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Euclidean, non-Euclidean, and projective geometries from an axiomatic point of view.
We will discuss the axiomatic systems for geometry that the textbook discusses, but also discuss axiomatics in general, and their role in modern mathematics. This is a theoretical course, and you are expected to produce proofs on your own as required
I may ask you to meet with me to discuss details of homework sets, and I suggest that before you turn in your work, you make a copy, so you can consult it if needed.
Occasionally, I post links to supplementary material on Google+ and Twitter | 677.169 | 1 |
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Books On Vedic Mathematics
Vedic Mathematic is one growing in popularity. Though one of the oldest forms of mathematics, this discipline of science is making its presence felt. There are a number of scholars who are dedicated to making this branch of science better and it is their continuous endeavor to increase its reach to more and more people across the world. There are a large number of books which have been written and published. Some of the most popular ones are mentioned below:
This is a book of sixteen chapters of one sutra which includes elementary multiplications, etc. gives an answer to the non-linear fractional dissimilar equation. It deals with (1) totaling of common functions and their series expansion. and (2)
This book has sixteen chapters each which focus on either one of the sutras or sub-sutras and shows different uses of each. Author: K.Williams 4th edition 2002 First published 1984 ISBN 18 699 3201 3 Comb bound, 208pages, A4 size
Undertaking of the National workshop on Vedic Mathematics 25-28 March 1988 in Jaipur at the University of Rajasthan Publisher: Rashtriya Veda Vidya Pratishthan in association with Motilal Banarsidass Publishers 1991 ISBN 81 208 0944 0 Paperback, 139pages, A5 in size
This is basically the book on mental mathematics. This book mainly is based on calculating multiplication mentally, but it also includes addition, subtraction, and division. It contains 9 chapters of one of the sutras and its detailed introduction.
This is a book which is designed for students of about eight years, who knows thoroughly the time's tables including the four basic rules. It mainly covers multiplication, division, and subtraction, but also includes the introduction to the decimal fractions, elementary algebra and vinculums. | 677.169 | 1 |
Description:
About this title:
Synopsis: Mathematical skills are vital to the success of anyone working in the building trades industry. Math for the Building Trades is a basic mathematics textbook designed for entry-level building trade workers and introduces the math they will encounter on a daily basis. Various building trades are depicted, using many examples, questions, and problems related to work in the field. An extensive glossary and appendix make this textbook an excellent resource as well as an effective training tool.
Book Description Paperback. Book Condition: Good. This is a paper back book. The cover or pages have curled corners. This book as minor damage or folding to the cover. The pages have normal wear. This book includes media or other accessories. This is an audio book. We ship Monday-Saturday and respond to inquries within 24 hours. Bookseller Inventory # 3O6F480008KW | 677.169 | 1 |
Mathematics
Below are the key series by Pearson for Key Stage 3, GCSE and A Level MathematicsKS3 Maths Progress: This course has been carefully developed by the same editors as Edexcel GCSE (9-1) Mathematics course below, with the help of UK teachers and based on academic research into what improves learning in mathematics.
Edexcel GCSE (9-1) Mathematics: Brand new resources, written specifically for the latest Edexcel GCSE (9-1) specification. Designed to build fluency and confidence in maths.
AQA GCSE Mathematics Revision: New AQA editions of these popular revision guides for GCSE (9-1) Mathematics.
Edexcel AS and A Level Modular Mathematics: This bestselling series covers Statistics, Mechanics, Core, Decision and Further Pure Mathematics.
Edexcel AS & A Level Mathematics and Further Mathematics: This new series will consist of 13 student textbooks and retain all the features that teachers and students know and love from the existing series. Coming soon! | 677.169 | 1 |
Mathematics Undergraduate Program
The undergraduate program in Mathematics aims for preparing students
for an advanced degree in mathematics, to which end it admits
a small number of highly qualified and motivated students each year.
The program is designed to give the students a good background
in all areas of mathematics.
It consists of four series of courses in analysis, algebra, geometry and differential equations. | 677.169 | 1 |
Linear Algebra Done Right for a second course in linear algebra is aimed at math majors and graduate students. The novel approach taken here banishes determinants to the end of the book and focuses on the central goal of linear algebra: understanding the structureMore...
This text for a second course in linear algebra is aimed at math majors and graduate students. The novel approach taken here banishes determinants to the end of the book and focuses on the central goal of linear algebra: understanding the structure of linear operators on vector spaces. The author has taken unusual care to motivate concepts and to simplify proofs. For example, the book presents--without having defined determinants--a clean proof that every linear operator on a finite-dimensional complex vector space (or an odd-dimensional real vector space) has an eigenvalue. A variety of interesting exercises in each chapter helps students understand and manipulate the objects of linear algebra. No prerequisites are assumed other than the usual demand for suitable mathematical maturity. Thus, the text starts by discussing vector spaces, linear independence, span, basis, and dimension. Students are introduced to inner-product spaces in the first half of the book and shortly thereafter to the finite-dimensional spectral theorem. This second edition includes a new section on orthogonal projections and minimization problems. The sections on self-adjoint operators, normal operators, and the spectral theorem have been rewritten. New examples and new exercises have been added, several proofs have been simplified, and hundreds of minor improvements have been made | 677.169 | 1 |
Algebra 2 / Precalc
Time and Place
Making Sense in Algebra 2 Friday, July 1 9:00 a.m. to 3:30 p.m. at the Head-Royce School in Oakland, CA
No Limits! Thursday-Friday July 28-29 9:00 a.m. to 3:30 p.m. at the Principia School in Saint Louis, MO
Content
Making Sense in Algebra 2is a subset ofNo Limits!
These workshops are designed for high school mathematics teachers who want to make Algebra 2, Trigonometry and Precalculus more accessible, richer and more fun. I will present a number of activities to enrich and deepen the corresponding lessons in any textbook, whether traditional or reform. Italicized items will be offered in Saint Louis only.
Iterating functions as a gateway to sequences, series, mathematical induction and chaos
Functions from patterns; functions from geometry
Function diagrams: upper level applications
Geometry of the parabola (2D, 3D)
The problem in Algebra 2: too many topics, too many formulas that mean too little to most students. A partial solution: teach fewer topics, in more depth, provide access to all students through carefully selected activities, and still try to challenge the strongest students. I will share the best lessons from a course developed over many years for somewhat heterogeneous classes, with an emphasis on assorted learning tools.
A frequent challenge in teaching upper level high school classes is the limited pedagogical range of most textbooks and curricula. This is particularly harmful to the students who find symbol manipulation difficult, but it is also cheating our stronger students of the multi-faceted understanding that would serve them best. To address this, several of the units presented in the workshop involve the intelligent use of electronic tools (particularly GeoGebra,) hands-on activities with concrete materials, and/or creative alternate representations.
I am happy to offer a workshop on visual and hands-on approaches to advanced topics for your school or district. Contact me. | 677.169 | 1 |
Find a Market, CA Algebra 2Geometry is a subject that involves computation of two and three dimensional figures. Area, volume and perimeter calculations, understanding polynomials and relationships between points and lines are all required to master this branch of math. In addition, geometry contains a special set of rules that govern how to prove congruency of triangles.
...Other operations available in Excel are chart creation from data in the spreadsheet, formatting of cells for number formats, conditional formatting according to calculation results and print formatting. There is also a developer section in excel which allows the user to create macros. I have tu... | 677.169 | 1 |
in the next section. The other matrix EFG is nicer. In that
order, the numbers 2 from E and 1 from F and G were
not disturbed. They went straight into the product. It is
the wrong order for elimination. But fortunately it is the
right order for reversing
can be found using whole columns as in equation (5).
Therefore Ax is a combination of the columns of A. The
coefficients are the components of x. To multiply A times
x in n dimensions, we need a notation for the individual
entries in A. The entry in the i
columns in the same plane Solvable only for b in that
plane u 1 2 3 +v 1 0 1 +w 1 3 4
= b. (4) For b = (2,5,7) this was possible; for b = (2,5,6)
it was not. The reason is that those three columns lie in a
plane. Then every combination is also in the pl
and this course. 1.2 The Geometry of Linear Equations
The way to understand this subject is by example. We
begin with two extremely humble equations, recognizing
that you could solve them without a course in linear
algebra. Nevertheless I hope you will gi
equations for x, y, z, t are you solving? 21. When equation
1 is added to equation 2, which of these are changed: the
planes in the row picture, the column picture, the
coefficient matrix, the solution? 22. If (a,b) is a multiple
of (c,d) with abcd 6= 0,
from abs(A(1,1) should be 0.5. 1.4 Matrix Notation and
Matrix Multiplication With our 3 by 3 example, we are
able to write out all the equations in full. We can list the
elimination steps, which subtract a multiple of one
equation from another and reach a
complete, at least in the forward direction: Triangular
system 2u + v + w = 5 8v 2w = 12 1w = 2. (3) This
system is solved backward, bottom to top. The last
equation gives w = 2. Substituting into the second
equation, we find v = 1. Then the first equatio
simple matrices. Give a 2 by 2 example of this important
rule for matrix multiplication. 20. The matrix that rotates
the x-y plane by an angle is A() = " cos sin sin
cos # . Verify that A(1)A(2) = A(1+2) from the
identities for cos(1+2) and sin(1+ 2). Wha
curve by its tangent line, fit the surface by a plane, and
the problem becomes linear. The power of this subject
comes when you have ten variables, or 1000 variables,
instead of two. You might think I am exaggerating to use
the word beautiful for a basic
. Twice the first row of A has been subtracted from the
second row. Matrix multiplication is consistent with the
row operations of elimination. We can write the result
either as E(Ax) = Eb, applying E to both sides of our
equation, or as (EA)x = Eb. The
What multiple of equation 2 should be subtracted from
equation 3? 2x 4y = 6 x + 5y = 0. After this elimination
step, solve the triangular system. If the right-hand side
changes to (6,0), what is the new solution? 4. What
multiple ` of equation 1 should be
answer is: With a full set of n pivots, there is only one
solution. The system is non singular, and it is solved by
forward elimination and back-substitution. But if a zero
appears in a pivot position, elimination has to stop
either temporarily or permane
multiply by A and then multiply by A1 , you are back
where you started: Inverse matrix If b = Ax then A 1 b =
x. 1.6 Inverses and Transposes 51 Thus A 1Ax = x. The
matrix A 1 times A is the identity matrix. Not all
matrices have inverses. An inverse is im | 677.169 | 1 |
Description: The book emphasizes basic techniques that work under real-world conditions, not the esoteric mathematics that has intrinsic elegance but less practical applicability. The text is suitable for teaching a senior-level undergraduate course in computer vision to students in computer science and electrical engineering. | 677.169 | 1 |
Course Description: This beginning mathematics course is designed to take students from concrete arithmetic ideas to the more abstract algebraic forms of these ideas. Throughout the course, emphasis is placed on the development of arithmetic and algebraic skill and the application of these skills and concepts to the solution of practical problems. Topics covered include simplifying arithmetic and algebraic expressions, signed numbers, fractions, decimals, percents, radicals, estimations and geometric applications.
Course Goals: Upon successful completion of this course, students should be able to do the following:
demonstrate knowledge of the fundamental concepts and theories from arithmetic, algebra and geometry;
utilize various problem-solving and critical-thinking techniques to set up and solve real-world applications; and
communicate accurate mathematical terminology and notation in written and/or oral form in order to explain strategies to solve problems as well as to interpret found solutions. | 677.169 | 1 |
Teaching Tips for NROC Math
Hear from teachers using the NROC math resources.
Relevancy is extremely important. Students need to see why they need to learn math, and these examples do that. The multiple approaches to different learning styles is good, and it appears that there are a lot of options for teachers to choose from.
Focus Group Participant, Lansing Public Schools
I like the Presentations because they show me how math is used in everyday life.
Culver City Student
I like that the practice test tells me I what I got right and wrong, I don't have to wait for the teacher to grade it.
NROC's Algebra 1 course is designed to be used with first-time algebra students at a broad range of ability levels, from remedial to advanced play online games on Svenskkasinon casino website. The content is correlated to all US state algebra frameworks and The Common Core. This course can be used as a stand-alone curriculum or as a supplement to any algebra textbook.
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Approach
Contents
Contributors
Case Studies
Professional Development
A Portfolio of Learning
Designed to be a flexible, learner-centered experience, this two-semester course integrates a broad range of pedagogical approaches designed to open the door to mathematics concepts and procedures, mathematical reasoning and critical thinking. Students work through activities in the sequence that leverages their own successful learning strategies while building 21st century skills. The learning object architecture allows institutions and instructors to adapt the content to meet the needs of different programs and learners. Download a PDF of the pedagogical approach.
Contents
This two semester course is comprised of 12 units, 25 lessons and 68 modular topics. Download a full Table of Contents.
Algebra 1—An Open Course (Semester 1)
Unit 1: The Language of Algebra
Unit 2: Solve Linear Equations
Unit 3: Functions and Patterns
Unit 4: Analyze and Graph Linear Equations, Functions and Relations
Unit 5: Analyze, Solve, and Graph Linear Inequalities
Unit 6: Systems of Linear Equations and Inequalities
Algebra 1—An Open Course (Semester 2)
Unit 7: Radical Expressions
Unit 8: Polynomials
Unit 9: Factoring
Unit 10: Quadratic Functions
Unit 11: Rational Expressions and Equations
Unit 12: Extensions and Applications
This project made possible with the financial support of:
Contributors
Special thanks to the students, instructors and administrators from the following institutions who have participated in focus groups, early pilots* or contributed subject matter expertise in the development of this project. Download the full list of credits/contributors.
Antioch High School
Baltimore County School District
Bay Port High School
Cecil County School District
Charlotte Public Schools
City of Angels Schools
Denver School of Science and Technology
Digital Harbor High School
Grosse Pointe Public Schools
*Idaho Digital Learning Academy
*Illinois Virtual School
*Iowa AEA Consortium
*Kentucky Virtual High School
Lansing Public Schools
Los Angeles Unified School District
Lowell High School
Maple Valley Public Schools
Maryland Virtual School
*Michigan Virtual School
*Minneapolis Public Schools
*Montana Digital Academy
Omaha Public Schools
*Open High School of Utah
*Oregon Trails School District
*Placer Union High School District
Roosevelt High School
*Santa Cruz City Schools
*Sierra Vista High School
*South Carolina Virtual School
Southgate High School
University High School
Williamston High School
NROC's web-based curriculum was ideal to support the self-paced, hybrid design of Sierra Vista's high school continuation program.
Placer Alternative School used NROC to supplement the teacher's lecture in a special program for students with learning challenges.
Traditional students at Bay Port High School in both blended and online environments appreciated the ability to go at their own pace.
Mountain Heights Academy uses the Algebra 1 program as the foundation of a more robust, assessment-driven course.
Culver City Adult School used NROC's Algebra 1 -- An Open Course to serve students in two different class formats - one in a blended format and the other in a fully online format for an accelerated course experience.
Sierra Vista High School -- Whittier Union High School District, CANROC's web-based curriculum was ideal to support the self-paced, hybrid design of Sierra Vista's high school continuation program.... read more
Placer Alternative Program -- Placer Union High School District, CAPlacer Alternative School used NROC to supplement the teacher's lecture in a special program for students with learning challenges.... read more
Bay Port High School -- Howard-Suamico School District, WITraditional students at Bay Port High School in both blended and online environments appreciated the ability to go at their own pace.... read more
Mountain Heights Academy -- Online Charter SchoolMountain Heights Academy uses the Algebra 1 program as the foundation of a more robust, assessment-driven course.... read more
Culver City Adult School -- Culver City Unified School District, CACulver City Adult School used NROC's Algebra 1 -- An Open Course to serve students in two different class formats - one in a blended format and the other in a fully online format for an accelerated course experience.... read more
Pilot Details
Sierra Vista High School is a year-round, open enrollment high school offering both continuation and independent study programs to students within the Whittier Union High School District. Approximately 84 percent of Sierra Vista students are Hispanic/Latino, and 62 percent are identified as socioeconomically disadvantaged. The majority of the students are in grades 11-12, with many 5th year seniors working to finish their high school degrees.
Sierra Vista was the first to begin piloting the Algebra 1—An Open Course in October 2010. The curriculum was ideal for the self-paced, blended course being designed as an alternative to traditional classroom instruction.
Pilot Details
Teacher Beth Islip shares some of her perspectives in this short video.
Placer Union High School District found NROC's Algebra 1–An Open Course to be a helpful resource for struggling students in a special Alternative Program. About half of the students in the pilot section had previously failed algebra, some as many as three or four times. Many of the students found working on the computer a welcome alternative to the traditional classroom setting. The class used a blended format that combined access to online curriculum with face-to-face instruction.
Montana Digital Academy (MTDA) is a state virtual school that works with districts across the state to expand educational options by offering a mix of core and elective online supplemental courses.
MTDA administrators and teachers were excited to pilot Algebra 1–An Open Course because the course aligned well with traditional algebra courses taught in Montana high schools, as well as with the Montana Common Core Standards for Mathematical Practice and Content.
District Statistics
Pilot Details
Number of Students: 23 in standard class, 23 in accelerated class
Teacher Online Experience: 1 year
Launch Date: January 2011
Tagged with:
Accelerated CourseBlended/Hybrid LearningClassroom-Based InstructionCompetency-based LearningSelf-pacedTraditional Public High School
Bay Port High School is part of the Howard-Suamico School District in Green Bay, WI.Over 90% of Bay Port graduates go on to some type of post-secondary education.
In 2011, Bay Port ran two pilot sections using NROC's Algebra 1–An Open Course – one competency-based accelerated class and one standard class. Both classes were held in a computer lab, allowing students to work at their own pace.
Pilot Details
Number of Students: 68
Teacher Online Experience: Nine years in a traditional classroom; one year teaching online
Course Type: Fully online; full-time and supplemental students
Terms in Use: Algebra 1 piloted over two semesters in 2011-12; customized for the 2012-13 school year
Mountain Heights Academy (formerly Open High School of Utah) chooses its open educational resources carefully. Although their students were performing slightly above state math test averages with their original online algebra course, the administrative team of Director DeLaina Tonks and Curriculum Director Sarah Weston participated in the NROC pilot of Algebra 1 – An Open Course because they wanted a more robust, assessment-driven course.
The pilot course was offered to students in grades 9-12, some of whom were taking algebra for the first time and others who were taking the course for credit recovery. Sixty-four of the students were full-time online students, and four students were taking the course as a supplement to their brick-and-mortar classes; these were first-time online students.
Culver City Adult School serves over 4000 students annually with GED, Adult Basic Education, ESL, Independent Learning and other high school diploma classes. Students have varied levels of education, language and computer skills.
Culver City Adult School used NROC's Algebra 1–An Open Course as a primary resource to serve a total of 25 students in two different class formats—one class worked in a blended format and the other worked in a fully online format for an accelerated course experience.
Professional Development resources for NROC Algebra 1 include both printed instructor guides and video overviews for each unit of the course. You may register to review samples within the full course preview. | 677.169 | 1 |
IGCSE
London Examinations IGCSE Mathematics (4400) For examination in May and November 2004, 2005, 2006, 2007 November 2003, Issue 2
delivered locally, recognised globally
Specification
Mathematics (4400)
London Examinations IGCSE
Edexcel is one of the leading examining and awarding bodies in the UK and throughout the world. We provide a wide range of qualifications including academic, vocational, occupational and specific programmes for employers. Through a network of UK and overseas offices, Edexcel International centres receive the support they need to help them deliver their education and training programmes to learners. For further information please call our International Customer Relations Unit Tel +44 (0) 190 884 7750 international@edexcel.org.uk
Changes from Issue 1 are indicated by marginal lines.
Acknowledgements This specification has been produced by London Examinations on the basis of consultation with teachers, examiners, consultants and other interested parties. London Examinations recognises and values all those who contributed their time and expertise to the development of IGCSE specifications.
Availability of examinations sessions
The specification will be examined twice a year.
Key features
• • • • • • tiers of entry allow students to be entered at the appropriate level questions designed to be accessible to students of all abilities within that tier papers balanced for topics and difficulty standards equivalent to Edexcel's UK GCSE Mathematics a full range of teacher support provides a solid basis for Edexcel's AS and Advanced GCE. November 2003
1
.
Specification – London Examinations IGCSE in Mathematics (4400) Publication Code: UG013065 Issue 2. or equivalent qualifications. in May and November.Introduction
This specification is designed as a two-year course in Mathematics to meet the needs of students of all abilities.
compasses and protractor appropriately
Statistics • • • understand basic ideas of statistical averages use a range of statistical techniques use basic ideas of probability. equations and formulae use algebra to set up and solve problems demonstrate manipulative skills construct and use graphs
Geometry • • • • • use properties of angles understand a range of transformations work within the metric system understand ideas of space and shape use ruler.
Specification – London Examinations IGCSE in Mathematics (4400) Publication Code: UG013065 Issue 2. November 2003
3
.Specification aims and assessment objectives
Aims
This specification details the requirements for Number • use numerical skills in a purely mathematical way and in real life situations
Algebra • • • • • use letters as equivalent to numbers and as variables understand the distinction between expressions.
Candidates who fail to achieve grade G on Foundation Tier or grade E on Higher Tier will be awarded 'Ungraded'. There is a 'safety net' grade E for candidates who narrowly fail to achieve grade D. Questions in the Foundation Tier papers are targeted at grades C to G. The highest grade which will be awarded at Foundation Tier is grade C. Some examination questions will be common to both tiers. November 2003
.
Relationship of assessment objectives to external assessment
Assessment objective AO1 AO2 AO3 Number and algebra Shape. Questions in the Higher Tier papers are targeted at grades A* to D. Each examination paper will assess the full range of targeted grades at each tier questions on the Higher Tier examination papers will assume knowledge from the Foundation Tier subject content diagrams will not necessarily be drawn to scale and measurements should not be taken from diagrams unless instructions to this effect are given
5
Specification – London Examinations IGCSE in Mathematics (4400) Publication Code: UG013065 Issue 2.Scheme of assessment
Tiers of entry
Candidates are entered at either Foundation Tier or Higher Tier.
External assessment
• • • • • • each paper will address all of the Assessment Objectives papers will have approximately equal marks available for each of the targeted grades to be awarded each examination paper will carry a total of 100 marks there will be two parallel examination papers for each tier. space and measures Handling data Weighting 55% 25% 20%
The percentages above are not intended to provide a precise statement of the number of marks allocated to particular Assessment Objectives.
x 2. TI-92. constant function. Casio cfx9970G. √x. tangent and their inverses • calculators with any of the following facilities are prohibited in any examination databanks. ÷. x 2. memory. Σfx. ×. symbolic differentiation or integration. ruler. x y . built-in symbolic algebra manipulations. cosine. brackets. xy. ×. xy.
Calculators
Candidates will be expected to have access to a suitable electronic calculator for all examination papers. brackets. x y . pair of compasses.• • • •
each candidate may be required to use mathematical instruments e. −. across examination papers 1F and 3H and across 2F and 4H. sine. Check with London Examinations if unsure)
1 1
•
Awarding and reporting
The grading. sine. ÷. tangent and their inverses • the electronic calculator to be used by candidates attempting Higher Tier examination papers (3H and 4H) should have these functions as a minimum +.
6
Specification – London Examinations IGCSE in Mathematics (4400) Publication Code: UG013065 Issue 2. retrieval of text or formulae. Casio C-300 (NB: There are almost certainly others that are not permitted. −. QWERTY keyboards.g. November 2003
. standard form. Assessment of this specification will be available in English only. √x. to aid standardisation and comparability of award between tiers. Σx. x . calculators which are not permitted in any paper include Texas TI-89. memory. protractor tracing paper may be used formulae sheets will be provided for both tiers there will be some common questions targeted at grades C and D. cosine. All written work for the examination must be submitted in English. Hewlett Packard HP 48G. awarding and certification of this specification will comply with the requirements of the IGCSE for courses being first examined in 2004. • the electronic calculator to be used by candidates attempting Foundation Tier examination papers (1F and 2F) should have these functions as a minimum +.
November 2003
7
. Further copies of guidance documentation may be obtained from the International Customer Relations Unit (ICRU) at the address below. London Examinations will assess whether or not special consideration or concessions can be made for students with particular requirements. Requests should be addressed to International Customer Relations Unit (ICRU) Edexcel International 190 High Holborn London WC1V 7BE UK
Specification – London Examinations IGCSE in Mathematics (4400) Publication Code: UG013065 Issue 2. or by telephoning +44 (0) 190 884 7750.Students with particular requirements
Regulations and guidance relating to students with special requirements are published annually by the Joint Council for General Qualifications and are circulated to examinations officers.
