1. This document contains a 50-question multiple choice test on variation equations and concepts. Questions test understanding of direct, inverse, and joint variation, as well as applying formulas to word problems involving variations.
2. Key concepts covered include direct and inverse variation, finding constants of variation, and applying variation equations to physics concepts like Boyle's law, Charles' law, and Newton's law of universal gravitation.
3. Questions range from identifying variation equations to applying equations to solve for unknown variables in word problems involving variations.
This document provides guidance on using a strategic intervention material (SIM) to learn about combined variation. It begins with reminders on using the SIM independently and thoroughly. The least mastered skill is solving problems involving combined variation, where a variable depends on two or more other variables in a direct and inverse relationship. Examples are provided of writing equations to represent relationships like "W varies jointly as c and the square of a and inversely as b." Several practice activities involve writing equations and solving for unknowns. The document concludes with an assessment to check understanding of combined variation concepts.
z = kxy
z = -12
z = kxy
z = -84
z = kxy
z = -21
4.
a. Combined means together as a whole.
b. Combined variation is when a quantity varies jointly with respect to the product of two or more variables.
c. The mathematical statement that represents combined variation is a = k(bc) where a varies jointly as b and c multiplied together.
The document discusses types of variation including direct variation, inverse variation, and joint variation. It provides examples of determining the constant of variation k and using it to solve problems involving direct, inverse, and joint variations. It also discusses combined variation where a quantity varies directly as one variable and inversely as another.
This document contains 8 multiple choice questions about variation equations:
1. The questions ask about direct and inverse variation equations and how to write statements of variation in equation form.
2. Key concepts covered include direct variation (varies directly as), inverse variation (varies inversely as), and joint variation (varies jointly as).
3. The correct answers are provided to test understanding of different variation equations including Boyle's law and Charles' law.
The document provides examples of direct and inverse variations and instructions on how to translate statements of direct and inverse variation into mathematical equations using a constant of variation k. It also gives problems to solve for the indicated variable in various scenarios involving direct and inverse variation.
This document discusses direct variation in mathematics. It contains the following key points:
1. Direct variation is a type of proportional relationship where one quantity varies directly with respect to changes in another quantity. If one quantity increases or decreases, the other does the same in direct proportion.
2. Direct variation can be expressed mathematically as an equation of the form y = kx, where k is the constant of variation. Examples of direct variation relationships are also provided.
3. The document provides exercises on identifying direct variation from tables, graphs, and equations and writing direct variation equations to represent proportional relationships between variables.
This document provides examples and explanations of different types of variation problems involving ratios, proportions, direct variation, inverse variation, and joint variation. It defines key terms like ratio, proportion, direct variation, inverse variation, and joint variation. It shows how to write algebraic equations to represent different variation statements and provides sample problems to practice determining unknown variables based on given variation relationships.
This module covers similarity and the Pythagorean theorem as they relate to right triangles. It discusses how the altitude to the hypotenuse of a right triangle divides it into two smaller right triangles that are similar to each other and the original triangle. It also explains how the altitude is the geometric mean of the hypotenuse segments. Special right triangles like 45-45-90 and 30-60-90 triangles are examined, relating side lengths through their properties. The Pythagorean theorem is derived and used to solve for missing sides of right triangles. Students work through examples and multi-step problems applying these concepts.
This document provides guidance on using a strategic intervention material (SIM) to learn about combined variation. It begins with reminders on using the SIM independently and thoroughly. The least mastered skill is solving problems involving combined variation, where a variable depends on two or more other variables in a direct and inverse relationship. Examples are provided of writing equations to represent relationships like "W varies jointly as c and the square of a and inversely as b." Several practice activities involve writing equations and solving for unknowns. The document concludes with an assessment to check understanding of combined variation concepts.
z = kxy
z = -12
z = kxy
z = -84
z = kxy
z = -21
4.
a. Combined means together as a whole.
b. Combined variation is when a quantity varies jointly with respect to the product of two or more variables.
c. The mathematical statement that represents combined variation is a = k(bc) where a varies jointly as b and c multiplied together.
The document discusses types of variation including direct variation, inverse variation, and joint variation. It provides examples of determining the constant of variation k and using it to solve problems involving direct, inverse, and joint variations. It also discusses combined variation where a quantity varies directly as one variable and inversely as another.
This document contains 8 multiple choice questions about variation equations:
1. The questions ask about direct and inverse variation equations and how to write statements of variation in equation form.
2. Key concepts covered include direct variation (varies directly as), inverse variation (varies inversely as), and joint variation (varies jointly as).
3. The correct answers are provided to test understanding of different variation equations including Boyle's law and Charles' law.
The document provides examples of direct and inverse variations and instructions on how to translate statements of direct and inverse variation into mathematical equations using a constant of variation k. It also gives problems to solve for the indicated variable in various scenarios involving direct and inverse variation.
This document discusses direct variation in mathematics. It contains the following key points:
1. Direct variation is a type of proportional relationship where one quantity varies directly with respect to changes in another quantity. If one quantity increases or decreases, the other does the same in direct proportion.
