Stella Seremetaki Ratios

© All Rights Reserved

50 views

Stella Seremetaki Ratios

Stella Seremetaki Ratios

© All Rights Reserved

- ftn01-06
- Is 3.14 a Rational Number
- FMS quiz-1 (1)
- Exponents and powers
- 2 y 3ra tarea
- Ravni okvir_primjer
- Percentages
- Simplify expressions
- Math 9 Revise
- Tut03-e-FryBasket
- Unit 4
- A Cartesian Coordinate System Specifies Each Point Uniquely in a Plane by a Pair of Numerical Coordinates
- Luethy2009
- 3 Transformation
- Parametric Surfaces
- 3D Wind Loading FAQ
- Geometry of Marine Propellers
- ratio-conceptual-foundations
- 10 essential functions of calculus
- nxcad-140409053238-phpapp01

You are on page 1of 22

PROPORTIONAL

AMOUNTS PART A΄

Stella Seremetaki

Pure Mathematician

Defining the cognitive object.

a Similar amounts - Properties of similar amounts

b. Define the goal.

• Identify whether there is a proportion of the two-dimensional change

• Fill in tables of similar amounts when giving their reason

• Calculate the ratio of two similar amounts when giving their tables

• Use rate as a special case rate factor

c. Organizing matter.

(1) Development of proposed activities (20 min):

1st Students discover (Bruner) that when two amounts change together the change

is not always proportional

2nd The use of the coefficient and the proportional tables.

(2) Suggested applications presentation (20 min)

d. Method selection.

Method: Building knowledge (according to Knowledge Theory) through the active participation

of students (Piaget) through the development of activities.

1st activity: Students compare 56: 1.60, 81: 1.80, 63: 1.75, 68: 1.70

and find the ratio ratios: 35, 45, 36 and 40, which are different from each other. They are

expected to conclude on their own that the original claim does not apply.

2nd activity: If the students divide the proceeds with the value of kilo 0.4e they will find the

pounds they sold each time and in total, ie 15 + 7 + 13 + 8 + 9 + 12 + 6 + 4 + 11 + 5 =

90 So it would seem that he forgot to score 10 pounds for 4e.

An attempt is made to draw students conclusions about:

(a) the wording of the definition of the relevant amounts or sizes; (b) the relationship that

links them; and (c) the role of the proportion as a ratio factor.

e. Assignment of work.

(3) Exercises are offered for exercises - problems (5 min)

f. Recap.

(4) The suggested exercises - problems (20 min)

(5) Self-assessment test (20 min)

(6) The definitions and rules (5 min)

d. Materials and Supervisory Tools: Student Book, Table.

Chapter first

Similar Amounts - Conversely Amounts Amounts

1.1. Showing points at level

1.2. Two Number Ratio - Ratio

1.3. Similar amounts - Properties of similar amounts

1.4. Analog proportional graph

1.5. Proportional problems

1.6. Inversely proportional amounts

Repetitive Self-Assessment Questions

Showing points at level

1.1 I design a wheelchair system

I find the coordinates of a point

I find a point when given its coordinates

1.2 I understand the meaning of speech and the meaning of analogy

I solve equations of the form αx = β, by searching for the fourth analog

of the relationship. I know that it is generally

Similar amounts - Properties of similar amounts

1.3 I recognize if there is a proportion of the two-dimensional change

I fill out tables of similar amounts when given their reason

I calculate the ratio of the two proportional sums when their tables are

given. I use the rate as a special case rate factor

1.4. Analog proportional graph

I graphically represent a ratio

I find that the points with coordinates of the pairs of the corresponding

values of two similar sums are in a semi-alignment beginning at the

beginning of the axes

Proportional problems

1.5 I organize the data of a table-size problem and build

it on the basis of this table, where necessary, and graph

1.6 I solve problems by applying, where necessary, the

properties of such sums in two frames: numerical and

graphic

In order to determine the location of a point in the plane: We design

two perpendicular half-axes Ox and Oy. On each of them we define the

same unit of measurement. These semi-axles are a semi-axle system.

