EDEXCEL FUNCTIONAL SKILLS PILOT Maths Level 2 Chapter 1 Working with whole numbers SECTION A 1 Place value and rounding 2 2 Negative numbers 4 3 Factors and multiples 6 4 Estimating and checking 8 5 Tips for calculating 11 6 Remember what you have learned 13 Pilot material only – see introduction before use © Pearson Education 2008 Functional Maths Level 2 • Chapter 1 Draft for Pilot Working with shape and space 5 EDEXCEL FUNCTIONAL
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the first syllable and on the suffix.The cardinal numerals indicating tens are formed by adding the suffix – ty to the corresponding number of units.They have the stress on the first syllable. If a number is in the range 21 to 99‚ and the second digit is not zero‚ one typically writes the number as two words separated by a hyphen. 21 | twenty-one | 25 | twenty-five | 32 | thirty-two | 58 | fifty-eight | 64 | sixty-four | 79 | seventy-nine | 83 | eighty-three | 99 | ninety-nine |
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Modern electronic calculators contain a keyboard with buttons for digits and arithmetical operations. Some even contain 00 and 000 buttons to make large numbers easier to enter. Most basic calculators assign only one digit or operation on each button. However‚ in more specific calculators‚ a button can perform multi-function working with key combination or current reckoning mode. Calculators usually have liquid crystal displays as output in place of historical vacuum fluorescent displays. See
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calculate): ___2.2_______g Mass (g) Percent in Mixture* Iron filings 1.9 g 1.9/6.8*100= 28% Sand 1.9 g 1.9/6.8*100= 28% Table Salt 2.2 g 2.2/6.8*100= 32% Benzoic Acid 0.8 g 0.8/6.8*100= 12% *Follow rules of calculations with Significant Figures Calculate the Percent of each Substance (iron‚ sand‚ salt‚ benzoic acid) in the Mixture by dividing the mass of the substance by the mass of the solid mixture (from #1 above)‚ then multiplying by 100. That is‚ % Substance = (Mass of
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provide answers to the following questions: Consider the digits in the multiples of nine written in order. -How does each unit digits compare with one before it. - What happens with the tens and the hundreds of digit. Consider the sums of the digits in the multiples of nine. -Try some large numbers (eg. 3168) as well as small goes. -Look for a use for what you have observed. -What happens if combinations of the digits are added? (For 3168‚ consider as 3+16+8 or 31+68) 3.) Consider
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Simple Addition Lesson Plan 1 This lesson plan could be used at the elementary level‚ grade 2‚ as part of a math unit focusing on simple addition. I. Anticipatory set The teacher will say‚ “Students have you ever wondered what a digit is?” II. Learning Objectives: Goal: Students will be able to provide answers to mathematic problems commensurate with grade level. Short Term Objective: Given 4 scenarios involving simple addition‚ students will complete the accompanying problems with 95%
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of a zero placeholder. The Maya seem to be the first people who used a place value system and a symbol for zero. Beyond these similarities there are some significant differences between the Mayan number system and our modern system. The Mayan system is in base 20 (vigesimal) rather than base 10 (decimal). This system also uses a different digit representation. The Mayan numbers are based on three symbols: Why was Mathematics Important to the Mayans? Mathematics was really important for the
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One interesting way (found in some books) is to take the two left-most digits‚ multiply the left digit by 3 and add it to the second digit. Replace these two digits with the result. Then we can keep repeating‚ always dealing with only the two left-most digits‚ until we end up with a small number which is either divisible by 7 or not. Pretend we have a two digit number‚ 10x+y. We multiply the left digit by 3 and add the second digit: 3x+y. All we did was just subtract 7x. If 3x+y is divisible by 7‚ then
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BE01106 - BUSINESS STATISTICS ASSIGNMENT – PART I SEMESTER 2‚ 2014 _________________________________________________________________________ The complete BEO1106 assignment (all three parts) accounts for 20% of the overall assessment in the unit. This first part of the BEO1106 assignment is to be completed in your own time and must be submitted for correction in the tutorial of week 6. No time extensions will be granted although special consideration applications may be accepted from students
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Seatwork Linear Word Problems (One Unknown) 1. There is a number such that three times the number minus 6 is equal to 45. Find the number. 2. The sum of two numbers is 41. The larger number is 1 less than twice the smaller number. Find the numbers. 3. There are two numbers whose sum is 53. Three times the smaller number is equal to 19 more than the larger number. What are the numbers? 4. Mrs. Mahoney went shopping for some canned goods which were on sale. She bought three times as many cans of tuna
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