maths

数学maths,物理physics，词末尾的s并不是复数的意思，而是这词本身就长这样，所以，它仍然是一个单数的含义，所以，其后的谓语动词应该用单数形式~~

maths是mathematics的截短词，也可以写作math，意思是“数学”Mike"s favorite class is math. 麦克最喜欢的课程是数学。Naomi got a distinction in maths. 娜奥米的数学得了优等。《牛津词典》

两者有区别，不能混用。本来在非正式英语（英式美式的非正式英语）中，mathematics=maths而不是Maths。但与其他学科一起时，作学科“数学”这一意思时，常常要将学科名大写，即“Maths”。不是与其他学科一起作“数学”意思时，仍用maths；此外，作“”运算、计算“意思时，为maths，而不是Maths。eg：1.thecoresubjectsofEnglish，MathsandScience2.amathsteacher3.Ifmymathsisright，theansweris142.补充;例子取自牛津高阶词典第六版mathematics

1、maths读音为：英[m_θs]美[m_θs]，n.数学。2、Ihavemaths,Englishandmusicclass.我有数学、英语和音乐课。3、Hestudiedmathsatcollege.他在大学里学过数学。4、Hehasagreatfacultyformathematics.他具有很强的学数学的才能。

Maths 中文：数学 音标：/maIs/ 应该是“卖丝” “丝”读轻声.

他翻译过来就是数学

数学不是可数名词，应为不可数名词，所有是math

/a:/

数学翻译成英文就是这个单词

mathsmathematics (maths) 数学

数学maths,物理 physics,词末尾的s并不是复数的意思,而是这词本身就长这样, 所以,它仍然是一个单数的含义,所以,其后的谓语动词应该用单数形式~~

可以全称是mathematics

名词

麦斯那个斯是轻声

"Maths"是英语中数学的简称，它的中文翻译是"数学"。数学是一门研究数量、结构、变化和空间等概念的学科，是自然科学和人文科学中最基础、最重要的学科之一。数学的发展历史悠久，可以追溯到古代文明时期。数学不仅仅是一种学科，更是一种思维方式，它可以帮助我们理解世界、解决问题，同时也是许多科学和技术领域必不可少的基础。在学校教育中，数学是必修课程之一，从小学到大学各个阶段都有不同难度和内容的数学课程。数学的分支很多，包括代数、几何、概率统计、微积分等等，每个分支都有着自己的理论和应用。学好数学对于个人的成长和职业发展都有很大的帮助，因此在学习数学时，要注重基础，掌握方法，多做练习，不断提高自己的数学素养。

谐音麦斯

Maths 中文：数学音标：/maIs/ 应该是“卖丝” “丝”读轻声。

可以按照下列方式读：1. "Learn Maths" 读作 "Lern Mass"，其中 "Maths" 是数学的意思，表示学习数学；2. "Learn Science" 读作 "Lern Saiens"，其中 "Science" 是科学的意思，表示学习科学；3. "Learn Art" 读作 "Lern Art"，其中 "Art" 是艺术的意思，表示学习艺术；4. "Learn Chinese" 读作 "Lern Chin-eese"，表示学习汉语；5. "Learn English" 读作 "Lern Ing-lish"，表示学习英语。需要注意的是，英语中单词的发音可能因地区和发音习惯而有所差异，但以上读法都是比较常见和标准的读法，可以参考。

maths和math是一样的意思都是 数学Do you like math?

单数

math为美式英语，主要在美国使用；maths则为英式英语，主要在英国使用。资料拓展:maths与math均为单词“mathematics”的缩写，指数学，含义一致；但主要使用地区不同。math:n. 数学（等于mathematics）n. (Math)人名；(德)马特；(柬)马；(英)马思[网络] 数学；数学函数对象；数学函数[专业] 数学 [计算机科学技术]；数学 [电子、通信与自动控制技术];maths:n. 数学（等于mathematics）n. (Maths)人名；(瑞典)马茨[网络] 数学；数学课；数学计算[专业] 数学 [管理学]；数学 [文学]

答题如下：数学的英语写做：math.例句为：the math teacher will be out for few days.

数学； 今天早晨你们有什么课？ 我们有数学课。

你想问的是不是：你周五有数学课吗? 如果是的话应该是：Do you have a Maths class on Friday?

