The document contains a schedule for 36 weeks of sessions. Each week contains 5 sessions from Monday to Friday. Each session is divided into sections covering mental strategies, times tables, and key skills. The goal is to help students improve their math skills through frequent practice and testing over a long-term period.
Series a-numeracy-ninjas-skill-book-1-sessionRyan Palmer
1. The document contains 10 weeks of math practice worksheets with mental strategies questions, times tables questions, and key skills questions to answer within 5 minutes for each section.
2. The mental strategies questions involve basic addition, subtraction, multiplication, and division problems. The times tables questions test multiplication and division facts. The key skills questions incorporate more complex math like fractions, percentages, order of operations, and rounding.
3. Each week contains a worksheet with 3 sections to complete, testing different math skills, with the goal of answering as many as possible within the time limit to improve speed and accuracy with basic math facts and calculations.
The document discusses scatter graphs and correlations. It defines positive correlation as both quantities increasing together, negative correlation as one quantity increasing while the other decreases, and no correlation as the quantities varying without a clear relationship. Scatter graphs can show the relationship between two sets of data. A line of best fit can be drawn to indicate correlations, with a steeper line showing a stronger correlation. Examples of drawing lines of best fit and estimating values are provided.
This document discusses ordinal numbers from 1st to 10th and provides examples of their use. Ordinal numbers indicate position or ranking, such as first, second, and third. The examples show ordinal numbers being used to describe the position of various objects and animals in a line or order, such as "the first bee is carrying honey" or "the fifth penguin is upside down."
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 standard and word form.
The document teaches how to write number sentences to describe arrays of counters arranged in equal rows. It provides examples of writing multiplication and addition number sentences for arrays of various quantities of counters, from 6 to 18 counters. Students are asked to write number sentences for arrays with specified quantities of counters.
This document contains notes and instructions for dividing decimals. It includes:
1. A review of vocabulary terms like quotient, dividend and divisor.
2. Steps for dividing decimals that include placing the decimal point in the quotient directly above the decimal point in the dividend and dividing as with whole numbers.
3. Examples of dividing decimals with answers and worked out steps shown.
Series a-numeracy-ninjas-skill-book-1-sessionRyan Palmer
1. The document contains 10 weeks of math practice worksheets with mental strategies questions, times tables questions, and key skills questions to answer within 5 minutes for each section.
2. The mental strategies questions involve basic addition, subtraction, multiplication, and division problems. The times tables questions test multiplication and division facts. The key skills questions incorporate more complex math like fractions, percentages, order of operations, and rounding.
3. Each week contains a worksheet with 3 sections to complete, testing different math skills, with the goal of answering as many as possible within the time limit to improve speed and accuracy with basic math facts and calculations.
The document discusses scatter graphs and correlations. It defines positive correlation as both quantities increasing together, negative correlation as one quantity increasing while the other decreases, and no correlation as the quantities varying without a clear relationship. Scatter graphs can show the relationship between two sets of data. A line of best fit can be drawn to indicate correlations, with a steeper line showing a stronger correlation. Examples of drawing lines of best fit and estimating values are provided.
This document discusses ordinal numbers from 1st to 10th and provides examples of their use. Ordinal numbers indicate position or ranking, such as first, second, and third. The examples show ordinal numbers being used to describe the position of various objects and animals in a line or order, such as "the first bee is carrying honey" or "the fifth penguin is upside down."
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 standard and word form.
The document teaches how to write number sentences to describe arrays of counters arranged in equal rows. It provides examples of writing multiplication and addition number sentences for arrays of various quantities of counters, from 6 to 18 counters. Students are asked to write number sentences for arrays with specified quantities of counters.
This document contains notes and instructions for dividing decimals. It includes:
1. A review of vocabulary terms like quotient, dividend and divisor.
2. Steps for dividing decimals that include placing the decimal point in the quotient directly above the decimal point in the dividend and dividing as with whole numbers.
3. Examples of dividing decimals with answers and worked out steps shown.
This document discusses methods for finding the lowest common multiple (LCM) of two or more numbers.
The old method involves listing all multiples of each number and taking the first number that appears in both lists. The new, better method breaks down each number into prime factors, takes the highest exponent of any repeated factors, and multiplies all factors together.
For example, to find the LCM of 30 and 8 using the new method: 30 breaks down to 2 × 3 × 5 and 8 to 2 × 2 × 2. The highest exponent of 2 is 3, so the LCM is 3 × 5 × 23 = 120.
This document provides instructions for adding and subtracting fractions with the same or different denominators. It defines key terms like numerator and denominator. It explains that for fractions with the same denominators, simply add or subtract the numerators and place the sum or difference over the common denominator. For fractions with different denominators, find the least common denominator to convert the fractions before adding or subtracting the numerators.
Most of us in India had rote learned all tables back in senior kg and classes 1, 2 and 3. This is a graphical representation of multiplication as repeated addition and all our tables in math.
Division involves grouping quantities into equal sets. Examples shown include dividing 12 balls equally into boxes, with 3 balls in each box, dividing 18 faces into groups of 3, with 6 groups, and dividing 9 oranges equally into 3 bags, with 3 oranges in each bag. The document introduces division and solving one-step word problems using division to determine how quantities are divided equally among groups.
This document contains a series of math word problems and exercises for students, including counting triangles and squares, completing number patterns, performing addition, subtraction and multiplication calculations, drawing pictures to represent quantities, and comparing the number of legs and arms of different groups of animals and people. Students are also asked word problems involving money amounts.
The document provides instructions for multiplying by 9 using patterns. It shows that the tens digit of the product is 1 less than the number being multiplied by 9. The ones digit is the difference between 9 and the tens digit. It then asks the reader to use this pattern to find the product of 6 x 9, which is 54.
This document contains a math worksheet with 20 questions about solving equations involving square numbers. The questions progress from simple equations like 2 x = 22 to more complex problems finding sums of squares or identifying Pythagorean triples. The document provides the questions, spaces to write answers, and a final slide with the correct answers. The goal is for students to practice solving problems involving square numbers at a Level 4 challenge and identify Pythagorean triples at Level 5.
The document discusses factors and multiples of various numbers. It provides examples of finding factors of 10, 14, and 32. It also lists the common factors of these numbers as 1, 2, and for multiples lists the multiples of 3, 5, and 6 as examples. Finally, it introduces a "What's My Number?" game where one partner thinks of a number between 1-30 and tells the other the factors without the number, for the other to guess within 2 tries.
