63 tayangan

Diunggah oleh villamor niez

tired

- Comparing and Ordering Fractions
- CBLM Use Relevant Technologies VGD NCIII
- Module 5 Using Mathematical Techniques
- Module 2 Leading Small Teams
- Structured Curriculum Lesson Plan Day: 066 Subject: Mathematics Grade Level:
- Kontrak Lat
- Session Plan LO1 Bookkeeping NC III
- Advanced Functions and Introductory Calculus v2
- Perfect Lamb
- Maths F1
- Estimation and Computation
- Maths F1
- 1.Numbers
- TOS 2nd Grading
- ACERPress_VELS-ActionNumeracy
- Peta Minda Hsp Tahun 5 (Kump 3)
- 15minute Math Decimals
- Maths
- smith-waller28-212somies
- mathlinks8 8

Anda di halaman 1dari 67

FOUNDATION, INC.

Lasang, Davao City

one of the competencies of 2D Digital Animation NC III, a course which

comprises the knowledge, skills, and attitudes required for a TVET trainee to

possess.

This module, Use mathematical concept and techniques , contains training

materials and activities related to applying basic syntax and layout; applying

basic object-oriented principles in the target language; debugging code;

documenting activities; and testing code.

In this module, you are required to go through a series of learning

activities in order to complete each learning outcome. In each leaning outcome

are Information Sheets, Self-Checks, Operation Sheets, Task Sheets, and Job

Sheets. Follow and perform the activities on your own. If you have questions, do

not hesitate to ask for assistance from your facilitator.

Remember to:

Read the Information Sheets and complete the Self-Checks

Perform the Task Sheets, Operation Sheets and Job Sheets until

you are confident that your outputs conform to the Performance

Criteria Checklists that follow the said work sheets.

Submit outputs of the Task Sheets, Operation Sheets and Job

Sheets to your facilitator for evaluation and recording in the

Achievement Chart. Outputs shall serve as your portfolio during

the Institutional Competency Evaluation. When you feel

confident that you have had sufficient practice, ask your trainer

to evaluate you. The results of your assessment will be recorded

in your Achievement Chart and Progress Chart.

You must pass the Institutional Competency Evaluation for this

competency before moving to another competency. A Certificate of Achievement

will be awarded to you after passing the evaluation.

You need to complete this module in order to go through the next

module.

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 2 of 67

concept and Bryan N.

Lumantas # 04

techniques

2D DIGITAL ANIMATION NC III

COMPETENCY-BASED LEARNING MATERIALS

.

1 Leading Workplace Participating in Workplace 500311105

Communication Communication

negotiation skills negotiation skills

related to work activity related to work activity

concept and techniques concept and techniques 9

6 Use relevant technologies Using relevant technologies 500311110

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 3 of 67

concept and Bryan N.

Lumantas # 04

techniques

MODULE CONTENT

MODULE DESCRIPTOR:

2D Digital Animation NC III. Module covers the knowledge, skills and attitudes

required in the application of mathematical concepts and techniques.

learning activities supported by each instructional sheet. Upon completion of

this module, report to your trainer to assess your achievement of knowledge

and skills requirement of this module. If you pass the assessment, you will be

given a certificate of completion.

2. Apply mathematical procedure/solution.

3. Analyse results.

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 4 of 67

concept and Bryan N.

Lumantas # 04

techniques

COMPETENCY SUMMARY

Introduction

This module covers the knowledge, skills and attitudes required in the

Learning Outcomes:

2. Apply mathematical procedure/solution.

3. Analyze result

ASSESSMENT CRITERIA

1 . Problem areas based on given condition are identified.

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 5 of 67

concept and Bryan N.

Lumantas # 04

techniques

LEARNING OUTCOME # 1 Identify mathematical tools and techniques

CONTENTS:

Four fundamental operations

Steps in solving a problem

Standard formulas

Conversion

Measurement

ASSESSMENT CRITERIA

1 . Problem areas based on given condition are identified.

2. Mathematical techniques based on the given problem are selected.

CONDITIONS:

The student/trainee must be provided with the following:

Manuals

Hand-outs

Problem set

Conversion table

Table of formulas

Measuring tools

ASSESSMENT METHODS:

Written

Demonstration

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 6 of 67

concept and Bryan N.

Lumantas # 04

techniques

LEARNING EXPERIENCES

Learning Outcome 1

Read Information Sheet 5.1-1 This Learning Outcome deals with the

Addition, Subtraction, Multiplication, selection of the program logic

Division, and Fraction approach design approach which

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 7 of 67

concept and Bryan N.

Lumantas # 04

techniques

Answer Self-Check 5.1-1 trainees need as a founding

knowledge, skills and attitude in

designing program logic.

outlined for you on the left column to

gain the necessary information or

knowledge before doing the tasks to

practice on performing the

requirements of the evaluation tool.

Institutional Competency Evaluation

Package for one Competency of 2d

Digital Animation NC III. Your output

shall serve as one of your portfolio for

your Institutional Competency

Evaluation for Using mathematical

concept and techniques

.

Feel free to show your outputs to your

trainer as you accomplish them for

guidance and evaluation.

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 8 of 67

concept and Bryan N.

Lumantas # 04

techniques

Information Sheet 5.1-1

Addition

What is addition?

Addition is the math function that lets you know how much you have when

you combine two or more numbers. Every time you put money into your bank

account, you are adding to your balance. At the grocery store, you add items to

your cart.

This addition lesson will help you learn basic addition rules, and give you

practice:

As you work with numbers, you'll realize that each number has its own special

qualities. This lesson deals with adding whole numbers (0 1, 2, 3, 4, 5 etc.)

based on their place values.

The place of a digit in a number determines its value. Some whole numbers,

such as 632, have three digits. Each digit represents a different value.

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 9 of 67

concept and Bryan N.

Lumantas # 04

techniques

the 3 is in the tens digit place 632

So, there are two ones (2), three tens (30) and six hundreds (600) in the

number 632. Knowing the value of digits in a number is important as you learn

about addition.

