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[DOC File]Competency Examples with Performance Statements
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Performs basic arithmetic (i.e., addition, subtraction, multiplication, and division) and uses basic numerical concepts (e.g., whole numbers, percentages) to complete job tasks. Makes reasonable estimates of arithmetic results without a calculator. Measures distance, area, volume, and weight using standard tools and mathematical formulas.

[DOCX File]4-4b multiplying two digit numbers - Virginia
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Have students work in pairs to find the product of 32 x 25, using the same process with the base-10 materials to find the product. When the groups have finished building their array model and they have determined the product, ask a group to use a demonstration tool or the base-10 blocks at the front of the room to review the process and how they determined the product.

[DOC File]Number .uk
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Work out, without the help of a calculator, both long multiplication and long division of whole numbers. Add and subtract with decimal numbers, without a calculator. Multiply and divide decimal numbers by single-digit numbers, without a calculator. Do long multiplication of decimal numbers by whole numbers, without a calculator.

[DOC File]Answer ALL questions - Weebly
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The most successful candidates were those who used a structure to facilitate their calculations, particularly the traditional long multiplication method. Among the more interesting ways seen were those examples where the candidate worked out 1.83 × 100, then 1.83 × 50, then subtracted 1.83 × 3.Those using the ‘table’ method were less ...

[DOCX File]Monroe County Community School Corporation / …
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Then students are told to resume work and the teacher restarts the stopwatch. This process is repeated at the end of minutes 2 and 3. At the conclusion of the 3 minutes, the teacher collects the student worksheets. TIPS: Explicit time-drills work best on ‘simple’ math facts requiring few computation steps.

[DOCX File]Pearson qualifications | Edexcel, BTEC, LCCI and EDI | …
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Practise long multiplication and division, use mental maths problems with decimals such as 0.1, 0.001. Amounts of money should always be rounded to the nearest penny. 1 c. Indices, powers and roots

[DOC File]Scheme of work (1-year) - Word version
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Practise long multiplication and division without using a calculator. Mental maths problems with negative powers of 10, eg 2.5 ( 0.01, 0.001. Directed number work with decimal numbers. Use decimals in real-life problems as much as possible, eg Best Buys . Use functional examples such as entry into theme parks, cost of holidays, sharing the cost ...

[DOC File]Do We Really Want To Keep the Traditional …
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devised to work for all numbers with attention only to basic facts. ... Failing that, a calculator is sure to be close by. Students who have not been taught the traditional algorithms do about as well on. standardized tests as do students in traditional programs. ... product – that is to invent a useful strategy for multiplication. Finally ...

[DOC File]Multiplicative Cipher - Step by Step Apps for the TI89 …
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The Euler function for prime powers yields ((27) = ((33) = 33 – 32 = 27 - 9 = 18. Instead of creating a whole new multiplication table for Z27*, I simply use my windows-calculator to raise all the good keys (those that are relative prime to 27 such as a=1,2,4,5,7,8,10,…,26) to the power of 18.

[DOCX File]This lesson plan is a tool that can be used to re …
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Students will work to solve and model this problem. The GE will monitor student solutions and select at least three students to share their solutions justifying their process (choose one student who used repeated addition, one multiplication, and one with appropriate model/drawing to illustrate the situation).

Long multiplication calculator with work