the average age drops to 15.
<MASK>
+1 vote
<MASK>
<UNMASK>
# You are out shopping with \$N, and you find an item whose price has a random value between \$0 and \$N.
<MASK>
You are out shopping one day with \$N, and you find an item whose price has a random value between \$0 and \$N. You buy as many of these items as you can with your \$N. What is the expected value of the money you have left over?
(Assume that \$N is large compared to a penny, so that the distribution of prices is essentially continuous.)
<MASK>
## 1 Solution
expected value of the item=average of all the random numbers between 0 and N which is N/2. Hence he can buy 2 of these items and
he will be left with nothing.
<MASK>
Similar Puzzles
A shipment of butterflies was mixed up by the dock workers, and they could not find who bought which species, where it was from, and what was the price. All the workers know is that Alejandro, Faye, Yvette, Sophie, and Zachary could have each bought butterflies that cost \$60, \$75, \$90, \$105, or \$120. Each could have bought the Clearwing, the Emperor, the Grayling, the Swallowtail, or the Torturix butterflies. Each butterfly could have lived in Australia, Jordan, Luxembourg, Panama, or Qatar. It is up to you to find out who bought which butterfly, what was the price, and where did it come from with the provided clues:
1. Neither the butterfly from Luxembourg nor the one from Australia sold for \$90.
<MASK>
3. Zachary's purchase was \$75.
4. The butterfly from Australia cost less than the one from Luxembourg.
5. Alejandro's purchase was from Luxembourg.
<MASK>
7. The butterfly that sold for \$120 was not from Panama.
<MASK>
10. Sophie did not buy the Grayling.
11. Of the Emperor and the insect worth \$105, one was won by Yvette and the other was from Luxembourg.
12. The insect that sold for \$105 was the Swallowtail.
A family, made up of 2 parents with children, has an average age of 20.
If you exclude one parent, who is 40, the average age drops to 15.
How many kids are in the family?
There is an equilateral triangle and three bugs are sitting on the three corners of the triangle. Each of the bugs picks up a random direction and starts walking along the edge of the equilateral triangle. What is the probability that none of the bugs crash into each other?
+1 vote
<MASK>
Based on above rule, you need to find an eleven letter word whose letter sum is equal to 52. |
# You are out shopping with \$N, and you find an item whose price has a random value between \$0 and \$N.
<MASK>
You are out shopping one day with \$N, and you find an item whose price has a random value between \$0 and \$N. You buy as many of these items as you can with your \$N. What is the expected value of the money you have left over?
(Assume that \$N is large compared to a penny, so that the distribution of prices is essentially continuous.)
<MASK>
## 1 Solution
expected value of the item=average of all the random numbers between 0 and N which is N/2. Hence he can buy 2 of these items and
he will be left with nothing.
<MASK>
Similar Puzzles
A shipment of butterflies was mixed up by the dock workers, and they could not find who bought which species, where it was from, and what was the price. All the workers know is that Alejandro, Faye, Yvette, Sophie, and Zachary could have each bought butterflies that cost \$60, \$75, \$90, \$105, or \$120. Each could have bought the Clearwing, the Emperor, the Grayling, the Swallowtail, or the Torturix butterflies. Each butterfly could have lived in Australia, Jordan, Luxembourg, Panama, or Qatar. It is up to you to find out who bought which butterfly, what was the price, and where did it come from with the provided clues:
1. Neither the butterfly from Luxembourg nor the one from Australia sold for \$90.
<MASK>
3. Zachary's purchase was \$75.
4. The butterfly from Australia cost less than the one from Luxembourg.
5. Alejandro's purchase was from Luxembourg.
<MASK>
7. The butterfly that sold for \$120 was not from Panama.
<MASK>
10. Sophie did not buy the Grayling.
11. Of the Emperor and the insect worth \$105, one was won by Yvette and the other was from Luxembourg.
12. The insect that sold for \$105 was the Swallowtail.
A family, made up of 2 parents with children, has an average age of 20.
If you exclude one parent, who is 40, the average age drops to 15.
How many kids are in the family?
There is an equilateral triangle and three bugs are sitting on the three corners of the triangle. Each of the bugs picks up a random direction and starts walking along the edge of the equilateral triangle. What is the probability that none of the bugs crash into each other?
+1 vote
<MASK>
Based on above rule, you need to find an eleven letter word whose letter sum is equal to 52.
<UNMASK>
# You are out shopping with \$N, and you find an item whose price has a random value between \$0 and \$N.
<MASK>
You are out shopping one day with \$N, and you find an item whose price has a random value between \$0 and \$N. You buy as many of these items as you can with your \$N. What is the expected value of the money you have left over?
(Assume that \$N is large compared to a penny, so that the distribution of prices is essentially continuous.)
<MASK>
## 1 Solution
expected value of the item=average of all the random numbers between 0 and N which is N/2. Hence he can buy 2 of these items and
he will be left with nothing.
solution Jun 19
Similar Puzzles
A shipment of butterflies was mixed up by the dock workers, and they could not find who bought which species, where it was from, and what was the price. All the workers know is that Alejandro, Faye, Yvette, Sophie, and Zachary could have each bought butterflies that cost \$60, \$75, \$90, \$105, or \$120. Each could have bought the Clearwing, the Emperor, the Grayling, the Swallowtail, or the Torturix butterflies. Each butterfly could have lived in Australia, Jordan, Luxembourg, Panama, or Qatar. It is up to you to find out who bought which butterfly, what was the price, and where did it come from with the provided clues:
1. Neither the butterfly from Luxembourg nor the one from Australia sold for \$90.
2. The Emperor butterfly cost \$30 more than the Torturix butterfly.
3. Zachary's purchase was \$75.
4. The butterfly from Australia cost less than the one from Luxembourg.
5. Alejandro's purchase was from Luxembourg.
<MASK>
7. The butterfly that sold for \$120 was not from Panama.
8. The insect from Australia was not the Torturix.
9. Faye bought the Torturix.
10. Sophie did not buy the Grayling.
11. Of the Emperor and the insect worth \$105, one was won by Yvette and the other was from Luxembourg.
12. The insect that sold for \$105 was the Swallowtail.
A family, made up of 2 parents with children, has an average age of 20.
If you exclude one parent, who is 40, the average age drops to 15.
How many kids are in the family?
There is an equilateral triangle and three bugs are sitting on the three corners of the triangle. Each of the bugs picks up a random direction and starts walking along the edge of the equilateral triangle. What is the probability that none of the bugs crash into each other?
+1 vote
If
A = 1
B = 2
C = 3
...
...
Z = 26.
Based on above rule, you need to find an eleven letter word whose letter sum is equal to 52. |
# You are out shopping with \$N, and you find an item whose price has a random value between \$0 and \$N.
<MASK>
You are out shopping one day with \$N, and you find an item whose price has a random value between \$0 and \$N. You buy as many of these items as you can with your \$N. What is the expected value of the money you have left over?
(Assume that \$N is large compared to a penny, so that the distribution of prices is essentially continuous.)
<MASK>
## 1 Solution
expected value of the item=average of all the random numbers between 0 and N which is N/2. Hence he can buy 2 of these items and
he will be left with nothing.
solution Jun 19
Similar Puzzles
A shipment of butterflies was mixed up by the dock workers, and they could not find who bought which species, where it was from, and what was the price. All the workers know is that Alejandro, Faye, Yvette, Sophie, and Zachary could have each bought butterflies that cost \$60, \$75, \$90, \$105, or \$120. Each could have bought the Clearwing, the Emperor, the Grayling, the Swallowtail, or the Torturix butterflies. Each butterfly could have lived in Australia, Jordan, Luxembourg, Panama, or Qatar. It is up to you to find out who bought which butterfly, what was the price, and where did it come from with the provided clues:
1. Neither the butterfly from Luxembourg nor the one from Australia sold for \$90.
2. The Emperor butterfly cost \$30 more than the Torturix butterfly.
3. Zachary's purchase was \$75.
4. The butterfly from Australia cost less than the one from Luxembourg.
5. Alejandro's purchase was from Luxembourg.
<MASK>
7. The butterfly that sold for \$120 was not from Panama.
8. The insect from Australia was not the Torturix.
9. Faye bought the Torturix.
10. Sophie did not buy the Grayling.
11. Of the Emperor and the insect worth \$105, one was won by Yvette and the other was from Luxembourg.
12. The insect that sold for \$105 was the Swallowtail.
A family, made up of 2 parents with children, has an average age of 20.
If you exclude one parent, who is 40, the average age drops to 15.
How many kids are in the family?
There is an equilateral triangle and three bugs are sitting on the three corners of the triangle. Each of the bugs picks up a random direction and starts walking along the edge of the equilateral triangle. What is the probability that none of the bugs crash into each other?
+1 vote
If
A = 1
B = 2
C = 3
...
...
Z = 26.
Based on above rule, you need to find an eleven letter word whose letter sum is equal to 52.
<UNMASK>
# You are out shopping with \$N, and you find an item whose price has a random value between \$0 and \$N.
27 views
You are out shopping one day with \$N, and you find an item whose price has a random value between \$0 and \$N. You buy as many of these items as you can with your \$N. What is the expected value of the money you have left over?
(Assume that \$N is large compared to a penny, so that the distribution of prices is essentially continuous.)
<MASK>
## 1 Solution
expected value of the item=average of all the random numbers between 0 and N which is N/2. Hence he can buy 2 of these items and
he will be left with nothing.
solution Jun 19
Similar Puzzles
A shipment of butterflies was mixed up by the dock workers, and they could not find who bought which species, where it was from, and what was the price. All the workers know is that Alejandro, Faye, Yvette, Sophie, and Zachary could have each bought butterflies that cost \$60, \$75, \$90, \$105, or \$120. Each could have bought the Clearwing, the Emperor, the Grayling, the Swallowtail, or the Torturix butterflies. Each butterfly could have lived in Australia, Jordan, Luxembourg, Panama, or Qatar. It is up to you to find out who bought which butterfly, what was the price, and where did it come from with the provided clues:
1. Neither the butterfly from Luxembourg nor the one from Australia sold for \$90.
2. The Emperor butterfly cost \$30 more than the Torturix butterfly.
3. Zachary's purchase was \$75.
4. The butterfly from Australia cost less than the one from Luxembourg.
5. Alejandro's purchase was from Luxembourg.
<MASK>
7. The butterfly that sold for \$120 was not from Panama.
8. The insect from Australia was not the Torturix.
9. Faye bought the Torturix.
10. Sophie did not buy the Grayling.
11. Of the Emperor and the insect worth \$105, one was won by Yvette and the other was from Luxembourg.
12. The insect that sold for \$105 was the Swallowtail.
A family, made up of 2 parents with children, has an average age of 20.
If you exclude one parent, who is 40, the average age drops to 15.
How many kids are in the family?
There is an equilateral triangle and three bugs are sitting on the three corners of the triangle. Each of the bugs picks up a random direction and starts walking along the edge of the equilateral triangle. What is the probability that none of the bugs crash into each other?
+1 vote
If
A = 1
B = 2
C = 3
...
...
Z = 26.
Based on above rule, you need to find an eleven letter word whose letter sum is equal to 52. |
<MASK>
<UNMASK>
<MASK>
###### FREE Expert Solution
<MASK>
R = gas constant (8.314 J/mol • K)
<MASK>
The rate constant of a reaction at 32°C is 0.055/s. If the frequency factor is 1.2 x 1013/s, what is the activation barrier? |
<MASK>
###### FREE Expert Solution
<MASK>
R = gas constant (8.314 J/mol • K)
<MASK>
The rate constant of a reaction at 32°C is 0.055/s. If the frequency factor is 1.2 x 1013/s, what is the activation barrier?
