latihan topikal-garis-dan-sudut-ii dalam bentuk subjektif yang menguji minda dalam topik ini.Jawapan disediakan dengan tepat dan betul sekali.Memudahkan dalam memahami topik ini.
This document provides a summary of Devyani Dhumal's professional experience and qualifications. She has over 10 years of experience in contracts and commercial management, finance, accounts, and taxation. Her most recent role was as a Commercial Manager for Nordea operations at Capgemini, where her responsibilities included contract negotiations, commercial risk management, and ensuring delivery of contractual obligations. Prior to that, she held positions with increasing responsibility in contracts, commercials, and finance at Tech Mahindra, Ericsson, and other organizations. She holds a B.Com with honors and has completed executive programs in finance analysis and management.
This document contains 10 repeated links to the website http://www.khskpt.com without any other text or context. It provides no information beyond linking to this website multiple times.
latihan topikal-garis-dan-sudut-ii dalam bentuk subjektif yang menguji minda dalam topik ini.Jawapan disediakan dengan tepat dan betul sekali.Memudahkan dalam memahami topik ini.
This document provides a summary of Devyani Dhumal's professional experience and qualifications. She has over 10 years of experience in contracts and commercial management, finance, accounts, and taxation. Her most recent role was as a Commercial Manager for Nordea operations at Capgemini, where her responsibilities included contract negotiations, commercial risk management, and ensuring delivery of contractual obligations. Prior to that, she held positions with increasing responsibility in contracts, commercials, and finance at Tech Mahindra, Ericsson, and other organizations. She holds a B.Com with honors and has completed executive programs in finance analysis and management.
This document contains 10 repeated links to the website http://www.khskpt.com without any other text or context. It provides no information beyond linking to this website multiple times.
Logarithms and indices are important mathematical concepts. Laws and formulas allow logarithmic and index expressions to be simplified and equations to be solved.
Key steps in working with logarithms and indices include using the appropriate laws and formulas to simplify expressions, setting up logarithmic or index equations equal to each other, and solving the resulting linear equations.
Practice questions cover a range of skills like evaluating logarithmic expressions without a calculator, expressing logarithmic values in terms of given variables, and solving equations involving logarithms and indices. Mastering the laws, formulas, and problem-solving process is essential for working with logarithms and indices.
This document provides information about functions from Additional Mathematics Module Form 4. It defines relations and ways to represent them using arrow diagrams, ordered pairs, and graphs. It explains the concepts of domain, codomain, range, objects and images. Functions are defined as a special type of relation where each object has only one image. Function notation and evaluation are demonstrated through examples. Composite functions are introduced as the combined effect of two functions gf(x). Examples are provided to illustrate determining composite functions and using given information to find one of the functions. Exercises provide practice applying the concepts.
Este documento trata sobre la ingeniería de software. Explica que la ingeniería de software se ocupa del desarrollo, operación y mantenimiento de programas informáticos. También describe los objetivos de la ingeniería de software como mejorar la calidad del software, aumentar la productividad de los ingenieros de software y facilitar el control del proceso de desarrollo. Además, explica que la ingeniería de software implica un trabajo integral que incluye análisis, diseño, desarrollo, pruebas e implementación de sistemas.
The particular Bullet-2-Go system may be the world’s most compact as well as affordable vaporizer. The particular wickless ceramic heat slot provided is done to enhance your own vaping expertise.For More Information,Visit: http://www.vaporlifeusa.com/
La ingeniería de software es el estudio dedicado a la creación de software de buena calidad, barato y fácil de desarrollar y mantener. Un proceso de desarrollo de software define las tareas necesarias para producir software de alta calidad e incluye actividades como la comprensión, visibilidad, confiabilidad y facilidad de mantenimiento. Los ingenieros de software deben participar en el aprendizaje continuo para mejorar la calidad del software.
E-COMMERCE AND THE FUTURE OF RETAIL: 2015Cooper Smith
This document summarizes trends in the retail industry, focusing on the growth of digital commerce. Some key points:
- Digital commerce, including purchases made online and through mobile devices, is growing significantly and now accounts for nearly 10% of total US retail sales. Growth is driven by increased smartphone and tablet usage.
