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tenth edition of Mathematical Ideas is the best ever! We have continued with the features and pedagogy that have made this book so successful over the years and at the same time, we've spent a considerable amount of time to incorporate fresh data, new photos, and new content (by way of a new chapter on trigonometry). We have tried to reflect the needs of our usersboth long-time readers and those new to the Math Ideas way of teaching liberal arts math. We hope you'll be pleased with the results. Like its predecessors, this edition has been d... MOREesigned with a variety of students in mind. It is well-suited for several courses, including the aforementioned liberal arts audience, survey courses in mathematics, and mathematics for prospective and in-service elementary and middle school teachers. Ample topics are included for a two-term course, yet the variety of topics and flexibility of sequence make the text suitable for shorter courses as well. Our main objectives continue to be to provide comprehensive coverage of topics, appropriate organization, clear exposition, an abundance of examples, and well-planned exercise sets with numerous applications Collaborative Investigation: Investigating an Interesting Property of Number Squares Chapter 5 Test The Real Numbers and Their Representations Real Numbers, Order, and Absolute Value Operations, Properties, and Applications of Real Numbers Rational Numbers and Decimal Representation Irrational Numbers and Decimal Representation Applications of Decimals and Percents Extension: Complex Numbers Collaborative Investigation: Budgeting to Buy a Car Table of Contents provided by Publisher. All Rights Reserved. Vern Heeren received his bachelor's degree from Occidental College andHis master's degree from the University of California, Davis, both inMathematics. He is Professor of Mathematics at American River College,where he has been active in all aspects of mathematics education andcurriculum development. Mr. Heeren coauthored Mathematical Ideas withCharles D. Miller in 1969, and later they coauthored Mathematics: AnEveryday Experience. The latest five editions of Mathematical IdeasHave been coauthored with E. John Hornsby of the University of New Orleans. Mr. Heeren enjoys the support of his wife, three sons, three daughters in-law, and five grandchildren. John Hornsby When John Hornsby enrolled as an undergraduate at Louisiana State University, he was uncertain whether he wanted to study mathematics, education, or journalism. His ultimate decision was to become a teacher, but after twenty-five years of teaching at the high school and university levels and ten years of writing mathematics textbooks, both of his goals have been realized. His love for teaching and for mathematics is evident in his passion for working with students and fellow teachers as well. His specific professional interests are recreational mathematics, mathematics history, and incorporating graphing calculators into the curriculum. John's personal life is busy as he devotes time to his family (wife Gwen, and sons Chris, Jack, and Josh). He has been a rabid baseball fan all of his life. John's other hobbies include numismatics (the study of coins) and record collecting. He loves the music of the 1960s and has an extensive collection of the recorded works of Frankie Valli and the Four Seasons.
Algebra Nspirations & Applications Algebra Nspirations & Applications This brilliant series, developed by math experts, integrates guided instruction through Algebraic processes with real life applications of these operations, taking students step-by-step through key curricular topics, illustrating how these processes are used in scientific, technological, finance and other practical applications. All Episodes This program explores the nature of linear functions and real world application examples of the linear functions. All examples are solved algebraically and then reinforced through the use of the TI - Nspire graphing technology. [22 minutes] This program explores two principal equations, linear and quadratic with real-world applications, and answers fundamental questions about the nature of Algebra using the TI-Nspire to help solve the problems. [25 minutes] This program explores one of Algebra's fundamental building blocks, inequalities. Concepts of equations and inequalities, as well as real-world contexts are discussed in this program including solving problems using the TI-Nspire. [27 minutes] This program explores the definition of a function and distinguishes the concept of function from a general relation. Examples use real-world applications and TI-Nspire to help solve function problems. [27 minutes] Introducing the systems of linear equations with two or three unknowns using a variety of methods to solve these systems. Using Algebraic systems of equations, students can solve Economics, Social Studies, and Physics problems. [29 minutes] Explore the historical invention of logarithms. Using the TI-Nspire calculator students can simulate the decibel level as a function to determine the range where sound heard is most harmful for human hearing. [31 minutes]
Math Word Problems Demystified 2/E Find yourself stuck on the tracks when two trains are traveling at different speeds? Help has arrived! Math Word Problems Demystified, Second Edition is your ticket to problem-solving success. Based on mathematician George Polya's proven four-step process, this practical guide helps you master the basic procedures and develop a plan of action you can use to solve many different types of word problems. Tips for using systems of equations and quadratic equations are included. Detailed examples and concise explanations make it easy to understand the material, and end-of-chapter quizzes and a final exam help reinforce learning. It's a no-brainer! You'll learn to solve: Decimal, fraction, and percent problems Proportion and formula problems Number and digit problems Distance and mixture problems Finance, lever, and work problems Geometry, probability, and statistics problems Simple enough for a beginner, but challenging enough for an advanced student, Math Word Problems Demystified, Second Edition helps you master this essential mathematics skill. Customer Reviews: Very easy to understand By E. J. Howlett - April 11, 2012 I am a teacher. All my students struggle with word problems. This book offers a wide variety of problems with step-step solutions. I will use this book to help my struggling students. I am sure they will benefit from the numerous examples in this book. Math Word Problems Demystified By Raquel Torres - May 4, 2013 This book is just what I needed to help me solve word problems in math. It also gives me an edge in helping my kids when they have problems. The book is in perfect condition and I received it within two days of ordering. Thank you for your fast service. Good book! By Roger Snodgrass "Jimp" - March 22, 2013 Very easy to learn and it takes you one step at a time. I will be through with this book in no time. The premise behind Daily Word Problems is simple and straightforward-frequent, focused practice leads to mastery and retention of the skills practiced. When you guide your students in solving a word ...
Thinking Mathematically - With 2 CDs - 4th edition Summary: This general survey of mathematical topics helps a diverse audience, with different backgrounds and career plans, to understand mathematics. Blitzer provides the applications and technology readers need to gain an appreciation of mathematics in everyday life. Demonstrates how mathematics can be applied to readers' lives in interesting, enjoyable, and meaningful ways. Features abundant, step-by-step, annotated Examplesthat provide a problem-solving approach to reach the ...show moresolution; annotations are conversational in tone, explaining key steps and ideas as the problem is solved. Begins each section with a compelling vignette highlighting an everyday scenario, posing a question about it, and exploring how the chapter section subject can be applied to answer the question. A highly readable reference for anyone who needs to brush up their mathematics skills20 +$3.99 s/h VeryGood NationwideText Three Rivers, MI 2006-12-31 Hardcover 4th Very Good In Very Good Condition! ! Pearson Prentice Hall; Blitzer Thinking Mathematically Fourth Edition (Hardcover) Copyright-2006, ISBN: 0131752049. This includes CD-Rom....show more We Ship Daily, Mon-Sat. (KS)We will not process or accept International Orders! These orders will be cancelled automatically! Thank you for your cooperation! ...show less Fourth Edition. CD-Rom Included. If applicable,CD-ROM,online access or codes are not guaranteed to work. Some shelf wear with scratches to board. There may be writing marks in the book but we have no...show moret seen any. Pages are clean and crisp and binding is tight. Solid Book. ...show less $29.59 +$3.99 s/h VeryGood Cheryls-Books Vinemont, AL 2006-12-31 Hardcover 4th Very Good Some very light shelf wear, otherwise a good clean copy. Still has
contains a fairly complete picture of the geometry of numbers, including relations to other branches of mathematics such as analytic number theory, diophantine approximation, coding and numerical analysis. It deals with convex or non-convex bodies and lattices in euclidean space, etc. This second edition was prepared jointly by P.M. Gruber and the author of the first edition. The authors have retained the existing text (with minor corrections) while adding to each chapter supplementary sections on the more recent developments. While this method may have drawbacks, it has the definite advantage of showing clearly where recent progress has taken place and in what areas interesting results may be expected in the future.
Short description .. interpolation and "The Trapezium Rule" as methods for calculating definite integrals as the approximate area under a curve. Further, we include an extensive selection of questions for the student to enjoy.
Elementary Algebra, 1st Edition Author(s): Bracken/MillerELEMENTARY ALGEBRA offers a practical approach to the study of beginning algebra concepts, consistent with the needs of today's student. The authors place special emphasis on the worked examples in each section, treating them as the primary means of instruction, since students rely so heavily on examples to complete assignments. Many of the applications (both within the examples and exercises) are also uniquely designed so that students have an experience that is more true to life--students must read information as it appears in headline news sources and extract only the relevant information needed to solve a stated problem. This promotes the text's focus on developing better study habits, problem solving and critical thinking skills along with orienting students to think and reason mathematically. Through Elementary Algebra, students will not only be better prepared for future math courses, they will be better prepared to solve problems and answer questions they encounter in their own lives. Available with InfoTrac® Student Collections
purpose of this chapter is to review several topics that will arise time and again throughout this material. Many of the topics here are so important to an Algebra class that if you don't have a good working grasp of them you will find it very difficult to successfully complete the course. Also, it is assumed that you've seen the topics in this chapter somewhere prior to this class and so this chapter should be mostly a review for you. However, since most of these topics are so important to an Algebra class we will make sure that you do understand them by doing a quick review of them here. Exponents and polynomials are integral parts of any Algebra class. If you do not remember the basic exponent rules and how to work with polynomials you will find it very difficult, if not impossible, to pass an Algebra class. This is especially true with factoring polynomials. There are more than a few sections in an Algebra course where the ability to factor is absolutely essential to being able to do the work in those sections. In fact, in many of these sections factoring will be the first step taken. It is important that you leave this chapter with a good understanding of this material! If you don't understand this material you will find it difficult to get through the remaining chapters. Here is a brief listing of the material covered in this chapter. Integer Exponents In this section we will start looking at exponents and their properties. Rational Exponents We will define rational exponents in this section and extend the properties from the previous section to rational exponents. Real Exponents This is a short acknowledgment that the exponent properties from the previous two sections will hold for any real exponent. Radicals Here we will define radical notation and relate radicals to rational exponents. We will also give the properties of radicals. Polynomials We will introduce the basics of polynomials in this section including adding, subtracting and multiplying polynomials. Factoring Polynomials This is the most important section of all the preliminaries. Factoring polynomials will appear in pretty much every chapter in this course. Without the ability to factor polynomials you will be unable to complete this course. Rational Expressions In this section we will define rational expressions and discuss adding, subtracting, multiplying and dividing them. Complex Numbers Here is a very quick primer on complex numbers and how to manipulate them.
You are here Mathematical Sciences Faculty I teach courses on mathematical modeling of environmental problems, game theory, chaos theory and the mathematics of evolution. Why do you like teaching at Bentley? We have small classes, so I'm able to really get to know my students. And they seem to really appreciate that our math courses connect to the real world. What is your teaching style? My classes are very interactive — lectures are constantly interspersed with in-class exercises and discussion. I try to keep track of where every student is at with the material at all times, and I always encourage them to drop by my office to ask their questions and discuss class lessons. What advice would you offer a new Bentley student? In your first semester, you have to decide how successful you want to be. If you want all of the advantages of a high GPA and great mastery of the material, you have to stick to that goal unfailingly from the first week. It's hard, but the payoff for your life and career will be phenomenal.
Overviews content methods and strategies appropriate for the teaching of secondary school mathematics. Emphasizes problem solving, and gives attention to the NCTM Standards and to the Washington State Essential Academic Learning requirements. Examines contemporary curricula, materials, and issues in teaching K-8 mathematics, with an emphasis on research, learning theory, pedagogy, and the use of technology. Gives attention to the development of appropriate instruction based on the NCTM standards and the Washington State Essential Academic Learning Requirements.
Scientific Library (GSL), which is a free software library... more... Learn a lot about science as you make models showing how things work! A spectacular model of an active volcano . . . a fascinating representation of the solar system . . . scale reproductions of atoms and molecules . . . In Janice VanCleave's Super Science Models, America's favorite science teacher shows you how to make these and other eye-catching... more... This book presents the basics of mathematics that are needed for learning the physics of today. It describes briefly the theories of groups and operators, finite- and infinite-dimensional algebras, concepts of symmetry and supersymmetry, and then delineates their relations to theories of relativity and black holes, classical and quantum physics, electroweak... more... Contains a comprehensive study of the basic concepts and principles of variational analysis and generalized differentiation in both finite-dimensional and infinite-dimensional spaces and presents numerous applications to problems in optimization, equilibria, stability and sensitivity, control theory, economics, mechanics, and more. more... Science and engineering students depend heavily on concepts of mathematical modeling. In an age where almost everything is done on a computer, author Clive Dym believes that students need to understand and "own" the underlying mathematics that computers are doing on their behalf. His goal for Principles of Mathematical Modeling, Second Edition , is... more... Contains a study of the basic concepts and principles of variational analysis and generalized differentiation in both finite-dimensional and infinite-dimensional spaces. This title presents many applications to problems in optimization, equilibria, stability and sensitivity, control theory, economics, mechanics, and more. more...
0321536312 9780321536310 Worksheets for Classroom or Lab Practice for Basic Mathematics through Applications:These lab- and classroom- friendly workbooks offer extra practice exercises for every section of the text, with ample space for students to show their work. The worksheets list the learning objectives and key vocabulary terms for every text section and provide extra vocabulary practice. Back to top Rent Worksheets for Classroom or Lab Practice for Basic Mathematics through Applications 4th edition today, or search our site for Mark textbooks. Every textbook comes with a 21-day "Any Reason" guarantee. Published by Pearson.
Are you looking for a clear, accessible guide to mathematics that can help you brush up your skills and rediscover the key concepts and techniques? Complete Mathematics provides an invaluable, step-by-step introduction to the subject. Packed full of worked examples and useful exercises, it will guide you through the essentials quickly and easily, giving you the knowledge you need to gain maths confidence. NOT GOT MUCH TIME? One, five and ten-minute introductions to key principles to get you started. AUTHOR INSIGHTS Lots of instant help with common problems and quick tips for success, based on the author's many years of experience. TEST YOURSELF Tests in the book and online to keep track of your progress. EXTEND YOUR KNOWLEDGE Extra online articles at to give you a richer understanding of psychology. FIVE THINGS TO REMEmbER Quick refreshers to help you remember the key facts. TRY THIS Innovative exercises illustrate what you've learnt and how to use it
Main Text: Calculus I by T. M. Apostol, published by Wiley. 2nd ed. The syllabus for Analysis I includes the Introduction and most of the first five chapters. Recommended Text:&nbsp How to Prove It by D. J. Velleman, Cambridge Univ. Press, 2nd edition. An excellent resource on logic and strategies for constructing mathematical proofs. Course Description: &nbsp Analysis I is ``calculus with proofs,'' roughly speaking. Compared to 21-121, this course places greater emphasis on conceptual understanding and developing students' reasoning skills, providing a better basis for advanced mathematics courses. Proofs capture logical reasoning in written form, facilitate in-depth understanding, and hone the imagination. The aim is to develop each students' reasoning powers in tandem with fluency in the calculation and application of integrals and derivatives. Homework is due every Tuesday unless announced otherwise. PDF files will be posted online at . Working homework problems and writing up solutions is essential for your progress. You should work on all the assigned problems (though not all that is turned in can be graded), and more of your choice. Late homework is accepted up to two discussion periods late with a 30 percent deduction. Academic integrity requires that your tests and homework solutions are your independent work and not copied from other sources. On homework you are encouraged, however, to discuss with others and consult other resources to improve your understanding. But homework solutions from previous semesters, if available, cannot be used. Make-up tests are only possible in the case of a documented medical excuse, a university-sanctioned absence (e.g., participation in a varsity sporting event), or a family emergency. Please contact me at the earliest time possible to schedule a make-up.
is an Associate Professor of Retail Management in the Department of Marketing at Whitman School of Management, Syracuse University. She has taught a variety of courses including retail buying and electronic retailing and marketing courses and has been a member of the International Textile and Apparel Association (ITAA) for 13 years. She conducts research that examines the needs of retail industry employers and her research focuses on employee satisfaction and retention as well as preparing new college graduates for success in the industry. Her research appears in journals such as the Journal of Fashion Marketing and Management, Customer Relationship Management, and Journal of Shopping Center Research. PRODUCTS Merchandising math is a multifaceted topic that involves many levels of the retail process, including assortment planning; vendor analysis; markup and pricing; and terms of sale. A Practical Approach to Merchandising Mathematics, Revised 1st Edition, brings each of these areas together into one comprehensive text to meet the needs of students who will be involved with the activities of merchandising and buying at the retail level. Students will learn how to use typical merchandising forms; become familiar with the application of computers and computerized forms in retailing; and recognize the basic factors of buying and selling that affect prof it. View Using Computerized Spreadsheets: Mathematics for Retail Buying is a computer spreadsheet component for retail buying and merchandising mathematics students. Cushman demonstrates how to create, calculate, and analyze using Microsoft Excel® spreadsheets. A cross-platform CD-ROM is included for students to apply the lessons as they learn them in the book. This book is designed as a supplement to Mathematics for Retail Buying, Revised 5th Edition, by Bette Tepper, but the concepts are easily adaptable to any text meant to cover the mathematical concepts associated with retail buying. View
This course is designed to acquaint the liberal arts student with a broad spectrum of mathematical ideas not emphasized in traditional algebra based courses. The goals of the course are to develop the mathematical and quantitative capabilities of the students; to enable them to understand a variety of applications of mathematics; to prepare them to think logically in subsequent courses and situations in which mathematics occurs; and to increase their confidence in their ability to reason mathematically. Topics may include: inductive reasoning and problem solving, sets, logic, number systems, counting techniques, elementary probability, graph theory, fractal geometry, voting and appointment, consumer mathematics.
