The document describes the steps for long division. It demonstrates long division for 7 ÷ 3 and 59 ÷ 7 as examples. The key steps are: (1) setting up the long division problem with the divisor outside and dividend inside, (2) placing the quotient above the right end of the part of the dividend that is sufficient to be divided by the divisor, (3) multiplying the quotient back into the problem and subtracting from the dividend, (4) bringing down any remaining digits to form the new dividend, and (5) stopping when the new dividend is not sufficient to be divided further, with this leftover amount being the remainder. The examples show working through these steps to find the quotient and remainder for each long
The document discusses the process of long division for both numbers and polynomials. It demonstrates long division of numbers step-by-step using the example of 78 divided by 2. It then explains that long division of polynomials follows the same process, setting up the division with the numerator polynomial inside and denominator polynomial outside. An example problem divides the polynomial 2x^2 - 3x + 20 by the polynomial x - 4 using the long division process.
The document is a table of contents for a mathematics textbook for third grade students in the Philippines. It lists 46 lessons on topics like multiplication, division, properties of operations, and solving word problems involving these operations. The document also provides information about copyright and permissions for using materials in the book. It was developed by the Department of Education of the Republic of the Philippines.
subtraction of whole numbers with continuous or non continuous zeros with reg...Ken Padrigon
This document provides self-instructional materials on subtracting whole numbers with continuous or non-continuous zeros and regrouping for elementary school distance learning. It includes examples of subtracting numbers with 3 or more consecutive zeros in both the minuend and subtrahend. Learners are asked to complete subtraction exercises and check their understanding. The objective is for students to subtract 5- or more digit numbers from 6- or more digit numbers with 3 continuous or non-continuous zeros in both amounts with regrouping.
The document discusses how to convert fractions to decimals and provides examples. It explains that to change a fraction to a decimal, we divide the numerator by the denominator, carrying the division to the desired number of decimal places. Some key points:
- Fractions can be expressed as decimals by dividing the numerator by the denominator
- To change a fraction to a decimal, divide the numerator by the denominator up to the desired number of decimal places
- Examples are provided such as 2/5 = 0.4
В последнее время экосистема .NET развивается очень динамично: постоянно появляются новые технологии и инструменты, а старые обзаводятся новыми возможностями. Уследить за всем очень сложно, поэтому в этом докладе мы постараемся обзорно взглянуть на текущее состояние платформы .NET, а также на то, что нас ждёт в ближайшем будущем. Будем говорить про грядущий C#7, про кроссплатформенность и нативную компиляцию, про новый .NET Core 5 и ASP.NET 5, про новые инструменты для разработчиков и последние анонсы от Microsoft.
The document is an introduction to a work of fiction that establishes the backstory of different realms and supernatural beings. It describes a world divided between the realms of Caelum ruled by Hyperian and Atra ruled by Samiel, who were created by different entities. The introduction then shifts to describe the main character Evangeline, who wakes up with no memories except for her name and is determined to start a new life away from her current dysfunctional situation and identity as Melody.
The document discusses the process of long division for both numbers and polynomials. It demonstrates long division of numbers step-by-step using the example of 78 divided by 2. It then explains that long division of polynomials follows the same process, setting up the division with the numerator polynomial inside and denominator polynomial outside. An example problem divides the polynomial 2x^2 - 3x + 20 by the polynomial x - 4 using the long division process.
The document is a table of contents for a mathematics textbook for third grade students in the Philippines. It lists 46 lessons on topics like multiplication, division, properties of operations, and solving word problems involving these operations. The document also provides information about copyright and permissions for using materials in the book. It was developed by the Department of Education of the Republic of the Philippines.
subtraction of whole numbers with continuous or non continuous zeros with reg...Ken Padrigon
This document provides self-instructional materials on subtracting whole numbers with continuous or non-continuous zeros and regrouping for elementary school distance learning. It includes examples of subtracting numbers with 3 or more consecutive zeros in both the minuend and subtrahend. Learners are asked to complete subtraction exercises and check their understanding. The objective is for students to subtract 5- or more digit numbers from 6- or more digit numbers with 3 continuous or non-continuous zeros in both amounts with regrouping.
The document discusses how to convert fractions to decimals and provides examples. It explains that to change a fraction to a decimal, we divide the numerator by the denominator, carrying the division to the desired number of decimal places. Some key points:
- Fractions can be expressed as decimals by dividing the numerator by the denominator
- To change a fraction to a decimal, divide the numerator by the denominator up to the desired number of decimal places
- Examples are provided such as 2/5 = 0.4
В последнее время экосистема .NET развивается очень динамично: постоянно появляются новые технологии и инструменты, а старые обзаводятся новыми возможностями. Уследить за всем очень сложно, поэтому в этом докладе мы постараемся обзорно взглянуть на текущее состояние платформы .NET, а также на то, что нас ждёт в ближайшем будущем. Будем говорить про грядущий C#7, про кроссплатформенность и нативную компиляцию, про новый .NET Core 5 и ASP.NET 5, про новые инструменты для разработчиков и последние анонсы от Microsoft.
The document is an introduction to a work of fiction that establishes the backstory of different realms and supernatural beings. It describes a world divided between the realms of Caelum ruled by Hyperian and Atra ruled by Samiel, who were created by different entities. The introduction then shifts to describe the main character Evangeline, who wakes up with no memories except for her name and is determined to start a new life away from her current dysfunctional situation and identity as Melody.
In her first week of teaching practice, the author introduced herself to the vice principal and her mentor teacher Ms. Alia. She helped organize a traditional school event and cut out student names. In the second week, she assisted with decorating for Flag Day celebrations in the UAE and observed classes, helping correct exams. The third week included learning about school safety from a police officer and observing a low-level student. In the final week, the author felt sad to leave after gaining valuable experience, and helped with a diabetes awareness event before saying goodbye to her students.
Haiku Deck is a presentation platform that allows users to create Haiku-style slideshows. The document encourages the reader to get started creating their own Haiku Deck presentation on SlideShare by providing a link to do so. It aims to inspire the reader to try out Haiku Deck's unique presentation style.
Доклад для Middle и Senior .NET-программистов о различиях в рантаймах. Вы узнаете:
* чем отличается среда исполнения MS.NET от Моno;
* чем отличаются разные версии компилятора и BCL;
* как работает JIT-компилятор на различных архитектурах;
* что еще следует помнить, если вы пишете кроссплатформенные программы под .NET.
Доклад будет полезен всем разработчикам, которые хоть раз сталкивались с «неожиданным» поведением рантайма.
Dokumen tersebut memberikan instruksi lengkap untuk melakukan hosting website secara gratis di www.0fees.net dengan cara mendaftar, mengunggah file-file website, dan membuat folder-folder yang dibutuhkan melalui cpanel untuk mengatur struktur website.
The document provides style and layout plans for an indie pop magazine. It discusses using washed out colors like white, greys, blues and violets for the backgrounds and text. Homizio Nova Regular font is chosen for articles and a heavier bold version of Dolce Vita is selected for the masthead and titles. Draft layout includes placing the title, headline, price and date. Photography plans describe taking cover and double page spread photos of models posing as an indie pop duo in a studio. Individual shots of each model are also planned, with different poses. Contents photos will include medium shots of musicians in staged environments.
