Abbey Jacobson
Math 212
Reflection 2
Reflect 4.4
⅖ths is larger than 2/7ths because when changing the fraction to a common denominator, in this case 35, we get 14/35ths and 10/35ths respectively.
4/10ths is larger than 3/8ths, I found this by finding the common denominator of 80 and changing the fractions accordingly to get 32/80 and 30/80 respectively.
When comparing 6/11 and ⅗ we find the ⅗ is larger when we find the common denominator. The common denominator is 55, we get 30/55 and 33/55 respectively, showing that ⅗ is larger than 6/11.
I multiplied ¾ by 2 to get 6/8, to make it visually easy to find the larger fraction between ¾ and ⅝. We see that ¾ is larger.
I found the common denominator of 6/5 and 8/7, changing them to 42/35 and
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By multiplying 4 by 2 we get 8, which makes it a common numerator with 8/15, we get 4/7 as 8/14 and can now compare it to 8/15. Since we know that 1 unit cut into 14 equal sizes pieces will produce larger pieces than 1 unit cut into 15 equal size pieces, 4/7 has to be the larger fraction.
Common Denominator
To find the common denominator of ⅘ and 9/10 we need to multiply ⅘ by 2, making it 8/10. Now that the two fractions have the same denominator we can now compare the two fractions. We can think of each fraction as 1 unit cut into ten equal size pieces. In one unit we would shade 8 of the 10 pieces to represent 8/10 and we would shade 9 out of the 10 pieces on the other unit, because we can see that the second unit has 9 out of the 10 pieces shaded we know that 9/10 is the larger fraction.
Benchmark
7/13 and 11/23 are best compared through the benchmarking strategy. We are going to use ½ as our benchmark for these two fractions. First we need to divide each of the denominators by 2 to get 6.5 and 11.5 respectively. As we can see 7 is greater than 6.5, this means that 7/13 will be to the right of ½ on a number line. 11 is less than 11.5 meaning 11/23 will be to the left of ½ on a number line. We know that the number furthest to the right on a number line is the larger number, so 7/13 is the greater
7. ( 333 )7 a ) 3 4 171 2 4 42 2 4 10 2 4 2 0 b ) 3 8 171 5 8 21 2 8 2 0 c ) B 11 16 171
I initialised the count value to ‘0’ and declared the k variable as “100000000” and Variable Nu is equal to “00000000” & Num because in this algorithm division function has low nominator compared to denominator so we end up with fraction values like 0.25, 0.33 etc. To do the binary division in this case is pretty challenging, one should have a better understanding and basic knowledge of how it’s done. Binary shift division is the solution to the problem here, whenever the nominator is lower than denominator value is shifted to the left by adding a ‘0’ to the last digit of the value until the nominator gets bigger than denominator and when denominator fits in nominator subtraction is done and a new value
Example: 5+4-23x-10 + 433x-10 these two fractions are equivalent since they have the same domain enables the numerators to be reduced without changing the
Brine Shrimp Lab Reflection After performing the Brine Shrimp Inquiry lab my group found that .5% salinity of 50 mL of water was the ideal salinity for hatching brine shrimp. To figure out what salinity was ideal we tested three different levels of salinity. The first thing we did when we began the lab was choose three different salinities to test. My group choose .5%, 3%, and 5%, next we choose the amount of water that would be in each dish; we decided on 50 mL of water. We then calculated the amount of salt to put in each dish.
During the last 50 hours, Ashley has been working on learning the division facts and has learned to multiply 2 and 3 digit numbers by 1 digit with all combinations of regrouping. In both these areas she has built fluency. She moves through problems quickly with very few errors. The third grade standard is to be able to multiply and divide within 100. Ashley is currently multiplying within 1000.
If it is less than
Table 1.2 Roses 3 6 9 12 15 Peonies 5 10 15 20 25 Table 1.3 Peonies 2 4 6 8 10 Carnations 5 10 15 20 25 We decided to find the ratio between peonies and daisies first because we were given ratios for each of them to carnations (table 1.1 and 1.3). In order to do this we compared the two tables of carnations to daisies (table 1.1) and peonies to carnations (table 1.3).
The debt to ratio is a ratio that compares a firms total liabilities and shareholders’ equity. It shows the proportion of the amount of money invested by the business owners as well as external entities. Debt to Equity Ratio = Total Liabilities/Shareholders’ Equity = $80,994/$931,490
The conversation I documented was during circle time. The children were documenting the weather outside. After the class agrees on what the weather is they chart it. As they were finishing the teacher asked the class, “which one has the greatest amount and which one has the least amount”?
((320.5 + 315.8) / 2)) * 100]) and solved to get (1.58%). For the second station we had to determine the distance required to balance the system and the percent difference. To find the unknown distance we set up the equation Fleft*dleft = Fright*dright. We then plugged in the values (11.35 N * x cm = 48cm *
These variables will compared within three
What is fractional distillation? Fractional distillation is a method of separating miscible liquids using heat. This technique is used for the separation of liquids which dissolve in each other. Several simple distillations are completed during fractional distillation using only one apparatus.
Surface Area to Volume Ratio shows the amount of area the entity has versus the amount of space inside the entity. If the entity was a cell for example, a larger ratio is preferred because when the cell grows and gains a smaller ratio the cell will divide because the volume inside had too much demand for the surface area. Therefore, the hypothesis will be: The larger the surface area to volume ratio the potato has, the weight will have more of a dramatic change. Variables Independent Surface Area to Volume Ratio Dependent
Before I can confidently teach numeracy to my learners, I have to make sure that I have prepared myself and I fully understand the numbers and I can explain some of the key concept in numeracy before teaching them how to apply them. Once one understand these concepts, it will be easier for me to explain them to my learners and I will be able to apply a variety of methods of application. Because as the English proverb says. “There are many ways to skin a cat”.