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Student Solutions Manual, 7th Edition
Author(s): McKeague/TurnerGo beyond the answers--see what it takes to get there and improve your grade! This manual provides worked-out, step-by-step solutions to the odd-numbered problems in the text. This gives you the information you need to truly understand how these problems are solved.
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Principles of Modeling and Simulation: A Multidisciplinary Approach
Publisher:
John Wiley
Number of Pages:
259
Price:
95.00
ISBN:
9780470289433
Readers expecting a book on the areas of mathematical modeling and computer simulation will be surprised here to find a book on the engineering-oriented field of study that is named — not surprisingly — Modeling and Simulation. This is a growing field of concentration in engineering, with interest to mathematicians because of its obvious overlap with work performed by mathematicians, and also because of its availability for graduate study by math majors without prior engineering experience.
What is Modeling and Simulation, and how is it related to mathematical modeling? One answer is that the modeling focuses on simulation rather than on mathematical analysis. Another difference is that the field of Modeling and Simulation makes a point to include research on practical issues such as visual representation of information.
This book is a nice introduction to the field. The first chapter describes the history of wargames, beginning with the Roman Army, that ultimately led to the modern field of study, Modeling and Simulation. Subsequent chapters include different types of models and application to areas such as business and medicine.
The main complaint from a mathematician's viewpoint is that a reader might gain the impression that this book gives a general introduction to mathematical modeling, as the book largely fails to point out the relationship with, or even the existence of, the field of mathematical modeling with its many techniques besides simulation.
Jan Holly is Associate Professor of Mathematics at Colby College in Waterville, ME.
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Product Description
This book from Math Achievement series reinforces the math skills appropriate for each grade level. Each book includes challenging problems, pretests in standardized test format, reproducible activity pages, and answer keys for pretests and exercises
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A Guide to the Use of Math Symbols and Techniques
for use in Math 25, Fall 2006
I. Guide to Math Symbols
So far, we've been using some symbolic notation to express certain mathematical ideas, and
many of them may be new to you. What I hope to do here is give a concise list of these terms, and
explain how they will be used in this course.
Before we get started, I want to briefly review the mathematical concept of a set. Basically, a
set is any collection of objects (finite or infinite). An object that is among those in the set is called
an element. For most of this course, our sets will be those with integer elements.
Examples:
• Z : the set of integers: {. . . , −3, −2, −1, 0, 1, 2, 3, . . .}.
• N : the set of natural numbers: {1, 2, 3, . . .}. Often we'll use the notation Z+ , as N is also
the set of positive integers.
• ∈ : means "contained in" or "is contained in." We use this to describe when something is an
element of a set. Analagously, we use ∈ to indicate that something is not the element of a
particular set. For example, −3 ∈ Z but −3 ∈ Z+ .
• set notation : this one gets used a lot, by both myself and your text. Basically, it's a way of
describing what kind of elements are contained in a set. For example, if n and m are integers,
consider
{an + m : a ∈ Z+ }.
We break down this into pieces as:
– " { " = "the set of all things"
– " : " = "such that" or "for which" (sometimes a vertical bar " | " will be used instead).
Thus, the expression above reads as "the set of all things of the form an + m for which a is
a positive integer."
• ⊂ : also means "contained in" or "is contained in," but with respect to a set contained in
another set. For example, Z+ ⊂ Z. (You may also see "⊆," which carries the same meaning
for our purposes.)
• s.t. : means "such that." This is a common shorthand, as in "let n be an integer s.t. n > 5."
• ∀ : means "for all" or "for every." As in: "∀ integer(s) n, either n ≥ 0 or n < 0."
√
• ∃ : means "there exists." As in: "∃ a positive integer n for which n < 5." If the integer in
√
question is unique, you may see ∃!, as in "∃! a positive integer n for which n < 2."
• i.e. : this is from a Latin phrase, "id est," which means "that is." As in ". . . so n ∈ N; i.e., n
is a positive integer."
• e.g. : comes from another Latin phrase "exempli gratia," which means "for example."
• or // : I typically use these symbols to indicate that I've finished proving something.
• ∴ : this one may not get as much use; it means "therefore."
• =⇒ : this means "implies," as in "n even =⇒ 2 divides n." Think of this as equivalent to
saying "If n is even, then 2 divides n."
• iff : this means "if and only if," as in "n is a positive integer if and only if it is a natural
number."
As always, other symbols may come up over the course of the term, either introduced by the
textbook or myself. If you're confused about the meaning of a symbol (either in this handout or
somewhere else), please don't hesitate to ask!
II. Proof Techniques
1. Proof by Induction
Induction will be the most common proof technique that we will use in this course. Your
textbook gives two variants of proof by induction, which I will summarize here:
• First principle of mathematical induction ("Weak induction"). We would like to prove that
a certain statement is true for a particular set, usually the set of positive integers, but occa-
sionally the set of nonnegative integers. Suppose that we wish to prove that
n
n(n + 1)(2n + 1)
k2 =
k=1
6
for all positive integers n. We can prove it inductively as follows:
1. Base case. Take the case n = 1. (If we were proving a statement for nonnegative
integers, we would begin with zero.) Simply check that the statement holds for n = 1:
1
1·2·3 1(1 + 1)(2 + 1)
k2 = 1 = = .
k=1
6 6
2. Inductive case. We begin this step by stating the inductive hypothesis. Specifically,
this is "Suppose that n ≥ 1 is arbitrary, and that the statement holds for n." We want
to show that given our inductive hypothesis, it follows that the statement is true for
n + 1 as well. This may vary from proof to proof, but here we may proceed as follows:
n+1 n
2 2
k = (n + 1) + k2
k=1 k=1
n(n + 1)(2n + 1)
= (n + 1)2 + ,
6
where the last equality holds because of the inductive hypothesis. We now play around
with some algebra:
n(n + 1)(2n + 1) n(2n + 1)
(n + 1)2 + = (n + 1) (n + 1) +
6 6
2
6(n + 1) + 2n + n
= (n + 1)
6
2
2n + 7n + 6
= (n + 1)
6
(n + 2)(2n + 3)
= (n + 1)
6
(n + 1)((n + 1) + 1)(2(n + 1) + 1)
= ,
6
which proves the statement for n + 1. Thus, the statement in question is true for all
positive integers.
• Second principle of mathematical induction ("Strong induction"). As before, we would like to
prove that a certain statement is true for a particular set, usually the set of positive integers,
but occasionally the set of nonnegative integers. Let's again prove that the statement
n
n(n + 1)(2n + 1)
k2 =
k=1
6
is true for all positive integers n.
1. Base case. As before, we begin by proving the statement for the case n = 1. This is
identical to the previous proof, so we omit it here.
2. Inductive case. The inductive hypothesis is slightly different: "Suppose that n ≥ 1 is
arbitrary and that the statement holds for all positive integers 1, 2, . . . , n." We proceed
by proving the statement for n + 1, in much the same way as before:
n+1 n
2 2
k = (n + 1) + k2
k=1 k=1
n(n + 1)(2n + 1)
= (n + 1)2 + .
