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Direct Variation - Guided Notes
PDF (Acrobat) Document File
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0.41 MB | 2 pages
PRODUCT DESCRIPTION
This set of guided notes gives students the opportunity to explore direct variation and the constant of variation. Students begin with an example that leads into the definitions of key vocab words. Students then practice identifying direct variation graphs based on the definitions. Finally, students solve a real-life example where direct variation is being used | 677.169 | 1 |
Synopses & Reviews
Publisher Comments
This dynamic construction and exploration tool enables students to explore and understand mathematics in ways that are simply not possible with traditional tools--or with other mathematics software programs. The Geometer's Sketchpad Student Bundle Package brings a powerful dimension to the study of mathematics. With Sketchpad, students can construct an object and then explore its mathematical properties by dragging the object with the mouse. All mathematical relationships are preserved, allowing students to examine an entire set of similar cases in a matter of seconds, leading them by natural course to generalizations. Sketchpad encourages a process of discovery in which students first visualize and analyze a problem and then make conjectures before attempting a proof.The Geometer's Sketchpad and Sketchpad are registered trademarks of Key Curriculum Press.
About the Author
Tom Bassarear is a professor at Keene State College in New Hampshire. He received his BA from Claremont-McKenna College, his MA from Claremont Graduate School, and was awarded an Ed.D degree from the University of Massachusetts. Tom's complementary degrees in mathematics and educational psychology have strongly influenced his convictions about education--specifically, mathematics education. Before teaching at the college level, he taught both middle school and high school mathematics. Since arriving at Keene State College, Tom has spent many hours in elementary classrooms observing teachers and working with them in school and workshop settings, plus, he has taught 4th grade math every day for a semester at a local elementary school. | 677.169 | 1 |
Sap O Level Additional Mathematics Algebra
ISBN 9789812744500
ISBN-10
9812744509
Binding
Paperback
Language
(English)
Subject
Activity Books
During the preparation of the series O-Level Essential Study Guide Additional Mathematics [Algebra], the author kept the students in mind, particularly the group of students who are not able to follow the pace of learning in school. Each concept is explained in detail. The author has also taken great care to ensure that each concept taught will be understood easily. In addition to the illustrated examples and notes, teacher's comments and suggestions by the side will also facilitate the learning process. The book focuses particularly on important key words which will help students to recall and apply key concepts and formula to solve Additional Mathematics questions. For the more advanced students, this series of guide books serves to complement the current Additional Mathematics textbooks available in the market. Students can look out for common misconceptions and certain short cuts which will enable them to solve problems with fewer steps and in a shorter time.
The series comes in three parts:
Part 1: Focuses on the building up of the foundation in Algebra
Part 2: Understanding the concepts in Geometry and Trigonometry
Part 3: Focuses on Calculus (Differentiation and Integration)
This series of books follows the latest curriculum. The author hopes to make the learning of Additional Mathematics less daunting and stressful. Students will be able to learn at their own pace and individual learning is made possible with the simple and yet detailed explanations of concepts.
About the Author
Cheng is an experienced teacher and has taught Additional Mathematics in a local secondary school for the past five years. Currently, he is running his own education centre providing tuition services.
Table of Contents
Subject Content
Mathematical Formulae
1.1 Indices and Surds
1.2 Quadratic Equations and Inequalities
1.3 Exponential, Logarithmic and Modulus Functions
1.4 Polynomials
1.5 Partial Fractions
1.6 Simultaneous Equations
1.7 Binomial Expansions | 677.169 | 1 |
Intermediate algebra is a bridge course. The course and its syllabus bring the student
to the level of ability required of college students, while getting them ready to make a
successful start in college algebra or precalculus.
Most students study calculus for its use as a tool in areas other than mathematics. They desire information about why calculus is important, and where andhow it can be applied. I kept these facts in mind as I wrote this text. In particular, when introducing new concepts I often refer to problems that are familiar to students and that require...Ideal for lecture-format courses taught at the post-secondary level, ELEMENTARY ALGEBRA, Ninth Edition, makes algebra accessible and engaging. Author Charles "Pat" McKeague's passion for teaching mathematics is apparent on every page. With many years of experience teaching mathematics, he knows how to write in a way that you...
As the discipline of computer science has matured, it has become clear that a study of discrete mathematical topics is an essential part of the computer science major. The course in discrete structures has two primary aims. The first is to introduce students to the rich mathematical structures that naturally describe much of the content of...
Designed specifically for biology and life/social sciences majors, this applied calculus program motivates students while fostering understanding and mastery. The authors emphasize integrated and engaging applications that show students the real-world relevance of topics and concepts. Several pedagogical features--from algebra review to study...
The fourth edition of Algebra: Introductory and Intermediate examines the fundamental
ideas of algebra. Recognizing that the basic principles of geometry are a
necessary part of mathematics, we have also included a separate chapter on
geometry (Chapter 3) and have integrated geometry topics, where appropriate,
throughout the...
Algebra is accessible and engaging with this popular text from Charles "Pat" McKeague! ELEMENTARY AND INTERMEDIATE ALGEBRA is infused with McKeague's passion for teaching mathematics. With years of classroom experience, he knows how to write in a way that you will understand and appreciate. McKeague's attention to detail and...
The new edition calculus textbook has been thoroughly revised. It continues to embrace the best aspects of reform by combining the traditional theoretical aspects of calculus with creative teaching and learning techniques. This is accomplished by a focus on conceptual understanding, the use of real-world data and real-life applications,... | 677.169 | 1 |
Algebraic Expressions
Click on the image at right to get the lesson app with instructor notes.
In this lesson, students learn about algebraic expressions using all four operations—how to build them to represent real-world values and measurements, how to evaluate them, and how to rewrite and simplify them. Students practice thinking flexibly with expressions containing unknowns (variables) and practice converting between verbal and mathematical algebraic expressions.
Video
In this video, we build an algebraic expression using the variable x to represent the area of a professional basketball court. We show how to setup the expression to make the multiplication simpler and then evaluate the expression by substituting the number for the unknown. | 677.169 | 1 |
Using Calculators, desmos.com, wolframalpha?
For some problems, I use an online graphing calculator (desmos.com) or wolfram alpha to get clues for an elegant solution. Is that looked down upon? Is it a common practice to use such aids? Are there other math tools that people use, like Matlab, Maple, or Mathematica? Do some people successfully solve all or most problems without using more than just a calculator?
Comments
None of the questions in the Math section require the use of a calculator (or anything more advanced). You should think about how to approach the problem, as opposed to running a code to brute force the answers with no understanding of the approach.
The Physics section requires a calculator to do some basic arithmetic. You would not need a graphing calculator for it.
–
Calvin Lin
Staff
·
3 years, 10 months ago
Log in to reply
@Calvin Lin
–
Thanks for the reply. I asked because I like to play fair. I needed to know what was expected.
I love this site. Thanks and cheers to all who make it possible and all who participate.
–
Brad Morin
·
3 years, 10 months ago
Log in to reply
@Calvin Lin
–
I agreed with you Master..
Please, don't you cheat (doesn't like this), like this name "Jiskha (help)" should be banned from the world..
–
Andrias Yuwantoko
·
3 years, 10 months ago
@Shourya Pandey
–
I know when something I want to search with Google about mathematics. Then, I click Jiskha..
Jiskha like a community to help the homework of student..
–
Andrias Yuwantoko
·
3 years, 10 months ago | 677.169 | 1 |
The most advanced drag and drop algebra tool for the web.
Watch how it works.
Try it.
Solve for "a" by dragging the "b" to the right-hand side of the equation.
a
b
c
Grade less. Teach more.
Algebra By Hand is a web app that will improve your students' algebraic procedural fluency with simplifying expressions, expanding expressions, and solving linear equations. It corrects your students' assignments for you and gives you a full grade report so that you can grade less and teach more.
See the solution.
Algebra By Hand will make you faster and better at algebra. Don't be afraid to try it – you can't make a mistake! | 677.169 | 1 |
Resource Added!
Type:
Unit
Description:Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases: Graph linear and quadratic functions and show intercepts, maxima, and minima.
Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases: Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude. | 677.169 | 1 |
About the course
The program Mathematics of Signal Processing originated from the interesting fact that signal processing has been a constant source for interesting and challenging mathematical problems over the last decades, often leading to new ideas and directions in mathematics. Conversily, the mathematical developments have led to significant impact for various practical signal processing applications.
Our aim is to bring together leading experts in the fields of Signal Processing, Mathematics and Statistics and to provide the necessary mathematical background to understand and employ signal processing techniques in an applied environment.
Although applications differ from one another in their details, they often make use of a common core of mathematical ideas such as the Fourier transform, the language and theory of Linear Algebra and the basics of Probability and Statistics. Hence the Mathematical an Statistical framework behind Signal Processing will be given due stress in this course. | 677.169 | 1 |
✔ EXAM-FOCUSED ✔ MOE-ALIGNED SYLLABUS ✔ PERSONALISED ATTENTION
our expert: SOON HONG TANsCHEDULE
Secondary 1&2
With an aim of helping students use mathematical approaches for problem solving, this course features the teaching of mathematical concept for continuous learning in maths and to support learning in other subjects.
Secondary 3&4: e-math
In these two critical years, this course aims to equip students with mathematical concept application in problem solving and examination techniques, so as to develop students' confidence for the O-Level examinations.
secondary 3&4: a-math
This course aims to prepare students with advanced mathematical concepts and application skills so as to help them perform confidently in their examinations during these two critical years.
course components:
We aim to help students use the mathematical approach for problem solving by teaching key mathematical concepts.
E. MATHEMATICS(2017)
1. Number and Algebra
Numbers and their operations, Ratio and proportion, Percentage, Rate and speed, Algebraic expressions and formulae, Functions and graphs, Equations and inequalities, Set language and notation, Matrices, and Problems in real world contexts
2. Geometry and Measurement
Angles, triangles and polygons, Congruence and similarity, Properties of circles, Pythagoras' theorem and trigonometry, Mensuration, Coordinate geometry, Vectors in two dimensions, and Problems in real world contexts
A. MATHEMATICS(2017)
Trigonometric functions, identities and equation, Coordinate geometry in two dimension, and Proofs in plane geometry
3. Calculus
Differentiation and integration
Download the updated syllabus for 2017 here.
Contact 6734-8559 For Enquiries
oUR STUDENTS SPEAK ABOUT THEIR EXPERIENCE
"Mr Tan is a pundit at Mathematics and can solve questions in just a few seconds after reading it. He helps students of all levels and can solve all kinds of questions. He is a very patient and kind teacher with a sense of humour." | 677.169 | 1 |
Courses
The curriculum at ArsDigita University was linear, with one course per month, each
month corresponding more or less to a typical semester course. It
consisted exclusively of computer science courses and related
mathematics. Some courses were selected directly from successful
self-contained courses at MIT, and some were designed from scratch
specifically for the program. The overall plan is roughly in line
with the ACM 2001 guidelines, modulo the unusual time constraints.
A detailed list of courses descriptions
and requirements follows. The length of a course in weeks
(approximately equal to number of credits the same course would be
taken for at a typical school) follows each course name in parenthesis.
A basic introduction to Calculus and Linear Algebra. The goal is
to make students mathematically literate in preparation for studying a
scientific/engineering discipline. The first week covers differential
calculus: graphing functions, limits, derivatives, and applying
differentiation to real-world problems, such as maximization and rates
of change. The second week covers integral calculus: sums,
integration, areas under curves and computing volumes. This is not
meant to be a comprehensive calculus course, but rather an
introduction to the fundamental concepts. The third and fourth weeks
introduce some basic linear algebra: vector spaces, linear
transformations, matrices, matrix operations, and diagonalization. The
emphasis will be on using the results, not on their proofs.
This course covered the mathematical topics most directly related to computer science. Topics included: logic, relations, functions, basic set theory, countability and counting arguments, proof techniques, mathematical induction, graph theory, combinatorics, discrete probability, recursion, recurrence relations, and number theory. Emphasis will be placed on providing a context for the application of the mathematics within computer science. The analysis of algorithms requires the ability to count the number of operations in an algorithm. Recursive algorithms in particular depend on the solution to a recurrence equation, and a proof of correctness by mathematical induction. The design of a digital circuit requires the knowledge of Boolean algebra. Software engineering uses sets, graphs, trees and other data structures. Number theory is at the heart of secure messaging systems and cryptography. Logic is used in AI research in theorem proving and in database query systems. Proofs by induction and the more general notions of mathematical proof are ubiquitous in theory of computation, compiler design and formal grammars. Probabilistic notions crop up in architectural trade-offs in hardware design.
Text: Discrete Mathematics and its Applications, Rosen.
Reference: Concrete Mathematics, Graham, Knuth and Patashnik
Requirements: Four exams, seven problem sets, one research problem set.
Includes the basics of digital logical design, computer organization
and architecture including assembly language, processor design, memory
hierarchies and pipelining. Students examine the detailed construction
of a very simple computer. Problem sets use Beta-Sim, a RISC simulator
written by Mike Wessler. A higher level view of a modern RISC
architecture is studied, using the Patterson and Hennessey
introductory text, from both the programmer's point of view and the
hardware designer's point of view. The distinction between RISC and
CISC architectures is emphasized.
The concepts of the Object-oriented paradigm using Java. The basic
principles of software engineering are emphasized. We study how
to design and think in an object oriented fashion. As a final
project, students work in groups to develop a Gnutella distributed
music-sharing client.
The design of algorithms is studied, according to methodology and application. Methodologies
include: divide and conquer, dynamic programming, and greedy
strategies. Applications involve: sorting, ordering and
searching, graph algorithms, geometric algorithms, mathematical
(number theory, algebra and linear algebra) algorithms, and string
matching algorithms. Analysis of algorithms is studied - worst case, average case, and amortized -
with an emphasis on the close connection between the time complexity
of an algorithm and the underlying data structures.
NP-Completeness theory is examined along with methods of coping with intractability, such as approximation and probabilistic algorithms.
Topics on the engineering of computer software and hardware systems:
techniques for controlling complexity, system infrastructure, networks
and distributed systems, atomicity and coordination of parallel
activities, recovery and reliability, privacy of information, impact
of computer systems on society. Case studies of working systems and
outside reading in the current literature provide comparisons and
contrasts. The group project is to write an NSF systems proposal to
fund a middle-ware product, for announcement RFP01-63.
Teaches basics of designing a dynamic web site with a database back
end, including scripting languages, cookies, SQL, and HTML with the
goal of building such a site as the main (group) project Emphasizes
computer-human interface and the graphical display of information.
Crucial to the project is the identification of a client with whom the
group must work with throughout the month, designing specifications,
implementing them, reviewing and evaluating, and testing. This is a
real-life client who intends to host the site for the purposes of
building a community.
A theoretical treatment of what can be computed and how fast it can be
done. Applications to compilers, string searching, and control circuit
design will be discussed. The hierarchy of finite state machines,
pushdown machines, context free grammars and Turing machines will be
analyzed, along with their variations. The notions of decidability,
complexity theory and a complete discussion of NP-Complete problems
round out the course.
Text: Introduction to the Theory of Computation, Michael Sipser.
Reference: Introduction to Automata Theory, Languages and Computation
by Hopcroft, Motwani and Ullman.
A more formal approach to Relational Database Management Systems,
compared the way they were covered during Web Applications.
Database systems are discussed from the physical layer
of B-trees and file servers to the abstract layer of relational design.
Also includes alternative and generic approaches to database
design and database management system including relational, object-relational, and object-oriented systems, SQL
standards, algebraic query languages, integrity constraints, triggers,
functional dependencies, and normal forms. Other topics include tuning
database transactions, security from the application perspective, and data warehousing.
Focuses on modeling, quantification, and analysis of uncertainty by
teaching random variables, simple random processes and their
probability distributions, Markov processes, limit theorems, elements
of statistical inference, and decision making under uncertainty. This
course extends the discrete probability learned in the discrete math
class. It focuses on actual applications, and places little emphasis
on proofs. A problem set based on identifying tumors using MRI
(Magnetic Resonance Imaging) is done using Matlab. | 677.169 | 1 |
Wednesday, April 15, 2015
2014-2015 Algebra 1 Unit 1 Interactive Notebook Pages
This year, in Algebra 1, I decided to skip over the review I would normally start the year with and jump into relations and functions. The jury is still out on whether this was the best decision for my kids. But, what's done is done. And, I will have all summer to think about it and decide how I want to structure my course for next year to improve student understanding.
We began the unit with a table of contents sheet. You will notice that this unit is VERY similar to last year's Unit 5. There are a few tweaked pages/new pages, though!
Graphing ordered pairs should have been a review for ALL of my students, but I found that many of my students had misconceptions about how to actually go about graphing points. It was important that all of my students demonstrate mastery with the coordinate plane before we moved on to any new material! This foldable is a repeat from last year.
Outside of foldable:
Inside the first set of flaps:
Inside the second set of flaps:
The parts of the coordinate plane page is also a repeat. This year was the first year that I made my students take a quiz over memorizing the parts of the coordinate plane.
Inside flaps of foldable:
Inside of foldable:
I need to do a better job of forcing my students to reference these two pages when they struggle to remember the mechanics of graphing a point. Too often, I will just jog their memory. I need to make them jog their own memory by looking in their notes.
Next, we defined "Relation" with a frayer model.
This foldable on representing relations is a repeat from last year, but I simplified the inside A LOT. I also made all of the examples represent the SAME relation.
Inside of foldable:
In the future, I would definitely pre-print the coordinate plane!
Once we had defined a relation, we could define a function as a specific type of relation. I definitely love the Frayer Model!
This page was a new addition this year! In the past, I've always wanted my students to justify why a relation was or was not a function. I would get frustrated when students would just say function or not a function without any explanation. This year, I actually decided to model or my students how to write their justification sentences. As we've been reviewing for the EOI these past few weeks, my students are still answering with justifications. Yay!
The check boxes make it seem a little less scary, I think.
I used the same card sort this year that I've used since I started teaching. But, instead of having the students sort the cards on one page, they had to sort them on two separate pages. This gave them lots and lots of room to practice writing justification sentences for each relation. Smart, huh?
I'm definitely going to keep this set up for next year! I need to add a specific page in our notes about using the vertical line test, though. My kiddos still get super confused about it.
Last year's DIXROY became this year's DIXIROYD thanks to a comment left in the suggestions.
Notice how I made my students write more justification sentences about whether the relation was or was not a function! Practice, practice, practice!
Inside of Domain section:
Inside of Range section:
Independent and Dependent Variable Notes:
I still don't feel like I've come up with a fool-proof way of demonstrating the difference between independent and dependent variables.
We got out the function machines and the giant coordinate plane again this year. Same notes as last year.
