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The document introduces the order of operations for evaluating expressions with multiple mathematical operations, noting that operations inside parentheses should be performed first, followed by multiplication and division from left to right, and then addition and subtraction from left to right. Several examples demonstrate applying the order of operations to evaluate expressions step-by-step. Rules for evaluating expressions with fractions are also provided.
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Candy Corn Number Bonds First Grade
The document describes a whole divided into parts, with the whole and parts having different numerical values. It repeats the pattern of listing the whole, parts, and their numbers.
Comparison problem bar model
The document uses a bar model to solve a word problem about Johnny having 230 pieces of candy and David having 70 fewer pieces. It shows that if Johnny has 230 pieces total, and 70 more than David, then by subtracting 70 from Johnny's amount, we find that David must have 160 pieces of candy. The bar model and number bonds illustrate that 230 - 70 = 160, so David has 160 pieces of candy.
Estimation power point
This document provides measurements for various body parts and common household items as a guide for estimating measurements without a ruler. Some of the measurements included are: one inch is the distance from the top knuckle on the thumb to the tip; one yard is the distance from the nose to outstretched hand; a standard door is six feet six inches to six feet eight inches high; and a dining room table surface is usually 30 inches from the ground.
Capacity #2
Hope needs 2 cups to make a pint of milk since a pint is equal to 2 cups. Emily needs to buy a quart of milk since it contains 5 cups which is the amount needed for her milkshake. Sarah needs 1 gallon, 1 quart, and 1 cup of lemonade to prepare for the orders of 37 cups from 21 people since a gallon is equal to 4 quarts and a quart is equal to 2 pints or 4 cups. Farmer Dan got 14 quarts of milk from his 3 cows which is the smallest number of containers since that amount can be contained in 14 quarts.
Telling time minute
This lesson plan presents activities to teach time concepts to students. It includes having students write down times shown on clocks and check their answers. It also includes a "Stop the Clock" game where students compete to name the time with increasing precision down to the minute. The plan is intended for teacher-led practice of a 3rd grade Virginia math standard on time.
Capacity story problems
Story problems built around capacity for fourth grade from
http://www.nsa.gov/academia/_files/collected_learning/elementary/geometry/capacity_counts.pdf
Story problems august 28
The students arrive at school at 8:30 a.m. and get back on the buses around 3:15 p.m. To find the length of the school day, we subtract the start time from the end time. The school day is 6 hours and 45 minutes (3:15 p.m. - 8:30 a.m.).
^Th grade wk sept 3
This document provides various facts and information about numbers and their divisibility. It defines prime and composite numbers. A prime number is only divisible by 1 and itself, while a composite number is divisible by more than two numbers. Examples of factoring both composite and prime numbers are shown using graphs. The document also includes miscellaneous facts about distances, wars, Olympic medals, food quantities, whales and travel times.
References
The document discusses the history and adoption of virtual worlds. It references several articles and studies about the growth of Second Life after declining user numbers, frameworks for adopting virtual worlds, the origins of virtual reality technology, and the emergence of virtual worlds prior to Second Life. Conference notes and presentations are also cited that relate to these topics.
Transcription v irtual world project
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Fantacy foot ball introduction
- 1. Introduction to Orders of Operations and Linear Equations
- 2. Order Of Operations Rule 1: First perform any calculations inside parentheses. Rule 2: Next perform all multiplications and divisions, working from left to right. Rule 3: Lastly, perform all additions and subtractions, working from left to right.
- 3. Example 3: Evaluate 9 - 5 ÷ (8 - 3) x 2 + 6 using the order of operations. Solution: Step 1: 9 - 5 ÷ (8 - 3) x 2 = 9-5÷5x2+6 Parentheses +6 Step 2: 9-5÷5x2+6 = 9-1x2+6 Division Step 3: 9-1x2+6 = 9-2+6 Multiplication Step 4: 9-2+6 = 7+6 Subtraction Step 5: 7+6 = 13 Addition In Examples 2 and 3, you will notice that multiplication and division were evaluated from left to right according to Rule 2. Similarly, addition and subtraction were evaluated from left to right, according to Rule 3.
- 4. Example 2: Evaluate 3 + 6 x (5 + 4) ÷ 3 - 7 using the order of operations. Solution: Step 1: 3 + 6 x (5 + 4) ÷ 3 = 3 + 6 x 9 ÷ 3 - 7 Parentheses -7 Step 2: 3+6x9÷3-7 = 3 + 54 ÷ 3 - 7 Multiplication Step 3: 3 + 54 ÷ 3 - 7 = 3 + 18 - 7 Division Step 4: 3 + 18 - 7 = 21 - 7 Addition Step 5: 21 - 7 = 14 Subtraction
- 5. Example Evaluate 4: 150 ÷ (6 + 3 x 8) - 5 using the order of operatio ns. Solution : Step 1: 150 ÷ (6 = 150 ÷ (6 + 24) - 5 Multiplication inside + 3 x 8) Parentheses -5 Step 2: 150 ÷ (6 = 150 ÷ 30 - 5 Addition inside Parentheses + 24) - 5 Step 3: 150 ÷ = 5-5 Division 30 - 5 Step 4: 5 - 5 = 0 Subtracti When two or more operations occur inside a set of parentheses, these operations should be evaluated according to Rules 2 and 3. This is done in Example 4 below.
- 6. Example 5: Evaluate the arithmetic expression below: Solution: This problem includes a fraction bar (also called a vinculum), which means we must divide the numerator by the denominator. However, we must first perform all calculations above and below the fraction bar BEFORE dividing. Thus Evaluating this expression, we get:
- 8. Multiplying a Fraction and a Whole Number 4 X 2/3 = 4/1 X 2/3 = 2/3 + 2/3 +2/3+ 2/3 = 8/3
- 9. Multiplying a Fraction and a Whole Number 4 X 2/3 = 4/1 X 2/3 = 2/3 + 2/3 +2/3+ 2/3 = 8/3
- 10. Multiplying a Fraction and a Whole Number 4 X 2/3 = 4/1 X 2/3 = 2/3 + 2/3 +2/3+ 2/3 = 8/3
- 11. Multiplying a Fraction and a Whole Number 4 X 2/3 = 4/1 X 2/3 = 2/3 + 2/3 +2/3+ 2/3 = 8/3
- 12. Multiplying a Fraction and a Whole Number 4 X 2/3 = 4/1 X 2/3 = 2/3 + 2/3 +2/3+ 2/3 = 8/3
- 13. Problem One T= 2 V= 1 P=14 R=3 C=0 I=2 F=0
- 14. Problem Two T= 3 V= 0 P=1 R=17 C=7 I=4 F=1