The document discusses order of operations and exponents. It explains that when evaluating arithmetic expressions, operations should be performed in a specific order: 1) operations within grouping symbols, 2) multiplication and division from left to right, and 3) addition and subtraction from left to right. Exponents are defined as the number of times a base is used as a factor, with the exponent written as a superscript. Examples are provided to demonstrate applying order of operations correctly.
The document discusses order of operations and how to correctly evaluate mathematical expressions. It provides examples of evaluating expressions involving multiplication, division, addition, subtraction, exponents, and grouping symbols. The order of operations is: 1) operations within grouping symbols from innermost to outermost, 2) multiplication and division from left to right, 3) addition and subtraction from left to right. Examples are worked through step-by-step to demonstrate applying the order of operations rules.
The document discusses order of operations and using parentheses to indicate the order in which calculations should be performed. It provides examples of calculating the total value of bills using multiplication and addition. Rules for order of operations are given as: 1) perform operations within parentheses first, 2) do multiplication and division from left to right, 3) do addition and subtraction from left to right. Following the proper order of operations is important for obtaining the correct solution.
The document discusses order of operations and how to correctly evaluate mathematical expressions. It provides examples of evaluating expressions involving multiplication, division, addition, subtraction, grouping symbols and exponents. The key steps are to perform operations within grouping symbols from the innermost out, then multiplication and division from left to right, followed by addition and subtraction from left to right. Setting clear rules for order of operations ensures the correct solution is obtained.
1 s3 multiplication and division of signed numbersmath123a
The document discusses rules for multiplying signed numbers. It states that to multiply two signed numbers, multiply their absolute values and use rules to determine the sign of the product: two numbers with the same sign yield a positive product, while two numbers with opposite signs yield a negative product. It also discusses that in algebra, operations are often implied rather than written out. The even-odd rule determines the sign of products with multiple factors: an even number of negative factors yields a positive product, while an odd number yields a negative product.
22 multiplication and division of signed numbersalg1testreview
To multiply two signed numbers, multiply their absolute values and use the following rules for the sign of the product:
- Two numbers with the same sign yield a positive product
- Two numbers with opposite signs yield a negative product
In algebra, if there is no indicated operation between quantities, it represents multiplication. For example, xy means x * y. However, if there is a + or - between parentheses and a quantity, it represents combining terms rather than multiplication.
47 operations of 2nd degree expressions and formulasalg1testreview
The document discusses operations involving binomials and trinomials. It defines a binomial as a two-term polynomial of the form ax + b and a trinomial as a three-term polynomial of the form ax2 + bx + c. It states that the product of two binomials is a trinomial that can be found using the FOIL method: multiplying the first, outer, inner, and last terms. The FOIL method is demonstrated through examples multiplying binomial expressions. Expanding products involving negative binomials requires distributing the negative sign before using FOIL.
The document discusses notation and algebra of functions. It explains that functions assign unique outputs to inputs and are often written as formulas like f(x)=x^2-2x+3. The input box (x) holds the input value to be evaluated in the defining formula. New functions can be formed using addition, subtraction, multiplication, and division of existing functions.
The document discusses notation and algebra of functions. It defines a function as a procedure that assigns a unique output to each valid input. Most mathematical functions are represented by formulas like f(x) = x^2 - 2x + 3, where f(x) is the name of the function, x is the input variable, and the formula defines the relationship between input and output. New functions can be formed using basic operations like addition, subtraction, multiplication, and division of existing functions. Examples are provided to demonstrate evaluating functions at given inputs and combining functions algebraically.
The document discusses order of operations and how to correctly evaluate mathematical expressions. It provides examples of evaluating expressions involving multiplication, division, addition, subtraction, exponents, and grouping symbols. The order of operations is: 1) operations within grouping symbols from innermost to outermost, 2) multiplication and division from left to right, 3) addition and subtraction from left to right. Examples are worked through step-by-step to demonstrate applying the order of operations rules.
The document discusses order of operations and using parentheses to indicate the order in which calculations should be performed. It provides examples of calculating the total value of bills using multiplication and addition. Rules for order of operations are given as: 1) perform operations within parentheses first, 2) do multiplication and division from left to right, 3) do addition and subtraction from left to right. Following the proper order of operations is important for obtaining the correct solution.
The document discusses order of operations and how to correctly evaluate mathematical expressions. It provides examples of evaluating expressions involving multiplication, division, addition, subtraction, grouping symbols and exponents. The key steps are to perform operations within grouping symbols from the innermost out, then multiplication and division from left to right, followed by addition and subtraction from left to right. Setting clear rules for order of operations ensures the correct solution is obtained.
1 s3 multiplication and division of signed numbersmath123a
The document discusses rules for multiplying signed numbers. It states that to multiply two signed numbers, multiply their absolute values and use rules to determine the sign of the product: two numbers with the same sign yield a positive product, while two numbers with opposite signs yield a negative product. It also discusses that in algebra, operations are often implied rather than written out. The even-odd rule determines the sign of products with multiple factors: an even number of negative factors yields a positive product, while an odd number yields a negative product.
22 multiplication and division of signed numbersalg1testreview
To multiply two signed numbers, multiply their absolute values and use the following rules for the sign of the product:
- Two numbers with the same sign yield a positive product
- Two numbers with opposite signs yield a negative product
In algebra, if there is no indicated operation between quantities, it represents multiplication. For example, xy means x * y. However, if there is a + or - between parentheses and a quantity, it represents combining terms rather than multiplication.
47 operations of 2nd degree expressions and formulasalg1testreview
The document discusses operations involving binomials and trinomials. It defines a binomial as a two-term polynomial of the form ax + b and a trinomial as a three-term polynomial of the form ax2 + bx + c. It states that the product of two binomials is a trinomial that can be found using the FOIL method: multiplying the first, outer, inner, and last terms. The FOIL method is demonstrated through examples multiplying binomial expressions. Expanding products involving negative binomials requires distributing the negative sign before using FOIL.
The document discusses notation and algebra of functions. It explains that functions assign unique outputs to inputs and are often written as formulas like f(x)=x^2-2x+3. The input box (x) holds the input value to be evaluated in the defining formula. New functions can be formed using addition, subtraction, multiplication, and division of existing functions.
The document discusses notation and algebra of functions. It defines a function as a procedure that assigns a unique output to each valid input. Most mathematical functions are represented by formulas like f(x) = x^2 - 2x + 3, where f(x) is the name of the function, x is the input variable, and the formula defines the relationship between input and output. New functions can be formed using basic operations like addition, subtraction, multiplication, and division of existing functions. Examples are provided to demonstrate evaluating functions at given inputs and combining functions algebraically.
2 addition and subtraction of signed numbers 125sTzenma
The document discusses the rules for adding and subtracting signed numbers. It states that to add signed numbers, remove parentheses and combine the numbers. To subtract signed numbers, it is necessary to understand the concept of opposite numbers. The opposite of a number x is -x, and the opposite of -x is x. The rule for subtraction is to remove parentheses and combine the number with the opposite of what is in parentheses. Several examples are provided to demonstrate how to apply these rules to calculate the sum or difference of signed numbers.
This document provides examples of evaluating basic functions and finding their domains. It evaluates the functions f(x) = -3x - 3 and g(x) = -2x^2 - 3x + 1 at x = -2, finding f(-2) = 3 and g(-2) = -1. It then evaluates f(-2) - g(-2) = 4. It also finds the domains of two other functions: the domain of f(x) = 1/(2x + 6) is all numbers except x = -3, and the domain of f(x) = √(2x + 6) is all numbers where x > -3.
The document discusses methods for multiplying binomial expressions. It defines a binomial as a two-term polynomial of the form ax + b, and a trinomial as a three-term polynomial of the form ax^2 + bx + c. It then introduces the FOIL method for multiplying two binomials, which results in a trinomial. FOIL stands for First, Outer, Inner, Last - referring to which terms to multiply to obtain each term in the trinomial product. The document provides examples working through multiplying binomials using FOIL. It also discusses approaches for expanding expressions with a negative binomial, such as distributing the negative sign first before using FOIL.
The document provides homework assignments and practice problems involving order of operations and evaluating expressions with exponents. It includes:
1) Assigning homework problems from the textbook pages 182 and 188 evaluating expressions and their divisibility.
2) Examples of evaluating expressions with exponents such as -x4 and (-x)4.
3) Practice problems simplifying expressions and evaluating expressions for given values using order of operations.
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.
The document discusses functions and their basic language. It defines a function as a procedure that assigns each input exactly one output. It provides examples of functions, such as a license number to name function. It explains that a function must have a domain (set of inputs) and range (set of outputs). Functions can be represented graphically, through tables of inputs and outputs, or with mathematical formulas.
