This document provides a strategy for preparing to crack the NMAT exam in 3 months. It begins by outlining the structure and scoring of the NMAT, including changes in 2020. It then provides a section-by-section preparation strategy focusing on increasing familiarity with question types through daily practice. For each section, it recommends spending time understanding topics, solving many questions, and using sectional tests to identify weaknesses. Regular mock tests are also advised to work on timing and identifying weak areas. Consistency in preparing topics thoroughly and practicing with timers is key to achieving the desired score within 3 months according to this strategy.
Helping the Student Struggling with Math Word ProblemsCarmen Y. Reyes
This document provides alternative teaching techniques for students struggling with math word problems. It suggests visually simplifying problems by highlighting important information, using color coding to sequence steps, and breaking multi-step problems into smaller parts. It also recommends having students verbalize problems, substituting easier numbers, and teaching a structured problem-solving strategy. The overall goal is to make word problems more comprehensible and manageable for students who struggle with language processing and math computations.
This document provides strategies for the NMAT exam. It recommends focusing practice on areas that are highly tested such as reading comprehension, grammar, and vocabulary. Specific tips include practicing reading comprehension passages within time limits and using word power made easy to study vocabulary. For logical reasoning, the document advises practicing verbal reasoning questions the most as they are most common. It also recommends focusing on arrangements, syllogisms and input-output questions. For quantitative aptitude, the document states this section requires thorough practice of arithmetic, algebra, geometry and probability. It emphasizes practicing calculation tricks and not underestimating data interpretation as these can be make-or-break areas. General test taking tips include taking timed practice tests weekly and analyzing performance to
The document provides tips for ECE students preparing for Visvesvaraya Technological University examinations. It outlines attributes of good students like confidence, conviction, dedication and strong memory power. It recommends streamlining study habits, practicing past papers, and seeking faculty support. During exams, it advises reading the entire paper first, allocating time proportionately to questions, prioritizing confident questions, showing working for numerical problems, and double checking answers. Overall, following these tips can help students score high marks and ranks.
The document describes plans to revise instruction on adding fractions with unlike denominators based on formative assessment results. Key revisions include:
1) Providing more opportunities for students to model and manipulate fractions into simplest form using concrete models and drawings before using the abstract process.
2) Giving targeted small group instruction to help students visualize how finding the greatest common factor simplifies a fraction.
3) Analyzing pre- and post-test results and practice problems to identify weaknesses and tailor remedial instruction accordingly.
How to answer math problems with no sweatmama_maria
The document provides tips for solving math problems effectively. It recommends reading the problem carefully multiple times to understand what is being asked. It also suggests writing out the problem to translate word problems into mathematical terms and see the steps more clearly. Students should be familiar with relevant formulas and apply them by taking one step at a time to solve the problem, checking each step before moving on. The final answer should also be checked against other solutions or answer keys. Patience and practicing these techniques can help students successfully solve even challenging math problems.
This document provides advice and feedback on the School Certificate mathematics exam. It discusses common student mistakes, concepts that need more clarification, and recommendations for exam preparation. Key areas discussed include reading questions carefully, showing working, using information across multiple parts of questions, and practicing past papers to improve familiarity with question types and formats.
This document provides a strategy for preparing to crack the NMAT exam in 3 months. It begins by outlining the structure and scoring of the NMAT, including changes in 2020. It then provides a section-by-section preparation strategy focusing on increasing familiarity with question types through daily practice. For each section, it recommends spending time understanding topics, solving many questions, and using sectional tests to identify weaknesses. Regular mock tests are also advised to work on timing and identifying weak areas. Consistency in preparing topics thoroughly and practicing with timers is key to achieving the desired score within 3 months according to this strategy.
Helping the Student Struggling with Math Word ProblemsCarmen Y. Reyes
This document provides alternative teaching techniques for students struggling with math word problems. It suggests visually simplifying problems by highlighting important information, using color coding to sequence steps, and breaking multi-step problems into smaller parts. It also recommends having students verbalize problems, substituting easier numbers, and teaching a structured problem-solving strategy. The overall goal is to make word problems more comprehensible and manageable for students who struggle with language processing and math computations.
This document provides strategies for the NMAT exam. It recommends focusing practice on areas that are highly tested such as reading comprehension, grammar, and vocabulary. Specific tips include practicing reading comprehension passages within time limits and using word power made easy to study vocabulary. For logical reasoning, the document advises practicing verbal reasoning questions the most as they are most common. It also recommends focusing on arrangements, syllogisms and input-output questions. For quantitative aptitude, the document states this section requires thorough practice of arithmetic, algebra, geometry and probability. It emphasizes practicing calculation tricks and not underestimating data interpretation as these can be make-or-break areas. General test taking tips include taking timed practice tests weekly and analyzing performance to
The document provides tips for ECE students preparing for Visvesvaraya Technological University examinations. It outlines attributes of good students like confidence, conviction, dedication and strong memory power. It recommends streamlining study habits, practicing past papers, and seeking faculty support. During exams, it advises reading the entire paper first, allocating time proportionately to questions, prioritizing confident questions, showing working for numerical problems, and double checking answers. Overall, following these tips can help students score high marks and ranks.
