ASSESSING CONCEPTUAL UNDERSTANDING OF RATIONAL NUMBERS AND CONSTRUCTING A MODEL OF THE INTERRELATED SKILLS AND CONCEPTS Mario Desrosiers MAE 6745 Florida international University Assessing Conceptual Understanding of Rational Numbers and Constructing a Model of the Interrelated Skills and Concepts Students continue to struggle to understand rational numbers. We need a system for identifying students’ strengths and
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of WHOLE NUMBERS B. DECIMALS a. PLACE VALUE of DECIMALS PLACE VALUE | Trillions | Billions | Millions | Thousands | Ones / Unit | Decimalpoint | .1 | .01 | .001 | HUNDRED | TEN | TRILLIONS | HUNDRED | TEN | BILLIONS | HUNDRED | TEN | MILLIONS | HUNDRED | TEN | THOUSANDS | HUNDREDS | TENS | ONES | | TENTHS | HUNDREDTHS | THOUSANDTHS | 5 | 8 | 9‚ | 6 | 1 | 2‚ | 7 | 4 | 5‚ | 6 | 1 | 8‚ | 3 | 2 | 5 | . | 1 | 6 | 2 | b. READING and WRITING DECIMALS ---- activity -----
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document....8 The Use of a hierarchal or structural IP Addressing Scheme...9 . Benefits of a hierarchical network design...9 The use of Subnet in Structuring the Network....12 . Let’s talk Subnet Mask.....12 Humans see Decimals; Computer sees Binary.....13 . IP Address Classes‚ decimals and binary Summarized....14 Basic Subnetting Process....21 Variable Length Subnet Masks (VLSM)....24 Benefits of VLSM:....24 Implementing VLSM....25 VLSM Practice....33 3 http://www.orbit-computer-solutions.com 0
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|Revised for +Tools 4 © 1999-2004‚ Yves Champollion | Table of Contents Presentation 2 Installation 2 Removing PlusTools 2 +Tools 2 Files 3 Find 4 Stats 5 Convert 5 Pass 7 Compare 8 Keys 11 +Align 12 Presentation 12 Instructions for use 12 + Extract 15 +Tweaks 17 Credits 25 Appendix I 25 Appendix II 28 Appendix III: SGML/XML 28 Presentation +Tools is a set of tools for the translation
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Embedded Systems-Fall 2005 ECGR 5101 Final project On By: Boda Vamsee Krishna Babu (999066887) Email id: vkboda@uncc.edu Bajjuri Praneeth Kumar (999067008) Email id: pkbajjur@uncc.edu Embedded Project- ECE 5101 Page 1 INDEX 1. Abstract-------------------------------------------------------------------------------------------2 2. Project Description------------------------------------------------------------------------------3 3. Device Description 3.1 Renesas SKP16C62P Starter
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charge for service based on lawn size (Use VLOOKUP to retrieve the STANDARD CHARGE based on the LAWN SIZE) Format as currency with 2 decimals ADDITIONAL CHARGES Charges based on additional services Format as currency with 2 decimals TOTAL WEEKLY CHARGES Total of standard and additional charges (STANDARD CHARGE + ADDITIONAL CHARGES) Format as currency with 2 decimals START DATE First date of the service contract Figure 1: Customer Field Descriptions The Payment worksheet contains a number
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in the field of computers to be able to adjust to the demands of its trends and technology. 2.2 Specific Objectives: a. Understand the concepts‚ capabilities and limitations of computers and identify its basic components. b. Convert from one number system to another number system. c. Determine the differences and advantages of the two most commonly used operating systems: DOS and Microsoft Windows operating systems. d. Familiarize with the Microsoft Windows environment
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expected to total $276‚100 for the year‚ and machine usage is estimated at 125‚500 hours. For the year‚ $291‚988 of overhead costs are incurred and 130‚200 hours are used. Compute the manufacturing overhead rate for the year. (Round answers to 2 decimal places‚ e.g. 1.25.) Manufacturing overhead rate $ 2.20 per machine hour Answer: Manufacturing Overhead Rate = Estimated Overhead ÷ Estimated Machine Hours = $276100 ÷ 125500 hours = $2.20 Per Machine Hour b. What is the amount of under- or over
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G K Powers CAMBRIDGE UNIVERSITY PRESS Cambridge‚ New York‚ Melbourne‚ Madrid‚ Cape Town‚ Singapore‚ São Paulo‚ Delhi‚ Dubai‚ Tokyo‚ Mexico City Cambridge University Press 477 Williamstown Road‚ Port Melbourne‚ VIC 3207‚ Australia www.cambridge.edu.au Information on this title: www.cambridge.org/9780521138345 © The Powers Family Trust 2010 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements‚ no reproduction of any
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3. Determine the class size. b. Range/number of classes. Example: 16/5=3.2; since the data don’t possess any decimals‚ the answer should be 3 to make it an odd number as well. Note: if the given data don’t possess decimals‚ the class size doesn’t have decimals as well. The class size is always an odd number. The number of decimal places depend on the number of decimal places of the given data. Table 2: Number of times in a month a respondent has entertainment activity. (MS Excel)
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