مقالات

54.2: الأساسيات - الرياضيات


54.2: الأساسيات - الرياضيات

54.2: الأساسيات - الرياضيات

| 6 Q 32j ` Y z k + ƕ ؟ 6lX Rj U _X Y / ij / W> / Subtype / Link / C [0 0 1] / Border [0 0 0] / Rect [25778 89765] >> endobj 4 0 obj> Stream application / pdf doi: 10.1177 / 1053451218765253

2018-04-02 المجلات الحقيقية. sagepub.com 10.1177 / 1053451218765253

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Science major point estimates are not reported for young adults with TBI or MD because of low cell counts, as required by the data use agreement with the US Department of Education.

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Math Navigator

Pathway to Mastery

Math Navigator brings together all of Gooru’s Navigator tools to create a Navigator course solution that supplements existing classroom curricula and practices to support complex knowledge and skill developments. Learners move from 2nd to 9th-grade math with a full spectrum of Common Core Standards aligned resources and assessments. It can be used to fill gaps as an intervention, review on- grade level concepts, and accelerate learners. No matter what grade learners are in, Math Navigator will generate an individualized pathway and provide highly curated, personalized suggestions to help each learner reach their math goals.

Math Navigator

Math Navigator helps learners develop the foundational knowledge, skills, and thought processes required to be successful in 2nd to 9th-grade math and better prepares learners for more advanced mathematics and STEM careers.

Math Navigator covers Common Core Competencies for 2nd to 9th-grade math, including Algebra. Each competency has a full spectrum of learning activities, resources and assessments, which includes digital and offline resources, machine graded formative assessments, free response questions, worked solutions, and offline rubric graded projects.

Learners can fill math gaps through their individual navigated learning journey and also extend and apply their knowledge using offline tasks. Math Navigator empowers learners by helping them solidify math foundational knowledge and skills and develop ownership of their learning. It allows for tailored implementation models based on learner and instructor readiness and slowly transitions learning from instructor to learner-directed. It also enhances the role of the instructor with real-time data and research-based learning tools to successfully differentiate their teaching and coaching.

أهداف البرنامج

Math Navigator can be used by learners to fill specific foundational gaps in math and to extend knowledge to ensure all learners are at or above grade level.

Instructors have access to real-time data on individual learners and tools to support efficient and effective individualized instruction.

Administrators track learning in the moment to personalize interventions and to see patterns of success and struggle across classrooms, schools, and district 2nd-9th grade math topics, math learning techniques and ownership skills.

White-labeled

You can brand the the Math Navigator tools with your logo, roster the learners and instructors using OneRoster, access Math Navigator and launch it from within your application using LTI.

Connecting Ed & Tech

Gooru is invested in making sure that teaching practices guide technology, and that learner outcomes are at the heart of Navigator’s design. Our approach aligns with instructor needs and practices, putting instruction first and technology second.Check out these articles, which feature our partnerships to co-design edtech and highlights this approach.

"I feel like I have grown as a teacher in my ability to differentiate instruction and use data in a way that really powerfully benefits my students."

--Laurie Ellis, math teacher at Leadership Public Schools

The Results: Teaching 8 Years of Math in 4

Students in the Math Navigate program at Leadership Public Schools gain an average of 2.8 math grade levels per year, as measured by the NWEA MAP.

At LPS, teachers had more time for targeted support, assessment, and preparation. Students’ understanding soared, they took meaningful ownership of their learning, and they were on track to move from elementary proficiency to college readiness by graduation.


3. Order of Operations

Kids definitely need scratch paper or whiteboards for this game. Partners should have 3 or more dice, depending upon the type of math sentence template you give them. You’ll need to give kids a specific template that will work, as not all templates will work for this game using the numbers on the dice (see a few examples below).

Have the kids make a template on their paper/whiteboards. Kids roll the dice and place the numbers on the template provided. Kids solve that problem, using the order of operations and then compare their number to see who has the largest (and correctly done) number to determine a winner.

