Algebraic Expressions and Equations: Applications I: Translating Words to Mathematical Symbols *
|
|
- Shana Shepherd
- 5 years ago
- Views:
Transcription
1 OpenSta-CNX module: m Algebraic Epressions and Equations: Applications I: Translating Words to Mathematical Symbols * Wade Ellis Denny Burzynski This work is produced by OpenSta-CNX and licensed under the Creative Commons Attribution License 3.0 Abstract This module is from Fundamentals of Mathematics by Denny Burzynski and Wade Ellis, Jr. This module discusses how to translate word to mathematical symbols. By the end of the module students should be able to translate phrases and statements to mathematical epressions and equations. 1 Section Overview Translating Words to Symbols 2 Translating Words to Symbols Practical problems seldom, if ever, come in equation form. The job of the problem solver is to translate the problem from phrases and statements into mathematical epressions and equations, and then to solve the equations. As problem solvers, our job is made simpler if we are able to translate verbal phrases to mathematical epressions and if we follow the ve-step method of solving applied problems. To help us translate from words to symbols, we can use the following Mathematics Dictionary. * Version 1.2: Aug 18, :14 pm
2 OpenSta-CNX module: m MATHEMATICS DICTIONARY Word or Phrase Mathematical Operation Sum, sum of, added to, increased by, more than, and, plus + Dierence, minus, subtracted from, decreased by, less, less than - Product, the product of, of, multiplied by, times, per Quotient, divided by, ratio, per Equals, is equal to, is, the result is, becomes = A number, an unknown quantity, an unknown, a quantity (or any symbol) Table Sample Set A Translate each phrase or sentence into a mathematical epression or equation. Eample 1 Nine more {{ than some number. {{ 9 + Translation: 9 +. Eample 2 Eighteen minus a number. {{ 18 Translation: 18. Eample 3 A quantity less ve. y 5 Translation: y 5. Eample 4 Four times a number {{ is siteen. 4 Translation: 4 = 16. Eample 5 One {{ fth of a number {{ is thirty. 1 n = Translation: 5 n = 30, or n 5 = 30. = 16 Eample 6 Five {{ times {{ a number {{ is two {{ more {{ than twice {{ the number. {{ 5 = Translation: 5 =
3 OpenSta-CNX module: m Practice Set A Translate each phrase or sentence into a mathematical epression or equation. Eercise 1 (Solution on p. 7.) Twelve more than a number. Eercise 2 (Solution on p. 7.) Eight minus a number. Eercise 3 (Solution on p. 7.) An unknown quantity less fourteen. Eercise 4 (Solution on p. 7.) Si times a number is fty-four. Eercise 5 (Solution on p. 7.) Two ninths of a number is eleven. Eercise 6 (Solution on p. 7.) Three more than seven times a number is nine more than ve times the number. Eercise 7 (Solution on p. 7.) Twice a number less eight is equal to one more than three times the number. 2.3 Sample Set B Eample 7 Sometimes the structure of the sentence indicates the use of grouping symbols. We'll be alert for commas. They set o terms. A number divided by four, 4 minus si, 6 Translation: 4 6 = 12. is twelve = 12 Eample 8 Some phrases and sentences do not translate directly. We must be careful to read them properly. The word from often appears in such phrases and sentences. The word from means a point of departure for motion. The following translation will illustrate this use. Translation: 20. The word from indicated the motion (subtraction) is to begin at the point of some number. Eample 9 Ten less than some number. Notice that less than can be replaced by from. Ten from some number. Translation: 10.
4 OpenSta-CNX module: m Practice Set B Translate each phrase or sentence into a mathematical epression or equation. Eercise 8 (Solution on p. 7.) A number divided by eight, plus seven, is fty. Eercise 9 (Solution on p. 7.) A number divided by three, minus the same number multiplied by si, is one more than the number. Eercise 10 (Solution on p. 7.) Nine from some number is four. Eercise 11 (Solution on p. 7.) Five less than some quantity is eight. 3 Eercises Translate each phrase or sentence to a mathematical epression or equation. Eercise 12 (Solution on p. 7.) A quantity less twelve. Eercise 13 Si more than an unknown number. Eercise 14 (Solution on p. 7.) A number minus four. Eercise 15 A number plus seven. Eercise 16 (Solution on p. 7.) A number increased by one. Eercise 17 A number decreased by ten. Eercise 18 (Solution on p. 7.) Negative seven added to some number. Eercise 19 Negative nine added to a number. Eercise 20 (Solution on p. 7.) A number plus the opposite of si. Eercise 21 A number minus the opposite of ve. Eercise 22 (Solution on p. 7.) A number minus the opposite of negative one. Eercise 23 A number minus the opposite of negative twelve. Eercise 24 (Solution on p. 7.) Eleven added to three times a number. Eercise 25 Si plus ve times an unknown number. Eercise 26 (Solution on p. 7.) Twice a number minus seven equals four.
