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Outcomes:
Upon successful completion of this course, students
will:
• Understand and apply concepts in Algebra including slope , solving equations
for unknowns , graphing equalities and inequalities, and quadratic equations .
• Students will gain comprehension of the relationship of independent and
dependent variables, equations with multiple solutions, and recognize graphical
representations of these relationships.
• Solve and graph equalities and inequalities, demonstrate the concept of slope
and realize its application to everyday problems.
• Distinguish between expressions and graphs of functions and non-functions. Use
a graphing calculator to graph expressions .
Student Evaluation and Grading Policies:
As this course is designed to prepare the student for Algebra 1 in the fall ,
assessments will be utilized to gauge student comprehension and progress. A
narrative evaluation will be prepared at the end of the course regarding student
progress.
Target Group: Algebra 1 students (generally 9th grade)
Special education students required to
obtain a Regents Diploma as per their IEP.
"15:1" Meaning a ratio fifteen students to one
teacher.
Curriculum is modified to student needs.
Procedure:
Students will make a notebook entry containing
the necessary math language for unit . (See
Teacher note sheet)
Review location of keys on TI-82 needed for
finding square root.
Reference the teacher chart located on
front board.
Write five visual prompts on the board to find
their square root. Use Glencoe algebra 1, Resource
Master, 2-7, page 111, numbers 1,3,4,7,12,6
Introduce finding square root on the TI-84 using
the overhead projector connected to
TI View Screen™ Panel
Turn the calculator "on"
Press 2nd "x "squared to get the radical symbol , followed by" 64". Press "enter". The answer
which is calculated should be "8"
Use the same procedure for the next four
examples. Have a different student volunteer act
as the teacher during this guided practice.
Monitor to ensure proper procedure while using
the calculator/overhead.
Turning the TI-82 ON:
Find the "on" button on the bottom left hand column.
Press the "On " button".
If the last thing on the calculator is displayed, press the
"Clear" button. This will place the cursor at the upper left
hand of the screen to begin.
Finding "Square Root" on the TI-82:
Press "blue second" , then x squared
The radical symbol will appear on the screen.
Press the keys for the number for which square root are
needed.
Press "enter".
The square root will be shown on the screen.
Session two
Prior knowledge:
Student will use the proper steps to find the square root of
a given number on the TI-82 calculator.
Student can classify the set of numbers to which a real
number belongs. (Rational or irrational)
Student can apply place values to the ten thousandths
place.
Objectives:
Student will determine if square root of a number is
rational or irrational.
Student will display proficiency using TI-82 to find the
square root of a number.
Put five square root problems on the overhead, project
on the screen using Resource Master 2-7 Sills Practice
page 113
Students are to independently find the square root of each
to the nearest hundredth.
Ask a student volunteer to choose a problem to answer at
the overhead. Query the class,"Is the answer correct?"
The student volunteer will confirm his/her answer using
the calculator attached to the overhead.
If the student has answered the problem correctly, ask if
the answer is rational or irrational. Note next to answer.
Repeat for all example problems.
For independent practice, use a separate sheet of
paper, include proper heading.
Students will use Algebra 1 page 107,
complete, numbers 38, 41, 43, 46, 49
Collect independent practice to be used as participation
grade.
Notebook Entry
Rational numbers are numbers that can be expressed in the
form of a fraction. (a/b)
A and B are integers.
B cannot equal 0. (B≠0)
Example #1
¼, -¾, ½
A rational number can be expressed as a decimal that
terminates or repeats indefinitely.
Example # 2
.231
Or
.3333
An irrational number can not be repeating or terminating
numbers.
Example # 3
Session Three
Prior Knowledge:
Student will use the proper steps to find the square root of
a given number on a TI-82.
Objectives:
Student will independently find the square roots for given
Numbers using a TI -82.
Student will independently classify the square root of
the number as rational or irrational.
Procedure: Student will complete independently as per directions
Algebra 1 page 825; lesson 2-7, numbers 1 through 8.
Time limit is to be 15 minutes.
After completing worksheets, students will determine as
Group the values from least to greatest.
Group will confirm answers using the TI-84 Plus Silver
Connected to the overhead using the TI View Screen™Panel.
Collect independent practice work to be used as a
participation grade
Session Four
Prior Knowledge:
Student is able to classify a number as rational or
irrational.
Student will recognize and use symbols of inequalities
Objectives:
Determine the setoff numbers to which each real number
belongs.
Ordering real numbers from the least to the greatest.
Procedure:
Teacher will review using the overhead projector,
Use examples from page 107 Algebra text, numbers 32
through 49. Students are to classify as rational
and irrational numbers.
Solicit responses from students to come and write their
answer for the class on the overhead.
Teacher will give a series of fractions and square roots
to
Examine as a group from Resource Master Skill sheet 2-7
page 113, numbers 7 through 12.
Using the overhead calculator, student volunteer will find
the square root and/or the decimal equivalent of a
fraction. The student group will determine the answer as
rational or irrational.
Teacher will demonstrate to students ordering a given set
of real numbers from least to greatest. Using above page
Students are given independent practice to order real
numbers.
Collect as a participation grade.
Session five
Previous knowledge:
Student can round a decimal to the nearest hundredth.
Student can find the square root of a number using a TI-82
Objective:
Given a set of numbers, student will find the square root of
the number and round to the nearest hundredth.
Procedure:
Teacher will use the overhead projector when
demonstrating place value for decimals to the thousandths
place. Teacher created prompts.
Time permitting, review as a group using the overhead
calculator to find square root of the given.
Nearest hundredth will then be determined |
Mathematics 2205/3205 represents the new level II and III Honors
Mathematics courses being taught for the first time this year. Mathematics
2205 is taught during Term I and Mathematics 3205 is taught during Term
II. Taught at a very fast pace, these courses are designed for students
with a strong aptitude for mathematics and those who plan on attending
university following high school. Both courses rely heavily on the use of
the TI - 83 Plus Graphic Calculator and are taught utilizing a great deal of
technology throughout. The texts for the courses are Mathematics Modeling
II and Mathematical Modeling III. The final exam in Mathematics 3205 will
be a public exam delivered by the Provincial Department of Education. |
Statistics reveal that more than two-thirds of students fear mathematics as a subject. Needless to mention, most students loathe mathematics assignments. However, it is good to know that mathematics is one of the most interesting subjects, and if students take the suggestions and tips mentioned in this article, then they are sure to be able to present a decent assignment |
Elementary Technical Mathematics - 10th edition
Summary: Elementary Technical Mathematics Tenth Edition was written to help students with minimal math background prepare for technical, trade, allied health, or Tech Prep programs. The authors have included countless examples and applications surrounding such fields as industrial and construction trades, electronics, agriculture, allied health, CAD/drafting, HVAC, welding, auto diesel mechanic, aviation, natural resources, and others. This edition covers basic arithmetic including the metric...show more system and measurement, algebra, geometry, trigonometry, and statistics, all as they are related to technical and trade fields. The goal of this text is to engage students and provide them with the math background they need to succeed in future courses and careers. ...show less
2010 Paperback Fair CONTAINS SLIGHT WATER DAMAGE / STAIN, STILL VERY READABLE, SAVE! This item may not include any CDs, Infotracs, Access cards or other supplementary material.
$82.99 +$3.99 s/h
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Big Papa Books Davis, CA
Used book, may contain some writing and highlighting... (WK-I-HN)3.26.
$89.87 +$3.99 s/h
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BookSleuth Danville, CA
Fast Shipping ! Used books may not include access codes, CDs or other supplements.
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Campus_Bookstore Fayetteville, AR |
Ged Math Problem Solver - 2nd edition
Summary: The GED Math Problem Solverintegrates problem-solving and reasoning strategies with mathematical skills using problems encountered in everyday life. This text builds understanding of mathematical relationships by focusing on problem-solving skills, developing estimation and mental math strategies, and integrating algebra, geometry, and data analysis with arithmetic.FEATURES 25 lessons combining instruction, practice, and review Complete answer key, including solutions Cumulative...show more review and GED practice at the end of each lesson Test-taking lessons and practice Exercises using data and graphs collected in the appendix Calulator exploration using the Casiofx-260 Full-length GED Mathematics practice test ...show less
0072527552 Shows moderate to heavy wear. Pages may have a moderate amount of highlighting, etc. Used textbooks may not include cd or other accessories. Readable copy; just not pretty.
$3.9798 +$3.99 s/h
Acceptable
Trinity City Books Garland, TX
EXTENSIVE STAIN DAMAGE. 2ND EDITION. Former Library book. Intact & readable. PLEASE NOTE~ we rated this book USED~ACCEPTABLE due to likely defects such as highlighting, writing/markings, folds, crease...show mores, ETC. We ship from Dallas |
In the words of the author: Before writing my algebra series, it was painfully apparent that my students couldn't relate to the applications in the course. I was plagued with the question, "What is this good for?" To try to bridge that gap, I wrote some labs, which facilitated my students in collecting data, finding models via curve fitting, and using the models to make estimates and predictions. My students really loved working with the current, compelling, and authentic data and experiencing how mathematics truly is useful. My students' response was so strong that I decided to write an algebra series. Little did I know that to realize this goal, I would need to embark on a 15-year challenging journey, but the rewards of hearing such excitement from students and faculty across the country has made it all worthwhile! I'm proud to have played even a small role in raising peoples' respect and enthusiasm for mathematics. I have tried to honor my inspiration: by working with authentic data, students can experience the power of mathematics. A random-sample study at my college suggests that I am achieving this goal. The study concludes that students who used my series were more likely to feel that mathematics would be useful in their lives (P-value 0.0061) as well as their careers (P-value 0.024). In addition to curve fitting, my approach includes other types of meaningful modeling, directed-discovery explorations, conceptual questions, and of course, a large bank of skill problems. The curve-fitting applications serve as a portal for students to see the usefulness of mathematics so that they become fully engaged in the class. Once involved, they are more receptive to all aspects of the course. |
Why study calculus? Is it because you want to be a doctor, an engineer, a forensic scientist, a biologist, or a mathematician? Or is it because someone told you that it would be "good for you"? Well, all of those are certainly legitimate reasons. But if you aren't quite sure "Why calculus?" here is another reason: It is one of the greatest intellectual achievements of humankind, and, even more to the point, it is easily accessible to anyone who already has studied algebra, trigonometry, and geometry.
Gottfried Leibniz and Isaac Newton independently invented Calculus. Although the notation, terminology, and rigor may have changed or been standardized over the years, the concepts that we will study have not changed fundamentally since the work of the co-inventors in the 17th century.
We will begin Calculus with the study of Rates of Change and what are called derivatives. Rates of Change are all around us. For example, velocity is the rate of change of distance with respect to time; and acceleration is the rate of change of velocity with respect to time. So, we experience derivatives every time we ride in a car, or fly in an airplane. Calculus can also be used to compute areas and volumes of odd shapes with what are known as integrals. Thus, calculus has a place in architecture too.
That calculus is important in real-world applications is not in dispute. In fact, there are so many applications of calculus that studying it really is "good for you." Besides engaging in a worthwhile intellectual endeavor, you will be helping to keep your future career options open. That, from a practical point of view, is not a bad reason at all.
Moreover, studying calculus can be a lot of fun, but we will let you be the judge of that.
How to study calculus. Calculus has a lot of rules. We admit it! Find the derivative of this function, or the integral of that. However, you should train yourself to keep the rules in perspective: Always put the concepts first. When you study a given calculus concept, ask yourself three questions:
What is the picture (a graph or sketch) that I should have in mind?
What is the theorem or formula that gives a statement of the concept?
Do I know how to use the concept in different situations and with different numbers?
The above is what we might call "high-level thinking." It provides a way for you to stay oriented, to know what you are learning, and for what purpose. The rest is in the details, important though they are. The combined process is a lot like using a map to hike through the woods. Yes, you have to look at individual trees and their proximity to local landmarks to find your way, but you always want to keep the map and a compass handy to give an overview of the whole trip. So it goes with the study of calculus concepts. Always know where you are going, the direction to take to get there, and how to accomplish the task. The proof, though, is in getting there!
Practice, practice, practice. In the end, there is no other way. You cannot learn calculus by reading about it. You have to take a pencil and paper and work problems. Learning calculus, or mathematics in general, is a participatory activity. You have to do it to learn it, to make it your own.
Using Calculus on Demand to study calculus.
The Index page of COD (i.e., the page you see when you go to the web site with your Browser) has a picture of a Leibniz Wheel in the upper left-hand corner. Click on the Leibniz Wheel to find out what it is, and how it represents our philosophy of combining theory with practice in the study of calculus in a computing environment.
COD is a Calculus I course that gives an introduction to differential and integral Calculus that comprises roughly to the AB part of the AP exam. You will find the topics listed in the green left-hand sidebar of the COD index page. Clicking on a topic will take you to the Lecture-page on that topic.
Lecture pages: All the Lecture pages have the same layout. There is a short statement of the main thrust of the lecture, followed by these items:
Quick Question: This section is intended to get you thinking about the topic. Sometimes you can answer this question before studying the material of the Lecture, other times not. If you have answered the question, you can check its correctness by clicking Answer. If you don't think you know the answer to the Quick Question, it is better to wait and try the question again after you have studied the Textbook section, which should allow you to answer the question. As before you then can check the correctness of your answer by clicking Answer.
Textbook: Here you will find a link to on-line material from a textbook. At present, we are using the book Principles of Calculus Modeling: An Interactive Approach by Donald Kreider and Dwight Lahr. When you click on the topic in the Textbook section of the Lecture page, you will get a list of the material from the sections of this book corresponding to the COD topics. If you click a topic, you will launch an Acrobat Reader pdf file that will display the text on-line. You can open the link for the Lecture you are working on or for any other topic if there is something you have forgotten and want to review, or if you want to peek ahead. The textbook material will open in a separate window so that you can leave it open on your desktop while you are going through the rest of the lecture.
Today's Homework: The link here will take you to the WeBWorK login page. If you do not have a password, you can sign in as a practice user with practice1 as both the user name and password. If "practice1" is in use, try practice2, or practice3, etc. until you find one that is not in use. After logging in, you will see a page that has the option to "Begin Problem Sets." After selecting it, you will see a list of homework sets that are listed by day. For example, the homework set "Setm3f02day04" corresponds to the homework for COD Lecture 4. Similarly, "Setm3f02day13" is the homework for COD Lecture 13. Ignore the fact that the sets all say "CLOSED;" this just means that the answers are available, and that WeBWorK will not retain your answer once you log off. However, by choosing a problem set and "getting a problem" you may input your answers and WeBWorK will tell you if you are right or wrong. You could also get a copy of the problem set (in pdf).
You may not want to do the homework until you have looked at some Examples and tried the on-line Quiz. This will be true if you are studying the material for the first time. In that case, you should look at the Examples, take the Quiz, and review the Textbook material as necessary before turning to the homework exercises. For those students who have seen the material before, there is nothing wrong with going directly to the homework. You can always come back later to the examples and quiz as needed.
Quiz
: The quiz consists of a set of problems that come up in their own window. You can work out the answers on paper and check them by looking at the COD answers on-line.
Examples: Here you can find examples of problems and their step-by-step solutions on-line.
Applets: These carry out little computer programs that illustrate a calculus idea or provide a tool to implement a calculus procedure. Look at and experiment with them. They are meant to help you learn the material better, or to function much like advanced calculators. Don't be shy. Have fun with them.
Videos: Click on a video to see a calculus problem being worked out by real people. Be on the lookout for Dartmouth graduate students, faculty, and undergraduates. So far, there have been no lucrative film contracts in the offing, but who knows? How long did it take Matt Damon to be discovered?
Lecture-page sidebar: The green sidebar on the left contains links to several resources. First, there is a link to the Math 3 Course Home Page. Math 3 is the Dartmouth course for which COD is the on-line version. The Math 3 Home Page talks about all of the issues relevant to a student taking the course on campus in that particular term. We thought you might be interested. The next link on the COD sidebar gives the Syllabus for that offering of Math 3. The day-by-day syllabus corresponds to the layout of the Lectures in COD. Be careful, though, and don't be misled. If you are studying calculus on your own it may take more than one day to master the material of a given lecture: having a real live teacher does make a difference!
There is also a link to past Math 3 exams (covering Lectures 1-10, 11-19; and the course final). This link is called Practice Exams and should be used as such to test your understanding of blocks of the COD Lectures. There is also a Textbook Home Page link to the home page of the book Principles of Calculus Modeling: An Interactive Approach by Donald Kreider and Dwight Lahr. Here you will find section-pages that give links to calculus resources on the World Wide Web. And finally, there is a link to the Post a Comment page that we discuss below.
