Adding and Subtracting Fractions - Unlike - Clark.ppt
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The document discusses finding a common denominator to add or subtract fractions. It provides examples of listing the numerators of two fractions and finding the first number that appears in both lists to use as the common denominator. It then shows setting up the fractions with the common denominator and performing the addition or subtraction.
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This document provides instruction on adding and subtracting fractions with unlike denominators. It explains that a common denominator is needed and demonstrates finding the lowest common multiple of the denominators by listing multiples and using the first number that appears in both lists. Several examples are worked through step-by-step, showing the identification of the common denominator and the calculation. Students are then provided practice problems with answers on the following slide to check their work.
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C. -8, -3, 3, 9, 16, 22
D. -9, -5, 3, 11, 15, 27
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If n = 1, the statement is "2 is a factor of __________."
If n = 2, the statement is "2 is a factor of __________."
If n = 3, the statement is "2 is a factor of __________."
If n = k + 1, the statement before the algebra is simplified is "2 is a factor of __________."
If n = k + 1, the statement after the algebra is simplified is "2 is a factor of __________."
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Use the formula for the sum of the first n terms of a geometric sequence to solve the following.
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Write the first four terms of the following sequence whose general term is given.
an = 3n
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Consider the statement "2 is a factor of n2 + 3n."
If n = 1, the statement is "2 is a factor of __________."
If n = 2, the statement is "2 is a factor of __________."
If n = 3, the statement is "2 is a factor of __________."
If n = k + 1, the statement before the algebra is simplified is "2 is a factor of __________."
If n = k + 1, the statement after the algebra is simplified is "2 is a factor of __________."
A.4; 15; 28; (k + 1)2 + 3(k + 1); k2 + 5k + 8
B.4; 20; 28; (k + 1)2 + 3(k + 1); k2 + 5k + 7
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k2 + 3k + 2 = (k2 + k) + 2 ( __________ )
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Asexual reproduction in animals occurs through budding, fragmentation, or regeneration. Budding involves a bud growing off the parent animal and detaching to form an independent offspring. Fragmentation is when a part breaks off and grows into a new animal. Regeneration allows an animal like a sea star to regrow a lost limb and sometimes form a new individual if the fragment is large enough. Common examples are hydra reproducing through budding and planarians through fragmentation.
sfyi;OIPAUDSUEODTRQSKTUFEGURHITPDTs.pptx
The document discusses the fable of the tortoise and the hare race. It asks questions about the characters, what the hare wants to do, who accepted the hare's racing challenge, who won the race, and the qualities of the hare and tortoise. The student is prompted to reflect on the lesson learned from the story and identify the moral lesson in their journal writing.
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This certificate is presented to an unnamed student during the second quarter of the 2023-2024 school year at Ben Lippen Christian Learning School Foundation in San Andres, Sanchez Mira, Cagayan. The certificate is signed by the class adviser, Rosell May Silvestre, and the principal, Eleanor B. Cocos, on February 8, 2024.
setdyfudryqf;squyq79t7wt7ttwe7egyuhl.pdf
This document summarizes the second quarter grades of students from the Ben Lippen Christian Learning School in Cagayan. It lists the names of 8 students, their grades in 8 subjects, as well as their average grades. Overall, the students received grades ranging from 80 to 95, with averages between 83.22 and 93.00. The highest averages belonged to students Carl Jhay B. Calicdan and Ellie Aquisha Reese Villanueva.
cert.pptxlhxkyslyslysyodpyspyslyslydlydlydlydoysoy
This document contains 6 certificates from Ben Lippen Christian Learning School honoring students for their academic performance in the second quarter of the 2023-2024 school year. The certificates recognize students who achieved GPAs between 90.77% and 93.77% and were signed by their class adviser and the school principal.
Printable-Sunday-School-Attendance-Sheet-2.pdf
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This document provides instructions for a word recognition quiz where parts of words are covered to test recognition. It explains that questions can be typed in to cover parts of words from example slides that can be copied, such as asking for the collocation expressed in the phrase "He put a lot of effort into his work."
Blockbusters-ABC-PowerPoint-v2.pptx
This document provides instructions for a blockbuster-style quiz game where teams take turns guessing answers to questions starting with a chosen letter. The first team to correctly answer wins that letter and chooses the next one. The objective is for the red team to spell out the word "red" and the blue team to spell "blue" by linking letters of their color, with the first team to complete it winning the game.
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This document discusses inferring a speaker's tone, mood, and purpose from what is said. It provides examples of different tones like happy, sad, and angry. Mood is the feeling conveyed, while purpose is the intention behind the words. The document gives scenarios and asks the reader to determine the tone, mood, and purpose based on contexts clues. It emphasizes that understanding these can help interpret a speaker's message and feelings.
english 4 power point.pptx
This document discusses inferring a speaker's tone, mood, and purpose from what is said. It provides examples of different tones like happy, sad, and angry. Mood is the feeling conveyed, while purpose is the intention behind the words. The document gives scenarios and asks the reader to determine the tone, mood, and purpose based on contexts clues. It emphasizes that understanding these can help interpret a speaker's message and feelings.