This portfolio document summarizes the education and skills of an interior design student. It includes a Bachelor of Science degree in Interior Design and skills in various design software programs and hand drafting. The student held leadership roles in student organizations. The remainder of the document outlines various projects the student completed in areas like construction, hand drafting, elevations, lighting design, site plans, 3D rendering, rendering, ADA compliance, and life safety. Each project section describes the skills learned and what the student learned about that area from completing the project.
The document analyzes the results of a questionnaire given to readers about their preferences regarding a new music magazine. The questionnaire asked about social media use, preferred music genres, willingness to pay, gender preferences for cover models, and cover design preferences. The results showed that Facebook and Instagram were highly used, Indie Pop was the preferred genre, most would pay £2-3, a female cover model was preferred, and a simplistic cover design was preferred. These findings will help guide design and content decisions for the new magazine.
Skrip majlis program genggam 5 a fasa 1 tahun 2014Anis Lisa Ahmad
Ringkasan dari skrip majlis Program Genggam 5 A Fasa 1 Tahun 2014 adalah:
1. Majlis perasmian program motivasi untuk murid-murid tahun 6 SK Bukit Balai.
2. Hadirin dalam majlis terdiri dari guru besar, guru-guru, dan murid-murid peserta program.
3. Acara majlis meliputi sambutan, penyampaian sijil penyertaan dan cenderamata, serta penutupan majlis.
This document provides an overview of application layer requirements and transport layer services. It discusses how different applications have varying requirements for data loss tolerance, timing guarantees, and throughput needs. It then describes the transport services provided by TCP and UDP, noting that TCP provides reliable data transfer and flow control while UDP does not. The document outlines common Internet applications and the protocols and transport layers typically used. It also provides details on the Domain Name System (DNS), including its distributed hierarchical database design and role of root servers, top-level domain servers and authoritative servers.
The document summarizes key concepts related to reliable data transfer over computer networks. It discusses principles of reliable data transfer including error detection, receiver feedback, and retransmission. It introduces stop-and-wait and sliding window protocols, specifically RDT 1.0, 2.0, 2.1, 2.2 and 3.0 which handle increasingly challenging scenarios like bit errors, lost packets, and pipelining. The final section summarizes the Go-Back-N sliding window protocol that allows limited in-flight packets to improve throughput compared to stop-and-wait protocols.
IPC creates content for over 60 media brands across various platforms including print, online, mobile, and events. They engage with over 26 million UK adults through their portfolio of magazines. While involved in various genres, their involvement in music magazines is minimal with only two brands listed. Similarly, Bauer Media owns over 300 magazines worldwide and has a UK division with magazines and radio brands, but only publishes two music magazine titles, leaving opportunities for other music magazine genres. TeamRock Media focuses on rock music content across magazines, radio, and online to meet demand not being met by other publishers, demonstrating a strong focus on the rock music genre.
E & E aim to develop an unusual, environmentally-friendly sweet targeted at younger generations. They spent months developing their product, which will revolutionize the sweets industry. Their sweet costs 50p to make but will retail for £2. It changes color, has biodegradable packaging, and lasts longer than traditional sweets. Inspired by boiled sweets created in 1747, E & E added new touches to create a "boiled sensation". Their sweet is called "U" because it goes into the consumer and changes, representing the consumer.
Samaritanmag.com is an online magazine that highlights charitable causes, initiatives of corporations/small businesses, and charities. It provides original interviews and articles about various causes to give readers insight and encourage them to support causes. The site aims to be unintimidating and focus on positive stories rather than tabloid-style coverage. It is written by experienced journalists and optimized for sharing on social media to engage its audience of socially conscious readers interested in making a difference through their consumer choices and support.
1. The document explains the steps for long division with a 2 digit divisor through an example of dividing 418 by 21.
2. It breaks down the process into 5 steps - dividing, multiplying, subtracting, bringing down remaining digits, and repeating the steps or noting the remainder.
3. Following these steps, the example divides 418 by 21 and gets a quotient of 20 with a remainder of 3.
1. The document explains the steps for long division with a 2 digit divisor through an example of dividing 418 by 21.
2. It breaks down the process into 5 steps - dividing, multiplying, subtracting, bringing down remaining digits, and repeating the steps or noting the remainder.
3. Following these steps, the example divides 418 by 21 and gets a quotient of 20 with a remainder of 3.
1. The document explains the steps for long division with a 2 digit divisor through an example of dividing 418 by 21.
2. It breaks down the process into 5 steps - dividing, multiplying, subtracting, bringing down remaining digits, and repeating the steps or noting the remainder.
3. Following these steps, the example divides 418 by 21 and gets a quotient of 20 with a remainder of 3.
This lesson teaches the properties of operations on rational numbers such as addition, subtraction, multiplication, and division. It provides examples of applying properties like the commutative, associative, distributive, identity, and zero properties to simplify computations with rational numbers. Students are asked to use these properties to find missing numbers in examples and solve other exercises involving rational number operations. The key properties allow rational number calculations to be simplified and standardized.
The document describes solving an unbalanced assignment problem to minimize total time for jobs. It involves 6 jobs and 5 workers, so a dummy job is added. The Hungarian method is used. The optimal assignment minimizes total time to 14 units, with worker assignments: A to job 4, B to job 1, C to job 6, D to job 5, E to job 2, and F to job 3. The document also explains prohibitive assignment problems and provides an example of solving a balanced, prohibitive problem to maximally meet pilot preferences for flight assignments.
Long division is explained using a family metaphor where each member represents a step in the long division process. The steps are: 1) divide, 2) multiply, 3) subtract, 4) bring down remaining digits, and 5) repeat or provide the remainder. An example problem of 807 divided by 2 is shown step-by-step using this process, with the remainder being 1. The document provides a thorough, story-based explanation of how to perform long division.
In her first week of teaching practice, the author introduced herself to the vice principal and her mentor teacher Ms. Alia. She helped organize a traditional school event and cut out student names. In the second week, she assisted with decorating for Flag Day celebrations in the UAE and observed classes, helping correct exams. The third week included learning about school safety from a police officer and observing a low-level student. In the final week, the author felt sad to leave after gaining valuable experience, and helped with a diabetes awareness event before saying goodbye to her students.
Haiku Deck is a presentation platform that allows users to create Haiku-style slideshows. The document encourages the reader to get started creating their own Haiku Deck presentation on SlideShare by providing a link to do so. It aims to inspire the reader to try out Haiku Deck's unique presentation style.
Доклад для Middle и Senior .NET-программистов о различиях в рантаймах. Вы узнаете:
* чем отличается среда исполнения MS.NET от Моno;
* чем отличаются разные версии компилятора и BCL;
* как работает JIT-компилятор на различных архитектурах;
* что еще следует помнить, если вы пишете кроссплатформенные программы под .NET.
Доклад будет полезен всем разработчикам, которые хоть раз сталкивались с «неожиданным» поведением рантайма.
Dokumen tersebut memberikan instruksi lengkap untuk melakukan hosting website secara gratis di www.0fees.net dengan cara mendaftar, mengunggah file-file website, dan membuat folder-folder yang dibutuhkan melalui cpanel untuk mengatur struktur website.