2. Direct variation can be expressed mathematically as an equation of the form y = kx, where k is the constant of variation. Examples of direct variation relationships are also provided.
3. The document provides exercises on identifying direct variation from tables, graphs, and equations and writing direct variation equations to represent proportional relationships between variables.
This document provides examples and explanations of different types of variation problems involving ratios, proportions, direct variation, inverse variation, and joint variation. It defines key terms like ratio, proportion, direct variation, inverse variation, and joint variation. It shows how to write algebraic equations to represent different variation statements and provides sample problems to practice determining unknown variables based on given variation relationships.
This module covers similarity and the Pythagorean theorem as they relate to right triangles. It discusses how the altitude to the hypotenuse of a right triangle divides it into two smaller right triangles that are similar to each other and the original triangle. It also explains how the altitude is the geometric mean of the hypotenuse segments. Special right triangles like 45-45-90 and 30-60-90 triangles are examined, relating side lengths through their properties. The Pythagorean theorem is derived and used to solve for missing sides of right triangles. Students work through examples and multi-step problems applying these concepts.
May this presentation could help you, the pictures here is not mine I get it from YouTube videos, I upload this ppt because
most the ppt here help me a lot in my teaching mathematics. This topics is different kinds variation direct variation, inverse variation, joint variation and combined variation.
The document discusses different types of variations:
1) Direct variation results in a straight line graph, while direct square variation results in a parabolic graph.
2) Inverse variation means that as one variable increases, the other decreases, maintaining a constant product. The graph of an inverse variation is a hyperbola.
3) Examples show inverse variations between variables like pressure and volume of a gas, or jobs completed and number of workers.
4) Quiz questions test understanding of direct, inverse, and their equation representations.
QUIZ ON QUARTER 2 Module 1 VARIATIONS.pptxRedemiaRabang1
1) The document contains multiple choice questions about different types of variations between quantities including direct, inverse, joint and combined variations.
2) It asks the reader to identify equations that represent these different variations, determine unknown values given variations between quantities, and choose statements that correctly describe the variations.
3) It contains questions about direct and inverse variations between time and workers, area of a triangle, volume of a cone, and relationships between multiple variables.
Solving problems involving direct variationMarzhie Cruz
This document discusses direct variation and how to represent direct variation relationships using equations. It provides examples of how to write equations for direct variations between different variables such as cost and weight, circumference and diameter, water pressure and height. It also gives examples of writing direct variation equations from given values and using the equations to solve for unknown values when other values are given.
This document discusses different types of variation, including direct variation, inverse variation, and joint variation. It provides examples of solving variation problems by writing the general relationship as an equation using the constant of variation k, substituting given values to find k, and then substituting values into the original equation to solve for the unknown. The examples demonstrate solving problems involving direct, inverse, and joint variation of various variables. The document concludes with an example involving a steel guitar string where the number of vibrations varies directly with the square root of tension and inversely with length.
This document provides a summary of Chapter 1 from an introductory physics textbook. It includes 43 conceptual and calculation problems covering topics like:
- Standards of length, mass and time in the SI system
- The building blocks of matter like atoms, protons, neutrons
- Dimensional analysis and units
- Uncertainty in measurement and significant figures
- Conversion between different units
- Order of magnitude estimates
- Coordinate systems
- Basic trigonometry
The problems address foundational concepts taught in a first chapter and are meant to test the reader's understanding of definitions and ability to set up and solve straightforward calculations.
This document discusses direct and inverse variation. It defines direct variation as a proportional relationship where one quantity increases as the other increases. This is represented by the equation y = kx, where k is the constant of variation. Inverse variation is defined as a relationship where one quantity increases as the other decreases, represented by the equation y = k/x. Examples of solving direct and inverse variation word problems are provided. The document concludes with a quiz to test understanding of direct and inverse variation concepts.
This module covers similarity and the Pythagorean theorem as they relate to right triangles. Key points include:
- In a right triangle, the altitude to the hypotenuse separates the triangle into two triangles, each similar to the original triangle and to each other.
- The altitude to the hypotenuse is the geometric mean of the segments it divides, and each leg is the geometric mean of the hypotenuse and adjacent segment.
- The Pythagorean theorem states that in a right triangle, the square of the hypotenuse is equal to the sum of the squares of the legs. This can be used to find a missing side length.
- Special right triangles include the 45-45
This document discusses direct and inverse variation. It defines direct variation as a proportional relationship where one quantity increases as the other increases. This is represented by the equation y = kx, where k is the constant of variation. Inverse variation is defined as a relationship where one quantity increases as the other decreases, represented by the equation y = k/x. Examples of solving direct and inverse variation word problems are shown. The document concludes with a quiz to test understanding of direct and inverse variation concepts.