Problem solving is the act of defining a problem; determining the cause of the problem; identifying, prioritizing , selecting alternatives for a solution; and implementing a solution.
The document provides examples and instructions for adding and subtracting integers using a number chip method. It explains that to add integers with the same sign, the numbers are added together, while to add integers with different signs, the smaller number is subtracted from the larger number and the sign of the larger number determines the sign of the answer. For subtracting integers, the opposite of the number being subtracted is added instead. Several examples are worked through to demonstrate these methods.
Inverse relationship of addition and subtractionNeilfieOrit2
Addition and subtraction are inverse operations. The inverse of an operation undoes that operation. Specifically:
- Addition is the inverse of subtraction, and subtraction is the inverse of addition. Performing one operation and then its inverse returns to the original number.
- Examples show that equations like 6 - 4 = 2 and 6 = 4 + 2 are equivalent, as are 5 - 3 = 2 and 5 = 3 + 2, because subtraction and addition undo each other.
- Practicing inverse operations on number sentences helps demonstrate that the order of addends doesn't change the sum, so equations like 1 + 4 = 5 and 4 + 1 = 5 are also equivalent.
This is a keynote for teaching 3rd graders how to process multiplication using repeated addition. There is a video, from Discovery Education, included in the presentation.
1) The ratio of oil to petrol in the speaker's bike is 1:25, meaning for every 1 unit of oil there are 25 units of petrol.
2) A ratio can be used to describe the relationship between two quantities, like the number of red hearts to green hearts. The ratio of red to green hearts given is 1:2, meaning for every 1 red heart there are 2 green hearts.
3) To share a quantity into a given ratio, you add the ratio terms, divide the quantity by the sum, and multiply each term of the ratio by the result.
This document provides information and resources for teaching fractions and word problems to 5th grade students. It includes the common core standards for fractions, learning targets, example word problems, and strategies for using bar diagrams and number lines. It also discusses key fraction concepts like equivalent fractions, addition and subtraction of fractions, and multiplication and division of fractions. Resources are provided like video links, articles, and websites to support teaching fractions.
This document provides information about how math is taught to students in Years 3-6. It discusses using interactive teaching, mental calculation, and problem solving. The aims are for students to do math mentally when possible and use written methods efficiently. Students need a strong foundation in place value, number bonds, times tables, addition/subtraction strategies like number lines and partitioning. Efficient written methods for addition, subtraction, multiplication and division are introduced, moving from expanded to compact forms. Key skills from earlier years are reviewed to ensure students are prepared for the upper primary curriculum.
The document discusses learning multiplication facts through daily practice. It explains that multiplication is the process of adding equal sets or groups together. It provides examples of multiplying numbers like 2 x 3 and 3 x 2 by representing the numbers as groups of objects and counting the total objects. The document also demonstrates how to multiply two-digit numbers by multiplying the digits in the ones and tens places and regrouping or carrying numbers to the next place value.
Mental math strategies for grade 3 students include count on, doubles, near doubles, making friendly numbers, and front-end adding. Count on involves counting up from the first number when adding a small number. Doubles are adding a number to itself. Near doubles looks similar to doubles but is off by 1-4. Making friendly numbers changes a number to one ending in 0 to make adding easier. Front-end adding uses place value and starts by adding tens then ones. These strategies can help students solve math equations mentally without paper or pencil.
This document provides an overview of multiplication skills and word problems. It includes examples of equal grouping, combination, and multiplicative comparison word problems. It also demonstrates number sentences, arrays, and area models to solve multiplication problems. The document was written by Emily Trybus, an elementary education student at Grand Valley State University who enjoys teaching math to children. Resources for a multiplication rap and area model are provided.
A quick revision of Multiplication Tables from 2 to 10. Revise it daily and ensure that you never forget it :)
Youtube Link: https://youtu.be/rNP3Q2fporU
Lets Just Go For It! Wish you an Awesome Leaning Experience.
Subscribe to our YouTube channel: https://www.youtube.com/c/TimesRide?sub_confirmation=1
Our Official Website: http://timesride.com
Follow us:
Facebook: https://www.facebook.com/rs.agrawal.9026
Instagram: https://www.instagram.com/timesridenetwork/
Twitter: https://twitter.com/TimesRide
Pinterest: https://in.pinterest.com/ride0472/
Thank You
#AwesomeLearningExperience
#SmartQuickTips&Tricks #LeaningVideos #TimesRide #Keep Learning to Keep Winning!
Little Red Riding Hood needs to walk 5 miles to get to her destination. The document shows the time it would take her to walk 5 miles at different speeds: 5 hours if walking at 1 mile per hour, 1 hour if walking at 5 miles per hour, and 0.5 hours or 30 minutes if running at 10 miles per hour. The algebra expression that calculates time for any speed is 5 divided by the speed (5/S). Word problems are translated into algebra expressions so they can be solved mathematically. Examples of key words that translate into different algebra operations are provided.
The document provides a series of maths practice questions and lessons for students over 5 days. It includes mixed times tables questions to practice, speed tests, word problems involving money and decimals, short multiplication, and reading/writing Roman numerals. Lessons cover adding/subtracting involving money, decimals, and fractions. Daily quizzes provide additional math problems to solve.
This document provides math lessons and activities for students in Year 4. It includes multiplication tables to practice, word problems to solve using addition and subtraction, and lessons on doubling and halving two-digit numbers. Students are encouraged to contact their teacher if they have any questions.
This document discusses methods for finding the lowest common multiple (LCM) of two or more numbers.
The old method involves listing all multiples of each number and taking the first number that appears in both lists. The new, better method breaks down each number into prime factors, takes the highest exponent of any repeated factors, and multiplies all factors together.
For example, to find the LCM of 30 and 8 using the new method: 30 breaks down to 2 × 3 × 5 and 8 to 2 × 2 × 2. The highest exponent of 2 is 3, so the LCM is 3 × 5 × 23 = 120.
This document provides instructions for adding and subtracting fractions with the same or different denominators. It defines key terms like numerator and denominator. It explains that for fractions with the same denominators, simply add or subtract the numerators and place the sum or difference over the common denominator. For fractions with different denominators, find the least common denominator to convert the fractions before adding or subtracting the numerators.