Inside of booklet:
Graphing Functions Graphic Organizer:
Functions Spread:
This page was a new addition. My students struggle with remembering how to evaluate a function from a graph. In the past, we've never taken notes over it before. I'm not in love with these notes, but they're a definite step up from the no notes over this topic from the previous 2 years.
8 comments:
This is brilliant! Thank you so much. I'm going to have my grade 8's do more of these kinaesthetic activities with the foldables for their last unit for the year. For science I have them doing Cornell note-taking. For maths, this will be brilliant!
I have never used interactive notebooks but have been interested. How much time does it take for the kids to tape/glue things in? We have only 53 minute periods and a very wide range of ability levels in each class.
We have 52 minute periods. Taping/gluing can take a few minutes. I find that if I get through the lesson and let kids tape/glue at the end that they tend to waste less time than if I let them tape/glue before we start the lesson. They use their notebooks for reference A LOT, so I consider the taping and gluing a worthwhile investment.
I'm sorry if this is a duplicate comment, but I just wasn't sure if my last one went through. I wanted to say thank you so much for sharing your work! I am going to use the Function Machine foldable today in class. Have a good one | 677.169 | 1 |
Combining theory, methods and instructional activities in one convenient volume, Heddens, Speers and Brahier's Twelfth Edition of "Today's Mathematics" provides a valuable set of ideas and reference materials for actual classroom use. This combined coverage of content and methods creates a long-lasting resource, helping pre-service and in-service teachers see the relationship between what they teach and how they teach. Reflecting recent recommendations from the NCTM Standards, the text emphasizes how to introduce a concept at a given level to expand and reinforce it at successive levels.
A discussion of changes in content and emphasis in Pre-K-8
mathematics
A listing of the NCTM standards for grades Pre-K-2, 3-5 and
6-8 and a supporting set of references.
An example of a complete NCTM standard (see chapter on
Technology in Mathematics, a discussion of the role of the computer
technology in elementary/middle grades is supported by the complete
text of the NCTM position paper on technology in the classroom and
a set of activities for grades Pre-K-8.)
On the CD that accompanies the text, each chapter has both
primary and intermediate sample lesson plans for each of the
content chapters to aid in putting research theory into classroom
practice | 677.169 | 1 |
Elementary Number Theory with Applications
This second edition updates the well-regarded 2001 publication with new short sections on topics like Catalan numbers and their relationship to Pascal's triangle and Mersenne numbers, Pollard rho factorization method, Hoggatt-Hensell identity. Koshy has added a new chapter on continued fractions. The unique features of the first edition like news of recent discoveries, biographical sketches of mathematicians, and applications--like the use of congruence in scheduling of a round-robin tournament--are being refreshed with current information. More challenging exercises are included both in the textbook and in the instructor's manual.
Elementary Number Theory with Applications 2e is ideally suited for undergraduate students and is especially appropriate for prospective and in-service math teachers at the high school and middle school levels.
* Loaded with pedagogical features including fully worked examples, graded exercises, chapter summaries, and computer exercises * Covers crucial applications of theory like computer security, ISBNs, ZIP codes, and UPC bar codes * Biographical sketches lay out the history of mathematics, emphasizing its roots in India and the Middle East
"synopsis" may belong to another edition of this title.
Product Description:
Includes sections on topics like Catalan numbers and their relationship to Pascal's triangle and Mersenne numbers, Pollard rho factorization method, Hoggatt-Hensell identity. This title covers crucial applications of theory like computer security, ISBNs, ZIP codes, and UPC bar codes.
Review:
"This is the only number theory book to show how modular systems can be employed to create beautiful designs, thus linking number theory with both geometry and art. It is also the only number theory book to deal with bar codes, Zip coes, International Standard Book Numbers (ISBN), and European Article Numbers (EAN)...Each section provides a wealth of carefully prepared, well-graded examples and exercises to enahnce the readers' understanding and problem-solving skills." -ZENTRALBLATT MATH6821
Book Description Academic Press. Book Condition: New. 012372482487867002487224878
Book Description Book Condition: Brand New. New. SoftCover International edition. Different ISBN and Cover image but contents are same as US edition. Customer Satisfaction guaranteed!!. Bookseller Inventory # SHUB92974275440 | 677.169 | 1 |
Product Description:
Contents, abridged: Direct & indirect measurements. Triangles. The radian. The unit circle. Explanation of round pipe miter exercise sheet. Multipiece round O.G. offset. Ninety degree round tee with equal diameters. Index. Note: The hand held calculator & computer are the tools of our computer age. Persons desiring to approach pattern development with effectiveness & speed will find the text & guide useful. The necessary math & subsequent programming are here presented. (E. F. R.). These unusual time saving books are now available which use a scientific hand held calculator or computer. "Calculator Layout" is a visionary work on how to do industrial engineering, pipefitting, metalwork & other professional jobs using mathematical calculations for the shop & "on site" work. The author, a teacher at Portland Community College & an experienced craftsman in the sheet metal profession, spent eight years researching & developing this important program for his many thousands of colleagues in related professions. These books go far beyond ordinary text books & are an exciting introduction to the wonders & practicality of mathematics. They are of use to everyone from teachers & students to the professional technician. Volume 1 2nd ed. 135 page book $35.95 is published by Ralmar Press 3623 S.W. Nevada St. Portland OR 97219. Phone 503-245-1018, LC 83-90855 ISBN 0-9611418-2-4.
21 Day Unconditional Guarantee
REVIEWS for Calculator Layout | 677.169 | 1 |
A.P. Calculus A.B. Questions & Answers
A.P. Calculus A.B. Flashcards
A.P. Calculus A.B. Advice
A.P. Calculus A.B. Advice
Showing 1 to 3 of 4
The class gives students a taste of calculus; however, it only counts as the first semester of college calculus in most universities.
Course highlights:
In calculus you only learn two main ideas. The derivative and the integral. The rest is learning how to manipulate those two main ideas to come up with the answer for your problem.
Hours per week:
6-8 hours
Advice for students:
Make sure that you are strong in algebra. The calculus part of calculus is easy; however, the algebra part is insanely difficult. I suggest asking questions if you don't understand what to do and come in for tutoring if you need it.
This course was incredible. Not only did it explain the real world applications of calculus, but it delved deep into the three main concepts that calculus explores (limits, derivatives, integrals).
Course highlights:
The teacher was incredible. I learned many skills that helped me pass the AP exam with a four. There were many habits that were instilled upon me throughout the course that really improved my ability to comprehend and complete calculus problems.
Hours per week:
3-5 hours
Advice for students:
Focus in class. Listen intently to the lessons and learn the tools required to solve any problem. Once you understand the three main concepts really well, you will have no problem passing through the things that each concept has within it. | 677.169 | 1 |
Mathematics / Courses
MAT-090 Intermediate Algebra Review (2.00 cr.) Session(s): Varies, Contact Department Head | Course Offered Varies, Contact Department Head
This course is designed as a preparation for college algebra and other 100-level mathematics courses covering the following topics: the real number system, exponents, roots, radicals, polynomials, factoring, rational expressions, equations and inequalities, graphing linear equations and inequalities, graphing quadratic equations, and word problems. Counts as two credit hours toward course load and full-time student status but does not count as college credit.
MAT-130 Exploring With Mathematics (3.00 cr.) Session(s): Fall; Spring | Course Offered Every Year
This course emphasizes reasoning and communicating to clarify and refine thinking in practical areas of life. Students will gain confidence in their ability to apply their mathematical skills to applied problems and decision making. Topics will be chosen from: set theory, probability, financial mathematics, visual representation of information, geometry, and graph theory.
MAT-160 Fundamental Concepts of Mathematics I: Problem Solving, Number, Operation and Measurement (3.00 cr.) Session(s): Spring | Course Offered Every Year
For prospective elementary teachers. Introduction to mathematical concepts, their understanding and communication. Topics include an introduction to problem solving, set operations and their application to arithmetic, numeration systems, arithmetic, and measurement. Emphasis is on developing a deep understanding of the fundamental ideas of elementary school mathematics. Does not apply towards the math/science general education requirement for graduation.
MAT-170 Trigonometry (3.00 cr.) Session(s): Fall | Course Offered Every Year
This class is intended for students who are preparing to take calculus. Trigonometry will be defined using the unit circle approach, with emphasis on the geometry of the circle. Classical right triangle trigonometry will be studied, along with trigonometric identities and equations, the laws of sines and cosines, and graphs and properties of the trigonometric functions and their inverses. Additional topics from algebra will include logarithmic and exponential functions. A graphical approach will be utilized throughout, with an emphasis on solving application problems. Students will develop skills in basic trigonometry and its applications, with an emphasis on modeling with functions and other algebraic skills necessary for the study of calculus. Not open to students who have credit for MAT-180 or MAT-191.
MAT-175 Statistics I (3.00 cr.) Session(s): Fall; Spring; Summer | Course Offered Every Year
A general introduction to descriptive and inferential statistics, designed for non-mathematics majors. Topics include elementary probability, distributions, estimation of population parameters, confidence intervals, hypothesis testing, correlation, and regression. Students will use statistical analysis technology. This course is not recommended for mathematics majors.
MAT-180 Integrated Precalculus (4.00 cr.) Session(s): Fall | Course Offered Every Year
This course is the first of a two-semester sequence that integrates Precalculus and Calculus I topics. A study of the algebraic, geometric, and analytic properties of power, polynomial, rational, and other algebraic functions. The course will examine limits, continuity, and derivatives of algebraic functions. Applications of differentiation include motion, optimization, and curve sketching. Credit not given for both MAT-180 and MAT-191. Prerequisite: MAT-170 or placement.
MAT-181 Integrated Precalculus/Calculus B (4.00 cr.) Session(s): Spring | Course Offered Every Year
This course is the second of a two-semester sequence that integrates Precalculus and Calculus I topics. A study of the algebraic, geometric, and analytic properties of trigonometric, exponential, logarithmic, and other transcendental functions. The course will examine limits, continuity, and derivatives of transcendental functions, as well as the theory of integration and basic integration techniques. Applications of differentiation and integration include motion, optimization, curve sketching, and area. Credit not given for both MAT-181 and MAT-191. Prerequisite: MAT-180.
MAT-191 Calculus I (4.00 cr.) Session(s): Fall; Spring | Course Offered Every Year
A study of functions, limits, continuity, the derivative, and the integral. Applications of differentiation and integration include maxima, minima, marginal cost and revenue, rectilinear motion, and areas. Students will use technology for exploration and problem solving. May be taken without prerequisite courses with department's permission. Credit not given for both MAT-180 and MAT-191 or for both MAT-181 and MAT-191. Prerequisite: MAT-170 or placement.
MAT-212 Calculus II (4.00 cr.) Session(s): Fall; Spring | Course Offered Every Year
A continuation of the calculus of functions of one variable. Topics include volumes of rotation, transcendental functions, integration techniques, polar coordinates, parametric equations, and infinite series. Students will use technology for exploration and problem solving. May be taken without prerequisite with department's permission. Prerequisite: MAT-181 or MAT-191.
MAT-213 Calculus III (4.00 cr.) Session(s): Fall; Spring | Course Offered Every Year
A study of vectors in two and three dimensions, vector algebra, vector functions, vector calculus and multivariable calculus. This includes three-dimensional analytic geometry, partial differentiation and multiple integrals, line and surface integrals, Green's Theorem, Divergence Theorem, Stokes's Theorem and applications. Students will use technology for exploration and problem solving. May be taken without prerequisite with department's permission. Prerequisite: MAT-212.
MAT-220 Linear Algebra (3.00 cr.) Session(s): Spring | Course Offered Every Year
A study of vector spaces, linear transformations, matrices, determinants, and their applications. Students will use technology for exploration and problem solving. Prerequisite: MAT-181 or MAT-191.
MAT-248 Statistical Concepts and Methods for Mathematicians (3.00 cr.) Session(s): Spring | Course Offered Every Year
An introduction to statistics for mathematically inclined students, focusing on the process of statistical investigations. Observational studies, controlled experiments, sampling, randomization, descriptive statistics, probability distributions, significance tests, confidence intervals, one-and two sample inference procedures, linear regression. Statistical software will be used throughout the course. Credit in this course is not given to students who already have credit for MAT-175. Prerequisite: MAT-181 or MAT-191.
MAT-250 Introduction to Mathematical Reasoning (3.00 cr.) Session(s): Fall | Course Offered Every Year
This course is a study of logic and an introduction to various techniques of mathematical proof, including direct proof, indirect proof, and proof by induction. Students will be involved actively in the construction and exposition of proofs from multiple representations - visually, numerically, symbolically - and will present their reasoning in both oral and written form. Topics covered include sets and basic properties of the integers, rational numbers, and real numbers. Throughout the course, students will explore strategies of problem-solving and active mathematical investigation. After completing this course, a student would have an appropriate background for upper-level theoretical mathematics courses. Prerequisite: MAT-212, or Corequisite: MAT-212 with permission of the instructor.
MAT-260 Fundamental Concepts of Mathematics II: Geometry, Algebra, Functions, Data Analysis, and Probability (3.00 cr.) Session(s): Fall | Course Offered Every Year
The second course intended for prospective elementary teachers continues an in-depth introduction to mathematical concepts focusing on student understanding and communication. Topics include geometric concepts (shape and space, area and volume, transformations and symmetry), algebraic concepts (patterns, equations, and functions), and statistical concepts (designing investigations, gathering & analyzing data, and basic probability). The course will utilize investigative activities and instructional technology. Emphasis is on developing a deep understanding of the fundamental ideas of elementary school mathematics and transitioning from inductive to deductive reasoning. Does not apply toward the math/science general education requirement for graduation. Prerequisites: MAT-160 and (MAT-175 or MAT-181 or MAT-191). Does not apply toward the mathematics major or mathematics minor.
MAT-290 Honors Mathematics Lab (1.00 cr.) Session(s): Varies, Contact Department Head | Course Offered Varies, Contact Department Head
Students work in teams to explore via computer various mathematical concepts. The experiment-conjecture-proof technique allows students to experience some of the excitement of discovering mathematics. During the lab period, the teams interact in a cooperative setting and discuss the meaning of what they are learning. All of the labs contain dynamical graphical displays which enhance the students' understanding of the topics studied. At the end of each experiment, students submit a written report describing their findings. Prerequisites or Corequisites: MAT-181, MAT-191, MAT-212 or MAT-213.
MAT-295 Mathematics Seminar (1.00 cr.) Session(s): Spring | Course Offered Every Year
This course is a seminar intended for students interested in a major in mathematics. Students will be exposed to various areas of mathematics as well as a brief history of mathematics; students will give short presentations about these topics. Co-curricular opportunities as well as career and graduate school opportunities will be discussed. Students will create materials such as cover letters and resumes. Prerequisites: MAT-212 and sophomore standing
MAT-299 Introduction to Mathematics Research (1.00 cr.) Session(s): Fall; Spring | Course Offered Every Year
This course will provide opportunities for freshmen and sophomores to participate in original research in mathematics. Students will submit findings in a formal written report and will give an oral presentation. Students will be expected to work approximately three hours per week on the research project for each semester hour of credit. May be repeated for a maximum of six credit hours.
MAT-334 Modern College Geometry (3.00 cr.) Session(s): Fall | Course Offered Even-Numbered Years Only
A course emphasizing Euclidean geometry and introducing hyperbolic, elliptic, and transformational geometries. Students will use methods of discovery, construction, and proof to study geometric systems. Prerequisite: MAT-250.
MAT-340 Probability and Mathematical Statistics (3.00 cr.) Session(s): Fall | Course Offered Odd-Numbered Years Only
The study of probability and statistical inference. Emphasis is placed on the theoretical development of probability distributions, discrete, continuous, and multivariate, and the sampling distributions used in statistical inference. Prerequisites: MAT-212 and either MAT-175 or MAT-248.
MAT-345 Statistics II (3.00 cr.) Session(s): Fall | Course Offered Even-Numbered Years Only
A continuation of introductory statistics which includes one- and two-sample inference, two-way tables, simple and multiple regression, and analysis of variance. Applications of these topics will be drawn from business, the social and natural sciences, and other areas. Students will use statistical analysis technology. Prerequisite: MAT-175, MAT-248, or PSY-200.
MAT-354 Differential Equations (3.00 cr.) Session(s): Fall | Course Offered Every Year
A study of first order differential equations, linear differential equations of higher order, Laplace transforms, and applications. Students will use a computer package. Prerequisite: MAT-212.
MAT-371 Mathematical Modeling (3.00 cr.) Session(s): Spring | Course Offered Every Year
A study of mathematical models used in the social and natural sciences and their role in explaining and predicting real world phenomena. The course will emphasize the development of the skills of model building and will address the use of various types of models, such as continuous, discrete, deterministic, and statistical models. Prerequisites: CS-101, MAT-213, and MAT-248.
MAT-410 Advanced Calculus (3.00 cr.) Session(s): Spring | Course Offered Every Year
A rigorous treatment of the foundations of calculus. A study of the algebraic and topological properties of the real numbers; one-variable calculus, including limits, continuity, differentiation, Riemann integration, and series of functions. Prerequisites: MAT-213, MAT-250.
MAT-420 Modern Abstract Algebra (3.00 cr.) Session(s): Fall | Course Offered Every Year
A study of general algebraic systems. Topics covered will include relations, mappings, groups, rings, and fields. Group theory is emphasized. Prerequisite: MAT-250
MAT-450 Topics in Mathematics (3.00 cr.) Session(s): Fall; Spring | Course Offered Every Year
Topics chosen from mathematics, applied mathematics, and statistics. Prerequisites vary with the topics studied. May be repeated for credit.
MAT-498 Honors Thesis in Mathematics (3.00 cr.) Session(s): Fall; Spring | Course Offered Every Year
In conjunction with a faculty mentor, the student will formulate and execute an original research project that will culminate in a paper and a presentation. The research project must meet Honors Program thesis requirements as well as the expectations of the mathematics faculty. Open to seniors in the Honors and/or Teaching Fellows Programs only. Second semester juniors may enroll with permission of the faculty mentor.
MAT-499 Research in Mathematics (1.00 cr.) Session(s): Fall; Spring | Course Offered Every Year
In conjunction with a faculty mentor, the student will formulate and execute an original research project that will culminate in a paper and a presentation. Open to juniors and seniors majoring in mathematics and to others by permission of the department. May be repeated for credit for a maximum of six credit hours.
MAT-760 Mathematical Knowledge for Teaching (2.00 cr.) Session(s): Spring | Course Offered Odd-Numbered Years Only
Introduces licensure students to the philosophy and objectives of mathematics education. The course will focus on the content of school mathematics and examine closely both state and national recommended standards of school mathematics curricula. The emphasis of the course will be on developing a deep understanding of school mathematics and pedagogical content knowledge - the mathematical knowledge for teaching. Technologies appropriate for conceptual understanding of mathematics will be introduced. A related field component will be required at a local school site. This class is open to students applying to or accepted in the teacher licensure program; others by permission of the instructor. Prerequisite: MAT-250.
