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This book covers the main topics in a discrete mathematics text. It does not include an analysis of algorithms, graphs, trees, and other topics that would be of interest to computer science students. The presentation of logic and the techniques for writing proofs are thorough and nicely laid out. The problems presented to the students have sufficient variety. New definitions could be included in the summary of the section in which they are presented.
Accuracy rating: 4
The mathematical content is accurate, though there are a few instances where definitions in this text deviate a bit from those presented in mathematics textbooks. For example, I have read mathematical books that define a function, f, with domain A and co-domain B as a subset of AxB satisfying two properties: for every element of A, a, there exists an element of B, b, such that (a, b) is an element of f, and if (a, b) and (a, c) are elements of f, then b = c. In this textbook, the graph of a function is defined this way (sort of), but functions are not presented as a collection of ordered pairs when initially being defined. These differences can be used to point out the importance of learning definitions and terminology, and using those definitions to create and explore conjectures.
Relevance/Longevity rating: 5
The textbook covers traditional material included in a discrete mathematics class. It includes examples and problems that are typically used in other textbooks in this field. This textbook does not include examples that are particularly modern, or that reference "pop culture" which helps with longevity.
Clarity rating: 4
The text is very well written. The material on formulating proofs is extremely well written, and could be incorporated into any course that helps students make the transition from computational mathematics to abstract mathematics. The explanations are clear, the examples highlight what students should do and what they should avoid. Common mistakes are pointed out with clear explanations and examples. The format of the mathematical steps involved in solving a problem makes it easy to follow along and understand the calculations being presented. There are a few proofs that include the word "obviously" as a reason, however, and it would be helpful to have all definitions presented similarly to how theorems are stated (blocked to stand out and labeled as such).
Consistency rating: 5
Consistent terminology and notation is used throughout the book.
Modularity rating: 5
The sections are broken up into subsections that fit a particular topic and do not include an excessive amount of material.
Organization/Structure/Flow rating: 5
Each subsection presents a topic and explores the ideas in more depth. The sequence of subsections in a chapter follows a natural progression that is typical for a discrete mathematics textbook. Each chapter is well-organized and the content being discussed builds on previously presented ideas.
Interface rating: 5
Some of the "hands-on exercises" are split over two pages, making it difficult to understand the task needing to be practiced (for example, exercise 6.2.1). The experience of scrolling through the pdf file was as expected. Leaving space between the hands-on exercise problems reflect that it is a workbook that will be printed, but if a student only accesses the text as a pdf file, the space is not needed. There are pros and cons to each arrangement.
Grammatical Errors rating: 5
The explanations and presentation of material use correct grammar and spelling. I did not see any glaring errors (grammatical or typographical).
Cultural Relevance rating: 4
This is a standard mathematics textbook without references to "pop culture" or terminology that could be considered offensive. It does not contain images of events or people with the potential for being problematic in the future. On the other hand, having specific examples of how the concepts being introduced are relevant to computer science (for example, RSA encryption, hash functions etc...) could help motivate students to learn this material.
Comments
Overall, I thought that the foundations of mathematics are well-presented. The advice to students in the Introduction could be shared in every math class! The material is clearly presented, there are ample hands-on exercises, and students would benefit from reading this textbook. Including a few applications of the material being covered would strengthen the textbook, and including topics related to an analysis of algorithms (and big-Oh notation), graphs and trees would complete the topics presented in a typical discrete mathematics class.
Reviewed by Amol Mali, Associate Professor, University of Wisconsin-Milwaukee, on 8/22/2016.
The book does not cover graphs, discrete probability, random variables and expectations. It also does not cover some counting problems like read more
The book does not cover graphs, discrete probability, random variables and expectations. It also does not cover some counting problems like combinations with repetition and permutations with indistinguishable objects. It does not cover all rules of inference in propositional logic. I teach all these topics in CS 317 (Discrete Information Structures), a required course for computer science majors at my university. The indices are effective. There is no glossary, but this is not a problem because the topic indices are effective. Most other textbooks on discrete mathematics do not have a glossary either.
Accuracy rating: 3
While most parts of the book are accurate, I do have concerns about some parts (theory as well as problems) as described next. In the problems on counting selections with certain balls on page 240, the problem descriptions should state that all balls of same color are distinguishable (they vary in design or diameter or weight or texture or something else). Without this, the answers in the book are overcounts. The hint ``use permutation if order matters, otherwise use combinations'' on page 242 is oversimplifying. What if a problem involves both permutations and combinations or involves neither permutations nor combinations? I have major concerns about the treatment of functions in the chapter on functions. Sometimes the author talks of functions and sometimes he talks of well-defined functions. Also he talks of functions assuming that they are well-defined functions. Then he talks of one-to-one functions, onto functions, inverse functions, composite functions, and constant functions without telling that they are well-defined functions. The concept of functions is enough, the concept of well-defined functions is unnecessary. Some of the tips are inaccurate, e.g. there is a tip on page 8 which says that an identity should be never proved by simplifying both sides simultaneously. What the author should say is that the proof of an identity should never equate two sides whose equality is not verified. One can prove an identity by simplifying two sides simultaneously as long as a question mark is included on equality sign in all steps except the one in which equality is established. The question mark on equality sign shows that we are not sure about equality and are in the process of confirming or denying it. There is a typo in theorem 8.2.4 on page 224. |A U B U B| in the theorem statement should be |A U B U C|.
Relevance/Longevity rating: 4
It is easy to update this book with changing times or syllabi. Some exercies have only symbols, numbers and mathematical operators and mathematical terms with no mention of real world. Exercises 6.3 and 6.4 about one-to-one and onto functions fall in this category. My examples of relating these topics to real world include mapping people to e-mail addresses or companies of employment or web pages or social media accounts. The quantity of problems in some exercises is higher that what is needed to understand the concepts perfectly. More diversity in the problems will be more useful than more problems in some exercises. It will be good to mention that a bijection is also called ``one-to-one correspondence''. Inclusion of topological sorting after Hasse diagram in the chapter on relations will be useful.
Clarity rating: 4
Some statements are vague. On page 43, the author says that some proofs only require direct computation. I think what the author means is that some proofs involve only basic mathematical facts, laws, and transformations leading to the goal to be proved and do not use one of the standard proof methods which include vacuous proof, trivial proof, proof by contradiction, direct proof, and proof by cases. I think the author's point can be better explained by first explaining the standard proof methods and then telling that there are proofs that do not fall into any of these categories. The definition of a function on page 163 is spread over two bullets. The definition should be covered by one bullet. If a student reads only one of the two bullets, he/she will leave with an incorrect understanding of what functions are. Bullets should be ideally used for certain kinds of information like facts, opinions, goals, guidelines, and observations. If bullets are used for describing a multi-step procedure, then one bullet should be used for describing all steps of the same procedure. The author describes different steps of mathematical induction using different bullets. If a student does not read all bullets, he/she may have an incorrect understanding of mathematical induction. Spreading N related steps of the same procedure over N bullets may lead a student to think that there are N different one-step procedures. Though most of the book is very clear, there are parts where clarity should be improved. There are many places where the author has given extra information not found in other textbooks to avoid common misunderstanding among students. I applaud these efforts of the author. The author has related multiple representations at many places, like relating a set containing sets to cubes within cubes and I am sure that students will appreciate this. This certainly helps different learning and thinking styles. I found the notation for logical XOR very confusing.
For XOR of propositions p and q, a dash below OR is put between p and q. Some students may think that this is OR of NOT or NOT of OR. I suggest using + within a circle for XOR or some other notation that does not combine existing notation in an ambiguous manner.
Consistency rating: 4
Except rare instances like considering functions and well-defined functions as sometimes different and sometimes same, the book is highly consistent.
Modularity rating: 4
The book is very modular and this has lead to a clear index at the start of the book. One may often find relevant pages faster by using the front index than the back index. My concern is that there are more modules (sections and subsections of chapters and the resulting exercise sets) than necessary and this can affect students' understanding, self-perception of preparedness, and mental stress. For example, onto functions and one-to-one functions are presented as separate modules. It will be easier for students to understand these if they are in the same module. If different properties of functions are presented in different modules, students may think of satisfaction or dissatisfaction of those properties separately. They may even think that those properties are mutually exclusive. If different related properties are mentioned in the same module, students may think of their combinations in addition to separate satisfaction or dissatisfaction of each property. This will be more intellectually enriching for students. If a student learns the module on say onto functions, solving all problems, then the student may feel that he/she has done a lot, but what has really happened is that the student learnt one definition very well. So students who estimate preparedness using study time or quantity of problems solved may consider themselves highly prepared for an exam which is not true when there are many other modules to be studied. Creating N modules for N related terms that can be presented in one module can stress students more because students may consider one module as easier to study than N modules.
Organization/Structure/Flow rating: 4
The order in which topics are presented respects their dependency. This is very good. There is room for moving information among chapters for better learning without disturbing the order of dependency of topics or the order of chapters. For example, some rules of inference from propositional logic are mentioned in the chapter on proof methods. These rules should be moved to the chapter on logic. Distribution of information in a book can affect how students store it
(how they chunk it) and process it. Number of pages of individual chapters can be reduced considerably, e.g. six pages (157-162) are used to just convey what functions are. Similarly, four pages are used to convey what biconditional statements are. This is much more than necessary and students may get low intellectual return per time spent or page read. I found some instructions like ``Be sure to describe it correctly and properly'' on page 188 unnecessary. Perhaps such a general instruction can be given at the start for all problems instead of individual problems.
Extra instructions for individiual problems should be more specific.
Interface rating: 5
Some students may find it more convenient if different chapters are presented as different pdf files or all theory, all exercises, and all solutions are presented in three separate pdf files. I do not consider this necessary. I could navigate the book fast. It will be useful to separate different truth assignments in truth tables with separating horizontal lines for easier reading.
Grammatical Errors rating: 5
The English is very good. Mathematical expressions and equations do not end with a period like sentences in English. I suggest removing these periods. I found some of these in examples of incorrect proofs. There is an extra ``a'' in the definition of reflexive relations on page 201. That should be removed.
Cultural Relevance rating: 5
(I think this criterion is less relevant to engineering, mathematics and computer science, and more relevant to other disciplines which include geography, economics, politics, religious studies, architecture, history, healthcare, law, and linguistics.)
The book does not have content that will offend any population. The topic of the book neither requires nor prohibits inclusion of races, ethnicities, and backgrounds in examples and problems.
Comments
The author has clearly put in a tremendous effort in this book. The best features of the book are innovative problems, examples, and explanations, along with tips for students to avoid many common mistakes and present their answers better. I will gladly recommend specific exercises from this book to students who want extra problems for extra practice.
Table of Contents
Preface
1 An Introduction
1.1 An Overview
1.2 Suggestions to Students
1.3 How to Read and Write Mathematics
1.4 Proving Identities
2 Logic
2.1 Propositions
2.2 Conjunctions and Disjunctions
2.3 Implications
2.4 Biconditional Statements
2.5 Logical Equivalences
2.6 Logical Quantifiers
3 Proof Techniques
3.1 An Introduction to Proof Techniques
3.2 Direct Proofs
3.3 Indirect Proofs
3.4 Mathematical Induction: An Introduction
3.5 More on Mathematical Induction
3.6 Mathematical Induction: The Strong Form
4 Sets
4.1 An Introduction
4.2 Subsets and Power Sets
4.3 Unions and Intersections
4.4 Cartesian Products
4.5 Index Sets
5 Basic Number Theory
5.1 The Principle of Well-Ordering
About the Book
This is a text that covers the standard topics in a sophomore-level course in discrete mathematics: logic, sets, proof techniques, basic number theory, functions, relations, and elementary combinatorics, with an emphasis on motivation. It explains and clarifies the unwritten conventions in mathematics, and guides the students through a detailed discussion on how a proof is revised from its draft to a final polished form. Hands-on exercises help students understand a concept soon after learning it. The text adopts a spiral approach: many topics are revisited multiple times, sometimes from a different perspective or at a higher level of complexity. The goal is to slowly develop students' problem-solving and writing skills.
Open SUNY Textbooks is an open access textbook publishing initiative established by State University of New York libraries and supported by SUNY Innovative Instruction Technology Grants. This initiative publishes high-quality, cost-effective course resources by engaging faculty as authors and peer-reviewers, and libraries as publishing service and infrastructure. The pilot launched in 2012, providing an editorial framework and service to authors, students and faculty, and establishing a community of practice among libraries. Participating libraries in the 2012- 2013 pilot include SUNY Geneseo, College at Brockport, College of Environmental Science and Forestry, SUNY Fredonia, Upstate Medical University, and University at Buffalo, with support from other SUNY libraries and SUNY Press. More information can be found at
About the Contributors
Author(s)
Harris Kwong is a mathematics professor at SUNY Fredonia. He was born and raised in Hong Kong. After finishing high school there, he came to the United States to further his education. He received his B.S. and M.S. degrees from the University of Michigan, and Ph.D. from the University of Pennsylvania. His research focuses on combinatorics, number theory, and graph theory. His work appears in many international mathematics journals. Besides research articles, he also contributes frequently to the problems and solutions sections of Mathematics Monthly, Mathematics Magazine, College Journal of Mathematics, and Fibonacci Quarterly. He gives thanks and praises to God for his success. | 677.169 | 1 |
For freshman/sophomore-level courses treating calculus of both one and several variables. Clear and Concise! Varberg focuses on the most critical concepts freeing you to teach the way you want! This popular calculus text remains the shortest mainstream calculus book available - yet covers all the material needed by, and at an appropriate level for, students in engineering, science, and mathematics. It's conciseness and clarity helps students focus on, and understand, critical concepts in calculus without them getting bogged down and lost in excessive and unnecessary detail. It is accurate, without being excessively rigorous, up-to-date without being faddish. The authors make effective use of computing technology, graphics, and applications. Ideal for instructors who want a no-nonsense, concisely written treatment.
Key Features
Publisher: Pearson
Copyright: 2014
Language: English
ISBN13 : 9781447968788
Number Of Pages: N/A
Edition: 9
Author: Dale Varberg, Edwin Purcell deceased, Steve Rigdon
Specifications of Calculus Pnie, Plus Mymathlab Without | 677.169 | 1 |
Geometer's Sketchpad
Geometer's Sketchpad for the Math Classroom Introduction
This professional development is designed to help high and middle school teachers become familiar and comfortable with Geometer's Sketchpad (GSP). We will point out uses and possible integrations of Geometer's Sketchpad. We will also collaborate on best practices when integrating this software.
Geometer's Sketchpad 5 was installed on a selected number of student computers. It is a program that offers transformable pictures, hot text, marker tool, and expanded algebra and geometric capabilities.
Professional Development Standards for This Training
ISTE NETS 2008 for Teachers
1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers: a. promote, support, and model creative and innovative thinking and inventiveness. b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
3. Model Digital-Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers: a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
conic_connections.gif
Geometer's Sketchpad for the High School Math Classroom (Not Just for Geometry)
Why use Geometer's Sketchpad? Geometer's Sketchpad is a tool used to build, model, demonstrate, and graph mathematical concepts. Sketchpad increases students' understand giving them a visual representation of many math concepts that are difficult to visualize. It enables dynamic demonstrations by animating figures and making real-time calculations as figures change. It allows for students to see relationships between geometry and algebra. It not only offers geometry interactivity but everything from basic math through Calculus.
Geometer's Sketchpad Basics Document
Algebra I example:
: A fun math game that's good for solidifying your sense of slope. The game works best with a partner (this is how it's described), but you can also play it alone if you hide the labels and cover the slope measurements before dragging the lines. | 677.169 | 1 |
Wolfram|Alpha for Educators: Webinar Training Series
Held on August 9, August 10 and August 24, 2016
Join Wolfram Training for this free online training series on how to leverage Wolfram|Alpha in the classroom. Wolfram|Alpha is a free online computational knowledge engine that generates answers to questions in real time by doing computations on the fly. Learn how to use this tool in the classroom by utilizing real-world data, generating interactive plots, and more. Each session covers a different subject area and includes examples of how teachers have used Wolfram|Alpha in their classes, as well as an interactive Q&A with the host.
Watch Event Videos
Session Details
Calculus Webinar for EducatorsThe Wolfram Knowledgebase contains a massive, ever-growing data repository of computational knowledge that powers Wolfram|Alpha. In this session, you will learn about the Wolfram Language algorithms and functions in calculus. Explore functions and their derivatives, integrals and limits, integral transforms, and more. We will demonstrate the Wolfram Problem Generator, which can generate unlimited practice problems for topics ranging from arithmetic to calculus. We will also share lesson plans and tips on using Wolfram|Alpha in your calculus classroom.
Physics Webinar for EducatorsIn this workshop, you will learn about the multitude of interesting computations for your physics class using Wolfram|Alpha. Wolfram|Alpha capabilities in physics cover areas including mechanics, quantum physics, particle physics, thermodynamics, optics, and much more. The session will cover ideas to integrate Wolfram|Alpha seamlessly into your physics classroom, working with existing curricula. We will also share interesting blog posts and resources that will help foster curiosity in this area.
Economics Webinar for EducatorsIn this workshop, you will explore using Wolfram|Alpha in the economics classroom. Access a wide range of socioeconomic and demographic data, currency computations, financial indicators, and country data using natural language input. Create stunning visualizations using curated financial data, available through the ever-growing Wolfram Knowledgebase. Learn how to examine financial equations such as mortgage and annuity through rigorous algorithms. | 677.169 | 1 |
Ensure Success in Algebra 1
Algebra Readiness
Whether students are on grade-level, require intervention, or are ready for additional challenges, DreamBox Learning® Math empowers teachers to reach, teach, and engage all students in meaningful math learning that prepares them for success in Algebra 1 and beyond.
With DreamBox, students don't just meet the standards and gain proficiency, they gain the deep learning and comprehension required to be confident mathematicians | 677.169 | 1 |
Precise Calculator has arbitrary precision and can calculate with complex numbers, fractions, vectors and matrices. Has more than 150 mathematical functions and statistical functions and is programmable (if, goto, print, return, for). | 677.169 | 1 |
Designed as a companion to The Economist Style Guide, the best-selling guide to writing style, The Economist Numbers Guide is invaluable to anyone who wants to be competent and able to communicate effectively with numbers.
In addition to general advice on basic numeracy, the guide points out common errors and explains the recognized techniques for solving financial problems, analysing information of any kind, and effective decision making. Over one hundred charts, graphs, tables, and feature boxes highlight key points. Also included is an A–Z dictionary of terms covering everything from amortization to zero-sum game Publisher
A handy reference to stay on top of global economic trends. In today's global arena it is imperative that business people keep abreast of the economics of nations around the world. Every day features the release of a new barrage of updated economic indicators and figures that carry often hidden messages about the direction of segments of the economy. This pocket reference enables readers to quickly revisit the meaning and impact of late breaking economic news and to make better decisions based on the looming economic terrain.
From the Inside Flap
Crucial to business success, numerical methods are often viewed as too complex to understand, much less use. They are, in fact, far less complicated, able to be broken down into stepby-step instructions and processed by basic computing devices. This invaluable resource from the publishers of The Economist, the leading international business journal, simplifies and demystifies the numbers game, illustrating just how straightforward—and relatively easy—it really is. Taking you clearly and concisely through numerous fundamental functions, both elementary and advanced, The Economist Numbers Guide arms you with the tools necessary to not only approach numbers with more confidence, but solve financial problems more easily, analyze information more accurately, and make decisions more effectively. Covering finance and investment, forecasting techniques, hypothesis testing, linear programming, and a host of other important topics, it shows you how to handle everything from figuring interest and quantifying risk to projecting inflation and evaluating investment opportunities. In addition to the basic mechanics of numerical techniques, the Guide takes a look at their practical applications, including their role in stock control, simulation, and project management. To help you sidestep potentially costly mistakes, it also highlights common errors to avoid, such as rounding incorrectly and bypassing time series selection. Along with sample calculations, concise definitions, and clear explanations, as well as more than 100 charts, graphs, and tables, The Economist Numbers Guide features an A-to-Z dictionary that encompasses key terms—from autocorrelation to zero sum game—and provides useful reference material on such essentials as conversion factors and formulae for calculating areas and volumes. In-depth and easy-to-use, this is an indispensable reference for business and numbers success.
Top customer reviews
I've been looking for an easy to read, understand and all rounder book in business math and finally i found it. Number Guide is, in most part what I've been looking for. I've been looking for a quick reference that would help me in recalling many math basics especially statistics basics and to be honest was a little lazy in going through a complete course again, however, this book did a great job and served as a compromise for me. I enjoy reading this book everywhere and whenever I have time. Even reading it early morning in the rest room before going to work. This book is an excellent starting point for a more comprehensive, easy to understand number guide detailed book which I hope the author think of writing it as I assure him it would be a best seller and a must have reference for both students and practitioners.
Thanks economist for the excellent serious of books that I became one of its fans.
Appreciative readers (they tend to be long-term readers as well) of the ECONOMIST sometimes wonder why misspellings and non sequiturs are virtually absent from that superb weekly magazine.
The answer?: an obsessive dedication to editorial rigor, nowhere better exemplified than in this 'style guide' for the numbers set. It doubles as a methodological guide, for it sets out near canonical equations and means for solving economic problems.
Nine chapters cover:
Key concepts
Finance and investment
Descriptive measures for interpretation and analysis
Tables and charts
Forecasting techniques
Sampling and hypothesis testing
Incorporating judgments into decisions
Decision-making in action
Linear programming and networking
This guide should be required reading for everyone who manages from a numbers-intensive platform.
I have read cover-to-cover a previous edition of this book (when it was published by Wiley in 1998) and recently had an opportunity to carefully peruse this current edition (5th ed. by Bloomberg Press???). What I found is that this is a strange case of how a great book (the 1998 edition) turned into merely a good book (this 5th edition). Because of this regression toward the average, I deducted one star from my review (but still feel that it is good enough for 4 stars). As you may have noticed, I really loved the older edition of The Economist Numbers Guide that I thankfully own. It is a great overview and introduction of mathematics as it relates to business. There are a lot of great things about that edition of this book. One of the things I admired about it was the range of topics covered, from interest rates and basic probability/statistics all the way up to Markov Chains, linear programming, and marginal analysis. It is hard to find the breadth of topics covered in that book elsewhere - whether all in one book or in any combination of books. So I found it perplexing that this 5th edition dedacted some materials and topics covered in older editions. Gone are the interesting discussion of descriptive statistics for sets of data that do not easily conform to any of the standard probability distributions (e.g., where median is the best measure of the 'average' and substitutes must be used for the more common parameters such as standard deviation). I have a hard time finding anything coherent much less accessible on those topics elsewhere so it is a shame that they were left off of the 5th edition. The only new material (not previously present) is a short blurb on public-key cryptography. While that topic is interesting to me and the limited discussion was illuminating and mathematically sound, it seemed a rather quixotic choice to put in when some interesting materials in previous editions were left off and new material that would have been more useful to the targeted audience have yet to be added. What I mean by useful material that have yet to be added is that both the 1998 edition and this edition don't have some materials that I would think naturally ought to be added. E.g., the section on finance & investment mathematics is mostly devoted to various discussions on interest rate/time value of money & basic probability. I think adding material on CAPM (although CAPM Beta is defined in the book's very helpful glossary section), option/derivative pricing, financial portfolio optimization, and other topics in financial mathematics/engineering would make a great and natural addition to this book. Some problems common to both the prior and current edition of this book are the occassional (relatively rare) typos. They are usually minor (although they are most annoyingly frequent in the section on time value of money / interest rates). Another flaw in both the older and newer editions is that there are gaps in the expository material that don't make much sense. To be fair, this book is designed to be a brief intro/overview into a wide swathe of topics so it wouldn't be reasonable to expect that the author go into great detail on every topic. However, there are instances - e.g., the example on mixed strategies in game theory - where one or two additional sentences would help novices to understand (e.g., how did you get the the mixed strategy probabilities? author should have added a couple of more lines about how the system of equations are interrelated with one another when determining mixed strategies). Having said all of that, let me reiterate that BOTH the old and the new edition of The Economist Numbers Guide is a wonderful resource for people interested in business mathematics. The sections on decision-making and forecasting are especially of value since they are so wonderfully explained here and a comparable set of explanations are hard to find elsewhere. In future editions, I just hope that the author heeds my advice about bringing back some topics in older editions, correcting a few errors & lapses, and adding some material that would fit in with what has otherwise been an excellent series of books.
