2 times the power (−3) dB ≡ damping to the value 0.5 6 dB ≡ 4 times the power (−6) dB ≡ damping to the value 0.25: 10 dB ≡ 10 times the power (−10) dB ≡ damping to the value 0.1: 12 dB ≡ 16 times the power (−12) dB ≡ damping to the value 0.0625 20 dB ≡ 100 times the power. For those needing portability, Rad Pro for Desktop works with Windows 8.1/10 tablets. Will not work with Surface tablets running Windows RT.
Standards in this domain:
Apply and extend previous understandings of multiplication and division to divide fractions by fractions.
CCSS.Math.Content.6.NS.A.1
Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?.
Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?.
Compute fluently with multi-digit numbers and find common factors and multiples.
CCSS.Math.Content.6.NS.B.2
Fluently divide multi-digit numbers using the standard algorithm.
Fluently divide multi-digit numbers using the standard algorithm.
CCSS.Math.Content.6.NS.B.3
Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
CCSS.Math.Content.6.NS.B.4
Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1-100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2)..
Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1-100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2)..
Apply and extend previous understandings of numbers to the system of rational numbers.
CCSS.Math.Content.6.NS.C.5
Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
Keytty 1 2 6 Equals Equal
CCSS.Math.Content.6.NS.C.6
Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.
Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.
CCSS.Math.Content.6.NS.C.6.a
Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., -(-3) = 3, and that 0 is its own opposite.
Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., -(-3) = 3, and that 0 is its own opposite.
CCSS.Math.Content.6.NS.C.6.b
Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.
Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.
CCSS.Math.Content.6.NS.C.6.c
Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.
Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.
CCSS.Math.Content.6.NS.C.7
Understand ordering and absolute value of rational numbers.
Understand ordering and absolute value of rational numbers.
CCSS.Math.Content.6.NS.C.7.a
Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret -3 > -7 as a statement that -3 is located to the right of -7 on a number line oriented from left to right.
Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret -3 > -7 as a statement that -3 is located to the right of -7 on a number line oriented from left to right.
CCSS.Math.Content.6.NS.C.7.b
Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write -3 oC > -7 oC to express the fact that -3 oC is warmer than -7 oC.
Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write -3 oC > -7 oC to express the fact that -3 oC is warmer than -7 oC.
CCSS.Math.Content.6.NS.C.7.c
Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of -30 dollars, write |-30| = 30 to describe the size of the debt in dollars.
Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of -30 dollars, write |-30| = 30 to describe the size of the debt in dollars.
CCSS.Math.Content.6.NS.C.7.d
Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than -30 dollars represents a debt greater than 30 dollars.
Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than -30 dollars represents a debt greater than 30 dollars.
CCSS.Math.Content.6.NS.C.8
Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
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Sugar Substitution
In recipes for sweetened sauces and beverages, all the sugar can be replacedwith Sweet'N Low. However, recipes for most baked goods require sugar for propervolume and texture. For best results, experiment by substituting half the amountof sugar in a recipe with the sweetening equivalence of Sweet'N Low.
Sweet'N Low Substitution ChartSweet'N Low Packets | Sweet'N Low Bulk | Sweet'N Low Liquid | |
1/4 cup granulated sugar | 6 packets | 2 teaspoon | 1 1/2 teaspoons |
1/3 cup granulated sugar | 8 packets | 2 1/2 teaspoons | 2 teaspoons |
1/2 cup granulated sugar | 12 packets | 4 teaspoons | 1 tablespoon |
1 cup granulated sugar | 24 packets | 8 teaspoons | 2 tablespoons |
Equal® sweetens like sugar, but its cooking properties are different.Equal® works very well in fruit pies; however, cakes, cookies and pastriesdepend on sugar for bulk, tenderness, and browning, properties that sugaralternatives don't have. When cooking with Equal®, use recipes designed forEqual® or add to recipes after removing from heat to maintain sweetness.Prolonged cooking at high heat levels may result in some loss of sweetness.
Equal Substitution Chart
Sugar | Equal® Packets | Equal® for Recipes | Equal® Spoonful |
2 teaspoons | 1 packet | approx. 1/4 teaspoon | Duplicate detective find and delete duplicate files 1 92. 2 teaspoons Enolsoft pdf creator 4 4 0 download. |
1 tablespoon | 1 1/2 packets | 1/2 teaspoon | 1 tablespoon |
1/4 cup | 6 packets | 1 3/4 teaspoons | 1/4 cup |
1/3 cup | 8 packets | 2 1/2 teaspoons | 1/3 cup |
1/2 cup | 12 packets | 3 1/2 teaspoons | 1/2 cup |
3/4 cup | 18 packets | 5 1/2 teaspoons | 3/4 cup |
1 cup | 24 packets | 7 1/4 teaspoons | 1 cup |
1 pound | 57 packets | 5 tablespoons plus 2 teaspoons | 2 1/4 cups |
@Stevia LLC products, Sweetvia and Sweevia.
1/33 of a teaspoon of stevia (liquid) (same as mini-spoon included in Sweetvia 1 oz.bottle) = 1 teaspoon sugar.
1/4 to 1/3 of a regular teaspoon of stevia (White Powder Extract Only) = 1 cup sugar.
The stevia powder referred to in this chart is thepure form, or the liquid made from the pure powder.1/33 of a teaspoon of stevia (liquid) (same as mini-spoon included in Sweetvia 1 oz.bottle) = 1 teaspoon sugar.
1/4 to 1/3 of a regular teaspoon of stevia (White Powder Extract Only) = 1 cup sugar.
Sugar amount | Equivalent Stevia powdered extract | Equivalent Stevia liquid concentrate |
1 cup | 1 teaspoon | 1 teaspoon |
1 tablespoon | 1/4 teaspoon | 6 to 9 drops |
1 teaspoon | A pinch to 1/16 teaspoon | 2 to 4 drops |
Please note that the stevia substitution amount may vary by brand.
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Keytty 1 2 6 Equals 2/3
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