Answer:
The preceding chapter explored implications of research on learning for general issues relevant to the design of effective learning environments. We now move to a more detailed exploration of teaching and learning in three disciplines: history, mathematics, and science. We chose these three areas in order to focus on the similarities and differences of disciplines that use different methods of inquiry and analysis. A major goal of our discussion is to explore the knowledge required to teach effectively in a diversity of disciplines.
Step-by-step explanation:
The preceding chapter explored implications of research on learning for general issues relevant to the design of effective learning environments. We now move to a more detailed exploration of teaching and learning in three disciplines: history, mathematics, and science. We chose these three areas in order to focus on the similarities and differences of disciplines that use different methods of inquiry and analysis. A major goal of our discussion is to explore the knowledge required to teach effectively in a diversity of disciplines.
Answer:
15 and 20
Step-by-step explanation:
Answer: a) 1,600
b) 35,000
c) 120,000
<u>Step-by-step explanation:</u>
First, round each number to one significant digit (the first digit).
Then multiply them.
a) 17 --> rounds to 20
82 --> rounds to 80
20 x 80 = 2 x 8 with two zeros
= 1 6 0 0
b) 54 --> rounds to 50
671 --> rounds to 700
50 x 700 = 5 x 7 with three zeros
= 3 5 0 0 0
c) 207 --> rounds to 200
643 --> rounds to 600
200 x 600 = 2 x 6 with four zeros
= 1 2 0 0 0 0
Answer:
No
Reasoning:
If something is a perfect cube, it is able to be put under a cube root (![\sqrt[3]{..}](https://tex.z-dn.net/?f=%5Csqrt%5B3%5D%7B..%7D)
) and will result in an integer (a non-decimal number > 0, basically).
So let's calculate ![\sqrt[3]{48}](https://tex.z-dn.net/?f=%5Csqrt%5B3%5D%7B48%7D)
, and see if the result is an integer.
= 3.634.......
As you can see, the result is not an integer, therefore 48 is not a perfect cube.
