This document discusses a learning activity to help students practice multiplication and division with integers by having them create a family budget. It provides context on wages, expenses, and costs for a family of six. Students are asked to identify the family's monthly income and expenses, calculate the total budget and per person spending, and express their understanding of operations with integers. The activity aims to help students comprehend the meaning of positive and negative signs and use integer operations to model real-world financial situations.
Here are the steps to improve the accuracy and precision of measurements:
1. Calibrate equipment regularly using standard samples of known mass/volume. This reduces systematic error.
2. Use appropriate precision tools - e.g. measuring cylinders for liquids, not beakers. This reduces random error.
3. Take multiple measurements and report the average. This reduces the effect of random error.
4. Record measurements to an appropriate number of significant figures based on the precision of the tool. This communicates the level of uncertainty.
5. Consider and report possible sources of error, both systematic and random. This provides full context for the results.
Following these steps helps produce measurements that are both accurate to
Statistics is an important area of mathematics taught from Grades 7 to 10. It involves collecting and organizing data, calculating measures of central tendency and variability, understanding probability, and drawing conclusions. Teachers use experiential learning approaches where students collect their own real-world data and reflect on what it shows. Cooperative activities develop skills like surveying classmates or communities. Discovery-based methods engage students in exploring statistical concepts through hands-on experiments and interviews. The goal is for deep, active learning as students make sense of their own experiences with statistics.
This document provides an outline for a lesson plan on representing and adding 2-digit numbers. The lesson will have students:
1) Explore place value through manipulating place value cards and building 2-digit numbers.
2) Play a game taking turns describing 2-digit numbers in expanded form for their partner to write down.
3) Add the two numbers together using expanded notation and explain their strategies.
The lesson aims to develop students' understanding of place value and addition of 2-digit numbers through concrete and pictorial representations.
The document provides formulas and equations for predicting various outcomes such as baseball success, optimal proposal age, child height, day of birth, baby's sex, energy consumption, loan amortization, BMI, BMR, caloric needs, distance between points on Earth, text readability, quarterback rating, appropriate home price, and timing of insurgent attacks. The formulas draw on variables like team stats, parent heights, age, dates, energy usage, loan terms, weight, height, word and sentence lengths, quarterback stats, age, and past attack patterns.
1. What is your reaction to Kant applying his idea of a categorialBenitoSumpter862
This document discusses three questions related to international relations theories:
1) It asks for a reaction to applying Kant's idea of a categorical imperative to international politics and whether rational logic leads to cooperation.
2) It questions how well Doyle's argument for a Kantian internationalism holds up against realist views of perpetual state competition.
3) It asks which theory, neorealism or neoliberalism, better explains outcomes in international politics.
The document then transitions to discussing an econometrics problem set involving probability, expected value, lotteries, and using Stata software to analyze demographic data on mothers. It provides multiple questions across two sections to complete.
1. What is your reaction to Kant applying his idea of a categorialSantosConleyha
1. What is your reaction to Kant applying his idea of a categorial imperative to international politics? In other words, do you think that a rational logic leads people to cooperate, knowing that we are all better off cooperating? Or does fear/insecurity, vanity, ambition, etc. lead actors to what could be argued an illogical path to conflict?
2. How well do you think Doyle’s Liberalist argument for a Kantian Internationalism holds up against the Realist logic of security-seeking States being in a perpetual state of competition and conflict—regardless of whether they are liberal, capitalist democracies or not?
3. Between Neo-Realism and Neo-Liberalism, which theory is better able to explain outcomes in international politics? Explain your answer.
Econometrics PS 1
Due: Feb 2
Complete the entire problems in each section as required. There are two sections!
Section 1: Probability theory: Expected Value and Lotteries (ONE QUESTION TOTAL)
We discussed how the sample mean can be skewed by an extreme value. In a sample of 100 people from Texas, if a multi-millionaire oil baron is randomly chosen for the sample, the mean income in the sample would be skewed higher than the median.
The sample mean is sometimes referred to as the expected value, written E[X] for the expected value of X. In probability theory the expected value is the sum of all potential outcomes, weighted by the probability/chance of the occurrence. For example, assume you are close friends with the oil baron. You need money for school, and as your friend he will agrees to give you one of two cars he never drives, which you will immediately sell for cash. He will flip a coin to determine which one, giving you a 50/50 chance of each. Let’s say one car is worth $12,000 and the other car is worth $118,000. The expected value is written E[X] = 0.5 × $12,000 + 0.5 × $118,000 = $65,000. Notice that this is also the average of the two values.
Question 1: Consider a random lottery, where 2,250 people enter their name (only once per-person) and a machine selects one winner at random. Each player has an equal chance of selection and the winning prize is $425,000.
a. Absent any costs associated with winning or playing the lottery, what is the expected value of entering the lottery one time?
b. Assume the winner must pay a 20% tax on lottery winnings. Further, the dealer wants to charge an entry fee. Exactly 2,250 people believe in luck and will play if the expected value of the gamble is greater than or equal to zero. What is the maximum entry fee the dealer can charge? Will the dealer make a profit?
c. What is the fundamental difference between the typical Powerball or Megamillions lottery and the one we established in our example above? Use two sentences or less to explain.
Section 2:Stata Exercises (FIVE QUESTIONS TOTAL)
For this section you will download data from this site: https://www.stata.com/texts/eacsap/
Connect to the virtual Stata console here: https://vcon.lib.uh.edu/ ...
The document discusses kinds of proportions and solving problems involving proportions. It defines ratio and proportion, and explains that a proportion shows two ratios that are equal. There are three main kinds of proportions: direct proportion, where variables increase or decrease together; inverse proportion, where one variable increases as the other decreases; and partitive proportion, where a quantity is divided into parts proportional to a given ratio. The document provides examples and explanations of each kind of proportion to help the reader understand how to identify and solve different types of proportional relationships.
1) The document discusses different types of data and ways to organize and analyze data through measures like mean, median and range. It provides examples of temperature data, test scores and attendance records to illustrate these concepts.
2) Calculating the mean, or average, involves adding all values and dividing by the number of data points. The mean provides a representative central value for the data set.
