Roman Numeral
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This document provides information about Roman numerals and includes 3 practice problems to test understanding. It lists the symbols and values for common Roman numerals from I=1 to M=1000. It then presents the numerals LXIII, DCXXIV, and CCL as practice problems, with the correct answers being 63, 624, and 250 respectively.
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Roman numerals
Roman numerals originated in ancient Rome as a common method for counting and communicating. The system is based on seven basic symbols - I, V, X, L, C, D, and M - which are combined and subtracted to represent numbers. To convert Arabic numbers to Roman, larger place values are written first from left to right, and smaller numerals before larger ones indicate subtraction. A number cannot be repeated more than three times.
Roman numbers
Roman numerals use symbols to represent numbers, with I=1, V=5, X=10, L=50, C=100, D=500, and M=1000. Numbers are written by combining symbols, with smaller values subtracted from larger ones to the left. For example, IV=4 and IX=9. Only one digit can be subtracted at a time. Roman numerals cannot have a number subtracted that is more than 10 times larger. Practice problems are provided to convert between Hindu-Arabic and Roman numerals.
1. subtracting numbers without regrouping
This document contains instructions and examples for subtracting numbers without regrouping. It includes step-by-step explanations and examples of subtracting 3-digit and 4-digit numbers, identifying the minuend and subtrahend, and representing numbers using place value (thousands, hundreds, tens, ones). Practice problems are provided for students to subtract various 3-digit and 4-digit numbers.
Roman numerals rules.pptx
Laveena Ahuja PRT presents a Maths video in English, which teaches about roman numerals.
This video is all about getting an understanding of the rules of Roman Numerals(1-20) for Class IV.
Roman numbers originated in ancient Rome to calculate the number and values.
Roman numbers are formed by using the symbols I, V, X, L, C, D and M.
Covered Topics:
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roman numbers (part1)
hindu arabic numerals
Rules of roman numerals
roman numbers
roman numerals
Roman numbers 1 to 10
roman numerals 1 to 10
roman I II III
learn roman numerals at easy way
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roman ginti 1 se 20 tak
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roman numerals class5 in english
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roman numbers 1 to 100 class 4
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Roman numerals counting
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counting
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Roman numerals (Part 1) link: https://youtu.be/HF2SgPi5rT4
Follow me on the youtube channel: Laveena Ahuja PRT
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Factors are numbers that when multiplied together equal another number. The document provides examples of finding the factors of numbers like 8, 12, 17, and 30. It also has students find the factors of 16 and 24. Multiples are numbers obtained by multiplying a number by 1, 2, 3, and so on. Examples of multiples of 2, 3, and 10 are given. Students are assigned to write the factors of 28, 50, and 21 and the multiples of 5 and 9 on a quarter sheet of paper.
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Roman numerals originated in ancient Rome as a common method for counting and communicating. The system is based on seven basic symbols - I, V, X, L, C, D, and M - which are combined and subtracted to represent numbers. To convert Arabic numbers to Roman, larger place values are written first from left to right, and smaller numerals before larger ones indicate subtraction. A number cannot be repeated more than three times.
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1. subtracting numbers without regrouping
This document contains instructions and examples for subtracting numbers without regrouping. It includes step-by-step explanations and examples of subtracting 3-digit and 4-digit numbers, identifying the minuend and subtrahend, and representing numbers using place value (thousands, hundreds, tens, ones). Practice problems are provided for students to subtract various 3-digit and 4-digit numbers.
Roman numerals rules.pptx
Laveena Ahuja PRT presents a Maths video in English, which teaches about roman numerals.
This video is all about getting an understanding of the rules of Roman Numerals(1-20) for Class IV.
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Roman numerals (Part 1) link: https://youtu.be/HF2SgPi5rT4
Follow me on the youtube channel: Laveena Ahuja PRT
Factors and Multiples
Factors are numbers that when multiplied together equal another number. The document provides examples of finding the factors of numbers like 8, 12, 17, and 30. It also has students find the factors of 16 and 24. Multiples are numbers obtained by multiplying a number by 1, 2, 3, and so on. Examples of multiples of 2, 3, and 10 are given. Students are assigned to write the factors of 28, 50, and 21 and the multiples of 5 and 9 on a quarter sheet of paper.
2.basic of decimal
The document provides information about decimals, including:
1) Decimals are a numbering system based on tens where a number is written as a whole number with a decimal point separating the whole number from fractional parts.
2) Decimals can be added, subtracted, multiplied, and divided following specific rules such as aligning decimal points and counting decimal places.
3) Fractions can be converted to decimals by dividing the numerator by the denominator.
Algebraic expressions
The document defines key terms in algebra including variables, expressions, constants, coefficients, terms, and evaluating expressions. It provides examples of writing algebraic expressions from word phrases and evaluating expressions. Tables are included showing how to complete expressions when given values for variables.