<UNMASK>
<MASK>
###### FREE Expert Solution
We’re being asked to determine the activation barrier (activation energy, Ea) of a reaction given the rate constant and frequency factor.
<MASK>
R = gas constant (8.314 J/mol • K)
T = temperature (in K)
<MASK>
The rate constant of a reaction at 32°C is 0.055/s. If the frequency factor is 1.2 x 1013/s, what is the activation barrier? |
<MASK>
###### FREE Expert Solution
We’re being asked to determine the activation barrier (activation energy, Ea) of a reaction given the rate constant and frequency factor.
<MASK>
R = gas constant (8.314 J/mol • K)
T = temperature (in K)
<MASK>
The rate constant of a reaction at 32°C is 0.055/s. If the frequency factor is 1.2 x 1013/s, what is the activation barrier?
<UNMASK>
<MASK>
###### FREE Expert Solution
We’re being asked to determine the activation barrier (activation energy, Ea) of a reaction given the rate constant and frequency factor.
<MASK>
k = rate constant
<MASK>
R = gas constant (8.314 J/mol • K)
T = temperature (in K)
A = Arrhenius constant or frequency factor
<MASK>
The rate constant of a reaction at 32°C is 0.055/s. If the frequency factor is 1.2 x 1013/s, what is the activation barrier? |
<MASK>
###### FREE Expert Solution
We’re being asked to determine the activation barrier (activation energy, Ea) of a reaction given the rate constant and frequency factor.
<MASK>
k = rate constant
<MASK>
R = gas constant (8.314 J/mol • K)
T = temperature (in K)
A = Arrhenius constant or frequency factor
<MASK>
The rate constant of a reaction at 32°C is 0.055/s. If the frequency factor is 1.2 x 1013/s, what is the activation barrier?
<UNMASK>
<MASK>
###### FREE Expert Solution
We’re being asked to determine the activation barrier (activation energy, Ea) of a reaction given the rate constant and frequency factor.
We can use the two-point form of the Arrhenius Equation to calculate activation energy:
<MASK>
k = rate constant
<MASK>
R = gas constant (8.314 J/mol • K)
T = temperature (in K)
A = Arrhenius constant or frequency factor
<MASK>
The rate constant of a reaction at 32°C is 0.055/s. If the frequency factor is 1.2 x 1013/s, what is the activation barrier? |
<MASK>
4 Gallons purchased (x) T-CHART ILLUSTRATION Total gas cost (y) 1 \$ \$ x30 Grid
<MASK>
Solving Systems of Linear Equations Graphing Outcome (learning objective) Students will accurately solve a system of equations by graphing. Student/Class Goal Students thinking about continuing their academic
<MASK>
Activity: TEKS: Exploring Transformations Basic understandings. (5) Tools for geometric thinking. Techniques for working with spatial figures and their properties are essential to understanding underlying
<MASK>
Drive It Green Lesson Overview: Millions of people around the globe are moving every day, creating a myriad of energy challenges and opportunities for new innovation. In this three-part lesson, students
### Graphing Linear Equations in Two Variables
<MASK>
X Stackable Cert. Documentation Technology Study / Life skills EL-Civics Career Pathways Police Paramedic Fire Rescue Medical Asst. EKG / Cardio Phlebotomy Practical Nursing Healthcare Admin Pharmacy Tech
<MASK>
### Scope and Sequence KA KB 1A 1B 2A 2B 3A 3B 4A 4B 5A 5B 6A 6B
<MASK>
Subject: Math Grade Level: 5 Topic: The Metric System Time Allotment: 45 minutes Teaching Date: Day 1 I. (A) Goal(s): For student to gain conceptual understanding of the metric system and how to convert
<MASK>
### Title ID Number Sequence and Duration Age Level Essential Question Learning Objectives. Lead In
<MASK>
PREPARING A PERSONAL LETTER Outcome (lesson objective) Students will identify the parts and format of a personal (friendly) letter then write a letter using the appropriate format with proper spelling,
<MASK>
Factoring Quadratic Trinomials Student Probe Factor Answer: Lesson Description This lesson uses the area model of multiplication to factor quadratic trinomials Part 1 of the lesson consists of circle puzzles
<MASK>
### N Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
<MASK>
ALGEBRA 1 ~ Cell Phone Task Group: Kimberly Allen, Matt Blundin, Nancy Bowen, Anna Green, Lee Hale, Katie Owens Math Essential Standards Approximate and interpret rates of change from graphical and numerical
<MASK>
1) Write the following as an algebraic expression using x as the variable: Triple a number subtracted from the number A. 3(x - x) B. x 3 x C. 3x - x D. x - 3x 2) Write the following as an algebraic expression
<MASK>
### Solutions of Equations in Two Variables
<MASK>
Ohio Standards Connection Geometry and Spatial Sense Benchmark C Specify locations and plot ordered pairs on a coordinate plane. Indicator 6 Extend understanding of coordinate system to include points
<MASK>
<UNMASK>
<MASK>
Save this PDF as:
<MASK>
4 Gallons purchased (x) T-CHART ILLUSTRATION Total gas cost (y) 1 \$ \$ x30 Grid
<MASK>
Solving Systems of Linear Equations Substitutions Outcome (lesson objective) Students will accurately solve a system of equations algebraically using substitution. Student/Class Goal Students thinking
<MASK>
### Converting Units of Measure Measurement
<MASK>
### Solving Systems of Linear Equations Graphing
Solving Systems of Linear Equations Graphing Outcome (learning objective) Students will accurately solve a system of equations by graphing. Student/Class Goal Students thinking about continuing their academic
### Solving Systems of Linear Equations Putting it All Together
Solving Systems of Linear Equations Putting it All Together Outcome (lesson objective) Students will determine the best method to use when solving systems of equation as they solve problems using graphing,
<MASK>
Solving Systems of Linear Equations Putting it All Together Student/Class Goal Students thinking about continuing their academic studies in a post-secondary institution will need to know and be able to
### Lesson 2: Constructing Line Graphs and Bar Graphs
<MASK>
### Tennessee Department of Education. Task: Sally s Car Loan
<MASK>
Activity: TEKS: Exploring Transformations Basic understandings. (5) Tools for geometric thinking. Techniques for working with spatial figures and their properties are essential to understanding underlying
<MASK>
### Linear Equations. 5- Day Lesson Plan Unit: Linear Equations Grade Level: Grade 9 Time Span: 50 minute class periods By: Richard Weber
<MASK>
PRIMARY CONTENT MODULE Algebra - Linear Equations & Inequalities T-37/H-37 What does the number m in y = mx + b measure? To find out, suppose (x 1, y 1 ) and (x 2, y 2 ) are two points on the graph of
<MASK>
### THE LEAST SQUARES LINE (other names Best-Fit Line or Regression Line )
<MASK>
### Drive It Green. Time Frame: 3 class periods
Drive It Green Lesson Overview: Millions of people around the globe are moving every day, creating a myriad of energy challenges and opportunities for new innovation. In this three-part lesson, students
### Graphing Linear Equations in Two Variables
<MASK>
### SPIRIT 2.0 Lesson: A Point Of Intersection
<MASK>
### Title: Patterns and Puzzles
X Stackable Cert. Documentation Technology Study / Life skills EL-Civics Career Pathways Police Paramedic Fire Rescue Medical Asst. EKG / Cardio Phlebotomy Practical Nursing Healthcare Admin Pharmacy Tech
<MASK>
Solving Systems of Linear Equations Putting it All Together Outcome (learning objective) Students will determine the best method to use when solving systems of equation as they solve problems using graphing,
<MASK>
### Lesson 1: Review of Decimals: Addition, Subtraction, Multiplication
<MASK>
### Scope and Sequence KA KB 1A 1B 2A 2B 3A 3B 4A 4B 5A 5B 6A 6B
<MASK>
### Charlesworth School Year Group Maths Targets
<MASK>
Subject: Math Grade Level: 5 Topic: The Metric System Time Allotment: 45 minutes Teaching Date: Day 1 I. (A) Goal(s): For student to gain conceptual understanding of the metric system and how to convert
<MASK>
Section 7 Algebraic Manipulations and Solving Part 1 Expressions, Equations, and Inequalities: Simplifying and Solving Before launching into the mathematics, let s take a moment to talk about the words
### A synonym is a word that has the same or almost the same definition of
Slope-Intercept Form Determining the Rate of Change and y-intercept Learning Goals In this lesson, you will: Graph lines using the slope and y-intercept. Calculate the y-intercept of a line when given
<MASK>
### Activity 6 Graphing Linear Equations
<MASK>
### Current California Math Standards Balanced Equations
<MASK>
### Title ID Number Sequence and Duration Age Level Essential Question Learning Objectives. Lead In
<MASK>
PREPARING A PERSONAL LETTER Outcome (lesson objective) Students will identify the parts and format of a personal (friendly) letter then write a letter using the appropriate format with proper spelling,
<MASK>
INTEGRATED ALGEBRA The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION INTEGRATED ALGEBRA Tuesday, January 22, 2013 9:15 a.m. to 12:15 p.m., only Student Name: School Name: The possession
<MASK>
1 Which ordered pair is not in the solution set of (1) (5,3) (2) (4,3) (3) (3,4) (4) (4,4) y 1 > x + 5 and y 3x 2? 2 5 2 If the quadratic formula is used to find the roots of the equation x 2 6x 19 = 0,
<MASK>
### The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION INTEGRATED ALGEBRA. Wednesday, June 12, 2013 1:15 to 4:15 p.m.
