This document provides a teaching guide for a Grade 7 math lesson on the properties of operations on integers. It includes 5 activities to help students understand properties such as closure, commutative, associative, distributive, identity, and inverse. Students will state and illustrate the properties, rewrite expressions according to properties, and determine which property diagrams represent. The lesson aims to give students tools for solving equations involving integer operations and emphasizes understanding and applying properties when solving problems.
This lesson teaches the properties of operations on rational numbers such as addition, subtraction, multiplication, and division. It provides examples of applying properties like the commutative, associative, distributive, identity, and zero properties to simplify computations with rational numbers. Students are asked to use these properties to find missing numbers in examples and solve other exercises involving rational number operations. The key properties allow rational number calculations to be simplified and standardized.
Here are examples of the Associative Property and Commutative Property:
Associative Property:
Addition: (2 + 3) + 5 = 2 + (3 + 5)
Multiplication: 3 × (4 × 2) = (3 × 4) × 2
Commutative Property:
Addition: 2 + 5 = 5 + 2
Multiplication: 3 × 4 = 4 × 3
The Associative Property shows that changing the grouping of numbers or variables does not change the sum or product. The Commutative Property shows that changing the order of numbers or variables does not change the sum or product.
This document provides a daily lesson log for a 7th grade mathematics class covering operations on integers. The lesson covers addition, subtraction, multiplication, and division of integers over four sessions. Each session includes objectives, content, learning resources, procedures, and an evaluation. The procedures describe activities to motivate students, present examples, discuss concepts, and apply the skills to word problems. The goal is for students to understand and be able to perform the four fundamental operations on integers.
1. This module discusses illustrating and graphing linear inequalities in two variables. It contains lessons, activities, and tests to help students learn and apply related concepts.
2. Activities include matching mathematical sentences to inequalities, determining properties of inequalities, and solving a word problem involving a linear inequality in two variables representing the number of face masks and face shields an online seller would need to sell to make at least Php 2,000.
3. A linear inequality in two variables can be written as an expression involving two variables separated by addition or subtraction, with an inequality symbol and a constant on the right side, such as the example given: 35x + 75y ≥ 2,000.
Lesson Plan in Math 6 for Demo-Teaching [Division of Integers]Rigino Macunay Jr.
This document contains a lesson plan for teaching division of integers in a Grade 6 mathematics class. The lesson plan outlines the objectives, content standards, learning competencies, teaching resources, values, strategies, procedures and assessment for the lesson. The procedures section describes the introductory activities, presentation of concepts, group activities to practice division of integers in different contexts, and a think-pair-share activity. The assessment includes exercises for students to demonstrate their understanding of dividing integers with the same and different signs.
The document discusses calculating decimal numbers by adding and subtracting. It provides examples of lining up decimals, adding or subtracting like normal, and using the commutative and associative properties of addition to evaluate expressions by changing the grouping or order of numbers. Students are asked to find the total cost of various school supplies by adding decimal prices.
This chapter discusses multiplication and division facts. It includes 10 lessons: relating multiplication and division; algebra properties; facts through 5; problem solving skills; facts through 10; multiplying with 11 and 12; problem solving investigations; multiplying three numbers; factors and multiples; and prime and composite numbers. The lessons provide examples and practice with multiplication and division concepts and skills.
This document provides a strategic intervention material for teaching subtraction of integers in 7th grade mathematics. It includes activity cards, assessment cards, enrichment cards, and reference cards to help students improve their skills in subtracting integers. The material guides students through examples of subtracting integers using number lines and rewriting subtraction as addition with negative numbers. Students are asked to identify the opposite of integers, write the steps to change between subtraction and addition form, and apply the rule for subtracting integers to solve problems.
This lesson teaches the properties of operations on rational numbers such as addition, subtraction, multiplication, and division. It provides examples of applying properties like the commutative, associative, distributive, identity, and zero properties to simplify computations with rational numbers. Students are asked to use these properties to find missing numbers in examples and solve other exercises involving rational number operations. The key properties allow rational number calculations to be simplified and standardized.
Here are examples of the Associative Property and Commutative Property:
Associative Property:
Addition: (2 + 3) + 5 = 2 + (3 + 5)
Multiplication: 3 × (4 × 2) = (3 × 4) × 2
Commutative Property:
Addition: 2 + 5 = 5 + 2
Multiplication: 3 × 4 = 4 × 3
The Associative Property shows that changing the grouping of numbers or variables does not change the sum or product. The Commutative Property shows that changing the order of numbers or variables does not change the sum or product.
This document provides a daily lesson log for a 7th grade mathematics class covering operations on integers. The lesson covers addition, subtraction, multiplication, and division of integers over four sessions. Each session includes objectives, content, learning resources, procedures, and an evaluation. The procedures describe activities to motivate students, present examples, discuss concepts, and apply the skills to word problems. The goal is for students to understand and be able to perform the four fundamental operations on integers.
1. This module discusses illustrating and graphing linear inequalities in two variables. It contains lessons, activities, and tests to help students learn and apply related concepts.
2. Activities include matching mathematical sentences to inequalities, determining properties of inequalities, and solving a word problem involving a linear inequality in two variables representing the number of face masks and face shields an online seller would need to sell to make at least Php 2,000.
3. A linear inequality in two variables can be written as an expression involving two variables separated by addition or subtraction, with an inequality symbol and a constant on the right side, such as the example given: 35x + 75y ≥ 2,000.
Lesson Plan in Math 6 for Demo-Teaching [Division of Integers]Rigino Macunay Jr.
