'Tip of the Iceberg' Maths Problems
A constant challenge for teachers is to cater for the diversity of students in my classes. Matt Skoss is always looking to incorporate rich Maths tasks that are easy for students to make a start on the problem, but once students are engaged in the problem, they are exposed to the deeper, richer Mathematics lurking beneath the surface, hence the use of the 'iceberg' metaphor.
to support the professional growth of teachers.
Connect with Maths ~ supporting teachers of mathematics ONLINE
http://connectwith.indigenous.aamt.edu.au
'Tip of the Iceberg' Maths Problems
A constant challenge for teachers is to cater for the diversity of students in my classes. Matt Skoss is always looking to incorporate rich Maths tasks that are easy for students to make a start on the problem, but once students are engaged in the problem, they are exposed to the deeper, richer Mathematics lurking beneath the surface, hence the use of the 'iceberg' metaphor.
to support the professional growth of teachers.
Connect with Maths ~ supporting teachers of mathematics ONLINE
http://connectwith.indigenous.aamt.edu.au
For more instructional resources, CLICK me here and DON'T FORGET TO SUBSCRIBE!
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Reference:
Nivera, G. C. (2013), Grade 7 Mathematics: Pattern and Practicalities. Don Bosco Press Inc. Makati City, Philippines.
For more instructional resources, CLICK me here and DON'T FORGET TO SUBSCRIBE!
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Reference:
Nivera, G. C. (2013), Grade 7 Mathematics: Pattern and Practicalities. Don Bosco Press Inc. Makati City, Philippines.
'Lilavati' was one of the mathematical texts written by Bhaskaracharya-II (1114 - 1193 CE), a well-known Indian mathematician. In this presentation we have shared one of the techniques of multiplying numbers which has been explained in Lilavati.
To learn more techniques of Lilavati, join Vedic Mathematics Home Study Course. For details, visit vedicmaths.chinfo.org
This will help you on how to solve quadratic equations by factoring.
For more instructional resources, CLICK me here!
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https://tinyurl.com/ycjp8r7u
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Reference:
Nivera, G. C. (2013), Grade 7 Mathematics: Pattern and Practicalities. Don Bosco Press Inc. Makati City, Philippines.
For more instructional resources, CLICK me here and DON'T FORGET TO SUBSCRIBE!
https://tinyurl.com/y9muob6q
LIKE and FOLLOW me here!
https://tinyurl.com/ycjp8r7u
https://tinyurl.com/ybo27k2u
For more instructional resources, CLICK me here and DON'T FORGET TO SUBSCRIBE!
https://tinyurl.com/y9muob6q
LIKE and FOLLOW me here!
https://tinyurl.com/ycjp8r7u
https://tinyurl.com/ybo27k2u
Reference:
Nivera, G. C. (2013), Grade 7 Mathematics: Pattern and Practicalities. Don Bosco Press Inc. Makati City, Philippines.
'Lilavati' was one of the mathematical texts written by Bhaskaracharya-II (1114 - 1193 CE), a well-known Indian mathematician. In this presentation we have shared one of the techniques of multiplying numbers which has been explained in Lilavati.
To learn more techniques of Lilavati, join Vedic Mathematics Home Study Course. For details, visit vedicmaths.chinfo.org
This will help you on how to solve quadratic equations by factoring.
For more instructional resources, CLICK me here!
https://tinyurl.com/y9muob6q
LIKE and FOLLOW me here!
https://tinyurl.com/ycjp8r7u
https://tinyurl.com/ybo27k2u
Explains about the concept ,formula,and solving problems on area of a square and parallelogram.The development of a formula is also explained with the help of examples for both triangle and parallelogram.The power point is made for VIIth standard s.s.c board text book.
A Summary of Concepts Needed to be Successful in Mathematics
The following sheets list the key concepts that are taught in the specified math course. The sheets
present concepts in the order they are taught and give examples of their use.
WHY THESE SHEETS ARE USEFUL –
• To help refresh your memory on old math skills you may have forgotten.
• To prepare for math placement test.
• To help you decide which math course is best for you.
Directions Please show all of your work for each problem.If.docxkimberly691
Directions
: Please show all of your work for each problem.
If applicable, you may find Microsoft Word’s equation editor helpful in creating mathematical expressions in Word.