Welcome to the Math Lab! MISSION STATEMENT: To create an environment that is conducive to learning and encourages students to utilize all their resources to expand their learning experience while here at Santa Monica College! The math lab offers a plethora of resources available to SMC students. With the intent of making our math department excellent in its tutoring services, all of our tutors are selected based on their successful completion of certain math classes, their ability to communicate math effectively to their peers, and upon recommendation of outstanding SMC math instructors. Also available in the math lab are Instructional Assistants (IA). The IA are available for drop-in tutoring only. A student may sign up for an IA and are called up on a first come first served basis. They spend only a few minutes (about 5 minutes) with a student answering only one or two questions. This way, the IA can service a lot more students. In addition to tutoring, there are computers available with math programs that may be utilized by the students to enhance understanding of a particular subject. We have programs available for all subjects (except MATH 81 and MATH 84 at this time) ranging from Introductory Algebra to Differential Equations. (Online resources may also be useful). It should be noted that the JK programs available in the math lab were created by John Kennedy, a current professor of mathematics at Santa Monica College; thus the advantage is that the programs are geared more towards the classes that SMC's Math Department offers. Workshops are also available to anyone enrolled in certain math classes here at Santa Monica College. The workshops are hosted by SMC Faculty Instructor(s) who teach the class. The type of workshops available vary each semester, thus an updated schedule of workshops is also available online. Please also take the time to become familiar with the faces here at Santa Monica College's math lab (Meet the Tutors). The student tutors and Instructional Assistants are here on a regular basis and work very hard. Whenever you come in, feel free to address any questions or concerns you may have to them. MATH LAB RULES  NO FOOD  NO DRINKS  ALL CELLLPHONES MUST BE TURNED OFF (NO VIBRATIONS)  NOISE KEPT TO A MINIMUM. THIS IS A STUDY ROOM!  MUSICAL DEVICES ARE ALLOWED, BUT KEEP AT A RESPECTABLE VOLUME  COMPUTERS ARE FOR MATH RELATED USE ONLY o (No CHATTING, No SHOPPING, No MUSIC, and No GAMES) THINGS TO REMEMBER:  SIGN-IN / SIGN-OUT O If you forget to sign out, you will lose the hours for that time.  CHECK OUT BOOKS O We have many of the math books in the math lab that can be checked out to use in the math lab. To check out a book, you must have a Student ID.  APPOINTMENTS O All available tutoring in the math lab is free! Feel free to take advantage of: one-on-one tutoring, drop-in tutoring, and workshops.  WHERE YOU CAN STUDY O We understand that the math lab has limited space and at certain times of the day it is really crowded. Therefore, it is acceptable to study at other facilities on campus. However, if you are in Math 81, Math 84, or Math 31, please remember to clock out.  CANCELLATIONS / NO SHOWS O All scheduled appointments must be cancelled at least 24-hours in advance. Failure to do so my result in a NOSHOW documentation. Moreover, if you don't attend your scheduled appointment you will also be marked with a NO SHOW. Students are only allowed two (2) NO SHOW's; after the second NO SHOW, the student will no longer be able to make one- on-one tutoring appointments, until cleared to do so.  CONTACT INFO O Math Lab Coordinator: Paul L. Williams Jr. O Math Lab Phone Number: 310-434-473 ; Voice Mail: 310-434-8586 O Location: Math Complex 84 (MC-84) O Math Lab Hours: Mon – Thurs. 8:00am – 10:00pm ; Fri. 8:00am – 10:00pm O (Website Coming Soon!) Failure to comply with Math Lab Rules will serve as cause of your dismissal from the Math Lab! To create an environment that is accommodating to learning and encourages students to exploit the Math Lab's resources to expand their learning experience while here at Santa Monica College, we all must share the room and respect one another. Therefore, it is asked that everyone who enters the Math Lab follows these simple rules. I promise you, it will make your experience in the Math Lab much more enjoyable. Paul Williams – Math Lab Coordinator
Ramon Calderon University of New Hampshire Mathematical Instruction: The Effect on Selecting a Math Related Major Mathematics is used in a variety of topics such as the expression of measurement, scientific processes, properties of quantities, and in the analysis of data sets. Without mathematics many, if not all, sciences would not have the specific techniques needed to perform meaningful tasks. The purpose of this research is to further understand students' perceptions of traditional methods of instruction and their impact on the student's choice of major. A student's perception of mathematics can be altered by many factors revolving around anxiety, understanding, achievement and performance. This perception might affect the way students decide what they should apply or exclude themselves from. Such decisions relate back to the main question of, does the traditional method of mathematical instruction decrease the likelihood that a student will decide to major in mathematics or a related major. We predict that if the student's experience with the instructor's method of teaching is negative; the student will not enroll in a mathematics related field of study.
encarta encyclopedia 2012 full versionEncyclopedia Britannica Almanac 2009.pdf Encyclopedia Britannica Concise.pdf Encyclopedia of 19th Century Photography.pdf Encyclopedia of 20th Century Architecture.pdf Encyclopedia of 20th Century Photography.pdf Encyclopedia of 20th Century Technology.pdf Encyclopedia of Acting.pdf Encyclopedia of Addictive Drugs.pdf Encyclopedia of Adoption.pdf Encyclopedia of African Folklore.pdf Encyclopedia of African History.pdf Encyclopedia of African Religion.pdf Encyclopedia of Age of Imperialism 1800 1914.pdf Encyclopedia of Age of Political Revolutions and New Ideologies.pdf Encyclopedia of Age of Wars of Religions 1000 1650.pdf Encyclopedia of Aging and Public Health.pdf Encyclopedia of Air Warfare.pdf Encyclopedia of Airbrushing Techniques.pdf and more... Encyclopedia of Mathematics is a comprehensive one-volume encyclopedia designed for high school through early college students. More than 1,000 entries, more than 125 photographs and illustrations, and numerous essays cover the principal areas and issues that characterize this "new" area of science. This valuable resource unites disparate ideas and provides the meaning, history, context, and relevance behind each one. The easy-to-use format makes finding straightforward and natural answers to questions within arithmetic - such as algebra, trigonometry, geometry, probability, combinatorics, numbers, logic, calculus, and statistics - simple. Encyclopedia of Mathematics also gives historical context to mathematical concepts, with entries discussing ancient Arabic, Babylonian, Chinese, Egyptian, Greek, Hindu, and Mayan mathematics, as well as entries providing biographical descriptions of important people in the development of mathematics. Encyclopedia Of The Modern World: 1900 To The Present ISBN: 081604872X Encyclopedia Of The Medieval World- 2 Volume set ISBN: 0816046905 Encyclopedia of World Scientists (Facts on File Science Library) ISBN: 0816061580 Encyclopedia of the Ottoman Empire ISBN: 0816062595 Encyclopedia of the U.S. Constitution (Two-Volume Set) ISBN: 0816067635 Encyclopedia of the United Nations (Facts on File Library of World History), 2 Volumes ISBN: 0816069131 Encyclopedia of Protestantism is the last volume in the Facts On File Library of Religion and Mythology/Encyclopedia of World Religions. Like earlier volumes on Buddhism, Catholicism, Hinduism, Islam, and Judaism, it is intended to be a handy guide to the major terms, concepts, people, events, and organizations that have contributed to the growth of the religion over the centuries. A very readable introduction describes the history of Protestantism from its beginnings in the early sixteenth century through the present day. This is followed by an annotated chronology that starts with Martin Luther nailing his 95 theses to the church doors in Wittenberg, Germany, in 1517 through the consecration of the first openly gay Episcopal bishop in 2003. The approximately 800 entries are in alphabetical order, and a few are accompanied by portraits and other illustrations (mostly of churches). Each entry is followed by a bibliography, and a complete bibliography is found in the back of the volume. Edited by the founder of the Journal on Aging and Health, this encyclopedia contains more than 200 A–Z entries on a broad range of topics related to health and aging. As outlined in the "Reader's Guide," entries cover "Aging and the Brain," "Diseases and Medical Conditions," " Drug-Related Issues," "Mental Health and Psychology," "Nutritional Issues," and "Systems of Care," to name a few. A number of entries cover health and aging in specific countries or regions, among them Canada, Europe, and Mexico. In the introduction, the editor points out that the encyclopedia is aimed at researchers, students, and practitioners and is unique in its focus on health. In comparison with more thorough and academic texts, such as the Encyclopedia of Aging (Springer, 2006), one will find that Encyclopedia of Health and Aging is written in nontechnical terms and contains more international and cultural entries. Entries vary in length from two paragraphs to a few pages. At the conclusion of each entry is a short listing of "Further Readings and References" that, though briefer than those found in more academic texts, contains up-to-date research findings. The appendix provides a listing of 45 annotated online resources on health and aging, most of which are well-known Web sites and not as exhaustive as the National Institute on Aging database. This encyclopedia is suitable for public libraries that are just starting a collection in the area of aging or organizations that want a concise text written in layman's terms. It is not a necessary purchase for academic libraries that already have core texts, such as the Encyclopedia of Aging....
Other Formats Product Description This solutions manual accompanies Saxon Math's Algebra 1/2 Student Text. Make grading easy with solutions to all textbook practices, problem sets, and additional topic practices. Early solutions that contain every step, and later solutions omit obvious steps; final answers are given in bold type for accurate, efficient grading. Paperback. Product Reviews This should be included with the students workbook and teachers manual, tests, answers, etc. all in one package. September 12, 2012 This shows the steps to all problems. I found this very helpful to use as I worked with my son on the problems he missed. It is easy to read and follow. A must have with the series. September 5, 2011 This is a life-saver in checking homework We purchased this manual to assist with checking our son's homework. Before getting the manual, we had to work the problems in order to check his accuracy. This saves so much time, as we no longer have to work the problems ourselves. It also breaks solutions down into steps, so we can better assist him with finding his errors. February 21, 2011
Why It Is Important to Learn Algebra - EdSource This PDF document is a parent/student guide explaining why Algebra I is a required subject, how it helps prepare students for the future, how Algebra I fits into the student's high school math program, and what parents can do to support their student's ...more>> Wikipedia Mathematics The free encyclopedia's entries on mathematics. A wiki is a collection of interlinked web pages, any of which can be visited and edited by anyone at any time. Many pages also available in a range of foreign languagesA Winning Division - Ivars Peterson (MathTrek) A farmer plans to divide a triangular piece of land evenly between his son and daughter. Because he wants to be scrupulously fair, he would like the two pieces to have not only equal areas but also equal perimeters. Where should he draw the line? This ...more>> Winning Partitions - Ivars Peterson (MathLand) The simple idea of partitions has developed into a significant branch of number theory. Indeed, "any time the number of ways of writing a number as the sum of other numbers arises, the theory of partitions can't be far off," says number theorist George ...more>> Winpossible Online math courses in Winpossible's learning environment replicate the live classroom experience through authoring, presentation and distribution technologies that allow students to hear the teacher's voice and see their handwriting over the Internet. ...more>> Wireless Philosophy Free videos on the practice of philosophy — teaching viewers how to develop critical thinking skills and do philosophy, rather than simply learn what philosophers have thought. See, in particular, Wi Phi's categories of videos on the philosophy The Wizard of Odds - Michael Shackleford As a rule of thumb, the harder a game is to understand the better your odds of winning if you do understand it. By understanding the more complicated games such as blackjack, baccarat, and craps you can have an expected return of at about 99 cents per ...more>> wNetSchool A resource for K-12 teachers, with some information for adult education teachers (i.e., the GED exam). Subscribing to the site is free, but one may also enter without subscribing. wNetSchool provides lesson plans centered around the Internet or educational ...more>> Wolfram\|Alpha - Wolfram Alpha LLC A computational knowledge engine that "computes whatever can be computed about anything." Query Alpha about "essentially any kind of systematic factual knowledge," with particular strengths in "areas where computation or mathematics have traditionally ...more>> Women's Studies Database - University of Maryland The women's studies database serves those interested in the women's studies profession and women's issues in general. Collections of conference announcements, pedagogy and other bibliographies by and about women, calls for papers, employment opportunities, ...more>>
Lessons by teachers that reflect California's Mathematics Framework and the NCTM Standards, organized by their main strands with links to descriptions of the strands: Functions, Algebra, Geometry, Statistics and Probability, Discrete Mathematics, Measurement, Number, and Logic and Language.
Reading this material is no substitute for reading the book. In fact, I hope that it will make you more interested in the material. NOTE: This book is not a book that provides material for direct use in teaching math to talented students. It is about all imaginable issues surrounding the teaching of math to talented students. The book contains extensive references, also to specific resources; a glossary, and an index (the latter could have been even better). If you just want a summary, skip directly to Lessons Learned in the last chapter. Ch.1: Myths About Mathematically Talented Students p.1 ... two often-stated developmental myths are "He's too young to start algebra" and "Students who skip a grade will have social problems when they are teenagers." A commonly heard programmatic myth is "But, if you push her ahead now, she won't have any math left to study in high school." p.2 ... the myths about mathematically talented students are either fiction or, at best, half-truths; nevertheless, they have acquired mythical power and are often used by teachers, administrators, and [...] parents as roadblocks to developing appropriate interventions for mathematically talented students. Myth 1: Only students identified for a gifted program are mathematically talented. Not true p.2... Many gifted programs ... tend to emphasize the all-around gifted student. ... [T]his ... effectively eliminates students who have a special talent in just one area and average ... abilities in other areas. ... ... p.4 ... However, there is no guarantee that the mathematically talented student will actually receive, through the [general] gifted program, advanced curricular opportunities that correspond to mathematical talent. p.5... [G]rade-level testing ... does not give information that is precise enough to [differentiate good, talented, and exceptionally talented students]. ... An above-level test helps to measure the students' abilities more accurately. Myth 3: Gifted students respond equally well to the same curriculum. Not true p.5 Our research has shown that gifted students are a varied group with respect to their interests ... and abilities ... [W]e don't recommend just one curriculum for all gifted students. Myth 6: Mathematically talented students are computation whizzes. Not true p.9 Many ... mathematically talented students ... have excellent conceptual skills, but their skills at computation are less developed. ... [T]eachers are often tempted to hold students back from learning advanced concepts until their "basic skills" catch up. This ... may actually be detrimental to his or her mathematical development. Myth 7: Mathematically talented students cannot be identified until high school. Not true p.10 ... [I]t is necessary to identify mathematically talented students well before high school so that adjustments can be made to their educational programs. ... Using above-level tests, we have successfully identified students as young as third grade for challenging programs in mathematics ... Myth 9: The best option for mathematically talented elementary school students is enrichtment. Not true p.12 Although enrichment is appropriate and necessary for mathematically talented students, it is not the only option and it might not be the best option for any particular student. Acceleration should not be dismissed for talented students automatically because of their young age. ... ... [I]t is a frequent practice in [the USA] for gifted students to participate in pull-out programs where the topics ... are ... unrelated to the regular curriculum. ... [T]hese ... do not advance the student's understanding of mathematics. Myth 11: If mathematically able students study mathematics at an accelerated pace, they will run out of math curriculum before they reach high school. Not true p.15 ... [T]here is always more mathematics to study (ask any college mathematics professor). ... Students, educators, and parents might need to be flexible and creative to ensure that students are receiving the appropriate mathematics course(s). Ch.2: Advocacy p.19 Parents are their children's primary advocates. ... Effective advocates maintain a positive attitude of cooperation with the school throughout the process. ... Objective information is critical for effective advocacy. ... Change is neither easy nor immediate... We advise parents to concentrate on adapting the current situation so that their child's needs are met in a timely manner, rather than trying to overhaul the school system. What legal options are available when parents perceive that school policy does not match their child's academic needs? p.25 ... [T]here is no [US] federal government mandate requiring school districts to provide special programs for gifted students. ... p.26 ... [G]ifted children are not a [US] constitutionally protected group of individuals. ... [S]ome states [in the USA] have a mandate for the provision of gifted education, whereas others only "permit" gifted education. ... p.27 ... However, ... informal and quasi-formal resolutions are preferable to those that involve the courts [of law]. And even if you would be able, through court actions, to force a school to adapt the curriculum for a talented student, the court will not (help) determine an appropriate curriculum. The school could try to get away with an ineffective change. p.28 The responsibility of finding appropriate programs with adequate challenges for mathematically talented students ultimately falls on the parents. Ch.3: Educational Assessment p.63 Thorough and objective information obtained through educational assessment is essential in advocating, identifying, and programming for mathematically talented students. Testing is one of four components of an educational assessment. The other three components include interviews, observations, and informal assessment. ... [T]here are thousands of tests and well-articulated theories underlying the development of these tests. ... p.67 Testing should be driven by a question. ... Tests that measure ability, aptitude, and achievement have many similarties, but also some important differences. ... Linn and Gronlund ... have provided some informative distinctions by the extent to which the content items are dependent on specific learning experiences. ... [A]chievement tests are very much based upon the student's familiarity with specific subject-matter content; aptitude tests ... measure problem solving in specific content areas taught in school; and [ability tests or] general problem-solving tests ... are unrelated to school learning... Ch.4: The Diagnostic Testing --> Prescriptive Instruction Model p.105 The Diagnostic Testing --> Prescriptive Instruction (DT-->PI) model is a five-step procedure designed to tailor instruction to a student's learning needs. ... Using tests developed for older students (above-level testing) is an important component of the DT-->PI process. p.107-108 ... When [gifted] students take a standardized test that was designed for their grade level, their responses to all or most of the items are correct, thus reaching what psychologists call the test's "ceiling." For these students, the grade-level test does not adequately measure their talents because answering all of the items correctly informs us that they perform well compared to other students in their grade. However, we don't know the extent of their talents due to the ceiling effect of the test. In the DT-->PI model, the talented students simply take a test that was designed for older students, which has been shown to be extremely effective with talented students. ... A more challenging test allows students to demonstrate what they know and what they don't know in mathematics. Above-level tests spread out the scores of able students, helping us to differentiate between talented students and exceptionally talented students. This information is extremely helpful for good educational planning... Step 1: Determine Aptitude p.108 ... [E]lementary school students who have scored at the 95th percentile or above on a nationally standardized [grade-level] test ... are eligible to participate in above-level testing [i.e., Step 1]. So, this is an entry condition, to be ascertained prior to Step 1. ... p.111 We strongly recommend the use of a standardized, nationally-normed [aptitude] test in [Step 1 itself]. ... [I]t is important to select [a test] that is at least two grade levels higher than the student's current grade placement ... ... The point of administering an above-level assessment is to determine what a student doesn't know so that instruction can be based upon filling in their knowledge gaps. Standardized tests are especially effective for this purpose because they provide corresponding instructional objectives. ... p.112 When Step 1 is completed, the scores will determine whether or not the student will go to Step 2. Scores earned by talented students should be compared to scores for students in the above-level grade for which the test was designed. ... ... [W]e recommend that students who earn scores at the 50th percentile on the [above-level] test administered in Step 1 move on to Step 2 of the DT-->PI. ... p.113 We do not recommend that talented students who score below the 50th percentile on the above-level test continue with the DT-->PI process. Instead, we encourage curricular adjustments such as enrichment or problem solving activities ... Step 2: Diagnostic Pretest p.113 In Step 2, we administer achievement tests, starting with the grade level that approximates the above grade level of the aptitude test used in Step 1. ... p.114 There are three possibilities for students in this step of the model, and only the second results in moving on to Step 3: They do very well on the diagnostic pretest (85th percentile or above). These students should take a more difficult version of the test. They do moderately well (earning scores between the 50th and 85th percentiles). These students should move on to Step 3... They do not do well (the scores are below the 50th percentile). These students should exit from the model and receive enrichment instruction in specialized mathematics topics. Step 3: Readminister and Evaluate Missed Items p.116 ... The purpose of Step 3 is to gain a more complete understanding of what topics the student does and does not know so that