student should be able to correctly use = and not = signs - Eric

96 Pages·2012·2.15 MB·English

I
RESUME
DOCUMENT
VT 006 883
ED 022 929
08
Ry-RAkinle,t4,1-1-..-nfri F.; Aryl nthers
OCaPATIONAL MATI-EMATICS; SYMBOLS. REPORT NO. 16-A. FINAL REPORT.
Washington State Coordinating Councd for Occupational Education, Olympia., Washington State Univ., Pullman.
Dept. of Education.
Spons Agency-Office of Education (OHEW), Washington, D.C.
Bureau No-BR-7-0031
Pub Date Jun 68
Grant -OEG-4-7-070031-1626
Note- 95p.
EDRS Price MF-SOSO HC-$3.88
Descriptors-*ARITHMETIC, DIVISION, FUNDAMENTAL CONCEPTS, MULTIPLICATION, *PROCRAlvED TEXTS,
*SY14 :"WLS (MATHEMATICS), *VOCATIONAL EDUCATION
This programed mathematics textbook is for student use in vocational education
programed series covering 21 mathematical
courses. It was cLaveloped as part of a
of
competencies which were identified by university researchers through task analysis
several occupational dusters. The development of a sequential content structure was
also based on these mathematics competencies. After completion of this program the
student should be able to correctly use = and not = signs, symbols representing
b, ab, a(b),
division such as a/b, and symbols representing multiplication as a x b, a
.
and (a)(b). The material is to be used by individual students under teacher supervision.
Twenty-six other programed texts and an introductory volume are available as VT 006
882-VT 006 909, and VT 006 975. (EM)
I
FINAL REPORT
Project No. 0E7-0031
Contract No. OEG-4-7-070031-1626
Report No. 16-A
Occupational Mathematics
SYMBOLS
June 1968
U.S. DEPARTMENT Of
HEALTH, EDUCATION AND WELFARE
Office of Education
Bureau of Research
19
22.9
0
0)4
HEALTH, EDUCATION & WELFARE
u.s. otPARTMENT OF
OFFICE OF EDUCATION
THE
EXACTLY AS RECEIVED FROM
THIS DOCUMENT HAS BEEN REPRODUCED
POINTS OF VIEW OR OPINIONS
IT.
PERSON OR ORGANIZATION ORIGINATING
EDUCATION
REPRESENT OFFICIAL OFFICE OF
STATED DO NOT NECESSARILY
POSITION OR POLICY
Occupational Mathemat cs
SYMBOLS
Project No. 0E7-0031
Contract No. OEG-4-7-070031-1626
Report No. 16-A
by
Harold F. Rahmlow
Karl Ostheller
Clarence Potratz
Leonard T. Winchell
Arthur Snoey
June 1968
The research reported herein was performed pursuant
to a contract with the Office of Education, U.S.
Con-
Department of Health, Education, and Welfare.
tractors undertaking such projects under Govern-
freely
ment sponsorship are encouraged to express
of the
their pmfessional judgment in the conduct
Points of view or opinions stated do not,
project.
therefore, necessarily represent official Office of
Education position or policy.
WashNion
Univefs-i-ty,\/DePli-tment of Education, Pui'lman,
'Washington State
Education, Olympia, Waihington
State Coordthating Council for Occupational
1
Page A
OBJECTIVES
The student should be able to correctly use
1.
= and # signs.
The student should be able to correctly use the
2.
following symbols which denote division:
a
a/b, and a i. b.
E.,
the
The student should be able to correctly use
3.
following symbols which denote multiplication:
b, ab, a(b), (a)(b).
a x b, a
Page B
You are about to begin improving your knowledge
Greetings!
There are many important uses for the
of basic mathematics.
mathematics you are learning.
It is designed
This booklet is not like your ordinary books.
On the following pages
to help you learn as an individual.
After the
you will find some information about mathematics.
Your
information is presented, you will be asked a question.
answers to these questions will determine how you proceed
When you have selected your answer
through this booklet.
to the question, turn to the page you are told to.
You may wish to have a pencil
Do not write in this booklet.
and some paper handy so you can write when you want to.
Remember this is not an ordinary book.
Study the material on the page.
1.
Read the question on the page (you may want to
2.
restudy the material on the page).
Select the answer you believe is correct.
3.
Turn to the page indicated by your answer.
4.
Are you ready to begin?
Turn to page I
Yes
(a)
Turn to page C
Nu
(b)
Go see your teacher
HELP
(c)
Page C
Your answer was (b) No.
Well, this booklet is a little different:
After you have read it,
Go back and read page B again.
be ready to begin.
you will probably
Page 1
In this unit we will discuss some of the most commonly
This may be a quick re-
used symbols in mathematics.
view for you, or you may learn some new symbols.
In
As you know, we use many symbols in mathematics.
fact, a number like 5 written on this paper really
These symbols are
synbolizes the idea of "fiveness."
used to shorten our work.
There are two symbols which you have been using since
You should be familiar with these by
grade school.
They are the "+" symbol which signifies addition
now.
and the "-" symbol which signifies subtraction.
There is another symbol which you have probably been
That is the "equal" sign.
using for a long time.
This symbol means that the quanti-
It is wTitten "=."
Here's a problem to
ties shown have the same value.
get ycu started:
Does 2 + 1 = 3?
Turn to page 6
Yes
(a)
Turn to page 10
No
(b)
Page 2
Ooops.
I thought you had it.
What is 19
- 8?
It is 11.
So we can say 19
- 8 =
11,
since the "=" means both sides have the
same value.
Okay, try this one.
Does 7 = 7?
Yes
Turn to page 11
(a)
Ho
Turn to page 9
(b)
Page 3
Incorrect.
The best wey to work a problem like the last one is
to simplify both sides into one number if you can.
Then it becomes much easier to compare them.
4
i
Which of the following is a true statement?
Turn to page 7
15 = 11 + 4
(a)
Turn to page 13
11 + 4
15
(b)
Page 4
You used the "0" sign correctly.
Good:
How, look at this statement:
8 - 5 0 10 - 7
The statement is:
Turn to page 3
True
(a)
Turn to page 20
False
(b)