3) The range of a data set is the difference between the highest and lowest values, and indicates the spread or variation in the data. Finding measures of central tendency and the range helps interpret and understand data.
Here are the steps to improve the accuracy and precision of measurements:
1. Calibrate equipment regularly using standard samples of known mass/volume. This reduces systematic error.
2. Use appropriate precision tools - e.g. measuring cylinders for liquids, not beakers. This reduces random error.
3. Take multiple measurements and report the average. This reduces the effect of random error.
4. Record measurements to an appropriate number of significant figures based on the precision of the tool. This communicates the level of uncertainty.
5. Consider and report possible sources of error, both systematic and random. This provides full context for the results.
Following these steps helps produce measurements that are both accurate to
Statistics is an important area of mathematics taught from Grades 7 to 10. It involves collecting and organizing data, calculating measures of central tendency and variability, understanding probability, and drawing conclusions. Teachers use experiential learning approaches where students collect their own real-world data and reflect on what it shows. Cooperative activities develop skills like surveying classmates or communities. Discovery-based methods engage students in exploring statistical concepts through hands-on experiments and interviews. The goal is for deep, active learning as students make sense of their own experiences with statistics.
This document provides an outline for a lesson plan on representing and adding 2-digit numbers. The lesson will have students:
1) Explore place value through manipulating place value cards and building 2-digit numbers.
2) Play a game taking turns describing 2-digit numbers in expanded form for their partner to write down.
3) Add the two numbers together using expanded notation and explain their strategies.
The lesson aims to develop students' understanding of place value and addition of 2-digit numbers through concrete and pictorial representations.
The document provides formulas and equations for predicting various outcomes such as baseball success, optimal proposal age, child height, day of birth, baby's sex, energy consumption, loan amortization, BMI, BMR, caloric needs, distance between points on Earth, text readability, quarterback rating, appropriate home price, and timing of insurgent attacks. The formulas draw on variables like team stats, parent heights, age, dates, energy usage, loan terms, weight, height, word and sentence lengths, quarterback stats, age, and past attack patterns.
1. What is your reaction to Kant applying his idea of a categorialBenitoSumpter862
This document discusses three questions related to international relations theories:
1) It asks for a reaction to applying Kant's idea of a categorical imperative to international politics and whether rational logic leads to cooperation.
2) It questions how well Doyle's argument for a Kantian internationalism holds up against realist views of perpetual state competition.
3) It asks which theory, neorealism or neoliberalism, better explains outcomes in international politics.
The document then transitions to discussing an econometrics problem set involving probability, expected value, lotteries, and using Stata software to analyze demographic data on mothers. It provides multiple questions across two sections to complete.
1. What is your reaction to Kant applying his idea of a categorialSantosConleyha
1. What is your reaction to Kant applying his idea of a categorial imperative to international politics? In other words, do you think that a rational logic leads people to cooperate, knowing that we are all better off cooperating? Or does fear/insecurity, vanity, ambition, etc. lead actors to what could be argued an illogical path to conflict?
2. How well do you think Doyle’s Liberalist argument for a Kantian Internationalism holds up against the Realist logic of security-seeking States being in a perpetual state of competition and conflict—regardless of whether they are liberal, capitalist democracies or not?
3. Between Neo-Realism and Neo-Liberalism, which theory is better able to explain outcomes in international politics? Explain your answer.
Econometrics PS 1
Due: Feb 2
Complete the entire problems in each section as required. There are two sections!
Section 1: Probability theory: Expected Value and Lotteries (ONE QUESTION TOTAL)
We discussed how the sample mean can be skewed by an extreme value. In a sample of 100 people from Texas, if a multi-millionaire oil baron is randomly chosen for the sample, the mean income in the sample would be skewed higher than the median.
The sample mean is sometimes referred to as the expected value, written E[X] for the expected value of X. In probability theory the expected value is the sum of all potential outcomes, weighted by the probability/chance of the occurrence. For example, assume you are close friends with the oil baron. You need money for school, and as your friend he will agrees to give you one of two cars he never drives, which you will immediately sell for cash. He will flip a coin to determine which one, giving you a 50/50 chance of each. Let’s say one car is worth $12,000 and the other car is worth $118,000. The expected value is written E[X] = 0.5 × $12,000 + 0.5 × $118,000 = $65,000. Notice that this is also the average of the two values.
Question 1: Consider a random lottery, where 2,250 people enter their name (only once per-person) and a machine selects one winner at random. Each player has an equal chance of selection and the winning prize is $425,000.
a. Absent any costs associated with winning or playing the lottery, what is the expected value of entering the lottery one time?
b. Assume the winner must pay a 20% tax on lottery winnings. Further, the dealer wants to charge an entry fee. Exactly 2,250 people believe in luck and will play if the expected value of the gamble is greater than or equal to zero. What is the maximum entry fee the dealer can charge? Will the dealer make a profit?
c. What is the fundamental difference between the typical Powerball or Megamillions lottery and the one we established in our example above? Use two sentences or less to explain.
Section 2:Stata Exercises (FIVE QUESTIONS TOTAL)
For this section you will download data from this site: https://www.stata.com/texts/eacsap/
Connect to the virtual Stata console here: https://vcon.lib.uh.edu/ ...
The document discusses kinds of proportions and solving problems involving proportions. It defines ratio and proportion, and explains that a proportion shows two ratios that are equal. There are three main kinds of proportions: direct proportion, where variables increase or decrease together; inverse proportion, where one variable increases as the other decreases; and partitive proportion, where a quantity is divided into parts proportional to a given ratio. The document provides examples and explanations of each kind of proportion to help the reader understand how to identify and solve different types of proportional relationships.
1) The document discusses different types of data and ways to organize and analyze data through measures like mean, median and range. It provides examples of temperature data, test scores and attendance records to illustrate these concepts.
2) Calculating the mean, or average, involves adding all values and dividing by the number of data points. The mean provides a representative central value for the data set.
3) The range of a data set is the difference between the highest and lowest values, and indicates the spread or variation in the data. Finding measures of central tendency and the range helps interpret and understand data.
sets-directions.rtfMTH 151 – Mathematics for the Liberal Arts .docxlesleyryder69361
sets-directions.rtf
MTH 151 – Mathematics for the Liberal Arts I
SetsApplication Directions
Purposes
This assignment will help you practice applying what you have learned about set theory to real problems or situations, and communicating about mathematical ideas with others.
