Introduction
Arithmetic is one of the oldest and elementary branches of mathematics, originating from the Greek word ‘Arithmos’, which means ‘number’. Arithmetic involves the study of numbers, especially the properties of traditional operations, such as:
Addition
Subtraction
Multiplication
Division
The arithmetic operators based on these operations are ‘+’, ‘-’, ‘×’ and ‘÷’. Let us learn here all the important topics of arithmetic with examples.
What is Arithmetic?
Arithmetic is the fundamental of mathematics that includes the operations of numbers. These operations are addition, subtraction, multiplication and division. Arithmetic is one of the important branches of mathematics, that lays the foundation of the subject ‘Maths’, for students.
Arithmetic
History of Arithmetic
The Fundamental principle of number theory was provided by Carl Friedrich Gauss in 1801, according to which, any integer which is greater than 1 can be described as the product of prime numbers in only one way. Arithmetic is another name given to number theory. The four elementary operations in arithmetic are addition, subtraction, multiplication and division. All these operations are discussed in brief here
Task
Use Arithmetic to apply a simple calculation to one or more attributes which results in a single, more meaningful, new attribute. For example, to calculate memory consumption for Windows, multiply CommittedMemory by 100 and then divide by CommittedLimit.
Arithmetic calculations use expressions and result in a single, more meaningful, new attribute. The expression may include: - (subtraction), + (addition), x (multiplication), / (division), and a modifier ( ).
An example of an arithmetic expression is:
MaxMemory - MinMemory
which calculates the difference between minimum and maximum memory use.
The calculated arithmetic result is stored in a single attribute.
Process
Process
Basic Arithmetic Operations
The four basic arithmetic operations in Maths, for all real numbers, are:
Addition (Finding the Sum; ‘+’)
Subtraction (Finding the difference; ‘-’)
Multiplication (Finding the product; ‘×’ )
Division (Finding the quotient; ‘÷’)
Evaluation
| Task | Computation | Approach to a Problem | Comprehension |
| Level 1 | computations shows no evidince of evaluating expressions. | Unable to generates any strategies to solve the problem. | Attempts, but demonstrate no understanding of the problem. |
| Level 2 | Includes basic computations; 60%-74% correct answer. Basic understanding of basic evaluating expressions. | Begining to develop strategies attempts the problem. | Minimal understanding of the problem. Does not show of work and or partially explain how to answer the problem. |
| Level 3 | Includes basic computations; 75%-89% correct answer. Basic understanding of basic evaluating expressions. | Develop strategies to solve but fails to complete the problems. | Develop understanding of a problem does not show work completely. Explain how to solve the problem. |
| Level 4 | Shows correct computations 90%-100% correct answer. proficient understanding of evaluating expressions. | Show strategies to solve the problem, writing and solving the expression is able to make up real-world math situations for evaluating expressions. | Complete understanding of the problem shows work and explain how to answer the problem. |
Conclusion
Conclusion: I therefore conclude that the given activities, example, problems must be solved in a four Arithmetic operation such as addition, subtraction, multiplication, and division.
Credits
Provides comprehensive and reliable information that will guide efforts to improve school mathematics from pre--kindergarten through eighth grade. The authors explain the five strands of mathematical proficiency and discuss the major changes that need to be made in mathematics instruction, instructional materials, assessments, teacher education, and the broader educational system and answers some of the frequently asked questions when it comes to mathematics instruction. The book concludes by providing recommended actions for parents and caregivers, teachers, administrators, and policy makers, stressing the importance that everyone work together to ensure a mathematically literate society.
Teacher Page
Little thing about me:
Name: Radiya R. Amiril
Birthday: Nov. 21, 1994
Location: Batasan Quezon City
Little fave:
Color: Purple
Food: sinigang/ adobo