What do you do if you have a problem? If you are studying calculus in a classroom setting, you can talk to other students or to the teacher. However, if you are studying on your own, you can Post a Comment using the bottom link on the green sidebar of a lecture-page. There you can communicate with other students who also are studying calculus on-line. You could either state your problem and ask for help, or you may find that someone has already answered that or a similar question. You may even find questions that you can answer for other students. We encourage you to look at the Post a Comment section of COD on a regular basis. |
Examines currents in the development of mathematics and throughout ancient Egypt, Babylon, China, and the Middle East. It studies math's influence on society through the major events of Europe, contemporary developments, and some projections into the future, including the women and men who played key roles in evolution of mathematics.
Course Learning Outcomes:
Discuss some of the major milestones in the development of mathematics and how public thought was influenced by them: from early mysticism to the sixteenth century desire to classify and categorize that introduced Arabic numerals to England and forever altered commerce, navigation and surveying; From the belief in the power of rational, logical thought expressed by Newton or Boole to the loss of certainty expressed in Godel's Theorem. From a sense of the individual soul to the attitude of becoming a statistics and to the possibility that the human brain state can be modeled with a fairly sophisticated computer.
Do some mathematics of various time periods.
Discuss current directions in mathematics education.
Specified Program Learning Outcomes:
BACHELOR OF ARTS IN MATHEMATICS EDUCATION
Employ a variety of reasoning skills and effective strategies for solving problems both within the discipline of mathematics and in applied settings that include non-routine situations
Employ algebra and number theory ideas and tools as a base of a fundamental language of mathematics research and communication
Use current technology tools, such as computers, calculators, graphing utilities, video, and interactive programs that are appropriate for the research and study in mathematics
Use language and mathematical symbols to communicate mathematical ideas in the connections and interplay among various mathematical topics and their applications that cover range of phenomena across appropriate disciplines
MAJOR IN MATHEMATICS
Employ a variety of reasoning skills and effective strategies for
solving problems both within the discipline of mathematics and in
applied settings that include non-routine situations
Model real world problems with a variety of algebraic and
transcendental functions
Use advanced statistics and probability concepts and methods
Use current technology tools, such as computers, calculators,
graphing utilities, video, and interactive programs that are
appropriate for the research and study in mathematics
Use language and mathematical symbols to communicate
mathematical ideas in the connections and interplay among
various mathematical topics and their applications that cover
range of phenomena across appropriate disciplines
MAJOR IN MATHEMATICS WITH A PRELIMINARY SINGLE SUBJECT TEACHING CREDENTIAL (CALIFORNIA)
Employ a variety of reasoning skills and effective strategies for
solving problems both within the discipline of mathematics and in
applied settings that include non-routine situations
Use current technology tools, such as computers, calculators, graphing utilities, video, and interactive programs that are appropriate for the research and study in mathematics
Use language and mathematical symbols to communicate
mathematical ideas in the connections and interplay among various mathematical topics and their applications that cover range of phenomena across appropriate disciplines |
CBSE Board Textbook for Math
As we all know there are so many students who have problems in Math subject as they found Math as a difficult subject that is the reason we have introduced CBSE Board Math Text Books to the students. CBSE uses NCERT book for the students of all classes but for more practice and to increase the knowledge of students, you will find information about the reference books on our web site which are according to CBSE Pattern and Syllabus. CBSE Board Text book Math is really helpful to increase the knowledge about the subject. On our website you will find some question papers, Solved questions and answers, Question banks, Sample papers for all classes of students. The Math subject in school starts from Class 1 to Class 12th. We have given information about all classes but we have primary focus on Board exams as it is very important. In Board exams to score good marks, students need to do study from CBSE Board Math Text Book. For more practice of the questions, they can also study from references books, previous year sample papers.
You will find guess papers, question banks, Test Series which are made by our experts according to CBSE patterns. You will also get to know from our website about the marking system of the CBSE Board exams. We have the facility of online assistant about CBSE Board Math Text Book on our website. Our motive is to give all information about the CBSE Board Text books for Math to our students so that students will have complete knowledge about the books, syllabus, and pattern. It is also helpful in decreasing the fear of exams during the exams and it minimizes the stress level of the students and they can concentrate more in the studies to score good marks in examination
CBSE Board Textbook for Math by Class
CBSE Board Best Sellers
In order to keep pace with technological advancement and to cope up with CBSE Board examinations, Pearson group has launched Edurite to help students by offering Books and CDs of different courses online. |
Algebra
Topology is a large subject with many branches broadly categorized as algebraic topology, point-set topology, and geometric topology. Point-set topology is the main language for a broad variety of mathematical disciplines. Algebraic topology serves as a powerful tool for studying the problems inAdvanced Linear Algebra focuses on vector spaces and the maps between them that preserve their structure (linear transformations). It starts with familiar concepts and then slowly builds to deeper results. Along with including many exercises and examples, each section reviews what students need to …
Linear algebra forms the basis for much of modern mathematics—theoretical, applied, and computational. Finite-Dimensional Linear Algebra provides a solid foundation for the study of advanced mathematics and discusses applications of linear algebra to such diverse areas as combinatorics, …
Useful Concepts and Results at the Heart of Linear AlgebraA one- or two-semester course for a wide variety of students at the sophomore/junior undergraduate level
A Modern Introduction to Linear Algebra provides a rigorous yet accessible matrix-oriented introduction to the essential concepts of …
By integrating the use of GAP and Mathematica®, Abstract Algebra: An Interactive Approach presents a hands-on approach to learning about groups, rings, and fields. Each chapter includes both GAP and Mathematica commands, corresponding Mathematica notebooks, traditional exercises, and several …
Shows How to Read & Write Mathematical ProofsIdeal Foundation for More Advanced Mathematics Courses
Introduction to Mathematical Proofs: A Transition facilitates a smooth transition from courses designed to develop computational skills and problem solving abilities to courses that emphasize …
A collection of research articles and survey papers, Limits of Graphs in Group Theory and Computer Science highlights modern state of the art, current methods and open problems. The main research topics include the geometric, combinatorial and computational aspects of group theory. The book focuses …
Using mathematical tools from number theory and finite fields, Applied Algebra: Codes, Ciphers, and Discrete Algorithms, Second Edition presents practical methods for solving problems in data security and data integrity. It is designed for an applied algebra course for students who have had prior … |
In this video lesson, students will learn about linear programming and will solve a linear programming problem using the graphical method. Its focus is on the famous "Stigler's diet" problem posed by the 1982 Nobel Laureate in economics, George Stigler |
Basic Rules of Differentiation
In this lesson, Professor John Zhu gives an introduction to the basic rules of differentiation, including: the constant rule, constant multiple rule, and addition and difference rule. He gives an example for each.
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Basic Rules of Differentiation
Know very well. This is the
foundation for more advanced derivatives.
Constant rule:
Constant multiple rule:
Addition and difference rule:
Basic Rules of Differentiation
Lecture Slides are screen-captured images of important points in the lecture. Students can download and print out these lecture slide images to do practice problems as well as take notes while watching the lecture. |
This course is an extension of Algebra with the inclusion of a unique set of definitions. Trigonometry is the further advancement in the sequential progression of mathematical ''tools'' equipping the student with means necessary to cope with more complex and challenging problems. After students complete this course they will have an understanding of how trigonometry is used in day to day life and how it relates to other mathematical topics. The student will analyze and graph trigonometric functions and inverse trigonometric functions. Students will solve both right and oblique triangles. The student will perform operations on complex numbers in trigonometric form, work with vectors, and graph both polar and parametric equations. Students will use graphing calculators in activities that are appropriate to the topics being studied.
COURSE REQUIREMENTS AND REQUIRED MATERIALS:
The successful student will have a working knowledge of both algebra and geometry.
1. TEXT: Larson/ Hostetler Sixth Edition
2. A full-size binder for the purpose of organizing ALL class notes, class handouts, homework assignments, quizzes, and tests. Notebook checks will be random, and there will be no excuse for not having it upon request!
Note: These materials need to be in class with you everyday!
HOMEWORK:Assignments are given out every night, ( w/rare exception). Assignments are due on the day following the assignment. Absentees are required to make-up all missed work and produce any notes from classmates.
CLASS PARTICIPATION:Class participation is required. Students are required to participate in class discussion-this means it is necessary to BE PREPARED!
EXAMS AND QUIZZES:A test or a quiz will be given on a weekly basis; test follow the completion of each chapter, while quizzes are on partial or unfinished chapters
GRADING:Semester grades will be calculated as follows:
Class participation: 10%
Homework and Binder checks 10%
Midterm Exam 10%
Tests and Quizzes 55%
Final Exam 15%
GENERAL:To be a successful student in Trigonometry you must apply yourself fully
and to the best of your capabilities at all times and all assignments. Effort |
This Statistics video covers 38 topics in over 17 hours. This statistics course is covered by working out numerous examples in easy to follow, logical steps. The topics covered include addition rule, counting problems, multiplication rules and more. Each topic is covered thoroughly to give a student the understanding to work out problems on their own. The video is a great resource in any statistics course and will insure student's success.
3 options for purchasing-all with free shipping!
Option 1(DIGITAL DOWNLOAD) : Purchase a link to instantly view the video on our website or download it to your computer. Option 2 (CD SHIPPED) : You can purchase a CD which you can play on any computer. Option 3(DVD-SET SHIPPED) : You can purchase a DVD set which you can play on your DVD player (computer or television). For MAC users: Please purchase only the DVD version.
Math Videos and Online Tutoring- Instructional videos and tutoring for all levels through graduate school. All tutoring by college math professor. After a tutoring session you receive a recording of the entire tutoring session which you can view whenever you as often as you like. |
Book DescriptionCustomer Reviews
I am currently taking an Intro to Abstract Mathematics course and am using this book as a supplement. All of the topics are VERY well explained and to the point. I refer to this text more than I do my lecture notes and the appointed text for the class. I also have two other books on the subject and this text is by far the best in my opinion. If you want clarity, I recommend this book.
I am currently taking a 300 level course on proofing and Bridge to Abstract Mathematics is one of the required texts. This book is an excellent introduction to proofing. There is a huge intellectual leap between 200 level and 300 level proof based math courses that is often very difficult for college math students to make. This text does an wonderful job of bridging that gap. Many teachers and curriculum's in proof based courses expect students to somehow magically pick up the art and skill of proofing on their own. Morash takes the time to show the logic and art behind proofing that teachers often don't or can't teach. (Because they consider it trivial or they don't really understand it themselves!) The logic sections can be boring if you're not into truth tables but it is infinitely useful material if you want to learn to proof well. I've seen other books on proofing and they don't hold a candle to this one. Many of my math profs. recommend this book because it is the one they learned from when they were undergrads.
Simply a must for any upper division math student or any one heading into rigorous theory.
5 of 5 people found the following review helpful
5.0 out of 5 starsBest book on the subject in my collectionMar 21 2010
By student - Published on Amazon.com
Format:Hardcover|Amazon Verified Purchase
I kept buying books on the subject and none of them were exactly what I was looking for. Then I found this book and realized that it was the best. If you are looking for good, clear explanations, you will find them here.
Book Two. Bridging Topics: Relations, Functions, and Number Systems 7.Relations, part I: equivalence relations and partial orderings 8.Relations, part II: functions and mappings 9.Properties of the number systems of undergraduate mathematics 10.Construction of the number systems of undergraduate mathematics |
From time to time, not all images from hardcopy texts will be found in eBooks, due to copyright restrictions. We apologise for any inconvenience.
Description
Pearson Mathematics 8 Bridging Workbook is a write-in resource which is designed to bridge the gap between primary and secondary mathematics - the only series in the marketplace with a bridging workbook. For students that require extra support, this resource will help nurture their learning and enable a pathway into the Pearson Mathematics 8 Student Book.
Features & benefits
Write-in resource
The only bridging workbook in the marketplace for a maths series
Supports students through the transition between primary and secondary mathematics
Helps to support students who require more support
Pearson Mathematics Bridging Workbook is available for both Years 7 and 8
Target audience
Suitable for Year 8 |
Algebra is a major part of Mathematics, in that, it is used to find unknowns and accurate numbers to variables. It is especially important in everyday life as it can help anyone with buying/selling decisions as well as help solve many technological problems. |
-12 Students & Teachers
We offer several programs designed for middle and high school students and for teachers. From Math Camps to A Taste of Pi, our faculty and researchers engage the university community and the general public in a range of talks and activities related to mathematics.
SFU and UBC take turn in offering theCalculus Challenge Exam for high school students who may wish to obtain credit for calculus courses they have taken prior to attending university.
In Summer, we hold the annual regional SFU Math Camps for high school students supported by CMS and PIMS. These mathematical enrichment camps are by invitation only and provide an opportunity for students to see and experience hands-on exciting, engaging, and challenging mathematics presented by mathematicians from SFU's Department of Mathematics and by visiting faculty. And, during school year, students and teachers are invited to our A Taste of Pi program. |
Welcome, and I hope you find this useful. I will keep this site up to date with assignments and handouts. Feel free to use these pages as a way to contact me with questions and comments. If you miss a class, your homework can be found here as well, don't fall behind. Register for your class, and be sure to submit an email address that you check regularly.
You can register to receive updates by email whenever new material has been added to your class' page. Click on the "Subscribe for updates" link on the left.
Algebra 1 Standard (5A)
This course covers operations on signed numbers and algebraic expressions, polynomials and simple factoring, solution of equations and inequalities, and graphing.
This course develops a high degree of skill and accuracy in algebraic techniques. Skills covered in Algebra I – A are reviewed. There is further work on quadratics, including graphs of linear and quadratic equations. An introduction to negative exponents, logarithms, matrices, and systems with three variables is included.
This Course will include such topics as discrete functions, statistical analysis, probability applications, reasoning, communication, connections and problem solving. Real world hands‐on applications are used to investigate and apply the concepts in the course. Calculators are used to organize, analyze and present results. |
Dover's impressive collection of popular science books covers technology and invention, space and time, basic machines and computers, forces and fields, chaos, biographies of Einstein and Newton, and much more. We publish books by the famous pioneering scientists of yesterday as well as gifted authors of the 21st century, including George Gamow, Michael Faraday, Martin Davis, Morris Kline, Emilio Segrè, Ian Stewart, and Clifford A. Pickover.
To visit our main Math and Science Shop, please click here. And be sure to join our Math and Science Club for a 20% everyday discount, free newsletter, and other exclusive benefits.
Recommendations...Game Theory and Politics by Steven J. Brams Many illuminating and instructive examples of the applications of game theoretic models to problems in political science appear in this volume, which requires minimal mathematical background. 1975 edition. 24 figuresProducts in General and Popular MathematicsOur Price:$15.95
Advanced Trigonometry by C. V. Durell, A. Robson This volume is a welcome resource for teachers seeking an undergraduate text on advanced trigonometry. Ideal for self-study, this book offers a variety of topics with problems and answers. 1930 edition. Includes 79 figures.
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The Analytic Art by Francois Vičte, T. Richard Witmer Originally published in 1591, this work pioneered the notion of using symbols of one kind (vowels) for unknowns and of another kind (consonants) for known quantitiesOur Price:$12.95
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Challenging Mathematical Problems 2 Vol Set by Dover Save Over 11%! This 2-volume set of Challenging Mathematical Problems with Elementary Solutions features over 170 challenging problems ranging from the relatively simple to the extremely difficultOur Price:$8.95Our Price:$14.95
A Concise History of Mathematics: Fourth Revised Edition by Dirk J. Struik Compact, well-written survey ranges from the ancient Near East to 20th-century computer theory, covering Archimedes, Pascal, Gauss, Hilbert, and many others. "A work which is unquestionably one of the best." — Nature.
Our Price:$9.95 |
...The course of study is designed to extend the development of numbers to include the study of the complex numbers as a mathematical system, to expand the concept of functions to include quadratic, exponential and logarithmic
functions, to analyze the concepts, and to develop additional problem-sol... |
CRAFTY leads national initiatives to renew mathematics course work and instruction offered for students in their first two years of college. In making decisions about timely renewal efforts concerning lower level courses and programs, CRAFTY considers CUPM recommendations including the CUPM Curriculum Guide and information obtained from representatives of employers and of partner disciplines. In undertaking its initiatives CRAFTY collaborates with CUPM and CRAFTY's sister CUPM subcommittees as well as with other MAA committees and special interest groups.
Recent Focus of CRAFTY
The recent focus of CRAFTY has been on determining the mathematical needs of partner disciplines and on the College Algebra course.
The CUPM Curriculum Guide 2004 states that "Unfortunately, there is often a serious mismatch between the original rationale for a college algebra requirement and the actual needs of the students who take the course. A critically important task for mathematical sciences departments at institutions with college algebra requirements is to clarify the rationale for the requirements, determine the needs of the students who take college algebra, and ensure that the department's courses are aligned with these findings." In parallel with and in response to this charge from its parent committee, CRAFTY has been focusing its work on two related areas:
Determining the mathematical needs and priorities of our partner disciplines by convening a total of 22 weekend workshops of representatives of these disciplines.
Supporting efforts of mathematics departments to develop and offer an engaging and appropriate College Algebra course.
These efforts have culminated in the publication by the MAA of Partner Discipline Recommendations for Introductory College Mathematics and the Implications for College Algebra.
