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MAA Review
[Reviewed by Allen Stenger, on 09/15/2008]
This book takes the "complex variables" view of elliptic curves. It uses a particular number-theoretic problem to drive the discussion: the problem of characterizing congruent numbers. A congruent number (no relation to congruences modulo a number) is defined as a number that is the area of a right triangle with all sides rational. Thus 6 is a congruent number because it is the area of the familiar 3-4-5 right triangle. There is an equivalent formulation in terms of whether the elliptic curve y2 = x3 - n2x has rational solutions. This enables us to bring the powerful machinery of elliptic curves to bear on the problem, and the book develops that machinery and culminates with a proof of Tunnell's (almost complete) characterization of congruent numbers.
I like the method of using a single difficult program to organize a book. I think it is not completely successful here, because the original problem drops out of view in the middle of the book, with many new concepts being introduced that are not clearly driven by it. The book travels though L and zeta funtions, elliptic functions, and modular functions and forms.
Silverman and Tate's Rational Points on Elliptic Curves is a very different approach to elliptic curves, through abstract algebra and geometry. There is surprisingly little overlap between the two books, considering that they are introductions to the same subject. Koblitz is much faster-paced, and contains a lot of intricate arguments. It covers a much larger amount of material and requires more mathematical maturity (it is correctly placed in Springer's Graduate Texts series, while Silverman and Tate is in the Undergraduate Texts series). I like both books, but I think Silverman and Tate is a better introduction.
Allen Stenger is a math hobbyist, library propagandist, and retired computer programmer. He volunteers in his spare time at MathNerds.com, a math help site that fosters inquiry learning. His mathematical interests are number theory and classical analysis. | 677.169 | 1 |
This outstanding text starts off using vectors and the geometric approach, featuring a computational emphasis. The authors provide students with easy-to-read explanations, examples, proofs, and procedures. Elementary Linear Algebra can be used in both a matrix-oriented course, or a more traditionally structured | 677.169 | 1 |
Key to Algebra
Key to Algebra offers a unique, proven way to introduce algebra to your
students. New concepts are explained in simple language and examples are easy to follow.
Word problems relate algebra to familiar situations, helping students understand abstract
concepts. Students develop understanding by solving equations and inequalities intuitively
before formal solutions are introduced. Students begin their study of algebra in Books
1-4 using only integers. Books 5-7 introduce rational numbers and expressions. Books
8-10 extend coverage to the real number system. For grades 5-12
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This course is open to those who have proven their excellence in math. The AP-AB Calculus course consists of a full academic year of work in calculus. Topics that are covered include elementary functions, limits, differential calculus with applications and integral calculus with applications. The AP syllabus is equivalent to college level Calculus I. Additional topics are covered after the AP exam. Problems are approached using the "rule of four"; algebraically, verbally, graphically, and numerically. All students are required to take the AP/AB exam in May. This exam is not part of the course but a passing score (3-5) usually earns a semester course credit and placement in college. | 677.169 | 1 |
Helpful Ways to Teach Geometry This video shows that visual aids such as pictures are helpful in teaching geometry. Dr. Stefan Forcey received his Ph.D. in mathematics from Virginia Tech University in 2004. He is currently teaching mathematics as an assistant professor at Tennessee State UniversityGraphing Linear Inequalities in Two Variables, Part III In this video, Sal Khan demonstrates how to graph a linear inequality. Mr. Khan uses the Paint Program (with different colors) to illustrate his points. Sal Khan is the recipient of the 2009 Microsoft Tech Award in Education. (03:20 Celebrates its First Raider Walk Come experience the thrill and excitement of Texas Tech Football's Raider Walk! Cheer on the coaches and meet your favorite players. Raider Walk starts 2 hours and 15 minutes before each home football game near Dan Law Field and continues to the southwest corner of Jones AT&T Stadium. Author(s): No creator set
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How to Avoid the Freshman 15 Jamie Cooper, assistant professor in the Texas Tech University Department of Nutrition, Hospitality and Retailing, recommends some easy alternatives for college students to keep in mind to avoid the dreaded "freshman 15". Author(s): No creator set outlinedVoice-leading analysis of music 2: the middleground This unit continues our examination of 'voice-leading' or 'Schenkerian' analysis, perhaps the most widely-used and discussed method of analysing tonal music. In this unit, this method is explained through the analysis of piano sonatas by Mozart. The unit is the second in the AA314 series of three units ... Author(s): No creator set
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Multivariable Calculus This is a textbook for a course in multivariable calculus that has been used for the past few years at Georgia Tech. Author(s): No creator set | 677.169 | 1 |
This is a rigorous course in plane, solid, and coordinate geometry designed for the outstanding math student. There is an emphasis on proofs, using deductive and inductive reasoning. The course develops concepts in depth and deals with extensive applications of modern geometry. | 677.169 | 1 |
In our world ofgrowing technology, it is essential that students learn to work with and adapt to a variety of tools. The LCHS Math Department regularly utilizes graphing calculator technology to enhance lessons and provide more access to advanced mathematical thinking. We highly recommend that each student have his or her own graphing calculator for use during and outside of class, when deemed appropriate by his/her math teacher. Since we feel it is important for students to develop strong mental math and reasoning skills, there will be times when students are not permitted to use acalculator.
Our teachers usethe TI-83, TI-84 Plus, TI-84 Plus Silver Edition or the TI-Nspire (with TI-84 face plate) calculators. We recommend that students use one of these calculators so that our teachers will be able to help quickly trouble-shoot problems and provide consistent instruction on using the graphing calculator technology. All of these calculators are permitted on most standardized tests including theSATs, SOLs, and AP Exams.
Students taking AP Calculus AB, BC, or AP Statistics may want to purchase the TI-89 Titanium orthe TI-Nspire CAS because these calculators are equipped to deal with the advanced topics in these courses.
To find more information about these calculators, you may want to visit education.ti.com andclick on the "Products" tab. These calculators are available at most electronics stores, office supply stores, or can be found on eBay.
A limited number ofcalculators will be available for students who are financially unable to purchase their own calculator. There will be a $120 replacement fee charged to students if a calculator is lost or damaged.
Forms will be available through the math teachers during the first week of school for students wishing to check-out a calculator to use for the school year.
Calculators will be issued for the 2012-2013 school year on a first-come, first-served basis starting at 3:50 pm on Thursday, August 30 in the math wing hallway.
If you have anyquestions about getting a calculator for your student, please contact his orher math teacher or the Math Department Chair, Nicole Kezmarsky ([email protected]).
HelpUs Get Cool Calculator Accessories with TI Points!!
Did you just purchase a new TI Calculator? If you look on the back of the package, you willsee a TI Rewards symbol:
Bring this in toyour math teacher so that we can collect point and use them to purchase greataccessories to use in class!! | 677.169 | 1 |
The student workbook includes a set of lesson review boxes accompanied by questions that provide practice for previously taught concepts and the concepts taught in the lesson. "Exploring Math Through..." sections help students understand how ordinary people use algebraic math, providing concrete examples of how math is useful in life. Students will need to supply paper to work the problems. 333 pages, softcover.
The teacher's guide includes the main concepts, lesson objectives, materials needed, teaching tips, the assignment for the day, and the reduced student pages with the correct answers supplied. Each lesson will take approximately 45-60 minutes, and is designed to be teacher-directed.
Product:
Horizons Algebra 1 Teacher's Guide
Vendor:
Alpha Omega Publications
Edition Description:
JMT080
Binding Type:
Paperback
Media Type:
Book
Minimum Grade:
8th Grade
Maximum Grade:
12th Grade
Number of Pages:
333
Weight:
0.0001 pounds
Length:
11 inches
Width:
8.5 inches
Street Date:
8/15/2012
Subject:
Math
Curriculum Name:
Horizons/Alpha Omega
Learning Style:
Auditory, Kinesthetic, Visual
Teaching Method:
Charlotte Mason, Classical, Traditional, Unit Study, Unschooling
There are currently no reviews for Horizons Algebra 1 Teacher's Guide. | 677.169 | 1 |
KS3 Algebra – Formulae (MEP – Year 8 – Unit 12)
Worksheets and activities. The topic of Formulae from the Year 8 book of the Mathematics Enhancement Program (MEP). For information about these resources and an index for the whole collection please visit
Keywords: Algebra, Formulae, Formula, Substitution, Ev More…aluate, Positive, Negative, Change the Subject, Linear, Non Linear, Equation, Solve, Solution, Laws. | 677.169 | 1 |
Discrete Mathematics
9780198534273
ISBN:
0198534272
Publisher: Oxford University Press, Incorporated
Summary: This text is a carefully structured, coherent, and comprehensive course of discrete mathematics. The approach is traditional, deductive, and straightforward, with no unnecessary abstraction. It is self-contained including all the fundamental ideas in the field. It can be approached by anyone with basic competence in arithmetic and experience of simple algebraic manipulations. Students of computer science whose curric...ulum may not allow the study of many ancillary mathematics courses will find it particularly useful. Mathematics students seeking a first approach to courses such as graph theory, combinatorics, number theory, coding theory, combinatorial optimization, and abstract algebra will also enjoy a clear introduction to these more specialized fields. The main changes to this new edition are to present descriptions of numerous algorithms on a form close to that of a real programming language. The aim is to enable students to develop practical programs from the design of algorithms. Students of mathematics and computer science seeking an eloquent introduction to discrete mathematics will be pleased by this work | 677.169 | 1 |
...
More About
This Book
showing quadrilateral geometric shapes, and still others showing ways of charting statistics, measuring vectors, and more. Here is an imaginative new approach to mathematics, a great classroom supplement, a useful homework helper for middle school and high school students, and a reference book that belongs in every school library.
Includes alphabetically arranged terms of the basic vocabulary of mathematics along with definitions for each | 677.169 | 1 |
Writing Algebraic Story found a Dr. Seuss book that demonstrates the idea of linear equations. I started the lesson by reading the book to the students and creating linear equations to follow the storyline. Then we created our own, following a model I put together.
By downloading this file, you will get the Dr. Seuss book title, the lesson plan I followed, the notes I gave to the students, the examples I showed them, and a few examples that my own students made.
It took me a few months to find this book, but it demonstrates linear equations (using y=mx+b) perfectly! The students might be a bit shocked to find out they are about to read a children's story, but they will enjoy it. Who doesn't like being read to? :)
PDF (Acrobat) Document File
Be sure that you have an application to open this file type before downloading and/or purchasing.
7343.12 | 677.169 | 1 |
Education college math courses for teachers are now available in several sites. Graduate and post graduate courses can be taken on the web. Formal education and free programs may be studied.
Coursework
Practically every mathematics branch may be studied. This includes trigonometry, algebra, geometry, calculus and advanced computations. Each of these subjects have different levels (geometry I, algebra I, II and so on). They are also very detailed. There are introductory subjects such as fractions, decimals, whole number reviews and so on. An algebra course will cover topics like bilinear forms, linear transformations, vector spaces and polynomials.
There are also subjects that will teach you about the number system. Teachers will also have to study theorems, graphs and mathematical sciences. Mechanics of deformable solids, fluid mechanics, particle mechanics and computer algebra are also taught in these classes. There are also courses about statistics, probability theory and Stochastic processes.
More advanced concepts include manifolds, algebraic topology and general topology. The latter is also known as point set topology. This area includes topics about dimension theory, open spaces, separation axioms and continuous functions.
Free Courses
These can be taken by teachers too. While they have a lot of information, not all of them earn credit. Online universities offer credit earning courses. The price of each course varies. States have different rules regarding the credit hours needed. You have to check your universality regarding credit transfer policies and rules.This will vary from university to university.
Format
Websites have different set ups. Most of these programs are self-paced, although some of them assign instructors to their students. The majority of these sites divide the lessons into modules. Some courses only take a few hours to finish. But since these courses are self paced, students can decide to study full or part time. This will determine the length of each course.
Other Information
Online classes have lectures, assignments and video guides. Just like other online classes, there are discussion forums, boards and email. Some of them now use Skype and other means to enhance communication.
Some of these courses prepare teachers for the state exams. These subjects will cover a lot of topics.
Different study materials are available. There are several lessons available. Study materials include electronic notes, lectures, question sheets, problem sets and tests.
Online college math courses for teachers have to be accredited. Free programs do not earn credit. By taking one of these classes, you will be better prepared for the job.
Online courses for teachers classroom can get you ready to get a certification or degree. In the past you had to take courses in a traditional class. But the Internet has made it possible to take some of the coursework on the Internet.
Coursework Overview
Teacher education colleges are run by teachers and other qualified experts. Subjects include studying the meaning of school administration, office management and record keeping, Key Issues in educational management and characteristics of good head teachers.
Among the subjects you have to study are school and community, management of co-curricular activities, organizational structure, school discipline and human relations. Aspiring students also have the option of going through decision making, types of administrators and administrative functions in education.
Other Areas of Study
Universities with classes for teachers include subjects such as administrative functions in education, nature and scope of educational management, supervision and inspection, meaning and scope of school organization. Basic concepts that have to be studied are nature, aims, objectives and principles of school Administration. You also have to learn about the difference between administration, supervision & management.
Features and Format
These colleges offer more than just classroom management lessons. Teachers can take up courses on all aspects of educational leadership, physical education and its foundations. You also have to study curriculum and elementary teaching. An aspiring teacher can take up a teacher study program.
They can also take a major in other related courses. You can study for a degree or a certificate. There are graduate and undergraduate programs for students. Some of these classes have live and online classes. You have to undergo fieldwork and Internet based coursework.
Other Information
Issues in education are almost always covered in these courses. Among these subjects are training vs. development, productivity vs. human relations and efficiency and effectiveness. There are also subjects on management of school libraries, using the internet cyber bullying, management of school time-table and service training. You will also study challenges in school administration, common weaknesses of teachers, workload and common problems.
Would-be teachers also have to study guiding principles for schools, how to place emphasis on co-curricular activities and organization of education. Courses on school discipline include old and new concepts of discipline, factors that affect discipline and importance of decision making.
Online courses for teachers classroom is becoming a standard feature in universities and colleges. After completing these web based courses, you will be ready for the state teacher exam.
Online continuing education courses for social workers allow a professional to complete these requirements without going to school. Online options are available in many websites and colleges that have CEU courses.
Coursework Overview
Colleges with social work degrees and their online counterparts arrange their subjects in different sections. Divisions vary but there are several topics which are almost always covered. These include studies in human relations, social psychology basic and advanced concepts.
You will find topics about becoming a helper, ethics, responsibilities and the law. Other subjects are about case management, social work in rural areas and drug abuse and correctional services. Other available subjects are about child welfare services, social work in health care, mental health, administration and research.
License and CEUs
These topics are often reviewed in CEU courses. These programs are available only for social workers who have a valid license. This can be obtained by completing a master's or bachelor's degree in social work. These CEU courses have to be taken every three years to renew the license. After the CEUs are completed, the social worker will submit them to the state.
Requirements
Social work classes are
required to complete a specific number of CE units; the number varies by state. Some do not require you to submit evidence of CEU. However, audits are performed on a random basis. Proof of CEUs have to be submitted. For this reason, continuing education records have to be kept for four years.
Format and Features
A course in ethics is mandatory in most states as is pain management. Other topics that may be needed are common errors in workplace social interactions, stress and frustration, social issues in the workplace and in general. Continuing education classes include learning about the self, schemas, inference and emotion.
Other Information
There are also courses that focus on nonverbal communication, attributing the causes of behavior and research methods. The latter is often studied because methods are always changing. After completing the required courses, you will earn the credits needed to complete the program. If continuing education is not completed, they will be in violation of the state's health code. This can result in probation or license suspension.
Online continuing education courses for social workers work in different ways, depending on the state. To renew licenses, a certain number of CEU hours have to be completed. You need to consult the state licensing board for more information.
Online ESL courses for teachers differ by state. However, they share some common features like videos, audio and other multimedia features. Schedules are also flexible, allowing teachers to study during the day or night.
Coursework Overview
Those who want to instruct ESL must have an education major in college. These courses focus on teaching skills. This is necessary for those who want to operate classes proficiently. Other courses include intercultural communication and applied linguistics. Students also discover methods for teaching conversational English. These courses explain how to speak the language at work.
You will also learn how to assign meaningful homework and plan classes. Specific courses teach you how to work with adults or K-12 students who are studying English. Teachers also learn word meanings, pronunciation and grammar rules.
Formats of these virtual schools vary. There are courses designed for educators who want to work full time. Others are for those who want to teach part time.
Additional Subjects
These universities with education majors also teach about instructional techniques. This is necessary for instructing students with different cultural backgrounds. ESL teachers must have a bachelor's or master's degree.
There are also courses specific for teaching classes. At the same time they are taught how to run computer software tools. More advanced courses focus on the other tasks of a teacher. This includes being a community resource.
Continuing Education
This is required in many states. There are ESL educators with a bachelor's degree who can get a master's degree. This can lead to a better job and pay. Formal continuing education is necessary for their professional development. These courses help ensure their teaching methods are current. Many of these courses are can now be studied on the web.
Other Information
These subjects emphasize teaching methods and cultures. These classes may include a semester of educating. Clinical training is also required in many courses. All ESL educators must also have a license. The requirements differ depending on the state.
Admission requirements will vary depending on whether it is a public or private schools. In other states, you have to take an adult education license. They also study about job placements and the places where you can find work. There are many other courses that you can study on the web.
Online ESL courses for teachers are now being taken by several educators. The convenience that they afford is something that many are now discovering.
Free online courses for teachers aide offer several topics that aspirants and professionals can take. Teachers' aide programs and free courses give you the opportunity to learn the skills necessary to become successful. You will discover the core skills required for the job.
Coursework Overview
Major courses are speaking effectively with parents. Teachers also discover how to develop a good working relationship with coworkers. There are also topics on work team effectiveness and development. As a teacher's assistant, you will find out how to help pupils access the curriculum and develop their numeracy and literacy skills.
These assistants also learn how to help students with their social, emotional and behavioral needs. Aides must also learn about health, hygiene, safety and security. As a student you just take up subjects concerning education and its implications and how to organize the environment.
Other Tasks of Teachers Assistants
A teachers' assistant must also study how to use integrate communication and information technology in the classroom. An assistant must also be aware of how to help students with physical and / or sensory impairments.
Free educational sites for teachers assistants explore different methods for helping students with interaction, learning, cognition, interaction and communication problems. They also have to support students with multilingual and bilingual abilities.
Other Subjects in Free Courses
Their activities are not limited to the classroom. They must also help students with their health and well-being. Teachers assistants must also help when it comes to maintaining the safety of the environment for students.
These free resources also explain what it takes to promote the emotional development of a student. Additional topics include evaluation of learning activities, observing and reporting pupil performance. As an assistant they must also keep stock of pupil records.
Format
These courses use video, audio and forums to help students. Using these resources, you will find it easier to learn how to help during learning activities and maintain good relationships with other students.
Other Information
You will also find out about management of pupil behavior, helping literacy and numeracy activities and working with other people. There are also subjects that focus on supporting your colleagues, planning and evaluating learning activities. Among the other subjects that have to be studied are dealing with behavior problems, communicating with pupils, praise and encouragement.
Free online courses for teachers aide also teach you how to observe changes in students. An integral part of the course is guiding pupil behavior.
If you are a military family always moving from one deployment to the next and your kids need help with their studies; your kids are home-schooled; your young ones are
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being tutored at home or you want to give your kids lessons for advanced studies; your best option is to enroll them in online courses designed for kids of various ages.
There are online courses for kindergarten through sixth grade if your kids are within this age bracket and they are usually assigned their own online instructor.
This will give you the assurance that your kids are being given the best learning tools and assistance even if they are not enrolled in a regular school.
What Courses Can Your Kids Take Online?