Picture.

The half-axle Οx is called half-axle of the abscissa or x-axis of x.

The semi-axle Οy is called semi-axle of the ordinate or semi-axle of y.

Point C is called the beginning of the axles

3 is the abscissa of point A(3,1)

1 is the ordinate of point A(3,1)

The abscissa and ordinate of point A are named coordinates of A and usually

when we want to refer to point A, we write A (3.1).The pair (3,1) whose first

number 3 is the abscissa of point A and the second number 1 is the ordinate of

point A is called ordered pair, because the order, ie the order in which the

numbers that make up it.With this system, we assign to each point A a pair of

numbers (3,1), that is, an ordered pair whose numbers are called coordinates

of the point.Conversely, any ordered pair of positive numbers e.g. (2,4)

corresponds to a point M of the plane.

The semi-axle system we use is called ortho-normal, because the semi-axles are

intersected vertically (ortho-) and we have the same measuring unit on them

(normal).

The reason for two similar sizes, expressed in the same unit of measurement,

is the quotient of their measures.

Equality of words is called analogy.

Two shapes are said to be the same when one is smaller or larger than the

other.

The ratio of the two-point distance of an image of an object to the actual

distance of the two corresponding points of the object is called a scale.

If the ratios of the respective sides of two parallels are equal, then they

will be equal to the ratio of their perimeters.

Each image ratio ratio is equivalent to the Image relationship

We measure a distance on a map with a scale of 1: 10,000,000

and we find it equal to 2.4 cm. What is the true distance of the

two points?

After the scale of 1: 10,000,000 is given, 1 cm of the map corresponds to

10,000,000 cm in reality.

Two sums are called accordingly, if they are changed in such

a way that when the values of one are multiplied by a number

then the respective values of the other are multiplied by the

same number.

Two sums x and y are proportional when their respective

values always give the same quotient: Figure. Quotient a is

called a ratio factor.

The proportional sums x and y are associated with the relation:

Image where α is the ratio coefficient.

When the amount y is a percentage of the x, the two sums are

linked to the Image relationship and are proportional, with a

ratio factor of the Image or%.

sums.

In particular, doubling, tripling, and so on. of one amount

results in doubling, tripling, and so on. of the other amount.

Which of the following amounts are appropriate:

(Place an "x" in the corresponding position)

TRUE OR FALSE(a)

The number of beverages and the money they cost

(b) The floor area and the number of slabs that are paved

(c) The number of workers and the time required to complete a project.

(d) The length and width of a rectangle of a given area

(e) The speed and time required to cover a distance.

(f) The side of a square and its area.

(g) The age of a person and his property.

(h) The amount that someone spends to buy lotteries and the amount they

earn.

Ratio / Definition: Equality of ratios is called

analogy, ie the relations α / β = γ / δ, α / β = 3/5

express ratios

Exercise 1. page 92 Fig

Find the reasons for the aligned parts of the drawing on page 92

of the school book,at the link below

ebooks.edu.gr

Solution: I see from the exercise scheme of Fig. 6 on page 92 that AB

= 4 pm, DG = 1 pm, EZ = 5 μm, RH = 2 μm, K = 3 μm

Therefore the proportions are as follows

(a) AB / DT = 4/1, EZ / RH = 5/2, CL / AB = 3/4, AB / CL =

4/3, RH / EZ = 2/5, DG / AB = 1/4

b) DG / RU = 1/5, RU / RL = 2/3, AB / AB = 4/4 = 1, RU / 1/1

=1

Exercise 2 p.92 fig

Rectangle ABDC is given. Design another rectangle with sides similar to

the sides of the ABGB so that the ratio of their respective sides is 2: 1

Solution: AB = 4.5m and DB = 2.5m

Let the desired rectangle with x and y sides. From the exercise case, I

make the ratios of 4.5 / χ = 2/1 (1) and 2.5 / β = 2/1 (2)

From (1) multiplying the buckle I have 2x = 4.5 division and both

members with 2 and i have x = 2.25

From (2) multiplying buckle I have 2y = 2.5 divided and both members

with 2 and I have y = 1.25

Exercise 3. page 92 Fig

Much Are Items Diminished?

shrunk by 44 times

Lost exercises similar to the book for practice:

1. Give the ABGB rectangle with side AB = 4 and the AB relationship is valid

= 6.GD. (1) Check whether the AB and DD sides are analogous.