MAT-764 Methods of Teaching Middle and Secondary Mathematics (3.00 cr.) Session(s): Fall | Course Offered Every Year
A continuation of the study of the philosophy and objectives of mathematics education, emphasizing the methods and materials needed for teaching mathematics in the middle and secondary schools. The course will focus on the selection of worthwhile mathematical tasks, planning for instruction, and assessment of student learning. An emphasis will be placed on technology. Students must demonstrate their skills in planning, teaching, assessing, and making instructional decisions based on formative evidence. Field component will be required at the internship site. Instructor's consent required.
MTE-299 Introduction to Mathematics Education Research (1.00 cr.) Session(s): Fall; Spring | Course Offered Every Year
This course will provide opportunities for freshmen and sophomores to participate in research in mathematics education. Students will submit findings in a formal written report and will give, if appropriate, an oral presentation. Students will be expected to work approximately three hours per week on the research project for each semester hour of credit. May be repeated for a maximum of six credit hours.
MTE-498 Honors Thesis in Mathematics Education (3.00 cr.) Session(s): Fall; Spring | Course Offered Every Year
In conjunction with a faculty mentor, the student will formulate and execute a research project that will culminate in a paper and a presentation. The research project must meet Honors Program thesis requirements as well as the expectations of the mathematics faculty. Open to seniors in the Honors and Teaching Fellows Programs only; students must also be completing the licensure program. Second semester juniors may enroll with permission of the faculty mentor.
MTE-499 Research in Mathematics Education (1.00 cr.) Session(s): Fall; Spring | Course Offered Every Year
In conjunction with a faculty mentor, the student will formulate and execute a research project that will culminate in a paper and a presentation. Open to juniors and seniors majoring in mathematics who are also completing the licensure program and to others by permission of the department. May be repeated for credit for a maximum of six credit hours.
STEM at Meredith College
Strong Stories | Amparo Zelaya
Amparo Zelaya, '13, is one of approximately 500 Meredith College students receiving degrees during the College's 2013 Commencement on May 11.
Strong Story | Megan Amanatides
Megan Amanatides, '15, has grown as a leader, an athlete, and a scholar while at Meredith. Individual support from faculty and athletic staff, undergraduate research opportunities both at Meredith and in a large university setting, and an amazing internship led to a full-ride scholarship at a top graduate program in atmospheric sciences and geographic information systems. | 677.169 | 1 |
The use of Clifford algebras in mathematical physics and engineering has grown rapidly in recent years. Whereas other developments have privileged a geometric approach, this book uses an algebraic approach that can be introduced as a tensor product of quaternion algebras and provides a unified calculus for much of physics.
This clearly written and enlightening textbook provides a concise, introductory guide to the key mathematical concepts and techniques used by computer scientists. Topics and features: ideal for self-study, | 677.169 | 1 |
APPENDIX
A
MATLAB Basics
A.1 INTRODUCTION
MATLAB is an interactive program for scientific and engineering calculations. The
MATLAB family of programs includes the base program plus a variety of
toolboxes, a collection of special files called m-files that
Practice Final (100 Points Total)
Dec. 13I 2014 ENGR 447-01 Control Systems (Fall 2014) Page 1 of 5
Please Spend time and work on these questions and problems before the solution is posted. I am going to post
the solution on Tuesday.
Short Problems and Qu
Lab 7 Inverted Pendulum Control
Abdulrahman Althobait
0
Introduction
In this lab we were asked to control the angular position of the inverted pendulum and the
horizontal position of the cart.
Problem Definition
We were tasked control both the angular pos
Homework 2 Solution
Due Monday Sept. 12
Sept. 6, 2016
ENGR 447-01 Control Systems (Fall 2016)
Page 1 of 9
1. Find the system transfer function for the following system differential equation where () is the input to
the system and () is the system output:
LAB 7
Report Due Friday August 12
Aug. 1, 2016
ENGR 446-01 Control Systems Lab (Summer-R2, 2016)
Page 1 of 4
INVERTED PENDULUM
OBJECTIVE:
The purpose of this lab is to achieve simultaneous control of both the angular position of the pendulum and
horizonta
Handout 5A
Sept. 15, 2016
Page 1 of 3
ENGR 447-01 Control Systems (Fall 2016)
Modeling: State Space System Equations
Example:
A. Derive the state space system equations for the RLC circuit below where the system input is () and
the system output is ().
B.
Handout 1
Aug. 25, 2016
ENGR 447-01 Control Systems (Fall 2016)
Page 1 of 3
Control Science and Engineering:
That branch of Mathematics and Engineering which deals with the design, identification and analysis of
systems with a view towards controlling th
Handout 3
Sept. 1, 2016
ENGR 447-01 Control Systems (Fall 2016)
Page 1 of 8
Block Diagrams
In control engineering, often a system output is fed as the input to another system.
E.g. in figure below, System 1 might be a Controller driving System 2 (Plant);
Handout 4
Sept. 08, 2016
ENGR 447-01 Control Systems (Fall 2016)
Page 1 of 7
Stability of a System
1. When system poles (i.e. roots of the the transfer function denominator) have negative real parts (recall
poles may be complex numbers), given sufficient | 677.169 | 1 |
Mathematics This consists of the study of Pure Mathematics together with an Application. In L6 students study three modules Core 1 & 2 and an applied module. Core 1 & 2 extend knowledge and facility in aspects of Pure Mathematics, including an introduction to calculus. Students have a choice in the Applied module, from either Mechanics or
Decision Mathematics. At A2 Level we study two further Pure Mathematics units, Core 3 & 4 and one Applied unit - Statistics. There is no coursework for any of the units and examinations are sat in June.
Possible University courses / Career options: Mathematics is a qualification highly regarded by Admissions Tutors and employers alike. | 677.169 | 1 |
1d93614868 - Honors Precalculus with Jamie Collie 2010-2011...
Honors Precalculus with Jamie Collie 2010-2011 Policies, Procedures, and Expectations Honors Precalculus is an intense study functions and relations designed to challenge students to develop solid problem solving skills as well as the ability to approach any problem from a variety of directions. Comfort with moving between the multiple representations of mathematics (graphical, numerical, algebraic, and in words) is placed at a premium as is a students ability to articulate their approach verbally and in writing. The course includes topics in analytical geometry; relations, functions and their graphs; polynomial, rational, radical, exponential, logarithmic and trigonometric functions and their applications; sequences and series; vector algebra; and polar and parametric equations. My four main goals as a teacher are: • Create a learning community where students learn individually, in small groups and as a class with each person contributing to our overall success. • Help students see connections between the mathematics studied in the classroom and phenomena occurring in the world outside our classroom. • Foster an understanding of the mathematics being studied and its application that extends beyond processes used to solve certain types of problems. • Share some of my enthusiasm for learning and for mathematics with the class. Materials It is expected that you have your notebook, calculator, and a pencil at the beginning of every class. Your notebook should contain your notes, handouts, homework, quizzes, and tests. Students are expected to keep their notebook neat and organized at all times. Notes should be taken in class and used for reference to complete homework and class assignments as well as to study for tests and quizzes. All assignments; homework, quizzes, and tests should be completed in pencil. Class notes, old quizzes, and old test are by far the best resources you will have to help you prepare for future test, projects and exams in this course as well as in the future math courses you will take at MA – that is why I feel so strongly about you keeping them. Attendance
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preview
has intentionally blurred sections.
Sign up to view the full version. | 677.169 | 1 |
Precise Calculator has arbitrary precision and can calculate with complex numbers, fractions, vectors and matrices. Has more than 150 mathematical functions and statistical functions and is programmable (if, goto, print, return, for). | 677.169 | 1 |
The transition to upper-level math courses is often difficult because of the shift in emphasis from computation (in calculus) to abstraction and proof (in junior/senior courses). This book provides guidance with the reading and writing of short proofs, and incorporates a gradual increase in abstraction as the chapters progress. This helps students prepare to meet the challenges of future courses such as abstract algebra and elementary analysis. This book clearly explains principles and guides students through the effective transition to higher-level math. It includes a wide variety of applications, technology tips, and exercises, including new true/false exercises in every section. It provides an early introduction to eigenvalues/eigenvectors. It is accompanied by "Instructor's Manual and Student Solutions Manual" (ISBN: 0-12-058622-3).
"synopsis" may belong to another edition of this title.
Review:
"...a wonderful book where classical material (theorems and their proofs) is nicely balanced with various modern computer-related tools" --Sergei Bezrukov, University of Wisconsin "I would definitely choose Andrilli/Hecker over Lay's book...The range of exercises is excellent..." --Vania Mascioni, Ball State University "...between the present versions of Andrilli/Hecker and Johnson/Reiss/Arnold, I would have little difficulty in deciding on Andrilli/Hecker." --John Lawlor, University of Vermont "...This text is more rigorous than Anton/Rorres. The presentation is much more clear than Nicolson. It is beneficial to the Instructor and the students..." --Ali Miri, University of Toronto
Book Description Academic Press. Hardcover. Book Condition: New. 0120586215 International Edition Paperback OR Softcover Edition with Same Contents. Fast Delivery. Book Cover and ISBN may be different from the US Edition. Customer satisfaction guaranteed. Bookseller Inventory # INDSKT-9788131201244 | 677.169 | 1 |
Building Linear Equations From Patterns
PDF (Acrobat) Document File
Be sure that you have an application to open this file type before downloading and/or purchasing.
2.26 MB | 5 pages
PRODUCT DESCRIPTION
This Common Core and IB aligned resource is great for building an understanding of how linear equations are structured. In groups of four, students explore what is changing and staying the same as their pattern progresses, strengthening their concept of starting value and rate of change--the building blocks of linear equations. This activity can be done a variety of ways, with each group completing their parts on poster paper to be shared with the class, groups completing their parts on the handout provided, or whatever best fits the needs of | 677.169 | 1 |
The Official Olympiads\' Book of Reasoning: Class 8
The Official Olympiads\' Book of Reasoning: Class 8
Summary:
Our intelligence and ability to reason is what makes us human. Reasoning skills can be applied in almost every area of our lives. A gauge of one's intellectual abilities, reasoning enables peop...
Our intelligence and ability to reason is what makes us human. Reasoning skills can be applied in almost every area of our lives. A gauge of one's intellectual abilities, reasoning enables people to understand ideas and concepts better, and arrive at logical conclusions. Reasoning skills, therefore, have become a part of all sort of testing. Similar to other skills, reasoning can be improved and enhanced through practice and repetition.
MTG has design this series of reasoning books to help students appearing for various Olympiads like Science Olympiad, Maths Olympiad, Cyber Olympiad, and other competitive exams. | 677.169 | 1 |
Common Core Geometry Vocabulary Book
PDF (Acrobat) Document File
Be sure that you have an application to open this file type before downloading and/or purchasing.
0.4 MB | 45 pages
PRODUCT DESCRIPTION
In this book, students can access all the major vocabulary terms, definitions, postulates, and theorems listed in the Common Core State Standards under the Geometry standard. This can be used throughout the school year as a resource for students to store their knowledge or a semester/year review for a final. This vocabulary book allows room for students to write definitions, diagrams, examples, and proofs that will help them to succeed on the End of Course exams or End of High School Mathematics exam | 677.169 | 1 |
Mrs. Harris' Algebra
Welcome to Ms. Harris' Algebra Class and Tutoring! You can find
information here about tutoring times, assignments, upcoming tests, and
more....check back often for new information!
Algebra Course Description
Part
1: Students will understand the use of manipulatives and symbols in
order to simplify expressions, and solve equations and inequalities in
problem situations. Students will translate among the various
representations of functions and gain an understanding of slope and
intercepts of linear functions (including the effects of change in
parameters) in real-world and mathematical situations.
Part
2: Students will understand that the graphs of quadratic and exponential functions are
affected by the parameters of the functions, describe those affects, and
solve the quadratic and exponential functions using appropriate methods. | 677.169 | 1 |
Common Core Standards
Math.5.OA.3 or 5.OA.B.3
Description:Standard:
Math.5.G.2 or 5.G.A.2
Description:
Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. | 677.169 | 1 |
Pre - Calculus Documents
Showing 1 to 2 of 2
Agenda
Warm-up
More Angle Relationships
Clicker Battle
In your own words give a definition of Corresponding Angles:
In your own words give a definition of Alternate Interior Angles:
In your own words give a definition of Alternate Exterior Angles:
In your
Rotational motion in pre-calculus is very similar to the concept expressed in physics which is considered by some to be the hardest subtopic in physics.
Hours per week:
3-5 hours
Advice for students:
Do your work when it is assigned.
Course Term:Fall 2015
Professor:Mr.Kozuch
Course Required?Yes
Course Tags:Math-heavyBackground Knowledge ExpectedGo to Office Hours
Dec 10, 2016
| Would highly recommend.
This class was tough.
Course Overview:
My senior year, the goal was to take dual credit college algebra. After so much thinking, I decided to double up and also take pre-calculus. One should take pre-calculus so that when they start college, they already have an idea of what they are learning.
Course highlights:
This course requires so much effort and staying after school. From this course, one can expect to go above and beyond to learn about what it takes to understand pre-calculus and earn a good grade. From this course, I learned that if one does not understand a step towards an answer, they should immediately ask for help before it is becomes too late and complicated.
Hours per week:
0-2 hours
Advice for students:
First thing I would suggest a student do is to make sure they build a strong relationship with the teacher, because not all teachers want to see their students succeed. Second, they should try to study at home, at least and hour of studying. Third, they should make time in order to understand something. | 677.169 | 1 |
Mathematics: Scope and Sequence
Algebra I
Recommended For: Freshmen
Prerequisites: None
The Algebra course is composed of four major units of study: Solving equations and inequalities, linear functions, quadratic functions, and rational expressions. In each of the major units of study, concepts will be explored using multiple representations so that students develop essential procedural and conceptual understandings in Algebra. The basic foundations of the algebra curriculum are developed in the first unit of study and quickly built upon in successive units. The central theme of this unit involves solving multistep equations and inequalities. Students will become adept at identifying and defining the algebraic properties and principles used to simplify and solve multistep equations and inequalities. These skills will then be applied to writing and solving multistep equations and inequalities for word problems. Each of the concepts in the first unit will be continuously revisited and reinforced throughout the remainder of the course and in every unit.
Geometry
Recommended For: Freshmen, Sophomores
Prerequisites: Algebra I
TheHonors Geometry
Recommended For: Freshmen, Sophomores
Prerequisites: Algebra I
Our Honors Geometry class will cover everything that Geometry covers but will be taught at a faster pace and with less support as our college prep section. TheAlgebra II
Algebra II provides a review and extension of the concepts taught in Algebra I and Geometry. Throughout this course, students will develop learning strategies, critical thinking skills, and problem solving techniques to prepare for future math courses in high school and college. The course begins with an extensive review of Algebra I concepts including equation and inequalities, linear equations and functions, systems of equations, radical expressions, quadratic equations and functions, polynomials, and rational expressions. A few new concepts such as complex and imaginary numbers and solving systems of equations in two and three variables, are introduced in order to build on students basic Algebra knowledge and skills.
The Algebra II course then explores the algebraic and geometric concept of conic sections. This includes the equations and graphing for several functions that define the conic section units including the circle, ellipse, parabola, and hyperbola functions. Students will develop an understanding of inverse functions and relations including an introduction to exponential and logarithmic functions, and in particular, natural logarithms. These functions will also be used in problem solving situations. The emphasis then shifts towards a study of matrices and determinants. Students will be required to master the addition, subtraction, and multiplication of matrices. In addition to using determinants and Cramer's Rule, students will use inverse matrices to solve systems of two or three equations.
Trigonometry/Pre-Calculus
TheSeveral more trigonometry identities are introduced. Students will prove these identities and use them to simplify other similar identities. The trigonometric functions will be revisited and used in problem solving situations and word problems in order to find the missing angle, side, or area of right triangles. Students must be familiar with polar coordinates and complex numbers and be able to multiply complex numbers in their polar form. Finally, students will apply these skills as they work with complex numbers in polar form using the DeMoivre's theorem. In the Linear Algebra portion of the course the standards indicate an extensive examination and application of the algebraic and geometric interpretations of matrices and vectors. The goal of Linear Algebra is for students to learn the techniques of matrix manipulation so that they can solve systems of linear equations in any number of variables. Students must understand and know how to apply the Gauss-Jordan method and the Cramer's rule of solving matrices.
Honors Pre-Calculus/Trigonometry
Recommended For: Sophomore, Juniors, Seniors
Prerequisites: Applicant must have a final grade of an A or B in Algebra II
Topics in Mathematical Analysis, Trigonometry, and Linear Algebra are often combined to create a pre-calculus course needed to prepare students for the study of Calculus. TheHonors Calculus AB
Recommended For: Juniors and Seniors
Prerequisites: Applicant must have a final grade of an A or B in Trigonometry/Pre-Calculus
The prerequisites to learning and using calculus are the algebra, trigonometry, and analytical geometry skills students have developed in the preceding Algebra II and Pre calculus classes. In addition to the rigor and depth that will permeate all aspects of this course students will hopefully also develop an appreciation for the versatility and usefulness that the study of Calculus provides to professional fields related to mathematics, science, design, technology, and engineering. The course begins with an examination of limits and continuity. Students will be required to calculate limits of function values and to test functions for continuity. Once students are able to calculate limits, they can then proceed to finding derivatives. The derivatives unit illustrates the role calculus plays in measuring the rates at which things change. Students will explore the circumstances in which derivates exist, the basic derivative techniques, rates of change, trigonometric derivatives, major rules and laws, common differentiation tasks, and an extensive application of derivatives in real world situations.
The focus of the course then shifts from derivates to finite sums and integrals. Students will examine the close connections between derivatives and integrals though the examination of the contributions of Leibniz and Newton to the study of Calculus. During the integral unit students will be required to work extensively with integration and derivatives as these concepts relate to the graphs of exponential, inverse, logarithmic, inverse trigonometric, and hyperbolic functions. Students will know and apply several major integration rules and theorems including the Fundamental Theorem of Calculus, L'Hopital's rule, Mean Value theorem, and Rolle's theorem. In addition, students will apply all the above techniques and theorems of integration to finding the volumes of rotational solids and arc lengths. Calculus students then transition to the study of differential equations, sequences, and series. The section pertaining to differential equations requires students to have knowledge of the separation of variables, the types of solutions, and exponential growth and decay. Students must also be able to visualize differential equations in terms of linear approximations, slope fields, and Euler's method. The sequence and series section allows student the opportunity to examine basic examples of infinite series such as geometric series, P-series, and the telescoping series. Students will also be able to perform a variety of infinite series convergence test. Finally an exploration of special series such as the power series, the Maclaurin series, and the Taylor series will conclude the unit.