This document contains a lesson plan for teaching division of integers in a Grade 6 mathematics class. The lesson plan outlines the objectives, content standards, learning competencies, teaching resources, values, strategies, procedures and assessment for the lesson. The procedures section describes the introductory activities, presentation of concepts, group activities to practice division of integers in different contexts, and a think-pair-share activity. The assessment includes exercises for students to demonstrate their understanding of dividing integers with the same and different signs.
The document discusses calculating decimal numbers by adding and subtracting. It provides examples of lining up decimals, adding or subtracting like normal, and using the commutative and associative properties of addition to evaluate expressions by changing the grouping or order of numbers. Students are asked to find the total cost of various school supplies by adding decimal prices.
This chapter discusses multiplication and division facts. It includes 10 lessons: relating multiplication and division; algebra properties; facts through 5; problem solving skills; facts through 10; multiplying with 11 and 12; problem solving investigations; multiplying three numbers; factors and multiples; and prime and composite numbers. The lessons provide examples and practice with multiplication and division concepts and skills.
This document provides a strategic intervention material for teaching subtraction of integers in 7th grade mathematics. It includes activity cards, assessment cards, enrichment cards, and reference cards to help students improve their skills in subtracting integers. The material guides students through examples of subtracting integers using number lines and rewriting subtraction as addition with negative numbers. Students are asked to identify the opposite of integers, write the steps to change between subtraction and addition form, and apply the rule for subtracting integers to solve problems.
Math 107 College AlgebraName Olufemi Akinyemi Final Examination F.docxalfredacavx97
Math 107 College AlgebraName Olufemi Akinyemi Final Examination: Fall, 2019Instructor: Dr.K. Thengumthara Answer Sheet
Instructions:
This is an open-book exam. You may refer to your text and other course materials as you work on the exam, and you may use a calculator.
Record your answers and work in this document. There are 30 problems.
Problems #1-12 are multiple choice. Record your choice for each problem. Problems #13-21 are short answer. Record your answer for each problem.
Problems #22-30 are short answer with work required. When requested, show all work and write all answers in the spaces allotted on the following pages. You may type your work using plain- text formatting or an equation editor, or you may hand-write your work and scan it. In either case, show work neatly and correctly, following standard mathematical conventions. Each step should follow clearly and completely from the previous step. If necessary, you may attach extra pages.You must complete the exam individually. Neither collaboration nor consultation with others is allowed. Your exam will receive a zero grade unless you complete the following honor statement.
Please sign (or type) your name below the following honor statement:
I have completed this final examination myself, working independently and not consulting anyone except the instructor. I have neither given nor received help on this final examination.
NameDate
Math 107 Final Examination
Fall, 2019
1
MULTIPLE CHOICE. Record your answer choices.
1.7.
2.8.
3.9.
4.10.
5.11.
6.12.
SHORT ANSWER. Record your answers below.
13.
14.
15.
16.
17.
18.
19. (a) (b) (c)
20.(a)
(b)
(c)
(d)
21. (a) (b) (c) (d)
SHORT ANSWER with Work Shown. Record your answers and work.
Problem Number
Solution
22
Answers:
(a)
(b)
Work/for part (a) and explanation for part (b):
23
Answers:
(a)
(b)
(c)
Work for part (a):
24
Answer:
Work:
25
Answer:
Work:
26
Answers:
(a)
(b)
Work for part (a) and for part (b):
27
Answer:
Work:
28
Answer:
Work:
29
Answers: (a)
(b)
Work for (b):
30
Answer:
Work:
Research Paper Guidelines
Due Date: Nov 29th, 2019
An important activity in this course will involve writing a research paper in APA format. This is an exercise in argumentation. This paper will be between 5 - 7 pages in size single-spaced. A list of topics related to software construction are provided below. Each student will select one of the topics from the list. Most of the topics includes papers that provide necessary background. The student would then be required to research and identify at least three academic papers for and three papers against the topic. Please note these papers will be in addition to the ones listed below for the topic. You will be asked to take a position either for or against the topic and argue your position based on the literature collected. As part of your argument, you would be asked to demonstrate using coding o.
K to 12 - Grade 8 Math Learners Module Quarter 2Nico Granada
Here are the completed statements based on the conclusions:
1. n(A × B) = n(B × A).
2. A × B ≠ B × A.
The key conclusions are:
1. The cardinalities of the Cartesian products A × B and B × A are equal, since n(A × B) = n(B × A).
2. However, the sets A × B and B × A are not equal, since the ordered pairs will be arranged differently, so A × B ≠ B × A.
The document introduces the topic of relations and functions and outlines 3 lessons that will be covered - rectangular coordinate system, representations of relations and functions, and linear functions and applications. It provides learning objectives for each lesson and examples of how concepts like slope, intercepts, and graphs will be explored. A pre-assessment with 20 multiple choice questions is also included to gauge students' prior knowledge.
The document introduces the key concepts that will be covered in a module on relations and functions, including the rectangular coordinate system, representations of relations and functions, and linear functions and their applications. It outlines 3 lessons that will examine how to predict the value of a quantity given the rate of change, and provides sample problems to assess students' prior knowledge on these topics before beginning the lessons.
This document provides information about a mathematics instructional material for Grade 9 learners in the Philippines. It was developed collaboratively by educators and reviewed by DepEd. The material covers variations, including direct, inverse, joint, and combined variations. It encourages teachers to provide feedback to DepEd to help improve the material. The material aims to help learners understand different types of variations and solve problems involving variations.
This learner's module discusses about the topic Variations. It also discusses the definition of Variation. It also discusses or explains the types of Variations. It also shows the examples of the Types of Variations.
This document provides an introduction and focus questions for a mathematics module on variations. It outlines four lessons that will cover direct variation, inverse variation, joint variation, and combined variation. The objectives of the lessons are described. It also includes a pre-assessment test to evaluate students' existing knowledge of topics related to variations.
