Like my last question, I’m writing an essay for math, and I’ve overused the words ‘multiplication’ and ‘division’ so I’d like some alternatives for it.
There really aren’t any synonyms for multiplication and division. If you think you’ve used the words too frequently, you might have to re-write the essay to avoid the problem. (But I haven’t seen your previous question.)
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I took algebra 1 last year, and this year I borrowed an algebra 2 textbook from my teacher to better prepare for next year. However, after flipping through the whole book, I found it to be the same as algebra 1. Is algebra 2 just reviewing algebra 1? I though there would be many new things to learn, but it seems like everything in algebra 2 I already learned last year.
Algebra 1, as I understand it, is like "Basic (High school / advanced) Algebra. Algebra 2 is the start of College Algebra. You will DEFINITELY notice a difference as the course goes on.
I have one worksheet with 100s of rows. I would like to highlight the rows that change (due to new text input) on a separate worksheet. Therefore only the rows that have been modified will appear in the new sheet. Hope that’s clear.
You can ref cells on the main sheet by putting the following formula on "new" sheet and adding a simple macro.
1.- record a macro byclicking Tools / Macro / Record new and going thru the steps to copy all of your rows then paste them into new sheet (ex. into A1). Click Stop Rec.
2. - go over to new sheet and create this formula in B1:
=if(A1=sheet!1A1,"",A1)
3. - Copy this down as many rows as you need. If you are dealing with more than one col you will have to expand idea in steps 1,2.
Note: I use CTRL z for macro call but you can create a button to start the macro if you want.
Geometry Test tomorrow?
I have a geometry test tomorrow and I always have problems studying for tests ad especially math. Does anybody have any suggestions? I want to get a 100. I have to prove to my dad that I can get a 100 in math
Just simple stuff. Angle bisectors, circles, polygons, clock problems. That’s what i really don’t get. The clock problems!
yeah like if it is 2:30 what angle are the clock hands at. The hour hand would be half way to the three. I don’t get how to figure those out.
Elle is right - it depends on whether you’re doing formal or informal geometry. I can give you some general hints, though.
First off, one thing beginning students often neglect is vocabulary. It seems so trivial, but in mathematics things are defined very precisely. If you know and understand the definitions, many problems become incredibly easy. For instance, if I ask you if two lines that never meet are necessarily parallel, knowing that parallel means two lines IN A PLANE will tell you (correctly) that the answer is "no" and give you a quick counterexample.
If you’re studying postulates and theorems, be sure you know them - especially the most recent ones.
Go back over your returned homework. Make sure you understand how each of the problems there is worked and especially why it works that way. Ask a lot of "why" questions. The better you know why something works the way it does, the less likely it will turn around and bite you.
If you have any specific questions, feel free to post them here.
Edit: Can you be more specific about "clock problems"? Do you mean things like "what angle does the minute hand traverse between 1:00 AM and 1:20 AM"?
Hello I’m working on math homework but I don’t know how to convert decimals like 4.3 to a fraction when the only choices are as follows:
-2 1/2
-3 3/4
4 1/3
-4 1/2
And also please tell me how to convert decimals to fractions so I can do it on my own from now on. Thank you.
The answer I would go with is 4 1/3, although the correct fraction would be 4 3/10. What you do is, take the number after the point and put it over the denominator 10, 100, 1000, ect. depending on how many digits after the decimal there are. Since there is one digit (3) after the decimal, you put it over 10, because ten has one zero. So if it was 4.75 for another example, you would put the 75 over 100 like this- 75/100 because there are two digits after the decimal point and one-hundred has two zeros after the one. Oh, and it helps if you are converting to fraction, if you read the decimal as "Four and three-tenths" instead of "Four-point-three". It just helps me better.
Oh, and for converting fractions to decimals, you multiply the fraction until it is in tenths, hundreths, thousands, ect (or something that ends in a zero and starts with a one) like 6/10 or 5 & 437/1000, and then you put the numerator behind the decimal point, like 5.437.
*The exception is if the fraction is in thirds, sevenths, elevenths, or anything else that is a prime number. If you do happen to have one like this, divide the numerator by the denominator (Like if you did 1 divided by 3 and got 0.333333….) Then you would write it as 0.3 with a little bar over the three because common sense tells you the three goes on forever. The bar means ‘this number repeats forever and I don’t want to write it out’, or something along those lines. Oh, and you can use the divide-the-numerator-by-the-denominator- trick for other fractions, too. I hadn’t thought of that before.*
There is a foundation beneath the room, no access to get underneath the room. I’m looking for a way to remove the water from underneath the addition, to prevent damage to structure. There is drain tile running along the house but it is at a higher level than the depth of the water under the room.
Hire a basement specialist. Yes, I know there is only a foundation, which by law must go down at least 4 feet. A basement contractor could at least make suggestions on how to handle the problem. With a real basement, weeping tiles are connected to a sump system that then pumps the water away from the house. Maybe your addition needs weeping tile under it as well.
I dont understand how to get rid of a fraction that is the denominator of another fraction. For example: 16/5/2. We did this problem in class, and the teacher came up with the answer 32/5. I dont understand how. Can someone please show and explain this to me? Thank You!
You can see 16/5/2 as 16 divided by 5/2.
How to solve it when an integer is divided by a fraction?
You multiply the integer with the fraction’s reciprocal.
so, 16 divided by 5/2 is equal to 16 multiplied by 2/5
16 / (5/2) = 16 * 2 / 5 = (16*2) / 5 = 32/5
Other way to see it is simply as
16 / (5/2) = 16 / 2.5 = 16/2.5 * 2/2 = 32/5
I have been searching the web for worksheets about being mean to others and being nice to others and all I can find is things on bullying, which is not what I want. Besides just talking to kids about how it’s not nice to be mean to others, I want them to read about it. If anyone knows where I can find worksheets or anything for a child to read please help!
http://www.kidlink.org/english/voice/friends/index.html
http://www.kidsgrowth.com/resources/articledetail.cfm?id=583
These might help, I also couldn’t find much, may be if you added more detail it would be easier.
Good Luck
I am having a hard time with 3 digit multiplication. Any tips that might help me improve on this 3D multiplication stuff?
You mean like 124 x 258?
can you show me an example
Normally, you’d use both. In fact, one of the biggest tools is the distributive property of multiplication over addition, where you pull out common factors.
Examples:
3x + 6x = (3+6)x = 9x — a simplification.
2x + 4y = 2(x+2y) — that’s not a simplification itself, but it may be a step in simplifying a fraction.