There is a tutorial on using this equation editor in Module 1 Lecture Notes.
You also have the option of hand writing your work and scanning it.
1.
Find the greatest common factor.
4, 6, 12.
2.
Factor.
24
x
3
+ 30
x
2
3.
Factor out the GCF with a negative coefficient.
–24
m
2
n
6
– 8
mn
5
– 32
n
4
4.
Factor completely by factoring out any common factors and then factoring by grouping.
6
x
2
– 5
xy
+ 6
x
– 5
y
5.
The GCF of 15
y
+ 20 is 5.
The GCF of 15
y
+ 21 is 3.
Find the GCF of the product (15
y
+ 20)(15
y
+ 21).
6.
The area of a rectangle of length
x
is given by 15
x
–
x
2
.
Find the width of the rectangle in terms of
x
.
7.
Factor the trinomial completely.
x
2
+ 8
x
– 9
8.
Factor the trinomial completely.
2
x
2
+ 16
x
+ 32
9.
Complete the following statement.
6
a
2
– 5
a
+ 1 = (3
a
– 1)(__
?
__)
10.
State whether the following is true or false.
x
2
– 7
x
– 30 = (
x
+ 3)(
x
– 10)
11.
Factor completely.
x
2
+ 11
x
+ 28
12.
Factor completely.
15
x
2
+ 23
x
+ 4
13.
Factor completely.
6
z
3
– 27
z
2
+ 12
z
14.
The number of hot dogs sold at the concession stand during each hour
ii
h
after opening at a soccer tournament is given by the polynomial 2
h
2
– 19
h
+ 24.
Write this polynomial in factored form.
15.
Find a positive value for
k
for which the polynomial can be factored.
x
2
–
kx
+ 29
16.
Factor completely.
9
x
2
+ 4
17.
Determine whether the following trinomial is a perfect square.
If it is, factor the binomial.
x
2
– 12
x
+ 36
18.
Factor completely.
25
x
2
+ 40
xy
+ 16
y
2
19.
Factor.
s
2
(
t
–
u
) – 9
t
2
(
t
–
u
)
20.
State which method should be applied as the first step for factoring the polynomial.
6
x
3
+ 9
x
21.
State which method should be applied as the first step for factoring the polynomial.
2
a
2
+ 9
a
+ 10
22.
Solve the quadratic equation.
5
x
2
+ 17
x =
–6
23.
Solve the quadratic equation.
3
x
(2
x
– 15) = –84
24.
The sum of an integer and its square is 30.
Find the integer.
25.
If the sides of a square are decreased by 3 cm, the area is decreased by 81 cm
2
.
What were the dimensions of the original square?
26.
Write in simplest form.
27.
Write in simplest form.
28.
Write the expression in simplest form.
29.
The area of the rectangle is represented by 5
x
2
+ 19
x
+ 12.
What is the length?
5
x
+ 4
30.
Multiply.
31.
Multiply.
32.
Divide.
33.
Divide.
34.
Perform the indicated operations.
35.
Find the area of the rectangle shown.
36.
Subtract.
Express your answer in simplest form.
37.
Subtract.
Express your answer in simplest form.
38.
Add.
Express your answer in simplest form.
39.
Add.
Express yo.
This presentation is based on CCSS.Math.Content.5.OA.A.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
CCSS.Math.Content.5.OA.A.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product
This tutorial provides fundamental concepts such as:
- Absolute Values
- Basic Operations with Signed Numbers
- PEMDAS rule
in order to properly handle simplification of mathematical expressions.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. First things first:
You need to learn your tables!
Every multiplication problem can be broken
down into simple tables calculations.
When you are asked to find the “product” of
some numbers, that means multiply them.
Created by Richard Bull
4. Traditional method
21 x 13 = ?
2 1
x 1 3
3 x 1 = 3 write down the 3.
36 3 x 2 = 6 write down the 6
10 x 1 = 10 write down the 10
1 x 2 = 2 write down the 2
Add the numbers
1 02
2 7 3
5. Traditional method
45 x 34 = ?
4 5
x 3 4
4 x 5 = 20 write down the 0, carry the 2.
08 4 x 4 = 16, add 2 write down the 18
30 x 5 = 150 write down the 50, carry the one
3 x 4 =12, add the 1, write down the 13
Add the numbers
5 03
5 3 3
1
1
1
1
2
6. Grid Method – part 1
255 x 5 = ?