连词成句：I have maths and Chinese on Friday.我在周五有数学和语文课。

He has u2026

maths意思是：数学。maths，英文单词，名词，译为“数学；人名；（瑞典）马茨”。数学（英语：mathematics）经常被缩写为math或maths，是研究数量、结构、变化、空间以及信息等概念的一门学科。双语例句：1、Ihavemaths,Englishandmusic.我有数学、英语和音乐课。2、Onlyinthiswaycanyoulearnmathswell.只有用这种方法，你才能学好数学。3、ShenotonlytaughtusEnglishbuttaughtusmathsaswell.她不但教过我们英语，还教过我们数学。

math为美式英语，主要在美国使用；maths则为英式英语，主要在英国使用。资料拓展:maths与math均为单词“mathematics”的缩写，指数学，含义一致；但主要使用地区不同。math:n. 数学（等于mathematics）n. (Math)人名；(德)马特；(柬)马；(英)马思[网络] 数学；数学函数对象；数学函数[专业] 数学 [计算机科学技术]；数学 [电子、通信与自动控制技术];maths:n. 数学（等于mathematics）n. (Maths)人名；(瑞典)马茨[网络] 数学；数学课；数学计算[专业] 数学 [管理学]；数学 [文学]

math为美式英语，主要在美国使用；maths则为英式英语，主要在英国使用。资料拓展:maths与math均为单词“mathematics”的缩写，指数学，含义一致；但主要使用地区不同。math:n. 数学（等于mathematics）n. (Math)人名；(德)马特；(柬)马；(英)马思[网络] 数学；数学函数对象；数学函数[专业] 数学 [计算机科学技术]；数学 [电子、通信与自动控制技术];maths:n. 数学（等于mathematics）n. (Maths)人名；(瑞典)马茨[网络] 数学；数学课；数学计算[专业] 数学 [管理学]；数学 [文学]

是的

math 与maths 和mathematics 意思都是数学写法不同而已I like math very much.

答案是第二个我也是这么选的

“Math”和“Maths”的区别：1、读音上区别“Math”：英式读音[m?θ]美式读音[m?θ]。“Maths”：英式读音[m?θs]美式读音[m?θs]。2、涵义上区别“Math”：n.数学（与mathematics的意思相同），表示学科时候用onmath。“Maths”：n.表示数学这门科目。3、用法上区别“Math”：math是美式英语，美国人和加拿大人用math。“Maths”：maths是英式英语，英国人用maths，澳大利亚和新西兰人也用maths。

都可以。maths与math均为单词“mathematics”的缩写，指数学，含义一致，主要是使用地区不同，“math”是北美式拼写（包括美国和加拿大），而“maths”是英式以及其他英联邦国家的拼写方式（这里不包括加拿大）。词语用法mathematics的意思是“数学”，是研究数字、数量和形状的科学，包括“算术、代数、几何”等学科。其前一般不用冠词。mathematics单复数同形，但指作为一个科学分支“数学”或作为一个学科的“数学”时，句中谓语动词要用单数形式；如果是用来指这门学科中的具体内容或数学实践能力时，如“数学能力”“数学成绩”“数学应用”“计算能力”“运算结果”等，则动词要用复数形式。

maths与math均为单词“mathematics”的缩写，指数学，含义一致；但主要使用地区不同；其答者皮中math为美清差式英语，主要在美国使用；maths则为英式英语，主要在英国使嫌察用。

math加s和不加s的区别：math多用于美国和加拿大地区，用于美式英语的口语中。maths是多用于其他如英国、澳大利亚和大多数讲说英语地区，用于英式英语的口语中。math和maths都是英语单词mathematics的缩写，意义上并无太大区别。maths的形式是一个复数，实际上它是一个单数名词，作主语时，谓语动词用单数形式。math的相关句式：I was almays bottom of the class in math.我的数学成绩总是班上最后一名。math class is worth three credits.我的数学课为三个学分。Is your math correct?你的运算正确吗?He studied math in college.他上大学时专业是数学。His manmerisms are more those of a preoccupied math professor。他的举手投足更像是一个全神贯注的数学教授。

