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Imagination Estimation
Imagination to solve problems for your friend, Shrek’s, party. We will you all four types of estimation front-end estimation, clustering, rounding, and compatible numbers.
Estimation
responsibly invested, may make a difference over time. National Science Foundation An independent federal agency created by Congress in 1950 to promote the progress of science. Excellence Center of Science and Mathematics Education at King Saud University...
I Can Author a Children's Math Book!
using. write using the five-step writing process listed under the Teacher Component of this lesson plan. choose a mathematical concept and develop a story to teach this concept. use a word-processing program such as Microsoft Word, or a desk-top publishing program such...
Calculators On-line
US/Pacific: Monday, November 12, 2012 Sydney, Australia: Tuesday, November 13, 2012 File Download Time Calculator World Daily Reports (Weather, Time, Ships, Ports, Museums, Orchestras, etc.) Author, E-Mail, Privacy Policy & Disclaimer Currently the Calculators On-Line Center...
Frank Potter's Science Gems : Mathematics
MOLECULAR MODELING - New York University [SELECT Quicktour, or, Modules, or Software] In MODULES ones finds: Water Module (labs, simulations, activities, challenges, reviews); Carbon Chemistry (bonding, compounds, diamond, graphite, Buckyballs, kevlar); Photosynthesis (under development); Mo...
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Mathematics Page 99 In addition, estimation, mental computation and technology are areas that need to be addressed at all grade levels in mathematics. Estimation and Mental Computation • Know and apply appropriate methods for estimating the...
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Mathematics Page 99 In addition, estimation, mental computation and technology are areas that need to be addressed at all grade levels in mathematics. Estimation and Mental Computation • Know and apply appropriate methods for estimating the results of computations. • Use estimation to decide whether answers are reasonable. • Decide when estimation is an appropriate strategy for solving a problem. • Determine appropriate accuracy and precision of measurement in problem situations. • Use properties of
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=8
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
 estimating the results <span class="highlight">of</span> computations. •  Round numbers to a specified place value. •  Use <span class="highlight">estimation</span> to decide whether answers are reasonable. •  Decide when <span class="highlight">estimation</span> is an appropriate strategy for solving a problem. •  Determine appropriate accuracy and precision <span class="highlight">of</span> measurements in problem situations. •  Use properties <span class="highlight">of</span> numbers and operations to perform mental computation. •  Recognize when the numbers involved in a computation allow for a mental computation strategy. Technology •   Technology should be used
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=13
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
Mathematics Page 9 In addition, <span class="highlight">estimation</span>, mental computation and technology are areas that need to be addressed at all grade levels in mathematics. <span class="highlight">Estimation</span> and Mental Computation •  Know and apply appropriate methods for estimating the results <span class="highlight">of</span> computations. •  Round numbers to a specified place value. •  Use <span class="highlight">estimation</span> to decide whether answers are reasonable. •  Decide when <span class="highlight">estimation</span> is an appropriate strategy for solving a problem. •  Determine appropriate accuracy and precision <span class="highlight">of</span> measurements
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=19
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
 estimating the results <span class="highlight">of</span> computations. •  Round numbers to a specified place value. •  Use <span class="highlight">estimation</span> to decide whether answers are reasonable. •  Decide when <span class="highlight">estimation</span> is an appropriate strategy for solving a problem. •  Determine appropriate accuracy and precision <span class="highlight">of</span> measurements in problem situations. •  Use properties <span class="highlight">of</span> numbers and operations to perform mental computation. •  Recognize when the numbers involved in a computation allow for a mental computation strategy. Technology •   Technology should be used
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=26
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
Page 22 Mathematics In addition, <span class="highlight">estimation</span>, mental computation and technology are areas that need to be addressed at all grade levels in mathematics. <span class="highlight">Estimation</span> and Mental Computation •  Know and apply appropriate methods for estimating the results <span class="highlight">of</span> computations. •  Round numbers to a specified place value. •  Use <span class="highlight">estimation</span> to decide whether answers are reasonable. •  Decide when <span class="highlight">estimation</span> is an appropriate strategy for solving a problem. •  Determine appropriate accuracy and precision <span class="highlight">of</span>
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=32
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
Mathematics Page 28 In addition, <span class="highlight">estimation</span>, mental computation and technology are areas that need to be addressed at all grade levels in mathematics. <span class="highlight">Estimation</span> and Mental Computation •  Know and apply appropriate methods for estimating the results <span class="highlight">of</span> computations. •  Round numbers to a specified place value. •  Use <span class="highlight">estimation</span> to decide whether answers are reasonable. •  Decide when <span class="highlight">estimation</span> is an appropriate strategy for solving a problem. •  Determine appropriate accuracy and precision <span class="highlight">of</span>
