So g at n M h art at M h So g at n The Mystery Number If you don’t know all the numbers When you write an expression‚ A letter can stand for the missing information. The variable-it’s the mystery number. Nine dogs in the waiting room at the vet’s. You know some information: (Nine!) But in through the door come some cats. (Meow!) How many cats? That’s the variable-c for cats. So how can you write the number of pets In the waiting room now? It’s nine plus c‚ Because you
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type of drink is equal. 1.3 - Suppose that you measure the time it takes to download an MP3 file from the internet. A) Explain why the download is a numerical variable Numerical variables record numbers through observations. As the time taken to download the file produces a number represented by time‚ the download is a numerical variable. B) Explain why the download time is a ratio scaled variable The download time is a ratio scaled variable as the time differences involve a true
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favorite subject was math. And today as I am still in school math is still my favorite subject. I love numbers‚ all types of numbers. Big numbers‚ small numbers‚ numbers with decimals and even fractions. I think that math problems are a very good thing and they explain a lot about everyday things that happen in life. One day as I was doing my math homework I discovered that I was confusing all the numbers. This was very odd for me because I was always a good student. I remembered that this was the third
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Vedic Mathematics | Sutras EK The Sutra (formula) Ek one”. DHIKENA P jRVE•A dhikena P krvena means: “By one more than the previou i) Squares of numbers ending in 5 : Now we relate the sutra to the ‘squaring of numbers ending in 5’. Consider the example 252. Here the number is 25. We have to find out the square of the number. For the number 25‚ the last digit is 5 and the ’previous’ digit is 2. Hence‚ ’one more than the previous one’‚ that is‚ 2+1=3. The Sutra‚ in this context‚ gives the procedure
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Counting with Base Ten Blocks Standards:1.NBT.2 A-C | Objectives: * Students shall understand and compute operations using base ten blocks. * Students shall understand numbers and ways of representing numbers‚ relationships among numbers and number systems. | Activities: -Students will review adding and subtracting with base ten blocks. They will get a pre-made laminated sheet with indicators of each base – ones‚ tens‚ hundreds‚ thousands. I will give them different problems on the board
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console: 1. Enter the book title –data type string a. If the user enters a null string‚ the program should beep and redisplay the needed value 2. Enter a one sentence description of the book -- data type string 3. Enter the book’s ID number. Code numbers are alpha-numeric (e.g. ROM482‚SCI233‚BUS400) a. If the user enters a numeric value‚ the program should prompt for alphanumeric 4. Enter the list price of the book and include a dollar sign in the prompt. Make the list price a decimal data
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the common demands of modern day existence‚ be this in the home‚ professional‚ social‚ community and civic aspects of our lives. If we consider the various categories intrinsic to developing an understanding of numeracy which includes: Number and number processes Estimation and rounding Fractions‚ decimal fractions
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and contract the labour force according to specific demand for it. In times of expansion‚ more workers are required. Conversely a smaller workforce is needed if the business is decreasing. The third form is temporal flexibility. In this case the number and distribution of hours varies. It concerns different approaches to managing the time of employees‚ such as “annual
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a scientist’s goal by making any findings not bias. This attitude considers all pros and cons‚ all evidences available‚ and evaluates statements by others. 4. Critical mindedness gives a scientists the validities of statements by consulting a number of authorities. This attitude also looks for inconsistencies. 5. Open mindedness considers all possible options when investigating a problem‚ which does not limit a scientist to a certain answer. And‚ also scientists consider and evaluates ideas
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children at a large group table (for a smaller class). Either one of these ways would allow the teacher to utilize the pie manipulative to show the students equivalents. To begin the students could see that to make a whole (1)‚ that there are a certain number of pieces needed. For example‚ students would learn that 2 pieces of the pie that are 1/2 is the same or is equivalent to 1 whole. This could be done with some of the other fractions also. Next the students could take just a portion of the whole
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