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A Friendly Introduction to Number nothing more than basic high school algebra, this volume leads readers gradually from basic algebra to the point of actively performing mathematical research while getting a glimpse of current mathematical frontiers. Features an informal writing style and includes many numerical examples. Emphasizes the methods used for proving theorems rather than specific results. Includes a new chapter on big-Oh notation and how it is used to describe the growth rate of number theoretic functions and to describe the complexity of algorithms. Pr... MOREovides a new chapter that introduces the theory of continued fractions. Includes a new chapter on " Continued Fractions, Square Roots and Pell's Equation." Contains additional historical material, including material on Pell's equation and the Chinese Remainder Theorem. A useful reference for mathematics teachers. This brief text is for an easy introduction to number theory for more than just the math major. Written by a well known mathematician, it is the first undergraduate text to cover elliptic curves (needed for solving Fermat's last theorem).
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This course is for the student who is ready to work with abstract concepts. Material covered includes work with signed numbers, equations, simplifying radicals, inequalities, functions, graphs, problem solving, ratios and proportions, percents, systems, exponents, and polynomials.
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PLCCurriculum Algebra IP HS
5231e2af-fcfb-4a92-a4b8-b39dc6c1795e.xls
GLCE/HSCE Item Discipline Standard Trimester/ Quarter BULLETED GRADE Chapts Assessments Sample Test REPORT Resources
2008 Type (& month) LEVEL CONTENT Question CARD (movies, books,
ALGEBRA I EXPECTATIONS (with CATEGORY United
some Explanations) Streaming, etc.)
L1.1.1 Algebra I Number September Know the different 1 Chapt I Test, Evaluation
Systems and properties that hold in Chapt. 2, Evaluation
Number Sense different number systems Chapt. 3, Chapt. 4
and recognize that the Common Assessment,
applicable properties Chapt. 5 Common
change in the transition Assessment, Chapter 6
from the positive integers Test, Chapt. 8 Common
to all integers, to the Assessment, Chapt. 9
rational numbers, and to Common Assessment,
the real numbers. Chapt. 10 Common
Assessment, Chapt. 12
Common Assessment,
Chapter 13 Common
Assessment, 1st
Semester Exam, 2nd
Semester
L1.1.3 Algebra I Number September Explain how the 12 Algebra I Number October Explain why the 2.7
Systems and multiplicative inverse of a
Number Sense number has the same
sign as the number, while
the additive inverse of a
number has the opposite
sign.
A1.1.1 Algebra I Construction, October Give a verbal description 2.9
Interpretation of an expression that is
and presented in symbolic
Manipulation form, write an algebraic
of Expressions expression from a verbal
description, and evaluate
expressions given values
of the variables.
L1.1.3 Algebra I Number October Explain how the 35 Algebra I Number October Justify numerical 3
Systems and relationships.
Number Sense
L1.1.2 Algebra I Number October Explain why the 3.1
Systems and multiplicative inverse of a
Number Sense number has the same
sign as the number, while
the additive inverse of a
number has the opposite
sign.
L1.1.2 Algebra I Number October Explain why the 3.2
Systems and multiplicative inverse of a
Number Sense number has the same
sign as the number, while
the additive inverse of a
number has the opposite
sign.
5231e2af-fcfb-4a92-a4b8-b39dc6c1795e.xls
A1.2.8 Algebra I Solutions of October Solve an equation 3.6
Equations and involving several
Inequatlities variables (with numerical
or letter coefficients) for a
designated variable.
Justify steps in the
solution.
L2.1.1 Algebra I Calculation November Explain the meaning and 4.7
Using Real and uses of weighted
Complex averages.
Numbers
A2.1.1 Algebra I Definitions, December Determine whether a 5.2
Representatio relationship (given in
ns, and contextual, symbolic,
Attributes of tabular, or graphical form)
Functions is a function and identify
its domain and range.
A3.4.2 Algebra I Power December Express directly and 5.4
Functions inversely proportional
relationships as functions
and recognize their
characteristics.
A2.1.2 Algebra I Definitions, December Read, interpret, and use 5.5
Representatio function notation and
ns, and evaluate a function at a
Attributes of value in its domain.
Functions
A2.1.3 Algebra I Definitions, December Represent functions in 5.6
Representatio symbols, graphs, tables,
ns, and diagrams, or words and
Attributes of translate among
Functions representations.
A2.3.2 Algebra I Representatio December Describe the tabular 5.6
ns of pattern associated with
Functions functions having a
constant rate of change
(linear); or variable rates
of change.
A2.1.7 Algebra I Definitions, January Identify and interpret the 6
Representatio key features of a function
ns, and from its graph or its
Attributes of formula(s).
Functions
A2.3.3 Algebra I Representatio January Write the general 6
ns of symbolic forms that
Functions characterize each family
of functions.
A2.4.1 Algebra I Models of Real- January Identify the family of 6
World function best suited for
Situtations modeling a given real-
Using Families world situation.
of Functions
A2.4.2 Algebra I Models of Real- January Adapt the general 6
World symbolic form of a
Situtations function to one that fits
Using Families the specifications of a
of Functions given situation by using
the information to replace
arbitrary constants with
numbers.
A2.4.3 Algebra I Models of Real- January Using the adapted 6
World general symbolic form,
Situtations draw reasonable
Using Families conclusions about the
of Functions situation being modeled.
A3.1.1 Algebra I Lines and January Write the symbolic forms 6
Linear of linear functions
Functions (standard, point-slope,
and slope-intercept)
given appropriate
information and convert
between forms.
5231e2af-fcfb-4a92-a4b8-b39dc6c1795e.xls
A3.1.2 Algebra I Lines and January Graph lines (including 6
Linear those of the form x = h
Functions and y = k) given
appropriate information.
A3.1.3 Algebra I Lines and January Relate the coefficients in 6
Linear a linear function to the
Functions slope and x- and y-
intercepts of its graph.
A3.1.4 Algebra I Lines and January Find an equation of the 6
Linear line parallel or
Functions perpendicular to given
line, through a given
point; understand and
use the facts that non-
vertical parallel lines have
equal slopes, and that
non-vertical
perpendicular lines have
slopes that multiply to
give -1.
S2.1.1 Algebra I Scatterplots January Construct a scatterplot for 6.3
and a bivariate data set with
Correlation appropriate labels and
scales.
S2.1.2 Algebra I Scatterplots January Given a scatterplot, 6.3
and identify patterns, clusters,
Correlation and outliers. Recognize
no correlation, weak
correlation, and strong
correlation.
A1.2.1 Algebra I Solutions of February Write equations and 7
Equations and inequalities with one or
Inequatlities two variables to represent
mathematical or applied
situations, and solve.
A1.2.4 Algebra I Solutions of February Solve absolute value 7.6
Equations and equations and
Inequatlities inequalities and justify
steps in the solution.
A1.2.1 Algebra I Solutions of March Write equations and 8
Equations and inequalities with one or
Inequatlities two variables to represent
mathematical or applied
situations, and solve.
A1.2.3 Algebra I Solutions of March Solve linear and 8
Equations and quadratic equations and
Inequatlities inequalities including
systems of up to three
linear equations with
three unknowns. Justify
steps in the solution, and
apply the quadratic
formula appropriately.
L1.1.4 Algebra I Number March Describe the reasons for 9
Systems and the different effects of
Number Sense multiplication by, or
exponentiation of, a
positive number by a
number less than 0, a
number between 0 and 1,
and a number greater
than 1.
L2.1.2 Algebra I Calculation March/April Calculate fluently with 9
Using Real and numerical expressions
Complex involving exponents; use
Numbers the rules of exponents;
evaluate numerical
expressions involving
rational and negative
exponents; transition
easily between roots and
exponents.
5231e2af-fcfb-4a92-a4b8-b39dc6c1795e.xls
A1.1.2 Algebra I Construction, March/April Know the properties of 9
Interpretation exponents and roots and
and apply them in algebraic
Manipulation expressions.
of Expressions
A1.1.3 Algebra I Construction, April/May Factor algebraic 10
Interpretation expressions using, for
and example, greatest
Manipulation common factor, grouping,
of Expressions and the special product
identities.
A1.2.2 Algebra I Solutions of May Associate a given 10.6
Equations and equation with a function
Inequatlities whose zeros are the
solutions of the equation.
A2.2.1 Algebra I Operations May Combine functions by 12
and addition, subtraction,
Transformatio multiplication, and
ns with division.
Functions
L1.2.4 Algebra I Representatio Yearlong Organize and summarize 1, 2, 3, 4, 5,
ns and a data set in a table, plot, 6, 7, 8, 9,
Relationships chart, or spreadsheet; 10, 11, 12,
find patterns in a display 13
of data; understand and
critique data displays in
the media.
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MOHSEN wrote:Ahhhhhh, calculus, I don't remember a thing and I took it 2 years ago. That's the sucky thing about it. Once the semester's over, so is everything you learned in calculus
How could you forget Calculus? Maybe it's just me but the farther I go in math the easier, I find, it is to retain new material.
Besides, Calculus has lots of diagrams to go with it.
I haven't used it at all after I was done with the class, and I have absolutely no intrest in it. I remember everything from my discrete mathematics class which I took at the same time I was taking calculus 2 and that's cuz it's actually fun & it's applied in lots of my computer courses
I consider having fun by studying/solving math problems the best thing that can happen to someone. I still have a long way to get there.
calculus it may be one of the most interesting things in math.
but usually people tend to like something only if it can be applied it to the real world. calculus can be applied but not in every day lifeNeed information on a function I've posted? Chances are it's at the MSDNthere you go, algebra, geometry, and trigonometry.....now those I like
"The" calculus is the branch of mathematics studying the rate of change of quantities and the length, area, and volume of objects. So, there are a lot of applications that one can find uses of it.
Geometry on the other hand is a very interesting subject if studied in depth; there is a lot more interesting things in geometry than those that one learns in school; i.e. non-Euclidean geometry like Spherical geometry
My point even if it is a weak one, is that everything is equally important in math. You can't ignore something.
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This text is appropriate for undergraduate courses on numerical methods and numerical analysis found in engineering, mathematics & computer science departments. Each chapter uses introductory problems from specific applications. These easy-to-understand problems clarify for the reader t...
The seventh edition of this classic text has retained the features that make it popular, while updating its treatment and inclusion of Computer Algebra Systems and Programming Languages. Interesting and timely applications motivate and enhance students' understanding of methods and analysis of resul...
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work in progress, CK-12's Algebra I Second Edition is a clear presentation of algebra for the high school student. Topics include: Equations and Functions, Real Numbers, Equations of Lines, Solving Systems of Equations and Quadratic Equations.
This lesson unit is intended to help teachers assess how well students are able to understand the relationship between the slopes of parallel and perpendicular lines and, in particular, to help identify students who find it difficult to: find, from their equations, lines that are parallel and perpendicular; and identify and use intercepts. It also aims to encourage discussion on some common misconceptions about equations of lines.
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Availability:
Sample chapters for download
About the book
This book will give you fully worked solutions for every question (discussions,
investigations and projects excepted) in each chapter of the Haese Mathematics
Mathematical Studies SL (second edition) textbook.
Chapter 1:
NUMBER PROPERTIES
5
Chapter 2:
MEASUREMENT
14
Chapter 3:
SETS AND VENN DIAGRAMS
30
Chapter 4:
LAWS OF ALGEBRA
43
Chapter 5:
EQUATIONS AND FORMULAE
57
Chapter 6:
PYTHAGORAS' THEOREM
87
Chapter 7:
DESCRIPTIVE STATISTICS
107
Chapter 8:
COORDINATE GEOMETRY
132
Chapter 9:
QUADRATIC ALGEBRA
173
Chapter 10:
FUNCTIONS
200
Chapter 11:
PERIMETER, AREA AND VOLUME
217
Chapter 12:
QUADRATIC FUNCTIONS
246
Chapter 13:
TRIGONOMETRY
272
Chapter 14:
SEQUENCES AND SERIES
311
Chapter 15:
FINANCIAL MATHEMATICS
334
Chapter 16:
PROBABILITY
355
Chapter 17:
LOGIC
377
Chapter 18:
TRIGONOMETRIC FUNCTIONS
398
Chapter 19:
EXPONENTIAL FUNCTIONS
410
Chapter 20:
TWO VARIABLE STATISTICS
418
Chapter 21:
DIFFERENTIAL CALCULUS
436
Chapter 22:
APPLICATIONS OF DIFFERENTIAL CALCULUS
451
Chapter 23:
UNFAMILIAR FUNCTIONS
470
Chapter 24:
MISCELLANEOUS PROBLEMS
487
Correct answers can sometimes be obtained by different methods. In this book, where applicable, each worked solution is modelled on the worked example in the textbook.
Be aware of the limitations of calculators and computer modeling packages. Understand that when your calculator gives an answer that is different from the answer you find in this book, you have not necessarily made a mistake, but the book may not be wrong either.
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This item is printed on demand. This volume on mathematical analysis offers a comprehensive set of both traditional and new examples and exercises with detailed solutions. It [more]
This item is printed on demand. This volume on mathematical analysis offers a comprehensive set of both traditional and new examples and exercises with detailed solutions. It includes many topics important in current research that are not found in other.[less]
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Price: £39.99 (Excluding VAT at 20%)
This material is the last of three volumes which have been developed to help teachers deliver topics from the "Mathematics for Technicians" Unit for BTEC Nationals in Engineering.
It forms part of a planned library at BTEC First, National and Higher levels in Engineering and Construction. It comprises a series of well-structured PowerPoint presentations, each focusing on one particular topic whose selection has been based on the ability of PowerPoint to particularly enhance its presentation relative to other methods of delivery. The presentations will aid learners to meet various pass and distinction criteria.
The 69 slides explain concepts, methods and problem-solving techniques in a unique, clear and consistent manner. The presentations are colour coded to distinguish between the presentation of concepts, setting of problems, problem-solving, though processes and emphasis.
A step-by-step, no frills, method of delivery is employed with several slides exploiting the ease with which PowerPoint can introduce diagrams and graphs. Very many PowerPoint animations are used in a straightforward manner.
The topics are Introduction to the Exponential Function, Statistics (statistical diagrams and mean, mode and median), Differentiation and Integration (Indefinite and Definite).
The presentations allow the teacher to introduce the topic flexibly at a pace consistent with the ability of any particular group of learners.
The series aims to provide an efficient platform for delivery from which inexperienced and experienced teachers alike will benefit.
Once purchased, the CD can be freely copied and networked throughout the school.
SPECIAL OFFER: THERE ARE THREE VOLUMES IN THIS SERIES - BUY ALL THREE FOR £89.99 PLUS VAT)
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Construction Cluster/Pathway Statements Courses Other
Please code the depth of knowledge for each skill statement below. See CTSO/
additional handout for clarifications of levels 1-4. Extracurr.
School District:
ACADEMIC FOUNDATIONS: Achieve additional academic knowledge and
Cluster Topic ACC01 skills required to pursue the full-range of career and postsecondary
education opportunities within a career cluster.
ACC01.01 Perform math operations such as estimating and distributing materials and
supplies to complete jobsite/workplace tasks.
ACC01.01.01 Use basic math functions to complete jobsite/workplace tasks.
Identify whole numbers, decimals, fractions, complex numbers, and
AC01.01.01.01 polynomials.
AC01.01.01.02 Apply basic arithmetic add, subtract, multiply, and divide operations.
Apply relational (equal, not equal, greater than, less then, etc.) and logical
AC01.01.01.03 operators in a logical expression.
ACC01.01.02 Use geometric formulas to determine areas and volumes of various structures.
ACC01.01.02.01 Calculate areas and volumes of structures.
ACC01.01.02.02 Estimate materials and supplies needed.
ACC01.01.03 Use appropriate formulas to determine percentages /decimals.
ACC01.01.03.01 Calculate percentages/decimals.
ACC01.01.03.02 Use percentages/decimals to perform measurement tasks.
ACC01.01.04 Use appropriate formulas to determine ratios, fractions, and proportion
measures.
ACC01.01.04.01 Calculate ratios, fractions and proportion measures.
ACC01.01.04.02 Use ratios, fractions and proportion measures to perform measurement
tasks.
ACC01.01.05 Use appropriate formulas to determine measurements of dimensions, spaces
and structures.
ACC01.01.05.01 Measure dimensions, spaces and structures using U.S. Standard unit.
ACC01.01.05.02 Measure dimensions, spaces and structures using Metric units.
ACC01.01.05.03 Use dimensions, spaces and structures calculations to estimate materials
and supplies needed.
ACC01.01.06 Conceptualize a three-dimensional form from a two-dimensional drawing to
visualize proposed work.
ACC01.01.06.01 Build Create three-dimensional form models.
ACC01.02 Apply principles of physics as they relate to worksite/jobsite situations to
work with materials and load applications.
ACC01.02.01 Apply basic concepts of statics and loads to planning.
Page 101.02.01.01 Use the basic concepts of static and load calculations for rigging and
moving loads.
ACC01.02.02 Identify the physical properties present when using common construction
materials in order to use the materials safely, effectively and efficiently.
ACC01.02.02.01 Use the basic concepts of physics when working with common
construction materials.
COMMUNICATIONS: Use oral and written communication skills in creating,
Cluster Topic ACC02 expressing and interpreting information and ideas including technical
terminology and information.
ACC02.01 Use vocabulary and visual cues commonly used in design and construction
to be successful in workplace/jobsite communications.
ACC02.01.01 Match vocabulary and visual cues to workplace/jobsite situations.
ACC02.01.01.01 Use correct terminology to convey verbal and visual
ACC02.01.02 Utilize vocabulary and visual cues in context of design and construction
situations.
ACC02.01.02.01 Confirm understanding of verbal and visual instructions.
ACC02.01.02.02 Ask questions concerning details of instructions.
ACC02.01.02.03 Perform assignments as requested.
PROBLEM SOLVING AND CRITICAL THINKING: Solve problems using critical
thinking skills (analyze, synthesize, and evaluate) independently and in
Cluster Topic ACC03
teams. Solve problems using creativity and innovation.
ACC03.01 Create and implement project plans considering available resources and
requirements of a project/problem to accomplish realistic planning in design
and construction situations.
ACC03.01.01 Plan, organize, schedule and manage a project/job to optimize workflow and
outcome.
ACC03.01.01.01 Report results of the project/job.
ACC03.01.02 Manage the schedule of a project/job.
ACC03.01.02.01 Identify timeline required to complete a project/job.
ACC03.01.02.02 Evaluate efficiency and effectiveness of a project/job.
ACC03.01.03 Estimate resources/materials required for a specific project or problem.
ACC03.01.03.01 Estimate correct amount of required resources/materials.
ACC03.01.03.02 Create a budget
ACC03.01.04 Use available resources/materials effectively while completing a project or
resolving a problem with a project plan.
Page 203.01.04.01 Evaluate waste of resources/materials.
ACC03.01.04.02 Evaluate necessity for additional resources/materials.
ACC03.01.05 Determine alternative solutions for a specific project/problem.
ACC03.01.05.01 Evaluate feasibility of alternative suggestions.
ACC03.01.05.02 Implement appropriate alternatives.
ACC03.02 Evaluate and adjust design and construction project plans and schedules to
respond to unexpected events and conditions.
ACC03.02.01 Incorporate potential job disruptions into planning time lines.
ACC03.02.01.01 Identify potential events and conditions that disrupt the completion of a
job.
ACC03.02.01.02 Solve situational problems involved with unexpected events and
conditions.
ACC03.02.02 Adjust project plans and schedules when presented with unexpected
information.
ACC03.02.02.01 Modify existing plans to reflect an unexpected change.
ACC03.02.02.02 Modify existing schedules to reflect an unexpected change.
ACC03.02.02.03 Modify existing budget to reflect unexpected change.
ACC03.02.03 Identify and assess critical situations as they arise to resolve issues.
ACC03.02.03.01 Evaluate potential solutions and determine best solution.
ACC03.02.03.02 Appraise critical situations and implement appropriate response.
ACC03.02.04 Generate a project update that tracks changes necessitated by unexpected
events and conditions.