What is Addition?

Addition is the combining of two or more numbers to get a sum. For example,

if you have 3 lemons, and you go to the store and buy 2 more, you have a sum

of 5 lemons.

Let's look at it on a number line, beginning at 3 and moving over two places:

You might write 3 + 2 = 5 which means 3 plus 2 equals 5 The plus sign is

used when you add.

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 10 of 67

concept and Bryan N.

Lumantas # 04

techniques

You can use addition when totaling your bills or on the job when you need to

add two or more quantities together.

You've learned that you can write addition as a number plus another number:

3 + 4. An easy way to add numbers is to stack them in their value places.

To stack numbers:

Place the numbers you want to add on top of each other in their value

places.

Since there is nothing in the tens place to the left of 3, bring down the 1.

The sum is 15. Place it below the line in the addition problem.

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 11 of 67

concept and Bryan N.

Lumantas # 04

techniques

When doing addition, try using a sheet of lined paper turned sideways to

help you put numbers in their value places.

Carrying Numbers

If you want to add 16 and 18, the steps are a little different because you'll need

to carry a number to the next place value. You carry when the numbers in a

place value add up to more than 9. This is an important skill you'll need to

learn in order to do some addition.

The number 14 has a 4 in the ones place and a 1 in the tens place.

Next, place the remaining 1 over the ones in the tens place in your

problem. This is called carrying to the next place value.

Remember, a good way to add numbers is to stack them. It doesn't matter

what order you stack them in as long as you put them in their place values:

To add 144 + 20 + 6, you could stack the numbers in several ways including:

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 12 of 67

concept and Bryan N.

Lumantas # 04

techniques

They all add up to 170!

Grouping 10s

It's important to learn how to add numbers mentally in order to do daily tasks.

For example, you may want to keep track of the cost of items in your grocery

cart so you don't go over $30.

There's a quick way to add some numbers in your head: Use groups of 10.

Suppose you're in charge of collecting money from your co-workers to buy a gift

for the boss. You know that Aaron plans to give $10, Maria will give $12, David

will contribute $5 and you will give $11.

Find out how much money you will have to spend, by making groups of 10.

Think about the numbers 10, 12, 5, and 11, like this:

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 13 of 67

concept and Bryan N.

Lumantas # 04

techniques

Three 10s plus 8 ones equals 38.

Calculating Numbers

Suppose you're working with many large numbers, and just thinking about

adding them in your head causes a headache. Consider using a calculator.

A calculator is a tool you can use to add numbers and do other math. You can

use a hand-held calculator, find one online or use one that comes with your

computer's operating system. For example, pictured below is the calculator

from the Windows XP operating system.

Use the numeric keypad on the right side of your keyboard, or click the

numbers on the onscreen calculator, and enter the first number you

want to calculate: 1179.

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 14 of 67

concept and Bryan N.

Lumantas # 04

techniques

Click or Press +

Click or Press +

your calculator display. Be aware that most calculators don't enter or display

commas.

keyboard, check to see that Num Lock key has been pressed.

Subtraction

In math, subtraction is the method used to find the difference between two

numbers. It's the opposite of addition. When you take an item off the shelf at

the grocery store, you are subtracting it from the stores inventory. When you

withdraw money from your bank account, the bank subtracts the amount from

your balance.

This basic subtraction lesson shows you how easy it can be to subtract

numbers when you:

2D Digital Date Developed: Document No. GTCD-2D ANIM -05

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 15 of 67

concept and Bryan N.

Lumantas # 04

techniques

What's the Difference?

Subtraction is the method used to find the difference between two numbers.

It's the opposite of addition.

For example, the difference between 9 and 4 is 5. Suppose you have nine

lemons and you give four away. Think of four lemons taken away from a group

of nine lemons and five lemons remain.

When you want to subtract one number from another number, it's a good idea

to stack them based on their place values:

Stack the numbers, placing the number you want to take away on the

bottom.

Since there is nothing in the tens place to the left of 6, bring down the 1.

The answer is 12. Place it below the line in the subtraction problem.

Borrowing

When you subtract numbers, you sometimes borrow. You borrow from the tens

place when you can't subtract from a digit in the ones place.

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 16 of 67

concept and Bryan N.

Lumantas # 04

techniques

To subtract 5 from 24:

Since you can't take 5 from 4, you must borrow to make 14.

When you borrow 1 from the tens places, you are actually taking 10 and

adding it to the 4 in the ones place to get 14.

Since there's nothing to subtract from the 1 remaining in the tens place,

you bring down the 1 to get the answer: 19.

When borrowing, keep track of what is left in the digit place that you borrow

from.

Since you can't take 4 from 2, borrow 1 from the 3 in the tens place to

make 12.

(When you borrow 1 from the tens place, you are actually taking 10 and

adding it to the 2 in the ones place to get 12).

Since you borrowed 1 from the tens place in the top number, a 2 is left.

Two minus one equals one (2 - 1 = 1).

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 17 of 67

concept and Bryan N.

Lumantas # 04

techniques

Checking Subtraction

Since subtraction is the opposite of addition, check your subtraction by adding.

Not sure that 24 - 5 = 19?

Add 19 + 5 and the sum should be 24. (If you don't get that sum, try redoing

your subtraction).

Subtracting in Parts

Here's a subtraction shortcut: subtract numbers in parts.

For example, your boss tells you to take $80 in cash to buy a paper shredder.

You find one on sale for $63. To find out how much money will be leftover,

subtract 80 - 63 using the subtract in parts method.

Break 60 into 60 + 3.

By breaking the number into parts, you quickly figure out that 80 - 63 =

17.

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 18 of 67

concept and Bryan N.

Lumantas # 04

techniques

Using a Calculator to Subtract

Sometimes you may not want to subtract in your head or on a paper, especially

if dealing with large numbers.

For example, suppose you earn $27,500 a year and you plan to apply for a job

that pays $34,000. How much more money would you earn if you get the job?

