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This is a great mini-unit on Graphing Trigonometric Functions for Algebra 2 or Pre-Calculus students. The mini-unit includes 16 pages of worksheets on graphing trigonometric functions, a sort and match activity, and a general review of transformations with sine and cosine curves. The answer keys ar
Graphing Trig Functions: Quick Questions is an activity that helps students identify and correct common math mistakes! It is great for reviewing multiple concepts before a quiz or test. Students have fantastic conversations during this activity and the best part is that it's so quick and it really g
Students take on the role of "teacher" when they must assess "Pre Calc's" exam on Graphing Trigonometric Functions. Students identify errors in graphing trigonometric functions made by Pre-Calc. Questions includes sine, cosine, tangent, cotangent, and cosecant.
This resourAll aspects of graphing Sine, Cosine, Secant, Cosecant, Tangent and Cotangent are covered in this stations review! Students find period, amplitude, phase shift, vertical displacement, graph and write equations. There are 9 stations separated into focused topics. Setup the stations around the roo
Graphing Trigonometric Functions Scavenger Hunt
This walk around activity will help students practice identifying the key characteristics of the sine, cosine, and tangent functions and matching them to their graphs. Students begin the activity by choosing any one of the equations posted around the
Graphing Trigonometric Functions (Sine, Cosine, Tangent) with Translations Flip Book
This flip book reviews graphing the sine, cosine, and tangent functions. Vertical and phase shifts are included. Students will also identify the amplitude, period, phase shift, vertical shift, and midline of each g
Graphing Trigonometric Functions (Sine, Cosine, Tangent, Cosecant, Secant, and Cotangent) Flip Book
This flip book reviews graphing the following trigonometric functions: sine, cosine, tangent, cosecant, secant, and cotangent. Students will also identify the amplitude and period of each graph. V
Graphing Trigonometric Functions Bad Apple Matching Card Game
This fun matching activity will help students practice identifying the key characteristics of the sine, cosine, and tangent functions and matching them to their graphs. The Bad Apple Matching Card Game is played similarly to the traditio
Graphing Trigonometric Functions Partner Activity
This self-checking partner activity will help students practice sketching the graphs of sine and cosine as well as allow them to practice writing an equation from the graph.
This activity requires that students be able to recognize the graphs of si
This PDF includes 18 slips that can be cut out and given to students (I usually have my students work in pairs).
On each slip there is a DIFFERENT trig function (sine, cosine and tangent) along with instructions on how to create a poster with that function.
These functions only address amplitude a
This provides a nice template on which students can practice graphing sine and cosine from the unit circle. The radian measures are delineated on the unit circle at intervals of pi/2 and the graph is as well. Students who have difficulty setting up neat graphs will find this particularly helpful b
This puzzle activity is a fun way for students to practice their understanding and interpretation of Sine and Cosine graphs. Students connect puzzle pieces with equations, graphs, period and amplitude. Some puzzles include blank pieces for added challenge. Great for self-checki
In this unit students will learn about graphing functions of sin, cos and tan. They will start by identifying the values of these functions at key points, and will learn to recognise the shapes of the sin, cos and tan graphs and use these to identify all solutions of a given trigonometric function i
This easy-to-use packet is full of stimulating activities that will give your students a solid introduction to graphing trigonometric functions! A variety of puzzles and self-check formats will challenge students to think creatively as they work to build their trigonometric skills. Each page begins
Trigonometry , PreCalculus Transformations of Trigonometric Functions
This innovative set of task cards is designed to reinforce the concepts of translated and shifted graphs of trigonometric functions. Included are changes to the amplitude, period, and phase shift of the six trigonometric functi
PreCalculus Trigonometric Functions Review Quiz Test Bundle
In this bundled set you will find all you need to prepare your Pre-Calculus students for a better understanding of TRIGONOMETRIC FUNCTIONS.
The file includes:
7 Content Quizzes − Forms A & B
Angles and Their Measure
Trig Functions of
Pre-Calculus Trigonometric Graphs Match Up Activity *Task Cards*activity for practice with transformations of trigonometric functions. Students work in groups of 3-4 to match 12 Graph Cards to an equation card and a description card. There is a student recording sheet to complete for grading purpose
These are trigonometric functions and their graphs matching cards. There are 12 trig functions and 12 cofunctions. All of the graphs are transformed functions. Students will match the function with the graph.
These cards can be matched by students, or used to play games like go fish or memory. activity is designed to help your Pre-Calculus students evaluate circular functions in trigonometry as a mid-unit review for Trigonometric Functions. There are 24 task cards in the activity. The cards cover the first half of my unit and graphs of trig functions. Students will find exact values
This graphing calculator activity engages the students in building a unit circle and then connecting the points around the unit circle with the graphs of the six trigonometric functions.
Students first trace around the graph to record the x-coordinate and the y-coordinate for the 16 basic points as
Trig Functions and Their Graphs Card Sort Digital Activity
PERFECT FOR 1:1 CLASSROOMS!
In this digital activity, students will use Google Slides to match the equation to the correct trig graph. There are two slides with 12 graphs on each slide. The first slide has graphs of sine
A major goal in math education is for students to actively discover properties and patterns of the mathematical world. These notes walk students step-by-step through graphing the tangent function and discovering its transformations. The students draw their own conclusions about how a constant value
These activities are done in degrees.
Included in this zip folder are 41 Power Point
This activity sheet engages students in studying the general trigonometric equation y = a + b cos(cx) and making statements about the period, amplitude, y-intercept, and x-intercepts. After developing ideas with the cosine function, students make conjectures about similar sine graphs and then make
Graphing Trig Functions Practice - Interactive using Google Slides
In this file, you will receive the ability to give your students an interactive experience using the app Google Slides.
This file will contain two pages that students can use to practice finding the equation for a given graph. Thi
My students love this graphic organizer format! The Trigonometric Functions Graphic Organizer is a fun way for students to learn and organize their knowledge about sine, cosine, tangent, cosecant, secant, and cotangent. The graphic organizer has places for the equation, graph, table of values, ampli
This graphing calculator activity incorporates the TI84 or TI84C graphing calculator to discover the inverse function for the three basic trigonometric functions.
It begins with discovering some inverse functions that are not trigonometric.
The Draw command on the calculator is used draw the i
These activities are done in degrees.
Included in this zip folder are 41 PDFotangent
This download is the fourth in a series of activities where students must use trigonometry to help the character Brocky McTrig hunt for hidden treasure. "Clue #4 - Trig Travels" requires students to determine the period of a sine function and to evaluate inverse trig functions. Great for a partner a
The cards are designed to be run off on card stock and cut into 3.5 inches by 5 inches cards. The cards have been randomly numbered and an answer key has been provided to make it easy to check student matchings.
Each set of four cards match a function, a graph, a description of the period, amplitude
Your favorite musical artist has just released a new single. If you haven't heard it yet, you will likely hear it more than enough times over the next several months. We all know that a hit song has the potential to end up on the radio dial for months at a time, but what effect does the popularity o
Included in this zip folder are 10 PDF files. 3 are instruction files and 6 are assignments. A brief description of each:
Instruction file #1 is a 35 page file. There are 17 formative assessment questions over function values and inverse function values. The idea of limiting a domain for reverse
These activities are done in degrees.
Included in this zip folder are 41 SMART Notebook
Included in this zip folder are 8 PDF files. 2 are instruction files and 6 are assignments. A brief description of each:
Instruction file #1 is a 35 slide file. There are 17 formative assessment questions over function values and inverse function values. The idea of limiting a domain for reverse ma
Functions have never been this much fun! This Algebra 1 I Can Math Game focuses on exponential, logarithmic and trigonometric functions, and provides students with practice in the form of multiple choice or short answer questions. QR codes (optional) make this game
This is a short Internet lesson where students view one video, and take notes, to learn how to graph a tangent function with and without transformations. I use this to introduce the students to the graph prior to my actual lesson.
NOTE: Math Type 5.0 was used to create this worksheet. Make certai
This is a short Internet lesson where students view one video, and take notes, to learn how to graph a sine function with and without transformations. I use this to introduce the students to the graph prior to my actual lesson.
NOTE: Math Type 5.0 was used to create this worksheet. Make certain
This is a review packet for students who are learning about describing, writing, and graphing transformations to the sine and cosine functions. This packet included degree measures only, not radians. An answer key is included.
Students use calculators to generate a table of values for the sine function then graph the wave. After completing the graph the student is led to look for patterns so the graph can be done without the use of a calculator and table. There are guided questions regarding the characteristics of the g
Students use calculators to generate a table of values for the cosine function then graph the wave. After completing the graph the student is led to look for patterns so the graph can be done without the use of a calculator and table. There are guided questions regarding the characteristics of the g
This is a short Internet lesson where students view one video, and take notes, to learn how to graph a secant cosine cosecant function with and without transformations. I use this to introduce the students to the graph prior to my actual lesson.
NOTE: Math Type 5.0 was used to create this worksheet. Make certa
This is a short Internet lesson where students view one video, and take notes, to learn how to graph a cotangent function with and without transformations. I use this to introduce the students to the graph prior to my actual lesson.
NOTE: Math Type 5.0 was used to create this worksheet. Make cert | 677.169 | 1 |
Note: Citations are based on reference standards. However, formatting rules can vary widely between applications and fields of interest or study. The specific requirements or preferences of your reviewing publisher, classroom teacher, institution or organization should be applied.
Undergraduate Topology : a Working Textbook.
This textbook offers an accessible, modern introduction at undergraduate level to an area known variously as general topology, point-set topology or analytic topology with a particular focus on helping students to build theory for themselves. It is the result of several years of the authors' combined university teaching experience stimulated by sustained interest in advanced mathematical thinking and learning, alongside established research careers in analytic topology. Point-set topology is a discipline that needs relatively little background knowledge, but sufficient determination to grasp i.Read more...
Abstract:
Point-set topology, important in itself as a research discipline, underpins a wide range of mathematical areas and is consequently taught as a component of many university mathematics degree programmes. This textbook offers an accessible, modern introduction, with a particular focus on helping students to build theory for themselves.Read more...
Reviews
Editorial reviews
Publisher Synopsis
This is a well-motivated guided tour through the main areas of modern general topology. Because of this, I highly recommend it both as a textbook for advanced undergraduates and as a main resource for anyone setting out to learn the subject on their own. * Paul Bankston, Marquette University * R.L. Moore, distinguished mathematician and teacher at the University of Texas, developed a Socratic method of teaching in which students are challenged to construct their own proofs of theorems. While hugely successful in influencing students to pursue advanced studies in mathematics, the Moore method can be intimidating to someone who has only experienced traditional-style mathematics courses... With this book instructors can choose what level of discoverylearning to incorporate into their course, depending upon the backgrounds and aptitudes of their students. The chapters are nicely organized with definitions, exercises, and propositions preceding the skeleton proofs that follow...This textbook will introduce the Moore method to the wider audience itdeserves. * Walter Richardson, Jr., The University of Texas at San Antonio *Read more... | 677.169 | 1 |
Ch 32: NES Math: Applications of Integration
About This Chapter
Let us help you get ready for NES Math test questions on integration and related calculations. Our video lessons, quizzes and other study tools will support you in preparing for this test.
NES Math: Applications of Integration - Chapter Summary
Brush up on integrals and the ways in which they are used by watching our short video lessons. The material in this chapter of our study guide can help you handle NES Math test questions on topics such as:
Dynamic motion and integration
The use of single integrals to calculate volumes
How to use integration to find volumes of revolution
Our instructors have developed entertaining lessons that make their points with examples and humor. You can test your knowledge with short quizzes and a chapter exam. A clickable Timeline lets you quickly jump back to the lesson to review key passages without having to re-watch the entire video. You can keep up with your progress through our personalized Dashboard, which may even offer some suggestions about other courses that could help you.
NES Math: Applications of Integration Chapter Objectives
Several states require passing the NES Math test as a condition for certification to teach math at the secondary level. The test consists entirely of multiple-choice questions and is administered by computer. Our lesson quizzes and chapter exam also are computer-based multiple-choice tests, so taking them will give you practice in answering questions like those you'll face on the NES test in addition to helping you gauge your learning.
The NES Math test is divided into five sections, called content domains. Questions related to the applications of integration will be asked during the exam's Trigonometry and Calculus content domain, which makes up 19% of the test's score | 677.169 | 1 |
Ch 21: ACT Math: Polynomials and Quadratics
About This Chapter
Let us help you prepare for the math section of the ACT exam. Watch short, engaging video lessons and complete self-graded quizzes to review for test day.
ACT Math: Polynomials and Quadratics - Chapter Summary
Our short video lessons address the essential algebraic concepts of polynomials and quadratics in an easy-to-understand manner. The lessons in this chapter address the following topics:
Polynomials: adding, subtracting and multiplying
Binomials: multiplying with the area method and FOIL
Quadratic equations: factoring and solving
Completing the square
In addition, you'll have access to exercises giving you more practice with multiplying binomials, quadratic equations and completing the square. Once you've completed the quizzes for self-assessment, you'll know if you need any further review.
ACT Math Objectives
The portion of the ACT that tests your algebra skills comprises 55% of the exam. The following objectives are included in the math test:
Factoring to solve quadratic equations
Rational and radical expressions
Absolute value equations and inequalities
Systems of equations
Roots of polynomials
Quadratic inequalities
Algebra concepts are broken down into three categories for the ACT. The intermediate portion of algebra makes up 15% of the test problems, and it builds upon a grasp of the quadratic formula. Use our short video lessons about polynomials and quadratics to prepare for the 60-question, 60-minute math test. By working your way through the practice exercises and quizzes, you'll know if you need more review.
Your results for the ACT math portion will include a score for the entire 60 questions, in addition to three sub-scores | 677.169 | 1 |
1. Number and numeric system. 2. Four fundamental operations on whole number. 3. Fractional number and four fundamental operations on them. 4. Factors and multiple including their properties. 5. LCM and HCF of numbers. 6. Decimals and fundamental operations on them. 7. Conversion of fractions to decimals and vice-versa. 8. Applications of number in measure length, mass, capacity, time, money etc 9. Distance, time and speed. 10. Approximation of expressions. 11. Simplification of Numerical Expressions, 12. Percentage and its applications. 13. Profit and loss. 14. Simple interest. 15. Perimeter, area and volume. | 677.169 | 1 |
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Course Description
Differential equations are equations that relate functions and their
higher order (partial) derivatives. They provide a natural language and
set of tools through which we can describe and explore the world around
us. For instance, in mathematics and physics differential equations
can be used to describe the path that light will travel in exotic
geometries. In engineering, differential equations can be used to model
how a bridge will twist under stress. In finance, (stochastic)
differential equations are used to help price financial derivatives (e.g,
options, futures & credit derivatives). In biology, differential
equations are used to model tumor growth and the spread of infectious
disease.
This course will focus primarily on methods for obtaining exact solutions
to various types of differential equations, but (as time permits) we will
also explore means of ferreting out qualitative information about
solutions based on the form of the differential equation. Topics will
include some of the following.
Techniques for solving first order differential equations
The Existence and Uniqueness Theorem
Second Order Linear Equations
Systems of First Order Linear Equations (with an introduction to
matrices)
Power Series and Power Series Solutions to ODEs
Fourier Series and Partial Differential Equations
Textbook
Tutorial
Tutor: Tommy Khoo
Location : Kemeny 108
Time: Tue, Th, Sun 7:00pm-9:00pm
Homework
Weekly homework will be assigned every Wednesday and due on following
Wednesday 10:00AM. Each
assignment will be divided into two parts and it is required that you
hand in a separate write-up for each part.
You are encouraged to collaborate with classmate, but your final write up
must reflect your understanding and you must acknowledge collaborators. No
late homework will be accepted.
Grading
Final grade will be computed according to the following scheme
Homework
20%
Exam I
20%
Exam II
20%
Final
35%
Participation
5%
Withdrawing
Please note that the registrar has determined that Nov.
4, 2014 is the last day to withdraw from a course (Fall
2014 Term Calendar).
Honor Principle
You are encouraged to work together on homework. However, the final
writeup should be your own. On exams, all work should be entirely your
own; no consultation of other persons, printed works, computing devices,
or online works, or online sources is allowed without instructor's
explicit permission.
Student with disabilities
Any student with a diagnosed learning disability requiring accommodations
should see instructor and Ward Newmeyer (Director of Student
Accessibility Services) as early in the term as possible. | 677.169 | 1 |
This textbook gives an introduction to all three classes of geometry optimization problems of mechanical structures: sizing, shape and topology optimization. The style is explicit and concrete, focusing on problem formulations and numerical solution methods. The treatment is detailed enough to enable readers to write their own implementations. On the book's homepage, programs may be downloaded that further facilitate the learning of the material covered.
The mathematical prerequisites are kept to a bare minimum, making the book suitable for undergraduate, or beginning graduate, students of mechanical or structural engineering. Practicing engineers working with structural optimization software would also benefit from reading this book | 677.169 | 1 |
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Students in Algebra 1B will be reviewing all of the content that they have learned in past Algebra classes. This class will deepen their current Algebra knowledge and apply it to real world situations. This course will prepare the students to pass the Common Core Algebra Exam in January and/or June.
Manufacturing Math:
Students in Manufacturing Math will work on a variety of basic mathematics topics that are used in the real world such as fractions, trigonometry, area, perimeter, and much more. Students will use their knowledge in this course to complete real world projects throughout the year.
Math Credit Recovery:
Students who are in Math Credit Recovery will be required watch the math videos and pass the quizzes at the end of each lesson. The students are expected to pass at least one quiz by the end of the class period. Students will be accountable for making sure that they make up any overdue quizzes in order to receive course credit by the end of the year.
Math AIS:
Students who are in AIS, will receive help on their current mathematics course. We will work together to increase their knowledge from the course that they are in.We will usually work on the students' homework and also extra assignments to reinforce the content. When it gets closer to the exams, I will help the students prepare for the Common Core Exam. | 677.169 | 1 |
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Ned's Sheds purchases building materials from Timbertown Lumber for $3,700 with terms of 4/15, n/30. The invoice is dated October 17. Ned's decides to send in a $2,000 partial payment. if partial payment was sent by the discount date, what is the balance
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katie chalmers borrowed money from her credit union at 13.2% simple interest to buy furniture. If the loan was repaid in 2 1/2 years and the interest was 1,320, how much did katie borrow? | 677.169 | 1 |
9.2: Maple
Maple is an interactive computer algebra system. Expressions are
read from standard input and the results are produced on the standard output
as each input expression is read. Maple has the ability to
algebraically manipulate unbounded integers,
exact rational numbers, real numbers with arbitrary precision,
symbolic formulae, polynomials, sets, lists, and equations.
It can solve systems of equations and differentiate and integrate expressions.
Maple is available on all the Unix Cluster machines To run Maple,
type:
maple
To exit Maple, type:
quit
For more information, read manual pages on Maple(type man maple at the prompt). | 677.169 | 1 |
Intermediate Algebra, 4th Edition by Larson; Hostetler
Designed for first-year developmental math scholars who desire aid in intermediate algebra, the Fourth version of Intermediate Algebra owes its luck to the hallmark positive aspects for which the Larson group is understood: studying by means of instance, available writing kind, emphasis on visualization, and accomplished workout units. those pedagogical positive aspects are rigorously coordinated to make sure that scholars are larger in a position to make connections among mathematical recommendations and comprehend the content material. the recent scholar aid variation maintains the Larson culture of guided studying through incorporating a complete variety of pupil luck fabrics during the textual content. also, teachers and scholars alike can music development with HM verify, a brand new on-line diagnostic evaluation and remediation device from Houghton Mifflin.
This identify includes a publication and a couple of audio CDs. Basque is the language spoken by way of the Basque those that dwell within the Pyrenees in North critical Spain and the adjacent sector of south west France. it's also spoken via many immigrant groups all over the world together with the U.S., Venezuela, Argentina, Mexico and Colombia.
Undemanding Algebra is a piece textual content that covers the conventional themes studied in a latest user-friendly algebra direction. it's meant for college kids who (1) haven't any publicity to trouble-free algebra, (2) have formerly had a nasty event with easy algebra, or (3) have to overview algebraic strategies and strategies.
Additional resources for Intermediate Algebra, 4th Edition
Sample text
The result should equal the 12th digit, called the check digit. Algorithm 1. 2. 3. 4. Add the numbers in the odd-numbered positions. Multiply the sum by 3. | 677.169 | 1 |
This Book Is Meant To Be More Than Just A Text In Discrete Mathematics. It Is A Forerunner Of Another Book Applied Discrete Structures By The Same Author. The Ultimate Goal Of The Two Books Are To Make A Strong Case For The Inclusion Of Discrete Mathematics In The Undergraduate Curricula Of Mathematics By Creating A Sequence Of Courses In Discrete Mathematics Parallel To The Traditional Sequence Of Calculus-Based Courses.The Present Book Covers The Foundations Of Discrete Mathematics In Seven Chapters. It Lays A Heavy Emphasis On Motivation And Attempts Clarity Without Sacrificing Rigour. A List Of Typical Problems Is Given In The First Chapter. These Problems Are Used Throughout The Book To Motivate Various Concepts. A Review Of Logic Is Included To Gear The Reader Into A Proper Frame Of Mind. The Basic Counting Techniques Are Covered In Chapters 2 And 7. Those In Chapter 2 Are Elementary. But They Are Intentionally Covered In A Formal Manner So As To Acquaint The Reader With The Traditional Definition-Theorem-Proof Pattern Of Mathematics. Chapters 3 Introduces Abstraction And Shows How The Focal Point Of Todays Mathematics Is Not Numbers But Sets Carrying Suitable Structures. Chapter 4 Deals With Boolean Algebras And Their Applications. Chapters 5 And 6 Deal With More Traditional Topics In Algebra, Viz., Groups, Rings, Fields, Vector Spaces And Matrices.The Presentation Is Elementary And Presupposes No Mathematical Maturity On The Part Of The Reader. Instead, Comments Are Inserted Liberally To Increase His Maturity. Each Chapter Has Four Sections. Each Section Is Followed By Exercises (Of Various Degrees Of Difficulty) And By Notes And Guide To Literature. Answers To The Exercises Are Provided At The End Of The Book.
The Ideas of Discrete Mathematics are the fundamental to the science and technology specific to the computer age.thhis book is primarily designed to provied an introduction to some fundamental concepts in Discrete Mathematics for the students of graduate and postgraduate on computer science as well as the students of diploma and degree level in computer engineering.The students assigned with BCA and MCA Programs and IT related other professional courses may also be benefitted.
Hein (Portland State U.) offers an introductory textbook that aims to give the reader a holistic understanding of discrete mathematics and computer science, through careful illustration of relationships between key concepts. Focusing on computation and the construction of objects, the text is organi
This book explains the basic principles of Discrete Mathematics and Structures in a clear systematic manner. A contemporary approach is adopted throughout the book. The book is divided in five sections. First section discusses Set Theory, Relations and Functions, Probability and Counting Techniques; second section is about Recurrence Relations and Propositional Logic; third section is related to Lattices and Boolean algebra; fourth section includes study of Graph and Trees and the last section is about Algebraic Structures and Finite State Machines. Suitable examples, illustrations and exercises are included throughout the book to facilitate an easier understanding of the subject. The book would serve as a comprehensive text for students of Computer Science & Engineering, Computer Applications and Information TechnologiesWritten for the one-term course, the Third Edition of Essentials of Discrete Mathematics is designed to serve computer science majors as well as students from a wide range of disciplines. The material is organized around five types of thinking: logical, relational, recursive, quantitative, and analytical. This presentation results in a coherent outline that steadily builds upon mathematical sophistication. Graphs are introduced early and referred to throughout the text, providing a richer context for examples and applications. tudents will encounter algorithms near the end of the text, after they have acquired the skills and experience needed to analyze them. The final chapter contains in-depth case studies from a variety of fields, including biology, sociology, linguistics, economics, and music. mathematical thought. Students develop the ability to think abstractly as they study the ideas of logic and proof. While learning about such concepts as logic circuits and computer addition, algorithm analysis, recursive thinking, computability, automata, cryptography, and combinatorics, students discover that the ideas of discrete mathematics underlie and are essential to the science and technology of the computer age. Overall, Epp's emphasis on reasoning provides students with a strong foundation for computer science and upper-level mathematics courses. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
Chartrand and Zhangs Discrete Mathematics presents a clearly written, student-friendly introduction to discrete mathematics. The authors draw from their background as researchers and educators to offer lucid discussions and descriptions fundamental to the subject of discrete mathematics. Unique among discrete mathematics textbooks for its treatment of proof techniques and graph theory, topics discussed also include logic, relations and functions (especially equivalence relations and bijective functions), algorithms and analysis of algorithms, introduction to number theory, combinatorics (counting, the Pascal triangle, and the binomial theorem), discrete probability, partially ordered sets, lattices and Boolean algebras, cryptography, and finite-state machines. This highly versatile text provides mathematical background used in a wide variety of disciplines, including mathematics and mathematics education, computer science, biology, chemistry, engineering, communications, and business. Some of the major features and strengths of this textbook Numerous, carefully explained examples and applications facilitate learning. More than 1,600 exercises, ranging from elementary to challenging, are included with hints/answers to all odd-numbered exercises. Descriptions of proof techniques are accessible and lively. Students benefit from the historical discussions throughout the textbook. | 677.169 | 1 |
Introductory Algebra
Core
Introductory Algebra provides a curriculum focused on foundational concepts that prepare students for success in Algebra I. Through a "Discovery-Confirmation-Practice"-based exploration of basic concepts, students are challenged to work toward a mastery of computational skills, to deepen their understanding of key ideas and solution strategies, and to extend their knowledge through a variety of problem-solving applications.
Within each Introductory Algebra lesson, students are supplied with a scaffolded note-taking guide, called a Study Sheet, as well as a post-study Checkup activity that provides them the opportunity to hone their computational skills by working through a low-stakes, 10-question problem set before starting formal assessment. Unit-level Introductory Algebra assessments include a computer-scored test and a scaffolded, teacher-scored test.
To assist students for whom language presents a barrier to learning or who are not reading at grade level, Introductory Algebra includes audio resources in both Spanish and English.
The content is based on the National Council of Teachers of Mathematics (NCTM) standards and is aligned with | 677.169 | 1 |
Group theory for Maths, Physics and Chemistry
Description: Symmetry plays an important role in chemistry and physics, both at the macroscopic and the microscopic level. Group theory is an abstract setting capturing the symmetry in a very efficient manner, which helps to make computations more efficient. We focus on abstract group theory, deal with representations of groups by means of permutations and by means of matrices, and deal with some applications in chemistry and physics.
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List Price $357Choose the algebra textbook that's written so you can understand it. ALGEBRA AND TRIGONOMETRY reads simply and clearly so you can grasp the math you need to ace the test. And with Video Skillbuilder CD-ROM, you'll follow video presentations that show you step-by-step how it all works. Plus, this edition comes with iLrn, the online tool that lets you sign on, save time, and get the grade you want. With iLrn, you'll get customized explanations of the material you need to know through explanations you can understand, as well as tons of practice and step-by-step problem-solving help. Make ALGEBRA AND TRIGONOMETRY your choice today.
Table of Contents
Read more
Prerequisites
Modeling the Real World
Real Numbers
Integer Exponents
Rational Exponents and Radicals
Algebraic Expressions
Discovery Project: Visualizing a Formula
Factoring Algebraic Expressions
Rational Expressions
Chapter P Review
Chapter P Test
Focus on Problem Solving: General Principles
Equations and Inequalities
Basic Equations
Modeling with Linear Equations
Discovery Project: Equations Through the Ages
Quadratic Equations
Complex Numbers
Other Types of Equations
Inequalities
Absolute Value Equations and Inequalities
Chapter 1 Review
Chapter 1 Test
Focus on Modeling: Making the Best Decisions
Coordinates and Graphs
The Coordinate Plane
Discovery Project: Visualizing Data
Graphs of Equations in Two Variables
Graphing Calculators: Solving Equations and Inequalities Graphically
Lines
Modeling: Variation
Chapter 2 Review
Chapter 2 Test
Focus on Modeling: Fitting Lines to Data
Functions
What is a Function? Graphs of Functions
Discovery Project: Relations and Functions
Increasing and Decreasing Functions: Average Rate of Change
Transformations of Functions
Quadratic Functions: Maxima and Minima
Combining Functions
Discovery Project: Iteration and Chaos
One-to-One Functions and Their Inverses
Chapter 3 Review
Chapter 3 Test
Focus on Modeling: Modeling With Functions
Polynomial And Rational Functions
Polynomial Functions and Their Graphs
Dividing Polynomials
Real Zeros of Polynomials
Discovery Project: Zeroing in on a Zero
Complex Zeros and the Fundamental Theorem of Algebra
Rational Functions
Chapter 4 Review
Chapter 4 Test
Focus on Modeling: Fitting Polynomial Curves to Data
Exponential and Logarithmic Functions
Exponential Functions
Discovery Project: Exponential Explosion
Logarithmic Functions
Laws of Logarithms
Exponential and Logarithmic Equations
Modeling with Exponential and Logarithmic Functions
Chapter 5 Review
Chapter 5 Test
Focus on Modeling: Fitting Exponential and Power Curves to Data
Trigonometric Functions of Angles
Angle Measure
Trigonometry of Right Triangles
Trigonometric Functions of Angles
Discovery Project: Similarity
The Law of Sines
The Law of Cosines
Chapter 6 Review
Chapter 6 Test
Focus on Modeling: Surveying
Trigonometric Functions of Real Numbers
The Unit Circle
Trigonometric Functions of Real Numbers
Trigonometric Graphs
Discovery Project: Predator-Prey Models
More Trigonometric Graphs
Modeling Harmonic Motion
Chapter 7 Review
Chapter 7 Test
Focus on Modeling: Fitting Sinusoidal Curves to Data
Analytic Trigonometry
Trigonometric Identities
Addition and Subtraction Formulas
Double-Angle, Half-Angle, and Sum-Product Identities
Inverse Trigonometric Functions
Discovery Project:Where to Sit at the Movies
Trigonometric Equations
Chapter 8 Review
Chapter 8 Test
Focus on Modeling: Traveling and Standing Waves
Polar Coordinates and Vectors
Polar Coordinates
Graphs of Polar Equations
Polar Form of Complex Numbers
DeMoivre's Theorem
Discovery Project: Fractals
Vectors
The Dot Product
Discovery Project: Sailing Against the Wind
Chapter 9 Review
Chapter 9 Test
Focus on Modeling: Mapping the World
Systems Of Equations and Inequalities
Systems of Equations
Systems of Linear Equations in Two Variables
Systems of Linear Equations in Several Variables
Discovery Project: Best Fit versus Exact Fit
Systems of Linear Equations: Matrices
The Algebra of Matrices
Discovery Project: Will the Species Survive? Inverses of Matrices and Matrix Equations | 677.169 | 1 |
What is Method of Characteristics?
