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Perpendicular lines. (Coordinate Geometry)
one is the negative reciprocal of the other. If the slope of one line is m, the slope of the other is Try this Drag points C or D. Note the slopes when the lines are at right angles to each other. When two lines are perpendicular to each other (at right angles or 90°), their slopes ha...
Teachnet.com: Line Graphs of Weather Forecasts
Math: Maps & Graphs > Line Graphs of Weather Forecasts Front page > Lesson Plans > Math > Maps & Graphs > Line Graphs of Weather Forecasts Line Graphs of Weather Forecasts: Objective: The student will be able to interpret data; make...
 Math for Poets and Drummers
? Pingala’s indexing process reverses the algorithm he developed for Problem 2. The index of the pattern of all long syllables is one. For any other pattern, start with the first short syllable from the right. The instruction is simply “multiply by two” (in ord...
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? Pingala’s indexing process reverses the algorithm he developed for Problem 2. The index of the pattern of all long syllables is one. For any other pattern, start with the first short syllable from the right. The instruction is simply “multiply by two” (in order for the algorithm to work, the starting number must be one). If the next syllable on the left is , again multiply the resulting number by two; otherwise, multiply it by two and subtract one. Repeat this process until the leftmost character is reached. This
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http://www.sju.edu/~rhall/mathforpoets.pdf#page=7
www.sju.edu/~rhall/mathforpoets.pdf#page=7
? Pingala’s indexing process reverses the <span class="highlight">algorithm</span> he developed <span class="highlight">for</span> Problem 2. The index of the pattern of all long syllables is one. <span class="highlight">For</span> any other pattern, start with the first short syllable from the right. The instruction is simply “multiply by two” (in order <span class="highlight">for</span> the <span class="highlight">algorithm</span> to work, the starting number must be one). If the next syllable on the left is , again multiply the resulting number by two; otherwise, multiply it by two and subtract one. Repeat this process until the leftmost character is reached. This
David Sumner's Home Page - David Sumner
along a line See an animated display of the last game between Gary Kasparov and IBM's DeepBlue. Try out the Euclidean Algorithm for finding the greatest common divisor of two integers. Useful Stuff - Calulator and Equation Solver Try out my on-line calculator. T...
HAKMEM - Beeler, Gosper, Schroeppel; Artificial Intelligence Laboratory, MIT
of Defense and monitored by the Office of Naval Research under Contract Number N00014-70-A-0362-0002. Reproduction of this document, in whole or in part, is permitted for any purpose of the United States Government. Compiled with the hope that a record of the random things people do aroun...
NOVA scienceNOW: Maya
of the other details that they learned about the Mayans. Student groups can present their maps to the class. Make a time line of Mayan civilization. Ask students why it is important to understand what life was like hundreds or thousands of years ago. Why is it important to investigate...
Microsoft Word - K-8 Mathematics Curriculum Framework.doc
67 Glossary Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Glossary for K-8 Mathematics Framework Absolute value A number's distance from zero on a number line Ex. The absolute value of 2 is equal to the absolute value of -2. Acute angle An angle...
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67 Glossary Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Glossary for K-8 Mathematics Framework Absolute value A number's distance from zero on a number line Ex. The absolute value of 2 is equal to the absolute value of -2. Acute angle An angle whose measure is less than 90° and greater than 0° Addends Numbers that are being added in an addition
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=57
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=57
recognizing the size and shape do not change G.9.7.1 Examine the congruence, similarity, and <span class="highlight">line</span> or rotational symmetry of objects using transformations G.9.7.2 Perform translations and reflections of two-dimensional figures using a variety of methods (paper folding, <span class="highlight">tracing</span>, graph paper) G.9.8.1 Determine a transformation’s <span class="highlight">line</span> of symmetry and compare the properties of the figure and its transformation G.9.8.2 Draw the results of translations and reflections about the x- and y-axis and
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=68
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=68
67 Glossary Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Glossary <span class="highlight">for</span> K-8 Mathematics Framework Absolute value A number's distance from zero on a number <span class="highlight">line</span> Ex. The absolute value of 2 is equal to the absolute value of -2. Acute angle An angle whose measure is less than 90° and greater than 0° Addends Numbers that are being added in an addition
Microsoft Word - South Dakota Science 2005.rtf
The mission of the U.S. Geological Survey is to provide geologic, topographic, and hydrologic information that contributes to the wise management of the Nation's natural resources. Vacuoles An organelle that stores water and other materials. Valence number The electrons in an atom’s out...