Use a handheld calculator, find one online or use the calculator that comes

with your operating system. The Windows XP calculator is pictured below:

Use the numeric keypad on the right side of your keyboard, or click the

numbers on the onscreen calculator, and enter the first number you

want to subtract. 34000)

Click or Press -

Click or Press =

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 19 of 67

concept and Bryan N.

Lumantas # 04

techniques

The answer is 6500

your calculator display. Be aware that most calculators don't enter or display

commas.

keyboard, check to see that Num Lock key has been pressed.

Multiplication is a quick way of adding the same number many times. For

example, a lemonade recipe calls for the same number of lemons each time you

make one pitcher. If you need to make several pitchers of lemonade, how will

you know how many lemons to buy at the store? By multiplying numbers!

One of the easiest ways to learn multiplication is to use the times table. But

you probably wont have a multiplication chart with you each time you need it.

So how can you memorize the numbers in the times table?

This lesson will explain how to easily multiply numbers. It gives you tips,

several practice opportunities, and specifically shows you:

that skip counting by twos, threes, fours, fives, and tens can make

multiplication easy

What is Multiplication?

Multiplication is related to addition. It's a quick way of adding the same

number many times. If you have four numbers that are the same, such as 3 +

3 + 3 + 3, you can multiply them.

2D Digital Date Developed: Document No. GTCD-2D ANIM -05

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 20 of 67

concept and Bryan N.

Lumantas # 04

techniques

So, 4 multiplied by 3 means 4 times 3. You are adding the 3 4 times.

When you multiply, you can write the numbers a couple of ways using the

times sign: X.

When multiplying small numbers you can write them on the same line with the

X in the middle: 6 X 4

The two numbers that you are multiplying are factors.

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 21 of 67

concept and Bryan N.

Lumantas # 04

techniques

The result is the product.

The easiest way to learn multiplication is to memorize the multiplication

table. Some people refer to this as learning your times tables.

itself:

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 22 of 67

concept and Bryan N.

Lumantas # 04

techniques

Now, that you know the 0's and 1's of the multiplication table, a good way to

remember the 2's is to count by 2's:

6, 2 X 4 = 8 etc.

You can get to know the threes in a similar way: count by 3s.

Here are some more tips for mastering the multiplication table:

Learn to count by 5 for the 5s times tables: 5,10,15,20, 25, 30, 35, 40,

45,50 etc.

Learn the 10s by counting by 10: 10, 20, 30, 40, 50, 60, 70, 80, etc.

Say the times tables out loud. You'll remember them better.

Multiplying

Memorizing the multiplication table makes multiplying small numbers easy.

When multiplying with larger numbers, make sure you stack the numbers in

their digit places (value places).

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 23 of 67

concept and Bryan N.

Lumantas # 04

techniques

Multiplying with larger numbers take a little more time since you're working

with more numbers.

First, Multiply 5 x 3.

Add 20 and the 1 that you carried to get the final product: 215.

When you multiply larger numbers, be sure to carry and, then add the

appropriate numbers.

143 x 5 =

First, Multiply 5 x 3.

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 24 of 67

concept and Bryan N.

Lumantas # 04

techniques

Add 20 and the 1 that you carried to get 21.

Place the 7 in the hundreds place to get the final product: 715.

More Multiplication

When you multiply with even larger numbers, you need to do some more

addition to get your product. As you multiply, stack and add the partial

products to get your product. Remember to keep the partial products in the

correct value places.

To multiply 15 X 143:

Be sure that the 5 in 715 occupies the ones place on the line below the

problem.

Since the 1 occupied the tens place in the problem, be sure to place the

3 in 143 in the tens place.

the final step is to add the partial products (715 and 143 togather) to get

your final answer.

Multiplication Tips

There will be times you need to multiply quickly, without a multiplication chart

and without pencil and paper. Certain multiplication shortcuts can help you do

that. And they may even make math fun!

2D Digital Date Developed: Document No. GTCD-2D ANIM -05

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 25 of 67

concept and Bryan N.

Lumantas # 04

techniques

This lesson will help you practice using multiplication shortcuts, including:

A calculator

Magic Eleven

Here are some math shortcuts you can use when multiplying by the number

11:

To multiply a two-digit number by 11: Add the two digits and write the sum

between them.

The two-digit number you are multiplying by 11 is 23, so:

The sum of 2 + 3 is 5.

Place the 5 between the 2 and the 3 to get the correct answer: 253.

So, 23 X 11 = 253.

Now, if the sum of the two-digits add up to more than 9, don't use the Magic

Eleven shortcut.

If you find the Magic Eleven shortcut easy to follow, great. If not, try practicing.

It may take a while to get used to it. Remember, use the Magic Eleven shortcut

when mutiplying 11 times a two-digit number that doesn't add up to more

than 9. Otherwise, it can get tricky.

2D Digital Date Developed: Document No. GTCD-2D ANIM -05

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 26 of 67

concept and Bryan N.

Lumantas # 04

techniques

Divine Nines

If you haven't yet mastered the nine times tables, here's a shortcut to

multiplying by 9 with single-digit numbers.

Take whatever number you are multiplying by 9 and subtract 1 from it.

This new number becomes the first digit in the solution.

the solution.

To get the second digit in the solution, subtract the new number from

nine.

Then, write the two digits together to get the final solution.

The first digit in the solution was 6, the second digit in the solution was 3.

Write them together as 63. Here's the answer: 9 X 7 = 63.

Here's another multiplication shortcut. It's called Nine and Zero Delight and it's

also useful for multiplying single-digit numbers by nine.

For example, to multiply 9 X 8 using the Nine and Zero Delight shortcut:

Take the single-digit number you are multiplying by 9 and place a 0 after

it:

In this example, you are multiplying 8 and 9, so put a 0 after the 8 to make

80.

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 27 of 67

concept and Bryan N.

Lumantas # 04

techniques

Next, subtract the original number from this new number:

80 is the number you just made, and 8 is the the original number you are

multiplying. So for this example, you have 80 - 8 which equals 72.

Here's a rhyme to help you remember this shortcut for multiplying single

digits by 9:

Don't forget it

Sometimes you may not want to multiply in your head or on a paper, especially

if dealing with large numbers.