The document provides style and layout plans for an indie pop magazine. It discusses using washed out colors like white, greys, blues and violets for the backgrounds and text. Homizio Nova Regular font is chosen for articles and a heavier bold version of Dolce Vita is selected for the masthead and titles. Draft layout includes placing the title, headline, price and date. Photography plans describe taking cover and double page spread photos of models posing as an indie pop duo in a studio. Individual shots of each model are also planned, with different poses. Contents photos will include medium shots of musicians in staged environments.
This portfolio document summarizes the education and skills of an interior design student. It includes a Bachelor of Science degree in Interior Design and skills in various design software programs and hand drafting. The student held leadership roles in student organizations. The remainder of the document outlines various projects the student completed in areas like construction, hand drafting, elevations, lighting design, site plans, 3D rendering, rendering, ADA compliance, and life safety. Each project section describes the skills learned and what the student learned about that area from completing the project.
The document analyzes the results of a questionnaire given to readers about their preferences regarding a new music magazine. The questionnaire asked about social media use, preferred music genres, willingness to pay, gender preferences for cover models, and cover design preferences. The results showed that Facebook and Instagram were highly used, Indie Pop was the preferred genre, most would pay £2-3, a female cover model was preferred, and a simplistic cover design was preferred. These findings will help guide design and content decisions for the new magazine.
Skrip majlis program genggam 5 a fasa 1 tahun 2014Anis Lisa Ahmad
Ringkasan dari skrip majlis Program Genggam 5 A Fasa 1 Tahun 2014 adalah:
1. Majlis perasmian program motivasi untuk murid-murid tahun 6 SK Bukit Balai.
2. Hadirin dalam majlis terdiri dari guru besar, guru-guru, dan murid-murid peserta program.
3. Acara majlis meliputi sambutan, penyampaian sijil penyertaan dan cenderamata, serta penutupan majlis.
This document provides an overview of application layer requirements and transport layer services. It discusses how different applications have varying requirements for data loss tolerance, timing guarantees, and throughput needs. It then describes the transport services provided by TCP and UDP, noting that TCP provides reliable data transfer and flow control while UDP does not. The document outlines common Internet applications and the protocols and transport layers typically used. It also provides details on the Domain Name System (DNS), including its distributed hierarchical database design and role of root servers, top-level domain servers and authoritative servers.
The document summarizes key concepts related to reliable data transfer over computer networks. It discusses principles of reliable data transfer including error detection, receiver feedback, and retransmission. It introduces stop-and-wait and sliding window protocols, specifically RDT 1.0, 2.0, 2.1, 2.2 and 3.0 which handle increasingly challenging scenarios like bit errors, lost packets, and pipelining. The final section summarizes the Go-Back-N sliding window protocol that allows limited in-flight packets to improve throughput compared to stop-and-wait protocols.
IPC creates content for over 60 media brands across various platforms including print, online, mobile, and events. They engage with over 26 million UK adults through their portfolio of magazines. While involved in various genres, their involvement in music magazines is minimal with only two brands listed. Similarly, Bauer Media owns over 300 magazines worldwide and has a UK division with magazines and radio brands, but only publishes two music magazine titles, leaving opportunities for other music magazine genres. TeamRock Media focuses on rock music content across magazines, radio, and online to meet demand not being met by other publishers, demonstrating a strong focus on the rock music genre.
E & E aim to develop an unusual, environmentally-friendly sweet targeted at younger generations. They spent months developing their product, which will revolutionize the sweets industry. Their sweet costs 50p to make but will retail for £2. It changes color, has biodegradable packaging, and lasts longer than traditional sweets. Inspired by boiled sweets created in 1747, E & E added new touches to create a "boiled sensation". Their sweet is called "U" because it goes into the consumer and changes, representing the consumer.
Samaritanmag.com is an online magazine that highlights charitable causes, initiatives of corporations/small businesses, and charities. It provides original interviews and articles about various causes to give readers insight and encourage them to support causes. The site aims to be unintimidating and focus on positive stories rather than tabloid-style coverage. It is written by experienced journalists and optimized for sharing on social media to engage its audience of socially conscious readers interested in making a difference through their consumer choices and support.
1. The document explains the steps for long division with a 2 digit divisor through an example of dividing 418 by 21.
2. It breaks down the process into 5 steps - dividing, multiplying, subtracting, bringing down remaining digits, and repeating the steps or noting the remainder.
3. Following these steps, the example divides 418 by 21 and gets a quotient of 20 with a remainder of 3.
1. The document explains the steps for long division with a 2 digit divisor through an example of dividing 418 by 21.
2. It breaks down the process into 5 steps - dividing, multiplying, subtracting, bringing down remaining digits, and repeating the steps or noting the remainder.
3. Following these steps, the example divides 418 by 21 and gets a quotient of 20 with a remainder of 3.
1. The document explains the steps for long division with a 2 digit divisor through an example of dividing 418 by 21.
2. It breaks down the process into 5 steps - dividing, multiplying, subtracting, bringing down remaining digits, and repeating the steps or noting the remainder.
3. Following these steps, the example divides 418 by 21 and gets a quotient of 20 with a remainder of 3.
This lesson teaches the properties of operations on rational numbers such as addition, subtraction, multiplication, and division. It provides examples of applying properties like the commutative, associative, distributive, identity, and zero properties to simplify computations with rational numbers. Students are asked to use these properties to find missing numbers in examples and solve other exercises involving rational number operations. The key properties allow rational number calculations to be simplified and standardized.
The document describes solving an unbalanced assignment problem to minimize total time for jobs. It involves 6 jobs and 5 workers, so a dummy job is added. The Hungarian method is used. The optimal assignment minimizes total time to 14 units, with worker assignments: A to job 4, B to job 1, C to job 6, D to job 5, E to job 2, and F to job 3. The document also explains prohibitive assignment problems and provides an example of solving a balanced, prohibitive problem to maximally meet pilot preferences for flight assignments.
Long division is explained using a family metaphor where each member represents a step in the long division process. The steps are: 1) divide, 2) multiply, 3) subtract, 4) bring down remaining digits, and 5) repeat or provide the remainder. An example problem of 807 divided by 2 is shown step-by-step using this process, with the remainder being 1. The document provides a thorough, story-based explanation of how to perform long division.
This document is a pre-test for students in a mathematics for manufacturing program. It contains multiple choice and short answer questions testing skills in decimals, fractions, reading scales, and shop math word problems. The purpose is to assess students' current math abilities so instructors understand what needs to be taught to prepare students for careers in precision metalworking. The test will be scored not to assign grades but to measure student progress through the program.
This document is a pre-test for students in a mathematics for manufacturing program. It consists of multiple choice and short answer math questions covering decimals, fractions, scale reading, and blueprint reading. The purpose is to assess students' current math skills so instructors understand what needs to be taught. Students are told not to worry if they can't answer questions correctly since the goal is to measure their progress, not assign a grade.
This document provides instructions for performing long division of polynomials. It explains that polynomials should be written in descending order of powers, then the first term of the dividend is divided by the first term of the divisor. This quotient is multiplied by the divisor and subtracted from the dividend, repeating until a remainder is obtained. It also provides examples of dividing various polynomials using long division.
This document provides information on various fraction concepts and operations including:
1) Adding similar fractions by adding the numerators and copying the denominators.
2) Multiplying fractions by multiplying the numerators and denominators.
3) Dividing fractions by changing the second fraction to its reciprocal and multiplying.
