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Simple Harmonic Motion Problems page contains five word problems about using sinusoidal functions to model rotational or oscillatory motion. The second page contains the Common Core alignment, the answers, and some commentary based on things I've noticed using this in my own classroom.
My word problems tend to require some very careful reading, so students also get practice in the literacy related skills of reading for comprehension and separating out the relevant information from the irrelevant.
Word Document File
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32 just completed my tenth year teaching high school! I have taught Algebra I and II, Geometry, Tech Math I and II, Discrete Math, Pre-calculus and AP Calculus AB.
I have been heavily involved with my district's transition to the Common Core Math Standards.
I also tutor in students' homes.
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Tuesday, May 21st, 2013:
A new lesson on Graphing Lines was added. The lesson offers information on various aspects of graphing, like slope, y-intercept, slope-intercept form, and other information to help learn how to graph linear equations.
Monday, April 29th, 2013:
A new lesson on circles was added to accompany its quizmaster. The lesson will inform the reader how to graph equations of circles.
Tuesday, April 16th, 2013:
We added a quizmaster on circles. This interactive quizmaster will provide the center and radius of a circle. It will then wait for the equation of the circle to be entered. The quizmaster will determine if the equation is correct and report it.
Tuesday, April 16th, 2013:
We added a quizmaster on hyperbolas. This interactive quizmaster will deliver a hyperbola graphing problem, wait for responses, and check those responses!
Thursday, April 9th, 2013:
Now, MATHguide has a lesson on ellipses. This lesson will inform you how to graph ellipses. Ellipses are called Conic Sections. We also created an interactive quizmaster, too. See if you can graph your own randomly generated ellipse.
We expect to have more lessons soon, on circles, hyperolas, and parabolas.
Thursday, April 4th, 2013:
We created another interactive lesson, called Algebra Magic 4: Advanced. This interactive lesson has a high level of difficulty compared to the first three we created.
Our lesson on factoring was updated. We added graphics and relevant links to other related lessons in our portfolio.
Along the same lines of mathematics, we have lessons that deal with rational expressions. Learn how to simplify, add, subtract, and do advanced level problems.
Monday, March 19th, 2013:
More quizmasters were updated within the geometry section of our lessons. There were a few rounding issues that were taken care of when dealing with the value π as were the lessons for surface area and volume for cylinders, cones, and spheres. Two new quizmasters were also added: Surface Area Tour and Volume Tour.
Monday, March 18th, 2013:
More quizmasters were updated. A small rounding issue was taken care of within the Area: Circles quizmaster.
Saturday, March 16th, 2013:
Several of our quizmasters were cleaned up to deliver better output and respond better to absent input.
Tuesday, March 12th, 2013:
Continuing our cycle of trigonometry quizmasters, we now have one for cosine problems. Our next lesson will be on rational expressions.
Tuesday, February 26th, 2013:
We updated a few pages. Our Area, Surface Area, and Volume lessons were updated. The explanations of the example problems were changed so that they are easier to follow. Our Operations on Integers lesson got a facelift and a few changes to help navigability. We're always hard at work to help yo learn mathematics!
Tuesday, February 23rd, 2013:
We added a lesson on right triangle trigonometry. Learn how to use the sine, cosine, and the tangent functions.
Tuesday, February 19th, 2013:
To finish out a set, we completed the The Law of Cosines lesson. Like The Law of Sines lesson, there are plenty of graphics to help. There are also detailed explanations, too.
Monday, February 18th, 2013:
We created two new pages in the area of trigonometry. One is on the basics of trigonometry and the other The Law of Sines. There are plenty of visuals to help the learning process; so, enjoy the mathematics!
Tuesday, February 13th, 2013:
There are a lot of updates to report! We updated several graphics to bear a copyright mark after discovering other web sites that are using our graphics illegally. We also placed a donate button on our front page so that we can keep providing free services, new lessons, and new quizmasters. We also updated our sequences and series lessons and quizmasters.
Tuesday, January 29th, 2013:
MATHguide's front page got a facelift. Attention was given to our lessons, as they are our major feature. New graphics were added, background elements were placed, and the width was expanded. We hope it is now visually more appealing.
Sunday, January 27th, 2013:
The operations on polynomials lesson now has multiplication, too.
Saturday, January 26th, 2013:
New lessons were added for polynomials: adding and subtracting. Several other pages were altered, but only cosmetically altered.
Tuesday, January 21st, 2013:
A new lesson has been added: Solving Quadratic Equations. Like several other lessons, this lesson contains clear graphics to assist the learner.
Tuesday, January 15th, 2013:
Our Solving Equations page has been updated. Graphics have been used to make the lesson easier to understand.
Tuesday, May 31st, 2011:
It has been a long time since our last update. Yet, it has happened! Our Systems of Linear Equations page has been updated. It has been made to be more student friendly because visuals have been added.
Thursday, January 7th, 2010:
Our Projects section has been updated. Student work has been posted that includes cartoons and a crossword puzzle.
Tuesday, August 14th, 2007:
A new tutorial has been finished. Just in time for the new school year, the tutorial addresses formal teacher evaluations. It is called Evaluating Teachers.
Sunday, February 18th, 2007:
There are two new quizmasters. One is called Mixture 2. The other is called Distance 2. We now offer three advanced word problems! Like the others, they supply a word problem and wait for a solution to check for instant feedback.
Friday, February 16th, 2007:
There is a new quizmaster called Chemistry 2. It will supply an advanced chemistry word problem and wait for a solution to check for instant feedback.
Tuesday, February 13th, 2007:
There is a new quizmaster called Distance. It will supply a distance word problem and wait for a solution to check for instant feedback.
Monday, February 12th, 2007:
We have three new quizmasters for algebra students. They are beginning level word problems. They are called Chemistry, Mixture, and Work. In the days to come, I will tweak these quizmasters and make more challenging problems for advanced algebra students.
Tuesday, February 6th, 2007:
Students who can actually manipulate mathematical structures and formulas stand a better chance of understanding them. There is an excellent site from Utah State University, called eLVM, which has lessons, activities, and teacher submitted lessons. Utah State U. offers the modules for free. To access other modules for subjects other than math, go to the Federal Resources for Educational Excellence home page.
By mid-September, another research paper and tutorial will be posted. They will help new teachers to Morton East High School. However, there will be a considerable amount of helpful information for all new teachers, regardless of where they teach.
Tuesday, March 28th, 2006:
The entire section on The Pythagorean Theorem has been completed. There is a description, derivation, and two examples of the theorem.
Friday, August 12th, 2005:
A new tutorial has been added. Learn about various school discipline techniques that will help new teachers, veteran teachers, and administrators build comprehensive discipline systems. It is called, Guide to School Discipline.
Monday, March 28th, 2005:
Our project section has been updated. It now includes helpful graphics. It is also in a format that is understandable to high school students.
Saturday, February 26th, 2005:
Since teachers are busy developing creative lessons, MATHguide is providing teachers with automated exercise sheets. Teachers can choose the number of desired problems and MATHguide will print up a random list of problems. There are sheets for two different types of factoring problems and systems of linear equations.
While we were creating the perl scripts for the exercise sheets, we also cleaned up the factoring quizmasters (a = 1 and a > 1). They now include a difference of two squares.
Monday, January 31st, 2005:
A complete quizmaster section was added on polynomials. Now, students can check for understanding on addition, subtraction, and multiplication using binomials and trinomials.
Monday, January 17th, 2005:
Many of the headers on our pages have been updated so that navigation is a tad easier. Also, these pages hold a link to a new section -- a search page. The search page can be used to search the contents of MATHguide and it can also be used to search the entire Internet through Google.
Wednesday, January 5th, 2005:
There are a number of organizations that are accepting money for Tsunami relief. Many organizations keep a disproportional amount of money for operating costs, which include paying salaries for those who lead the organization. Operation USA boasts 100% of its donations go to the affected regions. In a 2003 Report, Operation USA used 1.2% of its donations for administrative and fundraising costs. Visit Operation USA to donate now.
Saturday, December 18th, 2004:
MATHguide has opened a new section: Research Materials. The page contains a storehouse of research articles, presentations, lessons, and external links related to education. There are helpful stratgies for dealing with technology, Gardner's multiple intelligence model, and more.
Tuesday, December 14th, 2004:
There are some updates to report. The quizmaster for quadratic equations has been updated to produce neater output for the equation. There are no more problems dealing with negative numbers. Also, a scientific calculator has been added to MATHguide to help students work with the quadratic formula.
Monday, August 23rd, 2004:
Our old board (click here to view it) no longer functions. It can and will be used for reference purposes. New posts will no longer be accepted to it.
However, our new board (click here to use it) is working very well. It requires users to first register to use it. The process takes about two minutes to complete, which is a small price to pay to rid us of spammers and flammers.
Enjoy it.
Friday, August 20th, 2004:
MATHguide was experiencing a number of problems related to our bulletin board system. As a result, we had to put into place procedures to deal with the situation. We still have our old bulletin board but we also have a new and improved bulletin board. To find out all the details related to this event, click here.
Monday, May 3rd, 2004:
Now there are three review games located on our teacher resource page. There is Math Baseball, Math Football, and Math Jeopardy. They can be used for any discipline and will involve all students.
Wednesday, April 28th, 2004:
We have added a few teacher resources to our pages. Services include two review games that can be used across all disciplines and links to our graphing calculator and links pages.
Wednesday, March 14th, 2004:
A new free service was added, a graphing device. Now students can graph functions without the need of purchasing expensive calculators, so long as there is access to the Internet.
Tuesday, March 23rd, 2004:
Some changes were made to a few quizmasters because they either were not checking answers properly (area of trapezoids) or were not titled properly (volume of pyramids). The trapezoid quizmaster was not able to recognize correct answers, but it did report the correct answers. The checking mechanism was identified and altered. The title was changed on the volume quizmaster.
However, a new feature was added to the area of plane figures section. Now, readers can take a tour of all five figures with ease. They can take a quizmaster area tour!
Sunday, March 7th, 2004:
The quizmasters would not be complete without the lessons for areas of common figures. Find five lessons that explain what area is and derive the various formulas for area.
Saturday, March 6th, 2004:
We have five new quizmasters to report! View our lessons page under two dimensional figures to find quizmasters that will test your ability to calculate area for rectangles, triangles, parallelograms, trapezoids and circles. More free services offered to the global community, by MATHguide.
Saturday, January 31st, 2004:
We have a new puzzle to unleash on the public. It's called The More, The Merrier. Here's a tip for those of you who detest the trial and error method: create a rational expression.
Thursday, January 1st, 2004:
Welcome to 2004! Like the regularity of an atomic clock, we have changed our Help Board to reflect the new year. New year = new board. How's that for a cheesy equation. To view the new Help Board, Click Here.
Monday, November 10th, 2003: Dr. Mark Shapiro, Professor of Physics at California State University (Fullerton), speaks out on financial policies that practically have students lining up like cattle inside lecture halls. This policy could affect classrooms at all levels across the nation. The name of the piece is So Much for Individual Attention!
Tuesday, October 7th, 2003:
There is a new lesson on factoring two different types of quadratic trinomials. The quizmasters on those lessons have been in existence on MATHguide since 1999, but they have been beautified. Enjoy.
Wednesday, September 17th, 2003:
There's a new puzzle to explore and eventually conquer: Circular Logic. It involves conic sections and a system of two equations, three unknowns. Have fun determining your solution. It's one, real, radical solution.
Tuesday, June 24th, 2003:
We have added a new puzzle, called Arcs and Chords and Segments, Oh My! It is a very challenging puzzle that involves a few different areas of mathematics and is appropriate for Geometry students and above.
Thursday, April 3rd, 2003:
Eight new quizmasters have been added!
The surface area theme on solids that we started on April 2nd wouldn't have been complete without a similar one on spheres. Once the quizmasters were complete for surface area, it was extremely simple to modify them to work for volume too.
We added two quizmasters to handle determinants of the 2x2 and 3x3 varieties.
View the lessons page to find our complete list of lessons and quizmasters. Click on the Q's to get to the quizmasters.
Wednesday, April 2nd, 2003:
As if the latest updates were not enough, there are four new quizmasters! They are all related to three dimensional solids: prisms, cylinders, pyramids and cones. Use them to test/refine surface area skills. Go to our lessons page to access them.
Sunday, March 30th, 2003:
The lesson on arithmetic sequences now includes our trademark quizmasters. After reading the lesson, try out our variety of quizes. CLICK HERE for the details.
Saturday, March 29th, 2003: A new lesson has been added. It's a multi-part lesson that handles arithmetic sequences. Readers can now learn about how to calculate nth terms of sequences and add large sums of numbers.
Saturday, January 4th, 2003: Our HelpBoard has been updated for the new year. Start asking your math-related questions at will and have a Happy New Year!
Saturday, November 2nd, 2002: Read an article by Tom Cordle, History on Purpose. It's about revisionism within history.
Tuesday, October 1st, 2002: The recent anniversary of the September 11th tragedy, along with our nation's ability to cope with the incident, sparked a number of deep thoughts and reflections. See I Pledge Allegiance to What?
Friday, January 15th, 2002: New student projects were added, under songs. A special thanks to Tiffany Cole, Kath Galvez, Gabby Loya, Annarosy Ortega and Joshua Seals.
Thursday, April 27th, 2000: We opened a new section for those of you who have been asking us about MATHguide. CLICK HERE to view it. Also, we hope that more people will join our efforts to make MATHguide a bigger success.
Wednesday, April 26th, 2000: Due to unpopular demand, a list of professional organizations related to mathematics has been created.
Tuesday, April 25th, 2000: After attending the NCTM conference in Chicago a few weeks ago, we were inspired to design our projects section. Now, math teachers can gain some ideas on how to suppliment their courses with projects.
Thursday, March 23rd, 2000: A new section has opened up: Math News. We will use the section to inform you of important math-related issues and events.
Thursday, March 16th, 2000: Part of the lessons section was updated. Lessons for solving three different types of equations were added: two-step, three-step-type1 and three-step-type2 were added. These lessons compliment the pre-existing quizmasters and as usual, these services are free. Happy learning!
Saturday, February 12th, 2000: Stubborn Solution was added to the puzzles section and it should prove to be a challenging brainteaser.
Friday, December 31st, 1999: Right before New Year's Eve, quizmasters for solving quadratic equations and factoring quadratic polynomials were added to the lessons section.
Thursday, December 30th, 1999: FOUR more quizmasters were added to the lessons section. Included in the mix are type 1 three-step equations, the Pythagorean Theorem (finding the hypotenuse or a leg), and solving systems of linear equations.
There will be a quizmaster for solving quadratic equations, so check back soon.
Tuesday, December 21st, 1999: A few of our very own brainteasers were added to the puzzles section. Enjoy!
Saturday, December 4th, 1999: Many sections were (hopefully) fine-tuned to artistic perfection.
Sunday, November 28th, 1999: An error was corrected within the division quizmaster: division by zero! It no longer allows for it.
Sunday, October 31st, 1999: MATHguide has added materials (books, films and games) than can assist those who are looking for educational tools.
Saturday, October 30th, 1999: A new section has been opened: puzzles. Expect links to excellent puzzle sites as well as our own math-related puzzles. We also added a graphic to our frontpage.
Monday, August 23rd, 1999: Our lessons page is in the process of being built. We have three quizmasters that are operational. Check it out for yourself!
Tuesday, August 17th, 1999: We are continuing to make adjustments and create new pages. Until major changes are made, we will hold all reports.
Monday, August 16th, 1999: This site is in a developmental stage. Please excuse the debris.
We plan to have many interactive quizmasters to handle a variety of mathematical topics. We will also be offering a wide range of services and materials. Check back soon.
Tuesday, August 10th, 1999: The domain name MATHguide.com was purchased.
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Course Descriptions
Algebra 1 starts with a continuation of concepts studied in Pre-Algebra. Students will study and demonstrate knowledge of how to evaluate and simplify expressions; write and solve linear and quadratic equations, functions, and formulas; and write and solve systems of linear equations and inequalities. Students will also learn and show knowledge of how to represent and analyze relationships using tables, equations and graphs; apply basic operations on polynomials; use basic operations on rational and irrational numbers; communicate mathematically; and demonstrate the appropriate use of tools and technology. Algebra 1 is the first of three college-preparatory courses (Algebra 1, Geometry, Algebra 2).
Algebra 2 starts with a continuation of concepts studied in Algebra 1. Students will be involved in communicating information mathematically, solving problems from a real world context and justifying the solutions to problems. Furthermore, they will be challenged by new mathematical ideas that require function analysis, graphing skill, solving higher order equations, investigating complex number systems, and working with matrices, conic sections, logarithms, data analysis and probability. It is a course for students who wish to prepare for further mathematics such as Pre-Calculus or Statistics and who are planning to continue with mathematics in college.
Ancient World History is a survey course intended to introduce students to studying history at the high school level. Beginning with pre-historic times and moving through to the Industrial Revolution, students will examine geography, religion, economics, politics, social and cultural structures and the role these factors played in the growth of human civilization.
AP Biology begins at the molecular level, then moves up to the cell, then the organism, and ends at the level of the ecosystem, thus giving the student an integrated overview of life and its processes. A minimum of one hour's preparation per night is needed to succeed in this course. There is more experimental work than in regular Biology, and most of this will be done after school. Students are immersed in the subject, and will consequently gain knowledge and skills at a much higher rate than you would in a regular course. Additionally, by virtue of the workload, the course can be instrumental in preparing you for studying at university level. And last, Biology is fun!
Students taking this course are expected to have a willingness to work hard since they will be given homework assignments in each and every calculus class. It is most important that students complete their homework each day since much of calculus depends on an understanding of a concept taught in a previous lesson. The use of a graphing calculator is required on the AP Calculus examination, thus you will need one, and will be using this technology on a regular basis so that you become skilled at it. You will also have experience with the basic paper-and-pencil techniques of calculus and be able to apply them when you are not allowed to use your calculator.
Prerequisites: Successful completion of Chemistry with a minimum 'B' grade; consult with your Chemistry teacher. It is also preferred that students will have successfully completed Physics and higher level math.
This course is designed to be the equivalent of the general chemistry course usually taken during the first college year. For some students, this course enables them to undertake, in their first year, second-year work in the chemistry sequence at their institution or to register in courses in other fields where general chemistry is a prerequisite. For other students, the AP Chemistry course fulfills the laboratory science requirement and frees time for other courses. Students in AP Chemistry attain a depth of understanding of fundamentals and a reasonable competence in dealing with chemical problems. The course contributes to the development of the students' abilities to think clearly and to express their ideas, orally and in writing, with clarity and logic. Broad topic areas covered include looking at the structure and states of matter, chemical reactions and some descriptive chemistry. There is also a focus and emphasis on the laboratory experience.
This course is designed to be comparable to fourth semester (or the equivalent) college/university courses in Mandarin Chinese. The AP course prepares students to demonstrate their level of Chinese proficiency across the three communicative modes (Interpersonal, Interpretive, and Presentational) and the five goal areas (Communication, Cultures, Connections, Comparisons, and Communities) as outlined in the Standards for Foreign Language Learning in the 21st Century. Its aim is to provide students with ongoing and varied opportunities to further develop their proficiencies across the full range of language skills within a cultural frame of reference reflective of the richness of Chinese language and culture.
This course is actually two separate classes, Advanced Placement Microeconomics and Advanced Placement Macroeconomics. At the end of the year students will be prepared to sit for two different AP exams and can earn credit for both.
In it's essence, economics is a social science that looks at the production, distribution, and consumption of good and services. It can look at these things from the prospective of a society as a whole or examine the interactions of different societies; this is the field of macroeconomics. It also examines how individuals and/or businesses interact to make and sell good and services; this is the field of microeconomics. Much of the work done in economics deals with idealized situations, where we assume certain motivations (or what economists call incentives) will always hold true. Over the course of the year we will examine these incentives, and the behaviors they are thought to inspire, and then discuss where and when these relationships work and where they break down.
AP English Language is a rigorous exam offered as an alternative to Grade 11 English. The purpose of this course is to examine and practice the tools writers use to craft argument. Course readings include selections from political, historical and social science writings, along with current events and non-fiction prose. Students learn to analyze writing, to develop sound reasoning and argumentation, and to examine the power of language.
The exam is divided into three strands: rhetorical analysis, argument and synthesis. Students develop their ability to analyze text for rhetorical style, argue a point of view and incorporate evidence successfully into an argument. Plenty of opportunity is also given to develop different forms of writing: analytical, expository and persuasive. Emphasis is placed on crafting a written response within a given time period.
As a college level course, AP English Literature and Composition involves a rigorous and challenging approach to English. AP English Literature and Composition engages students in the careful reading and critical analysis of literature through selected works of merit from the 16th Century to modern times. By reading in this manner, students deepen their understanding of how writers use language to give a reader both meaning and pleasure. Students will learn to approach a text critically, analyzing it for the author's meaning(s), and evaluating it artistically and for its historical/social context. By reading, students will explore the development of literature throughout history in its various traditions, styles, and uses of language, the universal themes of literature, how literature reflects life, and the historical, social, and cultural values of a work of literature at any given period.
Writing is a fundamental and essential part of this AP course. Writing assignments will focus on the critical analysis of literature that will include expository, analytical, and argumentative essays. Instruction will include careful attention to developing and organizing ideas in clear, coherent, and persuasive language. It will also include study of the elements of style. By writing, students will develop the writing process, writing as a tool to express ideas clearly and confidently, effective and diverse vocabulary and syntax, different forms of writing (expository, analytic argumentative, creative), and understand the narrative devices used by writers to achieve their purpose.
The AP French Language and Culture and French 4 course is a two year revolving course syllabi designed with reference to the AP French Course Description (see the College Board website for more information) to help you integrate the four language skills through the use of authentic sources and documents. The AP French Language and Culture exam that addresses six groups of learning objectives: spoken and written interpersonal communication, audio, visual, and written interpretative communication, and spoken and written presentational communication. These learning objectives will be addressed through the study of six themes: Global Challenges, Science and Technology, Contemporary Life, Personal and Public Identities, Families and Communication, Beauty and Aesthetics. Students will continue to develop vocabulary and refine their grammar skills while focusing on communication. The study of French and French speaking culture will be interwoven throughout the course. This will be accomplished through a variety of methods involving films, music, texts, listening exercises, speaking exercises, discussions (on French culture, daily life, current events, etc.), and other communicative activities. This class is taught completely in French. Students are expected to leave English and all other languages at the door; all activities will be conducted purely in French. A supplemental grammar and vocabulary book provide for a comprehensive grammar and vocabulary review.
This course is designed to provide a systematic development of the main principles of physics, emphasizing problem solving as well as continuing to develop a deep understanding of physics concepts. It is assumed that the student is familiar with algebra and trigonometry; calculus is seldom used, although some theoretical developments may use basic concepts of calculus. In most colleges, this is a one-year terminal course including a laboratory component and is not the usual preparation for more advanced physics and engineering courses; however, Physics does provide a foundation in physics for students in the life sciences, pre-medicine, and some applied sciences, as well as other fields not directly related to science.
In this course we will concentrate on problem solving, practical applications of physics, career opportunities related to what we are studying, current questions, and future trends. Labs will primarily entail open-ended problem solving which will require you to design experimental methods and analyze your results.
This course is a college-level course for high school students, designed to introduce students to the systematic and scientific study of the behaviors and mental processes of human beings and other animals. Students are exposed to the psychological facts, principles, and phenomena associated with each of the major subfields within psychology. They also learn about the ethics and methods psychologists use in their science and practice.
This is an accelerated studio-focused art class for students who want to refine their technical skills and clarify an artistic direction with intent. The year-long class will be a combination of prescribed and self-directed study based on the guidelines set forth by the National Advanced Placement College Board (AP). This course is for highly motivated students who are seriously interested in the study of art; the program demands significant commitment, students will need to work outside of class at least 5-10 hours a week. Two types of portfolios may be submitted in separate years.
The AP US History course is designed to provide students with the analytical skills and enduring understandings necessary to deal critically with the problems and materials in US history. It will examine events and issues from the Pre-Columbian era and continue right up to the present age. This AP US History course should teach students to assess historical materials and develop the skills necessary to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in an essay format. The course imposes a heavy reading and writing load throughout the year and the demands placed upon students are equivalent to those made by full-year introductory college courses.
The goal of AP World History is to provide students with a solid foundation of skills to help them understand the forces that shape the world in which they live. This course is designed for the exceptionally studious high school student who wishes to earn college credit in high school through a rigorous academic program. Students will use documents and other primary sources, and recognize and discuss different interpretations and historical frameworks. Students will be encouraged to build empathy and understanding of the human condition, understanding historical and geographical context, and make comparisons across cultures. Students will develop skills of research, analysis, discussion, and writing about historical events and multiple perspectives and construct analytical and interpretive essays which address issues of change, continuity, and comparison.
Biology is a fascinating course in which students use scientific methods to find out about the living world. There is a strong practical emphasis and students will be expected to continue to develop their laboratory skills to plan and carry out scientific investigations. Students will learn how to relate biological form to function by observation of living organisms. Other major themes include the chemistry of life, cell theory, and the origins of life on Earth. The curriculum is designed to make the most of the natural environment here in Thailand through fieldwork and the study of local living organisms.
This course examines the composition of various substances and the changes they can go through. It also demonstrates how chemistry touches our lives every day, almost everywhere—in medicine, the clothes we wear, the games we play, as well as the industries that make the things we use. The periodic table and simple compounds are covered, as well as the basics of Chemistry.
Open to any level of singer, from beginner to advanced. Learning proper technique, presentation, and some music theory will be combined with preparing to sing at public performances. Traditional style as well as contemporary and show-choir will be taught. Attending the several public performances to be scheduled will be required.
Open to musicians at all levels of wind instruments and percussion(drums), and to string instruments above beginner level. Students will be able to advance their skill level through playing in the ensemble, and will learn some music theory along the way. This is a performance-based class, there will be several opportunities provided to perform in public, and these will be required activities.
Prerequisites: There is no prerequisite for this class. However if a student has previously shown a lack of commitment to a chosen dance course, it may prove more difficult to be accepted into this course.
The class decide upon a range of dance styles in which they would like to choreograph. Students then choose the style of dance they wish to be involved in and get into choreography groups from there. Each choreography groups teaches the rest of the class their dance. Each group needs to have a different style. Students choose the music and any costumes or props they wish to use. Students research their chosen style through the internet, videos and literature. Students need to stay true to the chosen style as much as possible in a 'creative fashion.' Students are responsible for their own work schedule within the designated lessons and out of class time. We will have after school practices to prepare for a performance at the end of the year.
Creative Writing is a year-long course aimed at developing writing skills relevant to both poetry and fiction. Starting with poetry, it hones students' abilities to create patterns in language, to use imagery, rhyme and rhythm, and to choose diction that evokes meaning.
The elements of short stories are explored and students learn to develop their own short stories, together with the skills involved in drafting and editing. In the final semester, students investigate the processes involved in writing a novel and produce the first 10,000 words of their own work.
The course also includes a component on 'How to Publish' and covers areas such as internet-publishing, self-publishing, magazine publications, literary agents and publishing houses.
Students learn a dance choreographed by the teacher, to introduce and explore the basic movements and elements of dance. Students apply this knowledge and understanding to choreograph a section of the dance, working in small groups. Each group teaches their choreographed section to the class with the help of the teacher. Students further develop their knowledge, understanding and skills by choreographing a group dance. (Project) Students are responsible for choosing their music, structuring the dance, deciding upon a theme and/or style and developing the movement to portray their theme. Students perform the teacher's dance, their projects and any Level 2 dance pieces. Students evaluate the process and product to demonstrate their knowledge, understanding and skill. Students have a final practical assessment in the form of a performance and/or a motif development task. Students take one written exam at the end of the semester to demonstrate their knowledge and understanding of the theory.
Educational Dance Level 2 is designed to further develop students' knowledge, understanding and skills in the choreographic process, the teaching and the performance of Dance. Students learn the 'Teacher' dance to reinforce concepts from Level 1, and to experience different ideas. Students evaluate their work to demonstrate their progress and improvement. Students choreograph a dance alone or in pairs, depending on how many Level 2 students are in the class. Students are responsible for researching ideas, choosing their music accompaniment, structuring the dance, deciding upon a theme and/or style. Students are expected to explore more complex movements and use more challenging choreographic devices to develop the movement, and to portray their chosen theme and /or style. Students teach the class their dance, with limited teacher intervention. Students may perform in their own dance and will evaluate the process and product to demonstrate their deeper knowledge, understanding and skill. Students write a paper to detail their experience, illustrating their points with referral to their knowledge of the theory.
Desktop Publishing/Journalism can be used to satisfy computer credit requirements for graduation and is open to students in Grades 10-12 meeting the prerequisites.
This course teaches the fundamentals of using a desktop publishing program to create flyers and newsletters as well as large projects like a yearbook. Students will also learn how to match writing styles and techniques to different types of media by creating articles for the school's newsletter, yearbook, and website. They will also create flyers to help promote/advertise various school activities.
Teaches the fundamentals of how to design and create 2D graphics and animation to meet a specific purpose. Students will learn to use software tools and the design processes necessary to produce products that can stand alone or be used in various end use applications like websites, newsletters, flyers, or logos. Students will also learn the basics of editing digital photographs.
The fundamentals of drawing are taught through various media encounters, such as Graphite, Pastel, Marker, India Ink, Scratchboard, Charcoal, Oil Pastels, & Colored Pencils. Students will be introduced to the basics of drawing by learning simple techniques and exercises. They will investigate the elements and principles of art (line, form, value, color, composition, etc.) as they refine their use of various media. Students will refer to works by great masters as well as contemporary and cross-cultural exemplars for further inspiration and clarity. Requirements include: (a) keeping a portfolio of sketches, exercises, and finished work; (b) self-evaluations and group critiques; (c) an oral presentation; (d) keeping a sketchbook; (e) projects; and (f) final exam.
English 10 is a communication arts class focusing on analyzing literature for themes, style, structure and characterization; the writing process; effective oral communication; as well as listening skills. Through close study of two novels, two plays (one by Shakespeare), various poems and short stories, and a unit focused on film, students will gain key skills that will enable them to successfully communicate their ideas and opinions in a variety of ways.
English 11 is a compulsory subject taken in Grade 11, unless a student is enrolled in AP English Language. Its exploration of literary texts runs parallel to a honing of literary skills, enabling students over the course of the year to develop vocabulary, writing style and analysis. A weekly writing workshop not only give students SAT practice, but also enables them to make progress with various forms of writing: creative, expository, analytical and persuasive.
Together with an indepth study of one of Shakespeare's plays, students are also introduced to a selection of 19th and 20th century texts with an emphasis on prose analysis. There is in addition an ongoing focus on poetry, its patterns of diction, rhythm and imagery, as well as its historical context. Beginning with Beowulf, students are given an overview of the development of English poetry from its earliest beginnings to the present day.
Grade 12 English is a year-long course aimed at exposing students to a wide variety of poetry, prose, and drama from Chaucer and Shakespeare to the present day works of British and American authors. Throughout the course, students will engage in the close reading of literature and in written responses to these works, gaining knowledge of the world of literature and the world in general through the themes literature addresses. Reading will develop the ability to analyze a written work for meaning and artistic quality, as well as study the craft of writing. Writing assignments will develop the ability to offer critical analysis of literature that will include expository, analytical, and argumentative essays, writing styles that can be applied to other academic areas and to university studies. Instruction will include careful attention to developing and organizing ideas in clear, coherent, and persuasive language. It will also include study of the elements of style. By the end of the course, students will be prepared for university study of literature and possess the necessary writing skills for academic success.
English 9 is a compulsory subject taken in Grade 9. The main focus of the course is to create strong foundations in reading and writing. Over the course of the year, students are also introduced to literary concepts and are given an opportunity to develop their vocabulary. They are taught how to read and write analytically. Weekly writing workshops give students an opportunity to make progress with various forms of writing: creative, expository, analytical and persuasive.
Together with an indepth study of one of Shakespeare's plays, students also study a selection of 20th century texts with an emphasis on prose analysis. There is in addition an ongoing focus on poetry, its patterns of diction, rhythm and imagery, as well as its historical context. Students are given an introductory course in poetry in the first quarter. This is followed up by a close look at the development of modern poetry from its roots in World War II.
Environmental Science is a course designed to give students a basis for further study in this field, and to help instill a sense of environmental awareness beyond what they may already have. The class begins with basic ecology and familiarization with the biosphere, and proceeds to examine the ways in which we affect the ecosystems in which we live. Students are encouraged to develop and live out their own environmental ethic.
French 1 is an introduction to the French language and the French-speaking world. The four language skills (reading, writing, speaking, and listening) will be developed in an integrated way through in-class activities (skits, dialogues, etc.) films, music, internet activities, and games. Students will learn vocabulary to describe themselves, their family, and everyday life, as well as the vocabulary needed to travel around the Francophone world. By the end of the course, students will be able to express themselves in present, future, and the two basic past tenses (passé composé and imparfait).
French 2 is a course that is centered around a fictitious apartment building. During the year, students will continue to develop their language skills through exploration of French-speaking cultures around the world and continue to develop their communication skills in the present, future, and two basic past tenses (passé composé and imparfait) through many interactive projects, films, music, and other communicative activities.
French 3 has a fairly intense cultural component. Students will explore the French-speaking world, first through different regions of France, then through French-speaking countries of the world from Europe to Africa, Asia and the Americas. Other cultural activities include cultural discussions, cooking, field trips, and films. Students will also read two short story collections (Le Petit Nicolas and traditional African folktales), a play (an African comedy), and different poems (representative of different cultures and/or literary movements). All four language skills will be integrated into our cultural and reading studies and you will be introduced to remaining essential grammar concepts (the futur, conditionnel, subjonctif, and pronouns), and communication skills.
This course is designed for students who have successfully completed Algebra 1. The course helps students develop logical thinking patterns, and also helps them become aware of the geometrical patterns in their environment. This is accomplished by working proofs and problems with the help of postulate, theorems, and axioms. The topics covered include: angles, polygons, circles, lines, points, arcs, triangles, and some basic trigonometry.
This course is designed to promote the concept that a positive, healthy lifestyle can enhance your quality of life. It will focus on preparing the student for making responsible decisions about their life necessary for personal control. The course will be divided into two units of work: sport first aid, and drugs and sex education.
The sport first aid course will demonstrate strategies for the assessment, management, and prevention of injuries in sport first aid settings and enable the student to form opinions about health-promoting actions, and draw conclusions about health and physical activity concepts.
The drug and sex education course is to clearly identify the consequences associated with the use and abuse of drugs and premarital sexual activity. It will enable the student to understand the value of healthy behaviors.
In this course the students will learn the basics of computer programming using the Python programming language. Basic programming concepts are covered including variables, data types, mathematical operations, input/output, iteration, conditional execution, functions, error handling, and object oriented programming. The course has a very large problem solving component and requires a very high level of precision and attention to detail.
Open to musicians on any instrument above the level of beginner, and a simple audition may be required. The course will provide opportunity to learn the theory and then apply it to playing different styles, with a focus on improvising, and will not be confined to jazz but will also explore Blues, Rock, Funk, and other pop styles. A performance-based class, and opportunities to perform in public several times each semester will be scheduled, and will be required activities.
Mandarin 1 is a high school class. If taken in Grade 7 or 8, this class does not count towards the foreign language requirements for graduation.
This is a course in standard Mandarin Chinese, the official language of the People's Republic of China. It is designed for complete beginners who have no prior knowledge of Mandarin Chinese. The aim of the course is to provide students with a grasp of basic structures and the ability to carry out simple conversations in Chinese, as well as the knowledge required to recognize and read approximately four hundred basic Chinese characters.
Mandarin 2 is a high school class. If taken in Grade 7 or 8, this class does not count towards the foreign language requirements for graduation.
This course is designed for students who have already completed Mandarin 1 Chinese, or who can demonstrate that they have acquired knowledge of the language to the required level. After revision of the structures, vocabulary and characters covered in Mandarin 1, the course continues to develop students' ability in reading, speaking, writing and aural comprehension, building upon the structures already acquired during Mandarin 1. This course is open to students from Grades 7–12.
This class is for the intermediate students to continue to develop their language skills and their study of Pinyin as well as Chinese characters. Other cultural activities include relevant cultural discussions, cooking, field trips, and watching many different films.