The document provides information on factoring polynomials completely. It discusses factoring polynomials with common monomial factors, difference of two squares, and general trinomials. Three learning activity sheets are included to help students practice factoring polynomials. The sheets provide examples, activities for students to complete with solutions, scoring rubrics, and references. The goal is for students to master factoring different types of polynomials.
This document is an instructional material for mathematics grade 3 published by the Department of Education of the Republic of the Philippines. It was collaboratively developed by educators and contains lessons on multiplication and division of whole numbers up to 3 digits long, including properties of multiplication and division. The material is freely available for public use but prior approval is needed for commercial exploitation.
The document is a table of contents for a mathematics textbook for third grade students in the Philippines. It lists 46 lessons on topics like multiplication, division, properties of operations, and solving word problems involving these operations. The document also provides information about copyright and permissions for using materials in the book. It was developed by the Department of Education of the Republic of the Philippines.
This document provides examples and step-by-step explanations of how to add, subtract, multiply and divide integers according to their signs. It begins with writing integers for word problems, then evaluates expressions. The main content explains that to add integers with the same sign, add their absolute values and the sum is positive if both are positive or negative if both are negative. To add integers with different signs, subtract the absolute values and the sum is positive if the positive value is greater or negative if the negative value is greater. Several worked examples are provided to illustrate the rules.
The document is a daily lesson log from Osmeña National High School in the Philippines. It outlines the objectives, content, procedures, and activities for a 7th grade mathematics lesson on algebraic expressions. The lesson teaches students to translate between verbal phrases and mathematical expressions, identify constants and variables, and evaluate algebraic expressions. Example problems are provided to illustrate key concepts like exponents, addition/subtraction of terms, and substituting values into expressions. The formative assessment asks students to apply these skills by translating phrases, identifying constants/variables, and evaluating expressions with given values.
1. The document outlines a detailed lesson plan for teaching antiderivatives of algebraic functions to 11th grade students. It includes objectives, content, procedures, activities, and evaluation.
2. The lesson uses guided discovery learning and mystery boxes to motivate students to derive the formula for antiderivatives on their own. Example problems are provided to practice the skill.
3. Practical applications involving population growth are discussed. Students must use antiderivatives to solve word problems and predict drug user population in the Philippines over time.
This document provides a daily lesson log for a Grade 9 mathematics class. It outlines the objectives, content, learning resources and procedures for lessons on the nature of roots of quadratic equations, including the sum and product of roots, and equations that can be transformed into quadratic equations. Key concepts covered are using the discriminant to characterize roots, the relationship between coefficients and roots, and solving various types of equations. Examples and follow-up questions are provided to discuss and practice the new skills.
Math 107 Final ExaminationFall, 20142Math 107 College Algebra.docxandreecapon
Math 107 Final ExaminationFall, 20142
Math 107 College AlgebraName______________________________
Final Examination: Fall, 2014Instructor __________________________
Answer Sheet
Instructions:
This is an open-book exam. You may refer to your text and other course materials as you work on the exam, and you may use a calculator.
Record your answers and work in this document.
There are 30 problems.
Problems #1-12 are multiple choice. Record your choice for each problem.
Problems #13-21 are short answer. Record your answer for each problem.
Problems #22-30 are short answer with work required. When requested, show all work and write all answers in the spaces allotted on the following pages. You may type your work using plain-text formatting or an equation editor, or you may hand-write your work and scan it. In either case, show work neatly and correctly, following standard mathematical conventions. Each step should follow clearly and completely from the previous step. If necessary, you may attach extra pages.
You must complete the exam individually. Neither collaboration nor consultation with others is allowed. Your exam will receive a zero grade unless you complete the following honor statement.
(
Please sign (or type) your name below the following honor statement:
I have completed this
final examination
myself, working independently and not consulting anyone except the instructor.
I have neither given nor received help on this final examination.
Name ____________
______
___
Date___________________
)
MULTIPLE CHOICE. Record your answer choices.
1.7.
2.8.
3.9.
4.10.
5.11.
6.12.
SHORT ANSWER. Record your answers below.
13.
14.
15.
16.
17.
18.
19. (a)
(b)
(c)
20. (a)
(b)
(c)
(d)
21. (a)
(b)
(c)
(d)
SHORT ANSWER with Work Shown. Record your answers and work.
Problem Number
Solution
22
Answer:
Work:
23
Answers:
(a)
(b)
(c)
Work for part (a):
24
Answer:
Work:
25
Answer:
Work:
26
Answers:
(a)
(b)
Work for part (a) and for part (b):
27
Answer:
Work:
28
Answer:
Work:
29
Answers:
(a)
(b)
Work for (b):
30
Answer:
Work:
Question 1
Last year Christian sold a tract of land (basis of $1 million) to Kate (an unrelated party) for $4 million, with a cash down payment of $1 million and notes for the balance. The notes carry a 7.5% rate of interest and mature annually at $1million each over three years. (Christian did not elect out of the installment method). Before any of the notes mature and when they have a fair market value of $2.8 million. Christian gives them to Grace.
a. Disregarding the interest element, what are the Federal income tax consequences of the gift?
b. Suppose that instead of making a gift. Christian dies and the notes pass to his estate. The executor sells the notes for $2.8 million. What is the Federal income tax result?
Question 2
In each of the foll ...
This document is a daily lesson log for a Grade 1 mathematics class. It outlines the objectives, content, learning resources and procedures for five days of lessons on division of whole numbers up to 1000 and unit fractions. The lessons include visualizing and representing division using equal sharing, repeated subtraction, number lines and equal groups. Formative assessments are conducted to evaluate student learning and additional activities are provided for remediation.