ACC03.02.04.01 Present an oral and/or written status report on the project.
INFORMATION TECHNOLOGY APPLICATIONS: Use information technology
tools specific to the career cluster to access, manage, integrate, and create
Cluster Topic ACC04
information.
No additional statements in this topic beyond those found in the Essential
Knowledge and Skills Chart.
SYSTEMS: Understand roles within teams, work units, departments,
organizations, inter-organizational systems, and the larger environment.
Cluster Topic ACC05 Identify how key organizational systems affect organizational performance
and the quality of products and services. Understand global context of
industries and careers.
ACC05.01 Comply with regulations and applicable codes to establish a legal and safe
workplace/jobsite.
Page 301.01 Identify governmental regulations and national, state and/or local building
codes that apply to a given workplace/jobsite.
ACC05.01.01.01 Follow governmental regulations and building codes.
ACC05.01.01.02 Follow industry regulations and building codes.
ACC05.01.01.03 Follow jurisdictional regulations and building codes.
ACC05.01.01.04 Use information given in regulations and codes correctly.
ACC05.01.01.05 Pass job inspections and comply with regulations at all times.
ACC05.01.01.06 Pass required substance abuse screening
ACC05.01.02 Evaluate workplace/jobsite activities for compliance with governmental and
other applicable safety regulations such as EPA and OSHA.
ACC05.01.02.01 Read and discuss information on OSHA, EPA and other safety
regulations.
ACC05.01.02.02 Pass safety inspections and comply with regulations at all times.
ACC05.01.03 Use MSDS (Material Safety Data Sheets) information for the management,
use and disposal of materials.
ACC05.01.03.01 Obtain, understand and follow MSDS (Material Safety Data Sheets)
information.
ACC05.01.03.02 Use materials safely.
ACC05.01.04 Identify workplace/jobsite environmental hazards of a given situation.
ACC05.01.04.01 Follow safe practices relating to environmental hazards.
ACC05.02 Examine how the roles and responsibilities among trades/professions work
in relationship to complete a project/job.
ACC05.02.01 Describe how relationships between trades/professions can facilitate smooth
workflow and outcome to meet project goals.
ACC05.02.01.01 Coordinate work between trades.
ACC05.02.02 Explain how the hierarchy of roles on a jobsite facilitate smooth workflow and
outcome to meet project goals.
ACC05.02.02.01 Incorporate job functions in the reporting chain of supervision.
ACC05.02.02.02 Evaluate the safety issues and responsibilities managed by each level of
supervision.
ACC05.03 Examine all factors effecting the project and the planning process.
ACC05.03.01 Understand social, environmental and political factors that affect the project.
ACC05.03.01.01 Label all systems on a set of construction documents.
ACC05.03.01.02 Discuss the interrelationship of the systems in the built environment.
ACC05.03.01.03 Use the concept of "Critical Path Method (CPM)" and/or similar sequential
methods so that work progresses efficiently.
ACC05.03.02 Understand the context of the projects.
Page 404 Understand and manage union-management relationships and contracts to
create a cooperative work environment.
ACC05.04.01 Analyze a proposed contract in terms of the company's position and union's
position in labor contract negotiations.
ACC05.04.01.01 Document how quality improves profitability.
ACC05.04.01.02 Report on issues that affect quality.
ACC05.04.02 Assess a situation for compliance with terms of a contract.
SAFETY, HEALTH AND ENVIRONMENTAL: Understand the importance of
health, safety, and environmental management systems in organizations and
Cluster Topic ACC06 their importance to organizational performance and regulatory compliance.
Follow organizational policies and procedures and contribute to continuous
improvement in performance and compliance.
ACC06.01 Assess and control the types and sources of workplace hazards to ensure a
safe workplace and jobsite.
ACC06.01.01 Demonstrate methods to correct common design and construction hazards.
ACC06.01.01.01 Identify and describe common hazards in the workplace.
ACC06.01.01.02
Identify and describe major sources of information about hazards in the
workplace (e.g., Material Safety Data Sheets (MSDS), work procedures,
exposure control plans, training materials, labels, and signage).
ACC06.01.01.03 Identify sources of combustible/flammable materials, fire and emergencies
to establish a fire safe environment.
ACC06.01.01.04 Interpret safety signs and symbols.
ACC06.01.01.05 Identify methods for disposing of hazardous materials.
ACC06.01.02 Identify types and sources of workplace hazards common to design and
construction situations.
ACG06.01.03 Demonstrate personal and group health and safety practices.
ACG06.01.03.01 Demonstrate principals of safe physical movement to avoid slips, trips,
and spills.
ACG06.01.03.02 Inspect and use personal protective equipment (PPE).
LEADERSHIP AND TEAMWORK: Use leadership and teamwork skills in
Cluster Topic ACC07 collaborating with others to accomplish organizational goals and objectives.
ACC07.01 Establish specific goals to manage project assignments in a timely manner.
Page 507.01.01 Establish project goals that assist in meeting project specifications and
deadlines.
ACC07.01.01.01 Define and describe project goals.
ACC07.01.01.02 Identify and list key project activities.
ACC07.01.01.03 Identify and report activity deadlines.
ACC07.01.02 Organize work teams that effectively manage assignments.
ACC07.01.02.01 Determine and list assignments by activity and personnel.
ACC07.01.02.02 Complete assignments.
ACC07.01.02.03 Monitor and write a report on progress of the project.
ACC07.01.02.04 Evaluate completed project according to customer requirements.
ETHICS AND LEGAL RESPONSIBILITIES: Know and understand the
Cluster Topic ACC08 importance of professional ethics and legal responsibilities.
ACC08.01 Recognize legal and ethical relationships between employees and employers
to establish workplace/jobsite rules, regulations and guidelines in a design
and/or construction setting.
ACC08.01.01 Access appropriate resources to identify the roles, rights and responsibilities of
an employee and an employer.
ACC08.01.01.01 Practice workplace/jobsite conduct incorporating employee and employer
roles, rights and responsibilities.
ACC08.01.02 Examine insurance documentation to determine liability issues associated with
a job.
ACC08.01.02.01 Describe liability issues as needed.
ACC08.01.03 Comply with employer policies, procedures, and job specific agreements such
as sexual harassment avoidance and substance abuse control to prevent
ethical and legal problems.
ACC08.01.03.01 Comply with employer policies and procedures
ACC08.01.03.02 Comply with project labor agreements
ACC08.02 Read regulations and contracts to ensure ethical and safety elements are
observed.
ACC08.02.01 Study regulations and codes to identify those applicable to the local area.
ACC08.02.01.01 Locate and implement regulations and codes applicable to tasks and
projects.
ACC08.02.01.02 Comply with local, state and Federal codes.
ACC08.02.02 Explain the various aspects of service contracts to ensure compliance.
ACC08.02.02.01 Evaluate and follow service contracts.
Page 608.02.03 Recognize the relationship and responsibilities of various parties to a contract.
ACC08.02.03.01 Fulfill contractual roles and responsibilities.
ACC08.02.03.02 Monitor relationships with other parties.
ACC08.02.04 Recognize the definition of specialized words or phrases to fully understand
documents and contracts.
ACC08.02.04.01 Use industry jargon or terminology appropriately.
ACC08.02.04.02 Use industry acronyms correctly.
ACC08.02.04.03 Use words with multiple meanings correctly in context.
ACC08.03 Use ethical and legal standards to avoid conflicts of interest in a design
and/or construction setting.
ACC08.03.01 Identify conflicts of interest relating to a job or project to prevent ethical or legal
problems.
ACC08.03.01.01 Resolve issues relating to any potential conflicts of interest.
EMPLOYABILITY AND CAREER DEVELOPMENT: Know and understand the
Cluster Topic ACC09 importance of employability skills. Explore, plan, and effectively manage
careers. Know and understand the importance of entrepreneurship skills.
ACC09.01 Explain written organizational policies, rules and procedures common in
design and construction settings to help employees perform their jobs.
ACC09.01.01 Locate appropriate information on organizational policies in handbooks and
manuals.
ACC09.01.01.01 Identify the contents of various organizational publications.
ACC09.01.01.02 Select the appropriate document(s) as reference for the situation.
ACC09.01.02 Discuss how specific organizational policies and rules influence a specific work
situation.
ACC09.01.02.01 Locate and identify specific organizational policy, rule or procedure to
assist with a given situation.
ACC09.01.02.02 Explain specific organizational policy, rule or procedure to improve a given
situation.
ACC09.02 Recognize the responsibilities and personal characteristics to develop
individual goals for professionalism.
ACC09.02.01 Identify appropriate responsibilities and personal characteristics by researching
workplace/jobsite information.
ACC09.02.01.01 Practice the responsibilities and characteristics of a professional
craftsperson.
Page 709.02.01.02 Identify all critical/important functions.
ACC09.02.01.03 Document customer satisfaction.
ACC09.01.02 Present a professional image in the workplace/jobsite.
ACC09.01.02.01 Maintain appropriate professional memberships.
ACC09.01.02.02 Follow rules, regulations and guidelines.
TECHNICAL SKILLS: Use the technical knowledge and skills required to
pursue the targeted careers for all pathways in the career cluster, including
Cluster Topic ACC10 knowledge of design, operation, and maintenance of technological systems
critical to the career cluster.
ACC10.01 Read, interpret, and use technical drawings, documents, and specifications
to plan a project.
ACC10.01.01 Interpret drawings used in project planning.
ACC10.01.01.01 Recognize elements and symbols of blueprints and drawings.
ACC10.01.02 Describe written standards and that specifications that apply.
ACC10.01.02.01 Interpret and explain standards and specifications.
ACC10.01.03 Recognize how specifications and standards are arranged for proper access.
ACC10.01.03.01 Use specifications and standards.
ACC10.01.03.02 Apply specifications and standards appropriately.
ACC10.01.04 Use architect's plan, manufacturer's illustrations and other materials to
communicate specific data and visualize proposed work.
ACC10.01.04.01 Sketch/draw/illustrate concepts and ideas.
ACC10.01.04.02 Draw or sketch plan/layout to be completed.
ACC10.01.04.03 Use proper measurements to determine layout.
ACC10.02 Use and maintain appropriate tools, machinery, equipment, and resources to
accomplish project goals.
ACC10.02.01 Select tools, machinery, equipment, and resources that match requirements of
the job.
ACC10.02.01.01 Operate tools, machinery and equipment in a safe manner.
ACC10.02.01.02 Properly maintain and care for tools, machines and equipment.
ACC10.02.01.03 Safely use tools, machines, and equipment productively and efficiently in
alignment with industry standards.
ACC10.02.02 Identify sources of information concerning state-of-the-art tools, equipment,
materials, technologies and methodologies.
ACC10.02.02.01 Read current periodicals, industry publications and manufacturer's
catalogs.
Page 810.02.02.02 Use state-of-the-art tools, equipment, materials, technologies and
methodologies.
ACC10.02.03 Demonstrate use of tools, machinery, equipment and other resources
commonly used in design and construction.
Pathway Topic ACPB01 SYSTEMS
ACPB01.01 Understand contractual relationships with all parties involved in the building
process to ensure successful build of a project.
ACPB01.01.01 Create a sustainable and accountable partnership between stakeholders.
ACPB01.01.02 Establish/implement reporting relationships among stakeholders.
ACPB01.01.03 Determine priorities of all parties involved.
ACPB01.02 Design and implement submittal approval procedures to ensure effective flow
of information in construction process.
ACPB01.02.01 Identify the components necessary for developing submittal approval
procedures system.
ACPB01.02.02 Employ procedures that complete submittal approval process related to shop
drawings.
ACPB01.02.03 Employ procedures that complete submittal approval process related to state
and local permits.
ACPB01.03 Understand risk management and use a variety of strategies and tactics to
maintain, increase or decrease risk .
ACPB01.03.01 Evaluate the tolerability of the inherent risk exposure in a given situation.
ACPB01.03.02 Provide solutions to unaddressed problems that pose great risk to a project.
ACPB01.03.03 Identify the most appropriate team member to manage risk in a given situation.
ACPB01.04 Understand construction subcontracts and manage working relationships on
a project.
ACPB01.04.01 Identify the components of a subcontract.
ACPB01.04.02 Explain the function of each component of a subcontract.
ACPB01.04.03 Assess the relevance of subcontract terms in a given situation.
ACPB01.05 Understand and apply project turnover procedures to successfully manage
construction projects.
ACPB01.05.01 Identify the components of project turnover procedures.
ACPB01.05.02 Explain the function of each component of project turnover procedures.
ACPB01.05.03 Explain the use of project turnover procedures for a given situation.
ACPB01.06 Build in accordance with contracts to meet budget and schedule.
Page 901.06.01 Recognize and understand the contract documents and related activities in
respect to a specific project.
ACPB01.06.02 Apply the components of the document as they relate to a given project.
ACPB01.06.03 Identify activities such as coordination meetings, project schedules, meeting
deadlines, resolving disputes, change orders, etc. for use in a given project.
ACPB01.07 Understand and implement testing and inspection procedures to ensure
successful completion of the project.
ACPB01.07.01 List testing and inspection procedures related to specific areas.
ACPB01.07.02 Interpret guides designed for testing and inspection purposes in specific areas.
ACPB01.08 Understand purpose for scheduling as it relates to successful completion of
the project.
ACPB01.08.01 Develop a schedule for a specific project.
ACPB01.08.02 Explain rationale for a specific scheduling procedure.
ACPB01.09 Understand and apply closeout procedures to effectively complete a project.
ACPB01.09.01 Identify the components of closeout procedures.
Pathway Topic ACPB02 SAFETY, HEALTH AND ENVIRONMENTAL
ACPB02.01 Create and apply a jobsite safety program to ensure safe practices and
procedures.
ACPB02.01.01 Determine procedures for a jobsite safety program.
ACPB02.01.02 Explain the importance of workers being OSHA certified.
ACPB02.02 Recognize and employ universal construction signs and symbols to function
safely in the workplace.
ACPB02.02.01 Identify universal signs and symbols such as colors, flags, stakes and hand
signals that apply to construction workplace situations.
ACPB02.02.01.01 Explain functions of signs and symbols.
ACPB02.02.01.02 Work safely using signs and symbols.
ACPB02.02.01.03 Inspect all signs and symbols for safe and proper use.
ACPB02.02.01.04 Use proper signs and signals for the work area.
ACPB02.02.01.05 Respond appropriately to signs and signals.
ACPB02.02.02 Select the most appropriate sign or symbol for use in a workplace situation.
ACPB02.03 Understand and apply procedures for jobsite security to prevent liability.
ACPB02.03.01 Explain the need for jobsite security to prevent liability.
Page 1002.03.02 Design and implement jobsite security procedures.
ACPB02.04 Create and apply a jobsite environmental program.
ACPB02.04.01 Explain the need for an environmental program that include recycling, site
clean-up and safe disposal in accordance with MSDS.
ACPB02.04.02 List the steps to establish an environmental program.
Pathway Topic ACPB03 LEADERSHIP AND TEAMWORK
ACPB03.01 Manage relationships with internal and external parties to successfully
complete construction projects.
ACPB03.01.01 Describe strategies used to promote collaboration, trust and clear
communication among contractors, suppliers, clients and others on a jobsite
ACPB03.01.02 Plan and organize project meetings.
Pathway Topic ACPB04 LEGAL RESPONSIBILITIES AND ETHICS
ACPB04.01 Understand proper changeover procedures for successful completion of the
project.
ACPB04.01.01 Establish process for changeover procedures.
ACPB04.01.02 Explain the need for specific changeover procedures.
Pathway Topic ACPB05 TECHNICAL SKILLS
ACPB05.01 Examine building systems and components to evaluate their usefulness to a
project.
ACPB05.01.01 Identify building systems needed to complete a construction project.
ACPB05.01.01.01 List all building systems involved in a project.
ACPB05.01.01.02 Describe the purpose of each system.
ACPB05.01.01.03 List all components of the involved building system.
ACPB05.01.01.04 Describe the function of each component.
ACPB05.01.02 Identify components of building systems needed to complete a construction
project.
ACPB05.01.03 Incorporate appropriate building systems into a construction project.
ACPB05.02 Utilize craft skills to meet or exceed customer expectations.
ACPB05.02.01 Develop and utilize good craft skills.
Page 11 of 11
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sso0103
Course: MATH 105, Fall 2009 School: Bellevue College Rating:
Word Count: 644
Document Preview
1.3
Shifting, Section Reflecting, and Stretching Graphs
29 Course Number
Section 1.3 Shifting, Reflecting, and Stretching Graphs
Instructor Objective: In this lesson you learned how to identify and graph shifts, reflections, and nonrigid transformations of functions. Date
Important Vocabulary
Define each term or concept.
Vertical shift A transformation of the graph of y = f(x), represented by h(x) = f(x) c 3.3Properties of Logarithms61 Course Number InstructorSection 3.3 Properties of LogarithmsObjective: In this lesson you learned how to rewrite logarithmic functions with different bases and how to use properties of logarithms to evalua
Section P.3Lines in the Plane9 Course NumberSection P.3 Lines in the PlaneInstructor Objective: In this lesson you learned how to find and use the slope of a line to write and graph linear equations. DateImportant VocabularyDefine each ter
Chapter 1Functions and Their GraphsCourse Number Instructor DateSection 1.1 FunctionsObjective: In this lesson you learned how to evaluate functions and find their domains.Important VocabularyDefine each term or concept.Function A functi
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The grades 8-10 Patterns, Functions and Algebra Benchmark B: Identify and classify functions as linear or nonlinear, and contrast their properties using tables, graphs or equations is one of the benchmarks most frequently tested on the 8th grade Ohio Achievement Assessment (OAA). The lesson materials and assessment items in this mini-collection support instruction related to this benchmark.
Students must identify a graph that represents a linear relationship 42. (author/sw)
Given four equations of functions, students must identify which one is linear 44. (author/sw)
Given four equations of functions, students must identify which one is nonlinear 3. (author/sw)
Students 10. (author/sw)
In this lesson, students focus on China's population growth. They graph data on graph paper using a graphing calculator or spreadsheet software. Students predict future population numbers and decide if the population growth is linear or exponential. Students analyze the data they collect and write equations that match their graph. Resources include Web sites with current and archived population data, government sites (ORC notes that a couple of these general information links are broken, but their inaccessibility does not affect the lesson in a critical way), and mathematical sites with interactive graphs comparing linear and exponential functions. Extensions are made to other linear and exponential growth situations that exist in the real world. The site includes a complete lesson plan for teachers and detailed instructions for students. (author/sw)
This lesson introduces students to the many factors that play a role in creating a forest-fire danger index. Students work with the Angstrom and Nesterov Indexes. To complete the activities, students should be comfortable with linear, quadratic and exponential functions. Summation notation is also used with the Nesterov index. Graphing calculators are required for some of the activities, but not all activities have to be included in the lesson. The site provides activity sheets, Internet extensions, and considerable background for the teacher on fire danger indices. This lesson originally appeared in the October 1999 issue of Mathematics Teacher. (author/sw)
Students collect information about the national debt, plot the data by decade, and determine whether an exponential curve is a good fit for the data. Then student groups determine and compare common traits and differences in changes in the national debt during three war eras: the Civil War, World War I, and World War II. The lesson uses graphing calculators to interpret the data, but ORC reviewers point out that spreadsheets can also be used. Activity sheets, discussion questions, lesson extensions, suggestions for assessment, and prompts for teacher reflection are included. (author/sw)
This lesson emphasizes patterns, discovery, and vocabulary by focusing on the basic connections between graphs, tables, and symbolic representations for lines, parabolas, inverse models, and exponential functions. Students investigate various patterns and models using the graphing calculator. This lesson is designed for first-year algebra students and is an ideal follow-up to a unit on lines. In addition to the lesson plan, the site includes ideas for assessment, teacher discussion, extensions of the lesson, additional resources, and a discussion of the mathematical content. The 39-page pdf file includes several pages of nice applications of the models presented. The lesson plan is accompanied by video clips illustrating lesson procedures. The user should first locate the Getting Out of Line lesson and then access the appropriate video clips at the PBS TeacherSource website. The video player necessary to view the video clips can be downloaded for free from the site. (author/pk)
In this lesson, students design an experiment to model a leaky faucet and determine the amount of water wasted due to the leak. Using the data they gather in a table, students graph and write an equation for a line of best fit. They then use their derived equation to make predictions about the amount of water that would be wasted from one leak over a long period of time or the amount wasted by several leaks during a specific period of time. In addition to the lesson plan, the site includes ideas for teacher discussion, extensions of the lesson, additional resources, and a discussion of mathematical content. The lesson plan is accompanied by video clips illustrating lesson procedures. The user should first locate the Drip, Drop, Drip, Drop lesson and then access the appropriate video clips at the PBS TeacherSource website. The video player necessary to view the video clips can be downloaded for free from the site. (author/sk)
Students learn about inverse variation by exploring the relationship between the heights of a fixed amount of water poured into cylindrical containers with different bases. The lesson begins with a review of direct variation and contrasts the properties of direct variation with those of inverse variation. A supporting article on oil spills, as well as suggestions for assessment, are included. (author/sw)
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MATHEMATICS OF FINANCE >CANADI
Zima and Brown continue to identify a generic approach to problem solving with a wide range of interest rates within the problems presented in the text. They also provided the following set of pedagogical and financial tools. This text emphasizes the point that the most important aspect for the student is to be able to visualize the problem.
