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Some of the more well-known topics in recreational mathematics are Rubik's Cubes, magic squares, fractals, logic puzzles and mathematical chess problems, but this area of mathematics includes the aesthetics and culture of mathematics, peculiar or amusing stories and coincidences about mathematics, and the personal lives of mathematicians.
Clipping (morphology), the formation of a new word by shortening it, e.g. "ad" from "advertisement" Clipping (phonetics), shortening the articulation of a speech sound, usually a vowel; Clipping (publications), the cutting-out of articles from a paper publication
Conway's Game of Life and fractals, as two examples, may also be considered mathematical puzzles even though the solver interacts with them only at the beginning by providing a set of initial conditions. After these conditions are set, the rules of the puzzle determine all subsequent changes and moves.
In another game which is commonly known as nim (but is better called the subtraction game), an upper bound is imposed on the number of objects that can be removed in a turn. Instead of removing arbitrarily many objects, a player can only remove 1 or 2 or ... or k at a time. This game is commonly played in practice with only one heap.
A theorem, result, or condition is further called stronger than another one if a proof of the second can be easily obtained from the first but not conversely. An example is the sequence of theorems: Fermat's little theorem , Euler's theorem , Lagrange's theorem , each of which is stronger than the last; another is that a sharp upper bound (see ...
Words with the middle part of the word left out are few. They may be further subdivided into two groups: (a) words with a final-clipped stem retaining the functional morpheme: maths (mathematics), specs (spectacles); (b) contractions due to a gradual process of elision under the influence of rhythm and context.
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It is critical that students learn math concepts using a variety of tools. For example, as students learn to make patterns, they should be able to create patterns using all three of these tools. Seeing the same concept represented in multiple ways as well as using a variety of concrete models will expand students’ understandings.