SPECIAL PRODUCTS AND FACTORING STRATEGIES When you learn to factor quadratics‚ there are three other formulas that they usually introduce at the same time. The first is the "difference of squares" formula. Remember from your translation skills that "difference" means "subtraction". So a difference of squares is something that looks like x2 – 4. That’s because 4 = 22‚ so you really have x2 – 22‚ a difference of squares. To factor this‚ do your parentheses‚ same as usual: x2 – 4 = (x )(x
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TASK 1: GETTING A HAND ON DATA ORGANISING YOUR DATA: A. Summarise your results in a table. Name Age Writing Hand R/L? Writing hand angle Non-writing hand angles Right (√) Left (√) Zac Taylor 15 √ 50o 50o Eric Na 17 √ 55o 52o Damian Bielinski 15 √ 49o 48o Ashley Vandenput 15 √ 47o 50o Tolga Pasin 15 √ 50.5o 53o Corey Evans 15 √ 52o 50o Romy Abbott 14 √ 50o 53o Candice Shadford 15 √ 45o 54o Jess Dayus 14 √ 50o 55o Joel
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Declare hours as integer Declare number as integer Declare response as character Repeat Set hour = 0 Write “This program can calculate your total hours worked” Write “Enter the number of hours worked on Monday:” Write “Enter 0 when you are done” Input number While number != 0 Set hours = hours + number Write “Enter your hours for the next day or 0 if you are done:” Input number End While Write “Your total hours worked are” + hours
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to each subject will be as follows: (a) For Admission to Indian Military Academy‚ Indian Naval Academy and Air Force Academy. English • • Time Duration: 2 hrs. Maximum Marks: 100 General Knowledge • • Time Duration: 2 hrs. Maximum Marks: 100 Elementary Mathematics • • Time Duration: 2 hrs. Maximum Marks: 100 (b) For Admission to Officers’ Training Academy English • • Time Duration: 2 hrs. Maximum Marks: 100 General Knowledge • • Time Duration: 2 hrs. Maximum Marks: 100 The maximum marks
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A SAMPLE RESEARCH PAPER/THESIS/DISSERTATION ON ASPECTS OF ELEMENTARY LINEARY ALGEBRA by James Smith B.S.‚ Southern Illinois University‚ 2010 A Research Paper/Thesis/Dissertation Submitted in Partial Fulfillment of the Requirements for the Master of Science Degree Department of Mathematics in the Graduate School Southern Illinois University Carbondale July‚ 2006 (Please replace Name and Year with your information and delete all instructions) Copyright by NAME‚ YEAR All Rights Reserved
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efforts to the success of this action research. To Dr. Ruiz‚ professor at Polytechnic University of the Philippines‚ Maragondon‚ Cavite for encouraging him to come up with this kind of study. To Mrs. Aniceta A. Vidallon‚ Principal I of Marahan Elementary School‚ for allowing him to conduct his research. To his co-teachers for their moral support. To Ms. Leila Herrera‚ for her support and inspiring thought to push through this undertakings. To the selected pupils who work as the respondents
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CHAPTER 7 ARITHMETIC AND GEOMETRIC PROGRESSIONS 7.1 Arithmetic Progression (A.P) 7.1.1 Definition The nth term of an arithmetic progression is given by ‚ where a is the first term and d the common difference. The nth term is also known as the general term‚ as it is a function of n. 7.1.2 The General Term (common difference) Example 7-1 In the following arithmetic progressions a. 2‚ 5‚ 8‚ 11‚ ... b. 10‚ 8‚ 6‚ 4‚ ... Write (i) the first term‚ (ii) the common difference‚
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Common Factoring: Find out the GREATEST COMMON FACTOR of each term and factor it out. Using Grouping: Sometimes‚ a polynomial will have no common factor for all the terms. Instead‚ we can group together the terms which have a common factor. When you use the Grouping Method: * When there is no factor common to all terms * When there is an even number of terms. Example: The polynomial x3+3x2−6x−18 has no single factor that is common to every term. However‚ we notice that if we group together
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Technological University of the Philippines College of Industrial Education Student Teaching Department Ayala Boulevard Ermita‚ Manila Teacher: Buladaco‚ Jemaima M. Time: 7:00 – 10:00 AM Course: BSIE-ComEd Date: March 13‚ 2013 Cooperating Teacher: Mr. Alvin Quileste Supervisor: Prof. Valentino Angeles I. OBJECTIVES At the end of the lesson‚ the students are expected to: 1. Extend the nested if-then-else conditional statement in making
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Grade 11 Physics Study Guide SPH3U1 Unit 1: Kinematics + Intro How to count significant figures: -Embedded 0’s count (i.e. 101 has 3 sig figs) -Any numbers that aren’t zeros count (i.e. 5263 has 4 sig figs) -0’s after the decimal place count (i.e. 1.00 has 3 sig figs) -Trailing 0’s (i.e. 2000 has 4 sig figs) -Numbers after the first non-zero (i.e. 0.0002102 has 4 sig figs) How to add and subtract numbers with proper sig figs: The result will have the least amount of numbers after the decimal
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