<MASK>
OpenStax-CNX module: m49420 1 Systems of Linear Equations: Two Variables OpenStax College This work is produced by OpenStax-CNX and licensed under the Creative Commons Attribution License 4.0 In this section,
Factoring Quadratic Trinomials Student Probe Factor Answer: Lesson Description This lesson uses the area model of multiplication to factor quadratic trinomials Part 1 of the lesson consists of circle puzzles
<MASK>
X X Stackable Certificate Documentation Technology Study / Life skills EL-Civics Career Pathways Police Paramedic Fire Rescue Medical Asst. EKG / Cardio Phlebotomy Practical Nursing Healthcare Admin Pharmacy
<MASK>
### N Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
<MASK>
LESSON 18: Algebra Expressions and Variables Weekly Focus: expressions Weekly Skill: write and evaluate Lesson Summary: For the Warm Up, students will solve a problem about movie tickets sold. In Activity
### Answers Teacher Copy. Systems of Linear Equations Monetary Systems Overload. Activity 3. Solving Systems of Two Equations in Two Variables
<MASK>
ALGEBRA 1 ~ Cell Phone Task Group: Kimberly Allen, Matt Blundin, Nancy Bowen, Anna Green, Lee Hale, Katie Owens Math Essential Standards Approximate and interpret rates of change from graphical and numerical
<MASK>
The Average of Rates and the Average Rate Peter A. Lindstrom In our everyday lives, we often hear phrases involving averages: the student has a grade-point average of 3.12, the baseball player has a batting
<MASK>
### Excel -- Creating Charts
<MASK>
1) Write the following as an algebraic expression using x as the variable: Triple a number subtracted from the number A. 3(x - x) B. x 3 x C. 3x - x D. x - 3x 2) Write the following as an algebraic expression
<MASK>
### Solutions of Equations in Two Variables
<MASK>
To complete this technology assignment, you should already have created a scatter plot for your data on your calculator and/or in Excel. You could do this with any two columns of data, but for demonstration
### 1 BPS Math Year at a Glance (Adapted from A Story of Units Curriculum Maps in Mathematics P-5)
Grade 5 Key Areas of Focus for Grades 3-5: Multiplication and division of whole numbers and fractions-concepts, skills and problem solving Expected Fluency: Multi-digit multiplication Module M1: Whole
<MASK>
### Technology: CBR2, Graphing Calculator & Cords, Overhead Projector, & Overhead Unit for Calculator
<MASK>
Ohio Standards Connection Geometry and Spatial Sense Benchmark C Specify locations and plot ordered pairs on a coordinate plane. Indicator 6 Extend understanding of coordinate system to include points
<MASK>
DESCRIPTION This lesson plan gives students first-hand experience in analyzing the link between atmospheric temperatures and carbon dioxide ( ) s by looking at ice core data spanning hundreds of thousands
<MASK> |
<MASK>
Save this PDF as:
<MASK>
4 Gallons purchased (x) T-CHART ILLUSTRATION Total gas cost (y) 1 \$ \$ x30 Grid
<MASK>
Solving Systems of Linear Equations Substitutions Outcome (lesson objective) Students will accurately solve a system of equations algebraically using substitution. Student/Class Goal Students thinking
<MASK>
### Converting Units of Measure Measurement
<MASK>
### Solving Systems of Linear Equations Graphing
Solving Systems of Linear Equations Graphing Outcome (learning objective) Students will accurately solve a system of equations by graphing. Student/Class Goal Students thinking about continuing their academic
### Solving Systems of Linear Equations Putting it All Together
Solving Systems of Linear Equations Putting it All Together Outcome (lesson objective) Students will determine the best method to use when solving systems of equation as they solve problems using graphing,
<MASK>
Solving Systems of Linear Equations Putting it All Together Student/Class Goal Students thinking about continuing their academic studies in a post-secondary institution will need to know and be able to
### Lesson 2: Constructing Line Graphs and Bar Graphs
<MASK>
### Tennessee Department of Education. Task: Sally s Car Loan
<MASK>
Activity: TEKS: Exploring Transformations Basic understandings. (5) Tools for geometric thinking. Techniques for working with spatial figures and their properties are essential to understanding underlying
<MASK>
### Linear Equations. 5- Day Lesson Plan Unit: Linear Equations Grade Level: Grade 9 Time Span: 50 minute class periods By: Richard Weber
<MASK>
PRIMARY CONTENT MODULE Algebra - Linear Equations & Inequalities T-37/H-37 What does the number m in y = mx + b measure? To find out, suppose (x 1, y 1 ) and (x 2, y 2 ) are two points on the graph of
<MASK>
### THE LEAST SQUARES LINE (other names Best-Fit Line or Regression Line )
<MASK>
### Drive It Green. Time Frame: 3 class periods
Drive It Green Lesson Overview: Millions of people around the globe are moving every day, creating a myriad of energy challenges and opportunities for new innovation. In this three-part lesson, students
### Graphing Linear Equations in Two Variables
<MASK>
### SPIRIT 2.0 Lesson: A Point Of Intersection
<MASK>
### Title: Patterns and Puzzles
X Stackable Cert. Documentation Technology Study / Life skills EL-Civics Career Pathways Police Paramedic Fire Rescue Medical Asst. EKG / Cardio Phlebotomy Practical Nursing Healthcare Admin Pharmacy Tech
<MASK>
Solving Systems of Linear Equations Putting it All Together Outcome (learning objective) Students will determine the best method to use when solving systems of equation as they solve problems using graphing,
<MASK>
### Lesson 1: Review of Decimals: Addition, Subtraction, Multiplication
<MASK>
### Scope and Sequence KA KB 1A 1B 2A 2B 3A 3B 4A 4B 5A 5B 6A 6B
<MASK>
### Charlesworth School Year Group Maths Targets
<MASK>
Subject: Math Grade Level: 5 Topic: The Metric System Time Allotment: 45 minutes Teaching Date: Day 1 I. (A) Goal(s): For student to gain conceptual understanding of the metric system and how to convert
<MASK>
Section 7 Algebraic Manipulations and Solving Part 1 Expressions, Equations, and Inequalities: Simplifying and Solving Before launching into the mathematics, let s take a moment to talk about the words
### A synonym is a word that has the same or almost the same definition of
Slope-Intercept Form Determining the Rate of Change and y-intercept Learning Goals In this lesson, you will: Graph lines using the slope and y-intercept. Calculate the y-intercept of a line when given
<MASK>
### Activity 6 Graphing Linear Equations
<MASK>
### Current California Math Standards Balanced Equations
<MASK>
### Title ID Number Sequence and Duration Age Level Essential Question Learning Objectives. Lead In
<MASK>
PREPARING A PERSONAL LETTER Outcome (lesson objective) Students will identify the parts and format of a personal (friendly) letter then write a letter using the appropriate format with proper spelling,
<MASK>
INTEGRATED ALGEBRA The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION INTEGRATED ALGEBRA Tuesday, January 22, 2013 9:15 a.m. to 12:15 p.m., only Student Name: School Name: The possession
<MASK>
1 Which ordered pair is not in the solution set of (1) (5,3) (2) (4,3) (3) (3,4) (4) (4,4) y 1 > x + 5 and y 3x 2? 2 5 2 If the quadratic formula is used to find the roots of the equation x 2 6x 19 = 0,
<MASK>
### The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION INTEGRATED ALGEBRA. Wednesday, June 12, 2013 1:15 to 4:15 p.m.
<MASK>
OpenStax-CNX module: m49420 1 Systems of Linear Equations: Two Variables OpenStax College This work is produced by OpenStax-CNX and licensed under the Creative Commons Attribution License 4.0 In this section,
Factoring Quadratic Trinomials Student Probe Factor Answer: Lesson Description This lesson uses the area model of multiplication to factor quadratic trinomials Part 1 of the lesson consists of circle puzzles
<MASK>
X X Stackable Certificate Documentation Technology Study / Life skills EL-Civics Career Pathways Police Paramedic Fire Rescue Medical Asst. EKG / Cardio Phlebotomy Practical Nursing Healthcare Admin Pharmacy
<MASK>
### N Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
<MASK>
LESSON 18: Algebra Expressions and Variables Weekly Focus: expressions Weekly Skill: write and evaluate Lesson Summary: For the Warm Up, students will solve a problem about movie tickets sold. In Activity
### Answers Teacher Copy. Systems of Linear Equations Monetary Systems Overload. Activity 3. Solving Systems of Two Equations in Two Variables
<MASK>
ALGEBRA 1 ~ Cell Phone Task Group: Kimberly Allen, Matt Blundin, Nancy Bowen, Anna Green, Lee Hale, Katie Owens Math Essential Standards Approximate and interpret rates of change from graphical and numerical
<MASK>
The Average of Rates and the Average Rate Peter A. Lindstrom In our everyday lives, we often hear phrases involving averages: the student has a grade-point average of 3.12, the baseball player has a batting
<MASK>
### Excel -- Creating Charts
<MASK>
1) Write the following as an algebraic expression using x as the variable: Triple a number subtracted from the number A. 3(x - x) B. x 3 x C. 3x - x D. x - 3x 2) Write the following as an algebraic expression
<MASK>
### Solutions of Equations in Two Variables
<MASK>
To complete this technology assignment, you should already have created a scatter plot for your data on your calculator and/or in Excel. You could do this with any two columns of data, but for demonstration
### 1 BPS Math Year at a Glance (Adapted from A Story of Units Curriculum Maps in Mathematics P-5)
Grade 5 Key Areas of Focus for Grades 3-5: Multiplication and division of whole numbers and fractions-concepts, skills and problem solving Expected Fluency: Multi-digit multiplication Module M1: Whole
<MASK>
### Technology: CBR2, Graphing Calculator & Cords, Overhead Projector, & Overhead Unit for Calculator
<MASK>
Ohio Standards Connection Geometry and Spatial Sense Benchmark C Specify locations and plot ordered pairs on a coordinate plane. Indicator 6 Extend understanding of coordinate system to include points
<MASK>
DESCRIPTION This lesson plan gives students first-hand experience in analyzing the link between atmospheric temperatures and carbon dioxide ( ) s by looking at ice core data spanning hundreds of thousands
<MASK>
<UNMASK>
<MASK>
Save this PDF as:
<MASK>
4 Gallons purchased (x) T-CHART ILLUSTRATION Total gas cost (y) 1 \$ \$ x30 Grid
<MASK>
Solving Systems of Linear Equations Substitutions Outcome (lesson objective) Students will accurately solve a system of equations algebraically using substitution. Student/Class Goal Students thinking
<MASK>
### Converting Units of Measure Measurement
<MASK>
### Solving Systems of Linear Equations Graphing
Solving Systems of Linear Equations Graphing Outcome (learning objective) Students will accurately solve a system of equations by graphing. Student/Class Goal Students thinking about continuing their academic
### Solving Systems of Linear Equations Putting it All Together
Solving Systems of Linear Equations Putting it All Together Outcome (lesson objective) Students will determine the best method to use when solving systems of equation as they solve problems using graphing,
<MASK>
Solving Systems of Linear Equations Putting it All Together Student/Class Goal Students thinking about continuing their academic studies in a post-secondary institution will need to know and be able to
### Lesson 2: Constructing Line Graphs and Bar Graphs
<MASK>
### Tennessee Department of Education. Task: Sally s Car Loan
<MASK>
Activity: TEKS: Exploring Transformations Basic understandings. (5) Tools for geometric thinking. Techniques for working with spatial figures and their properties are essential to understanding underlying
<MASK>
### Linear Equations. 5- Day Lesson Plan Unit: Linear Equations Grade Level: Grade 9 Time Span: 50 minute class periods By: Richard Weber
<MASK>
PRIMARY CONTENT MODULE Algebra - Linear Equations & Inequalities T-37/H-37 What does the number m in y = mx + b measure? To find out, suppose (x 1, y 1 ) and (x 2, y 2 ) are two points on the graph of
PAY CHECK ADVANCE LOANS Outcome (lesson objective) Learners will use their knowledge of interest to compare data from various pay check advance companies and evaluate the positives and negatives of pay
<MASK>
### THE LEAST SQUARES LINE (other names Best-Fit Line or Regression Line )
<MASK>
### Drive It Green. Time Frame: 3 class periods
Drive It Green Lesson Overview: Millions of people around the globe are moving every day, creating a myriad of energy challenges and opportunities for new innovation. In this three-part lesson, students
### Graphing Linear Equations in Two Variables
<MASK>
### SPIRIT 2.0 Lesson: A Point Of Intersection
<MASK>
### Title: Patterns and Puzzles
X Stackable Cert. Documentation Technology Study / Life skills EL-Civics Career Pathways Police Paramedic Fire Rescue Medical Asst. EKG / Cardio Phlebotomy Practical Nursing Healthcare Admin Pharmacy Tech
<MASK>
Solving Systems of Linear Equations Putting it All Together Outcome (learning objective) Students will determine the best method to use when solving systems of equation as they solve problems using graphing,
<MASK>
### Lesson 1: Review of Decimals: Addition, Subtraction, Multiplication
<MASK>
### Scope and Sequence KA KB 1A 1B 2A 2B 3A 3B 4A 4B 5A 5B 6A 6B
<MASK>
### Charlesworth School Year Group Maths Targets
<MASK>
Subject: Math Grade Level: 5 Topic: The Metric System Time Allotment: 45 minutes Teaching Date: Day 1 I. (A) Goal(s): For student to gain conceptual understanding of the metric system and how to convert
<MASK>
Section 7 Algebraic Manipulations and Solving Part 1 Expressions, Equations, and Inequalities: Simplifying and Solving Before launching into the mathematics, let s take a moment to talk about the words
### A synonym is a word that has the same or almost the same definition of
Slope-Intercept Form Determining the Rate of Change and y-intercept Learning Goals In this lesson, you will: Graph lines using the slope and y-intercept. Calculate the y-intercept of a line when given
<MASK>
### Activity 6 Graphing Linear Equations
<MASK>
### Current California Math Standards Balanced Equations
<MASK>
### Title ID Number Sequence and Duration Age Level Essential Question Learning Objectives. Lead In
<MASK>
PREPARING A PERSONAL LETTER Outcome (lesson objective) Students will identify the parts and format of a personal (friendly) letter then write a letter using the appropriate format with proper spelling,
<MASK>
INTEGRATED ALGEBRA The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION INTEGRATED ALGEBRA Tuesday, January 22, 2013 9:15 a.m. to 12:15 p.m., only Student Name: School Name: The possession
<MASK>
1 Which ordered pair is not in the solution set of (1) (5,3) (2) (4,3) (3) (3,4) (4) (4,4) y 1 > x + 5 and y 3x 2? 2 5 2 If the quadratic formula is used to find the roots of the equation x 2 6x 19 = 0,
<MASK>
### The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION INTEGRATED ALGEBRA. Wednesday, June 12, 2013 1:15 to 4:15 p.m.