This book provides concise and clear definitions of business analytics with practical applications. Excellent for the neophyte in business math. Helpful index and glossary to get started. Good guide to use if learning stats or marketing research. | 677.169 | 1 |
Course Information
MATH-071 - Basic Skills Mathematics-Precollege Algebra
Review of elementary algebra, including fundamental algebraic processes, linear and quadratic equations, graphing, word problems, and applications. Computer assisted including lecture, individual and small group tutoring in the RHMLC. This course is offered as Pass/No Credit only.
MATH-100 - Intermediate Algebra
Topics include sets, relations, functions, development of number systems and algebraic operations. Computer assisted teaching including focus groups, individual and group tutoring.
3 semester hours. 40 to 75 minute focus group, 2.5 hours lab.
Corequisite: Students who score 71 or less on the Accuplacer Placement Test must take MTHM 100 as a co-requisite for MATH 100 unless they have successfully completed an alternative program. Please see Mathematics Basic Skills Policy for information on the alternatives.
MATH-103 - The Development of Mathematics
A survey of traditional and contemporary mathematical topics developed within a historical framework and designed to develop an appreciation for the role and universality of mathematics as a cultural force in our society 103 unless they have successfully completed an alternative program. Please see Mathematics Basic Skills Policy for information on the alternatives.
MATH-109 - Statistics
Introduction to the use of statistics in the real world. Topics include: analysis and presentation of data, variability and uncertainty in data, techniques of statistical inference and decision-making 109 unless they have successfully completed an alternative program. Please see Mathematics Basic Skills Policy for information on the alternatives.
MTHM-101 - Praxis Review
Topics include reviews of ratios, proportions, number systems, algebra and functions, geometry, statistics and probability. Computer assisted teaching including focus groups, individual and group tutoring. | 677.169 | 1 |
Course Description
Fear fractions no more. And learn whether to add first or multiply first in a string of operations. Whether you are struggling with basic math functions in a course today, you are taking a new job that demands understanding of math, or you simply need to review or remember some part of basic math, this course will bring you up to speed. Learn to really understand addition, subtraction, multiplication, and division; know how to calculate and move among decimals, fractions, and percents; figure out ratios and proportions like a pro; and learn to use a calculator for basic math functions.
This course deals with the nuts and bolts of Math. Students will become equipped with a solid foundation of the mathematical tools required to solve more complex mathematicaloperations. This course would benefit any student (regardless of age) who requires help understanding basic math skills in order to pass a placement test, a course, a specific job, or a review or brush up on math skills.
No previous education is required though understanding lesson material assumes students at least have a 7th grade reading level. Lessons will focus on the steps involved in adding, subtracting, multiplying, dividing as well as the order of operations. In addition this course will focus on the various forms of numbers such as fractions, decimals, percents, radical signs, absolute value signs exponents, ratios.
Student Testimonials
"I found the assignments helpful. If you had one answer wrong, it was explained why the answer was wrong. You were also given the correct answer....I found the assignments helpful. If you had one answer wrong, it was explained why the answer was wrong. You were also given the correct answer." -- Sharon W.
"All of it was helpful, it has been a long time since i have used any math skills so I really needed this class to learn quite a bit of it all over again....All of it was helpful, it has been a long time since i have used any math skills so I really needed this class to learn quite a bit of it all over again." -- Melissa C.
"The video instructions were most helpful....The video instructions were most helpful." -- Jacquelyn K.
"Loved this class! What was most helpful were the lessons on fractions, decimals, percents - Just getting the basic understanding of how it all works and how they can be converted into one another....Loved this class! What was most helpful were the lessons on fractions, decimals, percents - Just getting the basic understanding of how it all works and how they can be converted into one another." -- Gwyneth J.
"I liked the exercises the lessons had before a quiz. My teacher was great gave me confidence that I could do this and succeed at it....I liked the exercises the lessons had before a quiz. My teacher was great gave me confidence that I could do this and succeed at it." -- Elise E.
"I enjoyed the class....I enjoyed the class." -- Rubye W.
"The overall flow of the course and ease in learning was most helpful....The overall flow of the course and ease in learning was most helpful." -- Shayna S. | 677.169 | 1 |
About this product
Description
Description
This book offers a detailed exposition, with exercises, of the basic ideas of algebraic topology: homology, homotopy groups, and cohomology rings. Avoiding excessive generality, the author explains the origins of abstract concepts as they are introduced. | 677.169 | 1 |
Calculus Second Edition
Introduction and Overview
CPM Educational Program, a California non-profit corporation, has provided problem-based instructional materials and professional development for teachers since its inception in 1989. "College Preparatory Mathematics (CPM)" was originally an Eisenhower-funded grant program. CPM teaching strategies focus on how students best learn and retain mathematics. Teaching strategies rely on the recommendations of the National Council of Teachers of Mathematics, and are based solidly on the methodological research in teaching mathematics. The research-based principles that guide the course are:
Students should engage in problem-based lessons structured around a core idea.
Guided by a knowledgeable teacher, students should interact in groups to foster mathematical discourse.
Practice with concepts and procedures should be spaced over time; that is, mastery comes over time. Read More...
On a daily basis, students using CPM Calculus employ problem solving strategies, question, investigate, analyze critically, gather and construct evidence, and communicate rigorous arguments to justify their thinking. With the CPM instructional materials, students can tackle mathematical ideas set in everyday contexts to help them make sense of otherwise abstract principles. Students are taught how to gather and organize information about problems, break problems into smaller parts, and look for patterns that lead to solutions. Students often learn in collaboration with others, sharing information, expertise, and ideas.
Consistent with the requests we frequently hear from leaders of business and industry, CPM routinely has students solve non-routine problems. That is, students develop their skills of synthesis and analysis so that they can confidently make connections between varied mathematical concepts and deal with problems they have never seen before. Students will build problem-solving strategies that apply to most academic disciplines, the workplace, and daily life.
While students are solving complex mathematical problems, they are communicating their thinking and understanding, both formally and informally, whether they are writing or speaking out loud. Communication helps to clarify students' thinking, and prepares them for sharing their ideas in professional settings. Communication lets teachers and peers assess students' thinking and depth of understanding, and provide formal or informal feedback that allows for revision. In turn, all students get the chance to improve the quality of their work.
The CPM curriculum is the product of classroom teachers who created lessons that work with the diverse student population. The teaching strategies outlined in the CPM instructional materials were initially informed by theory and scholarly research into how children learn and how teaching should occur in the ideal classroom. Care was taken to pilot and field-test the lessons during the development of the first edition with thousands of students to ensure the effectiveness of the lessons. But ultimately, the development was informed in practice by the 10,000 teachers and over 5 million students that use CPM, the specific suggestions over the last 20 years from hundreds of teachers, and even comments and suggestions by students and parents.
More than two dozen studies have examined the results of both high- and low-performing students on statewide standardized tests, the SAT, and the ACT. All of these studies, as well as detailed investigations of individual schools, show that CPM students learn the basic mathematical skills and procedures that appear on standardized tests at least as well as students who use other programs. Most of the studies show that CPM students do better. Studies that measure the other elements of a complete curriculum—conceptual understanding, problem solving ability, the mathematical practices—show that they do considerably better in these areas. These studies are available at cpm.org, along with the research base of the CPM program. | 677.169 | 1 |
text accompanies MTH095, Intermediate Algebra at Blue Mountain Community College. Students will study polynomials and factoring; roots; radical and rational expressions and equations; functions... More > and their graphs; quadratic equations, complex numbers and parabolas. Applications in these areas will be covered. Use of a graphing utility will also be explored.< Less
A traditional coverage of Beginning and Intermediate Algebra, covering linear equations, graphing, inequalities, systems of equations, polynomials, factoring, rationals, radicals, quadratics, and... More > functions. A free download of the text, and a student solutions manual and workbook are available at This book contains complete daily lesson plans for Teachers of Intermediate Algebra. A sequential script for the Teacher, adaptable for classes of various and diverse abilities, is presented with... More > optimum order of topics, and includes graduated explained illustrative examples, enrichment, review, practice tests, and tests. These lesson plans can be used with any textbook; just add homework from the class text | 677.169 | 1 |
Math Jam
Math Jam is a math preparation program offered during the intermission periods before the fall, spring and summer sessions. The program offers a supportive and relaxed environment that better enables students to overcome their fears and anxieties about math.
Students receive an overview of key math concepts that is paired with college success skill-building sessions to support the successful completion of their upcoming math course.
Math Jam Supports
Math 118: Algebra I – closed for fall '17
Math 120: Algebra II – closed for fall '17
Math 164: Statistics – closed for fall '17
Math 171: Precalculus – spots still open, apply by 7/14!
Math 190: Calculus I – spots still open, apply by 7/14!
Why Join Math Jam?
Math prep
Math success skill building
Personal development for college success
By the end of your Math Jam session, you will be able to:
Increase your self-knowledge
Develop academic confidence
Reconnect with your motivation to earn a degree
Discover your learning style
Learn about and seek college resources
Establish and maintain a supportive math community
Successfully complete their semester math course
The structure of Math Jam is based on student feedback. Through this structure, the program is able to provide math preparation and the proper support tools and habits to sustain a successful semester for our students.
Math Jam participants that complete the program will have their math textbook on loan for the semester from our lending library.
Math Jam Eligibility + Application
In order to participate in the Math Jam program, students must be enrolled in at least one of the Math Jam supported math classes at Contra Costa College. | 677.169 | 1 |
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mathematics
By most students class 9 math is considered more difficult than what we study in class 10. Thus it is no surprise that a lot of focus and seriousness is needed in class 9. Here is a brief list of topics to | 677.169 | 1 |
liebster award
Monday, October 27, 2014
I did this foldable about a month ago and keep meaning to add it to my blog.
I had a discussion last year about what the AP Calc teacher finds that he wishes the incoming students understood better. Among the topics he suggested was domain and range. Traditionally we do inequality form in Algebra 1 - Precalc, but in Calculus he needs the students to understand interval notation. Now I was better versed with Set Builder notation, but he said he preferred interval notation. (which I now admit that at the time I knew nothing about;-)
Last year I discovered that the students I had (and I started teaching the class late due to a teacher leaving) found domain and range confusing no matter the notation I asked them to use. This year I decided to do better and I wanted to get right into interval notation. So, I came up with a simple 3-window foldable.
First window is the definitions of Domain and Range. DIX ROY and the definitions of discrete and continuous in relation to domain and range.
Second window is primarily for (what they have seen before) Inequality Notation. It also includes when an open dot is used versus a closed dot and an example is given with the domain and range given using Inequality Notation
The Third window is for Interval Notation. Here we defined when parentheses are used as opposed to brackets. Another example is given with the domain and range in interval notation this time. (I think this window is a little sparse and would like any suggestions anyone has)
We did it by hand this first time, but I have now made a handout version to clean things up and make student copies more uniform (which should eliminate some of the errors I saw).
This was a success I would say, because I saw many students using their foldable over the next week+ until they didn't need it anymore.
Below you can see a student's hand-made foldable. I will add my new typed version for Made 4 Math Monday this next week Foldable inside | 677.169 | 1 |
Elementary Differential Equations with Boundary Value Problems integrates the underlying theory, the solution procedures, and the numerical/computational aspects of differential equations in a seamless way that provides students with the necessary framework to understand and solve differential equations. Theory is presented as simply as possible with an emphasis on how to use it.
With an emphasis on linear equations, linear and nonlinear equations (first order and higher order) are treated in separate chapters. In developing mathematical models, this text guides the student carefully through the underlying physical principles leading to the relevant mathematics.
Asking students to use common sense, intuition, and 'back-of-the-envelope' checks as well as challenging them to anticipate and interpret the physical content of the solution encourage critical thinking.
8: SERIES SOLUTION OF DIFFERENTIAL EQUATIONS
8.1 Introduction
8.2 Series Solutions near an Ordinary Point
8.3 The Euler Equation
8.4 Solutions Near a Regular Singular Point and the Method of Frobenius
8.5 The Method of Frobenius Continued; Special Cases and a Summary | 677.169 | 1 |
I love my first exposure to calculus. I had read minor snippets from various sources prior to taking my first calculus class, but I never really understood it completely. My junior year was jam-packed with the wonderful world of calculus, and your years should seriously be just as fun as mine was. Sure, it was tough at times, and somethings aren't in your control, like your teacher, textbook or course layout, but you can certainly do things to make your experience rock.
5 – Admit Openly What You Do Not Know
When you work alone, be honest with yourself: if you don't know something, don't pretend to know it. When you're working with others, honestly tell them you don't know something, you're not very familiar with it, or that it's a challenge for you. When you do that, you're honest with yourself and with others. They can help you out. Encourage others to be the same, you can help them out with what they don't know themselves.
I openly admit I have a hard time factoring polynomials. Seriously. I'm not ashamed either, I told everyone I worked with when it came up, and they helped me out. I was really good at other things though, like binomial expansions, so I helped out with that.
4 – Know when it is worth it to give up
A lot of people will say never give up! But that's silly. Giving up is sometimes the best solution. If you're facing the most impossible derviative you've ever seen, or you're attempting to solve for x but just can't seem to do it, give up. Come back later.
There were many times during the year. It was a late night when the snow and wind were howling, and I just couldn't crack a problem. I was there for at least twenty minutes once, and I couldn't. So I stopped, moved on, and went to bed after finishing what I could finish.
3 – Always try to understand what you did not understand
This goes in hand with #4. When you do give up, which is fine to do, you need to find out why it was so hard. How was that problem different? How was it harder than others? How can it be simplified and solved? Giving up for the time being is great, it's fine, it's honest. It's productive. But then you need to figure out how to actually do it, when you have the resources: your friends and your teacher.
When you do find out how to do it, it still might be hard or confusing. Guess what, admit that you do not understand, like it, it's hard for you, and you've arrived at #5.
2 – Practice, do not study
I always said to my friends that I never really studied. I insisted, though, that I practiced. I would come up with annoyingly complex problems that contained multiple elements of the topic at hand and previous topics and then solve them. I would ask my friends to solve them too, and help them out as they went along. It was a study group in a way, but I got my own practice by making my own problems that were much harder than anything that could be on any test.
In other words, you need to do this:
Make up some really hard problems based on the current material you're learning
Write up solutions for those problems – if you find one is too hard for you, set it aside, you know you need to work on that one more later
Get your friends to attempt to answer some of your problems
Any problems you couldn't solve yourself, focus on those with your friends
This is a team building experience too. Your friends can all make up difficult problems and practice them with you or alone. It's easy to practice. It's far harder to study, to read notes and read the textbook, and so on. Practice, don't study.
1 – Pride yourself in knowing calculus
For the most part, you know calculus once in your life. You know it when you learn it, and then you forget. My parents forgot, most teachers either never took calculus when they were in high school or even in college or in fact, forget completely, and students might not ever make it into calculus. Your stamina and your dedication seriously matters if you want to make in calculus, or in any class for that matter.
Calculus for me open the doors to an unknown world of mathematics. I had an idea of what was behind that door, but I didn't truly understand before knowing calculus. Enjoy that you know more than the average person, and use that joy to propel yourself even further in your mathematical endeavorers, to obtain knowledge that most people cannot even imagine.
Conclusion
My time with calculus was excellent: my friends and my teacher made a huge difference, but my own attitude and actions made a difference too. If I was not so open and honest, so willing to learn more and more and accept the joy from learning more and more, I would not have passed the IB Calculus 1 (Mathemaics 1) exam. | 677.169 | 1 |
This session will provide teachers with specific instructional strategies for improving Common Core Algebra Regents curriculum that have been proven successful for Level 1 & 2 students, English Language Learners and Students with Disabilities. Participants can expect an interactive guide through the process of designing an effective ninth grade Common Core Algebra unit: from analysis of Regents patterns to conceptualization of the unit arc. We will address question choice, pacing, scaffolding lessons and selection of productive struggle problem solving tasks. The process will be modeled through the lens of one unit, but the techniques are replicable across all units. | 677.169 | 1 |
Math 312 Spring 98 - Mappings and Points
In this mapping and points instructional activity, students describe and sketch point sets of complex numbers. They evaluates functions of a complex variable in an extended plane. This one-page instructional activity contains five problems. | 677.169 | 1 |
Vector Algebra Assignment/Worksheet For solutions write to us at leena@tutorbreeze.com For more assignments/worksheets/Solved examples in Physics, Chem and Math visit us at breeze.com Page 3 QUESTION 15: If , , are three vectors , such that 3, 4,5.
A Vector Algebra and Calculus Package for REDUCE David Harper Astronomy Unit Queen Maryand Westfield College University of London Mile EndRoad London E14NS England Electronic mail: adh@star.qmw.ac. uk 1 Introduction Thispackage 1 is written in RLISP (the LISP meta-language) and is intended for ...
Preface This little book has had a somewhat extended history, as although my background and degree are in physics and mathematics, my professional career has been en-tirelywithinthe computer industry, leaving very little time for other studies. | 677.169 | 1 |
A Level (16+) Resources
All the pages here have outstanding resources for age 16+. These will help your students develop mathematically wherever they are learning and whatever examinations they are taking! We can look to Malcolm Swan's Improving Learning in Mathematicswhich discusses effective teaching so well to help us think about just what makes a quality resource for learning.
For UK Advanced Level Mathematics all examination boards have common content. | 677.169 | 1 |
Showing 1 to 30 of 138
Math 210 Assignment 6
Due: Friday, February 15Math 210 Assignment 1
Due: Friday, January 11Lesson 8: Iteration: cycles and basins
restart;
@ and $
The @ that we used for iterating a function can also be used for higher derivatives in the D style.
Just as ([email protected])(x) is g(g(g(x), ([email protected])(f) is D(D(D(f), i.e. the third derivative of the
function f. Fo
Lesson 6: Iteration
> restart;
Iteration
Newton's method is a particular case of an iteration method. In general, iteration deals with a
sequence defined by
for some function . The study of iterations, also called discrete
dynamical systems, is a very act
Lesson 9: Basins of attraction
Since the Plot component turned out not to be completely reliable (at least on my computer), here's
another attempt using an animation that should be more reliable.
restart;
with(plots):
stair:= x -> ([x,x],[x,g(x)]);
stairc
Maple and Math Courses
Here are examples of some typical problems from some 200 and 300 level Math courses
at UBC, and how Maple might be used to help solve them.
Math 200
Let D be the region inside the polar curve
following integral:
and above the x axis
Lesson 12: More Systems
restart;
A geometry problem
Here's a nice little application of resultants to a geometrical problem. We're given two concentric
circles with radii and . From a given point P at a distance from the centre of the circles, we
want to
Lesson 10: Polynomials
restart;
Factoring polynomials
The Fundamental Theorem of Algebra says that a polynomial of degree n in one variable x (with
coefficients that are complex numbers) can be written as
where the complex numbers
are the roots
of the pol
Lesson 14: Domain of attraction
restart;
with(VectorCalculus,Jacobian):
with(plots):
How close is "close enough"?
If you start Newton's method at a point close enough to a solution, it should converge rapidly to that
solution. But how close? We were looki
Lesson 5: Newton's method
restart;
Newton's method
Newton's method is a method of approximately solving an equation, say
. We start with
an initial guess , and Newton's method produces a sequence of numbers , , . that converges
very rapidly to a solution
Math 210 Computer Lab #6
Tuesday, February 26, 2013
This is a test environment. Do not send e-mail while doing the lab.
You may consult any internet sites, your notes and books and access
any online help les.
Do all four questions below in a maple work
Math 210 Computer Lab #7
Tuesday, March 5, 2013
This is a test environment. Do not send e-mail while doing the lab.
You may consult any internet sites, your notes and books and access
any online help les.
Do all four questions below in a maple workshee
Math 210 Computer Lab #8
Tuesday, March 12Math 210 Computer Lab #9
Tuesday, March 19 thre
Math 210 Computer Lab #11
Tuesday, April 2Introduction to Maple
Maple is a very powerful Computer Algebra system that can do many of the calculations that you might
encounter in many branches of mathematics, science and engineering. We'll look at some of its
capabilities.
We're looking at a Maple
Math 210 Computer Lab #10
Tuesday, March 26 thr | 677.169 | 1 |
Algebra Formulas 2
This Puzzle challenges the user to match the correct Algebra expression with its equivalent. It covers the subjects of Difference of Two Squares, Factoring and Natural and Common Logs.
Algebra Formulas 3
This Puzzle challenges the user to match the correct Algebra expression with its equivalent. It covers the subjects of Quadratic Formula, Slope, Slope-Intercept, Point-Slope, Distance, Circle, Ellipse, Direction of Opening of Parabola and Absolute Value.
Algebra Formulas 4
This Puzzle challenges the user to match the correct Algebra expression with its equivalent. It covers the subjects of Exponents and Inequality.
Algebra Formulas 5
This Puzzle challenges the user to match the correct Algebra expression with its equivalent. It covers the subjects of Absolute Value and Radicals.
Computer Terms 1
The User is challenged to match computer related terms.
Geometry Formulas 1
This Puzzle challenges the user to match the correct Geometric Formula with its name or description.
Geometry Formulas 2
This Puzzle challenges the user to match the correct Geometric Formula with its name or description.
Geometry Terms 1
This Puzzle challenges the user to match the correct Geometric Term with its definition or descriptionLinear Meas. Order
This Puzzle provides 26 types of Linear Measurements and the user will put them in order from smallest to largest.
Math-Science Symbols 1
This Puzzle will allow the user to match Math or Science symbols to their names.
Math-Science Symbols 2
This Puzzle will allow the user to match Math or Science symbols to their names.
Math-Science Symbols 3
This Puzzle will allow the user to match Math or Science symbols to their names.
Math-Science Symbols 4
This Puzzle will allow the user to match Math or Science symbols to their names.
Misc Measurements
This Puzzle will allow the user to match Miscellaneous Measurement values to their namesNumber Bases 1
This Puzzle allows the user to match numbers of four different bases, decimal, hexadecimal, octal and binary.
Number Links 1-25
This Puzzle allows the user to match words with the numbers from 1 to 25 that are somehow related to them.
Number Links 26-50
This Puzzle allows the user to match words with the numbers from 26 to 50 that are somehow related to them.
Time Values
This Puzzle will list various names of time periods and the user is challenged to match those with their numeric values.
Trig Formulas 1
This Puzzle allows the user to match equivalent trig expressions such as conversion of degrees to radians, general definitions of sin, cos, tan, sec, csc and cot as well as the values of sin, cos and tan for popular points on the unit circle.
Trig Formulas 2
This Puzzle allows the user to match equivalent trig expressions with their equivalent trig identities. | 677.169 | 1 |
An undergraduate-level introduction to number theory, with the emphasis on fully explained proofs and examples. Exercises, together with their solutions are integrated into the text.
In addition, the book discusses applications of number theory to cryptography in a very readable fashion, with any additional mathematics required for the book (in this case some simple group theory and analysis) in two appendices. A book on number theory would also be incomplete without at least a brief discussion of Andrew Wiles and Fermat's last theorem.