The document describes plans to revise instruction on adding fractions with unlike denominators based on formative assessment results. Key revisions include:
1) Providing more opportunities for students to model and manipulate fractions into simplest form using concrete models and drawings before using the abstract process.
2) Giving targeted small group instruction to help students visualize how finding the greatest common factor simplifies a fraction.
3) Analyzing pre- and post-test results and practice problems to identify weaknesses and tailor remedial instruction accordingly.
How to answer math problems with no sweatmama_maria
The document provides tips for solving math problems effectively. It recommends reading the problem carefully multiple times to understand what is being asked. It also suggests writing out the problem to translate word problems into mathematical terms and see the steps more clearly. Students should be familiar with relevant formulas and apply them by taking one step at a time to solve the problem, checking each step before moving on. The final answer should also be checked against other solutions or answer keys. Patience and practicing these techniques can help students successfully solve even challenging math problems.
This document provides advice and feedback on the School Certificate mathematics exam. It discusses common student mistakes, concepts that need more clarification, and recommendations for exam preparation. Key areas discussed include reading questions carefully, showing working, using information across multiple parts of questions, and practicing past papers to improve familiarity with question types and formats.
1) To access MathXL, students must purchase an access code either with a new or used textbook and register online with their username, password, and course ID provided by the instructor.
2) The course home page displays assignments, due dates, and allows students to access homework, quizzes, and view grades.
3) Within assignments, students can view examples, get hints, check their work, and receive feedback to learn how to solve problems until they achieve mastery.
The process of learning algebra should ideally teach students good logic skills, the ability to compare and contrast circumstances, and to recognize patterns and make predictions. In a world with free CAS at our fingertips, the focus on these underlying skills is even more important than it used to be. Learn how to focus on thinking skills and incorporate more active learning in algebra classes, without losing ground on topic coverage.
Stellenbosch Economics Class Survey of my PerformanceCarlos da Maia
The document contains a student survey evaluating tutorials and a tutor for an Economics module. It includes:
- Statistics on the number of students who attended tutorials voluntarily or compulsory and their performance levels.
- Two tables with average ratings for various statements about the tutorial program and the tutor on a scale of 1 to 5. Overall ratings were positive.
- Additional information collected including time spent preparing, material covered, accessibility of information.
The survey gathered feedback on the tutorials, tutorial program organization, and performance of the tutor to evaluate the support provided to students.
Singapore Math uses bar models or tape models to help students visualize word problems. The bar model approach uses concrete, pictorial, and abstract representations to teach math concepts. Bar models provide a visual that makes it easier for students to understand the relationships between quantities in word problems. Teachers can show students how to draw and interpret bar models to represent different types of math problems, such as addition, subtraction, and multiplication.
The document discusses using quick classroom assessments to gather student feedback through formative techniques like the feedback loop. It describes how feedback differs from evaluation in that it aims to improve teaching and learning without judgment. Several low-stakes assessment techniques are presented, such as minute papers, muddiest points, and entrance/exit slips, which can be implemented easily and anonymously to gain insight into student understanding and inform instruction. The key is for instructors to then close the feedback loop by sharing what they learned and making adjustments based on student input.
This document provides tips for solving problems that students are having trouble with on exams. It suggests re-reading the question, reviewing provided information, considering different classifications of the problem, checking steps, mentally rehearsing similar problems, checking calculations using different methods, breaking problems into parts, and writing down what is known even if a full solution cannot be found. The overall message is to persist through various strategies to make progress on problems rather than giving up entirely.
The document provides examples and explanations about calculating averages and means. It discusses using averages in applied problems related to grades. It explains that averages are used to determine grades and can be impacted by subsequent scores. The document also notes that it is often easier to prevent problems than deal with consequences later, relating to the saying that "an ounce of prevention is worth a pound of cure."
This document provides information about a quantitative literacy course called MAT 050. It is a hybrid course designed for students planning to take other math courses. Students will spend about 12 hours per week on course material, including 2-3.5 hours in class and the remaining hours outside of class. The course uses an online learning platform called D2L and online homework system called My Math Lab. Students will have access to course resources like power point presentations, online tutoring, and help centers. Assessment includes group activities, homework, quizzes, tests, and a final exam. Students are expected to complete practice problems, activities, and homework each week.
Using Excel to Build Understanding AMATYC 2015kathleenalmy
This document discusses using Excel to help students develop algebraic skills through numeric and graphical approaches. It provides examples of traditional algebra word problems that are modeled and solved using Excel spreadsheets. These include problems about comparing the costs of coffee from a Keurig vs. Starbucks, determining the fuel savings of a hybrid vehicle, analyzing patterns in Sierpinski triangles, projecting the growth of an Ebola outbreak, and using graphs to understand solutions to linear equations. The document argues that Excel allows students to focus on conceptual understanding rather than symbolic manipulations and helps bridge numeric and algebraic approaches. It also provides teacher notes about modeling uncertainties in disease projections.
