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In mathematics, word problems have been known to pose challenges for elementary school students, middle school students and even some high school students. In addition, a vast majority of students also have difficulties with solving problems with fractions. If we mix a word problem with a problem with fractions, then we end up getting an even tougher problem to solve. How can we expect those students who have not yet mastered language to make meaning of word problems? Let's dive right into a math word problem which will illustrate this.    Problem: Tashira has a piece of lace material that is 3/5 yard long. She used 2/3 of the material to make a quilt. How much did she use to make the quilt?   When a student reads this problem one of the questions she/he may ask is, "Where do I start?" The student may have difficulty with translating the word problem into its mathematical representation. The next difficulty is that if the student decides... read more

I am taking from The Official Hunter College High School Test: problem 76 on page 20. We read the following. In the expression below, each letter represents a one digit number. Where the same letter appears, it represents the same number in each case. Each distinct letter represents a different number. In order to make the equation true, what number must replace C?    AAA    AAB + ABC   2012 A great start is to decode each AAA, AAB, and ABC. It helps to look at this problem wholly; particularly we look at the leading sum on the left wall (of the same types). We glean that either: (1) A + A + A = 20, (2) A + A + A + 1 = 20 or (3) A + A + A + 2 = 20: its very important to remember that given three numbers each less than ten, the sum of them which is great, is at most 2 in the tens place. This means that each row can only donate a 1 or 2 to the next. We can conclude that our line is... read more

I thought I would give a few examples of how easy exponents are. One important thing, though. I know the big question I have heard and many others have as well, is why do I need to learn this stuff. I will probably never use it. It is true that you may not use these directly, but once your mind becomes one of the solving variety, you become indispensable to many employers. You become a problem solver! To multiply exponents, you add the exponents. Example: 3x^2 * 6x^8 = 18x^10 I hope that makes sense. Another: x^m * x^n = x^m+n In this one since the variables are different you cannot merely add them. How about we tackle Scientific Notation next. All of these methods are merely a way to display and/or manipulate very large or very small or complex numbers. Talk Tuesday!!! LD

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