The document discusses mathematical expressions and polynomials. It provides examples of algebraic expressions and operations with polynomials, such as factoring polynomials. Factoring polynomials makes it easier to calculate outputs, simplify rational expressions, and solve equations. One example factors the polynomial 2x3 - 5x2 + 2x and shows it is easier to evaluate the factored form for different values of x than the original polynomial. The key purposes of factoring polynomials are to simplify calculations and operations.
The document discusses mathematical expressions and polynomials. It provides examples of algebraic expressions and operations with polynomials, such as factoring polynomials. Factoring polynomials makes it easier to calculate outputs, simplify rational expressions, and solve equations. One example factors the polynomial 64x3 + 125 into (4x + 5)(16x2 - 20x + 25). It notes that factoring polynomials is useful for evaluating polynomial expressions more easily, as demonstrated by an example evaluating the factored form of 2x3 - 5x2 + 2x for various values of x.
The document discusses mathematical expressions and algebraic expressions. It provides examples of algebraic expressions like 3x^2 - 2x + 4 and explains how to perform operations on polynomial expressions, like factoring 64x^3 + 125 as (4x + 5)(16x^2 - 20x + 25). The key purposes of factoring polynomials are stated as making it easier to calculate outputs, simplify rational expressions, and solve equations. An example is given to evaluate the factored expression 2x^3 - 5x^2 + 2x for various values of x.
The document discusses complex numbers. It begins by explaining that the equation x^2 = -1 has no real solutions, so an imaginary number i is defined such that i^2 = -1. A complex number is then defined as a number of the form a + bi, where a is the real part and bi is the imaginary part. Rules for adding, subtracting and multiplying complex numbers by treating i as a variable and setting i^2 to -1 are provided. Examples of solving equations and performing operations with complex numbers are given.
This document discusses solving numerical equations involving logarithmic and exponential functions. It provides examples of solving both log equations and exponential equations. To solve log equations, the problems are rewritten in exponential form by removing the log. To solve exponential equations, the exponents are brought down by rewriting the problem in logarithmic form. Steps include isolating the exponential or logarithmic term containing the unknown, rewriting the equation accordingly, and then solving for the unknown variable. Practice problems with solutions are provided to illustrate the process.
This document discusses first degree functions and linear equations. It explains that most real-world mathematical functions can be composed of algebraic, trigonometric, or exponential/log formulas. Linear equations of the form Ax + By = C represent straight lines that can be graphed by finding the x- and y-intercepts. If an equation contains only one variable, it represents a vertical or horizontal line. The slope-intercept form y = mx + b is introduced, where m is the slope and b is the y-intercept. Slope is defined as the ratio of the rise over the run between two points on a line.
The document discusses operations that can be performed on polynomial expressions. It defines terms and like-terms in polynomials, and explains that like-terms can be combined while unlike terms cannot. It provides examples of combining like-terms, expanding polynomials using the distributive property, multiplying terms and polynomials, and simplifying the results.
The document discusses using sign charts to determine the sign (positive, negative, or zero) of polynomials and rational expressions for different values of x. It provides examples of drawing sign charts for various expressions and using them to solve inequality statements. Key steps include factoring expressions, identifying zeros and undefined values, and testing sample points in each interval to determine the sign over that interval. Sign charts can then be used to easily solve inequality statements by identifying the intervals where the expression is positive or negative.
The document discusses the order of operations, which is a rule for evaluating mathematical expressions containing multiple operations. It explains that the order of operations is: 1) Evaluate expressions inside grouping symbols (parentheses, brackets, braces) from innermost to outermost. 2) Evaluate exponents. 3) Perform multiplication and division from left to right. 4) Perform addition and subtraction from left to right. Mnemonics like PEMDAS are provided to help remember the order. Examples of applying the order of operations to evaluate expressions are provided.
1.0 factoring trinomials the ac method and making lists-xmath260
The document discusses factoring trinomials and making lists of numbers to help determine which trinomials are factorable. It states that trinomials are either factorable, where they can be written as the product of two binomials, or prime/unfactorable. Making lists of numbers that satisfy certain criteria, like having a product of the top number in a table, can help identify factorable trinomials and determine the factors.
The document discusses evaluating the formula log[(2x+1)/(sin1/3(x)+1)] at x=0 and x=10 degrees using a scientific calculator. It explains that the answer is 0 at x=0 and approximately 1.13 at x=10 degrees. It then describes the keyboard of a typical scientific calculator, noting the number, operation, yx, sin, log and formula keys. The rest of the document provides examples and definitions of algebraic, trigonometric and exponential-log formulas.
The document discusses various sorting algorithms and their time complexities, including counting sort, radix sort, bucket sort, and lower bounds for comparison-based sorting. Counting sort counts the number of occurrences of each key and uses the counts to place the elements in output array in correct positions. Radix sort performs counting sort repeatedly based on each digit of keys written in a given base. Bucket sort distributes elements into buckets based on their hashed values and sorts individual buckets. The time complexity of bucket sort is linear on average if elements are randomly distributed.
The document discusses how to graph quadratic equations in the form of y = ax^2 + bx + c. It states that the graphs are parabolas with a vertex and center line. To graph a parabola, one finds the vertex, another point such as the y-intercept, reflects that point across the center line, and finds the x-intercept to complete the parabola.
The document discusses order of operations and how to correctly evaluate mathematical expressions. It provides examples of calculating the total value of different combinations of bills. It explains that operations inside parentheses should be performed first, followed by multiplication and division from left to right, and then addition and subtraction from left to right. This established order of operations ensures the correct solution is obtained. The document also includes an example problem set for readers to practice applying the proper order of operations without performing steps that are excluded based on the established rules.
This document provides an overview of rational numbers and their properties. It defines rational numbers as any numbers that can be written as a ratio, and discusses fractions, reciprocals, ordering rational numbers, and calculator tips for adding and subtracting mixed numbers. The document is presented as teaching slides for a lesson on rational numbers, their vocabulary and key concepts.
This document reviews the order of operations and encourages students to practice using their calculators. It defines exponents first, then lists the standard order of operations as 1) parentheses, 2) exponents, 3) multiplication and division from left to right, 4) addition and subtraction from left to right. Students are reminded to use parentheses on their calculators the same way they are used in written equations.
2 addition and subtraction of signed numbers 125sTzenma
The document discusses the rules for adding and subtracting signed numbers. It states that to add signed numbers, remove parentheses and combine the numbers. To subtract signed numbers, it is necessary to understand the concept of opposite numbers. The opposite of a number x is -x, and the opposite of -x is x. The rule for subtraction is to remove parentheses and combine the number with the opposite of what is in parentheses. Several examples are provided to demonstrate how to apply these rules to calculate the sum or difference of signed numbers.
This document provides examples of evaluating basic functions and finding their domains. It evaluates the functions f(x) = -3x - 3 and g(x) = -2x^2 - 3x + 1 at x = -2, finding f(-2) = 3 and g(-2) = -1. It then evaluates f(-2) - g(-2) = 4. It also finds the domains of two other functions: the domain of f(x) = 1/(2x + 6) is all numbers except x = -3, and the domain of f(x) = √(2x + 6) is all numbers where x > -3.
The document discusses methods for multiplying binomial expressions. It defines a binomial as a two-term polynomial of the form ax + b, and a trinomial as a three-term polynomial of the form ax^2 + bx + c. It then introduces the FOIL method for multiplying two binomials, which results in a trinomial. FOIL stands for First, Outer, Inner, Last - referring to which terms to multiply to obtain each term in the trinomial product. The document provides examples working through multiplying binomials using FOIL. It also discusses approaches for expanding expressions with a negative binomial, such as distributing the negative sign first before using FOIL.
The document provides homework assignments and practice problems involving order of operations and evaluating expressions with exponents. It includes:
1) Assigning homework problems from the textbook pages 182 and 188 evaluating expressions and their divisibility.
2) Examples of evaluating expressions with exponents such as -x4 and (-x)4.
3) Practice problems simplifying expressions and evaluating expressions for given values using order of operations.
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.
The document discusses functions and their basic language. It defines a function as a procedure that assigns each input exactly one output. It provides examples of functions, such as a license number to name function. It explains that a function must have a domain (set of inputs) and range (set of outputs). Functions can be represented graphically, through tables of inputs and outputs, or with mathematical formulas.
The document discusses mathematical expressions and polynomials. It provides examples of algebraic expressions and operations with polynomials, such as factoring polynomials. Factoring polynomials makes it easier to calculate outputs, simplify rational expressions, and solve equations. One example factors the polynomial 2x3 - 5x2 + 2x and shows it is easier to evaluate the factored form for different values of x than the original polynomial. The key purposes of factoring polynomials are to simplify calculations and operations.
The document discusses mathematical expressions and polynomials. It provides examples of algebraic expressions and operations with polynomials, such as factoring polynomials. Factoring polynomials makes it easier to calculate outputs, simplify rational expressions, and solve equations. One example factors the polynomial 64x3 + 125 into (4x + 5)(16x2 - 20x + 25). It notes that factoring polynomials is useful for evaluating polynomial expressions more easily, as demonstrated by an example evaluating the factored form of 2x3 - 5x2 + 2x for various values of x.