Directions
Pick a problem:
Option 1: Find a problem in your home, school, or work life that you can solve using what you learned about set theory in this unit. For example, suppose you are coordinating a youth group event to make sub sandwiches to sell as a fund raiser. You might have tuna subs, regular subs, and vegetarian subs. Some of the ingredients will be used in several or all three types, while other ingredients will be unique to one kind of sub. You could use set theory to think through how many portions of each ingredient you will need. This use of set theory could apply to many different product assembly situations.
Option 2: Find an example of the use of set theory in the news. Data from studies of new medicines, the U. S. Census, and opinion surveys can often be analyzed by applying set theory.
Solve the problem or analyze the use of set theory in an example:
If you picked a problem from your own experience, use set theory to find a solution. If you picked an example from the news, analyze how theory was or could be used to answer questions about the data. The better you use the appropriate mathematics to correctly solve the problem or analyze the example, the more points you will earn.
Present the problem or example and your solution or analysis to the others in the class:
Post a message in the application discussion forum for this unit. In your message, describe the problem or example and how you solved or analyzed it. Use the equation editor as necessary to show the mathematical operations. The better you communicate, the more points you will earn. If you enjoy and know how to use multimedia, such as video, audio, and graphics, you may use those as well, but this is not required.
View and respond to the applications submitted by your classmates.
Pick two of your classmates’ applications that were particularly helpful to you. Write a response to each, explaining in a paragraph or two why their applications helped you better understand the mathematics for this unit or better understand how the mathematics for this unit could be used outside of class.
********************************
Example:
Statement of the problem
I am going to have a joint face-to-face meeting of my MTH 151 class and MTH 152 class, and space is limited. Therefore, I want only enough chairs to seat everyone. Some students are enrolled in both classes. How many chairs will I need?
Solution
of the problem
Assume that there are 30 MTH 151 students, 25 MTH 152 students, and 4 students taking both classes. I need to find the number of students in the union of the two classes. The Cardinal Number Formula is what we need.
For any two sets,
(
)
(
)
(
)
(
)
nABnAnBnA.
Math orientation, place value, estimation, rounding, basic ops word problemsmathn3rd
The document provides information for a math class including:
- Where to find attendance sheets and the class code.
- The teacher's background and why she loves teaching math.
- Expectations for success, materials needed, class structure, and guidelines.
- An introduction to place value, operations, and solving word problems.
This document presents a mathematics workbook for students and teachers in Guatemala. It was created by the Ministry of Education to strengthen skills in mathematical thinking and learning. The workbook covers various math topics through practice exercises. It is intended to help students visualize improvements in performance through regular practice under the guidance of their teachers. The Minister of Education encourages students to work collaboratively and view practicing math as a sport requiring diligence, discipline, effort and consistency.
This document provides information and resources about teaching place value, multiplication, division, and other number sense concepts using the Power of Ten approach. It includes learning objectives, teaching strategies, and links to video examples for concepts like representing numbers, comparing quantities, skip-counting, using arrays and distributive property for multiplication, and modeling division using grouping or sharing scenarios. Suggestions are given for developing an understanding of factors and multiples through meaningful activities rather than rote memorization of tables.
This document provides information from a Maths Information Evening for parents. It discusses what progress in maths entails, how maths is taught in key stages 1 and 2, and different maths concepts covered, including place value, addition, subtraction, multiplication, division, and problem solving. Parents are advised to praise their children's efforts, play maths games at home, and focus on building confidence rather than stressing workbooks or written methods.
The document discusses teaching multiplication and division of whole numbers using concrete representations and modeling. It outlines curriculum outcomes related to demonstrating understanding of multiplication up to 5x5 and division, including representing problems using repeated addition, equal groups, arrays, and relating multiplication and division. Assessment strategies are also mentioned.
1. To visualize numbers with base-10 blocks, each block represents 1,000, each flat represents 100, each rod represents 10, and each unit cube represents 1. The blocks are arranged from left to right in order of decreasing place value.
2. To visualize numbers with number disks, disks are used to represent ten thousands, thousands, hundreds, tens and ones places. The number represented is the value of each disk times its place value.
3. Both methods allow you to see the value of each digit based on its place in the number up to 100,000. This helps in reading
This document provides an overview of solving linear inequalities. It introduces inequality notation and properties, discusses multiplying and dividing by negative numbers, and provides examples of solving different types of linear inequalities. It also covers interval notation, graphing solutions to inequalities on number lines, and using interactive tools like Gizmos for additional practice with inequalities.
This document provides information about mathematics activities and resources for students in the 9th grade. It discusses the topic of geometry that will be covered, which involves the study of space, figures, shapes, and spatial relationships. It also describes a partnership with Cine São Luís to provide educational films for students to watch and discuss. Finally, it wishes students an inviting introduction to knowledge through these resources and encourages reading to obtain information.
Michael HricikENG 162This assignment will be about 2-3 double-sp.docxARIV4
Michael Hricik
ENG 162
This assignment will be about 2-3 double-spaced
typed pages
Customer Service Evaluation
I am going to have you evaluate customer service at your current place of employment, or you can focus on a previous place of employment. You are looking at the service mainly as an employee, though you can also look at the service as a student or customer as well. You can focus a specific department or area at your place of employment, or you can look at the company/institution as a whole. For instance, I have worked at WCCC for twenty years. One area of the college that I feel is especially effective is the Continuing Education Division. I have taken about eight classes, my children have taken numerous classes, and so has my wife. I also have had quite a few past and current students take non-credit classes. I am looking at this as both an employee and as a customer. The overall variety of classes offered is quite varied. The instructors are usually excellent (I took an Intro to Acting course, and I really enjoyed it). The courses are usually offered at convenient times and places. Moreover, the staff in the Continuing Education Division is accessible and informed.
Conversely, I previously worked at department store in Greensburg called Joseph Horne’s. Compared to Kaufmann’s, it was lacking in several areas. It had old-fashioned cash registers, which were not always accurate. At times, the merchandise selection was lacking and changed little from season to season. In addition, the prices seemed to be too high, though there were sales at times. It did have quite a few loyal customers, but it was no longer able to compete with other similar stores.
