The document provides information and steps to complete a three circle Venn diagram representing survey results from a class of 40 students on their pet preferences of cats, dogs, and birds. It gives some values to place directly on the diagram and other information to help determine missing values. It works through placing the known values and using the additional information to logically determine the remaining unknown values step-by-step to fully complete the Venn diagram.
Statistics involves collecting, describing, and analyzing data. There are two main areas: descriptive statistics which describes sample data, and inferential statistics which draws conclusions about populations from samples. A population is the entire set being studied, while a sample is a subset of the population. Variables are characteristics being measured, and can be either qualitative (categorical) or quantitative (numerical). Data is collected through experiments or surveys using sampling methods to obtain a representative sample from the population. There is usually variability in data that statistics aims to measure and characterize.
This document provides guidance on how to solve problems using Venn diagrams. It explains that Venn diagram problems require carefully reading the question, understanding the standard parts of a Venn diagram, and working step-by-step. It then walks through examples of 2-circle Venn diagram problems, demonstrating how to place the given information on the diagram and determine any missing values. The document emphasizes checking that all numbers add up correctly and discusses different types of relationships between sets, like intersecting, mutually exclusive, and subsets.
This document discusses arithmetic sequences and their properties. It defines an arithmetic sequence as a sequence where the difference between consecutive terms is constant. It provides the formula for the nth term of an arithmetic sequence as an = a1 + (n-1)d, where a1 is the first term, n is the term number, and d is the common difference. It gives examples of finding specific terms and summarizing sequences. It also discusses the arithmetic mean and arithmetic sum formulas.
The document introduces circular permutation as the number of ordered arrangements that can be made of n objects in a circle. It is calculated as (n-1)!. Several examples are provided to illustrate circular permutation for seating people around a table and arranging beads on a bracelet. The document also considers the number of ways 4 married couples can be seated if spouses sit opposite each other [(n-1)!/3!] or if men and women alternate [3! x 4! = 144].
Polynomials are algebraic expressions that are consist of variables and coefficients. We can perform arithmetic operations such as subtraction, addition, multiplication and division. This presentation is all about factoring completely different types of polynomials. There four types of polynomials to factor that would be discuss in this presentation
The document contains multiple choice questions testing various math concepts. The questions cover topics like: properties of angles, algebraic expressions, sets, integers, functions, rates of change, equations, and word problems involving percentages.
This document presents a lesson on solving word problems involving sets. It begins by stating the objectives of the lesson which are to apply set operations to word problems, solve word problems using Venn diagrams, and participate in group activities. It then provides examples of word problems involving sets and demonstrates how to analyze them using Venn diagrams and set operations. The document aims to show students how to solve real-world problems involving sets.
Statistics involves collecting, describing, and analyzing data. There are two main areas: descriptive statistics which describes sample data, and inferential statistics which draws conclusions about populations from samples. A population is the entire set being studied, while a sample is a subset of the population. Variables are characteristics being measured, and can be either qualitative (categorical) or quantitative (numerical). Data is collected through experiments or surveys using sampling methods to obtain a representative sample from the population. There is usually variability in data that statistics aims to measure and characterize.
This document provides guidance on how to solve problems using Venn diagrams. It explains that Venn diagram problems require carefully reading the question, understanding the standard parts of a Venn diagram, and working step-by-step. It then walks through examples of 2-circle Venn diagram problems, demonstrating how to place the given information on the diagram and determine any missing values. The document emphasizes checking that all numbers add up correctly and discusses different types of relationships between sets, like intersecting, mutually exclusive, and subsets.
This document discusses arithmetic sequences and their properties. It defines an arithmetic sequence as a sequence where the difference between consecutive terms is constant. It provides the formula for the nth term of an arithmetic sequence as an = a1 + (n-1)d, where a1 is the first term, n is the term number, and d is the common difference. It gives examples of finding specific terms and summarizing sequences. It also discusses the arithmetic mean and arithmetic sum formulas.
The document introduces circular permutation as the number of ordered arrangements that can be made of n objects in a circle. It is calculated as (n-1)!. Several examples are provided to illustrate circular permutation for seating people around a table and arranging beads on a bracelet. The document also considers the number of ways 4 married couples can be seated if spouses sit opposite each other [(n-1)!/3!] or if men and women alternate [3! x 4! = 144].
Polynomials are algebraic expressions that are consist of variables and coefficients. We can perform arithmetic operations such as subtraction, addition, multiplication and division. This presentation is all about factoring completely different types of polynomials. There four types of polynomials to factor that would be discuss in this presentation
The document contains multiple choice questions testing various math concepts. The questions cover topics like: properties of angles, algebraic expressions, sets, integers, functions, rates of change, equations, and word problems involving percentages.