The document discusses mathematical expressions and algebraic expressions. It provides examples of algebraic expressions like 3x^2 - 2x + 4 and explains how to perform operations on polynomial expressions, like factoring 64x^3 + 125 as (4x + 5)(16x^2 - 20x + 25). The key purposes of factoring polynomials are stated as making it easier to calculate outputs, simplify rational expressions, and solve equations. An example is given to evaluate the factored expression 2x^3 - 5x^2 + 2x for various values of x.
The document discusses complex numbers. It begins by explaining that the equation x^2 = -1 has no real solutions, so an imaginary number i is defined such that i^2 = -1. A complex number is then defined as a number of the form a + bi, where a is the real part and bi is the imaginary part. Rules for adding, subtracting and multiplying complex numbers by treating i as a variable and setting i^2 to -1 are provided. Examples of solving equations and performing operations with complex numbers are given.
This document discusses solving numerical equations involving logarithmic and exponential functions. It provides examples of solving both log equations and exponential equations. To solve log equations, the problems are rewritten in exponential form by removing the log. To solve exponential equations, the exponents are brought down by rewriting the problem in logarithmic form. Steps include isolating the exponential or logarithmic term containing the unknown, rewriting the equation accordingly, and then solving for the unknown variable. Practice problems with solutions are provided to illustrate the process.
This document discusses first degree functions and linear equations. It explains that most real-world mathematical functions can be composed of algebraic, trigonometric, or exponential/log formulas. Linear equations of the form Ax + By = C represent straight lines that can be graphed by finding the x- and y-intercepts. If an equation contains only one variable, it represents a vertical or horizontal line. The slope-intercept form y = mx + b is introduced, where m is the slope and b is the y-intercept. Slope is defined as the ratio of the rise over the run between two points on a line.
The document discusses operations that can be performed on polynomial expressions. It defines terms and like-terms in polynomials, and explains that like-terms can be combined while unlike terms cannot. It provides examples of combining like-terms, expanding polynomials using the distributive property, multiplying terms and polynomials, and simplifying the results.
The document discusses using sign charts to determine the sign (positive, negative, or zero) of polynomials and rational expressions for different values of x. It provides examples of drawing sign charts for various expressions and using them to solve inequality statements. Key steps include factoring expressions, identifying zeros and undefined values, and testing sample points in each interval to determine the sign over that interval. Sign charts can then be used to easily solve inequality statements by identifying the intervals where the expression is positive or negative.
The document discusses the order of operations, which is a rule for evaluating mathematical expressions containing multiple operations. It explains that the order of operations is: 1) Evaluate expressions inside grouping symbols (parentheses, brackets, braces) from innermost to outermost. 2) Evaluate exponents. 3) Perform multiplication and division from left to right. 4) Perform addition and subtraction from left to right. Mnemonics like PEMDAS are provided to help remember the order. Examples of applying the order of operations to evaluate expressions are provided.
1.0 factoring trinomials the ac method and making lists-xmath260
The document discusses factoring trinomials and making lists of numbers to help determine which trinomials are factorable. It states that trinomials are either factorable, where they can be written as the product of two binomials, or prime/unfactorable. Making lists of numbers that satisfy certain criteria, like having a product of the top number in a table, can help identify factorable trinomials and determine the factors.
The document discusses evaluating the formula log[(2x+1)/(sin1/3(x)+1)] at x=0 and x=10 degrees using a scientific calculator. It explains that the answer is 0 at x=0 and approximately 1.13 at x=10 degrees. It then describes the keyboard of a typical scientific calculator, noting the number, operation, yx, sin, log and formula keys. The rest of the document provides examples and definitions of algebraic, trigonometric and exponential-log formulas.
The document discusses various sorting algorithms and their time complexities, including counting sort, radix sort, bucket sort, and lower bounds for comparison-based sorting. Counting sort counts the number of occurrences of each key and uses the counts to place the elements in output array in correct positions. Radix sort performs counting sort repeatedly based on each digit of keys written in a given base. Bucket sort distributes elements into buckets based on their hashed values and sorts individual buckets. The time complexity of bucket sort is linear on average if elements are randomly distributed.
The document discusses how to graph quadratic equations in the form of y = ax^2 + bx + c. It states that the graphs are parabolas with a vertex and center line. To graph a parabola, one finds the vertex, another point such as the y-intercept, reflects that point across the center line, and finds the x-intercept to complete the parabola.
The document discusses order of operations and how to correctly evaluate mathematical expressions. It provides examples of calculating the total value of different combinations of bills. It explains that operations inside parentheses should be performed first, followed by multiplication and division from left to right, and then addition and subtraction from left to right. This established order of operations ensures the correct solution is obtained. The document also includes an example problem set for readers to practice applying the proper order of operations without performing steps that are excluded based on the established rules.
This document provides an overview of rational numbers and their properties. It defines rational numbers as any numbers that can be written as a ratio, and discusses fractions, reciprocals, ordering rational numbers, and calculator tips for adding and subtracting mixed numbers. The document is presented as teaching slides for a lesson on rational numbers, their vocabulary and key concepts.
This document reviews the order of operations and encourages students to practice using their calculators. It defines exponents first, then lists the standard order of operations as 1) parentheses, 2) exponents, 3) multiplication and division from left to right, 4) addition and subtraction from left to right. Students are reminded to use parentheses on their calculators the same way they are used in written equations.
The document summarizes a presentation on standard operating procedures (SOPs) given at the 2010 Colorado Rural Water Associates Fall Conference. It discusses what SOPs are, their purpose, benefits, and writing styles. It provides guidance on preparing SOPs, including determining which procedures to document, writing at different levels of detail, review and approval processes, and examples. The presentation covered SOP templates, quality management plans, and encouraged discussion among attendees about developing SOPs for their own water systems.
This document presents an approach to developing a framework for successfully implementing and using standard operating procedures (SOPs). It identifies common causes for SOP failures, such as human/quality factors and lack of employee involvement. It also outlines a three-phase SOP implementation process: 1) identifying the right team, 2) documenting SOPs appropriately, and 3) sustaining improvements through review and benefits tracking. The goal is to distinguish guidelines, operating instructions, and mandatory instructions to maximize efficiency and minimize errors.
This document discusses the importance of order and provides questions and activities about order of operations in math. It asks questions about how order relates to everyday life and provides examples of order in nature and society. Students are asked to come up with their own examples of order from their lives. The document then discusses the order of operations, with parentheses first, exponents second, multiplication/division third, and addition/subtraction fourth. Students work through practice problems applying the order of operations and discuss why the order matters and why we need agreed-upon conventions.
This document provides an overview and outline of a Standard Operating Procedure (SOP) for filing a Clinical Trial Application (CTA) to Health Canada. The SOP aims to facilitate successful CTA filing by providing tools, relevant links and standardized procedures. It discusses the contents and modules of a CTA, including an introduction, project charter, scope, stakeholders, types of clinical trials, application outline, quality management, standard operating procedures, and records. The overall goal is to create an SOP that guides CTA preparation and avoids discrepancies with Health Canada requirements.
The document discusses the order of operations rules for evaluating arithmetic expressions. It explains that the order is: 1) operations within grouping symbols, 2) exponents, 3) multiplication and division from left to right, 4) addition and subtraction from left to right. Following the order of operations is important so that everyone calculates expressions the same way and achieves consistent results. The document provides examples of evaluating expressions with different operations like exponents, grouping symbols, and fractions.
The document discusses integers and rational numbers including:
- All integers are rational numbers because they can be written as fractions.
- Negative numbers are expressed with a negative sign such as -77 feet below sea level.
- When multiplying integers, a positive result occurs with an even number of negatives and a negative result with an odd number.
- Coordinates are plotted on a coordinate plane and basic operations are performed with integers and rational numbers.
The document explains the order of operations (PEMDAS) for evaluating mathematical expressions. PEMDAS stands for Parentheses, Exponents, Multiplication, Division, Addition, Subtraction. It should be followed from left to right. Parentheses contain expressions that are evaluated first. Exponents represent multiplication and are done before multiplication and division from left to right. The same order applies to multiplication/division and addition/subtraction from left to right. An example equation is worked through step-by-step to demonstrate PEMDAS.
The Standard Operating Procedures document outlines the steps to follow for various tasks and operations. It provides guidelines for employees to ensure consistency and quality in work processes. Adhering to SOPs helps employees perform their duties correctly and efficiently.
The document discusses the order of operations when evaluating expressions with multiple operations. It explains that parentheses must be evaluated first from left to right, then multiplication and division from left to right, and finally addition and subtraction from left to right. Examples are provided to demonstrate applying the proper order of operations to ensure the correct evaluation of expressions.
