This document contains a mathematics lesson plan for Year 5 students. It includes two learning objectives - one focused on whole numbers and fractions, and the other on interpreting data in bar charts and line graphs. The lesson consists of exercises to order numbers, identify equivalent fractions, collect and analyze data from dice rolling experiments, and plot temperature and light intensity measurements on line graphs. Students are asked questions throughout to check their understanding of key concepts.
What is four times three? 12 you might say, but no longer! In a new type of math— intersection math—
we will see that four times three is 18, two times two is 1, and that two times five is 10 (Hang on! That’s
not new!) Let’s spend some time together exploring this new math and answering the question: What is
1001 times 492?
From Square Numbers to Square Roots (Lesson 2) jacob_lingley
Students will use their understanding of square numbers to evaluate square roots. Remember, square roots, quite literally mean going from square numbers, back to the root - the number which you multiplied in the first place to get the square number. Example: The square root of 49 is 7.
What is four times three? 12 you might say, but no longer! In a new type of math— intersection math—
we will see that four times three is 18, two times two is 1, and that two times five is 10 (Hang on! That’s
not new!) Let’s spend some time together exploring this new math and answering the question: What is
1001 times 492?
From Square Numbers to Square Roots (Lesson 2) jacob_lingley
Students will use their understanding of square numbers to evaluate square roots. Remember, square roots, quite literally mean going from square numbers, back to the root - the number which you multiplied in the first place to get the square number. Example: The square root of 49 is 7.
Page 1 of 7 Pre‐calculus 12 Final Assignment (22 mark.docxbunyansaturnina
Page 1 of 7
Pre‐calculus 12
Final Assignment (22 marks)
Each question is worth 1 mark. You must show all your work to obtain full marks.
Marks will be deducted for no work shown.
1. What happens to the graph of 1 if the equation is changed to 1?
2. The graph of y = √ undergoes the transformation (x, y) ( 3,2 5)x y . What is the resulting
equation?
3. Determine the equation of the polynomial in factored form of the least degree that is symmetric
to the y‐axis, touches but does not go through the x‐axis at (3, 0), and has P(0) = 27
4. Determine the measure of all angles that satisfy the following conditions. Give exact answers.
csc =2 in the domain 2 2
Page 2 of 7
5. Solve: 3 cos ² 8 cos 4 0, over all real numbers
6. Use factoring to help to prove each identity for all permissible values of x. Must state
restrictions over all real numbers.
2sin sin tan
cos sin cos
x x x
x x x
Page 3 of 7
7. In a population of moths, 78 moths increase to 1000 moths in 40 weeks. What is the
doubling time for this population of moths?
8. Solve the following equation: log 3 log 5 2
9. Solve for x algebraically: 5 2 3 . State your answer to the nearest hundredth.
10. A radioactive substance has a half‐life of 92 hours. If 48g were present initially, how long will it
take for the substance to decay to 3g? Show algebraically.
Page 4 of 7
11. Given the following two functions √ 1 and 1, evaluate
3 .
12. A sample of 5 people is selected from 3 smokers and 12non‐smokers. In how many ways can
the 5 people be selected?
13. Given the functions 7 and √ , determine an explicit equation for
, then state its domain.
14. Determine the 4th term of 3 2 .
15. Solve by algebra √13 1 0
Page 5 of 7
16. Determine the domain, range, and intercepts of 2√4 2 3. Graph the function.
17. For the graph of , determine an non‐permissible values of , write the coordinates of
any hole and write the equation of any vertical asymptote.
Page 6 of 7
18. Sketch the graph of 3 4 5. State the domain, range, and equation of the
horizontal asymptote.
19. Suppose you play a game of cards in which only 5 cards are dealt from a standard 52 deck. How
many ways are there to obtain at least 3 cards of the same suit? An example of a hand that
contains at least 3 cards of the same suit is 4 hearts and 1 club.
20. Given , determine , the inverse of .
Page 7 of 7
21. Consider the digits 0, 2, 4, 5, 6, 8. How many 3‐digit even numbers less than 700 can be
formed if repetition of digits is not allowed? Note: the first digit cannot be zero.
22. If and 2 3, determine the value of 1 .
Lesson 3.4
Introduction
Course Objectives
This lesson will address the following course outcomes:
· 20. .
