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Math can look so pretty, all nicely formatted in the textbook. But when you go to e-mail your instructor with a question, or post your question to a math tutoring forum, you can end up with a mess or with something that totally doesn't mean what you meant to say. To deal with this issue, the math community has developed norms for text-only formatting. What follows is not 'the' one right way to format math, but it is a distillation of what I've seen a lot of math tutors use.
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Descargar pdf gratis y seguro. In what follows, I've provided an example of a nicely-formatted math expression, the typed-text-only version, and notes on the formatting for the operation or character in question.
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| Type-set formatting | Text-only formatting | Notes |
| 4 ÷ 2 | 4/2 4 ÷ 2 | The 'slash' is commonly used to indicate division or fractions, but you can also insert the 'divided by' sign (on a PC) by holding down the 'ALT' key and typing '0247' on the numeric keypad. |
| 4 × 2 | 4 * 2 4 × 2 (4)(2) | The asterisk is commonly used to indicate multiplication, but you can insert the 'times' sign (on a PC) by holding down the 'ALT' key and typing '0215' on the numeric keypad. |
| (1/2)x + 5 | Without the parentheses around the 'one-half', it will be unclear whether or not the variable is meant to be included in the denominator. Some will assume that you meant 1/(2x)+5 or even 1/(2x+5) | |
| 1/(2x) + 5 | The variable isn't often in the denominator like this, so use parentheses to make it clear where the variable belongs. | |
| 1/(2x + 5) | The parentheses make it clear that the 'five' is included in the denominator. | |
| Without the parentheses, it would not be clear that the first 'x' belongs inside the numerator, or that the '5x + 6' belongs inside the denominator. | ||
| (x + 2)/(x^2 + 5x + 6) | ||
| Use different grouping symbols to demark the two fractions within the complex fraction. Using extra spaces is helpful, too. | ||
| [(x + 3)/5] / [(x - 4)/2] | ||
| x2 | x^2 | The carat key, usually 'shift-6' on the keyboard, is customarily used to indicate exponents. If you have a graphing calculator, this is the same character as your calculator uses for powers. |
| x^(2/3) | Without the parentheses, it will look like you mean 'x squared, divided by three', or (x^2)/3. | |
| 23x | 2^(3x) | Without the parentheses, it will look like you mean 'two cubed, times x', or 23x, when you actually mean the variable to be in the exponent. |
| x2y3z4 | x^2 y^3 z^4 | Use spacing to make clear where one factor (and its exponent) ends and the next begins. Otherwise, the viewer may wonder if x^2y^3z^4 might mean something like x2y3z4. |
| f –1(x) | f^(-1)(x) | Yes, this is clunky notation, but the tutors will understand that you mean 'f-inverse of x.' |
| (f o g)(x) f(g(x)) | Either use a lower-case letter O to indicate function composition, spacing things out so it doesn't look like you're trying to spell 'fog', or else switch from 'f-compose-g of x' notation to 'f of g of x' notation. | |
| 0'> | Piecewise functions are one of the few items for which multi-line formatting is pretty-much inescapable. Just do the best you can, and preface whatever you post by telling the reader that what follows is meant to indicate a piecewise function. You might even just type out the cases as 'f (x) is equal to 3x for x less than or equal to zero, and is equal to x2 + 1 for x greater than zero.' | |
| ⌊ x ⌋ | floor(x) | The 'floor' function is a named function. Type out its name, and put its argument inside parentheses, following the patter of function notation. |
| ⌈ x ⌉ | ceil(x) ceiling(x) | The 'ceiling' function is a named function. Spell out that name. |
| sqrt(2y) | The abbreviation 'sqrt' stands for 'the square root of', and the parentheses make it clear that both the '2' and the 'y' belong inside the radical. | |
| cbrt(7)x cbrt(7)*x | The abbreviation 'cbrt' stands for 'the cube root of', and the parentheses make it clear that the '7' is inside the radical, but the 'x' is not. If you type cbrt7x, it will be assumed that the x is inside the radical, too. | |
