Pt1420 Unit 9 Final Paper

1. At every step we compare S[x+i] with P[i] and move forward only if they are equal. This is depicted, at the beginning of the run as show below x 0 1 2 3 4 5 6 7 8 9 0

2.1.1. Implementation Randomly select an odd integer n to be tested as a prime Randomly select an integer a that is 1 ≤ a ≤ n Calculate the Jacobi Symbol (a/n) using the aforementioned properties Check if the relation a^((n-1)/2)≡(a/n) holds. If it does, go to step 2. Repeat the process k times

1. Computer a program to write a function power() to raise a number m to a power n. The function power() will take a float value for m and n will be an integer value. a default value of 2 to be used to make the function for calculating the squares in case this argument is omitted. The main function has to be written that takes the value for both m and n as input from the user for testing this function.

Example: x2 -3xx2 - 9= x(x - 3)(x+3) (x-3) = xx+3 (You can factor out (x-3), into ones because they are like factors) this will leave you with xx+3 -What is reduced form? When all factors common to numerator and denominator have been removed. An example is above ^. The reduced form of the above expression would be xx+3 -What are like factors?

(a) 1 0?. (b) 25 (c) 2P (d)

NumberChallenge & InquiryScience Window 3-Math DiNozzo – 4 points - 1. Think about this: The GCF of 8 and 12 is 4 not 2, the LCM of 8 and 12 is 24 not 48 or 72…. Tell why the GREATEST common factor has to be the largest factor in common and why the LEAST common multiple has to be the smallest multiple in common. DiNozzo – 4 points - 2. Define PRIME and COMPOSITE.

It is the double equal sign "==", which compares two operands and produces True if they are equal and otherwise False. 3, Logical operators which are or, and, or not. The meaning of logical operator the same like English 4, Conditional execution which is important to check conditions and change the behavior of the program and the simplest form is the if statement. A statement which has header '' If " has the same structure as function definitions. The statement like this is called compound statements.

When I had first approached this project, my first task was to define each of the words for more clarity as to what they meant and how they related to each other. After defining them, I decided to categorize every word plus an additional word in order to have 4 groups that all contained 5 words each. I admit that I am more of a categorical person, and group and placing things together has always worked out better for me. This part was based on my opinion as I group together words with similar themes or meanings or by how easy they could connect to each other. Simultaneously, while categorizing the words together, I was planning out how to make my actual map look presentable.

o Mental math: 20 ÷ 2 (10) Step 2: Solve • Have students solve the division problem using long division for the 1st problem and mental math for the second problem on their chalkboards. Remind students to show all their work for the first problem. • Walk around and check for understanding, ask guiding questions to help students who might need further assistance. • When students have solved the problem, ask students to raise their chalk boards to show you their answers. If correct, students may erase their work.

For this project, I decided to combine my love of drawing, baking, and nature in order to create a drawing representing my metaphorical journey. In this piece of artwork, The waterfall symbolizes my progress over the school year and how it has created multiple “rabbit holes” in which I have jumped in in order to get to where I am today. My journey, like when eating a cake, started out on the highest and smallest tier and ended at the largest tier on the bottom. Through this, you can see that as I went on my journey my horizons widen, there are more contributing factors to my life, and things get more complex, as well as a lot more interesting. Also, my development over the past school year is represented by the changing of the animal, as well as the habitat that is placed in on every tier as the journey progresses.

Google Classroom Facebook Twitter Email Percents, fractions, and decimals are all just different ways of writing numbers. For example, each of the following are equivalent: Percent Fraction Decimal 50\%50%50, percent \dfrac{1}{2} ​2 ​ ​1 ​​ start fraction, 1, divided by, 2, end fraction 0.50.50, point, 5 In conversation, we might say Ben ate 50\%50%50, percent of the pizza, or \dfrac12 ​2 ​ ​1 ​​ start fraction, 1, divided by, 2, end fraction of the pizza, or 0.50.50, point, 5 of the pizza. All three of these phrases mean the exact same thing.

We all began to share the most common ones: “3 4 5” “5 12 13” “7 24 25” “9 40 41” As we continued, the Professor asked, “Do you guys see any patterns?” Someone pointed out that we can find the third number by adding one to the second number. However, the Professor wanted to know how to find the second number.

I observed Mrs. Davoren and her fourth-grade class. They were going over mathematics, long division equations. Some strategy that Mr. Davoren used while teaching her student’s how to solve a long division equation were, choral response and problem-solving. Mrs. Davoren had developed a problem in which the students had to help her solve.

“Really, Cecelia. What is 57 multiplied by 42?” Mrs. White asked. Cecelia was silent for a short moment. “Ummm. 2,394,” Cecelia replied.

Then I observed those numbers carefully and thought for a while. My hands were no longer trembling, I already knew how to do it. Sorted those numbers according to the law and calculated them one by one. I do not need to be panic like a rabbit. I just need to figure out those complicated numbers like my mother taught me how to use the abacus when I was a kid.