Learn the SECRETS to passing your PRINCE2 Practitiner exam with flying colours! Simon Buehring
Download more PRINCE2 revision guides here: http://www.knowledgetrain.co.uk/resources.php
If you've got through your PRINCE2 Foundation exam, then you might be looking to progress further and take your Practitioner training, which is a little more on the challenging side! This free handy guide to Passing your PRINCE2 Practitioner exam is a must if you want to be fully prepared to pass the exam comfortably.
Written by Knowledge Train's most experienced PRINCE2 trainer Simon Buehring, this ebook gives you all the insider secrets, strategies and tips on beating the clock during your PRINCE2 Practitioner exam.
Download the 10 page ebook to learn all these essentials:
- The sections of the PRINCE2 syllabus you will be tested on
- Styles of questions and pass marks
- The most successful exam strategies and tactics to answering exam questions speedily
- Advice on preparing your manual for easy reference during the PRINCE2 exam
- The PRINCE2 Practitioner exam requirements - before, during and after
Download this free guide to passing your PRINCE2 Practitioner exam, the essential addition to your exam preparation!
Download more PRINCE2 and project management ebooks from the Knowledge Train website: http://www.knowledgetrain.co.uk/resources.php
prince2, prince2 course, prince2 practitioner exam, project management course, prince2 training, revision guide, exam tips, exam strategies, passing exam, project manager
This document contains notes from a math lesson on properties of inequalities. It includes examples of how inequalities are preserved or reversed when operations are performed on both sides. An inequality is preserved when the inequality symbol stays the same, and reversed when it switches, such as greater than becoming less than. The key points are that multiplying or dividing by a negative number reverses an inequality, while adding or subtracting any number or multiplying/dividing by a positive preserves it.
The document provides an overview and introduction to e-asTTle, an online assessment tool for students in years 5-10 in New Zealand. It discusses how e-asTTle helps teachers understand student progress and plan next steps by testing reading, writing, math and other subjects. The document also shares one school's perspective on why they find e-asTTle useful, how to register and get started with the program, and what types of reports are available to analyze student performance.
The document provides guidance for students on completing their first assessment (TMA1) for the course. It outlines several key criteria that students must meet: [1] referencing and discussing course materials to demonstrate understanding, [2] presenting a discussion that moves beyond description to showing thinking on the topic, and [3] linking practice to course materials. It emphasizes the importance of referencing course materials, structuring the writing clearly, and meeting all requirements and word limits. Students are advised that average marks generally fall between 50-60% and to not be disappointed by scores in this range as they indicate a credible effort.
1) The document discusses using writing to improve student learning and performance in statistics classrooms. It finds that having students write about statistical concepts and problem solving helps improve their conceptual understanding and problem solving abilities.
2) Requiring students to write provides teachers insight into students' understanding and allows them to better assist students. Writing also helps students realize how much they actually know about statistical concepts.
3) Teachers should implement some form of writing in statistics classrooms as the benefits of improving conceptual understanding and performance on exams are significant.
Low Fact Fluency and Writing About Math by Marybeth Rotertmarybethrotert
The document discusses a study examining whether second grade students with low math fact fluency can demonstrate conceptual understanding by writing about math problems. It provides background on the importance of math fact fluency and standards calling for students to explain their mathematical thinking. A literature review found that writing about math improved student understanding but did not specify impacts on fact fluency. The author describes giving a pre-test on addition/subtraction facts to 5 students, having them complete worksheets writing about math problems over 10 days, and planning a post-test to measure growth in fact fluency.
The document provides information about the IELTS writing test, including details about Task 1 and Task 2 for both the Academic and General tests. For Task 1, the Academic test requires writing a report analyzing visual information, while the General test requires writing a letter. Both Task 1 and Task 2 require a minimum word count. The document also discusses common mistakes made on the IELTS writing test and provides strategies for improving writing skills and performance.
This document provides guidance on developing a questionnaire for research. It discusses important considerations in instrument design such as validity, reliability, and usability. Common question formats like Likert scales, rankings, and open-ended questions are described along with examples. The importance of pilot testing the questionnaire is emphasized to identify issues before full distribution. Overall guidelines are provided such as keeping the questionnaire short, using clear language, and leaving space for comments.
Edu 702 group presentation (questionnaire)Azura Zaki
This document provides guidance on developing a questionnaire for research. It discusses important considerations in instrument design such as validity, reliability, and usability. Common question formats like Likert scales, rankings, and open-ended questions are described along with examples. The importance of pilot testing the questionnaire and revising based on feedback is emphasized. Overall guidelines are provided such as keeping the questionnaire short, using clear language, and leaving space for comments.
sets-directions.rtfMTH 151 – Mathematics for the Liberal Arts .docxlesleyryder69361
sets-directions.rtf
MTH 151 – Mathematics for the Liberal Arts I
SetsApplication Directions
Purposes
This assignment will help you practice applying what you have learned about set theory to real problems or situations, and communicating about mathematical ideas with others.
