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Understand Algebra: A Teach Yourself 60 million Teach Yourself products sold worldwide! A helpful guide for students struggling with algebraUnderstand Algebraprovides everything you need to broaden your skills and gain confidence. Assuming only a basic level of arithmetic, this carefully graded and progressive book guides them through the basic principles of the subject with the help of exercises and fully worked examples.Includes: One, five and ten-minute introductions to key principles to get you started Lots of instant help with common problems and quick tips for succ... MOREess, based on the author's many years of experience Tests in the book to keep track of your progress Exercises and examples with full answers allow you to practice your new skills progressivelyTopics include: The meaning of algebra; Elementary operations in algebra; Brackets and operations with them; Positive and negative numbers; Expressions and equations; Linear equations; Formulae; Simultaneous equations; Linear inequalities; Graphical representation of quantities; Straight line graphs; coordinates; Using inequalities to define regions; Multiplying algebraicalalgebraics; Factors; Fractions; Graphs of quadratic functions; Quadratic equations; Indices; Logarithms; Ratio and proportion; Variation; The determination of laws; Rational and irrational numbers; Arithmetical and geometrical sequences |
Choose the speed at which two cats catch mice, and the time
until the faster mousecatcher catches up to the slower one;
then predict when the two will have the same number of mice.
This tool offer... More: lessons, discussions, ratings, reviews,...
One of the problems in dealing with three equations and three unknowns is a lack of practice problems. This script provides a new problem set each time which has integer answers. Another difficulty fa... More: lessons, discussions, ratings, reviews,...
This is a companion program to matrixpractice.htm [View Resource Connection below]. This program does not solve the 3 equations-3 unknowns system; rather it is a tool to help the student work tThis Formula Solver program walks you through the steps for solving a system of two linear equations in two variables, using the graphing method. You can use your own values, and it will draw graphs ... More: lessons, discussions, ratings, reviews,...
The Green family is planning a one-week vacation in Florida and needs to rent a car while there. They must decide which of four rental plans to choose. Students construct graphs to see which plan is b |
Microsoft Releases Math 4.0 Free
Microsoft has released a new version of its math education software Mathematics 4.0, making it available as a free download for the first time.
By Dian Schaffhauser
03/10/11
Microsoft said the new version of its math program has been downloaded 250,000 times since its quiet January 2011 release.
Microsoft Mathematics 4.0, designed for students in middle school, high school, and early college, is intended to teach users how to solve equations while bolstering their understanding of fundamental math and science concepts. Although the company charged for its last version, this latest edition is free.
The new program works on computers running Windows XP, Vista, and 7, as well as Windows Server 2003 and 2008. The software includes a graphing calculator capable of plotting in 2D and 3D, a formulas and equations library, a triangle solver, a unit conversion tool, and ink handwriting support for tablet or ultra-mobile PC use. One new feature enables a user to create a custom movie where a 3D graphed image shifts among multiple shapes as variables change.
An 18-page step-by-step guide provides basic documentation to use the program's functions.
Microsoft Mathematics 4.0 is available now. Further information can be found here |
Starting with maths: Patterns and formulas
After completing this unit you should be able to:
visualise problems using pictures and diagrams;
recognise patterns in a variety of different situations;
use a word formula to help solve a problem;
derive simple word formulas of your own, for example for use in a spreadsheet;
Starting with maths: Patterns and formulas
Introduction It also looks at some useful practical applications. You will see how to describe some patterns mathematically as formulas and how these can be used to solve problems both by hand and using a computer spreadsheet. At the end of the unit, you can even have a go at an unsolved mathematical problem! Between 2000 and 2002, a $1 000 000 prize was offered for its solution – that's just to show you that there is still a lot of very exciting mathematics to be discovered and also that everybody – you, me and all great mathematicians – do get stuck with mathematics somewhere!
You won't need a computer to do this though!
This unit is from our archive and is an adapted extract from the Open University course Starting with maths (Y162 |
Product Description
This set of math reviews accompanies BJU Press' Math 3 Student Text, 3rd Edition. Providing a thorough review of the math concepts learned in the text, each lesson includes two pages; the first reviews objectives from the Math 3 Teacher's Guide, 3rd Ed., while the second page reinforces concepts from earlier lessons. Chapter review pages correspond with with worktext chapter views. A variety of review exercises are included, helping to keep kids focused and engaged. 331 NON-reproducible pages, softcover, three-hole-punched pages. Answers are sold-separately on the CD-ROM that comes with the Teacher's Guide.
BJU Press was formerly called Bob Jones; this resource is also known as Bob Jones Math Grade 3 Reviews Activity Book. |
The Quadratic Calculator together with a comprehensive package of instructional study aids is an invaluable educational resource for students and teachers alike in mathematics, science, engineering and finance.
The Quadratic Calculator is easy to use and provides solutions to quadratic functions and related quadratic equations, as well as the solutions needed to graph the quadratic function.
These solutions include the real and imaginary roots, the discriminant, the maximum or minimum value of the quadratic function, the sum and product of the roots and the related vertex form of the quadratic function.
The complementary study aids are presented in a compact e-reference book that includes sections on fundamental concepts, formulas, problem-solving methods, tips for sketching a quadratic function, together with numerous worked step-by-step example and applied problem sets. There is even a summary quiz with answers that tests your knowledge and understanding of the quadratic function and equation. |
Course: B88AP2, Mathematics 4
Aims
The course aims to provide the necessary mathematical tools
from Linear Algebra, Laplace Transform theory, Analytic Geometry
and the use of MATLAB computer program
for second year science and engineering courses.
It builds on the EPS Mathematics 1-3 courses |
...conditional, user-defined. Expressions are entered in the customary algebraic notation, and only then evaluated. After computing the...column operations on stat data, polynomial roots, linear algebra (vector/matrix operations and systems of linear equations).
Hard-to-find...function.
Most importantly, advanced features don`t obstruct the basic ones. You can use as much of Kalkulator`s... |
FAQs
A lot of people usually have questions about this site or about Algebra 1. Here we're going to attempt to answer all of the most common questions as best as we can. If we missed your question, feel free to check out the contact page for information on how to reach us.
Q: Do you have to be some kind of math genius to get Algebra 1?
A: No, you don't. The problem that people typically have when they ask this question is that they are intimidated by variables, or about the stigma surrounding the word "algebra." A lot of people have some very serious anxiety about math in general, which is usually fueled by this idea that they are inherently not good at math. Math doesn't work like that. You are rewarded in Algebra 1 by how much you work, not how smart you are.
Q: Why are there letters in this math?
A: These letters are called variables, and they let us think about numbers or values that we don't have yet. Chances are, you use variables dozens of time each day in your everyday life, but you just don't think about it. It's really just how math represents thinking backwards. For a quick example, if you're in line at a store, and you see three people ahead of you, you can start to estimate how long it will take for you to get up to the counter based on a lot of variables that you don't know, like how fast the cashier works and whether someone in front of you is going to take extra time writing a check. Since you generally don't know these things, if we were going to talk about the time it's going to take you to get to the counter by using math, we would have to use variables for some of these unknown values.
Q: Will I ever use this in real life?
A: Algebra 1 is great because it's extremely practical for use in day to day life. Chances are that you already use many of the concepts from Algebra 1 in your life on a day to day basis, but you just don't realize it because you've never seen the ideas in the form of equations. Of all of the Algebra and Calculus classes, Algebra 1 is by far the class that can give you the most practical knowledge of them all.
If you have a question that wasn't answered here, then feel free to contact us. We look forward to hearing from you! |
guide is to give a quick introduction on how to use Maple. It primarily covers Maple 12, although most of the guide will work with earlier versions of Maple. Also, throughout this guide, we will be suggesting tips and diagnosing common problems that users are likely to encounter. This should make the learning process smoother.This guide is designed as a self-study tutorial to learn Maple. Our emphasis is on getting you quickly up to speed. This guide can also be used as a supplement (or reference) for students taking a mathe... MOREmatics (or science) course that requires use of Maple, such as Calculus, Multivariable Calculus, Advanced Calculus, Linear Algebra, Discrete Mathematics, Modeling, or Statistics. |
Course Information, Math 231
COURSE DESCRIPTION
The Math 231-232 sequence covers all of the material in Math 235 as well as precalculus and algebra
material, and some material from the beginning of Math 236. This course is for those people that feel
they need more precalculus or algebra preparation while learning calculus. You should not necessarily
take this course simply because you have not had calculus before (many people in 235 have not taken
calculus). You should not take this course because you think it will be easier or less work than Math
235. In fact, most 231-232 students feel that this course is harder and more work than Math 235, but
that this course gives them a better understanding of the material and enables them to successfully learn
calculus while improving their algebra and precalculus skills. You should probably not take this course
if you tested into Math 235 or above on the Placement Exam.
Calculators: You are free to use any type of calculator for
homeworks or projects in this course. Graphing calculators such as
TI-83 or higher are recommended. Calculators are not permitted on
quizzes or exams.
GRADING
Your grade in the course will be determined by your performance on the
three exams, one writing project (worth 3 quiz grades), a final exam, and
your lecture grade.
The lecture grade consists of HW assignments,
quizzes, the writing project, in-class groupwork, and attendance/participation.
There will be three exams given during the semester and a final exam. The dates of the exams are on the syllabus.
The Final Exam is mandatory, and unless you have documentation of
extenuating circumstances, you cannot pass the class if you do not
take the final. Exams will be taken without the aid of your textbook or
calculators.
Where applicable, formulas may be given. When formulas are given
on an exam, they will be announced in advance.
Homework assignments are found on the
syllabus. Most Mondays will be homework day.
You are responsible for understanding how to do all of the assigned homework problems. Each week I will randomly assign (in advance) students to present certain problems at the board. Part of your homework
grade is determined by your presentation of your problem(s).
I grade each homework presentation out of 5 points on the following scale:
Fully Correct
5
Almost Correct
4
Wrong, but Good Effort
2
Completely Unprepared, but Present
1
Absent
0
The other part of your homework grade is a completion grade worth 5 points
for working all the problems assigned for that week. During the
homework presentations, I will check your written HW for completion (if you are absent on HW day you can turn your HW into me BEFORE class for a completion grade).
In addition, I drop the lowest homework grade.
At the beginning of class on most Tuesdays (unless otherwise noted in the syllabus) there will be
a 15 minute quiz based on the HW that was due the Monday before.
The purpose of the quiz is to encourage everyone to work (and understand)
ALL of the homework problems, not just the homework problem
he or she has been assigned to present. In addition, I drop the lowest
quiz score.
ATTENDANCE
You are expected to attend class regularly. Besides being nearly
essential for developing your understanding of the material, your regular
attendance in class is good for the morale of the class and is indicative
of your interest in the subject and your engagement in the course. You are
responsible for the material discussed in class and in the assigned reading
in the text. In addition, there may be quizzes and other classwork
assignments in class that will be announced in class only.
ACADEMIC INTEGRITY
Honesty with oneself and with others is of utmost importance in life.
The work you do in this course should reflect your honesty and integrity.
In practical terms, this means that you should be honest with yourself
about how much time you spend on homework, how well you understand the
material, and the level of reliance you have on others to complete the
assignments. For example, you are encouraged to work with others on
homework; merely copying someone else's work and turning it in as your
own does not enhance your understanding and is dishonest.
You are permitted to work in teams of 1-3 for the group writing
project. However, each team member is required to contribute to the
project. You will be required to indicate the responsibilities of
each team member on your final report.
If there is clear evidence that a student has committed fraud to
advance his/her academic status (for example, cheating on an exam or quiz),
your instructor will be obliged to deal with the matter in accordance with
the James Madison University Honor Code.
If you are aware of such activity by another student in the course,
you should bring the matter to your instructor's attention immediately. |
Find a Sharpsburg, GA Algebra 2Learn how to factor and expand math equations containing unknowns and coordinates on the x,y axis grid. Reading instruction is more than word calling. It is 1)FLUENCY - the automatic and accurate phrasing and expression of the written text and 2)COMPREHENSION - constructing literal and inferential meaning from a written text |
PreCalculus, An Individualized Approach
Online PreCalculus Overview
PreCalculus, An Individualized Approach is an instruction system for a students planning to enter a course in Calculus. It is designed for students who have successfully completed two years of Algebra and Trigonometry. The instruction emphasizes functions in a variety of circumstances.
Every objective in the course is thoroughly explained and developed. Numerous examples illustrate every concept and procedure. Student involvement is guaranteed as the presentation invites the student to work through partial examples. Each unit of material ends with an exercise specifically designed to evaluate the extent to which the objectives have been learned and encourage re-study of any skills that were not mastered.
Topics include:
Sets and the Real Numbers
Equations and Inequalities
Polynomials
Solving Ploynomial Equations
Functions
Basic Skills for Graphing
Graphing Ploynomial and Rational Functions
The Conics
Exponentials and Logarithm Functions
Systems of Equations
The instruction is dependent upon reasonable reading skills and conscientious study habits. With those skills and attitudes in place, the student is assured a successful experience in learning those concepts associated with PreCalculus. |
Mathematics
Introduction
The course is suitable for students who achieved a grade D in GCSE Mathematics at school. It is another opportunity to gain this most important of qualifications. It is a modular course taught at Foundation level. It includes the study of number, algebra, shape & space and handling data.
Further Details
This is an essential qualification that is highly regarded by employers and Universities and is a prerequisite for many careers and courses.
Progression Options
Successful students may be able to access AS Levels which require GCSE Grade C+.
Additional Info
Qualification:GCSE Level 2
Entry Requirements:College entry requirements.
Duration:1 year
Assesment:The GCSE course is taught and assessed in 3
modules. Written modular exams are taken in
November, March and June. Two modules are
assessed with a calculator paper with the third being
assessed with a non-calculator paper.
Functional Mathematics is taught as part of the
GCSE course and gives an opportunity to obtain
another Level 2 qualification. There is one written
calculator paper to assess the course. |
The SimCalc Project aims to democratize access to the Mathematics of Change for mainstream students by combining advanced simulation technology with innovative curriculum that begins in the early g... More: lessons, discussions, ratings, reviews,...
Students are asked to predict what an absolute value graph will look like with given parameters. Then they can use a graphing utility that is on the same page to test their predictions. Feedback is g... More: lessons, discussions, ratings, reviews,...
With this one-variable function grapher applet and function evaluator, users can rotate axis/axes, change scale, and translate by using mouse or by entering data. The web site also contains informatio... More: lessons, discussions, ratings, reviews,...
This tool lets you plot functions, polar plots, and 3D with just a suitable web browser (within the IE, FireFox, or Opera web browsers), and find the roots and intersections of graphs. In addition, yo... More: lessons, discussions, ratings, reviews,...
The "Scrambler" is an amusement park ride with a central rotating hub with three central arms, with spokes at the end of each arm that rotate in a different direction. This applet, approved by the ElGuided activities with the Graph Explorer applet, designed to let students learning about quadratic functions explore: the parabolic shape of the graphs of quadratic functions; how coefficients affect... More: lessons, discussions, ratings, reviews,...
Commercial site with one free access per day. Students are given a set of points and are asked to "zap" as many points as possible. They can use either polynomial form or vertex form. Students can ge |
Welcome to the "World of Math"
Mrs. Ann Funk
Courses Offered: Algebra I,
Geometry, Algebra II,
Trigonometry, Statistics
Course Title: Algebra I
Course Description:This course is intended for, but not limited to, freshmen and sophomores. Emphasis is on basic algebraic concepts and skills, highlighted by some key area in introductory geometry, basic logic and introductory trigonometry.
Outline of Topics:
Working with Real Number
Solving Equations and Problems
Polynomials
Fractions
Applying Fractions
Introduction to Fractions
System of Linear Equations
Inequalities
Rational and Irrational Numbers
Quadratic Functions
Course Title: Geometry
Course Description:This course is intended for, but not limited to, freshmen and sophomores. Emphasis is on geometry which encompasses proofs, properties, constructions, polygonal areas & perimeters and right triangle trigonometry.
Outline of Topics:
Geometric Figures
Proof
Parallelism
Congruent Triangles
Congruence
Similarity
Polygons
Special Quadrilaterals
Right Triangles
Coordinate Geometry
Areas & Volumes of Solids & Plane Figures
Course Title: Algebra II
& Trigonometry
Course Description:This course is intended for, but not limited to, juniors and seniors. Emphasis is on advanced algebra, trigonometry, problem-solving and the use of graphing calculators.
Outline of Topics:
Modeling Problem Situations
Exploration of Polynomials
Rational, Irrational & Complex Expressions
Exploring and Applying Functions
Variation
Sequences and Series
Exploring Logarithmic and Exponential Functions
Angles, Trigonometry & Vectors
Transformations of Graphs & Data
Periodic Models
Course Title: Statistics
Course Description:This one semester course is offered to any student who has successfully completed Algebra II. This course will present concepts, principles and methods of statistics from two perspectives: descriptive and inferential. Statistical topics include organizing data, sampling, measures of central tendency, probability, correlation, random variables, hypothesis testing, confidence intervals, and inference.
Outline of Topics:
Exploring Data
The Normal Distribution
Examining Relationships
Producing Data
Sampling Distributions
Introductions to Inference
Inference for Distributions
Inference for Proportions
Probability
Random Variables
Binomial & Geometric Distributions
Course Title:
Trigonometry
Course Description:This one semester course if offered to any student who has successfully completed Algebra II. This course will further reinforce trigonometric and exponential properties, functions and their graphs. Logarithmic and vector applications, along with problem solving through calculator use, will also be utilized to enhance concepts within trigonometry. |
Math Principles for Food Service Occupations Principals for Food Service Occupations teaches readers that the understanding and application of mathematics is critical for all food service jobs, from entry level to executive chef or food service manager. All the mathematical problems and concepts presented are explained in a simplified, logical, step by step manner. It is a book that guides food service students and professionals in the use of mathematical skills to successfully perform their duties as a culinary professional or as a manager of a food service business. Now out in the ... MORE5th edition, this book is unique because it follows a logical step-by-step process to illustrate and demonstrate the importance of understanding and using math concepts to effectively make money in this demanding business. Part 1 trains the reader to use the calculator, while Part 2 reviews basic math fundamentals. Subsequent parts address math essentials in food preparation and math essentials in food service record keeping while the last part of the book concentrates on managerial math. New to this 5th edition, "Chef Sez," quotes from chefs, managers and presidents of companies, are used to show readers how applicable math skills are to food service professionals."TIPS" (To Insure Perfect Solutions) are included to provide hints on how to make problem solving simple. Learning objectives and key words have also been expanded and added at the beginning of each chapter to identify key information, and case studies have been added to help readers understand why knowledge of math can solve problems in the food service industry. The content meets the required knowledge and competencies for business and math skills as required by the American CulinaryFederation. Math Principles for Food Service Occupations, Fifth Edition covers the importance and relevance of math to food service. It identifies the basic math problems and concepts all food service professionals must master. Presented in a logical step-by-step manner, the material is separated into manageable learning segments relevant to the food service industry. Math Principles for Food Service Occupations, Fifth Edition provides sufficient math knowledge to build a successful career in food service and is revised to include current and relevant information that is needed for the modern day culinary professional. Essential to meeting industry standards, the content meets the required knowledge and competencies for business and math skills as required by the American Culinary Federation. |
Newell-Fonda School District
you can find my blog at: math and science blog
If you like jigsaw puzzles click on the arrow:
Algebra 2
prerequisite: Algebra 1
Algebra II completes the automation of the fundamental skills of algebra including field properties and theorems, set theory, operations with rational and irrational expressions, factoring of rational expressions, graphing and solving linear and quadratic equations, inequalities, properties of higher degree equations, and operations with rational and irrational exponents. Uniform motion problems, boat-in-the-river problems and chemical mixture problems appear in problem sets. Simultaneous equations in two and three variables, nonlinear equations,right triangle trigonometry, conversion from rectangular to polar and polar to rectangular coordinates, addition of vectors are also emphasized. Also studied are similar triangles, complex numbers, completing the square and the quadratic formula.
