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9780201338607Calculus: Mathematics and Modeling
The first generation of calculus reformers exploited emerging technologies and the theme of multiple representations of functions. These pioneers also demonstrated effective, innovative teaching techniques, including collaborative learning, writing, discovery, and extended problem solving. Calculus: Mathematics and Modeling introduces a second generation of calculus reform, combining the lessons of the first generation with advances in differential equations through the use of discrete dynamical systems. This teaching philosophy requires a computational environment in which students can move smoothly between symbolic, numeric, graphic, and textual contexts. The text requires use of a computer algebra-capable graphing calculator | 677.169 | 1 |
Product details
ISBN-13: 9780521272858
ISBN: 0521272858
Publisher: Cambridge University Press
AUTHOR
Blyth, T. S., Robertson, E. F.
SUMMARY
Problem solving is an art that is central to understanding and ability in mathematics. With this series of books the authors have provided a selection of problems with complete solutions and test papers designed to be used with or instead of standard textbooks on algebra.Blyth, T. S. is the author of 'Algebra Through Practice, Book I' with ISBN 9780521272858 and ISBN 0521272858 | 677.169 | 1 |
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Elementary Statistics Using the TI-83/84 Plus Calculator
ISBN-10: 0321641485
ISBN-13: 9780321641489 95% of Introductory Statistics students will never take another Statistics course. What do you want your students to learn?Discover the Power of Real DataMario Triola remains the market-leading statistics author by engaging students each edition with an abundance of real data in the examples, applications, and exercises. Statistics is all around us, and Triola helps students understand how this course will impact their lives beyondthe classroomas consumers, citizens, and professionals.Elementary Statistics Using the TI-83/84 Plus Calculator, Third Edition provides extensive instruction for using the TI-83 and TI-84 Plus (and Silver Edition) calculators for statistics, with information on calculator functions, images of screen displays, and projects designed exclusively for the graphing calculator. Drawn from Triola's Elementary Statistics, Eleventh Edition, this text provides the same student-friendly approach with material presented in a real-world context.The Third Edition contains more than 2,000 exercises, 87% are new, and 82% use real data. It also contains hundreds of examples; 86% are new and 94% use real data. By analyzing real data, students are able to connect abstract concepts to the world at large, learning to think statistically and apply conceptual understanding using the same methods that professional statisticians employ.Datasets and other resources (where applicable) for this book are available here | 677.169 | 1 |
Choosing a High School Math Pathway
Intro to Math 10-12 Pathways
Ministry of Ed. Elluminate Sessions
Two Elluminate sessions were presented in June 2009 to provide an overview of the Western and Northern Canadian Protocol (WNCP) Common Curriculum Framework (CCF) for 10 to 12 Mathematics.
Session 1 - In this session the following items were addressed: What is the Western and Northern Canadian Protocol? Why change grades 10-12 mathematics? When will the change occur? What are the key changes? What has not changed? What are the impacts on post-secondary admission requirements? Where can I get more information?
Session 2 - In this session the content and philosophy of each of the three new pathways in the WNCP CCF for grades 10-12 were discussed.
outlines Simon Fraser University's changes to admission requirements in relation to the WNCP 10-12 Mathematics. We have now confirmed that these changes have been
accepted. Please read the entire document but the key piece is that
the document states:
Changes to the Math requirements from BC Secondary School Students: General Admission Requirement: Pre-Calculus 11 or Foundations if Mathematics 11 to replace Principles of Math 11
Faculty / Program Specific Requirement:
Pre-Calculus 12 to replace Principles if Mathematics 12
Quantitative Admission Requirement:
Any of Foundations of Math 11, Foundations if Math 12, Pre-Calculus 11 or Pre-Calculus 12 to replace any of Principles of Math 11, Principles of Math 12, or Applications if Math 12
Effective September 2011 | 677.169 | 1 |
Information for
You are here
Choosing an area of research
If you apply to the Master's in Computational Mathematics program online, you will be asked to indicate your interest in one or more of the following areas of Computational Mathematics research. This information will be used to identify potential supervisors for your research project.
Not all areas of research or supervisors are taking students in any given year. The more areas of research you indicate interest in, the more likely we are able to match you with a potential supervisor.
Areas of Computational Mathematics
Computational finance
Computational fluid dynamics
Computational number theory
Computational optimization
Computational statistics
Computing in biology and medicine
Computational Fractal Geometry
Control systems
Cryptography
Image processing
Machine learning and data mining
Numerical linear algebra
Numerical methods for PDEs
Operations research
Symbolic computing and computer algebra
See also here for a list of potential research supervisors and their areas of interest. | 677.169 | 1 |
Kalk - This is a java calculator. This has some more features than an ordinary calculator. Other that performing the basic maths operations, this can calculate sin, cos, tan, log, asin, acos, atan and antilog of a numberMatrixGuy A small scale Matrix Calculator which computes determinants, inverses, adjoints and transpose of matrices
Scientific Calculator 3D Turn your mobile into an advanced scientific calculator, plot any function you want in 2D or 3D and evaluate its critical points | 677.169 | 1 |
Kaufmann and Schwitters have built this text's reputation on clear and concise exposition, numerous examples, and plentiful problem sets. This traditional text consistently reinforces the following common thread: learn a skill; practice the skill to help solve equations; and then apply what you have learned to solve application problems. This simple, straightforward approach has helped many students grasp and apply fundamental problem solving skills necessary for future mathematics courses. Algebraic ideas are developed in a logical sequence, and in an easy-to-read manner, without excessive vocabulary and formalism. The open and uncluttered design helps keep students focused on the concepts while minimizing distractions. Problems and examples reference a broad range of topics, as well as career areas such as electronics, mechanics, and health, showing students that mathematics is part of everyday life. | 677.169 | 1 |
SectionLecture1 - Econ 100A Worksheet#1 Introductions and...
Econ 100A - Worksheet #1 Introductions and Math Reviews Welcome/Logistics Read the GSI's section syllabus. Introductions This is based on Prof. Rausser's introduction method. Introduce yourself to one of your neighbours and write down on a sheet of paper to be handed back to the GSI the following informations about the person you've just met. • Name. • Intended Major. • Why has this person enrolled in Econ 100A? Math Reviews Note: The aim of this mathematical review is to make sure that we are all on the same page as far as maths are concerned. It may appear trivial to some of you. Please don't feel insulted if this the case. Econ 100 A is not intended for too mathematically
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This note was uploaded on 07/09/2010 for the course ECON 100A taught by Professor Woroch during the Fall '08 term at Berkeley. | 677.169 | 1 |
Linear Functions, Function Notation, and Composition of Functions
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Product Description
This is used as a self teach for my algebra 2 class but could also be used as a review or reteach activity. This lesson includes function notation, evaluating using function notation, composition of functions and combining functions using the four basic operations. | 677.169 | 1 |
Easy Learning GCSE Maths Exam Practice Workbook for Edexcel A includes exam-style practice questions with highlighted grade levels so that students know exactly which grade they are working at, making revising for GCSE Maths easy.
Book Description Collins 01247257
Book Description Collins 01/02247257105247257VG | 677.169 | 1 |
Introduction to Mathematical Thinking: Algebra and Number Systems
Author:Will J. Gilbert - Scott A. Vanstone
ISBN 13:9780131848689
ISBN 10:131848682
Edition:1
Publisher:Pearson
Publication Date:2004-08-01
Format:Paperback
Pages:312
List Price:$116.60
 
 
Besides giving readers the techniques for solving polynomial equations and congruences, An Introduction to Mathematical Thinking provides preparation for understanding more advanced topics in Linear and Modern Algebra, as well as Calculus. This book introduces proofs and mathematical thinking while teaching basic algebraic skills involving number systems, including the integers and complex numbers. Ample questions at the end of each chapter provide opportunities for learning and practice; the Exercises are routine applications of the material in the chapter, while the Problems require more ingenuity, ranging from easy to nearly impossible. Topics covered in this comprehensive introduction range from logic and proofs, integers and diophantine equations, congruences, induction and binomial theorem, rational and real numbers, and functions and bijections to cryptography, complex numbers, and polynomial equations. With its comprehensive appendices, this book is an excellent desk reference for mathematicians and those involved in computer science. | 677.169 | 1 |
Written in a rigorous yet logical and easy to use style, spanning a range of disciplines, including business, mathematics, finance and ecomics, this comprehensive textbook offers a systematic, self-sufficient yet concise presentation of the main topics and related parts of stochastic analysis and statistical finance that are covered in the majority of university programmes. Providing all explanations of basic concepts and results with proofs and numerous examples and problems, it includes: * an introduction to probability theory * a detailed study of discrete and continuous time market models * a comprehensive review of Ito calculus and statistical methods as a basis for statistical estimation of models for pricing * a detailed discussion of options and their pricing, including American options in a continuous time setting. An excellent introduction to the topic, this textbook is an essential resource for all students on undergraduate and postgraduate courses and advanced degree programs in ecometrics, finance, applied mathematics and mathematical modelling as well as academics and practitioners. | 677.169 | 1 |
This bundle includes the complete lessons for Algebra Basics, parts V thru VIII, in their entirety. [NOTE: This bundled Zip folder can be EASILY opened with no additional software. Standard MS Word files are inside.]
[Additional Note: You may also like the first Algebra Basics Bundle - I to IV for Busy Teachers which deals with Symbols, Variables, Expressions, Formulas, Like Terms, and Expressions vs. Equations.]
All worksheets from the individual components (parts V thru VIII) are included along with complete answer keys containing questions and answers for all problems.
Part V One-Step Equations clearly explains what is meant by solving an equation, what to do to solve it, and why. Several step-by-step examples of 1-step equations are given. Six separate worksheets are included with 102 problems, total.
Part VI Two-Step Equations clearly explains how to solve a 2-step equation, particularly, how to decide what to do first, and what to do second. Step-by-step examples with algebra and visuals are given. Two separate worksheets are included with 24 problems, total.
Part VII Simplify then Solve Equations clearly explains the importance of simplifying each side of an equation before getting the variable by itself. Step-by-step examples are given. Four separate worksheets are included with 56 problems, total.
Part VIII Equations with Variables on Both Sides clearly explains, in detail, in what order to do simplifying, moving variables, and isolating variables when solving a more complicated equation. Step-by-step examples are given. Two separate worksheets are included with 58 problems, total.
For even greater detail regarding each part (component) of this bundled series, please refer to the individual component product listings. | 677.169 | 1 |
Mathematics
The study of Mathematics is compulsory until the end of Year 11.
At Westminster, we structure Mathematics to give all students the opportunity to enjoy success and to develop to their full potential.The mathematics teachers are all well qualified, work as a team and focus on not just working through the curriculum but also developing a passion for and enjoyment of mathematics in their students.
Students at Westminster participate in the SA Schools Mathematics Competition; the Australian Mathematics Competition (Westpac) and the Annual MASA Maths Quiz Night which we also host.
Our students enjoy success in all these activities plus they achieve outstanding results at Year 12.
Technology is an integral part of all Mathematics courses at Westminster. Students in Years 10, 11 and 12 extensively use graphics calculators and thus these are a compulsory item. From Year 9 the students have the use of a laptop which allows the teachers to make use of numerous software packages to assist the students to further their understanding of the concepts being taught.
Years 8 to 10
In Years 8, 9 and 10 the students are placed in classes of similar ability. At all levels students are challenged and provided with opportunities to improve their skills and understanding.
The students in the Advanced classes are provided with a further, challenging enrichment program. Students who struggle with Mathematics are placed in the Recovery class where they are given opportunities to fill the gaps in their knowledge and move into one of the Standard classes.
In Years 9 and 10, a Mathematical Applications course is offered for students who struggle with the algebraic concepts and who would benefit from a more practical approach to Mathematics. The inclusion in this course is by invitation and only occurs after consultation with the parents.
Years 11 and 12
In Years 11 and 12 courses studied are broadly determined by the SACE board. All students must achieve at a C level in 10 points of Mathematics, preferably in Year 11, in order to be awarded their SACE.
Stage 1 (Year 11)
At Westminster we offer two courses at Year 11: Mathematics (30 points) and Mathematical Applications (20 points).Within Mathematics a further three options are available for students depending on their aspirations for Year 12 Mathematics. In Semester 2 a third course, Mathematical Pathways, is offered to those students who did not achieve a C grade or better in Mathematical Applications.
Stage 2 (Year 12)
There are four Mathematics courses offered at Westminster: Specialist Mathematics and Mathematical Studies; Mathematical Studies; Mathematical Methods and Mathematical Applications. Students choose the appropriate course in consultation with their Mathematics teacher. | 677.169 | 1 |
ISBN-10: 0321644875
ISBN-13: 9780321644879 Precalculus: Concepts Through Functions, A Unit Circle Approach to Trigonometry, Second Edition embodies Sullivan/Sullivan's hallmarks accuracy, precision, depth, strong student support, and abundant exercises while exposing students to functions in the first chapter. This text's skills-based approach ensures that students can perform the essential tasks and master basic skills before developing the conceptual understanding they need for the course. Students focus on the fundamentals: preparing for class, practicing their homework, and reviewing. After using this book, students will be prepared to handle the algebra found in subsequent courses, such as finite mathematics, business mathematics, and engineering calculus, and will have a solid understanding of the concept of functions.In the Second Edition, the coverage of functions is even stronger. This edition features Showcase Examples in a guided, step-by-step format, and Model It examples and exercises to help students develop the ability to build models. Exercise Sets at the end of each section are now classified so instructors can easily assign the most appropriate homework for their classes' needs. The Chapter Test Prep Videos, which provide fully worked-out solutions to all chapter test exercises, are now available on YouTubetrade;, as well as on DVD and in MyMathLabreg; | 677.169 | 1 |
Math 1740 ~ Suggested Homework Problems (Larson 6th Ed.)
Do all the ODD numbered problems from the following sets. To see worked out solutions
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Test I Homework Problems fro
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Graphs of Rational Functions for Computer Assisted Calculus
Stan Byrd and Terry Walters, University of Tennesse at Chattanooga, Chattanooga, TN 37403 The College Mathematics Journal, September 1991, Volume 22, Number 4, pp. 332334.
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Calculus II Advice
Showing 1 to 3 of 5
Although the course was hard, Mark Hopkins really helped the students out. He really cares if we get the material or not. Open to discussion, and friendly to each student. Always answers questions.
Course highlights:
Highlights were getting through stuff that i didn't understand. We learned about integration and volumes of revolution, and infinite series. Infinite series was particularly difficult but Mark helped us all through it.
Hours per week:
6-8 hours
Advice for students:
Do the homework. It is vitally important in a math course and especially Calculus 2. If you need to take it, take it with Mark Hopkins. Phenomenal teacher in a difficult field. He teaches it so well. But you have to study!! Yes homework is to graded but it is so important for a student to excel in this course.
Course Term:Winter 2017
Professor:mark hopkins
Course Required?Yes
Course Tags:Math-heavyBackground Knowledge ExpectedGreat Discussions
Jun 02, 2016
| Would recommend.
This class was tough.
Course Overview:
i would recommend taking this course in 13 - 15 weeks as most teachers don't test on what they teach
Course highlights:
the course is taught well and professors are willing to help, but they test on both things they teach and also the things they never teach.
Hours per week:
12+ hours
Advice for students:
go above and beyond what your taught in class, because you wont be tested on whats taught in class only.
Course Term:Summer 2016
Professor:non
Course Required?Yes
May 31, 2016
| Would highly recommend.
This class was tough.
Course Overview:
Mr. Aeschliman is tough, but fair. He's always willing to help you understand the material.
Course highlights:
Integration, L'Hopital's Rule, areas under and between curves
Hours per week:
12+ hours
Advice for students:
In order to succeed in this course, you should do all of the homework. | 677.169 | 1 |
Your graphing calculator in an invaluable resource on your AP Calculus exam, and can be a lifesaver if you know how to use it well. It will allow you to solve questions quickly, find roots of equations, easily determine derivatives, find the minimization of functions, determine definite integrals, examine the shape of curves, and easily find the intersection of equations. It is not allowed on every section, but is required on a little under half the exam. Knowing good calculator strategies can help you immensely on the exam.
Which calculator should I get?
There are many calculators currently available. You can find older (see TI-83 and TI-84s) versions that have been around for almost 20 years as well as newer versions that have touch screens and can perform much more complex tasks. There are pros and cons to each. The simplicity of the older ones makes them easier to learn with, leading to less wasted time jogging through menus and options. The newer ones can solve fancy integrals and differential equations.
One of the key strategies is to choose one version early in the year, and use the same calculator for the entire year. By the time you get to the AP Exam, the last thing you want to be worried about is figuring out the details of your calculator. You want to know the machine inside and out, and make sure that every key stroke is second nature. These calculators can do amazing things, but you do not want to be searching through menus to figure out how to take an inverse of a trigonometric function, or to figure out how to take logarithms, or find the minimum on a graph. Every part of the calculator that you might use on the AP exam should be very familiar by the time you get there.
Calculator strategies for the AP Calculus Exam
Besides the basic functions that these calculators share with scientific calculators, you should practice working with the graphing functions.
Choosing an appropriate window size
When graphing a function, you need to have an idea of what the function should look like. For instance, let us take a basic example. Imagine the equation ? = (x – 10)2 − 20. You should have an idea that this is a parabola with a vertex of (10, -20), and two roots. However, if you quickly graph this in a standard window on your calculator, you would see something that might be quickly confused with a linear function. Depending on what you're trying to do, this could lead to mistakes or missing solutions.
Know how to resize your window both manually and using the automatic window sizing functions on your calculator.
Roots and Intersections
You should be able to determine the number of roots and the number of real roots a function should have, and where these roots exist.
Firstly, the degree of a polynomial tells us the number of roots. Let us take y =x3-3x-3. This is a 3rd-degree polynomial, or a function with 3 roots. However, knowing nothing else about this function, we do not know how many real roots it has. Imaginary roots always come in pairs, so this function might have 3 real roots, and 0 imaginary roots, or 1 real root, and 2 imaginary roots, but it cannot have 3 imaginary roots. The graph should be able to tell us more:
Notice the graph has a local maximum below the y-axis. Since the slope of the curve changes direction twice without crossing the x-axis, we know complex roots exist.
Here we have the function y = x3-3x-1. We can see the function cross the x-axis 3 times, and therefore we know we have 3 real roots.
Different calculators have different ways of finding these roots. Make sure you are able to use your calculator to find the roots of a function.
Minimums and Maximums
You should be able to calculate the minimums and maximums of graphed functions. Different calculators do this in different ways. As well, the shape of the graph should tell you if the point you found is a local or absolute minimum or maximum.
If we look at the example above, y = x3-3x-1, we can see that both x=-1 and x=1 produce a local maximum and a local minimum. Although since the graph goes to negative infinity on the left, and positive infinity on the right, we know that these are not absolute minimums and maximums (an odd degree polynomial ALWAYS has a range of negative infinity to positive infinity).
