DANIEL MENSAH
Location GHANA
Activity
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DANIEL MENSAH made a comment
Ratio=3:5 and Total ratio =8 Total amount =£32
a)To get from 8 total parts to £32, you have to multiply 8 by 4(8×4=32). Therefore, multiply Jane and Sharon's working hours,3:5 respectively by 4.
Jane, 3×4=£12 and Sharon, 5×4=£20b) To find Jane's amount, divide her working hours by total hours and multiply by the total amount.
3/8×32 =12 .....so... -
DANIEL MENSAH made a comment
Done with 1&2
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DANIEL MENSAH made a comment
I find the percentage of the taste of the fizzy orange juice for both days.
On Friday, 3/4×100=75%
On Saturday, 4/5×100=80%
So based on the percentages, it taste most strongly of orange on Saturday. -
DANIEL MENSAH made a comment
I think that when you start with the double number line and then later move on to the multiplication would help the students understand proportional reasoning better. Realizing that multiplication is repeated addition.
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I am a primary school teacher. I want to upgrade my teaching skills that's why I have want to study this course.
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DANIEL MENSAH made a comment
This course has broaden and deepen my understanding of fractions, decimals and percentages.
Thank you. -
DANIEL MENSAH made a comment
Q.16 Interest for
(a)£331.22-£300=£31.22
(b)£530.45-£500=£30.45
(c)£251.94-£200=£51.94
So £51.94 earned the most interest. -
DANIEL MENSAH made a comment
Q.16(a) £331.22 (b)£530.45 (c)£251.94
Q.17(a)£900 (b)£284.77 (c)£90.10 -
DANIEL MENSAH made a comment
Value of the investment after
14(a) £1272 (b) £1344 (c) £156015(a) £7500 (b) £7400 (c) £8600
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DANIEL MENSAH made a comment
Percentage loss for
12) 18.85% or 18.9%
13) 12.5% -
DANIEL MENSAH made a comment
9)21.4% or 21%
10)25%
11)4.2% or 4% -
Done
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DANIEL MENSAH made a comment
I'm done with it.
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DANIEL MENSAH made a comment
1(a) £20 (b) £2.5 (c) £1.6 (d) £25
(e) £200 (f) £180 (g) £400
(h) £600 (i) £750 -
DANIEL MENSAH made a comment
Final week. Looking forward to learning new things.
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DANIEL MENSAH made a comment
I have learnt a lot this week and I look forward to next week. Thanks
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DANIEL MENSAH made a comment
a) A container has one and half water in it and three-fourth of water was added to it. One-sixth of the water was used to cook. How much water is left in the container?
b) There is a triangle with four-fifth, one-third and five-sixth sides.What is the area of the triangle?
c) How many one-fourths are there in two-thirds.
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DANIEL MENSAH made a comment
Good so far.
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DANIEL MENSAH made a comment
Good so far.
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DANIEL MENSAH made a comment
Good so far.
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DANIEL MENSAH made a comment
Good so far
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DANIEL MENSAH made a comment
Q.5 and Q.6 completed even though Q.5 was a bit tricky.
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DANIEL MENSAH replied to Farena Ali Khan
Change them to fractions first then find the reciprocal
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DANIEL MENSAH made a comment
In the case of whole numbers it is true but false when dividing decimals.
Example
a) 6÷3=2
b) 0.6÷0.3=2
In example a, 6 is bigger than the answer 2(the answer is smaller) whilst in example b, 0.6 is smaller than the answer 2(the answer is bigger) -
DANIEL MENSAH made a comment
Q.3 completed
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DANIEL MENSAH made a comment
I'm done with the questions.
All these three methods would be easy for dividing whole numbers only when students know their multiplication tables well. -
DANIEL MENSAH made a comment
Wow...thanks
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Q.9,10,11 completed
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DANIEL MENSAH made a comment
Thanks a million for this vivid explanation.
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DANIEL MENSAH made a comment
Done
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DANIEL MENSAH made a comment
Using diagrams make the explanation clear and simple.
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DANIEL MENSAH made a comment
I'm done with the questions.
Is it really necessary to first estimate before lining up the digits? Can you just start by lining up the digits? -
DANIEL MENSAH made a comment
Making the denominators the same is very easy for children to compare fractions. The other two methods are a bit confusing at times for students.
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DANIEL MENSAH made a comment
Q.2 and 3 completed
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DANIEL MENSAH made a comment
The larger values are
(a)30% of 60
(b)15% of 90
(c)10% of 36
(d)18% of 36 -
The lessons are getting more interesting weekly and I look forward to learning new methods this week.
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DANIEL MENSAH made a comment
Interesting approach.
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Thanks
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DANIEL MENSAH made a comment
Very helpful, thanks
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DANIEL MENSAH made a comment
(a)18 (b)14 (c)23 (d)12 (e)16 (f)30
(g)10 -
DANIEL MENSAH made a comment
Done
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DANIEL MENSAH made a comment
Q.5 Completed
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DANIEL MENSAH made a comment
Done with Question 3
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DANIEL MENSAH made a comment
1(a)42.78 (b)42.78 (c)4.278 (d)0.4278
(e)4278.00/4278 (f)4278002(a)1.2 (b)1.5 (c)1.2 (d)11.2
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DANIEL MENSAH made a comment
Great demonstration
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DANIEL MENSAH made a comment
This is what I did to understand the concept.
