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This is one of the hardest courses I've ever taken and I find it to be a terrific challenge and as hard as it is, it prepares you so well for everything in life. It's hard, it requires teamwork, it requires focus and will to learn. All of these things will help you later in life even if the calculus is less applicable to some.
Course highlights:
There's really only two categories, derivation and integration so you learn both really in depth and it builds a lot of character as you fight through this course with minimal extra credit and hard tests.
Hours per week:
6-8 hours
Advice for students:
There's a half hour rule that says always work on your homework for 30 mins and then be done. I say 45 minutes serves to be more productive as really 30 minutes of work really gets accomplished in the 45 minute slot you use. Also in class lots of kids choose not to work but it's always smart to use that time because it can really cut your homework load and it's better to work while you have help around you that can help you better understand the lesson. | 677.169 | 1 |
How To Use a Graphing Calculator
How To Use a Graphing Calculator
Graphing calculators are a tool that is commonly used for high school and college students as they go through upper classes of math and some science classes. These calculators are more advanced then a basic calculator and can be a little intimidating to look at since they come with a lot of new buttons and multiple functions. Since there are so many different types of graphing calculators on the market, it is impossible to teach one how to use a graphic calculator in one article, but we can help you learn how to use a graphing calculator by laying out what you need to learn in order to use the calculator successfully.
Learn The Keystrokes
There are multiple cheat sheets that you can use in order to learn the keystrokes of a graphic calculator and this is going to be your first step, after all, you have to be able to turn the calculator on in order to learn the other functions. Many of these cheat sheets will help you learn the basic keys to operate the calculator like how to turn the calculator on and off, how to shift to use the colored keys, how to enter commands, and how to delete what you have already entered into the calculator. Here is one of the most basic cheat sheets.
Math Functions and Constants
Once you have learned the basic keys of operating the graphic calculator, it is time to move on and start learning the functions of the calculator. You are going to want to read a cheat sheet for learning the math functions of the calculator. You may already know some of the basic math functions like how to use the calculator to add and subtract, but you are going to also need to create other functions like pi. This cheat sheet is going to teach you the basic math functions, which is going to prepare you for the next cheat sheet to help you learn how to use a graphing calculator.
Setting Up A Graph
As we mentioned above, every graphing calculator is different so you are going to want to read the cheat sheet that is going to match your calculator type. The next step you are going to want to find a cheat sheet for is going to be how to make a graph. This section will help makes some sense of the MODE button and the Y= function by teaching you how to enter equations in order to formulate a graph. Once you enter the equation, these cheat sheets will show you how to put the selected graph into the window, giving you the finished results.
The Final Steps
Reading these basic three cheat sheets are going to help give you the basic operation of your graphing calculator. You may also want to look into some other cheat sheets if you aren't sure like one that explains the menu and some of the other special options. These cheat sheets are going to widely depend on the model of your graphing calculator, but the basic cheat sheets we have listed above are the basics for operating and creating graphs. | 677.169 | 1 |
Course Summary
Use the fun lessons and short quizzes in our test prep course to prepare for the CLEP College Mathematics exam and get closer to your goal of earning college credit. These user-friendly study resources can strengthen and assess your math knowledge and boost your confidence before taking the exam.
About This Course
You can quickly earn six hours of college credit by passing the CLEP College Mathematics test instead of taking this course on a traditional college campus. Preparing for the exam is easy and fast when you use the engaging and concise video lessons and quizzes in this test prep course - getting you ready for the exam in just a few short weeks.
The video lessons in this time-saving course feature all the topics covered in a standard college math course for non-math majors, including linear equations, logic, complex numbers and geometry. You'll watch lessons on properties of exponents and polynomial functions and get step-by-step instructions on how to solve rational expressions, graph inequalities and factor quadratic equations. Lessons devoted entirely to practice problems give you the hands-on experience you need to pass the CLEP exam. These lessons use dynamic animations and on-screen graphics to help you quickly and easily retain critical info.
Syllabus & Course Information
You'll have mastered the following objectives when you've finished taking this CLEP College Mathematics course. These objectives cover the same concepts you'll be asked about on the CLEP exam. For additional preparation, you can take the final exam after you complete this course.
Find perimeter, area, and circumference in triangles, circles, and rectangles
Identify similar triangles
Prerequisites
Prerequisites aren't needed for this entry-level course. You can jump in right away and start learning how to solve common math problems.
Course Format
This course has 108 video lessons that are divided into 14 chapters. The quick and concise video lessons each can be watched in about 5-10 minutes. A short quiz accompanies each lesson to test your understanding of the materials. You can also use the attached written transcript to follow along with the video or go back and check something you missed.
This course has a progress tracking feature that lets you see how many lessons you've watched and which quizzes you passed. Every chapter ends with a chapter exam, and the course wraps up with a final exam.
College Mathematics CLEP Exam Information
The College Mathematics CLEP exam tests your knowledge of the same concepts covered in a first-year college math course for non-majors. It's designed for students who won't need advanced math courses for their majors. It can be used to meet general education requirements at many colleges and universities.
Number of Questions: Approximately 60
Question Type: Multiple choice
Time Limit: 90 minutes
Number of Credits: 6
Exam Cost: $85
Earn CLEP Credit
The CLEP exam in College Mathematics leads to 6 transferable credits that can help you save money and graduate more quickly. The credits you earn by passing this exam can be applied to more than 2,900 U.S. colleges and universities. This self-paced course is the most effective way to prepare for the exam and earn credits quickly.
Study Schedule for the CLEP College Mathematics Exam
This course features about 11 hours of instruction that you can complete on your schedule. The time table below can be used as a guide to help you decide how long you'll need to prepare for the exam. You might consider calling the test center a few weeks before you want to take the test to ensure you get a test slot when you're ready.
Study Frequency
When You'll Be Ready for the Exam
3 hours a day; 3 days a week
Just over 1 week
2 hours a day; 3 days a week
Almost 2 weeks
1 hour a day; 3 days a week
About 3.5 weeks
The College-Level Examination Program (CLEP) is a registered trademark of College Board, | 677.169 | 1 |
Tuesday, December 17, 2013
Brought to you by the Worldwide Center of Mathematics, Worldwide Math Shorts is a brand new collection of videos introducing important basic and foundational mathematics concepts. The videos are now available free on the Center of Math YouTube Channel.
Here at the Center, we are dedicated to providing 1) top-to-bottom coverage of the concepts you need to know and 2) the additional resources you'll need to master them. Worldwide Math Shorts, featuring Tom Lewis (Northeastern University '15), was created to better serve the needs of math students, instructors and the greater community. The collection is comprised of six parts, including the basics of derivatives, integrals, matrices, probability, trigonometry, and vectors.
The topics were chosen to provide viewers with a better understanding of the early concepts essential to executing advanced calculus, differential equations, or linear algebra. Short and sweet, the videos are great for any aspiring mathematician, and serve as especially helpful "refreshers" for those using Center of Math textbooks. Each video introduces basic definitions and concepts followed by worked examples.
As we continue to expand our collection of study/help videos and resources, we want to hear from you! Which topics do you need help with? What kind of video or topic would you like to see the Center of Math produce next? Leave your comments or send your thoughts to info@centerofmath.org.
Center of Math Productions are recorded in the Center of Math Studio Classroom space in Cambridge, MA. The Center of Math was established to strengthen the math community by providing free and affordable resources for all.
Monday, December 16, 2013
Hello math lovers! We know all of you love math... and you probably love
the holidays, too, so we thought we would combine the two to give you a
fun and informative infographic about the evolution of the publishing
industry! We drew inspiration from the classic "A Christmas Carol" that we thought you'd all be able to relate to. We hope you enjoy it!
Though it's a topic you might not have ever thought about, publishing has an impact on you whether you are a student, professor, collector, or just a math enthusiast. We appreciate those of you who choose the Center of Math and support our mission of finding ways to make math affordable and accessible!
From the Center of Math, Happy Holidays!!!
P.S. If you'd like a print-friendly version of this infographic (at full size), send us an email at info@centerofmath.org.
Tuesday, November 19, 2013
Have you ever wondered, "What can you do with a math degree?
Is becoming a math teacher my only option?" Well today I am here to show you
the many options you have upon graduating with a math degree.
Actuary
An actuary is someone
who calculates the financial impact of situations that have risk and
uncertainty. This is common in the insurance industry, since the nature of these
industries is based on unplanned events. Actuaries are also hired by private
companies to determine things such as potential demand for a new product, or to
predict the probability and cost of an event. Being an actuary has proven to be
a very lucrative field, and is consistently ranked as one of the most desirable
professions that will continue to be in great demand in the future. If you feel
you have a strong understanding of mathematics, statistics, as well as
business, this would be a great job to consider.
Statistician
As the name implies, statisticians work with using
statistics in the application of mathematical principles. They collect,
analyze, and present numerical data in the form of surveys and experiments. If
you are considering or are already majoring in applied mathematics, this might
be the career for you. Additional background in computer science would help, as
would additional studies in chemistry or a health science (in the case of
testing products).
Market Research
Analyst
If you like gathering and analyzing information,
particularly about what people think and how they will perceive things, this
might be the career path for you! Market research analysts help companies use
statistical data from past sales to predict future sales and to predict which
market they should target for their products or services. In addition to
mathematics and statistics skills, knowledge in computer science, survey design
and sampling theory would help you in this field.
Budget/Financial Analyst
Budget and financial analysts will both work with a company
to maximize the way they spend their money. Budget analysts develop, analyze
and execute budgets, making sure that they are accurate and in compliance with
laws. Financial analysts also guide businesses in their finances, but are more
geared towards investment opportunities. They give recommendations and help
companies develop investment strategies that will be profitable after
evaluating the industry and business trends.
Government Careers
Many departments of the government recruit math majors for
various types of careers (notably, the NSA). For many of these fields, you
would need significant knowledge in another field such as engineering, computer
science, or business, but your background of analysis, statistics, and
differential equations from your math education will give you a great start
into any field you decide to go into.
Teacher/Professor
Yes, it's the most obvious job that people think of when
they think of a math degree, but that doesn't mean it's a bad thing! If you
truly love both math and teaching, then it makes sense to consider a career as
a math teacher. You can become a K-12 math teacher with a bachelor's degree, but
you will most likely need a Ph.D. to become a college professor or higher.
These are just a few
of the examples of amazing careers you can pursue with a math degree. Some of
them may have been obvious, but hopefully you've learned a bit more about the
possibilities that are open to you! Remember, even if a job does not
specifically involve math, having a math degree still makes you desirable to
employers because it shows that you have experience with analyzing data and
problem solving.
We also have a fun and helpful infographic to share with you, showing all of these various jobs!
So if you were undecided about declaring yourself as a math
major, or perhaps you had even overlooked it as a possibility, I hope this
article has changed your mind! If there are any other job possibilities for math
majors you'd like to share, we'd love to hear it in a comment!
P.S. If you'd like a print-friendly version of this infographic (at full size), send us an email at info@centerofmath.org. | 677.169 | 1 |
MATH 383 College Geometry
Historical overview of the development of geometry since the time of Euclid. In-depth study of selected topics from Euclidean geometry and the role of axiomatics. Also covers material from at least one of the following non-Euclidean geometries; finite, projective, spherical, and hyperbolic. | 677.169 | 1 |
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The Solving Radical Equations Task Cards are designed as practice for students who may be in Algebra 2 or Pre-Calculus. Students can attempt to solve radical equations and verify their answers on the back of a task card. A teacher answer key is provided, so you can help students that need additional assistance. Extraneous solutions are not included! Task card – white background = problem & shaded background = answer. The problems vary in difficult to meet the challenge level of all learners.
Instructions:
• Print the document double-sided, select "flip on long side"
• Cut the 30 practice task cards
• You may want to laminate so you can reuse the card | 677.169 | 1 |
Providing comprehensive coverage of matrix theory from a geometric and physical perspective, Fundamentals of Matrix Analysis with Applications describes the functionality of matrices and their ability to quantify and analyze many practical applications.
Written by a highly qualified author team, the book presents tools for matrix analysis and is illustrated with extensive examples and software implementations.
Beginning with a detailed exposition and review of the Gauss elimination method, the authors maintain readers' interest with refreshing discussions regarding the issues of operation counts, computer speed and precision, complex arithmetic formulations, parameterization of solutions, and the logical traps that dictate strict adherence to Gauss's instructions. The book heralds matrix formulation both as notational shorthand and as a quantifier of physical operations such as rotations, projections, reflections, and the Gauss reductions. Inverses and eigenvectors are visualized first in an operator context before being addressed computationally. Least squares theory is expounded in all its manifestations including optimization, orthogonality, computational accuracy, and even function theory. Fundamentals of Matrix Analysis with Applications also features:
Novel approaches employed to explicate the QR, singular value, Schur, and Jordan decompositions and their applications
Coverage of the role of the matrix exponential in the solution of linear systems of differential equations with constant coefficients | 677.169 | 1 |
Synopses & Reviews
Publisher Comments
Hard stuff made easy Your practical, self-paced guide to calculus.
Fully revised and updated, Calculus DeMYSTiFieD, Second Edition is the curriculum-based tutorial for anyone overwhelmed by this complex mathematics subject. The book helps you gain a more intuitive understanding of both differential and integral calculus. An experienced teacher and author of more than 30 books puts all the math background you need inside and uses practical examples and worked problems with solutions to make everything clear.
Calculus DeMYSTiFieD, Second Edition Provides chapter-opening objectives to give you insight into what you're going to learn in each step Includes detailed examples with in-depth explanations of how to arrive at the solution Features an intensive focus on word problems and fractions Contains questions at the end of every chapter reinforce learning and pinpoint weaknesses Concludes with a final exam for overall self-assessment
Step-by-step coverage:
Basics; Foundations of Calculus; Applications of the Derivative; The Integral; Indeterminate Forms; Transcendental Functions; Methods of Integration; Applications of the Integral
Synopsis
Calculate this: learning CALCULUS just got a whole lot easier
Stumped trying to understand calculus? Calculus Demystified, Second Edition, will help you master this essential mathematical subject.
Written in a step-by-step format, this practical guide begins by covering the basics--number systems, coordinates, sets, and functions. You'll move on to limits, derivatives, integrals, and indeterminate forms. Transcendental functions, methods of integration, and applications of the integral are also covered. Clear examples, concise explanations, and worked problems make it easy to understand the material, and end-of-chapter quizzes and a final exam help reinforce key concepts.
It's a no-brainer You'll get: Applications of the derivative and the integral Rules of integration Coverage of improper integrals An explanation of calculus with logarithmic and exponential functions Details on calculation of work, averages, arc length, and surface area
Simple enough for a beginner, but challenging enough for an advanced student, Calculus Demystified, Second Edition, is one book you won't want to function without
About the Author
Author Information
Steven G. Krantz is Chairman of the Mathematics Department at Washington University in St. Louis. An award-winning teacher and author, Dr. Krantz has written more than 30 books on mathematics, including How to Teach Mathematics, Calculus Demystified, and Differential Equations Demystified. He is the former Deputy Director at the American Institute of Mathematics. | 677.169 | 1 |
Sunday, July 15, 2012
Math Essentials No-Nonsense Algebra
My 9th grader is still working
through the Algebra curriculum she started in the beginning of the school
year. Some Algebra topics were tough so
we added supplemental resources to help learn the material. I wish I had known about No-Nonsense Algebra
by Math Essentials as it would have really helped with some of the topics we had difficulty
with. Unlike the primary Algebra
curriculum we use, No-Nonsense Algebra is very concise and introduces concepts
in a straightforward manner. We started
in Chapter 6, Polynomials, as a way to review material my daughter had just
finished in her main text. She found it
easy to get through as there are approximately 20 problems in each lesson. She completed a lesson daily.
I will begin to assign lessons in No-Nonsense
Algebra that cover topics she hasn't yet learned. Then I will use our main text as
review material. I will definitely keep
this resource around for my other children, one who will tackle Algebra in two
years. I'm not sure if I would use it as
a main text as there just aren't enough supplemental problems to work through to really
flush out the concept. However, there
are final review problems included in the book but no tests. The Algebra also includes free online access to video lessons. We did not need these but may as we approach new material.
The website also touts an unconditional money back guarantee It states to "use Rick Fisher's Mastering Essential Math Skills for 20 minutes a day as
directed. If you don't see what you feel are dramatically improved math
test scores, send us a note saying so. You'll receive a prompt,
complete refund - no questions asked!" With a guarantee like that, you really have nothing to lose if you use their products. | 677.169 | 1 |
Inability to memorize anything-starting to haunt me
To get right to the point, I am currently getting a C in the dreaded calc 2. It is because I simply cannot drill anything into my head. The center of mass formulas, the arc length formula, the surface area formula, error bound formulas, most of the common trig integrals. I could not recall most of them on my midterm (which I failed miserably, <50%) despite having no problem using them in homework and acing my open note quizzes. My midterm consisted of a few flawlessly completed differentials, a correctly solved surface area problem (lucked out that it was a sphere and I didn't need to use the formula), and a bunch of 0 credit embarassments. These questions are loved by the average student because they are easy points for them.
I have always barely scraped by in classes that were heavy on memorization--poli sci, econ, psych. That's what drew me to math and physics, specifically to a "learn by doing" school (cal poly). Math has been very low on memorization until now. I breeze through physics because all my professors allow equation sheets on exams.
I guess my question is whether I would be able to handle math courses beyond calc 2 with my poor memorization skills. Is it only going to get worse? (I'm a materials engineering major). I feel I have a strong grasp of the main topics of this course--integration techniques, differential equations. I am often the person people come to for help, even by my peers that have higher grades than I do.
Also, if there is anybody out there like me, what did you do to deal with it? I've tried writing things down repeatedly, flash cards, reciting them over and over, but nothing works. I can do 100 practice problems and forget the formula I used within minutes. I understand that everyone remembers things differently, but in my many years of schooling I have not been able to find a method that worksI do end up trying to derive most of the common trig integrals, but time simply does not allow for it in most cases. Most of the time I can handle the "easy" functions (cos/sin/tan)--the "triangle" takes me about a minute--but when a hyperbolic inverse csc comes around, I end up playing with the problem for 15 minutes and get nowhere because I simply didn't recognize what it was. It's extremely frustrating for me, because I KNOW how to solve these problems but end up blowing it because I failed to recognize something that you are expected to see instantlyThanks for the welcome. I've lurked this forum for many years but never got around to registering.
My problem is retaining concrete things like formulas and facts, whereas I have no trouble remembering things like processes and methods of solving problems. I remember when I was taking Spanish classes, I was quite good at grammar and conjugations but was often unable to form a sentence because I could not recall the vocabulary words.
I have done quite a bit of research regarding memory techniques but they all seem to be strange and perhaps a bit corny to me, so I've never given it a shot. I feel quite discouraged by the thought that I have to go through some fancy method to remember something simple that the average person can read a few times over the course of 30 seconds and have it etched into their mind.
Maybe you just need LONGER time to memorize facts? Maybe you need to learn to recite them in both a spoken and a written form. You could begin with a small list, and gradually build the size of this list.
As Mathwonk stated it is a lot of repetition. I have a memory that most would consider poor. I can use a formula in one problem, forget it within 5 minutes. I know this a problem that I face, but I also learn that if I use something enough times, it'll eventual stick with me for period. So when I study for a class that requires specific formula, I do two things.
1)I do a lot of problems with the formula, until eventually I retain it. I do this immediately when I learn it, and then I redo all the problems prior to a test that requires it to help enforce it.
2)I make flashcards. I give my wife the flashcards and have her call me randomly throughout the day and ask me to state a formula. She obviously has no idea what any of it means, so on the otherside of the card, I write out in words what the symbols mean. Doing this also helps me memorize it. Something about translating the symbol into english back into math helps.
I don't know about VERY advanced mathematics but just obsessively repeating seems to work mostly. I remember I learned this around trig where I found all the identies etc to be so annoying and I tried to avoid them. Eventually you just have to get used to using them to the point that you understand what they do (physically/graphically) and how they are connected. It also helps to know about their meaning and how they relate to the themes (eg limits -> continuity in calculus) -- although this wont be is easy if you have time constraints.
Go to the doctor and tell him about this and make it clear that you want a solution as well. There can be several causes, one being anemia (and I'm making no diagnosis but I'm just giving a completely random example here). Your doctor may refer you to another clinician, at the very least you might be prescribed supplements that will improve your memory recall.
Not every thing is genetic, there is a nonzero fraction of it that is environmental. While I can't tell you how much of it is genetic, you should be aware that you can do something about the environmental factors.However, it doesn't conclude anything about sleep overall. The subjects they are studying (adolescents) have to wake up early for school. What about people in college that don't start classes till afternoon or even in the evening? I myself never loose sleep due to irregular sleeping hours.
I still don't see how it decreases your "mental strength" though? Perhaps it can indirectly if you lose sleep due to it, but that is about all. That is, unless you can provide a couple of sources.
