The document discusses compatible numbers and compensation in mental math. Compatible numbers are easy to add mentally, like 19 + 25 + 11 = 30 + 25 = 55. Compensation involves adjusting one number up or down to make the calculation easier, such as 47 + 16 becoming 50 + 13 = 63 by adding 3 to 47 and subtracting 3 from 16. The document provides examples of using compensation to add and subtract mentally.
This document provides instructions and examples for multiplying and dividing fractions. It begins by defining key terms like improper fraction and proper fraction. It then outlines the step-by-step process for multiplying fractions, which involves reducing fractions if possible before multiplying straight across. Similarly, for dividing fractions, the steps are to flip the second fraction, change the division sign to multiplication, and then follow the same reducing and multiplying process. Several worked examples are provided to demonstrate these processes.
This document discusses inequalities and the rules for solving them. It defines inequalities as math problems containing less than, greater than, less than or equal to, and greater than or equal to symbols. It explains that a solution to an inequality is a number that makes the inequality a true statement when substituted for the variable. It outlines three rules for manipulating inequalities: 1) adding or subtracting the same quantity to both sides, 2) multiplying or dividing both sides by a positive number, and 3) reversing the inequality sign when multiplying or dividing by a negative number. It emphasizes that the solution to an inequality should always be expressed as an interval.
Adding and subtracting fractions involves making the bottom numbers the same by finding the lowest common multiple and multiplying the top numbers of each fraction by the same amount. Then the top numbers are either added or subtracted, while keeping the bottom number the same, to obtain the final fraction answer. The document provides steps for adding the fractions 3/4 and 1/3 as an example.
Here are the steps to solve each inequality and graph the solution:
1) m + 14 < 4
-14 -14
m < -10
Graph: m < -10
2) -7 > y-1
+1 +1
-6 > y
y < -6
Graph: y < -6
3) (-3)k < 10(-3)
-3
k > -30
Graph: k > -30
4) 2x + 5 ≤ x + 1
-x -x
x + 5 ≤ 1
-5 -5
x ≤ -4
Graph: x ≤ -4
This document provides information about fractions including: definitions of proper and improper fractions; representing fractions on a number line; adding and subtracting fractions; and examples of fraction word problems involving finding equivalent fractions, sums, differences, and solving multi-step word problems involving fractions. Key terms like numerator, denominator, proper fraction, improper fraction, mixed number, and equivalent fractions are defined. Steps for adding fractions are outlined.
The document discusses perimeter, circumference, and area. It defines that perimeter and circumference are measured in units of length, while area is measured in square units. It also provides formulas for calculating the circumference and area of circles using pi. Examples are given for calculating perimeter, circumference, and area of rectangles and circles.
* GSCE, IGCSE, IB, PSAT, and AISL - Exam Style Questions which covers all the related concepts required for students to unravel any International Exam Style Approximation and Estimation Questions [Upper and Lower Bound]
* Learner will be able to say authoritatively that:
I can solve any given Rounding Questions:
Estimate numbers using rounding, decimal places and significant figures. ...To estimate means to make a rough guess or calculation. To round means to simplify a known number by scaling it slightly up or down. Rounding is a type of estimating. Both methods can help you make educated approximations and can be used in everyday life for tasks related to money, time or distance.
While accurate estimates are the basis of sound project planning, there are many techniques used as project management best practices in estimation as - Analogous estimation, Parametric estimation, Delphi method, 3 Point Estimate, Expert Judgement, Published Data Estimates, Vendor Bid Analysis, Reserve Analysis, Bottom
I understand and can apply Upper and Lower Bound concepts in all fields of studies:
Upper and lower bounds are useful to find best case running time and worst case running time of an algorithm. In general lower bound means the best case running time and upper bound means the worst case running time…
Bearings are used to determine accurate directions for navigation, mainly when flying planes. A bearing is the direction from one's location to a distant point, measured in degrees clockwise from north. Variation accounts for the difference between magnetic and true north, as charts use true north but compasses point to magnetic north. A course bearing is the direction followed to stay on a planned route, given in true or magnetic degrees, while accounting for variation.
This document provides instructions and examples for multiplying and dividing fractions. It begins by defining key terms like improper fraction and proper fraction. It then outlines the step-by-step process for multiplying fractions, which involves reducing fractions if possible before multiplying straight across. Similarly, for dividing fractions, the steps are to flip the second fraction, change the division sign to multiplication, and then follow the same reducing and multiplying process. Several worked examples are provided to demonstrate these processes.
This document discusses inequalities and the rules for solving them. It defines inequalities as math problems containing less than, greater than, less than or equal to, and greater than or equal to symbols. It explains that a solution to an inequality is a number that makes the inequality a true statement when substituted for the variable. It outlines three rules for manipulating inequalities: 1) adding or subtracting the same quantity to both sides, 2) multiplying or dividing both sides by a positive number, and 3) reversing the inequality sign when multiplying or dividing by a negative number. It emphasizes that the solution to an inequality should always be expressed as an interval.
Adding and subtracting fractions involves making the bottom numbers the same by finding the lowest common multiple and multiplying the top numbers of each fraction by the same amount. Then the top numbers are either added or subtracted, while keeping the bottom number the same, to obtain the final fraction answer. The document provides steps for adding the fractions 3/4 and 1/3 as an example.