Solving Multiple Equations
Sometimes it is necessary to solve for the solution set of multiple equations. There are many ways of doing this on graphing calculators (some modern calculators have programs built in for this), but often the easiest way is to graph the two (or more) equations and find the intersection. Note, this only works for 2 variable equations.
Let us find the solution to:
Graphing the two equations gives us
We see that there are two intersection points. Your calculator will be able to easily find what these two points are, giving us the solution set to our system of equations.
Graphing calculators are invaluable tools. Different models have a wide variety of abilities. You can easily do well on the AP exam with the simplest of graphing calculators, but the important thing to remember is that you need to know what your calculator is able to do, and how to do it before you get to the AP exam. The exam itself is not the time to be searching through menus on your calculator or wondering if it will be able to solve an equation. By the time the exam comes around, everything you plan on using your calculator for should be second nature.
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About Zachary
Zachary is a former mechanical engineer and current high school physics, math, and computer science teacher. He graduated from McGill University in 2011 and spent time in the automotive industry in Detroit before moving into education. He has been teaching and tutoring for the past five years, but you can also find him adventuring, reading, rock climbing, and traveling whenever the opportunity arises | 677.169 | 1 |
You are here
About the SHS Math Department
The program in mathematics is designed to meet the needs of students preparing for a variety of objectives. The college preparatory sequence aims toward the integration of related mathematical concepts for those planning to continue their training in this area beyond the secondary school. There is a program for those students who wish to remedy mathematical deficiencies and who will later pursue the college preparatory sequence in mathematics. In addition, this program offers the students enrolled in other curricula mathematical training which will be of value in certain technical institutions and trade apprenticeships. Other courses are offered for those students not planning to attend a college or technical school but who need a background of general or applied mathematics to function in their future employment and as useful members of an educated society.
Students planning to attend state colleges and universities are reminded of the requirement of three years of college mathematics. This includes Algebra I (or Algebra I Part A and Algebra I Part B), Geometry (or Investigative Geometry), and Algebra II (or Intermediate Algebra).
Students planning to attend four year colleges or universities are urged to take four years of college preparatory math and it is recommended that they take the integrated math approach. Studies have shown that students who do not take math in their senior year of high school and are required to take mathematics in college experience difficulty on placement exams and in freshmen math courses.
Students are reminded that many technical, nursing, and other vocational schools require college mathematics for entrance.
Honors (H) Curriculum
Honors math courses are conducted for mathematically talented students. Through reorganization of the content of mathematics in these grades and in the selection of advanced students, more time is available for additional advanced topics during the senior year. Although most of the students in these programs are selected in middle school, there is an opportunity for students who show excellent ability in the college preparatory courses to be integrated into the program, with the approval of the Director.
College Preparatory Curriculum
The college preparatory curriculum is designed for those students who desire to continue their education beyond high school. Two different levels of instruction are offered.
The first sequence is Algebra I, Geometry, Algebra II, and either Precalculus with Trigonometry or Discrete Math. It is important that students planning to attend competitive private or public colleges take this sequence in order to prepare themselves for rigorous college work.
The second sequence is Algebra I Part A, Algebra I Part B, Investigative Geometry, and Intermediate Algebra. This sequence is designed for students who have trouble in mathematics and who are interested in attending a less competitive four-year school, a two-year school, or a technical school.
Changing levels and doubling up on math courses is encouraged in order to meet the needs of individual students. | 677.169 | 1 |
Two Dimensional Vectors (Level 4)
Video Description
This video is a review of Two Dimensional Vectors. This video goes vector operations also known as vector arithmetic. Topics include: geometric interpretation of scalar multiplication of a vector, vector addition, and vector subtraction. | 677.169 | 1 |
In this fantastic set of Interactive Notebook Pages you will find five separate pages - one for each method (double printed so students will get half a page) that include the definition, a labeled diagram and a proof using that method. I have also included complete teacher answer keys | 677.169 | 1 |
The Princeton Companion to Mathematics Hardback
Description
This is a one-of-a-kind reference for anyone with a serious interest in mathematics.
Edited by Timothy Gowers, a recipient of the Fields Medal, it presents nearly two hundred entries, written especially for this book by some of the world's leading mathematicians, that introduce basic mathematical tools and vocabulary; trace the development of modern mathematics; explain essential terms and concepts; examine core ideas in major areas of mathematics; describe the achievements of scores of famous mathematicians; explore the impact of mathematics on other disciplines such as biology, finance, and music--and much, much more. Unparalleled in its depth of coverage, The Princeton Companion to Mathematics surveys the most active and exciting branches of pure mathematics.
Accessible in style, this is an indispensable resource for undergraduate and graduate students in mathematics as well as for researchers and scholars seeking to understand areas outside their specialties. * Features nearly 200 entries, organized thematically and written by an international team of distinguished contributors* Presents major ideas and branches of pure mathematics in a clear, accessible style* Defines and explains important mathematical concepts, methods, theorems, and open problems* Introduces the language of mathematics and the goals of mathematical research* Covers number theory, algebra, analysis, geometry, logic, probability, and more* Traces the history and development of modern mathematics* Profiles more than ninety-five mathematicians who influenced those working today* Explores the influence of mathematics on other disciplines* Includes bibliographies, cross-references, and a comprehensive index Contributors incude: Graham Allan, Noga Alon, George Andrews, Tom Archibald, Sir Michael Atiyah, David Aubin, Joan Bagaria, Keith Ball, June Barrow-Green, Alan Beardon, David D.
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Reviews
Showing 1 - 3 of 3 reviews.
Review by
TheNinthwave
4
16/06/2015
Good quick reference for general mathematics.
Review by
tristram
5
16/06/2015
A monumental survey of mathematics. A heavy book in both senses of the word: you will need a degree in mathematics to follow most of the material and, when I tried to read it in bed, it left a dent in my stomach.
Review by
JohnAGoldsmith
5
16/06/2015
A spectacular overview of mathematics for the non-mathematician who loves mathematics. A fabulous gift for a high school or college student who is thinking seriously about becoming a mathematician. | 677.169 | 1 |
A logarithmic function is the inverse of the exponential function, with all the characteristics of inverse functions covered in Lecture 5. Examine common logarithms (those with base 10) and natural logarithms (those with base e), and study such applications as the "rule of 70" in banking. | 677.169 | 1 |
Linear Algebra
Since TOPS students study calculus in Grade 11, they learn linear algebra in their senior year. Students are introduced to various types of mathematical proof, counting principles, and generating functions. However, the course emphasizes an understanding of vectors, with a focus on the concept of linear dependence and independence. They are then exposed to various applications of vectors and matrices, and the use of eigenvalues and eigenvectors. | 677.169 | 1 |
in-depth account of graph theory, written for serious students of mathematics and computer science. It reflects the current state of the subject and emphasises connections with other branches of pure mathematics. Recognising that graph theory is one of several courses competing for the attention of a student, the book contains extensive descriptive passages designed to convey the flavour of the subject and to arouse interest. In addition to a modern treatment of the classical areas of graph theory, the book presents a detailed account of newer topics, including Szemeredis Regularity Lemma and its use, Shelahs extension of the Hales-Jewett Theorem, the precise nature of the phase transition in a random graph process, the connection between electrical networks and random walks on graphs, and the Tutte polymial and its cousins in kt theory. Moreover, the book contains over 600 well thought-out exercises: although some are straightforward, most are substantial, and some will stretch even the most able reader. | 677.169 | 1 |
Blitzer Introductory Algebra for College Students, 5th Edition
Author:Robert F. Blitzer
ISBN 13:9780132356794
ISBN 10:132356791
Edition:5
Publisher:Pearson
Publication Date:2008-01-07
Format:Hardcover
Pages:752
List Price:$178.67
 
 
KEY BENEFIT: The Blitzer Algebra Series combines mathematical accuracy with an engaging, friendly, and often fun presentation for maximum student appeal. Blitzer's personality shows in his writing, as he draws students into the material through relevant and thought-provoking applications. Every Blitzer page is interesting and relevant, ensuring that students will actually use their textbook to achieve success! KEY TOPICS: Variables, Real Numbers, and Mathematical Models; Linear Equations and Inequalities in One Variable; Problem Solving; Linear Equations and Inequalities in Two Variables; Systems of Linear Equations and Inequalities; Exponents and Polynomials; Factoring Polynomials; Rational Expressions; Roots and Radicals; Quadratic Equations and Introduction to Functions. MARKET: for all readers interested in algebra.
Booknews
This textbook introduces the basic skills of algebra and shows how algebra can model and solve real-world problems. Some of the applications are bicycle manufacturing costs, hate crime incidents, salaries, and telephone calling plans. The third edition has been rewritten to make it more accessible, and adds more supplemental resources. Annotation c. Book News, Inc., Portland, OR (booknews.com) | 677.169 | 1 |
Factoring Polynomials (Lesson 26 of 61)
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this file type before downloading and/or purchasing.
1 MB|6 pages
Product Description
This is a math test prep lesson that explains how to factor polynomials by understanding how to determine and divide by greatest common factors, factoring by grouping, and factoring the difference of squares as part of the Algebra material that many state exams cover.
This is one of 61 lessons available in the workbook titled The Essentials of High School Math from Willow Tree Publishing. Each book contains an answer key to all lessons, but an answer key for just this lesson is not available. | 677.169 | 1 |
ACT Algebra 2 Math Task Cards
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659 KB|11 pages
Product Description
The set of task cards provided in the this download include 20 multiple choice cards. Each card is aligned to the Algebra portion of ACT test and is compatible with Algebra 2. Topics include: add, subtract, multiple functions, factorials, factoring, zero product property, systems of equations, inequalities, evaluating expressions, exponent rules, slope, radical rules, complex numbers, and quadratic applications.
I hope you find this useful in your class.
I did not use flashy colors or pictures in this file to save on ink.
The zip file includes a pdf and word version. The answers are included.
When I use these with my class, I typically split them up into pairs. I pass out one card to each pair and time them for one minute. Then they pass the card to the next group and repeat the process. | 677.169 | 1 |
When you step into algebra class you are beginning a whole new level of mathematics. And that means you have to step up your game - including the tools and supplies you have to do your work.
What I am suggesting here are things I know made algebra class easier for the students whom I taught. If you follow these suggestions, perhaps your life in algebra will be a little easier.
Pencils and Erasers Let's start with the basics. Math is for pencils, not pens, and when you get to algebra class put away those wood pencils with the dull points that haven't been sharpened since sixth grade. You need to have mechanical pencils with a good supply of lead. Also make sure you have a good eraser - those white polymer erasers are best. And also include a 6-inch ruler for making quick graphs. The shorter ruler is easier to use with your spiral.
Notebook You should have a quadrille (graph) paper spiral notebook. Algebra has lots of graphs, and the grid layout makes it much easier to sketch graphs in class or for homework. Also make sure the spiral has good quality paper that has been carefully printed. There are lots of bad graph paper spirals out there. There are several brands, but my spiral of choice is theCambridge. It has nice heavy paper that is a pleasant cream color with light gray lines. You can find it atOffice Max.
Calculator You need to have your own calculator for homework, and it should match the ones used in your classroom. I believe most of Fort Bend ISD has finally switched over to the new Texas Instruments TI-Nspire CX calculator. Make sure you do not buy the CAS model as it is not allowed on any tests.
However, if your school is still using the TI-83/84, then you should buy the TI-84, which is available at several price points. Choose the one you want, but the most basic one will do. Calculators generally have good back-to-school sale prices. Check the ads carefully.
That's it. The only other things you need are a positive attitude and the willingness to work. Keep up with your algebra assignments as each one builds on the ones that came before. Do these things and you will have a great year! | 677.169 | 1 |
Limits With A Calculator
Students investigate the concept of a limit as it is applied to angles of polygons, continuity, and other limits. They use the links in the lesson plan to find problems to apply the limits and compute them. Finally students practice using limit notation. | 677.169 | 1 |
ISBN 13: 9780131524583
Algebra & Trigonometry
Everything a student needs to succeed in one place. Can be packaged with selected Prentice Hall texts, or available for purchase as a stand-alone. The Study Pack contains: Student Solutions Manual: Fully worked solutions to odd-numbered exercises only. Pearson Tutor Center: Tutors provide one-on-one tutoring for any problem that has an answer at the back of the book. Students access the Tutor Center via toll-free phone, fax, or email. CD Lecture Series: A comprehensive set of CD-ROMS, tied to the textbook, containing short video clips of an instructor working key book examples. Algebra Review: (available only with the Sullivan, 7E series) Four chapters of intermediate algebra review. Perfect for a slower-paced course or for individual review.
"synopsis" may belong to another edition of this title.
Product Description:
For undergraduate courses in Algebra and Trigonometry with optional Graphing Calculator usage. The Seventh Edition of this dependable text retains its best features -- accuracy, precision, depth, strong student support, and abundant exercises -- while substantially updating content and pedagogy. After completing the book, students will be prepared to handle the algebra found in subsequent courses such as finite mathematics, business mathematics, and engineering calculus.
About the Author:
Mike Sullivan Professor of Mathematics at Chicago State University received a Ph.D. in mathematics from Illinois Institute of Technology. Mike has taught at Chicago State for over 30 years. He is a native of Chicago's South Side and currently resides in Oaklawn. Mike has four children. The two oldest have degrees in mathematics and assisted in proofing, checking examples and exercises, and writing solutions manuals for this project. Mike III co-authored the Sullivan Graphing with Data Analysis series as well as this series. Dan, the youngest, sells for Prentice Hall as a generalist.
Mike has authored or co-authored over ten books. He owns a travel agency, and splits his time between a condo in Naples, Florida and a home in Oaklawn, where Mike enjoys gardening. Mike first signed this series with Deleen Publishing (Acquired by Macmillan) in 1985 | 677.169 | 1 |
Bookmark
Mathematics > History and Overview
Abstract: By "parallelogram geometry" we mean the elementary, "commutative", geometry
corresponding to vector addition, and by "trapezoid geometry" a certain
"non-commutative deformation" of the former. This text presents an elementary
approach via exercises using dynamical software (such as geogebra), hopefully
accessible to a wide mathematical audience, from undergraduate students and
high school teachers to researchers, proceeding in three steps: (1)
experimental geometry, (2) algebra (linear algebra and elementary group
theory), and (3) axiomatic geometry. | 677.169 | 1 |
This book presents the traditional content of the entire Precalculus series in a manner that answers the age-old question of "When will I ever use this?" Highlighting truly relevant applications, this book presents the material in an easy to learn from approach. Applications and up-to-date real-world data provide more interesting, real-world applications, bringing relevance to examples, discussions, and applications. Relevant, diverse applications peak readers' interest by showing them how important math is to their lives on a daily basis. Fundamental Concepts of Algebra; Graphs, Functions, and Models; Polynomial and Rational Functions; Exponential and Logarithmic Functions; Trigonometric Functions; Analytic Trigonometry; Additional Topics in Trigonometry; Systems of Equations and Inequalities; Matrices and Determinants; Conic Sections and Analytic Geometry; Sequences, Induction, and Probability; and Introduction to Calculus. For a variety of professionals in the business or technology fields.
"synopsis" may belong to another edition of this title.
From the Back Cover:
Exceptionally accessible and user-friendly, this introduction to precalculus features an abundance of interesting real-world applications that relate to readers' everyday lives. Filled with scenarios, examples, study tips, exercises, etc., it takes the intimidation out of learning precalculus, and gets readers up to speed quickly and painlessly. Prerequisites: Fundamental Concepts of Algebra. Equations, Inequalities, and Mathematical Models. Functions and Graphs. Polynomial and Rational Functions. Exponential and Logarithmic Functions. Trigonometric Functions. Analytic Trigonometry. Additional Topics in Trigonometry. Systems of Equations and Inequalities. Matrices and Determinants. Conic Sections. Sequences, Induction, and Probability. For anyone wanting a user-friendly introduction to precalculus.
About the Author:
Agatha Christie is known throughout the world as the Queen of Crime. Her books have sold over a billion copies in English with another billion in over 100 | 677.169 | 1 |
Mathematics Review (Exiting Grade 8)
ID : 10487
For Exiting Grade 8.This course reflects the Birmingham Public School District's 8th grade math curriculum and is designed for students who need to review and strengthen their mathematical skills to be prepared for the upcoming academic year. The curriculum will include a review of computation, estimations, measurement, geometry, fractions, patterns and fuction and the fundamental concepts of algebra. Assessments and evaluations will be given to track each student's progress throughout the course | 677.169 | 1 |
This lively introductory text exposes the student in the humanities to the world of discrete mathematics. A problem-solving based approach grounded in the ideas of George Pólya are at the heart of this book. Students learn to handle and solve new problems on their own. A straightforward, clear writing style and well-crafted examples with diagrams invite the students to develop into precise and critical thinkers. Particular attention has been given to the material that some students find challenging, such as proofs. This book illustrates how to spot invalid arguments, to enumerate possibilities, and to construct probabilities. It also presents case studies to students about the possible detrimental effects of ignoring these basic principles. The book is invaluable for a discrete and finite mathematics course at the freshman undergraduate level or for self-study since there are full solutions to the exercises in an appendix. "Written with clarity, humor and relevant real-world examples, Basic Discrete Mathematics is a wonderful introduction to discrete mathematical reasoning."- Arthur Benjamin, Professor of Mathematics at Harvey Mudd College, and author of The Magic of Math
University studies in computing require the ability to pass from a concrete problem to an abstract representation, reason with the abstract structure, and return with useful solutions to the specific situation.The tools for developing these skills are in part qualitative concepts such as set, relation, function, and structures such as trees and well-founded orders. They are also in part quantitative notably elementary combinatorics and finite probability. Recurring in all of these are instruments of proof, both purely logical ones (such as proof by contradiction) and mathematical (the various forms of induction).Features: Explains the basic mathematical tools required by students as they set out in their studies of Computer or Information Science Explores the interplay between qualitative thinking and calculation Teaches the material as a language for thinking, as much as knowledge to be acquired Uses an intuitive approach with a focus on examples for all general concepts Provides numerous exercises, solutions and proofs to deepen and test the reader 's understanding Includes highlight boxes that raise common queries and clear away confusions Tandems with additional electronic resources including slides on author's website http: //david.c.makinson.googlepages.com This easy-to-follow text allows readers to carry out their computing studies with a clear understanding of the basic finite mathematics and logic that they will need. Written explicitly for undergraduates, it requires only a minimal mathematical background and is ideal for self-study as well as classroom use.