This document presents a lesson on solving word problems involving sets. It begins by stating the objectives of the lesson which are to apply set operations to word problems, solve word problems using Venn diagrams, and participate in group activities. It then provides examples of word problems involving sets and demonstrates how to analyze them using Venn diagrams and set operations. The document aims to show students how to solve real-world problems involving sets.
Addition and Subtraction of radicals (Dissimilar radicals)brixny05
Dissimilar radicals cannot be added or subtracted directly. They must first be simplified into similar radicals with the same radicand. To simplify radical expressions: 1) Simplify any radicals that are not in simplest form. 2) Only then can like radicals be combined through addition or subtraction. 3) Simplifying ensures the radicands are the same before combining radical terms.
introduction to functions grade 11(General Math)liza magalso
This document contains:
1. An outline for a mathematics course covering functions and their graphs, basic business mathematics, and logic.
2. Lessons on identifying functions from relations, evaluating functions, and representing real-life situations using functions including piecewise functions.
3. Examples of evaluating functions, operations on functions, and determining whether a relation is a function based on its graph or ordered pairs.
4. An activity drilling students on identifying functions versus non-functions.
GENERAL MATHEMATICS Module 1: Review on FunctionsGalina Panela
This document provides an overview of key concepts related to functions, including:
- Definitions of functions and relations.
- Examples of functions represented as ordered pairs, tables, and graphs.
- Evaluating functions by inputting values for variables.
- Determining the domain and range of functions.
- Performing operations on functions like addition, subtraction, multiplication, and composition.
- Identifying whether functions are even, odd, or neither based on their behavior when the variable x is replaced by -x.
Problem solving involving polynomial functionMartinGeraldine
The document provides examples of solving geometry problems involving finding dimensions of objects given certain constraints. The first example involves finding the size of a wood sheet needed to construct a wooden tray given its volume. The second example involves finding the lengths of the legs of a right triangle given its area and the relationship between the legs. Both examples involve setting up equations based on the given information and solving using algebraic steps to find the desired dimensions.
The document contains 10 multiple choice questions about quadratic equations. It assesses the test taker's understanding of key concepts like identifying quadratic equations, graphing quadratic functions, writing quadratic equations in standard form, and solving quadratic equations by extracting square roots. The questions range from easy to difficult levels of difficulty.
This document defines geometric series and provides formulas to calculate the sum of finite and infinite geometric series. It also provides examples of problems involving geometric series, such as calculating sums, determining convergence, and applying geometric series to real-world scenarios like compound interest, population growth, and bouncing balls.
This document contains a mathematics lesson on combinations and permutations. It begins with examples of finding the number of combinations and permutations of letters. It then provides examples of combination word problems involving selecting groups from larger sets, forming committees, handshakes, and selecting exam questions. Applications of combinations in real world scenarios are also discussed, such as lotteries, fruit salads, and polygon formation using points.
Union and intersection of events (math 10)Damone Odrale
The document discusses probability concepts like sample space, number of outcomes of an event, and calculating probability. It provides examples like rolling a die, picking balls from an urn, and drawing cards from a deck. It also covers compound events and calculating probability for multiple outcomes. The examples are meant to illustrate key probability terms and how to set up and solve probability problems.
This document discusses linear functions and how to represent them using equations, graphs, and tables of values. It defines a linear function as one that can be written in the form f(x) = mx + b, where m is the slope and b is the y-intercept. Examples are provided to illustrate determining the slope and y-intercept from an equation and representing a linear function using an equation, table of values, or graph. It is explained that a linear function will produce a straight line on a graph and have constant differences in x- and y-coordinates in its table of values.
The rectangular coordinate system, also known as the Cartesian coordinate system, was developed by the French mathematician René Descartes. It uses two perpendicular number lines, the x-axis and y-axis, that intersect at the origin (0,0) to locate points in a plane. Each point is identified with an ordered pair of numbers known as Cartesian coordinates that represent the distance from the origin on the x-axis and y-axis. The system divides the plane into four quadrants and allows points to be easily plotted and located.
This document discusses geometric sequences and geometric means. It defines a geometric sequence as a sequence where each term after the first is the product of the preceding term and a fixed number called the common ratio. It provides the formula for calculating the nth term and the sum of the first n terms of a geometric sequence. The terms between the first and last term of a geometric sequence are called the geometric means. It includes sample problems demonstrating how to find specific terms, the common ratio, the first term, geometric means, and the sum of terms for various geometric sequences.