(I am new to this forum so please do forgive me if I am posting at a wrong place.)
Hello,
I am a final year student of BS Mechanical Engineering and method of characteristics is not a part of our curriculum. In-fact I heard of it first time after finally picking my FYP. My final year project is to design analyze and manufacture a CD Nozzle which would achieve Mach 3. I was told by my supervisor that I would have to build the profile of the nozzle using method of characteristics because he wants the profile to be generalized so that every time the inlet condition changes, the profile changes automatically. My supervisor who himself is only a doctorate has never studied MOC himself so he can not help me. I want to know what it is and how could I start practicing it. Moreover what are the pre-requisites to start learning it. Any help would highly be appreciated.
Kind regardsThank you for your reply. I have not studied multi-variable calculus, and I am not very good at differential equations. It seems I have to start fresh. Can you please recommend an outline for how should I begin this.
I actually meant, what should I do after I have gone though Multi variable Calculas and DE. I have sniffed through various books on fluid dynamics in engineering library of our campus, and tragically none had any reference of MOC. Is there any book that specifically deals with this topic?
Forget Evans, this book is for advanced pure mathematicians, not for someone who only recently learned mutli-variable calculus. Since you are an engineer, I recommend you the book
J.D. Hoffman, Numerical Methods for Engineers and Scientists (2nd edition)
Despite the title, the book explains also some analytical methods. In particular, the method of characteristics is explained in simple terms, starting from the bottom of page 505.
My final year project is to design analyze and manufacture a CD Nozzle which would achieve Mach 3.
Since you want to solve a problem in fluid mechanics, perhaps even more useful for you is the book
E.B. Wylie, V.L. Streeter, Fluid Transients
which contains a whole chapter on the characteristics method.
The method of characteristics is frequently taught as a method to solve the Burgers equation. The equation is a simple model wave equation. There is a ton of literature on the subject and a Google search of method of characteristics with burgers equation should produce a few introductory lecture notes. | 677.169 | 1 |
Course Info
Office Hours: TuTh: 1:45-3:15pm, or by appointment (please e-mail to set it up).
Overview
We discuss the practical and theoretical aspects of approximating and interpolating
functions and data using polynomials, trigonometric series, and radial basis functions.
These ideas, which form the basis for spectral methods, will then be applied to solving
some differential equations.
Note that both of these books can be purchased directly from SIAM and
SIAM members get a significant discount. All Boise State Students can join SIAM for free.
If you are interested in applied or computational mathematics, it's a no brainer to join SIAM.
Software
MATLAB is available in most computing labs around the university, including the mathematics
computing lab. A student version can be purchased at a big discount from the bookstore.
Employees of the university can also get a free copy of MATLAB on their machines.
Chebfun is an open source software package "for computing with functions". The software
is a fundamental companion to the ATAP book and will play a fundamental role in this course.
It is written in MATLAB and runs from the MATLAB integrated environment. Please
download Chebfun and make sure it works on
your machine using the instructions in exercise 1.1 from ATAP.
Homework
Homework assignments will involve a mix of analytical and computational work.
Format
All homework will be turned in electronically through a Dropbox folder I set up for you.
All written work should be submitted as a PDF file. Ideally, written work should
be typeset using LaTeX (see LaTeX references below). However, although not advised, you can also use
other typesetting software (Word, Pages, and LibreOffice have "plugins" for equations),
or as a last resort you can scan your hand written pages.
All MATLAB code should be submitted as an m-file that I should be able to run to reproduce
your results. Document your code to describe what it does and explain it in your written
solutions.
The ideal way to write up your homework assignments is to use "publish" in MATLAB (using
LaTeX mode). This allows you to embed equations with code and results in one easy to follow
document. The whole ATAP book was written using publish. The best way to see how publish
works is to find examples of output from ATAP that you like and then look at the corresponding
m-file from ATAP webpage. Additionally, you
may look at the many beautiful Chebfun examples,
all of which were produced with publish and have m-files that can be downloaded.
Final project
In lieu of a final exam, students will complete a final project consisting of a written
report (5-10 pages) and oral presentation (15 minutes) on a topic related to the course.
The purpose of the project is to explore some topic we cover or discussed in the book
in more detail and then to teach the other students about it.
More information about the project will be posted in the fullness of time.
References
Approximation theory
See any of the books listed in Chapter 1 of ATAP. Many of these are available in the library
or I have a personal copy you can borrow.
MATLAB
T. A. Driscoll, Learning MATLAB, SIAM 2009. Available as an e-book from the library. Highly recommended for those not familiar with MATLAB. | 677.169 | 1 |
Math 221 Course Syllabus Fall 2001
The course grade will be based on two midterm exams, the final
exam, and your discussion section grade. In total you can get 100
points: 20 per midterm, 20 from your discussion section, and 40
from the final exam. The total scores will then be curved. (Past
experience shows that one needs roughly(!) 85 points or more to get an
A, while at least 55 points are usually needed to score above an F.) The
precise curve will NOT be determined until after the final exam.
Exams:
There will be two midterm exams. These will be 50 minute exams
held in class, and will be announced well in advance.
"Make-up exams" cannot be given, except in the most unusual
circumstances.
The final exam will be held as announced in the time table.
TAs:
Joshua Davis, Fernando Miranda, Edith Adan, Mike McQuista
Office hours:
Monday & Wednesday, 10am to 11 am, or contact me after class
for an appointment.
Calculators:
You may use a graphing calculator on the exams as long as it does
not have a computer algebra system. This excludes the TI-89, and TI-92,
but allows TI-82, TI-85, TI-86, or similar machines.
Here is
a list of recommended problems from the text book as well as a list of
topics which will be presented in lecture.
In Math 222 in the coming spring semester there will be three large
lectures with associated discussion sections. There will also be eight
lectures which meet each session with the same teacher, i.e. they do not
have separate discussion sections. Most of these meet Monday through
Friday at the same time for fifty minutes. One is an evening section
which meets for seventy five minutes on just three evenings. If you find
the presentation in the timetable confusing, note that the three
lecture-discussion groups are listed in detail below all of the lectures. | 677.169 | 1 |
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This course emphasizes the fundamental operations with whole numbers, decimals and fractions of both positive and negative numbers. Basic Algebra skills are introduced throughout the year.
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Planned Sequence of Topics and/or Learning Activities
The following is a list of the minimum amount of course material covered by the instructor. Accompanying each topic is an approximate number of lessons required to study the topic.
Linear and Quadratic Models (6 lessons)
Slope and equation of a line
Linear equations in one unknown
Linear functions and their graphs
Linear mathematical models
Quadratic functions and models
Matrix Theory (7 lessons)
Basic operations on matrices
Solving systems of linear equations by using the Gauss-Jordan method
Multiplication of matrices
Inverses of matrices
Solving matrix equations
Applications of matrices
Linear Programming (6 lessons)
Graphing a system of linear inequalities
Slack variables and pivot operations
Solving a linear programming problem using the graphical method
Solving a linear programming problem using the simplex method
Applications of Finance (3 lessons)
Simple interest
Compound interest
Exponential and Logarithmic Functions (6 lessons)
Exponential functions and their graphs
Logarithmic functions and their graphs
Properties of logarithms
Applying logarithms to solving equations
Probability and Counting (7 lessons)
Tree diagrams and the fundamental principal of counting
Permutations and combinations
Sample spaces and probability of an event
Rules of probability (addition and multiplication rule)
Conditional probability
Expected value
Assessment Methods for Course Learning Goals
The student will apply mathematical concepts and principles to identify and solve problems presented through informal assessment, such as oral communication among students and between teacher and students and, for the core, formal assessment using open-ended questions reflecting theoretical and applied situations.
Reference, Resource, or Learning Materials to be used by Student:
Departmentally-selected textbook. Details provided by the instructor of each course section. See course syllabus. | 677.169 | 1 |
Tuesday, October 23, 2012
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Monday, October 1, 2012
Special occasions are a part of each of our lives. We all have
birthdays and many have various anniversaries to celebrate. Graduations
and weddings are other parts of most of our lives. What is a celebration
without banners of some sort in various locations at the party? Some
might remind the partiers that their friend is getting older. To others
it might remind them that they are already old. Whatever the case, they
serve as celebration signs.
With
computers and printers being as high-tech as they are today, it is not
difficult to get a beautiful banner in very little time. All it takes is
creating a design or finding a design on your computer, and sending it
over the internet to a copy center. They can often have it done the next
day or even possibly the same day. No more poster paint mess, now you
can have one custom-made to look exactly how you pictured it.
As you look for the right copy and print center to do your banners,
you will want to consider a few areas. Make sure that it gives you
several options for pay.
PayPal or paying in-store are two very
good options to see included on a website. You should also think about
how long the copy center has been in business. Most centers today are
franchise stores, and they are fairly trustworthy. The exactness of the
work of a copy center is also important. Some might say perfection is
not possible, but when someone is paying for something to be done
special for an occasion, it better be fairly close to perfect. You may
not have left enough time to do this, but you would be wise to have the
center print something that is not as important as one of your banners
before you trust them with that occasion.
Once you decide where
you will be going to have banners produced, you will want to begin
searching for the perfect designs for them. Some copy centers may offer
generic pictures or designs that you can use. Make sure to go with
something simple because it will set off the other decorations in the
room.
Before long it will be time to hang your banners. Whether it
is the first day of school in your elementary classroom or your son's
graduation party, there are the resources available today to have the
celebration decorations appear perfect for the occasion.
Sunday, September 23, 2012
Choosing a print company for posters can be a daunting task. The
last thing you want is to end up with a poorly executed job or a price
tag that is beyond what you budgeted for. Your promotional campaign can
be adversely affected and dollars can be lost when the quality you
receive is substandard. You want to choose a printing business that will
be able to produce the number of materials that you require for the
quality that you need, as well as the price.
The
first thing you must do before you start looking for a company to print
your promotional items is to identify the size of the job. Is the job
you need small, such as 10 to 20, or do you need posters for a larger
audience, such as 50 to 100? You also must decide if you want large
sized work that goes beyond average dimensions, or if you want work that
is printed on letter sized paper. By knowing exactly what it is you are
aiming for, you will be able to target the printers that are most
fitting for your needs.
If the job you have is small, such as
printing posters for an upcoming flea market, then visit a printer who
specializes in small-scale materials. Look for a local printer in your
area who can print you up some colorful posters that will draw attention
to the event. Local printers are more likely to offer you a cheaper
quote or even a discount for services. Smaller jobs can be done faster
in a local print shop since the schedules they have are usually more
flexible.
For promotional projects that are of a larger scale, you
need to seek out a larger, professional printing house. A professional
printing company has the resources necessary to handle quantities that
exceed 100, or even 500 or more. The larger companies will have the
staff and the equipment that is required to print items for mass
production. The process at the big companies will be organized and
automated. You can tell the representative that you talk with what your
target delivery date is and then patiently wait for the day to arrive.
If
your posters are unique in that they have custom shapes and sizes, then
you need to be as meticulous as you can be in selecting the business
that you wish to hire. It would be in your best interests to choose a
specialized printer that is proficient at handling procedures that are a
little out of the ordinary. Avoid the houses that are very standardized
in how they process materials. Look for a shop that can offer you
design help as part of the overall package.
Sunday, September 16, 2012
No matter where you are, the same basic principles apply when
selecting a suitable commercial moving service. You need to find a
company that is efficient, professional, reliable and trustworthy. You
want the communication that takes place between the two of you to be as
comfortable and as smooth as possible, from the very start.
When
searching for a commercial moving service for an upcoming move, ask for
referrals from the relocation companies you speak with. Contact the
clients to find out if their moves were handled in a professional manner
and to their complete satisfaction. Receiving firsthand accounts of the
work done by the company can help you in making the correct decision.
Discuss
with the manager or representative from the commercial moving service
how the move will take place. You want there to be as little downtime as
possible when the day to move arrives. You need to let all of your
business clients know ahead of time when the move will be occurring. You
also need to notify them of your new address and when everything will
be operational at your new place. It is so important to work with the
service to plan as strategically as possible. You want to be confident
that the timeframe that you require will be adhered to as closely as can
be.
When packing up your boxes, mark and label them correctly.
This ensures that when they arrive at their destination, they will be
placed in the correct offices or at the correct cubicles. It would be a
good idea to ask each one of your employees to pack up the contents of
their own desks, as well as their own office equipment and supplies. It
might even be a smart idea to let your personnel take their own
belongings to the new office. This will make less work for the
commercial moving service and it will also make your workers more
comfortable about the change in their work environment.
Look
around your office environment before the movers show up and decide
which equipment needs to be loaded onto the truck first. Depending upon
how much equipment you have, cranes or dollies may need to be used by
the movers. Talk over these matters with the moving business and they
will be able to let you know what part you can play in the packing and
loading process. They can also tell you what they will be able to supply
for the relocation and what specific tasks will be performed by them.
It
would be wise to assign an employee of yours to be at the old work
location to oversee the work that is taking place there, as well as
assigning one at the new premises. These individuals can do whatever is
needed to assist clients, aid the movers in doing their job, etc. There
is a great deal for the commercial moving service to do and the more
that you can do to help the process along, the better.
Sunday, September 9, 2012
If you have ever tried to put a piece of furniture together and
have found yourself getting more and more frustrated by the minute, then
you may wonder if there is an easier way? Sometimes the instructions
are so confusing that it leads to even more frustration! You waste time
and your sanity on inept assembling and all you end up with is a
collection of pieces all over the floor of your company. Office
furniture installation is no easier than it is at your home!
You
are moving your office and you want to ensure that your office
equipment and all of the furniture is put together right the first time.
What you need to do is to hire a team of office furniture installation
contractors. They are professionals who will do the job correctly for
you.
A business that offers office furniture installation services
will be able to assemble your desks, tables and office equipment, such
as computers, fax machines and photocopy machines. If you have recently
relocated your company, or are planning to soon, you will want to get
everything necessary for the running of your office situated and working
in a timely manner. A delay in resuming operations can wreck havoc on
your business and may affect your profits and productivity.
You
may think that it is costly and unnecessary to hire an office furniture
installation firm. In truth, you will probably save yourself money in
the long run because the normal running of your company will take place
faster. If the down time is less, than your business will not suffer, or
at least it will not suffer as much! You lose money every day that you
are not able to open your doors to your customers or clients.
Professionals
who are trained in all areas of installing furnishings in an office
setting will have the skills and expertise needed to get in there and
get to work immediately. They will be able to guarantee that your
equipment and all of the furniture for yourself and your employees is
installed correctly and in one piece.
Office furniture
installation should only be left to the best. You are entrusting your
business property to virtual strangers and you want to know that they
will take exceptional care in handling all of your items. You want to
hire a service that hires personnel that are skilled, properly trained
and insured to do the job that is required. You do not want to put your
confidence into the hands of individuals who do have the correct
training or experience in taking apart and reassembling furniture in the
workplace.
Your goal as a business owner is to get everything in
your company squared away as quickly as possible. By so doing, you will
be able to get back to business soon and will be able to settle
comfortably into your new location.
Sunday, September 2, 2012
Technical presentations are the most difficult presentations to
prepare. The reason is you have a subject that is inherently dry and
detailed and an audience that has varying degrees of understanding on
the topic. The tips below will assist you to overcome the major
difficulties faced by presenters who need to deliver a presentation
laced with technical detail. Use a Proven Process
The
key to developing a presentation that will achieve all what is required
entails following a standard process. This process will ensure that you
answer all the key questions, and understand what is needed so you can
be successful. Some presenters can get lucky and successfully deliver a
presentation once. To consistently deliver great technical presentations
you need to find and follow a repeatable process. Understand your audience
When
preparing a technical presentation the challenge is to understand what
the audience knows about the subject you will be presenting. This is a
challenge in all presentations, but the nature of technical
presentations raises the importance of this to a higher level. You need
to understand your audience so you can customize the detail and language
of your presentation to meet their needs. Without this understanding
you can easily present information which is too detailed, or equally
frustrating for your audience information which they already know and
understand. Compare your concept to something your audience knows/understands
A
true expert is someone who can take a difficult subject and translate
it so that those who are not experts can understand it. A metaphor is
one of the best tools to utilize in a technical presentation to help
position you as an expert in a topic whilst making the subject
digestible to your audience.
Look around and see if you can
identify any everyday items or activities that your subject can be
compared to. Invariably most technical concepts are an engineering or
programmatic way of reflecting a real world concept. If you can find
something that parallels your technical topic that is understandable you
will make your presentation understandable by everyone in your
audience.
There is work involved in identifying an appropriate
metaphor, but the reward will come at the conclusion of your
presentation with an appreciative audience who will consider you the
"guru" on your particular topic. Keep your slides clear
One
of my favourite examples of what not to do in a technical presentation
is the application developer who includes lines of code in their
PowerPoint slides! What benefit is there in displaying lines of code on
the screen? Unless you are showing something VERY specific that needs
that level of detail there is nothing to be gained by displaying such
detail. Your audience will not have the ability (or interest) to
decipher the detail they are being bombarded with.
With everything
you display on the screen ask yourself "What would I lose by not having
the audience see this?" If the answer is "My audience won't understand
what I'm talking about" then keep the slide. However if it is any other
answer - dump the slide - you will only confuse or bore your audience! Make diagrams/schematics relevant
Often
diagrams will be displayed to assist audience understanding, and as the
saying goes a picture can replace a thousand words. However the issue
with most diagrams is that the presenter wants to reference a small
section of the diagram. The result is an audience which heads on a
journey of discovery as they try and decipher and understand the rest of
the diagram, leaving you as the presenter talking about one aspect,
while the audience is thinking about another aspect.
The key to
changing this is to display only the part of the diagram or schematic
that is relevant for the presentation you are delivering.
Technical
presentations are the most challenging and difficult presentations to
prepare and deliver. But, with the assistance of the tips covered in
this article you can master the presentation, and become an expert in
the eyes of your audience.
Sunday, August 26, 2012
Although anyone with a business knows the benefits of having a
Web presence, that presence does not negate the importance of a business
card. After all, having a card you can give to someone to remind them
to look you up on the Web or call you is a great way to promote who you
are and what you can do. But have you ever given any thought to what
comprises a good business card? After all, there is fine line between
too much information and not enough.
So,
if your business card seems to be lackluster and does not truly
represent who you are, then what is it that you need to change? If you
are unsure about the answer to this question, then a good place to start
is by reviewing what elements should be a part of your business card.
The following parts of a business card are listed in order of
importance. Company Logo - This is the most
important element as people may not always remember a name, but will
quite often remember a picture. And, if your logo is a good one, it will
tell others what your service is so they will be more likely to hang on
to your card. Thanks to modern day 4 color offset printing, business
cards can have virtually any logo/design you can imagine. Name
-What good is it for a potential customer to remember the company, but
not whom they talked to? This is especially true in a business where
commission is part of the pay! Also, by including your name, you are
being more personable. Title - What is your title
at work? Help people know what it is you specialize in by listing your
title as a part of your business card. Contact Info
- You want people to be able to contact you and know where your
business is located. Be sure you correctly list your phone, e-mail,
mailing address and, if applicable, fax number on your business card. Graphical Content
- Different from your logo, you should have a graphic of an item that
represents that you do. Once again, the 4-color offset printing process
gives you multiple options for graphics. Paper -
What your card is printed on says a lot about you as well. There are so
many great options available today and they don't all have to be paper
or cardstock. You will also find an assortment of plastic as well as
natural fibers that can be used. Choose something that represents you
well. Finish - The finish on the card is second
only to what the card is made from. You want the finish on your card to
be in sync with the card material and the service you provide.
Sunday, August 19, 2012
The injection of detergents and soaps into the commercial washing
industry chain has become a major technical consideration, firstly
because the environmental considerations are now so strong that they
have been encased in British law and secondly they are very important in
getting the right finish and thirdly because of the cost implications. A
good laundry must be up to date with the latest requirements and these
must be used in the processing routes. The commercial laundry suppliers
have had to become very technically minded in this area and the best
will be able to advise on the latest and best practices that should be
adapted for the laundry market. The best suppliers have actually
developed their own soap injection machines that can be fitted onto the
commercial washing machines used.
So
the best place to start collecting information is with the supplier and
his advice should be sought on what to use and how much should be used.
The second port of call is the soap and detergent manufacturers who
have a wealth of experience which they will be only too willing to
impart to the user. This will depend on the type of washing that is
being processed. At a job interview many years ago the question was
asked "why does the blue whitener make the clothes white" in a fit of
inspiration and probably with some mind bending the reply came "because
the blue whitener fluoresces white light". The result was the offer of a
job and it seems since then that blue is a term that appears to order
when washing is considered. Certainly even today most of the soap
injection substances are still labelled blue. The main substance for
removing stains from white products is sodium hypochlorite whilst for
coloureds it is hydrogen peroxide. The hydrogen peroxide has been a
substance which has caused a lot of problems with the manufacturers of
products using this material as it has in the hairdressing business as
this material is now very closely controlled as it is also the staple
product used by terrorists in home-made explosives but a happy medium
seems to have been reached.
There is a product available for every
type of washing including barrier and disease type applications such as
MRSA. The type of material and the quantity used is all important and
needs finalising before entering the market because it is certain that
the competitors have a strong position on the required practice.
Sunday, August 12, 2012
It is necessary to gear up with the best video equipment when
working on a production. However, you have to understand that this
doesn't only mean having the right gadgets but also having them in
perfect working condition. Much like a soldier going into battle, you
can't win the fight if you don't have the weapons working aright. In
this article, let's have a rundown of the working equipment you ought to
have.
Camera.
Obviously, you can't shoot without a camcorder. This is the most vital
video production equipment you shouldn't forget. Make sure to power it
up. Test the zoom, the black and white balances, and the likes. Then,
don't forget to turn it off (basic, but commonly forgotten).
Batteries.
Granted that you have charged the batteries fully, you still need to
bring some extra packs. Also, don't forget to bring the charger in tow.
You'll never know how long the shoot is going to be so you'd better have
sufficient power source.
Tapes/hard drives. Depending on what
you're using, you need to bring your storage. Make sure that you bring
several extras too. If you're still using tapes, pre-label them. This
will save you a lot of time.
Microphones. It is likely that your
camera would have a built-in mic, but this isn't the best video
equipment to use for audio or sound. However good the camcorder brand
is, the built-in microphone can't produce the quality sound you need for
the production. Hence, see to it that you have reliable microphones
with you. It may be handheld or wireless, depending on how you need to
use it for the video. Again, just like the camera, test each mic before
packing.
Headphones. You need headphones to run audio tests.
Listening to the speakers won't suffice since it won't allow you to hear
small distortion or audio drop-outs. It is crucial to detect them early
so that problems can be fixed in advance as well.
Lights.
Depending on what time and where you're going to shoot, you may need a
light kit for it. Remember to have some extra lamps or two, just in case
the main one gets busted.
Extension cables. You may need to do a
lot of moving while taking a shot. You may also need to add a lamp here
and there. Extension cables can be very useful in such instances. They
would let you shoot wherever you think is appropriate rather than just
the spot where the sockets are.
Tripod. Tripods are amazing tools
but you won't realize this unless you have spent hours and hours of
shooting or waiting for the perfect shot-- like the sunrise, or the
sunset, or when the sea is going to kiss the horizon. In instances like
these, you need a tripod to hold the camera steady and long. No matter
how good your hands are, they can get tired and wiggly.
These are
the best video equipment you ought to have whenever going to a shoot.
Keep this list handy at all times to ensure that you are geared well for
the battle.
Sunday, August 5, 2012
There is something a little different about the business of
healing. The main objective of most businesses is to increase their
owners' wealth (hopefully coupled with offering something of value to
society). Healing professions also concern themselves with a beautiful
bottom line.
But
individuals who endeavor to alleviate suffering through a form of
healing work are usually drawn to this by some siren's song within.
Perhaps they possess a great love for people, extraordinary compassion, a
sense of the divinity of life, or a tremendous innate gift. Maybe they
choose to do this work because they are fascinated by the mechanisms of
the body; they long to solve some great biological puzzle; or they are
honoring their family profession. A few may actually choose a medical
career with the primary goal of attaining wealth and status.
As
interesting and varied as the reasons why people choose to do healing
work is the work itself. This applies to more than just physicians and
nurses. There are those that offer healing through homeopathic or
ayurvedic treatments. Naturopaths and herbalists, chiropractors and
massage therapists, acupuncturists and energy workers, physical
therapists and paramedics - all of these people offer their unique
approach to the healing process. Then there are those in support
positions such as medical technicians, hospital administrators and
professional caregivers that are also involved with the care and
treatment of those in pain. And we should not neglect to mention
veterinarians who treat our animal friends, counselors and others in
psychology who nurture mental health, and the people who concern
themselves with spiritual well being. There are so many ways to heal,
and many who need healing.
Often, people in the business of
healing are also in business for themselves. They are small business
owners and sole practitioners who must devote at least 25% of their time
in the management and promotion of their businesses. To most of these
professionals, this is their "pain in the neck" that promises no cure.
Their years of education, training, interning or working with mentors,
perfecting their crafts, and building their practices were not
accomplished so they could spend 12 to 20 hours a week buried in
paperwork! Totaling receipts, filling out forms, filing folders and
trying to build and promote a website is not how they want to spend
their precious time and energy. But, for small business owners this is
an inescapable reality. Some tasks can be delegated to others; but,
unless they are fortunate enough to have dedicated support, most of the
business is squarely on their shoulders.
Just how much this
subtracts from the number of people they could help, or from their
ability to keep up with the constant necessity of self-education, or
just how much of a toll this takes on their own peace and wellbeing is
impossible to calculate. But it is easy to understand what a difficult
juggling act this must be; and how important this is when it could
potentially affect the quality of care they provide to people seeking
relief.
Is there a way to give these healing professionals more
time to help, learn, share their knowledge, and protect their own health
without jeopardizing the strength and efficiency of their businesses? I
believe there is. It is called the "Rules, Tools and Jewels" approach.
What this basically boils down to is using standard business practices
combined with the talents of other professionals in order to streamline
operations and delegate tasks that are not directly related to the
business of healing.
The Rules include effective: scheduling,
organizing, prioritizing, and setting your boundaries. The Tools include
office systems and protocols, financial management, people management,
security, documentation, software, marketing and strategic planning,
expert advice, community support and reminders. The Jewels are support
professionals, such as: accountants, office managers, marketing
consultants, personal assistants, coaches, and financial advisors. These
principles are explained in depth in another article, "Rules, Tools and
Jewels for Business".
Healing is about helping people get what
they need to be whole and well. Business is about profits driven by
sales, strategy and administration. While these two things seem
dissimilar, they can be harmoniously combined to create efficient,
profitable yet healing-centered businesses. What makes this possible is
really one key principle: it takes more than one. No one single element
(or one person, for that matter) ensures the success of a business. It
is employing the right combination of elements (and people) that ensures
success. Claiming that perfect combination is what all business owners
must do for the "health" of their businesses.
Lorrie Tabar is a freelance writer with 18 years of experience as
a proposal writer for the construction industry. She also has
experience as a caregiver and a licensed massage therapist in Georgia.
She indulges in movies, books, art, movies, and creative cooking.
Sunday manufacture | 677.169 | 1 |
In order to provide an efficient teaching plan so that students are able to understand and apply the concept and principle of differentiation, and increase the students' capability to solve questions and mathematical thinking skills, it is important to first perceive the errors that students make. Therefore, by comprehending the status of the teachers' perception in the errors the students make, this research aims to develop students' understanding of the basic concept of Differentiation, and provide a basic teaching strategy for teachers to improve students' mathematical learning. Firstly, this research aimed to understand the ratio of the types of errors that students make, and the ratio of the students' errors that the teachers perceive. Secondly, the researcher designated the research subject as the ratio of the types of mathematical errors made by students in the process of solving questions in chapters dealing with differentiation, and the ratio of students' errors as perceived by teachers. With this data, the researcher analyzed the students' errors and teachers' perceptions.
This research analyzed 425 students' answers to survey questions at senior students at three high schools in Daegu. In regards to teacher perception, the researcher provided errors made by students in the concept of differentiation from a previous research and surveyed the ratio of students who make these errors. Also, the researcher provided errors made by students in the process of solving problems and had the teachers rank the errors. With this data, the researcher investigated how the teachers perceived the ratio of students' errors. The students' questionnaire was composed of 12 questions. The questions dealt with the concept and meaning of differential coefficient, the meaning of differentiable, the concept of tangent, the understanding of derivatives and the tangent on the inflection point, the graph of derivatives, the concept and understanding of extreme value, and the understanding of position and velocity. Similarly, the teachers' questionnaire consisted of type of errors made by students regarding the concepts above.