。？，？，？，。？，，

数学的英文math和maths都是正确的，两种拼写形式都是对的。maths与math均为单词“mathematics”的缩写，指数学，含义一致；但主要使用地区不同；math为美式英语，主要在美国使用；maths则为英式英语，主要在英国使用。“数学”的英语单词的全称是mathematics。这里的“-ics”是一个常用后缀（suffix）。注意事项“mathematics”指的就是“the systematic treatment of magnitude, relationships between figures and forms, and relations between quantities expressed symbolically”。这里需要注意，尽管它有加“s”同时意思里面多次提到“relationships/relations”（也是复数），但是与它搭配的动词必须采取单数形式。

一个美国口语一个英国的

数学课的英文math或maths都是可以的。math和maths都是单词mathematics的缩写形式，其基本意思是“数学；运算；计算”，两者含义一致，唯一的不同点是使用地区不同，math为美式英语，主要在美国使用，maths则为英式英语，主要在英国使用。mathematics的用法mathematics的意思是“数学”，是研究数字、数量和形状的科学，包括“算术、代数、几何”等学科，其前一般不用冠词。在英式口语中mathematics可写作maths，在美式口语中mathematics可写作math。一、常见句型：1、Mathematics is her favorite subject.数学是她喜欢的科目。2、He has a great faculty for mathematics.他具有很强的学数学的才能。3、The teacher is taking a graduate course in mathematics.这位老师正在修一门研究生的数学课程。二、常见错误数学是她最差的科目。误：Mathematics are her weakest subject.正：Mathematics is her weakest subject.析：mathematics指一门科目时，应该视为单数，谓语动词也用单数形式。

两个都对的

亲，据我所知，"maths"和"math"都是数学的意思，在英语中均指数学这个学科，但它们在用法、语法和语言方面存在一些细微差异。首先，"maths"通常用于英式英语，而"math"则更常用于美式英语。因此，如果你在英国或澳大利亚等国家，那么使用"maths"可能会更为恰当；而在美国或加拿大等国家，则应该使用"math"。其次，"maths"通常被认为是复数形式，即它表示一组数学学科，所以在使用时需要与动词的复数形式配合使用（例如："maths are my favorite subject"）。而"math"则通常被视为不可数名词，因此在使用时应该与单数动词配合使用（例如："math is a challenging subject"）。此外，"maths"也可以作为集体名词进行使用，例如："the maths department at the university is very strong"。而"math"则不适用于这种情况。总之，这两个术语的基本含义相同，但在具体用法、语法和语言方面存在一些细微差异。在实际使用中，应根据自己所在的国家或地区以及语境选择合适的术语。根据我的经验，如果你正在与英国人交流或使用英式英语，那么使用"maths"可能会更为恰当。但如果你与美国人交流或使用美式英语，那么使用"math"可能更为常见。不过在日常生活中，这个区别并不是很重要，因为两个术语的大部分含义都是相通的。

math为美式英语，主要在美国使用；maths则为英式英语，主要在英国使用。资料拓展:maths与math均为单词“mathematics”的缩写，指数学，含义一致；但主要使用地区不同。math:n.数学（等于mathematics）n.(Math)人名；(德)马特；(柬)马；(英)马思[网络]数学；数学函数对象；数学函数[专业]数学[计算机科学技术]；数学[电子、通信与自动控制技术];maths:n.数学（等于mathematics）n.(Maths)人名；(瑞典)马茨[网络]数学；数学课；数学计算[专业]数学[管理学]；数学[文学]【6c1e0y.dddss1.cyou】