instruction can focus on new material. p.117 The first activity of Step 3 is to return the test booklet to the student and have him or her rework missed or omitted items or items marked with a question mark. [... further details omitted ... ] p.118 The final activity of Step 3 is identifying who will best serve as the instructor for Step 4. Step 4: Prescriptive Instruction p.118 ... The prescriptive instruction of Step 4 is based on a thorough analysis of the testing results obtained in Steps 1-3. Prescriptive instruction may or may not be provided by the classroom teacher, but it is critical that whoever does provide it have an excellent background in mathematics. This person is referred to as a mentor. The mentor designs an instructional program based upon the diagnostic testing. ... In this important phase of the model, the mentor works with the student on the concepts--not the items-- he or she does not understand. Very little time is spent on the topics about which the student has demonstrated mastery. Step 5: Posttesting p.119 The final step ... is posttesting to determine if students have mastered the content. After completing the prescriptive instruction [i.e., Step 4], students take a parallel form (equivalent in difficulty, but with different items) of the same [achievement] test used for pretesting. p.119-120 On the posttest, students who score above the 85th percentile for the appropriate above-level norms are considered to have mastered the material. [The others] require additional instruction and practice with the material. ... After the student has demonstrated mastery and the mentor is satisfied that he or she has adequately filled in any knowledge gaps on that particular topic, the student reenters the process at Step 2, using achievement tests and materials for the next level or topic. Thus, the student studies the mathematics topics in a systematic, sequential fashion, demonstrating mastery before moving on. What Is the Role of the Mentor? p.122 Stanley ... described the mentor's role as follows: For the "prescriptive instruction" on needs a skilled mentor. He or she should be intellectually able, fast-minded, and well-versed in mathematics considerably beyond the subjects to be learned by the "mentee(s)." This mentor must not function didactically as an instructor, predigesting the course material for the mentee. Instead, he or she must be a pacer, stimulator, clarifier, and extender. ... It is not necessary for the mentor to be a trained mathematics teacher. ... [E]ngineers, college professors, undergraduate math majors, and graduate students in mathematics have been successful mentors. It is critical that the mentor have a good understanding of both the mathematics the student is currently studying and the mathematics he or she will study in the near future. ... p.123 We do not recommend that parents mentor their children, even if they hae the appropriate background in mathematics. ... Sometimes, it is also suggested that a high school student might be a mentor. Our experience has been that high school students ... would have difficulty managing the responsibilities of planning for mentoring sessions and meeting consistently on a weekly basis. The mentor-to-student ratio is often 1:1. However, a skilled mentor can work successfully with up to five students ... How are the Mentoring Sessions Conducted? p.123 ... [D]aily instruction is not necessary. We recommend that the mentor and student meet for a total of 2 hours per week. For students in fifth grade and older, it may be best to meet once a week for 2 hours. Because younger students may be more easily fatigued, we recommend shorter, more frequent sessions (twice a week for an hour each time). p.124 During their meetings, the mentor works with the student on the principles (not the specific test items) the student didn't understand. ... Students must demonstrate mastery on one topic before moving on to the next, but they are not required to work through every page of a text. This process is in sharp contrast to the spiral approach of most mathematics textbooks, where students are not expected to master a concept because they will be exposed to it the following year. What Happens Between Meetings? p.124Homework completed on a daily basis (4-5 days per week) is essential in a mentoring situation because the student does not meet with the mentor every day. However, the homework should not take more than 20 minutes to complete each day. ... Students participating in the mentor-paced program should be self-motivated and self-disciplined. Parents remain actively involved by supervising the completion of homework. p.125 ... [I]deally, the student will find participation in the DT-->PI process more challenging and more fun than regular math classes in school. Many Teachers Worry That Removing Talented Students From Their Classes Will Remove an Important Role Model for Average Students p.131 ... [T]his remains a common myth. ... [E]ffective role models must be somewhat close in ability to those who would benefit from exposure to the models. Social comparison theory tells us that average students would not look upon exceptionally talented students as academic role models. ... [ ... other arguments omitted ... ] How Are Student Evaluation Issues Determined? p.131 For work that is completed, students should receive both a grade and credit. ... How Do Educators Respond to the Mentor-Paced Student's Need for Acceleration? p.132 By definition, mathematically talented students who participate in a mentor-paced program will be accelerated in mathematics. ... Research over the last 50 years has shown that acceleration for mathematically talented students is an appropriate and useful option ... How Effective is the DT-->PI Model? p.137 ... Many students [participating in the DT-->PI] have mastered an entire year's worth of material with just 75 hours of instruction. ... Olszeweski-Kubilius ... noted that, "Talent search summer programs have shown that some students can learn at a much faster pace than heretofore believed, without sacrificing the level of subject mastery or preparation for future courses, all with higher student satisfaction" ... Ch.5: Talent Searches for Elementary Students p.141 The goal of an academic talent search is to discover, via above-level testing, students who are ready for advanced academic challenges that are not typically offered as part of the regular school curriculum. ... Talent search participants, although much younger than the students for whom the tests were intended, typically earn higher scores on the tests than the students for whom the test was developed. Thus, initial concerns that students who participated in the talent search would be unnecessarily frustrated are unfounded. p.149-150 Research findings on the EXPLORE test have been consistent each year. The most important finding is ... [that] the scores of those students who were already in the top 5% of their age group (and, therefore, at or near the ceiling of the grade-level test) were spread out when they took the EXPLORE as an above-level test ... [T]heir test results are spread out into a new normal curve ... thus, differentiating between good, talented, and exceptionally talented students. Ch.6: Programming p.173 There are many educational options for mathematically talented students, ranging from enrichment within the regular classroom to radical acceleration. No one option is "right" for all students. ... Acceleration is appropriate and necessary for many mathematically talented students. Acceleration as a successful program option has been strongly researched for several decades. Enrichment and Acceleration p.178-179 The debate about acceleration versus enrichment is decades old. Enrichment proponents are concerned that accelerating students means that they will learn information in a superficial manner, while advocates of acceleration are frustrated by the repetitive tasks students are asked to do even if they have already demonstrated mastery of a topic. ... [A]cceleration as an educational strategy for challenging gifted children is clearly supported by research, but has received only minimal support from educators in the field. ... The four forms of enrichment are: Busywork: More of the same [material that was already mastered]... Irrelevant academic enrichment: ... challenge the academic experiences ...; however, ... has very little to do with the talent area ... Relevant academic enrichment: ... exposure to special topics in the specific talent area... Comments Concerning Acceleration. p.182 ... [M]any school officials are categorically opposed to students accelerating in school ... This opposition seems to stem from either one bad experience with acceleration or a major concern with students' social development. ... ... p.183 Accelerated students may have fewer opportunities to interact with same-age peers. However, we do not feel that this is a sufficient reaon to hold students back. ... ... [F]ive important points concerning acceleration: Healthy social development means learning to get along with people of all ages and skills. There are many opportunities outside of school to interact with age peers. Having a large number of same-age friends isn't as critical to a child's social development as having a few close friends with whom to share ideas. An indicator of social readiness for acceleration is a preference for playing with more mature children. Finally, long- and short-term planning is essential. ... p.184 We also noted: Acceleration accomplishes much that is useful. ... If a student is not permitted to accelerate, he or she may be ... denied the opportunity to study a more advanced subject later. ... [W]aiting to study a subject eliminates the chance to take new, more challenging courses. The mathematically talented student who craves higher level mathematics and related subjects would be wise to pursue those interests. ... ... p.185 ... Schiever and Maker ... carefully explored the various forms of enrichment and acceleration and concluded, ... that a combination of acceleration and enrichment makes the most sense. By definition, relevant enrichment in mathematics must have some acceleration and approprirate acceleration will have an enrichment component. What Are the Program Options for Mathematically Talented Students? Instructional Options Within the Regular Classroom p.186Appropriate Options Breadth/Depth approach: The same curriculum, greater depth Enrichment topics: Extend or enrich the regular curriculum Math-related independent study projects: Investigate a math topic Curriculum compacting: Eliminate some curriculum to allow more time for other activities Telescoping: Spend less time in a course of study (complete 3 years of high school in 2 years) Subject-matter acceleration in mathematics: Move up a grade for mathematics Ability grouping: Groups of advanced students study math together Less-Appropriate Options Tutor other children: ... This is not a good substitute for learning new material. Isolated, self-paced instruction: Student works ahead in the textbook at his/her own pace. May result in feelings of isolation; student probably won't learn material well. ... p.190Subject-Matter Acceleration. Moving up a grade just for the mathematics class can be a good option for students who are exceptionally talented in only one content area... One disadvantage of this acceleration is that the pace of the class a grade higher might still be too slow for these quick learners and there may be very little content that is substantially new ... cf. the spiral approach Instructional Options Outside of the Regular Classroom p.195 Mathematics competitions and clubs Summer programs for gifted students Weekend programs for gifted students Individually paced programs: The DT-->PI model Magnet schools Distance learning and correspondence courses Issues in Planning Programs for Mathematically Talented Students p.210 A "one-size-fits-all" program doesn't fit all. Students may be gifted in math, but not in other subjects. The gifted program might not address the needs of the matheatically talented students. "Acceleration vs. enrichment" is a false dichotomy. (... are not mutually exclusive p.211) Acceleration doesn't necessarily produce gaps. Students extremely talented in mathematics may make computation mistakes. Special programs need to be integrated into district-wide objectives so they can survive changes in personnel. p.213-214 ... We have developed a "To Do" list to help institutionalize the program so that it becomes a part of the school and not dependent upon one or two individuals: Document what has happened. ... Make a handbook for the new people who will be joining the team. ... Devise a written plan. ... Gather data and conduct evaluations that demonstrate the program works. ... Listen for the success stories. ... Make sure there is articulation within the curriculum. People who will be involved at the high school level need to be aware of this program so they can begin planning for these students when they get to higher grade levels. Evaluating Programs for Mathematically Talented Youth p.218-220 Belcastro ... outlined a set of principles that gifted programs for mathematically talented elementary students should meeet and proposed a series of excellent questions that program personnel should ask in reviewing their program: Is the program for mathematically talented elementary students part of the regular curriculum? It is recommended that delivery of services occur through the subject area (mathematics), not through a general gifted program where mathematics would be only a part of the activities. ... Is there a rigorous identification procedure? ... Is the program in effect every day? ... Does the program provide placement and interaction with peers who are mathematically talented? ... Is faster pacing of the mathematics group facilitated? ... Are students challenged at their own level using advanced strategies? ... Are teachers selected who are trained in the education of mathematically gifted? Ch.7: Curricula and Materials p.223 It is important to develop differentiated curricula for mathematically talented students. ... Teachers of mathematically talented students should go beyond the textbook to differentiate the curriculum by using manipulatives, math games, and computer programs. Key Elements of a Curriculum for Mathematically Talented Students p.226 Johnson ... has recommended six key elements of a curriculum for mathematically talented students: The scope of content must be as broad as possible. The content must be presented at a greater depth and with higher level of complexity, combined with abstraction of concepts. The curriculum must be presented with a discovery orientation that allows for exploration of concepts. Instruction should continue to focus on problem solving. Teachers should use a metacognitive approach to solving problems, that is, teachers should take advantage of systems such as Polya's, in which students actively think about their problem-solving process as they (a) understand the problem, (b) make a plan to solve it, (c) carry out the plan, and (d) look back to evaluate the process and the solution. Mathematics should be connected to other disciplines. ... Essential Topics for Mathematically Gifted Elementary Students p.228 Problem Solving Geometry and Measurement Math Facts and Computation Skills Arithmetic and Algebraic Concepts Computer Programming Estimation and Mental Math Structure and Properties of the Real Number System Probability and Statistitcs Spatial Visualization Ratio, Proportion, and Percent Computer Programming p.232 ... Rather than using computers in math class strictly for drill and practice, mathematically talented students benefit from using them for developing their computer programming skills. ... Students can begin studying simple programming such as Logo in the primary grades. Logo is useful for developing logic skills, solving geometry problems, and exploring concepts. Spatial Visualization p.235 Spatial visualization means the ability to visualize spatial transformations (e.g., mentally rotating a cube). Wheatley ... cited a number of research studies that document the importance of recognizing spatial visualization as an ability in mathematics. Wheatley claimed that "of all intellectual factors, spatial visualization is the most highly correlated with mathematics achievement and least addressed in the mathematics curriculum" ... Ch.8: Teaching Mathematically Talented Students p.259 Along with parents, teachers play a critical role in the academic and social/emotional development of students. ... The Preschool Years and Impact of Parents and Teachers on the Mathematically Gifted p.261 The years before a child enters kindergarten are magical years, during which time parents rediscover the joy of learning something new through their children's first experiences. Parents of mathematically precocious children are astounded with their child's fascination with numbers. This fascination typically precedes any interest in numbers displayed by a child's agemates, and often will exceed that of the child's peers throughout the school years. ... p.262 ... Combined, our work with mathematically talented students spans nearly 30 years and, to date, we find that preschool teachers are more sensitive than their elementary and middle school colleagues to their students' need for individualized and developmentally appropriate curricula. ... It is almost as if a child enters an elementary school, and bam!, the door to curiosity, exploration, and individualization slams shut. The Middle School Years: How the Teacher and Classroom Culture Make or Break the Student p.266 ... Sparking the Joy of Learning Within the Current Culture of Schools p.272 ... Ch.9: Case Studies p.287 Mathematically talented students can be identified at a young age, and their parents are often the first to recognize their talents. Objective information is essential in helping parents to be effective advocates for their children. Long term planning is essential so that students are always studying an appropriately challenging level of mathematics. Mathematically talented students benefit from finding an intellectual peer group; this may be especially important for mathematically talented girls. Lessons Learned p.319 ... As a result of working with ... many [talented] students, we have learned numereous lessons. Parents know their kids. They are essential advocates for their children. Mathematical ability can be recognized at a very young age. p.320 Because school personnel often take a "wait and see" attitude or "just say no," parents need to be persistent in their advocacy efforts. p.321 School-based assessments are typically grade-level in nature, and many educators are not aware of the need or procedure involved in above-level testing. Children don't need to be tested until they are ready for systematic programming. Although it is not essential to have standardized testing at a very young age, it is when students enter the school system. p.323 Even extremely talented students need time to develop the cognitive structures that characterize mathematical maturity. Mathematically talented students should study mathematics at a steady rate. p.325 Choices made when students are in elementary school may affect their high school mathematics program. Educators often fear that "students will run out of math" before they graduate from high school. Students may need to look outside of their school system for appropriate mathematics. Mathematically talented girls may have special needs. p.325 Students should strive to achieve balance among studying mathematics at an accelerated pace, studying other academic subjects, and participating in extracurricular activities. Talented students benefit from finding an intellecutal peer group. p.326 Most parents of talented students we have met are not "pushing" their children.
More About This Textbook Overview Requiring no more than a basic knowledge of abstract algebra, this text presents the mathematics of number fields in a straightforward, pedestrian manner. It therefore avoids local methods and presents proofs in a way that highlights the important parts of the arguments. Readers are assumed to be able to fill in the details, which in many places are left as exercises. Related Subjects Table of Contents Contents: A special case of Fermat's conjecture.- Number fields and number rings.- Prime decomposition in number rings.- Galois theory applied to prime decomposition.- The ideal class group and the unit group.- The distribution of ideals in a number ring.- The Dedekind zeta function and the class number formula.- The distribution of primes and an introduction to class field
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Linear Algebra and Its Applications 9780321385178 ISBN: 0321385179 Edition: 4th Pub Date: 2011 Publisher: Pearson Education (US) Summary: Linear algebra is relatively easy for students during the early stages of the course, when the material is presented in a familiar, concrete setting. But when abstract concepts are introduced, students often hit a brick wall. Instructors seem to agree that certain concepts (such as linear independence, spanning, subspace, vector space, and linear transformations), are not easily understood, and require time to assimi...late. Since they are fundamental to the study of linear algebra, students'understanding of these concepts is vital to their mastery of the subject. David Lay introduces these concepts early in a familiar, concrete Rn setting, develops them gradually, and returns to them again and again throughout the text so that when discussed in the abstract, these concepts are more accessible.[read more] Ships From:Jackson, NJShipping:StandardComments:ALTERNATE EDITION: Brand New US Hardcover Textbook. Never Used. this is an INSTRUCTORS EDITION and may Contain Pub... [more]ALTERNATE EDITION: Brand New US Hardcover Textbook. Never Used. this is an INSTRUCTORS EDITION and may Contain Publisher Notes and / or Answers...otherwise exactly the same as student copy.. MINT Condition. Free Tracking on ALL Orders. Ready To Ship!! (box13/15) [less]
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Just the Basics What is the basic math you'll ever need or use This is a tough question as it depends on what your responsibilities in life are and what job requirements you have that involve math. If, your job doesn't really require math and I'd be the first to say there is math involved in every job, however, if your job doesn't require math to any extent, perhaps basic math is all you need. I've compiled a list of my thoughts about everyday math. What it is and why you need it. For all those students who question whe we need this stuff, this article is for you.
The author has cleverly put together a story of the development of mathematics that places the work in context by giving the reader a snapshot of the life of the mathematicians together with an explanation as to where they drew their inspiration and knowledge from to produce new theories and proofs. The proofs are accessable to anyone with a senior high school mathematics background and are lots of fun to work through. I found the music relaxing and uplifting. Recognising pop songs performed this way was fun. As thr CD cover says, their "clever and inspiring takes on popular music..............resonate with audiences across generations". A stylish shoe, not as formal as an Oxford shoe, but very comfortable. The finish of the leather is a bit too glossy for me, but I'm sure that over time they will wear into a soft pliable and comfortable pair of shoes. They do seem slightly oversize for a size 8. I teach senior mathematics at the secondary level. The book gives me a wide range of examples of how to use Mathematica in my work. I can quickly adapt the code on CD for my own use. The 4th edition of the book is written for version 6 of Mathematica where as the latest version of Mathematica is 9. However it is easily adaptable. It is a technical book and the author explains carefully the technical requirements needed to ensure valid answers when using Mathematica. I will use it mainly to develop interactive demonstrations of mathematical principles that would otherwise be difficult to explain or show graphically to students. I bought the CD after hearing one of the tracks on a movie. Some of the lyrics are maybe not for me but the mix of ballads, heavilly orchestrated rock and the well produced songs are growing on me. I like it. Sketchup is a great CAD program but it can be difficult to use without instruction. This book provides excellent easy to read instructions for the beginner. It is not always possible to find online help as easy to access as the information in this book.I feel confident I will be able to produce a set of plans for my house renovation using this book.