This document outlines a learning plan for a 9th grade mathematics class on patterns and algebra for the first quarter. It includes standards, competencies, lessons, activities and a performance task on solving quadratic equations using different algebraic methods. Students will compare the methods and apply them to design classroom fixtures using measurements and equations. The plan provides instruction, practice and assessments to help students master solving quadratic equations and transfer their knowledge to real-world problems.
Unit 6 Graph Theory - AssignmentTotal points for Assignment 35 .docxdickonsondorris
The document provides instructions for a graph theory assignment. It consists of 4 parts: 1) basic graph theory computations involving graphs modeling a floor plan, paths in a zoo, and other examples; 2) a case study involving a missing cookie case and using graphs to model camp facilities and a house; 3) a research task on real-world applications of graph theory; and 4) directions for submitting the assignment. Students are asked to provide graph drawings and analyses, solve path problems, research graph theory, and write a paragraph on Fibonacci numbers.
The lesson plan is for a math class on factoring the difference of two squares. It outlines learning objectives, content, materials, and activities. The objectives are for students to factor differences of squares, find square roots, and understand real-world applications. Content includes the skill of factoring expressions and finding square roots. Students will do an activity investigating patterns in products of differences of squares and generalize the relationship. They will learn that to factor such expressions, the factors are the sum and difference of the square roots of the terms. An evaluation and assignment reinforce these skills.
The document provides an overview of a mathematics class covering several topics:
1. The class begins with an opening prayer and introductions from the teacher.
2. Classroom rules are reviewed which emphasize being prepared, respectful, and safe.
3. Students learn about solving word problems involving dividing apples evenly among children.
4. Key terminology related to interest is defined, including principal, rate, time, and the difference between simple and compound interest.
5. Students participate in group activities and a quiz to assess their understanding of interest concepts.
Luke 14:25-33 discusses the cost of being a disciple of Jesus. Jesus says that to follow him, one must hate their father, mother, spouse, children, siblings, and even their own life. One must carry their own cross and renounce all their possessions. Jesus is making the point that being his disciple requires total commitment and comes before all other relationships and belongings in one's life.
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Math 107 College AlgebraName Olufemi Akinyemi Final Examination F.docxalfredacavx97
Math 107 College AlgebraName Olufemi Akinyemi Final Examination: Fall, 2019Instructor: Dr.K. Thengumthara Answer Sheet
Instructions:
This is an open-book exam. You may refer to your text and other course materials as you work on the exam, and you may use a calculator.
Record your answers and work in this document. There are 30 problems.
Problems #1-12 are multiple choice. Record your choice for each problem. Problems #13-21 are short answer. Record your answer for each problem.
Problems #22-30 are short answer with work required. When requested, show all work and write all answers in the spaces allotted on the following pages. You may type your work using plain- text formatting or an equation editor, or you may hand-write your work and scan it. In either case, show work neatly and correctly, following standard mathematical conventions. Each step should follow clearly and completely from the previous step. If necessary, you may attach extra pages.You must complete the exam individually. Neither collaboration nor consultation with others is allowed. Your exam will receive a zero grade unless you complete the following honor statement.
Please sign (or type) your name below the following honor statement:
I have completed this final examination myself, working independently and not consulting anyone except the instructor. I have neither given nor received help on this final examination.
NameDate
Math 107 Final Examination
Fall, 2019
1
MULTIPLE CHOICE. Record your answer choices.
1.7.
2.8.
3.9.
4.10.
5.11.
6.12.
SHORT ANSWER. Record your answers below.
13.
14.
15.
16.
17.
18.
19. (a) (b) (c)
20.(a)
(b)
(c)
(d)
21. (a) (b) (c) (d)
SHORT ANSWER with Work Shown. Record your answers and work.
Problem Number
Solution
22
Answers:
(a)
(b)
Work/for part (a) and explanation for part (b):
23
Answers:
(a)
(b)
(c)
Work for part (a):
24
Answer:
Work:
25
Answer:
Work:
26
Answers:
(a)
(b)
Work for part (a) and for part (b):
27
Answer:
Work:
28
Answer:
Work:
29
Answers: (a)
(b)
Work for (b):
30
Answer:
Work:
Research Paper Guidelines
Due Date: Nov 29th, 2019
An important activity in this course will involve writing a research paper in APA format. This is an exercise in argumentation. This paper will be between 5 - 7 pages in size single-spaced. A list of topics related to software construction are provided below. Each student will select one of the topics from the list. Most of the topics includes papers that provide necessary background. The student would then be required to research and identify at least three academic papers for and three papers against the topic. Please note these papers will be in addition to the ones listed below for the topic. You will be asked to take a position either for or against the topic and argue your position based on the literature collected. As part of your argument, you would be asked to demonstrate using coding o.
K to 12 - Grade 8 Math Learners Module Quarter 2Nico Granada
Here are the completed statements based on the conclusions:
1. n(A × B) = n(B × A).
2. A × B ≠ B × A.
The key conclusions are:
1. The cardinalities of the Cartesian products A × B and B × A are equal, since n(A × B) = n(B × A).
2. However, the sets A × B and B × A are not equal, since the ordered pairs will be arranged differently, so A × B ≠ B × A.
The document introduces the topic of relations and functions and outlines 3 lessons that will be covered - rectangular coordinate system, representations of relations and functions, and linear functions and applications. It provides learning objectives for each lesson and examples of how concepts like slope, intercepts, and graphs will be explored. A pre-assessment with 20 multiple choice questions is also included to gauge students' prior knowledge.
The document introduces the key concepts that will be covered in a module on relations and functions, including the rectangular coordinate system, representations of relations and functions, and linear functions and their applications. It outlines 3 lessons that will examine how to predict the value of a quantity given the rate of change, and provides sample problems to assess students' prior knowledge on these topics before beginning the lessons.
