This document discusses sets and real numbers. It defines what a set is and provides examples of set operations like union, intersection, difference and complement. It then discusses real numbers including natural numbers, integers, rational and irrational numbers. It covers concepts like absolute value, inequalities and operations that can be performed on real numbers. Examples are provided to illustrate set operations and inequalities involving absolute value.
Different ways of organizing work for students using algebra tiles and modeling in mathematics. The worksheets are designed to intentionally connect the model, student thinking (through written explanation), and the mathematical algorithm.
Students learn to define and identify linear equations. They also learn the definition of Standard Form of a linear equation.
Students also learn to graph linear equations using x and y intercepts.
Different ways of organizing work for students using algebra tiles and modeling in mathematics. The worksheets are designed to intentionally connect the model, student thinking (through written explanation), and the mathematical algorithm.
Students learn to define and identify linear equations. They also learn the definition of Standard Form of a linear equation.
Students also learn to graph linear equations using x and y intercepts.
Materi Bilangan Bulat Matematika Kelas 7
Terdiri dari :
Penjumlahan Bilangan Bulat
Pengurangan Bilangan Bulat
Perkalian Bilangan Bulat
Pembagian Bilangan Bulat
Pecahan Bilangan Bulat
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KPK dan FPB
Contoh Soal Bilangan Bulat
Fundamentals of AlgebraChu v. NguyenIntegral ExponentsDustiBuckner14
Fundamentals of Algebra
Chu v. Nguyen
Integral Exponents
Exponents
If n is a positive integer (a whole number, i.e., a number without decimal part) and x is a number, then
The number x is called the base and n is called the exponent.
The most common ways of referring to are “ x to the nth power,”
“ x to the nth,” or “the nth power of x.”
Integral Exponents (cont.)
For any non-zero number x and a positive integer n
and
Note: is not defined
and
Rules Concerning Integral Exponents
Following are five rules in which m and n are positive integers:
Rule 1: ; for example,
Rule 2: ; for example
or
Rules Concerning Integral Exponents (Cont.)
Rule 3: ; for example
or
Rule 4: ; for example
or
Rule 5: ; for example
or
Basic Rules for Operating with Fractions
Since dividing by zero is not defined, we assume that the denominator
is not zero.
Following are the eight basic rules for operating with fractions.
Rule 1: ; for example
Rule 2: ; for example
Rule 3: ; for example
Basic Rules for Operating with Fractions (cont.)
Rule 4: ; for example
Rule 5: ; for example
Rule 6: ; for example
Basic Rules for Operating with Fractions (cont.)
Rule 7: ; for example
Rule 8: ; for example
Notes: a*b +a*x may be expressed as a(b + x)
a*b + 1 may be written as a(b + ), and
m*x – y may be expressed as m(x - )
Square Root
Generally, for a>0 , there is exactly one positive number x such that
, we say that x is the root of a, written as
for
When n = 2, we say that x is the square root of “a” and is denoted by
or or
For example:
or
Practices
Carrying out the following operations:
24 ; 2-2 ; 2322, ; 252-5 ; and (2x3)5
; ; ; and
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Presentacion de matematica
Definición de Conjuntos.
Operaciones con conjuntos.
Números Reales
Desigualdades.
Definición de Valor
Absoluto
Desigualdades con
Valor Absoluto
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. Conjunto
• Un conjunto es una colección de elementos con características similares
considerada en si misma como un objeto.
• Un conjunto suele definirse mediante una propiedad que todos sus
elementos poseen. Por ejemplo, para los números naturales , si se considera
la propiedad de ser un numero primo el conjunto de los números primos es:
• P = {2, 3, 5, 7, 11, 13, …}
Los conjuntos pueden ser finitos o infinitos. También los conjuntos se denotan
habitualmente por letras mayúsculas. Los objetos que componen el conjunto
se llaman elementos o miembros. Se dice que «Pertenecen» al conjunto y se
denota mediante el símbolo ∈ y para la noción contraria se utiliza el símbolo
∉.
3. Operaciones con conjuntos
• Existen varias operaciones básicas que pueden realizarse, partiendo de
ciertos conjuntos dados, para obtener nuevos conjunto:
• Unión: (símbolo ∪) La unión de dos conjuntos A y B, que se representa
como A ∪ B, es el conjunto de todos los elementos que pertenecen al
menos a uno de los conjuntos A y B.
• Intersección: (símbolo ∩) La intersección de dos conjuntos A y B es el
conjunto A ∩ B de los elementos comunes a A y B.
• Diferencia: (símbolo ) La diferencia del conjunto A con B es el conjunto A
B que resulta de eliminar de A cualquier elemento que esté en B.
• Complemento: El complemento de un conjunto A es el conjunto A∁ que
contiene todos los elementos que no pertenecen a A, respecto a un conjunto
U que lo contiene.