Wallis's book on discrete mathematics is a resource for an introductory course in a subject fundamental to both mathematics and computer science, a course that is expected not only to cover certain specific topics but also to introduce students to important modes of thought specific to each discipline . . . Lower-division undergraduates through graduate students. —Choice reviews (Review of the First Edition) Very appropriately entitled as a 'beginner's guide', this textbook presents itself as the first exposure to discrete mathematics and rigorous proof for the mathematics or computer science student. —Zentralblatt Math (Review of the First Edition) This second edition of A Beginner's Guide to Discrete Mathematics presents a detailed guide to discrete mathematics and its relationship to other mathematical subjects including set theory, probability, cryptography, graph theory, and number theory. This textbook has a distinctly applied orientation and explores a variety of applications. Key Features of the second edition: * Includes a new chapter on the theory of voting as well as numerous new examples and exercises throughout the book * Introduces functions, vectors, matrices, number systems, scientific notations, and the representation of numbers in computers * Provides examples which then lead into easy practice problems throughout the text and full exercise at the end of each chapter * Full solutions for practice problems are provided at the end of the book This text is intended for undergraduates in mathematics and computer science, however, featured special topics and applications may also interest graduate studentsThis updated text, now in its Third Edition, continues to provide the basic concepts of discrete mathematics and its applications at an appropriate level of rigour. The text teaches mathematical logic, discusses how to work with discrete structures, analyzes combinatorial approach to problem-solving and develops an ability to create and understand mathematical models and algorithms essentials for writing computer programs. Every concept introduced in the text is first explained from the point of view of mathematics, followed by its relation to Computer Science. In addition, it offers excellent coverage of graph theory, mathematical reasoning, foundational material on set theory, relations and their computer representation, supported by a number of worked-out examples and exercises to reinforce the students' skill. Primarily intended for undergraduate students of Computer Science and Engineering, and Information Technology, this text will also be useful for undergraduate and postgraduate students of Computer Applications. New to this Edition Incorporates many new sections and subsections such as recurrence relations with constant coefficients, linear recurrence relations with and without constant coefficients, rules for counting and shorting, Peano axioms, graph connecting, graph scanning algorithm, lexicographic shorting, chains, antichains and order-isomorphism, complemented lattices, isomorphic order sets, cyclic groups, automorphism groups, Abelian groups, group homomorphism, subgroups, permutation groups, cosets, and quotient subgroups. Includes many new worked-out examples, definitions, theorems, exercises, and GATE level MCQs with answers.
The first edition of this book sold more than 100,000 copies—and this new edition will show you why! Schaum's Outline of Discrete Mathematics shows you step by step how to solve the kind of problems you're going to find on your exams. And this new edition features all the latest applications of discrete mathematics to computer science! This guide can be used as a supplement, to reinforce and strengthen the work you do with your class text. (It works well with virtually any discrete mathematics textbook.) But it is so comprehensive that it can even be used alone as a text in discrete mathematics or as independent study tool! | 677.169 | 1 |
A minimum set of topics covered.
Throughout the course
we will illustrate application of software in typical undergraduate
mathematical subjects such as calculus, probability, linear algebra, and
number theory. Further, we will move to structural programming. We conclude
the course by illustrating elements of contemporary platform independent
language, java. | 677.169 | 1 |
A mathematical technique for resource allocation
Matt Free owns software development company. On product line involves designing and producing software that detects and removes viruses. The software comes in to formats: Windows and Mac versions. He can sell all of these products that he can produce which is his dilemma. The two formats go through the same production departments. How many of each type should he make maximize his profits?
A close look at Free's operation tells us he can use a mathematical technique called linear programming to solve his resource allocation dilemma. As we will show, linear programming is applicable to his problem but it cannot be applied to all resource allocation situations. Besides requiring limited resources and the objective of optimization it requires that there be alternative ways of combining resources to produce a number of output mixes. A linear relationship between variables is also necessary which means that a change in one variable will be accompanied by an exactly proportional change in the other. For Free's business this condition would be met if it took exactly twice the time to produce two diskettes – irrespective of format – as it took to produce one.
Many different types of problems can be solved with linear programming. Selecting transportation routes that minimizes shipping costs, allocating a limited advertising budget among various product brands , making the optimum assignment of personnel among projects and determining how much of each product to make with a limited number of resources are just a few. To give you some idea of how linear programming is useful, let's return to Free's situation. Fortunately, his problem is relatively simple, so we can solve it rather quickly. For complex linear programming problems, computer software has been deigned specifically to help develop solutions.
First we need to establish some facts about the business. He has computed the profit margins to be $ 18 for the Windows format and $ 24 for the Mac. He can, therefore, express this objective function a maximum profit = $ 18R + $ 24S , where R S the number of Windows based CDs produced and S is the number of Mac CDs. In addition, he knows how long it takes to produce each format and the monthly production capacity for virus software: 2,400 hours in design and 900 hours in production. The production capacity numbers ct as constraints on his overall capacity. Now Free can establish his constraint equations:
4R + 6S < 2,400
2R + 2S 0 and S> 0. He has graphed his solution as shown. The beige shaded area represents the options that do not exceed the capacity of either department. What does the graph mean? We know that total design capacity is 2,400 hours. So if Matt decides to design only the Windows format, the maximum number he can produce is 600 (2,400 hours ÷ 4 hours of design for each Windows versions). If he decides to produce all Mac versions the maximum he can produce is 400 (2,400 hours ÷ 6 hours of design for Mac). This design constraint is shown in Exhibit as line BC. The other constraint Matt is that of production. The maximum of either format he can produce is 450, because each takes two hours to copy verify, and package.
Free's optimal resource allocation will be defined at one of the corners of this feasibility region (areas ACFD). Point F provides the maximum profits within the constraints stated. At pointing a, profits would be zero because neither virus software version is being produced. At point C and D profits would be $ 9,600 (400 uits @ $24) and $ 8,100 (450units @ $18), respectively. At point F profits would be $9,900 (150 Windows units @ $18 + 300 Mac units @ $24).
— | 677.169 | 1 |
EXTRAS
Continuty and Differentiability (12th Grdae Mathematics)
12th Grade Mathematics
At the end of this lesson, you will be able to:
• Check that the function is continuous or
not.
• Check that the function is continuous or
not, in an open and closed interval.
• Apply algebraic operations on continuous
functions.
• Find the differentiation of the composite
functions.
• Find the differentiation of the implicit
functions.
• Find the differentiation of the inverse
trigonometric functions.
• Find the differentiation of the exponential
and logarithmic functions.
• Find the derivates of functions in
parametric forms.
• Find second order derivatives.
• State Mean value theorem.
• Check that the function is satisfying mean
value theorem or not. | 677.169 | 1 |
This course is a study of mathematical concepts and applications in mathematical model building and problem solving. Included are mathematical areas which are basic to decision theory.
Course Goals
Enable students to select and apply appropriate mathematical and statistical decision models to various types of management and business problems, to defend their rationale for model selection, and to effectively communicate the results of their analyses.
Learning Outcomes
1. Use the Chi-Square statistic to test hypotheses about categorical variables.
2. Compute the linear regression line using the Method of Least Squares and use the regression line for predictions.
3. Compute the coefficient of Determination for given data sets and explain its meaning in the context of specific problems.
4. Compute and explain the meaning of confidence intervals for slope and intercept in the simple regression model.
11. Compute the Expected Value of Perfect Information and apply it to specific decision problems.
12. Conduct Sensitivity analysis in specific problem situations.
13. Apply the concepts addressed in the course to problem solving including problems related to aviation/aerospace.
14. Use computer software to perform mathematical and statistical analyses.
15. Communicate the results of mathematical and statistical analysesMr. Jerry R. Krantz - 3/31/2015
Course Monitor Email
krante26@erau.edu
Program Chair
Johnelle Korioth, Ph.D. - 3/31/2015
Program Chair Email
korio43b@erau.edu
Department Chair
Johnelle Korioth, Ph.D.7 - Use digitally-enabled technology to organize and manipulate data, perform calculations, aid in solving problems, and communicate solutions, ideas, and concepts; | 677.169 | 1 |
Happy 2014 Algebra 2! Sit somewhere new! Think about what/who might distract you and separate yourself. If you have trouble seeing, come to the front.
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Presentation on theme: "Happy 2014 Algebra 2! Sit somewhere new! Think about what/who might distract you and separate yourself. If you have trouble seeing, come to the front."— Presentation transcript:
1
Happy 2014 Algebra 2! Sit somewhere new! Think about what/who might distract you and separate yourself. If you have trouble seeing, come to the front. So on, and so forth… *I might pull you aside if I think you didn't make the best decision.
2
Clean out/Divide Binders Divide Semester 1 and 2- making a 'cover page' for both using the colored cardstock Keep things that are neat, organized, easy to read, Toss anything that you can't read or make any sense of Make sure your name is on the binding and/or front of the binder.
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Let's make the rules… Make a list of expectations for students Make a list of expectations for the teacher How should we be held to these Expectations? ---We'll count off to make groups of 4-5, agree on things within the group, then share out to make class expectations.
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Notes- Systems of Equations A System of Equations is when we have two or more equations working together. The solution to a system of equations is the point or points that work for both equations | 677.169 | 1 |
Linear Functions
Fifth graders investigate the concept of a function in relationship to how it is used. The concept is essential for the future study of Algebra. They apply the use of patterns with its relationship to functions. | 677.169 | 1 |
ISBN-10: 0073383112
ISBN-13: 9780073383118
Edition: 4 Smith and Minton wrote this book for the students who will use it, in a language that they understand, and with the expectation that their backgrounds may have some gaps. The book provides exceptional, reality-based applications that appeal to students' interests and demonstrate the elegance of math in the world around | 677.169 | 1 |
This straightforward guide describes the main methods used to prove mathematical theorems. Shows how and when to use each technique such as the contrapositive, induction and proof by contradiction. Each method is illustrated by step-by-step examples.
Mathematical thinking is not the same as doing mathematics – at least not as mathematics is typically presented in our school system. School math typically focuses on learning procedures to solve highly stereotyped problems. Professional mathematicians think a certain way to solve real problems, problems that can arise from the everyday world, or from science, or from within mathematics itself. The key to success in school math is to learn to think inside-the-box. In contrast, a key feature of mathematical thinking is thinking outside-the-box – a valuable ability in today's world. This course helps to develop that crucial way of thinking. | 677.169 | 1 |
Now students at all levels - and their teachers - can include mathematical formulas and equations, graphs and statistical displays with this friendly Add-on for Google Docs, Sheets and Forms.
Write virtually any mathematical expression directly on your PC or Chromebook's keyboard or touchscreen. Input's easy: you don't need to know any math code or programming languages. g(Math) understands what you're typing, instantly turning your expressions into clear, accurate on-screen formulas.
You can save even more time by picking from a huge range of ready-made formulas and functions, including quadratic equations, matrices and more. Then insert your expression into any spreadsheet cell or doc with a simple click.
If you'd prefer to dictate or handwrite your equations or formulas, there is a Speech Input function and a Handwriting Entry tool within the Add-on. With these features, you can cater the tool to your unique learning style.
It's just as easy and rewarding to create clear, colourful graphs, from simple linear relationships to complex trigonometric expressions. Type or pick a function, choose your axes and zoom range - then click to insert.
g(Math) can create graphs from data in spreadsheet cells, or plot directly from a list of points you enter. And it can instantly visualise statistical data as histograms, bar charts and box-and-whisker plots, too.
g(Math) is ideal for students of all ages and attainment levels. Through integration with Texthelp's Read&Write literacy software, math expressions created in g(Math) can now be read aloud, just like any other content on the page.
I don't understand why the multiple choice function was removed. I understand I can insert images into multiple choice answers. However, isn't that the point of this add on? You skip the step of creating the equation elsewhere, screen capturing, and then inserting as an image? I must not be understanding something. Perhaps this is meant for higher level math? I am just trying to insert the division sign, or use exponents, or create fractions
Hi Leigh, thanks for the input. We felt like the Google insert image option was better than the MC creator that we had as it wasn't directly inserting the image as a MC question and you still had to make another MC question afterwards. As it was said below, we do have an update coming out on Tuesday (April 4) solving this issue and that will dramatically improve the Forms experience, especially from the student response side!
A Google User
March 18, 2017
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Leigh, I teach higher level math and I totally agree with you. I saw somewhere that John McGowan posted that there is an update to gMath coming out in early April (I don't know the exact date). Maybe that will help with this functionality.
I love the idea of it and have used it to include graphs but I'm struggling with creating multiple choice questions. My multiple choice answers are in the form of a fraction, and the fraction appears overtop of the the letter choice. Even when I add in latex spaces which only seem to work if I use \ I can't get the fraction far enough from the A) B) and so on to appear properly.
Hi Krista, since Google has updated to allow images in questions and multiple choice options, we have removed the multiple choice question generator (and it had the image spacing issue). Here is an article that details how to use g(Math) in conjunction with the Forms update for images as MC options: know it says that you can graph a linear inequality, but for some reason when I type in the inequality, it shows a graph with nothing graphed. I can do equations fine, but inequalities not so much. PLEASE HELP!!!!
I like the multiple choice feature for inserting questions, but again the inequality section does not work.
It takes a little getting used to, but so far so good for everything else.
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A Google User
September 18, 2016
Report spam
Kristi, I teach at the high school level. Alg 1, 2, and Geometry. With forms, I use it as a extra practice and not for a grade. Every question I use is multiple choice so they can see how they do when they submit it. I use it for graphing a linear equation, linear inequality, absolute value equations, etc.
I LOVE this add-on but it does have some issues with the deploy feature when you try to see the image in a Google sheet. For whatever reason an extra ' is added at the beginning of the line of code and makes it so the image is not shown.
You can fix this using the following steps: delete the trigger, refresh the edit page, set the trigger, submit a response, refresh the edit page again, and set the trigger one more time you should be able to see the images.
If you have the Fulbaroo add-on for sheets you can also use that and bypass the whole image process for g(Math).This is because the Latex code in g(Math) creates an image code which will make it so all of the correct responses are identical. After using Flubaroo you can then go back and delete the ' only from the students who got the incorrect answer so you can see their mistakes.
Suggestions/fixes:
*A couple of the LaTex codes do not show up correctly in the images nor the preview.
*Have the prebuilt LaTex section be higher up or in its own section so that respondents whom are students have easier access to that section
I look forward to seeing what improvements you make and what you add into this!
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A Google User
October 9, 2016
Report spam have the same issue as Erin Briody. I have been attempting to get the g(Math) responses from my test trials to show up and it is not doing so. I have deleted the trigger and set it up again multiple times. I have looked at the google sheets responses, the summary responses in google forums, and the individual responses in forums as well. The image for the expression is not appearing in any of those locations.
Updated: I figured it out, I just needed to install the google sheets add on. Though that makes sense, I was initially expecting this to work within google forums for it to be shown. Also, I did notice that it would a " would appear at times in front of the response so that it would not show it in google sheets initially.
When a student responds using g(Math), the image does not show up in the spreadsheet. The student created an expression, clicked on create text to paste a response, and copied this response into the answer cell. The image did not show in the spreadsheet. There seems to be a few glitches. Also, why is there a top math part and a bottom math part for the multiple choice questions?
Hi Erin, for the expression to show up in the spreadsheet you need to set the Trigger in the Deploy sidebar. Then the expression will show as an image in the spreadsheet. Sometimes the trigger does not set and you can delete it and then re-set it in the Sidebar.
The top part and bottom part is so that you could put an expression if you like in the top of the math and then a graph, statistical display, or handwriting entry below it.
I really like that I can use the add-on in Google forms but is there an EASY way for students to use the add-on or another type of equation editor in their responses? g(Math) is not very intuitive for students to navigate and I foresee some major frustration on their end if they are asked to show work. -Thanks!
Hi Lisa,
I am in the process of updating the Deployed interface to make it more intuitive (I hope) and should launch it in the next few weeks. Is there something else that is keeping you from giving it more stars? | 677.169 | 1 |
Introducing Maths Frameworking!the scheme that delivers the Framework. This book is an ideal resource for extra classwork, homework and for use in catch-up or Summer classes. Each practice exercise delivers progression through questions which revisit and extend ideas covered in Year 9 Pupil Book 1. Maths Frameworking offers you the most comprehensive and engaging route to Framework success.
"synopsis" may belong to another edition of this title.
Review:
'! taht Collins Educational1963588
Book Description Collins Educational 208739
Book Description Collins Educational, 2003. Paperback. Book Condition: Very Good. Maths Frameworking - Year 9 Practice Book8739
Book Description Collins Educational, 2003. Paperback. Book Condition: Good. Maths Frameworking - Year 9 Practice Book 171387498
Book Description Paperback. Book Condition: Good. The book has been read but remains in clean condition. All pages are intact and the cover is intact. Some minor wear to the spine. Bookseller Inventory # GOR00181387499285 | 677.169 | 1 |
101 ALG1
-
Algebra 1 - A
Description
9th Grade Requirement
This course is a first year algebra course that should follow pre-algebra. You need to master the concepts in pre-algebra to be ready for algebra 1. This course provides the student the opportunity to master algebra skills including simplifying and solving equations, graphing, and solving systems of equations. It is an individualized math program. You will be placed at the appropriate skill level and be challenged to master these algebraic skills.
Grade 12 Requirement
Financial Math 1 is an upper level math course designed to provide students with "real-life" math situations. We will work to develop problem solving and refine the math skills necessary for each situation. Concepts that will be covered will include: bargains/shopping, banking, paystubs, budgeting, savings, basic economics and a discussion of how to avoid 'financial bondage'. Students will learn to make wise financial decisions with honesty and integrity based on God's Word.
We live two hours from the nearest high school and find that Eagle Christian School is the best of both worlds for us. We are able to live where we want and our son is supplied with a quality Christian education. | 677.169 | 1 |
Showing 1 to 19 of 19
Slope
Note to bro sers
This slope lesson is interactive and I have students use graph paper as they follow along
This is formulated for the California High School Exit Exam math standards
How do engineers build bridges?
How can we write 7% as a fraction?
LIST OF PROBLEMS FROM THE TEXTBOOK(TO PRACTISE ONLY)!
These problems are NOT to be handed in. You are highly recommended to do those marked by an
asterisk (*)
.
section
section
section
section
section
section
section
2.1/question * 5
2.2/*(1-7) (odd), 6,
Successful Practices for M125
Attend class each day. Mathematics is cumulative, so even missing one class can
potentially set you back for the next several class sessions. Furthermore, your
grade will be lowered for every 3 classes that you miss.
Keep an
Circle Terminology
Radius (or Radii for plural)
The segment joining the center of a circle to a point on the circle.
Example: OA
A
O
Diameter
A chord that passes through the center of a circle.
Example: AB
Chord
A segment joining two points on a circle
Ex
TRIANGLES
Different Types of Triangles
There are several different types of triangles.
You can classify a triangle by its sides and its angles.
There are THREE different classifications for triangles based on their sides.
There are FOUR different clas
Algebra I
Variable A variable is a letter or symbol that represents a number (unknown quantity).
8 + n = 12
A variable can use any letter of the alphabet.
n+5
x7
w - 25
Algebraic expression a group of numbers, symbols, and variables that express an operat
Antiderivatives
What is an inverse operation?
Examples include:
Addition and subtraction
Multiplication and division
Exponents and logarithms
Consider the function
What is F(X)? f(x)= x^5
We say that F(x) is an antiderivative of F(x).
