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Flashcard 1428994264332

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#14-dic-2016 #el-financiero #noticias
Question
Rafael Camarena, economista de Santander México, destacó que la Fed podría modificar el ritmo al que subiría las tasas, pero dependerá de [...]
Answer
la política fiscal que implemente Donald Trump.

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Rafael Camarena, economista de Santander México, destacó que la Fed podría modificar el ritmo al que subiría las tasas, pero dependerá de la política fiscal que implemente Donald Trump.

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Trump sería el factor clave para predecir a la Fed
amente en el crecimiento económico. Además del comunicado, el banco central publicará sus proyecciones sobre las variables económicas más relevantes, y Janet Yellen ofrecerá una conferencia de prensa a las 13:30 horas. <span>Rafael Camarena, economista de Santander México, destacó que la Fed podría modificar el ritmo al que subiría las tasas, pero dependerá de la política fiscal que implemente Donald Trump. “Será relevante ver la postura que tome la Fed para este miércoles, ya que dará a conocer sus estimados sobre las principales variables económicas, siendo importante la expe







Flashcard 1429141064972

Tags
#sister-miriam-joseph #trivium
Question
[...] constitute the quadrivium
Answer
arithmetic, music, geometry, and astronomy

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arithmetic, music, geometry, and astronomy constitute the quadrivium

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Flashcard 1431599189260

Tags
#cfa #cfa-level-1 #economics #has-images #microeconomics #reading-14-demand-and-supply-analysis-consumer-demand #section-3-utility-theory #study-session-4


Question
In this Indifference curve, what happens with all the bundles that lie in the gray area?
Answer
They are prefered to bundle a

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Flashcard 1432934026508

Tags
#sister-miriam-joseph #trivium
Question
[...] is what makes a being different from others in its class.
Answer
individuality

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individuality is what makes a being different from others in its class.

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Flashcard 1447384190220

Tags
#sister-miriam-joseph #trivium
Question
Once the human intellect creates symbols from reality, those symbols or words can be [...] and [...] to increase our understanding of reality.
Answer
manipulated

catalogued

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Once the human intellect creates symbols from reality, those symbols or words can be manipulated and catalogued to increase our understanding of reality.

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Flashcard 1447535971596

Tags
#sister-miriam-joseph #trivium
Question
Since man cannot create substance but can merely fashion substances that are furnished by nature, an artificial object such as a chair has two essences: the essence of [...] and the essence of [...]
Answer
its matter (wood, iron, marble, etc.)

its form (chair).

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Since man cannot create substance but can merely fashion substances that are furnished by nature, an artificial object such as a chair has two essences: the essence of its matter (wood, iron, marble, etc.) and the essence of its form (chair).

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Flashcard 1450750381324

Tags
#cfa #cfa-level-1 #economics #has-images #reading-15-demand-and-supply-analysis-the-firm #section-3-analysis-of-revenue-costs-and-profit


Question
Firms strive to reach initial [...] as soon as possible to avoid start-up losses for any extended period of time.
Answer
breakeven

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In thecase of perfect competition, breakeven point is also defined as the quantity where total revenue equals total costs. Firms strive to reach initial breakeven as soon as possible to avoid start-up losses for any extended period of time.

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n where economic profit occurs because price is greater than ATC. In the case of perfect competition, the breakeven point is the quantity where price, average revenue, and marginal revenue equal average total cost. <span>It is also defined as the quantity where total revenue equals total costs. Firms strive to reach initial breakeven as soon as possible to avoid start-up losses for any extended period of time. When businesses are first established, there is an initial period where losses occur at low quantity levels. In Exhibit 17, the breakeven quantity occurs at output Q BE , which correspo







Flashcard 1480333069580

Tags
#cfa-level-1 #implications-for-financial-analysis #reading-25-understanding-income-statement #revenue-recognition
Question
Companies disclose their revenue recognition policies in the notes to their financial statement, often in [...] .
Answer
the first note

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3.3. Implications for Financial Analysis
As we have seen, companies use a variety of revenue recognition methods. Furthermore, a single company may use different revenue recognition policies for different businesses. Companies disclose their revenue recognition policies in the notes to their financial statement, often in the first note. The following aspects of a company’s revenue recognition policy are particularly relevant to financial analysis: whether a policy results in recognition of revenue sooner r







