Significant Figures Practice
Rules for zeroes.
Zeros appearing between nonzero digits are significant | |
Zeros appearing in front of nonzero digits are not significant | |
Zeros at the end of a number and to the right of a decimal are significant | |
Zeros at the end of a number but to the left of a decimal may or may not be significant. If such a zero has been measured, or is the first estimated digit, it is significant. On the other hand, if the zero has not been measured or estimated but is just a placeholder, it is not significant. A decimal placed after the zeros indicates that they are significant. | |
- All digits expressed before the exponential term are signicant. | x 10 m has sig figs. x 10 g has sig figs. |
Show all questions
- ? three
- ? four
- ? five
- ? six
- ? two
- ? 1.0947 m 2
- ? 1.09 m 2
- ? 1.0 m 2
- ? 1.1 m 2
- ? 3.98 x 10 8 m 2
- ? 398 m 2
- ? 3.97 x 10 -7 m 2
- ? 39800000 m 2
- ? 0.04 g/cm 3
- ? 0.045 g/cm 3
- ? 0.0454 g/cm 3
- ? 4.00 x 10 -2 g/cm 3
- ? Three significant figures
- ? Units of g 3
- ? Only one decimal place
- ? Three decimal places
- ? 4.953 g
- ? 5.0 g
- ? 5 g
- ? 4.9 g
- ? 129 m
- ? 129.041 m
- ? 129.0 m
- ? 129.04 m
- ? 322.000 g
- ? 322.00 g
- ? 322 g
- ? 322
- ? 1.01000 x 10 5 g
- ? 1.0100 x 10 -5 g
- ? 10.1 x 10 4 g
- ? 1.01 x 10 5 g
- ? 0.909 cm 2
- ? 0.91 cm 2
- ? 0.910 cm 2
- ? 0.9099 cm 2
- ? 4.61 g/cm 3
- ? 4.606 g/cm 3
- ? 0.22 cm 3 /g
- ? 0.217 cm 3 /g
- ? 7.4 m
- ? 7.45 m
- ? 7.447 m
- ? 7.5 m
- ? 100.005 g
- ? 100.0 g
- ? 100.01 g
- ? 100.00525 g
- ? 8.50 cm 3
- ? 8.0 cm 3
- ? 8.00 cm 3
- ? 8.000 cm 3
- ? 5.5 cm
- ? 5.7 cm
- ? 5.65 cm
- ? 5.712 cm
- ? tenths of a centimeter
- ? hundredths of a centimeter
- ? thousandths of a centimeter
- ? meters
- ? 2.8 cm
- ? 2.53 cm
- ? 2.80 cm
- ? 2.530 cm
- ? 8.0 cm
- ? 8.0 mm
- ? 7.98 mm
- ? 7.99 m
Use knowledge of division to solve problems
I can use knowledge of division to solve problems.
Lesson details
Key learning points.
- When solving division problems, sometimes a remainder is recorded as the number left over.
- When solving division problems, sometimes a remainder can be ignored.
- When solving division problems, sometimes an extra group is made to include the remainder.
- The question asked in the problem shows whether we should ignore or include the remainder.
Common misconception
Children may struggle to visualise how the remainder relates to the question asked in the problem, or may solve the equation without relating back to the question asked.
Encourage them to write the division equation for the problem and say what each part represents, focusing particularly on the role of the remainder and how it relates to the question asked.
Remainder - A remainder is the amount left over after division when the dividend does not divide exactly by the divisor.
This content is © Oak National Academy Limited ( 2024 ), licensed on Open Government Licence version 3.0 except where otherwise stated. See Oak's terms & conditions (Collection 2).