- Certain categories like media/entertainment, electronics and apparel have seen over half of their sales move online. Younger traditional retailers relying mainly on in-store sales like JCPenney are struggling, while those like Gap with larger digital presences are faring better.
- Health/personal care and grocery represent major future opportunities for online sales growth, but online options must increase to meet consumer demand
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This is a sample of PT3 2014 mathematic questions.
Este documento proporciona 20 problemas para calcular el mínimo común múltiplo (MCM) de pares de números. Para cada par de números, se solicita al estudiante que calcule el MCM y se proporcionan las respuestas correctas.
Este documento proporciona 20 pares de números y pide encontrar el máximo común divisor (MCD) para cada par. Luego proporciona las respuestas de los MCD para cada par de números.
1) The document contains a math module with questions about mass and conversions between grams and kilograms.
2) It includes word problems involving adding, subtracting, multiplying, and dividing masses. Tables are provided with mass information to solve some questions.
3) The questions cover concepts like finding total mass, average mass, comparing masses, and converting between grams and kilograms.
This document contains a 40 question mathematics exam for Year 5 students. The questions cover a range of topics including numbers and operations, fractions, percentages, measurement, time, and word problems. Students are asked to choose the correct answer from the options provided for each multiple choice question. The exam is designed to test students' understanding of basic mathematical concepts and skills in a 1 hour timed test.
El documento lista los factores primos de 20 números diferentes. Para cada número, se enumeran sus factores primos de manera individual. Los números van del 1 al 20 y sus factores primos respectivos van desde 2 y 29 hasta 2, 5 y 7.
This document contains a math worksheet where a student is asked to list all the factors for 15 different numbers. For each number, the student provides the list of all positive integers that divide into that number with no remainder.
Este documento proporciona 20 pares de números y pide encontrar el máximo común divisor (MCD) para cada par. Luego proporciona las respuestas de los MCD para cada par de números.
The document provides information on exam format and topics that need to be studied for Form 4 and Form 5 exams.
It recommends setting targets and being familiar with exam format. The main topics covered are functions, quadratic equations, trigonometry, calculus, vectors, statistics, and index numbers. Exercise and practice are strongly emphasized. Sample exam papers and questions are provided to illustrate exam structure and level of difficulty.
The document is an exam paper for UPSR 2012 mathematics paper 1. It contains 21 multiple choice questions testing concepts like time, volume, percentages, averages, and word problems. The exam is 1 hour long and contains questions in both English and Malay.
This document contains 8 repeated links to the website http://www.khskpt.com. No other text or context is provided, so the essential information that can be summarized is limited to the repeated inclusion of this single web address.
The document is a mathematics exam paper for Year 6 UPSR students in Terengganu, Malaysia. It contains 21 multiple choice questions testing concepts like number operations, measurement, time, data interpretation, and problem solving. The exam is conducted in both English and Malay languages, with the English question appearing above the corresponding Malay question. Students are instructed to choose one answer for each question and mark their choice on the provided answer sheet.
1. 1
1 1
Calculate the value of ( 3 ) 26 ( 5).
4
1
( 3 ) 26 ( 5)
4
/
Hitungkan nilai bagi
Answer Jawapan
[2 marks]
[2 markah]
2 2
Calculate the value of (9 - 3 ) 0.87 and express your answer in the form of decimal.
3
2
(9 - 3 ) 0.87
3
Answer/
Hitungkan nilai bagi dan ungkapkan jawapan sebagai satu
nombor perpuluhan.
Jawapan :
[2 marks]
[2 markah]
3 Evaluate
Nilailkan
23
(a) 125 (b) (12) 63
Answer / :
( ) (b)
Jawapan
a
[3 marks]
[3 markah]
2. 2
4 Solve each of the following linear equations :
:
(a) 8- 15
(b) 5 5 13
/ :
( ) (b)
Selesaikan tiap -tiap persamaan linear berikut
x
p p
Answer Jawapan
a
[3 marks]
[3 markah]
5 Diagram 1 in the answer space shows
a straight line AB drawn on a grid of
equal squares. On the diagram
draw pentagon Q the image of
pentagon P, under the reflection
in the line AB.
