that is not 8-by-8 and we have to determine how many squares we can find altogether. By doing this problem of the week we will be able to find shapes of any checkerboard that is given. We have to find multiple ways to a 7-by-7‚ 6-by-6‚ 5-by-5‚ 4-by-4‚ 3-by-3‚ 2-by-2‚ and 1-by-1. So it is saying that‚ how many squares I can make in an 8-by-8 checkerboard? The things I checked and figured out that are wrong is that I tried to do as much squares as Possible but I always had less and
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RAT POW Problem Statement: I this POW we were assigned to find the population of the exponential growth of a rat population‚ residing on a perfect‚ utopian island after a year. Organisms will flourish prosperity on the Island and no deaths would occur. The journey began when merely 2 full-grown rats‚ the one original male and female‚ arrived on the island. Their offspring would be determined by the following: Every day from January 1st‚ the original mother would give birth to a liter of
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Introduction When we think of bees‚ what do we think of? Do we think about getting stung? The sweet honey that they make? What about their crazy mathematical genius? Bees have‚ somehow‚ figured out that they should use hexagons for their honeycombs. How? I hove no clue- do I look like an apiologist to you? No. But I do know that the method the bees use is the best method for their intent. The unit “Do Bees Build It Best?” helped me realize and confirm the previous. I studied geometry
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POW:6 The Haybaler Problem Problem Statement: You bought 5 bales of hay but they weighed them in pairs not individually like they used to. The bales of hay could be matched up in any combination like‚ 1 and 2‚ 1 and 3‚ 1 and 4‚ and so on. The salesperson did not keep track of the weight of each bale of hay. Your job is to find out the weight of each bale of hay using combinations‚ 80‚ 82‚ 83‚ 84‚ 85‚ 86‚ 87‚ 88‚ 90‚ and 91. Remember there are 5 punkins and you can only make combinations of 2.
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shapes on rugs the wall. Even quilting shops use tessellation shape to help them quilt things together. I really liked doing this POW I think it really helped me realize that shapes can be about used for anything. I did but my write up off and I’m paying the prices by trying to get caught up on everything. But I did really enjoy working with my hands for this POW.
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operating core : the people directly related to the production of services or products; 2. strategic apex : serves the needs of those people who control the organisation; 3. middle line: the managers who connect the strategic apex with the operating core; 4. technostructure : the analysts who design‚ plan‚ change or train the operating core; 5. support staff : the specialists who provide support to the organisation outside of the operating core’s activities; 6. ideology: the traditions and beliefs that make
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Case Projects 5-3 and 5-5 Tanya Boone Unit 2 Project CJ 317-01 Case Project 5-3 Under the silver platter doctrine‚ evidence obtained by state agents in an unreasonable search and seizure was admissible in a federal criminal trial‚ where no federal agent participated in a search and seizure and the state officers did not act solely on behalf of the United States (Hills‚ 1999). Simply put‚ federal officers cannot allow state police to do the dirty work‚ and then claim that they did not violate
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Zack Kirkpatrick IMP 2 POW 2; Tying the Knots Problem Statement: A couple wants gto get married but to do so a ritual must be completed. This ritual includes 6 strings. The ends of each of these strings must be tied to one another on both ends. If the strings make one large loop they can get married‚ anything else however will result in them having to wait. The problem is whether or not hey will get married. The best way to find this answer is to find combinations of diffierent loops. Then
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Health and Social Care Level 3 Unit 5 3.1 Identify national policies and local systems that relate to safeguarding and protection from abuse 3.2 Explain the roles of different agencies in safeguarding and protecting individuals from abuse 3.4 Identify sources of information and advice about own work role in safeguarding and protecting individuals from abuse 4.1 Explain how the likelihood of abuse may be reduced by: working with person centred values encouraging active participation promoting
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Supporting Teaching and Learning in Schools Sarah Thompson THO14362334 Supporting Teaching & Learning in Schools Level 3 Diploma 1.1 Explain the sequence and rate of each aspect of development from birth - 19. 1.2 Explain the difference between sequence of development and why the difference is important. Some aspects of development follow a definite sequence‚ for instance babies learn to lift their heads before they can sit up alone but the rate at what they do it at will vary between each child
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