Notice that we say
S
Rationalizing
There is a agree e t i
athe atics that e do t lea e a radical i the de o i ator
of a fraction.
1
3
So how do we change the denominator of a fraction?
(Without changing the value of the fraction, of course.)
The same way we change the denomin
Place Value with Decimals
How do I know what kind of decimal it is?
The name of a decimal is determined by the number of places to the right of the decimal point
What are mixed decimals?
Mixed decimals are numbers with both whole numbers and decimals
The
PYTHAGORAS' THEOREM
This proof was discovered by President J.A. Garfield in 1876 .
The key is the formula for the area of a trapezoid
half sum of the bases times the altitude
* (a+b) * (a+b).
Looking at the picture another way, this also
can be compute
Radical Equations
How Do We Solve Radical Equations?
Do Now: Simplify the given expression.
1.
2.
An equation in which a variable occurs in the radicand
is called a radical equation. It should be noted, that
when solving a radical equation algebraically, | 677.169 | 1 |
Introduction to matrices Define a matrix
A matrix is a rectangular arrangement or array of numbers called elements. Identify the dimensions of a matrix
The dimension m × n of a matrix identifies how many rows and columns a specific matrix has. The ni=umber of rows is m and the number of columns is n. Identify elements in a matrix
A number or element in a matrix is denoted aij, where i is the ith row and j is the jth column. Perform matrix addition, subtraction and scalar multiplication
The sum of two matrices can only be found if both matrices have the same dimension. To determine the sum, add corresponding elements.
The difference of two matrices can only be found if both matrices have the same dimension. To determine the difference, subtract corresponding elements.
Matrix Calculator
Enter in two 2x2 matrices and select addition, subtraction or multiplication | 677.169 | 1 |
Understanding Limits
Students investigate limits and continuity of functions. In this limits and continuity of functions lesson plan, students find the limit as a function approaches a given value. Students find the domain of functions. | 677.169 | 1 |
Linear Functions and Scatter plots
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this file type before downloading and/or purchasing.
1 MB|56 pages
Product Description
Slope
Slope-intercept form (graphing, writing from a graph, writing from 2 points)
Point-slope form (graphing, writing from a graph, writing from 2 points)
Scatter plots - by hand (line of best fit, using data to make predictions)
Scatter plots - with a TI-83/84 (line of best fit, using data to make predictions)
This unit took me about a month to get through. My students did very well with the material (Alg. 2 ESL and Alg. 1 ESL).
Focus on developing vocabulary.
Notes are well organized and not overwhelming.
Key points (instructions, the "how to do something" sections are obvious for easy reference)
Lots of practice.
Instructions are listed next to examples, but as we do more examples, I take the instructions away to encourage students to work independently
Most sections have a warm-up, all sections have an "on your own"/exit ticket
Each section starts with a place to write a daily "i can" statement.
There are sections of fill in the blank, but you should be able to do it, it is just placing key works like "y-intercept" in for students. | 677.169 | 1 |
Showing 1 to 30 of 233
Determinants
4.1 Properties of Determinants
Theorem1
Let A and A be two square matrices that are the same except that
one row (or one column) of A each entry of A is multiplied by a
scalar c. Then det A = c det A.
Exercise 1
Compute det A and det B, given
Math 2270 Exam 3
-
University of Utah
Fall 2012
/
Name:
e
\/
This is a 50 minute exan/Please show all your work, as a worked
problem is required for full points, and partial credit may be rewarded for
some work in the right direction.
1
1. (9 Points) The
Math 2270 Exam 1
-
University of Utah
Fall 2012
Name:
(ey
This is a 50 minute exam. Please show all your work, as a worked
problem is required for full points, and partial credit may be rewarded for
some work in the right direction.
1. (15 points) Vector
Math 2270 Final
-
University of Utah
Fall 2012
Name:
1<
\/
This is a 2 hour exam. P1e show all your work, as a worked problem
is required for full points, and partial credit may be rewarded for some
work in the right direction.
1
1. Elimination and LUFact
Math 2270 Exam 4
-
University of Utah
Fall 2012
Name:
k
This is a 50 minute exam. Please show all your work, as a worked
problem is required for full points, and partial credit may be rewarded for
some work in the right direction.
1
1. Cofactor Matrices (
Rank and Dimension
Jonathan Nilsson
Carleton University
October 12, 2016
1
Today
Today we will discuss
The Rank of a matrix or linear map
The dimension theorem
Methods for finding the basis for a subspace
2
Rank
Recall that the dimension of a subspace
Math 2270 Exam 2
-
University of Utah
Fall 2012
Name:
1<
This is a 50 minute exam. Please show all your work, as a worked
problem is required for full points, and partial credit may be rewarded for
some work in the right direction.
1
1. (15 Points) Subspa
MATH 1104B
Name _
Name _
Name _
Name _
1
Tutorial #3
November 2, 2015
Student #_
Student #_
Student #_
Student #_
1. Given the matrix A and an echelon form R , find bases for each of the column space
of A , row space of A and the null space of A .
2 4 0A
Test 1
January 23, 2007
This test paper has two Parts.
Part I has 6 multiple choice questions. Part II has 2 long answer questions.
It cannot be taken from the examination room.
Only nonprogrammable calculators are allowed. Duration: 50 Minutes
Lecture notes on linear algebra
David Lerner
Department of Mathematics
University of Kansas
These are notes of a course given in Fall, 2007 and 2008 to the Honors sections of our
elementary linear algebra course. Their comments and corrections have greatl
5.3 Orthogonal Projections
Section 6.3 in the textbook.
ORTHOGONAL PROJECTION OF ONE VECTOR ONTO A SUBSPACE OF IR"
Denition. Let W be a subspace of R with an orthogonal basis cfw_111,172, . . . 13p, and let 3] be a
vector in R". The orthogonal proje
2.2 The Inverse of a Matrix
Denition. If A in an n x n matrix, an inverse of A is an n x n matrix B with the property that
AB = n and BA 2 In.
If such a B exists, then A is called invertible or nonsingular. If no such matrix B can be found,
then A is said
1.6 Linear Independence
Section 1.7 in Textbook.
Denition (Linear Independence and Dependence). A set of vectors cfw_171,173, . . . 171: in IR" is
said to be linearly independent (LI) if the vector equation on a +a2 17; + . . . + ak 171226 has
only the | 677.169 | 1 |
Ce concepts and explorations this indicates a
This is the end of the preview. Sign up
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Unformatted text preview: s testing your understanding of the fundamentals. It is not a routine exercise since the solut ion process may
Dr. Marni MISHNA, Department of Mathematics, SIMON FRASERIt may take a little bit of thought to figure out what to do,
not be obvious at first glance. UNIVERSITY
Version of: 11-Dec-09
don't be afraid to play around with some ideas. You'll le arn more by making mistakes and
taking routes which lead to dead ends. You must be able to do these types of questions to
succeed in learning this material.
HL = Higher Level Understanding: This indicates a question which is testing understanding at a higher level. These questions will require more thought than a R E or CE so don't be
discouraged if you can't see how to do this immediately. Perseverance and playing around
with ideas is the key to these questions. Understanding th is material at this level is an
expected outcome of this course.
CM = Computer of Computational Device: This indicates a question in which a computer or
calculator is needed. C EDRIC C HAUVE , FALL 2013 Introduction
question): to Prob. 3 MATH 895-4 Fall 2010
Course Schedule f a cu lty of science
d epa r tm ent of m athema tic s Week Date Sections
from FS2009 1 Sept 7 I.1, I.2, I.3 4 28 II.4, II.5, II.6 5 Oct 5 III.1, III.2 6 12...
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Full
Document
This document was uploaded on 03/03/2014 for the course MATH 232 at Simon Fraser. | 677.169 | 1 |
Showing 1 to 15 of 15
SECTION 10.1
Matrices
2
Introduction to Matrices
3
Introduction to Matrices
A matrix is a rectangular array of numbers. Each number
in a matrix is called an element of the matrix.
The matrix below, with three rows and four columns, is
called a 3 4 (read 3
Cenizal, Renilo B.
MY LEARNING EXPERIENCE
-
My experience during the NSTP-CWTS was great, it makes me better person. It helps me to
understand other people and make me ready to the future.
FOCUS PROGRAM
-
The focus program make me realized that we need to
POLYNOMIAL FUNCTIONS
1
REMAINDER THEOREM AND FACTOR THEOREM
2
REMAINDER THEOREM AND FACTOR THEOREM
If P is a polynomial function, then the values of x for which
P(x) is equal to 0 are called the zeros of P.
For instance, 1 is a zero of P(x) = 2x3 x + 1 be
ALGEBRAIC CURVES
1
Vertical and Horizontal Asymptotes
If P(x) and Q(x) are polynomials, then the function F given by
is called a rational function. The domain of F is the set of all real
numbers except those for which Q(x) = 0.
For example, let
Setting th
Nonlinear Systems of Equations
Solving Nonlinear Systems of
Equations
2
Solving Nonlinear Systems of Equations
A nonlinear system of equations is one in which one or
more equations of the system are not linear equations.
In this section, we will only cons
Algebra of Matrices
1
Addition and Subtraction of
Matrices
2
Addition and Subtraction of Matrices
In addition to being convenient for solving systems of
equations, matrices are useful tools for modeling problems
in business and science.
One prevalent appl
RELATIONS, FUNCTIONS AND
GRAPHS
1
RELATIONS AND FUNCTIONS
Relation
is referred to as any set of ordered pair.
conventionally, It is represented by the ordered pair ( x , y ).
x is called the first element or x-coordinate while y is the
second element o
LINEAR AND QUADRATIC
FUNCTIONS AND ITS GRAPHS
1
LINEAR FUNCTIONS
Slope of a Line
A function can be written in the form is called a linear
function because its graph is a straight line.
Graphs of linear functions are characterized by having a
constant ri
Determinants
Determinant of a 2 2 Matrix
2
Determinant of a 2 2 Matrix
Associated with each square matrix A is a number called
the determinant of A.
We will denote the determinant of the matrix A by
det(A) or by | A |.
Definition of the Determinant of a 2 | 677.169 | 1 |
ALEX Lesson Plans
Title: Graphing Families of Quadratic Functions
Description:
Students will use a graphing calculator to investigate families of quadratic functions. This lesson can be used as a follow up after showing student how to graph by quadratics by handSubject: Mathematics (9 - 12) Title: Graphing Families of Quadratic Functions Description: Students will use a graphing calculator to investigate families of quadratic functions. This lesson can be used as a follow up after showing student how to graph by quadratics by hand.
Title: Parent Functions and Their Children
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InStandard(s): [MA2015] ALT (9-12) 34
[F-BF3]
Subject: Mathematics (9 - 12) Title: Parent Functions and Their Children Description: In
Title: Family Ties: Parabolas
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ThisStandard(s): [MA2015] AM1 (9-12) 11: (+) Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials. Understand the importance of using complex numbers in graphing functions on the Cartesian or complex plane. [N-CN9] (Alabama)
Subject: Mathematics (9 - 12), or Technology Education (9 - 12) Title: Family Ties: Parabolas Description: This
Title: Exponential Growth and Decay
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ThisStandard(s): [MA2015] PRE (9-12) 25: Compare effects of parameter changes on graphs of transcendental functions. (Alabama)
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Thinkfinity Lesson Plans
Title: Linear Alignment
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Subject: Mathematics Title: Linear Alignment Description: In Thinkfinity Partner: Illuminations Grade Span: 6,7,8,9,10,11,12
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Title: GraphIt!
Digital Tool:
TopNotes App Web Address URL:
Standard(s):
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Thinkfinity Interactive Games
Title: Exploring Linear Functions: Representational Relationships
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Oct 22, 2014  this free app will solve math problems for you. Photomath promises to help solve simple linear equations and other math problems by reading. . A good router gone bad isnt always a bad router. Most times its just a good router looking for a little love and attention. Weve all had it happen youre sitting. . Steps for solving quadratic application problems. Steps for solving quadratic application problems 1. And solve the linear equation. .
All you need to fix windows 8 is a recovery disk, either on cddvd, a usb or an external hard disk drive. Unlike a standard laptop battery, the motherboards battery doesnt power your computer while youre using it. Remember when the word laptop described virtually every mobile computer on the market? The choices were certainly easier back then (because there was simply less choice available), but today theres a far wider variety including. Not only are there many different kinds of black screens of death, theres a variety of means to combat the problem. My wireless connection (laptop computer) works fine, as long as no other users are on line.
The recovery disk should automatically repair any mbr or gpt faults. I have a new dell desktop computer (not the most expensive, not the least, mid grade id call it) with a zyxel pk5001z wireles router hooked to it. After the format finishes, you can then boot from the usb drive as if it were a dvd. Now in order to get online ag google, i must click on wifi until it in on then click on my email address then click on my inbox icon in my bookmarks. You will need a free account with each service to share an item via that service.
Heres how to what happens when you start up your pc? In most cases (and putting it very simply), after the power switch has controlled the flow of electricity to the motherboard and the fans have started up,. Theres a reason for this the windows recovery disk can resolve most boot problems. The difference between the two lies in the initial symptoms experienced by your computer while it boots. If the problem persists, then its not related to anything you had plugged into the computer. Study xero chooses cloudpassage halo for workload security at devops speed as the use of public cloud becomes a given, it leaders must navigate the transition and advocate for management tools or architectures that allow them to realize the benefits they seek. Think of these as ways of quickly re-installing windows -- either keeping your personal files or deleting. In some steps between, i got the message saying , with two options, ipv4 and ipv6. However, a motherboards complexity requires a special troubleshooting process. Windows 8s refresh is like reinstalling windows, but its easier, faster, and preserves your personal files. My laptop is lenovo y50, with 1tb of storage with 8gb of ram, with no cddvd drive. | 677.169 | 1 |
Students are required to take three years of high school mathematics to meet graduation requirements for Minneapolis Public Schools. Mathematics courses are designed to strengthen problem solving skills and prepare students for the future.We believe all students deserve to learn important and challenging mathematics, thus becoming competent and confident problem solvers!
Please feel free to look at the student work posted on the right side bar. It will help to give you an idea of work you will be doing and tools we use.
Below is a list of our current online math courses:
Geometry
The relationships between lines, points, and solids is studied as a mathematical system based on Euclidean geometry. Topics include the deductive methods of proof, geometric constructions, and the practical applications of plane and solid geometric principals. Connections between Algebra and Geometry will be explored and Algebra 1 skills will be reviewed. The goal of this course is to support students' ability to:
Recognize and describe patterns in data and use that information to make conjectures
Use geometric symbols and properties to represent and analyze these relationships among both planar and three-dimensional figures
Develop inductive and deductive reasoning skills
Calculate measurements of plane and solid geometric figures
Know that physical measurements depend on the choice of a unit and that they are approximations.
Know and apply properties of geometric figures to solve real-world and mathematical problems and to logically justify results in geometry. | 677.169 | 1 |
Contact person
Eileen Bell
About the course
This course follows the Australian Curriculum rational, aims and curriculum for Year 10 Mathematics. The key ideas are the proficiency strands of understanding, fluency, problem-solving and reasoning. In this course the topics are: | 677.169 | 1 |
A blog about physics at The Tatnall School in Wilmington DE - student work, demonstrations, lesson ideas, and reflections on standards-based grading
Saturday, January 26, 2013
EduCon 2.5 - Day 2
My first conversation: "A New Vision for Mathematics in High Schools," with (Mike Thayer) @grblxt
The premise is that the algebra 1-geometry-algebra 2-precal-calculus sequence is broken and doesn't work for him. Interesting bits:
we teach things in algebra 1 (like rational functions with factorable denominators) to kids in 7th or 8th grade in algebra 1 that weren't part of algebra 1 for most of history.
He has a book (missed the author) with 'everything that you need to know about trig, algebra, and geometry - it's 119 pages long.
His challenge - assuming competency with fractions, decimals, etc. - can we do all of that stuff in a 100 hour course? This is a course that covers the essentials of algebra 1, geometry, algebra 2. There's less material included in that than in the three courses currently, but what would there need to be?
Now... we discuss...
Some ideas from the group about things that can be thrown away:
"most of geometry" - angle theorems, centroids, etc. The idea of proof is important, but does the two-column regime actually communicate that? Do students come out of geometry able to prove things?
Understanding equations as relationships: create, manipulate, and solve single equations and systems of equations
Presenter's proposal: a one-year intensive experience in abstract math, with topics left out of this course taught in the subjects in which it's applied (exponential growth in bio, etc.). His big idea is that we've divorced math so much from the applications that it's not effectively transferrable to other courses.
Discussion following that:
One report of collaboration of science and math teachers just on aligning vocabulary had a big effect on this transferability.
Can't we just teach multiplication and exponents conceptually, so that it's not a set of rules, but just a consequence of the concept? Presenter reports his district teaching exponents in alg. 1 and alg. 2; you can't tell which kids had it the first time around - it was divorced from use and totally forgotten. They were rules, but when kids understand that it's repeated multiplication, kids don't need the rules, and can actually use them.
What if we co-taught these bits in other courses? That's a scheduling nightmare, but we could be the resource for kids and teachers.
Shoving kids through this content is counter-productive: it's painful for all involved, doesn't help kids later, and takes time away from really understanding
The assessments are part of the problem: what do they assess, and is it what we really value?
A year of mathematical thinking (content fairly unimportant, context important) is a popular notion here
Dan Meyer and 101qs.com came up; the issue here is that these are overwhelmingly proportional reasoning problems, so it's not a solution for everything, but it can suck kids in.
A great point that it doesn't have to be about being 'real world,' but 'interesting' is great too
Awesome point that we need to be careful not to teach students that math problems are things with unambiguous answers that can be solved in 10 minutes.
Does mathematical thinking have to only involve doing mathematics? Can it be done by making these, in a hands-on way? If we reinforce mathematical reasoning tacitly, won't that make the pencil and paper stuff easier and more meaningful?
Draw a creature that's half-perro, hal-canard that is sitting near an iconic Philly landmark while contemplating the area of a circle. Provide a grammatically correct sentence as a caption. Stand up and stretch.
He's the creator of the Explain Everything app, and he is looking at making assessment a bit more dynamic, including screencasts.
He has some issues with flipped classes, as they're just time-shifted lecture. Yup, that's true! Also, issues with a paradigm that means that you know exactly what page you'll be on 8 months from now - is it student-centered, in that case?
I'm hearing lots of stories of technology purchased and deployed with little support and buy-in. Lecture/demo as a training method for faculty isn't good, just like it doesn't work well for students.
Each table asked a question, shared them via Google Doc, and re-organized based on interest. I'm in this one: "How do we not put the (laptop) cart before the horse? Adding gadgets without motivation/need/understanding/purpose - it doesn't help. How do we add technology in a way that positively impacts student learning, and doesn't just look shiny?
There were lots of observations about top-down tech decisions being problematic, and one good story about an increasing training web of folks that help each other, all the way down to the kids. Training and support really takes more effort/money than buying the darn things.
