Sec. 6.3
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Students will learn how to add and subtract fractions with different denominators by finding a common denominator. It is important to find a common denominator so you can understand the relationship between the fractions and perform the arithmetic accurately. The document provides examples of adding and subtracting fractions with different denominators, as well as evaluating expressions with fractions. Real-life examples where adding and subtracting fractions is useful are also given, such as finding perimeter, cooking, carpentry, and calculating gas amounts.
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Updated sec. 5.4
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Section 3.6
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Sec. 9.1
The document defines geometric terms like lines, rays, segments and planes. It provides symbols to represent these terms in diagrams and asks students to identify examples of parallel and intersecting lines both in diagrams and around the school without talking. The goal is for students to learn to define and identify basic geometric figures.
Sec. 9.4
Students will learn to classify triangles by either their angle measures or side lengths. There are three types of triangles defined by their angles: acute, obtuse, and right. There are also three types defined by their sides: equilateral, isosceles, and scalene. Examples of each type are provided. The document also reviews that the sum of the interior angles of any triangle is always 180 degrees.
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Section 3.6
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Sec. 9.1
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Sec. 9.4
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Sec. 6.2
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Sec. 7.3
To change a mixed number to an improper fraction, you write the mixed number as an improper fraction by multiplying the whole number part by the denominator and adding the numerator, then keeping the original denominator. For example, 2 1/2 would be written as 5/2. When multiplying mixed numbers or fractions, you follow the same steps - write any mixed numbers as improper fractions, multiply the numerators and keep the denominators the same, then simplify if possible.
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STAT 200 Final ExaminationSpring 2017 OL1US1Page 2 of 10STAT .docx
STAT 200 Final ExaminationSpring 2017 OL1/US1Page 2 of 10
STAT 200 Introduction to Statistics Name______________________________
Final Examination: Spring 2017 OL1/US1 Instructor __________________________
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.
Answer all 20 questions. Make sure your answers are as complete as possible. Show all of your work and reasoning. In particular, when there are calculations involved, you must show how you come up with your answers with critical work and/or necessary tables. Answers that come straight from calculators, programs or software packages without explanation will not be accepted. If you need to use technology to aid in your calculation, you have to cite the source and explain how you get the results. For example, state the Excel function along with the required parameters when using Excel; describe the detailed steps when using a hand-held calculator; or provide the URL and detailed steps when using an online calculator, and so on.
Show all supporting 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. It is a violation of the UMUC Academic Dishonesty and Plagiarism policy to use unauthorized materials or work from others. 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 understand that it is a violation of the UMUC Academic Dishonesty and Plagiarism policy to use unauthorized materials or work from others. I promise that I did not discuss any aspect of this exam with anyone other than my instructor. I further promise that I neither gave nor received any unauthorized assistance on this exam, and that the work presented herein is entirely my own.
Name _____________________Date___________________
Record your answers and work.
Problem Number
Solution
1
Answer:
(a)
(b)
(c)
(d)
(e)
Justification:
2
Answer:
(a)
(b)
(c)
Justification:
3
Answer:
(a)
IQ Scores
Frequency
Cumulative Relative Frequency
50 - 69
23
70 - 89
249
90 -109
0.722
110 - 129
130 - 149
25
Total
1000
(b)
(c)
Work for (a) and (b):
4
Answer:
(a)
(b)
(c)
Justification:
5
Answer:
(a)
(b)
Work for (a) and (b):
6
Answer:
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(b)
Work for (b):
7
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(b)
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Sec. 7.2
Students will learn how to compute the product of two or more fractions. Examples are provided of multiplying fractions and simplifying the results, including multiplying a fraction by a variable equal to a fraction. The document explains that when multiplying fractions it is helpful to simplify by cross-reducing common factors before multiplying. An word problem is included where the student must find one-third of a fraction to solve it.
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More Related Content
Similar to Sec. 6.3
Sec. 6.2
1. The document provides questions and learning targets about fractions. It discusses finding common denominators to add and subtract fractions and provides examples of doing so. It also discusses changing improper fractions to mixed numbers and simplifying fractions.
2. Students are learning how to compute the actual sums and differences of fractions with common denominators. Examples provided include adding, subtracting, and simplifying fractions.