This is a college credit course, so see me for the prerequisites. (4 credits)
Calculus I is the first course in integrated calculus and analytic geometry. The concepts of analytic geometry are studied as they apply to calculus. The calculus concepts covered include the rate of change of a function, limits, derivatives of algebraic, logarithmic, trigonometric and inverse trigonometric functions, applications of the derivative and an introduction to integration.
Calculus II is the second course of the calculus sequence. It includes the study of techniques and applications of integration, infinite series, conics and parametric equations, polar equations and graphs, and vectors in two and three dimension.
Chemistry describes the nature of the world around us. The student will learn how atomic theory and chemical laws can explain why things act and have the properties they do. chemistry involves the study of composition, properties, and reactions of substances. This course explores such concepts as the behaviors of solids, liquids, and gases, solutions, and the nature of atoms and molecules, acid/base and oxidation/reduction reactions and atomic structure. Chemical formulas and equations are also studied.
Geometry is a thorough and comprehensive treatment of pre-calculus mathematics. Specific topics covered in this text include permutations and combinations; trigonometric identities; inverse trigonometric functions; conic sections; graphs of sinusoids; rectangular and polar representation of complex numbers; matrices and determinants; sequences and series; polynomial, logarithmic, exponential, and rational functions and their graphs; vectors; the binomial theorem and the rational root theorem. Additionally, a rigorous treatment of Euclidian geometry is presented. Students are afforded extensive practice formulating and writing proofs of various geometric theorems throughout the text.
Physics courses involve the study of the forces and laws of nature affecting matter, such as equilibrium, motion, momentum, and the relationships between matter and energy. Included are the study of waves, light, electricity and thermodynamics. Problem solving skills are taught to help analyze and evaluate data so that logical decisions will be employed. Labs and other activities are provided to obtain experience with the concepts discussed.
This is a college credit course, so see me for the prerequisites. (3 credits)
Statistics I is the first course in basic probability and statistics which includes the study of frequency distributions measures of central tendency and dispersion, elements of statistical inference, regression and correlation.
Statistics II is the second course in the statistics sequence. It includes the study of additional topics in probability, correlation, regression and statistical inference. The course also includes the topics of Chi-square procedures, analysis of variance, non-parametric methods and statistical quality control. |
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This is the first part of an elementary textbook which combines linear functional analysis, nonlinear functional analysis, numerical functional analysis, and their substantial applications with each other. The book addresses undergraduate students and beginning graduate students of mathematics, physics, and engineering who want to learn how functional analysis elegantly solves mathematical problems which relate to our real world and which play an important role in the history of mathematics. The book's approach begins with the question "what are the most important applications" and proceeds to try to answer this question. The applications concern ordinary and partial differential equations, the method of finite elements, integral equations, special functions, both the Schroedinger approach and the Feynman approach to quantum physics, and quantum statistics. The presentation is self-contained. As for prerequisites, the reader should be familiar with some basic facts of calculus. The second part of this textbook has been published under the title, Applied Functional Analysis: Main Principles and Their Applications.
The first part of a self-contained, elementary textbook, combining linear functional analysis, nonlinear functional analysis, numerical functional analysis, and their substantial applications with each other. As such, the book addresses undergraduate students and beginning graduate students of mathematics, physics, and engineering who want to learn how functional analysis elegantly solves mathematical problems which relate to our real world. Applications concern ordinary and partial differential equations, the method of finite elements, integral equations, special functions, both the Schroedinger approach and the Feynman approach to quantum physics, and quantum statistics. As a prerequisite, readers should be familiar with some basic facts of calculus. The second part has been published under the title, Applied Functional Analysis: Main Principles and Their Applications. |
Calculus Terms Flashcards
Enjoy this packet of Introduction to Calculus Terms Flashcards created by the mad scientists at TestSoup. Hopefully you'll learn a thing or two. Calculus is the first advanced math classes for many students. But it has a language that may be unfamiliar to many introductory students. This set of flashcards gives a quick way to learn the basic terms and concepts.
By the way, we've helped thousands of students beat many a standardized exam with our online and mobile study systems using the same system you'll use here. You can customize your practice to focus on weak areas. You can also flag tough concepts for extra review. So, if you are early in your prep, you can practice across all types of math and verbal concepts. If you are far along in your prep, you can focus your practice on the particular section or difficulty level that you care most about. You can also practice with hundreds of example questions customized to simulate the real exam. Our program also allows you to study at your convenience, anytime, anywhere in the world. |
Linear Algebra Done Right
second edition
Sheldon Axler
This text, published by Springer, is intended for a second course in linear algebra. The novel approach used throughout the book takes great care to motivate concepts and simplify proofs.
For example, the book presents, without having defined determinants, a clean proof that
every linear operator on a finite-dimensional complex vector space (or on an odd-dimensional
real vector space) has an eigenvalue.
Although this text is intended for a second course in linear algebra, there are
no prerequisites other than appropriate mathematical
maturity. Thus the book starts by discussing vector spaces, linear
independence, span, basis, and dimension. Students are introduced to
inner-product spaces in the
first half of the book and shortly thereafter to the finite-dimensional spectral
theorem.
A variety of interesting exercises in each chapter helps students understand and manipulate the objects of linear algebra.
Excerpts from Reviews
Altogether, the text is a didactic masterpiece. Zentralblatt für Mathematik
Axler demotes determinants (usually quite a central technique in the finite dimensional setting, though marginal in infinite dimensions) to a minor role. To so consistently do without determinants constitutes a tour de force in the service of simplicity and clarity; these are also well served by the general precision of Axler's prose... The most original linear algebra book to appear in years, it certainly belongs in every undergraduate library. Choice
The determinant-free proofs are elegant and intuitive. American Mathematical Monthly
Clarity through examples is emphasized... the text is ideal for class exercises... I congratulate the author and the publisher for a well-produced textbook on linear algebra. Mathematical Reviews |
Elementary Computer Mathematics
by Kenneth R. Koehler - University of Cincinnati Blue Ash College , 2002 This book is an introduction to the mathematics used in the design of computer and network hardware and software. We will survey topics in computer arithmetic and data representation, logic and set theory, graph theory and computer measurement. (985 views)
Topics in Discrete Mathematics
by A.F. Pixley - Harvey Mudd College , 2010 This text is an introduction to a selection of topics in discrete mathematics: Combinatorics; The Integers; The Discrete Calculus; Order and Algebra; Finite State Machines. The prerequisites include linear algebra and computer programming. (1485 views)
Discrete Mathematics
- Wikibooks , 2012 Discrete mathematics is the study of mathematical structures that are fundamentally discrete rather than continuous. This book will help you think well about discrete problems: problems where tools like calculus fail because there's no continuity. (1830 views)
Temporal Networks
by Petter Holme, Jari Saramäki - arXiv , 2011 In this review, the authors present the emergent field of temporal networks, and discuss methods for analyzing topological and temporal structure and models for elucidating their relation to the behavior of dynamic systems. (2169 views)
Lecture Notes in Discrete Mathematics
by Marcel B. Finan - Arkansas Tech University , 2001 This book is designed for a one semester course in discrete mathematics for sophomore or junior level students. The text covers the mathematical concepts that students will encounter in computer science, engineering, Business, and the sciences. (5424 views)
Introduction To Finite Mathematics
by J. G. Kemeny, J. L. Snell, G. L. Thompson - Prentice-Hall , 1974 This book introduces college students to the elementary theory of logic, sets, probability theory, and linear algebra and treats a number of applications either from everyday situations or from applications to the biological and social sciences. (5917 views)
Languages and Machines
by C. D. H. Cooper - Macquarie University , 2008 This is a text on discrete mathematics. It includes chapters on logic, set theory and strings and languages. There are some chapters on finite-state machines, some chapters on Turing machines and computability, and a couple of chapters on codes. (7131 views)
generatingfunctionology
by Herbert S. Wilf - A K Peters, Ltd. , 2006 The book about main ideas on generating functions and some of their uses in discrete mathematics. Generating functions are a bridge between discrete mathematics and continuous analysis. The book is suitable for undergraduates. (8861 views) |
Units Include:Activities can be used as stand-alone instruction for beginning learners or as supplemental activities to current textbook instruction.Pre-Algebra binder topics include: Number Theory, Integers and Decimals, Operations with Fractions and Mixed Numbers, Percents, Graphing and the Coordinate Plane, plus many more!Geometry binder topics include: Exploring Geometry, Polygons and an Introduction to Logic, Perimeter and Circles, Volume, plus many more!Algebra binder topics include: Number Sense, Lines and the Coordinate Plane, Operations with Polynomials, Systems, Quadratic Equations, Exponential Functions, plus many more!Real Numbers, Absolute Value Equations and Inequalities, and Matrices, Quadratics and Ellipses, Exponents and Logarithms, Rational Expressions, Rational Functions, Function Operations, plus many more!Corresponding SMART Notebook interactive lessons are available for each subject.Binders are appropriate for struggling learners in grades 6 to 12.
Product Information
Age(s) :
12-18
Grade Level(s) :
5-12
Language :
English
Usage Ideas :
100 Reproducible activities reinforce math skills in 3 key areas: pre-algebra, geometry, and algebra. Activities can be used as stand-alone instruction for beginning learners or as suplemental activities to current textbook instruction. Pre-Algebra binder |
Find millions of documents on Course Hero - Study Guides, Lecture Notes, Reference Materials, Practice Exams and more.
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their education.
Math 350, Assignment 4, Solutions Turn in the following five problems. 1. Give an example of an infinite number of closed sets whose union is not closed.1 1 Solution: For n 2 let Fn = [ n , 1 - n ]. Then each of the fn is closed but Fn = (0, 1),
Course Information for Math 350 Pre-requisites: C or better in math 150B Course Description: Topics covered. The topics in brackets represent topics that are either not covered by all faculty or those that are covered only if time allows. Topology
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Math 350 - Assignment 3 - Solutions1. Let A be a set of real numbers. Show that if every open interval that contains L also contains a point of the set A which is different from L, then for every > 0, (L - , L + ) contains infinitely many points of
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Find a Holicong PrecalAlgebra 2 consists of everything learned in Algebra plus more advanced equations and to higher powers. In addition there is more complicated graphic as well as some trig functions. Geometry assumes a thorough understanding of algebraic equations, which must be applied to geometric formulas for area, perimeter, volume, graphing and proofs. |
Tag: applied math |
Homework Policy: DO IT! There will be two types of homework in this class, due weekly. There will be
written homework assignments that you turn in and discussion homework assignments that will be presented at the
board. Each homework will be posted on the course web page the previous week. The course schedule details the
schedule of homework assignments.
Written Homeworks:
The written homeworks contribute towards your homework grade.
They will consist (normally) of five questions. I expect all answers to be fully justified, unless otherwise
noted. Each of the problems will be graded on a scale from 0-4, as follows:
4
A well-written solution with no errors.
3
A well-written solution with slight errors.
2
A good partial solution.
1
A very partial solution or a good start.
0
No work, a weak start, or an unsupported answer
I require you to follow some relatively strict guidelines for homework submission. It
is especially important that your homework be legible and clearly presented, or I may not grade it.
It is important to learn how to express yourself in the
language of mathematics. In the homework, you should show your work and explain how
you did the problem. This is the difference between an Answer
and a Solution. It should be obvious to the person reading the homework how you
went about doing the problem. This will often involve writing out explanations for your
work in words. Imagine that you need an example to help refresh your memory for another
class in six months!
A guiding principle that I suggest you follow is "Be precise and concise."
That is, you should take great care to write your solutions so that you leave no ambiguity to what you mean and
that you write no more than is necessary.
There will be no late homework allowed. If you are not planning to be in class, let
me know and get it to me beforehand. This is your responsibility.
Discussion Homeworks and the Discussion Board:
Discussion homeworks will not be turned in; however, they should be approached
with as much detail as their written counterparts since they will be part of in-class presentations and
discussions. Presentations need not be complete solutions, but you must make some effort to explain what you know.
I will call on students randomly. If you are not prepared when called upon, you will be called upon the in the
following discussion period. If you do not present the second time, it will be counted against you.
In these discussion classes (approximately once every two weeks), there will
also be time to go over material from the lecture sessions. In order to take full advantage of this allotted time,
we will be using the discussion board feature of Blackboard. Each week there is a discussion homework due, you will
need to visit the discussion board and make a post. Your post should either be a question about the material we
have covered in class or an answer to a fellow student's question about the material. You may also post questions
about the homework, but please do not post complete solutions; it is a benefit to work out the complete solutions
on your own. Your participation will be noted and count towards the class participation part of your grade.
Blackboard login Blackboard help
Graph Theorist Report: In addition to the homeworks, you will be writing a three-page report on
a graph theorist of your choice. More information can be found HERE.
Study Groups:
It is useful to form study groups to work on homework. Be sure to include an acknowledgment to your groupmates
on your homework. At the beginning the problems will seem easy enough to
plug and chug on your own, but as the quarter progresses the questions become quite complex indeed. Study groups
good. Copying solutions bad. When a group works on a problem, everyone can participate. But when you write up
the answers to the problems, write it up in your own way.
I will take off points from all parties if multiple solutions are the same.
Study groups have several advantages:
You can practice and learn how to solve more problems in less time (doing as many problems as possible is the key to success),
The best way to really learn something is to explain it to someone else (misunderstandings that you never knew you had will appear under someone else's questioning),
No two people solve the same problem the same way; in a group, you may discover new and more efficient ways to solve the same problem,
seeing that others also struggle with this material helps to put your own level of understanding in a better perspective and will hopefully reduce some of your
anxiety,
in making the homework assignments, I assume that you will be working in groups.
The course Discussion Board is a useful place to advertise and find a study group. Even if
no one has posted, that doesn't mean no one is looking. If you can not find a study group,
e-mail me or the course e-mail list.
Exams: There will be a midterm exam and a final exam. They will be a class period in length and no
calculators or study aides are allowed (or are necessary). There will be no make-up exam except in the case
of a documented emergency. In the event of an unavoidable conflict with the midterm (an athletic meet, wedding,
funeral, etc...), you must notify me at least one week before the date of the exam so that we can arrange for you
to take the exam BEFORE the actual exam date.
Grading Scheme:
Written Homework: 25%
Class Participation: 15%
Graph Theorist Report: 10%
Midterm: 25%
Final Exam: 25%
Office Hours:
I will hold regular
office hours this semester.
My schedule this semester can be found here.
I plan to hold extra office hours before the exams.
Cheating/Plagiarism:DON'T DO IT! Both receiving and supplying
the answers on an exam is cheating. Copying homework solutions is considered cheating. I take cheating very seriously. If you
cheat, you will receive a zero for the quiz/exam and I will report you to the Academic
Honesty Committee. If you cheat twice, you will receive a zero for the class. Please
do realize that working together on homework is not cheating. |
Many students who do well in mathematics courses find it difficult to understand the concept of statistics. Mathematical Statistics and Its Applications is unique in that it presents the material with well-defined step by step procedures to solve real problems. This helps the students to approach problem solving in statistics in a logical manner.... more...
In... more... |
Addendum to Course Description
This course is designed to familiarize students with the elementary concepts of linear algebra. The emphasis of the course is applications of linear algebra; abstract theory is kept to a minimum. Upon completion of the course, students will be familiar with the vocabulary of linear algebra and will have been exposed to numerous applications.
Intended Outcomes for the course
Upon completion of this course the learner should be able to do the following things:
• Analyze real world scenarios to recognize when vectors, matrices, or linear systems are appropriate, formulate problems about the scenarios, creatively
model these scenarios (using technology, if appropriate) in order to solve the problems using multiple approaches, judge if the results are reasonable, and then interpret and clearly communicate the results.
• Appreciate linear algebra concepts that are encountered in the real world, understand and be able to communicate the underlying mathematics involved
to help another person gain insight into the situation.
• Work with vectors, matrices, or linear systems symbolically and geometrically in various situations and use correct mathematical terminology, notation,
and symbolic processes in order to engage in work, study, and conversation on topics involving vectors, matrices, or systems of linear equations with
colleagues in the field of mathematics, science or engineering.
Course Activities and Design
In-class activities are primarily lecture/discussion and problem-solving sessions. The students may use appropriate technology to investigate and reinforce concepts presented in class. A graphing calculator is required.
Outcome Assessment Strategies
1. Demonstrate an understanding of various types of linear systems and their applications to real world problems in:
·At least two in-class proctored exams of one or more hours, one of which is a comprehensive final exam.
·Proctored exams should be worth at least 50% of the overall grade.
In addition at least two of the following measures:
·Take home exam(s)
·Quizzes
·Computer lab assignments
·Homework
2. Demonstrate the ability to communicate with colleagues on the topics of linear algebra by doing
·At least one group or individual project with written report and/or oral in-class presentation and at least one of the following:
·Participation in class discussions.
·In-class group activities
·Attendance
Course Content (Themes, Concepts, Issues and Skills)
SKILLS
1. Context Specific Skills
·Students will learn to describe linear structures verbally, from the geometric, symbolic, and numeric points of view.
·Students will learn to recognize underlying vector space structures in a variety of abstract and applied contexts.
·Students will learn to apply the terminology and notation of Linear Algebra correctly and appropriately in a variety of abstract and applied contexts.
·Students will learn to reduce to echelon/rref, compute the inverse and perform a variety of (arithmetic) matrix operations by hand for at least 3x3 matrices.
·Students will learn to construct linear models for a variety of applied problems.
·Students will acquire proficiency in the use of linear transformations and matrix algebra in solving a variety of abstract and applied problems.
2. Learning Process Skills
·Classroom activities will include lecture/discussion and group work.
·Students will communicate their results in oral and written form.
·Students will apply concepts to real-world problems.
·Calculators and/or computers will be used by the students for tasks such as row reduction, diagonalization, and special factorization of matrices, as well as for solving systems of linear equations.
THEMES CONCEPTS, and ISSUES
1.0 MATRIX ALGEBRA
1.1 Systems of Linear Equations.
1.1.1Write the augmented matrix of a system of m-linear equations in n-variables.
1.1.2Identify matrices that are in row echelon form and reduced row echelon form.
