This document provides examples for comparing fractions, decimals, and numbers on a number line. It shows how to write fractions with a common denominator and compare them, write fractions as decimals to compare them, and place numbers on a number line to order them from least to greatest. Examples are provided to demonstrate comparing fractions with common denominators, fractions written as decimals, and using a number line to order percentages representing population changes from different states.
Comparing and ordering whole numbers and decimals Joemarie Araneta
MATHEMATICS VI
I. Objectives:
Cognitive: Order fractions in simple and mixed forms in ascending or ascending order using different methods
Psychomotor: Write in ascending or descending order fractions in simple and mixed forms
Affective: Prepare a budget
II. Learning Content
Skill: Ordering fractions in simple and mixed forms in ascending or descending order using different methods
Reference: BEC PELC G.10
Materials: ICT Integration
III. Learning Experiences:
A. Preparatory Activities
1. Mental Computation
2. Review
(ICT Integration)
3. Motivation
B. Developmental Activities
1. Presentation
(ICT Integration)
2. Fixing Skills
(ICT Integration)
3. Generalization
What are the different ways of ordering fraction?
What should be the basis in ordering fractions in ascending order? Descending order?
4. Application
(ICT Integration)
5. Evaluation
(ICT Integration)
IV. Assignment
(ICT Integration)
Comparing and ordering whole numbers and decimals Joemarie Araneta
MATHEMATICS VI
I. Objectives:
Cognitive: Order fractions in simple and mixed forms in ascending or ascending order using different methods
Psychomotor: Write in ascending or descending order fractions in simple and mixed forms
Affective: Prepare a budget
II. Learning Content
Skill: Ordering fractions in simple and mixed forms in ascending or descending order using different methods
Reference: BEC PELC G.10
Materials: ICT Integration
III. Learning Experiences:
A. Preparatory Activities
1. Mental Computation
2. Review
(ICT Integration)
3. Motivation
B. Developmental Activities
1. Presentation
(ICT Integration)
2. Fixing Skills
(ICT Integration)
3. Generalization
What are the different ways of ordering fraction?
What should be the basis in ordering fractions in ascending order? Descending order?
4. Application
(ICT Integration)
5. Evaluation
(ICT Integration)
IV. Assignment
(ICT Integration)
Comparing and ordering whole numbers and decimals Joemarie Araneta
MATHEMATICS VI
I. Objectives:
Cognitive: Order fractions in simple and mixed forms in ascending or ascending order using different methods
Psychomotor: Write in ascending or descending order fractions in simple and mixed forms
Affective: Prepare a budget
II. Learning Content
Skill: Ordering fractions in simple and mixed forms in ascending or descending order using different methods
Reference: BEC PELC G.10
Materials: ICT Integration
III. Learning Experiences:
A. Preparatory Activities
1. Mental Computation
2. Review
(ICT Integration)
3. Motivation
B. Developmental Activities
1. Presentation
(ICT Integration)
2. Fixing Skills
(ICT Integration)
3. Generalization
What are the different ways of ordering fraction?
What should be the basis in ordering fractions in ascending order? Descending order?
4. Application
(ICT Integration)
5. Evaluation
(ICT Integration)
IV. Assignment
(ICT Integration)
Comparing and ordering whole numbers and decimals Joemarie Araneta
MATHEMATICS VI
I. Objectives:
Cognitive: Order fractions in simple and mixed forms in ascending or ascending order using different methods
Psychomotor: Write in ascending or descending order fractions in simple and mixed forms
Affective: Prepare a budget
II. Learning Content
Skill: Ordering fractions in simple and mixed forms in ascending or descending order using different methods
Reference: BEC PELC G.10
Materials: ICT Integration
III. Learning Experiences:
A. Preparatory Activities
1. Mental Computation
2. Review
(ICT Integration)
3. Motivation
B. Developmental Activities
1. Presentation
(ICT Integration)
2. Fixing Skills
(ICT Integration)
3. Generalization
What are the different ways of ordering fraction?
What should be the basis in ordering fractions in ascending order? Descending order?
4. Application
(ICT Integration)
5. Evaluation
(ICT Integration)
IV. Assignment
(ICT Integration)
ILC-UK and the Actuarial Profession Debate: The Economics of Promoting Person...ILC- UK
ILC-UK is delighted to be working with Alliance Boots and the University College London School of Pharmacy to explore why public health has just got ‘personal’ and if such a trend will yield cost savings or cost some groups of society or sections of the economy more than others.
The event will also mark the launch of a report produced by Professor David Taylor and Dr Jennifer Gill from the UCL School of Pharmacy, supported by Alliance Boots entitled ‘Active Ageing: Live longer and prosper? Towards realising a second demographic dividend in 21st century Europe’.
The debate will focus on the balance between encouraging individual accountability and accepting collective responsibility for achieving longer lives and the consequent implications for health outcomes and cost.