This document discusses solving problems involving joint variation. It begins by stating the learning objectives and targets, which are to solve problems involving variations and explain how to solve for unknown variable values. It then reviews that a statement of "a varies jointly as b and c" means the equation is a=kbc, where k is the constant of variation. An example problem is shown of finding a when b and c are given and the constant k is found using the initial values. Steps are provided to solve such problems: 1) write the correct variation equation, 2) use initial values to find k, 3) substitute k into the equation, 4) substitute all given values into the equation to find the unknown value. Several example problems are
This document discusses modeling using variation, including direct variation, inverse variation, and joint variation. It provides examples of solving variation problems by writing the general relationship as an equation using the constant of variation k, substituting given values to find k, and then substituting values into the original equation to find the unknown. Examples include finding y when x is a given value for direct and inverse variation problems, and finding u when v and w are given values for a joint variation problem. The final example involves finding the number of vibrations per second of a guitar string when the tension and length are given values using direct and inverse variation.
The document provides information about the Pythagorean theorem:
1) It states that in a right triangle, the square of the hypotenuse is equal to the sum of the squares of the other two sides.
2) It gives examples of right triangles that satisfy the theorem, such as ones with sides of 3, 4, 5 or 5, 12, 13.
3) It includes an animated proof of the theorem showing how the area of the square on the hypotenuse equals the combined areas of the squares on the other two sides.
Here are the answers to the activity questions on page 216 of the study guide in one whole sheet of paper:
5. Kinetic energy (KE) varies jointly as mass (m) and the square of velocity (v2).
KE = kmv2
Given:
Mass (m) = 8 g
Velocity (v) = 5 cm/s
KE = 100 ergs
Find k:
100 ergs = k(8 g)(5 cm/s)2
100 ergs = k(8)(25)
100 ergs = 200k
k = 100/200 = 1/2
KE = kmv2
Given:
Mass (m) = 6 g
This document provides a summary of key concepts from Chapter 1 of an introductory physics textbook. It includes 31 conceptual problems covering topics such as dimensional analysis, units, measurement uncertainty, coordinate systems, and trigonometry. It also reviews important foundational concepts like the standard units of length, mass and time, atomic structure, and conversion between units.
1. The tailor in Gulliver's Travels used direct variation to determine Gulliver's measurements based on his thumb size. He said twice around the thumb equals the wrist, twice the wrist equals the neck, and twice the neck equals the waist.
2. Tables show the direct variations between thumb and wrist, neck and waist, and thumb and neck. Graphs of these relationships show straight lines passing through the origin, indicating direct variation.
3. When given that x is 6 and y is 2, an inverse variation equation relating y and x is found to be xy = 12, with 12 as the constant of variation.
1. The formula for inverse variation is y = k/x^n, where k is a non-zero constant and n is greater than 0.
2. For inverse variation, when one variable increases the other variable decreases, and vice versa.
The document discusses the concept of joint variation, where a variable z varies jointly with variables x and y according to an equation of the form z = kxy, where k is a constant of variation. It provides examples of finding the constant of variation and equation of variation given values for z, x, and y. It also gives an example of using the equation of variation to determine the value of one variable when values are given for the other variables.
The document contains 10 multi-part exercises involving calculating rates of change, finding maximums and optima, and approximating changes in functions. The exercises involve concepts like linear price-demand functions, surface area and volume relationships for geometric objects, and force functions related to physics concepts like gravity and electric force.
Direct and indirect variation problems can be solved by writing the appropriate variation equation based on whether the quantities vary directly, inversely, or jointly. The variation equation introduces a constant of proportionality that can be solved for by substituting known values. Common variation equations include: y = kx for direct variation, y = k/x for inverse variation, and z = kxy or z = kx^2 for joint variation, where k is the constant of proportionality.
This document presents the two-tangent theorem, which states that the two tangent segments to a circle from a point on the exterior are congruent and determine congruent angles with the segment from the exterior point to the center. The document provides background definitions, a general construction procedure using Geogebra in 9 steps, and a screenshot proving the theorem dynamically using Geogebra.
May this presentation could help you, the pictures here is not mine I get it from YouTube videos, I upload this ppt because
most the ppt here help me a lot in my teaching mathematics. This topics is different kinds variation direct variation, inverse variation, joint variation and combined variation.
The document discusses different types of variations:
1) Direct variation results in a straight line graph, while direct square variation results in a parabolic graph.
2) Inverse variation means that as one variable increases, the other decreases, maintaining a constant product. The graph of an inverse variation is a hyperbola.
3) Examples show inverse variations between variables like pressure and volume of a gas, or jobs completed and number of workers.
4) Quiz questions test understanding of direct, inverse, and their equation representations.
QUIZ ON QUARTER 2 Module 1 VARIATIONS.pptxRedemiaRabang1
1) The document contains multiple choice questions about different types of variations between quantities including direct, inverse, joint and combined variations.
2) It asks the reader to identify equations that represent these different variations, determine unknown values given variations between quantities, and choose statements that correctly describe the variations.
3) It contains questions about direct and inverse variations between time and workers, area of a triangle, volume of a cone, and relationships between multiple variables.