Here are the steps to solve each inequality and graph the solution:
1) m + 14 < 4
-14 -14
m < -10
Graph: m < -10
2) -7 > y-1
+1 +1
-6 > y
y < -6
Graph: y < -6
3) (-3)k < 10(-3)
-3
k > -30
Graph: k > -30
4) 2x + 5 ≤ x + 1
-x -x
x + 5 ≤ 1
-5 -5
x ≤ -4
Graph: x ≤ -4
This document provides information about fractions including: definitions of proper and improper fractions; representing fractions on a number line; adding and subtracting fractions; and examples of fraction word problems involving finding equivalent fractions, sums, differences, and solving multi-step word problems involving fractions. Key terms like numerator, denominator, proper fraction, improper fraction, mixed number, and equivalent fractions are defined. Steps for adding fractions are outlined.
The document discusses perimeter, circumference, and area. It defines that perimeter and circumference are measured in units of length, while area is measured in square units. It also provides formulas for calculating the circumference and area of circles using pi. Examples are given for calculating perimeter, circumference, and area of rectangles and circles.
* GSCE, IGCSE, IB, PSAT, and AISL - Exam Style Questions which covers all the related concepts required for students to unravel any International Exam Style Approximation and Estimation Questions [Upper and Lower Bound]
* Learner will be able to say authoritatively that:
I can solve any given Rounding Questions:
Estimate numbers using rounding, decimal places and significant figures. ...To estimate means to make a rough guess or calculation. To round means to simplify a known number by scaling it slightly up or down. Rounding is a type of estimating. Both methods can help you make educated approximations and can be used in everyday life for tasks related to money, time or distance.
While accurate estimates are the basis of sound project planning, there are many techniques used as project management best practices in estimation as - Analogous estimation, Parametric estimation, Delphi method, 3 Point Estimate, Expert Judgement, Published Data Estimates, Vendor Bid Analysis, Reserve Analysis, Bottom
I understand and can apply Upper and Lower Bound concepts in all fields of studies:
Upper and lower bounds are useful to find best case running time and worst case running time of an algorithm. In general lower bound means the best case running time and upper bound means the worst case running time…
Bearings are used to determine accurate directions for navigation, mainly when flying planes. A bearing is the direction from one's location to a distant point, measured in degrees clockwise from north. Variation accounts for the difference between magnetic and true north, as charts use true north but compasses point to magnetic north. A course bearing is the direction followed to stay on a planned route, given in true or magnetic degrees, while accounting for variation.
This document discusses dividing decimals by powers of 10. It explains that when dividing a decimal by 10, 100, 1000, or 10,000, the decimal point moves to the left by the number of zeros in the divisor. Some examples are provided, such as 5.6/10 = 0.56 and 5.6/1000 = 0.0056. Students are instructed to practice these types of divisions using a calculator, identify patterns in a place value chart, and complete additional problems as in-class work and homework.
This document provides instructions on how to simplify fractions by dividing the numerator and denominator by the largest number that divides both. It includes examples of simplifying fractions through division and with a calculator. Key rules are explained, such as using the largest number that divides both the numerator and denominator to get the fraction into its lowest terms. Practice questions are provided to reinforce these concepts.
This document provides instructions for adding and subtracting decimals. It explains that when adding or subtracting decimals, you should line up the decimal points and place values. Then you perform the calculation, carrying or borrowing values as needed just as you would with whole numbers. Examples are provided of adding decimals with sums of 5.78 + 4.46 and 4.39 + 8.72. Examples of subtracting decimals include 9.34 - 4.27 and 10.83 - 3.92. Practice problems are also included for the reader to try.
The document introduces fractions using examples like sharing a pizza and cutting pattern blocks and candy bars into equal parts. It explains that a fraction represents a part of a whole and how to write fractions by naming the numerator and denominator. Examples are given for halves, thirds, and fourths. Students are directed to online and book resources to practice visualizing, naming, and exploring fractions using different representations.
This document discusses inequalities and their graphs. It defines an inequality as a statement that two expressions are not equal. It explains the symbols used in inequalities like <, >, ≤, and ≥ and how to graph them correctly, with open or closed circles depending on if it's a < or ≤. Examples are provided of writing and graphing simple one-variable inequalities and having the reader practice graphing some on their own. Key points covered include understanding the direction the solution goes based on what side the variable is on and coloring in or leaving open the circle depending on the symbol used.
This document provides instruction for learning multiplication facts. It begins by outlining the lesson objectives and prerequisites. The lesson then reviews rules for multiplying by 0's, 1's, 2's, 5's and 10's. Students practice these multiplication facts through interactive examples. The document continues by teaching rules for multiplying by 3's, 4's, 6's, 7's, 8's and 9's. Students practice these new multiplication facts through additional interactive examples. The document concludes by providing students links to worksheets and games for further practicing their multiplication fact fluency.
The document discusses like terms in algebra. It defines like terms as terms that have the same variables raised to the same powers. To combine like terms, you collect terms with the same variables and exponents together and add or subtract their coefficients. This simplifies expressions by reducing multiple terms into a single term. The document provides examples of combining like and unlike terms through addition, subtraction, and identifying whether terms can be combined.