As a result of the research, first of all, students made various errors and lacked understanding of the concept of differentiation. The most prominent errors consisted of the following: confusing the differential coefficient as the value of function on one point, confusing continuum and differentiable, the error that a tangent passes through a point of a curve and the gradient equals the line of the differential coefficient on that point, the error that the tangent of the inflection point changes in the same direction of the graph of the function f(x), and is the line that passes through the inflection point, the error that a tangent graph cannot be drawn on the inflection point, the error that the graph of the function and derivative has the same direction, the error that an undifferentiable point cannot have an extreme value, the error of unconditionally perceiving the extreme value as the function value of the solution to f′(x)=0, not being able to distinguish the position and movement distance at a specific time, and not being able to realize the velocity by looking at a graph.
Secondly, there was a difference in the ratio of the types of errors that students make in the concept of differentiation, and the ratio of the teachers' perception of the students' errors. There was a difference in the ratio of types of students' errors and ratio of the teachers' perception of the students' errors in the sections concerning the concept and meaning of differential coefficient, the concept of tangent, the understanding of the tangent on the inflection point, the concept and understanding of extreme value, and the understanding of position and velocity. Especially, the researcher was able to find out that there is a difference in the ratio of types of students' errors and ratio of the teachers' perception of the students' errors from the following types of errors: confusing the differential coefficient as a value of function on a certain point, mistaking the differential coefficient for the average rate of change at the entire interval, mistaking the differential coefficient for the rate of change at a certain interval, mistaking that the tangent passes through a certain point on a curve and that gradient is the same line as the differential coefficient on that point, mistaking that the tangent are the many lines that passes through a curve, mistaking that the tangent of an inflection point changes in the same direction as the graph of the function f(x) and is the single line that goes through point A, the error that a tangent graph cannot be drawn on the inflection point, mistaking that multiple tangents can be drawn upon the inflection point, the error of drawing the graph of a derivative of the entire function as the tangent on the inflection point, the error of perceiving the extreme value as the solution of f′(x)=0, the error that an undifferentiable point cannot have an extreme value, the error of perceiving the extreme value as maximum or minimum value, the error of perceiving the extreme value as the function value of the solution to f′(x)=0, confusing the time-distance graph and the time-velocity graph, and not being able to distinguish the velocity at a specific time. Thus, the teachers mistakenly perceived which sections had a high ratio in the errors that students made in the concept of differentiation.
Thirdly, there was a difference the ratio of the types of mathematical errors made by students in the process of solving questions in chapters dealing with differentiation, and the ratio of students' errors as perceived by teachers. The problems that omitted the explanation had the highest error ratio among the students; however, the teachers ranked these errors as the lowest, thinking that students had a low error ratio. Furthermore, the students had a low ratio of mistaking definitions or ineptly using theorems, but teachers wrongly perceived that students had a high error ratio in these sections.
It is necessary to break down the types of errors that student s make and analyze them in order to help students understand the principles and concept of differentiation and apply them. Also, it is necessary to understand and improve the teachers' perception of the students' errors concerning the concept of differentiation in order to help students understand the concept of differentiation. Lastly, a teaching-learning method is necessary to remove the prominent types of errors that appear among students.;미분개념 학습에 있어서 학생들이 � 지도하는 효과적인 방안을 마련하고, 학생들의 문제 해결력과 수학적 사고력을 신장시킬 수 있는 학습지도 방법을 모색하기 위해서는 먼저 학생들이 나타내는 오류를 인식하는 것이 중요하다. 따라서 본 연구에서는 학생들이 나타내는 미분개념 오류에 대한 교사 인식 실태를 파악해봄으로써 학생들의 미분에 대한 기본적인 개념이해와 문제해결 능력을 발전시키고, 수학 학습을 개선시키는 교사의 교수 전략의 기초를 마련하고자 시도되었다. 본 연구는 첫, 둘을 연구문제로 정하여, 미분에서 나타나는 학생 오류와 교사들의 인식을 분석하였다.
연구는 대구의 3개 고등학교 3학년 자연계 425명의 학생을 대상으로 설문조사하여 답안을 분석하였다. 교사 인식은 선행연구에서 나타난 미분개념의 학생 오류를 제시하고 각 오류들에 있어서 어느 정도의 학생 비율이 나타나는지를 설문조사 하였다. 또한 학생들이 수학 문제를 해결하는데 있어서 나타내는 오류를 제시하고 각 오류의 순위를 작성하도록 하여 교사들이 학생 오류비율을 어떻게 파악하는지를 조사하였다. 학생 설문지는 12개의 문항으로 구성되었으며, 미분계수의 개념과 의미, 미분가능성의 의미, 접선 개념, 변곡점에서의 접선과 도함수의 이해, 도함수의 그래프, 극값의 개념과 이해, 위치와 속력의 이해에 관한 문항으로 구성되며 교사 설문지도 이러한 개념에서 나타나는 학생 오류유형 제시로 구성된다.
연구 결과, 첫째, 학생들은 미분개념에 있어서 다양한 오류들을 나타내며 미분개념에 대한 이해가 부족했다. 특히, 미분계수를 한 점에서의 함수값으로 혼동하는 오류, 연속과 미분가능성을 혼동하는 오류, 접선은 곡선 위의 한 점을 지나며 기울기가 그 점에서의 미분계수와 같은 직선이라는 오류, 변곡점에서의 접선은 함수 f(x)의 그래프와 동일한 방향의 변화를 하며 변곡점을 지나는 직선이라는 오류, 변곡점에서는 접선을 그을 수 없다는 오류, 함수와 도함수의 그래프는 동일한 방향을 갖는다는 오류, 미분가능하지 않은 점에서는 극값을 가질 수 없다는 오류, 극값을 무조건 f′(x)=0 의 해의 함수값으로 인식하는 오류, 특정 시간에서의 위치와 이동거리를 구별하지 못하는 오류, 그래프를 보고 속력을 파악하지 못하는 오류가 많이 나타났다.
둘�� 차이가 있었다. 즉, 교사는 미분개념에 관한 오류에 있어서 어느 오류가 학생들에게서 높은 비율로 나타나는지를 잘못 파악하고 있었다.
셋�� 차이가 있었다. 풀이과정이 생략된 오류는 학생들에게서 가장 높 적게 나타날 것이라는 낮은 순위의 오류로 잘못 파악하고 있었다. 또한 정의나 정리를 부적절하게 사용하는 오류는 학생들에게서 낮 많이 나타날 것이라는 높은 순위의 오류로 잘못 파악하고 있었다.
� 하기 위해서는 학생들이 나타내는 오류를 좀 더 유형화하여 분석할 필요가 있다. 또한 학생들의 미분개념 이해를 돕기 위하여 교사들은 좀 더 학생들의 미분개념의 오류에 대한 실태를 파악하고 인식을 개선시킬 필요가 있으며, 학생들이 많이 나타내는 오류를 제거하기 위한 교수-학습 방법이 필요하다. | 677.169 | 1 |
Graw-Hill's GED Mathematics Workbook
Buy Now orders cannot be placed without a valid Australian shipping address.
McGraw-Hill's GED Mathematics Workbook: The Most Thorough Practice for the GED Math Test
Jerry Howett
1stPublisher: McGraw-Hill CompaniesFormat: Paperback
Problem-solving and computational skills, with special focus on the use of the Casio FX-260 calculator, understanding grids, and strategies for handling word problems.Announcing the companion workbook series to the GED test seriesPractice makes perfect with McGraw-Hill's updated GED Workbook series, which reflects the 2002 test guidelines. These workbooks provide invaluable hands-on experience for students as they tackle hundreds of GED format questions and check results against an answer key. Simulated test-taking situations boost not only content retention but also confidence for the big day. Ideal study guides for a student weak in a particular subject area or sitting for one GED test at a time, these activity books function as a companion to McGraw-Hill's GED Test titles and McGraw-Hill's GED | 677.169 | 1 |
This course is only offered online through Continuing and Professional Education.
MATH 100: Basic Math Skills for the Modern World
See Preregistration guide for instructors and times
Description:
Topics in mathematics that every educated person needs to know to process, evaluate, and understand the numerical and graphical information in our society. Applications of mathematics in problem solving, finance, probability, statistics, geometry, population growth. Note: This course does not cover the algebra and pre-calculus skills needed for calculus.
MATH 101: Precalculus, Algebra, Functions and Graphs
See Preregistration guide for instructors and times
Prerequisites:
Prereq: MATH 011 or Placement Exam Part A score above 10. Students needing a less extensive review should register for MATH 104.
Description:
First semester of the two-semester sequence MATH 101-102. Detailed, in-depth review of manipulative algebra; introduction to functions and graphs, including linear, quadratic, and rational functions.
MATH 102: Analytic Geometry and Trigonometry
See Preregistration guide for instructors and times
Prerequisites:
Math 101
Description:
Second semester of the two-semester sequence MATH 101-102. Detailed treatment of analytic geometry, including conic sections and exponential and logarithmic functions. Same trigonometry as in MATH 104.
MATH 104: Algebra, Analytic Geometry and Trigonometry
See Preregistration guide for instructors and times
Prerequisites:
MATH 011 or Placement Exam Part A score above 15. Students with a weak background should take the two-semester sequence MATH 101-102.
Description:
One-semester review of manipulative algebra, introduction to functions, some topics in analytic geometry, and that portion of trigonometry needed for calculus.
MATH 113: Math for Elementary Teachers I
See Preregistration guide for instructors and times
Prerequisites:
MATH 011 or satisfaction of R1 requirement.
Description:
Fundamental and relevant mathematics for prospective elementary school teachers, including whole numbers and place value operations with whole numbers, number theory, fractions, ratio and proportion, decimals, and percents. For Pre-Early Childhood and Pre-Elementary Education majors only.
MATH 114: Math for Elementary Teachers II
See Preregistration guide for instructors and times
Prerequisites:
MATH 113
Description:
Various topics that might enrich an elementary school mathematics program, including probability and statistics, the integers, rational and real numbers, clock arithmetic, diophantine equations, geometry and transformations, the metric system, relations and functions. For Pre-Early Childhood and Pre-Elementary Education majors only.
MATH 127: Calculus for Life and Social Sciences I
See Preregistration guide for instructors and times
Prerequisites:
Proficiency in high school algebra, including word problems.
Description:
Basic calculus with applications to problems in the life and social sciences. Functions and graphs, the derivative, techniques of differentiation, curve sketching, maximum-minimum problems, exponential and logarithmic functions, exponential growth and decay, and introduction to integration.
MATH 128: Calculus for Life and Social Sciences II
See Preregistration guide for instructors and times
Prerequisites:
Math 127
Description:
Continuation of MATH 127. Elementary techniques of integration, introduction to differential equations, applications to several mathematical models in the life and social sciences, partial derivatives, and some additional topics.
MATH 128H: Honors Calculus for Life and Social Sciences II
See Preregistration guide for instructors and times.
Prerequisites:
Math 127
Description:
Honors section of Math 128.
MATH 131: Calculus I
See Preregistration guide for instructors and times
Prerequisites:
High school algebra, plane geometry, trigonometry, and analytic geometry.
Description:
Continuity, limits, and the derivative for algebraic, trigonometric, logarithmic, exponential, and inverse functions. Applications to physics, chemistry, and engineering.
MATH 132: Calculus II
See Preregistration guide for instructors and times
Prerequisites:
Math 131 or equivalent.
Description:
The definite integral, techniques of integration, and applications to physics, chemistry, and engineering. Sequences, series, and power series. Taylor and MacLaurin series. Students expected to have and use a Texas Instruments 86 graphics, programmable calculator.
MATH 233: Multivariate Calculus
See Preregistration guide for instructors and times
Prerequisites:
Math 132.
Description:
Techniques of calculus in two and three dimensions. Vectors, partial derivatives, multiple integrals, line integrals.
(Formerly Math 431) Introduction to ordinary differential equations.First and second order linear differential equations, systems of linear differential equations, Laplace transform, numerical methods, applications. (This course is considered upper division with respect to the requirements for the major and minor in mathematics.)MATH 370.1: Writing in Mathematics
MATH 300 or CS 250 and completion of the College2: Writing in Mathematics
MATH 300 or CS 250 and completion of College3: Writing in Mathematics
MATH 300 or CS 250 and completion of the 370.4: Writing in Mathematics
MATH 300 or CS 250 and completion of 391T: Seminar- Introduction to K-12 Mathematics Teaching
Open to junior and senior Math majors. MATH 300 and completion of a 400-level or higher Math or Statistics course required. Completion of two or more 400 level or higher Math or Statistics courses strongly recommended.
Description:
This course provides future secondary math teachers an introduction to a range of topics related to the teaching of mathematics in the public schools. The focus will be on increasing the participants' mathematical content knowledge for teaching by exploring the mathematical content and practices of secondary math. Through these explorations, students will have opportunities to gain some familiarity with the Massachusetts Frameworks, Common Core, standardized and local assessments, curriculum resources, and other topics related to secondary math teaching. As part of the course, students will also explore connections between secondary math and the higher-level mathematics courses they have been taking.
MATH 412: Introduction to Abstract Algebra II
This course is a continuation of Math 411. We will study properties of rings and fields. A ring is an algebraic system with two operations (addition and multiplication) satisfying various axioms. Main examples are the ring of integers and the ring of polynomials in one variable. Later in the course we will apply some of the results of ring theory to construct and study fields. At the end we will outline the main results of Galois theory which relates properties of algebraic equations to properties of certain finite groups called Galois groups. For example, we will see that a general equation of degree 5 can not be solved in radicals.
This course covers the basics of differential and integral calculus in many variables: differentiability, directional and partial derivatives and gradient of functions; critical points without or with constraints (Lagrange-multipliers/tangential-gradient) and the Hessian; vector fields and differential forms; divergence, curl and exterior derivative; line- and surface-integrals; the fundamental theorem of calculus (Gauss/Green/Stokes/Thomson). If time and taste permit, topics from physics (fluids and electromagnetism) and differential geometry (curves and surfaces in space) may also be explored.
MATH 425.2 425.3 455.1Description:
This is a rigorous introduction to some topics in mathematics that underlie areas in computer science and computer engineering, including graphs and trees, spanning trees, colorings and matchings; the pigeonhole principle, induction and recursion, generating functions, and (if time permits) combinatorial geometry. The course integrates learning mathematical theories with applications to concrete problems from other disciplines using discrete modeling techniques. Student groups will be formed to investigate a modeling problem and each group will report its findings to the class in a final presentation. This course satisfies the university's Integrative Experience (IE) requirement for math majors.
MATH 455.2This is a rigorous introduction to some topics in mathematics that underlie areas in computer science and computer engineering, including graphs and trees, spanning trees, colorings and matchings; the pigeonhole principle, induction and recursion, enumeration, and generating functions. As part of the course, student groups will be assigned and a final project will be presented. This course satisfies the university's Integrative Experience (IE) requirement for math majors.
In this course we will study some of the mathematics used in modern modeling, be it continuous deterministic systems (modeled by differential equations) or discrete stochastic systems (modeled by Markov chains). A first part of the course will involve learning some of the theory in the aforementioned topics, and the second part will involve case studies on real life situations where these models are put to practice. Later on the course, students will team up in small groups (2-3) and do presentations on topics selected from a list made available at the beginning of the semester .
We learn how to build, use, and critique mathematical models. In modeling we translate scientific questions into mathematical language, and thereby we aim to explain the scientific phenomena under investigation. Models can be simple or very complex, easy to understand or extremely difficult to analyze. We introduce some classic models from different branches of science that serve as prototypes for all models. Student groups will be formed to investigate a modeling problem themselves and each group will report its findings to the class in a final presentation. The choice of modeling topics will be largely determined by the interests and background of the enrolled students. Satisfies the Integrative Experience requirement for BA-Math and BS-Math majors.
MATH 471: Theory of Numbers
Math 233 and Math 235. Math 300 or CS250 as a co-requisite is not absolutely necessary but highly recommended.
Description:
The course will cover topics from elementary number theory such as the Euclidean Algorithm, congruence arithmetic, prime numbers, the Fundamental Theorem of Arithmetic, quadratic reciprocity, and continued fractions. Applications and connections to cryptography will be explored. To help learn these materials, students will be assigned computational projects using computer algebra software.
MATH 475: History of Mathematics
This course satisfies the General Education IE requirement for Mathematics and Statistics.
Description:
This is an introduction to the history of mathematics from ancient civilizations to present day. Students will study major mathematical discoveries in their cultural, historical, and scientific contexts. This course explores how the study of mathematics evolved through time, and the ways of thinking of mathematicians of different eras - their breakthroughs and failures. Students will have an opportunity to integrate their knowledge of mathematical theories with material covered in General Education courses. Forms of evaluation will include a group presentation, class discussions, and a final paper.
The math major is made up of technical courses on the theory of mathematics from Calculus to more complex concepts. This course is unique in providing a humanities-based approach to understanding math. For example, students are required to use primary sources on a weekly basis. Students study examples of how mathematical advances were made in response to or alongside developments in other branches of science - such as Ptolemy's work in trigonometry being motivated by applications in astronomy, and Newton as the father of both calculus and modern physics. Students also learn to understand mathematicians as people of their times - for example, how Babylonian mathematicians were motivated by the needs of the empire, or how Evariste Galois was both a brilliant mathematician and a passionate French revolutionary. Additionally, many math majors go on to teach mathematics after graduation, and in this course the history of math is is studied in the context of the history of education.
The homework assignments contain a component where students are required to write short compositions. Many of these assignments will ask students to engage in self-reflection on how their study of the history of mathematics in the current course is influenced by the General Education courses they took. This is not limited to courses carrying the Historical Studies designation, but Economics, Sociology, Science and other modes of human thought all present lenses through which one can study the mathematics and mathematicians that are the focus of the course; the homework assignments will invite students to apply all of those lenses to the topics at hand. Students will also be required to write an interdisciplinary 20-page final essay. Essay topics are developed by the student with assistance from the professor. Students draw not only on their mathematics coursework, but also on the knowledge they have accrued from other GenEd curriculum courses they have experienced in their first two years of college. After seeing how mathematical tools have developed in conversation with history, culture, and science, students can better appreciate the uses and possibilities of advanced mathematics.
A substantial fraction of the course grade is based on a class presentation; this is a major change from standard upper division math/stat requirements. Each group, which typically consists of three students, collaboratively researches and presents an interdisciplinary mathematical topic, chosen by the group from the instructor's list of suggested topics. This is highly unusual for mathematics classes, where problems are typically presented abstracted from their scientific and cultural roots. These presentations are spaced out throughout the semester, and the students' work is referenced and discussed in a class discussion later in class.
Additionally, highly unusually for a mathematics course, a large part of the course grade is based on participation in class discussions. Each week, the students are assigned readings. A large amount of weekly class time is devoted to a roundtable discussion of the reading - its implications for modern mathematics, how it was understood at the time, mathematical concepts in the reading, and the close-reading of assigned passages.
See for more information about the course and examples of essays, class presentations, and reading assignments from previous years.
MATH 523H: Int. Mod. Analysis I
This is the first part of the introduction to analysis sequence (523 and 524). This course deals with basic concepts of analysis of functions mostly on the real line, and we will try to make many of the concepts one learns in calculus rigorous. Covered topics will include series, and sequences, continuity, differentiability, and integration. Prerequisites for the class are Math 233, Math 235, and Math 300 or CS 250.
MATH 524: Introduction to Modern Analysis II
Topology of the euclidean space and functions of several variables (implicit function theorem), introduction to Fourier analysis, metric spaces and normed spaces. Applications to differential equations, calculus of variations, and others.
An introduction to PDEs (partial differential equations), covering some of the most basic and ubiquitous linear equations modeling physical problems and arising in a variety of contexts. We shall study the existence and derivation of explicit formulas for their solutions (when feasible) and study their behavior. We will also learn how to read and use specific properties of each individual equation to analyze the behavior of solutions when explicit formulas do not exist. Equations covered include: transport equations and the wave equation, heat/diffusion equations and the Laplace's equation on domains. Along the way we will discuss topics such as Fourier series, separation of variables, energy methods, maximum principle, harmonic functions and potential theory, etc.
Time-permitting, we will discuss some additional topics (eg.. Schrödinger equations, Fourier transform methods, eigenvalue problems, etc.). The final grade will be determined on the basis of homework, attendance and class participation, a midterm and final projects.
A calculator with a cumulative distribution function for the standard normal variable (also known as the ``Erf" function or ``normalcdf"). The inverse normalcdf feature is also necessary. The TI-83 or higher, for example, will work.
Description:
This course is an introduction to the mathematical models used in finance and economics with particular emphasis on models for pricing financial instruments, or "derivatives." The central topic will be options, culminating in the Black-Scholes formula. The goal is to understand how the models derive from basic principles of economics, and to provide the necessary mathematical tools for their analysis.
This is a course in Advanced Linear Algebra and Applications. We will cover LU decom-
position, Vector and Inner Product Spaces, Orthogonality and Least Squares, Determinants and
Eigenvalues, Jordan form, Spectral theorem, symmetric positive definite matrices. Other decom-
positions such as SVD and QR, will be covered as well. If time permitting. basic numerical linear
algebra will be included. There will be elements of proof and computation in the course. No coding
will be taught in the class, but the students will have the option to do a final project instead of the
exam. Homework will be assigned every one or two weeks. Late homework will NOT be accepted.
The final grade will be based on both exams and homework assignments.
MATH 545.2: Linear Algebra for Applied Mathematics
Strang, Linear Algebra and Its Applications,4th ed. I recommend the Indian edition as it is 1/10th of the price of the US edition. Alternative editions are fine because I rarely assign problems directly from the book.
Recommended Text:
There are many alternative texts available online. I will make some available as we go Least squares, Numerical Integration, Numerical Solution of Ordinary Differential Equations least squares, Numerical Integration, Numerical Solution of Ordinary Differential Equations.
MATH 551.3: Intr. Scientific Computing
MATH 233 and 235 as well as knowledge of a scientific programming language, e.g. Matlab, Fortran, C, C++, Python, Java.
Text:
A First Course in Numerical Methods, by Ascher & Greif (SIAM)
Description:
This course will introduce basic numerical methods used for solving problems that arise in different scientific fields. The following topics (not necessarily in the order listed) will be covered: finite precision arithmetic and error propagation, linear systems of equations, root finding, interpolation, least squares and numerical integration. Students will gain practical programming experience in implementing such numerical methods using MATLAB. The use of MATLAB for homework assignments will be mandatory, although any other scientific language for solving the homework problems will be accepted. We will also discuss some very important practical considerations of implementing numerical methods using other languages such as fortran, C or C++.
This course complements the topics covered in MATH 551. In particular, the following topics (not necessarily in
the order listed) will be covered: finite difference schemes for steady-state boundary value problems, numerical
methods for time-dependent ordinary and partial differential equations, numerical methods for computing eigenvalues,
eigenvectors and singular values as well as fast poisson solvers and the fast Fourier transform (FFT). If time permits,
we will discuss iterative methods for linear systems (including modern methods such as the multigrid method) and parametric
continuation techniques (pseudo-arclength and deflation methods). The use of MATLAB for homework assignments will
be mandatory, although any other scientific language for solving the homework problems will be accepted.
The course covers standard materials in the theory of curves in the plane and the space, and the theory of surfaces in the space.
Emphasis is given on the interplay between the local numerical quantities such as curvature and the global properties of the geometric objects,
which is a central theme in modern differential geometry.
STAT 494CI: Cross-Disciplinary Research
Students will work in teams to collaborate with researchers in other disciplines. Each research project will have a team of two students, one faculty statistician, and one researcher from another discipline. Students will be assigned to teams according to their skills and interests. Each team will work together for one semester and be responsible for its own schedule, work plan, and final report. In addition, the whole class will meet weekly for teams to update each other on their progress and problems. Students will learn about several areas of application and the statistical methods employed by each team. Students in the course will probably learn new statistical methods, a discipline where statistics is applied, how to work collaboratively, how to use R, and how to present oral and written reports.
STAT 501: Methods of Applied Statistics
A non-calculus-based applied statistics course for graduate students and upper level undergraduates with no previous background in statistics who will need statistics in their future studies and their work. The focus is on understanding and using statistical methods in research and applications. Topics include: descriptive statistics, probability theory, random variables, random sampling, estimation and hypothesis testing, basic concepts in the design of experiments and analysis of variance, linear regression, and contingency tables. The course has a large data-analytic component using a statistical computing package.
STAT 515.3: Statistics I
Two semesters of single variable calculus (Math 131-132) or the equivalent, with a grade of "C" or better in Math 132. Math 233 is required for this course. However, some necessary concepts for multiple integration or partial derivatives will be re-introduced in the course as needed.STAT 516.3: Statistics II or more means (one-sample, two-sample, many samples - one-way analysis of variance), inference on proportions (including contingency tables), simple linear regression and non-parametric methods (time permitting).
STAT 525.1, 4th Edition, by S Weisberg
Description:
Regression analysis answers questions about the dependence of a response variable on one or more predictors, including prediction of future values of a response, discovering which predictors are important, and estimating the impact of changing a predictor or a treatment on the value of the response. This course focuses on linear regression, which is the basis for many modern, advanced regression techniques, including those used by statisticians, machine learners, and data scientists.
In addition to the usual topics in linear regression, this course also emphasizes (1) graphical methods, because it's important to visualize your data and not just rely on numerical output from computer packages, and (2) diagnostics, because it's important to check that any regression analysis accurately represents your data. The course will teach and use the R statistical language.
STAT 525.2 Models, by Kutner, Nachshem and Neter (4th edition) or Applied Linear Statistical Models by Kutner, Nachtshem, Neter and Li (5th edition). Both published by McGraw-Hill/Irwin. The first 14 chapters of Applied Linear Statistical Models (ALSM) are EXACTLY equivalent to the 14 chapters that make up Applied Linear Regression Models, 4th ed., with the same pagination. The second half of ALSM covers experimental design and the analysis of variance and is used in our ST526 course. (A) Students planning to take STAT 526 should buy the ALSM textbook.
Description:
Regression is the most widely used statistical technique. In addition to learning about regression methods, this course will also reinforce basic statistical concepts and introduce students to "statistical thinking" in a broader context. This is primarily an applied statistics course. While models and methods are written out carefully with some basic derivations, the primary focus of the course is on the understanding and presentation of regression models and associated methods, data analysis, interpretation of results, statistical computation and model building. Topics covered include simple and multiple linear regression; correlation; the use of dummy variables; residuals and diagnostics; model building/variable selection, regression models and methods in matrix form. With time permitting, further topics include an introduction to weighted least squares, regression with correlated errors and nonlinear (including binary) regression.
STAT 535: Statistical Computing
Introduction to Computation and Programming Using Python: With Application to Understanding Data
by John V. Guttag
Recommended Text:
Python for Data Analysis
by Wes McKinney
Introduction to Algorithms
by Cormen, Leiserson, Rivest, and Stein
Description:
The course will introduce computing tools needed for statistical analysis including data acquisition from database, data exploration and analysis, numerical analysis and result presentation. Advanced topics include parallel computing, simulation and optimization, and package creation. The class will be taught in a modern statistical computing language.
STAT 597TS: ST-Time Series (1 Credit)
This one credit undergraduate course aims to introduce basic concepts and modeling techniques for time series data. It emphasizes implementation of the modeling techniques and their practical application in analyzing actuarial and financial data. The open source program R will be used. Chapter 7, 8 and 9 of the textbook will be covered, if time allows. This course satisfies the VEE (Validation by Educational Experience) requirement set by the SOA (Society of Actuaries) in time series of the Applied Statistical Methods topic. Specifically, SOA requires the following educational experience in time series and forecasting:
- Linear time series models
- Moving average, autoregressive and/or ARIMA models
- Estimation, data analysis and forecasting with time series models
- Forecast errors and confidence intervals
This course will cover the above topics and more advanced models such as exponential smoothing, Box-Jenkins and ARCH/GARCH, if time permits.
STAT 598C: Statistical Consulting Practicum (1 Credit)
This course provides a forum for training in statistical consulting. Application of statistical methods to real problems, as well as interpersonal and communication aspects of consulting are explored in the consulting environment. Students enrolled in this class will become eligible to conduct consulting projects as consultants in the Statistical Consulting and Collaboration Services group in the Department of Mathematics and Statistics. Consulting projects arising during the semester will be matched to students enrolled in the course according to student background, interests, and availability. Taking on consulting projects is not required, although enrolled students are expected to have interest in consulting at some point. The class will include some presented classroom material; most of the class will be devoted to discussing the status of and issues encountered in students' ongoing consulting projects.
Graduate Courses
MATH 612: Algebra II
This fast-paced course is a continuation of Math 611. It will introduce modern algebra concepts with an emphasis on topics required for the qualifying exam in algebra. Syllabus of Math 611 - Math 612:
I. Group Theory and Representation Theory.
Group actions. Counting with groups. P-groups and Sylow theorems. Composition series. Jordan-Holder theorem. Solvable groups. Automorphisms. Semi-direct products. Finitely generated Abelian groups. Complex representations of finite groups. Schur's Lemma. Maschke's Theorem. Representations of Abelian groups. Characters. Schur's orthogonality relations. The number of irreducible representations is equal to the number of conjugacy classes. The sum of squares of dimensions of irreducible representation is equal to the size of the group. The dimension of any irreducible representation divides the size of the group.
MATH 621: Complex Analysis
Advanced Calculus. Students are expected to have a working knowledge of complex numbers and functions at the level of M421 for example.
Text:
Complex analysis, by E. Stein and R. Shakarchi, Princeton 2003.
