Simplifying Radicals
... Perfect Squares are the product of a number multiplied by itself (4 ∙ 4 = 16; 16 is the perfect square). Think about the process we just performed: Number Squared It Took Square Root Same Number A root and an exponent are inverses of each other (they undo each other). Therefore, square roots a ...
... Perfect Squares are the product of a number multiplied by itself (4 ∙ 4 = 16; 16 is the perfect square). Think about the process we just performed: Number Squared It Took Square Root Same Number A root and an exponent are inverses of each other (they undo each other). Therefore, square roots a ...
Notes
... Be able to find the factors of a number Be able to find the prime factors of a number Be able to write a number as a product of its prime factors Be able to find the common factors of two or more numbers Be able to find the highest common factor (HCF) between two or more numbers – Be able to find th ...
... Be able to find the factors of a number Be able to find the prime factors of a number Be able to write a number as a product of its prime factors Be able to find the common factors of two or more numbers Be able to find the highest common factor (HCF) between two or more numbers – Be able to find th ...
Kindergarten
... subtraction as taking apart and taking from. Standards: 1. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. 2. Solve addition and subtraction word problems, and add and subt ...
... subtraction as taking apart and taking from. Standards: 1. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. 2. Solve addition and subtraction word problems, and add and subt ...
ALGEBRA II – SUMMER PACKET
... Students entering Basic Algebra are expected to recall mathematics skills taught in their middle school math classes. To review these basic concepts prior to beginning the course, the mathematics department has prepared the following packet to review those skills. For each skill, the packet contains ...
... Students entering Basic Algebra are expected to recall mathematics skills taught in their middle school math classes. To review these basic concepts prior to beginning the course, the mathematics department has prepared the following packet to review those skills. For each skill, the packet contains ...
Month - GrandIslandMathematics
... Theorem and using a calculator 7.N.4 Develop the laws of exponents for multiplication and division 7.N.14 Develop a conceptual understanding of negative and zero exponents with a base of ten and relate to fractions and decimals (i.e., 10-2 = .01 = 1/100) ...
... Theorem and using a calculator 7.N.4 Develop the laws of exponents for multiplication and division 7.N.14 Develop a conceptual understanding of negative and zero exponents with a base of ten and relate to fractions and decimals (i.e., 10-2 = .01 = 1/100) ...
Standard 1 - Briar Cliff University
... 8.1.1.10. Knows absolute value of a number is its distance from zero on a number line 8.1.1.11. Knows negative numbers are the opposite of positive numbers 8.1.1.12. Knows applications for negative numbers 8.1.1.13. Finds the absolute value of given numbers (ITBS) 8.1.1.14. Simplifies expressions in ...
... 8.1.1.10. Knows absolute value of a number is its distance from zero on a number line 8.1.1.11. Knows negative numbers are the opposite of positive numbers 8.1.1.12. Knows applications for negative numbers 8.1.1.13. Finds the absolute value of given numbers (ITBS) 8.1.1.14. Simplifies expressions in ...
AMATYC Contest (Fall 2008) Solutions
... would work: Fill the 3-cell col with a single 1x3, with the rest covered by horizontal 1x3s. Now prove that 24 1x2s won’t work: Suppose it did. Among all such coverings there would be one minimizing the number of horizontal 1x2s. This covering must have no two horizontal 1x2s side by side forming a ...
... would work: Fill the 3-cell col with a single 1x3, with the rest covered by horizontal 1x3s. Now prove that 24 1x2s won’t work: Suppose it did. Among all such coverings there would be one minimizing the number of horizontal 1x2s. This covering must have no two horizontal 1x2s side by side forming a ...
Full text
... The "angle" we have in mind is a gnomon, a planar region that has the general shape of a carpenterfs square. At the time of Pythagoras, a carpenterfs square was in fact called a gnomon. The term came from Babylonia, where it originally referred to the vertically placed bar that cast the shadow on a ...
... The "angle" we have in mind is a gnomon, a planar region that has the general shape of a carpenterfs square. At the time of Pythagoras, a carpenterfs square was in fact called a gnomon. The term came from Babylonia, where it originally referred to the vertically placed bar that cast the shadow on a ...
Math Vocabulary Words
... base that is a square and four faces that are triangles with a common point ...
... base that is a square and four faces that are triangles with a common point ...
3. CATALAN NUMBERS Corollary 1. cn = 1
... Proposition 2. The number of triangulations of a convex (n + 2)-gon by diagonals is cn . To count triangulations correctly one should have the vertices of the polygon numbered. For example, for a square with the vertices 1, 2, 3, 4 there are c2 = 2 triangulations: a diagonal 1; 3 or a diagonal 2; 4. ...
... Proposition 2. The number of triangulations of a convex (n + 2)-gon by diagonals is cn . To count triangulations correctly one should have the vertices of the polygon numbered. For example, for a square with the vertices 1, 2, 3, 4 there are c2 = 2 triangulations: a diagonal 1; 3 or a diagonal 2; 4. ...
Addition
Addition (often signified by the plus symbol ""+"") is one of the four elementary, mathematical operations of arithmetic, with the others being subtraction, multiplication and division.The addition of two whole numbers is the total amount of those quantities combined. For example, in the picture on the right, there is a combination of three apples and two apples together; making a total of 5 apples. This observation is equivalent to the mathematical expression ""3 + 2 = 5"" i.e., ""3 add 2 is equal to 5"".Besides counting fruits, addition can also represent combining other physical objects. Using systematic generalizations, addition can also be defined on more abstract quantities, such as integers, rational numbers, real numbers and complex numbers and other abstract objects such as vectors and matrices.In arithmetic, rules for addition involving fractions and negative numbers have been devised amongst others. In algebra, addition is studied more abstractly.Addition has several important properties. It is commutative, meaning that order does not matter, and it is associative, meaning that when one adds more than two numbers, the order in which addition is performed does not matter (see Summation). Repeated addition of 1 is the same as counting; addition of 0 does not change a number. Addition also obeys predictable rules concerning related operations such as subtraction and multiplication.Performing addition is one of the simplest numerical tasks. Addition of very small numbers is accessible to toddlers; the most basic task, 1 + 1, can be performed by infants as young as five months and even some non-human animals. In primary education, students are taught to add numbers in the decimal system, starting with single digits and progressively tackling more difficult problems. Mechanical aids range from the ancient abacus to the modern computer, where research on the most efficient implementations of addition continues to this day.