This document discusses rounding numbers, including:
- Rounding whole numbers to the nearest ten, hundred, thousand, etc. based on whether the digit to the right of the rounding digit is less than or greater than 5
- Rounding decimals to the nearest tenth, hundredth, thousandth, etc. using the same rules
- Examples are provided to demonstrate rounding 52,876 to the nearest hundred, 75,298 to the nearest ten, 372.137 to the nearest hundredth, and $157.343 to the nearest cent
1. The document provides examples and explanations for evaluating algebraic expressions by substituting values for variables.
2. It gives examples of evaluating expressions involving addition, subtraction, multiplication, division, and order of operations.
3. Students are asked to evaluate expressions for given variable values to check their understanding.
Division involves grouping objects into equal parts. The document explains division using examples such as sharing 6 cookies between 2 mice and sharing 8 cupcakes between 3 plates. It discusses key division terms like dividend, divisor, and quotient. Readers are prompted to work through sample division word problems and write the corresponding mathematical statements.
To multiply fractions, multiply the top numbers together and the bottom numbers together, cancelling common factors if possible. To divide fractions, flip the second fraction upside down, change the division sign to multiplication, and then multiply the tops and bottoms together. The document provides instructions for multiplying and dividing fractions by explaining the rules to multiply the numerators and denominators, and to flip the second fraction when dividing.
Percent Change Day 2: Given original and percent changeJim Olsen
If given percent change and original, the percent of the original is the amount of change.
Learnist Board: http://bit.ly/13AGhZq
More information at http://bit.ly/ZXLw0I
#P18
Negative numbers adding and subtractingTerry Golden
1. The document discusses adding and subtracting negative numbers using examples with biscuits. It explains that subtracting a negative number is the same as adding a positive number, and vice versa.
2. Quick rules are provided for subtracting or adding to negative numbers. When subtracting from a negative number, add the numbers and place a minus sign in front of the answer. When adding to a negative number, subtract the numbers and use the same sign as the larger number.
3. A method is described for calculating a string of additions and subtractions by separating the numbers into "add" and "subtract" totals and finding the difference between the totals.
This document provides an overview of fractions for 4th grade mathematics. It defines fractions as parts of objects and introduces equivalent fractions. It explores the relationship between fractions with different denominators, improper fractions and mixed numbers. Students learn how to order fractions from smallest to largest and review key fraction concepts covered.
The document summarizes key concepts about decimals including:
- How to represent fractions as decimals by moving the decimal point.
- Place value of decimals including tenths, hundredths, thousandths.
- Rules for adding, subtracting, multiplying and dividing decimals including ensuring decimal points are aligned.
- Rounding decimals to various place values.
- Solving multi-step word problems involving decimals using multiple arithmetic operations.
This document discusses operations with rational numbers such as addition, subtraction, multiplication, and division. It explains that for addition and subtraction of rational numbers with common denominators, only the numerators are added or subtracted. For different denominators, the lowest common denominator must first be found before adding or subtracting the numerators. Multiplication of rational numbers is done by multiplying the numerators and denominators. Division can be performed by multiplying the first number by the reciprocal of the second number.
Common Multiples and Least Common MultipleBrooke Young
The document explains how to find the least common multiple (LCM) of two numbers. It defines key terms like product, multiple, and common multiple. It then provides examples of finding the LCM of 3 and 6, 9 and 12, and 4 and 6. For each example, it lists the multiples of each number, circles the common multiples, and identifies the smallest common multiple as the LCM. The overall process is to list multiples, identify common multiples, and select the smallest value from the common multiples as the LCM.
Percent Change Day 1: Definition of percent changeJim Olsen
Percent change = (amount of change)/(original amount)
and write it as a percent.
Learnist Board: http://bit.ly/13AGhZq
More information at http://bit.ly/ZXLw0I
#P16
Multiplication is used to find the total number of items when they are organized into equal groups. It involves determining the number of groups and the number of items in each group. Some examples provided are calculating the total number of stars when arranged in groups of two, finding the number of sodas needed when purchased in packs of six, and counting flowers, balloons, and tires organized into arrays. Multiplication allows for efficiently calculating totals when items are grouped equally.
This document provides examples and explanations for solving linear equations in one variable. It begins by defining a linear equation as an equation that can be written in the form Ax + B = C, where A, B, and C are real numbers. It then gives 4 examples of linear equations. The document explains that a linear equation has a left-hand side (LHS) and right-hand side (RHS) that are always equal. It provides steps for solving linear equations, including using inverse operations and the order of operations. Finally, it works through 5 example problems of solving linear equations.
This document discusses using compatible numbers to estimate quotients. It explains that compatible numbers are multiples of the divisor that are close to the first two digits of the dividend. Examples show finding compatible numbers for divisors like 7, 3, 6, 9, 8 and using them to estimate the quotient. Estimates generally fall between the results of dividing the compatible numbers. The technique helps provide a range to check the exact quotient.
This document discusses basic math operations like addition, subtraction, multiplication, and division. It also covers how to perform some of these operations, like addition and subtraction, using an abacus.