= 0.6 = 60%
. expressing the answer as a fraction express a given number as a fraction of another number use common denominators to add and subtract fractions convert between fractions. multiplication and division use brackets and the hierarchy of operations use the terms odd.2 Fractions
(lowest terms)
= 0. sea-level
1. 4
1 5
4 9
understand and use unit fractions as multiplicative inverses
3÷5=3×
8
Specification – London Examinations IGCSE in Mathematics (4400) Publication Code: UG013065 Issue 2. subtraction. factors and multiples identify prime factors. simplifying a fraction by cancelling common factors understand and use mixed numbers and vulgar fractions identify common denominators applying common denominators to order fractions calculate a given fraction of a given quantity. even and prime numbers.1 Integers
understand and use integers (positive.4444… = 0. decimals and percentages
3 5 8 60 2 = 15 in its simplest form
Such as temperature. common factors and common multiples understand and use equivalent fractions.IGCSE Mathematics (4400) Specification Content – Foundation Tier
Specification content
Foundation Tier
AO1 NUMBER and ALGEBRA 1. November 2003
. Numbers and the number system
Candidates should be taught to Notes
1. negative and zero) both as positions and translations on a number line use directed numbers in practical situations order integers use the four rules of addition.
000 invested at 5% per annum Expressing in the form 1: n
Share £416 in the ratio 5:3
Specification – London Examinations IGCSE in Mathematics (4400) Publication Code: UG013065 Issue 2. square roots.5 Set Language and Notation understand the definition of a set of numbers use the set notation ∪.7 Ratio and Proportion use ratio notation including reduction to its simplest form and its various links to fraction notation divide a quantity in a given ratio use the process of proportionality to evaluate unknown quantities calculate an unknown quantity from quantities that vary in direct proportion solve word problems about ratio and proportion s varies directly as t. including percentage increase and percentage decrease 1.65 =
65 100
=
13 20
720 = 24 × 32 × 5
= Universal Set Ø or { } = Null Set
1. Find the missing value in a table Including maps and scale diagrams
9
0.6 Percentages
15% of 120 =
15 100
× 120
Find the interest earned after one year on $3. cubes and cube roots use index notation and index laws for multiplication and division of positive integer powers express integers as the product of powers of prime factors 1. November 2003
.IGCSE Mathematics (4400) Specification Content – Foundation Tier
multiply and divide a given fraction by an integer. ∩ and ∈ understand the concept of the Universal Set and the Null Set and the symbols for these sets understand that 'percentage' means 'number of parts per 100' express a given number as a percentage of another number express a percentage as a fraction and as a decimal convert simple fractions of a whole to percentages of the whole and vice versa understand the multiplicative nature of percentages as operators solve simple percentage problems.3 Decimals use decimal notation order decimals recognise that a terminating decimal is a fraction 1. by a unit fraction and by a general fraction 1.4 Powers and Roots calculate squares.
3 significant figure
1. area.32 + √ 4.11 Electronic Calculators
10
Specification – London Examinations IGCSE in Mathematics (4400) Publication Code: UG013065 Issue 2. domestic or community life carry out calculations using standard units of mass. including converting between currencies use a scientific electronic calculator to determine numerical results 3.10 Applying Number
1. November 2003
. estimate the 4. volume and capacity understand and carry out calculations using time carry out calculations using money.9 Standard Form
Higher Tier only
use and apply number in everyday personal.8 Degree of Accuracy
1.6 to one value of 46.IGCSE Mathematics (4400) Specification Content – Foundation Tier
round integers to a given power of 10 round to a given number of significant figures or decimal places identify upper and lower bounds where values are given to a degree of accuracy use estimation to evaluate approximations to numerical calculations By rounding each value to one significant figure. length.3 correct to 2 significant figures metric units only
1.9 × 24.
… 5. y) in any of the four quadrants of a graph locate points with given coordinates determine the coordinates of points identified by geometrical information determine the coordinates of the midpoint of a line segment given the coordinates of the two end points draw and interpret straight line conversion graphs understand the concept of a gradient of a straight line To include currency conversion graphs A ramp rises 15 m over a horizontal distance of 60 m.1 Sequences
generate terms of a sequence using term-toterm and position-to-term definitions of the sequence find subsequent terms of an integer sequence
Including odd. 4. 13.25 To include speed/time and distance/time graphs
3.2 Functional notation
Higher Tier only
interpret information presented in a range of linear and non-linear graphs understand and use conventions for rectangular cartesian coordinates plot points (x . 9. Functions and Graphs
Candidates should be taught to Notes
3. 17 …
3.3 Graphs
recognise that equations of the form y = mx + c are straight line graphs generate points and plot graphs of linear and quadratic functions Including completion of values in tables and equations of the form ax + by = c
3. 2. November 2003
13
.IGCSE Mathematics (4400) Specification Content – Foundation Tier
3.4 Calculus
Higher Tier only
Specification – London Examinations IGCSE in Mathematics (4400) Publication Code: UG013065 Issue 2. even. squares. multiples and powers 1. therefore the gradient of the ramp is 15/60 = 0. 8. Sequences.
trapezium. rhombus. hexagon and octagon The four angles of a quadrilateral are 90°. rhombus. Geometry
Candidates should be taught to Notes
4. reflex and right angles estimate the size of angles in degrees use angle properties of intersecting lines. square. corresponding angles
4. trapezium and kite understand the term regular polygon and calculate interior and exterior angles of regular polygons understand and use the angle sum of polygons For a polygon with n sides.1 Angles and Triangles
distinguish between acute. alternate angles. rectangle.IGCSE Mathematics (4400) Specification Content – Foundation Tier
AO2 SHAPE. square. vertically opposite angles. pentagon. rectangle. (x + 25)° and (x + 35)°. kite. November 2003
. equilateral and right-angled triangles and the angle properties of these triangles recognise and give the names of polygons To include parallelogram. parallel lines and angles on a straight line understand the exterior angle of a triangle property and the angle sum of a triangle property understand the terms isosceles.3 Symmetry recognise line and rotational symmetry identify any lines of symmetry and the order of rotational symmetry of a given two-dimensional figure Name a quadrilateral with no lines of symmetry and order of rotational symmetry of 2
14
Specification – London Examinations IGCSE in Mathematics (4400) Publication Code: UG013065 Issue 2.2 Polygons
understand and use the term quadrilateral and the angle sum property of quadrilaterals
understand and use the properties of the parallelogram. obtuse. Find the value of x Angles at a point. (x + 15)°. SPACE AND MEASURES 4. the sum of the interior angles is (2n – 4) right angles
understand congruence as meaning the same shape and size understand that two or more polygons with the same shape and size are said to be congruent to each other 4.
circumference. tangent. distance and time measure and draw lines to the nearest millimetre construct triangles and other two-dimensional shapes using a combination of a ruler. November 2003
15
. bisects the chord (and the converse) Give informal reasons. protractor and compasses solve problems using scale drawings use straight edge and compasses to (i) construct the perpendicular bisector of a line segment (ii) construct the bisector of an angle recognise the terms centre. triangles or polygons Use a. p. . where required.7 Geometrical Reasoning
4. diameter.m.
4.6 Circle Properties
4.m. radius. when arriving at numerical solutions to geometrical problems understand and use Pythagoras' theorem in two dimensions understand and use sine.IGCSE Mathematics (4400) Specification Content – Foundation Tier
interpret scales on a range of measuring instruments calculate time intervals in terms of the 24-hour and 12-hour clock make sensible estimates of a range of measures understand angle measure including threefigure bearings measure an angle to the nearest degree understand and use the relationship between average speed.8 Trigonometry and Pythagoras' Theorem
Specification – London Examinations IGCSE in Mathematics (4400) Publication Code: UG013065 Issue 2. sector and segment of a circle understand chord and tangent properties of circles Two tangents from a point to a circle are equal in length Tangents are perpendicular to the radius at the point of contact The line from the centre of a circle which is perpendicular to a chord.4 Measures
4. cosine and tangent of acute angles to determine lengths and angles of a right-angled triangle apply trigonometrical methods to solve problems in two dimensions To include bearings Reasons will only be required for geometrical calculations based on lines. arc. chord.5 Construction
4.
10 Similarity
16
Specification – London Examinations IGCSE in Mathematics (4400) Publication Code: UG013065 Issue 2. using an appropriate formula understand the terms face. area and volume units find the perimeter of shapes made from triangles and rectangles find the area of simple shapes using the formulae for the areas of triangles and rectangles find the area of parallelograms and trapezia find circumferences and areas of circles using relevant formulae find the surface area of simple shapes using the area formulae for triangles and rectangles find the volume of right prisms. including cuboids and cylinders.IGCSE Mathematics (4400) Specification Content – Foundation Tier
convert measurements within the metric system to include linear. November 2003
. edge and vertex in the context of a three-dimensional solid understand and use the geometrical properties that similar figures have corresponding lengths in the same ratio but corresponding angles remain unchanged cm2 → m2 and vice versa cm3 → litres and vice versa
4.9 Mensuration
4.
y = 2. November 2003
17
.2 Transformation Geometry
Specification – London Examinations IGCSE in Mathematics (4400) Publication Code: UG013065 Issue 2. y = x.1 Vectors
Higher Tier only
understand that rotations are specified by a centre and an angle rotate a shape about a point and measure the angle of a rotation recognise that an anti-clockwise rotation is a positive angle of rotation and a clockwise rotation is a negative angle of rotation understand that reflections are specified by a mirror line construct a mirror line given a reflected shape construct a reflected shape given an object and a mirror line understand that translations are specified by a distance and direction construct a translated shape given the distance and direction of the translation understand that rotations. reflections and translations preserve length and angle so that a transformed shape under any of these transformations remains congruent to the original shape understand that enlargements are specified by a centre and a scale factor understand that enlargements preserve angles and not lengths construct enlargements of objects and identify the scale factor of an enlargement identify and give complete descriptions of transformations use and interpret maps and scale drawings Positive scale factor only For example.
Vectors and Transformation Geometry
Candidates should be taught to Notes
5. and 3 units in the y direction (not angle and distance) Reflect a triangle in the line y=x Such as x = 1.IGCSE Mathematics (4400) Specification Content – Foundation Tier
5. y–x=0
5. 5 units in the x direction.
then P(A′ ) = 1 – p where A′ is the complement of A
18
Specification – London Examinations IGCSE in Mathematics (4400) Publication Code: UG013065 Issue 2. H). Tails (T) (H.3 Probability
Outcomes. (H.1 Graphical Representation of Data use appropriate methods of tabulation to enable the construction of statistical diagrams interpret statistical diagrams understand the concept of average 6. (T. events. mode and range for a discrete data set calculate an estimate for the mean for grouped data identify the modal class for grouped data understand the language of probability understand and use the probability scale understand and use estimates or measures of probability from theoretical models understand the concepts of a sample space and an event and how the probability of an event happening can be determined from the sample space list all the outcomes for single events and for two successive events in a systematic way
Pictograms. (H. the sample space can be listed as: Heads (H). If P(A) = p. bar charts and pie charts only
Data could be in a list or tabulated form Includes simple problems using these measures
6. Statistics
Candidates should be taught to Notes
use different methods of presenting data 6.IGCSE Mathematics (4400) Specification Content – Foundation Tier
AO3 HANDLING DATA 6. H). equal likelihood. November 2003
. T). random
For the tossing of two coins. T)
estimate probabilities from previously collected data calculate the probability of the complement of an event happening Recognise that Σ Pi = 1.2 Statistical Measures calculate the mean. median.
November 2003
19
.IGCSE Mathematics (4400) Specification Content – Foundation Tier
use the addition rule of probability for mutually exclusive events understand and use the term expected frequency
P(Either A or B occurring) = P(A) + P(B) when A and B are mutually exclusive Determine an estimate of the number of times an event with a 2 probability of 5 will happen over 300 tries
Specification – London Examinations IGCSE in Mathematics (4400) Publication Code: UG013065 Issue 2.
including rationalising the denominator where the denominator is a pure surd Express in the form a√2: 2 . then A⊂B Use the notation A′
In a sale.6 Percentages
√82. Numbers and the number system
Candidates should be taught to Notes
1.3 =
1 3
1.1 Integers
See Foundation Tier See Foundation Tier
convert recurring decimals into fractions
& 0.
AO1 NUMBER and ALGEBRA 1.50. 0. 625
−1 2
.IGCSE Mathematics (4400) Specification Content – Higher Tier
Higher Tier
KNOWLEDGE OF THE CONTENT FOR THE FOUNDATION TIER IS ASSUMED FOR CANDIDATES BEING PREPARED FOR THE HIGHER TIER.5 Set Language and Notation
If A is a subset of B.3 Decimals
. November 2003
.2 Fractions
1.
1 (25 )
3 2
1.4 Powers and Roots
understand the meaning of surds manipulate surds. √18 + 3√2 8 Express in the form a + b√2: (3 + 5√2)2 Evaluate:
3
use index laws to simplify and evaluate numerical expressions involving integer. fractional and negative powers evaluate Highest Common Factors (HCF) and Lowest Common Multiples (LCM) understand sets defined in algebraic terms understand and use subsets understand and use the complement of a set use Venn diagrams to represent sets and the number of elements in sets use the notation n(A) for the number of elements in the set A use sets in practical situations use reverse percentages 1. Calculate the original price of the item
20
Specification – London Examinations IGCSE in Mathematics (4400) Publication Code: UG013065 Issue 2. The sale price of an item was £17. prices were reduced by 30%.2333… =
21 90
1.
5 × 108
1. November 2003
21
.7 Ratio and Proportion
See Foundation Tier
solve problems using upper and lower bounds where values are given to a degree of accuracy The dimensions of a rectangle are 12 cm and 8 cm to the nearest cm. to 3 significant figures.IGCSE Mathematics (4400) Specification Content – Higher Tier
1. the smallest possible area as a percentage of the largest possible area.11 Electronic Calculators
Specification – London Examinations IGCSE in Mathematics (4400) Publication Code: UG013065 Issue 2. Calculate.8 Degree of Accuracy
1.10 Applying Number
See Foundation Tier See Foundation Tier
1.9 Standard Form
express numbers in the form a × 10n where n is an integer and 1 ≤ a < 10 solve problems involving standard form
1. 150 000 000 = 1.
y = x2 + 3x – 2 are the solutions of: x2 + x – 3 = 0 Similarly. y = 2x3 – 6x + 2.3 Graphs
y =
1 . y = 3x3 – 2x2 + 5x – 4.1 Sequences 3.y1 = 0. then f' y = x3 .IGCSE Mathematics (4400) Specification Content – Higher Tier
3. …. c) find the equation of a straight line parallel to a given line
24
Specification – London Examinations IGCSE in Mathematics (4400) Publication Code: UG013065 Issue 2. x 5 W= 2 . 7. the x-values of the intersection of the two graphs y = 5. Sequences. 5.
calculate a gradient of a straight line given two coordinates recognise that equations of the form y = mx+c are straight line graphs with gradient m and intercept on the y axis at the point (0. d ≠ 0 d By drawing a tangent The x-values of the intersection of the two graphs y = 2x + 1. f(x) = 1/x. November 2003
. Functions and Graphs
Candidates should be taught to Notes
3. and recognise that the solutions correspond to the solutions of y2 . x ≠ 0
'fg' will mean 'do g first.e. x ≠ 0. x ≠ 0. y = x3 – 3x2 + 7 are the solutions of: x3 – 3x2 + 2 = 0
find the gradients of non-linear graphs find the intersection points of two graphs. nth term = 2n – 1
i. one linear (y1) and one non-linear (y2). x ≠ 0. x
y = 2x2 + 3x + 1/x.2 Function notation
use linear expressions to describe the nth term of an arithmetic sequence understand the concept that a function is a mapping between elements of two sets use function notations of the form f(x) = … and f : x a … understand the terms domain and range and which parts of a domain may need to be excluded understand and use the notations composite function fg and inverse function f −1 plot and draw graphs with equation: y = Ax3 + Bx2 + Cx + D in which (i) the constants are integers and some could be zero (ii) the letters x and y can be replaced with any other two letters or: y = Ax3 + Bx2 + Cx + D + E/x + F/x2 in which (i) the constants are numerical and at least three of them are zero (ii) the letters x and y can be replaced with any other two letters
1. V = 60w(60 – w)
3. 3. 9. 1 y = (3x2 – 5).
Specification – London Examinations IGCSE in Mathematics (4400) Publication Code: UG013065 Issue 2.IGCSE Mathematics (4400) Specification Content – Higher Tier
understand the concept of a variable rate of change differentiate integer powers of x determine gradients.4 Calculus
y = x+
distinguish between maxima and minima by considering the general shape of the graph apply calculus to linear kinematics and to other simple practical problems The displacement. rates of change. 0 ≤ t ≤ 20. x Find the coordinates of the maximum and minimum points
3. Find expressions for the velocity and the acceleration. November 2003
25
. turning points (maxima and minima) by differentiation and relate these to graphs
9 . of a particle from a fixed point O after t seconds is given by s = 24t2 – t3. s metres.
7 Geometrical Reasoning
provide reasons.6 Circle Properties
4. polygons and circles
26
Specification – London Examinations IGCSE in Mathematics (4400) Publication Code: UG013065 Issue 2. to support numerical values for angles obtained in any geometrical context involving lines. SPACE AND MEASURES 4.5 Construction
4.1 Lines and Triangles
See Foundation Tier See Foundation Tier See Foundation Tier See Foundation Tier See Foundation Tier
understand and use the internal and external intersecting chord properties recognise the term cyclic quadrilateral understand and use angle properties of the circle including angle subtended by an arc at the centre of a circle is twice the angle subtended at any point on the remaining part of the circumference angle subtended at the circumference by a diameter is a right angle angles in the same segment are equal the sum of the opposite angles of a cyclic quadrilateral is 180° the alternate segment theorem Formal proof of these theorems is not required
4. November 2003
. using standard geometrical statements. Geometry
Candidates should be taught to Notes
4.3 Symmetry
4.2 Polygons
4.IGCSE Mathematics (4400) Specification Content – Higher Tier
AO2 SHAPE.4 Measures
4.
November 2003
27
.10 Similarity
Specification – London Examinations IGCSE in Mathematics (4400) Publication Code: UG013065 Issue 2.9 Mensuration
Radian measure is excluded
4. cosine and tangent of obtuse angles understand and use angles of elevation and depression understand and use the sine and cosine rules for any triangle use Pythagoras' theorem in 3 dimensions understand and use the formula ½bc sin A for the area of a triangle apply trigonometrical methods to solve problems in 3 dimensions including finding the angle between a line and a plane find perimeters and areas of sectors of circles find the surface area and/or volume of a sphere and a right circular cone using relevant formulae convert between volume measures understand that areas of similar figures are in the ratio of the square of corresponding sides understand that volumes of similar figures are in the ratio of the cube of corresponding sides use areas and volumes of similar figures in solving problems m3 → cm3 and vice versa The angle between two planes will not be required
4.8 Trigonometry
understand and use sine.IGCSE Mathematics (4400) Specification Content – Higher Tier
4.
3 Probability
Picking two balls out of a bag.1 Graphical Representation of Data
construct and interpret histograms construct cumulative frequency diagrams from tabulated data estimate the median from a cumulative frequency diagram understand the concept of a measure of spread estimate the interquartile range from given data or from a cumulative frequency diagram draw and use tree diagrams determine the probability that two or more independent events will both occur use simple conditional probability when combining events apply probability to simple problems
For unequal class intervals
6. one after the other. November 2003
29
. Statistics
Candidates should be taught to Notes
6.IGCSE Mathematics (4400) Specification Content – Higher Tier
AO3 HANDLING DATA 6. without replacement
Specification – London Examinations IGCSE in Mathematics (4400) Publication Code: UG013065 Issue 2.2 Statistical Measures
The terms upper quartile and lower quartile may be used
6.
Candidates make and justify estimates of probability by selecting and using a method based on equally likely outcomes or on experimental evidence as appropriate. They draw simple conclusions of their own and give an explanation of their reasoning. including pie charts. candidates measure and draw angles as accurately as practicable. They convert from one metric unit to another. or using shapes. add and subtract negative numbers in context. and use simple formulae involving one or two operations. They calculate fractional or percentage parts of quantities and measurements. They understand and use the probability scale from 0 to 1. They identify all the symmetries of 2-D shapes. 100 and 1000. The descriptions should be interpreted in relation to the content outlined in the specification. factor and square.
30
Specification – London Examinations IGCSE in Mathematics (4400) Publication Code: UG013065 Issue 2. they are not designed to define that content. The grade awarded will depend in practice upon the extent to which the candidate has met the assessment objectives overall. They order. express in symbolic form. by applying inverse operations or by estimating using approximations. They compare two simple distributions using the range and one of the mode. November 2003
. Candidates use their understanding of place value to multiply and divide whole numbers and decimals by 10.Grade descriptions
The following grade descriptions indicate the level of attainment characteristic of the given grade at IGCSE. They reduce a fraction to its simplest form by cancelling common factors and solve simple problems involving ratio and direct proportion. They make sensible estimates of a range of measures in relation to everyday situations. words and diagrams. They use all four operations with decimals to two places. They interpret graphs and diagrams. and use language associated with angle. considering whether these are sensible. Shortcomings in some aspects of the examination may be balanced by better performances in others. Candidates calculate areas of rectangles and right-angled triangles. Candidates understand and use the mean of discrete data. they check their results. candidates identify and obtain necessary information. They construct. They give a general indication of the required learning outcomes at each specified grade. using symbols. candidates check the reasonableness of their results by reference to their knowledge of the context or to the size of the numbers. and draw conclusions. Candidates explore and describe number patterns and relationships including multiple. and volumes of cuboids. In solving problems with or without a calculator. using a calculator where necessary. When constructing models and when drawing. They know the angle sum of a triangle and that of angles at a point. median or mean. They understand that different outcomes may result from repeating an experiment.
Grade F
In order to carry through tasks and solve mathematical problems. Candidates show understanding of situations by describing them mathematically.
In simplifying algebraic expressions. They determine the modal class and estimate the mean. Candidates enlarge shapes by positive whole number or fractional scale factor. They understand and use the equivalences between fractions. They calculate lengths. Candidates solve problems using angle and symmetry properties of polygons and properties of intersecting and parallel lines. they multiply two expressions of the form (x + n). equations and expressions. Candidates find and describe in symbols the next term or the nth term of a sequence. finding common factors and multiplying two linear expressions. Candidates use Pythagoras' theorem when solving problems in two and three dimensions. They understand and use compound measures such as speed. Candidates interpret and construct histograms. and calculate the surface area of cylinders and volumes of cones and spheres. Candidates use algebraic and graphical methods to solve simultaneous linear equations in two variables. They represent inequalities using a number line. decimals and percentages and calculate using ratios in appropriate situations. they use rules of indices for negative and fractional values. they simplify the corresponding quadratic expressions. They solve problems using intersections and gradients of graphs. They formulate and solve linear equations with whole number coefficients. where the rule is linear. They solve numerical problems involving multiplication and division with numbers of any size using a calculator efficiently and appropriately. They appreciate the imprecision of measurement and recognise that a measurement given to the nearest whole number may be inaccurate by up to one half in either direction.
Specification – London Examinations IGCSE in Mathematics (4400) Publication Code: UG013065 Issue 2. selecting the statistic most appropriate to a line of enquiry. They manipulate simple algebraic formulae.
Grade A
Candidates understand and use direct and inverse proportion. They manipulate algebraic formulae. November 2003
31
. Candidates find areas and circumferences of circles. Candidates understand relative frequency as an estimate of probability and use this to compare outcomes of experiments. median and range of a set of grouped data.Grade C
In making estimates candidates round to one significant figure and multiply and divide mentally. areas and volumes in plane shapes and right prisms. They understand and use proportional changes. They understand and apply Pythagoras' theorem when solving problems in two dimensions. to compare distributions and make inferences. as appropriate. equations and expressions. They use measures of average and range with associated frequency polygons. candidates express general laws in symbolic form. They recognise when and how to work with probabilities associated with independent and mutually exclusive events. Candidates construct and interpret frequency diagrams. In finding formulae that approximately connect data. They calculate lengths of circular arcs and areas of sectors. | 677.169 | 1 |
Tag Archives: math
SENCER educators in mathematics and other STEM disciplines can make use of a new report called GAIMME (Guidelines for Assessment and Instruction in Mathematical Modeling Education) for ways to incorporate applied mathematics into K-12 through undergraduate level curricula. Among the writing team is Sol Garfunkel, a member of the Engaging Mathematics advisory board.
The report, developed jointly by the Society for Industrial and Applied Mathematics (SIAM) and the Consortium for Mathematics and its Applications (COMAP), is available to view and/or print at no cost. Professionally printed copies will also be available for $20 through the SIAM bookstore.
