Mondayweek6
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The document provides instructions on simplifying fractions, determining if fractions are equivalent, multiplying fractions, exponential expressions, the formula for the area of a triangle, finding reciprocals, dividing fractions, and solving word problems involving fractions. It includes examples of multiplying, dividing, and simplifying fractions as well as exercises for students to complete.
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Wednesdayweek6
Two fractions are equivalent if they represent the same number. A fraction is in simplest form when the numerator and denominator have no common factors other than 1. To simplify a fraction, we remove common factors of the numerator and denominator.
Perimeter and area
The document discusses perimeter and area, defining perimeter as the distance around the outside of a shape and area as the space within a region. It provides examples of calculating the perimeter and area of different shapes like squares, rectangles, circles, and triangles using standard formulas. The document also discusses how perimeter and area are used to calculate things like the amount of material needed for fences or cloth.
Lesson 1 3 exponents
This document defines exponents and exponential form. It provides examples of writing numbers in exponential form, such as 4x4x4 = 43, and finding the value of numbers in exponential form, like 23 = 2x2x2 = 8. Exponents tell how many times a base number, or the number being used as a factor, is used. The vocabulary terms defined are exponential form, exponent, base, squared when the exponent is 2, and cubed when the exponent is 3.
Day 2 multiplying and dividing
This document provides instructions and examples for multiplying and dividing fractions and mixed numbers. It begins with a "Do Now" activity involving subtracting fractions. It then lists homework assignments and provides instructions on dividing fractions by multiplying by the reciprocal of the divisor. The remainder of the document gives examples of multiplying and dividing fractions and mixed numbers, asking for the answers to be written in simplest form.
Division of polynomial
This document provides instructions for performing long division of polynomials. It explains that polynomials should be written in descending order of powers, then the first term of the dividend is divided by the first term of the divisor. This quotient is multiplied by the divisor and subtracted from the dividend, repeating until a remainder is obtained. It also provides examples of dividing various polynomials using long division.
Simplification of Fractions and Operations on Fractions
The document discusses various operations involving fractions, including simplifying, converting between mixed and improper fractions, multiplying, dividing, adding, and subtracting fractions. It provides examples of performing each operation step-by-step and simplifying the resulting fraction. Rules for working with fractions are reviewed and examples of applying the rules are shown.
2.2 multply and divide mixed numbers 3
The document discusses multiplying and dividing mixed numbers. It states that multiplying mixed numbers in their original form requires four multiplications, but it is usually easier to first convert them to improper fractions. It provides examples of multiplying and dividing mixed numbers step-by-step, reducing terms and dividing out common factors. It also shows evaluating a mixed number expression by distributing and then simplifying.
5.3 multiplying fractions updated
The document provides examples and steps for multiplying fractions and mixed numbers. It gives the rule for multiplying fractions by changing them to improper fractions, dividing out common factors, multiplying the numerators and denominators, and simplifying. Examples are provided for multiplying fractions, mixed numbers, and finding the area of a rectangle and triangle using fractions. Students are given practice problems to solve.
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Wednesdayweek6
Two fractions are equivalent if they represent the same number. A fraction is in simplest form when the numerator and denominator have no common factors other than 1. To simplify a fraction, we remove common factors of the numerator and denominator.
Perimeter and area
The document discusses perimeter and area, defining perimeter as the distance around the outside of a shape and area as the space within a region. It provides examples of calculating the perimeter and area of different shapes like squares, rectangles, circles, and triangles using standard formulas. The document also discusses how perimeter and area are used to calculate things like the amount of material needed for fences or cloth.
Lesson 1 3 exponents
This document defines exponents and exponential form. It provides examples of writing numbers in exponential form, such as 4x4x4 = 43, and finding the value of numbers in exponential form, like 23 = 2x2x2 = 8. Exponents tell how many times a base number, or the number being used as a factor, is used. The vocabulary terms defined are exponential form, exponent, base, squared when the exponent is 2, and cubed when the exponent is 3.