Flashcard 1481685208332

Tags
#cfa-level-1 #expense-recognition #reading-25-understanding-income-statement
Question
Units of production method (depreciation varies depending upon [...] ).
Answer
production or usage

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re expected to be consumed. IFRS do not prescribe a particular method for computing depreciation but note that several methods are commonly used, such as the straight-line method, diminishing balance method (accelerated depreciation), and the <span>units of production method (depreciation varies depending upon production or usage). The straight-line method allocates evenly the cost of long-lived assets less estimated residual value over the estimated useful life of an asset. (The term “straight line”

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4.2. Issues in Expense Recognition
the amount of future expenses resulting from its warranties, to recognize an estimated warranty expense in the period of the sale, and to update the expense as indicated by experience over the life of the warranty. <span>4.2.3. Depreciation and Amortisation Companies commonly incur costs to obtain long-lived assets. Long-lived assets are assets expected to provide economic benefits over a future period of time greater than one year. Examples are land (property), plant, equipment, and intangible assets (assets lacking physical substance) such as trademarks. The costs of most long-lived assets are allocated over the period of time during which they provide economic benefits. The two main types of long-lived assets whose costs are not allocated over time are land and those intangible assets with indefinite useful lives. Depreciation is the process of systematically allocating costs of long-lived assets over the period during which the assets are expected to provide economic benefits. “Depreciation” is the term commonly applied to this process for physical long-lived assets such as plant and equipment (land is not depreciated), and amortisation is the term commonly applied to this process for intangible long-lived assets with a finite useful life.32 Examples of intangible long-lived assets with a finite useful life include an acquired mailing list, an acquired patent with a set expiration date, and an acquired copyright with a set legal life. The term “amortisation” is also commonly applied to the systematic allocation of a premium or discount relative to the face value of a fixed-income security over the life of the security. IFRS allow two alternative models for valuing property, plant, and equipment: the cost model and the revaluation model.33 Under the cost model, the depreciable amount of that asset (cost less residual value) is allocated on a systematic basis over the remaining useful life of the asset. Under the cost model, the asset is reported at its cost less any accumulated depreciation. Under the revaluation model, the asset is reported at its fair value. The revaluation model is not permitted under US GAAP. Here, we will focus only on the cost model. There are two other differences between IFRS and US GAAP to note: IFRS require each component of an asset to be depreciated separately and US GAAP do not require component depreciation; and IFRS require an annual review of residual value and useful life, and US GAAP do not explicitly require such a review. The method used to compute depreciation should reflect the pattern over which the economic benefits of the asset are expected to be consumed. IFRS do not prescribe a particular method for computing depreciation but note that several methods are commonly used, such as the straight-line method, diminishing balance method (accelerated depreciation), and the units of production method (depreciation varies depending upon production or usage). The straight-line method allocates evenly the cost of long-lived assets less estimated residual value over the estimated useful life of an asset. (The term “straight line” derives from the fact that the annual depreciation expense, if represented as a line graph over time, would be a straight line. In addition, a plot of the cost of the asset minus the cumulative amount of annual depreciation expense, if represented as a line graph over time, would be a straight line with a negative downward slope.) Calculating depreciation and amortisation requires two significant estimates: the estimated useful life of an asset and the estimated residual value (also known as “salvage value”) of an asset. Under IFRS, the residual value is the amount that the company expects to receive upon sale of the asset at the end of its useful life. Example 9 assumes that an item of equipment is depreciated using the straight-line method and illustrates how the annual depreciation expense varies under different estimates of the useful life and estimated residual value of an asset. As shown, annual depreciation expense is sensitive to both the estimated useful life and to the estimated residual value. <span><body><html>