This book provides a brisk, thorough treatment of the foundations of algebraic number theory on which it builds to introduce more advanced topics. Throughout, the authors emphasize the systematic development of techniques for the explicit calculation. (jacket) | 677.169 | 1 |
ISBN 13: 9780122839504
Practical Optimization
This book is designed to help problem solvers make the best use of optimization software--i.e., to use existing methods most effectively whenever possible, and to adapt and modify techniques for particular problems if necessary. The contents of this book therefore include some topics that are essential for all those who wish to solve optimization problems. In addition, certain topics are treated that should be of special interest in most practical optimization problems. For example, advice is given to users who wish to take an active role in formulating their problems so as to enhance the chances of solving them successfully, and to users who need to understand why a certain method fails to solve their problem.
"synopsis" may belong to another edition of this title.
From the Back Cover:
Numerical optimization and parameter estimation are essential tools in a wide variety of applications, such as engineering, science, medicine, sociology and economics. For these optimization techniques to be exploited effectively, problem solvers need to be fully informed of the scope and organization of software for both the specialist and non-specialist; the underlying numerical methods; the aspects of problem formulation that affect performance; the assessment of computer results and the resolution of difficulties that may occur during the solution process. These topics form the basis of the organization of Practical Optimization. Much of the material about the estimation of results and the preparation of the problem has not been previously published. The book contains a description of methods for numerical optimization to a level which should make it a useful course text. It is intended that the book should be self-contained. Consequently, those elements of calculus, linear algebra and numerical analysis pertinent to optimization are reviewed in the opening chapters. This is the first book on optimization which discusses not only the methods but also the analysis of computed results and the preparation of problems before solution. This volume will prove invaluable to those in industry, university and research establishments who are actively engaged in solving optimization problems and to those who are potential users of optimization software. | 677.169 | 1 |
Algebra and arithmetic
Ebook Algebraic geometry and arithmetic curves as the main contents of the document: Some topics in commutative algebra, General properties of schemes, Morphisms and base change, Some local properties, Coherent sheaves and Cech cohomology, Sheaves of differentials,...Mathematics is the science study of the number, structure, and spatial transformations. In other words, it is assumed that subjects' shape and number. "According to the official view, it is the study of the abstract structure defined from the axioms, using Logic (logic) and mathematical symbols. The other point of it is described in mathematical philosophy. Due to their wide applications in many science, mathematics is known as the "universal language". Experts in the field of mathematics known as mathematicians....
Although this chapter provides a review of some the mathermatical concepts of arithmetic, algebra, and geometry, it is not intended to be a textbook, You should use this chapter to familyaries yourself with the kinds of topics that are tested in the GMAT...
Just like the senior prom or getting a driver's license, the SAT is one of those milestones
in the life of a high school student. I wish I could say it was as much fun as those other
things, but if I did, you probably wouldn't believe anything else I say in the rest of the book.
But any way you slice it, the SAT is still there, scheduled for some Saturday morning a few
weeks or months from now. Most colleges require you to submit an SAT score as part of
your application process. So because there's no getting around it and it's not...
There are many distinct pleasures associated with computer programming. Craftsmanship
has its quiet rewards, the satisfaction that comes from building a useful object and
making it work. Excitement arrives with the flash of insight that cracks a previously
intractable problem. The spiritual quest for elegance can turn the hacker into an artist.
There are pleasures in parsimony, in squeezing the last drop of performance out of clever
algorithms and tight coding.
Designed for the widest audience, without sacrificing a high level of understanding, graduating from limited math to arithmetic and algebra and some calculus
Covers forwards and futures, options, binomial trees, Black-Scholes, volatility and dynamic strategies with detailed definitions and examples
This volume in the record of a 1985 week- long Joint Summer Research Conference on Algebraic Geometry, held in Arcata, California. The conference organized by Michael Artin, Barry Mazur, and myself focused on this current development in our field
A system of linear equations is called sparse if only a relatively small number of its matrix elements aij are nonzero. It is wasteful to use general methods of linear algebra on such problems, because most of the O(N 3 ) arithmetic operations devoted to solving the set of equations or inverting the matrix involve zero operands. Furthermore, you might wish to work problems so large as to tax your available memory space, and it is wasteful to reserve storage for unfruitful zero elements.
In 1991, David Gale and Raphael Robinson, building on explorations carried out by Michael Somos in the 1980s, introduced a three-parameter family of rational recurrence relations, each of which (with suitable initial conditions) appeared to give rise to a sequence of integers, even though a priori the recurrence might produce non-integral rational numbers. Throughout the '90s, proofs of integrality were known only for individual special cases. In the early '00s, Sergey Fomin and Andrei Zelevinsky proved Gale and Robinson's integrality conjecture.
But this only touches the surface. Computers are a physical implementation
of the rules of (mathematical) computation as described by Alan Turing
and others from the mid 1930's through the early 1940's. Working with a
computer at any level but the most superficial requires that you understand
algorithms, how they work, how to show they are correct, and that you
are able to construct new algorithms. The only way to get to this point
is to study basic algorithms, understand why they work, and even why
these algorithms are better (or worse) than others.
Chapter 9 - Supplement "Mini review of differential arithmetic", after completing this chapter, you should be able to: Differentiate basic algebraic functions, find the optimal values of the decision variables and the objective function in problems that involve two decision variables and one inequality constraint, solve two-decision-variable problems with a nonlinear objective function and multiple constraints using Excel.
The Math Review is designed to familiarize you with the mathematical skills and concepts likely to be tested on the Graduate Record Examinations General Test. This material, which is divided into the four basic content areas of arithmetic, algebra, geometry, and data analysis, includes many definitions and examples with solutions, and there is a set of exercises (with answers) at the end of each of these four sections. Note, however, this review is not intended to be comprehensive. | 677.169 | 1 |
Home
Principles of the Ramona High School Mathematics Department
We maximize student involvement, model activity, and stimulate student minds by creating an environment where students must think, act, use technology, interact, and respond to questions.
We vary methodology to stimulate minds.
We use repetition and spiraling (re-teaching) of topics. We continue to revisit topics in various contexts so that our students can retain the concepts.
We consider Math I to be our hub course and the foundation of our program.; teaching efforts at this level will be focused primarily on getting students to acquire those fundamental algebraic skills essential for success.
We require a grade of C or better in any pre-requisite course for a student to be promoted to the next course in the sequence; this is to ensure that those students moving on to the next level have demonstrated the necessary skills to be successful. Summer school remediation is required of those who do not make the qualifying grade. A list of essential skills to be mastered for each course will be posted in classrooms. Acquisition of these skills will be tied to the course grade.
We take responsibility to direct our students to the next appropriate course to assist the counseling department. Students must have our signed approval for their next course.
We, as a department, are responsible to develop and implement the curriculum based on the common core state standards. We feel responsible to our students and will ensure that the course curriculum that we present to them challenges them and helps them to achieve what we know to be necessary skills at each level.
We teachers who teach the same courses will partner together so that we will, in principle, move at the same pace, test together, and compare results to facilitate both communication and cohesion within the department.
We will make every effort to make collegial observations of one another, to learn from each other, to share with each other, and to make ourselves better teachers. | 677.169 | 1 |
Product Description
▼▲
Instead of memorizing formulas and equations, Videotext Algebra helps students to understand math through mastery learning, helping them to solidify each concept before moving on the next. This Module contains one copy of all print materials needed for this module.
Module B in Videotext Algebra, this unit covers:
Basic Relations (Solutions, Making Zeros, Making Ones, Combinations)
Complications (Grouping Symbols, Like Terms on the Same Side, Placeholders on Both Sides, Combinations)
After blowing through a standard Algebra program, we thought it best to continue on with Algebra 2 for my 13yo. But, curiously, he hit a math wall almost instantly in Algebra 2. Typically, we switched programs. Twice. We considered switching to Geometry and ditching Algebra for a year. Afterall, he has plenty of time. But then we found VideoText Interective. He has regained his confidence by beginning at the beginning and moving swiftly through module A. Module B has the same clear presentation that opens the eyes and lifts the spirit. Don't let the cost deter you because if you start with this, you won't waste money (and time) on the others | 677.169 | 1 |
Over two hundred novel and innovative computer algebra worksheets or "recipes" will enable readers in engineering, physics, and mathematics to easily and rapidly solve and explore most problems they encounter in their mathematical physics studies. While the aim of this text is to illustrate applications, a brief synopsis of the fundamentals for each topic is presented, the topics being organized to correlate with those found in traditional mathematical physics texts. The recipes are presented in the form of stories and anecdotes, a pedagogical approach that makes a mathematically challenging subject easier and more fun to learn. Key features: * Uses the MAPLE computer algebra system to allow the reader to easily and quickly change the mathematical models and the parameters and then generate new answers * No prior knowledge of MAPLE is assumed; the relevant MAPLE commands are introduced on a need-to-know basis * All MAPLE commands are indexed for easy reference * A classroom-tested story/anecdote format is used, accompanied with amusing or thought-provoking quotations This is a self-contained and standalone text, similar in style and format to Computer Algebra Recipes: A Gourmet's Guide to Mathematical Models of Science (ISBN 0-387-95148-2), Springer New York 2001 and Computer Algebra Recipes for Classical Mechanics (ISBN 0-8176-4291-9), Birkhäuser 2003. Computer Algebra Recipes for Mathematical Physics may be used in the classroom, for self-study, as a reference, or as a text for an online course.
"This textbook shows in an easy-to-read way how a computer algebra system, in this case Maple, can be used to solve problems from physics. It is suitable for undergraduate students and requires no previous knowledge of Maple.… It is a nice complement to a traditional mathematical methods in physics course, with plenty of problems for the teacher to choose from." —Monatshefte für Mathematik
"This book is a self-contained guide to the Maple computer algebra system which draws its examples from mathematical physics. The format of the book is very pleasant for the reader. The book consists of short examples, each about 1-3 pages, which describe the problem studied and then provide a recipe to solve it. Each example begins with a humorous or witty citation from the writers of the past -- a good method to stimulate the reader. The recipes cover a great number of topics…and each topic is subdivided into numerous examples. This book is best suited for physicists but also mathematicians would find this text very useful." —Zentralblatt Math
"Over two hundred novel and innovative computer algebra worksheets of "recipes" will enable readers in engineering, physics, and mathematics to easily and rapidly solve and explore most problems they encounter in their mathematical physics studies. …The recipes are presented in the form of stories and anecdotes, a pedagogical approach that makes a mathematically challenging subject easier and more fun to learn.… This is a self-contained and standalone text using MAPLE that may be used in the classroom, for self-study, as a reference, or as a text for an online course." —Bulletin Bibliographique | 677.169 | 1 |
Widely acclaimed algebra text. This book is designed to give the reader insight into the power and beauty that accrues from a rich interplay between different areas of mathematics. The book carefully develops the theory of different algebraic structures, beginning from basic definitions to some in-depth results, using numerous examples and exercises to aid the reader's understanding. In this way, readers gain an appreciation for how mathematical structures and their interplay lead to powerful results and insights in a number of different settings. * The emphasis throughout has been to motivate the introduction and development of important algebraic concepts using as many examples as possible.
Author Biography
David S. Dummit: University of Vermont Richard M. Foote: University of Vermont | 677.169 | 1 |
. I'd say take it if it interests you, but I don't know if it's particularly useful for computer graphics. A course in statistics with calculus (i.e. probability distribution functions, etc..) may be more relevant if you haven't taken that already. That said I'm not familiar with point-based graphics (is that point-cloud?) so take my post with a pinch of salt.
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No I did not take probability course yet , but they told me that differential equation is very good for animation and particle effects in graphics !! , for this semmester what is most recommended courses for computer graphics ? ( choose 2 courses )
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It seems that I made fault :/ the course is discrete differential geometry , so why you choose ordinary differential equation if it was for mechanics ! ( I respect your choice by the way ). So any recommended courses more than what is mentioned in the list !!
any one specialized ( Master student ) in computer graphics and doing researches if you have any recommended books pls share .
Edited February 13, 2013 by mrmohadnan
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Well, if you want to render anything that moves realistically, you need mechanics. For instance, if you want to make an explosion and there will be sparkles, smoke particles and pieces of debris, you would use differential equations to describe how each of these things moves, and how the hot particles cool off. Also, if you want to have a third-person camera following the player around, you would probably use differential equations to describe how the camera moves. You can get away with a few hacks or just learning the most basic things about differential equations to get by without taking the course. That's why I made it third.
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I also think linear algebra is very important to appreciate some of the things you'll do in course on ODEs. I'd say the most important concept for this purpose is eigendecomposition (eigenvectors and eigenvalues) and the spectral theorem. For instance, local equilibria of ODEs are characterized by the eigendecomposition of the Jacobian; and ODEs like the heat and wave equations are themselves solved by eigendecomposing a linear operator (the sines/cosines are its eigenvectors).
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It really depends on what kind of modeling you want to do. Like it's been said many times above, to achieve more physical realism you'll have to resort to ODEs sometime. I think taking a course on ODEs before numerical methods would probably be useful. Numerical methods are what you're going to need if you ever want to actually apply your ODE knowledge, but understanding what it is that the numerical methods are actually doing is important.
and ODEs like the heat and wave equations are themselves solved by eigendecomposing a linear operator (the sines/cosines are its eigenvectors).
Not to be too nitpicky, but as far as I remember, the heat and wave equations are second-order PDEs, not ODEs. | 677.169 | 1 |
If you think a Cartesian coordinate is something from science fiction or a hyperbolic tangent is an extreme exaggeration, you need Trigonometry DeMYSTiFieD,It's a no-brainer! You'll learn about:
Right triangles
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Simple enough for a beginner, but challenging enough for an advanced student, Trigonometry DeMYSTiFieD, Second Edition, helps you master this essential subject.
"synopsis" may belong to another edition of this title.
About the Author:
Stan Gibilisco has authored or co-authored more than 50 nonfiction books in the fields of electronics, general science, mathematics, and computing. Stan has worked as a technical writer in industry, as a shortwave radio broadcast station technician, as a radio-frequency design engineer, and as a magazine editor. One of his books, the Encyclopedia of Electronics (TAB Books, 1985), was named by the American Library Association (ALA) in its list of "Best References of the 1980s." Another of his books, the McGraw-Hill Encyclopedia of Personal Computing (McGraw-Hill, 1995), was named as a "Best Reference of 1996" by the ALA. | 677.169 | 1 |
The Wolfram Pre-Algebra Course Assistant solves your specific pre-algebra problems on the fly. This app covers the following pre-algebra topics: - Find the divisors and prime factorization of a number - Calculate the GCD and LCM of two numbers - Determine the percent change - Reduce and round numbers - Evaluate expressions - Solve equations and simplify expressions - Convert units of length, area, volume, and weight - Compute the mean, median, and mode of a dataset - Plot equations on the coordinate plane - Graph inequalities on a number line - Calculate the area, surface area, or volume of a geometric figure - Find the midpoint, slope, and distance between two points The Wolfram Pre-Algebra Course Assistant is powered by the Wolfram|Alpha computational knowledge engine and is created by Wolfram Research, makers of Mathematica—the world's leading software system for mathematical research and education. The Wolfram Pre-Algebra Course Assistant draws on the computational power of Wolfram|Alpha's supercomputers over a 2G, 3G, 4G, or Wi-Fi connection. | 677.169 | 1 |
Math for HVACR
Standard Details
Math for HVACR provides a review of basic math and advanced calculations (geometry, algebra, and trigonometry) within a framework of HVACR applications, helping students gain confidence and achieve success in math-based HVACR tasks. Major areas of instructional content include whole numbers, common fractions, decimal fractions, percentages, systems of measurement, electrical calculations, and algebraic, geometric, and trigonometric functions. Answers to odd-numbered practice problems are listed in the back of the text.
Write-in format is easy to use and convenient for students.
Serves as an excellent supplement for all HVACR and mechanical trades courses.
Provides practice problems for the HVACR technician in addition to a basic math instruction or refresher. | 677.169 | 1 |
Correlation Coefficient
Be sure that you have an application to open
this file type before downloading and/or purchasing.
6 MB|24 pages
Product Description
This is an Algebra 1 Common Core Lesson on Correlation Coefficient. This lesson is meant to follow a lesson on linear regression/finding the line of best fit. Detailed steps in lesson are for the TI-83/84 graphing calculator. After a few teacher led examples, students will work alone or with a partner to practice. | 677.169 | 1 |
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Course Content and Outcome Guide for MTH 70 Effective Summer 2017
Course Description
Reviews algebraic concepts and processes with a focus on linear equations and inequalities in one and two variables, linear systems, properties of exponents, polynomials, quadratic equations, and functions. Emphasizes applications, graphs, formulas, and proper mathematical notation. A scientific calculator may be required. The TI-30X II is recommended. Prerequisites: (MTH 63 or MTH 65) and (RD 80 or ESOL 250). Recommended that MTH 63 or MTH 65 be taken within the past 4 terms. The PCC math department recommends that students take MTH courses in consecutive terms. Audit available.
Intended Outcomes for the course
Upon completion of the course students should be able to:
Use variables to represent unknown quantities and create models using linear equations, quadratic equations, and systems of equations.
Make predictions and interpret the results for models using linear equations, quadratic equations, and systems of equations.
Distinguish between linear and non-linear relationships represented by two variables when given a graph, table, verbal description or algebraic formula.
Identify and interpret the rate of change in linear data, construct a model and use the model to make predictions.
Recognize and differentiate between linear and quadratic patterns in ordered paired data, graphs, and equations.
Interpret properties such as ordered pairs, and maximum and minimum values in a quadratic relationship.
Outcome Assessment Strategies
Complete assignments, projects, test or quiz problems, and class activities which apply real-life situations to algebraic representations with both linear and quadratic expressions and equations.
Show an understanding through the use of activities, exam problems, projects and/or discussions, multiple representations of linear systems and quadratics in a variety of forms.
Participate in activities, assignments, and exams, which show an understanding of the connection between symbolic, graphical, numerical, and verbal representations of quadratics.
Participate in, and contribute to, class discussions and activities.
Take all scheduled examinations.
Assessment Requirements
The following must be assessed in a proctored, closed-book, no-note, and no-calculator setting:
simplifying expressions
factoring quadratic binomials and trinomials
solving linear and quadratic equations
solving systems of linear equations
graphing linear and quadratic functions
At least two proctored, closed-book, no-note examinations (one of which is the comprehensive final) must be given. These exams must consist primarily of free response questions although a limited number of multiple choice and/or ll in the blank questions may be used where appropriate.
Assessment must include evaluation of the students ability to arrive at correct conclusions using proper mathematical procedures and notation. Additionally, each student must be assessed on their ability to use appropriate organizational strategies and write appropriate conclusions. Application problems must be answered in complete sentences.
At least two of the following additional measures must also be used
Take-home examinations
Graded homework
Quizzes
Projects
In-class activities
Portfolios
Course Content (Themes, Concepts, Issues and Skills)
Themes:
Number sense
Algebraic manipulation
Graphical understanding
Problem solving
Effective communication
Critical thinking
Applications, formulas, and modeling
Skills:
RELATIONS AND FUNCTIONS
Use the definition of a function to determine whether a given relation represents a function
Determine the domain and range of functions given as a graph, given as a set of ordered pairs, and given as a table
Apply function notation in graphical, algebraic, and tabular settings
Understand the difference between the input and output
Identify ordered pairs from function notation
Given an input, find an output
Given an output, find input(s)
Interpret function notation in real world applications
Evaluate the function at a particular input value and interpret its meaning
Given a functional value (output), find and interpret the input
LINEAR EQUATIONS AND FUNCTIONS
Solve linear equations and inequalities in one variable
Graph linear functions
Graph a linear function by finding the intercepts
Graph a linear function given its slope and the vertical intercept
Create graphs where the axes are required to have different scales (e.g. Slope of 10 with scale of 1 on the (\x-\text{axis}\) and different scale on the (\y-\text{axis}\).)
Graph a linear function given its slope and a point on the line
Determine the slopes of lines from equations and graphs and interpret their significance as rates of change
Determine linear functions
Find an equation for a linear function given a graph of the function
Find an equation for a linear function given two points
Find an equation for a linear function given a verbal description of a linear relationship, first identifying the independent and dependent variables
Solve systems of linear equations in two variables
Solve systems by graphing
Solve systems by the substitution method
Solve systems by the addition (elimination) method
Applications of linear equations of one variable, linear functions, and systems of linear equations
Use the Pythagorean Theorem to find missing sides of a right triangle, then use the lengths to write the sine, cosine, and tangent of an angle within the triangle
Graph quadratic functions
Graph a quadratic function from an equation by creating a table and plotting points
Graph a quadratic function by finding the axis of symmetry, the vertex and the intercepts
Use and interpret quadratic models of real world situations algebraically and graphically
Evaluate the function at a particular input value and interpret its meaning
Given a functional value (output), find and interpret the input
Interpret the vertex, the vertical intercept, and any horizontal intercept(s) using proper units
LITERAL EQUATIONS AND FORMULAS
Solve an equation for a specified variable in terms of other variables
Input values into a formula and solve for the remaining variable
ADDENDUM:
The purpose of the MTH 70 class is to prepare students to be successful in MTH 95. Several topics in MTH 95 require that students have much more than an introductory understanding of MTH 60/65 material. For instance, students must be able to recognize and quickly factor quadratic expressions if they are to successfully understand rational expressions, the quadratic formula and completing the square in MTH 95. Algebraic concepts covered in MTH 70 will be used in MTH 95 with the expectation that students know and understand them. Vocabulary is an important part of algebra. Instructors should make a point of using proper vocabulary throughout the course. Some of this vocabulary should include, but not be limited to , inverses, identities, the commutative property, the associative property, the distributive property, equations, expressions and equivalent equations.
The difference between expressions and equations needs to be emphasized throughout the course. A focus must be placed on helping students understand that evaluating an expression, simplifying an expression, and solving an equation are distinct mathematical processes and that each has its own set of rules, procedures, and outcomes.
Equivalence of expressions is always communicated using equal signs. Students need to be taught that when they simplify or evaluate an expression they are not solving an equation despite the presence of equal signs. Instructors should also stress that it is not acceptable to write equal signs between nonequivalent expressions.
Instructors should demonstrate that both sides of an equation need to be written on each line when solving an equation. An emphasis should be placed on the fact that two equations are not equal to one another but they can be equivalent to one another.
The distinction between an equal sign and an approximately equal sign should be noted and students should be taught when it is appropriate to use one sign or the other.
The manner in which one presents the steps to a problem is very important. We want all of our students to recognize this fact; thus the instructor needs to emphasize the importance of writing mathematics properly and students need to be held accountable to the standard. When presenting their work, all students in a MTH 70 course should consistently show appropriate steps using correct mathematical notation and appropriate forms of organization. All axes on graphs should include scales and labels. A portion of the grade for any free response problem should be based on mathematical syntax.
The concept of functions should be introduced at the beginning of the course and continually revisited. Use linear and quadratic equations as examples of functions to reinforce the use of function notation, as well as the concepts of domain and range throughout the course.
Instructors should remind students that the topics discussed in MTH 70 will be revisited in "MTH 95 and beyond", but at a much faster pace while being integrated with new topics.