Rajah 1 di ruang jawapan
menunjukkan sebuah pentagon P dan
suatu garis lurus AB dilukis pada grid
segi empat sama yang sama besar.
Pada rajah itu, lukis pentagon Q,imej
bagi P di bawah suatu pantulan pada
garis lurus AB
[2 marks]
[2 markah]
B
B
P
A
Answer/Jawapan
Diagram 1
3. 3
6 3 1
Express as a single fraction in its simplest form.
5
3 1
sebagai pecahan tunggal dalam bentuk termudah.
5
Answer / :
n
n n
n
Ungkapkan
n n
Jawapan
[3 marks]
[3 markah]
7
3 2
Factorise completely each of the following expressions;
Faktorkan selengkapnya tiap-tiap ungkapan berikut:
(a) 5 30
(b) 2 8
/ :
( )
y
x xy
Answer Jawapan
a
(b)
[3 marks]
[3 markah]
8
2
Expand each of the following expression:
(a) 5q(q+2)
(b) (2 3) (3 2)
Answer/
(a) (b)
Kembangkan tiap -tiap ungkapan berikut :
x x
Jawapan
[3 marks]
[3 markah]
4. 4
9 2 6
Given that 2 6,express in terms of .
3
2 6
2 6, .
3
Answer / :
x
y x y
x
Diberi y ungkapkan x dalam sebutan y
Jawapan
[3 marks]
[3 markah
10
1
6 3 3
2 3 4
Simplify each the following:
:
(a) (8 )
1
(b) (2 )
3
Answer / :
(a) (b)
Permudahkan setiap yang berikut
m n
m m
Jawapan
[3 marks]
[3 markah
11 2
4 3
2
4 3
Evaluate 5 125
5 125Nilaikan
[2marks]
[2markah
5. 5
1 unit
UUUUNI
T
12 Diagram 2 in the answer space shows a square PQRS, drawn on a grid of equal squares
Rajah 2 di ruang jawapan menunjukkan sebuah segi empat sama PQRS yang dilukis pada
grid segi empat sama yang sama besar.
(a) W is the point which moves inside the square PQRS such that it is always equidistant
from point Q and point S. Draw the locus W on the grid in the answer space.
W ialah suatu titik yang bergerak di dalam PQRS dengan keadaan jaraknya adalah
sama dari titik Q dan titik S. Lukis lokus W pada grid di ruang jawapan.
(b) X is a point which moves inside the square PQRS such that it is always 7 units from
the vertex S. Draw the locus of X on the grid in the answer space
X ialah suatu titik yang bergerak di dalam PQRS dengan keadaan jaraknya adalah
sentiasa 7 unit dari bucu S. Lukis lokus bagi X .
(c) Hence, mark the intersection of locus W and X with symbol .
Seterusnya, tandakan persilangan bagi lokus W dan X dengan menggunakan
simbol .
P Q
S R
[4marks]
[4markah
13 2
2
9 3
Simplify
3 1
9 3
3 1
Answer /
y y
y
y y
Permudahkan
y
Jawapan
2marks]
[2markah
Diagram 2
6. 6
14 (a) Beginning with the line PQ provided in the answer space,construct
Bermula dengan garis PQ yang disediakan di ruang jawapan, bina
(i) a parallelogram PQRS where 0
120 and QR=4cmPQR
segiempat selari PQRS dengan keadaan 0
120 and QR=4cmPQR
(ii) the perpendicular line RT from the vertex R to the line PQ extended.
Garis serenjang RT dari bucu R ke garis PQ yang dipanjangkan.
(b) Based on your construction in (a), measure the length of RT.
Berdasarkan kepada pembinaan anda di bahagian (a), ukur panjang RT.
