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Using the example above: 16,499,205,854,376 has four of the digits 1, 4 and 7 and four of the digits 2, 5 and 8; Since 4 − 4 = 0 is a multiple of 3, the number 16,499,205,854,376 is divisible by 3. Subtracting 2 times the last digit from the rest gives a multiple of 3. (Works because 21 is divisible by 3) 405: 40 - 5 x 2 = 40 - 10 = 30 = 3 x 10 4
This is denoted as 20 / 5 = 4, or 20 / 5 = 4. [2] In the example, 20 is the dividend, 5 is the divisor, and 4 is the quotient. Unlike the other basic operations, when dividing natural numbers there is sometimes a remainder that will not go evenly into the dividend; for example, 10 / 3 leaves a remainder of 1, as 10 is not a multiple of 3.
Unit fractions can also be expressed using negative exponents, as in 2 −1, which represents 1/2, and 2 −2, which represents 1/(2 2) or 1/4. A dyadic fraction is a common fraction in which the denominator is a power of two, e.g. 1 / 8 = 1 / 2 3 . In Unicode, precomposed fraction characters are in the Number Forms block.
2 + 10,000 + 10,000 Buying assets by borrowing money (taking a loan from a bank or simply buying on credit) 3 − 900 − 900 Selling assets for cash to pay off liabilities: both assets and liabilities are reduced 4 + 1,000 + 400 + 600 Buying assets by paying cash by shareholder's money (600) and by borrowing money (400) 5 + 700 + 700 Earning ...
Ten general strands or standards of mathematics content and processes were defined that cut across the school mathematics curriculum. Specific expectations for student learning, derived from the philosophy of outcome-based education, are described for ranges of grades (preschool to 2, 3 to 5, 6 to 8, and 9 to 12).
Business mathematics comprises mathematics credits taken at an undergraduate level by business students.The course [3] is often organized around the various business sub-disciplines, including the above applications, and usually includes a separate module on interest calculations; the mathematics itself comprises mainly algebraic techniques. [1]