3. Questions addressed include what the parts of a fraction represent, how to read and count fractions, and why finding a common denominator is necessary for adding and subtracting fractions.
Sec. 7.3
To change a mixed number to an improper fraction, you write the mixed number as an improper fraction by multiplying the whole number part by the denominator and adding the numerator, then keeping the original denominator. For example, 2 1/2 would be written as 5/2. When multiplying mixed numbers or fractions, you follow the same steps - write any mixed numbers as improper fractions, multiply the numerators and keep the denominators the same, then simplify if possible.
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This document discusses the order of operations for mathematical expressions. It begins by defining common operations like addition, subtraction, multiplication, and division. It explains that the order of operations (PEMDAS) must be followed to calculate expressions correctly: Parentheses, Exponents, Multiplication, Division, Addition, Subtraction - working from left to right within each "level" of operation. Several examples are provided to demonstrate how to use the order of operations to simplify expressions involving different combinations of operations. Instructional videos are also referenced to further explain concepts like parentheses, exponents, multiplication/division, and addition/subtraction.
G6 m4-a-lesson 4-t
This document discusses the relationship between division and subtraction. It begins by having students use squares to build tape diagrams and divide them into equal sections. They then write number sentences and expressions to represent subtracting squares. This helps students recognize that division is a repeated subtraction process, and that the quotient represents the number of times the divisor is subtracted from the dividend. Several examples are worked through to prove this relationship. Finally, a graphic organizer is used to illustrate the inverse relationships between the four basic operations.
G6 m4-d-lesson 10-t
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G6 m2-a-lesson 1-t
This mathematics lesson teaches students to interpret division of whole numbers by fractions using visual models. Students begin by drawing and describing fractions using fraction cards. They then work through examples of dividing fractions by whole numbers, such as dividing 3/4 lb of trail mix among 6 friends. Students represent the division problems using number lines and fraction bars divided into equal parts. In exercises, students rewrite division problems as multiplication and model the answers. The lesson aims to help students understand that dividing a fraction by a whole number results in a smaller quotient.
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This is a lesson plan on budgeting targeting young adults 18-23 age range. However, it could be used for other audiences too. It introduces student to a simple to use Envelope Budgeting Aid called (EEBA)
G6 m2-a-lesson 7-t
This lesson teaches students about the relationship between visual fraction models and equations when dividing fractions. Students will formally connect fraction models to multiplication through the use of multiplicative inverses. They will use fraction strips and tape diagrams to model division problems involving fractions. Students will learn that dividing a fraction by another fraction is the same as multiplying by the inverse or reciprocal of the divisor fraction. The lesson provides examples showing how to set up and solve word problems involving division of fractions using visual models and equations.
STAT 200 Final ExaminationSpring 2017 OL1US1Page 2 of 10STAT .docx
STAT 200 Final ExaminationSpring 2017 OL1/US1Page 2 of 10
STAT 200 Introduction to Statistics Name______________________________
Final Examination: Spring 2017 OL1/US1 Instructor __________________________
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.
Answer all 20 questions. Make sure your answers are as complete as possible. Show all of your work and reasoning. In particular, when there are calculations involved, you must show how you come up with your answers with critical work and/or necessary tables. Answers that come straight from calculators, programs or software packages without explanation will not be accepted. If you need to use technology to aid in your calculation, you have to cite the source and explain how you get the results. For example, state the Excel function along with the required parameters when using Excel; describe the detailed steps when using a hand-held calculator; or provide the URL and detailed steps when using an online calculator, and so on.
Show all supporting 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. It is a violation of the UMUC Academic Dishonesty and Plagiarism policy to use unauthorized materials or work from others. 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 understand that it is a violation of the UMUC Academic Dishonesty and Plagiarism policy to use unauthorized materials or work from others. I promise that I did not discuss any aspect of this exam with anyone other than my instructor. I further promise that I neither gave nor received any unauthorized assistance on this exam, and that the work presented herein is entirely my own.
Name _____________________Date___________________
Record your answers and work.