There is a required notation addendum and a required exercise supplement to this course which may be found at spot.pcc.edu/math | 677.169 | 1 |
This review is from: Seventeen Equations that Changed the World (Paperback)
Seventeen Equations that Changed the World1846685311Ian StewartProfile BooksSeventeen Equations that Changed the WorldWelcome
Edifying on 2 levels: mathematical and practicalPaul P. Mealing | 677.169 | 1 |
You are here
Maths A Level
An A level in maths demonstrates a level of intelligence and sharpness of mind that will be attractive to employers and universities regardless of the specific role or course you want to get into. Our home study course introduces you to all the advanced concepts you need to be familiar with to gain this qualification, such as coordinate geometry, curve sketching and calculus. Whatever your background or your plans, an A level in maths will sharpen your thinking and boost your credentials, and is essential for anyone wishing to study maths or a maths-related subject at degree level specification is Summer 2018. There will be a re-sit opportunity in Summer 2019.Our new course will become available after September 2017. If you are intending to sit your exams after Summer 2018 and would like to get started with your studies now instead of waiting until the new materials are available, this is possible. The new specification is very similar to our current course, so we can just send you a free update once the new materials are released.You will waste no effort by starting with this course now.
Price:
Entry requirements
There are no specific entry requirements for this course, but we advise that you have studied maths at GCSE or equivalent level.
Specification
This course follows specifications 8371 (AS), 8373 (AS/Pure) and 9371 (A2) from the awarding organisation Edexcel. Full details of the specifications can be obtained from EdexcelSix exams:Non-exam assessment (NEA):
None
At the time of writing, please note that due to upcoming changes the final opportunity to sit exams for this syllabus is Summer 2018. Although this course is written to the syllabus for 2018 final exams, the 2019 syllabus is very similar to 2018, and so there will be an update free of charge when it is released after September. You will waste no effort by starting with this course now.
NEC's tutor-marked assignments:
1 introductory assignment
7 AS assigments
7 A2 assignments
Essential textbooks
This course is entirely self-contained so no additional textbooks are required.
Additional information
The course consists of a number of units that build toward the AS and the full A level award.
To gain the full A level you need to complete six units (three for AS and three for A2) including all four of the Core Maths units, which are compulsory.
You will need to select which units you wish to study at the point of enrolment | 677.169 | 1 |
The Bouncing Ball
Young scholars investigate the concept of a bouncing ball that repeats an algebraic pattern while creating a parabola. The graphing is done with the help of a graphing calculator by Texas Instruments. The instructions for the exercises and questions are specific to this calculator. | 677.169 | 1 |
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Mov Compound Inequalities 2
Sumit Sep 13, 2013 By: Salman Khan
Reads: 176
Last modified: 03 May 2013
Organization: Khan Academy
Compound Inequalities 2
You're starting to get comfortable with a world where everything isn't equal. In this tutorial, we'll add more constraints to think of at the same time. You may not realize it, but the ability to understand and manipulate compound and absolute value inequalities is key to many areas of science, engineering, and manufacturing (especially when tolerances are concerned)!
This Video is the part of the module Compound and Absolute value Inequalities and of the topic Linear Inequalities
Brainbuxa.com appreciates and recognises the work done by Sal Khan for delivering great lectures and enhancing Free Education worldwide through the initiative Khan Academy. For more Videos, visit | 677.169 | 1 |
Student Journals Bibliography (3/25/2004)
American Mathematical Monthly
Published by MAA, the Mathematical Association of America, this journal has many articles accessible to undergraduates and sophisticated high school students. The quality of the writing is invariably very high.
American Scientist
Published by Sigma Xi, the honor society for those interested in Science (and Mathematics), this journal has superb survey articles dealing with science and mathematics. It also features excellent articles by Brian Hayes dealing with the interface between mathematics and computer science.
College Mathematics
Published by the Mathematical Association of America (MAA) and originally aimed for students and faculty at Two Year (Community) Colleges, this journal now specializes in topics primarily treated in the first two years of college.
Consortium
COMAP's newsletter has many articles of interest to students (and teachers) about mathematics with an emphasis on the applications of mathematics.
Geombinatorics
This journal has interesting problems and articles in the areas of geometry and combinatorics. Soifer also publishes several collections of problem oriented books.
Math Horizons
Published by the MAA (Mathematical Association of America, 1529 Eighteenth Street, N.W., Washington, DC, 20036-1385; Phone: 1-800-331-1622) for undergraduates this quarterly has information about careers in mathematics, articles about mathematicians and mathematics, and a section with problems for solution.
Mathematical Intelligencer
Published by Springer-Verlag (Springer-Verlag, 175 Fifth Avenue, New York, New York 10010-78580. Phone: 1-800-SPRINGER) this journal although it has many articles at an advanced level, also has materials dealing with the history of mathematics, mathematical biographies, book reviews, and a lovely column entitled Mathematical Entertainments.
Mathematical Spectrum
This journal published in Australia has many interesting articles that could inspire high school student research.
Mathematics Magazine
This journal is published by the Mathematical Association of America (MAA) and treates all of undergraduate mathematics. However, there are often historical and survey articles that can be read by a wide variety of students.
Pentagon
This journal is published by Kappa Mu Epsilon, which is an honor society for undergraduates interested in mathematics.
Pi Mu Epsilon Journal
This journal is published by Pi Mu Epsilon which is an honor society for undergraduates interested in mathematics. It contains research articles written by undergraduates, problems, and surveys.
Quantum (Publication ceased as of 6/2001)
Published by Springer-Verlag this journal is aimed specifically at high school students. Many articles are translations from the Russian journal Qvant. In Qvant articles for high school students written by many of Russia's most emminent mathematicians appeared. The articles are a wonderful mix of classical and recent topics in mathematics. Some libraries have copies of this from before it quit publication.
Scientific American
In the past, this journal had survey articles about mathematics and science of the highest calibre. Many years ago it featured the wonderful columns of Martin Gardner. More recently there was a regular column by Ian Stewart about recreational mathematics. Stewart's column was dropped as of early 2001, and the quality of this publication has declined dramatically in my opinion in recent months.
SIAM NEWS
This journal has wonderful expositiory articles about applications of mathematics and applicable mathematics. Regular features include wonderful columns of Philip Davis and Barry Cipra.
Spectrum
Published by IEEE this wonderful magazine features articles about engineering and how science and mathematics support new developments in engineering.
UMAP Journal
Published by COMAP this journal has articles related to mathematical modeling, book reviews, and articles of general interest about mathematics.
Acknowledgement
This work was prepared with partial support from the National Science Foundation (Grant Number: DUE 9555401) to the Long Island Consortium for Interconnected Learning (administered by SUNY at Stony Brook). | 677.169 | 1 |
Trigonometry Digital Interactive Math Graphing Trig Equations
Be sure that you have an application to open
this file type before downloading and/or purchasing.
1 MB|2 interactive pages
Product Description
Graphing Trig Functions Practice - Interactive using Google Slides
In this file, you will receive the ability to give your students an interactive experience using the app Google Slides.
This file will contain two pages that students can use to practice finding the equation for a given graph. This activity focuses only on using sine and cosine. Students should be able to recognize changes in amplitude and period.
Instructions for using this set with an iPad or computer are included.
Answer keys included.
In order to use this Google file, you must:
Have access to the internet.
Have a Google account – don't worry, they are free! You can create one quickly and easily.
Each student using this activity must also have access to their own Google Account and the app Google Slides.
You may wish to have access to a printer if you wish to print out the finished document. This is totally optional. Your classroom can become paperless! Students can submit their finished product through your learning management system.
***************************************************************************
Need more fun activities, worksheets, puzzles, and notes for First Semester PreCalculus? | 677.169 | 1 |
This test preparation book includes six full-length exams with detailed explanations based on official exams released by the administrator of the GRE in Mathematics. Knowledge of algebra, calculus, and introductory real variable theory is tested. Includes a comprehensive review of mathematics topics found on the exam. For mathematics students bound for graduate school.
ABOUT THIS BOOK This book provides an accurate and complete representation of the GRE Mathematics Subject Test. Inside you'll find six full-length REA practice tests based on the format of the most recently administered GRE test. Like the GRE test itself, each of our model tests lasts two hours and 50 minutes. Each one includes every type of question that you can expect to encounter on the actual exam. We also give you an answer key complete with detailed explanations that spell out how the correct answers are arrived at. By completing all six practice exams and studying the explanations that follow, you can discover your strengths and weaknesses and thereby become well prepared for the actual exam.
To help you brush up on the subject matter, the book also features 281 pages of topical reviews, summarizing the essentials of the various topics covered on the GRE Mathematics Test. Our reviews are designed to work as an at-a-glance overview of the many topics that the test covers--each of which could fill a book of its own. Should you require more detail, a textbook whose contents parallel the topical coverage of the GRE should be consulted.
ABOUT THE TEST The GRE Mathematics Test is offered three times a year by Educational Testing Service, under the direction of the Graduate Record Examinations Board. Applicants for graduate school submit GRE test results together with other undergraduate records as part of a highly competitive admission process.
The questions on the test are composed by a committee of specialists who are selected from various undergraduate and graduate faculties across the U.S. This test consists of 66 multiple-choice questions. Some questions are grouped together under a particular diagram and/or graph. Emphasis is placed on these areas:
I. Calculus (50%) Material learned in the usual sequence of elementary calculus courses--differential and integral calculus of one and of several variables--includes calculus-based applications and connections with coordinate geometry, trigonometry, differential equations, and other branches of mathematics. II. Algebra (25%) A. Elementary algebra: basic algebraic techniques and manipulations acquired in high school and used throughout mathematics B. Linear algebra: matrix algebra, systems of linear equations, vector spaces, linear transformations, characteristic polynomials, eigenvalues and eigenvectors C. Abstract algebra and number theory: elementary topics from group theory; the theory of rings and modules, field theory, and number theory
This list is by no means all-embracing. (You may, for example, face questions asking you to find the correct mathematical model to represent a "real-life" situation.) The test requires more than simple recall: It gauges both your understanding of fundamental concepts and your ability to apply these concepts in specific situations. Because of the wide gamut of coursework in undergraduate mathematics, not all the material that you may have studied will be presented on the exam. Rather, the questions are based on the courses of study most commonly offered in an undergraduate mathematics curriculum. | 677.169 | 1 |
Category Archives: Mathematics
So what do these results mean for practical changes to math education? Compiled by Ann Velenchik, Wellesley College. The percentage of Hispanic students completing algebra II increased by 18 points, from 23 to 41 percent. Need a scholarship to make your degree a reality? The role of the computer is to assist in the exploration of the problem and to provide support materials for the statistical ideas encountered. My third grade daughter is doing the same fraction concepts that I teach to most of my 5th graders and is doing very well with it.
It is weak in mathematics as a human endeavor and as a discipline of study. Chudowsky and Pellegrino (2003) argued that large-scale assessments can and should do a much better job of "gauging student learning, holding education systems accountable, signaling worthy goals for students and teachers to work toward, and providing useful feedback for instructional decision making" (p. 75). Therefore it is impossible to teach mathematics within a specific method or technique.
Should we have laws in place that 'force' educational standards across diverse local and regional biases? By Nikhil Swaminathan on April 28, 2008 Real-world math problems: for many of us, they were the bane of our existence during high school. In addition, teaching assistants, advanced peers, and even parents can all be trained to become mathematics experts in real classrooms. Next, general content regarding tornado preparedness was presented through a video and a class discussion.
Analysis of trends and seasonal effects, autoregressive and moving averages models, forecasting, informal introduction to spectral analysis. The teaching of mathematics (4th ed.) New Delhi: Sterling publishers. All students in each of the Freshman, Sophomore, Junior and Senior classes had the same courses. In the second year presentations and writing skills are developed to include writing and presenting technical documents, as well as engaging students in the issues faced by the scientific community when developing leading-edge research.
RTI, properly understood and used, is focused on improving student learning. The course will examine learning theories in mathematics in view of recent national and state recommendations for mathematics curricula and instruction�i.e., the National Council of Teachers of Mathematics' Principles and Standards 2000 and North Carolina statewide learning goals as articulated in the Standard Courses of Study. The curriculum is individually customized to suit each scholar's background and aspiration, and all students are personally mentored by myself and John.
Training in problem-solving techniques equips people more readily with the ability to adapt to such situations. After reading many articles on the use of technology in the mathematical classroom, I have to agree with NCTM's Technology Principle, which states that "technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students' learning" (Principles 24).... [tags: Education School] Teaching Status Report - Teaching Status Report I cannot believe my time at Dunn Middle School is coming to an end.
The Math 4 also has a digital gradebook that grades answers as soon as they are entered and calculates percentages for each assignment. The guide also shows teachers how their classroom structures and instructional practices affect their students. Last, small plastic bags are going to be a necessity to hold the sets of cards. Often total lessons or the pace of individual lessons need to be adjusted "on-the-fly." Whether on a visit to our Carmel Campus or around our community, you will recognize Stevenson students by their sincere willingness to give and receive information in an ongoing effort to know more about the world we all live in.
Pettit, Stacie Kae – Issues in the Undergraduate Mathematics Preparation of School Teachers, 2011 The purpose of this study was to explore the factors influencing the beliefs middle school mathematics teachers have about English Language Learners (ELLs) in mainstream classrooms. S. 8th graders spend most of their time in mathematics classrooms practicing procedures. This critically acclaimed multisensory step-by-step approach provides struggling learners the opportunity to understand and overcome barriers.
However, it is not feasible to begin each new math lesson with a review of all previous math lessons. Growing up he was very frustrated with the practice of having to regularly memorize information. According to their perspective, good teachers manage instruction so that students (a) spend the major portion of instructional time actively engaged in learning, (b) work with high levels of success, and (c) proceed through the curriculum while acquiring increasingly more complex skills and important generalizations.
By adding a few pages from the level two group, the children will become familiar with the process of adding three rows of numbers. With every image we create, each mental picture is unique. PUWW focuses on four key areas: Evidence-based education and technology practices, which are included in a set of bibliographies for reading, writing, and math; Materials to support implementation of Common Core State Standards in grades K-12; Technology implementation in schools and classrooms--Within the Technology Implementation Bibliography, you'll find "research on how schools can effectively implement and integrate technology to improve student outcomes, especially for students with disabilities." | 677.169 | 1 |
TouchMaths 8XCalc Original XCalc is a scientific calculator with a precision of 8 decimal places. It supports various expressions, trigonometric (sin, cos, tan) and anti-trigonometric functions, logarithmic functions, pi, e, parenthesis and logical operations
Calcuphone Calcuphone is a scientific calculator for your mobile phone. In addition to having a complete set of scientific functions, it also has the ability to define functions, plot graphs, do numerical integrals and derivatives and solve equationsOther Software by developer «Nokia»: | 677.169 | 1 |
Create an account to get full access!
Get full access to over 1,300 online videos and slideshows from multiple courses ranging from Algebra 1 to Calculus. All for only $14.95 per month.
SAT Math Prep Course
The SAT Math Prep Course is designed to highlight the various mathematic concepts of which students are responsible to demonstrate proficiency while taking the SAT. The course provides a focused review by offering shorter, more concise videos for review. The SAT Math Course is broken up into the four main categories: (1) Numbers and Operations, (2) Algebra and Functions, (3) Geometry and Measurements, and (4) Data Analysis, Statistics, and Probability | 677.169 | 1 |
High School Competencies
Algebra I, Geometry, and Algebra II course competencies completed by teachers from 12 school in the North Country. This project was directed by Matt Treamer of North Country Education Services and Dr. Brian Beaudrie of Plymouth State University through Mathematics Science Partnership (MSP) funding.
This document outlines a course designed to address the needs of students who begin high school without the necessary mathematical background to enroll in an Algebra 1 or equivalent course. The focus of the course will be on the conceptual development of the mathematical content and skills necessary to successfully complete an Algebra 1 course and courses beyond Algebra 1.) | 677.169 | 1 |
MTH110 Math
Perspectives
Spring 2017
TEXT:
For All Practical Purposes,COMAP, 9th
edition
OBJECTIVE:
The objective of this course is to introduce you
to the ways
in which mathematics impinges upon your daily lives. You will be
introduced
to quantitative concepts and skills which will enable you to interpret
and
reason with quantitative information. In addition you will be
able to see
how mathematics can be used to model many different types of real-world
situations, from presidential elections to garbage collection.
GOALS:
learn the
mathematical principals behind the decision making processes within
groups (social choice).
HOMEWORK ASSIGNMENTS:
Find an Euler Circuit (starting at
A) for the graph shown in Figure 1.10, pg. 12.
In the graph shown below, color in the odd-valence vertices. Draw in
dashed edges to show an optimal Eulerization of this graph. Specify the minimum number of repeated edges that would be used when solving the Chinese Postman Problem with this graph.
A complete n-graph is a
graph with n vertices where each vertex is connected to every other
vertex. The figure below shows complete graphs for n = 3, 4 and 5.
Which of these graphs have Euler Circuits? What conditions on n will guarantee that a
complete n-graph will or will not have an Euler Circuit? Explain your answer.
DUE: Jan. 26
Homework 2: Chapter 2, Exercises 4 (list the vertices for each circuit
that exists), 10 (just do part (a) for both graphs), 18b (just answer the question above the 3x4 grid), 20, 34, 36a,
40 (show your work using the method of trees), 46a,b, 48, 50 (change the value of the edge from C to E from 23 to 2), 56, 60. For Exercises 46, 48 and 50 be sure to specify both the Hamilton circuits and the cost of those circuits. Also, do
the following problems:
For each of the graphs in Exercise 15, add one edge so that a Hamiltonian Circuit exists on the graph and list the circuit.
In Exercise 34, suppose the cuostomer will order pie, but never with either of three meat entrees. How many meals can she order now? HINT: Determine how many meals she can order when she picks a meat entree and how many meals she can order with a different entree. Then add these two values together to get your answer.
Using the method of trees and starting at vertex A, determine the number of Hamilton Circuits in the graph below. Show your work.
Use Kruskal's algorithm to determine a minimum cost spanning tree for the graph shown in Exercise 50 (use the same edge modification described above). Show the final tree, the minimum cost and the order that the edges were added to the tree.
Repeat the above problem, but now use Prim's algorithm starting at vertex B.
Using the order requirement digraph in Exercise 6, determine a schedule for three processors using the priority list T1, T2, ..., T7. Is the resulting schedule optimal?
We discussed two measures of optimality for the list scheduling problem:
the length of the critical path, and the total time of all tasks divided by the number
of processors. Apply these measures to the order-requirement digraphs in Exercise
75 in Chapter 2 (pg. 71 ) for a) 2 processors and b) 3 processors. For each, specify which measure is
a more accurate estimate of the true optimal time.
Use the list processing algorithm and the order-requirement digraph shown below to schedule the tasks
with the priority list T1, T2, ..., T10 using a) 2 processors, b)
3 processors and c) 4 processors. Which, if any, of these three
schedules can you be sure is optimal?
Determine the critical path lengths for the vertices in the order-requirement digraph used in Problem C and create a priority list using those values. Repeat part a) of Problem C with this new list.
Consider the order requirement digraph shown below which is a modification of one we looked at in class. It turns out that it is
impossible to construct an optimal schedule for two processors unless we allow processors to be voluntarily
idle! Determine what the optimal time would be for two processors and construct an optimal schedule where we allow one or more of the processors to be voluntarily idle.
Assume we have to cut 30 pipes of the
following lengths: 22, 1, 24, 26, 27, 14, 8, 27, 7, 17, 16,
11, 16, 23, 11, 21, 27, 29, 14, 3, 8, 14, 12, 16, 26,
6, 15, 30, 11, and 29. If pipes only come in lengths
of 40 determine how many pipes would be needed if we used each
of the following algorithms: next fit, first fit, best
fit, next-fit decreasing, first-fit decreasing, and best-fit decreasing.
The two measures for optimality in scheduling problems - critical path length and total task time divided by the number of processors - still applies to independent task scheduling. Find a set of 3 independent tasks which can NOT be scheduled in the optimal time indicated by either of these two measures.
For all problems no credit
will be given for a simple numerical answer (min number
of bins, min time to schedule a set of tasks, etc.); you must
show your work (for example, show how the bins are filled,
or how the tasks are scheduled).
DUE: Feb. 16
Homework 5: Chapter 3, 74(a,b), 76, 78 (be sure to show the graph you used to solve this problem), 80, 86. For Exercise 86 you'll need to read about the Four Color Theorem on page 96 in the text. Also, use only graphs (a), (c), (d) and (h) for this problem and try to find the minimum number of colors necessary. Finally, do the following problems:
Solve the assignment problem for the following three matrices. Be sure to show all the steps involved.
Another method to solve the assignment problem is to use the
following "greedy" approach: Find the smallest
value in the matrix and include that in the assignment, crossing out
all other numbers in that value's row and column.
You then apply the same procedure to the remaining uncrossed-out
values, and so on. Use this method on matrix 1) above
and show that this method is not guaranteed to find the optimal
solution.
Determine if there are any Condorcet
Winners in Exercises 14, 16, 18 and 20.
Read the description of the Coombs
procedure in Exercise 21, and apply it to the preference lists in
Exercises 14, 16, 18 and 20.
Apply the Plurality Runoff method to
the preference lists in Exercises 14, 16, 18 and 20.
Assume we use the preference lists
in Exercise 14 and are using approval voting. Who wins if
everyone votes for their top two favorite candidates? Who wins if
everyone votes for their top three favorite candidates?
Assume we have an election with 5 candidates and 11 voters with the preference lists shown below. Determine the winner if the following methods are used: a) plurality, b) plurality runoff, c) Borda count, d) Hare, e) sequential pairwise with the agenda DEACB, and f) approval voting where every voter voted for their top three candidates.
DUE: Mar. 23
Weighted Voting Systems:
Chapter 11,
Exercises 4, 14, and 18 . For Exercise 14 just determine the BPI for the given weighted voting system. Also do the following problems (be sure to show your work for all of these problems):
The current # of representatives for
the New England states are as follows: Connecticut - 5, Maine - 2, Massachusetts - 9, New Hampshire - 2, Rhode Island - 2, and Vermont - 1. Suppose
they all got together to vote on new-englandy
type matters, and decided that the quota to pass any measure would be
18 (we assume all voters from any state always vote together). Determine the BPIs for this weighted voting
system. Which states would you say are the
biggest winners in this system? Which are
the biggest losers?
Calculate the Shapley-Shubik power indices for the weighted voting system in Exercise 7 but instead of using the given quota of 51 use a quote of 54. Repeat with a quota of 70 and with a quota of 75.
Determine the Shapley-Shubik power indices
for the weighted voting systems in Exercise 14 .
Suppose we wanted to create a
5-person basketball team using members of our class (which currently totals to 18 students). Determine the
number of ways we could do this if
we pick a particular person for
each position (point guard, center, etc);
we just pick five people who can play any of the
positions.
Notice that in part a. the order that we pick people matters while in part b. order does not matter.
Euchre is a card game played with a
deck of 24 cards divided into 4 suits (clubs, diamonds, hearts and
spades) each containing 6 cards (the A, K, Q, J, 10 and 9).
Determine the number of possible 5
cards Euchre hands.
Determine the number of possible
full houses in a 5-card hand.
Determine the number of possible
flushes in a 5-card hand.
Use the techniques discussed in
class to determine the Banzhaf power indices for the following weighted
voting system: [9: 3, 2, 2, 2, 2, 2, 2].
Repeat with a quota of 10 and 11. For
which of these quotas does the voter with weight 3 have the most power?
Determine the Banzhaf power indices
for the following weighted voting system: [16: 5, 5, 5, 4, 4, 4, 4]. Repeat with a quota of 17.
Solve problem 10 in the Skills Check section (pg. 475) completely (i.e., show the steps and the final results for a complete division of the items listed).
Solve problem 14 in the Skills Check section (pg. 475) completely (i.e., show the steps and the final results for a complete division of the items listed).
Read the description of the lone-chooser method in Exercise 33, then apply it to the cake shown in Exercise 31, where Player 1 is Bob, Player 2 is Carol and Player 3 is Ted, and Bob divides the cake initially. Determine if any of the three are envious after the cake has been divided up.