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The mission of the U.S. Geological Survey is to provide geologic, topographic, and hydrologic information that contributes to the wise management of the Nation's natural resources. Vacuoles An organelle that stores water and other materials. Valence number The electrons in an atom’s outermost orbitals; determines the chemical properties of an element. Van der Waals forces Accounts for the intermolecular forces of attraction between molecules. Vapor Pressure A force exerted by gaseous molecules which
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http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=183
doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...
The mission of the U.S. Geological Survey is to provide geologic, <span class="highlight">topographic</span>, and hydrologic information that contributes to the wise management of the Nation's natural resources. Vacuoles An organelle that stores water and other materials. Valence number The electrons in an atom’s outermost orbitals; determines the chemical properties of an element. Van der Waals forces Accounts <span class="highlight">for</span> the intermolecular forces of attraction between molecules. Vapor Pressure A force exerted by gaseous molecules which
Microsoft Word - MathStandards--Approved05-17-04.rtf
177 SOUTH DAKOTA MATHEMATICS STANDARDS GLOSSARY *Note: This glossary contains explanations, not necessarily formal mathematical definitions of terms used in the standards document. Absolute value A number’s distance from zero on the number line. The absolute value of -4 is 4; the abs...
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177 SOUTH DAKOTA MATHEMATICS STANDARDS GLOSSARY *Note: This glossary contains explanations, not necessarily formal mathematical definitions of terms used in the standards document. Absolute value A number’s distance from zero on the number line. The absolute value of -4 is 4; the absolute value of 4 is 4; the symbol greater is |4|. Acute angle An angle whose measure is more than 0° but less than 90°. Algorithm An organized sequential procedure for performing a given type of calculation or
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http://doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf#page=177
doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf...
177 SOUTH DAKOTA MATHEMATICS STANDARDS GLOSSARY *Note: This glossary contains explanations, not necessarily formal mathematical definitions of terms used in the standards document. Absolute value A number’s distance from zero on the number <span class="highlight">line</span>. The absolute value of -4 is 4; the absolute value of 4 is 4; the symbol greater is |4|. Acute angle An angle whose measure is more than 0° but less than 90°. <span class="highlight">Algorithm</span> An organized sequential procedure <span class="highlight">for</span> performing a given type of calculation or
Microsoft Word - mathstdglossary2004.docmathstdglossary2004.pdf
Kansas Curricular Standards for Mathematics January 2004 1 Glossary A absolute value – a number’s distance from zero on the number line (The value is always positive.) acute angle – an angle that measures less than 90° addend – one of a set of numbers...
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Kansas Curricular Standards for Mathematics January 2004 1 Glossary A absolute value – a number’s distance from zero on the number line (The value is always positive.) acute angle – an angle that measures less than 90° addend – one of a set of numbers to be added addition problem – 8 (addend) + 4 (addend) 12 (sum) additive identity- 0 is the additive identity, because for any real number a: a + 0 = a additive inverse – the opposite of a number
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http://www.ksde.org/LinkClick.aspx?fileticket=T526GF1N0EM%3d&tabid=141&mid=8017&forcedownload=true#page=1
www.ksde.org/LinkClick.aspx?fileticket=T526GF1N0EM%3d&tabid=141&mid=8017&...
Kansas Curricular Standards <span class="highlight">for</span> Mathematics January 2004 1 Glossary A absolute value – a number’s distance from zero on the number <span class="highlight">line</span> (The value is always positive.) acute angle – an angle that measures less than 90° addend – one of a set of numbers to be added addition problem – 8 (addend) + 4 (addend) 12 (sum) additive identity- 0 is the additive identity, because <span class="highlight">for</span> any real number a: a + 0 = a additive inverse – the opposite of a number
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