A few possible templates for this game:

_ _ + (__) = Example with 4 dice: 25 + (6 – 4) = 23

(_ x __) + _ = Example with 3 dice: (3 x 4) + 2 = 14

_ _ – ( + _) = Example with 4 dice: 26 – (5 + 3) = 18


INTERVAL: Clock Math

INTERVAL is a function that provides a way to add, subtract or just convert.

Which is the correct output of the above query?

A. +25-00, +54-02, +00 11:12:10.123457
B. +00-300, +54-02,+00 11:12:10.123457
C. +25-00,+00-650,+00 11:12:10.123457
D. +00-300,+00-650,+00 11:12:10.123457

INTERVAL ‘x’ [TIMEFRAME]

The interval command returns an interval of time as an expression. These intervals can be stored in two formats:

From the sounds of it, it’s converting years to months and days to seconds, but it isn’t. It is telling you the range of values found in the interval. It goes all the way from YEAR down to MONTH and all the way from DAY down to SECOND.

For example, MONTH will return the years-months for a given number of months. It can also be used to add or subtract an interval of months to a date.

** NOTE: It will only add or subtract by the number of months. The day will remain the same.

When people talk about their babies, they refer to the child’s age in months. “He’s 16 months old tolday!” I don’t know what you think when you hear that, but my mind says, “okay, so one year and four months old.”

It gives us the same answer, but in slightly strange notation using yy-mm. The first number (01) is the number of years. The second number (04) is the number of months. The plus indicator preceding the year shows the interval is positive.

We could run the same again with months in the past:

We can substract that interval (or add the negative interval) to today’s date and find out when the child was born:

When will he be 18 months old?

By default, the month interval has a precision of 4 which would be anything up to 99 years and 11 months. You can change that by adding your own precision. How many years and months is 1200 months?

Notice in the example below, the first and second queries are the same except for the (4) interval on the second.

Other Intervals

Each time frame can be used with the interval command.

Interval Math

Now that we have intervals, we can use them to add to or subtract from other intervals or dates.

We can also use intervals in procedures. Here’s an anonymous block that reels back time 15 minutes and then 30 months. Don’t forget to turn serveroutput on so you can see the results. See the four stars to note where the interval is used with the date.


Envision Math Answers

Envision math deals with solving problems in certain topics such as numeration, addition, subtraction, multiplication, division, fractions and decimals, equivalent fractions, expressions and equations. Basically envision math deals with solving arithmetic problems with answers. The step by step solution for envisions math is given below. Here we are going to discuss some of the arithmetic problems and solving expressions. Envision math problems and answers are discussed below.
Example Problems to Envision Math Answers:

46 – 2x – 46 = 100 – 46 (Subtract 46)

I am planning to write more post on Free Math Answers استمر في التحقق من مدونتي.

(x + y)n = xn + n xn-1 y + `(n(n-1))/(2!)` xn-2 y2 + `(n(n-1)(n-2))/(3!)` xn-3 y3 + … + yn

(x + 9)3 = x3 + 3 x3-1 9 + `(3(3-1))/(2!)` x3-2 92 + `(3(3-1)(3-2))/(3!)` x3-3 93

= x3 + 27 x2 + `(3(2))/(2)` x1 (81) + `(3(2)(1))/(6)` x0 (729)

Answer: (x + 9)3 = x3 + 27 x2 + 243 x + 729
Practice Problems to Envision Math Answers:

Change of base theorem is,

log8 50 = `(log_(10)50 )/(log_(10)8)`

`(log_(10)50 )/(log_(10)8)` = `1.6990/0.9031`

4 – 2x – 4 > 50 – 4 (Subtract 4)

a < -23 (Multiplication of an inequality by a negative number changes the symbol) To check: x = -22: 4 – 2(-22) > 50

Answer: a < -23
Please express your views of this topic free math answers problem solver by commenting on blog


Can Basic Math Skills Make You Rich?

I apparently owe a lot to my 9th grade math teacher. Every Friday, Mr. Smith would have the class play a game. He would write a series of numbers on the board, and the goal was to use basic math to make the first four numbers total the last one.