Directions
Pick a problem:
Option 1: Find a problem in your home, school, or work life that you can solve using what you learned about set theory in this unit. For example, suppose you are coordinating a youth group event to make sub sandwiches to sell as a fund raiser. You might have tuna subs, regular subs, and vegetarian subs. Some of the ingredients will be used in several or all three types, while other ingredients will be unique to one kind of sub. You could use set theory to think through how many portions of each ingredient you will need. This use of set theory could apply to many different product assembly situations.
Option 2: Find an example of the use of set theory in the news. Data from studies of new medicines, the U. S. Census, and opinion surveys can often be analyzed by applying set theory.
Solve the problem or analyze the use of set theory in an example:
If you picked a problem from your own experience, use set theory to find a solution. If you picked an example from the news, analyze how theory was or could be used to answer questions about the data. The better you use the appropriate mathematics to correctly solve the problem or analyze the example, the more points you will earn.
Present the problem or example and your solution or analysis to the others in the class:
Post a message in the application discussion forum for this unit. In your message, describe the problem or example and how you solved or analyzed it. Use the equation editor as necessary to show the mathematical operations. The better you communicate, the more points you will earn. If you enjoy and know how to use multimedia, such as video, audio, and graphics, you may use those as well, but this is not required.
View and respond to the applications submitted by your classmates.
Pick two of your classmates’ applications that were particularly helpful to you. Write a response to each, explaining in a paragraph or two why their applications helped you better understand the mathematics for this unit or better understand how the mathematics for this unit could be used outside of class.
********************************
Example:
Statement of the problem
I am going to have a joint face-to-face meeting of my MTH 151 class and MTH 152 class, and space is limited. Therefore, I want only enough chairs to seat everyone. Some students are enrolled in both classes. How many chairs will I need?
Solution
of the problem
Assume that there are 30 MTH 151 students, 25 MTH 152 students, and 4 students taking both classes. I need to find the number of students in the union of the two classes. The Cardinal Number Formula is what we need.
For any two sets,
(
)
(
)
(
)
(
)
nABnAnBnA.
1. The document provides information about an 11th grade General Mathematics module on exponential functions, including the writers, editors, reviewers, and management team responsible for developing the module.
2. It explains that the module aims to help learners master solving exponential equations, inequalities, and problems involving exponential functions. It reviews key concepts like properties of exponents before presenting new lessons.
3. The module outlines that after going through it, learners will be able to solve exponential equations, inequalities, and problems involving exponential functions. It provides several examples to illustrate each of these skills.
1) To access MathXL, students must purchase an access code either with a new or used textbook and register online with their username, password, and course ID provided by the instructor.
2) The course home page displays assignments, due dates, and allows students to access homework, quizzes, and view grades.
3) Within assignments, students can view examples, get hints, check their work, and receive feedback to learn how to solve problems until they achieve mastery.
The process of learning algebra should ideally teach students good logic skills, the ability to compare and contrast circumstances, and to recognize patterns and make predictions. In a world with free CAS at our fingertips, the focus on these underlying skills is even more important than it used to be. Learn how to focus on thinking skills and incorporate more active learning in algebra classes, without losing ground on topic coverage.
Stellenbosch Economics Class Survey of my PerformanceCarlos da Maia
The document contains a student survey evaluating tutorials and a tutor for an Economics module. It includes:
- Statistics on the number of students who attended tutorials voluntarily or compulsory and their performance levels.
- Two tables with average ratings for various statements about the tutorial program and the tutor on a scale of 1 to 5. Overall ratings were positive.
- Additional information collected including time spent preparing, material covered, accessibility of information.
The survey gathered feedback on the tutorials, tutorial program organization, and performance of the tutor to evaluate the support provided to students.
Singapore Math uses bar models or tape models to help students visualize word problems. The bar model approach uses concrete, pictorial, and abstract representations to teach math concepts. Bar models provide a visual that makes it easier for students to understand the relationships between quantities in word problems. Teachers can show students how to draw and interpret bar models to represent different types of math problems, such as addition, subtraction, and multiplication.
The document discusses using quick classroom assessments to gather student feedback through formative techniques like the feedback loop. It describes how feedback differs from evaluation in that it aims to improve teaching and learning without judgment. Several low-stakes assessment techniques are presented, such as minute papers, muddiest points, and entrance/exit slips, which can be implemented easily and anonymously to gain insight into student understanding and inform instruction. The key is for instructors to then close the feedback loop by sharing what they learned and making adjustments based on student input.
This document provides tips for solving problems that students are having trouble with on exams. It suggests re-reading the question, reviewing provided information, considering different classifications of the problem, checking steps, mentally rehearsing similar problems, checking calculations using different methods, breaking problems into parts, and writing down what is known even if a full solution cannot be found. The overall message is to persist through various strategies to make progress on problems rather than giving up entirely.