LESSON-Effects of changing a,h and k in the Graph of Quadratic FunctionRia Micor
The document discusses transforming quadratic functions into vertex form and describes how changing the values of a, h, and k affects the graph of the function. It then has students work in groups to graph and describe quadratic functions based on given equations in order to understand how the vertex, opening direction, and any shifts in the vertex position are represented algebraically.
The document discusses measures of position for ungrouped data including quartiles, deciles, and percentiles. It specifically describes quartiles, which divide a distribution into four equal parts (Q1, Q2, Q3). The Mendenhall and Sincich method is presented for finding quartile values using a formula based on the number of data points. The method involves arranging data in order and determining the quartile positions. Linear interpolation is described for estimating quartile values that fall between data points. An example applies these methods to calculate quartiles for a set of student test scores.
The document discusses conic sections, which are curves formed by the intersection of a plane and a right circular cone. There are four types of conic sections: circles, ellipses, parabolas, and hyperbolas. Conic sections can be represented by second-degree equations in x and y, and the technique of completing the square is used to determine which equation corresponds to each type of conic section. The document also reviews the distance formula.
This document discusses quadratic equations. It defines a quadratic equation as an equation of degree 2 that can be written in the form ax2 + bx + c = 0, where a, b, and c are real numbers and a ≠ 0. It provides examples of complete and incomplete quadratic equations. It also shows how to identify if an equation is quadratic or not and how to transform equations into standard form (ax2 + bx + c = 0) in order to identify the values of a, b, and c.
This document provides information about Module 5 on quadrilaterals, including:
1) An introduction focusing on identifying quadrilaterals that are parallelograms and determining the conditions for a quadrilateral to be a parallelogram.
2) A module map outlining the key topics to be covered, including parallelograms, rectangles, trapezoids, kites, and solving real-life problems.
3) A pre-assessment to gauge the learner's existing knowledge of quadrilaterals through multiple choice and short answer questions.
The Sum of Two Functions
The Difference of Two functions
The Product of Two Functions
The Quotient of Two Functions
The Product of A constant and a Function
Creately offers many Venn diagram templates which you can use to instantly create your own Venn diagram. 3 set Venn diagrams, 2 set Venn diagrams or even 4 set Venn diagrams we got you covered. If you like a particular template just click on the use as templates button to immediately start modifying it using our online diagramming tools.
1) The document discusses the concept of well-matchedness in Euler diagrams, which refers to diagrams whose syntactic relationships accurately reflect the semantic relationships being represented.
2) It presents four levels of well-matchedness for Euler diagrams: the zone level, minimal region level, curve level, and contour level.
3) A general well-matchedness principle is that a diagram is fully well-matched if it is well-matched at all four of these levels. Well-formed diagrams without shading are always well-matched.
Addition and Subtraction of radicals (Dissimilar radicals)brixny05
Dissimilar radicals cannot be added or subtracted directly. They must first be simplified into similar radicals with the same radicand. To simplify radical expressions: 1) Simplify any radicals that are not in simplest form. 2) Only then can like radicals be combined through addition or subtraction. 3) Simplifying ensures the radicands are the same before combining radical terms.
introduction to functions grade 11(General Math)liza magalso
This document contains:
1. An outline for a mathematics course covering functions and their graphs, basic business mathematics, and logic.
2. Lessons on identifying functions from relations, evaluating functions, and representing real-life situations using functions including piecewise functions.
3. Examples of evaluating functions, operations on functions, and determining whether a relation is a function based on its graph or ordered pairs.
4. An activity drilling students on identifying functions versus non-functions.
GENERAL MATHEMATICS Module 1: Review on FunctionsGalina Panela
This document provides an overview of key concepts related to functions, including:
- Definitions of functions and relations.
- Examples of functions represented as ordered pairs, tables, and graphs.
- Evaluating functions by inputting values for variables.
- Determining the domain and range of functions.
- Performing operations on functions like addition, subtraction, multiplication, and composition.
- Identifying whether functions are even, odd, or neither based on their behavior when the variable x is replaced by -x.
Problem solving involving polynomial functionMartinGeraldine
The document provides examples of solving geometry problems involving finding dimensions of objects given certain constraints. The first example involves finding the size of a wood sheet needed to construct a wooden tray given its volume. The second example involves finding the lengths of the legs of a right triangle given its area and the relationship between the legs. Both examples involve setting up equations based on the given information and solving using algebraic steps to find the desired dimensions.