maths

美式读法和英式读法。

Math can be a difficult subject particularly if you don"t have the right skills in place. But once you know how to approach it strategically you"ll likely find it less frustrating and have much higher chances of success. This article details how to evaluate break down and successfully plete math tasks and avoid getting stuck or overwhelmed. 1) If you don"t understand something focus on mastering that topic before moving on to the next topic. It sounds simple but it is absolutely essential. Lets say a student is learning Algebra for example. Further lets say he or she is having a hard time understanding how to add and subtract negative and positive numbers. All of us struggle with this in the beginning as it is a sticky point for most students. Some students in this situation out of frustration that they "can"t" learn this topic will move on to the next lesson in the hope that they will be able to understand that one. This is a recipe for disaster. Math is very much like learning to read. If you don"t know your letter sounds then you have no hope of being able to sound out words of course there is no way possible that you could read a book. All math courses are taught in a specific sequence because the every topic builds on the previous topic. If you are having a problem with a topic continue working with that one until you understand it and can work problems successfully. Watch the DVD section over again attend tutoring read the book and examples a second time or even get a totally different book to have it explained a different way...but whatever you do not turn the page and tackle the next topic. If you do you will get even more frustrated and you in all likelihood will begin to give up hope. 2) Work example problems and check your wers to gain practice with every lesson. The entire premise of the DVD series is to "learn by example" and it is quite simply the easiest way to learn Math. After watching the section on the DVD and reading the section in your textbook begin working examples from the end of the chapter. Make sure to work the problems that have wers in the back of the book and check every one. Always begin with the easiest problem in your book even if you think it will be too "easy" to solve. It is very very important to build your confidence. This is why the DVD lessons begin with easier problems that no one will have any issue understanding. Gradually work harder and harder problems from your book and check your wer for each one. After working a dozen or more problems from the section (o dozen is best) you are ready to move on to the next section. Many students want to plow though a lesson just to make it to the next one. You cannot just read a section in a Math book and bee an expert on that section. You must work problems. If you can"t work problems then you are not ready to move on. The good news is that working problems will build your confidence and confidence is 100% the name of the game in Math. 3) When beginning to work a Math problem do not "map out a path from problem-to-wer" in your head before writing anything down. I see this almost every day. It is very mon when someone looks at a Math problem that they try to "figure it out" in their head before writing anything down. Take Algebra for example. When a beginning student looks at an equation he or she will be tempted to solve the equation in their head and not write anything down. Students are tempted to do this most often with Word Problems. Since a word problem is written in sentence form it is mon to think that you can "think your way to the wer". I will tell you that I never ever solve any sort of math problem without writing it down. Ever. What you need to do is begin by first writing down the problem. Then you begin to solve it one step at a time. Write down even the simple things. What you need to ensure is that every single step that you write down is perfectly legal. In other words if you are solving an equation for example and you subtract "10" from both sides....write that down. Then in the NEXT step actually do that subtraction. Then if you need to divide both sides by "2" write THAT down...then in the NEXT step actually do the division. This gives you a paper trail to check your work and also it allows you to break the problem down in to bite sized chunks. If you can be sure that every single little step is legal then you will be in good shape. If you try to do too many things at one time which is mon you will probably try to do something illegal and get into trouble. 