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How the quadratic equation is applied in real situation?
Vertices in quadratic equations can be used to determine the highest price to sell a product before losing money again.
Do you need a comma after again?
It depends: usually you do, but if you say "again and again and again" you wouldn't put a comma.Ex: Yes - "If you want to play again, give me a token.Ex: No - " You can play again and again."
What is the definition of a repeated pattern?
A pattern that comes again, and again,, and again, and - - -
What is a factor tree for 1024?
start with 1024 then take any prime number that goes into it like 2 then you get 512 do it again and you get 256 do it again and you get 128 do it again and u get 64 do it again and you get 32 do it again and you get 16 do it aagin and you get 8 do it again and you get 4 do it again and you get 2 do it anain and you get 1.
How can a teacher relate math to the environment and real life in order to make it interesting and relevant to students?
I'm struggling with this one. At the moment I can only think of doing a survey of some kind. Possibly using cars or insects in a quadrant as variables. --- Creating a single "one example interests everyone" situation is virtually impossible. Additionally, it's a counter-intuitive approach to getting people to want to use math. Many teachers essentially say, "these possibly interesting things are impossible without math". While this might motivate a few, it makes more sense to try and teach students to find ways to apply math to their own unique interests. Avoid problem repetition - don't just ask the same question over and over again with new numbers. Teach the fundamentals and how they work. By introducing new problems and expecting students to figure out how to solve those problems (rather than just how to plug numbers into a memorized formula) you develop a mindset in which they are more likely to see an interesting and relevant application all on their own.
