Slide 1Agenda:Slide 3Slide 4Slide 5Slide 6Slide 7Slide 8Agenda:SymbolsWhat is “cancelling”, really?Slide 12What is “cancelling”, really?And a connectionSlide 15Slide 16*Don’t forget to sign in!*Sketch/Illustrate 2/3Agenda:•Exam comments•After the exam…•Making some connectionsAgenda:•Opportunity•Fraction practiceSymbols•Why do we use a X b for multiplication?•Why do we switch to a • b for multiplication?•Why do we use c ÷ d for division?•Why do we switch to c / d orfor division? cdWhat is “cancelling”, really?•Use cancelling to solve the following:6000/20 = 152/8 = 345/5 =•Using our description of cancelling above solve:(20 + x)/20 =What is “cancelling”, really?•Revise our description: 152/8 = = (160 – 8)/8 = 345/5 = = (340 + 5)/5 =And a connection22 ÷ 7 = 3 R 1 means 22 = 73 + 1 How are these related?5 ÷ 3 = 1 R 2 means 5 = 31 + 2 20 ÷ 12 = 1 R8 means 20 = 121 + 8Explain why5 ÷ 3 = (5 • 4) ÷ (3 • 4)without doing any
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