Problem Number
Solution
1
Answer:
(a)
(b)
(c)
(d)
(e)
Justification:
2
Answer:
(a)
(b)
(c)
Justification:
3
Answer:
(a)
IQ Scores
Frequency
Cumulative Relative Frequency
50 - 69
23
70 - 89
249
90 -109
0.722
110 - 129
130 - 149
25
Total
1000
(b)
(c)
Work for (a) and (b):
4
Answer:
(a)
(b)
(c)
Justification:
5
Answer:
(a)
(b)
Work for (a) and (b):
6
Answer:
(a)
(b)
Work for (b):
7
Answer:
(a)
(b)
Work for (a) and (b):
.
Tele Assignment
The document provides instructions for students to narrate solutions to algebraic equations and word problems. Students will watch videos or read written solutions to problems, then record their own narration of the steps. They will also solve word problems by writing equations and showing their work. The goal is for students to understand different solution methods and be able to explain the steps clearly. Students will upload their narrated solutions to YouTube or use Jing screen recording software.
Sec. 7.2
Students will learn how to compute the product of two or more fractions. Examples are provided of multiplying fractions and simplifying the results, including multiplying a fraction by a variable equal to a fraction. The document explains that when multiplying fractions it is helpful to simplify by cross-reducing common factors before multiplying. An word problem is included where the student must find one-third of a fraction to solve it.
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This document provides a lesson on connecting visual fraction models to equations through the use of multiplicative inverses. It begins with introducing multiplicative inverses and their general form. Students then work through examples dividing fractions using fraction strips, discovering that dividing by a fraction is the same as multiplying by its inverse. The lesson reinforces this concept of "invert and multiply" through additional examples solved visually and as equations. It concludes by emphasizing that connecting models of fraction division to multiplication through reciprocals strengthens understanding of this relationship.
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G6 m2-d-lesson 17-s
This document discusses divisibility tests for the numbers 3 and 9. It introduces the rules that a number is divisible by 3 if the sum of its digits is divisible by 3, and a number is divisible by 9 if the sum of its digits is divisible by 9. Examples are provided to demonstrate how to apply these tests. Students are then asked to practice identifying whether numbers are divisible by 3 and 9 using the digit sum tests.
5th grade word problems and fractions pd
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G6 m2-a-lesson 5-s
This document outlines a lesson on creating division word problems. It introduces a 5-step process for writing measurement division story problems: 1) deciding on measurement interpretation, 2) drawing a model, 3) finding the answer, 4) choosing a unit, and 5) setting up a situation. Two examples are provided and explained step-by-step. Students then practice the process by writing their own problems in pairs and for homework. The lesson aims to help students understand division concepts through writing realistic word problems.
Ix536 unit 3 pp learning object
This document provides instructions for teaching a lesson on adding and subtracting fractions with unlike denominators. It includes an overview of the lesson's goal for students to be able to change fractions to have the same denominators and add or subtract them writing the answer in simplest form. The lesson includes reviewing prior knowledge, watching an instructional video, guided practice problems, and a summary activity to assess understanding.
Bussey tavares edu 625 final project
This document outlines a unit plan for teaching multiplication to 3rd grade students. The unit will use various learning activities and technologies over 15 days. One highlighted activity involves students creating a video using the Videolicious app to explain multiplication concepts like repeated addition, arrays, and the commutative property. Students will write a script, storyboard visuals, and produce the video. The teacher will guide learning by modeling expectations and having students use a rubric for self-assessment. Formative assessment will involve daily check-ins with student groups.
G6 m2-a-lesson 4-t
This lesson teaches students how to divide fractions with unlike denominators using visual models. Students practice solving word problems that involve dividing fractions. They learn that when dividing fractions it is possible to get a whole number quotient or an answer larger than the original fraction. Students are shown that one way to divide fractions with different denominators is to first rewrite them as equivalent fractions with a common denominator. Examples and exercises are provided for students to practice dividing fractions using models.
Similar to Sec. 6.3 (20)
STAT 200 Final ExaminationSpring 2017 OL1US1Page 2 of 10STAT .docx
STAT 200 Final ExaminationSpring 2017 OL1US1Page 2 of 10STAT .docx
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Players should work hard to create a positive basketball culture by accepting their role and improving themselves. They must show good sportsmanship, communicate well with teammates and coaches, and understand that team success is more important than any individual. Players should always follow the program's rules by playing hard, smart, and together while accepting coaching and helping each other improve.