Standard Operating Procedure (SOP) for Information Technology (IT) OperationsRonald Bartels
Title of SOP
Dates
Issue date
Effective date
Document history
Approvals
Description
Purpose and background
Scope
Definitions
Operations
Maintenance
Projects
Business justification and project request form
Project Lite methodology (mini projects)
Large projects
Fulfilment
Example - Video conferencing
Quality and targets
Vital functions affected by this SOP
Lessons learned
Record and Document Management
References
Standards
Images
Diagrams
Equipment, hardware and software lists
Labelling and naming standards
Checklists
Installation
Configuration
Testing
Financial
Budget exception / deviation
Risk
The CRAMM Risk management methodology
Meerkat Risk Methodology
Information Security
Physical security
Service Continuity
Risk evaluation and control
Business impact analysis
Develop continuity strategies
Emergency response and operations
Developing and implementing the BCP
Awareness and training program
Maintaining and exercising the BCP
Standards and guidelines
Escalations
Roles and responsibilities
The Uberfingers team leaders dashboard
Shifts
Training
Monitoring requirements
Change
Stakeholders
Request for change
Apply for testing
Configuration management database
Impact and risk assessment
Change Advisory Board (CAB)
Installation in testing
Test installation review
Testing in progress
Operational acceptance phase
Ready for live
Implementation in live
Go Live acceptance
Live
Integration with Service Desk
Change types
Vendors
Review and evaluation of vendors
Maintenance
Warranty
Handling Incidents and Troubleshooting procedures
The Expanded Incident Lifecycle
Service review
Meetings
Previous period
Performance review
Current issues
Peripheral issues
Grading of service desk interaction
Grading of service desk escalation
Checklist for SOP
Addendum
Service catalogue
The document discusses the format and guidelines for writing standard operating procedures (SOPs). It provides details on who should write SOPs, who they are intended for, when they should be written and tested, and an example format. Effective SOP writing uses short, clear, step-by-step imperative sentences rather than passive constructions. Guidelines include writing and testing SOPs before a new job, revising when processes or equipment change, and updating them regularly.
1) The document provides an overview of sales management in the fast moving consumer goods (FMCG) industry in India, including industry trends, organizational structures, and key roles and functions.
2) It describes the FMCG industry in India and key trends like consolidation, product innovation, and a focus on rural markets.
3) Different sales organizational structures are presented for various FMCG companies operating in India, either based on geography, management functions, products or customers. Key sales roles like sales managers and executives are also outlined.
This document provides an overview of customer service. It discusses key concepts like the nature of customer service, features of an effective strategy, and components including strategic, logistical, and non-logistical elements. It also addresses measuring service quality, identifying service gaps, and impediments. The overall presentation aims to define customer service and outline an approach for strategic customer service management.
Customer service involves elements that occur before, during, and after a transaction. Pre-transaction elements include customer service policies and order processes. Transaction elements are related to order fulfillment, such as inventory availability and delivery. Post-transaction elements involve activities like invoicing and returns. Key aspects of customer service quality are timeliness, dependability, communications, and flexibility in meeting customer needs. Service quality measures customer experience against expectations.
The document discusses order of operations and provides examples to illustrate how to correctly evaluate mathematical expressions involving multiple operations. It establishes that the order of operations is: 1) operations within grouping symbols from innermost to outermost, 2) multiplication and division from left to right, and 3) addition and subtraction from left to right. Examples with step-by-step workings demonstrate applying this order of operations to evaluate expressions involving grouping symbols, multiplication, division, addition and subtraction.
The document discusses exponents and order of operations. It defines exponents as indicating how many times the base is used as a factor. It provides examples of evaluating exponential expressions by writing repeated factors with exponents. Rules for exponents include: any number to the power of 0 equals 1; any number to the power of 1 equals the number; and multiplying exponents when the bases are the same. The order of operations is explained as: exponents, multiplication/division from left to right, and addition/subtraction from left to right. Grouping symbols like parentheses and fraction bars dictate that operations within are completed first. Several examples demonstrate applying these rules to simplify expressions.
This document discusses key concepts in the real number system including:
- Rational numbers that can be expressed as ratios of integers, and irrational numbers that cannot.
- Integers, including positive, negative and whole numbers.
- Properties of addition like commutativity, associativity and closure.
- Properties of multiplication like commutativity, associativity and distributivity.
- Absolute value and rules for performing operations on signed numbers like addition, subtraction, multiplication and division.
This document discusses complex numbers. It defines the imaginary unit i as having the property i^2 = -1. Complex numbers are expressed as a + bi, where a is the real part and bi is the imaginary part. Complex numbers can be added, subtracted, multiplied, and divided following certain properties. They can be plotted on a complex plane with the real component on the x-axis and imaginary component on the y-axis. Powers of i follow a repeating pattern of 1, -1, i, -i with the remainder of dividing the exponent by 4 determining the term. Students are assigned practice problems and a quiz on previous concepts.
This document discusses integers and the four basic operations that can be performed on them - addition, subtraction, multiplication, and division. It defines an integer as a positive or negative whole number including 0. It provides rules for performing each operation, such as the product of two integers with the same sign is positive and with different signs is negative for multiplication. Examples are worked through for each operation to demonstrate how to apply the rules.
The document provides instructions on subtracting integers. It explains:
1) To subtract integers, transform the subtraction into addition by keeping the first number and changing the second number's sign.
2) Examples are provided of subtracting integers with different signs and the same sign.
3) A multi-step word problem is worked out as an example of subtracting integers.
This document defines integers and the four basic integer operations - addition, subtraction, multiplication, and division. It provides rules for performing each operation on integers, such as the product of two integers with the same sign is positive and the product of two integers with different signs is negative. Examples are included to demonstrate applying the rules to solve integer operation problems.
This document discusses adding and subtracting integers. It provides the following rules:
1) When adding integers with the same sign, add their values and use the same sign for the sum.
2) When adding integers with opposite signs, change them to positive, subtract the smaller from the larger, and use the sign of the larger number for the sum.
3) When subtracting integers, add the opposite integer.
It then provides examples of applying these rules and an independent practice section with problems to solve.
The document contains information about rational numbers including integers, fractions, and decimals. It provides examples of adding and subtracting rational numbers on a number line. Key points include:
- Rational numbers include integers, fractions, and decimals.
- Zero is a whole number but not a positive integer.
- Examples are given of comparing rational numbers and performing addition and subtraction on a number line.
- Properties of addition like commutativity and inverses are illustrated.
The document discusses the merge sort algorithm which uses a divide and conquer approach. It works by recursively dividing an array into two halves and then merging the sorted halves. The key steps are:
1) Divide - Divide the array into equal halves repeatedly until arrays can no longer be divided.
2) Conquer - Sort the individual arrays using any sorting algorithm.
3) Combine - Merge the sorted halves back into a single sorted array by comparing elements pair-wise from both halves and writing them into the correct position in the new array.
The overall time complexity of merge sort is O(n log n) as in each recursion step, the problem size halves, resulting in log n recursive calls.
The document provides explanations and examples for adding, subtracting, multiplying, and dividing integers:
1) When adding integers with the same sign, add their absolute values and use the common sign. When adding integers with opposite signs, take the absolute difference and use the sign of the larger number.
2) To subtract an integer, add its opposite and then follow the addition rules.
3) When multiplying an even number of negatives, the result is positive. With an odd number of negatives, the result is negative.
The document provides explanations and examples for adding, subtracting, multiplying, and dividing integers.
It begins by explaining the rules for adding integers with the same sign and integers with different signs, providing examples such as -6 + -2 = -8. It then explains that subtracting integers uses the rule of "adding the opposite" and provides examples like 7 - (-6) = 13.
The document also covers multiplying and dividing integers, noting that an even number of negatives yields a positive result and an odd number yields a negative result. It provides examples such as -2(-2)(-2)= 16 and 2 (-5)= -10.
The document provides an introduction to basic operations and functions in R including:
- Creating and manipulating numeric vectors using functions like c(), mean(), max(), and indexing
- Creating and manipulating character vectors
- Using positive and negative indexing to subset vectors
- Appending values to existing vectors
- Creating and summarizing categorical data using factors and functions like table()
- Creating bar plots and pie charts to visualize categorical data
- Creating a stem-and-leaf plot to visualize a distribution
This document discusses properties of real numbers. It defines rational numbers as numbers that can be expressed as ratios of integers. It also covers order of operations and properties of real numbers such as closure, commutativity, associativity, identities, inverses, and distribution. Examples are provided to illustrate rational numbers and properties like closure. The document contains classwork assignments on real number concepts.