This document discusses dividing decimals by powers of 10. It explains that when dividing a decimal by 10, 100, 1000, or 10,000, the decimal point moves to the left by the number of zeros in the divisor. Some examples are provided, such as 5.6/10 = 0.56 and 5.6/1000 = 0.0056. Students are instructed to practice these types of divisions using a calculator, identify patterns in a place value chart, and complete additional problems as in-class work and homework.
This document provides instructions on how to simplify fractions by dividing the numerator and denominator by the largest number that divides both. It includes examples of simplifying fractions through division and with a calculator. Key rules are explained, such as using the largest number that divides both the numerator and denominator to get the fraction into its lowest terms. Practice questions are provided to reinforce these concepts.
This document provides instructions for adding and subtracting decimals. It explains that when adding or subtracting decimals, you should line up the decimal points and place values. Then you perform the calculation, carrying or borrowing values as needed just as you would with whole numbers. Examples are provided of adding decimals with sums of 5.78 + 4.46 and 4.39 + 8.72. Examples of subtracting decimals include 9.34 - 4.27 and 10.83 - 3.92. Practice problems are also included for the reader to try.
The document introduces fractions using examples like sharing a pizza and cutting pattern blocks and candy bars into equal parts. It explains that a fraction represents a part of a whole and how to write fractions by naming the numerator and denominator. Examples are given for halves, thirds, and fourths. Students are directed to online and book resources to practice visualizing, naming, and exploring fractions using different representations.
This document discusses inequalities and their graphs. It defines an inequality as a statement that two expressions are not equal. It explains the symbols used in inequalities like <, >, ≤, and ≥ and how to graph them correctly, with open or closed circles depending on if it's a < or ≤. Examples are provided of writing and graphing simple one-variable inequalities and having the reader practice graphing some on their own. Key points covered include understanding the direction the solution goes based on what side the variable is on and coloring in or leaving open the circle depending on the symbol used.
This document provides instruction for learning multiplication facts. It begins by outlining the lesson objectives and prerequisites. The lesson then reviews rules for multiplying by 0's, 1's, 2's, 5's and 10's. Students practice these multiplication facts through interactive examples. The document continues by teaching rules for multiplying by 3's, 4's, 6's, 7's, 8's and 9's. Students practice these new multiplication facts through additional interactive examples. The document concludes by providing students links to worksheets and games for further practicing their multiplication fact fluency.
The document discusses like terms in algebra. It defines like terms as terms that have the same variables raised to the same powers. To combine like terms, you collect terms with the same variables and exponents together and add or subtract their coefficients. This simplifies expressions by reducing multiple terms into a single term. The document provides examples of combining like and unlike terms through addition, subtraction, and identifying whether terms can be combined.
This document discusses rounding numbers, including:
- Rounding whole numbers to the nearest ten, hundred, thousand, etc. based on whether the digit to the right of the rounding digit is less than or greater than 5
- Rounding decimals to the nearest tenth, hundredth, thousandth, etc. using the same rules
- Examples are provided to demonstrate rounding 52,876 to the nearest hundred, 75,298 to the nearest ten, 372.137 to the nearest hundredth, and $157.343 to the nearest cent
1. The document provides examples and explanations for evaluating algebraic expressions by substituting values for variables.
2. It gives examples of evaluating expressions involving addition, subtraction, multiplication, division, and order of operations.
3. Students are asked to evaluate expressions for given variable values to check their understanding.
Division involves grouping objects into equal parts. The document explains division using examples such as sharing 6 cookies between 2 mice and sharing 8 cupcakes between 3 plates. It discusses key division terms like dividend, divisor, and quotient. Readers are prompted to work through sample division word problems and write the corresponding mathematical statements.
To multiply fractions, multiply the top numbers together and the bottom numbers together, cancelling common factors if possible. To divide fractions, flip the second fraction upside down, change the division sign to multiplication, and then multiply the tops and bottoms together. The document provides instructions for multiplying and dividing fractions by explaining the rules to multiply the numerators and denominators, and to flip the second fraction when dividing.
Percent Change Day 2: Given original and percent changeJim Olsen
If given percent change and original, the percent of the original is the amount of change.
Learnist Board: http://bit.ly/13AGhZq
More information at http://bit.ly/ZXLw0I
#P18
Negative numbers adding and subtractingTerry Golden
1. The document discusses adding and subtracting negative numbers using examples with biscuits. It explains that subtracting a negative number is the same as adding a positive number, and vice versa.
2. Quick rules are provided for subtracting or adding to negative numbers. When subtracting from a negative number, add the numbers and place a minus sign in front of the answer. When adding to a negative number, subtract the numbers and use the same sign as the larger number.
3. A method is described for calculating a string of additions and subtractions by separating the numbers into "add" and "subtract" totals and finding the difference between the totals.
This document provides an overview of fractions for 4th grade mathematics. It defines fractions as parts of objects and introduces equivalent fractions. It explores the relationship between fractions with different denominators, improper fractions and mixed numbers. Students learn how to order fractions from smallest to largest and review key fraction concepts covered.
The document summarizes key concepts about decimals including:
- How to represent fractions as decimals by moving the decimal point.