Timeline diagrams help the student to determine how to solve the problem from first principles.They emphasize the use of calculators and Excel spreadsheets (solutions provided where appropriate) in problem-solving techniques, and include Internet-based resources and tools.Exercises for each topic in the text are stratified into fundamental learning exercises in Part A, and more challenging and theoretical problems in Part B. Each chapter closes with the Summary and Review Exercises, and, in many chapters, the Review Exercises include one or more Case Studies presenting more complex real-world problems.
show more show less
Simple Interest and Simple Discount
Compound Interest and Compound Discount
Simple Annuities
General and Other Annuities
Amortization Method and Sinking Funds
Bonds
Business Decisions, Capital Budgeting and Depreciation
Contingent Payments
Life Annuities and Life Insurance
Exponents and Logarithms
Progressions
Linear Interpolation
Glossary of Terms
Canadian Institute of Actuaries, 1986-92 Mortality Table
Answers to Problems
Index
List price:
$79.16
Edition:
5th 2001
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Have you heard of the Rule of Three? This rule says that functions should be described three ways: symbolically, graphically and numerically. As you investigate functions from each of these three perspectives and see how the three representations are connected, you will gain a deeper understanding of the important mathematical concept of function. The TI-83 and TI-83 Plus provides platforms to investigate functions in these three different ways.
Lesson Index:
1.1 - Describing Functions Symbolically
1.2 - Describing Functions Graphically
1.3 - Describing Functions Numerically
After completing this module, you should be able to do the following:
Define and evaluate a function on the TI-83 Plus or TI-83
Use the method of "Guess and Check" to find a root (or zero) of a function
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Even though the problems in the homework are oftentimes proofs or deal with theory, Dr. Fan devotes the vast majority of his lectures to concrete examples, leaving the student with the task of determining why he can make the move he just did. Paired with a less than stellar textbook, and you have a truly winning combination.
Dr Fan is a really nice guy, use his office hour times, he helps you out a lot on the test. His class is pretty hard, but if you put the effort and time in to show Dr. Fan your effort, he will greatly reward you.
I take his calculus class MATH 10283. He is a nice, funny, and kind guy. He is really care about his student. He usually delay the deadline for homework when most of student struggle with that. Most of my class get A! Deffitely take his class! Ask him when you need help.
If you have never taken calculus before or are not a math person, DO NOT take Dr. Fan. He does not explain well or know how to teach the material and is hard to understand because of his accent. He is willing to work with you outside of class, but don't expect to be any less confused once you do.
The textbook is only used for one page and all the homework is online. Hard to understand what he is saying and does not explain topics clearly, says to "use your intuition" instead of providing equations. I made straight As in math in high school, struggled and was shocked that I earned a B in this class.
dr. fan is the worst teacher i have ever had. his topics class should've been way less complicated than he made it out to be. not to be rude, but his accent makes it even harder...try to avoid him at all costs. i spent so much money on a tutor, and only to barely pass the class after i chose to take it pass/fail.
Professor Fan is hard to understand and seems to twist everything to a weird dimension that not even friends in higher level math could understand. He also refused to cut any slack on my part when I had a death in the family which resulted in me failing his final and getting a C+ in the class. Take Kathy Coleman instead.
TOPICS IN MATH - not a fun class to go to. hard to understand what he is saying. teaches topics in hard ways to understand, gives homework every class and makes it mandatory so if you dont do it it really affects your grade. tests are SUPER hard and ALL fill in the blank so if you screw up the first step you get minus 10 points on just 1 problem!
PLEASE do NOT take his class!!! He can't comprehend that people don't know math as well as he does. He's very smart, but a BAD teacher. The upside is sometimes he tells cheesy jokes and tries to do in-class activities. So if you are stuck with this teacher, GOOD LUCK.
The class in general is very easy if you like math. All I did was sit and doodle. It was more like a refresher for me. If you're bad at math he's really awful at explaining things. He has a thick accent and only one way of explaining things. He does take attendance and it does effect your grade.
He was very hard to understand and did not know how to teach. He would often yell at students who were taking notes. He would say "Pay attention to me! Use your INTUSION!" (attempt @ saying intuition?) He would refuse to give formulas and insisted that we use our INTUSION to figure it out. I had to teach myself from the book to pass.
Don't take math from Mr.Fan! He is a horrible teacher and his english is very hard to understand. If you want any help out of him you have to stalk his office all the time to actually get some help, and is also impatient when he is trying to help you one on one. I would suggest if you are taking topics of mathematics to take from another teacher.
Quite honestly the worst teacher I've ever taken. His tests are insanely difficult if you follow his reviews (which basically means his reviews are utterly useless). He's difficult to understand and most of the class time is spent trying to figure out how to do the homework from the previous day. Don't take him even if you want a challenge.
Mr. Fan is so funny and very cute! His English kept me entertained through the whole semester. He definitely has a spunky personality. I've never made good grades in math and I got a B. He explained things creatively which I appreciate. I spent a lot of time outside class reteaching myself in ways I'd best remember the subjects. Fun teacher!
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MATH& 141Precalculus I•
5 Cr.
Department
Division
Emphasizes graphs and polynomial functions. Other topics include the theory of equations and rational, exponential, inverse, and logarithmic functions. Either MATH& 141 or MATHY 138 may be taken for credit, not both. Fulfills the quantitative or symbolic reasoning course requirement at BC. Prerequisite: Placement by assessment or MATH 099 with a B- or better.
Outcomes:
After completing this class, students should be able to:
Demonstrate knowledge of College Algebra from and Elementary Functions approach in preparation for Calculus I, II, and III.
Build and demonstrate knowledge of using a graphing calculator and utilizing it as an aid in understanding as well as solving College Algebra and Pre-calculus concepts and exercises.
Solve 1st degree inequalities including double inequalities and absolute value inequalities. Solve 1srt degree and 2nd degree and rational equations including Quadratic formula and apply it to solving 2nd degree and 3rd degree and rational inequalities using the Test Value Method. Solve related inequality application and to interpret the solutions and make inferences.
Demonstrate knowledge of Rectangular Coordinate System graphing by plotting. Apply Distance and Midpoint Formulas into learning of the equations for circles. Identify symmetry in a graph and recognize its associated advantages and limitations.
Recognize functions in symbolic, graphical, and tabular formats. Identify Domain and Range in each of these formats. Use Functional Notation and evaluation leading to sketching functions. Identify graphs as decreasing or increasing. Build functions to describe various Application Problems and interpret the results and make inferences.
Graph functions in general including utilizing the properties of shifting, stretching, and reflecting and recognize its advantages over point. Given the initial and the final graphs describe symbolically which effect were used. Use a graphing calculator to identify these general properties easier. Identify and contrast Even and Odd functions, as well as Piece-Wise defined functions including the Greatest Integer Function.
Recognize 2nd degree or Quadratic Functions and their associated Parabolic Graphs. Find the Vertex from the Vertex Form and/or by Formula and apply it in graphing Parabolas. Use the Quadratic Formula to find the zeros of a Quadratic Function.
Combine functions utilizing operations of Addition, Subtraction, Multiplication, Division, and Composition and find the new Domain for each, with the functions being given symbolically, graphically or by a table. Solve related Applications using the Composition Operations.
Identify Inverse Functions and One to One functions. Verify two functions are inverses by using composition. Find Inverse Functions given the original function symbolically or graphically or by table.
Analyze and Graph Polynomials of Nth degree utilizing general properties of Polynomials and locate the zeros and find and plot test points between and beyond the zeros. Solve related Application Problems and to interpret the solutions.
Identify Complex numbers and Add, Subtract, Multiply, and divide. Find and describe complex roots using conjugates after factoring or using the Quadratic Formula.
Divide Polynomials, and show knowledge of Synthetic Division. Recognize the connection between Synthetic division and the Reminder and Factor Theorems.
Apply the Theory of Equations including the Fundamental Theorem of Algebra, factored form of polynomials, multiplicity of zeros, and bounds on real zeros to graph polynomials and compare and contrast different polynomial graphs.
Recognize the Complex roots come in pairs. Find Rational zeros using the Rational Roots Theorem and to reduce to the Quadratic level for future solving. Solve related Application Problems and to interpret the solutions.
Analyze and graph Rational Functions through a multi-step process including finding all Intercepts, Domain, all Asymptotes, and plotting a couple of relevant test points. Identify and find Vertical, Horizontal, and Slant Asymptotes. Solve related Application Problems and to interpret the solutions and make inferences.
Analyze and graph Exponential and Logarithmic functions. Solve related Applications and to interpret the solutions. Identify the Natural Exponential and the Natural Logarithm Functions with base "e", and utilize them to solve and interpret solutions to Compounded Interest and Continuously Compounded Interest Applications as well as making inferences in Population, Radioactive Decay, Drug level and other applications.
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Provides Internet resources that will help improve the teaching and learning of mathematics for all students, professional development for teachers of mathematics, Standards-based resources for classroom use and helps communicate the vision of Standards-based mathematics teaching and learning.
Computer program for data management and basic statistical analysis of experimental data. Developed primarily for the analysis of data from agricultural field trials, but many of the features can be used for analysis of data from other sources.
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Elementary Geometry
9780471510024
ISBN:
0471510025
Edition: 3 Publisher: John Wiley & Sons Inc
Summary: Although extensively revised, this new edition continues in the fine tradition of its predecessor. Major changes include: a notation that formalizes the distinction between equality and congruence and between line, ray and line segment; a completely rewritten chapter on mathematical logic with inclusion of truth tables and the logical basis for the discovery of non-Euclidean geometries; expanded coverage of analytic ...geometry with more theorems discussed and proved with coordinate geometry; two distinct chapters on parallel lines and parallelograms; a condensed chapter on numerical trigonometry; more problems; expansion of the section on surface areas and volume; and additional review exercises at the end of each chapter. Concise and logical, it will serve as an excellent review of high school geometry
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...
Science Helper for Ms Word is a type of implemental software for making physics, chemistry, math and electronic graphs of the high school or ... - so you save time! The software encompasses mathematics, physics, chemistry, electronic and more with over 1200 ... tool which can used to assist with making homework of physics, chemistry and math graphs in Word ...
Looking for a software utility that would help math students plot various graphs? You've just stumbled upon ... perfectly suited for use by high-school and college math students. The program is capable of plotting Cartesian, ... making it very practical for solving in-class and homework algebra or calculus problems. The program comes with ...
... input area contains a color-coded parentheses assistant to help reduce errors. Other interface enhancements include user-defined ... output, making it easier for your instructor to help you if you have questions. Printed output may ... · Not sure what went wrong in your homework? Print the entire output or just selected rows ...
Visual Mathematics is a highly interactive visualization software (containing -at ... students. This is a very powerful tool that helps to learn and solve problems by the hundreds ... Arithmetic, Algebra, Geometry, Trigonometry, Analytic Geometry and miscellaneous.Visual Mathematics, a member of the VirtualDynamics Math Virtual Lab, is an Intuitively-Easy-To-Use software.Visual Mathematics modules include the theory necessary to understand every ...
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Math Survival Guide Tips and Tricks for Science Students
9780471270546
ISBN:
0471270547
Edition: 2 Pub Date: 2003 Publisher: Wiley & Sons, Incorporated, John
Summary: This second edition of 'Math Survival Guide' provides tips for science students in the form of a quick reference/update guide. It uses an approachable tone and appropriate level and includes good problem sets.
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Project Overview: Much of the mathematics learned in classroom can be applied to model real-life phenomena and help in their understanding.
In turn, many mathematical concepts can be illustrated using technology, and some theoretical discoveries as well as development of important applications can be accelerated using computational methods. In this project students will use existing and develop new mathematical analysis and computational tools to analyze, and develop projects with substantial theoretical and applied mathematical content which are important for various applications to such diverse fields as geosciences, semiconductor modeling, biology and ecology, and engineering.
What skills will students obtain in this project?
Reading applied mathematics literature within and outside typical coursework. Developing mathematical and computational models and their analyses for important applications. Using software tools and developing illustrations of the models.
Student research tasks:
Dependent on background and level of proficiency in the use of technology and mathematical analyses but will include to various degrees: developing illustrations and applications of existing mathematical models using existing technology modules; writing descriptions and detailed mathematical analyses of existing results; running simulations with existing modules; developing new analyses and new modules.
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This book on Algebra has been written for the use of the students of various school Boards and colleges. The subject matter has been discussed in such a simple way that the students will find no difficulty to understand the topic, rather they will develop interest in Algebra. In this book, each chapter begins with small introduction, starting with definition, examples and counter examples. A large number of theorems and solved examples of different types have been provided. There are many examples on applications of chapters like Binomial Theorem, Permutation Combination and others. It can be used as help books as well as textbook.
The aim of this book is to present the subject in such a way that even an average student may understand the problems and solve them. The language is very simple and easily understandable.
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A Quick Introduction to the Wolfram Education PortalIn this Wolfram Technology Conference presentation, Radim Kusak shares his experiences in creating the course, Introduction to Wolfram Mathematica for Teachers, for his colleagues at Charles University in Prague.
See how Wolfram technologies like Mathematica and Wolfram|Alpha enhance math education. The video features visual examples of course materials, apps, and other resources to help teachers and students cover math from algebra to calculus to statistics and beyond.
Watch an introduction to the Wolfram Demonstrations Project, a free resource that uses dynamic computation to illuminate concepts in science, technology, mathematics, art, finance, and a range of other fields.Explore the various ways mobile devices can tap into the power of Mathematica and Wolfram|Alpha to enhance learning in math, science, and even music classrooms in this recorded presentation from the Wolfram Technology Conference 2011.
In this Wolfram Mathematica Virtual Conference 2011 course, learn why Mathematica is used for academic research with a look at its programming language, support for parallel computing, and multiple publishing and deployment options.
In this Wolfram Mathematica Virtual Conference 2011 course, learn different ways to use Mathematica to enhance your calculus class, such as using interactive models and connecting calculus to the real world with built-in datasets.
Filip Švrček, an assistant professor in the department of algebra and geometry, faculty of sciences, at Palacký University in Olomouc, Czech Republic, shared classroom examples that demonstrate the power of using Mathematica as a teaching tool at the Wolfram Technology Conference 2010.
Mathematica covers many application areas, making it perfect for use in a variety of different classes. In this screencast, you'll get an introduction to Mathematica and learn how it can help you tackle any type of problem—numeric or symbolic, theoretical or experimental, large-scale or small. Includes Portuguese audio
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Description
This is the second edition of a popular book on combinatorics, a subject dealing with ways of arranging and distributing objects, and which involves ideas from geometry, algebra and analysis. The breadth of the theory is matched by that of its applications, which include topics as diverse as codes, circuit design and algorithm complexity. It has thus become essential for workers in many scientific fields to have some familiarity with the subject. The authors have tried to be as comprehensive as possible, dealing in a unified manner with, for example, graph theory, extremal problems, designs, colorings and codes. The depth and breadth of the coverage make the book a unique guide to the whole of the subject. The book is ideal for courses on combinatorical mathematics at the advanced undergraduate or beginning graduate level. Working mathematicians and scientists will also find it a valuable introduction and reference.
Recommendations:
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The Language of Mathematics. Utilizing Math in Practice
John Wiley and Sons Ltd, October 2011, Pages: 440
A new and unique way of understanding the translation of concepts and natural language into mathematical expressions
Transforming a body of text into corresponding mathematical expressions and models is traditionally viewed and taught as a mathematical problem; it is also a task that most find difficult. The Language of Mathematics: Utilizing Math in Practice reveals a new way to view this process—not as a mathematical problem, but as a translation, or language, problem. By presenting the language of mathematics explicitly and systematically, this book helps readers to learn mathematics¿and improve their ability to apply mathematics more efficiently and effectively to practical problems in their own work.
Using parts of speech to identify variables and functions in a mathematical model is a new approach, as is the insight that examining aspects of grammar is highly useful when formulating a corresponding mathematical model. This book identifies the basic elements of the language of mathematics, such as values, variables, and functions, while presenting the grammatical rules for combining them into expressions and other structures. The author describes and defines different notational forms for expressions, and also identifies the relationships between parts of speech and other grammatical elements in English and components of expressions in the language of mathematics. Extensive examples are used throughout that cover a wide range of real-world problems and feature diagrams and tables to facilitate understanding.
The Language of Mathematics is a thought-provoking book of interest for readers who would like to learn more about the linguistic nature and aspects of mathematical notation. The book also serves as a valuable supplement for engineers, technicians, managers, and consultants who would like to improve their ability to apply mathematics effectively, systematically, and efficiently to practical problems.
Preface.
Acknowledgements.
Part A. Introductory overview.
1. Introduction.
2. Preview: Some Statements in English and the Language of Mathematics.
Part B. Mathematics and its language.
3. Elements of the Language of Mathematics.
4. Important Structures and Concepts in the Language of Mathematics.
5. Solving Problems Mathematically.
Part C. English, the Language of Mathematics and translating between them.
6. Linguistic Characteristics of English and the Language of Mathematics.
7. Translating English to Mathematics.
8. Examples of Translating English to Mathematics.
Part D. Conclusion.
9. Summary.
Appendices.
Appendix A. Representing numbers.
Appendix B. Symbols on the Language of Mathematics.
Appendix C. Sets of numbers.
Appendix D. Special structures in mathematics.
Appendix E. Mathematical logic.
Appendix F. Waves and the wave equation.
Appendix G. Glossary: English to the Language of Mathematics.
Appendix H. Programming languages and the Language of Mathematics.
Appendix I. Other literature.
Index.
"This text presents a new and original point of view on mathematics that will be useful for simplifying applications of mathematics to practical problems by translating English statements of a problem into the Language of Mathematics. The reviewer shares the author's opinion that \this book will improve and increase the reader's insight into mathematics and how to utilize it in practice." (Zentralblatt MATH, 2012)
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This course, designed to be taken concurrently with COSC-072, covers mathematical tools and principles that are valuable to the computer scientist. Topics include: propositional and predicate logic; mathematical proofs, including induction; counting and basic probability theory; logarithmic and exponential functions; elementary graph theory; and "Big-O" notation and asymptotics. Prerequisite: none. Spring.
Other academic years There is information about this course number in other academic years:
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I'm a student educator. This blog is a record of my development as a person and as a professional. If you are looking for specific kinds of posts, click on the appropriate category below.
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Pre-Calculus, Weeks 01 and 02
Remember, when I said I was refreshing on my Pre-calculus? I was expecting it to be a quick refresher, but it turns out that there are many concepts from pre-calculus that I never learned properly the first time. As I go through and relearn these pre-calculus skills, I realise that they are the exact same skills that screwed me over in my first calculus classes.