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This document provides instructions for converting decimals to fractions and fractions to decimals. It explains that to convert a decimal to a fraction, you use the place value of the decimal's last digit to determine the denominator of the fraction. It also explains that to convert a fraction to a decimal, you divide the numerator by the denominator. Examples are provided for conversions with whole numbers before or after the decimal/fraction. The document notes that if the denominator is not 10, you divide the numerator by the denominator to determine the decimal. Practice problems are included at the end.
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The document discusses the concept of the least common multiple (LCM). It defines the LCM as the lowest number that is a multiple of two or more numbers. It provides examples of finding the LCM of different pairs of numbers by listing their multiples and circling the first number that is common to both lists. The document also discusses how the LCM can be used to find patterns involving multiples and to add or subtract fractions by finding a common denominator.
Measuring length cm_m
Centimetres are smaller units of measurement than metres. There are 100 centimetres in 1 metre. Common objects measured in centimetres include hands, books, and pencil cases, while desks and human height are typically measured in metres. The document provides examples of converting different lengths in metres to their equivalent in centimetres, such as 13 metres equals 1300 centimetres and 15 metres equals 1500 centimetres.
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a. 4.231 to 2 decimal places is 4.23
b. 0.75 to 1 decimal place is 0.8
c. 2.076 to 2 decimal places is 2.08
d. 0.698 to 2 decimal places is 0.70
e. 23.357 to 1 decimal place is 23.4
f. 48.6929 to 3 decimal places is 48.693
g. 639.678 to the nearest hundred is 640
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i. 95.89 to the nearest ten is 100
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- Proper fractions have numerators less than denominators while improper fractions have numerators greater than or equal to denominators.
- Mixed numbers represent improper fractions written as a whole number and proper fraction like 1 1/2.
- Unit fractions have a numerator of 1.
- Fractions can be like or unlike depending on if they share the same denominator.
- Examples are provided of dividing shapes and quantities into fractional parts.
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The document discusses adding and subtracting simple fractions and harder fractions. It explains that when adding or subtracting fractions, they must have the same denominator. It provides examples such as 3/5 + 1/5 = 4/5 and 7/8 - 3/8 = 4/8. For harder fractions with different denominators, the document explains that we can find equivalent fractions with a common denominator to add them.
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This document provides instructions on how to simplify fractions by dividing the numerator and denominator by the largest number that divides both. It includes examples of simplifying fractions through division and with a calculator. Key rules are explained, such as using the largest number that divides both the numerator and denominator to get the fraction into its lowest terms. Practice questions are provided to reinforce these concepts.
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This document provides instructions for converting decimals to fractions and fractions to decimals. It explains that the place value of the last digit determines the denominator of the fraction. For decimals, the place value is determined by powers of ten. For fractions, the place value determines where the digit goes in the decimal. It also addresses situations where the denominator is not a power of ten, in which case the fraction needs to be divided.
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The document provides step-by-step instructions for adding mixed numbers. It begins with a review of key terms like denominator, unlike denominators, and mixed number. It then outlines a 4-step process for adding mixed numbers: 1) Find the least common denominator to make the fractions like, 2) Add the fractions, 3) Add the whole numbers, 4) Simplify the resulting fraction if possible. This is demonstrated through worked examples adding various mixed numbers like 1 3/7 + 3 1/2 and 2 3/5 + 4 6/7.
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- The class will learn about place value through understanding digits and their place values in numbers up to 10 000.
- Activities will include making numbers from number cards, identifying place values on an abacus and place value chart, writing numbers, and testing learning.
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Numbers represent quantities and are made up of digits 0-9. A digit is any of the ten symbols used to form numbers of any size. The place value system uses these digits in columns with increasing place values to write numbers. The value of each digit depends on its place in the whole number. Larger numbers are written with digits in columns representing thousands, hundreds, tens and units with zeros as place holders when the value is zero.
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In this Topic let's learn about decimals:
The decimal numeral system is the standard system for denoting integer and non-integer numbers. It is the extension to non-integer numbers of the Hindu–Arabic numeral system. The way of denoting numbers in the decimal system is often referred to as decimal notation.
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This document provides instructions for converting decimals to fractions and fractions to decimals. It explains that to convert a decimal to a fraction, you use the place value of the decimal's last digit to determine the denominator of the fraction. It also explains that to convert a fraction to a decimal, you divide the numerator by the denominator. Examples are provided for conversions with whole numbers before or after the decimal/fraction. The document notes that if the denominator is not 10, you divide the numerator by the denominator to determine the decimal. Practice problems are included at the end.
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This document provides information on whole numbers and operations involving whole numbers such as addition, subtraction, multiplication, division, rounding, place value, and order of operations. Key concepts covered include the definition and purpose of place value, procedures for performing calculations, properties of operations like the commutative and associative properties, and examples of word problems involving whole numbers.
