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123456+7896
if a football team is traveling to a game and needs to get hotel rooms for the team, how many rooms will they need for 52 players of each room can fit 4 players?
a. What is 3/2 on a number line?
B. How do you represent 3/2 on a numberline?
If the product of a certain number and 4 id 64, which of the following algebraic equation os correct?
A. c4=64 B. c-4=64 C. c × 4 =64 D. 4c × 4 =64
A common error that learners make is to write 3 5 (3 over 5 ) / three fifths for the fraction of the whole represented here. Why do you think they do this? What activity or strategy would you use to try to address this misconception?
In the context of choosing a "whole", explain when a "quarter" is not always equal to a "quarter". Give an example.
Use the method of compensation to show how you can make the subtraction of 563 − 79 easier.
LVM for 2p²; 6pq; 4q²
1.Is this statement true or false? (Motivate your answer.) There is no progression in number sentences from Grade 4 to Grade 6.
2.Is this statement true or false? An algebraic expression is a mathematical sentence that contains two sides, with an unknown and an equal sign between the two sides. Motivate your answer.
3Complete the sentence:
The methods learners use to solve number sentences in the Intermediate Phase are ...
understood because it is often used in algebra to
solve variables.
We explain inverse operations as applied in numerical
statements. Inspect the following example of a
numerical equation, which is later translated into an
algebraic equation:
21 × 5 - 10 = 95
21 × 5 = 95 + 10 (Add 10 both sides of =.)
21 = (Divide by 5 both sides of =.)
Do the following:
Following our example to
the left, work through the
numerical equation below
and then translate it into an
algebraic equation, where you
solve for the unknown value:
35/5+ 13 = 20