Simplifying Radical Forms
Sounds so easy, until you get something like this,
and you have to figure out how to turn this into its simplest form. Just so you know, the correct answer is
Algebraic Symbol Manipulation
This one got me twice. The first time, and then the second time when I was reviewing it two days later, to see if I still knew how to do it.
I had to play around with the variables for half an hour before I realised you just have to get the x's on the same side, and then factor the x out.
Solving Equations in Radical Form
This one is a skill you need to succeed with integrals. Most equations in radical form are easy. It's when you throw in weird shit like fractional exponents that you have to really think "out of the box".
The trick here is to turn the equation into a classical quadratic equation,
then make a substitution.
Now you can solve the equation like normal.
u now is equal to either -3 or 1. Substitute y^(1/3) back in… and you have.
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2 thoughts on "Pre-Calculus, Weeks 01 and 02"
Haha, yea, I'm also having trouble getting excited about math. But, I'm going back to school for engineering, so I have to make this stuff my bread and butter. How about yourself? How are your studies coming?
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Beginning Algebra : Early Graphing conti... MOREnual reinforcement of basic skill development, ongoing feedback and a fine balance of exercises makes the first edition of Tobey/Slater Essentials of Basic College Mathematics even more practical and accessible. Normal 0 false false false MicrosoftInternetExplorer4 John continual reinforcement of basic skill development, ongoing feedback and a fine balance of exercises makes the first edition of Tobey/Slater Beginning Algebra: Early Graphing even more practical and accessible. Prealgebra Review; Real Numbers and Variables; Equations, Inequalities, and Applications; Graphing and Functions; Systems of Equations; Exponents and Polynomials; Factoring; Rational Expressions and Equations; Radicals; Quadratic Equations For all readers interested in algebra.
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This text, which is intended to supplement a high school algebra course, is a concise and remarkably clear treatment of algebra that delves into topics not covered in the standard high school curriculum. The numerous exercises are well-chosen and often quite challenging.
The text begins with the laws of arithmetic and algebra. The authors then cover polynomials, the binomial expansion, rational expressions, arithmetic and geometric progressions, sums of terms in arithmetic and geometric progressions, polynomial equations and inequalities, roots and rational exponents, and inequalities relating the arithmetic, geometric, harmonic, and quadratic (root-mean-square) means. The book closes with an elegant proof of the Cauchy-Schwarz inequality.
Topics are chosen with higher mathematics in mind. In addition to gaining facility with algebraic manipulation, the reader will also gain insights that will help her or him in more advanced courses.
The exercises, which are numerous, often involve searching for patterns that will enable the reader to tackle the problem at hand. Many of the exercises are quite challenging because they require some ingenuity. Some of the exercises are followed by complete solutions. These are instructive to read because the authors present alternate solutions that offer additional insights into the problem.
This book inspires even those with minimal interest in mathematics. If you are passionate about math, this is a must for you. The book is simply a refresher for high school algebra. It contains numerous gems that you could hardly find in a standard algebra text. If you are a teacher, you would have learned much to improve your teaching style and knows how to make your math classes more interesting...overall, a key source to keep on your bookshelf
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TIRED OF GETTING C'S AND D'S IN MATH ?? NEED HIGHER GRADES FOR COLLEGE ENTRANCE ??
WANT EXTRA MATH HELP TO PREPARE FOR SAT'S ??
My name is John Dunn (jd) and I've been teaching mathematics for over 40 years. After retiring from the classroom a few years ago, I decided to develop a set of math notes (JD'S Math Notes) aimed at helping high school and college students with their math homework and assignments. These notes are particularly geared for Precalculus students and Algebra and Trigonometry students
The focus is more on easy-to-follow examples, and less on theory. Detailed solutions to a wide variety of problems with homework questions (full solutions) to practice on.
If you are returning to school after a period of absence or preparing for a Calculus course, JD'S Math Notes are ideal to help you get back on track quickly.
JD'S Math Notes feature:
TWO GREAT COURSES TO CHOOSE FROM!
Online Help with PRECALCULUS ALGEBRA AND TRIGONOMETRY homework.
Lessons with a variety of examples and fully explained solutions.
Homework questions on each lesson with full solutions.
Review of concepts and tests with fully explained solutions at the end of each unit.
Principle of Mathematics
This is a blog containing materials related to mathematics. It deals with teaching methodology, step-by-step guides, special mathematics techniques, teaching videos and leisure reading articles on mathematics.
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Excel For The Math Classroom (Excel For Profession...
This guide to enabling middle-grade mathematics teachers to use Microsoft Excel in the classroom focuses primarily on concepts taught in grades 4'Books Similar to : Excel For The Math Classroom (Excel For Profession
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ers who use this text are motivated to learn mathematics. They become more confident and are better able to appreciate the beauty and excitement of the mathematical world.That's why the new Ninth Edition of Musser, Burger, and Peterson's best-selling textbook focuses on one primary goal: helping students develop a true understanding of central concepts using solid mathematical content in an accessible and appealing format. The components in this complete learning program--from the textbook, to the eManipulative activities, to the online pro... MOREblem-solving tools and the resource-rich website--work in harmony to help achieve this goal.
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I have yet to teach such a course, but I would motivate abstract algebra based on plane geometry, especially group theory. It certainly worked for me to some extent, though I suspect that's because I saw a lot more plane geometry in high school than our students ever do. Various flavors of plane transformations, dihedral groups, regular polyhedra and crystalline structures, you can even go into combinatorics with Polya enumeration$\dots $ I think a geometric picture would be valuable even after moving away from geometric problems.
As for analysis, I would go for the big theorems, which seems where the difference between analysis and calculus lies. For instance, after doing a bunch of limits of integrals depending on an integer parameter, wouldn't it be nice to know that limits and integrals can be interchanged when the convergence is uniform? The big theorems can be presented not for the sake of abstraction, but because they make boring computational tasks easier.
I don't know if this answers your question, though I'm putting it out there anyway; this is almost too obvious, you probably wanted more details or a different tack altogether.
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Course Description: Real number system, order of operations; Algebraic problem solving, solving linear equations; Cartesian coordinate system, graphs of equations; Exponents and radicals; Factoring polynomials, solving equations by factoring.
Four Credits. (Credits not applicable toward graduation.)
Note: This course serves as a pre-requisite for MATH 110 (College Algebra), MATH 130 (Introductory Statistics), or MATH 155 (Mathematics, A Way of Thinking). You must earn at least a "C" grade to qualify for the next course in your sequence.
ALEKS Student Access Code: Purchased from the Viterbo Bookstore.
You will also need the appropriate Course Code for your specific section, which is provided later in this document.
Text: Introductory Algebra: A Real-World Approach. 2nd Edition. By Ignacio Bello. (McGraw-Hill, 2006)
This textbook is published by McGraw-Hill, who also handles ALEKS for institutions of higher education. Our text has been precisely integrated with ALEKS, so that you can use your book for explanations, worked examples and practice problems as we move our way through the course material.
Course Goals and Student Outcomes:
1. Students will demonstrate their readiness for learning algebra.
(a) Students will take ALEKS assessment.
(b) Students will work through pre-algebra ALEKS modules indicated as necessary.
2. Students will improve their mastery of algebraic skills.
(a) Students will take ALEKS assessment of algebra knowledge and skills.
(b) Students will work through the ALEKS modules indicated as necessary.
(c) Students will take indicated exams to demonstrate their learning.
3. Students will develop their ability to apply algebraic thinking and procedures to problem solving.
(a) Students will work through the ALEKS modules that focus on problem solving.
Course Procedures and Policies:
MATH 001: Math 001, "Introductory Algebra", is a not-for-graduation-credit course intended to prepare students for the various courses for which 001 is a pre-requisite, namely MATH 110 (College Algebra), MATH 130 (Introductory Statistics), and MATH 155 (Mathematics, A Way of Thinking). The material is essentially the first year of algebra, which would typically be taken in high school, which explains why this course is numbered 001, and why the 4 credits you will earn here do not count toward graduation, even though they do count toward full-time status.
Your placement score indicated that you have not mastered this content, whatever the reason. To make the best of the situation, your goal here must be to learn this material and master the necessary skills so that you can be successful in the courses you eventually need to take as part of your college program.
ALEKS: ALEKS (Assessment and LEarning in Knowledge Spaces) is a web-based program designed to carefully assess what students know and what they are ready to learn, and then to methodically tutor them in the given material, in this case Introductory Algebra. After registering, you will begin by going through a brief tutorial on the use of the ALEKS input tool, also called the "Answer Editor." On the second day you will do the Initial Assessment in class.
Probably the best thing about ALEKS is that it allows each student to take a course specifically designed for his/her individual needs – students will be working at their own pace and working on material they are ready to learn. The implication of this is that I will not be "lecturing" on textbook sections in the customary way. My role as instructor here is to monitor your learning and to engage in individual tutoring as the need arises.
Another advantage to using ALEKS is that since it is web-based you can work on your course anywhere you have internet access. ALEKS will remember where you left off and will always make sure that you have shown readiness before presenting new material. However, the Initial Assessment and all Quizzes/Exams must be taken during class. Be sure to do your own work! Your best preparation for online in-class quizzes is when you have been working with ALEKS yourself. By allowing someone else to do your work for you, the only person you are cheating is yourself.
**NOTE** You also need to complete at least or 80% of the ALEKS topics to pass the course. You need at least a "C" grade to be allowed to advance to the next course in your sequence.
Number of
Absences
Points
0
+25
1
+20
2
+15
3
+10
4
+5
5
0
6
-1
7
-2
etc.
(1) Attendance: A major factor in learning mathematics is a regular and focused schedule of practice. You need to practice virtually every day, and for a considerable amount of time each day in order to establish a solid foundation in algebra.
The Attendance Policy for 001 is given in the table at the right. Because it is so important that you put in the time, this system rewards regular attendance. Within reason, missed classes can be made up with me in the Learning Center.
In general, there will be no distinction between "excused" and "unexcused" absences, although absences due to participation in a school event, such as an athletic trip or a theatrical production, will NOT be "absences". However, in such cases, it is important that you put in equivalent make-up time.
(2) Check-Offs: You will all receive a packet containing Check-Offs which are basically practice problems for questions covered throughout the course. Think of these as homework problems that need to be turned-in. As you master the topics covered on each Check-Off, complete the questions and submit your packet for review. Each section (A – K) is worth 5 points. The Check-Offs need to be completed during class in order to receive credit.
(3) ALEKS Quizzes: In addition to automatic assessments produced by ALEKS based on your completion, ALEKS has the ability to construct exams at points indicated by the instructor. I tell ALEKS what material I want covered and the program constructs problems that test understanding of that material. My intent is to have ALEKS give you a Quiz after you have completed every other ALEKS topic section, as numbered on the ALEKS page included with this syllabus. Thus, you will have a Quiz after you have completed sections 1 and 2; after sections 3 and 4; after sections 5 and 6; and also after sections 7 and 8.
* For each Quiz, although it will be taken online, you need to turn-in a paper/pencil copy of the questions with your work and answers at the end of the class period during which each Quiz is taken. At the completion of the Quiz, you will receive your score. If you do not pass a Quiz, do not turn in your work. Study from it - - you are allowed one chance to re-take each quiz.
**REMINDER**These quizzes, even the re-takes, must be taken in the classroom! One page of notes may be used. A calculator is allowed for all in-class assessments EXCEPT for Quiz #1.
(4) ALEKS Modules Completed: On the last two days of class you will take a final assessment, triggered by me. The percentage you score on that assessment is the number of points you receive, based out of 100. This assessment must be completed in the classroom. If you do not finish in one class period, you MUST NOT log on to ALEKS again until you return the next day for class, at which time you can complete your assessment. You must leave record with me as to which problem you were on when you leave, and if you are not on that same problem when you return, you must take the assessment again in the Learning Center.
(5) Midterm and Final: The Mid-Term and Final will be a traditional hard-copy test. It will not be an online assessment. Some of you may not be on schedule for the assessments, and this will no doubt affect your performance and, in turn, your Mid-Term and final course grade. The lesson learned here is that part of success in a course is learning the material within a designated amount of time.
ALEKS Time: ALEKS keeps track of how much time you have put in as well as how much progress you have made. It is your responsibility to keep track of how much time you are spending with ALEKS. It is suggested that you spend an additional 2 to3 hours outside of class for each hour in class. This commitment will help ensure successful progress through ALEKS.
Schedule: Your starting point and rate of progress are based on your initial assessment and learning rate. Because ALEKS allows students to work at their individual pace, students will be at a variety of places in the material throughout the semester. Still, in order to pass the course and move into the subsequent course you will need to demonstrate sufficient knowledge of the material within the semester's time constraints.
It is possible that some of you will actually complete the ALEKS course before the calendar indicates the semester is over, and that's fine. I will still have you take the final exam with the rest of the class on the scheduled date. And it is possible that some of you may reach December without completing the material. ALEKS offers a guarantee that if you do not pass the course despite having put in at least 80 hours, your license to use ALEKS can be renewed for a semester at no cost. In this case, you will be given a grade of "I" (Incomplete), allowing you to work towards completion of the course during the next semester. Of course, this is far from ideal since it means you could not yet enroll in the course you need to take for your major. Use the Quiz dates as a goal for completion!No Class Meetings: Monday, September 4 – Labor Day
November 22 through 24 – Thanksgiving Break
The policies and outline of this course are subject to change at the discretion of the instructor.
Revised 8/24/2006
Using ALEKS You will need the ALEKS Student Access Code on the back of your ALEKS Users' Guide, purchased from the Bookstore. You will also need the Course Code for your section, which is listed below.
(1) Type the URL line of your browser. Then add the site to Your Favorites.
ALEKS will lead you through the process of creating an account. Above the Registered Users box you should click:
New User? Sign Up Now!
(2) To enroll in your specific section, you will need the appropriate course code:
On the first day of class, each of you will log in and we will examine the basics of using ALEKS. I will ask you to work your way through the "Answer Editor" tutorial so that you become familiar with how to enter mathematical expressions for assessments, on-line work and quizzes. Then on the second day of class I will have you take the initial ALEKS assessment to get a baseline rating of your skills and readiness for the material in this course. It is important that you always put forth your best effort when taking assessments, because this is how ALEKS determines whether or not you have mastered the material already learned.
ALEKS keeps track of (and lets your instructor see) how much you have mastered and what you are ready to learn. Below are the topics covered in this course.
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Mathematics
A major goal in our teaching of math at San Francisco Waldorf High School is to develop the student's capacity for mathematical thinking in a creative, rigorous, and comprehensive way in addition to building the traditional skills of algebra, geometry, and calculus.
High school mathematics is taught in the block system as well as in ongoing track classes. The track classes meet four times a week for a period of fifty minutes each session throughout the year. These classes develop mathematical reasoning and problem solving through the traditional topics of algebra, geometry, advanced algebra, pre‐calculus, calculus, and advanced calculus. The blocks, on the other hand, are four weeks long and meet during the usual main lesson time. Here, the teaching of mathematics has a different focus. Thanks to this brief but intense immersion into the world of mathematics, the students have time to explore mathematical ideas in a more creative way and within a historical context.
Some of the blocks include the ninth grade Permutations and Combinations block which looks at the many faces of chance: fate, destiny, randomness, risk. The tenth grade Trigonometry block begins with determining when two polygons are similar. Once introduced, the sine, cosine, and tangent functions are used in calculations involving right triangles and eventually in deriving the Law of Sines and the Law of Cosines for (not necessarily right) triangles. In the eleventh grade, the Projective Geometry block formalizes one of the central principles of perspective art: parallel lines meet at infinity. This block includes elements at infinity, the principle of duality, perspectivities and projectivities, projective generation of point and line conics, cross‐ratio and invariance, and, more specifically, study of the theorems of Desargues, Pascal, Brianchon, and Pappus, as well as the Fundamental Theorem of Projective Geometry. The twelfth grade Calculus/Chaos block introduces the historical and mathematical development of calculus and includes elementary aspects of both differential and integral calculus.
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Math Department currently offers five single variable calculus courses at different levels and with different intensions. They are:
Math1013*/1014
(Math013/014),
Math1023*/1024
(Math023/024),
Math1018
(Math021),
Math1020*
(New for 4Y with 5* or above in M2)
Math1003*
(Math006).
The first two are year long sequences, and the last three are semester long courses. *common core courses under QR
2) Purpose of each course
Math1013/1014: Complete single variable calculus at normal level. Students are expected to know the basic concepts and carry out the computations.
Math1023/1024: Complete single variable calculus at more advanced level. Students are expected to understand the basic concepts and make simple theoretical arguments (such as providing reason for the specific computation, quite a bit of proofs). This is an honor course of Math1013/1014.
(Student with a level 5 or above in HKDSE Mathematics Extended Module M2 are encouraged to try out these honor classes)
Math1018: Basic material in single variable calculus. The course contains enough material so that students who passed Math1018 can continue studying the other math courses. For 3Y students with A-level Pure Math.
Math1020: Advance material in single variable calculus. Expected students have learnt well in calculus before (M2 with 5* or above). The course contains advance material so that students who passed Math1020 can continue studying the other higher level math courses. For 4Y students.
Math1003: Minimum material in single variable calculus. The course provides the basic knowledge of calculus but not enough for further study in more advanced math courses.
3) Relation between different courses
Math1023/1024 > Math1013/1014 = Math1020 > Math1018 > Math1003
If you pass Math1023 in fall, then you can take either Math1024 or Math1014 in spring.
If you pass Math1013 in fall, then you can take Math1014 in spring. If you perform exceptionally well in Math1013, then you can take Math1024 in spring.
If you pass Math1018, Math1020 or Math1003, then you cannot take other single variable calculus courses.
4) How does the choice affect further study
Math(1013/1014) / (1023/1024) / 1020 is the prerequisite for
Math2043 (honor analysis course) or
Math2031/2033 (the normal analysis course).
Although according to the official rule, getting A- or above in
Math1014 / 1020 / 1024 can allow you to register Math2043,
it is strongly advised that only those who took Math1023/1024
(or MATH1020) continue with Math2043
because otherwise you will be guaranteed to have a tough time and low grade in Math2043. The same applies to Math2131 (another honor course).
Students intend to do research in Math are strongly advised to Math1023/Math1024.
5) Other math courses that are offered at different levels
The following is the list of other equivalent math courses that are offered at different levels.
For undergraduate courses, those coded from 1000 to 1600 are designed to standardize the varying range of mathematics background of students admitted through the non-JUPAS route. Upon taking a mathematics placement test on admission, students will be placed into an appropriate 1000- or 2000-level mathematics course with respect to their test result. Details of the test and related course placement are available online at
[Previous Course Code(s): MATH 092] This is a general science course that introduces students to selected disciplines or topics of high popular interest. The crucial roles that mathematics play are emphasized. Materials are chosen to enrich and enhance students' appreciation of science and mathematics.
MATH 1702
Information Technology Practical Training
[0 Credit(s)]
[Previous Course Code(s): MATH 099] For students in the Science School only. A practical training course for a total duration of two weeks covering basic PC hardware architecture, an introduction to Windows 2000/XP operating systems and web based learning application software. Graded P or F.
MATH 1712
Mathematics in Daily Life
[3 Credit(s)]
[Previous Course Code(s): MATH 162] This course aims to help students develop the mathematical literacy to see the connections and applications of mathematics to daily life activities. The course consists of two components: (i) introducing different topics of mathematics in daily life such as mathematics in voting, finance, scheduling, etc, and (ii) guiding projects on the students' chosen topics of mathematics related to real life problems or other branches of study. Year 3 and 4 students are required to seek approval from instructor prior to enrollment.