The document contains 10 multiple choice questions about quadratic equations. It assesses the test taker's understanding of key concepts like identifying quadratic equations, graphing quadratic functions, writing quadratic equations in standard form, and solving quadratic equations by extracting square roots. The questions range from easy to difficult levels of difficulty.
This document defines geometric series and provides formulas to calculate the sum of finite and infinite geometric series. It also provides examples of problems involving geometric series, such as calculating sums, determining convergence, and applying geometric series to real-world scenarios like compound interest, population growth, and bouncing balls.
This document contains a mathematics lesson on combinations and permutations. It begins with examples of finding the number of combinations and permutations of letters. It then provides examples of combination word problems involving selecting groups from larger sets, forming committees, handshakes, and selecting exam questions. Applications of combinations in real world scenarios are also discussed, such as lotteries, fruit salads, and polygon formation using points.
Union and intersection of events (math 10)Damone Odrale
The document discusses probability concepts like sample space, number of outcomes of an event, and calculating probability. It provides examples like rolling a die, picking balls from an urn, and drawing cards from a deck. It also covers compound events and calculating probability for multiple outcomes. The examples are meant to illustrate key probability terms and how to set up and solve probability problems.
This document discusses linear functions and how to represent them using equations, graphs, and tables of values. It defines a linear function as one that can be written in the form f(x) = mx + b, where m is the slope and b is the y-intercept. Examples are provided to illustrate determining the slope and y-intercept from an equation and representing a linear function using an equation, table of values, or graph. It is explained that a linear function will produce a straight line on a graph and have constant differences in x- and y-coordinates in its table of values.
The rectangular coordinate system, also known as the Cartesian coordinate system, was developed by the French mathematician René Descartes. It uses two perpendicular number lines, the x-axis and y-axis, that intersect at the origin (0,0) to locate points in a plane. Each point is identified with an ordered pair of numbers known as Cartesian coordinates that represent the distance from the origin on the x-axis and y-axis. The system divides the plane into four quadrants and allows points to be easily plotted and located.
This document discusses geometric sequences and geometric means. It defines a geometric sequence as a sequence where each term after the first is the product of the preceding term and a fixed number called the common ratio. It provides the formula for calculating the nth term and the sum of the first n terms of a geometric sequence. The terms between the first and last term of a geometric sequence are called the geometric means. It includes sample problems demonstrating how to find specific terms, the common ratio, the first term, geometric means, and the sum of terms for various geometric sequences.
LESSON-Effects of changing a,h and k in the Graph of Quadratic FunctionRia Micor
The document discusses transforming quadratic functions into vertex form and describes how changing the values of a, h, and k affects the graph of the function. It then has students work in groups to graph and describe quadratic functions based on given equations in order to understand how the vertex, opening direction, and any shifts in the vertex position are represented algebraically.
The document discusses measures of position for ungrouped data including quartiles, deciles, and percentiles. It specifically describes quartiles, which divide a distribution into four equal parts (Q1, Q2, Q3). The Mendenhall and Sincich method is presented for finding quartile values using a formula based on the number of data points. The method involves arranging data in order and determining the quartile positions. Linear interpolation is described for estimating quartile values that fall between data points. An example applies these methods to calculate quartiles for a set of student test scores.
The document discusses conic sections, which are curves formed by the intersection of a plane and a right circular cone. There are four types of conic sections: circles, ellipses, parabolas, and hyperbolas. Conic sections can be represented by second-degree equations in x and y, and the technique of completing the square is used to determine which equation corresponds to each type of conic section. The document also reviews the distance formula.
This document discusses quadratic equations. It defines a quadratic equation as an equation of degree 2 that can be written in the form ax2 + bx + c = 0, where a, b, and c are real numbers and a ≠ 0. It provides examples of complete and incomplete quadratic equations. It also shows how to identify if an equation is quadratic or not and how to transform equations into standard form (ax2 + bx + c = 0) in order to identify the values of a, b, and c.
This document provides information about Module 5 on quadrilaterals, including:
1) An introduction focusing on identifying quadrilaterals that are parallelograms and determining the conditions for a quadrilateral to be a parallelogram.
2) A module map outlining the key topics to be covered, including parallelograms, rectangles, trapezoids, kites, and solving real-life problems.
3) A pre-assessment to gauge the learner's existing knowledge of quadrilaterals through multiple choice and short answer questions.
The Sum of Two Functions
The Difference of Two functions
The Product of Two Functions
The Quotient of Two Functions
The Product of A constant and a Function
Creately offers many Venn diagram templates which you can use to instantly create your own Venn diagram. 3 set Venn diagrams, 2 set Venn diagrams or even 4 set Venn diagrams we got you covered. If you like a particular template just click on the use as templates button to immediately start modifying it using our online diagramming tools.