Answer/Jawapan:
(a)
P 5 cm Q
(b) RT= ________ cm
[4marks]
[4markah
15 Diagram 3 is a pie chart showing the number of rambutans eaten by 4 students.
Rajah 3 ialah carta pai yang menunjukkan bilangan buah rambutan yang dimakan oleh 4
orang murid
Calculate/Hitung
(a) the mean number of rambutans eaten by a student
min bilangan buah rambutan yang dimakan oleh seorang murid.
(b) the angle of the sector respresenting David
sudut sektor yang mewakili David
Aini Mani
12 10
David
18 Chong
20
7. 7
Answer/Jawapan:
(a) (b)
[4marks]
[4markah
16 Diagram 4 shows a pentagon.On the grid in the answer space,draw the pentagon using
a scale of 1: 500. The grid has equal squares of sides 1 cm long.
Rajah 4 menunjukkan sebuah pentagon.Pada grid jawapan,lukiskan pentagon itu
dengan menggunakan skala 1: 500. Grid itu terdiri daripada segiempat sama
bersisi 1 cm
Answer/Jawapan 40 m
35m
15m
20 m
[3marks]
[3markah
Diagram 4
8. 8
17 Diagram 5 shows a trapezium
Diagram 5 menunjukkan sebuah trapezium. 1 cm
Answer/Jawapan:
3 cm
4 cm
On the grid in the answer space,redraw the diagram using a scale of 1:
1
2
.The grid has
equal squares of sides 1 cm long.
Pada grid jawapan,lukiskan pentagon itu dengan menggunakan skala 1:
1
2
. Grid itu
terdiri daripada segiempat sama bersisi 1 cm
[2 marks]
[2 markah]
18 Table 1 shows the points cored by a group of boys in a game.
Jadual 1 menunjukkan mata yang dipungut oleh sekumpulan murid lelaki dalam suatu
permainan.
Points scored
Mata dipungut
1 2 3 4 5
Number of boys
Bilangan murid lelaki
15 20 25 10 15
Table1/Jadual 1
The information from the table is shown in the bar chart given in the answer space.
Maklumat dari jadual itu ditunjukkan dalam carta palang yang diberikan di ruang
jawapan.
(a) Mark the vertical axis of the bar chart and complete it.
Tandakan paksi mencancang bagi carta palang itu dan lengkapnya.
(b) What is the mode of the distribution?
Apakah mod bagi taburan itu?
Diagram 5
9. 9
Answer/Jawapan :
(a) (b)
Number of boys
Bilangan murid lelaki
1
1 2 3 4 5
Point scored
Mata dipungut
[4 marks]
[4 markah]
19 Table 2.1 shows the scores obtained by 20 students in an archery competition.
Jadual 2 menunjukkan skor yang diperoleh 20 orang murid dalam pertandingan
memanah.
Score/skor Frequency/Kekerapan
1 3
2 2
3 5
4 4
5 6
Table 2.1/Jadual 2.1
(a) Complete Table 2.2 in the answer space.
Lengkapkan Jadual 2.2 di ruang jawapan
(a) Calculate the mean score
Hitungkan min skor.
Answer/Jawapan:
Score
skor
Frequency
Kekerapan
Score x Frequency
Skor x Kekerapan
1 3
2 2
3 5
4 4
5 6
Table 2.2/Jadual 2.2
[4 marks]
[4 markah]
10. 10
20 In the diagram 6, ACE and ABD are straight lines. BC is parallel to DE
Dalam rajah 6, ACE dan ABD ialah garis lurus.BC adalah selari dengan DE.
4 cm E
C
6 cm
A
9 cm B D
Find the length, in cm of AD
Cari panjang dalam cm AD
Answer/Jawapan:
[4 marks]
[4 markah]
----KERTAS SOALAN TAMAT------
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DISEDIAKAN OLEH DISEMAK OLEH DISAHKAN OLEH
………………………… ……………………… ……………………..
( PN S.SIVAGAMI A/P ( PN JAMIYAH BT (PN ROSNI BT WOK)
SAMINATHAN) MD. RAGHAIB)
Guru Subjek Ketua Panitia Matematik Guru Kanan Sains