1.1.3Transform an mxn matrix to reduced row echelon form using elementary row operations and Gauss-Jordan elimination.
1.1.4Solve a system of m-linear equations in n-variables by transforming its augmented matrix to reduced row echelon form.
1.1.5Identify when a linear system is consistent and when it is inconsistent and interpret the solution geometrically.
1.1.6For consistent systems, identify when the system has one unique solution and when it has infinitely many solutions.
1.1.7When a system has infinitely many solutions, express the solution set by solving for the pivot variables in terms of the free variables. Write the solution set in parametric form and in vector form.
1.1.8Define a homogeneous linear system and recognize that homogenous systems are always consistent. In particular, a non-trivial solution exists if there are more variables than equations.
1.1.9Construct (back-engineer) specific linear systems of m equations and n unknowns to yield predetermined solutions in terms of geometries. For example, the solution to a 5 x 4 system should take on the form of a line off of the origin in R4
1.1.10When arriving at a parametric (vector) form of a solution for a linear system involving both free and pivot variables, demonstrate the ability to express this solution form using different combinations of free and pivot variables, other than those immediately returned from an augmented matrix.
1.2 Matrix Operations.
1.2.1Define the operations of addition and scalar multiplication of mxn matrices. Study the algebraic properties of mxn matrices under these operations.
1.2.2Define the transpose of an mxn matrix and demonstrate the ability to use transpose properties (sums, scalar products, products, transpose of a transpose, etc).
1.2.3Define the product of an mxn matrix and an nxp matrix. Study the algebraic properties of matrix multiplication.
1.2.5Define and study the properties of invertible matrices. Identify when a square matrix is not invertible and compute the inverse of an invertible matrix.
1.2.6Write a system of linear equations as a matrix equation. If the coefficient matrix of the system is invertible, solve the system using the inverse of the coefficient matrix.
1.2.7Define the determinant of a square matrix and compute determinants by cofactor expansion across any row or down any column of a square matrix. Use determinants to determine the invertibilty of a square matrix.
2.0 VECTOR SPACES
2.1 n -Dimensional Euclidean Space, Rn.
2.1.1Define addition and scalar multiplication of vectors in Rn. Study the algebraic properties of vectors under vector addition and scalar multiplication.
2.1.2Define a linear combination of vectors in Rn. Solve a linear system to determine if a particular vector is a linear combination of a given set of vectors.
2.1.3Define the linear dependence or independence of a subset of vectors in Rn. Determine the linear dependence or independence of a given set of vectors by solving a homogeneous linear system.
2.1.4Recognize that a square matrix is invertible if and only if its column vectors are linearly independent.
2.2 General Vector Spaces.
2.2.1Define a vector space in terms of an arbitrary set with defined operations of vector addition and scalar multiplication that satisfy the vector space axioms.
2.2.2Introduce different examples of vector spaces including matrix spaces and function spaces, under different definitions of vector addition and scalar multiplication.
2.2.3Define a subspace of a vector space. Determine whether a given subset of a vector space is a subspace.
2.2.4Define the span of a set of vectors from a vector space and recognize that the span of a subset of vectors is a subspace of the parent vector space.
2.2.5Define the nullspace and the columnspace of an mxn matrix A and study properties and the significance of these subspaces.
2.2.6Define a basis of a vector space. Determine whether a given subset of vectors forms a basis for a vector space.
2.2.7Define the dimension of a vector space. Study the relationships between linearly independent sets, spanning sets, bases, and dimension. Extract a basis from a set of vectors that spans a vector space. Extend a linearly independent subset of vectors to a basis for the vector space.
2.2.8Define an ordered basis for a vector space. Define the coordinates of a particular vector with respect to a given ordered basis. Compute the coordinates of a vector with respect to a given ordered basis. Use a transition matrix to convert the coordinates for a vector with respect to one ordered basis to its coordinates with respect to a second ordered basis.
2.3 Orthogonality.
2.3.1Define the dot product on Rn. Study algebraic properties of the dot product.
2.3.2 Define distance and magnitude in terms of the dot product. Study algebraic properties of distance and magnitude.
2.3.4Compute the coefficients of vectors in Rn with respect to orthogonal and orthonomal bases using the dot product.
2.3.5Decompose vectors in Rn into components lying in, and orthogonal to a given subspace of Rn. Construct the projection matrix relative to a given subspace.
2.3.6Produce an orthogonal basis for a given subspace of Rn using the Gram-Schmidt process.
2.3.7Decompose an invertible square matrix A into a product QR, for Q an orthogonal matrix, and Q'R', for Q' an orthonormal matrix. In this case, R' = (Q')tA
3.0 LINEAR TRANSFORMATIONS
3.1 Properties of Linear Transformations.
3.1.1Define a linear transformation form a vector space V to a vector space W. Distinguish between linear and non-linear transformations. Study algebraic properties of linear transformations.
3.1.2Define the null space (kernel) and the range (image) of a linear transformationT: V -> W. If N(T) is the null space of T, then N(T) is a subspace of V. If R(T) is the range of T , then R(T) is a subspace of W.
3.1.3Define the nullity and the rank of a linear transformation. Study the rank-nullity Theorem; i.e. if T: V -> W is a linear transformation, then dim(V) = dim(R(T))+ dim(N(T)).
3.2.1Define the matrix representation of a linear transformation T:Rn -> Rm relative to the standard bases for Rn and Rm. Compute the matrix representation of such a linear transformation.
3.2.2Define the matrix representation of a linear transformation T:Rn -> Rm relative to arbitrary ordered bases, B1 and B2, for Rnand Rm, respectively. Compute the matrix representation of such a linear transformation relative to B1 and B2.
3.2.3Define the matrix representation of a linear transformation T: V -> W, where V and W are arbitrary vector spaces, relative to ordered bases, B1 and B2, for Vand W, respectively. Compute the matrix representation of such a linear transformation relative to B1 and B2.
3.2.4Define similar matrices. Study similar matrices from the perspective of the matrix representation of a linear operator relative to an ordered basis, and a given change of basis.
3.3 Eigenvalues and Eigenvectors.
3.3.1Define eigenvectors and eigenvalues of an nxn matrix, A. Calculate eigenvalues by solving the characteristic equation of the matrix, det(A- λI)=0. Calculate eigenvectors by solving the linear system (A- λI)x=0.
3.3.2Define the eigenspace corresponding to an eigenvalue, λ. Prove that an eigenspace is a subspace of Rn. Define eigenvectors and eigenvalues of a linear operator, T on a vector space V.
3.3.3Determine geometric and algebraic multiplicities for all eigenvalues of a given an n x n matrix A. The geometric multiplicity of λ equals the nullity of (A- λI).
3.3.4Emphasize the significance of the eigenvalue λ = 0, as it relates to the invertibility of A.
3.3.5Define a diagonalizable nxn matrix, A. Define an eigenbasis for A. Prove an nxn matrix A is diagonalizable if and only if Rn has an eigenbasis for A. Study diagonalizable matrices in terms of the matrix representation of a linear transformation relative to an eigenbasis. Diagonalize a diagonalizable nxn matrix.
3.3.6Compute powers of a diagonalizable matrix; i.e. if A = PDP-1, then An = P Dn P-1.
3.3.7Define a diagonalizable linear operator.
4.0 APPLICATIONS
4.1 Students will demonstrate mastery of three or more linear algebra applications similar in depth to those listed below.
4.1.1Encryption and coding of messages and other data.
4.1.2Linearization of non-linear systems of equations.
4.1.3Markov chains (powers of transition matrices).
4.1.4Path components of digraphs (via powers of the adjacency matrix). |
AMS Books Online. From the American Mathematical Society, a list of sites that provide access to research level mathematics books online. Browse by author or subject.
Flash Cards for Kids. This page was set up to help kids learn basic math skills while on the Internet. You may add, subtract, multiply, or divide.
Geometry Step-by-Step from the Land of the Incas. An eclectic mix of sound, science, and Incan history in order to raise students' interest in Euclidean geometry. Visitors will find geometry problems, proofs, quizzes, puzzles, quotations, visual displays, scientific speculation, and more.
S.O.S. MATHematics. This site is from the Department of Mathematical Sciences at the University of Texas at El Paso. It offers help with algebra, trigonometry, calculus, differential equations, complex variables, matrix algebra, and tables. |
books.google.it - Symplectic geometry and the theory of Fourier integral operators are modern manifestations of themes that have occupied a central position in mathematical thought for the past three hundred years--the relations between the wave and the corpuscular theories of light. The purpose of this book is to develop... asymptotics |
Publications
My research area is partial differential equations, several complex variables, complex hyperbolic spaces,
microlocal analysis, scattering theory. I am also interested in financial mathematics. This is a link to the
webpage of the
MSU PDE seminar. |
maturing of the field of data mining has brought about an increased level of mathematical sophistication. Such disciplines like topology, combinatorics, partially ordered sets and their associated algebraic structures (lattices and Boolean algebras), and metric spaces are increasingly applied in data mining research. This book presents these mathematical foundations of data mining integrated with applications to provide the reader with a comprehensive reference. Mathematics is presented in a thorough and rigorous manner offering a detailed explanation of each topic, with applications to data mining such as frequent item sets, clustering, decision trees also being discussed. More than 400 exercises are included and they form an integral part of the material. Some of the exercises are in reality supplemental material and their solutions are included. The reader is assumed to have a knowledge of elementary analysis. Features and topics: a Study of functions and relations a Applications are provided throughout a Presents graphs and hypergraphs a Covers partially ordered sets, lattices and Boolean algebras a Finite partially ordered sets a Focuses on metric spaces a Includes combinatorics a Discusses the theory of the Vapnik-Chervonenkis dimension of collections of sets This wide-ranging, thoroughly detailed volume is self-contained and intended for researchers and graduate students, and will prove an invaluable reference tool. less |
Conceptual Explanations: Matrices
A "matrix" is a grid, or table, of numbers. For instance, the following matrix represents the prices at the store "Nuthin' But Bed Stuff."
Table 1
King-sized
Queen-sized
Twin
Mattress
$649
$579
$500
Box spring
$350
$250
$200
Fitted sheet
$15
$12
$10
Top sheet
$15
$12
$10
Blanket
$20
$20
$15
(The matrix is the numbers, not the words that label them.)
Of course, these prices could be displayed in a simple list: "King-sized mattress," "Queen-sized mattress," and so on. However, this two-dimensional display makes it much easier to compare the prices of mattresses to box springs, or the prices of king-sized items to queen-sized items, for instance.
Each horizontal list of numbers is referred to as a row; each vertical list is a column. Hence, the list of all mattresses is a row; the list of all king-sized prices is a column. (It's easy to remember which is which if you think of Greek columns, which are big posts that hold up buildings and are very tall and...well, you know...vertical.) This particular matrix has 5 rows and 3 columns. It is therefore referred to as a 5×3 (read, "5 by 3") matrix.
If a matrix has the same number of columns as rows, it is referred to as a square matrix.
Adding and Subtracting Matrices
Adding matrices is very simple. You just add each number in the first matrix, to the corresponding number in the second matrix.
For instance, for the upper-right-hand corner, the calculation was
3+40=433+40=43. Note that both matrices being added are 2×3, and the resulting matrix is also 2×3. You cannot add two matrices that have different dimensions.
As you might guess, subtracting works much the same way, except that you subtract instead of adding.
Note what has happened: each element in the original matrix has been multiplied by 3. Hence, we arrive at the method for multiplying a matrix by a constant: you multiply each element by that constant. The resulting matrix has the same dimensions as the original.
Matrix Equality
For two matrices to be "equal" they must be exactly the same. That is, they must have the same dimensions, and each element in the first matrix must be equal to the corresponding element in the second matrix.
Both matrices have the same dimensions. And the upper-left and lower-right elements are definitely the same.
But for the matrix to be equal, we also need the other two elements to be the same. So
x+y=18x+y=18
x–y=12x–y=12
Solving these two equations (for instance, by elimination) we find that
x=15x=15,
y=3y=3.
You may notice an analogy here to complex numbers. When we assert that two complex numbers equal each other, we are actually making two statements: the real parts are equal, and the imaginary parts are equal. In such a case, we can use one equation to solve for two unknowns. A very similar situation exists with matrices, except that one equation actually represents many more statements. For 2×2 matrices, setting them equal makes four separate statements; for 2×3 matrices, six separate statements; and so on.
OK, take a deep breath. Even if you've never seen a matrix before, the concept is not too difficult, and everything we've seen so far should be pretty simple, if not downright obvious |
: Mathematics for Calculus
This best selling author team explains concepts simply and clearly, without glossing over difficult points. Problem solving and mathematical modeling ...Show synopsisThis best selling author team explains concepts simply and clearly, without glossing over difficult points. Problem solving and mathematical modeling are introduced early and reinforced throughout, providing students with a solid foundation in the principles of mathematical thinking. Comprehensive and evenly paced, this book provides complete coverage of the function concept, and integrates a significant amount of graphing calculator material to help students develop insight into mathematical ideas. The authors' attention to detail and clarity, the same as found in James Stewart's market-leading Calculus text, is what makes this text the market leader.Hide synopsis
Reviews of Precalculus: Mathematics for Calculus
Book is actually pretty good, I like the fact that its first chapter is a review of stuff from intermediate algebra...if you are using this book...and you have just finished intermediate/college algebra...get this book and do each section of ch. 1...this will set you up for a good foundation for the ...
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A beautiful presentation and treatment of all math required before studying calculus. Comprehensive, and a strong focus on theory. Lots of problems to test yourself. Get through this and then star in your calculus study, as you are now VERY well prepared.
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This book is one of the best out there in the current markets. Dr. Stewart explains this subject with geometrical shapes to better understand the subject. For example he explains and proves the the phytogorean theorem, laws of sines and cosines, and alot more. Highly recommend this book as well as |
Your student will be taking Algebra 2 next year at PLD, and I
wanted to contact you to share some important information regarding this class.
The 2011-2012 school year was the first time we administered End of Course Exams
(EOCs) from the Kentucky Department of Education. These tests are a piece of
our schools accountability design. Equally important, the EOC exam counted as
10% of a studentís spring semester grade and next school year will count as
15%. Additionally, every student at PLD will take the ACT during their junior
year, and the math portion covers pre-algebra, algebra, geometry, advanced
algebra and trigonometry, so a studentís success in Algebra 2 can increase their
math ACT score. The math teachers at PLD are dedicated to helping your student
be successful on both the Algebra 2 EOC and the ACT.
Students are
allowed to use calculators on both the EOC and the ACT, and this year we had
over 400 students take both the EOC and the ACT. Unfortunately, we do not have
the resources to provide a graphingcalculator for every student. We
encourage you to make sure your student begins the year in August with a
graphing calculator. While these calculators can be purchased at many stores,
we would like to offer you a deal! We can purchase
calculators from a distributor at the discounted price of $105. If you are
interested in purchasing a TI-84 Plus (Texas Instruments) calculator through the
school, please contact
[email protected]
and she will take your order.
Alternatively, we do have approximately 150 graphing calculators that can be
checked out through the library to use for the entire year. On the first day of
school, math teachers will have check out forms that students can take home to
obtain a parent signature and return to school. Upon return of the forms, a
graphing calculator can be issued from the library, but due to a limited number
of calculators, this is on a first-come, first-served basis.
Some
additional materials that students will need to be successful in Algebra 2 are
graph paper, pencils, notebook (3-ring or spiral), paper and extra AAA
batteries. Thank you for your help in making sure that your child is equipped
with the supplies they need to succeed at PLD. |
Caroline El-Chaar | LinkedIn Introduction to Calculus and Vectors - taught in french Introduction to Calculus (directed to Arts and Social Sciences students) Mathematical Methods I - taught in french ...
Introduction Calculus on ehow.com
How to Find a Limit in Calculus | eHow Calculus is a mathematical discipline that is based on limits. The first lessons in any introduction to calculus course concerns limits, which is the value of a ...
How to Choose a Calculus Textbook | eHow Other overall texts that are commonly used include: "Introduction to Calculus and Analysis, Volume 1" by Richard Courant and Fritz Joh as well as "Calculus, Vol. 1" by ...
How to Factor in Calculus | eHow The first lessons in any introduction to calculus course concerns limits, which... Solving Calculus Word Problems. When solving calculus word problems, it's important to ... |
What's Your Number?
The Key To New Resources in MathDL
By Lang Moore
You know that number that appears in the upper left corner of the mailing address for FOCUS? The one that you need to pay your dues online or order from the MAA Bookstore. (It has the form 000XXXXX, where each X can be any digit.) Now it is more useful than ever. It will give you access to the two new components of the MAAís Mathematical Sciences Digital Library (MathDL): MAA Reviews and Classroom Capsules and Notes. These components are available to MAA members as a privilege of membership. Below is a copy of the sign-in page for these two components.
Both of these new components also are available to non-members by subscription for $25/yr.
MAA Reviews, edited by Fernando Gouvêa, is the MAA's new bibliographic and reviews database, and it incorporates the MAA's Basic Library List as well. Created with the intention of replacing the old "Telegraphic Reviews" with an online service, MAA Reviews in fact goes far beyond anything the old TRs could offer. It includes a database of almost all recently-released mathematics books, a large percentage of those with reviews. Those books that have been recommended for purchase by undergraduate libraries by the MAA's Basic Library List committee are marked. The database is searchable, and the "advanced search" engine allows one to quickly find the books one wants.
Classroom Capsules and Notes, edited by Wayne Roberts, provides online access to the short classroom materials that have appeared in the Associationís print journals over the years. All of us see from time to time a short article suggesting something we think we could use in the classroom: a little proof that gives unusual insight; a quick application, or connection to another area of mathematics, a question that could be used to challenge the good student. The trick is to find those items when we could actually use them. Or perhaps we have come to a point in a course where we donít recall having seen something new, but we sure wish we had. Materials in Classroom Capsules and Notes, are classified by courses, by subject, by keywords, by author, and by source, and are intended to help you quickly find that perfect enhancement to your classroom presentation. |
You are here
Linear Algebra (MIT)
Course Description:
This is a basic course on matrix theory and linear algebra. Emphasis is given to topics that will be useful in other disciplines, including systems of equations, vector spaces, determinants, eigenvalues, similarity, and positive definite matrices. |
Welcome to
Huntsville High School.The course
that you have enrolled in is Algebra One A. Algebra One is a formal,
in-depth study of algebraic concepts and the real number system.In thiscourse students develop a
greater understanding of and appreciation for algebraic properties andoperations.This course reinforces concepts presented
in earlier courses and permits students to explore new, more challenging content which
prepares them for further study in mathematics.