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=38
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
 social and mathematical phenomena. In addition, <span class="highlight">estimation</span>, mental computation and technology are areas that need to be addressed at all grade levels in mathematics. <span class="highlight">Estimation</span> and Mental Computation •  Know and apply appropriate methods for estimating the results <span class="highlight">of</span> computations. •  Round numbers to a specified place value. •  Use <span class="highlight">estimation</span> to decide whether answers are reasonable. •  Decide when <span class="highlight">estimation</span> is an appropriate strategy for solving a problem. •  Determine appropriate accuracy and precision <span class="highlight">of</span>
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=45
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
Mathematics Page 41 In addition, <span class="highlight">estimation</span>, mental computation and technology are areas that need to be addressed at all grade levels in mathematics. <span class="highlight">Estimation</span> and Mental Computation •  Know and apply appropriate methods for estimating the results <span class="highlight">of</span> computations. •  Round numbers to a specified place value. •  Use <span class="highlight">estimation</span> to decide whether answers are reasonable. •  Decide when <span class="highlight">estimation</span> is an appropriate strategy for solving a problem. •  Determine appropriate accuracy and precision <span class="highlight">of</span>
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=54
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
 social and mathematical phenomena. In addition, <span class="highlight">estimation</span>, mental computation and technology are areas that need to be addressed at all grade levels in mathematics. <span class="highlight">Estimation</span> and Mental Computation •  Know and apply appropriate methods for estimating the results <span class="highlight">of</span> computations. •  Round numbers to a specified place value. •  Use <span class="highlight">estimation</span> to decide whether answers are reasonable. •  Decide when <span class="highlight">estimation</span> is an appropriate strategy for solving a problem. •  Determine appropriate accuracy and precision <span class="highlight">of</span>
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=63
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
Mathematics Page 59 In addition, <span class="highlight">estimation</span>, mental computation and technology are areas that need to be addressed at all grade levels in mathematics. <span class="highlight">Estimation</span> and Mental Computation •  Know and apply appropriate methods for estimating the results <span class="highlight">of</span> computations. •  Round numbers to a specified place value. •  Use <span class="highlight">estimation</span> to decide whether answers are reasonable. •  Decide when <span class="highlight">estimation</span> is an appropriate strategy for solving a problem. •  Determine appropriate accuracy and precision <span class="highlight">of</span>
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=72
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
Mathematics Page 68 In addition, <span class="highlight">estimation</span>, mental computation and technology are areas that need to be addressed at all grade levels in mathematics. <span class="highlight">Estimation</span> and Mental Computation •  Know and apply appropriate methods for estimating the results <span class="highlight">of</span> computations. •  Use <span class="highlight">estimation</span> to decide whether answers are reasonable. •  Decide when <span class="highlight">estimation</span> is an appropriate strategy for solving a problem. •  Determine appropriate accuracy and precision <span class="highlight">of</span> measurement in problem situations. •  Use properties <span class="highlight">of</span>
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=81
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
 estimating the results <span class="highlight">of</span> computations. •  Use <span class="highlight">estimation</span> to decide whether answers are reasonable. •  Decide when <span class="highlight">estimation</span> is an appropriate strategy for solving a problem. •  Determine appropriate accuracy and precision <span class="highlight">of</span> measurement in problem situations. •  Use properties <span class="highlight">of</span> numbers and operations to perform mental computation. •  Recognize when the numbers involved in a computation allow for a mental computation strategy. Technology •   Technology should be used as a tool in mathematics education to support
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=93
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
 estimating the results <span class="highlight">of</span> computations. •  Use <span class="highlight">estimation</span> to decide whether answers are reasonable. •  Decide when <span class="highlight">estimation</span> is an appropriate strategy for solving a problem. •  Determine appropriate accuracy and precision <span class="highlight">of</span> measurement in problem situations. •  Use properties <span class="highlight">of</span> numbers and operations to perform mental computation. •  Recognize when the numbers involved in a computation allow for a mental computation strategy. Technology •   Technology should be used as a tool in mathematics education to support
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=103
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