The volume begins with reports from participants in five disciplinary Curriculum Foundation II Workshops (Agriculture, Arts, Economics, Meteorology and Social Science) and a summary of the recommendations of the overall Curriculum Foundations project. It continues with the College Algebra Guidelines developed by CRAFTY and endorsed by CUPM, reports from a NSF supported college algebra project, and includes papers describing the results of efforts led by four different members of CRAFTY to improve college algebra, three at their home institutions and one with a consortium of HBCUs. Finally a set of recommendations for departments that are considering revitalizing college algebra are outlined. Revitalizing our introductory courses as proposed in the CUPM Curriculum Guide is not an easy task. The papers in this volume do not gloss over the difficulties, but instead are honest descriptions of efforts at a number of institutions and feature the ups and down of curricular development. CRAFTY believes that the volume will be a valuable tool for departments taking on this challenge. |
Exponential and Logarithmic Functions
4.1 Exponential Functions and Their Applications
4.2 Logarithmic Functions and Their Applications
4.3 Rules of Logarithms
The Trigonometric Functions
5.1 Angles and Their Measurements
5.2 The Sine and Cosine Functions
5.3 The Graphs of the Sine and Cosine Functions
5.4 The Other Trigonometric Functions and Their Graphs
5.5 The Inverse Trigonometric Functions
Trigonometric Identities and Conditional Equations
6.1 Basic Identities
6.2 Verifying Identities
Applications of Trigonometry
7.1 Law of Sines
7.2 Law of Cosines Systems of Equations and Inequalities
8.1 Systems of Linear Equations in Two Variables
8.2 Systems of Linear Equations in Three Variables
8.5 Inequalities and systems of Inequalities in Two Variables |
Current page is 5.4: Gauss
News
Gauss
Carl Friedrich Gauss
The Gauss Group is newly created this year and is in a transitional phase. When fully phased in, the Gauss class will target 9th and 10th grade students; this year the target is primarily 9th grade students (e.g., students who have moved up from last year's Euler class) and those students in adjacent grades both higher and lower who feel the class is right for them.
Present-year 10th graders may legitimately choose to join the Gauss class or the newly-named upper high school Cauchy class. This is a personal choice that may be guided by an interest in the topical mix of the Gauss class, or by an appetite for the higher level challenges of the Cauchy group. Students new to SDMC may find the Gauss group to be the more comfortable choice, while some students with past math circle experience be motiviated to try the Cauchy group.
Gauss students should be proficient with algebra and have a facility with geometry comparable to a full-year course at a basic level. Instructors will use algebra and basic geometry extensively without pausing to develop basic results. The topical mix is expected to draw from the full range of precalculus subjects such as algebra, geometry, trigonometry, analytic geometry, vectors, matrices, series etc.
Though we provide these guidelines, SDMC does not assign students to classes. Younger students who meet these academic criteria and who possess the maturity to integrate successfully with older students are welcome to participate in the Gauss class.
Gauss students tend to be very involved in mathematics competitions, so Gauss topics are sometimes oriented toward this end.
A couple of adult volunteers are needed in this class. Besides supervision, an important responsability of parent volunteers is to police the classroom at the end of each class session, to be sure the facilities are as clean and orderly as at the outset.
The "Gauss Coordinator" is a particular parent volunteer who assists SDMC in these matters. |
Peer Review
Ratings
Overall Rating:
This site provides graphs and in-depth historical background on dozens of famous mathematical curves such as the cycloid, conic sections, Lame curves, Lissajous curves, the tractrix, the Witch of Agnesi, and many others. It traces the development of each curve from its discovery to its further applications and includes the graph along with Cartesian and parametric or polar equations. Most of the curves have accompanying interactive Java applets to illustrate related curves such as inverse and evolute. The site contains many cross-references to math history topics and other sources. This is one of a number of sites that are part of the award-winning MacTutor History of Mathematics Archives; please see the review of the MacTutor site for more details.
Learning Goals:
Resource material for student papers on general math/history/mathematicians. Classroom enrichment for instructors.
Target Student Population:
General arts students with little mathematical knowledge or advanced users wanting to investigate the history aspect of the curves.
Prerequisite Knowledge or Skills:
None, but some background knowledge of calculus is useful for a deeper understanding.
Type of Material:
Reference material
Technical Requirements:
Most of the materials simply require a browser; to view the interactive Java applets for famous curves, the browser must be Java-enabled. Java applets work fine on Windows operating systems and on Mac systems using Internet Explorer; however, they do not seem to work using Macintosh operating systems and Netscape Navigator.
Evaluation and Observation
Content Quality
Rating:
Strengths:
Useful for both experienced and casual student users. Nicely written and easy to read. The interactive Java applets offer interesting insight into related curves. This site includes many links for those who want to follow up on more of the math details.
Concerns:
Please see the review for the MacTutor History of Mathematics Archives, the parent site for the Famous Curves web page. The MacTutor site is a rich and growing source of materials pertaining to the history of mathematics including biographies of mathematicians, mathematics in various cultures, time lines, famous curves (with Java interactivity), overview of math history, in-depth coverage of a large number of history topics, and more. Individual pages contain many crosslinks and material is well-written and useful for both casual and experienced users. There is also a searchable quotation index as well as a selection of recent articles on the history of mathematics education and Indian mathematics. Faculty as well as students will find much here to enrich their mathematical understanding and enjoyment.
Potential Effectiveness as a Teaching Tool
Rating:
Strengths:
Many crosslinks as well as references to other famous curves, mathematicians, math history topics, and more.
Concerns:
None.
Ease of Use for Both Students and Faculty
Rating:
Strengths:
Easily readable. Many links, both internal and external, to related topics and mathematicians.
Concerns:
Interactive JAVA on famous curves didn't run on a number of Mac operating systems with Netscape as a browser. Otherwise seemed stable and fast - especially the search engine. |
Written in a humorous, conversational style, this book gently nudges students toward success in pre-algebra and Algebra I. Workbook
Elementary Algebra
by Jacobs, Harold
Algebra for the homeschool student who really wants to know and
apply algebra. 1995 Hardback
Algebra
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School Search
MATHEMATICS DEPARTMENT
New York State requires that "helping all students become proficient in mathematics is an imperative goal for every school." As such, all New World High School students will demonstrate mastery of fundamental concepts in mathematics, including algebra, trigonometry and geometry skills, by passing four years of mathematics coursework.
In aligning with New York State's learning standards and core curriculum, each of our courses addresses conceptual understanding, procedural fluency, and problem solving. In doing so, we "will produce students who will: (1) have mathematical knowledge, (2) have an understanding of mathematical concepts, and (3) be able to apply mathematics in the solution of problems." |
IT Foundation Series - Mathematics (Class 9) is a reference book for Class 9 students in India to help them prepare for the IIT JEE (Indian Institutes of Technology Joint Entrance Examination) and other competitive examinations. The book is also useful for numerous talent search examinations such as the Olympiads and the NTSE (National Talent Search Examination). It is divided into 23 chapters. An overview of the IIT Foundation Series is presented as an introduction to the book. The first few chapters of the book cover topics like the number system, logarithms, polynomials, linear equations, quadratic equations, matrices, statistics, and probability. The subsequent chapters cover topics like banking, mensuration, geometry, trigonometry, locus, interest, ratio and proportion, profit and loss, shares and dividends, and time and distance. The topics are presented lucidly and adhere to the CBSE, ICSE, and other major education boards in India. Objective and subjective questions, and illustrative examples are also included. Common mistakes often made by students are highlighted to help them avoid the same. The book was published in 2012 by Pearson.
It's really a good book...i think for icse but also cbse one's can refer to it...but mainly it doesnt deal with all the chapters of class 9...If we practice from this book we will gain a lot of knowledge...and there's no problem in buying it. Well i gave it 4 stars because of the chapters...If it would have included more chapters for class 9 it would have been better but anyway its a good book!!! you should go for it!!!
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Nice Book ....for building the concepts strong
A very good book for building a strong foundation in mathematics .. It teaches a lot about questions pattern and topics .....but not too good for practice purpose it doesn't also provide demonstrative answers to the questions but it has a more helpful feature than that which is the hint which helps in finding the solution yourself and that is all what the book tells by the term "foundation"......
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GOOD PIECE TO BUY..
This is a good book and available @flipkart at a low price.
GOOD SERVICE BY FLIPKART TOO.
BUY THIS BOOK IT HAS GOT MANY QESTION AT THE END OF EACH CHAPTER.
and 4 concept level application too.
it is really intresting.
too good. the level of the problems match olympiad level making it very
easy and suitable for prepation .
but answers(full) must be provided for very difficult questions.
otherwise the theory,content,everything else otherthan its price are appeasing |
Lamont, MI Trigonometry
...Students who are beginning their study of calculus generally must first learn the concept of limits, which must then be applied in the study of derivatives and integrals. In the introduction to calculus, the derivative is presented as the slope of a line tangent to the graph of a continuous function. The integral is initially presented as the area between graphs of continuous functions.
... |
Math Courses Flowcharts
The following is a larger version (11 by 17 inch) of the same flowchart with some color showing all mathematics courses at College of the Redwoods. It indicates prerequisites and math level. The color may aid in viewing the information online.
Algebra Review Courses
These courses are designed as a compact review of material that has already been learned. The goal is to prepare for the math placement test and review material to get ready for the following semester's math class.
Math 372: College Arithmetic
A study of addition, subtraction, multiplication, and division of whole numbers, fractions, and decimals, with an emphasis on applications. Includes applications of proportion and percents, unit conversion, and averages. Problem solving, estimation, small group work, exploratory activities, and the communication of mathematical ideas are an integral part of the course. The use of scientific calculators will also be introduced.
Math 372L: Math Lab for College Arithmetic
Instructional support for students in College Arithmetic (Math 372), given in a self-paced lab environment. Students receive one-on-one and small-group instruction designed to enhance success in Math 372. Course-specific work will be assigned.
Math 376: Prealgebra
A comprehensive review of arithmetic involving whole numbers, fractions, decimals, and signed numbers. Students will solve problems involving ratios, proportions, percents and geometry. Basic algebra concepts and techniques such as, variables, simplifying expressions, solving equations and graphing linear equations will also be introduced. Problem solving, estimation and the communication of mathematical ideas are an integral part of the course.
Math 376L: Math Lab for Prealgebra
Instructional support for students in Pre-algebra (Math 376), given in a self-paced lab environment. Students receive one-on-one and small-group instruction designed to enhance success in Math 376. Course-specific work will be assigned.
Math 380: Elementary Algebra
A study of the real number system, first degree linear equations and inequalities, polynomial expressions and equations, factoring, radicals, quadratic equations, and the quadratic formula, interpretation of graphs, and problem solving techniques. Small group work and exploratory activities (including the use of the graphing calculator) are involved in this course.
Math 380L: Math Lab for Elementary Algebra
Instructional support for students in Elementary Algebra (Math 380), given in a self-paced lab environment. Students receive one-on-one and small-group instruction designed to enhance success in Math 380. Course-specific work will be assigned.
Math 101: Elementary and Intermediate Algebra Review
A course for students who have successfully completed course work in elementary or intermediate algebra. This course reviews topics from elementary and intermediate algebra and can be used as a refresher prior to enrolling in the next math course. This course can help students raise their level of math readiness. The level and depth of review will be adjusted to suit the individual student's needs.
Math 115: Math Confidence
A course for students who want an improved attitude toward learning math. Students explore feelings about math and develop strategies to overcome math phobia. Emphasis will be placed on study strategies and problem-solving skills designed to enhance success in courses in mathematics and in related areas.
Math 120: Intermediate Algebra
A course in which functions are investigated graphically, numerically, symbolically and verbally in real-world settings. Linear, quadratic, absolute value, polynomial, rational, radical, exponential, and logarithmic equations and functions are explored. Technology is integrated into all aspects of the course.
Math 120L: Math Lab for Intermediate Algebra
Instructional support for students in Intermediate Algebra (Math 120), given in a self-paced lab environment. Students receive one-on-one and small-group instruction designed to enhance success in Math 120 (or similar course). Course-specific work will be assigned.
GE Transfer Mathematics Courses
Math 5: Contemporary Mathematics
A study of mathematical concepts that include inductive and deductive reasoning, mathematical modeling and analysis of linear and exponential functions, geometric symmetries, geometry of fractals, sequences and series, dynamics of population growth, statistics, mathematics of finance and management science, mathematics of methods of voting, fair division, and problem-solving techniques that include a variety of practical problems. This course is designed for liberal arts students.
Math 15: Elementary Statistics
The study of statistical methods as applied to descriptive statistics and inferential statistics. An emphasis on the meaning and use of statistical significance will be central to the course. Students will use frequency distributions, graphs, measures of relative standing, measures of central tendency, measures of variability, correlation, and linear regression to explore descriptive statistics. Students will use the laws of probability and statistical tests (t-tests, chi-square, ANOVA, and regression analysis) to make decisions via hypothesis testing and estimate parameters using confidence intervals.
Math 52: Math Lab for Transfer Level Mathematics
A review of mathematical topics for students enrolled in any transfer level mathematics course. This lab will provide individualized instruction in a self-paced lab environment. Course specific work will be assigned. This course is designed to support Math 15/25/30/50a/50b.
Core Mathematics Courses
Math 4: Matlab Proramming
Math 45: Linear Algebra
The use and application of matrices in the solution of systems of linear equations, determinants, vector spaces, linear transformations, eigenvalues, eigenvectors, diagonalization, and orthogonality. Linear algebra is a core course in many engineering, physics, mathematics, and computer science programs.
Math 50A: Differential Calculus
A study of limits, continuity, and derivatives of algebraic, transcendental, and trigonometric functions. Applications of the derivative include optimization, related rates, examples from the natural and social sciences, and graphing of functions. The course introduces the integral and the connection between the integral and derivative.
Math 50B: Integral Calculus
The second in the series of three calculus courses. Integral Calculus develops a set of advanced symbolic and numerical integration techniques, building on skills developed in the first course in the series, Differential Calculus. The course includes applications of integration, sequences and series, and the use of the Taylor polynomial to approximate functions. Students are introduced to parametric and polar equations and to the solution of differential equations.
Math 50C: Multivariable Calculus
The third in the series of three calculus courses. Multivariable Calculus applies the techniques and theory of differentiation and integration to vector-valued functions and functions of more than one variable. The course presents a thorough study of vectors in two and three dimensions, vector-valued functions, curves and surfaces, motion in two and three dimensions, and an introduction to vector fields.
Math 55: Differential Equations
A study of ordinary differential equations and solutions, equations of first and second order, linear differential equations, systems of equations, phase plane analysis, existence and uniqueness theorems, applications and modeling. |
A unique, proven way to introduce algebra to your children. New concepts are explained in a simple language and examples are easy to follow. Word problems, solving equations, inequalities, integers, rational numbers, graphs, square roots, and more. Could be used for a full-year introduction to algebra course. |
Essential Matlab for Engineers and Scientists
This book provides a concise and well balanced overview of the functionality in MATLAB®. It facilitates independent learning with coverage of both the fundamentals and applications in two parts. The essentials of MATLAB are illustrated throughout with many examples from a wide range of familiar scientific and engineering areas, as well as from everyday life. This is an ideal textbook for a first course on MATLAB or an engineering problem solving course using MATLAB, as well as a self-learning tutorial for professionals and students who are expected to learn and apply MATLAB themselves.
New to this edition:
Updated with the features of Matlab R2012b
Expanded discussion of writing functions and scripts
Additional coverage of formatted output, including more discussion on fprintf
More exercises and examples throughout
New chapters on Symbolic Math and SIMULINK® toolboxes
Companion website for the reader, providing M-files used within the book and selected solutions to end of chapter problems. Visit store.elsevier.com and search on "Essential Matlab"
About the Authors Brian Hahn was a professor in the Department of Mathematics and Applied Mathematics at the University of Cape Town. He received a PhD from University of Cambridge. In his career Brian wrote more than 10 books to teach programming languages to beginners.
Daniel Valentine
is an Associate professor of Mechanical and Aeronautical Engineering at Clarkson University. He is Affiliate Director of the Clarkson Space Grant Program which is part of the New York NASA Space Grant Consortium, and is a co-author of Aerodynamics for Engineering Students 6e (Butterworth Heinemann, 2012).
Audience First time users of Matlab. Undergraduates in engineering and science courses that use Matlab. Any engineer or scientist needing an introduction to MATLAB. |
Multivariable calculus in college is generally a semester course, so if you have it for a full year in your high school, it is likely to be easier (slower paced) than calculus BC. Linear algebra and differential equations is typically the other semester of the college sophomore level math courses.