Day 2 multiplying and dividing
This document provides instructions and examples for multiplying and dividing fractions and mixed numbers. It begins with a "Do Now" activity involving subtracting fractions. It then lists homework assignments and provides instructions on dividing fractions by multiplying by the reciprocal of the divisor. The remainder of the document gives examples of multiplying and dividing fractions and mixed numbers, asking for the answers to be written in simplest form.
Division of polynomial
This document provides instructions for performing long division of polynomials. It explains that polynomials should be written in descending order of powers, then the first term of the dividend is divided by the first term of the divisor. This quotient is multiplied by the divisor and subtracted from the dividend, repeating until a remainder is obtained. It also provides examples of dividing various polynomials using long division.
Simplification of Fractions and Operations on Fractions
The document discusses various operations involving fractions, including simplifying, converting between mixed and improper fractions, multiplying, dividing, adding, and subtracting fractions. It provides examples of performing each operation step-by-step and simplifying the resulting fraction. Rules for working with fractions are reviewed and examples of applying the rules are shown.
2.2 multply and divide mixed numbers 3
The document discusses multiplying and dividing mixed numbers. It states that multiplying mixed numbers in their original form requires four multiplications, but it is usually easier to first convert them to improper fractions. It provides examples of multiplying and dividing mixed numbers step-by-step, reducing terms and dividing out common factors. It also shows evaluating a mixed number expression by distributing and then simplifying.
5.3 multiplying fractions updated
The document provides examples and steps for multiplying fractions and mixed numbers. It gives the rule for multiplying fractions by changing them to improper fractions, dividing out common factors, multiplying the numerators and denominators, and simplifying. Examples are provided for multiplying fractions, mixed numbers, and finding the area of a rectangle and triangle using fractions. Students are given practice problems to solve.
Service Integrated Planning - "Service S&OP - SIP
This document outlines a Service Integrated Planning (SIP) process modeled after Sales and Operations Planning (S&OP). SIP involves monthly meetings to discuss projections for client demand over an 18-24 month horizon and determine how to align capabilities and talent to meet that demand. Key elements include typing client demand and available capabilities, integrating those into a plan with metrics and scenarios, and obtaining executive approval and feedback to ensure organizational alignment. While similar to S&OP, SIP must account for less standardized demand and supply factors in services industries.
Wednesdayweek2
Okay, let's break this down step-by-step:
* The population is dropping at a rate of 255 people per year
* We want to know how long it will take for the change in population to be 2,040 people
* So we set up an equation: Rate x Time = Change
* Rate is -255 people/year
* Change is -2,040 people
* So the equation is: -255x = -2,040
* Solve for x: x = 2,040/-255 = 8 years
Therefore, it will take 8 years for the change in population to be 2,040 people.
Practicetest2solutions
Here are the key terms from the word problem document defined:
1. Quotient indicates the operation of division.
2. A formula is an equation that states the relationship between two or more variables.
3. To simplify an expression is to write it in simpler form.
4. The distributive property is used to perform the multiplication 2(x+8).
5. A constant term is a term that consists of a single number (and no variable).
6. When we write 9x + x as 10x, we say we have combined like terms.
7. To solve an equation means to find all values of the variable that make the equation true.
8
Lords of P-Town
Naomi Goodchild's final major project involves launching a local radio station called Loads of Brown Radio. Her goals are to research local music scenes, record and brand local artists, and produce and distribute a podcast. She plans to interview local businesses and musicians, record music at venues, and collaborate with others. Reflecting on the project, she hopes to gain experience in areas like recording, radio, and building partnerships while showcasing local talent. Remaining tasks include finishing the logo design, marketing campaigns, recording a podcast sample, and organizing a summer music event.
Antecedents to effective sales and operations planning. swaim, maloni, bow...
