Systematic
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The document discusses working systematically to solve problems by considering all possibilities. Students were tasked with finding all possible scoring combinations when rolling 4 counters that could land in a cup, hoop, or outside for various point values. The students listed out all 15 combinations systematically to solve the problem. They are asking for feedback on how they could improve their systematic approach and what additional combinations would exist if using 5 counters instead of 4.
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Solution 4
The document summarizes the step-by-step working of a math problem to determine the value of theta given a trigonometric equation. It rearranges the equation, uses trigonometric identities like the Pythagorean identity, isolates the sine term, and determines that theta equals 90 degrees or pi/2 radians based on the unit circle. It then provides the general form of all solutions for theta in both degrees and radians.
Writing equations and solving word problems
The document discusses writing equations to represent word problems. It provides tips for solving word problems such as highlighting important information, drawing pictures, showing all work, and making sure the answer makes sense. Examples of word problems are provided such as Mary saving money each week to buy a printer, Sam earning money at his part-time job, and a babysitter charging for transportation and hourly rates.
To Be Numerate
This document provides information about numeracy and how mathematics is taught in New Zealand schools. It outlines the New Zealand Numeracy Framework which tracks students' development through different numeracy stages based on their knowledge and strategies. It encourages developing multiple flexible thinking strategies and automatic recall of basic facts. Suggestions are given for parents to support their child's knowledge building in areas like counting, numbers, grouping, addition and times tables through everyday activities.
Ece141day8class
This document provides an overview of assignments and activities for a math and science course for young children. It includes details on assignments due for different classes, as well as descriptions of in-class activities focused on fractions, numbers and place value, geometry, and more. Students are asked to create an original activity integrating math and science concepts for children and present it to the class.
Solution 4
This document provides step-by-step working through solving the equation cos^2θ = sin^2θ to determine the value of theta. It starts by rearranging and factoring the equation, then applying the Pythagorean identity to obtain sin^2θ = 1. Taking the reciprocal of both sides and manipulating further isolates sinθ, revealing that sinθ = 1 and thus θ = 90 degrees or π/2 radians. The summary concludes by noting the general solutions for θ in degrees and radians where sinθ = 1.
problem solving of mathematics
The document introduces the concepts of problem solving in mathematics learning. It states that problem solving skills are more important than just acquiring knowledge, as problem solving is required in daily life. It defines a problem as an obstacle between the current state and the desired goal, classifying problems as routine or non-routine. Problem solving is described as the process of overcoming obstacles through critical thinking and strategies to find a solution. A commonly used 4-step model for problem solving proposed by George Polya is introduced, involving understanding the problem, devising a strategy, carrying out the strategy, and checking the result. Sample problems and their solutions using this model are provided.
Math Strategy
The document provides strategies for the ACT math section. It discusses pacing yourself to focus on easier questions first if running short on time. It also recommends classifying each question to determine the best approach, such as using a calculator, working backwards from answers, drawing a picture, or substituting numbers. Word problems should be solved by identifying what is given, what is asked for, and what math is required. Finally, the document advises doing a "reality check" by evaluating whether answer choices seem reasonable before selecting your answer.
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Cosa hanno in comune un mattoncino Lego e la backdoor XZ?
ABSTRACT: A prima vista, un mattoncino Lego e la backdoor XZ potrebbero avere in comune il fatto di essere entrambi blocchi di costruzione, o dipendenze di progetti creativi e software. La realtà è che un mattoncino Lego e il caso della backdoor XZ hanno molto di più di tutto ciò in comune.
Partecipate alla presentazione per immergervi in una storia di interoperabilità, standard e formati aperti, per poi discutere del ruolo importante che i contributori hanno in una comunità open source sostenibile.
BIO: Sostenitrice del software libero e dei formati standard e aperti. È stata un membro attivo dei progetti Fedora e openSUSE e ha co-fondato l'Associazione LibreItalia dove è stata coinvolta in diversi eventi, migrazioni e formazione relativi a LibreOffice. In precedenza ha lavorato a migrazioni e corsi di formazione su LibreOffice per diverse amministrazioni pubbliche e privati. Da gennaio 2020 lavora in SUSE come Software Release Engineer per Uyuni e SUSE Manager e quando non segue la sua passione per i computer e per Geeko coltiva la sua curiosità per l'astronomia (da cui deriva il suo nickname deneb_alpha).
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
ここ3000字までしか入らないけどタイトルの方がたくさん文字入ると思います。
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
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Systematic
- 1. Can you work Systematically?
- 8. This is how Ahmad and Maliha got on (it got a bit rubbed out on the carpet!