If you do take calculus BC as a junior and want to take true college level math courses afterward, consider taking transferable-to-the-state-flagship courses in multivariable calculus, linear algebra, and differential equations in community college as a senior. Note: these classes in community college will be filled with aspiring transfer students intending to major in math, statistics, physics, chemistry, computer science, and engineering when they transfer to four year schools. |
0470424133
9780470424131
Number Theory: Number Theory: A Lively Introduction with Proofs, Applications, and Stories, is a new book that provides a rigorous yet accessible introduction to elementary number theory along with relevant applications.Readable discussions motivate new concepts and theorems before their formal definitions and statements are presented. Many theorems are preceded by Numerical Proof Previews, which are numerical examples that will help give students a concrete understanding of both the statements of the theorems and the ideas behind their proofs, before the statement and proof are formalized in more abstract terms. In addition, many applications of number theory are explained in detail throughout the text, including some that have rarely (if ever) appeared in textbooks.A unique feature of the book is that every chapter includes a math myth, a fictional story that introduces an important number theory topic in a friendly, inviting manner. Many of the exercise sets include in-depth Explorations, in which a series of exercises develop a topic that is related to the material in the section. «Show less
Number Theory: Number Theory: A Lively Introduction with Proofs, Applications, and Stories, is a new book that provides a rigorous yet accessible introduction to elementary number theory along with relevant applications.Readable discussions motivate new concepts |
...This includes the review of natural numbers, new types of numbers like integers, fractions, decimals and negative numbers, the factorization of natural numbers, understanding and use of the Associative Property and Distributive Property, Simple (integer) roots and powers. Pre-Algebra also includ... |
MATH TREK Algebra 1
04/01/04
For curriculum-based algebra instruction, teachers and students can use MATH TREK Algebra 1. The multimedia program includes tutorials, assessments and student tracking. Students can use the program's scientific calculator, glossary and journal to help them complete the various exercises and activities. The assessment and student-tracking features provide immediate feedback to students so that they can stay on top of their progress. This engaging program, complete with sound, animation and graphics, can be used on stand-alone computers or a network. NECTAR Foundation, (613) 224-3031 |
Description The first half of a modern high school algebra sequence with a focus in seven major topics: transition from arithmetic to algebra, solving equations & inequalities, probability and statistics, proportional reasoning, linear equations and functions, systems of linear equations and inequalities, and operations on polynomials. Students enrolled in this course must take the WA State High School End of Course Algebra Assessment if they have not attempted it once already. Prerequisite: Must be working toward a high school diploma. |
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. |
hard algebra problems and answers
I'm not understanding hard algebra problems and answers |
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in Our World
"Mathematics in Our World" is designed for mathematics survey courses for non-science majors. The text covers a variety of topics designed to foster ...Show synopsis"Mathematics in Our World" is designed for mathematics survey courses for non-science majors. The text covers a variety of topics designed to foster interest in and show the applicability of mathematics. The book is written by our successful statistics author, Allan Bluman. His easy-going writing style and step-by-step approach make this text very readable and accessible to lower-level students. The text contains many pedagogical features designed to both aid the student and instill a sense that mathematics is not just adding and subtracting0073311821-5-1-3 Orders ship the same or next business day. Expedited shipping within U.S. will arrive in 3-5 days. Hassle free 14 day return policy. Contact Customer Service for questions. ISBN: 9780073311821.
Reviews of Mathematics in Our World
This book was in terrific condition and came sooner than expected for my husband's college course. Even better, the book is the teacher's edition and had some great helps for those of you who are rusty on math procedures for different real-world applications.
If you need tyo brush up your math |
1s Upon A Time by Richard Kerr
Price: Free! 3840 words.
Language: English. Published on April 4, 2011. Nonfiction » History » History of things.
(4.00 from 1 review)Calculus Fundamentals Explained by Samuel Horelick
Price: $9.00 USD. 34400 words.
Language: English. Published on October 4, 2009. Nonfiction » Education and Study Guides » Study guides - Mathematics.
This textbook is written for everyone who has experienced challenges learning Calculus. This book really teaches you, helps you understand and master Calculus through clear and meaningful explanations of all the ideas, concepts, problems and procedures of Calculus, effective problem solving skills and strategies, fully worked problems with complete, step-by-step explanations. |
Affine flag manifolds are infinite dimensional versions of familiar objects such as Gramann varieties. The book features lecture notes, survey articles, and research notes - based on workshops held in Berlin, Essen, and Madrid - explaining the significance of these and related objects (such as double affine Hecke algebras and affine Springer fibers)... more...
There is a contest at a school to design a new playground. The students use blocks to build their models. As they build, they use three-dimensional shapes. Some students build a train out of blocks for the younger students to play on. Can you guess which three-dimensional shape they use for the train's wheels? Read to find out which design wins.... more...
The focus of this book and its geometric notions is on real vector spaces X that are finite or infinite inner product spaces of arbitrary dimension greater than or equal to 2. It characterizes both euclidean and hyperbolic geometry with respect to natural properties of (general) translations and general distances of X. Also for these spaces X, it studies... more...
You, Too, Can Understand Geometry - Just Ask Dr. Math ! Have you started studying geometry in math class? Do you get totally lost trying to find the perimeter of a rectangle or the circumference of a circle? Don't worry. Grasping the basics of geometry doesn't have to be as scary as it sounds. Dr. Math-the popular online math resource-is here to help!... more...
You, too, can understand geometry---- just ask Dr. Math ? ! Are things starting to get tougher in geometry class? Don't panic. Dr. Math--the popular online math resource--is here to help you figure out even the trickiest of your geometry problems. Students just like you have been turning to Dr. Math for years asking questions about math problems,... more...
The family in this book is moving to a new neighborhood. They have a lot of work to do! They need to unload the moving truck, unpack boxes, and put everything away. The kids make new friends and discover all the fun they can have with the empty boxes. While building forts from the empty packing boxes, the kids discover many new shapes and their dimensions.... more...
A genuine introduction to the geometry of lines and conics in the Euclidean plane. Example based and self contained, with numerous illustrations and several hundred worked examples and exercises. Ideal for undergraduate courses in mathematics, or for postgraduates in the engineering and physical sciences. more...
Like other areas of mathematics, geometry is a continually growing and evolving field. Computers, technology, and the sciences drive many new discoveries in mathematics. For geometry, the areas of quantum computers, computer graphics, nanotechnology, crystallography, and theoretical physics have been particularly relevant in the past few years. There... more... |
A First Course in Linear Algebra, Waldron Edition
This is a bound, softcover version of the textbook, with the majority of the Version 2.00 content. $5 of the purchase price will support this experiment in making quality textbooks available at reasonable prices.
A First Course in Linear Algebra is an introduction to the basic concepts of linear algebra, along with an introduction to the techniques of formal mathematics. It begins with systems of equations and matrix algebra before moving into the theory of abstract vector spaces, linear transformations and matrix representations.
It has numerous worked examples and exercises, along with precise statements of definitions and complete proofs of every theorem, making it ideal for independent study.
Distributed under the open-content GNU Free Documentation License (GFDL), evaluation copies, an online version and updates are available at the book's website, |
REQUISITES
Prerequisite:
MATH C152 Systems of Linear Equations
1. systems solution
2. Gauss-Jordan and Gaussian elimination
3. applications
B. Matrices
1. matrix algebra
2. properties of matrices
3. inverse of a matrix
4. applications
C. Determinants
1. properties
2. numerical evaluation
3. relationship with matrices
4. systems of equations
D. The Vector Space R
1. vectors
2. subspaces
3. linear combination of vectors
4. linear dependence and independence
5. bases, dimension, and rank.
E. N-Dimensional Euclidean Space
1. dot product, norm, angle, distance
2. orthonormal vectors, projections.
F. General Vector Spaces
1. generalizing the concept of a vector space
2. inner product spaces
3. applications.
G. Linear Transformations
1. matrix transformations, kernel, range
2. transformations and systems of linear equations
3. coordinate vectors
4. matrix representation of linear transformations
5. applications
H. Eigenvalues and Eigenvectors
1. definition of eigenvalues and eigenvectors
2. computation
3. diagonalization of matrices
4. applications (Use for short answer and essay answers exams.)
A. tests on course content, to include solving equations as well as demonstration of specific skills. B. quizzes (in-class and take-home) to include solving equations as well as demonstration of specific skills. C. group work to analyze and solve application problems.
TEXTS, READINGS, AND MATERIALS: Instructional materials may include but are not limited to |
SQ3R Modified for Math
0.00 (0 votes)
Document Description
Math classes are very difficult for most people. Part of the reason why
is that the text can be extremely complex to read. By using the SQ3R reading
strategy modified for mathematics, you can read through and learn your
mathematics text more efficiently. Also, using this strategy will help you
understand and remember the information better. When you practice and use
SQ3R you will become more confident about your math ability and be able to
attain better grades.
Question 1
(a) Land is heterogeneous in nature. Explain.
(b) What is meant by efficiency of labour? Give one reason for low efficiency of labour in India.
(c) Mention two important characteristics of ...
Are you having difficulty working out Math problems? Stuck with your homework and,having nightmares before your next Math test? if yes, tutors here at TutorVista can help you.TutorVista's Online Help ...
Area of a rectangle specifies an area in the coordinate space that is enclosed by the
rectangular object. To find the area of a rectangle, multiply the length and the width.
Area is usually measured ...
The total space inside the boundary of the square is called as the area of a square.
The area of a square is measured in terms of square units.
In geometry, a square is one of the types of a regular ...
Content Preview
SQ3R Modified for Math
Overview: Math classes are very difficult for most people. Part of the reason why is that the text can be extremely complex to read. By using the SQ3R reading strategy modified for mathematics, you can read through and learn your mathematics text more efficiently. Also, using this strategy will help you understand and remember the information better. When you practice and use SQ3R you will become more confident about your math ability and be able to attain better grades.
Reading the introduction and conclusion Reading any questions provided by the authorusually at beginning or end Look at the problems at the end of the chapter Identify and look up any new terms or theorems Review any previously learned terms or equations that you might need to know
Why this step is so important:
When you survey the chapter you are familiarizing yourself with the content and style of the author. You will be better prepared to learn your mathematics information. You will also gain insight into how the sections of the chapter fit together, thereby making it easier for you to understand the math applications necessary.
Practice it!
Open your math textbook to the chapter that you must read for homework. Follow the steps above, paying careful attention to the structure of the chapter. Use the space below to identify any unknown terms and look them up in the glossary.
After you have surveyed the chapter, and using what you have learned from class, you should be able to formulate some questions about the reading. Maybe it is something that you are confused about, or something that you are curious to see how a certain problem is solved. You should use the introduction, conclusion, any other chapter sections, and/or class notes to help you develop some questions about the chapter.
Why this step is so important:
When you formulate questions about a topic, you are automatically going to be stimulated to answer those questions. We, by nature, are curious beings. This question and answer technique will help you focus on the topic, helping you maintain concentration and learn better.
Practice it!
Open again to the chapter assigned to you to read. Briefly skim through the first section of the chapter and develop a question that you would like to know the answer to (and you think will be answered in that section). After you have generated a couple of questions for the first section, you will read to answer those questions. Use the bottom of this page to list your questions for the different sections of the chapter.
This step is used in conjunction with the previous Question step. By breaking the chapter into parts by asking questions and reading to find the answers, you are actively reading. So, by this stage you should already: Know what all the vocabulary and symbols mean Have formulated questions for the section you are about to read
Read to answer those questions. Write the answers down. After you have read the entire section, you may want to jot down other notes, ideas or questions that you may have.
Why this step is so important:
You are now learning how to read actively! You are taking responsibility for your own learning by staying focused and concentrating on important pieces of information. Also, it is vital that you read actively in math, especially to do well in the next step, Study the Problems.
Practice it!
Look back to the questions that you created for the first section. Read the section carefully, paying close attention to answering that question and also for any other main ideas that may come up. Use the space below to write the answers to your questions and any other important facts.
You are now ready to Study the Problems. This is the hard part for most people. But you should feel confident: You know the vocabulary terms and symbols and have read actively throughout the chapter. So, here's what to do next: Look back to the problems presented in the text Analyze it, putting abstract formulas in your own words Ask yourself these questions: • What concepts, formulas, and rules were applied? • What methods were used to solve the problem? Why was that method used? • What was the first step? Second step? And so on… • Have any steps been combined? • What differences or similarities are there between examples in the book and any homework problems? Draw diagrams, and use labels
Remember—Take Notes and write things in your own words as much as possible. This step will take a while, but it is well worth the effort!
Why this step is so important:
This is probably the most critical part of reading Mathematics material, and actually learning from it! This is what the majority of your class lectures will be about, and I would guess most of your test questions will be about too. When you can think about each problem, analyze it, and put it into your own words, you will have it made in Math class!
Use the bottom space to go over the first problem presented in your chapter. Keep in mind the questions provided above. Take notes in your own words. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ _____________________________________________________________________________
Recite A good tip—after studying the problem, close the book and do it yourself!
What to do during this step:
Go over what you have just done with the problems, and verbalize, verbalize, verbalize! Putting problem solving into your own words will help you remember what to do on different problems. Focus on the processes used, not specifically the answer. Ask yourself these questions: What concepts, formulas, and rules did I apply to solve the problem? What methods did I use? How did I begin? Walk yourself through the problem again out loud. Can I do this problem another way? Can I simplify it? Does this problem compare with others from class or homework?
Talk out the problems and then write down your explanations in your notes.
Why this step is so important:
This is the only way to really learn your mathematics material. You will be much better prepared for classes and for your exams. When you talk things through in Critical Reading Strategies Research Project Page 6 of 6 Florida Intl' University Learning Center Principal Investigator: Dr. Patsy Self Project Coordinator: Taryn Emmerich your own words, you are stamping that information into your mind. This step will help you remember how to solve math problems so that you don't forget.
Look back at the problem you studied in the last step. Talk out the steps and processes in your own words. Jot down any added information that you may need to. Do not move on to another problem until you are confident that you understand the one you are working on. Use the space below for any notes, or diagrams you want to draw.
Review
What to do during this step:
After about 1-2 days Look back over your chapter and your notes Recite again how you solved each problem Review the vocabulary terms, symbols and formulas List and study the concepts and formulas that are the most important from this chapter
You may need to review multiple times before the next class, or next test. This step should be the easiest because you were actively learning the material along the way.
You may want to practice additional problems to test yourself to see how well you know the material. Why this step is so important: Critical Reading Strategies Research Project Page 7 of 7 Florida Intl' University Learning Center Principal Investigator: Dr. Patsy Self Project Coordinator: Taryn Emmerich This is the step that will solidify your learning of the material. We all learn by repetition. Reviewing the material will help you learn better and get better grades.
Practice it!
Take some time to review the chapter, problems and your notes. This should be done within about a day or so of completing the Recite stage. Plan ahead so you have multiple times to review, not just cramming the night before the test.
Congratulations! You are well on your way to better understanding and better grades in your Mathematics classes. You have worked hard, and I know you will find the effort pays off! |
Course Aims This course aims to develop mathematical concepts and techniques in advanced linear algebra, multi-variable calculus and Fourier series as well as their applications in science and engineering. It provides students skills and the ability to think quantitatively and analyse problems critically at high levels concepts from advanced linear algebra and multi-variable calculus.
1
2.
compute eigenvalues and eigenvectors of matrices, and solve first and second order ordinary differential equations6
39 hours in total
Learning through tutorials is primarily based on interactive problem solving allowing instant feedback.
2
4 hours
3
4 hours
1, 5
3 hours
4
2 hours
Learning through take-home assignments helps students understand basic concepts and techniques of advanced linear algebra, ordinary differential equations and multi-variable calculus, and some applications in science and engineering.
1--5
after-class
Learning through online examples for applications helps students apply mathematical and computational methods to some problems in applications.
5 5
15-30%
Questions are designed for the first part of the course to see how well the students have learned concepts and techniques of advanced linear algebra and ordinary differential equations.
Hand-in assignments
1--5
0-15%
These are skills based assessment to see whether the students are familiar with advanced concepts and techniques of linear algebra, ordinary differential equations, multi-variable calculus and Fourier series and some applications in science and engineering.
Examination
6
70%
Examination questions are designed to see how far students have achieved their intended learning outcomes. Questions will primarily be skills and understanding based to assess the student's versatility in advanced linear algebra, ordinary differential equations and multi-variable calculus.
Formative take-home assignments
1--5
0%
The assignments provide students chances to demonstrate their achievements on linear algebra, ordinary differential equations and multi-variable calculus learned in this course.
Grading of Student Achievement: Refer to Grading of Courses in the Academic Regulations |
ment science, growth and symmetry, and statistics. Exercises address a broad spectrum of levels of difficulty. Book News, Inc.®, Portland, OR --This text refers to an out of print or unavailable edition of this title.
Reviewed by a reader
I teach a university course based on this textbook and I really like it. It is full of mathematics that students can apply readily to everyday situations, without being heavily computational. The problem sets are relevant to the chapter t
College Algebra: Graphing, Data and Analysis, Third Edition
Editorial review
For courses in College Algebra, Algebra & Trigonometry, Precalculus, and Trigonometry which require student use of a graphing calculator. <
conic sections; and sequences, induction, and probability. For engineers of every kind, manufacturing personnel, technologists, technicians, and technical marketing professionals.