The discussions that I was involved in diverged pretty widely from the topic here, which is too bad, but they were good in their own right. | 677.169 | 1 |
Basic Mathematics for the Biological and Social Sciences complex numbers, and the simplest types of differential equation. The use of graphs in the presentation of data is also described, along with limits and convergence, rules for differentiation, the exponential function, and maxima and minima. Techniques of integration, vectors and their derivatives, and simultaneous differential equations are explored as well. Examples from biology, economics and related subjects, probability theory, and physics are provided. This text will be a useful resource for mathematicians as well as biologists and social scientists interested in applying mathematics to their | 677.169 | 1 |
ACT Math Prep
Everything you get from a traditional test prep book PLUS one-on-one instruction covering all the math on the ACT.**"I just love YourTeacher and the way you explain things. I felt like I was in a classroom instead of just looking at examples."Diane"I am needing prep work for my daughter's ACT. It's been very helpful and I do like how it's set up. The lessons are very clear and understandable - I wish I had this when I was in school!!"Ann"My daughter, who's a junior, is using Your Teacher to prepare for the ACT in the spring. She loves the interactive, go at your on pace style of Your Teacher. I absolutely love the program and certainly would and have recommended it."Sonya**Need more than practice problems to get ready for the ACT…YourTeacher's ACT Math Prep Course covers the exact math you need to know to ace the ACT. Our app includes everything you would get in a traditional ACT test prep course (i.e. practice problems), but ALSO includes the one-on-one instruction you need to truly learn math.Our lessons include:-Multiple video example problems(similar to how a teacher starts class at the board by explaining the examples from the textbook)-Interactive practice problems with built-in support(similar to how a teacher assigns practice and walks around the class providing help)-A Challenge Problem(similar to how a teacher assigns a higher level problem which students must work on their own to prove mastery)-Extra problem worksheets(similar to how a teacher assigns additional problems for homework)-Review notes(similar to how a teacher provides summary handouts or refers you to your textbook)******ACT Math Prep App - Scope and SequenceYourTeacher's ACT Math Prep App covers the exact math you need to ace the ACT. CHAPTER 1: INTEGERSAddition and SubtractionMultiplication and DivisionOrder of OperationsEvaluationAbsolute ValueCHAPTER 2: FRACTIONSDivisibility RulesFactors and PrimesPrime FactorizationMultiples and Least Common MultiplesGreatest Common FactorIntroduction to FractionsEquivalent Fractions (Part I)Lowest TermsEquivalent Fractions (Part II)Improper Fractions and Mixed NumbersComparing Proper FractionsComparing Mixed Numbers and Improper FractionsLeast Common MultipleAddition and SubtractionMultiplication and DivisionOrder of OperationsEvaluationAbsolute ValueCHAPTER 3: DECIMALSUnderstanding DecimalsComparing DecimalsRounding DecimalsLong DivisionDividing Decimals by Whole NumbersDividing Decimals by DecimalsPowers of TenConverting from Scientific to Standard NotationConverting from Standard to Scientific NotationCHAPTER 4: EXPRESSIONS AND EQUATIONSCombining Like TermsDistributive PropertyDistributive / Like TermsOne-Step EquationsTwo-Step EquationsEquations with FractionsEquations Involving DistributiveVariable on Both SidesVariable on Both Sides / FractionsVariable on Both Sides / DistributiveEquations with DecimalsEquations with Fractional SolutionsBeginning FormulasAdvanced FormulasCHAPTER 5: WORD PROBLEMSModeling Two-Step EquationsNumber ProblemsConsecutive Integer ProblemsGeometry ProblemsValue ProblemsIntroductory Motion ProblemsAdvanced Motion ProblemsCHAPTER 6: INEQUALITIES, ABSOLUTE VALUE, FUNCTIONS, & GRAPHINGCHAPTER 7: LINEAR EQUATIONSCHAPTER 8: SYSTEMS OF EQUATIONSCHAPTER 9: EXPONENTS & POLYNOMIALSCHAPTER 10: FACTORINGCHAPTER 11: RATIONAL EXPRESSIONS & EQUATIONSCHAPTER 12: RADICALS & QUADRATICSCHAPTER 13: PROBABILITY & STATISTICSCHAPTER 14: INTRODUCTION TO GEOMETRYCHAPTER 15: PARALLEL LINES & POLYGONSCHAPTER 16: RATIO, PROPORTION, & PERCENTCHAPTER 17: RIGHT TRIANGLESCHAPTER 18: CIRCLESCHAPTER 19: MEASUREMENTCHAPTER 20: ADVANCED AREA & VOLUME(Wifi or 3G connection required)ACT is the registered trademark of ACT, Inc. YourTeacher has no affiliation with ACT, Inc., and the YourTeacher ACT app is not approved or endorsed by ACT | 677.169 | 1 |
FSc Math Book2, Ch 6, LEC 37: Summary of Standard Hyperbolas
This video lecture from Conic Sections (F.Sc. second year Mathematics) covers: Some definitions related to hyperbola and summary of standard hyperbolas. Find more e-learning material and educational video lectures in Urdu at maktab.pk. These videos are free to use for promotional and commercial purpose by keeping the credits to Maktab. | 677.169 | 1 |
Functions Basics
Be sure that you have an application to open
this file type before downloading and/or purchasing.
374 KB|2 pages
Product Description
This activity reviews the basics of function. How to identify a function from different representations. Also review the concepts of domain and range in both discrete and continuous relations. The activity is divided on two part and each part contains a QR code that links the students to a video that would guide them on how to do the assignment. | 677.169 | 1 |
Teaching
Monroe Correctional Complex - Washington State Reformatory
Spring Semester 2017: MATH 106 College Algebra 11 students + 3 auditors. This class is taught through University Beyond Bars, an organization providing higher education to people in prisons. The students earn credits for this course through Adams State University. This course is meant to be an introduction to the basic techniques of algebra. Topics include functions, systems of equations, matrix algebra, inequalities, and complex numbers. Weekly homework, four midterms, one final, two hands-on projects where the students applied what they learned to their daily lives.
Fall Semester 2016: Lecture Series on Proofs from the Book This lecture series was organized through University Beyond Bars. It provided an introduction to the world of mathematical proofs.
Spring Semester 2016: MATH 104 Finite Mathematics 16 students + 4 auditors. This class was taught through University Beyond Bars, and students earned credits through Adams State University. This course covered some introductory topics in combinatorics, probability, statistics, linear algebra and optimization. Weekly homework and quizzes, one midterm, one final, two hands-on projects where the students applied what they learned to their daily lives.
University of Washington
Spring Quarter 2017: MATH 300Introduction to Mathematical Reasoning 32 students. An introduction to mathematical arguments and the writing of proofs through topics in elementary set theory, graph theory and number theory. Weekly homework and quizzes every other week, one midterm, one final.
Spring Quarter 2016: MATH 409Combinatorial Optimization 27 students. This course covered various topics connected to matchings and matroids from a polyhedral perspective. Weekly homework and quizzes, one midterm, one final.
Spring Quarter 2016: MATH 498 Special Topics in Mathematics 1 student. Research with an undergrad student on the union-closed sets conjecture.
Winter Quarter 2016: MATH 324Advanced Multivariable Calculus 92 students over two sections. As below with the addition of ASK or Annie's Survival Kit, three extra problems with carefully written out solutions sent weekly to better prepare the students for the quizzes. An extra ASK office hour right before the quiz was also added where I went over the problems and showed my thought process.
Fall Quarter 2015: MATH 324Advanced Multivariable Calculus 88 students over two sections. As below with the removal of one midterm and the addition of two extra-credit projects. The first one asked students to find out about an application of multivariable calculus relevant for their future career or their interests. The second one asked them to use Lagrange multipliers to optimize something in their lives.
Spring Quarter 2015: MATH 308Matrix Algebra With Applications 49 students. As below with the addition of an extra-credit project where the students had to think about an advanced application of linear algebra (i.e., not just solving) relevant for their future career or their interests.
Fall Quarter 2014: MATH 324Advanced Multivariable Calculus 94 students over two sections. This course covered double and triple integrals in different coordinate systems, as well as line and surface integrals to culminate with Stokes' theorem and the Divergence Theorem. Weekly homework through WebAssign as well as weekly quizzes, two midterms and one final.
Technische Universität Berlin
Winter Semester 2011-2012: Proof Techniques in Polyhedral Combinatorics 10 students. Seminar for advanced undergrad students and master students co-taught with Martin Grötschel. Lectured the first few weeks and then helped the students to choose a topic of their own to study and then advised them in their research. | 677.169 | 1 |
Algebra, plane trigonometry and plane analytic geometry--also aspects of solid analytic geometry--get full coverage in this book and lead to an introduction to calculus. The many hundreds of problems with step-by-step solutions and supplementary ones with answers illustrate and amplify the theory and repeat basic principles, permitting the kind of active learning that lets students understand and remember important points.
"synopsis" may belong to another edition of this title.
Product Description:
Contains a review of basic algebra, college algebra and analytic geometry, trigonometry, discrete mathematics, and calculus. | 677.169 | 1 |
GLENCOE GEOMETRY CHAPTER 9 TEST ANSWERS
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Reviews
Guidelines for Study
College Freshman Florida State College of Jacksonville, Florida, Jacksonville, Florida
I know this link is very helpful for me and very well could be for others. This link teaches you all the steps of learning how to get better at math problems. It teaches you how to take notes, read/understand, steps of how to break down problems and solve them correctly. These are the steps I use to better myself at solving math problems. Using these basic steps can help other students in all math levels understand and successfully pass all their assignments.
I love this guide. It literally covers all the bases , giving the advice I would give to anybody who is struggling with a math class, no matter what level. From what I''ve noticed, most people I talk to stop at the fourth step and completely disregard the (in my opinion) most important step of analyzing the problems you've just solved. If you just learn the formulae and basic methods that your class requires, and your instructor springs a new kind of problem on the final (It's certainly happened to me) and you have no idea how to figure it out. It's probably because you never bothered to explore the different ways you can apply the various things you've learned throughout the class.
MATH Note Taking!
Chemeketa Community College, Salem, Oregon
Here are some very helpful note taking tips, that have been useful for me. Smart pens are very helpful, but can be on the expensive side. You can actually record the lecture on the pen, and listen to it later on. While listening too it you can revise your notes, and take note of anything you missed.
During lecture, learn to identify the important things, and take note of it. For example, usually the things written on the board are important, or demonstrated formulas. Comparing notes with other classmates you may find very helpful. This will help you with anything you forgot too take note of. Going over your notes before bed, and before class will help refresh | 677.169 | 1 |
Grade Levels
calculus help
Is there any good calculus websites out there that teach every possible derivative there is?
Such as the basic rules of differentiation, product and quotient rules, chain rule?
((I'm really bad a understanding the square roots. ))
My book gives me examples but I just something more. I got a huge test on derivatives and I just want to be prepared for anything. | 677.169 | 1 |
Single-variable calculus: Free online course
Calculus seems to be the most difficult part of mathematics to many who are learning higher level mathematics. Calculus has the power to explain everything from the periodicity of heartbeat to the planetary orbits. When a student learns Calculus, it seems tough because he/she is not knowing the real life applications of the concept and hence feel clueless about the concept.
The University of Pennsylvania has offered a free online course on single-variable Calculus which emphases on conceptual understanding and applications. The course is designed for students beginning in engineering, physical and social sciences.
About the course:
In the course Calculus: Single variable Part I - Functions, the focus is on understanding the Taylor's series, limits, understand the reason behind l'Hopital's rule and the Big O notation.
The commitment required to study this course is said to be 6 - 8 hours per week. A dedicated study of such courses will improve the basic concepts of the students and help them clear the high level entrance exams like JEE, GATE, JAM with ease.
What will one learn in this course?
Given are the topics covered in the course. Each topic will have pre-recorded videos and quizzes. There will be a project at the end of the course. | 677.169 | 1 |
BASIC TRIG FUNCTIONS SOFTWARE
The Basic Trig Functions Software is a free tool for teaching core concepts of trigonometry, plus additional topics like the Mandelbrot Set. The relation and function graphing capability of our software also makes it a great tool for teaching algebra. The software is designed for interactive and dynamic classroom instruction and for teachers who want to create custom instructional content. Each software module presented below includes examples of instructional applications and user interface graphics for quick familiarization.
EXPLORE THE SOFTWARE MODULES
▷ Demonstrate trigonometric functions on a circle
Module Features
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Graphically demonstrate the basic trigonometric functions (Sin, Cos, Tan) and arc length on a circle with a radius of user defined units.
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Manually increment and decrement through user specified angle steps in units of degrees, radians, or radian decimals. Angle steps can range from1º to 90º (or radian equivalents). This feature allows teachers to demonstrate relationships between the basic trig functions in a step-by-step format.
This example shows various trig relationships for a positive second quadrant angle on a unit circle. Trig function relationships are displayed graphically on the circle with corresponding values in a color coded list.
This example shows various trig relationships for a negative second quadrant angle on a circle with a radius of four units. User defined angle increments or decrements can range from 1º to 90º (or radian equivalents).
This example shows the relationship between radius of a circle (10 units in this example), arc length, and radian measure of an angle. This is a good example to show students because many beginning students do not really understand radian measure expressions such as π/6 or -3π/2.
This example shows the angle mode can be set to radian exact form and angles can be incremented or decremented without limit.
This example shows that the angle mode can be set to radian decimal format. Sometimes, students forget that all exact radian angle measurements have decimal approximations.
This example shows the relationship between the radian measure of an angle, arc length, and the radius of a circle when the angle format is radian decimal.
This graphic in one example of various trig diagrams provided in this module that teachers can use to create handouts.
This graphic is a screen shot of the user interface window for the trig functions on a circle module. Layout is simple and intuitive. Controls for selecting radius, angle increment, angle mode, and circle arc are located on the bottom of the window. Users manually increment or decrement through angle values to demonstrate basic trig functions in a step-by-step format. Options for text color are accessed in the Edit Menu.
Manually increment and decrement through user specified angle ranges in units of degrees, radians, or radian decimals. This feature allows teachers to demonstrate relationships between the basic trig function equations in a step-by-step format.
As the user increments or decrements the angle, the value of the trig equation for the current angle is displayed under the graph as shown above.
This example shows the relationship between following trig equations:
y = 2Cos(x) for 0 ≤ θ ≤ 360º● y = Cos(x) for 0 ≤ θ ≤ 360º
This example give a geometric description of the Tan(θ) function in terms of the unit circle. It becomes clear why Tan(θ) is undefined at θ = 90º or π/2 radians.
This example gives a geometric description of the Csc(θ) function in terms of the unit circle and demonstrates the Pythagorean identify 1 + Cot²(θ) = Csc²(θ).
This example shows the relationship between following trig equations:
y = Csc(x) for -2π ≤ θ ≤ 2π● y = Sin(x) for -2π ≤ θ ≤ 2π
This example shows the relationship between following trig equations:
y = Sin(x) for -360º ≤ θ ≤ 360º ● y = Sin(2x) for -360º ≤ θ ≤ 360º
This graphic is a screen shot of the user interface window for the trig equations graphing module. Layout is simple and intuitive. Controls for selecting equations, angle mode, angle range, y-axis scale, and special features are located on the bottom of the window. Users manually increment or decrement through angle values to demonstrate the relationships between the various basic trig equations in a step-by-step format.
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▷ Graph x-y relations and solve one variable equations
Module Features
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Simultaneously graph up to six implicitly or explicitly user defined x-y variable relations. If one side of an equation is linear, the program attempts to transform the equation into an explicit function of one variable by solving for a variable in the linear part. This makes it easy for users to apply equation transformation rules in a consistent manner, and the software can use a faster algorithm to graph the equation.
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After the graph is drawn, the user can plot open or closed circle points on the graph(s) and/or line segments anywhere in the plot area to groom the graph or demonstrate concepts. In addition, relative minimum and maximum points, x-intercepts, a trace mark, and intersections of the graphs can be displayed with simple mouse controls.
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Use this module to demonstrate and explore the following topics plus much more:
Adjust colors, line weights, plot densities, scan resolution, axis range and scale, and all output labeling to maximize visual impact. Leave the background of the plot area blank or fill it with lattice points or grid lines.
This example shows the intersection of the following linear inequalities:
x + y ≤ 10● 3x + y ≥ -12● -2x + 3y ≥ -15● y < 6.5
Notice that y < 6.5 is automatically drawn with a dashed line.
This example shows the following trig function equations:
y = 2Cos(x) ● y = 2Sec(x) ● Cos(x) = 0
When an x-variable equation such as Cos(x) = 1/2 or x³ + 2x² = 27x + 54 is graphed, all solutions from xminto xmax are displayed in a list to the right of the graph. Solutions are formatted as rational multiples of π if the domain parameters are rational multiples of π.
This example shows the relationship between the following trig equations:
inverse of y = Sin (x) ● y = ArcSin(x)
Color and line weight for each graph was adjusted to maximize contrast and effectively demonstrate the relationship between the equations.
This example shows the geometric relationship between the graph of an equation (y = X² + 2 in this example) and the graph of its inverse. After plotting the equations, corresponding point pairs (e.g. (0,2) and (2,0)) were manually drawn, then connected with line segments to demonstrate that the segments are perpendicular to the graph of the equation y = x.
This example shows an odd function (y = xCos(x) in this example) and its symmetry about the origin. After plotting the equation, corresponding point pairs (e.g. (-3,3) and (3,-3)) were manually drawn, then connected with line segments to demonstrate that the segments pass through the origin.
This example shows the following implicitly defined relations:
Sin(xy) = 0.5● xy = π/6 ● xy = 5π/6
Notice that the relation Sin(xy) = 0.5 is a family of hyperbolas or inverse variation graphs.
This example shows the following functions with removable discontinuities:
y = Sin(3x)/x● y = 0.5(x³ -8)/(x-2)-4
This example shows the following function with jump discontinuities:
y = Floor(x)
Use the "draw dot graph" option to graph functions such as Floor(x), Ceil(x), Round(x), and Int(x). To finish the graph, open and closed circle points were manually drawn using simple mouse controls that are summarized in the Mouse Help menu.
This example shows how to graph a piecewise defined function with jump discontinuities:
Notice that each part of the function is the product of a math expression and domain description which uses standard math inequality format and syntax. To finish the graph, open and closed circle points were manually drawn using simple mouse controls that are summarized in the Mouse Help menu.
This example shows how to apply equation transformation rules in a consistent manner. Students can begin to understand that most of the graphs they will encounter are the result of applying a series of simple equation transformation rules, in a specific order, to a basic equation.
This graphic is a screen shot of the user interface window for the x-y equation and relation graphing module. Layout is simple and intuitive. Sample equations and key press equivalents are provided for the user to explore and become familiar with the interface quickly. Additional graph output options, such as line weight and color, are accessed in the Edit Menu of the software's main window.
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▷ Graph polar functions
Module Features
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Simultaneously graph up to six explicitly user defined polar functions of angle θ or radius r.