For example, he'd write: 1 6 8 3 10

You'd have to come up with the right mathematical equation. In this case, ((6*3)-8)/1 = 10 would be the right answer. I loved that game. I was one of the better players in the class--so much so that a classmate wrote something about it in my yearbook. I was honored, although, looking back, it was probably a jab at my incurable nerdiness. While I could never translate my basic skills into nuclear engineering, I was being trained, unwittingly, to become financially successful.

Your Math and Memory Skills Influence Your Money Skills

A study by the RAND Corporation, a nonprofit think tank, showed a direct correlation between numeracy (a fancy word for math skills), delayed recall (the ability to remember something you've seen after some delay) and your future wealth. Researchers gave a basic numeracy test to participants, and matched scores to household wealth. the results were stunning. For households where both spouses scored zero correct answers on the test, the average wealth was $200,000. For households where both spouses got all of the answers correct, the average wealth was $1.7 million. That's an 850 percent increase for the highly numerate families compared to the innumerate families. The results were similar, although not as dramatic as the numeracy scores, for recall capabilities--the ability to remember a word set after a break of a few minutes. Families with high word recall scores were approximately 350 percent as wealthy as those with low word recall scores.

The Blind Lead the Seeing

Gender differences showed up too--and not in ways that make the most financial sense for families. Because of historical norms, men tend to be the ones who do the finances in the family. In this study, it was no different. In 62 percent of households surveyed, men were responsible for the finances. The trend is more pronounced when the man is older, and at least 10 years older than his wife. When the man was in his 70s and the wife was more than 10 years younger, the man was responsible for the finances 82 percent of the time.

Even if the man is a numerical incompetent, he's still just as likely to make the household financial decisions. If cases where the male in the couple scored zero on the numeracy test, he was still the one making the financial decisions 50 percent of the time. In other words, gender norms dictate who makes money decisions rather than letting skill dictate financial responsibility. It's absurd.

Let's look at the financial impact that this has on couples. We'll look at two pairings: First, let's look at the case where one spouse scores zero on the study's numeracy score and the other spouse scores a two (out of a possible three). We'll look at the average wealth of these families depending on who's the financial decision maker:

Total wealth when the zero-scoring spouse is the decision maker: $548,500

Total wealth when the two-scoring spouse is the decision maker: $684,500

Difference: $136,000

Even narrower differences in the numeracy score make a big difference when it comes to handling financial decisions. Here's the same wealth comparison when one spouse scores zero on the numeracy score and the other scores a one. We'll do the same wealth comparison:

Total wealth when the zero-scoring spouse is the decision maker: $339,800

Total wealth when the one-scoring spouse is the decision maker: $388,400

Difference: $49,600

There were no 0-3 pairings. Apparently, math nerds keep to themselves.

What Can You Do to Promote the Math Whiz in Your Family?

Determine who has a higher numeracy. There are several numeracy quizzes online. Take one, and put the winner in charge of the finances. This doesn't mean that the less numerate spouse gets no say. You should still plan family budgets together and talk about investment strategies, as well as joint long-term goals. But someone has to control the conch (probably the only Lord of the Flies reference you'll ever see me make), and, as the RAND study shows, the math nerd should hold it.

Improve your math skills. Play games. Play Sudoku. Do math puzzles. Having basic numeracy is a very important skill to help you survive and get ahead in the world, whether you have to work with numbers in your day job or not. We're not born with an innate ability to figure out integrals and derivatives we learn those skills.

Improve your memory. The second consequential factor for determining household wealth was the ability to recall information which had been previously presented. By improving your memory, you'll be able to recall the heuristics needed to appropriately apply your math skills. You'll remember rules of thumb such as how much of your paycheck you should set aside, or what percentage of your investments should be in equities.

Next time you see someone on the plane who's whizzing through Sudoku puzzles, don't think "dork." Instead, think "next Warren Buffett." Thanks, Mr. Smith.

Jason Hull is a candidate for the CFP(R) Board's certification, is a Series 65 securities license holder, and owns Hull Financial Planning.