4) Performing operations on decimals by aligning the decimal points and applying the same rules as whole numbers.
This document provides instructions for the free response section of an exam consisting of 6 questions over 90 minutes. It is divided into two parts:
Part A consists of 2 questions over 30 minutes and requires the use of a graphing calculator. Part B consists of 4 questions over 60 minutes and does not allow the use of a calculator. Students may continue working on Part A during Part B but cannot use their calculator.
The document provides strategies for completing the free response questions, such as showing all work, writing clearly, and circling problems that need to be returned to later. It also specifies rules for calculator use and acceptable notation.
The document describes the guess-and-check algorithm for division. It involves estimating how many times the divisor goes into the dividend and recording estimates in a side column. The estimates are then added to find the quotient. Even students with limited math facts knowledge can use this intuitive approach to find correct answers. The document also provides guidance for teachers to help students understand the process.
The document provides instructions for reviewing and practicing adding fractions and converting improper fractions to mixed numbers. It includes examples of fraction terms like the numerator and denominator. Students are directed to practice adding fractions and mixed numbers by solving sample problems and shading segments in their worksheet. For homework, they are to complete a worksheet on adding mixed numbers.
This document provides instructions for a tutorial on generative part stress analysis using CATIA V5. The tutorial is intended to last 45 minutes and cover part design and knowledge advisor capabilities. It describes the 7 major steps, which include designing a wheel rim, renaming parameters, adding formulas to constraints, creating user parameters and formulas, adding a rule and check, and creating design tables to compute inertia elements. It also provides information on setting up the appropriate CATIA settings and material catalog for the tutorial.
The document discusses the concept of slope as it relates to functions. It introduces function notation and defines a function's output f(x). It explains that the slope of the line connecting two points (x, f(x)) and (x+h, f(x+h)) on a function graph is given by the difference quotient formula: m = (f(x+h) - f(x))/h. An example calculates the slope of the cord between points on the graph of f(x) = x^2 - 2x + 2.
The document discusses notation and algebra of functions. It defines a function as a procedure that assigns a unique output to each valid input. Functions are typically represented by mathematical formulas using notation like f(x) = x^2 - 2x + 3, where f(x) is the name of the function, x is the input, and the formula defines the output. The input box (parentheses) holds the input to be evaluated by the formula. New functions can be formed using addition, subtraction, multiplication, and division of existing functions. Examples are provided to demonstrate simplifying expressions involving function notation and evaluating functions for given inputs.
4 graphs of equations conic sections-circlesTzenma
There are two types of x-y formulas for graphing: functions and non-functions. Functions have y as a single-valued function of x, while non-functions cannot separate y and x. Many graphs of second-degree equations (Ax2 + By2 + Cx + Dy = E) are conic sections, including circles, ellipses, parabolas, and hyperbolas. These conic section shapes result from slicing a cone at different angles. Circles consist of all points at a fixed distance from a center point.
The document discusses quadratic functions and parabolas. It begins by defining quadratic functions as functions of the form y = ax2 + bx + c, where a ≠ 0. It then provides an example of graphing the quadratic function y = x2 - 4x - 12. To do this, it finds the vertex by setting x = -b/2a, and uses the vertex and other points like the y-intercept to sketch the parabolic shape. It also discusses general properties of parabolas, such as being symmetric around a center line and having a highest/lowest point called the vertex that sits on this line.
The document discusses first degree (linear) functions. It explains that most real-world mathematical functions can be composed of formulas from three groups: algebraic, trigonometric, and exponential-log. Linear functions of the form f(x)=mx+b are especially important, where m is the slope and b is the y-intercept. The graphs of equations of the form Ax+By=C are straight lines. The slope formula for calculating the slope between two points (x1,y1) and (x2,y2) on a line is given as m=(y2-y1)/(x2-x1).
The document discusses the basic language of functions. A function assigns each input exactly one output. Functions can be defined through written instructions, tables, or mathematical formulas. The domain is the set of all inputs, and the range is the set of all outputs. Functions are widely used in mathematics to model real-world relationships.
The document discusses rational equations word problems involving multiplication-division operations and rate-time-distance problems. It provides an example of people sharing a taxi cost and forms a rational equation to determine the number of people. It also shows how to set up rate, time, and distance relationships using a table for problems involving hiking a trail with different rates of travel for the outward and return journeys.
The document discusses using rational equations to solve word problems involving costs shared among groups of people. It provides an example where a taxi costs $20 to rent for a group of x people, with the cost shared equally. If one person leaves the group, the remaining people each pay $1 more. Setting up the cost equations and subtracting them allows solving for x as 5, the number of original people in the group. A table is shown to organize the calculations for different inputs.
The document discusses ratios and proportions. It defines a ratio as two related quantities stated side by side, and gives an example of a 3:4 ratio of eggs to flour in a recipe. It explains how to write ratios as fractions and set up proportion equations. Proportions are equal ratios, like 3:4 being proportional to 6:8. The document shows how to solve proportion equations by cross-multiplying to obtain a regular equation that can then be solved for the unknown value.
The document discusses methods for simplifying complex fractions. A complex fraction is a fraction with fractions in the numerator or denominator. The first method is to combine the numerator and denominator into single fractions using cross multiplication. The second method is to multiply the lowest common denominator of all terms to both the numerator and denominator. Examples are provided to demonstrate both methods.
The document discusses techniques for combining fractions with opposite denominators. It explains that we can multiply the numerator and denominator by -1 to change the denominator to its opposite. It provides examples of switching fractions to their opposite denominators and combining fractions with opposite denominators by first switching one denominator so they are the same. It also discusses an alternative approach of pulling out a "-" from the denominator and passing it to the numerator when switching denominators, ensuring the leading term is positive for polynomial denominators.
The document discusses addition and subtraction of rational expressions. It states that fractions with the same denominator can be directly added or subtracted, while those with different denominators must first be converted to have a common denominator. The document provides an addition/subtraction rule and examples demonstrating how to perform these operations on rational expressions, including converting fractions to equivalent forms with a specified common denominator.
The document discusses the least common multiple (LCM) and provides examples to illustrate the concept. It describes two methods for finding the LCM - the searching method and the construction method. The searching method involves finding the smallest number that is a multiple of all the given numbers. The construction method builds the minimum that covers all requirements by taking just enough of each specification. An example demonstrates taking the maximum number of years required for each subject across different college requirements.
3 multiplication and division of rational expressions xTzenma
The document discusses multiplication and division of rational expressions. It presents the multiplication rule for rational expressions, which is that the product of two rational expressions is equal to the product of the numerators divided by the product of the denominators. It then gives examples of simplifying products and quotients of rational expressions by factoring and canceling like terms.
The document discusses terms, factors, and cancellation in mathematics expressions. It provides examples of identifying terms and factors in expressions, and using common factors to simplify fractions. Key points include:
- A mathematics expression contains one or more quantities called terms.
- A quantity multiplied to other quantities is a factor.
- To simplify a fraction, factorize it and cancel any common factors between the numerator and denominator.
The document discusses rational expressions, which are expressions of the form P/Q, where P and Q are polynomials. Polynomials are expressions involving powers of variables with numerical coefficients. Rational expressions include polynomials as a special case where P is viewed as P/1. They can be written in expanded or factored form. The factored form is useful for solving equations, determining the domain of a rational expression, evaluating inputs, and determining the sign of outputs. The domain excludes values that make the denominator equal to 0.