- Place value of decimals including tenths, hundredths, thousandths.
- Rules for adding, subtracting, multiplying and dividing decimals including ensuring decimal points are aligned.
- Rounding decimals to various place values.
- Solving multi-step word problems involving decimals using multiple arithmetic operations.
This document discusses operations with rational numbers such as addition, subtraction, multiplication, and division. It explains that for addition and subtraction of rational numbers with common denominators, only the numerators are added or subtracted. For different denominators, the lowest common denominator must first be found before adding or subtracting the numerators. Multiplication of rational numbers is done by multiplying the numerators and denominators. Division can be performed by multiplying the first number by the reciprocal of the second number.
Common Multiples and Least Common MultipleBrooke Young
The document explains how to find the least common multiple (LCM) of two numbers. It defines key terms like product, multiple, and common multiple. It then provides examples of finding the LCM of 3 and 6, 9 and 12, and 4 and 6. For each example, it lists the multiples of each number, circles the common multiples, and identifies the smallest common multiple as the LCM. The overall process is to list multiples, identify common multiples, and select the smallest value from the common multiples as the LCM.
Percent Change Day 1: Definition of percent changeJim Olsen
Percent change = (amount of change)/(original amount)
and write it as a percent.
Learnist Board: http://bit.ly/13AGhZq
More information at http://bit.ly/ZXLw0I
#P16
Multiplication is used to find the total number of items when they are organized into equal groups. It involves determining the number of groups and the number of items in each group. Some examples provided are calculating the total number of stars when arranged in groups of two, finding the number of sodas needed when purchased in packs of six, and counting flowers, balloons, and tires organized into arrays. Multiplication allows for efficiently calculating totals when items are grouped equally.
This document provides examples and explanations for solving linear equations in one variable. It begins by defining a linear equation as an equation that can be written in the form Ax + B = C, where A, B, and C are real numbers. It then gives 4 examples of linear equations. The document explains that a linear equation has a left-hand side (LHS) and right-hand side (RHS) that are always equal. It provides steps for solving linear equations, including using inverse operations and the order of operations. Finally, it works through 5 example problems of solving linear equations.
This document discusses using compatible numbers to estimate quotients. It explains that compatible numbers are multiples of the divisor that are close to the first two digits of the dividend. Examples show finding compatible numbers for divisors like 7, 3, 6, 9, 8 and using them to estimate the quotient. Estimates generally fall between the results of dividing the compatible numbers. The technique helps provide a range to check the exact quotient.
This document discusses basic math operations like addition, subtraction, multiplication, and division. It also covers how to perform some of these operations, like addition and subtraction, using an abacus.
This document discusses a proposed instructional strategy to help elementary students master basic math facts like addition and subtraction up to 10. It notes that current teachers are struggling to systematically teach these foundational math skills. The strategy would provide supplementary materials for students and training for teachers. It aims to help students meet state performance expectations and alleviate issues that arise when students progress without having mastered earlier math content.
The document discusses an approach called 4D learning that focuses on developing self-directed learners. It promotes observing, listening, questioning, and reacting as powerful learning strategies. It advocates for learning spaces, buddies/groups, 3D style learning integrated across strands and suited to different learning styles, and integrated technology use. Key competencies like thinking and self-management are emphasized. Various ideas are provided like knowledge board games, number lines, equipment comparisons, inquiry approaches, challenge boards, modeling books, strategy walls, and community learning to help transition students to self-directed learners who can gain a wider audience and recognize their own strengths.
Math FACTS (Free Awesome, Cool Tools for Students)sqoolmaster
Explore all of the best K-6 math tools the web has to offer! From basic addition to geometry and fractions, from virtual manipulates to interactive games, from online calculators and converters to graphing tools. This workshop provides resources for every math topic you teach.
Samples of screens or pages that you can use in e-learning courses (online training). Except for the imported photos, all of the design elements I created using PowerPoint 2007 (or 2008 for Mac).
Contact me: info@RidgeViewMedia.com
...for design assistance with your online courses.
1. The document provides 20 number series questions with multiple choice answers. It tests the ability to recognize patterns in numeric sequences and determine the next number in the series.
2. For each question, the number series is presented and the test taker must determine if the numbers are increasing or decreasing, and by what amount, to arrive at the next number.
3. An answer key is provided with explanations for the pattern in each series and the correct answer. The questions cover a variety of common numeric patterns like addition, subtraction, multiplication, and division series.
Number sense involves understanding numbers and their relationships rather than just following algorithms. It has five key components and is important for skills like mental math, estimation, and problem solving. Developing number sense requires experiences with counting, magnitude, operations, and referents for quantities using a variety of manipulatives and representations.
Number sense refers to an intuitive understanding of numbers and their relationships. It develops through exploring numbers in various contexts and relating them in flexible ways. The document discusses key components of number sense development in early grades, including prenumber concepts like patterning and sorting, counting principles like one-to-one correspondence and cardinality, rational counting strategies, and understanding relationships among numbers through benchmarks and part-whole relationships. Effective instruction focuses on developing these foundations of number sense through clear models, guided practice, and review.