So, as I have stated above, you can choose one area or department where you work, or have currently work. On the other hand, you can focus on the organization as a whole. What I would like you to do is evaluate a total of four different points of criteria. Some common areas are: response to customer needs, level of organization, the effectiveness of the management of the department or area, the knowledge of the employees, the ability to solve problems, the level of resources of the department, the teamwork of employees, etc.
As an insider, I would like you to rate how well the area, department, or the organization does.
This is what you will need to do:
1. Use an effective title to express your “attitude” or opinion. Something like UPS Isn’t Always on Time or
The Olive Garden is Cooking
2. In your introduction, indicate the name of the place or organization that you intend to evaluate. You can state how long you have worked there, or how long you had been there. Indicate the position or position that you held. State the department, area, or name of the organization that you intend to evaluate. Finally, state your overall opinion or thoughts on the organization as a whole. Keep in mind that you can rate certain points very highly, and you can rate ...
This document summarizes an R boot camp focusing on statistics. It includes an agenda that covers introducing the lab component, R basics, descriptive statistics in R, revisiting installation instructions, and measures of variability in R. Descriptive statistics are presented as ways to characterize data through measures of central tendency, shape, and variability. Examples are provided in R for calculating the mean, median, mode, range, percentiles, variance, standard deviation, and coefficient of variation. The central limit theorem and standardizing scores are also discussed. Real-world applications of R for clean and messy data are mentioned.
Ashford 2: - Week 1 - Instructor Guidance
Week Overview:
The following video series: Against All Odds Inside Statistics is helpful if you would like to watch it.
http://www.learner.org/resources/series65.html?pop=yes&pid=3138
For this week, we’ll learn that statistics is the science of collecting, organizing, presenting, analyzing, and interpreting numerical data to assist in making more effective decisions.
In today’s world, numerical information is everywhere. Statistical techniques are used to make decisions that affect our daily lives. The knowledge of statistical methods will help you understand how decisions are made and give you a better understanding of how they affect you. No matter what line of work you select, you will find yourself faced with decisions where an understanding of data analysis is helpful.
The concepts introduced this week include levels of measurement, measurements of center, variations, etc. Normal distribution and calculations are introduced in this week.
Measurements
You should be able to distinguish among the nominal, ordinal, interval, and ratio levels of measurement.
Nominal level - data that is classified into categories and cannot be arranged in any particular order.
EXAMPLES: eye color, gender, religious affiliation.
Ordinal level – data arranged in some order, but the differences between data values cannot be determined or are meaningless.
EXAMPLE: During a taste test of 4 soft drinks, Mellow Yellow was ranked number 1, Sprite number 2, Seven-up number 3, and Orange Crush number 4.
Interval level - similar to the ordinal level, with the additional property that meaningful amounts of differences between data values can be determined. There is no natural zero point.
EXAMPLE: Temperature on the Fahrenheit scale.
Ratio level - the interval level with an inherent zero starting point. Differences and ratios are meaningful for this level of measurement.
EXAMPLES: Monthly income of surgeons, or distance traveled by manufacturer’s representatives per month.
Why do you need to know the level of measurement of a data? This is because the level of measurement of the data dictates the calculations that can be done to summarize and present the data. It also determines the statistical tests that should be performed on the data.
Probability
PROBABILITY is a value between zero and one, inclusive, describing the relative possibility (chance or likelihood) an event will occur.
There are three ways of assigning probability:
1. Classical Probability
This is based on the assumption that the outcomes of an experiment are equally likely.
2. Empirical Probability
The probability of an event happening is the fraction of the time similar events happened in the past.
Example: On February 1, 2003, the Space Shuttle Columbia exploded. This was the second disaster in 113 space missions for NASA. On the basis of this information, what is the probability that a future mission is successfully completed?
Probability of successful flight ...
This document provides information about a math module that focuses on multiplying and dividing whole numbers and decimals. It includes definitions of key terms, examples of using mental strategies and the standard algorithms for multiplication and division, instructions for converting between units of measurement, and an overview of the mathematical practices covered in the module.
Quantization, or binning data into discrete categories, can add important information and knowledge to data if done properly. It allows machine learning algorithms to more easily find patterns, since they can only extract knowledge that is already present in the data. To maximize the benefit of quantization, one must understand the problem being solved in order to design binning schemes that support the problem and minimize noise. This involves problem modeling techniques to map out relevant factors and relationships. Aligning the binning scheme to the problem model ensures the most important patterns stand out clearly.
MEASURES OF CENTRAL TENDENCY AND VARIABILITYMariele Brutas
The document introduces focus questions about norms, standards, and how data is analyzed using descriptive statistics. It then provides an overview of different measures used to analyze ungrouped and grouped data, including measures of central tendency (mean, median, mode) and measures of variability (range, standard deviation). Finally, it includes sample pre-assessment questions about these concepts.
The document outlines a lesson plan on teaching scientific notation to learners. It includes 3 stages: desired results, assessment evidence, and a learning plan. The learning plan uses a 3 phase approach of introduction, interaction, and integration. It provides activities for learners to practice writing numbers in scientific notation and using it to solve real-world problems. The assessment requires learners to conduct a survey and present data on families' demographics using scientific notation.
The document outlines a lesson plan on teaching scientific notation to learners. It includes 3 stages: desired results, assessment evidence, and a learning plan. The learning plan uses a 3 phase approach of introduction, interaction, and integration. It provides activities for learners to practice writing numbers in scientific notation and using it to solve real-life problems. The assessment requires learners to conduct a survey and present data on families' demographics using scientific notation.
This document contains information about various math teaching strategies and techniques for helping students transfer math concept knowledge and link concepts. It discusses five techniques that aid in transferring knowledge: problem-based learning, interactive math tools, using manipulatives, explaining problems in writing, and making connections. It also provides examples of effective math teaching strategies like questioning, encouragement, modelling, clarity and expectations. Finally, it addresses topics like basic math operations, fractions, word problems and telling time.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
sets-directions.rtfMTH 151 – Mathematics for the Liberal Arts .docxlesleyryder69361
sets-directions.rtf
MTH 151 – Mathematics for the Liberal Arts I
SetsApplication Directions
Purposes
This assignment will help you practice applying what you have learned about set theory to real problems or situations, and communicating about mathematical ideas with others.