The document provides examples of how to translate word problems into mathematical equations using variables. It introduces using a system of two equations to solve problems involving two unknown quantities, labeled as x and y. An example word problem is provided where a rope is cut into two pieces, and the lengths of the pieces are defined using the variables x and y. The equations are set up and solved to find the length of each piece. The document also discusses organizing multiple sets of data into tables to solve word problems involving multiple entities.
The document provides an example of solving a system of linear equations using the substitution method. It begins with the system 2x + y = 7 and x + y = 5. It solves the second equation for x in terms of y, getting x = 5 - y. This expression for x is then substituted into the first equation, giving 10 - 2y + y = 7, which can be solved to find the value of y, and then substituted back into the original equation to find the value of x. The solution is presented as (2, 3). The document then provides two additional examples demonstrating how to set up and solve systems of equations using the substitution method.
The document discusses systems of linear equations. It provides examples to illustrate that we need as many equations as unknowns to solve for the unknown variables. For a system with two unknowns, we need two equations; for three unknowns, we need three equations. The document also gives examples of setting up and solving systems of linear equations to find unknown costs given information about total costs.
The document discusses equations of lines. It separates lines into two cases - horizontal and vertical lines which have a slope of 0 or undefined, and their equations are y=c or x=c; and tilted lines, whose equations can be found using the point-slope formula y-y1=m(x-x1) where m is the slope and (x1,y1) is a point on the line. It provides examples of finding equations of lines given their characteristics like slope and intercept points.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. Division I
In the last section we demonstrated long division for 7 ÷ 3:
3. Division I
In the last section we demonstrated long division for 7 ÷ 3:
Steps. i. (Front-in Back-out)
Put the problem in the long
division format with the backnumber (the divisor) outside, and
the front-number (the dividend)
inside the scaffold.
4. Division I
In the last section we demonstrated long division for 7 ÷ 3:
“back-one”
outside
“front-one”
inside
3 ) 7
Steps. i. (Front-in Back-out)
Put the problem in the long
division format with the backnumber (the divisor) outside, and
the front-number (the dividend)
inside the scaffold.
5. Division I
In the last section we demonstrated long division for 7 ÷ 3:
Enter the
quotient on top
“back-one”
outside
2
3 ) 7
“front-one”
inside
Steps. i. (Front-in Back-out)
Put the problem in the long
division format with the backnumber (the divisor) outside, and
the front-number (the dividend)
inside the scaffold.
6. Division I
In the last section we demonstrated long division for 7 ÷ 3:
Enter the
quotient on top
“back-one”
outside
2
3 ) 7
“front-one”
inside
Steps. i. (Front-in Back-out)
Put the problem in the long
division format with the backnumber (the divisor) outside, and
the front-number (the dividend)
inside the scaffold.
ii. Enter the quotient on top,
Multiply the quotient back into the
problem and subtract the results
from the dividend (and bring down
the rest of the digits, if any. This is
the new dividend).
7. Division I
In the last section we demonstrated long division for 7 ÷ 3:
Enter the
quotient on top
“back-one”
outside
2
3 ) 7
6
2x3
1
multiply the quotient
back into the scaffold.
“front-one”
inside
Steps. i. (Front-in Back-out)
Put the problem in the long
division format with the backnumber (the divisor) outside, and
the front-number (the dividend)
inside the scaffold.
ii. Enter the quotient on top,
Multiply the quotient back into the
problem and subtract the results
from the dividend (and bring down
the rest of the digits, if any. This is
the new dividend).
8. Division I
In the last section we demonstrated long division for 7 ÷ 3:
Enter the
quotient on top
“back-one”
outside
2
3 ) 7
6
2x3
1
multiply the quotient
back into the scaffold.
“front-one”
inside
Steps. i. (Front-in Back-out)
Put the problem in the long
division format with the backnumber (the divisor) outside, and
the front-number (the dividend)
inside the scaffold.
ii. Enter the quotient on top,
Multiply the quotient back into the
problem and subtract the results
from the dividend (and bring down
the rest of the digits, if any. This is
the new dividend).
iii. If the new dividend is not
enough to be divided by the
divisor, stop. This is the remainder.
Otherwise, repeat steps i and ii.
9. Division I
In the last section we demonstrated long division for 7 ÷ 3:
Enter the
quotient on top
“back-one”
outside
2
3 ) 7
6
2x3
1
“front-one”
inside
multiply the quotient
back into the scaffold.
The new dividend is 1, not
enough to be divided again, so
stop. This is the remainder.
Steps. i. (Front-in Back-out)
Put the problem in the long
division format with the backnumber (the divisor) outside, and
the front-number (the dividend)
inside the scaffold.
ii. Enter the quotient on top,
Multiply the quotient back into the
problem and subtract the results
from the dividend (and bring down
the rest of the digits, if any. This is
the new dividend).
iii. If the new dividend is not
enough to be divided by the
divisor, stop. This is the remainder.
Otherwise, repeat steps i and ii.
10. Division I
In the last section we demonstrated long division for 7 ÷ 3:
Enter the
quotient on top
“back-one”
outside
2
3 ) 7
6
2x3
1
“front-one”
inside
multiply the quotient
back into the scaffold.
The new dividend is 1, not
enough to be divided again, so
stop. This is the remainder.
So the remainder is 1 and
we have that 7 ÷ 3 = 2 with R = 1.
Steps. i. (Front-in Back-out)
Put the problem in the long
division format with the backnumber (the divisor) outside, and
the front-number (the dividend)
inside the scaffold.
ii. Enter the quotient on top,
Multiply the quotient back into the
problem and subtract the results
from the dividend (and bring down
the rest of the digits, if any. This is
the new dividend).
iii. If the new dividend is not
enough to be divided by the
divisor, stop. This is the remainder.
Otherwise, repeat steps i and ii.
11. Division I
In the last section we demonstrated long division for 7 ÷ 3:
Enter the
quotient on top
“back-one”
outside
2
3 ) 7
6
2x3
1
“front-one”
inside
multiply the quotient
back into the scaffold.
The new dividend is 1, not
enough to be divided again, so
stop. This is the remainder.
So the remainder is 1 and
we have that 7 ÷ 3 = 2 with R = 1.
Steps. i. (Front-in Back-out)
Put the problem in the long
division format with the backnumber (the divisor) outside, and
the front-number (the dividend)
inside the scaffold.
ii. Enter the quotient on top,
Multiply the quotient back into the
problem and subtract the results
from the dividend (and bring down
the rest of the digits, if any. This is
the new dividend).
iii. If the new dividend is not
enough to be divided by the
divisor, stop. This is the remainder.
Otherwise, repeat steps i and ii.
Put the result in the multiplicative form, we have that
7 = 2 x 3 + 1.
13. Division II
Let’s refine this procedure for division of large numbers with
the example 59 ÷ 7.
Steps for long division.
7)5 9
i. (Front-in Back-out)
Put the problem in the long
division format with the backnumber (the divisor) outside, and
the front-number (the dividend)
inside the scaffold.
14. Division II
Let’s refine this procedure for division of large numbers with
the example 59 ÷ 7.
Steps for long division.