5 OpenSta-CNX module: m Eercise 27 Ten times a quantity increased by two is nine. Eercise 28 (Solution on p. 7.) When fourteen is added to two times a number the result is si. Eercise 29 Four times a number minus twenty-nine is eleven. Eercise 30 (Solution on p. 7.) Three fths of a number plus eight is fty. Eercise 31 Two ninths of a number plus one fth is forty-one. Eercise 32 (Solution on p. 7.) When four thirds of a number is increased by twelve, the result is ve. Eercise 33 When seven times a number is decreased by two times the number, the result is negative one. Eercise 34 (Solution on p. 7.) When eight times a number is increased by ve, the result is equal to the original number plus twenty-si. Eercise 35 Five more than some number is three more than four times the number. Eercise 36 (Solution on p. 7.) When a number divided by si is increased by nine, the result is one. Eercise 37 A number is equal to itself minus three times itself. Eercise 38 (Solution on p. 7.) A number divided by seven, plus two, is seventeen. Eercise 39 A number divided by nine, minus ve times the number, is equal to one more than the number. Eercise 40 (Solution on p. 8.) When two is subtracted from some number, the result is ten. Eercise 41 When four is subtracted from some number, the result is thirty-one. Eercise 42 (Solution on p. 8.) Three less than some number is equal to twice the number minus si. Eercise 43 Thirteen less than some number is equal to three times the number added to eight. Eercise 44 (Solution on p. 8.) When twelve is subtracted from ve times some number, the result is two less than the original number. Eercise 45 When one is subtracted from three times a number, the result is eight less than si times the original number. Eercise 46 (Solution on p. 8.) When a number is subtracted from si, the result is four more than the original number. Eercise 47 When a number is subtracted from twenty-four, the result is si less than twice the number.
6 OpenSta-CNX module: m Eercise 48 (Solution on p. 8.) A number is subtracted from nine. This result is then increased by one. The result is eight more than three times the number. Eercise 49 Five times a number is increased by two. This result is then decreased by three times the number. The result is three more than three times the number. Eercise 50 (Solution on p. 8.) Twice a number is decreased by seven. This result is decreased by four times the number. The result is negative the original number, minus si. Eercise 51 Fifteen times a number is decreased by fteen. This result is then increased by two times the number. The result is negative ve times the original number minus the opposite of ten. 3.1 Eercises for Review Eercise 52 (Solution on p. 8.) () 8 9 of what number is 2 3? Eercise 53 () Find the value of Eercise 54 (Solution on p. 8.) () Find the value of Eercise 55 () Convert to a fraction. Eercise 56 (Solution on p. 8.) () Solve the equation = 5.
7 OpenSta-CNX module: m Solutions to Eercises in this Module Solution to Eercise (p. 3) 12 + Solution to Eercise (p. 3) 8 Solution to Eercise (p. 3) 14 Solution to Eercise (p. 3) 6 = 54 Solution to Eercise (p. 3) 2 9 = 11 Solution to Eercise (p. 3) = Solution to Eercise (p. 3) 2 8 = or 2 8 = = = = 4 5 = ( 6) [ ( 1)] = = = = = = 1
8 OpenSta-CNX module: m = 17 2 = 10 3 = = 2 6 = + 4 Solution to Eercise (p. 6) = Solution to Eercise (p. 6) = 6 Solution to Eercise (p. 6) 3 4 Solution to Eercise (p. 6) Solution to Eercise (p. 6) = 8
CH 20 NUMBER WORD PROBLEMS
187 CH 20 NUMBER WORD PROBLEMS Terminology To double a number means to multiply it by 2. When n is doubled, it becomes 2n. The double of 12 is 2(12) = 24. To square a number means to multiply it by itself.
More informationInstructional Tools Math Pack: Money n2y Unique Learning System
5 5 1 1 5 1 1 1 1 1 1 1 1 1 1 1 5 5 1 1 15 5 5 5 15 20 5 5 5 5 5 20 25 5 5 5 5 5 25 25 5 25 30 30 25 5 35 35 25 5 40 40 25 5 45 45 25 5 50 50 25 25 60 60 25 25 70 75 25 25 25 25 25 75 80 25 25 25 25 25
More informationTranscriber(s): Baldev, Prashant Verifier(s): DeLeon, Christina Date Transcribed: Spring 2008 Page: 1 of 5
Page: 1 of 5 Speaker Transcription So, how about for eight? So you re saying, so how would you do for eight? For eight? [pointing to the paper] So your saying, your taking.. So why did you pick thirty-four?
More information0:00:07.150,0:00: :00:08.880,0:00: this is common core state standards support video in mathematics
0:00:07.150,0:00:08.880 0:00:08.880,0:00:12.679 this is common core state standards support video in mathematics 0:00:12.679,0:00:15.990 the standard is three O A point nine 0:00:15.990,0:00:20.289 this
More informationNAME DATE. b) Then do the same for Jett s pennies (6 sets of 9 pennies with 4 leftover pennies).
