Agenda 11/8 & 11/9
... When you are done, bring the quiz to me. After you complete the quiz you may work on your homework. ...
... When you are done, bring the quiz to me. After you complete the quiz you may work on your homework. ...
Informal Math Probes Grade 4
... Twenty-seven students came to the class. How many more desks were needed to seat the students? __________ ...
... Twenty-seven students came to the class. How many more desks were needed to seat the students? __________ ...
Name Date Diamond used a number line to add. She started
... b. Jesse picks up two more cards, but they do not affect his overall point total. State the value of each of the two cards and tell why they do not affect his overall point total. ...
... b. Jesse picks up two more cards, but they do not affect his overall point total. State the value of each of the two cards and tell why they do not affect his overall point total. ...
Math 7 Cumulative Review # 6
... Chapter 2 – Operations on Decimal Numbers 1. Match the definition that best fits each description: a. ____ The accepted order for finding the value of math expressions b. ____ A reasonable guess c. ____ An estimate that is larger than the answer d. ____ An estimate that is smaller than the answer ...
... Chapter 2 – Operations on Decimal Numbers 1. Match the definition that best fits each description: a. ____ The accepted order for finding the value of math expressions b. ____ A reasonable guess c. ____ An estimate that is larger than the answer d. ____ An estimate that is smaller than the answer ...
Factors, Fractions and Exponents
... • E.g., Simplify 6(4 + 3)2. First, do the operation within the parenthesis. We get 6(7)2. Second, do the exponent. Since 7 x 7 = 49, we get 6(49). Now multiply 6(49) = 294. – BTW: I multiplied 6(49) in my head by using the distributive property. 6(50 – 1) = 6(50) – 6(1) = 300 – 6 = 294. ...
... • E.g., Simplify 6(4 + 3)2. First, do the operation within the parenthesis. We get 6(7)2. Second, do the exponent. Since 7 x 7 = 49, we get 6(49). Now multiply 6(49) = 294. – BTW: I multiplied 6(49) in my head by using the distributive property. 6(50 – 1) = 6(50) – 6(1) = 300 – 6 = 294. ...
Factoring Quadratic Expressions Method
... The results of the 2nd try is the additive inverse of the results of the 1st try (same is true between 3rd try and 4th try). Note the pattern with the additive inverse result: the negative is simply assigned to the other factor. Use this shortcut when an additive inverse sum is found ...
... The results of the 2nd try is the additive inverse of the results of the 1st try (same is true between 3rd try and 4th try). Note the pattern with the additive inverse result: the negative is simply assigned to the other factor. Use this shortcut when an additive inverse sum is found ...
Multiplying And Dividing Integers (MDI) Summative Assessment
... 1.) When multiplying 2 things with the same signs, the answer is ____________________. 2.) When multiplying 2 things with different signs, the answer is _____________________. 2. I can use the rules for multiplying integers to solve problems involving rational numbers. 1.) 8 X -4 = __________ ...
... 1.) When multiplying 2 things with the same signs, the answer is ____________________. 2.) When multiplying 2 things with different signs, the answer is _____________________. 2. I can use the rules for multiplying integers to solve problems involving rational numbers. 1.) 8 X -4 = __________ ...
Dividing Decimals
... Omar drove 256.3 miles on a tank of gas. When he filled up the tank, it took 9.1 gallons. What was his gas mileage? Here’s where students get into trouble when they use a calculator. Entering these values, you may be tempted to answer “28.16483516 miles per gallon.” The difficulty is that there is n ...
... Omar drove 256.3 miles on a tank of gas. When he filled up the tank, it took 9.1 gallons. What was his gas mileage? Here’s where students get into trouble when they use a calculator. Entering these values, you may be tempted to answer “28.16483516 miles per gallon.” The difficulty is that there is n ...
Arithmetic
Arithmetic or arithmetics (from the Greek ἀριθμός arithmos, ""number"") is the oldest and most elementary branch of mathematics. It consists of the study of numbers, especially the properties of the traditional operations between them—addition, subtraction, multiplication and division. Arithmetic is an elementary part of number theory, and number theory is considered to be one of the top-level divisions of modern mathematics, along with algebra, geometry, and analysis. The terms arithmetic and higher arithmetic were used until the beginning of the 20th century as synonyms for number theory and are sometimes still used to refer to a wider part of number theory.