| Math SL Portfolio-Lacsap’s Fractions | Type 1: Investigation Portfolio Greenwood High (An International School) | | | | | Table of Contents: Introduction……………………………………………………………………………………………………..……..…...Page 2 Patterns in Numerator………………………………………………………………………………….………………Page 2 and Page 3 Plotting Graph of Row Number and Numerator……………………………………………………………Page 4 to Page 7 Finding Denominator………………………………………………….………………………………………..………Page 8 to Page 9 Finding Further Rows……………………………………………………………………
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we let x = the number of hours it takes them to paint the kitchen working together. Below is a table that relates the data from our problem. We are using the concept that (rate)(time) = fraction of the task done. Now we can write an equation to represent: Fraction of work done by Sue in x hours + Fraction of work done by Joe in x hours = 1 job completed For your initial response: Complete both parts. a) Solve the rational equation in the example above. Make sure you label your answer properly
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Lesson 3 Topic: Fractions Subtopic: Addition and Subtraction of Fractions Materials • A set of paper strips with words written on it • Fish bowl Objectives • To guess the word written on the paper strip • To practice patience and understanding to those who can not get the answer correctly Control of Error • Teacher Presentation • The teacher will introduce the activity and give the instruction on what to do. • She will ask for 5 pairs of volunteers from the class. One volunteer
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In Lacsap’s Fractions‚ when looking for a general pattern for the numerator‚ it can be noted that it does not increase linearly but exponentially. Numerators are 3‚6‚10‚ and 15‚ each preceding numerator added by one plus the row number. Using this general statement it can be concluded that the numerator in the 6th row is 21 (15+6)‚ and 28 for the 7th. Generating a Statement for the Numerator: To generate an equation for the numerator of the fraction‚ the fraction data must be organized and
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several concepts about fractions. One concept students in fourth grade will need to master is learning how to tell if fractions are equivalent with unlike denominators. There are a few prerequisite skills that are necessary in order for the students to understand this concept. The first thing students need to know is what fractions are. Fractions are a way of counting parts of a whole. Secondly‚ the students need to know how to identify parts of a fraction. The top number in a fraction is the numerator
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Fractions are ways to represent parts of a whole. Common fractions are ½ and ¾. These are proper or regular fractions. Some fractions are called mixed numbers. These are represented by a whole number with a fraction (proper fraction). 1 ½ and 2 ¾ are good examples. An improper fraction has a larger number on the top than on the bottom‚ such as 9/8. I will explain how to convert these fractions to decimals. I will show you how to change an improper fraction to a mixed number. Operations (addition
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Mole Fraction Return to Solutions Menu The mole fraction is: moles of target substance divided by total moles involved The symbol for the mole fraction is the lower-case Greek letter chi‚ χ. You will often see it with a subscript: χsolute is an example. Example #1: 0.100 mole of NaCl is dissolved into 100.0 grams of pure H2O. What is the mole fraction of NaCl? Solution: 100.0 g / 18.0 g mol¯1 = 5.56 mol of H2O Add that to the 0.100 mol of NaCl = 5.56 + 0.100 = 5.66 mol total Mole fraction
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The density of fractions 1‚ 2‚ and 3 are as follows: 1.49‚ 1.325‚ and 1.34 g/mL. These values areincorrect because the density should not have been over 1.0 g/mL. This is because the density of water is 1.0 g/mL‚ and the product should have had a mixture of ethanol and water‚ making the density lower. The measured weight of the vials and ethanol were incorrect due the scales.There are many factors that can cause a scale not to read the correct value. The first is the airflow underneath the weighing
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Simple Fractions (Grade 1) I. Objectives: At the end of the lesson‚ the students should be able to: 1. Identify simple fractions. 2. Shade the given figure based from the given fractions. 3. Appreciate the beauty of one’s work and demonstrate neatness in one’s work. I. Subject Matter: Topic: Simple Fractions Reference: Comprehensive Curriculum of Basic Skills Grade 1 Author: Dawn Downs Purney
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Assignment 2 - Designing a teaching sequence for a unit of work Due Date: Friday 25th May‚ 2012 (ALSO add Assignment 3A‚ Science activity Presentation‚ make a pdf file of both assignments and submit one combined file through online submission) Weight: 50% Length: 2000 words Learning outcomes and NSWIT standards addressed by this assignment: Learning Outcomes Assessed: 1‚ 2‚ 3‚ 4‚ 5‚ 7 Standards: 1.1.1‚ 1.1.2‚ 1.1.3‚ 3.1.1‚ 3.1.2‚ 3.1.3‚ 3.1.4‚ 3.1.5‚ 3.1.6‚ 4.1.5‚ 5.1.7. Assessment
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