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14 items are filed under this topic.
Misuse of greater than 2019-03-07
From Kenneth:
I have an old business mathematics textbook. The authors have indicated that the following expressions indicate multiplication:

? is 2/3 greater than 90; ? is 2/3 smaller than 90. They also indicated that the following expression would indicate division: 30 is 2/3 greater than ? and 30 is 2/3 smaller than ?.

How can these phrases indicate multiplication and division? How can 60 be 2/3 greater than 90 and also smaller than 90 as indicated above. What were the authors thinking? I have added the page from the book that indicates what I have explained in my message Kenneth

Answered by Harley Weston.
A wireless fence 2015-04-18
From Dave:
I'm buying a wireless fence to keep my pet in my yard. It has a half acre range. In a straight line how far would that be?
Answered by Penny Nom.
Real World Applications of Mathematical Skills 2009-06-08
From Kathy:
I am teaching a student who is on the life skills program and is at the stage 2 level for maths but is in year 9 (stage 3). I am looking for maths lessons that will help her in life. Like maths in shopping, maths in fashion, maths in the home etc. Your help in finding lesson plans is urgently needed.
Answered by Janice Cotcher.
More on the square root of 0.75 2009-03-30
From Blaine:
I read your response to How is the square root of 3/4 is greater than 3/4?

What I'm hoping for is a way for my students to use their own experience and number intuition to be able to make sense of the issue. As soon as my kids see "if y is this and x is this then..." their little eyes glaze over. Unfortunately, I can't come up with a way myself. Thank you for your help.
Answered by Penny Nom and stephen La Rocque.

4 times as many or 4 times more? 2009-02-02
From Jackie:
Given : Here are 3 squares and 4 sets of 3 circles.

I wonder it is right to write in the below manner to represent the following Conclusion that
can be made from the above given information:

  1. There are 4 times as many circles as there are squares,

  2. There are 4 times fewer square than circles;

  3. There are 4 times more circles than squares.

  4. ...

Answered by Robert Dawson.
Multiplying decimal numbers 2008-02-05
From alwyn:
Why should when you Multiplying Decimal numbers is value becoming less and less? don't you think even decimal number is a quantity and in no chance when it multiplies its should become less or nil !!!

In fact all Multiplying and or adding the value will go up and only when you subtract and divide it should become less !!

Answered by Stephen La Rocque and Penny Nom.
"Less than" and "less than or equal to". 2006-11-15
From Ross:

7 ≤ 10 and 7 ≤ 7 are both true statements.

How can 7 be equal to 10, and 7 be less than 7? The book doesn't explain WHY!

Answered by Penny Nom.
< and > 2002-08-30
From Kelsey:
What is the origin of the greater (>) than and less (<) than signs?
Answered by Harley Weston.
7th grade math lesson plans 2002-07-23
From Peter:
Where can I get samples of 7th grade math lesson plans and curriculum for the whole year?
Answered by Leeanne Boehm.
As much greater than 47 as it is less than 105 2002-07-23
From Joe:
To find the number in question you need to find the number exactly half-way between 47 and 105. Another way of thinking about the number that is half-way between two other numbers is as the average of the two numbers given.
Answered by Leenaan Boehm.
36 is 20% less than _____? 2002-02-13
From Lori:
36 is 20% less than _____?
Answered by Walter Whiteley.
< and > Which one is which? 2000-12-06
From Alice:
This grandmother forgot and wants to know the correct for greater and the one for lesser.....

the two are < and > Which one is which?

Answered by Penny Nom.
Larger and smaller 2000-10-10
From Nicole:
which one of these arrows < , > points to the greater number? which arrows points to the smaller number.
Answered by Penny Nom.
Geometry patterns lesson plans 1998-12-31
From Vicki:
hi,,, my name is Vicki and I am a new 5th grade teacher....

Anyway, I'm supposed to come up with a lesson plan to

  • Explore patterns that result from cominations of "reflections, rotations, and translations of geometric figures.
The plan is to include:
  • writing/metacognition, assessment strategies, interdisciplanary connections, supplemental materials, or textbook, and Bloom's taxonomy level.
Any help you could give would be greatly appreciated.

Answered by Jack LeSage.




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