Description:
We will cover the basic theory of functions of one complex variable, at a pace that will allow for the inclusion of some non-elementary topics at the end. Basic Theory: Holomorphic functions, conformal mappings, Cauchy's Theorem and consequences, Taylor and Laurent series, singularities, residues, elliptic functions, other topics as time permits.
This is the second part of a 2-semester introduction to Real Analysis (namely Math 623 in the Fall, and Math 624 in the Spring) which covers parts of Vol. III and of Vol. IV of Stein&Shakarchi texts.
Math 624 is a continuation of Math 623. We start where Math 623 left off in the Fall and cover in particular the following topics: signed measures; Hilbert spaces and $L^2$ theory; compact operators; the Fourier transform; Banach spaces; elementary operator theory and linear functionals; $L^p$ spaces theory: duality, interpolation, fundamental inequalities and approximation theorems. Time permitting we will discuss some applications in harmonic analysis and some distribution theory.
The prerequisites for this class are Math 623 covering most of chapters 1, 2, 3(part) and 6 (part) of Stein-Shakarchi's Real Analysis book (Vol. III) (namely having a working knowledge of Measure theory: Lebesgue measure and Integrable functions (Chapter 1); Integration theory: Lebesgue integral, convergence theorems and Fubini theorem (Chapter 2); Differentiation and Integration. Functions of bounded variation (Chapter 3) and some abstract measure theory (first part of Chapter 6) as well as a working knowledge of undergraduate Analysis (as for example taught in classes like M523H and M524H).
This course gives an introduction to the basic tools of algebraic topology, which studies topological spaces and continuous maps by producing associated algebraic structures (groups, vector spaces, rings, and homomorphism between them). Emphasis will be placed on being able to compute these invariants, not just on their definitions and associated theorems.
Topics include: Homotopy, fundamental group and covering spaces (reviewed from Math 671), simplical and cell complexes, singular and simplicial homology, long exact sequences and excision, cohomology, Künneth formulas, Poincaré duality.
If time permits, more advanced topics will be discussed at the end, such as higher homotopy groups, sheaf cohomology, the de Rham theorem, and equivariant cohomology.
MATH 691T: S-Graduate Teaching Seminar
The purpose of this seminar is to prepare graduate students to teach their own section of calculus in the Fall. Participants will present portions of calculus lectures in the seminar, observe the presentations of other participants, and provide feedback on the presentations.
MATH 697AM: ST-Appl Math and Math Modeling
Lin and Segel, Mathematics Applied to Deterministic Problems in the Natural Sciences.
Description:
The course covers classical methods in applied mathematics and math modeling, including dimensional analysis, asymptotics, regular and singular perturbation theory for ordinary differential equations, random walks and the diffusion limit, and classical solution techiques for PDE. The techniques will be applied to applications throughout the natural sciences.
This course is an introduction to stochastic processes and Monte-Carlo methods. And we will use from time to time some more advanced concepts from analysis and linear algebra. One of the main goal in the class is to develop a "probabilist intuition and way of thinking". We will present some proofs and we will skip some others in order to provide a reasonably broad range of topics, concepts and techniques. We emphasize examples both in discrete and continuous time from a wide range of disciplines, for example branching processes, queueing systems, population models, chemical reaction networks and so on. We will also discuss the numerical implementation of Markov chains and discuss the basics of Monte-Carlo algorithms. Among the topics treated in the class are
Simulation of random variables. A first look at Monte-Carlo algorithms.
MATH 697WA: ST-Nonlin Waves and Appl/Continua
There will be no required textbook. The course will be based on instructor notes.
Description:
The aim of this course will be to give an overview of the mathematical background, physical applications and numerical computations associated with a number of prototypical wave systems both at the continuum and at the lattice level. We will start from finite dimensional Hamiltonian systems, discuss their symmetries and Lagrangian/Hamiltonian structure, and then extend considerations to infinite dimensional systems of partial differential and differential-difference equations. Prototypical case examples will be the continuum and the discrete nonlinear Schrodinger equation, the Korteweg-de Vries equation, the sine-Gordon equation, and the Fermi-Pasta-Ulam lattice, among others. We will examine the symmetries, conservation laws, solitary wave solutions, linearization spectral properties and dynamics of such equations and attempt to connect them with physical applications from nonlinear optics, fluid mechanics, materials science and atomic physics, as well as develop computational tools (such as bifurcation analysis and time-stepping algorithms) about how to address them. Time permitting, we will also make short excursions to systems of multiple components, higher dimensions or of dissipative character (e.g. reaction-diffusion type) to discuss some similarities and differences with these.
This is an introductory course on the topology of symplectic manifolds, along with its connections to differential, algebraic, complex and contact geometry and topology.
Student grade will be based on regularly assigned homework (75%) and a final presentation (25%). The latter will consist of an in-class presentation, accompanied by a short expository paper, on a topic in symplectic topology.
MATH 708: Complex Algebraic Geometry
Holomorphic functions of one complex variable (at the level of Math 621),
Differentiable Manifolds and their deRham cohomology (at the level of
Math 703)
Text:
Complex Geometry, an introduction, by Daniel Huybrechts.
Recommended Text:
Principles of Algebraic Geometry, by Phillip Griffiths and Joseph Harris.
Description:
An introductory course to complex algebraic
geometry. The basic techniques of Kahler geometry, Hodge theory, line and
vector bundles, needed for the study of the geometry and topology of complex projective
algebraic varieties, will be introduced and illustrated in basic examples such as Riemann surfaces, algebraic surfaces, abelian
varieties, and Grassmannians.
MATH 797DC: ST-Derived Categories
The course will consist of two parts of roughly the same length. The first part will cover basics of Abelian, triangulated and derived categories using examples from algebra. The only prerequisites for this part are Math 611-612. The second part will be more technical as we will focus on computations and applications of derived categories of coherent sheaves in algebraic geometry. The prerequisite for this part is a standard course in algebraic geometry, either using the language of schemes (Chapter II of Hartschorne will suffice) or complex algebraic geometry (e.g. the first volume of Voisin's "Hodge theory and complex algebraic geometry"). The course will end with students' group presentations prepared with the help of the instructor.
The course grade will be based on the homework and the project. There will be 5 biweekly homework sets. Problems will be worth certain number of points depending on their difficulty with a total of 30 points for each homework. To get an A you have to accumulate 100 points by the end of the semester. Homework problems can be either presented during office hours
or written down and submitted.
STAT 608: Mathematical Statistics II
This is the second part of a two semester sequence on probability and mathematical statistics. Stat 607 covered probability, discrete/continuous distributions, basic convergence theory and basic statistical modelling. In Stat 608 we cover an introduction to the basic methods of statistical inference, pick up some additional probability topics as needed and examine further issues in methods of inference including more on likelihood based methods, optimal methods of inference, more large sample methods, Bayesian inference and Resampling methods. The theory is utilized in addressing problems in parametric/nonparametric methods, two and multi-sample problems, and regression. As with Stat 607, this is primarily a theory course emphasizing fundamental concepts and techniques.
STAT 691P: Project Seminar
This course is designed for students to complete the master's project requirement in statistics, with guidance from faculty. The course will begin with determining student topics and groups. Each student will complete a group project. Each group will work together for one semester and be responsible for its own schedule, work plan, and final report. Regular class meetings will involve student presentations on progress of projects, with input from the instructor. Students will learn about the statistical methods employed by each group. Students in the course will learn new statistical methods, how to work collaboratively, how to use R and other software packages, and how to present oral and written reports.
A challenging task of statistical analysis is to handle complex data structures including heterogenous data, correlated data, overdispersed data and hierarchically structured data.
Mixture/Latent variable models provide a natural framework to analyze such complex data sets and identify hidden patterns in the data.
This course will focus on introducing the ideas and theories of mixture/latent variable models and their applications in various areas such as biology, medicine, genomics, epidemiology, social and psychological sciences, marketing, economics and finance.
Topics will include the (parametric/finite/nonparametric) mixture/latent variable model specification, identifiability, estimation methods, large sample properties, finite sample properties, computational algorithms, data analysis, and interpretation.
This course will be accessible to students with knowledge of statistics at an intermediate level (i.e., probability, basis for the statistical inference and regression analysis). | 677.169 | 1 |
Algebra I
Core
Algebra I builds students' command of linear, quadratic, and exponential relationships. Students learn through discovery and application, developing the skills they need to break down complex challenges and demonstrate their knowledge in new situations.
Course topics include problem-solving with basic equations and formulas; an introduction to functions and problem solving; linear equations and systems of linear equations; exponents and exponential functions; sequences and functions; descriptive statistics; polynomials and factoring; quadratic equations and functions; and function transformations and inverses.
This course supports students as they develop computational fluency, deepen conceptual understanding, and apply Common Core's mathematical practice skills. Students discover new concepts through guided instruction and confirm their understanding in an interactive, feedback-rich environment.
A variety of activities allow for students to think mathematically in a variety of scenarios and tasks. In Discussions, students exchange and explain their mathematical ideas. Modeling activities ask them to analyze real-world scenarios and mathematical concepts. Journaling activities have students reason abstractly and quantitatively, construct arguments, critique reasoning, and communicate precisely. And in Performance Tasks, students synthesize their knowledge in novel, real-world scenarios, make sense of multifaceted problems, and persevere in solving them.
Throughout the course, students are evaluated by a variety of assessments designed to prepare them for the content, form, and depth of the Common Core assessments.
This course is aligned with the Common Core State Standards for Mathematics | 677.169 | 1 |
This booklet is a suite of survey articles in a large box of the geometrical idea of the calculus of adaptations and its purposes in research, geometry and physics. it's a commemorative quantity to rejoice the sixty-fifth birthday of Professor Krupa, one of many founders of recent geometric variational concept, and a big contributor to this subject and its purposes over the last thirty-five years.
This ebook is for all fanatics ofmathematics. it's an try to less than stand the character of arithmetic from the viewpoint of its most vital early resource. whether the cloth lined through Euclid should be thought of ele mentary for the main half, the best way he offers it has set the traditional for greater than thousand years.
Commence with a unmarried form. Repeat it in a few way—translation, mirrored image over a line, rotation round a point—and you may have created symmetry. Symmetry is a primary phenomenon in artwork, technology, and nature that has been captured, defined, and analyzed utilizing mathematical options for a very long time. encouraged via the geometric instinct of invoice Thurston and empowered by means of his personal analytical talents, John Conway, together with his coauthors, has constructed a accomplished mathematical idea of symmetry that permits the outline and class of symmetries in several geometric environments.
Notice that this graph is similar to the graph of y = sin x, except that the y-values oscillate between −2 and 2 instead of −1 and 1. 57c. In this case, the graph is similar to the graph of y = sin x except that the period is π instead of 2π (so that the oscillations occur twice as fast). 2 can be generalized. For A > 0, the graph of y = A sin x oscillates between y = −A and y = A. In this case, we call A the amplitude of the sine curve. Notice that for any positive constant c, the period of y = sin cx is 2π/c.
45. Graph f (x) = sin x and find an interval on which it is one-toone. Find the inverse of the function restricted to that interval. Graph both functions. 26. (1, 12), (2, 20), (3, 36), (4, 50), b = 32 46. Graph f (x) = cos x and find an interval on which it is one-toone. Find the inverse of the function restricted to that interval. Graph both functions. In exercises 27–36, use a graph to determine whether the function is one-to-one. If it is, graph the inverse function. In exercises 47–52, discuss whether the function described has an inverse.
45 y = x3 − 5 Most often, we cannot find a formula for an inverse function and must be satisfied with simply knowing that the inverse function exists. 5 is typical of this situation. 5 Finding Values of an Inverse Function Given that f (x) = x 5 + 8x 3 + x + 1 has an inverse, find f −1 (1) and f −1 (11). 47 (on the following page), the function looks like it might be one-to-one, but how can we be certain of this? ) Until we develop some calculus, we will be unable to verify this. 3. However, in this case, we must solve the equation y = x 5 + 8x 3 + x + 1 for x. | 677.169 | 1 |
Saturday, November 12, 2011
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Tuesday, October 18, 2011
When it comes to textbook reading comprehension and rate, many college students discover that there is significantly more to read in
college than there was in high school.
Students frequently remark that they
don't have enough time to read through all of their assignments during the week.
However, many students have bad habits and prescribe to reading myths.
The link below,from Dartmouth College,
is designed to help you understand reading as an activity and help you become a
more efficient and effective reader:
Wednesday, March 2, 2011
Success in your calculus course starts here! James Stewart's CALCULUS texts are world-wide best-sellers for a reason: they are clear, accurate, and filled with relevant, real-world examples.
With CALCULUS: EARLY TRANCENDENTALS, Sixth Edition, Stewart conveys not only the utility of calculus to help you develop technical competence, but also gives you an appreciation for the intrinsic beauty of the subject. His patient examples and built-in learning aids will help you build your mathematical confidence and achieve your goals in the course! | 677.169 | 1 |
Pages
Wednesday, December 10, 2014
This preliminary study attempts to compare the Malaysian Secondary Mathematics (MSM) curriculum published in 2003. The study aims to examine the math content and the level at which the content is introduced between the two countries. The results from the study indicated that there is a need for Malaysia Mathematics Curriculum to be revised in order to enable students to have literacy in mathematics and the ability to apply mathematics into other disciplines at higher level.
Students follow a common curriculum through the implementation of the Integrated Secondary School Curriculum (ISSC, popularly known as the KBSM). The current curriculum is review in 2001 where the language of instructions is English and the emphasise are on the five principles of learning Mathematics namely, problem solving, mathematical communication, making connection, reasoning and the use of technology. The five principles are adopted from the National Council for Teachers of Mathematics (NCTM). The KBSM mathematics framework provides a set of broad learning outcomes that summarize the knowledge, skills and understanding, values and attitudes essential for all students to succeed in and beyond their schooling. In KBSM, all students in lower secondary regardless of ability and achievement take the same mathematics curriculum.
In conclusion, there are some limitations to this study due to shortage of depth of the topics covered. It is important to study each topic through mathematics text book in both country for the details. Further, the actual practice on time spent teaching mathematics should also be taken into account and compared. Another issue in the study is the stages or age the use of computers and calculators are introduced in both countries.
A national curriculum for school mathematics is a topic of growing interest at state, national, and policy levels. The development of a common national curriculum and assessment in mathematics should be driven by the following basic principles for designing an excellent curriculum to avoid the risk of producing a negotiated list of standards that is merely an intersection of those that are currently addressed in each of the 50 states. Therefore, NCTM recommends the following guiding principles for the potential development of any set of common curricular expectations and assessments across the nation.
In conclusion, a curriculum should provide a rich, connected learning experience for students while adding coherence to the standards, and standards must align with the curriculum rather than be separate, long lists of learning expectations. Alignment and coherence of these three elements—curriculum, standards, and assessment—are critically important foundations of mathematics education
Language of instruction for me is very important because Jamaludin Isaac (1992 in Lokuin 1998) explains that there are two groups of students of English in Malaysia. The first students in urban or semi-urban and rural students second or rural areas. The first group received wide exposure and adequate language and accept the fact that English is a second language. In contrast, for the latter, they do not receive enough exposure to the second language. Additionally, they have a negative presumption against the English language. This attitude is received from the environment around them. Environment here can refer to the family environment.Normally, parents rural primary education and less exposed to foreign languages. When parents lack of exposure to the language, it also affects their children's education. This will lead to the achievement of their deteriorating. Unlike students in urban, the use of English in the two subjects is not an obstacle in improving their performance.This make english or languange of instruction important to student to make the student be success in life with english.
Assalamualaikum and hello. Welcome to the blog me.Thank you very much for visiting my blog this are nothing. Actually I'm not so good at how to do this blog but to make sure I did not miss in the information technology field and I had to finish a given task from my lecturer has attracted me to learn how to create a blog and eventually produced this is my blog. If the level at the school level may lah tu ni can I still classified at the kindergarten level in building blog for beginners to create a blog. My hope is that someday my blog can provide useful information to the dining room this blog and can produce a useful idea in the expression that can be shared. thank you :) | 677.169 | 1 |
Math 32 - Pre-Algebra
Description:
This course briefly reviews the fundamentals of arithmetic, including fractions, decimals, and order of operations. Course content includes signed numbers, ratios, proportions, percent, concepts of variables, area/perimeter/volume of geometric figures, and solving basic linear equations.
Learning Outcomes and Objectives Upon completion of this course, the student will be able to:
evaluate numerical expressions that contain integers, fractions, and decimals using the order of operations
evaluate algebraic expressions for given value(s) of the variable(s)
simplify variable expressions by using the distributive property and combining similar terms
solve elementary linear equations
set up and solve elementary application problems, including problems involving percents, ratios, and proportions
convert between percents, decimals, and fractions
convert units of measurement, including U.S. and metric systems
evaluate numerical square root expressions
calculate area, perimeter, and volume of geometric figures
Course Topics The topics for this course are typically allocated as follows:
Lec
Topic
3
Review of basic operations of addition, subtraction, multiplication, and division of whole numbers, decimals, and fractions; order of operations
6
Signed numbers, basic operations thereon, including decimals, fractions, and the order of operations
1
Introduction to variables; evaluating algebraic expressions for given value(s) of the variable(s) | 677.169 | 1 |
Covers topics including natural numbers, integers, rational numbers, relations, functions, and equations. This course is one of a two course combination particularly pertinent to prospective arithmetic teachers, presenting arithmetic and algebra from a modern approach. MAT 155 and MAT 156 can be taken in either order. | 677.169 | 1 |
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September 11, 2013
Written byCuriosity Staff
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It's one of the more intimidating terms in the field of mathematics: calculus. But calculus is more entwined with everyday life than most may realize. We have Sir Isaac Newton and Gottfried Leibniz to thank for developing calculus as means of helping people better understand the world.
If you are interested in learning calculus, taking a calculus course, or brushing up on your skills, use these calculus lessons to advance your numbers game. | 677.169 | 1 |
BIOL 325 - Introduction to Quantitative Biology
Introduction to the mathematical tools used in quantitative analysis and modeling of biological systems. The goal is to develop quantitative reasoning skills through the use of mathematical modeling, data analysis, and computer simulation. Biological topics include population ecology, microbiology, epidemiology, evolutionary genetics, systems biology, and gene regulation. | 677.169 | 1 |
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We have more than forty free, text-based algebra lessons listed on the left. If not, try the site search at the top of every page. Createdby our FREE tutors.Solvers with work shown, write algebra lessons,help you solve your homework problems. Interactive solvers foralgebra word problems. Ask questions on our question board.Created by the people. Each sectionhas solvers (calculators), lessons, and a place where you cansubmit your problem magh our free mathtutors.
Most sections have archives withhundreds of problems solved by the tutors. View step-by-step answers to math homework problems from your textbook. | 677.169 | 1 |
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S.P.A.C.E.S Solving Problems of Access to Careers in Engineering and Science
SPACES Solving Problems of Access to Careers in Engineering and Science Author:Sherry Fraser
Subtitle - Math and Career Activities for Elemantary and Secondary Students.
This book was given to me by a curiculum advisor. Many activites with illustrations and props to pique interest in math and science. It makes learning fun and informative. Shows how we use math and science every day. | 677.169 | 1 |
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Engineering mathematics is a whole other spectrum
Engineering mathematics is a whole other spectrum in the field of math that has to be covered for the mathematicians who are working on their degrees. Someone who took basic math needs to move on to this kind of math so that they can become better in their field, and this book is going to provide the work that is needed to get better at math in the engineering world. The Advanced Engineering Mathematics by Erwin Kreyszig 10th Edition textbook is going to provide all the information that is needed for students to learn, and teachers can go through this book in basic steps to help students learn.
The Layout Is Helpful
The layout of this book is going to help students learn a lot about the field that they would not have known any other way. They are going to see how the math gets more complicated as they go, but the book is going to explain why everything is getting more complex. There are many reasons why the math has to get harder, and students will be able to see why they are doing the work they are doing. This alone is the most helpful thing that students can encounter when they are in an advanced math course for engineering.
The Questions
There are summary questions in every chapter that are going to show them what they need to know from each chapter. These chapters going to help students get a nice progression going from one subject to another, and there are cumulative items in the book that can be used for tests. Students who stick to these questions are going to be more successful because they are going to learn exactly what they need to know instead of reading the whole book aimlessly.
The Teachers
The teachers who are using the Advanced Engineering Mathematics by Erwin Kreyszig 10th Edition will be able to follow it to get better results. The book tells teachers just what they need to know, and it gives very good examples that people will be able to use in real life. There is no busy work in this book, and it provides the students with the information they need to practice. The teacher can keep going back to the reviews in the book at any time, and the students will be grounded in something that they can clearly understand. There are several different parts of the book that can be used for practice, and teachers can give that practice at any time.
Someone who is trying to learn the advanced math they need to become an engineer needs to be in this book so that they can learn as much as they need to know to advance in their studies. This math is going to show people how to get more work done in their fields, and the book is going to guide students through their studies without a bump in the road. All the information that is needed is in the book somewhere, and anyone can follow the Advanced Engineering Mathematics by Erwin Kreyszig 10th Edition to completion. | 677.169 | 1 |
111sp10groundrules - MATH 11100 GROUND RULES SPRING 2010...
1 MATH 11100 GROUND RULES SPRING 2010 • CLASS PERIOD Students are expected to attend every class meeting and to read the appropriate sections of the text before coming to class. Instructors may not have time to cover every topic in class. Refer to your textbook pages for help. • HOMEWORK/QUIZZES Most homework will be done online using MyMathLab (coursecompass). Doing your homework is your best way to be prepared for quizzes and exams. Homework is 50 points. There are a few problems in bolded print on the assignment sheet that are to be completed by students on their own, but these problems are not usually collected. However, students are responsible for these problems and instructors have the option of occasionally collecting them. A quiz will be given in class almost daily, starting with the third class period (Friday, 01/15). No make-ups will be allowed for the daily quizzes for any reasons. Only under unusal circumstances will an extention of a deadline for an online homework be granted. Only the course coordinator can extend a homework deadline for an individual student or for a class. The three lowest scores for each will not be counted. To have a fourth score (or more) not counted at the end of the semester will require acceptable written justification for having missed all four (or more). • EXAMS There are three multiple-choice, machine-graded evening exams scheduled for your class this semester. The dates are as follows. ( Mark them on your calendar.) EXAM 1: Tuesday, February 9 th , 6:30 PM , Elliott Hall of Music EXAM 2: Wednesday, March 3 rd , 8:00 PM , Elliott Hall of Music EXAM 3: Wednesday, April 14 th , 6:30 PM , Elliott Hall of Music Missing an Exam: If you miss an exam for any reason, contact the course coordinator immediately. Make-up exams can only be approved in writing by the course coordinator, Charlotte Bailey (MATH 802, [email protected], 496-3145). Make-up exams will be allowed for valid reasons. For non-valid reasons, a make-up may be allowed with a grade penalty of 20 points deducted from the student's earned score. Not knowing the right date, time or location of an exam is NOT a valid reason for missing it. Academic Conflict: If you have an academic conflict with any of the evening exams (e.g. another exam or class at the same time) you must let the course coordinator know no later than two business days (M-F) before the exam takes place. Emergency: If you have an emergency situation that will prevent you from attending an evening exam, you must contact Charlotte Bailey as soon as the situation allows , preferably in person or, if necessary, by email (do not use voicemail). To aviod missing important information, the sooner you contact Charlotte, the better. 20-Minute Rule:
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Understanding ISC Mathematics, for class 12 - sections A, B a C, has been written by Mr. M.L. Aggarwal (Former Head of P.G. Department of Mathematics, D.A.V. College, Jalandhar) strictly according to the new syllabus prescribed by the Council for the Indian School Certificate Examinations, New Delhi in the year 2015 and onwards for students of class 12. A new feature - Typical Illustrative Examples and Typical Problems, has been added in some chapters for those students who want to attempt some more challenging problems. The entire matter in the book is given in a logical sequence so as to develop and strengthen the concepts of the students. y a€" xa#39; a€" y a€" za#39; Z Using laws of Boolean algebra, simplify the circuit and construct
an equivalent switching circuit. (I.S.C. 2004) ... Aa€". |B. Example 4. Construct a
circuit diagram for the following Boolean Function : (BC + A) (Aa#39;Ba#39; + C) + Aa#39;Ba#39;Ca#39;. | 677.169 | 1 |
Graphing calculators for home are awesome - but you can use our class calculators and/or online graphing apps. If you are lucky enough to get a calculator, you'll use it a lot and details about what to get are below.
We use lots and lots of dry erase markers, tissue and disinfecting wipes so I greatly appreciate any of those things for use in our class.
Graphing Calculators
Calculators for home use are really helpful. A TI-84 or TI-Nspire are my recommendations. If you do buy one, please bring in the proof of purchase so Stevenson can get more calculator things for your classes!
This is a quick link for an easy online graphing app. Don't be afraid to use the Google search space, too - Google can get you some graphs and solve some expressions for you!
Desmos.com - This is my favorite! You can use it on a computer, tablet or phone without downloading an app. There is also a relatively new desmos app available. I love it. Try it. It's so much more awesome than SnapChat. This app will allow you to grow some dendrites...
Please email me by clicking the link below or at jabler@livoniapublicschools.org with any questions or concerns! You can also text me using the remind app. Directions for signing up for Remind are in each class page. I have two remind options: one for geometry, one for algebra 2. For both, the number you text is 81010 and in the text/typing area type "ablergeo" to sign up for Geometry or "ableralg2" to sign up for Algebra 2. | 677.169 | 1 |
1. List 5 adjectives that you
associate with mathematics. Then, one at a time, describe in a couple of
sentences what is gained or lost in mathematics by having eliminated the
missing adjective.
2. Consider the following
people:
A college mathematics
professor
A college mathematics
education professor
A close friend who
is not good at mathematics
The most intellingent
person that you know personally
For each person, select the
adjectives in your list (1) that you think that person might use to describe
mathematics.
3. Consider your best high
school mathematics teacher, your worst high school mathematics teacher,
and an "average" high school student. From your list in (1), select
adjectives you think each would choose and give reasons why an adjective
would be chosen or not chosen.
Reflect on the article
by Richard Skemp on Instrumental and Relational Understanding. Briefly
describe how you learned mathematics (instrumentally and/or relationally).
Comment on the nature of your understanding that is developing in
this course.
Dynagraphs were very probably
a new way of representing and playing with functions for you. In what
ways did they enhance your own concepts and ideas about functions? Would
you use these dynamic representations with your students? Why or
why not?
Imagine
that you will be teaching EMAT 3500 next year. What would your course
look like? How would it be similar to and different from the EMAT 3500
experience you just had? What things would you emphasize/de-emphasize?
include/not include? This is your chance to vent, offer suggestions,
point out assignments or readings that were helpful to you, say something
nice, etc... Your feedback is very valuable to me and to this department!! | 677.169 | 1 |
The Boundary Element Method is a powerful tool for the numerical study of different engineering and physics problems. It is often considered to be more mathematical and difficult to comprehend than the Finite Element Method with which it can be compared. The purpose of this text is to dispel that myth and show the methods great power and utility. The text contains exercises and a disk with codes and examples (Mac and PC) is enclosed. | 677.169 | 1 |
"Redbird Mathematics is the most advanced mathematics program ever developed," said Matthew Mugo Fields, Founder and President of GiftedandTalented.com. "We need more innovators, problem solvers, and highly skilled people to tackle the monumental challenges of the 21st century. This program is a groundbreaking step toward realizing the vision established by Stanford University to transform today's young students into tomorrow's most advanced thinkers and leaders."
GiftedandTalented.com is the evolution of Stanford University's EPGY research project which developed pioneering computer-based, multimedia courses and tutoring services in mathematics, language arts, science and computer programming specifically designed to help K-12 students become advanced learners. In 2013, Stanford selected Redbird Advanced Learning to modernize the technology behind EPGY and make the project's courses accessible to more students worldwide. GiftedandTalented.com was developed by educators, innovators, and researchers from both Redbird and Stanford.
Redbird Mathematics: Advanced Edition's digital curriculum is designed to help students achieve mathematical mastery at an accelerated rate by delivering engaging, personalized lessons that match each student's unique learning style and pace. Lessons are graphically rich, interactive, and include digital projects that introduce students to Science, Technology, Engineering, and Mathematics (STEM) careers, providing opportunities to apply new concepts to real-world problem solving.
GiftedandTalented.com's adaptive instruction technology ensures that students receive optimal levels of challenge and reinforcement in every lesson. Redbird Mathematics: Advanced Edition is the only digital learning program capable of teaching each skill in a variety of ways, including animated lectures, embedded apps and exercises, and over 75 different games. The program learns which teaching methods are most effective for individual students and delivers personalized lessons tailored to each student's optimal learning style.
A recent analysis of effectiveness revealed that students enrolled in G&T.com's tutor-supported mathematics programs finish two grade levels ahead of their chronological grade. The independent study option, which provides online courseware only, yielded average results of one grade level ahead. Details of this analysis can be found here: These findings are complemented by a recent third-party study conducted by New York University that showed EPGY users scored higher – in some cases by 45 percent – on standardized achievement tests than those who do not use program. The full results of NYU's study can be found here:
"Pairing EPGY's deep research foundation with today's most innovative education technology significantly advances the field of online learning – a continuation of decades of pioneering work by Stanford researchers who established the use of computers for learning," Fields said.
About GiftedandTalented.com GiftedandTalented.com, the premier online community for developing students into advanced learners, offers online K-12 courses, expert tutors, and information and advice for students and the parents and educators who support them. Guided by ongoing research at Stanford University, GiftedandTalented.com harnesses the power of research, technology and innovation to provide world-class educational tools and expertise that help students achieve the highest levels of academic excellence. Learn more at GiftedandTalented.com. | 677.169 | 1 |
Ch 28: NES Math: Graphing Derivatives
About This Chapter
Brush up on your understanding of derivatives and recall the process of graphing them in preparation for the NES Math test. This chapter of our study guide offers comprehensive lessons, multiple-choice quizzes and other aids for study that cover all the topics on this part of the NES test.