For lessons specific to online courses for kindergarten through sixth grade, these are broken down per level to allow the students to take courses appropriate for their age as well as for their level of knowledge.
The core courses however are basically the same for each grade level, it's the extent of the extent and coverage of the courses that vary from one level to the next.
Depending on the online school that you have selected, the curriculum may be categorized differently. For instance, Language Arts may be categorized as Language Arts and Reading while History may be presented as Social Studies.
How are the Courses Presented?
Since the courses are designed for younger students, these have to be presented in a way that they will not get easily bored with the lessons as well as explained in a manner that they can easily comprehend what is being taught to them.
Audio-visual learning aids, interactive practice tests and animated graphics to emphasize certain areas covered by the lessons are the most common methods of how each course is presented online.
You can enroll your kids for a full course or you can also choose specific areas that you want them to focus on. When choosing courses, it is important to check the child's capacity in term of course load so they can work on their courses more effectively.
If you enroll them in more than two courses at a time, they might feel overwhelmed and pressured and thus greatly affect the quality of their online education.
Entrance tests may also be required by the online school prior to admission to check how much the child already knows. This will help the school in determining what grade level they are most suitable forFor licensed and practicing teachers who wish to advance in their careers, a Master's Degree could be the answer. With a Master's Degree, more doors will be opened for you with regards to your career advancement.
Understandably, going back to school may not be your priority for two reasons: time and budget. Graduate school is expensive, maybe even more expensive than taking your undergraduate courses.
For this reason, not a lot of professionals consider getting a higher education. However, with education now also offered online, teachers and other professionals now have a better chance of continuing their education and getting a Master's Degree.
Inexpensive Online Courses for Educators
To find inexpensive online courses for educators, you should first check those that are established specifically to provide online courses alone but whose courses, modules and instructors are affiliated with some of the top universities worldwide.
You may discover that online courses from campuses that have put their presence on the internet are basically priced the same whereas courses offered by websites thru their affiliate schools are much more affordable.
There are also online schools that are actually non-profit organizations which offer more affordable graduate courses with the help of financiers, donors and other supporters.
On the other hand, you can also ask the online university or college if they offer discounts and under what terms and conditions can you avail of these.
Your other options for tuition reduction are applying for a full or partial scholarship and applying for other financial aid options provided by the online school.
Graduate Courses for Teachers
You won't lack in online graduate courses to take once you have decided to earn your Master's Degree as there are quite a lot of offerings on the internet for M.S., M.A. and M.Ed. courses for teachers.
Among the Master of Science courses that you can take are:
- Curriculum and Instruction
- K-12 Special Education
- Educational Leadership
For Master of Arts courses, the following are some of your choices:
- Mathematics Education
- Science Education
- Science Ed. in Chemistry
- Science Ed. in Physics
- English Language Learning
There are also Science Ed. courses in Biological Sciences as well as Science Ed. in Geosciences.
For Master of Education, there are also several online courses to choose from such as Instructional Design and M. Ed. in Learning and Technology.
Bear in mind that the courses listed here have their own areas of study and they may or may not have several domains of study per course.
You should read the course overview and course guide to get more information about them and also to give you an idea if these are what you want to take.
Teaching is a challenging task. Teaching gifted students come with a different set of challenges that only the well-trained and knowledgeable teachers would be able to tackle. Plus, there are certain certifications and degrees that are required to be able to pursue a career in teaching gifted students, who definitely have special needs.
The Gifted, Special and Fragile
Gifted students are classified as such because with the high IQ that they have, they easily get bored with regular flow of classroom discussions. Their minds are advanced and would need a curriculum and a system of teaching that will keep them interested in learning so they continue to do so.
Like special education teachers, teachers who deal with the gifted are required with a special training. Such training will help them know and understand the unique behavioral patters and cognitive abilities of such children. Their skills in ensuring that learning is promoted are further enhanced. That is so they will be able to develop a teaching system that is suitable to the kind of kids they deal with.
Get an Education
The key towards pursuing a career in teaching gifted students is having proper education. Some states may not require an education degree but would ask you to pass licensure exams. There are online courses that will help you through this process.
Teachers of gifted students use different techniques in order to promote learning. At times they are required with individualized instructions that suit their behavior towards learning in general. All these and more are being taught in school.
When choosing a course to become a teacher for the gifted, choose one that will suit your requirements and needs. Make sure that it is worthy of your time, effort, and money. Make sure that it is valuable in a sense that it will be credited for earning your degree or finishing your certification for licensing.
There are a number of courses available for teachers. Each course are directed towards a specific career goal that you may have set previously.
While you are being cautious choosing your course, make sure that you choose an accredited online school as well. You just cannot ignore the possible existence of Internet frauds, which may work towards stealing away either your money or your identity away from you.
As with many other aspects of our modern lives, technology is an important building block in taking a career as a teacher for the gifted. So make sure that you are not left behind. | 677.169 | 1 |
A Concise Introduction to Matlab is a simple, concise book designed to cover all the major capabilities of MATLAB that are useful for beginning students. Thorough coverage of Function handles, Anonymous functions, and Subfunctions. In addition, key applications including plotting, programming, statistics and model building are also all covered.
MATLAB is presently a globally available standard computational tool for engineers and scientists. The terminology, syntax, and the use of the programming language are well defined and the organization of the material makes it easy to locate information and navigate through the textbook.
1 An Overview of MATLAB
2 Numeric, Cell, and Structure Arrays
3 Functions and Files
4 Decision-Making Programs
5 Advanced Plotting and Model Building
6 Statistics, Probability, and Interpolation
7 Numerical Methods for Calculus and Differential Equations
8 Symbolic Processing | 677.169 | 1 |
The Mathematics department at Bishop Allen is committed to helping each student realize their mathematical potential. Department members encourage all those enrolled in courses of mathematics to complete and review their work daily, seeking assistance immediately when necessary. To facilitate this learning process, extra help sessions are available for any student in need of clarification in mathematics. Math teachers will be available on selected dates before or after school if you get stumped or confused!
The department offers enriched mathematics classes beginning in grade 9. The academic curriculum is enhanced and augmented by Advanced Placement resource material. In their senior year, students may write the Advanced Placement exam in Calculus.
Students are invited to participate in various Canadian mathematics competitions prepared by the University of Waterloo:
The Pascal, Cayley and Fermat contests (prepared for students
in grades 9, 10, and 11, respectively):
The aim of the contests is to provide an opportunity
for students to have fun and to develop their mathematical
problem solving ability.
The top five contestants in Canada receive Gold Medals
and students scoring in the top 25% of Canadian competitors
will receive a Certificate of Distinction.
The Euclid contest is designed primarily for students in their final year of secondary school:
The aim of the competition is to provide students with an opportunity to develop their mathematical problem solving ability.
Each of the top five competitors in Canada will receive a Gold Medal and will be awarded a Centre for Education in Mathematics and Computing cash prize of $500. Each of the next top ten competitors will receive a Centre for Education in Mathematics and Computing book prize. Each student scoring in the top 25% of Canadian competitors will receive a Certificate of Distinction. | 677.169 | 1 |
Description The purpose of this course is the build a solid mathematical framework through solidifying your understanding of algebra. While there are many mechanical processes that need to be mastered, we will also try to learn how to utilize your knowledge of those processes in contextual situations. The brain is like any other muscle and must be stretched and exercised and developed through many different techniques!
Expectations My only expectation is very simple: commit yourself to being a successful student. Prepare for each class by completing homework, seeking help for concepts you do not understand, and bringing needed materials. Take advantage of your time in class to learn from me and your classmates and work hard from bell to bell. Do your part to help build a respectful and relaxed learning atmosphere and have fun while learning. The last expectation is that you must laugh each day in class. I want this class to be a great learning experience both academically and socially, and one of the best ways to develop class unity is to laugh together. Don't worry; I will supply most of the humor both intentionally and unintentionally.
What's Happening
Welcome back to another year at West....We are implementing some new and great ideas and you will help us shape many of these practices. We are excited with the direction of our Math department and hope that it will lead each of you to great success. | 677.169 | 1 |
25
Total Time: 3h 37m
Use: Watch Online & Download
Access Period: Unlimited
Created At: 12/02/2008
Last Updated At: 07/20/2010
Taught by Professor Edward Burger, these lessons were really helped me work with Complex Rational Expressions. I was really lost when dealing with these buggers but I watched the video 5 times before I really began to understand these expressions. Everything was explained clearly in the video. I will be looking for a part 2 to this topic.
I was struggling to grasp this concept when reviewing for an exam, as the examples in my text were not sufficient enough. This video was able to articulate the concept in a very clear manner and I can finally exhale and feel confident going into my exam. Thanks!
I love how animated his style is; it makes his teaching style even more engaging. Even when you thought it couldn't get more interesting, his bright orange tie makes it that much more fun to watch his lessons.
But to rate his lesson based on knowledge and ability to teach, I would give it a 10. It's so much easier to learn from a video tutorial than it is for me to read a textbook or sit through a lecture. I can start and stop whenever I want and take breaks without interrupting a class, etc. It's so much easier for me to learn at my own pace! Having these videos on integral algebra online makes me very happy.
Very happy indeed.
Below are the descriptions for each of the lessons included in the
series:
Int Algebra: Solving a Mixture Problem
In this lesson, you will learn how to approach word problems that involve equalities and ratios or fractions percentages, ratios, recipes, mixes, etc an Average
In this lesson, you will learn how to approach word problems that involve averages or means averages or means (many of which include grades or scores Factor Sums and Differences of Cubes
In this lesson, you will learn how to factor the difference of two cubes and how to factor the sum of two cubes. Neither of these are simple factorizations, so Professor Burger will show you what the factorization is and then explain where it comes from. Additionally, he'll show you some ways to remember what these factorizations are. (x^3 - y^3) = (x - y)(x^2+xy+y^2) and (x^3+y^3) = (x+y)(x^2-xy+y^2) Long Division with Polynomials
You know how to use long division to divide two numbers; you can also use long division when dividing polynomials. In this lesson, Professor Burger will review with you how to long divide and then show you how to use long division with polynomials (to evaluate things like (x^4+3x^2-5x-10)/(X^2+3x-5) ). When long dividing, you often end up with a remainder, and this will be the case when using long division on polynomials, as well. This lesson will show you how to find both the quotient and the remainder when dividing two polynomials using long division Synthetic Division with Polynomials
You know how to use long division to divide two numbers; you can also use long division when dividing polynomials. In this lesson, Professor Burger will show you how to eliminate several of the steps in long division by u sing synthetic division. Synthetic division only works when you are dividing by (x + ?) or (x - ?) where ? is a number. In synthetic division, you start by using the coefficients of the polynomial in the numberator with switched signs. In the end, you will end up with the same answer for both the quotient and remainder as you would using long division, but it will be a less harrowing path to get there Multiply-Divide Rational Expressions
In math, a rational expression or rational function is any function which can be written as the ratio of two polynomials. These are inevitably expressed as fractions. In this lesson, you will learn how to multiply and divide rational functions. Rational expressions can be multiplied or divided just like fractions. In walking you through examples of this type of multiplication and division, Professor Burger will highlight things to watch out for and shortcuts that can help you along the way. He will also show you why dividing is the same thing as multiplying by the reciprocal Add-Subtract Rational Expressions
In math, a rational expression or rational function is any function which can be written as the ratio of two polynomials. These are inevitably expressed as fractions. In this lesson, you will learn how to add and subtract rational functions. As with any fractions, to do this, you'll need to find a common denominator. In walking you through examples of this type of addition and subtraction, Professor Burger will highlight things to watch out for and shortcuts that can help you along the way Rewriting Complex Fractions
In math, a rational expression or rational function is any function which can be written as the ratio of two polynomials. These are inevitably expressed as fractions. Dealing with complex rational expressions is the same basic thing as dealing with other rational functions. In a complex rational expression, you generally end up with a variable within a fraction that's with another fraction that also includes another variable. The approaches to addition, subtraction, multiplication and division that are used with simple rational expressions all work the same here. You will need to invert and multiply in order to divide and you will need to find common denominators and least common multiples, etc. In this lesson, you will see a series of examples to see how these complex rational expressions are handled (things like (1/(1/x))/(1/(1/x)^2)). Containing Radicals
When working with equations, you often end up with a radical of some sort (like a square root) on one side of the equation. These type of equations are called radical equations because they contain a square root. To evaluate this type of equation, you'll want to get rid of the radical. This lesson will show you how to approach and solve this type of equation by getting rid of the radical (by isolating the radical alone on one side of the equals sign and then squaring both sides of the equation). When evaluating this type of equation, you will always want to check your solutions in the original equation to make sure that you don't end up with an extraneous root as a solution. Even if the equation solves to give you an extraneous root, it is not a valid solution. An extraneous root is something that is a root to the quadratic but not to the original equation with Two Radicals
In this lesson, Professor Burger will show you how to solve equations that contain two radicals (roots). When you have an equation with two square roots, you'll want to have them on opposite sides of the equal sign. Then, you'll square both sides of the equation. If there is still a radical remaining, you'll have to isolate it on one side of the equation and then square both sides once again. There will be several examples included in this lesson that will show you how to approach this type of problem and then how to check your work Functions and the Vertical Line Test
A function is basically a machine that takes an input value (x) and processes it to produce an output value (y). With a function, if an x value is known, you can find the y value. When graphed, a curve is a function if it passes the vertical line test. In this lesson, Professor Burger will show you how the vertical line test means and how to recognize when a curve does not pass the vertical line test. The vertical line test looks to verify that, for every value of x, only one y value is produced. If something doesn't pass the vertical line test, it is called a relation and not a function Function Notation and Values
In this lesson, Professor Burger will show you how to correctly denote functions and values. By definition, a function has only one value of y for each value of x. A function can always be expressed using the term f(x) instead of y. This lesson will walk through when to use this notation and how to use it correctly to indicate what you want it to be. Additionally, Professor Burger will show you how to verbally say the new notation in addition to how to write it. Last, he'll walk you through a few examples involving functions and their notation and evaluation Domain and Range
While a function always satisfies the vertical line test (for any value of x there is only one value of y), there are functions in which the domain of the function does not include all values of x. In this lesson, we look at the domain of a function (all of the values of x for which we can evaluate the function and find a value of y) and the range of a function (all the values of y that may be generated by evaluating the function for some value of x). In addition to learning about evaluating a function to find the domain and range, Professor Burger will graphically show you how to identify the domain and range Satisfying the Domain of a Function
In this lesson, you will learn how to find all of the allowable x values for a particular function (the function's domain). An allowable x value is one in which you can evaluate the function. There are certain types of numbers which are not allowable, like square roots of negative numbers, numbers with 0 in the denominator, etc. If you evaluate a function and end up with one of these types of numbers, then the x value is deemed to be outside of the domain for the function. Professor Burger will also show you how to correctly denote the domain of a function once you determine what it is Composite Functions
In this lesson, you will learn about a method that you can use to combine functions. The composition of two functions is the way to combine two functions. In this lesson, you will learn how to combine functions (for example, to find f(g(x)) ). There are specific ways to denote these types of composite functions, and you will also learn how to correctly write composite functions (f(g(x)) or (f o g)(x) ). To compose a function (find the composition of functions), you'll have to take the answer of one function and plug it into the other function (to find something like, 'g composed of f of 3'. Professor Burger will also highlight why g(f(3)) is not always equal to f(g(3)). Substitution
In this lesson, Professor Burger will show you how to solve systems of equations using a technique known as substitution. In this approach, you will solve one equation for one of the variables (eg y) and then plug the value (what y is equal to) into into the other equation (anywhere a y appears). This substitution will allow you to solve for x and then in turn solve for y. In order to fully explain how this works, Professor Burger will walk you through several different types of examples Elimination
While you can often solve systems of equations using substitution, you may also find that elimination is a simple approach for some systems of equations. When evaluating a system of linear equations with two linear variables using elimination, you will look for ways to combine the equations (or multiples of the equations) such that the sum of the equations will eliminate one of the variables. Once you eliminate one variable, it should be easy to deduce the value of the other equation. Once you have this, you should be able to plug it in to one of the original equations to solve for the eliminated value by Completing the Square This lesson will teach you how to find solutions by completing the square. In this technique, you'll start by isolating all constants on one side of the equation and all variable terms on the other side. Then, you'll add or subtract something to both sides to complete the square. In this case, you'll end up with x^2+6+9 = 9-1. This equation will be easier to evaluate given that you can simplify it to (x+3)^2 = 8. When you finally get to a solution value for x using this approach, you may need to rationalize a denominator (take radicals out of it), and Professor Burger will review this in the lesson, too Completing the Square: An Example In this lesson, you will learn more advanced techniques to use when solving an equation by completing the square. This lesson will cover what to do when the initial x^2 term contains a coefficient, how to solve problems that involve fractions, how to handle denominators with fractions, etc. This technique is the basis for the quadratic formula, which can always been used to solve quadratic equations Find Vertex by Completing the Square
In this lesson, you will learn how to find the vertex of a parabola given the formula for the parabola. To do this, you will complete the square. By completing the square of the parabola equation, you will be able to get the equation into a standard form that can be more easily evaluated. A parabola is a conic section in which the locus of points constructing it are equidistant from the focus and the directrix. Once we've identified the vertex of a parabola, we can get a good sense for how the parabola is positioned on the Cartesian coordinate plane the Quadratic Formula
The quadratic formula is used to solve for x in quadratic equations, which come in the form ax^2+bx+c=0. This formula is most commonly used when the expression can't be easily factored for evaluation. Oftentimes, this is because the two solutions to the equation are not real numbers. In this lesson, Professor Burger will walk you through when to use the formula, what the alternatives to the formula are and how to apply the formula. He will also explain how and why the formula can give imaginary numbers as solutions and what that means Predict Solution Type by Discriminant
When working with quadratic equations and the quadratic formula, there is a way to determine what type of solutions you will find and how many there will be (2 real solutions or 2 complex solutions or 1 solution) by looking at the coefficients of the quadratic formula. In this lesson, you will learn how to do this by calculating and evaluating the discriminant (d) of the quadratic formula (equal to b^2-4ac, which is a component of the quadratic formula The Pythagorean Theorem
The Pythagorean Theorem describes the relationship between the sides of a right triangle. It asserts that if the hypotenuse is length c and the other two legs are a and b, then a^2+b^2=c^2. This formula has a number of applications, and you will go through many of them in this lesson. Professor Burger will show you how to find one leg of a right triangle if you know the other two or if you know the length of one side and have two polynomials to express the lengths of the other two sides (e.g. if you know the three sides are c=x+2 and a=x and b=x+2 Quadratic Inequalities
In this lesson, Professor Burger will teach you how to solve quadratic (non-linear) inequalities. In a quadratic inequality, there are things like x^2 included. To evaluate these inequalities, we once again start by factoring. Next, you'll find the values for x, for which the quadratic inequality is positive such that you will be able to make a sign chart and then determine the sign (positive or negative) for ech interval delineated on the sign chart. Once you have identified the intervals that satisfy the equation, Professor Burger will show how to properly denote the answer using correct notation Writing an Equation for a Parabola
A parabola is a conic section in which the locus of points constructing it are equidistant from the focus and the directrix. To find the formula of this equation when given the vertex (h,k) and the distance from the focus (p), this lesson will show you how to find the equations for the parabola described by these criteria. There will be two formulas depending on whether p is positive or p is negative (which should indicate whether the parabola opens up or down). | 677.169 | 1 |
The Economist Numbers Guide - Richard Stutely
Business analysis is a subject of many concepts: time-value of money, discounted cash flow valuation, amortization, depreciation, etc. The Economist Numbers Guide is a handy reference that will help you use these concepts appropriately and explain them clearly to your colleagues.