This course contains a very significant reading component – throughout the year, you will read two graded reader series (level one) (Chinese breeze: Cuo, Cuo, Cuo and Liang Ge Xiang Shang Tian De Hai Zi), a play, and different poems. All four language skills will be integrated into our cultural and reading studies and you will continue to improve in your comprehension and communication skills.
Throughout the course, students will engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions mostly in Chinese. Students will demonstrate an understanding of the relationship between the practices and perspectives of the aspects of Chinese culture studied in class. Students will reinforce and further their knowledge of other disciplines through the Chinese language and its cultures. Students will demonstrate understanding of the nature of language through comparisons of the Chinese language and their own. Students will be able to use the Chinese language both within and beyond the school setting.
Textbook: Easy Steps to Chinese 3
The main goal of this course is for students to learn to better understand the complexities of the world that surrounds them. By studying geography, they will discover and explore the relationships between people and the environment, and links between people, places, and culture.
The course will focus primarily on human geography, especially in the political and economic realms. Students will be asked to apply their knowledge of world history to understand the factors that have shaped the modern development of nations and peoples, as well as the situations being faced by countries in real time (i.e. current events). Students will be challenged to think critically about, and actively reflect on, problems facing the earth globally and locally, with the first semester focusing on Europe and the Americas and the second semester focusing on Asia and the Middle East.
With a better understanding of these issues, students will be better equipped to find positive ways to interact with the earth and those who inhabit it. Students will also build on their geography skills while learning about different places on earth and explore the issues they face living on this planet here and now.
The fundamentals of painting are taught through various media encounters, such as acrylic, watercolor, gouache, oil and batik painting. Students learn technical skills with an emphasis on studio production. This course is designed to develop higher-level thinking, through the use of historical reference and exploration of different modes of painting such as, realistic, abstract, and non-objective, students are encouraged to develop their own styles of painting. Emphasis is on individual expression, composition, and technique. Requirements include: (a) keeping a sketchbook of ideas, notes and vocabulary; (b) critiques; (c) an oral presentation, (d) projects; (e) final exam.
Student will work from still life, landscape, portraiture, the figure, and creativity-based subjects.
Those students who have completed Painting and wish to become further involved with advanced techniques and concepts may proceed to Studio Art.
Successful completion of this semester course will earn certification. Students wishing to coach or officiate in the school's sports program will need to complete this course. This course consists of 6 basic components: Practical; Rules; Mechanics; Performance understanding; Students will prepare a short Personal Exercise Program (PEP). Students will complete a minimum of 10 hours in the after school sports program which does not include playing sports.
Team Sports is an elective with emphasis placed on refining fundamental skills, introducing game strategies and effectively utilizing available human resources. Challenge initiatives are used to reinforce collaboration skills with written and performance assessments used to determine mastery. Students have an in depth opportunity to learn basic skills and vocabulary about activities that will be played as they move through high school. Students are taught new skills as well as given the chance to increase some skills formerly taught in other classes through participating in activities such as basketball, soccer, volleyball. Students will also have the opportunity to learn and accomplish higher sport specific skills through a variety of team and large group activities.
Students will further develop their practical skills, gain a deeper understanding and knowledge of rules, techniques and terminology and continue to work on their social development, including cooperation, teamwork and responsibility. Through these different activities the following components will be emphasized and assessed: Practical performance and improvement; knowledge of rules, techniques and terminology; attendance and punctuality to lessons, wearing PE uniform; the ability to demonstrate a proper warm up and cool down routine; general enthusiasm for the topic and active involvement.
Students will participate in activities which illustrate the different focuses of Health Related Fitness. Students will gain an understanding of the meaning of exercise as a form of physical activity, and its relationships to fitness. Students will assess and monitor their physical fitness levels and physical activity patterns, and will develop their own physical fitness program. Students will be expected to demonstrate and apply their knowledge and understanding of the information learned through out the year.
Physical Science is a required full-year required course that explores introductory physics during the first semester, and introductory chemistry during the second semester. The main goal of this course is to continue to develop the student's ability to do science. Students will learn many different science process skills, and will learn how to use their skills in studying and solving problems. The class will involve a great deal of inquiry-based lab work. The students will often work in teams using cooperative learning. During the first semester, the students will work on and finish the Technology Project and the Rube Goldberg Project. Many different resources will be explored in order to enhance their ability to do science.
Physics is a full-year course that primarily explores the areas of Mechanics (first semester) and Electromagnetics (second semester). Physics is a prerequisite for AP Physics B, which is a full-year course that explores all areas of physics.
A major goal of this course is to continue to develop your ability to do science. You will use inquiry-based lab work and longer-term projects to help sharpen your science process and critical-thinking skills. There is an abundance of on-line tutorials, labs, and other websites that we will be making use of throughout the course. The following websites are linked with your textbook: go.hrw.com and
There will be at least one lab session during each unit and there will be a test at the end of each unit.
Students who choose Precalculus should have previously demonstrated a mastery of Algebra 1, Geometry, and Algebra 2. It is important that students do their homework every day since much of this math course depends on understanding concepts taught in a previous lessons. The use of a graphing calculator is required for some sections in Precalculus. Students will be doing Functions and their Graphs, Polynomial and Rational Functions, Trigonometry, Sequences, Series, Probability, Analytic Geometry, and Limits in this course.
Students will be encouraged to integrate art into their ever day lives. They will be given opportunity to grow in their appreciation of art and skill, as well as recognize art terms and create works of art while striving for their best.
In this course students will learn the advanced concepts and techniques of drawing. They will have choice of concentration, with deadlines to meet. Students will focus on drawing skills using a variety of media such as pencil, colored pastels, markers, charcoal and pen. They will be challenged and encouraged to grow in their skills.
This course aims to develop the kind of adults the world needs: thoughtful, responsible, reflective, articulate, and independent world citizens. The studies of this class will be varied and flexible, however there are several key components: students will reflect on their twelve years of education to produce meaningful comments on their learning; students will anticipate issues that may arise their first few years of university and prepare to meet the challenges of life in a new place; students will practice professional communications and interactions; and students will interact regularly with the guidance and career counselor to discuss a wide range of topics.
Spanish 1 is a high school class. If taken in Grade 7 or 8, this class does not count towards the foreign language requirements for graduation.
In Spanish 1, students will study Spanish using a holistic approach that focuses on the acquisition of skills in six core areas: listening, speaking, reading, writing, grammar, and vocabulary. Along with language acquisition, students will strive to gain an authentic and extensive understanding of the varied cultures and customs of the Spanish-speaking world. The first level course will focus on the building of a strong foundation of the basic concepts inherent in the language.
Spanish 2 is a high school class. If taken in Grade 7 or 8, this class does not count towards the foreign language requirements for graduation.
In Spanish 2, we will continue our study of Spanish by building upon, strengthening, and reinforcing the skills in the six core areas: listening, speaking, reading, writing, grammar, and vocabulary. We will continue to seek out an authentic and extensive understanding of the varied cultures and customs of the Spanish-speaking world. The second level course will continue to focus on the building of a strong foundation of the basic concepts inherent in the language, and will provide students with opportunities to deepen their practical understanding of the language through individual and group projects. Some topics of study in this course will include: stem-changing verbs, simple conditional verb tenses, simple future and past verb tenses, adjective agreement, and vocabulary acquisition.
The Spanish 3 course will continue to build upon, strengthen, and reinforce the students' skills in the six core areas: listening, speaking, reading, writing, grammar, and vocabulary. In this course, a strong emphasis will be placed on the strengthening of the students' skills and knowledge with regards to the practical, everyday use of the language. We will strive to deepen our understanding of how the language works as a tool for communication through a wide range of projects and activities specially geared toward providing as authentic a cultural and linguistic experience as possible. Some topics of study in this course will include: reflexive verbs and pronouns, the imperfect verb tense, making comparisons, asking for and giving advice, and the environment.
The Spanish 4 course will continue to build upon, strengthen, and reinforce the students' skills in the six core areas: listening, speaking, reading, writing, grammar, and vocabulary. Along with focusing on these core skill areas, a strong emphasis will be placed on fluency and pronunciation in Spanish. The majority of instructions and communications will be in Spanish and students will be strongly encouraged to communicate in the target language as much as possible. Through a wide range of projects and activities geared toward providing as authentic a cultural and linguistic experience as possible, the students will deepen their understanding of how the language works as a tool for communication Some topics of study in this course will include: compound tenses, discussing past and future events, the subjunctive tense, legends and folklore, means of communication, and the world we live in.
Students can let their imaginations soar, allow them to explore their creativity and learn the tools they need to express their thoughts and ideas.
The Speech and Drama course will focus primarily on developing on-going confidence, self-esteem and strengthen verbal communication skills.
The curriculum will provide unique opportunities for students to develop clear speech, fluent delivery and pleasing social skills. This will be done through participation in a wide range of creative activities including speech, drama, movement, improvisation and poetry reading within a supportive environment.
Occasional dress up, along with the use of props and make-up will add to the excitement of the lessons.
The program will also encompass work on movement – to build an awareness and confidence in his / her own body; the spoken word – to cultivate good and expressive speech; and finally drama – to perform confidently before an audience.
These classes will each conclude with a presentation, with the emphasis on the process, and not final product, as students are encouraged to continually develop their abilities and keep exploring their creativity.
Lessons will include:
Exercises in relaxation, breathing and articulation
Movement, drama and poetry reading
Short script performance
To summarize, the skills gained through Speech and Drama are as follows:
Statistics is a mathematical discipline that helps us use numbers to tell a story. The purpose of this course is to introduce students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. By the end of this course students will be able to formulate a hypothesis; design an experiment, survey, or simulation; execute the design, collecting appropriate data; select the appropriate statistical techniques to analyze the data; and develop and evaluate inferences based on the data. In addition, the student will develop their skills to interpret and critique the day-to-day statistics that they encounter. Throughout the course students will be using resources on the web as well as computers and computer software. Students will be expected to master the appropriate technology needed to enhance understanding and to accomplish specific goals.
The fundamentals of art are taught through various media encounters. Students learn technical skills in their choice of drawing, painting, sculpting, printmaking, collage and other media. Individual solutions to assignments are encouraged. Emphasis is on individual expression, composition, and technique. This course cannot be repeated.
This course is open to students in Grades 11-12 and can be taken at the same time as Studio Art I.
Studio Art II is similar to Studio Art I, but focuses more on individual approaches in content as well as technical skills. Assignments are more challenging than Studio Art I. More emphasis is placed on individual expression than in Studio Art I. Studio Art cannot be repeated.
Study hall is a period for students to actively participate in their academics. This can take the form of reviewing classroom notes, finishing homework, studying for a test/quiz, and/or completing a group project. It can also be used to work on an independent study course or an on-line program. Community service hours can be completed during this time by being a teacher's assistant (TA), tutoring/mentoring in the elementary classes, or working with a non-government agency (NGO) or missionary within the community. Used wisely this time can be an addition to a student's educational resume.
This course will introduce the student to a basic understanding of principles of scenic design, lighting design, and other technical aspects of the theater. Technical Theater is also offered in the second semester to allow collaboration on the end of year theater production. The class will involve a brief introduction and lessons on the following Areas of Study: History of Stage Scenery; Types of Scenery; Script Analysis; Set Design; Lighting Design; Sound Design; Careers in Technical Theater.
Thai FL is offered to students in Grades 9-12 who wish to start or to continue with studies of Thai language. The language level offered is based on student ability and fluency in Thai. This is not a course for Thai nationals.
Thai GL is a course for students who carry a Thai passport or have Thai nationality. It can also be taken by foreign students who have the ability to understand, speak, read, and write Thai. This course covers the areas of Thai social studies, culture, history, geography, literature, and language. In this class, students will have the opportunity to participate in activities both inside and outside the classroom, not only during school hours, but also on holidays, weekends, and after school. Students will learn from textbooks, from the community, from reputable people, from field trips, and so on. This method of learning will help students to learn tolerance, responsibility for themselves and others, leadership, and teamwork. The course will involve work in small groups within the class, and in larger groups with the other Thai GL classes.
Students will develop a strong grasp of the most important areas of contemporary theater making while learning effective use of the voice and body, texts, spaces and objects. Looking closely at the design and construction of dramatic literature, environments and spaces within which performance can occur. Students will research and develop ideas for use on the three main types of stages as community settings and experimental projects in non-traditional spaces. The course culminates with a performance of a full length theatrical performance.
Teaches the fundamentals of how to use authoring tools, HTML tags, and styles to build websites/pages. Students will also learn to use color and good design principles to create websites/pages that effectively meet specific end use requirements.
The purpose of this course is to offer students focused time in which to hone and develop their writing skills. This workshop course offers independent and one-on-one practice under the guidance of the instructor. The specific intention is to increase the effectiveness of the student's writing in the following areas: proper English mechanics and grammar usage, communicating a clear message, developing a theme, and writing for a specific audience and purpose. This course may be taken as a single semester, or for the entire year, dependent upon the instructor's recommendation.
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This book was first published in 2003. Derived from extensive teaching experience in Paris, this book presents around 100 exercises in probability. The exercises cover measure theory and probability, independence and conditioning, Gaussian variables, distributional computations, convergence of random variables, and random processes. For each exercise the authors have provided detailed solutions as well as references for preliminary and further reading. There are also many insightful notes to motivate the student and set the exercises in context. Students will find these exercises extremely useful for easing the transition between simple and complex probabilistic frameworks. Indeed, many of the exercises here will lead the student on to frontier research topics in probability. Along the way, attention is drawn to a number of traps into which students of probability often fall. This book is ideal for independent study or as the companion to a course in advanced probability theory.
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Prealgebra - 4th edition
Summary: Tussy and Gustafson's fully integrated learning process is designed to expand students' reasoning abilities and teach them how to read, write, and think mathematically. In this thorough review of arithmetic and geometry, the authors also introduce the fundamental algebraic concepts needed by students who intend to take an introductory algebra course. Tussy and Gustafson build the strong mathematical foundation necessary to give students confidence to apply their newl...show morey acquired skills in further mathematics courses, at home, or on the job. ...show less
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Description of TallTales Math Book 2: Pre-Algebra by Educational Impressions
Written by Elizabeth Hoover. ABOUT THE SERIES: Highly creative story problems spark curiosity and help students appreciate math as a powerful tool for solving real-life questions. Each book in the series is divided into 3 sections: Review Sheets—These lessons present important mathematical concepts and teach students computational skills. Step-by-step directions and easy-to-understand definitions clearly explain each concept and procedure. This section will also serve as a useful reference for the lessons in the last 2 sections. Skill-Builder Sheets—Creative story problems use mystery and humor to hold students' interest. Each lesson deals with a particular skill, and students are aware of the skill being practiced. Extra-Practice Sheets—These pages add an additional challenge for students who understand the concepts and have mastered the computational skills. Problems are similar to those in the second section; however, students are not told which skills are involved. Grades 5–8. ABOUT PRE-ALGEBRA: The following concepts are covered: Variables; Using Addition, Subtraction, Multiplication & Divisions to Solve Equations; Combining Like Terms; Working with Fractions Containing Parentheses and Negative & Positive Integers; Writing Algebraic Expres-sions; Writing Equations for Word Problems; and Using Proportion to Solve Equations. 64 pages.
Product:
TallTales Math Book 2: Pre-Algebra
Vendor:
Educational Impressions
Binding Type:
Paperback
Media Type:
Book
Number of Pages:
64
Weight:
0.9 pounds
Length:
11 inches
Width:
10 inches
Height:
1 inches
Vendor Part Number:
057-2AP
Subject:
Algebra, Calculus & Trig, Math
Learning Style:
Auditory, Kinesthetic, Visual
Teaching Method:
Charlotte Mason, Classical, Traditional, Unit Study, Unschooling
There are currently no reviews for TallTales Math Book 2: Pre-Algebra.
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many teaching aspects and experiences to her work with an engineering degree,
tutoring since 1989, homeschooling since 1997, and classroom experience.
This Study Guide provides a thorough treatment of expectations as outlined in the "Numbers and Numeration" and the
"Measurement" strands of the curriculum, including topics such as, integers, fractions, decimals, expanded form, percentages,
ratios, decimals, sales tax, discount, simple interest, rates, circles, right prisms, and cylinders.
Please note that this is Book 1, and Book 2 is needed to complete the course of studies for Grade 8.
Retail Price $25.95
many teaching aspects and experiences to her work with an engineering
degree, tutoring since 1989, homeschooling since 1997, and classroom
experience.
Math
8 Workbook 1 is a companion to Study Guide 1This Workbook provides a
thorough treatment of expectations as outlined in the "Numbers
and Numeration" and the "Measurement" strands of the curriculum,
including topics such as, integers, fractions, decimals, expanded
form, percentages, ratios, decimals, sales tax, discount, simple
interest, rates, circles, right prisms, and cylinders.
Please
note that this is Book 1, and Book 2 is needed to complete the
course of studies for Grade 8. It is recommended that the Workbooks
are used on a daily basis to build skills in a consistent manner,
and to enhance classroom learning.
Math
8 Workbook 2 is a companion to Study Guide 2In
Ontario, the overall expectations outlined by the Ministry of
Education are very similar for both Math 9 Applied
and Math 9 Academic courses, so this book can
be used for either course. While the overall stress of this study
guide is towards helping the Applied student succeed,
we have also included some multi-step questions and calculations
of prisms and cylinders to comply with all of the specific expectations
of the Academic Program of Studies. Throughout the book are helpful
hints to jog your memory, methods to make learning concepts much
easier, and a series of exercises, pop quizzes and final exams.
This means you will become increasingly confident and prepared
when it comes to school tests. Supplementary exercises are included
for students who want extra reinforcement. This book was recently
revised by a 39 year Ontario math professional teacher as an added
benefit to students of his many years of teaching experience including
the new Ontario math curriculum. All of these supplementary exercises
compliment the present Math 9 Text Ontario edition of
Addison-Wesley Mathematics 9 (ISBN 0-201-614737- 5).
Exercises
in the Math 9 Workbook compliment the Math 9by both a retired professional math teacher and an honours mathematics
graduate who is also involved in tutoring students in the new
Ontario Math curriculum. Once again, this will give you an excellent
overview of any type of question you may be tested on during your
school year. The drill and practice questions in this workbook
were derived from a combination of questions received from a number
of Ontario schools and from those created by both authors. Students
receive a great insight into the variety of questions and exercises
presently used by teachers in Ontario. We recommend that you use
the EZ Learning Solutions workbooks on a daily basis to build
skills and enhance your classroom learning.
Exercises
in the Math 9 Workbook 2, Fermi Math Problem Solving, follow new
recommendations from the Ministry of Education for Math 9 in Ontario
schools. The Fermi Math 9 problem solving workbook provides unique
step by step problem solving procedures that combine math and
science calculations. Teachers, students, and parents will appreciate
not only following the scientific methodology but the ability
to integrate many disciplines in real life applications following
the Enrico Fermi method of estimation used to develop strong analytical
and problem solving skills. Fermi incredible estimation skills
included activities like estimating the number of pianos in Chicago
or the number of grains of sand on the beaches of the world. These
labs were designed by a retired professional math who has taught
in Ontario Schools for over 38 years and presented by your favourite
author of EZ Learning Solutions study guides and workbooks.
The directions for these labs recommend the TIPS (Targeted Implementation
& Planning) Think/Pair/Share format on how to complete these
mathematical problem-solving labs. TIPS activities are designed
to include the subjects of math, science, geography, business
and probability while making observations and calculations with
decimals, integers, fractions, percents, rations, algebra and
formulas.
This is not a high-tech solution but a "back to basics",
student-oriented method of directed learning designed to enable
students to meet the requirements of the difficult new curriculum.
Our approach is "Get to the point and get on with the lesson".
This guide covers concepts taught in the Ontario Math Academic Curriculum
such as quadratic functions, linear systems, multi-step problems,
geometric figures, trigonometry, and factoring. It contains helpful
hints to jog your memory, methods to make learning concepts much
easier, and a series of exercises, quizzes and final exams. The
"Chalk Talk" areas provide the student with useful memory
aids and a helpful overview of what was just learned. This all means
that students will be more confident and better prepared at exam
time. Supplementary exercises are included for students who want
extra practice. All of these supplementary exercises compliment
the present Ontario edition of Nelson Mathematics 10 (ISBN
017-615704-2)and Principles of Mathematics 10 by Addison
Wesley (ISBN 0-201-71122-2).
Exercises
in the Math 10 Workbook compliment the Math 10to give you an excellent overview of any type of question you
may be tested on during your school year. The drill and practice
questions in this workbook were derived from a combination of
questions received from a number of Ontario schools to those created
by an Ontario Professional Teacher with 39 years of experience.
Never again will you get such an insight into the variety of questions
and exercises presently used by teachers in Ontario. We recommend
that you use the EZ Learning Solutions workbooks on a daily basis
to build skills and enhance your classroom learning.
Exercises
in the Math 10 Workbook 2 complete the second half of the school
year following the Math 10 Academic Workbook 1. All EZ Learning
workbooks follow the Math 10 Study Guide and the program of studies
providing both much needed summative questions as well as many
classic drill and practice questions. Once again you not only
have a great variety of questions but also complete solutions
to give you that extra edge to excel beyond the average student.
The questions were designed to give you an excellent overview
of any type of question you may be tested on during your school
year. The drill and practice questions in this workbook were derived
from a combination of questions received from a number of Ontario
schools to those created by an Ontario Professional Teacher with
39 years of experience. Never again will you get such an insight
into the variety of questions and exercises presently used by
teachers in Ontario. We recommend that you use the EZ Learning
Solutions workbooks on a daily basis to build skills and enhance
your classroom learning.
The
unique aspect of this book is that it was written by both a professional
teacher who has continually chosen to work with students having
the greatest difficulty with the new Ontario math curriculum and
by a teacher who was working with an ADD child. This is not a
high-tech solution but a "back to basics", student-oriented
method of directed learning designed to enable students to be
successful with the requirements of this difficult new curriculum.
Our approach is "Get to the point and get on with the lesson".
This study guide covers concepts taught in the new Ontario Math
Applied Curriculum including proportional reasoning: ratios/rates/percent,
introduction to Trigonometry, linear functions and linear systems,
and quadratic functions and factoring. It contains helpful hints
to jog your memory, methods to make learning concepts much easier,
and a series of exercises and quizzes, and a final exam for home
and school students. The "Chalk Talk" areas provide
the student with useful memory aids and a helpful overview of
what was just learned. This all means that students will be confident
and better prepared at exam time. Supplementary exercises are
included for students who want extra practice. All of these supplementary
exercises compliment the present Ontario edition of Mathematics,
Applying the Concepts by McGraw-Hill Ryerson (ISBN 0-07-086490-X)
and Foundations of Mathematics 10 by Addison Wesley (ISBN 0-201-68484-5).
In
this book you will find a very thorough review of grade 9, 10,
and 11 academic mathematics to help the University/College and
University student with the fundamentals in a straightforward
style. Both professionals felt
a great need to provide a spiral learning situation building on
past skills due to the length of time between semesters and the
need to strengthen these past skills in order to master the new
Ontario Math 11 curriculum.This study guide covers all key concepts
taught in the new Ontario Math University/College and University
Curriculum including a review of essential skills, rational expressions
and complex numbers, reciprocal functions, trigonometric ratios,
modeling periodic functions, trigonometric functions and radians,
and trigonometric graphs and transformations. Please note that
this is only the first book of the University/College and University
program of studies and you will need Book 2 to complete these
courses. The order of the topics covered in this book are in the
usual order that most Math professionals teach these courses in
Ontario schoolsThis
is Book 2 of the complete Math 11 University/College and University
high school programs. In this book you will find a very thorough
review of grade 9, 10, and 11 academic mathematics to help the
University/College and University level student with the fundamentals
in a straightforward style completing the second half of this
course but with that academic edge
with university ready skills. Both professionals felt a great
need to provide a spiral learning situation building on past skills
due to the length of time between semesters and the need to strengthen
these past skills in order to master the new Ontario Math 11 curriculum.
This study guide covers all key concepts taught in both the new
Ontario University/College and University Math 11 Curriculum including
solving trigonometric equations, trigonometric identities, and
solving quadratic trigonometric equations, Sequences and Series,
and ConicsMath
12 Advanced Functions and Introductory Calculus, University Preparation Book 1 - Available September 30th, 2005
Following
the Ontario program of studies this study guide builds on students
past abilities using functions then introduces the basic concepts
and skills of calculus. In this book you will find a very thorough
step by step understanding to help the University preparation
student with the fundamentals of Calculus after investigating
and applying the properties of polynomials and exponential and
logarithmic functions in a straightforward style. This book was
written by Bruce Mullens, after 40 years of teaching Mathematics
in Ontario and stands as a testament to his ability to understand
the type of problems that constantly evolve throughout this difficult
course. Bruce consulted with many colleagues and review tests,
quizzes, and final exams reflect the level of understanding taught
in Ontario schools and required to have success in University.
The first half of the school term covered in Book 1 thoroughly
completes all required expectations by presenting lessons in the
following: investigating the graphs of Polynomial functions, manipulating
algebraic expressions, understanding the nature of exponential
growth and decay, applying logarithmic functions, understanding
rates of change, understanding the graphical definition of the
derivative and connecting derivatives and graphs.
Please note that this is only the first book of the University
program of studies and you will need Book 2 to complete this course.
The order of the topics covered in this book are in the usual
order that most Math professionals teach these courses in Ontario
schools
Math
12 Advanced Functions and Introductory Calculus, University Preparation
Book 2 - Available February 15, 2006
Following
the Ontario program of studies this study guide builds on students past abilities using functions then
introduces the basic concepts and skills of calculus. In this book you will find a very thorough step by step
understanding to help the University preparation student with the fundamentals of Calculus after investigating
and applying the properties of polynomials and exponential and logarithmic functions in a straightforward style.
This book was written by Bruce Mullen, after 40 years of teaching Mathematics in Ontario and stands as a testament
to his ability to understand the type of problems that constantly evolve throughout this difficult course.
Bruce consulted with many colleagues and review tests, quizzes, and final exams reflect the level of understanding
taught in Ontario schools and required to have success in University.
The second half of the school term covered in Book 2 thoroughly completes all required expectations by presenting lessons
in the following: understanding the first-principles definition of the derivative, determining derivatives, determining
the derivatives of exponential and logarithmic functions, using differential calculus to solve problems, sketching the
graphs of polynomial, rational, and exponential functions, and using calculus techniques to analyse models of functions.
Please note that this is only the second book of the University program of studies and you will need Book 1 to complete
the first half of this course. The order of the topics covered in this book are in the usual order that most Math professionals
teach these courses in Ontario schools
|
The Princeton companion to mathematics(
Book
) 6
editions published
in
2008
in
English
and held by
1,291
libraries
worldwide
This text features nearly 200 entries which introduce basic mathematical tools and vocabulary, trace the development of modern mathematics, define essential terms and concepts and put them in context, explain core ideas in major areas of mathematics, and much more.
|
NMTA Mathematics 14 eBook
Get the guide that gets results! This digital study guide from XAMonline is available for immediate download and formatted for onscreen reading. It provides an overview of the main competencies and skills assessed on the NMTA Mathematics test. Aligned specifically to current state standards, the NMTA Mathematics study guide covers the sub-areas of Mathematical Processes, Methods, Number Concepts, and Their Historical Development; Geometry and Measurement; Data Analysis, Statistics, Probability, and Discrete Mathematics; and Patterns, Algebraic Relationships, and Functions. Turn your knowledge into practice with 80 sample test questions and comprehensive answer rationales provided to enhance your study.
XAMonline eBooks are viewed exclusively using FREE Adobe Digital Editions software. You can only use this eBook on devices that support Adobe Digital Editions software
|
Quick & Funny Math Problems That Reinforce Skills in multiplication, Division, Fractions, Decimals, Measurement and MorePerfect For Reluctant Math Learners!Math is mega-fun with these hilarious math story problems?one for each day of the school year! Students will jump at the chance to solve these math problems that give practice in addition, subtraction, multiplication, division, estimation, time, money, geometry, and so much more! A witty way to meet the NCTM standards!
This book contains all 344 problems that were originally published in the 19th century journal, The Mathematical Visitor, classified by subject. Little-known to most mathematicians today, these problems represent lost treasure from mathematical antiquity. All solutions that were originally published in the journal are also included.
This volume in the Problems in European Civilization Series features a collection of secondary-source essays focusing on aspects of the Holocaust. The essays in this book debate the origins of the Holocaust, the motivations of the killers, the experience of the victims, and the various possibilities for intervention or rescue.The proven series format features key scholarship, chapter and essay introductions, and extensive, up-to-date suggestions for further reading. The selections are edited for both content and length, making this single volume a convenient alternative to course packets or mu
The purpose of this book is to supply a collection of problems together with their detailed solution which will prove to be valuable to students as well as to research workers in the fields of mathematics, physics, engineering and other sciences. The topics range in difficulty from elementary to advanced. Almost all problems are solved in detail and most of the problems are self-contained. All relevant definitions are given. Students can learn important principles and strategies required for problem solving. Teachers will also find this text useful as a supplement, since important conc
In the most original and ambitious synthesis yet undertaken in Melanesian scholarship, Marilyn Strathern argues that gender relations have been a particular casualty of unexamined assumptions held by Western anthropologists and feminist scholars alike. The book treats with equal seriousnessand with equal good humorthe insights of Western social science, feminist politics, and ethnographic reporting, in order to rethink the representation of Melanesian social and cultural life. This makes The Gender of the Gift one of the most sustained critiques of cross-cultural comparison that anthropology h
Solved Problem Series These books help readers review and master what they've learned by showing them how to solve thousands of relevant problems. Perfect for preparing for graduate or professional exams, these detailed reminders of problem-solving techniques show readers the best strategies for answering even the toughest questions, including the types that appear on typical tests.
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Roots and Radicals
Roots and Radicals introduces students to rational exponents and helps with studying how to simplify and otherwise manipulate expressions with radicals and roots using their properties and rules. Students will learn through practice problems like those found in their homework how to rationalize, combine, expand radicals.
|
NV Standards
State: Nevada
Grades: 9-12
Content: Mathematics
Standards Correlation Date: 9/03
Skill/
Skill/ Strategy Name Strand Text Standard Text Objective Text
Strategy #
To solve problems, communicate, reason, and make Calculate and estimate sums,
connections within and beyond the field of mathematics, differences, products, quotients,
Numbers, Number
Approximate Square students will accurately calculate and use estimation powers, and roots using mental
MX21-04 Sense and
Roots63-01 Bases and Powers12-02 RootsMake Mathematical students will accurately calculate and use estimation powers, and roots using mental
MX67-04 Sense and
Models Apply the laws of exponents to
connections within and beyond the field of mathematics, perform operations on expressions
Numbers, Number
students will accurately calculate and use estimation with integral exponents and
MX12-01 Exponents Sense and
techniques, number relationships, operation rules, and expressions in scientific notation.
Computation
algorithms; they will determine the reasonableness of
answers and the accuracy of solutions.
Skill/
Skill/ Strategy Name Strand Text Standard Text Objective Text
Strategy #
To solve problems, communicate, reason, and make Apply the laws of exponents to
connections within and beyond the field of mathematics, perform operations on expressions
Numbers, Number
Evaluate Expressions students will accurately calculate and use estimation with integral exponents and
MX12-03 Sense and
Involving Exponents techniques, number relationships, operation rules, and expressions in scientific notation.
Computation
algorithms; they will determine the reasonableness of
answers and the accuracy of solutions.
To solve problems, communicate, reason, and make Apply the properties and theories of
connections within and beyond the field of mathematics, the real number system to everyday
Numbers, Number
students will accurately calculate and use estimation situations.
MX06-05 Signed NumbersAddition and students will accurately calculate and use estimation
MX66-01 Sense and
Subtraction techniquesstudents will accurately calculate and use estimation
MX66-02 Scalar MultiplicationAddition and Patterns, Functions
MX66-01 illustrate, extend, and create numerous representations technology.
Subtraction and Algebra
(words, numbers, tables, and graphs) of patterns, functions,
and algebraic relations as modeled in practical situationsPatterns, Functions
MX66-02 Scalar Multiplication illustrate, extend, and create numerous representations technology.
and Algebra
(words, numbers, tables, and graphs) of patterns, functions,
and algebraic relations as modeled in practical situations.
Skill/
Skill/ Strategy Name Strand Text Standard Text Objective Text
Strategy #Concepts in Discrete Patterns, Functions
MX67-01 illustrate, extend, and create numerous representations technology.
Mathematics and Algebra
(words, numbers, tables, and graphs) of patterns, functions,
and algebraic relations as modeled in practical01 Ratios02 Ratio Variations03 Proportions04 Conversion of Units Equations by Patterns, Functions
MX09-01 illustrate, extend, and create numerous representations R=I/PT), solving for the needed
Substitution Linear Equations Patterns, Functions
MX09-02 illustrate, extend, and create numerous representations R=I/PT), solving for the needed
With One Unknown Quadratic Patterns, Functions
MX09-03 illustrate, extend, and create numerous representations R=I/PT), solving for the needed
EquationsSolve Equations With students will use various algebraic methods to analyze, and/or formulas (e.g., I=PRT or
Patterns, Functions
MX09-04 More Than One illustrate, extend, and create numerous representations R=I/PT), solving for the needed
and Algebra
Unknown (Use a Solution of One students will use various algebraic methods to analyze, and/or formulas (e.g., I=PRT or
Patterns, Functions
MX09-05 Equation to Solve illustrate, extend, and create numerous representations R=I/PT), solving for the needed
and Algebra
Another (General Quadratic students will use various algebraic methods to analyze, and/or formulas (e.g., I=PRT or
Patterns, Functions
MX09-06 Equations Using a illustrate, extend, and create numerous representations R=I/PT), solving for the needed
and Algebra
Formula (words, numbers, tables, and graphs) of patterns, functions, variable as necessary in given
and algebraic relations as modeled in practical situations. situations.
To solve problems, communicate, reason, and make Add, subtract, multiply, and factor (1 st
connections within and beyond the field of mathematics, and 2nd degree) polynomials,
students will use various algebraic methods to analyze, describing each step in the process
illustrate, extend, and create numerous representations and the connection between the
Use Quadratic Patterns, Functions
MX58-03 (words, numbers, tables, and graphs) of patterns, functions, algebraic process and the arithmetic
Equations and Algebra
and algebraic relations as modeled in practical situations. process; use simple quadratic
equations with integer roots to solve
practical and mathematical
problems.
To solve problems, communicate, reason, and make Determine the domain and range of
connections within and beyond the field of mathematics, linear relations given a graph or a set
students will use various algebraic methods to analyze, of ordered pairs; explain their
Patterns, Functions
MX109-02 Form and Function illustrate, extend, and create numerous representations importance in problem s1olving
and Algebra
(words, numbers, tables, and graphs) of patterns, functions, situations.
and algebraic relations as modeled in practical situations01 Linear Equations illustrate, extend, and create numerous representations as a primary tool in solving these
and Algebra
Algebraically (02 Linear Equations illustrate, extend, and create numerous representations as a primary tool in solving these
and Algebra
Graphically (words, numbers, tables, and graphs) of patterns, functions, problems and to verify solutions
and algebraic relations as modeled in practical situations. found by other methods.
Skill/
Skill/ Strategy Name Strand Text Standard Text Objective Text
Strategy #Round Off and Patterns, Functions
PX37-01 illustrate, extend, and create numerous representations as a primary tool in solving these
GuesstimateUse Your Calculator Patterns, Functions
PX37-02 illustrate, extend, and create numerous representations as a primary tool in solving these
Sparingly03 Show Your Work04 Check Backwards and make Convert between customary and
Measurement connections within and beyond the field of mathematics, metric systems; convert among
MX26-01 Instruments and Measurement students will use appropriate tools and techniques of monetary systems.
Techniques measurement to determine, estimate, record, and verify direct
and indirect measurements.
To solve problems, communicate, reason and make Convert between customary and
connections within and beyond the field of mathematics, metric systems; convert among
Measurement
MX26-02 Measurement students will use appropriate tools and techniques of monetary systems.
Problems
measurement to determine, estimate, record, and verify direct
and indirect measurements.
Skill/
Skill/ Strategy Name Strand Text Standard Text Objective Text
Strategy #
To solve problems, communicate, reason and make Select and use measurement tools,
Measurement connections within and beyond the field of mathematics, techniques, and formulas to calculate
MX26-01 Instruments and Measurement students will use appropriate tools and techniques of and compare rates, cost, distances,
Techniques measurement to determine, estimate, record, and verify direct interest, temperatures, and
and indirect measurements. weight/mass.