1) The document discusses the concept of well-matchedness in Euler diagrams, which refers to diagrams whose syntactic relationships accurately reflect the semantic relationships being represented.
2) It presents four levels of well-matchedness for Euler diagrams: the zone level, minimal region level, curve level, and contour level.
3) A general well-matchedness principle is that a diagram is fully well-matched if it is well-matched at all four of these levels. Well-formed diagrams without shading are always well-matched.
The document discusses teaching aids banks, which are collections of teaching resources used to teach specific lessons. It introduces the TPACK framework, which shows the types of knowledge teachers need to integrate technology successfully into teaching, including technological knowledge, pedagogical knowledge, and content knowledge. The framework illustrates how these different types of knowledge intersect and relate to one another to help teachers effectively incorporate technology into their instruction.
This document outlines a summer course in linear algebra. It covers topics such as sets and operations on sets, relations and functions, polynomial theorems, and exponential and logarithmic equations. The course will teach students how to solve various types of word problems involving linear equations in two variables. It will also cover matrices, including Gaussian elimination and determinants.
1. The document describes a field study and presentation on preparing instructional materials for specific content areas.
2. It provides steps for developing teaching aids including deciding on a content area, finding relevant learning resources, and organizing materials in a box.
3. Several students then share the materials they found easiest to make, like power point presentations, as well as difficulties encountered like time management and solutions for overcoming them. They provide tips for teachers in preparing materials.
This document describes Sarah Jane Cabilino's field study experience creating teaching materials for a lesson on telling time. It provides instructions for her tasks, criteria for evaluation, and sections for her to analyze and reflect on her work. She surveyed available materials, created visual aids and a PowerPoint presentation, and organized her work into a portfolio. She encountered some difficulties deciding on design elements but overcame them through group cooperation. Her tips for teachers include considering topics, learners, availability, and developing resourcefulness when preparing materials.
This document provides information about Learning Episode 4 which focuses on using the TPACK framework to choose appropriate teaching resources for a particular unit. It discusses the intended learning outcomes of applying technological, pedagogical, and content knowledge. The document then explains the TPACK framework and its three main components: technological knowledge, pedagogical knowledge, and content knowledge. It also provides details about the student's plan to complete tasks for the episode, including choosing a topic, finding relevant resources, and developing additional teaching aids. The student reflects on applying their various knowledge areas and how to further enhance their TPACK skills in the future.
The document discusses different types of teaching aids that can be used in the classroom, including their definitions and uses. It covers audio, visual, and audio-visual aids such as flashcards, charts, models, graphs, and interactive whiteboards. The benefits of teaching aids include helping students learn and retain information through visual and hands-on methods. Challenges include selecting the appropriate aid based on the learning objective and ensuring it is used effectively.
1) The document discusses how exponential growth and decay occur in many natural and technological systems.
2) It provides examples of exponential growth such as population growth, fuel consumption, and spread of information through social networks.
3) Exponential decay is also covered through examples like the decrease of radiation over time and reduction of sound and light intensity with distance.
This document provides rules and explanations for operations involving exponents. It discusses:
1) The rule for adding or subtracting exponents with the same base, such as am + n = amxn or am ÷ an = am-n.
2) Exceptions when the bases are different, such as 23 x m4 ≠ 2m7.
3) The power of a power rule, such as (n2)4 = n8, which only works for a single positive base in brackets.
4) How to expand products and quotients with the same exponents, such as (2a)2 = 4a2, and simplify fractions with different bases but the same exponents.
The document provides steps for solving equations with fractions that involve the same variable on both sides. It explains that these types of equations cannot be solved using traditional back-tracking methods. The extra steps include: 1) cross multiplying using brackets to remove fractions, 2) identifying the smaller letter term on both sides, and 3) applying the opposite operation to this term on both sides before simplifying and solving as normal. It then works through examples demonstrating these steps, such as solving the equation n-3=n+6/2/3.
This document provides steps for solving equations with variables on both sides:
1. Expand any brackets first.
2. Identify the smaller term with the variable.
3. Apply the opposite operation (+ or -) to that term on both sides.
4. Simplify and solve the resulting equation normally using techniques like onion skins or backtracking.
Worked examples demonstrate subtracting and adding the smaller variable term to move it to one side.
- The gradient or slope represents how steep a slope is, with uphill slopes being positive and downhill slopes being negative.
- The gradient is measured by the rise over the run, where rise is the vertical change in distance and run is the horizontal change in distance between two points.