The Economist Numbers Guide is a short, but comprehensive book that contains everything you need to know about business mathematics. Inside, you'll find information on arithmetic, notation, financial structures, investment analysis, inflation, interest, distributions, graphing, forecasting, sampling, testing, decision trees, Markov chains, and even advanced subjects like linear programming. You'll be hard pressed to find a business situation that requires math this book doesn't cover well.
The Economist Numbers Guide is the reference book I rely on to ensure I'm using business analysis techniques properly and explaining them clearly to other people. If business analysis is part of your job, I highly recommend keeping this book close at hand | 677.169 | 1 |
Matrices -- Identity and Inverse Matrices1.12008/12/15 07:09:09.311 US/Central2009/01/09 07:26:27.592 US/[email protected]@RaleighCharterHS.orgAlgebra 2FelderIdentityInverseMatricesTeacher's GuideA teacher's guide to identity and inverse matrices.This may, in fact, be two days masquerading as one—it depends on the class. They can work through the sheet on their own, but as you are circulating and helping, make sure they are really reading it, and getting the point! As I said earlier, they need to know that [I] is defined by the property AIIAA, and to see how that definition leads to the diagonal row of 1s. They need to know that A-1 is defined by the property AA1A1=I, and to see how they can find the inverse of a matrix directly from this definition. That may all be too much for one day.I also always mention that only a square matrix can have an [I]. The reason is that the definition requires I to work commutatively: AI and IA both have to give A. You can play around very quickly to find that a 23 matrix cannot possibly have an [I] with this requirement. And of course, a non-square matrix has no inverse, since it has no [I] and the inverse is defined in terms of [I]!Homework:"Homework—The Identity and Inverse Matrices" | 677.169 | 1 |
Murderous Maths107135","isPreorder":0},{"priceBreaksMAP":null,"buyingPrice":4.49,"ASIN":"140710716X","isPreorder":0},{"priceBreaksMAP":null,"buyingPrice":4.49,"ASIN":"1407107119","isPreorder":0}],"shippingId":"1407107135::zm7ZSp%2BN5mXjWCwVllYdRAq868rDr25AwN6B7lOunjIfsl%2Ftiuzg3Sd%2Bwno9ceKqbEUgwh1kc5%2FeJ0ezZ9458lNDLTEcrhj5,140710716X::ds2RIYYZsCVOvnf8PzVw6V1J60JuhC82m8O%2Bg6va4xtVVIYGdAdqsYkUfMuEcQFqhykQR2Z9B8iahV9zCnHekKvU8rZQjkUb,1407107119::PbV1n0AVsNs9%2Bl8%2FnI%2BdqsWNRnm%2FyQUOg%2FwiQ%2BntDDvH9PQViqGCFQE10of0%2Bk68TFU%2BAUbHP9dXPbEdEclFiZexe4OkgRC The secret weapon 2. What is algebra? 3. The Slaught-o-Mart equations 4. The father of algebra 5. Packing, unpacking and the panic button 6. The mechanics of magic 7. The Murderous Maths testing laboratory 8. The bank clock 9. Axes, plots and the flight of the loveburger 10. Double trouble 11. The zero proof
written in a variety of fonts in the usual Kjartan Poskitt entertaining style, e.g.:-
'You haven't seen me before and, after this book, I hope for your sake we never meet again, because I'm dangerous to be seen with. In fact, just to be safe, before you read on check there's no one looking over your shoulder. All clear? Right then, here's the situation. Maths is one long fierce battle in which we're all being attacked by an army of different problems. Luckily, most of them are little sums that you can solve in your head. Then for the really tough sums, you can bang the numbers into a calculator and read off the answer. But sometimes you have to do sums and you aren't told what the numbers are! How can you put a number into a calculator when you don't know what it is? What do you do when you're facing the UNKNOWN? It's usually a job for ...... the Phantom X..........' | 677.169 | 1 |
There is no required text for the course. Much of the material covered
so far (root finding, Taylor polynomials, autonomous DE, Euler's method)
can be found in any slightly advanced calculus text such as Robert Adams'
"Calculus, a complete course" (later editions with co-author Christopher
Essex).
Assignment #1,
due Friday, January 11. Part A is to be handwritten and turned in during
class. Part B is to be submitted electronically as a maple worksheet
(.ws file) to the slate system
Correction:
Assignment #10.
Note that there is an error in the numbering
in the example for #3. One of the rows I show is numbered the wrong
direction. When done correctly, 17 should be in the (4,4) position.
The MATLAB file for question #3 is here:
slxy.m;
question #4
display_board.m; and
question #5
energySolutions to Lab Quiz #8 are give in two MATLAB files:
first.m and
second.m.
Solutions to Lab Quiz #9 are give in two MATLAB files:
dice.m and
vanMATLAB exercise: Snakes and Ladders. We are working our way through
a longer example of the use of MATLAB to identify some statistics of the
game, Snakes and Ladders. Since there are many board variants, we are making
a general code that takes in the board information in a structure. So far,
we have done the following:
Specified the board information structure. A sample structure
is shown in
board1.m for a small test
board shown in SandL.pdf.
Wrote a dice rolling function that allows for the game to be played
with different sized dice:
roll.m. | 677.169 | 1 |
This text offers the most geometric presentation now available, emphasizes linear transformations as a unifying theme, and is recognized for its extensive and thought-provoking problem sets. While preserving the same table of contents as the previous edition, this revision is the outcome of a read more...
This best-selling book provides an accessible introduction to discrete mathematics, using an algorithmic approach that focuses on problem-solving techniques. The new edition weaves techniques of proofs into the text as a running theme. Each chapter has a special section dedicated to showingThis student-friendly text develops concepts and techniques in a clear, concise, easy-to-read manner, followed by fully-worked examples. Application problems drawn from the literature of many different fields prepares students to use the techniques covered to solve a wide variety of practical read more...
This textbook offers an interesting, straightforward introduction to probability and random processes. While helping students to develop their problem-solving skills, the book enables them to understand how to make the transition from real problems to probability models for those problems. To keep read more...
This book introduces the mathematics that supports advanced computer programming and the analysis of algorithms. The primary aim of its well-known authors is to provide a solid and relevant base of mathematical skillsthe skills needed to solve complex problems, to evaluate horrendous sums, and to read more...
The books in the series adhere to the latest syllabus proposed by NCERT and all other major Boards across the country. However , there are certain additions like Maths Lab Activities within the chapters which are required to be taught as per the CBSE directives. It helps in making the students read more... | 677.169 | 1 |
Detail Table of Contents
Buy Now
Please allow 5 to 10 days for delivery.
Detail Table of Contents
Matrices : Chapter 5
SUMMARY:
Matrix is a set of 'm × n' numbers arranged in the form of rectangular array having 'm' rows and 'n' columns. It is called an m x n matrix. Matrices play an important role in modern techniques of quantitative analysis of managerial decisions. Matrices provide a compact way of representing a system of equations.
This chapter discussed about determinants, adjoint and inverse of a matrix. To the end of the chapter we have discussed how managers can use matrix methods like Cramer's Rule, matrix inversion method and Gauss - Jordan elimination method to solve linear equations related to various managerial problems. Thus, matrices play a vital role in a manager's decision making process. | 677.169 | 1 |
114 Due:Problem Set # 1 7 Feb 2007Name: The following questions, although not an astronomical, illustrate the use of logarithms in representing numbers that differ by many of orders of magnitude. Refer to the table below which lists the
MATH 640 Numerical Analysis Section 7.4: Error Bounds and Iterative RenementSection 7.4 is the rst to introduce us to the concept of how good is it, i.e. of how accurate the numerical approximation to the solution of Ax = b truly is. We also see wa
MIE 643 Course InformationKarnaugh Map ConfigurationA Karnaugh map provides a pictorial method of grouping together expressions with common factors and therefore eliminating unwanted variables. The Karnaugh map can also be described as a special a
AGRO/HORT/BOTA 339: Introduction to the molecular techniques of plant biology and biotechnologyCOURSE OBJECTIVETo provide a practical experience in the major techniques used in plant genetic analysis at the molecular and bioinformatic levels.TEX
Ways of failing to live up to the maximsChris Potts, Ling 390a: Controlling the Discourse, Fall 2007 Sep 26 Background In Logic and conversation, Grice identies four ways in which speakers might fail to fulll a maxim or maxims. This handout summariz
Student Information SheetLing 201 Fall 2004 Discussion SectionBelow I printed the information about you I got from SPIRE, and some additional questions. Please check the personal information and correct it if necessary. The other questions are f
Math 400.1 Practice Final Exam Wednesday, December 19, 2007(1) You should be able to state all the main denitions of the course. These include, but are not limited to: group, subgroup, cyclic group, Abelian group, the center of a group, the symmetr
Stat 324: Lecture 01 Descriptive statisticsMoo K. Chung [email protected] January 18, 20051. A population is a collection of object under investigation. A sample is a subset of the population. The frequency of any particular value is the number
Genetics 466, Lecture 40 Quantitative Genetics II: Nature vs. NurtureObjective: Learn the concept of heritability as a way of separating the phenotypic variance into genetic and environmental components. Understand the concept of "broad-sense" herit | 677.169 | 1 |
Scalar
posted on: 18 Jun, 2012 | updated on: 24 Sep, 2012
ScalarMath is studied in linear Algebra where real number is considered as scalar and we can also relate the term scalar math with the vectors in vector space by using the operation known as Scalar Multiplication. In this operation a scalar or a number is multiplied by a vector to get back another vector.
We generally define a vector space with use of some field instead of using real number or scalar, and such field is known as Complex Numberplane or field. The vector space or the Complex Plane has many scalar on its plane and these scalars are the elements of the field.
In scalar math, we have a matrix called scalar matrix which is used to denote a matrix in the form KI where k denotes a scalar and I is the identity matrix.
There is a big difference between scalar product operation and scalar multiplication operation. Scalar product is nothing but defined as the multiplication of two vectors to produce a scalar.
One more Point to be discussed in scalar math is that the vector space with the scalar product is known as an inner product space.
We should know that the real part component of a quaternion is also known as its scalar part.
The term scalar we use is sometimes used also in context with a vector or matrix or a compound when reduced to a single component. For instance, when we calculate the matrix product like 1 x n matrix and an n x 1 matrix, then it is generally called as a 1 x 1 matrix and it is usually known as a scalar.
Topics Covered in Scalar
Scalar definition is not a new term for all of us; we have seen it when we talk about vectors. Definition of Scalar is studied in linear Algebra. We can define scalar by using the operation called Scalar Multiplication, where vectors in vector space are being multiplied by a real number so as to get another vector. As you have seen above that how we have given the definit...Read More
Scalar multiplication is study under Scalar Math, where the word scalar is what which scales vectors. Scalar multiplication definition is different from scalar product definition which is nothing but an inner product between two vectors.
Scalar multiple is studied under the topic linear Algebra and if we talk about the simple definition, then it can be defined as ...Read More
Function in general, is defined as any action or event performed by any person for which it is suited. In mathematical term, a function is defined as the relation of any variable with the other such that for each value of one variable, there exists a value for which second variable is also defined. It can also be defined as a Set, for which there exists a unique val...Read More
In mathematics, scalar field is termed as a function, which gives us a single value of some variable for each and every Point in space. Scalar term can be composed of a mathematical term or a physical quantity. Scalar field should always be independent of coordinates which means that any two persons watching the objects will agree on same points of Scalar field in space. Te...Read More
Slope or gradient refers to variation in space of a quantity. Gradient of any quantity reflects the steepness and direction of a line. The gradient of a Scalar function or field is a vector quantity that shows the direction of maximum rate of increase of that Scalar Field and magnitude will be equals to rate of increase.
Assume that there is a Scalar Funct...Read More
Function can be defined as a relation between inputs and outputs. A function normally relates each input exactly with one output.
Let's take an example to define function properly in which 'x' is used as input and 'y' is used as output and suppose that relation between input 'x' and output 'y' is defined by rule 'y' = f(x).
Above rule says that output 'y' is ...Read More | 677.169 | 1 |
Mr. V's Math and Science Moodle
Available courses I.B. mathematics course caters for students with varied backgrounds and abilities. More specifically, it is designed to build confidence and encourage an appreciation of mathematics in students who do not anticipate a need for mathematics in their future studies. Students taking this course need to be already equipped with fundamental skills and a rudimentary knowledge of basic processes.
The course concentrates on mathematics that can be applied to contexts related as far as possible to other subjects being studied, to common real-world occurrences and to topics that relate to home, work and leisure situations. The course includes project work, a feature unique within this group of courses: students must produce a project, a piece of written work based on personal research, guided and supervised by the teacher. The project provides an opportunity for students to carry out a mathematical investigation in the context of another course being studied, a hobby or interest of their choice using skills learned before and during the course. This process allows students to ask their own questions about mathematics and to take responsibility for a part of their own course of studies in mathematics.
analyze, qualitatively and quantitatively, data related to a variety of physics concepts and principles. Students will also consider the impact of technological applications of physics on society and the environment. | 677.169 | 1 |
Math 8 Textbook Website: Applications and Connections (Course 3) (The Parent and Student Guide has worksheets that you can print out for each chapter. These one-page worksheets have a very brief, but clear explanation of each lesson and some examples for practice with answers at the bottom of the page.) | 677.169 | 1 |
02153
CIP Code
This course has been verified by OSPI′s Career and Technical Education department as meeting all Washington State requirements for approved CTE courses. The course CIP code is: 270301.
The CTE instructor vocational certification number for this course is V520300.
Other Materials
Description
Building on the skills developed in the first two years of high school math, students will continue to improve their ability to reason mathematically by applying and extending their learning in this third year math course. This course will broaden their ability to model situations and solve problems. Students will formalize their understanding of two- and three-dimensional geometric figures. Triangles will continue to be a primary focus as we deepen the understanding of right triangles, special right triangles, applying the Pythagorean Theorem and applying the basic trigonometry ratios of sine, cosine and tangent. Students will also review and expand their understanding of transformations and uses of the coordinate plane. Students will develop an understanding of quadratics, functions and probability | 677.169 | 1 |
Course:UCSC Math 111B
From SlugmathWiki
Group theory including the Sylow theorem, the structure of abelian groups, permutation groups. Introduction to rings and fields including polynomial rings, factorization, the classical geometric constructions, and Galois theory. | 677.169 | 1 |
Your students may be able to correctly work math problems, but can they explain how they arrived at the solution? Step Up to Writing in Math is a powerful new resource for mathematics and content-area teachers looking for
Assess individual proficiency in prealgebra and algebra. Algebra Readiness Assessment gives teachers the ability to design instruction that is appropriate for each student's learning needs. The perfect complement to Algebra... | 677.169 | 1 |
An intermediate treatment of the theory and application of numerical methods, much of this material has been presented at the University of Michigan in a course for senior and graduate engineering
students. The main feature of this volume is that the various numerical methods are not only discussed in the text, but are also illustrated by completely documented computer programs. Many of these programs relate to
problems in engineering and applied mathematics. The reader should gain an appreciation of what to expect during the implementation of particular numerical techniques on a digital computer.
Cloth/Paper
C
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U.S. Dollars
$87.50
You may copy this unique Krieger Book Number into the Quote and Information Form, for quick processing, if you're interested in this book | 677.169 | 1 |
Course Goals:
This course provides the student with a foundation in basic programming concepts in general,
and in the MATLAB environment and syntax in particular. After completing this course, the student will be able to design,
write, test and debug MATLAB programs to solve scientific and mathematical problems.
Specific Objectives
Upon successful completion of this course, the student should be able to:
Textbook:
Required software:
The student must have MATLAB available, either the standard version, or purchase the student version from the Mathworks.
How to register for this course:
This course is offered by the Oceanography Department of the Naval Postgraduate School as a distance learning course. It is an instructor-led,
web-based course, and is available to any DoD service member or Civilian. NPS follows a quarter system, with 11-week quarters. There
will be weekly assignments and tutorials. The tuition must be paid by your command.
For more information,
please contact the instructor at [email protected]. | 677.169 | 1 |
3 Mathematically speaking
Mathematicians have rigorous ways of defining things like maps. As Wolfram MathWorld explains:
A map is a way of associating unique objects to every element in a given set. So a map ƒ:A|->B from A to B is a function ƒ such that for every a ∈ A, there is a unique object ƒ(a) ∈ B.
What does that mean? Say you have a bunch of things — a set, in mathematical terms — and you want to put them someplace or refer to them in a more convenient way. Call that set A. You need to map (verb) each element, or object, in set A to some other element in another set, which we'll call B. And each object in A can only go one place. So, as Wolfram says, we need to associate unique elements in B with each element in A.
Those of you who liked high school algebra may note that this is the same as the definition of a function. In fact, mathematically speaking, a map and a function are the same thing. For the rest of you, here's an example.
A classroom example
Consider the students in your class — a set of students. Each student needs a desk — a unique desk; one student can't sit at two desks, although in a pinch they could share — and so you could map (verb) students to desks by creating a seating chart. Your seating chart would be the map (noun). You didn't know that when you assigned seats you were writing a mathematical function, but there you go: Algebra in practice!
That's a simple example. The original data set, your set of students, has just one variable, the student's identity or name; and the set of desks can simply be numbered. You might say it's one-dimensional.
Figure 4-1. Mapping students to numbered desks.
Student
Desk
Anastasia
11
Billy Bob
1
Candi
5
Dora
3
Elwin
8
Fiona
9
Grover
2
Hargrove
4
Ingrid
12
Josepha
6
Kaga
10
Lerlene
7
Of course, this is assuming you've numbered your seats — you've created a second map, by mapping the physical desks in your classroom to the whole numbers 1 to 12. If you actually want your students to be able to find their seats, though, you may want to do more than simply number them. You may want to map your list of students to the two-dimensional space of your classroom. (I say two-dimensional because I assume you don't have a mezzanine. If you do, hang on, we'll get to three dimensions later on.)
For simplicity, let's say you have a simple rectangular arrangement of three rows of four desks each, numbered this way:
Figure 4-2. Numbering your desks by rows and columns: or, mapping a two-dimensional space to a set of whole numbers.1
Then you can give students this map of their seating assignments, representing students by their first initials:2
Figure 4-4. Mapping students to physical desks.
Now this is starting to look like what most people think of as a map, which is a two-dimensional representation of physical space. Actually "a representation of a space" is a pretty good way to define a map more generally. A space, mathematically speaking, doesn't have to be a physical space. It can be a coordinate space, which is the imaginary space defined by the axes of a graph. Remember Cartesian coordinates from high school algebra?
Figure 4-5. Two-dimensional Cartesian coordinate space.
Here you can see the "space" defined by the x and y axes. But of course we can map a physical space to coordinate space — that's what we do when we make a map of the world or of a geographical region.
Those of you who enjoyed high school algebra may observe that if the desk number n is a function ƒ(r,c) where r=row and c=column, then n=4(r-1)+c. Pointing this out is of no real help in organizing your classroom, but it might be useful if you had a very complicated seating arrangement and needed to convince your principal that it was serious and important. [return]
Note that in my hypothetical classroom, I have only one student per first initial. I recommend this in real life, as well. Students are often perfectly willing to change their names, and if you have more than twenty-six, you can use Greek or Russian names. (You may even be able to get away with calling this "globalizing your curriculum," but I don't recommend it.) [return] | 677.169 | 1 |
Aldie Algebra Equatio...
...Chemistry is a building block subject where previously covered topics combine in more complex ways as newer subjects are introduced, so clear understanding of earlier concepts is essential to ongoing success. Geometry is the branch of mathematics that studies figures, objects, and their relation... | 677.169 | 1 |
work in progress, CK-12's Algebra I Second Edition is a clear presentation of algebra for the high school student. Topics include: Equations and Functions, Real Numbers, Equations of Lines, Solving Systems of Equations and Quadratic Equations.