<MASK>
OpenStax-CNX module: m49420 1 Systems of Linear Equations: Two Variables OpenStax College This work is produced by OpenStax-CNX and licensed under the Creative Commons Attribution License 4.0 In this section,
Factoring Quadratic Trinomials Student Probe Factor Answer: Lesson Description This lesson uses the area model of multiplication to factor quadratic trinomials Part 1 of the lesson consists of circle puzzles
<MASK>
X X Stackable Certificate Documentation Technology Study / Life skills EL-Civics Career Pathways Police Paramedic Fire Rescue Medical Asst. EKG / Cardio Phlebotomy Practical Nursing Healthcare Admin Pharmacy
<MASK>
### N Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
<MASK>
LESSON 18: Algebra Expressions and Variables Weekly Focus: expressions Weekly Skill: write and evaluate Lesson Summary: For the Warm Up, students will solve a problem about movie tickets sold. In Activity
### Answers Teacher Copy. Systems of Linear Equations Monetary Systems Overload. Activity 3. Solving Systems of Two Equations in Two Variables
<MASK>
ALGEBRA 1 ~ Cell Phone Task Group: Kimberly Allen, Matt Blundin, Nancy Bowen, Anna Green, Lee Hale, Katie Owens Math Essential Standards Approximate and interpret rates of change from graphical and numerical
<MASK>
The Average of Rates and the Average Rate Peter A. Lindstrom In our everyday lives, we often hear phrases involving averages: the student has a grade-point average of 3.12, the baseball player has a batting
<MASK>
### Excel -- Creating Charts
<MASK>
1) Write the following as an algebraic expression using x as the variable: Triple a number subtracted from the number A. 3(x - x) B. x 3 x C. 3x - x D. x - 3x 2) Write the following as an algebraic expression
<MASK>
### Solutions of Equations in Two Variables
<MASK>
To complete this technology assignment, you should already have created a scatter plot for your data on your calculator and/or in Excel. You could do this with any two columns of data, but for demonstration
### 1 BPS Math Year at a Glance (Adapted from A Story of Units Curriculum Maps in Mathematics P-5)
Grade 5 Key Areas of Focus for Grades 3-5: Multiplication and division of whole numbers and fractions-concepts, skills and problem solving Expected Fluency: Multi-digit multiplication Module M1: Whole
<MASK>
### Technology: CBR2, Graphing Calculator & Cords, Overhead Projector, & Overhead Unit for Calculator
<MASK>
Ohio Standards Connection Geometry and Spatial Sense Benchmark C Specify locations and plot ordered pairs on a coordinate plane. Indicator 6 Extend understanding of coordinate system to include points
<MASK>
DESCRIPTION This lesson plan gives students first-hand experience in analyzing the link between atmospheric temperatures and carbon dioxide ( ) s by looking at ice core data spanning hundreds of thousands
<MASK>
### Summer Math Exercises. For students who are entering. Pre-Calculus
<MASK> |
<MASK>
Save this PDF as:
<MASK>
4 Gallons purchased (x) T-CHART ILLUSTRATION Total gas cost (y) 1 \$ \$ x30 Grid
<MASK>
Solving Systems of Linear Equations Substitutions Outcome (lesson objective) Students will accurately solve a system of equations algebraically using substitution. Student/Class Goal Students thinking
<MASK>
### Converting Units of Measure Measurement
<MASK>
### Solving Systems of Linear Equations Graphing
Solving Systems of Linear Equations Graphing Outcome (learning objective) Students will accurately solve a system of equations by graphing. Student/Class Goal Students thinking about continuing their academic
### Solving Systems of Linear Equations Putting it All Together
Solving Systems of Linear Equations Putting it All Together Outcome (lesson objective) Students will determine the best method to use when solving systems of equation as they solve problems using graphing,
<MASK>
Solving Systems of Linear Equations Putting it All Together Student/Class Goal Students thinking about continuing their academic studies in a post-secondary institution will need to know and be able to
### Lesson 2: Constructing Line Graphs and Bar Graphs
<MASK>
### Tennessee Department of Education. Task: Sally s Car Loan
<MASK>
Activity: TEKS: Exploring Transformations Basic understandings. (5) Tools for geometric thinking. Techniques for working with spatial figures and their properties are essential to understanding underlying
<MASK>
### Linear Equations. 5- Day Lesson Plan Unit: Linear Equations Grade Level: Grade 9 Time Span: 50 minute class periods By: Richard Weber
<MASK>
PRIMARY CONTENT MODULE Algebra - Linear Equations & Inequalities T-37/H-37 What does the number m in y = mx + b measure? To find out, suppose (x 1, y 1 ) and (x 2, y 2 ) are two points on the graph of
PAY CHECK ADVANCE LOANS Outcome (lesson objective) Learners will use their knowledge of interest to compare data from various pay check advance companies and evaluate the positives and negatives of pay
<MASK>
### THE LEAST SQUARES LINE (other names Best-Fit Line or Regression Line )
<MASK>
### Drive It Green. Time Frame: 3 class periods
Drive It Green Lesson Overview: Millions of people around the globe are moving every day, creating a myriad of energy challenges and opportunities for new innovation. In this three-part lesson, students
### Graphing Linear Equations in Two Variables
<MASK>
### SPIRIT 2.0 Lesson: A Point Of Intersection
<MASK>
### Title: Patterns and Puzzles
X Stackable Cert. Documentation Technology Study / Life skills EL-Civics Career Pathways Police Paramedic Fire Rescue Medical Asst. EKG / Cardio Phlebotomy Practical Nursing Healthcare Admin Pharmacy Tech
<MASK>
Solving Systems of Linear Equations Putting it All Together Outcome (learning objective) Students will determine the best method to use when solving systems of equation as they solve problems using graphing,
<MASK>
### Lesson 1: Review of Decimals: Addition, Subtraction, Multiplication
<MASK>
### Scope and Sequence KA KB 1A 1B 2A 2B 3A 3B 4A 4B 5A 5B 6A 6B
<MASK>
### Charlesworth School Year Group Maths Targets
<MASK>
Subject: Math Grade Level: 5 Topic: The Metric System Time Allotment: 45 minutes Teaching Date: Day 1 I. (A) Goal(s): For student to gain conceptual understanding of the metric system and how to convert
<MASK>
Section 7 Algebraic Manipulations and Solving Part 1 Expressions, Equations, and Inequalities: Simplifying and Solving Before launching into the mathematics, let s take a moment to talk about the words
### A synonym is a word that has the same or almost the same definition of
Slope-Intercept Form Determining the Rate of Change and y-intercept Learning Goals In this lesson, you will: Graph lines using the slope and y-intercept. Calculate the y-intercept of a line when given
<MASK>
### Activity 6 Graphing Linear Equations
<MASK>
### Current California Math Standards Balanced Equations
<MASK>
### Title ID Number Sequence and Duration Age Level Essential Question Learning Objectives. Lead In
<MASK>
PREPARING A PERSONAL LETTER Outcome (lesson objective) Students will identify the parts and format of a personal (friendly) letter then write a letter using the appropriate format with proper spelling,
<MASK>
INTEGRATED ALGEBRA The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION INTEGRATED ALGEBRA Tuesday, January 22, 2013 9:15 a.m. to 12:15 p.m., only Student Name: School Name: The possession
<MASK>
1 Which ordered pair is not in the solution set of (1) (5,3) (2) (4,3) (3) (3,4) (4) (4,4) y 1 > x + 5 and y 3x 2? 2 5 2 If the quadratic formula is used to find the roots of the equation x 2 6x 19 = 0,
<MASK>
### The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION INTEGRATED ALGEBRA. Wednesday, June 12, 2013 1:15 to 4:15 p.m.
<MASK>
OpenStax-CNX module: m49420 1 Systems of Linear Equations: Two Variables OpenStax College This work is produced by OpenStax-CNX and licensed under the Creative Commons Attribution License 4.0 In this section,
Factoring Quadratic Trinomials Student Probe Factor Answer: Lesson Description This lesson uses the area model of multiplication to factor quadratic trinomials Part 1 of the lesson consists of circle puzzles
<MASK>
X X Stackable Certificate Documentation Technology Study / Life skills EL-Civics Career Pathways Police Paramedic Fire Rescue Medical Asst. EKG / Cardio Phlebotomy Practical Nursing Healthcare Admin Pharmacy
<MASK>
### N Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
<MASK>
LESSON 18: Algebra Expressions and Variables Weekly Focus: expressions Weekly Skill: write and evaluate Lesson Summary: For the Warm Up, students will solve a problem about movie tickets sold. In Activity
### Answers Teacher Copy. Systems of Linear Equations Monetary Systems Overload. Activity 3. Solving Systems of Two Equations in Two Variables
<MASK>
ALGEBRA 1 ~ Cell Phone Task Group: Kimberly Allen, Matt Blundin, Nancy Bowen, Anna Green, Lee Hale, Katie Owens Math Essential Standards Approximate and interpret rates of change from graphical and numerical
<MASK>
The Average of Rates and the Average Rate Peter A. Lindstrom In our everyday lives, we often hear phrases involving averages: the student has a grade-point average of 3.12, the baseball player has a batting
<MASK>
### Excel -- Creating Charts
<MASK>
1) Write the following as an algebraic expression using x as the variable: Triple a number subtracted from the number A. 3(x - x) B. x 3 x C. 3x - x D. x - 3x 2) Write the following as an algebraic expression
<MASK>
### Solutions of Equations in Two Variables
<MASK>
To complete this technology assignment, you should already have created a scatter plot for your data on your calculator and/or in Excel. You could do this with any two columns of data, but for demonstration
### 1 BPS Math Year at a Glance (Adapted from A Story of Units Curriculum Maps in Mathematics P-5)
Grade 5 Key Areas of Focus for Grades 3-5: Multiplication and division of whole numbers and fractions-concepts, skills and problem solving Expected Fluency: Multi-digit multiplication Module M1: Whole
<MASK>
### Technology: CBR2, Graphing Calculator & Cords, Overhead Projector, & Overhead Unit for Calculator
<MASK>
Ohio Standards Connection Geometry and Spatial Sense Benchmark C Specify locations and plot ordered pairs on a coordinate plane. Indicator 6 Extend understanding of coordinate system to include points
<MASK>
DESCRIPTION This lesson plan gives students first-hand experience in analyzing the link between atmospheric temperatures and carbon dioxide ( ) s by looking at ice core data spanning hundreds of thousands