| 5th-rt(z) | For larger-index roots, give the value of the index, and explain your notation. In this case, you would say 'I'm using '5th-rt(z)' to stand for 'the fifth root of z'.' | |
| ≥ | >= | Write out 'greater than or equal to' just as you say it: a 'greater than' sign followed by an 'equals' sign. |
| ≤ | <= | Write out 'less than or equal to' just as you say it: a 'less than' sign followed by an 'equals' sign. |
| ≈ | ~ = (approx) | The 'wiggly equals' means 'approximately equal to', and indicates that you've rounded. You can either use the tilde (the single wiggly line, probably close to the 'ESC' key on your keyboard) or a regular 'equals' sign followed by the notation '(approx)', indicating that the answer is an approximate value. If you use the tilde, say what you mean by it. |
| ≠ | != =/= <> | The exclamation mark is commonly used in computer programming to mean 'not', so '!=' means 'not equal'. But the 'equals-slash-equals' sequence more closely simulates the 'not equal to' symbol. The 'less than, greater than' sign is also sometimes used, but not so commonly. Whichever you use, define in your post what you mean by the notation. |
| ± | +/- ± | You can use '+/–', or you can enter the character directly (on a PC) by holding down the 'ALT' key and typing '0177' on the numeric keypad. |
| x2 | x2 x_2 x[2] | Subscripting doesn't come up much, and it's a pain when it does. Many people just put the subscript after the variable, but this can be confused with superscripting. The underscore is handy, but if you're dealing with very complicated expressions, you might want to use the bracketing notation. Define what you mean ('x-sub-one') in your post, especially if you're using x2, because the 2 could be mistaken for an exponent. |
| log2(5) | log_2(5) | Use the underscore to indicate the base, and use parentheses to make clear what is inside the log. |
| ln(x) | ln(x) | Do not use a capital 'I' for the natural log. The notation is 'LN' (ell-enn, but in lower-case), not 'IN' (eye-enn). And don't forget your parentheses around the argument (the insides) of the log. |
| log(y) | log_2(y) log_10(y) log_e(y) | If you use just plain 'log(y)', the base will be unclear. Either use the underscore notation to state the base, or else define yourself. Depending on the context, a plain 'log', without a base noted, will be assumed to have a base of 2, of 10, or even of e, depending upon the reader's context. Don't assume the tutor knows which one you mean. |
| log2(4) | log^2(4) [log(4)]^2 | The square can go right on the function, but this can sometimes get a bit confusing, especially if your log has a base notation on it. In messy cases, put the exponent outside the function, using brackets (so the power goes on the log, and not just the log's argument). |
| |–6| | |-6| abs(-6) | You can use 'abs()' to indicate absolute value (or 'modulus'). But you should be able to enter the absolute bars into your post by using the 'pipe' character. Look for a key somewhere above the 'Enter' key with a shift character that's a vertical line. (The line may have a slight gap in the middle. Don't worry; it'll type as a solid line.) |
| 0.3333. 1.6272727. | The repeated digits in a repeating decimal can be indicated by showing a few repeats, and then appending the 'dot, dot, dot', which means 'continuing onward in like fashion'. |
What are Text Features? A text that you are reading may include a map, chart, or graph. These are features of the text that help you understand the information in the text more clearly. You may also see a map, chart, or graph by itself too. E.g., you may see a map in a park, which you can read to help figure out where you need to go. Psalm 116:1-2, 12-19: Romans 5:1-8: Matthew 9:35 - 10:8, (9-23) Exodus 19:2-8a: Psalm 100: Proper 7 (5th Sunday After Pentecost) (12th Sunday in Ordinary Time) Sunday between June 19 and June 25 inclusive (if after Trinity Sunday) Genesis 21:8-21: Psalm 86:1-10: Romans 6:1b-11: Matthew 10:24-39: Jeremiah 20:7-13: Psalm 69:7-10, (11-15), 16-18.
