Mathematics Grade 8 - Pompton Lakes School District
... 1. Be able to find the squares and square roots of both rational and irrational numbers. 2. Learn to reason with real numbers and perform numerical operations with them. 3. Understand irrational numbers as non-terminating, non-repeating decimals. 4. Understand calculations with irrational numbers an ...
... 1. Be able to find the squares and square roots of both rational and irrational numbers. 2. Learn to reason with real numbers and perform numerical operations with them. 3. Understand irrational numbers as non-terminating, non-repeating decimals. 4. Understand calculations with irrational numbers an ...
Unit 1
... exceptions to these rules. We often use do and make in fixed phrases, where they go with particular nouns. Try to remember some of the make/do + noun combinations. Then write sentences using these phrases: do +: (me) a favour, harm, the housework, a lesson, the shopping, one’s best, homework. make + ...
... exceptions to these rules. We often use do and make in fixed phrases, where they go with particular nouns. Try to remember some of the make/do + noun combinations. Then write sentences using these phrases: do +: (me) a favour, harm, the housework, a lesson, the shopping, one’s best, homework. make + ...
A Tail of Two Palindromes - Mathematical Association of America
... Here we briefly shine the spotlight on two important classical topics that are prominent both in the literature and in the arguments to come: the continued fractions of real quadratic irrationals and the continued fractions of equivalent numbers. In addition, we expose the intimate relationship that ...
... Here we briefly shine the spotlight on two important classical topics that are prominent both in the literature and in the arguments to come: the continued fractions of real quadratic irrationals and the continued fractions of equivalent numbers. In addition, we expose the intimate relationship that ...
calamity lesson #1
... *Finding the area of a figure using the Pythagorean Theorem: Area is ½ b*h, where the base and height are the legs of the right triangle. If only one is given, you’ll need to use the Pythagorean Theorem to find the other before you can use the area formula. ...
... *Finding the area of a figure using the Pythagorean Theorem: Area is ½ b*h, where the base and height are the legs of the right triangle. If only one is given, you’ll need to use the Pythagorean Theorem to find the other before you can use the area formula. ...
Maths Band 6 Long Term Planning
... by a two-digit whole number using the formal written method of long multiplication * Use their knowledge of the order of operations to carry out calculations involving the four operations * Divide numbers up to 4 digits by a two digit whole number using the formal written method of long division and ...
... by a two-digit whole number using the formal written method of long multiplication * Use their knowledge of the order of operations to carry out calculations involving the four operations * Divide numbers up to 4 digits by a two digit whole number using the formal written method of long division and ...
History of mathematics
The area of study known as the history of mathematics is primarily an investigation into the origin of discoveries in mathematics and, to a lesser extent, an investigation into the mathematical methods and notation of the past.Before the modern age and the worldwide spread of knowledge, written examples of new mathematical developments have come to light only in a few locales. The most ancient mathematical texts available are Plimpton 322 (Babylonian mathematics c. 1900 BC), the Rhind Mathematical Papyrus (Egyptian mathematics c. 2000-1800 BC) and the Moscow Mathematical Papyrus (Egyptian mathematics c. 1890 BC). All of these texts concern the so-called Pythagorean theorem, which seems to be the most ancient and widespread mathematical development after basic arithmetic and geometry.The study of mathematics as a subject in its own right begins in the 6th century BC with the Pythagoreans, who coined the term ""mathematics"" from the ancient Greek μάθημα (mathema), meaning ""subject of instruction"". Greek mathematics greatly refined the methods (especially through the introduction of deductive reasoning and mathematical rigor in proofs) and expanded the subject matter of mathematics. Chinese mathematics made early contributions, including a place value system. The Hindu-Arabic numeral system and the rules for the use of its operations, in use throughout the world today, likely evolved over the course of the first millennium AD in India and were transmitted to the west via Islamic mathematics through the work of Muḥammad ibn Mūsā al-Khwārizmī. Islamic mathematics, in turn, developed and expanded the mathematics known to these civilizations. Many Greek and Arabic texts on mathematics were then translated into Latin, which led to further development of mathematics in medieval Europe.From ancient times through the Middle Ages, bursts of mathematical creativity were often followed by centuries of stagnation. Beginning in Renaissance Italy in the 16th century, new mathematical developments, interacting with new scientific discoveries, were made at an increasing pace that continues through the present day.