Solving problems involving direct variationMarzhie Cruz
This document discusses direct variation and how to represent direct variation relationships using equations. It provides examples of how to write equations for direct variations between different variables such as cost and weight, circumference and diameter, water pressure and height. It also gives examples of writing direct variation equations from given values and using the equations to solve for unknown values when other values are given.
This document discusses different types of variation, including direct variation, inverse variation, and joint variation. It provides examples of solving variation problems by writing the general relationship as an equation using the constant of variation k, substituting given values to find k, and then substituting values into the original equation to solve for the unknown. The examples demonstrate solving problems involving direct, inverse, and joint variation of various variables. The document concludes with an example involving a steel guitar string where the number of vibrations varies directly with the square root of tension and inversely with length.
This document provides a summary of Chapter 1 from an introductory physics textbook. It includes 43 conceptual and calculation problems covering topics like:
- Standards of length, mass and time in the SI system
- The building blocks of matter like atoms, protons, neutrons
- Dimensional analysis and units
- Uncertainty in measurement and significant figures
- Conversion between different units
- Order of magnitude estimates
- Coordinate systems
- Basic trigonometry
The problems address foundational concepts taught in a first chapter and are meant to test the reader's understanding of definitions and ability to set up and solve straightforward calculations.
This document discusses direct and inverse variation. It defines direct variation as a proportional relationship where one quantity increases as the other increases. This is represented by the equation y = kx, where k is the constant of variation. Inverse variation is defined as a relationship where one quantity increases as the other decreases, represented by the equation y = k/x. Examples of solving direct and inverse variation word problems are provided. The document concludes with a quiz to test understanding of direct and inverse variation concepts.
This module covers similarity and the Pythagorean theorem as they relate to right triangles. Key points include:
- In a right triangle, the altitude to the hypotenuse separates the triangle into two triangles, each similar to the original triangle and to each other.
- The altitude to the hypotenuse is the geometric mean of the segments it divides, and each leg is the geometric mean of the hypotenuse and adjacent segment.
- The Pythagorean theorem states that in a right triangle, the square of the hypotenuse is equal to the sum of the squares of the legs. This can be used to find a missing side length.
- Special right triangles include the 45-45
This document discusses direct and inverse variation. It defines direct variation as a proportional relationship where one quantity increases as the other increases. This is represented by the equation y = kx, where k is the constant of variation. Inverse variation is defined as a relationship where one quantity increases as the other decreases, represented by the equation y = k/x. Examples of solving direct and inverse variation word problems are shown. The document concludes with a quiz to test understanding of direct and inverse variation concepts.
This document discusses solving problems involving joint variation. It begins by stating the learning objectives and targets, which are to solve problems involving variations and explain how to solve for unknown variable values. It then reviews that a statement of "a varies jointly as b and c" means the equation is a=kbc, where k is the constant of variation. An example problem is shown of finding a when b and c are given and the constant k is found using the initial values. Steps are provided to solve such problems: 1) write the correct variation equation, 2) use initial values to find k, 3) substitute k into the equation, 4) substitute all given values into the equation to find the unknown value. Several example problems are
This document discusses modeling using variation, including direct variation, inverse variation, and joint variation. It provides examples of solving variation problems by writing the general relationship as an equation using the constant of variation k, substituting given values to find k, and then substituting values into the original equation to find the unknown. Examples include finding y when x is a given value for direct and inverse variation problems, and finding u when v and w are given values for a joint variation problem. The final example involves finding the number of vibrations per second of a guitar string when the tension and length are given values using direct and inverse variation.
The document provides information about the Pythagorean theorem:
1) It states that in a right triangle, the square of the hypotenuse is equal to the sum of the squares of the other two sides.
2) It gives examples of right triangles that satisfy the theorem, such as ones with sides of 3, 4, 5 or 5, 12, 13.
3) It includes an animated proof of the theorem showing how the area of the square on the hypotenuse equals the combined areas of the squares on the other two sides.
Here are the answers to the activity questions on page 216 of the study guide in one whole sheet of paper:
5. Kinetic energy (KE) varies jointly as mass (m) and the square of velocity (v2).
KE = kmv2
Given:
Mass (m) = 8 g
Velocity (v) = 5 cm/s
KE = 100 ergs
Find k:
100 ergs = k(8 g)(5 cm/s)2
100 ergs = k(8)(25)
100 ergs = 200k
k = 100/200 = 1/2
KE = kmv2
Given:
Mass (m) = 6 g
This document provides a summary of key concepts from Chapter 1 of an introductory physics textbook. It includes 31 conceptual problems covering topics such as dimensional analysis, units, measurement uncertainty, coordinate systems, and trigonometry. It also reviews important foundational concepts like the standard units of length, mass and time, atomic structure, and conversion between units.
1. The tailor in Gulliver's Travels used direct variation to determine Gulliver's measurements based on his thumb size. He said twice around the thumb equals the wrist, twice the wrist equals the neck, and twice the neck equals the waist.