The challenge to educators is this: How do we cultivate the cognitive capacity to assimilate the foreign? In particular, how do we alleviate the cultural anxieties that might hinder this process?
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Poe seems to be asking implicitly if we can afford to have parochial attitudes toward other cultures, for fear itself has a tragic allure.
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The formation of cognitive maturity, and thus sociability, depends on one’s trained capacity to see one’s own reality as a single perception among a valid plurality. The study of other cultures thus opens the possibility for individuals to see beyond the centrality of their own lives, an essential rite of passage in becoming a mature and fair human.
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Literature in particular, because of its intimate and symbolic connections to language usage, imagination, anxiety, and aspiration, can figure as a generative means of relating to cultures.
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By analogy, I draw parallels throughout this work with the institutions of the marzēaḥ (of western Asia in the Bronze Age) and the Greek symposion#(beginning in the Geometric period, 900–700 B.C.). I review the corpus of modern scholarship that gauges these social institutions’ character and impact.
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Among the traditional major modes or 'aims' (aghrāḍ) of classical Arabi poetry hijāʾ is the most varied in tone and form. The other modes such as fakhr, 'self-praise mādīḥ', panegyric, encomium, rithāʾ, elegy, lament, nasīb or ghazal, 'love poetry' are far from uniform , of course, throughout the centuries and betwen the countless poets; yet a considerable homogeneity, a general resemblanance in register, diciton and tone, cannot be denied.
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In "Some Exploratory Discourse on Metadiscourse," Vande Kopple proposes two levels of writing. On one level, he says, the author provides propositional material concerning the subject matter in the text. On the other level, the author "does not add propositional material" but does "help our readers organize, classify, interpret, evaluate, and react to such material" (83). This is where metadiscourse operates. It follows that metadiscourse becomes "discourse about discourse or communication about communication" (83). 6
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Flashcard 1635151121676

Tags
#statistical-concepts-and-market-returns
Question

The [...], μ, is the arithmetic mean value of a population.


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Flashcard 1636828581132

Tags
#reading-8-statistical-concepts-and-market-returns
Question
The following steps are required when organizing data into a frequency distribution.
  • Identify the highest and lowest values of the observations

  • Setup classes (groups into which data is divided).

  • [...]

  • Count the number of observations in each class.
Answer
Add up the number of observations and assign each observation to its class.

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The following steps are required when organizing data into a frequency distribution together with suggestions on constructing the frequency distribution. Identify the highest and lowest values of the observations. Setup classes (groups into which data is divided). The classes must be mutually exclusive and of equal size. Add up the number of observations and assign

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Subject 3. Frequency Distributions
by the total number of observations. Cumulative absolute frequency and cumulative relative frequency are the results from cumulating the absolute and relative frequencies as we move from the first to the last interval. <span>The following steps are required when organizing data into a frequency distribution together with suggestions on constructing the frequency distribution. Identify the highest and lowest values of the observations. Setup classes (groups into which data is divided). The classes must be mutually exclusive and of equal size. Add up the number of observations and assign each observation to its class. Count the number of observations in each class. This is called the class frequency. Data can be divided into two types: discrete and continuous. Discrete: The values in the data set can be counted. There are distinct spaces between the values, such as







Flashcard 1636837231884

Tags
#reading-8-statistical-concepts-and-market-returns
Question
The number of observations in each class is called [...]
Answer
the class frequency.

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tions. Setup classes (groups into which data is divided). The classes must be mutually exclusive and of equal size. Add up the number of observations and assign each observation to its class. Count <span>the number of observations in each class. This is called the class frequency.<span><body><html>

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Subject 3. Frequency Distributions
by the total number of observations. Cumulative absolute frequency and cumulative relative frequency are the results from cumulating the absolute and relative frequencies as we move from the first to the last interval. <span>The following steps are required when organizing data into a frequency distribution together with suggestions on constructing the frequency distribution. Identify the highest and lowest values of the observations. Setup classes (groups into which data is divided). The classes must be mutually exclusive and of equal size. Add up the number of observations and assign each observation to its class. Count the number of observations in each class. This is called the class frequency. Data can be divided into two types: discrete and continuous. Discrete: The values in the data set can be counted. There are distinct spaces between the values, such as







Flashcard 1637151804684

Tags
#reading-9-probability-concepts
Question

A probability drawing on personal judgment is called a [...]

Answer
Subjective probability

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Flashcard 1637269769484

Tags
#reading-9-probability-concepts
Question

The conditional probability of A given that B has occurred is equal to the [...] divided by [...] (assumed not to equal 0).

Answer
joint probability of A and B divided by the probability of B

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Flashcard 1637280255244

Tags
#statistical-concepts-and-market-returns
Question

Construction of a Frequency Distribution.

  1. Determine interval width as [...]

  2. Determine the intervals by successively adding the interval width to the minimum value, to determine the ending points of intervals, stopping after reaching an interval that includes the maximum value.

  3. Count the number of observations falling in each interval.

  4. Construct a table of the intervals listed from smallest to largest that shows the number of observations falling in each interval.

Answer
Range/k.

