在数学中,单词属性用于描述对象的特征或特征 – 通常在模式中 – 允许将其与其他类似对象分组,并且通常用于描述组中对象的大小,形状或颜色。术语属性早在幼儿园就被教导,其中儿童经常被给予一组不同颜色,大小和形状的属性块,要求儿童根据特定属性(例如大小,颜色或形状)进行分类,然后要求按多个属性再次排序。总之,数学中的属性通常用于描述几何模式,并且在整个数学研究过程中通常用于定义任何给定场景中一组对象的某些特征或特征,包括方形的区域和度量或足球的形状。当学生被介绍到幼儿园和一年级的数学属性时,他们主要期望理解这个概念,因为它适用于物理对象和这些对象的基本物理描述,这意味着大小,形状和颜色是最常见的属性。早期数学。虽然这些基本概念后来在高等数学,尤其是几何和三角学中得到了扩展,但对于年轻数学家来说,掌握对象可以共享相似特征和特征的概念非常重要,这些特征和特征可以帮助他们将大量对象分类为更小,更易于管理的分组。对象。后来,特别是在高等数学中,同样的原理将应用于计算对象组之间的可量化属性的总和,如下例所示。在早期儿童数学课程中,属性尤其重要,学生必须掌握核心理解类似形状和模式如何帮助将对象组合在一起,然后可以将它们计数并组合或平均分成不同的组。这些核心概念对于理解更高的数学至关重要,特别是它们通过观察特定对象组的属性的模式和相似性,为简化复杂方程提供了基础 – 从乘法和除法到代数和微积分公式。比如说,一个人有10个长方形花卉种植者,每个种植者都有12英寸长,10英寸宽,5英寸深的属性。一个人将能够确定种植者的组合表面积(宽度乘以种植者数量的长度乘以)将等于600平方英寸。另一方面,如果一个人有10个12英寸×10英寸的种植者和20个7英寸×10英寸的种植者,那么该人必须按照这些属性对两种不同大小的种植者进行分组,以便快速确定所有种植者都有很多表面积。因此,该公式将为(10×12英寸×10英寸)+(20×7英寸×10英寸),因为两组的总表面积必须分开计算,因为它们的数量和尺寸不同。

澳大利亚墨尔本大学数学Essay代写:数学中的属性

In mathematics, the word attribute is used to describe a characteristic or feature of an object—usually within a pattern—that allows for grouping of it with other similar objects and is typically used to describe size, shape, or color of objects in a group. The term attribute is taught as early as kindergarten where children are often given a set of attribute blocks of differing colors, sizes, and shapes which the children are asked to sort according to a specific attribute, such as by size, color or shape, then asked to sort again by more than one attribute. In summary, the attribute in math is usually used to describe a geometric pattern and is used generally throughout the course of mathematic study to define certain traits or characteristics of a group of objects in any given scenario, including the area and measurements of a square or the shape of a football. When students are introduced to mathematical attributes in kindergarten and first grade, they are primarily expected to understand the concept as it applies to physical objects and the basic physical descriptions of these objects, meaning that size, shape, and color are the most common attributes of early mathematics. Although these basic concepts are later expanded upon in higher mathematics, especially geometry and trigonometry, it’s important for young mathematicians to grasp the notion that objects can share similar traits and features that can help them sort large groups of objects into smaller, more manageable groupings of objects. Later, especially in higher mathematics, this same principle will be applied to calculating totals of quantifiable attributes between groups of objects like in the example below. Attributes are especially important in early childhood math lessons, where students must grasp a core understanding of how similar shapes and patterns can help group objects together, where they can then be counted and combined or divided equally into different groups. These core concepts are essential to understanding higher maths, especially in that they provide a basis for simplifying complex equations—from multiplication and division to algebraic and calculus formulas—by observing the patterns and similarities of attributes of particular groups of objects. Say, for instance, a person had 10 rectangular flower planters that had each had attributes of 12 inches long by 10 inches wide and 5 inches deep. A person would be able to determine that combined surface area of the planters (the length times the width times the number of planters) would equal 600 square inches. On the other hand, if a person had 10 planters that were 12 inches by 10 inches and 20 planters that were 7 inches by 10 inches, the person would have to group the two different sizes of planters by these attributes in order to quickly determine how much surface area all the planters have between them. The formula, therefore, would read (10 X 12 inches X 10 inches) + (20 X 7 inches X 10 inches) because the two groups’ total surface area must be calculated separately since their quantities and sizes differ.

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