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If the polar equation is of the form r = f(θ), users can use the mouse to plot polar points on the graph of polar equation 1. After a polar point is graphed, the program displays the polar function output value r and shows which polar point, (r, θ) or (-r, θ), was plotted.
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After plotting a polar graph, add a trace mark to the graph with simple mouse controls. As the trace mark is manually incremented or decremented along the graph, corresponding values of angle θ and radius r are displayed in real time to the right of the graph.
Adjust colors, line weights, radius values, angle plot steps, angle range, and display options for polar circles and rays to best suit the purpose. The polar axes can also be toggled on or off to provide more control over the graphic output.
This example shows the graph of the following polar function:
θ = ± 2π/5
This example shows that a polar equation can have one ± symbol. Explicit polar functions of r must be of the form θ = k, where the constant k represents the measure of an angle in radians. The line weight of the graph was set to 2.
This example shows the graph of the following polar function:
r = θ
This graph is the famous Spiral of Archimedes when θ ranges from 0 to 4π radians. Notice how polar function output is graphed when θ = 11π/6 radians. The line weight of the graph was set to 2.
This example shows the graph of the following polar function:
r = √(-100Sin(2θ))
This is the graph of a lemniscate when θ ranges from 0 to 360º. Notice how polar function output is handled when θ = 225º. It is interesting to see how output of polar plot points is handled for different values of θ. The line weight of the graph was set to 1.
This example shows the graph of the following polar function:
r = 9Sin(19θ/20)
This is the graph of a spider web when θ ranges from 0 to 40π radians with a plot step of π/4 radians. The polar axes are turned off to isolate the graphic. The line weight of the graph was set to 1.
This example shows the graph of the following polar function:
r = e^Cos(θ) - 2Cos(4θ) + Sin(θ/4)³
This is the graph of a butterfly when θ ranges from 0 to 8π radians with a plot step of π/90 radians. The line weight of the graph was set to 1.
Rollover the animation for viewing controls.
This loop animation demonstrates the trace mark feature on the following polar function:
r = 8Sin(5θ), a five petal rose
Users can add a trace mark to the graph with simple mouse controls, then manually increment or decrement the mark. The value of angle θ and radius r for each point are displayed in real time to the right of the graph as shown above. The rate of advancement or decrement of the trace mark can be increased by holding down the <a> and <b> keys, respectively. The trace mark radius can be toggled on or off. This is a great tool for visually demonstrating how polar equations are graphed and instantaneous rate of change to students.
This graphic is a screen shot of the user interface window for the polar function graphing module, which gives users complete control over the appearance of the polar graph. Layout is simple and intuitive. Notice that the symbol for θ is entered by pressing the "x" or "X" key. Polar equations are fun and interesting to graph. Users are encouraged to explore and experiment with the traditional polar equations found in trig text books. Additional graph output options, such as line weight and color, are accessed in the Edit Menu of the software's main window.
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▷ Create trigonometric circle diagrams
Module Features
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Create trigonometric circle diagrams by selecting Pythagorean triples (e.g. 3 - 4 - 5 ) or polar points (r, θ) to define one or two unique points on the terminal side of a standard trigonometric angle in quadrant I, II, III, or IV. Swap x-y coordinates or apply scaling factors to the terminal points to create a wider variety of circle diagrams.
In this example, Pythagorean triples (12-35-37 and 33-56-65) were chosen to define the terminal points for two angles in quadrants II and IV. From this diagram, students could be asked find radii of circles, trig function values, values of angles α and β in degrees, and arc lengths λ and ω.
Similar to the previous example, Pythagorean triples (7-24-25 and 13-84-85) were chosen to define the terminal points for two angles in quadrants I and IV. Scale factors of 1.75 and 0.75 were applied to the triples, respectively, to create custom terminal points for the diagram.
In this example, polar points ((10, 0.8 radians) and (10, 1.4 radians) with scaling factors applied) were chosen to define the terminal points for two angles in quadrants II and III. If the teacher provides the angles and radii, students could be asked to find the coordinates of (x1, y1) and (x2, y2), trig function values, values of angles α and β in degrees, and arc lengths λ and ω.
In this example, the teacher could inform students that α = 70°, β = -230°, and provide the radius of each circle. Students could be asked to find the coordinates of (x1, y1) and (x2, y2), trig function values, values of angles α and β in radians, and arc lengths of λ and ω.
This graphic is a screen shot of the user interface window for the trigonometric circle diagram module. Layout is simple and intuitive. Angle measure, radius, and arc length values are displayed in this window for the selected terminal point(s). Output options for text color and size are accessed in the Edit Menu of the software's main window.
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▷ Graph powers of a complex number
Module Features
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Graph the power of a complex number c to reveal important and interesting properties of complex numbers.
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Enter a complex number c in standard a + bi form or polar form, then output the list of powers of c in a + bi form or polar form for a maximum of 20 powers.
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Choose labeling and display options for x-y axes and intercepts, powers, radii of powers, and lists of powers of c to best suit the purpose.
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Graphs and output lists are easily copied to your clipboard for creation of custom in-class or take-home content.
This example shows the graph of the first twelve powers of c = 1 + i. Values of the powers are provided in an output list as shown above. The output list can be in either a + bi form (shown above) or rCiS(θ) form. Colors for the graph and output list can be changed to suit the purpose. Using this example, teachers could ask students to calculate the first six powers of c = 1 + i prior to presenting this topic in class.
This example shows the graph of the first twenty powers of c = 1.15{Cos(40) + iSin(40)] , which could be used as a test question. Teachers could give students the graph of the powers and have students calculate four or five specific powers of c = 1.15[Cos(40) + iSin(40)] in polar and/or a + bi form. The output list shown above is in rCiS(θ) form.
This example shows the graph of the first twenty powers of c = 0.9{Cos(50) + iSin(50)] , which could be used as a test question. Teachers could give students the graph of the powers and have students calculate four or five specific powers of c = 0.9[Cos(50) + iSin(50)] in polar and/or a + bi form.
This example shows the graph of the first five powers of c = √3 - i, which could be used as a test question. Teachers could give students the graph of the powers and have students calculate the five powers of c = √3 - i in polar and a + bi form. If the polar angle is expressed as a negative angle, the pattern becomes very clear.
This example shows the graph of the first twenty powers of c = √2/2 - √2/2i, which could be used as a test question. Teachers could give students the graph of the powers and have students calculate the first four or five powers of c = √2/2 - √2/2i in polar and/or a + bi form.
This example shows the graph of the first eight powers of c = 1.2 + 0i = -1.2, which could be used to show the geometry of the powers of a negative real number.
This graphic is a screen shot of the user interface window for the powers of a complex number module. Layout is simple and intuitive. Additional color options for graph labeling and the output list are accessed in the Edit Menu of the software's main window.
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▷ Graph roots of a complex number
Module Features
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Graph the N roots of a complex number c.
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Enter a complex number c in standard a + bi form or polar form, then graph the roots on a circle for a maximum of 20 roots.
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Choose labeling and display options for x-y axes and intercepts, powers, radii of roots, and lists of roots to best suit the purpose.
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Graphs and output lists are easily copied to your clipboard for creation of custom in-class or take-home content.
This example shows the graph of the ten roots of x¹⁰ = 1,024i, entered in polar form as c = 1,024[Cos(90) + iSin(90)]. Root values are provided in an output list as shown above. The output list can be in either a + bi form or rCiS(θ) form (shown above). Colors for the graph and output list can be changed to suit the purpose. Teachers could use this example in a classroom presentation. How are the polar angles of the roots calculated? How is the radius of a root calculated? The teacher could ask the students to find the first four roots in a + bi form. If students have a graphing calculator, they could check to see if these roots are really the roots of x¹⁰ = 1,024i, rCiS(θ) form (shown above), or as radii (r1, r2, r3, etc). Teachers could use this example in a classroom presentation, asking questions similar to the previous example (shown above), rCiS(θ) form, or as radii (r1, r2, r3, etc). Teachers could use this example in a classroom presentation, asking questions similar to the first example.
This example shows the graph of the six roots of x⁶ = -64i, entered in polar form as c = 64[Cos(270) + iSin(270)]. Root labels on the graph are omitted. Teachers could use this example as an exercise by showing only the graph of the roots and ask students to find the six roots in polar and/or a + bi form.
This example shows the graph of the eight roots of x⁸ = 100 - 100i, entered in a + bi form as c = 100 - 100i. Root labels on the graph are omitted. Similar to the previous example, teachers could show only the graph of the roots and ask students to find the eight roots in polar and/or a + bi form.
This example shows the graph of the five roots of x⁵ = -16 + 16√3i, entered in a + bi form as c = -16 + 27.71281292i. Root labels on the graph are omitted. Similar to the previous example, teachers could show only the graph of the roots and ask students to find the five roots in polar and/or a + bi form.
This graphic is a screen shot of the user interface window for the roots of a complex number module. Layout is simple and intuitive. Additional color options for graph labeling and the output list are accessed in the Edit Menu of the software's main window.
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▷ Explore the Mandelbrot Set
Module Features
▶
Explore the famous Mandelbrot Set, which most mathematicians consider to be most complex object in all of mathematics.
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Test whether or not the orbit of a complex number c, in the form a + bi, is included in the Mandelbrot Set after 10 million iterations.
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Draw the Mandelbrot orbit of a + bi and the Julia Set in user specified draw iterations, and display a list of the orbit values.
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Click inside the Mandelbrot Set to view the orbit of a + bi, or click and drag a rectangle to zoom-in on the region.
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Graphics and output lists are easily copied to your clipboard for creation of custom in-class or take-home content.
This example shows orbit values of -0.43 + 53i for the orbit range of 620-640. At iteration 620, the orbit becomes periodic with a period of 5. The Julia Set of -0.43 +53i, displayed in the upper left corner of the graphic, appears to be connected.
This example shows orbit values of 0.3. At iteration 12, the orbit starts to escape to infinity. Iteration values for the orbit range are displayed in list format as shown above.
This example shows orbit values of -1.0. At iteration 3, the orbit of -1.0 becomes periodic with a period of 2. Users should experiment with orbit values of -2.0, -1.5, and -0.5.
This example shows orbit values of -0.71 + 0.25i. At iteration 39, the orbit starts to escape to infinity. The Julia Set of -0.71 + 0.25i appears to be connected.
This example shows orbit values of -0.36+ 0.6334i for the orbit range of 1,146 - 1,166. At iteration 1,164, the orbit starts to escape to infinity. The Julia Set of -0.36+ 0.6334i appears to be connected.
This example is the magnified region around around the complex number -0.36 + 0.6334i from the previous example. Users can zoom-in on any region of the Mandelbrot Set by clicking and dragging a rectangle.
This graphic is a screen shot of the user interface window for the Mandelbrot Set module. Layout is simple and intuitive. Interesting orbits are provided as a starting point for exploration. Before the orbit values are displayed, the user can test the range of orbit values for inclusion in the Mandelbrot Set before they are displayed.
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DOWNLOAD AND USE THE SOFTWARE FOR FREE
Version 3.8
Released 5/1/16
(1.54 MB file size)
Download the Basic Trig FunctionsWe hope that you thoroughly enjoy using our software. If you find the Basic Trig Functions Software useful, consider making a donation. We are constantly working to improve its functionality and usability while developing new software. We are 100% supported by donations, so your support goes further than you may realize. Thanks so much!
$10 suggested donation amount per installation
Release Notes
Version 3.8 fixes a minor bug Basic Trig Functions Software from Math Teacher's Resource. | 677.169 | 1 |
9780534420CD-ROM for Jain/Gunawardena's Linear Algebra
AUTOMATICALLY PACKAGED WITH EVERY NEW COPY OF THE BOOK AND NOT AVAILABLE SEPARATELY, this accompanying Interactive CD contains some striking features. The software allows instructors to customize this linear algebra textbook to suit their course by tightly integrating instructor-developed material with the textbook content. Instructors using this text will be able to add course related content (Power Point lecture notes, MS Word or pdf files , Web pages etc.) exactly where they belong in the textbook. For example, using the software tool kit, instructor can easily build a learning profile by highlighting, annotating textbook sections, adding relevant files or web links to create a comprehensive guided tour of the textbook content. This profile then can be shared with all or some of the students using email. The static content in the CD is organized in a pedagogically meaningful way by connecting linear algebra concepts demos, MATLAB exercises, and references in the text. MATLAB exercises are carefully linked to the appropriate discussion in the text so the user can solve problems easily by referring to worked examples. There is an abundance of worked examples and exercises provided to improve the understanding of material. Also, electronic copy of the text allows highlighting, book marking pages, adding annotations, or adding any other link (such as a web page) directly into the text. This fully interactive electronic text combines a highly effective pedagogical design with powerful tools of modern e-learning technology | 677.169 | 1 |
Mathematics
Mathematics
The Pathfinder mathematics curriculum has been designed to address student needs by complying with Common Core standards to prepare students for the current MCAS test, while focusing on the transition to the upcoming PARCC assessment. Our overarching goal is to provide content knowledge, problem-solving abilities, and higher-order thinking skills to all students so they are college and career ready upon graduation.
Algebra I
Algebra I is an introductory course for ninth grade students to transition them from concrete ideas of arithmetic to the more abstract ideas of higher level mathematics. Major topics include representing numbers, number relations, expressions and equations, formulas, sign rules, graphs, and linear equations and systems.
Intermediate Algebra
Intermediate Algebra is a junior course designed to bridge the gap between Algebra I and Algebra II concepts. Students will review Algebra I theory before moving on to Algebra II topics and applications, including polynomial functions, factoring expressions, quadratic functions and applications, and rational and radical functions.
Algebra II
Algebra II expands students' understandings of math models and real-world applications of algebra topics. The course reinforces such concepts as proportions and percent equations, linear equations and systems, quadratic functions and projectile motion, as well as rational and radical functions.
Geometry
Geometry focuses on the use of structured logic to study concepts relating to angles, lines, triangles, quadrilaterals, congruency and similarity, polygons, and three-dimensional figures. Students apply mathematical proofs to real-life scenarios involving two-dimensional and three-dimensional objects.
Advanced Math
Advanced Math is a course designed for juniors and seniors who want to pursue mathematics beyond Algebra II. Major topics include logarithmic functions, rational and radical equations, and trigonometric functions.
Pre-Calculus
Pre-Calculus is offered to juniors and seniors and emphasizes radicals, imaginary numbers, hyperbolas, parabolas, quadratic functions, and trigonometry. Students learn applications, as well as theory. This course is designed to prepare students for Calculus.
Calculus
Calculus is a senior course that builds upon the conceptual knowledge and skills obtained in the Pre-Calculus curriculum, and it is the capstone course of the Honors program. Concepts covered in the course are limits, continuity, derivatives, and real-world applications. This course will prepare students for a college-level Calculus class or a career involving mathematical and scientific models.
Statistics
Statistics is a senior course that builds upon previously gained arithmetic and algebraic knowledge and skills and applies them to real-world applications. Students will interact with both descriptive and inferential statistics through data collection and analysis, as well as hypothesis testing. Statistics will prepare students for college coursework in both natural and social sciences and careers in data-rich fields, as well as train individuals to become conscientious consumers. | 677.169 | 1 |
Instead of using a simple lifetime average, Udemy calculates a course's star rating by considering a number of different factors such as the number of ratings, the age of ratings, and the likelihood of fraudulent ratings.
Algebra Trigonometry Prerequisites
Build a Strong Foundation of Mathematics to Start a Successful Career in Mathematics, Engineering or Science.
3.9At the end of this course, you will have a solid foundation of the topics covered in this course (see course description) and join it to the next courses in this series to build a strong foundation and successful career in mathematics, engineering, science, etc.
You should be able to access the lectures via any device connected to the Internet. Moreover, you should have completed at least the 8th grade in order to have the underlying mathematical skills.
Description
This course is the first stepping stone in a series of 29 courses that will take your on a successful and exciting journey of Mathematics all the way up to Calculus. Nonetheless, the course can be taken individually as well. The textbook used in this course is "Algebra and Trigonometry" from the OpenStax College. This course covers the first chapter of the book.
This course covers the following topics:
Real Numbers
Exponents and Scientific Notation
Radicals
Polynomials
Rational Expressions
You can subscribe to the first course in this series free of cost as a welcome gift from us. Enjoy learning mathematics with us!
To give an idea of where this series is going to take you, please read on.
The next 28 courses in this series are as follows (all based on the original current organization of OpenStax College's mathematics textbooks):
At Great IT Courses, you Learn Web Development From Scratch. We have Found the Perfect Way of Teaching IT Skills that you Can Instantly Use in Your Web Development Career Instantly. We Are Very excited to Share it With You!
With us, you start with simple HTML and CSS. We'll take you all the way through server-side programming and scripting. We are confident that you'll love our courses because we do! | 677.169 | 1 |
Über diesen Titel:
Inhaltsangabe: Mathematics with a Microcomputer is a source book of ideas designed to encourage constructive mathematical use of computers by taking advantage of the opportunities they provide to stimulate and clarify mathematical thinking. It will be of particular interest to secondary mathematics teachers, and bright pupils (11-18+) should be able to use much of the material with minimal supervision. The authors expect that university students will also find the book interesting and useful.
Much mathematical activity involves creating algorithms and establishing proofs, and the authors hope this book will provide a useful introduction to these important mathematical processes. Each chapter concentrates on a single mathematical theme. A problem is introduced, an appropriate algorithm is developed, and questions are set that require readers to develop their own algorithms and write and run short programs. Though BASIC language programs are developed the short algorithms can easily be adapted to other languages or software such as spreadsheets and graph-plotters.
The mathematical background to each theme is developed rigorously and readers should make every effort to understand the arguments and tackle the problems posed. Most chapters can be read independently of each other, but where appropriate, cross-references have been given.
Answers and, where appropriate, model programs to the questions are included at the end of the book.
Rezension:
...the authors...have done a splendid job with this book -- The Guardian, October 3 1985
All who wish to explore the use of a computer .. in teaching + learning mathematics will find .. a useful source of problems, programs + ideas for investigation -- The Mathematical Gazette, October 1986
This is one of the first valuable books about mathematics and computers which most teachers can afford to buy -- Micromath, Autumn 1985 | 677.169 | 1 |
Oxford GCSE Maths for Edexcel: Higher Plus Homework Book
This book has been specifically written for the new two-tier Edexcel linear GCSE specification for first examination in 2008. The book is targeted at the B to A* grade range in the Foundation tier GCSE, and it comprises units organised clearly into homeworks designed to support the use of the Higher Plus Students' Book in the same series. Each unit offers:
BLA review test focusing on prior topics for continual reinforcement BLTwo sets of questions that relate directly to individual lessons in the unit, providing ample practice BLA synoptic homework that covers the whole unit, so students consolidate the key techniques BLFull answers in the accompanying teacher book
It forms part of a suite of four homework books at GCSE, in which the other three books cater for grade ranges G to E, E to C and D to B.