In my opinion this is a big problem. Being able to store and recall facts is crucial. Some people disagree with this; they think you can just look things up when you need them. To some extent this is true. But when you're talking to another scientist you're going to need to have a large working vocabulary and KNOW FACTS. When you're working on a research problem and you're doing a literature review it's going to kill you if you don't just KNOW things when they are referenced in passing. If you're in the lab, it's going to be murderous if you can't remember what equipment is called what or which chemical is called which or the order of a specific protocol. You won't be able to program if you have to look up syntax and simple algorithms all the time. Solving things analytically is much swifter if you don't have to constantly look up vector identities, trig identities, derivatives of things, Fourier transforms of things... Etc, etc, etc.
I'm not saying to memorize everything, but the more you have in your brain, the better. This is an issue and you need to fix it.
One thing that I find very helpful is to learn to use formulas/facts you know to help you figure out other formulas/facts that you don't quite know.
Here's an example. All through high school, I had trouble remembering the formula relating velocity, position, and time. Before a test, I would memorize v = x/t, but then I would usually forget it later and have to memorize it again. I knew that it was either v = x/t or v = xt or v = t/x, but I could never remember which. When I finally got it solidified in my memory was when I realized, hey, when I talk about a car's velocity I use kilometres per hour: distance per time. If the units of velocity are distance over time, then v has to be x/t for the units to make sense. In fact, I find this sort of thing (dimensional analysis) to be very useful for remembering formulas in general.
Now that I'm out of high school and in engineering, I have a quite a lot of formulas at my grasp, even though I may not have them entirely memorized. I like to make connections between the things I learn so that the things I remember for sure (usually formulas I use a lot and concepts/principles) can help me to figure out the things I only somewhat remember. It doesn't let me avoid memorization entirely, but it helps me to be more efficient in what I memorize. I also find that this sort of memorization technique keeps things in my brain for a much longer period of time, because there's redundancy in the things I knowI agree that memorization ion it's own is useless.
But, having to memorize facts, formulae, and such and learning physics are not mutually exclusive!
There's no reason why a student should not be expected to remember things while ALSO being expected to think critically, solve problems, and gain a deep intuitive understanding! | 677.169 | 1 |
You may want to look into Tasktop. You can connect the task list to one or more task system back ends or just use local tasks. The advantage of Tasktop is that it can track context for each task. That way, when you want to return to a task that you haven't touched in two weeks, restoring the task in Tasktop can get you right back to the web pages, e-mails, etc. that you were accessing while working on the task last time. It also has integration with Eclipse if you do your development in Eclipse.
I'd add Adams's The Knot Book to your list. I've been out of the field for some time, but I remember that this book gave an accessible introduction to knot theory and some notions of topology, presented at a high school level.
It's not exactly a new book, so some of the unsolved problems listed in the book may now be solved. In any case, it's one of the few I know that help a younger student go into more depth in an area where there's still active research going on. It's a difficult subject where many of the theorems can be proved without resorting to higher mathematics.
I'd imagine that there are probably similar texts for some areas of number theory and game theory, but nothing springs to mind. Non-Euclidean geometry may also be an option if the students have already taken geometry, and there were some text books that I found at least partially accessible in high school.
The Mathematical Tourist is even more out-of-date by this time. Since it's really a survey of many areas, it doesn't really meet your need, but you may find it useful yourself for looking into other areas that may be accessible to your students.
Finally, contact your local mathematics and math education departments. The math education folks may have some good suggestions. Many mathematics departments also do some sort of outreach to high school students, so there may also be some faculty there who could offer ideas. | 677.169 | 1 |
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Provides a suitable reference point for students studying for their SATs and GCSEs. This title is split into 4 main sections covering various aspects of the national curriculum, from algebra to APRs, volume to vectors and trigonometry to transformation. It also includes a glossary of mathematical terms and symbols. | 677.169 | 1 |
Exponential Functions Discovery using Desmos
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This fun discovery leads students into understanding the basics of an exponential function. Students will be instructed to use the free graphing website called Desmos. The investigation leads students in a dummy-proof fashion, so that they can learn on their own! | 677.169 | 1 |
What's new in high school maths?
Dealing with numbers of all types and sizes including using scientific notations and working with index laws. Consumer arithmetic will cover simple interest, compound interest, discounts and depreciation. Theoretical probability is also a new topic here. Transition from numbers to algebraic expressions and words. Linear and quadratic equations as well as linear inequalities. Coordinate geometry of line graphs, parabolas and hyperbolas. Cumulative frequency tables, polygons and curves as well as solving for mean, median, mode, range and standard deviation. Measurements of perimeters, areas, surface areas and volumes of solid shapes and composite figures. Trigonometry of angles and triangles as well as construction of proofs. Trigonometric ratios and functions. Calculus (differentiation and integration) and its application in other areas of maths and real world problems.
Main content of high school maths
The content of high school maths is so wide that it is hard to pinpoint the main contents. However, key areas include working with numbers and algebraic expressions, consumer arithmetic, statistical analyses, coordinate geometry, trigonometry of solid shapes and trigonometric functions as well as constructions of proofs. Core to high school maths are all aspects of calculus and its applications.
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Common challenges for students in high school Maths
Students generally find high school maths to be broad. However, the syllabus divides the content over the years in a way where new concepts should build on good foundations. The commonest challenges in high school maths are algebraic expressions and quadratic equations at the beginning; Euclidean and Euler geometry as well as construction of proofs and geometrical arguments for angles and triangles later. Towards the end, calculus, its applications as well as trigonometric functions are usually found to be challenging.
Main outcomes for high school maths
At the end of high school maths, students should be capable of simplifying algebraic expressions and solving quadratic equations and polynomials. They must also be able to do financial calculations and master the collection, interpretation and presentation of data. In addition, it is required that students be versed in measurements and construction of solid shapes and figures in 2- and 3-dimensions. They are expected to identify and solve for angles and triangles, establish proofs through deductive reasoning and be familiar with trigonometric ratios and functions. Calculus must similarly be mastered as well as its various applications.
If hiring a tutor, what study habits and content to focus on in high school maths?
When getting a tutor for your child's high school maths needs, make sure you hire a capable tutor who can give the time and challenge to spur your child to learning as well as helping them develop independently. Maths at this level requires a total commitment on the part of your child. A habit of independent learning will help your child learn faster and this habit can only be cultivated by gradually weaning the child of outside help. This will be achieved when you have a tutor who helps develop the mental capacity and aptitude for maths as well as make the learning sessions fun and interactive.
Main challenges involved in tutoring a high school maths student
High school maths can be convoluted by the interconnectedness of its parts. Students who are not able to bring together what they have learnt from different parts of the course will experience the most difficulty. Some topics can be especially challenging. These include coordinate geometry, trigonometry and calculus.
Some good ideas on how to help your child in high school maths
Help your child learn faster by hiring a maths tutor. By helping with real world problems your child can be more confident and learn to actively seek to learn maths. There is no substitute for solving more exercises and providing individual attention.
What they say about our tutoring:
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Thanks for your email. Our decision to discontinue the tutoring was not due to any dissatisfaction - quite the opposite. My daughter only had a few sessions with her tutor, and in that time gained a huge amount of confidence in her abilities. The tutor was able to reassure her that she wasn't as bad at maths as she believed. This new-found confidence enabled my daughter to discuss openly with her teacher the difficulties she was having, and get some extra help at school. Since then, she has performed markedly better in her assignments and tests.
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Description: Mat complex numbers, or matrices, or strings, or structures, etc. The MatBasic supports both the text and the graphical data visualization.
MatBasic is fast language interpreter and its environment application field is wide: from solving the school problem to executing different engineering and mathematical computations. The MatBasic programming language combines; simplicity of BASIC language, flexibility of high-level languages such as C or Pascal and at the same time turns up to be a powerful calculation tool. By means of a special operating mode, Matbasic it is possible to use as the powerful calculator. Also the MatBasic can be used for educational purpose as a matter of studying the bases of programming and raising algorithmization skills | 677.169 | 1 |
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Mathematical Finance Dissertation
The dissertation is a piece of academic research. You will start on your dissertation after completing the advanced modules and submit it in the middle of April, just under two and a half years after starting the MSc. | 677.169 | 1 |
2 What is a graph? Formally, a graph G(V,E) is A set of vertices V A set of edges E, such that each edge ei,j connects two vertices vi and vj in VV and E may be empty
3 Graph CategoriesA graph is connected if each pair of vertices have a path between themA complete graph is a connected graph in which each pair of vertices are linked by an edge
4 Example of DigraphGraphs with ordered edges are called directed graphs or digraphs
5 Strength of Connectedness (digraphs only) Strongly connected if there is a path from eachvertex to every other vertex.CAEDB(b)Strongly ConnectedACBED(a)Not Strongly or Weakly Connected(No pathto D or D to)
6 Strength of Connectedness (digraphs only) Weakly connected if, for each pair of vertices vi and vj, there is either a path P(vi, vj) or a path P(vi, vj).ACBED(a)(c)Not Strongly or Weakly Connected(No pathto D or D to)Weakly Connected(No path from D to a vertex)
7 Representing Graphs Adjacency Matrix Adjacency Set (or Adjacency List) Edges are represented in a 2-D matrixAdjacency Set (or Adjacency List)Each vertex has an associated set or list of edges leavingEdge ListThe entire edge set for the graph is in one listMentioned in discrete math (probably)
8 Adjacency MatrixAn m x m matrix, called an adjacency matrix, identifies graph edges.An entry in row i and column j corresponds to the edge e = (vi, vj). Its value is the weight of the edge, or -1 if the edge does not exist.DACEB
9 Adjacency Set (or List) An adjacency set or adjacency list represents the edges in a graph by using …An m element map or vector of verticesWhere each vertex has a set or list of neighborsEach neighbor is at the end of an out edge with a given weight(a)DACEBVerticesSet of Neighbors1
10 Adjacency Matrix and Adjacency Set (side-by-side) 427361AEDCBVerticesSet of Neighbors427361
11 Building a graph class Neighbor VertexInfo VertexMap Identifies adjacent vertex and edge weightVertexInfoContains all characteristics of a given vertex, either directly or through linksVertexMapContains names of vertices and links to the associated VertexInfo objects
12 vertexInfo Object A vertexInfo object consists of seven data members. The first two members, called vtxMapLoc and edges, identify the vertex in the map and its adjacency set.
16 A graph using a vertexMap and vertexInfo vector Graph vertices are stored in a map<T,int>, called vtxMapEach entry is a <vertex name, vertexInfo index> key, value pairThe initial size of the vertexInfo vector is the number of vertices in the graphThere is a 1-1 correspondence between an entry in the map and a vertexInfo entry in the vectorvertexmIter(iteratorlocation)index. . .vtxMapLocedgesinDegreeoccupiedcolordataValuevtxMapparentvInfo
17 A graph class (just the private members) typedef map<T,int> vertexMap;vertexMap vtxMap;// store vertex in a map with its name as the key// and the index of the corresponding vertexInfo// object in the vInfo vector as the valuevector<vertexInfo<T> > vInfo;// list of vertexInfo objects for the verticesint numVertices;int numEdges;// current size (vertices and edges) of the graphstack<int> availStack;// availability stack, stores unused vInfo indices
24 Erase a vertex from graph (algorithm) Find index of vertex v in vInfo vectorRemove vertex v from mapSet vInfo[index].occupied to falsePush index onto availableStackFor every occupied vertex in vInfoScan neighbor set for edge pointing back to vIf edge found, erase itFor each neighbor of v,decrease its inDegree by 1Erase the edge set for vInfo[index] | 677.169 | 1 |
MATLAB via Example publications the reader via each one step of writing MATLAB courses. The ebook assumes no past programming adventure at the a part of the reader, and makes use of a number of examples in transparent language to introduce innovations and sensible instruments. simple and certain directions let newcomers to benefit and increase their MATLAB talents quickly.
Chris Olsen's instructing easy information with JMP demonstrates this strong software program, supplying the most recent study on "best perform" in educating facts and the way JMP can facilitate it. simply as records is information in a context, this ebook provides JMP in a context: educating facts. Olsen comprises various examples of attention-grabbing facts and intersperses JMP ideas and statistical analyses with ideas from the records schooling literature.
The 3rd variation of this profitable textual content describes and evaluates a number general numerical equipment, with an emphasis on challenge fixing. each approach is mentioned completely and illustrated with difficulties regarding either hand computation and programming. MATLAB® M-files accompany each one process and come at the book's online page. | 677.169 | 1 |
Prerequisites: This class is restricted to students
who have passed M408D or M408L or M408S (or equivalent)
with a grade of C- or better.
If you do not meet these conditions, you will be dropped
from the class.
Calculators and computers: A basic scientific calculator
may be useful for checking your homework, but you don't need a fancy
programmable graphing calculator. (You can also check your work with
Wolfram Alpha or something similar.) However, calculators and other
electronic aids are not allowed on exams, so get
used to doing most of your work by hand! (You'll learn a lot more
doing things yourself than relying on technology.)
Syllabus: Chapters 10 (parametric equations), 12 (vectors),
13 (vector-valued functions), 14 (partial derivatives) and the first half of
15 (multiple integrals), with occasional sections skipped.
Some of the material in chapters 14 and 15 is review from M408D/L/S.
You can find an online day-by-day
schedule here. This course carries the
Quantitative Reasoning flag.
One variable at a time! Calculus has a reputation of being a
hard class
that features a million different equations to be memorized. There are
a lot of formulas and techniques, but almost everything boils down to
six simple ideas, which I call the six pillars of calculus:
1. Close is good enough (limits)
2. Track the changes (derivatives)
3. What goes up has to stop before is can come down (max/min)
4. The whole is the sum of the parts (integrals)
5. The whole change is the sum of the partial changes (fundamental theorem)
6. One variable at a time.
M408C/K/N was mostly about the first three pillars, with a little bit about
pillars 4
and 5 at the end. M408D/L/S was about pillars 1, 4, and 5, with a little
bit about pillar 6 at the end. M408M is all about pillar 6.
Almost everything
in this course can be done by isolating one input variable and one output
variable and applying what you learning in the first two semesters of
calculus.
Three questions:
There are three questions associated with every mathematical topic you
ever will see.
1. What is it? 2. How do you
compute it? 3. What is it good for?
Most of high school
calculus is about "how do you compute it?"
This class will put a much greater emphasis on conceptual understanding
and applications than you're probably used to.
Classroom procedure:
We will provide you with a variety
of online learning resources, all on Quest, keyed to sections of the book.
These learning modules were prepared by
yours truly, borrowing heavily from John Gilbert's online text for M427L.
The book is also an essential resource.
You are expected to study the material and
complete a fairly easy preclass assignment before lecture.
Then, in a typical lecture session, we will discuss what you've studied
(bring questions!) and
you will work in teams on harder and more thought-provoking problems,
while the learning assistants
and I circulate and talk with you about them. After lecture, and
in discussion section, you will have both
written and online homework to do.
Discussion sections:
Much of the time you'll be working in groups on worksheets and weekly written
homework. Since this is where you'll be turning in all your written work,
attendance is required!
Homework (20% of course grade):
You should expect to spend 8-10 hours/week outside of class
on calculus. Of that, roughly half is pre-class preparation (reading, watching
videos, and doing the pre-class assignments) and half is post-class (online
and written homework).
No late work will be accepted for any reason other than
religious holidays.
As noted below, we will
drop some of the assignment scores to allow for legitimate reasons for
not turning in an assignment (left it at home, computer crashed the
night the Quest was due, Quest crashed at the last minute, ill with
the flu, didn't get the assignment in time, didn't know the due date,
did the wrong assignment, family emergency, etc.) Please do not ask
if we will accept a late assignment. We will not. Written work (10%): There are several kinds of written homework
assignments. There will be a weekly list of problems from the text, which
you should turn in at the beginning of
discussion on Monday (Wednesday if Monday is a
holiday). There will also be worksheets distributed in lecture and discussion.
Some are meant to be worked in class. Others are meant
to be started in class and turned in the next day.
Written work is best done in teams of up to four people,
all from the same
discussion section. Put all four names at the top of the page, and all four
of you will get credit. This is supposed to be collaborative, not
division of labor. Four people should talk about problem 1 and have
somebody write it
up, then four people should talk
about problem 2, etc. Saying ``I'll work problem #1 while
you do #2 and you do #3 and you do #4.'' is not OK.
Every member of the team should be prepared to
explain every answer that's submitted.
At the end of the semester I will drop 10% of your weekly homeworks and 10% of
your worksheets, rounded up. (E.g. if there are 11 or more weekly homeworks,
I'll drop 2, but if there are 10 or fewer I'll only drop 1.)
See hw.html for the latest
information on written homework. Online work: Our online content delivery system is called Quest, which
can be accessed by going to the page at
logging in, and selecting this class. You will be charged a
one-time $30 fee to use this service, which is mandatory for this
class. There are approximately 25 of each of two types of online
assignments for this class; the lowest 4 scores of each will be dropped. Preclass/Learning Modules (4%): There will be online
homework assignments due
at midnight the night before each class,
except for exam days and the first day of the semester. (The learning
module for the first day is due the afternoon of the first day.)
The problems in the preclass assignment are intended to be easy, and to get
you ready to learn the material in more depth in lecture. Postclass (6%): Quest postclass assignments will
summarize the material discussed during class, and will be due at 6pm
the day before the subsequent class (Monday and Wednesday). These will typically
be longer and harder than the preclass assignments.
Academic honesty: The University is a place of honor and mutual
respect, and students deserve to be treated with courtesy and trust.
However, betraying that trust is dishonorable and unforgivable.
On an evolutionary scale,
cheaters belong somewhere between tapeworms and cockroaches.
If you are caught cheating, you will be
penalized as harshly as possible under the rules of UT.
Most students are honest, honest students do not like cheaters, and
they do report what they see.
On homework, there is a fine line between collaboration
(which is encouraged) and cheating.
The more you explain your reasoning to others, the clearer it will be to you!
In the end, however, you are expected to only turn in what you personally
worked and checked.
Learning from your friends is fine; blindly copying their answers,
or getting Wolfram Alpha to do your homework, is not. When in doubt,
consult your conscience.
Exams: There will be two in-class midterm exams, on
Thursday October 8,
and Thursday, November 12, plus a final exam on Wednesday
December 9, 2-5. These exams will all
be closed book and calculators will not be allowed.
However, each student will be allowed to bring a single
letter-sized
``crib sheet'' (2-sided) to each midterm, and 2 crib sheets to the
final.
These notes must be HANDWRITTEN ORIGINALS - NO XEROXING ALLOWED.
Grading: Each midterm counts 25%. The final exam counts 30%.
The homework, taken together, counts 20%.
If you do badly on a midterm,
or miss a midterm for any reason, then I
will substitute the final exam in its place. (E.g., if you bomb one
midterm, then your grade will based on 25% for the other midterm
and 55% for the final.) If you do badly on (or miss) both midterms,
you're out of luck. The final exam will not substitute
for the homework grades, so do your homework and rack up points the easy way!
The final grade distribution is neither a straight
scale nor a fixed curve. The cutoffs will be set at the
end of the semester, based on overall class performance, with the
following qualitative standard for the major grades (with obvious
adjustments for plusses and minuses):
An "A" means that you understand the ideas of the course well enough
that you can use them even in unusual settings.
A "B" means that you can do the standard problems we have done during
the semester, but struggle with novel applications.
A "C" means that you understand the techniques of the class well enough
to handle a class that has M408M as a prerequisite.
A "D" means that you have learned a substantial amount, but that you are
not prepared to take that successor course.
An "F" means that you have failed to grasp the essential
concepts of the course.
Grading isn't an exact science, and with one exception
I'm only going to adjust
cutoffs. (The exception is that, if you are close to the C-/D cutoff, and
if you demonstrate on the final
that you know enough to handle a successor course, then I will give you a
C- for the class. This exception
will affect at most a couple of people.)
Aside from that exception, nobody will leapfrog anybody else;
if you have more points
than your buddy, then your grade will be at least as good as your
buddy's.
Furthermore, a 90% average will guarantee you at least an A-, an 80%
average a B-, and a 70% average a C-.
My cutoffs are usually
more generous than that, but each semester is unique.
Disabilities:
The University of Texas at Austin provides upon request appropriate
academic accommodations for qualified students with disabilities. For
more information, contact the Office of the Dean of Students at
471-6259, 471-4641 TTY
Drop dates: The deadline for dropping the class without the course
appearing on your transcript is September 11. After that date, a "Q" will
appear on your record. The deadline for dropping, period, is November 3.
