support the standards set by the NCTM regarding number sense and operations‚ only four will be used to fulfill the following criteria. 1. Four lesson plans were chosen to illustrate the support of the NCTM standards: A. Problem-solving: Math‚ episode 1‚ (Discovery Education‚ n.d.) is a lesson plan that helps students understand the importance of numbers. In this lesson the objectives are to show the students the importance of numbers in math‚ and show examples of how they are used
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chopped off‚ five new heads grow. If six heads are chopped off one by one‚ how many heads will the dragon finally have? (A) 25 (B) 28 (C) 29 (D) 30 (E) 35 6. In which of the following expressions can we replace each occurrence of the number 8 by the same positive number (other than 8) and obtain the same result? (A) (8 + 8) : 8 + 8 (D) (8 + 8 − 8) · 8 (B) 8 · (8 + 8) : 8 (E) (8 + 8 − 8) : 8 (C) 8 + 8 − 8 + 8 7. Each of the nine paths in a park is 100 m long. Ann wants to go from A to B without going
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the Little Person Computer to subtract the number 125 from the number 400? Step # Instruction The way the little person should function 1. GET Gets the first number(125) and places it in the calculator 2. STORE 72 Stores the number input first into Mailbox numbered 72 3. GET Gets the second number from which the first number is to be subtracted‚ from inbox and places it in the calculator 4. SUB 72 Subtracts the first number from the second-- 400-125=275 5.
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Mayans Mathematics The Mayan number system was developed by the ancient Maya civilization of Central America. Similar to the number system we use today‚ the Mayan system operated with place values. To achieve this place value system they developed the idea of a zero placeholder. The Maya seem to be the first people who used a place value system and a symbol for zero. Beyond these similarities there are some significant differences between the Mayan number system and our modern system. The Mayan
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Very large numbers and very small numbers are difficult to read‚ understand‚ and compare. To make this easier‚ we use exponents by converting many of the large numbers and small numbers into a shorter form. For example: 10‚000‚000‚000‚000 can be written as (10)13. Here‚ 10 is called the base and 13 is called the exponent. For any non-zero integer a‚ a m 1 ‚ where m is a positive integer. am a–m is called the multiplicative inverse of am and vice-versa. Decimal numbers can be written
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HESI ENTRANCE EXAMINATION STUDY GUIDE TABLE OF CONTENTES Page HESI Study Packet Introduction HESI Test Overview (Math‚ Reading‚ Comprehension‚ Vocabulary‚ Grammar) Math (face sheets precedes each section—pages bold‚ underlined; Answers follow each section Math diagnostic Test HEST Math Review I-III: Add‚ subtract‚ multiply‚ divide 1-2 3-4‚ 5-8 9-14 Math IV-VI: Add‚ subtract‚ multiply‚ divide decimals 15-19 Math VII-XII: Fraction terms; reducing proper and improper
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ENTER key to continue . . ."); Scanner aKey = new Scanner(System.in); String akeyp = aKey.nextLine(); System.out.println("Enter first number:"); a = fSC.nextInt(); System.out.println("Input operator to be used( Ex. 1):\n"+"1. Addition\n"+"2. Subtraction\n"+"3. Multiplication\n"+"4. Division"); op = fSC.nextInt(); System.out.println("Enter second number:"); b = fSC.nextInt(); if (op==1) { c = a+b; } else if (op==2) { c = a-b;} else if (op==3) { c = a*b;} else if (op==4) { c =
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Fraction Lesson Plan Introduction • Fractions—Introduction to Writing Fractions • 30 Minutes • Math 3.3-The student will a. name and write fractions (including mixed numbers) represented by a model; • English 3.8- The student will write legibly in cursive. Learning Objectives Students will: • Draw equal fractional parts • Write fractions using part of a set model • Create their own fractions using manipulatives Teaching Sequence
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be addressed to: Please check the website‚ The Pro-Registrar Caribbean Examinations Council Caenwood Centre www.cxc.orgKingston 5‚ Jamaica‚ CXC’s 37 Arnold Road‚ for updates on W. I. syllabuses. Telephone: (876) 630-5200 Facsimile Number: (876) 967-4972 E-mail address: cxcwzo@cxc.org Website: www.cxc.org Copyright © 2010‚ by Caribbean Examinations Council The Garrison‚ St. Michael BB 14038‚ Barbados CCSLC /M/03/2010 CXC CCSLC/M/03/2010 This document CCSLC/M/03/2010 replaces
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45-minute period‚ the grade four pupils will be able to: 1. Add and subtract fractions with the same denominators‚ 2. Add and subtract fractions with dissimilar denominators‚ 3. Add and subtract mixed numbers with similar denominators‚ and 4. Add and subtract mixed numbers with dissimilar denominators with 75% proficiency level. II. SUBJECT MATTER ADDING AND SUBTRACTING OF FRACTIONS A. References Liking Mathematics in the Grade School: Textbook in Mathematics
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