NAME DATE 1.2.2/1.2.3 NOTES 1-51. Cody and Jett each have a handful of pennies. Cody has arranged his pennies into 3 sets of 16, and has 9 leftover pennies. Jett has 6 sets of 9 pennies, and 4 leftover
More informationHinojosa Kinder Math Vocabulary Words. Topic 1. number. zero. one
Topic 1 Word Picture number 2 zero 0 one 1 two 2 three 3 four 4 five 5 count 1 2 3 whole part none 0 picture objects order 0 1 2 3 4 represent triangle describe blue 3 sides 3 corners Topic 2 Word Picture
More informationMATH MILESTONE # A1 NUMBERS & PLACE VALUES
Page 1 of 22 MATH MILESTONE # A1 NUMBERS & PLACE VALUES Researched and written by Vinay Agarwala (Revised 4/9/15) Milestone A1: Instructions The purpose of this document is to learn the Numbering System.
More informationPlace Value. Get in Place. WRITE how many tens and ones you see. Then WRITE the number they make. 5 3 = 53
Place Value Get in Place WRITE how many tens and ones you see. Then WRITE the number they make. 1. 2. 5 3 53 3. 4. 5. 6. 7. 8. 2 Place Value Get in Place 10 1 1 WRITE how many tens and ones you see. Then
More informationHexagon Puzzle. four. ten three. eighteen. twenty-one. six. fourteen. twenty. one hundred. seventeen. sixteen. one quarter. two.
Cut out the equilateral triangles along the dotted lines. Match the words to the numbers. Fit the triangles together to make one large hexagon. The shaded sections mark the edges of the hexagon. Stick
More informationWhole Numbers. Lesson 1.1 Numbers to 10,000,000
1 CHAPTER Whole Numbers Lesson 1.1 Numbers to 10,000,000 Fill in the table headings. Write Tens, Hundreds, Ten Thousands, or Hundred Thousands. Then write the number in word form and in standard form.
More information6. four inches less than Kimi 7. the quotient of a number and nine, minus three
Semester Exam Practice Test Short Answer 1. The bus station sends buses out on regular intervals to a neighboring city. The first four departure times are shown below. Use the four-step plan to find the
More informationLearning Log Title: CHAPTER 6: DIVIDING AND BUILDING EXPRESSIONS. Date: Lesson: Chapter 6: Dividing and Building Expressions
Chapter 6: Dividing and Building Epressions CHAPTER 6: DIVIDING AND BUILDING EXPRESSIONS Date: Lesson: Learning Log Title: Date: Lesson: Learning Log Title: Chapter 6: Dividing and Building Epressions
More informationWhole Numbers. Practice 1 Numbers to 10,000, ,000 four hundred thousand
Name: Chapter 1 Date: Practice 1 Numbers to 10,000,000 Count on or back by ten thousands or hundred thousands. Then fill in the blanks. 1. 40,000 50,000 60,000 2. 900,000 800,000 700,000 Complete the table.
More informationCalifornia 1 st Grade Standards / Excel Math Correlation by Lesson Number
California 1 st Grade Standards / Excel Math Correlation by Lesson Lesson () L1 Using the numerals 0 to 9 Sense: L2 Selecting the correct numeral for a Sense: 2 given set of pictures Grouping and counting
More informationWhat must be added to 30 to make one hundred? =
2.1 1. How many groups of ten can be made out of 70 marbles? 2.2 2. Order these numbers starting with the smallest: 30, 17, 12, 23 2.2 3. Write the number two hundred and seven in digits. 2.3 4. Write
More informationa) 1/2 b) 3/7 c) 5/8 d) 4/10 e) 5/15 f) 2/4 a) two-fifths b) three-eighths c) one-tenth d) two-thirds a) 6/7 b) 7/10 c) 5/50 d) ½ e) 8/15 f) 3/4
MATH M010 Unit 2, Answers Section 2.1 Page 72 Practice 1 a) 1/2 b) 3/7 c) 5/8 d) 4/10 e) 5/15 f) 2/4 Page 73 Practice 2 a) two-fifths b) three-eighths c) one-tenth d) two-thirds e) four-ninths f) one quarter
More informationMathematics Third Practice Test A, B & C - Mental Maths. Mark schemes
Mathematics Third Practice Test A, B & C - Mental Maths Mark schemes Introduction This booklet contains the mark schemes for the higher tiers tests (Tests A and B) and the lower tier test (Test C). The
More informationLearn your Fours. 1 Homeshcool
Learn your Fours 1 Homeshcool Fours These are some pages I made to help my daughter learn her multiplication. They go in order systematically introducing each new concept one at time. The lessons are not
More informationYear 2 s Book of Helpful Hints
Year 2 s Book of Helpful Hints Counting in............ 2 s 0 2 4 6 8 10 12 14 16 18 20 5 s 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100 10 s 10 20 30 40 50 60 70 80 90 100 Number Bonds
More informationOdd one out. Odd one out
SAMPLE Odd one out Odd one out NUMBER AND PLACE VALUE Spot the difference Spot the difference The same different NUMBER AND PLACE VALUE Is it sixteen? Is it sixteen? Is it sixteen? Is it sixteen? Is it
More informationThese tests contain questions ranging from Level 2 to Level 3. Children should have five seconds to answer questions 1 3 in each test,
These tests contain questions ranging from Level to Level. Children should have five seconds to answer questions in each test, ten seconds to answer questions and fifteen seconds to answer questions -.