Religious Holidays: I have tried to schedule major class
events to avoid religious holidays, and I apologize if I overlooked
something. If you expect to miss class
or miss an assignment because of a religious holiday, please let me
know 14 days in advance, and you will be given the opportunity to make
up the missed work within a reasonable time. This is the only
exception to the ``no late work'' rule. | 677.169 | 1 |
Description:
About this title:
Synopsis: Calculus teachers recognize Calculus as the leading resource among the "reform" projects that employ the rule of four and streamline the curriculum in order to deepen conceptual understanding. The fifth edition uses all strands of the "Rule of Four" - graphical, numeric, symbolic/algebraic, and verbal/applied presentations - to make concepts easier to understand. The book focuses on exploring fundamental ideas rather than comprehensive coverage of multiple similar cases that are not fundamentally unique.3488
Book Description Wiley. Book Condition: POOR. WATER DAMAGE. Standard shipping arrives within 6-8 business days. This item does not include any CDs, Infotracs, Access cards or other supplementary material. Bookseller Inventory # 900124895
Book Description Wiley. Hardcover. Book Condition: Fair. 0470131594 Bookseller Inventory # 0470131594470131594-LOCATION-7762
Book Description Wiley, 2008. Hardcover6971 | 677.169 | 1 |
Mr. Mark Cisneros
About Me
Mark Cisneros is a Math Instructor at Bonita High School as well as a seasoned College Math Instructor at the Cal State and Community Colleges. He has acquired several degrees in various areas but his major emphasis was mathematics and acquired a Bachelor's in Applied Mathematics and a Master's of Mathematics. He has been the Club Adviser for the Audio Recording Club (ARC), the Comic Book Club, Dungeon and Dragons Club, and CTS (Clear The Shelters) over the years. He has taught various levels of Mathematics at the high school and college levels.
These are the main GOLDEN RULES and EXPECTATIONS for his classroom:
1) Talking stops at the door and students will be sitting at their desks with homework ready to be discussed and turned in for credit (there is Textbook HW help available for free for ODD numbered problems using (see below) and only EVEN numbered problems will be discussed in class).
2) All cellphones are turned off and put away (use of cellphones is not permitted EXCEPT by permission of Mr. Cisneros for possible class activities (students will be informed when it will be appropriate) and DETENTIONS will be given for non-permitted cellphone activity in the classroom.
3) Personal opinions are encouraged BUT they will only be allowed/permitted outside of class UNLESS the instructor asks for them (topics/discussions must be relevant to the class so open forums are not permitted unless the instructor directs the class to start some discussions relevant to the day's lesson or upcoming lessons or for something beneficial to the class of students).
I look forward to working with everyone of you this year so let's make sure we create an atmosphere for the classroom that will be beneficial to EVERYONE in the class!!!
2) Even numbered HW problems are encouraged to be asked at the beginning of class (there will be a place on the class whiteboard for you to place those assigned problems for class discussion each following day).
3) We have a MathLab at the school for every math class so students can get one-on-one help with homework and exam review each day during the intervention period. There is after-school tutoring being offered here as well at the library.
4) YouTube is a GREAT tool for reviewing class math topics (old and new) when at home or away from school. Your instructor will be providing directions throughout the school year on how to use this great modern day education tool in order for you to increase your understanding of math topics from class and to learn about a cutting-edge help tool that you can take with you into the next class and beyond | 677.169 | 1 |
General
How I Use It
I use Desmos almost daily in my classroom, and encourage students to do the same at home when working on homework. My students recently completed a project based on the "Creative Art" section of the Desmos homepage, and made their own pictures using nothing but linear equations. It provided a detailed look into what the students had and had not mastered - and it was extremely simple to grade! I have had the students use a classroom set of Chromebooks in order to investigate systems of equations with infinitely many solutions and no solutions. Students were able to create their own systems, and troubleshoot the problems with them independently. Many students take advantage of the program at home, and use as a way to check the answers to different homework problems, looking for the intersections and intercepts of graphs.
My Take
Desmos is the the most commonly used product in my classroom. The free, online, graphing calculator is simple to use and intuitive for the students. It provides meaningful learning experiences for all students, and gives kinesthetic and visual learners the chance to excel. I thoroughly enjoy how accessible it is, and how it gives students the opportunity to make discoveries in a student-centered environment. My only critique (and a very small one at that), is that when restricting functions, only the domain or range can be contained, not both. This is only an issue when creating and graphing pictures with non-linear functions, but something that a few of my very advanced students picked up on. | 677.169 | 1 |
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Sets, Counting, and Probability Open Learning Course
The free video lectures of this course are made available as part of Harvard Extension School's Opening Learning Initiative.
About the Course
This online math course develops the mathematics needed to formulate and analyze probability models for idealized situations drawn from everyday life. Topics include elementary set theory, techniques for systematic counting, axioms for probability, conditional probability, discrete random variables, infinite geometric series, and random walks. Applications to card games like bridge and poker, to gambling, to sports, to election results, and to inference in fields like history and genealogy, national security, and theology. The emphasis is on careful application of basic principles rather than on memorizing and using formulas.
Harvard Faculty
Paul G. Bamberg, DPhil, Senior Lecturer on Mathematics, Harvard University. Bamberg received an undergraduate degree in physics from Harvard and a doctorate in theoretical physics from Oxford. For 28 years, he taught premedical physics at Harvard College, the Extension School, and the Summer School. He helped develop the math and computer science curricula at the Extension School. Bamberg received the Extension School's Petra T. Shattuck Excellence in Teaching Award and the Dean's Distinguished Service Award.
The Lecture Videos
The recorded lectures are from the Harvard Faculty of Arts and Sciences course Historical Study B-54, which was offered as HIST E-1890, an online course at Harvard Extension School. | 677.169 | 1 |
Maths gcse statistics coursework help
Our GCSE maths revision course will help you improve your maths skills and knowledge and boost your confidence so you get the best result in your.Bookwormlab.com provides effective academic help with all types of statistics assignment, be it GCSE or maths.Welcome to my Maths blog, where you will find stuff to help you with homework,.Statistics is taught during Mathematics lessons, during Year 10.Mathematics assignment help experts and. from statistics, applied mathematics,.
Statistics Maths Coursework Ideas
GCSE Maths Statistics Coursework. The Plan To help me ensure I investigate these hypotheses to the best of my ability,.
Gcse english creative writing help. question papers gcse maths statistics coursework help. find answers gcse english creative writing bolton.Welcome to my Maths blog, where you will find stuff to help you with homework, revision etc.GCSE Maths Revision Made Easy I hope I can help you if you are. statistics and vectors.GCSE Maths Statistics. 1. This handy revision app teaches you everything you need to know about Statistics for GCSE Maths. Updated help page.Maths For Dummies Gcse Foundation Revision List. exam and homework help.
Bevil live 15 buy read books aqa website that is one get instant access to pupils gcse statistics.Maths exam. from which the A typical GCSE Statistics question on scatter graphs will.
This book is full of clear notes, tables, graphs and worked examples for the current GCSE Higher Level Statistics courses for the AQA and Edexcel exam boards. There...GCSE Maths Coursework: Statistics Project GCSE Statistics Coursework Help.
GCSE Coursework Plan for Statistics
Our GCSE Maths course prepares students for AQA GCSE Mathematics 8300 linear specification for exams in 2017 and later years.Edexcel GCSE Statistics Student Book by Gillian Dyer 9781846904547 (Paperback, 2009) Series:Edexcel GCSE Statistics.Our Company Will Provide You With the Best GCSE Coursework Writing Help On. | 677.169 | 1 |
Algebra 2: Quadratic Functions Tournament Review Activity
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Do your ALGEBRA 2 students need an end of the unit activity for test preparation? Here's a fun and engaging "Tournament" to get students actively involved in practice for a test. You can observe strengths and weaknesses in students' understanding of concepts as you watch them work through the questions. There are many different ways the activity can be used within class to promote cooperative learning.
The tournament includes a set of cards, an answer key, and 47 questions to play the tournament with students in groups of 3 or 4. The content includes solving quadratics by graphing, completing the square, factoring, square root method, and quadratic formula. There are questions about transformations, simplifying radical expressions following the order of operations on radicals, rationalizing denominators, complex roots, and systems of quadratic functions are also included. | 677.169 | 1 |
Enter your keyword
Mathematics as a subject is interesting to many students that opt in for it. The varying mathematical principles and formulas, in Algebra, Geometry, Trigonometry and Calculus are interesting as well as challenging. This is the reason why, after the preliminary level as students graduate to higher forms of mathematical calculations, they often find themselves not being able to solve the problems. What previously seemed interesting and positively challenging now seems scary and frustrating when students are totally lost! Is that your scenario too? Did you take up mathematics with an initial adrenaline rush and now have no idea how to go about it? Well, fret not. There are ample ways to get better at the tricks to tackle your mathematical calculations.
Cease the Inner Fear
Though it appears to be just an advice, but it's a big one! Often when students face umpteen problems in not being able to solve higher calculations, they tend to get afraid. This constant bout of fear generates a thought that they are not good in mathematics or are not meant for that subject. As a result, they quit even before trying. So bidding farewell to this accumulated fear is crucial. And you do it by having a firm inner knowing that:
No subject including Mathematics is going to be easy in the long run. Each subject has its complication levels.
Not being able to solve any particular mathematical problem is not the end of the world. It does not prove you are a weak student and that you cannot take up the subject.
Competing with other students that are excelling presently when you are not will only increase your insecurity levels, thereby making you more afraid about the subject. So aim at knowing your deficiency and tackling them with expert guidance.
Practice makes everyone perfect. Therefore, get speaking to a teacher that is keen to help or find online guidance, follow the useful inputs you get and keep your practice.
Quitting is not a solution. Patiently trying and practicing is.
Identify Your Weak Areas
Once you have shed away your fears, start with identifying your weak areas. The way to get started about it is by first outlining your strong areas. For instance, you might be great in geometry and statistics sums, but when it comes to algebra you might find the formulas confusing. So once you know you are good at something, you boost up your confidence and are in a good position to start working on your weak areas.
Once you have identified the weak zone, try and understand the reasons you are weak at it. This helps. Getting to the root of the problem is always beneficial than just knowing about the problem. For instance, if its algebra formulas where you lack expertise, it could be because:
You did not understand your basic principles of algebra right from the start and due to the fear of embarrassment you didn't voice up the same.
Perhaps you missed few classes and did not do anything about it.
May be you don't like Algebra as a subject so you don't spend adequate time to practice the sums properly.
Perhaps sometime somewhere you've heard a senior say that algebra is complex and you formed an opinion on the same. And what follows as a challenge in tacking higher algebra calculations is nothing but just an internal conditioning that needs to be changed.
Head towards the Solution
The best way to do is getting back to the basics. Brush up your fundamental principles and formulas. Know them better this time. Whilst doing so get into a mode of penning down queries and getting them answered as fast as possible. Don't progress until the query is not answered. You can take help from your teachers, professors or even a fellow student who is willing to help you out. Whilst doing so keep all fears and ego behind. Your main objective is to master the art of solving complicated calculations. Stay focused on that.
Create your Study Plan
When it comes to solving any complex mathematical problem, nothing succeeds like a study plan. So get your pen and paper and draw up a plan. Keep adequate time regularly to address and practice sums that seem challenging to you. Whilst practicing don't just stick to the ones contained in your text books. Go beyond it. Attempt to solve different question papers. You can source them online or from leading bookstores. After you solve them get it corrected by an expert student or request a teacher for help. Take note of their feedback and work accordingly.
Engage in Group Studies
When done with focus and dedication group studies can be a great source of help. You can't do everything on your own. So if in a group you divide a set of complex sums, solve it successfully and share it during the group study session, then a lot can be covered within a very less time. You can tutor each other and know from each other tactics used, learn and prepare for your paper and exams in a smart and improved manner.
Maintain a Healthy Routine
Health is wealth and a stable body leads to a stable mind that allows you to tackle mathematical sums better. So sleeps on time, get good sleep, don't wake up nights, eat healthy meal platters and exercise regularly. Take time out to enjoy your hobby, such as playing cricket, music, reading books, dancing or watching a television program. Stay hydrated by drinking water regularly. Mediate for about 15 minutes every day. This helps in increasing your focus that in turn is beneficial in grasping complex sums better and solving them seamlessly | 677.169 | 1 |
Trades, Jumps, and Stops DVD - For Learning to Support Young Mathematicians at Work (Hardcover) DVD features classroom sessions that show students exploring
the sequence of investigations and activities found in the popular
Contexts for Learning Mathematics algebra unit book Trades, Jumps,
and Stops. Extensive classroom video footage allows participants to
study children over time, and examine and analyze their development
as well as the teacher's pedagogy. The user can respond to prompts,
create video clips and presentations, and explore related materials
all from the DVD, either alone at home or in a workshop setting.
NOTE: This DVD-ROM is compatible with Windows XP, Vista, Windows
7, and Mac OS X up to 10.6. It is not compatible with Mac OS X 10.7
(Lion) or above. | 677.169 | 1 |
Advanced Functionality using Mathcad Prime 3.0
In this course, you will learn advanced functionality using Mathcad Prime 3.0. You will learn about Mathcad Prime 3.0 advanced functionality in data exchange and analysis, programming, symbolics, and differential equations. At the end of each module, you will find a set of review questions to reinforce critical topics from that module. At the end of the course, you will find a course assessment in Pro/FICIENCY intended to evaluate your understanding of the course as a whole. This course is also applicable to Mathcad Prime 3.1. | 677.169 | 1 |
For courses in technical and pre-engineering technical programs or other programs for which coverage of basic mathematics is required. The best-seller in technical mathematics gets an "Oh, wow!" update The 11th Edition of Basic Technical Mathematics with Calculus is a bold revision of this classic bestseller. The text now sports an engaging full-color design, and new co-author Rich Evans has introduced a wealth of relevant applications and improvements, many based on user feedback. The text is supported by an all-new online graphing calculator manual, accessible at point-of-use via short URLs. The new edition continues to feature a vast number of applications from technical and pre-engineering fields—including computer design, electronics, solar energy, lasers fiber optics, and the environment—and aims to develop your understanding of mathematical methods without simply providing a collection of formulas. The authors start the text by establishing a solid background in algebra and trigonometry, recognizing the importance of these topics for success in solving applied problems.
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Presents the most important theories in Translation Studies that have emerged over the last 50 years. Particularly innovative is the inclusion of theories from outside North America and Europe, theoretical perspectives on recent technological developments... | 677.169 | 1 |
Linear Algebra and Structural Engineering
Linear Algebra is used quite heavily in Structural Engineering. This is for a very simple reason. The analysis of a structure in equilibrium involves writing down many equations in many unknowns. Often these equations are linear, even when material deformation (i.e. bending) is considered. This is exactly the sort of situation for which linear algebra is the best technique. Consider, for example, the following two dimensional truss:
The beams are joined together by smooth pins, and the supports are fastened so that they cannot be moved. A simple analysis, using the method of joints, assumes that external forces will only act at the joints, and that the beams are perfectly rigid. This allows for only longitudinal forces in the beams. Given these assumptions, the truss is stable if and only if the vertical and horizontal components of the forces at each joint sum to zero.
For example, in the joint shown to the left, the beams are under compression. Their internal forces, therefore, tend to act against the compression and out against the joint. Static equilibrium demands that and . In particular, using the capital letters to denote the magnitude of force along a beam,
Because each joint will give such equations, the total number of equations that can be written, under our assumptions, is twice the number of joints. Normally, we are interested in finding the internal beam forces and the reaction forces at the support under some external load. Thus the number of unknowns is the number of beam forces plus the number of reaction forces.
Here are some examples where we can say quite a bit about the truss only by counting equations and looking at the basic geometry:
The truss in case (i) is stable for certain. This is because the basic building blocks are triangular shapes. The triangle is a stable geometry in the sense that there exists only one unique triangle with the same dimensions (the Side-Side-Side Theorem). Thus, under our assumption of perfect rigidity, the truss cannot move even under some external load. There are 4 joints, and therefore 8 equations of static equilibrium. However, there are 5 beams and 4 reaction forces (normal forces fixing the supports), for a total of 9 unknowns. We there have too few equations to determine a unique solution. The truss is said to be indeterminate. To actually solve for the forces in the beams, the material properties of the beams have to be considered. This involves the stiffness of the beams as well as the possible existence of bending moments. Analysis of this truss is thus beyond our simple static equilibrium analysis.
The truss in case (ii) is a different story. Since it is not constructed solely from triangles, there is no guarantee that it is geometrically stable. Moreover, there are 10 equations (from 5 joints), 6 beams and at most 3 reaction forces (the roller can only applies a normal force in the up direction). Thus even if the net external force is in the down direction, the system of equations consists of 10 equations with 9 unknowns. This system is over-determined and, in general, will not yield a solution. This is because there are not enough 'variables' to compensate and resist every conceivable configuration of forces.
For example, a little horizontal push on the leftmost beam will result in the collapse of the
truss (see diagram at right).
Is the First Truss Stable?
Let's get back to the first truss and analyse it. It is quickly apparent that it has the right number of equations to match the number of unknowns. Because it is not made up solely of triangles, the stability of the truss is not a clear matter. To analyse, we subject the truss to some hypothetical load, write down the static equilibrium set of equations, and try to solve. Assuming compressive forces, as shown, and some kind of arbitrary loads at each joint, this is the set of equations that results: The above system of equations can be written in matrix form as:
This can be solved for any arbitrary external force configuration if and only if we can invert the matrix, A, on the left hand side. Notice that this matrix depends only on the geometry of the truss and not on the load. The matrix can be inverted using Mathematica, Maple, Excel or even a hand held calculator such as the HP 48G. Here is the inverse: The fact that this matrix exists assures us that the truss is stable. | 677.169 | 1 |
What is Applied Mathematics and Computational Science?
Applied mathematics is the branch of mathematics that is concerned with
developing mathematical methods and applying them to science, engineering,
industry, and society. It includes mathematical topics such as partial and
ordinary differential equations, linear algebra, numerical analysis, operations
research, discrete mathematics, optimization, control, and probability. Applied
mathematics uses math-modeling techniques to solve real-world problems.
Computational science is an emerging discipline focused on integrating applied
mathematics, computer science, engineering, and the sciences to create a
multidisciplinary field utilizing computational techniques and simulations
to produce problem-solving techniques and methodologies. Computational science
has become a third partner, together with theory and experimentation, in
advancing scientific knowledge and practice.
Applied mathematics and computational science are utilized in almost every
discipline of science, engineering, industry, and technology. Industry relies
on applied mathematics and computational science for the design and manufacture
of aircraft, automobiles, textiles, computers, communication systems, prescription
drugs, and more. Work with applied mathematics often leads to the development
of new mathematical models, theories, and applications that contribute to
diverse areas of science.
Applied mathematicians and computational scientists often hold jobs with
titles such as actuary, statistician, scientific programmer, systems engineer,
analyst, research associate, and technical consultant. Applied mathematicians
and computational scientists work for federal and state governments, financial
services, scientific research and development services, and management, scientific,
and technical consulting services. Software publishers, insurance companies
and aerospace, pharmaceutical, and other manufacturing companies also employ
applied mathematicians and computational scientists. Many work in academia,
teaching the next generation and developing innovations through their own
research.
Some examples of the use of applied mathematics and computational science
follow.
Simulation and prototype testing are used in manufacturing design and
evaluation. For example, automotive companies are using computer-aided
design to test for performance, safety and ergonomics. In doing so, they
dramatically lower the cost of constructing and testing prototypes.
Computational simulations in aircraft design have been used to analyze
the lift and drag of airfoil designs since the early days of computing.
Advanced computation and simulation are now essential tools in the design
and manufacture of an aircraft.
A major advance in computing power will enable scientists to incorporate
knowledge about interactions between the oceans, the atmosphere and living
ecosystems, such as swamps, forests, grasslands and the tundra, into the
models used to predict long-term change. Climate modeling at the global,
regional and local levels can reduce uncertainties regarding long-term
climate change, provide input for the formulation of energy and environmental
policy, and abate the impact of violent storms.*
Accurate simulation of combustion systems offers the promise of developing
the understanding needed to improve efficiency and reduce emissions as
mandated by U.S. public policy. Achieving predictive simulation of combustion
processes will require terascale computing and an unprecedented level of
integration among disciplines including physics, chemistry, engineering,
mathematics, and computer science.*
Meeting the needs of nuclear stockpile stewardship and management for
the near future requires high-performance computing far beyond our current
level of performance. The ability to estimate and manage uncertainty in
models and computations is critical for this application and increasingly
important for many others.*
Applied mathematics and computational science is also useful in finance
to design trading strategy, assist in asset allocation, and assess risk.