To solve problems, communicate, reason and make Select and use measurement tools,
connections within and beyond the field of mathematics, techniques, and formulas to calculate
Measurement
MX26-02 Measurement students will use appropriate tools and techniques of and compare rates, cost, distances,
Problems
measurement to determine, estimate, record, and verify direct interest, temperatures, and
and indirect measurements. weight/mass
and indirect measurements. communicate the differences
MX26-01 Instruments and Measurement
between accuracy, precision, error,
Techniques
and tolerance in measurement;
describe how each of these can
affect solutions found in problem
situations and indirect measurements. communicate the differences
MX26-02 Measurement
Problems between accuracy, precision, error,
and tolerance in measurement;
describe how each of these can
affect solutions found in problem
situations01 Tables and Charts Measurement
measurement to determine, estimate, record, and verify direct make informed financial decisions
and indirect measurements. related to practical applications such
as budget.
Skill/
Skill/ Strategy Name Strand Text Standard Text Objective Text
Strategy #0203 Bar04 Circle05 Line Graphs Measurement
measurement to determine, estimate, record, and verify direct make informed financial decisions
and indirect measurements. related to practical applications such
as budget01 Ratios02 Ratio Variations Measurement
measurement to determine, estimate, record, and verify direct unknown dimensions, angles, areas,
and indirect measurements. and volumes to solve problems.
Skill/
Skill/ Strategy Name Strand Text Standard Text Objective Text
Strategy #03 Proportions04 Conversion of Units Measurement
measurement to determine, estimate, record, and verify direct unknown dimensions, angles, areas,
and indirect measurements. and volumes to solve problems.
To solve problems, communicate, and make connections Identify and use the properties of
within and beyond the field of mathematics, students will polygons (including interior and
Regular and Irregular Spatial
identify, represent, verify, and apply spatial relationships and exterior angles) and elements of
MX16-06 Polygons and Other Relationships and
geometric properties. circles (e.g., angles, arcs, chords,
Shapes Geometry
secants and tangents) to solve
practical problems01 Number Lines02 DefinitionsDistance Between Two
MX13-03 Relationships and solutions to sets of equations; use
PointsDetermine the Midpoint
MX13-04 Relationships and solutions to sets of equations; use
of a Line SegmentPlot the Graph of a
MX13-05 Relationships and solutions to sets of equations; use
Line06 The Y-Intercept07 The X-Intercept08 Find the Slope Relationships and solutions to sets of equations; use
Geometry algebraic techniques to solve
problems determined by geometric
relationships.
To solve problems, communicate, and make connections Use complementary and
within and beyond the field of mathematics, students will supplementary angles, congruent
Plane Spatial identify, represent, verify, and apply spatial relationships and angles, vertical angles, angles
MX14-01 Geometry—Basic Relationships and geometric properties. formed when parallel lines are cut by
Concepts Ge02Complimentary and
MX14-03 Relationships and geometric properties. formed when parallel lines are cut by
Supplementary Angles
Geometry a transversal, and angles in polygons
to solve practical problems.
Skill/
Skill/ Strategy Name Strand Text Standard Text Objective Text
Strategy #04 Vertical05 Parallel LinesRegular and Irregular Spatial identify, represent, verify, and apply spatial relationships and angles, vertical angles, angles
MX16-06 Polygons and Other Relationships and geometric properties. formed when parallel lines are cut by
Shapes Geometry a transversal, and angles in polygons
to solve practical problems.
To solve problems, communicate, and make connections Apply the Pythagorean Theorem, its
Spatial within and beyond the field of mathematics, students will converse, properties of special right
Perpendicular
MX15-02 Relationships and identify, represent, verify, and apply spatial relationships and triangles, and right triangle
Bisectors
Geometry geometric properties. trigonometry to solve practical
problems.
To solve problems, communicate, and make connections Construct, justify and defend
within and beyond the field of mathematics, students will mathematical conclusions using
Statements, Spatial
identify, represent, verify, and apply spatial relationships and logical, sequential, deductive
MX25-01 Negations, and Relationships and
geometric properties. reasoning supported by established
Compound Sentences Geometry
mathematical02 The Language of Logic Relationships and
geometric properties. reasoning supported by established
Geometry
mathematical principles.
Skill/
Skill/ Strategy Name Strand Text Standard Text Objective Text
Strategy #03 Truth Values Relationships and
geometric properties. reasoning supported by established
Geometry
mathematical04 Venn Diagrams Relationships and
geometric properties. reasoning supported by established
Geometry
mathematical principles.
To solve problems, communicate, reason, and make Design, conduct, analyze, and
connections within and beyond the field of mathematics, communicate the results of multi-
MX22-02 ProbabilityA Closer Look at
MX52-01 Data Analysis students will collect, organize, display, interpret, and analyze stage probability experiments.
Probability02 Effect of Replacement03 Compound Events Data Analysis students will collect, organize, display, interpret, and analyze stage probability experiments.
data to determine statistical relationships and probability
projections.
To solve problems, communicate, reason, and make Distinguish between and apply
connections within and beyond the field of mathematics, permutations and combinations
Permutations and
MX22-01 Data Analysis students will collect, organize, display, interpret, and analyze using a variety of methods, including
Combinations
data to determine statistical relationships and probability The Fundamental Counting Principle.
projections.
Skill/
Skill/ Strategy Name Strand Text Standard Text Objective Text
Strategy #01 Averages02 Medians03 ModesPercentiles, Quartiles, students will collect, organize, display, interpret, and analyze median, mode and variability
MX19-05 Data Analysis
and Range data to determine statistical relationships and probability including range, distribution and
projections. possible outliers that are appropriate
for given situations01 Averages02 Medians03 Modes04 HistogramsPercentiles, Quartiles, projections. including choices of scale, probability
MX19-05 Data Analysis
and RangeStandard Deviation projections. including choices of scale, probability
MX19-06 Data Analysis
and Variance22-02 ProbabilityA Closer Look at projections. including choices of scale, probability
MX52-01 Data Analysis
Probability02 Effect of Replacement03 Compound Events Data Analysis
versus odds, inappropriate uses of
measures of central tendency,
inaccurate curve fitting and
inappropriate uses of controls or
sample groups.01 Graphs Data Analysis data to determine statistical relationships and probability the results of statistical experiments
projections. (e.g., write a survey question and
analyze and communicate the
findings).
Skill/
Skill/ Strategy Name Strand Text Standard Text Objective Text
Strategy #02 Diagrams Data Analysis data to determine statistical relationships and probability the results of statistical experiments
projections. (e.g., write a survey question and
analyze and communicate the
findings).03 Tables Data Analysis data to determine statistical relationships and probability the results of statistical experiments
projections. (e.g., write a survey question and
analyze and communicate the
findings).
Students will develop their ability to solve problems by Use technology, including
engaging in developmentally appropriate problem solving calculators, to solve problems and
opportunities in which there is a need to use various verify solutions.
approaches to investigate and understand mathematical
Use Your Calculator
PX37-02 Problem Solving concepts in order to: formulate their own problems; find
Sparingly
solutions to problems from everyday situations; develop and
apply strategies to solve a wide variety of problems; and
integrate mathematical reasoning, communication and
connections.
Students will develop their ability to solve problems by Use technology, including
engaging in developmentally appropriate problem solving calculators, to investigate, define,
opportunities in which there is a need to use various and describe quantitative
approaches to investigate and understand mathematical relationships such as patterns and
Use Your Calculator
PX37-02 Problem Solving concepts in order to: formulate their own problems; find functions.
Sparingly
solutions to problems from everyday situations; develop and
apply strategies to solve a wide variety of problems; and
integrate mathematical reasoning, communication and
connections.
State: Nevada
Grades: 9-12
Content: Language Arts
Standards Correlation Date: 9/03
Skill/ Skill/ Strategy
Strand Text Standard Text Objective Text
Strategy # Name
Students know and use word analysis skills Apply knowledge of Anglo-Saxon-, Greek-, and
In the Beginning,
and strategies to comprehend new words Latin-derived roots and affixes to determine the
PX21-01 There Was the Reading
encountered in text. meaning of unknown vocabulary across the
Word
curriculum.
Students know and use word analysis skills Apply knowledge of Anglo-Saxon-, Greek-, and
Use Prefixes or and strategies to comprehend new words Latin-derived roots and affixes to determine the
PX21-02 Reading
Roots encountered in text. meaning of unknown vocabulary across the
curriculum.
Students know and use word analysis skills Apply knowledge of Anglo-Saxon-, Greek-, and
Connect the and strategies to comprehend new words Latin-derived roots and affixes to determine the
PX21-03 Reading
Words encountered in text. meaning of unknown vocabulary across the
curriculum.
Students know and use word analysis skills Discern subtle differences between closely related
Connect the
PX21-03 Reading and strategies to comprehend new words words (e.g., thin and slender); use references as
Words
encountered in text. necessary.
Students know and use word analysis skills Apply knowledge of syntax and literary allusions to
Connect the
PX21-03 Reading and strategies to comprehend new words acquire an understanding of new words and to
Words
encountered in text. comprehend text.
Students use reading process skills and Refine pre-reading strategies such as accessing
PX30-01 Read Carefully Reading strategies to build comprehension. prior knowledge, predicting, previewing, and setting
a purpose to ensure comprehension.
Students use reading process skills and Refine pre-reading strategies such as accessing
PX30-03 Read for Results Reading strategies to build comprehension. prior knowledge, predicting, previewing, and setting
a purpose to ensure comprehension.
Students use reading process skills and Use specific repair strategies such as summarizing,
MX35-02 Use Annotations Reading strategies to build comprehension. clarifying ambiguities, and consulting other sources.
Skill/ Skill/ Strategy
Strand Text Standard Text Objective Text
Strategy # Name
Students use reading process skills and Use specific repair strategies such as summarizing,
PX30-02 Write On Reading strategies to build comprehension. clarifying ambiguities, and consulting other sources.
Students read to comprehend, interpret, and Analyze characters, plots, setting, themes, and
Analyze the
MX27-01 Reading evaluate literature from a variety of authors, points of view in any given piece of literature.
Setting
cultures, and times.
Determine and Students read to comprehend, interpret, and Analyze characters, plots, setting, themes, and
MX27-04 Support Theme or Reading evaluate literature from a variety of authors, points of view in any given piece of literature.
Tone cultures, and times.
Determine and Students read to comprehend, interpret, and Make inferences supported by the text regarding
MX27-04 Support Theme or Reading evaluate literature from a variety of authors, characters, plots, settings, and themes.
Tone cultures, and times.
Classify and Students read to comprehend, interpret, and Make inferences supported by the text regarding
MX27-03 Evaluate Reading evaluate literature from a variety of authors, characters, plots, settings, and themes.
Character cultures, and times.
Identify and Students read to comprehend, interpret, and Make inferences supported by the text regarding
MX27-02 Interpret Point of Reading evaluate literature from a variety of authors, characters, plots, settings, and themes.
View cultures, and times.
Students read to comprehend, interpret, and Make inferences supported by the text regarding
Analyze the
MX27-01 Reading evaluate literature from a variety of authors, characters, plots, settings, and themes.
Setting
cultures, and times.
Students read to comprehend, interpret, and Analyze viewpoints and messages in relation to the
Identify and
MX27-05 Reading evaluate literature from a variety of authors, historical and cultural context of recognized works of
Compare Genres
cultures, and times. British, American, or world literature.
Determine and Students read to comprehend, interpret, and Use textual evidence to analyze the theme or
MX27-04 Support Theme or Reading evaluate literature from a variety of authors, meaning of a selection.
Tone cultures, and times.
Students read to comprehend, interpret, and Analyze and evaluate ways authors use imagery,
MX28-01 Metaphor Reading evaluate literature from a variety of authors, figures of speech, and sound to elicit reader
cultures, and times. response.
Students read to comprehend, interpret, and Analyze and evaluate ways authors use imagery,
MX28-03 Irony Reading evaluate literature from a variety of authors, figures of speech, and sound to elicit reader
cultures, and times. response.
Skill/ Skill/ Strategy
Strand Text Standard Text Objective Text
Strategy # Name
Students read to comprehend, interpret, and Analyze and evaluate ways authors use imagery,
MX28-02 Symbol Reading evaluate literature from a variety of authors, figures of speech, and sound to elicit reader
cultures, and times. response.
Students read to comprehend, interpret, and Analyze how irony, tone, mood, style, syntax, and
MX28-03 Irony Reading evaluate literature from a variety of authors, sound of language are used for rhetorical and
cultures, and times. aesthetic purposes.
Identify Author's Students read to comprehend, interpret, and Analyze the effects of an author's choice of literary
MX29-01 Purpose and Point Reading evaluate literature from a variety of authors, form.
of View cultures, and times.
Students read to comprehend, interpret, and Analyze text features and rhetorical strategies of
Identify Author's evaluate informational texts for specific different types of primary source documents (e.g.,
MX29-01 Purpose and Point Reading purposes. policy statements, speeches, debates, diaries,
of View platforms) and identify how authors use the features
to achieve their purposes.
Students write a variety of texts that inform, Write a research paper that develops a thesis,
The Writing persuade, describe, evaluate, or tell a story contains information selected from at least ten
MX30-01 Writing
Process and are appropriate to purpose and sources, and conforms to a style manual.
audience.
Students write a variety of texts that inform, Write a research paper that develops a thesis,
persuade, describe, evaluate, or tell a story contains information selected from at least ten
PX45-01 Prewriting Writing
and are appropriate to purpose and sources, and conforms to a style manual.
audience.
Students write a variety of texts that inform, Write a research paper that develops a thesis,
Identify Your
persuade, describe, evaluate, or tell a story contains information selected from at least ten
MX30-02 Audience and Writing
and are appropriate to purpose and sources, and conforms to a style manual.
Purpose
audience.
Students write a variety of texts that inform, Write reflective texts that draw comparisons
The Writing persuade, describe, evaluate, or tell a story between specific incidents and broader themes.
MX30-01 Writing
Process and are appropriate to purpose and
audience.
Students write a variety of texts that inform, Write reflective texts that draw comparisons
persuade, describe, evaluate, or tell a story between specific incidents and broader themes.
PX45-01 Prewriting Writing
and are appropriate to purpose and
audience.
Skill/ Skill/ Strategy
Strand Text Standard Text Objective Text
Strategy # Name
Students write a variety of texts that inform, Write reflective texts that draw comparisons
Identify Your
persuade, describe, evaluate, or tell a story between specific incidents and broader themes.
MX30-02 Audience and Writing
and are appropriate to purpose and
Purpose
audience.
Students write a variety of texts that inform, Write responses to literature that analyze and
Determine Key persuade, describe, evaluate, or tell a story critique the use of imagery, language, themes,
MX30-04 Writing
Points and are appropriate to purpose and stylistic devices, and tone.
audience.
Students write a variety of texts that inform, Write persuasive texts that evaluate, interpret, or
Identify Your
persuade, describe, evaluate, or tell a story speculate using specific rhetorical devices to
MX30-02 Audience and Writing
and are appropriate to purpose and support assertions; clarify and defend positions with
Purpose
audience. precise and relevant evidence.
Students write a variety of texts that inform, Write persuasive texts that evaluate, interpret, or
The Writing persuade, describe, evaluate, or tell a story speculate using specific rhetorical devices to
MX30-01 Writing
Process and are appropriate to purpose and support assertions; clarify and defend positions with
audience. precise and relevant evidence.
Students write a variety of texts that inform, Write persuasive texts that evaluate, interpret, or
persuade, describe, evaluate, or tell a story speculate using specific rhetorical devices to
PX45-01 Prewriting Writing
and are appropriate to purpose and support assertions; clarify and defend positions with
audience. precise and relevant evidence.
Students write with a clear focus and logical Generate ideas for writing by selecting appropriate
The Writing development, evaluating, revising, and pre-writing strategies with attention to audience,
MX30-01 Writing
Process editing for organization, style, tone, and word purpose, and personal style.
choice.
Students write with a clear focus and logical Generate ideas for writing by selecting appropriate
development, evaluating, revising, and pre-writing strategies with attention to audience,
PX45-01 Prewriting Writing
editing for organization, style, tone, and word purpose, and personal style.
choice.
Students write with a clear focus and logical Organize ideas in compositions by selecting and
Select an
development, evaluating, revising, and applying structures such as comparison/contrast or
MX30-05 Organizational Writing
editing for organization, style, tone, and word cause/effect, which enhance the central idea,
Structure
choice. theme, or purpose.
Skill/ Skill/ Strategy
Strand Text Standard Text Objective Text
Strategy # Name
Students write with a clear focus and logical Organize ideas in compositions by selecting and
Group Ideas and
development, evaluating, revising, and applying structures such as comparison/contrast or
MX30-06 Sequence Writing
editing for organization, style, tone, and word cause/effect, which enhance the central idea,
Information
choice. theme, or purpose.
Students write with a clear focus and logical Write compositions that present complex ideas in a
Reread and development, evaluating, revising, and sustained and compelling manner.
MX32-01 Writing
Revise editing for organization, style, tone, and word
choice.
Students write with a clear focus and logical Revise writing to improve word choice, organization,
development, evaluating, revising, and and point of view, using given criteria such as
PX45-03 Revising Writing
editing for organization, style, tone, and word rubrics or feedback from others.
choice.
Students write with a clear focus and logical Edit for use of standard English.
development, evaluating, revising, and
PX45-04 Proofreading Writing
editing for organization, style, tone, and word
choice.
Students write with a clear focus and logical Edit for use of standard English.
Proofread development, evaluating, revising, and
MX32-02 Writing
Carefully editing for organization, style, tone, and word
choice.
Students write using standard English Apply the rules of usage, grammar, and
Proofread grammar, usage, punctuation, capitalization, capitalization with few significant errors; use
MX32-02 Writing
Carefully and spelling modifiers, parallel structure, and subordination
correctly in writing.
Students write using standard English Apply the rules of usage, grammar, and
grammar, usage, punctuation, capitalization, capitalization with few significant errors; use
PX45-04 Proofreading Writing
and spelling modifiers, parallel structure, and subordination
correctly in writing.
Students write using standard English Apply the rules of usage, grammar, and
Sentence
grammar, usage, punctuation, capitalization, capitalization with few significant errors; use
MX24-02 Correction Writing
and spelling modifiers, parallel structure, and subordination
Questions
correctly in writing.
Students write using standard English Use multiple structures such as inversion,
Choose Parallel
MX44-02 Writing grammar, usage, punctuation, capitalization, parallelism, and sentences of varying lengths for
Structure
and spelling stylistic effect.
Skill/ Skill/ Strategy
Strand Text Standard Text Objective Text
Strategy # Name
Students write using standard English Use multiple structures such as inversion,
Fix Sentence
MX44-01 Writing grammar, usage, punctuation, capitalization, parallelism, and sentences of varying lengths for
Fragments
and spelling stylistic effect.
Paragraph Students write using standard English Use multiple structures such as inversion,
MX24-03 Improvement Writing grammar, usage, punctuation, capitalization, parallelism, and sentences of varying lengths for
Questions and spelling stylistic effect.
Sentence Students write using standard English Use multiple structures such as inversion,
MX24-02 Correction Writing grammar, usage, punctuation, capitalization, parallelism, and sentences of varying lengths for
Questions and spelling stylistic effect.
Students write using standard English Use rules of punctuation; manipulate conventions
MX38-01 Commas Writing grammar, usage, punctuation, capitalization, for emphasis in writing.
and spelling
Students write using standard English Use rules of punctuation; manipulate conventions
Colons and
MX38-02 Writing grammar, usage, punctuation, capitalization, for emphasis in writing.
Semicolons
and spelling
Students write using standard English Use rules of punctuation; manipulate conventions
MX38-03 Odds and Endings Writing grammar, usage, punctuation, capitalization, for emphasis in writing.
and spelling
Sentence Students write using standard English Use rules of punctuation; manipulate conventions
MX24-02 Correction Writing grammar, usage, punctuation, capitalization, for emphasis in writing.
Questions and spelling
Students write using standard English Demonstrate conventional spelling.
Proofread
MX32-02 Writing grammar, usage, punctuation, capitalization,
Carefully
and spelling
Students write using standard English Demonstrate conventional spelling.
MX68-03 The Details Count Writing grammar, usage, punctuation, capitalization,
and spelling
Formulate research questions, use a variety Evaluate possible sources of information for
Look for Literary of sources to obtain information, weigh the credibility and usefulness.
PX46-03 Research
Merit evidence, draw valid conclusions, and
present findings.
Formulate research questions, use a variety Evaluate possible sources of information for
Go with What You of sources to obtain information, weigh the credibility and usefulness.
PX46-04 Research
Know evidence, draw valid conclusions, and
present findings.
Skill/ Skill/ Strategy
Strand Text Standard Text Objective Text
Strategy # Name
Formulate research questions, use a variety Evaluate possible sources of information for
Provide of sources to obtain information, weigh the credibility and usefulness.
MX31-02 Research
Supporting Details evidence, draw valid conclusions, and
present findings.
Formulate research questions, use a variety Evaluate possible sources of information for
Structure the of sources to obtain information, weigh the credibility and usefulness.
MX70-02 Research
Message evidence, draw valid conclusions, and
present findings.
Formulate research questions, use a variety Evaluate possible sources of information for
There's Strength in of sources to obtain information, weigh the credibility and usefulness.
MX70-03 Research
Numbers evidence, draw valid conclusions, and
present findings.
Formulate research questions, use a variety Cite sources of information using a standard method
Use Quoted
of sources to obtain information, weigh the of documentation.
MX31-03 Material Research
evidence, draw valid conclusions, and
Appropriately
present findings.
State: Nevada
Grades: 9-12
Content: Science
Standards Correlation Date: 9/03
Skill/ Skill/ Strategy
Strand Text Standard Text Objective Text
Strategy # Name
Forces and Motion—Students understand that Investigate and describe how changes in
Physical
MX82-01 Newton's Laws forces such as gravitational, electrical, and motion are based on the laws of motion .
Science
magnetic influence the motion of objects.
Forces and Motion—Students understand that Explain that the force of attraction that exists
Physical forces such as gravitational, electrical, and between two masses is inversely proportional
MX82-01 Newton's Laws
Science magnetic influence the motion of objects. to the square of the distance between them.
Forces and Motion—Students understand that Investigate and describe that the usefulness
Physical forces such as gravitational, electrical, and of a simple machine such as a wheel or axle
MX82-02 Machines
Science magnetic influence the motion of objects. is based on its function, mechanical
advantage, and efficiency.
Forces and Motion—Students understand that Investigate and describe the relationship that
Physical forces such as gravitational, electrical, and exists between force, pressure, and area in
MX82-01 Newton's Laws
Science magnetic influence the motion of objects. general, and between pressure and depth in
liquids.
Forces and Motion—Students understand that Investigate and explain that magnetic forces
forces such as gravitational, electrical, and are related to electric forces and can be
Physical
MX81-03 Magnetism magnetic influence the motion of objects. thought of as different aspects of a single
Science
electromagnetic force. (e.g., electric motors,
generators, radios).
Structure and Properties of Matter—Students Explain that substances can be identified on
understand that materials have distinct properties the basis of specific energies given off or
Chemical Physical
MX79-04 which depend on the amount of matter present, its taken in by that substance.
Reactions Science
chemical composition, and structure.
Structure and Properties of Matter—Students Explain that substances can be identified on
Understanding understand that materials have distinct properties the basis of specific energies given off or
Physical
MX87-01 Chemical which depend on the amount of matter present, its taken in by that substance.
Science
Reactions chemical composition, and structure.
Skill/ Skill/ Strategy
Strand Text Standard Text Objective Text
Strategy # Name
Structure and Properties of Matter—Students Explain how atoms may bond with one
understand that materials have distinct properties another by transferring or sharing electrons
Chemical Physical
MX79-04 which depend on the amount of matter present, its that are farthest from the nucleus.
Reactions Science
chemical composition, and structure.
Structure and Properties of Matter—Students Explain that the electromagnetic force
understand that materials have distinct properties between the nucleus and electrons holds the
Physical
MX79-02 Atoms which depend on the amount of matter present, its atom together.
Science
chemical composition, and structure.
Structure and Properties of Matter—Students Explain that carbon atoms can bond to one
understand that materials have distinct properties another to form a large variety of structures,
Physical
MX88-01 Elements of Life which depend on the amount of matter present, its including the molecules essential to life.
Science
chemical composition, and structure.
Energy and Matter: Interactions and Investigate and describe how waves can
Forms—Students understand that changes in superimpose on one another, bend around
Physical
MX83-01 Waves temperature and pressure can alter states of corners, reflect off surfaces, be absorbed by
Science
matter. Energy exists in many forms, and one materials they enter, and change direction
form can change into another. when entering a new material.
Energy and Matter: Interactions and Describe the properties of electrical circuits in
Forms—Students understand that changes in terms of moving electrons, conductivity,
Electrical Physical
MX81-02 temperature and pressure can alter states of resistance, and electrical potential energy.
Circuits Science
matter. Energy exists in many forms, and one
form can change into another.
Chemical Reaction—Students understand that Investigate and describe how, in chemical
Understanding
Physical chemical reactions change substances into reactions, elements combine in predictable
MX87-01 Chemical
Science different substances. ratios, and the numbers of atoms of each
Reactions
element do not change.
Chemical Reaction—Students understand that Investigate and describe how chemical
Understanding chemical reactions change substances into reaction rates depend on conditions in the
Physical
MX87-01 Chemical different substances. reacting system, the properties of reacting
Science
Reactions materials, and the presence of certain rate-
regulating chemicals.
Skill/ Skill/ Strategy
Strand Text Standard Text Objective Text
Strategy # Name
Understanding Chemical Reaction—Students understand that Investigate and describe how chemical
Physical
MX87-01 Chemical chemical reactions change substances into reactions may release or consume energy.
Science
Reactions different substances.
Physical, Chemical Reaction—Students understand that Investigate and describe how chemical
Chemical, and Physical chemical reactions change substances into reactions may release or consume energy.
MX80-02
Nuclear Science different substances.
Changes
Chemical Reaction—Students understand that Relate the chemical properties of an element
Measuring Physical
MX79-01 chemical reactions change substances into to the outermost electrons of an element.
Matter Science
different substances.
Chemical Reaction—Students understand that Relate the chemical properties of an element
Physical
MX79-02 Atoms chemical reactions change substances into to the outermost electrons of an element.
Science
different substances.
Nuclear Energy and Electromagnetic Predict how light interacts with matter (e.g.,
Energy—Students understand that nuclear energy reflection and refraction).
Physical
MX83-03 Light and electromagnetic energy are produced from
Science
both natural and human-made sources in many
forms.
Nuclear Energy and Electromagnetic Simulate how the predictable rates of nuclear
Physical,
Energy—Students understand that nuclear energy reactions can be used to estimate the age of
Chemical, and Physical
MX80-02 and electromagnetic energy are produced from some materials.
Nuclear Science
both natural and human-made sources in many
Changes
forms.
Nuclear Energy and Electromagnetic Describe electromagnetic waves including a
Energy—Students understand that nuclear energy wide range of forms and varying wavelengths.
Physical
MX83-01 Waves and electromagnetic energy are produced from
Science
both natural and human-made sources in many
forms.
Nuclear Energy and Electromagnetic Explain how the forces that hold the nucleus
Energy—Students understand that nuclear energy of an atom together are usually stronger than
Physical
MX79-02 Atoms and electromagnetic energy are produced from other forces that could make the nucleus fly
Science
both natural and human-made sources in many apart.
forms.
Skill/ Skill/ Strategy
Strand Text Standard Text Objective Text
Strategy # Name
Nuclear Energy and Electromagnetic Explain how energy is released when the
Physical,
Energy—Students understand that nuclear energy nuclei of very heavy atoms (e.g., uranium or
Chemical, and Physical
MX80-02 and electromagnetic energy are produced from plutonium), split into middleweight ones, or
Nuclear Science
both natural and human-made sources in many when very light nuclei (e.g., hydrogen and
Changes
forms. helium), combine into heavier ones.
Structure and Function—Students understand that Investigate and describe how food molecules
Digestion, all life forms, at all levels of organization, use are broken down through a series of chemical
MX71-02 Transport, and Life Science specialized structures and similar processes to reactions to provide energy and the material
Synthesis meet life's needs. to make new molecules.
Structure and Function—Students understand that Investigate and describe how food molecules
all life forms, at all levels of organization, use are broken down through a series of chemical
Respiration and
MX71-03 Life Science specialized structures and similar processes to reactions to provide energy and the material
Excretion
meet life's needs. to make new molecules.
Structure and Function—Students understand that Investigate and describe how every cell is
all life forms, at all levels of organization, use covered by a cell membrane and most cells
specialized structures and similar processes to also have specialized parts for the transport
MX71-01 Cells Life Science
meet life's needs. of materials, energy, transfer, proteinDigestion,
specialized structures and similar processes to also have specialized parts for the transport
MX71-02 Transport, and Life Science
meet life's needs. of materials, energy, transfer, protein
SynthesisCoordination and specialized structures and similar processes to also have specialized parts for the transport
MX71-04 Life Science
Control meet life's needs. of materials, energy, transfer, protein
building, waste disposal, information
feedback, and movement.
Skill/ Skill/ Strategy
Strand Text Standard Text Objective Text
Strategy # Name
Structure and Function—Students understand that In photosynthesis, plants and many
all life forms, at all levels of organization, use microorganisms use solar energy to combine
Photosynthesis
MX72-01 Life Science specialized structures and similar processes to molecules of carbon dioxide and water to
and Respiration
meet life's needs. form energy rich compounds and oxygen.
Internal and External Influences on Investigate and describe how some broad
Organisms—Students understand that organisms patterns of behavior exhibited by animals
MX76-02 Natural Selection Life Science
respond to internal and external influences. have evolved to ensure survival of the
species.
Internal and External Influences on Investigate and describe how some broad
Adaptation in Organisms—Students understand that organisms patterns of behavior exhibited by animals
MX76-03 Life Science
Action respond to internal and external influences. have evolved to ensure survival of the
species.
Internal and External Influences on Investigate and describe how plant and
Characteristics Organisms—Students understand that organisms animals have mechanisms that allow them to
MX74-01 Life Science
of Living Things respond to internal and external influences. respond to changes in their environment.
Heredity and Diversity—Students understand that Explain how all body cells in an organism are
life forms are diverse, and that they pass some developed from a single cell and contain
Mendelian characteristics to their offspring. essentially identical genetic instructions.
MX78-02 Life Science
Genetics Explain how different parts of the instruction
are used in different kinds of cells.
Heredity and Diversity—Students understand that Explain how relatedness among organisms
MX75-02 Mutation Life Science life forms are diverse, and that they pass some can be estimated from the similarity of their
characteristics to their offspring. DNA sequences.
Heredity and Diversity—Students understand that Investigate and describe how sorting and
Mendelian life forms are diverse, and that they pass some recombination of genes in sexual
MX78-02 Life Science
Genetics characteristics to their offspring. reproduction results in a great variety of
possible gene combinations.
Heredity and Diversity—Students understand that Explain how genetic information from parents
Mendelian life forms are diverse, and that they pass some is encoded in DNA molecules and provides
MX78-02 Life Science
Genetics characteristics to their offspring. instruction for assembling protein molecules.
Skill/ Skill/ Strategy
Strand Text Standard Text Objective Text
Strategy # Name
Heredity and Diversity—Students understand that Investigate and describe how patterns of
Mendelian
MX78-02 Life Science life forms are diverse, and that they pass some inheritance are described by laws of
Genetics
characteristics to their offspring. segregation and independent assortment.
Heredity and Diversity—Students understand that Explain how diversity of species and variation
life forms are diverse, and that they pass some among organisms within a species increase
Populations in
MX72-03 Life Science characteristics to their offspring. the chances for survival of life when large
Ecosystems
changes occur in the environment.
Heredity and Diversity—Students understand that Explain how diversity of species and variation
life forms are diverse, and that they pass some among organisms within a species increase
MX72-04 Succession Life Science characteristics to their offspring. the chances for survival of life when large
changes occur in the environment.
Heredity and Diversity—Students understand that Explain how gene mutations may be caused
life forms are diverse, and that they pass some by a variety of influences, when mutations
MX75-02 Mutation Life Science
characteristics to their offspring. occur in sex cells, they can be passed on to
offspring.
Evolution: The Process of Biological Investigate and describe the basic idea of the
Change—Students understand that life forms theory of biological evolution is that through
Evidence for change over time. genetic and/or environmental influences the
MX76-01 Life Science
Evolution Earthchange over time. genetic and/or environmental influences the
MX76-02 Natural Selection Life Science
EarthAdaptation in change over time. genetic and/or environmental influences the
MX76-03 Life Science
Action Earth's present-day species developed from
earlier, distinctly different, but common
ancestors.
Skill/ Skill/ Strategy
Strand Text Standard Text Objective Text
Strategy # Name
Evolution: The Process of Biological Explain the fossil record of ancient life forms
Change—Students understand that life forms by applying the idea of natural selection and
MX76-02 Natural Selection Life Science
change over time. its evolutionary consequences.
Evolution: The Process of Biological Simulate and explain how the adaptation of a
Change—Students understand that life forms species can occur over many generations
Adaptation in
MX76-03 Life Science change over time. because of the unique characteristics that
Action
favor those individuals in an environment.
Evolution: The Process of Biological Explain how the classification of species is
The Five Change—Students understand that life forms based on similarities (e.g., structural, genetic,
MX73-01 Life Science
Kingdoms change over time. molecular) which indicate evolutionary
relationships.
Evolution: The Process of Biological Explain how the classification of species is
Levels of Change—Students understand that life forms based on similarities (e.g., structural, genetic,
MX73-02 Life Science
Classification change over time. molecular) which indicate evolutionary
relationships.
Evolution: The Process of Biological Investigate and describe how the process of
Evidence for
MX76-01 Life Science Change—Students understand that life forms evolution is driven by genetic and
Evolution
change over time. environmental influences.
Evolution: The Process of Biological Investigate and describe how the process of
MX76-02 Natural Selection Life Science Change—Students understand that life forms evolution is driven by genetic and
change over time. environmental influences.
Evolution: The Process of Biological Investigate and describe how the process of
Adaptation in
MX76-03 Life Science Change—Students understand that life forms evolution is driven by genetic and
Action
change over time. environmental influences.
Evolution: The Process of Biological Explain how there is evidence that at least a
Change—Students understand that life forms billion years ago, cells with nuclei existed
Evidence for
MX76-01 Life Science change over time. allowing the evolution of increasingly complex
Evolution
multicellular organisms.
Earth Structures and Composition —Students Investigate and describe how rocks and
Earth and understand that the Earth is composed of minerals have different characteristics that
MX91-01 The Rock Cycle
Space Sciences interrelated systems of rocks, water, air, and life. reflect their origins and use.
Skill/ Skill/ Strategy
Strand Text Standard Text Objective Text
Strategy # Name
Earth Structures and Composition —Students Investigate and describe how rocks and
Earth and understand that the Earth is composed of minerals have different characteristics that
MX91-02 Types of Rocks
Space Sciences interrelated systems of rocks, water, air, and life. reflect their origins and use.
Earth Structures and Composition —Students Investigate and describe how landforms are
understand that the Earth is composed of the result of a combination of constructive
Earth and
MX84-01 Plate Tectonics interrelated systems of rocks, water, air, and life. and destructive forces resulting from
Space Sciences
weathering, erosion, and the movement of
lithosphere plates.
Earth Structures and Composition —Students Investigate and describe how landforms are
understand that the Earth is composed of the result of a combination of constructive
Earth and
MX84-02 Glaciation interrelated systems of rocks, water, air, and life. and destructive forces resulting from
Space Sciences
weathering, erosion, and the movement of
lithosphere plates.
Earth Structures and Composition —Students Investigate and describe how landforms are
Weathering, understand that the Earth is composed of the result of a combination of constructive
Earth and
MX84-03 Erosion, and interrelated systems of rocks, water, air, and life. and destructive forces resulting from
Space Sciences
Deposition weathering, erosion, and the movement of
lithosphere plates.
Earth Structures and Composition —Students Explain how the composition of the Earth's
Atmosphere and Earth and understand that the Earth is composed of atmosphere has changed in the past and
MX85-01
Weather Space Sciences interrelated systems of rocks, water, air, and life. continues to change.