Solution: From relationship (1) I have: AB / DG = 6/1. So I have equality of

reasons, so it's analogy.

Generally: A relation of the form a = w, where k is a physical number expresses

a ratio between α and β

2. Give a rectangle with sides x and x + 1 .1) Find the perimeter of P. 2) If x =

2, examine whether the x and p sums are analogous

Solution: 1) P = x + 1 + x + 1 + x + x = 4x + 2. 2) For x = 2 I have Π = 10,

therefore Π / χ = 10/2 = 5. The sums Π and x are analogous

2. Give rectangle with sides x and x + 1 .1) Find the perimeter of P. 2)

aIf x = 2, examine whether the x and p sums are analogous

Π = 10, therefore Π / χ = 10/2 = 5. The sums Π and x are analogous

actual dimensions of the room.

Solution: Let x and y be the actual dimensions of the room. I will have

2 / x = 1/100 equivalents x = 200 and 5 / y = 1/100 equivalent y =

500. Then the actual dimensions are 200x500

Thank you !

https://seremetaki.wordpress.com/

- ftn01-06Uploaded bythanzawtun1981
- Is 3.14 a Rational NumberUploaded bynishagoyal
- FMS quiz-1 (1)Uploaded byMuthuMuthu
- Exponents and powersUploaded byNilam Doctor
- 2 y 3ra tareaUploaded byJCrlos Alanoca
- Ravni okvir_primjerUploaded byoptimus 07
- PercentagesUploaded byNilam Doctor
- Simplify expressionsUploaded byNilam Doctor
- Math 9 ReviseUploaded byGem Abetria
- Tut03-e-FryBasketUploaded byalexandreabs
- Unit 4Uploaded bycooooool1927
- A Cartesian Coordinate System Specifies Each Point Uniquely in a Plane by a Pair of Numerical CoordinatesUploaded byGopinath Muruti
- Luethy2009Uploaded byalexismets
- 3 TransformationUploaded byVishwas Mukund
- Parametric SurfacesUploaded byNguyen Danh Tuyen
- 3D Wind Loading FAQUploaded bypopaciprian27
- Geometry of Marine PropellersUploaded byDiane Trujillo
- ratio-conceptual-foundationsUploaded byapi-256719324
- 10 essential functions of calculusUploaded byapi-266590439
- nxcad-140409053238-phpapp01Uploaded bymanuanil1989
- 04 New Wa Maths Sb8 TxtUploaded byShayan Bahmani
- 2014 w7 Workshop Accudraw3dUploaded bySaheer Al-Saheer
- tikz-3dplot_documentation.pdfUploaded byFausto Mauricio Lagos Suárez
- kemh110.pdfUploaded bysnehal
- 7 Proven Steps for MathUploaded byroh
- rp iready unit review teUploaded byapi-261894355
- M10-4-EUploaded byJun Francis Maldo
- 2 axis machiningUploaded byAditya Singh
- Complete listUploaded byYashWant DonGe ThaKur
- Mat70Uploaded byChilsonHangadZerda