First split the number into hundreds,
tens and units.
255 splits into 200, 50, 5
Then, multiply each of the numbers by 5.
200 x 5 = 1000
50 x 5 = 250
5 x 5 = 25
This can be
placed in a grid
7. Grid Method – part 2
255 x 5 = ?
x
200 50 5
200 x 5 50 x 5 5 x 5
5
Finally, add the three numbers together to get your answer.
1000 + 250 + 25 = 1275
So 255 x 5 = 1 275
1000 25250
8. First, split the numbers up.
255 splits into 200, 50 and 5. These go
along the top of the grid.
25 splits into 20 and 5. These go down
the sides.
Grid Method – part 1
255 x 25 = 6375
Put the numbers on the grid
9. x 200 50 5
20
5
Add up each column, then add the resulting numbers together.
Grid Method – part 2
255 x 25 = 6375
4000
2501000
1001000
25
4000 + 1000 + 100 = 5100
1000 + 250 + 25 = 1275
6375
10. 2 5
5
1
0 5
2
2 x 5 =
10
5 x 5 = 25
Lattice method – part 1
25 x 5 = ?
1. Make the lattice (grid)
as shown
2. Multiply each
number above a
column by the numbers
in every row
3. Write the answers in
the lattice. Making sure
you have only 1 digit in
each triangle
12. 3 6
8
2
4 8
4
3 x 8
=24
6 x 8 = 48
Lattice method – part 1
36 x 8 = ?
1. Make the lattice (grid)
as shown
2. Multiply each number
above a column by the
numbers in every row
3. Write the answers in
the lattice. Making sure
you have only 1 digit in
each triangle
14. 3 6
1
3
3 6
1 x 3 = 3
1 x 6 = 6
Lattice method – part 1
36 x 13 = ?
1. Make the lattice (grid)
as shown
2. Multiply each number
above a column by the
numbers in every row
3. Write the answers in
the lattice. Making sure
you have only 1 digit in
each triangle
9 8
1
3 x 6 = 18
3 x 3 = 9
15. 3 6
1
3
3 6
Lattice method – part 2
36 x 13 = ?
9 8
4 6 8
1
Add along the diagonal
line
6 + 1 + 9 = 16
1
16. Which of these did you use to
calculate 21 × 32?
20 1
30
2
600 30
40 2
Are there any other methods?
32
× 21
32
+ 640
Answer: 672Answer: 672
2 1
3
2
0
6
0
3
0
4
0
2
27
6
0
Answer: 672
17. Choose a method to calculate 43 × 17?
40 3
10
7
400 30
280 21
Are there any other methods?
43
× 17
301
+ 430
Answer: 731Answer: 731
4 3
1
7
0
4
0
3
2
8
2
1
13
7
0
Answer: 731
1
18. Multiply these using whichever
method you like (no calculators!):
1. 26 × 14
2. 74 × 39
3. 124 × 16
4. 249 × 179
= 364
= 2886
= 1984
= 44571
20. Draw the bus stop:
Divide each value by 3, not
forgetting to carry any
remainders.
The answer is on top!
Answer: 45
0
3
Calculate 135 ÷ 3
Bus Stop Multiples
We need to do the following
calculations:
10 × 3 = 30
10 × 3 = 30
10 × 3 = 30
10 × 3 = 30
5 × 3 = 15
How many 3s in total?
Answer: 45
1 3 5
4 5
1 1 Total so far: 30
Total so far: 60
Total so far: 90
Total so far: 120
Total so far: 135
Divisor
21. Draw the bus stop:
Divide each value by 14, not
forgetting to carry any
remainders.
The answer is on top!
Answer: 23
0
14
What about 322 ÷ 14
Bus Stop Multiples
We need to do the following
calculations:
10 × 14 = 140
10 × 14 = 140
3 × 14 = 42
How many 14s in total?
Answer: 23
3 2 2
2 3
3 4 Total so far: 140
Total so far: 280
Divisor
Total so far: 322
22. Calculate these, without a calculator!
1. 168 ÷ 7
2. 222 ÷ 6
3. 384 ÷ 12
4. 952 ÷ 17
= 24
= 37
= 32
= 56
Created by Richard Bull