Book Description OUP Oxford 2599150816
Book Description Oxford University Press, 2006. Book Condition: Good. N/A. Ships from the UK. Former Library book. Shows some signs of wear, and may have some markings on the inside. Bookseller Inventory # GRP60835535
Book Description OUP Oxford, 200626882
Book Description OUP Oxford5340709
Book Description OUP Oxford 25/0599150816
Book Description OUP Oxford 25/059915081616814
Book Description Paperback. Book Condition: Good. The book has been read but remains in clean condition. All pages are intact and the cover is intact. Some minor wear to the spine. Bookseller Inventory # GOR000956707 | 677.169 | 1 |
Description
This book's activities highlight the important cycle of exploration, conjecture and justification in all five mathematical strands. Students recognise patterns and make conjectures, learn the value of a counterexample, explore the strengths and weaknesses of visual proofs, discover the power of algebraic representations and learn that theoretical approaches can substantiate empirical results. The supplemental CD-ROM features interactive electronic activities, master copies of activity pages for students and additional readings for teachers.show more | 677.169 | 1 |
Download and read online Algebra 2 Trigonometry in PDF and EPUB Presents past Regents exams on algebra and trigonometry, offers explanations of right and wrong answers, and reviews general concepts in the subjects.
Download and read online Barron s Regents Exam and Answers Algebra I in PDF and EPUB As of 2014, the New York State Algebra I curriculum is completely aligned with Common Core standards. This up-to-date book will prepare students for the new Algebra I (Common Core) Regents exam. It features: the first two actual Regents exams administered for the updated Algebra 1 course; all answers fully explained; comprehensive review questions, grouped by topic; study tips, test-taking strategies, score analysis charts, and more valuable features. Students will find a review of all pertinent math topics, including sets, algebraic language, linear equations and formulas, ratios, rates, and proportions, polynomials and factoring, radicals and right triangles, area and volume, quadratic and exponential functions, and much more. It's an essential, must-have guide to preparing for the Algebra I Regents.
Download and read online Barron s Regents Exams and Answers in PDF and EPUB "The section on how to answer Part C questions and the glossary were adapted from Let's review: physics, by Miriam A. Lazar and Albert S. Tarendash, published by Barron's Educational Series, Inc., 1996"--T.p. verso.
Download and read online Let s Review in PDF and EPUB Reviews topics prescribed by the New York State Board of Regents for high school courses in physical setting/chemistry, and features practice questions, reference tables, and a sample Regents exam.
Download and read online Barron s New York State Grade 7 Math Test in PDF and EPUB Reviews seventh grade mathematics, covering such topics as measurement, number sense, algebra, geometry, statistics, and probability, and provides two sample tests with answers and explanations.
Download and read online Catalog of Copyright Entries Third Series in PDF and EPUB Includes Part 1A, Number 1: Books (January - June) and Part 1B, Number 1: Pamphlets, Serials and Contributions to Periodicals (January - June)
Download and read online Algebra 2 Trigonometry Power Pack in PDF and EPUB Barron | 677.169 | 1 |
Three Dimensional Coordinate Systems (Level 1)
Video Description
This video is a review of number lines and coordinate systems. This video goes over the basic concepts and terminology of one dimensional, and two dimensional coordinate systems. This video concludes with an introduction to three dimensional coordinate systems as a starting point to successfully study multivariable calculus. | 677.169 | 1 |
Alg2 Music Video Guide
Be sure that you have an application to open
this file type before downloading and/or purchasing.
109 KB|2 pages
Product Description
There are several math music video about algebra 2 concepts on youtube. I have selected some of them to use in a flipped classroom model this year. This document contains questions for each video the students much watch. Hopefully the questions will ensure that students actually learn information from the video as well as enjoy the music & presentation. Many thanks to those that created the videos! :) | 677.169 | 1 |
Title
Author
Date of Award
Degree Type
Thesis
Degree Name
Bachelor of Education Honours
School
School of Education.
Faculty
Western Australian College of Advanced Education
First Advisor
Phillip Andrews
Second Advisor
Paul Byrne
Abstract
This study examined the effects of Algebra Blocks on student understanding for the concepts of binomial expansion and trinomial factorisation. The purpose of the study was to illuminate the use and effectiveness of Algebra' Blocks in the teaching-learning process. Two year nine classes with similar mathematics levels were taught binomial expansions and trinomial factorisations. The experimental class was taught using Algebra Blocks whilst the untreated class acted as the control group. After eight lessons of instruction, both classes were tested on their understanding of both concepts. To provide qualitative data, three randomly chosen students from each class were interviewed on their understanding of both concepts. The experimental results were statistically significant (p<.01) for trinomial factorisations, but there was no statistical significance (p<.05l for the binomial expansion section. The interviews supported the use of Algebra Blocks as their use appeared to provide the students with conceptual imagery. The study supported the implementation of Algebra Blocks into the mathematics classroom as Algebra Blocks were found to be an effective teaching aid. | 677.169 | 1 |
Wolfram Mathematica 11.1 (MacOSX/Linux) | 7.16 GB A computer algebra system that includes many tools for mathematical calculations, graphing, working with data from the cloud wolfram cloud or databases. It is widely used in scientific, engineering, mathematical and computer fields.
A computer algebra system that includes many tools for mathematical calculations, graphing, working with data from the cloud wolfram cloud or databases. It is widely used in scientific, engineering, mathematical and computer fields. | 677.169 | 1 |
Get A Jump Start on Undertanding Your Homeschool, High School, Or Adult and Continuing Education Math With This Acclaimed Class Tested Explanation of basic math and algebra.
This is not the usual tutorial that uses confusing problems. This explanation starts with motivating descriptions of why students need math in their lives and how it is used, and then explains, in simplified form, procedures behind the algebra and trig problems in their school books.
Need additional help learning preparatory math? Get more information here. | 677.169 | 1 |
| Alteryx & Tableau Problem Solving Techniques |
Menu
Pure Sweetness: The @Desmos Graphing Calculator
Introduction
Every once in a while, something comes along that is functional, inspiring and beautiful. Such is the case of the Desmos Graphing Calculator. Do yourself a favor and click that link to see the elegant simplicity of this very powerful tool.
Prior to today, I had never heard of the Desmos company or their work. I caught a glimpse of the graphing calculator today and did a little research. Once I completed that, I had to write this article to share the information.
I believe I will be using this tool a lot in the future. I think it is going to replace a lot of the work I do in Wolfram-Alpha due to its simplicity, functionality, and elegance.
The Graphing Calculator
Math comes to life when you use the graphing calculator. You can do a lot with this tool. You can build equations to visualize them, you can solve problems, and you can explore your mathematical imagination very quickly. I think this is a wonderful tool that can be run on the desktop or as an application on mobile devices. One great feature of this product is that it is free.
Examples
Here are a few pictures of examples that are provided with the graphing calculator.
There is an activity community of users of this tool and a lot of their activity can be seen on Twitter.
Final Thoughts
This company has a vision that they are fulfilling in very useful ways. I think their work is really important and they will help many students learn to love math and to achieve better data comprehension.
I can see very easily that there are many ways in which this product could be expanded to make it even more versatile, so I'm looking forward to seeing what they do with it. Thank you Desmos and I wish you a lot of success! My only regret is that this tool wasn't available about 45 years ago! | 677.169 | 1 |
"not a function" and record their answers on the inclu enrollment, or college. Great for PreCalc
These two sorting activities will help your students practice identifying end behaviors for polynomial functions. They will classify each function according to its end behavior using cards with a mix of equations, explanations, and graphs.
** This resource is also available as part of a DISCOUNTED
With references for domain, range, increasing and decreasing in interval notation, zeros, vertex, and axis of symmetry, this word wall is perfect for a bulletin board in your Algebra 2 classroom.
Also recently included are 3 nonlinear graph anchor charts for absolute value, quadratic and radical gr
Asymptotes (horizontal, vertical, and slant/oblique) and holes: 2-page a
Pack contains:
1. Rational Exponents and Radicals Match Three! (Version 1)— Match the cards into groups of three that are equivalent. This version only includes unit fractions in the exponents.
2. Rational Exponents and Radicals Match Three! (Version 2) - Harder—Match the cards into groups of three
Trigonometry: Proving Identities (Task Cards)
In this activity, students are provided with one of eight trig identities to verify. Students may work by themselves or with a partner to verify the identity. If they need a hint, they can scan the hint QR Code. If they are ready to see a completed so
Students get moving finding domain and range. Students can start on any of the 20 posters. On the first poster, they will find domain or range (it will be noted on the poster which they should find), mark it on their answer sheet (included) and then find their answer on the top of another poster in t circle and understanding it. There
This foldable is designed to help students decide when to use the law of sine and the law of cosine. It is a great way to help students organize notes and help them complete homework.
This item includes 2 versions: One is for students to complete and one is completed. The complete version is nicBOOM! POW! WHAMO! If those words remind you of your 7th Period Class, I... think you need to find someone that can help you. If your kids dig comics and comic-book movies. This might be perfect for them!
Turn your Algebra 2 or Pre-Calculus classroom into Superhero City while teaching the useful ski
Linear Programming can be quite a difficult task for many students! So why not break it down and create a memorable experience with the topic.
In this foldable, the topic of linear programming is broken into pieces (Vocabulary, Sketching, Vertices, Max/Min, Real World) so that students can relate ba
PreCalculus Algebra 2 Domain and Range Match Up Activity *Task Cards*
This task card activity is a sorting and matching activity for Algebra 2 or Pre-Calculus students. There are 10 piece-wise function cards showing the graph, an equation card, a domain and range card, and a characteristic card. S
This activity combines the skill of solving conic sections with the classic board game CLUE. Students will use the clues they gather from correctly solving equations to solve the mystery of Who Killed Mr. Conic.
To use this Scavenger Hunt Activity, before class print the activity cards included in
Have a little fun celebrating PI DAY. Whether you spend an entire class period or just assign one of the activities for a homework assignment, there is a variety of engaging fun inside.
The product includes
Word Search
Circular Sudoku, there is a black and white version and a color version.
Intern
This is a great mini-unit on Graphing Trigonometric Functions for Algebra 2 or Pre-Calculus students. The mini-unit includes 16 pages of worksheets on graphing trigonometric functions, a sort and match activity, and a general review of transformations with sine and cosine curves. The answer keys are
Students will work in groups to solve logarithmic and exponential equations. Some of the equations require students to solve quadratics. There are eight sets of cards and four problems are in each set. The problems are of various difficulty. Make sure these problems are appropriate for your stude
Trigonometry , PreCalculus Transformations of Trigonometric Functions
This innovative set of task cards is designed to reinforce the concepts of translated and shifted graphs of trigonometric functions. Included are changes to the amplitude, period, and phase shift of the six trigonometric functio
Here's a task card activity to get your students in Algebra 2 and Pre-Calculus thinking about Polynomial Functions. There are 10 graph cards, 10 description cards, 10 equation cards, and 10 zeros cards. Students work cooperatively to match each graph with the other 3 categories. A recording sheet i print
#STEMGIVES Secondary STEM Teachers of TpT are giving back! This Algebra 2 PreCalculus Station Activity will be 50% off for the week of November 26 - December 3. Thank you for a fantastic year!
This Algebra 2 Activity is great for an end-unit review of logarithmic
This Maze has 42 question (6 by 7). Students simplify problems by adding, subtracting or multiplying complex numbers.
Key and Wall that teach Posters are included.
This is a great review worksheet.
Possible Uses:
-Review
-End of lesson check for understanding
-Alternative to Homework
Checkout
There are 6 square puzzles where students will match the piecewise function with a written description and the graph. In this activity, students will cut out puzzle pieces and match the correct answers together. An answer key is included.
Some of the written descriptions give the students the exac
In this riddle worksheet, students will practice solving trigonometric equations. Students are instructed to give their answers in radians.
The student directions on the worksheet state: Solve each of the problems below on the interval [0, 2π). Locate the answer(s) at the bottom, and shade in the c
This activity is designed to help students with graphing piecewise-defined functions (or with writing them). This activity also gets students up and about.
Place the 10 cards on the wall around your room. Students pick any card to begin with. They should graph the function on the bottom of the
Transformation of Graphs of Functions Task Cards, Optional QR and 2 Handouts which can be used for HW, assessment or enrichment.
This activity is intended to be used in an Algebra 2, PreCalculus, or College Algebra classes and is designed for students to use their reasoning skills along with their
PreCalculus, Algebra 2, Trigonometry: Conic Sections Sort and Match Activity *Task Cards*
In this activity, your PreCalculus, Algebra 2, or Trigonometry students can practice the vocabulary of conic sections while investigating similarities and differences in the properties of parabolas, ellipses,n American culture people have an affinity for launching birds, pheasants and other sorts of fowl at oblivious targets with a sling shot. Where does this fascination come from? Nobody knows. Nonetheless, it makes for an interesting quadratic function application. Are you ready to help out costumed Pe this function are illustrated in thi
Activity Based Learning really works to help reinforce your lessons. Task cards and station cards get your students engaged and keep them motivated.
This innovative activity is designed for PreCalculus and Algebra 2. It is a comprehensive overview of the entire section on rational functions. Th
This collaborative activity is perfect to foster teamwork and peer tutoring!
In this activity, students are grouped in fours. Each student takes a card, and works the problem on the card. When all students in the group have their answers, they add them up, getting a group sum. Then, the group checNothing like a good criminal investigation to liven up geometry! In this project, students will work in teams to investigate the culprit of six fictional thefts. The criminal has left six messages, layered with practice. Teams will work to build a case and present their findings to the court. Hopeful
Long Division of Polynomials Cheat Sheet
This is a quick one page cheat sheet that ends all confusion when dividing polynomials.
Two side by side examples of long division clarifies the mystery!
Another example is provided with thought bubbles.
I have found that this is the BEST way to illustrat
Scavenger hunts are great because they get students up and moving around the room. They also encourage students to check their work carefully since an incorrect answer will leave them stuck at a dead end. Successfully completing the scavenger hunt requires students to slow down and check their work. | 677.169 | 1 |
Showing 1 to 30 of 34
5
Mathematics of Finance
5.1
Simple and Compound Interest
Buying a car usually requires both some savings for a down
5.2
Future Value of an Annuity
payment and a loan for the balance. An exercise in Section 2
5.3
Present Value of an Annuity;Amortization
C
CopperChemistry
h i
Cu:1s
Cu : 1s22s22p63s23p63d104s1
F.A.Cotton,G.Wilkinson,C.A.Murillo,M.Bochman,AdvancedInorganicChemistry,6th ed.,JohnWiley,NewYork,pp.855864.
Cu has a single s electron in its fourth shell. One may be inclined to think, based
on its e
Chapter 2: Multivariable
Calculus
Lecture 2: Partial Derivatives
by
Assoc.Prof. Mai Duc
Thanh
Partial Derivatives
Rate of change of a function f(x,y)
depends on the direction
Begin by measuring the rate of change if
we move parallel to the x or y axes
The
Chapter 2: Multivariable
Calculus
Lecture 1: Functions of Several Variables
By
Assoc.Prof.MaiDuc
Thanh
Motivations: Functions of Two
Variables
1.
How are the amounts of labor and capital
needed to produce a certain number of
items related?
2.
The volume V
Chapter 2: Multivariable
Calculus
Lecture 5: Total Differentials
andby
Approximations
Assoc.Prof. Mai Duc
Thanh
Motivation
How do errors in measuring the length and
radius of a blood vessel affect the
calculation of its volume?
Total Differential for two
Lecture 7: Solutions of
elementary and separable
differential equations
By
Assoc.Prof. Mai Duc Thanh
Differential Equations: Example
Sales (in thousands) of a certain product
are increasing at a rate proportional to the
amount of sales, with a growth cons
Calculus 2-BA
By: Assoc.Prof. Mai Duc
Thanh
Lecture 8: Linear firstorder differential
equations
Basic Concepts
A differential equation may involve derivatives of
higher-order, such as f, f, f, etc
The order of a differential equation is that of
the highes
Chapter1:MathematicsofFinance
Lecture 6: Double Integrals
by
Assoc.Prof. Mai Duc
Thanh
Motivations
How can we find the volume of a bottle
with curved sides?
Given a function f(x,y) we can take integral
with respect to x and y separately:
b
d
a
c
f
f
( x,
Lecture 10: Applications of
Differential Equations
By
Assoc.Prof. Mai Duc
Thanh
A Predator-Prey Model
by Lotka-Volterra
Let x=f(t) denote the population of the
predator, and y=g(t) denote the population
of the prey at time t
Assume that if there were no p | 677.169 | 1 |
FAQs
Q. What is the Math Assistance Program (MAP)?
Answer
The Math Assistance Program (MAP) is part of the Tutoring Services offered by the Tomás Rivera Center. It focuses on college algebra and pre-calculus courses.
The MAP program consists of peer-facilitated study groups for college algebra, pre-calculus, and calculus 1. Sessions are held throughout the week in the MAP Room, JPL 2.01.12. Support is offered for the following courses:
MAT 1023 College Algebra w/ Applications
MAT 1033 Calculus for Business
MAT 1073 Algebra for Scientists & Engineers
MAT 1093 Pre-Calculus
MAT 1214 Calculus I
For current schedules for each class, please see the handouts in the Q-Lab. | 677.169 | 1 |
Scientific Calculator AD A scientific calculator is a type of electronic calculator, usually but not always handheld, designed to calculate problems in science, engineering, and mathematics
ColorCalculator Calculate as many solid plain stepwise fading hexadecimal color tone values as you like in between two entered colors
Ohms Law Calculator for Android Tablet Ohms Law Calculator provides the best way to calculate Voltage, Current, Resistance and Power. Accurate Calculations and Conversions with every Unit and Value Change | 677.169 | 1 |
Visitor Map
Student Video Project
As humans, we all have creativity. My goal is to bring out that creativity
and allow you to help people that are not so mathematically gifted. Your ability to mold,
shape, and manipulate a difficult topic and turn it into something a
person can digest in a short amount of time will allow you to feel powerful. Along
with your newly found powers, you will also have learned something,
which is one of the best feelings a person can experience.
Project Statement
You are to create "commercial" or "math video" that is at least 60 seconds in length about a mathematical topic of your choice from the first semester of the course. If you wish to use something from another class or branch of mathematics, it MUST BE APPROVED. While I obviously have a great appreciation for humor, remember that the nature of the video should be to teach a topic of some kind.
All video footage should be shot BEFORE the "Project Work Time" days!!!
Expected Timetable
Before Day 1 - You should have an overall plan developed already so you can edit as soon as possible
Day 1 - Upload video and deal with any camera problems. Begin the basics of editing your video. Day 2 - Continue the basics of editing your video. Make SURE your video will publish/finalize. Day 3 - Get your video ready to make a final published version.
General Guidelines
You are to create
"commercial" or "math video" that is at least 60 seconds in length about
a mathematical topic of your choice from the first semester of the
course.