Change the decimals to fractions (0.25=1/4, 0,2=1/5)Draw a square and divide it horizontally into 4 equal parts and shade 1,representing 1/4 and vertically into 5 equal parts and shade 1,representing 1/5.
Count the number of smaller squares and the number of double shaded squares (1/20) and change it back...
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DANIEL MENSAH made a comment
I'm a bit confuse with this approach but trying harder to understand it.
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DANIEL MENSAH made a comment
(1) 62×31=(60+2)×31=(60×31)+(2×31)
=1860+62=1922(2) 62×31=(60+2)×(30+1)
=(60×30)+(60×1)+(2×30)+(2×1)
=1800+60+60+2
=1922 -
DANIEL MENSAH made a comment
3/7=0.42856114285611...
=0.4285611×100
=42.85611
=42.86% (2dp) -
DANIEL MENSAH made a comment
4(a) 5/9
(b) 14/33
(c) 4115/33333
(d) 7/999
(e) 34/9 -
DANIEL MENSAH made a comment
3(a)1/2 (b)1/4 (c)2/5 (d)7/10 (e)31/50 (f)11/25 (g)37/100
(h)1/25 (i)1/20 -
DANIEL MENSAH made a comment
From question 2, fractions with denominators 2,4,5,8,10,16,20 terminated and whose with denominators 3,6,9,15 recurred.
Therefore, I think fractions whose denominators are powers of 2 or 5 or can be multiplied by only 2's and 5's terminate.
Any other fraction with denominators that are not powers of 2 or 5 will recur.
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DANIEL MENSAH made a comment
2/5=0.4 terminating decimal
3/45=0.066666... Recurring decimal -
DANIEL MENSAH made a comment
Vivid explanation. Thanks
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DANIEL MENSAH made a comment
I'm done with the questions.
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DANIEL MENSAH made a comment
5/7=10/14=20/28=40/56
=80/112
Double the current fraction(both numerator and denominator) to get the next fraction. -
DANIEL MENSAH made a comment
Nice demonstration
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DANIEL MENSAH made a comment
A vinculum is used to indicate a line segment and repeating decimal value.
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DANIEL MENSAH made a comment
3(a)6 (b)2 (c)3 (d)4 (e)6 (f)10
4(a)18 (b)16 (c)6 (d)4 (e)25 (f)16 -
DANIEL MENSAH made a comment
It's easy to split into equal parts when the denominators are even numbers but difficult when dealing with odd numbers.
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DANIEL MENSAH made a comment
2/5×7/7=14/35
3/7×5/5=15/35
Since the denominators are the same(35), compare the numerators and 14 is less than 15.
2/5<3/7 -
I want to be more knowledgeable in maths subjects and apply different innovative teaching methods to improve the academic performance of my students.
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DANIEL MENSAH made a comment
Nice course. Thank you.
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DANIEL MENSAH made a comment
I have learnt a lot of new and interesting methods of teaching mathematics in this course.
I will keep practising what I have learnt and then undertake other maths courses here, to develop myself.
Thanks for introducing these wonderful courses. -
DANIEL MENSAH made a comment
Wow!!!. I'm delighted to learn about happy and unhappy numbers. Very interesting.
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DANIEL MENSAH made a comment
Factors of 12=1,2,3,4,6,12
Sum of the factors excluding 12=1+2+3+4+6=16
16 is greater than 12, so 12 is an abundant number -
DANIEL MENSAH made a comment
Using the term to term rule, Add on the previous term to the position number of the term you are to find.
For instance, to find the 6th term, add on the 5th term to the number of the term you are finding. (15+6=21)Using the position to term rule,
Square the nth term plus the nth term and divide by 2
P(n+1)=(n^2+n)/2
P(100)=100^2+100/2=5050
Therefore,... -
DANIEL MENSAH made a comment
Yes,all square numbers are positive numbers since square numbers are whole numbers and I think all whole numbers are positive numbers.
We cannot have a negative square number because even if we multiple a negative number by itself or square a negative number, we get a positive number.
I think zero is a square number because any number either positive or...
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DANIEL MENSAH made a comment
3^n= 3,9,27,81,243
4×3^n= 12,36,108,324,972
3(^n+2)= 27,81,243,729,2187 -
DANIEL MENSAH made a comment
Shape 1: 1+3+1
Shape 2: 2+4+2
Shape 3: 3+5+3
nth shape : n+(n+2)+n
So nth term is 3n+2 -
DANIEL MENSAH made a comment
4(a)The next term is 11
The 10th term is 21
The nth term is 2n+1b)The next term is 38
The 10th term is 73
The nth term is 7n+3c)The next term is 23
The 10th term is 48
The nth term is 5n-2d)The next term is 5
The 10th term is (-10)
The nth term is (-3)n+20 -
DANIEL MENSAH made a comment
Thank you for the vivid explanation.