Earth History—Students understand that Earth Simulate and explain how relative geologic
Earth and systems (such as weather and mountain time can be estimated by observing rock
MX91-01 The Rock Cycle
Space Sciences formation) change on variety. sequences and using fossils to correlate the
sequences at various locations.
Earth History—Students understand that Earth Simulate and explain how relative geologic
Earth and systems (such as weather and mountain time can be estimated by observing rock
MX91-02 Types of Rocks
Space Sciences formation) change on variety. sequences and using fossils to correlate the
sequences at various locations.
Skill/ Skill/ Strategy
Strand Text Standard Text Objective Text
Strategy # Name
Cycles of Matter and Energy – Students Explain how Earth systems have two major
understand that Earth systems have a variety of internal sources of energy (decay of
A Force to Be Earth and cycles through which energy and matter continually radioactive isotopes and the gravitational
MX89-01
Reckoned With Space Sciences flow. energy from Earth's original formation) and
one major external sources (the sun), all of
which create heat.
Cycles of Matter and Energy – Students Investigate and describe how water is a
understand that Earth systems have a variety of solvent, (e.g., how it dissolves minerals and
Earth and
MX87-03 Solubility cycles through which energy and matter continually gases as it passes through the water cycle
Space Sciences
flow. and carries them to oceans and lakes)
Cycles of Matter and Energy – Students Simulate and describe how global climate is
understand that Earth systems have a variety of determined primarily by energy transfer from
Atmosphere and Earth and cycles through which energy and matter continually the sun at and near the Earth's surface, and
MX85-01
Weather Space Sciences flow. fluctuations in solar output may have
contributed to large changes in the Earth's
climate in the past.
Cycles of Matter and Energy – Students Simulate and describe how global climate is
understand that Earth systems have a variety of determined primarily by energy transfer from
Climate Earth and cycles through which energy and matter continually the sun at and near the Earth's surface, and
MX85-02
Changes Space Sciences flow. fluctuations in solar output may have
contributed to large changes in the Earth's
climate in the past.
Cycles of Matter and Energy – Students Investigate and describe how elements
Earth and understand that Earth systems have a variety of necessary for life on Earth pass through both
MX77-01 Carbon02 Water03 Nitrogen Cycle
Space Sciences cycles through which energy and matter continually living and non-living cycles in a series of
flow. changes that form a global system.
Skill/ Skill/ Strategy
Strand Text Standard Text Objective Text
Strategy # Name
Cycles of Matter and Energy – Students Compare and contrast the relationships
Atmosphere and Earth and understand that Earth systems have a variety of between the greenhouse effect and the idea
MX85-01
Weather Space Sciences cycles through which energy and matter continually of global warming.
flow.
Cycles of Matter and Energy – Students Compare and contrast the relationships
Climate Earth and understand that Earth systems have a variety of between the greenhouse effect and the idea
MX85-02
Changes Space Sciences cycles through which energy and matter continually of global warming.
flow.
The Solar System and the Universe—Students Investigate and describe how the Earth's
Observing the Earth and understand that the Earth is part of a planetary atmosphere, water, temperature, and
MX86-01
Sky Space Sciences system within the Milky Way Galaxy, which is part composition compare with conditions on other
of the known universe. planets.
The Solar System and the Universe—Students Explain how most objects in the solar system
understand that the Earth is part of a planetary are in regular and predictable motion which
Earth and Its Earth and
MX86-03 system within the Milky Way Galaxy, which is part explains such phenomena as the day, the
Moon Space Sciences
of the known universe. year, phases of the moon, and eclipses.
The Solar System and the Universe—Students Explain how stars produce energy and
Earth and understand that the Earth is part of a planetary elements heavier than hydrogen from nuclear
MX86-02 Stars
Space Sciences system within the Milky Way Galaxy, which is part reactions.
of the known universe.
The Solar System and the Universe—Students Explain that on the basis of scientific
Formation of the Earth and understand that the Earth is part of a planetary evidence, the universe is estimated to be
MX92-01
Solar System Space Sciences system within the Milky Way Galaxy, which is part about ten billion years old.
of the known universe.
The Solar System and the Universe—Students Explain that on the basis of scientific
Earth and understand that the Earth is part of a planetary evidence, the universe is estimated to be
MX92-02 The Big Bang
Space Sciences system within the Milky Way Galaxy, which is part about ten billion years old.
of the known universe.
The Solar System and the Universe—Students Describe how increasingly sophisticated
Observing the Earth and understand that the Earth is part of a planetary technology (e.g., mathematical models and
MX86-01
Sky Space Sciences system within the Milky Way Galaxy, which is part computer simulations) is used to learn about
of the known universe. the universe.
Skill/ Skill/ Strategy
Strand Text Standard Text Objective Text
Strategy # Name
The Solar System and the Universe—Students Explain that the physical laws, such as laws
A Force to Be Earth and understand that the Earth is part of a planetary of Newton, Kepler, thermodynamics, relativity,
MX89-01
Reckoned With Space Sciences system within the Milky Way Galaxy, which is part and quantum physics, appear to apply to all
of the known universe. bodies in the universe.
Ecosystems—Students will demonstrate an Investigate and describe how changes in an
understanding that ecosystems display patterns of ecosystem can affect bio-diversity and bio-
Photosynthesis Environmental organization, change, and stability as a result of diversity contributes to an ecosystem's
MX72-01
and Respiration Sciences the interactions and interdependencies among the stability.
life forms and the physical components of the
Earth.
Ecosystems—Students will demonstrate an Investigate and describe how changes in an
understanding that ecosystems display patterns of ecosystem can affect bio-diversity and bio-
Food Webs and Environmental organization, change, and stability as a result of diversity contributes to an ecosystem's
MX72-02
ChainsPopulations in Environmental organization, change, and stability as a result of diversity contributes to an ecosystem's
MX72-03
EcosystemsEnvironmental organization, change, and stability as a result of diversity contributes to an ecosystem's
MX72-04 Succession
Sciences the interactions and interdependencies among the stability.
life forms and the physical components of the
Earth.
Ecosystems—Students will demonstrate an Investigate and describe how ecosystems
understanding that ecosystems display patterns of change or remain the same in response to
Photosynthesis Environmental organization, change, and stability as a result of different kinds of influences.
MX72-01
and Respiration Sciences the interactions and interdependencies among the
life forms and the physical components of the
Earth.
Skill/ Skill/ Strategy
Strand Text Standard Text Objective Text
Strategy # Name
Ecosystems—Students will demonstrate an Investigate and describe how ecosystems
understanding that ecosystems display patterns of change or remain the same in response to
Food Webs and Environmental organization, change, and stability as a result of different kinds of influences.
MX72-02
ChainsPopulations in Environmental organization, change, and stability as a result of different kinds of influences.
MX72-03
EcosystemsEnvironmental organization, change, and stability as a result of different kinds of influences.
MX72-04 Succession
Sciences the interactions and interdependencies among the
life forms and the physical components of the
Earth.
Ecosystems—Students will demonstrate an Investigate and describe how materials and
understanding that ecosystems display patterns of energy are cycled and recycled through
Food Webs and Environmental organization, change, and stability as a result of ecosystems via pathways known as food
MX72-02
Chains Sciences the interactions and interdependencies among the webs.
life forms and the physical components of the
Earth.
Natural Resources—Students demonstrate and Evaluate the consequences of changing
understand that natural resources include patterns of resources use.
renewable and non-renewable materials and
Environmental
MX78-01 Biomagnification energy. All organisms, including human, use
Sciences
resources to maintain and improve their existence,
and the use of resources can have positive and
negative consequences.
Skill/ Skill/ Strategy
Strand Text Standard Text Objective Text
Strategy # Name
Natural Resources—Students demonstrate and Evaluate the consequences of changing
understand that natural resources include patterns of resources use.
renewable and non-renewable materials and
Environmental
MX78-02 Pollution energy. All organisms, including human, use
Sciences
resources to maintain and improve their existence,
and the use of resources can have positive and
negative consequences.
Natural Resources—Students demonstrate and Evaluate the consequences of changing
understand that natural resources include patterns of resources use.
renewable and non-renewable materials and
Environmental
MX78-03 Conservation energy. All organisms, including human, use01 Biomagnification02 Pollution03 Conservation energy. All organisms, including human, use degradation).
Sciences
resources to maintain and improve their existence,
and the use of resources can have positive and
negative consequences.
Skill/ Skill/ Strategy
Strand Text Standard Text Objective Text
Strategy # Name
Conservation—Students understand that humans Analyze and evaluate how consumption
have the unique ability to change personal and patterns, conservation efforts, and cultural or
Environmental
MX78-03 Conservation societal behavior based on ethical considerations social practices in countries have varying
Sciences
regarding other organisms, the planet as a whole environmental impacts.
and future generations.
Conservation—Students understand that humans Investigate and describe how human actions
have the unique ability to change personal and may impact the dynamic equilibrium of global
Environmental
MX78-01 Biomagnification02 Pollution03 Conservation societal behavior based on ethical considerations systems (e.g., global warming, ozone
Sciences
regarding other organisms, the planet as a whole depletion).
and future generations.
Conservation—Students understand that humans Evaluate and describe actions which affect
have the unique ability to change personal and the global environment in terms of trade-offs
Environmental
MX78-01 Biomagnification02 Pollution03 Conservation societal behavior based on ethical considerations that may have effects on local environments
Sciences
regarding other organisms, the planet as a whole or economics.
and future generations.
Skill/ Skill/ Strategy
Strand Text Standard Text Objective Text
Strategy # Name
Conservation—Students understand that humans Evaluate and describe actions which affect
have the unique ability to change personal and the global environment in terms of trade-offs
Technology and Environmental
MX95-01 societal behavior based on ethical considerations that may have effects on local environments
HistoryTechnology and Environmental
MX95-02 societal behavior based on ethical considerations that may have effects on local environments
the EconomyJudging Environmental
MX95-03 societal behavior based on ethical considerations that may have effects on local environments
Technology Sciences
regarding other organisms, the planet as a whole or economics.
and future generations.Steps of the
PX48-01 History of of science. The ability to pursue activities and
Scientific Method02 Be Skeptical History of of science. The ability to pursue activities and03 Be FairKnow What Can
PX48-04 History of of science. The ability to pursue activities and
Go WrongThe Design
MX93-01 History of of science. The ability to pursue activities and
Process01 Applied Science02 Resources explain how scientific
Perspectives— Students understand that science innovations that were originally challenged
is a unique way of knowing about things. Many are now widely accepted.
The Nature and men and women have contributed to the traditions
Technology in
MX94-03 History of of science. The ability to pursue activities and
Action Systems, Models, Risk, and Predictions—Students Use mathematical symbols and formulas to
Steps of the Inquiry: understand that a variety of models can be used to express relationships that behave in the
PX48-01
Scientific Method Processes and describe or predict things and events. same ways as the objects or processes under
Skills investigation.
Skill/ Skill/ Strategy
Strand Text Standard Text Objective Text
Strategy # Name
Systems, Models, Risk, and Predictions—Students Use models to identify and predict cause-
Scientific
understand that a variety of models can be used to effect relationships (e.g., effect of
Steps of the Inquiry:
PX48-01 describe or predict things and events. temperature on gas volume, effect of carbon
Scientific Method Processes and
dioxide level on the greenhouse effect).
Skills
Scientific Scientific Values and Attitudes—Students Demonstrate curiosity, honesty, and
Inquiry: understand that science is an active process of skepticism in doing science.
PX48-02 Be Skeptical
Processes and systematically examining the natural world.
Skills
Scientific Scientific Values and Attitudes—Students Evaluate multiple explanations for the same
Recognize
Inquiry: understand that science is an active process of evidence.
MX43-01 Conflicting
Processes and systematically examining the natural world.
Viewpoints
Skills
Analyze and Scientific Scientific Values and Attitudes—Students Evaluate multiple explanations for the same
Compare Inquiry: understand that science is an active process of evidence.
MX43-02
Conflicting Processes and systematically examining the natural world.
Viewpoints Skills
Scientific Communication Skills—Students understand that a Analyze experimental procedures and
Interpret
Inquiry: variety of communication methods can be used to suggest appropriate revisions for
MX42-02 Experimental
Processes and share scientific information. improvement.
Results
Skills
Scientific Communication Skills—Students understand that a Use tables, charts, and graphs in making
Inquiry: variety of communication methods can be used to arguments and claims in oral and written
MX41-01 Graph02 Diagram03 Tables
Processes and share scientific information. presentations.
Skills
State: Nevada
Grades: 9-12
Content: Social Studies
Standards Correlation Date: 9/03
Skill/ Strategy Strand
Skill/ Strategy # Standard Text Objective Text
Name Text
Rules and Law: Students know why society Explain the concept of the rule of law in the
Structure of
MX103-01 Civics needs rules, laws, and governments. establishment of the U.S. Constitution.
Government
Rules and Law: Students know why society Explain the concept of the rule of law in the
MX104-01 Read the Rules Civics needs rules, laws, and governments. establishment of the U.S. Constitution.
Rules and Law: Students know why society Explain the influence of social contract theory,
needs rules, laws, and governments. natural rights philosophy, and republicanism in
Structure of
MX103-01 Civics the Declaration of Independence, the Articles of
Government
Confederation, and the U.S. Constitution.
Rules and Law: Students know why society Identify and explain changes in the interpretation
Structure of
MX103-01 Civics needs rules, laws, and governments. and application of the U.S. Constitution
Government
The U.S. Government: Students know the Examine the organization of the U.S.
Structure of United States Constitution and the government Constitution and describe the structure it creates,
MX103-01 Civics
Government it creates. including the executive, legislative, and judicial
branches.
The U.S. Government: Students know the Describe the creation of laws through the
Structure of
MX103-01 Civics United States Constitution and the government legislative process.
Government
it creates.
The U.S. Government: Students know the Analyze and give examples of the expansion of
Structure of United States Constitution and the government the national government through the application
MX103-01 Civics
Government it creates. of the enumerated and implied powers.
The U.S. Government: Students know the Describe the duties of the executive branch,
Structure of
MX103-01 Civics United States Constitution and the government including Regulatory commission, White House
Government
it creates. staff, Cabinet departments
Skill/ Strategy Strand
Skill/ Strategy # Standard Text Objective Text
Name Text
The U.S. Government: Students know the Describe the jurisdiction of the federal court
Structure of
MX103-01 Civics United States Constitution and the government system and the power of judicial review.
Government
it creates.
The U.S. Government: Students know the Explain the importance of the jury process in a
Structure of
MX103-01 Civics United States Constitution and the government democratic society.
Government
it creates.
National and State Government: Students can Explain the U.S. Constitutional provisions for
Structure of explain the relationship between the states division of powers between the state and
MX103-01 Civics
Government and national government. national governments (delegated, reserved,
concurrent powers).
The Political Process: Students describe the Assess the processes by which leaders are
Making Decisions,
roles of political parties, interest groups, and selected in the U.S. political system and analyze
Seeking
public opinion in the democratic process. the role of the electoral college system in the
MX104-03 Consensus, and Civics
election of the President.
Resolving
Conflicts
The Political Process: Students describe the Evaluate the significance of interest groups in
Making Decisions,
roles of political parties, interest groups, and the political process of a democratic society.
Seeking
public opinion in the democratic process.
MX104-03 Consensus, and Civics
Resolving
Conflicts
The Political Process: Students describe the Describe the process by which public policy is
Making Decisions,
roles of political parties, interest groups, and formed and carried out.
Seeking
public opinion in the democratic process.
MX104-03 Consensus, and Civics
Resolving
Conflicts
Citizenship: Students know the roles, rights, Examine the responsibilities of U.S. citizens.
Making Decisions,
and responsibilities of United States citizens
Seeking
and the symbols of our country.
MX104-03 Consensus, and Civics
Resolving
Conflicts
Skill/ Strategy Strand
Skill/ Strategy # Standard Text Objective Text
Name Text
Citizenship: Students know the roles, rights, Describe the development of the Bill of Rights
Making Decisions,
and responsibilities of United States citizens and provide a contemporary application.
Seeking
and the symbols of our country.
MX104-03 Consensus, and Civics
Resolving
Conflicts
Citizenship: Students know the roles, rights, Describe the development of the Bill of Rights
MX104-01 Read the Rules Civics and responsibilities of United States citizens and provide a contemporary application.
and the symbols of our country.
Citizenship: Students know the roles, rights, Describe the development of the Bill of Rights
Structure of
MX103-01 Civics and responsibilities of United States citizens and provide a contemporary application.
Government
and the symbols of our country.
Citizenship: Students know the roles, rights, Describe the development of the Bill of Rights
Revolution and the
MX96-03 Civics and responsibilities of United States citizens and provide a contemporary application.
New Nation
and the symbols of our country.
Citizenship: Students know the roles, rights, Analyze the United States Constitution and its
and responsibilities of United States citizens amendments in protecting individual rights,
Structure of
MX103-01 Civics and the symbols of our country. including the Fourteenth Amendment's
Government
provisions for due process and equal protection.
Citizenship: Students know the roles, rights, Analyze the United States Constitution and its
and responsibilities of United States citizens amendments in protecting individual rights,
MX104-01 Read the Rules Civics and the symbols of our country. including the Fourteenth Amendment's
provisions for due process and equal protection.
Citizenship: Students know the roles, rights, Describe the role of the United States Supreme
and responsibilities of United States citizens Court as guardian of individual rights through the
and the symbols of our country. examination of landmark cases, including:Brown
MX104-01 Read the Rules Civics v. Board of Education of Topeka, Gideon v.
Wainwright, Miranda v. Arizona, Tinker v. Des
Moines Independent Community School District.
State and Local Government: Students know Explain the structure and function of state and
Structure of
MX103-01 Civics the structure and functions of state and local local governments.
Government
governments.
Skill/ Strategy Strand
Skill/ Strategy # Standard Text Objective Text
Name Text
Political and Economic Systems: Students Summarize and evaluate the significant
explain the different political and economic characteristics of the world's major political
Government
MX103-03 Civics systems in the world. systems, including:monarchy, presidential
Systems
system, totalitarian dictatorship, parliamentary
system communism
Political and Economic Systems: Students Define and analyze the major economic systems
explain the different political and economic of the world, including: capitalism, mixed
MX101-02 Economic Policy Civics
systems in the world. economy, socialism, command economy
International Relations: Students know the Analyze the conflict between U.S. policies of
Interactions political and economic relationship of the isolationism versus intervention in world affairs.
MX105-01 Civics
Among Nations United States and its citizens to other nations.
International Relations: Students know the Identify and analyze the effectiveness of U.S.
political and economic relationship of the foreign policy in dealing with international
Interactions
MX105-01 Civics United States and its citizens to other nations. problems and concerns including: diplomacy,
Among Nations
economic policy, humanitarian aid, military
intervention
International Relations: Students know the Identify and analyze the effectiveness of U.S.
political and economic relationship of the foreign policy in dealing with international
American Foreign
MX105-02 Civics United States and its citizens to other nations. problems and concerns including: diplomacy,
Policy
economic policy, humanitarian aid, military
intervention
International Relations: Students know the Critique the role of international organizations,
Interactions political and economic relationship of the such as the United Nations and non-
MX105-01 Civics
Among Nations United States and its citizens to other nations. governmental organizations, in world affairs.
The Economic Way of Thinking: Students will Explain why choices and their costs may differ
use fundamental economic concepts, across individuals and societies.
including scarcity, choice, cost, incentives, and
MX101-01 Back to Basics Economics
costs versus benefits to describe and analyze
problems and opportunities, both individual
and social.
Skill/ Strategy Strand
Skill/ Strategy # Standard Text Objective Text
Name Text
The Economic Way of Thinking: Students will Examine decisions made by individuals,
use fundamental economic concepts, businesses, and government by comparing the
including scarcity, choice, cost, incentives, and marginal benefits and marginal costs.
MX101-02 Economic Policy Economics
costs versus benefits to describe and analyze
problems and opportunities, both individual
and social.
The Economic Way of Thinking: Students will Examine decisions made by individuals,
use fundamental economic concepts, businesses, and government by comparing the
Be an Informed including scarcity, choice, cost, incentives, and marginal benefits and marginal costs.
MX102-01 Economics
Consumer costs versus benefits to describe and analyze
problems and opportunities, both individual
and social.
The Economic Way of Thinking: Students will Examine decisions made by individuals,
use fundamental economic concepts, businesses, and government by comparing the
Understand including scarcity, choice, cost, incentives, and marginal benefits and marginal costs.
MX102-02 Economics
Business Behavior costs versus benefits to describe and analyze
problems and opportunities, both individual
and social.
Functioning of Markets: Students will Demonstrate an understanding that all voluntary
demonstrate an understanding of how markets trade, by definition, benefits both parties.
work, including an understanding of why
Markets and
MX101-03 Economics markets form, how supply and demand
Trade
interact to determine market prices and
interest rates, and how changes in prices act
as signals to coordinate trade.
Functioning of Markets: Students will Use the concepts of supply and demand to
demonstrate an understanding of how markets analyze and predict the price changes occurring
work, including an understanding of why in markets for goods and services.
MX101-01 Back to Basics Economics markets form, how supply and demand
interact to determine market prices and
interest rates, and how changes in prices act
as signals to coordinate trade.
Skill/ Strategy Strand
Skill/ Strategy # Standard Text Objective Text
Name Text
Functioning of Markets: Students will Use the concept of price elasticity to analyze
demonstrate an understanding of how markets how buyers and sellers might adjust their
work, including an understanding of why purchase and sales decisions in response to
MX101-01 Back to Basics Economics markets form, how supply and demand price changes.
interact to determine market prices and
interest rates, and how changes in prices act
as signals to coordinate trade.
Functioning of Markets: Students will Discuss the effects of price controls (price
demonstrate an understanding of how markets ceilings and price floors) (e.g., minimum wage,
work, including an understanding of why rent control.).
MX101-01 Back to Basics Economics markets form, how supply and demand
interact to determine market prices and
interest rates, and how changes in prices act
as signals to coordinate trade.
Functioning of Markets: Students will Use supply and demand to explain how interest
demonstrate an understanding of how markets rates are determined.
work, including an understanding of why
MX101-01 Back to Basics Economics markets form, how supply and demand
interact to determine market prices and
interest rates, and how changes in prices act
as signals to coordinate trade.
Functioning of Markets: Students will Analyze family spending decisions, drawing
demonstrate an understanding of how markets conclusions about the desirability of making
work, including an understanding of why substitutions, given the relative prices of various
Be an Informed
MX102-01 Economics markets form, how supply and demand substitutes.
Consumer
interact to determine market prices and
interest rates, and how changes in prices act
as signals to coordinate trade.
Private U.S. Economic Institutions: Students Compare and contrast the services offered by
will describe the roles played by various U.S. financial institutions, evaluating their usefulness
Be an Informed economic institutions, including, but not limited to borrowers and lenders.
MX102-01 Economics
Consumer to, financial institutions, labor unions,
corporations, and not-for-profit organizations.
Skill/ Strategy Strand
Skill/ Strategy # Standard Text Objective Text
Name Text01 Back to Basics02 Economic PolicyMarkets and
MX101-03 Economics allocates resources; determines the nation's
Trade
production, income, unemployment, and price
levels; and leads to variations in individual
income levels.
The U.S. Economy as a Whole: Students will Explain how and why changes in product
demonstrate an understanding of the U.S. demand can affect the price of the product,
economic system as a whole in terms of how it which in turn can affect the wages paid to a
Understand
MX102-02 Economics allocates resources; determines the nation's worker.
Business Behavior
production, income, unemployment, and price
levels; and leads to variations in individual
income levels.
An Evolving Economy: Students will Examine government's impact on investment
demonstrate an understanding of how through taxes, fees, government regulation,
Markets and
MX101-03 Economics investment, entrepreneurship, competition, enterprise zones, and subsidies.
Trade
and specialization lead to changes in an
economy's structure and performance.
Skill/ Strategy Strand
Skill/ Strategy # Standard Text Objective Text
Name Text
An Evolving Economy: Students will Examine government's impact on investment
demonstrate an understanding of how through taxes, fees, government regulation,
Economic
MX101-04 Economics investment, entrepreneurship, competition, enterprise zones, and subsidies.
Systems
and specialization lead to changes in an
economy's structure and performance.
An Evolving Economy: Students will Examine government's impact on investment
demonstrate an understanding of how through taxes, fees, government regulation,
MX101-02 Economic Policy Economics investment, entrepreneurship, competition, enterprise zones, and subsidies.
and specialization lead to changes in an
economy's structure and performance.
The Role of Government in a Market Explain why government provides public goods
Markets and
MX101-03 Economics Economy: Students will explain the role of rather than allowing the market to provide them.
Trade
government in a market economy.
The Role of Government in a Market Explain why government provides public goods
MX101-02 Economic Policy Economics Economy: Students will explain the role of rather than allowing the market to provide them.
government in a market economy.
The Role of Government in a Market Explain why government intervenes in markets in
MX101-02 Economic Policy Economics Economy: Students will explain the role of response to externalities.
government in a market economy.
The Role of Government in a Market Demonstrate an understanding that government
Economy: Students will explain the role of must define, establish, and enforce property
MX101-02 Economic Policy Economics
government in a market economy. rights in order for markets to function.
The International Economy: Students explore Analyze the pros and cons of foreign trade,
the characteristics of non-U.S. economic comparing free trade with restricted trade.
Markets and systems in order to demonstrate an
MX101-03 Economics
Trade understanding of how they are connected,
through trade, to peoples and cultures
throughout the world.
The International Economy: Students explore Describe some characteristics of non-U.S.
the characteristics of non-U.S. economic economies that affect international trade.
Markets and systems in order to demonstrate an
MX101-03 Economics
Trade understanding of how they are connected,
through trade, to peoples and cultures
throughout the world.
Skill/ Strategy Strand
Skill/ Strategy # Standard Text Objective Text
Name Text
Chronology: Students use chronology to Analyze and develop a position on a current
Find Parallels and
MX100-02 History organize and understand the sequence and event.
Precedents
relationship of events.
Chronology: Students use chronology to Analyze and develop a position on a current
Examine
MX100-03 History organize and understand the sequence and event.
Influences
relationship of events.
Chronology: Students use chronology to Analyze and develop a position on a current
Generate
MX100-04 History organize and understand the sequence and event.
Alternatives
relationship of events.
Chronology: Students use chronology to Analyze and develop a position on a current
Predict
MX100-05 History organize and understand the sequence and event.
Consequences
relationship of events.
Chronology: Students use chronology to Analyze and develop a position on a current
Present and
MX100-06 History organize and understand the sequence and event.
Justify Results
relationship of events.
History Skills: Students will use social studies Frame and evaluate historical questions from
Look at Different vocabulary and concepts to engage in inquiry, multiple viewpoints.
MX99-03 History
Points of View in research, in analysis, and in decision
making.
History Skills: Students will use social studies Integrate, analyze, and organize historical
Gather vocabulary and concepts to engage in inquiry, information from a variety of sources.
MX99-01 History
Information in research, in analysis, and in decision
making.
1700 to 1865: Students understand the Explain the causes and results of the Industrial
people, events, ideas, and conflicts that led to Revolution.
MX97-01 Industrialization History
the creation of new nations and distinctive
cultures.
1700 to 1865: Students understand the Describe the causes and effects of wars with
Revolution and the people, events, ideas, and conflicts that led to Europeans, including the French and Indian
MX96-03 History
New Nation the creation of new nations and distinctive War.
cultures.
1700 to 1865: Students understand the Explain the political and economic causes and
Revolution and the people, events, ideas, and conflicts that led to effects of the American Revolution.
MX96-03 History
New Nation the creation of new nations and distinctive
cultures.
Skill/ Strategy Strand
Skill/ Strategy # Standard Text Objective Text
Name Text
1700 to 1865: Students understand the Describe the ideas of John Locke, Thomas
Revolution and the people, events, ideas, and conflicts that led to Paine, and Thomas Jefferson and their
MX96-03 History
New Nation the creation of new nations and distinctive influences on the American Revolution and the
cultures. formation of the United States.
1700 to 1865: Students understand the Describe the events, course, and results of the
Revolution and the people, events, ideas, and conflicts that led to American Revolutionary War, including the
MX96-03 History
New Nation the creation of new nations and distinctive contributions of African Americans and Native
cultures. Americans.
1700 to 1865: Students understand the Explain the issues of the Confederation period,
Revolution and the people, events, ideas, and conflicts that led to including: War debts and finance, western land,
MX96-03 History
New Nation the creation of new nations and distinctive trade, taxation
cultures.
1700 to 1865: Students understand the Describe the Constitution's underlying principles,
people, events, ideas, and conflicts that led to including: checks and balances, federalism,
Revolution and the
MX96-03 History the creation of new nations and distinctive limited government, popular sovereignty,
New Nation
cultures. separation of powers.
1700 to 1865: Students understand the Describe the issues involved in the ratification of
Revolution and the people, events, ideas, and conflicts that led to the Constitution, including: main ideas of the
MX96-03 History
New Nation the creation of new nations and distinctive Federalist Papers, main ideas of the Anti-
cultures. Federalists, the Bill of Rights.Revolution and the impacts of significant inventions such as the
MX96-03 History
New Nationimpacts of significant inventions such as the
MX97-01 Industrialization History
cottonExpansion and impacts of significant inventions such as the
MX96-04 History
Reform cottonCivil War and impacts of significant inventions such as the
MX96-05 History
Reconstruction Describe the causes, key people, events, and
people, events, ideas, and conflicts that led to outcome of the Civil War, including: states' rights
the creation of new nations and distinctive and slavery, election of 1860, Frederick
Civil War and
MX96-05 History cultures. Douglass/African American troops, President
Reconstruction
Lincoln, Emancipation Proclamation, Antietam,
Vicksburg and Gettysburg, Gettysburg Address,
Generals Grant and Lee
1860 to 1920: Students understand the Summarize the successes and failures of the
Civil War and
MX96-05 History importance and impact of political, economic, Reconstruction period.
Reconstruction
and social ideas.
1860 to 1920: Students understand the Describe the key people and significant issues
importance and impact of political, economic, concerning African American rights, including:
and social ideas. Booker T. Washington and the Tuskegee
Civil War and
MX96-05 History Institute, Black Codes and Jim Crow Laws,
Reconstruction
Plessy v. Ferguson, W.E.B. DuBois and the
NAACP, Ida B. Wells and the NACW.
1860 to 1920: Students understand the Describe federal policy toward Native Americans
importance and impact of political, economic, including: Dawes Act/Indian Reorganization Act
Civil War and
MX96-05 History and social ideas. of 1934, Indian Boarding Schools, Indian
Reconstruction
Citizenship Act of 1924, Plains Wars, reservation
system.
1860 to 1920: Students understand the Describe the effect of industrial technology
MX97-01 Industrialization History importance and impact of political, economic, innovations and urbanization on United States
and social ideas. social and economic development.
1860 to 1920: Students understand the Explain the motivations for groups coming to the
MX97-01 Industrialization History importance and impact of political, economic, United States and describe their contributions to
and social ideas. United States society.
1860 to 1920: Students understand the Describe nativism and explain the response to
MX97-01 Industrialization History importance and impact of political, economic, immigration into the United States.
and social ideas.
1860 to 1920: Students understand the Explain the origins and issues involved in the
importance and impact of political, economic, labor movement.
MX97-01 Industrialization History
and social ideas.
Skill/ Strategy Strand
Skill/ Strategy # Standard Text Objective Text
Name Text
1860 to 1920: Students understand the Describe the causes, course, character, and
importance and impact of political, economic, effects of World War I, including: imperialism,
Emergence of
MX97-02 History and social ideas. arms race and alliances, nationalism,
Modern America
weapons/tactics, Fourteen Points, Treaty of
Versailles.
1860 to 1920: Students understand the Describe the causes and effects of the Russian
Emergence of importance and impact of political, economic, Revolution: Romanovs, Lenin, Bolsheviks,
MX97-02 History
Modern America and social ideas. Russian Civil War.
The Twentieth Century, a Changing World: Describe the causes of the Great Depression
1920 to 1945: Students understand the and the policies and programs of the New Deal
Great Depression
MX97-03 History importance and effect of political, economic, and their effects on social, political, economic,
and World War II
technological, and social changes in the world and diplomatic institutions.
from 1920 to 1945.
The Twentieth Century, a Changing World: Describe the causes, course, character, and
1920 to 1945: Students understand the effects of World War II, including: legacy of
importance and effect of political, economic, WWI, campaigns and strategies, atomic bomb,
Great Depression
MX97-03 History technological, and social changes in the world significant military, political and scientific leaders,
and World War II
from 1920 to 1945. the Big Four, United Nations, United States
changing world status, war crimes trials.
The Twentieth Century, a Changing World: Describe the causes, course, and effects of the
1920 to 1945: Students understand the Holocaust, including: Aryan supremacy,
Great Depression
MX97-03 History importance and effect of political, economic, Nuremburg Laws, Kristallnacht, Final Solution,
and World War II
technological, and social changes in the world concentration and death camps, creation of
from 1920 to 1945. Israel.
The Twentieth Century, a Changing World: Explain the effects of WWII on the homefront in
1920 to 1945: Students understand the the United States, including: internment camps,
Great Depression
MX97-03 History importance and effect of political, economic, technologies, economic developments,
and World War II
technological, and social changes in the world propaganda, women/minority contributions, GI
from 1920 to 1945. Bill
Skill/ Strategy Strand
Skill/ Strategy # Standard Text Objective Text
Name Text
The Twentieth Century, a Changing World: Describe the causes and effects of the Cold
1945 to 1990: Students understand the shift of War, including: Europe: Marshall Plan, Berlin,
MX97-04 The Post-War Era History international relationships and power as well NATO; Middle East: Egypt, Israel, Afghanistan;
as the significant developments in American Asia: Japan, Korea; Americas: Cuba, United
culture. States, Vietnam, China
The Twentieth Century, a Changing World: Describe the effects of the Cold War on the
1945 to 1990: Students understand the shift of United States, including: arms race and nuclear
MX97-04 The Post-War Era History international relationships and power as well testing, McCarthyism, space race, Cuban Missle
as the significant developments in American Crisis.
culture.
The Twentieth Century, a Changing World: Describe the cause, course, and character of the
1945 to 1990: Students understand the shift of Korean War, including: United Nations Security
MX97-04 The Post-War Era History international relationships and power as well Council, Pusan Perimeter, General Mac Arthur,
as the significant developments in American Inchon, Yalu River, 38th Parallel
cultureMX97-04 The Post-War Era History as the significant developments in American United Farm Workers, American Indian
culture. Movement, Viva La Raza, Women's Rights
Movement, Americans with Disabilities Act, Civil
Rights Act of 1964Contemporary
MX97-05 History as the significant developments in American United Farm Workers, American Indian
America
culture. Movement, Viva La Raza, Women's Rights
Movement, Americans with Disabilities Act, Civil
Rights Act of 1964.Skill/ Strategy Strand
Skill/ Strategy # Standard Text Objective Text
Name TextThe Twentieth Century, a Changing World: Describe how international policies contributed to
1945 to 1990: Students understand the shift of the end of the Cold War, including: recognition of
Interactions
MX105-01 History international relationships and power as well China, détente, disarmament treaties, Star
Among Nations
as the significant developments in American Wars, solidarity, glasnost.
culture.
New Challenges, 1990 to the Present: Describe the regional and global effects of
Students understand the political, economic, political and economic alliances.
Interactions
MX105-01 History social, and technological issues challenging
Among Nations
the world as it approaches and enters the new
millennium.
New Challenges, 1990 to the Present: Explain the causes and effects of the Persian
Students understand the political, economic, Gulf War, including: Kuwait invasion, world oil
Contemporary
MX97-05 History social, and technological issues challenging supply, changing alliances.
America
the world as it approaches and enters the new
millennium.
New Challenges, 1990 to the Present: Describe the changing political climate in the
Students understand the political, economic, United States, including: the role of the media,
Contemporary
MX97-05 History social, and technological issues challenging the Clinton impeachment.
America
the world as it approaches and enters the new
millennium.
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Functions, Statistics, and Trigonometry
Main goal: The goal of Functions, Statistics, and Trigonometry is to present topics from these three areas in a unified way to help students prepare for everyday live and future courses in mathematics. Spreadsheet, graphing and CAS technology are employed to enable students to explore and investigate, and to deal with complicated functions and data.
Main theme I: This text extends student knowledge of linear, quadratic, exponential, logarithm, polynomial and trigonometric equations and functions, with a new focus on statistical modeling with these functions.