Most of us in India had rote learned all tables back in senior kg and classes 1, 2 and 3. This is a graphical representation of multiplication as repeated addition and all our tables in math.
Division involves grouping quantities into equal sets. Examples shown include dividing 12 balls equally into boxes, with 3 balls in each box, dividing 18 faces into groups of 3, with 6 groups, and dividing 9 oranges equally into 3 bags, with 3 oranges in each bag. The document introduces division and solving one-step word problems using division to determine how quantities are divided equally among groups.
This document contains a series of math word problems and exercises for students, including counting triangles and squares, completing number patterns, performing addition, subtraction and multiplication calculations, drawing pictures to represent quantities, and comparing the number of legs and arms of different groups of animals and people. Students are also asked word problems involving money amounts.
The document provides instructions for multiplying by 9 using patterns. It shows that the tens digit of the product is 1 less than the number being multiplied by 9. The ones digit is the difference between 9 and the tens digit. It then asks the reader to use this pattern to find the product of 6 x 9, which is 54.
This document contains a math worksheet with 20 questions about solving equations involving square numbers. The questions progress from simple equations like 2 x = 22 to more complex problems finding sums of squares or identifying Pythagorean triples. The document provides the questions, spaces to write answers, and a final slide with the correct answers. The goal is for students to practice solving problems involving square numbers at a Level 4 challenge and identify Pythagorean triples at Level 5.
The document discusses factors and multiples of various numbers. It provides examples of finding factors of 10, 14, and 32. It also lists the common factors of these numbers as 1, 2, and for multiples lists the multiples of 3, 5, and 6 as examples. Finally, it introduces a "What's My Number?" game where one partner thinks of a number between 1-30 and tells the other the factors without the number, for the other to guess within 2 tries.
Problem solving is the act of defining a problem; determining the cause of the problem; identifying, prioritizing , selecting alternatives for a solution; and implementing a solution.
The document provides examples and instructions for adding and subtracting integers using a number chip method. It explains that to add integers with the same sign, the numbers are added together, while to add integers with different signs, the smaller number is subtracted from the larger number and the sign of the larger number determines the sign of the answer. For subtracting integers, the opposite of the number being subtracted is added instead. Several examples are worked through to demonstrate these methods.
Inverse relationship of addition and subtractionNeilfieOrit2
Addition and subtraction are inverse operations. The inverse of an operation undoes that operation. Specifically:
- Addition is the inverse of subtraction, and subtraction is the inverse of addition. Performing one operation and then its inverse returns to the original number.
- Examples show that equations like 6 - 4 = 2 and 6 = 4 + 2 are equivalent, as are 5 - 3 = 2 and 5 = 3 + 2, because subtraction and addition undo each other.
- Practicing inverse operations on number sentences helps demonstrate that the order of addends doesn't change the sum, so equations like 1 + 4 = 5 and 4 + 1 = 5 are also equivalent.
This is a keynote for teaching 3rd graders how to process multiplication using repeated addition. There is a video, from Discovery Education, included in the presentation.
1) The ratio of oil to petrol in the speaker's bike is 1:25, meaning for every 1 unit of oil there are 25 units of petrol.
2) A ratio can be used to describe the relationship between two quantities, like the number of red hearts to green hearts. The ratio of red to green hearts given is 1:2, meaning for every 1 red heart there are 2 green hearts.
3) To share a quantity into a given ratio, you add the ratio terms, divide the quantity by the sum, and multiply each term of the ratio by the result.
This document provides information and resources for teaching fractions and word problems to 5th grade students. It includes the common core standards for fractions, learning targets, example word problems, and strategies for using bar diagrams and number lines. It also discusses key fraction concepts like equivalent fractions, addition and subtraction of fractions, and multiplication and division of fractions. Resources are provided like video links, articles, and websites to support teaching fractions.
This document provides information about how math is taught to students in Years 3-6. It discusses using interactive teaching, mental calculation, and problem solving. The aims are for students to do math mentally when possible and use written methods efficiently. Students need a strong foundation in place value, number bonds, times tables, addition/subtraction strategies like number lines and partitioning. Efficient written methods for addition, subtraction, multiplication and division are introduced, moving from expanded to compact forms. Key skills from earlier years are reviewed to ensure students are prepared for the upper primary curriculum.
The document discusses learning multiplication facts through daily practice. It explains that multiplication is the process of adding equal sets or groups together. It provides examples of multiplying numbers like 2 x 3 and 3 x 2 by representing the numbers as groups of objects and counting the total objects. The document also demonstrates how to multiply two-digit numbers by multiplying the digits in the ones and tens places and regrouping or carrying numbers to the next place value.
Mental math strategies for grade 3 students include count on, doubles, near doubles, making friendly numbers, and front-end adding. Count on involves counting up from the first number when adding a small number. Doubles are adding a number to itself. Near doubles looks similar to doubles but is off by 1-4. Making friendly numbers changes a number to one ending in 0 to make adding easier. Front-end adding uses place value and starts by adding tens then ones. These strategies can help students solve math equations mentally without paper or pencil.
This document provides an overview of multiplication skills and word problems. It includes examples of equal grouping, combination, and multiplicative comparison word problems. It also demonstrates number sentences, arrays, and area models to solve multiplication problems. The document was written by Emily Trybus, an elementary education student at Grand Valley State University who enjoys teaching math to children. Resources for a multiplication rap and area model are provided.
A quick revision of Multiplication Tables from 2 to 10. Revise it daily and ensure that you never forget it :)
Youtube Link: https://youtu.be/rNP3Q2fporU
Lets Just Go For It! Wish you an Awesome Leaning Experience.
Subscribe to our YouTube channel: https://www.youtube.com/c/TimesRide?sub_confirmation=1
Our Official Website: http://timesride.com
Follow us:
Facebook: https://www.facebook.com/rs.agrawal.9026
Instagram: https://www.instagram.com/timesridenetwork/
Twitter: https://twitter.com/TimesRide
Pinterest: https://in.pinterest.com/ride0472/
Thank You
#AwesomeLearningExperience
#SmartQuickTips&Tricks #LeaningVideos #TimesRide #Keep Learning to Keep Winning!
