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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old; • problem solving • reasoning • Numeracy • Numbers as labels and counting This is done by exploring these skills by exploration‚ games and focused activities‚ enabling children to become confident in their ability. The expectations for children at the end of Foundation Stage are: Numbers as labels and counting • Say and use number names in order in familiar contexts • Reliably count up to 10 everyday objects • Recognise numbers 1-10 • Apply developing mathematical ideas and methods
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Bank Probationary Officer Reasoning Ability INPUT In these type of questions an input is given which consists of either words or numbers. You will be told that a machine rearranges this input in a particular passion. Your aim is to find the rule followed by the machine in rearranging the input. Then you have to apply this rule to the questions given and find the answers. Finding the rule followed by the machine is the key task. Once you find the rule it’s quite easy to solve the questions
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that indicates how many independent variables were used in a study and how many levels were used for each variable. The factorial notation (2 × 2) for a factorial design is determined as follows: [Number of levels of independent variable 1] × [Number of levels of independent variable 2] × [Number of levels of independent variable 3] . . . Thus‚ the factorial notation indicates how many independent variables were used in the study and how many levels were used for each independent variable
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as a number. It’s hard to believe that most ancient number systems didn’t include zero. The Mayan civilization may have been among the first to have a symbol for zero. The Mayas flourished in the Yucatan peninsula of Mexico about 1300 years ago. They used the as a placeholder‚ in a vertical place-value system. It is considered one of their cultures greatest achievements. The ancient Egyptians‚ Romans‚ and Greeks alike had no symbol for zero. In Greek geometry‚ zero and irrational numbers were
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APRIL A book is to have 250 pages that will be numbered with Arabic numerals. How many times will the digit 2 be used in numbering the pages? John and a group of his friends took a bus trip. Each person paid the bus driver with the same combination of 9 coins. If the bus driver received $8.41 from the group‚ how many dimes did he receive? A man walks 3 miles east‚ then 3 miles north‚ and then 2 miles northeast. How far is he from his starting point? A culture of bacteria doubles in size
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The difference of the squares of two consecutive odd integers is divisible by which of the following integers? A. 3 B. 4 C. 6 D. 7 Ans: B 5. The number of terms of an A.P where the first term is 3‚ the last term is 90 and the sum is 1395: A. 36 B. 28 C. 30 D. 29 Ans: C NUMBER SYSTEM 6. The least number by which 20184 must be multiplied so as to make the product a perfect square is: A. 2 B. 3 C. 5 D. 6 Ans: D 7. In a division sum‚ the divisor is three times
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sum of 1+2+…+n (n=row number) which forms an arithmetic series. For example: When n=3‚ the numerator will be t3=1+2+3=6. Table 1: Row Number and Numerator Row Number Numerator Investigation 1 1 t1=1 2 3 t2=1+2 3 6 t3=1+2+3 4 10 t4=1+2+3+4 5 15 t5=1+2+3+4+5 Therefore‚ according to this arithmetic series tn=1+2+3+…+n‚ (n=row number)‚ we can find out the numerator of the sixth row is t6=1+2+3+4+5+6=21 Part 2: General Statement for Numerator and Row Number Using technology‚ plot
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The GMAT Math Bible Je¤ Sackmann / GMAT HACKS May 2008 Contents 1 Introduction 2 How to Use This Book 3 GMAT Math Strategies 4 Basic Facts and De…nitions 5 Mental Math 6 Mental Math: Drill 7 Algebra: Fractions 8 Algebra: Fractions: Drill 9 Algebra: Fractions: Practice 10 Algebra: Decimals 11 Algebra: Decimals: Drill 12 Algebra: Decimals: Practice 13 Algebra: Simplifying Expressions 14 Algebra: Simplifying Expressions: Drill 15 Algebra: Simplifying Expressions: Practice 16 Algebra: Linear Equations
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