Fractions – Pre Test
... 1. a) Write one sixth as a fraction ____________ b) Write one quarter as a fraction ___________ 2. Put these fractions in order from smallest to largest ...
... 1. a) Write one sixth as a fraction ____________ b) Write one quarter as a fraction ___________ 2. Put these fractions in order from smallest to largest ...
Exponents - Saddleback Educational Publishing
... multiplication sentence, is called the product. There can be several factors that you can multiply to get a certain number. For example, the factors of 12 are found by thinking of all the combinations of two numbers that when multiplied will equal 12. ...
... multiplication sentence, is called the product. There can be several factors that you can multiply to get a certain number. For example, the factors of 12 are found by thinking of all the combinations of two numbers that when multiplied will equal 12. ...
Mathematics revision booklet
... 5. When there is an unknown quantity, try calling it “x” or “n” or some suitable variable. ALWAYS make it clear at the start of the answer what letter means what, (e.g. let x = number of ice creams). 6. Work down the page – keep to one equals sign per line and keep them going vertically down the pag ...
... 5. When there is an unknown quantity, try calling it “x” or “n” or some suitable variable. ALWAYS make it clear at the start of the answer what letter means what, (e.g. let x = number of ice creams). 6. Work down the page – keep to one equals sign per line and keep them going vertically down the pag ...
Maths Makes Sense 1 end-of-block
... and formal learning and identifies opportunities for both. The Northern Ireland Curriculum for Mathematics and Numeracy highlights the importance of presenting mathematical activities in contexts that have a real meaning for children, helping them to see the relevance of mathematics to their everyda ...
... and formal learning and identifies opportunities for both. The Northern Ireland Curriculum for Mathematics and Numeracy highlights the importance of presenting mathematical activities in contexts that have a real meaning for children, helping them to see the relevance of mathematics to their everyda ...
APOLLONIUS GALLUS
... Given that the circles CEB and CED are mutually secant (not mutually tangent), they must intersect at two points, C and E, say. Let A be the centre of circle CEB. Produce CA to meet the circle A at B and the other circle at D. Claim that the line CABD does not pass through the circle of the circle ...
... Given that the circles CEB and CED are mutually secant (not mutually tangent), they must intersect at two points, C and E, say. Let A be the centre of circle CEB. Produce CA to meet the circle A at B and the other circle at D. Claim that the line CABD does not pass through the circle of the circle ...
NIKHILAM NAVATAS`CARAMAM DASATAH
... ------or remainders 3 and 2 implies that the numbers to be multiplied are both less than 10 c) The product or answer will have two parts, one on the left side and the other on the right. A vertical or a slant line i.e., a slash may be drawn for the demarcation of the two parts i.e., ...
... ------or remainders 3 and 2 implies that the numbers to be multiplied are both less than 10 c) The product or answer will have two parts, one on the left side and the other on the right. A vertical or a slant line i.e., a slash may be drawn for the demarcation of the two parts i.e., ...
The Magic Calculator and The Sine Addition Formula
... I believe the derivation given here rivals the method found in most texts ([1] [2] [3] [4] [5] [6]) in logical simplicity. It’s not logically necessary to relate formulas (5) and (6) to the computations of angles. They are a simple consequence of the similar triangles in figures 2 and 3, however I b ...
... I believe the derivation given here rivals the method found in most texts ([1] [2] [3] [4] [5] [6]) in logical simplicity. It’s not logically necessary to relate formulas (5) and (6) to the computations of angles. They are a simple consequence of the similar triangles in figures 2 and 3, however I b ...
Approximations of π
Approximations for the mathematical constant pi (π) in the history of mathematics reached an accuracy within 0.04% of the true value before the beginning of the Common Era (Archimedes). In Chinese mathematics, this was improved to approximations correct to what corresponds to about seven decimal digits by the 5th century.Further progress was made only from the 15th century (Jamshīd al-Kāshī), and early modern mathematicians reached an accuracy of 35 digits by the 18th century (Ludolph van Ceulen), and 126 digits by the 19th century (Jurij Vega), surpassing the accuracy required for any conceivable application outside of pure mathematics.The record of manual approximation of π is held by William Shanks, who calculated 527 digits correctly in the years preceding 1873. Since the mid 20th century, approximation of π has been the task of electronic digital computers; the current record (as of May 2015) is at 13.3 trillion digits, calculated in October 2014.