The Coalition Government (like its predecessors) is trying to move away from the ‘nanny state’ towards ‘nudging’ people in the direction of choosing healthier behaviours.
Few people would question the desirability of encouraging more informed personal decision making to prevent avoidable illness. But too much reliance on individual choice and responsibility could fail those most at risk and potentially impose needless costs and losses on individuals, their families and the wider community. Promoting the behavioural and cultural changes needed to deliver better public health and keep NHS and social care costs as affordable as possible remains a pressing and complex challenge.
Subject areas to discuss will include:
The philosophical and political underpinnings of public health policy, including: social solidarity, fairness, entitlement, risk and personal responsibility. Are we in danger of unravelling the principle tenets of the Beveridge model welfare state in ways which may not only disadvantage the most vulnerable, but may in time increase financial pressures on other sectors of society?
Determining the boundaries of personal and societal level responsibility, and the legitimate as opposed to illegitimate need for publicly funded care and support. In areas ranging from smoking cessation to reducing the threat of an obesity driven diabetes epidemic, communities have to make tough choices between limiting risks and accepting the consequences of personal, social and corporate freedom.
The impact of current trends and possible future policy decisions in areas ranging from the costs of health and life insurance to the price of pensions for individuals and society.
The role of private employers in promoting and requiring healthy living.
The winners and losers if the trend towards personal responsibility continues, with particular regard to older people and disadvantaged groups and what impact could this trend have on the cost of care?
Agenda from the event
16:00
Registration
16:30
Welcome, Baroness Sally Greengross
16:40 – 18:25
Presentations and responses from:
Prof. David Taylor
Prof. Nick Bosaonquet
Tricia Kennerley
Martin Green
Economies worldwide have rebounded since the 2008
Financial Crisis, along with rising global equity and
tightening credit markets. Even the rebound in earnings
growth and profit margins has been remarkable. Yet, the
U.S. economic growth hasn’t broken out as hoped, after
significant global fiscal and monetary stimulus, including
slashing interest rates. Unemployment remains high and
volatility has been unnerving for investors. Learn more at: www.nafcu.org/nifcus
Spam Traps can cause big problems in your email program. In this article, we discuss what exactly spam traps ARE, the different types of spam traps, and the impact of spam traps on your sender reputation. There are essentially 3 different types of spam traps that you must be aware of - and pay attention to - in your email marketing program. It's also important to understand how they play a role in the overall health of your email program. Learn how spam traps make their way into your list, where spam traps come from, and how to prevent spam traps from getting onto your email list in the first place.
Long term care funding in the UK: The Dilnot Commission and the co-existence ...ILC- UK
Long term care funding in the UK - The Dilnot Commission and the co-existence of public and private systems
Dr. Craig Berry, International Longevity Centre - UK, craigberry@ilcuk.org.uk
III Congreso Internacional - Dependencia y Calidad de Vida
All types of Sorting logic.Some algorithms (selection, bubble, heapsort) work by moving elements to their final position, one at a time. You sort an array of size N, put 1 item in place, and continue sorting an array of size N – 1 (heapsort is slightly different).
Some algorithms (insertion, quicksort, counting, radix) put items into a temporary position, close(r) to their final position. You rescan, moving items closer to the final position with each iteration.
One technique is to start with a “sorted list” of one element, and merge unsorted items into it, one at a time.
* Evaluate square roots.
* Use the product rule to simplify square roots.
* Use the quotient rule to simplify square roots.
* Add and subtract square roots.
* Rationalize denominators.
* Use rational roots.
* Write the terms of a sequence defined by an explicit formula.
* Write the terms of a sequence defined by a recursive formula.
* Use factorial notation.
Key Trends Shaping the Future of Infrastructure.pdfCheryl Hung
Keynote at DIGIT West Expo, Glasgow on 29 May 2024.
Cheryl Hung, ochery.com
Sr Director, Infrastructure Ecosystem, Arm.
The key trends across hardware, cloud and open-source; exploring how these areas are likely to mature and develop over the short and long-term, and then considering how organisations can position themselves to adapt and thrive.
Generating a custom Ruby SDK for your web service or Rails API using Smithyg2nightmarescribd
Have you ever wanted a Ruby client API to communicate with your web service? Smithy is a protocol-agnostic language for defining services and SDKs. Smithy Ruby is an implementation of Smithy that generates a Ruby SDK using a Smithy model. In this talk, we will explore Smithy and Smithy Ruby to learn how to generate custom feature-rich SDKs that can communicate with any web service, such as a Rails JSON API.
Kubernetes & AI - Beauty and the Beast !?! @KCD Istanbul 2024Tobias Schneck
As AI technology is pushing into IT I was wondering myself, as an “infrastructure container kubernetes guy”, how get this fancy AI technology get managed from an infrastructure operational view? Is it possible to apply our lovely cloud native principals as well? What benefit’s both technologies could bring to each other?