- Association of teachers of Mathematics -Welcome Letter S. SeremetakiUploaded byStella Seremetaki Pure Mathematician
- MWL Pack CertificateUploaded byStella Seremetaki Pure Mathematician
- Probabilities Basic ElementsUploaded byStella Seremetaki Pure Mathematician
- Implicit DifferentiationUploaded byStella Seremetaki Pure Mathematician
- Differentiation Dominoes 3 – Chain, Product and Quotient RulesUploaded byStella Seremetaki Pure Mathematician
- Differentiation - Rates of ChangeUploaded byStella Seremetaki Pure Mathematician
- Finding Stationary PointsUploaded byStella Seremetaki Pure Mathematician
- Differentiation of Inverse FunctionsUploaded byStella Seremetaki Pure Mathematician
- Square based pyramid with base length 8 cm and sloping edges 9cmUploaded byStella Seremetaki Pure Mathematician
- Number TheoryUploaded byStella Seremetaki Pure Mathematician
- Differentiation for as and A2 MathematicsUploaded byStella Seremetaki Pure Mathematician
- Differentiation Dominoes 2 – Factorised QuadraticsUploaded byStella Seremetaki Pure Mathematician
- Differentiation Dominoes 1 – Simple PolynomialsUploaded byStella Seremetaki Pure Mathematician
- Calculus and GraphsUploaded byStella Seremetaki Pure Mathematician
- A2 Revision - An Extended QuestionUploaded byStella Seremetaki Pure Mathematician
- A-level Extended Question on Calculus and TrigonometryUploaded byStella Seremetaki Pure Mathematician
- Finding the Mean Step-By-stepUploaded byStella Seremetaki Pure Mathematician
- Average and Range PostersUploaded byStella Seremetaki Pure Mathematician
- Averages and Range WorksheetUploaded byStella Seremetaki Pure Mathematician
- Explaining in Maths Poster - ModeUploaded byStella Seremetaki Pure Mathematician
- Sample Scheme of Work and Lesson PlansUploaded byStella Seremetaki Pure Mathematician
- Five key strategies for integrating assessment into lessonsUploaded byStella Seremetaki Pure Mathematician
- Differential Analysis - Notes for students with examplesUploaded byStella Seremetaki Pure Mathematician
- Quadratic EquationsUploaded byStella Seremetaki Pure Mathematician
- Basic Elements of GeometryUploaded byStella Seremetaki Pure Mathematician
- Proof by exhaustionUploaded byStella Seremetaki Pure Mathematician
- The Purpose of AssessmentUploaded byStella Seremetaki Pure Mathematician
- Conflicts Between Relevance-Sensitive and Iterated Belief RevisionUploaded byStella Seremetaki Pure Mathematician

- 9780198394631.pdfUploaded byTu Nguyen
- RPT math form 2Uploaded byHartini Kosnan
- ia task 2cUploaded byapi-251666696
- Mixture and Allegation Questions for IBPS Exam 2017Uploaded byElla Bhattacharya
- Grade 6 Ratio and Proportion InUploaded byramya
- PH-103 Week 4 Fall 12Uploaded bySohaib Hassan Khan
- 7th grade math syllabus 2015-2016Uploaded byapi-264253265
- Recognizing Proportional RelationshipsUploaded byMr. Peterson
- ProductivityUploaded byMallikarjun Reddy
- module 1 sequences and seriesUploaded byapi-339611548
- Wave RatiosUploaded byANIL1964
- Table-of-Specification-Math-Grades-7-10.docxUploaded byFranklin Lirazan
- mlknUploaded byLeah Marie S. Gemanil
- Lecture 2 - DrainageUploaded byAli Aimran
- Maths AssignmentUploaded byAravinkumar Natarajan
- Elimination 20Uploaded byjames
- GRE Quants 1Uploaded byBitan Banerjee
- RatioUploaded byPraveen Raj
- Maths Secondary SingaporeUploaded byZulkarnain Basir
- Avcu & Avcu (2010)Uploaded byDefi Indah Permatasari
- ask 8th grade math curriculum parent viewUploaded byapi-238962940
- RatioUploaded byNorliza Sapatanoh
- Cartridge Management IBM protecTier.pdfUploaded bymajumder_subhrajit
- 4437912-Plotinus-and-Minimal-MusicUploaded bypixelinflow
- Course Outline (BM)Uploaded byCentral Luzon Broadcasting
- MathUploaded byNikki
- Papers Cimentaciones ProfundasUploaded byjimmy Andres
- 104cUploaded bypmeenak
- Direct Variation Mac2Uploaded byJasmineKitchen
- Maths SkillsUploaded byNick Lexis