This document discusses number bonds and strategies for addition and subtraction using number bonds. Number bonds show the different combinations of numbers that make up a given number. They help build foundations for efficiently learning addition and subtraction. The document outlines activities and strategies like near-10, doubles, and near-100 that use number bonds to develop number sense and mental math skills before learning formal algorithms.
The document provides information about Colombia, including its capital (Bogota), language (Spanish), climate zones, peoples, customs, arts, geography, history, and a short story by Gabriel Garcia Marquez. It covers Colombia's varied landscapes and climates, cultural aspects like costumes, festivals and traditions. It also summarizes Colombia's political system, religions, neighbors, tourist destinations, and history from pre-colonial times to the present.
The document discusses several approaches to teaching mathematics: inquiry teaching which involves presenting problems for students to research; demonstration which involves the teacher modeling tasks; discovery which involves active roles for both teachers and students; and math-lab which has students work in small groups on tasks. It also discusses techniques like brainstorming, problem-solving, cooperative learning, and integrated teaching across subjects.
This document provides information for a lesson plan to teach basic multiplication facts to a Standard 1 class of about 20 seven-year-olds. The lesson will last 10-15 minutes and introduce multiplication as repeated addition using manipulatives like crown corks and coins. A PowerPoint presentation with examples in the two times table will be shown. Students will then complete a worksheet and short evaluation of their new understanding that multiplication is the grouping of sets of objects.
Mental math strategies for grade 3 students include count on, doubles, near doubles, making friendly numbers, and front-end adding. Count on involves counting up from the first number when adding a small number. Doubles are adding a number to itself. Near doubles looks similar to doubles but is off by 1-4. Making friendly numbers changes a number to one ending in 0 to make adding easier. Front-end adding uses place value and starts by adding tens then ones. These strategies can help students solve math equations mentally without paper or pencil.
The document provides steps to estimate quotients through division. It explains that to estimate a quotient, one should find a compatible number that can be easily divided and use that result. For 4,210 divided by 6, 42 divided by 6 is 7, so the estimate is 700. Similarly, for 635 divided by 8, 64 divided by 8 is 8, so the estimate is 80. And for 369 divided by 7, 35 divided by 7 is 5, so the estimate is 50.
2-2 Mental Math: Using Compatible Numbers and CompensationRudy Alfonso
The document discusses two mental math strategies: compatible numbers and compensation. Compatible numbers are those that are easy to add mentally, like numbers near multiples of 10. Compensation involves adjusting one number up or down to make the calculation easier, such as adding 3 to one number and subtracting 3 from the other. Examples demonstrate using these strategies to mentally calculate additions and subtractions.
The document discusses different teaching approaches and methods. It begins by distinguishing between direct/expository approaches that have high teacher direction and guided/exploratory approaches with high student participation. It then defines key concepts like approach and method. The main types covered are direct/expository methods like deductive and demonstrative, as well as guided/exploratory methods like inductive. Characteristics, examples and advantages/disadvantages of each method are provided. The document aims to help teachers understand different instructional strategies and how to apply them based on learning objectives and content.
The document discusses strategies for teaching mathematics, including discovery approach, inquiry teaching, demonstration approach, math-lab approach, practical work approach, individualized instruction using modules, brainstorming, problem-solving, cooperative learning, and integrative technique. It provides details on each approach, such as the discovery approach aiming to develop higher-order thinking skills and both teachers and learners playing active roles. It also lists 10 creative ways to teach math using dramatizations, children's bodies, play, toys, stories, creativity, and problem-solving abilities.
The document is a lecture on inverse trigonometric functions from a Calculus I class at New York University. It defines inverse trigonometric functions as the inverses of restricted trigonometric functions, gives their domains and ranges, and discusses their derivatives. The document also provides examples of evaluating inverse trigonometric functions.
Implicit differentiation allows us to find slopes of lines tangent to curves that are not graphs of functions. Almost all of the time (yes, that is a mathematical term!) we can assume the curve comprises the graph of a function and differentiate using the chain rule.
This document summarizes a calculus lecture on linear approximations. It provides examples of using the tangent line to approximate the sine function at different points. Specifically, it estimates sin(61°) by taking linear approximations about 0 and about 60°. The linear approximation about 0 is x, giving a value of 1.06465. The linear approximation about 60° uses the fact that the sine is √3/2 and the derivative is √3/2 at π/3, giving a better approximation than using 0.
This document contains lecture notes on related rates from a Calculus I class at New York University. It begins with announcements about assignments and no class on a holiday. It then outlines the objectives of learning to use derivatives to understand rates of change and model word problems. Examples are provided, including an oil slick problem worked out in detail. Strategies for solving related rates problems are discussed. Further examples on people walking and electrical resistors are presented.
Lesson 14: Derivatives of Logarithmic and Exponential FunctionsMel Anthony Pepito
The document discusses conventions for defining exponential functions with exponents other than positive integers, such as negative exponents, fractional exponents, and exponents of zero. It defines exponential functions with these exponent types in a way that maintains important properties like ax+y = ax * ay. The goal is to extend the definition of exponential functions beyond positive integer exponents in a principled way.