Photo credit: COMAP, SIAM
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Help your students, even your math-averse students, be more interested in and comfortable with mathematics. Get real suggestions for how to incorporate real-world issues into your classroom. | 677.169 | 1 |
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Unformatted text preview: CHAPTER 0: Preliminary Topics 0.1: Sets of Numbers 0.2: Logic 0.3: Rounding 0.4: Absolute Value and Distance 0.5: Exponents and Radicals: Laws and Forms 0.6: Polynomial, Rational, and Algebraic Expressions 0.7: Factoring Polynomials 0.8: Factoring Rational and Algebraic Expressions 0.9: Simplifying Algebraic Expressions 0.10: More Algebraic Manipulations 0.11: Solving Equations 0.12: Solving Inequalities 0.13: The Cartesian Plane and Circles 0.14: Lines 0.15: Plane and Solid Geometry 0.16: Variation • This chapter will introduce and review concepts, skills, techniques, and formulas needed in precalculus and calculus. (Section 0.1: Sets of Numbers) 0.1.1 SECTION 0.1: SETS OF NUMBERS LEARNING OBJECTIVES • Be able to identify different sets of numbers. • Know how to write sets of real numbers using set-difference, set-builder, graphical, and interval forms. PART A: DISCUSSION • Theorems and formulas often require constants (denoted by c , n , a 1 , a 2 , etc .) to be from a particular set of numbers , usually the set of real numbers (denoted by ¡ ). • Sets of real numbers can correspond to solutions of equations (see Section 0.11), solutions of inequalities (see Section 0.12), and domains and ranges of functions (see Section 1.1). There are several ways to describe these sets. PART B: SETS OF NUMBERS A set is a collection of objects, called the elements or members of the set. • Two sets are equal when they consist of the same elements. Typically, order is irrelevant, and elements are not repeated. ¡ denotes the empty set , or null set , the set consisting of no elements. Let A and B be sets. A is a subset of B , denoted by A ¡ B , when every element of A is also an element of B . If A ¡ B , but A ¡ B , then A is a proper subset of B , denoted by A ¡ B . This means that B contains all of the elements of A , as well as at least one other element not in A . (Section 0.1: Sets of Numbers) 0.1.2 Some important sets of numbers are: ¡ , or Z , the set of integers . • This set consists of 1, 2, 3, etc.; their opposites, ¡ 1 , ¡ 2 , ¡ 3 , etc.; and 0. • ¡ comes from "Zahlen," the German word for "integer." • ¡ is in blackboard bold typeface. It is more commonly used than Z . ¡ , or Q , the set of rational numbers . • This is the set of all numbers that can be written in the form: integer nonzero integer • It is the set of numbers that can be written as finite (or terminating ) decimals or repeating decimals . • Examples include: Fraction form Decimal expansion 1 2 0.5 1 3 0.3 , or 0.3333 … ¡ 823 9900 ¡ 0.831 , or ¡ 0.8313131 … 7 1 , or 7 7 • As demonstrated by the last example, every integer is a rational number . That is, ¡ ¡ ¢ ....
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This note was uploaded on 09/08/2011 for the course MATH 141 taught by Professor Staff during the Fall '11 term at Mesa CC. | 677.169 | 1 |
Math data handling coursework
We provide excellent essay writing service 24/7. Enjoy proficient essay writing and custom writing services provided by professional academic writers. 1.1: Foundational Skills Students gain a working knowledge of concepts of print, alphabetic principle, and other basic conventions. Grade Pre K. Our Professionals will present you Essay Help Online. Maybe English is not your main subject, but does not mean that there is no need look for college essay help. Our math course participants gain access to exciting, materials for making mathematics learning fun and rewarding. A math teacher's best friend 1.1: Foundational Skills Students gain a working knowledge of concepts of print, alphabetic principle, and other basic conventions. Grade Pre K.
Math data handling coursework
In this page, you can find job listings and job announcements related to the deep learning field. In order to put your job announcement on this page, please get in. Western Governors University is an accredited online university offering online degrees featuring an online bachelor degree in teaching math. Our online math degree. An img is always in one of the following states: Unavailable The user agent hasn't obtained any image data. Partially available The user agent has obtained some of. Graduate School of Operational and Information Sciences (GSOIS) Website. Dean. Gordon McCormick, Ph.D. Naval Postgraduate School. Courses offered by the Institute for Computational and Mathematical Engineering are listed under the subject code CME on the Stanford Bulletin's ExploreCourses web site. Mathematics Stack Exchange is a question and answer site for people studying math at any level and professionals in related fields. Join them; it only takes a minute. Prepare to do fearsome battle in the Regional Championships for HeroClix and Dice Masters as well as many other amazing side events in the Winter 2017 WizKids Open.
Teachers, school administrators, student teachers, independent contractors, etc. Nursing students, child care facility operators/staff, social service workers. Weekly Tips CPM has created weekly tips for teachers, parents and students, written to help everyone be successful in math. Teachers can follow the teacher tips and. Weekly Tips CPM has created weekly tips for teachers, parents and students, written to help everyone be successful in math. Teachers can follow the teacher tips and. The following is a listing of all undergraduate course codes. Click on the four-letter code to review the undergraduate courses within that discipline. To. AP Central Meta Description --> Course materials, exam information, and professional development opportunities for AP teachers and coordinators. Full-Time Jobs. Updated: January 3, 2017 To view a specific job description, select the respective Job Number: Position Title from the list below. Final Day to Turn In Work. SK Online classes will close on Tuesday, January 24 at 2:30 p.m. Be sure to turn in all work before then.
HEAD START (3 - 5 year olds) and. EARLY HEAD START (Infants, Toddlers, & 2 year olds) Teacher, Home Educator, Floater Teacher, and Teacher Assistant. The items listed below are all of those matching the criteria you have selected: Human Resource Management . Our Professionals will present you Essay Help Online. Maybe English is not your main subject, but does not mean that there is no need look for college essay help. 12. 200054. 200055 12. 200061. 200062. 210030. 240011 10 12. 520018. 560110. 700043. 2016-2017 Subject and Personnel Code Course Descriptions. School Year. Teachers, school administrators, student teachers, independent contractors, etc. Nursing students, child care facility operators/staff, social service workers.
Courses offered by the Institute for Computational and Mathematical Engineering are listed under the subject code CME on the Stanford Bulletin's ExploreCourses web site. Perhaps you're wondering what's wrong with this graph and its math. I'll explain: Let's say you want to pay off your LuLaRoe investment in 1 month. Thank you for compiling this concise list. I have also found that TES is one of the better math sites available. I regularly find supplementary material on TES that. Chapter 3301: DEPARTMENT OF EDUCATION. 3301.01 State board of education. There is hereby created the state board of education consisting of nineteen members. Perhaps you're wondering what's wrong with this graph and its math. I'll explain: Let's say you want to pay off your LuLaRoe investment in 1 month.
Western Governors University is an accredited online university offering online degrees featuring an online bachelor degree in teaching math. Our online math degree.
In this page, you can find job listings and job announcements related to the deep learning field. In order to put your job announcement on this page, please get in.
Final Day to Turn In Work. SK Online classes will close on Tuesday, January 24 at 2:30 p.m. Be sure to turn in all work before then.
Prepare to do fearsome battle in the Regional Championships for HeroClix and Dice Masters as well as many other amazing side events in the Winter 2017 WizKids Open. Official website of the Massachusetts Department of Higher Education. The items listed below are all of those matching the criteria you have selected: Human Resource Management . The following is a listing of all undergraduate course codes. Click on the four-letter code to review the undergraduate courses within that discipline. To | 677.169 | 1 |
Friday, March 28, 2014
Bill Wood Reviews Exploring Advanced Euclidean Geometry with GeoGebra
Bill Woods reviews Exploring Advanced Euclidean Geometry with GeoGebraby Gerard Venema as part of MAA Reviews. Exploring Advanced Euclidean Geometry with GeoGebra is written for an inquiry-based approach, with lots of exercises and just enough narrative and historical commentary to hold it all together. It is not the sort of book you read without some paper and probably a computer in front of you. What makes the book special is the inclusion of GeoGebra exercises (clearly identified with a *) to encourage experimentation. Exercises may ask students to construct a visualization of a theorem, verify results, and build examples and conjectures. Eventually the student gets to proving a theorem, but not before playing with the statement quite a bit.
The book focuses on "advanced" planar Euclidean geometry, which the author defines to mean anything developed after Euclid's Elements. This makes it an excellent candidate text for a second course in Euclidean geometry using inquiry-based methods that minimize lecture and maximize student discovery. There is also much value to be mined as a supplement to other Euclidean geometry texts. The author suggests a structure in which this text is used as something of a lab manual rather than a primary text.
Even if it does not fit for course adoption, this book is worth any geometry teacher's attention as way to reconnect with the learning experience they want for their students | 677.169 | 1 |
This text is designed to resolve the conflict between the abstractions of linear algebra and the needs and abilities of the students who may have dealt only briefly with the theoretical aspects of previous mathematics courses. The author recognizes that many students will at first feel uncomfortable, or at least unfamiliar, with the theoretical nature inherent in many of the topics in linear algebra. | 677.169 | 1 |
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Tips in Memorizing Mathematical Formulas Easily
Posted Tue, 08/13/2013 - 14:56 by admin
Mathematics is the abstract study of topics such as quantity (numbers), structure, space, and change. There is a range of views among mathematicians and philosophers as to the exact scope and definition of mathematics. (wikipedia.com)
The subject is hated by many because it is complicated and not that easy to learn. So, here are some tips in memorizing mathematical formulas easily:
1. Relax. Math and Physics problems are not meant to be studied under stress. Relax your mind. By doing this, you will be able to focus more on your task.
(wikihow.com)
2. Jot Down. During lecture, write down everything the professor writes down, and if he/she uses different colors of ink, do likewise. Even if you think you understand a problem, write down each step. You may find yourself confused later on and need those notes. (uic.edu)
3. Derive the Formula Repeatedly. Solve many math problems every day. In solving a problem, write first the formula. That is one way of memorizing it. Write the formula in a piece of paper. Read it before you sleep and read it again after you wake up. Do not stop solving math problems. (yahoo.com)
4. Take Them With You. Find a small book and put down all those formulas. Keep the book at your back pocket and try to review them anytime you feel like you are missing something. This will bring back the memories of what you have learned, making those jaw-breaking formula stick into your mind forever. (wikihow.com)
5. Read Ahead. Read over tomorrow's math lesson today. Get a general idea about the new formulas in advance, before your teacher covers them in class. As you read ahead, you will recognize some of it, and other parts will be brand new. That's OK- when your teacher is explaining them, you already have a 'hook' to hang this new knowledge on and it will make more sense. It will be easier to memorize the formulas later. (intmath.com)
6. Absorb the Formulas via Different Channels. We've already talked about writing and visual aids for learning formulas. Also, process and learn each one by hearing it and speaking it. An example here is the formula for the derivative of a fraction involving "x terms" on the top and bottom (known as the "Quotient Rule") (intmath.com)
7. Math is not a Spectator Sport. You cannot learn mathematics by just going to class and watching the instructor lecture and work problems. In order to learn mathematics you must be actively involved in the learning process. You've got to attend class and pay while in class. You've got to take a good set of notes. You've got to work homework problems. (tutorial.mat.edu)
8. Understanding Math. It is fine to memorize math symbols and definitions, but try to understand the underlying processes and concepts. When you look at a process, ask yourself the purpose for each step. Think of analogies or try explaining a concept to a friend or family member. (ulc.edu)
9. Satisfaction. Do you ever study while you are hungry or thirsty? How does it feel? You always feel reluctant to focus because you are in rush to go grab some pizza. If you start to feel hungry or thirsty, quit studying those formulas and satisfy yourself with some food or drink. (wikihow.com)
10. Use Memory Techniques. Most people are capable of learning lists of unrelated number or words, as long as they use the right techniques. Such techniques can be applied to the learning of formulas as well. One of these techniques is to create a story around the thing you need to learn. The crazier the story, the better it is because it is easier to remember. If the story is set in some striking physical location, it also helps to remember it later. (intmath.com)
Mathematics is not very hard to learn, you just need to understand the concepts and important topics in it. The most important thing is, you have to listen very well to your teacher and participate in your class always so that you can practice and improve your mathematical skills.
DISCLAIMER: Since the copyright of the contributions belongs to the authors, OurHappySchool.com is not liable to any infraction that the contribution/s may commit.
About the Author:
John Kervy G. Samarista, the contributor,graduated from La Immaculada Concepcion School in Pasig City. He is now pursuing BS Information and Communication Technology. He believes that learning is a continuous process; it is a way towards dreams and a brighter future. | 677.169 | 1 |
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SDAIE Integrated Math II
SDAIE Integrated Math 2 is a one year college prep course that integrates plane and solid geometry and includes algebraic approaches to the solutions of geometric problems. This class is designed to cover the same curriculum as other Integrated Math 2 classes but integrates instructional strategies designed to support English Language Learners learn the skills and knowledge of the course while increasing students' language skills. Specially Designed Academic Instruction in English (SDAIE) courses use methodology and strategies to teach core content to English Learners. SDAIE classes integrate instructional strategies and techniques to help students learn the skills and knowledge in the content course while increasing the student's language skills. | 677.169 | 1 |
3c-spring2011-exam_3_review - 4th edition: #1–49, 54 pp....
Math 3C — Exam #3 Study Guide Laney College, Spring 2011 Fred Bourgoin This exam will cover chapters 16 and 17. I have listed all of the topics you should be familiar with, along with some suggested review problems. Chapter 16: Integration • Know how interpret a double integral as a volume. • Write a double integral as an iterated integral. • Evaluate a double integral, perhaps reversing the order of integration first. • Switch a double integral from rectangular to polar coordinates. • Do all of the above (when appropriate) for triple integrals. • Evaluate triple integrals in cylindrical and spherical coordinates. • Skip section 16.6 on probability. • Compute the Jacobian and use it when changing variables in an double integral. (There will be no Jacobians with three variables.) Suggested review problems:
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The Algebra 2/Trigonometry Regents exam addresses a wide range of topics. Within the area of "Operations," the exam includes material such as radicals, complex numbers, and negative and fractional exponents. "Variables and Expressions" covers polynomials, rational expressions and complex fractions. Other essential information includes equations and inequalities, patterns, functions and equations, coordinate geometry, and statistics and probability. The test assesses several aspects of trigonometry as well, such as trigonometric functions and arc and radian measurement. | 677.169 | 1 |
You will have an opportunity to work towards an OCR GCSE in mathematics.
On enrolling, you will take an initial assessment which will be used to determine whether you should be entered at Foundation or Higher level. This will be followed by a diagnostic assessment which will identify personal learning targets for you as an individual.
The classes will involve whole group teaching to cover core topic areas as well as giving you opportunities to work on your personal learning goals in the presence of a teacher.
You will have access to a variety of learning resources, some paper-based and others IT-based.
The core topics are Number, Algebra, Graphs, Ratio/Proportion, Geometry, Pythagoras/Trigonometry and Probability/Statistics. These topics will be taught through a mixture of visual presentation, discussion and (where appropriate) practical activities.
Right from the start, the focus will be on tackling exam-style questions and you will be encouraged to practise exam questions in your own time and to bring them to class to discuss.
As students of the college, you will have access to the Ruskin's library and to its IT facilities and you will be encouraged to use these resources to help with your learning as independent study is a key feature of success at GCSE.
At the end of the course, you will sit three formal examinations of 1½ hours each and your performance in these exams will determine your grade. If you are entered at Foundation Level, the maximum grade you can get is 5 whilst a candidate entered at Higher level could in theory get the maximum grade of 9.
If you do not already hold a GCSE graded A-C, this course will be fully funded and no fees will be payable.
You are entitled to fee remission if you do not have higher education qualifications (Level 4 and above) and are:
1. Receiving Job seekers Allowance (JSA) including if you are receiving National Insurance Credits only
2. Receiving Employment & Support Allowance (ESA) and are in a work-related activity group (WRAG)
3. Receiving Universal credit because you are unemployed and are required to undertake skills training
4. Unemployed and receiving and other state benefits and believe that attending the course will help you enter employment.
You will need to identify which category you fit into and also send photocopied evidence of your benefits.
Accommodation And Food Costs
If you receive benefits and do not have to pay tuition fees then you do not have to pay for your accommodation and food. If you do have to pay tuition fees, provided your household income is less than £30,944 then you do not have to pay for your accommodation and food.
If you do have to pay tuition fees and your household income is more than £30,944 then you will have to pay your accommodation and food. Your accommodation costs will be £39 per night and your meals will cost £19.50 for each day of the course.
Childcare Support
If your household income is less than £30,944, then we may be able to provide support with childcare costs whilst you attend the course.
GCSE maths is often a prerequisite for acceptance onto programmes of higher education. In addition, it is a valuable qualification in its own right, demonstrating as it does an individual's competence at dealing with number and quantity, at grasping abstract concepts and at strategic thinking. As such, it is highly regarded by employers and can be a gateway into many rewarding careers. | 677.169 | 1 |
thinking maps. Different options for different year levels. Could be fun revision for Year 12 - e.g. options could be derivative, primitive, graph, domain and range, odd/even/neither, inverse, is it a function? | 677.169 | 1 |
Saxon Math 7/6: Student Edition 2002 3rd Edition
Saxon Math Homeschool 7/6 teaches math with a spiral approach, which emphasizes incremental development of new material and continuous review of previously taught concepts.
Building upon the principles taught in Saxon Math 6/5, this Saxon 7/6 textbook introduces functions and coordinate graphing, integers, exponential expressions, and prime factorization. Students will specifically learn about the order of operations, number lines, decimal place value, how to find the percent of a number, how to round decimal numbers, attributes of geometric solids, and more. | 677.169 | 1 |
ISBN: 9781107632899 Format: Paperback Number Of Pages: 186 Published: 25 April 2013 Country of Publication: GB Dimensions (cm): 29.7 x 21.0 x 0.8 Description: This title forms part of the completely new Mathematics for the IB Diploma series. This highly illustrated book covers topic 9 of the IB Diploma Higher Level Mathematics syllabus, the optional topic Calculus. It is also for use with the further mathematics course. Based on the new group 5 aims, the progressive approach encourages cumulative learning. Features include: a dedicated chapter exclusively for mixed examination practice; plenty of worked examples; questions colour-coded according to grade; exam-style questions; feature boxes throughout of exam hints and tips | 677.169 | 1 |
Compressed Zip File
Be sure that you have an application to open this file type before downloading and/or purchasing. How to unzip files.
1.02 MB | 2 pages of guided notes; 6 slide SMART Notebook presentation pages
PRODUCT DESCRIPTION
This lesson is the last of nine lessons in the Math 1 Linear Functions Unit.
In this lesson, the students will learn how to
~compare the parameters of linear functions that are presented differently (as graphs, table, and equations)
The download for this lesson includes guided notes (with examples and class work problems), an answer key to the guided notes, and a SMART Notebook presentation that corresponds with the guided notes that includes a "Ticket Out the Door | 677.169 | 1 |
Math Podcasts from + Magazine
eBooks
Throughout the book, readers take a journey throughout time and observe how people around the world have understood these patterns of quantity, structure, and dimension around them. "The Development of Mathematics Throughout the Centuries: A Brief History in a Cultural Contex" provides a brief overview of the history of mathematics in a very straightforward and understandable manner and also addresses major findings that influenced the development of mathematics as a coherent discipline. This book: Highlights the contributions made by various world cultures including African, Egyptian, Babylonian, Chinese, Indian, Islamic, and pre-Columbian American mathematics Features an approach that is not too rigorousand is ideal for a one-semester course of the history of mathematics. Includes a Resources andRecommended Reading section for further exploration and has been extensively classroom-tested "
Provides the necessary skills to solve problems in mathematical statistics through theory, concrete examples, and exercises With a clear and detailed approach to the fundamentals of statistical theory, "Examples and Problems in Mathematical Statistics "uniquely bridges the gap between theory andapplication and presents numerous problem-solving examples that illustrate the relatednotations and proven results. Written by an established authority in probability and mathematical statistics, each chapter begins with a theoretical presentation to introduce both the topic and the important results in an effort to aid in overall comprehension. Examples are then provided, followed by problems, and finally, solutions to some of the earlier problems. In addition, "Examples and Problems in Mathematical Statistics "features: Over 160 practical and interesting real-world examples from a variety of fields including engineering, mathematics, and statistics to help readers become proficient in theoretical problem solving More than 430 unique exercises with select solutions Key statistical inference topics, such as probability theory, statistical distributions, sufficient statistics, information in samples, testing statistical hypotheses, statistical estimation, confidence and tolerance intervals, large sample theory, and Bayesian analysis Recommended for graduate-level courses in probability and statistical inference, "Examples and Problems in Mathematical Statistics "is also an ideal reference for applied statisticians and researchers.
Print Books
This book provides a fun, hands-on approach to learning how mathematics and computing relate to the world around us and help us to better understand it. How can reposting on Twitter kill a movie's opening weekend? How can you use mathematics to find your celebrity look-alike? What is Homer Simpson's method for disproving Fermat's Last Theorem? Each topic in this refreshingly inviting book illustrates a famous mathematical algorithm or result--such as Google's PageRank and the traveling salesman problem--and the applications grow more challenging as you progress through the chapters. But don't worry, helpful solutions are provided each step of the way. Math Bytes shows you how to do calculus using a bag of chocolate chips, and how to prove the Euler characteristic simply by doodling. Generously illustrated in color throughout, this lively and entertaining book also explains how to create fractal landscapes with a roll of the dice, pick a competitive bracket for March Madness, decipher the math that makes it possible to resize a computer font or launch an Angry Bird--and much, much more. All of the applications are presented in an accessible and engaging way, enabling beginners and advanced readers alike to learn and explore at their own pace--a bit and a byte at a time.
Max Tegmark leads us on an astonishing journey through past, present and future, and through the physics, astronomy Fascinating from first to last--this is a book that has already prompted the attention and admiration of some of the most prominent scientists and mathematicians.
"Delightful . . . easily digestible chapters include plenty of helpful examples and illustrations. You'll never forget the Pythagorean theorem again!"—Scientific American Many WhetherStreaming Videos
Math is logical, functional and just ... awesome. Mathemagician Arthur Benjamin explores hidden properties of that weird and wonderful set of numbers, the Fibonacci series. (And reminds you that mathematics can be inspiring, too!)
In its purest form it can provide endless riddles and puzzles to solve and provide solutions and answers to some of life's biggest questions. And in practical ways it can help us make the best possible choices. This episode explores some of the wonders of mathematics, a scientific language used to explain the physical world and write the blueprints of the future.
Many challenging industrial tasks can only be solved with the help of math." In this 2010 Falling Walls video lecture, Russian-born mathematician Olga Holtz explains how reliable and quick mathematical methods can accelerate computer calculations and make large data sets manageable, aiding fields like airplane and pharmaceutical development, the aerospace industry, architecture, and mobile networking. Having developed her studies between Russia, the United States, and Europe, she is an intercontinental scientist directing high-budget research projects and teaching both in Berlin and at the University of California in Berkeley. Awarded in 2006 with the Alexander von Humboldt Foundation's Sofja Kovalevskaja Award, one of the highest endowed research awards in the world; in 2008 with the European Mathematical Society Award; and in 2010 with a Starting Grant from the European Research Council, or ERC, Olga Holtz has led outstanding teams of pure and applied mathematicians and theoretical | 677.169 | 1 |
Precalculus Third Edition
Thank you for considering CPM's Third Edition Precalculus course. CPM Third Edition Precalculus meets all of the standards for a Common Core 4th Year high school math course, and includes an introduction to calculus with functions, graphs, limits, area under a curve, and rates of change. The course is designed similarly to the CPM Core Connections courses. On a daily basis, students work collaboratively with others as they use problem-solving strategies, complete investigations, gather evidence, critically analyze results, and communicate clear and effective arguments while justifying their thinking.
The course is well balanced among procedural fluency (algorithms and basic skills), deep conceptual understanding, strategic competence (problem solving), and adaptive reasoning (application and extension). The course embeds the CCSS Standards for Mathematical Practice as an integral part of each lesson in the course. With the emergence of new technology, many lessons have moved beyond a traditional handheld device and are written with Desmos eTools as an integral component. The curriculum contains several key labs and hands-on activities throughout the course to introduce and connect concepts, with an emphasis on modeling. Read More...