This lesson unit is intended to help teachers assess how well students are able to understand the relationship between the slopes of parallel and perpendicular lines and, in particular, to help identify students who find it difficult to: find, from their equations, lines that are parallel and perpendicular; and identify and use intercepts. It also aims to encourage discussion on some common misconceptions about equations of lines. | 677.169 | 1 |
Have you heard of the Rule of Three? This rule says that functions should be described three ways: symbolically, graphically and numerically. As you investigate functions from each of these three perspectives and see how the three representations are connected, you will gain a deeper understanding of the important mathematical concept of function. The TI-83 and TI-83 Plus provides platforms to investigate functions in these three different ways.
Lesson Index:
1.1 - Describing Functions Symbolically
1.2 - Describing Functions Graphically
1.3 - Describing Functions Numerically
After completing this module, you should be able to do the following:
Define and evaluate a function on the TI-83 Plus or TI-83
Use the method of "Guess and Check" to find a root (or zero) of a function | 677.169 | 1 |
...
Science Helper for Ms Word is a type of implemental software for making physics, chemistry, math and electronic graphs of the high school or ... - so you save time! The software encompasses mathematics, physics, chemistry, electronic and more with over 1200 ... tool which can used to assist with making homework of physics, chemistry and math graphs in Word ...
Looking for a software utility that would help math students plot various graphs? You've just stumbled upon ... perfectly suited for use by high-school and college math students. The program is capable of plotting Cartesian, ... making it very practical for solving in-class and homework algebra or calculus problems. The program comes with ...
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Visual Mathematics is a highly interactive visualization software (containing -at ... students. This is a very powerful tool that helps to learn and solve problems by the hundreds ... Arithmetic, Algebra, Geometry, Trigonometry, Analytic Geometry and miscellaneous.Visual Mathematics, a member of the VirtualDynamics Math Virtual Lab, is an Intuitively-Easy-To-Use software.Visual Mathematics modules include the theory necessary to understand every ... | 677.169 | 1 |
A Quick Introduction to the Wolfram Education PortalIn this Wolfram Technology Conference presentation, Radim Kusak shares his experiences in creating the course, Introduction to Wolfram Mathematica for Teachers, for his colleagues at Charles University in Prague.
See how Wolfram technologies like Mathematica and Wolfram|Alpha enhance math education. The video features visual examples of course materials, apps, and other resources to help teachers and students cover math from algebra to calculus to statistics and beyond.
Watch an introduction to the Wolfram Demonstrations Project, a free resource that uses dynamic computation to illuminate concepts in science, technology, mathematics, art, finance, and a range of other fields.Explore the various ways mobile devices can tap into the power of Mathematica and Wolfram|Alpha to enhance learning in math, science, and even music classrooms in this recorded presentation from the Wolfram Technology Conference 2011.
In this Wolfram Mathematica Virtual Conference 2011 course, learn why Mathematica is used for academic research with a look at its programming language, support for parallel computing, and multiple publishing and deployment options.
In this Wolfram Mathematica Virtual Conference 2011 course, learn different ways to use Mathematica to enhance your calculus class, such as using interactive models and connecting calculus to the real world with built-in datasets.
Filip Švrček, an assistant professor in the department of algebra and geometry, faculty of sciences, at Palacký University in Olomouc, Czech Republic, shared classroom examples that demonstrate the power of using Mathematica as a teaching tool at the Wolfram Technology Conference 2010.
Mathematica covers many application areas, making it perfect for use in a variety of different classes. In this screencast, you'll get an introduction to Mathematica and learn how it can help you tackle any type of problem—numeric or symbolic, theoretical or experimental, large-scale or small. Includes Portuguese audio | 677.169 | 1 |
{"itemData":[{"priceBreaksMAP":null,"buyingPrice":26.36,"ASIN":"0817636773","isPreorder":0},{"priceBreaksMAP":null,"buyingPrice":24.65,"ASIN":"0817639144","isPreorder":0},{"priceBreaksMAP":null,"buyingPrice":8.5,"ASIN":"0486425649","isPreorder":0}],"shippingId":"0817636773::lVXDokmYK4hvws0kBuSAi8gu65MvL7CcTq6QDFqAcpP4wmK6GyWPbDdDPrHkAJkDGLk02HDR8CVG1Ml4IZxF1rzddBvFRLgo5juVx3NQ7R0%3D,0817639144::2PB0AcEfpj8yitRMUNueYNXgBKNYgXCa579USjZVoC6IWzki8ooVqrGO1tazQkCmW%2BPBwYCv4T7PxnhUXkdKeVRsTcCwqdZDxWAwl58QHBo%3D,0486425649::ugRRfQ4spkO8HS9BPSRblLsc5UaNI9%2BacrnKtGV2pa1fmcePI5tQgJ%2FcZLZz42HfrfiC8M3Xg4nALfUcyUXC43xfjPpnXJ0DJTFmJof%2FQ idea behind teaching is to expect students to learn why things are true, rather than have them memorize ways of solving a few problems, as most of our books have done. [This] same philosophy lies behind the current text by Gelfand and Shen. There are specific 'practical' problems but there is much more development of the ideas … [The authors] have shown how to write a serious yet lively look at algebra." —The American Mathematics Monthly "Were 'Algebra' to be used solely for supplementary reading, it could be wholeheartedly recommended to any high school student of any teacher … In fact, given the long tradition of mistreating algebra as a disjointed collection of techniques in the schools, there should be some urgency in making this book compulsory reading for anyone interested in learning mathematics." —The Mathematical Intelligencer
This text, which is intended to supplement a high school algebra course, is a concise and remarkably clear treatment of algebra that delves into topics not covered in the standard high school curriculum. The numerous exercises are well-chosen and often quite challenging.
The text begins with the laws of arithmetic and algebra. The authors then cover polynomials, the binomial expansion, rational expressions, arithmetic and geometric progressions, sums of terms in arithmetic and geometric progressions, polynomial equations and inequalities, roots and rational exponents, and inequalities relating the arithmetic, geometric, harmonic, and quadratic (root-mean-square) means. The book closes with an elegant proof of the Cauchy-Schwarz inequality.
Topics are chosen with higher mathematics in mind. In addition to gaining facility with algebraic manipulation, the reader will also gain insights that will help her or him in more advanced courses.
The exercises, which are numerous, often involve searching for patterns that will enable the reader to tackle the problem at hand. Many of the exercises are quite challenging because they require some ingenuity. Some of the exercises are followed by complete solutions. These are instructive to read because the authors present alternate solutions that offer additional insights into the problem.
This book inspires even those with minimal interest in mathematics. If you are passionate about math, this is a must for you. The book is simply a refresher for high school algebra. It contains numerous gems that you could hardly find in a standard algebra text. If you are a teacher, you would have learned much to improve your teaching style and knows how to make your math classes more interesting...overall, a key source to keep on your bookshelf | 677.169 | 1 |
TIRED OF GETTING C'S AND D'S IN MATH ?? NEED HIGHER GRADES FOR COLLEGE ENTRANCE ??
WANT EXTRA MATH HELP TO PREPARE FOR SAT'S ??
My name is John Dunn (jd) and I've been teaching mathematics for over 40 years. After retiring from the classroom a few years ago, I decided to develop a set of math notes (JD'S Math Notes) aimed at helping high school and college students with their math homework and assignments. These notes are particularly geared for Precalculus students and Algebra and Trigonometry students
The focus is more on easy-to-follow examples, and less on theory. Detailed solutions to a wide variety of problems with homework questions (full solutions) to practice on.
If you are returning to school after a period of absence or preparing for a Calculus course, JD'S Math Notes are ideal to help you get back on track quickly.
JD'S Math Notes feature:
TWO GREAT COURSES TO CHOOSE FROM!
Online Help with PRECALCULUS ALGEBRA AND TRIGONOMETRY homework.
Lessons with a variety of examples and fully explained solutions.
Homework questions on each lesson with full solutions.
Review of concepts and tests with fully explained solutions at the end of each unit.
Principle of Mathematics
This is a blog containing materials related to mathematics. It deals with teaching methodology, step-by-step guides, special mathematics techniques, teaching videos and leisure reading articles on mathematics. | 677.169 | 1 |
ers who use this text are motivated to learn mathematics. They become more confident and are better able to appreciate the beauty and excitement of the mathematical world.That's why the new Ninth Edition of Musser, Burger, and Peterson's best-selling textbook focuses on one primary goal: helping students develop a true understanding of central concepts using solid mathematical content in an accessible and appealing format. The components in this complete learning program--from the textbook, to the eManipulative activities, to the online pro... MOREblem-solving tools and the resource-rich website--work in harmony to help achieve this goal. | 677.169 | 1 |
Students calculate area under a curve using Riemann Sums. In this calculus lesson, students investigate the integral through estimation and calculation. They compare their approximate answer to their true answer.
For this calculus worksheet, 12th graders differentiate and integrate basic trigonometric functions, calculate rates of change, and integrate by substitution and by parts. The twenty-two page worksheet contains explanation of the topic, numerous worked examples, and sixteen multi-part practice problems. Answers are not provided
Students read about AP calculus online. For this calculus lesson, students learn real life usage for calculus. They read about instructors and their experience teaching and incorporating calculus into the real world.
Students explore and derive functions. In this calculus lesson, students graphs a function and find the derivative of each function as they compare exponential graphs. They relate and compare each function to its derivative.
Pupils calculate the area under a curve. For this calculus lesson, students use Riemann sums to find and approximate the area under a curve. They use the derivative and differential equations to solve.
Students investigate an article on local linearity. In this calculus lesson, students read about the application of math in the real world. They gain insight from the teachers view of how to teach and relate the topic to the real world. | 677.169 | 1 |
The best way to proceed would be to agree on a given level of proficiency and then exhibit the first item thereafter that not everybody can understand and explain what is hard in that item.
Or, a faster way, skip the prerequisite for the time being and just come up with the algebra item and, if need be, we can always backtrack to what it is resting on. ===
It seems like people can accept a small leap like "since we don't know the number of apples, let's just use an x for now to stand for the number of apples"; but there seems to be an uneasiness/discomfort/difficulty accepting that an expression like "0.05(2x-3)" with all its various parts can actually be seen as a single entity: the value of the nickels (say). It's like a chunking thing. Learning to build and/or interpret such expressions, and especially, to assemble them into relevant equations, seems rather more difficult for some reason.
So my guess would be: everybody can learn to do arithmetic and solve linear equations. Many (most?) people have a hard time learning to write algebraic expressions and assemble them into meaningful equations when faced with some sort of practical application. What makes this difficult is... well I really don't know. | 677.169 | 1 |
Analyze statistical studies and demonstrate knowledge of the basic concepts of probability.
Demonstrate the ability to synthesize quantitative data by putting numbers in perspective, by making reasonable estimates, by using mathematical models to solve applications and by solving right triangle applications.
Develop an understanding that mathematics is meaningful and recognize the connections between mathematics and other disciplines. | 677.169 | 1 |
aths In Action - Higher Mathematics
Synopsis
In this title, chapter reviews, summaries and revision exercises develop students' learning. It includes: abundant questions for practice reinforcement and consolidation, differentiated questions that ensure progression, a complete set of answers to save time, and activities throughout for using graphical calculators. | 677.169 | 1 |
I would love to help you understand math on a deeper level. Please let me know how I can help!Linear Algebra is a field of mathematics that involves vector spaces and matrices are often used when a basis is given. Various operations can be performed on vectors such as vector addition and scalar multiplication. | 677.169 | 1 |
Loci
Expository Mathematics in the Digital Age
Alternate Text Descriptions
As authors of expository mathematics, we have two basic goals that are often in conflict:
We want articles that have rich interactivity and a variety "non-print" elements. We want to make full use of the web as a medium for communicating mathematics.
We want our articles to be accessible to the widest possible audience, including users with a variety of computer platforms (hardware, operating systems, and software), and including users with disabilities.
To achieve both goals, at least partially, an author should try to write an article that "degrades gracefully" if the non-text items do not render on a user's platform or if these elements are not accessible because a user is disabled. An article with mathlets, for example, should make sense and be useful even if the mathlets do not work or are not accessible.
A simple practice that should always be used is to provide an alternate text description of all non-text items, including
graphics
audio clips
video clips
mathlets
structural elements such as horizontal lines
Short text descriptions of many HTML elements can be provided with the alt or title attributes.
A good exercise suggested by the World Wide Web Consortium (W3C), the standards body for the web, is to imagine reading the document to someone who cannot see the computer screen. What do you say when you reach a graphic? a mathlet? a horizontal line? | 677.169 | 1 |
In Pre-Algebra we will be working on many concepts that are a review of last year and also new concepts that will follow the students on through the rest of their math careers. We will be working on integers, exponents, rational and real numbers, how to collect, display and analyze data, plane geometry, perimeter, area and volume, ratios and similarity, percents, probability, inequalities, graphing lines, sequences and functions, and polynomialsAlgebra
In Algebra we will be working on many concepts that are a review of last year and also new concepts that will follow the students on through the rest of their math careers. We will be working on patterns and operations in algebra, equations, proportional reasoning and statistics, linear functions, inequalities and absolute values, systems of equations and inequalities, exponents and exponential functions, polynomials and factoring, quadratic functions, rational functions, radicalism, functions, and coordinate geometry, and probabilityGeometry
In Geometry we will be working on a review of basic Algebra concepts and new concepts that will follow the students on through the rest of their math careers. We will be working on reasoning in geometry, parallels and polygons, triangle congruence, perimeter and area, shapes in space, surface area and volume, similar shapes, circles, trigonometry, fractals, and proofs and logic.
We will be working on creating a Math Wiki Website throughout the year. This will consist of different formulas, equations, geometry theorem and properties that the students can find in one place. There will also be video demonstrations by students to help other students with difficult lessons – just to name a few ideas. | 677.169 | 1 |
the book is used to the following student textbooks:
---Precalculus with Limits: A Graphing Approach isbn 0618052917. textbook is not included.
2. used-like new. pages like new. light wear on cover. 1195 pages. paperback. step-by-step solutions for every problem in the student textbook, even and odd.
==================================================
3. the book is not for resale. the sale is final | 677.169 | 1 |
Course Title: Geometry
Grade: 8
Credits: 1
A. Course Description:
Geometry is a survey of Geometry, emphasizing the history of mathematics and proofs.
B. Course Objectives/Methods:
Geometry is a broad overview of the study of shape. It includes a general history of mathematics, the study of line, angle, and a variety of shapes. The derivation of theorems and justification of information is accomplished by proofs. This leads to a natural discussion of the nature of mathematics as a formal language. Emphasis will be placed on formal construction.
C. Course Goals:
Students will be able to do the Following:
Recognize the order, design, and beauty in the world around us, both in nature and in man-made inventions.
Recognize uses of geometry in man made construction
Construct a variety of shapes and lines with given criteria
Develop construction skills to the extent that new constructions can be made based on previous knowledge | 677.169 | 1 |
Algebraic Expression
0.00 (0 votes)
Document Description
Algebra is the most important and interesting topic of mathematical world. It starts from junior
grades and goes up to college level grades.
Along with this sometimes algebra problems become complex and tough. We all know that
when we are moving towards higher education, things are getting tougher and more complex.
To reduce this complexities student need a daily practice, which will help in getting some
confidence.
Lets discuss about the basic concept of Algebra. Algebra is a branch of mathematics which
helps in studying the rules of operations and relations.
In a simple mathematical manner we can say that It is an area of mathematics in which letters
and symbols are used in place of numbers and quantities to form an equation and formula.
Before proceeding further, let's talk about equation. An equation is a mathematical expression
which shows the equality of two expressions. For example 2x + y = 6.
Now we are going to discuss about Algebraic expressions. Algebraic expressions is basically
An algebraic expression is defined as the expression of constants or numbers ,
variables and also the combination of two or more values that are combined with
mathematical operations like addition or ...
The algebraic expressions have the variables and the constants. The algebraic
expressions are the finite combination of the symbols that are formed according to the
rules of the context.
The algebra ...
A linear equation is an algebraic equation in which each term is either a constant or the
product of a constant and a single variable.
More than one variable could be occurred by the linear equations ...
Boolean operators are defining in the Boolean algebra that has defined through the
several type of meanings as follows:
These operators are define as Boolean function or Boolean algebra and when we ...
The basic metric units are meter (for length), gram (for mass or weight), and liter (for volume).
One unit can be Converted into another one. For example, one milliliter equals one cubic
centimeter ...
It is a process of obtaining new data within the given range of other known data or in other
words we can say that it is a process of getting an unknown price by using other related
known values that ...
Content Preview
Algebraic Expression Algebraic Expression Algebra is the most important and interesting topic of mathematical world. It starts from junior grades and goes up to college level grades. Along with this sometimes algebra problems become complex and tough. We al know that when we are moving towards higher education, things are getting tougher and more complex. To reduce this complexities student need a daily practice, which will help in getting some confidence. Lets discuss about the basic concept of Algebra. Algebra is a branch of mathematics which helps in studying the rules of operations and relations. In a simple mathematical manner we can say that It is an area of mathematics in which letters and symbols are used in place of numbers and quantities to form an equation and formula. Before proceeding further, let's talk about equation. An equation is a mathematical expression which shows the equality of two expressions. For example 2x + y = 6. Now we are going to discuss about Algebraic expressions. Algebraic expressions is basical y Know More About Radius of a Circle
Math.Tutorvista.com Page No. :- 1/4 an expression having one or more variables made up of signs and symbols of algebra. Symbols can be Arabic numerals, literal numerals, or mathematical operators. Let just take one Algebra problems to understand it better. 3x -- z = c here x and z are the variables, c is a constant and 3 is a coefficient of x. Algebra also stands high in 8th Grade Math as many other topics of mathematics like fractions, geometry, trigonometry etc. An algebraic expression can be of three types, named as Monomial, Binomial and Trinomials. Algebraic expression having single term known as Monomial and expression with two terms are known as Binomial whereas expressions with more than two terms or having three terms are known as Trinomials. Examples xy = monomial, x -- 7y : Binomial, x + 2y -- c : Trinomial Terms are of two types Like terms or Unlike terms. Terms that has the same power of the same variables are called Like terms whereas the terms that do not contain the same power of the same variables are cal ed unlike terms. Fol owing steps are used to solve an Algebraic expressions: Firstly remove all the fractions in the equation Then remove the parentheses . Combine al the like terms so that we get all the variables and terms together. Move all the variable terms by adding or subtracting on both sides of the equal sign so the variable terms are al on one side of the equal sign. And finally if there is any multiplication sign then remove it by dividing. Example 1 Compute the factors for the expression x2+ 56x+ 768. Learn More Volume of a Sphere Formula | 677.169 | 1 |
Pages
January 21, 2013
PreCalc: Semester 1
As midterms are this week, we have reached the halfway point of the school year. Hard to believe it! This seems like an ideal time to look back over first semester. In my school we start PreCalculus with trigonometry. Students only see basic triangle trig in Geometry so this is a new topic for everyone. In the past teachers found themselves sucked into review and losing the strongest students at the very beginning of the year, they decided starting with new materials is the best way to avoid this. To be sure all students were starting on equal footing when it comes to the basics of graphing and manipulating graphs we had the honors students complete a summer assignment. Then, the students who struggled came to me outside of class for extra help, and the ones who had already mastered their families of functions moved straight into Trig.
The very first day of class I had students make up a random survey question and survey their classmates (getting to know you activity with ulterior motive? check). I then distributed a large circle with a point at the center to each student and instructed them to create an accurate circle graph of their data (I none too subtly pointed out where various supplies are located in the classroom). Finally, I asked students to precisely find the arc length of each arc in their circle (in centimeters). Students played right into my plan as if they knew exactly what we were doing and asked about using degrees to measure arcs like they did in geometry. Enter the radian! This lesson would have been perfect if I'd had radian protractors, but we did well enough without them (plus, they didn't even exist in September).