2. Tables show the direct variations between thumb and wrist, neck and waist, and thumb and neck. Graphs of these relationships show straight lines passing through the origin, indicating direct variation.
3. When given that x is 6 and y is 2, an inverse variation equation relating y and x is found to be xy = 12, with 12 as the constant of variation.
1. The formula for inverse variation is y = k/x^n, where k is a non-zero constant and n is greater than 0.
2. For inverse variation, when one variable increases the other variable decreases, and vice versa.
The document discusses the concept of joint variation, where a variable z varies jointly with variables x and y according to an equation of the form z = kxy, where k is a constant of variation. It provides examples of finding the constant of variation and equation of variation given values for z, x, and y. It also gives an example of using the equation of variation to determine the value of one variable when values are given for the other variables.
The document contains 10 multi-part exercises involving calculating rates of change, finding maximums and optima, and approximating changes in functions. The exercises involve concepts like linear price-demand functions, surface area and volume relationships for geometric objects, and force functions related to physics concepts like gravity and electric force.
Direct and indirect variation problems can be solved by writing the appropriate variation equation based on whether the quantities vary directly, inversely, or jointly. The variation equation introduces a constant of proportionality that can be solved for by substituting known values. Common variation equations include: y = kx for direct variation, y = k/x for inverse variation, and z = kxy or z = kx^2 for joint variation, where k is the constant of proportionality.
This document presents the two-tangent theorem, which states that the two tangent segments to a circle from a point on the exterior are congruent and determine congruent angles with the segment from the exterior point to the center. The document provides background definitions, a general construction procedure using Geogebra in 9 steps, and a screenshot proving the theorem dynamically using Geogebra.
The document outlines the intended, implemented, and achieved curriculum for a lesson on polygons. The intended curriculum lists the lesson objectives for students to define polygons, identify their parts, classify figures as polygons or non-polygons, identify different types of polygons and their properties, and identify common polygon names by number of sides. The implemented curriculum describes activities used, including recitation, games, charts, and tables. The achieved curriculum indicates students met the objectives by classifying polygons, completing classification charts, and structural analysis tables.
This document contains schedules for mathematics classes at PSU Integrated School for grades 7 through 10. It lists the class sizes, times, and topics covered for each grade level. The topics progress from polynomials and triangles in grade 7 to more advanced subjects like statistics, probability, and coordinate geometry in higher grades. Class sizes range from 27 to 46 students and all classes meet for 60 minute periods.
The document lists degree programs, courses, course titles, and course codes for various subjects including Biological Science, Personality Development and Values Education, Komunikasyon Sa Akademikong Filipino, World Literature, and Computer Literacy. The degree programs included are BSE, BEE, ABEL, BSIT, BSBA, and IN. The courses appear to be part of the horizontal organization of a university curriculum.
The curriculum guide provides essential information for students and teachers. It outlines the core subjects and expected learning outcomes for each grade level. The guide aims to establish a standard of education and ensure students are prepared with the necessary knowledge and skills by the time they graduate.
The document categorizes different types of instructional media and technology into two groups: non-projected media such as real objects, models, printed materials and projected media including computer presentations, overhead transparencies, films, and electronic distribution systems. It provides examples of various instructional tools and resources that can be used for non-projected and projected media in teaching.
This document outlines objectives for various educational assessment activities, including creating rubrics to apply fair testing practices; constructing a table of specifications to categorize objectives by Bloom's Taxonomy levels; constructing multiple choice and matching tests by identifying assessment methods and classifying objective types; and performing item analysis to evaluate test validity and reliability.
The document is a practice test containing math problems involving relationships between variables. It includes 7 multiple choice questions where students must match relationships described in Column A to the corresponding equation in Column B. The relationships include variables that vary directly, inversely, and jointly with other variables.
ROLES OF STAKEHOLDERS IN CURRICULUM IMPLEMENTATION.docxKatherine Bautista
This document outlines the roles and perspectives of various stakeholders in curriculum implementation at PSU Integrated School. It includes interviews with a student, teacher, parent, administrator, barangay officials, and alumni. The student emphasizes studying well and being an active role model. The teacher sees their role as an architect and implementer of the curriculum. The parent wants to support the school through awareness and participation. The administrator ensures effectiveness, continuity, relevance and balance to produce well-rounded students. Barangay officials can help provide needed equipment. And the alumni views themselves as reflecting the curriculum and school through their accomplishments.
As a role model teacher, the interviewee's main roles are to regulate their actions according to school policies and guidelines, and act as a positive influence on students. The most important role is helping students succeed and guiding their development. A survey for teachers asks them to list and rank their main roles from most to least important. An interview guide for principals focuses on how teachers in their school perform as role models and examples are sought to justify assessments of teacher performance in this area.
The document summarizes an interview with Dr. Roy C. Ferrer about the professional qualities of an effective teacher. According to the interview, key qualities include intellectual ability, social skills, charisma, commitment, and dedication. The document also discusses how the National Competency-Based Teacher Standards domains relate to the Code of Ethics for Professional Teachers in the Philippines. It notes that commitment is especially important, as willingness is needed to teach effectively and yield the best results for students.