6
The rest of the proof follows as before.
As is clear, the difference between "weak" and "strong" induction is not very great, and many
mathematicians (including the author of your textbook) choose not to use the terms "weak" and
"strong" at all, as this tends to imply that strong induction is more powerful, which it in general is
not. As it turns out, strong induction is used more commonly in computer science, though we will
make use of both in this course. As a final note, we have seen in class that a modified version of
strong induction is more useful for second-order recurrences (e.g., the Fibonacci sequence), provided
we make a change to the base case.
2. Proof by Contradiction
This is another useful technique that we will use a great deal in this course. Effectively, if
we want to prove that "Statement A implies Statement B," we may prove by contradiction by
(1) assuming Statement A is true and Statement B is false simultaneously, then (2) showing that
this assumption gives rise to a logical contradiction. Thus, we conclude, it √ must be the case that
Statement A implies Statement B. An example: suppose we want to prove " 2 is irrational"; that
√
is, " 2 is not equal to a fraction of integers a ." Note that this is not quite a "Statement A implies
b √
Statement B" situation. However, if we say "If 2 is the positive root of the polynomial x2 − 2,
√
then 2 is not equal to a fraction of integers a ," then it fits our mold. The proof:
b
√
1. Suppose that 2 is defined as above, and that it is equal to a fraction of integers a . We know
b
that every fraction of integers may be written in lowest terms (i.e., so that a and b have no
common factors), so we assume that this is the case for a .b
√ 2
2. Now, 2 = a implies that 2 = a2 , whence 2b2 = a2 . This means that a2 is even, in
b b
which case a itself is even (this is easy to check). Thus, a = 2n for some integer n, and so
2b2 = (2n)2 = 4n2 , in which case b2 = 2n2 . By the same reasoning, we conclude that b itself
is even. But this contradicts our assumption that the fraction a was in lowest terms.
b
√
We conclude that 2 cannot be equal to a fraction of integers
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This testing suite gives you the option of allowing your students to use calculators while solving problems in the Placement Testing Suite, maintaining the stringent statistical controls and high content validity of traditional MAA placement tests.
The Basic Library List contains a list of books in the mathematical sciences recommended for college, high school, and public libraries. It is designed to provide students with introductory sources that might not be part of their curriculum; to provide reading material that is collateral to regular courses; to provide faculty with reference material that is relevant to their teaching; and to provide appropriate references for students in disciplines that use the mathematical sciences.
The MAA's Committee on the Undergraduate Program in Mathematics (CUPM) is charged with making recommendations to guide mathematics departments in designing curricula for their undergraduate students. CUPM has also developed the Curriculum Renewal Across the First Two Years (CRAFTY) reports.
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Summary: Focusing on the important ideas of geometry, this book shows how to investigate two- and three-dimensional shapes with very young students. It introduces methods to describe location and position, explores simple transformations, and addresses visualization, spatial reasoning, and the building and drawing of constructions. Activities in each chapter pose questions that stimulate students to think more deeply about mathematical ideas. The CD-ROM features fourteen arti...show morecles from NCTM publications. The supplemental CD-ROM also features interactive electronic activities, master copies of activity pages for students, and additional readings for teachers. ...show less
Edition/Copyright: 01 Cover: Paperback Publisher: National Council of Teachers of Mathematics Published: 01/28/2001 International: No
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Algebra 1
Algebra has its own language. To understand this language, we learn how numbers, variables, and symbols come together to form algebraic expressions. Algebra Fundamentals gets us off on the right foot by outlining the rules and properties of mathematical operations, including Absolute Value. If you enjoy Solving Linear Equations and Graphing Lines, then you will have a blast solving Systems of Linear Equations and Inequalities. Algebra is much more than just linear. Sure, concepts like Square Roots are covered here, but other kinds of equations, such as Quadratic and Exponential Functions, can be used to model situations about area, motion, population growth, and finances. Learn how to apply these basic Algebra 1 concepts to your everyday life.
Grasp core concepts of statistics such as probability distributions, approximations, and hypothesis-testing
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This online textbook is aimed at, but not limited to, 14 to 18 year olds who are interested in mathematics in general. Several interesting topics not covered in the standard high school curriculum are introduced in this text.
This is a textbook
The book is an alphabetical dictionary and handbook that gives parents of elementary, middle school, and high school students what they need to know to help their children understand the math they're learning.
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Book Review
& lt;span class= "dropcap " & Y & lt;/span & ou're a seventh-grade girl. Math class is full of ratios and negative integers and solving for variables that make your head explode.
Stop worrying. Just buy a copy of Math Doesn't Suck and keep it in your backpack -- because this book really, truly will subtract from your stress and divide your panic in half.
You'd heard about how difficult upper-grade math is. But what do algebra and long division have to do with real life? OK, let's say you're out shopping with your friends and you see a really cool top on sale at 35 percent off. You only have just so much money with you. Can you afford to buy it? Or maybe you're having friends over for pizza and you want to make sure everybody gets enough food. How can you be sure? McKellar walks you through the steps to get the answer, then she shows you easy ways to make calculations even quicker.
That's the relatively simple stuff. But what about when you absolutely cannot wrap your brain around a math problem, even though the teacher has been over it a hundred times? Well -- and here's something you won't read in just any book -- did you ever think maybe it's not you? Maybe the teacher isn't explaining it in a way you can understand. So raise your hand, ask for help -- and keep on asking until you get the concept. Because math doesn't suck -- what sucks is not using your intelligence.
When I was in middle school, I wish I had had 10 books like this one. McKellar -- who might look familiar because she played Winnie on The Wonder Years -- holds a degree in math from UCLA. She's also the co-author of a mathematical physics theorem, so she knows her stuff. And in addition to math, she offers growing-up hints and encourages girls to display their intelligence.
As one of those adults who views numbers as a foreign language, I was stunned and delighted to see that McKellar had made math interesting before I could run away from it. By making math accessible and relevant, she turns her book into a must-have -- not just for middle-school girls, but for big girls too.
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Hi guys I am about one week through the semester, and getting a bit worried about my course work. I just don't seem to comprehend the stuff I am learning, especially things to do with notes and solved questions on 12th class mathematics ,integration. Could somebody out there please help me with adding numerators, multiplying fractions and exponent rules. I can't afford to get a tutor, but if anyone knows about other ways of learning topics like adding numerators or adding matrices effectively, please let me know Thanks a lot
What is your problem about notes and solved questions on 12th class mathematics ,integration? Can you give me more information on the problems you encountered regarding notes and solved questions on 12th class mathematics ,integration? I myself had encountered many troubles on my math homework. I tried getting a/an math tutor to teach me, but it was not cheap. The most practical way to help you figure out your math problems is by using a decent program. Among all math softwares I encountered, it's the Algebrator that really surpassed my expectations. Aside from answering your math problems accurately, it also shows a step-by-step solution that led to the answer. It's really a fine program to learn from but remember to avoid copying answers from the software because it would not help you if you'd just copy the answers. Use it just to give an idea how to solve certain math problems.