Suppose you need to get a general idea of the cost of 12 new computers for your

company. The machines cost $2,199. How much money will the company likely

end up spending?

Use a handheld calculator, one that you find online or use the calculator that

comes with your operating system. Pictured below is the Windows XP

calculator.

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 28 of 67

concept and Bryan N.

Lumantas # 04

techniques

To use an onscreen calculator to multiply:

Use the numeric keypad on the right side of your keyboard, or click the

numbers on the onscreen calculator, and enter the first number you

want to calculate. (In this case, 2199).

Click or Press *

Click or Press =

So, the company will probably spend about $26,388 for new computers.

your calculator display. Be aware that most calculators don't enter or display

commas.

keyboard, check to see that Num Lock key has been pressed.

2D Digital Date Developed: Document No. GTCD-2D ANIM -05

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 29 of 67

concept and Bryan N.

Lumantas # 04

techniques

Division

What comes after multiplication in math? Division. Division is the opposite of

multiplication. Instead of combining groups many times (like you do when you

multiply), when you divide numbers, you are splitting them into smaller, equal

groups. But you wont always have equal groups when you are dividing

numbers or items sometimes, you may have items left over. What do you do

then?

What is Division?

Division is the opposite of multiplication. It's a method of making equal

groups.

Suppose you have 12 flowers and you want to divide them among 4 family

members. If you divide the flowers equally, how many flowers will each person

get?

You could write the problem llke this: 12 / 4 = . The slash, / , means "divided

by".

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 30 of 67

concept and Bryan N.

Lumantas # 04

techniques

Or, you could write the problem using the division symbol which looks like a

small, horizontal line with a dot above and below the line. 12 4

Either way you write it, each person gets three roses. Since 3 X 4 = 12, you

can see the connection between multiplication and division. Knowing the

multiplication table can help you when you do division.

remember is that a number (For example, 12) is always divisible by its factors.

(1, 2, 3, 4, 6, and 12). That means you can divide 12 equally by 1, 2 ,4 ,6 and

12.

When you divide a number, the answer you get is the quotient.

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 31 of 67

concept and Bryan N.

Lumantas # 04

techniques

The number that you're dividing by is the divisor.

Knowing these terms will help as you learn more about division later in this

lesson. Take some time to review and become familiar with them.

Dividing Numbers

When dividing numbers you can set them up in three ways:

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 32 of 67

concept and Bryan N.

Lumantas # 04

techniques

To divide a two-digit number:

Work on one digit at a time, beginning on the left: In this case, divide 2

by the 2 in the tens place of 24. (2 / 2 =1) Place a 1 in the ten's place of

the quotient. It's important to place the numbers in the correct digit

places of your quotient.

subtract 4 below).

Once you get a 0 at the bottom and there are no more numbers to divide,

stop. Look at the top to get your answer or quotient. (In this case, 12).

Remainder

While division is a process of making equal groups, not all numbers divide

equally. The remainder is the number after you divide.

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 33 of 67

concept and Bryan N.

Lumantas # 04

techniques

Since you may recall from the times tables that 3 X 12 = 36, put a 3 in

the one's place of the quotient.

You get a remainder of 2. So, if you have 38 file notepads that you need to

divide among 12 people, each would get 3 and you'd have two left over.

The remainder is always less than the divisor. If you get a remainder that is

greater than the divisor, check your division!

For 38 / 12, you got a quotient of 3 and a remainder of 2. Remember 38 is the

dividend and 12 is the divisor.

correct digit places.

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 34 of 67

concept and Bryan N.

Lumantas # 04

techniques

Since you may recall from the times tables that 3 X 12 = 36, put a 3 in

the one's place of the quotient.

You get a remainder of 2. So, if you have 38 file notepads that you need to

divide among 12 people, each would get 3 and you'd have two left over.

Division Tips

Sometimes, you will need to divide numbers quickly. If you are at dinner and

splitting the bill evenly with some friends, you need to know your portion of the

bill. You probably wont want to write it out on the napkin, even if you did have

a pen.

So, can it be quick and easy to perform division? Practice by completing this

lesson. It will provide you with tricks to make dividing numbers easier for you.

Some of these tips include:

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 35 of 67

concept and Bryan N.

Lumantas # 04

techniques

Is it Divisible?

How can you tell if a number is divisible by another? In other words, how can

you tell if a number can be equally divided by another? Here are some tips for

dividing by 3, 4, 5 and 10.

Dividing by 3:

Add up the digits. If you can divide the sum by three, the number is divisible

by three.

Check by adding 7 + 5.

You get 12

Is 12 divisible by 3? Yes.

So, now you know you can get equal groups of 3 out of 75. In fact, if you

divide 75 by 3, you get 25.

Dividing by 4:

Look at the last two digits. If they are divisible by 4, the number is as well.

Here are some tips for dividing by 5 and 10.

Dividing by 5:

If the last digit is a five or a zero, then the number is divisible by 5.

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 36 of 67

concept and Bryan N.

Lumantas # 04

techniques

Dividing by 10:

If the number ends in 0, then it's divisible by 10.

Division Tables

By now, you know that multiplication tables can help you master the basics of

both multiplication and division. You can also use division tables to help you

learn basic division.

2/2=1

4/2=2

6/2=3

8/2=4

Sometimes you may not want to divide in your head or on a paper, especially if

dealing with large numbers.

schools. How many cartons will each school get?

Use a handheld calculator, one you find online or a calculator that comes with

your computer. The calculator pictured below is part of the Windows XP

operating system.

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 37 of 67

concept and Bryan N.

Lumantas # 04

techniques

To use an onscreen calculator to divide:

Use the numerick keypad on the right side of your keyboard, or click the

numbers on the onscreen calculator, and enter the number you want to

divide. (In this case, 2,112).

Click or Press /

Click or Press =

keyboard, check to see that Num Lock key has been pressed.