By the end of this course you
will have learned:
1. Foundations for Algebra
2. Solving Equations
3. Solving Inequalities
4. An Introduction to Functions
5. Linear Functions
6. Data Analysis and Probability (chp 12)
Classroom Material ( Must have
DAILY)
1.3 ring binder w/pockets
2.Loose leaf paper
3.pencils
4.calculator
5. laptop (fully charged)
Classroom Procedures
1.Be in your seat with all material ready for
class before the tardy bell rings
4.Do not touch without permission A-V
equipment, light switch, thermostat, anything on or in the teacher's desk
5.No food or drinks are allowed (except a
bottle of water)
6. Follow all HCS and HHS policies
Classroom Consequences
1.Verbal warning
2.Phone call to parent or guardian
3.Office referral
Classroom Attendance
Policy/Makeup Procedure
Each student is allowed 10
unexcused absences per course.Once
you have exceeded this number,
you will be denied credit for
the course.A tardy also count towards
an unexcused absence.Threeunexcused tardies will equal
one unexcused absence. Make-up work must be handed to
me with the original due date written at the top of the page.
Classroom Grading Policy
Grades will be computed from
test, quizzes, and homework.Each test
is worth 100 points.There
will be at least one test per
chapter.There will be 5 to 7 quizzes
each nine weeks.
Homework will be given
daily.At the end of the 1st and 3rd
nine weeks, there will be a cumulative exam. |
Product Details
Uncommon Mathematical Excursions by Dan Kalman
This book presents an assortment of topics that extend the standard algebra-geometry-calculus curriculum of advanced secondary school and introductory college mathematics. It is intended as enrichment reading for anyone familiar with the standard curriculum, including teachers, scientists, engineers, analysts, and advanced students of mathematics. The book is divided into three parts each with a specific theme. In the first part, all of the topics are related to polynomials: properties and applications of Horner form, reverse and palindromic polynomials, identities linking roots and coefficients, among others. Topics in the second part are all connected in some way with maxima and minima. They include a new idea about an old approach to Lagrange multipliers, optimization as a method of proof, and some unusual max/min problems. In the final part calculus is the focus. Here the reader will find a limit-free development of differentiation, visually appealing treatment of envelopes and asymptotes, a rumination on the subject's surprising power and simplicity, and other topics. The book is particularly recommended for professional development and continuing education of secondary and college mathematics teachers. For more information, visit |
MATH 2432
This is an archive of the Common Course Outlines prior to fall 2011. The current Common Course Outlines can be found at Credit Hours 4 Course Title Calculus II Prerequisite(s) MATH 2431 with a "C" or better Corequisite(s)None Specified Catalog Description
This course includes the study of techniques of integration, applications of the definite integral, an introduction to differential equations, polar graphs, and power series.
Expected Educational Results
As a result of completing this course, the student will be able to: 1. Evaluate integrals using techniques of integration. 2. Use integrals to solve application problems. 3. Solve separable differential equations and apply to elementary applications. 4. Investigate the convergence of series and apply series to approximate functions and definite integrals. 5. Apply polar representations including graphs, derivatives, and areas.
General Education Outcomes
I. This course addresses the general education outcome relating to communication by providing additional support as follows: A. Students improve their listening skills by taking part in general class discussions and in small group activities. B. Students improve their reading skills by reading and discussing the text and other materials. Reading mathematics requires skills somewhat different from those used in reading materials for other courses in that students are expected to read highly technical material. C. Unit tests, examinations, and other assignments provide opportunities for students to practice and improve mathematical writing skills. Mathematics has a specialized vocabulary that students are expected to use correctly. II. This course addresses the general education outcome of demonstrating effective individual and group problem-solving and critical-thinking skills as follows: A. Students must apply mathematical concepts to non-template problems and situations. B. In applications, students must analyze problems, often through the use of multiple representations, develop or select an appropriate mathematical model, utilize the model, and interpret results. III. This course addresses the general education outcome of using mathematical concepts to interpret, understand, and communicate quantitative data as follows:
A. Students must demonstrate proficiency in problem-solving skills by using the definite integral to solve application problems. B. Students must be able to solve applied problems that can be modeled by differential equations. C. Students must use power series techniques to approximate function values to a specified degree of accuracy. IV. This course addresses the general education outcome of locating, organizing, and analyzing information through appropriate computer applications (including hand-held graphing calculators). As a result of taking this course, the student should be able to use technology to: A. Approximate definite integrals using Simpson's rule or a built-in integration feature. B. Approximate points of intersection of curves for use in determining approximate limits of integration in application problems. C. Investigate series representations of functions, their graphs, and the convergence or divergence of series. D. Approximate values of functions and definite integrals using Taylor series. V. This course addresses the general education outcome of using scientific inquiry by using techniques of Calculus including integration or differentiation to apply scientific inquiry to problem solving.
Course Content
1. Techniques of Integration 2. Applications of the Definite Integral 3. Differential Equations 4. Series 5. Polar representations ENTRY LEVEL COMPETENCIES Upon entering this course the student should be able to do the following: 1. Investigate limits using algebraic, graphical, and numerical techniques. 2. Investigate derivatives using the definition, differentiation techniques, and graphs. The classes of functions studied include algebraic, trigonometric, inverse trigonometric, exponential, logarithmic, and implicit. 3. Apply the derivative as a rate of change, optimize functions, use Newton's Method, and sketch curves. 4. Define the definite integral and approximate definite integrals using Riemann sums. 5. State and apply the Fundamental Theorem of Calculus. 6. Graph and use parametric equations.
Assessment of Outcome Objectives
The Calculus Committee or a special assessment committee appointed by the Chair of the Math, Computer Science, and Engineering Executive Committee, will accumulate and analyze the results of the assessment and determine implications for curriculum changes. The committee will prepare a report for the Academic Group summarizing its finding. |
This revised introduction to the basic methods, theory and applications of elementary differential equations employs a two part organization. Part I includes all the basic material found in a one semester introductory course in ordinary differential equations. Part II introduces students to certain specialized and more advanced methods, as well as providing a systematic introduction to fundamental theory. |
This course includes the study of vectors, solid analytical geometry, partial derivatives, multiple integrals, line integrals, and applications.
Expected Educational ResultsGeneral Education OutcomesCourse Content
1. Vectors
2. Partial Derivatives
3. Multiple Integrals
4. Line Integrals
ENTRY LEVEL COMPETENCIES
Upon entering this course the student should be able to do the following:
1. Investigate limits using algebraic, graphical, and numerical techniques.
2. Investigate derivatives using the definition, differentiation techniques, and graphs.
3. Apply the derivative as a rate of change, optimize functions, use Newton's Method, and sketch curves.
4. Define the definite integral and approximate definite integrals using Riemann sums.
5. State and apply the Fundamental Theorem of Calculus.
6. Graph and use parametric equations.
7. Evaluate integrals using techniques of integration.
8. Use integrals to solve application problems.
9. Solve separable differential equations and apply to elementary applications.
10. Differentiate and integrate algebraic, trigonometric, exponential, logarithmic, and inverse trigonometric functions. Differentiate implicit functions.
11. Investigate the convergence of series and apply series to approximate functions and definite integrals.
12. Apply polar representations including graphs, derivatives, and areas.
Assessment of Outcome Objectives
I. COURSE GRADE
The course grade will be determined by the individual instructor using a variety of evaluation methods such as tests, quizzes, projects, homework, and writing assignments. These methods will include the appropriate use of graphing calculators or PC software as required in the course. A comprehensive final examination is required which must count at least one-fourth and no more than one-third of the course grade. The final examination will include items that require the student to demonstrate ability in problem solving and critical thinking as evidenced by detailed, worked-out solutions.
II. COLLEGE WIDE ASSESSMENT
This course will be assessed according to the college wide/mathematics department schedule. The assessment instrument will include a set of appropriate questions to be a portion of the final exam for all students taking the course. An out of class project may be an assessment instrument as well.
III. USE OF ASSESSMENT FINDINGS
The Calculus Committee or a special assessment committee appointed by the Chair of the Math, Computer Science, and Engineering Executive Committee, will accumulate and analyze the results of the assessment and determine implications for curriculum changes. The committee will prepare a report for the Academic Group summarizing its finding. |
Applets and Activities for Real Analysis
Riemann Sums
This applet and accompanying activities illustrate Riemann sums through a series of interactive exercises. The applet allows the user to visualize the approximation of an integral with a number of rectangles created by a random partition. The number of subintervals can be varied by the user, and new random partitions can be generated automatically.
Open the pdf file and applet in separate windows (or print the pdf file instead) so you can work through the suggested activities. |
Calculus is a very important branch of mathematics. It is being applied in many fields and thus has great importance in the field of study. Integration is a very important topic that has been discussed in calculus. It is the opposite of differentiation. The rules that are applied in differentiation are quite different from that of integration. To be more exact these rule s are more difficult for integration rather than for differentiation. While differentiation is the breaking up of the factors, integration on the other hand is bringing together the smaller parts to form an equation. Since integration is very complex to understand, the Integral Table comes as a very handy tool.
The history of these tables dates back to the year 1810 when a German mathematician by the name of Meyer Hirsch discovered the concept behind integration. This mathematician was responsible for the creation of these tables. These tables were published again in the United Kingdom in the year 1823. The more advanced form of these tables was established and published in the year 1858 by a mathematician who was Dutch by origin , by the name of David de Bierens de Haan. In the initial stages of its publication, these tables contained the integration of only the elementary or the basic function of mathematics. They were later extended to many other functions by many mathematicians. Among them Rhyzhik is a very prominent name. The integrals are a part of the ant derivatives. There were many mathematicians who get intensive research work in order to get the integrals of many complex functions also. As a result of their hard work today we have an Integral Table that gives great idea about the way integration is carried out.
There are many kinds of functions where integration can be applied. Some of them are as follows: Integrating of a singular function, integration of rational functions, integration of exponential functions, integration of logarithms, integration of trigonometric functions, integration of reverse trigonometric functions, integration of Hyperbolic functions, integration of special value functions and the integration of absolute value functions. Thus it can be said that the concept of Integral Table can be applied to many areas. Its applicability is widely accepted in most of the fields whether it is aviation or any other technical field. Therefore it is important to have some knowledge about the tables and their application in the many phases of mathematics. |
Integers
This math book teaches Integers, a topic that is completely neglected in school except some mention of "there are positive and negative numbers" and then discussion of the rules in operations with integers.
Fact 1: Many kids see their grades drop when they start studying Algebra.
Fact 2: Many kids see their grades drop, or drop more for some, when they start studying Calculus.
Fact 3: Those are not bad students but many are 'A' students.
The common explanation: Algebra and Calculus are conceptually hard (nonsense), and most students are just not naturally inclined to math. Sometimes the explanation is that "the student is not working hard enough." Not true in many cases.
The real explanation: Algebra and Calculus require understanding of numbers, operations, and our place value system. Not in a superficial and operational, can only use but doesn't understand, way. They require a deeper level of understanding. They require students to really understand numbers, what they represent, and how they work.
That's where Integers come into the picture.
Integers are a very important concept. They are not just "negative and positive numbers". An integer is a new idea compared to whole (positive) number (it's an idea about direction).
Fact 4: Schools and math books DO NOT TEACH Integers! None does. Students are told (or read) that "integers are just both positive and negative numbers". They they learn the Rules (e.g. "negative times negative is positive"), which don't really make sense to the poor students who were not taught what integers really are. Naturally, they forget those rules quickly.
Then comes Algebra, with its extensive need for understanding Integers. Without understanding the idea of Integers, how they work, and how to use them, students have no chance in understanding Algebra well, and of solving Word Problems (see the book on those) that require those ideas. Later, when students study calculus, which introduces real numbers, it is even more critical to understand Integers fully and deeply.
This book teaches EVERYTHING to know about Integers. It does so simply. It explains what Integers are; the meaning of operations with integers; and how to use integers. Those "negative times negative is positive" rules become logical and easy to remember because students understand why they are so. Then, when they learn Algebra and Calculus, they are not confused, and they often do better (you do want them to use the Word Problems book before Algebra). |
Graphing calculator: Map
Top rankings for Graphing calculator
Wikipedia article:
Map showing all locations mentioned on Wikipedia article:
A typical graphing calculator.
A graphing calculator typically refers to a class
of handheld calculators that are capable of plotting graphs,
solving simultaneous equations, and performing numerous other tasks
with variables. Most popular graphing calculators are also
programmable, allowing the user to create customized programs,
typically for scientific/engineering and education applications.
Due to their large displays intended for graphing, they can also
accommodate several lines of text and calculations at a time. Some
graphing calculators also have colour displays, and others even
include 3D graphing.
Since graphing calculators are readily user-programmable, such
calculators are also widely used for gaming purposes, with a
sizable body of user-created game software on most popular
platforms.
There is also computer software available to emulate or perform the
functions of a graphing calculator. One such example is
Grapher for Mac OS X and is a basic software graphic
calculator.
History
Casio produced the world's first graphic
calculator, the fx-7000G, in 1985.
After Casio, Hewlett Packard followed shortly in the form of the
HP-28C. This was followed by the HP-28S (1988), HP-48SX (1990),
HP-48S (1991), and many other models. Recent models like the HP 50g
(2006), feature a Computer Algebra System (CAS) capable of
manipulating symbolic expressions and analytic solving. The HP-28
and -48 range were primarily meant for the professional
science/engineering markets; the HP-38/39/40 were sold in the high
school/college educational market; while the HP-49 series cater to
both educational and professional customers of all levels. The HP
series of graphing calculators is best known for its Reverse Polish
Notation interface, although the HP-49 introduced a standard
expression entry interface as well.
Texas Instruments has produced models of graphing calculators since
1990, the oldest of which was the TI-81. Some of the newer
calculators are just like it, only with larger amounts of memory,
such as the TI-82, TI-83 series (including the TI-83, TI-83 Plus,
and TI-83 Plus Silver Edition), and the TI-84 Plus series
(including the TI-84 Plus and TI-84 Plus Silver Edition). Other
models, designed to be appropriate for students 10–14 years of age,
are the TI-80 and TI-73 series. Other TI graphing calculators have
been designed to be appropriate for calculus, namely the TI-85,
TI-86, TI-89 series, and TI-92 series (including the TI-92, TI-92
Plus, and Voyage 200). TI offers a computer algebra system on the
TI-89, TI- Nspire CAS and TI-92 series models with the TI-92 series
having a QWERTY keypad. TI calculators are targeted specifically to
the educational market, but are also widely available to the
general public.
Graphing calculators are also manufactured by Sharp but they do not
have the online communities, user-websites and collections of
programs like the other brands.
Graphing calculators in schools
In the Canadian and American educational systems, many high
school mathematics teachers allow and even encourage their students
to use graphing calculators in class. In some cases (especially in
calculus courses) they are
required. Some of them are banned in certain classes such
as chemistry or physics due to their capacity to contain full
periodic tables.
Also, some high school courses offered in these countries requires
a graphing calculator to fulfill.
In the
UK, a graphic calculator is required for most A-level maths courses, the use of such
devices is both taught and tested. However, for GCSE maths exams, a limited number of calculator models
are allowed, none of which are capable of graphic operations
(although they are capable of scientific and statistical
operations).
The
College Board of the United States permits the use of most graphing or CAS calculators that do not have a
QWERTY-style keyboard for parts of its
AP and SAT
exams, but IB schools do
not permit the use of calculators with computer algebra systems on
its exams.
In
Victoria, the VCE specifies approved
calculators as applicable for its mathematics exams. For
Further Mathematics an approved
graphics calculator (for example TI-83/84, CASIO 9860, HP39G) or CAS
(for example TI-89, Classpad 300, HP40G) can
be used. Mathematical Methods
and Mathematical CAS have a common
technology free examination consisting of short answer and some
extended answer questions. They also each have a technology assumed
access examination consisting of extended response and multiple
choice questions: a graphics calculator is the assumed technology
for Mathematical Methods and a CAS for Mathematical Methods CAS.
These two exams have substantial material in common but also some
distinctive questions. Specialist Mathematics has a technology free
examination and a technology assumed access examination where
either an approved graphics calculator or CAS may be used.
Calculator memories are not required to be cleared. In subjects
like Physics and Chemistry, students are only allowed a standard
scientific calculator.
In
New
Zealand, calculators identified as having high-level
algebraic manipulation capability are prohibited in NCEA
examinations unless specifically allowed by a standard or subject
prescription. This includes calculators such as the TI-89 series [42672].
In
Turkey, any type of calculator whatsoever is prohibited in
all primary and high schools except the IB and American
schools.
Criticisms and non-mathematical uses of graphing
calculators
The programming features of nearly every major graphing calculator
on the market have been exploited to produce games of various
sorts. Imitations of Tetris and Pac-Man are among the most popular.
A variety of other non-technical applications have been written for
graphing calculators as well. Among these include organizers,
phonebooks, text editors and even password protection and
encryption programs. A software solution also exists for using the
infrared port on the HP-48 series of calculators as a remote
control for televisions (another method for this has been
discovered using home-built infared units[42673] for use with the Texas Instruments series of
graphing calculators), and those calculators with built-in speakers
have been transformed into monophonic music sequencers. As a result
of such programs, their use in schools has also received a great
degree of criticism as it is extremely common to find that students
have downloaded non-educational programs onto their calculators,
presenting a potential distraction in the classroom.
Another major criticism of graphing calculators by school teachers
is their ability to store large amounts of text in the same memory
that is used to store programs. Such a feature presents a potential
for students to cheat on examinations by storing notes and
solutions on their calculators. While some enforce a rule by which
students must perform a supervised memory clear of their calculator
before an exam, this has become an increasingly difficult problem
as the variety of available brands and models increases and false
memory clear programs are released over the internet to deceive the
proctor. In addition, many students use the calculator's memory to
store useful programs, particularly those which improve the
mathematical functionality of their calculators to be on par with
other newer models, and requiring such students to clear their
calculator memories would put them at a disadvantage. On the other
hand, many courses have disallowed calculators on examinations
altogether, and designing the assignment appropriately to purely
test conceptual knowledge.
Others argue that graphing calculators are too expensive. For
example, if one compares a one hundred dollar graphing calculator
(or any graphing calculator of arbitrary price) to a cell phone,
GPS device, or PDA of equal price, one finds that the cell phone or
other device outperforms the graphing calculator in terms of
hardware (faster CPU and more memory). A new TI83+ typically costs
$100 and has a 6 MHz processor. For $100 one can get a PDA with
about 200 MHz and far more memory and a color screen. Opponents of
this view argue that graphing calculators are more reliable because
they last longer. They also argue that graphing calculators also
use less energy, allowing them to be powered by alkaline batteries
which are far cheaper than the lithium-ion batteries that PDA and
other devices typically use. The next generation of graphing
calculators (ie: the TI-Nspire) may also help alleviate this
criticism.
References
Dick, Thomas P. (1996). Much More than a Toy. Graphing
Calculators in Secondary school Calculus. In P. Gómez and B. Waits
(Eds.), Roles of Calculators in the Classroom pp 31-46). Una
Empresa Docente.
Ellington, A. J. (2003). A meta-analysis of the effects of
calculators on students' achievement and attitude levels in
precollege mathematics classes. Journal for Research in Mathematics
Education. 34(5), 433-463. |
MATH 283: Calculus IIIEvaluate line integrals in rectangular, cylindrical and spherical coordinates, with applications.
Evaluate line integrals, with and without Green's theorem, and with Stokes's theorem.
III: Course Linkage
Linkage of course to educational program mission and at least one educational program outcome.