Honors Calculus BC
Recommended For: Juniors and Seniors
Prerequisites: Applicant must have a final grade of an A or B in Honors Calculus AB
Honors Calculus BC is a second course in a single-variable calculus that is equivalent to a second semester calculus course at most colleges and universities. This course will provide a deeper understanding of the concepts of limit, continuity, derivatives, and integrals which were covered in Honors Calculus AB. The major topics covered in Honors Calculus BC are Parametric, polar, and vector functions; slope fields; Euler's method; L'Hopital's Rule; Improper Integrals; Logistic differentiable equations; Polynomial approximations and Series; and Taylor Series.
Probability and Statistics
This course covers the study of probability, interpretation of data, and fundamental statistical problem solving. Students must know the definitions of the notions of independent events, conditional probability, mean, median, mode, variance of a discrete random variable, and the mean of a discrete random variable. Each of these definitions will then be used to solve for probabilities and events under a diversity of statistical circumstances. Throughout the course the distributions of data will be described using different methods including frequency tables, histograms, standard line and bar graphs, stem and leaf displays, scatter plots, and box and whisker plots. For the each distribution of data students must be able to identify the standard distribution and compute the variance and standard deviation. In an advanced placement probability and statistics class students must be able to determine P-value for a statistic and be familiar with and understand the uses of a chi-square distribution and the chi-square test.
Honors Probability and Statistics
Probability and Statistics is a unique mathematical course combining lessons and activities that incorporate elements from a wide range of subjects including Algebra, English, Science, Technology, and History. The course will include extensive topics in Statistics defined as the study of collecting, organizing, analyzing, and interpreting numerical information from data. The statistical elements will also be applied to the study of Probability as the likelihood that an event will occur. Together probability and statistics are tools that allow us to analyze data within a specific context in order to make informed decisions or predictions.Students will be expected to demonstrate mastery of the content by taking detailed and reflective notes, analyzing studies and experiments, gathering and organizing data, problem solving, writing detailed constructed responses/reflections; and creating and designing their own statistical studies. | 677.169 | 1 |
Advanced linear
In Chapter 11, Linear Programming was applied to those investments satisfying the following assumptions:Additivity within activities: resource consumption is constant per unit of output; there are no economies of scale.
an one learn linear algebra solely by solving problems? Paul Halmos thinks so, and you will too once you read this book. The Linear Algebra Problem Book is an ideal text for a course in linear algebra. It takes the student step by step from the basic axioms of a field through the notion of vector spaces, on to advanced concepts such as inner product spaces and normality. All of this occurs by way of a series of 164 problems, each with hints and, at the back of the book, full solutions. This book is a marvelous example of how...
This is a book on linear algebra and matrix theory. While it is self contained, it will work
best for those who have already had some exposure to linear algebra. It is also assumed that
the reader has had calculus. Some optional topics require more analysis than this, however.
I think that the subject of linear algebra is likely the most significant topic discussed in
undergraduate mathematics courses. Part of the reason for this is its usefulness in unifying
so many different topics. Linear algebra is essential in analysis, applied math, and even in
theoretical mathematics.
(BQ) Part 1 book "Advanced calculus with applications in statistics" has contents: An introduction to set theory, basic concepts in linear algebra, limits and continuity of functions, differentiation, infinite sequences and series, integration, multidimensional calculus. | 677.169 | 1 |
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2.82 MB | 4+Answer Key pages
PRODUCT DESCRIPTION
Introduce Compound Interest with an inquiry activity and then students formalize their understanding through notes (color-coded and blackline options included). This is meant for students who are not yet familiar with compound interest. These notebook pages focus on part of common core standard: HSA.SSE.B.3.
A great addition to your Algebra review and practice and for differentiation. Intermix with other exponential function activities for a deeper understanding85. | 677.169 | 1 |
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Learn the mathematical theory of linear differential equations and their application to systems such as the mass-spring system and other linear oscillations. Phenomena as diverse as the motion of the planets, the spread of a disease, and the oscillations of a suspension bridge are governed by differential equations. This course is an introduction to the mathematical theory of ordinary differential equations and follows a modern dynamical systems approach | 677.169 | 1 |
This text gives the background necessary for the modern developments in gauge theory and geometry in four dimensions, but it also serves as an introductory course in algebraic topology. It will be invaluable to anyone studying cohomology, curvature, and their applications.
"Sinopsis" puede pertenecer a otra edición de este libro.
Críticas:
'… a self-contained exposition.' L'Enseignement Mathématique
'This is a very fine book. It treats de Rham cohomology in an intellectually rigourous yet accessible manner which makes it ideal for a beginning graduate student. Moreover, it gets beyond the minimal agenda that many authors have set … A welcome addition.' Mathematika
' … a very polished completely self-contained introduction to the theory of differential forms … the book is very well-written … I recommend the book as an excellent first reading about curvature, cohomology and algebraic topology to anyone interested in these themes from students to active researchers, and especially to those who deliver lectures concerning the mentioned fields.' Acta. Sci. Math.
'The book is written in a precise and clear language, it combines well topics from differential geometry, differential topology and global analysis.' European Mathematical Society
Descripción Cambridge University Press 1997-0166714 De1589567
Descripción 1997. Paperback. Estado de conservación: NEW. 9780521589567 This listing is a new book, a title currently in-print which we order directly and immediately from the publisher. Nº de ref. de la librería HTANDREE04647741589567 | 677.169 | 1 |
Pages
Wednesday, January 2, 2013
Explain Everything Calculus 2
Explain Everything became the perfect tool for Calculus 2 students to prove that they understood the concepts from their class.
Since so many symbols are used while completing one of these problems, pencil and paper with steps of completion provided great subjects for the camera feature of the iPad.
The true reason for our staff using the Explain Everything app is for the individual assessment piece after group conversation. Having students discuss the steps provides direct practice for the Common Core State Standards test that is coming. Helping students prepare to explain processes will be beneficial. | 677.169 | 1 |
NCERT Solutions For Class 10 Hindi
The material in the NCERT Solutions For Class 10 Hindi has been further updated. The subject has been discussed in such a simple way that the students will find no difficulty to understand it.the proofs of various theorems and NCERT Solution have been given with minute details. Each chapter of this Hindi NCERT Solutions Class 10 contains complete theory and a fairly large number of NCERT Solutions. Sufficient problems have also been selected from various books. At the end of each chapter an exercise containing objective questions has been given. NCERT Hindi Solutions Class 10has been revised. It has been felt necessary in particular to revise some material.
Features of NCERT Solutions For Class 10 HindiMany times, Class 10 Hindi NCERT Solutions are required by students to solve a particular problem. We have accumulated CBSE NCERT Hindi Solution For Class 10 download pdf files which can be downloaded for free.These pdf files are readable by all most all android phones and computer. They can be quite handy to carry in small devices
NCERT Solutions For Class 10 Hindi are considered an extremely helpful resource for exam preparation. wegive its users access to a profuse supply of NCERT Questions and their solutions. Chemistry NCERT Solutions Class 11 are created by experts. It gives the student an advantage with practical questions. The included are easy to understand, and each step in the solution is described to match the students understanding. | 677.169 | 1 |
MATRICES - the ZERO and IDENTITY Matrix
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PRODUCT DESCRIPTION
Matrix Math
This lesson on the zero and identity matrices will guide students to answer the questions:
Do matrix addition and multiplication have identity properties?
Is there a zero or identity matrix for matrix operations?
What is the zero matrix?
What is the identity matrix?
How can I identify the correct zero matrix to use?
How can I identify the correct identity matrix to use?
Do the dimensions of a zero or identity matrix matter | 677.169 | 1 |
Product Details
The best price of
Beginning Algebra (6th Edition) by
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CAIRO BOOKS's Description
Normal 0 false false false MicrosoftInternetExplorer4 John Tobey and Jeff
Slater are experienced developmental math authors and active classroom
teachers. They have carefully crafted their texts to support students in this
course by staying with them every step of the way. Tobey and Slater... With
you every step of the way . This 6th edtion of Beginning Algebra is
appropriate for a 1-semester course in appropriate for a 1-semester course in
Introductory, Beginning or Elementary Algebra where a solid foundation in
algebraic skills and reasoning is being built for those students who have
little or no previous experience with the topice. The utlimate goal of this
text is to effectively prepare students to transition to Intermediate Algebra.
One of the hallmark characteristics of Beginning Algebra 6e that makes the
text easy to learn from is the building-block organization. Each section is
written to stand on its own, and each homework set is completely self-testing.
Beginning Algebra 6e is a worktext, meaning the design is open and friendly
with wide margins so can you can encourage your students to take notes and work
exercises right on the text page. Also with worktexts, images/visuals are used
more frequently to convey the math concept so there are fewer words and less
text for the student to read. A Brief Review of Arithmetic Skills; Real
Numbers and Variables; Equations and Inequalities; Solving Applied Problems;
Exponents and Polynomials; Organizer; Factoring; Rational Expressions and
Equations; Graphing and Functions; Systems of Equations; Radicals; Quadratic
Equations For all readers interested in algebra. | 677.169 | 1 |
Learn math the easy way with Tussy and Gustafson's INTERMEDIATE ALGEBRA! Study sets at the end of every chapter will improve your ability to read, write, and communicate mathematical ideas. Difficult concepts are made clear with a five-step approach to problem-solving: analyze the problem, form an equation, solve the equation, state the result, and check the solution. Prepare for exams with numerous resources located online and throughout the text such as live online tutoring, tutorials, a book companion website, chapter summaries, self-checks, practice sections, and reviews. Take advantage of the accompanying Video Skillbuilder CD-ROM that will save you class preparation time through video lessons, web quizzes, and chapter tests. | 677.169 | 1 |
This manual opens with a diagnostic test that includes explained answers to help students pinpoint their math strengths and weaknesses. In chapters that follow, detailed topic reviews cover polynomial, trigonometric, exponential, logarithmic, and rational functions; coordinate and three-dimensional geometry; numbers and operations; data analysis, statistics, and probability. Six full-length model tests with answers, explanations, and self-evaluation charts conclude this manual. The manual can be purchased alone or with an optional CD-ROM that presents two additional full-length practice tests with answers, explanations, and automatic scoring. | 677.169 | 1 |
Showing 1 to 22 of 22
MATH 241 CALCULUS III FIRST MIDTERM EXAM Instructions. Answer each question on a separate answer sheet. Show all your work. Be sure your name, section number, and problem number are on each answer sheet, and that you have copied and signed the honor
B3. Short Time Fourier Transform
(STFT)
Objectives:
Understand the concept of a time varying frequency spectrum and the
spectrogram
Understand the effect of different windows on the spectrogram;
Understand the effects of the window length on frequency and | 677.169 | 1 |
BUYER OFFERS: We are a retail store with set pricing and unfortunately we can't fulfil any requests to sell items for less than the listed price.
Description: A Discovery-Based Approach to Learning about Algebraic Structures Abstract Algebra: Structures and Applications helps students understand the abstraction of modern algebra. It emphasizes the more general concept of an algebraic structure while simultaneously covering applications. The text can be used in a variety of courses, from a one-semester introductory course to a full two-semester sequence. The book presents the core topics of structures in a consistent order: * Definition of structure * Motivation * Examples * General properties * Important objects * Description * Subobjects * Morphisms * Subclasses * Quotient objects * Action structures * Applications The text uses the general concept of an algebraic structure as a unifying principle and introduces other algebraic structures besides the three standard ones (groups, rings, and fields). Examples, exercises, investigative projects, and entire sections illustrate how abstract algebra is applied to areas of science and other branches of mathematics. 'Lovett (Wheaton College) takes readers through the variegated landscape of algebra, from elementary modular arithmetic through groups, semigroups, and monoids, past rings and fields and group actions, beyond modules and algebras, to Galois theory, multivariable polynomial rings, and Grobner bases.' Choice Reviewed: Recommended | 677.169 | 1 |
Product Description:
Convex analysis is a branch of mathematics that studies convex sets, convex functions, and convex extremal problems. It has surprisingly diverse and fruitful applications in mathematics, mathematical physics, technology, and economics. This book is an introduction to convex analysis and some of its applications. It starts with basic theory, which is explained within the framework of finite-dimensional spaces. The only prerequisites are basic analysis and simple geometry. The second chapter presents some applications of convex analysis, including problems of linear programming, geometry, and approximation. Special attention is paid to applications of convex analysis to Kolmogorov-type inequalities for derivatives of functions in one variable. Chapter 3 collects some results on geometry and convex analysis in infinite-dimensional spaces. A comprehensive introduction written ``for beginners'' illustrates the fundamentals of convex analysis in finite-dimensional spaces. The book can be used for an advanced undergraduate or graduate-level course on convex analysis and its applications. It is also suitable for independent study of this extremely important area of mathematics.
REVIEWS for Convex | 677.169 | 1 |
If by "basic" you mean elementary, try Courant's "What is mathematics".
Its a classic text and its cheap to buy. Its got very good stuff on our number system, from natural numbers, primes, rationals, and irrationals. Its one of the best books I have ever read. Its not a book exclusivley on number theory though, rather it has chapters on a bunch of interesting math bits. More of a "intro to abstraction" type of book. Check it out, its a damn good read. | 677.169 | 1 |
Average Skills for SAT Math
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0.06 MB | 2 pages
PRODUCT DESCRIPTION
This worksheet provides practice with skills necessary for solving problems involving arithmetic means on the SAT. Skill addressed include computing the arithmetic mean of a set of numbers, finding the missing number in a set when the mean is given, writing and simplifying an expression for the mean of a set of expressions, and finding weighted averages. Worksheet is one page | 677.169 | 1 |
College.Statistics Quick Reference Statistics Quick Reference was designed by a qualified statistics Instructor. Each of the concepts was explained in detail, followed by an example for better understanding
Calculus Quick Reference Calculus Quick Reference lists down all the important formulas and evaluation techniques used in calculus which makes it easier for you to memorize and apply them in solving problems
Math Advisor Now you can ask question and get answer right on your phonePlus Minus Fill the spaces between the numbers with plus and minus, so that the result in every row and column is equal to zero. Click on a space to change from plus to minus or from minus to plus. Good luck! | 677.169 | 1 |
Instead of using a simple lifetime average, Udemy calculates a course's star rating by considering a number of different factors such as the number of ratings, the age of ratings, and the likelihood of fraudulent ratings.
Introduction to Matrices and Determinants - Complete
Course covers everything that beginners need to learn about mathematics my course on "introduction to Matrices and Determinants" ., The course is MUST for any Math student. The topics that are covered in this course are the most essential ones, those that will touch every Math and Science student at some point of their education. Matrices and determinants gives students the ability to understand the main concept of matrices and determinants, i have explained the types of matrices and determinants with the brief examples so that student can easily got the concept of the topic. The course is divided into several sections. Matrices section and determinant section. Students of sciences ,O.level, A.level, can take this course with confidence. I hope this course will be very beneficial for all students. student should take this course for easy approach.
I Love math; I truly do. Since as long as I can remember, I've always found it fascinating, interesting, and highly rewarding. But what I love even more than ripping through a problem set is sharing my passion for math with ambitious students.
I've been teaching math for almost 10 years, ever since I was in middle school. Throughout my academic and professional life, I have continuously set time aside to help kids understand all sorts of math concepts. Why? Because math is a subject matter that I not only enjoy thoroughly, but one that I am able to adeptly teach. No matter who you are or what your educational level, I am 100% confident that I can bring you clarity in whatever math subject you are studying. I have helped all ages of kids learn arithmetic, pre-algebra, algebra, geometry, algebra 2, trigonometry, precalculus, and calculus. If you are a motivated student shooting for excellence, I want to teach you | 677.169 | 1 |
Product Description:
Intended for first- or second-year undergraduates, this introduction to discrete mathematics covers the usual topics of such a course, but applies constructivist principles that promote - indeed, require - active participation by the student. Working with the programming language ISETL, whose syntax is close to that of standard mathematical language, the student constructs the concepts in her or his mind as a result of constructing them on the computer in the syntax of ISETL. This dramatically different approach allows students to attempt to discover concepts in a "Socratic" dialog with the computer. The discussion avoids the formal "definition-theorem" approach and promotes active involvement by the reader by its questioning style. An instructor using this text can expect a lively class whose students develop a deep conceptual understanding rather than simply manipulative skills. Topics covered in this book include: the propositional calculus, operations on sets, basic counting methods, predicate calculus, relations, graphs, functions, and mathematical induction.
REVIEWS for Introduction to Discrete Mathematics with ISET | 677.169 | 1 |
Essential mathematical skills for business and economics General skills: - Development of Study Technique - Analytic Thinking | 677.169 | 1 |
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COURSE DESCRIPTION
Geometric incidences are a family of combinatorial problems. While these problems existed for several decades, in the past few years they have been experiencing a renaissance: Many new incidence results are being derived by using algebraic methods, while at the same time interesting connections between incidences and other parts of mathematics are being exposed (such as Harmonic Analysis and Theoretical Computer Science). This is currently an active research field which seems to attract the interest of various prominent mathematicians. In this class we will study this subfield and some of its connections to other parts of mathematics.
Each course participant is expected to read one related paper and to present it in class. This webpage will contain a list of possible papers. If more than a few students enroll, some of the undergrad participants would instead submit 3 homework assignments. Students are also expected to attend most of the classes.
PREREQUISITES
The class requires a basic mathematical understanding, such as basic familiarity with combinatorics, probability, and linear algebra. We will go over most of the mathematical concepts that we rely on. | 677.169 | 1 |
Logarithms Change of Base Guided Notes
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0.25 MB | 5 pages
PRODUCT DESCRIPTION
These guided notes begin by showing how the Change of Base formula is derived from a specific example. This is followed by examples of exponential and logarithmic equations that can be solved using the change of base formula. Mixed with the examples are "You Do" problems for students to try on their own. The back page of the notes concludes with a Partner Practice section with 12 equations and inequalities | 677.169 | 1 |
2 entries from April 2013
April 29, 2013
Rick Clinton, Accessibility Advocate and Leader at Pearson Higher Education, recently blogged in Accessible Mathematics: HTML eBooks about Pearson's work to create "screen-readable" eBook versions of their mathematics and statistics textbooks which are formatted in HTML and MathML. They have been gradually adding to this collection for a while, which now numbers 70 titles. That's a nice-sized library of accessible math textbooks in its own right. But what is really notable in his post is the statement that, "...beginning in 2014, every Pearson college math and stats text will have an HTML eBook version." That's an impressive commitment from a publisher like Pearson Higher Education, and means that every math textbook they publish from now on will include accessible mathematics. Pearson is setting an example for the whole publishing industry, and deserves commendation for their resolve to support math accessibility.