The document is a table that shows the multiplication tables from 1 to 10. It lists the multiplication problems (1)(1) to (10)(10) and leaves blanks for the student to fill in the answers. The purpose is to teach students the basic multiplication facts through repetition. It was created by Katherine E. Bautista, a teacher at Turac National High School, to help students learn their times tables from 1 to 10.
This document discusses the characteristics of polynomials and non-polynomials. It states that for an expression to be a polynomial, the variables cannot have negative or fractional exponents, and a variable cannot be in the denominator. It then provides examples of expressions and identifies whether they are polynomials or non-polynomials based on these criteria.
This document provides 3 arithmetic sequence problems: 1) Find the 25th term of the sequence 3, 7, 11, 15, 19,... 2) The second term is 24 and fifth term is 3, find the first term and common difference. 3) Give the 5 term sequence if the first term is 8 and last term is 100.
The document discusses the top-down approach to teaching reading. It has 6 key features: 1) it allows readers to decode text without understanding each word, 2) it helps recognize unfamiliar words through meaning and grammar cues, 3) it emphasizes reading for meaning over individual words, 4) it engages readers in meaning activities rather than focusing on word skills, 5) it considers reading sentences, paragraphs and full texts as the core of instruction, and 6) it identifies how much and what type of information is derived from reading. The goal of reading is constructing meaning from the text rather than translating words.
The document outlines key dates in basic education curricular reforms in the Philippines from 1989 to 2013. It notes reforms occurred from 1989-2013 with additional focus on reforms from 2012-2013. Overall the document appears to chronicle major changes and updates to education curriculum over a 24 year period.
This document discusses conceptualization, operationalization, and measurement in statistics. It defines conceptualization as communicating concepts about external realities through concepts, constructs, dimensions, and indicators. Operationalization is selecting observable phenomena to represent abstract concepts through attributes, variables, and levels of measurement including nominal, ordinal, interval, and ratio. Measurement involves assigning data to these levels based on their qualities and relationships.
Archimedes made important contributions to geometry through his method of discovery and treatise "The Method". His approach involved balancing cross-sections of figures against known figures using laws of leverage. He would present his method of discovery before giving a rigorous proof. "The Method" contained Archimedes' processes for discovering many results on areas and volumes mechanically. Some of his key propositions included finding the volume of a cylinder inscribed in a parallelepiped and showing that a parabolic segment is 4/3 the size of an inscribed triangle.
Homework is work assigned to students to be completed outside of regular class time. It is intended to reinforce concepts learned in class through practice and preparation. Effective homework design provides opportunities for students to extend their understanding and apply their knowledge. The Department of Education recommends homework serve educational purposes and not be too taxing on students. Repeated practice is important for students to master new skills and become better over time.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
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Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
1. Second Periodical Test
PART I.
Multiple Choice. Write the best answer before each number. Write E if the answer is
not in the choices.
1. What is y varies inversely as x in variation equation?
a. y = k/x b. y = kx c. y = x/k d. none of these
2. r varies directly as the cube of s and inversely as t can be written as _______.
a. 𝑟 = 𝑘𝑠3
/𝑡 b. . 𝑟 = 𝑘𝑠2
/𝑡 c. . 𝑟 = 𝑘𝑠3
𝑡 d. a and c
3. What is the formula to find the constant of variation when x varies directly as a?
a. k= x/a c. k = a/x
b. k= ax d. none of these
4. b varies jointly as a, t and h can be written as ______.
a. 𝑎 = 𝑘
𝑏
𝑡ℎ
b. 𝑎 = 𝑏
𝑘
𝑡ℎ
c. b = kath d. none of these
5. What is “twice the sum of x and y varies directly with the sum of a andh and inversely with the
cube of c” in variation statement?
a. 2(𝑥 + 𝑦) =
𝑘(𝑎+ℎ)
𝑐2 c. 2(𝑥 + 𝑦) =
𝑘(𝑎+ℎ)
𝑐3
b. 2(𝑥 − 𝑦) =
𝑘(𝑎+ℎ)
𝑐2
d. 2(𝑥 − 𝑦) =
𝑘(𝑎+ℎ)
𝑐3
6. Which of the following equations best corresponds the statement “the area of triangle varies
jointly as the base and the height”?
a. A = kbh b. A = bh c. A = kb/h d. A = kh/b
7. Boyle’s law states that if the temperature is constant, the volume of a mass of gas varies inversely
as the pressure to which it is subjected. If V represents the volume and p is the pressure, which of the
following is the correct equation of the law?
a. V = kp b. V = k(1/p) c. V = P/k d. none of these
8. Charles’ law states that if the pressure is constant, the volume of a given mass of gas varies
directly as the absolute temperature. Let V and t represent the volume and temperature, respectively.