Presentation Math Workshop#May 25th New Help our teachers understa...guest80c0981
This is presented by a Math teacher,in Army Burn Hall College For Girls ,Abbottabad.
The target group was the teachers of school section. There were certain activities also performed an demonstrated in order to introduce new teaching methodologies and to prepare our teachers to meet the need of the day.
Umber
Elevating Tactical DDD Patterns Through Object CalisthenicsDorra BARTAGUIZ
After immersing yourself in the blue book and its red counterpart, attending DDD-focused conferences, and applying tactical patterns, you're left with a crucial question: How do I ensure my design is effective? Tactical patterns within Domain-Driven Design (DDD) serve as guiding principles for creating clear and manageable domain models. However, achieving success with these patterns requires additional guidance. Interestingly, we've observed that a set of constraints initially designed for training purposes remarkably aligns with effective pattern implementation, offering a more ‘mechanical’ approach. Let's explore together how Object Calisthenics can elevate the design of your tactical DDD patterns, offering concrete help for those venturing into DDD for the first time!
LF Energy Webinar: Electrical Grid Modelling and Simulation Through PowSyBl -...DanBrown980551
Do you want to learn how to model and simulate an electrical network from scratch in under an hour?
Then welcome to this PowSyBl workshop, hosted by Rte, the French Transmission System Operator (TSO)!
During the webinar, you will discover the PowSyBl ecosystem as well as handle and study an electrical network through an interactive Python notebook.
PowSyBl is an open source project hosted by LF Energy, which offers a comprehensive set of features for electrical grid modelling and simulation. Among other advanced features, PowSyBl provides:
- A fully editable and extendable library for grid component modelling;
- Visualization tools to display your network;
- Grid simulation tools, such as power flows, security analyses (with or without remedial actions) and sensitivity analyses;
The framework is mostly written in Java, with a Python binding so that Python developers can access PowSyBl functionalities as well.
What you will learn during the webinar:
- For beginners: discover PowSyBl's functionalities through a quick general presentation and the notebook, without needing any expert coding skills;
- For advanced developers: master the skills to efficiently apply PowSyBl functionalities to your real-world scenarios.
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In this insightful webinar, Inflectra explores how artificial intelligence (AI) is transforming software development and testing. Discover how AI-powered tools are revolutionizing every stage of the software development lifecycle (SDLC), from design and prototyping to testing, deployment, and monitoring.
Learn about:
• The Future of Testing: How AI is shifting testing towards verification, analysis, and higher-level skills, while reducing repetitive tasks.
• Test Automation: How AI-powered test case generation, optimization, and self-healing tests are making testing more efficient and effective.
• Visual Testing: Explore the emerging capabilities of AI in visual testing and how it's set to revolutionize UI verification.
• Inflectra's AI Solutions: See demonstrations of Inflectra's cutting-edge AI tools like the ChatGPT plugin and Azure Open AI platform, designed to streamline your testing process.
Whether you're a developer, tester, or QA professional, this webinar will give you valuable insights into how AI is shaping the future of software delivery.
UiPath Test Automation using UiPath Test Suite series, part 3DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 3. In this session, we will cover desktop automation along with UI automation.
Topics covered:
UI automation Introduction,
UI automation Sample
Desktop automation flow
Pradeep Chinnala, Senior Consultant Automation Developer @WonderBotz and UiPath MVP
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
Transcript: Selling digital books in 2024: Insights from industry leaders - T...BookNet Canada
The publishing industry has been selling digital audiobooks and ebooks for over a decade and has found its groove. What’s changed? What has stayed the same? Where do we go from here? Join a group of leading sales peers from across the industry for a conversation about the lessons learned since the popularization of digital books, best practices, digital book supply chain management, and more.
Link to video recording: https://bnctechforum.ca/sessions/selling-digital-books-in-2024-insights-from-industry-leaders/
Presented by BookNet Canada on May 28, 2024, with support from the Department of Canadian Heritage.
