So all I did is I split up this 13x into a 5x plus an 8x.

It's something that you make as a way of communicating with other stakeholders

And if you want you can think of this as the parameter

Hey, speak for Jason, must come down, we can all see them

So they show that Hermione can lift a feather 35 feet, which is 5 times higher than Ron.

And now this is very clear our grouping was successful.

We see the pulse and the seasonal activities that these animals are going on.

And that's essentially just doing this in your head.

We're left with in the numerator, these 1's we can ignore.

We can kill them!

But they come here suspecting that this might be a place where they can spread their wings, where they can explore the world.

Because you're going to make half of the recipe.

They are not together.

I could put the minus here, that'll make it look messy, I could put the minus here that'll make it messy or I could just put minus here and make these minuses cancel out and I get a plus here.

Let's see if we can figure out the Laplace transform of t.

So we could just put that there even though the useful

So the T statistic that we can derive from this information right over here so let me write it over here the

So we know that this guy up here can be rewritten in this form over here.

And what's that equal to?

So it'll look something this is the hard part it'll get closer and closer on that side, and then you kind of view this as one of the vertexes or vertices of the hyperbola, and it'll go like that.

All right, look, maybe I could swap this out.

Are they able to read these words?

In just on second I can change the position of my main light.

If I had two to the eighth times two to the twentieth.

We can write this as a mixed number

If I wanted to pay someone

Plus, minus, plus, minus, plus, minus, plus, minus, plus.

Now, if we write 5 and 1 4, we just saw that the 5 right here is 20 4.

It's a piece of plastic with a Radio Shack antenna attached to it.

These can be clients. These can be other people on your design team.

So it's minus 58 and 1 10.

So this right here, there's no constraints.

And now, just like we do with traditional long division, we can subtract this from this.

The other two have disappeared. What do you mean?

And I know the algebra of matrixes, and I know ways of doing it very efficiently,

That much is there they can teach.

And you're just left with 3x.

Negative x plus 6 is the same thing as 6 plus negative x, or 6 minus x.

We have to be very careful.

And preferably all of the other properties of multiplication

like, what are some of the misconceptions that are more common and how do we help students fix them?

So when they ask us to write it in expanded form, we could write 14,897 literally as the sum of these numbers, of its components, or we could write it as the sum of these numbers.

8 times 9 is 72.

Now, inside the parentheses, we have two terms, both of which have 2f minus 1 as a factor.

And so this is the same thing as 10 100.