Many large and successful hedge fund companies have successfully employed
mathematics to do quantitative portfolio management and trading. | 677.169 | 1 |
This introduction to Probability Theory can be used, at the beginning graduate level, for a one-semester course on Probability Theory or for self-direction without benefit of a formal course; the measure theory needed is developed in the text. It will also be useful for students and teachers in related areas such as Finance Theory (Economics), Electrical Engineering, and Operations Research. The text covers the essentials in a directed and lean way with 28 short chapters. Assuming of readers only an undergraduate background in mathematics, it brings them from a starting knowledge of the subject to a knowledge of the basics of Martingale Theory. After learning Probability Theory from this text, the interested student will be ready to continue with the study of more advanced topics, such as Brownian Motion and Ito Calculus, or Statistical Inference."he authors provide the shortest path through the twenty-eight chapter headings. The topis are treated in a mathematically and pedagogically digestible way. The writing is concise and crisp: the average chapter length is about eight pages... Numerous exercises add to the value of the text as a teaching tool. In conclusion, this is an excellent text for the intended audience." —Short Book Reviews, Vol. 21, No. 2, 2001 | 677.169 | 1 |
Bachelor of Science in Mathematics
Mathematics deals with abstract structures and its features. These structures can be different and be used for modelling different applications. In this way, mathematics has become a key discipline for modern technologies. Cars, mobile phones or airplanes are unimaginable without mathematics, just to mention some examples. | 677.169 | 1 |
- This is the only eBook of its kind in America that has an illustrated Table of Contents, which includes both pictures and words. This eBook includes: Practical Math, Plain and Solid Geometry, Basic Applied Algebra, Basic Applied Trig. and Trade Tricks left out of traditional Math Books. This is the perfect eBook for all trades personnel, students, and do-it-yourselfers, which is also available in hard copy, 406 pages, 6" X 7 1/2" (perfect for your toolbox). The hard copy has been for sale on Amazon.com since 2006. Check out those reviews. This eBook can be used individually or as a set with "Chenier's Practical Math Application Guide". This eBook has an illustrative Table of Contents & English/Metric Appendix - found only in this eBook. It has a Unique Index where you can find problems instantly. There are problems that relate to practical applications with self-checking techniques, a unique feature. It has descriptive geometry - lay out geometric figures from 3 to 8 sides, circles, ellipses, etc. It has Illustrative Trig - formulas in pictures, all the Illustrated Right Triangle and Oblique Triangle Formulas. Simply locate the desired ILLUSTRATION via the Illustrative Table of Contents and match your specific problem and calculate. NO NEED TO MANIPULATE FORMULAS. Simply select the desired picture (formula) and follow the step-by-step procedure. OR, learn how to solve these problems by using traditional trigonometry methods and a Scientific Calculator, or by using the Trig Tables provided. This eBook has Leveling techniques - learn how to use a water level, transit, plumb bob (level poles, fence posts, your Christmas tree, etc. It includes many Trade Tricks - lay out/measuring secrets: draw circles with a square, lay out buildings, lay out machines, etc. Plus many, many more features. "A BOOK FOR EVERYONE, Norman J. Chenier, is a former Building Trades Instructor. He developed this book from his 35 years of experience in the classroom and on the job, and through the perspective of both education and the world of work.
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This book can be a real life saver. It can be used as a general math book, but it really shines in answering questions and problems that crop up with great frequency in the building trades, that schools just don't teach anymore. It's amazing how many people show up on a jobsite, and really don't have the math skills needed to solve problems quickly, and get the job done. It provides real practical solutions, and unlike any other math book I've used, shows HOW to arrive at the correct answer without using a calculator. Excellent publication. I have one in the truck at all times, and anyone that works with me that's coming up in the trades can count on getting one. I would recommend getting this as a reference, and also get the Practical Math Application Guide along with it. There won't be any problem you can't solve!
I'm a UA Pipefitter out of Cambrige, Oh. I love the way this book helps out those who want to learn how to read a rule add or subtract fractions. This book shows anyone how to "Craw, walk, run" with math. It touches on some algebra and trigonomitry. Has lay-out of tubing, setting trusses, spiral staircases, pipefitting, many other areas. I'll teach my kids how to do basic-intermediate math when they go to school. This book is a great guide for instruction or instructors! Even has self checking formulas with your math problems. Keeps your skills sharp in math if you've forgoten some things from school. This book is 6 inches by 7.5" small enough to put in tool box. By the set: Dictonary & Guide together. | 677.169 | 1 |
Product Details
Table of Contents
1 Getting to the Root of the Mystery; 2 Irrationality and its Consequences; 3 The Power of a Little Algebra; 4 Witchcraft; 5 Odds and Ends
Editorial Reviews
From the reviews:
"Written by an expert teacher as a conversation between a 'master' and a 'pupil' on the threshold of adulthood, this investigation of the subtleties of the number concept and sequences of rational approximations becomes an initiation into the pleasures of mathematical experimentation, exploration, and generalization. … This book is thus an ideal gift for any bright young person with computational ability and self-directed reading curiosity … ." (Andrew M. Rockett, Mathematical Reviews, Issue 2006 j)
"David Flannery's book, The Square Root of 2, is the kind of book to recommend to a particularly bright high school senior, not to ignore a frosh in college. From page 1 through its conclusion, it is a masterful dialogue … . Flannery seeks to arouse a cool passion for mathematics in his student. … Flannery has woven an engaging dialogue from history and theory that offers the student insights into the thinking mind of the working mathematician." (Barnabas Hughes, Covergence, April, 2006)
"The book is more about some mathematics pertaining to the square root of two … . I would recommend it to good high school students … . I also think it would be a wonderful topic for a colloquium presentation for undergraduate students. … I think the book is easy to understand and interesting as long as you like math. … I would recommend it to other kids in algebra II or precalculus as well … ." (Doug Ensley and John Ensley, MAA Online, March, 2006)
The third edition of this concise, popular textbook on elementary differential equations gives instructors an
alternative to the many voluminous texts on the market. It presents a thorough treatment of the standard topics in an accessible, easy-to-read, format. The overarching ...
This book gives an introduction to algebraic functions and projective curves. It covers a wide
range of material by dispensing with the machinery of algebraic geometry and proceeding directly via valuation theory to the main results on function fields. It ...Developed in conjunction with the American Society of Colon and Rectal Surgeons, this comprehensive textbook
provides readers with the full scope of surgical practice for patients with diseases of the colon and rectum. Expert surgeons, all active both as educators ...
Bioinformatics is a relatively new field of research. It evolved from the requirement to process,
characterize, and apply the information being produced by DNA sequencing technology. The production of DNA sequence data continues to grow exponentially. At the same time, ...
In THE BOOK OF NUMBERS, two famous mathematicians fascinated by beautiful and intriguing number patterns
share their insights and discoveries with each other and with readers. John Conway is the showman, master of mathematical games and flamboyant presentations; Richard Guy ...
In the tragic recent history of Cambodia—a past scarred by a long occupation by Vietnamese
forces and by the preceding three-year reign of terror by the brutal Khmer Rouge—no figure looms larger or more ominously than that of Pol Pot. ...
*Brings the story of the Cassini-Huygens mission and their joint exploration of the Saturnian system
right up to date. *Combines a review of previous knowledge of Saturn, its rings and moons, including Titan, with new spacecraft results in one handy ... | 677.169 | 1 |
One of the two main subjects of calculus is differential calculus. It is a study mostly on the derivatives of a function and equations involving functions. Differential calculus has its DNA depply rooted on derivatives. Along with integration, differential calculus forms the nucleus of the study of calculus. Its analytical structure is based on the concepts of limits. The word derivative has a simple meaning - "rate of change". So when a function f is defined by y=f(x), then its derivative at a point x_o is just the rate of change of the function at the point \left (x_o, f(x_o) \right ).
Differential calculus really does have a wide range of applications in the real world; that's why it is important to study this subject matter. (Not just because your teachers make you!) Some of its applications include: quantitative description of a car's speed, the maximum value of a quantity, and the rate at which the balloon inflates just to name a few. Differential calculus is even used in higher scientific studies such as in quantum mechanics and electromagnetism! So hurry up and start reading articles on differential calculus by following the links below! (It's ok if you're only reading for help with homework, too. Not everyone can be excited about mathall the time!) | 677.169 | 1 |
Mastering Essential Math Skills This exercise book is an excellent resource to practice and review math skills you´ll need to establish a strong foundation and smooth transition into Algebra and other higher math courses. Workbooks are available for 4th – 5th grade and middle school / high school. | 677.169 | 1 |
Mathematics
Knowledge and appreciation of mathematics is essential to students' intellectual development. Its beauty, its applications and its central place in many other disciplines commend it as a subject that can be understood and enjoyed by all learners. Its study helps students to develop thinking skills, organize their thoughts, understand and create logical arguments, and make valid inferences. Through cooperative learning with students and teachers, students experience the importance of working together and the rewards that come from building community.
Curriculum
The Math Department of Cretin-Derham Hall provides math offerings for students of all ability levels. There is a three year graduation requirement. This requirement may be met by a variety of combinations that fit individual students' abilities and needs. There is no specific course sequence required in the Math Department. All math courses are year long. | 677.169 | 1 |
Begin & Intermediate Algebra
Browse related Subjects ...
Read More identified the core places where students traditionally struggle, and then assists them in understanding that material to be successful moving forward. Proven pedagogical features, such as You Try problems after each example, reinforce a students mastery of a concept. While teaching in the classroom, Messersmith has created worksheets for each section that fall into three categories: review worksheets/basic skills, worksheets to teach new content, and worksheets to reinforce/pull together different concepts. These worksheets are a great way to both enhance instruction and to give the students more tools to be successful in studying a given topic. The author is also an extremely popular lecturer, and finds it important to be in the video series that accompany her texts. Finally, the author finds it important to not only provide quality, but also an abundant quantity of exercises and applications. The book is accompanied by numerous useful supplements, including McGraw-Hills online homework management system, MathZone. Messersmith mapping the journey to mathematical success!. | 677.169 | 1 |
PreAlgebra ActivityMaker creates instant, customized worksheets for over 2 dozen pre-algebra topics, including solving equations, simplifying functions, graphing lines, graphing points, statistics, function tables, slope and intercepts, reading graphed points, and much more. Varying levels of difficulty and specific math skills can be selected for each generated worksheet. The program can print custom graph papers as well as quadrant-graph worksheets. Create multiple choice, fill-in, or matching quizzes. Fun worksheets such as graphing secret pictures and equation riddle sheets can be created instantly. Answer sheets are generated for every activity. Complete formatting and printing tools are provided, including the option to export any worksheet to your favorite word processor with the click of a button! | 677.169 | 1 |
News & Events
This is a course in arithmetic skills and the rudiments of algebra. Topics covered include: whole numbers, fractions, decimals, percents, proportions, signed numbers, and the solving of simple linear equations. | 677.169 | 1 |
Description:
This course is intended for students who are interested in sharpening
their problem solving skills, and in developing their mathematical intuition
and ability to express mathematical ideas. There will be no standard "calculus
type'' material in this course.
As a matter of fact, most of the problems we discuss have a discrete nature and
the techniques of calculus cannot be effectively used to attack them. Here are some
of the topics that we will be discussing through problem-solving: mathematical
induction, the pigeonhole principle, counting, finding patterns, elementary logic,
divisibility, probability, graphs, elementary geometry.
The class will be divided into groups of approximately 3 people, to accommodate
students with different backgrounds and experience. Many of the problems will
require little formal knowledge of mathematics. Despite this, they can be very
challenging and fun to do.
Text: We will not follow a particular textbook. The class will be mostly based on the examples assigned in the Homework.
Here are some references that you may find helpful. You are encouraged to consult them.
Homework problems: This is an essential part of the course.
You will get an assignment each week. Typically you will be given 3 to 5 problems and
asked to come up with some ideas on how to tackle them. You will be required to write
down the solutions to one or two problems. You are encouraged to do the homework
together with friends in your group or other groups. However, the write-up should be your own.
Grading Policy: MAT 160 is a one credit course with S/U grading. Thus on your
transcript you will either get an S and one credit, or a U and no credit.
The grade will not affect your GPA. You will be graded on your effort, which will be
measured by class attendance and participation, and on the effort expended on homework.
There is no final exam. If you wish to get an S for this class, you must keep up with the
homework and should not miss class more than 3 times in all.
For people with disabilities:
If you have a physical, psychological, medical or learning disability that may impact your course work, please contact
Disability Support Services, ECC (Educational Communications Center) Building, room 128, (631) 632-6748. They will determine
with you what accommodations are necessary and appropriate. All information and documentation is confidential. Students
requiring emergency evacuation are encouraged to discuss their needs with their professors and Disability Support Services.
For procedures and information, go to the following web site:
Academic Integrity Statement:
Each student must pursue his or her academic goals honestly and be personally accountable for all submitted work.
Representing another person's work as your own is always wrong. Faculty are required to report any suspected
instance of academic dishonesty to the Academic Judiciary.
Critical Incident Management:
Stony Brook University expects students to respect the rights, privileges, and property of other people.
Faculty are required to report to the Office of Judicial Affairs any disruptive behavior that interrupts their
ability to teach, compromises the safety of the learning environment, and/or inhibits students' ability to learn. | 677.169 | 1 |
The Companion Guide to Teaching Maths
Description
The purpose of this book is to provide alternative methods for teaching some of the basic Mathematical concepts at a Secondary level. It is a guide and a reference for Maths teachers who may be struggling or perhaps, disillusioned with the accepted explanations in the Standard Maths Textbooks. It is also intended to stimulate and provide alternative approaches to Mathematical concepts. A standard text book usually provides an explanation of how to perform a process in Maths. However, not all students will 'get it'. This guide is designed to provide you, the teacher, with another way of doing it. Hopefully, giving the student an opportunity to be successful. Also the methods described in this book are aimed at reducing the amount of facts and processes the student needs to remember to help master the various concepts more easily.show more
About MR Bryan P Whelan
Bryan Whelan was a Maths teacher for over 30 years. During this time, he developed a lot of the methods shown in this book as a result of seeing many students struggling with the normal explanation in the standard text books. He taught Maths from Year 7 to Year 12 at several different schools, teaching both old and new curricula.show more | 677.169 | 1 |
Summary
This is designed as an introductory lab for hydrogeology or other upper-level courses that are quantitative in nature in order to review key mathematical concepts that will be used throughout the semester.
Content/concepts goals for this activity
Higher order thinking skills goals for this activity
evaluating differences between geometric and arithmetic means
Other skills goals for this activity
none
Description and Teaching Materials
The introduction is designed to go over (with examples) at the beginning of lab. I only hand out the introduction intially, to ensure the students pay attention and inform them this will be a good reference for the remainder of the semester. Then I hand out the assignment, which I make due at the end of lab so they can practice the concepts we just discussed | 677.169 | 1 |
Maths
Approximately half of the Lower Sixth study Mathematics at Plymouth College. It is a subject highly valued by employers and universities and the department has a track record of consistent success.
Pupils are encouraged to take responsibility for their learning and to make the most of a supportive and committed group of teachers. The step up from GCSE Level is significant so students must, at an early stage, appreciate the need to work hard and to ensure that any problems are addressed.
The new Mathematics A Level will be starting nationwide from September 2017. We anticipate that three sets of pupils will be studying the subject with another group doing Further Mathematics. All exams will be sat at the end of the Upper Sixth.
All pupils will experience Mechanics and Statistics alongside Pure Maths, while the Further Mathematicians may also learn about Decision Mathematics and Numerical Methods. All exam boards are going through the process of having their new qualifications approved so we are yet to make a choice for September 2017.
Our current A Level exam board is MEI and is affiliated to OCR. Those with a sound work ethic should expect good results, with approximately 60% achieving A* to B in recent years and virtually all attaining a pass grade. Some pupils have studied extra modules independently and STEP is an option for the very able.
An A Level mathematician currently has eight, forty minute lessons per week shared equally between two teachers and should expect to produce at least 3 hours of homework per week.
Pupils are enthusiastic and confident learners, who engage very well in class and clearly enjoy their learning. | 677.169 | 1 |
Basic algebra principles Real numbers & algebraic expressions; Simplifying expressions; Solving equations; More on solving equations Inequalities & absolute values Sets, intersections & unions; Inequalities & their graphs; Using inequalities; Solving equations involving absolute values; More solving inequalities involving absolute values Graphs of linear equations Graphing linear equations; Slope in graphs & equations; Linear & nonlinear equations; Finding the equation of a line; Parallel & Perpendicular lines; & linear inequalities Systems of equations & inequalities Systems of linear equations & their graphs; Solving systems of linear equations by substitution; Solving systems of linear equations by elimination; Rate, work, digit, & coin problems; Systems of linear inequalitiesAlgebra 1B Exponents, monomials, and polynomials Properties of exponents; Monomials; Polynomials; Factoring polynomials; Factoring special polynomials Relations, functions, & quadratic equations Introduction to quadratic equations & their graphs; Solving quadratic equations by factoring; Solving quadratic equations by completing the square; The quadratic formula; Applications of quadratic equations; Functions & function notation Rational & radical expressions & equations Rational expressions; Special rational equations; Rational equations; Radical expressions; Finding square roots; Radical equations Transformations Symmetry; Translations; Reflections; Rotations; Size transformations Probability Experimental and theoretical probabilities; Independent and dependent probabilities; Multiple-stage experimentsLearning Activities:This course is organized into ten units.Each unit is comprised of lessons, and each lesson is broken down into two sections… • Readings (textbook and/or objectives) o This section provides the suggested readings from the course textbook and/or the learning objectives for the lesson. Students must use this as a resource to guide them through the lesson. • Content/Multimedia (lectures, homework, and/or projects) o Most lessons contain a multimedia presentation that provides the "lecture" portion of this course. Students must participate in each lecture before moving on through the lesson. o Included in the content/multimedia portion of each lesson are various homework assignments. Students must complete each homework assignment with at least a 70% level of proficiency. Answers are provided for students to self-correct their work. o The last lesson in each unit contains a project related to the unit concepts. Students must complete this project and turn it in before they will be allowed to take the unit test.
3.
Assessment Procedures:All assessments will be proficiency based. This section must be completed at the RPA building. It is important that students do not take the Unit Test unless they have completed their homework assignments, turned in their project, and feel confident that they have mastered the content. **Students who do not demonstrate proficiency on one or more standards for a unit will be required to do test corrections and show evidence of completed extra practice assignments before they will be allowed to attempt the retake**Standards Addressed:Algebra 1A Data exploration 1S.3 – Use plots, graphs, range, and measures of center to compare and make conclusions about data sets. 1S.5 – Construct, analyze, and interpret tables, plots, and graphs of data sets. Basic algebra principles 1A.1 – Compare, order, and locate real numbers on a number line. 1A.4 – Apply algebraic properties to validate the equivalence of two expressions. 1A.7 – Simplify and evaluate algebraic expressions. 1A.8 – Solve algebraic equations for a given variable. Inequalities & absolute values 1A.2 – Evaluate, compute with, and determine equivalent numeric and algebraic expressions with real numbers. 2A.7 – Write, use, and solve linear inequalities using graphical and symbolic methods. Graphs of linear equations 1A.1 – Compare, order, and locate real numbers. 2A.1 – Identify, construct, extend, and analyze linear patterns that are expressed numerically, algebraically, graphically, or in tables. 2A.2 – Identify and interpret the meaning of the slope and intercepts, given a rule, context, two points, table, graph, or linear equation. 2A.3 – Determine the equation of a linear relationship. 2A.4 – Convert among representations of linear relationships. 2A.7 – Write, use, and solve linear inequalities using graphical and symbolic methods. Systems of equations & inequalities 1A.2 – Evaluate, compute with, and determine equivalent numeric and algebraic expressions with real numbers. 2A.8 – Solve systems of linear inequalities graphically. 2A.9 – Compare and contrast the rate of change for various contexts.Algebra 1B Exponents, monomials, and polynomials 1A.2 – Evaluate, compute with, and determine equivalent numeric and algebraic expressions with real numbers. 1A.5 – Factor quadratic expressions of the form ax 2 + bx + c . 1A.7 – Simplify and evaluate algebraic expressions.
4.
Relations, functions, & quadratic equations 1A.2 – Evaluate, compute with, and determine equivalent numeric and algebraic expressions with real numbers. 1A.5 – Factor quadratic expressions of the form ax 2 + bx + c . 1A.8 – Solve algebraic functions for a given variable. 3A.3 – Compare the characteristics of and distinguish among various types of functions that are expressed algebraically or graphically, and interpret the domain and range of each. 3A.5 – Given a quadratic function of the form ax 2 + bx + c , determine and interpret the roots, vertex, and equation for axis of symmetry both graphically and algebraically. 3A.6 – Use the quadratic formula to find the roots of quadratic equations. 3A.7 – Use quadratic equations in context to solve problemsRational & radical expressions & equations 1A.3 – Express square roots in equivalent radical form and their decimal approximations when appropriate. 1A.7 – Simplify and evaluate algebraic expressions. 1A.8 – Solve algebraic equations for a given variable. 3G.4 – Apply the distance formula to solve problems.Transformations 3G.1 – Recognize and identify line and rotational symmetry of figures. 3G.2 – Identify and perform transformations of figures.Probability 2S.1 – Identify, analyze, and use both experimental and theoretical probability to estimate and calculate the probability of simple events. 2S.3 – Compute and interpret probabilities for independent, dependent, conditional, and compound events using various methods. | 677.169 | 1 |
Pharmaceutical Calculations For Pharmacy Technicians (BOK)
Math is at the heart of pharmaceutical care. A sound knowledge of math concepts is critical to the success of the Pharmacy Technician. Pharmaceutical Calculations for The Pharmacy Technician focuses on dosage calculations and basic math skills: from simple addition and subtraction to formulas used in dosage calculations to business math concepts. Accuracy in calculations will guide the Pharmacy Technician in the prevention of medication errors. From Doody's Book Review: "This book is innovative and a perfect learning tool. It is one of the first books to acknowledge the importance of a pharmacy technician's job and prepares the student for work in a pharmacy by relating the material to real-life experiences. It is the first book I have seen to include so many pictures of labels taken directly from manufacturers and forms taken directly from hospitals. This is invaluable exposure to what the technicians will see once they are in the working world. This book prepares pharmacy technicians for the responsibility of ensuring a safe healthcare environment by avoiding medication errors." Reviewed by Lindsay I. Varga, Temple University School of Pharmacy. Weighted Numerical Score: 100 | 677.169 | 1 |
QuickMath
Description:
If you're faced with an Algebra or Calculus problem you just can't solve, you may want to check out Quickmath.