7)5 9
i. (Front-in Back-out)
Put the problem in the long
division format with the backnumber (the divisor) outside, and
the front-number (the dividend)
inside the scaffold.
ii. Place the quotient above the
right end of the part of the
dividend that is sufficient to be
divided .
15. Division II
Let’s refine this procedure for division of large numbers with
the example 59 ÷ 7.
Steps for long division.
Enter and place the quotient
above the right end of the part
of the dividend.
8
7)5 9
i. (Front-in Back-out)
Put the problem in the long
division format with the backnumber (the divisor) outside, and
the front-number (the dividend)
inside the scaffold.
ii. Place the quotient above the
right end of the part of the
dividend that is sufficient to be
divided
16. Division II
Let’s refine this procedure for division of large numbers with
the example 59 ÷ 7.
Steps for long division.
Enter and place the quotient
above the right end of the part
of the dividend.
8
7)5 9
i. (Front-in Back-out)
Put the problem in the long
division format with the backnumber (the divisor) outside, and
the front-number (the dividend)
inside the scaffold.
ii. Place the quotient above the
right end of the part of the
dividend that is sufficient to be
divided . Multiply the quotient back
into the problem and subtract the
results from the dividend.
17. Division II
Let’s refine this procedure for division of large numbers with
the example 59 ÷ 7.
Steps for long division.
Enter and place the quotient
above the right end of the part
of the dividend.
multiply the
quotient back
8x7
8
7)5 9
56
3
i. (Front-in Back-out)
Put the problem in the long
division format with the backnumber (the divisor) outside, and
the front-number (the dividend)
inside the scaffold.
ii. Place the quotient above the
right end of the part of the
dividend that is sufficient to be
divided . Multiply the quotient back
into the problem and subtract the
results from the dividend.
18. Division II
Let’s refine this procedure for division of large numbers with
the example 59 ÷ 7.
Steps for long division.
Enter and place the quotient
above the right end of the part
of the dividend.
multiply the
quotient back
8x7
8
7)5 9
56
3
i. (Front-in Back-out)
Put the problem in the long
division format with the backnumber (the divisor) outside, and
the front-number (the dividend)
inside the scaffold.
ii. Place the quotient above the
right end of the part of the
dividend that is sufficient to be
divided . Multiply the quotient back
into the problem and subtract the
results from the dividend.
Bring down the rest of the digits,
if any, to form the new dividend.
19. Division II
Let’s refine this procedure for division of large numbers with
the example 59 ÷ 7.
Steps for long division.
Enter and place the quotient
above the right end of the part
of the dividend.
multiply the
quotient back
8x7
8
7)5 9
56
3
i. (Front-in Back-out)
Put the problem in the long
division format with the backnumber (the divisor) outside, and
the front-number (the dividend)
inside the scaffold.
ii. Place the quotient above the
right end of the part of the
dividend that is sufficient to be
divided . Multiply the quotient back
into the problem and subtract the
results from the dividend.
Bring down the rest of the digits,
if any, to form the new dividend.
iii. If the new dividend is not
enough to be divided by the
divisor, stop. This is the remainder
R. Otherwise, repeat steps i and ii.
20. Division II
Let’s refine this procedure for division of large numbers with
the example 59 ÷ 7.
Steps for long division.
Enter and place the quotient
above the right end of the part
of the dividend.
multiply the
quotient back
8x7
8
7)5 9
56
3
The difference is 3, not enough
to be divided again, stop.
i. (Front-in Back-out)
Put the problem in the long
division format with the backnumber (the divisor) outside, and
the front-number (the dividend)
inside the scaffold.
ii. Place the quotient above the
right end of the part of the
dividend that is sufficient to be
divided . Multiply the quotient back
into the problem and subtract the
results from the dividend.
Bring down the rest of the digits,
if any, to form the new dividend.
iii. If the new dividend is not
enough to be divided by the
divisor, stop. This is the remainder
R. Otherwise, repeat steps i and ii.
21. Division II
Let’s refine this procedure for division of large numbers with
the example 59 ÷ 7.
Steps for long division.
Enter and place the quotient
above the right end of the part
of the dividend.
multiply the
quotient back
8x7
8
7)5 9
56
3
The difference is 3, not enough
to be divided again, stop.
So the remainder is 3 and
we’ve that 59 ÷ 7 = 8 with R = 3.
i. (Front-in Back-out)
Put the problem in the long
division format with the backnumber (the divisor) outside, and
the front-number (the dividend)
inside the scaffold.
ii. Place the quotient above the
right end of the part of the
dividend that is sufficient to be
divided . Multiply the quotient back
into the problem and subtract the
results from the dividend.
Bring down the rest of the digits,
if any, to form the new dividend.
iii. If the new dividend is not
enough to be divided by the
divisor, stop. This is the remainder
R. Otherwise, repeat steps i and ii.
22. Division II
Let’s refine this procedure for division of large numbers with
the example 59 ÷ 7.
Steps for long division.
Enter and place the quotient
above the right end of the part
of the dividend.
multiply the
quotient back
8x7
8
7)5 9
56
3
The difference is 3, not enough
to be divided again, stop.
So the remainder is 3 and
we’ve that 59 ÷ 7 = 8 with R = 3.
Restate the division result in the
multiplicative form,
it’s 59 = 7 x 8 + 3.
i. (Front-in Back-out)
Put the problem in the long
division format with the backnumber (the divisor) outside, and
the front-number (the dividend)
inside the scaffold.
ii. Place the quotient above the
right end of the part of the
dividend that is sufficient to be
divided . Multiply the quotient back
into the problem and subtract the
results from the dividend.
Bring down the rest of the digits,
if any, to form the new dividend.
iii. If the new dividend is not
enough to be divided by the
divisor, stop. This is the remainder
R. Otherwise, repeat steps i and ii.
23. Division II
For divisions of larger numbers, we first have to determine the
placement of the quotient.
24. Division II
For divisions of larger numbers, we first have to determine the
placement of the quotient. Example A. Divide 598 ÷ 7.
Find the quotient and the remainder.
25. Division II
For divisions of larger numbers, we first have to determine the
placement of the quotient. Example A. Divide 598 ÷ 7.
Find the quotient and the remainder.
7) 5
9
8
26. Division II
For divisions of larger numbers, we first have to determine the
placement of the quotient. Example A. Divide 598 ÷ 7.
Find the quotient and the remainder.
7) 5
i. Starting from the left of the
dividend, the digit 5 is not
enough to be divided by 7.
9
8
27. Division II
For divisions of larger numbers, we first have to determine the
placement of the quotient. Example A. Divide 598 ÷ 7.
Find the quotient and the remainder.
7) 5
i. Starting from the left of the
dividend, the digit 5 is not
enough to be divided by 7.
But the two-left digits, or 59,
is enough to be divided by 7.
9
8
28. Division II
For divisions of larger numbers, we first have to determine the
placement of the quotient. Example A. Divide 598 ÷ 7.
Find the quotient and the remainder.
The first digit of the
quotient is to be placed
at the right end of the
part of the dividend that
is sufficient to be divided
by the divisor.
i. Starting from the left of the
dividend, the digit 5 is not
enough to be divided by 7.
But the two-left digits, or 59,
is enough to be divided by 7.
7) 5
9
8
29. Division II
For divisions of larger numbers, we first have to determine the
placement of the quotient. Example A. Divide 598 ÷ 7.
