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Greater Than and Less Than
By mathwithlarry
Lesson on greater than and less than. Larry explains which of two numbers is greater. He shows examples with a number line and explains the symbols and how place value works. More lessons at: http://www.MathWithLarry.com
Grade 2 Math 3.13, comparing numbers
By Joann's School
How to compare numbers to each other to find which is greater than or less than the other. Using the LESS THAN and GREATER THAN symbols to show less than and greater than.
Dividing complex numbers | Imaginary and complex numbers | Precalculus | Khan Academy
By Khan Academy
Here we see a guided example of how to divide two complex numbers. Remember to use the complex conjugate of the denominator. The whole point is to make the denominator into a real number, so if that doesn't happen, go back and check over your work very carefully.
Grade 5 Math: Comparing Whole Numbers : Math Made Easy
By Lumos Learning
Subscribe Now: http://www.youtube.com/subscription_c... Watch More: http://www.youtube.com/ehoweducation Comparing whole numbers involves working with anything valued at zero and above. Learn about comparing whole numbers in grade five math with help from a professional private tutor in this free video clip. Expert: Rachel Kaplove Filmmaker: Alexis Guerreros Series Description: Most mathematical concepts really aren't that difficult, but you have the have the proper instruction. Get tips on math with help from a professional private tutor in this free video series.
Dividing a whole number by a fraction
By Brian Mclogan
To divide two fractions, we multiply the first fraction by the reciprocal of the second fraction.
Work Word Problems | MathHelp.com
By MathHelp.com
To solve a polynomial inequality, like the one shown here, our first step is to write the corresponding equation. In other words, we simply change the inequality sign to an equals sign, and we have x^2 – 3 = 9 – x. Next, we solve the equation. Since we have a squared term, we first set the equation equal to 0. So we move the 9 – x to the left side by subtracting 9 and adding x to both sides of the equation. This gives us x^2 + x – 12 = 0. Next, we factor the left side as the product of two binomials. Since the factors of negative 12 that add to positive 1 are positive 4 and negative 3, we have x + 4 times x – 3 = 0. So either x + 4 = 0 or x – 3 = 0, and solving each equation from here, we have x = -4, and x = 3. Now, it’s important to understand that the solutions to the equation, -4 and 3, represent what are called the “critical values” of the inequality, and we plot these critical values on a number line. However, notice that our original inequality uses a greater than sign, rather than greater than or equal to sign, so we use open dots on our critical values of -4 and positive 3. Remember that ‘greater than’ or ‘less than’ means open dot, and ‘greater than or equal to’ or ‘less than or equal to’ means closed dot. Now, we can see that our critical values have divided the number line into three separate intervals: less than -4, between -4 and 3, and greater than 3. And here’s the important part. Our next step is to test a value from each of the intervals by plugging the value back into the original inequality to see if it gives us a true statement. So let’s first test a value from the “less than -4” interval, such as -5. If we plug a -5 back in for both x’s in the original inequality, we have -5 squared – 3 greater than 9 minus a -5, which simplifies to 25 – 3 greater than 9 + 5, or 22 greater than 14. Since 22 greater than 14 is a true statement, this means that all values in the interval we’re testing are solutions to inequality, so we shade the interval. Next, we test a value from the “between -4 and 3” interval, such as 0. If we plug a 0 back in for both x’s in the original inequality, we have 0 squared – 3 greater than 9 – 0, which simplifies to 0 – 3 greater than 9, or -3 greater than 9. Since -3 greater than 9 is a false statement, this means that all values in the interval we’re testing are not solutions to inequality, so we don’t shade the interval. Next, we test a value from the “greater than 3” interval, such as 4. If we plug a 4 back in for both x’s in the original inequality, we have 4 squared – 3 greater than 9 – 4, which simplifies to 16 – 3 greater than 5, or 13 greater than 5. Since 13 greater than 5 is a true statement, this means that all values in the interval we’re testing are solutions to inequality, so we shade the interval. Finally, we write the answer that’s shown on our graph in set notation. The set of all x’s such that x is less than -4 or x is greater than 3.
[5.NF.5b-1.0] Multiplication by Fractions greater than 1 - Common Core Standard
By Freckle by Renaissance
Interpret multiplication as scaling (resizing), by: Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n _ a)/(n _ b) to the effect of multiplying a/b by 1. Front Row is a free, adaptive, Common Core aligned math program for teachers and students in kindergarten through eighth grade. Front Row allows students to practice math at their own pace - learning advanced concepts when they're ready and receiving remediation when they struggle. Front Row provides teachers with access to a detailed data dashboard and weekly email reports that show which standards are causing students difficulty, what small groups can be formed for interventions, and how their students are progressing in math.