Algebrator is the program that I have used through several math classes - Algebra 1, Remedial Algebra and Algebra 2. It is a truly a great piece of math software. I remember of going through problems with graphing lines, exponential equations and function composition. I would simply type in a problem from the workbook, click on Solve – and step by step solution to my algebra homework. I highly recommend the program.
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Meets NCTM Standards:
Description:
Learn how to generate and use an Identity matrix on a graphing calculator (for example, in Input/Output analysis) (MATRIX/MATH/Identity).
Additional Resources:
Questions answered by this video:
What is an identity matrix and how do you generate an identity matrix on a TI graphing calculator?
How can you make a TI graphing calculator generate an identity matrix of specified dimensions for you?
What does the MATH > identity function do on a TI graphing calculator?
Staff Review:
This lesson shows you how to force a TI graphing calculator to generate an identity matrix for you, and all you have to do is specify the dimensions. This is a very useful tool so you do not have to manually enter the 1s and 0s yourself each time.
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Why Take Advanced Math?
"Math Works"
A Washington organization that promotes rigorous academic standards is presenting students, parents, and policymakers with what it hopes are practical reasons why it is important to take advanced math through the publication of a newly released collection of...
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▼↔The method of mathematical induction, which is the subject of this book, is widely applicable in all departments of mathematics, from the elementary school course up to branches of higher mathematics only lately investigated. It is clear, therefore, that even a school course of mathematics cannot be studied seriously without mastering this method. Ideas of mathematical induction, moreover, have a wide general significance and acquaintance with them also has an importance for those whose interests are far removed from mathematics and its applications.
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Elementary Linear Algebra: Applications Version, 10 learning linear algebra, engineers trust Anton. The tenth edition presents the key concepts and topics along with engaging and contemporary applications. The chapters have been reorganized to bring up some of the more abstract topics and make the material more accessible. More theoretical exercises at all levels of difficulty are integrated throughout the pages, including true/false questions that address conceptual ideas. New marginal notes provide a fuller explanation when new methods and complex logical steps are included in... MORE proofs. Small-scale applications also show how concepts are applied to help engineers develop their mathematical reasoning. Elementary Linear Algebra clearly labeled exercises and examples (which can be omitted without loss of continuity) for students who have studied calculus. Technology also is not required, but for those who would like to use MATLAB, Maple, or Mathematica, or calculators with linear algebra capabilities, exercises are included at the ends of chapters that allow for further exploration using those tools.
A concluding chapter covers twenty applications of linear algebra drawn from business, economics, physics, computer science, ecology, genetics, and other disciplines. The applications are independent and each includes a list of mathematical prerequisites.
This text comes with WileyPLUS.
This online teaching and learning environment integrates the entire digital textbook with the most effective instructor and student resources to fit every learning style. With WileyPLUS:
Students achieve concept mastery in a rich, structured environment thatís available 24/7 Instructors personalize and manage their course more effectively with assessment, assignments, grade tracking, and more. WileyPLUS can complement the textbook or replace the printed text altogether.
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Student Testimonials
Math Overview
Math Overview
If you are running into difficulties with your math course(s), your first step should always be to visit your math instructor during office hours or e-mail your instructor to set up an appointment. As a supplement, the ASC provides additional math resources to all RIT students.
In the Academic Support Center you will find:
Math tutoring available on a drop-in basis offered at two different sites: Bates and Sol Study Centers.
Math assessment appointment for students encountering difficulty in their math classes or for students who have been away from math for a while and want a skill assessment.
Individualized math sessions to review math skills.
Math handouts to download or pick up in the Bates Study Center (08-1200); topics ranging from algebra to calculus.
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Calculus BC at my highschool, and I suffer from a severe case of shitty mistakes. It's not that I don't get the concepts of the course, it's just that I make the most careless mistakes, like dropping a negative sign. Did anyone have similar issues that they found a solution to?
Lol. Yeah no kidding. Practice makes perfect. But the main thing is to take your time also. People rush all the time. Take your time, treat the problem as a puzzle, and then approach it like your cracking the puzzle. It makes it fun and 10 times easier.
Really the only solution to this is what people have said previously: slowing down and checking over your work repeatedly. I'm currently majoring in math at university, and I swear the more math I learn the worse my little mistakes get. The problem for me is that I assume that my quick, in-my-head calculations must be correct, because I know how to do math, right? ...But then when I get my exams back I wish I had checked my math more closely. Checking your work at least 2 or 3 times is absolutely invaluable.
Do you ever notice that you make less silly mistakes when you are working through a tough problem?
I used to make careless mistakes during my teenage years and it would be frequently mentioned each year when teachers meet with parents and discuss progress. I reduced the number of careless errors by slowing down when doing calculations and checking the whole set of solutions once again without looking at the original working out/answers.
Depending on the type of problem, try to have a rough idea of what the answer should be, or if work the problem backwards as a check. I'm not sure what level you're at (I'm in the UK), but say you had to factorise a quadratic ax2 + bx + c into the form (ax + b)(cx + d) - you can then easily multiply-out to make sure you get the original expression back.
Protip: do your calculations vertically instead of horizontally. That is, when doing simplifications or substitutions, etc, every time you need to "rewrite" the equation use a new line. It makes it easier to compare one iteration of the equation to the next--or previous--iteration. So when you want to evaluate your work, you can sanity-check whatever detail you want by scanning down in a straight line rather than needing to scan across your work in horizontal jumps.
i look for subtle signs that i may have made a mistake relative to the subject matter being tested. generally the solutions will be elegant and simple, but not too simple. if i found i was presented with a difficult polynomial to factor, for instance, i'd look back and 9/10 times I'd made a mistake. alternatively, if the equation reduces so easily it doesn't even need any of the techniques learned prior to the test I probably made a mistake.
I didn't really have that problem when I took BC, but a lot of the students I tutor (at my university) make silly mistakes because they stop paying attention to the problem. What I recommend is write out everything. If you have the equation x - 2 = 0, then your next step should be writing x - 2 + 2 = 0 + 2 and only then should you write x = 2. This will feel tedious and boring, but it will force you to examine everything you do, so you're less likely to accidentally flip a sign. Over time as you do every single step, this will become ingrained and you'll stop making as many mistakes, and then you can taper off your work.
I contend that doing this will dull your mind. Try to do some problems in your head. Do a bunch of problems in the same section and look for patterns in how you do them. Does the answer make sense? Why does it make sense. Find an online function grapher and start graphing random shit. When you get to derivatives graph a function vs its derivative. If you have a bunch of questions with quadratics graph them all and compare how they look - where they intersect axes, how steep are they, where they intersect each other. Do this for cubics, sines and exponentials as well.
Develop an intuition so you can finish quicker. Then go back and check answers
True, repetitions of the algorithms do not boost understanding, but that is what he already appeared to have. You are also right that a better understanding will help with an intuitive sense of "this answer just seems wrong."
