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| | NodeWorks - Encyclopedia: Line number |
 | | In computing, a line number is a way of specifying a point in a file by enumerating each line in the file by a number. | | | In older styles of unstructured programming, line numbers were used to demarcate specific code points where execution was supposed to branch to - in essence, goto commands. | | | However, improper use of gotos often led to so-called spaghetti code. |
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http://pedia.nodeworks.com/L/LI/LIN/Line_number
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| | Positive and negative numbers |
| | Positive numbers are any numbers greater than zero, for example: 1, 2.9, 3.14159, 40000, and 0.0005. | | | The absolute value of a number is always a positive number (or zero). | | | We do not consider zero to be a positive or negative number. |
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http://www.mathleague.com/help/posandneg/posandneg.htm
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| | Howstuffworks "What do digits in phone numbers mean?" |
| | The biggest problem with this approach is that a lot of the numbers in a particular block may not be used by the company that owns them, but they are unavailable for use by anyone else. | | | Some numbers, such as those that would start with 0,1 or 911, are unavailable for use. | | | For example, HowStuffWorks moved into new offices in the summer of 2000, but our main phone number did not change. |
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http://www.howstuffworks.com/question659.htm
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| | Biology/Chemistry |
| | The students will learn how to add and subtract using the number line with positive and negative numbers. | | | (8 + 1 = 9) to solve using the number line. | | | I will have the class solve several problems using the number line. |
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http://www.iit.edu/~smile/phma0100.htm
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| | The Standards Site: Number line (version 1.5) |
| | This version of Number Line runs on Windows based personal computers. | | | This version of Number Line runs on Apple Mac OS computers. | | | This is an '.exe' file which may be rejected by some networked computers where an internet firewall is in place. |
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http://www.standards.dfes.gov.uk/numeracy/publications/itps/number_line
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| | More on Fractions |
| | Number lines can be used to show the solution set to certain problems, especially those with infinite solution sets. | | | Rule number 3 above deserves a little more ink since really only purists, computer scientists, algebraic calculators, and perhaps high school teachers seem to rigorously adhere to it. | | | the result is at the other "end" of our number line. |
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http://www.andrews.edu/~calkins/math/webtexts/numb08.htm
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| | E-Example 4.5.2: Learning About Number Relationships |
| | The task is to compare counting sequences on your calculator with the patterns they generate on the hundred board. | | | Building on students' intuitive understandings of patterns and number relationships, teachers can further the development of number concepts and logical reasoning as described in the | | | Linking numerical patterns to a visual display, as demonstrated in the interactive calculator and hundred board above is a way in which technology facilitates additional experiences, since students can view many different patterns in a brief time. |
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http://standards.nctm.org/document/eexamples/chap4/4.5
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| | NCTM : Illuminations Lessons : Counting to Find Sums |
| | Develop understanding of the relative position and magnitude of whole numbers and of ordinal and cardinal numbers and their connections. | | | Develop and use strategies for whole-number computations, with a focus on addition and subtraction. | | | Use multiple models to develop initial understandings of place value and the base-ten number system. |
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http://illuminations.nctm.org/lessonplans/prek-2/dominoes/index.html
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| | Toftwood Infant School |
| | Subtract 11 from a given 2 digit number by subtracting 10 and correcting by 1. | | | (YR)Say the number that is 10 more than any given 2 digit number. | | | Add 9 to a given 2 digit number by adding 10 and correcting by 1. |
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http://atschool.eduweb.co.uk/toftwood/resources.html
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| | ACTIVITIES INDEX |
| | Similar to "Fraction Pointer" but the user gives the values for the fractional points on the number line rather than having the computer randomly generate them. | | | Similar to Estimator activity but states a quantity and asks the user to estimate whether the set of objects is more or less than the number given. | | | Practice estimation skills by determining the number of objects, length, or area. |
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http://www.shodor.org/interactivate/activities/index.html
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| | The First Grade Backpack - Arithmetic |
| | Guess the Number many levels of difficulty help one succeed using the clues | | | Addition: Level 1 - uses the digits from 10 to 9 | | | Carrying Over - Try some problems or have the program show you how it is done. |
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http://www.geocities.com/EnchantedForest/Tower/1217/math1.html
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| | MathSteps: Grade 7: Absolute Value: What Is It? |
| | The number line is not just a way to show distance from zero, it's also a good way to graph absolute value. | | | An easy way to write these kinds of inequalities to show that their values fall between two numbers is: | | | Absolute value describes the distance of a number on the number line from 0 without considering which direction from zero the number lies. |