This document contains lecture notes on exponential growth and decay from a Calculus I class at New York University. It begins with announcements about an upcoming review session, office hours, and midterm exam. It then outlines the topics to be covered, including the differential equation y=ky, modeling population growth, radioactive decay including carbon-14 dating, Newton's law of cooling, and continuously compounded interest. Examples are provided of solving various differential equations representing exponential growth or decay. The document explains that many real-world situations exhibit exponential behavior due to proportional growth rates.
This document is from a Calculus I class lecture on L'Hopital's rule given at New York University. It begins with announcements and objectives for the lecture. It then provides examples of limits that are indeterminate forms to motivate L'Hopital's rule. The document explains the rule and when it can be used to evaluate limits. It also introduces the mathematician L'Hopital and applies the rule to examples introduced earlier.
The document provides an overview of curve sketching in calculus including objectives, rationale, theorems for determining monotonicity and concavity, and a checklist for graphing functions. It then gives examples of graphing cubic and quartic functions step-by-step, demonstrating how to analyze critical points, inflection points, and asymptotic behavior to create the curve. The examples illustrate applying differentiation rules to determine monotonicity from the derivative sign chart and concavity from the second derivative test.
This document is a section from a Calculus I course at New York University covering maximum and minimum values. It begins with announcements about exams and assignments. The objectives are to understand the Extreme Value Theorem and Fermat's Theorem, and use the Closed Interval Method to find extreme values. The document then covers the definitions of extreme points/values and the statements of the Extreme Value Theorem and Fermat's Theorem. It provides examples to illustrate the necessity of the hypotheses in the theorems. The focus is on using calculus concepts like continuity and differentiability to determine maximum and minimum values of functions on closed intervals.
This document is the notes from a Calculus I class at New York University covering Section 4.2 on the Mean Value Theorem. The notes include objectives, an outline, explanations of Rolle's Theorem and the Mean Value Theorem, examples of using the theorems, and a food for thought question. The key points are that Rolle's Theorem states that if a function is continuous on an interval and differentiable inside the interval, and the function values at the endpoints are equal, then there exists a point in the interior where the derivative is 0. The Mean Value Theorem similarly states that if a function is continuous on an interval and differentiable inside, there exists a point where the average rate of change equals the instantaneous rate of
This document discusses the definite integral and its properties. It begins by stating the objectives of computing definite integrals using Riemann sums and limits, estimating integrals using approximations like the midpoint rule, and reasoning about integrals using their properties. The outline then reviews the integral as a limit of Riemann sums and how to estimate integrals. It also discusses properties of the integral and comparison properties. Finally, it restates the theorem that if a function is continuous, the limit of Riemann sums is the same regardless of the choice of sample points.
The document summarizes the steps to solve optimization problems using calculus. It begins with an example of finding the rectangle with maximum area given a fixed perimeter. It works through the solution, identifying the objective function, variables, constraints, and using calculus techniques like taking the derivative to find critical points. The document then outlines Polya's 4-step method for problem solving and provides guidance on setting up optimization problems by understanding the problem, introducing notation, drawing diagrams, and eliminating variables using given constraints. It emphasizes using the Closed Interval Method, evaluating the function at endpoints and critical points to determine maximums and minimums.
The document is about calculating areas and distances using calculus. It discusses approximating areas of curved regions by dividing them into rectangles and letting the number of rectangles approach infinity. It provides examples of calculating areas of basic shapes like rectangles, parallelograms, and triangles. It then discusses Archimedes' work approximating the area under a parabola by inscribing sequences of triangles. The objectives are to compute areas using limits of approximating rectangles and to compute distances as limits of approximating time intervals.
This document is from a Calculus I class at New York University and covers antiderivatives. It begins with announcements about an upcoming quiz. The objectives are to find antiderivatives of simple functions, remember that a function whose derivative is zero must be constant, and solve rectilinear motion problems. It then outlines finding antiderivatives through tabulation, graphically, and with rectilinear motion examples. The document provides examples of finding antiderivatives of power functions by using the power rule in reverse.
- The document is about evaluating definite integrals and contains sections on: evaluating definite integrals using the evaluation theorem, writing antiderivatives as indefinite integrals, interpreting definite integrals as net change over an interval, and examples of computing definite integrals.
- It discusses properties of definite integrals such as additivity and comparison properties, and provides examples of definite integrals that can be evaluated using known area formulas or by direct computation of antiderivatives.
Here are the key points about g given f:
- g represents the area under the curve of f over successive intervals of the x-axis
- As x increases over an interval, g will increase if f is positive over that interval and decrease if f is negative
- The concavity (convexity or concavity) of g will match the concavity of f over each interval
In summary, the area function g, as defined by the integral of f, will have properties that correspond directly to the sign and concavity of f over successive intervals of integration.
This document provides information about a Calculus I course taught by Professor Matthew Leingang at the Courant Institute of Mathematical Sciences at NYU. The course will include weekly lectures, recitations, homework assignments, quizzes, a midterm exam, and a final exam. Grades will be determined based on exam, homework, and quiz scores. The required textbook is available in hardcover, looseleaf, or online formats through the campus bookstore or WebAssign. Students are encouraged to contact the professor or TAs with any questions.