Four co-workers - Tessa, Noelle, Natalie and Lizzie - have
decided to use the Knaster Inheritance method to decide who gets two
highly prized items at
the office: an electric foot massager and a mousepad with a picture of
Elvis on it. Tessa values the foot massager at
$24 and the mousepad at $10; Noelle values them at $36 and $12;
Natalie values them at $24 and $18; and Lizzie values them
at $28 and $8. Determine who gets which item, and how much money each
co-worker either makes or spends.
Suppose Tess, Noelle, Natalie and Lizzie decided to hold a Vickrey auction for each of the items listed in Problem D (Vickrey auctions are described in Section 13.8 of our text). Assuming they all bid honestly (i.e., bid what they thought the items were worth) determine who would win each item and how much they would pay.
Ruby and Opal have six bags of precious gems that they need to divide between them. They decide to use the Adjusted Winner procedure and have distributed their 100 points as follows:
Amethysts
Diamonds
Emeralds
Garnets
Sapphires
Topaz
Ruby
7
50
2
3
37
1
Opal
6
40
30
1
20
3
If there are 100 of each gem, specify the number of each gem that Ruby and Opal get.
Suppose that instead of using the Adjusted Winner procedure in the precious problem, Ruby and Opal decide to take turns, with Ruby going first. Determine which gems each gets if neither knows the others preferences. Repeat the procedure assuming they now know each other's preferences (based on the values they would have used in the Adjusted Winner procedure). Who was able to take advantage of knowing the other's preferences?
Five people have pooled their financial resources to start a small company. The amount of money put in by each person is $56,000, $41,000, $25,000, $15,000 and $4,000. In order to decide on company policies they decide to create a weighted voting system by dividing 100 votes between them based on the amount that they originally contributed. Determine how the 100 votes should be divided using the Hamilton, Jefferson and Webster methods.
A country has four states, A, B, C and D. Its house of
representatives has 100 members, apportioned by the Hamilton
method. A new census is taken, and the house is
reapportioned. Here are the data:
State
Old
Census
New
Census
A
6390
6395
B
5890
5890
C
2920
3015
D
1389
1389
Totals
16589
16689
Apportion the house using both the old and new census. Explain
how this is an example of the population paradox described on pages 495-497 in the textbook.
The ThreeBears Corporation has four stock holders: Mama Bear, who owns 971 shares;
Papa Bear, who owns 807 shares; Baby Bear, who owns 510 shares; and Goldilocks, who
owns 315 shares. At the end of year they have 79 bowls of porridge as dividends to
be distributed to the four stock holders. Use the Webster method to come up with
a fair apportionment of the porridge. Repeat this procedure for 80 bowls and 81 bowls.
(Can you figure out why the Three Bears scenario was used for this problem?)
Do Exercise 15 in the book but instead of the Hamilton method, use the Jefferson method, the Webster method and the Hill Huntington method on each of the house sizes. | 677.169 | 1 |
This is the end of the preview. Sign up
to
access the rest of the document.
Unformatted text preview: text. We invite you and your classmates to find a few examples of complex number applications
and see what you can make of them. A simple Internet search with the phrase 'complex numbers in
real life' should get you started. Basic electronics classes are another place to look, but remember,
they might use the letter j where we have used i.
For the remainder of the text, with the exception of Section 11.7 and a few exploratory exercises
scattered about, we will restrict our attention to real numbers. We do this primarily because
the first Calculus sequence you will take, ostensibly the one that this text is preparing you for,
studies only functions of real variables. Also, lots of really cool scientific things don't require any
deep understanding of complex numbers to study them, but they do need more Mathematics like
exponential, logarithmic and trigonometric functions. We believe it makes more sense pedagogically
for you to learn about those functions now then take a course in Complex Function Theory in your
jun...
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ALGEBRA AND TRIGONOMETRY TEXTBOOK
Algebra and trigonometry textbook
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ISBN-10: 0534384285
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William P. Fox is a professor in the Department of Defense Analysis at the Naval Postgraduate School in Monterey, CA. Previously; he was an instructor, assistant professor, associate professor, and professor of operations research while serving in the Department of Mathematical Sciences at the United States Military Academy (USMA) for more than 12 years. He also served as the Chair of Mathematics at Francis Marion University for eight years before coming to the Naval Postgraduate School. Dr. Fox has taught a variety of mathematics courses in his career, and his areas of interest include mathematical modeling, optimization, statistics, and simulations. He holds his undergraduate degree from USMA, a master's degree from the Naval Postgraduate School, and a Ph.D. from Clemson | 677.169 | 1 |
GCSE Mathematics
SUBJECT: GCSE Mathematics
Awarding Body
AQA or Edexcel
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Our purpose in writing this book is to provide the undergraduate student of engineering and science with a concise introduction to finite element methods — one that will give a reader, equipped with little more than calculus, some matrix algebra, and ordinary differential equations, a clear idea of what the finite element method is, how it works, why it makes sense, and how to use it to solve problems of interest to him. We imposed on ourselves three constraints that we felt were of fundamental importance in designing a text of this type. | 677.169 | 1 |
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From Free College Algebra For Dummies to number, we have every part discussed. | 677.169 | 1 |
Other Titles by Edward Dowling
The ideal review for your intro to mathematical economics supplies a concise guide to the standard college courses in mathematical economics 710 solved problems Clear, concise explanations of all mathematical economics concepts Supplements the major bestselling textbooks in economics courses Appropriate for the following courses: Introduction to Economics, Economics, Econometrics, Microeconomics, Macroeconomics, Economics Theories, Mathematical Economics, Math for Economists, Math for Social Sciences Easily understood review of mathematical economics Supports all the major textbooks for mathematical economics courses | 677.169 | 1 |
One of the coolest ways to solve your problems in mathematics is by using a tool Microsoft Mathematics 4.0 released by Microsoft itself. This tool is easy to use and it is really a great fun to solve all those brain bending equations. The tool even provides a step by step procedure of how to solve the problem for the user to understand.
After downloading a window appears where there is a calculator and next to it is space to type in the equation you want the computer to solve. All the user has to do is type in the problem or the equation in the box and select the type of solution you want. There are various options like Trigonometry, Calculus, Linear Algebra etc. and you can select whichever solution you want from the computer. The tool contains solutions of almost all the types of problems. The interface is extremely easy to use and has almost every option right in front of you.
If you want to have some fun with the tool it also has the option of typing in your equation using your mouse. Just move your mouse around the area mentioned and the equation will appear above it so you can verify what you are writing is correct. Then select how you want the equation to be solved and the tool displays the solution. The software even provides explanations for each step that it has performed to help the user understand the problem.
Now, students can submit their homework on time and can even understand the problem without even wasting ink!! | 677.169 | 1 |
78 laboratory lessons on a Compact Disc in a Geometer's Sketchpad Dynamic Geometry format suitable for use in middle and high schools. Students explore and discover various algebraic and geometric... More > concepts and then use their discoveries and observations to develop solutions to algebraic
The pamphlet does not contain the CD itself. Your CD will be produced when you purchase this pamphlet.
In order for us to get the CD, Explorations and Discoveries in Mathematics Volume 1 to you, please email your receipt of purchase from Lulu.com, Amazon or any other retailer at commomlog@aol.com. The receipt of purchase will contain your complete address. Your CD will be mailed to you upon receiving of your receipt of purchase.< Less
64 laboratory lessons on a Compact Disc in a Geometer's Sketchpad Dynamic Geometry format suitable for use in a secondary level course in Plane Geometry, including full Euclidean proofs. Students... More > explore geometric concepts and then use their discoveries and observations to develop solutions to.< Less
It is designed for the download on the school/school district computers and to be available to all teachers and students.
The 74 presentations on this compact disk are suitable for middle and high... More > school students.
Prior installation of version 4 of Geometer's Sketchpad®, distributed by Key Curriculum Press on school computers is required.
Key Curriculum Press has supported publication of this CD under a grant to the authors and the Flushing HS Sketchpad Learning Center.
The
The 64 lessons on a CD are suitable for use by teachers and students in a... More > secondary level course in Plane Geometry, including full Euclidean proofs. Prior installation of version 4 or 5 of Geometer's Sketchpad®, distributed by Key Curriculum Press on school computers is required.
PublicationThe 69 lessons on a CD are suitable for use by individual teachers and students in a secondary level course in Plane Geometry, including full Euclidean proofs and constructions. Prior installation of... More > The 69 lessons on a CD are suitable for use by teachers and students in a... More > secondary level course in Plane Geometry, including full Euclidean proofs and constructions. Prior installation ofPursuing the challenges of working in the catalog room at the Mead Public Library in Sheboygan, Wisconsin, and cataloging and delivering books for the Eastern Shores Library System of the Sheboygan... More > and Ozaukee Counties of Wisconsin. The author, a retired library cataloger, tells what goes on behind the scenes at the public library and what needs to be done to prepare a book or compact disc (CD) ready for checkout | 677.169 | 1 |
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Other Format
Temporarily Out of Stock Online
Overview
students for a world that requires a higher level of mathematical literacy and enables them to compete in a global society. Teachers will develop their own mathematical abilities allowing them to help students discover a rich combination of thinking processes and problem-solving strategies, raising the learning expectations for all. | 677.169 | 1 |
Mathematical Analysis for Modeling is intended for those who want to understand the substance of mathematics, rather than just having familiarity with its techniques. It provides a thorough understanding of how mathematics is developed for and applies to solving scientific and engineering problems. | 677.169 | 1 |
Showing 1 to 30 of 35
Mathematics 100 Test #1B
Name: _
Instructor: George Ballinger
Term: Fall, 2013
Section:
The Sharp EL-531 calculator may be used on this test.
Mark:
You may not use LHpitals Rule when evaluating limits.
25
Show all of your work in the space provided.
The n
MATH 100 Readiness Check
Calculus will likely be one of the most challenging courses you will take in your first year university program. In
order to be successful:
You must have a strong and recent algebra and trigonometry background.
You need to have a
100 Lab 0
Name: _
Section: _
Introduction to Maple
In this lab you will learn the Maple syntax for basic number operations.
1. From the Math 100 index screen, click on Introduction to Maple.
2. Read the text explaining the commands. Type and execute the c
100 Prelab 5
Curve Plotting
Complete the following questions by hand before you go to the computer lab.
1. Find the equation of the tangent line to the curve y = sin 2x + cos x at x = 0 .
2. Find the value of c guaranteed by the Mean Value Theorem for f(x
M100 Graphing Steps
Some or all of the following questions may be asked.
a) Find the coordinates of the x and y intercepts.
b) Find the equation of the vertical and horizontal asymptotes. If there is a horizontal asymptote does
the graph touch/cross it?
c
APPENDIX D
Precalculus Review
D.1
SECTION
Real Numbers and the Real Line
Real Numbers and the Real Line Order and Inequalities
Absolute Value and Distance
Real Numbers and the Real Line
Real numbers can be represented by a coordinate system called the re
Concavity and Second Derivative Test
Denition of Concavity
Let be a dierentiable function dened on an open interval .
1. The graph of is concave upward on if is increasing on .
2. The graph of is concave downward on if is decreasing on .
Test for Concavit
Mathematics 100 Test #1A
Instructor: George Ballinger
Term: Fall, 2011
Name: _
Section:
The Sharp EL-531 calculator may be used on this test.
You may not use LHpitals Rule when evaluating limits.
Show all of your work in the space provided.
Mark:
25
The n
Mathematics 100 Test #2 Fall, 2012
The Sharp EL-531 calculator may be used on this test.
You may not use LHpitals Rule when evaluating limits.
Show all of your work in the space provided.
Section:
Mark:
25
The n
Mathematics 100 Test #2Mathematics 100 Test #2A
Instructor: George Ballinger
Term: Fall, 2011
Name: _
Section:
The Sharp EL-531 calculator may be used on this test.
Mark:
You may not use LHpitals Rule when evaluating limits.
Show all of your work in the space provided.
25
The n
Mathematics 100 Test #2B
Instructor: George Ballinger
Term: Fall, 2013
The Sharp EL-531 calculator may be used on this test.
Name: _
Section:
Mark:
Show all of your work in the space provided.
The number of marks for each question is indicated in brackets
Mathematics 100 Test #2A
Name: _
Instructor: George Ballinger
Term: Fall, 2012
The Sharp EL-531 calculator may be used on this test.
Show all of your work in the space provided.
The number of marks for each question is indicated in brackets.
Section:
Mark
Mathematics 100 Test #1MATH 100 TEST #4.- 9
NAME: S a 31:30:11:qu 5 SCORE: _ /40
This test has 6 pages. Show all of your work for full credit. The value of each
question is given in brackets.
9 I'
2x
1. a)(5) Use the Trapezoidal Rule with n = 4 to estimate 7
1
dx t0 4 | 677.169 | 1 |
Mathematics STEM Pathway – Stage 5
Mathematics STEM Pathway for Stage 5
This is one of two additional Pathways available for students studying Stage 5 Mathematics. These Pathways are supported by teaching and learning resources including suggested Scope and Sequences and resourced programs. The second pathway is Mathematics STEM Advanced Pathway.
Choosing the Mathematics STEM Pathway for Stage 5
Candidates for this Pathway have shown during Years 7 and 8 that the 5.1 Pathway is suitable for them in Year 9.
This Pathway is written to elevate these students to achieve the 5.2 Outcomes recommended as minimum preparation for a Stage 6 Mathematics Standard and mathematical understandings that are applicable to a range of VET courses. Additionally this Pathway provides opportunity for students to engage with the Australian Core Skills Framework (ACSF) level 3 numeracy standard.
Suggested scope and sequence
Content has been selected from within existing Stage 4 and 5 Outcomes for its contribution to ongoing learning for 'traditional 5.1' students. Some Content has been excluded. A significant number of Content 'dot points' are compacted. Content is combined in a way intended to improve students' mathematical 'fluency' and develop connections between the Mathematics and real-world applications.
Sample units of work
Unit 1: Tools of the Trade
Increase student self-awareness as daily, successful users of maths. Present formulae as efficient tools to make work easier and more reliable. Demonstrate STEM connections to VET courses.
Unit 2: Build Make Create
Students develop their own idea for an improvement to their school's environment into a model which is refined each time they learn a new maths skill. This allows them to see their ability to refine and share their ideas increasing as they develop the mathematical skills to be precise about measurement, scale and location. Students combine mathematical skills to solve real-world STEM problems.
Unit 3: Money Matters
Media reports about employment, average salary, inflation and housing costs can be disturbing to young people unsure of how they are going to 'make a living'. Empower students by developing their understanding of statistical and financial information. Contribute to student confidence about entering the workforce by developing their understanding of rates of pay, employee rights and responsibilities (such as working hours, conditions and tax). Increase student awareness of STEM-related VET careers.
Unit 4: Decision-Makers
Increase student ability to gather, sort and summarise information as part of the decision-making process. Combine probability and data Content in order to make comparisons. Explore the role of data in STEM research and development.
Unit 5: From Here to There
Equip students to select relevant information from a diagram or written description and appropriate degrees of accuracy for practical situations. The science, technology and engineering feats that allow modern flight provide context for the mathematics of location, gradient and coordinate geometry.
Please note that the coordinate geometry components of this unit prepare students to fit trend-lines to data in Stage 6.
Unit 6: Theme Park
Allow students to realise that technological and social advancements can be made in relative safety due to the mathematics of describing curves, growth and change. From drug dosages to financial investments, launching satellites to servicing roller-coasters, predicting populations and their growing needs, STEM professionals refer to a set of trusted equations.
More information
Several Stage 4 outcomes are included. All 5.1 outcomes and 5.2 outcomes described as 'recommended minimum content for Year 11 Mathematics Standard are included, with the exception of 5.1-5NA Indices.
Indices will be practised by students on the Mathematics STEM Pathway in the context of scientific notation, and area and volume formulae. Rather than learn the index laws, these students will be encouraged to apply indices in practical contexts and use digital technologies to evaluate terms expressed in index notation.
Outcomes and Content
The outcomes and content document showcases the specific Stage 5 material accessed by this Pathway. | 677.169 | 1 |
In cognizance of the key role of Mathematics in various areas of Computer Science, the BSCS curriculum provides a broad foundation in various fields of Mathematics - the Calculus, Statistics, Linear Algebra, Discrete Mathematics, Differential Equations, Numerical Methods, and Automata Theory. | 677.169 | 1 |
All
materials for the course will be found on the web site or at the course
Moodle site.
My Teaching Philosophy:
The world is facing many difficult problems and needs thoughtful people with strong math skills (among other talents) to work on solving these problems. My goal is to support you to develop the skills you need to be prepared to help address the problems facing our world.
People learn at different speeds and in different ways. My aim is for you to learn the as much of the material in our course as possible by the end of the semester. If there is a topic you did not fully understand at one point in the course, I would like to encourage you to keep working and trying to understand it.
Ability in math is not a fixed skilled. You can improve your ability through practice (just like an athlete in sports improves with practice). The brain is very malleable and can continue to form new neural connections throughout one's lifetime. It is the formation of these neural connections in the brain that constitute learning. In short, by working at it, you get smarter.
As much as you are willing to work hard and keep making the effort to improve, I am going to support you. I do this by using an assessment approach that gives you more than one chance to demonstrate mastery of a topic. On the weekly quizzes and midterm, I offer a redo option. If there is a topic you have not yet mastered, you can continue working to learn it and then take a re-assessment. If on the re-assessment, you demonstrate mastery of the topic, I will give you credit for this improved performance in determining your grade.
Goals of the
Course:In this
course, you will:
Do mathematical modeling
which involves studying real world situations using mathematics; in our case,
particularly using ordinary differential equations.
Learn to recognize real world
problems that are or could be examined using mathematical modeling. Be aware of
the power but also the potential weaknesses in using mathematical
modeling.
Develop an understanding of
linear and non-linear systems and how feedback effects in non-linear systems
can lead to unexpected behaviors.
Develop your ability to work as
an independent and self-sufficient learner:
What
to do when you do not know what to do
How
to take what you have learned in one situation and apply it to a new and
different situation (transfer of knowledge)
Get
comfortable with not knowing the answer immediately
Learn
material we have not covered in class by reading the book and applying this
newly learned information to solve problems.
Become
part of a community of learners who support, encourage and learn from one
another.
We
will cover most of the following sections from Blanchard et al:
Ch.1:
Section 1, 2, 3, 4, 5, 6, 7, 8, 9
Ch.
2: Section 1, 2, 3, 4, 5
Ch.
3: Section 1, 2, 3, 4, 5, 6, 8
Ch.
4: Section 1, 2
Ch.
5: Section 1, 2
Ch.
7: Section 1, 2, 3, 4
Appendix
B.
Plus
additional topics as time and interest permits.
The topics from the last time I taught the
differential equations course are listed at the end of the syllabus to give you
a sense of what we will cover.
Additional
Reading: In addition to our text,
we will have occasional supplementary readings that show how the material we are learning
in the course relates to real world issues and there will be homework
assignments involving the reading.
Students will be expected to find two articles, over the course of the semester, that relate to mathematics and post them to the class wiki with a short write up describing
how mathematics is involved.
Computer
Assignments:
There
will be extensive use of the computer during the course both during class time
(with laptops) and as part of homework assignments.We will use the software DE Tools that comes with the textbook. You will be encouraged to "play around" with the modules in this program
to develop a graphical understanding of the concepts in our course.
We will
also use and write simple programs (possible systems include Excel,
Mathematica). No previous computer experience is necessary or assumed.
Exams:
There
will be a mid-term exam, a final exam and a final project. The tentativeschedule
for the exams is:
Take-home Midterm exam: in the 6th week: Oct 8-12.
Final Project: Due at the start of the last class of the semester, Thur Dec 13th.
Students
will work in teams on a project of their choosing. The project might involve
using material from the course to study an applied situation, examining a
theoretical issue in more depth or studying a topic that extends the material
from the course. Projects will be written up in the form of a paper (10 - 15
pages).
Students are encouraged to submit a draft of their project by Tuesday December 4th. For any project submitted by this date, I will give you feedback on how to improve the project that you can use to revise and resubmit by the Dec 13th deadline.
Homework:
Homework
will be assigned for each class and will be collected once a week on Tuesday.
Each student may have two late homeworks with no questions asked. You must submit the late homeworks by the next class. Once you have used up your two late homeworks, other late work will not be accepted unless
there is a special situation (ex. serious medical problem) and you get my
permission ahead
of time.
The homework problems are assessed on the following scale:
Mastery (M) - the problem is done completely correctly and demonstrates mastery of the concept.
Near Master (NM) - the problem is correct except for minor mistakes and so demonstrates near mastery of the concept.
Developing (D) - parts of the problem are correct but there are some major mistake. The learner is still developing their understanding of the concept.
Not Yet (NY) - very little or none of the problem is correct. The learner has not yet shown understanding of the concept.
When you get your homework back, you should look through the problems and see what you have not yet mastered. Those topics are where you should spend your effort studying.
HW Redo option: Each week, you may choose one problem that you did not Master and redo the problem and resubmit it the following Tuesday. You should attach the resubmission to the inital hw so you grader can see the progress you have made. With the redo problem, you must also state what you did differently in the redo than in the initial submission and what you learned that you had not understood the first time. If the redo shows improvement over the original submission, the grader will revise your score on that problem.
The
best way to learn mathematics is by doing lots of problems. Do not limit
yourself to just doing the problems that you are required to hand in. You
should do some problems after each class. This way, the next lecture will make
a lot more sense. Do not wait till the last minute and do all the problems at
once. You will have much more trouble understanding the lectures and will
therefore be using your time inefficiently.
You are encouraged to collaborate on
homework. This means you can talk with each other, figure things out together,
help each other. But when you finally write up your answer, you should do this
by yourself. You may not copy the answer that someone else has written. This
would be a violation of the honor code.
Quizzes:
There
will be a short quiz each week to give you feedback on your progress. It will be a take home quiz handed out on Tuesday and due at the start of class on Thursday. The quiz will deal with material from that week's homework.
QuizResubmission: If you get less than perfect on the quiz, you are welcome to
redo the problem(s) you got wrong and resubmit your work to be re-assessed. If correct it will be
given full credit. You must staple your new work to your original quiz sheet
and submit both together (so I can see that you have fixed your earlier
mistake). You must also write out a brief description of what your mistake was and what you need
to remember so you will not repeat this mistake again. Research into how people learn indicates that this type of reflection on one's learning leads to improved learning.
If this explanation is
not included, your quiz will be returned without being re-assessed.
Classroom:
During
class, there will be a mixture of lecturing by the professor and time spent by
the students working out problems and discussing their results in groups.
Research has shown that this type of active participation leads to improved
learning.
The
group work does not go well when members of the group are absent. Therefore it
is important that you attend to class. Please be respectful of your fellow
students.
If
you decide to take this course, you must commit to attending class regularly. Attendance will be taken and substandard attendance will be taken into account
in determining grades.
Special
Event:
The class will carry out a role-playing
simulation game that applies aspects of differential equations to a real world
situation. This will require a three-hour time block and will take place during
an afternoon or evening in the third or fourth week of the semester. More
details will be forthcoming. | 677.169 | 1 |
COST MANAGEMENT A STRATEGIC EMPHASIS
Cost management a strategic emphasis
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Be sure that you have an application to open
this file type before downloading and/or purchasing.
960 KB|19 pages
Product Description
In this Smart Notebook file, there are 19 pages which illustrate:
* Pascal's Triangle
* Using Binomial Coefficients in Pascal's Triangle
* Practice on completing Pascal's Triangle
* 2 different activities with questions on:
- Finding the coefficient of a term - 6 Questions (with a detailed answer to Question #1)
- Finding a term in a binomial - 6 Questions (with a detailed answer to Question #1)
* 10 questions with answer key on working with the Binomial Theorem. Those questions could be completed using the Smart Response System. It also could be used WITHOUT the Smart Response System. The answer key is provided by a simple slide of the "KEY" as directed in the file.