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Flashcard 1637564157196

Tags
#reading-9-probability-concepts
Question
Wagering meaning
Answer
Apostar

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Odds
y’s EPS for FY2014 beating $0.69 are 1 to 7 means that the speaker believes the probability of the event is 1/(1 + 7) = 1/8 = 0.125. Odds against E = [1 − P(E)]/P(E), the reciprocal of odds for E. <span>Given odds against E of “a to b,” the implied probability of E is b/(a + b). The statement that the odds against the company’s EPS for FY2014 beating $0.69 are 15 to 1 is consistent with a belief that the probability of the event is







Flashcard 1637588798732

Tags
#reading-7-discounted-cashflows-applications
Question
Is the Money market yield annualized as compounded interest or simple interest?
Answer
Simple

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Subject 4. Different Yield Measures of a U.S. Treasury Bill
se price, not face value. It is not an annualized yield. The effective annual yield is the annualized HPY on the basis of a 365-day year. It incorporates the effect of compounding interest. <span>Money market yield (also known as CD equivalent yield) is the annualized HPY on the basis of a 360-day year using simple interest. Example An investor buys a $1,000 face-value T-bill due in 60 days at a price of $990. Bank discount yield: (1000 - 990







Toward a Philosophy of the Act reveals a young Bakhtin who is in the process of developing his moral philosophy by decentralizing the work of Kant. This text is one of Bakhtin’s early works concerning ethics and aesthetics and it is here that Bakhtin lays out three claims regarding the acknowledgment of the uniqueness of one’s participation in Being:

  1. I both actively and passively participate in Being.
  2. My uniqueness is given but it simultaneously exists only to the degree to which I actualize this uniqueness (in other words, it is in the performed act and deed that has yet to be achieved).
  3. Because I am actual and irreplaceable I must actualize my uniqueness
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Mikhail Bakhtin - Wikipedia
hy of the Act Bakhtin states the topics he intends to discuss. He outlines that the second part will deal with aesthetic activity and the ethics of artistic creation; the third with the ethics of politics; and the fourth with religion. [14] <span>Toward a Philosophy of the Act reveals a young Bakhtin who is in the process of developing his moral philosophy by decentralizing the work of Kant. This text is one of Bakhtin’s early works concerning ethics and aesthetics and it is here that Bakhtin lays out three claims regarding the acknowledgment of the uniqueness of one’s participation in Being: I both actively and passively participate in Being. My uniqueness is given but it simultaneously exists only to the degree to which I actualize this uniqueness (in other words, it is in the performed act and deed that has yet to be achieved). Because I am actual and irreplaceable I must actualize my uniqueness. Bakhtin further states: "It is in relation to the whole actual unity that my unique thought arises from my unique place in Being." [15] Bakhtin deals with the concept of m




Mikhail Mikhailovich Bakhtin ( / b ɑː k ˈ t iː n , b ɑː x -/ ;[2] Russian: Михаи́л Миха́йлович Бахти́н , pronounced [mʲɪxɐˈil mʲɪˈxajləvʲɪtɕ bɐxˈtʲin] ; 17 November [O.S. 5 November] 1895 – 7 March[3] 1975) was a Russian philosopher, literary critic, semiotician[4] and scholar who worked on literary theory, ethics, and the philosophy of language.
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Mikhail Bakhtin - Wikipedia
olyphony Influences[show] Fyodor Dostoyevsky, F. F. Zelinsky, Immanuel Kant, Hermann Cohen, Ernst Cassirer, Max Scheler, Søren Kierkegaard, Friedrich Nietzsche [1] Influenced[show] Julia Kristeva, Tzvetan Todorov <span>Mikhail Mikhailovich Bakhtin (/bɑːkˈtiːn, bɑːx-/; [2] Russian: Михаи́л Миха́йлович Бахти́н, pronounced [mʲɪxɐˈil mʲɪˈxajləvʲɪtɕ bɐxˈtʲin]; 17 November [O.S. 5 November] 1895 – 7 March [3] 1975) was a Russian philosopher, literary critic, semiotician [4] and scholar who worked on literary theory, ethics, and the philosophy of language. His writings, on a variety of subjects, inspired scholars working in a number of different traditions (Marxism, semiotics, structuralism, religious criticism) and in disciplines as dive




Flashcard 1637607935244

Tags
#reading-8-statistical-concepts-and-market-returns
Question
A class. is also called an [...]
Answer
interval