MG-CHAPTER-2.pptx
The document discusses learning styles of children and culture-based education strategies. It describes multiple intelligences and learning styles like visual, auditory, tactile and kinesthetic. It also discusses using storytelling and cultural traditions as learning tools. Culture-based education grounds instruction in the values, norms and practices of a culture. It aims to nurture identity and community participation while promoting cultural appreciation.
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This document provides instructions for a Christmas-themed quiz game using an advent calendar. Players answer questions in small groups and can open doors on the calendar for correct answers, with opportunities to earn points for finding presents behind doors. The winning team is the one that accumulates the most points.
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This document provides instructions for teachers to create an "odd one out" game for students. Teachers are instructed to copy and paste slides, drag them to vary the correct answer position, type in their own questions and answers, and delete the instructions. Students then work in teams taking turns to identify the odd one out answer. The team with the most correct answers at the end wins a paper clip prize.
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- 2. We need a common denominator to add these fractions.
- 3. 7, 14, 21, 28, 35… 2, 4, 6, 8, 10, 12, 14, 16, 18, 20 We need a common denominator to add these fractions.
- 4. 7, 14, 21, 28, 35… 2, 4, 6, 8, 10, 12, 14, 16, 18, 20 The first number IN COMMON that appears on both lists becomes the common denominator
- 5. x 2 x 2 X 7 x 7 7 6 7 + 6 = 13 13
- 6. We need a common denominator to add these fractions. 5, 10, 15, 20, 25, 30, 35, 40, 45 7, 14, 21, 28, 35, 42, 49, 56, 63
- 7. x 7 x 7 X 5 x 5 15 7 15 + 7 = 22 22
- 8. We need a common denominator to add these fractions. 7, 14, 21, 28, 35, 42, 49, 56, 63 8, 16, 24, 32, 40, 48, 56, 64, 72
- 9. x 7 x 7 x 8 x 8 32 21 32 + 21 = 53 53
- 10. We need a common denominator to add these fractions. 3, 6, 9, 12, 15, 18, 21, 24, 27 5, 10, 15, 20, 25, 30, 35, 40, 45
- 11. X 3 x 5 x 5 x 3 9 10 9 + 10 = 19 19
- 12. We need a common denominator to add these fractions. 3, 6, 9, 12, 15, 18, 21, 24, 27, 30, 33 11, 22, 33, 44, 55, 66, 77…
- 13. x 11 x 11 X 3 x 3 15 22 15 + 22 = 37 37
- 14. We need a common denominator to add these fractions. 3, 6, 9, 12, 15, 18, 21, 24, 27 6, 12, 18, 24,…
- 15. x 1 x 1 X 2 x 2 4 1 4 + 1 = 5 5
- 16. We need a common denominator to add these fractions. 11, 22, 33, 44, 55, 66, 77… 6, 12, 18, 24, 30, 36, 42, 48, 54, 60, 66, 72
- 17. x 11 x 11 X 6 x 6 18 11 29 18 + 11 = 29
- 18. We need a common denominator to add these fractions.
- 19. We need a common denominator to add these fractions. 9, 18, 27, 36, 45, 54, 63, 72, 81 5, 10, 15, 20, 25, 30, 35, 40, 45
- 20. 9, 18, 27, 36, 45, 54, 63, 72, 81 5, 10, 15, 20, 25, 30, 35, 40, 45 The first number IN COMMON that appears on both lists becomes the common denominator
- 21. x 5 x 5 x9 x 9 36 35 36 + 35 = 71 71 36 + 35 = 71
- 22. We need a common denominator to add these fractions. 12, 24, 36, 48, 60, 72, 84, 96 8, 16, 24, 32, 40, 48, 56, 64, 72, 79, 80, 88, 96
- 23. x 3 x 3 x 2 x 2 19 10 + 9 = 19 9 10
- 24. 5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55 We need a common denominator to subtract a fraction from another. 11, 22, 33, 44, 55, 66, 77…
- 25. x 5 x 5 x 11 x 11 4 15 - 11 = 4 15 11
- 26. We need a common denominator to subtract one fraction from another. 2, 4, 6, 8, 10, 12, 14, 16, 18, 20 … 10, 20, 30…
- 27. x 1 x 1 x 5 x 5 2 5 – 3 = 2 5 3
- 29. Answers On Next Slide • Each click on the next slide reveals an answer. • Check your papers. • If you discover an incorrect answer, be able to explain your mistake.