Generational changes and trends pose a great challenge to child upbringing in the society today.
How could godly, healthy and positive parenting be done in our post-modern society?
It wasn't our choice to be born into the world. And it’s not our choice that someday we’re going to die. However, the period in between, the one we call life, presents us with countless choices. There are some obvious ones due to the nature of our society. We can choose our friends, careers, life styles, political affiliations, churches, where to live, what car to drive and what kind of music to listen to. But there are some other choices which, while less obvious, are far more important. We’re either unaware of them or just don’t give them much thought. Yet, they’re the choices that determine the quality of our lives. Based on what life has taught me, these are what I can consider to be our most important choices.
The document discusses order of operations and simplifying expressions. It provides rules for performing mathematical operations in the correct order, including: exponents, multiplication/division from left to right, and addition/subtraction from left to right. It then provides examples of simplifying expressions using these rules and order of operations.
The document discusses different types of variations:
1) Direct variation results in a straight line graph, while direct square variation results in a parabolic graph.
2) Inverse variation means that as one variable increases, the other decreases, maintaining a constant product. The graph of an inverse variation is a hyperbola.
3) Examples show inverse variations between variables like pressure and volume of a gas, or jobs completed and number of workers.
4) Quiz questions test understanding of direct, inverse, and their equation representations.
This document contains a philosophy of education report submitted by Pilar M. Castillo of Muntinlupa National High School Annex. It includes tongue twisters, riddles about philosophers such as Plato, Aristotle, Confucius, and Immanuel Kant. It also lists philosophies like naturalism, idealism, realism, experimentalism, existentialism, socialism, and communism along with their key knowledge, values, and beliefs. At the end is a quote by Henry David Thoreau about what it means to be a philosopher.
This document appears to be a nonsensical collection of words and symbols with no clear meaning or message that can be summarized in 3 sentences or less. It does not contain any essential information that could be extracted to create a concise and accurate summary.
System of linear equations and their solutionJoseph Nilo
1. The document presents examples of solving addition and subtraction problems with positive and negative numbers. It also gives examples of finding two numbers whose sum and difference satisfy given values.
2. It defines a system of linear equations as two equations in two variables of the form Ax + By = C and Dx + Ey = F. It explains that an ordered pair (x,y) is a solution if it satisfies both equations.
3. Examples are given of determining if an ordered pair is a solution to a given system of linear equations by substituting the values into each equation and checking if both equations are satisfied. An activity asks students to identify if ordered pairs are solutions to several systems.
This document discusses the concept of betweenness for collinear points on a number line. It provides examples of determining which point is between two other points given distances between points. It also includes practice problems identifying betweenness based on given segment measures between collinear points.
This document contains information from a mathematics class. It discusses expanding binomial expressions using Pascal's triangle, worked examples of finding specific terms in expansions, and an activity for students to practice expansions. It also presents the "monkey donkey paradox" word problem and asks students to find the number of cupcakes eaten on subsequent days if the pattern continues.
The document discusses arithmetic sequences and how to find terms in arithmetic sequences. It defines an arithmetic sequence as a sequence where each term is obtained by adding a constant difference to the preceding term. It provides the formula for finding the nth term in an arithmetic sequence and works through examples of identifying arithmetic sequences and finding specified terms.
The document provides information about finding the coordinates of points, plotting pairs of points, calculating the slope of lines between points, and obtaining the equation of a line using the two-point form. It gives examples of finding the slope and equation of lines passing through various pairs of points. It also includes examples for students to practice finding the equations of lines from given points.
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y = - ½ x +3
y + x = 3
2x + 2y = -12
y = - ½ x – 1
4y + 4x = 12
12. TTeesstt PPrrooppeerr
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ddeeppeennddeenntt,, iinnccoonnssiisstteenntt,, oorr iinnddeeppeennddeenntt..
x = - y + 3
a. x = - y - 5
4x + 3y = 2
3x – 4y = -7 b.
4y + 2x = 5
c. 8y + 4x = 10
d. x = 7
y = 4
IN
C
IND
DE
P
IND
x + 2y = 4
e. 3x + 6y = 12 DE
P
13. AAggrreeeemmeenntt
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iinnccoonnssiisstteenntt,, oorr iinnddeeppeennddeenntt..
3x + y = 7
a. x = 1
8 + 2y = 2x
4y + 2x = 8 b.
3x + y = 9
c. y = 3x + 5 – 6x
d. 3x – 6y = 11
2x – 7y = 13
3x – 4y = -5
e. 9x – 12y = 8