<MASK>
### Summer Math Exercises. For students who are entering. Pre-Calculus
<MASK>
<UNMASK>
# HOW MUCH WILL I SPEND ON GAS?
Save this PDF as:
<MASK>
## Transcription
<MASK>
4 Gallons purchased (x) T-CHART ILLUSTRATION Total gas cost (y) 1 \$ \$ x30 Grid
<MASK>
### Solving Systems of Linear Equations Substitutions
Solving Systems of Linear Equations Substitutions Outcome (lesson objective) Students will accurately solve a system of equations algebraically using substitution. Student/Class Goal Students thinking
<MASK>
Solving Systems of Linear Equations Substitutions Outcome (learning objective) Students will accurately solve a system of equations algebraically using substitution. Student/Class Goal Students thinking
### Converting Units of Measure Measurement
<MASK>
### Solving Systems of Linear Equations Graphing
Solving Systems of Linear Equations Graphing Outcome (learning objective) Students will accurately solve a system of equations by graphing. Student/Class Goal Students thinking about continuing their academic
### Solving Systems of Linear Equations Putting it All Together
Solving Systems of Linear Equations Putting it All Together Outcome (lesson objective) Students will determine the best method to use when solving systems of equation as they solve problems using graphing,
### TEMPERATURE BAR GRAPH
<MASK>
### Lesson 4: Solving and Graphing Linear Equations
<MASK>
### Solving Systems of Linear Equations Putting it All Together
Solving Systems of Linear Equations Putting it All Together Student/Class Goal Students thinking about continuing their academic studies in a post-secondary institution will need to know and be able to
### Lesson 2: Constructing Line Graphs and Bar Graphs
<MASK>
### Tennessee Department of Education. Task: Sally s Car Loan
<MASK>
Activity: TEKS: Exploring Transformations Basic understandings. (5) Tools for geometric thinking. Techniques for working with spatial figures and their properties are essential to understanding underlying
<MASK>
### Linear Equations. 5- Day Lesson Plan Unit: Linear Equations Grade Level: Grade 9 Time Span: 50 minute class periods By: Richard Weber
<MASK>
### Lines, Lines, Lines!!! Slope-Intercept Form ~ Lesson Plan
<MASK>
Activity- The Energy Choices Game Purpose Energy is a critical resource that is used in all aspects of our daily lives. The world s supply of nonrenewable resources is limited and our continued use of
<MASK>
PRIMARY CONTENT MODULE Algebra - Linear Equations & Inequalities T-37/H-37 What does the number m in y = mx + b measure? To find out, suppose (x 1, y 1 ) and (x 2, y 2 ) are two points on the graph of
PAY CHECK ADVANCE LOANS Outcome (lesson objective) Learners will use their knowledge of interest to compare data from various pay check advance companies and evaluate the positives and negatives of pay
<MASK>
Name Date Linear Functions: Slope-Intercept Form Student Worksheet Overview The Overview introduces the topics covered in Observations and Activities. Scroll through the Overview using " (! to review,
### Open-Ended Problem-Solving Projections
<MASK>
### THE LEAST SQUARES LINE (other names Best-Fit Line or Regression Line )
<MASK>
### Drive It Green. Time Frame: 3 class periods
Drive It Green Lesson Overview: Millions of people around the globe are moving every day, creating a myriad of energy challenges and opportunities for new innovation. In this three-part lesson, students
### Graphing Linear Equations in Two Variables
<MASK>
### SPIRIT 2.0 Lesson: A Point Of Intersection
SPIRIT 2.0 Lesson: A Point Of Intersection ================================Lesson Header============================= Lesson Title: A Point of Intersection Draft Date: 6/17/08 1st Author (Writer): Jenn
### Title: Patterns and Puzzles
X Stackable Cert. Documentation Technology Study / Life skills EL-Civics Career Pathways Police Paramedic Fire Rescue Medical Asst. EKG / Cardio Phlebotomy Practical Nursing Healthcare Admin Pharmacy Tech
<MASK>
Solving Systems of Linear Equations Putting it All Together Outcome (learning objective) Students will determine the best method to use when solving systems of equation as they solve problems using graphing,
<MASK>
### Lesson 1: Review of Decimals: Addition, Subtraction, Multiplication
<MASK>
### Scope and Sequence KA KB 1A 1B 2A 2B 3A 3B 4A 4B 5A 5B 6A 6B
<MASK>
### Charlesworth School Year Group Maths Targets
<MASK>
Subject: Math Grade Level: 5 Topic: The Metric System Time Allotment: 45 minutes Teaching Date: Day 1 I. (A) Goal(s): For student to gain conceptual understanding of the metric system and how to convert
### Math-in-CTE Lesson Plan: Marketing
<MASK>
Section 7 Algebraic Manipulations and Solving Part 1 Expressions, Equations, and Inequalities: Simplifying and Solving Before launching into the mathematics, let s take a moment to talk about the words
### A synonym is a word that has the same or almost the same definition of
Slope-Intercept Form Determining the Rate of Change and y-intercept Learning Goals In this lesson, you will: Graph lines using the slope and y-intercept. Calculate the y-intercept of a line when given
<MASK>
### Activity 6 Graphing Linear Equations
<MASK>
### Current California Math Standards Balanced Equations
<MASK>
### Title ID Number Sequence and Duration Age Level Essential Question Learning Objectives. Lead In
Title ID Number Sequence and Duration Age Level Essential Question Learning Objectives Lesson Activity Barbie Bungee (75-80 minutes) MS-M-A1 Lead In (15-20 minutes) Activity (45-50 minutes) Closure (10
### PREPARING A PERSONAL LETTER
PREPARING A PERSONAL LETTER Outcome (lesson objective) Students will identify the parts and format of a personal (friendly) letter then write a letter using the appropriate format with proper spelling,
<MASK>
### The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION INTEGRATED ALGEBRA. Tuesday, January 22, 2013 9:15 a.m. to 12:15 p.m.
INTEGRATED ALGEBRA The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION INTEGRATED ALGEBRA Tuesday, January 22, 2013 9:15 a.m. to 12:15 p.m., only Student Name: School Name: The possession
<MASK>
1 Which ordered pair is not in the solution set of (1) (5,3) (2) (4,3) (3) (3,4) (4) (4,4) y 1 > x + 5 and y 3x 2? 2 5 2 If the quadratic formula is used to find the roots of the equation x 2 6x 19 = 0,
### EXCEL Tutorial: How to use EXCEL for Graphs and Calculations.
<MASK>
### The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION INTEGRATED ALGEBRA. Wednesday, June 12, 2013 1:15 to 4:15 p.m.
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OpenStax-CNX module: m49420 1 Systems of Linear Equations: Two Variables OpenStax College This work is produced by OpenStax-CNX and licensed under the Creative Commons Attribution License 4.0 In this section,
Factoring Quadratic Trinomials Student Probe Factor Answer: Lesson Description This lesson uses the area model of multiplication to factor quadratic trinomials Part 1 of the lesson consists of circle puzzles
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Unit 7 Quadratic Relations of the Form y = ax 2 + bx + c Lesson Outline BIG PICTURE Students will: manipulate algebraic expressions, as needed to understand quadratic relations; identify characteristics
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### Title: Basic Metric Measurements Conversion (police)
X X Stackable Certificate Documentation Technology Study / Life skills EL-Civics Career Pathways Police Paramedic Fire Rescue Medical Asst. EKG / Cardio Phlebotomy Practical Nursing Healthcare Admin Pharmacy
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Graphs of Proportional Relationships Student Probe Susan runs three laps at the track in 12 minutes. A graph of this proportional relationship is shown below. Explain the meaning of points A (0,0), B (1,4),
### N Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
Performance Assessment Task Swimming Pool Grade 9 The task challenges a student to demonstrate understanding of the concept of quantities. A student must understand the attributes of trapezoids, how to
A Correlation of to the Minnesota Academic Standards Grades K-6 G/M-204 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley
READING THE NEWSPAPER Outcome (lesson objective) Students will comprehend and critically evaluate text as they read to find the main idea. They will construct meaning as they analyze news articles and
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LESSON 18: Algebra Expressions and Variables Weekly Focus: expressions Weekly Skill: write and evaluate Lesson Summary: For the Warm Up, students will solve a problem about movie tickets sold. In Activity
### Answers Teacher Copy. Systems of Linear Equations Monetary Systems Overload. Activity 3. Solving Systems of Two Equations in Two Variables
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ALGEBRA 1 ~ Cell Phone Task Group: Kimberly Allen, Matt Blundin, Nancy Bowen, Anna Green, Lee Hale, Katie Owens Math Essential Standards Approximate and interpret rates of change from graphical and numerical
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Relationships Between Two Variables: Scatterplots and Correlation Example: Consider the population of cars manufactured in the U.S. What is the relationship (1) between engine size and horsepower? (2)
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Performance Assessment Task Graphs (2006) Grade 9 This task challenges a student to use knowledge of graphs and their significant features to identify the linear equations for various lines. A student
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The Average of Rates and the Average Rate Peter A. Lindstrom In our everyday lives, we often hear phrases involving averages: the student has a grade-point average of 3.12, the baseball player has a batting
### Teens and Budgeting. { http://youth.macu.com }
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Comparing Simple and Compound Interest GRADE 11 In this lesson, students compare various savings and investment vehicles by calculating simple and compound interest. Prerequisite knowledge: Students should
### Excel -- Creating Charts
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1) Write the following as an algebraic expression using x as the variable: Triple a number subtracted from the number A. 3(x - x) B. x 3 x C. 3x - x D. x - 3x 2) Write the following as an algebraic expression
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Math Objectives Given functions f and g, the student will be able to determine the domain and range of each as well as the composite functions defined by f ( g( x )) and g( f ( x )). Students will interpret
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### Solutions of Equations in Two Variables
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To complete this technology assignment, you should already have created a scatter plot for your data on your calculator and/or in Excel. You could do this with any two columns of data, but for demonstration
### 1 BPS Math Year at a Glance (Adapted from A Story of Units Curriculum Maps in Mathematics P-5)
Grade 5 Key Areas of Focus for Grades 3-5: Multiplication and division of whole numbers and fractions-concepts, skills and problem solving Expected Fluency: Multi-digit multiplication Module M1: Whole
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### Technology: CBR2, Graphing Calculator & Cords, Overhead Projector, & Overhead Unit for Calculator
Analyzing Graphs Lisa Manhard Grade Level: 7 Technology: CBR2, Graphing Calculator & Cords, Overhead Projector, & Overhead Unit for Calculator Materials: Student Worksheets (3) Objectives Evaluate what
Ohio Standards Connection Geometry and Spatial Sense Benchmark C Specify locations and plot ordered pairs on a coordinate plane. Indicator 6 Extend understanding of coordinate system to include points
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DESCRIPTION This lesson plan gives students first-hand experience in analyzing the link between atmospheric temperatures and carbon dioxide ( ) s by looking at ice core data spanning hundreds of thousands
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### Summer Math Exercises. For students who are entering. Pre-Calculus
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### Grade Level Year Total Points Core Points % At Standard 9 2003 10 5 7 %
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# HOW MUCH WILL I SPEND ON GAS?