Reviewed by S. E. Lee
Gerald was very informative and helpful in providing info about the shipping date of the book. Thank you so much when we were in a bind.
Reviewed by P.O.Cofie, (Winneba-Ghana)
I had the chance to go through the above book and I must say that I found it very useful. I very much liked the modern approach to the theory of numbers and the use of the historical aspect.I am in Ghana teaching at the University of Educ
This textbook presents college-level arithmetic, algebra, and geometry concepts with a wide range of career applications. Topics like whole numbers, integers, fractions, percent, area and volume, linear equations, polynomials, roots and
"Learning Linear Algebra Through Derive" by Brian DentonThis book is a good example of how all college level math textbooks should be written. It focuses on understanding the concepts of linear algebra by following a basic form
Elementary Algebra for College Students, Sixth Edition
Editorial review
Reviewed by "erikslady7", (So. OR United States)
. The book itself, however, is great. If your class is using this book, you will do well.
Reviewed by a reader
I wish he had written all of my text books. Everything is clearly laid out with examples that are broken down into small steps to make understanding even clearer.
Reviewed by a reader
I would really like to thank Mr. Angel for putting together a great book. I have to admit that I was afraid of Algebra until I started studying from this book. Thanks !
Reviewed by a reader, (Baltimore, Maryland)
The book was laid out well and establishes a good flow with the reader. Contains helpful drawings and diagrams. This book is well suited for visual learners |
Holt McDougal Larson Algebra 1, Geometry, Algebra 2, and Pre-Algebra develop a deeper understanding of mathematical concepts so that students can extend their math knowledge and foster innovative thinking outside the math classroom.
Holt McDougal Larson Algebra 1, Geometry, Algebra 2, and Pre-Algebra deliver rigorous curriculum by including the 9–12 Common Core Plus Standards and presenting content that prepares students for STEM careers.
The integration of the Standards for Mathematical Practices into students' learning takes students to the next level of comprehension and conceptual understanding. Students no longer just "do" math, but can "understand and explain" the math.
More than just a print edition, Holt McDougal Larson Algebra 1, Geometry, Algebra 2, and Pre-Algebra textbooks are also available as an online textbook and eTextbook, downloadable on any mobile device.
Teacher and student resources are available in print, online, and mobile—providing the kind of anytime/anywhere access to resources that today's teaching environment demands and today's students deserve.
You can even customize your book to the distinct needs of your school or district.
No other math program empowers students to develop the core skills they need for a competitive future like Holt McDougal Larson Algebra 1, Geometry, Algebra 2, and Pre-Algebra do. Challenging math textbooks for a competitive future!
*Pre-AP is a registered trademark of the College Entrance Examination Board, which was not involved in the production of and does not endorse these products |
The flexibility and text book quality of the , makes Math-Aids.Com a very unique resource for people wanting to create and use . The answer key is included with the as it is created. Each math topic has several different types of to cover various ... |
Pre-Algebra for Distance Learning
Note: A new version of Pre-Algebra will be releasing June 1, 2012. To order the updated course, call customer service at 1.800.845.5731.
While reviewing and building on the arithmetic skills of traditional math curricula, Pre-Algebra furthers math understanding by delving into number theory and integers, opening the world of negative numbers and algebraic expressions. Early introduction to the concept of the variable eases the transition from arithmetic to algebra. In addition to discussing statistics and probability, square roots and special triangles, and graphing functions, Pre-Algebra incorporates consumer-related application of math principles to everyday life.
Mrs. Tami Knisely teaches this course.
Recommended Viewing Schedule: five 30-minute lessons per week; 167 lessons per year
>> Click the Resources tab to learn more about the instructor for this course.
About the Instructor
Mrs. Tami Knisely, BS
Mrs. Knisely has taught mathematics for 11 years. She has taught at Bob Jones Junior High, Bob Jones Academy, and BJ LINC. She has taught Fundamentals of Math and Pre-Algebra as well as Geometry and Algebra 2. She enjoys helping students "discover mathematics" and apply those ideas to their everyday world. |
Introductory Algebra for College Students, 6 and Inequalities3.6 Linear Inequalities in Two Variables
Chapter 3 Group Project
Chapter 3 Summary
Chapter 3 Review Exercises
Chapter 3 Test
Cumulative Review Exercises (Chapters 1–3)
4. Systems of Linear Equations and Inequalities Inequalities Dividing Polynomials by Binomials |
Math Apps08/2013 |
The Algebra 2 Tutor DVD Series teaches students the core topics of Algebra 2 and bridges the gap between Algebra 1 and Trigonometry, providing students with essential skills for understanding advanced mathematics.
This lesson teaches students how to solve a system of equations using the addition method. In this technique, one equation of the system is added to the other equation in order to eliminate one of the variables. This allows the solution to be found without any graphing required. Grades 8-12. 27 minutes on DVD. |
Pre-Calculus Tutor
Specifically designed to meet the needs of high school students, REA's High School Pre-Calculus Tutor presents hundreds of solved problems with step ...Show synopsisSpecifically designed to meet the needs of high school students, REA's High School Pre-Calculus Tutor presents hundreds of solved problems with step-by-step and detailed solutions. Almost any imaginable problem that might be assigned for homework or given on an exam is covered. Topics include algebraic laws and operations, coordinate system relations, linear functions, sequences, series, graphing, limits, and applications. A valuable study aid for students taking upper-level mathematics courses. Fully indexed for locating specific problems rapidly |
Contents
While everyone is welcome in the course, the primary purpose of the course
is to prepare students for teaching geometry in middle and high school.
Thus on the one hand, the course aims to instill a broad understanding and appreciation
for geometry and on the other hand it aims to help students to acquire the competence
in geometry they need to be mathematics professionals.
In addition, it is important that students experience a variety of ways of learning geometry so
that they can make informed choices for methods of instruction when they become teachers. Thus
the course provides experiences in working in groups, problem solving, mathematical writing,
making and experimenting with physical models and manipulatives.
Elementary and Plane Euclidean Geometry.
This will include a quick review of high school geometry and then quickly move to
important ideas such as the idea of a locus and how loci are used to solve problems.
Intermediate Geometry of Triangles.
The approach will be synthetic (no coordinates) at the beginning, but will later
include coordinates and algebraic tools.
Vector and Coordinate Geometry.
The approach will be synthetic (no coordinates) at the beginning, but will later
include coordinates and algebraic tools.
Beginning Polyhedra.
The Platonic solids and derived polyhedra will be studied using physical models.
Plane Transformations and Symmetry.
An important tool for thinking about geometry is the concept of a transformation.
We will begin with the nature of transformations,
their classification, how they combine, and how they can be used for geometric
problem solving. Then the theory of transformations will be applied to study
symmetry in the plane and plane tessellations.
The course is organized fairly conventionally in some respects, with regular homework
assignments, a midterm, some quizzes, and a final exam.
In addition, because of the preservice teaching role of the course, there will be a number
of assigned activities that involve presentation and evaluation of mathematics.
One unusual feature of the grading is that we will attempt to measure and
count a very high level of mastery of the more elementary topics (i.e., "high
school geometry") as well as a more conventional approach to more advanced
topics.
There is some homework in Math 444 which is based on what has been learned in
the required computer lab, Math 487.
This is a computer lab required of all 444 students. The
two-hour labs will generally consist an exploratory geometry
investigation with software such as The Geometer's Sketchpad.
There may be a small amount of additional work outside the lab
to finish the 487 assignment for the week.
However, the 487 work may segue into a homework activity in Math
444. It is probably most useful to think of 444 and 487 as two
parts of a single course. It is misleading to think of every
computer-based assignment as part of 487 just because it uses
computers.
The prerequisites are listed in the catalog, but the most frequently asked questions
or concerns are these.
I haven't had geometry for 5, 10, 10 years. Will this be a problem?
How much linear algebra or calculus do I need to know?
Not much specific knowledge from high school geometry is
required, but a lot more "mathematical maturity" is expected
than from a high school geometry student. For example, students
in 444 are expected to have a good understanding of functions,
of algebra, of coordinates and some experience with mathematical
reasoning.
From linear algebra, a student should understand linear
equations in 2 and 3 variables and to have some knowledge of
vectors and matrices.
In addition, some facility is expected with visualizing shapes
in two and three dimensions, as done in Math 126 multivariable
calculus. |
solve one-step linear equations and inequalities using a variety of strategies containing rational numbers with integer solutions; graph solutions, and justify the selection of the strategy and the reasonableness of the solution.
M.O.7.2.6
plot lines within the Cartesian coordinate plane from a table of values to solve mathematical real-world problems.
apply rotations, reflections, translations to plane figures and determine the coordinates of its transformation and compare and contrast the new figure with the original.
* - Standard ID
21st Century Learning
Information and Communication Skills:
21C.S.5-8.1 - The student will access, analyze, manage, integrate, evaluate, and create information in a variety of forms using appropriate technology skills and communicate that information in an appropriate oral, written, or multimedia format.
21C.O.5-8.1.LS3 - Student presents thoughts, ideas, and conceptual understanding efficiently, accurately and in a compelling manner and enhances the oral or written presentation through the use of technology.
21C.S.5-8.2 - The student will demonstrate the ability to explore and develop new ideas, to intentionally apply sound reasoning processes and to frame, analyze and solve complex problems using appropriate technology tools.
21C.O.5-8.2.LS3 - Student engages in a problem solving process that divides complex problems into simple parts in order to devise solutions.
21C.O.5-8.2.LS4 - Student creates thoughtful ideas and solutions and takes risks as he/she works toward goal despite mistakes. Student begins to consistently think of all the possibilities and diverges to become more expansive with his/her thoughts/ideas that lead to the creation of original products.
21C.O.5-8.2.TT2 - Student collaborates with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom.
21C.O.5-8.2.TT3 - Student uses multiple technology tools for gathering information in order to solve problems, make informed decisions, and present and justify the solutions.
21C.O.5-8.2.TT4 - Student formulates a plan and uses technology tools and multiple media sources to compare and analyze information in order to solve real-world problems.
Personal and Workplace Skills:
21C.S.5-8.3 - The student will exhibit leadership, ethical behavior, respect for others; accept responsibility for personal actions considering the impact on others; take the initiative to plan and execute tasks; and interact productively as a member of a group.
21C.O.5-8.3.LS1 - Student manages emotions and behaviors, engages in collaborative work assignments requiring compromise, and demonstrates flexibility by assuming different roles and responsibilities within various team structures.
21C.O.5-8.3.LS2 - Student is flexible in approach to solving problems and completing tasks, considers alternative methods, solutions and perspectives, abandons strategies that do not work, and reallocates time and resources as priorities change.
21C.O.5-8.3.LS3 - Student sets challenging goals and strategically plans to reach those goals, monitors performance and adjusts effort and strategies, seeks assistance when needed, and demonstrates focused commitment to reaching the established goals.
21C.O.5-8.3.LS4 - Student demonstrates ethical behavior and works responsibly and collaboratively with others, in academic and social contexts, to accomplish both individual and team goals related to improved academic, extracurricular and co-curricular performances.
21C.O.5-8.3.LS5 - Student exhibits interpersonal and problem-solving skills when in the role of leader. He/she helps others stay focused on the goal, monitors progress of the group, and successfully moves the group toward the goal.
21C.O.5-8.3.LS6 - Student maintains focus on larger project goal, frames appropriate questions, reflects on possible courses of action and their likely consequences, develops and initiates a plan of action with appropriate smaller objectives and benchmarks, and submits the completed project when due.
21C.O.5-8.3.TT1 - Student protects software, hardware and network resources from viruses, vandalism, and unauthorized use and uses proper techniques to access, use and shut down technology equipment.
21C.O.5-8.3.TT4 - Student complies with county acceptable use policy. Student discusses legal and ethical behaviors related to acceptable use of information and communication technology (e.g., privacy, security, copyright, file-sharing, plagiarism) and predicts the possible effects of unethical use of technology (e.g., consumer fraud, intrusion, spamming, virus setting, hacking) on the individual and society, as well as identify methods for addressing these risks.
Essential Questions:
Why do we use graphing in our world?
How can inequalities help you describe relationships?
How can plotting points on a coordinate plane help us determine specific locations in real life?
How can transformations be applied to real-world situations?
How can translations of data be used in the real world?
How can writing an equation of a line help you solve real world problems?
What are the similarities and differences between the images and pre-images generated by transformations?
What is the relationship between the coordinates of the vertices of a figure and the coordinates of the vertices of the figure's image generated by transformations?
When can translations of data be used in the real world?
Why do we need to be able to plot points and graph figures and equations?
Student Will KNOW:
How to graph inequalities and shade correctly
How to graph inequalities on a number line
How to graph linear and non linear equations
How to plot ordered pairs on a coordinate plane
Math symbol >, <, ≥, ≤, =, ||, °, ÷, ×, +,and –
Relevant vocabulary words as introduced in each lesson
The different transformations
The formula for finding the slope of the line
The method for writing equations
The use of function tables
What the x-axis and y-axis represent
Where the x-axis and y-axis are located
Student Will UNDERSTAND:
Switching from one representation to another can reveal new information about a relationship |
Straight Line Graphs
This MEP resource from CIMT is taken from text book 8B which covers the mathematics scheme of work for the second half of year 8.
Straight line graphs covers: coordinates, plotting points on straight lines, plotting graphs given their equations, the equation of a straight line and the equation of a line given two points.
The initial file forms part of the textbook. The activities sheet, extra exercises and mental tests compliment the work covered in the textbook. The overhead slides can be used on an interactive whiteboard.
Alongside the pupils' material there are lesson plans which outline the content of the unit, these are differentiated into three levels, ST, A and E as well as suggested routes through them |
Specification
Aims
To introduce students
to a sophisticated mathematical subject where elements of different
branches of mathematics are brought together for the purpose of solving an
important classical problem.
Brief Description of the unit
Galois theory is one of the most spectacular mathematical theories. It
establishes a beautiful connection between the theory of polynomial
equations and group theory. In fact, many fundamental notions of group
theory originate in the work of Galois. For example, why are some groups
called 'soluble'? Because they correspond to the equations which can be
solved! (Solving here means there is a formula involving algebraic
operations and extracting roots of various degrees that expresses the roots
of the polynomial in terms of the coefficients.) Galois theory explains why
we can solve quadratic, cubic and quartic equations, but no formulae
exist for equations of degree greater than 4. In modern language, Galois theory deals with
'field extensions', and the central topic is the 'Galois correspondence'
between extensions and groups. Galois theory is a role model for
mathematical theories dealing with 'solubility' of a wide range of problems.
Learning Outcomes
On successful completion of this course unit students will
have deepened their knowledge about fields;
have acquired sound understanding of the Galois correspondence between intermediate fields and subgroups of the
Galois group;
be able to compute the Galois correspondence in a number of simple examples; |
VerticalNews Mathematics
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Glencoe/McGraw-Hill
Glencoe's Math Intervention Program 'Math Triumphs' Helps Struggling High School Students
February 24th, 2009
To support struggling students enrolled in Algebra 1, Geometry, or Algebra 2 courses, Glencoe/McGraw-Hill has developed a new Response to Intervention (RtI) Tier 3 math series, Math Triumphs.
Designed to support students needing the most intensive intervention, Math Triumphs: Foundations for Algebra 1, Math Triumphs: Foundations for Geometry, and Math Triumphs: Foundation for Algebra 2 help build mastery of the foundational skills and concepts from prior grades that are prerequisites to the current grade level.
The research-based series has a similar format to Macmillan/McGraw-Hill's Math Triumphs Grades K-5 and Glencoe's Math Triumphs Grades 6-8... |
Literal Equations
This video clip discusses how to manipulate literal equations and shows ways to practice using geometric formulas and the percent equation. This video clip provides clear and definitive examples for each topic. Throughout the clip, questions are prov...ided to help guide the learner through the covered material. (10:04)[more]
The key in solving word problems is identifying the formula that is needed to solve the problem. The tutor in this video teaches students how to find out how a formula turns a word problem into simple algebra |
Create a new approach to explaining the math and logic fundamentals required in the information technology industry. Practical Problems in Mathematics for Information Technology is an exciting new resource for building a solid foundation in the mathematical skills that are used in a number of areas, such as networking, systems administration, programming, database management, web programming, and computer repair. By presenting examples, problems, and exercises that are taken directly from these concentration areas, readers will not only build their mathematical know-how, but they will achieve the added benefit of being fully prepared for the types of challenges they are likely to encounter on the job. Real-world examples from the industry are included throughout this new |
Mathematics for Secondary School Teachers, which is intended for prospective educators in middle and high school, balances discovery learning with direct instruction.
Written to develop a deeper understanding of the mathematics that will be taught, the book presents topics of central importance in the secondary school mathematics curriculum, notably, functions, polynomials, trigonometry, exponential and logarithmic functions, numbers and operations, and measurements.
Beyond the goals of conceptual understanding and computational fluency, readers of the book can devise their own mathematical explanations and arguments; create examples and visual representations; remediate typical student errors and misconceptions; and analyze students' work.