54.2: Basics - Mathematics

This project contains the simplest possible compiler, which converts mathematical operations into assembly language, allowing all the speed in your sums!

Because this is a simple project it provides only a small number of primitives:

  • + - Plus
  • - - Minus
  • * - Multiply
  • / - Divide
  • ^ - Raise to a power
  • % - Modulus
  • ! - Factorial
  • عضلات المعدة
  • الخطيئة
  • كوس
  • تان
  • الجذر التربيعي
  • Stack operations:
    • swap - Swap the top-two items on the stack
    • dup - Duplicate the topmost stack-entry.
    • ه
    • بي

    Despite this toy-functionality there is a lot going on, and we support:

    • Full RPN input
    • Floating-point numbers (i.e. one-third multipled by nine is 3)
      • 1 3 / 9 *

      Some errors will be caught at run-time, as the generated code has support for:

      • Detecting, and preventing, division by zero.
      • Detecting insufficient arguments being present upon the stack.
        • For example this program is invalid 3 + , because the addition operator requires two operands. (i.e. 3 4 + )

        There are two ways to install this project from source, which depend on the version of the go version you're using.

        If you just need the binaries you can find them upon the project release page.

        Source Installation go <= 1.11

        If you're using go before 1.11 then the following command should fetch/update the project and install it upon your system:

        Source installation go >= 1.12

        If you're using a more recent version of go (which is للغاية recommended), you need to clone to a directory which is not present upon your GOPATH :

        The intention of this project is mostly to say "I wrote a compiler", because I've already experimented with a language, an embedded evaluation engine, and implemented a BASIC interpreter. The things learned from those projects were pretty useful, even if the actual results were not so obviously useful in themselves.

        Because there are no shortages of toy-languages, and there is a lot of complexity in writing another for no real gain, I decided to just focus upon a simple core:

        In theory this would allow me to compile things like this:

        However I even simplified that, via the use of a "Reverse Polish" notation, so if you want to run that example you'd enter the expression as:

        The output of math-compiler will typically be an assembly-language file, which then needs to be compiled before it may be executed.

        Given our previous example of 2 + ( 4 * 54) we can compile & execute that program like so:

        • math-compiler was invoked, and the output written to the file sample.s .
        • gcc was used to assemble sample.s into the binary sample .
        • The actual binary was then executed, which showed the result of the calculation.

        If you prefer you can also let the compiler do the heavy-lifting, and generate an executable for you directly. Simply add -compile , and execute the generated a.out binary:

        Or to compile و execute directly:

        The codebase itself contains some simple test-cases, however these are not comprehensive as a large part of our operation is merely to populate a simple template-file, and it is hard to test that.

        To execute the integrated tests use the standard go approach:

        In addition to the internal test cases there are also some functional tests contained in test.sh - these perform some calculations and verify they produce the correct result.

        Debugging the generated programs

        If you run the compiler with the -debug flag a breakpoint will be generated immediately at the start of the program. You can use that breakpoint to easily debug the generated binary via gdb .

        For example you might generate a program " 2 3 + 4 / " like so:

        Now you can launch that binary under gdb , and run it:

        Dissassemble the code via disassemble , and step over instructions one at a time via stepi . If your program is long you might see a lot of output from the disassemble step:

        You can set a breakpoint at a line in the future, and continue running till you hit it, with something like this:

        Once there inspect the registers with commands like these two:

        My favourite is info registers float , which shows you the floating-point values as well as the raw values:

        Further documentation can be found in the gdb manual, which is worth reading if you've an interest in compilers, debuggers, and decompilers.

        The obvious thing to improve in this compiler is to add support for more operations. At the moment support for the most obvious/common operations is present, but perhaps more functions could be added.

        If you enjoyed this repository, then you might also enjoy my compiler for the Brainfuck language. The compiler there compiles brainfuck programs to x86-64 assembly-language:

        This repository is configured to run tests upon every commit, and when pull-requests are created/updated. The testing is carried out via .github/run-tests.sh which is used by the github-action-tester action.

        Releases are automated in a similar fashion via .github/build, and the github-action-publish-binaries action.