The course starts with lessons that introduce the following big ideas of the course: functions, trigonometry, modeling, algebraic manipulation, rates of change, and area under a curve. Each of these major topics reemerges later in the course for students to revisit using new knowledge. For instance, the spring lab introduces modeling with mathematics, teamwork, and periodic functions early in the course. Then it is revisited two more times, connecting the situation to exponential decay and writing equations of trigonometric functions. The dirt bike course introduces area under a curve, optimization, and piecewise functions. This situation reemerges connected to instantaneous rates of change.
A focus on algebra is woven throughout the course. Students investigate equivalent expressions and practice setting up word problems right from the start. In Sections 1.2 and 2.1 students use algebra to manipulate inverse, composite, and piecewise-defined functions as well as investigate characteristics of functions and transformations of functions. Section 3.1 focuses on rewriting expressions, solving complicated equations and systems, and concludes with using algebra to solve word problems. Algebraic manipulation is practiced throughout the rest of the course as students work with limits, rates of change, trigonometric expressions, complex numbers, series, conic sections, and area under the curve.
Careful consideration was given to the sequencing of the concepts in the course to allow for mastery over time while meeting the content standards of a 4th year course. The book is designed to be a year-long course and allows teachers to choose topics that fit the needs of their students. One option using this text is a course that focuses on the 4th year math standards: algebra, functions, trigonometry, complex numbers, conic sections, probability, vectors, and matrices. Another option is a course that focuses on Calculus readiness with topics such as rates of change, limits, and area under the curve. | 677.169 | 1 |
Derivative Module
Lisa Denise Murphy
These twelve pages take the students through about a week's worth of in-class activities and homework. By the end of the week, they should understand how the distance and velocity graphs represent distance, direction of motion, speed, change in speed, and velocity. They should be able to interpret distance and velocity graphs, and discuss their conclusions in both qualitative and quantitative terms.
The word "derivative" is not introduced in these pages. When I figure out how to convert Mathematica files into web documents, I will add the pages introducing the difference quotient and the derivative.
Meeting the motion sensor, and exploring the way the distance graph represents distance. | 677.169 | 1 |
The material is roughly for three one to one-and-half hour Math Circle sessions. Each part is self-contained and could be done independently. The first two parts are suitable for grade 4 and up. Part III could be done with grade 7 and up.
Part I: Voting Paradoxes and Logic. Beginning with a logic puzzle, students are guided through an argument to prove Shapiro's Theorem: If there is no majority of voters who vote unanimously on all propositions then any proposition could be passed.
Part II: Voting Paradoxes and Symmetry deals with the situation when voters need to choose between three or more alternatives. Students learn about popular voting methods, some well-known paradoxes. We follow D.Saari's geometric representation of the voting profile for the case of three alternatives and explore symmetries which contribute to the paradoxes.
Part III: Arrow' Theorem outlines the proof of the Arrow's theorem in a few simple, engaging exercises. This proof is is a combination of proofs by Sridhar Ramesh and by Terrence Tao. | 677.169 | 1 |
Algebra A Graduate Isaacs' love for algebra and his more than 25 years of teaching experience in mathematics is evident throughout the book. In order to draw students into the material, Isaacs offers numerous examples and exercises and he seldom teaches a definitionMore...
Isaacs' love for algebra and his more than 25 years of teaching experience in mathematics is evident throughout the book. In order to draw students into the material, Isaacs offers numerous examples and exercises and he seldom teaches a definition unless it leads to some interesting or exciting theorem. A number of specialized topics are included, so professors may design a course that is compatible with their own tastes. Students using this book should have knowledge of the basic ideas of group theory, ring theory, and field theory. They should know elementary linear algebra and matrix theory and they should be comfortable with mathematical proofs (how to read them, invent them, and write them | 677.169 | 1 |
Survey of Calculus – Section 4.1 – Exponential Functions You did much more with exponential functions in algebra than we will do here. Of course, you already know what an exponential function is and how to graph it. We are primarily interested in how to apply it. First, just practice approximating the following value in your calculator: ≈-0389 .0 e _____________________.
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Unformatted text preview: Most of the problems in this section will use the compound interest formulas that you have already seen. Compound Interest mt m r P A + = 1 where A = accumulated amount, r = interest rate, t = time P = principal, m = number of interest periods per unit of time Interest Compounded Continuously rt Pe A = #14 #20...
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This note was uploaded on 01/12/2012 for the course MATH 2043 taught by Professor Pamelasatterfield during the Fall '05 term at NorthWest Arkansas Community College. | 677.169 | 1 |
segunda-feira, 13 de julho de 2015
The book is intended for teachers, leading the work of circle; it can be used, and high school students interested in mathematics. Material benefits distributed to 32 sessions. Each lesson contains tasks from different branches of mathematics. In the second part of the book shows the solution to the problems and instructions. | 677.169 | 1 |
Edit This Menu
So you come looking for some calculators to use or recommend to your students. Well, there are in fact several graphing calculators on the web but if you want to have access to the best of the rest then we have a list for you. Of course one of the easiest ways to do mathematical calculations is by using Google, Just type in calculator or simply conduct the operation right from the search box, however, when it comes to complex graphing calculations then it is better to have other alternative services that can do the job easily and quickly. Check out the list we have handpicked for you and share it with your students. Some of the services mentioned below work online ( web based ) and some require a download and installation. Enjoy
Encalc is an online scientific calculator. Key features include the ability to handle units and dimensional analysis, to perform symbolic algebra and calculus, to define variables, and to lookup values from its large database of physical constants. Integration, differentiation, parentheses and scientific formulas are also supported.
Microsoft Mathematics provides a graphing calculator that plots in 2D and 3D, step-by-step equation solving, and useful tools to help students with math and science studies | 677.169 | 1 |
The WUHS Mathematics Department strives to provide rich mathematical learning experiences, and the skills that support them, to a wide variety of students. All courses of study integrate technology with pencil-and-paper calculations so that students at every level can become proficient problem solvers. We view the study of algebraic concepts as the critical tool for secondary mathematics, thus algebra is included in all introductory courses.
2210/ ALGEBRA I Grades 9-12 Level III 1 credit This course is designed to introduce students to the concepts and terminology of algebra. The course approach combines lecture, large and small group work, projects, individual work, and appropriate use of technology. The course will cover the relationship of real numbers, problem-solving, graphing on the Cartesian plane, solving equations in one or two variables, the study of radicals and exponents, simplifying polynomials, solving equations using factoring and the quadratic formula, and the study of sets. Students who succeed in this course are prepared for Geometry. | 677.169 | 1 |
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Classic Curriculum
The classic curriculum refers to the older series of math books entitled, "Foundations, Intermediate, and Advanced". These books were discontinued in 2004 when we released the fully-revised Greek letter series. We continue to support these books by printing the student materials. To learn how to transition from the classic curriculum to the current Greek letter series, visit our transition page | 677.169 | 1 |
This course is designed to consolidate and develop the student's understanding of mathematical thinking and its usefulness in solving a wide range of everyday problems. Studies in Geometry, Arithmetic, Measurement, Statistics, Probability, Linear Equation and Algebra are undertaken and involve the use of whole numbers, decimals and fractions. While exercise work is an integral part of the course, there are opportunities for both hands on and computer supported activities. Students are also encouraged to use a number of different strategies when problem solving. | 677.169 | 1 |
Free Calculus Textbooks
One common definition I found of calculus is, "Calculus is the study of change, in the same way that geometry is the study of shape and algebra is the study of operations and their application to solving equations."
In many ways, calculus is one of those courses that students planning on majoring in Computer Science, Mathematics, Economics, Engineering and many of the science fields will utilize during their career. It is something of a building block to advanced mathematics and science courses. With students at my college, it was the course that separated the CIS majors from the CS majors.
Sounds ominous but I don't mean to. I liked Calculus. Calculus IV was one of my few electives. I can tell you from experience that the first semester course is the most difficult for most students. It drove me to thrift and used book stores in search of textbooks, study guides and anything else I could put my hands on. My small collection often helped me figure out concepts that I was having trouble with. It was like having 7 professors instead of one. I ended up relying upon those books throughout all four semesters of my study of calculus.
While I found help in the racks of discarded textbooks, today's students have a virtual library-full of online calculus materials to turn to. From 1st semester students to those studying Advanced Calculus, Quantum Physics or some other high-level material, there's something here that will hopefully be able to help. | 677.169 | 1 |
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Monday, July 27, 2015
REVIEW: UnLock Pre-Algebra by UnLock Math
UnLock Math offers middle and high school math courses, including Pre-Algebra (grades 7-8), Algebra 1 (grades 8-9), and Algebra 2 (grades 10-11, coming soon). All of the courses are completed online, so there's nothing to download.
Each course gives the student access for $49/month or $299/year with a 50% sibling discount. There are also incentives for referring a friend.
Each lesson includes a warm-up, a video lesson given by a real math teacher, practice problems on the new material, a "stay sharp" section to review prior concepts, and a challenge to further mathematical thinking skills. There's also a printable pacing guide provided for each course so you can plan out how quickly you need to complete the course.
It's no secret that math is the bane of Haylee's existence. If she could skip it for life, she would do it in a heartbeat! So selecting a math program for her is probably my most challenging task every school year. I never know what will work and what won't, and having to persist through a program she heartily dislikes makes life difficult for both of us!
Here's where UnLock Pre-Algebra comes into play. She is just starting 6th grade, and typically, my kids run about a year ahead in math, and 6th grade is the point where we generally study pre-algebra. However, Haylee has really struggled to master even basic math throughout elementary school, so I wasn't convinced she was ready to tackle pre-algebra at this stage of the game. Fortunately, since she's ahead of the game, we have some extra opportunity built in to solidify missed skills before we move on. So we had planned to do just that this school year and tackle Pre-Algebra next year.
However, UnLock Pre-Algebra takes a little bit of a different approach to teaching math. It includes thorough amounts of practice and refreshment of past skills, while teaching new skills with a real math teacher in the instructional videos for every lesson. Therefore, the vendor feels that the program is appropriate for even struggling math students like Haylee. Honestly, I was skeptical, but we decided to give it a try, because frankly, I'm not sure where to go for next school year when we do hit Pre-Algebra.
As expected, Haylee greeted this review with less than an enthusiastic demeanor, let's just say. She worked on it three days a week alongside her regular math program that focuses on firming up essential math skills. Surprisingly, however, she did not complain once we were underway! In fact, she became somewhat enthusiastic about it, because she said it didn't take so long to complete it that she began to dislike it.
For each lesson, she did some warm-up exercises, followed by a short instructional video given by a real math teacher, then just enough practice questions to be sure she understood the material (this is adaptive so the practice isn't overkill), followed by a stay sharp section to help her review concepts she'd learned previously, and finished up with a challenge section to stretch her thinking skills. The layout of each lesson is the same, so it's easy for her to log in and get going on her lesson without any navigational help from me.
There are some key features to this program that make it unique. First of all, it's all online, so you don't have to download anything on your own computer. Second, there's not a whole worksheet of practice problems on the screen to overwhelm the student. They are shown only one problem at a time, and the amount of practice problems is adaptive based on how the student is doing on the new material…this ensures they get just the right amount of practice. There's nothing Haylee hates more than a sheet of 30 math problems to do every day, whether she needs them or not! We found that out the hard way with other programs in the past. Next, the student enters their answers manually, so you know for sure that they understand the questions and aren't relying on selecting from multiple choice answers to get it right. That's a big difference between this and other programs we've tried.
Students can complete the whole course in sequence by selecting the unit and proceeding through the lessons in order, followed by quizzes and a test for each unit. Or if you prefer to use it as a math tutoring program rather than a complete course, you can have the student select their work based on the concepts they need to practice in any order. This gives parents the freedom to use the program to suit individual needs. However, the downside to this is that students whom you want to do the whole course could start to complete things in the wrong order. This happened to us at one point because we were following the lessons vertically on the screen, not realizing that they were in sections with quizzes for each section rather than at the end. So in the first unit, she did all of the lessons in order, then all the quizzes, and then the test. And I was the one directing her to the next lesson, so we both made that mistake!
What would work better, I think, is to allow parents to choose when they sign up if they want the student to complete the course in order or have random access. This way, the next logical assignment could "unlock," as the name of the program implies, and ensure that the student is working through the lessons and quizzes sequentially. Also related to that, I noticed that students could proceed to the next lesson, even if they did not receive a passing score on the previous lesson. That bothered me a lot, because I don't always have time to log into the parent panel every day to see how she did. I wish the program would hold her back and prevent her from progressing until she's mastered the current material. And since I can't always review her work every day, it would also be helpful if I had the option to receive a notification email each time she completes a lesson so I can keep track of how she's doing that way. Just a quick note with her score and how long it took her to complete the lesson would go a long way to helping me track her progress.
Haylee was surprised that she didn't totally bomb on the material. She thought the videos were a little bit long, but that's likely because we were still early in the course, so much of the material wasn't actually new to her yet. I do think she learned some things she hadn't understood in the past, and I saw her improve as we went along. Overall, I think it was a very positive experience for her. I told my husband "she didn't hate it," and that's sometimes half the battle with her when it comes to math. She didn't complain about doing the lessons, even in addition to her other math work, and I think this program could actually work for her. I still don't think she's quite ready for pre-algebra, but I feel pretty confident that if we tackle this program next school year once we've firmed up the basics like fractions and decimals, then I think she could do quite well with it, and I'm pretty sure we'll re-visit this program at that time. I'm thankful to have found it! I love that it's self-grading, and I love that she can look back at her incorrect answers and get a full explanation of what she did wrong so she can try again. And that's another thing worth mentioning…she can repeat her lessons as needed and can review past lessons at any time she feels she needs a refresher. That's important, too!
Check out what other Crew members have to say about Unlock Pre-Algebra by clicking the banner below. | 677.169 | 1 |
Authoritative and reliable, this A-Z provides jargon-free definitions for even the most technical mathematical terms. With over. Almost 200 new entries have been added to this edition, including terms such as arrow paradox, nested set, and symbolic logic. Useful appendices follow the A-Z dictionary and include lists of Nobel Prize winners and Fields' medallists, Greek letters, formulae, and tables of inequalities, moments of inertia, Roman numerals, a geometry summary, additional trigonometric values of special angles, and many more. This edition contains recommended web links, which are accessible and kept up to date via the Dictionary of Mathematics companion website. Fully revised and updated in line with curriculum and degree requirements, this dictionary is indispensable for students and teachers of mathematics, and for anyone encountering mathematics in the workplace. | 677.169 | 1 |
Ages: 12 Grade Levels: 7th Per Teaching Textbooks' policy,no Doodle Dollars can be earned on or used toward the purchase of Teaching Textbooks products. Availability: Usually Ships in 24 to 48 Hours
Product Code:830-072
CDs-Only Option for Teaching Textbooks
While most families purchase the Teaching Textbooks Math 7 complete set (including the instructional CDs, consumable workbook, and answer booklet), using the CDs alone without the workbook may work for some families. The CDs give your student clear, interesting lectures for every lesson, along with detailed step-by-step solutions for all of the math problems.
Less Expensive, but at a Cost
This option will obviously be less expensive than purchasing the complete set. But keep in mind that your child will need to keep a notebook to copy the problems into to work on them, and will lose the other benefits of owning the workbook, including written lecture summaries for them to refer to while doing the problems, and the convenience of carrying their work with them away from the computer for added mobility after they've watched the lesson. Please note that you also will not receive the answer booklet with the CDs-only purchase.
About Teaching Textbooks
Math for Homeschoolers
A number of years ago we did the unthinkable and took a poke at a sacred cow when we said that we didn't like the conventional big-name home school math programs. Though some families were steadfast in their defense, there has since been an increasing number of families who have come to realize that math programs originally designed to be used in government schools are wholly inadequate to meet the needs of home educators.
You Don't Have to Be a Math Teacher!
What is wrong with adapting a school-based text for home use? There are a couple of significant issues with doing that. First, because a typical school text assumes a knowledgeable math teacher, the explanations are often meager and brief. If you double as a math teacher, this will present no problem to you. However, many parents either did not take upper level math as a teen, or if they did, the process is just a distant, unpleasant memory. So sparse explanations in typical texts can be frustrating to both child and parent. Second, government schools' math texts often contain excessive use of terminology, making simple ideas seem complex.
Designed for Independent Learners
The Teaching Textbooks series is produced with home educators in mind, so it tackles those issues head-on. Firstly, since the program is designed specifically for independent learners, it offers far more explanation than any others on the market, and the tone is friendly and conversational. What ultimately sold me on this program are their computer CDs with down-to-earth, step-by-step multimedia solutions for every problem in the book, plus complete step-by-step solutions for every test problem.
Friendly Conversational Tone
The lectures - one for each lesson in the textbook - provide hours of instruction. Students will appreciate listening to (and watching) an explanation for each lesson rather than reading it out of a book. Designed for homeschoolers studying independently, Teaching Textbooks uses far less irrelevant jargon than other textbooks, while still retaining all the terms that students need to know for those important standardized tests, and the tone is friendly and conversational. This is a brilliant idea, long overdue and skillfully done.
Workbook Includes Lesson Summaries
The Teaching Textbooks program also incorporates a workbook in which your child will do daily math assignments. Designed specifically for independent learners, the Teaching Textbooks workbook contains a summary of the lectures from the CD, which allows your child to review key points from the lesson as necessary while working the problems. The workbook also comes with an answer key and a test bank.
Review Method
The Teaching Textbooks series has been field-tested with outstanding results. Like other quality math programs, Teaching Textbooks uses the review method because it is a proven method for ensuring children are able to master difficult subjects such as algebra and geometry. Students using Teaching Textbooks are fully prepared for College Board examinations and college courses. Enjoyable, efficient, and effective, what more could you want from a math program?
I have been doing Teaching Textbooks since the 4th grade. I like it because if you get a problem wrong it will show you how to do it correctly.
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0 of 0 people found the following review helpful:
Teaching Textbooks 7
January 19, 2017
Reviewer:
Alexander, age 11 from Florida
It is a good brand because it helps people learn math. I used to hate math a lot, but since I have been using Teaching Textbooks, I actually like math now.
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0 of 0 people found the following review helpful:
The best way to learn math!
July 14, 2015
Reviewer:
Tiffany H.
My child had a great year with Teaching Textbook Math 7 and will be learning the 8th grade set next year. I as a parent enjoyed this course as well. Love the self grading!
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0 of 0 people found the following review helpful:
Best Math Curriculum, by far!
June 2, 2015
Reviewer:
Paula
I am so impressed with this curriculum. Our daughter loves it and often saves it "for dessert", so to speak. She always wants to do math last because it's her favorite subject. It motivated her to get through her other subjects more quickly so that she could do math. This curriculum is comprehensive and very self-guided. I'm not very good with math and so it was a relief to know that she was getting a good, solid education and I wouldn't "mess her up", LOL. They have created an explanation for every, single question throughout the entire curriculum. So if your student gets an answer wrong, he/she can click on "Do you want to see how to do it?" and the program guides them through the concepts and steps to solve the problem. I can't say enough good things about this curriculum. We're both looking forward to next year and beyond with Teaching Textbooks.
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0 of 0 people found the following review helpful:
Used TT last year, tried
October 14, 2014
Reviewer:
Victoria M.
Used TT last year, tried to save money and didn't order this year. Big mistake! We love these math books. If it isn't broken don't try and fix it. | 677.169 | 1 |
Many problems within physical geography require a quantitative answer, but the problems rarely take the streamlined form most math courses and textbooks present, and their solution often requires information from several disciplines. Thus, the typical series of required math and science courses does not always prepare physical geography students for real-world problem solving. this course is designed to fill this need by focusing on the application of mathematical principles and models to solve problems commonly encountered in physical geography. Throughout the course, the students will be introduced to a broad survey of mathematical methods relevant for problems within physical geography. | 677.169 | 1 |
Review of Whole Numbers Through Algebra
(Essential Mathematics forAbout the Book
This is your book. It is part of a series of mathematics worktexts. It was written and designed to help you review mathematics in many different kinds of situations-at work, at home, at school, and at play. This book will help you improve your use of mathematics in a clear and efficient way. | 677.169 | 1 |
This text covers the basics of algebraic number theory, including divisibility theory in principal ideal domains, the unit theorem, finiteness of the class number, and Hilbert ramification theory. 1970 edition. more...
About This Book This book will help high school math students at all learning levels understand basic mathematics. Students will develop the skills, confidence, and knowledge they need to succeed on high school math exams with emphasis on passing high school graduation exams. More than 20 easy-to-follow lessons... more... | 677.169 | 1 |
GEM
Program Description:
ALearn's Girls Exploring Math (GEM) program is a unique, after-school academic and enrichment program focusing on 7th-grade girls and math. This program helps girls succeed in Algebra or Common Core Math and it helps put them on track to attending college. The program also works to encourage girls to pursue careers in science, math, engineering, etc. | 677.169 | 1 |
Maths worksheets
TERTIARY STUDENTS, being either young adults or mature adults, seek non-juvenile means of learning and revision, and yet still have a bit of fun. Hence these MATHS CONTENT GUIDES or WORKSHEETS are
for tertiary students in all disciplines (Business, Health and Social Sciences, STEM, Humanities, Law, …)
not to replace the learning done within enrolled Subjects, but provide often-required assistance
with fun in mind, can be either group or individual work, with each planned to involve only 5 minutes viewing/reading; any commitment over and above that depends on your willingness to engage with quizzes, videos, and exercises
developed by Student Learning, maths graduate academic staff (with further qualifications in other vocational disciplines) who are also trained experienced tertiary teachers, having applied mathematics in work and research situations. We also acknowledge links to Flinders and RMIT Universities, plus MrPatrick and other websites.
accessed as pdf files in the Topicin the tabs below
structured with some others as "pre-learning", for cumulative learning, important in mathematics.
You are wished great success in your studies; feedback on the Guides is most welcome.
Some really useful free or cheap websites with our quick review, which we also recommend.
ttp://patrickjmt.com/
This is a huge collection of very short, highly-effective math tutorial videos. The presenter is a math teacher at a community college in the USA, so is good for young-adult students.
This site has quality materials including textbooks, videos, online homework, worksheets and a FAQ feature.
This site has many thousands of videos, which are free for a time. While they are of a teacher giving a lesson ("chalk and talk"), they are well-made. They are not downloadable.
This site has hundreds of free videos, from basic maths to tertiary/masters topics maths, averaging about 10 minutes each. The lessons are a voice narration and a coloured pen on a black background they may be more suitable for revision.
This is a fun, high-school-oriented site with only 60 videos but millions of online viewers. There are good interactive aspects.
This site has a huge variety of STEM (science, tech, maths and engineering) videos, with an emphasis on "Maths for the Real World". It requires a bit of effort to find what you want, with no search facility yet (Aug 2015)
This site enables dynamic computations (try typing in "the inverse of 49"). It won't define BODMAS but will help define 'order of operations'. (Calculates any expression you type in, using those rules of order.)
This is good for students transitioning to university.
The folk who developed this are also involved with mathscentre.com | 677.169 | 1 |
Algebra 1: Building Functions Task Cards
Be sure that you have an application to open
this file type before downloading and/or purchasing.
3 MB|33 pages
Product Description
These 24 task cards (6 sets of four cards) focus on
CCSS F.BF.3-1
Set 1: Building Functions: g(x)=kf(x)
Set 2: Building Functions: g(x)=f(x+k) with tables
Set 3: Building Functions: g(x)=f(x+a)+b
Set 4: Building Functions: g(x)=f(x+a)+b—Drawing Graphs
Set 5: Building Functions: g(x)=f(x+a)+b Graphically
Set 6: Building Functions: Odd/Even Functions
A full set of solutions are included.
In my store there is a product with the same name "Algebra 1: Building Functions Task Cards with QR Codes". That product has the solutions available using the QR Codes. | 677.169 | 1 |
Category: Trigonometry
So this is equal to cos^2(theta) minus the quantity 1 - cos^2(theta). The student uses mathematical processes to acquire and demonstrate mathematical understanding. This website is fully interactive and will allow kids to practice and learn math with ease. Then review the three major properties of logarithms, which allow simplification or expansion of logarithmic expressions—methods widely used in calculus. The book arrived in beautiful condition, exactly as the seller had described.
Graphs of Trigonometric Functions, which are really helpful for understanding what is going on in trigonometry. I bought this book and Trignometry for Dummies to help me prepare for my first trig exam in college. Algebra online work, algebra calculator division online, '"-activity" on the lesson"quadratic equation"[factorization], complex rational equation, math solver finding foci, Vertex form quadratic word problem. 6th grade algebra problems with n, Factoring quadratic Equations program, tricky questions of fluid mechanics, 7th grade math conversions, permutations for third grade, how to convert a compound inequality into an open sentence.