No images of students faces. Masks or other methods of obscuring identities must be used.
No EXTREME algebra. Sometimes large equations and the long process of solve equations can effect the audience.
Multiple descriptions / explanations / visual aides are appropriate.
The video is meant for someone who is not gifted in math. Imagine something you could show your relatives that shows your mathematical talent.
Remember, no matter the education of the viewer, they should be able to view the video and have a clue of what is going on
At NO TIME do you include the full first and last name of any student
Your creativity is endless!!!
Credits of some kind are required. Guidelines for the credits are seen below.
ACTS OF VIOLENCE and INAPPROPRIATE LANGUAGE will not be tolerated. You may think something is funny; however, if it is viewed by an adult, it may seem far from appropriate.
THIS IS A CELEBRATION OF MATHEMATICS. Please have fun!
Guideline for Credits
Show some creativity here, including the possibility for a blooper reel
ONCE AGAIN, DO NOT USE both First and Last names. Use one or the other.
Mention any sources you used during the course of creating the video
General Guideline for Video Footage
5 - 10 seconds - Basic intro screen with something to catch the audiences attention along with your title and group name
10 - 20 seconds - To get the audience hooked on the specific topic
45
- 90 seconds - To show the audience the what, why, and how of the topic.
Remember, it is very important to link the math to real life situations.
X seconds - Credits
X seconds - Bloopers and/or other extra material (NOT REQUIRED)
Guideline for Copyright Issues
Do not use copyrighted images (stolen off different websites)
Any image you use should be mentioned in the Credits
It is OK
to use up to 30 seconds of a standard song as long as it was obtained
in legal ways | 677.169 | 1 |
Beschreibung
Beschreibung
Harold Davenport was one of the truly great mathematicians of the twentieth century. Based on lectures he gave at the University of Michigan in the early 1960s, this book is concerned with the use of analytic methods in the study of integer solutions to Diophantine equations and Diophantine inequalities. It provides an excellent introduction to a timeless area of number theory that is still as widely researched today as it was when the book originally appeared. The three main themes of the book are Waring's problem and the representation of integers by diagonal forms, the solubility in integers of systems of forms in many variables, and the solubility in integers of diagonal inequalities. For the second edition of the book a comprehensive foreword has been added in which three prominent authorities describe the modern context and recent developments. A thorough bibliography has also been added.
Pressestimmen
"Analytic Methods stands on its own as yet another great example of Davenport's style and ability to present a number theory topic. Moreover, the new edition of his lecture notes include a foreword written by three experts...where the recent discoveries and state of the art on the topics covered in the book are summarized, adding a great amount to the total value of the volume." MAA Reviews, Alvara Lozano-Robledo, Cornell University | 677.169 | 1 |
Solve Equations and Graph
Renol (Resolution of NOnLinear Equations) is an application designed for solving nonlinear equations by the methods of bisection, fixed point, Newton and Secant. In addition, it provides a graph of the equation introduced in order to get an idea about where is the solution.
It is intended for all audiences, especially teaching, because due to the d…
Learn Swiss German and Swedish
Even though Switzerland and Sweden are mixed up quite often from people abroad, and their countries are quite similar in many ways, their language is not.
Learn how to speak either Swiss German or Swedish in a playful way and be ready for your next acquaintance from far up north or surprise your banker with some real Swiss German. Have fun! - Kör… | 677.169 | 1 |
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Pharmacy Calculations for Technicians Fourth Edition offers the most thorough approach to understanding pharmacy calculations - so every student succeeds. Its extensive examples help students apply calculations in the workplace.
Additional problems with solutions at the end of the book provide practice with immediate feedback; Pretest available to check student readiness; Study Partner multimedia CD included with each textbook.
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Math is a critical element of pharmaceutical care and a sound knowledge of math concepts is key to succeeding as a pharmacy technician. The second edition of PHARMACEUTICAL CALCULATIONS FOR PHARMACY TECHNICIANS: A WORKTEXT provides an effective, hands-on guide to essential math skills, from simple addition and subtraction to formulas used in dosage calculations and basic business math. This highly practical reference helps students develop strong math skills to perform accurate calculations with confidence and prevent medication errors. In addition to informative content, the text includes abundant examples of medication labels, medical forms, and other images to help students apply professional skills in real-life situations. Now thoroughly updated, this edition is more useful than ever, providing an invaluable resource for students and professional pharmacy technicians alike. | 677.169 | 1 |
Easy Learning - GCSE Maths Revision Guide for AQA A: Higher
Easy Learning GCSE Maths Revision Guide for AQA A A specification. | 677.169 | 1 |
GEOMETRY HONORS - Grade Level: 9-10 Weight: 1.1 Prerequisite: 9th Grade: Selection based on Instructor approval and entrance exam composite score. 10th Grade: Selection based on Instructor approval & grade of A in Honors Algebra I. This course covers all of the topics in the regular geometry course. This program will move at a quicker pace and will incorporate enrichment activities to study the topic more in depth.
ALGEBRA II/TRIGONOMETRY - Grade Level: 9-11 Weight: 1.0 Prerequisite: Instructor approval; C- or better in Geometry. Algebra II/Trigonometry includes an in-depth study of the topics taught in Algebra I and Geometry. Additional topics include quadratic, polynomial, rational, radical, exponential and logarithmic functions. The unit circle is the basis for the trigonometric functions.
PRECALCULUS - Grade Level: 10-12 Weight: 1.0 Prerequisite: Instructor approval. The purpose of a precalculus course is to prepare students for a successful experience in Calculus. Topics include number systems, polynomial, exponential, and logarithmic functions, sequences, series, and limits. Trigonometry is developed on the basis of the unit circle and circular functions. This is, in turn, applied to trigonometric identities and proofs.
PRECALCULUS HONORS - Grade Level: 10-12 Weight: 1.1 Prerequisite: Instructor approval; B+ or better in Honors Algebra II/ Trigonometry or an A in Algebra II/ Trigonometry. Honors Precalculus is a course designed for students who plan to take Calculus AB or BC. Students will complete an in-depth analysis of topics, which include functions and their graphs, analytic trigonometry, linear systems and matrices, sequences and series, limits, and the introduction of Calculus.
CALCULUS I - Grade Level: 11-12 Weight 1.0 Prerequisite: Instructor approval. Calculus I deals with the major topics of differential and integral calculus. Applications include related rates, areas, volumes, rectilinear motion, and graphing with the use of the first and second derivatives.
CALCULUS (AB) AP/CIS - Grade Level: 11-12 Weight: 1.2 MATH 1371 CSE Calculus I (4 cr., University of Minnesota) Prerequisite: Instructor approval. Calculus (AB) deals with the major topics of differential and integral calculus. Applications include related rates, areas, volumes, rectilinear motion, and graphing with the use of the first and second derivatives. All topics that are part of the AB curriculum of the Advanced Placement Program are included. This course is under the supervision of the mathematics department of the University of Minnesota from which four college credits may be earnedCALCULUS (BC) AP - Grade Level: 12 Weight: 1.2 Prerequisite: Instructor approval, Calculus I or AP Calculus (AB). AP Calculus (BC) deals with the more advanced topics of differential and integral calculus. Applications include related rates, differential approximation, areas, volumes, arc length, and polar coordinates. The course concludes with units on infinite series, including Taylor series and differential equations. All topics that are part of the BC curriculum of the Advanced Placement Program are includedCOMPUTER SCIENCE AP - Grade Level: 11-12 Weight: 1.2 Prerequisite: Instructor approval; Algebra 2/Trigonometry and A- or better in current math course. Advanced Placement Computer Science (A) is a study of the Java programming language, emphasizing the object-oriented approach. Students will study computer systems, objects and primitive data, programming statements, flow of control, writing and enhancing classes, arrays, inheritance, and recursion. Students should expect to spend 2-5 hours a week reading, completing assignments, and programming projects. All AP students are expected to take the AP exam. Weight changes to 1.1 if student does not take the AP exam.
STATISTICS AP - Grade Level: 11-12 Weight 1.2 Prerequisite: Instructor approval; Algebra 2/Trigonometry and A- or better in current math course. The statistics course encompasses four major units: exploring and analyzing data, producing data through samples and experiments, understanding probability and simulation models, and drawing conclusions about population through inference. This is not the typical math class. Each topic is directly connected to the real-world through collecting data, experiments, investigations, and simulations. This course focuses on communication and interpretation of the mathematics, and writing is critical. Students should expect to spend 2-4 hours a week reading, completing assignments, and free response questions. All AP students are expected to take the AP exam. Weight changes to if student does not take the AP exam.
FUNCTIONS, STATS AND TRIGONOMETRY - Grade Level: 11-12 Weight: 1.0 Prerequisite: Algebra 2 and Instructor approval. This course is a review of linear, quadratic, rational, exponential and logarithmic functions. Probability and statistical topics are introduced along with game theory. Graphing technology will be employed to enable students to investigate functions and data. | 677.169 | 1 |
Math 4U is a group for those interested in mathematics. Are you taking a college math course in algebra or trigonometry? Are you a math enthusiast? Perhaps you are a parent who can't do their kid's math problems. Or maybe you want...
This group meant for maintaining communication /sending placement information to all the students of GB Pant polytechnic who are eligible for placement through campus interview w.e.f. batch passing out in 2007 onwards.........The... | 677.169 | 1 |
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Summary
This widely used text/workbook teaches the practical mathematics essential to the building construction and carpentry trades. The book features short units that begin with a brief explanation of an important math principle followed by straightforward explanations and examples that are worked out in detail so readers can see first-hand how to perform the functions involved. Basic mathematical problems relevant to the construction trade are accompanied by clear-cut illustrations and together give readers the opportunity to apply and practice math principles common to carpentry. | 677.169 | 1 |
Students will evaluate a definite integral using the Fundamental Theorem of Calculus, including transcendental functions. Students will use the Fundamental Theorem of Calculus Part 2 to evaluate functions. There is an ADDED BONUS Discovery Activity for your students, too. Everything you need to deliver a rigorous, challenging lesson. No prep, all keys are included for guided notes, homework, a daily quiz, and SmartBoard presentation.
Calculus: Limits and Continuity Guided Notes & Homework Bundle
In this bundled set, you will find all you need to prepare your AP Calculus students for a better understanding of LIMITS & CONTINUITY. This bundle is part of my Calculus curriculum with EARLY TRANSCENDENTALS. The bundle includes eight lessons. Each lesson comes with a Guided Student Notes handout, a homework assignment, and all the keys.
Calculus Derivatives of Inverse Functions
Get all of your inverse function derivative rules in one lesson. Challenge and rigor for your Calculus students. There is a set of guided notes, a daily quiz, homework assignment and a fully-editable SmartBoard lesson to make your planning time a breeze.
Calculus: Differential Equations Review & Assessment Bundle
In this bundled set you will find all you need to prepare your AP Calculus students for a better understanding of DIFFERENTIAL EQUATIONS. The unit is designed to cover the material in-depth and to challenge your CALCULUS students. All keys are included.
Students will evaluate a definite integral using the Fundamental Theorem of Calculus, including transcendental functions. This lesson is intended for AP Calculus AB, BC, and Honors students. The single lesson includes a student handout, a SMART NOTEBOOK 11 presentation, a completed set of notes, and a homework assignment for the lesson.
Your Early Transcendental Calculus students will be challenged with this lesson for Product and Quotient Rules. You will find a set of student notes, a homework assignment, a daily quiz, and a fully-editable SmartBoard Lesson to keep your teaching prepartion to a minimum.
In this bundled set, you will find all you need to prepare your AP Calculus students for a better understanding of DIFFERENTIAL EQUATIONS. This bundle is part of my Calculus curriculum with EARLY TRANSCENDENTALS. The bundle includes three lessons. Each lesson is presented with a Smart Notebook 11 Presentation. Slide handouts are also included along with a key. Each lesson comes with a homework assignment, and all the keys.
Calculus: Differentiation SMARTBOARD Lessons Bundle
In this bundled set, you will find all you need to prepare your AP Calculus students for a better understanding of DIFFERENTIATION. This bundle is part of my Calculus curriculum with EARLY TRANSCENDENTALS. The bundle includes sixteen lessons. Each lesson is presented with a Smart Notebook 11 Presentation. Slide handouts are also included along with a key. | 677.169 | 1 |
Parent conferences are welcomed Monday - Friday, between 1:30-2:30 pm or after school on Monday or Thursday 3:00-3:30 pm. Please call and schedule an appointment. II. Course Description
Teaching and learning of mathematics that are aligned with the NC standards will be included in both the eighth grade math class and the Algebra 1 class. Appropriate technology, manipulatives, calculators and web sites will be used regularly for instruction and assessment. Those students who do not have internet access at home will be provided time before school, after school and/or during homeroom in order to complete assignments.
In eighth grade students will be expected to describe and translate among graphic, algebraic, numeric, tabular, and verbal representations of relations and use those representations to solve problems. In addition, the concept of slope and scatter plots become a major focal point.
Math 1 students continue the study of algebraic concepts. This includes factoring polynomials, creation and application of linear functions and relations, algebraic representations of geometric relationships, and an introduction to nonlinear functions.
III. Course Objectives
Major Work of Grade 8 Math
Major Clusters
Supporting/Additional Clusters
Expressions & Equations
Work with radical & integer exponents
Understand the connections between proportional relationships, lines, and linear equations.
2. Respect all faculty and peers (note that his includes all custodians, cafeteria staff, office staff, etc.) Disruption, disrespect and safety offenses will not be tolerated.
3. Come to class prepared (work done and supplies on hand).
4. Follow directions / class procedures.
VI. Grading Scale
Ms. Kester's expectation of everyone is no grade lower than a C.
A = 90-100
B = 80-89
C = 70-79
D = 60-69
F = Below 60
VII. Final Grade Percentages
The grades for both math classes are weighted as follows:
Quizzes = 35% Test & Projects/Activities = 35%
Homework/Classwork 30%
VIII. Student Fees
Student fees are $20 which covers the cost of a DGP book, Math workbook and locker rental.
IX. Wish List (used all year long by everyone)
AAA Batteries Paper Towels Cleaning Wipes Tissues Thin Expo Markers
Air Heads or Starburst (yes, 8th graders still love candy!)
XI. Remind
Remind is a wonderful way for me to communicate with students, parents and guardians. This is a free service that I will use to "push" information to you while maintaining cell phone number security. To enroll, simply send a text message to 81010 and in the body of the message type the code for your class as shown below and send. This will automatically assign your number to the message group and you are ready. If you reply to a message, it will send your message to me as an email. This is a great service! More information will be in your open house folder.
Math1: @KestMath1
8th Grade Math: @Kest8th
XII: Student Envelopes
All report cards will be sent home in the same envelopes from open house. You will notice on the envelope that there is a signature block for every nine weeks. Please sign the envelope within 5 days of report card being sent home and return to school. If your student is AIG, please sign those forms and RETURN those forms to school every nine weeks. | 677.169 | 1 |
This best-selling book provides an accessible introduction to discrete mathematics, using an algorithmic approach that focuses on problem-solving techniques. The new edition weaves techniques of proofs into the text as a running theme. Each chapter has a special section dedicated to showing students how to attack and solve problemsAbout the Author:
Richard Johnsonbaugh has a Ph.D. from the University of Oregon. He is professor of Computer Science and Information Systems, at DePaul University. He has 25 years of experience in teaching and research, including programming in general and in the C language. Dr. Johnsonbaugh specializes in programming languages, compilers, data structures, and pattern recognition. He is the author of two very successful books on Discrete Mathematics.
Book Description U.S.A.: Prentice Hall, 2004. Soft cover. Book Condition: New. 5th or later Edition. New international edition [Soft Cover] same contents as US edition. [The Cover image and ISBN may different than the US Edition] [Printed in COLOR on Quality Paper] [Occasionally, international edition textbooks may come with different exercises and cases at the end of chapters] [Fast Shipping with tracking. Bookseller Inventory # ABE-1470091668118 | 677.169 | 1 |
Series Review
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110 KB|4 pages
Product Description
This worksheet reviews concepts related to series. It covers both arithmetic and geometric series. It asks students to find the sums of several series. It also asks about infinite geometric series. Several word problems are included.
This worksheet only reviews series--there are no review questions on sequences.
This is appropriate for Algebra 2 or Precalculus, or as a review of the basic concepts for a Calculus BC class. It does not cover any concepts that are covered exclusively in Calculus. | 677.169 | 1 |
Developmental Algebra: Intermediate is a text that aims to prepare students for success in college-level mathematics courses. By focusing on skills development, this book helps students develop a strong foundation of algebra skills that they can build upon. Designed to be a combination of a textbook and notebook, students are given space to take notes directly within the text. This book is also lightweight and spiral bound for ease of use in the classroom. This is an essential text for instructors of developmental math courses.
Teaching Resources
Developmental Algebra: Intermediate is a unique text that contains a variety of invaluable features for adopting instructors:
Straightforward outline that cuts down on class preparation time
Logical organization that ensures the materials flow smoothly in class
Power Point slides are available that run parallel to the text
Biography
Paul Pierce has been teaching mathematics for over 18 years since earning a master's degree in mathematics at Texas Tech University. He has taught the range of courses from basic math through calculus. He has taught developmental mathematics at Texas Tech University, Midwestern State University, and South Plains College. Professor Pierce is currently the mathematics coordinator for the TSI Skills Development Program at Texas Tech University. He has also published three other textbooks on developmental mathematics. | 677.169 | 1 |
Product Description
▼▲
Learning--and teaching!--math does not have to be difficult! Give your students and yourself the tools to succeed with this Saxon Teacher and Saxon 6/5 kit combination! Introduce your middle-schoolers to the concepts they'll need for life and higher education, including divisibility; multiplication; integers; prime and composite numbers; powers; roots; probability; statistics; patterns and sequences; geometry and measurements; and ratios. This kit includes Saxon's 3rd Edition Math 6/5 textbook, solutions manual, and tests/worksheets book.
Give your Saxon Math 6/5 students support and reinforcement! Comprehensive lesson instructions feature complete solutions to every practice problem, problem set, and test problem with step-by-step explanations and helpful hints. These user-friendly CD-ROMs contain hundreds of hours of instruction, allowing students to see and hear actual textbook problems being worked on a digital whiteboard. A slider button allows students to skip problems they don't need help on, or rewind, pause, or fast-forward to get to the sections they'd like to access. Problem set questions can be watched individually after the being worked by the student; the practice set is one continuous video that allows for easy solution review. For use with the 3rd Edition. Four Lesson CDs and 1 Test Solutions CD included.
System Requirements:
Windows:
98, 2000, ME, XP, Vista with latest updates, Windows 7, 8, 10
450 MHz or faster
128 MB RAM
8x CD-ROM Drive
800 x 600 display
Macintosh:
10.2 or up
G3, 500 MHz or faster
128 MB RAM
8x CD-ROM Drive
800 x 600 display
Please Note: This product is only available for purchase by homeschools, consumers, and public institutions. | 677.169 | 1 |
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