A broad collection of exercises of varying degrees of difficulty is integrated with the text. Instructors are able to emphasize the following:
Basics: The exploration of key precollege topics from intuitive and rigorous points of view;
Connections: The exploration of relationships among topics, using tools from college-level mathematics;
Extensions: The exploration of college-level mathematical topics that have a compelling relationship to precollege mathematics.
By taking into account the diverse mathematical backgrounds of preservice teachers and the varied goals of teacher preparation programs, the authors have written a textbook whose subject matter addresses a wide range of learning objectives appropriate for future teachers.
Mathematics for Secondary School Teachers can also be used in licensing programs; as a supplement to mathematics methods courses; as a text for graduate courses for in-service teachers; and as a resource for faculty development.
The word trigon refers to a three-sided figure, while metry means measurement. Thus trigonometry is the measurement of triangles, which is tantamount to studying the measurement of the relationships among side-lengths and angles. There is no doubt that trigonometry is useful. Human beings have been using triangles to make measurements (e.g., the height of Everest, the circumference of the earth, the distance of from the earth to the sun) for thousands of years. But why is trigonometry nontrivial? After all, we know how to measure angles and line segments, so what can be so hard about trigonometry? |
Tutorials
We are continuously adding new math tutorials. The main goal is to present different math topics in a clear, step-by-step fashion, in order
to help our visitors to gain understanding and adquire familiary with the topic in question. |
&8220;This unique approach to combinatorics is centered around challenging examples, fully-worked solutions, and hundreds of problems many from Olympiads and other competitions, and many original to the authors. Each chapter highlights a particular aspect of the subject and casts combinatorial concepts in the guise of questions, illustrations, and exercises that are designed to encourage creativity, improve problem-solving techniques, and widen the reader&x27;s mathematical horizons. Topics encompass permutations and combinations, binomial coefficients and their applications, recursion, bijections, inclusions and exclusions, and generating functions. The work is replete with a broad range of useful methods and results, such as Sperner&x27;s Theorem, Catalan paths, integer partitions and Young&x27;s diagrams, and Lucas&x27; and Kummer&x27;s Theorems on divisibility. Strong emphasis is placed on connections between combinatorial and graph-theoretic reasoning and on links between algebra and geometry. The authors&x27; previous text, 102 Combinatorial Problems, makes a fine companion volume to the present work, which is ideal for Olympiad participants and coaches, advanced high school students, undergraduates, and college instructors. The book&x27;s unusual problems and examples will stimulate seasoned mathematicians as well. A Path to Combinatorics for Undergraduates is a lively introduction not only to combinatorics, but to mathematical ingenuity, rigor, and the joy of solving puzzles.&8221;
A Path to Combinatorics for Undergraduates: Counting Strategies |
Basic Technical MathematicsTechnical mathematics is a course pioneered by Allyn Washington, and the seventh edition of this text preserves the author's highly regarded approach to technical math while improving on the integration of technology in the text. The book is intended for a two or three-semester course and is taught primarily to students who plan to pursue technical fields. The primary strength of the text is the heavy integration of technical applications, which aids the student pursuing a technical career by showing the importance of a strong foundation in algebraic and trigonometric math. Allyn Washington defined the technical math market when he wrote the first edition of Basic Technical Mathematics over thirty years ago. His continued vision is to provide highly accurate mathematical concepts based on technical applications. The course is designed to allow the student to be simultaneously enrolled in allied technical areas, such as physics or electronics. The material in the text can be easily rearranged to fit the needs of both instructor and students. Above all, the author's vision of this book is to continue to enlighten today's students that an understanding of elementary math is critical in many aspects of life. |
Modern Computer Arithmetic focuses on arbitrary-precision algorithms for efficiently performing arithmetic operations such as addition, multiplication and division, and their connections to topics such as modular arithmetic, greatest common divisors, the Fast Fourier Transform (FFT), and the computation of elementary and special functions. Brent and Zimmermann present algorithms that are ready to implement in your favourite language, while keeping a high-level description and avoiding too low-level or machine-dependent details. The book is intended for anyone interested in the design and implementation of efficient high-precision algorithms for computer arithmetic, and more generally efficient multiple-precision numerical algorithms. It may also be used in a graduate course in mathematics or computer science, for which exercises are included. These vary considerably in difficulty, from easy to small research projects, and expand on topics discussed in the text. Solutions to selected exercises are available from the authors. |
Wavelets: A Tutorial in Theory and Applications is the second volume in the new series WAVELET ANALYSIS AND ITS APPLICATIONS. As a companion to the first volume in this series, this volume covers several of the most important areas in wavelets, ranging from the development of the basic theory such as construction and analysis of wavelet bases to
An accessible and practical introduction to wavelets With applications in image processing, audio restoration, seismology, and elsewhere, wavelets have been the subject of growing excitement and interest over the past several years. Unfortunately, most books on wavelets are accessible primarily to research mathematicians. Discovering Wavelets presents... more...
Many problems in the sciences and engineering can be rephrased as optimization problems on matrix search spaces endowed with a so-called manifold structure. This book shows how to exploit the special structure of such problems to develop efficient numerical algorithms. It places careful emphasis on both the numerical formulation of the algorithm and... more...
Unlike most texts in differential equations, this textbook gives an early presentation of the Laplace transform, which is then used to motivate and develop many of the remaining differential equation concepts for which it is particularly well suited. For example, the standard solution methods for constant coefficient linear differential equations are... more... |
hematics, Basic Math 082 - Spring, 2008 Time: Tuesday, 6:00 pm - 9:00. Classroom: Community Campus, Computer Commons, Room A107 Course Number: MAT082 Course Registration Number (CRN): 22532 Instructor: Dr. Joe Erker E-mail: [email protected] Course websites: These websites will contain the homework assignments, grades on computer quizzes, the course schedule, and other course information. Instructional Materials: On-line Hawkes Learning Systems software, lessons on compact discs. Text: Basic College Mathematics, by D. Franklin Wright, Hawkes Publishing, 8th edition Chapters covered: The entire book, with a small number of sections omitted. Exams: There will be 4 exams, each lasting 1 to 1.5 hours, and a final exam. Each exam is worth 100 points, except for the final exam, which is worth 200 points. Note: Calculators are not to be used during exams. Exam questions will largely be similar to examples from the text as well as those done in class. Homework: There will be ten homework assignments, each worth 20 points. Grades will be assigned based primarily on correctness, with clarity, and articulation also considered. Assignments will be announced in class and/or posted on the course website. Homework must be handed in on clean-edged (not ripped out from a spiral notebook) lined paper and be stapled, at the beginning of the class period on which it is due. Homework not meeting these guidelines will not be looked at, and a grade of zero will be assigned. Homework that is badly presented (illegible, difficult to follow, lacking in important detail) will not be assigned a high grade, even if the answers turn out to be mostly correct. Quizzes: There are computer quizzes to be taken at the end of each lesson. They may be taken at home, in the room where the class meets, or on any other computer on which you have the course software installed. The procedure for taking the quizzes will be discussed in class. The quizzes total 200 points. Final Grade: Exams, quizzes, and homework total 1000 points. Your grade will be determined by the following numbers as a percentage of the total points: 100% 89% 79% 69% 90% 59% 80% 70% 60% 0% A B C D F.
Attendance: The instructor reserves the right to drop a student from the course for missing more than one class. A student who stops coming to class, however, has the obligation to ensure that he or she is withdrawn, or risks getting a grade of F. Attendance will be taken each class. Makeup exams: No makeup exams will be given, with the exception of cases of illness (note from your doctor is required) or other reasons (serious only!) that must be discussed with me before the date of the exam. If you know that you cannot attend the class on the day of an exam, contact me immediately. In the rare event of a makeup exam, the exam will be taken at the Community Campus of Pima Community College, at the testing center. Incomplete grade: Students are eligible for incompletes only for suffering from a long term illness during the term, or in cases of (documentable) extreme emergency. A student must be in good standing (passing the class with a grade of C or better) at the time of the withdrawal date (April 15). Withdrawal with refund: The deadline for dropping the class (with refund, no grade) is Monday, February 11. Withdrawal deadline: The deadline for withdrawing from the class (with grade of `W') is Tuesday, April 15. The Y Grade: The Y grade, also known as an instructor's withdrawal
2-32.3 (a) In order to determine the number of grams in one amu of material, appropriate manipulation of the amu/atom, g/mol, and atom/mol relationships is all that is necessary, as 1 g / mol 1 mol # g/amu = 23 atoms 1 amu /atom 6.023 x
Chapter 21: Magnetic PropertiesIssues to address. How do we measure magnetic properties? What are the atomic reasons for magnetism? How are magnetic materials classified? Materials design for magnetic storageApplied Magnetic Field Created by
Chapter 23: Materials Selection & DesignIssues to address. Price and availability of materials How do we select optimal materials based on optimal performance? Applications: -mirror support for a large telescope -design of minimum mass, maximum s
Chapter 14: Applications and Processing of CeramicsIssues to address. How do we classify ceramics? How is processing different than for metals? What are some typical applications?Taxonomy of CeramicsGlasses Clay Refractories Abrasives Cements
Chapter 19: Electronic PropertiesIssues to address. How are electrical conduction and resistance characterized? What are the physical phenomena that distinguish conductors, semiconductors, and insulators? For metals, how is conductivity affected
Chapter 18: CorrosionIssues to address. Why does corrosion occur? What metals are most likely to corrode? How do T and environment affect corrosion rate? How do we suppress corrosion?Corrosion is often the life-limiting degradation process in
Chapters 15 & 16: Polymer Structures, Applications and ProcessingIssues to address. What microstructural features dictate properties? What happens during tensile deformation? How are polymers classified? How does tensile response depend on:-tem
Chapter 13: Structure & Properties of Ceramic MaterialsIssues to address. Structures of ceramic materialsHow do they differ from metals?Ceramic Bonding BondingMostly ionic, some covalent %ionic character as difference in electronegativities
Chapter 6: Mechanical PropertiesISSUES TO ADDRESS. 1. Stress and strain: What are they and why are they used instead of load and deformation? 2. Elastic behavior: when loads are small, how much deformation occurs? What materials deform least? 3. Pla
CHAPTER 18: ELECTRICAL PROPERTIESISSUES TO ADDRESS. How are electrical conductance and resistance characterized? What are the physical phenomena that distinguish conductors, semiconductors, and insulators? For metals, how is conductivity affected
CHAPTERS 14/15: POLYMER STRUCTURES, APPLICATIONS, & PROCESSINGISSUES TO ADDRESS. What are the basic microstructural features? How do these features dictate room T tensile response? Hardening, anisotropy, and annealing in polymers. How does eleva
CHAPTER 6: MECHANICAL PROPERTIESISSUES TO ADDRESS. Stress and strain: What are they and why are they used instead of load and deformation? Elastic behavior: When loads are small, how much deformation occurs? What materials deform least? Plastic b
MASTER OF ORGANIZATIONAL LEADERSHIP PAYMENT PLANSStudents may select one of the following payment options: n Full payment at beginning of each semester n Monthly payments through TuitionPay Check with your employer for tuition reimbursement opportun
1 BIO 201 Course Evaluation Your semester/year (e.g. fall 08) _ (For each of the following circle your choice) 1. The course content was well-organized. a. completely b. to some extent c. only a little d. not at all 2. The technology tools used in th
Project 301Cyber-Infrastructure for Climate-Change ResearchSudarshan S. ChawatheProject 301 is an effort to develop cyberinfrastructure for climate-change research, with the goal of accelerating scientific discoveries through more effective and e |
The Row Operations Tutor helps you manipulate matrices with the three fundamental row operations: swap, scale and add. The arithmetic for row operations can be tedious and mistakes can be hard to catch, so use the tutor to check your work!
Features & Benefits
The Row Operations Tutor helps you manipulate matrices with the three fundamental row operations: swap, scale and add. The arithmetic for row operations can be tedious and mistakes can be hard to catch, so use the tutor to check your work.
Tutor completes row operations for you
Hints given for Gauss-Jordan method
Hints given for finding inverses
Gauss-Jordan Solver
Matrix inverse Solver
Mail solver's solutions
Exact answers are shown as fractions
Review row operations, with examples
Review Gauss-Jordan Method, with examples
Review matrix inverses, with examples
10 sample problem templates included
Enter your own problems
Enter data as fractions or decimals
Custom keyboard for easy data entry
Export matrices as HTML or CSV
Import problems into Simplex Tutor
Save matrices as pictures
Work problems with up to 14 rows and 14 columns
Not only does the tutor perform the arithmetic of row operations for you, but it will also give you hints when solving a system of linear equations with the Gauss-Jordan method or when finding the inverse of a matrix with row operations. When you are stuck on such a problem, and not sure how to proceed, you can request a hint guiding you to the solution. The more hints you ask for the more guidance you will receive. Eventually, when using the Gauss-Jordan method or when you are finding a matrix inverse with row operations, the tutor will tell you a correct row operation to use. If the problem is not solvable the tutor will tell you so. This way the techniques are continually reinforced and soon you will not need to ask for hints.
If you want more than hints, turn on the solver from the settings view. Now step by step solutions for Gauss-Jordan or matrix inverse problems will be given. Turn problems into fully worked examples with the Row Operations Tutor. |
Basic Mathematics, CourseSmart eTextbook
Description
Basic Mathematics, by Goetz, Smith, and Tobey, is your students' on-ramp to success in mathematics! Providing generous levels of support and interactivity throughout their text, the authors help students experience many small successes, one concept at a time. Students take an active role while using this text–they participate and learn by making decisions, solving exercises, or answering questions as they read. This interactive structure allows students to get up to speed at their own pace, while developing the skills necessary to succeed in future mathematics courses. To deepen the interactive nature of the book, Twitter® is used throughout the text, with the authors providing a tweet for every exercise set of every section, giving students timely hints and suggestions to help with specific exercises. CourseSmart textbooks do not include any media or print supplements that come packaged with the bound book.
Table of Contents
1. Whole Numbers
1.1 Understanding Whole Numbers
1.2 Adding Whole Numbers
1.3 Subtracting Whole numbers
1.4 Multiplying Whole Numbers
1.5 Dividing Whole Numbers
1.6 Exponents, Groupings, and the Order of Operations
1.7 Properties of Whole Numbers
1.8 The Greatest Common Factor and Least Common Multiple
1.9 Applications with Whole Numbers
Chapter 1 Chapter Organizer
Chapter 1 Review Exercises
Chapter 1 Practice Test
2. Fractions
2.1 Visualizing Fractions
2.2 Multiplying Fractions
2.3 Dividing Fractions
2.4 Adding and Subtracting Fractions
2.5 Fractions and the Order of Operations
2.6 Mixed Numbers
Chapter 2 Chapter Organizer
Chapter 2 Review Exercises
Chapter 2 Practice Test
3. Decimals
3.1 Understanding Decimal Numbers
3.2 Adding and Subtracting Decimal Numbers
3.3 Multiplying Decimal Numbers
3.4 Dividing Decimal Numbers
Chapter 3 Chapter Organizer
Chapter 3 Review Exercises
Chapter 3 Practice Test
4. Ratios, Rates, and Proportions
4.1 Ratios and Rates
4.2 Writing and Solving Proportions
4.3 Applications of Ratios, Rates and Proportions
Chapter 4 Chapter Organizer
Chapter 4 Review Exercises
Chapter 4 Practice Test
5. Percents
5.1 Percents, Fractions, and Decimals
5.2 Use Proportions to Solve Percent Exercises
5.3 Use Equations to Solve Percent Exercises
Chapter 5 Chapter Organizer
Chapter 5 Review Exercises
Chapter 5 Practice Test
6. Units of Measure
6.1 U.S. System Units of Measure
6.2 Metric System Units of Measure
6.3 Converting Between the U.S. System and the Metric System
Chapter 6 Chapter Organizer
Chapter 6 Review Exercises
Chapter 6 Practice Test
7. Geometry
7.1 Angles
7.2 Polygons
7.3 Perimeter and Area
7.4 Circles
7.5 Volume
7.6 Square Roots and the Pythagorean Theorem
7.7 Similarity
Chapter 7 Chapter Organizer
Chapter 7 Review Exercises
Chapter 7 Practice Test
8. Statistics
8.1 Reading Graphs
8.2 Mean, Median and Mode
Chapter 8 Chapter Organizer
Chapter 8 Review Exercises
Chapter 8 Practice Test
9. Signed Numbers
9.1 Understanding Signed Numbers
9.2 Adding and Subtracting Signed Numbers
9.3 Multiplying and Dividing Signed Numbers
9.4 The Order of Operations and Signed Numbers
Chapter 9 Chapter Organizer
Chapter 9 Review Exercises
Chapter 9 Practice Test
10. Introduction to Algebra
10.1 Introduction to Variables
10.2 Operations with Variable Expressions
10.3 Solving One-Step Equations
10.4 Solving Multi-Step Equations
Chapter 10 Chapter Organizer
Chapter 10 Review Exercises
Chapter 10 Practice Test
Appendices
A. Additional Practice and Review
Section 1.2 Extra Practice, Addition Facts
Section 1.3 Extra Practice, Subtraction Facts
Section 1.4 Extra Practice, Multiplication Facts
Mid Chapter Review, Chapter 1
Mid Chapter Review, Chapter 2
Mid Chapter Review, Chapter 9
B. Tables
Basic Facts for Addition
Basic Facts for Multiplication
Square Roots
U.S. and Metric Measurements and Convers |
Math 132: Precalculus II
PLEASE NOTE
Beginning Summer 2009, this course will be known as Math 142; only the course
number will change.