- To find the gradient between two points, you create a right triangle between the points and calculate the rise as the vertical leg and the run as the horizontal leg, then plug those values into the formula: Gradient = Rise/Run.
The document discusses finding the midpoint between two points on a coordinate grid. It provides examples of using the midpoint formula, which is (x1 + x2)/2 for the x-coordinate and (y1 + y2)/2 for the y-coordinate, where (x1, y1) are the coordinates of the first point and (x2, y2) are the coordinates of the second point. It also presents an alternative method of adding the x- and y-coordinates of the two points separately and dividing each sum by two.
This document discusses linear relationships and rules for determining the relationship between x and y values in a table. There are three main types of linear rules: 1) simple addition or subtraction, 2) simple multiplication or division, and 3) combination rules using y=mx+c. To determine the rule, you first check if it follows addition/subtraction by looking for a consistent difference between y-x values. If not, you check for multiplication/division by looking at y/x values. If neither, it uses a combination rule where you calculate the slope m from the change in y over change in x, use a point to find the y-intercept c, then write the rule as y=mx+c. Examples
The document describes how to create a back-to-back stem and leaf plot to compare the battery life data from two phone brands. It shows the raw battery life data for each brand in hours. Then it draws individual stem and leaf plots for each brand's data. Finally, it combines the two plots by reversing one and placing them side by side to allow direct comparison of the battery life distributions between the two brands.
The document discusses different types of distributions in graphs of test score data:
- Positive skew occurs when a small number of high scores stretch the graph out to the right, with the mean higher than the median and mode.
- Negative skew is the opposite, with a small number of low scores stretching the graph left and the mean lower than the median and mode.
- A symmetrical distribution has scores evenly distributed on both sides of the median, with the mean, median and mode close together.
A coffee shop conducted a two-day survey to determine the average number of cappuccinos made per hour. A histogram showed the frequency of cappuccinos made within various hourly intervals. To calculate the average, interval midpoints were determined and multiplied by the frequencies. The total of these products was divided by the total frequency, determining that the average number of cappuccinos made per hour was 10.
After take-off, planes ascend at an angle to reach their cruising altitude. This angle of elevation is related to the opposite and adjacent sides of a right triangle through the tangent ratio, which is the opposite side divided by the adjacent side. For any right triangle with the same angle, the tangent ratio of opposite over adjacent will be the same value. Solving tangent triangle problems involves labeling sides, determining what is unknown (opposite, adjacent, or angle), and using the appropriate tangent formula along with a calculator set to degrees mode.
The document discusses the relationship between trigonometric functions like sine and cosine waves and sound waves. It explains that distorted heavy metal guitar sounds occur when smooth sine and cosine waves are transformed into square, sawtooth, or triangle waves. It then provides instructions and examples for using cosine functions to solve right triangle problems, including determining unknown side lengths or angles using special calculator buttons.
When a plane descends for landing, its flight path forms a right triangle with its speed and angle determining the hypotenuse. There are four formulas for working with sine triangles: opposite side equals hypotenuse multiplied by sine of the angle; angle equals inverse sine of opposite over hypotenuse; hypotenuse equals opposite divided by sine of the angle; and calculators use the sine and inverse sine buttons set to degrees mode. Solving sine triangle problems involves labeling sides, identifying the unknown, and applying the appropriate formula while substituting values and rounding answers.
This document discusses the mathematics behind similar triangles and their use in calculating unknown heights or lengths. It provides examples of using scale factors to determine the height of tall objects from shadow lengths. Similar triangles are used when two triangles share the same angle measures or their angles are vertical angles. The scale factor is set up as a ratio of corresponding sides between the two triangles. Cross multiplying the scale factor equation allows the calculation of unknown sides or heights.
The document discusses similar triangles and scale factors. It provides examples of similar triangles in nature, art, architecture, and mathematics. It explains the different rules to determine if triangles are similar: AAA (angle-angle-angle), PPP (proportional property), PAP (proportional angles property), and RHS (right-hypotenuse-side). Examples are given applying these rules to prove triangles are similar and calculate missing side lengths or scale factors.
This document provides an overview of congruent triangles and the different rules that can be used to prove triangles are congruent. It defines congruent triangles as triangles that have the same size and shape. It then presents four main rules for proving triangles are congruent: 1) three sides are equal (SSS rule), 2) two sides and the included angle are equal (SAS rule), 3) two angles and a non-included side are equal (AAS rule), and 4) a right angle, hypotenuse, and one other side are equal (RHS rule). The document explains each rule and provides examples of how to apply them to identify matching elements and prove triangles congruent.