Of course, there are many other publishers of math textbooks, and they all need to hear from people like you who purchase and use textbooks. If you want to see more accessible math textbooks offered by more publishers, then you'll need to make your demands and expectations known to them.
Here are a few ways you can help:
If you are connected to a college, tell your math department about Pearson's accessible math titles. Teachers should strongly consider adopting one of their HTML eBook versions.
If you teach a college math or stats course and your favorite textbook isn't one of these Pearson titles, then contact the publisher and ask them how soon they will be creating an eBook version with accessible math like Pearson. If they don't have any realistic plans to create one, then tell them you are strongly considering switching to a Pearson title.
If you are connected to a K-12 school, then be sure to contact the publishers of your math textbooks with the same message. Even at Pearson, the higher education and K-12 divisions are not connected, so the K-12 publishing sector needs to hear the same message. Hold up the example of Pearson Higher Education as testimony that making *every* math title accessible is a vital goal that can--and should--be done.
Steve Noble
is a research consultant with a core focus in mathematics accessibility and
assistive technology, and served as a researcher for the University of
Kentucky's MeTRC research project. Currently he continues to serve on
grant-funded research projects with both Bridge Multimedia and ETS, and
previously served as Director of Accessibility Policy for Design Science.
April 26, 2013
Math accessibility is one of the biggest challenges faced by teachers
of students with visual difficulties or impairments. In February, Steve
Noble's blog post (MeTRC Research Underscores Need for Accessible Math)
talked about a study involving students with reading-related learning
disabilities. The study found that these students have 2-3 times as much
difficulty reading math than they do reading plain text. When given
accessible math materials, their outcomes on tests were much better than
those students who didn't have access to accessible materials. | 677.169 | 1 |
Honors Algebra 2 Syllabus
COURSE DESCRIPTION
Students will extend and expand upon concepts and techniques learned in algebra and geometry including solving and graphing solutions to inequalities, equations, and systems of equations. In addition, students will learn about imaginary and complex numbers, conic sections, logarithms, functions, and operations with polynomial expressions.
COURSE OBJECTIVES
The student, upon completion of the course, will be able to: 1. simplify, solve, and graph linear, quadratic, and polynomial equations. 2. simplify exponential and logarithmic functions. 3. perform a variety of operations on polynomials, radicals, complex numbers, and exponentials. 4. graph, identify, and manipulate equations of conic sections. 5. use and apply learned techniques and knowledge to practical applications.
ATTENDANCE
School policy as outlined in Student Handbook under Attendance. Please read that section carefully!
HOMEWORK
Completion and care in performance of all assigned work is essential for satisfactory mastery of this subject matter. Assigned homework is intended to provide practice and to generate questions for class discussion. The homework grade is based on effort. In order to receive credit for homework, all work must be shown, in pencil, for each question assigned. Full credit will not be given for late work except when lateness is excused by the office. Late work submitted without an acceptable excuse will be awarded half credit if turned in on or before the day of the test covering the material contained in the assignment(s) in question. Students will be assigned an average of 40 minutes of homework each day. Some time will normally be given during regular class time to begin that evening's homework.
MAKE-UP WORK
You will be allowed the number of days that you were absent to make-up missed work.
DAILY CLASS ESSENTIALS
The following materials will be needed for this class and must be brought to each class session: paper, pencil, scientific calculator, ruler, compass (optional), graph paper, and text book
GRADING
Breakdown of grade is as follows:
Tests and Quizzes 80%
Homework and Notebook 20%
Grading scale is as follows:
93-100% A
90-92% A–
87-89% B+
83-86% B
80-82% B–
77-79% C+
73-76% C
70-72% C–
67-69% D+
60-67% D
Below 60% F
TESTS
Each chapter will provide two testing opportunities known as a test and a retest. If you are absent for either, you will be provided only one opportunity for that chapter. Retest times will be announced in class and also posted on this web site. Each retester is required to submit correctives prior to retesting. Failure to do so will result in forfeiture of the retesting opportunity. The better of the two grades will be recorded with the limitation that a retest can raise a students test score to a maximum of 80% or 30% higher than their original score, whichever is greater.
HELP!
If at any time you do not understand something, please ask! If you need more help than can be provided during class, please ask for assistance. I am generally available before and after school and during break in my room. | 677.169 | 1 |
Steve Slavin's lively and comprehensive Microeconomics 11e has a student-friendly, step-by-step approach. As in previous editions, Slavin introduces more math review than other products to help students get past math phobias through consistent practice. The content is set up as a workbook, encouraging students to fill in tables and graphs and work problems as they read to actively engage with the material. Matched with the extensive learning aids available in Connect, including the adaptive study tool LearnSmart, Slavin provides a complete learning environment for the introductory economics student.
Connect is the only integrated learning system that empowers students by continuously adapting to deliver precisely what they need, when they need it, and how they need it, so that your class time is more engaging and effective. | 677.169 | 1 |
Arizona's Instrument to Measure Standards, High School Exit Exam Ed Anderson, M.A., and Judy Reihard, M.A. - All books by this author
This new manual prepares high school students in the state of Arizona for the math test that they must pass as a prerequisite to graduation. It provides extensive practice and review and covers all of the following test topics: number sense and operations; data analysis, probability, and discrete mathematics; patterns, algebra, and functions; geometry and measurement; and structure and logic. This book also presents one diagnostic test and three full-length practice tests with solutions to all problems plus a glossary of commonly used math terms. (0764135686) | 677.169 | 1 |
Abstract
Number theory has in recent decades assumed a great practical importance, due primarily to its application to cryptography. This chapter discusses how elementary concepts of number theory may be illuminated and made accessible to upper secondary school students via appropriate spreadsheet models. In such environments, students can observe patterns, gain structural insight, form and test conjectures, and solve problems. The chapter begins by reviewing literature on the use of spreadsheets in general and the use of spreadsheets in number theory in particular. Two sample applications are then discussed. The first, factoring factorials, is presented and instructions are given to construct a model in Excel 2007. The second application, the RSA cryptosystem, is included because of its importance to Science, Technology, Engineering, and Mathematics (STEM) students. Number theoretic concepts relevant to RSA are discussed, and an outline of RSA. is given, with example. The chapter ends with instructions on how to construct a simple spreadsheet illustrating RSA | 677.169 | 1 |
Patterns and Sequences Guided Student Notes With You Trys and Key
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0.13 MB | 6 pages
PRODUCT DESCRIPTION
This file contains step by step guided student notes which take students through the many different forms of patterns and sequences. This file includes you try problems throughout notes to check for comprehension as well as an answer key | 677.169 | 1 |
This course is currently under revision. Upon Board approval the description of the course will be modified to align with the revised curriculum and current New Jersey Common Core Standards. Note: All New Jersey public school students must successfully complete a minimum of three years of mathematics as a graduation requirement. Algebra I, Geometry and either Algebra II or Introduction to Algebra II are required. Many four-year colleges recommend four years of mathematics for college. Additionally, students may be required to pass a state assessment in mathematics as a graduation requirement. The TiNspire (Non-CAS Version) calculator is used in all math classes. The flowchart below is intended to assist students and parents in planning for a high school mathematics course sequence.
Algebra I HON, ACC, CP, PR
Lays the groundwork for all mathematics study by establishing the concepts of set theory, axioms, and properties of the real number system. Equations and inequalities are studied with emphasis on transforming verbal statements into mathematical symbols. Polynomials, rational algebraic expressions, graphing, linear/quadratic equations and radicals are also examined. HON is offered by invitation only to those students with a special ability in mathematics.
Algebra I Support Lab
Designed to provide additional support for students enrolled in Algebra I who are identified as in need of support in Algebra I. Credits for this course do not satisfy math requirements for graduation. This is a pass/fail course. Must be concurrently enrolled in Algebra I to take this course.
Algebra II HON, ACC, CP
Builds on the algebraic foundation of Algebra I. Involves the study of functions and their graphs – including quadratic, polynomial, rational, radical, exponential, logarithmic and trigonometric and probability. HON is offered by invitation only to those students with a special ability in mathematics. CP is available only to seniors. Prerequisite: Algebra I and completion of or concurrently taking Geometry.
Geometry HON, ACC, CP, PR
Based on Euclid's elements of deductive reasoning which emphasized the geometry of the plane surface. Area, volume, congruent triangles, polygons, and constructions are studied. Algebraic applications of geometric concepts are frequent. HON is offered by invitation only to those students with a special ability in mathematics. Prerequisite: Algebra I.
Introduction to Algebra II CP, PR
This course builds on foundations of Algebra I and Geometry to study systems of linear equations, functions, polynomials, quadratic equations, complex numbers, and discrete mathematics. Prerequisite: Algebra I and Geometry.
Trigonometry & Statistics CP
Designed for students who have completed Algebra II as a transition to Pre-Calculus ACC. Students will study trigonometric functions and their applications, descriptive and inferential statistics, and basic probability. Prerequisite: Algebra II.
*Pre-Calculus HON, ACC
Based on the study of functions. It begins with a review of Algebra II, continues with trigonometric functions and their applications, then concludes with several topics in advanced algebra. HON is offered by invitation only to those students with a special ability in mathematics. Prerequisite: Algebra II. *Offered as RCBC CAP Course.
*Calculus ACC
Designed for students with mathematical aptitude who have an understanding of Pre-Calculus and the desire to study Calculus in college. The year begins with a review of elementary functions followed by a study of limits, differential calculus and beginning integral calculus. Prerequisite: Pre-Calculus. *Offered as RCBC CAP Course.
*AP Calculus AB HON
Equivalent to a first semester college calculus course. Students taking this course will be able to take the College Board Placement Test in AB Calculus and could receive college credit or advanced standing depending upon their score and the policy of the college. HON is offered by invitation only to those students with a special ability in mathematics. Prerequisite: Pre-Calculus. *Offered as RCBC CAP Course. NOTE: A student may select either Calculus AB or BC, but not concurrently.
*AP Calculus BC HON
Offered to those students who display special ability in mathematics. The course is faster paced and broader in-depth than Calculus AB and covers two full semesters of college calculus. Students taking this course will be able to take the College Board Advanced Placement Test in BC Calculus and could receive college credit or advanced standing depending on their scores and the policy of the college. HON is offered by invitation only. Prerequisite: Pre-Calculus. *Offered as RCBC CAP Course. NOTE: A student may select either Calculus AB or BC, but not concurrently.
*AP Calculus BC and Calculus II HON
Expands the depth of study of some Calculus AB topics, prepares students to take the Advanced Placement Test in Calculus BC, and include additional topics beyond the BC Calculus curriculum. Students could receive college credit or advanced standing depending on their scores and the policy of the college. This course is designed for advanced mathematics students who have completed one year of Calculus. *Offered as RCBC CAP Course.
*Probability And Statistics ACC
Divided into three categories: descriptive statistics, probability, and inferential statistics. The course includes application for college bound students for all academic areas. Prerequisite: Algebra II. *Offered as RCBC CAP Course.
*AP Statistics HON
Equivalent to a college statistics course. Students taking this course will be able to take the College Board Advanced Placement Test in Statistics and could receive college credit or advanced standing depending upon their score and the policy of the college. This course is offered by invitation only. Prerequisite: Algebra II. *Offered as RCBC CAP Course.
Computer Programming I ACC
Designed to be an introductory programming course. The concepts taught will include input/output operations, arithmetic operations, accumulating and displaying totals, comparing, array processing, searching and sorting, string processing, file processing, and report generation. Emphasis will be on problem-solving techniques and logic. Prerequisite: Completion of or concurrently taking Geometry. Credits for this course do not satisfy math requirements for graduation.
*Computer Programming II (Java) HON
Designed as a second year programming course to teach problem-solving heuristics, algorithm development using top-down design, and good programming style and techniques through an object-oriented approach to be extended to future programming languages that may be studied. Students will enhance their knowledge of input/output operations, arithmetic operations, accumulating and displaying totals, comparing, array processing, searching and sorting, string processing, file processing, and report generation. Emphasis on problem-solving techniques and logic. Prerequisite: Computer Programming I. Credits for this course do not satisfy math requirements for graduation. *Offered as RCBC CAP Course. Upon Board approval the description of the course will be modified to align with the revised curriculum and current New Jersey Common Core Standards.
Consumer Math CP, PR
Designed to prepare students to deal with situations in their daily lives that require knowledge of comparing and reconciling savings accounts and checking accounts, renting apartments, purchasing housing, determining real estate taxes, buying cars, investigating insurance options, etc. This course satisfies the personal financial literacy graduation requirement. This course does not satisfy math requirements for graduation.
Math I, II PR
Emphasis is on mastery and application of basic math operations. Additional topics include measurement, number theory, pre-algebra, basic geometry, and problem solving. Available through the Child Study Team.
Math III/IV PR
Emphasis is on consumer math skills and personal financial literacy. Units include budgeting, career preparation and earnings, banking//saving//investing, buying//renting a home, travel, transportation. This course will meet the state's personal financial literacy requirement. Available through the Child Study Team.
SEMESTERIZED MATH COURSES
Enriched Topics in Mathematics ACC
Designed to examine non-traditional topics in mathematics with a focus on problem solving. Enables students to examine unique historical and modern topics, such as the history of math, graph theory, logic, election theory, apportionment, game theory, cryptography and set theory. All of these topics will assist students with applying mathematics to real world contexts while enhancing problem-solving skills and techniques. Designed for students with interests in mathematics. Prerequisite: Geometry HON or ACC.
SAT Preparation ACC
A one-semester elective which prepares students for the verbal and math sections of the SAT. Nine weeks will be spent on verbal and nine weeks on math. Critical reading, writing, vocabulary and logical reasoning skills needed on the SAT will be addressed. Specific test-taking strategies for the SAT will also be presented. Completing this course is in no way a guarantee of desired results on the SAT. Credits for this course do not satisfy math or English graduation requirements. This is a pass/fail course. Open to second semester sophomores, all juniors, and first semester seniors who have completed both Algebra I and Geometry. Upon Board approval the description of the course will be modified to align with the revised curriculum and current New Jersey Common Core Standards. | 677.169 | 1 |
Prealgebra: A Text/Workbook (Textbooks Available with Cengage Youbook)
About the Book
We're sorry; this specific copy is no longer available. AbeBooks has millions of books. We've listed similar copies below.
Description:
111198686 For the modern student like you--Pat McKeague's PREALGEBRA, 7E--offers concise writing, continuous review, and contemporary applications to show you how mathematics connects to your modern world. The new edition continues to reflect the author's passion for teaching mathematics by offering guided practice, review, and reinforcement to help you build skills through hundreds of new examples and applications. Use the examples, practice exercises, tutorials, videos, and e-Book sections in Enhanced WebAssign to practice your skills and demonstrate your knowledge.
About the Author:
Charles P. "Pat" McKeague earned his B.A. in Mathematics from California State University, Northridge, and his M.S. in Mathematics from Brigham Young University. A well-known author and respected educator, he is a full-time writer and a part-time instructor at Cuesta College. He has published twelve textbooks in mathematics covering a range of topics from basic mathematics to trigonometry. An active member of the mathematics community, Professor McKeague is a popular speaker at regional conferences, including the California Mathematics Council for Community Colleges, the American Mathematical Association of Two-Year Colleges, the National Council of Teachers of Mathematics, the Texas Mathematics Association of Two-Year Colleges, the New Mexico Mathematics Association of Two-Year Colleges, and the National Association for Developmental Education. He is a member of the American Mathematics Association for Two-Year Colleges, the Mathematics Association of America, the National Council of Teachers of Mathematics, and the California Mathematics Council for Community Colleges.
Book Description Brooks Cole, 2012. Paperback. Book Condition: Acceptable. CONTAINS SLIGHT WATER DAMAGE / STAIN, STILL VERY READABLE, SAVE!273188
Book Description Book Condition: POOR. WATER DAMAGE. Standard shipping arrives within 6-8 business days. This item does not include any CDs, Infotracs, Access cards or other supplementary material. Bookseller Inventory # 900938582 111198686XGOA | 677.169 | 1 |
Palmer Middle School
Enriched Math 8 20082009
Dora Brown dora.brown@cobbk12.org
Text: Holt Course 3 ($54.95); Worktext ($10.00)
Course Description: Students will understand various numerical representations, including
square roots, exponents and scientific notation; use and apply geometric properties of plane
figures, including congruence and the Pythagorean theorem; use symbolic algebra to represent
situations and solve problems, especially those that involve linear relationships; solve linear
equations, systems of linear equations and inequalities; use equations, table and graphs to analyze
and interpret linear functions; use and understand set theory and simple counting techniques;
determine the theoretical probability of simple events; and make inferences from statistical data,
particularly data that can be modeled by linear functions. The instructional approach in this class
includes all 8th grade standards, while striving for deeper conceptual understanding and multiple
connections within the mathematical world as well as outside. Strategies include a heavy focus
on problem solving, critical thinking, verbal and written communication of mathematical
vocabulary for reasoning and justification of solutions.
.
First Nine Weeks
Probability (3 weeks)
Use tree diagrams to find the number of outcomes
Apply the addition and multiplication principles of counting
Find the probability of simple independent and compound independent events
Exponents/square roots (6 weeks)
Find square roots of perfect squares
Recognize the positive square root of a number as a length of a side of a square
Recognize square roots as points and as lengths on a number line
Recognize and use the radical symbol to denote the positive square root
Simplify expressions containing integer exponents
Apply properties of right triangles, including the Pythagorean Theorem
Second Nine Weeks
Linear equations and inequalities in one variable (5 weeks)
Represent a given situation using algebraic expressions or equations in one variable
Simplify and evaluate algebraic expressions
Solve algebraic inequalities in one variable
Graph the solution in an inequality on a number line
Functions: relations (4 weeks)
Demonstrate relationships a among sets through use of Venn diagrams
Translate among verbal, tabular, graphic, and algebraic representations of functions
Understand and recognize arithmetic sequences as linear functions with whole numbers
Third Nine Weeks
Linear equations and inequalities in two variables (6 weeks)
Determine the meaning of slope and yintercept in a given situation
Graph the solution set of an inequality, identifying the solution as an open or closed half plane
Solve problems involving linear relationships
Gather data that can be modeled with a linear function
Congruence (3 weeks)
Apply properties of angle pairs formed by parallel lines but by a transversal
Understand the meaning of congruence: that all corresponding parts are congruent
Graph equations of the form of y=mx + b
Fourth Nine Weeks
Systems of equations and inequalities (4 weeks)
Given a problem in context, write an appropriate system of linear equations or inequalities
Interpret solutions in problem contexts
Graph the solution set of a system of linear inequalities in two variables
Show what we know (5 weeks)
This unit is a cumulative review of all 8th grade standards.
Unit Performance Task "Route 66"
** The process standards will be integrated with every strand.
Course Expectations:
1. All work will be completed in pencil with papers headed correctly.
2. Reading assignments on math topics will be made during each quarter and will
count toward the assessment grade.