Save this PDF as:
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## Transcription
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4 Gallons purchased (x) T-CHART ILLUSTRATION Total gas cost (y) 1 \$ \$ x30 Grid
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### Solving Systems of Linear Equations Substitutions
Solving Systems of Linear Equations Substitutions Outcome (lesson objective) Students will accurately solve a system of equations algebraically using substitution. Student/Class Goal Students thinking
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Solving Systems of Linear Equations Substitutions Outcome (learning objective) Students will accurately solve a system of equations algebraically using substitution. Student/Class Goal Students thinking
### Converting Units of Measure Measurement
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### Solving Systems of Linear Equations Graphing
Solving Systems of Linear Equations Graphing Outcome (learning objective) Students will accurately solve a system of equations by graphing. Student/Class Goal Students thinking about continuing their academic
### Solving Systems of Linear Equations Putting it All Together
Solving Systems of Linear Equations Putting it All Together Outcome (lesson objective) Students will determine the best method to use when solving systems of equation as they solve problems using graphing,
### TEMPERATURE BAR GRAPH
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### Lesson 4: Solving and Graphing Linear Equations
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### Solving Systems of Linear Equations Putting it All Together
Solving Systems of Linear Equations Putting it All Together Student/Class Goal Students thinking about continuing their academic studies in a post-secondary institution will need to know and be able to
### Lesson 2: Constructing Line Graphs and Bar Graphs
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### Tennessee Department of Education. Task: Sally s Car Loan
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Activity: TEKS: Exploring Transformations Basic understandings. (5) Tools for geometric thinking. Techniques for working with spatial figures and their properties are essential to understanding underlying
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### Linear Equations. 5- Day Lesson Plan Unit: Linear Equations Grade Level: Grade 9 Time Span: 50 minute class periods By: Richard Weber
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### Lines, Lines, Lines!!! Slope-Intercept Form ~ Lesson Plan
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Activity- The Energy Choices Game Purpose Energy is a critical resource that is used in all aspects of our daily lives. The world s supply of nonrenewable resources is limited and our continued use of
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PRIMARY CONTENT MODULE Algebra - Linear Equations & Inequalities T-37/H-37 What does the number m in y = mx + b measure? To find out, suppose (x 1, y 1 ) and (x 2, y 2 ) are two points on the graph of
PAY CHECK ADVANCE LOANS Outcome (lesson objective) Learners will use their knowledge of interest to compare data from various pay check advance companies and evaluate the positives and negatives of pay
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Name Date Linear Functions: Slope-Intercept Form Student Worksheet Overview The Overview introduces the topics covered in Observations and Activities. Scroll through the Overview using " (! to review,
### Open-Ended Problem-Solving Projections
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### THE LEAST SQUARES LINE (other names Best-Fit Line or Regression Line )
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### Drive It Green. Time Frame: 3 class periods
Drive It Green Lesson Overview: Millions of people around the globe are moving every day, creating a myriad of energy challenges and opportunities for new innovation. In this three-part lesson, students
### Graphing Linear Equations in Two Variables
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### SPIRIT 2.0 Lesson: A Point Of Intersection
SPIRIT 2.0 Lesson: A Point Of Intersection ================================Lesson Header============================= Lesson Title: A Point of Intersection Draft Date: 6/17/08 1st Author (Writer): Jenn
### Title: Patterns and Puzzles
X Stackable Cert. Documentation Technology Study / Life skills EL-Civics Career Pathways Police Paramedic Fire Rescue Medical Asst. EKG / Cardio Phlebotomy Practical Nursing Healthcare Admin Pharmacy Tech
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Solving Systems of Linear Equations Putting it All Together Outcome (learning objective) Students will determine the best method to use when solving systems of equation as they solve problems using graphing,
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### Lesson 1: Review of Decimals: Addition, Subtraction, Multiplication
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### Scope and Sequence KA KB 1A 1B 2A 2B 3A 3B 4A 4B 5A 5B 6A 6B
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### Charlesworth School Year Group Maths Targets
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Subject: Math Grade Level: 5 Topic: The Metric System Time Allotment: 45 minutes Teaching Date: Day 1 I. (A) Goal(s): For student to gain conceptual understanding of the metric system and how to convert
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Section 7 Algebraic Manipulations and Solving Part 1 Expressions, Equations, and Inequalities: Simplifying and Solving Before launching into the mathematics, let s take a moment to talk about the words
### A synonym is a word that has the same or almost the same definition of
Slope-Intercept Form Determining the Rate of Change and y-intercept Learning Goals In this lesson, you will: Graph lines using the slope and y-intercept. Calculate the y-intercept of a line when given
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### Activity 6 Graphing Linear Equations
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### Current California Math Standards Balanced Equations
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### Title ID Number Sequence and Duration Age Level Essential Question Learning Objectives. Lead In
Title ID Number Sequence and Duration Age Level Essential Question Learning Objectives Lesson Activity Barbie Bungee (75-80 minutes) MS-M-A1 Lead In (15-20 minutes) Activity (45-50 minutes) Closure (10
### PREPARING A PERSONAL LETTER
PREPARING A PERSONAL LETTER Outcome (lesson objective) Students will identify the parts and format of a personal (friendly) letter then write a letter using the appropriate format with proper spelling,
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### The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION INTEGRATED ALGEBRA. Tuesday, January 22, 2013 9:15 a.m. to 12:15 p.m.
INTEGRATED ALGEBRA The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION INTEGRATED ALGEBRA Tuesday, January 22, 2013 9:15 a.m. to 12:15 p.m., only Student Name: School Name: The possession
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1 Which ordered pair is not in the solution set of (1) (5,3) (2) (4,3) (3) (3,4) (4) (4,4) y 1 > x + 5 and y 3x 2? 2 5 2 If the quadratic formula is used to find the roots of the equation x 2 6x 19 = 0,
### EXCEL Tutorial: How to use EXCEL for Graphs and Calculations.
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### The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION INTEGRATED ALGEBRA. Wednesday, June 12, 2013 1:15 to 4:15 p.m.
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OpenStax-CNX module: m49420 1 Systems of Linear Equations: Two Variables OpenStax College This work is produced by OpenStax-CNX and licensed under the Creative Commons Attribution License 4.0 In this section,
Factoring Quadratic Trinomials Student Probe Factor Answer: Lesson Description This lesson uses the area model of multiplication to factor quadratic trinomials Part 1 of the lesson consists of circle puzzles
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Unit 7 Quadratic Relations of the Form y = ax 2 + bx + c Lesson Outline BIG PICTURE Students will: manipulate algebraic expressions, as needed to understand quadratic relations; identify characteristics
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### Title: Basic Metric Measurements Conversion (police)
X X Stackable Certificate Documentation Technology Study / Life skills EL-Civics Career Pathways Police Paramedic Fire Rescue Medical Asst. EKG / Cardio Phlebotomy Practical Nursing Healthcare Admin Pharmacy
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Graphs of Proportional Relationships Student Probe Susan runs three laps at the track in 12 minutes. A graph of this proportional relationship is shown below. Explain the meaning of points A (0,0), B (1,4),
### N Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
Performance Assessment Task Swimming Pool Grade 9 The task challenges a student to demonstrate understanding of the concept of quantities. A student must understand the attributes of trapezoids, how to
A Correlation of to the Minnesota Academic Standards Grades K-6 G/M-204 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley
READING THE NEWSPAPER Outcome (lesson objective) Students will comprehend and critically evaluate text as they read to find the main idea. They will construct meaning as they analyze news articles and
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LESSON 18: Algebra Expressions and Variables Weekly Focus: expressions Weekly Skill: write and evaluate Lesson Summary: For the Warm Up, students will solve a problem about movie tickets sold. In Activity
### Answers Teacher Copy. Systems of Linear Equations Monetary Systems Overload. Activity 3. Solving Systems of Two Equations in Two Variables
of 26 8/20/2014 2:00 PM Answers Teacher Copy Activity 3 Lesson 3-1 Systems of Linear Equations Monetary Systems Overload Solving Systems of Two Equations in Two Variables Plan Pacing: 1 class period Chunking
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ALGEBRA 1 ~ Cell Phone Task Group: Kimberly Allen, Matt Blundin, Nancy Bowen, Anna Green, Lee Hale, Katie Owens Math Essential Standards Approximate and interpret rates of change from graphical and numerical
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Relationships Between Two Variables: Scatterplots and Correlation Example: Consider the population of cars manufactured in the U.S. What is the relationship (1) between engine size and horsepower? (2)
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Performance Assessment Task Graphs (2006) Grade 9 This task challenges a student to use knowledge of graphs and their significant features to identify the linear equations for various lines. A student
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The Average of Rates and the Average Rate Peter A. Lindstrom In our everyday lives, we often hear phrases involving averages: the student has a grade-point average of 3.12, the baseball player has a batting
### Teens and Budgeting. { http://youth.macu.com }
<MASK>
Comparing Simple and Compound Interest GRADE 11 In this lesson, students compare various savings and investment vehicles by calculating simple and compound interest. Prerequisite knowledge: Students should
### Excel -- Creating Charts
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1) Write the following as an algebraic expression using x as the variable: Triple a number subtracted from the number A. 3(x - x) B. x 3 x C. 3x - x D. x - 3x 2) Write the following as an algebraic expression
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Math Objectives Given functions f and g, the student will be able to determine the domain and range of each as well as the composite functions defined by f ( g( x )) and g( f ( x )). Students will interpret
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### Solutions of Equations in Two Variables
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To complete this technology assignment, you should already have created a scatter plot for your data on your calculator and/or in Excel. You could do this with any two columns of data, but for demonstration
### 1 BPS Math Year at a Glance (Adapted from A Story of Units Curriculum Maps in Mathematics P-5)
Grade 5 Key Areas of Focus for Grades 3-5: Multiplication and division of whole numbers and fractions-concepts, skills and problem solving Expected Fluency: Multi-digit multiplication Module M1: Whole
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### Technology: CBR2, Graphing Calculator & Cords, Overhead Projector, & Overhead Unit for Calculator
Analyzing Graphs Lisa Manhard Grade Level: 7 Technology: CBR2, Graphing Calculator & Cords, Overhead Projector, & Overhead Unit for Calculator Materials: Student Worksheets (3) Objectives Evaluate what
Ohio Standards Connection Geometry and Spatial Sense Benchmark C Specify locations and plot ordered pairs on a coordinate plane. Indicator 6 Extend understanding of coordinate system to include points
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DESCRIPTION This lesson plan gives students first-hand experience in analyzing the link between atmospheric temperatures and carbon dioxide ( ) s by looking at ice core data spanning hundreds of thousands
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### Summer Math Exercises. For students who are entering. Pre-Calculus
Summer Math Eercises For students who are entering Pre-Calculus It has been discovered that idle students lose learning over the summer months. To help you succeed net fall and perhaps to help you learn
### Grade Level Year Total Points Core Points % At Standard 9 2003 10 5 7 %
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# HOW MUCH WILL I SPEND ON GAS?