More informationSolving Equations Unit One
Solving Equations Unit One Name: Period: Lesson #1 Solving One and Two Step Equations An is a mathematical sentence that contains a. One step equations are easily solved mentally, by using. When we use
More informationHuman Rights begins with the end. His Body. His Penis. His Foreskin. Say No to Circumcision. His Whole Body will Thank you. 100%
1. All pages are Legal Size with printer margins set at.33 CM for all sides 2. Use a "Brand Name" Dry Erase Marker for writing on laminate pages. 3. The Duck Brand Clear Contact Paper from Walmart is the
More informationMAT 0002 Final Review A. Acosta
1. The page design for a magazine cover includes a blank strip at the top called a header, and a blank strip at the bottom called a footer. In the illustration below, how much page length is lost because
More informationMAT 0002 Final Review A. Acosta. 1. Round to the nearest thousand. Select the correct answer: a b. 94,100 c. 95,000 d.
1. Round 94156 to the nearest thousand. 94000 94,100 95,000 d. 94,200 2. Round $67230 to the nearest $100. $68000 $67000 $67200 d. $67300 3. Subtract: 851 (476 61) 314 1,266 436 d. 446 PAGE 1 4. From the
More informationNUMBERS & PLACE VALUES
Page 1 of 28 MATH MILESTONE # 1 NUMBERS & PLACE VALUES The word, milestone, means a point at which a significant (important, of consequence) change occurs. A Math Milestone refers to a significant point
More informationWhat must be added to 60 to make one hundred? What is seventy minus forty?
2.1 1. How many groups of ten can be made out of 100 marbles? 2.2 2. Order these numbers starting with the smallest: 49, 27, 17, 34 2.2 3. Write the number one hundred and nineteen in digits. 2.3 4. Write
More informationAttached is a packet containing items necessary for you to have mastered to do well in Algebra I.
Attached is a packet containing items necessary for you to have mastered to do well in Algebra I. Practicing math skills is especially important over the long summer break, so this summer assignment is
More informationLogarithms * Rory Adams Free High School Science Texts Project Mark Horner Heather Williams. 1 Introduction
OpenSta-CNX module: m31883 1 Logarithms * Rory Adams Free High School Science Tets Project Mark Horner Heather Williams This work is produced y OpenSta-CNX and licensed under the Creative Commons Attriution
More informationHundred Thousands. Practice to review I can read and write numbers through 999,999! Practice to remember HW 1.2A. Chapter 1 Place Value.
Hundred Thousands Practice to review I can read and write numbers through 999,999! I can write the number in the place value chart in more than one way. Standard Form: HW 1.2A Short Word Form: Word Form:
More information4 th Grade Math Notebook
4 th Grade Math Notebook By: Aligned to the VA SOLs Table of Contents Quarter 1 Table of Contents Quarter 2 Table of Contents Quarter 3 Table of Contents Quarter 4 Hundred Millions Ten Millions Millions
More informationWorksheet Set - Mastering Numeration 2
Worksheet Set - Mastering Numeration 2 SKILLS COVERED: Wri en Forms of Numbers to 20 Number Order to 100 Count by Ones, Twos, Fives and Tens to 100 Addition Facts to 20 Addition: 1 digit to 2 digits, 2
More informationTHE NUMBER WAR GAMES
THE NUMBER WAR GAMES Teaching Mathematics Facts Using Games and Cards Mahesh C. Sharma President Center for Teaching/Learning Mathematics 47A River St. Wellesley, MA 02141 info@mathematicsforall.org @2008
More information1Solve linear. 2Solve linear. Then. Now. Why?
Solving Multi-Step Inequalities Then You solved multistep equations. (Lesson 2-3) Now 1Solve linear inequalities involving more than one operation. 2Solve linear inequalities involving the Distributive
More informationJust Kisses. Designed by Robert Kaufman Fabrics Featuring
Just Kisses STRIPED SQUARES Designed by Robert Kaufman Fabrics www.robertkaufman.com Featuring Finished quilt measures: 74 x 85 Shown in PARK. For alternate DARK colorstory see pages 6-7. Fabric and Supplies
More informationNumbers. Counting. Key Point. Key Point. Understand what a number is Count from 0 20 in numbers and words Count to 100
Number - Number and Place Value Numbers and Counting Understand what a number is Count from 0 20 in numbers and words Count to 100 Numbers A number is a symbol used to count how many there are of something.