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Subject 3. Frequency Distributions
with individual numbers becomes laborious and messy. In such circumstances, it is neater and more convenient to summarize results into what is known as a frequency table. The data in the display is called a frequency distribution. <span>An interval, also called a class, is a set of values within which an observation falls. Each interval has a lower limit and an upper limit. Intervals must be all-inclusive and non-overlapping. A frequency distribution is a tabular display of data categor







Flashcard 1637624712460

Question
In "Some Exploratory Discourse on Metadiscourse," Vande Kopple proposes two levels of writing. On one level, he says, the author provides propositional material concerning the subject matter in the text. On the other level, the author "does not add propositional material" but does "help our readers organize, classify, interpret, evaluate, and react to such material" (83). This is where metadiscourse operates. It follows that metadiscourse becomes "[...]" (83). 6
Answer
discourse about discourse or communication about communication

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es not add propositional material" but does "help our readers organize, classify, interpret, evaluate, and react to such material" (83). This is where metadiscourse operates. It follows that metadiscourse becomes "<span>discourse about discourse or communication about communication" (83). 6<span><body><html>

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Flashcard 1637645159692

Tags
#fractions
Question
An [...] has a top number larger than (or equal to) the bottom number.
Answer
Improper Fraction

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Improper Fractions
eometry Data Measure Puzzles Games Dictionary Worksheets Show Ads Hide AdsAbout Ads Improper Fractions 7 4 (seven-fourths or seven-quarters) <span>An Improper Fraction has a top number larger than (or equal to) the bottom number. It is "top-heavy" More Examples 3 7 16 15 99 2 3 15 15 5 See how the top number is bigger than (or equal to) th







Flashcard 1637648043276

Tags
#fractions
Question
The top number (the Numerator) is the number of [...]
Answer
parts we have.

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Improper Fractions
r Fraction, (but there is nothing wrong about Improper Fractions). Three Types of Fractions There are three types of fraction: Fractions A Fraction (such as 7 / 4 ) has two numbers: Numerator Denominator <span>The top number (the Numerator) is the number of parts we have. The bottom number (the Denominator) is the number of parts the whole is divided into. Example: 7 / 4 means: We have 7 parts Each part is a quarter ( 1 / 4 ) of a







Flashcard 1637650402572

Tags
#fractions
Question
The bottom number (the Denominator) is the number of [...]
Answer
parts the whole is divided into.

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Improper Fractions
Three Types of Fractions There are three types of fraction: Fractions A Fraction (such as 7 / 4 ) has two numbers: Numerator Denominator The top number (the Numerator) is the number of parts we have. <span>The bottom number (the Denominator) is the number of parts the whole is divided into. Example: 7 / 4 means: We have 7 parts Each part is a quarter ( 1 / 4 ) of a whole So we can define the three types of fractions like this:







Flashcard 1637652761868

Tags
#fractions
Question
In [...] Fractions the numerator is less than the denominator
Answer
Proper

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Improper Fractions
inator) is the number of parts the whole is divided into. Example: 7 / 4 means: We have 7 parts Each part is a quarter ( 1 / 4 ) of a whole So we can define the three types of fractions like this: <span>Proper Fractions: The numerator is less than the denominator Examples: 1 / 3 , 3 / 4 , 2 / 7 Improper Fractions: The numerator is greater than (or equal to) the denominator Examples: 4 / 3 , 11 / 4 , 7 / 7 Mixed Fractions: A whole n







Flashcard 1637655121164

Tags
#fractions
Question
[...] Fractions are a whole number and proper fraction together
Answer
Mixed

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Improper Fractions
like this: Proper Fractions: The numerator is less than the denominator Examples: 1 / 3 , 3 / 4 , 2 / 7 Improper Fractions: The numerator is greater than (or equal to) the denominator Examples: 4 / 3 , 11 / 4 , 7 / 7 <span>Mixed Fractions: A whole number and proper fraction together Examples: 1 1 / 3 , 2 1 / 4 , 16 2 / 5 Improper Fraction So an improper fraction is a fraction where the top number (numerator) is greater than or equal to the botto







Flashcard 1637657480460

Question
To convert a mixed fraction to an improper fraction, follow these steps:
  • [...]
  • Add that to the numerator
  • Then write the result on top of the denominator.
Answer
Multiply the whole number part by the fraction's denominator.