This file could be used as:
A recap/review of Expanding a Binomial
A recap/review on Finding a specific term of a Binomial
A recap/review on Finding the Coefficient of a specific term of a Binomial.
Students could work on this in their centers, groups, pairs, individually, as a homework, as a take home assessment, or in any other format. If completed in class setting, students could share their answers on a smartboard in the space provided next to each question | 677.169 | 1 |
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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.
How To Master Your Casio Calculator -Total Calculator Skills
The full course on how to master all the key features and functions of your Casio Calculator
4.2 to have a Casio Calculator as listed in the Full Details description or have use of one. This course can be completed by anyone, from experienced to beginner. This course is also an excellent follow-up to the Essential Casio Calculator Skills Course.
Description
Master Your Casio Calculator and make sure you have the complete calculator skills required for you to get the grade you want in the exam or teach your students how to use their calculator effectively.
Updating during July, August and September 2017. Over these three months I shall be adding some updates to the course based on student feedback. Look out for extra videos and resources.
What benefits do I get from this course?
⇩⇩⇩⇩⇩ Click here for more!
Use your Casio scientific calculator with confidence both in the classroom and during exams.
Explore mathematics in new ways with the helpful features of the Casio calculator.
Includes exclusive content not available on the YouTube channel - The Calculator Guide
For less than the typical price of an hour's private teaching, the course will take you through many of the impressive functions of the
calculator, step-by-step, telling you which buttons to press and how
they can be used to help you with questions.
In this course you are going to gain mastery over your calculator. Maybe you are curious as to how the features and functions can help you with your mathematical learning, build you confidence and succeed in your mathematics exam.
With this course you get 1080p HD videos and a full demonstration with a calculator emulator of the buttons you need to press.
You also get updates and bonus extras, which will be added to the course.
You also get access to ask me questions regarding the course or anything you are stuck on.
In buying this course you are helping support me to continue to make more courses to help you and future students feel confident about using their calculator.
So if you are currently using a Casio calculator, then what are you waiting for? Make the most out of your calculator, be confident and achieve the qualification you want.
About the calculator.
This course assumes that you have a Casio calculator or have regular access to one.
It is primarily designed for the FX-83GT Plus / FX-85GT Plus available in the UK. Similar textbook display or Natural V.P.A.M calculators are known by different codes around the world.
School and college students (typically 16+) studying a mathematics course (or a course with mathematical content), who would like to develop their knowledge of using a scientific calculator effectively. This may also include university students who are required to use a scientific calculator, rather than a graphing calculator.
Teachers or lecturers involved in teaching mathematics to students, who wish to develop skills using a scientific calculator.
Any other professionals who are required to use a scientific calculator or anyone interested in improving calculator and mathematical skills.
This particular course is designed for use with the Casio Natural VPAM model of calculator, specifically the fx-83GT Plus, fx-85GT Plus and fx-300ES PLUS. If you have another model of scientific calculator, whilst you may find some of the lectures applicable, they may not exactly match the location of the features and functions of your particular calculator model.
FREQUENTLY ASKED QUESTIONS (FAQS)
How is this course different from Essential Casio Calculator Skills? - This course dives deeper into the features of the calculator. This course looks at logarithm functions, trigonometry, radians, simultaneous equations and much, much more that is not covered in the Essentials course. This course is also more likely to feature additional material in the future.
What do I get from completing this course? - Greater confidence in mathematics lessons and in exams. Quicker and speedier calculations mean less time wasting. Using your calculator effectively may help to reduced your anxiety about certain topics and help you solve problems more effectively.
The First Setup Menu enables you to switch between the text book display MATH mode and the more traditional LINE display. Change your angle measurements between degrees radians and even gradians. You can also choose the number of decimal places to display a number to.
A look at the the first SET UP Menu
03:23
I refer to Standard Index Form in the video as it is known as this in the UK. You may also know this as Science Notation (Hence it being Sci mode!)
Standard Form and Scientific notation
00:10
How can the calculator present numbers in standard from 9science notation)? It also can round the number for you.
Sci Mode and Standard Form
01:54
If you press down when you access SET UP, you will see a second menu, with the ability to refine features such as the screen's contrast, or add frequency to your STAT mode functions.
The Second Setup Menu
01:42
Test your knowledge of the SETUP menu.
Setup Quiz
2 questions
+–
Indices and Logarithms
5 Lectures
09:10
There are several buttons available to deal with numbers with powers. We explore the input any power button and the reciprocal button.
Indices or Exponents.
02:27
You should notice a button which looks like this...(-) on the right hand side.
This is the best button to use when inputting negative numbers, rather than the subtract button.
The button itself suggest you can put brackets/parentheses around the negative sign.
This is essential when raising negative numbers. For example
-6² will give you the answer -36
(-6)² will give you the answer 36.
If you wanted the square of the number negative 6, the second result is correct. The calculator will prioritise powers before negatives, so be careful.
The Negative Number Button
01:40
There are two buttons that enable you to input logarithms, one is more traditional whilst one capitalises on the textbook display of the calculator.
Discover how you can enter diagnostic mode and test your calculator's functionality.
Extra Video - How To Enter Diagnostic Mode
02:05
What about VERIFY Mode?
00:09
Some of the extra features that are available on the fx-300ES PLUS and some other models. Download this pdf for the interactive content.
Please do not redistribute or upload to other platforms.
Extra Features of the fx-300ES PLUS (Interactive pdf)
6 pages
If you have the UK edition or a version that does not have the dedicated GCD and LCM functions above the x and ÷ buttons, this trick can help you find the highest common factor and least common multiple.
I have been teaching mathematics for over seven years and am excited about teaching students how to get more out of using technology for learning, specifically their calculator. I started The Calculator Guide, a growing collection of videos and resources in February 2015 and am happy to be developing courses online and on Udemy.
I have recently completed an MSc in Mathematics Education where my dissertation examined students perceptions and knowledge of a Natural Display Calculator and explored new ways of using the calculator to help students and teachers. | 677.169 | 1 |
032500ostering Algebraic Thinking is a timely and welcome resource for middle and high school teachers hoping to ease their students' transition to algebra. Drawing on his experiences with three professional development programs, author Mark Driscoll outlines key "habits of thinking" that characterize the successful learning and use of algebra. He offers strategies teachers can use to cultivate these habits of thinking and guidelines for assessing students' development.
Fostering Algebraic Thinking is organized according to the critical challenges algebra teachers face. Excerpts from discussions among the classroom teachers who participated in the professional development projects help place these issues in context. Each chapter also includes activities to encourage teachers to reflect on how they think about algebra and how that thinking informs their practice. There are also samples and analyses of student work to help teachers identify patterns of algebraic thinking along with questions and strategies that can be used to guide and extend students' | 677.169 | 1 |
Category: Diploma in Engineering Math Syllabus
AIMS • To make understand the basic concept and techniques of composition and resolution of vectors and computing the resultant of vectors. • To enable to use the knowledge of gradient of a straight line in finding speed, acceleration etc. • To enable to use the knowledge of conic in finding the girder of a […]
OBJECTIVES • To enable in solving the simultaneous equations with the help of determinant and matrix. • To make understand the exponential series. • To enable to calculate the areas of regular polygons , hexagons, octagon, hydraulic mean depth (HMD) of a channel, area occupied by water of circular culvert. excavation work. • To provide […]
OBJECTIVES • To acquaint the students with the basic terminology of Algebra. • To be able to understand the complex numbers (J-operator) which are being used in electrical engineering • To be able to understand the binomial expansion. • To be able to use the knowledge of trigonometry in solving problems of engineering importance. SHORT […] | 677.169 | 1 |
FAMILY MATH BOOK
Family math book
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Calculator provides simple and advanced mathematical functions in a beautifully designed app.
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MPJ's Ultimate Math Lessons is a resource for teachers of Algebra, Pre-Algebra, and Geometry in grades 6-12. It contains 80 innovative lessons and 27 thought-provoking articles taken directly from the Math Projects Journal, a periodical that, for more than six years, has helped teachers around the world improve student performance in mathematics. | 677.169 | 1 |
Recommendations for pre-algebra books after using Math Mammoth
What is pre-algebra?
Pre-algebra is sort of "in-between" course. It is bridging the world of numerical computations of elementary math, and the world of algebra where we manipulate variables. Pre-algebra courses typically cover these topics:
integers
fractions, decimals
factors, exponents
solving linear equations
solving linear inequalities
ratio and proportion
percent
graphing linear functions
Pythagorean theorem and other geometry topics
some statistics and probability.
Most students take prealgebra in 8th grade, just prior to taking algebra 1. However, it is possible to study these topics in 7th grade as well, if the student has a good foundation from grades 1-6.
Of the typical topics, decimals, fractions, integers, exponents, and percent have already been studied in 5th and 6th (and 7th) grades. In fact, typical 7th grade and pre-algebra courses are very similar (that is why some students will be able to do pre-algebra in 7th grade.)
On the other hand, solving linear equations and inequalities, proportions, and graphing WILL again be studied in algebra 1. Geometry topics will be studied in high school geometry. So, for a student who has mastered 6th (and 7th) grade math, a lot of prealgebra is review and a lot of it will be studied again in high school.
The name "PRE-ALGEBRA" actually summarizes the course well. The idea is to let students become more familiar with the usage of variables instead of just numbers, and to make sure that fractions, decimals, and percent are solidly mastered before an actual algebra course.
Math Mammoth pre-algebra curriculum
Recommendation: get a regular textbook
As strange as this may sound, and even when having written a curriculum myself, I feel a normal textbook such as used in public schools is a good idea to have. I don't mean just any textbook - I mean a GOOD, regular textbook.
Why? First of all, The best math texts are written by people who have studied mathematics quite a bit in college level and who also have taught it. Of course, that's not sufficient for being a good author, but it's a good starting point. Most homeschool companies who offer math books for high school do not typically have such authors for their books. The result is, their texts tend to emphasize rote memorization of techniques. (Personally, I'm thankful for the fact that I got to study mathematics for many years in a university. It really opened my eyes to how much there is to mathematics.)
Secondly, it is beneficial for students to get used to a "regular" textbook feel as they move towards high school, because I also recommend regular textbooks for high school math. Students need to learn to read and use the math textbook themselves in high school, and become more independent in their learning of math. I realize most students WILL need help, and maybe even lots of help, with prealgebra, algebra, geometry, and so on, but my point is that they also need to get used to using a textbook as a source of help and study tool.
Pre-algebra, being such an in-between course is a good time to do just that. Even if you purchase Math Mammoth pre-algebra curriculum, it can be helpful to purchase a used copy (since they cost so little) of another pre-algebra textbook as an additional resource.
If you're not using Math Mammoth, I recommend that you get two pre-algebra textbooks (again, as used copies so the cost won't be high). For example, get a book that you consider your main textbook for the course, and then get one or few others either from a library, from friends, or as used copies. The purpose of this is so you can COMPARE the exposition of any particular concept. The student may "get it" better when he reads it explained in a few different ways. Also, having an additional book gives you additional practice problems if the need arises. If you find you need additional help then it may be a good idea to find a math tutor.
List of possible pre-algebra books
I have not personally seen most of these books but I've looked at the previews when available, or read other people's recommendations about them.
The links below to go to Amazon. You can often get a used copy for around $10 including shipping (consider buying 2 different ones).
The answer keys or solution manuals can be harder to find. They are typically sold by the publishers themselves, and it is not totally clear if homeschoolers can easily purchase them from the publishers, but I would try. I do know Prentice Hall has allowed homeschoolers to buy them for some another high school math books. Sometimes you can find used copies at Amazon or elsewhere. I've provided links to Amazon below if I found the answer key offered there.
Remember also that the answer to any equation and proportion can always be checked by plugging the answer into the equation, and all calculation problems could be checked with a calculator.
On the publisher's website you can see the table of contents and sample pages for the book. It says you can purchase the solution key, teacher's edition, etc. by contacting their customer service.
The companion website is called ClassZone.com. It contains examples, puzzles, games, and an interactive instructor with online lessons that can help you master the material. You actually get quite a bit of content on this website.
Lial's texts have proven very popular over the years because of their clear and student-friendly exposition. You can see a preview at publisher's site (Take a Closer Look). This book covers the topics of:
Introduction to Algebra: Integers; Understanding Variables and Solving Equations; Solving Application Problems; Rational Numbers: Positive and Negative Fractions; Rational Numbers: Positive and Negative Decimals; Ratio, Proportion, and Line/Angle/Triangle Relationships; Percent; Measurement; Graphs; Exponents and Polynomials.
Answers are provided for the odd-numbered exercises. Chapter tests and cumulative review exercises have answers to all the problems.
This text provides several problem sets that increase in difficulty, with great word problems. It is rigorous in an old-fashioned way. Not cluttered with images. It also has answers to selected exercises.
The publisher's website has teacher's editions, online editions, etc. It says you can purchase teacher's editions by contacting their customer service.
Holt, Rinehart, and Winston also has a website to go with the 2004-2005 edition of their pre-algebra book. This site has online movies for chapter openers, and homework help problems, and chapter projects.
MathTV.com
MathTV.com
Over 6,000 free, online video lessons for basic math, algebra, trigonometry, and calculus. Videos also available in Spanish. Also includes online textbooks. See also my review.
Math Mammoth Grade 7 Worksheets Collection is a supplemental material only. It contains worksheets for all typical pre-algebra concepts and topics. The problems on the sheets often test conceptual understanding, and include very varied problems from basic practice to challenges. These worksheets cannot replace a textbook as they do not contain the explanations of the concepts.
Shmoop.com Prealgebra
Shmoop.com Prealgebra consists of free learning guides (tutorials) for all prealgebra topics with interactive practice problems, step-by-step examples, graphs, and real-world applications. This can be used for an online pre-algebra textbook.
To prepare for pre-algebra
Normally, a student completes all the grades up to and including 7th grade math, and then does pre-algebra in 8th. Some students may do pre-algebra after 6th grade, instead of a regular 7th grade math. Since 7th grade math and pre-algebra are so similar, you could also have child start pre-algebra in 7th grade, but spend 1 1/2 - 2 years with it, making sure things are not rushed.
If your child seems to struggle greatly with pre-algebra, he might not have sufficient foundation for it. It also may be that his brain just needs to develop a little bit more before going for prealgebra. These programs may be able to to fill in the gap:
Math Mammoth Blue Series books are topical worktexts that can help you learn fractions, decimals, percents, problem solving, geometry, integers, and so on.
Hands-On Equations® is a program for learning beginning linear equations using a physical balance scale, pawns to represent the unknowns, and number cubes for the constants. It is also useful as a part of a prealgebra program. See my review.
Math Mammoth Tour
Confused about the different options? Take a 7-day virtual email tour around Math Mammoth! You'll receive:
An initial email to download your GIFT of over 400 free worksheets and sample pages from my books;6 other emails on 6 subsequent days that describe the different series of Math Mammoth products, answering the most commonly asked questions, including "What is the difference between all these different-colored series?"
This way, you'll have time to digest the information over one week, plus an opportunity to ask me personally which book would be right for your child or students.
Note: You will FIRST get an email that asks you to confirm your email address.
If you cannot find this confirmation email, please check your SPAM/JUNK folder.
"Mini" Math Teaching Course
This is a little "virtual" 2-week course, where you will receive emails on important topics on mathematics education. The topics include:
- Teaching multiplication tables
- Why fractions are so difficult
- How to help a student who is behind
- Should you use timed tests
- The value of mistakes
- And more!
You will also receive a GIFT of over 400 free worksheets and sample pages from my books right in the very beginning.
Note: You will FIRST get an email that asks you to confirm your email address.
If you cannot find this confirmation email, please check your SPAM/JUNK folder.
Join over 25,000 others!
Maria's Math Tips is my email publication that comes out usually once a month. It's filled with math teaching resources, Math Mammoth news & discounts, humor, giveaways, and more! The content is equally good for all of us who teach math. | 677.169 | 1 |
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Product Description
Algebra that Functions
End of Year Linear Functions and/or Systems of Linear Functions Project
This math project is a fun way for your students to apply mathematical reasoning of linear equations and/or systems of linear equations in a real-world situation that is highly engaging! Your junior high or high school students will love the anticipation of the triathlon teen race real world situation as the events unfold!
This is a highly engaging product that requires students to think critically, predict, analyze, and reflect on learning as they demonstrate what they have learned about linear equations and systems of linear equations. My students absolutely love this math project!
My End of Year Linear Functions and/or Systems of Linear Functions Project product is comprised of two parts. The first part requires students to write linear equations, graph linear equations, and interpret the parts of linear equations in real-world situations. In part two, students solve systems of linear equations by graphing and algebraically, and interpret the point of intersection. Writing in math are components of both parts of the project.
In both parts, students respond to questions asking them to analyze results, interpret solutions, and reflect on their learning. Additionally, the project has directions for differentiating for individual student needs. A rubric, a peer evaluation form, and the answer key are included for assessing the project.
My End of Year Linear Functions and/or Systems of Linear Functions Project product can be used to assess your students' learning as an activity or as a project.
This product is a paid digital download from my TpT store Algebra that Functions and it is for use in one classroom only. This product
*Triathlon
*Teens
*Linear Equations
*Systems of Linear Equations
*Graphing
*Solve Algebraically
*Critical Thinking
*Analyze
*Reflect on Learning
*Project
You can get TPT credit to use on future purchases! CLICK ON THE GREEN STAR next to my store logo to become a follower. You will receive updates about my store. | 677.169 | 1 |
Developmental Math
Developmental Math prepares you for the college-level math course appropriate for your major.
Goals
To offer math courses to build the algebra knowledge and skills of students who are not prepared for college–level math courses
To encourage the development of study habits and work ethic that will lead to success in math courses
To reduce math anxiety and dispel myths about math
To build confidence in ability to do math and a positive attitude toward math
To place students in math classes based on their current knowledge, where they will be challenged but not overwhelmed or frustrated
"Let us throw off everything that hinders and the sin that so easily entangles, and let us run with perseverance the race marked out for us. Let us fix our eyes on Jesus, the author and perfecter of our faith." Hebrews 12:1a-2b | 677.169 | 1 |
A practical, accessible guide to optimization problems with discrete or integer variables
Integer
Incorpor * Distinguishes between good and bad formulations in integer programming problems * Applies lessons learned from easy integer programs to more difficult problems * Demonstrates with applications theoretical and practical aspects of problem solving * Includes useful notes and end-of-chapter exercises * Offers tremendous flexibility for tailoring material to different needs
Integer
"Sinopsis" puede pertenecer a otra edición de este libro.
About the Author:
LAURENCE A. WOLSEY is Professor of Applied Mathematics at the Center for Operations Research and Econometrics (CORE) at l'Université Catholique de Louvain at Louvain-la-Neuve, Belgium. He is the author, with George Nemhauser, of Integer and Combinatorial Optimization (Wiley). â Distinguishes between good and bad formulations in integer programming problems â Applies lessons learned from easy integer programs to more difficult problems â Demonstrates with applications theoretical and practical aspects of problem solving â Includes useful notes and end-of-chapter exercises â Wileyand#8211;Blackwell, 1998. HRD. Estado de conservación: New. New Book. Shipped from US within 10 to 14 business days. Established seller since 2000. Nº de ref. de la librería IB-9780471283669
Descripción John Wiley Sons Inc, United States, 1998. Hardback. Estado de conservación: New. New.. Language: English . This book usually ship within 10-15 business days and we will endeavor to dispatch orders quicker than this where possible. BZV9780471283669 | 677.169 | 1 |
Dugopolski's Trigonometry, Third Edition gives students the essential strategies to help them develop the comprehension and confidence they need to be successful in this course. Students will find enough carefully placed learning aids and review tools to help them do the math without getting distracted from their objectives. Regardless of their goals beyond the course, all students will benefit from Dugopolski's emphasis on problem solving and critical thinking, which is enhanced by the addition of nearly 1,000 exercises in this edition. Instructors will also find this book a pleasure to use, with the support of an Annotated Instructor's Edition which maps each group of exercises back to each example within the section; pop quizzes for every section; and answers on the page for most exercises plus a complete answer section at the back of the text. An Insider's Guide provides further strategies for successful teaching with Dugopolski | 677.169 | 1 |
Undergraduate Texts in Mathematics: Numbers and Geometry (Hardback)$33.59
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Condition
VERY GOOD: This book is in very good condition, showing only a few signs of use and wear. It was printed on acid-free paper.
Description
This book is a member of Springer's Undergraduate Texts in Mathematics series.
Continued from the back cover: "Its roots are in arithmetic and geometry, the two opposite poles of mathematics, and the source of historic conceptual conflict. The resolution of this conflict, and its role in the development of mathematics, is one of the main stories in the book. The key is algebra, which brings arithmetic and geometry together, and allows them to flourish and branch out in new directions.
"Stillwell has chose an array of exciting and worthwhile topics and elegantly combines mathematical history with mathematics. He covers the main ideas of Euclid—geometry, arithmetic, and the theory of real numbers—but enriches them with 2000 years of insights and results. Numbers and Geometry presupposes only high school algebra and therefore can be read by any well-prepared undergraduate student entering a university. Yet the book will also be popular with graduate students and researchers because of its attractive and unusual treatment of fundamental topics."This new book is an excellent resource for those mathematicians, physicists, engineers, and scientific computing researchers who currently use Clifford algebra methods in their investigations. It is also appealing to those who would like to quickly become familiar with the theory and computational practice in some of the most recent and fascinating applications of Clifford algebras." — From the back cover
"Geometric constructions have been a popular part of mathematics throughout history. The ancient Greeks made the subject an art, which was enriched by the medieval Arabs, but which required the algebra of the Renaissance for a thorough understanding. Through coordinate geometry, various geometric construction tools can be associated with various fields of real numbers. This book is about these associations." — From the back cover
"In the last sixty years, the use of the notion of category has led to a remarkable unification and simplification of mathematics. Conceptual Mathematics introduces this tool for the learning, development, and use of mathematics, to beginning students and also to practising mathematical scientists | 677.169 | 1 |
Combining the features of a textbook with those of a problem workbook, this text for mathematics, computer science and engineering students presents a natural, friendly way to learn some of the essential ideas of graph theory. The material is explained using 360 strategically placed problems with connecting text, which is then supplemented by 280 additional homework problems. This problem-oriented format encourages active involvement by the reader while always giving clear direction. This approach is especially valuable with the presentation of proofs, which become more frequent and elaborate as the book progresses. Arguments are arranged in digestible chunks and always appear together with concrete examples to help remind the reader of the bigger picture. Topics include spanning tree algorithms, Euler paths, Hamilton paths and cycles, independence and covering, connections and obstructions, and vertex and edge colour | 677.169 | 1 |
Sets and Set Notation
Meets NCTM Standards:
I show how to solve math problems online during live instruction in class. This is my way of providing free tutoring for the students in my class and for students anywhere in the world. Every video is a short clip that shows exactly how to solve math problems step by step. The problems are done in real time and in front of a regular classroom. These videos are intended to help you learn how to solve math problems, review how to solve a math problems, study for a test, or finish your homework. I post all of my videos on YouTube, but if you are looking for other ways to interact with me and my videos you can follow me on the following pages through My Blog, Twitter, or Facebook.
What does intersection mean for sets and what symbol represents intersection of sets?
What is the union of sets and what symbol represents union of sets?