The observed behavior is commonly known as the two-stream instability. es1 was created long ago (~1970) by A. Adaptable automatic worksheets for teaching maths, and revision notes for Scottish SQA maths courses Search for free worksheets by... My only complaints are that some topics are explained in vague ways; I found myself writing my own expositions in the margins. Find an angle t that is coterminal to 560o such that 0 <= t < 360o. The Indo-European root is probably me- "to measure."
We accept payment with American Express, Visa, MasterCard and Discover. Keller, Agathe (2006), Expounding the Mathematical Seed. He showed how mathematics could indeed remain true to itself—a historically rich discipline—and still cause students from all academic levels (and races and genders) to say, 'I love math!' (Niki Hayes) I treasure Niki Hayes' diligence to present John Saxon's colorful life in all its boldness and uniqueness. "When Saxon died in 1996, Saxon Publishers had sales of $27 million in spite of major efforts by math education leaders and their political allies to destroy him personally and professionally." (Niki Hayes) 11.20.12 – "A New Kind of Problem: The Common Core Math Standards" – by Barry Garelick – The Atlantic –– 7.1.13 – "Common Core's Cloudy Vision of College Readiness in Math" – by Dr.
Prices are liable to change at any time, but changes will not affect orders for which we have already sent you a Shipping Confirmation (or confirmation email in relation to downloads). The Vector program performs several functions, including Dot Product, finding the angle between vectors, and more. They will then go to the other object and repeat this process. Fractions & Line Graphs - Students will be able to understand, represent, and use numbers in a variety of equivalent forms.
The reason I believe the way it did after the inadvertent space vote with. The direction you must follow the great circle (also known as bearing) can be computed by the great_circle_direction() function: use Math::Trig 'great_circle_direction'; $direction = great_circle_direction($theta0, $phi0, $theta1, $phi1); Alias 'great_circle_bearing' for 'great_circle_direction' is also available. use Math::Trig 'great_circle_bearing'; $direction = great_circle_bearing($theta0, $phi0, $theta1, $phi1); The result of great_circle_direction is in radians, zero indicating straight north, pi or -pi straight south, pi/2 straight west, and -pi/2 straight east.
Pre-Calculus help is available in each of these software titles. Helps in differentiated learning allowing teacher to work with one group of students while another is completing an assignment or exploring worksheets on iPad. Such triangles have corresponding sides and angles equal, and are exact copies of one another. The first thing to understand with trigonometry is why the mathematics of right-angled triangles should also be the mathematics of circles.
Trigonometry Practice For the first puzzle, Trigonometry Square 1, students must apply trig values … solution, though students may find others.) Trigonometry Square 2 is the same idea as Trigonometry Square 1, exept here the students will … Trigonometry Unit Plan - … criterion. This is not the only way of defining trigonometric functions; they can be defined as analytic functions of a complex variable z by power series, for example.
For the same triangle, if we called the third angle β (" BAY-tuh "), the labelling would be as shown: As you can see, the labels "opposite" and "adjacent" are relative to the angle in question. We look at quadratic equations in two variables like: And relate that to specific cases. The two- and three-dimensional figure strand focuses on the application of formulas in multi-step situations since students have developed background knowledge in two- and three-dimensional figures.
The shadow cast from a shadow stick was used to observe the motion of the Sun and thus to tell time. Gold, D.; Pingree, D. (1991), "A hitherto unknown Sanskrit work concerning Madhava's derivation of the power series for sine and cosine", Historia Scientiarum, 42: 49–65. 86. ^ Bourbaki, Nicolas (1998). The straw will be attached to the protractor using the tape. I put in what sin^2 is in terms of cos^2 And so that's 2 cos^2(theta) - 1. This allows you to make an unlimited number of printable math worksheets to your specifications instantly | 677.169 | 1 |
Handbook of Algebra defines algebra as consisting of many different ideas, concepts and results. Even the nonspecialist is likely to encounter most of these, either somewhere in the literature, disguised as a definition or a theorem or to hear about them and feel the need for more information. Each chapter of the book combines some of the features... more...
This is a memorial volume dedicated to A. L. S. Corner, previously Professor in Oxford, who published important results on algebra, especially on the connections of modules with endomorphism algebras. The volume contains refereed contributions which are related to the work of Corner. It contains also an unpublished extended paper of Corner... more...
Algebra, as we know it today, consists of many different ideas, concepts and results. A reasonable estimate of the number of these different items would be somewhere between 50,000 and 200,000. Many of these have been named and many more could (and perhaps should) have a name or a convenient designation. Even the nonspecialist is likely to encounter... more...
This upper-level undergraduate textbook provides a modern view of algebra with an eye to new applications that have arisen in recent years. A rigorous introduction to basic number theory, rings, fields, polynomial theory, groups, algebraic geometry and elliptic curves prepares students for exploring their practical applications related to storing,... more...
This volume contains a selection of articles on the theme "vector measures, integration and applications" together with some related topics. The articles consist of both survey style and original research papers, are written by experts in the area and present a succinct account of recent and up-to-date knowledge. The topic is interdisciplinary... more... | 677.169 | 1 |
Key Stage 5 – Mathematics
Studying Mathematics at A-Level is an immensely rewarding experience. As well as studying a fascinating, stimulating academic subject, students will be able to develop logical skills, and enhance their problem solving capacity and analytical skills. The Mathematics department consistently achieves some of the school's best A-Level results and we use our experience and expertise to support students through every step of their studies. Entry requirements
GCSE Maths at grade 6 or above. Students with a grade 6 will be required to take a short test on algebra and trigonometry to assess their suitability for the course.
Course Content
Year 12
In Year 12 students will study a variety of Pure and Applied subjects. In Pure mathematics this will include algebraic manipulation and equation solving, algebraic graphs, binomial expansions, differentiation, integration, trigonometry, vectors, exponentials and logarithms. The Applied topics will be drawn from both Statistics and Mechanics. Statistics topics will include sampling, interpreting statistical diagrams, probability distributions and hypothesis testing. The Mechanics topics will include kinematics, variable acceleration and the use of Newton's laws.
Year 13
In Year 13 students will consolidate and develop the skills they have learnt in Year 12. In Pure mathematics this will include sequences and series, circular measure functions and transformations, numerical methods, parametric equations, partial fractions and further calculus. The Applied topics will again be drawn from both Statistics and Mechanics. Statistics topics will include conditional probability, Venn diagrams and the Normal distribution. The Mechanics topics will include kinematic graphs, equilibrium, statics, friction and moments.
Future Opportunities
Mathematics A level is highly respected by universities and employers, and is required for a wide range of courses and careers such as accountancy, market research, games design, logistics, telecommunications and finance. University courses in Physics, Engineering and Computer Science often require an A level in Mathematics. Finally, research has shown that people with A level Mathematics earn 10% more on average than those who did not study the subject. | 677.169 | 1 |
ISEET Syllabus
ISEET Syllabus
In the Syllabus for ISEET Mains, it includes the aptitude to measure the aptitude skills of the students.
The Indian Science Engineering Eligibility Syllabus includes the test of three sections in aptitude that is
Comprehension, Logical Reasoning and Critical Reasoning.
In this problem solving skill in basic science subject is include. The test of ISEET Main paper contains
objective type questions. The total duration of exam is 3 hours. Session can be from 10 am to 1 pm. The
total weightage to ISEET Main is 30% minimum. The basic idea behind providing the ISEET Syllabus
on our website is to make students aware about what can be asked in the examination and how they
need to cover the whole syllabus. Time management in the examination is really important and it is also
important to cover the Syllabus for ISEET on time so that the revision can be done.
ISEET MATH SYLLABUS :- Algebra: Algebra of complex numbers, addition, multiplication,
conjugation, polar representation, properties of modulus and principal argument, triangle inequality,
cube roots of unity, geometric interpretations.
Quadratic equations with real coefficients, relations between roots and coefficients, formation of
quadratic equations with given roots, symmetric functions of roots.
Know More About :- ISEET Books
Exams.Edurite.com
Page : 1/3
Arithmetic, geometric and harmonic progressions, arithmetic, geometric and harmonic means, sums of
finite arithmetic and geometric progressions, infinite geometric series, sums of squares and cubes of the
first n natural numbers. Logarithms and their properties.
Permutations and combinations, Binomial theorem for a positive integral index, properties of binomial
coefficients. Matrices as a rectangular array of real numbers, equality of matrices, addition,
multiplication by a scalar and product of matrices, transpose of a matrix, determinant of a square matrix
of order up to three, inverse of a square matrix of order up to three, properties of these matrix
operations, diagonal, symmetric and skew-symmetric matrices and their properties, solutions of
simultaneous linear equations in two or three variables.
ISEET PHYSICS SYLLABUS :- 1. General: Units and dimensions, least count, significant figures;
Methods of measurement and error analysis for physical quantities pertaining to the following
experiments: Experiments based on using vernier calipers and screw gauge (micrometer),
Determination of g using simple pendulum, Young's modulus by Searle's method, Specific heat of a
liquid using calorimeter, focal length of a concave mirror and a convex lens using u-v method, Speed of
sound using resonance column, Verification of Ohm's law using voltmeter and ammeter, and specific
resistance of the material of a wire using meter bridge and post office box.
2. Mechanics: Kinematics in one and two dimensions (Cartesian coordinates only), projectiles; Circular
motion (uniform and non-uniform);
Relative velocity. Newton's laws of motion; Inertial and uniformly accelerated frames of reference;
Static and dynamic friction; Kinetic and potential energy; Work and power; Conservation of linear
momentum and mechanical energy. Systems of particles; Centre of mass and its motion; Impulse;
Elastic and inelastic collisions.
Law of gravitation; Gravitational potential and field; Acceleration due to gravity; Motion of planets and
satellites in circular orbits. Rigid body, moment of inertia, parallel and perpendicular axes theorems,
moment of inertia of uniform bodies with simple geometrical shapes; Angular momentum; Torque;
Dynamics of rigid bodies with fixed axis of rotation; Rolling without slipping of rings, cylinders and
spheres; Equilibrium of rigid bodies; Collision of point masses with rigid bodies.
Read More About :- Indian Science Engineering Eligibility Test Books | 677.169 | 1 |
Math: Expressions and Equations 6th - 8th Grade
ID : 54916
This course will provide students with essential skills and critical thinking techniques needed for success using proper applications solving algebraic equations. Emphasis will be placed on four of the Standards for Mathematical Practice (SMPs), which are outlined by the National Council for Teachers of Mathematics and embedded into California Common Core State Standards K-12 mathematics curriculum for all grade levels. This course falls under the Communication and the Critical Thinking Institutional Level Outcome.
Upon completion of this course, students will be able to:
Break down a word problem and set up an equation
Translate word problems into numeric and algebraic expressions to solve for the unknown variable Lunch orders requests must be turned in to the proctor at time of check-in, at the beginning of each 3 week session. | 677.169 | 1 |
Pre-Algebra II
Encourage learners to take the path towards achievement. In A Grade Ahead's Pre-Algebra II math program, we encourage our students to put effort into learning the concepts they need to succeed. The Pre-Algebra II program consists of layers of content that will help students develop:
problem-solving skills
logic and ability to analyze
test-taking strategies
While Pre-Algebra II students will not receive individualized numerical drills, they do receive rich and meaningful developed curriculum, as well as test prep homework. Each step has been designed to enhance A Grade Ahead students' abilities to calculate quickly and accurately, while dissecting word problems to find solutions.
Curriculum & Samples: Pre-Algebra II
#
Month
Week 1
Week 2
Week 3
Week 4
1
June
Fractions, Decimals & Percents
Factors;
Prime Factorization;
GCF
Multiples;
LCM
Review
2
July
PEMDAS
Integers
Variables & Expressions
Review
3
August
Test #1
Exponents
Square & Cube Roots
Scientific Notation
Review
4
September
Metric System
Measuring Length, Weight and Volume in Standard System
Measuring Time and Temperature
Review
5
October
Functions
Linear Equations in 1 Variable
Graphing 2 Variable Linear Equations and Slope-Intercept Form
Review
6
November
Solving Systems of Equations by Graphing
Solving Absolute Value Equations in 1 Variable
Solving 1 Variable Inequalities
Review
7
December Test #2
Polynomials-1
Polynomials-1
Ratio, Unit Rate, Proportion
Review
8
January
Probability | 677.169 | 1 |
You can access the Symbolic Math Toolbox™ functionality from
the MuPAD Notebook using the MuPAD language. The MuPAD Notebook
app includes a symbol palette for accessing common MuPAD functions.
All results are displayed in typeset math. You also can plot math
expressions, and embed graphics, animations, and descriptive text
within your notebook. | 677.169 | 1 |
Algebra 1: Building Functions Task Cards with QR Codes
Be sure that you have an application to open
this file type before downloading and/or purchasing.
1 MB|17 pages
Product Description
These 24 task cards (6 sets of four cards) focus on CCSS F.BF.3-1
Set 1: Building Functions: g(x)=kf(x)
Set 2: Building Functions: g(x)=f(x+k) with tables
Set 3: Building Functions: g(x)=f(x+a)+b
Set 4: Building Functions: g(x)=f(x+a)+b—Drawing Graphs
Set 5: Building Functions: g(x)=f(x+a)+b Graphically
Set 6: Building Functions: Odd/Even Functions
Students can check their solutions by using the QR Codes.
In my store you can buy the identical set of cards without QR Codes. In that set the solutions are available in a separate answer key. | 677.169 | 1 |
Category Archives: UncategorizedYesterday, I led a webinar that demonstrated how Sketchpad can be a powerful tool for exploring Common Core algebra topics. My examples included solving for unknowns with a pan balance, exploring the slopes of lines, maximizing the area of a fixed-perimeter rectangle, and graphing trigonometric functions. I touched only briefly on each | 677.169 | 1 |
CliffsTestPrep series offers full-length practice exams that simulate the real tests; proven test-taking strategies to increase your chances at doing well; and thorough review exercises to help fill in any knowledge gaps. Math Review for Standardized Tests is for anyone who is planning to take the *SAT, ACT, GRE, GMAT, *PSAT, CBEST, NTE, or any other standardized test. You get a fighting chance at success by focusing squarely on a test-oriented math review. Each review section includes: A diagnostic test to spot areas that need special attention Rules and concepts with examples Practice problems Complete (and understandable) explanations A review test If your math skills are shaky, this guide will refresh your memory by reintroducing mathematical rules and concepts you've learned but since forgotten. Glossaries assist your understanding of math terms used in the problems and explanations. Math Review for Standardized Tests covers these areas of math: Arithmetic, including rounding off, positives and negatives, fractions, decimals, percentages, scientific notation, exponents, square roots, statistics, measures Algebra, including sets, variables, expressions, ratios, factoring, proportions, monomials, polynomials, quadratic equations, inequalities, roots and radicals. Geometry, including angles, lines, polygons, triangles, Pythagorean Theorem, quadrilaterals, circles, congruence and similarity, and solid figures Word problems, including simple and compound interest, ratio and proportion, motion, percentages, ages, geometry, mixtures With guidance from the CliffsTestPrep series, you'll feel at home in any standardized-test environment! *SAT and PSAT are registered trademarks of the College Board, which was not involved in the production of, and does not endorse this product.
Introduction
Why You Need This Guide
What This Guide Contains
Range of Difficulty and Scope
A General Guideline
How to Use This Guide
Basic Skills Review
Arithmetic
Arithmetic Diagnostic Test
Arithmetic Review
Preliminaries
Groups of Numbers
Ways to Show Multiplication
Common Math Symbols
Properties of Basic Mathematical Operations
Some Properties (Axioms) of Addition
Some Properties (Axioms) of Multiplication
A Property of Two Operations
Place Value
Expanded Notation
Grouping Symbols: Parentheses, Brackets, Braces
Parentheses ( )
Brackets [ ] and Braces { }
Order of Operations
Rounding Off
Signed Numbers (Positive Numbers and Negative Numbers)
Number Lines
Addition of Signed Numbers
Subtraction of Signed Numbers
Minus Preceding Parenthesis
Multiplying and Dividing Signed Numbers
Multiplying and Dividing Using Zero
Divisibility Rules
Common Fractions
Numerator and Denominator
Negative Fractions
Proper Fractions and Improper Fractions
Mixed Numbers
Equivalent Fractions
Reducing Fractions
Enlarging Denominators
Factors
Common Factors
Greatest Common Factor
Multiples
Common Multiples
Least Common Multiple
Adding and Subtracting Fractions
Adding Fractions
Adding Positive and Negative Fractions
Subtracting Fractions
Subtracting Positive and Negative Fractions
Adding and Subtracting Mixed Numbers
Adding Mixed Numbers
Subtracting Mixed Numbers
Multiplying Fractions and Mixed Numbers
Multiplying Fractions
Multiplying Mixed Numbers
Dividing Fractions and Mixed Numbers
Dividing Fractions
Dividing Complex Fractions
Dividing Mixed Numbers
Simplifying Fractions and Complex Fractions
Decimals
Changing Decimals to Fractions
Adding and Subtracting Decimals
Multiplying Decimals
Dividing Decimals
Changing Fractions to Decimals
Percentage
Changing Decimals to Percents
Changing Percents to Decimals
Changing Fractions to Percents
Changing Percents to Fractions
Important Equivalents That Can Save You Time
Finding Percent of a Number
Other Applications of Percent
Percent--Proportion Method
Finding Percent Increase or Percent Decrease
Scientific Notation
Multiplication in Scientific Notation
Division in Scientific Notation
Powers and Exponents
Squares and Cubes
Operations with Powers and Exponents
Square Roots and Cube Roots
Square Roots
Cube Roots
Approximating Square Roots
Simplifying Square Roots
Probability
Combinations and Permutations
Statistics
Some Basics: Measures of Central Tendencies
Mean
Weighted Mean
Median
Mode
Range
Number Series
Measures
Measurement Systems
Converting Units of Measure
Arithmetic Review Test
Arithmetic Glossary of Terms
Algebra
Algebra Diagnostic Test
Algebra Review
Some Basic Language
Understood Multiplication
Letters to Be Aware of
Basic Terms in Set Theory
Special Sets
Describing Sets
Types of Sets
Comparing Sets
Operations with Sets
Variables and Algebraic Expressions
Key Words Denoting Addition
Key Words Denoting Subtraction
Key Words Denoting Multiplication
Key Words Denoting Division
Evaluating Expressions
Equations
Solving Equations
Literal Equations
Ratios and Proportions
Ratios
Proportions
Solving Proportions for Value
Solving for Two Unknowns--Systems of Equations
Monomials and Polynomials
Adding and Subtracting Monomials
Multiplying Monomials
Dividing Monomials
Adding and Subtracting Polynomials
Multiplying Polynomials
Dividing Polynomials by Monomials
Dividing Polynomials by Polynomials
Factoring
Factoring out a Common Factor
Factoring the Difference Between Two Squares
Factoring Polynomials Having Three Terms of the Form Ax[superscript 2] + Bx + C | 677.169 | 1 |
MATLAB for Beginners: A Gentle Approach
Written for students and engineers, this book presents a comprehensive introduction to MATLAB technical computing software and covers all the major capabilities. The text begins with an introduction of MATLAB. Subsequent chapters address topics such as arithmetic operations, variables, complex numbers, vectors, and matrices. | 677.169 | 1 |
Reports including BIO 2010: Transforming
Undergraduate Education for Future Research Biologists (National Research Council,
2003) and Math and BIO 2010 (L. A. Steen, ed., MAA, 2005) emphasize that aspects
of biological research are becoming more quantitative and that there is
a need to introduce future life science researchers to a greater array of mathematical
and computational techniques and more sophisticated mathematical reasoning.
Biocalculus (calculus for the life sciences) courses can provide an effective
way to introduce lower-level undergraduates majoring in the life sciences to
significant applications of mathematics to biology. This workshop is designed
to help mathematicians at both four-year and two-year institutions design
and implement biocalculus courses and integrate biological applications into
existing calculus courses. Presenters include both mathematicians and biologists
who have experience teaching, designing, and supporting biocalculus courses.
Participants will participate in a variety of lectures, discussions, and hands-on
computer laboratory activities. Participants will be introduced to different
biocalculus course structures and the issues related to implementing such courses.
Participants will explore sample course projects using a variety of computational
platforms. Participants will also learn ways to develop collaborations with
biologists to best integrate mathematics and biology into their calculus courses.
Upon conclusion of this workshop, the participants will be able to create or
modify biocalculus courses, create or adapt computer laboratory projects for
use in their calculus courses, and utilize available resources for integrating
biological content into calculus courses. No previous experience with biology
or biomathematics is required. This workshop is endorsed by the MAA Special
Interest Group on Mathematical and Computational Biology (BIO
SIGMAA).
Benedictine University is located
in the western suburbs of Chicago. The workshop activities will take place in
the Birck Hall of Science on the campus of Benedictine University. We will have
use of a computer laboratory classroom and an adjoining lecture room. Participants
will stay in on-campus housing in the Founders Woods Apartments. Meals will
take place in the Krasa Center Dining Commons in the Krasa Center, which is
located next to Founders Woods.
Benedictine University is about 30
minutes from both O'Hare and Midway airports. Transportation details to and
from the airports will be provided closer to the workshop date when the participant
list is finalized. Participants should plan on arriving at the Benedictine University
campus by 4p.m. on Sunday, June 1, 2008 and should plan to depart on Saturday,
June 7, 2008. Further details about travel to Benedictine University can be
found at
Registration is now open on the MAA's
PREP Website. The registration fee is
$325 by April 20, 2008 and $450 thereafter. (SO
REGISTER NOW!) Registration fees include housing and meals from dinner on
June 1,2008 through lunch on June 8, 2008. | 677.169 | 1 |
Math Workshop Series
In this series, we offer seminars on a variety of topics. Most of these workshops are approximately 60 minutes long and deal primarily with important math skills. These workshops are designed to improve student comprehension of specific topics, such as word problems, graphing lines, or solving trigonometric equations.
Attend one of the many math workshops offered by the Math Discovery Center at Glendale Community College this semester. Workshops provide students with a free and fun way to improve their math skills. Ask your instructors if they offer extra credit for your attendance. All workshops are held in AS 103, in the back room of the Math Discovery Center.
To receive reminder emails once per week about up coming workshops designed for your class, complete the following survey: Reminder Emails | 677.169 | 1 |
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Summary
MATHEMATICS: ITS POWER AND UTILITY, Tenth Edition, combines a unique and practical focus on real-world problem solving allowing even the least-interested or worst-prepared student to appreciate the beauty and value of math while mastering basic concepts and skills they will apply to their daily lives. The first half of the book explores the POWER and historic impact of mathematics and helps students harness that POWER by developing an effective approach to problem solving. The second half builds upon this foundation by exploring the UTLITY and application of math concepts to a wide variety of real-life situations: money management; handling of credit cards; inflation; purchase of a car or home; the effective use of probability, statistics, and surveys; and many other topics of life interest. Unlike many mathematics texts, MATHEMATICS: ITS POWER AND UTILITY, Tenth Edition, assumes a basic working knowledge of arithmetic, making it effective even for students with no exposure to algebra. Completely self-contained chapters make it easy to teach to a customized syllabus or support the precise pace and emphasis that students require. | 677.169 | 1 |
TrianCal - Jesús Sánchez
This free dynamic calculator accepts any combination of triangle sidelengths, heights, angles, areas, or perimeters. It then solves for the remaining values and measures, further offering a GeoGebra sketch. Watch TrianCal in action, with subtitles in
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Tutor Amigos - Tutor Amigos, LLC
Also in Spanish. Live, online tutoring and homework help in Math and Science for Spanish-speaking students. Our goals are to provide Latinos and Hispanics with affordable, personalized instruction in Math and Science and to support those English Language
Views of the Solar System - Calvin J. Hamilton
A multimedia exploration of the Sun, planets, moons, comets, asteroids, meteorites, and more. Study the latest scientific information or the history of space exploration, rocketry, early astronauts, space missions, and spacecraft through an archive of
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ViSta: the Visual Statistics System - Forrest W. Young
ViSta features visual tools for revealing structure in data; for showing the results of statistical analyses; for guiding the analyst through an analysis; and for structuring the analyst's data analysis process. ViSta is designed for a wide range of users,
...more>>
Why It Is Important to Learn Algebra - EdSource
This PDF document is a parent/student guide explaining why Algebra I is a required subject, how it helps prepare students for the future, how Algebra I fits into the student's high school math program, and what parents can do to support their student's
...more>>
Worldometers.info
Counters that display the real-time data on world population (e.g., births this year, births today, deaths this year, deaths today, net population growth for today), government and economics (daily government expenditures toward health care, education,
...more>>
wrotniak.net - J. Andrzej Wrotniak
Includes shareware and freeware programs for Windows written by Wrotniak: scientific and regular calculators, a spherical geometry calculator, a logic and strategy game, a statistics graphing program, and a simple program to compute the area of a polygon.