Directions
Pick a problem:
Option 1: Find a problem in your home, school, or work life that you can solve using what you learned about set theory in this unit. For example, suppose you are coordinating a youth group event to make sub sandwiches to sell as a fund raiser. You might have tuna subs, regular subs, and vegetarian subs. Some of the ingredients will be used in several or all three types, while other ingredients will be unique to one kind of sub. You could use set theory to think through how many portions of each ingredient you will need. This use of set theory could apply to many different product assembly situations.
Option 2: Find an example of the use of set theory in the news. Data from studies of new medicines, the U. S. Census, and opinion surveys can often be analyzed by applying set theory.
Solve the problem or analyze the use of set theory in an example:
If you picked a problem from your own experience, use set theory to find a solution. If you picked an example from the news, analyze how theory was or could be used to answer questions about the data. The better you use the appropriate mathematics to correctly solve the problem or analyze the example, the more points you will earn.
Present the problem or example and your solution or analysis to the others in the class:
Post a message in the application discussion forum for this unit. In your message, describe the problem or example and how you solved or analyzed it. Use the equation editor as necessary to show the mathematical operations. The better you communicate, the more points you will earn. If you enjoy and know how to use multimedia, such as video, audio, and graphics, you may use those as well, but this is not required.
View and respond to the applications submitted by your classmates.
Pick two of your classmates’ applications that were particularly helpful to you. Write a response to each, explaining in a paragraph or two why their applications helped you better understand the mathematics for this unit or better understand how the mathematics for this unit could be used outside of class.
********************************
Example:
Statement of the problem
I am going to have a joint face-to-face meeting of my MTH 151 class and MTH 152 class, and space is limited. Therefore, I want only enough chairs to seat everyone. Some students are enrolled in both classes. How many chairs will I need?
Solution
of the problem
Assume that there are 30 MTH 151 students, 25 MTH 152 students, and 4 students taking both classes. I need to find the number of students in the union of the two classes. The Cardinal Number Formula is what we need.
For any two sets,
(
)
(
)
(
)
(
)
nABnAnBnA.
Math orientation, place value, estimation, rounding, basic ops word problemsmathn3rd
The document provides information for a math class including:
- Where to find attendance sheets and the class code.
- The teacher's background and why she loves teaching math.
- Expectations for success, materials needed, class structure, and guidelines.
- An introduction to place value, operations, and solving word problems.
This document presents a mathematics workbook for students and teachers in Guatemala. It was created by the Ministry of Education to strengthen skills in mathematical thinking and learning. The workbook covers various math topics through practice exercises. It is intended to help students visualize improvements in performance through regular practice under the guidance of their teachers. The Minister of Education encourages students to work collaboratively and view practicing math as a sport requiring diligence, discipline, effort and consistency.
This document provides information and resources about teaching place value, multiplication, division, and other number sense concepts using the Power of Ten approach. It includes learning objectives, teaching strategies, and links to video examples for concepts like representing numbers, comparing quantities, skip-counting, using arrays and distributive property for multiplication, and modeling division using grouping or sharing scenarios. Suggestions are given for developing an understanding of factors and multiples through meaningful activities rather than rote memorization of tables.
This document provides information from a Maths Information Evening for parents. It discusses what progress in maths entails, how maths is taught in key stages 1 and 2, and different maths concepts covered, including place value, addition, subtraction, multiplication, division, and problem solving. Parents are advised to praise their children's efforts, play maths games at home, and focus on building confidence rather than stressing workbooks or written methods.
The document discusses teaching multiplication and division of whole numbers using concrete representations and modeling. It outlines curriculum outcomes related to demonstrating understanding of multiplication up to 5x5 and division, including representing problems using repeated addition, equal groups, arrays, and relating multiplication and division. Assessment strategies are also mentioned.
1. To visualize numbers with base-10 blocks, each block represents 1,000, each flat represents 100, each rod represents 10, and each unit cube represents 1. The blocks are arranged from left to right in order of decreasing place value.
2. To visualize numbers with number disks, disks are used to represent ten thousands, thousands, hundreds, tens and ones places. The number represented is the value of each disk times its place value.
3. Both methods allow you to see the value of each digit based on its place in the number up to 100,000. This helps in reading
This document provides an overview of solving linear inequalities. It introduces inequality notation and properties, discusses multiplying and dividing by negative numbers, and provides examples of solving different types of linear inequalities. It also covers interval notation, graphing solutions to inequalities on number lines, and using interactive tools like Gizmos for additional practice with inequalities.
This document provides information about mathematics activities and resources for students in the 9th grade. It discusses the topic of geometry that will be covered, which involves the study of space, figures, shapes, and spatial relationships. It also describes a partnership with Cine São Luís to provide educational films for students to watch and discuss. Finally, it wishes students an inviting introduction to knowledge through these resources and encourages reading to obtain information.
Michael HricikENG 162This assignment will be about 2-3 double-sp.docxARIV4
Michael Hricik
ENG 162
This assignment will be about 2-3 double-spaced
typed pages
Customer Service Evaluation
I am going to have you evaluate customer service at your current place of employment, or you can focus on a previous place of employment. You are looking at the service mainly as an employee, though you can also look at the service as a student or customer as well. You can focus a specific department or area at your place of employment, or you can look at the company/institution as a whole. For instance, I have worked at WCCC for twenty years. One area of the college that I feel is especially effective is the Continuing Education Division. I have taken about eight classes, my children have taken numerous classes, and so has my wife. I also have had quite a few past and current students take non-credit classes. I am looking at this as both an employee and as a customer. The overall variety of classes offered is quite varied. The instructors are usually excellent (I took an Intro to Acting course, and I really enjoyed it). The courses are usually offered at convenient times and places. Moreover, the staff in the Continuing Education Division is accessible and informed.
Conversely, I previously worked at department store in Greensburg called Joseph Horne’s. Compared to Kaufmann’s, it was lacking in several areas. It had old-fashioned cash registers, which were not always accurate. At times, the merchandise selection was lacking and changed little from season to season. In addition, the prices seemed to be too high, though there were sales at times. It did have quite a few loyal customers, but it was no longer able to compete with other similar stores.