1, algebra 2 and calculus algebra 1, algebra 2 and geometry
Mathematics The Mathematics Department has established a series of courses designed to teach students useful mathematical skills in numerical computation, algebraic manipulations, analysis of geometric configurations, and an understanding of elementary real-valued functions. In addition, the concepts of logic and reasoning are used in the development of methods and in the application of mathematical concepts to various real-life situations. Courses This course is the first half of a two-year program of instruction designed to give students in the middle-school a solid foundation in algebra, in preparation for further advanced study in mathematics. Topics covered include data and patterns in algebra, arithmetic operations on algebraic expressions, solving equations and inequalities, linear functions and systems of linear equations. This course is the second half of a two-year algebra program for the middle school. Material is covered in depth to assure a complete understanding and mastery of algebraic techniques. Topics covered include functions, equations, and inequalities; matrices; probability and statistics; exponents; polynomials and factoring; quadratic equations and radicals. Topics included in this introductory course in algebra are: the basic operation with polynomials, equations of one and two variables, lines and their slopes, the concept of functions and relations, ratios and percents and the properties of exponents and radicals. It is expected that the student have a thorough knowledge of arithmetic and an understanding of the real number system. This course introduces properties of lines, planes, triangles, quadrilaterals, and circles. Reflections and transformations are used as a means of illustrating congruence of planar figures. Methods of inductive and deductive reasoning are used in the proof of theorems and constructions. Areas of polygons, circles, solids, and volume of solids are also discussed. Additional topics include a study of the trigonometry of right triangles. This course is designed to expand the basic concepts of elementary algebra with more sophisticated techniques and in-depth applications. The distance formula, for example, is extended to define and explore the algebra of conic sections: circles, ellipses, parabolas, and hyperbolas. The last third of the year is devoted to topics such as logarithms and natural logarithms, and exponential and logarithmic functions, and trigonometric and inverse trigonometric functions, with special emphasis on the solution of equations and practical applications. This is a course designed to give the student background material needed in preparation for calculus. Thorough study of graphing methods is included, as well as development of the theory of functions, logarithmic and exponential equations, sequences and series, trigonometry, polar coordinates and complex numbers. Elementary concepts of calculus are also discussed. This course is designed to prepare the student for further study in the field of calculus. Topics include functions and relations, trigonometric functions and identities, the concept of a limit, and elementary techniques of differentiation and integration. A student should have a thorough preparation in algebra and geometry. This is an introductory year-long course in basic accounting. Both financial and managerial accounting topics are covered, so that the course will be useful to students in their personal affairs and in their varied areas of educational specialty. The course focuses on the concepts and principles which guide the development of accounting information. The student is shown how accounting data are accumulated and how the resulting reports and statements can be effectively used in decision making. Thus, a solid foundation is built for later courses in business as well as accounting. This course is designed to be a full year of college-level calculus for the advanced student in preparation for the Calculus AB Advanced Placement Examination. Topics covered include maximum and minimum problems, derivatives and applications of the differential, techniques of integration, related rates, area and volume problems, curve sketching, and the study of exponential and logarithmic functions. A student is expected to have a thorough knowledge of functions and trigonometry before beginning this course. At the conclusion of the course, the students will take the AP Calculus AB exam administered by the College Board. This course is designed to prepare students for the Calculus BC Advanced Placement Examination and to provide an introduction to multivariate calculus. The topics to be covered in this course include polar coordinates, vectors in two-and three-space, three dimensional geometry, partial differentiation, multiple integrals, infinite series, differential equations, vector calculus, line integrals and Green's theorem in the plane. This course is only for the student who has completed AP Calculus AB (MA602). At the conclusion of the course, the students will take the AP Calculus BC exam administered by the College Board. This course is designed for motivated and advanced students who wish to complete the BC Calculus syllabus in a single year. Topics covered will include all of those in AB Calculus (MA602) as well as analysis of parametric, polar and vector functions, geometric interpretation of differential equations, and improper integrals. In addition, infinite series and Taylor approximations of polynomials are included. Approval of the department and guidance is required. Students will be introduced to the major concepts and tools for collecting analyzing and drawing conclusions from data. Topics will follow four broad conceptual themes: (1) exploring data - observing patterns and departures from patterns, (2) planning a study - deciding how and what to measure, (3) anticipating patterns - producing models using probability and simulation, and (4) statistical inference - confirming models. This course is only for students who have completed Calculus or AP Calculus. At the conclusion of the course, students will take the AP Statistics exam administered by the College Board. This course introduces the student to concepts in college-level algebra with a particular emphasis on matrix theory, determinants, homogeneous and non-homogeneous linear systems. Applications to linear programming and economic models are discussed. Also, functions of several variables are introduced. This course is only for the student who has completed AP Calculus BC (MA603 or MA605).
This book is intended as a reference for numerical methods in engineering. ...show lessEdition/Copyright: 02 Cover: Hardback Publisher: Prentice Hall, Inc. Published: 09/28/2001 International: No View Preface The use of numerical methods for the analysis, simulation, and design of engineering processes and systems has been increasing at a rapid rate in recent years. The availability of cheap high-speed computing power makes the numerical solution of even complex engineering problems economically feasible. In the face of ever increasing demands on engineering profession to perform better, the students who learn numerical methods in preparing to face the challenges of 21st century should learn not only the theory behind the methods, but also acquire skills to implement the methods for computer solution. In addition, the students should be aware of the many commercial software systems available and their use in the solution of engineering problems. Although a student may not learn all the numerical methods described in this book and use all the software systems available in any one course, he or she should be in a position to intelligently select and use suitable numerical methods and software systems as the need arises in practice. The use of numerical methods in engineering can be considered partly science and partly art. Thus, a cookbook-type procedure will not be effective in learning the methods. A student should solve a problem using different approaches and a variety of software systems and experiment with the various parameters of the problem. The different results obtained through this process will form an experience base for selecting a suitable method and interpreting the results for a new problem. It is always desirable to compare and verify the results with other available solutions based on engineering judgment and intuition. This book is intended for courses on numerical methods at the junior and senior level as well as at the beginning graduate level. The book also serves as a reference for numerical methods in engineering. Fortran and C programs, along with illustrative examples, are given in each chapter to implement many of the numerical methods discussed in that chapter. The use of commercial numerical softwares--MATLAB, MAPLE and MATHCAD--in the solution of practical problems is demonstrated in every chapter. Even when a program from a software package is used, we need to understand the basic principles, purpose, and limitations of the program. Often, in many engineering applications, an available standard program cannot be used directly; we need to adapt and modify it. This invariably requires a sound knowledge of the numerical method as well as some computational experience with the method. The book is aimed at presenting numerical methods along with their practical applications in a manner that helps students achieve the goals just outlined. Organization Applied Numerical Methods for Engineers is organized into 13 chapters and 6 appendices. Chapter 1 presents an overview of numerical methods, iterative- processes, numerical errors, software available for numerical methods, programming languages, and the various aspects of computer program development. The methods of solving nonlinear equations are given in Chapter 2. The solution of sets of linear algebraic equations is presented in Chapter 3. Both direct and iterative methods are considered. The matrix eigenvalue problem is the topic of Chapter 4. Chapter 5 deals with the methods of curve fitting and interpolation. The probabilistic and statistical methods are considered in Chapter 6. The numerical differentiation and numerical integration are the topics of Chapters 7 and 8, respectively. The numerical solution of ordinary differential equations is considered in Chapters 9 and 10. While Chapter 9 presents the methods of solving initial-value problems, Chapter 10 deals with the solution of boundary-value problems. The numerical solution of partial differential equations is considered in Chapter 11. The optimization and the finite-element methods are presented in Chapters 12 and 13, respectively. Appendices A and B provide the basics of Fortran and C languages while Appendices C, D, and E summarize the basics of MAPLE, MATLAB, and MATHCAD, respectively. A review of matrix algebra is given in Appendix F. Finally, Appendix G presents tables of statistical distributions. The material of the book provides flexible options for different types of numerical methods courses. A junior and senior level course may cover the basic techniques of Chapters 1, 2, 3, and 5 to 9. A first-level graduate course can cover Chapters 4, 10, 11, 12, and 13 as well. The prerequisites for using the text are elementary calculus, basic concepts of linear algebra, and an introduction to differential equations. Each topic for Applied Numerical Methods for Engineers is self-contained. In derivations and developments, steps needed for continuity of understanding have been included to aid the reader at the introductory level. Representative engineering applications are given at the beginning of each chapter so that the reader can appreciate the practical use and application of the numerical methods presented in that chapter. Many sample problems are solved by using several methods, and the results are compared, discussed, and general conclusions are drawn. Most of the algorithms described in the book are implemented in the form of Fortran and C codes and are made available at the Web site of the book. The use of different commercial software systems, as well as the programs available at the Web site of the book, is illustrated in each chapter. Features The specific features of the book include A variety of engineering applications at the beginning of each chapter to illustrate the practicality of the methods considered in that chapter. The presentation of the material in a simple and user-friendly form. Illustrative examples follow the presentation of the topics. A discussion of convergence rate, error, relative performance, and recommendations for the numerical methods. Review questions to help students in reviewing and testing their understanding of the text material. These include multiple choice questions, questions with brief answers, true-false questions, questions involving matching of related descriptions, and fill-in-the-blank type questions. Answers to review questions can be found at the Web site of the book. A summary of important algorithms in the instructor's manual. Over 700 problems, with solutions in the instructor's manual. The inclusion of several open ended, project type and design problems at the end of chapters. Fortran and C programs for many of the methods presented in the book can be found at the Web site of the book. The inclusion of examples and problems based on the use of MATLAB, MAPLE, and MATHCAD in every chapter. References to lead the reader to specialized and advanced literature. Brief biographical information and photographs of scientists and mathematicians who contributed to the development of numerical methods, found at the Web site of the book. Web site of the book The Fortran and C programs used in the book, answers to problems, solutions to review questions, and brief biographical information of scientists can be found at the web site of the book: Note that the programs and techniques presented in the book and at the web site are intended for use by students in learning the material. Although the material has been tested, no warranty is implied as to their accuracyental
Differential geometry plays an increasingly important role in modern theoretical physics and applied mathematics. This 2006 textbook gives an introduction to geometrical topics useful in theoretical physics and applied mathematics, covering: manifolds, tensor fields, differential forms, connections, symplectic geometry, actions of Lie groups, bundles, spinors, and so on. Written in an informal style, the author places a strong emphasis on developing the understanding of the general theory through more than 1000 simple exercises, with complete solutions or detailed hints. The book will prepare readers for studying modern treatments of Lagrangian and Hamiltonian mechanics, electromagnetism, gauge fields, relativity and gravitation. Differential Geometry and Lie Groups for Physicists is well suited for courses in physics, mathematics and engineering for advanced undergraduate or graduate students, and can also be used for active self-study. The required mathematical background knowledge does not go beyond the level of standard introductory undergraduate mathematics courses. Reviews: "The contents of this book cover a lot (if not most) of what a theoretical physicist might wish to know about differential geometry and Lie groups." Hans-Peter Künzle, Mathematical Reviews "All basic material that is necessary for a young scientist in the field of geometrical formulation of physical theories is included … ordered and represented in a very appropriate manner … with a great respect to the reader. … I truly believe that reading this book will bring a real pleasure to all physically inclined young mathematicians and mathematically inclined young physicists … a very good high level textbook … [I] recommend it to all young scientists being interested in finding correspondence between harmony in the physical world and harmony in geometrical structures. … well written, very well ordered and the exposition is very clear." Journal of Geometry and Symmetry in Physics "the contents of this book covers a lot (if not most) of what a theoretical physicist might wish to know about differential geometry and Lie groups. particularly useful may be that the modern formalism is always related to the classical one with tensor indices still mostly used in the physics literature." American Mathematical Society "… the presentation is almost colloquial and this makes reading rather pleasant. The author has made a concerted effort to give intuitive interpretations of complicated ideas such as: the Lie derivative, tensors, the Hodge star operator, Lie group representations, Hamiltonian and Lagrangian mechanics, parallel transport, connections, curvature, gauge theories, spinors and Dirac operators. This will be much appreciated by students (and even researchers, I think). … an excellent reference for geometers." Zentralblatt MATH "Marián Fecko deftly guides you through the material step-by-step, with all the rigor, but without the pain. When going through the chapters, definition by definition, proof by proof and hint by hint, you get an impression of a caring, experienced (and often quirkily funny, but never boring) tutor who really, really wants you to succeed." Sergei Slobodov, UBC for Physics in Canada Review of the hardback: 'From the point of view of presentation the book has a lot going for it. It is written in a pedagogically discursive, conversational style with numerous workable examples and exercises distributed through the text. … From the UK perspective a student undertaking a level 4 (level 5 in Scotland) or MSc course in theoretical physics would find this book well-pitched to his or her needs.' Contemporary Physics
From the first day your students begin to learn the vocabulary of algebra until the day they take final exams and standardized tests, these programs strengthen student understanding and provide the tools students need to succeed.
9780078682094 ISBN: 0078682096 Publisher: Glencoe/McGraw-Hill Summary: NoteablesTM: Interactive Study Notebook with FoldablesTM is a complete note-taking system with guided note taking for every lesson - in a workbook format. Plus, vocabulary builder and a chapter test preparation section are included for every chapter. Zike, Dinah is the author of Glencoe Algebra 2, Noteables Interactive Study Notebook With Foldables, published under ISBN 9780078682094 and 0078682096. Two hund...red forty six Glencoe Algebra 2, Noteables Interactive Study Notebook With Foldables textbooks are available for sale on ValoreBooks.com, one hundred seven used from the cheapest price of $7.94, or buy new starting at $29.08
Congress CalculusThe student is urged to ask questions in discussing those concepts, and, in turn, I ask peripheral questions to ensure good basic comprehension. I use a modified Socratic method of teaching, making the student familiar with basic concepts, and learning to solve specific problems the student has ...
148 Chapter 8 Web Design With Photoshop "page not found" or similar error because you have not yet saved any other pages. Close the browser. Making Additional Pages With the first page successfully completed, we will now make the other web... 15 STATE NORMAL SCHOOL ALGEBRA.-This course includes a thorough treatment of the fundamental operations; use of brackets; simple equations, factoring; highest common factor; lowest common multiple; simple and complex fractions; involution... 15 STATE NORMAL SCHOOL. (b) This course consists of instruction in the elementary principles of rhetoric together with much practice in composition. The simpler pieces of literature prescribed for entrance to the Freshman class are also 23 STATE NORMAL SCHOOL. the elementary instructions in literature with abundant practice in simple composition. Four hours per week throughout the year. English. b. This course consists of instruction in the elementary principles of... 25 STATE NORMAL SCHOOL. elementary instructions in literature with' abundant practice in simple composition. Four hours per week throughout the year. English b. This course consists of instruction in the elementary principles of
Prepares college students for the mathematics they need in the social sciences, computer science, business, economics, and... see more ״Prepares college students for the mathematics they need in the social sciences, computer science, business, economics, and the physical sciences up to the pre-Calculus level. It is also intended to serve a course that has as its objective an introduction to, or review of, what is currently called "pre-Calculus" topics. Some of the topics that are amplified in modern discrete mathematics and finite mathematics courses are introducedElementary Algebra is a textbook that covers the traditional topics studied in a modern elementary algebra course. It is... see more Elementary Algebra is a textbook that
Mathematics Curriculum Studies 3 This course introduces students to the key concepts underlying a deep understanding of mathematical proof and topology. This course will consider the historical development of mathematical proof and topology and will examine current related pedagogical models within the field of secondary mathematics including catering for differentiated learning needs in the contemporary classroom. Available in 2014 On satisfactory completion of this course students should be able to: - understand the key concepts related to various forms of mathematical proof and the field of topology - appreciate the mathematical knowledge and beliefs that learners bring to a learning task - apply a range of strategies for teaching secondary mathematics - recognise the common misconceptions that students may have in regard to the mathematical content covered. - recognise the benefits and issues associated with differentiated learning Content - The historical development of mathematical proof and its relationship to other forms of proof commonly accepted in contemporary society - Forms of mathematical proof including geometric, inductive, deductive, contradiction, reductio ad absurdum and non-euclidean geometric - Introduction to topology - teaching strategies related to mathematical content - common misconceptions related to the mathematical content Differentiated learning in the contemporary classroom
High School Classes Listed Alphabetically ALGEBRA I - Kalan Morrison Pencils (required EVERY day) Red pens 2" binder LOTS of notebook paper Graph paper (to be kept in binder at ALL times) Ruler Dividers (5) Calculator: TI-83 or TI-84 Graphing calculator – I would PREFER a graphing calculator, but they are expensive, so below is a substitute scientific calculator – (suggest the TI-34) ALGEBRA I HONORS Pencils (required EVERY day) Red pens 2" binder LOTS of notebook paper Graph paper (to be kept in binder at ALL times) Ruler Dividers (5) Calculator TI-83 or TI-84 Graphing calculator – I would PREFER a graphing calculator, but they are expensive, so below is a substitute scientific calculator – (suggest the TI-34) Black pens #2 pencils Colored pencils Girls – rubber band or clip to keep hair out of the way during labs 3-ring binder (may be shared with other classes) Basic calculator (you may use a scientific calculator if you have one) Card stock (for projects) (white or colored depending on the project) Poster board (for projects) (white or colored depending on the project) Access to a computer with internet and printer Jump drive (you do not need a separate one for this class – you may also be asked to have one for history and English classes) a personal flash drive (2mgs is fine) for saving work on mobile lab computers to work on elsewhere. Decide now where you will store the flash drive so you can keep up with it and have it ready for class. It of words). You may use dictionary.com online, or buy a paperback for about $5.99. Access to a computer for word-processing several times a week; also, some handouts and webpages are made available online rather than copied for class. Thus, you will need internet access. An email address for receiving messages from Mrs. Earney; parents need a separate email address from students. I communicate often with parents. Both the student's email and the parents' email need to be registered with the office on RenWeb. You need to be able to check your email several times weekly. APU. S. GOVERNMENT - Debbie Jean Bring all items (except 3-brad folders) and textbook to class every day beginning Day 1. You will receive 5 bonus points on our first test if you have all supplies and notebook set up with dividers in place with proper headings. Economics Honors will have four additional projects that will each entail purchasing additional supplies. Those supply lists will be included in the assignment sheet when those projects are assigned, however, you may anticipate things such as: a personal flash drive (2mgs is fine) for saving work on mobile lab computers to work on elsewhere. Decide now where you will store the flash drive so you can keep up with it and have it ready for class. It of words). You may use dictionary.com online, or buy a paperback for about $5.99. Access to a computer for word-processing several times a week; also, some handouts and webpages are made available online rather than copied for class. Thus, you will need internet access. An email address for receiving messages from Mrs. Earney; parents need a separate email address from students. I communicate often with parents. Both the student's email and the parents' email need to be registered with the office on RenWeb. You need to be able to check your email several times weekly.GEOMETRY STANDARDGEOMETRY HONORSHEALTH - Varnado Folder or binder Notebook paper Pen or pencil Red pen LATIN1 ½ inch – 2 inch binder 5 dividers Sharpened #2 pencils (mechanical pencils may not be used on SAT) RED or color pen (for grading) loose leaf notebook paper for notes Package of 4 X 6 index cards TI-83 or 84 Graphing Calculator (calculators are available at the school but may not be taken home) SPANISHGovernment Honors will have four additional projects that will each entail purchasing additional supplies. Those supply lists will be included in the assignment sheet when those projects are assigned, however, you may anticipate things such as:
At Mathassignment.com our goal is to help you understand math. If you need help with your math homework or other math problem, just send us your question and we will answer it and explain it step by step. To send your problem just click on the ask a question button. You will see a form where you can type the directions to the problem. If there is an equation for the problem, use the buttons below the directions box to write the equation. Then give us your name and email address and post your question. When we receive it we will answer your problem step by step and then send you an email when it is finished. In the email you will find a link that will take you to Mathassignment.com to see the solution to your problem. On your solution page you will also see a link to similar questions that have been answered on Mathassignment.com. Mathassignment.com also is a great source for Math Lessons. On the lessons page you can select lessons by grade level, difficulty, and subject. The lessons will help you learn more about each topic and give you sample questions. We will be adding new lessons frequently. The Graphing Calculator is a great feature on Mathassignment.com. There you can type in an equation, see the graph it makes, and find a table of the points on the graph. It's looks just like an actual graphing calculator, only it's on your computer. Multiplication is not implied so please put an * between terms that should be multiplied. For example if you want to graph y = 4x, you need to input y = 4 * x or you will receive and error. Mathassignment.com also has a Questions Answered page. Here you can pick a math subject from the drop down box and see a sample of questions that have already been answered for that subject. The Formula Sheet on Mathassignment.com will give you a list of math formulas from all math subjects that you can use. The Math Terms page on Mathassignment.com is a glossary of words you might find in your math homework. Look here if you are not sure what a certain math term means. MathPlayer Mathassignment.com requires MathPlayer by dessci.com to view the math equations on this site. If you are using Internet Explorer you can download the MathPlayer for free so that you can type in your equation on the Ask A Question page. You can also use Mozilla Firefox or most other browsers to correctly view Mathassignment.com without downloading the MathPlayer.