"QuickMath will automatically answer the most common problems in algebra, equations and calculus faced by high-school and college students." Though you'll have the answer, you'll still have to show the work yourself. | 677.169 | 1 |
Rings, Fields and Groups: An Introduction to Abstract Algebra
'Rings, Fields and Groups' gives a stimulating and unusual introduction to the results, methods and ideas now commonly studied on abstract algebra courses at undergraduate level. The author provides a mixture of informal and formal material which help to stimulate the enthusiasm of the student, whilst still providing the essential theoretical concepts necessary for serious study.
Retaining the highly readable style of its predecessor, this second edition has also been thoroughly revised to include a new chapter on Galois theory plus hints and solutions to many of the 800 exercises featured.
"synopsis" may belong to another edition of this title.
From the Publisher:
Retaining the highly readable style of its predecessor, this second edition has also been thoroughly revised to include a new chapter on Galois theory plus hints and solutions to many of the 800 exercises featured.
About the Author:
R. B. Allenby, Senior Lecturer, School of Mathematics, University of Leeds886 | 677.169 | 1 |
Topics in Algebra II primarily extend concepts learned in Algebra I and also include functions, complex numbers, exponential and logarithmic functions, use of the graphing calculator, matrices, conics, sequences and series. Algebra II follows either Algebra I or Geometry in the sequence of math courses and is often used as a developmental course at the college level under the name Intermediate Algebra.
Core topics include solving linear equations and inequalities, graphing equations and inequalities with some use of the graphing calculator, exponents, polynomials, factoring, rational expressions and equations, systems of linear equations and inequalities, radical expressions and equations, and solving quadratic equations. Algebra I follows Prealgebra in the sequence of math courses and is often used as a developmental course at the college level under the name Elementary Algebra IBM® Redpaper™ publication is a comprehensive guide that covers the IBM Power System™.
This text bridges the gap between traditional and reform approaches to algebra encouraging students to see mathematics in context. It presents fewer topics in greater depth, prioritizing data analysis as a foundation for mathematical modeling,
Course contains over 28This book combines a solid theoretical background in linear algebra with practical algorithms for numerical solution of linear algebra problems. Developed from a num-ber of courses taught repeatedly by the authors, the material covers topics like matrix algebra, theory for linear systems of equations, spectral theory, vector and matrix normscombined with main direct and iterative numerical methods, least squares problems, and eigenproblems. | 677.169 | 1 |
course assumes knowledge of the AB Calculus course. We will cover the additional content that is particular to the BC course, but teachers should have experience or training in the AB material prior to attending this workshop.
In this workshop, participants will look at ways to present calculus topics that are particular to the BC course and learn how to develop student understanding of calculus concepts. Strong emphasis will be placed on advanced techniques of integration, series, parametric motion and polar curves. Teachers will learn what to teach, how to teach it and how to assess student understanding as well as ways to prepare students for the AP Calculus BC exam.
Dixie Ross teaches AP Calculus at Pflugerville High School in Pflugerville, Texas. She has taught in Texas public schools for 33 years and has taught AP Calculus for 28 of those years. She has served as an AP consultant for summer institutes and other teacher professional development workshops since 1994 and has been a reader for the AP Calculus exam. Ms. Ross served on the development committees for the Math Vertical Teams Guide, and the Laying the Foundation project. She received the College Board's Southwestern Region AP Special Recognition award in 1992, the Siemens Award for Advanced Placement and the Texas Excellence award for outstanding high school teachers. In 2008, Ms. Ross was a finalist for the O'Donnell Texas AP Teacher of the Year award and was recognized as a Math Hero by the Raytheon Company for her efforts to involve more students in advanced mathematics. She received the Presidential Award for Excellence in Mathematics and Science Teaching in 2012.She is a National Board Certified Teacher and holds a BA and a BS from The University of Texas at Austin. | 677.169 | 1 |
Advanced Coordinate Graph Art: Student Edition is a companion book to Advanced Coordinate Graph Art for Grades 6-8. It is recommended that students complete the first edition, entitled Coordinate Graph Art for Grades 6-8, before beginning this second, more challenging book. Students who have been introduced only briefly to transformations in the first edition of the book will now achieve mastery in the areas of Translations, Dilations, Rotations and Reflections. The final chapter of multi-step challenges is sure to give even your top students a run for their money. From turns and flips, to stretches and tessellations, this book has it all. In addition to 30 unique graph art puzzles, each section of this book contains instructional modules, vocabulary, practice pages, and full-size graph paper right next to each puzzle. Students will be inspired to create, explore, and challenge themselves in a way they have never done before. Teachers will be thrilled at the ease of its use and alignment to Common Core standards. A must-have for all Cartesian Plane enthusiasts. | 677.169 | 1 |
In this broad introduction to topology, the author searches for topological invariants of spaces, together with techniques for their calculating. Students with knowledge of real analysis, elementary group theory, and linear algebra will quickly become familiar with a wide variety of techniques and applications involving point-set, geometric, and algebraic topology. Over 139 illustrations and more than 350 problems of various difficulties help students gain a thorough understanding of the subject.
"synopsis" may belong to another edition of this title.
Review:
"The book is very good, its material sensibly chosen...It has good and plentiful illustrations...for the author, topology is above all a geometric subject..." -- MATHEMATICAL GAZETTE | 677.169 | 1 |
MAT 101: Beginning Algebra: Home
The study of rational numbers and their applications, operations with algebraic expressions, linear equations and applications, linear inequalities, graphs of linear equations, operations with exponents and polynomials, and factoring. | 677.169 | 1 |
Calculators Choosing graphing calculator
Help me decide. I want something that can help w/ calculus,trig,physics,statistics(not an absolutely necessary feature) and chem(not sure what features would be added to help this, but if you know then do tell) and allowed on SAT/ACT.
Well, as per your requirements, you need it to help you with calculus. Only a calculator with CAS (computer algebra system) will do the job. The TI84+ lacks this. There are probably unconventional methods or 3rd party programs which enable you to so this, but I dont know of any, nor do its possible becuase it lacks a CAS.
On a second note, I remember using my old ti83+ to help me with integrals. The most I could do was plot the equation then attempt to find the area under it. It only gives numerical answers, which is useless when you are asked to do otherwise.
EDIT: I found this link. Which tells you how do some calculus functions. But as you can see it is severely limited as it can only do definite integrals and some other minor functions.
If you're willing to wait a bit and plonk down a bit more cash for an on-the-edge calculator, may I suggest the TI-Nspire CAS? Seems like it comes out Q2 this year or so, but the screenshots and press coverage looks pretty decent. | 677.169 | 1 |
Magma Computational Algebra System 2.20.9 | 188.9 MB Magma is a Computer Algebra system designed to solve problems in algebra, number theory, geometry and combinatorics that may involve sophisticated mathematics and which are computationally hard. Magma provides a mathematically rigorous environment which emphasizes structural computation. A key feature is the ability to construct canonical representations of structures, thereby making possible such operations as membership testing, the determination of structural properties and isomorphism testing. The kernel of Magma contains implementations of many of the important concrete classes of structure in five fundamental branches of algebra, namely group theory, ring theory, field theory, module theory and the theory of algebras. In addition, certain families of structures from algebraic geometry and finite incidence geometry are included.
GeoGebra is free dynamic mathematics software for all levels of education that joins geometry, algebra, graphing, and calculus. GeoGebra is free, multi-platform dynamic mathematics software for all levels of education that brings together geometry, algebra, spreadsheets, graphing, statistics and calculus in one easy-to-use package. Interactive teaching, learning, and evaluation resources created with GeoGebra can be shared and used by everyone at geogebratube.org. Within its first year geogebratube.org received more than 10 million visitors.
A 2-in-1 value: Thinkwell's Pre-Calculus combines the course materials from Algebra 2 with Trigonometry. It has hundreds of video tutorials and thousands of automatically graded exercises, so your students have all of the pre-calculus math help they need to prepare for Calculus.Thinkwell's Pre-Calculus video tutorials feature award-winning teacher Edward Burger, who has an amazing ability to break down concepts and explain examples step by step. He gives your students all they need to succeed in calculus." | 677.169 | 1 |
MODULE: Dynamical Systems
Part 1: Introduction.
Dynamical systems is the study of systems governed by a consistent set
of laws over time. These systems can model an enormous range of
behavior, such as the way in which your coffee cools while you drink
it, the amount of interest your money is earning in the bank, the rate
at which the world's human population increases, and the motion of the
planets in the solar system. We are interested in understanding the
long term behavior, or dynamics, of these systems. In this lab,
you are going to perform a computer-assisted study of a simple system
which is related to a model for population growth.
Even very simple dynamical systems, such as the one in this lab, can
result in highly complicated behavior. Most of the time, it is
impossible to give exact numerical values at which behavior occurs in
a dynamical system. We can only study the qualitative behavior. Thus
the qualitative approach, such as you will take by using a computer
to study behavior, is the key to understanding the material.
Mathematically Speaking
It is all very well to say we are embarking on the study of systems
governed by a consistent set of laws over time, but mathematically,
how can we interpret this? By a set of laws, we just mean a
function. To say that this is consistent over time, we mean that we
apply the same function over and over again. For example, suppose
your function is the square root function; using a scientific
calculator, type in any positive number. Take the square root of that
number. Take the square root of the result. Take the square root
again. And so on.
Now you know what a dynamical system is, but what are we trying to do
with them? We said before that we are interested in understanding the
long term behavior of these systems. Mathematically, this means we
want to answer this question: if we are given a number, and we apply
our function to it over and over, what happens? Of course, this may
depend on which number we are given. For the square root function you
used above, you may have noticed that eventually number displayed by
your calculator stops changing. Write down the number you see. Repeat
the whole process with a different starting number. Keep trying this
with different numbers until you have a conjecture about the long term
behavior under the square root function.
What happens if you use some function other than the square root? What
sort of behavior do you get by repeatedly taking the cosine of a
number? The square of a number? What about repeatedly pushing the
"1/x" or "+/-" buttons?
The repeated application of a function is called iteration. Here is a
formal definition.
Definition (Iteration): For a function f and a point y, f(y) is
called the first iterate of y. f(f(y)) is called the second
iterate of y. Repeatedly evaluating the function like this is
called iteration.
Definition (Orbit): The set of all iterates is called the
orbit of y.
Why Should You Want to Understand Dynamical Systems?
So far this has all been quite abstract. How does the mathematical
description of eventual behavior of points under iteration by a
dynamical system relate to all the nice examples given in the first
paragraph?
Interest
Here is how it relates to the interest on your money in the
bank. If your bank tells you that your interest will be compounded
annually at an annual percentage rate of r, and you put in P
dollars, how much money will you have after one year? You have
probably learned that the answer is given by the function F:
F(P)= (1+r) P
What about after two years? Since the bank compounds annually, we need
to include in the second year, the money earned in interest in the
first year. Thus the interest earned after two years is the second
iterate of the function F. The amount of money earned after n
years is the nth iterate of F.
Population Growth
The simplest model for population looks just like the model for
earning interest. In other words, the increase in population depends
only on the current population P and the rate of population growth
r. Thus the function F is a simple model for population
growth. However this model is so simplistic that it does not take into
account the possibility that there may be finite resources. In other
words, for an overcrowded population, the rate of growth will
decrease, due to scarcity of food and other essential needs. A more
sophisticated model of population takes the limited resources into
account by adding a term which decreases as P becomes large. The new
function looks like
G(P)= (1+r) P (1 - b P).
It would be nice to know how population changes over many years. Does
it die out, does it explode, or is it something in between? In other
words, we are interested in the long term behavior of points under
iteration by G. In general, this depends on the variables r and b. In
the following section, we study iteration under a similar set of
equations. Keep the idea of population in mind and think about the
implications of your findings related to such a model.
Iterated functions come up in a variety of mathematical models. In
order to better understand these models, we will look at how the
long term behavior changes.
Eventual Behavior
Here are a few more concepts so you can describe the long term
behavior of iterates. As you learn these terms, you will look at the
function f(x)=x^2, the squaring function. You should have a button for
this on your calculator.
Definition (Fixed Point): For a function g(x), a point p is a
fixed point when g(p)=p.
What are the fixed points of f(x)=x^2?
Pick a point "near" (distance less than .1 is near enough) a fixed
point. Keep iterating (pushing the squaring button) until you see a
pattern for the long term behavior. Try again with other numbers near
each of the fixed points. Write down what happens for each
choice. Does it matter if the number you pick is less than or greater
than the fixed point?
Notice that for the squaring function, some orbits converge to a
point. Some orbits diverge (get arbitrarily large). Are there orbits
which always stay bounded, but do not converge to just one point? In
general, the answer is yes. You will observe more complicated long
term behavior of orbits in your computer investigations.
Definition (Attracting and Repelling Fixed Point): A fixed
point p is easy to detect computationally when orbits of nearby points
converge to p. In this case, p is called attracting. If the
orbits of nearby points move away from p, p is called
repelling. A fixed point which is neither attracting nor
repelling is called neutral.
Which of the fixed points for the squaring function are
attracting? Which are repelling?
Every point of the identity function i(x)=x is a neutral fixed
point. Do you see why? | 677.169 | 1 |
Potential New Courses for 2017-2018
Courses listed with stars next to title are new since the first Needs Assessment MathSmith Algebra 1 * (meets two days per week) Teacher: Diane Auger Smith Grades: 8+ Yearly tuition: TBD, comparable to 2, 90-minute classes per week. 3:30pm-4:40pm Algebra 1 is the gateway to higher mathematics. A solid foundation in Algebra 1 provides students with the building blocks necessary for more rigorous and challenging mathematics. Algebra 1 also develops students' analytical and problem-solving skills necessary in making many personal/financial decisions encountered in life. Algebra 1 also provides students with the basic language of most sciences. This course covers several concepts including algebraic expressions and equations, linear and quadratic equations and inequalities, graphing, word problems, polynomials, and rational expressions and equations. MathSmith Geometry * (meets two days per week) Teacher: Diane Auger Smith Grades: 9+ Yearly tuition: TBD, comparable to 2, 90-minute classes per week 9:10am-10:35am Prerequisite: Algebra 1 Geometry teaches students to identify and investigate relationships between lines, angles, triangles, circles and polygons. This course covers several concepts, such as the properties of polygons, angles, arcs, chords, tangents and secants, and their application to practical real-world problems. Students are also taught the methodology of proof by deductive reasoning. Through this course, students will enhance their problem solving skills, and logical reasoning. MathSmith Algebra 2 * (meets two days per week) Teacher: Diane Auger Smith Grades: 9+ Yearly tuition: TBD, comparable to 2, 90-minute classes per week. 10:40am-12:05pm Prerequisite: Algebra 1 and Geometry Algebra 1 and Geometry introduce students to the basic math tools necessary for performing higher level math. In Algebra 2 students begin applying these tools to expand their knowledge of higher mathematics, and to use this knowledge in solving real-world problems. This course covers several concepts including linear functions and inequalities, linear systems, matrices, quadratics, polynomials, exponential and logarithmic functions, and rational functions. Sequences and series will be introduced. Real-world applications will be examined. Algebra Made Simple* Teacher: Wendy King Grade: 8-10th Yearly tuition: free materials fee: $40 Requirement:Students are required to do the weekly assignments!Should be about 1.5-3 hours a week.
Struggling with grasping math concepts necessary for further math?Need a strong basis to go further in Algebra? Math is a part of every adult's life.You will use it.
We will learn all the concepts necessary to be successful in future math classes.We will work with positive and negative numbers (+, -, x, ÷) and their absolute value.We will learn about squares, square roots and exponents.We will learn/review the order of operation.We will work with word expressions, to make deciphering word problems easier.We will learn to solve 1 variable equations, starting simple and getting harder.We will learn about graphing: plotting points, graphing equations, and finding the slope/y-intercept.We will work with inequalities.We will learn about foil and factoring.If time permits we will also get to ratios and proportions.
We will not use a textbook.We will use lots of worksheets.The student will have approximately one worksheet to complete a day.In class, I will teach a new concept and we will work with it in class.I will send home a worksheet to practice that concept for the next three days, and a review sheet for Friday.All worksheets will need to be completed each week.I will also include links to videos and games to reinforce and review topics covered in class, if student needs additional help. At the end of the school year, teacher will make a recommendation as to what this class should be considered for each individual student for the following year. Graphic Design* Teacher: Kate Wittig Grades: 9+ Yearly tuition: $270 materials fee: TBD Graphic design is a challenging and multi-disciplinary field, at its essence, graphic design is about finding visual solutions. Students will learn graphic design techniques, skills and tools This course has four main goals: first to provide students with a comprehensive foundation in design, second to apply learned skills to design projects, third to introduce and teach the basics of software used by graphic designers, lastly to encourage creativity and problem solving.
Students will begin by learning the elements and principles of art and design. Throughout the year, students will be presented with various design challenges. Initially, these design challenges will focus on teaching and enhancing the student's knowledge of the software required in order to produce designs. By the end of the course students should be proficient in vector illustration software and layout software. They should also have developed a working knowledge of image editing software.
This course is fundamentally practical and students should expect weekly design projects and assignments that should be finished and printed for presentation and inclusion in a portfolio. A laptop is essential and required in class. Watercolor/Acrylic * Teacher: Kate Wittig Grades: 7+ Yearly tuition: $270 materials fee: TBD
Watercolor is a foundational painting skills class. Students should have some background in basic drawing skills before taking this class. Students will learn classical and contemporary watercolor painting techniques, wet on wet, dry on wet, resist techniques and brush skills. The class will spend time exploring color theory and color interaction as it applies to watercolor. Students will quickly be able to create fully finished paintings with a variety of subject matter.
Herbs and Plants: Gifts from God Teacher: Susan Barkley Grades: 5+* Yearly tuition: $180; materials fee: $35 Every week in class, students will have a lot of fun planting a seed to take home, cultivating herbs and plants, and making a wonderful herbal/plant-based product. They will learn about the history, medicinal and culinary uses of herbs and plants, including their healing properties, and how to grow them and incorporate them into their lives. Students will be encouraged to keep a prayer-filled journal based on a weekly scripture verse from the Holy Bible about these gifts from God. Homework assignments will consist of making an additional product at home after each class. In total, students at the end of the year will have 32 new herbs/plants they can grow in the garden or share with family and friends. They will also have 64 products made by their loving, faithful hands. *Younger children are welcome to join the class if parents believe they have a strong desire to learn about these beautiful herbs and plants. Parents are always welcome to attend class with their child.
Girls Beginning Etiquette Class Teacher: Robin Cole Grades: 4-6 Yearly tuition: $135; materials fee: $10 The course will include teaching the proper way to sit and stand with good posture, making introductions, conduct at special occasions, setting the table, planning a meal, good manners at the table, being a gracious hostess and guest. We will practice writing letters, invitations, thank yous and cursive handwriting. There will be discussion on helping at home, caring for the sick, the elderly and animals in our care, good sportsmanship and hygiene. The final class will include high tea to practice what we have learned. Throughout the course thinking of others will be emphasized as the basis of good manners.
Advanced Etiquette for Young Women Teacher: Robin Cole Grades 7+ Yearly tuition: $180 materials fee: $10 The course will include teaching the proper way to sit and stand with good posture and communication skills in various social situations. There will be instruction on etiquette when traveling and cultural differences. The students will practice setting a seven course meal, napkin folds and being a gracious hostess and guest. We will practice writing letters,invitations, thank yous and cursive handwriting .There will be discussion on social media and electronic devices and the proper way to use technology in public. The final class will include high tea to practice what we have learned. Throughout the course thinking of others will be emphasized as the basis of good manners.
Government and Presidential History for Children Teacher: Llewellyn Riddle Grades 4-5 Yearly tuition: $180; Materials fees $20 This course will provide children a basic overview of US government including understanding the three branches (executive, legislative, judicial). It will also offer a survey of US presidents from George Washington to Donald Trump. We will create interactive posters to show checks and balances, memorize the preamble to the constitution, write bills, and much more.