GDG Cloud Southlake #33: Boule & Rebala: Effective AppSec in SDLC using Deplo...James Anderson
Effective Application Security in Software Delivery lifecycle using Deployment Firewall and DBOM
The modern software delivery process (or the CI/CD process) includes many tools, distributed teams, open-source code, and cloud platforms. Constant focus on speed to release software to market, along with the traditional slow and manual security checks has caused gaps in continuous security as an important piece in the software supply chain. Today organizations feel more susceptible to external and internal cyber threats due to the vast attack surface in their applications supply chain and the lack of end-to-end governance and risk management.
The software team must secure its software delivery process to avoid vulnerability and security breaches. This needs to be achieved with existing tool chains and without extensive rework of the delivery processes. This talk will present strategies and techniques for providing visibility into the true risk of the existing vulnerabilities, preventing the introduction of security issues in the software, resolving vulnerabilities in production environments quickly, and capturing the deployment bill of materials (DBOM).
Speakers:
Bob Boule
Robert Boule is a technology enthusiast with PASSION for technology and making things work along with a knack for helping others understand how things work. He comes with around 20 years of solution engineering experience in application security, software continuous delivery, and SaaS platforms. He is known for his dynamic presentations in CI/CD and application security integrated in software delivery lifecycle.
Gopinath Rebala
Gopinath Rebala is the CTO of OpsMx, where he has overall responsibility for the machine learning and data processing architectures for Secure Software Delivery. Gopi also has a strong connection with our customers, leading design and architecture for strategic implementations. Gopi is a frequent speaker and well-known leader in continuous delivery and integrating security into software delivery.
JMeter webinar - integration with InfluxDB and GrafanaRTTS
Watch this recorded webinar about real-time monitoring of application performance. See how to integrate Apache JMeter, the open-source leader in performance testing, with InfluxDB, the open-source time-series database, and Grafana, the open-source analytics and visualization application.
In this webinar, we will review the benefits of leveraging InfluxDB and Grafana when executing load tests and demonstrate how these tools are used to visualize performance metrics.
Length: 30 minutes
Session Overview
-------------------------------------------
During this webinar, we will cover the following topics while demonstrating the integrations of JMeter, InfluxDB and Grafana:
- What out-of-the-box solutions are available for real-time monitoring JMeter tests?
- What are the benefits of integrating InfluxDB and Grafana into the load testing stack?
- Which features are provided by Grafana?
- Demonstration of InfluxDB and Grafana using a practice web application
To view the webinar recording, go to:
https://www.rttsweb.com/jmeter-integration-webinar
Smart TV Buyer Insights Survey 2024 by 91mobiles.pdf91mobiles
91mobiles recently conducted a Smart TV Buyer Insights Survey in which we asked over 3,000 respondents about the TV they own, aspects they look at on a new TV, and their TV buying preferences.
UiPath Test Automation using UiPath Test Suite series, part 4DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 4. In this session, we will cover Test Manager overview along with SAP heatmap.
The UiPath Test Manager overview with SAP heatmap webinar offers a concise yet comprehensive exploration of the role of a Test Manager within SAP environments, coupled with the utilization of heatmaps for effective testing strategies.
Participants will gain insights into the responsibilities, challenges, and best practices associated with test management in SAP projects. Additionally, the webinar delves into the significance of heatmaps as a visual aid for identifying testing priorities, areas of risk, and resource allocation within SAP landscapes. Through this session, attendees can expect to enhance their understanding of test management principles while learning practical approaches to optimize testing processes in SAP environments using heatmap visualization techniques
What will you get from this session?
1. Insights into SAP testing best practices
2. Heatmap utilization for testing
3. Optimization of testing processes
4. Demo
Topics covered:
Execution from the test manager
Orchestrator execution result
Defect reporting
SAP heatmap example with demo
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
2. L.O.1
To be able to read and write whole
numbers and know what each digit
represents.
3. 347 256
In your book write the value of
each digit as it is pointed to.
4. 347 256Use the last answer you made to start each calculation and
write the new answer in your book each time.
1. Add 40 000 to 347 256.
2. Add 300
3. Subtract 100 000
4. Add 6000
5. Subtract 4
6. Subtract 50 000
7. Add 700
8. Add 20
5. L.O.2
To be able to solve a problem by
representing and interpreting data in tally
charts and bar charts.
6. Q. Which number is most likely to turn up
when a normal 1 – 6 die is rolled?