The document discusses mathematical expressions and polynomials. It provides examples of algebraic expressions involving variables and operations. Polynomial expressions are algebraic expressions that can be written in the form anxn + an-1xn-1 + ... + a1x + a0, where the ai coefficients are numbers. The document gives examples of factoring polynomials using formulas like a3b3 = (ab)(a2ab + b2). Factoring polynomials makes it easier to calculate outputs and simplify expressions for operations like addition and subtraction.
The document discusses expressions and polynomials. It provides examples of algebraic expressions and operations that can be performed on polynomials, such as factoring. Factoring polynomials is useful for easier evaluation, simplifying rational expressions, and solving equations. One example factors the polynomial 64x3 + 125 into (4x + 5)(16x2 - 20x + 25). Factoring the polynomial 2x3 - 5x2 + 2x is recommended before evaluating it for specific values of x.
1 s2 addition and subtraction of signed numbersmath123a
The document discusses addition and subtraction of signed numbers. It states that adding signed numbers involves removing parentheses and combining the numbers. Examples are provided to demonstrate this process. For subtraction, the concept of opposite numbers is introduced, where the opposite of a positive number x is -x, and the opposite of a negative number -x is x. The process of finding opposites is demonstrated using examples.
This document describes numerical integration and differentiation techniques taught in a B.Tech Engineering Mathematics course. It covers the Trapezoidal, Simpson's 1/3 and 3/8 rules for numerical integration of functions. For numerical differentiation, it discusses Euler's method, Picard's method, and Taylor series for solving ordinary differential equations. Examples are provided to illustrate the application of these numerical methods to evaluate integrals and solve initial value problems.
Engineering Mathematics-IV_B.Tech_Semester-IV_Unit-VRai University
This document describes numerical integration and differentiation techniques taught in a B.Tech Engineering Mathematics course. It covers the Trapezoidal, Simpson's 1/3 and 3/8 rules for numerical integration of functions. For numerical differentiation, it discusses Euler's method, Picard's method, and Taylor series for solving ordinary differential equations. Examples are provided to illustrate the application of these numerical methods to evaluate integrals and solve initial value problems.
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.
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.
The document defines slope as the ratio of the "rise" over the "run" between two points on a line. Specifically, if the points are (x1, y1) and (x2, y2), then the slope m is equal to (y2 - y1) / (x2 - x1). It also discusses how to calculate the slope of a line given two points, and how the slope indicates whether a line rises or falls from left to right. Lines between the first and third quadrants have positive slopes, while lines between the second and fourth quadrants have negative slopes.
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.
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.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
3. Order of Operations
If we have two $5-bills and three $10-bills, we have $40 in total.
A formal record of the account is shown here.
Number
$ Value
of Bills
$5-bills
$10-bills
2
3
Total:
4. Order of Operations
If we have two $5-bills and three $10-bills, we have $40 in total.
A formal record of the account is shown here.
To obtain the correct answer 40,
Number
we multiply 2 x 5 = 10 and
$ Value
of Bills
3 x 10 = 30, then we add the
$5-bills
2
products 10 and 30.
$10-bills
3
Total:
5. Order of Operations
If we have two $5-bills and three $10-bills, we have $40 in total.
A formal record of the account is shown here.
To obtain the correct answer 40,
Number
we multiply 2 x 5 = 10 and
$ Value
of Bills
3 x 10 = 30, then we add the
$5-bills
2
2x5=$10
products 10 and 30.
$10-bills
3 3x10=$30
Total:
6. Order of Operations
If we have two $5-bills and three $10-bills, we have $40 in total.
A formal record of the account is shown here.
To obtain the correct answer 40,
Number
we multiply 2 x 5 = 10 and
$ Value
of Bills
3 x 10 = 30, then we add the
$5-bills
2
2x5=$10
products 10 and 30.
$10-bills
3 3x10=$30
Total:
$40
7. Order of Operations
If we have two $5-bills and three $10-bills, we have $40 in total.
A formal record of the account is shown here.
To obtain the correct answer 40,
Number
we multiply 2 x 5 = 10 and
$ Value
of Bills
3 x 10 = 30, then we add the
$5-bills
2
2x5=$10
products 10 and 30.
$10-bills
3 3x10=$30
We may also record the
Total:
$40
calculation simply as:
2(5) + 3(10) = 40 ($)
8. Order of Operations
If we have two $5-bills and three $10-bills, we have $40 in total.
A formal record of the account is shown here.
To obtain the correct answer 40,
Number
we multiply 2 x 5 = 10 and
$ Value
of Bills
3 x 10 = 30, then we add the
$5-bills
2
2x5=$10
products 10 and 30.
$10-bills
3 3x10=$30
We may also record the
Total:
$40
calculation simply as:
2(5) + 3(10) = 40 ($)
The calculation to be performed “2(5) + 3(10)” is an expression.
9. Order of Operations
If we have two $5-bills and three $10-bills, we have $40 in total.
A formal record of the account is shown here.
To obtain the correct answer 40,
Number
we multiply 2 x 5 = 10 and
$ Value
of Bills
3 x 10 = 30, then we add the
$5-bills
2
2x5=$10
products 10 and 30.
$10-bills
3 3x10=$30
We may also record the
Total:
$40
calculation simply as:
2(5) + 3(10) = 40 ($)
The calculation to be performed “2(5) + 3(10)” is an expression.
An arithmetical expression is a calculation procedure written
using numbers and arithmetic operational symbols.
10. Order of Operations
If we have two $5-bills and three $10-bills, we have $40 in total.
A formal record of the account is shown here.
To obtain the correct answer 40,
Number
we multiply 2 x 5 = 10 and
$ Value
of Bills
3 x 10 = 30, then we add the
$5-bills
2
2x5=$10
products 10 and 30.
$10-bills
3 3x10=$30
We may also record the
Total:
$40
calculation simply as:
2(5) + 3(10) = 40 ($)
The calculation to be performed “2(5) + 3(10)” is an expression.
An arithmetical expression is a calculation procedure written
using numbers and arithmetic operational symbols.
The statement “2(5) + 3(10) = 40” is called an equation,
i.e. we are equating or proclaiming that 2(5) + 3(10) = 40.
11. Order of Operations
If we have two $5-bills and three $10-bills, we have $40 in total.
A formal record of the account is shown here.
To obtain the correct answer 40,
Number
we multiply 2 x 5 = 10 and
$ Value
of Bills
3 x 10 = 30, then we add the
$5-bills
2
2x5=$10
products 10 and 30.
$10-bills
3 3x10=$30
We may also record the
Total:
$40
calculation simply as:
2(5) + 3(10) = 40 ($)
The calculation to be performed “2(5) + 3(10)” is an expression.
An arithmetical expression is a calculation procedure written
using numbers and arithmetic operational symbols.
The statement “2(5) + 3(10) = 40” is called an equation,
i.e. we are equating or proclaiming that 2(5) + 3(10) = 40.
We will study equations more later.
13. Order of Operations
Order of Operations
Given an arithmetic expression, we perform the operations,
from the in the following order (excluding taking powers).
Example A.
a. 4 + 3(5 + 2)
b. 4(8) – 3(5)
c. 9 – 2[11 – 3(2 + 1)]
14. Order of Operations
Order of Operations
Given an arithmetic expression, we perform the operations,
from the in the following order (excluding taking powers).
1st. Do the operations within grouping symbols (),[ ], or { },
starting with the innermost grouping symbol.
Example A.
a. 4 + 3(5 + 2)
b. 4(8) – 3(5)
c. 9 – 2[11 – 3(2 + 1)]
15. Order of Operations
Order of Operations
Given an arithmetic expression, we perform the operations,
from the in the following order (excluding taking powers).
1st. Do the operations within grouping symbols (),[ ], or { },
starting with the innermost grouping symbol.
Example A.
a. 4 + 3(5 + 2)
= 4 + 3(7)
b. 4(8) – 3(5)
c. 9 – 2[11 – 3(2 + 1)]
16. Order of Operations
Order of Operations
Given an arithmetic expression, we perform the operations,
from the in the following order (excluding taking powers).
1st. Do the operations within grouping symbols (),[ ], or { },
starting with the innermost grouping symbol.
2nd. Do multiplications and divisions (from left to right).
Example A.
a. 4 + 3(5 + 2)
= 4 + 3(7)
b. 4(8) – 3(5)
c. 9 – 2[11 – 3(2 + 1)]
17. Order of Operations
Order of Operations
Given an arithmetic expression, we perform the operations,
from the in the following order (excluding taking powers).
1st. Do the operations within grouping symbols (),[ ], or { },
starting with the innermost grouping symbol.
2nd. Do multiplications and divisions (from left to right).
Example A.
a. 4 + 3(5 + 2)
= 4 + 3(7)
= 4 + 21
b. 4(8) – 3(5)
c. 9 – 2[11 – 3(2 + 1)]
18. Order of Operations
Order of Operations
Given an arithmetic expression, we perform the operations,
from the in the following order (excluding taking powers).