MATH 1713
Flattening the Earth: Maps and Map Projections
[3 Credit(s)]
Maps are graphical representations of our surroundings. Mathematically, a map of the earth is a function from the two-dimensional sphere into the plane. To understand whether it can be done or how it can be done involves concepts from topology and differential geometry. There are also many fascinating stories about the development of various map drawing methods and their impacts ton the development of human civilization Prerequisite(s):Level 3 or above in HKDSE Mathematics Extended Module M1/M2
This course covers the fundamental concepts of actuarial financial mathematics and how these concepts are applied in calculating present and accumulated values for various streams of cash flows. The topics covered include interest rates, present value, annuities valuation, loan repayment, bond and portfolio yield, bond valuation, rate of return, yield curve, term structure of interest rates, duration and convexity of general cash flows and portfolios, immunization, stock valuation, capital budgeting, dynamic cash flow processes, and asset and liability management. Prerequisite(s):MATH 1003 OR MATH 1013 OR MATH 1020 OR MATH 1023
MATH 2721
Concepts in Mathematics
[2 Credit(s)]
[Previous Course Code(s): MATH 110] Expository lectures and discussion on basic mathematical concepts and ideas, historical developments in various areas of mathematics, and selected trends and advances in mathematical sciences. Third year and fourth year students require instructor's approval to take the course. Prerequisite(s):A passing grade in AL Pure Mathematics / AL Applied Mathematics OR MATH 1014 OR MATH 1018 OR MATH 1020 OR MATH 1024
[Previous Course Code(s): MATH 300] Focuses on a coherent collection of topics selected from a particular branch of mathematics. A student may repeat the course for credit if the topics studied are different each time.
[Previous Course Code(s): MATH 309] Working in small teams, students are required to select a topic in pure mathematics, applied mathematics or statistics area. They will discuss and write up their learning and present it at the seminars. The level of the topics can range from simple calculus to advanced topology, geometry or statistics. Students may repeat the course for credit at most two times. Prerequisite(s):A passing grade in AL Pure Mathematics / AL Applied Mathematics OR MATH 1014 OR MATH 1018 OR MATH 1020 OR MATH 1024
MATH 4981-4982
Independent Study
[1-3 Credit(s)]
[Previous Course Code(s): MATH 397-398] Undergraduate research conducted under the supervision of a faculty member. A written report and presentation are required. Scope may include (i) identifying a non-reference problem and proposing methods of solutions, and (ii) acquiring a specific research skill. Students may take MATH 4981 or/and MATH 4982 for credits up to two times.
MATH 4990
Undergraduate Project
[2-3 Credit(s)]
[Previous Course Code(s): MATH 399] Work in any area of mathematics under the guidance of a faculty member. The project either surveys a research topics or describes a small project completed by the student. Prerequisite(s):MATH 4982
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Course Materials
Curious about how Bootstrap aligns with Common Core Standards for Algebra 1 and 2, or for Mathematical Practice? Check out our Standards Matrix to see how Bootstrap can be integrating into your classroom practice.
We also offer several teachers-only materials, including an answer key to the student workbook, a quick-start guide to making the final project, and pre- and post-tests for teachers who are paticipating in our research study. For access to these materials, please fill out the password request form. We'll get back to you soon with the necessary login information.
Coming Soon: Materials made just for in-school teachers!
The materials available here are written for anyone who wants to teach: volunteer engineers, professional teachers, and out-of-school educators alike. This summer, we'll be releasing a set of materials targeted exclusively for professional teachers. Stay tuned!
Student Workbook [PDF | OpenOffice ] - The lesson plans linked below are tightly integrated into the Student Workbook,
which should be used with the curriculum. Solutions to the problems in the workbook are also available as part of our teacher-only materials.
Unit 1 [html | pdf ] - Students discuss the components of their favorite videogames, and discover that they can be reduced to a series of coordinates. They then explore coordinates in Cartesian space, and identify the coordinates for the characters in a game at various points in time. Once they are comfortable with coordinates, they brainstorm their own games and create sample coordinate lists for different points in time in their own game.
Unit 2 [html | pdf ] - Students are introduced to a set-mapping representation for functions, in which the function object exists as a means of translating points
from a Domain into a Range. Coupled with their understanding of Circles of Evaluation, students generalize their understanding of functions to
include other datatypes, including Strings and Images.
Unit 3 [html | pdf ] - Students are introduced to the Definitions window, and learn the syntax for defining values of various types. They are also introduced to the syntax of defining functions and creating examples.
Unit 4 [html | pdf ] - Students are introduced to the Design Recipe and apply it to simple problems.
Unit 5 [html | pdf ] - Students define functions that map position n to position n+1, allowing them to move their dangers, targets, and projectiles.
Unit 6 [html | pdf ] - Students discover Boolean types, and use them to create programs that test values, and then model scenarios using these programs.
Unit 7 [html | pdf ] - Students use geometry and knowledge of basic image functions to design characters for their games, this time using conditional branching to accomodate different key-events.
Unit 8 [html | pdf ] - Students discuss and then prove the Pythagorean theorem, and use this theorem - in conjunction with Booleans - in their games to detect when a collision has occurred.
Unit 9 [html | pdf ] - Students will edit game details and prepare for their Launch Party!
Unit 10 [html | pdf ] -
Students translate from Racket into Algebra, and back. They then apply the Design Recipe to solve common word
problems from Algebra texts.
Supplemental Lessons [html | pdf ] - for teachers looking for additional exercises, we have compiled many activities for students
to go deeper into the material. Have students use composition and coordinates to create flags for
their countries of origin, or for a country they want to make up!
Have them use randomness and trigonometric functions for more sophisticated motion,
or introduce data structures for more sophisticated games!
BETA: Announcing Bootstrap 2!
It takes time to develop a a curriculum, and Bootstrap 1 is the result of more than 5 years of work.
We are in the process of finalizing a followup curriculum, for graduates of Bootstrap 1, which is being
tested during our summer programs by our core staff. This curriculum covers data structures and
event-driven programming, allowing students to make vastly more complex and variable games. The later lessons
are less well-defined, since the variety of programs completed by then makes it impossible to design
specific lessons around them. At that point, the lessons are 99% individual programming.
Anyone who is familiar with both World-style programming and who has taught Bootstrap 1 will
find the beta version of this curriculum quite usable, but it's not quite ready for novices to pick up
and use with their students. If you'd like to take a look at the materials, they are all available for
download as a .zip archive.
Please bear in mind that these materials are provided without support! They may contain spelling errors, bugs, or other gremlins!
In the Cloud, or at Your Desk
Bootstrap uses WeScheme, a cloud-based IDE that requires no downloading or installation. Anyone with a Gmail account can start developing with WeScheme, storing and retrieving files from the cloud and doing all of their editing in a modern browser. Additionally, WeScheme programs can be shared simply by sending out a link, or posting it to sites such as Facebook, Reddit, Twitter, etc.
Want to run everything locally? Bootstrap also supports DrRacket, a multi-platform graphical environment. DrRacket runs on all major platforms (Windows, OS X, Unix/Linux) and programs written for one platform run seamlessly on the others, supporting a wide variety of classroom and home computing scenarios. Its emphasis on beginner-friendly features and support for images makes it ideal for Bootstrap.
Wear It
You've got the curriculum, but do you own the t-shirt?
Show the world your support for Bootstrap, and let people know that yes, "I
Program My Own Videogames". All t-shirts are high-quality cotton,
available in sizes ranging from S to XXL, for a price of $15 each for orders
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Students calculate area under a curve using Riemann Sums. In this calculus lesson, students investigate the integral through estimation and calculation. They compare their approximate answer to their true answer.
For this calculus worksheet, 12th graders differentiate and integrate basic trigonometric functions, calculate rates of change, and integrate by substitution and by parts. The twenty-two page worksheet contains explanation of the topic, numerous worked examples, and sixteen multi-part practice problems. Answers are not provided
Students read about AP calculus online. For this calculus lesson, students learn real life usage for calculus. They read about instructors and their experience teaching and incorporating calculus into the real world.
Students explore and derive functions. In this calculus lesson, students graphs a function and find the derivative of each function as they compare exponential graphs. They relate and compare each function to its derivative.
Pupils calculate the area under a curve. For this calculus lesson, students use Riemann sums to find and approximate the area under a curve. They use the derivative and differential equations to solve.
Students investigate an article on local linearity. In this calculus lesson, students read about the application of math in the real world. They gain insight from the teachers view of how to teach and relate the topic to the real world.
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"...Cliff Dwellar said: "...Calculators are an abomination.
VV has this situation pegged exactly. It isn't as though we are asking these students to do calculus, or trigonometry. Just algebra. We are raising a generation of kids who cannot do simple arithmetic- no wonder they can't do algebra. Instead of getting back to basics, we say that simple math is too hard and that not all kids are cut out to do it. Then these kids show up in universities without basic skills in science and math and expect to graduate in four years. Our knowledge base is getting more complicated, not less. What exactly should we be willing to accept as the minimum? I can guarantee you that in Singapore and Beijing and countless places around the world, their minimum is a lot higher than ours.
ifying to this old fashioned former school teacher.
veghead said:ifying to this old fashioned former school teacher.
But it was your generation that raised the generation that is destroying the world more than any other. So why should we listen to you?Actually, it can involve differential equations, depending on whether you introduce other real world factors, such as air resistance in a falling body problem.
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Maths Teaser of the Day
Q1-4(Elementary Matrices) : An elementary matrix is a matrix which is obtained by performing a single elementary row operation on the identity matrix. Recall the three kinds of elementary row operations we talked about -- (i) Interchanging two rows, (ii) Multiplying a row by a non-zero scalar, (iii) Adding a multiple of one row to another. Thus, the matrices A,B,C shown below are Elementary Matrices.
Matrix A is obtained by interchanging R1 and R2 of identity matrix, matrix B is obtained from identity matrix by multiplying R2 by r, matrix C is obtained by adding r times R2 to R3.
Science Teaser of the Day
A particle of mass m is attached to a spring of spring constant k, and has a natural angular velocity 0. An external force F(t) proportional to cos t is applied to the partical. The time displacement of the oscillator will be proportional to :
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antique made in an earlier period and usu. valuable; N: object that was made in an earlier period and that is rare or valuable
Usage: "Such antique pieces are hard to find thee days, go grab it."
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Reasoning: [1.1] Students will demonstrate an understanding of axiomatic-deductive systems in the linear algebra context. [1.2] Students will read and understand proofs given in the text and in class. [1.3 and 1.4] Students will be able to make conjectures and prove or disprove them, and will deduce how to apply theory to solving assigned problems.
Problem Solving: [2.1 and 2.2] Students will solve numerous assigned problems using routine application of basic theory, and in some cases non-routine application of a variety of results, sometimes from other areas of mathematics.
Technology: [3.1 and 3.2] Students will appropriately use calculators and a computer statistical package (Matlab) to assist them in solving linear algebra problems.
Communication: [ 4.1, 4.2 and 4.3] Students will accurately and appropriately use the language of mathematics for oral in-class presentations of solutions to problems and in written solutions to problems on assignments and exams
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This access kit will provide you with a code to get into MyMathLab, a personalized interactive learning environment, where you can learn mathematics and statistics at your own pace and measure your
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The best way to proceed would be to agree on a given level of proficiency and then exhibit the first item thereafter that not everybody can understand and explain what is hard in that item.
Or, a faster way, skip the prerequisite for the time being and just come up with the algebra item and, if need be, we can always backtrack to what it is resting on. ===
It seems like people can accept a small leap like "since we don't know the number of apples, let's just use an x for now to stand for the number of apples"; but there seems to be an uneasiness/discomfort/difficulty accepting that an expression like "0.05(2x-3)" with all its various parts can actually be seen as a single entity: the value of the nickels (say). It's like a chunking thing. Learning to build and/or interpret such expressions, and especially, to assemble them into relevant equations, seems rather more difficult for some reason.
So my guess would be: everybody can learn to do arithmetic and solve linear equations. Many (most?) people have a hard time learning to write algebraic expressions and assemble them into meaningful equations when faced with some sort of practical application. What makes this difficult is... well I really don't know.
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In the News (Sat 25 May 13)
Important examples of linearoperators include the derivative considered as a differentialoperator, and many constructed from it, such as del and the Laplacian.
Linear algebra is the branch of mathematics concerned with the study of vectors, vector spaces (or linear spaces), linear transformations, and systems of linear equations.
In a slightly different usage to the above, a polynomial of degree 1 is said to be linear, because the graph of a function of that form is a line.
en.wikipedia.org /wiki/Linear (373 words)
Learn more about Linear algebra in the online encyclopedia.(Site not responding. Last check: 2007-10-22)
Linear algebra is the branch of mathematics concerned with the study of vectorss, vector spaces (or linear spaces), linear transformations, and systems of linear equations.
Linear algebra today has been extended to consider n-space, since most of the useful results from 2 and 3-space can be extended to n-dimensional space, but we may also use linear algebra to investigate infinite-dimensional spaces.
Linearoperators take elements from a linear space to another (or to itself), in a manner that is compatible with the addition and scalar multiplication given on the vector space(s).
/l/li/linear_algebra_1.html (809 words)
Linear Operators(Site not responding. Last check: 2007-10-22)
The simplest linearoperator is the identity operator
If the action of a linearoperator on the basis vectors is known, then the action on any vector in the vector space is determined.
Examples of linearoperators are matrices or linear combinations of powers of partial derivatives e.g.
A map F(u) is a generalization of a linearoperator.
Equations involving maps include linear equations, and nonlinear equations as well as nonlinear systems (the last is a misnomer stemming from matrix equation 'systems', a nonlinear equation can be a scalar valued or matrix valued equation).
In the finite dimensional case and if bases have been chosen, then the composition of linear maps corresponds to the multiplication of matrices, the addition of linear maps corresponds ot the addition of matrices, and the multiplication of linear maps with scalars corresponds to the multiplication of matrices with scalars.
Most of the investigations so far have been concerned with operators and relate principally to a study of operational quantities of operators, partial continuity, compactness, Tauberian theory, perturbation theory, index theory, and stability properties of the essential spectra.
The results have applications to the theory of closed operators in Banach spaces, and in particular to Fredholm theory and differentialoperators.
His systèmes linéaires is a table of coefficients of a system of linear equations denoted by a single upper-case letter and Laguerre defines addition, subtraction and multiplication of of these linear sysyems.
Peano defines a linear system to be any system of objects satisfying his four conditions.
Peano defines linearoperators on a linear space, shows that by using coordinates one obtains a matrix.
History of Operator Theory(Site not responding. Last check: 2007-10-22)
In the first textbook on operator theory, Théorie des Opérations Linéaires, published in Warsaw 1932, Stefan Banach states that the subject of the book is the study of functions on spaces of infinite dimension, especially those he coyly refers to as spaces of type B, otherwise Banach spaces (definition).
Since all these subjects predated operator theory as such by a century or two, it is no surprise that some of the earliest antecedents of operator theory are to be found in them.
For example, infinite-dimensional operators can have continuous spectrum, as became evident (though not in that language) when George Hill presented the theory of periodic Sturm-Liouville equations in order to study the stability of the lunar orbit.
The measurable quantities are (at the level of spherical and constant radius approximation) linearfunctionals of the fundamental unknown, the earth's gravity (disturbance) potential.
With the spherical harmonics as system of eigenfunctions the eigenvalue representation of the linearoperators is derived, and consequently the spectral connection among all (measurable) linear gravity functionals.
The operators connecting the disturbing potential and its radial derivatives and the operators to get the disturbing potential at a different height, have the spherical harmonics as eigenfunctions and are fully determined by their eigenvalues.
/gravi/info/theory/bvp.shtml (630 words)
Theory of Linear Operators in Hilbert Space(Site not responding. Last check: 2007-10-22)
This includes the selfadjoint operators which represent observables in quantum physics, and the more interesting ones are unbounded.
But there is a mathematical distinction between formally selfadjoint operators (also called symmetric operators) and the selfadjoint ones.
For every theorem relating to a bounded linearoperator on Hilbert space, replace the operator by a matrix on Euclidean n-space..
This classic textbook by two mathematicians from the U.S.S.R.'s prestigious Kharkov Mathematics Institute introduces linearoperators in Hilbert space, and presents in detail the geometry of Hilbert space and the spectral theory of unitary and self-adjoint operators.
Concise treatment, written for students and researchers interested in the interaction of function theory and operator theory, focuses on theory of shift operators, Toeplitz operators and Hardy classes of vector- and operator-valued functions.
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Crown Point, IN TrigonThanks for taking the time to read this, I am very appreciative of your interest. Happy studying.Algebra 1 is an introductory course where many foundational skills and concepts of mathematics are learned. These skills are very important as they will be used for critical thinking, problem solving, and synthesis down the road.
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Math 385 HANDOUT 4
For this unit: the book reading is Chapter 3. Prepare a new short presentation for every class period. As usual, the
handout
contains suggestions for you to work on, but you are welcome to do come up with
your own ideas.
(2) Give an algorithm for how to select coins to give
proper change. For in-
stance, if you need to give 76¢, you can do it with three quarters and a
penny or with seven dimes, a nickel, and a penny. Explain an algorithm
for selecting which coins to use.
Now imagine that there is a huge financial crisis which causes the gov-
ernment to eliminate the nickel and the penny, melt them down, and issue
a new coin called a "pnicky" that's worth four cents. So now you can make
76¢ with six dimes and four pnickies, for example. Give an algorithm for
making change in thenew system .
(3) Explain the "greedy" algorithm for finding an Egyptian
fraction represen -
tation of a standard fraction. Also try writing out a different algorithm ,
like some of the ones we discussed informally in class.
(5) Examine three alternative subtraction algorithms :
European (p161), In-
dian, and Japanese (we'll discuss these in class). Make up practice prob-
lems for the three different algorithms. Why does each one work, and when
does it work especially well?
(6) Find patterns in the addition and multiplication
tables in various bases.
Describe and explain.
(7) Read Hyman Bass's essay on Algorithms and Proficiency
(linked from the
course website). Evaluate some of the algorithms we have encountered
using the attributes discussed by Bass.
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Calculus: An Intuitive and Physical Approach (Second Edition) by Morris Kline Application-oriented introduction relates the subject as closely as possible to science with explorations of the derivative; differentiation and integration of the powers of x; theorems on differentiation, antidifferentiation; the chain rule; trigonometric functions; more. Examples. 1967 edition.
The Lady or the Tiger?: and Other Logic Puzzles by Raymond M. Smullyan Created by a renowned puzzle master, these whimsically themed challenges involve paradoxes about probability, time, and change; metapuzzles; and self-referentiality. Nineteen chapters advance in difficulty from relatively simple to highly complex. 1982 edition.
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Customer Reviews for TMW Media Group Introduction To Sequences DVD
The Advanced Algebra Tutor: Learning By Example DVD Series teaches students through step-by-step example problems that progressively become more difficult. This DVD covers sequences in Algebra, including what an algebraic sequence is and why it is important in algebra. Grades 9-College. 26 minutes on DVD.
Customer Reviews for Introduction To Sequences DVD
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Vectors: Grade 10 Grade 10: Vectors. Are vectors physics? No, vectors themselves are not physics. Physics is just a description of the world around us. To describe something we need to use a language. The most common language used to describe physics is mathematics. Vectors form a very important part of the mathematical description of physics, so much so that it is absolutely essential to master the use of vectors. Author(s): Creator not set
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Rights not setCK-12 Geometry (CA Textbook) CK-12's Geometry delivers a full course of study in the mathematics of shape and space for the high school student, relating the ancient logic and modern applications of measurement and description to its essential elements, processes of reasoning and proof, parallel and perpendicular lines, congruence and similarity, relationships within triangles and among quadrilaterals, trigonometry of right triangles, circles, perimeter, area, surface area, volume, and geometric transformations.