From here we continued into your basic triangle trig, build the unit circle, graph trig function sequence. Nothing particularly spectacular to say here. I wish I'd had Fouss' awesome unit circle at the time, it's much more organized than the ones I was using. After we had finished our study of the unit circle, one of my students had the suggestion that if they could fill in an entire unit circle they should get to use one on the tests (I'd been giving them blank ones to use, but his complaint was it took too long to fill in). This was a totally valid request and so I gave everyone this option for the midterm, next year I'll do it earlier.
When we got to identities, students struggled. For valid reasons I outlined before. But also because I forgot to have them ever use what they struggled to prove! Most of the time, we prove something so that we can use it, not just because proofs are fun. I realized my mistake when I was glancing over the midterm some classes used last year. Next year we will alternating proving identities and using them to solve problems. This will quiet some of the pleas for numbers (my students really missed arithmetic during this unit) and will give them a sense of purpose in amongst all of these challenging, many step problems. For this exact reason, laws of sines and cosines were received with cheers- we actually used something we proved and there were numbers again!
Our final unit of first semester was inverse functions. This was part review, part extension. Most students did well and the biggest issue I encountered was students trying to solve everything in their heads. I'm hoping that second semester will be similar since we will now move into topics that should be familiar but we will build up and out and around their current knowledge.
I used a version of Standards Based Grading this year where students assessed on each topic twice. We do short quizzes on one standard and tests on a few standards at a time. I'm generally happy with how that has been going. The honors students are awesome about taking advantage of the retakes and they appreciate only having to retake one section of a test (as do I- less grading!). We do a variety of in class activities for each unit (called tasks below). Some activities are longer and require out of class time, those are collected for a grade.
I thought I'd done a terrible job with blogging about PreCalc but it wasn't actually so bad. I'll try to fill in the holes of how I implemented geometric proof (a post I started ages ago but never finished) and the inverse function unit.
2 comments:
Neat! I find it sort of fascinating that you were able to spend several months on trigonometry. In our Pre-Calc curriculum, it's just one of four strands (Trig, Exponent/Logs, Poly/Rationals, and Function Mashup). In the Grade 11, I've got less than a month to hit Trig expectations (granted, in 75 minute periods, with, it seems, fewer overall items).
Also interesting that you go in reverse to me (perhaps because radian measure isn't until Grade 12). My first go through, when I brought in the unit circle first, I lost some students that never really come back for the triangles. So the last couple times, I've done triangles first - including obtuse triangle cases - then generated the unit circle to attempt to explain the ambiguous issue with inverse sine, and on from there. Still not sure if it works, I always feel like the chicken and the egg. (The circle explains the angles, but the angles are what generate the circle...)
Anyway. Yeah, an "identity crisis" isn't unusual either way, it would seem. All the best for the rest of your year!
I guess we spend so long on trig because it only gets a brief introduction in geometry and then students go from here to AP Calculus so they're on a time crunch. I actually have no idea if we're pacing this well to get through the list we made at the beginning of the year, which looks similar to yours but since the other Honors PreCalc teacher is also the AP Calc teacher, I suppose whatever happens will be fine for this year. Then at the end we can reassess, which of course is my main purpose in writing these reflections. It's always a pleasant bonus when someone else finds them interesting! | 677.169 | 1 |
This homeschool teacher's guide accompanies the Saxon Math 2 StudentWorkbooks. Scripted lessons are included for each chapter, with dialogue, chalkboard sketches and more. Reduced student pages are also included for easy tracking and communication between student and parent. Lesson preparation lets teachers know the materials they'll need and any beforehand preparation. Answers are lightly overlaid on the reduced student pages. 735 pages, softcover,spiral-bound Math 2, Home Study Teacher's Edition
Review 1 for Math 2, Home Study Teacher's Edition
Overall Rating:
4out of5
Date:April 26, 2011
momof4
Gender:female
Quality:
5out of5
Value:
4out of5
Meets Expectations:
4out of5
I used Saxon I and liked it a lot so I decided to continue my kids math with Saxon II. | 677.169 | 1 |
Tuesday, 27 March 2012
Product Details: Paperback: 312 pages Publisher: Springer; Softcover reprint of hardcover 1st ed. 2007 edition (October 18, 2010) Language: English ISBN-10: 1441922326 ISBN-13: 978-1441922328 Product Dimensions: 9 x 6 x 0.7 inches Shipping Weight: 1 pounds (View shipping rates and policies) This is an undergraduate textbook on the basic aspects of personal savings and investing with a balanced mix of mathematical rigor and economic intuition lynda hardware tutorial with torrent download. It uses routine financial calculations as the motivation and basis for tools of elementary real analysis rather than taking the latter as given lynda hardware tutorial with torrent download. Proofs using induction, recurrence relations and proofs by contradiction are covered lynda hardware tutorial with torrent download. Inequalities such as the Arithmetic-Geometric Mean Inequality and the Cauchy-Schwarz Inequality are used lynda hardware tutorial with torrent download. Basic topics in probability and statistics are presented. The student is introduced to elements of saving and investing that are of life-long practical use. These include savings and checking accounts, certificates of deposit, student loans, credit cards, mortgages, buying and selling bonds, and buying and selling stocks. The book is self contained and accessible. The authors follow a systematic pattern for each chapter including a variety of examples and exercises ensuring that the student deals with realities, rather than theoretical idealizations. It is suitable for courses in mathematics, investing, banking, financial engineering, and related topics. Tags: An Introduction to the Mathematics of Money Saving and Investing (9781441922328) David Lovelock, Marilou Mendel, Arthur L. Wright , tutorials, pdf, ebook, torrent, downloads, rapidshare, filesonic, hotfile, megaupload, fileserve | 677.169 | 1 |
This problem-based course presents classical topics of elementary number theory and how they pertain to teaching the elementary and Junior High School mathematics. Topics include prime numbers, GCF, LCM, division algorithm, Euclidean algorithm and the extended Euclidean algorithm. Several applications, including cryptography, will be presented using middle grade materials. The course prepares the teacher for using the CryptoClub materials with middle grade students.
Required materials:
The Cryptoclub: Using Mathematics to Make and Break Secret Codes by Janet Beissinger and Vera Pless.
Workbook for The Cryptoclub: Using Mathematics to Make and Break Secret Codes by Janet Beissinger and Vera Pless. You may download this for free from the A.K. Peters website. | 677.169 | 1 |
Search Course Communities:
Course Communities
Lesson 30: Exponential Functions
Course Topic(s):
Developmental Math | Exponentials
Beginning with a formal definition of an exponential function, the lesson then compares the graphs of increasing and decreasing exponential functions. A comparison between exponential and power functions follows, which leads to methods for determining the (p) value in the power function (h(x) = kx^p) and the value of the base( b) in the exponential function (f(x) = ab^x). A procedure for solving exponential equations is presented before a population application problem is solved. The lesson concludes with a discussion about using graphs to find approximate solutions to exponential equations. | 677.169 | 1 |
Mastering the methods is more important in the long run than simply being able to do the problems sometimes. It's great if you can solve a problem in multiple ways, but most of them don't work in all cases. They might work for that one specific problem, but they might also ONLY work for that one specific problem. It's best to master the method that works in all, or the most, cases. When it's mastered, you're guaranteed to be able to solve a problem of that given form. If you practice instead a bunch of solutions that only work in a few different cases and don't learn to apply the general solution in many ways, you might eventually end up with a problem you can't solve.
tl;dr The goal is to be able to solve any problem of a given type using a general solution that works with all problems of that given type, not to be able to solve specific problems of a given type with solutions that work only for specific problems of that given type. | 677.169 | 1 |
This book covers the content prescribed for the New Zealand Diploma in Engineering course DE4102 Engineering Mathematics. Some foundation level material is also provided to help those students whose preparation for tertiary mathematics study is patchy, whether that be due to gaps in recent secondary...
Essential Maths and Stats provides a comprehensive overview of tertiary level mathematics and statistics and is the only definitive New Zealand text for mathematics and statistics at entry level. It is also an excellent 'extension' text for secondary school students.
Divided into six ke... | 677.169 | 1 |
The easiest way to learn is to understand a few basic principles, and how to reason from them to solve a wide variety of problems. Homework is more fun when it can be done more quickly. Test performance is greatly improved, because, knowing the basic principles, the student can deal with whatever the teacher asks | 677.169 | 1 |
Facilities
Mathematics and computer science students have access to a variety of computers, located in academic buildings and residence halls, both for course work and recreational purposes. All computers are linked through a campus-wide network, which also provides access to the Internet.
The department has one server, which provides computing infrastructure for several computer science courses.
Large-screen projection system for instructional purposes, as well as a scanner and printing facilities.
Variety of software, including Internet Explorer, Maple, PowerPoint, Microsoft Excel, Microsoft Word, programming languages such as Java, C++ and Scheme, and a number of course-related software packages.
A number of other computer laboratories on campus offer the applications that are available in Hoffberger 149, and some of these facilities are open 24 hours a day.
Software includes the programming languages C++, Java, Scheme, and several more specialized products.
Many classrooms and lecture halls in the academic buildings are equipped with multimedia workstations featuring a computer, VCR, and projection system. Several rooms also have three-dimensional visualizers. All rooms in the residence halls are wired to provide access to the campus network and thereby the Internet. Students are invited to bring their own computers to campus. A member of the Computing Services Team provides technical support for students using their own computers. | 677.169 | 1 |
Introduction to Algebra
1
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Introduction to Algebra
In the magnitude. In the introduction of algebra, a set is defined as the pair of binary operations. Usually, set and operations includes the identity element. Operations given are commutative or associat
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hotklixed More than a Year Ago! In | 677.169 | 1 |
A Level Further Mathematics
Introduction:
If you choose Further Maths you will be studying for two A-levels in Maths. This could mean that you spend half your time in College doing Maths. You have to really enjoy the subject. It is highly recommended if are considering studying a degree in Maths, Physics, Engineering or Economics at one of the best universities. Although you will get a whole A-level in a year it is not recommended for students who just want to get their Maths out of the way and do not intend to continue to the second year. It may be possible to pick up an AS in Further Maths in the second year which would involved just three of the six extra modules. | 677.169 | 1 |
Textbook lessons are divided into three sections. The first section is "power-up practice," which covers basic fact and mental math exercises which improve speed, accuracy, the ability to do mental math, and the ability to solve complicated problems. The second part of the lesson is the "New Concept," which introduces a new math concept through examples, and provides a chance for students to solve similar problems. Thirdly, the "Written Practice" section reviews previously taught concepts. One "Investigation" per session is included; "Investigations" are variations of the daily lesson and often involve activities that take up an entire class.
The included Power Up Workbook provides consumable pages for students to complete the Power Up exercises from the textbook, including the Facts Practice, Jump Start, Mental Math, and Problem Solving sections. The textbook may refer students to problems within this Power Up workbook, or the text may contain necessary problems and instructions (such as the mental math problems), which students will need to complete the exercises in this workbook.
The Solutions Manual arranges answers by section and lesson, and includes complete step-by-step solutions to the Lesson Practice, Written Practice, and Early Finishers questions, as well as the questions and practice items in the Investigations. It does not contain the answers to the Power-Up Workbook, which are currently unavailable.
The Homeschool Testing Book features reproducible cumulative tests which are available after every five lessons after lesson 10. Tests are designed to let students learn and practice concepts before being tested, helping them build confidence. Tests, a testing schedule, test answer forms, test analysis form, and test solutions are included. The three optional Test Solution Answer Forms provide the appropriate workspace for students to "show their work." The answer key shows the final solution only, not the steps taken to arrive at the answer.
Big Fan of Saxon Math
Date:March 20, 2013
ScottI like the Saxon Math concept of incremental development (the student revisits concepts already learned). It seems to keep the knowledge fresh. Occasionally, we will enhance the curriculum with a little deeper dive into the subject matter... but perhaps I do that to make myself feel useful! If I had a fault with the program it would be that each new year starts a little slow (I'm sure the authors assume the student has taken the summer off).
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1of1voted this as helpful.
Review 2 for Saxon Math Intermediate 3 Complete Homeschool Kit
Overall Rating:
5out of5
Date:July 6, 2012
Judy R
Location:Baytown TX
Age:Over 65
Gender:female
Quality:
4out of5
Value:
5out of5
Meets Expectations:
5out of5
I have been a long-term Saxon math user. My daughter who is now 30 years old used it, and now I am using the same series for my grandchildren, ages 7 and 10. I love the way the Saxon series has lots of repetition, and the way that material is presented in small bits and pieces. Both of my grandchildren love math and say it's so easy to do the "hard stuff" their friends have to do in public school.
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Review 3 for Saxon Math Intermediate 3 Complete Homeschool Kit
Overall Rating:
5out of5
Perfect for those looking for a lot of repetition.
Date:September 6, 2011
Xgraver
Location:Lancaster have used Saxon K and 1st grade. I was looking for a curriculum that would just focus on the basics before moving on. I found that with Saxon Intermediate 3. The earlier versions were just too childish for my kids at this point. We did not require the use of manipulatives anymore and Inter. 3 provided that. | 677.169 | 1 |
Functions
Functions teaches students how to properly use function notation and how to answer questions related to them, such as how to find domain and range, how to define a function, and how to interpret word problems with direct and indirect variation. | 677.169 | 1 |
Statistics 2 at Berkeley is an introductory class taken by about 1000 students each year. Stat2.2x is the second of three five-week courses that make up Stat2x, the online equivalent of Berkeley's Stat 2.
A degree in General Mathematics is designed to equip you with the skills necessary to be a professional problem-solver, as a mathematician is not defined by his or her knowledge of laws and theorems, but by his or her critical thinking and reasoning skills. | 677.169 | 1 |
Student Workbook for 'Mathematics Explained for Primary Teac
Trade review
Tried and tested by primary PGCE trainees, this workbook provides students with all they need to successfully review and use the material of the new edition of "Mathematics Explained For Primary Teachers".
Synopsis
Tried and tested by primary PGCE trainees, this workbook provides students with all they need to successfully review and use the material of Mathematics Explained for Primary Teacher, Fourth Edition | 677.169 | 1 |
Purpose
This textbook and Internet resource provides introductory information, concept or skill development in Mathematics for grade 9, 10, 11, and 12 students who are at grade level in a single student situation.
Brief Description
Advanced Algebra II provides three complementary resources for teachers and students that combine to provide a friendly, easy-to-understand explanation of Algebra II concepts. The main text, "Activities and Homework", consists of a series of worksheets for both in-class group work as well as homework assignments. The concepts behind those activities are described in detail in the "Conceptual Explanations" text. The third book, the "Teacher's Guide", provides instructors with guides and suggestions for presenting these materials.
This content is available for free at the Connexions website ( For a guide on using Advanced Algebra II and a complete listing of topics, see | 677.169 | 1 |
Perfect for either undergraduate mathematics or science history courses, this account presents a fresh and detailed reconstruction of the development of two mathematical fundamentals: numbers and infinity. One of the rare texts that offers a friendly and conversational tone, it avoids tedium and cont... read more
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A Source Book in Mathematics by David Eugene Smith The writings of Newton, Leibniz, Pascal, Riemann, Bernoulli, and others in a comprehensive selection of 125 treatises dating from the Renaissance to the late 19th century — most unavailable elsewhereElementary Number Theory: Second Edition by Underwood Dudley Written in a lively, engaging style by the author of popular mathematics books, this volume features nearly 1,000 imaginative exercises and problems. Some solutions included. 1978 edition.
History of the Theory of Numbers by Leonard Eugene Dickson Save 10% when you buy all 3 volumes of this set. Includes "Volume I: Divisibility and Primality," "Volume II: Diophantine Analysis," and "Volume III: Quadratic and Higher Forms."Product Description:
Perfect for either undergraduate mathematics or science history courses, this account presents a fresh and detailed reconstruction of the development of two mathematical fundamentals: numbers and infinity. One of the rare texts that offers a friendly and conversational tone, it avoids tedium and controversy while maintaining historical accuracy in defining its concepts' profound mathematical significance. The authors begin by discussing the representation of numbers, integers and types of numbers, and cubic equations. Additional topics include complex numbers, quaternions, and vectors; Greek notions of infinity; the 17th-century development of the calculus; the concept of functions; and transfinite numbers. The text concludes with an appendix on essay topics, a bibliography, and an index | 677.169 | 1 |
Book Description: This book exposes readers to many practical applications of geometry, especially those involving measurement. A three- part organization divides topics into Problem Solving, Geometric Shapes, and Measurement; Formal Synthetic Euclidean Geometry; and Alternate Approaches to Plane Geometry. | 677.169 | 1 |
Summary: This best-selling text balances solid mathematical coverage with a comprehensive overview of mathematical concepts as they relate to varied disciplines. The text provides an appreciation of mathematics, highlighting mathematical history, and applications of math to the arts and sciences. It is an ideal book for students who require a general overview of mathematics, especially those majoring in liberal arts, the social sciences, business, nursing and allied health fi...show moreelds. Let us introduce you to the practical, interesting, accessible, and powerful world of mathematics today-the world of A Survey of Mathematics with Applications, Expanded. ...show less
Hardcover Good 032150108X | 677.169 | 1 |
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Math Department
General Math Classes
ALGEBRA I
The purpose of this course is to provide students with the foundation for more advanced mathematics courses and to develop the skills needed to solve mathematical problems. Course content includes sets, variables, real number systems, equations and inequalities, relations and foundations, graphs, rational and irrational numbers, and radicals.
ALGEBRA II
The purpose of this course is to providestudents with a foundation for applying advanced skills to other mathematical and scientific fields. Course content includes linear and quadratic equations, factoring of polynomials, graphing systems of equations, and rational/irrational functions.
GEOMETRY
This course emphasizes critical thinking involving the discovery of relationships and their proofs, and skills in applying the deductive method to mathematical situations. Course content includes logic and reasoning, the study of Euclidean geometry of lines, planes, angles, triangles, similarity and congruence.
ANALYTIC GEOMETRY
Students will use graphing technology to find approximate solutions for polynomial equations. Write the equations of conic section s in standard form and general form, in order to identify the conic section and to find its geometric properties (foci, asymptotes, eccentricity, etc.)
TRIGONOMETRY
The purpose of this course is to teach students to make connections between right triangle ratios, trigonometric functions, and circular functions.
MATH FOR COLLEGE READINESS
The purpose of this course is to strengthen the skill level of high school seniors who have completed Algebra I, II, and Geometry and who wish to pursue credit generating mathematics courses at college level. Course content includes: Functions and Relations: Polynomials; Rational Expressions and Equations; Radical Expressions and Equations; Quadratic equations and Strategies for College Readiness. Exit requirements must pass with a "C" or better. Pass CPT: above 86, SAT: above 520, ACT: above 22. If the students meets the above exit requirements, the student will not have to take any prerequisite classes and must enroll in College Algebra within two years of completion of this course.
PRE-CALCULUS
The purpose of this course is to enable students to develop concepts and skills in advanced algebra, analytic geometry, and trigonometry. The content should include: trigonometric functions and their inverses, trigonometric identities and equations, vectors and parametric equations, structure and properties of the complex number system, polar coordinate system, sequences and series, concept of limits, conic sections, polynomial, rational, exponential, and logarithmic functions, and matrix algebra.
College Level Math Classes
AP CALCULUS AB
AP Calculus AB is designed to familiarize the student with the basic concepts of introductory calculus. It is equivalent to a first semester course in college. Course content includes functions, limits and continuity, derivatives and integrals. There is a strong emphasis on application through topics such as related rates, optimization, volume of rotation work and moments.