Main theme II: Statistics are introduced in this text in the ways that people who work in a variety of different disciplines use them. Major topics include the selection of statistical displays, the differences between population and sample statistics, statistical distributions with emphasis on binomial and normal distributions, and statistical inference in addition to the statistical modeling mentioned above.
Main theme III: Trigonometry is explored. Trigonometric functions are used in their two main roles: as functions that enable lengths of segments and measures of angles of figures to be determined, and as functions that model periodic phenomena. The work with trigonometry includes strong connections with the geometry, matrices, and complex numbers that students encountered in previous courses.
Binomial Probability Applet
Main theme IV: The themes of statistics and trigonometry are integrated. By viewing statistical distributions as functions, properties of one idea can be applied to the other. A typical example is the transformation of graphs and its conceptual relative, the standardization of data. Modeling data by functions enables an examination of the distinguishing characteristics of the various types of functions that make them important.
Comparison between this and earlier editions: The statistical work has been rewritten with more emphasis on decision-making. The work with functions and trigonometry remains about the same as in previous editions.
Some distinctive lessons: Using statistics to solve a mystery: The Federalist papers (1-8); From New York to New Delhi (5-10); Designing simulations (6-7); Polynomial models (7-2); How much does a loan cost? (8-6); Is that coin fair? (10-8); The geometry of complex numbers (13-5).
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Calculus Problem Solver
4.00 (1 votes)
Document Description
calculus
Topics covered in Calculus
Given below are the topics covered by our online calculus help program:
* Functions Limits and Continuity
* Differentiation
* Differential Equations
* Indefinite Integrals
* Definite Integrals
* Application of Derivatives
* Exponential and Logarithmic Series
Understand all these topics with personalized attention and gain quality help online.
Calculus has widespread application in areas like Engineering and Science. Since this
study is pivotal in branching out to other fields, it is important to get the best help right
from the formative ...
To solve Math problems Solver quickly and accurately you need an understanding of varied Math concepts and solving all of them is not at all easy. TutorVista has a team of expert online Math tutors ...
To solve Free Math Problems Solver quickly and accurately you need an understanding of various math concepts and solving math problems is not an easy task. TutorVista has a team of expert online Math ...
To solve Math problems quickly and accurately you need an understanding of various math
concepts and solving math problems is not an easy task. TutorVista has a team of expert
online Math tutors to ...
To solve Math problems quickly and accurately you need an understanding of various math
concepts and solving math problems is not an easy task. TutorVista has a team of expert
online Math tutors to ...
Calculus (Latin, calculus, a small stone used for counting) is a branch of mathematics focused
on limits, functions, derivatives, integrals, and infinite series. This subject constitutes a major
part ...
There are four basic mathematical operations. These are addition, subtraction, multiplication &
division. To start with these operations we simply learnt how to add, subtract, multiply or ...
Content Preview
Calculus Problem Solver calculus Topics covered in Calculus Given below are the topics covered by our online calculus help program: * Functions Limits and Continuity * Differentiation * Differential Equations * Indefinite Integrals * Definite Integrals * Application of Derivatives * Exponential and Logarithmic Series Understand all these topics with personalized attention and gain quality help online.
Get Calculus Homework Help Students can get al the calculus problems Solver homework help needed from the expert tutors. Al the help required with solving and understanding problems for homework and examinations can be got online. As the Calculus help is provided online, students can get help immediately and accurately with the understanding of the concept. TutorVista's online help isn't just about working out a few problems and logging off. Features like regular homework help, and exam prep enable a student to get all the help he/she needs. There is also an extensive library of e- learning material like free question banks, simulations and animations available to help the student ace the subject. Calculus is basically a study of higher grades and Tutorvista has special tutors for higher grade students who teach the subject with an expertise. Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Online Tutoring with an Expert Get online calculus tutorials from tutorvista. Our Online Tutors wil solve all your Problems. They are available 24x7 so that, you can connect with them just when you need help. Our calculus problems Solver tutors will help you with your homework and assignments and also give you step-by-step explanations for al problems making even complex problems simple and easy.
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Synopsis
Written in a rigorous yet logical and easy to use style, spanning a range of disciplines, including business, mathematics, finance and economics, this comprehensive textbook offers a systematic, self-sufficient yet concise presentation of the main topics and related parts of stochastic analysis and statistical finance that are covered in the majority of university programmes.
Providing all explanations of basic concepts and results with proofs and numerous examples and problems, it includes:
an introduction to probability theory
a detailed study of discrete and continuous time market models
a comprehensive review of Ito calculus and statistical methods as a basis for statistical estimation of models for pricing
a detailed discussion of options and their pricing, including American options in a continuous time setting.
An excellent introduction to the topic, this textbook is an essential resource for all students on undergraduate and postgraduate courses and advanced degree programs in econometrics, finance, applied mathematics and mathematical modelling as well as academics and practitioners
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Maths
Mathematics Curriculum Students in Years 7 to 10 study Maths in line with the Australian National Curriculum.
The Years 7 to 10 Maths curricular have been designed to allow reinforcement of key concepts as students progress through the year. This allows students to revisit key ideas and then extend them with new concepts. The students are currently using the Pearson Mathematics textbooks which have worked examples in the textbook as well as access to tutorials and support to help both with homework and class work when students register the book online.
All students start with a review of number skills allowing them to recall the information from the previous year. These concepts are then used in a variety of ways including decimals, fractions and percentages at Year 7. Year 8 go onto study percentages ratio and measurement. Year 9 go on to study ratio and then linear algebra and graphs. Year 10 use mathematical concepts in real life situations such as interest both simple and compound.
In Years 7 to 9, students are able to access the maths curriculum at a level appropriate to them. Our timetable structure allows staff to aim the lessons at the relevant level allowing students to see success and to achieve. The numeracy support group allows students to receive extra support in Mathematics so that they develop their numeracy skills. These groups look at Maths in a more applied format, using mathematical concepts in the real world.
Students in Year 10 are placed into groups based on ability. These groups are designed to support their choices for VCE Mathematics in the following year. These groups cater for students at various levels of mathematics. The Foundation group allows for a more hands on, practical approach in mathematics. This level will generally allow students to enrol in Foundation Maths in Year 11. The General level caters for students who wish to continue into General Maths in Year 11, while the Methods level is for students who wish to enrol in any Maths at Year 11, including General Maths Extensions and Maths Methods.
At the VCE level, Mathematics continues to be a very popular subject chosen by students. Consequently, all VCE maths subjects are offered by the school.
CAS calculators are used extensively from Years 10 – 12 to enhance students' understanding of certain mathematical concepts.
Numeracy Weeks
As part of the curriculum Numeracy Weeks have been established at Years 7-9 to allow students to use what they have learned in class and use the concepts in an applied way. This allows the students to have a better understanding as to why they are studying these concepts and how they will use these skills in real life situations.
Mathletics
All students in Years 7-10 have paid a $5.00 registration fee to have access to Mathletics and are expected to use the resource to demonstrate outcomes throughout the year. Mathletics is a web based program which is designed to support the work students are doing in class. This resource is used in school but can also be used at home with access to the internet to support any homework students may have or to support revision for tests.
Extra-curricular
Students have the opportunity at Years 7 to 9 to take part in Maths Olympiad, using the concepts they are being taught in a different situation.
The faculty also encourages students to participate in the annual Australia-wide Westpac Maths Competition.
Maths tutorial sessions are offered at the senior level for students studying Maths in VCE. These sessions are scheduled once a week, after school and students are encouraged to attend, particularly if they find their Maths study challenging.
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Read sections 2.4, 3.1 and 3.2 in our textbook. Remember that reading math isn't like reading a novel! If you read a novel and miss a few details most likely you'll still understand the novel. But if you miss a few details in a math text, often you'll miss everything that follows. So reading math takes reading and rereading and rerereading and a lot of thought about what you've read. Also, preread section 2.5, just to get a feel for the future.
Solve problems 1, 2, 4 and 9 on pages 106-107, problems 1, 2 and 9 on pages 151-152 and problems 1, 2aceg, 2bdf, 7, 19 and 21 on pages 165-168 but submit only your solutions of the underlined problems. This assignment is due at the tutorials on Thursday November 16.
Just for fun. Do a web search for the words "OpenGL" and "matrix" (or "matrices") and find out why graphics accelerators in PCs and game consoles do (!) matrix multiplications in hardware. (The full explanation is very involved; perhaps you should just aim to get a taste of it).
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Math software for students studying precalculus and calculus. Can be interesting for teachers teaching calculus. Math software for students studying precalculus and calculus. Can be interesting for teachers teaching calculus. Math Center Level 2 consists of a Scientific Calculator, a Graphing Calculator 2D Numeric, a Graphing Calculator 2D Parametric, and...
This program is a scientific calculator for your Pocket PC, Palm OS 5 device, and Windows PC that supports trigonometric functions and complex numbers. It offers a memory system that allows you to store and recall answers.
Understanding Graphing Plus is a simple application designed to help your children understand and learn math graphing. Understanding Graphing Plus is a simple application designed to help your children understand and learn math graphing. GRAPHING Reading & Sketching Graphs Statistics Points on a Grid Transformations Relations, Equations, Functions Linear...
A highly functional calculator that is able to plot algebraic and trigonometric functions. A highly functional calculator that is able to plot algebraic and trigonometric functions.EdenGraph is a powerful graphing calculator, built for Mac OS X, which is able to plot two-dimensional graphs using standard algebraic or trigonometric...
Advanced Trigonometric Calculator is a software to help you with trigonometry calculations. Advanced Trigonometric Calculator is a software to help you with trigonometry calculations.With this software you will be able to calculate trigonometric functions, like 5*10^-1sen30, 5*sen30, and so many others.
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Collegeville, PA Microsoft ExcelAn understanding of algebra is a foundational skill to virtually all topics in higher-level mathematics, and it is useful in science, statistics, accounting, and numerous other professional and academic areas.
1. Describe basic operations or numbers and signs.
2. Solve simple to complex fraction problems.
3Examples would include several yearbooks for schools, books celebrating wedding anniversaries and travel photos. Learning Microsoft Access can be challenging but with a bit of guidance anyone can make a basic database. I have experience in developing custom solutions using Access 2003 and 2007 using both the built in interface tools as well as coding in Visual Basic where necessary.
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Movement with Functions
Unit Overview
Lesson 1
Lesson 2
Lesson 3
These investigations use movement to reinforce the concepts of linear functions and systems of equations. Multiple representations are used throughout, along with tools such as motion detectors and remote-controlled cars. Students explore how position, speed, and varying motion are reflected in graphs, tables, and algebraic equations.
Individual Lessons
This investigation uses a motion detector to help students understand graphs and equations. Students experience constant and variable rates of change and are challenged to consider graphs where no movements are possible to create them. Multiple representations are used throughout the lesson to allow students to build their fluency with in how graphs, tables, equations, and physical modeling are connected. The lesson also allows students to investigate multiple function types, including linear, exponential, quadratic, and piecewise.
A common problem when students learn about the slope-intercept equation y = mx + b is that they mechanically substitute for m and b without understanding their meaning. This lesson is intended to provide students with a method for understanding that m is a rate of change and b is the value when x = 0. This kinesthetic activity allows students to form a physical interpretation of slope and y-intercept by running across a football field. Students will be able to verbalize the meaning of the equation to reinforce understanding and discover that slope (or rate of movement) is the same for all sets of points given a set of data with a linear relationship.
In this lesson, students use remote-controlled cars to create a system of equations. The solution of the system corresponds to the cars crashing. Multiple representations are woven together throughout the lesson, using graphs, scatter plots, equations, tables, and technological tools. Students calculate the time and place of the crash mathematically, and then test the results by crashing the cars into each other
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DIVE Math-Instruction CDs
We carry the DIVE Math CDs after numerous requests from
our customers. Those who used the DIVE CDs say good things about them and want
to continue with the program. That says a lot to us--our children use them now.
They tell us that Dr. Shormann explains the lessons in an easy to understand
fashion. If you want to save on a bundle purchase.
The DIVE Into Math series teaches every lesson in each Saxon Math textbook from Saxon Math 54 and up. See How DIVE Into Math Works for an overview of how the CDs work, system requirements, and notes on choosing the correct edition.
The Dive Calculus CD lesson lectures are ten to twenty minutes long. Then Dr. Shormann gives practice problems for the students to work. They can replay the lesson and practice problems as needed to master the material.
CLEP Professor for CLEP and AP Calculus is now provided FREE in DIVE Calculus 2nd Edition.
Students see and hear everything the instructor is writing and saying on a whiteboard on their computer screen. It is just like being in a real classroom, except there is no teacher in the way. Students learn by working practice problems that are similar, but not identical to the practice problems in the text. Lessons are 10-20 minutes long (doesn't count the time it takes to work practice problems). If students need more practice, they can work the problems in the text in addition to the DIVE problems explained on the CD. Easily re-wind, fast-forward, and pause with the click of a mouse. Each lesson is stored as an individual file. It is easy to choose the proper lecture.
"All DIVE CDs are taught from a Christian perspective, with an emphasis on mathematics as a tool for studying God's creation. Dr. Shormann's Christian testimony is on every CD and many lessons start with an encouraging Bible verse.
System Requirements
On each DIVE CDs is printed "Win/Mac Version For Macintosh or Windows 98 and Higher."
Why Use DIVE into Math CDs?
DIVE Syllabus Index Science Syllabi are on the lower half of this page. Use this to coordinate with popular high school science textbooks.
Why Use DIVE Into Math? Watch a YouTube video about DIVE Math from the publisher. (This link will open a new window.)
Very Important Notes about DIVE Exchange
Before you purchase, please be sure you have chosen the correct edition
for your textbook. If you aren't sure which edition to choose, please check
this link to see the
DIVE Syllabus Index (This opens a new window at the publisher's website.)
We do not accept returns on opened software. If you chose the wrong edition and have not opened it, we will exchange it (within 15 days--ok, call us and let us know it is coming and what you want in exchange) for the correct edition with a $4.95
for S&H.
All said, get the book you are using and check the edition before you order! If you aren't sure, get the book in hand and give us a call!
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There are a number of free algebra 1 worksheets for you to download, print, or solve online. The worksheets cover a variety algebra levels.
Begin by selecting the free algebra worksheet you would like to have. This will take you to the web page of the algebra word problems worksheet. You then have several options. You can print the worksheet, download the corresponding PDF file, or complete the free algebra worksheet online. The online feature works as long as you are using a modern web browser, your iPad or other tablet device. Now you are all ready to start solving algebra equations.
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Mighty Mental Book D
ISBN978032999612
Mighty Mentals is the only mentals textbook series to purposefully and systematically teach mental computation skills. Through a clear scope and sequence, the focus is on developing students' automatic response.
The four books in the Mighty Mentals series provide a systematic and logical program featuring:
a unit of work focusing on a specific concept for each week
a tip or strategy for each unit to help students work through the exercises
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Faculdade de Ciências e Tecnologia
Mathematics
Cycle
Degree
Coordinator
Opening date
September
Vacancies
30
Fees
1037.20 Euros
Schedule
Daytime
Education objectives
Mathematics is a science that underpins all scientific and technological areas, and also the Economics and Social Sciences.
The main objective of the course that now presents itself is to provide a sound basic training in mathematics, balanced in its various aspects, covering the areas of knowledge essential to the development in later cycles (2. And 3. Cycles) of advanced training. It is intended that this training provides the necessary basis for further studies in the area of Mathematics Education or in the area of Applied Mathematics.
As an example of areas in applied mathematics, to develop in later cycles, according to the specific skills of the faculty of the Mathematics Department of the FCT to mention: Actuarial; Algebra and Logic, Numerical Analysis and Differential Equations, Operational Research and Optimization, Probability and Statistics.
Statistics is the art of extracting information. It has applications, among others, market research, design and interpretation of experiences and Financial Mathematics. The Operational Research is aimed at creating models that allow the study of complex systems and optimal use of resources. The Actuarial Science aim to study the risk (life, accident risk, risk in the stock market). Differential Equations and its Numerical treatment are the foundation of modern physics and engineering, are still present in many biological processes and economic.
Algebra and Logic as core areas of mathematics are also largely responsible for the development of information and recent computational techniques. the
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This study guide is designed specifically for mathematics students. It is authored by math faculty at the Community College of Baltimore County and incorporates their knowledge based on years of teaching experience at CCBC. The examples are taken from course topics in the CCBC's elementary algebra course (MATH 082 Introductory Algebra). The individual chapters are each 3 to 13 pages in length.
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Precalculus with Modeling and VisualGary Rockswold focuses on teaching algebra in context, answering the question, "Why am I learning this?"
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Chapter 7. GMAT Quantitative
"Go down deep enough into anything and you will find mathematics."
—Dean Schlicter
The Graduate Management Admission Test (GMAT) Quantitative section is designed to test your ability to reason mathematically, to understand basic math terminology, and to recall basic mathematic formulae and principles. You should be able to solve problems and apply relevant mathematics concepts in arithmetic, algebra, geometry, and data analysis.
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Overview
Main description
Building a Better Path to Success!Connecting Knowledge – Sherri prepares her students for success by refreshing their knowledge of arithmetic. By helping students see the connection between arithmetic and algebra, Sherri found that her students were more confident in their abilities as they progressed through the course. This classroom tested practice was integrated into the texts so that both instructors and students could benefit. Messersmith accomplishes this by including arithmetic examples for most sections before the use of algebraic examples. Also, the author has developed through classroom use a series of Basic Skills Worksheets that can easily be integrated into the classroom. Presenting Concepts in "Bite Size" Pieces – By breaking down the sections into manageable pieces, the author has identified the core places where students traditionally struggle and then assists them in understanding that material to be successful moving forward. Mastering Concepts - With the textbook and Connect Mathematics hosted by ALEKS, a new online homework and assessment tool, students can practice and master their understanding of algebraic concepts.
Messersmith is rigorous enough to prepare students for the next level yet easy to read and understand. The exposition is written as if a professor is teaching in a lecture to be more accessible to students. The language is mathematically sound yet easy enough for students to understand.
Table of contents
Chapter 1: The Real Number System and Geometry1.1 Review of Fractions1.2 Exponents and Order of Operations1.3 Geometry Review1.4 Sets of Numbers and Absolute Value1.5 Addition and Subtraction of Real Numbers1.6 Multiplication and Division of Real Numbers1.7 Algebraic Expressions and Properties of Real Numbers
Chapter 2: The Rules of Exponents2.1 Basic Rules of ExponentsPart A The Product Rule and Power RulesPart B Combining the Rules2.2 Integer ExponentsPart A Real-Number BasesPart B Variable Bases2.3 The Quotient RulePutting It All Together2.4 Scientific Notation
Chapter 4: Linear Equations in Two Variables4.1 Introduction to Linear Equations in Two Variables4.2 Graphing by Plotting Points and Finding Intercepts4.3 The Slope of a Line4.4 The Slope-Intercept Form of a Line4.5 Writing an Equation of a Line4.6 Introduction to Functions
Chapter 5: Solving Systems of Linear Equations5.1 Solving Systems by Graphing5.2 Solving Systems by Substitution5.3 Solving Systems by the Elimination MethodPutting It All Together5.4 Applications of Systems of Two Equations5.5 Systems of Three Equations and Applications
Chapter 6: Polynomials6.1 Review of the Rules of Exponents6.2 Addition and Subtraction of Polynomials6.3 Multiplication of Polynomials6.4 Division of Polynomials
Chapter 7: Factoring Polynomials7.1 The Greatest Common Factor and Factoring by Grouping7.2 Factoring Trinomials of the Form x2+bx+c7.3 Factoring Trinomials of the Form ax2+bx+c (a≠1)7.4 Factoring Special Trinomials and BinomialsPutting It All Together7.5 Solving Quadratic Equations by Factoring7.6 Applications of Quadratic Equations
Chapter 11: Quadratic Equations11.1 Review of Solving Equations by Factoring11.2 The Square Root Property and Completing the Square11.3 The Quadratic FormulaPutting It All Together11.6 Equations in Quadratic Form11.7 Formulas and Applications
Chapter 12: Functions and their Graphs12.1 Relations and Functions12.2 Graphs of Functions and Transformations12.3 Quadratic Functions and Their Graphs12.4 Applications of Quadratic Functions and Graphing Other Parabolas12.5 The Algebra of Functions12.6 Variation
Chapter 14: Conic Sections, Nonlinear Inequalities, and Nonlinear Systems14.1 The Circle14.2 The Ellipse and the Hyperbola Putting It All Together14.3 Nonlinear Systems of Equations14.4 Quadratic and Rational Inequalities
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Mathematics
Mathematics plays an essential role both within the school and in society. It promotes a powerful universal language, analytical reasoning and problem-solving skills that contribute to the development of logical, abstract and critical thinking. Moreover, understanding and being able to use mathematics with confidence is not only an advantage in school but also a skill for problem solving and decision-making in everyday life.
(IB MYP Mathematics Guide 2007)
Objectives
A: Knowledge and Understanding The students should be able to:
demonstrate understanding of the concepts
use appropriate mathematical concepts to solve problems in familiar and unfamiliar situations
select and apply general rules to correctly solve mathematical problems
use appropriate mathematical language in both oral and written explanations
use different forms of mathematical representation (formulae, diagrams, tables, charts, graphs and models)
move between different forms of representation
D: Reflection in Mathematics The students should be able to:
explain whether his or her results make sense in the context of the problem
explain the importance of his or her findings in connection to real life
justify the degree of accuracy of his or her results where appropriate
suggest improvements to the method when necessary
Assessment
Assessment incorporates the 4 criteria of MYP Mathematics listed below. Students will be awarded a level of achievement for each criterion for individual assessment tasks and at the end of each semester.
Criterion
Maximum
Possible assessment methods
A Knowledge and Understanding
8
Tests, quizzes, projects, participation, homework
B Investigating Patterns
8
C Communication in Mathematics
6
D Reflection in Mathematics
6
Areas of Interaction (AoI)
The curriculum is taught using the areas of interaction as lenses where students view topics, issues and events from different perspectives.
Approaches to Learning (ATL): How do I learn best? How do I know? How do I communicate my understanding? ATL skills are central to mathematical learning that provides opportunities to develop thinking skills and attitudes towards learning mathematics through knowledge-acquisition, problem solving, communication, thinking inductively and deductively, information gathering, collaboration and reflection.
Environments (E): Where do we live? What resources do we have or need? What are my responsibilities? Environment (E) in Mathematics aims to develop in students an understanding the interdependence between human beings and the natural and man-made environment through, awareness of environmental issues at local and global levels, responsibility in caring for the local environment, action as a result of physical or attitudinal changes, reflection of actions that protect or destroy the environmental balance within our world.
Community and Service (CS): How do we live in relation to each other? How can I contribute to the community? How can I help others? Community and Service (CS) in Mathematics is to develop an awareness of social responsibility and empowerment to act in response to the needs of others through, awareness of the needs within the community; classroom, school, and local community, involvement and service using mathematical skills of analysis to determine what specific needs are, reflection on issues addressed and actions taken.
Health and Social Education (HSE): How do I think and act? How am I changing? How can I look after myself and others? Health and Social Education (HSE) in Mathematics, is to enable students to make informed and responsible choices in order for students to develop as individuals and contribute positively by being, aware of personal health and social issues at all levels, informed of choices that lead to responsible behaviors, actively involved in promoting a healthy lifestyle, reflective of decisions and actions taken that affect health and social well-being in all contexts.
Human Ingenuity (HI): Why and how do we create? What are the consequences? Human Ingenuity (HI) in Mathematics, is to develop an understanding humans' capacity to invent, create, transform and enjoy the beauty of mathematics through, investigating historical significance of mathematical developments, research mathematical inventions and influences on technology.
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culus teachers recognize Calculus as the leading resource among the "reform" projects that employ the rule of four and streamline the curriculum in order to deepen conceptual understanding. The fifth edition uses all strands of the "Rule of Four" graphical, numeric, symbolic/algebraic, and verbal/applied presentations to make concepts easier to understand. The book focuses on exploring fundamental ideas rather than comprehensive coverage of multiple similar cases that are not fundamentally unique. Readers will also gain access to WileyPLUS, ... MOREan online tool that allows for extensive drills and practice. Calculus teachers will build on their understanding in the field and discover new ways to present concepts to their students.
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I'm starting an undergrad. course in Mathematical Physics in September and I'm gonna want to study some extra maths in the mean time I think. I figure it might as well be something useful, so my question is basically whether or not studying the old Edexcel "pure" units would be useful/helpful come September?
I'm asking about the old pure units and not more mechanics/further pure units (I've only done M1 and FP1 at A-level o: ) or some such because these are the textbooks that I'll be able to keep. My school was getting rid of a load of old textbooks recently so I figured I might as well take a few off their hands, but I've only managed to get P1-5 so far. I'm hoping to get P6 and if I'm lucky I might be able to get some of the older application textbooks as well, but I really don't know.
So yeah, would studying this stuff be a good idea or is there something else that'd be more worthwhile?
Thanks
EDIT: I just realised it sounds like I've stolen the textbooks haha. I asked first!
(Original post by TenOfThem)
Depending on your board more FP might be good
AQA have downloadable FP2 and FP3 books on their website
Their FP3 is all about differential equations which may be of use
I'm not actually going to be taking any exams so the board only matters if the textbooks will assume I know stuff that I don't know e.g. if AQA FP2 assumes I know stuff from AQA FP1 that isn't in Edexcel FP1. I'll have a look on the website, thank you downloadable textbooks sound perfect haha!
But yeah, do you reckon more pure would be more useful than more mechanics then?
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Algebra at Cool math .com Hundreds of free Algebra 1, Algebra 2 and Precalcus Algebra lessons. Great to share with students and serve as extra information. Some contain some great animation related to the topics presented. Bored with Algebra? Confused by Algebra? Hate Algebra? We can fix that. Coolmath Algebra has hundreds of really easy to follow lessons and examples. Algebra 1, Algebra 2 and Precalculus Algebra. with system:unfiledby 2 users
Homework Help StudyBuddy StudyBuddy.com is an education Web site and homework help destination for students in grades K-12. It features an easy-to-use search engine with dependable results, reference tools, fun activities, games and more. You can find better answers faster and easier with StudyBuddy. StudyBuddy can provide all the homework help you need. Enter a question in StudyBuddy search and you'll get the answers buddyhelphomeworkmathpaperssciencestudywithwriting with system:unfiledby 2 users
Algebrator A software program to help students learning Algebra. A student must purchase to use. with algebrator
Any Time Tutor AnytimeTutor offers Math and Sciences tutoring for students from Grade 4 through college. All you need is access to the internet to connect to any of our qualified tutors. Stuck with math we can help!,Help with calculus, algebra, geometry and statistic help,Are you having difficulty understanding English Grammar,Don't worry about your computer science projects algebracalculusgeometryhelphomeworkmathstatisticworksheet with system:unfiled
Math Foundation Math Foundation is an award-winning program which features interactive e-learning tools to help you master the concepts of mathematics quickly and easily. The courseware is highly effective for adult learners, homeschool and traditional students. with foundationhomelearningmathtutorial
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Specific course objectives
Learn how to work in the complex framework, evaluate integrals of olomorphic functions, manipulate power and Fourier series, adopt the point of view of signal theory, calculate and operate with Fourier and Laplace transforms, solve simple ordinary differential equations with constant coefficients, understand convolutions.
Course programme
The language of signals
Continuous and discrete signals.
Basic operations on signals: sum and linear combinations of signals, traslation and rescalings.
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Welcome to the learning page of the Mathematics Department at Claverham Community College. The Mathematics Faculty is one of the biggest faculties at the College and boasts being able to assist pupils gaining exceptional results at GCSE. Lessons are structured to engage pupils at every possible opportunity with emphasis on developing personal thinking and learning skills to enable them to be able to use and apply maths in real life problem solving.
The resources here are designed to reinforce work carried out in class and often stimulate further the mathematical mind.
During KS3 pupils follow the MEP and links to these texts are included here. The topic revision tests and termly tests are taken by all sets based on their level of study. These are part of MEP and form part of APP.
All students are expected to record the level at which they are working together with their personal target. This further enhances personal learning giving a clear path for improvement.
During KS4 pupils follow a programme of study culminating in an external examination for an EDEXCEL linear GCSE in Mathematics.
In order that students make full use of lesson time they are expected to come to each lesson with all equipment including calculator, pair of compasses, and protractor. We recommend the casio calculator which is available from the department at a subsidised rate.
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Line GraphsPlotting and analysis of line graphs from various areas of Science. A range of topics and difficulties included. 21 worksheets. Sorry, but the solutions are not included at this point. From ORB Education.
This version includes the fixed PDF worksheet files as well as the editable Word copies.
PLEASE NOTE: ORB Education resources have been edited professionally. See for a full set of previews.
Compressed Zip File
Be sure that you have an application to open this file type before downloading and/or purchasing.
987.47 KB | 21 Pages
Was $13
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clear picture of the use of applied mathematics as a tool for improving the accuracy of agricultural research. For decades, statistics has been regarded as the fundamental tool of the scientific method. With new breakthroughs in computers and computer software, it has become feasible and necessary to improve the traditional approach in agricultural research by including additional mathematical modeling procedures.
The difficulty with the use of mathematics for agricultural scientists is that most courses in applied mathematics have been designed for engineering students. This publication is written by a professional in animal science targeting professionals in the biological, namely agricultural and animal scientists and graduate students in agricultural and animal sciences. The only prerequisite for the reader to understand the topics of this book is an introduction to college algebra, calculus and statistics. This is a manual of procedures for the mathematical modeling of agricultural systems and for the design and analyses of experimental data and experimental tests. It is a step-by-step guide for mathematical modeling of agricultural systems, starting with the statement of the research problem and up to implementing the project and running system experiments.
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This third edition of the perennial bestseller defines the recent changes in how the discipline is taught and introduces a new perspective on the discipline. New material in this third edition includes:.:.; A modernized section on trigonometry.; An introduction to mathematical modeling.; Instruction in use of the graphing calculator.; 2,000 solved... more...
Tough Test Questions? Missed Lectures? Not Enough Time? Lucky for you there is Schaum's.... more...
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The Math Forum, now part of Drexel University in Philadelphia, is an online community of teachers, students, researchers, parents, educators, and citizens at all levels who have an interest in mathematics and math education. The Math Forum has been consistently recognized as the leader in its field, and continues to provide high quality content and useful features, attracting about 4 million pageviews each month.
There are six Math Forum Problems of the Week (PoWs): Elementary, Middle School, Algebra, Geometry, Trigonometry & Calculus, and Discrete Mathematics. Through June, 2001, every student submission was responded to by a mentor, and students had the opportunity to strengthen their solutions. While we hope to be able to provide this same level of service in the future, that is not possible at this time.
As of February, 2002, we've instituted a number of changes in the PoW services. One change is that new problems are now posted every other week, and stay active for submissions for two weeks. The Elementary, Discrete, and Trig/Calc PoW services will continue to be virtually the same, and as many student submissions as possible will be mentored, as before. A new self-guided format is being explored for the Geometry, Algebra, and Middle School PoWs; after an initial submission, students will have access to hints, partial answers and a complete solution.
A number of teacher-friendly features are noteworthy.
A Library of Problems of the Week organizes the problem archives for browsing by mathematics or story topic, rates problems for difficulty level, and provides for keyword searches; the archive of each problem includes notes from the administrator about different approaches to a solution and common errors, as well as actual student work.
A "Print This Problem" link is provided to allow problems to be printed with a simple "Math Forum Problem of the Week" header, so they may be used without indicating a course or grade level.
The Problem of the Week Discussion Group at was established to facilitate conversation around the Math Forum's Problems of the Week, including discussion about a specific problem, or ways to best use the PoWs within an instructional program.
Please note that we are always seeking teachers who:
would like to help provide problems, as "seed" ideas or fully developed PoW items to be posted (with attribution noted, of course), and/or
are interested in using the PoWs as part of their regular instructional program and want to help us develop a Mentoring Exchange Program. (See this PoW Update for more.)
Also note that the Math Forum is capable of partnering with schools or districts who are interested in ceating their own "customized" version of a Problem of the Week environment, to support local standards, students, teacher professional development, and more. Please contact Kristina Lasher at kristina@mathforum.org for more information.
The Math Forum continues to collect, organize, catalog and annotate math-related web sites from diverse sources in the Internet Mathematics Library. You can search or browse through over 7,000 items in the collection, organized under the headings of Mathematics Topics, Resource Types, Mathematics Education Topics or Educational Level. "Drilling down" from a heading takes you to a set of subcategories, selected sites, and all sites in the category.
Ask Dr. Math is an ask-an-expert service in which anyone can pose a math question at any level. A cadre of volunteer 'doctors' select and respond to problems of interest. In addition to a searchable archive of over 5,000 questions and answers, there is:
a set of nearly 50 Frequently Asked Questions, including items about multiplying a negative by a negative, permutations and combinations, the Fibonacci sequence, Pascal's Triangle, and more;
a Classic Problems page, including such favorites as the Tower of Hanoi, or "two trains leave from different cities at the same time ...", or "how large must a group be so the probability of at least two people having the same birthday is ...", etc.;
a Formulas page, which shows formulas for area, perimeter, and volume of a variety of figures, the connections between coordinate systems, trigonometric relationships, and more.
Teacher2Teacher, like a virtual teacher's lounge, is an environment in which questions are asked and opinions are shared about topics across the broad spectrum of interest to teachers, including classroom techniques, activities, resources, etc. The archive contains over 500 questions and their related discussion threads, including public discussions as issues are explored and opinions expressed.
You are encouraged to
join T2T to receive the Teacher2Teacher
Community Update, which contains community news and related items
of interest from the Math Forum. The application form is at
We have over 300,000 pages of content, so this is quite an extensive search field. Given that ours is a full text searcher, you may want to focus a search in a specific area, or use the "that exact phase" and "complete words only" options.
Efficient searching is an art. You will find our Searching Tips and Tricks page helpful, and our Search Features page offers even more detail about such items as the "Starting Points" that are generated for many keywords and topics, and the automatic spell correction. These features are the result of the on-going design efforts to make the search environment more user-friendly. We invite you to contact the webmaster@mathforum.org to clarify any unresolved confusion or questions.
The Math Forum is committed to building upon the activity of the teachers,
students, and researchers who use it. The Forum provides a platform and the opportunity to share excellent resources and materials with colleagues world wide.
Our electronic newsletter is sent out via e-mail once a week to those who subscribe, and is archived on our site. It offers tips about what we have at the Math Forum and how to find it, notes about new items on the site or on the Internet, questions and answers from services like Ask Dr. Math or the Problems of the Week, suggestions for K-12 teachers and students, and pointers to key issues in mathematics and math education.
The Math Forum's discussion archive include many mathematics and math education-related newsgroups, mailing lists, and Web-based discussions, such as the pow-teach discussion mentioned above, as well as math-teach, numeracy, geometry-pre-college, k12.ed.math, sci.math, etc.
There are many ways to contribute to the Math Forum community. Beyond using the various services we provide, many people subscribe to the newsletter, participate in T2T and other discussions, and make suggestions, such as alerting us to other good materials and websites they have discovered. Others find satisfaction in sharing their content as web units or lessons, or showcasing their students' work. Many people volunteer their time and efforts to respond to T2T or Ask Dr. Math questions, while others act as mentors for one of the Problems of the Week.
In whatever ways this might work best for you, please know that you are always welcomed and invited to interact with us in our on-line math ed community center.
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I will be attending Western in the fall and I'm majoring in Economics. I have NOT taken Calclus and Vectors in highschool so what math courses do I need to take to declare a major for second year. Please help as I don't know what to do. What math courses should I take?
For Economics major, you will need to have calculus. And Calculus 1000 is a lot similar to high school calculus course. Mathematics 1225 is similar to Calculus 1000, it's a bird course But i will suggest calculus 1330 (don't remember the exact course code lol), it's obviously tougher, but will be easier for you later on in economics classes
those are just my recommendations. you need calc 1000 in first semester for sure. while you are taking that, you should go to academic counsellor for more detailed information and more professional suggestions
You can't take Calc 1000 first semester unless you took calculus in high school. You can take Calc 1100 and then take 1301 after that, though.
Nitrous, I recommend you check the requirements for your economics specialization because some specializations require more intense calculus. I think if you don't go into honours economics, you don't need to take those difficult math courses though. On the other hand, I believe you need to be in honours to be eligible for the double degree with Ivey if that's what fancies you.