General Education Mission: This course addresses the fourth bullet under goal one of the college's mission to, "Provide instruction that contributes to a student's abilities to think critically and solve problems; to reason mathematically and apply computational skills."
Math 283 satisfies the General Education Requirement for any degree or certificate program and
addresses the following learning objectives of the General Education Requirement by ensuring that successful students:
Are able to apply appropriate college-level mathematical skills to real life applications |
Find millions of documents on Course Hero - Study Guides, Lecture Notes, Reference Materials, Practice Exams and more.
Course Hero has millions of course specific materials providing students with the best way to expand
their education.
Math 80Exam 4(Chapters 7 , 8 , and 9)Name_ 3 points eachMULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question. Factor the GCF from each term in the expression.1) 8m9 - 14m6 + 20m2 A) No common
Course Information Math 170 Introductory Calculus with Applications4 creditsDescription: To prepare for courses for which calculus is recommended and/or required. To study the ideas and concepts of advanced mathematics as applied to a modern comp |
This course is designed to help students who need to sharpen their skills or as a resource that teachers can employ to help struggling students stay up to speed. Energetic and enthusiastic Professor Terry Caliste teaches students step—by—step to use symbolic algebra to represent situations and to solve problems, especially those that involve linear relationships. At the conclusion of this course, students will be able to write equivalent forms of equations, inequalities, and systems of equations and solve them with fluency ? mentally or with paper and pencil in simple cases and using technology in all cases.
Benefits • Write and solve equivalent forms of equations and inequalities.
• Easily sharpen your skills and stay up to speed.
• Step—by—step instruction will successfully motivate students in math. |
As electromagnetics, photonics, and materials science evolve, it is increasingly important for students and practitioners in the physical sciences and engineering to understand vector calculus and tensor analysis. This book provides a review of vector calculus. This review includes necessary excursions into tensor analysis intended as the reader's first exposure to tensors, making aspects of tensors understandable to advanced undergraduate students. This book will also prepare the reader for more advanced studies in vector calculus and tensor analysis. |
Essential Maths for Engineering and Construction
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Don't let your mathematical skills fail you! In Engineering, Construction, and Science examinations, marks are often lost through carelessness or from not properly understanding the mathematics involved. When there are only a few marks on offer for a part of a question, there may be full marks for a right answer and none for a wrong one, regardless of the thought that went into the answer.
If you want to avoid losing these marks by improving the clarity both of your mathematical work and your mathematical understanding, then Essential Maths for Engineering and Construction is the book for you.We all make mistakes; who doesn't? But mistakes can be avoided when we understand why we make them. Taking mistakes commonly made by undergraduate students as its entry point, this book not only looks at how you can prevent mistakes, but also provides a primer for the fundamental mathematical skills required for your degree discipline.
Whether you struggle with different types of interest rates, geometry, statistics, calculus, or any of the other mathematical areas vital to your degree, this book will guide you around the pitfalls |
This unit demonstrates what functions are and how they are different from other types of relations among numbers. It develops fluency in how to interpret and represent functions in four ways: algebraic expressions, tables, graphs and words. Throughout the unit, students are exposed to data, statistics, and problems that we encounter all of the time, in the news, in school, at work, and in our private lives.
Primary interdisciplinary connections:
Language Arts
Science
Health
Social Studies
21st century themes:
All themes will be incorporated through the specific selection and/or creation of real-life projects and problems involving the interpretation or creation of mathematical functions.
This unit builds on an understanding of relations or rules, content which should already have been mastered in an 8th grade unit on expressions and equations. Altogether, the 8th grade pre-Algebra curriculum provides the foundation for students to be successful in high school Algebra. It is also critical to the 8th grade geometry content, which involves significant use of formulas. Students need to learn how to manipulate functions in order to take advantage of their predictive power, which allows us to calculate the impact of change in many real-world correlations, for example, the impact of food consumed on our health and the impact of our actions on the environment.
Learning Targets :
Common Core Standards :
1 Common Core Standards :
Content Standards: Define, evaluate, and compare functions.
8.F.1. Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. Note: Function notation is not required in Grade 8.
8.F.2.8.F.3.Content Standards: Use functions to model relationships between quantities.
8.F.4.8.F.5.Source, July 17,2011:
Mathematical Practice Standards:
a. Make sense of problems and persevere in solving them.
b. Reason abstractly and quantitatively.
c. Construct viable arguments and critique the reasoning of others.
d. Model with mathematics.
e. Use appropriate tools strategically.
f. Attend to precision.
g. Look for and make use of structure.
h. Look for and express regularity in repeated reasoning.
Unit Essential Questions:
What is a function?
How is a function different from other types of relationships?
How are functions used to represent relationships between real-world data sets?
How can functions be expressed?
What are the parts of the algebraic representation of a function?
What do linear and non-linear equations look like?
Unit Enduring Understandings:
The amount of insulin that a diabetic needs to take is a function of his personal insulin ratio and the amount of carbohydrates he has consumed. In other words, if you know a person's insulation ratio and total carbohydrates consumed, you can calculate the exact insulin dose that he will need to adjust his blood sugar after a meal. Miscalculation can be fatal. (Note: Students in Lakeside Middle School, of the Millville Public School district, are able to understand and make strong emotional connections to the importance of this function because of the annual fundraising that we do for the Juvenile Diabetes Research Fund. Part of the drive is an assembly during which students view a video about how a person their own age manages her diabetes on a daily basis.)
Includes Flexible Grouping via – Whole group, independent, pair/share, Jigsaw activities (students in groups work on different problems, according to their skill level, and present to the class). Different problems address various real-world domains (science, social studies, finance, etc.)
Study of functions involves a great deal of visual information. Functions must be represented in tables, algebraic expressions, and graph form. It is essential that these representations be made accessible to everyone. One important feature of the presentation is the use of color for information and emphasis and the contrast between background and image. The following site describes effective contrast.
The study of functions includes very specific, mathematical use of words that have different meanings in different contexts (e.g., "function," "slope," "vertical line," "variable." Understanding this vocabulary is essential. The following site helps students to learn vocabulary through a visual map of the word's various meanings in different contexts:
Students are more likely remember the essential nature of functions if they understand the connections between the components of a function, the between functions and other mathematical relations, and among the vocabulary . An important tool for graphically organizing these connections is Webspiration, an Internet tool for which Millville Public Schools has licenses:
The game, "Hidden Secrets of Al-Jabr," combined with a computer touch screen or a SMART Board, provides options to students who have difficulty using a mouse, thereby varying the methods for response and navigation.
The study of functions in entirely new to 8th graders, and it is both complex and abstract. Therefore, it is important to break the concepts and skills down into components that can be tracked by the student and the teacher, so that both are aware of the progress that the student is making. A great way is for the student to maintain a graph of his own achievement. What could be better in a unit whose content has so much to do with graphing?
During the jigsaw problem-solving activities, students' interest will be stimulated by options in the tools used for production of their reports and the design of their reports. One exciting option will be to publish a newspaper online with their investigations and results. This site offers a special tool for this:
The jigsaw activities are specifically designed to allow students to collaborate and learn through social interaction. The following site provides valuable classroom guidelines for social learning. It is particularly apt because it uses solution of a simple algebra problem as an example.
This particular subject matter can be very difficult to access. Students are likely to become frustrated unless they are able to have success and build confidence. Knowing their learning styles and choosing activities that fit their learning styles is an important component. This video, while it is for the teacher, could also be useful for students to see, especially since it shows a student with dyslexia juggling and shows the related math: graphs of functions showing the parabolas of the items juggled. |
Solving A System of Equations By Symbolically 1. Open Mathcad as you do normally. Begin by entering the value of the constant, B.. Move the red cross to a spot about ½ inch below the menu bar and about ½ inch from the left hand side of the window on a normal sized screen using either the arrow keys ...
Matlabandmax/min Matlabhassome sophisticated max/mintoolsinits optimization toolbox which we will not describe here. Instead we will show howmatlabcanbe used to solve max/minproblems following the techniques we have learned in class.
S YMBOLISM is the vehicle that conveys Masonry's essential traditions, its distinct character and its psychological impact. William Preston, one of the authors of the ritual used in Masonic lodges today, said it perfectly when he defined Freemasonry as "a regular system of morality conceived in ...
The students will use fraction circles to create fractions and solve problems concretely, pictorially, and symbolically. 2. The students will practice writing skills by keeping a Math journal with daily writing assignments. |
In order to provide you quality education, Globalshiksha has come up with Topchalks Class X Maths for CBSE students. This pack consist of 2 CD which is designed strictly on the basis of CBSE syllabus. Each and every chapters are given in systematic form so that it could be easily understandable for every students. This CD is helpful for making strong foundation for your further studies.
Features
Ø This CD ensure students for good and complete understanding of fundamental concepts.
Ø It helps to enhance their ability to interpret and solve complex problems.
Ø It helps to achieve comprehensive education.
Product Details
Ø Product Code: TC10M
Ø No. of Chapters: 15
Ø No. of lectures taught: 456
Ø Solved problems: 835
Ø Fully solved Question papers: 1
Ø No. of Hours: 90
Chapters Covered
Real Number
Polynomials
Ø Introduction on real number, Division Lemma and Algorithm
Ø Polynomial in one variable, Degree of Polynomial
Ø Problems on Division Lemma and Algorithm
Ø Value of Polynomial, Zero of Polynomial
Ø Fundamental Theorem of Arithmetic and its Problems
Ø Graph of Linear Polynomial
Ø Relation between HCF and LCM of three numbers and its Problems
Ø Graph of Quadratic Polynomial
Ø Rational and Irrational numbers, Theorems and Examples
Ø Graph of Cubic Polynomial
Ø Decimal Expansion of Rational Numbers
Ø Relation Between Zeros and Coefficient
Problems
Ø Relation Between Zeros and Coefficient of a cubic polynomial
Ø Division Algorithm for Polynomials
Ø Algebraic Identities
Ø Problems
Pair of Linear Equations in Two Variables
Quadratic Equations
Ø Linear Equations in one variable and their graphs in cartesian plane
Ø Introduction and Problems
Ø Pair of Linear Equations in two variables
Ø Solution of Quadratic equation by Factor Method
Ø Graphical Representation for a pair of linear Equations in two variables
Ø Solution of Quadratic equation by completing the square
Ø Consistency of Pair of Linear Equations
Ø Solution of Quadratic equation using Quadratic Formula
Ø Solving a pair of linear equations: Substitution method
Ø Nature of Roots of quadratic equation and problems
Ø Solving a pair of linear equations: Elimination method
Ø Problems
Ø Solving a pair of linear equations: Cross Multiplication method, and its Problems |
...In instructo will break concepts down to a basic level, allowing the student to master the basics, and then return to the more complex problem that the student is trying to understand, but now the student has a better understanding of the fundamentals, and can now master more advanced concepts. I can expla... |
Quick Review Math Handbook hot words hot topics
9780078601262
ISBN:
0078601266
Pub Date: 2004 Publisher: McGraw-Hill Higher Education
Summary: "Quick Review Math Handbook: Hot Words, Hot Topics" (available in English and Spanish) provides students and parents with a comprehensive reference of important mathematical terms and concepts to help them build their mathematics literacy. This handbook also includes short-instruction and practice of key standards for Middle School and High School success |
What are some good undergraduate level books, particularly good introductions to (RealandComplex) Analysis, Linear Algebra, Algebra or Differential/Integral Equations (but books in any undergraduate level topic would also be much appreciated)?
Please post only one book per answer so that people can easily vote the books up/down and we get a nice sorted list. If possible post a link to the book itself (if it is freely available online) or to its amazon or google books page.
CollegeUndergraduate Level Math Books
Iwaswonderingifanybodycouldsuggest some good collegeundergraduate level books, particularly thosethatareintroductorygoodintroductions to collegelevel Analysis, Linear Algebra, AnalyticGeometry,AffineGeometry, Algebra or Differential/Integral Equations ,(but books in any collegeundergraduate level topic would also be much appreciated..appreciated)?
AlsoifIf possible ,wheneveryoumentionpost a bookinyourquestionsandanswerscouldyoulabelitwith"book"andiflinkto the book itself(ifit is freely available onlineandlinkedwithinyourquestion/answerwith"free-book"?...andthenpeoplecouldfishformathgoodieswhentheyclickthetags..)ortoitsamazonorgooglebookspage.
College Level Math Books
Hi, I realize this question is probably against the FAQ rules and not appropriate for MathOverflow but I'm gonna ask it anyway and then you are free to bury or ignore it or whatever...
I was wondering if anybody could suggest some good college level books, particularly those that are introductory to college level Analysis, Linear Algebra, Analytic Geometry, Affine Geometry, Algebra or Differential/Integral Equations, but books in any college level topic would also be much appreciated...
Also if possible, whenever you mention a book in your questions and answers could you label it with "book" and if the book is freely available online and linked within your question/answer with "free-book"? ...and then people could fish for math goodies when they click the tags... |
Alaska Department of Education & Early Development
Alaska 2000
KEY ELEMENT
Collect, organize, analyze, interpret, represent, and formulate
questions about data. Make reasonable and useful predictions about
the certainty, uncertainty, or impossibility of an event (Statistics
and Probability).
STATISTICS AND PROBABILITY FOR ALL
The field of statistics is the process of collecting, displaying,
interpreting, and critiquing data. Statistics incorporates the
concepts of probability to determine whether or not the results of a
survey or experiment are the result of chance or are the result of a
cause/effect relationship. Probability and statistics concepts fall
within the domain of general mathematical and scientific literacy.
These are skills required for effective life-long decisionmaking in
democratic society.
Select appropriate strategies such as guess and check,
solve a simpler problem, find patterns, work backwards,
model, or use technology to solve problems.
Formulate questions from given sets of graphical,
written, or oral information.
Level 3 (ages 16-18)
Apply principles, concepts, and strategies from various
strands of mathematics to solve problems that originate
within the discipline of mathematics or in the real world.
Recognize and formulate problems from situations within
and outside mathematics.
Apply the process of mathematical modeling to real
practical problems.
Be aware of available and emerging technologies and apply
the appropriate technology to a problem-solving situation.
Evaluate the role of various criteria in determining the
optimal solution to a problem.
PROBLEM SOLVING FOR ALL
Mathematics literacy targets effective identification, reasoning,
persistence, and success at solving problems in real life situations.
Mathematics should be presented as a tool to solving problems,
identifying patterns, and predicting similar situations. Therefore,
instruction in mathematics should be initiated as a tool for solving
real problems for students. Through problems students can discover
algorithms and problem solving strategies that can be applied
throughout their education and lives.
BIG IDEAS IN PROBLEM SOLVING
Heuristics for problem solving
Multiple ways to solve the same problem
Diverse perspectives on the nature of the problem;
effectiveness of cooperation
Using estimations and reasonableness to identify effective
strategies
Determining relevant and irrelevant information
Alaska 2000
Math Content Standard C:
Communication
All Alaska students will understand, form and use
appropriate methods to define and explain mathematical
relationships.
Math Content Standard C:
Communication
All Alaska students will understand, form and use
appropriate methods to define and explain mathematical
relationships.
Benchmarks
For example, at these levels a student would be able to:
Level 1 (ages 8-10)
Relate models, pictures, and diagrams to mathematical
ideas.
Relate everyday language to mathematical language and
symbols.
Realize that representing, discussing, reading and
listening to mathematics are a vital part of learning and
using mathematics.
Prepare and deliver a mathematical presentation.
Level 2 (ages 12-14)
Understand and appreciate the value of standard
mathematical notation and its role in the development of
mathematical ideas.
Contribute to a group solution.
Express, discuss and justify strategies and processes in
oral and written form; model mathematical situations with
concrete objects.
Use calculators or appropriate technology to store,
retrieve and communicate information.
Write and discuss ideas to interpret and formulate
solutions, including making predictions and conjectures.
Use mathematical vocabulary and symbols in communicating
concepts and interpret information described in graphs or
charts.
Level 3 (ages 16-18)
Translate a real-world problem into standard mathematical
notation.
Record in a journal everyday experiences involving
mathematics.
Read and understand publications which include
mathematically related materials.
Appreciate the economy of mathematical symbolism and its
role in the development of mathematics.
COMMUNICATION IN MATHEMATICS FOR ALL
Mathematics is a multidimensional language that requires the
communicating group to simultaneously interpret between symbols,
words, and models. Each of these communication tools is more or less
useful depending upon the context of the mathematical problem, the
culture of the communicators, and the complexity and specificity of
the problem. Often an idea can be validated in one communication mode
more easily than in others. Instruction should allow students to use
the communication modality that best explains their reasoning.
Justify choice of a trigonometric or geometric method for
determining the distance between two points in space, such
as in navigation or planetary exploration.
Find two examples of statistics that support opposing
sides of the same issue and explain the differing
interpretation.
MATHEMATICAL REASONING FOR ALL
Mathematical literacy involves a willingness to engage in a problem
without knowing the answer in advance. For many students this
requires a step into an insecure territory in which they must enter
into uncertainty to gain access to success. Successful experiences
with the habits of mind that support higher order critical thinking
are crucial at an early age in order to develop a willingness to work
with this uncertainty in more complex problems with larger stakes.
BIG IDEAS IN REASONING
Non-algorithmic and algorithmic reasoning
Multiple solutions; multiple criteria for correctness
Uncertainty dominates
Requires sustained effort
Interdisciplinary usefulness of these habits of mind
Valuing debate and critique
Alaska 2000
Math Content Standard E: Connections
All Alaska students will apply mathematical concepts and
processes to situations within and outide school.
Math Content Standard E: Connections
All Alaska students will apply mathematical concepts and
processes to situations within and outide school.
Benchmarks
For example, at these levels a student would be able
to:
Level 1 (ages 8-10)
See the applications of numeracy concepts and skills to
all objects in their environment, not just mathematics
manipulatives.
Envision similar problems in different contexts that a
recent solution would address.
Identify when they are applying attribute recognition,
comparisons, and analysis in all situations, whether or not
numbers are utilized.
Identify when they are making decisions based upon
probabilities.
Use simple mathematical tools and concepts such as a
number line to perform everyday tasks such as measuring or
dividing quantities.
Identify patterns in nature. Make change.
Level 2 (ages 12-14)
Understand the development of our numeration system in
relation to earlier cultures.
Express the results of a survey in a variety of numerical
and graphical formats and interpret the contexts from which
such data could arise. (Calculate the cost of real life
expenses. Identify numerical patterns and symmetry in
nature, visual art and music. Analyze turnout, patterns of
voting, outcomes, money spent prior to the contest, and
number of political parties involved in local elections.)
Write about relationships between mathematics and real
life.
Recognize the relationship between timelines and number
lines, scale representations and measurements/proportions.
Level 3 (ages 16-18)
By using appropriate technology and curve-fitting
techniques, determine the best equation to model a
wind-chill chart.
Graph daily times, rates, and position of competitors in
a multi-day race such as the Iditarod, the Americaís
Cup, or the Tour de France.
List in a given day all instances where their
understanding of mathematics has enriched his/her lives or
empowered him/her.