Little Red Riding Hood needs to walk 5 miles to get to her destination. The document shows the time it would take her to walk 5 miles at different speeds: 5 hours if walking at 1 mile per hour, 1 hour if walking at 5 miles per hour, and 0.5 hours or 30 minutes if running at 10 miles per hour. The algebra expression that calculates time for any speed is 5 divided by the speed (5/S). Word problems are translated into algebra expressions so they can be solved mathematically. Examples of key words that translate into different algebra operations are provided.
The document provides a series of maths practice questions and lessons for students over 5 days. It includes mixed times tables questions to practice, speed tests, word problems involving money and decimals, short multiplication, and reading/writing Roman numerals. Lessons cover adding/subtracting involving money, decimals, and fractions. Daily quizzes provide additional math problems to solve.
This document provides math lessons and activities for students in Year 4. It includes multiplication tables to practice, word problems to solve using addition and subtraction, and lessons on doubling and halving two-digit numbers. Students are encouraged to contact their teacher if they have any questions.
The document contains a series of math problems involving multiplication, division, and calculating perimeters. It includes:
- Mixed multiplication and division tables with problems like 120 ÷ 10, 28 ÷ 7, 4 x 9, etc.
- A short multiplication quiz with problems like 65 x 4, 86 x 5, 185 x 7, etc.
- A perimeter quiz showing shapes and asking to calculate the perimeter, with shapes of sides 2cm, 4cm, 5cm, etc.
This document contains a variety of math problems and quizzes covering different math topics:
- Mixed multiplication and division tables
- Timed multiplication speed checks
- Geometry questions about shapes
- Word problems involving negative numbers
- Data handling questions about bar charts and pictograms
- Short multiplication questions
- Calculating perimeter of 2D shapes
- Converting between different units of measurement.
The document provides examples of time problems involving telling the time, calculating time durations, and solving time-related word problems. It includes examples such as calculating the time 25 minutes after 2am, working out journey times from train timetables, and quizzes testing skills with addition, subtraction, multiplication, and division of time values. The document is intended to help students practice solving a variety of time problems and calculations.
The document provides information about various calculation techniques in mathematics, including addition, subtraction, multiplication, and division. It discusses place value, rounding numbers, comparing numbers, and using finger multiplication for times tables up to 9. Examples are provided to illustrate different methods like using a lattice method for multi-digit multiplication problems or breaking down multi-digit multiplication into repeated addition.
St Vincent de Paul Y5 Home learning W2 15.1.21 friNICOLEWHITE118
Sock puppets
Sock animals
Sock dolls
Sock monsters
Decorate socks
Sock painting
Sock weaving
Sock crafts
Sock slippers
Sock ball
Sock people
Have fun and post photos of your creations on the class blog!
This document provides teaching materials for a lesson on subtracting fractions, including:
- An overview of the lesson structure with sections like starter problems, demonstrations, examples, and assessments.
- Instructions for printing handouts and selecting different slide options.
- Example subtraction problems worked through step-by-step with explanations.
- Practice problems for students with answers provided.
- Tips for subtracting fractions with different denominators, like finding a common denominator.
The lesson aims to build students' skills in subtracting fractions through examples, explanations, and independent practice problems.
Solutions manual for business math 10th edition by cleavesCooKi5472
Full clear download(no error formatting) at: https://goo.gl/sbq3Di
business math 10th edition pdf
business math brief 10th edition
business mathematics cleaves
business math 9th edition pdf
answers to business math questions
business math book answers
The document provides examples and practice problems for rounding numbers to the nearest 10, 100, 1000, and decimal numbers to the nearest whole number. It includes the rules for rounding (look at the digit in the relevant place value and if it is 4 or less, round down, if 5 or more, round up). Various multiplication tables are also provided as examples. The document supports learning and practicing skills in rounding and multiplication tables.
1. The document describes a math learning activity called Hopscotch Math where students work in groups to solve math problems by hopping on a hopscotch board.
2. The problems involve operations on integers like addition, subtraction, multiplication, and division. Students must hop in a sequence on the squares to solve each problem correctly within a time limit.
3. Groups earn points for correct answers and the group with the most points at the end of the activity wins. The goal is for students to have fun while practicing operations on integers.
This document provides a review for a 2nd 9 weeks exam and covers the following topics:
- Disclaimers emphasizing the importance of repeated study over simply copying answers
- Chapter reviews covering topics like operations with integers, solving equations, ratios and proportions, percent problems, and geometry formulas
- Sample problems worked through each concept
- Reminders about proportional relationships and using graphs to determine proportionality
- Well wishes for the final exam
The document contains a teacher's notes and examples for teaching students about coordinates, inverse operations, and bus stop division.
For coordinates, it provides examples of writing the coordinates of objects on a graph, naming shapes at given coordinates, and an extra challenge involving matching a shape's x and y coordinates.
For inverse operations, it explains that multiplication and division are inverse operations, and examples are given to show using known calculations to derive the other three related calculations.
For bus stop division, it provides multiplication examples to practice the concept. A video link is included to remind students how to use the bus stop method for long division. Further practice examples using bus stop division are listed but not shown.
This document contains a math lesson on Roman numerals, addition, subtraction, multiplication and division of whole numbers and decimals. It includes word problems, examples worked out step-by-step and answers for students to check their work. The lesson recaps working with negative numbers and compares ordering numbers in ascending and descending order.
This document contains a summary of a workshop on linear transformations. It lists the participants and date, and provides 5 exercises exploring concepts of linear transformations, including determining if functions define linear transformations, computing the output of linear transformations given inputs, and finding the inverse of a linear transformation.
1. The document contains various math exercises involving operations with fractions, percentages, algebraic expressions, and equations.
2. It provides example calculations and problems for students to work through involving topics like percentages, fractions, measurement conversions, profit/loss, rates of change, and algebraic expressions.
3. The exercises are presented in a workbook format with answers provided to check work.
The student discusses their experience in their Algebra class over the first half of the term. They note some challenges with jotting down notes while listening, and with passing early quizzes due to lack of preparation and slow work speed. However, the student learned that they should work faster but carefully, and that low scores don't mean giving up as there are always more opportunities to improve. They also learned the importance of knowing one's beliefs and standing by decisions, big or small.
This document outlines the rules and questions for three rounds of a quiz competition between teams. The rounds include General Knowledge, Sudoku, and Maths Puzzle questions.
