ZOOM Problem Statment:You have to figure out how many total various sized squares are in an 8 by 8 checkerboard. You also have to see if there is a pattern to help find the number of different sized squares in any size checkerboard.Process: You have to figure out how many total different sized squares you can make with a 8x8 checkerboard. I say that there would be 204 possible different size squares in an 8x8 checkerboard. I got that as my answer because if you mutiply the number of small checker boards inside the 8x8 and add them together, you get 204. You would do this math because if you find all of the possible outcomes in the 8x8, you would have to find the outcome for a 7x7, 6x6, 5x5, 3x3, and 2x2 and add the products of
17. Beach sandals are on sale for $2 a pair. Josey wants to buy a pair for all of her friends. She can spend at most $45. How many pairs of sandals can Josey buy? Write an inequality to best fits the problem. Then solve the inequality to find the number of pairs of sandals.
This is the perfect opportunity to take that expression or equation that was built in the first half and start the process of finding x. Combining terms and subtracting numbers from both sides will aid in the process of the ultimate goal of finding the unknown number. Many times teachers us a balance with chess pieces and students have a hard time visualizing why 2 paws have to be taken from both sides. The Napping House (1984) clearly depicts how subtraction needs to occur on both sides of the equation. Ultimately, just like balancing equations, the story ends beautifully with everyone and everything
Mrs. Cable’s objective in this math lesson was for students to count to tell numbers and to compare numbers; this is done with different amounts of dots (almost like a dice). The lesson started off by Mrs. Cable reading a book call “Ten Black Dots” at the carpet, this book was all about counting dots and
A database is for the most part utilized for putting away related, organized information, with all around characterized information positions, in a productive way for addition, redesign and/or recovery (contingent upon application). Then again, a record framework is a more unstructured information store for putting away discretionary, presumably disconnected information. The record framework is more broad, and databases are based on top of the general information stockpiling administrations gave by document frameworks. There are additionally contrasts in the normal level of administration gave by document frameworks and databases. While databases must act naturally reliable at any moment in time (consider banks following cash!), give confined exchanges and sturdy composes, a document framework gives much looser
The two limitations are checking packets one at a time, and checking only some fields of the internet and transport headers. Checking packets one at a time is bad because packets will be examined one at a time, and cannot stop attacks such as DoS. Checking only some fields of the internet and transport headers is bad because will not examine all field of the internet and transport header fields, and cannot stop all attacks such as utilized attack.
Click on the Finish button at the end of the lesson to record your score in the grade book.
7. Persuasive Techniques (Describe how the cartoonist used 2 of the techniques (symbolism, exaggeration, labeling, analogy, irony, etc.)
To solve this problem, I built different sized cubes (2 x 2 x 2, 3 x 3
As we can see from Tables 6.1-6.5 and Figures 6.1-6.30 of Chapter 6, for the profits between the scenarios for each stat with their respective AAC, the values are very close which they do not show how much value or change the transition matrix can have over the results; therefore, we analyze the value of the inventory levels at the end of the planning horizon (see Tables 6.6-6.35) to see how much Net Value remains for the different scenarios even if the forest managers fulfills the demand. The difference between the scenarios for the independent cases of the demand and the initial inventory, are large as the value starts decreasing from scenario 2: “2 no infestation” to scenario 6: “6 severe infestation”, for all tree species “SAB” and “EPB.” For scenario 1: “1 data-case” most of the cases, the value of the inventory is positioned between the scenarios 3 to scenario 4. The value for tree species “EPN” does not have a higher impact as the SBW does not influence on it.
There are many key factors to understanding prevention such as identifying the disease, monitoring the prevalence of a disease, and developing new drug's or vaccine's for that disease. In unit 3, we learn about primary prevention, secondary prevention, and tertiary prevention as the new healthcare model. "Primary prevention means averting the occurrence of the disease" (Williams & Torrens, 2008, pp. 143). The primary prevention is meant to be the first line of defense against any disease. They want to eradicate the disease before it even appears in primary prevention. "Secondary prevention is a means to halt the progression of the disease before it becomes serve" (Williams & Torrens, 2008, pp. 143). In secondary prevention, the disease has
Areas of the following shapes were investigated: square, rectangle, kite, parallelogram, equilateral triangle, scalene triangle, isosceles triangle, right-angled triangle, rhombus, pentagon, hexagon, heptagon and octagon. Results The results of the analysis are shown in Table 1 and Fig 1. Table 1 showing the areas for the different shapes formed by using the
An open box is to be made from a sheet of card. Identical squares are
To effectively convey the importance of SC to other Soldiers, a Sergeant Major would have to remain intimately familiar with the government’s message as it supports the overall mission and the commander’s intent. A key aspect the Sergeant Major’s role is fostering a consistent message within the unit.
Text Box: In the square grids I shall call the sides N. I have colour coded which numbers should be multiplied by which. To work out the answer the calculation is: (2 x 3) – (1 x 4) = Answer Then if I simplify this: 6 - 4 = 2 Therefore: Answer = 2
The assessors are presented with three products, two of which are identical and the other one different. The assessors are asked to state which product they believe is the odd one out.