The document provides examples and explanations about calculating averages and means. It discusses using averages in applied problems related to grades. It explains that averages are used to determine grades and can be impacted by subsequent scores. The document also notes that it is often easier to prevent problems than deal with consequences later, relating to the saying that "an ounce of prevention is worth a pound of cure."
This document provides information about a quantitative literacy course called MAT 050. It is a hybrid course designed for students planning to take other math courses. Students will spend about 12 hours per week on course material, including 2-3.5 hours in class and the remaining hours outside of class. The course uses an online learning platform called D2L and online homework system called My Math Lab. Students will have access to course resources like power point presentations, online tutoring, and help centers. Assessment includes group activities, homework, quizzes, tests, and a final exam. Students are expected to complete practice problems, activities, and homework each week.
Using Excel to Build Understanding AMATYC 2015kathleenalmy
This document discusses using Excel to help students develop algebraic skills through numeric and graphical approaches. It provides examples of traditional algebra word problems that are modeled and solved using Excel spreadsheets. These include problems about comparing the costs of coffee from a Keurig vs. Starbucks, determining the fuel savings of a hybrid vehicle, analyzing patterns in Sierpinski triangles, projecting the growth of an Ebola outbreak, and using graphs to understand solutions to linear equations. The document argues that Excel allows students to focus on conceptual understanding rather than symbolic manipulations and helps bridge numeric and algebraic approaches. It also provides teacher notes about modeling uncertainties in disease projections.
Learn the SECRETS to passing your PRINCE2 Practitiner exam with flying colours! Simon Buehring
Download more PRINCE2 revision guides here: http://www.knowledgetrain.co.uk/resources.php
If you've got through your PRINCE2 Foundation exam, then you might be looking to progress further and take your Practitioner training, which is a little more on the challenging side! This free handy guide to Passing your PRINCE2 Practitioner exam is a must if you want to be fully prepared to pass the exam comfortably.
Written by Knowledge Train's most experienced PRINCE2 trainer Simon Buehring, this ebook gives you all the insider secrets, strategies and tips on beating the clock during your PRINCE2 Practitioner exam.
Download the 10 page ebook to learn all these essentials:
- The sections of the PRINCE2 syllabus you will be tested on
- Styles of questions and pass marks
- The most successful exam strategies and tactics to answering exam questions speedily
- Advice on preparing your manual for easy reference during the PRINCE2 exam
- The PRINCE2 Practitioner exam requirements - before, during and after
Download this free guide to passing your PRINCE2 Practitioner exam, the essential addition to your exam preparation!
Download more PRINCE2 and project management ebooks from the Knowledge Train website: http://www.knowledgetrain.co.uk/resources.php
prince2, prince2 course, prince2 practitioner exam, project management course, prince2 training, revision guide, exam tips, exam strategies, passing exam, project manager
This document contains notes from a math lesson on properties of inequalities. It includes examples of how inequalities are preserved or reversed when operations are performed on both sides. An inequality is preserved when the inequality symbol stays the same, and reversed when it switches, such as greater than becoming less than. The key points are that multiplying or dividing by a negative number reverses an inequality, while adding or subtracting any number or multiplying/dividing by a positive preserves it.
The document provides an overview and introduction to e-asTTle, an online assessment tool for students in years 5-10 in New Zealand. It discusses how e-asTTle helps teachers understand student progress and plan next steps by testing reading, writing, math and other subjects. The document also shares one school's perspective on why they find e-asTTle useful, how to register and get started with the program, and what types of reports are available to analyze student performance.
The document provides guidance for students on completing their first assessment (TMA1) for the course. It outlines several key criteria that students must meet: [1] referencing and discussing course materials to demonstrate understanding, [2] presenting a discussion that moves beyond description to showing thinking on the topic, and [3] linking practice to course materials. It emphasizes the importance of referencing course materials, structuring the writing clearly, and meeting all requirements and word limits. Students are advised that average marks generally fall between 50-60% and to not be disappointed by scores in this range as they indicate a credible effort.
1) The document discusses using writing to improve student learning and performance in statistics classrooms. It finds that having students write about statistical concepts and problem solving helps improve their conceptual understanding and problem solving abilities.
2) Requiring students to write provides teachers insight into students' understanding and allows them to better assist students. Writing also helps students realize how much they actually know about statistical concepts.
3) Teachers should implement some form of writing in statistics classrooms as the benefits of improving conceptual understanding and performance on exams are significant.
Low Fact Fluency and Writing About Math by Marybeth Rotertmarybethrotert
The document discusses a study examining whether second grade students with low math fact fluency can demonstrate conceptual understanding by writing about math problems. It provides background on the importance of math fact fluency and standards calling for students to explain their mathematical thinking. A literature review found that writing about math improved student understanding but did not specify impacts on fact fluency. The author describes giving a pre-test on addition/subtraction facts to 5 students, having them complete worksheets writing about math problems over 10 days, and planning a post-test to measure growth in fact fluency.