On the other hand, writing out every step will also help him, because if he already understands the concepts but is making mistakes, then that's a lack of attention to detail; if you write out every step, you can't ignore details.
You had to take a derivative? Take its integral, do you get what you started with? Then your work is correct. Did you solve an equation with units? Then you answer's dimensions have to agree. For example, if you know your answer is velocity, then the units of your answer have to be distance / time, anything else, you do not have the right answer.
Don't be afraid to make the mistakes, everyone does... If you are going back to check your work and find a mistake that carries through and you have to redo a whole calculation, don't get frustrated - that's a good thing and it means that you have a chance to do it right.
Also, go slow and thorough at first. Speed will come, but it's more important to do it right.
Hi, I got the same problem. I can do crazy calculus but drop a negative sign. I found out that the best thing is to stop doing any calculations in my head, and just go step by step, slow, like a 7 grader. That works for me.
I continue having this problem. I've been through calc 3 and differential equations as well as a couple more math classes and I still mess up negative signs sometimes. Practice is obviously key. You also need to go through the problem again and REDO it. Don't look at what you wrote and convince yourself that's the correct solution, recognize each step of the problem and go through each of them in your head again and see if what your wrote is the same. Other than that there's really no trick. To make you feel better I'm a senior in college and last semester for one of my engineering classes I did 3 pages of work for a test problem which required multiple equations left in variable form (worth 20 points), did everything flawlessly, and at the end I stated a force was in the opposite direction it really was. 10 points were taken off because one of the variables was on the wrong side of the equals sign. Got it reduced to 5 though because they counted my mistake twice. I didn't have time to go back and check which is why I couldn't find my mistake. At first glance it looked right. Sorry there's no magic solution, but just redo the problem in your head instead of just looking over your work because obviously what you put down the first time will look correct to you
This really was a lot of help. I've seen a few of you (@sickasabat and @cmbaron) recommend circling (or at least parenthesizing) negative numbers. I'll give that a shot tomorrow (I have my second big test of the semester tomorrow). Apart from that, looks like I might as well look up some more practice work. Again, thanks everyone for the feedback.
Engineering major here. I've had hard exams where I should have gotten 100%, but lost a bunch of marks because I did a stupid error like those. I've yet to come up with a reliable way of preventing them in many cases.
One thing that may help you is to think about whether your answer makes sense. Say you are finding the volume of a function revolved around the x-axis. It is trivial to find the maximum and minimum value of the function and make sure the volume you calculated lies between two cylinders of the minimum and maximum radii. Similarly, it is easy to do a quick Riemann sum approximation of an integral.
As others say, check your work. With BC calculus, that can mean doing the integral or derivative of your answer to see if you get back to where you started. Estimate your answer beforehand; how large (order of magnitude guess) should you expect your slope or area to be? Does the function you find increase or decrease as you would expect it to (e.g. periodically, towards zero, towards infinity)? Should it do this from the positive or negative direction as you go towards infinity or the origin? Which of these questions are useful to ask depends on the question. Try to find a quick check for each kind of problem you do, that is much shorter than the problem, perhaps even doable in your head, and go through your paper once you're done finding all the answers initially and check your work.
Some of these mistakes happen to everyone. As long as you are practicing the concepts and know how they are supposed to be done, you'll be fine in the long run.
A lot of mathematicians make such silly computational errors, I wouldn't be too worried about that. What is important is that you understand the concepts for the problems you are solving. Any reasonable teacher will deduct a mark or two at worst for such trivial mistakes, particularly under test conditions.
check your work - not right after. With homework, check it the next day. It's a common creative writing tool to edit your work more than 4 hours later. You know what you mean so your brain often overlooks the mistakes. The same can be applied to long formulas and computations.
Hey, at least for the + / - stuff, what worked for me, when im working out a solution i wrote - as literally (neg) and + as (pos), never lost them again after that.
That and talking out loud when im solving problems (really quietly) helped me to worked slowly, if you actually get get the concepts you are way ahead of the majority of people in your class so do the problems slowly.
Yeah, I had the exact same problem. Try writing more clearly. Don't try to cram your work together, and never have two answers run together.
You could try making a list of all the mistakes you usually make, as a kind of check list. Once you are done each question, go over you problem, looking closely at each step and running through your mental checklist. Such as: you forget negative signs a lot so look for negative signs. If there is one at the beginning of the question, ask yourself if it makes sense given your work for the answer to be positive or negative, and then check your answer.
Also, once you have made your list, try making the marks that you usually forget darker. Not only will a darker negative sign stand out more when you go over the question, and therefore, make it less easy to forget about, but it forces you to really look for, and notice where the little details are, and after that you will be less likely to forget them the first time around.
1) Don't skip steps. Don't multiply an equation by (x+4) AND take the derivative of it in one 'step'. Write out each line.
2) Since you know the actual material well, you should be able to finish before tests end. Devote this time to checking your work. Checking your work is NOT reading through each line and saying to yourself "this makes sense", it's more of a painstaking "I'll manually take the derivative of sin2xcosx".
Start doing your work in pen. Something about having an erasure made me aware that I could fuck up and it was no big deal. I switched to pen one day when my pencil broke and I made fewer errors. Try it.
At some point in everyone's math career, the ability to do quick work on the fly is no longer possible. It is that sort of quick work mentality that leads to careless failures.
During your homework time: be deliberate, use good handwriting, and make your work so you can easily re-read it and look for mistakes.
For most people, this transition from easy math to "oh shit I need to slow down" happens around Algebra, but for some, it happens later. What is important is that it happens to everybody, and that is when communications and organizational skills are more important than pure mathematical ability. The sooner you start working on those skills, the better.
(iama graduating senior in Applied Mathematics and Physics, so I have seen this firsthand in myself and many others)
I suffered your same problem and still do. Here is how I survived HS AND college math and chemistry.
I'm assuming they let you use a TI 83+ calc right?
I'm about to change your life. Welcome to TIcalc.org. They have programs you can download to your calculator, as well as games and other really cool things like programs to hide your programs from nosy teachers.
These programs will allow you to just plug and chug and will SHOW YOU THE WORK. So all you have to do is put in the numbers in the calculator and copy what it tells you onto your paper.
And if you can't find a program that you need? Well, you just pull out your manual and MAKE a program for yourself that will show you the work. Just find a similar program off the TIcalc site and steal the bits that work, and customize.
I spent many a lunch hour in HS writing code in my notebook then when I got home I typed it up on the program included on the CD that came with the connectivity kit and importing it straight from the computer to the calculator.
It will take a bit of work, but as someone who is genetically incapable of doing basic math correctly 100% of the time, it is a life saver.
