If either argument is NaN, then the result is NaN. If the first argument is positive zero and the second argument is positive, or the first argument is positive and finite and the second argument is positive infinity, then the result is positive zero. If the first argument is negative zero and the second argument is positive, or the first argument is negative and finite and the second argument is positive infinity, then the result is negative zero. If the first argument is positive zero and the second argument is negative, or the first argument is positive and finite and the second argument is negative infinity, then the result is the double value closest to pi.

MP1 Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution.

They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt.

They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution.

They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends.

Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?

MP2 Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations.

They bring two complementary abilities to bear on problems involving quantitative relationships: Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

MP3 Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures.

They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose.

Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is.

Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades.

Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

MP4 Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace.Math Topics Topic 1 - Numeration. Place Value Comparing and Ordering Whole Numbers Decimal Place Value Mental Math Rounding Whole Numbers and Decimals Estimating Sums and Differences Draw a Picture and Write an Equation Adding and Subtracting Adding Decimals Subtracting Decimals Problem Solving: Multiple-Step Problems Topic 3- Multiplying.

The teacher’s marking indicates that my son should fix his mistake in the parentheses provided. Yet seeing the “mistake” made me pause. I suppose that if the focus is on simply getting the numbers transferred correctly, then it’s a mistake. (We will discuss projectile motion using parametric equations here in the Parametric Equations section.).

Note that the independent variable represents time, not distance; sometimes parabolas represent the distance on the \(x\)-axis and the height on the \(y\)-axis, and the shapes are initiativeblog.com versus distance would be the path or trajectory of the bouquet, as in the following problem.

What is PhET? Founded in by Nobel Laureate Carl Wieman, the PhET Interactive Simulations project at the University of Colorado Boulder creates free interactive math and science simulations.

Math in Special Education - There’s no denying that education is constantly changing, but what’s truly astounding is the difference that can be throughout the years in math.

Ask Math Questions you want answered Share your favorite Solution to a math problem Share a Story about your experiences with Math which could inspire or help others.

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