Let me take this questions and provide you a short journey through existing deployment models and use cases for AI software. On practical examples, we discuss what cloud/on-premise strategy we may need for applying it to our own infrastructure to get it to work from an enterprise perspective. I want to give an overview about infrastructure requirements and technologies, what could be beneficial or limiting your AI use cases in an enterprise environment. An interactive Demo will give you some insides, what approaches I got already working for real.
The Art of the Pitch: WordPress Relationships and SalesLaura Byrne
Clients don’t know what they don’t know. What web solutions are right for them? How does WordPress come into the picture? How do you make sure you understand scope and timeline? What do you do if sometime changes?
All these questions and more will be explored as we talk about matching clients’ needs with what your agency offers without pulling teeth or pulling your hair out. Practical tips, and strategies for successful relationship building that leads to closing the deal.
GraphRAG is All You need? LLM & Knowledge GraphGuy Korland
Guy Korland, CEO and Co-founder of FalkorDB, will review two articles on the integration of language models with knowledge graphs.
1. Unifying Large Language Models and Knowledge Graphs: A Roadmap.
https://arxiv.org/abs/2306.08302
2. Microsoft Research's GraphRAG paper and a review paper on various uses of knowledge graphs:
https://www.microsoft.com/en-us/research/blog/graphrag-unlocking-llm-discovery-on-narrative-private-data/
Neuro-symbolic is not enough, we need neuro-*semantic*Frank van Harmelen
Neuro-symbolic (NeSy) AI is on the rise. However, simply machine learning on just any symbolic structure is not sufficient to really harvest the gains of NeSy. These will only be gained when the symbolic structures have an actual semantics. I give an operational definition of semantics as “predictable inference”.
All of this illustrated with link prediction over knowledge graphs, but the argument is general.
Elevating Tactical DDD Patterns Through Object CalisthenicsDorra BARTAGUIZ
After immersing yourself in the blue book and its red counterpart, attending DDD-focused conferences, and applying tactical patterns, you're left with a crucial question: How do I ensure my design is effective? Tactical patterns within Domain-Driven Design (DDD) serve as guiding principles for creating clear and manageable domain models. However, achieving success with these patterns requires additional guidance. Interestingly, we've observed that a set of constraints initially designed for training purposes remarkably aligns with effective pattern implementation, offering a more ‘mechanical’ approach. Let's explore together how Object Calisthenics can elevate the design of your tactical DDD patterns, offering concrete help for those venturing into DDD for the first time!
Builder.ai Founder Sachin Dev Duggal's Strategic Approach to Create an Innova...Ramesh Iyer
In today's fast-changing business world, Companies that adapt and embrace new ideas often need help to keep up with the competition. However, fostering a culture of innovation takes much work. It takes vision, leadership and willingness to take risks in the right proportion. Sachin Dev Duggal, co-founder of Builder.ai, has perfected the art of this balance, creating a company culture where creativity and growth are nurtured at each stage.
Software Delivery At the Speed of AI: Inflectra Invests In AI-Powered QualityInflectra
In this insightful webinar, Inflectra explores how artificial intelligence (AI) is transforming software development and testing. Discover how AI-powered tools are revolutionizing every stage of the software development lifecycle (SDLC), from design and prototyping to testing, deployment, and monitoring.
Learn about:
• The Future of Testing: How AI is shifting testing towards verification, analysis, and higher-level skills, while reducing repetitive tasks.
• Test Automation: How AI-powered test case generation, optimization, and self-healing tests are making testing more efficient and effective.
• Visual Testing: Explore the emerging capabilities of AI in visual testing and how it's set to revolutionize UI verification.
• Inflectra's AI Solutions: See demonstrations of Inflectra's cutting-edge AI tools like the ChatGPT plugin and Azure Open AI platform, designed to streamline your testing process.
Whether you're a developer, tester, or QA professional, this webinar will give you valuable insights into how AI is shaping the future of software delivery.
2. Warm Up Write each fraction as a decimal. 1. 1 3 2. 45 3. 4. 0.8 0.75 3 4 23 0.3 0.6
3. NS1.1 Read, write, and compare rational numbers in scientific notation (positive and negative powers of 10), compare rational numbers in general. Also covered: NS1.3 California Standards
5. To compare fractions with unlike denominators, you can find a common denominator. This could be the least common denominator (LCD), which is the least common multiple of the denominators.