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Core Academics - Math and Science
All Creative Writing, Dance, Music, Theatre Arts and Visual Arts students enroll in core mathematics and science courses. Students take a math course and a science course each year. (Mathematics and Science specialty program students satisfy core math and science requirements in their specialty classes.)
The following list describes the core courses available in each area. Students typically follow the curriculum in order with initial placement depending on age, grade in school and prior background. Exceptions are possible if approved in writing and in advance by the Director of Curriculum & Instruction.
Mathematics
Prealgebra (Grade 7-9) This course focuses on the exploration of the algebraic concepts to foster the transition between arithmetic and algebra . The student becomes more proficient with the operations involving rational numbers and studies the foundations of Algebra I. (1 unit required)
Algebra I (Grade 7-10) This is an in-depth study of algebraic concepts and the real number system. Simplifying expressions, solving equations and inequalities, function concepts, graphing linear expressions and applying formulas to find perimeter, area, volume, circumference, distance, midpoint, and slope are included in this course. This course is fundamental for graduation from any high school and meets the needs of every student. (1 unit required)
Geometry (Grade 8-11) Geometry provides experiences to increase students' understanding of shapes and properties in practical tasks, recreations, sciences, and the arts. Translations, rotations and reflections are used to describe how objects move. Deducing properties and making assumptions are the part of geometry that teach logical thinking. Geometry is also a course required for graduation from all high schools. (1 unit required)
Algebra II/Trigonometry (Grades 9-12) This course provides a more in-depth understanding of the concepts presented in Algebra I, while introducing several higher level topics. Function graphing, systems of equations, trigonometry, exponential and logarithmic functions are all covered. A student who is college bound should include this math class, which is required for the Alabama High School Diploma with Advanced Academic Endorsement. (1 unit)
AP Calculus (Grades 10-12) This is a college level class recommended for students interested in pursuing a college major like engineering, architecture, social or biological sciences. The course begins with a review of the functions of previous math classes and then proceeds to the derivative - or rate of change. The integral is the total change calculated from the rate of change. The Advanced Placement exam is optional for students at end of the class. (1 unit)
Science 7: Life Science. This course focuses on the characteristics of living things: growth and development; reproduction; use of energy; response to environment; and more. Structures and classification are examined for single and multi-cell organisms. An introduction to genetics is also included. (1 unit required)
Science 8: Physical Science. This course integrates chemistry and physics by emphasizing the interrelationships between the two. It is a laboratory based science course where the focus is on the scientific process. This course provides a firm foundation for scientific literacy and the pusuit of subsequent science courses. (1 unit required)
Biology (Grade 9) Living things are studied from the cellular level to the human biology. Emphasis is placed on the characteristics of living things, how structure relates to function. Science as a process is also emphasized. (1 unit required)
Physical Science (Grade 10) This is a laboratory based class which emphasizes the relationship between matter and energy. Scientific measurements and conversions are studied. Students are prepared for chemistry and physics. (1 unit required)
Agriscience (Grades 9 -12) The Art of Science of Agriculture Program (ASAP) is an interdisciplinary agriscience course in which students must attend classroom sessions and do lab work in the field (literally). ASAP may be taken as a summer course divided into two four-week sessions, or in regular semesters during the school year. One half unit is earned during each semester. Taking both semesters is strongly recommended. The course is an outdoor experience and an opportunity to serve the community. (.5 unit/semester)
AP/Honors Environmental Science (Grades 11-12) The goal of this course is to provide students with the scientific principles, concepts, and methods required to understand the interrelationships of the natural world, to identify and analyze environmental problems, both natural and human-made, to evaluate the relative risks associated with these problems, and to examine alternative solutions to resolving and preventing them. Students are qualified to take the Advanced Placement exam when they have completed the course. (1 unit)
Chemistry (Grade 11) Prerequisite: Algebra I. This course introduces students to the theoretical principles behind basic inorganic chemical concepts. It is a laboratory class that covers chemical principles that will prepare student for college level chemistry. Students must have the ability to perform advanced algebraic operations and independently solve word problems. (1 unit)
Forensic Science (Grades 12) Students will study and reproduce the science and chemistry behind crime-solving techniques, investigate and examine famous cases in the past and present, and explore writing exercises in the genre of mysteries. (1 unit)
Human Anatomy and Physiology (Grade 11-12) Prerequisite: Biology and Chemistry (or concurrent enrollment). This is a comprehensive course in the study of the human body and how it works. It is a laboratory class that studies the structure and function of each organ system. Cat and/or fetal pig dissections, light microscopic examination of prepared sections and physiological experiments are used to study the organ systems. (1 unit)
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Department of Mathematics Spring 2002
MATH 462 - Fluid Dynamics
Week 0
A Mathematical View of Fluid Motions
Fluid dynamics, the study of the motion of liquids and gases, is one
of the classical applications of applied mathematics. Sciences such
as aerodynamics, hydrodynamics, meteorology and oceanography, to name
a few, draw heavily on the mathematics of fluid mechanics for their
quantitative underpinnings. The central theme of this class is the
development of the mathematics for understanding the basic variables
that describe the motion of fluids: flow velocity, pressure and
density.
Fluid dynamics is an application of the mathematics of partial
differential equations. The core aims of this class are: deriving the
equations of motion from basic physical principles, learning
differential equation techniques for finding special solutions, and
most importantly, interpreting such solutions in the context of
understanding the science of fluids. Computer visualization will be
an important accompaniment to the lectures and assigned work. The
rudiments of numerical computing and graphics will be introduced
through the use and modification of downloadable Matlab scripts.
The ultimate objective is to use mathematics to reveal, in a
quantitive way, some everyday mysteries of the motions of liquids and
gases. Why does water swirl as it drains from the bathtub? Why do
radiator pipes make a lot of banging sounds? Why does a curve-ball
curve?
weekly class hours & locations:
mondays: 2:30-4:20pm, room AQ5037
wednesdays: 2:30-3:20pm, room AQ5018
organizational meeting:
first class session, monday 07 january 2002
2:30pm, room AQ5037
The purpose of this meeting will be to discuss the interests of
the class members, explain the computing environments, and answer
general questions about the course. Registered students who miss this
meeting should arrange an alternative meeting with the instructor ASAP.
Advanced Research Seminar
Ka-Kit Tung, University of Washington
friday 04 january 2002
2:30pm, room K9509
Turbulent Energy Spectrum in the Atmosphere for Scales of Motion
from 10 to 10,000 Kilometers
For over 30 years and despite many attempt, often using various
turbulence theories of increasing sophistication, the problem of the
atmosphere's turbulence energy spectrum as a function of scales of
motion remains unsolved. At issue is the task of understanding how
energy input from the sun is "injected" into the earth's atmosphere--and
at what scales---and how such energy is then redistributed to the large
(planetary) scales and to the small (meso- and micro-) scales. Such an
understanding is invaluable in areas of current research involving
predictability of weather and climate modeling.
Nastrom, Gage and Jasperson (1984)[1] analyzed wind measurements taken
by instruments mounted on commercial aircrafts (Boeing 747's) during six
thousand commercial flights from 1975 to 1979, and found a robust
spectrum of atmosphere's energy. This spectrum has since been confirmed
by other measurements and the spectrum shape is known to be insensitive
to longitude, latitude, season, over land or over ocean. As a function
of wavenumber k it shows a k^-3 shape between 3000 km to 600km and then
a smooth transition to a k^-5/3 spectrum from 300 km to 2 km. When
coupled with other global analyses, we know that the k^-3 part of the
spectrum extends to the synoptic scales, peaks at zonal wavenumber 5 and
attains slightly lower values at the planetary scales. This is the
spectrum we are attempting to simulate numerically.
Direct numerical simulations [2] have been used to study the nonlinear
interactions among various wavenumbers and to validate or refute various
theories of turbulence. As the scales of motion to be resolved span
over almost 5 orders of magnitude and the power of the energy range over
almost 10 orders, the challenge confronting computer simulations has
been termed "intimidating"[3]. Theoretically, the shape of the spectrum
appears, on one hand, to be tentalizingly close to the prediction of
Kraichnan in 1976 [4] based on two-dimensional turbulence, and, on the
other hand, to be "paradoxical"[5], as various pieces of the 2D
turbulence puzzle do not quite fit. A main problem, we argue, is the
lack of a unifying theory, or even a conceptual picture, spanning the
necessary scales of motion from energy injection at the synptic scales
to dissipation at the micro-scales. Therefore, the numerical simulation
has to encompass the full 5 orders of magnitudes of scales. In this talk
I will discuss a conceptual theory for atmospheric turbulence, and
present some lower resolution numerical results in support of the theory.
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MATLAB Student Version
04/01/03
Students in engineering, math or science have a new technical computing resource designed for their needs. The MathWorks' MATLAB Student Version includes full-featured versions of MATLAB and Simulink, the software products used by engineers, scientists and mathematicians at leading universities, research labs, technology companies and government labs. MATLAB integrates computation, data analysis, visualization and programming in one environment. Simulink is one of the leading interactive environments for modeling, simulating and analyzing dynamic systems. In addition, there is no difference between the student and professional versions of the program, which, according to the company, is important because students are learning skills with the same tools they may use in a professional arena. The program also comes with MATLAB and Simulink books to help students get started. This product has a special student price of $99. The MathWorks, (508) 647-7000
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All the help you need for your Maths exam is here. Consult our exam help on the right for a checklist of revision topics, a comprehensive guide to the exam paper, a model answer to show you how you can maximise your marks and a useful analysis of likely topics. Then view our study notes below.
These study notes cover the Maths ordinary level syllabus, offering an overview of each major topic, its significance and a summary of the key 'must know' information. They are designed to aid your revision and help you identify any information gaps.
Arithmetic, as it is studied at this level, is often referred to as 'social mathematics' i.e. the sort of maths you encounter every day. Over the years, arithmetic questions (question 1 on Paper One) have been quite wide-ranging. Click here »»
Algebra uses letters, called 'variables', to stand for unknown or general quantities and this opens up new and exciting areas of maths. It forms the backbone of the first paper, with two full questions (questions 2 and 3). Click here »»
Complex numbers are numbers which contain the so-called imaginary unit i, which stands for the square root of -1. Question 4 on Paper One each year deals exclusively with complex numbers in a similar way. Click here »»
Sequences and series are examined in question 5 on Paper One each year. Like most other questions on the first paper, a certain proficiency with algebra is required to answer many of the harder questions. Click here »»
The concept of a function is very important in maths and allows associated items to be represented visually by means of graphs. On Paper One, functions and graphs are examined with differentiation in questions 6 and 8. Click here »»
Differentiation is a technique, first introduced over 300 years ago, to deal mathematically with the idea of rate of change. It appears mainly in question 7 on Paper One but can also be examined in questions 6 and 8. Click here »»
Question 1 on Paper Two deals with mensuration (i.e., measuring), otherwise known as Areas and Volumes and deals with the perimeters and areas of plane objects like triangles, rectangles and circles. Click here »»
A fundamental idea in co-ordinate geometry is that of the equation of a line and its properties e.g., slope, distance, midpoint and the area of a triangle. Question 2 on Paper Two is a popular choice. Click here »»
The Circle is examined in question 3 of Paper Two and is another very popular question. While many of the techniques are similar to those met in The Line, many questions can involve a high level of algebra. Click here »»
Among the most important proofs in traditional maths are the proofs of the theorems from Euclidean geometry. You are required to learn ten theorems and one of these proofs will be asked in question 4 on Paper Two. Click here »»
Trigonometry is examined in question 5 on Paper Two. A number of the key formulae are provided in the maths tables while some others have to be learned. Answering questions will involve using a calculator. Click here »»
Probability is well known to the non-mathematical person as the idea of chance - of something happening, or not happening, when some kind of measurement is taken. There is no algebra involved in question 6. Click here »»
Statistics is the area of maths that is concerned with displaying data in an easily understandable fashion, and summarising data (average and spread etc). Question 7 on Paper Two is another popular question. Click here »»
In this option topic, examined in question 8 on Paper Two, there are five different, more challenging theorems whose proofs have to be learned. Cuts of any standard, easy or hard, can be asked. Click here »»
The study of Vectors is a relatively new area of maths, dealing with translations or movement. Vectors can be used to provide neater, more elegant proofs for many theorems in geometry. Appears in question 9 on Paper Two. Click here »»
Linear Programming is an interesting and practical topic which relies heavily on concepts from co-ordinate geometry of the line. It features in the final option question on Paper Two (question 11). Click here »»
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Contents:
Overview
Mathematical Word Processing
With Scientific WorkPlace, Scientific Word, and Scientific Notebook you can enter mathematics easily with the mouse or, as you gain confidence and familiarity, with keyboard shortcuts.
LaTeX Typesetting
In Scientific WorkPlace and Scientific Word you can choose to typeset complex technical documents with LaTeX, the industry standard for mathematics typesetting. Because of its precision and quality, publishers and writers of scientific material use LaTeX extensively. When you typeset, LaTeX automatically generates footnotes, indexes, bibliographies, tables of contents, and cross-references. This typesetting power comes without you having to learn LaTeX. Scientific WorkPlace and Word automatically saves your documents as LaTeX files.
Computer Algebra
A computer algebra system, or CAS, is a mathematics engine that performs the symbolic computations fundamental to algebra, trigonometry, and calculus. Recent versions of Scientific WorkPlace and Scientific Notebook include the kernel to the computer algebra system MuPAD®. With MuPAD, you can evaluate, factor, combine, expand, and simplify terms and expressions that contain integers, fractions, and real and complex numbers, as required in simple arithmetic and algebra. You can also evaluate integrals and derivatives, perform matrix and vector operations, find standard deviations, and perform many other more complex computations involved in calculus, linear algebra, differential equations, and statistics. Additionally, you can create 2D and 3D plots of polynomials, trigonometric functions, and exponentials, and you can create animated 2D and 3D plots and explore them with the MuPAD VCAM window.
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Nilabhra Roy, there is no need to go for special books on each chapter.For objective book in maths you may consider Objective Mathematics by R.D.Sharma.You may keep solving MCQs along with your normal studies from books like Objective Approach in Physics and Objective Mathematics by R.D.Sharma. For solving MCQs you may follow this plan: solve 10 questions per chapter per day in each subject. In this way, solve questions from all the chapters(of both 11th and 12th) that you have already studied every day.This will keep your memory always refreshed about all the chapters done by you.
Rajat, first study the basics of logarithm. Try to understand Logarithm as a function. Also understand the graphs of logarithmic function for various bases. Try to understand the relationship between the logarithmic and exponential function properly.You may read some of these topics from Higher Algebra by Hall and Knight.
Nilabhra Roy, Limits is important topic for IIT-JEE exam but mathematical induction is not that much important. Yes, you can never know, the question setters of IIT-JEE are very creative, they may even formulate questions on mathematical induction.
Arshiya writes:
sir i am in +2 and i am preparing for iitjee and aieee i do have text and reference books but for self testing i wanted to ask which objective type books should i buy???please could you help me out with them...
AnonymousParag Vermasaman writes:
sir,im doing complex numbers from arihant objective approach to mathematics. in this book author has given only formulaes and properties(properties of modulus,argument & equation of line,slope,locii etc in terms on complex numbers)
it is very boring mugging up these formulaes.
please suggest me a book which has proof of these formulaes & properties.i dont have coaching of any kind,so i have trouble understanding them.
in maths you can buy NCERT and either "Objective Mathematics-R.D.Sharma" OR "Objective Approach to Mathematics-Arihant Prakashan".
In Physics- NCERT and H.C.Verma
Saman, in "objective approach to mathematics" many formulae are proved in the solved examples. So carefully read the solved examples. You can also read the theory of NCERT book for proofs of some formulae. There is a very good book named Complex Variables by Shanti Narayan. In this you will find all proofs. But this book is very advanced. So only first two or three chapters are relevant to you.
rajesh writes:
sir i have IIT mathemamatics by ML khanna,objective approach by arihant & TMH math.i did the mistake of buying all the books at once.Now i have confusion which book to start from. I start a chapter from one book,if i couldnt solve it & open other books & so on and end up wasting my time. Im just starting my preparation and but im good at mathematics but only at school level.All ncert concepts are clear to me. Please tell me from which book should i start my preparation & in what order should i study them.(for eg complete arihant first,then ml khanna,then tmh etc)
Rajesh, you can use Objective Approach first. Read solved examples carefully before solving unsolved questions. Because many important concepts have been introduced in it through solved examples. We will talk about other books when you have once finished all the chapters from this book.
saman writes:
sir,i checked objective approach but could find any proofs in examples,i got a older version of book from a friend,it had many proofs in examples.
i found study material of a coaching institute named Locus education. Their study material was very good,explained from the first principles & they have proved almost everything.It is based in delhi,i was thinking of buying second hand material of their institute Please suggest if i should buy it?
saman writes:
sir,i found that study material of institutes is very costly ranging from 4k to 10k. I cant afford that,instead can u please tell me a book just for theory,(new arihant objective approach doesnt have proofs).I found two such books ie RD sharma & KC Sinha.TMH,ml khanna have just list of important formulae though they are good for questions.I dont have coaching nor any good teacher to explain new concepts to me.I saw review of KC sinha's book on ----
They say that this book is a must for people who dont have coaching,Will it be helpfull to me.Thank you
Saman, K.C.Sinha's book is good. But is is very lengthy. So finishing syllabus from K.C.Sinha is very time consuming.Try to search for a teacher.I can not comment anything on your financial status.But if you study well then I am sure that your financial status will not make difference.Don't spend too much of your time on internet.
Izhar writes:
Sir,
Presently I am studying in class 12th in ISC board and next year i am going to give iit-jee entrance exam but the problem is that no one in my house to guide me such as....
Which book is best and sufficient to crack iit-jee?
How to prepare for iit-jee entrance exam?
And how to prepare-
Physics?
Maths?
Chemistry?
Sir,
So I request u to pls guide me and give me your suggestion....
Izhar, click here to read an article written by me.There is a book list given above please select books according to your personal preference. Always remember one simple rule: one text book and one IIT-JEE guide in each subject
Anonymous writes:
how much should i study everyday in order to cope up with my studies as well as iitjee preparation.a lot of time is wasted in travelling by me. please suggest me to cope up with my studies.
saman writes:
sir i have decreased the time i spend on internet,i made a time table too & im following it. I didnt like arihant books even a bit so im doing IIT Math by ML Khanna,later ill do TMH math,both of these will be enough for iit jee?
i also have another problem,whenever i try to do a question,i spend some time about 10-15 minutes thinking how to do it,if i cant do it,i see its solution and after a quick galance, i can do it myself.why is it so?
in iitjee paper i wont have solution to look at so how will i do 1 question in 2-3 minutes?
Anonymous, there is no set rule for the required numbers of hours that a student must study every day. But yes, I can give you the minimum: atleast you should study 5 hours per day on an average. Always follow one simple rule: study to the maximum of your abilities.
Saman, if you are enjoying studying from M.L.Khanna then no problem, use that book. As far as your problem of seeing the solution is concerned I will say it may be temporary. Keep doing problems from various topics repeatedly- solve atleast 5 problems from each already studied chapter every day. Slowly you will gain enough confidence to solve most problems without needing to refer to its solution.
Always give importance to the theory and derivation of mathematics in any chapter before attempting to solve problems in that chapter
Anonymous, thanks pointing out the link problem. I will soon provide the necessary links.
kanika writes:
hello sir,
i am a student of class 12 i am weak in physics.pls give some tips to improve it exellently.and tell me how i'll manage 3 subjects in a day in short tell me learning hours for each subject.
saman writes:
ok,sir
Thats the method i like to study mathematics,first i derive all the formulaes & important results & after clearing all the concepts i jump to excercise but this is possible only if i have a book which has the necessary derivations ,for eg. SL loney for coordinate geometry & trigonometry,but some topics in algebra like quadratic equations, arent there in school syllabus ie.ncert and some portion is not there even in Higher algebra by Hall & knight. So im looking for appropriate books
after searching i found a book named Arihant Algebra by S K Goyal,ill be just referring it for theory and proofs and then do questions from ml khanna & tmh.There are also two more books for Differential Calculus & Integral Calculus by Amit m agrawal (arihant). So do u recommend them theory?
I reach home at 3pm,i can take tuitions from a very good teacher but then ill be spending 1 hour in travelling + 1 hour in tuition + rest of time in other tuitions so i wont have much time for self studying, i like self studying more than any tuition even though it may take more effort & time,so i rely on books for clearing the concepts.
Anonymous writes:
HELLO SIR I HAVE JUST JOINED +1 NON-MEDICAL.I HAVE A CONFUSION IN MY MIND WHEN TO START PREPARING FOR IIT . WHETHER IN +1 I
NEED TO FOCUS ON BOARD OR COMPETITIONS OR BOTH .I AM QUITE INTELLIGENT &ONE OF THE TOPPERS OF MY SCHOOL & I HAVE A DIRE DREAM TO CLEAR IIT .REPLY SOON SIR
THANK YOU
Nisha writes:
Hello, Sir.
I am going to Class XI and I've taken admission in a 2-year coaching classes for IITJEE in a renowned institution. I've taken weekend classes as it is comfortable for me.
Please suggest the good books for Physics, Maths and Chemistry for Class 11/IIT.
I also want to make my previous classes' basics fundamentals stronger. Kindly provide your valuable suggestion.
Manish writes:
Hello Sir....
I have completed my 11th this year.... Now i m studying in 12th...... I joined one year classes of Narayana Academy, Aligarh.....
CAn you plz give me some knwledge how to study??????
and how many hours should i do self study daily???? :(
Shivam writes:
Hello sir,
i want to ask how shud i strt the preparation for IIT-JEE...ive just entered class 12.I am frm ISC board.I have purchased all the proper books like h.c verma for phy,rd sharma for maths etc also i have study material of two coachng institutes.I only want to ask how should i strt with my preparation.how much time should i alot and whether taking an IIT-level coachng is necessary..??..Kindly help me so that i can strt with my preparation at the earliest..THANKING U IN ADVANCE..
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This volume gives careful consideration to the neurodevelopmental disorders such as dyslexia, dyscalculia, dysgraphia, clumsiness, and all other learning difficulties that are found within a school ...
This book provides a seamless approach to numerical algorithms, modern programming techniques and parallel computing. These concepts and tools are usually taught serially across different courses and ...
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Elementary Statistics, 10th edition by Robert Russell Johnson
Succeed in statistics with ELEMENTARY STATISTICS! Including relevant examples, exercises, and applications, this textbook gives you the tools you need to get a good grade in your statistics course. Struggling with a specific concept? Log onto Personal Tutor with SMARTHINKING to get live, one-on-one online tutoring from a statistician who has a copy of the textbook. Video Skillbuilders and StatisticsNow (an online learning tool built around your individual progress that gives you a simple pre-test, and then focuses your learning experience on your studying needs) provide additional online support. Learning to use MINITAB, Excel, and the TI-83/84 graphing calculator is made easy with instructions included in relevant sections throughout the text.
You Can Share Rapidshare ExtaBit TurboBit BitShare RapidGator NetLoad Uploaded And More Links For Elementary+Statistics,+10th+edition+by+Robert+Russell+Johnson Here. Elementary.Statistics,.10th.edition.by.Robert.Russell.Johnson posted by s0nnyse7en on 04:08:06
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I have recieved many emails saying that there have been problems opening the documents. When you click on the link for the document, you need to choose to save it and then type in .docx (for word documents) at the end of the file name and under file type change it from zip file to all files (.xslx for excel documents). Please let me know if there are anymore problems!
Advanced Algebra
Advanced Algebra is an in-depth study of topics covered in Algebra I. A good understanding of Algebra I topics is required. Other topics include the study of roots, rational and irrational numbers, conics, solving and graphing quadratic functions, and an introduction to exponential and logarithmic functions. Students are introduced to the graphing calculator and learn how it is used in problem solving situations.
This course is designed for those with a strong background in mathematics. Topics covered include a thorough review of linear and quadratic functions and an in-depth study of polynomial functions. The study of functions in the abstract is facilitated through the study of their graphs using both pen and pencil and technology in the form of graphing calculators and computers. Topics covered include exponential and logarithmic functions and their applications in the real world; trigonometric functions, their equations, graphs and identities and their applications; sequences and series, functions and limits, and their relationship to calculus. Finite topics developed include matrices, combinatorics and probability.
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This course is introducing the principles and practice of mathematical modelling. An important part of the course is to recognize the essential mechanisms governing a phenomenon. These mechanisms have to be translated into mathematical equations and formulas, and included into a mathematical model.This activity requires both a good understanding of the system under consideration and good mathematical skills. Mathematical modelling is essential for understanding processes in the real life, complementing expensive experiments that sometimes cannot even be carried out at all. This course will concentrate on applications in physics and life sciences and focus on models in terms of ordinary and partial differential equations.
Except from selfstudy and class-teaching, an important part of the course concerns working in a small group on a specific project. The topics for project work may differ from year to year.
Organization
The first part of the course consists of five lectures where the main topics are presented. Attendance of these lectures is obliged. After each lecture home-work assignments are given to the students. The final deadline for submitting the home-work is one week after the last lecture. For attending the "intensive course" the grade for the home-work should at least be a 5.
The second part of the course is offered as a one week "intensive course", fully devoted to a project. Here the students work in groups of 3-5 students. In most cases a computer program for simulating a phenomenon from physics or the life sciences has to be developed.
A few weeks after the intensive week the written report of the project has to be handed in.
Examination
The grading will be based on performance in: * hand-ins of home-work assignments (30% of the grade) * a written report of group work on the project and an oral presentation about the project (70% of the grade)
There is a possibility to buy the book for 50 Euro from the lecturer during the break of the first lecture in Utrecht. Please send an email before the start of the lectures to A.W. Heemink (a.w.heemink@tudelft.nl).
Prerequisites
The participants will benefit from a solid knowledge of advanced calculus, basic knowledge of ordinary and partial differential equations and programming experience with Matlab (or an equivalent language).
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High School Mathematics
Mathematics is indispensable for understanding our world. In addition to providing the tools of arithmetic, algebra, geometry and statistics, it offers a way of thinking about patterns and relationships of quantity and space and the connections among them. Mathematical reasoning allows us to devise and evaluate methods for solving problems, make and test conjectures about properties and relationships, and model the world around us.
Standards and Grade Level Expectations
1. Number Sense, Properties, and Operations
1
The complex number system includes real numbers and imaginary numbers
2
Quantitative reasoning is used to make sense of quantities and their relationships in problem situations
3
Art and design have purpose and function
2. Patterns, Functions, and Algebraic Structures
1
Functions model situations where one quantity determines another and can be represented algebraically, graphically, and using tables
2
Quantitative relationships in the real world can be modeled and solved using functions
3
Expressions can be represented in multiple, equivalent forms
4
Solutions to equations, inequalities and systems of equations are found using a variety of tools
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Use mathematical methods presented in this course to solve numerical physics problems
Strengthen their understanding of mathematical methods used in physics
Course Syllabus
This course meets two times per week for lecture. Topic covered in this course include:
Vector and Tensor Analysis
Linear Algebra
Coordinate Systems
Determinants and Matrices
Introductory Group Theory
Infinite Series
Complex Analysis
Analytic Properties
Conformal Mapping
Calculus of Residues
Fourier Analysis
Laplace Transforms
Grades are based on the following criteria:
Exams (3-4)
Computational Project
Final Exam
Reasons To Take This Course
The mathematical methods presented in this course will enhance students' ability to solve numerical problems relating to physics. It is important for students to have knowledge of the various methods used in analysis, since medical physicists use sophisticated data analysis techniques.
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Exploring the investigative approach to mathematics as set forth by the NCTM, this volume encourages critical thinking about mathematics instruction. Ideal for mathematics educators, the book uses an interactive format to stimulate a deeper understanding... more
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With activities to reinforce mathematical operations and concepts in algebra and geometry, these guides feature practice activities to help students in grades 5-6 improve their mathematical skills. The Complete Book of Challenge Math is created for children in grades 5 to 6. Designed by leading experts in education, this book... more
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"A Guide to Teaching Statistics: Innovations and Best Practices" addresses the critical aspects of teaching statistics to undergraduate students, acting as an invaluable tool for both novice and seasoned teachers of statistics. Guidance on textbook selection, syllabus construction, and course outline Classroom exercises, computer applications, and Internet resources designed to... more
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Give your child a head start with these brilliant new books. The activities in it are designed to stimulate children and demonstrate basic mathematical concepts that will be developed in the classroom.... more
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The Language of Mathematics: Telling Mathematical Tales emerges from several contemporary concerns in mathematics, language, and mathematics education, but takes a different stance with respect to language. Rather than investigating the way language or culture impacts mathematics and how it is learned, this book begins by examining different languages and... more
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Mathematics has not always occupied the same place in the educational programme of the secondary school that it occupies today. Instead it has come to its present status through a long and interesting period of evolution. Since the very beginning of secondary education, the offerings of the school have been... more
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This comprehensive guide focuses on a technique called DESC scripting, a step-by-step program for handling interpersonal conflicts and a self-change program.. Through explanations, error-free examples and its writing style, this text enables students with different levels of ability to master statistical measurements and apply the concepts they have learned. This... more
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The Dolan/Williamson/Muri, Mathematics Activities for Elementary School Teachers: A Problem Solving Approach features activities that can be used to develop, reinforce, and/or apply mathematical concepts. The Dolan/Williamson/Muri, Mathematics Activities for Elementary School Teachers: A Problem Solving Approach features activities that can be used to develop, reinforce, and/or apply mathematical concepts.... more
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This book is the first major study of advanced mathematical thinking as performed by mathematicians and taught to students in senior high school and university. Topics covered include the psychology of advanced mathematical thinking, the processes involved, mathematical creativity, proof, the role of definitions, symbols, and reflective abstraction. It is... more
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The 2013-2014 Loudoun County Public Schools Program of Studies can be found here:
Here is the information about Math Courses available for 2013-2014 (please pay particular attention to the teacher-recommended level for your student when considering a selection):
Algebra I 540000
Grades: 9-12 Credit: 1
Prerequisite:Mathematics 8
Algebra I incorporates all of the concepts and skills necessary for students to pursue the study of rigorous advanced mathematics.The arithmetic properties of numbers are extended to include the development of the real number system.The fundamental concepts of equality, functions, multiple representations, probability, and data analysis guide the activities that allow students to enhance critical thinking skills.Computers are used as tools to enhance the problem solving process and provide students with visual models that augment the learning of algebraic concepts.Graphing calculators are utilized to enhance the understanding of functions and provide a powerful tool for solving and verifying solutions to equations and inequalities. Emerging technologies are incorporated into the curriculum as they become available.
Geometry 550000
Grades: 9-12 Credit: 1
Prerequisite: Algebra I
Geometry is the unified study of plane, solid, and coordinate geometric concepts which provides students with the skills requisite for the study of advanced mathematics. Investigations of lines, planes, congruence, similarity, areas, volumes, circles, and three-dimensional shapes are incorporated to provide a complete course of study. Formal and informal deductive reasoning skills are developed and applied to the construction of formal proofs. Opportunities for inquiry-based learning through hands-on activities and experiences that allow for utilizing computer software to explore major concepts and develop critical thinking skills are provided.An emphasis on reasoning, critical thinking, and proof permeates the course and includes two-column proofs, paragraph proofs, and coordinate proofs.Graphing calculators are utilized to enhance the understanding of functions and provide a powerful tool for solving and verifying solutions to equations and inequalities. Emerging technologies are incorporated into the curriculum as they become available.Mathematical communication, reasoning, are emphasized throughout the course.
Functions, Algebra, and Data Analysis 565000
Grades: 9-12 Credit: 1
Prerequisite: Algebra I
Designing experiments and building mathematical models to describe the experimental results allow students to strengthen conceptual understandings of linear, quadratic, exponential, and logarithmic functions.Within the context of mathematical modeling and data analysis, students will study functions and their behaviors, systems of inequalities, probability, experimental design and implementation, and analysis of data. Data is generated by practical applications arising from science, business, and finance. Students solve problems that require the formulation of linear, quadratic, exponential, or logarithmic equations or a system of equations.Through the investigation of mathematical models and interpretation/analysis of data from real life situations, students strengthen conceptual understandings in mathematics and further develop connections between algebra and statistics.Graphing calculators and other emerging technologies are incorporated into instruction to enhance teaching and learning.Mathematical communication, reasoning, problem solving, critical thinking, and multiple representations are emphasized throughout the course.
Algebra II 560000
Grades: 9-12 Credit: 1
Prerequisite: Algebra I and Geometry
Algebra IIGraphing calculators and other emerging technologies are incorporated into instruction to enhance teaching and learning.Mathematical communication, reasoning, problem solving, critical thinking, and multiple representations are emphasized throughout the course.
Algebra II/Trigonometry, weighted 0.5 571000
Grades: 9-12 Credit: 1
Prerequisite: Algebra I and Geometry
Algebra II/TrigonometryThe study of trigonometry includes trigonometric definitions, applications, equations and inequalities. The connections between right triangle ratios, trigonometric functions, and circular functions, are emphasized.Graphing calculators and other emerging technologies are incorporated into instruction to enhance teaching and learning.Mathematical communication, reasoning, problem solving, critical thinking, and multiple representations are emphasized throughout the course.
Statistics and Probability 597700
Grades: 10-12 Credit: 0.5
Prerequisite: Algebra II
Elementary probability and statistics are studied with an emphasis on collecting data and interpreting data through numerical methods. Specific topics include the binomial and normal distributions, probability, linear correlation and regression, and other statistical methods. Students are expected to understand the design of statistical experiments.They are encouraged to study a problem, design and conduct an experiment or survey, and interpret and communicate the outcomes.Through meaningful activities and simulations, students are provided with experiences that models the means by which data are collected, used, and analyzed.This course enables students to be wise users of statistical methods and more critical consumers of statistical materials.The use of computers and calculators should enhance the learning process and provide students with experiences working with emerging technologies.
Discrete Mathematics 599700
Grades: 10-12 Credit: 0.5
Prerequisite: Algebra II
Discrete Mathematics involves applications using discrete variables rather than continuous variables.Modeling and understanding finite systems is central to the development of the economy, the natural and physical sciences, and mathematics itself. Discrete Mathematics introduces the topics of social choice as a mathematical application, matrices and their uses, graph theory and its applications, and counting and finite probability, as well as the processes of optimization, existence, and algorithm construction. Emerging technologies are incorporated into thecurriculum as they become available.
Advanced Functions and Modeling 572000
Grades: 10-12 Credit: 1
Prerequisite: Algebra II
Advanced Functions and Modeling provides opportunities for students to deepen understanding and knowledge of functions based mathematics. Problem solving and critical thinking provide the structure in which functions (polynomial, exponential, logarithmic, transcendental, and rational) are studied. Experimental design provides the foundation for data gathering, curve sketching, and curve fitting in order to provide a graphical interpretation of real world situations.Graphing calculators and other emerging technologies along with the precepts of transformational graphing are incorporated into instruction to enhance teaching and learning.Mathematical communication, reasoning, problem solving, critical thinking, and multiple representations are emphasized throughout the course.
Advanced Algebra/Precalculus 585000
Grades: 10-12 Credit: 1
Prerequisite: Algebra II
Advanced Algebra/Precalculus emphasizes polynomial, exponential, logarithmic, and rational functions, theory of equations, sequences and series, conic sections, limits, mathematical induction, and the Binomial Theorem . Trigonometry topics include triangular and circular definitions of the trigonometric functions, establishing identities, special angle formulas, Law of Sines, Law of Cosines, and solutions of trigonometric equations.Constructing, interpreting, and using graphs of the various function families are stressed throughout the course of study. Students are encouraged to explore fundamental applications of the topics studied with the use of graphing calculators. Emerging technologies are incorporated into the curriculum as they become available.
Mathematical Analysis, weighted 0.5 586000
Grades: 10-12 Credit: 1
Prerequisite: Algebra II/Trigonometry or
Advanced Algebra/Precalculus
Mathematical Analysis introduces mathematical induction, matrix algebra, vectors, and the Binomial Theorem. A detailed treatment of function concepts provides opportunities to explore mathematics topics deeply and to develop an understanding of algebraic and transcendental functions, parametric and polar equations, sequences and series, conic sections, and vectors. Mathematical Analysis also includes precalculus topics such as limits and continuity, the derivative of functions of a single variable and curve sketching.The course of study is enhanced by making connections of the concepts presented to other disciplines. Students routinely use graphing calculators as tools for exploratory activities and for solving rich application problems. Emerging technologies are incorporated into the curriculum as they become available.