More informationIntroduction. It gives you some handy activities that you can do with your child to consolidate key ideas.
(Upper School) Introduction This booklet aims to show you how we teach the 4 main operations (addition, subtraction, multiplication and division) at St. Helen s College. It gives you some handy activities
More informationChapter Test A For use after Chapter 2
Chapter Test A For use after Chapter Evaluate the epression. 1. (18 9) 11. 8( )(5) 3. 1. 4.7 1.5 4. t 4 17 5. 8 c ( 10) 6. 4(6) Identify the property that the statement illustrates. 7. 10 3 3 ( 10) 8.
More informationPlace Value and Patterns
Lesson 1.1 Reteach Place Value and Patterns You can use a place-value chart and patterns to write numbers that are times as much as or 1 of any given number. Each place to the right is 1 of the value of
More informationWhole Numbers. Whole Numbers. Curriculum Ready.
Curriculum Ready www.mathletics.com It is important to be able to identify the different types of whole numbers and recognize their properties so that we can apply the correct strategies needed when completing
More informationDIVISION BY FRACTIONS
DIVISION BY FRACTIONS 6.. 6.. Division by fractions introduces three methods to help students understand how dividing by fractions works. In general, think of division for a problem like 8 as, In 8, how
More information3.3 Properties of Logarithms
Section 3.3 Properties of Logarithms 07 3.3 Properties of Logarithms Change of Base Most calculators have only two types of log keys, one for common logarithms (base 0) and one for natural logarithms (base
More informationArithmetic Practice. Self-descriptive Numbers. Magic Squares. Magic 30. Totalines. continued. Addogons. Multogons. Arithmecuts. Jumblies.
Arithmetic Practice Contents Self-descriptive Numbers Magic Squares Magic 30 Totalines continued Addogons continued Multogons continued Arithmecuts Jumblies Self-descriptive Numbers The number 4 when written
More informationStudy Guide and Intervention
- Study Guide and Intervention Write Mathematical Expressions In the algebraic expression, w, the letters and w are called variables. In algebra, a variable is used to represent unspecified numbers or
More informationStudy Guide and Intervention
Study Guide and Intervention You can use two-step equations to represent situations in which you start with a given amount and then increase it at a certain rate. Example PRINTING: A laser printer prints
More informationPlace Value I. Number Name Standard & Expanded
Place Value I Number Name Standard & Expanded Objectives n Know how to write a number as its number name n Know how to write a number in standard form n Know how to write a number in expanded form Vocabulary
More informationNumber Sense 1 AP Book 3.1
Number Sense 1 AP Book 3.1 page 1 AP Book NS3-1 page 33 1. a) ones b) ones c) tens d) ones e) hundreds f) ones g) tens h) ones i) hundreds j) ones 2. a) tens b) ones c) tens d) hundreds e) ones f) hundreds
More informationLearn your Sixes. 1 Homeshcool.
Learn your Sixes 1 Homeshcool Sixes These are some pages I made to help my daughter learn her multiplication. They go in order systematically introducing each new concept one at time. The lessons are not
More informationUnit 1: Whole Numbers
Unit 1: Whole Numbers 1.1.1 Place Value and Names for Whole Numbers Learning Objective(s) 1 Find the place value of a digit in a whole number. 2 Write a whole number in words and in standard form. 3 Write
More informationMark scheme. Mathematics tests. for Mental mathematics tests A, B and C. National curriculum assessments KEY STAGE 3. satspapers.
Ma KEY STAGE LOWER TIER & HIGHER TIERS Mathematics tests Mark scheme for Mental mathematics tests A, B and C 2008 National curriculum assessments QCA wishes to make its publications widely accessible.
More informationYear 5 Mental Arithmetic Tests
Year 5 Mental Arithmetic Tests 1 Equipment Required Printed question and answer sheet for the reader Printed blank answer page for child Stopwatch or timer Pencil No other equipment is required to complete
More informationStage 2 PROMPT sheet. 2/3 Estimate numbers. 2/1 Know the 2, 3, 5, 10 times tables. 2/4 Order numbers. Count in 10s.