This document provides information about a mathematics instructional material for Grade 9 learners in the Philippines. It was developed collaboratively by educators and reviewed by DepEd. The material covers variations, including direct, inverse, joint, and combined variations. It encourages teachers to provide feedback to DepEd to help improve the material. The material aims to help learners understand different types of variations and solve problems involving variations.
This learner's module discusses about the topic Variations. It also discusses the definition of Variation. It also discusses or explains the types of Variations. It also shows the examples of the Types of Variations.
This document provides an introduction and focus questions for a mathematics module on variations. It outlines four lessons that will cover direct variation, inverse variation, joint variation, and combined variation. The objectives of the lessons are described. It also includes a pre-assessment test to evaluate students' existing knowledge of topics related to variations.
The document provides information on factoring polynomials completely. It discusses factoring polynomials with common monomial factors, difference of two squares, and general trinomials. Three learning activity sheets are included to help students practice factoring polynomials. The sheets provide examples, activities for students to complete with solutions, scoring rubrics, and references. The goal is for students to master factoring different types of polynomials.
This document is an instructional material for mathematics grade 3 published by the Department of Education of the Republic of the Philippines. It was collaboratively developed by educators and contains lessons on multiplication and division of whole numbers up to 3 digits long, including properties of multiplication and division. The material is freely available for public use but prior approval is needed for commercial exploitation.
The document is a table of contents for a mathematics textbook for third grade students in the Philippines. It lists 46 lessons on topics like multiplication, division, properties of operations, and solving word problems involving these operations. The document also provides information about copyright and permissions for using materials in the book. It was developed by the Department of Education of the Republic of the Philippines.
This document provides examples and step-by-step explanations of how to add, subtract, multiply and divide integers according to their signs. It begins with writing integers for word problems, then evaluates expressions. The main content explains that to add integers with the same sign, add their absolute values and the sum is positive if both are positive or negative if both are negative. To add integers with different signs, subtract the absolute values and the sum is positive if the positive value is greater or negative if the negative value is greater. Several worked examples are provided to illustrate the rules.
The document is a daily lesson log from Osmeña National High School in the Philippines. It outlines the objectives, content, procedures, and activities for a 7th grade mathematics lesson on algebraic expressions. The lesson teaches students to translate between verbal phrases and mathematical expressions, identify constants and variables, and evaluate algebraic expressions. Example problems are provided to illustrate key concepts like exponents, addition/subtraction of terms, and substituting values into expressions. The formative assessment asks students to apply these skills by translating phrases, identifying constants/variables, and evaluating expressions with given values.
1. The document outlines a detailed lesson plan for teaching antiderivatives of algebraic functions to 11th grade students. It includes objectives, content, procedures, activities, and evaluation.
2. The lesson uses guided discovery learning and mystery boxes to motivate students to derive the formula for antiderivatives on their own. Example problems are provided to practice the skill.
3. Practical applications involving population growth are discussed. Students must use antiderivatives to solve word problems and predict drug user population in the Philippines over time.
This document provides a daily lesson log for a Grade 9 mathematics class. It outlines the objectives, content, learning resources and procedures for lessons on the nature of roots of quadratic equations, including the sum and product of roots, and equations that can be transformed into quadratic equations. Key concepts covered are using the discriminant to characterize roots, the relationship between coefficients and roots, and solving various types of equations. Examples and follow-up questions are provided to discuss and practice the new skills.
Math 107 Final ExaminationFall, 20142Math 107 College Algebra.docxandreecapon
Math 107 Final ExaminationFall, 20142
Math 107 College AlgebraName______________________________
Final Examination: Fall, 2014Instructor __________________________
Answer Sheet
Instructions:
This is an open-book exam. You may refer to your text and other course materials as you work on the exam, and you may use a calculator.
Record your answers and work in this document.
There are 30 problems.
Problems #1-12 are multiple choice. Record your choice for each problem.
Problems #13-21 are short answer. Record your answer for each problem.
Problems #22-30 are short answer with work required. When requested, show all work and write all answers in the spaces allotted on the following pages. You may type your work using plain-text formatting or an equation editor, or you may hand-write your work and scan it. In either case, show work neatly and correctly, following standard mathematical conventions. Each step should follow clearly and completely from the previous step. If necessary, you may attach extra pages.
You must complete the exam individually. Neither collaboration nor consultation with others is allowed. Your exam will receive a zero grade unless you complete the following honor statement.
(
Please sign (or type) your name below the following honor statement:
I have completed this
final examination
myself, working independently and not consulting anyone except the instructor.
I have neither given nor received help on this final examination.
Name ____________
______
___
Date___________________
)
MULTIPLE CHOICE. Record your answer choices.
1.7.
2.8.
3.9.
4.10.
5.11.
6.12.
SHORT ANSWER. Record your answers below.
13.
14.
15.
16.
17.
18.
19. (a)
(b)
(c)
20. (a)
(b)
(c)
(d)
21. (a)
(b)
(c)
(d)
SHORT ANSWER with Work Shown. Record your answers and work.
Problem Number
Solution
22
Answer:
Work:
23
Answers:
(a)
(b)
(c)
Work for part (a):
24
Answer:
Work:
25
Answer:
Work:
26
Answers:
(a)
(b)
Work for part (a) and for part (b):
27
Answer:
Work:
28
Answer:
Work:
29
Answers:
(a)
(b)
Work for (b):
30
Answer:
Work:
Question 1
Last year Christian sold a tract of land (basis of $1 million) to Kate (an unrelated party) for $4 million, with a cash down payment of $1 million and notes for the balance. The notes carry a 7.5% rate of interest and mature annually at $1million each over three years. (Christian did not elect out of the installment method). Before any of the notes mature and when they have a fair market value of $2.8 million. Christian gives them to Grace.
a. Disregarding the interest element, what are the Federal income tax consequences of the gift?
b. Suppose that instead of making a gift. Christian dies and the notes pass to his estate. The executor sells the notes for $2.8 million. What is the Federal income tax result?