The document provides information about the IELTS writing test, including details about Task 1 and Task 2 for both the Academic and General tests. For Task 1, the Academic test requires writing a report analyzing visual information, while the General test requires writing a letter. Both Task 1 and Task 2 require a minimum word count. The document also discusses common mistakes made on the IELTS writing test and provides strategies for improving writing skills and performance.
This document provides guidance on developing a questionnaire for research. It discusses important considerations in instrument design such as validity, reliability, and usability. Common question formats like Likert scales, rankings, and open-ended questions are described along with examples. The importance of pilot testing the questionnaire is emphasized to identify issues before full distribution. Overall guidelines are provided such as keeping the questionnaire short, using clear language, and leaving space for comments.
Edu 702 group presentation (questionnaire)Azura Zaki
This document provides guidance on developing a questionnaire for research. It discusses important considerations in instrument design such as validity, reliability, and usability. Common question formats like Likert scales, rankings, and open-ended questions are described along with examples. The importance of pilot testing the questionnaire and revising based on feedback is emphasized. Overall guidelines are provided such as keeping the questionnaire short, using clear language, and leaving space for comments.
sets-directions.rtfMTH 151 – Mathematics for the Liberal Arts .docxlesleyryder69361
sets-directions.rtf
MTH 151 – Mathematics for the Liberal Arts I
SetsApplication Directions
Purposes
This assignment will help you practice applying what you have learned about set theory to real problems or situations, and communicating about mathematical ideas with others.
Directions
Pick a problem:
Option 1: Find a problem in your home, school, or work life that you can solve using what you learned about set theory in this unit. For example, suppose you are coordinating a youth group event to make sub sandwiches to sell as a fund raiser. You might have tuna subs, regular subs, and vegetarian subs. Some of the ingredients will be used in several or all three types, while other ingredients will be unique to one kind of sub. You could use set theory to think through how many portions of each ingredient you will need. This use of set theory could apply to many different product assembly situations.
Option 2: Find an example of the use of set theory in the news. Data from studies of new medicines, the U. S. Census, and opinion surveys can often be analyzed by applying set theory.
Solve the problem or analyze the use of set theory in an example:
If you picked a problem from your own experience, use set theory to find a solution. If you picked an example from the news, analyze how theory was or could be used to answer questions about the data. The better you use the appropriate mathematics to correctly solve the problem or analyze the example, the more points you will earn.
Present the problem or example and your solution or analysis to the others in the class:
Post a message in the application discussion forum for this unit. In your message, describe the problem or example and how you solved or analyzed it. Use the equation editor as necessary to show the mathematical operations. The better you communicate, the more points you will earn. If you enjoy and know how to use multimedia, such as video, audio, and graphics, you may use those as well, but this is not required.
View and respond to the applications submitted by your classmates.
Pick two of your classmates’ applications that were particularly helpful to you. Write a response to each, explaining in a paragraph or two why their applications helped you better understand the mathematics for this unit or better understand how the mathematics for this unit could be used outside of class.
********************************
Example:
Statement of the problem
I am going to have a joint face-to-face meeting of my MTH 151 class and MTH 152 class, and space is limited. Therefore, I want only enough chairs to seat everyone. Some students are enrolled in both classes. How many chairs will I need?
Solution
of the problem
Assume that there are 30 MTH 151 students, 25 MTH 152 students, and 4 students taking both classes. I need to find the number of students in the union of the two classes. The Cardinal Number Formula is what we need.
For any two sets,
(
)
(
)
(
)
(
)
nABnAnBnA.
1. The document provides information about an 11th grade General Mathematics module on exponential functions, including the writers, editors, reviewers, and management team responsible for developing the module.
2. It explains that the module aims to help learners master solving exponential equations, inequalities, and problems involving exponential functions. It reviews key concepts like properties of exponents before presenting new lessons.
3. The module outlines that after going through it, learners will be able to solve exponential equations, inequalities, and problems involving exponential functions. It provides several examples to illustrate each of these skills.
1. The document is a module on exponential functions that provides instruction on solving exponential equations, inequalities, and problems involving exponential functions.
2. It reviews properties of exponents and introduces examples of solving exponential equations by using the one-to-one property of exponential functions.
3. Activities are included to classify expressions as exponential equations or inequalities and to identify common bases to write numbers in exponential form.
The document provides guidelines for writing items (questions) that will be used to measure students' skills and knowledge. An item consists of a stem, a key, and three distractors. The stem should be clear and concise, formulated as a question rather than a statement when possible. The key and distractors should be similar in length and structure. Items should be written to test understanding rather than recall, and to reinforce correct concepts rather than incorrect ones.
Mark-up is the percentage or amount by which the cost price of an item is increased to determine its selling price. Mark-on is an additional increase in the price of a product, usually imposed during peak seasons. Mark-down is the reduction of the original selling price of an item, usually done to clear slow-moving inventory.