1st. Do the operations within grouping symbols (),[ ], or { },
starting with the innermost grouping symbol.
2nd. Do multiplications and divisions (from left to right).
3rd. Do additions and subtractions (from left to right).
Example A.
a. 4 + 3(5 + 2)
= 4 + 3(7)
= 4 + 21
b. 4(8) – 3(5)
c. 9 – 2[11 – 3(2 + 1)]
19. Order of Operations
Order of Operations
Given an arithmetic expression, we perform the operations,
from the in the following order (excluding taking powers).
1st. Do the operations within grouping symbols (),[ ], or { },
starting with the innermost grouping symbol.
2nd. Do multiplications and divisions (from left to right).
3rd. Do additions and subtractions (from left to right).
Example A.
a. 4 + 3(5 + 2)
= 4 + 3(7)
= 4 + 21
= 25
b. 4(8) – 3(5)
c. 9 – 2[11 – 3(2 + 1)]
20. Order of Operations
Order of Operations
Given an arithmetic expression, we perform the operations,
from the in the following order (excluding taking powers).
1st. Do the operations within grouping symbols (),[ ], or { },
starting with the innermost grouping symbol.
2nd. Do multiplications and divisions (from left to right).
3rd. Do additions and subtractions (from left to right).
Example A.
a. 4 + 3(5 + 2)
= 4 + 3(7)
= 4 + 21
= 25
b. 4(8) – 3(5)
= 32 – 15
c. 9 – 2[11 – 3(2 + 1)]
21. Order of Operations
Order of Operations
Given an arithmetic expression, we perform the operations,
from the in the following order (excluding taking powers).
1st. Do the operations within grouping symbols (),[ ], or { },
starting with the innermost grouping symbol.
2nd. Do multiplications and divisions (from left to right).
3rd. Do additions and subtractions (from left to right).
Example A.
a. 4 + 3(5 + 2)
= 4 + 3(7)
= 4 + 21
= 25
b. 4(8) – 3(5)
= 32 – 15
= 17
c. 9 – 2[11 – 3(2 + 1)]
22. Order of Operations
Order of Operations
Given an arithmetic expression, we perform the operations,
from the in the following order (excluding taking powers).
1st. Do the operations within grouping symbols (),[ ], or { },
starting with the innermost grouping symbol.
2nd. Do multiplications and divisions (from left to right).
3rd. Do additions and subtractions (from left to right).
Example A.
a. 4 + 3(5 + 2)
= 4 + 3(7)
= 4 + 21
= 25
b. 4(8) – 3(5)
= 32 – 15
= 17
c. 9 – 2[11 – 3(2 + 1)]
= 9 – 2[11 – 3(3)]
23. Order of Operations
Order of Operations
Given an arithmetic expression, we perform the operations,
from the in the following order (excluding taking powers).
1st. Do the operations within grouping symbols (),[ ], or { },
starting with the innermost grouping symbol.
2nd. Do multiplications and divisions (from left to right).
3rd. Do additions and subtractions (from left to right).
Example A.
a. 4 + 3(5 + 2)
= 4 + 3(7)
= 4 + 21
= 25
b. 4(8) – 3(5)
= 32 – 15
= 17
c. 9 – 2[11 – 3(2 + 1)]
= 9 – 2[11 – 3(3)]
= 9 – 2[11 – 9]
24. Order of Operations
Order of Operations
Given an arithmetic expression, we perform the operations,
from the in the following order (excluding taking powers).
1st. Do the operations within grouping symbols (),[ ], or { },
starting with the innermost grouping symbol.
2nd. Do multiplications and divisions (from left to right).
3rd. Do additions and subtractions (from left to right).
Example A.
a. 4 + 3(5 + 2)
= 4 + 3(7)
= 4 + 21
= 25
b. 4(8) – 3(5)
= 32 – 15
= 17
c. 9 – 2[11 – 3(2 + 1)]
= 9 – 2[11 – 3(3)]
= 9 – 2[11 – 9]
= 9 – 2[2]
25. Order of Operations
Order of Operations
Given an arithmetic expression, we perform the operations,
from the in the following order (excluding taking powers).
1st. Do the operations within grouping symbols (),[ ], or { },
starting with the innermost grouping symbol.
2nd. Do multiplications and divisions (from left to right).
3rd. Do additions and subtractions (from left to right).
Example A.
a. 4 + 3(5 + 2)
= 4 + 3(7)
= 4 + 21
= 25
b. 4(8) – 3(5)
= 32 – 15
= 17
c. 9 – 2[11 – 3(2 + 1)]
= 9 – 2[11 – 3(3)]
= 9 – 2[11 – 9]
= 9 – 2[2]
=9–4
=5
26. Order of Operations
Order of Operations
Given an arithmetic expression, we perform the operations,
from the in the following order (excluding taking powers).
1st. Do the operations within grouping symbols (),[ ], or { },
starting with the innermost grouping symbol.
2nd. Do multiplications and divisions (from left to right).
3rd. Do additions and subtractions (from left to right).
Example A.
a. 4 + 3(5 + 2)
= 4 + 3(7)
= 4 + 21
= 25
b. 4(8) – 3(5)
= 32 – 15
= 17
c. 9 – 2[11 – 3(2 + 1)]
= 9 – 2[11 – 3(3)]
= 9 – 2[11 – 9]
= 9 – 2[2]
=9–4
=5
(Don’t perform “4 + 3” or “9 – 2” in the above problems!!)
29. Order of Operations
Exponents
Recall that we write 22 for 2*2, 23 for 2*2*2, 24 for 2*2*2*2
and so on. In general, we write x*x*x…*x as xN where N is the
number of x’s multiplied to itself.
30. Order of Operations
Exponents
Recall that we write 22 for 2*2, 23 for 2*2*2, 24 for 2*2*2*2
and so on. In general, we write x*x*x…*x as xN where N is the
number of x’s multiplied to itself. N is called the exponent,
or the power of the base x.
31. Order of Operations
Exponents
Recall that we write 22 for 2*2, 23 for 2*2*2, 24 for 2*2*2*2
and so on. In general, we write x*x*x…*x as xN where N is the
number of x’s multiplied to itself. N is called the exponent,
or the power of the base x. In particular 2 is 21, 3 is 31 etc..
32. Order of Operations
Exponents
Recall that we write 22 for 2*2, 23 for 2*2*2, 24 for 2*2*2*2
and so on. In general, we write x*x*x…*x as xN where N is the
number of x’s multiplied to itself. N is called the exponent,
or the power of the base x. In particular 2 is 21, 3 is 31 etc..
Hence 2 x 32 (= 2*32) is 21 x 32 = 2 x 3 x 3
33. Order of Operations
Exponents
Recall that we write 22 for 2*2, 23 for 2*2*2, 24 for 2*2*2*2
and so on. In general, we write x*x*x…*x as xN where N is the
number of x’s multiplied to itself. N is called the exponent,
or the power of the base x. In particular 2 is 21, 3 is 31 etc..
Hence 2 x 32 (= 2*32) is 21 x 32 = 2 x 3 x 3 = 2 x 9 = 18.
34. Order of Operations
Exponents
Recall that we write 22 for 2*2, 23 for 2*2*2, 24 for 2*2*2*2
and so on. In general, we write x*x*x…*x as xN where N is the
number of x’s multiplied to itself. N is called the exponent,
or the power of the base x. In particular 2 is 21, 3 is 31 etc..
Hence 2 x 32 (= 2*32) is 21 x 32 = 2 x 3 x 3 = 2 x 9 = 18.
In other words, to compute the expression 2 x 32 we do the
power 32 first.
35. Order of Operations
Exponents
Recall that we write 22 for 2*2, 23 for 2*2*2, 24 for 2*2*2*2
and so on. In general, we write x*x*x…*x as xN where N is the
number of x’s multiplied to itself. N is called the exponent,
or the power of the base x. In particular 2 is 21, 3 is 31 etc..
Hence 2 x 32 (= 2*32) is 21 x 32 = 2 x 3 x 3 = 2 x 9 = 18.
In other words, to compute the expression 2 x 32 we do the
power 32 first.
Example B. Write down the arithmetic expressions for
computing the following and find their answers.
a. We bake a square pan pizza and a square cake in one batch.
The pan pizza is cut into 4 rows and 4 columns and the cake
is cut into 5 rows and 5 columns. How many slices of pizza
and how many pieces of cakes do we have?
36. Order of Operations
Exponents
Recall that we write 22 for 2*2, 23 for 2*2*2, 24 for 2*2*2*2
and so on. In general, we write x*x*x…*x as xN where N is the
number of x’s multiplied to itself. N is called the exponent,
or the power of the base x. In particular 2 is 21, 3 is 31 etc..
Hence 2 x 32 (= 2*32) is 21 x 32 = 2 x 3 x 3 = 2 x 9 = 18.