Fractions

What is a fraction? In math, fractions are a way to represent parts of a whole

number. Imagine you have a pizza for dinner. That pizza can be cut into any

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 38 of 67

concept and Bryan N.

Lumantas # 04

techniques

number of pieces so that everyone at dinner can have a piece. Each slice is a

part, or fraction, of the whole pizza.

You can add fractions if your friend had two slices of pizza and then has

another. You can subtract them, too if there are two slices left and you take

one.

But adding fractions and subtracting them can be challenging. There are

certain steps you have to do to make sure you get the correct answer. This

lesson will walk you through those steps and show you that:

scary

What is a Fraction?

A fraction is a number that is part of a whole.

Suppose you cut an apple pie into 8 slices. You and your friends eat 7 slices.

The 1 slice that remains is a fraction of the whole pie: 1/8

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 39 of 67

concept and Bryan N.

Lumantas # 04

techniques

A fraction can refer to a certain part of a group of items. For example, one of

your neighbors has 3 pets: 1 dog and 2 cats.

A fraction has two parts: a numerator and a denominator.

The denominator is the number of equal parts into which a whole is divided.

It"s written at the bottom (below the line of the fraction).

The numerator names a certain number of those parts. It's written on top

(above the line in a fraction).

When you read or write fractions, you use regular number words for the

numerator. However, you use special words for the denominator.

2D Digital Date Developed: Document No. GTCD-2D ANIM -05

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 40 of 67

concept and Bryan N.

Lumantas # 04

techniques

For example, 1/3 is read "one third".

2 half

3 third

4 fourth

5 fifth

6 sixth

7 seventh

8 eighth

9 ninth

10 tenth

11 eleventh

12 twelfth

to 100 hundredth.

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 41 of 67

concept and Bryan N.

Lumantas # 04

techniques

Reducing Fractions

To reduce fractions, you will need to find the greatest common factor (GCF) of

the two numbers. The greatest common factor, or GCF, is the greatest factor

that divides two numbers.

Reduce a Fraction:

Divide the numerator and the denominator by the GCF (greatest common

factor).

48 / 12 = 4

60 / 12 = 5

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 42 of 67

concept and Bryan N.

Lumantas # 04

techniques

Adding or Subtracting Fractions with Common Denominators

To add or subtract fractions, you need common denominators -

denominators that are the same. Add or subtract the numerators and place

the result over the common denominator.

Typically the numerator of a fraction is less than the denominator. However,

sometimes you may encounter improper factions where the numerator is larger

than the denominator. In that case, you can divide the numerator by the

denominator to get a mixed number: a whole number and a fraction.

Suppose you combine 3/5 of a gallon of ginger ale with 4/5 of a gallon of

orange/pineapple juice to make punch. You would get an improper fraction of

7/5.

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 43 of 67

concept and Bryan N.

Lumantas # 04

techniques

To get a mixed number out of 7/5:

Divide 7 by 5.

So, by combining the ginger ale and juice, you get 1 2/5 gallons of punch.

Any fraction with the same number for its numerator and its

denominator is equal to 1 because a number divided by itself equals 1.

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 44 of 67

concept and Bryan N.

Lumantas # 04

techniques

Decimals

In math, decimals are just another way to show fractions. The decimal

numbers youre probably most familiar with are money. One US dollar is

sometimes written as $1.00. Four quarters equal one US dollar. A quarter is

of a dollar, and it is written $0.25. 0.25 is the written decimal for fraction .

Easy, huh? It will get even easier with practice!

This lesson will help you understand the decimal. Practice activities include:

Adding decimals

Subtracting decimals

What is a Decimal?

A decimal is another way of describing a fraction. Decimals and fractions are

names for part of a whole.

Decimals are commonly used when dealing with any type of money, whether

it's pesos, yen, lira or dollars. For example, if you have eight dollars and fifteen

cents, it's written as a decimal:

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 45 of 67

concept and Bryan N.

Lumantas # 04

techniques

This means that you have eight whole dollars and 15 parts of a dollar.

Decimals are written using a decimal point that looks like a period.

Decimals are fractions with special denominators. You write decimals as

tenths, hundredths and thousandths because the place value of decimals tells

you the value of each digit.

Decimals, unlike whole numbers, have place values to the right of the

decimal point.

This number can be read or written as twelve and nine hundred thirty-five

thousandths. Notice that you read the place value of the last digit.

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 46 of 67

concept and Bryan N.

Lumantas # 04

techniques

The decimal point can also be read as "point" and the digits read separately:

"twelve point nine three five."

Fractions as Decimals

Remember, decimals are another way of showing fractions. Let's look at how

some fractions convert into decimals: 8/10 is the same as 0.8 or 8 tenths

If a fraction has a denominator of 10, 100 or 1000 you can easily find the

decimal equivalent by looking at the numerator and counting over the correct

number of places.

Start at the right of the 23 in the numerator and move two places to the

left.

Place a decimal point to the left of the 23 to show .23 or twenty three

hundredths.

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 47 of 67

concept and Bryan N.

Lumantas # 04

techniques

For other fractions, you can divide to find the decimal equivalent. For example,

if you use a calculator to divide 1/8 (1 divided by 8) you get .125

For help with converting decimals to fractions, visit the Resources page at

the end of this lesson.

Here are some tips to keep in mind when working with decimals:

You can estimate the sum or result when adding or subtracting decimals.

Suppose you decide to pay for a friend's to lunch. Your meal costs 6.54 while

your friend's meal is 5.95, how much will you spend for both meals.

If you don't want to add a series of decimal numbers such as 15.38 + 29.39 +

124.25 in your head or on paper, use a calculator. You can also easily subtract

decimals using this tool.

Familiarize yourself with the location of the decimal point on your calculator

since you will use it a lot when working with decimals.

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 48 of 67

concept and Bryan N.

Lumantas # 04

techniques

To use an onscreen calculator to multiply:

Use the numeric keypad on the right side of your keyboard, or click the

numbers on the onscreen calculator, and enter the first number you

want to calculate. (In this case, 15.38).