Question 2
In each of the foll ...
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Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
1. Grade 7 Math LESSON 5: PROPERTIES OF THE OPERATION ON INTEGERS TEACHING GUIDE
1
AUTHORS: Gina Guerra and Flordeliza F. Francisco, Ph.D.
GRADE 7 MATH TEACHING GUIDE
Lesson 5: Properties of the Operations on Integers Time: 1.5 hours
Prerequisite Concepts: Addition, Subtraction, Multiplication and Division of Integers
Objectives
In this lesson, you are expected to:
1. State and illustrate the different properties of the operations on integers
a. closure
b. commutative
c. associative
d. distributive
e. identity
f. inverse
2. Rewrite given expressions according to the given property.
NOTE TO THE TEACHER:
Operations on integers are some of the difficult topics in elementary algebra and one of the least mastered skills of
students based on researches. The different activities presented in this lesson will hopefully give the students a tool for
creating their own procedures in solving equations involving operations on integers. These are the basic rules of our system
of algebra and they will be used in all succeeding mathematics. It is very important that students understand how to apply
each property when solving math problems.
In activities 1 and 2, the teacher will try to test the students’ ability to give corresponding meaning to the different
words exhibited and later on relate said terms to the lesson. In addition, students can show some creativity in activity 2.
Lesson Proper:
I.
A. Activity 1: Try to reflect on these . . .
1. Give at least 5 words synonymous to the word “property”.
Activity 2: PICTIONARY GAME: DRAW AND TELL!
2. Grade 7 Math LESSON 5: PROPERTIES OF THE OPERATION ON INTEGERS TEACHING GUIDE
2
AUTHORS: Gina Guerra and Flordeliza F. Francisco, Ph.D.
The following questions will be answered as you go along to the next activity.
• What properties of real numbers were shown in the Pictionary Game?
Give one example and explain.
• How are said properties seen in real life?
NOTE TO THE TEACHER
Activity 3 gives a visual presentation of the properties.
Activity 3: SHOW AND TELL!
Determine what kind of property of real numbers is being illustrated in the following images:
A. Fill in the blanks with the correct numerical values of the motorbike and bicycle riders.
Needed Materials:
5 strips of cartolina with adhesive tape where each of the following words will be
written:
• Closure
• Commutative
• Associative
• Distributive
• Identity
• Inverse
Printed Description:
• Stays the same
• Swapping /Interchange
• Bracket Together/Group Together
• Share Out /Spread Out /Disseminate
• One and the Same/Alike
• Opposite/Contrary
Rules of the Game:
The mission of each player holding a strip of
cartolina is to let the classmates guess the hidden
word by drawing symbols, figures or images on
the board without any word.
If the hidden property is discovered, a volunteer
from the class will give his/her own meaning of
the identified words. Then, from the printed
descriptions, he/she can choose the appropriate
definition of the disclosed word and verify if
his/her initial description is correct.
The game ends when all the words are revealed.
3. Grade 7 Math LESSON 5: PROPERTIES OF THE OPERATION ON INTEGERS TEACHING GUIDE
3
AUTHORS: Gina Guerra and Flordeliza F. Francisco, Ph.D.
+
_______ _______
If a represents the number of motorbike riders and b represents the number of bicycle riders, show the mathematical
statement for the diagram below.
_______ + _______ = _______ + _______ Expected Answer: a + b = b + a
Guide Questions:
equals
+
4. Grade 7 Math LESSON 5: PROPERTIES OF THE OPERATION ON INTEGERS TEACHING GUIDE
4
AUTHORS: Gina Guerra and Flordeliza F. Francisco, Ph.D.
• What operation is used in illustrating the diagram? Addition
• What happened to the terms in both sides of the equation? The terms were interchanged.
• Based on the previous activity, what property is being applied?
Commutative Property of Addition: For integers a, b, a + b = b + a
• What if the operation is replaced by multiplication, will the same property be applicable? Give an example to prove your
answer.
2 • 3 = 3 • 2
6 = 6
Commutative Property of Multiplication: For integers a, b, ab = ba
• Define the property.
Commutative Property
Changing the order of two numbers that are either being added or multiplied does not change the result.
• Give a real life situation in which the commutative property can be applied.
An example is preparing fruit juices - even if you put the powder first before the water or vice versa, the product
will still be the same. It’s still the same fruit juice.
• Test the property on subtraction and division operations by using simple examples. What did you discover?
Commutative property is not applicable to subtraction and division as shown in the following examples:
6 – 2 = 2 – 6 6 ÷ 2 = 2 ÷ 6
4 ≠ -4 3 ≠
B. Fill in the blanks with the correct numerical values of the set of cellphones, ipods and laptops.
_______ _______ _______
+
+
5. Grade 7 Math LESSON 5: PROPERTIES OF THE OPERATION ON INTEGERS TEACHING GUIDE
5
AUTHORS: Gina Guerra and Flordeliza F. Francisco, Ph.D.
_______ _______ _______
If a represents the number of cellphones, b represents the ipods and c represents the laptops, show the mathematical
statement for the diagram below.
(_______ + _______ ) +_______ = _______ + (_______ + _______ )
Expected Answer: (a + b) + c = a + (b + c)
Guide Questions:
• What operation is used in illustrating the diagram? Addition
• What happened to the groupings of the given sets that correspond to both sides of the equation? The groupings were
changed.
• Based on the previous activity, what property is being applied?
