(C) 110 (D) 120 (E) None of these Answer.A 5. 19-99 x 9-9 + 99-9 = ? (A) 129-79 (B) 297-801 (C) 1009 . (D) 296-91 (E) None of these Answer.B Directions—(Q. 6-10) What should come in place of the question mark (?) in the following number series ? 6. 354‚ 180‚ 64‚ 21‚ 10.2‚ ? (A) 5.6 (B) 8.7 (C) 3.8 (D) 1.7 (E) None of these Answer.B 7. 4.5‚ 18‚ 2.25‚ ?‚ 1.6875‚ 33.75 (A) 27 (B) 25.5 . (C) 36 (D) 40. l (E) None of these Answer.A 8. 59.76‚ 58.66‚ 56.46‚ 52.06
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Coefficient: 4. Geometric Series: 5. Simplify: 6. Mean Proportion: 7. Value of x to form a geometric progression: 8. Value of x: 9. Work Problem: 10. Value of the original number: 11. Sum of the roots: A = 5‚ B = -10‚ C = 2 12. Work Problem: 13. Value of m: 14. Age Problem: Subject Past Future Beth B B+5 Ana B+5 B+10 15. Coefficient of the term: 16. Time it takes to fill the tank:
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consider it in relation to the number of the row (r) that it is a part of. Consider the five rows below: Row 1 1 1 Row 2 1 32 1 Row 3 1 64 64 1 Row 4 1 107 106 107 1 Row 5 1 1511 159 159 1511 1 The relation between the numerator and the row number can be shown by the equation:
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|Preliminary Pages |Required |Optional |Page Number | |Title Page | | |Page i‚ but number does not appear | |Approval Sheet | | |Page ii‚ but number does not appear | |Executive Summary | |
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EDP140 Assessment for Learning - Assessment 2 – Intervention Plan and Report Criteria | PossibleMark | Unsatisfactory | Developing | Competent | Highly Competent | Mark | Student profile | 4 | Very brief outline‚ with little or no relevant information given | Satisfactory profile with some factors mentioned | Most aspects are mentioned | Detailed‚ succinct profile describing general abilities and circumstances and factors impacting on achievement | | Identification and description of
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the reduction of sets using various concrete objects. Students will identify the minus sign‚ what it means‚ and how to use it in subtraction. Students will demonstrate an understanding of subtraction as taking away from an object from the giving numbers 1-10. Common Core Standard: Operations & Algebraic Thinking K.OA Understand addition as putting together and adding to‚ and understand subtraction as taking apart and taking from. 1. Represent addition and subtraction with objects‚ fingers
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sequence of numbers that forms a pattern or a spiral like shape. Spiralaterals can form a complete spiral-like shape or it could form an open spiral that never recrosses itself or return to it ’s original starting point. To make a spiralateral: Each spiralateral is based on a sequence of numbers.To draw the spiralateral‚ you need to choose a starting point. The starting point is always "up" on the paper. Next take your first number and draw a line as many squares long as your number is. Now turn
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1 1511 159 159 1511 1 Step 1: This pattern is known as Lascap’s Fractions. En(r) will be used to represent the values involved in the pattern. r represents the element number‚ starting at r=0‚ and n represents the row number starting at n=1. So for instance‚ E52=159‚ the second element on the fifth row. Additionally‚ N will represent the value of the numerator and D value of the denominator. To begin with‚ it is clear that in order to obtain
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red buttons‚ 4 green buttons and 4 yellow buttons. If the buttons are placed in a row‚ how many different arrangements are possible? A. 11 880 B. 34 650 12! 34650 4!4!4! C. 19 958 400 D. 479 001 600 5. How many odd 3-digit whole numbers are there? For example‚ 203 is acceptable but 023 is not. A. 360 B. 450 9 × 10 × 5 = 450 C. 500 D. 900 6.
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CASE PROBLEM: President’s Advisors President gets advice from his pool of advisers every time he needs to make a decision. He has 13 top advisers that he really relies on. But if all of them are involved in any decision‚ they always end up in an argument where more often than not‚ the final decision is not achieved. To resolve this‚ a scheme was devised where only 5 of the 13 will be randomly chosen to decide on a certain matter. They achieved this by having the 13 advisers arrange themselves
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