Recognize when a model can be modified from one context
to address a solution in another context.
Recognize how mathematics changes to respond to changing
societal needs.
MATHEMATICAL CONNECTIONS FOR ALL
Curriculum priorities should address the unifying ideas of
mathematics. These ideas tie together all of the disciplines and
explain how mathematical tools and reasoning can be utilized in most
aspects of life.
Understand the models describing the nature of molecules,
atoms and sub-atomic particles, their relation to the structure of
atoms and sub-atomic particles, and their relation to the
structure and behavior of matter (Structure of Matter);
Know about the physical, chemical and nuclear changes and
interactions that result in observable changes and interactions in
the properties of matter (Changes and Interactions of Matter);
Understand the models describing composition, age and size of
our universe, galaxy and solar system. Know that our universe is
constantly moving and changing (Universe);
Understand observable natural events such as tides, weather,
seasons and moon phases in terms of the structure and motion of
the earth (Earth);
Understand the strength and effects of forces such as gravity
and electromagnetic radiation (Forces of Nature);
Understand that natural forces cause different types of
motion. Describe the relationship of these forces and changes in
motion (Motion);
Understand how the earth changes because of plate tectonics,
earthquakes, volcanoes, erosion and deposition, and living things
(Processes that Shape the Earth);
Understand the scientific principles and models that:
describe the nature of physical, chemical and
nuclear reactions;
state that whenever energy is reduced in one place, it is
increased somewhere else by the same amount;
state that whenever there is a transformation of energy,
some is spent in ways that make it unavailable for use (Energy
Transformations);
Know about the transfers and transformations of matter and
energy that link living things and their physical environment,
from molecules to ecosystems (Flow of Matter and Energy);
Know that living things are made up mostly of cells and that
all life processes occur in these basic units (Cells);
Know that similar features are passed on by genes through
reproduction (Heredity)
Distinguish the patterns of similarity and differences in the
living world in order to understand the diversity of life.
Understand the theories that describe the importance of diversity
for species and ecosystems (Diversity);
Understand the theory of natural selection as an explanation
for evidence of changes in life forms over time (Evolution and
Natural Selection);
Understand the interdependence between living things and their
environment. Know that the living environment consists of
individuals, populations, and communities. Recognize that a small
change in a part of the environment may affect the whole
(Interdependence);
Use science to understand and describe the local environment
(Local Knowledge)
Understand basic concepts about the theory of relativity that
changed our view of the universe by uniting matter and energy and
linking time with space (Relativity) |
MATH DEPARTMENT
"Mathematics is an exploratory science that seeks to understand every kind of pattern--patterns that occur in nature, patterns invented by the human mind, and even patterns created by other patterns. To grow mathematically, children must be exposed to a rich variety of patterns appropriate to their own lives through which they can see variety, regularity, and interconnections." - Lynn Arthur Ateen, "On the Shoulders of Giants"
Department Philosophy
The Mathematics Department strives to ensure that all students have the mathematical background that will give them the opportunity to make appropriate choices without being limited by the courses they have taken in high school. Students are encouraged in the belief that "all subjects are roads to knowledge" and therefore they should not base their academic selection on those that interest them at the moment, but rather should have a broad and varied background in many different subjects.
Mathematics gives students the power and ability to appreciate, understand, and reflect on patterns in the world around them. Since all branches of mathematics can be applied to the real world, a knowledge of mathematics enables students to better see and understand other areas in the curriculum as well as to be enriched by the ability to think logically and clearly and to feel confident in a technological society. As mathematically literate women, graduates will be able to take their place in a world in which a knowledge of mathematics will enable them to achieve their personal goals, contribute to the needs of society, and influence the changing role of women in the twenty-first century.
The mathematics courses are designed to offer a strong core curriculum that will enable the students to achieve their academic and professional goals, to reflect the needs of society, and to give students the background to feel confident and comfortable in an information society. The progression of courses builds upon learned skills and ever growing powers of reasoning as students expand their abilities to investigate, calculate, and solve problems in a clear and logical manner.
Department Goals
Upon completion of the mathematics program, students will be able to pursue a career in any field requiring a solid mathematics background. They should feel proud of what they have accomplished and confident in their ability to compete and be successful in any field that requires more than a basic ability in dealing with logic and numbers. |
Part 1: Calculus In the Calculus section of the course, we will continue the studies begun in MHF4U (Advanced Functions) regarding rates of change of functions until we get to the idea of the "instantaneous slope" of a function.
Secants Approaching Tangents Several secants are drawn above. By choosing points on the original function closer and closer together, the secant approaches becoming a tangent.
Part 2: Vectors In the Vectors section of the course, we will look at, among other things, graphing in three dimensions. We will consider equations of planes and look at intersections of planes.
Intersecting Planes Two non-parallel planes will always intersecting in a line. |
If a book or article cannot be found in PVAMU's resources, it can usually be borrowed from another library.
Fill out the Interlibrary Loan form, and please note that it may take several weeks to receive the item.
How to prepare for the TAKS : Texas assessment of knowledge and skills high school math exit exam - QA43 .E64 2004
100 math tips for the SAT and how to master them now - LB2353.57 .G85 2002
Encyclopedia of mathematics education - QA 11 E665 2001
Selected Print Mathematics Journals
Advances in mathematics
American journal of mathematics
Annals of mathematics
Journal for research in mathematics education
Journal of applied mathematics and mechanics
Mathematics teacher
Arithmetic teacher
American Mathematical Society ( - The American Mathematical Society promotes mathematical research and its uses, strengthen mathematical education, and foster awareness and appreciation of mathematics and its connections to other disciplines and to everyday life.
Centre For Innovation in Mathematics Teaching ( - The centre is a focus for research and curriculum development in Mathematics teaching and learning, with the aim of unifying and enhancing mathematical progress in schools and colleges.
K-6 Math Playground ( - Math Playground is an action packed site for students in grades K to 6. Practice your math skills, play a logic game
Math Forum ( - Online resource for improving math learning, teaching, and communication. This is a great Mathematics Website but the access is not free.
Mathematics Virtual Library ( This collection of Mathematics-related resources is maintained by the Florida State University Department of Mathematics.
Mathematical Association of America ( - The Mathematical Association of America is the largest professional society that focuses on mathematics accessible at the undergraduate level.
Metamath proof explorer ( This Website contains more than 5,000 computer-verified formal proofs, definitions, and axioms in logic and set theory. |
Product Description
Now in Algebra, we use a lot of variables, which we can write as letters.Our algebra mission in this module is to know these unknowns! In algebra, we don't dilly-dally or mess about - we find things out. Topics Include: Cost Functions Input and Output Trend Lines Graphs Domain and RangeIncludes a DVD plus a CD-ROM with teacher's guide, quizzes, graphic organizers and classroom activities. Teaching Systems programs are optimized for classroom use and include "Full Public Performance Rights". Grade Level: 8 - 12 |
MAA Review
[Reviewed by Allen Stenger, on 01/07/2013]
This is a thorough and modern introduction to elementary number theory, that introduces many advanced topics early and has excellent exercises. Despite being twenty years old, the book is more modern than most introductory text books. It uses the language of abstract algebra throughout, and has a heavy emphasis on algebraic number theory and elliptic curves. It also has quite a lot on p-adic numbers, which although hardly a modern subject is not usually covered in textbooks at this level.
The narrative in the book usually covers just the main outlines of the subjects, with many interesting and advanced theorems being covered in the exercises. (There are hints and answers for all exercises in the back of the book. Most of the hints are "big hints" that are really sketches of the solution.) As a result the book is less austere than some; the narrative is leisurely, but it still manages to pack a lot of content into a relatively small space by the choice of exercises.
In coverage and difficulty the book is comparable to Hardy & Wright's An Introduction to the Theory of Numbers and to Niven & Zuckerman & Montgomery's An Introduction to the Theory of Numbers. (Ireland & Rosen's A Classical Introduction to Modern Number Theory has many similarities in approach to Rose, but has a substantially different coverage and is not really comparable.) Hardy & Wright has no exercises, while Rose has many. Hardy & Wright is more systematic, and therefore more useful as a reference, while Rose is more discursive and jumps around from one interesting result to another. Both books are comprehensive, although Hardy & Wright is slanted toward prime numbers and arithmetic functions and Rose is slanted toward diophantine equations. Niven & Zuckerman & Montgomery is closer to Rose in many ways, in particular in being chatty and moving a lot of material into the exercises, but like Hardy & Wright it is slanted toward the primes, does not use much of an algebraic approach, and is relatively weak on diophantine equations and has little on elliptic curves.
Bottom line: a better and more thorough introductory textbook than most, but one that requires a lot of effort and mathematical maturity from the students. |
GENERAL INFORMATION
Students who have special placement problems, or are unclear about their level, should make an appointment with a faculty member or the chair.
Two help rooms, one in 404 Mathematics and one in 333 Milbank, will be open all term (hours will be posted on the door and the online) for students seeking individual help and counseling from the instructors and teaching assistants. No appointments are necessary. However, resources are limited and students who seek individual attention should make every effort to come during the less popular hours and to avoid the periods just before midterm and final exams.
COURSES FOR FIRST-YEAR STUDENTS
Credit is allowed for only one of the calculus sequences. The calculus sequence is a standard course in differential and integral calculus. Honors Mathematics A-B is for exceptionally well-qualified students who have strong advanced placement scores. It covers second-year Calculus (Math V 1201–2) and Linear Algebra (Math V 2010), with an emphasis on theory.
Calculus II is NOT a prerequisite for Calculus III, so students who plan to take only one year of calculus may choose between I and II or I and III. The latter requires a B or better in Calculus I and is a recommended option for some majors.
Introduction to Higher Mathematics (MATH V 2000) is a course that can be taken in their first or second year by students with an aptitude for mathematics who would like to practice writing and understanding mathematical proofs.
PLACEMENT IN THE CALCULUS SEQUENCE
College Algebra and Analytical Geometry is a refresher course for students who intend to take Calculus but do not have adequate background for it.
Advanced Placement: Students who have passed the advanced placement test for Calculus AB with a grade of 4 or 5 or BC with a grade of 4 receive 3 points of credit. Those who passed Calculus BC with a grade of 5 will receive 4 points of credit or 6 points on placing into Calculus III or Honors Math A and completing with a grade of C or better.
Calculus I, II, III: Students who have not previously studied calculus should begin with Calculus I. Students with 4 or higher on the Calculus AB or BC advanced placement test may start with Calculus II. Students with 5 on the Calculus BC test should start with Calculus III.
Honors Mathematics A: Students who have passed the Calculus BC advanced placement test with a grade of 5, and who have strong mathematical talent and motivation, should start with Honors Mathematics A. This is the most attractive course available to well-prepared, mathematically talented first-year students, whether or not they intend to be mathematics majors. Students who contemplate taking this course should consult with the instructor. If this is not possible ahead of time, they should register and attend the first class. |
The aim of this syllabus has been to produce a course which, while challenging, is accessible and enjoyable to all students. The course develops ability and confidence in mathematics and its applications, together with an appreciation of how mathematical ideas help in an understanding of the world and the society in which we live. It also extends the GCSE teaching and assessment methods into the sixth form.
Requirements
We would hope that students starting A-level or AS-level Maths had obtained a grade of A* or at G.C.S.E at Higher Level. Students who achieve B grade at Higher level will be considered, though they are likely to find the course difficult.
What could this lead to?
This A-level is an essential element for further study in mathematical areas and computer studies. The core elements in particular are highly desirable for those going on to study scientific, engineering and design related courses. Discrete maths gives a good background to a solving a range of problems in the modern world from the best route to take to grit roads in winter to understanding the processes involved in programming a computer. The statistical element is valuable for potential psychologists, geographers and biologists. Because passing Mathematics A-level demonstrates an ability to think logically and analytically it is also well regarded as a good qualification in all other areas. |
...
More About
This Book
Here
Forget higher calculus—you just need an open mind. And with this practical guide, math can stop being scary and start being useful.
Related Subjects
Meet the Author
Laura Laing graduated from James Madison University with a BS in Mathematics. After teaching high school math for four years, she became a staff writer for Inside Business. Her articles have appeared in Parade, The City Paper, Baltimore Sun, and The Advocate. Visit her October 8, 2011
great refresher course
This is a good refresher course on all the math you have forgotten over the years. The book is easy to understand and full of real life applications/examples. It has helped me with work and home situations. I have also used it as a tool to work on homework with my kids. I would definitely recommend it.
3 out of 3 people found this review helpful.
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Hahavens
Posted October 7, 2011
Great tips and shortcuts for everyday life math for the not-so-mathy types.
I'm a bit of a math freak, so while I picked up a couple new shortcuts, there wasn't all that much in this for me.
HOWEVER, after reading it, I knew it was just what my husband might need (he's that guy who always turns a little pink with embarassment as he hands me the restaraunt check, so I can figure the tip for him.)
He's taking it one thing at a time, and practicing what he learned for awhile after each chapter, so he's only a couple chapers in, but for the first time, all those same tricks I tried to teach him are finally starting to make sense to him, and stick!
Well done, Ms Laing. Well done!
2 out of 2 people found this review helpful.
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learn2live
Posted September 25, 2011
Highly Recommended - great
A great book for those that want to be up on the current math of the time very easy to follow and great examples
1 out of 2 people found this review helpful.
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Anonymous
Posted May 9, 2013
9/54 is _____ % ?
Answer: 17% here is how you do it: first you divide 9 by 54 and get .166666666666666......... . Then you round that to 17. I did that without the book. Have not bought it. This is from an 11 yr old 5th grader. Does the book tell you how to do that? In an easier way?
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Anonymous
Posted January 13, 2012
Nv
Wow. Lamo!!
0 out of 3 people found this review helpful.
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Anonymous
Posted January 18, 2012
Wo
I can only borow 1of ur books??
0 out of 2 people found this review helpful.
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Hatima
Posted October 12, 2011
Interesting
Intresting some nice tips. I think I will use it from time to time
0 out of 1 people found this review helpful.
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Bee57
Posted October 4, 2011
Not good
Did not like this book at all. It did not meet my expectations. I work with everyday business math and was unable to follow the book. Perhaps you can!
0 out of 3 people found this review helpful.
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saxston524
Posted October 3, 2011
Could Have Been Better!
This book by author Laura Laing was okay but not exactly what I was looking for. It's useful though. I'm still awful at math and some point will take a second look.
0 out of 2 people found this review helpful.
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LearnNext CBSE Class XII Maths NCERT Solved Exercises CD's excellent navigation enables the students to easily find what they are looking forward and they move a step further to a new level of up to date awareness when calculating, analyzing, problem solving, and evaluating.
In this CD Exercises and problems are solved with explanation in a coherent and much interesting manner by expert teachers, which help you to understand the problems in a fraction of seconds. Choosing of this package results to score more in the exams and as students learn how to apply and use higher order thinking skills, students learn how to question the accuracy of their solutions and findings.
This Pack is provided with real-life explanation for all Exercises prescribed in the NCERT Maths textbooks. Here each Maths problem is solved in and demonstrated in an interesting way. Students can learn all the solutions in audio-visual form which makes the study interesting. Our CBSE Class XII Maths NCERT Solved Exercises is just the way they are explained in a real-time class room. Students can literally take part in the step-by-step solution process of all the exercises. |
The Exciting Math Website For Kids. KidsNumbers.com is the absolutely free math resource designed by teachers, specifically for students and children of all ages.
This solutions manual accompanies the third edition of MathematicalMethods for Physics and Engineering, a highly acclaimed undergraduate mathematics textbook for ...
TABE 7 is also available in a large print edition for students who are visually impaired or have other handicaps. To ensure valid results when retesting the same ...
75 Chapter 4 A Problem-Solvin g Platform Problem solving should be the central focus of the mathematics curriculum. As such, it is a primary goal of all mathematics ...
Ponus Ridge Middle School: September 24, 2007 2 Part 1: The School Context Background information about the school Part 2: Overview What the school does well What the school ... |
1.To develop the
ability to think abstractly in order to read, understand and construct
mathematical proofs.
2.To explore
some of the discrete structures used in mathematics and computer science, such
as sets, functions, and relations.
3.To develop a
familiarity with algorithms, to be able to analyze their output using induction
and recursion and to be able to carry them out.
Academic Integrity: The nature of higher mathematics requires
that students adhere to accepted standards of academic integrity. Violations of
academic integrity include cheating, plagiarism, falsification and fabrication,
complicity in academic dishonesty, personal misrepresentation and proxy,
bribes, favors and threats. Cheating is a serious offense that will have grave
consequences for your academic life.
Students
who violate these standards will either fail the course outright or, at the
instructor's discretion, may merely receive a zero on any assignment for which
the student receives inappropriate assistance. Particularly serious violations
of these standards will be referred to the administration for possible
additional action.
Attendance: Attendance is expected; you should only
miss a class for a compelling reason. If you do miss a class, you are
responsible for any material that you miss, including any homework assignments
given in that class. Unexcused absences can result in a lower grade.
Homework: The only way to learn mathematics is by
doing problems, problems, and more problems. In addition to the labs, homework
will be assigned on a regular basis, and will form a substantial portion
of your final grade. Expect to spend a substantial amount of time studying and
working on homework. The general rule is two to three hours outside class for
each hour inside; this translates to about 6-9 hours of homework and personal study
per week.
Quizzes: Occasional unannounced quizzes may be given.
For purposes of determining the final grade, they shall be treated as a
homework assignment.
Guidelines for
Homework:
(1) Late work will not be accepted
without a compelling reason.
(2) Assignments are required to be
neat, clean, and paper-clipped or stapled.
(3) Assignments must include the
author's name, and a brief description of the assignment.
(4) Students are allowed to discuss
homework problems with their classmates, however all work that is turned in
must be the student's own work.
Any assignment that does not meet
these criteria may receive a deduction in score, or more generally will simply
be rejected.
Midterms: There shall be four midterm examinations,
tentatively scheduled for September 21, October 15, November 9, and December 5.
Attendance is expected. Make-up exams shall only be given for compelling
reasons; all excuses are subject to verification.
Final Exam: The Final Exam is scheduled for Wednesday, December 19, from
10:15-12:15.The final exam
will not be rescheduled. Attendance is expected; a make-up exam will not be
given without an extremely compelling reason. The final exam shall be
comprehensive.
Final Grade: Final grades shall be determined by the
following method:
Midterms40%Final
35%
Homework/Quizzes25%
Note the weight of
the final.
The last day to withdraw from the
course with a grade of "W" is November 7.
Help: If you have difficulty completing a homework assignment, do not
hesitate to ask for help, either from your friends, or from me. You are welcome
to stop by my office, for whatever reason, and at whatever time, even if there
are no office hours scheduled then. If you wish, you may also simply send an
e-mail message.