NES Math: Graphing Derivatives - Chapter Summary
Watch the lessons in this chapter to review information about graphs of derivatives as you prepare for the NES Math test. Snappy videos, short quizzes and other study tools will help you tackle test questions on topics such as:
How to graph the derivative of any function
Non-differentiable graphs
The maximum and minimum values of a graph
How to use differentiation to find maximum and minimum values
Concavity and inflection points
These video lessons average about five minutes in length, and are available anywhere via computer, smartphone or tablet. Our expert instructors have developed lively lessons that make learning fun, and you can contact them if you have questions. Every lesson is followed by a short quiz that lets you assess your learning, and there is a comprehensive exam at the end of the chapter.
NES Math: Graphing Derivatives Chapter Objectives
Five states use the NES Math test as one of the requirements for certification to teach math at the secondary level. The test is divided into five content domains, and questions on graphing derivatives are in the section on trigonometry and calculus, which accounts for 19% of the test's total score. All questions are multiple-choice. Our quizzes offer a chance to practice answering questions in this format, in addition to offering an evaluation of how well you are prepared for | 677.169 | 1 |
Effective Mathematics Placement
By
Alison Ahlgren
From
Department of Mathematics
University of Illinois at Urbana-Champaign,
Math Placement Coordinator through ALEKS
When
September 25, 2008
2:00 pm
Where
Engineering E204
Abstract
The University of Illinois and the Department of Mathematics recently undertook a broad and massive implementation of ALEKS to test students for course placement readiness. ALEKS is used for advising and placement purposes, assessment, remediation, and as a core course component. The ALEKS implementation allows for better student placement, remediation, and retention, and has increased passing rates in mathematics courses through Calculus I. We are able to better place students, better educate students, and to save students, instructors, and advisers time — for students' time is crucial.
ALEKS is a powerful artificial-intelligence based assessment tool that zeros in on the strengths and weaknesses of a student's mathematical knowledge, reports its findings to the student, and then if necessary provides the student with a learning environment for bringing this knowledge up to an appropriate level for course placement.
ALEKS is non-multiple choice and when a student first enters ALEKS a brief tutorial shows the student how to use the ALEKS input tools. The student then takes the ALEKS assessment. In approximately 45 minutes, ALEKS assesses the student's current mathematical knowledge by asking roughly 30 questions. ALEKS chooses each question on the basis of the student's answers to all the previous questions. Each set of assessment questions is unique. When the student has completed the assessment, ALEKS produces a precise report of the student's mathematical knowledge. | 677.169 | 1 |
About Channel - Former Math Instructor at a Top 20 University. MA in Mathematics, 1 year of PhD work before I left. Tons of teaching and tutoring experience shape the videos that you see on my channel. The videos are not going to illuminate the beauty of mathematics, but they will help you with the technical aspects.
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About Channel - mrgrahammaths brings the classroom to where you are at, publishing video tutorials and topic reviews as well as bringing other useful resources to your attention. Frequency - about 1 video per month
About Channel - I am a certified math teacher. My students seemed to be having trouble with some problems so I figured I would create videos revolving around Algebra I, Algebra II, PreCalculus, and Calculus, SAT Level 1 and Level 2, ACT, etc. I'll be covering all concepts within these maths.
About Channel - Mr. Myhre is currently teaching Algebra 2, Honors Algebra 2, and College Algebra with Trigonometry at McHenry High School East Campus in McHenry, IL. He has also previously taught Geometry. These videos offer a way for students to see worked out example problems from class that they may have missed or simply need to see again. Frequency - about 168 videos per week
About Channel - Welcome to Mrs.Dinkle and Mr.Watson's homework tutorial channel. Students should first attempt to do the homework independently, without any support. Leave the problems you struggle with blank, so that you can go back to them. View the tutorial video for your homework assignment. At the minimum, students should turn in at least all of the work that is covered in the tutorial videos. Frequency - about 1 video per month
About Channel - The videos found here were made for the Geometry students of Kealing's Magnet Program in Austin, Texas. These courses are "flipped" so watching these videos is homework for students enrolled in the class. The vidoes follow the course material and curriculum gathered by Michael Word for the students in these advanced math courses offered at Kealing. Frequency - about 1 video per month
About Channel - My name is Brian Wuoti. I am a high school math teacher that utilizes a bit of technology in my classroom. I love teaching math and I use analogies and "humor" to explain concepts to my students. Many of these videos are intended to work in sync with my Curriculum Map / Lesson Planner that my students access online.
About Channel - The New Calculus is the first and only rigorous formulation of calculus in human history. Despite the many attempts to denigrate and destroy, it has grown phenomenally and now well-liked by thousands of math enthusiasts, engineers, educators, software developers and scientists around the globe.
About Channel - 901 Math is a free math video tutorial site for all who are interested in learning mathematics. "901" is based on the area code of West Tennessee.This website contains mathematical videos for instruction as well as 901 area themed videos for entertainment. My wife and I both have extensive experience teaching. The grade level presented will range from 3rd grade to Algebra 2. Frequency - about 2 videos per week
About Channel - Find some useful tips and tricks to solve maths problems also find concepts related to maths in this YouTube channel! Frequency - about 6 videos per week
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CONGRATULATIONS to every user that has made this Top Maths Youtube Channels list! This is the most comprehensive list of best Maths Youtube Channels on the internet and I'm honoured to have you as part of this! I personally give you a high-five and want to thank you for your contribution to this world.
If your Youtube Channel is one of the Top 100 Maths Youtube Channels, you have the honour of displaying the following badge on your site. Use the below code to display this badge proudly on your blog. You deserve it!: | 677.169 | 1 |
This module contains the main ideas of calculus that are often encountered in the formulation and solution of practical problems. The approach of this course is intuitive and heuristic. The objective is to develop a competent working knowledge of the main concepts and methods introduced. This module is also designed for students who intend to do a minor in mathematics or for those who are keen to pick up some mathematical skills that might be useful in their own areas of studies.
Major topics: Real numbers and elementary analytic geometry. Functions, limits, continuity and derivative. Trigonometric functions. Trigonometric functions. Applications of the derivative. Optimization problems. Inverse functions. The indefinite integral. The definite integral. Applications of the definite integral: arc length, volume and surface area of solid of revolution. Logarithmic and exponential functions. Techniques of Integration. Taylor's Formula. Differential equations. Some applications in Business, Economics and Social Sciences.
Module Examinable :
-
Exam Date :
08-05-2018 AM
Modular Credits :
4
Pre-requisite :
AO-Level Mathematics or H1 Mathematics or MA1301 or MA1301FC or MA1301X
Preclusion :
MA1102R, MA1505, MA1505C, MA1521, MA1511, FoE students,
Module Workload (A-B-C-D-E)* :
3-1-0-0-6 | 677.169 | 1 |
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"Pythagorean Alert" PROVERB
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In this puzzle from the book, PRE-ALGEBRA PROVERBS, students will be …
-Decoding a proverb from Proverbs Chapter 17, Verse 10
- Using the Pythagorean Theorem to find sides, perimeters, areas . . . all integral number answers, no calculator needed
Author: Jay Waggoner, Value Added Publishing
Get all 51 Pre-Algebra Proverb puzzles by purchasing this MATHACROSTICS book for only $9.95!
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Su questo libroRockswold/Krieger's Precalculus with Integrated Review is a new co-requisite course solution, offering a complete precalculus MyMathLab® course with integrated review of select topics from developmental algebra. This course solution may be used in a co-requisite course model, or simply to help under-prepared students master prerequisite skills and concepts.
About Rockswold/Krieger's Precalculus with Modeling & Visualization: A Right Triangle Approach:
By connecting applications, modeling, and visualization, Gary Rockswold motivates students to learn mathematics in the context of their experiences. In order to both learn and retain the material, students must see a connection between the concepts and their real lives. In this new edition, connections are taken to a new level with "See the Concept" features, where students make important connections through detailed visualizations that deepen understanding.
Rockswold is also known for presenting the concept of a function as a unifying theme, with an emphasis on the rule of four (verbal, graphical, numerical, and symbolic representations). A flexible approach allows instructors to strike their own balance of skills, rule of four, applications, modeling, and technology.
L'autore:Dr. Gary Rockswold has taught mathematics for 25 years at all levels from seventh grade to graduate school, including junior high and high school students, talented youth, vocational, undergraduate and graduate students, and adult education classes. He graduated with majors in mathematics and physics from St. Olaf College in Northfield, Minnesota, where he was elected to Phi Beta Kappa. He received his Ph.D. in applied mathematics from Iowa State University. He has an interdisciplinary background and has also taught physical science, astronomy, and computer science. Outside of mathematics, he enjoys spending time with his wife and two children.
Descrizione libro Hardcover321968173
Descrizione libro Pearson. softcover. Condizione Codice articolo adhiya764 | 677.169 | 1 |
TEXT: Linear Programming by Vasek Chvatal. The textbook is short of examples and is rather dense for novices but it has made the excellent choice of the dictionary format. I will be posting a significant amount of material on the web to supplement the text. The 'extra' chapters beyond the basics (Chapter 11 on) make good reading. It is a superb reference although not always the perfect text.
+ Another good reference is Linear Programming by Robert Vanderbei (electronic copy available to download through the UBC library!). Nearly any book on linear programming will cover the main topics below, but the notation used for the simplex method may be quite different (and take some effort to translate to the notation we'll use).
OUTLINE:
This course would be more properly called Linear Optimization, optimizing a linear objective function subject to linear constraints. The word 'programming' is not used in the sense of computer programming. My best reading of Dantzig's description of the term is that the word programming refers to the program of activities given by a solution. There will be no computer programming in this course although for certain assignments you will be asked to use LINDO, a fairly user friendly software package for Linear Programming.
The basic course material will be covered in about 9 weeks allowing 3 weeks to do applications and a topic of students choice (Game Theory? Karush-Kuhn-Tucker conditions useful in Economics and Non-Linear Optimization? More Applications?)
GRADING: The grade will be computed as 55% final; 15% midterm; 30% quizzes and assignments.
QUIZZES: Emphasis on computational problems. There will be 5 quizzes. They will be 25 minutes in length. Practice questions will be given in advance. Students, at the beginning of term, can opt out of quizzes if they wish and grades will be computed accordingly.
ASSIGNMENTS: There will be 5 assignments. They will have an emphasis on theory. Some assignments will give computational questions and you will be able to utilize the computer Lab and the LINDO and LINGO software for Linear programming (available in the computer lab in LSK 310; you will be given accounts) or software of your choosing. Students may work together on assignments but must write up their solutions independently. Copying is forbidden. Any 2 (or more) assignments with some virtually identical answers deemed the result of copying will be given 0 total credit. The students are reminded of the plagiarism policies of the University.
NOTE: You can get your Quizzes and Assignments back from the MLC (Math Learning Center)
MIDTERM: In class, scheduled for Thursday Feb 15
FINAL: 3 hours.
MISSED WORK: From time to time students may be unable to finish assignments or attend midterms or the final exam. In the case of the Final Exam, the students should contact the Faculty of Science office and the missed final will be handled in a formal way. In the case of assignments,please contact me before class time on the due date, and given your reasons for the missed work. Assuming the reasons are legitimate, I will note that you will be missing the assignment. A missed midterm/quiz can be handled in a similar way, if you contact me before the test time. In such circumstances your grade is computed out of a smaller number than 100 and then scaled appropriately to get a grade out of 100. For example, if a midterm counts 15% and a student informs me in advance of legitimate reasons for missing the midterm, the student would have a grade computed out of 85 and then this would be scaled to a grade out of 100 by multiplying by 100/85. Without advance notice (to me by email or phone message to Math Office etc) the default will be a grade of 0 in the missed work but you may contact me. A student must finish a significant amount of term work in order to pass.
+ On some problems you will be asked to use computer software to solve linear programming problems. I recommend the Classic LINDO application for Microsoft Windows. You can obtain a free evaluation copy from that link to install on your own computer, or use the computer lab in LSK 310.
+ There is a computer lab in LSK 310 (and maybe LSK 121) (LSK is the Klinck Building) whose doors are open at various hours during the day. You either should choose a time with no labs or, because we are fairly far through the term, you could work quietly at the back of the lab even if a lab is scheduled (assuming there are some empty computers). Your ID is the first 8 characters in lower case of your name as recorded first name, middle name (If you have one), final name. The password is set to capital S followed by the first 7 numbers of your student ID. You can change your password. You want to access the windows system and click on LINDO.
+ You don't need to use LINDO, specially if you have prior programming experience. Other options include:
Glpk.js and online-optimizer. These are websites, you don't need to install anything on your own computer! The second also does sensitivity analysis (for the constraints). | 677.169 | 1 |
Certain contemporary mathematical problems are of particular interest to
teachers and students because their origin lies in mathematics covered in
the elementary school curriculum and their development can be traced
through high school, college, and university level mathematics. This book
is intended to provide a source for the mathematics (from beginning to
advanced) needed to understand the emergence and evolution of five of
these problems: The Four Numbers Problem, Rational Right Triangles,
Lattice Point Geometry, Rational Approximation, and Dissection.
Each chapter begins with the elementary geometry and number theory at the
source of the problem, and proceeds (with the exception of the first
problem) to a discussion of important results in current research. The
introduction to each chapter summarizes the contents of its various
sections, as well as the background required.
The book is intended for students and teachers of mathematics from high
school through graduate school. It should also be of interest to working
mathematicians who are curious about mathematical results in fields other
than their own. It can be used by teachers at all of the above mentioned
levels for the enhancement of standard curriculum materials or
extra-curricular projects.
Readership
High school students, undergraduate and graduate students, and
teachers of all levels interested in mathematics. | 677.169 | 1 |
lessonAbout V Krishna Sairam
V Krishna Sairam N.
V Krishna Sairam N. math | 677.169 | 1 |
two week Continuing Education course without a textbook. Purpose:Remediation ALEKS Course:Beginning Algebra
Marilyn Frydrych, Assistant Professor
Scenario
What challenges did your students or institution face prior to using ALEKS? A high math failure rate leading to low retention of students.
Was ALEKS used in your course with all students or with targeted students? All students.
Number of students who used ALEKS for the course and term:
Number of sections:1 Number of students per ALEKS section:15 Total students enrolled in this ALEKS course:15
How do you structure your course periods with ALEKS? Students use ALEKS for two hours each day; no lectures are presented. The students are expected to be at 80 percent by the end of the first week.
How often are students encouraged or required to use ALEKS?
Days per week:6 Hours per week:15 Hours per term:30
Implementation
How often do you use the ALEKS Instructor Module? I use the Instructor Module daily throughout the term.
How do you use information from ALEKS to focus your teaching? I use the assessment results to encourage and honor the students' improvement. Knowing the hours they log allows me to compliment those who are working hard. Originally, I asked the students to achieve 85 percent mastery. When many students passed this goal I encouraged all who were within range to go on to 100 percent mastery.
Grading
What percent of a student's grade does ALEKS make up? 0 percent. There is no grade and the students' goal is to pass the ACCUPLACER test.
Best Practices
Which ALEKS course product(s) have you used in the past? Basic Math, Pre-Algebra, Beginning Algebra | 677.169 | 1 |
MATLAB is a high-level language and environment for numerical computation, visualization, and programming. Using MATLAB, you can analyze data, develop algorithms, and create models and applications. The language, tools, and built-in math functions enable you to explore multiple approaches and reach a solution faster than with spreadsheets or traditional programming languages, such as C/C++ or Java.
When it comes to learning linear algebra, engineers trust Anton. The tenth edition presents the key concepts and topics along with engaging and contemporary applications. The chapters have been reorganized to bring up some of the more abstract topics and make the material more accessible. | 677.169 | 1 |
Do not copy!
Monday, August 31, 2009
My son is in the 8th grade this year, and every year for the past couple of years, he always need a fancy graphing calculator. So, when I was given an opportunity to review the TI-Nspire, I knew it would be a huge help to him for the rest of his school years, as well as his younger sister.
What I wasn't expecting is the complexity of this machine. I'm not complaining, but seriously - we were also sent a TI-Nspire for Dummies book. When I saw this, I thought, "Oh my gosh, how serious is this?!" In all honesty, it's not sooo complex that you can't figure it out or that your child can't figure it out, but this thing can do Pre-Algebra, Algebra 1 & 2, Geometry, Trigonometry, Statistics, College Math, Pre-Calculus, Biology, Chemistry, Physics, Business, and Finance. Wow!
The TI-Nspire also comes with an additional keypad and the calculator can now function as a T1-84 Plus, which is totally awesome.
More about the TI-Nspire, from the Texas Instruments site:
The latest TI math and science learning technology features the TI-Nspire family of products and services. This technology goes beyond graphing to help students see math and science in new and different ways.
TI-Nspire and TI-Nspire CAS technology was developed hand-in-hand with educators worldwide and built on proven graphing technology which research* shows has a positive impact on student achievement. This exciting learning technology offers both handhelds and computer software for the flexibility to meet different classroom needs.
Permitted on SAT, ACT, AP, PSAT/NSMQT, IB and Praxis exams, as well as many state tests.
TI supports the passion that educators possess for teaching with technology designed to help students succeed in math and science. TI's research-based* technology for instruction and assessment, curricular materials and professional development combine to provide essential elements for greater student achievement. Learn more about the TI-Nspire family of products * For more information, see education.ti.com/research
Specifications:
TI-83 and TI-84 family compatibility - only the TI-Nspire handheld comes with an innovative snap-in TI-84 Plus Keypad that provides the same keystrokes and functionality as TI-83 Plus, TI-84 Plus and TI-84 Plus Silver Edition graphing calculators. Technical specifications using the TI-Nspire Keypad:
We love this calculator and are still learning about it (and I'm sure it will take us quite a while to learn it all!). I like how, as soon as you turn it on, you are guided through a set up to learn more about how to use this device. It comes with it's own book, plus with the Dummies book, we should be set for a long time!
My son hasn't started diving into too much learning in math right now since we just started school on the 27th, but I know that this calculator will come in handy, for many more years to come. I, for one, am excited to see what it teaches me that I never learned before! More importantly, I'm excited to see a grade higher than a C in all math classes from now on!
Wednesday, August 26, 2009
This post has been in the works since last Friday. Yes, it's crazy here! I've mentioned how my son is playing football for our local recreational council - that takes up my evenings, even if I just drop him off and go back to pick him up (that's what I've been doing).
But since I love every one of my readers and visitors, I wanted to share some things with you.
Not only am I writing here, I also write for The Examiner.com. I've mentioned here before, but I've always loved to write, and since I've learned so much, I've decided to share what I have learned (and what I continue to learn!) over there. Feel free to read my Examiner.com stories.
Last week, I won a 4-pack of tickets to Six Flags just by playing an Instant Win game on MyCokeRewards! I love MyCokeRewards! I've won 3 prizes from them, as well as traded in points for magazine subscriptions! I don't drink soda as often as I used to (my boyfriend has me covered in that area!) but I always manage to get codes!
I also went to a local Barbecue Festival (Maryland BBQ Bash) last weekend and I got a call last Wednesday that I won a $50 Visa Gift Card! It really came in handy, because I was broke and needed gas money! I picked it up at a local credit union and have been using it ever since!
Tomorrow I'll have been working at my current job for two years! Time flies when you're having fun, huh?
Tomorrow is another important day in that my children start school tomorrow. My son is heading off to the 8th grade, and the baby in the family is off to 5th. I'm praying that the bullcrap that we dealt with at the end of the school year isn't an issue this year!
I still have some more school clothes shopping to do for them. I was only able to get them two outfits so far. I only get paid twice a month so I always have to budget! I used a $10 off a $50 purchase coupon for Old Navy. We did pretty well, because I got each of the kids two outfits, my daughter got a book bag, and I got an outfit all for about $100! The best part? My outfit cost about $14 itself! I chose the item of the week (a really cute teal top) and I managed to find a pair of jeans for $4.95. I actually thought the tag was wrong but I watched her ring everything up and I'll be darned if the jeans didn't ring up that cheap! Woot! All jeans were on sale for $19 so I made out pretty well!
I also got some really nice stuff from Bath and Body Works, from trading in my MyPoints points for a $25 Gift Card. As you may know, BzzAgent now gives you MyPoints for their campaigns and I had over 3000 points!
Yes, you read that right! Here at A Simple Kinda Life you can enter to win a brand-new GE Appliance! And... you can enter DAILY!
How do you enter? Via this Bridgit widget:
I'm closing comments so no one gets confused!
Sweepstakes Rules:
*Contest runs from August 24th through November 15th.Don't worry - I'm posting this widget on my sidebar and I'll remind you via Twitter and periodically, here on my blog. So make sure you're following me on Twitter (@pricousins).
*Residents of the 48 contiguous United States and District of Columbia only.
Monday, August 24, 2009
Do you belong to Facebook? Have you gotten any Swap 'n' Share Sandwich requests? I got one the other day, and I was like HUH? But then I got an email from MomSelect, sharing with me about how Hellmann's® and Best Foods Mayonnaise have teamed up with Billy Ray Cyrus to help Feeding America. Hellmann's has created Swap 'n' Share, an application where you can go make a sandwich, and while doing so, you can help raise money for Feeding America. Every sandwich made will enable Hellmann's®/Best Foods® to donate 7 lunches to Feeding America.
Plus, when you create a sandwich, you have the opportunity to enter to win a $250 grocery store gift card and a 6-months supply of Hellmann's®/ Best Foods® mayonnaise!
This is a great cause and huge thanks go out to MomSelect for letting me know about this!
Of course, I prefer Charmin so accepting this box was no big deal to me! I will usually go out of my way to buy Charmin, but usually when it's on sale and I have a coupon.
Let me share with you a little information about the new Charmin Ultra Soft Tissue:
New Charmin Ultra Soft has been upgraded to feel softer (and look better) with a new embossed pattern. It has been designed with absorbent cushions that allow you to use less versus other leading value brands, so it works better. Charmin Ultra Soft is so soft and absorbent that you can use seven sheets of Charmin Ultra Soft versus 28 sheets of the leading value brand. You can truly have it all without using too much.
Thanks Charmin, for sending me your revamped tissue! We're all thanking you in this household!
You know how when your kids are in the house for TOO LONG, they start to get on each other's nerves, and worse yet - YOUR nerves?! If they like crafts, you can go to the "Kids Can Make This" section over at YouCanMakeThis.com and free downloads of crafts they can do (instead of driving you crazy!). And, if you sign up for the Kids Can Make This newsletter and you will receive a package of 7 eBooks and one video. There are newsletters for everything DIY, sewing, crochet, and embroidery. Each one of those comes with their own sets of free downloads, including how to make the "Debut" purse, how to appliqué, making a birthday table runner, and more.
Sunday, August 23, 2009
Hope you all have had a great weekend! It's been so busy over here I've had a rough time keeping up on emails and entering giveaways, as well as posting! I had a post all thought up in my head yesterday but my son had his first scrimmage yesterday, so I had to leave before I could post. Then we headed down to Arundel Mills Mall, and didn't get in until 9:30 or so, and by that time I was beat!
Today there's a Pep Rally for Football, so we're getting ready to head over there. I'll hopefully be able to post later!
For now, share your giveaways with my readers! There's some GREAT Back to School Giveaways going on right now! Link em up!
Be sure to enter my three current giveaways (located on my left sidebar) - they all end by 9/2!
Thursday, August 20, 2009
You should know that I am a Purex Insider. Well so is Danielle Ice AKA Homemaker Barbie, and she is looking for 2 people to refer as Purex Insiders. The only thing she says is, and I quote: Please don't leave a comment if you have in the past, currently are, or plan to participate in a PR blackout. PR blackouts are not supported by our company, IS World Media, and we can't nominate a blogger who is closed to PR opportunities. Thank you for understanding.
Wednesday, August 19, 2009
I have another great giveaway to share with you today! UPrinting is offering TWO of my readers 250 Custom Greeting Cards! You can use these custom greeting cards as an extra special invite for your next party or event! Or, with Christmas coming up - great Christmas cards! While you're there, be sure to check out their Custom Postcards!
I can't wait to get mine! I'm not sure what I'm going to get yet but there are some great cards listed on their site as well as various sizes! (I must admit, I'm leaning towards the Holiday Greeting Cards!)
Enter another giveaway here at A Simple Kinda Life and let me know which one (1 entry)
Blog about this giveaway and leave me a link (3 entries)
This giveaway is open to US and will end on September 2nd at midnight EST. Winners will be announced in a post here at A Simple Kinda Life and will be emailed. Winners will have 48 hours to claim their prize or a new winner will be chosen.
We've talked about my love of yogurt previously. I love yogurt and my kids do too! Growing up, we never had yogurt, so I'm not sure where my love of yogurt came in to play. But, somewhere along the way, I think with my first pregnancy over 15 years ago, I began eating yogurt regularly, and have been ever since!
Fiber One Yogurt is great-tasting and an easy way to get your fiber! It's one of my favorite yogurts! And, it's a product that Lisa Lillien, AKA Hungry Girl, LOVES!
Fiber One yogurt comes in the following flavors: Strawberry, Peach, Vanilla and Key Lime Pie. I've tried them all, and love them all, but my favorite is the Peach! (I'm a sucker for Peach!)
My Blog Spark sent me the "Healthy & Fit Weight Management" gift bag in the above photo. It included a coupon for a Free 4-pack of Fiber One Yogurt. I couldn't wait to rush out and pick up my yogurt!
I chose the Key Lime yogurt flavor this time, and my kids ate 1/2 of them before I even got to any of them! As I said earlier, it's a great way to get your fiber, not to mention calcium, and it's not gritty! The yogurt is smooth and scrumptious! And, at 50 calories, that's almost mind-blowing! The leading competition yogurt is 80 calories! Dairy is a great way to manage your weight and so is fiber, so this yogurt is a win-win!
I've been using the lunch bag to take my lunch to work every day, which has been a great big help! It's roomy and holds my yogurt, sandwich, drink bottle, and snack, and there's space in the bottom for an ice pack!
Enter another giveaway here at A Simple Kinda Life and let me know which one (1 entry)
Blog about this giveaway and leave me a link (3 entries)
This giveaway is open to US and Canada and will end on September 2nd at midnight EST. Winners will be announced in a post here at A Simple Kinda Life and will be emailed. Winners will have 48 hours to claim their prize or a new winner will be chosen.
How often do you find a toy that can be used by the whole family? Not often, right?! Well, today I'll share with you a toy that is universal - from ages 3 to 103 the booklet claims! In all honesty, anyone weighing up to 220 lbs. can ride the PlasmaCar!
The PlasmaCar is powered by your own energy! That's part of what makes this toy so great! Not only can anyone in the family use it, it only requires you to turn the steering wheel to power the toy!
Assembly was easy too! The instructions were detailed with illustrations to outline exactly what you need to do to assemble this toy. And, it only takes a few minutes!
My kids and I all had a great time on the PlasmaCar and invite you to check it out. It's funny too, because I've seen them being reviewed on the web, but hadn't seen them in the stores yet. Just a couple of days before I received mine, I saw one at Target. I thought it was so cute! And they are! We'll be keeping this toy around for a long time! They're fast and FUN!
This contest sprang forth from the mind of Drew Bennett - AKA BenSpark (@BenSpark) after writing his list of 10 Essential items to bring with you to IZEAFest. While writing that post Drew was thinking about all the conferences that he's attended over the years and the things that were essential to a blogger at each event. His dream was to be able to provide those items as prizes to a lucky blogger who will be attending IZEAFest 2009. That along with his 10 Reasons to Attend IZEAFest 2009 gave him inspiration to ask for help in making his dream of giving a great prize pack to some lucky bloggers a reality.
So Drew went out and asked multiple sponsors for help. He is an IZEA Insider for the "I'm Not A Famous Blogger" Crew and as such was provided with tickets to IZEAFest. So prize number one was taken care of. You can't have an Ultimate IZEAFest Prize Pack without a ticket to IZEAFest. From there Drew recruited the generous help of Dina Riccobono (@MLDina) and MarketLeverage (@MarketLeverage) who provided Drew with an Asus Eee PC 1000HA and a Flip Mino HD that is Co-Branded BenSpark.com and MarketLeverage!
Early on when Drew started his search for prizes he made a request from ZINK Imaging who gave him two Polaroid Pogos and 200 sheets of ZINK Paper. He uses one of them to create unique Business cards. When Drew meets you he asks you to take a photo with him using his Xshot. He then prints out an instant photo with his Pogo on ZINK paper and sticks it to the back of his business card. Drew is donating one of his Polaroid PoGos to the winner. He also secured An Xshot for each winner because there are two runner up winners who not only get IZEAFest Tickets (A fantastic and valuable prize in its own right) but they will each get a smaller prize pack.
Drew's friend Michael at Xshot hooked him up with a business contact in the Flipbac Innovations Company and they kicked in some Flipbac (@flipbac) angled viewfinder and LCD screen protectors for digital cameras as prizes. Each Runner up gets one of those and Drew has a few extra to give away at IZEAFest.
To keep people going all weekend long Drew was able to get a case of BluFrog Wildly Healthy Energy Drink donated by Martha Decker (@MarDeck). He is also including energy drink packets from EBOOST (@EBOOST). Drew will have close to 100 packets to give away at IZEAFest 2009, come find him for one. Runner up winners also get an EBOOST prize pack.
Continuing to fill out his Ultimate IZEAFest Prize Pack Drew sought out help from one of his "I'm Not A Famous Blogger" crew members, Jennifer Leet (@jentifa. Jennifer is the queen of contests and she connected with one of her sponsors BriteView (@BriteView to get a Cinema Cube to add to the Ultimate IZEAFest Prize Pack.