Edit: for all you haters who are going to scream "But that's CHEATING!"- I didn't consider it cheating. I considered it survival. I knew the formulas. I knew the steps (I had to- I had to write the programs myself about 60% of the time), and I knew how to do it. And checking your work is sound and good- IF YOU HAVE TIME. For someone who struggles with things like details math is a horrible horrible nightmare from which there is no waking. I would often finish (pre calculator program) with only minutes to spare, if that. I would often have to leave questions unanswered and was close to failing before I discovered the programs.
And besides- fuck you. It's not like he's actually going to use ANY of this shit once he gets out.
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Lecture 36: Completing the square
Embed
Lecture Details :
Solving a quadratic by completing the square.
Course Description :
This is the original Algebra course on the Khan Academy and is where Sal continues to add videos that are not done for some other organization. It starts from very basic algebra and works its way through algebra II.
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Form A Graphing, Continuity, and Limits with Rational Functions
803 Downloads
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Be sure that you have an application to open this file type before downloading and/or purchasing.
0.12 MB | 2 pages
PRODUCT DESCRIPTION
This activity is intended to help students bridge the gap between the graphing of rational functions encountered in Algebra 2 and the level of analysis expected in precalculus and calculus. (I use it in my AP Calculus courses.) Using graphical representations to investigate one-sided limits and types of discontinuity leads to a better understanding of continuity. *Form B of this activity can be used to reinforce these concepts or as an assessment.
Thanks so much! It's going to take me a while to think of my work as a "product" - have never even imagined what it might be "worth" in terms of money or selling it before. I'm definitely with you though, I'm always looking for items that I can use in the classroom. I've bought so many booklets and things over the years at conferences because I found one or two things that I would use. TpT is a refreshing alternative!!
Product Questions & Answers
I saw your store on the home page of Teachers Pay Teachers; so, I thought I would look at your freebie. I left you a rating. Well done! And thanks so much for remembering to make an answer key. Since you are new to the TPT world, here are a few suggestions that might help you to better market your products.
Create a cover page for each of your products which can then be used as an attractive thumbnail to entice buyers. You might also add a second page which is a directions or suggestions page for the teacher. (How do use this? When? Etc.) List several ways you use this product in your classroom. Never assume that a buyer knows how, why, or when to use your product) save everything in a PDF format as it is harder to change.
I think it is important that we see what others are doing; so, feel free to look at any or all of my freebies listed below for ideas.
Wow!! Thanks so much for all of the helpful information! I really appreciate your welcoming response to my work and look forward to following you as well. Any constructive criticisms would also be greatly appreciated. I do truly believe the great teachers are always learning. I don't consider myself great because I'm always finding more to learn. My beloved high school math teacher and mentor used to always say that she would continue to teach as long as she was learning. So true!
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Practical Approach to Merchandising Mathematics
Merchandising math is a multifaceted topic that involves many levels of the retail process, including assortment planning, vendor analysis, mark-up ...Show synopsisMerchandising math is a multifaceted topic that involves many levels of the retail process, including assortment planning, vendor analysis, mark-up and pricing, and terms of sale. This text 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 2nd day shipping offered. SHIPS SAME DAY OR NEXT!...Very Good. 2nd day shipping offered. SHIPS SAME DAY OR NEXT! Well cared for and in very good condition, Cover and corners may show signs of minimal wear.
Description:Good. Used-Good With CD! SOME WRITING. **Expedite for FAST...Good. Used-Good With CD! SOME WRITINGNew. 160901300X BRAND NEW. Still in original plastic wrap. We...New. 160901300X
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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
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Key to Coding: Unit 1: Algebra and Integers This unit builds a foundation of basic understandings of numbers, Lesson 1 Place Value of Whole Numbers and Decimals pgs. models and the Properties of Equality and justify the solution in writing. 153-157 (writing two-step equations), pgs. Pizzazz for applications
Encribd is NOT affiliated with the author of any documents mentioned in this site. All sponsored products, company names, brand names, trademarks and logos found on this document are the property of its respective owners.
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Hands-On Equations - Level 1 Lite is perfect for introducing algebra to students
Hands-On Equations - Level 1 Lite is perfect for introducing algebra to students
Hi there,
Algebra can be a tricky subject to masters but with the app it becomes child's play! In three easy lessons the young student obtains a feeling of success and a sense of mathematical power in solving sophisticated looking equations.
Features of the app,
The unknown X variable is represented by a blue pawn on the Android screen while the constants are represented by number cubes.
The game pieces can be moved by the player and placed on a balance scale to represent the two sides of the equation.
The student simplifies the equation by moving the game pieces to solve for the unknown X.
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In this course we will learn geometry by doing geometry. This course is a content course. We will discuss such topics as constructions, polygons, polyhedra, tessellations, symmetry, rigid motions, patterns, and measurement. We will discuss topics that are intended to increase your mathematical awareness and to help you become effective geometry teachers at the elementary level.
Our approach will focus on problem solving. As future teachers you need to fine tune your problem solving skills. Successful students will investigate, question, and form conjectures. Reasoning, making arguments, and writing about mathematics will also be important. Students should gain an appreciation for the beauty, the importance, and the necessity of the teaching and the learning of mathematics.
Another goal for the course is for students to become more confident in undertaking large problems and in assessing the quality of their arguments independently (of the instructor). ^The problems you will work on will NOT be exactly like examples you've seen, and they will not be immediately solvable. You will need to spend extra time simply understanding what a problem is asking. Some problems will require you to collect data from several examples, or to investigate the definitions of concepts in detail. You will need to visualize geometrical objects both in the plane and in three dimensions.
In addition, I hope you continue to develop: (1) effective written and oral communication skills; (2) skills related to critical thinking, problem solving, and creativity; (3) the ability to understand symbol systems and use quantitative methods; and (4) inductive and deductive reasoning skills.
Class time will be a combination of problem solving, group activities, mini-lecture, and large group discussions. Students will be expected to present solutions to problems and to make conjectures and arguments. Be ready to participate! There is usually a strong correlation between attendance, participation, and grades.
I use D2L to post announcements, record grades, and allow for student discussions. It is a valuable experience to learn from others. You should check D2L regularly especially if you are absent from class as I try to post what classroom activities occurred.
Instructor: Michael ("Mike") Skowronski
Office: Swart 233
^Phone: 424-7347 (or 424-1333, math department and leave a message)
Email: skowrons@uwosh.edu (best way to reach me)
Office Hours: If you need other times than those listed, please schedule an appointment.
Materials: Compass, protractor, scissors and straightedge; tracing paper and graph/grid paper (I will tell you when we will need these items).
Assessment: You grade will be determined using a point system. I will calculate your grade by dividing the total points earned by the total number of points for the course.
^Grade Scale:
A: 94 – 100
AB: 90 – 93
B: 83 – 89
BC: 77 – 82
C: 68 – 76
D: 60 – 67
F: 0 – 59
You are expected to attend all classes! If you are absent due to extenuating circumstances, it is your responsibility to get in touch with me as soon as possible. You can always check D2L or contact me via email for current assignments, due dates, and announcements you may have missed.
