Marks awarded for clear Reasoning. Marks awarded for correct answers if no working shown. Answer given in the question and so no marks are awarded. Using the markscheme 1 General Mark according to scoris instructions and the document “Mathematics SL : Guidance for e-marking November 2010”. It is essential that you read this document before you start marking. In particular‚ please note the following. Marks must be recorded using the annotation stamps. Please check that you are entering marks for
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SL Math Internal Assessment: Stellar Numbers 374603 Mr. T. Persaud Due Date: March 07‚ 2011 Part 1: Below is a series of triangle patterned sets of dots. The numbers of dots in each diagram are examples of triangular numbers. Let the variable ‘n’ represent the term number in the sequence. n=1 n=2 n=3 n=4 n=5 1 3 6
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Fraction (mathematics) A fraction (from Latin: fractus‚ "broken") represents a part of a whole or‚ more generally‚ any number of equal parts. When spoken in everyday English‚ a fraction describes how many parts of a certain size there are‚ for example‚ one-half‚ eight-fifths‚ three-quarters. A common‚ vulgar‚ or simple fraction (examples: \tfrac{1}{2} and 17/3) consists of an integer numerator‚ displayed above a line (or before a slash)‚ and a non-zero integer denominator‚ displayed below (or after)
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Diploma Programme Mathematics SL formula booklet For use during the course and in the examinations First examinations 2014 Published March 2012 © International Baccalaureate Organization 2012 Mathematical studies SL: Formula booklet 5045 1 Contents Prior learning 2 Topics 3 Topic 1—Algebra 3 Topic 2—Functions and equations 4 Topic 3—Circular functions and trigonometry 4 Topic 4—Vectors 5 Topic 5—Statistics and probability 5 Topic 6—Calculus
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In order to teach students the concept of equivalence when working with fractions with unlike denominators or finding equivalent fractions‚ there are some skills that the students must already possess. These are as follows: Students are able to both recognize and write fractions Students understand the ‘breakdown’ of a fraction where the top is the numerator and the bottom is the denominator Students must have some understanding of equivalence and what it means Students must be able to both
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Partial Fractions A way of "breaking apart" fractions with polynomials in them. What are Partial Fractions? We can do this directly: Like this (read Using Rational Expressions to learn more): 2 + 3 = 2·(x+1) + (x-2)·3 x-2 x+1 (x-2)(x+1) Which can then be simplified to: = 2x+2 + 3x-6 = 5x-4 x2+x-2x-2 x2-x-2 ... but how do we go in the opposite direction? That is what we discover here: How to find the "parts" that make the single fraction (the "partial fractions")
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OPA Circle Style The three circles; O‚ P and A intersect to create an interesting investigation regarding circles. Since this is a Calculus course‚ the investigation does have to deal with Derivatives. The most important and the focus of this portfolio is the line segment‚ OP’. Using the given diagram above‚ this investigation consists of finding the general equation for discovering OP’. The values that are given are that r‚ is the radius of C1 and C2. OP and AP are the radii of C3. This information
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What’s So Hard About Fractions? Fractions as we know them today‚ the symbols and the algorithms for performing operations‚ have developed over thousands of years‚ beginning with ancient Egyptians. Through research of the origins‚ the development of fractions to appearing symbolically as we know them today‚ and of the developments of how we operate with them today and then connecting that knowledge with the observations of contemporary math education experts and personal interviews and observation
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M11/5/MATME/SP1/ENG/TZ1/XX 22117303 mathematics staNDaRD level PaPeR 1 Wednesday 4 May 2011 (afternoon) 1 hour 30 minutes iNSTrucTioNS To cANdidATES candidate session number 0 0 Examination code 2 2 1 1 – 7 3 0 3 Write your session number in the boxes above. not open this examination paper until instructed to do so. do are not permitted access to any calculator for this paper. You Section A: answer all questions in the boxes provided. Section B: answer all questions on the
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IB Math SL Type II Internal Assessment High Jump Heights Aim: The aim of this task is to consider the winning height for the men’s high jump in the Olympic Games. The table below gives the height (in centimeters) achieved by the gold medalists at various Olympic Games. Year | 1932 | 1936 | 1948 | 1952 | 1956 | 1960 | 1964 | 1968 | 1972 | 1976 | 1980 | Height(cm) | 197 | 203 | 198 | 204 | 212 | 216 | 218 | 224 | 223 | 225 | 236 | Note: The Olympic Games were not held in 1940 and
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