In other words, to compute the expression 2 x 32 we do the
power 32 first.
Example B. Write down the arithmetic expressions for
computing the following and find their answers.
a. We bake a square pan pizza and a square cake in one batch.
The pan pizza is cut into 4 rows and 4 columns and the cake
is cut into 5 rows and 5 columns. How many slices of pizza
and how many pieces of cakes do we have?
There are 4 x 4 = 42 or 16 slices of pizza.
37. Order of Operations
Exponents
Recall that we write 22 for 2*2, 23 for 2*2*2, 24 for 2*2*2*2
and so on. In general, we write x*x*x…*x as xN where N is the
number of x’s multiplied to itself. N is called the exponent,
or the power of the base x. In particular 2 is 21, 3 is 31 etc..
Hence 2 x 32 (= 2*32) is 21 x 32 = 2 x 3 x 3 = 2 x 9 = 18.
In other words, to compute the expression 2 x 32 we do the
power 32 first.
Example B. Write down the arithmetic expressions for
computing the following and find their answers.
a. We bake a square pan pizza and a square cake in one batch.
The pan pizza is cut into 4 rows and 4 columns and the cake
is cut into 5 rows and 5 columns. How many slices of pizza
and how many pieces of cakes do we have?
There are 4 x 4 = 42 or 16 slices of pizza.
There are 5 x 5 = 52 or 25 pieces of cake.
38. Order of Operations
b. We sell the pizza at $3/slice and the cake at $2/piece.
How much money can we make from one pizza?
How much money can we make from one cake?
How much can we make in total?
39. Order of Operations
b. We sell the pizza at $3/slice and the cake at $2/piece.
How much money can we make from one pizza?
How much money can we make from one cake?
How much can we make in total?
Each slice cost $3 so the pizza can make 3*42 = 3*16 = $48.
40. Order of Operations
b. We sell the pizza at $3/slice and the cake at $2/piece.
How much money can we make from one pizza?
How much money can we make from one cake?
How much can we make in total?
Each slice cost $3 so the pizza can make 3*42 = 3*16 = $48.
Each piece cost $2 so the cake can make 2*52 = 2*25 = $50.
41. Order of Operations
b. We sell the pizza at $3/slice and the cake at $2/piece.
How much money can we make from one pizza?
How much money can we make from one cake?
How much can we make in total?
Each slice cost $3 so the pizza can make 3*42 = 3*16 = $48.
Each piece cost $2 so the cake can make 2*52 = 2*25 = $50.
Hence the total sale is 3*42 + 2*52
42. Order of Operations
b. We sell the pizza at $3/slice and the cake at $2/piece.
How much money can we make from one pizza?
How much money can we make from one cake?
How much can we make in total?
Each slice cost $3 so the pizza can make 3*42 = 3*16 = $48.
Each piece cost $2 so the cake can make 2*52 = 2*25 = $50.
Hence the total sale is 3*42 + 2*52 = 48 + 50 = $98.
43. Order of Operations
b. We sell the pizza at $3/slice and the cake at $2/piece.
How much money can we make from one pizza?
How much money can we make from one cake?
How much can we make in total?
Each slice cost $3 so the pizza can make 3*42 = 3*16 = $48.
Each piece cost $2 so the cake can make 2*52 = 2*25 = $50.
Hence the total sale is 3*42 + 2*52 = 48 + 50 = $98.
c. The total sale is to be shared by 7 people, how much does
each person get?
44. Order of Operations
b. We sell the pizza at $3/slice and the cake at $2/piece.
How much money can we make from one pizza?
How much money can we make from one cake?
How much can we make in total?
Each slice cost $3 so the pizza can make 3*42 = 3*16 = $48.
Each piece cost $2 so the cake can make 2*52 = 2*25 = $50.
Hence the total sale is 3*42 + 2*52 = 48 + 50 = $98.
c. The total sale is to be shared by 7 people, how much does
each person get?
Divide the total sale by 7, so person gets
(3*42 + 2*52) ÷ 7
45. Order of Operations
b. We sell the pizza at $3/slice and the cake at $2/piece.
How much money can we make from one pizza?
How much money can we make from one cake?
How much can we make in total?
Each slice cost $3 so the pizza can make 3*42 = 3*16 = $48.
Each piece cost $2 so the cake can make 2*52 = 2*25 = $50.
Hence the total sale is 3*42 + 2*52 = 48 + 50 = $98.
c. The total sale is to be shared by 7 people, how much does
each person get?
Divide the total sale by 7, so person gets
(3*42 + 2*52) ÷ 7 or 98 ÷ 7 = $14.
46. Order of Operations
b. We sell the pizza at $3/slice and the cake at $2/piece.
How much money can we make from one pizza?
How much money can we make from one cake?
How much can we make in total?
Each slice cost $3 so the pizza can make 3*42 = 3*16 = $48.
Each piece cost $2 so the cake can make 2*52 = 2*25 = $50.
Hence the total sale is 3*42 + 2*52 = 48 + 50 = $98.
c. The total sale is to be shared by 7 people, how much does
each person get?
Divide the total sale by 7, so person gets
(3*42 + 2*52) ÷ 7 or 98 ÷ 7 = $14.
d. If we make three such batches of the square pizzas and
cakes, how much would each person get then?
47. Order of Operations
b. We sell the pizza at $3/slice and the cake at $2/piece.
How much money can we make from one pizza?
How much money can we make from one cake?
How much can we make in total?
Each slice cost $3 so the pizza can make 3*42 = 3*16 = $48.
Each piece cost $2 so the cake can make 2*52 = 2*25 = $50.
Hence the total sale is 3*42 + 2*52 = 48 + 50 = $98.
c. The total sale is to be shared by 7 people, how much does
each person get?
Divide the total sale by 7, so person gets
(3*42 + 2*52) ÷ 7 or 98 ÷ 7 = $14.
d. If we make three such batches of the square pizzas and
cakes, how much would each person get then?
The complete expression for the share of each person is
[(3*42 + 2*52) ÷ 7] x 3
48. Order of Operations
b. We sell the pizza at $3/slice and the cake at $2/piece.
How much money can we make from one pizza?
How much money can we make from one cake?
How much can we make in total?
Each slice cost $3 so the pizza can make 3*42 = 3*16 = $48.
Each piece cost $2 so the cake can make 2*52 = 2*25 = $50.
Hence the total sale is 3*42 + 2*52 = 48 + 50 = $98.
c. The total sale is to be shared by 7 people, how much does
each person get?
Divide the total sale by 7, so person gets
(3*42 + 2*52) ÷ 7 or 98 ÷ 7 = $14.
d. If we make three such batches of the square pizzas and
cakes, how much would each person get then?
The complete expression for the share of each person is
[(3*42 + 2*52) ÷ 7] x 3 = 98 ÷ 7 x 3 = 14 x 3 = $42.
49. Order of Operations
Here is the “order of operations” including raising powers.
Order of Operations (PEMDAS)
50. Order of Operations
Here is the “order of operations” including raising powers.
Order of Operations (PEMDAS)
1st. (Parenthesis) Do the operations within grouping symbols,
starting with the innermost one.
51. Order of Operations
Here is the “order of operations” including raising powers.
Order of Operations (PEMDAS)
1st. (Parenthesis) Do the operations within grouping symbols,
starting with the innermost one.
2nd. (Exponents) Do the exponentiation (powers).
52. Order of Operations
Here is the “order of operations” including raising powers.
Order of Operations (PEMDAS)
1st. (Parenthesis) Do the operations within grouping symbols,
starting with the innermost one.
2nd. (Exponents) Do the exponentiation (powers).
3rd. (Multiplication and Division) Do multiplications and
divisions in order, from left to right.
53. Order of Operations
Here is the “order of operations” including raising powers.
Order of Operations (PEMDAS)
1st. (Parenthesis) Do the operations within grouping symbols,
starting with the innermost one.
2nd. (Exponents) Do the exponentiation (powers).
3rd. (Multiplication and Division) Do multiplications and
divisions in order, from left to right.
4th. (Addition and Subtraction) Do additions and subtractions
in order, from left to right.
54. Order of Operations
Here is the “order of operations” including raising powers.
Order of Operations (PEMDAS)
1st. (Parenthesis) Do the operations within grouping symbols,
starting with the innermost one.
2nd. (Exponents) Do the exponentiation (powers).
3rd. (Multiplication and Division) Do multiplications and
divisions in order, from left to right.
4th. (Addition and Subtraction) Do additions and subtractions
in order, from left to right.
Example C. Calculate.
a. 3*23
b. (3*2)3
c. 33 + 23
d. (3 + 2)3
55. Order of Operations
Here is the “order of operations” including raising powers.
Order of Operations (PEMDAS)
1st. (Parenthesis) Do the operations within grouping symbols,
starting with the innermost one.
2nd. (Exponents) Do the exponentiation (powers).