For General Knowledge, each team will answer 3 multiple choice questions worth +10 for correct or -5 for wrong answers. Sudoku requires completing a puzzle in 2 minutes for +10 points.
The Maths Puzzle section has 3 word problems testing logic and math skills worth +10 for right answers. An Aptitude Test at the end poses 1 question to each team worth the same scoring. The document provides examples of the different types of questions and puzzles that make up each round of the competition.
This document provides a summary of 42 exercise worksheets covering topics in mathematics from whole numbers to geometry. The worksheets are organized into sections including whole numbers, fractions, decimals, ratios & percents, statistics, real numbers, algebra, and geometry. Each worksheet provides multiple problems for students to practice specific skills like adding, subtracting, multiplying, and dividing various number types. The document also includes copyright information for the worksheets.
This document provides a summary of 42 exercise worksheets covering topics in mathematics from whole numbers to geometry. The worksheets are organized into sections including whole numbers, fractions, decimals, ratios and percents, statistics, real numbers, algebra, and geometry. Each worksheet contains multiple problems for students to practice specific skills such as adding, subtracting, multiplying, and dividing various number types.
Similar to Series a-numeracy-ninjas-skill-book-answers-v5-apr-2016 (20)
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
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
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
6. Week 1 Session 1
Key Skills Answers
Q Question Answer
1 61 × 31 1891
2 657 − 382 275
3 7.2 × 94.2 678.24
4 0.7 as a fraction 7/10
5 46.15 + 5.08 51.23
6 (−40) ÷ (−4) 10
7
If a = 4 b = 3 and c = 1, what is the value of
3a − b2
?
3
8 3 − (−5) 8
9
What is the highest common factor of 12 and
4?
4
10 What is the value of 13 squared? 169
12. Week 1 Session 2
Key Skills Answers
Q Question Answer
1 81 × 98 7938
2 1596 − 837 759
3 9.1 × 13.13 119.483
4 20% as a fraction 20/100 or 1/5
5 4.98 + 15.59 20.57
6 (−18) ÷ 3 −6
7
If a = 7 b = 5 and c = 3, what is the value of
3b2
?
75
8 (−1) − (−4) 3
9 Is 2 a factor of 12? Yes
10 What is the positive value of √64? 8
18. Week 1 Session 3
Key Skills Answers
Q Question Answer
1 6 × 725 4350
2 7614 − 5253 2361
3 6.1 × 3 18.3
4 0.86 = ☐% 86
5 57 + 2.34 59.34
6 56 ÷ (−8) −7
7
If a = 9 b = 10 and c = 5, what is the value of
2ab − c ?
175
8 (−2) − (−1) −1
9
What is the highest common factor of 23 and
20?
1
10 What is the value of (−6) squared? 36
24. Week 1 Session 4
Key Skills Answers
Q Question Answer
1 8 × 625 5000
2 731 − 367 364
3 7 × 9 63
4 1.02 = ☐% 102
5 1.15 + 20.33 21.48
6 (−48) ÷ (−8) 6
7
If a = 3 b = 8 and c = 5, what is the value of
(2b − a)2
?
169
8 4 − (−4) 8
9 Is 14 a factor of 33? No
10 What is the value of 142
? 196
30. Week 1 Session 5
Key Skills Answers
Q Question Answer
1 3 × 991 2973
2 16182 − 8764 7418
3 2.3 × 7.17 16.491
4 0.45 as a fraction 45/100 or 19/20
5 22.17 + 8.31 30.48
6 (−48) ÷ 6 −8
7
If a = 6 b = 3 and c = 10, what is the value of
bc / a ?
5
8 (−10) − (−5) −5
9
What is the highest common factor of 15 and
27?
3
10 What is the value of 7 squared? 49
36. Week 2 Session 1
Key Skills Answers
Q Question Answer
1 3905 ÷ 5 781
2 7 + 25 ÷ 5 12
3 2.013 ÷ 0.1 20.13
4 2.26 × 1000 2260
5 34 − 0.74 33.26
6 Write 56/72 in its simplest form 7/9
7 Difference between 4 and −4 8
8 See number line 6
9
What is the lowest common multiple of 4 and
5?
20
10 What is the cube root of 27? 3
0
1
2
3
4
5
0 10
Value of the dot?
42. Week 2 Session 2
Key Skills Answers
Q Question Answer
1 608 ÷ 4 152
2 1 + 4 × 2 9
3 42.4 ÷ 8 5.3
4 0.86 × 1000 860
5 27.39 − 2.59 24.8
6 Write 72/80 in its simplest form 9/10
7 Which is the lowest number, 2 or −10? −10
8 See number line 6
9
What is the lowest common multiple of 3 and
4?
12
10 What is the value of (−5) cubed? −125
0
1
2
3
4
5
0 30
Value of the dot?
48. Week 2 Session 3
Key Skills Answers
Q Question Answer
1 738 ÷ 9 82
2 1 + 4 ÷ 2 3
3 0.887 ÷ 0.1 8.87
4 1000 × 0.21 210
5 57.07 − 8.79 48.28
6 Write 9/54 in its simplest form 1/6
7 Difference between −7 and −3 4
8 See number line 0.7
9 List the first 4 multiples of 13 13, 26, 39, 52
10 What is the value of ∛64? 4
0
1
2
3
4
5
0 1
Value of the dot?
54. Week 2 Session 4
Key Skills Answers
Q Question Answer
1 3267 ÷ 9 363
2 3 + 5 × 2 13
3 5.24 ÷ 0.2 26.2
4 0.66 × 1000 660
5 50.26 − 4.05 46.21
6 Write 5/15 in its simplest form 1/3
7 Difference between 9 and −10 19
8 See number line 4.25
9 Is 18 a multiple of 6? Yes
10 What is the value of (−3) cubed? −27
0
1
2
3
4
5
4 6
Value of the dot?
60. Week 2 Session 5
Key Skills Answers
Q Question Answer
1 2688 ÷ 3 896
2 8 + 8 ÷ 2 12
3 245.52 ÷ 4 61.38
4 6.14 × 10 61.4
5 16.15 − 5.11 11.04
6 Write 63/70 in its simplest form 9/10
7 Which is the lowest number, 3 or −9? −9
8 See number line 45
9 List the first 4 multiples of 14 14, 28, 42, 56
10 What is the value of (−4) cubed? −64
0
1
2
3
4
5
25 75
Value of the dot?