...more>> | 677.169 | 1 |
Complex Analysis refers to the study of complex numbers. In dealing with Complex Analysis, it is important to understand the different terms. A complex number, in Mathematics, is a number that can be expressed in the form a+bi, where 'a' and 'b' are real numbers, and 'i' is the imaginary unit. It is also important to note that i^2=-1. Thus, a+bi is a complex number because it is a mix of real and imaginary, with the 'a' being real, and the 'b' being imaginary. Complex numbers are often depicted on a plot, where the x-axis represents the real value of the complex number (a) and the y-axis represents the imaginary value of the complex number (b). The point, which is plotted, is thus known as point (a, b). One thing to consider is that numbers written in the a+bi form are not necessarily complex numbers. For example, if a = 0 then the number is purely imaginary. If b = 0, then the number is completely real.
The creation of these complex numbers gives an additional tool to solve problems that cannot be solved with just real numbers alone. However, one important realization to note is that these imaginary numbers are no more or less fictitious than any other kind of number. With this in mind, these complex numbers have practical applications in many fields other than Mathematics – most prominently in electrical engineering. For example the imaginary 'I' is sometimes used to designate current in power systems. AC circuits in particular have their resistance and reactance denoted by two complex numbers. The sum of these two complex numbers is then known as the impedance, denoted by the symbol Z.
Thus, understanding complex numbers, and by extension Complex Analysis is a crucial skill to possess when dealing with complex problems.
Financial statement analysis
Below are links to the annual reports for Microsoft, Adobe and Oracle:
Microsoft Corporation is a well-known company engaged in developing, licensing
and supporting a range
** Please see the attached file for the full problem description **
I want someone to show me the calculations and explain where necessary. Thanks in advance.
1) (i) Write down the equation of the line in xy-coordinates defined by
| z - (i + 1) | = | z + 2i |.
(ii) The LFT w = 1/z takes the line in (i) to a
From a rectangular sheet of metal measuring 120mm by 75mm, equal squares of side x are cut from each of the four corners. The remaining flaps are then folded upwards to form an open box.
a) Draw a neat and simple diagram of the rectangular sheet of metal and show the dimensions (not drawn to scale) given including the squares
For each of the functions f(z) find the Laurent Series expansion on for the given isolated singularity (specify R). Then classify as an essential singularity, a pole (specify the order), or a removable singularity. Then find
See Attached
Include a copy of the description of the problem (as seen below) with your submission.
Numerical, Graphical, and Analytic Analysis. The cross sections of an irrigation canal are isosceles trapezoids of which three sides are 8 feet long (see figure). Determine the angle of elevation xof the sides so that the area of the cros
Assume S is a subset of the complex number set
1. an interior point of S
2. an exterior point of S
3. a boundary point of S
4. an accumulation point of S
Please make the explanations clear and give examples.
Detailed step by step calculations of the attached questions regarding complex variables including the domain, limits and continuity of complex functions.
1. For each of the functions below, describe the domain of definition, and write each function in the form f(z) = u(x,y) +iv(x,y)
1) f(z) = z^2 / (z+z)
2) f(z) = z^3
3
Please use Dimensional analysis technique and show your work.
1-What is the length in meters of a 300. ft football field?
2-If a professional basketball player was 6.75 feet tall, what would be his equivalent height in centimeters?
3-A sheet of standard U.S typing paper measures 8.50 inches x 11.0 inches. What are these dim
Sales................................................................$950,000
Variable costs.................................................. 450,000
Fixed costs....................................................... 310,000
A proposed addition to Farrell's factory is estimated by the sales manager to increase sales by a
You select a random sample of n=14 families in your neighborhood and find the following family size (number of people in the family).
6
7
10
9
8
6
7
7
6
7
6
7
8
9
a) What is the mean family size for the sample? I think the answer here is all the above #'s * 14=7.37143
The mean family size for the sample is _7.36
You are the process improvement manager and have developed a new machine to cut insoles for the company's top-of-the-line running shoes. You are excited because the company's goal is no more than 3.4 defects per million (very close to zero defects) and this machine may be the innovation you need. The insoles cannot be more than
see attached please expand on and explain the attached work
ie how does one make the transformations shown in equation 1 and 2 and 3...please show this work in complete, painful detail
I have given this as a new post as I believe it is outside the original post
1.
Find where is the function f(z) = 1/((2z-1)(Log(2z)) analytic, and then find all residues in all isolated singular points.
2.
Evaluate: Integral((exp(1/z)/(z-1)dz)), where the curve is IzI =2, oriented positively.
Task 3
For the pulley shown below, the tension T in the cable is 100N. First express each tension in Cartesian form and add these together to find the resultand force on the pulley shaft of diameter 12mm. Then express the resultant force in Polar form. Hence determine the shear stress in the pulley shaft. given that it is in do
Student arrive at the Administrative Services Office at an average of one every 15 minutes, and their requests take on average 10 minutes to be processed. The service counter is staffed by only one clerk, Judy Gumshoes, who works eights hours per day. Assume Poisson arrivals and exponential service times.
A. What percentage o
Air pollution control specialists in southern California monitor the amount of ozone, carbon dioxide, and nitrogen dioxide in the air on an hourly basis. The hourly time series data exhibit seasonality, with the levels of pollutants showing similar patterns over the hours in the day. On July 15,16, and 17, the observed levels
Problem 1 - Crashing
Development of a new deluxe version of a particular software product is being considered. The activities necessary for the completion of this are listed in the table below.
Activity Normal Time Crash Time Normal Cost Crash Cost Immediate
Predecessor
A 4 3 2000 2600 -
B 2 1 2200 2800 -
C 3 3 500 50
1. The Mohawk Discount Store is designing a management training program for individuals at its corporate headquarters. The company wants to design the program so that trainees can complete it as quickly as possible. Important precedence relationships must be maintained between assignments or activities in the program. For e
This number system is an extension of the real number system. Any polynomial equation has n complex roots, in general, in the complex number system. For example, the equation x2 + 1 = 0 has no real roots, but it has two complex roots given by +I and -I, where I is the "imaginary unit" given by the "square root" of -1. The com
Mathematicians say that division by zero is forbidden. The expression 5/0, for example, is undefined. "Undefined" in this sense means "unable to be determined". Why is this?
When we divide 5 by 5 (5/5) we get 1. Divide 5 by 2 we get 2.5. Each time we make the denominator smaller in the expression 5/x, the expression gets | 677.169 | 1 |
Monday, August 1, 2016
CTCMath (Schoolhouse Review)
There are many many programs available to homeschoolers for teaching math. CTCMath is an excellent online math option. We received the CTCMath Homeschool Membership for review, so Emily has been reviewing her Algebra 2 skills this summer.
CTCMath is a full curriculum for grades K-8 and is recommended as a supplement for high school. From my experience using CTCMath over the past year, I would note that the Algebra and 2 and the Geometry programs are quite full and didn't seem to miss any topics as compared to other curriculum options. I'd feel pretty confident about using them as a complete curriculum instead of as just a supplement. The Pre-Calculus and Calculus levels don't seem to have as many lessons and may be less complete. Since Emily hasn't completed those subjects yet, it's harder for me to evaluate their completeness.
How Does CTC Work?
(Please note that this is my description of the high school courses. The format of the elementary courses may vary—I didn't use them.)
An enrolled student receives access to all grade levels. Within each grade level, there are multiple topics to choose from, with several lessons within each topic. This makes it easy to either work sequentially through all lessons or to focus on particular topics that the student may need to work on. Some topics included a diagnostic test. I found this very helpful (and would love for the diagnostic test to be included for every topic). Since we were using the Algebra 2 course as review, I could have Emily take the diagnostic test, then review the 2 or 3 lessons that she needed to work on rather than require her to work through all of the lessons.
Each lesson includes a short video and a worksheet. The worksheet can be printed, then the student enters answers online and the program grades the work. The videos very clearly explain the concept and are less than 10 minutes long. The worksheets have a multiple choice/matching format for ease of entering answers with symbols. A few lessons, such as those that require proofs or drawing graphs require the student or parent to self-check and manually enter the grade.
The program keeps track of progress and gives a grade by using an average of multiple attempts, weighting the first attempt more heavily. (The low scores pictured below resulted from a first score of 0 and a second score of 90-100.)
A single student membership includes both a parent account and a student account for the parent (so I could actually use the program as if I were a second student). The parent account allows the parent to see log-in times, lessons attempted, and grades earned. It also allows the parent to assign particular lessons as "tasks," giving them a due date.
Our Experience:
Emily enjoys using CTCMath. The teaching is solid and concepts are clearly explained. The video lessons are just long enough. I appreciate that they don't take a lot of time. Emily liked being able to print worksheets out, so that she could do her calculations on paper rather than entirely online. She also said that she liked that when she made an error, the evaluation would show her which questions she had missed and that on the next attempt, she was just required to resubmit answers for the missed questions rather than for all of them.
The program keeps progress records that the student can see and more detailed records for the parents to view. I can see when Emily logs on, which lessons she has viewed, how many times it took her to master a lesson, and the grades for her first and last attempts.
I also have the ability to assign her tasks if I want her to work on particular lessons. This was very helpful after she completed a diagnostic test. I would look through the test, note which concepts needed more work, and assign her those tasks.
A new feature that I love in the parent account is the ability to clear grades from particular topics or lessons. This can be nice if you want your student to have a "fresh start" and not to be penalized for previous performance.
Emily did experience one glitch. Although CTCMath runs on HTML5 devices and can therefore be used on iPhones, iPads, and android devices, Emily reported a bit of trouble using it on her i-Phone. The videos worked, but each time she started to enter her answers, she would be logged off and need to log-in again to complete the process. The program would give her a score of 0 for her first attempt, then correctly record her score the second time. This, of course, impacted her grades. I don't know if this is a common issue, or just a glitch with her device.
CTCMath is a solid, easy-to-use program that we plan to continue using throughout the upcoming school year.
CTCMath Homeschool Membership offers a huge discount for homeschool families. Prices range from $11.97 per month for a single student to $118.80 for a 12 month membership for 2 or more students | 677.169 | 1 |
MATH 111 Advice
MATH 111 Documents
Showing 1 to 11 of 11
Polynomial Expressions and
Functions
BUILDING ON
I linear and quadratic functions
I factoring polynomial expressions
BIG IDEAS
I Some polynomials can be factored by using long division.
I The zeros of a polynomial function or the Xintercepts of its grap
Directions: Answer the following questions while following along with the teachers presentation of the
Power Point presentation of Food Sanitation vs. Food Safety.
What is the difference between food sanitation and food safety?
Food safety is how food is
Jamison Williams
The seven steps for Setting Goals
Step 1: Write Down Your Goals
1. Why do you think writing down goals is so important?
-
So that you can focus on completing one thing at a time
2. Identify two goals
-
Make Terry Sanfords Golf team before
PowerPoint Format
The PowerPoint slide assignments are meant to help Learners develop skills in
organizing a series of slides that present a solution to a case, problem, project, proposal
or research report. Slides are meant to be concise and present a co
The current issue and full text archive of this journal is available at
IJCMA
25,3
Leadership styles: relationship
with conflict management styles
Tahir Saeed
PTCL, Islamabad, Pakistan
214
Shazia Almas and M. Anis-ul-H
Apple
BY: JACOB MATLACK
5 Facts
1. It was founded by Steve Jobs, Steve Wozniak, and Ronald
Wayne
2. It was founded on April 1, 1976
3. Apple was founded in Cupertion, California
4. Apple is the world's second-largest information
technology company
5. The | 677.169 | 1 |
The access key code that you purchase for this product is good for one year. Once you register with ed2go, you have 6 weeks to use the key code and sign-up for your instructor-led course.
Product Details
Master the skills required to pass the Mathematical Reasoning module in the GED® test series. You'll start off with a review of math basics and begin building the foundation you'll need to solve the types of math problems commonly found on the test. In the process, you'll develop hands-on experience with percentages, proportions, statistics, algebra, geometry, and more.
Important: Some GED® testing centers require proof that you have passed a GED® preparation course or the Official GEDPractice TestsTM (OPT) before you can take the official GED® tests. Before enrolling in this course, please check with the official GED® testing center where you intend to take your tests to make sure that this course will meet their requirements.
Requirements: Internet access, e-mail, and the Microsoft Internet Explorer or Mozilla Firefox Web browser. You should have the ability to read and write the English language at a high school level. You should also be able to add, subtract, multiply, and divide whole numbers. If you are testing in the United States, you should have an understanding of the English measurement system. If you're testing in Canada, you should be familiar with the metric system. | 677.169 | 1 |
Mathematics for Plumbers and Pipefitters, 8th Edition
Now in its 8th edition, MATHEMATICS FOR PLUMBERS AND PIPEFITTERS delivers the essential math skills necessary in the plumbing and pipefitting professions. Starting with a thorough math review to ensure a solid foundation, the book progresses into specific on-the-job applications, such as pipe length calculations, sheet metal work, and the builder's level.Broad-based subjects like physics, volume, pressures, and capacities round out your knowledge, while a new chapter on the business of plumbing invites you to consider an exciting entrepreneurial venture. Written by a Master Plumber and experienced vocational educator, MATHEMATICS FOR PLUMBERS AND PIPEFITTERS, 8th Edition includes a multitude of real-world examples, reference tables, and formulas to help you build a rewarding career in the plumbing and pipefitting trade. | 677.169 | 1 |
This series is designed for users who want to improve their basic math skills. It covers basic mathematical calculations commonly used in business settings. Courses cover computing fractions and decimals, the order of operations for combined computations, and solving equations and word problems. It includes the use of proportions, ratios, and percentages, and also provides instruction on the use of a calculator for business applications.
Outcome
After completing this course, students will be able to:
Distinguish between a simple average and a weighted average
Calculate a weighted average
Identify various types of graphs and charts
Read and interpret graphs
Select appropriate graphs
Assessment
Students may master the course/s by achieving a percentage at or above 70% for each individual lesson, through their scoring results of the course questions, the skill assessment, or a combination of both.
Outline | 677.169 | 1 |
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Unformatted text preview: MIT OpenCourseWare 18.085 Computational Science and Engineering I Fall 2008 For information about citing these materials or our Terms of Use, visit: . CHAPTER 1 APPLIED LINEAR ALGEBRA 1.1 FOUR SPECIAL MATRICES An m by n matrix has m rows and n columns and mn entries. We operate on those rows and columns to solve linear systems Ax = b and eigenvalue problems Ax = λx . From inputs A and b (and from software like MATLAB) we get outputs x and λ . A fast stable algorithm is extremely important, and this book includes fast algorithms. One purpose of matrices is to store information, but another viewpoint is more important for applied mathematics. Often we see the matrix as an "operator." A acts on vectors x to produce Ax . The components of x have a meaning— displacements or pressures or voltages or prices or concentrations. The operator A also has a meaning—in this chapter A takes differences. Then Ax represents pressure differences or voltage drops or price differentials. Before we turn the problem over to the machine—and also after, when we interpret A \ b or eig(A) —it is the meaning we want, as well as the numbers. This book begins with four special families of matrices —simple and useful, absolutely basic. We look first at the properties of these particular matrices K n , C n , T n , and B n . (Some properties are obvious, others are hidden.) It is terrific to practice linear algebra by working with genuinely important matrices. Here are K 2 , K 3 , K 4 in the first family, with − 1 and 2 and − 1 down the diagonals: ⎤ ⎡ ⎤ ⎡ 2 − 1 2 − 1 ⎣ − 1 2 − 1 K 2 = K 3 = − 1 2 2 ⎦ − 1 K 4 ⎢ ⎢ ⎣ − 1 ⎥ ⎥ ⎦ 2 − 1 = − 1 2 − 1 − 1 2 − 1 2 What is significant about K 2 and K 3 and K 4 , and eventually the n by n matrix K n ? I will give six answers in the same order that my class gave them—starting with four properties of the K 's that you can see immediately. 1 2 Chapter 1 Applied Linear Algebra 1. These matrices are symmetric . The entry in row i , column j also appears in row j , column i . Thus K ij = K ji , on opposite sides of the main diagonal. Symmetry can be expressed by transposing the whole matrix at once: K = K T . 2. The matrices K n are sparse . Most of their entries are zero when n gets large. K 1000 has a million entries, but only 1000 + 999 + 999 are nonzero. 3. The nonzeros lie in a "band" around the main diagonal, so each K n is banded . The band has only three diagonals, so these matrices are tridiagonal . Because K is a tridiagonal matrix, Ku = f can be quickly solved. If the unknown vector u has a thousand components, we can find them in a few thousand steps (which take a small fraction of a second). For a full matrix of order n = 1000, solving Ku = f would take hundreds of millions of steps. Of course we have to ask if the linear equations have a solution in the first place. That question is coming soon....
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This note was uploaded on 04/12/2011 for the course MATH 18.085 taught by Professor Staff during the Fall '10 term at MIT. | 677.169 | 1 |
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Show More each project-to help them realize that math is an integral part of living. Ready-to-copy student worksheets, with one problem per page. Ready-to-copy, easy-to-use forms for assessing observations, interviews, projects, etc.-objectively, accurately and in a minimum amount of time. In more and more schools, students are now being assessed not only on traditional (algorithmic and computational) math skills, but also on how-and how well-they handle reasoning and problem solving. However, until now, these additional skills have been difficult to assess in an objective, accurate and efficient way. But not any more. "Comprehensive assessment" includes the traditional paper-and-pencil tests plus relatively new ways (e.g., portfolios, journals, observations, interviews, projects, performance tasks, rubrics) to assess what students know about math, and how they reason, solve problems and communicate about it. This unique new handbook provides everything you need-background information, problems for various grade levels, detailed answers, forms, teaching suggestions-to assess students throughout the semester or at any time...easily, accurately and effectively! Stephen Krulik has over 15 years of classroom teaching experience and over 25 years as a professor of mathematics at Temple University. The author of more than a dozen professional books for teachers (many published with Allyn & Bacon) and numerous articles, he has served as a member of the team that wrote the Professional Standards for Teaching Mathematics. Jesse A. Rudnick taught for 15 years in the Philadelphia Public Schools and has been a professor of Mathematics Education at Temple for over 25 years. Dr. Rudnick was a past director of the NCTM, a regional director of NCSM, and president of the Association of Teachers of Mathematics in Philadelphia and Vicinity | 677.169 | 1 |
Estimate maths coursework
I need help with my MATHS coursework which is on dotty patterns, In this piece of coursework, I have to investigate the number of dots in different sizes. Instructions for Conducting Coursework;. Home / Curriculum / Maths use linear and quadratic graphs to estimate values of y for given values of x and vice versa. A-Level Maths revision days;. Approximation Theory and Finite Element Analysis. Unit code: MATH46052 Credit Rating: 15:. Mid-semester coursework: 25% . Mr Allan's Maths Blog. Welcome to my Maths blog, where you will find stuff to help you with homework, revision etc. Feel free to contribute any good sites. Its own unit at A2. Supplying them with exemplars of coursework at the meeting All About Maths. Soon to be populated with Use of Maths and FSMQ support. I thought that GCSE maths involved coursework (ie formal assignments submitted to your tutor). Unique tool uses probability to estimate winnings. A-level Mathematics/MEI/NM/Solving equations. From Wikibooks, open books for an open world. Given an interval [a, b], let x be the new estimate of the root.
Approximation examples,worksheets,interactive pages from GCSE Maths Tutor Coursework Notes - Number Estimates - An estimate is a rough approximation. Maurice Yap 6946 – Core 3 Mathematics Coursework – 4752/02 Methods for Advanced Mathematics. Using numerical methods to find roots of and solve polynomial equations. General Certificate of Secondary Education March 2008 MATHEMATICS. Non-coursework Specification. Estimate the value of 17.. Estimate Financial Aid; Give Now. A major in biology requires a total of 63-66 hours of coursework as. Department of Sciences and Mathematics, Professor of. Non Calculator 55/100 Calculator 36/100 Coursework 6/5/5. this info can you estimate my GCSE maths. this info can you estimate my. Mean, mode, median and range - manipulation and represention for single and grouped data,examples,worksheets,interactive pages from GCSE Maths Tutor. Unit 1 Higher; Unit 2 Higher;. Estimate the mean for large data sets with grouped data. Previous coursework tasks are a rich source of data to work with. Grade calculator. You can use this page to calculate what grade you will achieve at GCE A-Level using the UMS points calculated using this tool. Ocr mei c3 maths coursework. homework canvey island. homework it will kill you in the end:. critical estimate of the poem an essay on man: essay piercings.
Estimate maths coursework
Need coursework help in maths, Competent and professional writers Free revision (within 2 weeks) Satisfaction guarantee. Personal control of the writing process. Since this is +0.9. • every estimate of the root is accompanied by solution. C3 MEI A-level Maths Coursework. by Maurice Yap C3 Course Work Notes. About. MathWorks. Accelerating the pace of engineering and science. MathWorks is the leading developer of mathematical computing software for engineers and scientists. Free statistics coursework papers Maths Statistics Coursework - Maths Statistics. of an estimate is the number or function of sample size of information. Testimonials. Teachers and parents. the maths much better and enjoys doing. might help for gifted and talented courses and help me review the previous year s. The student will demonstrate ability to estimate interest. *Coursework may be turned in as a paper/pencil document BCT128 Business Math Syllabus.
Help with maths homework ks2 KS2 Bitesize Refresh the display Add a message;. I think, in KS2, that the estimate help with maths homework ks2 CliCK GO. I would estimate that there is typically an extra 20%-30% to learn for each. maths and science "could" be available. As coursework has always been. The Binomial Theorem shows what happens when you multiply a binomial by itself (as many times as you want). It works because there is a pattern. Mathematics Coursework Undergraduate What is the conservationist's estimate of the size of the bear population maths problems. SUBMIT BY EMAIL ONLY Coursework Requirements on Change of sign Our current estimate of the root is (-1.75 + -1.5)/2 = -1.625. Maths Methods CAS SAC 1 - B+ SAC 2. Enter/Study Score Estimate?. Coursework - High A+ (only dropped 2 marks all year. Estimate Products. Homework 3.6. A Good Thesis For A Persuasive Essay Should A2 Use Of Maths Coursework Examples. Health Insurance Argumentative Essay.
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Argumentative Essay Outline Ideas Biology Coursework Grade Boundaries Ocr Hamlet Creative Essay Topics Good Report Essay Topics. Estimating Square Roots Quiz; Course;. However, you can also estimate the square root of a number Coursework Overview. IGCSE – What's the difference?. Thirdly, there is little or no coursework and the course is assessed by. We would estimate that there is typically an extra. Modelling The Landing Of An Airplane. A piece of coursework which I did when studying differential equations for my Further Mathematics a level. International General Certificate Syllabus of Secondary Education MATHEMATICS 0580 MATHEMATICS (WITH COURSEWORK) 0581 For examination in June and. | 677.169 | 1 |
Foundation of Modern Mathematics
Course Description:
This course introduces rigorous mathematical reasoning, proofs, and high dimensional geometry. The use of logic in mathematics and various methods of proof will be illustrated by concrete examples from a variety of topics in mathematics. | 677.169 | 1 |
Abstract
A case study investigated cognitive, mathematical, and technological processes undertaken by senior secondary students as they searched for a complete graph of a difficult cubic function using a graphing calculator. Intensive qualitative macroanalysis identified several defining moments in the solution process. Those related to use of scale marks and identification of key function features are presented. Students' understanding of scale marks varied and this impacted on the efficiency and elegance of their solution. A range of calculator features was used in identifying key feature coordinates. These were not always used successfully or with an understanding of the mathematics underpinning their operation.
JILL BROWN Jill Brown was a secondary mathematics teacher for over two decades and has recently joined the staff at Australian Catholic University where she is a lecturer in mathematics education. Research interests include use of graphing calculators in the teaching of function at the secondary level. Jill is currently undertaking her doctoral studies within the field of technology-rich teaching and learning environments at the University of Melbourne. The research presented in this article was undertaken for Jill's research masters thesis at the University of Melbourne.