So, as I have stated above, you can choose one area or department where you work, or have currently work. On the other hand, you can focus on the organization as a whole. What I would like you to do is evaluate a total of four different points of criteria. Some common areas are: response to customer needs, level of organization, the effectiveness of the management of the department or area, the knowledge of the employees, the ability to solve problems, the level of resources of the department, the teamwork of employees, etc.
As an insider, I would like you to rate how well the area, department, or the organization does.
This is what you will need to do:
1. Use an effective title to express your “attitude” or opinion. Something like UPS Isn’t Always on Time or
The Olive Garden is Cooking
2. In your introduction, indicate the name of the place or organization that you intend to evaluate. You can state how long you have worked there, or how long you had been there. Indicate the position or position that you held. State the department, area, or name of the organization that you intend to evaluate. Finally, state your overall opinion or thoughts on the organization as a whole. Keep in mind that you can rate certain points very highly, and you can rate ...
This document summarizes an R boot camp focusing on statistics. It includes an agenda that covers introducing the lab component, R basics, descriptive statistics in R, revisiting installation instructions, and measures of variability in R. Descriptive statistics are presented as ways to characterize data through measures of central tendency, shape, and variability. Examples are provided in R for calculating the mean, median, mode, range, percentiles, variance, standard deviation, and coefficient of variation. The central limit theorem and standardizing scores are also discussed. Real-world applications of R for clean and messy data are mentioned.
Ashford 2: - Week 1 - Instructor Guidance
Week Overview:
The following video series: Against All Odds Inside Statistics is helpful if you would like to watch it.
http://www.learner.org/resources/series65.html?pop=yes&pid=3138
For this week, we’ll learn that statistics is the science of collecting, organizing, presenting, analyzing, and interpreting numerical data to assist in making more effective decisions.
In today’s world, numerical information is everywhere. Statistical techniques are used to make decisions that affect our daily lives. The knowledge of statistical methods will help you understand how decisions are made and give you a better understanding of how they affect you. No matter what line of work you select, you will find yourself faced with decisions where an understanding of data analysis is helpful.
The concepts introduced this week include levels of measurement, measurements of center, variations, etc. Normal distribution and calculations are introduced in this week.
Measurements
You should be able to distinguish among the nominal, ordinal, interval, and ratio levels of measurement.
Nominal level - data that is classified into categories and cannot be arranged in any particular order.
EXAMPLES: eye color, gender, religious affiliation.
Ordinal level – data arranged in some order, but the differences between data values cannot be determined or are meaningless.
EXAMPLE: During a taste test of 4 soft drinks, Mellow Yellow was ranked number 1, Sprite number 2, Seven-up number 3, and Orange Crush number 4.
Interval level - similar to the ordinal level, with the additional property that meaningful amounts of differences between data values can be determined. There is no natural zero point.
EXAMPLE: Temperature on the Fahrenheit scale.
Ratio level - the interval level with an inherent zero starting point. Differences and ratios are meaningful for this level of measurement.
EXAMPLES: Monthly income of surgeons, or distance traveled by manufacturer’s representatives per month.
Why do you need to know the level of measurement of a data? This is because the level of measurement of the data dictates the calculations that can be done to summarize and present the data. It also determines the statistical tests that should be performed on the data.
Probability
PROBABILITY is a value between zero and one, inclusive, describing the relative possibility (chance or likelihood) an event will occur.
There are three ways of assigning probability:
1. Classical Probability
This is based on the assumption that the outcomes of an experiment are equally likely.
2. Empirical Probability
The probability of an event happening is the fraction of the time similar events happened in the past.
Example: On February 1, 2003, the Space Shuttle Columbia exploded. This was the second disaster in 113 space missions for NASA. On the basis of this information, what is the probability that a future mission is successfully completed?
Probability of successful flight ...
This document provides information about a math module that focuses on multiplying and dividing whole numbers and decimals. It includes definitions of key terms, examples of using mental strategies and the standard algorithms for multiplication and division, instructions for converting between units of measurement, and an overview of the mathematical practices covered in the module.
Quantization, or binning data into discrete categories, can add important information and knowledge to data if done properly. It allows machine learning algorithms to more easily find patterns, since they can only extract knowledge that is already present in the data. To maximize the benefit of quantization, one must understand the problem being solved in order to design binning schemes that support the problem and minimize noise. This involves problem modeling techniques to map out relevant factors and relationships. Aligning the binning scheme to the problem model ensures the most important patterns stand out clearly.
MEASURES OF CENTRAL TENDENCY AND VARIABILITYMariele Brutas
The document introduces focus questions about norms, standards, and how data is analyzed using descriptive statistics. It then provides an overview of different measures used to analyze ungrouped and grouped data, including measures of central tendency (mean, median, mode) and measures of variability (range, standard deviation). Finally, it includes sample pre-assessment questions about these concepts.
The document outlines a lesson plan on teaching scientific notation to learners. It includes 3 stages: desired results, assessment evidence, and a learning plan. The learning plan uses a 3 phase approach of introduction, interaction, and integration. It provides activities for learners to practice writing numbers in scientific notation and using it to solve real-world problems. The assessment requires learners to conduct a survey and present data on families' demographics using scientific notation.
The document outlines a lesson plan on teaching scientific notation to learners. It includes 3 stages: desired results, assessment evidence, and a learning plan. The learning plan uses a 3 phase approach of introduction, interaction, and integration. It provides activities for learners to practice writing numbers in scientific notation and using it to solve real-life problems. The assessment requires learners to conduct a survey and present data on families' demographics using scientific notation.