Calculus is one of history's greatest mathematical breakthroughs, is crucial for improving cognitive skills, and is a prerequisite for admission to top universities. Understanding Calculus: Problems, Solutions, and Tips immerses you in this important mathematical field in 36 lectures that cover the major topics of a full-year calculus course in high school at the College Board Advanced Placement AB level or a first-semester course in college. With crystal-clear explanations of ideas and concepts, frequent study tips, pitfalls to avoid, and hundreds of examples and practice problems, these 36 lectures are your guide to conquering calculus. Award-winning Professor Bruce H. Edwards, coauthor of a best-selling series of calculus textbooks, has crafted an extensively illustrated course suited for anyone who wants to leap into this powerful intellectual achievement. With his exceptional teaching, you'll come away with a deeper appreciation of the beauty of calculus—and a powerful tool for unlocking the secrets of the world
More About This Textbook Overview This classic of the mathematical literature forms a comprehensive study of the inequalities used throughout mathematics. First published in 1934, it presents clearly and lucidly both the statement and proof of all the standard inequalities of analysis. The authors were well-known for their powers of exposition and made this subject accessible to a wide audience of mathematic
Book summary Designed for undergraduate courses in Discrete Mathematics found in either the Mathematics or Computer Science Departments, this text offers a strong view of the core topics and a wide variety of optional ones. This flexible organization allows the text to fit into a wide array of course outlines. Topics presented using five central themes - mathematical reasoning, combinatorial analysis, discrete structures; algorithms are treated as a central theme of the course and described in both English and Pascal-like pseudocode; and combinatorics are extensively covered including counting techniques and graph theory. [via]
New and Published Books .........In multivariate data analysis, regression techniques predict one set of variables from another while principal component analysis (PCA) finds a subspace of minimal dimensionality that captures the largest variability in the data. How can regression analysis and PCA be combined in a beneficialBeginning with linear algebra and later expanding into calculus of variations, Advanced Engineering Mathematics provides accessible and comprehensive mathematical preparation for advanced undergraduate and beginning graduate students taking engineering courses. This book offers a review of standard... In engineering and quality control, various situations, including process validation and design verification, require equivalence and noninferiority tests. Equivalence and Noninferiority Tests for Quality, Manufacturing and Test Engineers presents methods for using validation and verification test...
in... read more Convex Surfaces by Herbert Busemann This exploration of convex surfaces focuses on extrinsic geometry and applications of the Brunn-Minkowski theory. It also examines intrinsic geometry and the realization of intrinsic metrics. 1958 edition. Problems and Solutions in Euclidean Geometry by M. N. Aref, William Wernick Based on classical principles, this book is intended for a second course in Euclidean geometry and can be used as a refresher. More than 200 problems include hints and solutions. 1968 edition. Advanced Euclidean Geometry by Roger A. Johnson This classic text explores the geometry of the triangle and the circle, concentrating on extensions of Euclidean theory, and examining in detail many relatively recent theorems. 1929 edition. Euclidean Geometry and Transformations by Clayton W. Dodge This introduction to Euclidean geometry emphasizes transformations, particularly isometries and similarities. Suitable for undergraduate courses, it includes numerous examples, many with detailed answers. 1972 edition. Product Description: ine algebra. From motivation to definition, the authors present concrete examples and theorems that identify convex bodies and surfaces and establish their basic properties. The easy-to-read treatment employs simple notation and clear, complete proofs. Introductory chapters establish the basics of metric topology and the structure of Euclidean n-space. Subsequent chapters apply this background to the dimension, basic structure, and general geometry of convex bodies and surfaces. Concluding chapters illustrate nonintuitive results to offer students a perspective on the wide range of problems and applications in convex body theory
and Politics As a text for an undergraduate mathematics course for nonmajors, Mathematics and Politics requires no prerequisites in either area while the ...Show synopsisAs a text for an undergraduate mathematics course for nonmajors, Mathematics and Politics requires no prerequisites in either area while the underlying philosophy involves minimizing algebraic computations and focusing instead on some conceptual aspects of mathematics in the context of important real-world questions in political science. Five major topics are covered including a model of escalation, game theoretic models of international conflict, yes-no voting systems, political power, and social choice. Each topic is discussed in an introductory chapter and revisited in more depth in a later chapter. This new edition has added co-author, Allison Pacelli, and two new chapters on "Fairness" and "More Fairness." The examples and the exercises have been updated and enhanced throughout. Reviews from first edition: This book is well written and has much math of interest. While it is pitched at a non-math audience there is material here that will be new and interesting to the readers...- Sigact News For mathematicians, Taylor's book shows how the social sciences make use of mathematical thinking, in the form of axiomatic systems, and offers a chance to teach this kind of thinking to our students. - The College Mathematics Journal The writing is crisp and the sense of excitement about learning mathematics is seductive. The political conflict examples are well thought out and clear. -Michael C. Munger
You've just purchased a TI-83 Plus calculator to assist in performing different types of mathematical equations—now, how can you get the most out of it? You'll find the answer to this question with our comprehensive, 3-panel guide that shows in great detail what exactly the TI-83 Plus can do. Function key and mode descriptions, as well as problem-solving examples, are included within a color-coded format for easy reference.$25.34 AmazonGraphing Calculator Manual for the TI-83/84 Plus, TI-89, and TI-Nspire: Stats: Modeling the World + $3.99 shipping /graphing-calculator/mCBHoUGPuKBEgjDjp10CNw==/info Amazon Get free shipping on orders over $35.00 ( In stock ) Organized to follow the sequence of topics in the text, this manual is an easy-to-follow, step-by-step guide on how to use the TI-83/84 Plus and TI-89 graphing calculators. It provides worked-out examples to help students fully understand and use their graphing calculator. The Practice of Statistics is the only high school statistics textbook that directly reflects the College Board course description for AP Statistics. Comb ining the data analysis approach with the power of technology, innovative pedagogy, and a number of new features, the Third Edition is the most effective yet.This edition features the exact same content as the traditional text in a convenient, three-hole- punched, loose-leaf version. Books à la Carte also offer a great value—this format costs 35% less than a new textbook... Less Key Message: Elementary Statistics Using the TI-83/84 Plus Calculator, Second Edition, guides students through the concepts behind the calculations, raising confidence in their ability to do statistics. Known for being easy both to teach and to learn from, Elementary Statistics Using the TI-83/84 Plus Calculator, Second Edition, features an engaging writing style, an abundance of relevant exercises with real data, and an emphasis on interpretation of statistical results. In addition, this text provides extensive information on using the TI-83 and TI-84 Plus (and Silver Edition) calculators for statistics, with information on calculator functions, images of screen displays, and projects designed exclusively for the calculator. Key Topics: Introduction to Statistics; Summarizing and... Less This guide contains completely worked-out solutions with Step-by-Step annotations for all the odd-numbered exercises in the text, with the exception of the discussion and writing exercises, as well as completely worked-out solutions to all the exercises in the Chapter Reviews, Chapter Tests, and Cumulative Reviews. Technology Guide for TI 83/84 Plus Calculator provides basic instruction and examples for students. The technology guide eliminates the need to use class time teaching students how to use this calculator, as students can prepare themselves prior to class. Also available from the companion
great resource for people who enjoy polyhedra, symmetry, geometry, mathematics and origami. The types of models presented are similar in nature to the models in Mukerji's Marvelous Modular Origami, but some of the chapters are more advanced and all of the designs are new. The reader can learn about polyhedra while making these models and is left with the ability to design one's own models. Step-by-step folding instructions for over 40 models are presented. Although the book is for intermediate folders, beginners are encouraged to try because origami basics are explained. The diagrams are easy to follow and each model is accompanied by breathtaking finished model photographs.
With conventional graphing calculators, students learn by inputting equations to create graphs Creates a whole new way to learn math by enabling students to experiment by creating their own graphs over pictures of real-life scenes, and then understand the functions from the graphs that they created on their own
- The Diigo Meta page Group annotations on this page Abstract: "The principal aim of this study is to find the weaknesses of secondary school students at geometry questions of measures , angles and shapes , transformations and construction and 3-D shapes. The year 7 curriculum contains 4 geometry topics out of 17 mathematics topics. In addition to this , this study aims to find out the mistakes, 28 , 7th grade students made in the last 4 exams including two midterms and two final exams.To collect data, students were tested on two midterms and two final exams using open–ended questions on geometry to analyze their problem solving skills and to test how much they acquired during the year.Frequency tables were used in data analysis.To fulfill this aim in the first midterm exam the subject measures were tested.In the first final exam which followed the first midterm exam in addition to measures and angles shapes skills were also tested. Following these tests , in the second midterm we tested the students on transformation and construction. A descriptive methodology and student interview were used in the study to analyze and interpret the results. The results from this study revealed that 7th grade secondary school students have a number of misconceptions, lack of background knowledge, reasoning and basic operation mistakes at the topics mentioned above."
Saxon Advanced Math Home Study Kit Prepare your students for future success in calculus, chemistry, physics, and social sciences! The 125 incremental lessons provide in-depth coverage of trigonometry, logarithms, analytic geometry, and upper-level algebraic concepts. Includes continued practice of intermediate algebraic concepts and trigonometry introduced in Algebra 2 and features new lessons on functions, matrices, statistics, and the graphing calculator. Includes test and answer key booklets. 748 pages, hardcover. Wordly Wise 3000, Grade 11 11, Test Booklet with Answer Key This Wordly Wise 3000 Test Booklet, 2nd Ed. accompanies Wordly Wise 3000, Book 11, 2nd Ed. Tests are multiple choice with questions including finding the antonym/synonym or finding the best word to complete a sentence. Final test questions are based upon an included passage. Line-listed answers are included. 110 pages, softcover. Grade 11. Daily Writing FUNdamentals, Grades 11-12 Provides a daily, systematic, approach to building writing skills throughout grades 11-12! Thirty-two units of five daily questions and writing applications are included, focusing on essential narrative, persuasive, and expository writing models. Easily incorporated into 5-10 minute blocks, students will learn how to assess their own progress and writing fluency. 110 pages, softcover. Grades 11-12. Exploring Creation with Chemistry, 2 Volumes: Second Edition The award-winning chemistry course that took the homeschool community by storm is now even better! Featuring Dr. Wile's easy-to-understand explanations---revised for extra clarity---this Christ-centered modular course offers a rigorous foundation in high-school/college-prep chemistry. The colorful, user-friendly text is designed specifically for home learners and employs experiments using only readily available chemicals and equipment. Completion of Algebra 1 is a prerequisite. Includes a 272-page test/solutions book. 603 pages, hardcover. This course is designed for sophomores in high school Streams of Civilization, Volume 2 This book covers the events of world history with an emphasis on European and American culture since the Reformation. Each chapter traces a particular theme within a particular time period. The principal themes include the history of Christianity and philosophy with their results in culture, politics, economics, society, science, and technology. A time line at the beginning of each chapter will help the reader to see the chronological relationships between the events discussed in the text. Throughout the text, particular points of interest, focusing on specific individuals and events, provide further information. Maps and photographs, as well as artwork of a particular period, add to the overall impact of the book. Thought-provoking questions given at the end of each chapter will encourage students to think through the Christian implications of the material and its relevance for today's world. In addition, a list of important words and concepts at the end of the chapter will aid the student in focusing on the most significant ideas discussed in the chapter. Suggested projects can also enliven the topics being covered as a particular activity is carried out by an individual or a class. A reading list is provided to suggest resources for further study; an extensive index will also enable the student to use the book for reference in years to come. Streams of Civilization Volume 2, Tests Streams of Civilization, Volume 2, Teacher's Manual The answer key for Streams of Civilization, Volume 2 was developed by the staff on Christian Liberty Press to help instructors be as successful as possible in teaching this history course. The present text, which was rewritten by Garry Moes, is a significant revision of the original 1980 edition entitled Streams of Civilization: The Modern World to the Nuclear Age, Volume 2. This answer key reflects these comprehensive changes
On this online calculator calculate mathematical expressions and complex numbers. You can do matrix algebra and solve linear systems of equations and graph all 2D graph types. You can also calculate z logistic equation is a simple dynamical system that illustrates very nicely the emergence of complex chaotic behavior from a single, simple equation. This lesson plan is targeted towards high scho... More: lessons, discussions, ratings, reviews,... An applet essentially mimicking a graphing calculator, this is used in a number of activities from the same author. Graph functions, experiment with parameters, distinguish between functions by graphi... More: lessons, discussions, ratings, reviews,... An interactive applet that allows the user to graphically explore the properties of a cubic function. Specifically, it is designed to foster an intuitive understanding of the effects of changin
Culinary Calculations - 2nd edition Summary: The math skills needed for a successful foodservice career-now in a new edition Culinary Calculations, Second Edition provides the mathematical knowledge and skills that are essential for a successful career in today's competitive foodservice industry. This user-friendly guide starts with basic principles before introducing more specialized topics like recipe conversion and costing, AP/EP, menu pricing, and inventory costs. Written in a nontechnical, easy-to-understand style, the ...show morebook features a running case study that applies math concepts to a real-world example: opening a restaurant. This revised and updated Second Edition of Culinary Calculations covers relevant math skills for four key areas: Basic math for the culinary arts and foodservice industry Math for the professional kitchen Math for the business side of the foodservice industry Computer applications for the foodservice industry Each chapter is rich with resources, including learning objectives, helpful callout boxes for particular concepts, example menus and price lists, and information tables. Review questions, homework problems, and the case study end each chapter. Also included is an answer key for the even-numbered problems throughout the book. Culinary Calculations, Second Edition provides readers with a better understanding of the culinary math skills needed to expand their foodservice knowledge and sharpen their business savvy as they strive for success in their careers in the foodservice industry
Abstract In this short introductory course to graph theory, possibly one of the most propulsive areas of contemporarx mathematics, some of the basic graph-theoretic concepts togehter with some open problems in this scientific field are presented.
Mathway is a mathematics problem solving tool where students can select their math course - Basic Math, Pre-Algebra, Algebra,... see more Mathway is a mathematics problem solving tool where students can select their math course - Basic Math, Pre-Algebra, Algebra, Trigonometry, PreCalculus, Calculus or Statistics and enter a problem. The computer solves the problem and shows the steps for the solution. It also has a worksheet generator.
Science Leadership AcademyGetty "Polynomial functions!" "Trig identities!" "How about the properties? Commutative, associative, distributive." So unfolded a laundry list of what a group of math teachers considered the more painful and less necessary concepts covered in the average high school math curriculum. The laments, aired at EduCon 2.5 in Philadelphia at Science Leadership Academy last weekend, were
More About This Textbook Overview There is nothing quite like that feeling you get when you see that look of recognition and enjoyment on your students' faces. Not just the strong ones, but everyone is nodding in agreement during your first explanation of the geometry of directional derivatives. If you have incorporated animated demonstrations into your teaching, you know how effective they can be in eliciting this kind of response. You know the value of giving students vivid moving images to tie to concepts. But learning to make animations generally requires extensive searching through a vast computer algebra system for the pertinent functions. Maple Animation brings together virtually all of the functions and procedures useful in creating sophisticated animations using Maple 7, 8, or 9 and it presents them in a logical, accessible way. The accompanying CD-ROM provides all of the Maple code used in the book, including the code for more than 30 ready-to-use demonstrations. From Newton's method to linear transformations, the complete animations included in this book allow you to use them straight out of the box. Careful explanations of the methods teach you how to implement your own creative ideas. Whether you are a novice or an experienced Maple user, Maple Animation provides the tools and skills to enhance your teaching and your students' enjoyment of the subject through animation. Related Subjects Table of Contents Getting Started The basic command line A few words about Maple arithmetic Comments Assigning names to results Built-in functions Defining functions Getting help and taking the tour Saving, quitting, and returning to a saved worksheet Simple Animations Animating a function of a single variable Outline of an animation worksheet Demonstrations: Secant lines and tangent lines Using animated demonstrations in the classroom Watching a curve being drawn Demonstration: The squeeze theorem Animating a function of two variables Demonstrations: Hyperboloids Demonstrations: Paraboloids Demonstration: Level curves and contour plots
During the last decade, new technologies created a deluge of potential drug targets. Sifting through thousands of potential drug targets is a major industry bottleneck. Pharmaceutical companies can save billions of dollars by identifying most... Social Movement Theory (SMT) is an area of study in Sociology and Political Science that provides an analytical framework for understanding the factors involved in organized social action. A social movement develops in response to an injustice or... steps required to represent the knot as a polygon in the cubic lattice. Several lower bounds for the lattice step numbers of different knots have been obtained by computer simulations but the exact value of the lattice step number seems to be ... With so much emphasis on standardized test scores, teachers and administrators are under pressure to find ways to best prepare their students to succeed on state tests. A belief exists that children who are involved in music instruction have higher... Surface Fitting is useful to researchers in fields from engineering to medicine. The expertise of mathematicians is needed to help with the analysis of data to help the experts in those fields draw appropriate conclusions. The research that this... High school students frequently lack the knowledge of effective study- and test-taking skills that they would need to succeed on a variety of assessments. Identifying where students are lacking in these skills can help educators meet their... Can low achieving mathematics students succeed in the study of linear inequalities and linear programming through real world problem based instruction? This study sought to answer this question by comparing two groups of low achieving mathematics... For over thirty-five years average mathematics scores of students in the United States have been below the international average, indicating problems with performance when compared with students from other countries. The United States National... What began as a competition to appease a member of royalty's birthday wishes, continued on to not only introduce an entirely new area of mathematical studies but also to leave one particular question to remain without a complete and substantiated... The purpose of this research is to determine how a student's need for relatedness affects his or her motivation and academic achievement in mathematics. In addition, student motivation is examined independently of relatedness to determine its... One of the major goals of high school curriculum is to better prepare the high school student for college level courses. When alternative curricula programs are available, how can one determine which curriculum better accomplishes this goal? OneFinding equipment causes of faulty devices in semiconductor manufacturing is inhibited by several difficulties which are briefly described. The main problem area focused on here is that of biased data mining methods. By judiciously selecting two... The purpose of this study was to determine if integrating a unit on functions would benefit students. Previous studies have shown that integrating science and mathematics increases students' understanding of certain topics in science. Typically,...Today's special education teachers who work with students with difficulties in mathematics will need not only a deeper understanding of mathematics, but a thorough understanding in what the learning disabled student "sees" when approaching... This study examined whether different types of homework assignments had an impact on student achievement in Mathematics as well as on student completion of homework. The study was conducted over the course of 10 weeks and took place in a public... The debate over the effectiveness of a "reform" mathematics curriculum verses a "traditional" mathematics curriculum in student achievement has been widely discussed and studied. Standards-based, or reform, programs emphasize applications to solve... This study examined whether focused-instruction of vocabulary had an impact on overall mathematical achievement. The study was conducted over the course of 18 weeks and took place in a public high school in Connecticut. The participants of the...