This digi Author(s): Creator not set
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Rights not setEmpirical Research Methods Regression analysis is an enormously popular and powerful tool, used ubiquitously in the social and behavioral sciences. Most courses on the subject immediately dive into the mathematical aspects of the subject and illustrate the technique on problems that are already highly structured. As a result, most students come away with little idea of the wide range of problems to which regression analysis can be applied and how to represent those problems in a way that cleverly utilizes readily availabl Author(s): Creator not set
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Rights not setAlgorithms The design of algorithms is studied, according to methodology and application. Methodologies include: divide and conquer, dynamic programming, and greedy strategies. Applications involve: sorting, ordering and searching, graph algorithms, geometric algorithms, mathematical (number theory, algebra and linear algebra) algorithms, and string matching algorithms. Analysis of algorithms is studied - worst case, average case, and amortized - with an emphasis on the close connection between the time coPersonalisation Services for Self e-Learning Networks This paper describes the personalisation services designed for self e-learning networks in the SeLeNe project. A self e-learning network consists of web-based learning objects that have been made available to the network by its users, along with metadata descriptions of these learning objects and of the network's users. The proposed personalisation facilities include: querying learning object descriptions to return results tailored towards users' individual goals and preferences; the ability to Author(s): Keenoy Kevin,Poulovassilis Alexandra,Christophides
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Darden MBA International Community and Opportunities Marie Skjold-Joergensen, Class of 2011, talks about the international student community at the University of Virginia Darden School of Business, as well as international opportunities offered through the Full-Time MBA program. Author(s): No creator set
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Bill of Rights On 12 September 1787, during the final days of the Constitutional Convention, George Mason of Virginia expressed the desire that the Constitution be prefaced by a Bill of Rights. Elbridge Gerry of Massachusetts proposed a motion to form a committee to incorporate such a declaration of rights; however the motion was defeated. This lesson examines the First Congress's addition of a Bill of Rights as the first ten amendments to the Constitution. Author(s): No creator set
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7.60 Cell Biology: Structure and Functions of the Nucleus (MIT) The goal of this course is to teach both the fundamentals of nuclear cell biology as well as the methodological and experimental approaches upon which they are based. Lectures and class discussions will cover the background and fundamental findings in a particular area of nuclear cell biology. The assigned readings will provide concrete examples of the experimental approaches and logic used to establish these findings. Some examples of topics include genome and systems biology, transcription, an Author(s): Sharp, Phillip,Young=B This book is about identities in general, and hypergeometric identities in particular, with emphasis on computer methods of discovery and proof. The book describes a number of algorithms for doing these tasks. Author(s): No creator set
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Greetings from Kingan & Company, Ltd. The company's logo is in the upper left corner of the card. It shows a man at the wheel of a ship. In the center is a drawing of the Kingan & Company Indianapolis facility. It is near a river and has railroad tracks next to it. Some of the buildings are labeled, such as the canning factory and the curing warehouse. Above the picture of the plant, pigs are holding a banner that says "Greetings." Beneath the plant picture a family of pigs is playing on the ice. The father pig is helping the mother Author(s): Creator not set
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This program allows you
to look up formulas quickly, check out different problems and graph the
answers easily as well as put everything together for a lab report. You can
do all that and more using StudyWorks. There are different sections in the
software, which will allow you to do everything from problem solving to
preparing for the SAT IIís.
Click OK, and then follow the
instructions on the screen to install StudyWorks.
NOTE: If you are running
Windows 3.1 or 3.11 you will need version 1.30 or later of the Win32
libraries to run StudyWorks.
The setup will install
StudyWorks on your computer in the directory labeled C:\STUDYWKS and create a
MathSoft Apps program group. If you are installing a second version
StudyWorks (Math or Science) it will automatically install in the same
directory.
Windows 95/98:
Insert the StudyWorks CD into
your CD-ROM drive.
After a few seconds, a
StudyWorks window will appear. Click the "Setup StudyWorks"
button in the window to install StudyWorks.
When installation is
complete, click the "Run StudyWorks" button to start.
Windows Internet
Setup:
At the time of
installation, you were asked whether you would like to access additional
StudyWorks content on the MathSoft Website. If you have access to a direct
dial-up Internet connection that supports the use of browsers such as
Netscape or Internet Explorer you should be able to take advantage of this
feature.
Otherwise, you can choose
to access the sampling of Web files that are provided on the CD.
NOTE: Some online service
providers such as America Online (AOL) currently use proprietary Internet
connections that are not compatible with StudyWorks.
Macintosh:
1.Insert the CD-ROM into your CD-ROM drive.
2.Double-click the Install icon.
3.In the Install dialog box, choose either Easy Install or Custom
Install from the drop-down list.
a.Choose Easy Install to install StudyWorks without the Web link option.
You can access our sample Web site from the CD. Easy Install requires you to
access the Resource Center from the CD.
b.Custom Install gives you the option of installing StudyWorks with the
Web link feature so you can access the StudyWorks web site. You can also copy
contents of the ResourceCenter to your hard disk.
4.Choose an installation location. The installation program will create
a folder called StudyWorks in the location you specify.
5.Click Install when you are ready to begin installation. Follow the
on-screen instructions.
Solution: Cursory testing was done on this product on these Windows
platforms and no problems were detected
Issue:I installed StudyWorks, but it
is asking for a serial number. Where do I get one?
Solution: The serial number is located on
the back of the jewel case or envelope the CD came in. If you have separate
Windows and Macintosh CD-ROMs there is probably a different serial number on
the back of each case, so if one doesnít work try the other one. If you have
lost or misplaced the packaging, you can email MathSoft for a new one:
support@mathsoft.com
Issue:During installation, a message comes up stating: "MAPI
Compliant Email Program Needed" and installation is halted.
Solution: StudyWorks performs a check to
see if there is a compliant email program that can be used with it. If there
is not the installation is stopped and the error occurs. The installation can
be continued following this error message.
Solution: Cursory testing was done on this
product on OS X and no problems were detected. However the program does
require Classic to install and run†††
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Calm down - it will be okay. The Algebra Helper software can help you with your homework. It makes your homework faster to do and easier to learn...so don't panic.
We've all been there. We've studied. Done the problems. Asked the parents. For hours we scribbled, calculated, erased, scribbled, calculated and erased some more. We've studied the books and asked the teachers, but we're still left confused. Many algebra tutorials teach you how to solve math equations that barely look like what you're trying to do. When you're done solving those, you're still left wondering how to solve yours.
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Product Details:®. For grades 9-12.
Description:
Includes Over 25 Study Lessons Product Information High Achiever Middle
School Mathematics 2 is curriculum based software for academic success. Covers topics commonly taught in 7th grade math. It is also suitable for high school students and adult learners ...
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Take the quick path to social studies success!. Product Information.
Be a quick study build social studies skills fast and boost grades and test scores! Quickstudy U.S. Government offers self paced interactive and stimulating tutorials to provide students with ...
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Polynomials can be used to model many real-world data. We examine how to evaluate polynomial functions and how to create a polynomial given a number of points.
Internet Activity
Activity 7.1p Click this link to view your assignment for this activity.
Adobe Acrobat Reader You will need Adobe Acrobat Reader to open and print the activity. To download the reader, click "Adobe Acrobat Reader" above.
Exploration
Polynomial Basics and Terms This site gives a step-by-step description of polynomials, beginning with a variable such as x. It then goes on to define some vocabulary associated with polynomials.
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Designed to be used in a variety of modes of teaching; direct instruction, whole group, small group, cooperative group, independent or discovery learningThese tricks cover a broad range of concepts, from simple variable equations to factored polynomials, all with an engaging twist of magic
Product Information
Subject :
Algebra
Grade Level(s) :
6-12
Usage Ideas :
Designed to be used in a variety of modes of teaching; direct instruction, whole group, small group, cooperative group, independent, or discovery learning.
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A Level Maths with Statistics Home Study Course
Course Description
develop their understanding of mathematics and mathematical processes in a way that promotes confidence and fosters enjoyment
develop abilities to reason logically and to recognise incorrect reasoning, to generalise and to construct mathematical proofs
extend their range of mathematical skills and techniques and use them in more difficult unstructured problems
develop an understanding of coherence and progression in mathematics and of how different areas of mathematics can be connected
recognise how a situation may be represented mathematically and understand the relationship between real world problems and standard and other mathematical models and how these can be refined and improved
use mathematics as an effective means of communication
acquire the skills needed to use technology such as calculators and computers effectively, to recognise when such use may be inappropriate and to be aware of limitations
develop an awareness of the relevance of mathematics to other fields of study, to the world of work and to society in general
take increasing responsibility for their own learning and the evaluation of their own mathematical development
Qualification Information
AS +A2 = A level in Pure Maths. Both AS and A2 level courses and examinations must be successfully completed to gain a full A level.
AQA Specification 6360
Method of Study
The course comes to you as a proper paper-based pack, not as an electronic password
You will get full tutor support via email
You will receive feedback on your assignments from our experienced tutors
You will be given guidance through the Study Guide on the nuts and bolts of studying and submitting assignments
Postal assignments cannot be accepted without prior permission from the tutor
You must have access to email in order to contact your tutor.
Method of Assessment
The course contains a number of assignments which your tutor will mark and give you valuable feedback on. We call these Tutor Marked Assignments (TMAs). You need only send the TMAs to your tutor for comment, not the self-assessment exercises which are also part of the course to help you gauge your progress.
Exams are taken at an AQA centre and we can provide an extensive list of centres for you. Please read our FAQs for further information.
Length of Course
Our A Levels come with tutor support for 18 months
Tutor Support
You will have access to a tutor via our student portal who will mark your work and guide you through the course to help you be ready for your examinations. In addition you will be supplied with a comprehensive Study Guide which will help you through the study and assessment process.
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Description
The Akst/Bragg series uses a clear and concise writing style that teaches by example, while fostering conceptual understanding with applications that are integrated throughout the text and exercise sets. The user-friendly design offers a distinctive side-by-side format that pairs examples and their solutions with corresponding practice exercises. Students understand from the very beginning that doing math is an essential part of learning it. The clear, concise writing style holds students' interest by presenting the mathematics with minimal distractions. Motivational, real-world applications demonstrate how integral mathematical understanding is to a variety of disciplines, careers, and everyday situations.
Table of Contents
1. Whole Numbers
Pretest
1.1 Introduction to Whole Numbers
1.2 Adding and Subtracting Whole Numbers
1.3 Multiplying Whole Numbers
1.4 Dividing Whole Numbers
1.5 Exponents, Order of Operations, and Averages
1.6 More on Solving Word Problems
Key Concepts and Skills
Review Exercises
Posttest
2. Fractions
Pretest
2.1 Factors and Prime Numbers
2.2 Introduction to Fractions
2.3 Adding and Subtracting Fractions
2.4 Multiplying and Dividing Fractions
Key Concepts and Skills
Review Exercises
Posttest
Cumulative Review Exercises
3. Decimals
Pretest
3.1 Introduction to Decimals
3.2 Adding and Subtracting Decimals
3.3 Multiplying Decimals
3.4 Dividing Decimals
Key Concepts and Skills
Review Exercises
Posttest
Cumulative Review Exercises
4. Basic Algebra: Solving Simple Equations
Pretest
4.1 Introduction to Basic Algebra
4.2 Solving Addition and Subtraction Equations
4.3 Solving Multiplication and Division Equations
Key Concepts and Skills
Review Exercises
Posttest
Cumulative Review Exercises
5. Ratio and Proportion
Pretest
5.1 Introduction to Ratios
5.2 Solving Proportions
Key Concepts and Skills
Review Exercises
Posttest
Cumulative Review Exercises
6. Percents
Pretest
6.1 Introduction to Percents
6.2 Solving Percent Problems
6.3 More on Percents
Key Concepts and Skills
Review Exercises
Posttest
Cumulative Review Exercises
7. Signed Numbers
Pretest
7.1 Introduction to Signed Numbers
7.2 Adding Signed Numbers
7.3 Subtracting Signed Numbers
7.4 Multiplying Signed Numbers
7.5 Dividing Signed Numbers
Key Concepts and Skills
Review Exercises
Posttest
Cumulative Review Exercises
8. Basic Statistics
Pretest
8.1 Introduction to Basic Statistics
8.2 Tables and Graphs
Key Concepts
Review Exercises
Posttest
Cumulative Review Exercises
9. More on Algebra
Pretest
9.1 Solving Equations
9.2 More on Solving Equations
9.3 Using Formulas
Key Concepts and Skills
Review Exercises
Posttest
Cumulative Review Exercises
10. Measurement and Units
Pretest
10.1 U.S. Customary Units
10.2 Metric Units and Metric/U.S. Customary Unit Conversions
Key Concepts and Skills
Review Exercises
Posttest
Cumulative Review Exercises
11. Basic Geometry
Pretest
11.1 Introduction to Basic Geometry
11.2 Perimeter and Circumference
11.3 Area
11.4 Volume
11.5 Similar Triangles
11.6 Square Roots and the Pythagorean Theorem
Key Concepts and Skills
Review Exercises
Posttest
Cumulative Review Exercises
Appendix
Scientific Notation
Answers
Gloss
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Early College High School; Hinojosa Elementary; John F. Kennedy School; ... Unit 01: The purpose of the ... Possible Lesson 01 Students develop the skills necessary to create functions to match data and graphs.
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Elementary Algebra : Concepts And Application - 7th edition
Summary: The goal of Elementary Algebra: Concepts and Applications, 7e is to help today's students learn and retain mathematical concepts by preparing them for the transition from ''skills-oriented'' elementary algebra courses to more ''concept-oriented'' college-level mathematics courses, as well as to make the transition from ''skill'' to ''application.'' This edition continues to bring your students a best-selling text that incorporates the five-step problem-solving process...show more, real-world applications, proven pedagogy, and an accessible writing style. The Bittinger/Ellenbogen series has consistently provided teachers and students with the tools needed to succeed in developmental mathematics. This edition has an even stronger focus on vocabulary and conceptual understanding as well as making the mathematics more accessible to students. Among the features added are new Concept Reinforcement exercises, Student Notes that help students avoid common mistakes, and Study Summaries that highlight the most important concepts and terminology from each chapter. ...show less
Exponents and Their Properties Polynomials Addition and Subtraction of Polynomials Multiplication of Polynomials Special Products Polynomials in Several Variables Division of Polynomials Negative Exponents and Scientific Notation
Systems of Equations and Graphing Systems of Equations and Substitution Systems of Equations and Elimination More Applications Using Systems Linear Inequalities in Two Variables Systems of Linear Inequalities Direct and Inverse Variation
Book has some visible wear on the binding, cover, pages. Biggest little used bookstore in the world
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Ground Rules MATH 15200 GROUND RULES FALL 2009 ? CLASS PERIOD Students are expected to attend every class meeting and to read the appropriate sections of the text before coming to class. Instructors may not have time to cover every topic in class. Refer to your textbook lessons for help. ? HOMEWORK/QUIZZES Most homework will be done online using MyMathLab (coursecompass). Doing your homework is your best way to be prepared for quizzes and exams. Homework is 50 points. There are a few problems in bolded print on the assignment sheet that are to be completed by students on their own (not on coursecompass), but these problems are not usually collected. However, students are responsible for these problems and instructors have the option of occasionally collecting them. There will be some worksheets of homework problems that will not be on coursecompass and will be found under other information on the course web page at It is extremely important that students complete these problems. Instructors have the option of collecting these problems for a daily score in place of or in addition to a quiz. A quiz will be given in class almost daily, starting with the third class period (Friday, 08/28). No make-ups will be allowed for the daily quizzes or online homework, for any reason. The three lowest scores for each will not be counted. To have a fourth score (or more) not counted at the end of the semester will require acceptable written justification for having missed all four (or more). ? EXAMS There are three multiple-choice, machine-graded evening exams scheduled for your class this semester. The dates are as follows. (Mark them on your calendar.) EXAM 1: Tuesday,September 22nd, 6:30 PM, Elliott Hall of Music EXAM 2: Monday, October 26th, 8:00 PM, Location to be Announced EXAM 3: Tuesday, December 1st, 8:00 PM, Location to be Announced Missing an Exam: If you miss an exam for any reason, contact the course coordinator immediately. Make-up exams can only be approved in writing by the course coordinator, Charlotte Bailey (MATH 802, baileycm@purdue.edu, 496-3145). Make-up exams will be allowed for valid reasons. For non-valid reasons, a make-up may be allowed with a grade penalty of 20 points deducted from the student?s earned score. Not knowing the right date, time or location of an exam is NOT a valid reason for missing it. Academic Conflict: If you have an academic conflict with any of the evening exams (e.g. another exam or class at the same time) you must let the course coordinator know no later than two business days before the exam takes place. Emergency: If you have an emergency situation that will prevent you from attending an evening exam, you must contact Charlotte Bailey as soon as the situation allows, preferably in person or, if necessary, by email (do not use voicemail). To aviod missing important information, the sooner you contact Charlotte, the better. 20-Minute Rule: No one will be allowed to leave the exam site for the first 20 minutes of the exam. After that time, no one will be allowed to enter the exam site and take the exam. Students arriving after 20 minutes will be allowed to take the make-up exam. If they arrived late for a non-valid reason, a grade penalty will be deducted from the make-up exam score. Make-ups will be given only once for each midterm exam, on the following dates and times: MAKE-UP EXAM 1: Friday, September 25th, 2009 MAKE-UP EXAM 2: Friday, October 30th, 2009 MAKE-UP EXAM 3: Friday, December 4th, 2009 If you miss an exam and the alternate you will have a score of 0 (zero) recorded for that exam. For each of these evening exams there will be one class period for which attendance is not required; however, it will not be cancelled: it will be a no-attendance-required help session for the exam. To prepare for the midterm exams, students should review all of the material covered by their homework assignments, quizzes and the review problems on the exam memo. Past exams (available online) are a source of additional review problems and can also give students a rough idea of the length and difficulty level of their own exams. However, many students have the mistaken impression that just by reviewing some past exams they will have seen all that is expected of them for their own exams. Past exams should absolutely not be used as a guide to the exact content and wording of the exams. The final exam is a 30-question, multiple-choice, machine-graded exam that is given during the sixteenth week of the semester. Students may get a copy of practice questions for the final online (posted later in semester on the course web page). The date, time, and location will be announced. 2 THE SEMESTER ENDS ON SATURDAY, December 19th AT 9:00 PM. NO ALTERNATE WILL BE ALLOWED IF YOU PLAN TO LEAVE EARLY. PLAN TO BE ON CAMPUS TO TAKE YOUR FINAL EXAM. ? CALCULATORS No calculators of any kind are allowed on quizzes or exams until after exam 2. However, you will need a calculator for some of the homework problems. After exam 2, is completed, a non-graphing, non-programmable, 1-line scientific calculator is required for many problems on the quizzes and exams. (A TI-30XA calculator is recommended, but other 1-line scientific calculators are also allowed.) Multiple line calculators are not allowed on quizzes and exams. Pictures of acceptable and unacceptable calculators are shown on the course web page. Students are not allowed to share calculators with other students during quizzes and exams. ? SUPPLIES Other than the textbook and MyMathLab Student Access Kit (purchased together), students will need to have the following for this course: a 1-line scientific calculator (see above); some loose-leaf paper and graph paper for homework and/or quizzes; a 3-ring binder to keep some homework, quizzes, notes, and exams stored in an organized manner; the usual pencils and erasers; a 3-hole punch (optional); and a straightedge (optional). ? OFFICE HOURS Any student can get help from the instructor during his/her office hours. You are strongly urged to go to office hours if you have questions. It is the best way to get individual help. Additionally, Room MATH 205 is ?The Math Help Room? and is open Monday-Thursday 10:30AM to 5:30PM & Friday from 10:30AM to 2:30PM. ? ACADEMIC ADJUSTMENTS Students who have been certified by the Office of the Dean of Students-Disability Resource Center as eligible for academic adjustments should go to MATH 242 with a copy of their certification letter and request an Information Sheet for this semester, that explains how to proceed this semester to get these adjustments made in Mathematics courses. It is not the same as last semester. This should be done during the first week of classes or as soon as the student receives their letter. Only students who have been certified by the ODOS-Disability Resource Center and who have requested ODOS to send their certification letter to their instructor are eligible for academic adjustments. Students, who are currently undergoing an evaluation process to determine whether they are eligible for academic adjustments, are encouraged to find out now what procedures they will have to follow when they are certified, by requesting the above mentioned Information Sheet from MATH 242. Large print copies of the Information Sheet are available from MATH 242 upon request. ? GRADES Daily quiz scores are worth 50 points, online homework is worth 50 points, each evening exam is worth 100 points, and the final is worth 200 points. At the end of the semester, each student?s final grade is calculated using his/her total points. The course letter grades at the end of the semester are calculated as follows: Course wide letter grade cut- offs are determined for the four common exams combined (500 possible points). Then, your instructor determines the number of each letter grade his/her students as a group earned, based on the individual totals of the four exam scores. Next, he/she lists all of the students? total points (out of the 600 total points available), in numerical order, highest first. (Those students who do not have grades on all 4 exams are not included in this list.) If ten of his/her students receive an A according to the four-exam cut-offs, the first 10 students on the list of total points will automatically receive an A as their final grade in the course, and so on down the list for the other grades. Students that are zero to six points below a grade cut-off (based on the 600 total points available) will automatically be raised to the higher grade. Students who are within 7 to18 points of the cut-off are considered borderline. A student who is 7 to 12 points away from a cut-off will receive the higher grade with a minus. A student who is 13 to 18 away from a cut-off will receive the earned grade with a plus. There is no F+ given. Exam grades will be available from your instructor and online. You can obtain your course grade by seeing your instructor or by checking MyPurdue. GRADES CANNOT BE OBTAINED OVER THE TELEPHONE. ? SECTION CHANGES AND DROPS First week of the semester: To add, drop, or change sections during the first week, go to MyPurdue or see your academic advisor. Starting the second week of the semester: Starting the second week, students can make course and section changes by getting a form from their Academic Advisor (or in MATH 242 or MATH 835), getting their Academic Advisor?s signature, and getting Charlotte Bailey?s signature (MATH 802). She has scheduled the following hours to see students concerning course and section changes: Monday through Wednesday, 1:30-2:30 or Thursday and Friday, 12:30-1:30 (or other times as available, cbailey@purdue.edu). The student then returns the form to the Registrar or the 3 Academic Advisor?s Office for processing. Make sure that you are registered in the section you attend. You will have zeros recorded as your quiz and exam grades if you do not. September 24th is the last day to add the class. If you want to drop (withdraw) a course during the first nine weeks of the semester, Charlotte Bailey (MATH 802) can sign your drop form. If she is not available, go to MATH 835. No drops (withdrawals) are allowed after Tuesday, October 27th. ? CHANGING TO A LOWER MATH COURSE Students who do poorly on the first exam are allowed to drop back into a lower level course THROUGH Thursday, September 24th. WE WILL ALLOW THIS TO HAPPEN WITHOUT RESTRICTION. SUCH STUDENTS SHOULD GET SIGNATURES FROM THEIR ACADEMIC ADVISOR AND from Charlotte Bailey, MATH 802 (Monday through Wednesday, 1:30-2:30 or Thursday and Friday 12:30-1:30) for MA 11100. (If you have a conflict with these hours, leave a message in MATH 835.) You must obtain these signatures by September 24th at 4:00 PM. After September 24th, only under very extenuating circumstances will any student be allowed to register for MA 11100. They will also need the authorization of the Department Head, Professor Rodrigo Ba˝uelos. Such students should contact their academic advisors for possible alternatives, including dropping the course. ? CHEATING The Mathematics Department will not tolerate cheating of any sort. Grade penalties will always be imposed by the Department. All cheating cases may be reported to the Dean of Students Office for disciplinary action (notification, probation, suspension, or expulsion). ? WEB PAGE The course web page is You will find course information (including the class schedule, assignment list, and ground rules), exam information, office hour information, resources, and class coordinator information. ? COURSE/CLASS EVALUATIONS During the last two weeks of the semester, you will be provided an opportunity to evaluate this course and your instructor. To this end, Purdue has transitioned to online course evaluations. On Monday of the fifteenth week of classes, you will receive an official email from evaluation administrators with a link to the online evaluation site. You will have two weeks to complete this evaluation. Your participation in this evaluation is an integral part of this course. Your feedback is vital to improving education at Purdue University. You are strongly encouraged to participate in this evaluation process. ? CAMPUS EMERGENCY In the event of a major campus emergency; course requirements, deadlines, and grading are subject to changes that may be necessitated by a revised semester calendar or other circumstances beyond the instructor?s control. Here are ways to get information about changes in this course. o Course Web Page: o Course Coordinator?s email: baileycm@purdue.edu o Course Coordinator?s office phone: (765) 496-3145 o Instructor?s email: ____________________________ charlotb 152 fa09 ground rules
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Related Subjects
Algebra: Systems
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Hundreds of printable worksheets on systems let you practice what you have learned by watching the video tutorials.
