Addition reaction

Ricardo Rigodon and Maulik Patel Homework 1 Due 9/15 1-6 A counter example for this algorithm can be shown as follows. U = {27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42, 43} S1 = {27, 28} S2 = {29, 30, 31, 32} S3 = {33, 34, 35, 36, 37, 38, 39, 40, 41} S4 = {27, 28, 29, 30, 31, 32, 33, 34} S5 = {35, 36, 37, 38, 39, 40, 41, 42, 43} The correct answer for this is S4 and S5. However, the algorithm will choose S3, S2, and then S1 which is incorrect. S3 because it has the most uncovered

speak when he has a concern. Aiden is very eager to learn in both language arts and mathematics, he works really hard and puts in effort in order to build his fluency and accuracy when reading and adding his numbers. He is able to understand basic addition word problems and solve for the unknown using pictures, dots, or manipulatives. He is fluent in telling his letter names, sounds, and some sight words; however, he is behind in his reading level. He struggles to decode words through blending and

Belcher’s 2nd Grade Class – Pinson Elementary 1. Student Outcomes: The student will develop strategies for solving a variety of addition and subtraction story problems. 2. Standards: a. Alabama 2.1.) Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the

A new client for a cereal making company has asked us to help promote their cereal as “healthy”. This new cereal is called *name here*, and it is our job to determine the correlation between calories and potassium in order to make the new cereal “healthier” by lowering the calories but increasing potassium. We have researched the interrelationship between calories and potassium and this paper is a product of our analysis. We have compared data between the top fifteen cereals and have found that calories

The four papers about pedestrian detection we chose to summarize were great and informative, all suggested useful techniques and new ideas in deep learning for pedestrian detection. However, there were few open issues or room for improvement in some of the papers. Here are some of the ideas we suggested to resolve these issues in each paper. Joint Deep Learning for Pedestrian Detection (UDN) Even though the Unified Deep Net (UDN) method learned features by designing hidden layers for the Convolutional

each table holds 6 people, how many table does he need? Given -1 table = 6 people 2 tables = 10 people 3 tables = 14 people Required - We need to find out how many table he needs. Application - We could use -repeated addition -make a chart -draw pictures -make a graph Solve - Use a chart # of tables # of people 1 6 2 10 3 14 4 18 5 22

Based on the Council of Teacher of Mathematics,(1993) “Multiplication involves the counting of units of a size other than one.” The repeated addition definition while is a useful link between multiplication and addition is limiting if it is students’ only concept of multiplication. The meaning of the multiplication sign, “×”, depends on the language of the speaker. In Japanese it always means “multiplied by.” “3 × 4” and “3 times 4” mean, “Three multiplied by four,” or four groups of three items

If we want to make changes in our Lives, then we will have to look at the causes and the way we are using our minds, the way we are thinking. For, “No two things can occupy the same space at the same time. You can’t have a positive thought & hold on to the negative one. Choose one.” ~Louise Hay. We all have the will and heart, the courage and braveness to let go of the past and to learn from it, and not to dwell in it. So, after all how can something, be both positive and Negative at the same time

encourage communication between students and parents but most importantly, help the students focus their thinking. My practicum classroom is not as goal-oriented as I would prefer and I think an I can statement such as “I can use what I know about addition facts to help me answer subtraction fact problems” would fit nicely into this lesson plan. To begin, my mentor began with an activity called Ten and Tuck. Each student sat on the carpets in the front of the classroom as she explained the activity

BUDGET OF WORK IN MATHEMATICS VI FIRST GRADING PERIOD 1. WHOLE NUMBERS A. Comprehension of Whole Numbers (Pre-requisite Skills Before BEC) 1. Reads and writes numbers through billions 2. Identifies the properties of addition/multiplication of numbers 3. Expresses a number in simple form to expanded notation and vice-versa 4. Rounds numbers to the place value specified 5. adds five or more digit numbers with four or more addends with sums through