One of those rare texts that offer a friendly and conversational tone, this work is perfect for either undergraduate mathematics or science history courses.Numbers and Infinity: A ... Textbook The authors offer a fresh, modern overview of numbers and infinity, avoiding tedium and controversy while maintaining historical accuracy and modern relevance. 1981 edition. --This text refers to an alternate edition.
... More About This Book discrete math, word problems and more. —Written in an easy-to-comprehend style to make math concepts approachable —Award-winning math teacher and author of The Complete Idiot's Guide® to Calculus and the bestselling advanced placement book in ARCO's "Master" series Product Details Related Subjects Meet the Author W. Michael Kelley is a former award-winning calculus teacher and the author of the bestselling The Complete Idiot's Guide® to Calculus, The Complete Idiot's Guide® to Precalculus, and The Humongous Book of Calculus Problems. Among the honors he's received throughout his career are his four-year-running title of "Most Popular Teacher" and being recognized by the Maryland Council of Teachers of Mathematics as an Outstanding High School Mathematics Teacher. He has contributed to over 50 publications including Playboy, WIRED, Sync, SPIN and The Source
Applied Mathematics for the Managerial, Life, and Social Sciences, 6th Edition Author(s): Tan traditional book with a modern feel, market-leading APPLIED MATHEMATICS FOR THE MANAGERIAL, LIFE, AND SOCIAL SCIENCES, Sixth Edition, teaches by application and uses real-world examples to motivate students. It combines solid theory with innovative technology, includes a robust supplement package, and offers unmatched flexibility that caters to both traditional and modern practitioners. Accessible for majors and non-majors alike, the new Sixth Edition utilizes an intuitive approach that marries real-life instances to what would otherwise be abstract concepts. This is the focus of new and insightful Portfolios, which highlight the careers of real people and discuss how they use math in their professions. Numerous exercises ensure that students have a solid understanding of concepts before advancing to the next topic. By offering a powerful array of supplements such as Enhanced WebAssign®, the new Sixth Edition enables students to maximize their study time and succeed in class.
about our series Cambridge Queensland Mathematics is written by Queensland teachers for Queensland schools and provides a complete resource package to support the ... Frank Tapson 2004 [trolPT:2] Trigonometry The worksheets available in this unit DO NOT constitute a course since no instructions or worked examples are offered ... Camborne School of Mines University of Exeter ELE page CSM1027 Maths 1A Foundation Introduction to TrigonometryTrigonometry is based on the ratio of sides of right ... Preface This book covers the GCSE syllabi examined for the first time in 2003 and the higher part of the new two tier examination system beginning in September 2006. worksheets/sum books/GCSE Higher 2006.pdf Preface This book covers the GCSE syllabi to be examined for the first time in 2003. It was written with year 11 pupils in mind but can be used in year 10 for those ... 2 Equations/sumworksheets/c Intermediate Book 2003.pdf If we think of an angle as the amount of rotation ofastraightline about the angle, then we can dene a positive rotation as one which is anti-clockwise and a negative ...
Algebra 1 9780078651137 ISBN: 0078651131 Pub Date: 2005 Publisher: Glencoe/McGraw-Hill School Pub Co Summary: A flexible program with the solid content students need "Glencoe Algebra 1" strengthens student understanding and provides the tools students need to succeed--from the first day your students begin to learn the vocabulary of algebra until the day they take final exams and standardized tests. Holliday, Berchie is the author of Algebra 1, published 2005 under ISBN 9780078651137 and 0078651131. One thousand two... hundred eight Algebra 1 textbooks are available for sale on ValoreBooks.com, one thousand one hundred one used from the cheapest price of $4.55, or buy new starting at $22.43.[read morePretty bad condition, but still fully functional. Books may have stickers on covers or thoughout, may have student names inside Proven Seller with Excellent Customer Service. [more] Pretty bad condition, but still fully functional. Books may have stickers on covers or thoughout, may have student names inside Proven Seller with Excellent Customer Service. Choose expedited shipping and get it FAST.[less]
Discrete mathematics, also called finite mathematics or decision mathematics, is the study of mathematical structures that are fundamentally discrete in the sense of not supporting or requiring the notion of continuity. Objects studied in finite mathematics are largely countable sets such as integers, finite graphs, and formal languages. Concepts and notations from discrete mathematics are useful to study or describe objects or problems in computer algorithms and programming languages.״At this point only one of the planned 15 modules is currently available, that on Groups. This course describes discrete mathematics, which involves processes that consist of sequences of individual steps (as... see more This course describes discrete mathematics, which involves processes that consist of sequences of individual steps (as compared to calculus, which describes processes that change in a continuous manner). The principal topics presented in this course are logic and proof, induction and recursion, discrete probability, and finite state machines. This free course may be completed online at any time. See course site for detailed overview and learning outcomes. (Computer Science 202)
60 An introduction to higher mathematics with a focus on proof writing. Topics include active reading of mathematics, constructing appropriate examples, problem solving, logical reasoning, and communication of mathematics through proofs. Students will develop skills while exploring key concepts from algebra, analysis, topology, and other advanced fields. Corequisite: MATH 203; not open to students who have had a 300-level math course. II Enrollment Limit: 20; Enrollment Limit Criteria: Other;
More than 40 million students have trusted Schaum?s Outlines for their expert knowledge and helpful solved problems. Written by renowned experts in their respective fields, Schaum?s Outlines cover everything from math to science, nursing to language. The main feature for all these books is the solved problems. Step-by-step, authors walk readers through coming up with solutions to exercises in their topic of choice. 387 solved problems Covers all probability fundamentals No calculus needed Supports and supplements the leading probability and statistics textbooks Appropriate for the following courses: Introduction to Probability and Statistics, Probability, Statistics, Introduction to Statistics Detailed explanations and practice problems in probability and statistics Comprehensive review of specialized topics in probability and statistics Description: Never HIGHLIGHT a Book Again! Virtually all testable terms, concepts, persons, places, and events are included.look no further for study resources or reference material. Cram101 Textbook Outlines gives all of the outlines, highlights, notes, and practice tests for your ...
1887923 Bridge (Math & Reading Bridge) Math Bridge - gr. 6 - Exercises contain grade appropriate content presented in a skill based format. Curriculum helps facilitate math test performance as students become more confident in their ability to do math. Recent Book Searches: ISBN-10/ISBN-13: 0309091993 / 978-0309091992 / Research Priorities for Airborne Particulate Matter: IV. Continuing Research Progress / Committee on Research Priorities for Airborne Particulate Matter68 / 978-0309090766 / When Children Die: Improving Palliative and End-Of-Life Care for Children and Their Families /49 / 978-0309091343 / Monitoring International Labor Standards: Techniques and Sources of Information / Commitee on Monitoring International Labor Standards89 / 978-0309091480 / Review of NASA's Longitudinal Study of Astronaut Health / Committee on the Longitudinal Study of Astronaut Health1802 / 978-0309091800 / Progress in Improving Project Management at the Department of Energy: 2003 Assessment / Committee for Oversight and Assessment of U.S Department of Energy Project Management, National Research Council 0309091837 / 978-0309091831 / Biographical Memoirs. Volume 85 / National Academy of Sciences0717 / 978-0309090711 / Research Training in Psychiatry Residency: Strategies for Reform / Committee on Incorporating Research into Psychiatry Residency Training. 0309090857 / 978-0309090858 / Biological Confinement of Genetically Engineered Organisms / Committee on the Biological Confinement of Genetically Engineered Organisms, National Research Council25 / 978-0309091220 / Indicators for Waterborne Pathogens / Committee on Indicators for Waterborne Pathogens,0830 / 978-0309090834 / National Need and Priorities for Veterinarians in Biomedical Research / Committee on Increasing Veterinary Involvement in Biomedical
You will be assigned a textbook. You are responsible for keeping it in good condition and returning it at the end of the school year. Keep it covered with a jumbo book cover. The math book should be kept at home; since it is very heavy, you do not have carry it back and forth each day. We have a few extra copies in class for use in school. You can access many additional features of the textbook on the Prentice Hall Web site. Log on to and use the Web Code aak-0099 (see textbook page xxiii for more codes). Parts of the student textbook, as well as activities, videos, and practice quizzes are available. HOMEWORK:Homework will be assigned in math class every day. You must complete the entire assignment in pencil, and show all of your work with each problem for full credit. Assignments are due the day after they are assigned unless otherwise noted in class. Homework completed on time and to the best of your ability will be given 4 out of a possible 4 points. Homework that is incomplete or which displays a lack of effort will be given a 3 or 2 out of four points, depending on its quality. Homework turned in one day late will be given 1/2 credit (2 points); and homework turned in two days late will be given 1/4 credit (1 point), if they are done to the best of your ability. Homework will not be accepted after two days late, with the exception of absences from school. Homework will occasionally be graded with a letter or percentage grade. In addition to daily homework assignments, you will be completing a weekly "Problem of the Week" ("POW"). These assignments will be given at the beginning of the week and will be due the following Monday. These are longer problem-solving questions with more than one step required to find the answer. In most cases, you will need to explain your answers in writing. You will have the opportunity to ask questions on the problem in class during the week you are working on it. "POW"s will also be penalized for lateness following the same guidelines as homework assignments. "POW"s are designed to help develop your problem solving skills. Projects will be assigned once per quarter. These long-term assignments will be based on the content being covered in class at the time they are assigned. Interim due dates or a schedule will be given in order to help you plan and complete the project on time. Late projects will also follow the homework guidelines. Homework is almost always listed on the web. If you forget your assignment notebook or are not sure if you have copied an assignment correctly, you can check the Web Site. It can be accessed through the Rockport Middle School Web Site, under Faculty & Staff or at: BINDER:Your math binder must be kept neat and organized. All of your work will be kept in the specified sections of this notebook. Your binder will be checked at least twice per quarter and will be given a grade. You will have advance notice of binder checks to give you the opportunity to put your notebook in order. GRADING:Your grade will be based on the following topics and percentages: Tests & Projects 30 % Homework25 % POW's & Problem Solving15 % Quizzes 15 % Binder 7.5 % Classwork/Participation 7.5 % CONTACT INFO:Feel free to contact me at any time with any questions or comments you may have. I can be reached by e-mail at: jgoodhue@rpk12.org or by phone at the middle school office: (978) 546-1250.
Miller/O'Neill Intermediate Algebra is an insightful text written by instructors who have first-hand experience with students of developmental mathematics. The authors introduce functions in Chapter 3 and do a very thorough treatment, devoting the entire chapter to the concept of functions. With such a solid foundation to build from, students will experience greater success when they encounter other function-related topics in later chapters, such as polynomial "translation" mid-chapter reviews and classroom activities (classroom activities are worksheets that can be downloaded from the OLC or distributed by instructors since the classroom activities can be found in the IRM as well). The classroom activities are of special value, in that through their use, students may begin to take greater ownership over their own learning. The classroom activities were designed to be quick activities students could perform in class (either individually, or collaboratively in groups). In short, the Miller/O'Neill Intermediate Algebra text offers enriching applications, a high level of readability, and excellent opportunities for students to become actively engaged in their exploration of mathematics. [via] This practical book provides a complete, hands-on approach to understanding electronic devices and circuits, and includes many "real-world" schematics to help readers identify components, circuits, and circuit configurations covered in the text. Offers a complete survey of the field, covering everything from the fundamentals of solid-state principles to common diode applications, dc biasing circuits, amplifier operation, field-effect transistors, oscillators, switching voltage regulators, and more. Places many supportive features in the margins, including critical thinking questions, objective identifiers, notes highlighting the differences between theory and practice, a running glossary, reminders of previously studied material, and lab references. Integrates schematic and Electronic Workbench (applications problems throughout for additional circuit simulation experience. [via]
Synopses & Reviews Please note that used books may not include additional media (study guides, CDs, DVDs, solutions manuals, etc.) as described in the publisher comments. Publisher Comments: * Five-step problem solving process. A five-step methodology for solving problems is used throughout the text. Each step is clearly identified to help students focus on the process of breaking a problem into smaller components and then addressing the smaller components throughout the text. The five steps are: * State the problem clearly. * Describe the input and the output. * Work the problem by hand (or with a calculator) for a specific set of
Why Study Upper-Level Math? Date: 10/10/2001 at 20:46:03 From: Brandon Subject: Why Should we take upper level Math? My Pre-Calculus teacher ask me to write a paper about taking upper- level math courses. My question is, why DO we take Higher Math courses? Even my teacher says that we will not use them when we are out of school. I think you understand which classes I'm talking about: Pre-Calculus, Calculus, Trigonometry, that sort of thing. Thank you, Brandon J. Sharp Date: 10/11/2001 at 10:43:44 From: Doctor Ian Subject: Re: Why Should we take upper level Math? Hi Brandon, Maybe the place to start is by asking yourself this question. Why are _you_ taking pre-calculus? Probably so you can take calculus. And why do you want to take calculus? Probably because you want to get a degree in something that will require you to understand calculus. And what kinds of degrees require you to understand calculus? Pretty much any kind of science or engineering, including quasi-sciences like economics. But there is also this: In Japan, if you want to study Zen Buddhism, you don't do it by talking about Zen Buddhism. You do it by learning to do something else, like arrange flowers, or perform a tea ceremony, or shoot arrows, or draw and strike with a sword. The activity provides a medium in which the lessons of Zen Buddhism can be explored and mastered. Similarly, if you want to learn to become more effective at solving problems, you don't do it by talking about solving problems. You do it by solving problems! And math, it turns out, is a particularly good medium for constructing and solving problems. Finally, there is a kind of beauty to mathematics that rivals the beauty that people find in paintings and sculptures and music. But this beauty doesn't really become apparent until you reach a certain level of proficiency in the subject. In that sense, making students take upper-level math courses is a way to try to expose them to that beauty, for fear that they won't be exposed to it without that kind of coercion. It's a little like forcing them to learn to play musical instruments, or participate in sports, whether they want to or not. Write back if you'd like to talk about this some more, or if you have any other questions. - Doctor Ian, The Math Forum
> I understand this, but there are a lot of students that prepare > themselves with the book without following classes, and in those > cases (like mine) it would be useful to have at least part of the > answers, because otherwise you don't know if your answers > are right or wrong.. that was my case, but no problem, thank > you very much for answering me
Summary With all the support of the renowned Aufmann approach, this popular combination text helps your students prepare to master college algebra and to apply algebra in the real world. New! Bulleted annotations have been added to the solution steps of Examples and to the You Try It solutions in the appendix, further enhancing the Aufmann Interactive Method. New! Examples have been clearly labeled How To, allowing students to more easily refer back to solution steps when completing corresponding exercises. Updated! The Chapter Summary has been reformatted to include an example column, offering students the additional support of an algebraic representation of concepts, rules and definitions. Updated! In response to instructor feedback, the number of Chapter Review Exercises and Cumulative Review Exercises has increased. Updated! More operation application problems integrated into the Applying the Concepts exercises encourage students to judge which operation (adding, subtracting, multiplying, dividing) is needed to solve a word problem. New! Integrating Technology (formerly Calculator Notes) margin notes provide suggestions for using a calculator in certain situations. For added support and quick reference, a scientific calculator screen is displayed on the inside back cover of the text. New! Objective-based Worksheets accompany every section in the book for extra classroom practice or homework. These worksheets are found on the ClassPrep CD and Online Teaching Center. Aufmann Interactive Method (AIM) encourages students to try the math as it is presented. Every section objective contains one or more sets of matched-pair examples. The first example is completely worked out; the second example, called 'You Try It,' is for the student to work. Complete worked-out solutions to these examples in an appendix enable students to check their solutions and obtain immediate reinforcement of the concept. Integrated, easy-to-navigate learning system organized by objectives guides students with a consistent, predictable framework. Each chapter opens with a list of learning objectives, which are woven throughout the text and integrated with the print and multimedia ancillaries. The AIM for Success Student Preface guides students in making the most of the text's features. Study Tip margin notes throughout the text refer students back to the Student Preface for advice. Prep Tests at the beginning of each chapter help students prepare for the upcoming material by testing them on prerequisite material learned in preceding chapters. The answers to these questions can be found in the Answer Appendix, along with a reference to the objective from which the question was taken. The Go Figure problem that follows the Prep Test is a challenge problem for interested students. Extensive use of applications that use real source data shows students the value of mathematics as a real-life tool. Focus on Problem Solving section at the end of each chapter introduces students to various problem-solving strategies. Students are encouraged to write their own strategies and draw diagrams in order to find solutions. Unique Verbal/Mathematical connection simultaneously introduces a verbal phrase with a mathematical operation, followed by exercises that require students to make a connection between a phrase and a mathematical process. Projects and Group Activities at the end of each chapter offer ideas for cooperative learning. Unique Instructor's Annotated Edition features a format rich with new instructor support materials, which are provided at point-of-use in the margins surrounding reduced student pages. Table of Contents Note: Each chapter begins with a Prep Test and concludes with Focus on Problem Solving, Projects and Group Activities, a Chapter Summary, a Chapter Review, and a Chapter Test. Chapters 2–12 include a Cumulative Review Real Numbers and Variable Expressions Integers Rational and Irrational Numbers The Order of Operations Agreement Variable Expressions Sets First-Degree Equations and Inequalities Introduction to Equations General Equations Mixture, Investment, and Motion Problems Inequalities in One Variable Absolute Value Equations and Inequalities Geometry Introduction to Geometry Plane Geometric Figures Solids Linear Equations and Inequalities in Two Variables The Rectangular Coordinate System Introduction to Functions Linear Equations in Two Variables Slopes of Straight Lines Finding Equations of Lines Parallel and Perpendicular Lines Graphing Linear Inequalities Systems of Linear Equations and Inequalities Solving Systems of Linear Equations by Graphing and by the Substitution Method
MAT-2201 Numerical Methods - 10 stp The course is administrated by Faculty of Science and Technology Type of course The course is mandatory in the Master's degree program in industrial mathematics, and is included in the Bachelor's degree program in mathematics and statistics. It may also be taken independent of study program. Admission requirements Course contents This course gives an introduction to basic concepts and issues of numerical computation. The topics treated include: Binary representation and floating point numbers, round-off errors, conditioning, rates of convergence, truncation and discretization errors, best approximation, numerical stability, and complexity analysis. Selected methods will be covered for some of these classes of problems: Linear systems of equations, nonlinear equations, overdetermined linear systems, numerical differentiation and integration, and numerical solution of differential equations. Recommended prerequisites MAT-1003 Calculus 3, MAT-1004 Linear algebra Objective of the course After the course the student should: Be able to analyze methods for numerical calculations with respect to errors and complexity Have mathematical understanding for the methods they apply Know the main features in IEEE-standards for binary number representation Be able to use iterative methods, like the Jacobi-method for systems of linear equations, and Newtons method for non-linear equations, and be able to describe convergence properties. Be able to describe Gaussian elimination and LU factorization, and know QR factorization, and how this is used to find least squares solutions. Know the problem of polynomial interpolation, how to solve it, and how to prove unqueness. They should be able to use Chebychev polynomials as tools. Use Taylor?s theorem to find errors of discretization when calculating dericatives and finite difference. Know simple methods for numerical calculation of integrals, such as the Trapezoid method and Simpson?s formula, and general results about global errors, when local errors are known. Know the simplest algorithms for stepwise numerical solution of initial value problems for systems of first order differential equations, and know how to reformulate a higher order differential equation to such a system. Language of instruction The language of instruction and the syllabus is English. Examination questions will be given in English, but may be answered either in English or a Scandinavian language. Teaching methods Lectures: 40 h Coursework: 30 h Assessment Written final exam of 4 hours duration, counting 100 %. Assessment scale: Letter grades A-F. Re-sit examination: Students having failed the last ordinary examination are offered a re-sit examination early in the following semester, if the course is compulsory in their study programme. Postponed examination: Students with valid grounds for absence will be offered a postponed examination early in the following semester. Ordinary examination in the teaching free semester (early exam): A new ordinary examination will be arranged provided that it already will be given a postponed or a re-sit exam for the course.