3. All students will keep a "math" dictionary as part of their notebook.
4. At least one grade will be taken each week from class work, performance tasks, or
assessments.
5. School wide practice is completed in homeroom and checked in math class every
Tuesday and Thursday. Quizzes are given every 4 ½ weeks on this review
material.
6. Assignments will be posted each week on the school blog . A class assignment
book is also kept in the classroom.
7. When a student is absent it is their responsibility to check one of the above
sources and makeup the work. Makeup work is completed in accordance with
the county/school policies. They will see the teacher to schedule makeup
assessments.
8. Extra Credit may be assigned to all students at teacher discretion. Students who
have missing or incomplete work are not eligible for extra credit.
9. Morning help sessions are held on Tuesday mornings at 8:15 AM. A tutorial
sheet must be completed prior to attendance.
10. Conduct grades will be in accordance with the eighth grade behavior management
plan.
Grading Procedures:
Class work/homework
15%
Assessments
Performance Tasks
35%
30%
Basic skill/CRCT review
POW
Grade Scale:
100.90 A
10%
10%
89.80
B
75.79
C
70.73
D
Below 70 F
Notification will be given to the student if there is any change to this syllabus.
My child and I have read the Enriched Math 8 syllabus and understand the course
expectations. The syllabus will be kept in the student's notebook and the signature
portion returned to the teacher. I understand by giving my email address I give
permission to communicate through this medium.
__________________________
Student Name printed | 677.169 | 1 |
Algebraic Equation Fluency
Word Document File
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0.01 MB | 2 pages
PRODUCT DESCRIPTION
These worksheets/assessments can be used to assess/practice students' ability to complete simple, one-step algebraic equations, using inverse operations, in one minute. They were created for 6th grade in preparation of Common Core Math curriculum | 677.169 | 1 |
97807619163 Math for Marketers
This book provides an introduction to the underlying mathematical concepts in marketing and management in terms accessible to students of all levels. Weiglin also explains the relevant non-mathematical issues, such as price sensitivity, product distribution, and sales estimates, and provides the tools necessary to fully understand the basics of each.
Presented in an irreverent, conversational style, this book includes numerous real-world examples and illustrations that gently introduce the reader to the important mathematical concepts behind marketing and management. Intended for students and professionals of all levels, Survival Math for Marketers is a fun, easy-to-read introduction to the world of business math | 677.169 | 1 |
Use Numerical Applications in the Workplace
Pricing
Description
On completion of this unit of competence students will be able to implement work requirements including: • mathematical information in work instructions, SOPs and documents • basic mathematical operations used to perform workplace tasks.
learning guide describes methods of merchandising products and services for a retail meat outlet. On completion of this unit the student will be able to: advise on the nutritive composition of meat, advise on methods of reducing fats from a diet which includes meat, price, weigh and display meat products, maintain stock presentation and contribute to the development of workplace marketing and merchandising strategy. | 677.169 | 1 |
Course objectives: Besides introducing the student to the above topics, the course aims to help develop certain general skills, with emphasis on numeracy, algebraic manipulation skills, and critical thinking. In particular, students
will: construct and evaluate logical arguments; apply and adapt a variety of appropriate strategies to solve mathematical problems; recognize and apply mathematics in contexts outside of mathematics; organize and consolidate
mathematical thinking through written and oral communication.
The e-textbook (Stewart's Calculus 8th edition, Early Transcendentals) for Calculus 1 comes bundled with WebAssign access and can be accessed only through this website (unless you choose the bundle that includes a loose-leaf printed
book). You have two weeks to purchase an access code that will give you continued access to the e-book for the duration of the semester and beyond, depending on which of the following
three options you choose:
You may purchase a WebAssign+E-book bundle ($92 at the University Store) that gives you e-book access ONLY to the chapters of the text for Math 273. This is the cheapest option
for students who plan to take only Calculus 1.
You may purchase a WebAssign+E-book bundle ($118 at the University Store) that gives you e-book access to all the chapters of the text. This is the cheapest option for students who
plan to continue to Calculus 2 or 3.
You may purchase a WebAssign+E-book+Loose-leaf bundle ($145 at the University Store) that gives you the same e-book access as #2 above, plus a loose-leaf printed version of the
textbook.
All three are also available for purchase directly from the publisher at a slight discount ($79/$118/$132) here.
You will also need a graphing calculator, such as TI-83, in class, for homework assignments
Homework/Quizzes
Homework will consist of two components, written assignments and online assingments through WebAssign.
Written assignements will typically be due on Mondays, collected during the break. Written assignments will typically consist of several problems from the textbook and will be made available here. In general, late homework will not be accepted for a grade, and never without prior arrangement. Assignments will be graded much as the problems on your exams will be graded, that is the graders will be looking at the work which supports your answer even more than the answer itself. In particular, a correct answer with no justification will receive no credit, whereas mostly correct work and a tiny error may receive a substantial amount of credit. Solutions should be written in an organized and legible manner. The purpose here is to prepare you for how your exams will be graded.
Webassign assignments will be assigned after each class period, and will be due prior to the next class period. They will be available here. You will need to create an account and purchase access (with the textbook). You will need to use the course id: towson 8099 5573
Expect to spend a substantial amount of time studying and working on homework. The general rule is two to three hours outside class for each hour inside; this translates to about 9-14 hours of homework and personal study per week.
Unannounced quizzes may be given. For purposes of determining the final grade, they shall be treated as a homework assignment.
Labs
Labs using Mathematica will take place on most (but not all) Mondays.
Mathematica is available for free to Towson students, see here.
It is also available in YR 102 and in the Student Satellite Laboratory, YR 109.
Lab assignments will also be posted on the homework page. Students will have time to work on the labs during class, and may be able to finish them during the class period. Labs will be due during the next course meeting on Wednesday.
Exams
There are four scheduled exams: three midterms, held during class time, and the final exam.
If you have a conflict with
a scheduled exam contact your
instructor as soon as possible.
Evaluation
Grades will be assigned based on homework, labs and exams. They will be weighted in the students final grade as follows:
Component
Homework/Quizes
20%
Labs
5%
Midterms (each)
15%
Final Exam
30%
Disabilities and Religious Observances
Any students with disabilities, including "invisible" disabilities such as chronic diseases and learning disabilities are encouraged to discuss appropriate accommodations with the instructor, either after class or during office hours.
Towson University is committed to providing equal access to its programs and services for students with disabilities, Students with disabilities should visit the Disabilities Services Web page, to learn about how to arrange for any appropriate accommodations. It is the student's responsibility to let the instructor know when he/she is a student with needs in this area. A memo from Disability Support Services (DSS) authorizing your accommodations will be needed.
If you have a religious observance that conflicts with your participation in the course, please meet with me before the end of the second week of the term to discuss appropriate accommodations.
Course Policies
Academic Integrity: This class is conducted in accordance with the Academic Integrity Policy. Cheating or plagiarism in any form is unacceptable. In particular:
On Exams: No assistance may be given or received except that
you may ask the instructor for clarification of a problem. Calculators are not permitted.
On Homework: You are permitted and encouraged to collaborate
with other students on the homework. However, after discussing the problems, you must write up the final
solutions in your own words. You may use calculators and approved
software. Additionally, you may consult your class notes
and text. It is not permitted for someone to provide
the answers for you.
Class attendance is expected. If you miss a class, it is your responsibility to get the material and the homework assignment from your fellow students.
Diversity Statement: Towson University values diversity and fosters a
climate that is grounded in respect and inclusion, enriches the educational experience of
students, supports positive classroom and workplace environments, promotes
excellence, and cultivates the intellectual and personal growth of the entire university
community. | 677.169 | 1 |
(18/3/2017) answer to exam. The numerical mistake in the first problem corrected.
(14/3/2017) I mixed different versions of exercise and answer. Now the mistakes are corrected.
(10/3/2017)
The midterm is open book exam. This means that you can bring all the material for the course (lecture note, exercise, answer to exercise) and nothing else. The midterm will have three problems, similar to those in the exercise. | 677.169 | 1 |
Product Overview
The second volume continues the course of study started in Volume 1, but may be used independently by those already possessing an elementary knowledge of the subject. A summary of basic group theory is followed by accounts of group homomorphisms, rings, fields and integral domains. The related concepts of an invariant subgroup and an ideal in a ring are brought in and the reader introduced to vector spaces and Boolean algebra. The theorems behind the abstract work and the reasons for their importance are discussed in greater detail than is usual at this level. The book is intended both for those who, educated in traditional mathematics, wish to know something about modern algebra and also for those already familiar with the elements of the subject who wish to study further. Fresh ideas and structures are introduced gradually and in a simpler manner, with concrete examples and much more informal discussion. There are many graded exercises, including some worked examples. This book is thus suitable both for the student working by himself without the aid of the teacher and for those taking formal courses in universities or colleges of education. *Author: Hall, F. M. *Binding Type: Paperback *Number of Pages: 404 *Publication Date: 1980/02/14 *Language: English *Dimensions: 5.51 x 8.50 x 0.89 inches | 677.169 | 1 |
Study Cards - Linear Functions
Word Document File
Be sure that you have an application to open this file type before downloading and/or purchasing.
0.07 MB | 12 pages
PRODUCT DESCRIPTION
There cards were designed as a study tool for a unit involving an linear functions. They will also work well for a review in any course involving linear functions.
Quantity: There are 32 cards covering everything from slope and constant rate of change, y-intercept and initial value, slope-intercept form and point-slope form, to arithmetic sequences.
Variety: There are different types of cards including definitions, straightforward simple answers, short answers requiring justifications, and cards requiring calculations.
Independent Study: The cards can be used independently by students who need more practice or for students who happen to finish their work early and need some productive study time.
Cooperative Learning: The cards work great with cooperative learning structures such as Quiz Quiz Trade, Fan and Pick, and many others.
Editable: The cards are in Microsoft Word so that teachers can modify or customize the cards, even add some clip art if they want. There are also blank cards if teachers want to add their own.
This product was developed from the ground up and copyrighted by Mathematical Anarchy, LLC to be used in courses ranging from Pre-Algebra to Precalculus which are aligned with the Common Core Standards.
This download is for use by a single teacher. Use by additional teachers will require separate downloads. Site licenses can be purchased at a discount by contacting mathematicalanarchy | 677.169 | 1 |
Lecture notes, tutorial sheets, exams, and other material provided for a course on algorithms with the objective of exposing the student to a small number of typical methods from a range of different contexts, so as to reveal the type of thinking that is involved and give students the basic hints as to how to proceed with individual problems. Applications include sorting algorithms, searching algorithms, string processing and language, geometric algorithms, graph algorithms, and mathematical algorithms. Individual topics include hatching convex polygons; recursion; optimal sorting; optimal merging; heapsort; grammars and parsing; abstract data types such as the ADT priority queue, traversals, binary trees, and Huffman codes; random shuffles; the Fast Fourier Transform (FFT) and its applications, such as image processing (Gaussian Blur and the Laplace Operator); and Big O timing formulas. Available online as well as in PDF format. | 677.169 | 1 |
Pre-Assessment for students entering Algebra 2
PDF (Acrobat) Document File
Be sure that you have an application to open this file type before downloading and/or purchasing.
0.82 MB | 8 pages
PRODUCT DESCRIPTION
A solid foundation is the key to success in mathematics. Students entering algebra 2 should have a good grasp of the content in algebra 1. After tutoring students over the summer, I have realized just how little they comprehend what they were taught in algebra 1. This pre-assessment, the first of four parts, will help you figure out where each student is lacking in terms of basic algebra content. This assessment covers simplification of polynomial expression and solving equations | 677.169 | 1 |
ComputingThis eBook introduces the subjects of rounding numbers, accuracy and bounds as well as estimation and checking as they are closely linked. In this eBook we describe each of these concepts using knowledge of the suitability of our approach and a descriptive narrative.
Point to remember for CISA exam:
(1)In any given scenario, statistical sampling is to be used when the probability of error must be objectively quantified (i.e no subjectivity is involved).
(2)In any given scenario, Attribute sampling is best suitable for compliance and variable sampling for substantive testing.
(3)Discovery sampling is used when fraud is suspected.
This is a unit study only. It does NOT include the novel.
This unit study offers many wonderful activities to use while having students read the book. Many of the activities are general and could be used with other novels as well, however, there are also comprehension questions specific to this book included.
There are between 6 and 10 lessons.
"Learn To Read Chinese The Right Way! Over 300 Chinese Character Flashcards! 3 Book Collection Volume 1" includes a collection of three of the popular "101 Chinese Character Flashcards" series. Each flashcard includes Simplified and Traditional Chinese characters and can be used on most devices. A pronunciation table for Pinyin and Chinese Tones has also been included at the back of the book.
Decimals considers the significance of the position of the decimal point, compares & converts 'fractions-decimals-percentages', considers 'multiplying & dividing' decimals by 10 and 100, rounds decimals to the nearest whole number, tenth, or hundredth, considers 'less than', 'greater than' and '=' signs in arithmetic and walks the student through the addition and subtraction methods with decimals.
A 29-point improvement on the LSAT? Jenkins did it and in this book he explains how. Straight-forward advice on the LSAT and a reminder that - no matter how important it seems now - the LSAT is only one step along the road. (One that will be forgotten once law school begins.)
Lots of authors claim LSAT expertise. Jenkins put his score report on the cover.
Written for the beginner/intermediate player.
You will learn how/when to enter the game. Every bet is explained. How it Wins & Loses and why!
How to choose which table and table etiquette are also included. You will be able to play at YOUR speed to avoid any embarrassment that may be holding you back from playing.
You will thoroughly enjoy this game.It's not as hard as you think. Educate Yourself!
Now, for the first time ever, and only for a limited time, you can get this value-priced, limited edition boxed set.
Learn English Collection Box Set includes three bestselling books from My Ebook Publishing House and Matt Purland:
Book #1 - English Grammar - Theory and Exercises
Book #2 - English Vocabulary Exercises
Book #1 - Learn English, by Matt PurlandIt doesn't get more communicative than debates and this book provides a comprehensive collection of meaningful topics for students to tackle. Debate is necessary for learning about the world and for developing intellectual and critical thinking processes. It is topical and constructive and it builds a spirit of maturity and inquiry in students.
This is a collection of daily autobiographical blog posts on the theme of living positively.Starting the day after my last birthday, I have written blogs for 240 days straight so far. My goal of is to complete 365 posts. In Volume 3, I extend a study journal writing with positive thinking to consider processes of collaboration. Communication, community and problem solving require collaboration.
This is a unit study only. It does NOT include the novel.
This unit study offers many wonderful activities to use while having students read the
book. Many of the activities are general and could be used with other novels as well, however, there are also comprehension questions specific to this book included.
There are between 6 and 10 lessons.
This Preschool Fire Safety Theme has over 35 activities. It provides teachers the ability to run a 1 to 2 week theme | 677.169 | 1 |
Precise Calculator has arbitrary precision and can calculate with complex numbers, fractions, vectors and matrices. Has more than 150 mathematical functions and statistical functions and is programmable (if, goto, print, return, for). | 677.169 | 1 |
Equations Lesson 1
Middle schoolers engage in a study of equations and how they are solved using algebraic methods. This overrides the fact of guessing as done in earlier grades. They cover the concept of inverse operations as the main way to manipulate the variables. | 677.169 | 1 |
This is a short, readable introduction to basic linear algebra, as usually encountered in a first course. The development of the subject is integrated with a large number of worked examples that illustrate the ideas and methods | 677.169 | 1 |
Ch 9: Properties of Functions
About This Chapter
Watch math video lessons and learn all about functions, including function notations, transformations and more. These video lessons are short and engaging and make learning easy!
Properties of Functions - Chapter Summary and Learning Objectives
What are functions and why do you need to know about them? Is it essential to use function notation in mathematical equations? Why is this concept so important? If you are feeling overwhelmed with questions about the properties of functions, then take a deep breath, relax and watch our lessons. They will demystify this whole concept for you. To help calm your nerves before you watch the video lessons, we'll point out that a function is actually a pretty easy concept to understand.
As you start to work more with functions, you will see a need to learn how to add, subtract, multiply and divide them, so we offer lessons covering all that. You also will need to know how to compose functions, so check out our videos on this topic.
Working with functions, you're going to need to have an understanding of values that are simply not allowed in a function. Find out what a zero denominator and negative root have in common and how they relate to function values. Also, get the inside scoop on working with inverse functions, and don't pass on learning about applying function operations. Another concept that may have you rattled is transformations, which are also covered, including how to shift graphs on the x-y coordinate plane. We also include practice problems, so you can be sure you understand the concepts | 677.169 | 1 |
$74his book is designed to give students a broad understanding of the basics of algebra. Algebra fundamentals are essential for solving problems in other parts of mathematics as well, such as algebraic geometry. The Facts On File Algebra Handbook delivers algebra made easy and accessible to everyone. | 677.169 | 1 |
Get the best results you can
How does it work?
Maths Solutions is the smart way to prepare for your GCSE and A level maths exams. Sign up today and you will have immediate access to video presentations by university maths lecturers, and experienced A level and GCSE teachers, talking you through solutions to real and practice past paper maths exam questions.
Why should I use it?
To improve your chances of exam success. Once signed up, you can go through the material at your own pace. You can play the solutions as many times as you want. You can study any time, any place as long as you have an internet connection. Works on your laptop, desktop, tablet, and many mobile phones. The video format is a highly effective way of learning. | 677.169 | 1 |
SOLARO Study Guides - W.N.C.P. Pre-Calculus 12
SOLARO Study Guides - W.N.C.P. Pre-Calculus 12
The SOLARO Study Guide for Pre-Calculus 12 is specifically designed to assist students to prepare for quizzes, unit tests, and final exams throughout the year.
It covers the following topics:
Trigonometry
Relations and Functions
Permutations, Combinations and Binomial Theorem
It is 100% aligned with the current W.N.C.P. curriculum, which is supported by the following provinces and territories:
British Columbia
Alberta
Saskatchewan
Manitoba
New Brunswick
Nova Scotia
Prince Edward Island
Newfoundland
Yukon
Northwest Territories
Nunavut
Each unit includes essential teaching pieces, practice questions, unit tests, answers, and detailed solutions. The complete solutions show problem-solving methods, explain key concepts and highlight potential errors. The resource is ideal for yearlong use by students, teachers, and parents at home or at school.