Here are the key points about mark-up, mark-on, and mark-down:
- Mark-up is the amount or percentage by which the cost price of an item is increased to determine its selling price. It is expressed as a percentage of the cost price.
- Mark-on is an additional increase in the price of a product, usually imposed during peak seasons to earn more profits. It is added on top of the regular mark-up.
- Mark-down is a reduction in the original or former selling price of an item. It is done to clear slow-moving inventory or products with declining demand. It is expressed as a percentage decrease from the original selling price.
The cost price remains
This document provides resources for teaching fractions to 3rd grade students. It begins by stating the learning target of developing an understanding of fractions as numbers by understanding what a fraction is, that it represents a number on the number line, and explaining equivalence and comparing fractions. It then discusses aligning instruction with common core standards and identifying gaps. Several instructional strategies are outlined, such as using contextual tasks, models, and estimation. An example word problem is provided along with directions for solving it using drawings. Additional resources on using bar diagrams, thinking blocks, and representations are referenced.
This document provides instructions and guidance for completing discussion assignments in Post-University's MAT 230 course. It outlines seven unit discussions that require students to:
1) Solve an assigned math problem by posting their work and solution on the discussion board.
2) Work with a partner using a journal function to solve group problems and post their agreed-upon solution.
3) Respond to a discussion question by posting an original statement and commenting on classmates' posts.
Rubrics are provided to grade students' discussion posts based on clearly stating the problem, showing all work, the correct solution, and proper grammar.
4th grade multi.div word problems and fractions pdLaura Chambless
This document provides information and resources for teaching fractions to 4th grade students. It discusses common core standards for fractions, learning targets, conceptual understanding students need, fraction word problems, using bar diagrams to solve problems, fraction representations including strips and number lines, defining fractions, strategies for comparing fractions, generating equivalent fractions, and multiplying fractions by whole numbers. Resources included are videos, websites, and book references to support fraction instruction.
This document is a module on logarithmic functions for a Grade 11 general mathematics class. It includes an introductory message, objectives, sections on what students need to know, pre-assessment questions, and lessons on specific topics like solving logarithmic equations and inequalities. The module was created by a team of educators and aims to help students learn key concepts through self-paced study.
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This document provides guidance on forming a research question for action research. It outlines four key steps: 1) Identify a problem, 2) Determine the underlying cause, 3) Brainstorm possible solutions, 4) Write a research question. An example is then provided where a teacher identifies that students don't engage in independent reading. Possible causes are listed, and providing alternative reading materials through a learning contract is chosen as the focus. The resulting research question asks if making a reward contract will increase time spent reading independently. Data collection methods like observations, student work, and interviews are recommended to study the solution's effectiveness.
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1. Argosy-University MAT 096 Homework
Help
Get help for Argosy-UniversityMAT096 HomeworkHelp. We provide assignment, homework,
discussions and case studies help for all subjects Argosy-Universityfor Session 2015-2016.
MAT 096 Module 1 Discussion1
Discussion2: Working with Real Numbers
Operations with real numbers involve adding, subtracting, multiplying, and dividing different
combinations of positive and negative numbers. For this discussion assignment, you will need to
review the rules for adding, subtracting, multiplying, and dividing real numbers. These rules are
briefly covered in the module 1 overview and are more completely covered in chapter 10 in the
textbook.
In this Discussion Area, complete the following:
o Select 1 problem from each of the following exercise sets in the textbook:
1. 10.2 Exercise Set
2. 10.3 Exercise Set
3. 10.4 Exercise Set
4. 10.5 Exercise Set
Note: Try to select different problems from those selected by your classmates!
o Work out each of the problems that you selected and post them to the discussion area
below. You have a number of options for doing this:
1. You can work out the problems in the discussion box.
2. You can work the problems out in a Word document and attach them to the discussion box.
3. You can work the problems out on a piece of paper, scan into an image file, and then attach
it to the discussion box.
2. o Provide a detailed explanation to the class concerning how you solved each problem.
Consider the following questions as you prepare your response:
1. What steps did you follow to find the solution?
2. Did you encounter any difficulties solving the problem?
3. If you encountered problems, what resources did you access or use to help you solve this
problem?
4. What did you need to know or understand to solve the problem?
5. What advice can you provide for someone who has difficulties solving similar problems?
http://www.justquestionanswer.com/viewanswer_detail/MAT-096-Module-1-Discussion-1-
Discussion2-Working-with-Rea-43821
MAT 096 Module 1 Assignment
MAT 096 Module 1 Assignment
http://www.justquestionanswer.com/viewanswer_detail/MAT-096-Module-1-Assignment-43822
MAT 096 Module 2 Discussion
Discussion1: Working with Fractions
An understanding of mathematical operations involving fractions can benefit both your personal and
professional lives. For this discussion assignment, you will need to review the rules for adding,
subtracting, multiplying, and dividing fractions. These rules are completely covered in chapters 2 and
3 in the textbook.