This document discusses antecedents to effective sales and operations planning (S&OP). It develops and tests a conceptual model of the relationships between organizational integration, a standardized S&OP process, S&OP priority, organizational engagement, and effective S&OP. The model is tested using survey data from S&OP practitioners. The results validate that organizational integration positively influences a standardized S&OP process. Both the S&OP process and prioritization lead to stronger organizational engagement in S&OP. Ultimately, organizational engagement in S&OP is positively linked to enhanced operational, market, and profitability outcomes. The findings provide guidance on how to implement and benefit from an effective S&OP process.
Wednesdayweek7
The document defines key terms related to fractions, including numerator, denominator, proper fraction, improper fraction, equivalent fractions, simplest form, lowest terms, and reciprocal. It provides instructions for simplifying, multiplying, dividing, and converting fractions to decimals. Key steps outlined include multiplying the numerators and denominators to multiply fractions, and dividing the numerator by the denominator to write a fraction as a decimal. Repeating and terminating decimals are defined.
Executive Engagement and S&OP
Executive engagement is considered one of the most important components of an effective sales and operations planning (S&OP) process, but it is rarely defined. This creates an expectation of commitment—a perceived level of executive involvement but without clarifying or establishing any of the specific baseline behaviors that are known to best influence S&OP and yield optimal outcomes. This article defines eight specific behaviors that executives can demonstrate to effectively engage with the S&OP process: training, attendance at meetings, curious yet quiet questioning, acting as a clarifier in chief, reality testing, inspiring trust, modeling behaviors, and driving accountability. Defining these behaviors provides clarity around the executive engagement needed for a successful S&OP.
Lords of P-town
The document outlines Naomi Goodwin's final major project focused on developing branding for a local radio station. The project will include exploring various media like logos, websites, posters and t-shirts to strengthen the station's brand. It will also involve producing a podcast music sample and linking the project to Naomi's dissertation on a local music zine. Mood boards are included to visualize ideas for the local environment and logo design.
Thursdayweek1
The document outlines objectives for working with whole numbers, including identifying place value, writing numbers in words and standard form, expanding numbers in written form, comparing numbers using inequality symbols, rounding numbers, reading tables and graphs, and solving application problems using addition, subtraction, and evaluating expressions. It provides examples and self-check problems for each objective to help students review the key concepts.
Wednesdayweek7student
A fraction describes the number of equal parts of a whole. The number above the division bar is called the numerator, and the number below is called the denominator. If the numerator is less than the denominator, it is a proper fraction. If the numerator is greater than or equal to the denominator, it is an improper fraction. Two fractions are equivalent if they represent the same number. Equivalent fractions represent the same portion of a whole.
Thursdayweek4
This document contains chapter summaries and instructions for solving equations involving integers, algebraic expressions, and formulas. It outlines key concepts like using order of operations to evaluate expressions and substituting values into formulas. Students are directed to specific homework problems to complete.
Fridayweek4
An equation contains an equal sign and is used to represent a relationship between quantities, where setting a variable equal to an expression allows you to solve for the variable. An expression does not contain an equal sign. To solve an equation means to find the solution, or value of the variable that makes the statement true. Solving an equation involves isolating the variable on one side of the equal sign. A variable stands for an unknown number, while a formula is an equation with two or more variables.
Fridayweek5
To multiply fractions:
1. Multiply the numerators and denominators of the fractions being multiplied
2. Simplify the resulting fraction if possible by dividing common factors
3. The same rules apply when multiplying fractions with integers, algebraic expressions, or variables in the numerator/denominator
Fridayweek1
1. The document provides instructions and objectives for math lesson on multiplying whole numbers, including filling in notes, 30 minutes of work time, and a quiz.
2. The concepts covered include multiplying whole numbers by one-digit numbers and numbers with zeros, using properties of multiplication, estimating products, and solving word problems involving multiplication.
3. Students are asked to write numbers, identify place values, write numbers in words, expand forms, graph numbers, define inequality symbols, round numbers, define variables, and identify properties of addition and multiplication.