AP STATISTICS
The purpose of this course in statistics is to introduce students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students are exposed to four broad conceptual themes: Explore Data: Describing patterns and departures from patterns, Sampling and Experimentation: Planning and conducting a study, Anticipating Patterns: Exploring random phenomena using probability and simulation Statistical Inference: Estimating population parameters and testing hypotheses.
Math Electives
INTENSIVE MATHEMATICS
The purpose of this course is to enable students to develop mathematics skills and concepts through remedial instruction and practice. The content includes, mathematics skills that has been identified by screening and individual diagnosis of each student's need for remedial instruction and specified in his/her Progress Monitoring Plan, critical thinking, problem solving, and test-taking skills and strategies. This course counts as an elective.
MATH FOR COLLEGE SUCCESS
The purpose of this course is to prepare students for entry level College Mathematics. Major topics include properties of integers and rational numbers, integer exponents, simple linear equations and inequalities, operations on polynomials including beginning techniques of factoring, introduction to graphing, and introduction to operations on rational expressions. The content should include: using signed numbers; simplifying algebraic expressions; solving algebraic equations; simplifying exponents and polynomials; factoring polynomials; graphing linear equations; simplifying, multiplying, and dividing rational expressions; simplifying and performing operations with radicals. Exit requirements: Obtain grade of "C" or better and pass the state exit exam at the identified "cut-score". If the student meets the above exit requirements, the student will not have to retake the CPT or have to take any non-college credit classes within two years of completion of this course. | 677.169 | 1 |
The materials below were developed for both graduate and undergraduate courses taught under the title "Mathematical Modeling." The philosphy of these courses is to cover as broad a range of topics with a modeling flavor as possible. It it generally easier to get a deeper knowledge of a subject X where one has seen the key ideas and some of the major results than it is to start off reading in a book devoted only to the content of topic X. Both issues involving modeling and situations where mathematics can be used to get insight will be considered. Some of these materials have been developed with the assistance of Stuart Weinberg, Teachers College.
Some of these items were also developed in conjunction with the P-credit courses offtered by Mathematics for America in conjunction with its Professional Development and Outreach in the New York City area.
Here are links to two very nice expository articles (pdf files) about how Gale/Shapley is used in the real world market of pairing medical students to hospitals where they can carry out there residency. The articles appeared original in SIAM News in 2003.
Here are two sets of "mechanical" exercises to cement your skill in solving bankruptcy problems and in using a variety of different methods to decide the winner of an election which involve preference ballots.
This is a brief list (with apologies to all the other wonderful books in this area) of important books about games, fairness, and elections. It also includes the important desirable features of a fair division scheme.
Mathematical modeling has interesting connections to other topics mathematicians and mathematics educators are interested in, namely, problem solving and estimation. In honor of July 4th here is a note with a poll and activity to probe the issues related to modeling, estimation, and problem solving.
There are many measures of central tendency in statistics (which single number "presents" a data set "best." Examples include the arithmetic mean, geometric mean, harmonic mean, mode, median, and mid-range value. When one wants to locate a facility (medical center, public lavoratory, fire house, etc.) one often desires to choose a "central" location so perhaps it may not be surprising that there are connections between statistics and facility location issues.
It may be worth the time to practice your understanding of the plurality, run-off, sequential run-off, Borda count, and Condorcet methods by doing the problems here. There are also questions that get at whether there might be "general theorems" involved in questions related to elections.
Elections and voting are the cornerstones of a democratic society. There are an amazingly large number of settings where American are involved with voting. We vote for local, state and federal officials, in some cases judges, and within our workplaces and educational institutions. There are also votes within legistlatures, clubs, and other "group structures." One can spend a whole lifetime studying mathematical insights into voting and elections. The mathematics involved covers the full gamut of mathematical tools.
In order to makes decisions one has to consider the various choices of actions that one can take and be able to understand which of these actions you consider as better. There are many aspects to this choice environment and this activity about probing your personal feelings about particular kinds of fruit my help see the complexities involved.
Here is a one one page introduction to the idea of a graph model. These are geometric diagrams which consist of dots (representing objects) and line segments which indicate relationships between the objects.
You can download a pdf file version of five modeling questions (each one of which can typically be solved in a single high school or college classroom period. The problems are based on the same "data" which consists of a grid graph with 6 sites singled out. The problems give rise (when scaled to realistic size, and to other settings) to heavily studied questions in "urban" operations research. You can find html versions of similar things if you scroll down to the urban operations research section below.
This activity is to suggest one of the many urban operations research problems which involve the routing of vehicles. This example centers around that gas must be delivered from a "depot" to the individual gasoline stations that get their gas supplies from this depot. This activity asks some questions but does not actually discuss the algorithms that have been developed to solve these kinds of problems. This activity is related to issues about bin packing and the traveling salesman problem.
This brief note discusses some ideas related Modeling Situation 1 and the modeling process in general. Specifically, the issue of finding data and information that is used in model construction is raised.
This brief note discusses some ideas related Modeling Situation 2. Different election decision methods give rise to different winners and this means that one has to try to think of ways to assess the pros and cons of different methods. Many nice lessons for K-12 education can be based on election methods and voting ideas. When there is no Condorcet winner for an election what should be done to make the election method "decisive." When there is a Condorcet winner is this the best method? There is also the chance to practice the construction of the pairwise preference matrix and the anti-plurality method is mentioned.
In many social choice and game theory settings there are payoffs for the outcomes to the participants. While these payoffs sometimes can be thought of as money, psychologically the same amount of money can mean different things to different people. The concept of tility is an attempt to deal with these complexities.
This note talks briefly about Arrow's Theorem, fairness axioms for election decision methods, and strategic voting. Strategic voting refers to voting for a ballot which reflects something other than your sincere feelings because it will give you a more favored outcome. This can be done when you know what the decision method being used is, and when data about how other voters might vote is available.
This note talks about an additional fairness condition, called Majority, that some would say should be obeyed by a "reasonable" election decision method. Although much more could be said about "election decision methods" we will move on to another phenomenon that occurs in voting situations. Namely, that votes are being taken by "players" (legislators) who represent groups of different population or economic power. To deal with situations of this kind, weighted voting is sometimes used. The idea is to have each player cast a "block" of votes at once, called the weight of the player. This situation arises in the Electoral College and many of the governing bodies of the European Union.
Here you can get a chance to practice problems involving the concepts of winning and minimal winning coalitons in a weighted voting game, as well as computing the Banzhaf and Shapley voting power for a weighted voting game.
This note has all the inequivalent wieghted voting games (which make some sense in practice) with 4 or fewer players. The weighted voting, minimal winning coalitons, and Shapely-Shubik power vector for each game is given.
This note proposes an "open question" which may be of interest to you, or if you teach, to your students. The question involves representing weighted voting games in a way that shows the Banzhaf power relations to the players.
Some ideas about weighted voting are given here, including the definitions and statement of the theorem of Alan Taylor and William Zwicker about when a voting game can be represented by a weighted voting game. The idea involves the trading of players between winning coalitions. Also, basic ideas about the apportionment model are developed. How should an integer number of seats, which must be assigned to claimants in integer amounts, be assigned based on the size of the claims put forward by the claimants?
This note has some information about apportionment models in classical (how many seats does a party get in a parliament based on the votes for the parties) as well as other settings. It is important that apportionment methods be viewed as fair which requires a way to judge whether or not one apportionment is better than another.
Three problems are posed involving payoffs in a two player game, where each player can choose two actings, and where the payoffs to the players add to zero. Our goal is to try to determine when a game of this kind is fair.
This note offers extensive references on apportionment problems as well as specific examples showing how different measures of optimality can be used to defend different apportionment methods. The approach developed here is whether or not the transfer of a seat from one state to another makes the measure smaller or bigger. A very different approach is a global optimization approach.
These are notes about games in extensive form which offer lots of ways to model conflict situations, including games with a dynamical quality (e.g. reactions of what player 2 can do to what player 1 has done). A brief discussion of Rheinhard Selten's work on extending that of John Nash is given.
Some notes about the problem of distributing a quantity E to claimants whose claims exceed E. Bankruptcy like problems arise in the distribution of water, or emergency funds, as well as problems concerning the funding of an amount E by collecting taxes from different income groups.
These situations give rise to many important problems in graph theory, operations research, and other parts of mathematics. For notes about what the key ideas are that these problems lead to, look at the following:
For the situations 5 and 6 which are not mentioned in the document above, the relevant notes are: Situation 5, Voronoi diagrams; Situation 6, Robbin's Theorem concerning when it is possible to orient a connected underdirected graph, so that the resulting digraph becomes strongly connected.
This election example introduces a notation due to Duncan Black (British political scientist) for expressing preferences of a "voter" in a situation where choices must be ranked by an individual voter. Choices listed towards the top are preferred by the voter.
This glossary offers a variety of terms that arise in the use of mathematics to study fairness questions. The terms are drawn from social choice theory (voting and elections), apportionment, and other domains.
One of the most remarkable theorems that mathematics has contributed as an insight into political science and economics is a result of Kenneth Arrow, who won the Nobel Prize for his work. The basic result is that for decision methods that produce rankings when there are three or more alternatives, there is no decision method which obeys a short list of reasonable "fairness" conditions.
An apportionment example using Webster, Jefferson's and Adam's Methods is worked out, Using the "divisor" approach to these methods. For relatively small house sizes one can usually do problems of this kind using "rank index" approaches to divisor methods.
Here is a sampler of fairness and equity problems for a general audience or to introduce a class in middle school or high school to some problems that lie within the domain of what mathematicians are studying that are related to fairness. Fairness Sampler
This essay discusses some mathematical models in political science. The public is accustomed to the effectiveness of using mathematics in physics, engineering, chemistry and biology. Howver, the fact that mathematics provides major insights into the social sciences is less appreciated.
g. Connection between facility location and statistics (This essay which supports the previous notes, deals with ideas connecting facility location problems and statistical concepts such as the mean, median, and mode. The audience is student in grades 6 and higher.)
Fairness Models
a. Voting and Elections (This is a primer about the history of mathematical insights into elections and voting systems.)
b. Apportionment I (This is the first of a two part essay about apportionment problems, such as deciding how many seats to give each US state in the House of Representatives based on the populations of the states.)
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You can find a broad list of topics dealing with fairness in this "syllabus" for a college level "humanities course" about fairness.
In the United States the President is not elected directly through popular vote but using the Electoral College. The Electoral College has 51 players who cast different numbers of votes, loosely proportional to the population of the regions the "electors" represent. Here is an example to show that a naive way of assigning weights to voters in a weighted voting game can result in "players" who have positive weight but no power!
General Modeling
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The Consortium for Mathematics and Its Applications has produced a wide array of excellent materials that deal with all aspects of Mathematical Modeling.
This includes many modules, and a journal (UMAP Journal) devoted to both research about mathematical modeling and educational issues related to mathematical modeling. Its "membership privilege" journal, published twice a year has lots of articles and materials about modeling.
A wide variety of mathematical modeling problems at various levels of difficulty and with a variety of levels are available on the web. There are also a variety of contests for high school students and college students about mathematical modeling. Some of these contests are run by COMAP and another by SIAM, the Society for Industrial and Applied Mathematics. | 677.169 | 1 |
Differential Calculus: Skills in Mathematics For All Engineering Entrance Examinations is a totally improved edition for students preparing for IIT JEE/IEEE and other entrance exams for engineering.
Summary Of The Book
Differential Calculus: Skills in Mathematics For All Engineering Entrance Examinations explains the basic concepts and definitions of differential calculus along with figures. Every chapter lists different types of questions, including Multiple Options Correct, Single Answer Correct, Assertion and Reason, Passage Comprehension Questions, Matching Types, and Integer Answer Types. On the basis of new pattern, you can find solved examples. Exercises are also included in chapters. The chapters include the related properties and illustrations for improved understanding.
Differential Calculus: Skills in Mathematics For All Engineering Entrance Examinations is a helpful book for IIT aspirants. It presents a collection of exercises and solved problems. The exercises also consist of hints, which are helpful for the readers.
About Amit M. Agarwal
Amit M. Agarwal is a popular author renowned for his books on Engineering Mathematics.
Agarwal has written Skills in Mathematics, which is a series for those aspiring for engineering careers.The other books this series contains are Skills in Mathematics: Trigonometry for IIT-JEE, Skills in Mathematics: Co-ordinate Geometry for IIT-JEE, and Skills in Mathematics: Vectors & 3D Geometry for IIT JEE. He has also written other mathematics books, such as A Complete Package for MCA Entrances Guide and Integral Calculus. The author also writes for Mathematics Spectrum, a monthly magazine.
Agarwal is a specialist in Mathematics and works as the Managing Director for Optimum Notes, which is an educational website meant for students from both schools and colleges and also for the aspirants of competitive exams. Since 1999, Amit M. Agarwal has been active in both teaching and writing.
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All Good Things Come In A Small Package
If you are still thinking why people are out here giving appreciations on a Rs. 25 book then you should buy this to see for yourself. Amazingly this books covers such a vast area and maintains such a great standard for a low cost book...ITS SIMPLY AWESOME.
Buying is SUPER RECOMMENDED...Place an order of Rs. 100 (add multiple items if necessary to save shipping price) and just add this book..Trust me your extra expense will turn out to be more than fruitful....Buy before this goes out of stock or the price is raised.
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Full of mistakes
I can't understand why this book is getting good reviews! Are you guys even reading it? It's loaded with mistakes.
I can't mention all here but I'll point out one that should stop you from buying books by this author (Manohar Pandey) in future.
Check page 116.
"The first city on which the atom bomb was dropped: Neil Armstrong followed by Edwin E Aldrin"
Enough said!
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Small, complete but with some stupid flaws
Comprehensive for price tag of INR 25, includes just about everything in 64 pages, however I would like to bring to light some mistakes
Page 116
-Longest Railway tunnel in Seikam is in Japan (mentioned Jaipur) also its SEIKAN according to wikipedia
-First Muslim Prime minister of the world is NOT Mrs Sirimavo Bandaranaike, she is the fist woman head of a government.
-Tallest statue of Lord buddha is in Tokya(Jaipur mentioned here again)
-The first city in which the atom bomb was dropped is mentioned as NEIL ARMSTRONG FOLLOWED BY EDWIN ALDRIN
LOT of spelling mistakes in General Knowledge can make a difference between winning and losing in quiz competitions.
example- Assom, Anokor Vat, Bassilica of St.Potor could be many more.
I am not a GK expert but I expect many more flaws in it.
Guys at flipkart please check it before its sold again.
Certainly not the book to be given to kids. Others kindly go through book very well to see why.
The 'certified buyer' badge indicates that this user has purchased this product on flipkart.com.
nice , simple and awesome
guys if you are looking for a book for CSAT , this is one close to perfection. i have gone through TMH-csat , and arihant but the genuine techniques of this book is far far better than the the same books for CSAT.
pros
*you feeel there is a conversation is going on between aurther and reader.
* decision making tools are superbly awesome
* actual case studies kind of thing what one faces on daily life
* passsages are almost the same level of what we saw in UPSC-11
* vocabulary portion is also an interestin one
* in the first chaper it starts with plan, prep , books for CSE in very nice manner . totally lovin it
few cons may be
general mentle ability can be better .
conclusion : if you are planning to buy a book , go for it without wasting a second.
The 'certified buyer' badge indicates that this user has purchased this product on flipkart.com.
Excellent book
Flip kart review :
Order placed on : 13 August 2012, 4:35 AM
Received on : 14 August 2012, between 1 - 4 PM
Packing : There was a card board of + design in which book was folded into and secure, and then inside book was placed in a polythene cover sealed completely making it water proof and dust proof. So this packing deliver you the exact copy of the book provided by maker.
Also i would like to thank flip kart if they have putted effort in checking book for misprints and bad-binding before supplying to customers, because the book i received was simply a fine piece free from misprints and bad-binding. Or it was just my luck!
This experience was different from buying a book from a book store where you have to waste time, put effort, face crowd on bookshop, (if people still stupid to buy from bookshops and hassling there) they sell it on mrp and what you get? a dusty damaged book full of misprints and bad binding, because they don't care to check for customers, But flipkart do :).
Book review :
mrp : 25, price i got on flipkart : 25 :( (price should be 22), last page count : 128, price per page : 5 around, but that is because size is small : 21mm * 13.5mm * 0.6 mm
content : a quick reference to gk most things you need to know and should be known. if you know this book every word, you can score 30% + marks for sure in every gk exam. | 677.169 | 1 |
Algebra City is a mathematics intervention program created especially to help students build an understanding of key concepts, procedures, and representations needed to master and pass Algebra I. When traditional texts frequently can be "a mile wide and an inch deep," Algebra City encourages students to delve deeply into the most critical content: the 28 common misconceptions where students have the most difficulties in algebra. Each of the four Student Editions covers seven of these misconceptions.
Strategies for Differentiation focused on struggling students and English language learners
Connections to technology and the real world to help prepare students for the 21st century
Flexibility in Program Delivery -- Targeted instruction enables Algebra City to be used in inclusion settings, individualized or small-group instruction, tutoring, double-period or shadow classes, and summer school.
Student Edition -- Single Pack includes four Student Editions (Books 1–4) covering all 28 misconceptions. 5-Pack includes 20 books total (5 each of Books 1–4).
Teacher's Kit -- Includes four Teacher's Editions that correspond to the Student Editions, ExamView Assessment Suite CD, Keys to the City Teacher's Resource CD, and Algebra City Interactive Activities (web-based practice problems).
Classroom Starter Pack -- Includes all the items in the Teacher's Kit plus a 10-pack of Student Editions.
Practice is an Adventure with
Algebra City Interactive Activities!
Web-based activities provide additional concept practice in a fun and motivating way. The Algebra City Interactive Activities consist of an introduction reviewing the story and 28 adventures that correspond directly to the 28 most common misconceptions in the Student Edition.
Students choose their own web-based practice activities on the interactive Algebra City map from among adventures corresponding to the 28 misconceptions.
Still Have Questions? Call Us at 1-800-594-4263
PCI Education Breaks New Ground in Algebra Intervention
Date: Monday, January 30, 2012
Algebra City Focuses on the 28 Most Common Misconceptions about Algebra as Part of Assessment-Driven Intervention
SAN ANTONIO (Jan. 30, 2012) – With many states requiring Algebra I to graduate from high school, algebra has become one of the gateway courses to school and career success. Yet upwards of 60 to 70 percent of students struggle with algebra or fail to pass state-mandated proficiency exams.PCI Education, the premier provider of resources for students with specialized instructional needs, introduces Algebra City™, a blended intervention program focusing on the 28 most common algebraic misconceptions.
Research shows that many students misunderstand the concepts, procedures and representations needed to master and pass Algebra I. Algebra City aims to keep students on track by using pinpoint assessment to identify where a student is struggling conceptually, and providing thorough and multiple approaches to correcting the misconception. Algebra City may be used for intervention with any core Algebra I curriculum.
According to Algebra City author Dr. Donna Craighead, the program's four Student Editions differ from traditional algebra textbooks. Whereas textbooks use a linear model, as an intervention program Algebra City uses assessment data to target instruction only where needed. The graphic novel-style Student Editions use avatar-like characters to encourage students to re-engage with algebra in new and exciting ways, including an online adventure island where students can solve practice problems.
Aligned to the Common Core State Standards, Algebra City is a four-part series, with each book covering seven misconceptions. The series is divided into Algebra Essentials, Equations & Inequalities, Graphing, and Polynomials & Factoring. The ExamView Assessment Suite for Algebra City includes readymade pre- and post-tests at the program, book and unit levels, an item bank and test generator, and robust reporting.
"Too often, students struggle to learn critical algebra skills they need both inside and outside the classroom," said Lee Wilson, president and CEO of PCI Education. "Algebra City is targeted intervention that encourages students to reconnect to algebra in one or more areas of misunderstanding, while allowing teachers to leverage the investment in their core algebra curriculum."
