The factors of 210 are NOT 2^4 because, as you note, 2^4 does not equal 210.
You may be thinking of a situation in which the factors of a number are repeated. For example 24 = 2*2*2*3 and we sometimes then re-write this as (2^3)*3 (2^3 replaces the equivalent 2*2*2 - also note that the parentheses surrounding 2^3 are not really necessary but include them because it clarifies things and avoids problem for those who are weak on order of operations). In fact, every natural number other than 1 can be written as the product of primes numbers some of which may be raised to a power (because that factor repeats).
"Use the vocabulary from the ...See MoreOn 9/25/14, Teachers.Net Gazette wrote: > Assessing students' progress in reading, writing, math, > science and social studies doesn't have to depend upon > paper, pencil and bubble sheets!
The math alternative assessments are exactly what you would expect a non-math person to come up with.
"Use the vocabulary from the assessed chapter to create a crossword puzzle, including the design and matching clues."
Absolutely no math content whatsoever.
"Each student makes a page that describes a certain vocabulary word. Combine them to provide a future review tool for students."
Are we assessing or reviewing? So great the student becomes an expert in one vocab word. Big deal. It is like those silly PD task where each group summarizes and present a chapter of some book the instructor is too lazy to teach about themselves.
"More artistically-inclined students may want to create a paint by number portrait that includes math terms and examples. They can also write and solve problems that match the paint-by-number answers."
There have long been worksheets what combine math work with having the answers solve a puzzle or make a picture. But by including the paint aspect we can make it much messier, much more time consuming, reduce the percentage of the time the activity is actually involving math.
"Using magazines, students can cut up and paste math strand examples."
Apparently the author is not aware that a lot of our kids do not have magazines to cut up.
"Using one math term, such as geometry or algebra, make an acrostic poem."
No math content at all.
"Students will find a list of websites that explain the current math concepts correctly."
No math content at all
"Perform a readers’ theater that is all about the current topic."
Very limited math content involved for the amount of time it takes.
The whole article was written by someone who gives every indication of having never taught math or barely ever been in a math classroom. Truth is, it sounds more like "Alternate Math Assessments That Were Created By Someone Who Knows Nothing About Math".
the pilot flying the mail plane is cruising at an altitude of 4500 m when she looks out of the left window and sees one house at an angle of depression of 17. out of the right window, she spots another house at an angle of depression of 13. how far apart are two houses, to the nearest kilometer
The right angle is the angle between a line going straight down from the plane and the line along the ground that what we will call point A that goes to the left house. The second angle of the triangle is the 17 degrees. So you know all three angles (90*, 17*, and 73* since they have to add up to 180*). The sine of 17* equals, by definition, the ratio of the distance from point A to the left house and 4500 (opposite over adjacent in that triangle.
Now do the same with regard to the right hand house. Add the 2 lengths together to get your answer.
One thing you will have to be clear on is what exactly they mean by angle of depression. Is it that the angle that the line to the house deviates from the vertical by 17* (steep line down) or does it deviate from the horizontal by 17* (shallow line down). It makes a big difference. The above solution was based on the assumption that the 17* was the deviation from the vertical. If it was the horizontal you will have to do a couple of simple additional initial steps to set up your triangles before solving them.
HELLO MY NAME IS SHNAIQUE AND I GO TO HENNIGER HIGH SCHOOL AND I NEEDD HELP WITH MY HOMEWORK EVERY TIME I COME HOME IM FRUSATED WITH THIS ALGEBRA I WAS WORNDING IF ANY TEACHER CAN HELP ME WITH THE HOMEWORK?
Is there a s...See MoreOn 9/22/14, shanique wrote: > HELLO MY NAME IS SHNAIQUE AND I GO TO HENNIGER HIGH SCHOOL > AND I NEEDD HELP WITH MY HOMEWORK EVERY TIME I COME HOME IM > FRUSATED WITH THIS ALGEBRA I WAS WORNDING IF ANY TEACHER > CAN HELP ME WITH THE HOMEWORK? > > > > > > I NEED HELP RIGHT NOW PLEASE AND THANK YOU!
And be proud of yourself for caring enough to try to get answers.
Have you seen the Khan Academy videos on youtube? There are short instructional segments on almost any algebra topic. If you have trouble finding the appropriate video, ask us for help in figuring out what to put into the search box.
On 9/22/14, Mr.Lobb wrote: > On 9/22/14, shanique wrote: >> HELLO MY NAME IS SHNAIQUE AND I GO TO HENNIGER HIGH SCHOOL >> AND I NEEDD HELP WITH MY HOMEWORK EVERY TIME I COME HOME IM >> FRUSATED WITH THIS ALGEBRA I WAS WORNDING IF ANY TEACHER >> CAN HELP ME WITH THE HOMEWORK? >> >> >> >> >> >> I NEED HELP RIGHT NOW PLEASE AND THANK YOU! > > Is there a specific question you have?
E...See Morelease check out the Maths Starters website that I am currently developing:
[link removed]
The starters are designed to provide practice at a range of numeracy skills. Each starter can be differentiated by the input values. The website can generate the values, mark and display answers.
The factors of 210 are NOT 2^4 because, as you note, 2^4 does not equal 210.
You may be thinking of a situation in which the factors of a number are repeated. For example 24 = 2*2*2*3 and ...See More