Which of the following is an applicable formula of Charles; law?
a. V = k/t b. V = kt c. V = t/k d. none of these
9. The energy that an item possesses due to its motion is called kinetic energy. The kinetic energy of
an object varies jointly with the mass of the object and the square of its velocity. Which of the
following is NOT a formula of the statement?
a. 𝐾 = 𝑘𝑚𝑣2
b. 𝑘 = 𝐾
𝑚
𝑣2
c. 𝑚 = 𝐾
𝑘
𝑣2
d. 𝑣 = √
𝐾
𝑘𝑚
10. What phrase best describes the equation =
𝑘𝑦2
(𝑧−2)
?
a. x varies directly as the square root of y and inversely as z less than 2
b. x varies directly as k and the square of y and inversely as z plus 2
c. x varies directly as the square of y and inversely as z, less than 2
d. x varies directly as the square of y and inversely as z less than 2
11. The acceleration a of a moving object varies directly as the distance d it travels and inversely as
the square of the time t it travels. What is used to solve for an object’s acceleration?
a. 𝑎 = 𝑘𝑑
√𝑡
⁄ c. 𝑎 = 𝑘𝑑
𝑡
⁄
b. 𝑎 = 𝑘𝑑
𝑡2
⁄ d. 𝑎 = 𝑘𝑡
𝑑2
⁄
2. 12. Newton’s law of gravitation states that the gravitational attraction between two bodies varies
directly as the product of their masses and inversely as the square of the distance between their
centers of gravity. Let G, M, m and drespectively represent the gravitational attraction, the two
masses, and the distance, then the law states that ________.
a. G = k (
𝑀𝑚
𝑑2
) b. G =
𝑘𝑀𝑚
𝑑
c. G =
𝑘𝑚2
𝑑2
d. 𝐺 = 𝑘𝑀𝑚𝑑2
13. If a varies directly as b, what is the formula to find the constant of variation?
a. a = k/b b. a = kb c. k = a/b d. k = b/a
14. If g is inversely proportional to h, what is the equation in finding the value of the constant of
variation?
a. g = k/h b. g = h/k c. k = gh d. none of these
15. The equation used to find the constant of variation in the statement “r varies jointly as s and t” is
_______.
a. r = kst b. k = (st)/r c. k = r/(st) d. k = (rs)t
For items 16-18, use the values in the box.
16. What is the constant of variation if h varies directly as t+m?
a. 4 b. 3 c. 2 d. 1
17. a varies inversely as m. What is a if m is halved?
a. 4 b. 3 c. 2 d. 1
18. t varies directly as the sum of a and h and inversely with half of m. Find t when h, a and m were
increased by 8.
a. 8 b. 6 c. 3 d. 3⁄2
19. If a varies directly as b and a = 32 when b = 4. Find the constant of variation.
a. 8 b. 36 c. 28 d. 128
20. If a varies directly as b and a = 32 when b = 4. Find b when a is 968.
a. 28 b. 36 c. 121 d. 128
21. Given that h varies directly as d. If d is 9 when h is 108, what is h when d is 8?
a. 69 b. 72 c. 96 d. 112
22. If y varies inversely as x and when x = 8, y is the reciprocal of 32. Find k.
a. 6 b. 4 c. 1/2 d. 1/4
23. If v is inversely proportional to w and v is 65 when w is 3, what is w if v is 45?
a. 5 b. 10 c. 15 d. 20
24. Given that y varies inversely as x. If y = 3 when x = 4, find y when x = 6.
a. 12 b. 6 c. 4 d. 2
25. If w varies inversely as y and w is equal to 2 when y = 3, find the value of w if y = 3.
a. 1 b. 2 c. 3 d. 4
26. Given that x varies jointly as a, z and y. If x = 2016 when a = 7, z = 8, and y = 9, what is the
value of k?
a. 3 b. 4 c. 5 d. 6
27. Given that x varies jointly as w and y and x = 24 when w = 3 and y = 4.
m = 4
a = 1
t = 3
h = 7
3. Find the value of w if x = 40 and y = 5.
a. 2 b. 4 c. 8 d. 16
28. If b varies jointly as a and t. If b=60 when a = 4 and t =5, find b when a = 8 and t = 13.
a. 123 b. 213 c. 302 d. 312
29. z varies jointly as x and y. If z =3 when x =3 and y =15, find z when x = 6 and y = 9.
a. 3 b. 3.6 c. 6 d. 6.3
30. If f varies directly as g and inversely as the square of h, and f = 20 when g = 50 and h = 5, find f
when g = 18 and h = 6.
a. 3 b. 5 c. 10 d. 15
31. Given that w varies directly as the product of x and y and inversely as the square of z. If w = 9
when x = 6, y = 27, and z = 3, find the value of w when x = 4, y = 7, and z = 2.
a. 7 b. 7
2
⁄ c. 7
3
⁄ d. 7
4
⁄
32. Given that w varies directly as the product of x and y and inversely as the square of z. If w = 9
when x = 6, y = 27, and z = 3, find the value of z when w, x and y were divided by 3.