Click or Press +

Click or Press +

Click or Press =

keyboard, check to see that Num Lock key has been pressed. You may opt to

use a handheld calculator.

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 49 of 67

concept and Bryan N.

Lumantas # 04

techniques

Percentages

Every time you go shopping, you are dealing with decimals and percents. But

what is a percentage?

You must have seen signs that say Sale Today 25% off! 25% tells you that

youre getting a good deal you will save twenty five percent, or twenty five

cents for each dollar that the item costs. The actual amount of money you dont

have to spend on the item is the percentage youve saved.

This lesson will teach you more about how percents are related to decimals and

fractions. It will also give you the chance to practice:

What is a Percent?

Fractions, decimals, and percents are related. A percent is another way to

identify part of a whole. In fact, a percent is fraction where the denominator is

100.

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 50 of 67

concept and Bryan N.

Lumantas # 04

techniques

The gold shaded areas in the picture below represents 15 percent.

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 51 of 67

concept and Bryan N.

Lumantas # 04

techniques

Some situations in which you might deal with percents: taxes, interest, store

sales and tips.

Sometimes, you may need to change a percent to a decimal. The decimal point

in a percent doesn't appear but it's understood to be at the right of the whole

number. For example, in 75%, the "invisible" decimal point is at the right of the

5: 75.

Move the decimal point two places to the left . (If the percent doesn't have

two places to the left, add a zero to the left to create two decimal places)

Remove any zeroes in the tenths place of a decimal (see chart below)

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 52 of 67

concept and Bryan N.

Lumantas # 04

techniques

Changing Decimals to Percents

You've learned how to change percents to decimals. Now, let's learn how to

change decimals to percents.

How often have you seen items on sale in a store for 10 % or 15% off? Learn

about percentages so you'll be able to quickly figure out potential savings on

merchandise.

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 53 of 67

concept and Bryan N.

Lumantas # 04

techniques

A percentage is a given percent of another number. For example, 50 percent of

40 is 20. The percentage is 20.

To calculate a percentage:

Change the percent to a decimal. (Since 50 percent equals .50 you can

drop the zero: .5)

Multiply the decimal by the whole number you are dealing with. (.5 X 40)

of decimal places in your answer. (.5 X 40 = 20.0 or 20.)

Knowing how to calculate percentages can be helpful when you are trying to

determine the sale price of an item. For example, Lynn found a suit on sale for

30% off. The suit regularly costs $50. What is the sale price?

First, find out what the percentage is by changing the percent into a

decimal and multiplying: (.3 X 50 = 15.)

To find the sale price of an item, subtract the percentage. (50 - 15 = 35).

You can also think of it this way: The suit is 30% off. This means Lynn can pay

70% of the total $50 cost: $35.

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 54 of 67

concept and Bryan N.

Lumantas # 04

techniques

Tips for Dealing with Percents

Occasionally you may need to change a fraction to a percent. Here's a quick

way to do it:

For example, 1/4 X 100/1 = 100/4. Divide 100 by 4 and get 25. or 25 %

Need to figure out 10% of a number? Move the "understood" decimal point one

place over to the left. For example, 10 percent of 20 is 2 and 10 percent of 85 is

8.5

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 55 of 67

concept and Bryan N.

Lumantas # 04

techniques

Self-Check 5.1-1

Self Test

(Addition Part 1)

1. You want to buy a microwave oven for $205 and a casserole dish set for

$39. Add 205 + 39 to find out much the microwave oven and the

casserole dish set will cost. Stack the numbers and don't forget to carry!

5. You have put together 35 information packets and your co-worker has

done 29. How many packets have you both completed altogether?

contains 18 names and the other list contains 23 names. How many

letters will she need to produce?

8. You're planning a small outdoor party. If you have 8 lawn chairs and your

neighbors say they will loan you 12 lawn chairs, how many chairs will

you have altogether?

(Addition Part 2)

2D Digital Date Developed: Document No. GTCD-2D ANIM -05

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 56 of 67

concept and Bryan N.

Lumantas # 04

techniques

1. Group 32 into 10s.

3. Tonya plans to buy three pizzas: a small one for $12, a medium for $15

and a large for $20. Think in groups of 10 to figure out how much she

will spend for each pizza.

8. You have to pay four bills: $32, $45, $186 and $205. Use a calculator to

figure out how much money will you spend on these bills.

9. Janet and the staff are decorating a ballroom for a party. They need

2,450 white balloons, 1,250 gold balloons and 1,250 black balloons.

Use a calculator to figure out how many balloons they need altogether.

(Subtraction Part 1)

1. Sharon had 8 decorative plants in her yard. She gave her neighbor 3 of

them. How many plants does she have left?

2. Wesley has $52. If he spends $25 on groceries how much money will he

have left?

3. Carol has delivered 4 of the 12 packages in her truck. How many more

packages does she have to deliver?

2D Digital Date Developed: Document No. GTCD-2D ANIM -05

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 57 of 67

concept and Bryan N.

Lumantas # 04

techniques

4. Subtract 12 from 44

7. Joe loaded 12 bales of hay onto his truck but 3 fell off when he hit a

bump. How many bales did he have when he arrived home?

8. Denise brought 24 hotdogs to the picnic. The guests ate 18. How many

hotdogs were left?

(Subtraction Part 2)

4. Lewis spent $2,143 of the $3,000 he budgeted for a new computer and

software. Use a calculator to find out how much money does he have left?

5. Last year, 3,283 people attended the festival. This year, 3,188 attended.

Use a calculator to find out the difference in attendance.

6. The computer learning center served 1,428 students last year and this

year it served 2,083. Use a calculator to determine the difference in the

number of people served.

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 58 of 67

concept and Bryan N.

Lumantas # 04

techniques

8. Using a calculator, subtract 9,500 - 4,655.

9. Dan reserved an auditorium that seats 2,000 people. By the time the

program started, 1,587 people had been seated. How many empty seats

were in the auditorium?

10. Julia plans to travel 1,220 miles by the time her trip is over. So, far

she has traveled 884 miles. How many more miles does she have to

travel?