4) When you study and do homework try to find a quiet place to do it. I was the worst offender of this while in school. I used to listen to music all of the time while trying to do homework. I"d also listen to the TV as "background noise" while studying. Over time I realized that if I had a quiet place without the background noise I could focus much better. What I found is that when reading for example...I would have to read something perhaps 3 or 4 times if I was listening to something else but only once if I had some quiet. People love to listen to music while studying but I am convinced that it is much more effective if you don"t. Try to find a quiet spot in your home or in the Library to get your schoolwork done and you will get your work done much more quickly because you"ll be able to focus and absorb more. 5) If someone asks you for help try to explain the topic to them as best you can. This one is going to seem a little odd for this list...but there is one universal truth. Those who can teach others have a true gr of the material. Many times when studying in groups there will be one member of the group who is behind and doesn"t "get it". Try to help that person even if your own work will take longer. Not only will you feel like you are helping someone else succeed but the process of rephrasing information back to someone else and breaking things down into bite sized chunks will increase your own understanding. It will help you understand at a fundamental level what the stumbling blocks are for the topic which will help you as you move on in your math studies. 6) Never ever work math problems in pen. This one is pretty simple. You will make a mistake; it is only a matter of time. When you do you will want to pletely erase your mistake and write over it. You will never ever want to scratch something out and write next to the scratch-out. This will lead to a paper that is hard to read and the scratch-outs will actually increase your anxiety about solving these problems. You want clean-neat paper with a clean well thought-out solution. 7) Try to use a mechanical pencil with separate eraser if you can. Mechanical pencils have cleaner lines and the separate eraser allows you to erase more cleanly. Nothing is worse than making a mistake and trying to erase something then just *** earing that all around your page. The cheap erasers will do this and make your life hard. Invest in a good mechanical pencil and a good separate eraser. 8) Keep your solutions neat and line-by-line. Always work problems vertically with one step on every line. Never work horizontally. It may take more paper but you will be able to follow your steps much more easily. More importantly the teacher will be able to follow your work much better which allows him/her to give you partial credit. If there are just 2 steps when there should be 10 you will not be getting any points for your thought process. The steps you write down tell the teacher what you are thinking and how you are attacking the problem. 9) Don"t work problems very late at night. I know all of the college students will be laughing at this but it is true. I have tried many many times to do Calculus or Physics late at night after 12 or 1am but you are just doing yourself a disservice. I have stared at problems for hours because I just could not sleep until I knew how to solve it...then I finally fell asleep out of extreme fatigue...but when I woke up it just seemed so simple how to proceed with the problem. Also I have worked problems at night and got the wrong wer and I knew I must have a silly mistake in the solution. I would usually set out to find it but many times when you are tired you simply can"t find the silly mistake. The next morning after about 5 minutes I could spot the simple sign error or even a simple multiplication error that caused the problem. 10) If the problem lends itself to it draw a picture of the problem. This is most applicable for Trigonometry Calculus and Physics Students but also applies to any word problem in basic math or algebra. Please do yourself a favor and draw a picture of what the problem is describing even if your picture is simple. We are visual beings...the process of drawing the situation causes us to internalize what the problem is really asking for. It helps figure out how to proceed. If you are in Physics you should draw a picture for every single problem that you work out. If you are in Calculus definitely draw pictures for all related rate problems. If you are in Calculus 2 or Calculus 3 definitely draw a picture of all of your 3-dimensional problems (3d integrals). If you are in basic math and Jenny gives Bob 2 pencils and Bob gives 1 pencil away draw that situation. It will really help you figure out how to proceed. Remember there is no silver bullet in learning Math. It es with taking things one step at a time and with practice. The tips above will help you along in your math studies and give you confidence. And confidence is 100% the name of the game in learning any level of Math. RESOURCES: mathgoodies/articles/improve_your_grades 多做题目，多计算，多了解思考计算过程。 do more exercise