Web Page: My web page at has a
page devoted to this course, which contains the syllabus, and copies of exams
once they are given. Also archived on that site are copies of all of the old exams
that I have given while at Towson. |
Appendix D: Viewing Interactive ContentSignals and Systems
Collection Properties
Summary: This course deals with signals, systems, and transforms, from their theoretical mathematical foundations to practical implementation in circuits and computer algorithms. At the conclusion of ELEC 301, you should have a deep understanding of the mathematics and practical issues of signals in continuous and discrete time, linear time invariant systems, convolution, and Fourier transforms |
This article provides a status report on discrete mathematics in America's
schools, including an overview of publications and programs that have had major
impact. It discusses why discrete mathematics should be introduced in the
schools and the authors' efforts to advocate, facilitate, and support the
adoption of discrete mathematics topics in the schools. Their perspective is
that discrete mathematics should be viewed not only as a collection of new and
interesting mathematical topics, but, more importantly, as a vehicle for
providing teachers with a new way to think about traditional mathematical topics
and new strategies for engaging their students in the study of mathematics.
It has been suggested that activities in discrete mathematics allow a kind of
new beginning for students and teachers. Students who have been "turned off" by
traditional school mathematics, and teachers who have long ago routinized their
instruction, can find in the domain of discrete mathematics opportunities for
mathematical discovery and interesting, non-routine problem solving. Sometimes
formerly low-achieving students demonstrate mathematical abilities their
teachers did not know they had. To take maximum advantage of these
possibilities, it is important to know what kinds of thinking during problem
solving can be naturally evoked by discrete mathematical situations—so that in
developing a curriculum, the objectives can include pathways to desired
mathematical reasoning processes. This article discusses some of these ways of
thinking, with special attention to the idea of "modeling the general on the
particular." Some comments are also offered about students' possible affective
pathways and structures.
Experimental
Mathematics and Proofs in the Classroom
(Ulrich Kortenkamp, Berlin)
Experimental mathematics is a serious branch of mathematics that starts gaining
attention both in mathematics education and research. We give examples of using
experimental techniques (not only) in the classroom. At first sight it seems
that introducing experiments will weaken the formal rules and the abstractness
of mathematics that are considered a valuable contribution to education as a
whole. By putting proof and experiment side by side we show how this can be
avoided. We also highlight consequences of experimentation for educational
computer software.
Learning to prove: using structured templates for
multi-step calculations as an introduction to local deduction
(Tony Gardiner, Birmingham (Great Britain))
It is generally accepted that proof is central to mathematics. There is less
agreement about how proof should be introduced at school level. We propose an
approach - based on the systematic exploitation of structured calculation -
which builds the notion of objective mathematical proof into the curriculum for
all pupils from the earliest years. To underline the urgent need for such a
change we analyse the current situation in England - including explicit evidence
of the extent to which current instruction fails even the best students.
About traveling salesmen and telephone networks –
combinatorial optimization
problems at high school (Andreas Schuster, Würzburg)
This article introduces an investigation dealing with the question of what role
the mathematical discipline "combinatorial optimization" can play in mathematics
and computer science education at high school. Combinatorial optimization is a
lively field of applied mathematics and computer science that has developed very
fast through the last decades. |
The first is Cohen's Precalculus. If you don't remember things like the quadratic formula and trigonometry, then this will cover it all. The new edition seems to have typos, so you might want to look around for an older edition on Amazon. Otherwise, you can't go wrong with Sullivan
, which I have not used but heard good things about. Either one of these is better than Larson that's used in most high schools.
Then for calculus, I recommend Anton's Calculus Early Transcendentals. You may opt to skip chapter 0 if you do all of Cohen. If you still remember things like the quadratic formula, how to factor, distribute, etc., then you can skip Cohen and read the trigonometry review in Anton.
I came to this board looking for the same answer to the exact same question. I'm dropping out of comm to follow my hopeless dream of taking physics! Need to rebuild a solid math foundation to have any hope in hell at getting through four years of calculus and physics classes. I'll take your recommendations. Thanks a lot.
I recommended a few going from basic math to vector calculus (namely, Cohen/Sullivan and Anton). For linear algebra, you can go with Leon (which I've used and found boring, but it gets the job done) or Lay (which I've never used but heard other people say good things about).
One of my friends is a graphics researcher who self-studied from Leon, so it will definitely prepare you even if it's not the most fun book in the world.
I don't know of a single book but if you have a university nearby there is likely some kind of non-university bookstore which does buyback. You can probably find old editions of textbooks to guide you along the way. Pre-algebra and college algebra should be good enough. I'm assuming the college algebra book will include trigonometry, if not then make sure you get a trig book. You can probably skip geometry if you are familiar with areas and volumes of common figures. |
Math, an essential part of human
knowledge, has become increasingly important to individuals' lives. Today's
demanding world requires young people equipped with solid math foundation to enroll in the
field of high technology. That's the reason for the creation of Math Planet – a
dedicated web site to the advancement of mathematics. Math Planet will help the students
all over the world to build up a strong math skill so that they can confront
tomorrow's challenge. The best of all, Math planet is an education web site from two
math team students at Vestavia Hills High School which is famous for its achievements in
the math competitions around the nation.
Math Planet targets mainly toward high
school students. It will feature following main categories: a crash course on basic
Algebra and Geometry, an advanced course on Algebra and Trigonometry, a customizable
lesson plan based on individual level, a SAT and ACT math preparation course, a discussion
group for exchanging math ideas, a chat room for team problem solving, and a few
interactive math-related games. A high school student is recommended to take the basic
course first to evaluate himself/herself. Then he/she can take either the advanced course
or a customized lesson plan. After that, the student can either prepare for SAT or ACT
with SAT/ACT Math Preparation Course, or go into discussion group and chat room to
exchange math ideas with people from all over the world. An after hour fun section is also
provided to entertain students during the leisure time. If the lesson plan is carefully
followed, a student can see a significant improvement in his/her math skill and possibly
an improved score on the standardized tests.
Math Planet is a strong believer
in the advancements of mathematics. The creators of Math Planet will dedicate their minds
and strengths to the perfection of their works. It is also welcomed that the students from
all over the world to submit their ideas and comments to make Math Planet an even better
place for students and math enthusiasts. |
...However, unfortunately, too often high school algebra classes tend to be boring, confusing and overwhelming, and the algebra textbooks are getting just fatter with more and more colorful pictures and yet not any easier for students to understand or retain the material. What's needed though is a ... |
MATH 161
Mathematics for Elementary School Teachers I
Units: 1.5, Hours: 3-0
Number systems and their properties, the set of real numbers and its subsets, the interpretation of numerical operations with applications including combinations and permutations, standard computation algorithms, basic statistics, including simple sampling and design issues. Problem solving is emphasized throughout.
Note: Credit will be granted for only one of 161, 160, 160A, and no more than 1.5 units of credit in MATH courses numbered 100 or higher, excluding 120. Intended for prospective Elementary Education students.
Formerly: 160A
Prerequisites: One of Principles of Mathematics 11 or 12, Pre-calculus 11 or 12, Foundations of Mathematics 12. |
TEXTBOOK*
Combinatorics: A Guided Tour
David R. Mazur
Combinatorics is mathematics of enumeration, existence, construction, and optimization questions concerning finite sets. This text focuses on the first three types of questions and covers basic counting and existence principles, distributions, generating functions, recurrence relations, Pólya theory, combinatorial designs, error correcting codes, partially ordered sets, and selected applications to graph theory including the enumeration of trees, the chromatic polynomial, and introductory Ramsey theory. The only prerequisites are single-variable calculus and familiarity with sets and basic proof techniques. The text emphasizes the brands of thinking that are characteristic of combinatorics: bijective and combinatorial proofs, recursive analysis, and counting problem classification. It is flexible enough to be used for undergraduate courses in combinatorics, second courses in discrete mathematics, introductory graduate courses in applied mathematics programs, as well as for independent study or reading courses.
A hardcover version of this book is available in the MAA Store.
* As a textbook, Combinatorics does have DRM. Our DRM protected PDFs can be downloaded to three computers. |
Mathematics with Applications, CourseSmart eTextbook, 10th Edition
Description
For freshman/sophomore, 2-semester or 2—3 quarter courses covering college algebra, finite mathematics, and/or calculus for students in business, economics, social sciences, or life sciences departments.
This–39% of the 623 examples are new or revised, and 28% of the 5,288 exercises are new or revised. The Table of Contents lends itself to tailoring the course to meet the specific needs of students and instructors.
CourseSmart textbooks do not include any media or print supplements that come packaged with the bound book.
Table of Contents
Chapter 1: Algebra and Equations
1.1 The Real Numbers
1.2 Polynomials
1.3 Factoring
1.4 Rational Expressions
1.5 Exponents and Radicals
1.6 First-Degree Equations
1.7 Quadratic Equations
Chapter 1 Summary
Chapter 1 Review Exercises
Case Study 1: Consumers Often Defy Common Sense
Chapter 2: Graphs, Lines, and Inequalities
2.1 Graphs
2.2 Equations of Lines
2.3 Linear Models
2.4 Linear Inequalities
2.5 Polynomial and Rational Inequalities
Chapter 2 Summary
Chapter 2 Review Exercises
Case Study 2: Using Extrapolation to Predict Life Expectancy
Chapter 3: Functions and Graphs
3.1 Functions
3.2 Graphs of Functions
3.3 Applications of Linear Functions
3.4 Quadratic Functions
3.5 Applications of Quadratic Functions
3.6 Polynomial Functions
3.7 Rational Functions
Chapter 3 Summary
Chapter 3 Review Exercises
Case Study 3: Architectural Arches
Chapter 4: Exponential and Logarithmic Functions
4.1 Exponential Functions
4.2 Applications of Exponential Functions
4.3 Logarithmic Functions
4.4 Logarithmic and Exponential Equations
Chapter 4 Summary
Chapter 4 Review Exercises
Case Study 4: Characteristics of the Monkeyface Prickleback
Chapter 5: Mathematics of Finance
5.1 Simple Interest and Discount
5.2 Compound Interest
5.3 Annuities, Future Value, and Sinking Funds
5.4 Annuities, Present Value, and Amortization
Chapter 5 Summary
Chapter 5 Review Exercises
Case Study 5: Continuous Compounding
Chapter 6: Systems of Linear Equations and Matrices
6.1 Systems of Two Linear Equations in Two Variables
6.2 Larger Systems of Linear Equations
6.3 Applications of Systems of Linear Equations
6.4 Basic Matrix Operations
6.5 Matrix Products and Inverses
6.6 Applications of Matrices
Chapter 6 Summary
Chapter 6 Review Exercises
Case Study 6: Matrix Operations and Airline Route Maps
Chapter 7: Linear Programming
7.1 Graphing Linear Inequalities in two Variables
7.2 Linear Programming: The Graphical Method
7.3 Applications of Linear Programming
7.4 The Simplex Method: Maximization
7.5 Maximization Applications
7.6 The Simplex Method: Duality and Minimization
7.7 The Simplex Method: Nonstandard Problems
Chapter 7 Summary
Chapter 7 Review Exercises
Case Study 7: Cooking with Linear Programming
Chapter 8: Sets and Probability
8.1 Sets
8.2 Applications of Venn Diagrams
8.3 Introduction to Probability
8.4 Basic Concepts of Probability
8.5 Conditional Probability and Independent Events
8.6 Bayes' Formula
Chapter 8 Summary
Chapter 8 Review Exercises
Case Study 8: Medical Diagnosis
Chapter 9: Counting, Probability Distributions, and Further Topics in Probability
9.1 Probability Distributions and Expected Value
9.2 The Multiplication Principle, Permutations, and Combinations
9.3 Applications of Counting
9.4 Binomial Probability
9.5 Markov Chains
9.6 Decision Making
Chapter 9 Summary
Chapter 9 Review Exercises
Case Study 9: QuickDraw® from the New York State Lottery
Chapter 10: Introduction to Statistics
10.1 Frequency Distributions
10.2 Measures of Central Tendency
10.3 Measures of Variation
10.4 Normal Distributions
10.5 Normal Approximation to the Binomial Distribution
Chapter 10 Summary
Chapter 10 Review Exercises
Case Study 10: Statistics in the Law–The Castañeda Decision
Chapter 11: Differential Calculus
11.1 Limits
11.2 One-sided Limits and Limits Involving Infinity
11.3 Rates of Change
11.4 Tangent Lines and Derivatives
11.5 Techniques for Finding Derivatives
11.6 Derivatives of Products and Quotients
11.7 The Chain Rule
11.8 Derivatives of Exponential and Logarithmic Functions
11.9 Continuity and Differentiability
Chapter 11 Summary
Chapter 11 Review Exercises
Case Study 11: Price Elasticity of Demand
Chapter 12: Applications of the Derivative
12.1 Derivatives and Graphs
12.2 The Second Derivative
12.3 Optimization Applications
12.4 Curve Sketching
Chapter 12 Summary
Chapter 12 Review Exercises
Case Study 12: A Total Cost Model for a Training Program
Chapter 13: Integral Calculus
13.1 Antiderivatives
13.2 Integration by Substitution
13.3 Area and the Definite Integral
13.4 The Fundamental Theorem of Calculus
13.5 Applications of Integrals
13.6 Tables of Integrals
13.7 Differential Equations
Chapter 13 Summary
Chapter 13 Review Exercises
Case Study 13: Bounded Population Growth
Chapter 14: Multivariate Calculus
14.1 Functions of Several Variables
14.2 Partial Derivatives
14.3 Extrema of Functions of Several Variables
14.4 Lagrange Multipliers
Chapter 14 Summary
Chapter 14 Review Exercises
Case Study 14: Global Warming and the Method of Least Squares
Appendixes
Appendix A: Graphing Calculators
Appendix B: Tables
Table 1: Formulas from Geometry
Table 2: Areas under the Normal Curve
Table 3: Integrals
Answers to Selected Exercises |
I'm currently a 1st year engineering student and having taken AdMaths definitely helped me a lot in engineering maths 115. The entire 1st quarter syllabus was covered in the AdMaths program. I strongly recommend this program to anyone considering a university degree that involves calculus. |
Description
Digital media courses arise in a variety of contexts —Computer Science, Art, Communication. This innovative series makes it easy for instructors and students to learn the concepts of digital media from whichever perspective they choose. The Science of Digital Media demystifies the essential mathematics, algorithms, and technology that are the foundation of digital media tools. It focuses clearly on essential concepts, while still encouraging hands-on use of the software and enabling students to create their own digital media projects.
Instructor Resources:
Community Website
Solutions to Exercises in text
Student Resources:
Active Book (e-book version)
Example code from text (for students not purchasing interactive website)
Features & benefits
Three-book series on digital media acknowledges the interdisciplinary nature of digital media courses (often taught by Computer Science, Art, or Communications faculty). The first book is a universal introduction, while the other two books branch into discipline-specific areas – enabling instructors to choose the text that best suits their courses.
Digital MediaPrimercovers the core concepts of digital media without focusing on a specific discipline.
The Science of Digital Mediaconsiders digital media from a computer science perspective
Consistent Table of Contents across the series enables students and instructors to easily move across disciplines.
For example, while Chapter 2 in all three books covers the concepts of digital imaging, each book takes a unique approach: core concepts, computer science perspective, or art/design principles.
Interactive online tutorials explore important and difficult concepts using interactive animation and visualization in 3-D, perfect for instructor use during lecture or for students to review material outside of class.
Concepts are discussed from the perspective of computer science and mathematical principles,helping students build new knowledge of digital technology upon prior understanding.
For example, color model conversions have a mathematical foundation in linear and non-linear transforms, image filtering correlates with convolutions and matrix operations, and audio dithering is connected with graphing functions and summing functions. |
This course enables students to broaden their understanding of relationships and extend their problem-solving and algebraic skills through investigation, the effective use of technology, and abstract reasoning. Students will explore quadratic relations and their applications; solve and apply linear systems; verify properties of geometric figures using analytic geometry; and investigate the trigonometry of right and acute triangles. Students will reason mathematically and communicate their thinking as they solve multi-step problems.
Prerequisite: Mathematics, Grade 9, Academic or Applied + Transfer
Please note: Lorne Park also offers MPM 2DE as part of the Regional Enhanced Program
Foundations of Mathematics, Grade 10, Applied (MFM 2P)
This course enables students to consolidate their understanding of linear relations and extend their problem solving and algebraic skills through investigation, the effective use of technology, and hands-on activities. Students will develop and graph equations in analytic geometry;solve and apply linear systems, using real-life examples; and explore and interpret graphs of quadratic relations. Students will investigate similar triangles, the trigonometry of right triangles, and the measurement of three-dimensional figures. Students will consolidate their mathematical skills as they solve problems and communicate their thinking. |
Synopsis
This eBook introduces the topic of 3D Co-ordinates, Pythagoras and Trigonometry, starting with 2D (x,y) co-ordinates, extending that to 3D (x,y,z) co-ordinates, reviewing Pythagoras' Theorem and trigonometry before looking at fairly complex 3D Pythagoras and Trigonometry problems. Our range of Grade 9 & 10 math eBooks that are fully aligned with the UK Governments national curriculum. Our Grade 9 & 10 math eBooks comprise three principle sections. These are, notably: •Number and Algebra •Geometry and Measures •Statistics In addition, there exists a Publications Guide. Our math eBooks are produced such as that as well as a Publications Guide, and three principle publications corresponding to the principle sections (Number and Algebra, Geometry and Measures and Statistics) there are individual modules produced within each principle section which are published as eBooks. 3D Co-ordinates, Pythagoras and Trigonometry is a module within the Geometry and Measures principle section of our Grade 9 & 10 publications.
Found In
eBook Information
ISBN: 97813012955 |
Algebra Concepts and Applications
Algebra: Concepts & Applications, is a comprehensive Algebra 1 program that is available in full and two-volume editions.Algebra: Concepts & Applications uses a clean lesson design with many detailed examples and straightforward narration that make Algebra 1 topics inviting and Algebra 1 content understandable.
Volume 1 contains Chapters 1-8 of Algebra: Concepts & Applicationsplus an initial section called Chapter A. Chapter A includes a pretest, lessonson prerequisite concepts, and a posttest. Designed for students who are challenged by high school mathematics, the 2006 edition has many new features and support components.
show more show less
Pretest, Prerequisite Concept Lessons, Posttest
The Language of Algebra
Integers
Addition and Subtraction Equations
Multiplication and Division Equations
Proportional Reasoning and Probability
Functions and Graphs
Linear Equations
Powers and Roots
List price:
$77.12
Edition:
2007 (Student Manual, Study Guide, etc.)
Publisher:
McGraw-Hill Higher Education
Binding:
Trade Cloth
Pages:
834
Size:
8.00" wide x 10.00" long x 1.00 |
Mind Power Math - High School and College Math
This set of six CDs offers high school students basic and useful
practice in algebra 1, algebra 2, statistics, geometry, trigonometry and
calculus. In the Algebra 1 CD, for example, students choose from 12
chapters and pick a sub topic. After a written (and pictorial)
demonstration of the concept (e.g. ratio and proportion), students
answer 10 questions to show comprehension. Hint and Solution icons lead
to useful and straightforward help, and general progress is described
after each section. All things considered, although dry in format and
somewhat lacking in depth, this handy set of CDs offers understandable
explanations of difficult subject Sections: |
This book explains the algebra behind Rubik's Cube and other mathematicalgames. Although the book begins with logic and set theory, Singmaster says thatreaders should already be familiar with these subjects in order to understandthe book. He concludes his review with, "Enthusiastic students will learn a lotof mathematics from this book but must have the sense to skip bits which gettoo hard and return to them later or discuss them with others." |
Discrete And Combinatorial Mathematics - 5th edition
Summary: This applications. Excellent exercise sets allow students to perfect skills as they practice. This new edition continues to feature numerous computer science applications-maki...show moreng this the ideal text for preparing students for advanced study.