Find the quotient and the remainder.
The first digit of the
quotient is to be placed
at the right end of the
part of the dividend that
is sufficient to be divided
by the divisor.
i. Starting from the left of the
dividend, the digit 5 is not
enough to be divided by 7.
But the two-left digits, or 59,
is enough to be divided by 7.
ii. So place the 1st quotient,
which is 8, above the digit 9,
i.e. above the right end of “59”.
7) 5
8
9
8
30. Division II
For divisions of larger numbers, we first have to determine the
placement of the quotient. Example A. Divide 598 ÷ 7.
Find the quotient and the remainder.
The first digit of the
quotient is to be placed
at the right end of the
part of the dividend that
is sufficient to be divided
by the divisor.
i. Starting from the left of the
dividend, the digit 5 is not
enough to be divided by 7.
But the two-left digits, or 59,
is enough to be divided by 7.
ii. So place the 1st quotient,
which is 8, above the digit 9,
i.e. above the right end of “59”.
7) 5
5
8
9
6
3
8
iii. Subtract the
product of the
quotient with the
divisor, 8x7=56.
31. Division II
For divisions of larger numbers, we first have to determine the
placement of the quotient. Example A. Divide 598 ÷ 7.
Find the quotient and the remainder.
The first digit of the
quotient is to be placed
at the right end of the
part of the dividend that
is sufficient to be divided
by the divisor.
i. Starting from the left of the
dividend, the digit 5 is not
enough to be divided by 7.
But the two-left digits, or 59,
is enough to be divided by 7.
ii. So place the 1st quotient,
which is 8, above the digit 9,
i.e. above the right end of “59”.
7) 5
5
8
9
6
3
8
8
iii. Subtract the
product of the
quotient with the
divisor, 8x7=56.
Bring down the
rest of the digits,
this is the new
dividend.
32. Division II
For divisions of larger numbers, we first have to determine the
placement of the quotient. Example A. Divide 598 ÷ 7.
Find the quotient and the remainder.
The first digit of the
quotient is to be placed
at the right end of the
part of the dividend that
is sufficient to be divided
by the divisor.
i. Starting from the left of the
dividend, the digit 5 is not
enough to be divided by 7.
But the two-left digits, or 59,
is enough to be divided by 7.
iv. If the new dividend is
sufficient to be divided by the
divisor, repeat the process .
ii. So place the 1st quotient,
which is 8, above the digit 9,
i.e. above the right end of “59”.
7) 5
5
8
9
6
3
8
8
iii. Subtract the
product of the
quotient with the
divisor, 8x7=56.
Bring down the
rest of the digits,
this is the new
dividend.
33. Division II
For divisions of larger numbers, we first have to determine the
placement of the quotient. Example A. Divide 598 ÷ 7.
Find the quotient and the remainder.
The first digit of the
quotient is to be placed
at the right end of the
part of the dividend that
is sufficient to be divided
by the divisor.
i. Starting from the left of the
dividend, the digit 5 is not
enough to be divided by 7.
But the two-left digits, or 59,
is enough to be divided by 7.
iv. If the new dividend is
sufficient to be divided by the
divisor, repeat the process .
ii. So place the 1st quotient,
which is 8, above the digit 9,
i.e. above the right end of “59”.
7) 5
5
8
9
6
3
5
8
8
iii. Subtract the
product of the
quotient with the
divisor, 8x7=56.
Bring down the
rest of the digits,
this is the new
dividend.
34. Division II
For divisions of larger numbers, we first have to determine the
placement of the quotient. Example A. Divide 598 ÷ 7.
Find the quotient and the remainder.
The first digit of the
quotient is to be placed
at the right end of the
part of the dividend that
is sufficient to be divided
by the divisor.
i. Starting from the left of the
dividend, the digit 5 is not
enough to be divided by 7.
But the two-left digits, or 59,
is enough to be divided by 7.
iv. If the new dividend is
sufficient to be divided by the
divisor, repeat the process .
ii. So place the 1st quotient,
which is 8, above the digit 9,
i.e. above the right end of “59”.
7) 5
5
8
9
6
3
3
5
8
8
5
3
iii. Subtract the
product of the
quotient with the
divisor, 8x7=56.
Bring down the
rest of the digits,
this is the new
dividend.
35. Division II
For divisions of larger numbers, we first have to determine the
placement of the quotient. Example A. Divide 598 ÷ 7.
Find the quotient and the remainder.
The first digit of the
quotient is to be placed
at the right end of the
part of the dividend that
is sufficient to be divided
by the divisor.
i. Starting from the left of the
dividend, the digit 5 is not
enough to be divided by 7.
But the two-left digits, or 59,
is enough to be divided by 7.
iv. If the new dividend is
sufficient to be divided by the
divisor, repeat the process .
If not, this is the remainder.
ii. So place the 1st quotient,
which is 8, above the digit 9,
i.e. above the right end of “59”.
7) 5
5
8
9
6
3
3
Remainder
5
8
8
5
3
iii. Subtract the
product of the
quotient with the
divisor, 8x7=56.
Bring down the
rest of the digits,
this is the new
dividend.
36. Division II
For divisions of larger numbers, we first have to determine the
placement of the quotient. Example A. Divide 598 ÷ 7.
Find the quotient and the remainder.
The first digit of the
quotient is to be placed
at the right end of the
part of the dividend that
is sufficient to be divided
by the divisor.
i. Starting from the left of the
dividend, the digit 5 is not
enough to be divided by 7.
But the two-left digits, or 59,
is enough to be divided by 7.
iv. If the new dividend is
sufficient to be divided by the
divisor, repeat the process .
If not, this is the remainder.
ii. So place the 1st quotient,
which is 8, above the digit 9,
i.e. above the right end of “59”.
7) 5
5
8
9
6
3
3
Remainder
5
8
8
5
3
iii. Subtract the
product of the
quotient with the
divisor, 8x7=56.
Bring down the
rest of the digits,
this is the new
dividend.
Hence 598 ÷ 7 = 85 with R = 3
or that 598 = 7 x 85 + 3.
37. Division II
It’s possible that when entering the new quotient there is one or
more spaces between it and the previous quotient, we must fill
in 0’s in those spaces.
38. Division II
It’s possible that when entering the new quotient there is one or
more spaces between it and the previous quotient, we must fill
in 0’s in those spaces.
c. (Filling in 0’s) Divide 919 ÷ 9.
9 )9
1
9
39. Division II
It’s possible that when entering the new quotient there is one or
more spaces between it and the previous quotient, we must fill
in 0’s in those spaces.
c. (Filling in 0’s) Divide 919 ÷ 9.
i. Starting from the left of the
dividend, 9 goes into 9 once.
1
9 )9 1
9
9
40. Division II
It’s possible that when entering the new quotient there is one or
more spaces between it and the previous quotient, we must fill
in 0’s in those spaces.
c. (Filling in 0’s) Divide 919 ÷ 9.
i. Starting from the left of the
dividend, 9 goes into 9 once.
ii. Subtract the
product 1x9.
iii. Bring down the rest of
the digits, this is the new
dividend.