How Others Use Our Site
I have trouble with systems of equations, and the videos show me step by step how to work out the problem.
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The Algebra 2 Tutor DVD Series teaches students the core topics of Algebra 2 and bridges the gap between Algebra 1 and Trigonometry, providing students with essential skills for understanding advanced mathematics.
This lesson teaches students how to simplify expressions that contain radicals. Students are taught how to decompose the radical and pick groupings that can then be pulled out which simplifies the expression. Grades 8-12. 28 minutes on DVD.
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... read more
Mathematical Modelling Techniques by Rutherford Aris "Engaging." — Applied Mathematical Modelling. A theoretical chemist and engineer discusses the types of models — finite, statistical, stochastic, and more — as well as how to formulate and manipulate them for best results.
Introduction to Vector and Tensor Analysis by Robert C. Wrede Examines general Cartesian coordinates, the cross product, Einstein's special theory of relativity, bases in general coordinate systems, maxima and minima of functions of two variables, line integrals, integral theorems, and more. 1963 edition.
Vector Analysis by Homer E. Newell, Jr. This text combines the logical approach of a mathematical subject with the intuitive approach of engineering and physical topics. Applications include kinematics, mechanics, and electromagnetic theory. Includes exercises and answers. 1955 edition.
Dimensional Analysis: Examples of the Use of Symmetry by Hans G. Hornung Derived from a course in fluid mechanics, this text for advanced undergraduates and graduate students employs symmetry arguments to illustrate the principles of dimensional analysis. 2006 edition.
Vectors and Their Applications by Anthony J. Pettofrezzo Geared toward undergraduate students, this text illustrates the use of vectors as a mathematical tool in plane synthetic geometry, plane and spherical trigonometry, and analytic geometry of 2- and 3-dimensional space.
Flow-Induced Vibrations: An Engineering Guide by Eduard Naudascher, Donald Rockwell Graduate-level text synthesizes research and experience from disparate fields to form guidelines for dealing with vibration phenomena, particularly in terms of assessing sources of excitation in a flow system. 1994 edition.About Vectors by Banesh Hoffmann No calculus needed, but this is not an elementary book. Introduces vectors, algebraic notation and basic ideas, vector algebra, and scalars. Includes 386 exercises.
Product Description:
Numerous exercises appear throughout the text. 1962
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Analyze statistical studies and demonstrate knowledge of the basic concepts of probability.
Demonstrate the ability to synthesize quantitative data by putting numbers in perspective, by making reasonable estimates, by using mathematical models to solve applications and by solving right triangle applications.
Develop an understanding that mathematics is meaningful and recognize the connections between mathematics and other disciplines.
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aths In Action - Higher Mathematics
Synopsis
In this title, chapter reviews, summaries and revision exercises develop students' learning. It includes: abundant questions for practice reinforcement and consolidation, differentiated questions that ensure progression, a complete set of answers to save time, and activities throughout for using graphical calculators.
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Mathematics 3, Web-Based
Mathematics is a central subject in primary schools and in teacher education programmes. Teacher education programmes in mathematics cover several aspects of the subject. For instance, in addition to the pure knowledge of the subject, there is also a special focus on its unique characteristics and their effect on the teaching of mathematics.
Module 1: Number theory and didactics
Module 2: Geometry, vectors, linear algebra
The modules comprise 15 ECTS credits and run in parallel over two semesters, and may be taken individually.
The study programme is designed for teachers in schools.
Career opportunities/Further studies
The study programme is suitable for teachers in primary and secondary education.
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How to Navigate
The image below is a screen capture of a typical page in our web site.
A: This is the menu bar. It appears in every page of The Net Equation, letting you move about our site easily and quickly. Click on a link to go to the main page of that section.
B: The title banner for each section appears here. This is a convenient reminder of which area you are currently in.
C: This side table is the Section Navigator. It acts as a specialized menu for the section you are in, as yet another method of making navigation easier. Eash section will have a complete listing of topics in the Section Navigator, and it appears in the same place on every page, immediately below the main menu. In sub-sections, you can also navigate via "next", "back", and "index" links located at the bottom of the page.
D: This area contains the text of the page. All lessons, example problems, diagrams, and other information will appear in this area. The text section can be quite long, so scroll bars will appear if needed.
E: This link table appears at the bottom of each page. It, like the menu bar on the left, contains links to every major section of our web site. A "back-to-top" link is also provided, allowing you to jump to the top of the page without scrolling. Finally, "Back," "Index," and "Next" links are included to let you move back a page in the lesson areas, return to the section's main page, or continue to the next lesson.
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Secondary Solutions
Intelligent mathematics software that adapts to meet the needs of ALL students.
Based on over 20 years of research into how students think and learn, the Cognitive Tutor software was developed around an artificial intelligence model that identifies weaknesses in each individual student's mastery of mathematical concepts. It then customizes prompts to focus on areas where the student is struggling, and sends the student to new problems that address those specific concepts.
The Cognitive Tutor software complements our textbooks. Additionally, it can be used as supplemental curricula for interventions, summer school, and other implementation options. Features include:
When purchased as a standalone software title, the software is installed via an installation CD. Single copies are not available for purchase with a LAN, remote hosted, or web-based implementation option.
Documents & Brochures
2012 Program Guide (Middle & High School)Explore our Middle School and High School Math Series featuring our innovative, research-based software and textbooks for students in grades 6-12, and Professional Development for educators of Grades K-12.
Several schools including ours offer the PSAT to 9th, 10th and 11th graders. This year we noticed that our 9th graders tended to score higher in the mathematics than either of the 10th or 11th graders. This is a result of the new curriculum and the fact that they've had to have this rigorous thinking math type curriculum for the past 3 years.
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Welcome
I am excited to be the instructor for the Basic Math Class this year. Please refer to the Course Syllabus link if you have questions regarding class policies and procedures. The Assignments/Projects link lets you know which chapters we will be covering for the upcoming assessment date. If you have any questions or need additional instruction call me to set up a tutoring appointment.
Course Description: This course is designed for students to understand the concepts needed for mastery of basic computational skills. Basic Math will focus on student proficiency in operations with whole numbers, fractions, decimals, percents, measurement, graphing, geometry, ratios, proportions, and equations.
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I would love to help you understand math on a deeper level. Please let me know how I can help!Linear Algebra is a field of mathematics that involves vector spaces and matrices are often used when a basis is given. Various operations can be performed on vectors such as vector addition and scalar multiplication.
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This series of apps by Pearson Education
features Elayn Martin-Gay, who is an excellent math teacher.
You are given a problem with four possible solutions. You
select your answer and then check to see if you are correct.
If you are not correct (or if you just want to see how Ms.
Martin-Gay works the problem), you can view a video of her
working each problem. She is very easy to follow.
This was the #1 education app in September
2009 on iTunes.
CNN.com and Businessinsider.com "Top Ten
Back to School App," September 2009.
Editor's Note: In
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daughter was in Advanced Math. I was
trying to relearn the math so I could help her with her
homework. She was having trouble with factoring one evening.
I did not even remember what factoring was.
I downloaded Algebra
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Apple, the Apple logo, iPhone, iTouch, iPad, and iTunes are trademarks of Apple Inc., registered in the U.S. and other countries.
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This course is designed to engage students in an organized and sophisticated investigation of single-variable functions, differentiation, and integration. The course is presented at the college level and is designed to rigorously examine the topics covered in the Advanced Placement Exam. The course also makes extensive use of the TI graphing calculator to facilitate understanding and discovery of the topics covered. The AP Calculus AB course endeavors to demonstrate the relevance and pervasiveness of math and mathematical thinking in today's world.
Homework is assigned nightly and consists of watching video lectures and/or problems relating to what has been covered. Since much of class discussion is based on homework, it is imperative that students attempt each problem nightly so that they have some context for the discussion. A detailed solution sheet will be pass out with each assignment, so there is never an excuse to have nothing written down for a homework problem. It is also expected that students will show all work on their homework paper. It is important that students practice showing all work since correct answers without proper support may receive no credit on the free-response section of the AP Exam. Following class discussion of an assignment, students are expected to make any necessary corrections to homework problems.
Quizzes will be based directly on homework problems previously assigned. Successful performance on this assessment will show that a student has understood all homework problems assigned. Quizzes will typically cover 2-4 sections of material. Tests will be more challenging than quizzes and will cover an entire chapter of material. It will be necessary for students to apply the material learned in class in order to be successful on tests. Class review days will always be provided before quizzes and tests.
THE AP EXAM
The AP Calculus AB exam will be given on the morning of Wednesday, May 4, 2011. The exam is 3 hours and 15 minutes and consists of two parts: a 45-question multiple-choice section and a six-problem free-response section. Each of these sections has a calculator portion and a non-calculator portion.
EXPECTATIONS
Students are expected to be prepared for class each day. They are expected to arrive on time, dress appropriately, and have necessary materials. Tardiness and dress code violations will be addressed as indicated in the Student Handbook. Students also should be familiar with the details and implications of the Honor Code and the Academic Honesty Policy. Missed graded work must be made up within TWO days of a student's return to class. A zero will be given on assignments or quizzes that are not taken within a reasonable period.
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This will focus on my research interests. It will not require any previous courses, but it does require maturity. The exact topics and treatment will depend on who takes the class. Textbook: Matthias Beck and Sinai Robins,
Computing the Continuous Discretely: Integer-Point Enumeration in Polyhedra, preliminary edition.
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College Algebra
9780495554035
ISBN:
0495554030
Edition: 7 Pub Date: 2008 Publisher: Cengage Learning
Summary: Known for a clear and concise exposition, numerous examples, and plentiful problem sets, Jerome E. Kaufmann and Karen L. Schwitters's COLLEGE ALGEBRA, Seventh Edition, is an easy-to-use book that focuses on building technique and helping students hone their problem-solving skills. The seventh edition focuses on solving equations, inequalities, and problems; and on developing graphing techniques and using the concept ...of a function. Updated with new application problems and examples throughout, the seventh edition is accompanied by a robust collection of teaching and learning resources, including Enhanced WebAssign, an easy-to-use online homework management system for both instructors and
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This is an introduction to linear algebra. The main part of the book features row operations and everything is done in terms of the row reduced echelon form and specific algorithms. At the end, the more abstract notions of vector spaces and linear transformations on vector spaces are presented. This is intended to be a first course in linear algebra for students who are sophomores or juniors who...
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Loci
Expository Mathematics in the Digital Age
Alternate Text Descriptions
As authors of expository mathematics, we have two basic goals that are often in conflict:
We want articles that have rich interactivity and a variety "non-print" elements. We want to make full use of the web as a medium for communicating mathematics.
We want our articles to be accessible to the widest possible audience, including users with a variety of computer platforms (hardware, operating systems, and software), and including users with disabilities.
To achieve both goals, at least partially, an author should try to write an article that "degrades gracefully" if the non-text items do not render on a user's platform or if these elements are not accessible because a user is disabled. An article with mathlets, for example, should make sense and be useful even if the mathlets do not work or are not accessible.
A simple practice that should always be used is to provide an alternate text description of all non-text items, including
graphics
audio clips
video clips
mathlets
structural elements such as horizontal lines
Short text descriptions of many HTML elements can be provided with the alt or title attributes.
A good exercise suggested by the World Wide Web Consortium (W3C), the standards body for the web, is to imagine reading the document to someone who cannot see the computer screen. What do you say when you reach a graphic? a mathlet? a horizontal line?
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Five questions which involve evaluating derivatives and limits of functions which contain logarithms or exponentials, graphing an exponential function, and calculating interest compounded with different frequencies.
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Exciting, hands-on approach to understanding fundamental underpinnings of modern arithmetic, algebra, geometry and number systems, by examining their origins in early Egyptian, Babylonian and Greek sources. Students can do division like the ancient Egyptians, solve quadratic equations like the Babylonians
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Books ...
Articles ...
In:
TI-84 Plus Graphing Calculator
The Texas Instruments TI-84 Plus is the new version of the TI-83 Plus and
offers all of the same functions but with improved speed, screen resolution,
and additional programs. The TI-84 Plus can be used for algebra, geometry,
trigonometry, statistics, calculus, physics, and business/accounting math.
The TI-84 Plus is the calculator reccommended by professors for most courses
in those areas. The calculator graphs functions of one variable and stores
lists, matrices, variables, and can be programmed to perform specific operations
useful to the user.
*NOTE: There are six TI-84 Plus Calculatros. THREE of them are
for LIBRARY USE ONLY (available for two-hour checkout) and cannot be taken
out of the building. The other THREE are for single-day checkout.
Each TI-84 Plus comes with four AA batteries. USB cables may be
requested in order to connect the calculator to a PC. The computers in the
Math Lab in Towers Hall have Texas Instruments software for this function.
They can be picked up from and returned to the Circulation desk. There are
6 calculators available on a first come, first serve basis.
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I can apply geometric formulas, including the Pythagoream Theorem to solve problems.
I can recognized and describe a dilation.
I can determine whether the dilation will enlarge or reduce by the scale factor.
I can solve equations. I can do this by using the inverse operations: add/subtract, multiply/divide, square/square roots, and cube/cube roots.
2nd SEMESTER -
What should you be able to do by the end of the second semester?
You should be able to say...
I can simplify radical expressions.
I can use ratios, proportions and similar figures to solve problems.
I can recognize a dilation and determine if the scale factor will enlarge or reduce a figure.
I can recognize errors in data and graphs.
I understand the rules of functions
I can identify a function as linear or non-linear by looking at a table or graph.
I can graph a linear function on a coordinate plane.
I can calculate slope using a graph or two points on a line.
I can define and graph the x-intercept and the y-intercept of a line.
I can write a linear equation if I am given: two points on a line, the slope of the line and one point on a line, or the slope and y-intercept of a line.I can graph linear inequalities on a coordinate plane.
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! Lucy, GA
The best part of The Algebra Buster is its approach to mathematics. Not only it guides you on the solution but also tells you how to reach that solution. D.H., Tennessee
The Algebra Buster could replace teachers, sometime in the future. It is more detailed and more patient than my current math teacher. I, personally, understand algebra better. Thank you for creating it! Troy Nelson, CA
Students struggling with all kinds of algebra problems find out that our software is a life-saver. Here are the search phrases that today's searchers used to find our site. Can you find yours among them?
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In Pre-Algebra we will be working on many concepts that are a review of last year and also new concepts that will follow the students on through the rest of their math careers. We will be working on integers, exponents, rational and real numbers, how to collect, display and analyze data, plane geometry, perimeter, area and volume, ratios and similarity, percents, probability, inequalities, graphing lines, sequences and functions, and polynomialsAlgebra
In Algebra we will be working on many concepts that are a review of last year and also new concepts that will follow the students on through the rest of their math careers. We will be working on patterns and operations in algebra, equations, proportional reasoning and statistics, linear functions, inequalities and absolute values, systems of equations and inequalities, exponents and exponential functions, polynomials and factoring, quadratic functions, rational functions, radicalism, functions, and coordinate geometry, and probabilityGeometry
In Geometry we will be working on a review of basic Algebra concepts and new concepts that will follow the students on through the rest of their math careers. We will be working on reasoning in geometry, parallels and polygons, triangle congruence, perimeter and area, shapes in space, surface area and volume, similar shapes, circles, trigonometry, fractals, and proofs and logic.
We will be working on creating a Math Wiki Website throughout the year. This will consist of different formulas, equations, geometry theorem and properties that the students can find in one place. There will also be video demonstrations by students to help other students with difficult lessons – just to name a few ideas.
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Spring 2008
Text
:Set Theory and Related Topics, 2nd Edition, by Seymour
Lipschutz. A word of caution on the text. It is a study guide and
doesn't have any proper homework problems. It also doesn't have any
proofs in it. However, it does have lots of examples to illustrate the
theorems and concepts that we will be learning in class. I will be
handing out lecture notes so that you have an additional resource for the proofs.