^Exams: There will be 3 exams, each worth 100 points. The dates are as follows:
WEEK OF 3/3 – Thursday or Friday
WEEK OF 4/14 – Thursday or Friday
WEEK OF 5/12 – Wednesday or Thursday
Assignments
It is important that you read the text and other materials assigned. You should read about a topic ahead of the classroom activities that support it. This allows to be prepared to assimilate what is presented and gives you the opportunity to ask questions about ideas you struggled with in the reading. After each class, you should go back through the sections covered and review.
Approximately every two weeks you will have a written assignment to turn in for a grade. Problem solutions must be complete and well organized, with the mathematics explained. Guidelines for these written assignments will be presented to you later. The "why does this solution make sense?" question must always be addressed.
You are highly encouraged to work together on written assignments. Work together, learn from each other, discuss the problems and concepts, and investigate proposed solutions. Use D2L as a discussion forum. Post questions, comments, and hints. However, you then need to be able to write up solutions in your own words. If you choose to work as a group, it is your responsibility to ensure that each member contributes a reasonable share of the workload and that each member understands the final solution. All students in a particular group will receive the same grade for the assignment.
There will be group projects assigned during the semester. These will need to be completed according to guidelines that will be provided. These projects will differ from other written assignments in the following ways: they are required to be done in groups;
they are problems that require more in depth investigation, the write-up requirements are more extensive, and one hour of class time will be provided.
Mathematics is not a spectator sport! Mathematics requires work, practice, reflection, and concentration. Expect to spend a minimum of six hours per week outside of class engaged in the marvels of geometry.
Final Remarks
I encourage you to visit me during office hours. We can discuss your concerns, homework assignments, quizzes and exams, or teaching in general. My time is your time during office hours and appointments to fit your schedule are always a possibility. Take advantage of email. I will always respond to your emails. If you take the time to compose an email you deserve a response. I check and answer email every day.
I look forward to getting to know each of you. I look forward to a wonderful semester of geometry!
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Mathematics
MATH-040: Number Sense, Computation, and Math Study Skills, Credits = 5 Number Sense, Computation and Math Study Skills emphasizes reinforcement of the student's arithmetic background and its application to common mathematical tasks involving integers, fractions, and decimals. There will be dual emphasis on fortification of mental calculation power with minimum reliance on digital calculation and appropriate use of technology in computing. In addition to math skill content, students will be introduced to a variety of strategies designed to reduce math anxiety and improve student success. Prerequisite: Appropriate placement score or permission of the Mathematics Department.
MATH-070A: Proportional Reasoning and Applications, Credits = 2.5 - 5 Introduces students to beginning problems solving methods. Proportional reasoning and the use of appropriate formulae to model and solve problems is emphasized. Prerequisite: Grade of C- or higher in Math 40, appropriate score on placement exam, or permission of the Mathematics Department.
MATH-072B: Pre-Algebra, Credits = 2.5 - 5 Explores mathematical concepts that are foundational to success in algebra. Course will investigate properties of equality and examine how they can be used to solve linear equations in one variable and to solve a formula for a given variable. Prerequisite: Grade of C- or higher in Math 70A, appropriate placement score on placement exam, or permission of the Mathematics Department.
MATH-074C: Beginning Algebra I - Linear Equations, Credits = 2.5 - 5 Introduction to modeling with linear equations in a variety of ways. Using applications, students will interpret two-variable linear equations and systems of equations. Course will demonstrate methods for solving systems of linear equations and methods for generating equations of lines. Prerequisite: Grade of C- or higher in Math 72B, appropriate score on placement exam, or permission of the Mathematics Department.
MATH-115: Finite Mathematics, Credits = 5 Study of mathematical systems encountered in the work of behavioral, managerial, and social science students. Topics include systems of linear equations and inequalities, matrices, linear programming, introductory probability, mathematics of finance, and elementary Markov chains. Prerequisite: Grade of C or higher in MATH 078E or permission of the Mathematics Department.
MATH-205: Mathematics for Elementary School Teachers I, Credits = 5 Designed for elementary school teachers focusing on methods of problem-solving, development and structure of number systems, and numerical algorithms applicable to elementary school mathematics. Prerequisite: Appropriate placement score or grade of C or higher in MATH 078E; or permission of Mathematics Department.
MATH-206: Mathematics for Elementary School Teachers II, Credits = 5 Designed for elementary school teachers focusing on topics in geometry, statistics, and measurement pertaining to mathematics taught at the elementary school level. This course satisfies the quantitative skills requirement for the AA degree, provided that MATH 205 has also been completed with a grade of C- or higher.
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Description
Concise tutorial. Provides introduction to the basic syntax of Mathematica statements and illustrates how they can be used to investigate particular scientific and mathematical problems. Useful as self-study tutorial or as introductory manual in academic courses. Related TopicsProgramming
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is written for the non-science, non-mathematics major. The book's flexible organization and self-contained chapters enable instructors to tailor the text to their preferred syllabus. It focuses on essential concepts and skills while imparting an appreciation for the many practical and fascinating applications of mathematics to everyday life. The ninth edition continues to adhere to NCTM and AMATYC standards with an emphasis on cooperative learning through collaborative investigations, the inclusion of real data and the op... MOREtional use of graphing technology
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This review is from: How to Solve Problems: Elements of a Theory of Problems and Problem Solving (Psychology Series) (Paperback)
Mathematical problem solving, a.k.a. proofs, is a very difficult thing to learn and understand. There is no algorithm that you can follow, no sequence of numbered steps that will take you to the solution. While there are several different strategies that you can employ, the general patterns are generic so it is often difficult to determine which strategy is the most likely to lead to success. Furthermore, even though a strategy can give you a general idea, there are so many variations of that strategy that two forms can appear to be different strategies. Wickelgren is a psychologist rather than a mathematician, so his approach to teaching problem solving is different from what most mathematicians employ. The prose is wordier than found in most mathematics books and there are fewer formulas. In terms of difficulty, the problems are largely within the grasp of an advanced high school math student. The problems are generally those found in basic mathematical problem- solving books. Liars and truth-tellers, covering a checkerboard with dominoes, identifying one heavy coin in a group of coins and alphametic problems are some of the problems described in detail. I found the book to be tedious going at times, thinking that the author could have been much more succinct in making his points. This may be due to my extensive math background; people in the social sciences would find it more palatable. Therefore, while I cannot recommend it for math majors, I can recommend it for students whose math background is weak but who need to develop skills in creating and understanding fundamental mathematical proofs.
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The Philippines has one primary and one secondary curriculum in mathematics. Singapore has onemathematics curriculum for the first four primary years, two mathematics curricula for the last two primaryyears, and three mathematics secondary curricula.
1 Summary: Philippines
In the Philippines, primary education lasts six years and secondary education lasts four years [Dep02a].According to the
Guidelines on the Implementation of the Elementary Basic Education Curriculum
[Dep02a](and also [Dep02b]),
•
Grades 1 and 2 include the study of whole numbers, addition and subtraction, basic facts of multiplicationand division, basic concepts of geometry, fractions, metric and local measurements, the use of money, andthe application of these concepts to practical problems based on real life activities.