Thursdayweek1
The document outlines objectives for working with whole numbers, including identifying place value, writing numbers in words and standard form, writing numbers in expanded form, comparing numbers using inequality symbols, rounding numbers, reading tables and graphs, solving addition and subtraction problems, and evaluating expressions involving addition and subtraction. It provides examples and self-check problems for students to practice the concepts.
Mondayweek6
The document provides instructions on simplifying fractions, determining if fractions are equivalent, multiplying fractions, exponential expressions, the formula for the area of a triangle, finding reciprocals, dividing fractions, and solving word problems involving fractions. It includes examples of multiplying, dividing, and simplifying fractions as well as exercises for students to complete.
Mondayweek2
This document provides examples and explanations of various math concepts including:
- Factoring whole numbers and finding the prime factors of numbers using factor trees and division ladders.
- Identifying even, odd, prime and composite numbers.
- Using exponential notation to write repeated multiplication more concisely.
- Evaluating simple exponential expressions.
- Instructions for a short math journal entry.
8:00 GED Math Wednesday Fractions
This document provides instructions and examples for adding, subtracting, multiplying, and dividing fractions and mixed numbers. It discusses representing whole numbers as fractions, raising fractions to higher terms, reducing fractions to lowest terms, finding common denominators, multiplying fractions as finding a fraction of a fraction, dividing fractions by inverting the divisor, and solving word problems involving fractions.
Chapter 6 pharmacy calculation
The document provides an outline of topics covered in Chapter 6 of The Pharmacy Technician 4E including basic pharmaceutical measurements, calculations, and conversions. Key areas discussed include numbers, fractions, decimals, ratios, proportions, percents, and metric and household conversions. Examples are provided for calculating common denominators, multiplying fractions, setting up and solving proportions, and converting between ratios, percents, and fractions.
A26 5 polydivision Notes
This document provides an overview of dividing polynomials using long division and synthetic division. It explains that long division of polynomials results in a quotient polynomial and a remainder polynomial. The remainder theorem states that if a polynomial is divided by a linear expression, the remainder is equal to the value of the original polynomial when the variable is replaced by the value of the linear expression. Synthetic division uses the coefficients of the dividing polynomial and results in the coefficients of the quotient polynomial and the remainder.
Chapter 3. linear equation and linear equalities in one variables
Here are the steps to solve this inequality problem:
1) Write an expression for the perimeter in terms of x
2) Set the perimeter expression ≤ 40
3) Isolate x by undoing the operations
4) Write the solution set
The solution is 0 ≤ x ≤ 7
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Service Integrated Planning - "Service S&OP - SIP
This document outlines a Service Integrated Planning (SIP) process modeled after Sales and Operations Planning (S&OP). SIP involves monthly meetings to discuss projections for client demand over an 18-24 month horizon and determine how to align capabilities and talent to meet that demand. Key elements include typing client demand and available capabilities, integrating those into a plan with metrics and scenarios, and obtaining executive approval and feedback to ensure organizational alignment. While similar to S&OP, SIP must account for less standardized demand and supply factors in services industries.
Wednesdayweek2
Okay, let's break this down step-by-step:
* The population is dropping at a rate of 255 people per year
* We want to know how long it will take for the change in population to be 2,040 people
* So we set up an equation: Rate x Time = Change
* Rate is -255 people/year
* Change is -2,040 people
* So the equation is: -255x = -2,040
* Solve for x: x = 2,040/-255 = 8 years
Therefore, it will take 8 years for the change in population to be 2,040 people.
Practicetest2solutions
Here are the key terms from the word problem document defined:
1. Quotient indicates the operation of division.
2. A formula is an equation that states the relationship between two or more variables.
3. To simplify an expression is to write it in simpler form.
4. The distributive property is used to perform the multiplication 2(x+8).
5. A constant term is a term that consists of a single number (and no variable).
6. When we write 9x + x as 10x, we say we have combined like terms.
7. To solve an equation means to find all values of the variable that make the equation true.
8
Lords of P-Town
Naomi Goodchild's final major project involves launching a local radio station called Loads of Brown Radio. Her goals are to research local music scenes, record and brand local artists, and produce and distribute a podcast. She plans to interview local businesses and musicians, record music at venues, and collaborate with others. Reflecting on the project, she hopes to gain experience in areas like recording, radio, and building partnerships while showcasing local talent. Remaining tasks include finishing the logo design, marketing campaigns, recording a podcast sample, and organizing a summer music event.
