how to solve additional mathematics project work form 4??
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what project???\nthe sheep pen or aluminium tin???\n\nBTW i only got the answer for the sheep pen download it from this web: http://rapidshare.de/files/35671184/Project_F4_2006.zip.html
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on your home page type Mathematics software on you web toolbar and click search.. Ther are several sites to explore. \n\n- - - - - - - - -s-
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The number is 41312432.\n\nThe "4" is in the 1st anf fifth space. 4_ _ _ _4_ _\nThe "1" is in the 2nd and 4rth space_1_ 1_ _ _ _\nThe "3" is in the 3rd and 7th space _ _ 3_ _ _3_\nThe "2" is in the 5th and 8th space_ _ _ _ 2 _ _2\n\nDon't know any way to show steps other than the way I did here...\n\nBTW the number 23421314 also satisfies the requirements.
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y=2x+4/3 \nIf you need more help in math. Get a tutor. Also, practice, practice, practice. That is the best way to learn math skills!
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Hi, \nFirstly, read it carefully and determine what is required.\nThen, note down whatever information is given. Like distance, dad's age whatever.\nThen, find the "missing link". Its something which is essential for the completion of the problem.\nTo complete the above mentioned step, u need to have a clear memory of all the formulas. It would best if you knew how to deduce the formula, cuz then you would have a firm base.\nThen, just use the formula. Substitute the values, and find out the result.
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I can do it... but let me think a little on it.  Can I take the full 4 months?  :-)\n\nOkay, I think I have a solution... took me about 5 minutes I think:\n\nIf I move the dot from B1 -> B2 and C1 -> C2, then B and C will still have 4 dots, and row four will still have 4 dots, but now row two will have 4 dots.\n\nYou didn't say they couldn't share the same square!!!!\n------------\nI'm back\n\nYou didn't exactly state what a "row" was.  I would have called that a "line" but maybe that's what you meant.\n\nOkay, I have a couple revised solutions.  A "row" is now defined as 4 dots that are colinear (on the same line) but each point must be distinct.  This invalidates my previous answer.\n\nOne solution matches with what has already been stated, which is:\nA4 --> B5  and  D4 --> C5.  This makes two pairs of overlapping lines each with 4 dots.\n\nHowever, my new solution is to take C1 and place it halfway between columns B and C and halfway between rows 2 and 3.\n\nThen you have a line on row 4, a line on column B, and two diagonal lines!!!!\n\nOne dot moved, 4 lines created!!!!\n\nAnd if you *must* move two dots, then just move B1 --> B5 and you still have a valid answer.
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So let's say the problem looks like this\n\n   11\nx 12\n--------\n        <-----the answer from 11*2\n       <------answer from 11*1\n\nfirst hide the 1 from the 12 and work out the problem as 11*2\nthen work on multiplying the 1 with 11 but make sure you start putting your answer down below your first answer and the answer starts in the column that is below the 1 from the 12.\n\nfinally when the two answers are found, you can add them and get your final answer. SOOO here's what it looks like\n\n      11\n   x  12\n--------------\n           22    (this is from 11x2)\n +  11       (this is from 11 x1)\n------------\n     132 = final answer!
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draw FBDs of the 2 blocks independently\nbe careful\nfind the accelrations of the  2 blocks using CONSTRAINT relations\nand comes ur answer\n\ndon't wait for the solution\nit lessens ur thinking power n creativity\n\nif it's still problematic, consult ur lecturer\n\nconcentrate on ur studies \nur still a college guy
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Try to use MathCAD , as a Math teacher  I use it and it's very convenience and powerful
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Why not just list all of your homework problems so everyone here can work them for you? That way you can go out to play sooner.\n\nIf you would get a piece of paper, draw a dot at (4,-5), and then draw the line y = -8, then it should be more or less obvious what your desired line will look like. However, to solve this problem YOU need to understand \n1) how to plot the point (4,-5), \n2) how to graph the line y = -8, \n3) the meaning of perpendicular, and\n4) how to write the eq. of a vertical line through the point (4,-5).\n\nYour other homework problem is similar except that you must understand what it means for two lines to be parallel.\n\nThe best place to start in all of this would be to read your textbook. Not only does it contain correct explanations for all sorts of problems, it also has a multitude of correct examples!\n\nWouldn't you rather spend your time trying to decypher your textbook which is probably correct than to read a bunch of explanations here which may or may not be correct?
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talk to your teacher/professor - ask if there is other work you can submit to complete the course.
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Well, if this must have something to do with Math, or abacus calculation, I suggest that you have these slips of paper having equations, like one slip will contain the "question" and the other will contain the "answer".\n\nFor example,\n"3 x 72" and "216"\n\nMake up a few different equations with such slips. Then, in your class, hand out these slips to the children. If they have the "question" slip, their task would be to find the person holding the correct "answer" slip and vice versa.\n\nThis will allow them to interact with one another in some sense. Hope this idea isn't too dull!
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Everyday Mathematics Skills Links, grade 4\nISBN: 1570399662\n\nYou can find it on Amazon, eCampus and other places.
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i am sure you can find a math tutor that will be happy to help you when you explain what the problem is.\n\nso what IS the problem, anyway?
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Algebra is really a big subject. Maple or Mathematica may help. Especially graphs. They are easy and useful.\nI do have 2 examples of story problems which may help.\nSay you are to feed 16 animals each get the same biscuits, the dogs get 2 the cats get 1. You are given 25 biscuits. How many dogs,how many cats are there? \nYou realize all 16 get one so hand out 16. Now the cats have been fed and the remaining 9 biscuits must be for the dogs.\nIf Sally can make 3 salads in 1 hour and Mark can make 2. How long to make 1 salad if they work together?\nThink of cars and miles per hour. Sally's speed is 3/hr and Mark's 2/hr. The sum is 5/hour. Now you need hour/salad so invert. 1/5 of an hour to make one salad.
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Get a book from your library on applied math.\n\nInternate must be full of such applictions.
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The objective of this problem is to "solve for t" which means to isolate it on one side of the equation, hoping that only a number appears on the other side.\n\nBegin by distributing the (-6) factor through the left-hand side's other group of terms:\n\n-24 + 6t = 12t\n\n... being careful to let the two minus signs "cancel each other out" and become a + sign.\n\nNow, we hope to "collect like terms" -- that is, terms containing 't' -- on the right side.  Do so by subtracting 6t from both sides:\n\n-24 = 6t\n\nNow, finally, divide by the "coefficient of t" which is 6:\n\n-4 = t\n\nAnd there is your solution!\n\nMany teachers instruct you to "check your work" by substituting the "answer" back into the original problem, to make sure it is correct.  Let's do that here:\n\n(-6)(4-(-4) = 12(-4)?\n\nSimplify the left-hand slightly:\n\n-6 * (8) = -48?\n-48 = -48\n\nYes!  This yielded a true mathematical statement, hence our solution of t=-4 was correct all along.\n\nHope this helps!