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Grades 3 and 4 deal with the study of whole numbers, the four fundamental operations, fractions anddecimals including money, angles, plane figures, measurement and graphs.
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Grades 5 and 6 learners are expected to have mastered the four fundamental operations of whole numbers,performed skills in decimals and fractions, and learned the meaning of ratio and proportion, percent,integers, simple probability, polygons, spatial figures, measurement and graphs. Simple concepts in algebraare also introduced but will be articulated in high school.According to the
Guidelines on the Implementation of the Secondary Basic Education Curriculum
[Dep02a](and also [Bur02]),
•
First Year is Elementary Algebra. It deals with life situations and problems involving measurement, realnumber systems, algebraic expressions, first degree equation and inequalities in one variable, linear equationsin two variables, special products and factoring.
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Second Year is Intermediate Algebra. It deals with systems of linear equations and inequalities, quadraticequations, rational algebraic expressions, variation, integral exponents, radical expressions, and searchingfor patterns in sequences (arithmetic, geometric, etc.) as applied in real-life situations.
•
Third Year is Geometry. It deals with practical application to life of the geometry of shape and size, geo-metric relations, triangle congruence, properties of quadrilaterals, similarity, circles, and plane coordinategeometry.1
The
Guidelines
[Dep02a] are silent on what mathematics are taught in the fourth year of secondary school.However, the
Operations Handbook in Mathematics
[Bur02] states:
•
Fourth Year is still the existing integrated (algebra, geometry, statistics and a unit of trigonometry) spiralmathematics but in school year 2003–2004 the graduating students have the option to take up eitherBusiness Mathematics and Statistics or Trigonometry and Advanced Algebra.
2 Summary: Singapore
In Singapore, primary education lasts six years, the first four of which are called the
foundation stage
, and thelast two of which are called the
orientation stage
[Min08, p. 5]. Secondary education lasts 4 to 5 years (4 yearsfor those in the
: whole numbers (numbers up to 100000, multiplication and division, factors and multiples),fractions (mixed numbers and improper fractions, addition and subtraction, fraction of a set of objects,multiplication), decimals (decimals up to 3 decimal places, addition and subtraction, multiplication anddivision), measurement (time, money, area and perimeter), geometry (perpendicular and parallel lines,angles, rectangle and square, symmetry, tessellation), data analysis (tables, line graphs)Depending on the ability of the student, mathematics for the orientation stage is offered in two levels: standardand foundation [Min08, p. 4]. For standard level students, the topics and sub-topics in the
Syllabus
[Min06a]are:
•
Primary 5
: whole numbers (numbers up to 10 million, four operations, order of operations), fractions(concept of fraction as division, four operations), decimals (four operations), percentage, ratio, measure-ment (length, mass, and volume, area of triangle, volume of cube and cuboid), geometry (angles, triangle,parallelogram, rhombus, and trapezium), data analysis (average of a set of data)
•
Primary 6
: fractions (four operations), percentage, ratio, speed (distance, time, and speed), measurement(area and circumference of circle, area and perimeter of composite figure, volume of cube and cuboid), ge-ometry (geometrical figures, nets), data analysis (pie charts), algebra (algebraic expressions in one variable)For foundation level students, the topics and sub-topics in the
Syllabus
[Min06a] are:
•
Primary 5 Foundation Mathematics
: whole numbers (numbers up to 10 million, four operations,mental calculation, factors and multiples, order of operations), fractions (concepts of fractions, equivalentfractions, mixed numbers and improper fractions, four operations), decimals (decimals up to 3 decimalplaces, addition and subtraction), measurement (length, mass, and volume, time, area and perimeter,volume of cube and cuboid), geometry (perpendicular and parallel lines, angles, rectangle and square),data analysis (tables, bar graphs, line graphs, average of a set of data)
[Min06b] is composed of three sections: O Level, N(A) Level, andN(T) Level, which most likely correspond to the Express, Normal (Academic), and Normal (Technical) courses,respectively. The topics and sub-topics in the O Level syllabus are:
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books.google.com - Elementary Real Analysis is written in a rigorous, yet reader friendly style with motivational and historical material that emphasizes the "big picture" and makes proofs seem natural rather than mysterious. Introduces key concepts such as point set theory, uniform continuity of functions and uniform... Real Analysis
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Year 9
NCEA
Homework
Occasionally homework will be on paper, usually in the form of worksheets, or will be revision before a test.
A record of homework set will be kept at the Year 9 Homework Page although it may not be updated immediately.
MathsBuddy
In general the MathsBuddy system offers strong reinforcement, with immediate feedback, and so is ideal for normal homework. However, not every topic is covered to the same level so there will be times when no MathsBuddy suitable exercises are available.
Most exercises will be set to be completed by the following Sunday, although ideally they should be done before that. They remain active for some time afterwards, so boys can catch up on missed exercises. If they have forgotten how to do a topic, they should review the accompanying video.
The system has a log-in for parents who are interested in following their son's progress.
(It is strongly recommended that parents record their son's password somewhere easy to find, as they are often lost.)
Alternatives
For parents who want other or extra material, there are some relatively cheap books that give pages of homework exercises (along with quite useful notes and examples):
The Alpha Mathematics Workbook published by Pearson matches the textbook used at St John's:
The Fast Track 1 from Eton Press is at a higher level, but covers the same basic material and is recommended for more able students:
An excellent resource is available at which more or less covers the entire syllabus. Students can sign up and their progress can be tracked by weekly e-mails.
Revision and Support Material
The material on the revision page of this site is generally to allow students to revise at the end of a topic or to catch up if they have missed several lessons.
Most resources are paper worksheets, with worked answers, for the students to either do directly on the computer or print out.
There are also links to on-line resources and Microsoft Excel programs. These are designed to allow students to get routine practice of fundamental skills.
Year Plan
This is a plan only, and times will change somewhat with circumstances.
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Advanced Placement Program*: Pre-AP* Math / Summer 2012
Course Description:
Pre-AP* is a suite of K-12 professional development resources and services. The purpose of the Pre-AP* Initiative is to equip all middle and high school teachers with the strategies and tools they need to engage their students in active, high-level learning, thereby ensuring that every middle and high school student develops the skills, habits of mind, and concepts they need to succeed in college, as well as prepare them for the rigor of the Common Core Standards.
Conceptually, Pre-AP* is based on the following two important premises: The first is the expectation that all students can perform at rigorous academic levels. This expectation should be reflected in curriculum and instruction throughout the school such that all students are consistently being challenged to expand their knowledge and skills to the next level. The second important premise of Pre-AP* is the belief that we can prepare every student for higher intellectual engagement by starting the development of skills and acquisition of knowledge as early as possible. Addressed effectively, the middle and high school years can provide a powerful opportunity to help all students acquire the knowledge, concepts, and skills needed to engage in a higher level of learning.