Antecedents to effective sales and operations planning. swaim, maloni, bow...
This document discusses antecedents to effective sales and operations planning (S&OP). It develops and tests a conceptual model of the relationships between organizational integration, a standardized S&OP process, S&OP priority, organizational engagement, and effective S&OP. The model is tested using survey data from S&OP practitioners. The results validate that organizational integration positively influences a standardized S&OP process. Both the S&OP process and prioritization lead to stronger organizational engagement in S&OP. Ultimately, organizational engagement in S&OP is positively linked to enhanced operational, market, and profitability outcomes. The findings provide guidance on how to implement and benefit from an effective S&OP process.
Wednesdayweek7
The document defines key terms related to fractions, including numerator, denominator, proper fraction, improper fraction, equivalent fractions, simplest form, lowest terms, and reciprocal. It provides instructions for simplifying, multiplying, dividing, and converting fractions to decimals. Key steps outlined include multiplying the numerators and denominators to multiply fractions, and dividing the numerator by the denominator to write a fraction as a decimal. Repeating and terminating decimals are defined.
Executive Engagement and S&OP
Executive engagement is considered one of the most important components of an effective sales and operations planning (S&OP) process, but it is rarely defined. This creates an expectation of commitment—a perceived level of executive involvement but without clarifying or establishing any of the specific baseline behaviors that are known to best influence S&OP and yield optimal outcomes. This article defines eight specific behaviors that executives can demonstrate to effectively engage with the S&OP process: training, attendance at meetings, curious yet quiet questioning, acting as a clarifier in chief, reality testing, inspiring trust, modeling behaviors, and driving accountability. Defining these behaviors provides clarity around the executive engagement needed for a successful S&OP.
Lords of P-town
The document outlines Naomi Goodwin's final major project focused on developing branding for a local radio station. The project will include exploring various media like logos, websites, posters and t-shirts to strengthen the station's brand. It will also involve producing a podcast music sample and linking the project to Naomi's dissertation on a local music zine. Mood boards are included to visualize ideas for the local environment and logo design.
Thursdayweek1
The document outlines objectives for working with whole numbers, including identifying place value, writing numbers in words and standard form, expanding numbers in written form, comparing numbers using inequality symbols, rounding numbers, reading tables and graphs, and solving application problems using addition, subtraction, and evaluating expressions. It provides examples and self-check problems for each objective to help students review the key concepts.
Wednesdayweek7student
A fraction describes the number of equal parts of a whole. The number above the division bar is called the numerator, and the number below is called the denominator. If the numerator is less than the denominator, it is a proper fraction. If the numerator is greater than or equal to the denominator, it is an improper fraction. Two fractions are equivalent if they represent the same number. Equivalent fractions represent the same portion of a whole.
Thursdayweek4
This document contains chapter summaries and instructions for solving equations involving integers, algebraic expressions, and formulas. It outlines key concepts like using order of operations to evaluate expressions and substituting values into formulas. Students are directed to specific homework problems to complete.
Fridayweek4
An equation contains an equal sign and is used to represent a relationship between quantities, where setting a variable equal to an expression allows you to solve for the variable. An expression does not contain an equal sign. To solve an equation means to find the solution, or value of the variable that makes the statement true. Solving an equation involves isolating the variable on one side of the equal sign. A variable stands for an unknown number, while a formula is an equation with two or more variables.