Stage 2 PROMPT sheet 2/3 Estimate numbers Eyeball estimate Here are 3 sweets 2/1 Know the 2, 3, 5, 10 times tables 0 x 2 = 0 1 x 2 = 2 2 x 2 = 4 3 x 2 = 6 4 x 2 = 8 5 x 2 = 10 6 x 2 = 12 7 x 2 = 14 8 x
More informationStage 2 PROMPT sheet. 2/3 Estimate numbers. 2/1 Know the 2, 3, 5, 10 times tables. 2/4 Order numbers. 2/2 Place value
tens units tens units Stage 2 PROMPT sheet 2/3 Estimate numbers Eyeball estimate Here are 3 sweets 2/1 Know the 2, 3, 5, 10 times tables 0 x 2 = 0 1 x 2 = 2 2 x 2 = 4 3 x 2 = 6 4 x 2 = 8 5 x 2 = 10 6 x
More informationPROGRAMA DE ENSEÑANZA BILINGÜE
MATHEMATICS 1º ESO PROGRAMA DE ENSEÑANZA BILINGÜE INDEX Unit 1 Numbers Numbers 1-1 More about reading numbers 1-2 Exercises I 1-3 Decimals 1-4 Fractions and percentages 1-5 Roman numerals 1-5 Decimal notation
More informationSection 1: Whole Numbers
Grade 6 Play! Mathematics Answer Book 67 Section : Whole Numbers Question Value and Place Value of 7-digit Numbers TERM 2. Study: a) million 000 000 A million has 6 zeros. b) million 00 00 therefore million
More informationCounting Up The. holidays
Counting Up The holidays 1 3 5 Table of Contents Counting up the Holidays Count, Trace, and Color: One Count, Trace, and Color: Two Count, Trace, and Color: Three Count, Trace, and Color: Four Count, Trace,
More informationWorking with Teens! CA Kindergarten Number Sense 1.2: Count, recognize, represent, name, and order a number of objects (up to 30).
Standard: CA Kindergarten Number Sense 1.2: Count, recognize, represent, name, and order a number of objects (up to 30). CaCCSS Kindergarten Number and Operations in Base Ten 1: Compose and decompose numbers
More informationConcept: Problem Solving
Concept: Problem Solving COMPUTER COMPONENT Name: Instructions: Login to UMath X Hover over the strand: Equations Select the section: Problem Solving Work through all Sub Lessons of the following Lessons
More information1. Copy and complete each number pattern. a b c. 51 kg 51,2kg 51,8kg d
125 Unit 2. Whole Numbers: Addition and Subtraction (6 digit numbers). Activity 1. Whole Numbers. 1. Copy and complete each number pattern. a. 21 200 19 200 11 200 b. 4 625 5 000 5 500 c. 51 kg 51,2kg
More informationPupil s Book. Maths 5A rd Edition 2O% OFF. Dr Fong Ho Kheong Gan Kee Soon Chelvi Ramakrishnan
Pupil s Book 0.2 Maths 5A 3rd Edition 2O% OFF Dr Fong Ho Kheong Gan Kee Soon Chelvi Ramakrishnan APPROVED BY MINIS OF EDUCATION for use from 207 202 Preface My Pals Are Here! Maths (3rd Edition) is a comprehensive,
More informationGrade 6 Math. Numeracy: Text Chapter 2
Grade 6 Math Numeracy: Text Chapter 2 Standard Form All numbers with spaces between periods (groups of 3 starting at place value 1) Large whole numbers are arranged in groups of three digits called periods.
More informationUNIT 1: NATURAL NUMBERS.
The set of Natural Numbers: UNIT 1: NATURAL NUMBERS. The set of Natural Numbers ( they are also called whole numbers) is N={0,1,2,3,4,5...}. Natural have two purposes: Counting: There are three apples
More informationGrade 2 Mathematics Scope and Sequence
Grade 2 Mathematics Scope and Sequence Common Core Standards 2.OA.1 I Can Statements Curriculum Materials & (Knowledge & Skills) Resources /Comments Sums and Differences to 20: (Module 1 Engage NY) 100
More informationMy Body. How many? Look and count. seven. Ediciones SM
My Body Ediciones SM How many? Look and count. seven 7 Let s Sing! Let s All Learn to Count Let s all learn to count. Let s count the right amount. 1 and 2 and 3 and 4, 5 and 6 and 7 and 8, 9 and 10 and
More informationLesson 1 6. Algebra: Variables and Expression. Students will be able to evaluate algebraic expressions.
Lesson 1 6 Algebra: Variables and Expression Students will be able to evaluate algebraic expressions. P1 Represent and analyze patterns, rules and functions with words, tables, graphs and simple variable
More informationHigh-Low Skirt. materials and tools. materials and tools
materials and tools materials and tools Lightweight jersey or cotton fabric (see instructions for yardage) ½ʺ-wide elastic Two safety pins Tape measure Chalk marker or wash-away marker Pattern weights
More informationNS3 Part 1: BLM List. Workbook 3 - Number Sense, Part 1 1 BLACKLINE MASTERS
NS3 Part 1: BLM List Adding or Trading Game 2 Addition Rummy Blank Cards 3 Addition Rummy Preparation 4 Addition Table (Ordered) 5 Arrays in the Times Tables 6 Counting by 5s 7 Crossword Without Clues
More informationNumber Patterns - Grade 10 [CAPS] *
OpenStax-CNX module: m38376 1 Number Patterns - Grade 10 [CAPS] * Free High School Science Texts Project Based on Number Patterns by Rory Adams Free High School Science Texts Project Mark Horner Heather
More informationHow To Make a Ladybird Bag
How to Make a Light-Up Ladybird Bag Description Make this decorative & fun light up ladybird bag with 3 LEDs that are programmed to have 3 settings: continuously lit all the time, flashing together slowly,
More informationWhole Numbers WHOLE NUMBERS PASSPORT.