This document discusses finding the common factor of algebraic expressions. It explains that to find the common factor, one must break down all numbers within the expressions into their prime number factors. The common factors that are present in both expressions are then written outside of parentheses, while the remaining terms are written inside. Several examples are provided of factorizing expressions using this process of identifying common prime factors. The "highest common factor" refers to the largest common factor present outside of the parentheses.
Expanding binomial expressions is an important mathematical skill used in graphing parabolic shapes like the Sydney Harbour Bridge. There are two methods for expanding binomial expressions: using the order of operations (BODMAS/PEMDAS) or using the binomial expansion/FOIL method. Examples show how to apply the distribution property to expand binomial expressions with two, three, or four terms in the result. Expanding binomials is a fundamental skill needed for more advanced mathematics.
The document discusses the "onion skin" method for transposing (rearranging) algebra formula equations. It explains that with this method, you draw concentric "skins" or circles around the equation, starting with the variable you want to isolate. You then work inward by applying the opposite operations to each term or part of the equation until the desired variable is alone on one side. It provides examples of using this method to transpose different types of equations, including ones with fractions, exponents, multiple variables, and square roots.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
2. Three Circle Venn Diagrams can take quite a bit of working out.
The steps to follow are generally these:
Get the Information from the Question that can go straight onto the
Venn Diagram and place it there.
Work through the remaining information, a bit at a time, to work out
each of the missing values.
Work from the centre of the diagram outwards when finding these
unknown values.
Check that all the numbers on the final diagram add up to the
E = everything grand total.
We will start by reading a completed three circle diagram.
3. Dance 20
14 5 Rock
8
2 16
5
RAP
Free ClipArt Images were obtained from Google Images
4. Question 1 – Total People
Dance 20
What is the Total
Number of People
represented in this
Diagram ?
14 5 ANSWER: Add up
all the numbers on
8 the diagram and
the total is 70 .
2 16
5
RAP
5. Question 2– Rock People
Danc
What is the Total
Number of People 20
e
who like Rock
music ?
ANSWER: Add up 14 5 Rock
all the numbers in
the Rock Circle, 8
and the total is 31 .
2 16
5
RAP
6. Question 3 – Probability
Dance 20
If one person is
chosen at random,
what are the odds
of picking a person
who likes Rock ?
14 5
ANSWER: 31 out
8 of 70 people liked
Rock, so odds are:
2 16 Pr(Rock) = 31 / 70
5 or 31 out of 70.
RAP
Rock
7. Question 4 – All Types
How many of the
People like all 20
Dance
three types of
music : Dance,
Rock, and Rap ?
14 5
ANSWER: 8 people
as shown in the 8
diagram’s centre,
where all three 2 16
circles overlap. 5
RAP
Rock
8. Question 5 – Probability
If a person is
chosen randomly,
Dance what are the odds
that they like all
three types of
20 music ?
ANSWER: 8 people
out of the total 70
14 5 liked all three, so
odds are 8 / 70.
8
2 16
5
RAP
Rock
9. A Class of 40 students completed a survey on what pets they like.
The choices were: Cats, Dogs, and Birds.
Everyone liked at least one pet.
10 students liked Cats and Birds but not dogs
6 students liked Cats and Dogs but not birds
2 students liked Dogs and Birds but not Cats
2 students liked all three pets
10 students liked Cats only
9 students liked Dogs only
1 student liked Birds only
Represent these results using a three circle Venn Diagram.
The type of Venn Diagram we need to use is shown on the next slide.
10. = everything
Birds
Cats
Cats Only & Birds Birds Only
Not Dogs
Cats
Birds
Dogs
Cats Cats & Dogs
Not Birds
Birds & Dogs
Not Cats
Dogs Only
Dogs
11. This three circle word problem is an easy one.
All of the number values for each section of the diagram
have been given to us in the question.
All we need to do is carefully put the number values onto
the Diagram.
We also need to check that all of the numbers add up to
the total of 40 students when we are finished.
The completed Venn Diagram is shown on the next slide.
14. This is a harder version of Problem One, where we are given less
information in the question text. This means that we will need to do
some working out steps to get to the final completed diagram.
“A Class of 40 students completed a survey on what pets they like.
The choices were: Cats, Dogs, and Birds.
Everyone liked at least one pet.
10 students liked Cats and Birds but not Dogs
2 students liked Dogs and Birds but not Cats
12 students liked Cats and Birds
8 students liked Cats and Dogs
All together, 28 students liked Cats, 19 students liked Dogs, and
15 students liked Birds.
Represent these results using a three circle Venn Diagram.”
The type of Venn Diagram we need is shown on the next slide.
