Math Student Help

Your second grade sister is learning about subtraction and she says to you: "When you subtract, you always take the smaller number away from the larger number." Based on what you have learned about subtracting integers, explain why your sister’s statement is not always true. Write a problem that supports your written explanation.

It is not always true because answers can be in negative integers, for example,

5 - 8 = -3 we are subtracting a larger nmber from a smaller one.

Your second grade sister is learning about subtraction and she says to you: "When you subtract, you always take the smaller number away from the larger number." Based on what you have learned about subtracting integers, explain why your sister’s statement is not always true. Write a problem that supports your written explanation.

It is not always true because answers can be in negative integers, for example,

5 - 8 = -3 we are subtracting a larger nmber from a smaller one.

Like my teacher told the class to wirte a poem using algebra terms how do i do that?

You could look at these examples.

Suppose you are asked to design a software tool that helps an elementary school student learn
arithmetic operations. The software allows the student to select the arithmetic operation she or he
wishes to study. The student chooses from a menu one of five arithmetic operations: 1) addition,
2) subtraction,(other arithmetic operations have not been include to keep the problem simple).
Based on the student choice, the software tests the user with exactly 10 questions. For each
question, two random positive one-digit integers are generated; then the student is asked to enter
the answer for the arithmetic operation applied to the two numbers.

The software displays a message “Congratulations!” if more that 7 questions are answered
correctly, otherwise, the program should display "Please ask your teacher for help".

What I would do after getting the input from the user as to what operator they want to use, and checking that the input is valid, is:

- do a loop of 10 for each of the 10 questions.
- - get the 2 random numbers.
- - then do a switch on the inputted operator.
- - - according to which operator, generate the answer.
- - - ask the user to answer.
- - - compare the users answer to the generated answer.
- - - update the amount of correct answers if it is correct.
- - end switch.
- end loop.

OR

- do a loop of 10 for each of the 10 questions.
- - get the 2 random numbers.
- - then do a switch on the inputted operator.
- - - according to which operator, generate the answer.
- - end switch.
- - ask the user to answer.
- - compare the users answer to the generated answer.
- - update the amount of correct answers if it is correct.
- end loop.

Then check the amount of correct answers to output the message of congratualtions or not.

Good luck with it.

Suppose you are asked to design a software tool that helps an elementary school student learn
arithmetic operations. The software allows the student to select the arithmetic operation she or he
wishes to study. The student chooses from a menu one of five arithmetic operations: 1) addition,
2) subtraction,(other arithmetic operations have not been include to keep the problem simple).
Based on the student choice, the software tests the user with exactly 10 questions. For each
question, two random positive one-digit integers are generated; then the student is asked to enter
the answer for the arithmetic operation applied to the two numbers.

The software displays a message “Congratulations!” if more that 7 questions are answered
correctly, otherwise, the program should display "Please ask your teacher for help".

What I would do after getting the input from the user as to what operator they want to use, and checking that the input is valid, is:

- do a loop of 10 for each of the 10 questions.
- - get the 2 random numbers.
- - then do a switch on the inputted operator.
- - - according to which operator, generate the answer.
- - - ask the user to answer.
- - - compare the users answer to the generated answer.
- - - update the amount of correct answers if it is correct.
- - end switch.
- end loop.

OR

- do a loop of 10 for each of the 10 questions.
- - get the 2 random numbers.
- - then do a switch on the inputted operator.
- - - according to which operator, generate the answer.
- - end switch.
- - ask the user to answer.
- - compare the users answer to the generated answer.
- - update the amount of correct answers if it is correct.
- end loop.

Then check the amount of correct answers to output the message of congratualtions or not.

Good luck with it.

he has just started doing decimals and sums using decimals, and decimal places.
He came home crying today because he got them all wrong at school today.
Is there is a website for kids, that can explain it to him. I have tried explaining it to him, but he is still struggling to get to grips with it.
Thanks in advance!

http://www.active-maths.co.uk/games1/sorted/index.html

Good site for active maths techniques, where he can ‘play’ games at the computer.

I am looking for something he can click on by himself at least 30 min a day before he starts playing or watching cartoon network. Thx.

firstgrademath.com

I am told that first year linear algebra is required for graduate work in psychology. Can anyone offer any insight as to why?

No, not really. Psychology is a soft science, so it there’s not much math to it. But really, everyone should know algebra. Math is a good thing to know for practical problems for instance, balancing your budget when you live on your own. Maybe in order for it to be a science degree you need some math?

Write a paragraph that explains in your own words how to change subtraction into adding the opposite. Use examples to help you explain this. Type your answer into a text file.

5 - 2 = 3

5 + (-2) = 3

This holds true since -2 is the opposite of 2. Hope this helps start the paragraph in your own words.

http://i17.photobucket.com/albums/b73/BlooApple200/Untitled-10.jpg

Geometry Problem that is tough

Please Help me, Ill give you 10 points if your answer is the best

Hi,

Answers I and III work.

Answer I proves congruent triangles by angle - side - angle.
Answer II shows angle - side - side, which is not an approved way to show triangles are congruent, so it is eliminated.
Answer III proves congruent triangles by angle - angle - side.

So the correct answer is: I and III.

I hope that helps!!