You should now have 2 columns of numbers, with your original numbers in a column on the left and your new numbers in a column to the right. For example, for multiplying 6 x 7, first perform 10 – 6, which equals 4. Write the 4 to the right of the 6. Then, perform 10 – 7, which equals 3. Write the 3 to the right of the 7, just below the 4. Google allows users to search the Web for images, news, products, video, and other content.
Standards in this domain:
Apply and extend previous understandings of multiplication and division to divide fractions by fractions.
CCSS.Math.Content.6.NS.A.1
Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?.
Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?.
Compute fluently with multi-digit numbers and find common factors and multiples.
CCSS.Math.Content.6.NS.B.2
Fluently divide multi-digit numbers using the standard algorithm.
Fluently divide multi-digit numbers using the standard algorithm.
CCSS.Math.Content.6.NS.B.3
Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
CCSS.Math.Content.6.NS.B.4
Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1-100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2)..
Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1-100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2)..
Apply and extend previous understandings of numbers to the system of rational numbers.
CCSS.Math.Content.6.NS.C.5
Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
CCSS.Math.Content.6.NS.C.6
Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.
Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.
CCSS.Math.Content.6.NS.C.6.a
Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., -(-3) = 3, and that 0 is its own opposite.
Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., -(-3) = 3, and that 0 is its own opposite.
CCSS.Math.Content.6.NS.C.6.b
Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.
Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.
CCSS.Math.Content.6.NS.C.6.c
Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.
Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.
CCSS.Math.Content.6.NS.C.7
Understand ordering and absolute value of rational numbers.
Understand ordering and absolute value of rational numbers.
CCSS.Math.Content.6.NS.C.7.a
Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret -3 > -7 as a statement that -3 is located to the right of -7 on a number line oriented from left to right.
Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret -3 > -7 as a statement that -3 is located to the right of -7 on a number line oriented from left to right.
CCSS.Math.Content.6.NS.C.7.b
Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write -3 oC > -7 oC to express the fact that -3 oC is warmer than -7 oC.
Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write -3 oC > -7 oC to express the fact that -3 oC is warmer than -7 oC.
CCSS.Math.Content.6.NS.C.7.c
Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of -30 dollars, write |-30| = 30 to describe the size of the debt in dollars.
Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of -30 dollars, write |-30| = 30 to describe the size of the debt in dollars.
CCSS.Math.Content.6.NS.C.7.d
Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than -30 dollars represents a debt greater than 30 dollars.
Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than -30 dollars represents a debt greater than 30 dollars.
Iconfly 3 9 2 Equals Inches
CCSS.Math.Content.6.NS.C.8
Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
NÜRBURG, Germany (AP) — Even Lewis Hamilton once saw Michael Schumacher’s record of 91 wins in Formula One as unbeatable. Now he’s matched it.
Schumacher’s son Mick presented Hamilton with one of his father’s old helmets after the British driver took a record-equaling 91st win at Germany’s Eifel Grand Prix.
“Seeing his dominance, I don’t think anyone, and especially me, didn’t imagine that I’d be anywhere near Michael in terms of records so it’s an incredible honor and it’s going to take some time to get used to,” Hamilton said, adding that he used to choose Schumacher as his character in a video game.
“That number’s so big and when it’s so far away it’s hard for people to perhaps fully understand how hard it was for him to go those 91 wins, to deliver weekend in and weekend out, year on year on year and stay so physically in shape and so precise. So I understand that now more than ever,” Hamilton said.
“And I can only tell you that it doesn’t get easier from your first win to 91st. I’m telling you, it’s been a long, hard run.”
Schumacher has required constant care since he sustained severe head injuries in an accident while skiing in 2013.
Hamilton took a big step closer to matching Schumacher’s record of seven titles too after his teammate Valtteri Bottas failed to finish with an engine problem. Hamilton now leads the championship by 69 points with six races to go.
Hamilton took the win by 4.5 seconds from Red Bull’s Max Verstappen, with third for Daniel Ricciardo in Renault’s first podium finish since 2011.
Hamilton started faster than Bottas and had the inside line into the hairpin bend at turn one. He forced Bottas wide over a runoff area, but the Finn held on to take the lead back from Hamilton on the inside of the second corner.
Hamilton took the lead back on Lap 13 when Bottas braked late and ran wide. The Finn’s race was soon over when he complained of having “no power” and stopped in the pits with what the team said was a problem with his hybrid power unit.
Lando Norris was running third and chasing a podium finish for McLaren before his car started losing power. He eventually pulled over with a fire inside the car’s right side pod, bringing out the safety car. Verstappen was slow to react at the restart and rather than threatening Hamilton, he nearly lost second to Ricciardo.
Sergio Perez took fourth for Racing Point, ahead of McLaren’s Carlos Sainz in fifth and Pierre Gasly for AlphaTauri.
It was another long race for Ferrari in a troubled season for the Italian team. Charles Leclerc started fourth but lacked the pace to hold the position and finished seventh while Sebastian Vettel trailed in 11th after a spin.
A day after getting the call to drive for Racing Point as a late replacement for the unwell Lance Stroll, Nico Hülkenberg stormed through the field from last on the grid to take eighth. Romain Grosjean was ninth for Haas and Antonio Giovinazzi took the final point in 10th for Alfa Romeo.
Another record fell as the 40-year-old Kimi Raikkonen started his 323rd race, beating the mark set by Rubens Barrichello from 1993 through 2011. Raikkonen placed 12th after he picked up a time penalty for colliding with George Russell and sending the Williams driver into a spin. Russell retired with a puncture soon after.
Raikkonen’s car threw up gravel shortly after the start, sending stones flying at Grosjean’s car behind him. Grosjean said he’d been struck in the hand and wondered if he had a broken finger.
It was the first F1 race since 2013 at the Nürburgring in Germany and was named the Eifel Grand Prix after a nearby mountain range. Leech 2 2 1 – complete control over your downloads.
Organizers said 13,500 spectators watched the race, the second-highest attendance for F1 in the pandemic-hit season. Around 3,000 more tickets were initially canceled because their buyers lived in areas with high rates of coronavirus infection. However, 1,500 of the 3,000 ticket-holders were eventually allowed to attend following “enormous effort, for example by negative corona tests,” the track management said.
After Hamilton matched Schumacher’s record in front of a German crowd at a track where Schumacher won five times, he can surpass it on a track where F1 has never raced before. The Algarve circuit in Portimao, Portugal, hosts its first race Oct. 25 as an extra round on the calendar amid the coronavirus pandemic.
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