96. Week 4 Session 1
Key Skills Answers
Q Question Answer
1 What is 3/9 of 54? 18
2 964 × 9 8676
3 1444 − 982 462
4 3.2 × 8.25 26.4
5 8/10 as a decimal number 0.8
6 82.23 + 7.27 89.5
7 36 ÷ (−6) −6
8
If a = 1 b = 3 and c = 4, what is the value of
4b3
?
108
9 10 − (−9) 19
10 Is 5 a factor of 21? No
102. Week 4 Session 2
Key Skills Answers
Q Question Answer
1 What is 1/3 of 12? 4
2 6 × 225 1350
3 6543 − 5498 1045
4 9.8 × 4.8 47.04
5 100% as a decimal number 1
6 1.23 + 46.27 47.5
7 (−24) ÷ (−3) 8
8
If a = 7 b = 7 and c = 2, what is the value of
ac / 2b ?
1
9 (−3) − (−7) 4
10
What is the highest common factor of 23 and
20?
1
108. Week 4 Session 3
Key Skills Answers
Q Question Answer
1 What is 5/7 of 63? 45
2 7 × 498 3486
3 15939 − 9001 6938
4 6.63 × 7 46.41
5 89.9% as a decimal number 0.899
6 85.83 + 9.4 95.23
7 (−30) ÷ (−10) 3
8
If a = 8 b = 7 and c = 7, what is the value of
∛a + bc ?
51
9 (−10) − (−6) −4
10
What is the highest common factor of 8 and
2?
2
114. Week 4 Session 4
Key Skills Answers
Q Question Answer
1 What is 4/10 of 20? 8
2 489 × 5 2445
3 14704 − 8633 6071
4 6.1 × 80.09 488.549
5 70% as a fraction 70/100 or 7/10
6 0.41 + 61.21 61.62
7 (−40) ÷ (−5) 8
8
If a = 6 b = 6 and c = 10, what is the value of
2abc − c2 620
9 (−6) − (−6) 0
10 Is 7 a factor of 24? No
120. Week 4 Session 5
Key Skills Answers
Q Question Answer
1 What is 4/6 of 30? 20
2 3 × 911 2733
3 16071 − 8966 7105
4 6.9 × 5.85 40.365
5 8/10 as a decimal number 0.8
6 23.8 + 0.55 24.35
7 (−18) ÷ 9 −2
8
If a = 6 b = 8 and c = 4, what is the value of
(2b/c)2 16
9 (−1) − (−3) 2
10 Is 1 a factor of 3? Yes
126. Week 5 Session 1
Key Skills Answers
Q Question Answer
1 What is 25% of £190? £47.50
2 6146 ÷ 7 878
3 4 + 5 × 1 9
4 462.2 ÷ 5 92.44
5 1000 × 0.64 640
6 69.12 − 9.2 59.92
7 Write 35/49 in its simplest form 5/7
8 10 − 10 0
9 See number line 13
10
What is the lowest common multiple of 6 and
8?
24
0
1
2
3
4
5
12 15
Value of the dot?
132. Week 5 Session 2
Key Skills Answers
Q Question Answer
1 What is 45% of £140? £63
2 3996 ÷ 4 999
3 5 + 10 × 3 35
4 7.474 ÷ 0.2 37.37
5 0.939 × 1000 939
6 96.54 − 8.01 88.53
7 Simplify 2/18 1/9
8 Difference between −10 and 9 19
9 See number line 15
10
What is the lowest common multiple of 7 and
8?
56
0
1
2
3
4
5
0 20
Value of the dot?
138. Week 5 Session 3
Key Skills Answers
Q Question Answer
1 What is 10% of £200? £20
2 1386 ÷ 3 462
3 8 + 2 ÷ 1 10
4 47.915 ÷ 0.5 95.83
5 100 × 88.255 8825.5
6 51 − 1.02 49.98
7 Write 9/18 in its simplest form 1/2
8 Which is the lowest number, −7 or −4? −7
9 See number line 7.5
10
What is the lowest common multiple of 5 and
6?
30
0
1
2
3
4
5
0 20
Value of the dot?
144. Week 5 Session 4
Key Skills Answers
Q Question Answer
1 What is 5% of £100? £5
2 5292 ÷ 7 756
3 90 − 4 ÷ 4 89
4 15.22 ÷ 0.2 76.1
5 6.16 × 100 616
6 32.68 − 3.54 29.14
7 Write 24/80 in its simplest form 3/10
8 Difference between 6 and −3 9
9 See number line 12.5
10 List the first 4 multiples of 12 12, 24, 36, 48
0
1
2
3
4
5
12 15
Value of the dot?
186. Week 7 Session 1
Key Skills Answers
Q Question Answer
1 List all the factors of 2 2, 1
2 What is 1/2 of 8? 4
3 65 × 38 2470
4 11661 − 7509 4152
5 8.2 × 3.5 28.7
6 173.2% as a decimal number 1.732
7 13 + 4.5 17.5
8 40 ÷ (−10) −4
9
If a = 4 b = 5 and c = 7, what is the value of
3b − 2a ?
7
10 7 − (−5) 12
192. Week 7 Session 2
Key Skills Answers
Q Question Answer
1
What is the highest common factor of 11 and
3?
1
2 What is 4/5 of 5? 4
3 5 × 666 3330
4 18897 − 9897 9000
5 4.61 × 5 23.05
6 17% as a decimal number 0.17
7 11 + 8.69 19.69
8 (−8) ÷ 2 −4
9
If a = 2 b = 2 and c = 8, what is the value of
ac2
+ 2 ?
130
10 6 − (−8) 14
198. Week 7 Session 3
Key Skills Answers
Q Question Answer
1
What is the highest common factor of 24 and
4?
4
2 What is 4/6 of 6? 4
3 549 × 4 2196
4 6062 − 3640 2422
5 8.7 × 85.92 747.504
6 0.83 = ☐% 83
7 11 + 1.14 12.14
8 (−30) ÷ (−5) 6
9
If a = 10 b = 6 and c = 4, what is the value of
3b − (a + c) ?