Algebra Cityis one of five new offerings from PCI Education that provide intensive intervention and remediation in reading, writing, and math for students in grades 6-12. | 677.169 | 1 |
Find millions of documents on Course Hero - Study Guides, Lecture Notes, Reference Materials, Practice Exams and more.
Course Hero has millions of course specific materials providing students with the best way to expand
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How to Program? - Part 1 Part 1: Problem Solving Analyze a problem Decide what steps need to be taken to solve it. Take into consideration any special circumstances. Plan a sequence of actions that must take place in a specified order Solve the
AgendaIAT 201:Workshop D102/103Week 5TA: Daniel [email protected] Business items Review: Requirements for the next assignment Team Activity: Task analysis Team Activity: Volere templateBusiness1. Most of you have done so already, but for t
You are only allowed to read this if you are standing on your head and you have tried all four parts! 11a. [6, 4] and R = 5. 11b. (7, 1) and R = 4. 11c. [2 1/8, 2 + 1/8) and R = 1/8. 11d. The series only converges when x = 1/2, so R = 0.11. Find t
Math 114 Calculus II Spring 2009 Exam II Scores Each exam grade is listed by code name and score before curving. If you cannot nd your code name, it means it was too easy for me to break and I am instead posting your grade by the last two digits of y
Math 114 Calculus II Spring 2009 Each exam grade is listed by code name and score before curving. If you did not list a code name, I am instead posting your exam grade by the last two digits of your student ID. Final Exam Results: High: 97 Low: 28 Av
MATH and PIZZATangents to Four Unit Spheres:An Introduction to Enumerative Algebraic GeometrySpeakersDavid CoxWilliam J. Walker Professor of Mathematics at Amherst College Sponsored by Department of Mathematics University of KentuckyDate: Thu
Fall 2007 Name(printed neatly): Quiz Grade:Math 131-501Quiz 9Fri, 9/Nov/20071. In the study of markets, economists dene consumers willingness and ability to spend as the maximum amount that consumers are willing and able to spend for a specic
ENVS 680 Doing a Summer Internship You can do your actual internship during the summer and take the internship course, ENVS 680, the following fall. However, you need to do certain homework assignments for the internship course during the summer. You
EE 143 Optical Lithography Lecture, A.R. Neureuther, Sp 2006Ver: 02/01/2009OPC Scatterbars or Assist FeaturesMain Feature The isolated main pattern now acts somewhat more like a periodic line and space pattern which has a higher quality image es
Topics Covered Final Exam ReviewLast Lecture R&G - All Chapters Covered First half of the course (see midterm review) you are responsible for it; final will lean towards material covered since then. SQL (covered before and after midterm) Impleme | 677.169 | 1 |
Summary of Content: This module provides a basic course in differential and integral calculus. Initially key elements of definition, manipulation and graphical representation of functions are introduced prior to establishing calculus techniques used in the analysis of problems in engineering and physical sciences. Application to solving real life problems is developed. The module will cover:
Activities may take place every teaching week of the Semester or only in specified weeks. It is usually specified above if an activity only takes place in some weeks of a Semester
Further Activity Details: Each week a three hour session will be used flexibly between lecture activities, example and supervised tutorial sessions. Workshop activities will involve problem solving exercises and assessment activities. Use will be made of e-learning courseware, computer assisted assessment and software packages to be completed by each student through self-directed study.
Method of Assessment:
Assessment Type
Weight
Requirements
Exam 1
15
1 hour written exam, Autumn
Assignment
15
Assignments (in-class or take home)
Exam 2
60
2.5 hours written exam, Spring
Inclass Exam 1 (Written)
10
In-class test (OMR)
Convenor:
Mr F Hobbs
Education Aims: To provide students with the confidence, mathematical knowledge and fluency in mathematical techniques to help solve basic problems, in engineering or science, that requires the use of differential or integral calculus.
Learning Outcomes:
A student who completes this module successfully should be able to:
Knowledge and understanding
manipulate graphical representation of standard and more general functions;
differentiate standard functions and more complicated functions;
find and classify local stationary points;
use Maclaurin series to represent simple functions;
integrate standard functions;
use standard analytical integration techniques;
apply calculus to modelling basic physical problems;
use approximation to find roots of algebraic or trigonometric equations.
Intellectual skills
reason logically and work analytically;
perform with high levels of accuracy;
manipulate mathematical formulae, algebraic equations and standard functions;
apply fundamental mathematical concepts to problems of a routine nature in engineering or science.
Professional skills
construct and present mathematical arguments with accuracy and clarity;
apply basic solution techniques learned to mathematical problems arising in the study of engineering or science.
Transferable skills
communicate mathematical arguments using standard terminology;
express ideas and methods of solution in the analysis of mathematical problems appropriately and effectively;
use an integrated software package to enhance learning and practice problem solving skills. | 677.169 | 1 |
Elementary Number Theory And Its Application - 6th edition
Summary: Elementary Number Theory, Sixth Edition, blends classical theory with modern applications and is notable for its outstanding exercise sets. A full range of exercises, from basic to challenging, helps students explore key concepts and push their understanding to new heights. Computational exercises and computer projects are also available. Reflecting many years of professor feedback, this edition offers new examples, exercises, and applications, while incorporating advancements and di...show morescoveries in number theory made in the past few years131.57 +$3.99 s/h
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Seahawk Books Wilmington, NC
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Zonibooks Flagstaff, AZ
2010 Hardcover | 677.169 | 1 |
My Advice to a New Math 175 Student:
The first day of class you should review all of your algebra skills and
really focus on functions. If you had a hard time understanding
functions
during algebra, you're going to have a really hard time in this course.
Functions are extremely important in Math 175. Although homework is
not
collected, you must attempt to do it every night. There are quizzes
each
week, so if you get behind on homework you're going to lose easy quiz
points. Quiz points add up and can really hurt your grade. If you
don't
try to do your homework every night it's easy to get lost fast. If you
absolutely cannot attempt your homework one night, make sure you make
the
time to catch up the next night. Time goes by really fast and before
you
know it it'll be time for an exam. If you don't understand something,
you
have to get help. It doesn't get easier and the more time that passes,
the
farther behind you get. Read the book before the subject is discussed
in
class. Then re-read it after it's discussed in class, especially if
you
feel like you don't understand it. Ask questions if you don't
understand.
Don't wait and expect someone else to answer the questions you need
answered. Even after you get an exam back, review the problems and try
to
work them out so you get the correct answer. Everything is cumulative
so
it's important to learn the stuff that you didn't understand, even
after
an
exam. The most important advice I can give is to remember that the
final
exam is cumulative. Try to get everything into your long term memory.
You
can't learn a semester full of calculus in one week. | 677.169 | 1 |
► The standards-based reform has changed the way mathematics is taught in the…
(more)
▼ The standards-based reform has changed the way mathematics is taught in the United States. The emerging research shows that the reform movement has brought about greater student achievement in mathematics. This paper looks at specific examples of student performance as a result of using reform-based curricula while concentrating on a group that has largely been ignored in mathematics—students from a lower socioeconomic background. There is evidence that suggests that the reforms are helping these students achieve in mathematics, but others have found that not all aspects of the reform are beneficial to them. The paper then emphasizes the important role that teachers play in making mathematics accessible to all students, no matter their background.
Advisors/Committee Members: Wanko, Jeffrey.
► Somewhere along their educational journey, many students develop a fear of mathematics.…
(more)
▼ Somewhere along their educational journey, many students develop a fear of mathematics. They begin to view their math courses as the study of tricks and often seemingly unsolvable puzzles. There is a demand for teachers to provide students with real life applicable problems with the intention of building upon the mathematics content taught in the classroom. This paper discusses how to integrate one specific problem, involving the Fermat Point, into a high school geometry curriculum. It also calls educators to integrate challenging problems into the classes they teach to encourage students to use their mathematical problem solving skills. The purpose of this paper is to inspire other educators to pursue similar investigations in the classroom in order to help students view mathematics as more useful. After a discussion of the Fermat Point, this paper invites the reader to research other useful centers of a triangle in a similar manner.
Advisors/Committee Members: Harper, Suzanne. | 677.169 | 1 |
Tutoring Resources
Math Resources
Across campus and across disciplines, there is a growing awareness of the vital role quantitative literacy plays in student success. The ability to reason with quantitative information is viewed as crucial to becoming a successful student and citizen. At the The University of Montana, we are committed to helping students succeed in math at every level. We offer free, drop-in math tutoring for any student taking developmental and 100-level math courses.
Students in developmental and non-calculus track mathematics courses (M065, M090, M095, M105, M115, M135 and M136) receive assistance at the math@mansfield Tutoring Center site from tutors specifically trained in probability, statistics, introductory algebra and elementary education mathematics. The math@mansfield Tutoring Center is located on the third (main) level of the Mansfield Library.
Hours:
Monday - Thursday 11am-3pm, 6:30pm-9pm
Sunday, 6:30pm-9pm
The Math Learning Center
Students taking courses on the calculus track – M121, M122, M1521, M162, M171, and M172 - can find help at The Math Learning Center, located in the basement of the Math Building.
Hours:
Monday – Thursday 10am – 4pm
Both centers are equipped with a plentiful supply of what some tutors call "non-digital laptop communication devices" – which is high-tech language for a lap-size whiteboard with a marker attached. In the past, even with encouragement from the tutors, most students were reluctant to get out of their chair to work at the big whiteboards on the walls. Now, with a scattering of personal whiteboards lying about, students can work out a problem where they are, and it's easier for the tutor to add a bit of help or point out a misstep when needed.
STUDY JAM
STUDY JAM focuses on providing group study opportunities and tutoring for students in high enrollment courses, many of which require quantitative skills. The study tables operate two nights a week, Monday and Wednesdays from 6:30 pm – 9:00 pm beginning Wednesday, September 5th in the UC Commons, offering support for students in the following courses:
The Writing Center
The Writing Center offers free, one-to-one tutoring and workshops to UM students seeking to become more effective writers. The Writing Center will help students as they plan, execute, revise and edit pieces of writing for any course in any discipline. Tutoring sessions are available by appointment in Liberal Arts 144 and on a drop-in basis in the Mansfield Library. Faculty referrals are welcome.
By-appointment 30 minute tutoring is available at Liberal Arts 144:
Mon, Thurs, Fri 9:30 am – 5:00 pm
Tues & Wed 9:30 am – 4:00 pm
Mon - Thurs 5:00 pm – 8:00 pm
Drop-in tutoring is available at the Mansfield Library:
Mon, Tues, Thurs 1:00 pm – 4:00 pm
Sun & Wed 6:00 pm – 9:00 pm
Special 60 minute International Student tutoring is available at Liberal Arts 144:
Mon – Thurs 6:00 pm – 9:00 pm
Online by-appointment tutoring is available to students enrolled in online courses.
Tutors help students prepare for essay tests, including the Upper Division Writing Proficiency Assessment (known as the UDWPA). All undergraduate students are required to pass the UDWPA as a General Education Requirement. Students should meet this requirement by the time they have completed 70 college credits. Please visit UM's UDWPA website at for more information.
UM's UDWPA 2012-2013 Exam Dates:
September 15, 2012
October 20, 2012
Others to Be Announced
Missoula College Tutoring
Missoula College students are welcome and encouraged to use any tutoring service that is offered on the Mountain Campus.
The Academic Support Center (ASC) on the Missoula College campus offers a variety of services to enhance students' academic success. Students can receive tutoring in math, writing and numerous other areas. Skills assessments, accommodated test services and make-up testing are also offered at the ASC. Working with the Retention and Advising Coordinator, students can develop study skills, participate in academic coaching and other student support activities, as well as accomplish reinstatement plan activities. | 677.169 | 1 |
WHAT SKILLS DO MATHS STUDENTS DEVELOP?
Employers will consider problem solving, thinking logically and high level quantitative and numerical skills as obvious acquisitions on a maths degree. There may be specific knowledge attached to the particular degree such as statistical methods, applied mathematics and actuarial technical skills. See our skills section at
(includes financial maths and maths + accounting/stats/computing. UK/EU students only). These statistics only cover the first six months after graduation. The latest destinations for all subjects (1999-last year) including postgraduates can be found at
WHAT DO MATHS GRADUATES DO?
Maths graduates have fared well in the graduate labour market in the last few years. Both numerical and non-numerical jobs are open to them, so the choice of careers is wide.
The tables show that many Kent graduates have decided to 'use' the numerical side of their studies, either in financial jobs, engineering or statistical areas. A small number have chosen to continue their studies, while the trend amongst Actuarial students has been to aim for the financial sector. The computing industry also attracts some maths graduates, especially if they have a personal interest in computers and programming.
POSTGRADUATE STUDY
About 20% of maths graduates from the University of Kent have opted to do postgraduate study for a PhD or Masters degree in recent years. This is partly because grants are more easily available in the Sciences for postgraduate study than in the Arts or Social Sciences. It should be remembered though that postgraduate study is not an easy option and research for a PhD will require dedication and determination to see things through over a period of 3 or more years. See our section on Postgraduate Study
TEACHER TRAINING
A Postgraduate Certificate of Education Course (PGCE) lasts one year. It's not that difficult to obtain a place on a maths PGCE provided that you can show some evidence of interest in teaching such as voluntary work at a school. Remember that you can also teach maths in Colleges of Further Education, private schools and the Armed Forces. There is a shortage of science teachers, who are eligible for an enhanced bursary during training. See
STATISTICAL WORK
PROFILE: Statistician
Analyses and interprets data. Collects information, analyses it using statistical methods and computer programs such as SPSS. Interprets data for clients and users. Writes reports.
EMPLOYERS: The largest employer is the Government Statistical Service GSS which employs 700 staff in more than 30 departments. Medical Statistics is also another large area with some major hospitals having statistical units. Biometrists work as statisticians in the pharmaceutical industry, as researchers in medical schools and hospitals and in agricultural institutes. Epidemiologists reduce public health risks by studying the pattern of disease or health risks in populations.
SATISFACTIONS: intellectual stimulation of work.
NEGATIVES: spend most of time in the office.
DEGREE: Normally mathematics, statistics, economics or other statistics-related degrees. Graduates in other subjects can do an MSc in statistics.
Statistician Fast Stream
The Government Statistical Service (GSS) has an exceptional number of posts for Statistician Fast Streamers in 2013. Posts are available in central London and a variety of other locations across the UK.
What is the GSS?
The Government Statistical Service (GSS) is a decentralised professional community spread across most UK government departments and devolved administrations. Headed by the National Statistician, the GSS produces National Statistics and other official statistics, analysis, interpretation and provides statistical advice to improve understanding and help decision-making at the very highest levels.
What impact does the GSS have?
Population, the economy, the environment, the labour market, crime, education and health are just some of the many topics covered by our Fast Stream Statisticians. The statistics we produce are reported daily throughout the media and provide the evidence needed to make informed decisions across a wide range of political, social and economic issues.
Candidates must be highly numerate with exceptional team-working, problem solving and organisational skills, with the ability to become future leaders of the Civil Service. Candidates who have (or are expecting) a minimum of a 2:1 degree in a subject containing formal statistical training (eg Statistics, Maths, Economics, Psychology, Sociology, Sciences, Geography) are invited to apply.
Development
Statistician Fast Streamers take part in a structured learning and development process and will be stretched and supported in a variety of posts, often across different government departments to help them develop the core and statistical skills to enable them to fulfil their potential.
MATHEMATICS IN SCIENCE AND ENGINEERING
Many mathematicians are recruited into the defence industry and other science and engineering companies to do a variety of work including mathematical modeling and designing algorithms. The work is often research orientated and can be intellectually stimulating and less business-orientated focus than some other areas.
GCHQ Government Communications Headquarters - national intelligence and security
QinetiQ formerly the Defence Evaluation and Research Agency (an agency of the Ministry of Defence)
Defence Science and Technology Laboratory (dstl) part of the Ministry of Defence. Farnborough, Porton Down near Salisbury, Portsdown West near Portsmouth and Sevenoaks, Kent (explosives/weapons technology)
Defence Engineering and Science Group (DESG ) part of the Ministry of Defence.
FINANCE
has become another popular option. Finance employers in areas such as banking and insurance are attracted to maths graduates because of their numeracy. There are many traineeships available for new graduates in chartered accountancy, and banking, sometimes working as financial analysts. See our banking insurance and actuarial links at and accountancy links at
ACTUARIAL WORK and RISK MANAGEMENT
QUANT
Any proof may be written in one line if you start sufficiently far to the left.
2002 - year of the Palindrome
14 out of 10 people like chocolate
2 + 2 = 5 (for extremely large values of 2)
Logic is the systematic method of coming to the wrong conclusion with confidence.
Quants apply mathematical and computing methods of analysis to financial problems (quant is an abbreviation of quantative). They develop algorithms to predict what the financial markets will do but also work in statistical arbitrage, and electronic market making. They work for hedge funds and banks and work as hedge fund managers, derivatives traders and risk managers. Many entrants have PhDs in mathematics, physics or computing and the work is very highly paid.
Impure Mathematics
Once upon a time (1/t), pretty little Polly Nomial was strolling across a field of vectors when she came to the edge of a singularly large matrix.
Now Polly was convergent and her mother had made it an absolute condition that she must never enter such an array without her brackets on. Polly, however, who had changed her variables that morning and was feeling particularly badly behaved, ignored this condition on the grounds that it was insufficient and made her way in amongst the complex elements.
Rows and columns enveloped her on all sides. Tangents approached her surface. She became tensor and tensor. Quite suddenly, three branches of a hyperbola touched her at a single point. She oscillated violently, lost all sense of directrix and went completely divergent. As she reached a turning point she tripped over a square root which was protruding from the erf and plunged headlong down a steep gradient. When she was differentiated once more she found herself, apparently alone, in a non-euclidean space.
She was being watched, however. That smooth operator, Curly Pi, was lurking inner product. As his eyes devoured her curvilinear coordinates, a singular expression crossed his face. Was she still convergent, he wondered. He decided to integrate improperly at once.
Hearing a vulgar function behind her, Polly turned round and saw Curly Pi approaching with his power series extrapolated. She could see at once, by his degenerate conic and his dissipative terms, that he was bent on no good.
"Eureka" she gasped.
"Ho, ho," he said. "What a symmetric little Polynomial you are. I can see you're bubbling over with secs".
"Come, come," said Curly. "Let's off to a decimal place I know and I'll take you to the limit."
"Never," gasped Polly.
"Exchlf," he swore, using the vilest oath he knew. His patience was gone. Coshing her over the coefficient with a log until she was powerless, Curly removed her discontinuities. He stared at her significant places and began to smooth her points of inflexion. Poor Polly. All was up. She felt his hand tending to her asymptotic limit. Her convergence would soon be gone forever.
There was no mercy, for Curly was a heavyside operator. He integrated by parts. He integrated by partial fractions. The complex beast even went all the way around and did a contour integration. What an indignity. To be multiply connected on her first integration. Curly went on operating until he was absolutely and completely orthogonal.
When Polly got home that evening, her mother noticed that she had been truncated in several places. But it was too late to differentiate now. As the months went by, Polly increased monotonically. Finally she generated a small but pathological function which left surds all over the place until she was driven to distraction.
The moral of this sad story is this: If you want to keep your expressions convergent, never allow them a single degree of freedom.
In George H. Scherr, ed. The Best of The Journal of Irreproducible Results, p.147. Workman Publishing, 1983 | 677.169 | 1 |
GMAT Math is easy! Well that is what I thought when I was preparing for the exam. But I knew better when I missed a perfect 800 score in the GMAT because of some mistakes on the math section. And from my personal experience, I can say that a lot of students with Math/science background feel the same way.