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The document discusses the concept of the least common multiple (LCM). It defines the LCM as the lowest number that is a multiple of two or more numbers. It provides examples of finding the LCM of different pairs of numbers by listing their multiples and circling the first number that is common to both lists. The document also discusses how the LCM can be used to find patterns involving multiples and to add or subtract fractions by finding a common denominator.
Measuring length cm_m
Centimetres are smaller units of measurement than metres. There are 100 centimetres in 1 metre. Common objects measured in centimetres include hands, books, and pencil cases, while desks and human height are typically measured in metres. The document provides examples of converting different lengths in metres to their equivalent in centimetres, such as 13 metres equals 1300 centimetres and 15 metres equals 1500 centimetres.
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Here are the steps to round each number as indicated in Exercise 3.2 on pages 105 and 106:
a. 4.231 to 2 decimal places is 4.23
b. 0.75 to 1 decimal place is 0.8
c. 2.076 to 2 decimal places is 2.08
d. 0.698 to 2 decimal places is 0.70
e. 23.357 to 1 decimal place is 23.4
f. 48.6929 to 3 decimal places is 48.693
g. 639.678 to the nearest hundred is 640
h. 12.364 to the nearest ten is 12.4
i. 95.89 to the nearest ten is 100
j.
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This document provides information about fractions including:
- Examples of fractions like 1/2, 1/4, 1/3 that represent portions of a whole divided into equal parts.
- Proper fractions have numerators less than denominators while improper fractions have numerators greater than or equal to denominators.
- Mixed numbers represent improper fractions written as a whole number and proper fraction like 1 1/2.
- Unit fractions have a numerator of 1.
- Fractions can be like or unlike depending on if they share the same denominator.
- Examples are provided of dividing shapes and quantities into fractional parts.
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The document discusses adding and subtracting simple fractions and harder fractions. It explains that when adding or subtracting fractions, they must have the same denominator. It provides examples such as 3/5 + 1/5 = 4/5 and 7/8 - 3/8 = 4/8. For harder fractions with different denominators, the document explains that we can find equivalent fractions with a common denominator to add them.
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Memorizing your multiplication tables (or trying to help your child/student learn them) can be really hard, especially since it requires so much practice and since the multiplication tables are used in all levels of math (even in high school math!). But until you feel really comfortable with your multiplication facts, here are some tricks that may help you solve and remember them!
Rounding Powerpoint
The document provides information about rounding numbers up to 100 to the nearest ten. It gives the rule for rounding which is to round down if the number is 4 or less, and round up if it is 5 or more. An example poem is also given to help remember the rounding rule. Several examples are worked out showing how to round numbers like 36, 74, 73, and 77 to the nearest ten. Students are then asked to round 5 numbers like 19, 73, and 92 to practice the skill.
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The document explains place value using numbers up to thousands. It shows how to write numbers in standard form by identifying the hundreds, tens, and ones places. Examples are provided breaking down numbers like 114, 235, 330, and 247. The document also asks questions about writing numbers in word form or identifying numbers written in standard form.
Simplifying Fractions
This document provides instructions on how to simplify fractions by dividing the numerator and denominator by the largest number that divides both. It includes examples of simplifying fractions through division and with a calculator. Key rules are explained, such as using the largest number that divides both the numerator and denominator to get the fraction into its lowest terms. Practice questions are provided to reinforce these concepts.
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This document provides instructions for converting decimals to fractions and fractions to decimals. It explains that the place value of the last digit determines the denominator of the fraction. For decimals, the place value is determined by powers of ten. For fractions, the place value determines where the digit goes in the decimal. It also addresses situations where the denominator is not a power of ten, in which case the fraction needs to be divided.
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http://bit.ly/1LTzAo6
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This document provides examples of calculating the highest common factor (HCF) and lowest common multiple (LCM) of various number sets. It gives the HCF of 12 and 32 (4), 18 and 45 (9), 12, 32, and 18 (2), and 18, 45, and 6 (3). It also lists the LCM of 12 and 32 (96), 18 and 45 (90), 12, 32, and 18 (288), and 18, 45, and 6 (180).
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Kamal roman numerals 5 th class
Roman numerals use letters from the English alphabet to represent values. I=1, V=5, X=10, L=50, C=100, D=500, M=1000. Lesser values are subtracted from greater values if written before, and added if after. Only I, X, C, and M can be repeated up to 3 times. Roman numerals are read left to right from larger to smaller values.
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Roman Numeral
- 1. Roman Numerals Created by Susan Price
- 2. Let’s learn the Roman Numerals: I = 1 V = 5 X = 10 L = 50 C = 100 D = 500 M = 1000
- 3. Click on the number that matches the Roman Numeral.
- 6. You are correct! LXIII = 50+10+3 = 63 L=50; X=10; III=3 Remember:
- 7. 2.DCXXIV A. 624 B. 1624 C. 5524
- 9. You are correct! DCXXIV= 500+100+20+4= 624
- 10. 3. CCL A. 150 B. 250 C. 550
- 11. OOPS! Try again!
- 12. You are correct! CCL = 100+100+50=250