        Rounding Numbers

        In these lessons, we will learn how to round whole numbers to the nearest ten, hundred and thousand.

        Sometimes, we do not need to work with very accurate numbers. For example, suppose that the attendance at a football match was 26,239. Most people may just want to know there were 26,000 at the football match instead of the exact number.

        في وسعنا round off large numbers to the nearest thousand, nearest hundred, nearest ten, or any other specified place value.

        Rounding Numbers To The Nearest Ten

        مثال:
        Round 378 to the nearest ten.

        To round off to the nearest ten, we look at the ones digit.

        In the number 378, the ones digit is bigger than 5, so we round up to 380.

        378 is 380 when rounded off to the nearest ten.

        تذكر:
        The rule is - if the digit to the right of the rounding place is:
        5 or more, round up
        4 or less, round down

        مثال:
        1 653 is 1 650 when rounded off to the nearest ten.
        53 745 is 53 750 when rounded off to the nearest ten.

        How to round numbers to the nearest 10?

        If the digit in the ones place is:
        5 or higher, round tens place up
        4 or lower, leave tens place as is
        Digits in other places does not matter.

        مثال:
        Round the following numbers to the nearest 10
        738
        293
        197

        Rounding Whole Numbers: Round to the Nearest Ten

        1. Locate the digit one place to the right of the digit in the indicated rounding place.
        2. If it is 5 or more, round up by 1. If it is 4 or less do not change.
        3. Change all digits to the right of the rounding place digit to zeros.

        مثال:
        Round the following to the nearest ten.
        a) 63
        b) 77
        c) 85

        Rounding Numbers To The Nearest Hundred

        مثال:
        Round 1 243 to the nearest hundred.

        حل:
        To round off to the nearest hundred, we look at the tens digit.
        In the number 1 243, the tens digit is less than 5, so we round down to 1 200.

        1 243 is 1 200 when rounded off to the nearest hundred.

        أمثلة:
        37 084 is 37 100 when rounded off to the nearest hundred.

        54 253 is 54 300 when rounded off to the nearest hundred.

        Round 3-digit Numbers to the Nearest Hundred

        Use a number line to understand rounding to the nearest hundred.

        Rounding Whole Numbers: Round To The Nearest Hundred

        مثال:
        Round to the nearest hundred
        a) 1,839
        b) 22,386

        Rounding Numbers To The Nearest Thousand

        مثال:
        Round 46 225 to the nearest thousand.

        حل:
        To round off to the nearest thousand, we look at the hundreds digit.
        In the number 46 225, the hundreds digit is less than 5, so we round down to 46 000.

        46 225 is 46 000 when rounded off to the nearest thousand.

        أمثلة:
        53 609 is 54 000 when rounded off to the nearest thousand.

        36 529 is 37 000 when rounded off to the nearest thousand.

        Steps to round numbers to the nearest thousand

        1. Underline the number that we are rounding to
        2. Look at the digit to the right of the underlined digit
        3. If that number is 0-4, the underlined number stays the same all others are zeros,
        4. If that number is 5-9, the underlined digit goes up by 1. All others are zero.

        مثال:
        Round to the thousands.
        1,674

        Rounding nearest thousand and to the nearest ten thousand place
        Step 1: Identify the significant digit.
        Step 2: Look behind to see if go up or remain unchanged.

        مثال:
        Round 34,528 to the nearest thousand and to the nearest ten thousand.

        جرب آلة حاسبة Mathway المجانية وحل المشكلات أدناه لممارسة موضوعات الرياضيات المختلفة. جرب الأمثلة المعطاة ، أو اكتب مشكلتك الخاصة وتحقق من إجابتك مع شرح خطوة بخطوة.

        نرحب بملاحظاتكم وتعليقاتكم وأسئلتكم حول هذا الموقع أو الصفحة. يرجى إرسال ملاحظاتك أو استفساراتك عبر صفحة الملاحظات الخاصة بنا.


        شاهد الفيديو: النسبة المئوية percentage أساسيات الرياضيات. القدرات (شهر اكتوبر 2021).