15. = everything
Birds
Cats
Cats Only & Birds Birds Only
Not Dogs
Cats
Birds
Dogs
Cats Cats & Dogs
Not Birds
Birds & Dogs
Not Cats
Dogs Only
Dogs
16. Let’s look carefully at the information we have been given
“A Class of 40 students” - This is the E = everything total and can go on diagram now
“Everyone liked at least one pet” – There is nobody outside the circles
“10 students liked Cats and Birds but not Dogs” – This can go on the diagram now
“12 students liked Cats and Birds” – This can help us work out values later
“ 8 students liked Cats and Dogs” – This can help us work out values later
2 students liked Dogs and Birds but not Cats - This can go on the diagram now
All together, 28 students liked Cats, 19 students liked Dogs, and 15 liked Birds.
- These three values are the Totals of each of the circles on our diagram.
We will use these later to help work out the number values for:
“Cats Only”, “Dogs Only” and “Birds Only”
The next slide shows our Venn Diagram so far.
17. = 40 students
Birds
Cats Only 10 Birds Only Total
Cats
15
Birds
Dogs
Cats Cats & Dogs
Not Birds
2
Total
28 Dogs Only
Dogs Total 19
18. Let’s now work on this piece of information:
“ 12 students liked Cats and Birds”
This tells us that :
the Cats and Birds Not Dogs part of the diagram
+
the Cats and Birds and Dogs part in the centre
=
A total of 12 items.
( We only care that the students liked Cats and Birds,
and we do not care whether or not they liked Dogs. )
The next slide highlights these areas on our Venn Diagram .
19. = 40 students
Birds
Cats Only 10 LIKES CATS AND BIRDS
Cats Question says - In total
there are 12 people
Birds who like Cats and Birds.
Dogs
Cats 2 This means that the
number of people who
like “Cats and Birds and
Dogs” in the very centre
of our diagram works
out as the value of “2”.
Dogs Only
Dogs
20. = 40 students
Birds
Cats Only 10 Birds Only
2
Cats Cats & Dogs
Not Birds
2
Dogs Only
Dogs
21. = 40 students
Birds
WORKING OUT BIRDS ONLY
Cats Only 10 Birds Only
Total
We know the Total of
the Birds Circle is 15.
= ? 15
This means that 2
Cats
10 + 2 + 2 + ? = 15
2
For this to be true
“Birds Only” needs
to equal 1.
Dogs Only
Dogs
22. = 40 students
Birds
Cats Only 10 Total
1
15
2
Cats Cats & Dogs
Not Birds
2
Dogs Only
Dogs
23. Let’s now work on this piece of information:
“ 8 students liked Cats and Dogs”
This tells us that :
the Cats and Dogs Not Birds part of the diagram
+
the Cats and Dogs and Birds part in the centre
=
A total of 8 items.
( We only care that the students liked Cats and Dogs,
and we do not care whether or not they liked Birds. )
The next slide highlights these areas on our Venn Diagram .
24. = 40 students
Birds
Cats Only 10 1 LIKES CATS AND DOGS
Question says - In total
2 there are 8 people who
like Cats and Dogs.
Cats Cats & Dogs
Not Birds 2 This means that People
who like “Cats and Dogs
and Not Birds” needs to
equal 6.
2 + 6 = 8 Total for the
Dogs Only yellow Cats and Dogs area.
Dogs
25. = 40 students
Birds
Cats Only 10 1
2
Cats 6 2
Dogs Only
Dogs
26. = 40 students
Birds
Cats Only
=?
10 WORKING OUT CATS ONLY
1
We know the Total of
the Cats Circle is 28.
2 This means that
Cats 6 2
10 + 2 + 6 + ? = 28
For this to be true
Total “Cats Only” needs
to equal 10.
28 Dogs Only
Dogs
27. = 40 students
Birds
10 10 1
2
Cats 6 2
Dogs Only
Dogs
28. = 40 students
Birds
WORKING OUT DOGS ONLY
10 10 1
We know the Total of
the Dogs Circle is 19.
This means that 2
Cats
6 + 2 + 2 + ? = 19
6 2
For this to be true
“Dogs Only” needs
to equal 9.
Dogs Only
=?
Dogs Total 19
31. Three Circle Venn Diagrams can take quite a bit of working out.
The steps to follow are generally these:
Get the Information from the Question that can go straight onto the
Venn Diagram and place it there.
Work through the remaining information, a bit at a time, to work out
each of the missing values.
Often we work from the centre of the diagram outwards, when finding
these unknown values.
Check that all the numbers on the final diagram add up to the
E = everything grand total.