statusnot learnedmeasured difficulty37% [default]last interval [days]               
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Improper Fractions
fraction. Divide: 11 ÷ 4 = 2 with a remainder of 3 Write down the 2 and then write down the remainder (3) above the denominator (4), like this: 2 3 4 Converting Mixed Fractions to Improper Fractions <span>To convert a mixed fraction to an improper fraction, follow these steps: Multiply the whole number part by the fraction's denominator. Add that to the numerator Then write the result on top of the denominator. Example: Convert 3 2 / 5 to an improper fraction. Multiply the whole number by the denominator: 3 × 5 = 15 Add the numerator to that: 15 + 2







Flashcard 1637662723340

Tags
#fractions
Question

There are 3 simple steps to multiply fractions

1. Multiply [...]

2. Multiply [...]

3. Simplify the fraction if needed.

Answer
the top numbers (the numerators).

the bottom numbers (the denominators).

statusnot learnedmeasured difficulty37% [default]last interval [days]               
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Multiplying Fractions
Data Geometry Measure Money Numbers Physics More ▼ Activities Dictionary Games Puzzles Worksheets ☰ [imagelink] Multiplying Fractions Multiply the tops, multiply the bottoms. <span>There are 3 simple steps to multiply fractions 1. Multiply the top numbers (the numerators). 2. Multiply the bottom numbers (the denominators). 3. Simplify the fraction if needed. Example: 1 2 × 2 5 Step 1. Multiply the top numbers: 1 2 × 2 5 = 1 × 2







Flashcard 1637666917644

Tags
#fractions
Question
To get the reciprocal of a fraction, just [...]
Answer
turn it upside down.

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Reciprocal of a Fraction
inator We call the top number the Numerator, it is the number of parts we have. We call the bottom number the Denominator, it is the number of parts the whole is divided into. Reciprocal of a Fraction <span>To get the reciprocal of a fraction, just turn it upside down. In other words swap over the Numerator and Denominator. Examples: Fraction Reciprocal 3 8 8 3 5 6 6







Flashcard 1637671111948

Tags
#fractions
Question
There are 3 Simple Steps to Divide Fractions:

Step 1. [...]

Step 2. [...]

Step 3. Simplify the fraction (if needed)

Answer
Turn the second fraction (the one you want to divide by) upside down

Multiply the first fraction by that reciprocal

statusnot learnedmeasured difficulty37% [default]last interval [days]               
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Dividing Fractions
s Data Geometry Measure Money Numbers Physics More ▼ Activities Dictionary Games Puzzles Worksheets ☰ [imagelink] Dividing Fractions Turn the second fraction upside down, then multiply. <span>There are 3 Simple Steps to Divide Fractions: Step 1. Turn the second fraction (the one you want to divide by) upside down (this is now a reciprocal). Step 2. Multiply the first fraction by that reciprocal Step 3. Simplify the fraction (if needed) Example: Example: 1 2 ÷ 1 6 Step 1. Turn the second fraction upside down (it becomes a reciprocal): 1







Flashcard 1637674257676

Tags
#math
Question
What is the acronym for the order of operations?
Answer
Bodmas

statusnot learnedmeasured difficulty37% [default]last interval [days]               
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Reciprocal of a Fraction
inator We call the top number the Numerator, it is the number of parts we have. We call the bottom number the Denominator, it is the number of parts the whole is divided into. Reciprocal of a Fraction <span>To get the reciprocal of a fraction, just turn it upside down. In other words swap over the Numerator and Denominator. Examples: Fraction Reciprocal 3 8 8 3 5 6 6







Flashcard 1637676354828

Tags
#math
Question
What is the O in BODMAS?
Answer
Orders = Exponentes o raices

statusnot learnedmeasured difficulty37% [default]last interval [days]               
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Reciprocal of a Fraction
inator We call the top number the Numerator, it is the number of parts we have. We call the bottom number the Denominator, it is the number of parts the whole is divided into. Reciprocal of a Fraction <span>To get the reciprocal of a fraction, just turn it upside down. In other words swap over the Numerator and Denominator. Examples: Fraction Reciprocal 3 8 8 3 5 6 6







Flashcard 1637678451980

Tags
#reading-9-probability-concepts
Question
The odds of success are the ratio of [...]
Answer
success to failure S:F

statusnot learnedmeasured difficulty37% [default]last interval [days]               
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