Culture
Playing time is earned based on how hard a player works in practice, their communication and attitude, and how they help the team win by executing the offensive and defensive systems and accepting their role. Players are expected to always play hard by hustling on and off the floor, competing during games and practice, and fighting through adversity with toughness. They must also always play smart by accepting coaching, avoiding turnovers, knowing their role, and improving individually. Most importantly, players must always play together by making others better, sharing the ball, being positive and encouraging teammates, and helping each other.
November 2016 BBall Calendar
This document is a printable November 2016 calendar with no notes or events filled in. It displays a basic grid layout with the days of the week and dates for the month. Additional information at the bottom provides links to download a calendar creator software that allows for customization of layouts, colors and inclusion of holidays on created calendars, as well as importing calendar data from other services.
Functions Study Guided
This document provides a study guide for determining whether a table, set of ordered pairs, or graph represent a function. It includes 12 multiple choice questions asking how to identify if something is a function or linear, and whether specific examples shown are functions or linear. It then has 6 additional questions asking the learner to determine if examples provided are functions or linear, and explain their reasoning. The study guide is intended to help the learner practice identifying functions and linear relationships from different representations.
Functions fill in the blank passage
A function is a mathematical rule that assigns each input exactly one output. Functions can be represented as ordered pairs, tables, graphs or equations. When represented as ordered pairs or tables, there cannot be repeats in the x-values, otherwise it is not a function. On a graph, if a vertical line intersects the graph more than once, it is not a function. Functions can be linear or non-linear. A linear function has a constant rate of change, while a non-linear function will have variables with exponents or multiplied together.
Functions fill in the blank passage
A function is a mathematical rule that assigns each input exactly one output. Functions can be represented as ordered pairs, tables, graphs or equations. When represented as ordered pairs or tables, there cannot be repeats in the x-values, otherwise it is not a function. On a graph, if a vertical line intersects the graph more than once, it is not a function. Functions can be linear or non-linear. A linear function has a constant rate of change, while a non-linear function does not have a straight line graph or variables with exponents or being multiplied.
Linear functions station 3
1. The function y = 7 + 3(x - 2) is linear because it can be written in the form y = mx + b, where m is the slope (3) and b is the y-intercept (7).
2. The data points (1, 12) (2,7) (3,4) (4, 3) (5, 4) define a non-linear relationship because as x increases, y does not increase or decrease at a consistent rate.
3. No information is provided to determine if a third function is linear or non-linear.
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Sec. 6.3
- 1. Learning Target:Students will learn how to compute the actual sums and differences of fractions with different denominators.
- 2. BIG IDEA:YOU MUST FIND COMMON DENOMINATORSthen follow the same rules as we did when we had fractions with common denominators to begin with.
- 3. Why is it so important to find a common denominator when adding and subtracting fractions?
- 4. A: so you can truly understand the relationship between your two fractions.
- 5. To find common denominators you can either find the LCD or you can us the method below.http://www.mathsisfun.com/numbers/common-denominator.html
- 6. Video of the method described on the last slide.http://www.mathsisfun.com/numbers/common-denominator.html
- 7. Find the sum or difference.3/4 + 2/35/6 + 7/107/8 – 1/41/2 – 4/9Remember to simplify your answer.
- 8. Find the sum or difference.3/4 + 2/3 = 1 5/125/6 + 7/10 = 1 8/15 7/8 – 1/4 = 5/81/2 – 4/9 = 1/18Remember to simplify your answer.
- 9. Evaluate the expression.2/3 + 1/3 + 3/71/4 + 1/6 – 1/311/12 – (1/4 + 1/6)
- 10. Evaluate the expression.2/3 + 1/3 + 3/7 = 1 3/71/4 + 1/6 – 1/3 = 1/1211/12 – (1/4 + 1/6) = 1/2
- 11. When in life will you ever add or subtract fractions?
- 12. A: Finding the perimeter of an object.CookingCarpentry workPharmacist Figuring how much gas you need to fill your gas tank.
- 13. Can you compute the actual sums and differences of fractions with different denominators?