In this Discussion Area, complete the following:
o Select 1 problem from each of the following exercise sets in the textbook book:
3. o 2.6 Exercise Set
o 2.7 Exercise Set (Start with problem #9)
o 3.2 Exercise Set
o 3.3 Exercise Set
Note – Try to select different problems from those selected by your classmates!
o Work out each of the problems that you selected and post them to the discussion area
below. You have a number of options for doing this:
o You can work out the problems in the discussion box.
o You can work the problems out in a Word document and attach them to the discussion box.
o You can work the problems out on a piece of paper, scan into an image file, and then attach
it to the discussion box.
o Provide a detailed explanation to the class concerning how you solved each problem.
Consider the following questions as you prepare your response:
o What steps did you follow to find the solution?
o Did you encounter any difficulties solving the problem?
o If you encountered problems, what resources did you access or use to help solve this
problem?
o What did you need to know or understand to solve the problem?
o What advice can you provide for someone who has difficulties solving similar problems?
http://www.justquestionanswer.com/viewanswer_detail/MAT-096-Module-2-Discussion-Discussion1-
Working-with-Fract-43823
MAT 096 Module 2 Assignment
MAT 096 Module 2 Assignment
http://www.justquestionanswer.com/viewanswer_detail/MAT-096-Module-2-Assignment-43824
4. MAT 096 Module 3 Discussion
Discussion1: Working with Decimals and Percents
We work with decimals and percent notations daily. Therefore, improving your mathematical skills
related to working with decimals and percents will benefit both your personal and professional lives.
For this discussion assignment, you will need to review the rules for adding, subtracting, multiplying,
and dividing decimal and percent notation. These rules are completely covered in chapters 4 and 6
in the textbook.
In this Discussion Area, complete the following:
o Select 1 problem from each of the following exercise sets in the textbook book:
o 6.2 Exercise Set
o 6.3 Exercise Set
o 6.5 Exercise Set
o 6.6 Exercise Set
Note – Try to select different problems from those selected by your classmates!
o Work out each of the problems that you selected and post them to the discussion area
below. You have a number of options for doing this:
o You can work out the problems in the discussion box.
o You can work the problems out in a Word document and attach them to the discussion box.
o You can work the problems out on a piece of paper, scan into an image file, and then attach
it to the discussion box.
o Provide a detailed explanation to the class concerning how you solved each problem.
Consider the following questions as you prepare your response:
o What steps did you follow to find the solution?
o Did you encounter any difficulties solving the problem?
o If you encountered problems, what resources did you access or use to help solve this
problem?
o What did you need to know or understand to solve the problem?
5. o What advice can you provide for someone who has difficulties solving similar problems?
http://www.justquestionanswer.com/viewanswer_detail/MAT-096-Module-3-Discussion-Discussion1-
Working-with-Decim-43825
MAT 096 Module 4 Discussion
Discussion 1: Solving Equations
In this discussion, we are going to practice solving simple algebraic equations. For this discussion
assignment, you will need to review the rules for evaluating expressions and solving equations.
These rules are completely covered in chapter 11 in the textbook. Additionally, it would be a good
idea to review the rules for solving proportions in chapter 5.
In this Discussion Area, complete the following:
o Select 1 problem from each of the following exercise sets in the textbook book:
o 11.1 Exercise Set
o 11.2 Exercise Set
o 11.3 Exercise Set
o 11.4 Exercise Set
Note – Try to select different problems from those selected by your classmates!
o Work out each of the problems that you selected and post them to the discussion area
below. You have a number of options for doing this:
o You can work out the problems in the discussion box.
o You can work the problems out in a Word document and attach them to the discussion box.
o You can work the problems out on a piece of paper, scan into an image file, and then attach
it to the discussion box.
o Provide a detailed explanation to the class concerning how you solved each problem.
Consider the following questions as you prepare your response:
o What steps did you follow to find the solution?
o Did you encounter any difficulties solving the problem?
6. o If you encountered problems, what resources did you access or use to help solve this
problem?
o What did you need to know or understand to solve the problem?
o What advice can you provide for someone who has difficulties solving similar problems?
http://www.justquestionanswer.com/viewanswer_detail/MAT-096-Module-4-Discussion-Discussion-
1-Solving-Equations-43826
MAT 096 Module 5 Discussion
Carefully consider and post responses to the following questions:
• Do you feel you are better prepared for your online college experience because of what you
have learned in this course? Why?
• How comfortable were you using the Homework and Quizzes in this course? What would
your change?
• What was your experience like using the enrichment videos? What would you change?
• Did you take advantage of the on-demand tutoring services during this course? Why or why
not? If you used them, did the services help you? Do you think you will use them in your next math
course?
• In the beginning of the course, you may have felt some anxiety about taking a math course.
How do you feel now that you have nearly completed the course? Do you still have any lingering
doubts about your skills in math that you would like to discuss with your instructor and classmates?
http://www.justquestionanswer.com/viewanswer_detail/MAT-096-Module-5-Discussion-Carefully-
consider-and-post-res-43827