This document contains information about various math teaching strategies and techniques for helping students transfer math concept knowledge and link concepts. It discusses five techniques that aid in transferring knowledge: problem-based learning, interactive math tools, using manipulatives, explaining problems in writing, and making connections. It also provides examples of effective math teaching strategies like questioning, encouragement, modelling, clarity and expectations. Finally, it addresses topics like basic math operations, fractions, word problems and telling time.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
1. PROFESORA: Roxana Soto Napa
INSTITUCIÓN EDUCATIVA
MANUEL SCORZA TORRES
UGEL 01 – VMT
EXPERIENCIA DE APRENDIZAJE INTEGRADA 3: Promovemos el cuidado de nuestra salud respiratoria en armonía con el ambiente
ACTIVIDAD 12: Elaboramos un presupuesto familiar que considere el kit de bioseguridad
Saberes previos
MULTIPLICACION y DIVISIÓN DE NÚMEROS ENTEROS
REGLA DE SIGNOS:
+ ∙ + = +
− ∙ − = +
+ ∙ − = −
− ∙ + = −
Ejemplos:
Calcular el resultado de:
a) (+10) × (−8) = c) (−9) × (−2) = e) (−82) ÷ (−2) =
b) (−4) × (+3) = d) (+5) × (+4) = f) (−312) ÷ (+6) =
COMPETENCIA Resuelve problemas de Cantidad
CAPACIDAD
• Traduce cantidades a expresiones numéricas.
• Comunica su comprensión sobre los números y las operaciones.
• Usa estrategias y procedimientos de estimación y cálculo.
• Argumenta afirmaciones sobre relaciones numéricas y las operaciones
DESEMPEÑO
Establece relaciones entre datos y acciones de ganar, perder, comparar e igualar cantidades, o una
combinación de acciones. Las transforma a expresiones numéricas (modelos) que incluyen
operaciones de adición, sustracción, multiplicación, división con números enteros.
PROPÓSITO
Expresa con diversas representaciones y lenguaje numérico, el significado del signo positivo y
negativo, luego comprende los términos de ingresos y egresos y realiza operaciones con números
enteros al elaborar un presupuesto familiar semanal y/o mensual
CRITERIOS
• Establece relaciones entre los datos del problema y las transforma a expresiones numéricas que
incluyen operaciones de adición, sustracción, multiplicación y división con números enteros (Z).
• Expresa con diversas representaciones y lenguaje numérico su comprensión sobre la adición,
sustracción, multiplicación y división con enteros. Usa este entendimiento para interpretar un
problema según su contexto.
• Selecciona y emplea estrategias y procedimientos diversos para realizar la adición, sustracción,
multiplicación y división con números enteros.
• Plantea afirmaciones sobre la adición, sustracción, multiplicación y división con números enteros,
y justifica o sustenta sus afirmaciones con ejemplos.
EVIDENCIA
Elaborarán un presupuesto familiar semanal, considerando la compra de un kit de bioseguridad y
los ingresos semanales. Para ello, utilizarán los números enteros (Z) a fin de expresar las cantidades
y realizar operaciones.
+ ÷ + = +
− ÷ − = +
+ ÷ − = −
− ÷ + = −
2. PROFESORA: Roxana Soto Napa
INSTITUCIÓN EDUCATIVA
MANUEL SCORZA TORRES
UGEL 01 – VMT
Tomemos en cuenta que hay representaciones simbólicas equivalentes como:
(−50) (−25) = −50 × −25 = +1250
Y, ¿cuál sería la representación simbólica equivalente a (−50) (+25)? Respondemos en
nuestro cuaderno.
Plantear tres ejemplos de cada caso para la multiplicación y tres ejemplos de
cada caso para la división con números enteros.
Ahora ya estamos listos para iniciar nuestro tema de hoy
Dialoguemos en familia sobre la situación realizada en la actividad anterior sobre los ingresos
y gastos de la familia.
Respondemos: ¿de qué manera hemos calculado los ingresos y egresos en la actividad
anterior?, ¿qué debemos considerar en un presupuesto mensual familiar?
…………………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………………..
Leemos el siguiente problema:
En una familia de seis integrantes, la mamá y el papá ganan semanalmente S/400 cada uno.
Y gastan de la siguiente manera: alimentación S/300 por persona; vestimenta S/40 por
persona; en servicios de agua y luz S/80 y S/100, respectivamente; paquete de teléfono,
internet y cable S/120; alimentación para los cuyes S/80; gas S/38; e higiene personal S/40 por persona.
Además, en esta situación de pandemia compran cada mes un kit de bioseguridad compuesto por:6
mascarillas de tela, a S/12 cada una; 4 litros de alcohol, a S/8 cada uno, y 3 litros de lejía, a S/6 cada uno.
¿Cuál será el presupuesto mensual de la familia si además recibe S/35 por cada uno de los ocho cuyes
que vendió? ¿A cuánto asciende el gasto mensual por persona?
COMPRENDEMOS EL PROBLEMA
¿De qué trata el problema?
………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………
¿Qué datos tengo en el problema?
………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………….……
¿Qué me piden hallar?
………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………
Identifiquemos los ingresos y egresos familiares que refiere el problema. Abrimos la “Hoja de
presupuesto” y completamos las tablas con los datos del problema:
3. PROFESORA: Roxana Soto Napa
INSTITUCIÓN EDUCATIVA
MANUEL SCORZA TORRES
UGEL 01 – VMT
Ingreso mensual
Descripción Unidad Ingreso por unidad
S/.
Ingreso total S/.
Sueldo de papa
Sueldo de la mama
Venta de cuyes
Total
Egresos mensual ( 6 personas )
Descripción Unidad Egreso por unidad
S/.
Egreso total S/.
Alimentación 6 −𝟑𝟎𝟎 −𝟏𝟖𝟎𝟎
Vestimenta
Servicios de agua
Servicios de luz
Paquete de teléfono,
internet y cable
Alimentación para los
cuyes
Gas
Higiene personal
Kit de bioseguridad familiar
Caja de mascarilla
de tela
Alcohol
Lejía
Total
Asegurémonos de realizar nuestros cálculos haciendo uso de distintas estrategiasy procedimientos
que más consideremos conveniente, por ejemplo, para conocer el egreso total en la alimentación de la
familia:
Primera forma:
(−S/300) + (−S/300) + (−S/300) + (−S/300) + (−S/300) + (−S/300) = −S/1800
Respondemos: ¿Es lo mismo decir 6 veces −S/300 = −S/1800?, ¿por qué?
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
¿Qué relación hay entre la adición y la multiplicación?