(Multiplication Part 1)

Each carton contains 12 eggs. How many eggs does she have? Use the

table to find out.

4. Barbara also plans to bake 2 pans of blueberry muffins. Each pan will

hold 9 muffins. How many muffins will she bake? Use the table to find

out.

2D Digital Date Developed: Document No. GTCD-2D ANIM -05

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 59 of 67

concept and Bryan N.

Lumantas # 04

techniques

(Multiplication Part 2)

1. Multiply 5 X 82

2. Multiply 6 X 48

3. Multiply 12 X 185

4. Robert wants to buy 3 pairs of pants at a cost of $23 . How much will he

spend?

5. Anna buys 6 boxes of printer paper at a cost of $25 per box. How much

does she spend?

6. Multiply 14 X 32

7. Multiply 15 X 102

8. Ed leases storage space for $90 per month. How much does he pay to

lease it for 12 months?

9. Multiply 16 X 180

(Multiplication Part 3)

1. To use the Magic Eleven shortcut to multiply 24 X 11, you should first

add 2 + ___.

2. To use the Nine and Zero shortcut to multiply 9 X 7, place the 0 to the

right of ____.

____ to get the answer.

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 60 of 67

concept and Bryan N.

Lumantas # 04

techniques

4. Use a calculator to multiply 12 X 1,286.

7. Karen earns 2,400 per month. Use a calculator to figure out how much

she earns in 12 months.

figure out how much money will he pay in 12 months?

(Division Part 1)

1. Doug and three friends earned 184 doing yardwork. Divide 184 by 4 to

find out what each person earned

2. Jason and Greg have to make 34 deliveries. If they divide by 2, how many

deliveries will each person do?.

3. 84 / 5 =

4. 256 /12 =

5. 44 / 20 =

6. Divide 52 by 7

7. Divide 336 by 3

8. 456 / 8 =

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 61 of 67

concept and Bryan N.

Lumantas # 04

techniques

9. If you have 240 boxes of books to divide among 10 schools. How many

boxes does each school get?

equally. How many accounts does each representative handle?

(Division Part 2)

1. Is 45 equally divisible by 3?

2. Is 64 equally divisible by 4?

4. Is 95 ually divisible by 5?

(Fraction)

1. John shared his birthday cake with some friends. The birthday cake was

sliced into 10 pieces and 7 pieces were eaten. What fraction of the cake

was eaten?

members wanted Chinese food. What fraction wanted Chinese food?.

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 62 of 67

concept and Bryan N.

Lumantas # 04

techniques

3. Add 4/8 and 1/8.

4. Jessica adds 3/4 cup of water to 1/4 cup of water. How much water does

she have?

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 63 of 67

concept and Bryan N.

Lumantas # 04

techniques

Answer to Self-Check 5.1-1

(Addition Part 1)

(1) 244 (2) 45 (3)112 (4) 280 (5) 64 (6) 41 (7) 146 (8) 20 (9) 131 (10) 76.

(Addition Part 2)

(6) 724 (7) 1805 (8) 468 (9) 4950 (10) 4773

(Subtraction Part 1)

(1) 5 (2) 27 (3) 8 (4) 32 (5) 109 (6) 210 (7) 9 (8) 6 (9) 58 (10)114

(Subtraction Part 2)

= 8 (3) 70 - 60 = 10, 10 - 2 = 8 (4) $857 (5) 95 people (6) 655 people (7) 1046

(8) 4845 (9) 413 seats (10) 336 miles

(Multiplication Part 1)

(1) 72 (2) 84 (3) 36 eggs (4) 18 blueberry muffins (5) 8 (6)10 (7)2, 4, 6, 8, 10 ,

12 (8)3, 6, 9 , 12 , 15 (9) 5, 10 , 15, 20 , 25, 30 (10) 10, 20, 30, 40, 50 , 60,

70

(Multiplication Part 2)

(1) 410 (2) 288 (3) 2220 (4) $69 (5) $150 (6) 448 (7) 1,530 (8) $1,080 (9)

2,880 (10) 936

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 64 of 67

concept and Bryan N.

Lumantas # 04

techniques

(Multiplication Part 3)

(1)4 (2) 7 (3)40 (4) 15432 (5) 45200 (6) 50000 (7)$28,800 (8) $14,400 (9)

25992 (10) 28140

(Division Part 1)

(1) 46 (2) 17 (3) 16 r 4 (4) 21 r 4 (5) 2 r 4 (6) 7 r 3 (7) 112 (8) 57 (9) 24 (10) 55

acounts

(Division Part 2)

(1)Yes (2)Yes (3)Yes (4) Yes (5)No (6) Yes (7)No (8)554 (9) 156 (10) 254

(Fraction)

1) 7/10 (2) 5/7 (3) 5/8 (4) 4/4 or 1 cup (5) 4 2/3 (6) 1 4/9 (7) one fourth (8)

four fifths (9) 1/6 (10) 7/10

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 65 of 67

concept and Bryan N.

Lumantas # 04

techniques

FEEDBACK FORM

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 66 of 67

concept and Bryan N.

Lumantas # 04

techniques

Competency Assessment Tools

EVIDENCE PLAN

Module Title Using mathematical concept and techniques

Demonstration

Ways in which evidence will be collected:

Written

[tick the column]

Evidence requirement (criteria for judging the competency of

the trainee. These are written in the competency standards.

Critical aspect of competency should be marked with an

asterisk (*). Refer to the CS for the identification of the critical

aspects of competency

X X

Produced solution

X

Analyze Result

X

Animation NC III Issued by:

Basic Competence April 2014

Developed by: GTCDFInc.

Using mathematical Revision Page 67 of 67

concept and Bryan N.