Children's Literature (2nd, 3rd, and 4th graders) Teacher: Llewellyn Riddle Grades 2-4 Yearly tuition: $180; Materials fees $20 In this class, students will take a creative approach to reading and learning how to interpret several classic works of age appropriate fiction, such as Charlotte's Web, The Lion, the Witch and the Wardrobe, and SarahPlain and Tall. Special focus will be given to reading fluency, comprehension, and vocabulary building. Our goal is to make the students lifelong lovers of good and wholesome books.
Introduction to Shakespeare Teacher: Laura Ford Grades 9+ Yearly tuition: $225; Materials fee: $20 William Shakespeare is a cultural icon, and no education is complete without understanding his impact on the past and present. In this year-long course, students will explore Shakespeare's world as they read, discuss, and view a handful of his major plays. Students will read four plays, including Romeo and Juliet, A Midsummer Night's Dream, and Macbeth. Additionally, students will visit Blackfriars Playhouse in Staunton to view a live performance.
Students should be strong readers as this is a reading-intensive course. Class participation is expected as well.
Brick Builders Teacher: Lacey Holmes Grades K-3 Yearly tuition: $180; materials fee $35 Calling all LEGO lovers! Students will enjoy various LEGO themed activities. Class will include a devotional time which introduces our weekly themes. Activities will vary week to week between LEGO games, building challenges and occasional crafts. After the activity students will get some creative building time and have the opportunity to share their creation with their peers. Come build with us!
Career Exploration for High School Teacher: Mary Seymour Grades 9+ Yearly tuition: $225; materials fee:$30 This course is designed to help students get an idea about possible careers that might fit their interests and skills. Speakers will be coming to class to discuss the education and requirements needed for varying jobs. Most of the jobs will require college degrees and speakers will address what is needed to be successful in their given careers. This course is designed to help students in choosing careers in which they will be successful. Local professors, career counselors, ACTS parents of varying careers will be tapped to come speak with the students. There will be question and answer times so students can get more info about what different careers offer them. This is a survey course to assist teens as they make major life decisions about college and career options. | 677.169 | 1 |
BLOG: How to Study Math
KIT MILLER
Studying math in high school is a lot different than studying in elementary or middle school. It's not just about memorizing formulas anymore, it's about recognizing when and how to use formulas, making connections and applying them to real life situations. For some students, myself included, making the adjustment is hard. Through a lot of trial and error, here are four study methods that have worked well for me.
For Those who Have Time
Rule of 3: Ask your teacher to show you how to do a hard problem you've been struggling with and take really good notes. Then go back and do it three times yourself. Follow the problem step-by-step the first time through. The second time through, break the problem into small sections and try to do each section without your notes. Check your work at the end of each section. For the third time through try to do the entire problem without your notes. The best problems to do this with are test questions.
Work out of other textbooks: Math textbooks usually aren't very original in which problems they have, but they often explain how to do certain problems differently. A second method of doing things might help. Also, they give you more practice with types of problems you may be struggling with.
For Those who Don't Have Time
Study chronologically: Math is a great subject because it builds on itself. If you're struggling to understand something, go back to older lessons and reinforce your foundations. For harder math classes, like Trigonometry and Calculus, it's often not the new math that confuses students but the algebra. Understanding algebra becomes more and more important the harder the math class becomes. Studying chronologically will help you find where the disconnect is.
Connect to real-life situations that mean something to you: Connecting math to your life is one of the best things you can do on a tight schedule. Pulling in other interests while studying math makes it a lot more bearable. For me, as someone who likes poetry, I think of Sine and Cosine waves as haikus; they rise and fall in number of syllables. Other interests that work well with math are sports, science and art. | 677.169 | 1 |
Description This class will focus on a review of Algebra IA and IB. Students will communicate understanding through state constructed practical based questions. This course prepares students to pass the End of Course assessment. The students have the opportunity to create a Collection of Evidence as an alternate demonstration of their proficiency to the State.
Intended Learning Outcomes
Define and build figures using Points, Lines, Planes and Angles.
Design two-column and paragraph proofs to justify conclusions.
Solve algebraic equations by utilizing the properties and relationships between angles and lines.
Distinguish between two-dimensional figures and design algebraic equations from their properties. | 677.169 | 1 |
Welcome The focus in this session is Rate of Change.
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Presentation on theme: "Welcome The focus in this session is Rate of Change."— Presentation transcript:
1 Welcome The focus in this session is Rate of Change. A deep understanding Rate of Change creates mathematical connections between proportional reasoning, sense making from patterns, arithmetic and geometric sequences, and multiple representations. It extends the idea of slope (and slope of the tangent line) to more complex functions. Finally, moving from average rate of change to instantaneous rate of change begins lay the groundwork for some topics in calculus.3/28/2017Rate of Change
2 Why Are We Working on Math Tasks? The goal of this session is to help understand of rate of change as an important part of the 9-12 Mathematics Standards. With deeper understanding, teachers will be better able to:(a) understand students' mathematics thinking,(b) ask targeted clarifying and probing questions, and(c) choose or modify mathematics tasks in order to help students learn more.3/28/2017Rate of Change
3 OverviewSome of the problems may be appropriate for students to complete, but other problems are intended ONLY for you as teachers.As you work the assigned problems, think about how you might adapt them for the students you teach.Also, think about what Performance Expectations these problems might exemplify.3/28/2017Rate of Change
4 Problem Set 1 The focus of Problem Set 1 is average rate of change. Your facilitator will assign one or more of the following problems. You may work alone or with colleagues to solve the assigned problems.When you are done, share your solutions with others.3/28/2017Rate of Change
5 Problem 1.1For each graph below, create a table of values that might generate the graph. (Inspired by Driscoll, p. 155) How do you know that your tables of values are correct? How do you use rate of change to generate the table?2008 June 243/28/2017: slide 5Rate of Change5
6 Problem 1.2A driver will be driving a 60 mile course. She drives the first half of the course at 30 miles per hour. How fast must she drive the second half of the course to average 60 miles per hour?Represent your understanding of this problem situation in as many ways as you can. How do the different representations in your group show different connections or understandings?3/28/2017Rate of Change
7 Problem 1.3You are one mile from the railroad station, and your train is due to leave in ten minutes. You have been walking towards the station at a steady rate of 3 mph, and you can run at 8 mph if you have to. For how many more minutes can you continue walking, until it becomes necessary for you to run the rest of the way to the station?Represent your understanding of this problem situation in as many ways as you can. How do the different representations in your group show different connections or understandings?3/28/2017Rate of Change
8 Problem 1.4The speed of sound in air is 1100 feet per second. The speed of sound in steel is feet per second. Robin, one ear pressed against the railroad track, hears a sound through the rail six seconds before hearing the same sound through the air. To the nearest foot, how far away is the source of that sound?Represent your understanding of this problem situation in as many ways as you can. How do the different representations in your group show different connections or understandings?3/28/2017Rate of Change
9 Problem 1.5The figure shows a sequence of squares inscribed in the first-quadrant angle formed by the line y = (1/2)x and the positive x-axis. Each square has two vertices on the x-axis and one on the line y = (1/2)x, and neighboring squares share a vertex. The smallest square is 8 cm tall. How tall are the next four squares in the sequence? How tall is the nth square in the sequence?What kind of sequence is described by the heights of the squares?What kind of sequence is described by the areas of the squares?Rate of Change3/28/20179
12 Reflection – Mathematics Content What conceptual knowledge and skills did you use to complete these tasks?What were the benefits in making connections among different representations of the problems or their solutions? What would be the benefits for students in making these connections?3/28/2017Rate of Change
13 Reflections – The Standards Select one of the tasks you worked on and discuss the following focus questions in your group:Where in the standards document is teacher and/or student learning supported through the use of this task?How does this task synthesize learning from multiple core content areas in the high school standards?Which process PEs are reinforced with this task?3/28/2017Rate of Change
14 Problem Set 2The focus of Problem Set 2 is instantaneous rate of change.Your facilitator may assign one or more of the following problems. You may work alone or with colleagues to solve these problems.When you are done, share your solutions with others.3/28/2017Rate of Change
15 Problem 2.1 Sketch graphs of the following: The volume of water over time in a bathtub as it drains.The rate at which water drains from a bathtub over time.*******The volume of air in a balloon as it deflates.The rate at which the air leaves a balloon while it is deflating.The height of a Douglas fir over its life time.The rate of growth (height) of a Douglas fir over its life time.3/28/2017Rate of Change
16 Problem 2.1 (cont.) Sketch graphs of the following: The bacteria count in a Petri dish culture over time.The rate of bacteria fission in a Petri dish culture over time.*********The volume (over time) of a balloon that is being inflated at a constant rate.The surface area (over time) of a balloon that is being inflated at the same constant rateThe radius (over time) of a balloon that is being inflated at the same constant rate.3/28/2017: slide 16Rate of Change16
17 Problem 2.1 (cont.) Sketch graphs of the following: The magnitude of acceleration of a marble over time as it rolls down a ramp resembling a 90 degree arc.The speed of a marble over time as it rolls down the ramp.The total distance a marble travels over time as it rolls down the ramp.Rate of Change3/28/201717
18 Problem 2.2For each of the following sketches of functions, sketch a corresponding graph that shows how the slope is changing over the interval. Don't make any assumptions about the equation that might represent each function.3/28/2017Rate of Change
19 Problem 2.2 (cont.)For each of the following sketches of functions, sketch a corresponding graph that shows how the slope is changing over the interval. Don't make any assumptions about the equation that might represent each function.Rate of Change3/28/201719
20 Problem 2.2 (cont.)For each of the following sketches of functions, sketch a corresponding graph that shows how the slope is changing over the interval. Don't make any assumptions about the equation that might represent each function.3/28/2017Rate of Change20
21 Problem 2.3The diagrams in the next few slides show side views of nine containers, each having a circular cross section.The depth, y, of the liquid in any container is an increasing function of the volume, x, of the liquid.Sketch a graph of the height of the liquid in each container as a function of its volume.3/28/2017Rate of Change
24 Problem 2.4 How does the graph of these two functions compare? How does the slope of f at (a,b) compare with the slope of g at (b,a).Explain or show the relationship.3/28/2017Rate of Change
25 ReflectionHow might a deep understanding of instantaneous rate of change help your students with understanding families of functions, end behavior, asymptotes?How might a deep understanding of instantaneous rate of change help address the properties of functions in your teaching?3/28/2017Rate of Change
26 ReflectionIdentify a task or tasks that seems to be beyond the 9-12 standards. How does completing this tasks (and the discussion that followed) help you address Performance Expectations in the standards?Are there any of these problems that you think most of your students could solve?3/28/2017Rate of Change
27 Addressing Multiple Standards Select a task that you think supports learning (or teaching) of standards from two different core content areas, or a content standard and a process standard.Discuss how you might use the task (or a variation of the task in a classroom.3/28/2017Rate of Change
28 The Next SessionThere is a companion content-focused session on geometry.Then there are sessions about specific high school mathematics courses.3/28/2017Rate of Change | 677.169 | 1 |
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Read More rise to the writing of this book. This book is intended to serve as a text for an introductory course in analysis. Its readers will most likely be mathematics, science, or engineering majors undertaking the last quarter of their undergraduate education. The aim of a first course in analysis is to provide the student with a sound foundation for analysis, to familiarize him with the kind of careful thinking used in advanced mathematics, and to provide him with tools for further work in it. The typical student we are dealing with has completed a three-semester calculus course and possibly an introductory course in differential equations. He may even have been exposed to a semester or two of modern algebra. All this time his training has most likely been intuitive with heuristics taking the place of proof. This may have been appropriate for that stage of his development.
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Abstract Algebra is a clearly written, self-contained basic algebra text for graduate students, with a
generous amount of additional material that suggests the scope of contemporary algebra. The first chapters blend standard contents with a careful introduction to proofs with ...
The 3rd edition of Cynthia Young's Algebra and Trigonometry brings together all the elements that
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Your SOLUTION to mastering ALGEBRA!Trying to tackle algebra but nothing's adding up? No problem! Factor
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This is the Student Solutions Manual to accompany College Algebra, 3rd Edition.The 3rd edition of
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Developmental mathematics is the gateway to success in academics and in life. George Woodbury strives
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Honor Calculus is intended to
introduce Mathematics as a Science in itself,
rather than just giving rules of calculus for practical purposes. Honor Calculus II will emphasis on
reasoning, use of abstraction and proofs
as much as learning practical rules of Calculus.
Students
are required to do the homework every week. The weekly quiz on
Wednesday will be a test on the
homework that
has been done. The homework will NOT be graded, but students needing
some feedback are advised to turn it in at the
Monday
recitation
class and to ask the TA to grade it. There should be about 12 quizzes
during the Fall
semester but only the 10 best ones will be counted in the final grade.
An absence on
a quiz will be graded 0 (zero) (so that only if the
student
is absent less than twice, it will not affect the final grade).
One-Hour Test
There will be
twice a 1-Hour test during the Fall semester.
The first one after the
end of the Analysis course,
The other one in the middle of the Algebra course | 677.169 | 1 |
Finite Mathematics: Models andFeatures step-by-step examples based on actual data and connects fundamental mathematical modeling skills and decision making concepts to everyday applicability
FeaturingIn probability and statistics, principles and applications of matrices are included as well as topics for enrichment such as the Monte Carlo method, game theory, kinship matrices, and dynamic programming.
Supplemented with online instructional support materials, the book features coverage including:
Algebra Skills
Mathematics of Finance
Matrix Algebra
Geometric Solutions
Simplex Methods
Application Models
Set and Probability Relationships
Random Variables and Probability Distributions
Markov Chains
Mathematical Statistics
Enrichment in Finite Mathematics
An ideal textbook, Finite Mathematics: Models and Applications is intended for students in fields from entrepreneurial and economic to environmental and social science, including many in the arts and humanities.
Recommendations:
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The Math Learning Center, or MLC for short, was created to help Cabrillo College math students develop the problem solving skills so they have the confidence and ability to solve math problems on their own.
The MLC is open to all Cabrillo College math students. However, Math 4 through 7 students are encouraged to utilize the services at the MESA Transfer Center.
Our Services
We offer free drop-in tutoring for all math classes. Please note that waiting times may be longer for students in specialized and advanced classes such as statistics and finite math. Students can also check out a variety of math-related items such as textbooks, calculators, computer software and a wide selection of learning manipulatives. For a more detailed list, please see the Equipment & Other Aids link at the bottom of this page. Periodic review sessions for upcoming math exams are offered as well. We can also administer make-up math tests to students. However, your instructor must make arrangements through us ahead of time, we cannot give you a make-up exam without prior approval from your instructor.
The first time you visit the MLC, we will need to register you in our central database which is located in the middle of the MLC next to the large row of bookcases. We will need your full name, student identification number and which math classes you are taking. Once you are registered, you will then be able to use the MLC's services by logging into the central computer everytime you visit the MLC. It is very important that you login and logout everytime you visit the MLC÷we keep track of lab usage for funding and statistical purposes which aids us in improving our services.