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1 HOW MUCH WILL I SPEND ON GAS? Outcome (lesson objective) The students will use the current and future price of gasoline to construct T-charts, write algebraic equations, and plot the equations on a graph. Student/Class Goal Students will determine their gasoline cost for a month s time. They will use this information to calculate yearly gas cost. Time Frame Two 1 ½ hour classes One 3 hour class Standard Use Math to Solve Problems and Communicate NRS EFL 3-6 COPS Understand, interpret, and work with pictures, numbers, and symbolic information. Apply knowledge of mathematical concepts and procedures to figure out how to answer a question, solve a problem, make a prediction, or carry out a task that has a mathematical dimension. Define and select data to be used in solving the problem. Determine the degree of precision required by the situation. Solve problem using appropriate quantitative procedures and verify that the results are reasonable. Communicate results using a variety of mathematical representations, including graphs, charts, tables, and algebraic models. Materials Graph paper 40x30 paper is included at the end of the lesson (Worksheet 4) Colored pencils (if available) Calculators How Do I Find My Gas Mileage? Handout T-Chart Illustration How to Graph a Linear Equation in 5 Quick Steps Student Resource Activity Addresses Components of Performance Students will work with basic operations and patterns to complete a T-chart. Students will construct a graph and plot points on it. Students will use problem solving to determine how to figure out their monthly gas cost. Students will determine appropriate intervals on the x and y axes of the graph. Students will round the number when necessary to plot the points on the graph. Students will recognize if a data set is not reasonable by observing the other data sets and observing the points on the graph (is it on the line?) Students will communicate the results of the data by constructing a graph, T-chart, algebraic formula and in writing. Learner Prior Knowledge Basic understanding of gas prices and what is meant by miles per gallon (mpg), found at lesson, Pumped Up Gas Prices. Instructional Activities Step 1 - Discuss with students the current gasoline price and what they expect to happen to gas prices in the future. Ask students about how much they are spending on gas each month and how many miles the car they are driving gets per gallon? Students may need to research this information by actually calculating their mileage on the handout How Do I Find My Gas Mileage? or by visiting Cars and mpg This web site lists the in-city and highway mileage for 1985 or newer vehicles. If using this site, students will need to decide what type of driving they do during a month (city or highway) and estimate their car s mileage. Step 2 - Using \$4 per gallon as the price of gas, construct, with the class, a T-chart showing the relationship between the number of gallons purchased(x) and the total cost of the gas(y). See T-Chart Illustration for an example. As a class, look at the T-chart that was constructed. Give the students time to discover the relationship between the number of gallons purchased(x) and the total price of the gas(y). Express this relationship verbally (The number of gallons purchased times \$4 will equal the total cost.). Discuss how this relationship can be written as an equation as a function of x? (4x=y) Step 3 Next, with the students, graph the relationship/equation the class discovered during Step 2. The How to Graph a Linear Equation in 5 Quick Steps, a student resource from their math journals, provides basic guidelines for graphing equations. Help the students determine appropriate intervals and labels for the x and y axes and a title for the graph. Plot several points together and then let the students plot the remainder of the points. Draw a line passing through the points and label the line with the equation written in Step 2. Step 4 - Discuss with the students how many miles they drive each month. Share with the class that many people drive about 1,000
4 Gallons purchased (x) T-CHART ILLUSTRATION Total gas cost (y) 1 \$ \$ x30 Grid
5 How to Graph a Linear Equation in 5 Quick Steps Step 1 Construct a T-chart of Values Using your equation, construct a T-chart of values if one has not been done already. Substitute some simple numbers into the equation for x or y. If x=1, what is y? If x=10, what is y? If y=0, what is x? Each pair of values in your T-chart will become a point on the graph. (See illustration 1 for an example of a T-chart) Step 2 Decide on the interval for each axis Before starting the graph, look at the T-chart to determine the highest value for y found on the chart. Look at the values needed for x. Using graph paper, count the number of lines on the x and y axes. Use these numbers to determine the intervals on each axis. (If you use the graph paper at the end of this lesson there are 30 spaces on the x axis and 40 spaces on the y axis.) If the largest total cost/y value that needs to be graphed is \$80 and there are 40 lines on the y axis, let each line on the y axis represent \$2. The number of gallons of gas/x value that goes with \$80 is 20. There are 30 lines, so to make it simple one line will equal one gallon. Be sure the students realize they do not need to put a number next to every line. For example, the x might be labeled on every 5 th line (five gallons) and the y axis might also be labeled on every 5 th line (or \$10). This is a good step to do in pencil. That way if the interval you selected did not work out, the numbers can be erased any you can start over. Step 3 Label each Axis Decide what labels need to be added to the x and y axis. What do the numbers on the x-axis represent? What do the numbers on the y-axis represent? Usually the labels will match the descriptions/labels of x and y on the T-chart. (Note: When graphing equations involving elapsed time, time is traditionally represented by x) Step 4 Plot the points Using each pair of points from the T-chart, plot the points on the graph. Every point does not need to be plotted. Just be sure you have at least 3. Using a ruler, draw a line through the points you have plotted. Write your equation next to the line. Step 5 Give the graph a title Decide on a title for the graph. Make sure it accurately represents what is being shown on the graph. Does it explain the relationship between x and y? How to Graph a Linear Equation in 5 Quick Steps Student Resource
### Solving Systems of Linear Equations Substitutions
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### Solving Systems of Linear Equations Elimination (Addition)
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### Solving Systems of Linear Equations Substitutions
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### Converting Units of Measure Measurement
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### Solving Systems of Linear Equations Graphing
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### Solving Systems of Linear Equations Putting it All Together
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### TEMPERATURE BAR GRAPH
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<MASK>
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DESCRIPTION This lesson plan gives students first-hand experience in analyzing the link between atmospheric temperatures and carbon dioxide ( ) s by looking at ice core data spanning hundreds of thousands
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Performance Assessment Task Number Towers Grade 9 The task challenges a student to demonstrate understanding of the concepts of algebraic properties and representations. A student must make sense of the
### Charts, Tables, and Graphs
<MASK>
### Indicator 2: Use a variety of algebraic concepts and methods to solve equations and inequalities.
3 rd Grade Math Learning Targets Algebra: Indicator 1: Use procedures to transform algebraic expressions. 3.A.1.1. Students are able to explain the relationship between repeated addition and multiplication. |
<MASK>
Let us draw the graph of the equation using the coordinates of $$x$$ and $$y$$-intercepts.
The graph can be obtained by plotting the $$x$$ and $$y$$-intercepts and then drawing a line joining these points.
Example:
Draw the graph of the equation $$4y-3x = 6$$ using the $$x$$ and $$y$$-intercepts.
Solution:
To find the $$x$$-intercept, put $$y = 0$$ in the given equation.
<MASK>
<UNMASK>
<MASK>
Let us draw the graph of the equation using the coordinates of $$x$$ and $$y$$-intercepts.
The graph can be obtained by plotting the $$x$$ and $$y$$-intercepts and then drawing a line joining these points.
Example:
Draw the graph of the equation $$4y-3x = 6$$ using the $$x$$ and $$y$$-intercepts.
Solution:
To find the $$x$$-intercept, put $$y = 0$$ in the given equation.
<MASK>
$$4y-0 = 6$$
<MASK> |
<MASK>
Let us draw the graph of the equation using the coordinates of $$x$$ and $$y$$-intercepts.
The graph can be obtained by plotting the $$x$$ and $$y$$-intercepts and then drawing a line joining these points.
Example:
Draw the graph of the equation $$4y-3x = 6$$ using the $$x$$ and $$y$$-intercepts.
Solution:
To find the $$x$$-intercept, put $$y = 0$$ in the given equation.
<MASK>
$$4y-0 = 6$$
<MASK>
<UNMASK>
<MASK>
Let us draw the graph of the equation using the coordinates of $$x$$ and $$y$$-intercepts.
The graph can be obtained by plotting the $$x$$ and $$y$$-intercepts and then drawing a line joining these points.
Example:
Draw the graph of the equation $$4y-3x = 6$$ using the $$x$$ and $$y$$-intercepts.
Solution:
To find the $$x$$-intercept, put $$y = 0$$ in the given equation.
$$4(0)-3x = 6$$
<MASK>
$$x = -2$$
<MASK>
$$4y-0 = 6$$
<MASK> |
<MASK>
Let us draw the graph of the equation using the coordinates of $$x$$ and $$y$$-intercepts.
The graph can be obtained by plotting the $$x$$ and $$y$$-intercepts and then drawing a line joining these points.
Example:
Draw the graph of the equation $$4y-3x = 6$$ using the $$x$$ and $$y$$-intercepts.
Solution:
To find the $$x$$-intercept, put $$y = 0$$ in the given equation.
$$4(0)-3x = 6$$
<MASK>
$$x = -2$$
<MASK>
$$4y-0 = 6$$
<MASK>
<UNMASK>
### Theory:
Let us draw the graph of the equation using the coordinates of $$x$$ and $$y$$-intercepts.
The graph can be obtained by plotting the $$x$$ and $$y$$-intercepts and then drawing a line joining these points.
Example:
Draw the graph of the equation $$4y-3x = 6$$ using the $$x$$ and $$y$$-intercepts.
Solution:
To find the $$x$$-intercept, put $$y = 0$$ in the given equation.
$$4(0)-3x = 6$$
$$0-3x = 6$$
<MASK>
$$x = \frac{6}{-3}$$
$$x = -2$$
Thus, the $$x$$-intercept is $$x = -2$$.
Similarly, to find the $$y$$-intercept, put $$x = 0$$ in the given equation.
$$4y-3(0) = 6$$
$$4y-0 = 6$$
<MASK>
Thus, the $$y$$-intercept is $$\frac{3}{2}$$.
<MASK> |
### Theory:
Let us draw the graph of the equation using the coordinates of $$x$$ and $$y$$-intercepts.
The graph can be obtained by plotting the $$x$$ and $$y$$-intercepts and then drawing a line joining these points.
Example:
Draw the graph of the equation $$4y-3x = 6$$ using the $$x$$ and $$y$$-intercepts.
Solution:
To find the $$x$$-intercept, put $$y = 0$$ in the given equation.
$$4(0)-3x = 6$$
$$0-3x = 6$$
<MASK>
$$x = \frac{6}{-3}$$
$$x = -2$$
Thus, the $$x$$-intercept is $$x = -2$$.
Similarly, to find the $$y$$-intercept, put $$x = 0$$ in the given equation.
$$4y-3(0) = 6$$
$$4y-0 = 6$$
<MASK>
Thus, the $$y$$-intercept is $$\frac{3}{2}$$.
<MASK>
<UNMASK>
### Theory:
Let us draw the graph of the equation using the coordinates of $$x$$ and $$y$$-intercepts.
The graph can be obtained by plotting the $$x$$ and $$y$$-intercepts and then drawing a line joining these points.
Example:
Draw the graph of the equation $$4y-3x = 6$$ using the $$x$$ and $$y$$-intercepts.
Solution:
To find the $$x$$-intercept, put $$y = 0$$ in the given equation.
$$4(0)-3x = 6$$
$$0-3x = 6$$
$$-3x = 6$$
$$x = \frac{6}{-3}$$
$$x = -2$$
Thus, the $$x$$-intercept is $$x = -2$$.
Similarly, to find the $$y$$-intercept, put $$x = 0$$ in the given equation.
$$4y-3(0) = 6$$
$$4y-0 = 6$$
<MASK>
Thus, the $$y$$-intercept is $$\frac{3}{2}$$.
<MASK> |
# How do you factor 4y² -13y -12?
<MASK>
Use a version of the AC Method.
$A = 4$, $B = 13$, $C = 12$
<MASK>
Use this pair to split the middle term then factor by grouping...
<MASK>
$= y \left(4 y + 3\right) - 4 \left(4 y + 3\right)$
<MASK>
<UNMASK>
# How do you factor 4y² -13y -12?
May 30, 2015
Use a version of the AC Method.
$A = 4$, $B = 13$, $C = 12$
<MASK>
$16$ and $3$ work.
Use this pair to split the middle term then factor by grouping...
<MASK>
$= y \left(4 y + 3\right) - 4 \left(4 y + 3\right)$
<MASK> |
# How do you factor 4y² -13y -12?
May 30, 2015
Use a version of the AC Method.
$A = 4$, $B = 13$, $C = 12$
<MASK>
$16$ and $3$ work.
Use this pair to split the middle term then factor by grouping...
<MASK>
$= y \left(4 y + 3\right) - 4 \left(4 y + 3\right)$
<MASK>
<UNMASK>
# How do you factor 4y² -13y -12?
May 30, 2015
Use a version of the AC Method.
$A = 4$, $B = 13$, $C = 12$
<MASK>
$16$ and $3$ work.
Use this pair to split the middle term then factor by grouping...