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Student Solutions Manual for Mathematics for Elementary Teachers:The Student Solutions Manual contains detailed solutions to the odd-numbered exercises and Chapter Tests. The introduction offers suggestions for solving problems and for answering the new Writing and Discussion and Making Connections questions in the text. Additional questions and comments have been included at the ends of some of the solutions to give students opportunities to extend their learning. Back to top Rent Student Solutions Manual for Mathematics for Elementary Teachers 9th edition today, or search our site for Albert textbooks. Every textbook comes with a 21-day "Any Reason" guarantee. Published by McGraw-Hill Science/Engineering/Math.
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Excursions in Modern Mathematics -With Excursions - 6th edition Summary: For undergraduate courses in Liberal Arts Mathematics, Quantitative Literacy, and General Education. NEW: Now with ''Mini-Excursions'' Included! These are enrichment topics that have been added at the end of each part and require an understanding of the core material covered in one or more of the chapters. Shorter than a full chapter but much more substantive than an appendix. Each mini-excursion includes its own exercise set. This very successful liberal arts mathemat...show moreics textbook is a collection of ''excursions'' into the real-world applications of modern mathematics. The excursions are organized into four independent parts: 1) The Mathematics of Social Choice, 2) Management Science, 3) Growth and Symmetry, and 4) Statistics. Each part consists of four chapters plus a mini-excursion (new feature in 6/e). The book is written in an informal, very readable style, with pedagogical features that make the material both interesting and clear. The presentation is centered on an assortment of real-world examples and applications specifically chosen to illustrate the usefulness, relevance, and beauty of liberal arts mathematics. ...show less
Students will use mathematical analysis, scientific inquiry, and engineering design to pose questions, make predictions, conduct experiments, and draw conclusions. These concepts and skills will be reviewed and expanded throughout the year.
GCD1677Not Your Typical Algebra Workbook Algebra Puzzles uses games, puzzles, and other problem-solving activities to give student...s fresh, new ways of exploring learned concepts. While reviewing essential concepts and vocabulary for pre-algebra and algebra, the book helps students visualize and think more deeply about these abstract ideas. The perfect antidote to algebra anxiety. Read More GCD1517The activities in this book consist of a series of question and answer cards. Students are actively engaged as each player ...answers a question and then asks the next one. When students reach the last card, they will find that it refers back to the first card. Requires minimal preparation but results in maximum participation and effort. Full-color card stock game cards
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The Mathematics Curriculum: Number This Mathematics Curriculum book was first published in 1978 in a response to the many changes in the mathematics curriculum and resources available. It was intended to help teachers make sense of the changes and choose appropriate resources. The book provides a historical context for mathematics education at the time as it reviews the resources and books available to teachers. It discusses the place of arithmetic in contemporary school mathematics as three principal headings under which to organise the teaching: (a) the study of reckoning, (b) the study of number, and (c) the study of method (algebra). Methods of teaching and engaging students are also covered, which are relevant today even if many of the materials and resources used are
Survey of Mathematics with Applications - 8th edition Summary: This best-selling text balances solid mathematical coverage with a comprehensive overview of mathematical concepts as they relate to varied disciplines. The text provides an appreciation of mathematics, highlighting mathematical history, and applications of math to the arts and sciences. It is an ideal book for students who require a general overview of mathematics, especially those majoring in liberal arts, the social sciences, business, nursing and allied health fields. Let us int...show moreroduce you to the practical, interesting, accessible, and powerful world of mathematics today-the world ofA Survey of Mathematics with Applications,8e. ...show less over fifteen years at Manatee Community College in Florida and for almost ten
H Edwards...See more See less Bruce H Edwards book reviews Calculus: Early Transcendental Functions It's a textbook Not sure what is there to review. I'm taking calculus in college, this is the required textbook. It's pretty good at explaining things and the there are interesting historical context stories
Math for Standards 2011-12 The idea behind this blog is to allow students the chance to talk about math. Students do not often get this chance, and by talking about the different concepts, the students arrive at a better understanding. This leads them to be more involved in math. Unit 4 Preview Blog 1)Inductive Reasoning and Patterns- Evaluates propositions. Patterns are things that occur over and over again. 2)Functions-An input quantity that has only one value. 3)Linear Equations-Expression that has an equal sign and has a linear expression. 4)Slope- Steepness. mx+b is the formula. 5)Direct Variation- When x increases, y also increases by the same factor. 6)Systems of Linear Equations- A set of equations that you deal with all together and at one time. 7)The Growth Formula and Interest-Used to see how much a population is growing. Also known as growth rate, and percent change. 8)Inequality Relations-You can have less than, greater than, or equal to something to solve the equation. 9)Linear Inequalities and Their Graphs- You use the slope and the y-intercept. The slope formula. 10)Inverse Variation-The values of the two variables change into an opposite. One value will increase and the other value will decrease. 11)Polynomial Operations-Collection of terms put together with addition or subtraction. No variable exponent, no fraction exponent, and no negative exponent. 12)Quadratic Functions-f(x)=ax squared + bx +c is the formula.
The best thing would be to get your hands on an Algebra 2 book published by South- Western Publishing. Throughout the book are things called AlgebraWorks with real algebra on the job examples! For example Real Estate Agent - Write a function that an agent can use to compute a 3% commission on the selling price of a home. Or Craft Worker - When Daria and Frank work together, it takes them 2 hours to paint a single doll house. What fractional part of the job is complete in one hour if they work together? These are from the book.
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MERLOT Search - category=2514&materialType=Open%20Textbook A search of MERLOT materialsCopyright 1997-2013 MERLOT. All rights reserved.Thu, 19 Dec 2013 13:24:43 PSTThu, 19 Dec 2013 13:24:43 PSTMERLOT Search - category=2514&materialType=Open%20Textbook 4434A First Course in Linear Algebra A First Course in Linear Algebra is an introductory textbook aimed at college-levelPDF versions are available to download for printing or on-screen viewing, an online version is available, and physical copies may be purchased from the print-on-demand service at Lulu.com. GNU Free Documentation LicenseA ProblemText in Advanced Calculus Advanced Calculus open textbook. Download LaTeX source or PDF. Creative Commons BY-NC-SA.Algebra: Abstract and Concrete The book provides a thorough introduction to "modern'' or "abstract'' algebra at a level suitable for upper-level undergraduates and beginning graduate students. The book addresses the conventional topics: groups, rings, fields, and linear algebra, with symmetry as a unifying theme.Linear Algebra Linear Algebra is free for downloading, It covers the material of an undergraduate first linear algebra course.Vector CalculusA Problem Course in Mathematical Logic A Problem Course in Mathematical Logic is intended to serve as the text for an introduction to mathematical logic for undergraduates with some mathematical sophistication. It supplies definitions, statements of results, and problems, along with some explanations, examples, and hints. The idea is for the students, individually or in groups, to learn the material by solving the problems and proving the results for themselves. The book should do as the text for a course taught using the modified Moore-method.The material and its presentation are pretty stripped-down and it will probably be desirable for the instructor to supply further hints from time to time or to let the students consult other sources. Various concepts and and topics that are often covered in introductory mathematical logic or computability courses are given very short shrift or omitted entirely, among them normal forms, definability, and model theoryAdvanced Algebra II: Conceptual Explanations .
This lesson unit is intended to help you assess how well students are able to translate between graphsand algebraic representations of polynomials.In particular, this unit aims to help you identify and assist students who have difficulties in: • Recognizing the connection between the zeros of polynomials when suitable factorizations areavailable, and graphs of the functions defined by polynomials. • Recognizing the connection between transformations of the graphs and transformations of thefunctions obtained by replacing f ( x ) by f ( x + k), f ( x ) + k, - f ( x ), f (- x ). COMMON CORE STATE STANDARDS This lesson relates to the following Standards for Mathematical Content in the Common Core StateStandards for Mathematics :A-SSE: Interpret the structure of expressionsA-APR: Understand the relationship between zeros and factors of polynomialsF-IF: Analyze functions using different representationsF-BF: Build new functions from existing functionsThis lesson also relates to the following Standards for Mathematical Practice in the Common CoreState Standards for Mathematics :2. Reason abstractly and quantitatively.7. Look for and make use of structure. INTRODUCTION The lesson unit is structured in the following way: • Before the lesson, students attempt the assessment task individually. You then review students'work and formulate questions that will help them improve their solutions. • During the lesson, students work collaboratively in pairs or threes, matching functions to theirgraphs and creating new examples. Throughout their work students justify and explain theirdecisions to peers. During a whole-class discussion, students explain their reasoning. • Finally, students work individually again to improve their solutions to the assessment task. MATERIALS REQUIRED • Each student will need a mini-whiteboard, wipe and pen, and a copy of the assessment tasks Cubic Graphs and Their Equations and Cubic Graphs and Their Equations (revisited). • For each small group of students provide cut up copies of the cards Cubic Graphs , CubicFunctions and Statements to Discuss: True or False?, a large sheet of paper for making a poster,and a glue-stick. You may want to enlarge the cards. You may also want to copy the card setsonto transparencies to be used on an overhead projector to support the plenary discussion. • There are also some projector resources to help with whole-class discussion. TIME NEEDED 20 minutes before the lesson for the assessment task, an 80-minute lesson (or two 40-minute lessons),and 20 minutes in a follow up lesson (or for homework). All timings are approximate, depending onthe needs of your students. Teacher guide Representing Polynomials T-2 BEFORE THE LESSON Assessment task: Cubic Graphs and TheirEquations (20 minutes) Have the students do this task, in class or forhomework, a day or more before the formativeassessment lesson. This will give you anopportunity to assess the work, and identifystudents who have misconceptions or need otherforms of help. You will then be able to targetyour help more effectively in the next lesson.Give each student a copy of Cubic Graphs and Their Equations. Introduce the task briefly, andhelp the class to understand what they are beingasked to do. Spend 20 minutes working individually,answering these questions.Show all your work on the sheet. Make sure you explain your answersclearly. It is important that, as far as possible, studentsanswer the questions without assistance.Students who sit together often produce similar answers, and then when they come to work togetheron similar tasks, they have little to discuss. For this reason, we suggest that when students do theassessment task, you ask them to move to different seats. Then at the beginning of the formativeassessment lesson, allow them to return to their usual places. Experience has shown that this producesmore profitable discussions. Assessing students' responses Collect students' responses to the task. Make some notes on what their work reveals about theircurrent levels of understanding and difficulties. The purpose of this is to forewarn you of the issuesthat will arise during the lesson, so that you may prepare carefully.We suggest that you do not score students' work. The research shows that this is counterproductive,as it encourages students to compare scores, and distracts their attention from how they may improvetheir mathematics.Instead, help students to make further progress by summarizing their difficulties as a list of questions.Some suggestions for these are given in the Common issues table on the next page. We suggest thatyou make a list of your own questions, based on your students' work, using the ideas on the followingpage. We recommend you: • write one or two questions on each student's work, or • give each student a printed version of your list of questions, and highlight appropriate questionsfor each student.If you do not have time to do this, you could select a few questions that will be of help to the majorityof students, and write these questions on the board when you return the work to the students. Cubic Graphs and Their Equations 1. Write down an equation of a cubic function that would give agraph like the one shown here. It crosses the x axis at (-3,0),(2,0) and (5,0)3 ! 2 ! 5 ! 2. Write down an equation of a cubic function that would give agraph like the one shown here. It crosses the y axis at (0,-6).6 ! 3. On the axes, sketch a graph of the function y = ( x + 1)( x ! 4) 2 .You do not need to plot it accurately!Show where the graph crosses the
Mathematics and Statistics Entry Level Courses The selection of a mathematics course should reflect the student's college requirements, major requirements, mathematics preparation, and interests. Flexibility should also be considered, since students often change majors or colleges. The information below provides an overview of the 1000-level mathematics courses to assist the student in making an informed course selection. Students are encouraged to contact a representative of the Department of Mathematics and Statistics or their academic advisor. Additional information is available at the Department of Mathematics and Statistics website: The Math Course Maps show the sequencing of Math courses. MATH 1310, the first course in the standard calculus sequence, is required for all students in the Bachelor of Science degree program in the College of Arts and Sciences. In addition, it satisfies the mathematics requirement for the B.S. in Business Administration degree and is required or recommended for a variety of additional majors. MATH 1310 provides a high degree of flexibility in meeting requirements and is prerequisite to the higher-level mathematics curriculum and courses in other areas. The MATH 1340-1350 sequence includes all the topics from MATH 1310. Completion of this sequence is equivalent to completion of MATH 1310 in terms of requirements and prerequisites. MATH 1260 includes topics from differential calculus, integral calculus, and some matrix theory. It satisfies the mathematics requirement for all specializations in the B.S. in Business Administration degree and some majors in other degree programs. This course does not satisfy the mathematics requirement for the Bachelor of Science degree in the College of Arts and Sciences, nor does it satisfy some major or program requirements in other areas, including some minors in the College of Business Administration. Students who complete MATH 1260 and subsequently change to a program of study in computer science, mathematics, statistics, or the natural sciences may be required to take MATH 1310 and possibly MATH 1280, MATH 1290, or MATH 1300. Because MATH 1310 satisfies all requirements met by MATH 1260, the department recommends that qualified students take MATH 1310, since it provides greater flexibility in meeting requirements and prerequisites. MATH 1280 and MATH 1300 serve as preparatory courses for calculus students and also satisfy some program or degree requirements. MATH 1300 is an accelerated version of MATH 1280. MATH 1280 and MATH 1300 satisfy the prerequisites for both MATH 1260 and MATH 1310. MATH 1290 satisfies some program requirements and, in combination with MATH 1200 or MATH 1220, prepares students for MATH 1310 or MATH 1340. It is offered only at BGSU Firelands College. MATH 1210, MATH 1200, and MATH 1220 are College Algebra courses. MATH 1200 is offered only at BGSU Firelands College. The MATH 1210-1220 sequence is equivalent to MATH 1200 in terms of requirements and prerequisites. MATH 1210, 1200, and 1220 prepare students for MATH 1260 and also satisfy some program or degree requirements. In general, MATH 1280 and MATH 1300 will satisfy any requirement or prerequisite satisfied by MATH 1210, 1200, or 1220, so qualified students are advised to take MATH 1280 or MATH 1300 instead of MATH 1210, 1200, or 1220. MATH 1150 is an introductory statistics course and is taken by students in various colleges to satisfy programmatic requirements or for general background purposes. MATH 90 and MATH 95 are offered for students who are not prepared to enter higher-level mathematics courses. These courses are offered without credit toward any degree program. Mathematics Placement The mathematics placement examinations are designed to determine an appropriate first mathematics course. Placement testing and advice on course selection are available at Orientation and Registration sessions. On main campus, students typically take their mathematics placement test online prior to attending a registration and orientation session. Transfer students also take the mathematics placement test online. Once on campus, students may petition to re-take the mathematics placement test by writing to placementtest@bgsu.edu. On the BGSU Firelands campus, placement is made using recent (less than one year old) ACT scores or by taking the COMPASS test. Students who want to take the COMPASS test for placement should contact the BGSU Firelands Student Services office (101 West Building). Students are not allowed to take a course above their mathematics placement. This policy is strictly enforced for the benefit of the individual student and for the benefit of other students with appropriate placements. Historically, students who have taken a course above their mathematics placement have done worse than students who placed into the course. Students are encouraged to review material and retake the placement test if they believe their placement is inappropriately low. On main campus, students may take the placement test a total of three times. Students on the BGSU Firelands campus who believe that their placement (via ACT or COMPASS) is inappropriately low are permitted to take (or retake) the COMPASS test only once in order to obtain a better placement. Students are allowed to take a course which comes later in this list than the course they placed into: MATH 1310H, 1310, 1300, 1260, 1280, 1230, 1220, 1210, 95, 90. Prerequisite Policy Prerequisites are strictly enforced with exceptions made only by the instructor. A grade of A, B, C, or S must be earned in the prerequisite course(s). Advanced Placement Students who have taken a calculus course in high school may be eligible to enter the calculus sequence (MATH 1310, 2320, 2330) at the MATH 2320 or MATH 2330 level and may be eligible for credit for one or more calculus courses. These students are advised to take the Calculus AB or Calculus BC advanced placement examinations from the College Entrance Examinations Board given at their high school. Credit and placement depends on the test taken and the score received; see Registration Policies and Records Policies: Advanced Placement for full details and procedures. Students who have taken the Statistics AP exam may get credit for MATH 1150. See the link above for details.