I will probably not spend much time on examples in class. I will suggest
examples in the text as reading homework.
Course
Meetings: The course lectures will be held in Sproul 2340 on Mondays,
Wednesdays and Fridays at 8:10-9 am. Discussion sessions will be held on
Thursday (12:10 pm or 6:40 pm) with Tiff Troutman. You are expected to
attend both the lectures and the discussion sessions as per Math Department
decree.
Tips for Success:
* Come to class! It is amazing how much you can learn by being
attentive in class. * Collaborative learning is encouraged but
remember only YOU will be taking the quizzes and exams... * Like all
mathematics, Set Theory is not a spectator sport; you will learn only by
doing! You will find that a consistent effort will be rewarded. * Be
organized. Have a notebook or binder for Set Theory alone to keep
your class notes, homework, quizzes and exams in order. * No
question you have should be left unanswered. Ask your questions in class,
discussion session or take advantage of office hours.
Homework
(100 points): Homework will be assigned weekly and will be collected
during the next week's discussion session. No late homework will
be accepted. Homework will not be graded unless it is written
in order and labeled appropriately. An answer alone
will get 0 points. Make sure to justify every answer. Your lowest
homework score will be dropped and the remaining homework will be averaged to
get a score out of 100.
Quizzes
(100 points): There will be a short quiz given at the beginning of
most lectures testing you on the definitions and theory that you learned from
last class. You may use your notes. Quizzes will only last 5
minutes so make sure that your notes are organized and that you arrive on time
for class. There may also be a quiz at the end of discussion with one
problem similar to the homework problems assigned during the previous
week. You may not use your notes for this quiz. The daily quizzes
will be worth 3 points each, the lowest two will be dropped and the remaining
will be averaged to obtain a score out of 50 points. The discussion
quizzes will be worth 10 points each, there will be at least 6, and I will keep
only the top 5 scores for a total of 50 points.
Exams (300
points): I will give one midterm (100 points) and a final (200
points). Please bring your ID to each exam. There are no make up
exams. If a test is missed, notify me as soon as possibleon the day of the exam. For the midterms only, if you have a legitimate
and documented excuse, your grade will be recalculated without
that test. The Midterm is tentatively scheduled on Friday, May 2.
The Final is on Thursday, June 12, from 7-10 pm. Use of calculators will
not be allowed on exams.
Grades: General guidelines
for letter grades (subject to change; but they won't get any more strict):
90-100% - A; 80-89% - B; 70-79% - C; 60-69% - D; below 60% - F. In
assigning Final Grades for the course, I will compare your grade on all course
work (including the Final) and your grade on the Final Exam. You
will receive the better of the two grades.
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the book is used to the following student textbooks:
---Precalculus with Limits: A Graphing Approach isbn 0618052917. textbook is not included.
2. used-like new. pages like new. light wear on cover. 1195 pages. paperback. step-by-step solutions for every problem in the student textbook, even and odd.
==================================================
3. the book is not for resale. the sale is final
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This page was developed to pass on general information regarding the math classes taught by Mr. Dresback. Of particular interest should be the assignment sheets - which list all of the assignments in order as well as the major tests that we will have. (The teacher reserves the right to edit or alter these during class when the need arises.) The pace for each class is slightly different but as a general rule about 3 assignments per full week will be covered.
Algebra I EOC Tuesday, May 3rd updated April 28, 2011 Algebra I students will be taking the state End-of-Course (EOC) Exam on Tuesday, May 3rd. This test will count as 10% of the students' grades. We will be reviewing and discussing test taking...
Algebra I
Algebra I is a high school freshman level class designed to prepare the student to advance to Geometry and/or Algebra II. The student will be exposed to multiple uses of variables as well as the uses of expressions, equations, and inequalities. Students will also be introduced to graphing in one and two dimensions using linear equations and inequalities.
College Algebra is an upper (senior) level class and a student needs to have taken and passed Algebra I, Geometry, and Algebra II prior to taking College Algebra. Students taking College Algebra should be prepared to put in extra time outside of class studying and working problems in order to be successful. Also students should have a strong grasp and recollection of topics taught in the previous classes.
College Algebra is offered as a dual credit class with 3 credit hours offered through Central Methodist University in Fayette. Requirements for taking the class dual credit include: passing the aforementioned previous classes, cumulative GPA of at least 3.0, a score of at least 20 on the ACT math portion OR at least 17 on the PLAN math portion, completion of the necessary forms.
College Algebra focus on the study of linear and quadratic functions, inequalities, and systems; polynomial, rational, exponential, and logarithmic functions will be included as well with an emphasis on their numerical, graphical, and algebraic properties and their applications.
Students who do well with the content of College Algebra should have a good foundation in math that would allow them to procede to Calculus.
Trigonometry is an upper level (junior/senior) class. Students should have taken and passed at least Algebra I and Geometry and preferably Algebra II before considering Trigonometry. Trig is not required in order to move from Algebra II to College Algebra however.
Students will be introduced to the trigonometric functions sine, cosine, and tangent and their co-functions as well as their many uses. The course will begin with fundamental problems and progress to an emphasis on application problems.
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There are many things that require mathematical modeling: from exchange rates prediction to engineering and financial planning. Infinity is an innovative non-linear math application that allows you use complex math expressions within equations to describe the problem which requires solution. Once the model is described using common math language you can see the results immediately. Download FREE trial version today to get the taste of real math!
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Specification
Aims
Brief Description of the unit
This course unit covers the main notions of modern differential geometry, such as connection and
curvature. It builds on the course unit MATH31061/41061 Calculus on Manifolds. Fibre bundles make a natural
language for describing various 'fields' in geometry and its applications, such as vector fields
or other fields appearing in physics. They are manifolds (or, more generally, topological spaces
although this course will restrict attention to the differentiable case) with a special structure:
they locally look like the product of a piece of one space called the base with another space called
the fibre. A good example is the Möbius band which locally looks like a cylinder, the product of a
circle with an interval, but as a whole space is twisted. A 'field' associates to each point in the
base a point in the fibre. In order to differentiate it we need an extra structure known as a
connection or covariant derivative. It often comes naturally in examples such as surfaces in
Euclidean space. In this case a covariant derivative of tangent vectors can be defined can be
defined as the usual derivative in the Euclidean space followed by orthogonal projection onto the
tangent plane. The curvature of a connection in a fibre bundle is a new phenomenon which does not exist
for the derivative of ordinary functions. It generalizes the 'internal' curvature of a surface
discovered by Gauss which implies that it is impossible to map a region of a sphere onto a flat
surface preserving distances. The course unit revises classical differential geometry of curves and
surfaces, considers applications, and touches on the topology of fibre bundles.
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A comprehensive math review for the GRE, GMAT, and SAT. This math refresher workbook is designed to clearly and concisely state the basic math rules and principles of arithmetic, algebra
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St(P) Mathematics 4b Pb (Bk. 4B)
Average rating
4.2 out of 5
Based on 5 Ratings and 5 Reviews
Book Description exercise... More exercises to consolidate work covered by investigation, project, class discussion, class teaching etc. A separate teacher's notes and answers book is published.
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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proThe Art of Mathematics by Jerry P. King Clear, concise, and superbly written, this book reveals the beauty at the heart of mathematics, illustrating the fundamental connection between aesthetics and mathematics. "Witty, trenchant, and provocative." — Mathematical Association of America.
Discovering Mathematics: The Art of Investigation by A. Gardiner With puzzles involving coins, postage stamps, and other commonplace items, readers are challenged to explain perplexing mathematical phenomena. Simple methods are employed to capture the essentials of mathematical discovery. Solutions.
How to Solve Applied Mathematics Problems by B. L. Moiseiwitsch This workbook bridges the gap between lectures and practical applications, offering students of mathematics, engineering, and physics the chance to practice solving problems from a wide variety of fields. 2011 edition.
Makers of Mathematics by Stuart Hollingdale Each chapter of this accessible portrait of the evolution of mathematics examines the work of an individual — Archimedes, Descartes, Newton, Einstein, others — to explore the mathematics of his era. 1989 edition.The World of Mathematics, Vol. 1 by James R. Newman Vol. 1 of a monumental 4-volume set includes a general survey of mathematics; historical and biographical information on prominent mathematicians throughout history; material on arithmetic, numbers and the art of counting, more.
The World of Mathematics, Vol. 2 by James R. Newman Vol. 2 of a monumental 4-volume set covers mathematics and the physical world, mathematics and social science, and the laws of chance, with non-technical essays by eminent mathematicians, economists, scientists, and others.
The World of Mathematics, Vol. 3 by James R. Newman Vol. 3 of a monumental 4-volume set covers such topics as statistics and the design of experiments, group theory, the mathematics of infinity, the unreasonableness of mathematics, the vocabulary of mathematics, and more.
The World of Mathematics, Vol. 4 by James R. Newman Vol. 4 of a monumental 4-volume set covers such topics as mathematical machines, mathematics in warfare, a mathematical theory of art, mathematics of the good, mathematics in literature, mathematics and music, and amusements.
Product Description:
providing the most basic tools, examples, and motivation for the manner, method, and concerns of higher mathematics. Part 2 covers sets, relations, functions, infinite sets, and mathematical proofs and reasoning. Author Dennis Sentilles also discusses the history and development of mathematics as well as the reasons behind axiom systems and their uses. He assumes no prior knowledge of proofs or logic, and he takes an intuitive approach that builds into a formal development. Advanced undergraduate students of mathematics and engineering will find this volume an excellent source of instruction, reinforcement, and review
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You might want to try out Algebra Buster. I bought it some time back to help me with my Intermediate algebra course and I can say that it was a good choice. There are so many examples given which you can browse through. You can also try out the questions related to graphing and radicals by just typing them in. Algebra Buster provides detailed description to the problems which helps to make difficult concepts understandable. I would say that this program is absolutely the best that money can buy.
Algebra Buster is one beneficial tool. I don't have much interest in math and have found it to be difficult all my life. Yet one cannot always leave math because it sometimes becomes a compulsory part of one's course work. My younger brother is a math wiz and I found this program in his palmtop. It was only then I understood why he finds this subject to be so simple.
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Science does not exist in a vacuum and, therefore, shouldn't be taught that way. In that spirit, Activities Linking Science with Mathematics, K-4 is a hands-on guide for preservice and inservice elementary school teachers who want to connect science instruction with other areas of study including visual arts, social sciences, language arts, and especially math. The 20 discovery-based and academically rigorous activities provided in this volume enrich students awareness of the world around them, encourage their natural curiosity, and promote the development of their problem-solving skills.
Introductory Algebra prepares students for Intermediate Algebra by covering fundamental algebra concepts and key concepts needed for further studyWhether you are student who needs more practice than your textbook provides or a professional eager to brush up on your skills, 1001 Math Problems gives you all the practice you need to succeed. The ultimate learn-by-doing preparation guide, 1001 Math Problems will teach you how to: Prepare for important exams Develop multiple-choice test strategies Learn math rules and how to apply them to problems Overcome math anxiety through skills reinforcement and focused practice How does 1001 Math Problems build your math skills?
The book is the english translation of a former italian edition. Its aim is to provide students with the first mathematical tools regarding Linear Algabra. The challenge is to explain to all the first rudiments of a fundamental knowledge for science and technology. The text has been written by a mathematicians in order to meet the expectations of general public.
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In addition to the regular build-your-own pizzas, Papa John's also offers a number of specialty pizzas, from The Works to Garden Fresh to Hawaiian BBQ Chicken. They sound delicious, but are they actua... More: lessons, discussions, ratings, reviews,...
Tutorial fee-based software for PCs that must be downloaded to the user's computer. It covers topics from pre-algebra through pre-calculus, including trigonometry and some statistics. The software pos... More: lessons, discussions, ratings, reviews,...
Winplot is a general-purpose 2D/3D plotting utility, which can draw (and animate) curves and surfaces presented in a variety of formats. It allows for customizing and includes a data table which can bA free web-based function graphing tool. Graph up to three different functions on the same axes.
Functions can refer to up to three independent variables controlled by sliders. As you move the... More: lessons, discussions, ratings, reviews,...
This mini-lesson introduces linear equations and their graphs, as well as topics such as rerranging an equation to draw its graph, and determining its slope and intercepts. At the end of each sub-skil... More: lessons, discussions, ratings, reviews,...
This tutorial will show you step-by-step how to take the slope-intercept form of a linear equation and use it to graph a straight line. Students can substitute their own numbers into the equation.
... More: lessons, discussions, ratings, reviews,...
An interactive applet and associated web page that demonstrate the intercept (b) of a line.
The applet has two points that define a line. As the user drags either point it continuously
recalcu... More: lessons, discussions, ratings, reviews,...
Line Gem 1 is a game created to help users learn how to graph linear equations on a Cartesian coordinate plane. Users pick the right linear equation so their dragon can fly the correct path to get as
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More About
This Textbook
Overview
This is the greatly revised and greatly expanded Second Edition of the hugely popular Numerical Recipes: The Art of Scientific Computing. The product of a unique collaboration among four leading scientists in academic research and industry Highlights of the new material include: -A new chapter on integral equations and inverse methods -Multigrid and other methods for solving partial differential equations -Improved random number routines - Wavelet transforms -The statistical bootstrap method -A new chapter on "less-numerical" algorithms including compression coding and arbitrary precision arithmetic. The book retains the informal easy-to-read style that made the first edition so popular, while introducing some more advanced topics. It is an ideal textbook for scientists and engineers and an indispensable reference for anyone who works in scientific computing. The Second Edition is availabe in FORTRAN, the traditional language for numerical calculations and in the increasingly popular C language.
As with Numerical Recipes in C, the FORTRAN edition has been greatly revised to make this edition the most up to date handbook for those working with FORTRAN. Between both editions of Numerical Recipes, over 300,000 copies have been
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Mathematics of Finance
What problems does it solve?
Over the past two decades, new quantitative techniques have transformed the investment process and the finance industry. Today, banks and other financial institutions gain competitive advantage through technical innovation. Powerful mathematical models are used to measure risk, and value complicated transactions. Computational methods transform these theories into tools that sit at the fingertips of traders, portfolio managers, regulators, and risk managers, bringing greater efficiency and rigor to financial markets. These developments have led to a large and growing demand for talented people trained in the mathematics of finance.
New kinds of financial instruments called "derivative securities" have become major tools of financial planning for corporations, banks, mutual funds, and other large financial institutions. Called derivative securities because their value is derived from values of other commodities in the market, these include (mixtures of) currency repurchase agreements, put and call options, and futures contracts of various kinds. Making mathematical models of these financial instruments has become a rapidly growing part of applied mathematics, and the mathematical models are used to understand the value and the hedging structure of many of the derivatives. Typical models are based upon stochastic (i.e., time-dependent) partial differential equations that are usually solved by numerical techniques. See [PR] for a discussion of this relatively new field of mathematics. Several Mathematics in Finance Master Programs have been established in some of nation's most prestigious institutes, and a list can be found at the weblink below in 3).
What should one study in college?
Mathematical topics that are of particular use in the mathematics of finance are calculus, differential and finite difference equations, probability and statistics, numerical analysis, and modern algebra. Stochastic modeling courses could also be valuable as might courses in mathematics and other departments that study the diffusion, or heat, equation. Other valuable courses outside of mathematics include courses in finance, mathematical economics, and perhaps other social science courses that use game theory to model human behavior.
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Challenge Math For the Elementary and Middle School Student (Second Edition)
Book Description: This book explains difficult math concepts in an easy to understand and entertaining format using cartoons and drawings. Children love the real world connections between math and science and will be challenged by over 1000 problems in areas such as algebra, astronomy, trigonometry, probability, and more. Answers are included in the back of the book. A great resource for those of any age who love math. Challenge Math is designed for children in grades 4-8 with higher math abilitiy and interest but could be used by older students and adults as well. Contains 20 chapters with instruction and problems at three levels of difficulty. Challenge Math can be used by children independently or in a classroom setting. This edition not only contains answers, but it also contains step by step solutions to the problems.
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Math Programs & Resources
NEW MATHematics
Illuminated
This course is geared toward students who
require math credit but are not math majors as well as teachers
and adult learners. Throughout the series, experts explain in
fascinating
detail the historical perspective of the mathematics topics that
helps students gain a greater understanding of the world around
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Course Title: Geometry
Grade: 8
Credits: 1
A. Course Description:
Geometry is a survey of Geometry, emphasizing the history of mathematics and proofs.
B. Course Objectives/Methods:
Geometry is a broad overview of the study of shape. It includes a general history of mathematics, the study of line, angle, and a variety of shapes. The derivation of theorems and justification of information is accomplished by proofs. This leads to a natural discussion of the nature of mathematics as a formal language. Emphasis will be placed on formal construction.
C. Course Goals:
Students will be able to do the Following:
Recognize the order, design, and beauty in the world around us, both in nature and in man-made inventions.
Recognize uses of geometry in man made construction
Construct a variety of shapes and lines with given criteria
Develop construction skills to the extent that new constructions can be made based on previous knowledge
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Introduction to or two-semester junior or senior level courses in Advanced Calculus, Analysis I, or Real Analysis.This text prepares students for future courses that use analytic ideas, such as real and complex analysis, partial and ordinary differential equations, numerical analysis, fluid mechanics, and differential geometry. This book is designed to challenge advanced students while encouraging and helping weaker students. Offering readability, practicality and flexibility, Wade presents fundamental theorems and ideas from a practical viewpoint, sh... MOREowing students the motivation behind the mathematics and enabling them to construct their own proofs. vickersa 11.9999 Normal 0 false false false This text prepares readers for fluency with analytic ideas, such as real and complex analysis, partial and ordinary differential equations, numerical analysis, fluid mechanics, and differential geometry. This book is designed to challenge advanced readers while encouraging and helping readers with weaker skills. Offering readability, practicality and flexibility, Wade presents fundamental theorems and ideas from a practical viewpoint, showing readers the motivation behind the mathematics and enabling them to construct their own proofs. ONE-DIMENSIONAL THEORY; The Real Number System; Sequences inR; Continuity onR; Differentiability onR;Integrability onR;Infinite Series of Real Numbers; Infinite Series of Functions; MULTIDIMENSIONAL THEORY; Euclidean Spaces; Convergence inR n ;Metric Spaces; Differentiability onR n ;Integration onR n ;Fundamental Theorems of Vector Calculus; Fourier Series For all readers interested in analysis.
William Wade received his PhD in harmonic analysis from the University of California—Riverside. He has been a professor of the Department of Mathematics at the University of Tennessee for more than forty years. During that time, he has received multiple awards including two Fulbright Scholarships, the Chancellor's Award for Research and Creative Achievements, the Dean's Award for Extraordinary Service, and the National Alumni Association Outstanding Teaching Award.
Wade's research interests include problems of uniqueness, growth and dyadic harmonic analysis, on which he has published numerous papers, two books and given multiple presentations on three continents. His current publication, An Introduction to Analysis,is now in its fourth edition.
In his spare time, Wade loves to travel and take photographs to document his trips. He is also musically inclined, and enjoys playing classical music, mainly baroque on the trumpet, recorder, and piano.
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Well there are just two people who can guide me right now, either it has to be some math guru or it has to be the Almighty himself. I'm fed up of trying to solve problems on yr 9 factorization test and some related topics such as angle complements and solving a triangle. I have my midterms coming up in a week from now and I don't know how I'm going to face them? Is there anyone out there who can actually spare some time and help me with my questions? Any sort of help would be really appreciated.
You seem to be more freaked out than confused. First you need to control your senses. Do not panic. Sit back, relax and look at the books with a clear mind. They will seem tough if you think they are tough. yr 9 factorization test can be easily understood and you can solve almost every problem with the help of Algebra Buster. So relax.
You must go through Algebra Buster. I had always found math to be a difficult subject but this program made it very easy to study. You can type in the question and it gives you the answer, just like that! It is so easy that learning becomes a fun experience.
I am a regular user of Algebra Buster. It not only helps me get my assignments faster, the detailed explanations provided makes understanding the concepts easier. I strongly advise using it to help improve problem solving skills.
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