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http://www.eduplace.com/math/mathsteps/7/b
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| | Rename in Higher Terms |
| | Since the denominator is multiplied by 4 then the numerator must be multiplied by 4 to make an equivalent fraction. | | | In the example below, both the numerator and denominator are multiplied by 4. | | | Although there are more parts in the second number line the parts are smaller, making the two fractions equivalent. |
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http://www.visualfractions.com/RenameHigher.html
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| | Inequalities. Set Notation etc. |
| | The most intuitive way is to use the real number line. | | | In this section, you will learn about three different ways in which to write down sets of solutions. | | | Interval notation translates the information from the real number line into symbols. |
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http://www.sosmath.com/algebra/inequalities/ineq02/ineq02.html
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| | Number line |
| | Customarily, positive numbers lie on the right side of zero, and negative numbers lie on the left side of zero (though it need not be so). | | | Set home page · Bookmark site · Add search | | | The number line is most often represented as being horizontal (though it need not be so). |
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http://www.sciencedaily.com/encyclopedia/number_line
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| | Rename in Lowest Terms |
| | In the example above, the first fraction has a numerator of 6 and a denominator of 9. | | | The example would then look like this if you cancel: | | | Although there are less parts in the second number line, the parts are larger, making the two fractions equivalent. |
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http://visualfractions.com/RenameLowest.html
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| | Great Sites for Great Kids - math |
| | An Adventure in Number Sense Lots of tricks to help you understand and places to practice too | | | Place Value Puzzler - Choose the level of difficulty. | | | Numbers Various math games some of which are hard |
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http://www.geocities.com/EnchantedForest/Tower/1217/math3.html
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| | Modular Arithmetic Index |
| | On these pages you can learn about modular arithmetic, which is arithmetic on a circle instead of a number line. | | | Also see the references below about RSA and PGP.) | | | Number bracelets: a game/activity that is based on clock arithemtic. |
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http://www.math.csusb.edu/faculty/susan/modular/modular.html
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| | Kids Domain Downloads - Number Line |
| | This is one program from a CD of over 200 math programs for middle school students by Gary Smith - visit his web site for more information. | | | Move the X to point to the place on the number line that corresponds to a solution for the stated math problem. | | | Use the File menu to pick a type of problem: fractions, decimals, square roots or absolute values. |
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http://www.kidsdomain.com/down/mac/numberline.html
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| | BC Education - Grade 7 - Number (Number Concepts) |
| | Students demonstrate their growing number sense through the ways that they use and interpret numbers, their growing sense of accuracy when computing, their ability to detect errors, and their common-sense approach to using numbers. | | | Encourage them to look for a number pattern. | | | read and write numbers to any number of decimal places |
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http://www.bced.gov.bc.ca/irp/mathk7/_7numnc.htm
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| | Integers |
| | Look carefully at the number line below and the definitions that follow. | | | These numbers are to the left of zero on the number line. | | | These numbers are to the right of zero on the number line. |
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http://www.mathgoodies.com/lessons/vol5/intro_integers.html
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| | Counting and Place Value |
| | After they say "zero" tell them to read the board zero and zero, which means that there is nothing on the left (blue) side of the PVB and nothing on the right (white) side. | | | Leave the numbers on the board where the students can see them. | | | When they respond that there is nothing on the board, ask them the number word for nothing. |
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http://www.iit.edu/~smile/ma9405.html
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| | Number Line on Verso of Title Page |
| | While the Library has verified the information presented in these files in what it considers to be reliable and authoritative sources, it cannot take responsibility for nor guarantee the accuracy of the information presented. | | | On the verso of the title page a publisher may add a "number line" or "print line" to indicate the current printing. | | | The format of the print line is not standardized. |
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http://www.santacruzpl.org/readyref/files/m-p/numline.shtml
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| | Riverdeep Destination Math MSC IV Exploring the Number Line and Absolute Value |
| | We identify which of 3 statements is true of a given number line. | | | Using a number line to represent the meaning of the absolute value of numbers | | | We identify counting numbers, whole numbers, and integers on their respective number lines. |
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http://www.riverdeep.net/math/destination_math/dm_tools/courseiv/msc4_Q1.jhtml
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| | Physics and Astronomy Forums - Number Line |