I will roll this die until I reach 20 or more and
you will need to keep a record in your books
of the running total.
Before I begin you will need to predict and
we will record how many times you think I
will need to roll the die to reach my total.
7. Now we’ll try again.
First we will record your predictions.
And again!
8. Q. Is it possible to predict the number of rolls
needed to get a total of 20 or more?
Q. Suppose I put a number 3 on each face,
could we predict how many rolls we would
need to get a total of 20 or more?
Q. How accurate would our prediction be?
Why?
9. This time the target is 24 or more and there will
be a normal 1 – 6 die.
Q. What could be the greatest number of rolls
needed to score 24 or more? What could
the fewest number of rolls be?
Work with a partner and conduct this experiment
10 times. Each time record the number of rolls
you needed to reach 24 or more.
10. Q. Did anyone get a 24 in exactly 24 rolls or in
exactly 4 rolls?
I want to collect the class results and
put them on a chart.
Q. How can we collect and display the class’
results?
Would a tally chart or a bar chart be useful?
11. Work with the people on your table to
collect all your experiment results
using tallies and counting the
different numbers of
rolls taken.
12. In order to collect the class’ results we are
going to write the results from each group
in the middle column of OHT 8.1.then
work
out the totals.
14. REMEMBER…
The total in the final column is called the
Frequency
of the number of rolls taken.
15. Q. Which number of rolls was the most
frequent? Which was the least?
Answer these:
1. Which frequencies occurred more than ¼ the time?
2. Which occurred less than 1/3 the time?
3. Which occurred exactly half the time?
4. Which occurred twice as much as any others?
16. OHT 8.1 can be turned round so the totals
can be shown as a
BAR CHART
with the horizontal axis showing the
NUMBER OF ROLLS
and the vertical axis showing the
FREQUENCIES
.
18. Q. If we are to draw this bar chart what scale
do we need on the vertical axis?
When the scale has been decided you may
each draw the bar chart on your squared paper.
19. By the end of the lesson the children
should be able to:
Test a hypothesis from a simple
experiment;
Discuss a bar chart showing the
frequency of the event;
Discuss questions such as “Which
number was rolled most often?”
21. L.O.1
To be able to order a set of positive and
negative integers
22. Place the numbers in their correct position on
the number line. – Volunteers!
-10 18 - 4 - 16
4 - 11 17 - 9
9 -14 2 15
-20 200
23. Write the numbers in order in your book
starting with the lowest.
- 10 18 - 4 - 16
4 - 11 17 - 9
9 - 14 2 15
24. Now try these - starting with the lowest.
- 16 11 - 6 - 17
14 - 8 17 - 10
7 - 19 1 -15
25. Prisms and spheres only.
Order these starting with the highest:
23 -19 18 -7
-5 -22 -11 29 -4
-13 6 25 -28 34
-17 -30 16 27 -1
26. L.O.2
To be able to solve a problem by representing
and interpreting data in bar line charts where
intermediate points have no meaning, including
those generated by a computer.
27. Yesterday we rolled dice to make 24 or more.
Rolling 24 1’s to make 24 was
VERY UNLIKELY.
Which numbers of rolls of the dice appear to be
MOST LIKELY …. LEAST LIKELY ?
28. We are going to do some more
experiments using dice.
What is happening in this sequence of
numbers?
2, 3, 5 (3)
What is happening now?
2, 3, 5, 1 (4)
29. Q. What is happening in these sequences?
3, 3, 5, 6, 2 (5)
1, 2, 4, 2, (4)
3, 4, 5, 6, 3 (5)
1, 5, 1 (3)
Q. What is the rule here?
30. The rule is to continue rolling until the
number decreases, then stop.
Write down 3 sequences we might get when
rolling a die and abiding by the rule.
Q. What is the shortest sequence we could
have?
Q. What is the longest?
31. The shortest sequence we could have has
only 2 terms e.g.
6, 1 (2)
4, 2 (2)
The longest sequence of terms would have
repeats e.g.
1, 1, 2, 2, 2, 2, 3, 3, 4, 5, 1 (11)
1, 3, 3, 3, 3, 4, 4, 6, 5 (9)
32. I have read this in a book:
“more than half the time the sequences
will have 4 or less terms.” (copy onto board)
Q. Do you think this is true?
?