Questions about the MLC
If you need to register in or database, check out materials, or if you have questions about logging into and out of our database, you can ask any of our many tutors for assistance. For questions about exam review sessions, make-up tests, and all other topics, please ask one of the MLC managers pictured below: | 677.169 | 1 |
arith231 Integer multiplication and division
arith067 Simplifying a fraction
arith212 Equivalent fractions
arith105 Signed fraction multiplication: Advanced
arith234 Signed decimal addition
arith030 Percentage of a whole number
arith047 Evaluating expressions with exponents: Problem type 1
arith029 Ordering numbers with positive exponents
arith024 Ordering numbers with negative exponents
alge024 Product rule of exponents
alge026 Quotients of expressions involving exponents
alge004 Evaluating a quadratic expression in one variable
alge606 Distributive property: Basic
alge604 Distributive property: Advanced
alge607 Combining like terms: Basic
alge663 Combining like terms: Advanced
alge160 Algebraic symbol manipulation
alge027 Power rule with positive exponents
alge025 Power rule with negative exponents: Problem type 1
alge029 Simplifying a polynomial expression
alge030 Multiplying monomials
alge033 Multiplying binomials: Problem type 1
alge032 Squaring a binomial
alge180 Multiplying polynomials
alge053 Multiplying rational expressions: Problem type 1
alge006 Solving a two-step equation with integers
alge200 Solving an equation to find the value of an expression
alge060 Solving a rational equation that simplifies to a linear equation: Problem type 1
alge212 Solving a rational equation that simplifies to a quadratic equation: Problem type 1
alge062 Solving a rational equation that simplifies to a quadratic equation: Problem type 2
alge214 Discriminant of a quadratic equation
alge095 Solving a quadratic equation using the quadratic formula
alge194 Graphing a line given its equation in slope-intercept form
alge196 Graphing a line through a given point with a given slope
alge637 Determining the slope of a line given its graph
alge210 Finding x- and y-intercepts of a line given the equation in standard form
alge070 Writing an equation of a line given the y-intercept and a point
unit041 Volume of a cube or a rectangular prism
geom802 Circumference and area of a circle
unit841 Volume of a sphere
unit029 Volume of a cylinder
arith082 Multiplication of a decimal by a power of ten
arith083 Division of a decimal by a power of ten
scinot101 Converting between decimal numbers and numbers written in scientific notation
scinot102 Multiplying and dividing numbers written in scientific notation
scinot103 Calculating positive powers of scientific notation
scinot007 Finding negative powers of scientific notation
Measurement and Matter
unit043 Knowing the dimension of common simple SI units
unit044 Understanding the purpose of SI prefixes
unit045 Knowing the value of an SI prefix as a power of 10
unit014 Interconversion of prefixed and base SI units
unit015 Interconversion of prefixed SI units
unit047 Interconverting compound SI units
unit032 Interconverting temperatures in Celsius and Kelvins
unit033 Interconverting temperatures in Celsius and Fahrenheit
unit048 Addition and subtraction of measurements
unit049 Simplifying unit expressions
unit051 Multiplication and division of measurements
sigfig001 Counting significant digits
sigfig002 Rounding to a given significant digit
sigfig003 Counting significant digits when measurements are added or subtracted
sigfig004 Counting significant digits when measurements are multiplied or divided
sigfig005 Adding or subtracting and multiplying or dividing measurements
atom015 Distinguishing elements and compounds
atom016 Distinguishing compounds and mixtures
atom034 Distinguishing chemical and physical change
atom033 Distinguishing solid, liquid and gas phases of a pure substance
atom001 Names and symbols of important elements
atom002 Reading a Periodic Table entry
atom042 Understanding periods and groups of the Periodic Table
atom003 Organization of the Periodic Table
atom005 Standard chemical and physical states of the elements
atom038 Using the Periodic Table to identify similar elements
atom039 Identifying the parts of an atom
atom063 Counting the number of protons and electrons in a neutral atom
atom006 Counting protons and electrons in atoms and atomic ions
atom029 Finding isoprotonic atoms
atom030 Finding isoelectronic atoms
atom012 Predicting the ions formed by common main-group elements
atom004 Isotopes
atom058 Finding atomic mass from isotope mass and natural abundance
atom062 Counting valence electrons in a neutral atom
atom019 Counting valence electrons in an atomic ion
atom020 Drawing the Lewis dot diagram of a main group atom or common atomic ion
atom048 Counting the electron shells in a neutral atom
stoich006 Counting the number of atoms in a formula unit
atom060 Writing a chemical formula given a molecular model
atom061 Writing a chemical formula given a chemical structure
atom045 Understanding the prefixes used in naming binary compounds
atom014 Naming binary covalent compounds
atom017 Predicting whether a compound is ionic or molecular
atom007 Predicting the formula of binary ionic compounds
atom008 Naming binary ionic compounds
atom028 Deducing the ions in a binary ionic compound from its empirical formula
atom064 Predicting ionic compounds formed by two elements
atom013 Predicting and naming ionic compounds formed by two elements
atom036 Identifying common polyatomic ions
atom011 Predicting the formula of ionic compounds with common polyatomic ions
atom009 Naming ionic compounds with common polyatomic ions
atom035 Deducing the ions in an ionic compound from its empirical formula
atom037 Identifying oxoanions
atom010 Naming ionic compounds with common oxoanions
atom051 Understanding the meaning of a de Broglie wavelength
atom052 Interpreting the radial probability distribution of an orbital
atom053 Interpreting the angular probability distribution of an orbital
atom054 Recognizing s and p orbitals
atom055 Deducing n and l from a subshell label
atom056 Deciding the relative energy of electron subshells
atom021 Deducing the allowed quantum numbers of an atomic electron
atom024 Calculating the capacity of electron subshells
atom031 Calculating the capacity of electron shells
atom057 Drawing a box diagram of the electron configuration of an atom
atom025 Interpreting the electron configuration of an atom or atomic ion
atom026 Interpreting the electron configuration of an atom or atomic ion in noble-gas notation
atom027 Writing the electron configuration of an atom or atomic ion with s and p electrons only
atom022 Writing the electron configuration of an atom using the Periodic Table
atom023 Identifying quantum mechanics errors in electron configurations
atom059 Identifying the electron added or removed to form an ion
atom065 Identifying s, p, d and f block elements
atom066 Identifying elements with a similar valence electron configuration
atom067 Understanding the definitions of ionization energy and electron affinity
atom068 Predicting the relative ionization energy of elements
atom069 Deducing valence electron configuration from trends in successive ionization energies
atom070 Ranking the screening efficacy of atomic orbitals
atom071 Understanding periodic trends in effective nuclear charge
atom072 Deducing the block of an element from an electron configuration
atom046 Understanding periodic trends in atomic size
atom047 Understanding periodic trends in atomic ionizability
atom041 Understanding the organization of the electromagnetic spectrum
atom040 Interconverting the wavelength and frequency of electromagnetic radiation
atom043 Interconverting wavelength, frequency and photon energy
atom044 Calculating the wavelength of a spectral line from an energy diagram
atom049 Predicting the qualitative features of a line spectrum
atom050 Calculating the wavelength of a line in the spectrum of hydrogen
gas001 Interconverting pressure and force
gas002 Measuring pressure in non-SI units
gas003 Understanding pressure equilibrium and atmospheric pressure
gas004 Understanding Boyle's Law
gas005 Solving applications of Boyle's Law
gas006 Using Charles's Law
gas007 Using the ideal equation of state
gas008 Interconverting molar mass and density of ideal gases
gas009 Calculating mole fraction in a gas mixture
gas010 Calculating partial pressure in a gas mixture
gas011 Solving for a gaseous reactant
Gases, Liquids and Solids
gas012 Understanding how average molecular kinetic energy scales with temperature
gas013 Understanding how average molecular speed scales with temperature and molar mass
gas014 Interpreting a graph of molecular speed distribution
gas015 Predicting how molecular speed distribution changes with temperature and molar mass
gas016 Calculating average molecular speed
gas017 Understanding how molecular collision rate scales with temperature and volume
gas018 Using relative effusion rates to find an unknown molar mass
thermo017 Using heat of fusion or vaporization to find the heat needed to melt or boil a substance
thermo019 Relating vapor pressure to vaporization
thermo040 Using a phase diagram to predict phase at a given temperature and pressure
thermo041 Labeling a typical simple phase diagram
thermo042 Using a phase diagram to find a phase transition temperature or pressure
Solutions
stoich022 Calculating mass percent composition
stoich032 Using mass percent composition to find solution volume
soln006 Calculating molality
soln008 Calculating mole fraction
soln013 Understanding conceptual components of the enthalpy of solution
soln010 Using Henry's Law to calculate the solubility of a gas
soln005 Predicting relative boiling point elevations and freezing point depressions
soln007 Using osmotic pressure to find molar mass
soln009 Using Raoult's Law to calculate the vapor pressure of a component
Kinetics and Equilibrium
equi009 Predicting how reaction rate varies with pressure, concentration and temperature
equi012 Calculating the reaction rate of one reactant from that of another
equi032 Calculating average and instantaneous reaction rate from a graph of concentration versus time
equi019 Using a rate law
equi020 Using reactant reaction order to predict changes in initial rate
equi021 Deducing a rate law from initial reaction rate data
equi023 Calculating the change in concentration after a whole number of half-lives of a first-order reaction
equi022 Using an integrated rate law for a first-order reaction
equi027 Using a second-order integrated rate law to find concentration change
equi028 Using first- and second-order integrated rate laws
equi029 Deducing a rate law from the change in concentration over time
equi030 Finding half life and rate constant from a graph of concentration versus time
equi010 Interpreting a reaction energy diagram
equi011 Relating activation energy to reaction rate
equi013 Drawing the reaction energy diagram of a catalyzed reaction
equi024 Understanding the qualitative predictions of the Arrhenius equation
equi025 Using the Arrhenius equation to calculate k at one temperature from k at another
equi026 Using the Arrhenius equation to calculate Ea from k versus T data
equi033 Identifying the molecularity of an elementary reaction
equi034 Identifying intermediates in a reaction mechanism
equi035 Writing a plausible missing step for a simple reaction mechanism
equi036 Writing the rate law of an elementary reaction
equi037 Writing the rate law implied by a simple mechanism with an initial slow step
equi038 Expressing the concentration of an intermediate in terms of the concentration of reactants
equi039 Writing the rate law implied by a simple mechanism
equi040 Deducing information about reaction mechanisms from a reaction energy diagram
equi003 Understanding why no reaction goes to 100% completion
equi004 Predicting relative forward and reverse rates of reaction in a dynamic equilibrium
equi005 Using Le Chatelier's Principle to predict the result of changing concentration or volume
equi006 Using Le Chatelier's Principle to predict the result of changing temperature
equi007 Writing an equilibrium constant expression
equi014 Writing an equilibrium constant expression for a heterogeneous equilibrium
equi008 Using an equilibrium constant to predict the direction of spontaneous reaction
equi015 Using the general properties of equilibrium constants
equi016 Setting up a reaction table
equi017 Calculating equilibrium composition from an equilibrium constant
Acids and Bases
acid001 Identifying acids and bases by their reaction with water
acid007 Predicting the major species in acid solutions
acid008 Identifying Bronsted-Lowry acids and bases
acid009 Finding the conjugate of an acid or base
acid010 Predicting the products of the reaction of a strong acid with water
acid032 Predicting the qualitative acid-base properties of salts
acid003 Naming inorganic acids
acid004 Deducing the formulae of inorganic acids from their names
acid005 Naming acid salts
acid006 Recognizing common acids and bases
acid016 Interconverting pH and hydronium ion concentration
acid017 Using the ion product of water
acid018 Making qualitative estimates of pH change
acid019 Calculating the pH of a strong acid solution
acid020 Calculating the pH of a strong base solution
acid021 Diluting a strong acid solution to a given pH
acid022 Preparing a strong base solution with a given pH
acid026 Writing an acid dissociation constant expression
acid027 Calculating the Ka of a weak acid from pH
acid028 Calculating the pH of a weak acid solution
acid029 Writing a base protonation constant expression
acid030 Calculating the pH of a weak base solution
acid031 Deriving Kb from Ka
acid042 Interconverting Ka and pKa
acid048 Calculating the pH of a salt solution
acid044 Predicting the relative acidity of binary acids
acid045 Understanding the effect of induction on acidity
acid046 Predicting the qualitative acid-base properties of metal cations
acid047 Identifying Lewis acids and bases in reactions
acid049 Predicting the acid-base properties of a binary oxide in water
acid035 Identifying the major species in weak acid or weak base equilibria
acid036 Setting up a reaction table for a pH calculation with a common ion
acid037 Calculating the pH of a buffer
acid038 Calculating the composition of a buffer of a given pH
acid023 Determining the volume of base needed to titrate a given mass of acid
acid024 Determining the molar mass of an acid by titration
acid025 Standardizing a base solution by titration
acid040 Calculating the pH of a weak acid titrated with a strong base
acid041 Calculating the pH of a weak base titrated with a strong acid
acid043 Calculating the pH at equivalence of a titration
soln014 Writing a solubility product (Ksp) expression
soln015 Using Ksp to calculate the solubility of a compound
soln016 Using the solubility of a compound to calculate Ksp
soln017 Calculating the solubility of an ionic compound when a common ion is present
soln018 Understanding the effect of pH on the solubility of ionic compounds
redox006 Writing a simple half-reaction from its description
redox007 Writing the half-reactions of a metal-nonmetal reaction
redox008 Writing the half-reactions of a single-displacement reaction
redox009 Writing and balancing complex half-reactions in acidic solution
redox010 Writing and balancing complex half-reactions in basic solution
redox013 Balancing a complex redox equation in acidic or basic solution
redox014 Writing the half-reactions of a complex redox reaction in acidic or basic solution
redox012 Designing a galvanic cell from a single-displacement redox reaction
redox016 Designing a galvanic cell from two half-reactions
redox017 Analyzing a galvanic cell
redox018 Picking a reduction or oxidation that will make a galvanic cell work
redox019 Ranking the strength of oxidizing and reducing agents using standard reduction potentials
redox020 Calculating standard reaction free energy from standard reduction potentials
redox021 Using the Nernst equation to calculate nonstandard cell voltage
redox022 Using the relationship between charge, current and time
redox023 Using the Faraday constant
redox024 Analyzing the electrolysis of molten salt
redox025 Calculating the mass of an electrolysis product from the applied current
redox026 Recognizing consistency among equilibrium constant, free energy, and cell potential | 677.169 | 1 |
A rigorous introduction to calculus in vector spaces The concepts and theorems of advanced calculus combined with related computational methods are essential to understanding nearly all areas of quantitative science. Analysis in Vector Spaces presents the central results of this classic subject through rigorous arguments, discussions, and examples.... more... more...
This book provides the foundations for a rigorous theory of functional analysis with bicomplex scalars. It defines the notion of bicomplex modules and then develops the theory of linear functionals and linear operators on bicomplex modules. more...
This book applies the free, downloadable SAGE software program to numerous of examples and solved as well as unsolved problems in linear algebra and differential geometry, offering plenty of SAGE applications at each stage of the exposition. more...
Elementary Linear Algebra develops and explains in careful detail the computational techniques and fundamental theoretical results central to a first course in linear algebra. This highly acclaimed text focuses on developing the abstract thinking essential for further mathematical study The authors give early, intensive attention to the skills... more...
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Exploring Linear Algebra: Labs and Projects with Mathematica ® is a hands-on lab manual for daily use in the classroom. Each lab includes exercises, theorems, and problems that guide your students on an exploration of linear algebra. The exercises section integrates problems, technology, Mathematica ® visualization, and Mathematica CDFs,... more... | 677.169 | 1 |
College Algebra Online Course
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This College Algebra online course provides students with a working knowledge of college-level algebra and its applications, emphasizing methods for solving linear and quadratic equations, word problems, and polynomial, rational, and radical equations and applications. Students perform operations on real numbers and polynomials, and simplify algebraic, rational, and radical expressions. Like other online College Algebra courses, course material also examines arithmetic and geometric sequences. | 677.169 | 1 |
Algebra 1 - Syllabus
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Algebra 1 - Syllabus
This is the syllabus I use for my Algebra 1 classes. It includes sections for teacher contact information, course description, required supplies, grading, end of course exam, make-up work, binder, technology, rules, consequences, and procedures. All sections are filled out with how I do things in my class, but can be modified to fit different teacher preferences or district rules. Items that need to be updated are red or blue. It is provided in a word document format and once modified, should fit on one page double sided. Have a great year! | 677.169 | 1 |
Block II. Linear Systems Self-Test
1. A straight line passes through the points (2,5) and (1,7). What is the slope of the line?
2. Solve for w and z : w 2z 3 = 0
2w + 2z + 6 = 0
3. The following system of equations has how many solutions?
2x + 3y = 10
4x
A Little Set Theory (Never Hurt Anybody)
Matthew Saltzman
Department of Mathematical Sciences
Clemson University
Draft: December 12, 2005
1
Introduction
The fundamental ideas of set theory and the algebra of sets are probably
the most important concepts a
ENM 503 Block 1 Algebraic Systems
Lesson 4 Algebraic Methods
The Building Blocks Numbers, Equations, Functions, and
other interesting things.
Did you know? Algebra is based on the concept of unknown values called
variables, unlike arithmetic which is base
ENM 503
Lesson 1 Models and Methods
The whys, hows, and whats of
mathematical modeling
A model is a
representation in
mathematical terms of
some real system or
process.
A Model Defined
A model is an object or concept that is used to
represent something e
ENM 503
Block 1 Algebraic Systems
Lesson 2 The Algebra of Sets
The Essence of Sets
What are they?
1
Set Theory
Theory: A formal mathematical system consisting
of a set of axioms and the rules of logic for deriving
theorems from those axioms.
Set theory
Engineering Analyses Methods
and Models (ENM 503)
Lesson 0 - Course Introduction
A preliminary course in the mathematical methods
and models used in the formulation and solution of
problems found in engineering management and
operations research
1
Course
ENM 503 Block 1 Algebraic
Systems
Lesson 5 Algebraic Models
Relive those old college algebra days when
solving an equation was childs play
1
The Road Ahead
is not always linear
Mall Mart Discount Stores
Modeling inventory
The algebra of high finances
Bre | 677.169 | 1 |
ARML-NYSML Contests 1989-1994
Introduction
The American Regions Mathematics League (ARML) competition is an annual national event that attracts a wide audience from across the United States and Canada. The New York State Mathematics League (NYSML) competition is also an annual event, drawing teams primarily from New York State. Both contests are identical in format, each offering four basic rounds for the 15-member teams. The students compete both jointly and individually.
The TEAM ROUND consists of 10 short answer questions whose difficulty level varies from easy to quite formidable. Team members distribute the problems among themselves, using whatever strategy they deem best suited for swift and accurate completion under the imposed time limit.
The POWER QUESTION is a challenging, multi-section problem usually focused about a single mathematical theme. It requires in-depth analysis and original thinking on the part of the entire team. Within a one-hour time limit, the students must produce a well written, mathematically accurate solution, including all necessary proofs. Over the years, we have received numerous letters indicating that power questions have served as the basis of classroom enrichment, student research papers, and Westinghouse Science Talent Search projects.
The contestants then gather in a large auditorium for the INDIVIDUAL ROUND. Here each participant works independently on a set of 8 short answer questions. These are administered in pairs, with ten minutes allowed for each pair. The results of this round are used to determine individual awards, while the scores also contribute to the team total.
For the RELAY ROUND, each team splits into groups of three. Within each sub-team, the first person solves his or her problem and passes the answer back. This number is needed for the solution of the second person's problem. The second person then passes an answer back. How quickly the third person produces the final answer determines the number of points awarded the team.
TIEBREAKERS are used to break ties among the individual top scores. While the entire audience tries these problems (flashed on overheads), those top scorers race the clock to submit the correct answer.
This book includes the ARML contests from 1989 to 1994, the NYSML contests from 1989 to 1992, and the tiebreakers back to 1983. An answer key is provided separate from the section containing complete solutions to all problems. These solutions have often been selected on the basis of instructional value rather than simply being the shortest approach. Frequently, extensions and directions for further investigation are suggested. The problems are indexed by topic. A listing of team and individual winners is also included.
The contests themselves represent only a beginning. What takes place after the competition is of great importance. The problems and solutions are a source of challenging material for contest practice, for classroom discussion, and for further mathematical research leading to student projects. They are also a great source of enjoyment. | 677.169 | 1 |
Maths
Maths
Entry Requirements
An average Attainment 8 score of 5.5 as well as a Grade 5 in English Language or Literature and Grade 7 in Maths.
What is Mathematics?
Mathematics is at the very heart of civilisation and strongly influences nearly everything in the modern world including science, art, engineering, economics and society as a whole. Often considered as a study of patterns, Mathematics can stimulate moments of awe and wonder especially when a problem is solved elegantly and notice hidden connections are discovered.
Year 1 Course Content
The course consists of material that covers both Pure and Applied Mathematics. Two thirds of the course is focused on Pure Mathematics covering subjects such as advanced algebra and calculus. One third is split evenly between statistics and mechanics.
Year 2 Course Content
The second year more extensively covers both Pure and Applied Mathematics, with the same distribution of two thirds Pure and one third Applied found in the first year. The Applied content is also split with evenly between statistics and mechanics. | 677.169 | 1 |
Mar 28, 2011 ... This book is an introduction to fundamental geometric concepts and tools needed for solving ... sections on PCA (principal component analysis) and on best affine approximations .... English edition: Geometry 2, Universitext,. | 677.169 | 1 |
linear algebra definition
October 17, 2017 AZ Dictionary
Link to this page
noun:
The branch of mathematics that deals with the theory of systems of linear equations, matrices, vector areas, determinants, and linear changes.
A mathematical ring and vector area with scalars from an associated industry, the multiplication which is associated with type (aA) (bB) = (abdominal) (AB), where a and b are scalars and A and B are vectors.
The branch of math that handles vectors, vector areas, linear changes and systems of linear equations.
An algebra over a field.
the element of algebra that relates to the theory of linear equations and linear change | 677.169 | 1 |
Description: Maths Quest Maths A Year 11 for QLD 2E Teacher Edition is part of a complete Maths package which includes the Main Text, Fully Worked Solution Manual's, and is now also supported by eGuidePLUS. The second editions of this highly successful maths series have been updated to meet the requirements of the revision of Maths Year 11 syllabus for implementation from 2009. This teacher edition of the student text is designed to provide teachers of Maths A with a practical teaching tool. It allows teachers ready access to the answers by providing them in red next to the question itself. This is an extremely useful in-class reference, meaning teachers do not need to take a student text to class. Features * Two tests per chapter (with fully worked solutions) * A syllabus planning document * Fully worked solutions to all questions in the student text * Fully worked solutions to worksheets on eBookPLUS * Assessment tasks and answers *eBookPLUS including full electronic copy of student text and student activities Maths Quest Maths A Year 11 for QLD 2E eGuidePLUS for teachers provides instant access to online versions of both student and teacher texts and supporting multimedia resources, making teacher planning and preparation easier! These flexible and engaging resources are available to you online at the JacarandaPLUS website (
BUYER OFFERS: We are a retail store with set pricing and unfortunately we can't fulfil any requests to sell items for less than the listed price.
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Math Mechanixs review
Math Mechanixs is a highly intelligent software specially designed to solve Mathematical problems easily.
This free to use scientific and engineering math solver is a very friendly software for scientists, teachers, students and engineers. This amazing program is in-built with an integrated Scientific Calculator and a Math Editor: that helps in computing complex functions and expressions while keeping detailed notes on your work, and the editor allows to type the mathematical expressions in the same way as you would write them on a piece of paper. The program also supports: a comprehensive and extendable function library with over 250 predefined functions, multiple document to easily work on multiple solutions simultaneously, integrated variables and functions list window, allows creating 2D and 3D full color graphs, and much more. Math Mechanixs, also supports Function Library and Solver, Calculus, Root finding, and Curve fitting functions too. | 677.169 | 1 |
Description
This text provides a solid mathematical introduction to algebra for undergraduates, steering a balanced course through key topics in a manner that ensures the greatest emphasis on the most important subjects.show more | 677.169 | 1 |
Demidovitch B. (red.), Baranenkov G., Efimenko.
Problemas e exercícios de análise matemática
490 pp. (Portuguese). Hardcover | 677.169 | 1 |
This course will introduce students to mathematical models of real world
problems. Designed for non-technical majors, this course focuses on basic
mathematical functions, modeling using those functions, properties of
their graphs, and real-world applications. Functions will include linear,
quadratic, higher degree polynomial, exponential, logarithmic, and logistic.
Students will solve problems using algebra and a graphing calculator; they
will use matrices for solving systems of linear equations; and they will
be required to interpret results in writing. Students may not receive
credit for both MATH 104 and MATH 119 in meeting their core curriculum
mathematics requirement
Homework will be assigned, but it will not be collected or graded.
However, daily quizzes will come directly1:00-3:30 p.m.
Wednesday
1:00-3:30 p.m.
Other times by appointment
Important Dates
Jan. 18
Martin Luther King Day (no classes)
Feb. 8
Test 1: Chapter 1 plus Sections 2.1-2.2
Feb. 29
Test 2: Section 2.3, Chapter 3, and Section 4.3
Mar. 16
Last day to withdraw with a grade of "W"
Mar. 25
Test 3: Sections 5.1-5.5, EAY
Mar. 28-Apr. 1
Spring Break (Take book home to study during break!)
Apr. 22
Test 4: Sections 5.7, 6.1-6.3, 7.1-7.2
Apr. 27
Section 06: (Wednesday) Final Exam, 1:00-4:00 p.m.
May 2
Section 08: (Monday) Final Exam, 1:00-4 appropriately. | 677.169 | 1 |
Description :
This updated third edition addresses the mathematical skills that a programmer needs to develop a 3D game engine and computer graphics for professional-level games. MATHEMATICS FOR 3D GAME PROGRAMMING...
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Description :
This engaging book presents the essential mathematics needed to describe, simulate, and render a 3D world. Reflecting both academic and in-the-trenches practical experience, the authors teach you how ...
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Introduction to 3D Game Programming with DirectX 9.0c: A Shader Approach presents an introduction to programming interactive computer graphics, with an emphasis on game development, using real-time sh... | 677.169 | 1 |
Geometric Sequences
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To be used before a lesson on Exponential Functions. This explains geometric sequences with examples and practice problems. At the end the students will be asked the question about how much money one has if given a penny and the amount is doubled each day for a month. | 677.169 | 1 |
Data Science Math Skills
Paul Bendich and Daniel Egger
Duke University
Sets: Basics and Vocabulary
Video companion
1
Set theory basics
What is a set?
Cardinality (size)
Intersections
Unions
2
What is a set?
Vocab: A set is made up of elements.
