Another effective strategy for helping students improve their mathematics performance is related to solving word problems. More specifically, it involves teaching students how to identify word problem types based on a given problem’s underlying structure, or schema. Before learning about this strategy, however, it is helpful to understand why many students struggle with word problems in the first place.
Difficulty with Word Problems
Most students, especially those with mathematics difficulties and disabilities, have trouble solving word problems. This is in large part because word problems require students to:
Answer:
Step-by-step explanation:
Given that for a biology project, you measure the weight in grams and the tail length in millimeters of a group of mice.
The correlation is r = 0.9
If you had measured tail length in centimeters instead of millimeters, what would be the correlation?
For this we must understand the meaning of correlation and formula
Correlation is a measure of linear association between the two variables and always lie between -1 and 1
This is got by dividing covariance of (x,y) by product of std deviation of x and y
So because we changed the units of length correlation coefficient would not change.
It would remain the same as 0.90
Answer:
3347000 cm is 33.47 km to cm
3347000/64=
401.92 is the circumference
since it is pi * d
do 3347000/401.92
8327.52786624 round to
8327 full revolutions
Answer:
32/5
Step-by-step explanation:
K=Keep the first Fraction (You can rewrite 8 as 8/1 for when you multiply across.)
C=Change the Division Sign to a Multiplication Sign
F=Flip the Second Fraction
First, rewrite 1 1/4 as 5/4 (A mixed number can be changed to a fraction by multiplying the outside whole number by the denominator or bottom number of the fraction, then add the new rewritten whole number and the original fractional piece. In this case you would multiply the outside 1 by the bottom 4 and add it to the original 1/4. 4/4+1/4=5/4)
Second, Flip 5/4 to 4/5 and change your equation so it now reads: 8/1 x 4/5
Third, use simple fraction multiplication and multiply across to get 8/1 x 4/5=32/5
Answer:
The number is 16
Step-by-step explanation:
Five more than a certain number is 11 less than double the number
x+5 = 2x-11
11+5 = 2x-x
16 = x