WHOLE NUMBERS PASSPORT www.mathletics.co.uk It is important to be able to identify the different types of whole numbers and recognise their properties so that we can apply the correct strategies needed
More informationClever Connections: Computations & Word Problems
Cabarrus K 5 Workshop February 15, 2016 Concord, NC Greg Tang s Clever Connections: Computations & Word Problems www.gregtang.com 1 gregtang@gregtang.com copyright www.gregtang.com Gregory Tang 1-100 Chart
More informationExtra Practice Suppose there are 10 trading cards in each package? a) How many packages would you need to package 800 cards?
Master 2.26 Extra Practice 1 Lesson 1: Numbers to 100 000 1. Which of these statements is true? a) 5 hundreds is equal to 50 tens b) 6 ten thousands is equal to 60 hundreds 2. a) How many tens are in 5000?
More informationIs muddled about the correspondence between multiplication and division facts, recording, for example: 3 5 = 15, so 5 15 = 3
Is muddled about the correspondence between multiplication and division facts, recording, for example: 3 5 = 15, so 5 15 = 3 Opportunity for: recognising relationships Resources Board with space for four
More informationA Covering System with Minimum Modulus 42
Brigham Young University BYU ScholarsArchive All Theses and Dissertations 2014-12-01 A Covering System with Minimum Modulus 42 Tyler Owens Brigham Young University - Provo Follow this and additional works
More informationSAMPLE NINTH EDITION. Margaret L. Lial American River College. Stanley A. Salzman American River College
MYSLIDENOTES SAMPLE BASIC COLLEGE MATHEMATICS NINTH EDITION Margaret L. Lial American River College Stanley A. Salzman American River College Diana L. Hestwood Minneapolis Community and Technical College
More informationGrade 2 Arkansas Mathematics Standards. Represent and solve problems involving addition and subtraction
Grade 2 Arkansas Mathematics Standards Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction AR.Math.Content.2.OA.A.1 Use addition and subtraction within 100
More informationNaming Whole Numbers and Money
LESSON 5 Naming Whole Numbers and Money Power Up facts Power Up A count aloud Count up and down by tens between 0 and 200. Count up and down by hundreds between 0 and 2000. mental math a. Addition: 200
More informationMaths CAPS. Counting. Fill in the missing numbers: Counts forward and backward in 1s, 2s, 3s, 4s, 5s and 10s from any number between 0 and 200.
Counting Practise counting in multiples of 1s, 2s, 3s, 4s, 5s, and 10s with learners aloud together regularly. As multiples are counted, point out each number for learners to see on a hundreds chart. a
More informationPowers and roots 6.1. Previous learning. Objectives based on NC levels and (mainly level ) Lessons 1 Squares, cubes and roots.
N 6.1 Powers and roots Previous learning Before they start, pupils should be able to: use index notation and the index laws for positive integer powers understand and use the order of operations, including
More informationReception Year 1. Counting. Bournmoor Primary School Overview of Strategies and Methods - Counting. How many in a set?
Counting Overview of Strategies and Methods - Counting How many in a set? How many in a set? Estimate, and encourage estimation, within a range Seven hand claps Estimate, and encourage estimation, within
More informationSection 6-3 Double-Angle and Half-Angle Identities
6-3 Double-Angle and Half-Angle Identities 47 Section 6-3 Double-Angle and Half-Angle Identities Double-Angle Identities Half-Angle Identities This section develops another important set of identities
More informationAn Overview of Mathematics 4
An Overview of Mathematics 4 Number (N) read, write, represent, and describe whole numbers to 10 000 using concrete materials, pictures, expressions (e.g., 400 + 7), words, place-value charts, and symbols
More informationA numeral is a symbol that represents a number. For example, the number six can be expressed by any of these symbols (and there are others):
Objectives In this section, you will learn to: Section 1.1 Whole Numbers Identify the base-10 numbers. Find the place value of a digit in a whole number. Write a whole number in expanded form and in words.
More informationReception. Year 1. Counting. Overview of strategies and methods Counting. How many in a set? How many in a set?
Overview of strategies and methods Counting How many in a set? How many in a set? Estimate, and encourage estimation, within a range Counting Estimate, and encourage estimation, within a range Seven hand
More informationTable of Contents HUNDRED BOARD BOOK. Introduction...iv Connections to Common Core Standards...v
HUNDRED BOARD BOOK Table of Contents Introduction...iv Connections to Common Core Standards...v 1. Marching Forward 1 to 100... 2 2. Marching Backward 100 to 1... 4 3. Find the Three Lakes... 6 4. Don
More informationCopyright 2015 Edmentum - All rights reserved.
