[Article] Guattari's Ecosophy and Implications for Pedagogy by Heather Greenhalgh-Spencer

By Heather Greenhalgh-Spencer

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F) True. Discussion and explanation of check-up 7 The variable in this example is simply the mark out of 80 achieved by pupils in the science test. e. those with scores of 0, 1, 2, 3, 4, 5, 6, and so on, up to 80. But clearly there are too many of these subsets to represent in a bar chart. The resulting diagram would convey nothing that you could not see better by just looking at the marks themselves. In a case like this, where the variable takes numerous values, it is usual to group the values into intervals covering a range of values.

This is because 10% means ‘10 in 100’, which is equivalent to ‘1 in 10’. But, of course, this is a special case. 1 For example, 4% is not ‘1 in 4’ and 6% is not 6_ ! The proportion 4% is ‘4 in 100’, which, expressed in fraction notation, 4 is ___ 100. Cancelling 4, because this is a factor of both 4 and 100, this simplifies 1 to __ 25 . Similarly, 5% = 5 ___ 100 = 1 __ 20 (cancelling 5) and 18% = 18 ___ 100 = 9 __ 50 (cancelling 2). These proportions could also be expressed as ‘1 in 20’ and ‘9 in 50’.

A) 28 × 0 = 28 b) 0 × 28 = 0 c) 28 ÷ 0 = 28 d) 0 ÷ 28 = 0 8175 Check-up13 p49-52 6/10/01 12:46 pm Page 49 C h e c k- U p 13 The associative laws Each pupil in a class of A pupils requires B kilograms of flour for a series of food technology lessons. Flour costs £C per kilogram. 46? b) Which of the following formulas gives the total cost in pounds: A × (B × C) or (A × B) × C? 35. b) Either of the formulas can be used. Discussion and explanation of check-up 13 To calculate the total cost of the flour required here, you could first calculate the total cost per pupil (B × C) and multiply this by the number of pupils.

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