A Table of Correlations at the beginning of each unit identifies the curriculum outcomes for the unit as well as the multiple-choice and numerical-response questions that specifically test those concepts. To help students understand the curriculum, SOLARO Study Guides provides explanations for key concepts at the beginning of each unit and practice questions. One final practice test is included in the SOLARO Study Guide. Students may use it to become familiar with provincial exam format and rigour. Detailed solutions are provided for all questions. Solutions show the processes and ideas used in arriving at the correct answers and may help students gain a better understanding of the concepts being tested. | 677.169 | 1 |
0883857111culus Mysteries and Thrillers (Classroom Resource Materials)
This book is a collection of a dozen mathematics projects. These are typically novel, interesting and several levels more complex than those usually found in textbooks. The nature of the projects makes them suitable for group working. The problems involve such diverse concepts as Newton's method for approximating roots, inverse trigonometric functions and surface area integrals. Although ideas from economics and physics are used in the problems no prior knowledge of these fields is required | 677.169 | 1 |
Collins IGCSE Mathematics has been developed to give maximum support for students studying for the Edexcel (London Examinations) GCSE. International case studies are used throughout, 'localising' learning. An interactive CD ROM, supporting study and revision, is included.
The book provides a complete match to the Edexcel (London Examinations) GCSE Mathematics Specification.
HOW TO GET THE BEST FROM THIS BOOK
NUMBERS AND THE NUMBER SYSTEM Integers; Fractions; Decimals; Powers and roots; Set notation and language Percentages; Ratio and proportion; Degree of accuracy; Standard form; Applying number; Electronic calculators | 677.169 | 1 |
Essays in linear algebra
The Four Fundamental Subspaces: 4 Lines Gilbert Strang, Massachusetts Institute of Technology 1. Introduction. The expression fiFour Fundamental Subspacesfl has. Free carl rogers papers, essays, and research papers. Pearson Prentice Hall and our other respected imprints provide educational materials, technologies, assessments and related services across the secondary curriculum. Mathematics Awareness Month is sponsored each year by the Joint Policy Board for Mathematics to recognize the importance of mathematics through written materials …
Free carl rogers papers, essays, and research papers. First Review of the Book; Table of Contents; Preface; For orders and requests, email [email protected] 55 short videos have been created to present the main ideas. Free algebra papers, essays, and research papers.. These results are sorted by most relevant first (ranked search). You may also sort these by color rating or.
Essays in linear algebra
Since the variables represent unspecified quantities, algebra brings arithmetic into the world of the unknown. Of course, much of algebra deals with. This section contains links to content related to this course, including Java demos, essays, and MATLAB information. The Four Fundamental Subspaces: 4 Lines Gilbert Strang, Massachusetts Institute of Technology 1. Introduction. The expression fiFour Fundamental Subspacesfl has.
We will motivate our study of linear algebra by considering the problem of solving several linear equations simultaneously. The word "solve" tends to get abused. Essays and Papers; Goals of the Linear Algebra Course ; The Language of Linear Algebra ; A Factorization Review (ps, pdf) Glossary for Linear Algebra (ps, pdf) A First Course in Linear Algebra Come for the price, stay for the quality Algebra is a branch of mathematics concerning the study of structure, relation and quantity. The name is derived from the treatise written by the Persian.
ClassZone Book Finder. Follow these simple steps to find online resources for your book. Algebra is a branch of mathematics concerning the study of structure, relation and quantity. The name is derived from the treatise written by the Persian. Links to online essays and papers by Rick Garlikov concerning philosophical topics, particularly philosophy of education and ethics (moral philosophy). Students Save Nearly $470,000 in College Credit Options and AP Exams. Grants Pass High School students - through partnerships with RCC and SOU - save $350,000 in.
Since the variables represent unspecified quantities, algebra brings arithmetic into the world of the unknown. Of course, much of algebra deals with. Algebra (MathPages) - Kevin Brown More than 50 "informal notes" by Kevin Brown on algebra. Kummer's Objection; irreducibility criteria, multiple linear regression. Axiom is a free, general-purpose computer algebra system. It consists of an interpreter environment, a compiler and a library, which defines a strongly typed. | 677.169 | 1 |
All my courses, from first year to graduate level, make immersive use of Mathematica, for which UWA has a site license. This general and very powerful software enhances existing mathematical skills, increases confidence, and inspires students to learn more. In first year Mathematica is primarily used as a presentation tool. By third year, students end up with considerable expertise using Mathematica, which has broad application to physics, engineering, mathematics, mathematical modelling, and simulation. In 2010 I added the following question (Item 6605) to all my SPOT tests: "learning to use Mathematica will be useful for other units". In first year, the mean response was 3.59 rising to 4.64 by second year, an expected trend, as students became more familiar with the software, and a most encouraging sign. Students get immediate feedback from Mathematica, and can do self-consistency checks, numerically, symbolically, and graphically, which empowers them. The current version of Mathematica allows students to enter queries in plain English using free-form linguistic input, which significantly reduces its learning curve. Published examples of my interactive lecture notes can be downloaded from here.
Respect and support for the development of students as individuals
My goal is to make each student capable of solving problems using research methods. Independent learning is fostered by research-based questions, using a software tool widely used by graduate students and researchers. In 2010, students could choose whether to sit a "standard" computational exam in the computer laboratory, or create and publish a demonstration (like Adobe Acrobat and Adobe Reader, Mathematica demonstrations can be viewed using the free Mathematica Player). As a result, the following student demonstrations have been published (with five more currently under review): | 677.169 | 1 |
Teaching Calculus using IBL
Do you think it is possible to teach calculus without ANY lecture? (or any other passive teaching method like watching videos, reading the book etc.)
Well, I have been teaching calculus (I, II and III) for the last 7 semesters without any lecture. And I love it.
This blog will give a brief introduction about how I teach calculus I,II and III using inquiry,
providing resources, tools and some classroom videos along the way. Please email me if you have questions
that are not addressed here, as it is impossible to capture it all in one blog.
Resources:
I was fortunate to have the calculus 1 and 2 materials developed at Rockhurst University ( iblcalculus.com ) available when I started out. I used many of their activities, left some out and adapted a few, according to my audience.
Last semester I developed calculus 3 materials with Amy Ksir, and now appreciate even more how much work Mairead Greene and Paula Shorter invested in creating their materials. A first draft of our calculus 3 materials can be downloaded here .
The following video clip shows you what most of class time looks like for me. This group in calculus 3 is grappling with the idea of tangent lines and tangent planes to surfaces in 3-dimensional space.
Video of n2KNZ6-EpEQ
Exploring Definitions and Theorems:
What I like about the iblcalculus.com materials is that the students develop most definitions and theorems themselves. Here is an example from calculus 2:
Instead of giving the students the definition of a series, telling them when a geometric series is convergent and then let them grapple with the proof and examples, the students first investigate the area and perimeter of Koch's snowflake. They naturally develop an example of a series and ask just the right question: Is this infinite or not? How do we know when a (geometric) series is convergent or not? Looking at many examples on wolfram alpha can then lead to a conjecture. Now the students are ready to think about how to prove their conjecture. Notice that any language needed (series, geometric series, convergence, divergence, sum notation, limit, …) can be provided during the exploration, when the students need and want the vocabulary to express their thinking.
Similarly, we let the students in calculus 3 make conjectures about how the second partial derivatives can be used to classify critical points. The following video shows the culminating whole class discussion about $f_{xx} f_{yy} -f_{xy}^2$.
Video of NDpPOslmjis
If you would like to learn more about how to run a successful whole class discussion you can read the blog .
Representations and Context
The iblcalculus.com materials show a "red thread" throughout the two semesters: exploring and making use of representations. Functions in calculus 1, for instance, are investigated numerically (tables), symbolically (equations), graphically and using narrative. The goal is for the students to be able to flexibly switch between different mathematical representations in order to solve problems or prove conjectures.
Similarly, we decided to let the students explore different representations of function in calculus 3: using parameterizations, implicit equations, and graphs. As an example you could see students comparing two representations of tangent planes in the first video clip above.
As important as flexibility with representations is the ability to see a mathematical idea in context. In the iblcalculus.com materials you can see many examples from biology and physics. In the calculus 3 examples we used temperature and profit to give context to the optimization investigations. The reason for choosing a consistent context goes beyond knowing how to apply the mathematics to a real world problem. Many conjectures and proofs in calculus make sense more deeply if you see them in a context.
Proof and Sense Making:
Using inquiry in my calculus class has let me realize that even though I have proved many of the theorems before, I had not really made sense of many of them. The fundamental theorem of calculus is a great example of that. I realized that I was not able to explain (just using words – not symbols), why the theorem made sense to me. I had to really think about it myself! I realized that while formal proofs have their place they may not be enough to really understand something and that I would sometimes choose sense-making over a formal proof in calculus. See also our Proof as Sense Making Blog .
What are the big ideas (How to decide what to cover less of)?
It is so hard to decide to leave things out and yet, even in a lecture class, we do it all the time. There is just too much math out there ☺. So maybe this is a better question: what do my students need to know so that they will be able to independently understand the topics I did not cover during class? Using this idea I, for instance, let the students explore and prove only a few of the convergence tests for series, relying on the fact that the rest of the tests can be easily found in a text book or online.
I have learned so much more in this class alone than I have learned in all of my other
classes combined. In my other classes, you only needed to memorize the material and spit
it out for the tests.
Calculus Student
How to prepare students for the next semester?
To make sure that my students also have the computational abilities they need in the following semesters, I teach some of the computational sections very differently -- using almost no conjectures and proofs. In calculus 1 for example, we don't prove all the derivative rules. Instead we focus on disproving the tempting incorrect rules. Here is my computing derivatives exploration. Notice that at this point students already have a good sense of what a derivative is and how to use it in context for optimization. They also have proved how to take the derivative of monomials. In this part of the course the students that have taken calculus before usually need very little time and are ready for harder problems, or some proofs. See below for more thoughts about differentiated instruction and IBL.
I also use a gateway exam to make sure the students are computationally ready for the next course.
While it is fairly easy as an instructor to get a sense during class of what the students understand and what they don't understand, it is surprisingly hard to write questions on an exam that show these results. Mairead Greene and Paula Shorter are putting currently a lot of effort into analyzing (exam) questions. They distinguish between skills, methods and conceptual reasoning. This distinction is reflected deeply in their IBL materials and how they guide the students to think more independently. See here for more information about their framework.
Student Reflections/Journals:
Once or twice a semester I let my students write a journal about their learning experience. This really helps me talk to the students more that still struggle and see if there are ways in which I need to change my teaching. While some students complain that they believe they learn "better" using lecture almost all students express how much they are learning or have learned in the class. And that's what counts for me. Sample final journal calculus 1.
Before this class, I was a dependent learner who needed a teacher or lecturer to show me how to do a problem. Now, I have grown more independent and do not require help as often as I did. Now, I am not saying that I do not need help with math anymore, because that is the furthest from the truth. I am saying that now I do not need to be babied and I can actually solve things by myself or with a small group of people. This class has helped me grow not only as a mathematician, but as a learner as well.
Calculus Student
Large Classes
My calculus classes are kept at 25 students so I never had to teach any large classes. Angie Hodge has successfully taught calculus using IBL in large classes, so use her as a resource. Angie's website .
Differentiated Instruction and IBL (and My own Learning Edge)
So what's different from teaching calculus using IBL versus a math for liberal arts class or an upper level math course? At Westfield the students coming into calculus have very varied backgrounds in mathematics: some have not even taken pre-calculus, while others took AP calculus in high school. One of my big tasks as an instructor is to differentiate in a way that all students have a chance to learn at their own learning edge. This means that not all students will learn the same material equally well; and that (ideally) I measure their progress on different levels.
Ok, so how can this be done? First of all I change groups around for the first two weeks (imagine calculus speed dating ☺) until I have groups as homogenous as possible in terms of speed, ability and work ethic. I frequently check in with students if they have found partners or groups that match their own learning. It may be surprising that the students don't mind being in a "slower group" or not working with the "fastest" students. I think all students know how they learn best and we need to give them a chance to access that knowledge. Sometimes I also suggest specific groups or work partners based on what I observe during class. See also our blog about grouping students .
In my perfect world, any exploration we do in class would have some base problems that all students need to understand and then enough extension questions to let the faster students dive deeper and connect farther. In reality I only do this every few weeks, simply because it is a lot of work to always find good extension questions that don't already move ahead in the material.
This is what I am still working on as a facilitator: creating in class and homework questions that are based on the different expectations for different groups of students. Right now my faster groups are often moving faster through the material, which leads to fewer opportunities for class discussions and doesn't challenge my faster students as much as I want. | 677.169 | 1 |
Multivariable Calculus: Divergence
In this divergence instructional activity, students explore the definitions of divergence and a curl. Given equations, students compute the divergence and the curl. This two-page instructional activity contains four problems. | 677.169 | 1 |
A no-nonsense, practical guide to help you improve your algebra II skills with solid instruction and plenty of practice, practice, practice
Practice"synopsis" may belong to another edition of this title.
About the Author:
Christopher Monahan is a retired teacher of math with more than 30 years of classroom experience at the college and high school level. As a member of the Association of Mathematics Teachers of New York State, Monahan served as president (2009-2010) and vice president (2006-2007). He served on a number of committees for the New York State Department of Education for writing Regents Exam questions for Math A and Math B, for determining scope and range for the Geometry Regents. He has been a National Trainer for Texas Instruments in Teaching Teachers with Technology since 2001. Contemporary 2012-06-18973042 | 677.169 | 1 |
• Exhaustive coverage of the topics that help building Foundation for IIT/AIEEE/PMT while studying class 10th syllabus
• Each concept of class 10th is explained with solved examples, illustrations activities and concept maps.
• Complete practice of a topic through variety of questions such as MCQs, Fill in the blanks, True-False, Matrix Match, Assertion and Reason, Passage comprehension, Subjective problems of different weightage.
• Solved NCERT questions.
• In short, a complete study package to prepare you to ace in board exams and competitive exams as well.
Read More
Specifications
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2015
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A very good book .The flow charts given are very easy understand.Very good explanation is given. | 677.169 | 1 |
Algebra Connect 4 Menu
Word Document File
Be sure that you have an application to open this file type before downloading and/or purchasing.
0.04 MB | 3 pages
PRODUCT DESCRIPTION
This menu offers students a variety of assignments that they may choose from that will help them demonstrate their learning. This menu is specifically geared to help students solve problems using a situations that require them to solve for an unknown as well as work with the Order of Operations. Menus are a great way to differentiate learning in the classroom to accommodate a variety of learning styles. This menu is set up for students to select 4 assignments that will "Connect 4" together. Assignments are placed within the menu so that the students will be exposed to a variety of assignment | 677.169 | 1 |
Intro to Sage Math Workshop by Grant Ellis (R4)
Grant Ellis will be giving an introduction to SAGE math, check him out at R4 11am both days !
Sage is built out of nearly 100 open-source packages and features a unified interface. Sage can be used to study elementary and advanced, pure and applied mathematics. This includes basic algebra, calculus, elementary to very advanced number theory, cryptography, numerical computation, commutative algebra, group theory, combinatorics, graph theory, exact linear algebra and more.
Sage is free and uses the mainstream programming language Python. Learning Sage will make you proficient in this popular and well supported free programming language, which you can also use for other projects. Moreover, Sage features the Cython compiler, which allows one to write fast code and to combine Python with existing libraries. | 677.169 | 1 |
Mathscommunicate mathematical information in a variety of forms.
key stage 3 (ks3)
Mathematics at KS3 will enable learners to: 4 (ks4)
All pupils will follow a G.C.S.E. course in Mathematics. The Welsh Assembly Government have introduced two courses for pupils, a GCSE called Mathematics – Numeracy, plus another simply called GCSE Mathematics.
There are 3 tiers of entry for these qualifications:
Higher Tier: Grades A* – C
Intermediate Tier: Grades B – E
Foundation Tier: Grades D – G
The GCSE specification in Mathematics should enable learners to: 5 (ks5)
Examination board: WJEC
Course content: All students will study Pure Mathematics and Mechanics in Year 12. In Year 13 the Pure Maths is extended with Statistics being introduced.
Teaching method: Mainly formal with some use of computers. Students are expected, with guidance, to research topics and develop appropriate strategies in problem solving. To be successful, students will need to have a high level of attendance, complete all set tasks and undertake extra assignments if areas of weakness are discovered. Students can monitor their progress as all set tasks are based on A Level questions and are marked and graded accordingly. MyMaths is also utilised for homework. The department has created a wiki space to store all past papers and solutions, underlining a commitment to ICT.
Assessment: The A level examination consists of six modules with each having equal weighting. The first 3 are taken in the May of Year 12, and the final 3 at the end of Year 13.
Examinations:
AS Level – Year 12
Weighting
Module
% AS
% A2
1
Pure 1 (C1)
33.33
16.66
2
Pure 2 (C2)
33.33
16.66
3
Mechanics (M1)
33.33
16.66
In Year 13 students have to study Pure 3 (C3) and Pure 4 (C4). The other module would be Statistics (S1).
Potential students: Should enjoy mathematics, possessing an enquiring and analytical mind. They should be willing to work hard, completing all tasks to the best of their ability. Ideally they will be comfortable with the algebra covered at GCSE.
Career Opportunities: These include Accountancy, Finance, Engineering, Medicine, Armed Forces, Teaching and all Science based careers in addition to those careers requiring a general degree. | 677.169 | 1 |
"This book is a comprehensive package for knowledge sharing on Mathematics. The language of the book is simple and self-explanatory, this will help the students to grasp the fundamentals of the subject easily. The book follows a to the point approach and lays stress on the understanding of the core concepts. Appropriate number of MCQs are given for each topic that are of great help to the students appearing for competitive and State Board examinations." | 677.169 | 1 |
Mathematical Palette edition of THE MATHEMATICAL PALETTE makes mathematics enjoyable, relevant, understandable, and informative for liberal arts students. The text stresses learning mathematics through discovery and applications, as a means to learning about mathematical ideas rather than rote memorization, drill, and practice. An emphasis on developing students' problem-solving skills generates a positive attitude towards mathematics and encourages an appreciation of its beauty and power. Changes to this edition emphasize writing and critical thinking skills. The history of mathematicians is presented along with numerous, everyday applications to illustrate the evolution and practicality of math and parallel the creativity of liberal arts majors. | 677.169 | 1 |
Math Findings
General Observations
This is the second review of mathematics OER materials performed by OSPI. For this review cycle, seven mathematics courses were reviewed. Five of the resources were Geometry, one was Integrated Math 2, and one was an Algebra 1 resource that was unavailable during the 2013 review cycle covering that content area.