Features
This text has an enhanced mathematical approach, with carefully thought out examples, including many examples with computer sciences applications.
Historical reviews and biographies bring a human element to their assignments.
The Rules of Sum and Product. Permutations. Combinations: The Binomial Theorem. Combinations with Repetition. The Catalan Numbers (Optional). Summary and Historical Review.
2. Fundamentals of Logic.
Basic Connectives and Truth Tables. Logical Equivalence: The Laws of Logic. Logical Implication: Rules of Inference. The Use of Quantifiers. Quantifiers, Definitions, and the Proofs of Theorems. Summary and Historical Review.
3. Set Theory.
Sets and Subsets. Set Operations and the Laws of Set Theory. Counting and Venn Diagrams. A First Word on Probability. The Axioms of Probability (Optional). Conditional Probability: Independence (Optional). Discrete Random Variables (Optional). Summary and Historical Review.
The Principle of Inclusion and Exclusion. Generalizations of the Principle. Derangements: Nothing Is in Its Right Place. Rook Polynomials. Arrangements with Forbidden Positions. Summary and Historical Review.
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0201726343124.94 |
Automatic Sequences
This course is suitable for students of mathematics and theoretical computer science. The aim of this course is to obtain knowledge on a topic at the border of mathematics and computer science, about one of the simplest models of computation, using finite automata, and the "automatic sequences" that can be generated by them. There will be particular emphasis on aspects of elementary number theory, and the properties of numbers representated in various ways (such as binary expansion, continued fractions) by automatic sequences. What can be said, for example, about the connection between formal languages and digit properties of real numbers?
Description
The course will follow the lines set out by the textbook (see below) of Allouche and Shallit. After an introduction on various aspects of words and representations of numbers, the main concepts of finite automata and transducers are presented, with their links in the theory of languages. Element n of an automatic sequence A is generated by following the arrows between a finite number of states with output, in an order determined by the representation of the index n. Various examples (such as the famous infinite Thue-Morse, Rudin-Shapiro and Fibonacci words) are studied in detail, with respect to subword frequency, complexity, and overlap, among others. Results on the transcendence of real automatic numbers and of elements of function fields over finite fields are derived. Various generalizations are also briefly considered.
Organization
Weekly meetings will consist of a 75 minute lecture and a 60 minute problem/discussion session, approximately. At the rate of 1 chapter of about 25 pages a week, the student will be required to spend considerable time on reading and digesting the well-written text by himself, as well as on doing some homework problems.
Examination
There will be a written exam. Together with the average grade for homework handed in, this will determine the end grade (on a 50-50 base). |
A First Course in Linear Algebra, 2e is a coherent, self-contained introductory course on linear algebra, especially suited to first year students fresh out of school and mature age students returning to study after a period of absence.
Using simple examples with deep connections, the book includes...
This book provides general descriptions of children's learning and is intended to help show how children approach mathematics differently than adults. By connecting children's thinking to our own learning, we hope that this book will improve understanding of both mathematics and childre...
For courses in Differential Equations and Linear Algebra.Acclaimed authors Edwards and Penney combine core topics in elementary differential equations with those concepts and methods of elementary linear algebra needed for a contemporary combined introduction to differential equations and linear alg... |
Develop student understanding with the Discovering Math series. This 2-pack addresses various aspects of problem solving, including representation of quantities and patterns, mathematical modeling, algorithms, language and symbolism, and logic and proof. |
Goals
I want to help you improve your quantitative literacy, problem
solving skills, and mathematical confidence.
I want you to understand and know how to use the main elements of
vector calculus: the divergence, gradient, and curl; line and surface
integrals; and Greens Theorem, Stokes Theorem, and the Divergence
Theorem. We will also cover multidimensional integrals in Cartesian,
Polar, Cylindrical, and Spherical Coordinates.
I want to help you get ready for more advanced math and physics
classes by doing some challenging problems that will "stretch" you
some.
I want to have fun while working hard and learning a lot.
I hope to cover chapters 16-20 of our textbook. This is similar to the
material covered in most other Calc IV courses at colleges and
universities with trimesters or quarters. At some schools such a
course would be called vector analysis or vector calculus instead of
Calculus IV.
Evaluation
Your evaluation will be based roughly on the following:
Weekly Homework Assignments: 90 percent.
Class and Participation: 10 percent.
I recommend against grades; I believe they are more likely than not to
interfere with genuine, reflective learning. However, I will assign
grades (for those who so opt) by following the guidelines in the COA
Course Catalog. I do not have any quota of A's, B's, etc.
Policies, Advice, and Stuff:
Homework will be due Fridays at the end of the day. More than one
unexcused late homework assignment will result in me mentioning this
in your narrative evaluation and may result in a lowering of your grade.
You are strongly encouraged to work together on homework. You
can also consult me, class tutors, other faculty, friends,
and family. However, the homework you hand in should represent
your own understanding. This means that if your friends get a
homework problem and you don't understand how they did it,
you shouldn't photocopy their solution and turn it in.
Since this is a tutorial, in some cases you will be correcting
your own homework.
In addition to the regular homework assignments, I'd like to do
three in-depth assignments: one that is a challenging set of Maple
problems, one that is a challenging theory problem or a by-hand
calculation, and one that is an interesting application of vector
calculus.
Unless students prefer otherwise, I do not plan on giving any
exams in this class.
You'll want a calculator that can handle scientific notation,
trigonometry, and logarithms. There's no need to buy an expensive
graphing calculator.
The first half of this course, when we focus on multivariable
integration, will be a little "messy". The second half of the course
will be more elegant and less algebra-intensive.
We will be making use of Maple for this class. Maple is an
extremely powerful mathematics package that can do graphical,
numerical, and symbolic computations.
I will be sending out class info via email. Thus, it's important
that you check your email.
Academic misconduct -- cheating, plagarizing, etc. -- is bad. Any cases
of academic misconduct will result in a judicial hearing, as per
pp. 14-15 of the COA handbook. Possible consequences range from
failure of the assignment to expulsion. For more, see the revised statement on academic
integrity passed by the faculty winter term, 1999. |
second semester of algebra 1 credit retrieval course covers these Washington state standards: linear functions, equations, and inequalities, quadratic functions and equations, data and distributions.
Students begin with a diagnostic assessment on a Washington state standard within the Compass Learning program (CLO) and then based upon those results an individual learning plan is set up for the student. The student works the lessons needed and then demonstrates mastery of the skills in an assessment that must be passed before moving on to the next standard.
Because high school students have unique needs and experiences, CompassLearning ensures that students know where they are while challenging them to grow. Odyssey High School Math focuses on foundational skills to support learners, emphasizes repetition and practice of key skills, reinforces study habits, including note-taking, to sharpen studentsí comprehension, and covers National Mathematics Advisory Panelís concepts for success in algebra. |
The text comprises explanations and examples of basic arithmetic operations applied to whole numbers and fractions, a lengthy section on commercial arithmetic, and a brief account of square and cube roots at the end. |
Mathematical Modelling in One Dimension: An Introduction Via Difference and Differential EquatiUses a wide variety of applications to demonstrate the universality of mathematical techniques in describing and analysing natural phenomena. Difference and Differential Equations in Mathematical Modelling demonstrates the universality of mathematical techniques through a wide variety of applications. Learn how the same mathematical idea governs loan repayments, drug accumulation in tissues or growth of a population, or how the same argument can be used to find the trajectory of a dog pursuing a hare, the trajector... MOREy of a self-guided missile or the shape of a satellite dish. The author places equal importance on difference and differential equations, showing how they complement and intertwine in describing natural phenomena. The universality of mathematical techniques is demonstrated through a wide variety of applications and a description of basic methods for their analysis. The author places equal importance on difference and differential equations, showing how they complement and intertwine in describing natural phenomena. |
In Algebra 1, we'll begin with review of the fundamentals of Order of Operation, integers, fractions, and percents. With good grounding, we'll then explore the various algebraic tools of understanding the art of problem solving. We learn the language and working tools of the math tribe. |
Maths Year 9
Year 9 is the start of the GCSE programme of study and in Mathematics we continue to build on the work completed in Year 7 and 8. We change our focus from National Curriculum levels to GCSE Grades. Our aim is to provide a seamless transition from KS3 to KS4, and therefore we continue to work using a 'spiral' approach to the learning of the subject. This means that we break the areas of the curriculum down into chunks,and spread them out throughout the course of study with the aim of providing an increasing level of difficulty at the correct pace for the group, as well as developing the links between the different areas as we go. This continues throughout year 10 and 11.
Areas studied
Number & Problem Solving
Algebra
Geometry & Measures
Data Handling/Statistics
Top sets in year 9 and 10 will cover material from the GCSE Statistics course which they will take as an additional GCSE with the aim of completion at the end of Year 10.
Skills
During GCSE Mathematics students will be taught skills that enable them to function in other subjects and in everyday life. We continue to develop the numeracy skills taught in Years 7 and 8 but also develop the more abstract concepts required for GCSE. In particular, students will be taught how to present and analyse data accurately, they will be shown how to calculate percentages quickly and efficiently in their heads, and also how and when it is appropriate to use their calculators. They will study and learn how to convert between widely used measures including metric and imperial measures, and they will also learn how to problem solve, and how to present their findings in a meaningful way. They will also learn to use algebra and geometry to generalize, and to solve problems. The skills learnt during GCSE Mathematics prepare students for life after Year 11, and for those pupils that wish to continue studying the subject post-16 and take A level Mathematics, their GCSE studies will have prepared them for the rigours, as well as the beauty, of the subject.
Setting
Students are set according to their potential, based on prior results in tests and teacher assessments. We are combining both types of assessment to provide a rounded view of individual student understanding so that they are placed in the group that will best meet their Mathematical needs. They are also set challenging yet achievable targets based upon their KS2 results and in conjunction with their last exam result. Students will be in classes of no more than 30 students, and in lower ability groups, sometimes less than 15 per class. There will be opportunities throughout the year for pupils to move groups, according to their progress. Teachers will discuss movements at Mathematics Faculty meetings and decide if a move is in the best interest of the student.
Homework
Students will be set one piece of homework a week. Homework may be from the MyMaths website, which is marked automatically and immediately online, with a written piece of work at least once a fortnight. Both pieces will be designed to extend or consolidate class work, or will be revision work. Students should get written feedback from their teacher on their homework once a fortnight. In year 11, students will be given past papers to complete in the Spring term in preparation for their GCSE exam.
Assessment & Reporting
Students are assessed using a variety of methods with homework and class work being an important part of this. They will have a formal exam at the end of Year 9 and Year 10, to look at progress from previous years. There will also be interim reports throughout the year, as well as an annual full report according to the whole school timetable. Parents can contact class teachers at any time to get an update on their daughter's progress.
How parents can help
Ensuring that students come equipped to their lessons – students will need their own geometry set and a calculator for both class work and homework
Checking that students are completing homework tasks to the best of their ability, and encouraging them to seek support in plenty of time if they are struggling
Giving opportunities to work out how much change you should get in a shop, or to estimate shopping bills – it's a good mental Maths workout!
In Year 11, students are given a MathsWatch revision CD Rom – please encourage them to use it and ask them to show you how it works, its just like having a private tutor at home, but for free!
All pupils have access to MyMaths – they can revise or study independently at any time to complement their studies. It has a GCSE Statistics section too.
Most importantly, be positive about Mathematics at home – students that hear positive things about the subject at home are more likely to develop a positive attitude to it themselves! |
MathDork Tutorials
are the fastest way
to learn the
basic principles
of Algebra.
These lessons
jump into your brain!
They are based on
10 years of
private tutoring
experience.
24 MathDork Lessons - Here's What you get
Algebra Doesn't have to be so serious!!
Properties of Real Numbers
Commutative Property
See how the word "commutative" contains the word "commute?" This lesson illustrates why, when you move numbers around, they still add up to the same number, or multiply to give the same result. A funny alien theme.
Associative Property
Questions about the difference between commutative and associative? Clear it up in just a few minutes. And get the tool for remembering it forever! Theme: MathDork talks to girls at a party.
Distributive Property
Distribute means "multiply out over parentheses." See several examples of how this works.
Golden Rule
Golden Rule of Algebra
The trappings of ancient Egypt lead you through the Golden Rule of Algebra. Do Unto One Side of the Equation What You Do Unto the Other.
Order
Order of Operations
Animations illustrate how to simplify the messiest arithmetic expressions using the Order of Operations. You'll want to view this one a few times, and then you'll be ready to tackle any one of these. Theme: Please Excuse My Dear Aunt Sally.
Absolute
Absolute Value
What's the deal with those "bar" things? Many students of all ages have questions about absolute value. Here you will find an animated explanation that you will see nowhere else! View this lesson, and not only will you have the concept down pat, but working with signed numbers will make a lot more sense.
Signed Numbers
Signed Numbers – Basic Concepts
Covers the basics. How to simplify numbers with several signs in front of them, and a visual tool for remembering. Ever wonder why two negatives multiplied together make a positive? Here is the real explanation—and it makes sense!
Signed Numbers – Addition
How to add signed numbers (and subtract – since subtraction is adding the opposite). Game show theme using $$ examples.
Exponents
Exponents – Introduction
"MathDork" and "Mimi" answer the questions that most students ask about raising a number to a power. What is an exponent? How do you raise a number to a power?
Exponents – Multiplying and Dividing
No need to memorize "rules" for multiplying and dividing with exponents. With this animated explanation, you will know what to do.
Exponents – Power to a Power
Does raising a number to a power, and then to a power again make you feel powerless? A simple animated explanation that you will remember every time!
Working with Variables
Working With Variables – Identifying Like Terms
An endearing squeaky robot breaks down the concept of like terms into easy-to-understand bits and bytes. This interactive lesson works through several examples.
Working With Variables – Combining Like Terms
Our friend the robot teams up with a magnet-toting helicopter to help you identify like terms for simplifying an expression. This lesson is especially visually entertaining.
Working With Variables -- Substitution
An ant, a Chihuahua, and a nascar driver guide you through the substitution process. This topic, which some students find confusing, is actually quite simple. You will see!
Solving Equations
Solving Equations – Basics
Help MathDork buy some junk food. This interactive lesson demonstrates how to set up a basic equation.
Solving Equations – Solving With Plus and Minus
A panoply of strange characters illustrates the basics of word problems, and how to solve very basic equations.
Solving Equations – Solving With Multiplication and Division
A crazy caveman theme will make you smile, as you see examples worked out on a cave wall.
Solving Equations – Solving With Multiple Steps
Mini-Dorks (A little creepy if you ask us) show you how to solve 2- and 3-step equations. We recommended viewing this lesson multiple times, until you almost know the steps by heart.
Factoring
Factoring Numbers
This is the clearest demonstration you'll ever see of how to obtain the prime factorization of an integer. Factoring is kind of fun, and easy to check.
Graphing
Graphing – Basics
We're very proud of this set of four lessons on graphing. You'll find all of your basic graphing questions answered. How do you remember which is the X axis and which is the Y axis? When plotting ordered pairs, do you count the dots or the spaces? What if one of the coordinates is zero? Click the coordinates on the interactive self-quiz. |
Find millions of documents on Course Hero - Study Guides, Lecture Notes, Reference Materials, Practice Exams and more.
Course Hero has millions of course specific materials providing students with the best way to expand
their education.
CITS2200: Data Structures and Algorithms Exercise Sheet 0: Up Close and Personal with MacOSX AimThis exercise sheet introduces the MacOSX environment we will be using for this unit, including both the GUI environment and the underlying Unix operatin
Optical Methods of Analysis in Biochemistry Both quantitative and qualitative analysis of the interaction of electromagnetic radiation (light) with bio molecules In general the methods can be divided into three categories: I. Absorption (light) UV VI
PARTICLE ACCELERATION IN IMPULSIVE SOLAR FLARESJAMES A. MILLERDepartment of Physics, The University of Alabama in Huntsville, Huntsville, AL 35899, U.S.A.Abstract. We present the major observationally-derived requirements for a solar are particle
Variables, Functions, Equations and Graphs Questions and Answers on the Background and Objectives in Calculus I by Eric Carlen Professor of Mathematics at Georgia Tech Q1: What does calculus mean? The word calculus has the same root as calcium this
Conditional Probability, Hypothesis Testing, and the Monty Hall ProblemErnie Croot September 17, 2008On more than one occasion I have heard the comment "Probability does not exist in the real world", and most recently I heard this in the context of |
WEB PAGE EVALUATION Locate a web page
from the World Wide Web on a topic that pertains to Math 107.
Answer the questions below to help you evaluate your selected
web page.
SOURCE 1. Is the web
page from an organization, government, educational or personal
page?
2. List the author of the content on the web page. (If the author
is not clearly identified, so state.)
3. What credentials are given to indicate that the author has
expertise in this area?
4. List the information that is given to enable you to contact
the author or producer of this page. (e.g. e-mail, mailing address,
phone number, etc.)
STYLE 5. Is the layout
of the page clear and logical? Explain your answer.
6. How easy is it to navigate the site? (e.g. Are there buttons
for Back, Home, other links?)
ACCURACY 7. Is the information
free of spelling and grammar errors?
8. What documentation is given for factual information?
9. How could you check the accuracy of this information with another
source?
OBJECTIVITY 10. Who is the
intended audience for this page?
11. Are the goals of the person(s) or organization(s) presenting
the material clearly stated? If so, what are those goals?
12. Does the information presented try to persuade or sway your
opinion in some way? If so, how?
13. List any advertising you found on this web page.
CURRENCY 14. When was the
page written/revised?
15. How do you know how current the material is?
16. Are there links to other web pages? If so, do they work and
are they relevant and appropriate?
EVALUATION Based on your
answers to the questions above and the information you found on
this site, how would you rate this web page on a scale of 1(low)
to 5(high) as a valid source on this topic?
Explain your answer.
Do you get the same references using different search engines?
Explain.
Some search engine locations: |
Mathematics By Rd Sharma For Class 9th
On this page you can read or download Mathematics By Rd Sharma For Class 9th in PDF format. We also recommend you to learn related results, that can be interesting for you. If you didn't find any matches, try to search the book, using another keywords.
. two eighth-grade mathematics classes using different curricular materials in each of the classes. Lloyd (in press) studied a high school mathematics teacher's. PROBABILITY SYLLABUS IN CLASSES OF DIFFERENT LEVELS1 Mathematics teaching that aims to develop understanding is frequently associated with devoting considerable class time to.- and in low-achieving classes. This study examines actual practices of teaching mathematics and of classroom interactions in classes having different levels taught. |
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