The document provides strategies for teaching mathematics. It discusses strategies based on knowledge and skill goals as well as understanding goals. For knowledge and skill goals, repetition and practice are emphasized. For understanding goals, teacher-led discussion and discovery-based laboratory activities are recommended. Problem solving strategies include ensuring student understanding, asking questions, encouraging reflection on solutions, and presenting alternative problem solving approaches. Constructivist learning and cognitive tools like guided discovery are also discussed. The document outlines steps for problem solving and strategies like concept attainment. It concludes by evaluating mathematics learning through various individual and group tests as well as informal and standardized testing procedures.
The document discusses strategies for teaching mathematics, including discovery approach, inquiry teaching, demonstration approach, math-lab approach, practical work approach, individualized instruction using modules, brainstorming, problem-solving, cooperative learning, and integrative technique. It provides details on each approach, such as the discovery approach aiming to develop higher-order thinking skills and both teachers and learners playing active roles. It also lists 10 creative ways to teach math using dramatizations, children's bodies, play, toys, stories, creativity, and problem-solving abilities.
This document is a test on matrix learning outcomes for topics 1-3 about matrices. For topic 1, the student is asked to find matrix BA - 2 and the transpose of matrix BA. For topic 2, the student must calculate the determinant, inverse, and multiplication of various matrices. For topic 3, the student must use matrices to solve systems of linear equations, finding values for x + y + z and solving a 2x2 system.
The document contains 29 math problems involving polynomial multiplication and division. Students are asked to calculate the products and quotients of polynomials such as (a3 - 3b), (-9x)(-12xy + 5), and (4mn)(5m2n + 6mn2). They are also asked to perform division of polynomials like 18x5 ÷ 9, (-13p5q3) ÷ (-13p2q), and (-15ab4 + 3a2b2 - 21b3) ÷ 3b2. The problems cover a range of operations with monomials and polynomials of varying degrees.
This document provides 10 problems involving adding and subtracting monomials and polynomials. The problems direct the reader to calculate the sum or difference of monomial or polynomial expressions such as 5xy + 7xy - 3xy or 18p3q4 - (-5p3q4) + 10p3q4. The document lists the problems without showing the step-by-step work or final answers.
The document appears to be a worksheet in Thai for students to practice properties of exponents. It contains 20 problems where students are asked to simplify expressions involving exponents and write their answers in the provided blanks. Some example expressions include (ab)–5, 25a3b–6, (a–3b2)–3, and {(7n)–2 × (14n)6} ÷ (128 × 74)n. The worksheet is intended to help students practice simplifying exponential expressions and working with positive and negative exponents.
The document is a math worksheet in Thai that provides examples of exponent operations with positive exponents to solve. It contains 10 problems involving operations like multiplication, division, and raising numbers and variables to positive exponent powers. The student is asked to solve each problem by writing the expression in exponent form.
The document provides 10 problems to calculate products of numbers raised to positive integer powers. For each problem, spaces are provided to write the calculated results. The document appears to be a Thai language practice worksheet on calculating products of numbers raised to powers, as it is titled "Practice worksheet on calculating products of numbers raised to positive powers". It provides name, class and student number fields at the bottom.
The document contains math problems involving exponents. The problems involve calculating expressions with numbers, variables, and negative numbers raised to various powers. The expressions are left blank for the student to calculate and fill in.
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7. ข้อใดเป็นผลคูณของคาตอบสมการ 6 8 0 2 x x
ก. 6 ข. –6
ค. 8 ง. –8
8. ข้อใดต่อไปนี้เป็นคาตอบของอสมการ 3 10 2 x x
ก. (–5, 2) ข. [–5, 2]
ค. (,5)[2,) ง. (,5)(2,)
9. ข้อใดคือเซตคาตอบของสมการ x 5 8
ก. {3,13} ข. {x x 13 หรือ x 3}
ค. {x 13 x 3} ง. R – {3, –13}
10. ถ้า S {x I x2 1 20}
แล้วข้อใดต่อไปนี้ถูกต้อง
ก. S มีขอบเขตบนน้อยที่สุดคือ 21 ข. S ไม่มีค่าขอบเขตบนน้อยที่สุด
ค. S ไม่มีขอบเขตบน ง. S มีค่าขอบเขตบนเป็นจานวนคี่
เฉลย
1. ค 2. ง 3. ข 4. ค 5. ง
6. ก 7. ค 8. ง 9. ก 10. ก](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)