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DANIEL MENSAH made a comment
I think it's very easy to generate the next terms when given the first and second terms like question 2(a) 2,3,5,8,13,21,34
b) 3,-2,1,-1,0,-1,-1
c) -1,1,0,1,1,2,3
but unlike question 3, you have to use trial and error method until you get the sequence.
3) 8,12,20,32,52,84,136 -
DANIEL MENSAH made a comment
Very useful information
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DANIEL MENSAH made a comment
b) S(Sunday), Pattern: days of the week
c) N(Nine), Pattern : counting numbers
I find it difficult to get the sequence or pattern for question 1(a). -
DANIEL MENSAH made a comment
I completed questions 7 and 8 easily but struggled a bit with question 9.
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DANIEL MENSAH made a comment
a)8÷2=4
Stretch the number line from O to 8 and divide it into 2 equal parts. No rotation is required since it is divided by a positive (2).b) (-8)÷2=-4
Stretch the number line from 0 to -8 and divide it into 2 equal parts. No rotation is required since it is divided by a positive (2).c) (-8)÷(-2)=4
Stretch the number line from 0 to -8 and divide it... -
DANIEL MENSAH made a comment
Finding square and triangular numbers.
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DANIEL MENSAH made a comment
I have learned a lot in this session. Thanks
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DANIEL MENSAH made a comment
Thanks a lot for educating me on the use of surd form to express exact answers.
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DANIEL MENSAH made a comment
Yes. It gave me 9 and 1.
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DANIEL MENSAH made a comment
Without obeying any rules, I had
6÷2(1+2)
a)i)6÷2=3×(1+2)=3×1+3×2=3+6=9
ii)6÷2(3)=6÷6=19-3÷1/3+1
b)i) 9-3=6÷1/3=18+1=19
ii) 9-3÷1/3=9-9+1=9-9=0+1=1 -
DANIEL MENSAH made a comment
I still don't understand why the product of two negative numbers result in a positive number. Can someone please explain it to me?
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DANIEL MENSAH made a comment
Stretching and rotating by O degrees and 180 degrees on a number line is a very interesting approach but I think it would be more convenient for learners when they are first made to understand these principles:
1. When the first number is positive, we move the arrow in the positive direction(forward)
Eg. 3x4(we move the arrow 3 steps forward by 4... -
DANIEL MENSAH made a comment
Task
a) +8
b)-7
c)+3 -
DANIEL MENSAH made a comment
1(a) -8 (b) -9 (c) -17 (d) -8 (e)-11 (f) -14
2(a) -4 (b) -4 (c) -3 (d) +2
(e) +3 (f) +4 -
a)8
b)-7
c)3
I have realized that anytime the first number is greater than the second number, the answer is positive and whenever the first number is less than the second number, the answer is negative. -
DANIEL MENSAH made a comment
a) 2
b)1
c)-7 -
DANIEL MENSAH made a comment
The counters method is really new to me but quite easy and fun. I would use it alongside the number line method.
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DANIEL MENSAH replied to Revathi Balakrishnan
I love your method and explanation
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DANIEL MENSAH made a comment
I would use a number line and indicate that, as we move from O to the right(positive numbers) the value of the numbers increase( the smaller the number, the smaller its value/ the bigger the number, the greater its value) Thus 3 is smaller than 5 or 5 is greater than 3.
As we move from O to the left(negative numbers), the value of the numbers decrease ( the...
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DANIEL MENSAH made a comment
I look forward to learning new things in week 3.
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I used the prime factor tree and a Venn diagram to find HCF(4) and LCM(1260),which was easy. Listing all factors and multiples of the three numbers is time consuming and a bit difficult for large numbers because I'm still listing the multiples.
I would teach both methods but prime factor tree and a Venn diagram would be used for large numbers.
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DANIEL MENSAH made a comment
8051=83×97
4819=61×79
I think multiplying two larger prime numbers gives a large number with a small number of prime factors. -
DANIEL MENSAH made a comment
-1 is not a prime number since prime numbers are positive integers that have only two factors, the number itself and one.
740739 is not a prime number because when added up makes 30, which is a multiple of six.
740737, when added up gives you 28, which is not one less or one more than a multiple of six. You can further add to get 1 (2+8=10, 1+0=1), which... -
DANIEL MENSAH made a comment
I lead my students to find the factors of the given two numbers, list the common factors in both numbers and then select the highest among the common factors which works perfectly for them.
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DANIEL MENSAH made a comment
12 is a multiple of 4.
4 is a factor of 12. -
DANIEL MENSAH made a comment
You've really refreshed my memory. Thanks
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DANIEL MENSAH made a comment
Lovely
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DANIEL MENSAH made a comment
0, 1.6 and 2.3 can be divided by 2 but only 0 is even since you get a whole number as answer (0). 1.6 and 2.3 are decimal numbers which does not give whole numbers as answer(0.8 and 1.15 respectively). I think that makes 1.6 and 2.3 neither.
