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Com base nas informações apresentadas no gráfico, assinale a alternativa que contém uma afirmação
necessariamente verdadeira.A tabela apresenta informações sobre o número de funcionários em um escritório e os salários que são pagos a eles. Utilize as informações para responder à questão seguinte.
A tabela apresenta informações sobre o número de funcionários em um escritório e os salários que são pagos a eles. Utilize as informações para responder à questão seguinte.
A tabela apresenta informações sobre o número de funcionários em um escritório e os salários que são pagos a eles. Utilize as informações para responder à questão seguinte.
Considere a seguinte resolução para a inequação 
Analisando as passagens apresentadas, é correto afirmar
que
As diferenças entre o segundo e o primeiro números
quadrangulares, entre o terceiro e o segundo números
quadrangulares, entre o quarto e o terceiro números
quadrangulares, e assim sucessivamente, formam uma
sequência numérica S. O sexagésimo terceiro termo da
sequência S éSabendo-se que, obedecidas as condições de existência, 
a operação M ÷ N
resulta em
Dividindo-se P por Q, tem-se como quociente o número Considere o conjunto 
Se t corresponde ao produto de dois elementos quaisquer desse
conjunto, então
1. Considere o conjunto 
Se z corresponde à soma de dois elementos quaisquer desse
conjunto, então
I have suggested that many, if not most teachers, could usefully adjust the values they emphasise. Here, three of them:
1. From Short-Term to Long-Term Aims
Learning a foreign language can be a valuable, long-term personal asset for the student. lt can be inhibited by over-emphasising short-term objectives — tests, pressure to speak before you are ready etc.
2. From Knowledge to Skill
Knowledge involves answers and explanations and is necessary, but not sufficient. What matters is not what you know, but what you can do. ‘Knowing’ a foreign language may be interesting; the ability to use it is life-enhancing.
3. From Accuracy to Communication
Successful communication always involves at least limited accuracy. Accuracy need not involve communication at all. Communication is a wider, more useful concept; successful language is more valuable than language which is only accurate.
(Michael Lewis. The lexical approach. 2002. Adaptado)
I have suggested that many, if not most teachers, could usefully adjust the values they emphasise. Here, three of them:
1. From Short-Term to Long-Term Aims
Learning a foreign language can be a valuable, long-term personal asset for the student. lt can be inhibited by over-emphasising short-term objectives — tests, pressure to speak before you are ready etc.
2. From Knowledge to Skill
Knowledge involves answers and explanations and is necessary, but not sufficient. What matters is not what you know, but what you can do. ‘Knowing’ a foreign language may be interesting; the ability to use it is life-enhancing.
3. From Accuracy to Communication
Successful communication always involves at least limited accuracy. Accuracy need not involve communication at all. Communication is a wider, more useful concept; successful language is more valuable than language which is only accurate.
(Michael Lewis. The lexical approach. 2002. Adaptado)
I have suggested that many, if not most teachers, could usefully adjust the values they emphasise. Here, three of them:
1. From Short-Term to Long-Term Aims
Learning a foreign language can be a valuable, long-term personal asset for the student. lt can be inhibited by over-emphasising short-term objectives — tests, pressure to speak before you are ready etc.
2. From Knowledge to Skill
Knowledge involves answers and explanations and is necessary, but not sufficient. What matters is not what you know, but what you can do. ‘Knowing’ a foreign language may be interesting; the ability to use it is life-enhancing.
3. From Accuracy to Communication
Successful communication always involves at least limited accuracy. Accuracy need not involve communication at all. Communication is a wider, more useful concept; successful language is more valuable than language which is only accurate.
(Michael Lewis. The lexical approach. 2002. Adaptado)
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