7.EE.4: Worksheet Solutions
... make at least $1055 at her job this month to cover her bills. If she gets a monthly salary of $600, plus $45.50 for each car she sells, what’s an inequality that shows this? Will she be okay if she sells 8 cars? The inequality is 45.5c + 600 ≥ 1055, which comes out to c ≥ 10. That means she needs to ...
... make at least $1055 at her job this month to cover her bills. If she gets a monthly salary of $600, plus $45.50 for each car she sells, what’s an inequality that shows this? Will she be okay if she sells 8 cars? The inequality is 45.5c + 600 ≥ 1055, which comes out to c ≥ 10. That means she needs to ...
23-ArithI - University of California, Berkeley
... Why does end-around carry work? Its equivalent to subtracting 2n and adding 1 n n M - N = M + N = M + (2 - 1 - N) = (M - N) + 2 - 1 (M > N) n n -M + (-N) = M + N = (2 - M - 1) + (2 - N - 1) n n = 2 + [2 - 1 - (M + N)] - 1 ...
... Why does end-around carry work? Its equivalent to subtracting 2n and adding 1 n n M - N = M + N = M + (2 - 1 - N) = (M - N) + 2 - 1 (M > N) n n -M + (-N) = M + N = (2 - M - 1) + (2 - N - 1) n n = 2 + [2 - 1 - (M + N)] - 1 ...
Document
... A set A is countable if it is either finite or N is equivalent to A . Remark If an infinite set A is countable, then we can list its element as a sequence A a1 , a2 , a3 , . ...
... A set A is countable if it is either finite or N is equivalent to A . Remark If an infinite set A is countable, then we can list its element as a sequence A a1 , a2 , a3 , . ...
Do Now 11/14/11
... To multiply decimals, multiply as you would integers. To place the decimal point in the product count the number of decimal places in each factor. The product will have the same number of decimal places as the sum of the decimal places in the factors. ...
... To multiply decimals, multiply as you would integers. To place the decimal point in the product count the number of decimal places in each factor. The product will have the same number of decimal places as the sum of the decimal places in the factors. ...
Factoring Trinomials using T chart
... Almost done! Find the GCF of each group and factor it out. If things are done right, the parentheses y(y + 2) +4(y + 2) should be the same. Factor out the GCF’s. Write them in their own group. ...
... Almost done! Find the GCF of each group and factor it out. If things are done right, the parentheses y(y + 2) +4(y + 2) should be the same. Factor out the GCF’s. Write them in their own group. ...
First Grade Math Report Card Overview
... distance with non standard or standard units. . -Know at least one way of describing a measurement that falls between two whole numbers. - Understand that the same result should be obtained when the same object is measured twice or when two different people measure the same object. ...
... distance with non standard or standard units. . -Know at least one way of describing a measurement that falls between two whole numbers. - Understand that the same result should be obtained when the same object is measured twice or when two different people measure the same object. ...
Arithmetic Sequence
... consecutive terms have a common _______________________, d. For example) The terms of the sequence 2, 7, 12, 17, 22, 27 have a common difference of _______. ...
... consecutive terms have a common _______________________, d. For example) The terms of the sequence 2, 7, 12, 17, 22, 27 have a common difference of _______. ...
Diophantine Representation of the Fibonacci Numbers
... Theorem 4 makes it possible to give a polynomial formula for the tth Fibonacci number, 0 f . We shall prove Theorems. There exists a polynomial P(t,xle -,xn), of degree 13, with the property that, for any positive integersfands, 4>t = s^ (3xu -,xn)[P(t,xlf -,x12) = s] . Proof. The variables/, & m an ...
... Theorem 4 makes it possible to give a polynomial formula for the tth Fibonacci number, 0 f . We shall prove Theorems. There exists a polynomial P(t,xle -,xn), of degree 13, with the property that, for any positive integersfands, 4>t = s^ (3xu -,xn)[P(t,xlf -,x12) = s] . Proof. The variables/, & m an ...
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.