Still not quite sure that he had the Ultimate Prize Pack for an IZEAFest attendee Drew sought out something innovative and cool that would reflect the fun open spirit of learning and networking of IZEAFest. He found the perfect prize in the Poken. Drew asked a question on Twitter about whether the Poken was worth the money and the call was answered by @PokenGirl. PokenGirl explained that the Poken is a device that one can use to connect with other people physically by slapping a "High 4" with that other person's Poken. What that does is exchange a digital business card that contains your online social media profiles. Since IZEAFest is all about learning, having fun and making connections with other people a Poken is a great prize that will be going to each of the winners. They even get to choose which of the cute little Pokens they want.
The Judges had a difficult task ahead of them. There were four bloggers who went that extra mile to try for the Ultimate IZEAFest Prize Pack. Those folks along with the many others who entered the random drawing are waiting on the edge of their seats until WrapUp airs on the MarketLeverage TV Network Monday Morning 10:30am EST.
First off - please, please, PLEASE (I cannot emphasize this enough!) do not wait until the last minute to buy the school supplies for your children! That's how you end up spending HUNDREDS of dollars! (Been there, done that!) Start watching Staples, Office Depot, Walmart, and all of the other stores that have office supplies EARLY (I'm talking May or June!) to get the deals. I sign up for all of their emails, so I see all of the sales prior to their start date. Plus, I print coupons and there have been some GREAT coupons for Bic products, Scotch Tape, and more this summer - add those to the already low prices and you can save a bundle! I hit up Walmart back in June and bought a ton of stuff for under $.50 each and then I went to Staples during a GREAT sale they had and I spent about $60 for both of my children, after discounts - and I have extras! CVS is also a great place to shop - last night I went there and got two packs of filler paper for $.99 each - and I got $1.98 back in Extra Care Bucks which I used on my separate order!
Clothes:
Old Navy, The Children's Place, aerie, 77kids, Kohl's, and even Kmart and Target have some nice clothes - and at this time of year all of their warmer weather wear is on clearance, making way for Fall styles! It pays to clean up on those prices - especially if your weather doesn't change until October. By then, you can hunt down more sales and buy them cold weather clothes for cheap too! I recently bought my daughter some clothes from TCP and I spent $33 for SIX outfits, a few hair ties/headbands, and a belt! That's a STEAL! Signing up for stores' email lists will save you a bundle, as you'll get an email from them before the sales starts and you can plan accordingly. Top those sale prices with coupons (like Old Navy does at OldNavyWeekly.com) or with discount codes online at RetailMeNot.comand you can save up to 80%, if you time it right!
Another great place that I like to utilize when shopping for clothes ANYTIME of the year is Ebates, which pays you to shop! I mean... you get money back via check or PayPal.
Sending your child to school on the first day:
We are the only ones who know our children best. It's so funny, because my son (who just turned 13) is 100% independent and has been like that always. He goes to school, no problem. Sometimes he won't even call to tell me he's heading out to the bus! My daughter (who's 10) is the complete opposite! She's already asking me to take off so I can put her on the bus the first day of school.
The only advice I can give to you for this one is that only YOU know them the best. If they need extra loving and reassurance on the first day of school (and any other day, for that matter) - give it to them. If they don't, then don't.
Make sure you have some snacks ready for them when they get home too - because they WILL be hungry!
Do you have any Back to School Tips that you can share? Please leave a comment.
Burlington Coat Factory recently issued it's fall trend forecast for this year's must-have back-to-school fashions. Pricing at BCF is typically up to seventy percent below department store prices and a layaway option is in place to make back-to-school shopping a breeze.
Some versatile pieces and styles parents should be on the lookout for to help maximize their fashion budgets can be found below in addition to popular looks of the fall back-to-school season for junior high and high-school kids.
Boho: This updated and modern bohemian look replaces the bell bottoms and earthy looks from years past with destroyed skinny denim, folk-inspired fringe vests, shaggy faux fur vests and hobo fringe bags and shoes. The current times have brought back this trend but its new age focus is funky, edgy and light hearted. Burlington calls it Boho chic.
Moto: It won't just be biker babes who are wearing motorcycle jackets. This is a great style to invest in because it's so versatile. Teens can wear motorcycle jackets with everything from feminine dresses and skirts to wide leg trousers and skinny jeans. It's perfect for the rock-n-roll punk princess.
Destroyed Denim – Not just a hole in the knee; the entire jean is shredded for an updated look.
Graffiti: Kids and teens express their style and personality on every piece of clothing from polos, button down shirts, t-shirts and even denim, with graffiti inspired patterns such as hearts, skulls, peace signs, flowers and more.
Printed/Graphic woven's – button downs with edgy prints on the sleeves, back or chest.
BCF also began its "Live Free For a Year Sweepstakes". BCF will pay up to $20,000 towards the winner's principal and interest payments for a home mortgage or residential rent payments for one year. The Live Free for a Year sweepstakes began on Monday, July 6th and closes at end of business on Wednesday, September 9th. Contestants must apply in-store. The rules can be viewed at
Cellfire has some great coupons that you can load to your Grocery Store's savings club card to save even MORE money! Not sure how to use Cellfire coupons? See my earlier posts here. Believe me, you'll want to load these coupons! They're an EASY way to save money!
Cottonelle®: Save $.25 on any ONE (1) 4-pack or Larger COTTONELLE® Toilet Paper.
It's been so quiet over here and although no one has sent a search team yet, I wanted to make sure that you know that we are here.
As you know, my son began playing recreational football with the Emmorton Bucaneers recently, and between driving him back and forth (or staying to watch, depending which day it is), work, and spending time with my children before they go back to school, I haven't had much time to come blog.
This past weekend was a pretty busy one, and that's not too common for me. Since I get up at 4:30 am every morning and I work from 6:30 am to 3 pm, then run around in the evenings (sometimes), I enjoy the quiet filled weekend. I still have household duties, but most times I'm home, enjoying the solace. Even so, I won a contest on Twitter last week, from Fire and Ice, Inc., which is actually a local store. It was a The Time Traveler's Wife Prize Pack, and since I had no time to go pick it up during the week, I went down on Saturday. I had to pick it up from Towson Town Center, which is a really nice 4-story mall in our area. Unfortunately, since I couldn't make it down there during the week, I missed the advanced screening of the movie. I really wish I had been informed about that - maybe I would have made the extra effort to make it down there on Tuesday. After I got back from the mall, I picked up the kids and we headed about 5 minutes way, to downtown Bel Air, where the Maryland BBQ Bash was being held. (I love BBQ!) We had some great food, enjoyed some good music, and just took in the sights and smells.
I want to share with you a few recent updates in my online "career" as I'll call it for now. I've always loved writing and I was writing short stories when I was as young as 10. One of my lifelong goals is to write a book, and it may or may not be based on my life and all of the struggles I have overcome. So color me tickled when I was accepted to be the Baltimore Frugal Family Examiner!
I only (every once in awhile) blog about frugal finds here because there are so many other blogs out there that cover that area, but in my local area, there aren't many, so I saw this as an opportunity to bring in some extra cash as well as get my name out there further. But, you can ask anyone that I know in person - I am VERY resourceful and know how to get many things for FREE and the blogosphere has taught me much more than I ever knew previously!
I also wanted to announce that I've recently been selected as a Classy Closet Review Panelist. I was ecstatic when Tasha contacted me to be a part of the team! I'll be posting my first VLOG as a review for them later today - be sure to check it out!
My friend Andrea also had recommended me for the Family Review Network, and if you have been paying attention, you probably noticed two reviews that I did for them recently.
I'm really looking forward to making my blog and my writing career more than my part-time "gig" as I like to call it. I truly love to write and even studied Journalism in high school. I dreamt of becoming a reporter. My, how times have changed! I still have the dream of becoming a writer, and I really should devote more time to that!
Wednesday, August 12, 2009
What is Cookie's?
Cookie's is the World's Largest Kids' Department Store and the #1 School Uniform Headquarters in the U.S. Based in Queens, NY, Cookie's now has a 7 store emporium as well as the online store, CookiesKids.com.
What is the Contest?
CookiesKids.com would like to give one reader a $500 gift card to buy clothes for back to school! Two winners will receive a $250 gift card each and three winners will each receive a $100 gift card.
How Do Readers Enter?
Readers will enter a picture of their family member wearing an item of clothing that Cookie's carries at the Cookie's Flickr group. The reader will then fill out a secure Google Form where the rules and regulations of the contest are posted. | 677.169 | 1 |
Three worksheets on functions. The following topics are covered: domain of a function, composite functions and inverse functions. Detailed solutions are included. Good for GCSE/IGCSE students.
From
The 4 classic areas that students tend to be intimidated by in Core 3: modulus, exponential modelling, differentiation and reciprocated trig functions. Go through the powerpoints at the board and model the answers. Then give students the relevant worksheet (many differentiated) and let them work through. Answers not supplied throughout
A selection of questions 1-9 of very hard integration questions for AQA A-Level Maths Core 3. These questions are a definite stretch from those given in past papers and will definitely prepare students for the worst questions, ready for the exams.
A lesson on functions along with exam questions, differentiated questions and answers, assessment opportunities and a more complex differentiated worksheet aimed at challenging the SOMA/higher ability students. Covers substituting into basic and complex functions, solving linear, quadratic and algebraic functions and composite functions. Really great resource.
This is a whole lesson. 20 slides.
It starts looking at drawing cubic graphs, before quickly moving on to looking at sketching them and developing the understanding and skills to do so. It looks at working out the key points needed and using the factor theorem and factorising in order to do so. The lesson comes with a starer, several little MWB activities, worksheet, excellent teaching slides, a handout of all the different graphs and plenary.
NOTE: Feel free to browse my shop for more excellent free and premium resources and as always please rate and feedback, thank you. | 677.169 | 1 |
Unisonic 840-E
The Unisonic 840-E
is
an arithmetic
calculator with unknown digits precision
and
algebraic logic.
It has
7 functions, unknown keys
and
a VFD (vacuum fluorescent) display. The power source is
4xAAA batteries. | 677.169 | 1 |
Description:
Descriptive statistics. Basic descriptive statistics -- Visual display of data -- Bivariate data and linear regression -- Exponential and logarithmic functions -- Discrete time modeling. Sequences and discrete difference equations -- Vectors and matrices -- Matrix algebra -- Long-term dynamics or equilibrium -- Leslie Matrix models and Eigenvalues -- Probability. Probability of events -- Probability of compound events -- Conditional probability -- Sequential events -- Population genetics models -- Limits and continuity. Limits of functions -- Limits of continuous functions -- Derivatives. Rates of change -- Derivatives of functions -- Computing derivatives -- Using derivatives to find maxima and minima -- Integration. Estimating the area under a curve -- Antiderivatives and the fundamental theorem of calculus -- Methods of integration -- Applications of integrals to area and volume -- Probability in a continuous context -- Introduction to differential equations. Separation of variables -- Equilibria and limited population growth -- Implicit differentiation and related rates. "The life sciences deal with a vast array of problems at different spatial, temporal, and organizational scales. The mathematics necessary to describe, model, and analyze these problems is similarly diverse, incorporating quantitative techniques that are rarely taught in standard undergraduate courses. This textbook provides an accessible introduction to these critical mathematical concepts, linking them to biological observation and theory while also presenting the computational tools needed to address problems not readily investigated using mathematics alone. Proven in the classroom and requiring only a background in high school math, Mathematics for the Life Sciences doesn't just focus on calculus as do most other textbooks on the subject. It covers deterministic methods and those that incorporate uncertainty, problems in discrete and continuous time, probability, graphing and data analysis, matrix modeling, difference equations, differential equations, and much more. The book uses MATLAB throughout, explaining how to use it, write code, and connect models to data in examples chosen from across the life sciences. Provides undergraduate life science students with a succinct overview of major mathematical concepts that are essential for modern biology, Covers all the major quantitative concepts that national reports have identified as the ideal components of an entry-level course for life science students, Provides good background for the MCAT, which now includes data-based and statistical reasoning Explicitly links data and math modeling, Includes end-of-chapter homework problems, end-of-unit student projects, and select answers to homework problems, Uses MATLAB throughout, and MATLAB m-files with an R supplement are available online Prepares students to read with comprehension the growing quantitative literature across the life sciences, Online answer key, solution guide, and illustration package (available to professors)"-- | 677.169 | 1 |
This book provides a comprehensive review of meshless approximation methods, an important alternative to the finite element method, which is widely used for numerical analysis of a wide range of engineering problems. The authors discuss the numerical properties and background information for the most important meshless approximation methods and compare them with the corresponding analytical solutions to verify the accuracy of the results. The text presents complete mathematical formulations and numerical properties, such as convergence, consistency, stability, and adaptivity, in detail. An appendix presents flowcharts to aid programmers in using meshless methods. | 677.169 | 1 |
Calculus is the study of
change.In this class, we will
learn how the simple idea of a limit allowed us to create an entirely new
branch of mathematics.
The
goals of this course are
1.) To understand the idea behind a limit and learn how apply
it to functions
2.)
To learn some more advanced integration techniques
3.)
To learn the basics of sequences and series
4.)
To understand applications of calculus in the real world
TEXTBOOK: Calculus by James Stewart, 7th
edition.
HOMEWORK: Homework will be assigned Wednesday or Thursday and due on the
following Wednesday in class. It will be corrected and returned as quickly as
possible. Homework will be accepted up to 48 hours late with a 30% penalty
(although it may be the case that no credit is given for problems covered in
class on Wednesday).No homework
will be accepted after 48 hours.
EXAMS:
All exams will be closed book. There will be two in-class midterm exams on October
8 and November 5. Makeup exams will be given only in exceptional circumstances
(with valid documentation). The finals are on Dec. 9 from 9 a.m. to noon for
Section A and Dec. 12 from 9 a.m. to noon for Section B.
GRADING: The final grade breakdown is as follows:
.Homework - 25%
.Midterm Exams - 20% each
. Final - 35%
ABSENCES: You will start the semester with three "Wellness Days" at
your disposal to use as you see fit. A Wellness Day is the equivalent of an
excusable absence provided that you notify me in advance that you will be
missing class, or in the case of an emergency situation, you notify me within a
reasonable time, usually within twenty-four hours of the end of class. (You may
notify me by e-mail or by voice-mail or in person. I will respond to e-mails
within twenty-four hours. I will respond to voice-mails within twenty-four
hours by sending an email. In the event that you do not receive a response from
me, it is your responsibility to confirm that your notification was received.)
Every absence beyond these three Wellness Days and any absence after which you
fail to notify me that you will be missing class will
lower your final course grade by three percentage points per absence. In the
event that you will miss more than three days due to an extensive illness or
another legitimate reason, you may see me to discuss how I will handle your
special circumstances.
Students who will miss any class during the semester due to an official college
event (such as an official athletic event or a non-athletic event approved by
the Dean of the College) are required to speak to me as soon as possible and
not less than one week before the first absence is scheduled to occur. Students
are expected to bring me, in advance, a list of the dates of any anticipated
absences; in the event of a change in the date of the event, you should notify
me as soon as possible that you are unexpectedly missing class. Any student who
expects to miss four or more days of class due to official college events must
schedule an appointment with me to discuss this special circumstance.
Being more than five minutes late to a class counts as an
absence.
Being
caught texting in class constitutes half an absence.
MATHEMATICS DEPARTMENT WITHDRAWAL POLICY: The last day to drop or add this
class is Friday, February 7. The last day to withdraw from this class is
Friday, April 18. The official mathematics department withdrawal policy follows:
if, at the time of request for withdrawal, your current cumulative grade is
passing (D or better), you will be permitted to withdraw with a WP; if your
current cumulative grade is failing, you will be assigned a grade of WF.
Students who drop a course after the April 18 deadline will be assigned a WF.
For information regarding the effect of the WF grade on the grade-point
average, please refer to the Wofford College Catalogue available online at
ACADEMIC DISHONESTY: I have zero tolerance for academic dishonesty.
Cheating of any kind will be prosecuted to the fullest extent in accordance
with university policy.
STATEMENT OF THE HONOR CODE: "Because Wofford is committed to the moral as
well as the intellectual growth of its students and staff, and because academic
freedom and responsibility demand that members of the community embrace
principles of good conduct, the college emphasizes personal integrity as its
highest value. Dishonesty is especially destructive of the academic process.
The Honor Code requires students to pledge honesty in their academic work and
it sets forth appropriate responses to those who violate that pledge." | 677.169 | 1 |
053423304
This contemporary calculus text is visually oriented and and includes specific computer and graphing calculator exercises. The authors lead students beyond the basic process of learning theorems, axioms and proofs and emphasize the creative and practical aspects of calculus. Throughout the book, the authors are mathematically careful, especially for key topics and effectively combine an intuitive approach with appropriate rigor. For example, in Chapter 4 on applications of the derivative, the authors freely use facts about slopes that are geometrically evident before the more formal treatment using the mean-value theorem. The authors have developed their explanations, examples, exercises, and applications with the goal in mind of truly teaching the topics of calculus. Boxed steps are provided when appropriate and caution notes alert students to potential pitfalls in problem solving | 677.169 | 1 |
The long-awaited second edition of Norman Bigg's best-selling Discrete Mathematics, includes new chapters on statements and proof, logical framework, natural numbers, and the integers, in addition to updated chapters from the previous edition. Carefully structured, coherent and comprehensive, each chapter contains tailored exercises and solutions to selected questions, and miscellaneous exercises are presented throughout. This is an invaluable text for students seeking a clear introduction to discrete mathematics, graph theory, combinatorics, number theory and abstract algebra.
About the Author:
Norman Biggs is a Professor of Mathematics, London School of Economics, University of London | 677.169 | 1 |
Elements of Basic Algebra B (reorder kit)
Product Description
Elements of Basic Algebra B Great for high school students who are reading at a grade 2/4 level!
The Elements of Basic Algebra B has grade-level content in an age-appropriate, easy-to-read format. Students progress independently with standards-aligned, self-explanatory lessons. Coordinate graphing and linear equations are addressed. This curriculum is also appropriate for adult learners.
Practice Workbooks include 180 pages of worksheets. Practice Workbooks come 10 sets of each unit. Less waste! If your student only needs extra practice for specific concepts . . .Voila! You can meet his or her needs! | 677.169 | 1 |
Purplemath - Your Algebra ResourcePurplemath contains practical algebra lessons demonstrating useful techniques and pointing out common errors. Lessons are written with the struggling student in mind, and stress the practicalites over the technicalities. Links and other resources also ava
Chaos Hypertextbook, TheThis page is a part of The Chaos Hypertextbook — A four chapter book, fully updated and enhanced for the web. The theory behind the sumptuous images and mathematical jargon tossed about in popular culture today. Simple experiments for programmable c
Complex SystemsComplex Systems is a journal devoted to the science, mathematics, and engineering of systems with simple components but complex overall behavior. In this site you will find information about subscribing to and publishing in Complex Systems. Also included
Complexity SocietyWelcome to the Complexity Society. Understanding the science of Management and Business!
Cybernetics and Systems TheoryThe following links provide general background information on the field of Cybernetics and Systems Theory, an interdisciplinary academic domain.
Geometry Problem of the WeekWolfram alpha (Mathematica).
Matrix MarketA repository of matrix test data for use in comparative studies
of algorithms. The matrices have been taken from problems in
linear systems, least squares, and eigenvalue calculations in a
wide variety of scientific and e
Systems SimulationThe purpose of this page is to provide resources in the rapidly growing area computer simulation. This site provides a web-enhanced course on computer systems modelling and simulation, providing modelling tools for simulating complex man-made systems. Top
List of the Largest Known PrimesThe oldest and best Internet source for information on
record primes! Update daily.
Do you want to know the largest prime and who found it? How about the largest twin
prime? Or the largest Sophie Germain? Then check out this page. We have prime r
NOVA: The ProofNOVA Online presents The Proof, including an interview with Andrew Wiles, an essay on Sophie Germain, and the Pythagorean theorem.
Numbers, constants and computationThis site is
dedicated to mathematical and algorithmic aspects of
classical mathematical constants. Programs are included and can
be downloaded. Mathematical constants are also the starting point
to discover other areas of mathematics
Zero in Four Dimensions: Cultura...Algebra OnlineAlgebra Online offers exciting algebra software, live chat, and a message board, among many other features, for all levels of mathematics (not just Algebra)!
Appetizers and Lessons for Mathe...This site authored by Alan Selby at offers online books,an plug and play content management system for home and math-science websites, an alternative mathematics & logic skill development steps and for instruction
Math Forum @ DrexelMath.comFree math lessons and math homework help from basic math to algebra, geometry and beyond. Students, teachers, parents, and everyone can find solutions to their math problems instantly.
Mathematics ArchivesThe home page of the Mathematics
Archives - A comprehensive site for mathematics on the Internet
Mrs Glosser math goodiesMath help since 1998. Math Goodies helps kids at all levels with interactive instruction and free resources. Get help online or offline.
PurplemathPurplemath contains practical algebra lessons demonstrating useful techniques and pointing out common errors. Lessons are written with the struggling student in mind, and stress the practicalites over the technicalities. Links and other resources also ava
Webmath: solves online math prob...SiggraphThe ACM special interest group on Computer GRAPHics and Interactive Techniques, bringing together scientists, engineers, artist, practitioners and entrepreneurs dedicated to the advancement of the Computer Graphics.
Prime curiosAn exciting collection of curiosities,
wonders and trivia about prime numbers and integer factorization.
Pleasant browsing for those who love mathematics at all levels.
The prime pagesCut the KnotAn encyclopedic collection of math games, problems, puzzles, and articles. An indispensible online resource. More than 1100 interactive demonstrations. Work out and enjoy mathematics. Solve interactive word problems. From Elementary to Graduate Level but
Cut the Knot - interactiefAn encyclopedic collection of math games, problems, puzzles, and articles. An indispensible online resource. More than 1100 interactive demonstrations. Work out and enjoy mathematics. Solve interactive word problems. From Elementary to Graduate Level but
MathcountsMATHCOUNTS offers fun and engaging programs that get middle school students excited about math. These programs include the MATHCOUNTS Competition Program, the MATHCOUNTS Club Program, and the MATHCOUNTS Reel Math Challenge.
Nick's mathematical puzzlesMathematical puzzles, with hints, full solutions, and links to related math topics. Fun, with an educational element.
PriemgetallenBenford's LawZipf's Law, Benford's Law. With the view to the eerie but uniform distribution of digits of randomly selected numbers, it comes as a great surprise that, if the numbers under investigation are not entirely random but somehow socially or naturally related,
Online statistical analysisSISA allows you to do statistical analysis directly on the Internet. Click on one of the procedure names below, fill in the form, click the button, and the analysis will take place on the spot. Study the user friendly guides to statistical procedures to sInteractive Mathematics Miscella...Math in Daily Life: How much will you have saved when you retire? Is it better to lease or buy a car? Learn the answers to these and other mathematical questions that affect our daily decisions.
WebMathWolfram Functions Site, TheThe world's largest collection of formulas and graphics about more than 300,000 mathematical functions for the mathematics and science communities.
Official MCescher siteExplore the beautiful art of M.C. Escher. Learn about the artist's life and work. Get the latest news about exhibitions, learn about the use of M.c. Escher's work, and discover great products that feature the designs of this legendary artist.
Virtual Space-Time Travel Machine.
This page belongs to a site that is A Virtual Space-Time Travel Machine, as well as
the place where Art and Science meet together.
More than 5400 Scientific Visualizations
that open the door
of a new Copernican revolution for a travel
from the infinitel
Webb, SharonFractal Images by Sharon Webb is a site dedicated to fractal art, 3D Art, and fractal music.
World of Escher
About zeroMapleMaplesoft is a world leader in mathematical and analytical software. The Maple system embodies advanced technology such as symbolic computation, infinite precision numerics, innovative Web connectivity and a powerful 4GL language for solving a wide range | 677.169 | 1 |
Common Core State Standards for
Mathematics
- - Ninth – Twelfth Grade- -
−
Functions
Geometry
Interpreting Functions (F-IF)
Congruence (G-CO)
Understanding the concept of a function and use function notation.
1.
Understand that a function from on set (called the domain) to another set (called the range)
assigns to each element of the domain exactly one element of the range. If f is a function and x is
an element of its domain, then f(x) denotes the output of f corresponding to the input of x. The
graph of f is the graph of the equation y=f(x).
2.
Use function notation , evaluate functions for inputs in their domains, and interpret statements
that use function notation in terms of context.
3.
Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset
of the integers. For example, the Fibonacci sequence is defined reclusively by f(0) = f(1)=1,
f(n+1)=(f(n)+(n-a) for n ≥ 1.
Interpret functions that arise in applications in terms of the context.
4.
For a function that models a relationship between two quantities, interpret key features of graphs
and tables in terms of the quantities, and sketch graphs showing key features given verbal
description of the relationship. Key features include: intercepts; intervals where the function is
increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end
behavior; and periodically.*
5.
Relate the domain of a function to its graph and, where applicable, to the quantitative relationship
it describes. For example, if the function h(n) gives the number of person-hours it takes to
assemble n engines in a factory, then the positive integers would be an appropriate domain for
the function.*
6.
Calculate and interpret the average rate of change of a function (presented symbolically or as a
table) over a specified interval. Estimate the rate of change from a graph.*
Analyze functions using different representations
7.
Graph functions expressed symbolically and show key features of the graph, by hand in simple
cases and using technology for more complicated cases.*
a.
Graph linear and quadratic functions and show intercepts, maxima and minima.
b.
Graph square root, cube root, and piecewise-defined functions, including step functions
and absolute value functions.
c.
Graph polynomial functions, identifying zeros when suitable factorization are available,
and showing end behavior.
d.
Graph rational functions, identifying zeros and asymptotes when suitable factorizations
are available, and showing end behavior.
e.
Graph exponential and logarithmic functions, showing intercepts and end behavior, and
trigonometric functions, showing period, midline and amplitude.
8.
Write a function defined by an expression in different but equivalent forms to reveal and explain
different properties of the function.
a.
Use the process of factoring and completing the square in a quadratic function to show
zeros, extreme values, and symmetry of the graph, and interpret these in terms of context.
b.
Use the properties of exponents to interpret expressions for exponential functions. For
example, identify percent rate of change in functions such as a y=(1.02)t, y=(0.97)t,
y=(1.01)12t, y=1.2)t/10, and classify them as representing exponential growth or decay.
9.
Compare properties of two functions each represented in different way (algebraically, graphically,
numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic
function and an algebraic expression for another, say which has the larger maximum.
Experiment with transformations in the plane.
1.
Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based
on the undefined notions of point, line, distance along a line, and distance around a circular arc.
2.
Represent transformation in the plane using e.g., transparencies and geometry software; describe
transformations as functions that take points in the plane as inputs and give other points as
outputs. Compare transformations that preserve distance and angles to those that do not (e.g.,
translation versus horizontal stretch)
3.
Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and
reflections that carry it onto itself.
4.
Develop definitions of rotations, reflections, and translations in terms of angles, circles,
perpendicular lines, parallel lines, and line segments.
5.
Given a geometric figure and a rotation, reflection or translation, draw the transformed figure
using e.g., graph paper, tracing paper, or geometry software. Specify a sequence of
transformations that will carry a given figure onto another.
Understand congruence in terms of rigid motions.
6.
Use geometric descriptions of rigid motions to transform figures and to predict the effect of a
given rigid motion on a given figure; given two figures, use the definitions of congruence in terms
or rigid motions to decide if they are congruent.
7.
Use the definition of congruence in terms of rigid motions to show that two triangles are
congruent if and only if corresponding pairs of sides and corresponding pairs of angles are
congruent.
8.
Explain how the criteria for triangle congruence (SA, SAS, and SSS) follow from the definition of
congruence in terms of rigid motions.
Prove geometric theorems.
9.
Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a
transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles
are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant
from the segment's endpoints.
10.
Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum
to 180°; base angles of isosceles triangles are congruent; the segment joining midpoints of two
sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at
a point.
11.
Prove theorems about parallelograms. Theorems include: opposite sides are congruent, opposite
angles are congruent, the diagonals of a parallelogram bisect each other, and conversely
rectangles are parallelograms with congruent diagonals.
Make geometric constructions.
12.
Make formal geometric constructions with a variety of tools and methods (compass and
straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.) Copying
a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular
lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a
given line through a point not on the line.
13.
Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.
Building Functions (F-BF)
Build a function that models a relationship between two quantities.
1.
Write a function that describes a relationship between two quantities.*
a.
Determine an explicit expression, a recursive process, or steps for calculation from a
context.
b.
Combine standard functions types using arithmetic operations. For example, building a
function that models the temperature of a cooling body by adding a constant function to a
decaying exponential, and relates these functions to the model.
c.
Compose functions. For example, if T(y) is the temperature in the atmosphere as a
function of height, and h(t) is the height of a weather balloon as a function of time, then
T(h(t)) is the temperature at the location of the weather balloon as a function of time.
2.
Write arithmetic and geometric sequences both recursively and with an explicit formula, use them
to model situations, and translate between the two forms.*
Build new functions from existing functions
3.
Identify the effect on the graph of replacing f(x) by f(x)+k, kf(x), f(kx), and f(x+k) for specific
values of k (both positive and negative ); find the value of k given the graphs. Experiment with
cases and illustrate an explanation of the effects on the graph using technology. Include
recognizing even and odd functions from their graphs and algebraic expressions for them.
4.
Find the inverse functions.
a.
Solve an equation of the form f(x)=c for a simple function f that has an inverse and write
an expression for the inverse. For example, f(x)=2x3 of f(x)=(x+1)/(x-1) for x≠1.
b.