3rd. (Multiplication and Division) Do multiplications and
divisions in order, from left to right.
4th. (Addition and Subtraction) Do additions and subtractions
in order, from left to right.
Example C. Calculate.
a. 3*23
3*23 (= 3*2*2*2)
= 3*8
c. 33 + 23
b. (3*2)3
d. (3 + 2)3
56. Order of Operations
Here is the “order of operations” including raising powers.
Order of Operations (PEMDAS)
1st. (Parenthesis) Do the operations within grouping symbols,
starting with the innermost one.
2nd. (Exponents) Do the exponentiation (powers).
3rd. (Multiplication and Division) Do multiplications and
divisions in order, from left to right.
4th. (Addition and Subtraction) Do additions and subtractions
in order, from left to right.
Example C. Calculate.
a. 3*23
3*23 (= 3*2*2*2)
= 3*8 = 24
c. 33 + 23
b. (3*2)3
d. (3 + 2)3
57. Order of Operations
Here is the “order of operations” including raising powers.
Order of Operations (PEMDAS)
1st. (Parenthesis) Do the operations within grouping symbols,
starting with the innermost one.
2nd. (Exponents) Do the exponentiation (powers).
3rd. (Multiplication and Division) Do multiplications and
divisions in order, from left to right.
4th. (Addition and Subtraction) Do additions and subtractions
in order, from left to right.
Example C. Calculate.
a. 3*23
3*23 (= 3*2*2*2)
= 3*8 = 24
c. 33 + 23
b. (3*2)3
Do the ( ) first,
(3*2)3 = (6)3
d. (3 + 2)3
58. Order of Operations
Here is the “order of operations” including raising powers.
Order of Operations (PEMDAS)
1st. (Parenthesis) Do the operations within grouping symbols,
starting with the innermost one.
2nd. (Exponents) Do the exponentiation (powers).
3rd. (Multiplication and Division) Do multiplications and
divisions in order, from left to right.
4th. (Addition and Subtraction) Do additions and subtractions
in order, from left to right.
Example C. Calculate.
a. 3*23
3*23 (= 3*2*2*2)
= 3*8 = 24
c. 33 + 23
b. (3*2)3
Do the ( ) first,
(3*2)3 = (6)3 = (6)(6)(6) = 216
d. (3 + 2)3
59. Order of Operations
Here is the “order of operations” including raising powers.
Order of Operations (PEMDAS)
1st. (Parenthesis) Do the operations within grouping symbols,
starting with the innermost one.
2nd. (Exponents) Do the exponentiation (powers).
3rd. (Multiplication and Division) Do multiplications and
divisions in order, from left to right.
4th. (Addition and Subtraction) Do additions and subtractions
in order, from left to right.
Example C. Calculate.
a. 3*23
3*23 (= 3*2*2*2)
= 3*8 = 24
c. 33 + 23
33 + 23 = 3*3*3 + 2*2*2
= 27 + 8
b. (3*2)3
Do the ( ) first,
(3*2)3 = (6)3 = (6)(6)(6) = 216
d. (3 + 2)3
60. Order of Operations
Here is the “order of operations” including raising powers.
Order of Operations (PEMDAS)
1st. (Parenthesis) Do the operations within grouping symbols,
starting with the innermost one.
2nd. (Exponents) Do the exponentiation (powers).
3rd. (Multiplication and Division) Do multiplications and
divisions in order, from left to right.
4th. (Addition and Subtraction) Do additions and subtractions
in order, from left to right.
Example C. Calculate.
a. 3*23
3*23 (= 3*2*2*2)
= 3*8 = 24
c. 33 + 23
33 + 23 = 3*3*3 + 2*2*2
= 27 + 8 = 35
b. (3*2)3
Do the ( ) first,
(3*2)3 = (6)3 = (6)(6)(6) = 216
d. (3 + 2)3
61. Order of Operations
Here is the “order of operations” including raising powers.
Order of Operations (PEMDAS)
1st. (Parenthesis) Do the operations within grouping symbols,
starting with the innermost one.
2nd. (Exponents) Do the exponentiation (powers).
3rd. (Multiplication and Division) Do multiplications and
divisions in order, from left to right.
4th. (Addition and Subtraction) Do additions and subtractions
in order, from left to right.
Example C. Calculate.
a. 3*23
3*23 (= 3*2*2*2)
= 3*8 = 24
c. 33 + 23
33 + 23 = 3*3*3 + 2*2*2
= 27 + 8 = 35
b. (3*2)3
Do the ( ) first,
(3*2)3 = (6)3 = (6)(6)(6) = 216
d. (3 + 2)3
Do the ( ) first,
so (3 + 2)3 = (5)3
62. Order of Operations
Here is the “order of operations” including raising powers.
Order of Operations (PEMDAS)
1st. (Parenthesis) Do the operations within grouping symbols,
starting with the innermost one.
2nd. (Exponents) Do the exponentiation (powers).
3rd. (Multiplication and Division) Do multiplications and
divisions in order, from left to right.
4th. (Addition and Subtraction) Do additions and subtractions
in order, from left to right.
Example C. Calculate.
a. 3*23
3*23 (= 3*2*2*2)
= 3*8 = 24
c. 33 + 23
33 + 23 = 3*3*3 + 2*2*2
= 27 + 8 = 35
b. (3*2)3
Do the ( ) first,
(3*2)3 = (6)3 = (6)(6)(6) = 216
d. (3 + 2)3
Do the ( ) first,
so (3 + 2)3 = (5)3 = (5)(5)(5) = 125
66. Order of Operations
e. 24÷3 x 22
= 24÷3 x 4
= 8 x 4 = 32
For a lengthy problem, perform the operations vertically so
each step can be tracked easily.
f. 2{23 + [24 – 32(8 – 6)] }
67. Order of Operations
e. 24÷3 x 22
= 24÷3 x 4
= 8 x 4 = 32
For a lengthy problem, perform the operations vertically so
each step can be tracked easily.
f. 2{23 + [24 – 32(8 – 6)] }
= 2{23 + [24 – 32(2)] }
68. Order of Operations
e. 24÷3 x 22
= 24÷3 x 4
= 8 x 4 = 32
For a lengthy problem, perform the operations vertically so
each step can be tracked easily.
f. 2{23 + [24 – 32(8 – 6)] }
= 2{23 + [24 – 32(2)] }
= 2{23 + [24 – 9(2)] }
69. Order of Operations
e. 24÷3 x 22
= 24÷3 x 4
= 8 x 4 = 32
For a lengthy problem, perform the operations vertically so
each step can be tracked easily.
f. 2{23 + [24 – 32(8 – 6)] }
= 2{23 + [24 – 32(2)] }
= 2{23 + [24 – 9(2)] }
= 2{23 + [24 –18] }
70. Order of Operations
e. 24÷3 x 22
= 24÷3 x 4
= 8 x 4 = 32
For a lengthy problem, perform the operations vertically so
each step can be tracked easily.
f. 2{23 + [24 – 32(8 – 6)] }
= 2{23 + [24 – 32(2)] }
= 2{23 + [24 – 9(2)] }
= 2{23 + [24 –18] }
= 2{8 + 6}
71. Order of Operations
e. 24÷3 x 22
= 24÷3 x 4
= 8 x 4 = 32
For a lengthy problem, perform the operations vertically so
each step can be tracked easily.
f. 2{23 + [24 – 32(8 – 6)] }
= 2{23 + [24 – 32(2)] }
= 2{23 + [24 – 9(2)] }
= 2{23 + [24 –18] }
= 2{8 + 6}
= 2{14} = 28
72. Order of Operations
Exercise A. Calculate the following expressions.
Make sure that you interpret the operations correctly.
1. 3(–3)
2. (3) – 3
3. 3 – 3(3)
4. 3(–3) + 3
5. +3(–3)(+3)
6. 3 + (–3)(+3)
B.Make sure that you don’t do the ± too early.
7. 1 + 2(3)
8. 4 – 5(6)
9. 7 – 8(–9)
10. 1 + 2(3 – 4)
11. 5 – 6(7 – 8)
12. (4 – 3)2 + 1
13. [1 – 2(3 – 4)] – 2
14. 6 + [5 + 6(7 – 8)](+5)
15. 1 + 2[1 – 2(3 + 4)]
16. 5 – 6[5 – 6(7 – 8)]
17. 1 – 2[1 – 2(3 – 4)]
18. 5 + 6[5 + 6(7 – 8)]
19. (1 + 2)[1 – 2(3 + 4)]
20. (5 – 6)[5 – 6(7 – 8)]
21. 1 – 2(–3)(–4)
22. (–5)(–6) – (–7)(–8)
C.Make sure that you apply the powers to the correct bases.
23. (–2)2 and –22
24 (–2)3 and –23
25. (–2)4 and –24
26. (–2)5 and –25
27. 2*32
28. (2*3)2