Lumantas # 04

techniques

- Comparing and Ordering FractionsDiunggah olehjinky_bsantos@yahoo.com
- CBLM Use Relevant Technologies VGD NCIIIDiunggah olehRichard
- Module 5 Using Mathematical TechniquesDiunggah olehSheryl 'Sharima Ali' Renomeron-Morales
- Module 2 Leading Small TeamsDiunggah olehSheryl 'Sharima Ali' Renomeron-Morales
- Structured Curriculum Lesson Plan Day: 066 Subject: Mathematics Grade Level:Diunggah olehmonstermommy
- Kontrak LatDiunggah olehJustin Fernandez
- Session Plan LO1 Bookkeeping NC IIIDiunggah olehAaron Jed Tumbali
- Advanced Functions and Introductory Calculus v2Diunggah olehKaren Feng
- Perfect LambDiunggah olehliyown
- Maths F1Diunggah olehAlex Sham
- Estimation and ComputationDiunggah olehYong Chingkim
- Maths F1Diunggah olehHusna Adila
- 1.NumbersDiunggah olehArunachalam Narayanan
- TOS 2nd GradingDiunggah olehMaria Reca Ligue Santacera
- ACERPress_VELS-ActionNumeracyDiunggah olehRhonda Ward
- Peta Minda Hsp Tahun 5 (Kump 3)Diunggah olehMariah Binti Mohd Yassin
- 15minute Math DecimalsDiunggah olehWillie Neri Jr.
- MathsDiunggah olehSanjeev Chaudhary
- smith-waller28-212somiesDiunggah olehapi-311368615
- mathlinks8 8Diunggah olehapi-365478299
- 5th mant ENDiunggah olehTR Sangram
- IntegersDiunggah olehninadanklesaria
- Paper-5 Lossless Secret Image Sharing SchemesDiunggah olehRachel Wheeler
- tutoring projectDiunggah olehapi-316619726
- final project lesson plan template-2Diunggah olehapi-311210668
- BRUUUU.docDiunggah olehTC Dourado
- PT_MATHEMATICS 2_Q3.docxDiunggah olehFeJumalin
- Rancangan Pengajaran Tahunan m3 Thn 5Diunggah olehCrystal Jordan
- JSU Mt y5Diunggah olehsiti
- Basic Rules About DivisorsDiunggah olehtovtut100

- HOSPITALPHARMACY.pdfDiunggah olehvillamor niez
- My Effort Crabao GrassDiunggah olehvillamor niez
- famp0300Diunggah olehvillamor niez
- 99213ebe49957005acb1a781b368759d-originalDiunggah olehvillamor niez
- Session Plan.docDiunggah olehvillamor niez
- 122358 cblm-smaw.docDiunggah olehrezhablo
- SAG - VGD nc 3Diunggah olehJek Kej
- 60818075 Guidelines on the Implementation of Competency Assessment and Certification of TVET Trainers for Levels I and IIDiunggah olehvillamor niez
- 33851Diunggah olehvillamor niez
- The Nine Events of Instruction_FLSDiunggah olehvillamor niez
- assignment.docxDiunggah olehvillamor niez
- Compliance Audit Action Plan Catalog Final EditedDiunggah olehvillamor niez
- RWAC Template t2misDiunggah olehvillamor niez
- TR-TM1Diunggah olehMish Lim
- WeldingDiunggah olehvillamor niez
- Samw questions.docxDiunggah olehvillamor niez
- MSES0001 Air CompressorDiunggah olehvillamor niez
- T7 Waste SegregationDiunggah olehvillamor niez
- T9 Work RequestDiunggah olehvillamor niez
- T2-Equipment Maintenance ScheduleDiunggah olehvillamor niez
- sample PRDiunggah olehvillamor niez
- Housekeeping Inspction ChecklistDiunggah olehvillamor niez
- Training PlanDiunggah olehvillamor niez
- CBLM_1.docxDiunggah olehvillamor niez
- Inspection checklist.docxDiunggah olehvillamor niez
- Waste Segregation PlanDiunggah olehvillamor niez
- Workshop LayoutDiunggah olehvillamor niez

- Global Real Time Location System (RTLS) MarketDiunggah olehSanjay Matthews
- VMware View OptimizationGuideWindows7 EnDiunggah olehSaverioCor
- Satellite Communications.pptxDiunggah olehMark Cain Morningstar
- Zanotto 2010-Amer Ceramic Soc Bull-A Bright Future for Glass-ceramics (2)Diunggah olehbugoff700
- Corel Draw x5 GuidebookDiunggah olehlostdarkangel
- Fast Track to Powerbuilder Part 1 Labworkbook v1Diunggah olehOscar Gallardo
- Caudalimetro DanielDiunggah olehYoSoloYo
- Topical Study Green RooftopDiunggah olehUzey Zaib
- Making the Grid SmarterDiunggah olehSowham Chatterjee
- Limit moment of local wall thinning in pipe under bending.pdfDiunggah olehMohammed Eljammal
- MID TER EXAM-10Diunggah olehsaira tahir
- Radiation Safety HandbookDiunggah olehbillkharay
- Hris Assinment 1Diunggah olehShivani Shastri
- Top 10 FighterDiunggah olehHasraa Hakimi
- Intro,Obj,QuesDiunggah olehshaikh zaid
- DesignBuckConverter0803.pptDiunggah olehValentin Plyusnin
- PresentationDiunggah olehMuhammad Bilal
- GlossaryDiunggah olehRanya Mohammed
- APP016 (Claddding Works PNAP 59)Diunggah olehTerry Wan
- Heart Rate Measurement From Wearable Photoplethysmographic Sensor Using Spot and Tracking MethodsDiunggah olehAhadit AB
- Bamboo BuildingDiunggah olehruiterfe
- CHP Wartsila Combined Heat and PowerDiunggah olehJZ Juzai
- EM-SeriesDiunggah olehpvssrh
- Intr. System (Daft 1984)Diunggah olehAndrés Abad
- Maq. Helados Taylor sC707.pdfDiunggah olehxray123zzz
- shifting your pd mindset - handoutDiunggah olehapi-357971631
- the 1920s u s history unit planDiunggah olehapi-280940037
- JunkDiunggah olehPing Pong
- Excel Formulas & Functions.pptDiunggah olehmiharnanto
- ProQuestDocuments 2013-12-15Diunggah olehdetail2k