Ch04 - Skylight Publishing
... • What is called a base case in recursion? • Suppose we define “word” as a sequence of letters. Turn this into a recursive definition. ...
... • What is called a base case in recursion? • Suppose we define “word” as a sequence of letters. Turn this into a recursive definition. ...
Algorithms and Data Structures Algorithms and Data Structures
... Given a problem, a function T (n) is an: Upper Bound: If there is an algorithm which solves the problem and has worst-case running time at most T (n). Average-case bound: If there is an algorithm which solves the problem and has average-case running time at most T (n). Lower Bound: If every algorith ...
... Given a problem, a function T (n) is an: Upper Bound: If there is an algorithm which solves the problem and has worst-case running time at most T (n). Average-case bound: If there is an algorithm which solves the problem and has average-case running time at most T (n). Lower Bound: If every algorith ...
Whole Number Subtraction and Proofs
... Subtracting numbers on a number line with two column proofs Part 1: the number line Problem: 57 − 18 See example below. Start by drawing a line. “What is this?” [A line] (You may get responses like ‘a number line’. Clarify that it needs numbers to be a number line.) “We get the numbers for the line ...
... Subtracting numbers on a number line with two column proofs Part 1: the number line Problem: 57 − 18 See example below. Start by drawing a line. “What is this?” [A line] (You may get responses like ‘a number line’. Clarify that it needs numbers to be a number line.) “We get the numbers for the line ...
2 - Madison Central School District
... for understanding the standard multiplication algorithm, students begin at the concrete–pictorial level in Topic A. They use number disks to model multi-digit multiplication of place value units, e.g., 42 × 10, 42 × 100, 42 × 1,000, leading to problems such as 42 × 30, 42 × 300 and 42 × 3,000 (5.NBT ...
... for understanding the standard multiplication algorithm, students begin at the concrete–pictorial level in Topic A. They use number disks to model multi-digit multiplication of place value units, e.g., 42 × 10, 42 × 100, 42 × 1,000, leading to problems such as 42 × 30, 42 × 300 and 42 × 3,000 (5.NBT ...
Lecture Notes
... Expected-case time:O(n3) for (j = 0; j < n; j++) { c[i][j] = 0; for (k = 0; k < n; k++) c[i][j] += a[i][k]*b[k][j]; ...
... Expected-case time:O(n3) for (j = 0; j < n; j++) { c[i][j] = 0; for (k = 0; k < n; k++) c[i][j] += a[i][k]*b[k][j]; ...
Converting Decimals to Percentages
... Converting Percentages to Decimals To convert from a percentage to a decimal, divide the percentage by 100 and remove the “%” sign. The easiest way to divide a number by 100 is to move its decimal point two places to the left. For example: 25.55 ÷ 100 = .2555 Some more examples: ...
... Converting Percentages to Decimals To convert from a percentage to a decimal, divide the percentage by 100 and remove the “%” sign. The easiest way to divide a number by 100 is to move its decimal point two places to the left. For example: 25.55 ÷ 100 = .2555 Some more examples: ...
Mastery Forum – Specialist Teachers
... • A mastery approach: a set of principles and beliefs. This includes a belief that all pupils are capable of understanding and doing mathematics, given sufficient time. Pupils are neither ‘born with the maths gene’ nor ...
... • A mastery approach: a set of principles and beliefs. This includes a belief that all pupils are capable of understanding and doing mathematics, given sufficient time. Pupils are neither ‘born with the maths gene’ nor ...
Your Turn
... Now, what happens if the denominator contains a binomial like those that we multiplied out in §7.4? Well, the reason that we multiplied binomials containing radicals in the last section was in order to practice one of the skills for multiplying binomials that come from rationalizing the denominator ...
... Now, what happens if the denominator contains a binomial like those that we multiplied out in §7.4? Well, the reason that we multiplied binomials containing radicals in the last section was in order to practice one of the skills for multiplying binomials that come from rationalizing the denominator ...