The document is a section from a Calculus I course at NYU from June 22, 2010. It discusses using the substitution method to evaluate indefinite integrals. Specifically, it provides an example of using the substitution u=x^2+3 to evaluate the integral of (x^2+3)^3 4x dx. The solution transforms the integral into an integral of u^3 du and evaluates it to be 1/4 u^4 + C.
This document outlines information about a Calculus I course taught by Professor Matthew Leingang at the Courant Institute of Mathematical Sciences. It provides details on the course staff, contact information for the professor, an overview of assessments including homework, quizzes, a midterm and final exam. Grading breakdown is also included, as well as information on purchasing the required textbook and accessing the course on Blackboard. The document aims to provide students with essential logistical information to succeed in the Calculus I course.
This document contains lecture notes from a Calculus I class at New York University on September 14, 2010. The notes cover announcements, guidelines for written homework, a rubric for grading homework, examples of good and bad homework, and objectives for the concept of limits. The bulk of the document discusses the heuristic definition of a limit using an error-tolerance game approach, provides examples to illustrate the game, and outlines the path to a precise definition of a limit.
15. Compensation Numbers
Compensation involves deciding which number to
adjust to make it easier to add or subtract.
Compensate by changing the other number.
47 + 16
Add 3 Subtract 3
to adjust
16. Compensation Numbers
Compensation involves deciding which number to
adjust to make it easier to add or subtract.
Compensate by changing the other number.
47 + 16
Add 3 Subtract 3
to adjust
17. Compensation Numbers
Compensation involves deciding which number to
adjust to make it easier to add or subtract.
Compensate by changing the other number.
47 + 16
Add 3 Subtract 3
to adjust
18. Compensation Numbers
Compensation involves deciding which number to
adjust to make it easier to add or subtract.
Compensate by changing the other number.
47 + 16
Add 3 Subtract 3
to adjust
50
19. Compensation Numbers
Compensation involves deciding which number to
adjust to make it easier to add or subtract.
Compensate by changing the other number.
47 + 16
Add 3 Subtract 3
to adjust
50 +
20. Compensation Numbers
Compensation involves deciding which number to
adjust to make it easier to add or subtract.
Compensate by changing the other number.
47 + 16
Add 3 Subtract 3
to adjust
50 + 13 =
21. Compensation Numbers
Compensation involves deciding which number to
adjust to make it easier to add or subtract.
Compensate by changing the other number.
47 + 16
Add 3 Subtract 3
to adjust
50 + 13 = 63
27. Compensation Numbers
Compensation involves deciding which number to
adjust to make it easier to add or subtract.
Compensate by changing the other number.
73 - 38
Add 2
to adjust
28. Compensation Numbers
Compensation involves deciding which number to
adjust to make it easier to add or subtract.
Compensate by changing the other number.
73 - 38
Add 2
Add 2
to adjust
29. Compensation Numbers
Compensation involves deciding which number to
adjust to make it easier to add or subtract.
Compensate by changing the other number.
73 - 38
Add 2
Add 2
to adjust
30. Compensation Numbers
Compensation involves deciding which number to
adjust to make it easier to add or subtract.
Compensate by changing the other number.
73 - 38
Add 2
Add 2
to adjust
75
31. Compensation Numbers
Compensation involves deciding which number to
adjust to make it easier to add or subtract.
Compensate by changing the other number.
73 - 38
Add 2
Add 2
to adjust
75 -
32. Compensation Numbers
Compensation involves deciding which number to
adjust to make it easier to add or subtract.
Compensate by changing the other number.
73 - 38
Add 2
Add 2
to adjust
75 -
33. Compensation Numbers
Compensation involves deciding which number to
adjust to make it easier to add or subtract.
Compensate by changing the other number.
73 - 38
Add 2
Add 2
to adjust
75 - 40 =
34. Compensation Numbers
Compensation involves deciding which number to
adjust to make it easier to add or subtract.
Compensate by changing the other number.
73 - 38
Add 2
Add 2
to adjust
75 - 40 = 35
70. Guided Practice
Remember, this is
COMPENSATION
89 - 37 = with subtracting.
ADD (or SUBTRACT)
something to BOTH
numbers.
71. Guided Practice
Remember, this is
-4
COMPENSATION
89 - 37 = with subtracting.
ADD (or SUBTRACT)
something to BOTH
numbers.
72. Guided Practice
Remember, this is
-4 -4
COMPENSATION
89 - 37 = with subtracting.
ADD (or SUBTRACT)
something to BOTH
numbers.
73. Guided Practice
Remember, this is
-4 -4
COMPENSATION
89 - 37 = with subtracting.
ADD (or SUBTRACT)
something to BOTH
numbers.
85
74. Guided Practice
Remember, this is
-4 -4
COMPENSATION
89 - 37 = with subtracting.
ADD (or SUBTRACT)
something to BOTH
numbers.
85 33
75. Guided Practice
Remember, this is
-4 -4
COMPENSATION
89 - 37 = with subtracting.
ADD (or SUBTRACT)
something to BOTH
numbers.
85 33
85 - 33 = __
76. Guided Practice
Remember, this is
-4 -4
COMPENSATION
89 - 37 = with subtracting.
ADD (or SUBTRACT)
something to BOTH
numbers.
85 33
85 - 33 = 52
__