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m + w + c =100.......I
2m+w+(1/2)c=100........II
substitute 2m+w+(1/2)c in equation I, after substitution we get m+w+c=2m+w+(1/2)c
on solving the equation we get c=2m, this clearly shows that c>m as c is two times m
Now substitute c with 2m, on subsitution we get the following equation 3m+w=100
Inorder to make both the lefthandside equal to 100, one can subsitute following values for m=(0,1,2......33) but as we need the count we will need the values which are whole numbers. The maximum value for m can be 33. On substituting 33 for m we get w=1and c=66.
Possible solutions for (m,w,c)
Max (33,1,66)
No. of possible solutions can be 34.
Hope the approach is correct.
Regards
Another interesting research work can be understanding your region better. In order to develop the research work you can zero down on one aspect say real-estate of the region that has helped the overall economy to grow. Probably you can use data's on real-estate for good five years and see how it has contributed to the economy. Also you can use related industry to see correlation and its impact.
regards
khushboo
I think i am close .....
Albert Einstein
I can recall few physicist ... but i am not very sure about the renowned person. Most of them have done volumes of work.
Did he come up with the "Theory of relativity"?
Was he a physicist?
a<b
1/a?1/b
a can be a positive or negative number. Say if a is a whole number and when we are reciprocating the number i.e 1/a, we are actually converting the number in a fraction and hence breaking the number in smaller parts. Also larger the denominator smaller is the number, hence if a<b, it means b is greater than a. When we reciprocate both the numbers, b being greater produces a smaller value than a. Thus 1/a>1/b or 1/b<1/a.
Same approach can be used for negative values too. However this is just an observation.
regrads
khushboo
Another way of doing it
as implied ad=bc
also b=ad/c and d=bc/a
a+c/b+d=>a+c/(ad/c)+d
=>a+c/d(a+c/c)
or ((a+c)*c)/(d*(a+c))
cancel the numerator and the denominator., the outcome is a+c/b+d=c/d
now repeat the same exercise by substituting d=bc/a
a+c/b+d=>(a+c)/(b+bc/a)
=>(a+c)*a/b*(a+c)
cancel the numerator and the denominator., the outcome is a+c/b+d=a/b
hence a/b=c/d=a+b/c+d
regards
khushboo
When i was trying to answer this question i didnt realise that this topic was posted way back. I was never able to see the last post ....it was later that i found out my insight to this question was no good as people have posted fantastic results for this question.....
regards
khushboo
0.99999....=0.9+0.09+0.009+0.0009+0.00009+0.000009......infinity
This can be arranged in geometric series with sum to infinity
The sum to infinity formula can be used=> Sum=a/1-r also(-1<r<1)
where a is the first term and r is the common ratio
Sum=0.9/1-0.1
=0.9/0.9
= 1
or 0.9999.....=1
Say for instance an exercise using old-fashioned body-part measurements like foot or yard. Getting several people involved to see how the measurements vary from person to person, which leads to the importance of standards. And then talk about how our base-ten number system makes a base-ten measurement system easy to use. These are few ideas which i have borrowed and will be using in developing activities. I need to expain these things to elementary grade...
Thanxs a lot for the responses
Regards
Khushboo
Can you just elaborate upon your post...what exactly you are trying to convey through this? As i am not able to understand ..thanxs
Regards]
Khushboo
If I get robbed, I will go to court. I got robbed.
In the first part of the sentence the person is contemplating whereas the other part of the sentence talks about the occurrence of the event. The argument should spring from the first part of the sentence as everything here is central to his contemplation.
Regards
Khushboo
To illustrate the family of metric system, i am using blocks of ten. Further these blocks are laid out in the bar graph fashion with a scale/ruler on y axis. This will also introduce them to scale reading. Why we need a system of measurement as counting no. of blocks can become tedious.Going forward the same graph can be manipulated to show the effect of conversions.
Please advice on this approach.
Regards
Khushboo
There are few manipulatives that I can use to visually show the kids parallel and perpendicular lines.
a) Cross roads can be a good example to make them understand the concept of perpendicular lines
b) Car relative to the road to illustrate the idea of parallel line
c) Sum of two angles=90 degrees is the concept behind complimentary angles, this again can be used
d) Floor and ceiling to show the parallel line concept & the walls as perpendicular to the floor
What else can be used to show them and clear the concepts?
