Multiplication

Initial Goals: My initial goals for the program was to take in an equation like 5*(4/3+2^(3-1)) and return the answer to it (26.666667 in this case). I intended it to work with simple arithmetic (multiplication, division, addition, subtraction, exponents, and parentheses). My initial brainstorming resulted in an iterative action. The program would follow the order of operations and begin with the contents of innermost parentheses and replace that portion of the input with the answer before…

two out of the four were correct. Firstly the answer would need to consist of algebra ( when we use pronumerals when representing unknown values ) (mathlab) given Claire thinks of the number n, secondly multiplying n by itself, which introduces multiplication in superscript form (the superscript tells you how many times you are to multiply the number or variable it is next to) Study.com (2003-2016). Showing the sum so far as n 2 (n multiplied by itself e.g. 22) with the two placed up to the…

3.4J- determine a quotient using the relationship between multiplication and division Students will be able to determine/find how unknown is related to/in like multiplication and division facts. They will complete a tool (worksheet) where they are required to get 8/11 in order to pass. Yet, IEPs and 504 Plan students only need to get 6/11 correctly to pass. They will be allowed to illustrate their work in the empty space under the questions. Written on the board: So today we are on the same…

Core 1 Quantitative Assignment 1 Background: When wanting to find the mass of a massive object, the following is needed, Newton’s gravitational law (F = ma = mv2/r). Newton’s gravitational law can be used to calculate the mass which is represented by (M). This can be calculated if the velocity represented by (v), at orbital radius represented by (r), is known for the equation. When these two laws are put together they create the formula M = v2 r / G what G represents is the…

a great teacher to me and many other students. We started at the basics, where everything was hard to learn at a young age. You made do so many educational practices that I used to call “punishment.” Educational things like timed reading and multiplication tables over and over again. Even worse, you tried so hard to fix my hand writing. Take a guess on how my handwriting looks now? Pretty ugly; like a chicken scratched a piece of paper with ink on their foot. My learning experience in…

standards, they are often held back and forced to take that grade all over again. As the years have gone on, the demand of our students has increased dramatically. Back in the day, multiplication was something that one would learn when entering middle school. In today’s schools, students start learning about multiplication in the second or third grade. For our general education children, this can be hard. Sometimes, it can be even harder for our students…

actually is. While students at the senior school level should be able to solve this, other lower secondary schools should not have too much trouble. According to Reys et al. (2012) children become familiar with units of measurement and even simple multiplication and division in the earlier years. This emphasises that although scale drawings as a whole are implemented into the curriculum in senior schooling the elements of mathematics used to solve the problem are introduced sooner which combine…

Planning, performing and reporting are the three major stages of auditing. The first stage in an audit is the planning stage. The planning stage consists of getting to know the client, pinpointing factors that could impact the risk for a material misstatement for the financial records, and creating an audit strategy (Wiley,2015). Marilyn Terrill is the senior auditor for the the Uden Supply Company audit, for this client she will need to perform the analytical procedures and calculate the…

instruction. A few students in this class struggled with prior units such as multiplication…

• During the beginning of my lesson, with the entire class, I had the students help another student through a multiplication and division problem. When the students were helping another student, I asked the students prompting questions that allowed them to help that student effectively. For example, during the multiplication problem, I asked the students, “Is this answer complete?” to which a student responded with, “no.” When the student responded to this, I asked then the simple question of…