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If you must use multi-line formatting (rather than the single-line formatting demonstrated above), then use especial care in formatting. (This would apply to such things as polynomial long division or synthetic division.) If you're e-mailing your question, then compose the post using a fixed-width font such as Courier, and warn the recipient that he'll need to view the post in a fixed-width font. If you're posting to a message board, use 'PRE' tags, if allowed, or else format using the 'CODE' tags (or something similar). And remember to 'Preview' your post before actually posting it to the message board, so you can make sure that your post clearly says what you mean it to say.
Use standard abbreviations, or none at all. For instance, 'm' means 'meters' (though it could also, depending on the context, mean 'slope'); if you mean 'miles', use 'mi'. If you're not sure of the abbreviation, spell it out; if you want to invent your own abbreviation, that's fine, but define yourself clearly. For instance, if you're working with rational expressions, don't just say 'i cant find HA'; instead, say 'I'm having trouble finding the horizontal asymptote (HA)'.
One note on variables: Don't change the case in the middle of your post. In math, an upper-case 'X' and a lower-case 'x' are not the same thing. If you change, willy-nilly, back and forth between cases, you'll have the tutor wondering if you really mean two different variables. If you mean only one variable, then use only one name for it.
URL: https://www.purplemath.com/modules/mathtext.htm
Grade 5 Physical Science
A Text 2 35 5th Edition
Chemistry & Matter
Written By:
Christine Lindblad
Claire Poissonniez
Vanessa Scarlett
With input from:
Lani Gregory-Browne
Brendan Carroll
Jamie Persoon
Developed in Conjunction with K-12 Alliance/WestEd
All 5th Grade Physical Science Lessons and Literature can be Downloaded here
| Introduction and Conceptual Flow Narrative | |
| Conceptual Flow Graphic | |
| Pre-Assessment | A (Assessment File) |
| Lesson 1 Observation Boxes | 5.1 |
| Lesson 2 Three States of Matter | 5.2 |
| Lesson 3 Measuring Matter | 5.3 |
| Lesson 4 Density | 5.4 |
| Formative Assessment #1 | B (Assessment File) |
| Lesson 5 Physical Changes | 5.5 |
| Lesson 6 Ice Cube Demonstration | 5.6 |
| Formative Assessment #2 | C (Assessment File) |
| Lesson 7 Mixtures and Solutions | 5.7 |
| Lesson 8 Ransom Note | 5.8 |
| Formative Assessment #3 | D (Assessment File) |
| Lesson 9 Black Boxes | 5.9 |
| Lesson 10 Atoms: the Bohr Model | 5.10 |
| Lesson 11 Making Molecules | 5.11 |
| Lesson 12 Salty Ice Cream | 5.12 |
| Lesson 13 Kitchen Chemistry | 5.13 |
| Lesson 14 Chemical Change | 5.14 |
| Formative Assessment #4 | E (Assessment File) |
| Lesson 15 Mystery Powders | 5.15 |
| Lesson 16 Periodic Table | 5.16 |
| Formative Assessment #5 | F (Assessment File) |
| Lesson 17 Properties of Metals | 5.17 |
| Lesson 18 Element Advertisement | 5.18 |
| Post-Assessment | G (Assessment File) |
Grade 5
Physical Science: Chemistry & Matter
Introduction and Conceptual Flow Narrative
Introduction: The Grade 5 Physical Science Unit focuses on matter and its properties. All of the Grade 5 California Science Content Standards for Physical Science are addressed in this unit. By the end of the unit students will know: elements and their combinations account for all the varied types of matter in the world, all matter is made of atoms, which may combine to form molecules, each element is made of one kind of atom and that the elements are organized in the periodic table by their chemical properties, differences in chemical and physical properties of substances are used to separate mixtures and identify compounds, and changes in matter are due to heating, cooling, and mixing. The Grade 5 Physical Science Unit is presented to students through a series of investigations, experiments, active learning experiences, questions, and assessments. Assessments include: pre-, post-, and 4 formative assessments.