Course Description
Math 132 is the second course in a two-quarter precalculus sequence that also includes Math 131. Topics include: polynomial, rational, trigonometric, and inverse trigonometric functions; and applications involving these functions and functions from Math 131.
Who should take this course?
Generally, students seeking to take the 151–152–153 calculus sequence take the 131–132 precalculus sequence first. Some students in programs like business take this course (in place of Math 140) and then take Math 150 instead of Math 132. You should consult the planning sheet for your program and consult an advisor to determine if this sequence is appropriate for you.
Who is eligible to take this course?
The prerequisite for this course is Math 131 with a grade of 2.0 or higher.
Is this course transferable?
This course transfers to the University of Washington as UW Math 120 if both Math 131 and Math 132 are taken; consult an advisor or see the Transfer Center to determine transferability to other institutions.
What textbook is used for this course?
The first edition of Precalculus Concepts and Functions: A Unit Circle Approach by Michael Sullivan and Michael Sullivan III; a lower-priced custom version comprising Chapters 1–7 and 9 is available through the EdCC Bookstore.
What else is required for this course?
Students are required to have a graphing calculator; the TI-83 Plus or TI-84 Plus is recommended. |
calc... read more
Introduction to Electromagnetic Engineering by Roger E. Harrington Based on circuit theory rather than on the classical force-relationship approach, this text uses the theory of electric circuits to provide a system of experiments. 1958 edition.
Electromagnetism by John C. Slater, Nathaniel H. Frank A basic introduction to electromagnetism, supplying the fundamentals of electrostatics and magnetostatics, in addition to a thorough investigation of electromagnetic theory. Numerous problems and references. Calculus and differential equations required. 1947 edition.Fundamentals of Mathematical Physics by Edgar A. Kraut Indispensable for students of modern physics, this text provides the necessary background in mathematics to study the concepts of electromagnetic theory and quantum mechanics. 1967 calculus is a prerequisite. This text is filled with numerous diagrams and |
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--This text refers to an out of print or unavailable edition of this title.
Even those who flailed through calculus class sense the power and perfection of that branch of mathematics, and Berlinski rekindles the interest of lapsed students in this pleasing excursion through graphs and equations. Berlinski's goal is to explain the mystery of motion and the area and volume of irregular shapes, issues that gave rise to Leibnitz and Newton's invention of calculus. He makes his points one concept at a time, but not so dryly as asking and answering, "What is a function?" No, with dashes of biography or images of his walking around old Prague (to illustrate continuity), Berlinski tangibly grounds the abstract notions, so that attentive readers can ease into and grasp the several full-blown proofs he sets forth, as of the mean-value theorem. Though the math-shy won't necessarily jump to the blackboard to begin differentiating and integrating polynomial equations, Berlinski's animated presentation should tempt them to sit forward and appreciate the elegance of calculus--and perhaps banish recollections of its exam-time terrors. Gilbert Taylor--This text refers to an out of print or unavailable edition of this title.
I hoped for an insightful view into calculus. Indeed, there are many deep and interesting aspects of calculus which are generally obscured in a typical calculus textbook (or in a calculus class). This is not such a book.
Most disappointing was the constant distraction of mathematical errors, small and large, throughout the book. For example, there are typos, errors in notation, and misleading or confusing notation. For these problems, I understood the author's intention at these points (being a calculus teacher myself), but to a reader less familiar with calculus, these problems will hinder understanding. When a reader can't understand the mathematical details, much of the meaning is lost.
A few errors were utterly irreparable, such as the proof of the Intermediate Value Theorem. In that case, a correct proof would diverge greatly from that of the author. This specific error is unfortunate because it is for this theorem that the author develops the real numbers (which takes chapters), and upon this theorem that all later theorems are based.
Finally, I found the author's style annoying, especially the fictional accounts of specific actions taken by historical mathematicians (crossing a river, contemplating calculus while sitting in an overstuffed chair, etc.). The author must enjoy hearing himself wax poetic on any subject which enters his head, but I don't.
The book's back cover likens this book to Douglas Hofstadter's classic _Godel, Escher, Bach_, but the comparison is laughable. Hofstadter's book has a direct and clear style of writing, whereas _A Tour of the Calculus_ is unfocused and its numerous errors makes it is mathematically a sham.
By reading some of these reviews, one thing is obvious: anyone who first lists their qualifications as a mathematician or calculus teacher is basically going to nay-say the heck out of the book. And in a way, I'd say this is semi-appropriate: the book is definitely not a math book; I think the grievances arise basically because it's sold as one. Sure, the word "tour" is in the title, but that does little to suggest that this book would be more appropriately marketed as....well....a memoir? Maybe?
Don't get me wrong though: the book isn't absolutely terrible. Some commenters have derided the author for using words that are too big, widely unknown, etc. But that's one of the things I enjoyed about the book: a few years back when I read it I underlined every word I didn't know or was fuzzy about and used this book as a way to build my vocabulary. I wouldn't describe myself as a cheery optimist, but I definitely turned the heightened language of the book to my advantage...instead of just whining about it on Amazon.
As for learning calculus: if you are a new student to calculus, this book won't really help. I bought this book years ago as a supplement to my calculus course and quickly found I was just wasting my time reading it. If you are a non-mathematician and just want a little glimpse into calculus, then this might be a good book. I would laugh at anyone who said they learned calculus from the book though.
In other news (finally, my qualifications...bla, bla, bla): since I've bought the book, I've taken all the calc and differential equations courses, abstract and linear algebra courses, analysis courses, graduated with a degree in physics and have completed one year of graduate school physics. With this in mind: Upon re-reading sections of the book recently, I would say that this is a pretty fun SUMMER READ for super nerds who already know it all, but just want to leisurely read about some elementary calculus by an author who writes in a conversational tone.
I seem to be rather in the minority when I say that I actually liked Berlinski's verbose style; frankly, I don't really see what was so difficult to understand about it. On the other hand, I approached this book from the position of wanting something fun to read, and that's what I got, with the welcome addition of what I thought was lovely writing - if I had been searching for something that would give me an in-depth look at calculus, I would have looked elsewhere. Basically, I thought the book was really well-written and exciting (I had just begun calculus when I read it, so I found it really interesting to look at all the stuff we hadn't yet done.), and I highly reccomend it for a piece of fun reading and a decent overview. |
For those who have taken FM, does the math get any more complicated then varying applications of simple integration? I'm a bit behind in my studying, but none of the FM material I've covered has gone beyond pretty simple single integrals.
Maybe a better question would be what would you say was the hardest topic to grasp on the FM syllabus? As I said, I'm somewhat lagging behind considering I'm sitting in August and am considering sitting at a later date, but if the material doesn't get progressively harder, as I found it to in P, then I am relatively (maybe foolishly) confident that I have a fair shot |
Overview
This chapter and the next explore basic mathematics. It is necessary to cover this ground to prepare for topics presented later in the book. As it is, many people come up against problems in more advanced settings because they do not understand or have forgotten basic concepts. Without the basics, it is sometimes possible to find workaround strategies or use techniques that have been learned by rote, but in the end, understanding how things work ensures that you will be able to continue indefinitely.
This chapter examines the essentials of arithmetic, working with what in most computer languages are data types identified as integers and floats. While working with these data types does not cover the whole of arithmetic, it does provide pointers on a few topics that are often troublesome. |
Complex Analysis for Mathematics, Science, and Engineering
This book provides a comprehensive introduction to complex variable theory and its applications. The Second Edition features a revised and updated ...Show synopsisThis book provides a comprehensive introduction to complex variable theory and its applications. The Second Edition features a revised and updated presentation that reflects the latest theories and their applications to current engineering problems |
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Book DescriptionI am currently doing a Masters in Games Programming and this is the reccommended text, it assumes no prior knowledge and leads you through the stages with lots of examples and help along the way, definately worth a look!
If, like me, the topic of computer graphics has been frightening because of mathematics then this is the book for you.
I found that this book explained the topic very clearly. One only needs to know the basic school geometry, such as those to do with right-angled triangles, to be able to read this book.
However what is missing is the application of mathematics to create new graphical applications. This book does not cover how to transform mathematical models into screen images or how to code. It does not cover solid models or anti-aliasing. It was not suppose to either. It is a very good introduction to mathematics. You will need to purchase, for example, "Computer Graphics: Principle and Practice" by D. Foley later on.
A rare find these days, a book that just covers the essentials and doesn't bother padding it with useless code snippets and CD offerings. I really appreciated the brevity of style and found that my interest was maintained thoughout the text. There are clear, concise graphical representations that compliment the text very well but if the reader is looking for code examples, I suggest that they look elsewhere.
1 of 1 people found the following review helpful
4.0 out of 5 starsGreat place to start25 April 2000
By A Customer - Published on Amazon.com
Format:Textbook Binding
This is a very good place to start if you are just getting into computer graphics and you need a gentle introduction. I discovered it while reading the book 'Advanced Renderman...' in the section under mathematical preliminaries. The authors recommend it as a good introduction, and I would have to second that. The only gripe I have is that there are several annoying typos (which seems to happen all too often these days).
2 of 3 people found the following review helpful
5.0 out of 5 starsA Must Have If You Are Learning Graphics Programming9 May 2001
By Stephen Rowe - Published on Amazon.com
Format:Textbook Binding
If you are like I was, your math is rusty enough that diving into Foley et al is like reading Greek. This is the best book I've found to teach the mathematical underpinnings of computer graphics. The book starts with basic trig and goes on to linear algebra and some calculus. After this book, you'll be ready to tackle most computer graphics texts. This book is hard to find but well worth it. An acceptable alternative is Mathematics for Computer Graphics Applications. |
Election Analytics - University of Illinois
Up-to-the-minute estimates for the probabilities of all federal elections that take place in a year when Americans vote for U.S. President: who will assume the presidency, who will control the United States Senate, and the House of Representatives. With
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Elementary Computer Mathematics - Kenneth R. Koehler
An introduction to the mathematics used in the design of computer and network hardware and software. This hypertextbook's goal is to prepare the student for further coursework in such areas as hardware architecture, operating systems internals, applicationElliptic Geometry Drawing Tools - Brad Findell
Elliptic geometry calculations using the disk model. Includes scripts for: Finding the point antipodal to a given point; drawing the circle with given center through a given point; measuring the elliptic angle described by three points; measuring the
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Elsevier Science
"Information Provider to the World." Elsevier's mission is "to advance science, technology and medical science by fulfilling, on a sound commercial basis, the communication needs specific to the international community of scientists, engineers and associated
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The Elverson Puzzle Co., Inc.
The creators of Jacob's Revenge, the classic wine bottle puzzle. Elverson Puzzle also makes a Tangram Puzzle, the eleven tiles of which form a 6 inch diameter circle; Farkle, a game played with extra large wooden dice or online, with the dice roller that
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eMathHelp
View worked solutions to problems, or submit your own to WyzAnt.com tutors. See also eMathHelp's notes on pre-algebra, algebra, calculus, differential equations, and more.
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Emaths.Info - Vinod Sebastian
Math tools, formulas, tutorials, videos, tables, and "curios," such as the unusual properties of 153, 1729, and 2519. See in particular Emaths' interactive games, which include the N queens problem, Towers of Hanoi, and partition magic, which finds a
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Embedded TEX - David McCabe
Mathematics typesetting for Word, Excel, other Microsoft Office programs, or any application that supports ActiveX. Download and install free trials. See also McCabe's tutorial, which explains the Fourier transform and Fourier series.
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The EMPower Project - TERC
Extending Mathematical Power: A Math Curriculum for Adults, extends school mathematics reform to currently under-served populations so that they more effectively engage mathematical demands at work, at home as parents and caregivers, in the community,The Endeavour - John D. Cook
Cook's blog posts, which date back to January, 2008, have included "A Ramanujan series for calculating pi," "Limerick primes," "Twin prime conjecture and the Pentium division bug," "Three surprises with the trapezoid rule," "Where to wait for an elevator,"
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Engauge Digitizer - Mark Mitchell
Software that takes a digital graph or map, and converts it into numbers. Engauge Digitizer automatically traces curves of line plots and matches points of point plots; handles cartesian, polar, linear and logarithmic graphs; supports drag-and-drop and
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Math 40: Arithmetic
Course Description
Math 40 is a review of addition, subtraction, multiplication and division of whole numbers, fractions,
decimals and integers. Other topics include: ratios and proportions, percentages, applications, order of
operations, and a focus on problem solving and math success skills.
Who should take this course?
Generally, students place into Math 40 via the Accuplacer placement test. Students who complete this
course usually go on to take Math 60 (although students in some programs may opt to
take Business 130).
Is this course transferable?
This course does not transfer to a four-year university such as the University of Washington.
When is this course offered?
Math 40 is offered each quarter, including Summer Quarter. Math 40 is taught by instructors in the
Developmental Education division. Math 40 is also offered in the Math Center. |
Math/Physics Curriculum
Because a thorough understanding of mathematics and physics is vital to success in science and engineering, it is AITSE's goal to develop online and video tutorial materials on mathematics and physics. The AITSE supervising engineer consulting on this project boasts of a superior method that significantly increases student comprehension. The consulting mathematician has proven success as an college educator. Our goal will be to support both of these highly qualified individuals in developing curriculum for use by high school and college students.
Meanwhile, please click left to view a worksheet developed by AITSE president Dr. Crocker for use by students wanting to evaluate whether their math skills are adequate for success as a science major. |
The OCR Revision Guide accompanies the Oxford GCSE Maths for OCR series and has been produced in partnership with OCR. This Guide provides focused practice for independent study to prepare students for their modular and terminal exams and is written by senior OCR examiners and experienced teachers.
Features
Provides ideal revision support for OCR GCSE maths
Written by senior examiners and experienced teachers
Key points, examples and exercises to help you fully understand the key techniques
Full answers to all
questions
Gradual progression in the questions, so good for students to attempt without teacher support
Worked examples to accompany all exercises, so students can see how it's done
Questions and examples throughout to address the AO2 and AO3 aspects of the new curriculum
Part of the Oxford GCSE Maths for OCR course produced in official |
These lectures give a brief introduction to the Computer Algebra
systems Reduce and Maple. The aim is to provide a
systematic survey of most important commands and concepts. In
particular, this includes a discussion of simplification schemes and
the handling of simplification and substitution rules (e.g., a Lie
Algebra is implemented in Reduce by means of simplification rules).
Another emphasis is on the different implementations of tensor calculi
and the exterior calculus by Reduce and Maple and their application in
Gravitation theory and Differential Geometry.
I held the lectures at the Universidad Autonoma
Metropolitana-Iztapalapa, Departamento de Fisica, Mexico, in November
1999. |
Zionsville, PA CalculusIdentify a slope from two points or draw a line with a slope and a point. See how word problems help you translate your math skills to your real world.
1. Identify properties and principles of equations.
2DanDiscrete Math is often coined as "finite mathematics". It does not deal with the real numbers and it's continuity. I have studied discrete math as I obtained my BS in mathematics from Ohio University |
0534434126
9780534434120 ALGEBRA AND TRIGONOMETRY was designed specifically to help readers learn to think mathematically and to develop true problem-solving skills. Patient, clear, and accurate, the text consistently illustrates how useful and applicable mathematics is to real life. The new book follows the successful approach taken in the authors' previous books, COLLEGE ALGEBRA, Third Edition, and PRECALCULUS, Third Edition. «Show less... Show more»
Rent Algebra and Trigonometry (with Make the Grade and InfoTrac) 1st Edition today, or search our site for other Stewart |
Error Patterns in Computation: Using Error Patterns to Improve Instruction many of the concerns of NCTM's Principles and Standards for School Mathematics, the ninth edition of Error Patterns in Computation is the only book available that assists teachers with identifying typical error patterns, receiving feedback on their diagnosis, and gaining insight regarding why a child may have adopted an incorrect procedure. Two major causes of error patterns - over-generalizing and over-specializing - are discussed. Simple and well organized, this book explains common errors students make in computation in every math... MORE operation and with whole numbers, rational numbers, geometry and algebra. This book is an ideal resource for teachers of mathematics in education or special education at the elementary or middle school level. For courses in teaching mathematics in education or special education at the elementary or middle school level. This is the only supplemental text of its kind that instructs teachers how to identify typical error patterns, to receive feedback on their diagnosis, and to gain insight regarding why a child may have adopted an incorrect mathematics procedure. Revised to link content to the new NCTM Standards, this new edition emphasizes the meaning of operations and an appropriate method of computation. As in previous editions, it retains its focus on placing paper and pencil instructional activities within the context of problem solving. |
Algebra eBook Description
Updated for the revised GRE, the Algebra Guide covers algebra in all its various forms (and disguises) on the GRE so that you can master fundamental techniques and nuanced strategies to solve for unknown variables of every type. Each chapter builds comprehensive content understanding by providing rules, strategies and in-depth examples of how the revised GRE tests a given topic and how you can respond accurately and quickly. The Guide contains both "Check Your Skills" questions in the chapters that test your understanding as you go and "In-Action" problems of increasing difficulty, all with detailed answer explanations. Purchase of this book includes one year of access to 6 of Manhattan GRE's online practice exams.