Staff Review:
This lesson gives definitions for a set, subset, element, universal set, and other terms that are central to the idea of sets and set notation. All concepts are explained. This is a great starting point for learning about sets and how to express sets mathematically. | 677.169 | 1 |
18406
State of Affairs in Korea: How a variety of technology is suggested in high school math textbooks
Choi Youngran
choiyr25@gmail.com
Korea National University of Education
Korea (South)
The Korean National 7th Revised Curriculum has been applied to the primary and secondary schools, by stages, since 2009. This focus on designing a teaching and learning method to improve students'' problem solving ability as well as mathematical thinking power in daily life by investigating various technologies-Excel, GSP, CAS, and so forth- suggested in high school math textbooks in Korea.
18408
This theorem is defined as 2 collinear-line-pairs by given 8 points on a circle against 6 points as projective geometry. So, this is analyzed as a theorem on New Geometry. It's proof is found at 12th on this April, this theorem was found on 7th august in 2006. The proof is explanation using some figures which show that two each Pascal line constructed by 4 points among the 8 points pass through 2 points each fixed by 6 points as a Brianchon's theorem. We can show the figures when presenting talks will be done or as an appendix of this abstract (send via another root if given). Anyway, A RED Rose theorem is proved using classical both Pascal and Brianchon's theorems.
18425
It is known that the set theory section is very important in school mathematics. The set theory section has been put in the first unit of middle school mathematics textbooks now. Also, the concept which is learned is being used in pattern and function domain, letters and expressions domain, numbers and operation domain and figure domain. This can be an example to show the importance of set. But the content of the set theory section is dealt exactly and abstractly and middle school students are in difficulties about solving mathematics problems in set. This study wants to improve middle school student's problem solving ability in the set theory section. The program to use Excel was developed to help student solve the problem by providing situation of changing the universal set, union, intersection, relative complement and complement number according to adding the element to each area of Ven-diagram.
18426
Inculcating Higher Order Thinking Among High School Students - A Graphing Calculator Experience
It is an undeniable fact that technology is essential in teaching and learning of mathematics, simply because it influences the mathematics that is being taught and enhances student learning. One has to accept, whether one like it or not that technology is here to stay and will make an impact on mathematics education. Now it is up to the educators to figure out the best possible ways to implement the technology so that it will make further impact in the near future. The purpose of this study was to incorporate graphing calculator in the teaching and learning practice and eventually into the assessment. The important points highlighted are, manual calculation is very time consuming and tedious and uses approximated values from the statistical table. Thus graphing calculator should be allowed to do this routine calculation (procedural skills) so that the focus of the question is to ensure a student interprets, analyzes and give reasons, evaluate the solution obtained critically and make the right decision (conceptual understanding) with the help of graphing calculator as a thinking tool. The aim of mathematics at a High School level should be on higher cognitive levels of thinking (analyzing, synthesizing and evaluating). Thus, a study was done after incorporating graphing calculator into the teaching of Additional Mathematics classroom. 31 female students of 17 years old with average ability in solving mathematical questions were selected. They were given project questions based on real life data to work with. It is emphasized here, that this study is not trying to do away with the analytical method (traditional method) and replace with graphing calculator utility. But, rather explore the possibilities of introducing graphing calculator into the present assessment process. It rationalizes how questions can be modified for a new situation and enhances conceptual understanding with reasonably higher order thinking skills if graphing calculator is incorporated in the teaching and learning. However, it is important to mention here that graphing calculators or any other technology for matter cannot replace the human mind, but it should rather be viewed as a powerful tool that helps to solve mathematical problems and not as a tool that solve problem. Therefore, students were exposed on how and what need to be written down to support their thinking. "The way mathematics is assessed can change the way mathematics is being taught and the way mathematics is being taught can change the way of assessment". This means if any concept was taught with technology, it should also be assessed with technology.
18427
Creating an exciting and stimulating learning experience for low achievers in Mathematics class using the Graphing Calculator
The new generation student (which includes the low achievers ) has been exposed to digital media at early age which includes video games, cell phones, digital cameras instant messaging and many more. Therefore students naturally crave for exciting and stimulating activities in Mathematics lesson. These activities will activate more of the brain region than just the the rote learning. In doing so students level of confidence will arise especially when dealing with the 'dry and frightening' numbers or data. It also helps 'low achievers' to sustain the level of attention. By using Graphing Calculator, discussion on the best class interval has aroused excitement among the 'low achievers'.
Tuberculosis (TB) is a deadly infectious disease killing millions of people each year. A TB patient resistant to two of the first line treatment drugs given for TB (Rifampicin and Isoniazid) has Multidrug Resistant Tuberculosis (MDR-TB). Early detection of MDR-TB is necessary to halt rapid progress of the disease. SKMCH&RC uses HAIN Lifescience's GenoType® MTBDRplus tests to detect MDR-TB in patients. At present, the results of these tests are analyzed by technicians. This makes them highly prone to human error. Digital imaging techniques have been extensively used in the past to computerize the processing of such tests but the available software is expensive and not custom built for each test. For developing countries like Pakistan, these kinds of software are thus inaccessible to the general population. We have used image analysis techniques to develop a low cost software. The software electronically reads MDR-TB strips and analyzes them. This has resulted in increased accuracy due to elimination of human error. Efficiency has also increased due to vast improvement in result processing times. We have then validated the software by conducting an ROC curve analysis on a statistically significant number of test strips.
18568
We are colleagues doing teacher education in Hong Kong. At present we are team teaching two classes of pre-service primary mathematics teachers on a module ¡¥Mathematics Explorations with Technology¡¦ offered by our Institute. Just like the curriculum of most countries the two major areas covered by our primary mathematics curriculum are shape and space and numbers and the basic operations. Our module focuses on algebraic and dynamic geometry software with their applications for enhancing explorations in primary mathematics. With the rapid advancement of information technology and fast development of software, our course is shifting from the introduction and usage of mathematics software such as Geometer Sketchpad and Maple to freeware like C.a.R. and GeoGebra in dealing with Geometry and Microsoft Excel (an Office spreadsheet tool owed by all our students) in managing Numeracy and Charting problems. In this poster section we would like to share our experience in implementing our module with the illustration of project works designed by our students in the recent years. And we are most grateful to receive comments and feedbacks from educators in other parts of our world. | 677.169 | 1 |
Mathematical Reasoning
Attachments
Solution Preview
1. The two foundations in which reasoning of justification for mathematics rest upon according to (Ball, & Bass, 2003) are a body of public knowledge, which stands as the linchpin of departure defining the granularity of acceptable mathematical reasoning in a supplied context or society. The next foundation is language or symbols, terms, and similar forms of illustrative paradigms representing definitions of what is justifiable mathematics. The rules of logic and syntax of this language dictates meaningful use in formulating claims and the networks of relationships used to justify this language. These two foundations are predicated upon knowledge of certain facts and concepts of mathematics and are prevalent in any level of math whether trigonometry, nuclear physics, or basic elementary (Ball, & Bass, 2003).
2. Teachers can first select and adapt tasks to create the need and opportunity for substantial mathematical reasoning. Teachers should ensure that reasoning of justification is a part of these tasks | 677.169 | 1 |
Aims to provide students with a solid background in analytical mathematics. This book also intends to help the reader appreciate that analytical mathematics ideas are built upon clear, accurate and in-depth explanations | 677.169 | 1 |
This is the ideal text for students and professionals who have some familiarity with partial differential equations, and who now wish to consolidate and expand their knowledge. Unlike most other texts on this topic, it interweaves prior knowledge of mathematics and physics, especially heat conduction and wave motion, into a presentation that demonstrates their interdependence. The result is a superb teaching text that reinforces the reader's understanding of both mathematics and physics. Rather than presenting the mathematics in isolation and out of context, problems in this text are framed to show how partial differential equations can be used to obtain specific information about the physical system being analyzed.
Designed for upper-level students, professionals and researchers in engineering, applied mathematics, physics, and optics, Professor Lamb's text is lucid in its presentation and comprehensive in its coverage of all the important topic areas, including: * One-Dimensional Problems * The Laplace Transform Method * Two and Three Dimensions * Green's Functions * Spherical Geometry * Fourier Transform Methods * Perturbation Methods * Generalizations and First Order Equations In addition, this text includes a supplementary chapter of selected topics and handy appendices that review Fourier Series, Laplace Transform, Sturm-Liouville Equations, Bessel Functions, and Legendre Polynomials.
Designed to provide students with the ability to translate physical situations into mathematical terms. Offers them the opportunity to synthesize their scattered exposure to partial differential equations and to realize the usefulness of various topics within this area. One-dimensional problems, Laplace Transform method, Green's functions, spherical geometry and first order equations are among the subjects discussed.
About the Author:
G. L. LAMB, Jr., is Professor of Mathematics and Optical Sciences at the University of Arizona. 2500096 377385 | 677.169 | 1 |
Math 8 Guided Interactive Math Notebook Page: Functions and Relations
Be sure that you have an application to open
this file type before downloading and/or purchasing.
5 MB|4 pages
Product Description
This is two 8th Grade Common Core guided, color-coded notebook pages for the Interactive Math Notebook on Relations and Functions.
Included are notes on functions and relations and academic vocabulary. Included in the notes are the concept of determining if a relation is a function or not a function in a table, and determining if a relation is a function or not a function on a graph using a vertical line test | 677.169 | 1 |
Tutorials and TAs:
Jane will be responsible for running the tutorial and grading homework. If you have any questions about the material, do not hesitate to ask Jane or myself.
Course Description:
MATH/CSCI 2112 is the first half of the Discrete Structures sequence. The focus of this half of the sequence is on logical reasoning and mathematical thinking, as well as to familiarize you with the precision of mathematical language. You will learn how to write mathematical proofs and several common proof techniques. We will also cover some topics considered ``discrete mathematics'', for example set theory and recursion. Further topics, such as enumeration, graph theory, and probability will be treated in the second half of the sequence, MATH/CSCI 2113.
Grading Policy:
Your final grade will be determined using the following grading scale (slightly modified from the default Faculty of Science conversion scheme):
Score
90-100
85-89.9
80-84.9
76-79.9
72-75.9
68-71.9
65-67.9
62-64.9
58-61.9
50-57.9
below 50
Grade
A+
A
A-
B+
B
B-
C+
C
C-
D
F
Homework:
There will be homework problems assigned each week, to be collected on Wednesdays. From each problem set I will choose some number of problems that are to be graded. Each problem set will have the same weight. Homework 1 is due on Wednesday, Sept 20, at the beginning of lecture. Solutions Homework 2 is due on Wednesday, Sept 27, at the beginning of lecture. Solutions Homework 3 is due on Wednesday, Oct 4, at the beginning of lecture. Solutions Homework 4 is due on Wednesday, Oct 11, at the beginning of lecture. Solutions Homework 5 is due on Wednesday, Oct 25, at the beginning of lecture. Solutions Homework 6 is due on Wednesday, Nov 1, at the beginning of lecture. Solutions Homework 7 is due on Wednesday, Nov 8, at the beginning of lecture. Solutions Homework 8 is due on Wednesday, Nov 15, at the beginning of lecture. Solutions Homework 9 is due on Wednesday, Nov 22, at the beginning of lecture. Solutions Homework 10 is due on Wednesday, Nov 29, at the beginning of lecture. Solutions
The solution to the bonus problem can be found here.
Midterm:
The midterm is worth 30% of the course grade, and will be given in class on Wednesday October 18. Solutions are located here.
The Final Exam:
The final examination will be on Saturday, December 16 at 12 pm. The exam will be held at Dunn 101. The official schedule is posted at Only in very exceptional situations can we give make-up exams. Please work your holiday schedules around this.
Students with Disabilities:
Students with disabilities should register as quickly as possible at Student Accessibility Services if they want to receive academic accommodations. To do so please phone 494-2836, e-mail disabilities@dal.ca, or drop in at the Killam, G28. | 677.169 | 1 |
Math Workbook By Tom Henry
Unfortunately, math is often the most disliked and least understood subject taught in school. This usually results from a failure, either on the part of the teacher or student, to appreciate the practical usefulness of math. Problems are considered merely as "numbers," and the student never really knows how this information was obtained and can be used in later life. As a result, the student sees no good reason why they should attempt to understand even the most basic operations. In the quizzes throughout this book you will be asked several questions on a math subject. You may not be able to recall all of them. So what? There is nothing that prevents you from reviewing this book, which is the priceless secret of learning. That is all you need to do, spend a little more time building up your processes of recall and recognition. Now, this book is really a very simple illustration of how we use the four most basic operations of math, addition, subtraction, multiplication, and division, but you think for a few minutes of how many times each day you perform these operations you will realize the importance of math. What does this have to do with taking an exam? The answer is this, without understanding basic math operations, you cannot hope to pass an exam or be successful in the construction industry. | 677.169 | 1 |
Health and its failure. Infectious and Non-infectious diseases, their causes and manifestation. Diseases caused by microbes (Virus, Bacteria and protozoans) and their prevention, Principles of treatment and prevention. Pulse Polio programmes.
Work done by a force, energy, power; kinetic and potential energy; law of conservation of energy.
Sound
Nature of sound and its propagation in various media, speed of sound, range of hearing in humans; ultrasound; reflection of sound; echo and SONAR. Structure of the human ear (auditory aspect only).
Unit-IV: Our Environment
Physical resources
Air, Water, Soil. Air for respiration, for combustion, for moderating temperatures; movements of air and its role in bringing rains across India.Air, water and soil pollution (brief introduction). Holes in ozone layer and the probable damages.
Bio-geo chemical cycles in nature
Water, oxygen, carbon and nitrogen.
Unit-V: Food; Food Production
Plant and animal breeding and selection for quality improvement and management; use of fertilizers, manures; protection from pests and diseases; organic farming.
Live Class
Online Test
Class Recordings
Performance Report
Syllabus
Unit-I: Number Systems
Real Numbers
Review of representation of natural numbers, integers, rational numbers on the number line. Representation of terminating / non-terminating recurring decimals, on the number line through successive magnification. Rational numbers as recurring/terminating decimals.
Examples of non-recurring / non-terminating decimals. Existence of non-rational numbers (irrational numbers) such as √2, √3 and their representation on the number line. Explaining that every real number is represented by a unique point on the number line and conversely, every point on the number line represents a unique real number.
Existence of √x for a given positive real number x (visual proof to be emphasized).
Definition of nth root of a real number.
Rationalization (with precise meaning) of real numbers of the type 1/(a+b√x) and 1/(√x+√y) (and their combinations) where x and y are natural number and a and b are integers.
Recall of laws of exponents with integral powers. Rational exponents with positive real bases (to be done by particular cases, allowing learner to arrive at the general laws.)
Recall of linear equations in one variable. Introduction to the equation in two variables.Focus on linear equations of the type ax+by+c=0. Prove that a linear equation in two variables has infinitely many solutions and justify their being written as ordered pairs of real numbers, plotting them and showing that they lie on a line. Graph of linear equations in two variables. Examples, problems from real life, including problems on Ratio and Proportion and with algebraic and graphical solutions being done simultaneously.
Unit-III: Coordinate Geometry
Coordinate Geometry
The Cartesian plane, coordinates of a point, names and terms associated with the coordinate plane, notations, plotting points in the plane.
Unit-IV: Geometry
Introduction To Euclid's Geometry
History - Geometry in India and Euclid's geometry. Euclid's method of formalizing observed phenomenon into rigorous mathematics with definitions, common/obvious notions, axioms/postulates and theorems. The five postulates of Euclid. Equivalent versions of the fifth postulate. Showing the relationship between axiom and theorem, for example:
(Axiom) Given two distinct points, there exists one and only one line through them.
(Theorem) (Prove) Two distinct lines cannot have more than one point in common.
Lines And Angles
(Motivate) If a ray stands on a line, then the sum of the two adjacent angles so formed is 180° and the converse.
History, Repeated experiments and observed frequency approach to probability.Focus is on empirical probability. (A large amount of time to be devoted to group and to individual activities to motivate the concept; the experiments to be drawn from real - life situations, and from examples used in the chapter on statistics).
Their definitions in terms of furnishing of H+ and OH- ions, General properties, examples and uses, concept of pH scale(Definition relating to logarithm not required), importance of pH in everyday life; preparation and uses of sodium hydroxide, Bleaching powder, Baking soda, Washing soda and Plaster of Paris.
Metals and non metals
Properties of metals and non-metals, reactivity series, formation and properties of ionic compounds, basic metallurgical processes, corrosion and its prevention.
Refraction of light by spherical lens, Image formed by spherical lenses, Lens formula (Derivation not required), Magnification. Power of a lens.
Functioning of a lens in human eye, defects of vision and their corrections, applications of spherical mirrors and lenses.
Refraction of light through a prism, dispersion of light, scattering of light, applications in daily life.
Unit-IV: Effects of Current
Electric current, potential difference and electric current. Ohm's law; Resistance, Resistivity, Factors on which the resistance of a conductor depends. Series combination of resistors, parallel combination of resistors and its applications in daily life. Heating effect of electric current and its applications in daily life. Electric power, Inter relation between P, V, I and R.
Magnetic effects of current
Magnetic field, field lines, field due to a current carrying conductor, field due to current carrying coil or solenoid; Force on current carrying conductor, Fleming's left hand rule. Electromagnetic induction. Induced potential difference, Induced current. Fleming's Right Hand Rule, Direct current. Alternating current : frequency of AC. Advantage of AC over DC. Domestic electric circuits.
Unit-II: Algebra
Zeros of a polynomial. Relationship between zeros and coefficients of quadratic polynomials. Statement and simple problems on division algorithm for polynomials with real coefficients.
Pair of Linear Equations in Two Variables
Pair of linear equations in two variables and their graphical solution. Geometric representation of different possibilities of solutions/inconsistency.
Algebraic conditions for number of solutions. Solution of a pair of linear equations in two variables algebraically - by substitution, by elimination and by cross multiplication method. Simple situational problems must be included. Simple problems on equations reducible to linear equations.
Quadratic Equations
Standard form of a quadratic equation ax²+bx+c=0, (a ≠ 0). Solution of the quadratic equations (only real roots) by factorization, by completing the square and by using quadratic formula. Relationship between discriminant and nature of roots.
Situational problems based on quadratic equations related to day to day activities to be incorporated.
Arithmetic Progressions
Motivation for studying Arithmetic Progression Derivation of the nth term and sum of the first n terms of A.P. and their application in solving daily life problems.
Unit-IV: Geometry
(Prove) If a line is drawn parallel to one side of a triangle to intersect the other two sides in distinct points, the other two sides are divided in the same ratio.
(Motivate) If a line divides two sides of a triangle in the same ratio, the line is parallel to the third side.
(Motivate) If in two triangles, the corresponding angles are equal, their corresponding sides are proportional and the triangles are similar.
(Motivate) If the corresponding sides of two triangles are proportional, their corresponding angles are equal and the two triangles are similar.
(Motivate) If one angle of a triangle is equal to one angle of another triangle and the sides including these angles are proportional, the two triangles are similar.
(Motivate) If a perpendicular is drawn from the vertex of the right angle of a right triangle to the hypotenuse, the triangles on each side of the perpendicular are similar to the whole triangle and to each other.
(Prove) The ratio of the areas of two similar triangles is equal to the ratio of the squares on their corresponding sides.
(Prove) In a right triangle, the square on the hypotenuse is equal to the sum of the squares on the other two sides.
(Prove) In a triangle, if the square on one side is equal to sum of the squares on the other two sides, the angles opposite to the first side is a right traingle.
Circles
Tangents to a circle motivated by chords drawn from points coming closer and closer to the point.
(Prove) The tangent at any point of a circle is perpendicular to the radius through the point of contact.
(Prove) The lengths of tangents drawn from an external point to circle are equal.
Constructions
Division of a line segment in a given ratio (internally).
Tangent to a circle from a point outside it.
Construction of a triangle similar to a given triangle.
Unit-V: Trigonometry
Introduction To Trigonometry
Trigonometric ratios of an acute angle of a right-angled triangle. Proof of their existence (well defined); motivate the ratios, whichever are defined at 0° and 90°. Values (with proofs) of the trigonometric ratios of 30°, 45° and 60°. Relationships between the ratios.
Trigonometric Identities
Proof and applications of the identity sin²A + cos²A = 1. Only simple identities to be given. Trigonometric ratios of complementary angles.
Heights and Distances
Simple and believable problems on heights and distances. Problems should not involve more than two right triangles. Angles of elevation / depression should be only 30°, 45°, 60°.
Unit-VI: Mensuration
Areas Related To Circles
Motivate the area of a circle; area of sectors and segments of a circle. Problems based on areas and perimeter / circumference of the above said plane figures. (In calculating area of segment of a circle, problems should be restricted to central angle of 60°, 90° and 120° only. Plane figures involving triangles, simple quadrilaterals and circle should be taken).
Surface Areas and Volumes
Problems on finding surface areas and volumes of combinations of any two of the following: cubes, cuboids, spheres, hemispheres and right circular cylinders/cones. Frustum of a cone.
Problems involving converting one type of metallic solid into another and other mixed problems. (Problems with combination of not more than two different solids be taken).
Performance Report
Syllabus
Unit-I: Physical World and Measurement
Need for measurement: Units of measurement; systems of units; SI units, fundamental and derived units. Length, mass and time measurements; accuracy and precision of measuring instruments; errors in measurement; significant figures.Dimensions of physical quantities, dimensional analysis and its applications.
Unit-II: Kinematics
Motion in a Straight Line
Frame of reference, Motion in a straight line: Position-time graph, speed and velocity.
Elementary concepts of differentiation and integration for describing motion.Uniform and non-uniform motion, average speed and instantaneous velocity. Uniformly accelerated motion, velocity time and position-time graphs.
Relations for uniformly accelerated motion (graphical treatment).
Motion in a Plane
Scalar and vector quantities; Position and displacement vectors, general vectors and their notations; equality of vectors, multiplication of vectors by a real number; addition and subtraction of vectors. Relative velocity. Unit vector; Resolution of a vector in a plane - rectangular components. Scalar and Vector product of vectors.
Unit-IV: Work, Energy and Power
Work, Energy and Power
Work done by a constant force and a variable force; kinetic energy, work-energy theorem, power.
Notion of potential energy, potential energy of a spring, conservative forces: conservation of mechanical energy (kinetic and potential energies); non-conservative forces: motion in a vertical circle; elastic and inelastic collisions in one and two dimensions.
Unit-V: Motion of System of Particles
System of Particles and Rotational Motion
Centre of mass of a two-particle system, momentum conservation and centre of mass motion.
Centre of mass of a rigid body; centre of mass of a uniform rod.
Moment of a force, torque, angular momentum, laws of conservation of angular momentum and its applications.
Unit-X: Oscillation & Waves
Simple harmonic motion (S.H.M) and its equation; phase; oscillations of a spring-restoring force and force constant; energy in S.H.M. Kinetic and potential energies; simple pendulum derivation of expression for its time period.
Unit-III: Classification of Elements & Periodicity in Properties
Significance of classification, brief history of the development of periodic table, modern periodic law and the present form of periodic table, periodic trends in properties of elements -atomic radii, ionic radii, inert gas radii Ionization enthalpy, electron gain enthalpy, electronegativity, valency.Nomenclature of elements with atomic number greater than 100.
Unit-VIII: Redox Reactions
Concept of oxidation and reduction, redox reactions, oxidation number, balancing redox reactions, in terms of loss and gain of electrons and change in oxidation number, applications of redox reactions.
Unit-IX: Hydrogen
Position of hydrogen in periodic table, occurrence, isotopes, preparation, properties and uses of hydrogen, hydrides-ionic covalent and interstitial; physical and chemical properties of water, heavy water, hydrogen peroxide -preparation, reactions and structure and use; hydrogen as a fuel.