1
9 )9 1
9
9
41. Division II
It’s possible that when entering the new quotient there is one or
more spaces between it and the previous quotient, we must fill
in 0’s in those spaces.
c. (Filling in 0’s) Divide 919 ÷ 9.
i. Starting from the left of the
dividend, 9 goes into 9 once.
ii. Subtract the
product 1x9.
iii. Bring down the rest of
the digits, this is the new
dividend.
1
9 )9 1
9
1
9
9
42. Division II
It’s possible that when entering the new quotient there is one or
more spaces between it and the previous quotient, we must fill
in 0’s in those spaces.
c. (Filling in 0’s) Divide 919 ÷ 9.
iv. 1 is not enough to
be divided by 9,
so the quotient is 0.
i. Starting from the left of the
dividend, 9 goes into 9 once.
ii. Subtract the
product 1x9.
iii. Bring down the rest of
the digits, this is the new
dividend.
1 0
9 )9 1
9
1
9
9
43. Division II
It’s possible that when entering the new quotient there is one or
more spaces between it and the previous quotient, we must fill
in 0’s in those spaces.
c. (Filling in 0’s) Divide 919 ÷ 9.
iv. 1 is not enough to
be divided by 9,
so the quotient is 0.
i. Starting from the left of the
dividend, 9 goes into 9 once.
ii. Subtract the
product 1x9.
iii. Bring down the rest of
the digits, this is the new
dividend.
1 0
9 )9 1
9
1
2
9
9
v. Enter the 2 as the
quotient for 19 divided
by 9.
44. Division II
It’s possible that when entering the new quotient there is one or
more spaces between it and the previous quotient, we must fill
in 0’s in those spaces.
c. (Filling in 0’s) Divide 919 ÷ 9.
iv. 1 is not enough to
be divided by 9,
so the quotient is 0.
i. Starting from the left of the
dividend, 9 goes into 9 once.
ii. Subtract the
product 1x9.
iii. Bring down the rest of
the digits, this is the new
dividend.
1 0
9 )9 1
9
1
1
2
9
9
8
v. Enter the 2 as the
quotient for 19 divided
by 9.
vi. Continue the
process, subtract the
product 2x9=18,
45. Division II
It’s possible that when entering the new quotient there is one or
more spaces between it and the previous quotient, we must fill
in 0’s in those spaces.
c. (Filling in 0’s) Divide 919 ÷ 9.
iv. 1 is not enough to
be divided by 9,
so the quotient is 0.
i. Starting from the left of the
dividend, 9 goes into 9 once.
ii. Subtract the
product 1x9.
iii. Bring down the rest of
the digits, this is the new
dividend.
1 0
9 )9 1
9
1
1
2
9
9
8
1
v. Enter the 2 as the
quotient for 19 divided
by 9.
vi. Continue the
process, subtract the
product 2x9=18,
we have R=1, stop.
46. Division II
It’s possible that when entering the new quotient there is one or
more spaces between it and the previous quotient, we must fill
in 0’s in those spaces.
c. (Filling in 0’s) Divide 919 ÷ 9.
iv. 1 is not enough to
be divided by 9,
so the quotient is 0.
i. Starting from the left of the
dividend, 9 goes into 9 once.
ii. Subtract the
product 1x9.
iii. Bring down the rest of
the digits, this is the new
dividend.
1 0
9 )9 1
9
1
1
2
9
9
8
1
v. Enter the 2 as the
quotient for 19 divided
by 9.
vi. Continue the
process, subtract the
product 2x9=18,
we have R=1, stop.
Hence 919 ÷ 9 = 102 with remainder 1 or that
909 = 9 x 101.
47. c. Divide 74317 ÷ 37.
Find the Q and R.
Division II
3 7 )7
4
3 1
7
48. c. Divide 74317 ÷ 37.
Find the Q and R.
Division II
i. Starting from the left,
37 goes into 74 twice.
3 7 )7
2
4
3 1
7
49. c. Divide 74317 ÷ 37.
Find the Q and R.
Division II
i. Starting from the left,
37 goes into 74 twice.
ii. Subtract 2x37.
3 7 )7
7
2
4
4
3 1
7
50. c. Divide 74317 ÷ 37.
Find the Q and R.
Division II
i. Starting from the left,
37 goes into 74 twice.
ii. Subtract 2x37.
iii. Bring down the rest of
the digits, this is the new
dividend.
3 7 )7
7
2
4
4
3 1
7
3 1
7
51. c. Divide 74317 ÷ 37.
Find the Q and R.
Division II
i. Starting from the left,
37 goes into 74 twice.
ii. Subtract 2x37.
iii. Bring down the rest of
the digits, this is the new
dividend.
iv. We need the entire 317
to be divided by 37.
3 7 )7
7
2
4
4
3 1
7
3 1
7
52. c. Divide 74317 ÷ 37.
Find the Q and R.
Division II
v. The two skipped-spaces
must be filled by two “0’s”.
i. Starting from the left,
37 goes into 74 twice.
ii. Subtract 2x37.
iii. Bring down the rest of
the digits, this is the new
dividend.
iv. We need the entire 317
to be divided by 37.
3 7 )7
7
2 0 0
4 3 1
4
3 1
7
7
53. c. Divide 74317 ÷ 37.
Find the Q and R.
Division II
v. The two skipped-spaces
must be filled by two “0’s”.
i. Starting from the left,
37 goes into 74 twice.
ii. Subtract 2x37.
iii. Bring down the rest of
the digits, this is the new
dividend.
iv. We need the entire 317
to be divided by 37.
One checks that
the quotient is 8.
3 7 )7
7
2 0 0 8
4 3 1 7
4
3 1 7
54. c. Divide 74317 ÷ 37.
Find the Q and R.
Division II
v. The two skipped-spaces
must be filled by two “0’s”.
i. Starting from the left,
37 goes into 74 twice.
ii. Subtract 2x37.
iii. Bring down the rest of
the digits, this is the new
dividend.
iv. We need the entire 317
to be divided by 37.
One checks that
the quotient is 8.
3 7 )7
7
2 0
4 3
4
3
2
0 8
1 7
1
9
7
6
vi. Continue, subtract
8x37=296
55. c. Divide 74317 ÷ 37.
Find the Q and R.
Division II
v. The two skipped-spaces
must be filled by two “0’s”.
i. Starting from the left,
37 goes into 74 twice.
ii. Subtract 2x37.
iii. Bring down the rest of
the digits, this is the new
dividend.
iv. We need the entire 317
to be divided by 37.
One checks that
the quotient is 8.
3 7 )7
7
2 0
4 3
4
3
2
0 8
1 7
1
9
2
7
6
1
vi. Continue, subtract
8x37=296 so R=21,
which is not enough to
be divided by 37, so stop.
56. c. Divide 74317 ÷ 37.
Find the Q and R.
Division II
v. The two skipped-spaces
must be filled by two “0’s”.
i. Starting from the left,
37 goes into 74 twice.
ii. Subtract 2x37.
iii. Bring down the rest of
the digits, this is the new
dividend.
3 7 )7
7
2 0
4 3
4
3
2
iv. We need the entire 317
to be divided by 37.
One checks that
the quotient is 8.
Hence 74317 ÷ 37 = 2008 with R = 21,
or that 74317 = 2008(37) + 21.
0 8
1 7
1
9
2
7
6
1
vi. Continue, subtract
8x37=296 so R=21,
which is not enough to
be divided by 37, so stop.