Regards
Khushboo
Hi
I strongly believe in power of passion. The case in discussion is your passion for a subject and the the translation of liking for the subject. Listen to what your heart, mind and body says. If the answer is yes then follow it accordingly. People have their opinion and it is difficult to always abide by what they are saying. You need to assess and evaluate yourself. A subject has "n" no. of topics, each topic will have sub topics...to develop liking for all the sub topics so on and so forth is difficult. So remember master the area you like and do well in other areas, so that your scoring at the end of the year averages out.
Regards
Khushboo
Allrite let me try out the above ideas
However what i am trying to do is start with single variable say x and then give them some practice with single variable. Introduce them to 2 variable and use the above example of candies and price....let me see wht happens...
regards
khushboo
I need to introduce first degree equation to students in grade 4. I want to start with simple patterns through which they can formulate equation. Say for instance if i use candies and cost for each candies. Can i derive a pattern
If 2candies are costing a kid Rs4.Then 1 candy will cost him Rs 2.
No. of Candies(x) 2 4 6 8 10
Price(y) 4 8 12 16 20
The equation would be y=2x
So i will make them chart this pattern on the graph and ask them can you find a relation also can you find the price for 25 candies.
Once they have understood the pattern then i can give them a real life situation in simulation form and give them equations and ask them to find the line of best fit.
I need more of these instances. Once they are thorough with the 1 degree equation, i can then take them to 2 degree and higher level patterns.
regards
I am trying to use coordinate system to explain the 1st degree equation. Now i want to find out if patterns can be used to formulate equations or it should be the other way round. Any idea or suggestion, please discuss
Regards
Khushboo
The equation you wrote in the beginning was (x+4)^2-(x+5)^2=9
what you are writing write now is (x+4)² -(x-5)² =9, so please check the question. If the ist equation holds good then the answer should be x=-9 and if the second equation holds good then x=1 will be correct.
please check the question
oops i am sorry
Jane is correct
it should be
=>x+2/3x=35
=>5x/3=35
or x=21
and not 14
Thanxs
Let the no. be x
=>x+2/3x=35
=>5x/3=35
or x=21
b) let the no. be x,y
=> x+y=50......1)
=>x-y=10.........2)
you can simultaneously solve and cancel y
=> 2x=60
or x=30
similarly solve for y, cancel out x by putting minus sign beneath both the equations.
=>2y=40
or y=20
this should help
khushboo
The above equation can be written as
=> (x+4-x-5)(x+4+x+5)=9
=>(-1)(2x+9)=9
=>-2x-9=9
=>-2x=18
or x=-9
now plug in the values in the both sides of the equation to check whether your answer is correct or not
LHS =>(-9+4)^2-(-9+5)^2
=>25-16
OR 9
RHS =>9
The value is correct.
b)0.5x can be written as 1/2x, similarly 0.25x can be written as 1/4x
=>1/2x+x/3-1/4x=7
=>6x+4x-3x/12=7
=>7x/12=7
or x=12
plug 12 in place of x to check the equality of the equation.
c) 27x/20=85/100
=>27x=85/100*20
=>27x=85/5
=>27x=17
or x=17/27
hope you will find the process simple enough
khushboo
Please find the answer to the solved equation
Get the 1/3 to the left hand side. Now the denominators are the same. The equation can be solved in this way.
=>(2x-1)/3-(1/3)=(6x-2/5)
=>2(x-1)/3=2(3x-1)/5
cancell 2 from both the sides and cross multiply i.e. multiply 5 with the left hand side and 3 with the right hand side
=>5(x-1)=3(3x-1)
=>5x-5=9x-3
=>-2=4x
or x=-1/2
b) 2p+5=9p-30
or 7p=35
or p=5
Hi..
I have to teach the 4th grade kids the first degree equation. To explain them x+y=1, I need a supporting activity that introduces them to this equation. Can anyone of you help me come up with an activity? Please give me ideas as i dont want the kids to learn the procedural way. Thank you!!!!!
khushboo