Conceptual Flow Narrative: The Grade 5 Conceptual Flow Narrative for Physical Science: Matter builds on the concepts presented on conceptual flow graphic by describing the concept(s) addressed in each lesson and the links that connect each lesson to the next. Lessons are linked to the previous lesson and the lesson that follows via a conceptual storyline to ensure the development of student understanding as students progress from one concept to the next.
After students have completed the Pre-Assessment, they begin their exploration of physical science with Lesson 1, 'Observation Boxes.' In this lesson students learn that matter is all around us and can be described. https://cooljload225.weebly.com/city-tower-casino.html. Tuneskit ibook copy 1 4 download free. Students also learn that matter has physical properties (e.g., color, relative size, shape, texture, composition, patterns, and odor) that can be observed, described, and used to identify matter.
In the previous lesson, students learned about observable physical properties of matter. In Lesson 2, 'Three States of Matter,' students learn that the physical properties of matter can be observed on the macro and micro levels. On the macro level solids keep their shape, liquids take the shape of their container, and gases expand to fill the container. Contacts journal crm 1 5. On the micro level the spacing and movement of particles defines whether a substance is a solid, liquid or gas. Students make a model of the three states of matter using green peas.
Graphicriver fog photoshop action 20368362 download free. In Lesson 2 students learned that the physical properties of matter are observable. In Lesson 3, 'Measuring Matter,' students learn how to measure some of the physical properties of matter using the tools of science: a graduated cylinder, balance, and a ruler. Students will then make quantitative observations of the physical properties of matter, such as, length, mass, and volume.
In Lesson 3 students have been introduced to mass and volume as two physical properties of matter. Density is another physical property of matter. In Lesson 4, 'Density,' students become aware that density is a physical property of matter that is determined as the relationship between mass and volume. Students investigate how closely the molecules of a substance are packed in a given space through hands-on experiences with brown sugar. Students also investigate the density of liquids through a liquid layers activity.
After Lesson 4, students complete Formative Assessment #1. This assessment is aligned to the learning objectives of Lessons 1-4 and provides feedback to the teacher, students, and parents about what students have learned in the beginning of the unit. The teacher is able to use information from this formative assessment to determine if additional instruction is necessary for student understanding of the concepts presented in Lessons 1-4 before proceeding to the next section of the unit.
In Lesson 4 students learned that matter has physical properties. Students also know that the physical properties can change. In Lesson 5, 'Physical Changes,' Fs 1 6 1 – note manager job. students learn how the physical properties of a substance may change, yet the substance remains the same.
In Lesson 5 students learned that when matter changes state or phase, it is still the same substance. As water changes state or phase, its physical properties change. In Lessons 6, 'Ice Cube Demonstration,' students learn that heating or cooling (adding or taking away energy) may cause a physical change. Matter changes physically during phase change, however, it is still the same substance.
After Lesson 6, students complete Formative Assessment #2. This assessment is aligned to the learning objectives of Lessons 5-6 and provides feedback to the teacher, students, and parents about student understanding of phase change. The teacher is able to use information from this formative assessment to determine if additional instruction is necessary for student understanding of the concepts presented in Lessons 5-6.
In Lesson 6 students learned that matter can change and that a change in state is a physical change. Now students will learn another physical change: mixtures and solutions. In Lesson 7, 'Mixtures and Solutions,' students learn about another physical change that can result in a mixture or a solution. Students learn that mixtures are the over arching category, and solutions are specialized mixtures. A solution is evenly mixed.
In Lesson 7 students learned that mixtures and solutions may be separated into their original components by different methods. In Lesson 8, 'Ransom Note,' students learn that chemical and physical properties of substances are used to separate mixtures and identify compounds.
After Lesson 8, students complete Formative Assessment #3. This assessment is aligned to the learning objectives of Lessons 7-8 and provides feedback to the teacher, students, and parents about student understanding of mixtures and solutions. The teacher is able to use information from this formative assessment to determine if additional instruction is necessary for student understanding of the concepts presented in Lessons 7-8.