Computer Mathematics 593000
Grades: 10-12 Credit: 1
Co-requisite: Algebra II
Computer Mathematics provides students with experiences in workplace computer applications, personal finance, essential algebra skills necessary for college mathematics, and computer programming techniques and skills. Students solve problems that can be set up as mathematical models. Students develop and refine skills in logic, organization, and precise expression, thereby enhancing learning in other disciplines. Programming should be introduced in the context of mathematical concepts and problem solving. Students define a problem; develop, refine, and implement a plan; and test and revise the solution. For students entering the 9th grade for the first time in 2010-2011 or after, Computer Mathematics may not count as one of the four mathematics courses required for an Advanced Studies diploma.
Computer Science A
Advanced Placement, weighted 1.0 with AP exam 595100
Grades: 11-12 Credit: 1
Prerequisite: Computer Mathematics
Advanced Placement Computer Science A is taught according to the syllabus for Computer Science A available through the College Entrance Examination Board.Major topics in AP Computer Science A include programming methodology, algorithms, and data structures.Topics are extended to include constructs,data types, functions, testing, debugging, algorithms, and data structures.The JAVA programming language is used to implement computer based solutions to meaningful problems.Treatments of computer systems and the social implications of computing are integrated into the course.College AB
Advanced Placement, weighted 1.0 with AP exam 585100
Grades: 11-12 Credit: 1
Prerequisite:Mathematical Analysis or
Advanced Algebra/Precalculus
Advanced Placement Calculus AB explores the topics of limits/continuity, derivatives, and integrals.These ideas are examined using a multi-layered approach including the verbal, numerical, analytical, and graphical analysis of polynomial, rational, trigonometric, exponential, and logarithmic functions and their inverses.The student is expected to relate the connections among these approaches. Students are also required to synthesize knowledge of the topics of the course to solve applications that model physical, social, and/or economic situations.These applications emphasize derivatives as rates of change, local linear approximations, optimizations and curve analysis, and integrals as Reimann sums, area of regions, volume of solids with known cross sections, average value of functions, and rectilinear motions BC
Advanced Placement, weighted 1.0 with AP exam 586100
Grades: 11-12 Credit: 1
Prerequisite:Mathematical Analysis or
Calculus AB—Advanced Placement
Advanced Placement Calculus BC is intended for students who have a thorough knowledge of analytic geometry and elementary functions in addition to college preparatory algebra, geometry, and trigonometry. Although all of the elements of the Advanced Placement Calculus AB course are included, it provides a more rigorous treatment of these introductory calculus topics. The course also includes the development of the additional topics required by the College Entrance Examination Board in its syllabus for Advanced Placement Calculus BC. Among these are parametric, polar, and vector functions; the rigorous definition of limit; advanced integration techniques; Simpson's Rule; length of curves; improper integrals; Hooke's Law; and the study of sequences and series.The use of the graphing calculator is fully integrated into instruction and students are called upon to confirm and interpret results of problem situations that are solved using available technologyStatistics
Advanced Placement, weighted 1.0 with AP exam 598100
Grades: 10-12 Credit: 1
Prerequisite: Algebra II
The Advanced Placement Statistics course explores the concepts and skills according to the syllabus available through the College Entrance Examination Board.These topics includecollecting and interpreting data through numerical methods, binomial and normal distribution, probability, linear correlation and regression, analysis of variance, and other descriptive statistical methods. Students should be able to transform data to aid in data interpretation and prediction and test hypotheses using appropriate statisticsMultivariable Calculus (only offered through NVCC--see Counselor)
Dual Enrollment, weighted 0.5 583000
Grades: 11-12 Credit: 1
Prerequisite: Calculus BC—Advanced Placement
Multivariable calculus (also known as multivariate calculus) is the extension of calculus in one variable to calculus in several variables.Topics may include Euclidean 3-space, vector functions, derivatives and curvature and torsion, Rn space, surface normals, the Taylor polynomial, power and Taylor series, multivariable integration, vector function integration, and theorems by Gauss, Green, and Stokes.
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Instructor Class Description
Beginning Scientific Computing
Introduction to the use of computers to solve problems arising in the physical, biological, and engineering sciences. Application of mathematical judgment, programming architecture, and flow control in solving scientific problems. Introduction to MATLAB routines for numerical programming, computation, and visualization. Prerequisite: either MATH 125, Q SCI 292, MATH 128, or MATH 135. Offered: AWSpS.
Class description
This course is intended to provide an introduction to the use of computers to solve scientific and engineering problems. Various computational approaches to solve mathematical problems, such as solution of a set of linear equations, curve fitting, solution of differential equations and more (see syllabus) will be presented. The approaches will be covered along with a discussion of their limitations, eventually providing a mathematical judgment in selecting tools to solve scientific problems. MATLAB will be used as the primary environment for numerical computation. Overview of MATLAB's syntax, code structure and algorithms will be given.
Although the subject matter of Scientific Computing has many aspects that can be made rather difficult, the material in this course is an introduction to the field and will be presented in a simple as possible way. Theoretical aspects will be mentioned throught the course, but more complicated issues such as proofs of relevant theorems/schemes will not be presented. Applications will be emphasized.
Student learning goals
MATLAB programming language
Set of computational tools to solve basic mathematical problems
Limitations of the computational approach
General method of instruction
MWF - lectures with the help of the computer and on the board
T - programming days Eli Shlizerman
Date: 09/30/2009
Office of the Registrar
For problems and questions about this web page contact icd@u.washington.edu,
otherwise contact the instructor or department directly.
Modified:May 17, 2013
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Get most out of least squares solution
28 November 2003
Linear Algebra - Beginning and Intermediate Algebra. First edition
Linear Algebra: An Interactive Approach is an excellent text. It is appropriate for science and engineering undergraduates as users of linear algebra. Its clear style and sections containing proofs of theorems means that it will also be valued by mathematics students as a foundation for this vital area.
The material is standard, with early chapters on linear systems and matrices, the algebra of matrices, subspaces and rank. Later chapters develop the ideas of inverse and LU-decomposition, determinants, eigenvalues, inner product spaces, vector spaces and linear mappings. The important concept of the generalised inverse and its application to the best least-squares solution to a system of equations is well explained and demonstrated.
As well as examples, there are plenty of exercises, end-of-chapter review questions and projects. Answers and hints are given. The book is supported by a CD, containing an electronic version of the text. There is a companion website, which is still under development. This does not really matter for most purposes as the text is largely self-contained, including Matlab-based solutions to "drill" exercises. Sadly, the files for an interesting-looking project on singular value decomposition and image processing, supposedly on the CD and the website, are apparently not in either location.
Beginning and Intermediate Algebra serves to demonstrate just how far the concept of a textbook has developed. This is not so much a book as a learning environment devoted to basic algebra. There is a growing number of students who enter university and discover that an understanding of such material is essential for progress. For one reason or another, they have not acquired it, and this book may well be highly appropriate for them.
The content ranges from a review of arithmetic through linear equations and inequalities to quadratic equations, exponential and logarithmic functions and finally some very basic material on conic sections. Clearly, a vast amount of teaching experience has been incorporated in this work. There are vast numbers of exercises, including "check yourself" exercises, chapter "summary" exercises, followed by a chapter test, and a series of cumulative tests. There are also "writing" and "group" exercises, to encourage verbal explanation and communication.
A considerable variety of support material is available for both students and instructors, including videos and CDs and solutions manuals. As for web-based resources, there is an online learning centre with links to PageOut, McGraw-Hill's course website tool, and NetTutor. Links from WebCT are also possible.
Altogether an impressive work, but there is a concern about such a "weighty" resource. The book itself is a heavyweight volume, and I wonder if this, together with the amount of supplementary material, could reinforce the false impression that the content is excessively difficult?
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EROZ TECH scientificCalc v1.0 v5 S^3 SymbianOS9.x
Scientific calculator provides the look and feel of a real calculator. It enables to you calculate the value of complex expressions directly using your mobile phone. It comes with all the functions like trigonometric functions, degrees/radians, exponential, logarithm etc etc scientific calculators provide a range of functionality for general math,algebra, trigonometry and statistics.
Overall a fully featured scientific calculator which looks and operates like the real
thing.
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Computers and computation are extremely important components of physics and should be integral parts of a physicist's education. Furthermore, computational physics is reshaping the way calculations are made in all areas of physics, and Computational skills are fundamental to every students working in the field.
Intended for the physics and engineering students who have completed the introductory physics course, A First Course in Computational Physics, Second Edition covers the different types of computational problems using MATLAB with exercises developed around problems of physical interest. Topics such as root finding, Newton-Cotes integration, and ordinary differential equations are included and presented in the context of physics problems.
About the Authors
Paul L. DeVries received his Ph.D. from the University of Texas at Austin, and is currently a Professor of Physics at Miami University in Oxford, Ohio. He is actively involved with liberal education and the Honors program, and regularly teaches courses in Astronomy, and the History of Astronomy, to liberal arts students. However, his primary interests are in computational physics, including image analysis, and in teaching the art of computational physics to the next generation of physicists.
Javier E. Hasbun has a PhD in physics from the State University of New York at Albany. He is a professor of physics at the University of West Georgia where he has been teaching physics for the past 15 years. He is a member of the American Physical Society, Sigma Xi Scientific Research Society, and the Georgia Academy of Science. He has over 30 publications in professional journals and over 70 presentations dealing with teaching and/or research in physics.
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Olympiad mathematics is not a collection of techniques of solving mathematical problems but a system for advancing mathematical education. This book is based on the lecture notes of the mathematical ...
Text in Italian. This comprehensive yet easily understood series traces the Kabbalah from its early beginning to the present day. Rabbi Berg demystifies Kabbalah, shedding new light on the laws that ...
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Math 1351 Foundations of Mathematics II Information
LSC-CyFair Math Department
Catalog Description This is designed specifically for students who seek elementary and middle school teacher certification. Topics include concepts of geometry, probability, and statistics, as well as applications of the algebraic properties of real numbers to concepts of measurement with an emphasis on problem solving and critical thinking.
Course Learning Outcomes The student will: • Explore the geometric attributes of physical objects in order to classify and to form definitions. • Analyze spatial characteristics such as direction, orientation, and perspective. • Connect geometric ideas to numbers and measurement. • Use geometric models to solve problems. • Explore and understand measurement and estimation. • Analyze data and statistics. • Use probability with simple and complex experiments. • Understand surface area and volume through discovery.
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Books
Geometry & Topology
Learning geometry doesn't have to hurt. With a little bit of friendly guidance, it can even be fun! Geometry For Dummies,2nd Edition, helps you make friends with lines, angles, theorems devouring proofs with relishYou
Learning geometry doesn't have to hurt. With a little bit of friendly guidance, it can even be fun! Geometry For Dummies,2nd Edition, helps you make friends with lines, angles, theorems, understanding proofs like an expert You When you need to shape up, open up the included Geometry Workbook For Dummies, which contains over 290 pages with hundreds of practice problems featuring ample workspace to work out the problems. Each problem includes a step-by-step answer set to identify where you went wrong (or right). You'll be proving yourself proof-worthy in no time!
AUTHOR BIO: Mark Ryan owns and operates The Math Center in Chicago, a teaching and tutoring service for all math subjects as well as test preparation. He also wrote Geometry Workbook For Dummies.
Geometry is one of the oldest mathematical subjects in history. Unfortunately, few geometry study guides offer clear explanations, causing many people to get tripped up or lost when trying to solve a proof—even when they know the terms and concepts like the back of their hand. However, this problem can be fixed with practice and some strategies for slicing through all the mumbo-jumbo and getting right to the heart of the proof.
Geometry Workbook For Dummies ensures that practice makes perfect, especially when problems are presented without the stiff, formal style that you'd find in your math textbook. Written with a commonsense, street-smart approach, this guide gives you the step-by-step process to solve each proof, along with tips, shortcuts, and mnemonic devices to make sure the solutions stick. It also gives you plenty of room to work out your solutions, providing you with space to breathe and a clear head. This book provides you with the tools you need to solve all types of geometry problems, including:
Congruent triangles
Finding the area, angle, and size of quadrilaterals
Angle-arc theorems and formulas
Touching radii and tangents
Connecting radii and chords
Parallel, perpendicular, and intersecting lines and planes
Slope, distance, and midpoint formulas
Line and circle equations
Handling rotations, reflections, and other transformations
Packed with tons of strategies for solving proofs and a review of key concepts, Geometry Workbook For Dummies is the ultimate study aid for students, parents, and anyone with an interest in the field.
Features:Sizzling with Danica's trademark sass and style, her fourth book, Girls Get Curves, shows her readers how to feel confident, get in the driver's seat, and master the core concepts of high school geometry, including congruent triangles, quadrilaterals, circles, proofs, theorems, and more!
Combining reader favorites like personality quizzes, fun doodles, real-life testimonials from successful women, and stories about her own experiences with illuminating step-by-step math lessons, Girls Get Curves will make girls feel like Danica is their own personal tutor.
As hundreds of thousands of girls already know, Danica's irreverent, lighthearted approach opens the door to math success and higher scores, while also boosting their self-esteem in all areas of life. Girls Get Curves makes geometry understandable, relevant, and maybe even a little (gasp!) fun for girls.
This introduction to topology provides separate, in-depth coverage of both general topology and algebraic topology. Includes many examples and figures. GENERAL TOPOLOGY. Set Theory and Logic. Topological Spaces and Continuous Functions. Connectedness and Compactness. Countability and Separation Axioms. The Tychonoff Theorem. Metrization Theorems and paracompactness. Complete Metric Spaces and Function Spaces. Baire Spaces and Dimension Theory. ALGEBRAIC TOPOLOGY. The Fundamental Group. Separation Theorems. The Seifert-van Kampen Theorem. Classification of Surfaces. Classification of Covering Spaces. Applications to Group Theory. For anyone needing a basic, thorough, introduction to general and algebraic topology and its applications.
Lucid, well-written introduction to elementary geometry usually included in undergraduate and first-year graduate courses in mathematics. Topics include vector algebra in the plane, circles and coaxial systems, mappings of the Euclidean plane, similitudes, isometries, mappings of the intensive plane, much more. Includes over 500 exercises.
Anticipating the New York State Board of Regents' new examination in geometry, this brand-new classroom text presents a detailed review of all topics prescribed as part of the high school curriculum. Separate chapters analyze and explain: the language of geometry; parallel lines and polygons; congruent triangles and inequalities; special quadrilaterals and coordinates; similarity (including ratio and proportion, and proving products equal); right triangles and trigonometry; circles and angle measurement; transformation geometry; locus and coordinates; and working in space (an introduction to solid geometry). Each chapter includes practice exercises with answers provided at the back of the book.
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MATH 100: Intermediate Algebra. 3 hours. Prerequisite: Prealgebra or beginning algebra in high school or college. The traditional topics of intermediate algebra through quadratic equations and functions.
MATH 101: Fundamental Mathematical Concepts I. 3 hours. Prerequisite: One year of high school algebra or MATH 100. Development of the number systems — whole numbers through real numbers. Problem solving strategies, functions, elementary logic, and set theory are included.
MATH 109: College Algebra. 3 hours. Prerequisite: MATH 100 or one year of high school algebra and one year of high school geometry. A study of functions and graphs, solutions of equations and inequalities and the properties of polynomial, rational, exponential, and logarithmic functions.
MATH 110: Trigonometry. 3 hours. Prerequisite: MATH 109 or two years of high school algebra and one year of high school geometry. The study of trigonometric, logarithmic, and exponential functions and their applications.
MATH 141. Applied Logic. 1 hour. This course is designed to help students learn to apply the tools of logic to concrete situations, such as those posed on LSAT and GMAT tests. The course will include a discussion of propositional logic, propositional equivalences, rules of inference and common fallacies. Students are strongly encouraged to take PHIL 100: Introduction to Logic and Critical Thinking either prior to or concurrently with this course.
MATH 203: Mathematics and Inquiry. 3 hours. In this course, students will develop quantitative and abstract reasoning abilities necessary to solve complex problems. Literacy in mathematics is developed, with concepts and skills from such areas as algebra, trigonometry, calculus, probability, statistics and computer science. This course will address critical thinking and problem-solving skills, not simply numerical manipulations related to a single subdiscipline of mathematics. Emphasis will be placed on defining and setting up problems; understanding the steps required to solve various types of problems; understanding the factual information and quantitative abilities required for problem solving; and understanding how necessary information can be obtained from text material, resource individuals and computer resources.
MATH 227: Introduction to Statistics. 3 hours. Prerequisite: One year of high school algebra. A course to acquaint the student with the basic ideas and language of statistics including such topics as: descriptive statistics, correlation and regression, basic experimental design, elementary probability, binomial and normal distributions, estimation and test of hypotheses, and analysis of variance.
MATH 228: Applied Statistics in Exercise and Sport Science. 3 hours. Prerequisite: One year of high school algebra. The course contains the mathematical basis for statistics including descriptive measures, probability and hypothesis testing. Some applications in exercise science will include tests, ANOVA, correlation and regression. Same as EXSP 228. Credit will not be given for both MATH 227 and MATH/EXSP 228.
MATH 230: Business Calculus. 3 hours. Prerequisite: Two years of high school algebra. Topics from differential and integral calculus with an emphasis on business applications. This class cannot be used as a prerequisite for MATH 232.
MATH 231: Calculus I. 4 hours. Prerequisite: Two years of high school algebra and one semester of high school trigonometry. A study of the fundamental principles of analytic geometry and calculus with emphasis on differentiation.
MATH 232: Calculus II. 4 hours. Prerequisite: MATH 231. It is recommended that students receive a grade of C or better in MATH 231 to be successful in this course. Continuation of Calculus I including techniques of integration and infinite series.
MATH 233: Calculus III. 4 hours. Prerequisite: MATH 232. It is recommended that students receive a grade of C or better in MATH 231 to be successful in this course. Functions of two variables, partial differentiation, applications of multiple integrals to areas and volumes, line and surface integrals, vectors.
MATH 234: Introduction to Mathematical Proof. 3 hours. Prerequisite: MATH 231. Recommend prerequisite: MATH 232. A careful introduction to the process of constructing mathematical arguments, covering the basic ideas of logic, sets, functions and relations. A substantial amount of time will be devoted to looking at important forms of mathematical argument such as direct proof, proof by contradiction, proof by contrapositive and proof by cases. Applications from set theory, abstract algebra, or analysis may be covered at the discretion of the instructor.
MATH 241: Discrete Mathematics. 3 hours. Prerequisite: two years of high school algebra. This course includes propositional logic, induction and recursion, number theory, set theory, relations and functions, graphs and trees, and permutations and combinations. Same as CSCI 241.
MATH 326: Probability Theory. 3 hours. Prerequisite: MATH 232. It is recommended that students receive a grade of C or better in MATH 232 to be successful in this course. This course includes an introduction to probability theory, discrete and continuous random variables, mathematical expectation, and multivariate distributions.
MATH 327: Mathematical Statistics. 3 hours. Prerequisite: MATH 326. It is recommended that students receive a grade of C or better in MATH 326 to be successful in this course. This course takes the material from MATH 326 into the applications side of statistics including functions of random variables, sampling distributions, estimations, and hypothesis testing.
MATH 330: Geometry. 3 hours. Prerequisite: MATH 234. Foundations of Euclidian geometry from the axioms of Hilbert and an introduction to non-Euclidian geometry.
MATH 493: Senior Seminar. 3 hours. Modern topics in mathematics are discussed in a seminar setting. Students integrate their study of mathematics throughout their undergraduate years and explore the connections among mathematics and other courses they have pursued. Departmental assessment of the major is included. This course is designed to be a capstone experience taken during the final semester of the senior year.
MATH 494: Senior Seminar for Secondary Education Math Majors. 3 hours. The history and philosophy of mathematics are discussed in a seminar setting. All students in this course must complete a project wherein familiar questions asked by high school math students are examined and answered in depth. Also, students are required to read and make a presentation on an article from an approved mathematics education journal. Department assessment of the major is included. This course is designed to be a capstone experience taken during the fall semester of the senior year.
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Once you have studied the lessons and learned the necessary background material, please attempt the exercises. If you get stuck, you will then be able to reply with a clear listing of your steps and reasoning so far.
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Description
Make your lesson preparation and implementation easy with Pearson Mathematics 10 - 10A Teacher Companion. The teacher companion combines the full student book pages with a wealth of surrounding teacher support to ensure you meet the demands of the Australian Mathematics Curriculum. Each chapter is provided as a separate booklet, which are collated together in an easy-reference ring-binder.
Pearson Mathematics 10 - 10A Teacher Companion supports you with teaching and learning strategy ideas, classroom activity suggestions, blackline masters, quizzes for the start of each lesson and fully worked solutions for every feature in the student book.
Features & benefits
Content written by teachers for teachers to ensure it is 'classroom ready'
Presents full student book pages with a wealth of surrounding teacher support
Aligned to the Australian Curriculum for Mathematics to ensure requirements are met
Chapter booklets collated in a easy-reference ring-binder
Classroom activity suggestions for lesson engagement
Blackline masters to support classroom activities
Quizzes for the start of each lesson
Full worked solutions for every feature in the student book
Target audience
Suitable for teachers of Year 10 mathematics.
Series overview
We're proud to introduce the only series has been structured according to the latest research on how students learn mathematics and on how to avoid common misunderstandings, making it easy for you to provide an innovative and effective education to your students with Pearson Mathematics.
Built from the ground up for the Australian Curriculum, we've been able to base the series on the latest pedagogical research on how students learn best. We've combined carefully selected grading with thoughtful open-ended questions at the end of every exercise, based on research conducted by the lead writer of the Australian Mathematics Curriculum, Peter Sullivan. Through careful integration of all the sub-headings of the proficiency strand (fluency, understanding, reasoning, problem solving and open-ended questions) a full coverage of the curriculum has been achieved. Equipped as well with the 5e+ format (the engage, explore, elaborate, evaluate and extend model), Pearson Mathematics helps you to provide the right balance of scaffolding and openness for inquiry-based investigations.
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Algebra
Mathcentre provide these resources which cover a wide range of algebraic topics, many of which are used in the field of engineering. They include, solving linear equations, quadratic equations, partial fractions, rearranging formulas, factorials and the laws of indices.
Comprehensive notes, with clear descriptions, for each resource are provided, together with relevant diagrams and examples. Students wishing to review, and consolidate, their knowledge and understanding of algebraic principles
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What is Algebra manuscript defines algebra as the language of higher mathematics, with the rules of logic imbedded. We discuss why the textbooks on algebra routinely fail to define the subject. The paper shows that algebra is a tool for reasoning in that it enables the connection of one statement to another. We also demonstrate that the language of algebra is an elegant tool for conveying information in the most precise and concise manner possible.
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(P) Mathematics 3a Pb (Bk.3A)
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Book Description
Part of the ST(P) graded series in mathematics, this teacher's book is intended for use with pupils who are aiming at the highest level of GCSE Mathematics. The text is brief, and leaves scope for teachers to use their own methods and ideas.
About A. Shepherd (Author) : A. Shepherd is a published author of children's books and young adult books. Some of the published credits of A. Shepherd include STP National Curriculum Mathematics, STP National Curriculum Mathemati... more View A. Shepherd's profile
About Ewart Smith (Author) : Ewart Smith is a published author and an editor of children's books and young adult books. Some of the published credits of Ewart Smith include AQA Modular Maths, AQA Modular Maths. View Ewart Smith's profile
About F.S. Chandler (Author) : F.S. Chandler is a published author of children's books and young adult books. Some of the published credits of F.S. Chandler include AQA Modular Maths, AQA Modular Maths. View F.S. Chandler's profile
About L. Bostock (Author) : L. Bostock is a published author of children's books and young adult books. Some of the published credits of L. Bostock include STP National Curriculum Mathematics, STP National Curriculum Mathematics... more View L. Bostock's profile
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logarithms, inverse, square, square root, power, etc
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Each summer the IAS/Park City Mathematics Institute Graduate Summer School gathers some of the best researchers and educators in a particular field to present diverse sets of lectures. This volume presents three weeks of lectures given at the Summer School on Quantum Field Theory, Supersymmetry, and Enumerative Geometry, three very active research areas in mathematics and theoretical physics. With this volume, the Park City Mathematics Institute returns to the general topic of the first institute: the interplay between quantum field theory and mathematics. Two major themes at this institute were supersymmetry and algebraic geometry, particularly enumerative geometry. The volume contains two lecture series on methods of enumerative geometry that have their roots in QFT. The first series covers the Schubert calculus and quantum cohomology. The second discusses methods from algebraic geometry for computing Gromov-Witten invariants. There are also three sets of lectures of a more introductory nature: an overview of classical field theory and supersymmetry, an introduction to supermanifolds, and an introduction to general relativity. This volume is recommended for independent study and is suitable for graduate students and researchers interested in geometry and physics.
This comprehensive and progressive new text presents a variety of topics that are only briefly touched on in other books; this text provides a thorough introduction to the techniques of quantum field ...
This text explains the features of quantum and statistical field systems that result from their field-theoretic nature and are common to different physical contexts. It supplies the practical tools ...
Quantum field theory has undergone extraordinary developments in the last few decades and permeates many branches of modern research such as particle physics, cosmology, condensed matter, statistical ...
This book is a modern introduction to the ideas and techniques of quantum field theory. After a brief overview of particle physics and a survey of relativistic wave equations and Lagrangian methods, ...
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New with no dust jacket Key Curriculum Press Paperback 4to 11" - 13" tall; 162 pages; A Key Curriculum book, quality paper, punched for three-hole notebook. This book of engaging blackline masters provides activities for algebra students to use with the graphing calculators and graphing software-technology which is rapidly becoming commonplace in the high school math classroom. Creating graphs is no longer a time consuming task for students, which leaves them more time to use graphs to study the properties of functions. Graphic Algebra helps develop new insights into algebra by providing easy-to-use lessons in which students graph and study functions using any graphing calculator or computer software for graphing.
The book helps students use graphs to solve problems set in real-world contexts; to link different representations in order to move easily between tables of values, algebraic expressions, and graphs; to develop understanding of different types of functions and their properties; to learn concepts and skills needed for graphing on a calculator or a computer; and to explore transformations of functions.
This book grew out of a research project conducted at the University of Melbourne, Australia. Graphic Algebra was designed to be used in a variety of ways to supplement and complement the teaching of algebra. Some problems can be used to introduce new ideas; others offer a novel way to review familiar ideas in a new context. The book is a perfect supplement for any curriculum involving algebra. The materials assume that students have a basic familiarity with algebraic notation and the Cartesian plane. Other prerequisite knowledge is noted for each chapter. Teachers can select short or long sequences of work designed for students at various levels. The book contains reproducible blackline masters, as well as teaching suggestions for using graphing calculators in algebra, extensive teacher notes, and appendices with specific instructions for the Texas Instruments TI-82 and TI-83, Hewlett-PackardŽ HP-38G, and CasioŽ CFX-9850G graphing calculators. For grades 8-11.; ISBN: 1559532793
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AcademicsCalculus II
Course Outline: This course will follow
chapters five to eight of Calculus by James Stewart, published
by Brooks/Cole. The program will follow a strict schedule
that includes drill and practice routines for developing a
familiarity with the common tools of calculus alongside discussions
surrounding the concepts behind the subject. Thus assignments
from Stewart's Calculus, will prompt class discussion surrounding
the concepts, while daily problem sets will reinforce a command
of the material. This is a four-credit course and there is
much to learn. Please keep in mind that this course requires
a daily commitment. The best way to successfully learn the
material is to stay ahead of the game and work through the
assignments before final class discussion.
Homeworks: Bold numbered problems in the
attached homework assignment sheet are to be handed in for
grading. Plain text numbered problems are more drill and practice
material that should be worked through to keep up with course
material. You are expected to complete the current assignment
after the topic is introduced in class and before class discussion
of the assignment itself. By 4pm each Friday you are expected
to hand in your solutions to the appropriate bold numbered
questions (exactly which questions these are will be announced
during the previous week); but you may wish to discuss any
assignments that you find difficult.
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• Understands culture as an evolving set of world views with diverse historical roots that provides a framework for guiding, expressing, and interpreting human behavior.
• Demonstrates knowledge of the signs and symbols of another culture.
• Participates in activity that broadens the student's customary way of thinking.
5. Aesthetic Skills:
• Develops an aesthetic sensitivity
Mathematics Program Course-level Outcomes:
As part of the assessment process, I also list here the specific student outcomes desired for math majors in this course. Even though we want to use this list to help us assess the success of the mathematics program, to judge how well we are doing what we think we are doing, these outcomes are also important for those of you who are not math majors.
Content
¨ Students will understand the concepts three-dimensional space, vectors, multivariable functions and their derivatives, multiple integration and their applications.
Reasoning
¨ Students will be able to reason deductively to prove the truth or falsity of a conjecture (Outcome 2.2)
Problem Solving
¨ Students will apply calculus techniques to novel or non-routine problems (Outcome 3.1)
¨ Students will demonstrate the ability to solve a problem in multiple ways (Outcome 3.2)
Technology
¨ Students will use a calculator for basic computation and for graphing functions with an appropriate viewing window and scale (Outcome 4.1)
¨ Students will demonstrate an understanding of the limitations of a calculator (Outcome 4.2)
¨ Students will use DERIVE (CAS software) to solve problems (Outcome 4.3)
Communication
¨ Students will use mathematical notation and language to accurately and appropriately write solutions to problems (Outcome 5.1)
Additional comments:
From a most general perspective, the student should see growth in his/her mathematical maturity. The three-semester sequence of calculus courses form the foundation of any serious study of mathematics or other mathematically-oriented disciplines and this course is the capstone of that sequence.
Course Content Outline:
The student will study three-dimensional space and vectors, lines, planes and general surfaces.
The student will study derivatives and partial derivatives of functions in 3D space.
The student will study the concept and process of multiple integration, and explore a variety of applications of such processes.
COURSE PHILOSOPHY AND PROCEDURES:
I am a firm believer in the notion that you as the student must be actively engaged in the learning process and that this is best accomplished by your DOING mathematics. My job here is not to somehow convince you that I know how to do the mathematics included in the course, but to help guide YOU through the material; I am to be a "guide on the side, NOT a sage on the stage". I may not always say things in the way which best leads to your full comprehension, but I will try to do so and I ask that you try to see your learning as something YOU DO rather than as something I do TO you. PLEASE feel free to come see me to discuss questions or concerns you may have during the course; I will not bite! PLEASE ask questions in class if you have them; the only dumb question is the one you fail to ask!
Let me therefore urge you to make it a regular part of your day to try working the HOMEWORK problems. There will never be enough time for us to go through every listed problem in class, and it is unrealistic to think that you will be able to find the time to work through every listed problem, but you should at least spend some time thinking about virtually every problem, and working the more interesting or challenging to completion. The daily HomeworkIn general, I think students can benefit greatly by WORKING TOGETHER on problems. While there is some danger of the "blind leading the blind" syndrome, or of students deceiving themselves into thinking they understand the material better than they actually do, for the most part grappling with ideas and trying to explain them to another student or learning to listen to others explain an idea is a wonderful way to see that you really do understand the material. In class we will spend an occasional day working on a group "lab", and we sill also typically have a group "practice exam" before the individual exams, and I also encourage you to find a "learning group" outside of class.
I will be asking you to assemble a PORTFOLIO. The portfolio will be collected at the end of the semester, on Friday 10 December. This "portfolio" should be a representative collection of your work during the semester, and should include 5 problems, written up in a finished form, along with a brief discussion of why you chose to include that particular problem. These problems should represent work you are proud of, or problems that brought you to a breakthrough point. This portfolio of your work will be worth 40 points, 8 points per problem. Presumably you will hand in 5 sheets of paper, each of which will include a nicely organized solution to the problem, which might be from homework, or from a lab or worksheet, of from an exam, along with that reflection mentioned above.
I use a rather traditional GRADING SCALE: A = 90% (or better), AB = 87%, B = 80%, BC = 77%, C = 70%, CD = 67%, D = 60%. I do try to come up with a mix of points so that exams are not weighted too heavily; about half the points during the semester will come from individual, in-class exams - the rest will come from group labs, take-home problems, group practice exams, and portfolios.
It is rarely much of a problem at the level of a calculus course, but it remains important that students turn in work in a timely manner, so that they do not get behind. Consequently, LATE ASSIGNMENTS will be penalized 20% of the possible points for each class period late, up to a maximum of three periods.
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Product Description:
strass, Zermelo, Bernstein, Dedekind, and other mathematicians. It analyzes concepts and principles, offering numerous examples. An emphasis on fundamentals makes the presentation easily comprehensible to students acquainted with college-level algebra. Starting with the rudiments of set theory--including first classifications, subsets, sums, intersection of sets, and nonenumerable sets--the text advances to arbitrary sets and their cardinal numbers, exploring extensions of number concepts, equivalence of sets, and sums and products of two and many cardinal numbers. Additional topics include ordered sets and their order types and well-ordered sets and their ordinal numbers. Particular focus is placed upon addition and multiplication of ordinal numbers, transfinite induction, products and powers of ordinal numbers, well-ordering theorem, and the well-ordering of cardinal and ordinal
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maple1
Course: MATH 291, Fall 2009 School: Rutgers Rating:
Word Count: 1154
Document Preview ask you to hit the "enter" key (new line) with the request RET. Now, please, log in to eden and get a prompt in an x-window. Then type xmaple & RET The system should respond with a Maple screen on your display. There are standard ways for you to move or resize the screen, and various Maple-specific command possibilities. Maple is a huge program with a great many capabilities. We'll just explore a few of them. Right now I'd like you to move your mouse into the Maple window. You should see this, which is the command line: >| The symbol for your cursor is | and it is currently at an input line, indicated by the > sign. Please type 3+2 RET Maple did nothing with your input you only get another input line, and a complaint message from Maple! Move your cursor back (with the arrow keys or the mouse) to the first input line, and then move the cursor to the the end of the line. The input line should look like > 3 + 2| Then continue your typing with a semicolon followed by a return: ; RET Something should happen. You should get 5 and a new input line. You can move your cursor up and down. Now move your cursor back to your new input line. Type 17*3; RET and see what the result is. At the next input line type %+5; RET and explain the result. What do you think the meaning of the symbol % is? Now type the following to learn what ^ means. 2^3; RET But . . . I made a mistake! I wanted you to calculate the 300th power of 2. Please do the following: move your cursor back to the input line with 2^3 and position it in the following place: > 2^3|; and now type 00 and immediately hit RET. What happened? Please compute 3300 in the same fashion by moving your cursor and changing the input line. (Hint: position your cursor after the 2, type backspace, and then type 3.) What are the first 5 and last 5 decimal digits of this number? A little more: please type (look carefully here I'm asking for a colon, not a semicolon!) 5+6: RET You should immediately get another input line. Type (for example) %+7; and deduce what Maple does when an input line ends with a : (that is, a colon). Note that computations might and do occur which have results that are huge and silly to print out if you don't need them -- 2^(2^(2^(2^2))), for example. Try that sometime on your own, please, with ";" rather than a ":" and see what happens (hah!). Onward: please type 20; RET and see the result. Go back with your cursor and put a space between the 2 and the 0 and hit RET. What's the result? Now let's try 2*3+7; RET and observe that Maple follows the usual rules of precedence. Can you put parentheses in so that Maple will compute two times the sum of three plus seven instead? Remember to hit RET after you make the alterations. You should have gotten 20 as your answer, of course. If you did not make an error inserting the parentheses, go back and take one out (create an intentional error!) and then hit RET. What happens? haven't You broken anything. Let's keep exploring. Please get a new input line and try these commands in succession to learn how to do more arithmetic and to explore more features of Maple. OVER
... you can't break the program, so explore!
... you can't break the program, so explore!
... you can't break the program, so explore!
... you can't break the program, so explore!
