Brian Said:

How can I solve GEMDAS problems?

We Answered:

at my school they call it pemdas for parentheses and the same for the rest and what it is overall for is order of operations which is telling you how to solve a math problem.. first you get rid of the parentheses then you do everything involving exponents and multiplacation/division and subtraction/addition don't matter with each other but it's just easiest to do it in order of right to left

hope i helped!

Maurice Said:

Can someone explain how maths division works?

We Answered:

Other subjects ....21 hours per week

percentage = 100 x 21/25
......_______
25 | 21.0
25 goes into 210: 8 times
.....___.8___
25 | 21.0
200
-----
210 - 200 = 10
......___.8___
25 | 21.0
200
-----
10
bring down another zero
......___.8___
25 | 21.00
200
-----
100
25 goes into 100: 4 times
.....___.84___
25 | 21.00
200
-----
100
100
------
0

0.84 x 100 = 84%

Carmen Said:

How much time does it take teachers to teach an average lesson in saxson math course 3, or even algebra1/2, 1?

We Answered:

I have not heard of Saxon math course 3 (except as 3rd grade math) for 8th graders. I teach that in about 30 min including the drill work. The worksheet part takes about 7 minutes per side.But I think you must be referring to something else.

Algebra 1/2 and 1 each take about 20-25 minutes to complete the lesson explanation and practice parts. The remainder of the lesson varies depending on the student. I have 7/6 students who finish theirs in about 35 minutes. I think my algebra 1 students tend to need about 90 minutes to do a complete lesson. If they asked for assistance sooner, it would probably be faster.

The Math 6/5 has an excellent method for teaching the 3 forms of division. I am not sure which lesson but in the vicinity of 65 or so.

It has you drill the vocab for division (dividend, divisor, quotient) and then makes a drill of naming the parts in the appropriate position of the problem. (This has the added benefit of making division problems with fraction answers more obvious.) It is well worth looking up and modifying to suit your class.

I have used Saxon for years and I find when kids come to Saxon from other math programs they do tend to be deficient in problem solving. I think they tend to think that once they've done (for example) fractions this year, they will never see them again....then they have to be taught. Saxon of course doesn't let that happen.

Staying on top of the vocabulary, use the technical terms all the time, and remind them that they are building skills that they will use over and over and over....it pays to remember them. I also think that using the drill sheets that come with the 7/6 or maybe 6/5 seem to help make sure the calculations become second nature.

Lastly, be like a broken record..."Does your answer make sense?"

Sticking with it works. I have 2 students who worked through algebra 2 with me and have scored almost perfectly on the SAT. It can be a long haul but it is worth it.

Jo Said:

This is probably a pointless maths question but could someone explain long division?

We Answered:

this is a site i found with google,
http://www.mathsisfun.com/long_division2…
hope i helped!
(ten points plz?)

Claire Said:

where to find an online math helper?

We Answered:

speak to an actual person on liveperson.com like a proper maths tutor!

Lori Said:

Can someone help me with this math?

We Answered:

By way of explanation. What would you do if the first one was 2/3 + 1/4?

You would get them to have a common denominator right? you would multiply the first term by 4/4 to get 8/12 and you would multiply the second term by 3/3 to get 3/12 and then you would add 8/12 plus 3/12 to get 11/12.

Its the same with the algebra. Its a lot of typing...so I'm just gonna say multiply the first term by 1-2m /1-2m and multiply the second term by 2m-1/2m-1


there are gonna be some m squared terms...But maybe you can reduce or factor those to make it less ugly....


I'm not sure what you mean in the second question but I'm going to guess you mean 2 terms, each with a complicated numerator and x as the denominatore.. just multiply the numberators and multiply the denominators.....that means you will have x squared in the demonminator of the answer....unless it can be simplified....you will also have and x squared term in the numerator....