I lost my science worksheet and its due tomorrow and i need a decent excuse, forget that bullshit my pet eat my homework i need a REAL, BELIEVEABLE excuse.
Sometimes, it’s just better to confess and say it in a way like:
"I’m really sorry, but I lost my homework sheet. By any chance do you think it’s okay if I have another copy and turn it in as soon as I redo it?"
Good luck!
In 9th Grade (last year) I studied Algebra and in 10th I’ll be going on to Geometry. My school didn’t finish up studying Algebra and we just did 2/3 of our course because there wasn’t enough time to finish it. I’m really worried that next year I won’t know certain things that I should have learned this year. Does anyone know what I should study, and does anyone have any tips on where I could study? Thanks so much!
Theoretically, one can study geometry without any algebra, as the ancient Greeks did. In fact, this is how many high school geometry courses are run. Others emphasize the connections between algebra and geometry - coordinate or Cartesian geometry. Some high school geometry classes take both approaches.
You should be familiar with lines (and their equations), proportions, and to some extent parabolas.
When I was in high school, the school let me borrow textbooks over the summer since nobody was using them. You may be able to schedule a meeting or phone talk with your teacher or math department chair if you or your parents call the school and express your concerns. Otherwise, you can find standard texts at your local library or for cheap in older editions online.
How do i work out 3/8 as a decimal without a calculator?
Just use long division to divide the two numbers. Check out this image to see how I did it:
http://i150.photobucket.com/albums/s91/jim_thompson5910/division2-1.jpg
In an addition problem 24 different integers that can be formed by using each of the digits 1,2,3 and 4 exactly once in each integer, are listed. What is the sum of these 24 integers?
the no.s r
1234
1243
1324
1342
1423
1432
2134
2143
2341
2314
2431
2413
3214
3241
3124
3142
3421
3412
4123
4132
4213
4231
4312
4321
add them up ,by using the calculator.
:))))
I have a math problem that says "For each diagram, write three statements comparing the areas of the shaded and unshaded regions. In one statement, use fraction ideas to express the comparison. In the second, use percent ideas. In the third, use ratio ideas."
But whats the difference between fractions and ratios ?
Fractions — x/y
Ratio — x:y
A ratio is an expression which compares quantities relative to each other. The most common examples involve two quantities, however in theory any number of quantities can be compared. Mathematically they are represented by separating each quantity with a colon, for example the ratio 2:3, which is read as the ratio "two to three".
A fraction is an example of a specific type of ratio, in which the two numbers are related in a part-to-whole relationship, rather than as a comparative relation between two separate quantities. A fraction is a quotient of numbers, the quantity obtained when the numerator is divided by the denominator. Thus 3?4 represents three divided by four, in decimals 0.75, as a percentage 75%.
Give a fourth-grade explanation of the meaning of the top number and the bottom number in a fraction. Describe a type of activity that would help children learn to write fractions meaningfully?
We (my partner and I) did an activity with M&Ms in our classrooms (which for obvious reasons) worked very well. And then seeing how well it was going, we incorporated some probability in it also. We basically brought a few (costco) size bags of M&Ms (because we were doing the activity in all of our classes) and a few disposable cups. Make groups of two, three, or four kids (your personal preference). Give each group a cup and fill it up with M&Ms. And then we told them to separate all the colors and then count them up. The top number is the number of a specific color and the bottom number is the total number of M&Ms. We then made them write out the fractions for each colors.
And then you can extend the activity in various ways. You can work with converting fractions to decimals (so that we know what percentage of the M&Ms was yellow), you can work with ratios, or even probabilities (what is the probability that I close my eyes and pick one blue M&M), and so on.
The best part was, after we were done, the kids got to eat the M&Ms.
I need to know if anyone knows how to password protect a worksheet that is in a workbook for excel. I tried looking in up and couldn’t find it. I work in an office, and do human resources and i need to protect certain worksheets that are in shared folders. Thank you!!!
(Excel 2003)
If you just want to protect one sheet within a file:-
First select the whole sheet by clicking in the cell below the letter A and to the right of the number 1.
Now on the menu click Format->Cells and on the "Protection" sheet tick "Locked".
Now on the menu click Tools -> Protection -> Protect worksheet. Use a password of your choice, and tick the actions you are happy for users to perform.
The sheet is now password protected, but the rest of the workbook is OK for editing.
I am doing a presentation on Multiplication for elementary school students. I always called it a dot but I want to be more expressive to build their vocabulary.
Yep, just dot; but maybe we should call it the Harriot dot, after the first guy to use it.
Why is the addition/subtraction of vectors important?
Being able to manipulate vectors is a very important skill for a student to master. Let me outline the physical motivation behind vectors.
In general, vectors are needed whenever we must mathematically describe a physical quantity orientated in space.
This situation occurs regularly in physics. (I would say it’s almost unavoidable)
Mechanics, electricity and magnetism are branches of physics where vectors are used often.
Specific examples are:
-forces acting on a box
-momentum of a rolling ball
-electric field from a positive charge
In each situation the physical quantity involved (force, momentum, electric field respectively) has magnitude (measurable size) and direction.
In other words, each physical quantity can be represented by a vector.
Thus, in physics, vectors are extremely important because they arise in many physical situations.
There are at least 5 more than twice as many students taking algebra 1 than taking algrbra 2. If there are 44 students taking algebra 2, what is the least number of students who could be taking algebra 1?
Let x1 = number of students taking Alg 1
Let x2 = number of students taking Alg 2
x2 = 44 (given)
x1 >= 2 * (x2) + 5
Solve for x1 using the solution for x2