GLORIA STILLMAN Gloria Stillman is a senior lecturer of mathematics education in the science and mathematics education cluster within the faculty of education at the University of Melbourne, Victoria, Australia. Research interests include teaching and assessing higher-order thinking through applications and mathematical modelling, metacognition, technology use in mathematics teaching at the secondary level, curriculum change, and ethnomathematics. | 677.169 | 1 |
Modern Computer Algebra (3rd Edition)
Computer algebra systems are now ubiquitous in all areas of science and engineering. This highly successful textbook, widely regarded as the 'bible of computer algebra', gives a thorough introduction to the algorithmic basis of the mathematical engine in computer algebra systems. Designed to accompany one- or two-semester courses for advanced undergraduate or graduate students in computer science or mathematics, its comprehensiveness and reliability has also made it an essential reference for professionals in the area. Special features include: detailed study of algorithms including time analysis; implementation reports on several topics; complete proofs of the mathematical underpinnings; and a wide variety of applications (among others, in chemistry, coding theory, cryptography, computational logic, and the design of calendars and musical scales). A great deal of historical information and illustration enlivens the text. In this third edition, errors have been corrected and much of the Fast Euclidean Algorithm chapter has been renovated. | 677.169 | 1 |
Applications of Linear Algebra Part 1 - Davidson College
Informazioni importanti
Corso
Online
Quando: Flessible
Descrizione
Learn to use linear algebra in computer graphics by making images disappear in an animation or creating a mosaic or fractal and in data mining to measure similarities between movies, songs, or friends. With this course you earn while you learn, you gain recognized qualifications, job specific skills and knowledge and this helps you stand out in the job market.
Informazioni importanti
Requisiti: None.
Sedi
Dove e quando
Inizio
Luogo
Flessible
Online
Cosa impari in questo corso?
Algebra
Data
Computer Science
Linear Algebra
3D printing
Programma
From simulating complex phenomenon on supercomputers to storing the coordinates needed in modern 3D printing, data is a huge and growing part of our world. A major tool to manipulate and study this data is linear algebra. This course is part 1 of a 2-part course. In this part, we'll learn basics of matrix algebra with an emphasis on application. This class has a focus on computer graphics while also containing examples in data mining. We'll learn to make an image transparent, fade from one image to another, and rotate a 3D wireframe model. We'll also mine data; for example, we will find similar movies that one might enjoy seeing. In the topic of sports ranking, we'll be ready to participate in March Madness and submit our own mathematically generated brackets to compete against millions of others. The lectures are developed to encourage you to explore and create your own ideas either through your own programming but also with online tools developed for the course. Come to this course ready to investigate your own ideas.
Ulteriori informazioni
Tim Chartier Professor, Department of Mathematics and Computer Science Associate Professor of Mathematics and Computer Science at Davidson College, Dr. Tim Chartier specializes in applied linear algebra in the fields of data analytics and partial differential equations. In January 2014, he was named the inaugural Math Ambassador for the Mathematical Association of America, an organization that also recognized Dr. Chartier's ability to communicate math with a national teaching award. His research and scholarship were recognized with an Alfred P. Sloan Research Fellowship. Published by Princeton University Press, Tim wrote Math Bytes: Google Bombs, Chocolate-Covered Pi, and Other Cool Bits in Computing and coauthored the textbook Numerical Methods: Design, Analysis, and Computer Implementation of Algorithms. | 677.169 | 1 |
Complex Numbers Calculator Using the complex numbers calculator the answers to algebra problems covering this topic is only as far as your mobile phone
sodBrain MathEasy Free SodBrain MathEasy is a brain-trainer, a free java-based mobile application that allows you to accelerate your brain by solving basic mathematical and logical problems. (English and French Versions) | 677.169 | 1 |
On 8 Sep 2006 at 18:00, edu-sig-request at python.org wrote:
> From: "Kevin Driscoll" <driscollkevin at gmail.com>
> Subject: [Edu-sig] Python and pre-Calculus
>> I'm teaching Pre-Calculus for the first time this year and am hoping
> to integrate Python as often as possible. My syllabus is focused on
> exploring functions in various forms, uses, and contexts. The
> intersections to programming are numerous and beautiful.
>> I'd love to get a brainstorm happening here. Especially addressing
> the college educators, what do you which your freshman had seen in
> 11th and 12th grade?
>> Yesterday we worked on building a complete mathematical definition for
> a Toaster function. Wouldn't you know it? toaster(bread) = toast ...
> every time!
What happens when you enter: toaster(hand)?
I'm brainstorming now:
* Turn calculus around. Start with programming functions and talking
about them as machines that receive something and output something.
It is good that machines be reliable so that with a certain input we
can only obtain a specific output. We can't input something and
obtain nothing. We can input something at diferent times and obtain
different outputs.
* Take two x's and apply your function to obtain their corresponding
y's . You can talk about the rate of change: by how much does Y
changes when we go from x=1 to x=2? Does Y change by the same
ammount if we go from x=10 to x=11?
* The car analogy: at any given moment a car has a certain speed.
If our function is
SpeedAt(time)
can we calculate the value of the speed of the car, say at time= 10
What happens if the car made stops? What happens if at some
point we decided that we were running late and decided to go faster?
We can program
SpeedAt(time)
with if's like
if time between 0 and 1 then speed = 10 * time
if time between 1 and 10 then speed = 10
if time between 10 and 11 then speed = -10 * time + 110
if time between 11 and 12 then speed = 10 * time - 110
if time between 12 and 30 then speed = 10
if time between 30 and 32 then speed = 5 * time - 140
if time between 32 and 99 then speed = 20
if time between 99 and 100 then speed = -20 * time - 2000
accelation is the rate of change of velocity. How much
does velocity change between 1 and 5?
SpeedAt(5)-SpeedAt(1) / (5-1)
How much does it change between 11 and 12?
Program a function
RateOfChange(start,finish)
How much does it change between 0 and 100? But that's
an average acceleration. At some points during the trip
the car had postive accelerations and at some points it
had negative accelerations, all those canceled out.
But at any give time the car has an acceleration, (probably=0)
this is an instantaneous acceleration. How would you calculate
the acceleration at time = 13? or at time = 31?
The answer is the invention of epsilon. and the definition of
derivative.
Then write the program:
InstantaneousRateOfChange(time)
if
SpeedAt(time) = -0.2 * time ^ 2 + 4 * time
how does InstantaneousRateOfChange(time) behave? how does
its plot look like? Is this plot a line? Using points
in the plot can you come up with the equation of this line?
Oh, it's
IROC = -0.4 * time + 4
... how interesting...
* Can you know the "Distance from home" by only knowing
how SpeedAt(time) behaves. The answer is the concept of
integration. A program can be made that approximates the
integrals using Riemann (sp?) sums.
* The mid interval theorem is directly related with the strategy
for solving the "guess a number" game. This is called the
Bisection method for finding roots.
Daniel | 677.169 | 1 |
Latest
Download The Fourier Transform & Its Applications by Ronald Bracewell pdf free. This is one of the best book to learn Fourier Transform. It contains wealth of information, exercises and illustration to give you examples about Fourier Transform applications. It also contains Matlab examples to show you how to use Matlab for solving problem related to Fourier Transform.
This is not only for students who wants to just know the theory of Fourier Series and Fourier Transforms but also for those who wants to dwell deeper theory and application of Fourier Transform. Thus this book is suitable for advanced undergraduate, graduate students and also for those who wants to use Fourier Transform in their research.
The theory of Fourier series and Fourier Transform is complicated but the author explains the concepts very clearly with easily understandable plain language. Many textbook explains Fourier series and Fourier Transform in a complicated mathematical form and derivations. This book on the other hand explains the reader the same with less mathematical derivation but with adequate mathematics. | 677.169 | 1 |
Description
Sketch2Graph is an educational math app. Use it to learn more about the relationship between the graphical and algebraic representation of math expressions. In most graphing apps you provide a math expression and get a graph. With Sketch2Graph it is the opposite-- you draw a graph and get back math that represents what you drew.
Pan and zoom the graph to get the view you want. Manipulate control points to move a plot and see its algebraic expression update in real-time. Click on algebraic expressions to toggle its form (e.g., vertex-form or standard form).
Lines, parabolas, and ellipses supported in this release.
Example uses:
1. Discover the equation for a line that passes through two points by drawing the line.
2. Discover the equation for an ellipse by drawing the ellipse.
3. Learn about the difference between the standard and vertex form of a parabola equation by drawing a parabola and then clicking on the math to toggle between the two representations.
4. Learn how the shape and position of an ellipse relates to its algebraic form. Draw an ellipse and then manipule its control points. Which control point changes the x-radius of the ellipse and how does the equation change? Which control point changes the y-radius of the ellipse and how does the equation change? Finally, which control point changes the position of the center of the ellipse and how does the equation change?
Explore on your own and share with your classmates and teachers. There are many lessons to learn from this app!
Fluidity Software, Inc. makes innovative educational software aimed at revolutionizing the way people learn. Learn more about Fluidity Software and its products at .
Related apps: FluidGraphing and FluidMath at
Do you know how to install the app?
Download Sketch2Graph | 677.169 | 1 |
Algebra Fred's Way (Life of Fred Math Series)
Life of Fred-Beginning Algebra by Polka Dot Publishing Beg. Algebra ($29 student text, $14 Home Companion, non-consumable hardbacks) Used during the 2010/11 school year with HS student
I do believe it could very well have been an Etch-a-Sketch artist who brought a boy named Fred to life-or surely a clever math teacher (the latter is true) in this off the beaten path math program. Add a touch of the National Lampoon's Family vacation's storyline to the adventures of this very studious, amazing 6 year old boy (who knows his math like no other prodigy), and you have a math program that is actually fun to work though.
Written in story form, the Life of Fred series is designed to draw the student into the world of algebraic equations and applications, while remaining lighthearted and understandable. The student is required to "tag along" with Fred while he teaches his pupils (at KITTENS University) the ins and outs of beginning algebra.
Moving through the 12 units (Numbers/Sets, Integers, Equations, Motion/Mixture, Two Unknowns, Exponents, Factoring, Fractions, Square Roots, Quadratic Equations, Functions/Slopes and Inequalities/Absolute Value) the student will cover the basic algebraic know hows needed to "get it" and enjoy the ride doing so. By following the handy Fred's Home Companion: Beginning Algebra book, both teacher and student will know where they are to begin and stop to let each section to "sink in", as well as having additional problem sets (with answers) to further the student's understanding of the process (and in my case, the teacher's too). This is a different approach from usual overload of drill set practicing accompanied by a little bit of instruction. This series has more "chewing the fat" story instruction with less paper to pencil time. Fear not, it takes time to get used to but it is effective and teaches everyone to think-not just move in robotic fashion to find an answer.
After having tried several other math programs, I purchased the first book in the algebra series, for my struggling high school student. We continually found ourselves hitting, no stumbling about and then hitting the wall of "I don't get it." I want my student to graduate knowing at least the basics of algebra (let's face it, we are all not designed to be math loving folks) and this seemed like a good way for her to "get through it."
What we have discovered is that she is not only "just getting by" but she is giggling her way through (What? Math is fun?), rolling her eyes to the crazy story lines (which are cute-although some highlight a Sergeant who could use some time in a food/drink/anger management rehab clinic), and golly gee-she is understanding the basics of algebra (that loathsome word). We actually worked through about half of the program when we felt we needed to go back and read through the story to get the full picture before continuing on. Since this is our first experience with series, we were not used to "reading" through our math lessons-so it does take time to get into the zone (the Fred Zone that is). I do suggest that if your student still raises a questionable eyebrow, that you go back and read it in it's entirety to where you stopped, to get the whole story (instead of snippets of it). All in all, we are quite pleased with the results.
I do wish though that the Companion had every (I mean every) problem worked out and a bit more explanation for the instructor. It would make my job easier, especially since I don't always have time to read the lesson ahead of time. But we have managed. Now, some may feel this is not a complete program-I believe it can be and is. This is a great choice for those students who are not math oriented and need a more gentle approach to learning it (instead of the drill and learn method), and/or have no inclination of pursuing higher math courses in college-and hey, they have to take it again anyway-so why overburden your student unnecessarily? It is a beginning (no pun intended) and should be followed up by the Advanced Algebra set to truly round out the student's algebra experience.
The Life of Fred series is definitely one the most memorable math programs we have encountered in our 16 (plus) years of educating our own, and it is one I absolutely would recommend.
**If you are a uneasy about story lines that discuss kidnapping, "ale" drinking, gorging, and other various Lampoonish behavior, then this may not be a good series for you. I suggest looking through the sample pages to see if it fits your family or not. | 677.169 | 1 |
Discovering
Computers 2011
Living in a Digital World
Objectives Overview
Explain
Discuss
Describe
Define system
Identify
the
the
theactivities
importance
purpose
guidelines
various
development
of
tools
performed
for
the
of system
used
project
activities
a
-1-
DEPARTMENT OF TRANSPORT
WORK OPPORTUNITY
Do you have customer service experience? Do you like working
with people? Do you have an affinity with technology?
Staff from the Motor Vehicle Registry will be visiting Darwin High
School to talk about Custome
The Fundamental Subspaces
Learning Goal: to identify the four fundamental subspaces of a matrix, and find their dimensions
and how they fit together.
The four fundamental subspaces
We have already encountered three subspaces attached to a matrix A: its co | 677.169 | 1 |
Algebra I Curriculum – Math
Introduction
This model Algebra 1 curriculum created by CT teachers and students for CT teachers and students emphasizes problem solving and mathematical reasoning, incorporates real-world applications and effective use of technology, and uses multiple representations.
Secured Items
Additional materials for teachers who use the curriculum are available on a secure, password protected website. These materials include exit slips for formative assessment during each investigation, end-of-unit tests for summative assessment, mid-unit tests (where applicable), performance tasks for each unit with scoring rubrics, and answer keys to all activities and assessments. For access information, please contact jennifer.michalek@ct.gov | 677.169 | 1 |
project aims to provide the basic functions and algorithms
needed for computations in polynomial rings over the ring of
integers, including polynomial arithmetic and D-Groebner Bases.
It might evolve in some
kind of computer algebra | 677.169 | 1 |
Selected Animations (QuickTime
format): Animations by
Professor Devaney used in the Boston University
Differential Equations course.
ODE softwarefrom Rice University. This does the same sort of direction field and
phase portrait plots as Maple and the CD, but in a Java applet. So you can run
it from any computer with a web browser and Java.
Accessing Software (Maple) ; not installed in your laptop. Maple is
not required for this course, but it is available in case you want to
experiment Differential
Equations with Maple. | 677.169 | 1 |
In this course we begin by stating many wonderful theorems in analysis and proceed to prove them
one by one. In contrast to usual courses (where we learn techniques and see results as
"applications of those techniques). We take a somewhat experimental approach in stating the
results and then exploring the techniques to prove them. The theorems themselves have the
common feature that the statements are easy to understand but the proofs are non-trivial and
instructive. And the techniques involve analysis.
We intend to cover a subset of the following theoremes: Isoperimetric inequality, infinitude of
primes in arithmetic progressions, Weyl's equidistribution theorem on the circle, Shannon's source
coding theorem, undertainty, principles including Heisenberg's Wigner's law for eigenvalue of a
random matrix, Picard's theorem on the range of an entire function, principal component analysis to
reduce dimensionality of data.....
Prerequisites : Real analysis, complex analysis, basic probability, linear algebra, groups. It would
help to know or to concurrently take a course in measure theory and /or functional analysis. | 677.169 | 1 |
The Cauchy – Schwarz Master Class : Summary
You see inequalities in any discipline. In math-fin area specifically, most of the times, the inequalities are derived from a basic set of inequalities such as Cauchy's, AM-GM, Jensen's,Holder's, Minkowski's Inequalities. One typically comes across inequalities in some math course where one is asked to prove a specific inequality. Typically one solves them just like one learns the grammar and syntax of a language. Sadly ,the principles behind them are conveniently forgotten as one does not actually use then in some practical context. So, the GAP between the time one is working on basic inequalities in a course work and the time where one needs to apply them to solve a practical problem, sometimes runs in to years/ decades. Sadly , all one can do is to go back and refer some books on inequalities that most often than not , appear consisting of pages with a laundry list of inequalities. You start to wonder, " Are there any principles behind solving inequalities?", "Are there any common strategies to work with inequalities ?" , "Is there a connection between a specific strategy / inequality to problems in various scientific disciplines ?". The book provides these answers in a delightful way. Math books written in conversational style are few and this is one of them.
The word , "Master Class", in title of the book attracted me to this book, as I had come across this term and the context in "Shop class as Soul craft".The author at the very beginning of this book says :
In the fine arts, a master class is a small class where students and coaches work together to support a high level of technical and creative excellence.This book tries to capture the spirit of a master class while providing coaching for readers who want to refine their skills as solvers of problems, especially those problems dealing with mathematical inequalities.
The book starts off with the famous Cauchy's Inequality. The beautiful thing about inequalities is that it will give you a chance to view them from different lens. You can wear a linear algebra lens OR inner product vector space lens OR a simple algebraic lens OR functional analysis lens etc. I mean whatever your area of work, you would have come across some variant of Cauchy inequality. When I first saw the inequality, I drew parallels to two processes which have finite variance and the inequality as the link between covariance of such processes and the individual variance. So, in one way, by studying inequalities you get to view stuff from various perspectives. You never know which perspective would help you to solve a problem in your area of work. Coming to the chapter on Cauchy's inequality, the author proves it by induction. Then the author talks about a very important principle that one must keep in mind.
Mathematical progress depends on the existence of a continuous stream of new problems, yet the processes that generate such problems may seem mysterious. To be sure, there is genuine mystery in any deeply original problem, but most new problems evolve quite simply from well established principles. One of the most productive of these principles calls on us to expand our understanding of a quantitative result by first focusing on its qualitative inferences.
The above statement appears VAGUE until you see the connection between Cauchy inequality and
and
The latter statement is an inference from Cauchy's inequality but when applied systematically gives rise to to an additive inequality
The chapter then introduces the concept of inner product space to look at the same inequality. It shows that the inequality is nothing but an expression in inequality for the cosine of angle between two vectors in an inner product vector space.
Moving from the discrete version of the inequality to continuous form took about 6 years and it appeared in a memoir written by Victor Yacovlevich Bunyakovsky. There was no proof given to the continuous form of inequality
The continuous version of the inequality was proved brilliantly by Hermann Amandus Schwarz (1843–1921) while working on the theory of minimal surfaces. He also came out with inner product version of the inequality. One brilliant point of this chapter is the derivation of Cramer Rao bound for the MLE problem using Cauchy's inequality. Any guy who uses stats in his work will appreciate the derivation of this bound from a simple looking Cauchy's inequality. This introductory chapter introduces 1-Trick and Splitting-Trick that are often used in the context of proving Cauchy's variants.
My biggest takeaway from this chapter has nothing to do with inequalities but it is about learning a method to crank out inner product spaces. I used to always wonder whenever I came across an inner product definition , about its source ."How do people come up with the inner product definition which just satisfies all the properties of inner product ?". From this chapter, I have learnt that the source is any positive definite matrix. If you take any positive definite matrix A, then for any two vectors x and y in the vector space, you can define inner product as Y transpose times A times X and that will get you an inner product definition.
< The AM-GM Inequality >
The next type of inequalities the book focuses on are Arithmetic Mean – Geometric Mean inequality.
This is one of the most popular inequalities. It is learnt in some form or the other either in high school/ college level/ undergrad education. The proof is usually shown by mathematical induction. However the book goes on to prove using a technique " Leap-Forward Fall-Back technique", a technique which works in lots of cases , where the usage of mathematical induction might be tedious.
Self generalizing quality of the above inequality is used to explain Generalized AM-GM inequality
One of the challenging questions before proving any inequality is , "What elementary inequalities should be used ?". Just because something looks like a AM-GM inequality does not mean you can use raw version of AM-GM inequality and proceed. An example of this is shown using Carleman's inequality where the usual AM-GM fails to go anywhere. The example illustrates the principle of maximal effectiveness whereby we conspire to use our tools under precisely those circumstances when they are at their best. The chapter ends with stating the three principles from George Polya which are extremely relevant for solving inequalities
Can you solve your problem in a special case?
Can you relate your problem to a similar one where the answer is already known?
Can you compute anything at all that is related to what you would really like to compute?
< Lagrange's Identity and Minkowski's Conjecture >
The author then sheds light on Lagrange's Identity and Minkowski's conjecture. The connection between Cauchy's inequality and Lagrange's Identity is shown. The identity focuses on the defect in Cauchy's inequality.
The chapter then talks about the problem of writing a non negative polynomial as a sum of squares and derives interesting stuff. It is possible for a 1d case but is not possible for any 2d case.Minkowski's Conjecture is discussed which basically states that any non negative polynomial in more than one variable cannot be written as the sum of squares of arbitrary polynomials. This conjecture was later proved by Hilbert
< On Geometry and Sums of Squares >
I loved this chapter as it was dealing with projection operators , householder reflectors and their connection with Cauchy-Schwartz Inequality. By illustrating a simple example of how our intuition fails sometimes when we move to higher dimensional world, the author reinforces the point that we need to have mathematical objects and properties well defined so that we can operate correctly in the slippery world of n dimensions. The chapter uses projection operator to prove Cauchy-Schwartz. It also derives a tighter bound for the product of two linear forms using projection and reflection operator. For a person well versed with linear algebra stuff, this chapter will be an absolute charm!. The takeaway from using these operators is that plain Euclidean geometry helps one to deepen the understanding of inequalities. The chapter ends with deriving Cauchy-Schwartz using a different geometric model, "Space-time geometry of Einstein and Minkowski.". I found this part difficult to understand, despite clear exposition.
The highlight of this chapter is the connection between Gram-Schmidt and Inequalities. It turns out that one can use Gram-Schmidt to derive Cauchy-Schwartz inequality and a bunch of other inequalities like Bessel, Products of Linear Forms etc. If you use linear algebra at work, you are going to love this chapter.
< Consequences of Order >
Chebyshev's Order Inequality and Chebyshev's popular inequality relating to tail probabilities are covered in this chapter. I have skipped the Rearrangement inequality .. Will refer to it whenever I need it. As such, my naive mind could not relate it to any problem in the math-fin context .
< Convexity – The Third Pillar >
The chapter starts off by saying that
There are three great pillars of the theory of inequalities: positivity, monotonicity, and convexity. The notions of positivity and monotonicity are so intrinsic to the subject that they serve us steadily without ever calling attention to themselves, but convexity is different. Convexity expresses a second order effect.
What is Jensen's Inequality ?
Jensen's inequality is something which any math-fin student comes across in option valuation fundas, This chapter talks about Jensen's inequality and a ton of inequalities which are variants of it. The basic approach is to crack a convex function , whose properties help you prove the desired inequality. So, you got to play around and check for various convex functions. However it is not all that difficult as it sounds. Basic functions like log, exponential , trigonometric most often than not, get you home.
< Integral Intermezzo >
Inequalities with integrand signs are explored. There are two themes or approaches which are explained using specific inequalities. The first one is to dissect the continuous form of integrand in to various intervals and prove the necessary inequality. The second approach is more involved and unique. It goes by the name " Transform-Schwartz-Invert", which basically means that any inequality needs to transformed( may be integration by parts), apply Cauchy Schwartz and then integrate by parts again to prove an inequality. The highlight of this chapter is proving the continuous form of Jensen's inequality and showing the linkage between Jensen's inequality and AM-GM inequality.
The continuous form of Jensen's inequality shows up in a lot of areas in probability, where expectation of a random variable / moments of random variable are expressed in integral form. In all those places, Jensen's continuous inequality is priceless. This chapter also shows an amazing connection between the fact that correlation and Centered version of Schwarz's Inequality.
< The Ladder of Power Means >
The upper bound in Cauchy's inequality can be generalized and this is precisely that is done in the chapter.
Generalized Power means are introduced and Power mean curve is explored . The curve shown below can be an effective tool for proving quite a number of inequalities, starting from the simple HM<=GM<=AM to intricate inequalities.
By having an understanding of generalized power means, you can identify power mean inequality lurking in a problem and exploit the properties.
< Holder's Inequality >
From a math fin point of view, this chapter is probably the most important of all , as it talks about Holder's and Minkowski's inequality. Both these inequalities are very useful in dealing Lebesgue spaces. Holder's inequality states that:
In the norm format, it is easier to recognize. Whenever Holder's inequality is used, there is inevitable talk of Minskowski's inequality. It arises mainly to prove that p-norm used in the Holder's inequality makes sense. The triangular inequality that is need to justify p-norm is translated to Minkowski's inequality.
The beauty of this book is that it shows connections between various inequalities. Triangle implies Cauchy, Minkowski implies Holders, Schwartz inner product version implies Cauchy, etc. After sometimes you start to wonder that , may be , you can solve a problem from any set of inequalities and it an ART to choose the right inequality and the right equality (sometimes) for the given context. No wonder the book is subtitled, " The art of mathematical inequalities".