| | In this I will round to two decimal places once again, however, for each calculation I will keep the answer 'in the calculator' as to avoid rounding errors for future calculations. | | | Take the first number to be x, you have | | | Just make one up, that's all I have been doing. |
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http://www.physlink.com/Community/Forums/printthread.cfm?Forum=17&Topic=967
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| | Solving Absolute Value Equations Lesson |
| | When you take the absolute value of a number, you always end up with a positive number (or zero). | | | These equations always work this way: to be able to remove the bars, you have to isolate the absolute value onto one side, and then split the equation into two cases. | | | On the first interval, both absolute values have negative arguments, so I'll need to change the signs on both of them when I take the bars off. |
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http://www.purplemath.com/modules/solveabs.htm
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| | The Chisholm Trail Bookstore : Books in Oklahoma |
| | 1991, number line: 01 00 99 98 97 96 95 94 93, Stanford University Press, ISBN 0-8047-1832-6 Softcover, very good, 424 pages. | | | A bookmark is included and is part of this book. | | | The book shows very lit tle wear with a light blue line one the bottom edge of the text block which may or may not be a remainder line. |
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http://www.ctbooksstore.com/reportg.html
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| | [No title] |
| | Furthermore, it's not very easy to fix, so it will probably | | | Decompiled class files do not display line numbers. | | | o Implement line number display for decompiled class files. |
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http://codecentral.borland.com/codecentral/ccweb.exe/listing?id=16244
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| | Math 1010 on-line - The Real Number Line |
| | Hint: check this for all possible sign combinations of | | | A positive number x corresponds to a point x units away from the origin to the right, and a negative number -x corresponds to a point on the line x units away from the origin to the left. | | | of a real number x is its distance from the origin. |
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http://www.math.utah.edu/online/1010/line
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| | Online Application - Form SS-4, Employer Identification Number (EIN) |
| | Within a few days you will receive instructions by mail for activating your EFTPS enrollment. | | | The IRS uses this number to identify taxpayers that are required to file various business tax returns. | | | You will also receive an EFTPS Personal Identification Number (PIN) that you will use to make your payments, as well as instructions for obtaining an Internet Password you will need if you wish to make your payments online. |
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http://www.irs.gov/businesses/small/article/0,,id=102767,00.html
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| | Science News Online - Ivars Peterson's MathLand - 11/16/96 |
| | Notice that the numbers down the left side, 1 2 6 24 120, are the factorial numbers: 1 (1 x 2) (1 x 2 x 3) (1 x 2 x 3 x 4) (1 x 2 x 3 x 4 x 5) or, in general, (1 x 2 x 3 x … x n). | | | Consider, for example, the sequence of counting numbers: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16. | | | In general, taking out the nth number to start with gives a sequence of nth powers in the end. |
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http://www.sciencenews.org/pages/sn_arch/11_16_96/mathland.htm
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| | Extended real number line - Wikipedia, the free encyclopedia |
| | This limiting behaviour is similar to the limit of a function at a real number, except that there is no "number" to which x is approaching. | | | In this topology, a set U is a neighborhood of +∞ if and only if it contains a set {x : x > a} for some real number a, and analogously for the neighborhoods of −∞. | | | Without allowing functions to take on "infinite values", such essential results as the monotone convergence theorem and the dominated convergence theorem would not make sense. |
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http://en.wikipedia.org/wiki/Extended_real_number_line
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| | Representation of Decimals on a Number Line |
| | [ Representation of Decimals on a Number Line ] | | | [ Multiplication of a Decimal Number by another Decimal Number ] | | | To represent a decimal on a number line, divide each segment of the number line into ten equal parts. |
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http://www.mathsteacher.com.au/year7/ch06_decimals/02_num/line.htm
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| | Education World ® Lesson Plan: Number Line Game |
| | create and use a number line to play a game. | | | This game reinforces number line concepts and the addition of positive and negative integers. | | | The first student to move his or her clothespin off the number line (on the positive side) is the winner. |
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http://www.education-world.com/a_tsl/archives/04-1/lesson007.shtml
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| | Decimal Numbers |
| | Each digit in relation to the decimal point has a particular value. | | | As with all other real numbers, decimals can be read on a number line. | | | Since decimal is a base 10 number, each place has a value that is either ten times larger than the one on its right, or ten times smaller than the one on its left. |
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http://www.gomath.com/htdocs/lesson/decimal_lesson1.htm
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| | Who Can Find the Number On the Number Line? |
| | "Today we are going to make a number line starting at zero and counting all the way to 100. | | | Description: Written evaluation of the skills identifies a number that comes before, after, or between a given number. | | | Decide based on your class' ability to work in small group the number of children which you would like to have in each group and have markers counted out by the number of members in that group so that each member of a group is writing in the same color. |
