I RESUME DOCUMENT VT 006 883 ED 022 929 08 Ry-RAkinle,t4,1-1-..-nfri F.; Aryl nthers OCaPATIONAL MATI-EMATICS; SYMBOLS. REPORT NO. 16-A. FINAL REPORT. Washington State Coordinating Councd for Occupational Education, Olympia., Washington State Univ., Pullman. Dept. of Education. Spons Agency-Office of Education (OHEW), Washington, D.C. Bureau No-BR-7-0031 Pub Date Jun 68 Grant -OEG-4-7-070031-1626 Note- 95p. EDRS Price MF-SOSO HC-$3.88 Descriptors-*ARITHMETIC, DIVISION, FUNDAMENTAL CONCEPTS, MULTIPLICATION, *PROCRAlvED TEXTS, *SY14 :"WLS (MATHEMATICS), *VOCATIONAL EDUCATION This programed mathematics textbook is for student use in vocational education programed series covering 21 mathematical courses. It was cLaveloped as part of a of competencies which were identified by university researchers through task analysis several occupational dusters. The development of a sequential content structure was also based on these mathematics competencies. After completion of this program the student should be able to correctly use = and not = signs, symbols representing b, ab, a(b), division such as a/b, and symbols representing multiplication as a x b, a . and (a)(b). The material is to be used by individual students under teacher supervision. Twenty-six other programed texts and an introductory volume are available as VT 006 882-VT 006 909, and VT 006 975. (EM) I FINAL REPORT Project No. 0E7-0031 Contract No. OEG-4-7-070031-1626 Report No. 16-A Occupational Mathematics SYMBOLS June 1968 U.S. DEPARTMENT Of HEALTH, EDUCATION AND WELFARE Office of Education Bureau of Research 19 22.9 0 0)4 HEALTH, EDUCATION & WELFARE u.s. otPARTMENT OF OFFICE OF EDUCATION THE EXACTLY AS RECEIVED FROM THIS DOCUMENT HAS BEEN REPRODUCED POINTS OF VIEW OR OPINIONS IT. PERSON OR ORGANIZATION ORIGINATING EDUCATION REPRESENT OFFICIAL OFFICE OF STATED DO NOT NECESSARILY POSITION OR POLICY Occupational Mathemat cs SYMBOLS Project No. 0E7-0031 Contract No. OEG-4-7-070031-1626 Report No. 16-A by Harold F. Rahmlow Karl Ostheller Clarence Potratz Leonard T. Winchell Arthur Snoey June 1968 The research reported herein was performed pursuant to a contract with the Office of Education, U.S. Con- Department of Health, Education, and Welfare. tractors undertaking such projects under Govern- freely ment sponsorship are encouraged to express of the their pmfessional judgment in the conduct Points of view or opinions stated do not, project. therefore, necessarily represent official Office of Education position or policy. WashNion Univefs-i-ty,\/DePli-tment of Education, Pui'lman, 'Washington State Education, Olympia, Waihington State Coordthating Council for Occupational 1 Page A OBJECTIVES The student should be able to correctly use 1. = and # signs. The student should be able to correctly use the 2. following symbols which denote division: a a/b, and a i. b. E., the The student should be able to correctly use 3. following symbols which denote multiplication: b, ab, a(b), (a)(b). a x b, a Page B You are about to begin improving your knowledge Greetings! There are many important uses for the of basic mathematics. mathematics you are learning. It is designed This booklet is not like your ordinary books. On the following pages to help you learn as an individual. After the you will find some information about mathematics. Your information is presented, you will be asked a question. answers to these questions will determine how you proceed When you have selected your answer through this booklet. to the question, turn to the page you are told to. You may wish to have a pencil Do not write in this booklet. and some paper handy so you can write when you want to. Remember this is not an ordinary book. Study the material on the page. 1. Read the question on the page (you may want to 2. restudy the material on the page). Select the answer you believe is correct. 3. Turn to the page indicated by your answer. 4. Are you ready to begin? Turn to page I Yes (a) Turn to page C Nu (b) Go see your teacher HELP (c) Page C Your answer was (b) No. Well, this booklet is a little different: After you have read it, Go back and read page B again. be ready to begin. you will probably Page 1 In this unit we will discuss some of the most commonly This may be a quick re- used symbols in mathematics. view for you, or you may learn some new symbols. In As you know, we use many symbols in mathematics. fact, a number like 5 written on this paper really These symbols are synbolizes the idea of "fiveness." used to shorten our work. There are two symbols which you have been using since You should be familiar with these by grade school. They are the "+" symbol which signifies addition now. and the "-" symbol which signifies subtraction. There is another symbol which you have probably been That is the "equal" sign. using for a long time. This symbol means that the quanti- It is wTitten "=." Here's a problem to ties shown have the same value. get ycu started: Does 2 + 1 = 3? Turn to page 6 Yes (a) Turn to page 10 No (b) Page 2 Ooops. I thought you had it. What is 19 - 8? It is 11. So we can say 19 - 8 = 11, since the "=" means both sides have the same value. Okay, try this one. Does 7 = 7? Yes Turn to page 11 (a) Ho Turn to page 9 (b) Page 3 Incorrect. The best wey to work a problem like the last one is to simplify both sides into one number if you can. Then it becomes much easier to compare them. 4 i Which of the following is a true statement? Turn to page 7 15 = 11 + 4 (a) Turn to page 13 11 + 4 15 (b) Page 4 You used the "0" sign correctly. Good: How, look at this statement: 8 - 5 0 10 - 7 The statement is: Turn to page 3 True (a) Turn to page 20 False (b)