6. Additional Example 1A: Comparing Fractions by Finding a Common Denominator Compare. Write <, >, or =. Multiply 6 and 10 to find a common denominator. 5 6 7 10 Write the fractions with a common denominator. Compare the fractions. Method 1: Multiply to find a common denominator. 6 10 = 60 > 5 10 6 10 = 5 6 10 10 = 50 60 7 6 10 6 = 7 10 6 6 = 42 60 50 60 5 6 > 42 60 ,so 7 10 >
7. Remember! The least common multiple (LCM) of two numbers is the smallest number, other than 0, that is a multiple of both numbers.
8. Additional Example 1B: Comparing Fractions by Finding a Common Denominator Compare. Write <, >, or =. List multiples of 3 and 5. The LCM is 15. 2 3 4 5 Write the fractions with a common denominator. Compare the fractions. Method 2: Find the least common denominator. 3; 3, 6, 9, 12, 15… 5; 5, 10, 15 > 2 5 3 5 = 2 3 5 5 = 10 15 4 3 5 3 = 4 5 3 3 = 12 15 10 15 2 3 < 12 15 ,so 4 5 <
9. Check It Out! Example 1A Compare. Write <, >, or =. Multiply 2 and 5 to find a common denominator. 1 2 2 5 Write the fractions with a common denominator. Compare the fractions. Method 1: Multiply to find a common denominator. 2 5 = 10 > 1 5 2 5 = 1 2 5 5 = 5 10 2 2 5 2 = 2 5 2 2 = 4 10 5 10 1 2 > 4 10 ,so 2 5 >
10. Check It Out! Example 1B Compare. Write <, >, or =. List multiples of 3 and 4. The LCM is 12. 2 3 3 4 Write the fractions with a common denominator. Compare the fractions. Method 2: Find the least common denominator. 3; 3, 6, 9, 12, … 4; 4, 8, 12… > 2 4 3 4 = 2 3 4 4 = 8 12 3 3 4 3 = 3 4 3 3 = 9 12 8 12 2 3 < 9 12 ,so 3 4 <
11. A. 5 5 Additional Example 2: Comparing by Using Decimals Compare. Write <, >, or =. 2 7 _ Write the fractions as decimals. Compare the decimals. < 2 9 _ 5 = 5.2 and 5 = 5.285714… 2 9 _ 2 7 _ _ 5.2 < 5.285714…, so 5 < 5 _ 2 9 _ 2 7 _
12. B. –0.44 – Additional Example 2: Comparing by Using Decimals Compare. Write <, >, or =. Compare the decimals. < C. 0.1 Compare the decimals. > 2 5 _ – = –0.4 2 5 _ – 0.44 < –0.4, so –0.44 < – 2 5 _ Write - as decimal. 2 5 _ 1 9 _ Write as decimal. 1 9 _ 1 9 _ = 0.1 0.1 > 0.1, so > 0.1 1 9 _
13. A. 4 4 Check It Out! Example 2 Compare. Write <, >, or =. 3 5 _ Write the fractions as decimals. Compare the decimals. < 2 9 _ 4 = 4.2 and 4 = 4.6 2 9 _ 3 5 _ _ 4.2 < 4.6, so 4 < 4 2 9 _ 3 5 _
14. B. –0.80 – Check It Out! Example 2 Compare. Write <, >, or =. Compare the decimals. = C. 0.8 Compare the decimals. > 4 5 _ – = –0.8 4 5 _ – 0.80 = –0.8, so –0.80 = – 4 5 _ Write – as decimal. 4 5 _ 5 6 _ Write as decimal. 5 6 _ 0.83 > 0.8, so > 0.8 5 6 _ _ 5 6 _ = 0.83
15. To order fractions and decimals, you can either write them all in the same form and then compare them, or place them on a number line. Recall that numbers increase in value as you move from left to right along a number line.
16. Additional Example 3: Social Studies Application – 2.5 6.0 The numbers , –3.4, 6.0, and –2.5 represent the percent changes in populations for four states. List these numbers in order from least to greatest. 14 4 __ – 4 –3 –2 –1 0 1 2 3 4 5 6 Place the numbers on a number line and read them from left to right. – 3.4 14 4 __ 14 4 The percent changes in population from least to greatest are –3.4, –2.5, , and 6.0. __
17. Check It Out! Example 3 – 2.2 3.0 The numbers , 3.0, –2.2, and –3.9 represent the percent changes in populations for four states. List these numbers in order from least to greatest. 7 2 __ – 5 –4 –3 –2 –1 0 1 2 3 4 5 Place the numbers on a number line and read them from left to right. – 3.9 7 2 __ The percent changes in population from least to greatest are –3.9, –2.2, 3.0, and . 7 2
18. Lesson Quiz Compare. Write <, >, or =. 1. 2. – –0.29 4. Sarah competed in a long-jump contest. Her first jump was 3.75 m, her second jump was 3 m, and her third jump was 3 m. Which jump was the longest? 3. –2 –2 > > 1 3 second jump < 1 4 2 9 6 7 7 8 8 9 9 11