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Linear programming
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It involves planning of activities to obtain the best or optimal solution to a problem using limited resources to attain the goal
Operations research
Maximization
Minimization
Set of all points that satisfy all of the problem's resource restrictions
extreme points
feasible region
graphical solution
A special case when the objection function can be made infinitely large without violating any of the constraints
Alternate solutions
Infeasibility
Unboundedness
It measures the quantity that is subject to change.
decision variables
constraints
It requires that each variables to be greater than or equal to zero
maximization
minimization
non-negativity constraints
A relationship between two or more variables which is directly and precisely proportional
sensitivity analysis
Maps, blueprints and programs are examples of which model
It is the application of quantitative scientific methods, techniques and tools to arrive at optimum solutions to complex organizational activities.
They are the boundary points that are intersections of the straight-line boundary segments of the region
feasible solution space
solution point
In the graph, this is the intercept when the value of x = 0
x - intercept
y - intercept
first quadrant
In the graph, this is the intercept when the value of y = 0
A special case when an LP problem has no solution even though all constraints are being satisfied.
alternate solutions
infeasibility
unboundedness
It is the set of quantities that the decision makers would like to determine in order to solve the problem.
A special case which happens only on minimization problems
It refers to the activities carried out within the organization related to attaining goals and objectives
scientific method
allocation of resources
A special case in LP wherein there is a constraint that does not affect the feasible region.
alternate solution
It uses formula and expressions to represent a problem.
When the constraint is compose of only one variable, the form of the line is
a vertical line
a horizontal line
a diagonal line
none of the above
the measurable input quantity that is inherent in the problem
What is the value of x in the constraint 2x + 12y = 26?
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Logical-mathematical intelligence is a popular word among mathematicians and scientists. The ability to solve problems using established patterns and reasoning procedures (i.e., deductive reasoning) is believed to be one of the most efficient and crucial problem-solving strategies.
According to Howard Gardner, there are nine categories of intelligence, with logical-mathematical intelligence being the strongest when creating number and structure-related ideas. What’s more, high school and college students might use comparable strategies in their classrooms.
Analytical thinking is significantly influenced by logical-mathematical intelligence . It is regarded as a critical component in the development of patents and new technology.
Who Established Logical-Mathematical Intelligence?
This kind of intellect has existed since the dawn of mankind. Howard Gardner, a Harvard University professor, named several prominent scientists and mathematicians who employed logical-mathematical intelligence. Barbara McClintock, who was not as well-known as Einstein or Hawking but had a significant influence and was awarded the Nobel Prize in 1938, most struck him.
Barbara stumbled upon a cornfield that wasn’t as sterile as several estimates and theories suggested it would be at an early age. She got to a solution in just a few hours after examining this “mathematical issue” without using any formulae on paper. Allowing pupils to acquire more analytical thinking and construct their problem-solving routines is how true logical-mathematical intelligence may emerge.
The Impact of Logical-Mathematical Intelligence on the World
You’ve probably heard of prominent innovators and mathematicians like Bill Gates, Stephen Hawking, Albert Einstein, and others. They have a similar feature, according to Howard, logical-mathematical problem-solving. This is something that Warren Buffett, one of the world’s most successful investors, is well renowned for.
It is critical in college, especially in completely theoretical subjects, to allow pupils to solve their problems. The essence of innovation is logical-mathematical intelligence , primarily because the world is changing as we speak, and patterns should not be stagnant.
How to Assist Students in Developing Logical-Mathematical Intelligence?
There are several approaches for teachers to encourage deductive reasoning, analytical thinking, and other abilities. One of the most enjoyable approaches has to be puzzle-solving; while it is a game for people of all ages, it demands concentration and understanding of how patterns function.
You can also make poetry lessons more engaging by teaching students how to recognize distinct forms and patterns. Giving kids a mathematical problem with several solutions is also an effective way to improve logical-mathematical intelligence.
Finally, consider the following:
Many problems have several solutions. Finding these many answers requires abilities connected to logical-mathematical intelligence. You should go ahead and try to find out new patterns/methods of problem-solving, much like famous mathematicians and innovators did in the past (on their own or with the encouragement of their Educators).
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