Unit-X: s-Block Elements
Group 1 and Group 2 ElementsGeneral introduction, electronic configuration, occurrence, anomalous properties of the first element of each group, diagonal relationship, trends in the variation of properties (such as ionization enthalpy, atomic and ionic radii), trends in chemical reactivity with oxygen, water, hydrogen and halogens, uses.
Group 14 Elements: General introduction, electronic configuration, occurrence, variation of properties, oxidation states, trends in chemical reactivity, anomalous behaviour of first elements. Carbon-catenation, allotropic forms, physical and chemical properties; uses of some important compounds: oxides. Important compounds of Silicon and a few uses: Silicon Tetrachloride, Silicones, Silicates and Zeolites, their uses.
Unit-XIV: Environmental Chemistry
Environmental pollution - air, water and soil pollution, chemical reactions in atmosphere, smog, major atmospheric pollutants, acid rain, ozone and its reactions, effects of depletion of ozone layer, greenhouse effect and global warming- pollution due to industrial wastes, green chemistry as an alternative tool for reducing pollution, strategies for control of environmental pollution.
Live Class
Online Test
Class Recordings
Performance Report
Syllabus
Unit-I: Sets and Functions
Sets and their representations. Empty set. Finite and Infinite sets. Equal sets. Subsets. Subsets of a set of real numbers especially intervals (with notations). Power set. Universal set. Venn diagrams. Union and Intersection of sets. Difference of sets. Complement of a set. Properties of Complement Sets. Practical Problems based on sets.
Relations & Functions
Ordered pairs, Cartesian product of sets. Number of elements in the cartesian product of two finite sets. Cartesian product of the sets of real (upto R x R). Definition of relation, pictorial diagrams, domain, co-domain and range of a relation. Function as a special kind of relation from one set to another. Pictorial representation of a function, domain, co-domain and range of a function. Real valued functions, domain and range of these functions: constant, identity, polynomial, rational, modulus, signum, exponential, logarithmic and greatest integer functions, with their graphs. Sum, difference, product and quotients of functions.
Trigonometric Functions
Positive and negative angles. Measuring angles in radians and in degrees and conversion of one into other. Definition of trigonometric functions with the help of unit circle. Truth of the sin2x+cos2x=1, for all x. Signs of trigonometric functions. Domain and range of trignometric functions and their graphs. Expressing sin (x±y) and cos (x±y) in terms of sinx, siny, cosx & cosy and their simple application. Deducing identities like the following:
Unit-II: Algebra
Principle of Mathematical Induction
Process of the proof by induction, motivating the application of the method by looking at natural numbers as the least inductive subset of real numbers. The principle of mathematical induction and simple applications.
Complex Numbers and Quadratic Equations
Need for complex numbers, especially √1, to be motivated by inability to solve some of the quardratic equations. Algebraic properties of complex numbers. Argand plane and polar representation of complex numbers. Statement of Fundamental Theorem of Algebra, solution of quadratic equations in the complex number system. Square root of a complex number.
Linear Inequalities
Linear inequalities. Algebraic solutions of linear inequalities in one variable and their representation on the number line. Graphical solution of linear inequalities in two variables. Graphical solution of system of linear inequalities in two variables.
Permutations and Combinations
Fundamental principle of counting. Factorial n. (n!)Permutations and combinations, derivation of formulae for nPr, nCr and their connections, simple applications.
Binomial Theorem
History, statement and proof of the binomial theorem for positive integral indices. Pascal's triangle, General and middle term in binomial expansion, simple applications.
Sequence and Series
Sequence and Series. Arithmetic Progression (A.P.). Arithmetic Mean (A.M.) Geometric Progression (G.P.), general term of a G.P., sum of n terms of a G.P., Arithmetic and Geometric series infinite G.P. and its sum, geometric mean (G.M.), relation between A.M. and G.M. Formula for the following special sum:
n ∑ k=1
k,
n ∑ k=1
k2
and
n ∑ k=1
k3
Unit-III: Coordinate Geometry
Straight Lines
Brief recall of two dimensional geometry from earlier classes. Shifting of origin. Slope of a line and angle between two lines. Various forms of equations of a line: parallel to axis, point-slope form, slope-intercept form, two-point form, intercept form and normal form. General equation of a line. Equation of family of lines passing through the point of intersection of two lines. Distance of a point from a line.
Conic Sections
Sections of a cone: circles, ellipse, parabola, hyperbola; a point, a straight line and a pair of intersecting lines as a degenerated case of a conic section. Standard equations and simple properties of parabola, ellipse and hyperbola. Standard equation of a circle.
Introduction to Three-dimensional Geometry
Coordinate axes and coordinate planes in three dimensions. Coordinates of a point. Distance between two points and section formula.
Unit-IV: Calculus
Limits and Derivatives
Derivative introduced as rate of change both as that of distance function and geometrically.
Intutive idea of limit. Limits of polynomials and rational functions, trignometric, exponential and logarithmic functions. Definition of derivative, relate it to slope of tangent of a curve, derivative of sum, difference, product and quotient of functions. The derivative of polynomial and trignometric functions.
Unit-V: Mathematical Reasoning
Mathematical Reasoning
Mathematically acceptable statements. Connecting words/ phrases - consolidating the understanding of "if and only if (necessary and sufficient) condition", "implies", "and/or", "implied by", "and", "or", "there exists" and their use through variety of examples related to real life and Mathematics. Validating the statements involving the connecting words difference between contradiction, converse and contrapositive.
Unit-VI: Statistics & Probability
Statistics
Measures of dispersion; Range, mean deviation, variance and standard deviation of ungrouped/grouped data. Analysis of frequency distributions with equal means but different variances.
Electric field, electric field due to a point charge, electric field lines, electric dipole, electric field due to a dipole, torque on a dipole in uniform electric field.
Electric flux, statement of Gauss's theorem and its applications to find field due to infinitely long straight wire, uniformly charged infinite plane sheet and uniformly charged thin spherical shell (field inside and outside).
Electrostatic Potential and Capacitance
Electric potential, potential difference, electric potential due to a point charge, a dipole and system of charges; equipotential surfaces, electrical potential energy of a system of two point charges and of electric dipole in an electrostatic field.
ConductInternal resistance of a cell, potential difference and emf of a cell,combination of cells in series and in parallel. Kirchhoff's laws and simple applications. Wheatstone bridge, metre bridge.
Potentiometer - principle and its applications to measure potential difference and for comparing emf of two cells; measurement of internal resistance of a cell.
Unit-III: Magnetic Effect Of Current & Magnetism
Moving Charges and Magnetism
Concept of magnetic field, Oersted's experiment.
Biot - Savart law and its application to current carrying circular loop.Ampere's law and its applications to infinitely long straight wire. Straight and toroidal solenoids, Force on a moving charge in uniform magnetic and electric fields. Cyclotron.
Force on a current-carrying conductor in a uniform magnetic field. Force between two parallel current-carrying conductors-definition of ampere. Torque experienced by a current loop in uniform magnetic field; moving coil galvanometer-its current sensitivity and conversion to ammeter and voltmeter.
Magnetism and Matter
Current loop as a magnetic dipole and its magnetic dipole moment. Magnetic dipole moment of a revolving electron. Magnetic field intensity due to a magnetic dipole (bar magnet) along its axis and perpendicular to its axis. Torque on a magnetic dipole (bar magnet) in a uniform magnetic field; bar magnet as an equivalent solenoid, magnetic field lines; Earth's magnetic field and magnetic elements.
Unit-VI: Optics
Ray Optics and Optical Instruments
Ray Optics:: Reflection of light, spherical mirrors, mirror formula. Refraction of light, total internal reflection and its applications, optical fibres, refraction at spherical surfaces, lenses, thin lens formula, lensmaker's formula. Magnification, power of a lens, combination of thin lenses in contact combination of a lens and a mirror. Refraction and dispersion of light through a prism.
Scattering of light - blue colour of sky and reddish apprearance of the sun at sunrise and sunset.
Optical instruments: Microscopes and astronomical telescopes (reflecting and refracting) and their magnifying powers.
Wave Optics
Wave optics: Wave front and Huygen's principle, reflection and refraction of plane wave at a plane surface using wave fronts. Proof of laws of reflection and refraction using Huygen's principle. Interference Young's double slit experiment and expression for fringe width, coherent sources and sustained interference of light. Diffraction due to a single slit, width of central maximum. Resolving power of microscopes and astronomical telescopes. Polarisation, plane polarised light Brewster's law, uses of plane polarised light and Polaroids.
Live Class
Online Test
Class Recordings
Performance Report
Syllabus
Unit-I: Solid State
Classification of solids based on different binding forces: molecular, ionic, covalent and metallic solids, amorphous and crystalline solids (elementary idea). Unit cell in two dimensional and three dimensional lattices, calculation of density of unit cell, packing in solids, packing efficiency, voids, number of atoms per unit cell in a cubic unit cell, point defects, electrical and magnetic properties.
Unit-IV: Chemical Kinetics
Rate of a reaction (Average and instantaneous), factors affecting rate of reaction: concentration, temperature, catalyst; order and molecularity of a reaction, rate law and specific rate constant, integrated rate equations and half life (only for zero and first order reactions), concept of collision theory (elementary idea, no mathematical treatment). Activation energy, Arrhenious equation.
Unit-XI: Alcohols, Phenols and Ethers
Alcohols: Nomenclature, methods of preparation, physical and chemical properties( of primary alcohols only), identification of primary, secondary and tertiary alcohols, mechanism of dehydration, uses with special reference to methanol and ethanol.
Unit-II: Algebra
Matrices
Concept, notation, order, equality, types of matrices, zero and identity matrix, transpose of a matrix, symmetric and skew symmetric matrices. Operation on matrices: Addition and multiplication and multiplication with a scalar. Simple properties of addition, multiplication and scalar multiplication. Noncommutativity of multiplication of matrices and existence of non-zero matrices whose product is the zero matrix (restrict to square matrices of order 2).Concept of elementary row and column operations. Invertible matrices and proof of the uniqueness of inverse, if it exists; (Here all matrices will have real entries).
Determinants
Determinant of a square matrix (up to 3 x 3 matrices), properties of determinants, minors, co-factors and applications of determinants in finding the area of a triangle. Adjoint and inverse of a square matrix. Consistency, inconsistency and number of solutions of system of linear equations by examples, solving system of linear equations in two or three variables (having unique solution) using inverse of a matrix.
Applications of derivatives: rate of change of bodies, increasing/decreasing functions, tangents and normals, use of derivatives in approximation, maxima and minima (first derivative test motivated geometrically and second derivative test given as a provable tool). Simple problems (that illustrate basic principles and understanding of the subject as well as real-life situations).
Integrals
Integration as inverse process of differentiation.Integration of a variety of functions by substitution, by partial fractions and by parts, Evaluation of simple integrals of the following types and problems based on them.
∫
dx
,
∫
dx
,
∫
dx
,
∫
dx
,
∫
dx
x2±a2
√x2±a2
√a2-x2
ax2+bx+c
√ax2+bx+c
∫
px + q
dx,
∫
px + q
dx,
∫
√a2± x2 dx,
∫
√x2- a2 dx
ax2+bx+c
√ax2+bx+c
∫√ax2+bx+c dx,
∫(px + q)√ax2+bx+c dx
Definite integrals as a limit of a sum, Fundamental Theorem of Calculus (without proof). Basic propertiesof definite integrals and evaluation of definite integrals.
Applications of the Integrals
Applications in finding the area under simple curves, especially lines, circles/parabolas/ellipses (in standard form only), Area between any of the two above said curves (the region should be clearly identifiable).
Differential Equations
Definition, order and degree, general and particular solutions of a differential equation.Formation of differential equation whose general solution is given.Solution of differential equations by method of separation of variables solutions of homogeneous differential equations of first order and first degree. Solutions of linear differential equation of the type:dy/dx + py = q, where p and q are functions of x or constants.dx/dy + px = q, where p and q are functions of y or constants.
Unit-IV: Vectors and 3-D Geometry
Vectors
Vectors and scalars, magnitude and direction of a vector.Direction cosines and direction ratios of a vector. Types of vectors (equal, unit, zero, parallel and collinear vectors), position vector of a point, negative of a vector, components of a vector, addition of vectors, multiplication of a vector by a scalar, position vector of a point dividing a line segment in a given ratio. Definition, Geometrical Interpretation, properties and application of scalar (dot) product of vectors, vector (cross) product of vectors, scalar triple product of vectors.
Three Dimensional Geometry
Direction cosines and direction ratios of a line joining two points.Cartesian equation and vector equation of a line, coplanar and skew lines, shortest distance between two lines.Cartesian and vector equation of a plane.Angle between (i) two lines, (ii) two planes, (iii) a line and a plane.Distance of a point from a plane.
Live Class
Online Test
Class Recordings
Performance Report | 677.169 | 1 |
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McGraw-Hill Education Strategies for the GED Test in Mathematical Reasoning
Description: All-new lesson-by-lesson instruction in the math skills that students need to earn a passing grade on the latest version of the GED test McGraw-Hill Education Strategies for the GED Test in Mathematical Reasoning focuses on developing the specific math skills required to succeed on the Mathematical Reasoning section of the test. Students get intensive, lesson-by-lesson instruction in all of the topic areas covered by the Common Core State Standards that are now the basis of the GED exam. Drills and exercises--many in the question formats now used on the real exam--reinforce learning and assess student progress A full-length Posttest provides a simulated test-taking experience to build student confidence in advance of test day | 677.169 | 1 |
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Product Description
In this playlist, students explore standard HSF.TF.B.6. Students will practice finding the inverse of a trigonometric function on a restricted domain. They will practice restricting the domain of a trigonometric function so that its inverse can be found. Students also have the option to view instructional videos and complete practice quizzes or activities.
The playlist includes:
• 7 links to instructional videos or texts
• 2 links to practice quizzes or activities
• Definitions of key terms, such as horizontal line test and restricted domain
• Examples of how to plot functions
Accompanying Teaching Notes include:
• A review of key terminology
• Links to video tutorials for students struggling with certain parts of the standard, such as misunderstanding the concept of a restricting a trigonometric function to a domain where it can be inverted | 677.169 | 1 |
Math test prep
Math test activities for students and teachers of all grade levels. That Quiz: Teachers: login or create an account or or Math test. Please select your grade level to view practice tests. The practice test platforms have a default login of Guest, however, users can choose to enter a name when. Need help with Mathematics? Rely on our free Mathematics practice test questions to get you up to speed so you can pass your exam. No registration necessary. Test prep | SAT | SAT Math practice |. Solving linear equations and linear inequalities — Basic. Solving linear equations and linear inequalities — Harder. In these tutorials, we walk through solving tons of practice problems covering all of the skills you'll need for the SAT Math sections. The examples are split by.
Your coursework already prepares you to take the ACT—but additional practice can help you be ready to do your best. ACT Online Prep provides additional practice. Math test activities for students and teachers of all grade levels. That Quiz: Teachers: login or create an account or or Math test. Five sets of free The ACT Math practice test questions that you can use to familiarize yourself with the test instructions and format. Mathematics Grade 3 Practice Questions Prepare with our Common Core Grade 3 Mathematics Exam Study Guide and Practice Questions Print or eBook.
24 free SAT math practice tests to help your SAT prep. Plus learn more about the SAT math section. In these tutorials, we walk through solving tons of practice problems covering all of the skills you'll need for the SAT Math sections. The examples are split by. Free math lessons and math homework help from basic math to algebra, geometry and beyond. Students, teachers, parents, and everyone can find solutions to their math. Free math lessons and math homework help from basic math to algebra, geometry and beyond. Students, teachers, parents, and everyone can find solutions to their math. Five sets of free The ACT Math practice test questions that you can use to familiarize yourself with the test instructions and format. | 677.169 | 1 |
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Discovering Transformations in RIGID Motion with Geogebra (Preview) is a lesson that includes almost all of the Geometry Congruence Common Core State Standards in an activity that allows students to explore the concepts of TRANSLATION, REFLECTION, ROTATION, and CONGRUENCE by SSS, SAS and ASA using Geogebra, an online geometry web application.
DIFFERENTIATED INSTRUCTION:
** Make a Conjecture #8 is intended for HONORS Students.
** Make a Conjecture #7 can be omitted or done as a class exercise for low-level students, but is the expected output for regular students.
Many of our students are visual learners and I wanted to create a lesson that allowed them to learn visually as well as capture the information so that they could create a report once the lab exercises were complete because "Literacy in Content" is just as important as the "Math Concepts". | 677.169 | 1 |
I'd be very interested to see what you've come up with. I've used AM
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On this page you ca get Sample Pages of a Research Paper Research paper topics pertaining to Algebra Research paper topics pertaining to Geometry ...
Boolean operators form the basis of mathematical sets and database logic. They connect your seach words together to either narrow or broaden your set of results.
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Learn Algebra with Math Captain's detailed online tutorials. Our free Algebra tutorials have been developed by Math experts to help you master the topic.
Elementary algebra is the most basic form of algebra. It is taught to students who are presumed to have no knowledge of mathematics beyond the basic principles of ...
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Digital Electronics Principles, Devices and Applications Anil K. Maini Defence Research and Development Organization (DRDO), India
300 Core Courses, Electives, and Credit Recovery Solutions for Middle School and High School. | 677.169 | 1 |
Math Center
The Math Center is a non-credit, Community Education class which provides assistance
in mathematics as a completely free service. Current Allan Hancock College students
as well as other individuals who are 18 years or older may fill out a simple registration
form and attend as frequently as they want. Registration forms may be found in the
Math Center or at Community Education in Building S.
The goal of the Math Center (sometimes called the Math Lab) is to assist students
in the successful completion of any Allan Hancock College mathematics class by providing
additional instructional resources. The Math Center offers many resources, including
one-on-one, drop-in tutoring by our staff of instructors and student tutors. Please
see the full list of resources below:
Handouts on math topics, including content from various math courses as well as information
on overcoming math anxiety and preparing for and taking math tests
Two private study rooms
Make-up testing
Register to use the Math Center
The Math Center is a free service available to all students, however you must register for the noncredit class BASK to use the services. Students must register online through
the myHancock portal for CRN 41692.
Joining the math center group
Current students may access more detailed information by entering their myHancock
portal and joining the Math Center Group. Details may include information such as
the current schedule of instructors and student tutors who work in the Math Center, helpful
handouts on math topics, upcoming workshops, etc.
To join the Math Center Group:
Enter myHancock
Look at the center of the Home page in the box titled "My Groups." Click on "View
All Groups" at the bottom of the box.
STAFF
Achieve success at the math center
SPOTLIGHT
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Acing the New SAT Math is your personal math tutor for the New SAT I! This comprehensive study guide teaches you math concepts from Pre-Algebra, Algebra I Algebra II, Geometry, parts of Statistics, and parts of Trigonometry, covering all the topics
you need to know the New SAT Math in twenty chapters.
What makes Acing different from other test prep books on the market?
Acing is designed to teach, and teach clearly. The key to success on any test, including a standardized test like the SAT, is to learn well and practice, practice, practice. "Test tricks" can only take you so far.
This attitude has been the key to writer Tom Hyun's success in private math and SAT instruction for the past ten years. Someone who never says more than he needs to, Tom has always focused on clear and direct teaching, customized curriculum, and preparation through practice. Though he can only see a limited number of students, Tom wrote this book so you can benefit from his teaching expertise.
While other books include a lot of chit-chat and fluff, to fill up pages and make you think you're getting more information, Acing cuts out wordiness. The two-column format of the tutorials minimizes verbiage and maximizes teaching.
Acing allows you to create individualized courses of study for your personal study needs. Many prep books have inadequate topic range, and organization of subjects is sometimes haphazard. Acing is comprehensive and logically sequenced, so you can learn all the math from start to finish, or pick and choose the topics you find hardest. Twenty chapters cover all the math topics on the new SAT.
Acing helps you PRACTICE, PRACTICE, PRACTICE. This book includes 505 practice problems, not even counting the "example" problems or the 3 full-length practice tests. That's 36% more than any other book on the market! And every problem in the book comes with a detailed, step-by-step solution. If you get a problem wrong, you can see exactly at which step you made your mistake.
How is Acing organized?
Each chapter of Acing covers a particular group of ideas and concepts covered on the SAT I exam.
The chapters are broken down as follows:
Tutorial
Each chapter contains lessons that convey key concepts along with illustrations and diagrams.
Important vocabularies are printed in boldface. Next to key terms and illustrations, you will find
examples, with complete solutions, that apply the application of the concepts you have just learned.
Each of the twenty chapters in this book teaches a particular group of mathematical concepts
you need to know for the New SAT.
At the end of the book you will find one PSAT and two SAT I practice tests. For the maximum benefit, these tests should be taken under realistic testing-center conditions, timed and free from outside distractions. Each test is, of course, followed by a solution set.
How much time should I spend preparing for the SAT?
As with any test, you will see the best results by studying consistently over at least several weeks before the exam date, rather than trying to cram and learn "test tricks" in a day or two. By studying an hour a day over two months, you should be more than able to finish all the exercises in this book. (And remember, you might choose to skip selected topics.) Chapters can be broken up into smaller increments, but each practice tests should be taken in one uninterrupted sitting.
Skip the gimmicks, cut out the fluff, and get the clear teaching you need! Order your copy of Acing the SAT I Math and you'll feel confident and well-prepared for the new SAT I math. | 677.169 | 1 |
Algebra I For Dummies, 2nd Edition (9780470559642) is now being published as Algebra I For Dummies, 2nd Edition (9781119293576). While this version features an older Dummies cover and design, the content is the same as the new release and should not be considered a different product.
There's no doubt that algebra can be easy to some while extremely challenging to others. If you're vexed by variables, Algebra I For Dummies, 2nd Edition provides the plain-English, easy-to-follow guidance you need to get the right solution every time!
Now with 25% new and revised content, this easy-to-understand reference not only explains algebra in terms you can understand, but it also gives you the necessary tools to solve complex problems with confidence. You'll understand how to factor fearlessly, conquer the quadratic formula, and solve linear equations.
Other titles by Sterling: Algebra II For Dummies and Algebra Workbook For Dummies
Whether you're currently enrolled in a high school or college algebra course or are just looking to brush-up your skills, Algebra I For Dummies, 2nd Edition gives you friendly and comprehensible guidance on this often difficult-to-grasp subject.
Concise coverage & examples of key concepts. No practice problems. Use as a refresher or for review.
From the Back Cover:
The pain-free way to ace Algebra I
Does the word polynomial make your hair stand on end? Let this friendly guide show you the easy way to tackle algebra. You'll get plain-English explanations of the basics — and the tougher stuff — in terms you can understand. Whether you want to brush up on your math skills or help your children with their homework, this book gives you power — to the nth degree.
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Resolve to solve — learn how to solve linear and quadratic equations, keep equations balanced, and check your work
Put it to use — find out how to apply algebra to tackle measurements, formulas, story problems, and graphs | 677.169 | 1 |
Other Titles by Allan Bluman
Ready to learn math fundamentals but can't seem to get your brain to function? No problem! Add Pre-Algebra Demystified, Second Edition, to the equation and you'll solve your dilemma in no time.
Written in a step-by-step format, this practical guide begins by covering whole numbers, integers, fractions, decimals, and percents. You'll move on to expressions, equations, measurement, and graphing. Operations with monomials and polynomials are also discussed. Detailed examples, concise explanations, and worked problems make it easy to understand the material, and end-of-chapter quizzes and a final exam help reinforce learning.
Simple enough for a beginner, but challenging enough for an advanced student, Pre-Algebra Demystified, Second Edition, helps you master this essential mathematics subject. It's also the perfect way to review the topic if all you need is a quick refresh | 677.169 | 1 |
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