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http://www.glc.k12.ga.us/BuilderV03/LPTools/LPShared/lpdisplay.asp?LPID=12706
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| | Number Line |
| | Absolute value is the distance a number is from zero on a number line. | | | If a number is to the left of a number on the number line, it is less than the other number. | | | When comparing numbers the order in which they are placed on the number line will determine if it is greater than or less than another number. |
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http://www.learningwave.com/chapters/integers/numline.html
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| | Locating Rational Numbers On the Number Line |
| | For negative rational numbers teach the same strategy and instruct the student that this rational number is on the left side of the zero number. | | | This is the location of the a/b rational number. | | | Teach the student that to divide any given length into n equal parts write the fractional part in the form a/b where a and b are positive integers (a rational number). |
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http://www.iit.edu/~smile/ma8720.html
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| | Identify Fractions |
| | In this example there are 7 equal parts in the unit from 0 to 1. | | | The numerator tells us how many of the parts in the unit are to be taken. | | | Identify Fractions uses number lines to demonstrate the meaning of numerator and denominator. |
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http://www.visualfractions.com/EnterFraction.html
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| | PEC: Lesson Plans for Physical Education |
| | The next task is to ask them to make numbers with their bodies. | | | You also got back in number line order first, so now what is your score (add 1/2 of 7)". | | | Give them each a paper number (one team has red numbers and one team has blue numbers) in the correct order so that when you give them out they will be standing in the proper order for a number line. |
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http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=1281
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| | Maths Online |
| | Identify and estimate decimal fractions on a number line. | | | Zoom in and out of a number line. | | | Move the pointer along the line, find a number between two others by looking at the next decimal place. |
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http://www.mathsonline.co.uk/freesite_tour/resource/whiteboard/decimals/dec_notes.html
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| | Identify Mixed Fractions |
| | Besides looking at the number line, there are other methods can be used to arrive at the answer. | | | Identify Mixed Numbers uses number lines to demonstrate the meaning of whole number, numerator and denominator. | | | One method is to see how many 7/7 there are in the fraction 20/7. |
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http://www.visualfractions.com/MixedFraction.html
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| | FUNBRAIN - Number Line |
| | Super Brain - Number Line between -16 and 16 with negative moves | | | Which level of difficulty level would you like to play? | | | Medium - Number Line between 0 and 20 |
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http://www.funbrain.com/funbrain/linejump
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| | Number Line App |
| | Number Line App is available on these calculators: | | | The fraction line, a double-sided number line, is an excellent way to build skills in comparing decimal, fractional and percentage forms. | | | Students are able to see a dynamic, visual representation of a number line while adding and subtracting whole number and integers using arrow diagrams (vectors) and arithmetic updates of the expression. |
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http://education.ti.com/us/product/apps/numline.html
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| | Negative Number |
| | The number is known as the coordinate of the point; the point is known as the graph of the number. | | | The origin divides the number line into two regions: the region to the right of the origin is the positive side; the region to the left of the origin is the negative side. | | | On a number line, every number is paired with a point. |
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http://www.gomath.com/htdocs/lesson/negative_lesson1.htm
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| | Numbers - Signed Integers - In Depth |
| | Every integer on the number line has an absolute value, which is its distance from zero. | | | An integer is a whole number that can be either greater than 0, called positive, or less than 0, called negative. | | | Move your mouse cursor over the number line below to see its parts. |
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http://www.math.com/school/subject1/lessons/S1U1L10GL.html
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| | The Real Number System |
| | The numbers corresponding to these positions are called "irrational" (because they are not ratios of integers). | | | Since the Real Numbers were invented to account for all possible measurements along a line, it is not surprising that we can understand a lot about them in terms of a picture of such a line. | | | The key points are the Origin (which corresponds to the number 0), and the point one unit away in the "positive" direction (which corresponds to the number 1). |
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http://www.langara.bc.ca/mathstats/resource/onWeb/precalculus/reals/numline.htm
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| | Webmath.com: Compare two numbers using a number-line |
| | This will allow you to tell if a number is larger or smaller than another number, using a number line. | | | To compare two numbers, type one number into each of the boxes below, then click "Show me." |
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http://www.webmath.com/k8numlinecomp.html
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