Associative Property of Addition
For integers a, b and c, (a + b) + c = a + (b + c)
• What if the operation is replaced by multiplication, will the same property be applicable? Give an example to prove your
answer.
(2 • 3) • 5 = 3 • (2 • 5)
equals
+
+
6. Grade 7 Math LESSON 5: PROPERTIES OF THE OPERATION ON INTEGERS TEACHING GUIDE
6
AUTHORS: Gina Guerra and Flordeliza F. Francisco, Ph.D.
6 • 5 = 3 • 10
30 = 30
Associative Property of Multiplication
For integers a, b and c, (a• b)c = a(b• c)
• Define the property.
Associative Property
Changing the grouping of numbers that are either being added or multiplied does not change its value.
• Give a real life situation wherein associative property can be applied.
An example is preparing instant coffee – even if you combine coffee and creamer then sugar or coffee and sugar
then creamer the result will be the same – 3-in-1coffee.
• Test the property on subtraction and division operations by using simple examples. What did you discover?
Associative property is not applicable to subtraction and division as shown in the following examples:
(6 – 2) – 1 = 6 – (2 – 1) (12 ÷ 2) ÷ 2 = 12 ÷ (2 ÷ 2)
4 – 1 = 6 – 1 6 ÷ 2 = 12 ÷ 1
3 ≠ 5 3 ≠12
C. Fill in the blanks with the correct numerical values of the set of oranges and set of strawberries.
_______ _______
+
2 ×
equals
7. Grade 7 Math LESSON 5: PROPERTIES OF THE OPERATION ON INTEGERS TEACHING GUIDE
7
AUTHORS: Gina Guerra and Flordeliza F. Francisco, Ph.D.
_______ _______
If a represents the multiplier in front, b represents the set of oranges and c represents the set of strawberries, show the
mathematical statement for the diagram below.
_______ (_______+_______) = _______ • _______ + _______• _______
Answer: a(b + c) = ab + ac
Guide Questions:
• Based on the previous activity, what property is being applied in the images presented?
Distributive Property
For any integers a, b, c, a(b + c) = ab + ac
For any integers a, b, c, a(b - c) = ab - ac
• Define the property.
Distributive Property
+
2 × 2 ×
8. Grade 7 Math LESSON 5: PROPERTIES OF THE OPERATION ON INTEGERS TEACHING GUIDE
8
AUTHORS: Gina Guerra and Flordeliza F. Francisco, Ph.D.
When two numbers have been added / subtracted and then multiplied by a factor, the result will be
the same when each number is multiplied by the factor and the products are then added / subtracted.
• In the said property can we add/subtract the numbers inside the parentheses and then multiply or perform multiplication
first and then addition/subtraction? Give an example to prove your answer.
In the example, we can either add or subtract the numbers inside the parentheses first and then multiply the result;
or, we can multiply with each term separately and then add/ subtract the two products together. The answer is the
same in both cases as shown below.
-
• Give a real life situation wherein distributive property can be applied.
Your mother gave you four 5-peso coins and your grandmother gave you four 20-peso bills. You now have PhP20
worth of 5-peso coins and PhP80 worth of 20-peso bill. You also have four sets of PhP25 each consisting of a 5-peso
coin and a 20-peso bill.
D. Fill in the blanks with the correct numerical representation of the given illustration.
-2(4 + 3) = (-2 • 4) + (-2 • 3)
-2(7) = (-8) + (-6)
-14 = -14
or
-2(4 + 3) = -2(7)
-2(7) = -14
-14 = -14
2(4 - 3) = (2 • 4) - (2 • 3)
2(1) = (8) - (6)
2 = 2
or
2(4 - 3) = 2(1)
2(1) = 2
2 = 2
9. Grade 7 Math LESSON 5: PROPERTIES OF THE OPERATION ON INTEGERS TEACHING GUIDE
9
AUTHORS: Gina Guerra and Flordeliza F. Francisco, Ph.D.
_______ _______ _______
Answer: a + 0 = a
Guide Questions:
• Based on the previous activity, what property is being applied in the images presented?
Identity Property for Addition
a + 0 = a
• What will be the result if you add something represented by any number to nothing represented by zero? The result is the
non-zero number.
• What do you call zero “0” in this case? Zero, “0” is the additive identity.
• Define the property.
Identity Property for Addition states that 0 is the additive identity, that is, the sum of any number and 0 is the given
number.
• Is there a number multiplied to any number that will result to that same number? Give examples.
Yes, the number is 1.
Examples: 1•2=2 1•3=2 1•4=2
• What property is being illustrated? Define.
Identity Property for Multiplication says that 1 is the Multiplicative Identity
- the product of any number and 1 is the given number, a • 1 = a.
• What do you call one “1” in this case?
One, “1” is the multiplicative identity
E. Give the correct mathematical statement of the given illustrations. To do this, refer to the guide questions below.
PUT
IN
PLUS
10. Grade 7 Math LESSON 5: PROPERTIES OF THE OPERATION ON INTEGERS TEACHING GUIDE
10
AUTHORS: Gina Guerra and Flordeliza F. Francisco, Ph.D.
Guide Questions:
• How many cabbages are there in the crate? 14 cabbages
• Using integers, represent “put in 14 cabbages” and “remove 14 cabbages”? What will be the result if you add these
representations? (+14) + (-14) = 0
• Based on the previous activity, what property is being applied in the images presented?
Inverse Property for Addition
a + (-a)= 0
• What will be the result if you add something to its negative? The result is always zero.
• What do you call the opposite of a number in terms of sign? What is the opposite of a number represented by a?
Additive Inverse. The additive inverse of the number a is –a.
• Define the property.
Inverse Property for Addition
REMOVE
E
?