2/3; RET Maple computes "exactly" and can do some (fourth grade?) arithmetic: %*300; RET Now try sqrt(2); RET and now %^2; RET so Maple knows the "meaning" of fractions and square roots or at least how to manipulate them. And now try (remember, if you mess up with a parenthesis or something else, just go back and do it again nothing is broken!): (sqrt(2)-1)^5; RET This result is puzzling. Sometimes Maple is lazy. Let's urge it to work by writing expand(%); RET That's better. But what if we want or need decimal approximations? Try evalf(sqrt(2)); RET Parentheses need to be matched always a source of anxiety as more and more complex expressions and commands are typed. What if we want more digits of 2? We can coax evalf to do this with more informed use. To see how, type help(evalf); RET Another screen should pop up. When I use Maple I tend to need a lot of help so the help screens accumulate on my display. You can "click" them on and off, and eliminate them entirely (click on the upper left or right corners of the screen to see how). Read the evalf screen until you can figure out how to get the first 100 digits (after the decimal point) of 2. I usually skip down to the examples on any help screen first, because they are usually relevant to my questions! What is the one-hundredth digit after the decimal point? Can you tell me the three-hundredth digit after the decimal point of 171/3 ? Use lots of parentheses, even in exponents, to inform Maple clearly what you want. Now try 1400/24; RET and we learn that Maple knows how to factor integers automatically. Can you get Maple to factor your social security number? How would you find a factoring command in Maple? If the first thing you try with the help command doesn't work, look at the references on the SEE ALSO line and check one of them. We can go on to try some algebra. But notice that you can stop your Maple session at any time in a variety of ways. One way that is polite to the system and also simple for you is to type quit RET and your Maple window will disappear, and you can exit the program by clicking on the File button. Of course all of your work will also have vanished, but at some other time you can explore various possibilities of saving what you've done.
Disclaimer! Non-advertisement!! Important information!!! Symbolic manipulation programs such as Maple are increasingly available. Mathematica and Derive are other programs with the same capability. There are many special purpose programs in science, engineering, and mathematics which have extensive "intelligence" to analyze models. We're considering Maple here because Rutgers has a site license for this program. It is generally available on Rutgers systems. The specific instructions won't be the same from program to program, but many of the same ideas will be present. Students should expect to have a machine do tiresome or elaborate symbolic computations as well as numerical comput you can't break the program, so explore!. you can't break the program, so explore!. you can't break the program, so explore!. you can't break the program, so explore!640:291:01Part II: playing with algebra on Maple9/15/2002Maple's mos
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DisclaimerThis site makes available conceptual plans that can be helpful in developing building layouts and selecting equipment for various agricultural applications. These plans do not necessarily represent the most current technology or constructi
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FACTS AND FIGURES 2000 - 2001Office of Institutional Research and PlanningMichael F. Middaugh, Assistant Vice President for Institutional Research and Planning Dale W. Trusheim, Associate Director of Institutional Research and Planning Karen W. Bau
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Introduction to RDownloadingFor your home/office computer, you can get binaries (ready-to-run) for R by going to http:/ clicking on CRAN and picking one of "mirror" websites to download from, click on Windows, base, R-2.2.1-win32.
Latin square design The Latin square design is for a situation in which there are two extraneous sources of variation. If the rows and columns of a square are thought of as levels of the the two extraneous variables, then in a Latin square each treat
Using SPSS to Perform a Chi-Square Goodness-of-fit Test The data set consists of two variables: one indicates the categories, and the other the counts for each category. First step: Select Data Weight Cases. A box pops up with a list of the input var
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This version prepared 6/30/200356 Lecture 14 / : IntermezzoBIRTHDAY TIME!Suppose you have a crowd of people. When will two of them share a birthday?* Probabilistic answer This question is studied in almost every elementary probability text.
This version prepared 6/30/200338Lecture 9: Probably .9.1 Vocabulary A real-world experiment has various outcomes. The collection of all possible outcomes is called the sample space. This vocabulary discussion will be accompanied by two simple e
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Nine PlanetsA Multimedia Tour of the Solar System: one star, eight planets, and more
Search for Mccook personally enjoy Mathematics and have a repertoire of short cuts and tricks which I use for a brief change of pace when a student's attention lags. Algebra 2 is where the power of Mathematics begins to become evident. While Algebra 1 typically deals with linear relationships, Algebra 2 introduces the non-linear relationships that can better model the business and physical worlds.
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Using the author's considerable experience of applying Mathcad to engineering problems, Engineering with Mathcad identifies the most powerful functions and features of the software and teaches how to apply these to create comprehensive engineering calculations. Many examples from a variety of engineering fields demonstrate the power and utility of Mathcad's tools, while also demonstrating how other software, such as Microsoft Excel spreadsheets, can be incorporated effectively. This simple, step-by-step approach makes this book an ideal Mathcad text for professional engineers as well as engineering and science students.
A CD-ROM packaged with the book contains all the examples in the text and an evaluation version of the Mathcad software, enabling the reader to learn by doing and experiment by changing parameters.
* Identifies the key Mathcad functions for creating comprehensive engineering calculations * A step-by-step approach enables easy learning for professional engineers and students alike * Includes a CD-ROM containing all the examples in the text and an evaluation version of the Mathcad software less
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Discrete Mathematics - MTH 2110
Course Info Sheet – Fall 2009
Instructor Information:
Professor Sarah Spence Adams
Office: MH 258
Office Phone: 781.292.2536
Email: sarah.adams@olin.edu
Meeting Times/Location: M, Th 10:00 - 11:50pm, AC328
Office Hours: (Tentative) M, Th after class in AC328; W 1:30-2:30 in MH258, and by appt.
Course Assistant: Bryce Lee, help hours TBA.
Discrete Mathematics is a course that will introduce you to advanced counting techniques and discrete
structures such as graphs, trees, codes, and designs. It will also make you a better problem solver,
mathematical "prover," and technical writer. You will learn to argue logically, flawlessly, and
convincingly. You will improve at working hard problems in groups. Like a gift that keeps on giving,
with high probability, you will see some of the structures that you meet here at some later point in your
career, and with probability 1, you will use the skills you gain in problem solving, clear thinking, logical
reasoning, and teamwork for the rest of your natural born lives. What a bargain!
Learning Objectives:
1. Individually solve problems and organize precise solutions. Topics include:
a. computing permutations and combinations of a set and interpreting the meaning in a
variety of contexts
b. applying counting principles including the pigeonhole principle and inclusion/exclusion
c. analyzing graphs and how they model real-world situations
d. inductive reasoning/proofs and recurrence relations
e. more to be determined…
2. Understand and be able to construct elementary proofs involving various discrete mathematics
topics
3. Improve teamwork skills through collaboratively solving/discussing problems and through
collaboratively writing precise solutions/proofs
4. Self-direct a group project on a specialized topic in discrete math
5. Discuss several applications of topics in discrete math
6. Improve oral and written communication skills through class participation, homework, tests, and
papers
7. Properly use mathematical notation and vocabulary
Text:
Discrete Mathematics and its Applications, Kenneth H. Rosen, 5th edition, McGraw Hill, 0-07-242434-6.
Attendance:
Class meetings will vary from day to day. Sometimes, we will cover material in your book, but with
different examples or applications. Sometimes we will cover material not covered in your book. Often
you will be working problems in groups at your desks or at the boards. Sometimes you will be taking
quizzes. Usually you will be handing in homework. I expect you to be there to participate and engage
in conversation with your peers and me. If you do miss a class, it is your responsibility to seek out one of
your peers to find out what you missed, including any announcements or handouts. As your class
participation plays a role in your final grade (not to mention your personal learning and enrichment!), it
is in your best interest not to miss any classes.
Homework:
Pre-class Reading Problems: These problems will help focus your reading, and they will usually
be due at the start of each class period. They should be fairly straightforward after reading
the text and its examples. These problems will enable you to participate in class, and they give
me a measure of how well you pick up the material from reading on your own. Please solve
these problems independently (although asking your classmates for a little help is ok!) and write
up your solutions independently. Indicate if you received any help on these problems.
Group Problem Sets: These problem sets will be more challenging, and they will be done in pre-
assigned groups. You should always try each problem on your own before meeting with your
group. You are encouraged to solve these problems only with your team-mates. Any
collaboration with other students outside your group must be cited. Your group will hand in one
solution set, and all group members will receive the same grade. Group compositions will likely
change once during the semester.
Practice Problems: These problems will help you self-check your progress. They are not
collected or graded, but you may ask me (or anyone!) questions about them at any time.
Using resources on Homework:
The following are strictly forbidden: You may not use the Instructor"s Solutions Manual, you may not use
past students" work, and you may not use any other source of solutions (from other schools, on the web,
etc) except for the Student Solutions Manual, which is permitted and available for purchase online.
Any other resources are permitted under the following two conditions:
You must never simply copy a solution or hand in a solution that you do not fully understand.
By handing in a solution, you are certifying that you understand it completely and you can
independently solve similar problems.
You must always cite your source of help next to each problem. Simple notes like "checked
answers with Luisa," "used back of book," "used solns manual," "used website X," "used Book
A," "helped by Jenny" are perfectly fine. Feel free to use obvious abbreviations – I don"t
want citing to be a time burden. Getting in the habit of always citing sources of help is good
professional practice and it is in the spirit of learning and the Honor Code.
If you do not use any sources or receive any help from friends, then please write "No Help" on the top of
your paper. If you have any questions about what resources are allowed or how to cite them, please
just ask!
Other requirements HW:
It is essential that all turned-in homework be neatly written or typed. On the upper right hand corner of
the first page, please list your full name(s), DM, the assignment (e.g. "Group HW #1" or "Pre-class
probs") and the due date for the assignment. You must staple all pages together. Each problem must
be clearly labeled (e.g. Ch 5.4, #23) and done in order. You must show your work, which means that
steps must be clearly explained. Neatness and clarity of explanation are essential; your exposition will
be evaluated.
No late homework will be accepted unless there is a real emergency. Please do not ask for an exception.
Quizzes:
To check comprehension and help prepare you for the exams, I will give two in-class quizzes.
Tests:
You will have two take-home tests.
Projects:
In small groups, you will investigate discrete mathematics topics not covered in class. Your group will
give an in-class presentation and write a report. You will assess classmates" projects.
Grades:
Quizzes: 15%
Homework/Projects: 35%
Tests: 50%
Participation and engagement: Priceless
In addition to performing excellently on the above components, in order to get an A in this course, you
need to correctly answer 3 "starred" problems throughout the semester. Approximately six starred
problems will appear in various places (usually on tests) throughout the semester. Also, your
participation and engagement in class can help (or hurt!) your final grade.
Laptops:
I will sometimes want you to have your laptops in class. Please refrain from talking on IM, doing email,
or doing unrelated web surfing during class, as this is distracting to both me and your fellow students. If
you are that bored, please talk to me about it! I will find a solution.
Office Hours:
Please come to office hours with questions big or small! Or maybe you don"t even know what your
questions are; I can probably still help. Sometimes a few minutes in office hours can make a big
difference. If you need a special appointment, please ask.
Supplies:
To each class, please bring a pen whose ink is a different color from the ink used to complete
your pre-class problems.
I recommend that you use a loose-leaf notebook. This way, you can keep your class notes,
various homework problems, various hand-outs, etc, all in order. Please save all of your work
until (at least) the end of the semester.
Daily Schedule:
The schedule and all assignments are subject to change as we go. Check the calendar every day!
Special Needs:
Please discuss your needs with OSL and me as soon as possible.
Honor Code:
This professor regards the Honor Code as essential to the academic integrity of the College. Please
express any concerns in a timely fashion.
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Algebra is most commonly associated with some of the last letters of the alphabet -- x and y -- but recent Wilkinsburg High School graduate Cherelle Dankins knows its true place in the math world:
"It's like the birth of everything. That's where it starts."
Algebra is so important that the National Mathematics Advisory Council, appointed by the president, called it a "demonstrable gateway to later achievement."
Robert Moses, founder of the Algebra Project, which for more than two decades has advocated math skills for all, considers learning algebra to be a civil right.
With the shift from industrial to information-age technologies, Mr. Moses said those who don't know algebra will be left out.
"The consequence is that you're not going to be able to participate as a citizen. It's the same consequence as in the 20th century if you couldn't read or write," he said.
Algebraic thinking is done even by people who don't realize they're using algebra.
Maybe they're using a formula -- length times width -- to measure a room. That's algebra.
Or perhaps they're making a chart, table or spreadsheet to compare costs of two cell phone plans. That's algebra, too.
Or they could be tackling a workplace problem, such as a nurse figuring out the proper dosage for a patient of a certain weight. Algebra again.
"There's a certain way of thinking and reasoning that algebra promotes that all people need as adults," said Melissa Boston, assistant professor of mathematics education at Duquesne University.
Algebra -- which can be described as the study of patterns, functions and variables -- is more than a math. The course is a sorting device.
Students who don't take Algebra 1 often aren't placed in other courses that would prepare them for college.
And if students complete just one course beyond Algebra 2 in high school, they can double the odds they will earn a bachelor's degree, according to a national study of student transcripts.
In school districts across southwestern Pennsylvania, more and more students are taking algebra courses, although some still graduate without learning it.
The overall percentage of high school graduates earning a "C" or better in algebra has grown from 65 percent in 2000-01 to 91 percent in 2007-08, the most recent year available, in regional surveys by the Math and Science Collaborative based at the Allegheny Intermediate Unit. The earlier survey included 66 districts; the latter 58.
Nevertheless, in at least one unnamed high school in the survey, as few as a third of a high school's graduates had earned at least a "C" in algebra.
The number of students taking algebra may grow because proposed state requirements calling for public school students to take a state Algebra 1 exam before graduation are making their final rounds.
Already it's virtually impossible to do well on the state Pennsylvania System of School Assessment math test without some algebra. Up to 42 percent of the 11th-grade test covers algebraic concepts.
Ideally, algebraic skills develop long before the first day in an Algebra 1 course.
"They should not confront algebra for the first time in Algebra 1," said Michele Burgess, math coordinator at the Allegheny Intermediate Unit.
Pennsylvania's academic standards for math list 10 "algebraic functions" that students should master by the end of third grade, such as recognizing patterns and using a table or chart to display information.
There is no general agreement on when students should take Algebra 1.
In the 1990s, the Clinton administration pushed for more students to learn algebra by the eighth grade because students in many other countries study algebra in the middle grades.
As a result of those and other efforts, eighth-grade enrollment in Algebra 1 and other advanced math classes rose from 26.7 percent in 2000 to 36.6 percent in 2005, according a report last year by the Brown Center on Education Policy at the Brookings Institution, a public-policy organization based in Washington, D.C.
However, that was detrimental to some children, according to the Brown Center report, which figured 120,000 children nationwide were inappropriately placed in algebra courses, many of whom knew only second-grade math.
"They don't know basic arithmetic. They don't know fractions at all. They don't know decimals. They don't know how to compute with percentages or solve problems with percentages," said Tom Loveless, director of the Brown Center.
"It's hard to see how they're going to be successful."
With unprepared students in class, Mr. Loveless said, "We put teachers in an impossible situation: They can sacrifice the curriculum or they can sacrifice the kids. Most teachers will sacrifice the curriculum. They end up teaching a non-algebra class that's called algebra."
Rather than eighth-grade algebra, Mr. Loveless said he believes a better goal would be ensuring that all students master basic algebra and basic geometry by the time they leave high school.
"We're not even close to that," he said, estimating that only half of high school graduates meet that standard.
Henry Kepner, president of the National Council of Teachers of Mathematics, said the council does not recommend a particular grade level for algebra.
"You should take it when you're ready," he said. "They shouldn't do it in eighth grade just because they're eighth-graders. You need to be able to reason and begin to think abstractly."
Mastering algebra can require work and lots of practice. Wilkinsburg High School algebra teacher Jim Bilka tells students that math is like lifting weights. "You have to put your time in."
But that doesn't mean it has to be torture.
In teacher Beth Luptak's classroom at Jefferson Middle School in Mt. Lebanon, a group of eighth-grade girls in honors algebra high-fived each other when they correctly graphed a problem on a graphing calculator in May.
"I like it," said student Logan Schardt. "It's very factual, and I like facts."
While algebra can be abstract, Mrs. Luptak finds some concrete ways to explain it, such as the annual Bungee Barbie exercise.
Using rubber bands as the bungee cord, students dangle Barbie dolls down a stairwell and collect data on how far they fall, figuring how many rubber bands can be used without the doll hitting its head. They write equations, make tables and do averages.
Mrs. Luptak sees some of her eighth-graders growing into algebra during the year. "It clicks for them. 'Oh, now I get integers.' They start picking up more patterns."
In many schools, technology -- ranging from graphing calculators to sophisticated computer software -- is changing the way algebra is taught.
In Algebra 1 classrooms at Wilkinsburg High School, students work on different levels using Carnegie Learning's Cognitive Tutor, which adapts its lessons for individual students as they master or struggle with various concepts.
The students also can practice concepts using computerized "Gizmos" by ExploreLearning, such as one that enables them to change variables and see immediately how the slope of a line changes.
Wilkinsburg High School algebra teacher Bill Driver said some students are behind when they start -- some don't know that 2/4 is the same as 1/2 -- so he figures that in one year the class covers about 85 percent of the curriculum in some suburban districts.
In many schools, some will need to take algebra again. Mr. Bilka, who teaches mostly ninth-graders, said that 10 percent in one class and 45 percent in the other failed last school year.
He said the question of success or failure is far more complex than simply the grade level in which students start Algebra 1; some students view math as impossible to do or irrelevant to their lives.
In a survey of algebra teachers done by the math panel, nearly two-thirds said that working with unmotivated students was their main challenge.
In the Quaker Valley School District, some students take algebra as early as sixth grade.
"We try to encourage and to push but not to push too much," said Quaker Valley Middle School algebra teacher Jennifer Sahlaney. "We still expect kids to have a solid foundation and be prepared for the next course."
She said some students "work and work and work at it, but they just can't see it at this point in time. Yet when it clicks, you hear it referred to as that ah-ha moment. 'I totally get it now.' "
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Mathematics: Your skills
More in this section
Case studies
The breadth of mathematics is immense. It is a fundamental subject for much of science/technology, and also for all analytical and model-building activities across a wide range of sectors. Since the spread of topics is so broad in a mathematics degree, some have little in common with others.
Statistics is an important mathematics discipline and studying it gives you skills relating particularly to the design and conduct of experimental and observational studies and the analysis of data resulting from them. The analytical approach you practice, trains you to be able to apply theoretical knowledge to problem-solving and to develop and evaluate logical arguments
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Image processing problems are often not well defined because real images are contaminated with noise and other uncertain factors. In Mathematics of Shape Description, the authors take a mathematical approach to address these problems using the morphological and set-theoretic approach to image processing and computer graphics by presenting a simple shape model using two basic shape operators called Minkowski addition and decomposition.
This book is ideal for professional researchers and engineers in Information Processing, Image Measurement, Shape Description, Shape Representation and Computer Graphics. Post-graduate and advanced undergraduate students in pure and applied mathematics, computer sciences, robotics and engineering will also benefit from this book.
Key Features
Explains the fundamental and advanced relationships between algebraic system and shape description through the set-theoretic approach
Promotes interaction of image processing geochronology and mathematics in the field of algebraic geometry
Provides a shape description scheme that is a notational system for the shape of objects
Offers a thorough and detailed discussion on the mathematical characteristics and significance of the Minkowski operators
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If by algebra you mean pre-calculus algebra (vs abstract algebra) then I personally don't see the point of really separating arithmetic and algebra. The two have an enormous amount of overlap. – EuYuNov 26 '12 at 9:41
As much beauty as there is in mathematics, I don't know that I would say it, "is never a messy subject to study." – JeremyNov 26 '12 at 9:43
@EuYu Yeah, I agree with you. But this is an application designed for secondary school students (grade 7 to grade 10) and they are just starting to learning about rational number, prime number, ratio, etc so it would be better to separate arithmetic and algebra. – user38927Nov 26 '12 at 9:47
1 Answer
In lower level mathematics, I normally take algebra to mean the study of relationships between functions and equations, and arithmetic to mean the study of the operations, such as addition, subtraction, multiplication, division.
I guess the main question then becomes, do we lump exponentiation and logarithms into arithmetic, or say that it belongs under algebra? My personal view is that, if we really have to draw the line somewhere (of course, the distinctions are terribly arbitrary), then logarithms and exponents should belong under algebra. The primary reason for this is that we are typically not interested in actually calculating exponents and logarithms; I think of elementary school arithmetic as the set of skills that students need to calculate quantities throughout their lives. One cannot, for example, calculate $\log{5}$ or $e^{2}$, in their heads, except through very rough approximation. Usually, it is the properties of logarithms that we are interested in studying, because they allow us to solve certain equations or rewrite certain functions, just as you have mentioned, and I believe this squarely makes the study of logarithms part of secondary school algebra.
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Class
Description This course covers practical applications of whole numbers, fractions, decimals, percent, proportion, and formula evaluation. The course also includes measurement, U.S. and metric systems of measurement, and basic geometry.
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Differential Equations Video Lectures
About Differential Equations Video Lectures
Sub course of In-depth CBSE plus ISEET Advance, IIT JEE/AIEEE test preparation. Differential equations play a prominent role in engineering, physics, economics, and other disciplines. A differential equation is a mathematical equation for a function that relates the values of the function itself and its derivatives of various orders. This video course includes introduction of differential equations, degree of differential equations, homogeneous differential equations and applications of differential equations.
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Secondary menu
"Math, Programming and Art"
This course will encourage an exploratory and discursive approach to learning the mathematical foundations of geometry, trigonometry, and Boolean logic through an engagement with computer programming. Students will learn the basics of programming as they write software which explores these mathematical concepts using the open source language Processing. Students will discover the ways in which mathematics are used in contemporary digital media practices as they create their own visual and interactive software projects. By the end of the course, students will be able to author software projects which meaningfully engage with mathematical concepts. No previous programming experience is required.
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Experiencing Geometry : On Plane And Sphere - 96 edition
Summary: In Experiencing Geometry on Plane and Sphere, Henderson invites readers to explore the basic ideas of geometry beyond the formulation of proofs. The text conveys a distinctive approach, stimulating readers to develop a broader, deeper understanding of mathematics through active participation including discovery, discussion and writing about fundamental ideas. It provides a series of interesting, challenging problems, then encourages readers to gather their r...show moreeasonings and understandings of each problem and discuss their findings in an open forum. Features
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Long description
One of a set of three books for grades 10 – 12. A panel of senior subjects advisors and teachers with many years experience as examiners and sub-examiners wrote the books. A variety of different questions cover the syllabus fully and assist Maths students in the class and to prepare them for their exams. Both teacher and learners can use the explanatory examples with complete solutions fruitfully for continuous evaluation in the class. The last chapter consists of four exam question papers with complete memos.
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Mathematics for Business, CourseSmart eTextbook, 10th Edition
Description
For courses in business mathematics at the freshman/sophomore levels.
Mathematics for Business provides practical, up-to-date coverage of the mathematical techniques students must master to succeed in business today. Covering more algebra than competing books, it looks at a range of topics such as payroll records, inflation and the time value of money, range and standard deviation and index numbers. Examples and problems relate to real world events and personal finance issues so material is relevant to students. This tenth edition is supported by MyMathLab, includes over 150 new problems, uses Apple as a case study illustration, and addresses the global financial crisis and personal debt.
Table of Contents
PART I: BASIC MATHEMATICS
1. Problem Solving and Operations with Fractions
2. Equations and Formulas
3. Percent
4. Business Statistics
PART II: BASIC BUSINESS APPLICATIONS
5. Banking Services
6. Payroll
7. Taxes
8. Risk Management
PART III: Mathematics of Retailing
9. Mathematics of Buying
10. Markup
11. Markdown and Inventory Control
PART IV: MATHEMATICS OF FINANCE
12. Simple Interest
13. Notes and Bank Discount
14. Compound Interest
15. Annuities and Sinking Funds
16. Business and Consumer Loans
PART V: ACCOUNTING AND OTHER APPLICATIONS
17. Depreciation
18. Financial Statements and Ratios
19. Distribution of Profits, Stocks, and Bonds
APPENDIX A: CALCULATOR BASICS
APPENDIX B: THE METRIC SYSTEM
APPENDIX C: INTEREST TABLES
APPENDIX D: CALENDAR AND IMPORTANT FORMULAS
Answers to Selected Exercises
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Mathematics Assistance
The Math Assistance Area (MAA) is a resource center for students enrolled in any COD
math course through Math 2232, including classroom, flexible learning, and online
classes. The MAA provides support through its faculty staff and its print and technology
resources.
The MAA is staffed by full- and part-time COD mathematics faculty, providing one-on-one
help to students with homework problems or by clarifying concepts from their math
coursework. Sessions are kept to 15 minutes when other students are waiting, but students
may have unlimited turns.
The MAA also has the current textbooks used in all COD math courses as well as solution
manuals, computers, videos, and calculators. All materials must be used in the MAA
with the exception of calculators which may be checked out for short periods of time.
The Math Assistance Area is primarily a drop-in center, but 15-minute appointments
can be made for students with time constraints.
Resources:
LearningExpress Library is a comprehensive, interactive online learning platform of
practice tests and tutorial course series designed to help patrons—students and adult
learners—succeed on the academic or licensing tests they must pass
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4. Factorization Formulae: Introduction, Formulae for conversion of sum or difference into
products, formulae for conversion of product into sum or difference, trigonometric functions of
angles of a triangle.
5. Locus : Introduction, Definition and equation of locus, points of locus, shift of the origin.
6. Straight Line : Revision. Inclination of a line, slope of a line, equation of lines, parallel to coordinate axes, intercepts of a line, revision of different forms of equations of a line, slope point
form, slope intercept form, two point form, double intercept form other forms of equations of a
line, parametric form, normal form, general form, Theorem : A general linear equation Ax + By+
C =0, provided A and B are not both zero, simultaneously, always represents,straight line.
Theorem 2 : Every straight line has an equation of the form Ax +By + C = 0, where A, B and C
are constants (without proof), Reduction of general equation of a line into normal form,
intersection of two lines, parallel lines, perpendicular lines, identical lines, condition for
concurrency of three lines, angle between lines, distance of a point from a line, distance between
two parallel lines, equations of bisectors of angle between two lines, family of lines, equation of
a straight line parallel to a given line, equation of a straight line perpendicular to a given line,
equation of family of lines through the intersection of two lines.
8. Vectors : Definition, magnitude of a vector, free and localized vectors, types of vectors, zero
vector, unit vector, equal vector, negative of a vector, collinear vectors, coplanar vectors,
coinitial vector, like and unlike vector, scalar multiple of a vector, triangle law, parallelogram
law, polygon law, properties of addition of vectors, three dimensional co-ordinate geometry, coordinate axes & coordinate planes in space, co-ordinates of a point in space, distance between
two points in a space, unit vectors along axes, position vector of a point in space, product of
vectors, scalar product, definition, properties, vector product, definition, properties, simple
application, workdone by force, resolved part of a force, moment of a force.
9. Linear Inequations : Linear in equations in one variable – solution of linear inequation in one
variable & graphical solution, solutions of system of linear in equations in one variable, Linear in
equations in two variable – solution of linear inequation in one variable & graphical solution,
solution of linear in equations in two variable & graphical solution, solutions of system of linear
inequations in two variables, Replacement of a set or domain of a set, Transposition.
10. Determinants : Revision, determinant of order three–definition, expansion, properties of
determinants, minors & co-factors, applications of determinants condition of consistency, area of a
triangle, Cramer"s rule for system of equations in three variables.
Maharashtra Board Best Sellers
In order to keep pace with technological advancement and to cope up with Maharashtra Board examinations, Pearson group has launched Edurite to help students by offering Books and CDs of different courses online.
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Guides
User login
Visual Basic Mathematics Tutorials
Some people think you have to use a special language for mathematics. Not so! Computers are just big calculators right, so of course a programming language like Visual Basic allows you to do mathematical operations. These VB6 show you how to do simple math functions and also how to do very complex math operations in your programs.
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Course Description: Introduction to logic and methods of proof, set operations, equivalence relations, functions, mathematical induction, and cardinality. Other topics related to the study of the structure of mathematical proof may be included.
The following percentages will be used to calculate the student's grade:
A 90%-100%
B 80%-90%
C 70%-80%
D 60%-70%
F less than 60%
Final Exam
5/9/2011 3:30-5:30pm will be taken at every class. Any student who is late to class or who leaves early may be counted absent. Any student who misses more than 9 classes may be dropped from the course.
Other Policies
Homework will not be collected on a regular basis. However, quiz and exam problems are based on homework problems, so you are strongly encouraged to complete every homework assignment. I will answer questions concerning homework at the beginning of each class. I reserve the right to collect homework at any time and for any reason.
Unless told otherwise, you are allowed (and even encouraged) to work with your classmates on homework exercises. Please note that you are not allowed to consult other textbooks or the internet for any of your homework exercises.
There may be instances where a student is asked to solve a homework or test problem on his/her own without the help of others. In this case, the student is not allowed to talk to any other person about the problem, nor is the student allowed to consult any other resource besides the course text and class notes
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An introduction to the basic concepts of calculus. Integrals Calculus Formula. Integrals and Derivatives... The derivative, then takes a type of formula and turns it into another simiilar type of formula A Complete Educational Utility.
Periodic Table is an useful educational utility. It provides 20 most important Chemical information about each element in the Periodic Table. Elements can be tracked with respect to Element Name, Symbol, Atomic Number and Category. Elements can also tracked using a chart. A Complete Educational Utility Elements can also be tracked using a chart. A Complete Educational Utility.
My Electrical Calculator contains 34 Calculators, that can quickly and easily calculate different electrical parameters. Automatic Calculations and Conversions with every Unit and Value Changes. A Must have utility for every Palm user.
Universal Converter is a conversion calculator that can quickly and easy translate different units of measure. It consists of 30 Categories with 631 Units and 39816 Conversions. Periodic Table is an useful utility for every Palm users. It provides 20 most important Chemical information about each element. Chemical Information can be accessed by simply tapping on the element.
My Electrical Calculator contains 39 Calculators, that can quickly and easily calculate different electrical parameters. Accurate Calculations and Conversions with every Unit and Value Changes. A Must have utility.
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97806182268 Algebra
As a best-selling text for developmental first-year algebra courses, Introductory Algebra: An Applied Approach, Sixth Edition, continues to provide mathematically sound and comprehensive coverage of key topics. The Aufmann Interactive Method ensures that students master concepts by actively practicing them as they are introduced. This approach is ideal for traditional and returning students in both classroom and distance-learning environments.
The Sixth Edition features new discussion of parallel lines in Chapter 7. Discussion of solutions of systems of equations in Chapter 8 has been expanded and enhanced to promote greater understanding of dependent, inconsistent, and independent systems of equations. Simplification of square roots in Chapter 10 is now presented using perfect squares. New concept-based writing exercises encourage students to verbalize and understand concepts and new developmental exercises in many exercise sets further reinforce concepts and skills.
The Aufmann Interactive Method helps students learn and understand math concepts by doing the math. Every objective contains one or more sets of matched-pair examples. Students first walk through a worked-out example and then solve a similar "You Try It" example. Complete solutions to these examples are available in an appendix.
An Integrated Learning System organized by objectives helps students understand what they're learning and why as they apply new concepts throughout the chapter.Each chapter begins with a list of goals that form the framework for a complete learning system. These objectives are woven throughout the text, in Exercises, Chapter Tests, Cumulative Reviews, as well as the print and multimedia ancillaries.
An Instructor's Annotated Edition provides reduced pages from the Student Edition to leave space for the following features: Instructor Notes; In-Class Examples; Concept Checks; Discuss the Concepts; Special presentation of new Vocabulary/ Symbols/Formulas/Rules/Properties/Equations; Special review of these same features; Optional Student Activities; Quick Quizzes; Answers to Writing Exercises; Suggested Assignments; and Answers to all exercises.
AIM for Success, a special student preface, offers techniques and support for student success.
Prep Tests at the beginning of each chapter assess students' prerequisite skills. Students may check answers in an appendix, which refers them back to aprevious objective for review, if necessary.
Updated data problems, designed to show students the relevance of mathematics across the disciplines and in daily life, reflect current data and trends.
Additional and revised Projects and Group Activities enable students to see the connections between abstract concepts and real-life situations.
Strong emphasis on applications demonstrates the value of mathematics as a real-life tool. Chapter openers have been updated with new photos and captions illustrating a specific application from the chapter.
Unlike most textbooks, this series simultaneously introduces verbal phrases for mathematical operations and the operations themselves. Exercises then prompt students to make a connection between a phrase and a mathematical
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Latest
news
Find out any latest update about the module and the webpage.
Course Objectives
Part I of
the module introduces key ideas in calculus and algebra, as well as concepts
in probability, statistics, and time series. It serves to introduce students
to various quantitative methods that can be used in finance.
Reading materials
As the topics are very broad, so no single
textbook will be adequate for this module. It is appreciated that students
come from various backgrounds. For some students they may not require
readings on certain topics. The list below is thus complied only as a
guideline, and is aimed at supplementing the lecture notes.
Part I: Basic
probability concepts and statistical distributions. Concepts of calculus and
algebra and their applications in finance. Time series and measures of trends
and volatilities. Use of statistical software in computations, estimation,
inference, and simulations.
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Geometric Series
In Geometric Series, Dr. Eaton begins with the definition of the geometric series as well as how to find the sum of a series. Then she dives into sigma notation with its lower index and upper index. Then, she finishes with another form of the sum formula as well as how to find specific terms in a series. Four examples round out this lecture.
This content requires Javascript to be available and enabled in your browser.
Geometric Series
Lecture Slides are screen-captured images of important points in the lecture. Students can download and print out these lecture slide images to do practice problems as well as take notes while watching the lecture.
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MA265 CALCULUS III (3 Cr.)
COURSE DESCRIPTION
General Introduction and Goals
MA 265 is the last in the sequence of three calculus courses. These courses serve many
majors: mathematics education, science, mathematics, computer science, and social science.
MA 265 shares the goals of the other calculus courses. It provides students with the
opportunity to develop logical reasoning, complex problem-solving skills, and an
understanding of the applications of multiple dimensional calculus.
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Perrine, FL Calculus notations from discrete mathematics are useful in studying and describing objects and problems in branches of computer science, such as computer algorithms, programming languages, cryptography, automated theorem proving, and software development. Conversely, computer implementations...
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Pre-Algebra
Negative numbers, order of operations, solving for the unknown, and other topics.
Essentials
Pre-Algebra Instruction Pack
The Pre-Algebra Instruction Pack contains the instruction manual with lesson-by-lesson instructions and detailed solutions, and the DVD with lesson-by-lesson video instruction.
Additional resource: We offer an Online Co-op Class for this level. To learn more about schedule and pricing or to register, click here.
$57.00
QTY:
Pre-Algebra Student Pack
The Pre-Algebra Student Pack contains the Student Workbook with lesson-by-lesson worksheets, review pages, and honors pages. It also includes the Pre-Algebra Tests.
$32.00
QTY:
Manipulative Block Set
Used in all levels from Primer through Algebra 1 (except Epsilon)
Colorful 88-piece base-10 stacking blocks
Five each of 2s, 3s, 4s, 6s, 7s, 8s, 9s, and 100s
Seven 5s
Twenty units
Twenty-one 10s
Used to teach all aspects of arithmetic
Use with Inserts for key algebra and decimal concepts
Two sets simplify some lessons by allowing the student to have at least 10 of each piece. We also recommend having two sets of blocks when doing larger problems or when working with more than one student.
Each set of Manipulative Blocks includes a two-sided poster featuring Decimal Street and the Block Clock. Decimal Street is a fun and simple way of illustrating place value and regrouping to young learners, and can be used with several of the courses.
$38.00
QTY:
Algebra/Decimal Inserts
Used with Zeta to present decimals
Used with Pre Algebra and Algebra 1 to illustrate polynomials
Smooth pieces which snap into 10s and 100s blocks
Illustrate X, -X, and X2
Decimal pieces represent units, .1s and .01s
$22.00
QTY:
Recommended
Wooden Block Box
For those who would like a way to keep their Manipulative Block Sets better organized. This box set will hold two of the Manipulative Blocks sets, which are sold separately. In stock!
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chapter we looked at first order
differential equations. In this chapter
we will move on to second order differential equations. Just as we did in the last chapter we will
look at some special cases of second order differential equations that we can
solve. Unlike the previous chapter
however, we are going to have to be even more restrictive as to the kinds of
differential equations that we'll look at.
This will be required in order for us to actually be able to solve them.
Here is a list of topics that will be covered in this
chapter.
Basic Concepts Some of the basic concepts and ideas that are
involved in solving second order differential equations.
Mechanical Vibrations An application of second order differential
equations. This section focuses on
mechanical vibrations, yet a simple change of notation can move this into
almost any other engineering field.
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introduces the concept of algebraic thinking, offering a framework for the use of classroom questions to foster the development of algebraic thinking in students from grades six through ten; presents accounts, from teacher's and learner's perspectives, of why the issue is important; and includes a set of related mathematics activities.
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