Example | 677.169 | 1 |
Padaseyin 2.210.19
An educational tool that enables you to calculate regression formulas, trigonometry algorithms, variable evolution and graph
Author's review
An educational tool that enables you to calculate regression formulas, trigonometry algorithms, variable evolution and graph
PADASEYIN is a reliable application designed for educational purposes, that enables you to calculate regressions, correlations and perform data analysis. You may also calculate trigonometry formulas, logarithms and other mathematical algorithms in order to determine input values.
PADASEYIN is a comprehensive learning tool, that enables you to calculate simple or advanced formulas and determine the dependency coefficient between two specified variables. The software offers regression algorithms and several derived formulas that enable you to estimate the relation between the variables as well as predict their evolution.
Your review for Padaseyin | 677.169 | 1 |
Product details
ISBN-13: 9780201047233
ISBN: 0201047233
Edition: 2
Publication Date: 1984
Publisher: Addison-Wesley
AUTHOR
McHale, Thomas J.
SUMMARY
'Applied Trigonometry' teaches the basic trigonometic concepts and skills needed by students in a variety of science and technical programs. The 'programmed approach' used in the text is based on a task analysis of each concept. The calculator is now used as a tool in the study of trigonometry.McHale, Thomas J. is the author of 'Applied Trigonometry', published 1984 under ISBN 9780201047233 and ISBN 0201047233 | 677.169 | 1 |
Description
For undergraduate courses in Liberal Arts Mathematics, Quantitative Literacy, and General Education.This collection of "excursions" into modern mathematics is organized into four independent parts, each consisting of four chapters-1) Social Choice, 2) Management Science, 3) Growth and Symmetry, and 4) Statistics. The book is written in an informal, very readable style, with pedagogical features that make the material both interesting and clear. Coverage centers on an assortment of real-world examples and applications, demonstrating the usefulness, relevance, and attractiveness of liberal arts mathematics.show more | 677.169 | 1 |
...If you want to become a teacher, this Level 3 Award in Mathematics and Numeracy Teaching is suitable for you! Ask for information through Emagister's website!... Learn about: Teaching Techniques, Teaching Strategies, Teacher Education...
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Oxford Learning College
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...The course is for you if you want to improve your mathematical skills for work, further study or personal development and need or would like to gain the GCSE qualification. It follows the AQA syllabus and the qualification is gained by taking exams at the end of the course in June... Learn about: GCSE Mathematics, Skills and Training...
...The course is divided into the following modules: AS Level Students will be required to demonstrate construction and presentation of mathematical... Learn about: GCSE Mathematics, Mathematical Economics, Discrete Maths...
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...Maths GCSE LocationCranford Avenue Course Overview Apply Now The aim of the course is to prepare you for the Edexcel GCSE Foundation tier examinations in Mathematics, although it may be possible to study and take examinations at the Higher tier... Learn about: GCSE Mathematics...
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Microsoft Math is a set of tools designed to help students to get their math homework done more quickly. It can quickly evaluate solve and graphic equations. Microsoft Match can also be used to evaluate ordinary numeric expressions. The screen is a friendly Microsoft's style environment. The program shows the user a scientific calculator with the most common buttons used. As the student...
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ISBN 13: 9780748734832
Essential Assessment Mathematics: End Key Stage 2, Book 2
Containing practice material for the 1998 Key Stage 2 National Tests in Mathematics, this book includes complete sample tests as well as detailed practice tests for each Attainment Target. A key feature is the incorporation of two mental-arithmetic tests, and the book takes account of SCAA's recommendations to schools following the 1997 National Tests | 677.169 | 1 |
About the course: This second course in calculus assumes that you know and can use the basic ideas covered in MTH 141. As in MTH 141, we will approach new ideas and problems from algebraic, graphical, and numerical points of view.
Clicking here Course Schedule you will get a detailed syllabus of the course. The
syllabus is always subject to change according to the needs of the class.
Prerequisites: MTH 141 or equivalent.
How to succeed in MTH142
Spend about 8 hours per week, outside of class, working problems, reading the text, and working on Projects. Sometime during the first week of class, set up your weekly schedule so that specific days and times are reserved for working out math problems.
Buy a notebook where you will write solutions to all the recommended problems.
Save all quizzes, handouts, and any other work. Use them to prepare yourself for tests.
Establish a group of fellow students to work with.
Come to class every time! Skipping class, even only a couple of times, will translate into a lower course grade.
If you come to office hours, make sure you bring your work.
Goals and Objectives.
The goals are to have you develop symbol manipulation skills, mathematical modelling skills, skills in the use of technology to treat mathematical problems, an understanding of the language of calculus, and an appreciation for the uses of calculus in the sciences.
At the conclusion of this semester you should be able to:
1. Calculate integrals using a variety of algebraic and numerical techniques.
2. Solve problems in geometry, physics and probability using integrals.
3. Solve first order ordinary differential equations by graphical, numerical and algebraic techniques, and to set up mathematical models for problems in the sciences.
4. Calculate approximations to functions using the concepts of Taylor expansions.
Policies: You are expected to abide by the University's civility
policy:
"The University of Rhode Island is committed to developing and
actively protecting a class environment in which respect must be shown to
everyone in order to facilitate the expression, testing, understanding, and
creation of a variety of ideas and opinions. Rude, sarcastic, obscene or
disrespectful speech and disruptive behavior have a negative impact on
everyone's learning and are considered unacceptable. The course instructor
will have disruptive persons removed from the class."
Cell phones, IPods, beepers and any electronic device must be turned
off in class.
You are required to do your own work unless specifically told otherwise by your
instructor. In support of honest students, those discovered cheating on
assignments or exams will receive a grade of zero on the assignment or exam.
Use of unauthorized aids such as cheat sheets or information stored in
calculator memories, will be considered cheating. The Mathematics Department
and the University strongly promote academic integrity.
Grading Policy:
There will be three evening exams on Thursdays, 6 PM - 7:30 PM, common for all sections. Location for each section will be listed in this page. A comprehensive final exam will be common for all sections. The time and place will be announced.
Exam I
: 100pts
Exam II
: 100pts
Final
: 150pts (cumulative)
Quizzes and Homeworks
: 150pts
Maple Projects
: 50pts
Total
: 550pts
Exam Schedule:
Exam I :
5-6:30pm, Thursday, October 4th, CHAF 271
Exam II :
6-7:30pm, Thursday, Nov. 8th, BISC AUDI.
Final Exam:
December ???
Homework: Homework will be assigned weekly but not collected or
graded (unless we realize that you are not doing the homework, in which case
we will have to start to collect weekly homework assignments).
The weekly quiz may be based on homework assignments.
If you
do your weekly homework assignments you will have no problem with the exams
or quizzes.
Quizzes: There will be weekly or biweekly quizzes. The quiz will
be given mostly during the recitation session (either Wednesday or Friday,
depending on which section you belong to).
We will drop the lowest quiz at the end of the term.
There will be no make up quizzes or exams.
Maple Information:
We will continue the use of Maple in this course. The Maple software is available in most computer labs at both URI Kingston and Providence sites. If you did not take MTH 141 at URI last semester you might be unfamiliar with Maple. There is a lab at the Mathematics Department, which is located at 101 Tyler Hall, which is staffed with Maple helpers whenever it is open.
The work in this
course can be difficult. You can seek help at the Academic Enhancement Center
(AEC) in Roosevelt Hall. AEC tutors can answer questions, clarify concepts,
check your understanding, and help you to study. You can make an appointment
or walk in anytime Mon-Thur 9 AM to 9 PM, Fri 9 AM to 1 PM, Sun 4 PM - 8 PM.
For a complete schedule go to call (401) 874-2367, or stop
by the fourth floor in Roosevelt Hall.
Students with Disabilities:
Any student with a documented disability is welcome to contact me
early in the semester so that we may work out reasonable accommodations to
support your success in this course. Students should also contact
Disability Services for Students: Office of Student Life, 330 Memorial
Union, 874-2098. They will determine with you what accommodations are
necessary and
appropriate. All information and documentation is confidential. | 677.169 | 1 |
Please use this form if you would like to have this math solver on your website, free of charge.
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Course Syllabus for Beginning Algebra
Algebra Standard
Understand patterns, relations, and functions ▪ generalize patterns using explicitly defined and recursively defined
functions;
▪ understand relations and functions and select, convert flexibly among, and
use various representations for them;
▪ analyze functions of one variable by investigating rates of change,
intercepts, zeros, asymptotes, and local and global behavior;
▪ understand and perform transformations such as arithmetically combining,
composing, and inverting commonly used functions, using technology to perform
such operations on more-complicated symbolic expressions;
▪ understand and compare the properties of classes of functions, including
exponential, polynomial, rational, logarithmic, and periodic functions;
▪ interpret representations of functions of two variables.
Represent and analyze mathematical situations and
structures using algebraic symbols ▪ understand the meaning of equivalent forms of expressions, equations,
inequalities, and relations;
▪ write equivalent forms of equations, inequalities, and systems of equations
and solve them with fluency—mentally or with paper and pencil in simple cases
and using technology in all cases;
▪ use symbolic algebra to represent and explain mathematical relationships;
▪ use a variety of symbolic representations, including recursive and parametric
equations, for functions and relations;
▪ judge the meaning, utility, and reasonableness of the results of symbol
manipulations, including those carried out by technology.
Use mathematical models to represent and understand
quantitative relationships ▪ identify essential quantitative relationships in a situation and
determine the class or classes of functions that might model the relationships;
▪ use symbolic expressions, including iterative and recursive forms, to
represent relationships arising from various contexts;
▪ draw reasonable conclusions about a situation being modeled.
Analyze change in various contexts ▪ approximate and interpret rates of change from graphical and numerical
data.
Geometry Standard
Analyze characteristics and properties of two- and
three-dimensional geometric shapes and develop mathematical arguments about
geometric relationships ▪ analyze properties and determine attributes of two- and three-dimensional
objects;
▪ explore relationships (including congruence and similarity) among classes of
two- and three-dimensional geometric objects, make and test conjectures about
them, and solve problems involving them;
▪ establish the validity of geometric conjectures using deduction, prove
theorems, and critique arguments made by others; • use trigonometric
relationships to determine lengths and angle measures.
Apply transformations and use symmetry to analyze
mathematical situations ▪ understand and represent translations, reflections, rotations, and
dilations of objects in the plane by using sketches, coordinates, vectors,
function notation, and matrices;
▪ use various representations to help understand the effects of simple
transformations and their compositions.
Use visualization, spatial reasoning, and geometric
modeling to solve problems ▪ draw and construct representations of two- and three-dimensional
geometric objects using a variety of tools;
▪ visualize three-dimensional objects and spaces from different perspectives
and analyze their cross sections;
▪ use vertex-edge graphs to model and solve problems;
▪ use geometric models to gain insights into, and answer questions in, other
areas of mathematics;
▪ use geometric ideas to solve problems in, and gain insights into, other
disciplines and other areas of interest such as art and architecture.
Measurement Standard
Understand measurable attributes of objects and the
units, systems, and processes of measurement ▪ make decisions about units and scales that are appropriate for problem
situations involving measurement.
Formulate questions that can be addressed with data and
collect, organize, and display relevant data to answer them ▪ understand the differences among various kinds of studies and which types
of inferences can legitimately be drawn from each;
▪ know the characteristics of well-designed studies, including the role of
randomization in surveys and experiments;
▪ understand the meaning of measurement data and categorical data, of
univariate and bivariate data, and of the term variable;
▪ understand histograms, parallel box plots, and scatterplots and use them to
display data;
▪ compute basic statistics and understand the distinction between a statistic
and a parameter.
Select and use appropriate statistical methods to
analyze data ▪ for univariate measurement data, be able to display the distribution,
describe its shape, and select and calculate summary statistics;
▪ for bivariate measurement data, be able to display a scatterplot, describe
its shape, and determine regression coefficients, regression equations, and
correlation coefficients using technological tools;
▪ display and discuss bivariate data where at least one variable is
categorical;
▪ recognize how linear transformations of univariate data affect shape, center,
and spread;
▪ identify trends in bivariate data and find functions that model the data or
transform the data so that they can be modeled.
Develop and evaluate inferences and predictions that
are based on data ▪ use simulations to explore the variability of sample statistics from a
known population and to construct sampling distributions;
▪ understand how sample statistics reflect the values of population parameters
and use sampling distributions as the basis for informal inference;
▪ evaluate published reports that are based on data by examining the design of
the study, the appropriateness of the data analysis, and the validity of
conclusions;
▪ understand how basic statistical techniques are used to monitor process
characteristics in the workplace.
Understand and apply basic concepts of probability ▪ understand the concepts of sample space and probability distribution and
construct sample spaces and distributions in simple cases;
▪ use simulations to construct empirical probability distributions;
▪ compute and interpret the expected value of random variables in simple cases;
▪ understand the concepts of conditional probability and independent events;
▪ understand how to compute the probability of a compound event.
Problem Solving Standard ▪ Build new mathematical knowledge through problem solving
▪ Solve problems that arise in mathematics and in other contexts
▪ Apply and adapt a variety of appropriate strategies to solve problems
▪ Monitor and reflect on the process of mathematical problem solving
Reasoning and Proof Standard ▪ Recognize reasoning and proof as fundamental aspects of mathematics
▪ Make and investigate mathematical conjectures
▪ Develop and evaluate mathematical arguments and proofs
▪ Select and use various types of reasoning and methods of proof
Communication Standard ▪ Organize and consolidate their mathematical thinking through
communication
▪ Communicate their mathematical thinking coherently and clearly to peers,
teachers, and others
▪ Analyze and evaluate the mathematical thinking and strategies of others;
▪ Use the language of mathematics to express mathematical ideas precisely.
Connections Standard ▪ Recognize and use connections among mathematical ideas
▪ Understand how mathematical ideas interconnect and build on one another to
produce a coherent whole
▪ Recognize and apply mathematics in contexts outside of mathematics | 677.169 | 1 |
Main menu
Dropping Lowest Grades
Abstract (or see the poster): Some teachers will drop one or more grades earned during a course in order to help raise students' grades. In this talk we consider the problem of finding the best r grades to drop from a collection of k grades. Many examples will be given showing that when the k grades are not all worth the same number of points, the optimal solution can be non-intuitive and tricky to identify. Many of our natural assumptions about how to find the best solution prove to be wrong. A brute-force algorithm for finding the best grades to drop would be to calculate the average grade for each subset of k - r grades of the k grades. This algorithm is inefficient and impractical to use. The talk will include a very efficient algorithm which works well in practice. Prof. Kane will also give a short introduction about the Purple Comet! Math Meet. This is a free, annual, international, online, team, mathematics competition designed for middle and high school students run from the web site The 2013 contest runs from the evening of Monday April 16 through the evening of Thursday April 26. To keep the contest running smoothly the organizers will hire mathematics students to monitor the helpline during the entire eleven days of the contest, 24/7. Come and find out how you can help, earn money, and sign up for what hours you would like to work.
Free Pizza will be served.
When: Monday, February 18, 4:35 p.m. Where: Room | 677.169 | 1 |
An Introduction to 3D Vector Analysis
This is the beginning of an online course to get to grips with 3D vectors for anyone who
wants to learn. Most of the material is about UK A-level difficulty, so if you're studying
a maths course involving vectors I hope working through it won't harm your grades:) Also
if you're interested in related topics, such as 3D graphics programming or Newtonian
mechanics, I hope you'll find something useful or interesting.
Links to the applets used in the course
Apologies for the extremely slow progress - finals seem to be taking up most of my time at the moment. Many thanks for the encouragement though, and I hope I can get round to improving the site before long.
In progress...
An applet to help explain parametric vector equations - curves in 3D space. | 677.169 | 1 |
Showing 1 to 9 of 9
Math 45, Worksheet on the Last Diminisher method (chapter 3); please turn
in in class on the day of exam 2
Suppose that 10 peopleAbby, Brenda, Calvin, Don, Erin, Frank, Gayle, Holly,
Iris, and Joseagree to divide up an island by using the Last Diminisher
A country consists of six states with populations as follows.
Population
State
A 23659?!)
B 524,990
C 6 #5950
D 1 64,90 0
E 3 s + c:80
F 52 5* 300
Total 2,000,000
i
There are 200 seats in the legislature.
(I) Find the apportionment under Webster's method.
What is Math Advice
Showing 1 to 3 of 10
It was a new unique way of learning math, even though I always hate word problems, it was easy.
Course highlights:
I have taken this class about three years ago so I don't remember much but some of the things that we learn were quite easy and some were quite hard so paying attention during lecture is the number one priorities.
Hours per week:
6-8 hours
Advice for students:
Pay attention, he is very throughout when lecturing and gives great example that will help you learn the problems.
Course Term:Winter 2014
Professor:paul Kryder
Course Tags:Math-heavyBackground Knowledge ExpectedGo to Office Hours
Jun 28, 2017
| Would recommend.
Not too easy. Not too difficult.
Course Overview:
If you take this course I would suggest taking it with Professor Ryan. Overall he was a great professor, made the concepts easy to understand, and made the class enjoyable.
Course highlights:
Something that was cool about this course is that Professor Ryan showed you how you could apply some of these math concepts into your lives (ex.retirement fund).
Hours per week:
3-5 hours
Advice for students:
To succeed in this class, the two major things to do is show up to class (lecture heavy) and do the homework.
Course Term:Spring 2016
Professor:James Ryan
Course Required?Yes
Course Tags:Math-heavyParticipation CountsGreat Discussions
May 22, 2017
| Would highly recommend.
Pretty easy, overall.
Course Overview:
I would recommend this course, because Professor Ryan makes math a fun subject. He applies math to real life situations and that helps engage his audience.
Course highlights:
The highlights of this course was the professor's help and using MathLab. This online program helped me learn how to solve algebra problems step-by-step if I didn't know how to solve it. Professor Ryan was always eager to help me when ever I had questions after lecture.
Hours per week:
3-5 hours
Advice for students:
My advice to students considering to take this course would be to aim for 100% on online homework by taking advantage of all 3 attempts to solve each math problem. Don't be afraid to ask for questions on how to solve a problem. | 677.169 | 1 |
MATH 2007 C — Test 1
Wednesday, February 3rd
Name: ya/uf/Eru
Student Number:
This test has 2 questions (worth a total of 15 marks). Calculators are not
allowed. You have 50 minutes. Write your answers in the spaces provided
and put a box around your final
Elementary Calculus II Advice
Showing 1 to 1 of 1
It's an interesting course that explores the applications of derivatives, integrals and series.
Course highlights:
Personally, the series and sequences of the class was my favourite and I've decided to look into real analysis for more explanation of these, especially for the Maclaurin series of sin and cos
Hours per week:
6-8 hours
Advice for students:
Review the main concepts after class and make sure you understand them. After that, practice as many questions as possible, for at least 2 hours a day! Always ask the TA or professor to clear up concepts! | 677.169 | 1 |
Students should be revising and ensuring they are confident of passing the unit test on Expressions and Formulae. The test is designed to assess whether students have met the standards for the outcomes below.
Outcome 2 The learner will: 2. Use mathematical reasoning skills linked to expressions and formulae by: 2.1 Interpreting a situation where mathematics can be used and identifying a valid strategy 2.2 Explaining a solution and/or relating it to context. | 677.169 | 1 |
Solution Summary
The solution is comprised of detailed graphical solution procedure of solving the linear programming problems. Supplemented with graphs and step-by-step explanation, it provides a guide for the student to find the optical solution. | 677.169 | 1 |
Books in category Mathematics – Mathematical Analysis
The book contains an introduction written by Remmert, describing the history of the subject, and is very useful to graduate students and researchers in complex analysis, algebraic geometry and differential geometry.
This two-volume book is a modern introduction to the theory of numbers, emphasizing its connections with other branches of mathematics. Part A is accessible to first-year undergraduates and deals with elementary number theory.
An accessible, practical introduction to the principles of differential equations The field of differential equations is a keystone of scientific knowledge today, with broad applications in mathematics, engineering, physics, and other … book is intended for students who want to lel?Ill additive number theory, not for experts who already know it. For this reason, proofs include many "unnecessary" and "obvious" steps; this is by design. | 677.169 | 1 |
Basic Mathematics
Browse related Subjects ...
Read More student solutions manual. This streamlined format conserves natural resources while also providing convenience and savings. Whole Numbers and Number Sense; Factors and the Order of Operations; Fractions: Multiplication and Division; Fractions: Addition and Subtraction; Decimals; Ratios, Proportions, and Percents; Measurement and Geometry; Statistics and Probability; Integers and Algebraic Expressions; Equations For all readers interested in basic mathematics | 677.169 | 1 |
Sunday, January 9, 2011
In Algebra, we began Chapter 8 which covers exponents and exponential functions. We will continue with Chapter 8 for the next couple of weeks. Studens will be taking the MAP test this week on Wednesday and Thursday.
In Math, we began Chapter 8 which covers angle, shapes and measurements. Students are off to a great start in this chapter. | 677.169 | 1 |
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