11. Grade 7 Math LESSON 5: PROPERTIES OF THE OPERATION ON INTEGERS TEACHING GUIDE
11
AUTHORS: Gina Guerra and Flordeliza F. Francisco, Ph.D.
- states that the sum of any number and its additive inverse or its negative, is zero.
• What do you mean by reciprocal and what is the other term used for it? The reciprocal is 1 divided by that number or the
fraction , where a represents the number.
The reciprocal of a number is also known as its multiplicative inverse.
• What if you multiply a number say 5 by its multiplicative inverse , what will be the result? 5
•
=
1
• What property is being illustrated? Define.
Inverse Property for Multiplication
- states that the product of any number and its multiplicative inverse or reciprocal, is 1.
For any number a, the multiplicative inverse is .
Important Terms to Remember
The following are terms that you must remember from this point on.
1. Closure Property
Two integers that are added and multiplied remain as integers. The set of integers is closed under addition and
multiplication.
2. Commutative Property
Changing the order of two numbers that are either being added or multiplied does not change the value.
3. Associative Property
Changing the grouping of numbers that are either being added or multiplied does not change its value.
4. Distributive Property
When two numbers have been added / subtracted and then multiplied by a factor, the result will be the same when each
number is multiplied by the factor and the products are then added / subtracted.
5. Identity Property
Additive Identity
- states that the sum of any number and 0 is the given number. Zero, “0” is the additive identity.
Multiplicative Identity
- states that the product of any number and 1 is the given number, a • 1 = a. One, “1” is the multiplicative identity.
6. Inverse Property
In Addition
- states that the sum of any number and its additive inverse, is zero. The additive inverse of the number a is –a.
In Multiplication
12. Grade 7 Math LESSON 5: PROPERTIES OF THE OPERATION ON INTEGERS TEACHING GUIDE
12
AUTHORS: Gina Guerra and Flordeliza F. Francisco, Ph.D.
- states that the product of any number and its multiplicative inverse or reciprocal, is 1.The multiplicative inverse of the
number a is .
Notations and Symbols
In this segment, you will learn some of the notations and symbols pertaining to properties of
real number applied in the operations of integers.
Closure Property under addition and multiplication a, b ∈ I, then a+b ∈ I, a•b ∈ I
Commutative property of addition
a + b = b + a
Commutative property of multiplication
ab = ba
Associative property of addition
(a + b) + c = a + (b + c)
Associative property of multiplication
(ab) c = a (bc)
Distributive property
a(b + c) = ab + ac
Additive identity property
a + 0 = a
Multiplicative identity property
a • 1 = a
Multiplicative inverse property • = 1
Additive inverse property
a + (-a) = 0
13. Grade 7 Math LESSON 5: PROPERTIES OF THE OPERATION ON INTEGERS TEACHING GUIDE
13
AUTHORS: Gina Guerra and Flordeliza F. Francisco, Ph.D.
NOTE TO THE TEACHER:
It is important for you to examine and discuss the responses by your students to the questions posed in every
activity and exercise in order to practice what they have learned for themselves. Remember application as part of the
learning process is essential to find out whether the learner gained knowledge of the concept or not. It is also appropriate
to encourage brainstorming, dialogues and arguments in the class. After the exchanges, see to it that all questions are
resolved.
III. Exercises
A. Complete the Table: Which property of real number justifies each statement?
B. Rewrite the following expressions using the given property.
1. 12a – 5a Distributive Property (12-5)a
2. (7a)b Associative Property 7(ab)
3. 8 + 5 Commutative Property 5+8
4. -4(1) Identity Property -4
5. 25 + (-25) Inverse Property 0
Given Property
1. 0 + (-3) = -3 Additive Identity Property
2. 2(3 - 5) = 2(3) - 2(5) Distributive Property
3. (- 6) + (-7) = (-7) + (-6) Commutative Property
4. 1 x (-9) = -9 Multiplicative Identity Property
5. -4 x - = 1 Multiplicative Inverse Property
6. 2 x (3 x 7) = (2 x 3) x 7 Associative Property
7. 10 + (-10) = 0 Additive Inverse Property
8. 2(5) = 5(2) Commutative Property
9. 1 x (- ) = - Multiplicative Identity Property
10. (-3)(4 + 9) = (-3)(4) + (-3)(9) Distributive Property
14. Grade 7 Math LESSON 5: PROPERTIES OF THE OPERATION ON INTEGERS TEACHING GUIDE
14
AUTHORS: Gina Guerra and Flordeliza F. Francisco, Ph.D.
C. Fill in the blanks and determine what properties were used to solve the equations.
1. 5 x ( -2 + 2) = 0 Additive Inverse, Zero Property
2. -4 + 4 = 0 Additive Inverse
3. -6 + 0 = -6 Additive Identity
4. (-14 + 14) + 7 = 7 Additive Inverse, Additive Identity
5. 7 x (0 + 7) = 49 Additive Identity
NOTE TO THE TEACHER
Try to give more of the type of exercises in Exercise C. Combine properties so that you can test how well your
students have understood the lesson.
Summary
The lesson on the properties or real numbers explains how numbers or values are arranged or related in an equation. It further
clarifies that no matter how these numbers are arranged and what processes are used, the composition of the equation and the
final answer will still be the same. Our society is much like these equations - composed of different numbers and operations,
different people with varied personalities, perspectives and experiences. We can choose to look at the differences and forever
highlight one's advantage or superiority over the others. Or we can focus on the commonality among people and altogether, work
for the common good. A peaceful society and harmonious relationship starts with recognizing, appreciating and fully
maximizing the positive traits that we, as a people, have in common.
15. Grade 7 Math LESSON 5: PROPERTIES OF THE OPERATION ON INTEGERS TEACHING GUIDE
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AUTHORS: Gina Guerra and Flordeliza F. Francisco, Ph.D.