Fridayweek5
To multiply fractions:
1. Multiply the numerators and denominators of the fractions being multiplied
2. Simplify the resulting fraction if possible by dividing common factors
3. The same rules apply when multiplying fractions with integers, algebraic expressions, or variables in the numerator/denominator
Fridayweek1
1. The document provides instructions and objectives for math lesson on multiplying whole numbers, including filling in notes, 30 minutes of work time, and a quiz.
2. The concepts covered include multiplying whole numbers by one-digit numbers and numbers with zeros, using properties of multiplication, estimating products, and solving word problems involving multiplication.
3. Students are asked to write numbers, identify place values, write numbers in words, expand forms, graph numbers, define inequality symbols, round numbers, define variables, and identify properties of addition and multiplication.
Thursdayweek1
The document outlines objectives for working with whole numbers, including identifying place value, writing numbers in words and standard form, writing numbers in expanded form, comparing numbers using inequality symbols, rounding numbers, reading tables and graphs, solving addition and subtraction problems, and evaluating expressions involving addition and subtraction. It provides examples and self-check problems for students to practice the concepts.
Mondayweek6
The document provides instructions on simplifying fractions, determining if fractions are equivalent, multiplying fractions, exponential expressions, the formula for the area of a triangle, finding reciprocals, dividing fractions, and solving word problems involving fractions. It includes examples of multiplying, dividing, and simplifying fractions as well as exercises for students to complete.
Mondayweek2
This document provides examples and explanations of various math concepts including:
- Factoring whole numbers and finding the prime factors of numbers using factor trees and division ladders.
- Identifying even, odd, prime and composite numbers.
- Using exponential notation to write repeated multiplication more concisely.
- Evaluating simple exponential expressions.
- Instructions for a short math journal entry.
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The document provides an outline of topics covered in Chapter 6 of The Pharmacy Technician 4E including basic pharmaceutical measurements, calculations, and conversions. Key areas discussed include numbers, fractions, decimals, ratios, proportions, percents, and metric and household conversions. Examples are provided for calculating common denominators, multiplying fractions, setting up and solving proportions, and converting between ratios, percents, and fractions.
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Here are the steps to solve this inequality problem:
1) Write an expression for the perimeter in terms of x
2) Set the perimeter expression ≤ 40
3) Isolate x by undoing the operations
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The solution is 0 ≤ x ≤ 7
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Here are the steps to solve 2(x – 3) using algebra tiles:
Draw x and –3 tiles. Then place 2 sets of those tiles side by side.
x –3 x –3
Group the like tiles.
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Here are the steps to arrange the fractions in ascending order:
1) Write the fractions:
2) , , ,
3) Compare the fractions using a common denominator or cross-multiplication:
> > >
4) Arrange the fractions in ascending order:
< < <
Therefore, the fractions arranged in ascending order are: , , , .
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Chapter 3. linear equation and linear equalities in one variables
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Mondayweek6
- 1. • Simplify each fraction, if possible.
- 2. • Determine if these two fractions are equivalent.
- 3. • Multiply and Simplify.
- 5. • When a _________ is followed by the word fraction of, it indicates we are to find a part of some multiplication quantity using ____________.
- 6. • The formula for the area of a triangle. 15 ft 12 ft
- 7. reciprocal One number is the ___________ of another if their product is 1.
- 8. • Step 1: Write each number in fraction form. (K) • Step 2: Invert the divisor and change the ÷ to a × sign. (SF!) • Step 3: Follow the rules for multiplying fractions. ×
- 9. 1. Can you cross cancel? 2. Multiply Tops and Bottoms straight across! 3. Are you done? 2 × 1
- 10. sign The _______ rules for dividing fractions are the same as those for multiplying fractions. Divide and simplify. 3 1
- 11. algebraic To divide two __________ fractions, we use the same approach as with __________ fractions. numerical Divide and simplify.
- 12. 2 1 The number of Halloween costumes that can be made from 6 yards of material is 8.
- 14. • Page 340 • #1, 2, 3, 105-110 (all) • Page 424 • #39-50 (all)