4
10 4 − (−2) 6
204. Week 7 Session 4
Key Skills Answers
Q Question Answer
1 Is 10 a factor of 36? No
2 What is 2/4 of 4? 2
3 2 × 344 688
4 18797 − 9492 9305
5 5 × 1.6 8
6 0.56 = ☐% 56
7 15 + 0.47 15.47
8 12 ÷ (−4) −3
9
If a = 1 b = 4 and c = 9, what is the value of
c2
− b3 17
10 (−10) − (−9) −1
210. Week 7 Session 5
Key Skills Answers
Q Question Answer
1
What is the highest common factor of 29 and
22?
1
2 What is 3/4 of 40? 30
3 6 × 564 3384
4 14786 − 8106 6680
5 9.4 × 7.4 69.56
6 2/10 as a decimal number 0.2
7 34.53 + 6.2 40.73
8 (−1) ÷ 1 −1
9
If a = 4 b = 1 and c = 2, what is the value of
3a / 2 ?
6
10 1 − (−2) 3
222. Week 8 Session 2
Key Skills Answers
Q Question Answer
1 Is 16 a multiple of 2? Yes
2 What is 60% of £220? £132
3 7551 ÷ 9 839
4 11 − 3 ÷ 3 10
5 13.2 ÷ 2 6.6
6 10 × 0.88 8.8
7 22.68 − 8.44 14.24
8 Write 63/90 in its simplest form 7/10
9 Difference between 9 and −1 10
10 See number line 12.5
0
1
2
3
4
5
0 20
Value of the dot?
234. Week 8 Session 4
Key Skills Answers
Q Question Answer
1 List the first 4 multiples of 11 11, 22, 33, 44
2 What is 65% of £170? £110.50
3 1395 ÷ 9 155
4 37 − 4 × 2 29
5 562.26 ÷ 6 93.71
6 100 × 1.66 166
7 16 − 6.8 9.2
8 Write 24/64 in its simplest form 3/8
9 Difference between −7 and 4 11
10 See number line 4.5
0
1
2
3
4
5
4 6
Value of the dot?
240. Week 8 Session 5
Key Skills Answers
Q Question Answer
1
What is the lowest common multiple of 2 and
3?
6
2 What is 75% of £120? £90
3 237 ÷ 3 79
4 8 + 6 × 3 26
5 631.47 ÷ 7 90.21
6 1000 × 9.23 9230
7 88.87 − 3.68 85.19
8 Write 27/72 in its simplest form 3/8
9 (−2) + 2 0
10 See number line 0.3
0
1
2
3
4
5
0 1
Value of the dot?
288. Week 10 Session 3
Key Skills Answers
Q Question Answer
1 5 − (−5) 10
2 Letter at (1, −1) T
3 What is 3/4 of 32? 24
4 3 × 868 2604
5 17597 − 9209 8388
6 4 × 8.99 35.96
7 9/10 = ☐% 90%
8 96.9 + 5.62 102.52
9 (−4) ÷ (−4) 1
10
If a = 8 b = 5 and c = 2, what is the value of
5a − bc ?
30
294. Week 10 Session 4
Key Skills Answers
Q Question Answer
1 4 − (−5) 9
2 Letter at (1, 0) N
3 What is 3/9 of 27? 9
4 5 × 323 1615
5 999 − 937 62
6 9.8 × 74.61 731.178
7 7/10 = ☐% 70%
8 7.87 + 21.69 29.56
9 10 ÷ (−5) −2
10
If a = 6 b = 8 and c = 8, what is the value of
c / (b − a) ?
4
324. Week 11 Session 4
Key Skills Answers
Q Question Answer
1 440 ÷ 5 = ☐ 88
2 7 + 10 × 1 17
3 8.77 ÷ 0.1 87.7
4 1000 × 1.58 1580
5 33.6 − 1.72 31.88
6 Write 2/16 in its simplest form 1/8
7 Which is the lowest number, −9 or −6? −9
8 Value of the dot 10
9 What is the value of 9 squared? 81
10 What is 120% of £100? £120
330. Week 11 Session 5
Key Skills Answers
Q Question Answer
1 355 ÷ 5 = ☐ 71
2 3 + 2 ÷ 1 5
3 2 ÷ 0.1 20
4 0.51 × 100 51
5 85.338 − 6.39 78.948
6 Simplify 9/12 3/4
7 Which is the highest number, 3 or −7? 3
8 Value of the dot 45
9 What is the value of 122? 144
10 What is 80% of £180? £144
366. Week 13 Session 1
Key Skills Answers
Q Question Answer
1 424 × 56 = ☐ 23744
2 16277 − 9141 7136
3 7.6 × 3.6 27.36
4 3/4 as a decimal number 0.75
5 12.3 + 8.87 21.17
6 (−18) ÷ 3 −6
7
If a = 8 b = 10 and c = 6, what is the value
of c / (b − a) ?
3
8 (−8) − (−6) −2
9 What is the letter at (−2, 0)? K
10 What is 1/3 of 6? 2
372. Week 13 Session 2
Key Skills Answers
Q Question Answer
1 649 × 52 = ☐ 33748
2 1449 − 956 493
3 8.86 × 5.8 51.388
4 0.105 as a fraction 105/1000 (or 21/200)
5 6.72 + 91.79 98.51
6 12 ÷ (−3) −4
7
If a = 5 b = 4 and c = 2, what is the value of
√(a + b) ?
3
8 10 − (−7) 17
9 What is the letter at (−1, 1)? G
10 What is 5/6 of 18? 15
378. Week 13 Session 3
Key Skills Answers
Q Question Answer
1 316 × 75 = ☐ 23700
2 8113 − 8043 70
3 1.88 × 5.8 10.904
4 8/10 = ☐ % 80
5 25.07 + 8.26 33.33
6 (−5) ÷ (−1) 5
7
If a = 8 b = 4 and c = 1, what is the value of
3a – b2 ?
8
8 9 − (−1) 10
9 What is the letter at (−2, 2)? A
10 What is 2/3 of 9? 6
384. Week 13 Session 4
Key Skills Answers
Q Question Answer
1 93 × 994 = ☐ 92442
2 1201 − 841 360
3 6.9 × 9 62.1
4 1/4 as a decimal number 0.25
5 18.775 + 4.19 22.965
6 100 ÷ (−10) −10
7
If a = 5 b = 8 and c = 4 what is the value of
2a + b/c ?