Popular Searches
The book Algebra by Manhattan Gre
(author) is published or distributed by MG Prep Inc. [0984178066-BEEPB, 9780984178063-BEEPB].
This particular edition was published on or around 2011-5-17 date.
Algebra is available for use in eBook binding.
This book by Manhattan Gre |
Suffield StatisticsDiscrete math involves the study any form of analytical math outside of the realm of continuous variables as one would see with function theory and the calculus. It is basically a subcategory which concerns logic, set theory, number theory, linear algebra, combinatorics, and sometimes discrete g...
...I am pursuing a doctoral degree in Physics. I hold a BS and an MS, both in Physics. As part of my graduate teaching assistanship I taught various college level Physics courses, and received the Outstanding Teaching Assistant award from the American Association of Physics Teachers (AAPT). Recently I was Physics teacher in a private high school in MA |
Please Note:A Beka does not sell their materials to Exodus Books. The following overview is meant to help you evaluate A Beka as a curriculum, and give you some other options to consider as well.
A Beka's math program is a complete course for grades K-12. Comprehensive math programs can be hard to use because upper and lower level instruction are treated the same. A Beka's course develops with students. Those who use A Beka texts for student-directed work should know that the upper level math books require more teacher involvement, but there is plenty of support.
How Do These Work?
Grades K-6 cover basic arithmetic. The kindergarten text focuses on counting, number recognition and simple addition, and from there students learn all the basics as well as fractions, decimals, basic geometry, and simple algebra. Some feel the elementary levels are too slow, but by sixth grade, students have learned everything they'd encounter in a comparable course. Each lesson includes lots of review. New topics are introduced thoroughly and reviewed often.
Grades 7-12 are less review-oriented. This is largely because the concepts build on each other, and too much backtrack would impede progress. The texts are faster moving, and you'll probably need to interact with your students more—you don't need to be a math genius yourself, though, since the teacher materials are clear and thorough.
There are a variety of materials for each level. At the core is the student worktext and answer key. K-2 are the only levels with a teacher guide; each student worktext page is reproduced in reduced size and includes teaching tips, lesson objectives, and notes. All other levels have an answer key, which is simply a reproduction of the student text with answers, and includes an appendix of teacher notes and objectives. Detailed plans for every lesson are in the curriculum book for each level—the plans walk you through preparation and in-class presentation.
Worktexts are in full color. The elementary texts have engaging illustrations; the junior high and high school texts are largely un-illustrated, though Consumer Mathematics and Plane Geometry have lots of photographs. Everything the student needs to know is in the student text—students read a portion of text, followed by plenty of examples and a problem set. While these texts are intended to be consumable workbooks, you could have your kids record their answers on a separate sheet of paper.
The teacher keys only include answers to problems. Solution keys are available for all upper level texts (anything after sixth grade) and include solutions for all in-text problems; test and quiz keys include solutions and answers. Each book includes an average of 170 lessons, one a day for a standard schoolyear.
For each level there is a test/quiz book and a test/quiz key. Grades 1-6 include a consumable speed drills book and a speed drills key designed for review and reinforcement. There are no drill books for the older grades because there is plenty of review in the problem sets. For grades K-6 there are a variety of supplementary materials, from charts and flashcards to suggestions for math games. While these can be fun and even instructional, none of them are necessary for successful use of the course material.
The text for seventh grade is Basic Mathematics, largely a bridge review and introduction to basic concepts elaborated in later texts. Students exceptionally good at math could probably skip this level. Pre-Algebra, Algebra I, and Algebra II are the next three texts, followed by geometry. There are two choices for geometry. Plane Geometry is traditional Euclidean geometry with proofs; Analytic Geometry is a more modern approach based on the principles of algebra. The final book in the course is Trigonometry which provides students the basis for calculus and physics study.
There are two optional texts for high schoolers, Consumer Mathematics and Business Mathematics. These are intended to replace, not to be used simultaneously or consecutively, with the other texts. While students could work through both texts, it's probably best to choose one or the other. Consumer Mathematics deals with balancing a checkbook, budgeting and other elements of private economics, while Business Mathematics is more accounting-oriented and deals with similar issues from the corporate standpoint. These are useful texts if your student wants to pursue accounting or business studies, or if you don't see the need for learning advanced math.
Our Honest Opinion:
A Beka is a long-time publisher of Christian curriculum. Their math program is the result of years of research and revision, reflected in its ease of use for both student and teacher. Like other A Beka subject courses, this one is equally adaptable for student or teacher directed use. If your child is good at math, handing him the text and grading his work will probably suffice; if he struggles, following the outlined lesson plans is likely the best choice.
The authors have adapted the material to suit each grade level, so students' ages and maturing learning styles are accommodated. If you plan to switch to or from A Beka, it's best to do so between sixth and seventh grade. If you want to continue following the incremental method after the elementary grades, Saxon would be a good choice. For the mastery-oriented style of the later texts, Singapore's Primary Math series would make good foundational texts in the early grades. |
This textbook on linear algebra includes the key topics of the subject that most advanced undergraduates need to learn before entering graduate school. All the usual topics, such as complex vector spaces, complex inner products, the Spectral theorem for normal operators, dual spaces, the minimal polynomial, the Jordan canonical form, and the rational... more...
This text is a practical student guide to scientific computing on parallel computers, based on the authors' lectures at ETH Zurich. Aimed at advanced undergraduate and graduate students in applied mathematics, computer science, and engineering, subjects covered include linear algebra, fast Fourier transform, and Monte-Carlo simulations, including... |
For many years, this classroom-tested, best-selling text has guided mathematics students to more advanced studies in topology, abstract algebra, and real analysis. Elements of Advanced Mathematics, Third Edition retains the content and character of previous editions while making the material moreAdvanced Linear Algebra focuses on vector spaces and the maps between them that preserve their structure (linear transformations). It starts with familiar concepts and then slowly builds to deeper results. Along with including many exercises and examples, each section reviews what students need to …
Combinatorics of Spreads and Parallelisms covers all known finite and infinite parallelisms as well as the planes comprising them. It also presents a complete analysis of general spreads and partitions of vector spaces that provide groups enabling the construction of subgeometry partitions of …, …
Drawing on the authors' use of the Hadamard-related theory in several successful engineering projects, Theory and Applications of Higher-Dimensional Hadamard Matrices, Second Edition explores the applications and dimensions of Hadamard matrices. This edition contains a new section on the …
Useful Concepts and Results at the Heart of Linear AlgebraA one- or two-semester course for a wide variety of students at the sophomore/junior undergraduate level
A Modern Introduction to Linear Algebra provides a rigorous yet accessible matrix-oriented introduction to the essential concepts |
of a Single Variable
"The Larson Calculus" program has a long history of innovation in the calculus market. It has been widely praised by a generation of students and ...Show synopsis"The Larson Calculus" |
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Stepping It Up: Foundations for Success in Math = College Readiness
New Digital/Print Program from Pearson Canada Bridges Gap Between High School Math and Skills Needed for College Success
Toronto — March 23, 2010 — One third of all students taking math in the first semester of their Ontario college program are failing or barely passing, according to the College Mathematics Project (CMP). Many of the students identified as being at risk are those who have not mastered basic math skills prior to entering college, and are therefore not adequately prepared to complete their chosen program of study.
Stepping It Up: Foundations for Success in Math, a new program from Pearson Canada, is designed specifically to help bridge the gap between high school and college mathematics, providing solutions to the challenges that many students face in this difficult academic transition.
Pearson Canada's math team worked closely with Ontario college math educators to identify a list of fundamental topics essential for college success and to determine the best approach to help at–risk students. These topics include math study skills; whole numbers; fractions; decimals; ratio and proportions; percent; measurement; geometry; statistics; signed numbers; and introduction to algebra and trigonometry.
Stepping It Up: Foundations for Success in Math is available exclusively through MyMathLab and the Pearson Custom Library. These programs allow instructors to pick only the topic modules they need and arrange them in any order to build their own customized electronic or print textbook. MyMathLab, Pearson's online math learning system, helps students improve their math skills by providing a personalized interactive learning environment where they can learn at their own pace and measure their progress. Tutorial exercises link back to an eText and additional study aids.
"Colleges need flexible resources to help students learn the math required to succeed in their courses, and Stepping It Up can be tailored specifically to the needs of any learning environment," said Steve O'Hearn, President, Pearson Canada Higher Education. "The program is designed to meet the recommendations of the College Mathematics Project, the ongoing research program funded by the province of Ontario to examine student math skills at the college level."
Throughout the program, students are given many opportunities to practice and review core concepts. Each of the twelve modules contains Practice Problems, Quick Quizzes, Module Review Problems, and two How Am I Doing? tests, and is bookended by a diagnostic pretest and a practice final exam.
"As authors, we were committed to producing a textbook that emphasizes mathematical reasoning and problem–solving techniques. The problems included in Stepping It Up are built on a wealth of real–life and real–data applications and include a mixture of SI and Imperial units to reflect everyday life in Canada. By using realistic Canadian examples, our aim is to engage students and help them understand the relevance of the material to their own lives," said co–author Trish Byers PhD. "We have developed and incorporated these into the exercise sets to teach students in data interpretation, mental mathematics, estimation, geometry and graphing, number sense, critical thinking, and decision making. The program was designed to help educators recognize and respond to the difficult issues students encounter in first semester college mathematics courses." |
Mathematics for Grob Basic Electronics Instructor Solutions Manual
9780078271281
ISBN:
0078271282
Edition: 9 Pub Date: 2002 Publisher: McGraw-Hill Higher Education
Summary: Provides students with the mathematical principles needed to solve numerical problems in electricity and electronics. 13 chapters cover keeping track of the decimal point when multiplying and dividing; working with fractions; manipulating reciprocals; finding powers and roots of a number; powers of 10; logarithms; metric system; solving equations; trigonometry; binary and hexadecimal numbers; and complex numbers. |
Go beyond the answers--see what it takes to get there and improve your grade! This manual provides worked-out, step-by-step solutions to the odd-numbered problems in the text. This gives you the information you need to truly understand how these problems are solved. |
COURSE TITLE: Algebra I, Parts 1 and 2 – A General Course Outline PREREQUISITE: Math 8, Pre-Algebra (8th Grade) Algebra I, Parts 1 and 2 are academic courses designed for students who need extended time to complete Algebra I. It covers the same content as Algebra I by presenting the basic concepts of Algebra I in the first year, and then expanding the concepts in the second year.
COURSE TITLE: Algebra I – A General Course Outline PREREQUISITE: Pre-Algebra (8th grade) or Math 8 In Algebra I, students develop the skills necessary to solve linear and quadratic equations. Students use Algebra as a tool for solving a variety of practical problems. Tables, graphs, calculators and computer simulations are used to interpret algebraic expressions, equations and inequalities, and to analyze functions. Matrices are used to organize and manipulate data.
COURSE TITLE: Algebra II – A General Course Outline PREREQUISITE: Algebra I and Geometry Algebra II students extend the concepts of Algebra I. A thorough study of advanced algebraic concepts is provided through the exploration of functions, polynomials, rational expressions, sequences and series, complex numbers, and matrices. Students will create graphs using translation, reflection, dilation and rotation.
COURSE TITLE: Algebra II & Trigonometry– A General Course Outline PREREQUISITE: Algebra I and Geometry Algebra II & Trig. students extend the concepts of Algebra I. This is a faster paced course which does a thorough study of advanced algebraic concepts and starts the study of trigonometry. It provides a through the exploration of functions, polynomials, rational expressions, sequences and series, complex numbers, matrices and the introduction to trigonometry. Students will create graphs using translation, reflection, dilation and rotation.
COURSE TITLE: Geometry – A General Course Outline PREREQUISITE: Algebra I or Algebra I, Parts 1 & 2 Geometry is the study of the inter-relationships and the properties of points, lines, planes and space figures. Emphasis is placed on systematic and logical reasoning. This course includes the deductive axiomatic method of proof to justify theorems and to determine whether conclusions are valid. The method of justification includes proofs, flow charts and verbal arguments. Inductive and intuitive approaches are used. Calculators, computers and graphing utilities will be used where feasible.
COURSE TITLE: General Math 9 – A General Course Outline PREREQUISITE: None Students study the four basic operations of addition, subtraction, multiplication, and division. These operations are emphasized using whole numbers, fractions, decimals and percents. Practical applications of general mathematics are used throughout the course. Calculators, computers and manipulatives are also used throughout the course.
COURSE TITLE: Consumer Math – A General Course Outline PREREQUISITE: One year of High School Math Consumer Mathematics is a calculator-based course, which applies computational skills in solving everyday problems that a student will encounter as a consumer. Areas of the consumer world considered are job search, income, transportation, food, clothing, housing, budgeting, taxation, consumer credit, banking, insurance and investments. Skills in gathering and interpreting data are also emphasized.
COURSE TITLE: Computer Math – A General Course Outline PREREQUISITE: Geometry This course is an elective beyond the Geometry level and is designed to introduce the student to the use of interpreted and compiled programming languages. In Computer Mathematics students are introduced to the JAVA programming language.
COURSE TITLE: Advanced Placement Computer Science – A General Course Outline PREREQUISITE: Computer Math This course follows the course outline for Advanced Placement Computer Science, is an elective beyond the Geometry level and is designed to introduce the student to the use of interpreted and compiled programming languages. In AP Computer Science, students learn the C++ programming language.
COURSE TITLE: Advanced Algebra with Trigonometry – A General Course Outline PREREQUISITE: Algebra II This course is an elective beyond the Algebra II level which prepares the student for college mathematics. Students review the second semester topics from Algebra II and receive a semester of Trigonometry. Advanced Algebra with Trigonometry is intended for the student who has completed the academic mathematics program through Algebra II, who wishes to obtain additional higher math experience, but who does not want to take the more rigorous Pre-Calculus with Trigonometry course leading to Calculus. This course is not intended to prepare a student fully for Calculus; however, it does provide an adequate background in college mathematics for the non-engineering, non-mathematics major. The first semester reviews, reinforces and extends the skills and concepts of Algebra II. The second semester is the study of Trigonometry.
COURSE TITLE: Pre-Calculus – A General Course Outline PREREQUISITE: Algebra II This course is an elective beyond the Algebra II level which prepares the student for college mathematics. Pre-Calculus students receive a bridge from Algebra to analysis by being introduced to the notion of a limit. Pre-Calculus is a course for very capable mathematics students who have successfully completed the academic program through Algebra II. The objective is to provide a thorough preparation for college mathematics, especially Calculus, by including a study of Trigonometry, as well as other advanced mathematics topics.
COURSE TITLE: Statistics and Probability – A General Course Outline PREREQUISITE: Algebra II Statistics and Probability is a one-semester Statistics and Probability, students learn sampling, distributions and statistical testing.
COURSE TITLE: Discrete Mathematics – A General Course Outline PREREQUISITE: Algebra II This course is an elective beyond the Algebra II level which prepares the student for college mathematics. Discrete Mathematics students are introduced to logic and the finite processes used to solve applied problems.
COURSE TITLE: AP Calculus AB – A General Course Outline PREREQUISITE: Pre-Calculus This course is an elective beyond the Algebra II level which prepares the student for college mathematics. In AP Calculus pupils learn the concepts of differential and integral Calculus.
COURSE TITLE: Advanced Placement Statistics – A General Course Outline PREREQUISITE: Algebra II This course follows the course description of The College Board's AP Statistics program. AP Statistics is a year long AP Statistics students explore data by observing patterns and departures from patterns, plan a study by deciding what and how to measure data, anticipate patterns by producing models using probability theory and simulations and study statistical inference by confirming models. |
In GAMM-Mitteilungen original scientific contributions to the fields of applied mathematics and mechanics are published. In regular intervals the editor will solicit surveys on topics of current interests. |
What is SOLUTION OF CLASS 12 MATHS EXEMPLAR PROBLEM BOOKBY NCERT?
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where can i find solutions for exemplar problems for class 10th mathematics??? Asked by allrounder.nikky...(student), on 27/5/11. Answers. ... (student), on 4/2/12 i hav d exactly same situation here ... We also provide free NCERT solutions |
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