Pep Talk Hit the ground running Business Calculus is a 4 credit course. University policy dictates that students should plan to spend 3 hours outside of class for each unit to obtain at least a C in a college course. Mathematics in particular is a cumulative subject; each new idea builds up from where the previous one left off. Make sure to make time in your busy schedules to work on calculus. Plan ahead Here is a calendar that includes the due dates for on-line homework and a schedule of activities and exams. Since this is the first time we are teaching this class with the new textbook and learning systems, we will be updating the calendar periodically. Please check back here regularly. Print an updated version and include it in your notebook. Supplementary Instruction Led by undergraduate students who are trained in mathematics content knowledge and study skills. The SI leaders are selected from a deliberated interviewing process that is conducted by the Learning Assistance Center on campus. These three-hour per week sessions are a perfect way to add time on task to your calculus experience. Participating students will stay on top of homework assignments, get questions answered, and a focus on productive and efficient study habits. Course Structure This course includes a 3-hour per week large lecture session (called "seminar" in the schedule of classes), and a 1-hour per week breakout activity sessions (called "lecture" in the schedule of classes). Grade Breakdown WebAssign 10% Social Homework 10% ALEKS 5% Activity Work/Attendance 4% Notebooks + i>clickers (distribution differs from section to section) 6% 3 Midterms and a Cumulative Final 65% To qualify for a C in the course, you must maintain an exam average of 70% or better, and obtain 70% or better in the weighted grade as calculated above. In addition to exams, your grade in this course includes six types of work: Details: You will practice communicating and writing mathematical analysis to real-world problems in an online and collaborative environment. This component of the course allows you to practice social and lifelong skills that are essential in workforce. Course Materials A two-line (non-graphing) scientific calculator (Required) You may not use your phone as a calculator during exams. Some large lecture professors will not allow graphing calculators on exams, please verify that with your instructor. A two-line calculator shows you what you typed on the top line and the answer on the second line. TI-30X IIS is a good choice; it runs $10-$15; the bookstore caries it or something similar. You are not required to have the two-lines, but it does make it easier! WebAssign Enrollment Codes Your ALEKS Assignment Use the url to access ALEKS from your personal computer. ALEKS installs a plugin the first time you use it. ALEKS runs the most efficiently with its plugin. Use the url to access ALEKS from a computer lab or a public computer on which you cannot install the plugin. By completing this self-paced algebra supplement, you will prepare yourself for calculus and the quantitative side of the business and economics courses in your major. If you have a good background in math, you will have little to do, but if it has been a while since you've had a math course, ALEKS will help you make sure you have the tools that you need to succeed in Business Calculus and beyond. A Brief Overview ALEKS gives you a test (the initial assessment) to see where you stand, and then tells you how many of the 120 topics in the Math 115 Preparation for Calculus Package you already know, and how many you have yet to learn. From what you know already, ALEKS determines what you are ready to study and gives you a list of topics to choose from. You will follow those links to complete exercises, read tutorials and gain mastery over the topics you need to learn. ALEKS keeps track of how many topics you have mastered, and you get course credit for meeting milestones along the way. As you work, ALEKS adds to the list of topics that you have mastered. ALEKS periodically retests you (at random intervals) to keep track of what topics you have retained. According to your performance on these retests, ALEKS my remove topics from the list of those you have mastered. After you complete 100% of the topics in learning mode, ALEKS will give you a Goal Completion Assessment. This is your last ALEKS test. To complete the assignment for this course, take the Goal Completion Assessment. If you lose pie during this assessment, click on those topics and complete them again, to leave your pie full. ALEKS will not give you another assessment. The duration of the 115 ALEKS Preparation for Calculus Package is 6 weeks; your access to the system will terminate at the end of the 6th week of classes, and all work must be completed by that point with no exceptions. The initial assessment When you first access your ALEKS account, you will go through a tutorial, and take an initial assessment. Do your best ... The better you do, the fewer topics ALEKS will ask you to study later. On the other hand, if you do not know how to do a problem, don't worry. ALEKS will guide you to learn how, and give you problems to practice. The initial assessment is a 25-30 question quiz through which ALEKS will determine what topics in algebra you have mastered and what areas require further study. This can take a couple of hours to complete, longer if you know how and take the time to do all the problems. You do not need to finish it in one sitting, but make sure to start it well before the deadline. The initial assessment is worth 1% of your grade independent of the number of questions you get right. To receive credit, you must complete the initial assessment by the first deadline at 11:59 pm. If you miss that deadline, you still need to complete the assessment to continue, and you still may receive the other 4% of your grade that is associated with ALEKS. The milestones By the first deadline, ALEKS must report that you have completed the initial assessment. By the second deadline, ALEKS must report that you have mastery of 75% or 90 of the 120 topics. If you know your algebra, the initial assessment may indicate that you have 90 topics mastered without further study; in this case, you do not need to do anything to meet this milestone. Meeting this deadline is worth 1.5% of your course grade. At the third deadline, you will be awarded an additional 2.5% of your course grade if you have completed all of the topics. If you do not reach the goal of 120, the percentage of your grade that you will receive will be prorated accordingly. (For example, if you complete 90 topics, you have done 90/120 = 0.75 of the topics, so you will receive 0.75*2.5 = 1.875% of the available 2.5% of your course grade.) Periodic assessments As you work through the topics, ALEKS will add to the list (pie chart) of topics you understand. From time to time, ALEKS will check that you have retained these topics by giving you another assessment. If you show that you have forgotten a topic, ALEKS will remove that topic from your pie. You will be able to recover this pie with a quick review of the content, but be careful! It is inconvenient to lose pie as you are nearing your deadlines. To avoid missing deadlines due to the periodic assessments, finish your milestones well before they are due. Goal completion assessment A goal completion assessment is triggered automatically in ALEKS the first time that a student reaches 100% mastery in the Learning Mode (that is, fills in her or his pie chart completely). Often, the student will score less than 100% on the goal completion assessment; when this happens, the student can fill in her pie chart again and, in this way, gain additional reinforcement on the most advanced topics of the course. The second time that the student fills in the pie chart, there will not be a goal completion assessment. WebAssign Complete the WebAssign assignments to stay caught up in Math 115. You must solve problems to learn mathematics; the WebAssign homework includes exercises from the textbook for you to practice the material being addressed in your large lecture and 1-hour activity section. The WebAssign homework is linked to your textbook; you will find the worked examples in the textbook helpful when you are completing your WebAssign homework. What is WebAssign? WebAssign is a system used by Cengage Learning, the publisher of our textbook, that includes a homework system to deliver and grade some of the exercises from the textbook and access to the ebook. Your homework assignments WebAssign homework is due most Tuesdays and Fridays, pertaining to the material covered in lecture. The tentative due dates for your assignments can be found in the Math 115 Calendar of Assignments (pdf). You will see the current due dates in the Assignments List when you log in to WebAssign. Doing the math Do your work on paper (you can print the assignment, if you want; this suggestion is for your mathematical health, not an assignment to be turned in). Label your work with the assignment and problem number, for easy reference. Mark the problems for which you needed to watch the video or refer to your notes, so you can practice them again without help. There are no videos on exams! Give yourself the opportunity to practice showing your work. WebAssign is an answer-checker. On your exams, your work will be graded, not your answers. Entering your answers You have 30 tries to get each problem right, so don't worry if you are uncertain. When you use up, say, 10 tries, consider asking for help. Guessing does no good. You get full credit for getting all the problems done by the deadline. Things to help you within WebAssign The gold "Watch it" button (available on some exercises) yields a video of a happy math teacher solving a similar problem. The gold "Master it" button (available on some exercises) guides you through the steps to solving another version the problem. After completing the guided solution, you solve the problem in your homework for credit. The gray "Practice Another Version" opens a window with another version of the same problem. Do your best to answer all or part of this practice problem, and then click "Grade this." Then click "Show Answer." WebAssign shows you the answer to the parts you attempted. Sometimes seeing the answer helps. Grace period We understand that sometimes issues may arise that prevent you from meeting a deadline. You may request an automatic extension to complete the assignments within 2 days of the deadline, but problems completed after the deadline will receive 80% of their point values. Social Homework Projects The Social Homework projects and platform give you the opportunity to collaborate with your peers on challenging problems that stem from business case-studies. Spreadsheets are everywhere in the Business Curriculum and the workplace. In your Social Homework, you will use the spreadsheet to graph and create models, and beautifully display information. In these assignments you will (1) Practice and master the responsibilities of various group roles that parallel in real-life working environment, Social Homework Grades Your Social Homework Score consists of four parts - 1) individual Discussion Grade (5 points), 2) Group Discussion Grade (5 points), 3) Showcase Grade (3 points), and 4) Peer Review Grade (2 points). Items 1) Individual Discussion Grade, and 2) Group Discussion Grade are calculated by the Social Homework system. We would like your best effort to collaborate in a group to solve a particular problem and we would like to have them spend about 2-3 hours reading, writing, liking, and discussing (including asking questions, answering other students' questions, and sharing information and experiences from classes) the assigned topics per week. Your individual Discussion Grade is calculated as follows: you earn points by participating. Think of it like "House Points" in Harry potter. Good behavior will earn your house points, while breaking rules will lose house points. (Actually, here you only earn points, you don't loose them). The following provide evidence of individual participation that count towards your grade. Making comments in your group Making comments to the work of other people Participation in several discussions Likes received and given to others Successful participants earn a score of 4/5 or better by doing some of each of the four items listed above. Excellence in one category could make up for a deficiency in another, but limiting yourself to only comments, or awarding lots and lots of likes will not gain you anything. Your Group Discussion Grade is calculated as follows: you earn points by collaborating. Similar to the Individual Discussion Grade, there are many ways to earn full credit, and the formula is complicated. The following provide evidence of group collaboration that count towards your grade. All members participate (with at most one exception) Multiple group members make comments in their groups and in other groups' discussions. Group members discuss the problem in a productive discussion. All group members receive likes. Again, successful groups receiving a score of 4/5 or better by doing some of each of the four items listed above. A diversity of activities from all group members earns the highest marks. Your Peer Review Grade is awarded for reading and commenting on the work of your peers. For full credit, make comments (several sentences) on at least two Showcases from other groups according to the instructions in your assignment. Activity Sessions Student will print and bring the most current off-line homework packet to class and be ready to work on some of these exercises during activity session. The entire packet must be completed by the notebook check. Each day the instructor will tell the student which problems should be completed during that class period. If students finish, they will be permitted to work on other off-line homework, social homework with their group members, or their on-line homework either on paper or on the computer. Activity Grades In order to receive full credit, students must (1) show up and (2) stay on Math 115 tasks, working productively the entire period. (Think of it as 50 minutes of studying you don't have to do at home!) The Activity session is designed to give you the opportunity to discuss Business Calculus with your peers and instructor, guided by exercises designed to support your efforts when you study and work on homework. Attendance in the activity is required. Your attendance and productivity in the activity sessions amount to 4% of your grade. Each student will receive points (0, 1, or 2) for each assigned problem set according to the following rubric: 2 The student attends the activity and works on the assigned problem set productively with his/her peers for the entire period or until the problem set is correctly completed to the instructor's satisfaction. 1 The student arrives late or is doing something other than the assigned exercises during some of the session. 0 The student does not attend, or attends but fails to participate. Making-up missed Activity Sessions You may make up one missed worksheet during the semester. To do so you must: 1) Contact your instructor on or before the day of your absence. 2) Complete the assigned exercises outside of class, and make an appointment with your instructor to discuss your answers during his or her office hours. Simply having the correct answers is insufficient; you must discuss how you found your answers with your instructor. or 2') Get permission from your instructor to attend a different Activity section that week. There is an Off-line homework set for each section that we cover in this course. Because in economics and in your academic and professional future, you will not be communicating technical subjects by typing answers into WebAssign, you must practice communicating mathematics in writing, using appropriate logical arguments and mathematical vocabulary. Your off-line homework consists primarily of problems directly out of your WebAssign assignments, but with different numerical values. Off-line Homework Grades As listed below, the Off-line Homework is graded with each Notebook check for completeness and correctness. Include all of your completed Off-line Homework sheets in your Notebook for the Notebook Check. Points from a spot check of the Off-line Homework comprise almost half of the Notebook grade. For full credit, your work should include: A complete and correct solution, using correct mathematical notation and English grammar, and A sentence summarizing the result and units with any numerical answer (word problems only). Notebooks The many components of this course combined to give you an experience of listening to, reading, writing, and discussing approaches and solutions to Business Calculus problems. In order for these course components to support your success in Business Calculus and your future economics courses, you must stay on top of all the deadlines, allow yourself time to complete the tasks and keep organized. This assignment is to keep a notebook with your Business Calculus materials organized, complete, and easy to access. Notebook Grades Notebooks are worth 3% (Barbee and Ziemer) or 6% (Chang) of your course grade. Your notebook will be graded for completeness and correctness according to the following rubric. Grading takes place three times during the semester in the activity session during weeks with midterm exams. Your activity instructor will grade your notebook on the spot and return it to you. Points 1 The notebook is a three ring binder, divided into clearly labeled sections. The notebook includes the following items, in this order. 1 A printout of cover sheet. 1 A printout of the Course Calendar. 5 A printout of the Social Homework assignment description and your group's showcase write-up (in a word document) 5 Complete lecture notes for all sections listed on the cover sheets. 10 Complete Off-line Homework assignments for all sections listed on the cover sheet, in order, neatly written by you. 1 The midterm exams that have been given so far. 24 Total Notebook checks take place in your activity sessions during the weeks with midterm exams.
When taught in high school, calculus should be presented with the same level of depth and rigor as entry level college and university calculus courses. These standards outline a complete college curriculum in one variable calculus. It is recognized that many high school programs may have insufficient time to cover all of the following content in a typical academic year. For example some districts may treat differential equations lightly and spend substantial time on infinite sequences and series. Others may do the opposite. Consideration of the College Board syllabi for the AB and BC Advanced Placement exams may be helpful in making curricular decisions. Calculus is a widely applied area of mathematics, and also involves a beautiful intrinsic theory. Students mastering this content will be exposed to both these important aspects of the subject. Students demonstrate knowledge of both the formal definition and the graphical interpretation of limit of values of functions. This includes one-sided limits, infinite limits, and limits at infinity. Students know the definition of convergence and divergence of a function as the domain variable either approaches a number or infinity. Students prove and use theorems evaluating the limits of sums, products, quotients, and composition of functions. Students verify and estimate limits using graphical calculators. Students prove and use special limits such as the limits of (sin(x))/x and (1 - cos(x))/x as x tends to 0. Students demonstrate knowledge of both the formal definition and graphical interpretation of continuity of a function. Students demonstrate understanding and application of the Intermediate Value Theorem and the Extreme Value Theorem. Students demonstrate understanding of the formal definition of the derivative of a function at a point, and the notion of differentiability. Students demonstrate understanding of the derivative of a function as the slope of the tangent line to the graph of the function. Students demonstrate understanding of the interpretation of the derivative as instantaneous rate of change. Students can use derivatives to solve a variety of problems coming from physics, chemistry, economics, etc, that involve the rate of change of a function. Students understand the relation between differentiability and continuity. Students derive derivative formulas and use them to find the derivatives of algebraic, trigonometric, inverse trigonometric, exponential, and logarithmic functions. Students know the Chain Rule and its proof and applications to the calculation of the derivative of a variety of composite functions. Students find the derivatives of parametrically defined functions and use implicit differentiation in a wide variety of problems coming from physics, chemistry, economics, etc. Students compute derivatives of higher orders. Students know and can apply Rolle's theorem, the Mean Value Theorem, and L'Hopital's rule. Students use differentiation to sketch, by hand, graphs of functions. They can identify maxima, minima, inflection points, and intervals where the function is increasing and decreasing. Students know Newton's method for approximating the zeros of a function. Students use differentiation to solve optimization (maximum - minimum problems) in a variety of pure and applied contexts. Students use differentiation to solve related rate problems in a variety of pure and applied contexts. Students know the definition of the definite integral using Riemann sums. They use this definition to approximate integrals. Students apply the definition of the integral to model problems in physics, economics, etc, obtaining results in terms of integrals. Students demonstrate knowledge of and proof of the Fundamental Theorem of Calculus, and use it to interpret integrals as anti-derivatives. Students use definite integrals in problems involving area, velocity, acceleration, volume of a solid, area of a surface of revolution, length of a curve, and work. Students compute, by hand, the integrals of a wide variety of functions using techniques of integration such as: Substitution Integration by parts Trigonometric substitution They can also combine these techniques when appropriate. Students know the definitions and properties of inverse trigonometric functions, and their appearance as indefinite integrals. Students compute, by hand, the integrals of rational functions by combining the above techniques with the algebraic techniques of partial fractions and completing the square. Students compute the integrals of trigonometric functions using the above techniques. Students understand the algorithms involved in Simpson's rule and Newton's method. They use calculators and/or computers to approximate integrals numerically. Students understand improper integrals as limits of definite integrals. Students demonstrate understanding of the definitions of convergence and divergence of sequences and series of real numbers. They can determine whether a series converges using such tests as the comparison test, ratio test, and alternate series test. Students understand and can compute the radius (interval) of convergence of power series. Students differentiate and integrate the terms of a power series in order to form new series from known ones. Students calculate Taylor polynomials and Taylor series of basic functions, including the remainder term. Students know the techniques of solution of selected elementary differential equations, and their applications to a wide variety of situations, including growth and decay problems.
Prealgebra - With CD - 4th edition Summary: For courses in Basic College Mathematics, Introductory Algebra, and Intermediate Algebra, and combined Beginning and Intermediate Algebra. This engaging workbook series presents a student-friendly approach to the concepts of basic math and algebra, giving students ample opportunity to practice skills and see how those skills relate to both their lives and the real world. The goals of the worktexts are to build confidence, increase motivation, and encourage ...show moremastery of basic skills and concepts. Martin-Gay ensures that students have the most up-to-date, relevant text preparation for their next math course; enhances students' perception of math by exposing them to real-life situations through graphs and applications; and ensures that students have an organized, integrated learning system at their fingertips. The integrated learning resources program features text-specific supplements including Martin-Gay's acclaimed tutorial videotapes, CD videos, and MathPro 50131444476 Has heavy shelf wear, but still a good reading copy.Has heavy shelf & corner wear, but still a good reading copy. Textbook Only.A portion of your purchase of this book will be donated to no...show moren
Garland, TX StatisticsMoreover, I have taught in topics from this course in other courses such as Business Calculus I and Business Calculus II. Of all the students I tutored, all earned A's and B's. From these experiences, I feel that I am rather competent in this subject...I am familiar with the contents, so I can tell you what types of problems you can expect and the frequency with which they come up. I can also show you different ways of tackling each problem and let you decide which ones work best for you. This is a game I'd love to show you how to play. ...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. Other concepts often studied include matrix theory, determinants, eigenvalues and eigenvectors.

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