A Text 2 35 5th Avenue
In Lesson 9, 'Black Boxes,' students connect what they have learned about the properties of matter to the structure of matter. Matter has observable physical properties at both a macro and micro level. Everything is made of something smaller, including matter. Matter is made of elements. The ways elements are put together make different types of matter.
In Lesson 9 students made observations that led them to inferences about what was inside the black boxes. In Lesson 10, 'Atoms: the Bohr Model,' students investigate matter on a micro level and zoom in on the basic unit of matter, the atom. Students learn that atoms are made of protons, neutrons, and electrons. The chemical properties of matter are based on the structure of matter. The number of protons in an atom determines the type of element.
In Lesson 10 students learned that there are different kinds of atoms. In Lesson 11, 'Making Molecules,' students learn that most of the time atoms do not travel alone. Atoms bond with other atoms to make molecules. When atoms bond with all the same type of atoms, they are called elements because they are purely one type of atom. Sometimes different kinds of atoms bond together. When this happens a compound molecule is formed. Chemical formulas are shorthand chemists use to indicate the type and number of atoms in a molecule. Students use gumdrops to make models of molecules.
In Lesson 11 students learned about molecules and compounds. In Lesson 12, 'Salty Ice Cream,' students learn that salts are compounds made of metals and nonmetals. Salts have properties such as hardness, brittleness, high melting point, and solubility in water.
In Lesson 12 students learned that substances can be identified by its chemical properties and by the way it reacts with other substances. In Lesson 13, 'Kitchen Chemistry,' students will observe chemical reactions and design single-variable experiments with kitchen chemicals.
In Lesson 13 students were introduced to chemical reactions In Lesson 14, 'Chemical Change,' examples of chemical reactions are presented to help students understand the indicators of chemical change. When one substance interacts with another substance, a chemical change may occur.
After Lesson 12, students complete Formative Assessment #4. This assessment is aligned to the learning objectives of Lessons 9-14 and provides feedback to the teacher, students, and parents about student understanding of the states of matter, structure of matter and chemical properties of matter. The teacher is able to use information from this formative assessment to determine if additional instruction is necessary for student understanding of the concepts presented in Lessons 10-14.
In Lesson 14 students learned the indicators of chemical change. There are five indicators that a chemical change has occurred: gas production (bubbles), color change, temperature change, precipitate formation, or light production. In Lesson 15, 'Mystery Powders,' students apply their knowledge of the indicators of chemical change to the identification of mystery powders.
In Lesson 15 students have learned about atomic models and that the physical properties of matter can be used to organize substances in a grid. In Lesson 16, 'Periodic Table,' students learn that the periodic table shows elements organized in periods and families based on their chemical properties
After Lesson 16, students complete Formative Assessment #5. This assessment is aligned to the learning objectives of Lessons 14-16 and provides feedback to the teacher, students, and parents about student understanding of chemical change. The teacher is able to use information from this formative assessment to determine if additional instruction is necessary for student understanding of the concepts presented in Lessons 14-16.
In Lesson 16, students noticed that there were three types of elements: metals, semi-metals (or metalloids), and non-metals. All metals have similar chemical properties. In Lesson 17, 'Properties of Metals,' students learn that metals have common chemical properties, i.e., can bond with non-metals to make salts and physical properties, i.e., luster, malleability, thermal and electric conductivity.
A Text 2 35 5th Grade
Throughout the unit students learned that elements and their combinations account for all the varied types of matter in the world, all matter is made of atoms, which may combine to form molecules, each element is made of one kind of atom and that the elements are organized in the periodic table. In Lesson 18, 'Element Advertisement,' students demonstrate their understanding that elements on the Periodic Table, combined in various ways, make up all the matter in the universe. Metals have properties, such as, luster, thermal and electrical conductivity, and ductility. Non-metals are brittle, have little to no metallic luster, and are poor conductors of heat and electricity.
A Text 2 35 5th Grader
After Lesson 18, students complete a post-assessment to determine their overall understanding of the concepts presented in the unit. How to do a snipping tool on mac.