<MASK>
$= \left(4 {y}^{2} + 3 y\right) - \left(16 y + 12\right)$
$= y \left(4 y + 3\right) - 4 \left(4 y + 3\right)$
$= \left(y - 4\right) \left(4 y + 3\right)$ |
# How do you factor 4y² -13y -12?
May 30, 2015
Use a version of the AC Method.
$A = 4$, $B = 13$, $C = 12$
<MASK>
$16$ and $3$ work.
Use this pair to split the middle term then factor by grouping...
<MASK>
$= \left(4 {y}^{2} + 3 y\right) - \left(16 y + 12\right)$
$= y \left(4 y + 3\right) - 4 \left(4 y + 3\right)$
$= \left(y - 4\right) \left(4 y + 3\right)$
<UNMASK>
# How do you factor 4y² -13y -12?
May 30, 2015
Use a version of the AC Method.
$A = 4$, $B = 13$, $C = 12$
Look for a pair of factors of $A C = 48$ whose difference is $B = 13$.
$16$ and $3$ work.
Use this pair to split the middle term then factor by grouping...
<MASK>
$= \left(4 {y}^{2} + 3 y\right) - \left(16 y + 12\right)$
$= y \left(4 y + 3\right) - 4 \left(4 y + 3\right)$
$= \left(y - 4\right) \left(4 y + 3\right)$ |
# How do you factor 4y² -13y -12?
May 30, 2015
Use a version of the AC Method.
$A = 4$, $B = 13$, $C = 12$
Look for a pair of factors of $A C = 48$ whose difference is $B = 13$.
$16$ and $3$ work.
Use this pair to split the middle term then factor by grouping...
<MASK>
$= \left(4 {y}^{2} + 3 y\right) - \left(16 y + 12\right)$
$= y \left(4 y + 3\right) - 4 \left(4 y + 3\right)$
$= \left(y - 4\right) \left(4 y + 3\right)$
<UNMASK>
# How do you factor 4y² -13y -12?
May 30, 2015
Use a version of the AC Method.
$A = 4$, $B = 13$, $C = 12$
Look for a pair of factors of $A C = 48$ whose difference is $B = 13$.
$16$ and $3$ work.
Use this pair to split the middle term then factor by grouping...
$4 {y}^{2} - 13 y - 12$
<MASK>
$= \left(4 {y}^{2} + 3 y\right) - \left(16 y + 12\right)$
$= y \left(4 y + 3\right) - 4 \left(4 y + 3\right)$
$= \left(y - 4\right) \left(4 y + 3\right)$ |
<MASK>
1. A dishonest cloth merchant sales cloth at the cost price but uses false scale which measures 80 cm in lieu of 1 m. Find his gain percentage?
(a) 20%
(b) 25%
(c) 15%
(d) 12%
(e) 22%
<MASK>
5. Find ratio between S.I. and C.I. on a sum of money invested for 3 years at 5% rate of interest per annum?
(a) 15 : 1261
(b) 151 : 156
(c) 121 : 441
(d) 1200 : 1261
(e) 121 : 484
<MASK>
<UNMASK>
<MASK>
1. A dishonest cloth merchant sales cloth at the cost price but uses false scale which measures 80 cm in lieu of 1 m. Find his gain percentage?
(a) 20%
(b) 25%
(c) 15%
(d) 12%
(e) 22%
2. The area of two squares is in the ratio 225 : 256. Find ratio of their diagonals?
3. ‘P’ sells his watch at 20% profit to Q while Q sales it to R at a loss of 10%. If R pays Rs. 2160. Find at what price P sold watch to Q?
(a) Rs. 2000
(b) Rs. 2200
(c) Rs. 2400
(d) Rs. 1800
(e) Rs. 2500
<MASK>
5. Find ratio between S.I. and C.I. on a sum of money invested for 3 years at 5% rate of interest per annum?
(a) 15 : 1261
(b) 151 : 156
(c) 121 : 441
(d) 1200 : 1261
(e) 121 : 484
<MASK>
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3 |
<MASK>
1. A dishonest cloth merchant sales cloth at the cost price but uses false scale which measures 80 cm in lieu of 1 m. Find his gain percentage?
(a) 20%
(b) 25%
(c) 15%
(d) 12%
(e) 22%
2. The area of two squares is in the ratio 225 : 256. Find ratio of their diagonals?
3. ‘P’ sells his watch at 20% profit to Q while Q sales it to R at a loss of 10%. If R pays Rs. 2160. Find at what price P sold watch to Q?
(a) Rs. 2000
(b) Rs. 2200
(c) Rs. 2400
(d) Rs. 1800
(e) Rs. 2500
<MASK>
5. Find ratio between S.I. and C.I. on a sum of money invested for 3 years at 5% rate of interest per annum?
(a) 15 : 1261
(b) 151 : 156
(c) 121 : 441
(d) 1200 : 1261
(e) 121 : 484
<MASK>
#### Most important PDF’s for Bank, SSC, Railway and Other Government Exam : Download PDF Now
AATMA-NIRBHAR Series- Static GK/Awareness Practice Ebook PDF Get PDF here
The Banking Awareness 500 MCQs E-book| Bilingual (Hindi + English) Get PDF here
AATMA-NIRBHAR Series- Banking Awareness Practice Ebook PDF Get PDF here
Computer Awareness Capsule 2.O Get PDF here
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Caselet Data Interpretation 200 Questions Get PDF here
Puzzle & Seating Arrangement E-Book for BANK PO MAINS (Vol-1) Get PDF here
ARITHMETIC DATA INTERPRETATION 2.O E-book Get PDF here
3
<UNMASK>
<MASK>
1. A dishonest cloth merchant sales cloth at the cost price but uses false scale which measures 80 cm in lieu of 1 m. Find his gain percentage?
(a) 20%
(b) 25%
(c) 15%
(d) 12%
(e) 22%
2. The area of two squares is in the ratio 225 : 256. Find ratio of their diagonals?
3. ‘P’ sells his watch at 20% profit to Q while Q sales it to R at a loss of 10%. If R pays Rs. 2160. Find at what price P sold watch to Q?
(a) Rs. 2000
(b) Rs. 2200
(c) Rs. 2400
(d) Rs. 1800
(e) Rs. 2500
4. In how many ways can letter of word ‘PROMISE’ be arranged such that all vowels always come together?
(a) 720
(b) 120
(c) 960
(d) 880
(e) 480
5. Find ratio between S.I. and C.I. on a sum of money invested for 3 years at 5% rate of interest per annum?
(a) 15 : 1261
(b) 151 : 156
(c) 121 : 441
(d) 1200 : 1261
(e) 121 : 484
<MASK>
#### Most important PDF’s for Bank, SSC, Railway and Other Government Exam : Download PDF Now
AATMA-NIRBHAR Series- Static GK/Awareness Practice Ebook PDF Get PDF here
The Banking Awareness 500 MCQs E-book| Bilingual (Hindi + English) Get PDF here
AATMA-NIRBHAR Series- Banking Awareness Practice Ebook PDF Get PDF here
Computer Awareness Capsule 2.O Get PDF here
AATMA-NIRBHAR Series Quantitative Aptitude Topic-Wise PDF Get PDF here
AATMA-NIRBHAR Series Reasoning Topic-Wise PDF Get PDF Here
Memory Based Puzzle E-book | 2016-19 Exams Covered Get PDF here
Caselet Data Interpretation 200 Questions Get PDF here
Puzzle & Seating Arrangement E-Book for BANK PO MAINS (Vol-1) Get PDF here
ARITHMETIC DATA INTERPRETATION 2.O E-book Get PDF here
3 |
<MASK>
1. A dishonest cloth merchant sales cloth at the cost price but uses false scale which measures 80 cm in lieu of 1 m. Find his gain percentage?
(a) 20%
(b) 25%
(c) 15%
(d) 12%
(e) 22%
2. The area of two squares is in the ratio 225 : 256. Find ratio of their diagonals?
3. ‘P’ sells his watch at 20% profit to Q while Q sales it to R at a loss of 10%. If R pays Rs. 2160. Find at what price P sold watch to Q?
(a) Rs. 2000
(b) Rs. 2200
(c) Rs. 2400
(d) Rs. 1800
(e) Rs. 2500
4. In how many ways can letter of word ‘PROMISE’ be arranged such that all vowels always come together?
(a) 720
(b) 120
(c) 960
(d) 880
(e) 480
5. Find ratio between S.I. and C.I. on a sum of money invested for 3 years at 5% rate of interest per annum?
(a) 15 : 1261
(b) 151 : 156
(c) 121 : 441
(d) 1200 : 1261
(e) 121 : 484
<MASK>
#### Most important PDF’s for Bank, SSC, Railway and Other Government Exam : Download PDF Now
AATMA-NIRBHAR Series- Static GK/Awareness Practice Ebook PDF Get PDF here
The Banking Awareness 500 MCQs E-book| Bilingual (Hindi + English) Get PDF here
AATMA-NIRBHAR Series- Banking Awareness Practice Ebook PDF Get PDF here
Computer Awareness Capsule 2.O Get PDF here
AATMA-NIRBHAR Series Quantitative Aptitude Topic-Wise PDF Get PDF here
AATMA-NIRBHAR Series Reasoning Topic-Wise PDF Get PDF Here
Memory Based Puzzle E-book | 2016-19 Exams Covered Get PDF here
Caselet Data Interpretation 200 Questions Get PDF here
Puzzle & Seating Arrangement E-Book for BANK PO MAINS (Vol-1) Get PDF here
ARITHMETIC DATA INTERPRETATION 2.O E-book Get PDF here
3
<UNMASK>
<MASK>
## SBI Clerk Pre Quantitative Aptitude Quiz
<MASK>
1. A dishonest cloth merchant sales cloth at the cost price but uses false scale which measures 80 cm in lieu of 1 m. Find his gain percentage?
(a) 20%
(b) 25%
(c) 15%
(d) 12%
(e) 22%
2. The area of two squares is in the ratio 225 : 256. Find ratio of their diagonals?
3. ‘P’ sells his watch at 20% profit to Q while Q sales it to R at a loss of 10%. If R pays Rs. 2160. Find at what price P sold watch to Q?
(a) Rs. 2000
(b) Rs. 2200
(c) Rs. 2400
(d) Rs. 1800
(e) Rs. 2500
4. In how many ways can letter of word ‘PROMISE’ be arranged such that all vowels always come together?
(a) 720
(b) 120
(c) 960
(d) 880
(e) 480
5. Find ratio between S.I. and C.I. on a sum of money invested for 3 years at 5% rate of interest per annum?
(a) 15 : 1261
(b) 151 : 156
(c) 121 : 441
(d) 1200 : 1261
(e) 121 : 484
<MASK>
#### Most important PDF’s for Bank, SSC, Railway and Other Government Exam : Download PDF Now
AATMA-NIRBHAR Series- Static GK/Awareness Practice Ebook PDF Get PDF here
The Banking Awareness 500 MCQs E-book| Bilingual (Hindi + English) Get PDF here
AATMA-NIRBHAR Series- Banking Awareness Practice Ebook PDF Get PDF here
Computer Awareness Capsule 2.O Get PDF here
AATMA-NIRBHAR Series Quantitative Aptitude Topic-Wise PDF Get PDF here
AATMA-NIRBHAR Series Reasoning Topic-Wise PDF Get PDF Here
Memory Based Puzzle E-book | 2016-19 Exams Covered Get PDF here
Caselet Data Interpretation 200 Questions Get PDF here
Puzzle & Seating Arrangement E-Book for BANK PO MAINS (Vol-1) Get PDF here
ARITHMETIC DATA INTERPRETATION 2.O E-book Get PDF here
3 |
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