12
8 (−1) − (−1) 0
9 What is the letter at (1, 2)? D
10 What is 3/5 of 35? 21
390. Week 13 Session 5
Key Skills Answers
Q Question Answer
1 62 × 34 = ☐ 2108
2 9445 − 7651 1794
3 8.6 × 4.1 35.26
4 50% as a fraction 1/2
5 6.97 + 4.89 11.86
6 (−20) ÷ (−2) 10
7
If a = 7 b = 3 and c = 3, what is the value of
3b2 ?
27
8 (−4) − (−2) −2
9 What is the letter at (1, 0)? N
10 What is 9/10 of 30? 27
396. Week 14 Session 1
Key Skills Answers
Q Question Answer
1 240 ÷ 8 = ☐ 30
2 3 + 8 ÷ 2 7
3 56.98 ÷ 7 8.14
4 10 × 0.21 2.1
5 98.76 − 96.78 1.98
6 Simplify 3/24 1/8
7 Which is the lowest number, 9 or −1? −1
8 List all the factors of 37 1, 37
9 What is the positive value of √9? 3
10 What is 120% of £220? £264
402. Week 14 Session 2
Key Skills Answers
Q Question Answer
1 160 ÷ 5 = ☐ 32
2 1 × 9 − 1 8
3 3.94 ÷ 0.1 39.4
4 100 × 0.16 16
5 96.5 − 25.83 70.67
6 Write 2/4 in its simplest form 1/2
7 Which is the lowest number, −2 or −1? −2
8 Is 6 a factor of 21? No
9 What is the value of (−2) squared? 4
10 What is 110% of £400? £440
408. Week 14 Session 3
Key Skills Answers
Q Question Answer
1 406 ÷ 7 = ☐ 58
2 6 + 6 ÷ 3 8
3 164.45 ÷ 5 32.89
4 1000 × 68.378 68378
5 98.98 − 86.06 12.92
6 Simplify 6/9 2/3
7 Difference between −4 and −1 3
8
What is the highest common factor of 22
and 30?
2
9 What is the value of 12 squared? 144
10 What is 95% of £190? £180.50
420. Week 14 Session 5
Key Skills Answers
Q Question Answer
1 368 ÷ 8 = ☐ 46
2 7 × 1 + 1 8
3 3.18 ÷ 3 1.06
4 1000 × 3.05 3050
5 47.06 − 3.3 43.76
6 Write 6/12 in its simplest form 1/2
7 Which is the lowest number, −8 or −2? −8
8 List all the factors of 26 1, 2, 13, 26
9 What is the value of 13 squared? 169
10 What is 80% of £100? £80
426. Week 15 Session 1
Key Skills Answers
Q Question Answer
1 599 + 7063 7662
2 (5 − 2)2 + 1 × 4 13
3
Write 70323 in words. Use the opposite page for your
answer.
Seventy thousand, three
hundred and twenty three
4 2.6 ÷ 100 0.026
5 (−2) × 5 −10
6 Round 42.9673 to 2 decimal places 42.97
7 (−9) + (−4) −13
8
What is the lowest common multiple of 3
and 5?
15
9 What is the cube root of 27? 3
10 1/8 = ☐/24 3
432. Week 15 Session 2
Key Skills Answers
Q Question Answer
1 211 + 2268 2479
2 42 + 3 × 4 54
3
Write 56980 in words. Use the opposite
page for your answer.
Fifty six thousand,
nine hundred and
eighty
4 5.13 ÷ 100 0.0513
5 (−1) × 7 −7
6 Round 11.5775 to 1 decimal place 11.6
7 (−7) + (−10) −17
8 Is 42 a multiple of 5? No
9 What is the value of (−2) cubed? −8
10 1/6 = 8/☐ 48
438. Week 15 Session 3
Key Skills Answers
Q Question Answer
1 866 + 1459 2325
2 (10 + 8) × 3 54
3
Write 11641013 in words. Use the opposite
page for your answer.
Eleven million, six
hundred and forty one
thousand and thirteen
4 76.4 ÷ 10 7.64
5 (−10) × 4 −40
6 Round 5.0393 to 1 decimal place 5.0
7 9 + (−7) 2
8 List the first 4 multiples of 4 4, 8, 12, 16
9 What is the value of 43? 64
10 9/6 = 81/☐ 54
444. Week 15 Session 4
Key Skills Answers
Q Question Answer
1 927 + 5601 6528
2 √36 + 12 ÷ 2 12
3
Write Three Hundred and Ninety Thousand, Eight
Hundred and Eighty Two in digits 390882
4 498.8 ÷ 100 4.988
5 (−7) × (−4) 28
6 Round 58.8587 to 1 decimal place 58.9
7 5 + (−5) 0
8
What is the lowest common multiple of 7
and 8?
56
9 What is the value of (−10) cubed? −1000
10 10/2 = ☐/14 70
450. Week 15 Session 5
Key Skills Answers
Q Question Answer
1 820 + 2309 3129
2 (15 − 3) ÷ 6 2
3
Write 54481 in words. Use the opposite
page for your answer.
Fifty four thousand, four
hundred and eighty one
4 29.7 ÷ 10 2.97
5 (−2) × (−10) 20
6 Round 74.8937 to 2 decimal places 74.89
7 8 + (−5) 3
8 Is 38 a multiple of 9? No
9 What is the value of ∛125? 5
10 3/4 = ☐/28 21
456. Week 16 Session 1
Key Skills Answers
Q Question Answer
1 68 × 37 2516
2 12610 − 7906 4704
3 8.6 × 1.09 9.374
4 6/10 as a decimal number 0.6
5 8.043 + 6.96 15.003
6 (−54) ÷ (−9) 6
7
If a = 6 b = 3 and c = 5, what is the value of
5a − bc ?
15
8 Round 8635 to 2 s.f. 8600
9 What is the letter at (0, −1)? S
10 What is 2/5 of 35? 14
462. Week 16 Session 2
Key Skills Answers
Q Question Answer
1 89 × 52 = ☐ 4628
2 11371 − 7323 4048
3 4.5 × 3.7 16.65
4 3/4 = ☐ % 75
5 45.73 + 2.43 48.16
6 (−1) ÷ 1 −1
7
If a = 2 b = 2 and c = 1, what is the value of
√(a + b) ?
2
8 Round 758 to 2 s.f. 760
9 What is the letter at (1, 1)? I
10 What is 3/7 of 14? 6