Modular Higher Unit 2 (old Unit 3)
... The concept of parallel lines The concept of vertical and horizontal The concept of an angle between two lines Experience in drawing triangles, quadrilaterals and circles OBJECTIVES By the end of the chapter the student should be able to: Name a polygon with 3, 4, ..., 10 sides Identify triangles by ...
... The concept of parallel lines The concept of vertical and horizontal The concept of an angle between two lines Experience in drawing triangles, quadrilaterals and circles OBJECTIVES By the end of the chapter the student should be able to: Name a polygon with 3, 4, ..., 10 sides Identify triangles by ...
Common Language and Methodology for Teaching
... I can use money to pay for items and can work out how much change I should receive. MNU 1-09a I have investigated how different combinations of coins and notes can be used to pay for goods or be given in change. MNU 1-09b ...
... I can use money to pay for items and can work out how much change I should receive. MNU 1-09a I have investigated how different combinations of coins and notes can be used to pay for goods or be given in change. MNU 1-09b ...
Multiplication Policy Mar_15
... Using similar methods, they will be able to multiply decimals with one decimal place by a single digit number, approximating first. They should know that the decimal points line up under each other. e.g. 4.9 x 3 Children will approximate first 4.9 x 3 is approximately 5 x 3 = 15 ...
... Using similar methods, they will be able to multiply decimals with one decimal place by a single digit number, approximating first. They should know that the decimal points line up under each other. e.g. 4.9 x 3 Children will approximate first 4.9 x 3 is approximately 5 x 3 = 15 ...
SD_AFNR_2011_Activity_12
... Can be put into the formula a/b, where a and b are both integers and b is not zero. We often refer to rational numbers as fractions. In the fraction a/b, a is the numerator and b is the denominator. Fractions can be smaller than 1, like ½, or larger than 1, like 5/2, which can be simplified to 2 ½. ...
... Can be put into the formula a/b, where a and b are both integers and b is not zero. We often refer to rational numbers as fractions. In the fraction a/b, a is the numerator and b is the denominator. Fractions can be smaller than 1, like ½, or larger than 1, like 5/2, which can be simplified to 2 ½. ...
departamento didáctico de matemáticas. programación: para los
... Evaluation Criteria 1.1. To graphically represent a fraction on a circular or rectangular surface. 1.2. To determine the fraction that corresponds to each part of a quantity. 1.3. To identify a fraction with the indicated quotient of two numbers. To convert from fractions to decimals and vice versa ...
... Evaluation Criteria 1.1. To graphically represent a fraction on a circular or rectangular surface. 1.2. To determine the fraction that corresponds to each part of a quantity. 1.3. To identify a fraction with the indicated quotient of two numbers. To convert from fractions to decimals and vice versa ...
Problem Solving
... 1) A positive integer is divisible by 2 if its one’s digit is even. Here’s why: Suppose we have the three-digit integer abc, then its value can be expressed as 100a 10b c , but 100a 10b c 2 50a 5b c , so if the one’s digit, c is even(divisible by 2) then the integer abc will also b ...
... 1) A positive integer is divisible by 2 if its one’s digit is even. Here’s why: Suppose we have the three-digit integer abc, then its value can be expressed as 100a 10b c , but 100a 10b c 2 50a 5b c , so if the one’s digit, c is even(divisible by 2) then the integer abc will also b ...
