their math thinking using both verbal and written representations. Their understanding of grade appropriate vocabulary helps them to construct viable arguments about mathematics. For example, when justifying why a particular shape isn’t a square, a first grade student

The ways of arranging or selecting smaller or equal number of persons or objects from a group of persons or collection of objects with due regard being paid to the order of arrangement or selection are called permutations. Combinations :

North Carolina Math 1 4 Functions Interpreting Functions Understand the concept of a function and use function notation. NC.M1.F-IF.1 • Build an understanding that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range by recognizing that:

NC Math 1 Mathematics Unpacked Contents For the new Standard Course of Study that will be effective in all North Carolina schools in the 2017-18 School Year. This document is designed to help North Carolina educators teach the NC Math 1 Standard Course of Study.

Math notebooks have been around for hundreds of years. You write down problems, solutions and notes to go back...

IXL's dynamic math practice skills offer comprehensive coverage of North Carolina Algebra 1 standards. Find a skill to start practicing!

quadratic equations and functions in Math 2, they begin to explore the complex solutions. Additionally, algebraic manipulatio n within the real number system is an important skill to creating equivalent expressions from existing functions.

The North Carolina Math 1, 2, 3 and 4 programs are complete sets of materials developed around the North Carolina Standard Course of Study (NCSCOS) for Mathematics. Topics are built around accessible core curricula, ensuring that the North Carolina resources are useful for striving students and diverse classrooms.

We have a combination formula n C r = n! r! (n − r)! which we will use here and r is given to be 1. So, we will apply the same formula to calculate n c 1. ⇒ n C 1 = n! 1! (n − 1)! So, as you can see there are no common values that we can strike out to balance the whole formula so we will open the factorial of the numerator, which is n.

If you follow the hint and let a = b = 1 then the statement of the binomial theorem becomes exactly the expression you are asked to derive.