Verify by composition that one function is the inverse of another.
c.
Read values of an inverse function from a graph or a table, given that the function has an
inverse.
d.
Understand the inverse relationship between exponents and logarithms and use this
relationship to solve problems involving logarithms and exponents.
Linear , Quadratic and Exponential Models* (F-LE)
Construct and compare linear, quadratic, and exponential models and solve problems
1.
Distinguish between situations that can be modeled with linear functions and with exponential
functions.
a.
Prove that linear functions grow by equal differences over equal intervals and the
exponential functions grow by equal factors over equal intervals.
b.
Recognize situations in which one quantity changes at a constant rate per unit interval
relative to another.
c.
Recognize situations in which a quantity grows or decays by a constant percent rate per
unit interval relative to another.
2.
Construct linear and exponential functions, including arithmetic and geometric sequences, given
a graph, a description of a relationship, or two input-output pairs (include reading these from a
table).
3.
Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a
quantity increasing linearly, quadratically, or (more generally) as polynomial functions.
4.
For exponential models, express as a logarithm the solution to abct=d where a, c, and d are
numbers and base b is 2, 10, or e; evaluate the logarithm using technology.
Interpret expressions for functions in terms of the situation they model
5.
Interpret the parameters in a linear or exponential function in terms of a context.
Trigonometry Functions (E-TF)
Extend the domain of trigonometric functions using the unit circle.
1.
Understand radian measure of an angle as the length of the arc on the unit circle subtended by the
angle.
2.
Explain how the unit circle in the coordinate plane enables the extension of trigonometric
functions to all real numbers, interpreted as radian measures of angles traversed
counterclockwise around the unit circle.
3.
Use special triangles to determine geometrically that values of sine, cosine, tangent for π/6 and
use the unit circle to express the values of sine, cosine, and tangent for π-x, π+x, and 2 π-x in
terms of their value for x, where x is any real number.
4.
Use the unit circle to explain symmetry (odd and even) and periodicity of trigonometric
functions.
Model periodic phenomena with trigonometric functions
5.
Choose trigonometric functions to model periodic phenomena with specified amplitude,
frequency and midline.*
6.
Understand that restricting a trigonometric function to a domain on which it is always increasing
or always decreasing allows its inverse to be constructed.
7.
Use inverse functions to solve trigonometric functions to a domain on which it is always
increasing or always decreasing allows its inverse to be constructed.
8.
Prove the Pythagorean identity sin2(0)+cos(0)2=1 and use it to find sin(0), cos(0), or tan(0) given
sin (0), cos(0), or tan(0) and the quadrant of the angle.
9.
Prove the addition and subtraction formulas for sine, cosine and tangent and use them to solve
problems.
Similarity, Right Triangles, and Trigonometry (G-SRT)
Understand similarity in terms of similarity transformations.
1.
Verify experimentally the properties of dilations given by a center and a scale factor.
a.
Dilation takes a line not passing through the center of the dilation to a parallel line, and
leaves a line passing through the center unchanged.
b.
The dilation of a line segment is longer or shorter in the ratio given by the scale factor.
2.
Given two figures, use the definition of similarity in terms of similarity transformations to decide
if they are similar; explain using similarily transformations the meaning of similarity for triangles
as the equality of all corresponding pairs of triangles and the proportionality of all corresponding
pairs of sides.
3.
Use the properties of similarity transformations to establish the AA criterion for two triangles to
be similar.
Prove theorems involving similarity
4.
Prove theorems about triangles. Theorems include: a line parallel to one side of triangle divides
the other two proportionally and conversely; the Pythagorean Theorem proved using triangle
similarity.
5.
Use congruence and similarity criteria for triangles to solve problems and to prove relationships
in geometric figures.
Define trigonometric ratios and solve problems involving right triangles.
6.
Understand that by similarity, side ratios in right triangles are properties of the angles in the
triangle, leading to definitions of trigonometric ratios for acute angles.
7.
Explain and use the relationship between the sine and cosine of complementary angles.
8.
Use trigonometric ratios and Pythagorean Theorem to solve right triangles in applied problems.
Apply trigonometry to general triangles
9.
Derive the formula A=1/2 ab sin (C) for the area of a triangle by drawing an auxiliary line from a
vertex perpendicular to the opposite side.
10.
Prove the Laws of Sines and Cosines and use them to solve problems.
11.
Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in
right and non-right triangles (e.g., surveying problems, resultant forces).
Circles (G-C)
Understand and apply theorems about circles.
1.
Prove that all circles are similar.
2.
Identify and describe relationships among inscribed angles, radii, and chords. Include the
relationship between central, inscribed, and circumscribed angles' inscribed angles on a diameter
are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects
the circle.
3.
Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for
a quadrilateral inscribed in a circle.
4.
Construct a tangent line from a point outside a given circle to the circle.
Find arc lengths and areas of sectors of circles
5.
Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to
the radius, and define the radian measure of the angle as the constant of proportionality; derive the
formula for the area of a sector.
Expressing Geometric Properties with Equations (G-GPE)
Translate between the geometric description and the equation for a conic section.
1.
Derive the equation of a circle of given center and radius using the Pythagorean Theorem;
complete the square to find the center and radius of a circle given by an equation.
2.
Derive the equation of a parabola given a focus and directrix.
3.
Derive the equations of ellipses and hyperbolas given the foci, using the fact that the sum or
difference of distances from the foci is constant.
Use coordinates to prove simple geometric theorems algebraically.
4.
Use coordinates to prove simple geometric theorems algebraically. For example, prove or
disprove that a figure defined by four given points in the coordinate plane is a rectangle; prove or
disprove that the point (1, √3) lines on the circle centered at the origin and containing the points
(0,2)
5.
Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric
problems (e.g., find the equation of a line parallel or perpendicular to a given line that passes
through a given point).
6.
Find the point on a directed line segment between two given points that partitions the segment in
a given ratio.
7.
Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g.,
using the distance formula.
Geometric Measurement and Dimension (G-GMD)
Explain volume formulas and use them to solve problems
1.
Give an informal argument for the formulas for the circumference of a circle, area of a circle,
volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri's principle, and
informal limit arguments.
2.
Give an informal argument using Cavalieri's principle for the formulas for the volume of a sphere
and other solid figures.
3.
Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.*
Visualize relationships between two-dimensional and three-dimensional objects
4.
Identify the shapes of two dimensional cross-sections of three-dimensional objects, and identify
three-dimensional objects generated by rotations of two-dimensional objects.
Modeling with Geometry (G-MG)
Apply geometric concepts in modeling situations
1.
Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a
tree trunk or a human torso was a cylinder.).*
2.
Apply concepts of density based on area and volume in modeling situations (e.g., persons per
square mile, BTUs per cubic foot).*
3.
Apply geometric methods to solve design problems (e.g., designing an object or structure to
satisfy physical constraints or minimize cost; working with typographic grid system based on
ratios).* | 677.169 | 1 |
Learn the applications and techniques of differentiation and integration today through short and to the point lectures!
This course will cover the following concepts
The applications of Differentiation and Integration
Basic Differentiation
Product Rule
Quotient Rule
Basic Integration
Differentiating trigonometric functions
Differentiating exponential functions
Difference between definitive and indefinite integrals
Area under the curve
The constant rule
Integration by Substitution
Integrating trigonometric functions
Differentiating exponential functions
NOTE: This course only covers the basics of differentiation and integration and does NOT cover concepts like integration by parts, limits, integration using ln functions or partial fractions | 677.169 | 1 |
Extractions: Jump to: navigation search Linear algebra is the branch of mathematics concerned with the study of vectors vector spaces (also called linear spaces linear maps (also called linear transformations ), and systems of linear equations . Vector spaces are a central theme in modern mathematics ; thus, linear algebra is widely used in both abstract algebra and functional analysis . Linear algebra also has a concrete representation in analytic geometry and it is generalized in operator theory . It has extensive applications in the natural sciences and the social sciences , since nonlinear models can often be approximated by linear ones. The history of modern linear algebra dates back to the early 1840's. In 1843, William Rowan Hamilton introduced quaternions , which describe mechanics in three-dimensional space. In 1844, Hermann Grassmann published his book Die lineale Ausdehnungslehre (see References).
Extractions: This text Linear Algebra is free for downloading. It covers an undergraduate first course, with a prerequisite of Calculus I. You can use it either as a main text, or as a supplement to another text, or for independent study. A separate file with all answers, fully worked, is also freely downloadable. When I started teaching this subject I found three kinds of texts. There were applications books that avoid proofs and cover the linear algebra only as needed for their applications. There were advanced books that assume that students can understand their elegant proofs and know how to answer the homework questions having seen only one or two examples. And, there were books that spend a good part of the semester multiplying matrices and computing determinants and then suddenly change level to working with definitions and proofs. In my classroom each of these types was a problem. The applications were interesting but I wanted to focus on the linear algebra. The advanced books were beautiful but my students were not ready for them. And the level-switching books resulted in a lot of grief: students estimated that these were like calculus books, where there is material labelled `proof' that can skipped in favor of computations, and when the level switched no amount of prompting by me could convince them otherwise.
Linear Algebra linear algebra. by WWL Chen. This set of notes has been compiled over a period of some 25 years. Some chapters were used in various forms and on many
Extractions: Linear Algebra by WWL Chen This set of notes has been compiled over a period of some 25 years. Some chapters were used in various forms and on many occasions between 1981 and 1990 by the author at Imperial College, University of London. The remaining chapters were written in Sydney. All 12 chapters have been in use at Macquarie University since 1997. The material has been organized in such a way to create a single volume suitable for use in the algebra half of the units MATH135, MATH136, MATH132, MATH133 and MATH235 at Macquarie University. The following is the suggested order for the presentation of the material: MATH135 and MATH132: MATH136 and MATH133: LINEAR EQUATIONS (last uploaded on 28 February 2006) Introduction Elementary Row Operations Row Echelon Form Reduced Row Echelon Form Solving a System of Linear Equations Homogeneous Systems Application to Network Flow
Course 18.06: Linear Algebra linear algebra and Music (pdf) This fascinating article, with MATLAB codes for music and for telephone tones and for recovering answering machine
Linear Algebra Toolkit This linear algebra Toolkit is comprised of the modules listed below. Each module is designed to help a linear algebra student learn and practice a basic
Extractions: Linear Algebra Toolkit - Main Page v. 1.23a This Linear Algebra Toolkit is comprised of the modules listed below . Each module is designed to help a linear algebra student learn and practice a basic linear algebra procedure, such as Gauss-Jordan reduction, calculating the determinant, or checking for linear independence. Click here for additional information on the toolkit. MODULES Systems of linear equations and matrices Row operation calculator Interactively perform a sequence of elementary row operations on the given m x n matrix A. Transforming a matrix to row echelon form Find a matrix in row echelon form that is row equivalent to the given m x n matrix A. Transforming a matrix to reduced row echelon form Find the matrix in reduced row echelon form that is row equivalent to the given m x n matrix A. Solving a linear system of equations Solve the given linear system of m equations in n unknowns. Calculating the inverse using row operations Find (if possible) the inverse of the given n x n matrix A. Determinants Calculating the determinant using row operations Calculate the determinant of the given n x n matrix A.
Extractions: A First Course in Linear Algebra The linear algebra textbook with freedom PDFcast There is now a page about Course Adoption A First Course in Linear Algebra is an introductory textbook aimed at college-level sophomores and juniors. Typically such a student will have taken calculus, but this is not a prerequisite. The book begins with systems of linear equations, then covers matrix algebra, before taking up finite-dimensional vector spaces in full generality. The final chapter covers matrix representations of linear transformations, through diagonalization, change of basis and Jordan canonical form. Along the way, determinants and eigenvalues get fair time. PDF versions are available to download for printing or on-screen viewing, an online version is available, and physical copies may be purchased from the print-on-demand service at Lulu.com It seems therefore desirable to give permanent form to the lessons of experience so that others can benefit by them and be encouraged to undertake similar work.
Linear Algebra -- From Wolfram MathWorld linear algebra is the study of linear sets of equations and their transformation properties. linear algebra allows the analysis of rotations in space,
Extractions: Linear Algebra Linear algebra is the study of linear sets of equations and their transformation properties. Linear algebra allows the analysis of rotations in space, least squares fitting , solution of coupled differential equations, determination of a circle passing through three given points, as well as many other problems in mathematics, physics, and engineering. Confusingly, linear algebra is not actually an algebra in the technical sense of the word "algebra" (i.e., a vector space over a field , and so on). The matrix and determinant are extremely useful tools of linear algebra. One central problem of linear algebra is the solution of the matrix equation for . While this can, in theory, be solved using a matrix inverse other techniques such as Gaussian elimination are numerically more robust. In addition to being used to describe the study of linear sets of equations, the term "linear algebra" is also used to describe a particular type of algebra. In particular, a linear algebra over a field has the structure of a ring with all the usual axioms for an inner addition and an inner multiplication together with distributive laws, therefore giving it more structure than a ring. A linear algebra also admits an outer operation of multiplication by scalars (that are elements of the underlying field
FREELY AVAILABLE SOFTWARE FOR Software for highperformance computers available in source form for problems in numerical linear algebra, specifically dense, sparse direct and iterative
Extractions: This is a foundational textbook on abstract algebra with emphasis on linear algebra. You may download parts of the book or the entire textbook. It is provided free online in PDF DVI postscript , and gzipped postscript. Please read some words from the author first. Join the revolution in education! Write a supplement to this book and put it online. Participate in and contribute to a forum on abstract and linear algebra. Ask questions, give answers, and make comments in a worldwide classroom with the internet as blackboard. [March 20, 2004]
Pauls Online Notes : Linear Algebra Here are my online notes for my linear algebra course that I teach here at Lamar University . Despite the fact that these are my "class notes" they should
Extractions: You can navigate through this E-Book using the menu to the left. For E-Books that have a Chapter/Section organization each option in the menu to the left indicates a chapter and will open a menu showing the sections in that chapter. Alternatively, you can navigate to the next/previous section or chapter by clicking the links in the boxes at the very top and bottom of the material. For those pages with mathematics on them you can, in most cases, enlarge the mathematics portion by clicking on the equation. Click the enlarged version to hide it. E-Book Systems of Equations and Matrices Linear Algebra (Math 2318) Here are my online notes for my Linear Algebra course that I teach here at Lamar University . Despite the fact that these are my "class notes" they should be accessible to anyone wanting to learn Linear Algebra or needing a refresher. These notes do assume that the reader has a good working knowledge of basic Algebra. This set of notes is fairly self contained but there is enough Algebra type problems (arithmetic and occasionally solving equations) that can show up that not having a good background in Algebra can cause the occasional problem.
Extractions: Decimal Comma/Decimal Point Enter your search terms Submit search form Web LINEAR ALGEBRA performs computations associated with real matrices, including solution of linear systems of equations (even least squares solution of over-determined or inconsistent systems and solution by LU factors), matrix operations (add, subtract, multiply), finding the determinant, trace, inverse, adjoint, QR and LU factors, eigenvalues and eigenvectors, establish the definiteness of a symmetric matrix, perform scalar multiplication, transposition, shift, create matrices of zeroes or ones, identity, symmetric or general matrices. Upon registering, you will receive by email a liberation key which will remove the registration reminder and the time limitation. You will be entitled to one year of free updates. Click here to download LINEAR ALGEBRA
Linear Algebra And Applications Textbook I believe that the teaching of linear algebra should incorporate this new perspective. My own experience ranges from pure mathematician (my first research
Extractions: Home Schedule Teaching Research ... Contact Me Linear Algebra and Applications Textbook Welcome again. In order to enable prospective users to preview my text easily and conveniently, in the past I have put a copy of it on the web for your perusal. In the last few years I've received many helpful comments and appreciative notes for having done so. I would like to thank those of you who sent me these notes and comments. You have helped me substantially improve the text. I am now under contract with Springer-Verlag and the book has been published in their Undergraduate Texts in Mathematics series in hardbound and, more recently, soft cover editions. Therefore, I have removed the on-line copy. I will leave the table of contents below for informational purposes, along with errata sheets for the each version of the textbook. A few comments: If you have any suggestions or comments, drop me a line. I appreciate any feedback. A complete solutions manual to all exercises and problems in the text is available to instructors who have adopted the text. Instructors who would like a copy of this manual should contact Mark Spencer via email to Mark.Spencer@springer.com. For the benefit of instructors and students using my text, I'm moving a number of downloadable files on my website that pertain specifically to the text into their own directories. I also have complete solution keys to the exams and projects that are found in the directories below. I will email these to instructors who are using my text upon request. The text materials come in three flavors: pdf for perusal, lyx and tex for modification and use by instructors.
Extractions: Home Site map Elsevier websites Alerts ... Linear Algebra and its Applications Journal information Product description Editorial board Audience Abstracting/indexing ... Special issues and supplements Subscription information Bibliographic and ordering information Conditions of sale Dispatch dates Journal-related information Contact the publisher Impact factor Most downloaded articles Other journals in same subject area ... Select your view LINEAR ALGEBRA AND ITS APPLICATIONS Linear Algebra and its Applications publishes articles that contribute new information or new insights to matrix theory and finite dimensional linear algebra in their algebraic, arithmetic, combinatorial, geometric, or numerical aspects. It also publishes articles that give significant applications of matrix theory or linear algebra to other branches of mathematics and to other sciences. Articles that provide new information or perspectives on the historical development of matrix theory and linear algebra are also welcome. Expository articles which can serve as an introduction to a subject for workers in related areas and which bring one to the frontiers of research are encouraged. Reviews of books are published occasionally as are conference reports that provide an historical record of major meetings on matrix theory and linear algebra. | 677.169 | 1 |
Program Calendar (2017/18) MATH-101 - Finite Mathematics 1
Description: This course is intended for students who require an appreciation of higher mathematics, but don't require calculus. Math 101 stresses a logical and critical thinking approach while investigating the following topics: an introduction to linear algebra, linear programming, the simplex method, set theory and counting, an introduction to probability and statistics, and Markov Processes. | 677.169 | 1 |
Skills In Mathematics - Trigonometry For Jee Main Advanced
Key Feature
Brand
: Arihant
Books Specification
Binding
: Paper Back
Language
: English
To help students take their knowledge and application for various mathematical concepts to a whole new level, Arihant has designed the Skills in Mathematics series. This series also aims at equally helping the beginners as well as experts. The books in this series have been designed so as to work as elementary textbooks which will play a crucial role in building the concepts from scratch till the end and help in preparation for various competitive examinations.
The present master piece on Trigonometry is borne out of author's experience of teaching Mathematics to engineering aspirants over the years. The book also aims to give the students a good knowledge of trigonometric functions and their properties which is vital to excel in other areas of mathematics as well. The book has been divided into four chapters namely Trigonometric Functions & Identities, Trigonometric Equations & Inequalities, Properties & Solutions of Triangles and Inverse Trigonometric Functions, each containing definitions along with figures for better understanding of the topics. The treatment of the subject matter is methodological and designed to involve the students completely. This book covers the hands-on text of trigonometry with its updated contents and vividly covers the topics of basic trigonometry. A section containing previous years' questions from last 13 years' examinations (2003-2015) has also been provided at the end of the book to give the aspirants an insight into the question pattern and the level of the questions asked.
This is a must have textbook which starts from fundamentals and gradually builds your concepts upto the level required for Engineering Entrances and finally will place you among the toppers of engineering entrances like JEE Main & Advanced and various other national and regional engineering entrances. | 677.169 | 1 |
Description
Scientific computation is the broad field concerned with the design
and analysis of numerical algorithms. The simplest examples are solving
a linear system of equations or finding the eigenvalue and eigenvectors of a
matrix.
These numerical algorithms are
central to design, testing, and understanding of enumerable physical
objects. The design of building, ships, artificial organs, to ink jet printers
all use these algorithms. Numerical algorithms also appear in other parts of
science and engineering. Google uses eigenvectors of graphs to rank pages on the Internet.
Eigenvectors are used to partition large graphs for storage over multiple machines.
On the other hand computer science algorithm theory is playing a larger role in the design of new faster
numerical algorithms. As an example in the 1970's researcher showed how efficient algorithms for Gaussian elimination
could be expressed as a purely graph theoretic problem. This formulation dramatically changed
how we view Gaussian elimination and how we design algorithms for it.
More recently, the focus has been on iterative system solvers.
Here again, at least for some very important special cases, the problem can be expressed in graph theoretic ways.
In this case understanding eigenvalues of graphs plays an important role.
In this class we shall cover both classic numerical algorithms as well as show the interplay with
combinatorics, graph theory, and spectral graph theory.
Grading
There will be about five graded problem sets. Students will be expected
to take and prepare notes for one or two lectures. There will be no exams
. | 677.169 | 1 |
(Original post by ThePersian)
What I don't get is what is all that '2n+1' and '2n' about when trying to prove something is even or odd?
Oh, I see.
2n means you have an integer n multiplied by two... which means it is divisible by two. By definition, an even number has to be divisible by two, and therefore an even number can always be represented by "2n".
Now, we know that an even number+1=an odd number, so an odd number can be represented by 2n+1.
Firstly, Edexcel are notoriously bad at exam timetabling, for no conceivable reason other than to finish AS Level exams before A2 level exams. For example, I have the following clashes in my Maths exams this summer:
18th June - C4/M4
21st June - FP2/S4
24th June - FP3/M5
So many clashes could be avoided just by, for example, sitting M5 with M1 instead of with FP3, as M5 and FP3 are basically always sat together. But Edexcel never do this.
And you'll find calculus comes up in all modules past M1. M2 has basic differentiation and integration to solve kinematics problems. M3 contains more advanced differentiation and integration in kinematics, including acceleration as a function of displacement, integration to find work done and impulse, and integration to find centres of mass. M4 contains first and second order differential equations, along with calculus to find positions of stability. M5 contains first and second order vector differential equations, differential equations on varying mass (Where you have to derive the equations yourself using limits), integration to find moments of inertia and a bit of calculus in rotational motion.
Thanks for the reply. It was very informative! Can I post the post in the M1 thread the post you made a few days ago on M1 in this thread for the benefit of M1 candidates who don't follow this thread?
(Original post by reubenkinara)
Thanks for the reply. It was very informative! Can I post the post you made a few days ago on M1 in the M1 thread for the benefit of M1 candidates who don't follow this thread?
I haven't posted in the M1 thread...
EDIT: This has now been explained to me by the mysterious forces watching over this thread. Yeah, go ahead, the post is meant to be helping people. I couldn't really care less if someone posted it there claiming it as their own to be quite honest, so long as someone gets something out of it.
(Original post by Ursin)
Yo, I wonder if anyone can answer this S1 question? I can't do it, my teachers can't do it, my friend who got 100 in S1 the first time we took it can't.
Eight cards are selected with replacement from a standard pack of 52 playing cards, with 12 picture cards, 20 odd cards and 20 even cards.
a) How many different sequences of 8 cards are possible? For this I did 52^8, which is correct.
b) How many of the sequences in part a) will contain 3 picture cards, 3 odd-numbered cards and 2 even-numbered cards? The answer in the back of the book says 3.097 x 10^12. I have tried a multitude of methods and cannot for the life of me obtain this answer.
Thanks
(Original post by Ateo)
I can't get that answer either. Are you sure it is correct?
Perhaps the man himself may shed a light on this.
(Original post by Ursin)
Yo, I wonder if anyone can answer this S1 question?...
Ok, call the sequence of picture cards, odd cards and even cards: PPPOOOEE
As there are 12 picture cards, 20 odd cards, 20 even cards, then the number of ways this specific sequence can be made is:
But this is simply one of the ways we can arrange this sequence; we could have POPOPOEE for example as well, this still counts as 3 pictures, 3 odds, 2 evens. There are 8 items, so the total number of ways we can arrange this sequence is:
But we've over-counted here - for example, the sequence of say PPP and PPP are the exact same. Since there are 3 Ps, 3 Os, 2 Es, we've over counted byIf something is in motion then
I think either's satisfactory for your first q, though I don't actually know1) I shouldn't have thought it matters, but someone else might be able to shed light - I think so long as the content is right, it should be fine, unless they've asked for a certain form!
2) Fmax=uR when a particle (or whatever) is moving or on the point of moving (limiting equilibrium). In M1 the majority of questions do say that, but if the object/particle is stationary and the question doesn't say it's on the point of moving then that isn't the maximum value of Friction necessarily, which is where the inequality Fr<=uR comes into play.
What puzzles me is why does the answer of the book for the first part include various arrangements of the same sequence and we take into account the fact that the same sequence could be arranged in different ways in the second part? | 677.169 | 1 |
4.26
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Author Misc Blurb:
Revised and updated by John J. Watkins and Robin Wilson
Imprint Blurb:
MAA Press: An Imprint of the American Mathematical Society
Abstract:
Number theory is the branch of mathematics
concerned with the counting numbers, 1, 2, 3, … and their multiples
and factors. Of particular importance are odd and even numbers,
squares and cubes, and prime numbers. But in spite of their
simplicity, you will meet a multitude of topics in this book: magic
squares, cryptarithms, finding the day of the week for a given date,
constructing regular polygons, pythagorean triples, and many more.
In this revised edition, John Watkins and Robin Wilson have updated
the text to bring it in line with contemporary developments. They
have added new material on Fermat's Last Theorem, the role of
computers in number theory, and the use of number theory in
cryptography, and have made numerous minor changes in the presentation
and layout of the text and the exercises.
Free eBook for AMS Members
AMS members: to receive a free eBook copy of Harmonic Maass Forms and Mock Modular Forms: Theory and Applications, simply add it to your cart and check out as usual. Once you log in as a member, the price will update to $0. | 677.169 | 1 |
Students' and teachers' understandings of mathematical functions
A qualifying paper submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Math, Science, Technology, and Engineering Education. Abstract: The goal of the study presented in this paper is to describe students' and teachers' understandings of: (1) the definition of function and (2) the transformations of functions in different representations. This will be ac... read morehieved through a case study analysis of two ninth grade students, two twelfth grade students, and two mathematics teachers. The six participants were recruited from the same high school in Boston, Massachusetts, which serves a diverse racial, ethnic, and cultural community. The participants were interviewed individually about questions pertaining to the definition of function and the transformations of functions. Analysis of the results revealed that the ninth grade students have a less sophisticated understanding of the concept of function than do twelfth grade students. It was expected that both teachers would have a similar understanding of functions, but it was found that the twelfth grade teacher had a more theoretical and rigid understanding of the concept of function than did the ninth grade teacher, who had a more practical and flexible understanding of the concept of function. In this case, flexible means translating to other representations of functions and/or using different approaches to functions, while rigid means the opposite. read less | 677.169 | 1 |
Note: Citations are based on reference standards. However, formatting rules can vary widely between applications and fields of interest or study. The specific requirements or preferences of your reviewing publisher, classroom teacher, institution or organization should be applied.
Techniques of problem solving
The purpose of this book is to teach the basic principles of problem solving, including both mathematical and nonmathematical problems. This book will help students to translate verbal discussions into analytical data; learn problem-solving methods for attacking collections of analytical questions or data; build a personal arsenal of solutions and internalized problem-solving techniques; and become "armed problem solvers", ready to battle with a variety of puzzles in different areas of life. Taking a direct and practical approach to the subject matter, Krantz's book stands apart from others like it in that it incorporates exercises throughout the text. After many solved problems are given, a "Challenge Problem" is presented. Additional problems are included for readers to tackle at the end of each chapter. There are more than 350 problems in all. A Solutions Manual to most end-of-chapter exercises is available.Read more...
Abstract:
Aims to teach the basic principles of problem solving, including both mathematical and non-mathematical problems. This book helps students to translate verbal discussions into analytical data, and learn problem-solving methods for attacking collections of analytical questions or data.Read more...
Reviews
Editorial reviews
Publisher Synopsis
'The book contains many classical problems as well as many new items in the problem solving literature so it may be an enjoyable task for high school undergraduate mathematics students, their teachers and people interested in the field, to read the book and to learn from it by working on the challenging ideas which are provided throughout the text.' Zeitschrift fur Mathematik und ihre GrenzgebieteRead more... | 677.169 | 1 |
Note and Rationale: MPT 130 means, "recommended into MATH 130 by Math
Placement Testing."
"Any 100-level MATH course" is less restrictive in
the BANNER when enforcing pre-requisites. This change actually makes the
course more accessible and does not limit access to MATH 130. | 677.169 | 1 |
Trigonometry assignment grade 12
MVP team members are actively engaged in providing training and professional development to support implementation. Nnect to a Tutor Now for Math help, Algebra help, English, Science . Free math lessons and math homework help from basic math to algebra, geometry and beyond. Welcome. The tutorial exercises accompany the end of section exercises in your Pearson textbooks. Grade 7, instructional time should focus on four critical areas: (1) developing understanding of and applying proportional. CK 12 Foundation provides a library of free online textbooks, videos, exercises, flashcards, and real world applications for over 5000 concepts from arithmetic to historyEngage in Training. Udents, teachers, parents, and everyone can find solutions to their math. Grade 7 Introduction Print this page? InterAct Math is designed to help you succeed in your math course. Tutorvista provides Online Tutoring, Homework Help, Test Prep for K 12 and College students.
Cyclical model of supervision essays on leadership
CK 12 Foundation provides a library of free online textbooks, videos, exercises, flashcards, and real world applications for over 5000 concepts from arithmetic to history
Free math lessons and math homework help from basic math to algebra, geometry and beyond. Udents, teachers, parents, and everyone can find solutions to their math.
.
Important Note About the Course Descriptions.
Determine how many significant figures a given number has. E official College Board Course Descriptions are available in Adobe PDF format and can be opened by clicking the.
.
Teacher Login Registration : Teachers: If your school or district has purchased print student editions, register now to access the full online version of the book.