Using your dice each of you is to generate 20 sequences
using the stopping rule “when it decreases stop.”
List your sequences and the number of terms in each.
33. In groups of 5 pool your results using
tallies for the number of terms.
Q. What was the longest sequence of terms in
your group?
Q. Do the results in your group suggest that the
statement on the board is true?
Q. What table should we use to collect and
display the results to the whole class?
34. Our table needs to cover the numbers
from 2 to the largest number of terms
we have.
The graph will be shown as a bar-line
graph.
Q. Will there be gaps between the lines?
35. Frequency / Number of Terms
N
u
m
b
e
r
o
f
T
e
r
m
s
2 4 6 8 10 12 14 16 18 20 22 24 26 28
Frequency
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
23
36. .
2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
Number of Terms
F
r
e
q
u
e
n
c
y
37.
38. On your squared paper draw the bar-line
chart using the whole-class data set.
39. Q. Is this graph similar in shape to the bar
chart you drew yesterday?
Q. How many data items are there in the
grand total?
Q. Were there 4 or less terms in our
sequences in more than half our data items?
Q. Is this more than half our data?
Do we think the claim is true or false?
40. With a partner work out some statements
about the behaviour of the sequences.
Be prepared to share your ideas.
41. By the end of the lesson the children
should be able to:
Test a hypothesis about the frequency of an
even number by collecting data quickly;
Discuss a bar chart or bar line chart and
check the prediction.
43. L.O.1
To be able to recognise which simple
fractions are equivalent.
44. ½ ¾ ¼
Q. Which figure is the NUMERATOR?
Q. Which is the DENOMINATOR?
Q. Are the fractions in order of size,
smallest first?
45. The order should be : ¼ ½ ¾
We will list some fractions which are equal to
½. Volunteers!
Q. Can you describe the relationship between the
numerator and the denominator?
46. Here are some fractions equivalent to ½ :
2/4 8/16 3/6 4/8
9/18 5/10 7/14 11/22
50/100 12/24 15/ 42/
Q. If the numerator is 15 what must the
denominator be to go with these equivalent
fractions? What if the numerator is 42?
47. We will list some fractions which are
equivalent to ¼. Volunteers!
Q. What is the relationship between the
numerator and the denominator?
48. : Here the fraction is ¼.
Here are some equivalent fractions:
¼ 2/8 4/16 20/80
5/20 3/12 7/28 6/24
9/36 11/44 14/ 27/
Q. If the numerator is 14 what must the
denominator be to go with these equivalent
fractions? What if the numerator was 27?
49. We will list some fractions which are
equivalent to ¾.
One is 15/20.
How does this work?
Q. What is the relationship between the
numerator and the denominator?
50. : Here the fraction is ¾ .
Here are some equivalent fractions:
3/4 6/8 12/16 60/80
18/24 9/12 21/28 18/24
27/36 33/44 21/ 27/
Q. If the numerator is 21 what must the
denominator be to go with these equivalent
fractions? What if the numerator was 27?
51. L.O.2
To be able to solve a problem by
representing and interpreting data in bar
line charts where intermediate points may
have meaning.
52. This table shows the temperature in °C of a surface
exposed to the sun over a 24 hour period.
Q. When was it hottest / coldest?
Q. If we are going to put the data onto a graph which
numbers should we put on the time axis and which on
the temperature axis?
53. The time axis must be 0 to 24
and the temperature axis must be 0 to 60.
Q. Which way round shall we place the graph paper?
Q. Where should we place the first X on our record.
57. Complete your own graph.
Q. Can you work out at what times of day the different
temperatures were taken?
Q. What time of day were the 7th
, 8th
and 9th
temperatures taken?
What about the 19th
, 20th
and 21st
?
Q. How could we estimate the temperature at 3.5 hours?
Q. Are there values in the spaces between the X ‘s ?
58. Use a ruler to join the points you have
plotted.
If we had more detailed measurements
would the points make a smoother curve?
59. REMEMBER…
Time and temperature are MEASURES
and not COUNTS or FREQUENCIES so
the intermediate points have meaning
and we can join the X ‘s and use them to
answer different questions.
Q. For how long was the temperature greater than 40°C?
Less than 20°C?