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
Segunda forma:
4. PROFESORA: Roxana Soto Napa
INSTITUCIÓN EDUCATIVA
MANUEL SCORZA TORRES
UGEL 01 – VMT
Tercera forma: +6 × (−S/300) = −S/1800
Respondemos las siguientes preguntas:
• ¿A cuánto asciende el ingreso mensual de la familia?
• ¿Cuánto invierte la familia por el kit de bioseguridad para proteger la salud
respiratoria?
• ¿Cuánto dinero gasta la familia mensualmente?
• ¿A cuánto asciende el gasto mensual por persona?
Observemos los videos “Multiplicando números positivos y negativos” y “Dividir números positivos y
negativos”, los cuales encontrarás en la sección “Recursos para mi aprendizaje”. En ellos se observa cómo
se realizan estas operaciones con números enteros. Con esta información, resolvemos la ficha
"Multiplicar y dividir con números negativos", la cual encontrarás en la sección "Recursos para mi
aprendizaje", para afianzar los aprendizajes sobre la multiplicación y división con números enteros
Ahora, desarrollaremos otros problemas en diferentes contextos:
Situación 1:
La temperatura de la atmósfera desciende unos 3 °C por cada 100 metros que
ascendemos. Los tripulantes de un globo aerostático reportan una temperatura
atmosférica de −18 °C, mientras que la temperatura a nivel del suelo es 18 °C. ¿A qué
altura se encuentran?
Situación 2:
Un submarino desciende desde la superficie marina 7 metros cada minuto. ¿A qué
profundidad estará después de 5 minutos?
A manera de conclusión, respondemos las siguientes preguntas:
• ¿Qué estrategias o procedimientos hemos realizado para elaborar el presupuesto?
• ¿Cómo operan los signos durante la multiplicación con números enteros?,explicamos con
ejemplos.
• ¿Por qué el tratamiento de los signos es igual en la multiplicación y división con números
enteros?, justifiquemos con ejemplos.
5. PROFESORA: Roxana Soto Napa
INSTITUCIÓN EDUCATIVA
MANUEL SCORZA TORRES
UGEL 01 – VMT
Te presento un nuevo desafío: Elaboremos un presupuesto mensual de nuestra familia que considere el kit
de bioseguridad haciendo uso de números enteros, en diálogo con nuestra familia. Luego, solicitemos la
recomendación y consejos sobre el cuidado de la salud respiratoria, considerando las características de
nuestra región.
Competencia: Resuelve problemas de cantidad
Criterios de evaluación Lo logré
Estoy en
proceso
delograrlo
¿Qué puedo
hacer para
mejorar mis
aprendizajes
?
Identifiqué datos del problema y los relacioné
entre sí.
Transformé las relaciones encontradas a
expresiones numéricas que incluyen números
enteros u operaciones de adición y sustracción
o multiplicación y división con números
enteros.
Expresé con diversas representaciones y
lenguaje numérico mi comprensión sobre los
números enteros, así como la adición y
sustracción o multiplicación y división con
números enteros. Usé este entendimiento para
interpretar un problema según su contexto.
Empleé estrategias y procedimientos diversos
para ordenar números enteros y ubicarlos en la
recta numérica, así como realizar operaciones
de adición y sustracción o multiplicación y
división con números enteros.
Planteé afirmaciones sobre los números
enteros,así como la adición y sustracción o la
multiplicación y división con números enteros.
Luego, justifiqué o sustenté mis afirmaciones
con ejemplos.
Nos autoevaluamos y reconocemos nuestros avances en el desarrollo de nuestros
aprendizajes apoyándonos en los criterios de evaluación. Y planteamos alguna estrategia
para mejorar nuestro aprendizaje. Dialogamos al respecto con nuestro docente.
6. PROFESORA: Roxana Soto Napa
INSTITUCIÓN EDUCATIVA
MANUEL SCORZA TORRES
UGEL 01 – VMT
Recursos para mi aprendizaje
Multiplicar y dividir con números enteros
Calcula el resultado de:
a. 6 × 5 = ?
b. 7 × 7 = ?
c. 9 × (–8) = ?
d. 1 × (–2) = ?
e. 40 ÷ 8 = ?
f. 64 ÷ (–8) = ?
g. 60 ÷ (–15) = ?
Hoja de presupuesto
Hoja de presupuesto del mes de mayo del 2021 de la familia ................................................
Resumen mensual
Ingreso mensual Egreso mensual Saldo mensual
Ingreso mensual
Descripción Unidades Ingreso por unidad Ingreso total
Total
Egreso mensual
Descripción Unidades Egreso por unidad Egreso total
Total
7. PROFESORA: Roxana Soto Napa
INSTITUCIÓN EDUCATIVA
MANUEL SCORZA TORRES
UGEL 01 – VMT
Elaboramos un presupuesto mensual familiar que considere el kit de bioseguridad
haciendo uso de números enteros
1. ¿Qué encontrarás en el video, la práctica y el artículo?
• El video te ayudará a comprender por qué el producto de dos números negativos resulta
ser un positivo mediante dos ejemplos. https://es.khanacademy.org/math/1-secundaria-
pe/xc734090530553e83:numerosoperaciones-con-numeros-
enteros/xc734090530553e83:multiplicar-y-dividir-numerosenteros/v/why-a-negative-
times-a-negative-is-a-positive
• La práctica te ayudará a poner de manifiesto lo que sabes sobre la multiplicación de
números enteros mediante cuatro ejercicios. https://es.khanacademy.org/math/1-
secundaria-pe/xc734090530553e83:numerosoperaciones-con-numeros-
enteros/xc734090530553e83:multiplicar-y-dividir-numeros-
enteros/e/multiplying_and_dividing_negative_numbers
• El artículo te ayudará a repasar la multiplicación de números enteros mediante tres
ejercicios. https://es.khanacademy.org/math/1-secundaria-
pe/xc734090530553e83:numerosoperaciones-con-numeros-
enteros/xc734090530553e83:multiplicar-y-dividir-numerosenteros/a/multiplying-
negative-numbers-review
2. ¿Cómo te ayudarán el video, práctica y artículo en el desarrollo de la actividad 12?
• Estos recursos te permitirán reforzar tus conocimientos sobre operaciones con números
enteros.