Mathematics Page 99 In addition, <span class="highlight">estimation</span>, mental computation and technology are areas that need to be addressed at all grade levels in mathematics. <span class="highlight">Estimation</span> and Mental Computation •  Know and apply appropriate methods for estimating the results <span class="highlight">of</span> computations. •  Use <span class="highlight">estimation</span> to decide whether answers are reasonable. •  Decide when <span class="highlight">estimation</span> is an appropriate strategy for solving a problem. •  Determine appropriate accuracy and precision <span class="highlight">of</span> measurement in problem situations. •  Use properties <span class="highlight">of</span>
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=113
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
that connects the two islands directly. The city planners want to know if it is possible to start at one point, cross all five bridges, and end up at the same point without crossing a bridge twice. Use a graph to help solve this problem. IM2 .4 .10 Use critical-path analysis to solve <span class="highlight">scheduling</span> problems . Example: Write a critical task list for redecorating your room. Some tasks depend on the completion <span class="highlight">of</span> others and some may be carried out at any <span class="highlight">time</span>. Use a graph to find the least amount <span class="highlight">of</span> <span class="highlight">time</span> needed
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=115
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
 estimating the results <span class="highlight">of</span> computations. •  Use <span class="highlight">estimation</span> to decide whether answers are reasonable. •  Decide when <span class="highlight">estimation</span> is an appropriate strategy for solving a problem. •  Determine appropriate accuracy and precision <span class="highlight">of</span> measurement in problem situations. •  Use properties <span class="highlight">of</span> numbers and operations to perform mental computation. •  Recognize when the numbers involved in a computation allow for a mental computation strategy. Technology •   Technology should be used as a tool in mathematics education to support
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=126
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
 estimating the results <span class="highlight">of</span> computations. •  Use <span class="highlight">estimation</span> to decide whether answers are reasonable. •  Decide when <span class="highlight">estimation</span> is an appropriate strategy for solving a problem. •  Determine appropriate accuracy and precision <span class="highlight">of</span> measurement in problem situations. •  Use properties <span class="highlight">of</span> numbers and operations to perform mental computation. •  Recognize when the numbers involved in a computation allow for a mental computation strategy. Technology •   Technology should be used as a tool in mathematics education to support
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=136
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
middle school and high school students’ understanding and skills. – The focus must be on learning mathematics and using technology as a tool rather than as an end unto itself. References American Diploma Project (2004). <span class="highlight">Ready</span> or Not: Creating a High School Diploma that Counts. Washington, D.C.: Achieve, Inc. National Council <span class="highlight">of</span> Teachers <span class="highlight">of</span> Mathematics (2000). Principles and Standards for School Mathematics. Reston VA: author. PC IM3 IM2 IM1 G a 2 a 1 8 7 6 5 4 3 2 1 K Pre-Calculus/Trigonometry
Microsoft Word - mathsol2009.doc
will be used. *DM.4 The student will apply algorithms, such as Kruskal’s, Prim’s, or Dijkstra’s, relating to trees, networks, and paths. Appropriate technology will be used to determine the number of possible solutions and generate solutions when a feasible number exists. *D...
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will be used. *DM.4 The student will apply algorithms, such as Kruskal’s, Prim’s, or Dijkstra’s, relating to trees, networks, and paths. Appropriate technology will be used to determine the number of possible solutions and generate solutions when a feasible number exists. *DM.5 The student will use algorithms to schedule tasks in order to determine a minimum project time. The algorithms will include critical path analysis, the list-processing algorithm, and student-created algorithms. *DM.6 The student
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/mathsol2009.pdf#page=28
www.doe.virginia.gov/VDOE/Superintendent/Sols/mathsol2009.pdf#page=28
Mathematics Standards <span class="highlight">of</span> Learning for Virginia Public Schools – February 2009 22 Grade Eight The eighth-grade standards are intended to serve two purposes. First, the standards contain content that reviews or extends concepts and skills learned in previous grades. Second, they contain new content that prepares students for more abstract concepts in algebra and geometry. The eighth-grade standards provide students additional instruction and <span class="highlight">time</span> to acquire the concepts and skills necessary for success
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/mathsol2009.pdf#page=45
www.doe.virginia.gov/VDOE/Superintendent/Sols/mathsol2009.pdf#page=45
will be used. *DM.4 The student will apply algorithms, such as Kruskal’s, Prim’s, or Dijkstra’s, relating to trees, networks, and paths. Appropriate technology will be used to determine the number <span class="highlight">of</span> possible solutions and generate solutions when a feasible number exists. *DM.5 The student will use algorithms to schedule tasks in order to determine a minimum project <span class="highlight">time</span>. The algorithms will include critical path analysis, the list-<span class="highlight">processing</span> algorithm, and student-created algorithms. *DM.6 The student
GRADE 4
conflict may be counterintuitive. The key understanding is that the conflict is really resolved by connecting the two things in conflict, because the connected vertices are assigned different colors or different days in the case of the scheduling problem. Example: • Eight student...