The materials were reviewed with a specific goal of looking at how well they address CCSS shifts, rather than evaluating their quality by previous standards. The CCSS in mathematics are very different from previous K–12 state learning standards. In particular, there are several key shifts:
Focus: focus strongly where the standards focus
Coherence: think across grades and link to major topics within grades
Rigor: in major topics, pursue conceptual understanding, procedural skill and fluency, and application with equal intensity
Overall, the findings show that the reviewed 2014 math OER curricula showed far more alignment to the CCSS than resources reviewed in 2013. Several of the reviewed resources show significant promise as a viable selection now and several more could be considered with minor-to-moderate adaptation. Four resources, EngageNY Algebra, Engage NY Geometry, MVP Integrated Math 2, and CK12 Honors Geometry Concepts, consistently received an overall average score of 2 or higher (on a 0–3 point scale) across most rubric criteria. For the most part, the other products showed potential in some areas, but their comprehensive scores were lower, and a majority of the reviewers did not recommend the full course for use, though their use as supplemental material or a portion of a unit was frequently recommended in the Reviewers' Comments documents. As resources are being developed to address the fundamental shifts in teaching and learning inherent in the CCSS and not just re-purposed, greater alignment is being achieved.
It is important to note that this review process was not intended to rank or endorse the materials reviewed. As such, there are few comparative graphs in this report. It is also important to note that the materials reviewed are not the only OER resources available—others exist. The OER mathematics review process was limited in scope and solely examined six full-courses in Geometry or Integrated Math 2 and one Algebra 1 course. This review should be viewed as a gap analysis and as an opportunity to provide input on the changes necessary to bring these OER resources into closer alignment with the CCSS.
Finally, this review process represents a point in time. More so than print materials, digital resources with an open license can be freely modified, so all the products that were reviewed can be and are frequently updated.
IMET Rubric
The Instructional Materials Evaluation Tool (IMET) is a resource used to evaluate a comprehensive textbook or textbook series for alignment to the Common Core State Standards (CCSS). It is based on the Publishers' Criteria documents, created to guide publishers and curriculum developers in understanding what must be comprehensively covered in curricular materials in order to align with the CCSS.
We used the IMET specific to high school mathematics materials. The IMET review instrument separates criteria into seven sections:
Focus in High School: In any single course, students and teachers using the materials as designed spend the majority of their time developing knowledge and skills that are widely applicable as prerequisites for postsecondary education.
Consistent, Coherent Content: Each course's instructional materials are coherent and consistent with the content in the Standards.
Rigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.
Practice–Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice.
Standards for Mathematical Content
Standards for Mathematical Practice
Other Indicators of Quality: Supports the use of technology; problems or exercises have a purpose and are given in an intentional sequence; variety in pacing and grain size of content coverage, as well as variety in what students produce; separate teacher materials that support teacher study; manipulatives connected to written methods and faithful representations of the math objects they represent; materials are reviewed by qualified individuals; visual design isn't distracting; support for special populations is thoughtful.
Since the purpose of the OER review is to provide feedback for improvement/adaptation, we adapted the rubric to include a Likert scale from 0–3 to rate each element of the rubric (Strongly Disagree – 0, Disagree – 1, Agree – 2, Strongly Agree – 3).
All average ratings for each category trended above the midpoint of the scoring range with some categories having average scores in the upper third of the range (figure 1). This is in contrast to the 2013 review where the majority of the categories measuring similar areas were at or below the scale midpoint.
Three resources scored in the Agree to Strongly Agree range for most all of the IMET categories – EngageNY Algebra 1, Engage NY Geometry, and MVP Integrated Math 2.
EQuIP Rubric
The EQuIP rubric measures overall quality of alignment to the CCSS by examining a single unit from the full course in depth. One unit from each mathematics resource was chosen to review with this instrument. The units all covered the same topical area—Congruence/Transformations. Reviewers considered four dimensions described below:
Alignment to the Rigors of the CCSS: the unit targets a set of grade level mathematics standards, Standards for Mathematical Practice that are central to the lesson are identified, and the unit presents a balance of procedures and conceptual understanding inherent in the CCSS.
Key Shifts in the CCSS: the unit reflects evidence of key shifts in focus, coherence, and rigor.
Instructional Supports: the unit is responsive to varied student learning needs, provides guidance to support teaching and learning of the targeted standards, and provides appropriate level and type of scaffolding, differentiation, intervention, and support for a broad range of learners.
Each dimension had a number of criteria that were considered. The number of criteria for each dimension that were met was rated on a scale from 0–3 (None – 0, Few – 1, Many – 2, All – 3). The rubric also provides an Overall rating for the resource based upon the sum of each of four dimensions. Scores from 11–12 are considered Exemplar, 8–10 are Exemplar if Improved, 3–7 are in the Revision Needed category, and scores 2 and below are Not Ready to Review.
Results for all seven resources averaged well above the midpoints of most of the scales, trending towards "many" criteria being met (figure 2).
The majority of the 31 reviews had an Overall rating of Exemplar if Improved or Exemplar:
Exemplar
7 reviews
Exemplar if Improved
10 reviews
Needs Revision
12 reviews
Not Ready to Review
2 reviews
Average Alignment for all resources combined was 2.1, indicating that Many to All of the CCSS criteria were met. Two resources, EngageNY Algebra 1 and EngageNY Geometry, received an All Alignment criteria met score on each of their reviews.
On average, the reviewed resources met Many to All of the criteria for Key Shifts:
All
17 reviews
Many
11 reviews
Some
2 reviews
For many of the resources that were evaluated, the Assessment scale showed a lower average score than others. Reviewer comments indicated that many of the products under review had few or no assessment components. Some resources, such as MVP Integrated Math 2 do offer assessment components for a small fee.
Achieve OER Rubrics
The Achieve OER rubrics are specifically designed to be used with digital resources as opposed to print media. They also examine other aspects of OER quality, may be used with any standards, and are designed to evaluate resources that may be smaller in grain size than units or lessons.
The Achieve instrument has eight different smaller rubrics, several of which significantly overlap the EQuIP instrument. Since the EQuIP instrument was developed specifically to consider alignment to the CCSS, it was used in this review in lieu of the overlapping Achieve OER rubrics in order to minimize duplicative measurement scales. The four Achieve rubrics used for this review process are:
Resources scored well on most of these rubrics, with overall averages tending to fall in the Strong or Superior category.
Of all the rubrics, Rubric V: Quality of Technological Interactivity, tended to score the lowest. In this rubric, interactivity is not defined as technology in general but rather a measure of how the object responds to the user and behaves differently based on what the user does. Resources from CK12, Curriki, and Saylor scored well on this scale. Using this particular rubric with the math review posed a challenge related to grain size of the resource. While Rubric V works perfectly well with one interactive element, it is challenging to apply to a unit where there are multiple elements, with varying degrees of interactivity. To complicate matters, most often these elements were not created by the same group that developed the base curricula, instead being aggregated from multiple sources.
Reviewer Comments
Reviewers were asked to write a short narrative providing an assessment of each of the resources they reviewed. They were instructed to cite evidence from the resource that supported their comments about areas needing adaptation. Additionally, they provided suggestions for changes that would help improve alignment.
As part of their professional assessments, reviewers clarified the "ideal use" scenario for each reviewed resource and estimated the amount of work that work that would be required for a small group to make adaptations to bring the resource into CCSS alignment. Finally, reviewers selected all the ways they would use the resource in both its current and adapted form. Below are some of the highlights, but for an in-depth look at comments for each resource, please visit the OER Project reviewed materials library.
Reviewer Comments Figure 4. Number of times out of 31 reviews that each potential use was cited. EngageNY Geometry was removed from the Textbook Replacement question since only one module was complete at time of review.
Out of 31 reviews, 7 stated they would use a resource as a textbook replacement "as is" in its current state. That number jumped to 13 if suggested adaptations were made.
Engage NY Algebra 1 (3 as is/4 adapted)
Mathematics Vision Project (2 as is/4 adapted)
CK12 Honors Geometry Concepts (1 as is/3 adapted)
CK12 Geometry Concepts (1 current/2 adapted)
Five out of five reviewers would use EngageNY Geometry as a unit replacement in its current state. Two stated they would use the resource as a textbook replacement, however we did not count those scores as only one module was complete at time of review.
Only two reviews out of 31 stated that they would not use a resource in some capacity.
While the intent of this report is not to rank the products based upon their overall average scores, comparing the performance of the resources on certain scales or items provides meaningful information. The charts that follow show how the resources compared with each other based upon selected scales or items.
Focus in High School Figure 5. IMET. Students and teachers spend the majority of their time developing knowledge and skills that are widely applicable as prerequisites for postsecondary education. ENY Geometry was not included in this category since the full course was not complete.
Consistent, Coherent Content Figure 6. IMET. Instructional materials are coherent and consistent with the content in the Standards.
Rigor and Balance Figure 7. IMET. Material reflects the balances in the Standards and helps students meet the Standards' rigorous expectations by helping students develop conceptual understanding, procedural skill and fluency, and application.
Standards for Mathematical Content Figure 8. IMET. Material is based on content specified in the Standards. They foster coherence through connections throughout the course and preserve the focus, coherence, and rigor the Standards.
Standards for Mathematical Practice Figure 9. IMET. Materials connect practice standards with content, attend to the full meaning of all practice standards, and support the Standards emphasis on mathematical reasoning.
Alignment to the Depth of the CCSS Figure 10. EQuIP. Alignment of a selected unit to the letter and spirit of the CCSS.
Key Shifts in the CCSS Figure 11. EQuIP. Evidence of key shifts reflected in the CCSS in one unit of the curriculum.
Quality of Explanation of Subject Matter Figure 15. Achieve OER. Rates how thoroughly the subject matter is explained or otherwise revealed in the object.
Quality of Technological Interactivity Figure 16. Achieve OER. One of the true benefits of an OER is the ability to leverage technological interactivity. Note that opening PDF files or web content does not constitute technological interactivity. | 677.169 | 1 |
Mathematics
A level maths consists of 6 modules that carry equal weight in the final mark. Course overview
In year 12 students will study 3 modules: Core 1, Core 2 and Statistics 1. The course will be delivered by two teachers. Students will be required to purchase their own textbook for the first 2 core modules. They will also need to purchase a graphic calculator. Details will be provided at the start of the course.
In year 13 students study 3 more modules: Core 3, Core 4 and statistics.
GCSE resit
We also offer GCSE resit maths in year 12. All students enrolled in the sixth form without a C grade at GCSE are required to resit their maths GCSE exam.
Lessons are offered to these students during their study periods.
Most students will resit the exam in November, with the option of a further exam in June if necessary. | 677.169 | 1 |
Description
IGCSE Mathematics for Edexcel, 2nd edition has been updated to ensure that this second edition fully supports Edexcel's International GCSE Specification A and the Edexcel Certificate in Mathematics. Written by an experienced examiner, teacher and author, this is the perfect resource for Higher Tier students. Each chapter starts with key objectives and a starter activity to introduce students to the content, and the straightforward explanations, worked examples and practice questions which follow cover every type of problem students are likely to face in their final exam. 'Internet challenges' also ensure regular and integrated use of ICT The book is accompanied by an interactive CD-ROM, which includes a digital version of the book, asnwers to all the questions and Personal Tutors to accompany every topic. Personal Tutors are interactive audio-visual presentations of worked examples which help students consolidate their learning. This Student's Book is accompanied by IGCSE Mathematics Practice for Edexcel, 2nd edition, which contains a wealth of exam-style questions, and IGCSE Mathematics Teacher's Resource for Edexcel, which provides teaching and learning support.
Create a review
About Author
Alan Smith has run the Mathematics Department at Christ's Hospital School in Horsham for 15 years and was responsible for introducing Edexcel's IGCSE onto the curriclum in 2005. He has published extensively and is an experienced examiner with a number of awarding bodies. | 677.169 | 1 |
Addison Wesley
Supplemental materials are not guaranteed for used textbooks or rentals (access codes, DVDs, workbooks)....
Show More applications and modeling will demonstrate the usefulness and applicability of mathematics in the world today. Many of the applied problems in this text are actually real problems that people have had to solve on the job. With an emphasis on problem solving, this text provides students with an excellent opportunity to sharpen their reasoning and thinking skills. With increased critical thinking skills, students will have the confidence they need to tackle whatever future problems they may encounter inside and outside the classroom.This text is technology optional. With this approach, teachers will be able to offer either a technology-oriented course or a course that does not make use of technology. For departments requiring both options, this text provides the advantage of | 677.169 | 1 |
no-nonsense practical guide to statistics over 20 titles in the language... more...
500 Ways to Achieve Your Best Grades We want you to succeed on your statistics midterm and final exams. That's why we've selected these 500 questions to help you study more effectively, use your preparation time wisely, and get your best grades. These questions and answers are similar to the ones you?ll find on a typical college exam, so you will... more...
Sharpen your skills and prepare for your precalculus exam with a wealth of essential facts in a quick-and-easy Q&A format! Get the question-and-answer practice you need with McGraw-Hill's 500 College Precalculus Questions . Organized for easy reference and intensive practice, the questions cover all essential precalculus topics and include detailed... more...
500 Ways to Achieve Your Highest Score We want you to succeed on the Math section of the GRE test. That's why we've selected these 500 questions to help you study more effectively, use your preparation time wisely, and get your best score. These questions are similar to the ones you'll find on the GRE test, so you will know what to expect on test... more...
For students who need to polish their calculus skills for class or for a critical exam, this no-nonsense practical guide provides concise summaries, clear model examples, and plenty of practice, practice, practice. About the Book With more than 1,000,000 copies sold, Practice Makes Perfect has established itself as a reliable practical workbook... more... | 677.169 | 1 |
[1]
This is the block of the syllabus, and the numbers that follow are the dates
that they will happen, the first is for A day classes, the second for B.
[2]Note
that this column is for readings, things to be brought to class completed, or
things to be turned in. This is the due date for these things, not what
you do after the class described to the left. So on block 2, for example, you
will turn in your speed trap lab from the first day. The practice problems are
problems like the material covered in the previous class.
[3]These
are readings from your book. You will understand class much better if you read
the book even casually the night before. Section 2.1 starts on page 19
[4]
Notice the Roman numeral III after this problem in the book. This means it is
somewhat non-trivial. Don't spend a ton of time if you get stuck, but you
should be able to do the other problems. (Hint for 15 – calculate anything you
can)
[5]These
are your daily practice problems. The "2:" in front of them means they are
from Chapter 2. Other things are from worksheets. Be sure to do the Problems,
not the Questions. (If you are IB, you should try to answer the
questions as practice) Solutions for many of the problems are on my website if
you get stuck – answers to odd problems are in the back of the book and you
need to check them yourself. I put the answers to even numbered problems
after that number in this syllabus. It is up to you how many practice problems
you do.
[6]
This is homework I want to collect. Show your work on a separate piece of
paper, and at the beginning of class, we will put these on the board and answer
questions. I will stamp them, and if you want to write one on the board, I
will give you an extra stamp. | 677.169 | 1 |
3: Derivatives
Calculating velocity and changes in velocity are important uses of calculus, but it is far more widespread than that. Calculus is important in all branches of mathematics, science, and engineering, and it is critical to analysis in business and health as well. In this chapter, we explore one of the main tools of calculus, the derivative, and show convenient ways to calculate derivatives. We apply these rules to a variety of functions in this chapter so that we can then explore applications of these techniques. | 677.169 | 1 |
Solving Polynomial Equations
Students demonstrate how to use spreadsheets as a tool for analyzing, visualizing and solving mathematical problems. Students obtain fundamental grasp of cubic equations and other polynomial equations. | 677.169 | 1 |
Matrices for Engineers is designed to supply engineers and engineering students with a foundation in matrix theory and versatility in the manipulation of matrices. The book's approach provides the necessary material in a direct manner, with examples that illustrate each concept as it appears. The book emphasizes methodology and includes topics such as how to obtain the characteristic polynomial of a matrix; the factorizations of a coefficient matrix for ease of computation; and linear transformations from an intuitive and engineering point of view, in which conditions at one point in a system induce conditions at another. Indeed, it covers computational techniques and goes beyond matrix algebra to include matrix calculus. Perfect for self-study, Matrices for Engineers also functions as a supplement to Oxford University Press's popular Linear Circuit Analysis, Second Edition (0-19-513666-7), by Raymond A. DeCarlo and Pen-Min Lin or any introductory electrical engineering text, such as Introduction to Electrical Engineering (0-19-513604-7) by Mulukutla S. Sarma. It can also be used to help in preparing for the Fundamentals of Engineering (FE)/Engineer-in-Training (EIT) exam and the Professional Engineer (PE) exam. For a complete and detailed list of engineering exam review books available from Oxford University Press, visit our website at http: // Also Available from Oxford University Press DeCarlo and Lin's Linear Circuit Analysis, Second Edition (0-19-513666-7): Allan's Circuits Problems by Allan D. Kraus (0-19-514248-9) Solutions Manual to Accompany Linear Circuit Analysis, Second Edition, by Raymond A. DeCarlo and Pen-Min Lin (0-19-514218-7) Microsoft PowerPoint Overheads to Accompany Linear Circuit Analysis, Second Edition (0-19-514724-3) Sarma's Introduction to Electrical Engineering (0-19-513604-7): Solutions Manual to Accompany Introduction to Electrical Engineering by Mulukutla S. Sarma (0-19-514260-8) Microsoft PowerPoint Overheads to Accompany Introduction to Electrical Engineering (0-19-514472-4) KC's Problems and Solutions to Accompany Microelectronic Circuits, Fourth Edition , by K. C. Smith (0-19-511771-9) Spice, Second Edition , by Gordon Roberts and Adel Sedra (0-19-510842-6) Getting Started with MATLAB: A Quick Introduction for Scientists and Engineers (Version 6) , by Rudra Pratap (0-19-515014-7) | 677.169 | 1 |
Maths for Economics provides a solid foundation in mathematical principles and methods for economics and business students. It aims to build self-confidence in maths, by adopting a user-friendly style and by reinforcing learning at each step through worked examples and test exercises. The book assumes no prior knowledge of mathematics or economics and the author devotes part one to the revision and consolidation of basic skills in arithmetic, algebra and equation solving. From here there is a carefully calculated learning gradient, increasing in mathematical sophistication as the book progresses, designed to ensure a comprehensive understanding of the concepts for any student. In this latest edition there is a new 4 colour design intended to enhance the pedagogical features in the chapters. Extra material on advanced topics such as Taylor's theorum and comparative statics will be available on the Online Resource Centre. The Online Resource Centre contains the following resources: For Students: Ask the author forum Excel tutorial Maple tutorial Further exercises Answers to further questions Expanded solutions to progress exercises For Lecturers (password protected): Test exercises Graphs from the book Answers to test exercises PowerPoint presentations Instructor manual
Revue de presse :
I got 96% for my final maths exam and it was all because over Christmas I read your book and did all the exercise questions. I couldn't have done it without your book. ( Kathryn McGeough, student (comment relating to first edition))
Description du livre Paperback. État : New. Softcover Book, Condition: New. 2nd Edition. [Please Read Carefully Before Buying], This Is An International Edition. Printed In Black and White. 672 325392 14264 | 677.169 | 1 |
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