Study Island Copyright 2015 Edmentum - All rights reserved. Generation Date: 05/19/2015 Generated By: Matthew Beyranevand Rounding Numbers 1. Round to the nearest hundred. 2,836 A. 2,900 B. 3,000 C. 2,840
More informationMath 154 :: Elementary Algebra
Math :: Elementary Algebra Section 9. Section 9. Section 9. Section 9. Section 9. Section 9.6 Math :: Elementary Algebra Section 9. Introduction to Square Roots. This answer should be in your own words..
More informationHow do you say that big number?
Name: Word name & Standard Form How do you say that big number? Write the word name for each number below. example: 23,406 - twenty-three thousand, four hundred six a. 23,567 - b. 652,190 - c. 130,911
More informationG RADE 1 MATHEMATICS. Blackline Masters
G RADE 1 MATHEMATICS Blackline Masters BLM K 4.1 Assessment Checklist Student s Name Comments BLM 1.N.1&3.1 Number Cards BLM 1.N.1&3.1 Number Cards (continued) BLM 1.N.1&3.1 Number Cards (continued) BLM
More informationN1-1 Whole Numbers. Pre-requisites: None Estimated Time: 2 hours. Summary Learn Solve Revise Answers. Summary
N1-1 Whole Numbers whole numbers to trillions the terms: whole number, counting number, multiple, factor, even, odd, composite, prime, >, < Pre-requisites: None Estimated Time: 2 hours Summary Learn Solve
More informationWEDNESDAY, 18 MAY 1.00 PM 1.35 PM. Scottish candidate number
FOR OFFICIAL USE X100/101 Total Mark NATIONAL QUALIFICATIONS 2011 WEDNESDAY, 18 MAY MATHEMATICS 1.00 PM 1.35 PM INTERMEDIATE 1 Units 1, 2 and 3 Paper 1 (Non-calculator) Fill in these boxes and read what
More informationCommon Core State Standard I Can Statements 2 nd Grade
CCSS Key: Operations and Algebraic Thinking (OA) Number and Operations in Base Ten (NBT) Measurement and Data (MD) Geometry (G) Common Core State Standard 2 nd Grade Common Core State Standards for Mathematics
More information1. 1 Square Numbers and Area Models (pp. 6-10)
Math 8 Unit 1 Notes Name: 1. 1 Square Numbers and Area Models (pp. 6-10) square number: the product of a number multiplied by itself; for example, 25 is the square of 5 perfect square: a number that is
More informationGRADE LEVEL: FOURTH GRADE SUBJECT: MATH DATE: Read (in standard form) whole numbers. whole numbers Equivalent Whole Numbers
CRAWFORDSVILLE COMMUNITY SCHOOL CORPORATION 1 GRADE LEVEL: FOURTH GRADE SUBJECT: MATH DATE: 2019 2020 GRADING PERIOD: QUARTER 1 MASTER COPY 1 20 19 NUMBER SENSE Whole Numbers 4.NS.1: Read and write whole
More informationChapter 01 Test. 1 Write an algebraic expression for the phrase the sum of g and 3. A 3g B 3g + 3 C g 3 D g Write a word phrase for.
hapter 01 Test Name: ate: 1 Write an algebraic expression for the phrase the sum of g and 3. 3g 3g + 3 g 3 g + 3 2 Write a word phrase for. negative 5 minus 4 plus a number n negative 5 minus 4 times a
More informationKindergarten Mathematics Approved May 30, 2012
Kindergarten Mathematics Approved May 30, 2012 Standard: K.CC.1 Count to 100 by ones and by tens. Counting and Cardinality Know number names and the count sequence Type: X _Knowledge Reasoning Performance
More informationCOMMON CORE STATE STANDARDS FOR MATHEMATICS K-2 DOMAIN PROGRESSIONS
COMMON CORE STATE STANDARDS FOR MATHEMATICS K-2 DOMAIN PROGRESSIONS Compiled by Dewey Gottlieb, Hawaii Department of Education June 2010 Domain: Counting and Cardinality Know number names and the count
More informationUnit 1: You and Your Money
Unit 1: You and Your Money Vocabulary a coin (some coins) change a penny (pennies) a nickel (nickels) a dime (dimes) a quarter (quarters) a half dollar (half dollars) a dollar bill (dollar bills) a check
More informationCPM EDUCATIONAL PROGRAM
CPM EDUCATIONAL PROGRAM SAMPLE LESSON: ALGEBRA TILES FOR FACTORING AND MORE HIGH SCHOOL CONTENT ALGEBRA TILES (MODELS) Algebra Tiles are models that can be used to represent abstract concepts. Th packet
More informationPrimo Plaid Flannels: New Blues
#MakeItWithMarcusFabrics 66 x 84 PAGE 2 of 5 Fabric Requirements & Cutting Instructions Quilt Size: 66 x 84 Fabric A J306-0110 Fat Quarter Fabric B U038-0150 Fat Quarter Cut six 2 ½ squares. Fabric C U037-0118
More information