STEM Creations

At the end of the lesson: 1. The student should be able to know how to convert a decimal number into a fraction, a percent, and a ratio 2. The student should be able to know how to convert a percent number into a fraction, a decimal, and a ratio 3. The student should be able to know how to convert a fraction number into a decimal, a percent, and a ratio 4. The student should be able to know how to convert a ratio into a fraction, a decimal, and a percent

Are your students struggling when learning how to multiply numbers? Do they forget to remember the products of two numbers? Do they see patterns during multiplication of numbers? If NO. This e-book is for you. It is very easy to find the products of two numbers. The idea is rooted in noticing patterns. When your students notice these patterns, they will never be the same when it comes to multiplying numbers. As an instructor, I often find it amazing when I encounter students who cannot even re

The result of multiplication is called the product of the numbers multiplied. The same result can be obtained by repeated addition. If we are combining 8groups with 5 objects in each group, we could arrive at the same answer by simple addition. This means we can arrive at the conclusion that 8 x 5 = 40 by noticing that 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 = 40 as indicated in the result above. This is often taught in grade 2. But most often, students beyond grade 2 get stuck with the addition process

In arithmetic, long division is a standard division process suitable for dividing multidigit numbers that is simple enough to perform by hand. It breaks down a division problem into a series of easier steps. As in all division problems, one number, called the dividend, is divided by another, called the divisor, producing a result called the quotient. In this document, examples of long division problems are given. The process of long division is broken down in each problem so that it is possibl

What are equivalent fractions? Equivalent fractions are fractions that look different but have exactly the same value. One can generate equivalent fractions by multiplying or dividing the numerator and denominator by the same number. You can simplify fractions by dividing the numerator and denominator by the same number.

What are equivalent fractions? Equivalent fractions are fractions that look different but have exactly the same value. One can generate equivalent fractions by multiplying or dividing the numerator and denominator by the same number. You can simplify fractions by dividing the numerator and denominator by the same number. This document describes how to teach students to learn about equivalent fraction by using strips or sectors.

Are your students struggling when learning how to multiply numbers? Do they forget to remember the products of two numbers? Do they see patterns during multiplication of numbers? If NO. This e-book is for you. It is very easy to find the products of two numbers. The idea is rooted in noticing patterns. When your students notice these patterns, they will never be the same when it comes to multiplying numbers. The e-book starts out with students counting coins. This can be done practically. Since

At the end of this lesson, students should be able to 1. Identify the whole number and decimal part of a decimal number 2. Identify ten-thousands, thousands, hundreds, tens, ones, tenths, hundredths, thousandths, and ten-thousandths parts of a decimal number.

At the end of this lesson, the student should be able to know how to add two or several decimal numbers by: 1. Lining them up 2. Placing zeros as placeholders while aligning them if necessary 3. Add the decimal numbers from left to right The examples given in this e-book provides a clear step by step outline of what is required to help the student learn how to add decimal numbers.

OBJECTIVES At the end of this lesson: 1. The student should be able to identify coefficients, variables, and constants of linear expressions 2. The student should able to know how to combine like terms by adding or subtracting their coefficients and attaching the relevant variable to the result 3. The student should be able to combine like terms and constants in order to simplify any given linear expression