On the other hand, there are students who shudder at the very thought of facing a math problem. Well, neither of these approaches are conducive to a high math score. What is required is a thorough study of the fundamentals, a basic grasp of the concepts, and developing an ability to apply these concepts to the gmat type problems. Then comes the ability to solve a gmat problem in multiple ways, the ability to use shortcuts when stumped, and the ability to guess intelligently. Whether you are a novice or a math expert, you do need to brush up /build up your fundamentals, and then go on to the tougher problems.
And this is Exactly what the 'Winners' Guide to GMAT Math does. It helps you to develop a solid understanding of the underlying concepts, builds upon this understanding by providing various different types of examples, exposes you to alternative
ways of looking at a particular problem, and finally shows you how to use shortcuts.
Unique Features of the Winner's Guide to GMAT Math - Part I Comprehensive coverage of Algebra, Arithmetic, Sets Geometry & Coordinate Geometry for the GMAT. All Theory & Questions based around the Actual GMAT questions that have appeared on these topics in the recent past. All topics & subtopics covered extensively over 210+ pages.
Over 180+ fully solved problems to ensure in depth understanding of All concepts. No Superfluous Material. You study ONLY what is required for the GMAT. No learning difficult concepts or theories that will never get tested on the GMAT. Instant Delivery: Since this is an eBook, you will be able to download it instantaneously after you have made the payment.
- Definition - Importance of Base for Calculations - Concept of Percentage Change - Difference between the Percentage Point Change and the Percentage Change - Calculating Percentage Values through additions - Percentage Change Graphic - Effect of a Change in Both Numerator and Denominator on the Ratio - Practice Problems
(After completing your Transaction, click on the 'Back to Merchant' button. You will then be taken to a page where you can instantaneously download the eBook)
Having trouble paying? Try our alternative payment method. Worried about security? Rest assured, our payment processors use the latest 128 bit SSl technology and are Verisign Certified. Click here for more details. Check out our Math Special Offer & get a 30% Discount click here for Details. Money Back Guarantee Try this eBook for a FULL TWO MONTHS at OUR COST If you are not happy with this guide for whatever reason, you can ask for a full refund, NO QUESTIONS ASKED at anytime.
Just Quote the Paypal Receipt Number and the money will be refunded to you. No questions asked!! | 677.169 | 1 |
Elementary and Intermediate Algebra : Concepts and Applications Series brings proven pedagogy to a new generation of students, with updates throughout to help todays... MORE BENEFIT: TheBittinger Concepts and Applications Seriesextends proven pedagogy to a new generation of students, with updates throughout to help todayrs"s the Graph Functions and Graphs; Systems of Equations and Problem Solving; Inequalities and Problem Solving; Exponents and Radicals; Quadratic Functions and Equations; Exponential and Logarithmic Functions; Conic Sections; Sequences, Series, and the Binomial Theorem; Elementary Algebra Review MARKET: For all readers interested in algebra.
Introduction to Algebraic Expressions Introduction to Algebra The Commutative, Associative, and Distributive Laws Fraction Notation Positive and Negative Real Numbers Addition of Real Numbers Subtraction of Real Numbers Multiplication and Division of Real Numbers Exponential Notation and Order of Operations
Polynomials Exponents and Their Properties Negative Exponents and Scientific Notation Polynomials Addition and Subtraction of Polynomials Multiplication of Polynomials Special Products Polynomials in Several Variables Division of Polynomials
Functions and Graphs Introduction to Functions Domain and Range Graphs of Functions (including brief review of graphing) The Algebra of Functions Variation and Problem Solving
Systems of Equations and Problem Solving Systems of Equations in Two Variables Solving by Substitution or Elimination Solving Applications: Systems of Two Equations Systems of Equations in Three Variables Solv | 677.169 | 1 |
2. (More) Complicated Equations: Taking Algebra on the road
Chapter 2. (More) Complicated Equations: Taking Algebra on the road
Imagine a world where there is more than ONE thing you don't know. Yes, it's hard to imagine... but there are problems out there with more than one unknown. Not only that, but sometimes you've got one unknown that appears multiple times in the same equation! No worries, though... you already know how to manipulate your equations. Add that knowledge to the tools you'll learn in this chapter, and you'll be solving more complicated expressions in no time at all. | 677.169 | 1 |
BetterCalc is designed to solve complex mathematical expressions, and handles parentheses and scientific functions with ease.
BetterCalc is designed to solve complex mathematical expressions, and handles parentheses and scientific functions with ease. BetterCalc allows expressions to contain comments, and features a panel which allows for the defining and redefining of numerical or expression variables. These variables can then be accessed in the expression through their text-based names. Changes to the variable values will instantly cause the total to update. BetterCalc also features a unique feature called Expression Shortcuts. These are user-defined shortcuts that correspond to numerical values or expressions, or even expressions containing other shortcuts. What's New: New in version 4.2: The application has been rewritten, resulting in greater speed and improved stability. Improved compatibility with Mac OS X version 10.2. Improved interface. The main window correctly remembers the status of the variable and scientific panels Support for Services has been added. Real-time resizing has been disabled to speed up the application on lower-end Macs. Scientific functions, including trigonometric functions and logarithms. The variables field can now be resized. Shortcuts can now have long, descriptive names. Shortcuts can still be bound to special characters, but it is no longer mandatory, as they can also be accessed through the menu bar as well as a pop-up menu in the main window's tool panel. Shortcuts can now be reordered in the Preferences window by Drag-And-Drop. The font size can be set for buttons independently from the text field font setting. Opening and closing the Preferences window no longer causes the main window's fields to reset....
It is one of the most powerful math tools there is. It gathers between the simplicity and ease of use of a simple calculator and the ability to solve complex math procedures. Here is a brief description of the exciting capabilities of...
Stacniac is a 'slightly odd' RPN calculator in that it doesn't have buttons: you enter numbers and then type in commands (sounds odd, but it's quite efficient). Stacniac has a fairly large set of commands which are invoked | 677.169 | 1 |
Description The second 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. High school students enrolled in this course must take the WA State End of Course Assessment. Prerequisite: Attempted Algebra 1-2, earned .5 high school credit of Algebra 1, or HSC060; must be a student working toward a high school diploma.
Intended Learning Outcomes
Represent a quadratic function with a symbolic expression, as a graph, in a table, and with a description, and make connections among the representations
Sketch the graph of a quadratic function, describe the effects that changes in the parameters have on the graph, and interpret the x-intercepts as solutions to a quadratic equation
Solve quadratic equations that can be factored as (ax + b)(cx +d) where a, b, c, and d are integers
Solve quadratic equations that have real roots by completing the square and by using the quadratic formula
Use and evaluate the accuracy of summary statistics to describe and compare data sets
Make valid inferences and draw conclusions based on data
Describe how linear transformations affect the center and spread of univariate data
Find the equation of a linear function that best fits bivariate data that are linearly related, interpret the slope and y-intercept of the line, and use the equation to make predictions
Describe the correlation of data in scatterplots in terms of strong or weak and positive or negative
Find and approximate solutions to exponential equations
Express arithmetic and geometric sequences in both explicit and recursive forms, translate between the two forms, explain how rate of change is represented in each form, and use the forms to find specific terms in the sequence
Solve an equation involving several variables by expressing one variable in terms of the others
Analyze a problem situation and represent it mathematically
Read and interpret diagrams, graphs, and text containing the symbols, language, and conventions of mathematics
Use inductive reasoning about algebra and the properties of numbers to make conjectures, and use deductive reasoning to prove or disprove conjectures
Course Topics
Quadratic functions and equations
Data and distributions
Arithmetic and geometric sequences, exponential functions, graphs, and other representations | 677.169 | 1 |
College Math
In this section
About This Course
Course Name/Code: College Mathematics, ASMA 103 Catalog Description: Designed to equip the student with mathematical reasoning skills and to introduce the student to a diversity of mathematical areas. Topics will include problem solving, set theory, logic, data interpretation, the real number system, introduction to algebra, functions, and an introduction to geometry. *Prerequisites: This class is not open to students who have previously obtained a waiver of three mathematics credits of the general education requirements or have been awarded three credits by CLEP examination. Credits/Hours: 3
Instructors and Texts
Instructors Who Teach This Course:Mr. Melvin Cacayorin
Required Text(s) Students must purchase and possess the required text(s) by the first day of class. Order early:
Blitzer, Robert. Thinking Mathematically. 4th Edition
ISBN 10- 0-13-175204-9
ISBN 13- 978-0-13-175204-7
This book is also available in an e-version
ISBN 10- 0321646193
ISBN 13- 9780321646194
Course Workload Preview
The following preview of anticipated course workload is subject to instructor change. | 677.169 | 1 |
Offering worked examples and solutions leading to practice questions, this book helps students to learn maths. It features sample past exam papers for exam preparation, and regular review sections. It includes a CD ROM which contains what students need to motivate and prepare themselves.
Synopsis:
Edexcel and A Level Modular Mathematics S2 features: *Student-friendly worked examples and solutions, leading up to a wealth of practice questions. *Sample exam papers for thorough exam preparation. *Regular review sections consolidate learning. *Opportunities for stretch and challenge presented throughout the course. *'Escalator section' to step up from GCSE. PLUS Free LiveText CD-ROM, containing Solutionbank and Exam Cafe to support, motivate and inspire students to reach their potential for exam success. *Solutionbank contains fully worked solutions with hints and tips for every question in the Student Books. *Exam Cafe includes a revision planner and checklist as well as a fully worked examination-style paper with examiner commentary | 677.169 | 1 |
Do the following problems
from the book:
Chapter 3: 3.2, 3.6, 3.8, 3.9.
Homework 4 (due
9/17/09)
Do the following problems
from the book:
Chapter 4: 4.3, 4.6, 4.10,
4.19.
Homework 5 (due
9/24/09)
Do the following problems
from the book:
Chapter 5: 5.3, 5.6;
Chapter 6: 6.6, 6.8.
Homework 6 (due
10/1/09)
Do the following problems
from the book:
Chapter 7: 7.3, 7.5,
7.6, 7.12.
Homework 7 (due
10/8/09)
Do the following problems
from the book:
Chapter 8: 8.4, 8.10, 8.11,
8.16.
Homework 8 (due
10/15/09)
Do the following problems
from the book:
Chapter 9: 9.2, 9.7, 9.13,
9.17.
Homework 9 (due
10/22/09)
Do the following problems
from the book:
Chapter 10: 10.1, 10.7, 10.11.
Homework 10 (due
10/29/09)
Do the following problems
from the book:
Chapter 11: 11.2, 11.4, 11.6.
Homework 11
(due 11/5/09)
Do the following problems
from the book:
Chapter 12: 12.1, 12.2, 12.7.
Homework 12
(due 11/12/09)
Do the following problems
from the book:
Chapter 13: 13.1, 13.5, 13.7,
13.9.
Homework 13
(due 11/19/09)
Do the following problems
from the book:
Chapter 14: 14.1, 14.3,
14.4.
Homework 14
(due 12/1/09)
Do the following problems
from the book:
Chapter 15: 15.1, 15.3, 15.7;
Chapter 16: 16.3, 16.4.
Homework 15 (due
12/3/09)
Do the following problem from
the book:
Chapter 17: 17.2.
Instructions
concerning the programs:
You may do up to 2
programs for extra credit. They will be graded on functionality and meeting the
requirement specifications. For each program, hand in the printed C++,
C#, or Java source code, sample output from test runs, and a CD containing the
source code and executable. Put them
all in a 9" by 12" manila envelope with a clasp fastener, not sealed
closed, but label it with your name, the program number, and the name of your
program executable file.
Show
the results of each step of encryption and decryption of the same sentence
using each of 3 different keys.
Program 2 (due
10/8/09)
Write a program to generate pseudo-random
numbers using the linear congruential method
described on page 221-223 of the
book; allow each of the parameters to be entered.
Using a small "m" value, generate
and print the succession of values until it
begins to repeat.
Program 3 (due
10/29/09)
Write a program to implement
three different hash functions and to test them for the
6 properties discussed on page 335. The
first three properties should be easy
to verify. Try some brute-force
methods to test the last three properties
within time limits.
Program 4 (due
11/19/09)
Write a program to implement
a simplified authentication protocol that you design
using different symmetric keys for
each of the two parties and a hash
function that they both share. | 677.169 | 1 |
45385 / ISBN-13: 9780684845388
Kaplan New York State Regents Exam: Math Course III
Four real tests with detailed explanations, comprehensive review outline based on the actual N.Y. state syllabus and targeted practice drills for ...Show synopsisFour real tests with detailed explanations, comprehensive review outline based on the actual N.Y. state syllabus and targeted practice drills for each content review | 677.169 | 1 |
Find millions of documents on Course Hero - Study Guides, Lecture Notes, Reference Materials, Practice Exams and more.
Course Hero has millions of course specific materials providing students with the best way to expand
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4100 AWL/Thomas_ch16p1143-12288/27/047:27 AMPage 121116.8 The Divergence Theorem and a Unified Theory121116.8The Divergence Theorem and a Unified TheoryThe divergence form of Greens Theorem in the plane states that the net outward flux of a vector
4100 AWL/Thomas_ch16p1143-12288/27/047:27 AMPage 12221222Chapter 16: Integration in Vector FieldsChapter 16Questions to Guide Your Review8. What is a potential function? Show by example how to find a potential function for a conservative field. 9.
Chapter1515.1FIRST-ORDER DIFFERENTIAL EQUATIONSOVERVIEW In Section 4.8 we introduced differential equations of the form dy>dx = (x), where is given and y is an unknown function of x. When is continuous over some interval, we found the general solution | 677.169 | 1 |
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What do you think is the difference between evaluation and simplification of an expression? Explain how knowledge of evaluation and simplification help you solve an equation efficiently | 677.169 | 1 |
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Multiple formats are supported through mastery including two column, paragraph, flow, and indirect proofs. Students learn to value the need to think logically and present ideas in a logical order. Traditional geometry concepts and logical reasoning are emphasized, while measurement and applications are integrated. Algebra 1 skills are reviewed at point-of-use. Algebra integration within coordinate geometry topics, plus probability and statistics connections, are found throughout. | 677.169 | 1 |
4563718
ISBN-13:
9780764563713
Publisher:
Cliffs Notes
Release Date:
May, 2001
Length:
272 Pages
Weight:
Unavailable
Dimensions:
8.2 X 5.3 X 0.7 inches
Language:
English
Algebra II (Cliffs Quick Review)i... Read moreiffsQuickReview Algebra II is a comprehensive study guide to the many topics of a second course in algebra, including information on linear equations, complex numbers, and conic sections. In no time, you'll be ready to tackle other concepts in this book such asLinear equations in one, two, and three variablesFactoring polynomialsRelations and functionsQuadratic systemsExponential and logarithmic functionsCliffsQuickReview Algebra II acts as a supplement to your textbook and to classroom lectures. Use this reference in any way that fits your personal style for study and review — you decide what works best with your needs. Here are just a few ways you can search for topics:Use the free Pocket Guide full of essential informationGet a glimpse of what you'll gain from a chapter by reading through the Chapter Check-In at the beginning of each chapterUse the Chapter Checkout at the end of each chapter to gauge your grasp of the important information you need to knowTest your knowledge more completely in the CQR Review and look for additional sources of information in the CQR Resource CenterUse the glossary to find key terms fast.With titles available for all the most popular high school and college courses, CliffsQuickReview guides are a comprehensive resource that can help you get the best possible grades.
Customer Reviews
An Excellent Review or Preparatory Book For Algebra II
11/28/1998
This book really helped me prepare for Algebra II. With the help of this book, I had a 97% in the first semester and a 94% in the second. Then at the end of the year, this was a great tool in reviewing for the final.
Great but with a few flaws
08/02/2006
Overall, this book is great. Everything is pretty clear and it makes algebra II almost easy. However, there are many typos I found, like forgetting a negative, or using a wrong variable. but otherwise, it's awesome!
Thank you Kohn.
Posted by E. Flatley on 07/17/2007
Material is step-by-step based, allowing you to learn in steps and excel in several areas of Algebra(II). [Helped me a ton- allowed me to start from the beginning and work my way up in areas both easy and difficult.]
Excellent reference book
Posted by Kurt S. Pommerening on 01/09/2007
This Book is an excellent reference for tutors and teachers. It will help anyone learning Algebra II or training/teaching children.
Awesome!
Posted by Mary E. Hake on 01/07/2007
A fabulous help for those who need a desk reference for Algebra. It is clear, concise and very helpful. It covers every topic I need it too with easy to follow explanations. | 677.169 | 1 |
Well known for accuracy, Soo Tan's APPLIED CALCULUS FOR THE MANAGERIAL, LIFE, AND SOCIAL SCIENCES, Eighth Edition balances applications, pedagogy, and technology to provide students the context they ... | 677.169 | 1 |
Find a FernwoodMajor topics studied include: probability, combinatorics, set theory and graph theory. Set theory is the study of sets, both infinite and finite. Some basic operations of set theory include the union and intersection of sets. | 677.169 | 1 |
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Product Description:
the first in this two-part compilation, discusses the construction of geometric proofs and presents criteria useful for determining whether a proof is logically correct and whether it actually constitutes proof. It features sample invalid proofs, in which the errors are explained and corrected. Mistakes in Geometric Proofs, the second book in this compilation, consists chiefly of examples of faulty proofs. Some illustrate mistakes in reasoning students might be likely to make, and others are classic sophisms. Chapters 1 and 3 present the faulty proofs, and chapters 2 and 4 offer comprehensive analyses of the errors | 677.169 | 1 |
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Overview
This introduction to Euclidean geometry emphasizes both the theory and the practical application of isometries and similarities to geometric transformations. Contents include modern elementary geometry, isometries and similarities in the plane, vectors and complex numbers in geometry, inversion, and isometries in space. Numerous exercises, many with detailed answers. 1972 | 677.169 | 1 |
Advanced undergraduate or beginning graduate students need a unified foundation for their study of geometry, analysis, and algebra. For the first time, this book uses categorical algebra to build such a foundation, starting from intuitive descriptions of mathematically and physically common phenomena and advancing to a precise specification of the nature of Categories of Sets. Set theory as the algebra of mappings is introduced and developed as a unifying basis for advanced mathematical subjects such as algebra, geometry, analysis, and combinatorics. The formal study evolves from general axioms that express universal properties of sums, products, mapping sets, and natural number recursion.
The first undergraduate text that develops a foundation for set theory and logic based on categorical data
Includes a complete mini-course in logic and an instructive glossary
Exercises embedded in text to assist student in participating fully in the proofs and development
Reviews & endorsements
"...the categorical approach to mathematics has never been presented with greater conviction than it has in this book. The authors show that the use of categories in analyzing the set concept is not only natural, but inevitable."
Mathematical Reviews
"To learn set theory this way means not having to relearn it later.... Recommended." | 677.169 | 1 |
Calculus be accessible, this book develops a thorough, functional understanding of calculus in preparation for its application in other areas. Coverage concentrates on developing concepts and ideas followed immediately by developing computational skills and problem solving. Chapter topics include The Derivative; Graphing and Optimization; Integration; Multivariable Calculus; Trigonometric Functions; and more. For the professional who wants to acquire a knowledge of calculus for application in business, economics, and the life and social scie... MOREnces. For a one-semester or one-quarter course covering calculus for students majoring in business, economics, social sciences, or life sciences. This mid-level text covers calculus with an emphasis on cross-discipline principles and practices. Student-friendly and accessible, it develops a thorough, functional understanding of mathematical concepts in preparation for their application in other areas. Coverage concentrates on developing concepts and ideas followed immediately by developing computational skills and problem solving.
(Each chapter concludes with Important Terms, Symbols, and Concepts; Review Exercise; and Group Activities.) | 677.169 | 1 |
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