So I had a total of 7 lemons.

And then you go to the tens place and there's two ways to think about it.

So either way, you get to the same result.

So this is going to be equal to the easiest way I do it is you say, well, you divide 4 into 7. so you divide 4 into 7

Today we talk about actual robot motion.

One way, you're thinking of taking 4 5 of 2 3.

Another way you could think of it as you're taking 2 3 of 4 5.

So now you understand how viruses can attack cells.

Suppose that you wanted to square all of the numbers in the list 1, 2, 3, 4, 5.

But how do we tell students what to do without words?

And you can't just draw them arbitrarily.

You don't giggle a lot. What you get is more absorption.

Five squares, subtract four squares equals one square, one twentieth.

4 pieces per pie times 5 pies is equal to 20 pieces.

Well how else can we create new ideas?

Well, we've got it at one, two, three, four, five, six, seven.

So far, we had figured out the slope and it made sense to us because we figured out the slope was minus four three.

There are solutions.

They have selected four specific washing methods for this project that may be useful to consumers for cleaning fruits and vegetables.

It's one way to start looking at intervention with the AlDS pandemic.

One to set up the PHP CGI binary, the other is to use the ISAPI module DLL.

So what do we do?

But anyway, maybe I'll make another video on incentives.

Divide the denominator by 4, you get 1. You get 45.

I don't like talking about this. It's a little bit morbid.

But if he took 2 away, 5 minus 2 is indeed 3.

What to do about them?

It represents 2 of them.

There are very few things, very few things that you can really do that will change the way that you can treat these kinds of diseases and experience what I would call healthy aging.

That's the only way.

It seems the increments are in x direction 5.

We need to go to 9 4.

And then the virus will be able to enter into the cell.

Boom, it expands.

Welcome back to the debugging course.

So there's two ways of thinking about 9 4.

One cycle to write a new value into the Z buffer, and one cycle to write a new color into the image itself.

And I got the 12 by multiplying 3 times 4. They have no common factors.

Now that's only one way to think about it.

It's just not practical.

In scientific experimentation.

It's the only way.

You're going to add and there's actually two ways to think about it.

Well, this was one row, and this is the second row, this is the third row, and this is the fourth row.

That is how we roll here, in programming languages.