Work out some questions about your graph for your
partner to answer.
Prisms – 10; Spheres – 8; Tetrahedra – 5.
60. Here is another set of measurements collected
over the same 24 hours. These show the intensity
of the light and are measured in lux.
Q. Why are there 0’s for hours 8 to 12?
Q. When was the light strongest?
61. There are 0’s for hours 8 to 12 because
there was no light so it must have been
night time.
The light was strongest at hour 21 – this
must have been close to midday.
62. By the end of the lesson the children
should be able to:
Draw and interpret a line graph;
Understand that intermediate points may
or may not have meaning.
82. Where is 3.2
on the
horizontal
axis?
How can we
use the graph
to find:
3.2 x 4?
If the graph
was in cm.
squares we
could use a
ruler to help
us.
83. On your cm paper draw a graph of the
5x table.
The horizontal axis will be 10cm and the
vertical axis will be 25cm with each cm
representing 2 units.
84. .
0 1 2 3 4 5 6 7 8 9 10
50
48
46
44
42
40
38
36
34
32
30
28
26
24
22
20
18
16
14
12
10
8
6
4
2
0
Graph of
the 5x
table
Let’s say it
all together
Q. How
can we
use the
graph to
find
these?
4.5 x 5
3.6 x 5
85. .
0 1 2 3 4 5 6 7 8 9 10
50
48
46
44
42
40
38
36
34
32
30
28
26
24
22
20
18
16
14
12
10
8
6
4
2
0
Write the
answers to
these:
1.4 x 5 =
2.5 x 5 =
4.8 x 5 =
6.6 x 5 =
5.6 x 5 =
7.2 x 5 =
8.1 x 5 =
9.4 x 5 =
86. .
0 1 2 3 4 5 6 7 8 9 10
50
48
46
44
42
40
38
36
34
32
30
28
26
24
22
20
18
16
14
12
10
8
6
4
2
0
Graph
of the 5x
table
Which
other
tables
can we
put on
our
graph?
87. .
0 1 2 3 4 5 6 7 8 9 10
50
48
46
44
42
40
38
36
34
32
30
28
26
24
22
20
18
16
14
12
10
8
6
4
2
0
We can
draw these:
2x table
3x table
and
4x table
Put them on
your graph
using
colours
88. .
0 1 2 3 4 5 6 7 8 9 10
50
48
46
44
42
40
38
36
34
32
30
28
26
24
22
20
18
16
14
12
10
8
6
4
2
0
Use these
graphs to
find:
4.5 x 2 =
4.5 x 3 =
4.5 x 4 =
4.5 x 5 =
89. .
0 1 2 3 4 5 6 7 8 9 10
50
48
46
44
42
40
38
36
34
32
30
28
26
24
22
20
18
16
14
12
10
8
6
4
2
0
Tetrahedras
find
3.5 x 2 =
3.5 x 3 =
3.5 x 4 =
3.5 x 5 =
5.5 x 2 =
6.3 x 3 =
7.5 x 4 =
9.2 x 5 =
Spheres find
2.7 x 2 =
4.3 x 3 =
5.7 x 4 =
7.2 x 5 =
Prisms find
3.9 x 2 =
8.1 x 3 =
4.7 x 4 =
5.9 x 5 =
90. Q. Which
times table
does this
represent?
The
multiplication by
10 gives 25.
10 x ? = 25
Q. What
number x 10
gives 25?
91. 2.5 x 10 = 25
Find
estimates for
3 x 2.5
4 x 2.5
7 x 2.5
8 x 2.5
Which line
would we need
to draw to get
estimates of
multiplication by
3.8?
92. We would need
a line whose
coordinates are
0,0 and 10,38
Draw the line on
your graphs
Use the graph to
find estimates
for 5 x 3.8
3 x 3.8
7.5 x 3.8
93. What strategies did you use to obtain your
estimates?
Did you use approximations e.g.
5 x 3.8 ~ 5 x 4.0 = 20
Exact answers are: 5 x 3.8 = 19.0
3 x 3.8 = 11.4
7.5 x 3.8 = 28.5
What are the limitations of the graph method?
94. By the end of the lesson the children
should be able to:
Draw and interpret a line graph where
intermediate points have meaning.