在“We all like maths．”这个句子的所有字母中，字母“l”出现了3次，故字母“l”出现的频数为3．

1.i have an English (class) in the morning 2.In summer it"s (hotter) in Nanjing then in Kunming 3.(Am i) a new student in this middle school? 4.The girls are talking about their (scheduled task) in the new term. 5.(What do) the students (do) every evening? 6.Does it rain often in spring?(451632)

21.COA=BOD(对顶) 3x+15=75 3x=60 x=20 23.because CD is a stright line so X+COE+EOB=180(直线上的邻各) 42+90+x=180 x=48 COE=FOD(对顶各) 90=x+y y=42 24.ACO+COB=180(直线上的邻各) 6X-80+4X+10=180 X=25 AOC=DOB(对顶各) 6X-80=2Y 6(25)-80=2Y Y=35 25.CBD=CAB+ACB(三角形的外角) 90+Y=50+65 Y=25 27.FOD=COE(对顶各) Y=60 180=AOH+HOF+OD+DOB(直线上的邻各) 180=50+30+60+HOF HOF=40 28.COB=AOD(对顶各) 160=5X+3X-2+90 X=9 参考: ME．．．唔识ENG点写．．．SORRY 21.AOC=DOB(vert.opp.angles) =75度 75度=3x+15度 3x=60度 x=20度 23.x+90度+42度=180度(adj.angles on st.line) x=48度 X+Y=90度(vert.opp.angles) 48度+y=90度 y=42度 24.(6x-80度)+(4x+10度)=180度(adj.angles on st.line) 10x-70度=180度 10x=250度 x=25度 2y=6(25)度-80度(vert.opp.angles) 2y=70度 y=35度 25.65度+50度=y+90度(ext.angles of triangle) y=25度 27.y=60度(vert.opp.angles) x=HOF(vert.opp.angles) 30度+50度+60度+x=180度((adj.angles on st.line) x=40度 28.160度=5x+90度+(3x-2度)(vert.opp.angles) 160度=88度+8x x=9度 参考: Me 之前我系用中文读math ge..所以我唔识英文d terms..但希望都帮到你la... PS : 12" = 12度..因为keyboard冇呢个符号!! 记住睇番个图woo...你应该明我打咩~ 21)AOB和COD是一条直线(已知) 角COA = 角BOD 75" = 3X+15" 75"-15" = 3X 60" = 3X X = 20" 23)AOB COD和EOF是一条直线(已知) 角COE = 90" (直角 已知) 角 AOC = 180"-COE-EOB (直线上的邻角) x = 180"-90"-42" x = 48" 因为 角COE= 角FOD (对顶角) 所以 90" = x+y 90" = 48"+y 90"-48" = y y =42" 24)AOB COD是一条直线(已知) 角AOC+角COB = 180" (直线上的邻角) 6x-80"+ 4x+10" = 180" 10x -70" = 180" 10x= 250" x = 25" 角COB+角DOB = 180" (直线上的邻角) 4x+10" + y+y = 180" 4(25")+10"+y+y = 180" 100"+10" + 2y = 180" 110" + 2y = 180" 2y = 180" -110" 2y = 70" y = 35" 26) 找y 角ACB+角CAB+角CBA = 180" (三角形内角和) 50"+65"+角CBA = 180" 115"+角CBA = 180 角CBA = 180"-115" 角CBA = 65" 角CBE = 90" (直角 已知) 角CBA+角CBE+角EBD = 180"(直线上的邻角) 65"+90"+ y = 180" 155"+y = 180" y = 180"-155" y = 25" 27) AOB COD EOF GOH是一条直线(已知) 角FOD=角COD (对顶角) y = 60" 角AOH=角BOG (对顶角) 角BOG = 30" 角COE+角EOG+角GOB+角BOD = 180"(直线上的邻角) 60"+x+30"+50 = 180 " x+140" = 180 " x = 180"-140" x = 40" 28)AOB COD是一条直线(已知) 角BOD = 180"-角COB (直线上的邻角) 角BOD = 180"- 160" 角BOD = 20" 5x + 90"+3x-2"+ 20" =180"(直线上的邻角) 8x +108" =180" 8x = 180"-108" 8x = 72" x= 9" 参考: me 21：3x+15度=75度 3x=60度 x=20度 23：COE=90度 EOB=42度 AOB is a straight line so x+90度+42度=180度 x=48度 COE=90度 x=48度 EOF is a straight line 90+48+AOF=180 AOF=52 x=48 AOF=52 COD is a straight line 48+48+52+y=180 y=52 其他自己试试，好简单！ 自己做la. 俾d提示你la 例第1题 3x + 15 = 75 (vert. opp. angle) 3x=75-15 3x=60 3x/3=60/3 x=20## 好似咁lor 题题都参唔多. 好好地自己做 老师先赞你架 加油!! 太深啦唔识答..

三角形内角和(angle sum of traingle) 对顶角(vert.opp.angles) 同旁内角(int.angles xxzz) 同位角(corr.angles xxzz) 同顶角(angles at a pt.) 直线上的邻角(adj.agles at a st.line) 外角(ext.angle of traingle) 多边形内角和(angle sum of polygon) 等腰三角形(base angles isos traingle) 仲有好多 tell唔哂 sor p.s (angle traingle)可用符号表示 2007-05-17 16:46:47 补充： (traingle)唔系咁 应该系咁(triangle) sorangle=∠triangle=△ 参考: 我 对顶角:vert. opp. ㄥs 三角形内角和:ㄥs sum of triangle(注:triangle是指划三角形) 多边形外角和:ext. ㄥof polygon 多边形内角和:ㄥs sum of polygon 同位角:corr.ㄥs ABCD 错角:altㄥs ABCD 三角形形外角和:ext.ㄥof triangle(注:triangle是指划三角形) 参考: me 三角形内角和--->(∠SUM OF△) 对顶角--->(VERT.OPP∠) 2007-05-17 13:25:58 补充： 直线上的邻角--->(ADJ ∠ON ST LINE) 参考: 自己

答案：A an和a是不定冠词，an用于以元音音素开头的单词前，a用于以辅音音素开头的单词前，the是定冠词，表示特指．此题中没有特指，只是表达得了一个A，且A以元音音素开头，所以选A．