The last part of the book covers Hilbert's Inequality, Hardy's Inequality , Symmetric Sums and Schur Convexity. I found the book as one of those books that is overwhelming in the first read. Not at all in the negative connotation. Your mind is bombarded with so many wonderful ways of looking at inequalities that you have to PAUSE and actually take stock of the ways to look at different inequalities. For example an inequality like,
can actually be solved by 1) Cauchy's, 2) Combination of Power mean and Chebyshev's Order Inequality , 3) Combination of Jensen's and Holder's Inequality 4) etc …Basically , this book will change the way you think about inequalities. You no longer stare at an inequality wondering what the hell it is supposed to imply , but you get in to pattern oriented thinking. You start making connections between inequalities and real life stuff that you come across , like a centered version of Schwarz's inequality has a direct connection with the concept of correlation, Chebyshev's Inequality with tail probabilities, Holder's Inequality with norms in Lebesgue measurable space etc.
I am hoping to use this as a reference to inequalities as and when required. But more than a reference, I would definitely be going over this book a couple of more times in my working life as it equips you to connect seemingly unrelated stuff. Also the inequality tricks mentioned in the book are priceless.
Takeaway :
Inequality, from a very practical point of view. gives you a handle on the bounds of a problem. Most of the problems in the math fin area are assumed to be cracked if you are able to form effective bounds, be it option pricing / hedge ratio / No arb bounds on implied vols,etc.
This book will give you a working knowledge of inequalities by providing a thorough explanation of 4 core principles, i.e Cauchy-Schwartz Inequality , AM-GM Inequality , Jensen's Inequality and Holder's inequality. Once you go think through these 4 principles and understand the tricks behind extending them, you will start noticing their variants in umpteen number of situations. | 677.169 | 1 |
Distilling Ideas: An Introduction to Mathematical Thinking
This text presents a carefully designed sequence of exercises and theorem statements so that its users will be guided to discover both mathematical ideas and also strategies of proofs and strategies of thinking. The book can be used as a text for an introduction to proof course that is taught using an inquiry–based learning strategy of instruction.The three mathematical topics–graphs, groups, and calculus– are independent, and each helps students develop theorem-proving skills and strategies of thinking. | 677.169 | 1 |
Math Tasks for Algebra 1, Geometry, and Algebra 2
This tab and all the pages under it include tasks I use in my classes. If you're a bit impatient and you want to see what I'm currently using, you can check out my class website. If your just starting out on the journey towards using rich tasks in your classroom, I've written about the process here.
Let's chat a little bit about organization. I know the CCSS are searchable and all but when I think of covering a topic, I think "Exponential Functions"--not "HSA-REI.D.11". So, I'm organizing based on topic covered--not the CCSS. That means the overarching "Functions" theme has been parsed into each of the categories. When I have time, I will also attach the appropriate CCSS to each of the tasks in the categories.
As I create and/or find tasks, I'll file them under one of the headings below. If the heading is a hyperlink, then something's in there. If not... | 677.169 | 1 |
Introductory Analysis, Second Edition: The Theory of Calculus
Introductory Analysis, Second Edition, is intended for the standard course on calculus limit theories that is taken after a problem solving first course in calculus (most often by junior/senior mathematics majors). Topics studied include sequences, function limits, derivatives, integrals, series, metric spaces, and calculus in n-dimensional Euclidean space * Bases most of the various limit concepts on sequential limits, which is done first * Defines function limits by first developing the notion of continuity (with a sequential limit characterization) * Contains a thorough development of the Riemann integral, improper integrals (including sections on the gamma function and the Laplace transform), and the Stieltjes integral * Presents general metric space topology in juxtaposition with Euclidean spaces to ease the transition from the concrete setting to the abstract New to This Edition * Contains new Exercises throughout * Provides a simple definition of subsequence * Contains more information on function limits and L'Hospital's Rule * Provides clearer proofs about rational numbers and the integrals of Riemann and Stieltjes * presents an appendix lists all mathematicians named in the text * Gives a glossary of symbols
Book Description Elsevier0122676550. book. Bookseller Inventory # RM-BS-1309g089127601195564 | 677.169 | 1 |
Grab this great STRIVE 4 A FIVE, STUFF YOU MUST KNOW COLD handout. It is an adaptation from Sean Bird's material at Covenant Chrisitan. There are six pages of everything important for the AP CALCULUS AB STUDENT to know backwards and forwards. It's a handy reference sheet.
With all of its limits, functions, derivatives and formulas, calculus can make a student's head swim. The 7 must-have apps for calculus help clear up some of the confusion. With multiple representations of calculus concepts and a wealth of practice opportunities, these apps make learning calculus a little less confusing.
AP CALCULUS AB
Calculus Jeopardy Game, Review, Great Fun
Calculus Jeopardy This fun activity is designed for College Calculus 1, AP Calculus AB, BC, or Honors Calculus. It includes material through Unit 4, typically Integration. It makes a great review. The Topics include Limits, Derivatives, Integration, Applications, Random, and Famous. I included Round 1 and a Final Jeopardy Question. It took just under a 50 minute class period and my students (and principal) loved it. | 677.169 | 1 |
In Year 9, three courses are offered (Advanced, Standard and Modified) to help students who are progressing at different rates. Each is designed to prepare students for the future study of Mathematics in Years 10 – 12At the start of Year 9, each student is placed in a class depending on their performance in Year 8 Mathematics. All three courses include the topics of Statistics, Pythagoras' Theorem, Algebra, Trigonometry, Probability, Linear equations and Graphs. Students in the Advanced and the Standard courses will also study Financial Mathematics, Indices and Non-Linear Relationships and Geometric reasoning.
Year 9 Advanced Course
This course is designed to accelerate able students of Mathematics. This course leads to Year 10 Specialist Mathematics which will sufficiently prepare students who are planning to study Units 1 & 2 Mathematics subjects offered at VCE. Student's use of technology will be enhanced and, where appropriate, students will be given extension work.
Year 9 Standard Course
This course is designed for students who are progressing steadily in Mathematics. This course leads to Year 10 Standard Mathematics which will sufficiently prepare students who are planning to study any of the Units 1 & 2 Mathematics subjects offered at VCE. Student's use of technology will be enhanced.
Year 9 Modified Course
This course is designed for students who find Mathematics difficult. It does not cover the breadth of the other two Year 9 Mathematics courses and students are not required to study topics to the same depth as in the other courses. Student's use of technology will be enhanced. | 677.169 | 1 |
A Level Mathematics 9709
Taught Course
The Cambridge A Level Pure Maths syllabus is designed to prioritse the learning of mathematical knowledge in this fundamental and essential subject. Skills are then developed to empower pupils to employ the knowledge gained. The syllabus builds on the IGCSE knwoldege, skills and understanding. This confidence and knowlege, understanding and skills are then used to problem solve and interpret / present results. Pure Mathematical concepts gained form the syllabus develop reasoning and communication skills to enable exam success and entry to university or employment..
The Cambridge A Level Pure Mathematics course will be followed, which is a fully accredited internationally recognised qualification.
The course is assessed officially through exams at the end of the year 11 academic year, but there will also be continuous assessment during term time by way of in-class tests.
The subject providies a basis for further study, in mathematics and in particular the sciences and engineeringParents have 24 /7 access to all of their children's coursework. Additionally the school holds 3 parent consultaions per year - one each term.
COURSE OUTLINE
The mathematics course here at CHS will focus on the development of key mathematical skills that will prove useful in all aspects of life, concentrating on the application of maths to other key life skills. The course will also provide a strong basis for further study at university. An understanding of numbers, patterns and relationships will be developed and key problem-solving skills emphasised. By the end of their studies, students will be able to confidently communicate and reason using mathematical concepts.
Sixth Form College
Class sizes will be small, no more than 8 students. A typical lesson will consist of time lecturing and discussing key concepts, in which the student will be expected to take notes and engage in the discussion, alongside time spent answering questions and solving problems, both alone and working with the rest of the class. The problems will come from a variety of sources including past exam papers and textbooks.
Homework will be set weekly and should be completed promptly and scanned and uploaded for marking where possible.
All course information and material will be disseminated via the online platform Moodle, which will also serve as a subject forum and message board whereby students can engage in discussion and can ask the teacher and each other questions.
Equipment
A scientific calculator is mandatory. The lessons will be delivered via the WizIQ virtual classroom, which consists of a virtual whiteboard that both students and the teacher can write upon. In mathematics, drawing diagrams and handwriting calculations is key to learning, so all students will be required to purchase a graphics tablet and stylus pen in order to be able to answers problems on the whiteboard. There are many such tablets available on Amazon, we recommend the Trust Flex Graphic Tablet (~£25), or if you have an iPad and Macintosh, we recommend purchasing a Wacom Bamboo Stylus (~£6) and downloading the Astropad application (~£15) from the app store. Students will be expected to take notes so a lined paper will be also be necessary, alongside a ruler, protractor and drawing compass. A printer and scanner will also be useful.
The Teacher
Mrs. Smith is a highly trained, qualified maths teacher with 24 years teaching experience. Her love of the subject is apparent
to all of her pupils and is infectious. Mrs. Smith has a fine record of motivating pupils to outstanding success in mathematics
оf yeаrs, rоles in which I hаve аlwаys received excellent feedbаck аnd аssessment.
This course aims to encourage you to:
develop your understanding of mathematics and mathematical processes in a way that promotes confidence and fosters enjoyment
develop abilities to reason logically and to recognise incorrect reasoning, to generalise and to construct mathematical proofs
extend your range of mathematical skills and techniques and use them in more difficult unstructured problems
develop an understanding of coherence and progression in mathematics and of how different areas of mathematics can be connected
recognise how a situation may be represented mathematically and understand the relationship between real world problems and standard and other mathematical models, and how these can be refined and improved
use mathematics as an effective means of communication
acquire the skills needed to use technology such as calculators and computers effectively, to recognise when such use may be inappropriate, and to be aware of limitations
develop an awareness of the relevance of mathematics to other fields of study, to the world of work and to society in general
take increasing responsibility for your own learning and the evaluation of your own mathematical development
Recommended Reading Material
Lower School
Nothing mandatory as we expect the lessons to be self-contained, but some recommended textbooks are the CGP KS3 Maths Workbook & Study Guides and Collins KS3 Workbooks.
Upper School
Nothing mandatory as we expect the lessons to be self-contained, but the officially recommended textbook to support the IGCSE course is the Cambridge IGCSE Mathematics Core and Extended Third Edition, which contains all the information and practice questions necessary to pass the exam. | 677.169 | 1 |
Elementary Statistics: A Step by Step Approachis for beginning statistics courses with a basic algebra prerequisite. The book is non-theoretical, explaining concepts intuitively and teaching problem solving through worked examples and step-by-step instructions. This edition places more emphasis on conceptual understanding and understanding results. It also features increased emphasis on Excel, Minitab, and the TI-83 Plus and TI-84 Plus graphing calculators, computing technologies commonly used in such courses. | 677.169 | 1 |
Math 152 Learning Goals
Original draft by Costanza Piccolo and Brian Wetton, September 19, 2008
Updated Warren Code and Brian Wetton, January 6, 2011
1. Course-level Learning Goals
After completing this course, students should be able to
1. interpret word
Notes on Determinants and Matrix Inverse
University of British Columbia, Vancouver
Yue-Xian Li
March, 2014
1
1
Definition of determinant
Determinant is a scalar that measures the magnitude or size of a square
matrix.
Notice that conclusions presented belo
II. Linear Systems of Equations
II.1
The Definition
We are shortly going to develop a systematic procedure which is guaranteed to find every solution
to every system of linear equations. The fact that such a procedure exists makes systems of linear equati
I. Vectors and Geometry in Two and Three Dimensions
I.1
Points and Vectors
Each point in two dimensions may be labeled by two coordinates (a, b) which specify the position of
the point in some units with respect to some axes as in the figure on the left b
IV. Eigenvalues and Eigenvectors
IV.1
An Electric Circuit Equations
Consider the electric circuit
R1
R2
V C
I1
I2
L
I
The following are the experimental facts of life that determine the voltages across resistors, capacitors and
inductances:
the voltage a
III. Matrices
Definition III.1 An m n matrix is a set of numbers arranged in a rectangular array having m rows and n
columns. It is written
A11
A21
A=
.
Am1
A12
A22
.
.
.
.
A1n
A12
.
.
Am2
Amn
There are two important special cases. A 1 n matrix (tha
Notes for Math 152: Linear Systems
Spring, 2014
Richard Froese and Brian Wetton
2010 Richard Froese and Brian Wetton. Permission is
granted to make and distribute copies of this document
provided the copyright notice and this permission notice are
preser
Test #2 description
Math 152, Spring 2014
Format:
In class, 50 minutes
Thursday March 13 (TTh sections) or Friday March
14 (MWF sections)
Written in class.
Attend the section in which you are registered
No calculators, No notes
Worth 15% of your fin
Multiplication Between Matrices Expressed in Row of
Column Vectors or Column of Row Vectors
University of British Columbia, Vancouver
Yue-Xian Li
February, 2014
1
A
Matrix expressed as a row of column vectors
An m n matrix can be expressed as a row of n c
Recent Documents
Math 152, Spring 2014
Course Web Page:
Text: There is no required texbook for this course. Instead, we will be
following a set of lecture notes. They are available for downloading on the web page above. In the course, we will cover
Final Exam description
Math 152, Spring 2014
Format:
Wednesday April 16, 8:30-11:00
Know your section number and instructors name
Attend the section in which you are registered
No calculators, No notes
Worth 50% of your final mark
Two parts:
part A | 677.169 | 1 |
Extractions: Jump to: navigation search Differential geometry is a mathematical discipline that uses the methods of differential and integral calculus to study problems in geometry . The theory of plane and space curves and of surfaces in the three-dimensional Euclidean space formed the basis for its initial development in the eighteenth and nineteenth century. Since the late nineteenth century, differential geometry has grown into a field concerned more generally with geometric structures on differentiable manifolds . It is closely related with differential topology and with the geometric aspects of the theory of differential equations . The proof of the Poincare conjecture using the techniques of Ricci flow demonstrated the power of the differential-geometric approach to questions in topology and highlighted the important role played by the analytic methods. Riemannian geometry studies Riemannian manifolds smooth manifolds with a Riemannian metric , a notion of a distance expressed by means of a positive definite symmetric bilinear form defined on the tangent space at each point. Riemannian geometry generalizes
Extractions: Differential Geometry The textbook: F. Warner, Foundations of Differentiable Manifolds and Lie Groups , Chapters 1, 2 and 4. Take-home exam at the end of each semester (about 10-15 problems for four weeks of quiet thinking). If you need additional reading, consider W. M. Boothby, Introduction to Differentiable Manifolds and Riemannian Geometry (Chapters I-VI) *Books are in DejaVu format ( download the plugin if you didn't do that yet!) You should treat them with all due disrespect: errors, omissions, etc are highly likely. Lecture 2 Lecture 3 Lectures 4-5 Lectures 6-8 ... Lectures 9-10 Due date: July 31, 2005. Good luck! Elementary if it forged. Mostly they constitute a collection of definitions, formulations of most important theorems and related problems for self-control. Since that time, in 1996, I changed the order of exposition. Therefore the logical structure is not the same. Anyhow, I hope that these notes can still be useful for self-control. The general rule is always the same:
Differential Gometry And General Relativity Online introduction to differential geometry and general relativity. This is an upper level undergraduate mathematics course which assumes a knowledge of
53: Differential Geometry differential geometry is the language of modern physics as well as an area of mathematical delight. Typically, one considers sets which are manifolds (that
Extractions: POINTERS: Texts Software Web links Selected topics here Differential geometry is the language of modern physics as well as an area of mathematical delight. Typically, one considers sets which are manifolds (that is, locally resemble Euclidean space) and which come equipped with a measure of distances. In particular, this includes classical studies of the curvature of curves and surfaces. Local questions both apply and help study differential equations; global questions often invoke algebraic topology. See e.g. Berger, M. "Riemannian geometry during the second half of the twentieth century", Jahresber. Deutsch. Math.-Verein. 100 (1998), no. 2, 45208. CMP1637246 For differential topology, See 57RXX. For foundational questions of differentiable manifolds, See 58AXX Geometry of spheres is in the sphere FAQ . There is a separate section for detailed information about 52A55: Spherical Geometry A metric in the sense of differential geometry is only loosely related to the idea of a metric on a metric space Classical differential geometry Local differential geometry Global differential geometry, see also 51H25, 58-XX; for related bundle theory, See 55RXX, 57RXX
Differential Geometry - Dynamical Systems differential geometry is a fully refereed research domain included in all aspects of mathematics and its applications. The Electronic Journal Differential
Extractions: Differential Geometry - Dynamical Systems ISSN 1454-511X Differential Geometry is a fully refereed research domain included in all aspects of mathematics and its applications. The Electronic Journal "Differential Geometry - Dynamical Systems" is published in free electronic format by Balkan Society of Geometers, Geometry Balkan Press. Main Journal Papers Volume 1 (1999)
Extractions: The Journal of Differential Geometry is devoted to the publication of research papers in differential geometry and related subjects such as differential equations, mathematical physics, algebraic geometry and geometric topology. Browse Journal Editorial Board Submissions Subscribe/Renew The Journal of Differential Geometry
Extractions: skip to content Home Courses Donate ... Mathematics Differential Geometry The Gauss-Bonnet theorem for compact orientable surfaces. (Image by Dr. Neshan Wickramasekera.) This course features a set of readings , as well as a full set of assignments This course is an introduction to differential geometry of curves and surfaces in three dimensional Euclidean space. First and second fundamental forms, Gaussian and mean curvature, parallel transport, geodesics, Gauss-Bonnet theorem, complete surfaces, minimal surfaces and Bernstein's theorem are among the main topics studied. Instructor:
Differential Geometry Group differential geometry is the study of curves and surfaces in space, their generalisations to higher dimensions (manifolds), and their transformations.
Extractions: Group Differential geometry is the study of curves and surfaces in space, their generalisations to higher dimensions (manifolds), and their transformations. Further details of individual staff's research interests can be found on their homepages, accessed by clicking the names above. Geometry Seminars Yorkshire and Durham Geometry Days In April 2000 the group hosted the very successful Workshop on Harmonic Maps and Curvature Properties of Submanifolds, 2. A list of participants, with e-mail addresses, is available here. The Geometry Center The Bibliography of Harmonic Morphisms The Atlas of Harmonic Morphisms Differential Geometry Preprints ... Visual Dictionary of Special Plane Curves Lecture notes in Differential Geometry An introduction to Riemannian Geometry (By S. Gudmundsson).
Extractions: Please select Africa Asia Australia / Oceania Europe France Germany Italy North America South America Switzerland United Kingdom All Author/Editor Title ISBN/ISSN Series Journals Series Textbooks Contact Select your subdiscipline Algebra Analysis Applications Mathematical Biology Mathematical Physics Probability Theory Quantitative Finance Select a discipline Astronomy Biomedical Sciences Chemistry Computer Science Economics Education Engineering Environmental Sciences Geography Geosciences Humanities Law Life Sciences Linguistics Materials Mathematics Medicine Philosophy Physics Psychology Public Health Social Sciences Statistics Home Mathematics Series: Springer Undergraduate Mathematics Series This item usually ships in 2-3 business days. About this textbook Table of contents Sample pages About this textbook Curves and surfaces are objects that everyone can see, and many of the questions that can be asked about them are natural and easily understood. Differential geometry is concerned with the precise mathematical formulation of some of these questions, and with trying to answer them using calculus techniques. It is a subject that contains some of the most beautiful and profound results in mathematics, yet many of them are accessible to higher level undergraduates. Elementary Differential Geometry presents the main results in the differential geometry of curves and surfaces while keeping the prerequisites to an absolute minimum. Nothing more than first courses in linear algebra and multivariate calculus are required, and the most direct and straightforward approach is used at all times. Numerous diagrams illustrate both the ideas in the text and the examples of curves and surfaces discussed there.
Extractions: Home Site map Elsevier websites Alerts ... Differential Geometry and its Applications Journal information Product description Editorial board Abstracting/indexing Special issues and supplements ... Peer Review Policy Subscription information Bibliographic and ordering information Conditions of sale Dispatch dates Journal-related information Contact the publisher Impact factor Most downloaded articles Other journals in same subject area ... Select your view DIFFERENTIAL GEOMETRY AND ITS APPLICATIONS Differential Geometry and its Applications publishes original research papers and survey papers in differential geometry and in all interdisciplinary areas in mathematics which use differential geometric methods and investigate geometrical structures. The following main areas are covered: differential equations on manifolds, global analysis, Lie groups, local and global differential geometry, the calculus of variations on manifolds, topology of manifolds, and mathematical physics. | 677.169 | 1 |
The Manga Guide to Calculus and Statistics
I can't tell you how many times in school I wished my text books could be something as fun as a comic book. Feeling like Dorothy in The Wizard of Oz, maybe if I clicked my mouse two times and wish it will happen…yea. That never worked. Probably because the idea hadn't been thought of yet. Good news! It's now a reality with The Manga Guide to Statistics and The Manga Guide to Calculus. Two books on topics I find rather confusing in a medium I find fun.
Manga Guide to Statistics Image Copyright by No Starch Press
The Manga Guide to Calculus is broken down into six sections. Each section is then broken down into chapters that explain the topic at hand in a comic book, manga-styled fashion. Remember all of that talking in your math books that you weren't always sure what they were talking about and why? I do and this book has none of that.
Instead, we have a story about a young enthusiastic journalist who finds herself working in a branch office with two other people. She's not that happy about it, but her boss finds ways to show her that it's not so bad, and he starts teaching her… you guessed it, calculus.
While Noriko learns all about functions, differentiation, and the fundamental theorem of calculus, she is also learning how it all relates to the world around her and why it's important to know. The book also follows a story between the characters and life changes that happen to them during their time together.
I guess you could say that The Manga Guide to Calculus has put the "fun" back in "functions."
The Manga Guide to Statistics follows the same formula as The Manga Guide to Calculus, with the exception of the characters and the story behind them. I'm not too lovey dovey over this title because the main character is a child who has a crush on one of her dad's employees and uses statistics to get closer to him.
I wish they could have chosen a better story to go with for the characters, but oh well. It still teaches the topic in a fun and engaging way that I haven't seen before.
Both books do a nice job teaching their respective topics in a way that will keep you interested and engaged. The story among the characters also gives it a nice feeling for those who want to understand what they are learning and why they need to know it | 677.169 | 1 |
MATH - MATHEMATICS
The basic skills requirement in mathematics may be met by earning a grade of C- or higher in both MATH 111 and MATH 112, or in any lower-division mathematics course numbered 120 or above. For other options, see Basic Academic Skills in the General Information chapter.
A student may not receive credit for a lower-division mathematics course if it serves as a prerequisite to a lower-division math course that the student had previously passed with a grade of C- or better.
Note: Students without an adequate placement score to enroll in MATH 111, MATH 120 or MATH 210G can gain admission to the course by earning a C- or better in CCDM 114N at an NMSU branch campus. Students wishing to enroll in MATH 121, 142G, 180, 191, 230, 235, 279, 280, or STAT 251 must satisfy one of the following: (a) have passed the stated prerequisite course with a C- or better, or (b) have earned an adequate score on the Mathematics Placement Examination, the results of which will be made available to the student's advisor. The Mathematics Placement Examination (MPE) is given daily in Walden Hall when school is in session and during new student programs. A student who has not satisfied one of these requirements before registering may enroll temporarily in UNIV 000, then drop/add to an appropriate course at the beginning of the semester after taking the MPE and being advised | 677.169 | 1 |
Intended for developmental math courses in intermediate algebra, this text retains the hallmark features that have made the Aufmann texts market leaders: an interactive approach in an objective-based framework: a clear writing style, and an emphasis on problem-solving strategies. The acclaimed Aufmann Interactive Method, allows students to try a skill as it is introduced with matched-pair examples, offering students immediate feedback, reinforcing the concept, identifying problem areas, and, overall, promoting student success.
Book Quality
Help
NIMAC (National Instructional Materials Accessibility Center) books are available only to students with an IEP (individual education plan.)
If you put this book on a group reading list, students without IEPs will not be able to open it. | 677.169 | 1 |
BC Calculus Manual (Revised 5/16)
This page provides the BC Calculus manuals for the classroom - all chapters of this manual are provided as free downloads! This section is a complete high school course for preparing students to take the BC calculus exam.
There are three sections to the manual. The Essentials section has all the topics that are included in the BC exam. However, usually an entire year is not needed for this material so additional topics are included in the Non-Essentials section that make the course into a proper Calculus 2 course, than just a BC calculus course. We have added an AB Review to get students back into Calculus mode at the beginning of the school year.
This manual can easily replace an expensive textbook. Teachers teach right from it and students write in it. | 677.169 | 1 |
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