. E official College Board Course Descriptions are available in Adobe PDF format and can be opened by clicking the.
Important Note About the Course Descriptions.
14 Comments on What is trigonometry all about. Johan de Nijs says: 1 Dec 2008 at 11:55 pm Comment permalink Cientific American (SciAm.
. ) December 2008.
How to convert radians to degrees and back lesson explained with interactive applet, pictures and several practice problems.
Grade 6, instructional time should focus on four critical areas: (1) connecting ratio and rate to whole number. Is course surveys the topics of the history of psychological thought, research in.
Grade 6 Introduction Print this page.
.
Psychology 12 can be taken on its own or as a continuation of Psychology 11.
Is course surveys the topics of the history of psychological thought, research in. Grade 6, instructional time should focus on four critical areas: (1) connecting ratio and rate to whole number. Grade 6 Introduction Print this page. Tutorvista provides Online Tutoring, Homework Help, Test Prep for K 12 and College students. Nnect to a Tutor Now for Math help, Algebra help, English, ScienceStandards Documents High School Mathematics Standards Coordinate Algebra and Algebra I Crosswalk Analytic Geometry and Geometry Crosswalk How to convert radians to degrees and back lesson explained with interactive applet, pictures and several practice problems. What is Moodle. Psychology 12 can be taken on its own or as a continuation of Psychology 11. Teacher Login Registration : Teachers: If your school or district has purchased print student editions, register now to access the full online version of the book. How to convert radians to degrees and back lesson explained with interactive applet, pictures and several practice problems. The courses contained in Moodle are hybrid meaning that students participate in their class electronically and traditionally simultaneously. | 677.169 | 1 |
Lecture 8 - Gaussian Elimination - PowerPoint PPT Presentation
Lecture\'s Goals . Discuss how to solve systemsGaussian EliminationGaussian Elimination with PivotingTridiagonal SolverProblems with the techniqueExamples. Gaussian Elimination. There are two phases to the solving techniqueElimination --- use row operations to convert the matrix into an upper | 677.169 | 1 |
Thursday, September 1, 2011
Make Up Work for Absentees
If you are absent for a session, you are required to
(1) solve these problems and submit them - you may need to consult a classmate to find out the details; in cases where the Lesson is not a problem, to describe the main idea of the Lesson (you can find out the Lessons that we did in each of the six sessions);
(2) make short notes of three main learnig points from the lessons you missed (you can read the relevant chapters in the textbooks; in each session we did either whole numbers, fractions, measurements or graphs)
Please submit make-up work when you hand in your Final Assignments. If there is no make-up work for the sessions you were absent, you would be considered to have incomplete learning for this course | 677.169 | 1 |
Calculus III: Multivariable Calculus
Course code:
Level:
Meets the following requirements:
Typically offered:
The functions studied in Calculus I and II are one-dimensional. But the universe of everyday experience is, at minimum, three-dimensional.
In this course we explore how Calculus can be extended so as to apply to functions of more than one variable, and thus apply to the three-dimensional world.
We will begin by reviewing vectors and functions of several variables. We will then learn about partial derivatives and gradients and how apply these tools to multivariable optimization. Turning our attention to integral calculus, we will next cover double and triple integrals and their applications.
We will conclude with a treatment of line integrals, flux integrals, the divergence and curl of a vector field, and Green's and Stokes's theorems. Evaluation will be based on class participation and lengthy weekly problem sets | 677.169 | 1 |
Homework Guidelines
The graders and I will attempt to carefully grade your
work, and give you feedback on it so that you can improve
your skills. This is time consuming work, but is an important
part of your learning in this course. Evaluating student's
work is made more difficult (or impossible) when
it is sloppily written, when there are loose pages, when there are
many words crossed out, etc. So you have to do your part
to help us evaluate your work efficiently. Your homework must
conform to the following rules:
Work should be written on 8.5" x 11" paper without
ragged edges. If you tear pages out of a spiral notebook,
be sure to cut off the ragged edges with a scissors.
Your name should appear at the top of each page. Pages should
be numbered and stapled together.
You should have a cover page which gives your name
and a table of contents consisting of three columns.
In the first
column, all of the problems should be
listed in the order in which they appear on the assignment,
In the second column, you should put the page number
of your homework on which your solution
can be found, or "not done" if you didn't do the problem.
The third column should be left blank for the grader to record scores.
The cover page should also include a list of any acknowledgements
of help you received on the assignment. See the discussion below
concerning collaboration on homework.
Your work should be presented neatly and legibly. Homework
prepared on a word processor is encouraged.
After writing
out your homework, you should check it for readability, and, if
necessary, rewrite it.
In the case of problems with a short answer, it is not enough
to only give the answer. You must
include enough additional information (explanations, diagrams, etc.)
to justify your answer.
Make sure that all the rules of English grammar (including
those of spelling and punctuation) are strictly obeyed.
Each problem should be followed by an "Acknowledgement"
that provides the contributions of others (including
the instructor, tutors, other students, or books) to your solution.
See the discussion below about collaborating on homework.
For example, you might say "Acknowledgement: Phil Smith explained the
problem statement to me"
or "Acknowledgement: I discussed this problem
with Jennifer Jones" or "Acknowledgement: Professor Sills got
me started on this problem" or "Acknowledgement: I found a problem
like this worked out in the book Isn't Math Wonderful by A. Bacus."
If you worked entirely on your own
you should write "Acknowledgements: none".
Written work that deviates significantly from these requirements
may be rejected as "unacceptable".
Policy on collaboration in homework.
Obtaining
written work pertaining to a homework problem
from another individual
is cheating and
will be treated as such.
On the other hand, discussing classwork with others is
a valuable and
legitimate way to learn. To keep this distinction clear,
students must follow the following guidelines:
Absolutely no written work
pertaining to an assignment is to be given to
or obtained from others.
You may discuss problems with others, but the final write-up of
your solutions should be done completely independently.
Discussions about a problem, hints received, etc.
(including office hour hints) are to
be acknowledged on your paper as described in the "Proper Homework
Format" list above.
Failure to properly acknowledge help
received on homework may be taken as evidence of cheating.
Note: These guidelines for homework preparation were prepared by
Professor Michael Saks (the course coordinator) and used with his permission. | 677.169 | 1 |
Math 30 explained trig 1
Our Certified Alberta Teachers are experienced, knowledgeable, experts in their subjects, who can teach you in a way you can understand. Curriculum Connection: Measurement.1 -.3 trigonometry verify disk health linux i, download the printable notes here, videos: Desktop computers and laptops require.Introduction, mobile Devices: Tablets and smartphones can access the.Trigonometric Functions I Animations on.The primary trigonometric ratios.Workbook: Download and print the, trigonometric Functions I Workbook.Lesson Transcript: All of the, trigonometric Functions I Notes are available as a video transcript.Workbook: Download and print the, trigonometry One Workbook.(sin, cos, and tan) solving triangles problem solving with trigonometry."I learned more during the seminar than I learned all semester from my teacher.Trigonometry I Animations on.(surveying, height of a roof).Videos: Desktop computers and laptops require.Topics Covered: labelling a right triangle.Interactive Graphs: All of the, trigonometric Functions I Graphs are interactive on Desmos.Lesson Transcript: All of the, trigonometry One Notes are available as a video transcript.Adobe Flash Player and the printable notes require, adobe Reader.Smartphones and tablets will not be able access the Flash content on this page (resulting in empty space below). Trigonometric functions i, download the. Topics Covered: trigonometric coordinates parameters (a, b, c, and d) of trigonometric functions drawing the graph of a trigonometric function finding the function of a trigonometric graph reciprocal trigonometric graphs, wNCP Curriculum Connection: Trigonometry, Specific Outcome. | 677.169 | 1 |
Saxon Algebra 2 Home Study Kit 3rd Ed.- [BRAND NEW] Saxon Algebra 2 Home Study Kit - Algebra 2, second edition is made up of five instructional components: Introduction of the New Increment, Examples with Complete Solutions, Practice of the Increment, Daily Problem Set, and Cumulative Tests. Lesson reference numbers are included with the Daily Problem Sets, identifying lessons students can review if they have difficulty in solving the problems. Algebra 2 not only treats topics that are traditionally covered in second-year algebra, but also covers a considerable amount of geometry. Time is spent developing geometric concepts and writing proof outlines. Students completing Algebra 2 will have studied the equivalent of one semester of informal geometry. Applications to subjects such as physics and chemistry, as well as real-world problems, are also covered. This set contains the student text, answer key and test forms. Grade 10 | 677.169 | 1 |
Technical Specifications
Jumia's Description
Publisher: Pearson
Copyright: 2000
Language: English
ISBN13: 9780435017965
Number Of Pages: 336 pages
Edition: 1
Red Impact Maths textbooks are aimed at the more academic Year 8 pupil. It is written to specifically stretch and challenge them, thereby increasing their enjoyment of the subject. It includes: clear explanations of mathematical ideas; and worked examples that show pupil how to approach problems. | 677.169 | 1 |
Courses offered by the PACe Program
The PACe Program offers precalculus mathematics courses in an
online, interactive format that uses a guided exploration and mastery
approach to learning. Precalculus courses are developed as a series
of one-credit courses, with a placement exam that guides students
into the courses that are most appropriate for their current skills.
MATH 117 / MATH 118, College Algebra in Context
College Algebra in Context I & II have been developed as a pair of
one credit courses.
MATH 124, Logarithmic and Exponential Functions
The topics in this course include definitions and graphs of exponential
functions, definition of the logarithmic functions as the inverses of the
exponential functions, properties of logarithmic functions, techniques for
solving exponential and logarithmic equations, and mathematical models
involving logarithmic or exponential functions.
Students are required to use a scientific calculator in their
investigations of these topics. A Texas Instruments TI-84 ® is strongly
recommended.
MATH 125, Numerical Trigonometry, MATH 126, Analytic Trigonometry
This sequence of two courses is designed to help students acquire
conceptual understanding and computational proficiency with traditional
topics from plane trigonometry. Content includes definitions and graphs of
the six trigonometric functions, techniques for solving right and oblique
triangles, the inverse trigonometric functions, trigonometric identities,
and solving trigonometric equations.
Students are required to use a scientific calculator in their
investigations of these topics. A Texas Instruments TI-84 ® is
recommended. | 677.169 | 1 |
Brooke Weston
News Item
Maths equipment requirements for students
Monday 28th April 2014 by C. Freeman
Whilst the Mathematics Department have a small collection of Maths equipment that students can borrow, it is recommended that students have their own equipment that they can use in lessons and in exams. Regular use of their own equipment builds familiarity with its functions (especially in the case of calculators) and greater accuracy with the work completed. The Mathematics department recommend that students have the following equipment based upon the stage of their studies:
Key Stage 3 and 4 (Typically year 7 to year 11)
Pencil, Pen, Ruler, Compass, Protractor, Sharpener, Eraser (can be bought as a set for £2.35)
Casio Fx-85GT PLUS Calculator – This allows basic arithmetic along with some useful advanced functions, such as calculating averages from tables and generating lists of numbers using formulas (£8.99)
Key Stage 5 (Typically year 12 and 13)
Casio Fx-991ES PLUS Calculator – In addition to the 85GT this includes functions for working with matrices, calculus and other key topics from the A-Level syllabus (£15.98)
or
Casio Fx-9750GII Calculator – Advanced features such as graph drawing and being fully programmable (£54.95)
Prices are from amazon.co.uk as of 28/04/2014
Note: Whilst lessons cover the basic use of calculators, students are encouraged to keep their instruction manuals in order to learn the advanced techniques. | 677.169 | 1 |
Further Develop your Child's Structured Thinking Process with Python
Students Posing with our Founder, Yong Ning after their Python Course
Taking Mathematical Simulations to the next level, students who have completed Python 1 will now be performing even more Monte Carlo Simulations, experimenting with Probability, and practicing statistical modelling.
This course furthers their understanding of Python (Consistently ranked #1 as the "Most Popular Coding Language"), introducing them to concepts such as Functions, Lists, and Strings. Students will be expected to apply programming to model Mathematical simulations. Improving code efficiency will play a huge part in this module.
This powerful pairing of Math and Programming not only allows your child to build a solid foundation in both but also most importantly, to understand how Math is applicable in the Real World.
Our proprietary curriculum, has been tested in selected MOE schools in Singapore and is based on the GCE "O" Level and "A" Level Mathematics curriculum.
Course Outline
Functions Learn how to define and use your own functions Introduction to the different types of functions Modularise an earlier program with functions Additional Math challenges (Eg. Factorials, Prime numbers)
Strings, Dictionaries, Range and For Loops Understanding Strings as a list Creating and using dictionaries Using For loops Developing a text analysis program
More Useful Libraries Installing additional Python libraries / modules Using matplotlib Using numpy Plotting of functions and equations (reinforcement of concepts from Math Class) Actuarial consultant – Use Statistics and Probability to determine if your client should launch a product
Hackathon & Challenges Timed challenges for students to stretch their abilities | 677.169 | 1 |
Unit 3 – Continuous Functions
Linear and exponential functions considered as continuous extensions of arithmetic and geometric sequences. Linear functions: find and interpret slope Fermi probs.pptgatorade to buy.ppt and intercepts in context of problems. Graph Linear functions Exponential functions: graph, determine domain and range, solve equations using laws of exponents. Compare and contrast; What type of function better models a given situation? build a warp function.ppttemp distribution.ppt
Unit 4 – Two variable statistics
Plot and analyze data with scatter plots fruit variables correlated.ppt Fit linear models to data and make predictions Slope between two given points Fit an exponential function given two points, Consider the effect of outliers on regression lines Compute and interpret correlation coefficient and discuss correlation vs. causation causation.ppt
The move towards the Common Core State Standards is on the minds of the mathematics teachers community in Utah. Districts are working on implementation schedules, and other resources to guide teachers in the transition from the Utah Core to CCSS. Teachers are concerned about the lack of developed curricula and resources that will support this transition. Teachers frequenting our professional development have expressed interest in a working meeting during which they will collaborate and work on materials that will reflect both the content and the spirit of CCSS. This year workshop will therefore be organizes with this goal in mind.
Mornings will be once again devoted to mathematics. The problems for the morning session will be chosen so that the work involved reflects the nature of integrated curriculum as well as the teaching through problems approach. The afternoons will be devoted to the collaboration on developing materials that will support
the integrated nature of Secondary 1,
teaching through problems,
classroom discourse in which all students are challenged and contributing to the development of ideas.
In order to successfully engage in the work that we are planning for you it is necessary that you come to the workshop with a working knowledge of CCSS. Knowing how the students are expected to develop their understandings is very important. We will expect that you will have studied the core for grades 6, 7, 8, as well as the high school strands. In particular, you should be very familiar with the Secondary 1 core. Those participating will be asked to fill out a survey which should help us understand everyone's familiarity with the CCSS, as well as their preferences of the working topic. Each participant will be asked to bring resources they are currently using or that they developed in previous years that are relevant for the work during workshop.
We will follow up the workshop with a day long event in August. Participants will receive university credit for this workshop.
Applications will be reviewed starting May 25th until all the openings are filled. All the applicants will be notified by June 5th of their acceptance.
In the event that you are accepted, please mail a $50 check to CSME, Math Department: 155 S 1400 E Room 233, Salt Lake City, UT 84112-0090. The check should be written out to the CSME. This check will be returned to you upon completion of the workshop. In the event that you choose not to attend, it will cover the necessary fees.
This program is supported by a grant from the Center for Science and Mathematics Education, Park City Mathematics Institute (PCMI), and the Department of Mathematics at the University of Utah. | 677.169 | 1 |
A course in quantitative reasoning that examines the arithmetic of real numbers, geometry, measurement, and algebra using application and problem solving techniques. An emphasis is placed on exploring these mathematical concepts within the context of global issues.
This course is designed to provide students with a strong foundation in algebra, graphing, and problem-solving skills. Successful completion of this course should give students the necessary prerequisite skills to be successful in MATH 114A pre-calculus. (Accuplacer or ACT Placement) Prerequisite: Placement Level One
This course is intended for students who may need additional instruction on the material covered in Introduction to Problem Solving. Topics covered will include strengthening quantitative literacy and improving math study skills. Must be taken concurrently with MATH 101.
This course is intended for students who may need additional instruction on the material covered in Statistics. Topics covered will include strengthening quantitative literacy and improving math study skills. Must be taken concurrently with MATH 121. Students should register in the section of 99B that supplements the section of 121 taught by their specific instructor. (F/S)
This course is intended for students who may need additional instruction on the material covered in Pre-Calculus. Topics covered will include strengthening quantitative literacy and improving math study skills. Must be taken concurrently with MATH 114A.
An introduction to problem solving and mathematical thinking; the focus of this course is on the process of mathematics rather than specific techniques or content. Students will engage in mathematical problem solving in a variety of contexts and learn a number of broadly applicable problem solving strategies. This course satisfies the M tag General Education requirement. Prerequisites: placement - or - grade of P in MATH 96 - or - grade of PR in Math 96 and concurrent enrollment in Math 99A. (F/S)
This course focuses on the arithmetic and algebraic general education requirement in math. Prerequisites: Math 101 with a grade of "C" or above. (S)
This course focuses on the geometric and measurement General Education requirement in math. Prerequisites: Math 102 with a grade of "C" or above. (F)
Algebra preparation necessary for success in calculus. Topics include: thorough overview of algebraic properties of linear, quadratic, polynomial, rational, exponential and logarithmic functions and their graphs. This course is offered in two different formats: an accelerated 10-week version – and – a standard semester-long version. Combined with Pre-calculus B: Accelerated Trigonometry, during the last five weeks of a semester, the two courses comprise a complete overview of algebra and trigonometry required for calculus. This course satisfies the M tag General Education requirement. Prerequisites: placement - or - grade of P in MATH 97 - or - grade of PR in Math 97 and concurrent enrollment in Math 99C. (F/S)
Trigonometry preparation necessary for success in calculus. Topics include: thorough overview of trigonometric functions and their inverses, including identities, graphs, and applications. This course is delivered in an accelerated format, during the last five weeks of the semester. Combined with MATH 114A the two courses comprise a complete overview of algebra and trigonometry required for calculus. Prerequisites: MATH 114A or placement. (F/S)
Course includes descriptive and inferential statistics with the emphasis on drawing meaningful conclusions from data. Topics include measures of central tendency and dispersion, the normal distribution, z-tests, t-tests, linear regression, analysis of variance, Chi-Square tests, and other topics as time permits. This course satisfies the M tag General Education requirement. Prerequisites: placement - or - grade of P in MATH 96 - or - grade of PR in Math 96 and concurrent enrollment in Math 99B. (F/S)
An introduction to finite mathematics, including linear systems, linear programming, mathematics of finance, probability, and other related topics. This course is designed primarily for business majors. Prerequisites: Placement or MATH 114A with a grade of C or above. (F/S)
An introduction to single-variable differential and integral calculus of algebraic, exponential, and logarithmic functions with emphasis on business applications. This course satisfies the M tag General Education requirement. Prerequisites: Placement level 5 – or – Math 122 with a grade of C or above and Placement level 4 – or – Math 122 with a grade of C or above and 114A with a grade of C or above. (Restrictions: Students who have received credit for Math 232 are not eligible to take this course for credit.)
An introduction to differential and integral calculus. Derivatives are developed for: algebraic, logarithmic, exponential, trigonometric, and inverse trigonometric functions. The Riemann integral and the first form of the Fundamental Theorem of Calculus are introduced. Definite integrals and anti-derivatives are developed for basic algebraic, exponential, logarithmic, and trigonometric functions. Applications of key concepts are integrated throughout the course. This course satisfies the M tag General Education requirement. Prerequisites: Placement – or – MATH 114B with a grade of C or above – or – high school calculus. (F/S)
This course is a continuation of differential and integral calculus. Topics include integration techniques, improper integrals, applications, differential equations, Taylor polynomials, and infinite series. This course emphasizes the mastery of key concepts and their applications. This course satisfies the M tag General Education requirement. Prerequisites: MATH 231 with a grade of C or above. (S)
This course is intended as a gateway to upper-level mathematics courses. The emphasis is on creative problem solving strategies, structures, and techniques of proof, as well as effective oral and written communication of mathematical ideas. It is designed to ease the transition from algebra and calculus to more theoretical courses such as abstract algebra, geometry and real analysis. Prerequisites: MATH 231 with a grade of C or above, and sophomore status. (F)
Theory of ordinary differential equations with an emphasis on problems of the physical world which are modeled well by differential equations. Topics include first order equations, second order and higher linear equations, series solutions, and a brief introduction to numerical methods and partial differential equations as time permits. Prerequisites: MATH 232 with a grade of C or above; MATH 233 highly recommended. (oS)
A calculus-based introduction to probability. Topics include combinatorics, discrete and continuous probability distributions and joint probability, binomial, Poisson, exponential, and normal distributions, expected value, variance, and moment generating functions. This course will provide a solid introduction to probability and prepare interested students for the first actuarial exam. Prerequisites: MATH 232 with a grade of C or above. (eS)
The course introduces analysis as a tool for a deeper understanding of calculus. With the least upper bound axiom of the real numbers as its starting point, the course develops the foundations necessary to work with limits and prove results from calculus. Topics include sequences, series, power series, derivatives, and integrals. Time permitting, the course will explore how the same tools are used in more advanced settings. Prerequisites: MATH 233 and 301 with grades of C or above. (oS)
This course continues the study of analysis shifting from the real numbers to complex numbers. Topics include functions of a complex variable, Cauchy's theorem, residue theory, power series, and other topics as time allows. Prerequisites: MATH 233, 301 with grades of C or above. Math 431 recommended. (Course rotation varies with demand)
This introductory course in abstract algebra focuses mainly on number theory, with an introduction to groups and fields. Number theoretic concepts include divisibility, primes and their distribution, congruence arithmetic, linear Diophantine equations and systems, number-theoretic functions, Euler's Theorem, primitive roots, and selected special topics. Prerequisites: MATH 301 with a grade of C or above. (oF)
This course continues the study of abstract algebra and is focused mainly on groups, with some exploration of rings and fields as time allows. Group theoretic topics include subgroups, normal subgroups and quotient groups, and some counting principles. A wide variety of examples will be explored. Prerequisites: MATH 441 with a grade of C or above. (eS)
This course focuses on mathematics knowledge for teaching at the middle/secondary level and is designed specifically to address requirements for MC-EA licensure with content minor in mathematics and EA-A licensure with content major in mathematics. Instruction will be guided by the Common Core State Standards for Mathematics and the NCTM Principles and Standards for School Mathematics. Topics include: problem solving, critical thinking, communication, issues of technology, number and operations, algebraic and geometric reasoning, measurement, and data analysis and probability. Prerequisites: MATH 231 with a grade of C or above. (F)
This course is designed to provide an integrative study of curriculum and instruction in mathematics for middle/secondary level teaching including appropriate research and practice in learning theories, curriculum development, teaching methods, instructional materials, evaluation and assessment. Instruction will be guided by the Common Core State Standards for Mathematics and the NCTM Principles and Standards for School Mathematics. Cross-listed with ED 459M and ED 651. Prerequisites: Praxis CORE, Praxis Subject test in Mathematics, and completion of the Emergent Professional Transition. (F)
This course investigates geometry from an advanced perspective. Building on students' knowledge of Euclidean geometry from high school coursework, topics include axiomatic systems, neutral, Euclidean, and non-Euclidean geometries; introduction of geometries such as projective, finite, vector, and transformational; historical development of geometry; use of technology to model and explore geometric relationships. Prerequisites: Math 301 with a grade of C or above. (eF)
Selected topics in mathematics, mathematics education, and applications. With individualized mentoring, students will investigate significant mathematics independently and present findings in oral and written form at a variety of levels and to varying audiences. Integrated throughout the course students will 1) consider how topics are situated in the history and development of mathematics as a liberal art, and in the world; 2) reflect, as future mathematics educators and practitioners, upon: Who am I and who can I become? What are the needs and opportunities of the world? What is my role in building a more just and compassionate world? Prerequisites: COR 2, junior/senior standing, and a declared major in Mathematics or Mathematics Teaching; or consent of the instructor. (F)
This course explores arithmetic, algebra, and data analysis at the Middle Childhood/Early Adolescence level as defined in the Common Core State Standards for Mathematics; best practices and methodologies for teaching this content; and relevant research in teaching and learning mathematics. Prerequisite: MATH 101 with a grade of C or above and successful completion of Praxis CORE. For students in the ACE program only. (SS)
This course explores geometry, measurement, and probability at the Middle Childhood/Early Adolescence level as defined in the Common Core State Standards for Mathematics; best practices and methodologies for teaching this content; and relevant research in teaching and learning mathematics. A fifteen-hour practicum is required. Prerequisite: MATH 602 with a grade of C or better. For students in the ACE program only. (F) | 677.169 | 1 |
Dictionary of Mathematics Terms (Barron's Professional Guides) by Douglas Downing
This quick-reference dictionary for math students, teachers, engineers, and statisticians defines more than 700 terms related to algebra, geometry, analytic geometry, trigonometry, probability, statistics, logic, and calculus. It also lists and defines mathematical symbols, includes a brief table of integrals, and describes how to derive key theorems. Filled with illustrative diagrams and equations.
Click on the below link below for Dictionary of Mathematics Terms pdf free download, whole book
Many young people have a hard time understanding the complexities of what autism Is and why people with autism engage in the behaviors that they do. This book gives answers to the many questions broth... | 677.169 | 1 |
Algebra I-A
Core
Algebra I-A and I-B provide an expanded, two-year course sequence designed for students who are not prepared for the academic challenges of the traditional one-year Algebra I curriculum.
Focusing on review of pre-algebra skills and introductory algebra content, Algebra I-A allows students to deepen their understanding of real numbers in their various forms and then extend their knowledge to linear equations in one and two variables.
Algebra I-A features ample opportunity for students to hone their computational skills by working through practice problem sets before moving on to formal assessment.
To assist students for whom language presents a barrier to learning or who are not reading at grade level, Algebra I-A includes audio resources in both Spanish and English.
Two versions of the Algebra I-A | 677.169 | 1 |
Algebra Interactive Notebook Unit for Linear Functions
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Are you ready to start using an Interactive Notebook with your Algebra 1 classes? This unit on Linear Functions is the perfect unit to continue working in an Algebra 1 Interactive Notebook. Students will continue to build on prior knowledge to form an understanding of Linear Functions.
All activities are aligned to standards for Algebra 1 and can be used in a state that has or has not adopted Common Core State Standards (CCSS), Texas Essential Knowledge and Skills (TEKS) or other standards.
**This unit is the same as the 8th Grade Linear Functions unit that can also be found in my store.** District Licenses are also available. | 677.169 | 1 |
mat251_093_exam3_guide - mat 251 calculus for life sciences...
mat 251 – calculus for life sciences fall 2009 mat 251 / exam three / study guide This list is not necessarily exhaustive. Any topic covered in lecture or homework is fair game for the test. • Compare and contrast: Critical point vs. inflection point, decreasing and concave up vs. increasing and concave up, increasing and concave down vs. decreasing and concave down, radians vs. degrees, logistic growth vs. exponential growth, underestimates vs. overestimates. • Find the derivative of exponential, logarithmic, and trigonometric functions. • Properly apply the first and second derivative tests. • Assess increasing/decreasing behavior using the first derivative. • Assess concavity using the second derivative. • Identify both local and global maxima and minima using derivatives. • Determine the range of a function over a specified interval. • Discuss the relationship between position, velocity, and acceleration. • Produce a graph given information about its critical points and inflection points.
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Summary
Stewart's clear, direct writing style in SINGLE VARIABLE CALCULUS, VOLUME 2, 5th Edition guides you through key ideas, theorems, and problem-solving steps. Every concept is supported by thoughtfully worked examples and carefully chosen exercises. Many of the detailed examples display solutions that are presented graphically, analytically, or numerically to provide further insight into mathematical concepts. Margin notes expand on and clarify the steps of the solution.
Table of Contents
Functions And Models
Four Ways to Represent a Function
Mathematical Models: A Catalog of Essential Functions
New Functions from Old Functions
Graphing Calculators and Computers
Review
Principles of Problem Solving
Limits
The Tangent and Velocity Problems
The Limit of a Function
Calculating Limits Using the Limit Laws
The Precise Definition of a Limit
Continuity
Review
Problems Plus
Derivatives
Derivatives and Rates of Change
Writing Project: Early Methods for Finding Tangents
The Derivative as a Function
Differentiation Formulas
Applied Project: Building a Better Roller Coaster
Derivatives of Trigonometric Functions
The Chain Rule
Applied Project: Where Should a Pilot Start Descent? Implicit Differentiation | 677.169 | 1 |
Essential Functions: A Self-Teaching Guide by Tim Hill
Description
This no-nonsense guide provides students and self-learners with a clear and readable study of the most important ideas of mathematical functions at the precalculus level. Tim Hill's distraction-free approach combines decades of tutoring experience with the methods of his old-school Russian math teachers. The result: learn in a few days what conventional schools stretch into months.
Teaches general principles that can be applied to a wide variety of problems. | 677.169 | 1 |
KFHS Physics Homework
Physics-I Honors
Chapter reading
Chapter 2: all sections
This chapter is a review of mathematical and graphical skills. You will be re-introduced to significant figures, scientific notation, unit conversion and equation manipulation. Also we will cover proper graphing techniques and reading graphs and tables. | 677.169 | 1 |
MATH 2,000!
Powertools for the mathematician of the 21st century
Take this web based course any old time.
This tutorial was designed to be experienced on a PC in a ItaP PC
lab like LAEB B-286 or on a math dept SUN in one of the math dept
computer labs. If you plan to use a ItaP PC, here are some preliminary
things to read before you go to a ItaP PC lab. | 677.169 | 1 |
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