Module 0 | Unit 1: The Language of Algebra Key Concepts: Expressions, operations on real numbers, and exponents and roots Essential Questions: How can you use variables, constants, and operation symbols to represent words and phrases? How do you add and subtract real numbers? How do you multiply and divide real numbers?
Abstract: This paper is a report about the ancient Egyptians mathematics. The report discusses the unique counting system and notation of the ancient Egyptians, and their hieroglyphics. One of the unique aspects of the mathematics is the usage of “base fractions”. The arithmetic of the Egyptians is also discussed, and how it compares to our current methods of arithmetic. Finally, the geometrical ideas possessed by the Egyptians are discussed, as well as how they used those ideas.
Timmatha Gagner, McKenna Townsend, Rebecca Hamilton Math 302- Habits of Mind 1 For Habits of Mind Problem 1, we were given the ratios of carnations to daisies, roses to peonies, and peonies to carnations. We were asked to find the remaining ratios of flowers, which would be peonies to daisies, carnations to roses, and roses to daisies. Madison also wants to give her teacher a bouquet using appropriate ratios and whole flowers. So, for this question we were asked how many of each type of flower should be put in the bouquet. The ratios we were already given are represented in tables 1.1, 1.2 and 1.3 Table 1.1 Carnations 14 28 42 56 70 Daisies 7 14 21 28 35 Note that 14:7 simplifies to 2:1
Problem Statement: A farmer drops all of her eggs and doesn’t know how many eggs she had and only knows she could package them in groups of seven because 1-6 would have one left over. What number is divisible by seven and has 1 left over when divided by 1-6. Is there more than one answer. Process: The process is simple it’s just time consuming.
There are three good reasons why we use the Angle Addition Postulate. We use this method because it is similar to the Segment addition postulate, two adjacent angles together create a larger angle, and you can find out unknown angles. The real world application of this method is used in carpentry, engineering, design, and construction of anything with angles. First, the Segment Addition Postulate is where you can find the length of a large line by adding the length of two or more small lines together. Putting two things together has been taught since elementary and so it’s an easier concept to understand.
Write 9-4x^2-x+2x^4 in standard form You first look at all the the numbers in the polynomial and see which coefficient has the highest number exponent. (the degree) which is 2x^4. Then you keeping descending down so -4x^2 would be next. Then you look at the numbers and variables in the problem, all you have left is 9 and -x you always put the variable first so it would be -x, then 9. So your answer would be
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
I took part in the Moody 's Mega Math Challenge, a yearly mathematical modeling competition in which teams attempt to use mathematics as a predictive and analytical tool for discussing a given problem. The Challenge focused on STEM and non-STEM careers, comparing the short-term cost of college and the long-term financial stability of both career paths. We were given 14 hours to complete a comprehensive paper offering a solution to their questions I and four others divided the work amongst ourselves. I was given responsibility for the first part of the problem, comparing the short term college tuitions between STEM and non-STEM fields. I would take a full 12 hours to complete this surprisingly sizable task.
Me and math been butting heads every since I was in elementary school; Math wasn 't my strong suit what so ever. Every time I was in math class in my early days me and a couple of my friends would always ask the teacher "why are we learning this," "we will never use this in our lives." Looking back on those days now I was wrong; we do need math in our life even the simplest form of math. I 've learned this semester that math is an essential tool in life; to communicate with others or to function in life we need math. How I felt about Math I never liked math ever since my first encounter with it in elementary school.
Standard 3.OA.1: Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. Children start working with equal groups as a whole instead of counting it individual objects. Students start understanding that are able to group number is according to get a product. Students can solve duplication by understand the relationship between the two number.
You told my partner and I to change the color of things that are different in our papers. Problem Statement: You have a pool table with pockets only in the four corners. If a ball is always shot from the bottom left corner at 45°, and it always bounces at 45° , how many times will it bounce before it lands in a pocket? I worked with a partner, but I spent more time on bigger dimensions and a table of our data, while my partner spent more time on smaller dimensions Pool Table Dimensions Number of Rebounds Corner it lands in(A, B, C, or D) 1x1 0 C 10x10 0 C 2x1 1 B 2x4 1 D 3x6 1 D 2x6 2 C 2x7 2 B 2x8 3 D 8x12 3 B 2x3 3 B 10x6 6 C 30x18 6 C 2x4 8 D 3x8 9 D 4x7 9 B 4x10 9 B 5x7 10 C 7x10 15 D 19x10 25 C 19x20