a. 9 b. 3 c. √3 d. √
1
3
33. If (x-4) varies inversely as (y+3) and x = 8 when y = -1. Find the variation constant.
a. 4 b. 6 c. 8 d. 10
34.j varies directly as the square of l and inversely proportional to twice the m. Ifj is 1 when l is 3
and m = 9, what is j when l=4 and m=8?
a. 1 b. 2 c. 3 d. 4
35.d varies jointly as e and l. if d = 1.2 when e = 0.3 and l = 0.4. Find d when e = 0.8 and l = 0.005.
a. 0.4 b. 0.04 c. 0.004 d. 0.0004
36. If c varies directly as l and inversely as t and c is 8 when l is 16 and t is 4. What is c if l and t is
equal to 8?
a. 1 b. 2 c. 3 d. 4
37. Given that a varies directly as the product of two consecutive numbers and inversely as b.
5 and 6 were the numbers when a = 60 and b = 18. Which of the following are the numbers when
a = 112 and b = 18?
a. 4 and 5 b. 6 and 7 c. 7 and 8 d. 8 and 9
38.The cost varies directly as the number of pencils bought. P27 was spent for 3 pencils, how many
pencils cost P432?
a. 6 b. 18 c. 36 d. 48
39. What happens to t when h is doubled in the equation t = 4h?
a. halved b. tripled c. doubled d. can’t be determined
40. In comparing centigrade and Fahrenheit thermometers, it has been found that the centigrade
reading varies directly as the difference between the Fahrenheit reading and 32℉.If a centigrade
thermometer reads 100℃ when a Fahrenheit reads 212℉, what will be the centigrade read when the
Fahrenheit reads 100℉?
a. 132/9 b. 132/5 c. 340/9 d. 340/5
41. The pressure on the bottom of a swimming pool varies directly as the depth. If the pressure is
624,000 lb. when the water is 2 ft., find the pressure when the pool is 4 feet and 6 inches deep.
a. 1404000 lb. b. 1044000 lb. c. 1400400 lb d. 1040400 lb
4. 42. The area of triangle varies jointly as the base and the height. A triangle with a base of 8 cm. and
a height of 9 cm. has an area of 36 square centimeters. Find the area when the base is 10 cm. and the
height is 7 cm.
a. 35 sq. cm. b. 70 sq. cm. c. 105 sq. cm. d. 140 sq. cm.
43. The amount of coal used by a steamship traveling at a uniform speed varies jointly as the
distance traveled and the square of the speed. If a steamship was 45 tons of coal traveling 80 miles at
15 miles per hour, how many tons will it use if it travels 120 miles at 20 miles per hour?
a. 6 b. 12 c. 120 d. 1200
44. The number of days d needed in repairing a house varies inversely as the number of men m
working. It takes 15 days for 2 men to repair the house. How many men are needed to complete the
job in 6 days?
a. 2 b. 3 c. 4 d. 5
45. The number of minutes needed to solve an exercise set of variation problems varies directly
as the number of problems and inversely as the number of people working on the solutions. It
takes 4 people to solve 18 problems in 36 minutes. How many minutes will it take 6 people to
solve 42 problems?
a. 50 b. 53 c. 56 d. 58
46. Boyle’s law states that if the temperature is constant, the volume of a mass of gas varies
inversely as the pressure to which it is subjected. If V represents the volume and p is the pressure. If
the volume of a mass of gas at given temperature is 56 cu. in. when the pressure is 18 lb. Find the
volume when the pressure is 16 lb.
a. 36 cu. in b. 50 cu. in c. 63 cu. in d. 16128 cu. in
47. The volume of a right circular cylinder varies jointly as the height and the square of its radius. if
the volume of a right circular cylinder of radius 4 inches and a height of 7 inches is 352 cubic
inches, find the volume of another of radius 8 inches and height of 14 inches.
a. 2168 cu. in. b. 2186 cu. in. c. 2816 cu. in. d. 2861 cu. in.
48. The weight of a rectangular block of metal varies jointly as its length, width, and thickness. If the
weight of a 13 dm. by 8 dm. by 6 dm. block of aluminum is 18.2 kg., find the weight of a 16 dm. by
10 dm. by 4 dm. block of aluminum.
a. 17 kg. b. 18kg. c. 19 kg. d. 20kg.
49. The safe load for a horizontal beam supported at both ends varies jointly as the breadth and
the square of the depth, and inversely as the distance between the supports. Let L, w, d and l be
the load, breadth, depth and distance between supports. If a 4-by-6-in. beam 15 ft. long supports
1470 lb. when standing on edge, what is the safe load if the beam is turned on its side?
a. 800 b. 890 c. 980 d. 900
50. The electrical resistance of a uniform wire varies directly as the length and inversely as the
area of the cross section. Compare the resistance of 100 ft. wire of diameter 1/16 in. with that of
a 50-ft. wire of diameter 1/32 in.
a. The resistance of the longer wire is twice of that of the shorter
b. The resistance of the longer wire is ½ of that of the shorter
c. The resistance of the shorter wire is ½ of that of the longer
d. Their resistance is the same