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conflict may be counterintuitive. The key understanding is that the conflict is really resolved by connecting the two things in conflict, because the connected vertices are assigned different colors or different days in the case of the scheduling problem. Example: • Eight students in the class are researching six different Arizona bats, but they are having a hard time arranging for times to meet together. Each meeting will require a full class period at the end of the day. The teacher wants to use as
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade4.pdf#page=20
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
conflict may be counterintuitive. The key understanding is that the conflict is really resolved by connecting the two things in conflict, because the connected vertices are assigned different colors or different days in the case <span class="highlight">of</span> the <span class="highlight">scheduling</span> problem. Example: • Eight students in the class are researching six different Arizona bats, but they are having a hard <span class="highlight">time</span> arranging for times to meet together. Each meeting will require a full class period at the end <span class="highlight">of</span> the day. The teacher wants to use as
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade4.pdf#page=21
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Arizona Mathematics Standard Articulated by Grade Level The bulleted items within a performance objective indicate the specific content to be taught. Explanations and Examples Updated 1.19.09 Grade 4 Arizona Department <span class="highlight">of</span> Education: Standards and Assessment Division 21 Approved 6.24.08 Performance Objectives
Speaking Standard 3
experimental and theoretical probabilities. 6. Understand and use the “law of large numbers” (that experimental results tend to approach theoretical probabilities after a large number of trials). 4.4.12 C. Discrete Mathematics—Systematic Listing and Counting...
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experimental and theoretical probabilities. 6. Understand and use the “law of large numbers” (that experimental results tend to approach theoretical probabilities after a large number of trials). 4.4.12 C. Discrete Mathematics—Systematic Listing and Counting 1. Calculate combinations with replacement (e.g., the number of possible ways of tossing a coin 5 times and getting 3 heads) and without replacement (e.g., number of possible delegations of 3 out of 23 students). 2. Apply the multiplication rule of
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http://www.nj.gov/education/cccs/2004/s4_math.pdf#page=27
www.nj.gov/education/cccs/2004/s4_math.pdf#page=27
grids <span class="highlight">of</span> different sizes • Finding which shape has minimal (or maximal) area, perimeter, volume, or surface area <span class="highlight">under</span> given conditions using graphing calculators, dynamic geometric software, and/or spreadsheets • <span class="highlight">Estimation</span> <span class="highlight">of</span> area, perimeter, volume, and surface area Adopted 1/9/2008 Mathematics
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http://www.nj.gov/education/cccs/2004/s4_math.pdf#page=44
www.nj.gov/education/cccs/2004/s4_math.pdf#page=44
experimental and theoretical probabilities. 6. Understand and use the “law <span class="highlight">of</span> large numbers” (that experimental results tend to approach theoretical probabilities after a large number <span class="highlight">of</span> trials). 4.4.12 C. Discrete Mathematics—<span class="highlight">Systematic</span> Listing and Counting 1. Calculate combinations with replacement (e.g., the number <span class="highlight">of</span> possible ways <span class="highlight">of</span> tossing a coin 5 times and getting 3 heads) and without replacement (e.g., number <span class="highlight">of</span> possible delegations <span class="highlight">of</span> 3 out <span class="highlight">of</span> 23 students). 2. Apply the multiplication rule <span class="highlight">of</span>
K-12 Mathematics
New Hampshire Curriculum Framework Mathematics June 2006 Number and Operations 8-Adv. Math Page 48 of 69 Number and Operations Grade 8 High School Advanced Mathematics M:N&O:8:7 Makes estimates in a given situation (including tips, discounts, tax, and the value of a non-perfect...
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New Hampshire Curriculum Framework Mathematics June 2006 Number and Operations 8-Adv. Math Page 48 of 69 Number and Operations Grade 8 High School Advanced Mathematics M:N&O:8:7 Makes estimates in a given situation (including tips, discounts, tax, and the value of a non-perfect square root as between two whole numbers) by identifying when estimation is appropriate, selecting the appropriate
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12MathematicsFramework_000.pdf#page=48
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework Mathematics June 2006 Number and Operations 8-Adv. Math Page 48 <span class="highlight">of</span> 69 Number and Operations Grade 8 High School Advanced Mathematics M:N&O:8:7 Makes estimates in a given situation (including tips, discounts, tax, and the value <span class="highlight">of</span> a non-perfect square root as between two whole numbers) by identifying when <span class="highlight">estimation</span> is appropriate, selecting the appropriate
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