• Diferencia Simétrica: (símbolo Δ) La diferencia simétrica de dos conjuntos
A y B es el conjunto AΔ B con todos los elementos que pertenecen, o bien
a A, o bien a B, pero no a ambos a la vez.
4. Ejemplos:
• Producto Cartesiano: (símbolo ×) El producto cartesiano de dos conjuntos
A y B es el conjunto A × B de todos los pares ordenados (a, b) formados
con un primer elemento a perteneciente a A, y un segundo elemento b
perteneciente a B.
• {1, a, 0} ∪ {2, b} = {2, b, 1, a, 0}
• {1, a, 0} × {2, b} = {(1, 2), (1, b), (a, 2), (a, b), (0, 2), (0, b)}
6. Números Reales
• Los números naturales son aquellos que permiten contar u ordenar los
elementos de un conjunto. No existe una cantidad total o final de números
naturales, por lo tanto, los números naturales son infinitos. Se considera un
número natural a partir del número 1.
• Los números naturales pertenecen al conjunto de los números enteros
positivos, por lo tanto, no tienen parte decimal, no son fraccionarios, ni
parte imaginaria y se encuentran a la derecha del cero en la recta.
• Los números naturales se pueden representar en una línea recta y siempre
se ordenan de menor a mayor
• 1
• 2
• 3
7. • Tienen un elemento inicial, dependiendo del autor puede ser “0” o “1”.
• Todo número natural posee un único sucesor, es decir, cada número natural
tiene un número natural consecutivo.
• Dos números naturales distintos no pueden tener el mismo sucesor.
• El conjunto de los números naturales es infinito.
• Entre dos números naturales consecutivos no existe otro número natural,
por esa razón se considera como un conjunto discreto.
• Al realizar una operación de suma o multiplicación empleando números
naturales siempre va a resultar otro número natural.
• Al realizar una operación de resta o división empleando números naturales
el resultado no siempre será otro número natural. En los siguientes
ejemplos se muestran posibilidades en las que no resulta un número
natural:
• 5 - 9 = -4
• -7 +4 = -3
8. Desigualdades
• Son una expresión en las que aparece un signo de desigualdad.
• Su simbología es:
• < > ≤ ≥
• Ejemplos de desigualdades:
• 3 < 7
• -2 > -5
• x ≤ 2
• x-3 ≥ y
9. • Ejercicio:
• Verifique cual de los siguientes elementos del conjunto (-2,-1,2,3) son
desigualdades de la expresión (2x+3<7)
Para x = -2 Para x = -1
2𝑥 + 3 < 7 2𝑥 + 3 < 7
2 −2 + 3 < 7 2 −1 + 3 < 7
-4 + 3 < 7 −2 + 3 < 7
-1 < 7 D.V 1 < 7 D.V
Para x = 2 Para x = 3
2𝑥 + 3 < 7 2𝑥 + 3 < 7
2 2 + 3 < 7 2 3 + 3 < 7
4 + 3 < 7 6 + 3 < 7
7 < 7 9 > 7 D.F
7 = 7
No hay desigualdad
10. Valor Absoluto
• El valor absoluto está vinculado con las nociones de magnitud, distancia y
norma en diferentes contextos matemáticos y físicos. El concepto de valor
absoluto de un número real puede generalizarse a muchos otros objetos
matemáticos, como son los cuaterniones, anillos ordenados, cuerpos o
espacios vectoriales.
• El valor absoluto de es siempre un número positivo o cero pero nunca
negativo: cuando es un número negativo entonces su valor absoluto es
necesariamente positivo .
• Desde un punto de vista geométrico, el valor absoluto de un número real
puede verse como la distancia que existe entre ese número y el cero. De
manera general, el valor absoluto entre la diferencia de dos números es la
distancia entre ellos.
11. Desigualdad con valor absoluto
• Desigualdades con un solo valor absoluto y la variable sólo en el
argumento del valor absoluto
• Ejemplos
• | 3x+2 | >5
• | 5x-4 | ≤ 7
13. Bibliografía
• Nahin, Paul J.; An Imaginary Tale; Princeton University Press; (hardcover,
1998).
• O'Connor, John J.; Robertson, Edmund F., «Jean Robert Argand» (en
inglés), MacTutor History of Mathematics archive, Universidad de Saint
Andrews.
• Schechter, Eric; Handbook of Analysis and Its Foundations, pp 259-263,
"Absolute Values", Academic Press (1997) ISBN 0-12-622760-8
• Weisstein, Eric W. «Absolute Value». En Weisstein, Eric W, ed. MathWorld
(en inglés). Wolfram Research.
• Value Valor absoluto en PlanetMath.
• Matemáticas Profe Alex
• Julio Profe