6.5 Irrational Versus Rational Numbers
... 8. NS.1 Know that there are numbers that are not rational, and approximate them by rational numbers. Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually ...
... 8. NS.1 Know that there are numbers that are not rational, and approximate them by rational numbers. Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually ...
Powers and Roots Student Notes
... Radicals that are square roots of perfect squares, cube roots of perfect cubes, and so on are rational numbers. Rational numbers have decimal representations that either terminate or repeat. Irrational Numbers: Q : is a number that cannot be expressed as a terminating or repeating decimal. Irration ...
... Radicals that are square roots of perfect squares, cube roots of perfect cubes, and so on are rational numbers. Rational numbers have decimal representations that either terminate or repeat. Irrational Numbers: Q : is a number that cannot be expressed as a terminating or repeating decimal. Irration ...
real numbers, intervals, and inequalities
... As shown in Table 1, an interval can include one endpoint and not the other; such intervals are called half-open (or sometimes half-closed). Moreover, the table also shows that it is possible for an interval to extend indefinitely in one or both directions. To indicate that an interval extends indef ...
... As shown in Table 1, an interval can include one endpoint and not the other; such intervals are called half-open (or sometimes half-closed). Moreover, the table also shows that it is possible for an interval to extend indefinitely in one or both directions. To indicate that an interval extends indef ...
Number - The Department of Education
... interpreting and analysing published percentages (eg stating what ‘increased by 200%’ means and whether it is used correctly in the context) using index laws to define fractional indices for square and cube roots, and to demonstrate the ...
... interpreting and analysing published percentages (eg stating what ‘increased by 200%’ means and whether it is used correctly in the context) using index laws to define fractional indices for square and cube roots, and to demonstrate the ...
Divisibility, congruence classes, prime numbers (1) a) Find the
... b) What are the possible greatest common divisors of n4 + 16 and n + 2? (3) a) If 3|(a2 + b2 ), prove that 3|a and 3|b. b) If 5|(a2 + b2 + c2 ), prove that 5|a or 5|b or 5|c. (4) Let a, b and c be integer numbers such that 6 divides a + b + c. Show that 6 also divides a5 + b3 + c. (5) Let a, b, c be ...
... b) What are the possible greatest common divisors of n4 + 16 and n + 2? (3) a) If 3|(a2 + b2 ), prove that 3|a and 3|b. b) If 5|(a2 + b2 + c2 ), prove that 5|a or 5|b or 5|c. (4) Let a, b and c be integer numbers such that 6 divides a + b + c. Show that 6 also divides a5 + b3 + c. (5) Let a, b, c be ...
Book sketch for High School teachers
... might possess. Within the course we are going to “construct jet airplanes from bicycle parts.” That is we are going to develop a host of examples of highdimensional phenomena from a very elementary point of view. My intended audience is the experienced practitioner — the high school teacher who not ...
... might possess. Within the course we are going to “construct jet airplanes from bicycle parts.” That is we are going to develop a host of examples of highdimensional phenomena from a very elementary point of view. My intended audience is the experienced practitioner — the high school teacher who not ...