This particular workshop is intended to address the needs to mathematics teachers from grades 5-12 and includes, exposure to the AP* Calculus materials, the infusion of Algebra and Geometry in Calculus, vocabulary and consistency of definitions, the use of worded problems in the application of the material, and goals and philosophy of a Pre-AP* Mathematics course. Also included is the opportunity to partake in several activities involving Vertical Teams and creation of strong assessments reflecting the curriculum. Also included are materials from the 2010 AP* Calculus Examination and how these materials can inform and assist teachers of mathematics in the formulation of classroom materials and personal and system-wide assessments.
College of Continuing Education California State University, Sacramento
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9780534495015
ISBN:
053449501X
Pub Date: 2005 Publisher: Brooks/Cole
Summary: An increasing number of computer scientists from diverse areas are using discrete mathematical structures to explain concepts and problems. Based on their teaching experiences, the authors offer an accessible text that emphasizes the fundamentals of discrete mathematics and its advanced topics. This text shows how to express precise ideas in clear mathematical language. Students discover the importance of discrete ma...thematics in describing computer science structures and problem solving. They also learn how mastering discrete mathematics will help them develop important reasoning skills that will continue to be useful throughout their careers.
Schlipf, John is the author of Discrete Mathematics For Computer Science With Student Solutions Manual on CDROM, published 2005 under ISBN 9780534495015 and 053449501X. Seven hundred eighty six Discrete Mathematics For Computer Science With Student Solutions Manual on CDROM textbooks are available for sale on ValoreBooks.com, one hundred thirty three used from the cheapest price of $21.10, or buy new starting at $33.20.[read more]
Ships From:Salem, ORShipping:Standard, ExpeditedComments:Has minor wear and/or markings. SKU:9780534495015-3-0-3 Orders ship the same or next business day... [more]
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MERLOT Search - materialType=Case%20Study&keywords=mathematics
A search of MERLOT materialsCopyright 1997-2013 MERLOT. All rights reserved.Fri, 6 Dec 2013 04:51:13 PSTFri, 6 Dec 2013 04:51:13 PSTMERLOT Search - materialType=Case%20Study&keywords=mathematics
4434Inside US Math and Science Classrooms
A total of 364 mathematics and science lessons were observed using a structured observation protocol. Each lesson was rated on four components: the lesson design, implementation, math/science content addressed, and classroom culture. Observers rated several indicators within each component and then provided an overall "capsule" rating of the lesson along with a detailed rationale for the rating.Disco Fever Case Study - Break Even Analysis & Cash Flow
An IT based activity for beginners to understand the functions of a small scale business operation. The case considers break-even points and cash flow management. The case is made up of three activities,, includes downloadable spreadsheets, and contains a worksheet for analyzing costs, and a teacher's guide. A tutor version of the case is also available for use online. Materials are designed for United Kingdom students. Some of the material by this author was drawn from Spreadsheets and Mathematics for I.T. by Andrew Rothery, John Murray Publishers, London, 1991.Elixr: Reimaging Learning Spaces - College Algebra
Shahla Peterson, Professor of Mathmatics (University of Missouri St. Louis), discusses her experience of transforming the Algebra course on her campus. ELIXR: Transforming Course Design - Business Math
Mathmatics faculty member Kate Stevenson (California State University Northridge) discusses her experience transforming the Business Math course on her campus. OnlinePowerful Practices
Powerful Practices in Mathematics and Science includes two research-based CD-ROMs and a monograph that features findings of several years of in-class research conducted through the National Center for Improving Student Learning and Achievement in Mathematics and Science. The classroom episodes featured in the CD-ROMs and discussed in the monograph show the ways that the powerful practices of modeling, generalization, and justification strengthen students' learning and understanding of complex mathematics and science ideas to the great benefit of elementary and secondary students. Professional development leaders will find Powerful Practices a valuable resource.Teacher Quality and Student Achievement: A Review of State Policy Evidence
Using data from a 50-state survey of policies, state case study analyses, the 1993-94 Schools and Staffing Surveys (SASS), and the National Assessment of Educational Progress (NAEP), this study examines the ways in which teacher qualifications and other school inputs are related to student achievement across states. The findings of both the qualitative and quantitative analyses suggest that policy investments in the quality of teachers may be related to improvements in student performance. Quantitative analyses indicate that measures of teacher preparation and certification are by far the strongest correlates of student achievement in reading and mathematics, both before and after controlling for student poverty and language status. State policy surveys and case study data are used to evaluate policies that influence the overall level of teacher qualifications within and across states. This analysis suggests that policies adopted by states regarding teacher education, licensing, hiring, and professional development may make an important difference in the qualifications and capacities that teachers bring to their work.Digital Case Story - UDL in Elementary StatisticsPursuing Excellence: Comparisons of International Eighth-Grade Mathematics and Science Achievement From a U.S. Perspective: 1995 and 1999
Pursuing Excellence: Comparisons of International Eighth-Grade Mathematics and Science Achievement From a U.S. Perspective: 1995 and 1999SENCER
SENCER engages student interest in the sciences and mathematics by supporting the development of undergraduate courses and academic programs that teach to basic science and mathematics through complex, capacious, and unsolved public issues.SENCER courses and academic programs aim to strengthen the learning in science, technology, engineering, and mathematics (STEM) disciplines. These courses and programs employ rigorous interdisciplinary approaches to teaching basic science and strengthening students capacities to become engaged citizens. They have shown great promise in contributing to improving general education for the student who has expressed little interest or inclination to study in the sciences and mathematics.
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Product Description
Julia Hill and Linda Blocker. Third edition. Grade 9 and up. Acquire all the necessary tools to manage daily restaurant operations with maximum efficiency and profitability. Well organized and easy to use, this book presents proven step-by-step methods for understanding food service math concepts and other practical applications in the kitchen. Each chapter includes a clear set of outline objectives as well as practice problems to help readers develop their skills. Appendices include formulas, measurement equivalency charts, problem answers, and a blank food cost form. Softcover. Copyright 2007.
Prices listed are U.S. Domestic prices only and apply to orders shipped within the United States. Orders from outside the
United States may be charged additional distributor, customs, and shipping charges.
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The Department of Mathematics, chaired by Professor Katrina Cunningham, Ph.D., attempts to meet the needs of the various segments of the University and community. More specifically, the Department seeks to:
Build the general level of competence in mathematics necessary for successful living of the well educated citizen;
Provide the specific training in mathematics required to meet the objectives of other areas of the University;
Provide specialized training for the population of high school and middle school teachers;
Provide a quality graduate program, Master of Science, in Mathematics/Physics which will enable the student to do further study, secure employment, or enroll for personal or professional development.
The department is housed in T.T. Allain on the third floor. This building was named in honor of Theophile T. Allain who was one of the few delegates or sponsors responsible for the establishment of Southern University in 1880. T. T. Allain Hall which is well over 60 years old, provides the space for the department's classrooms and computer laboratories. The computer laboratory provides with students with supplementary exercises to classroom lectures, computerized testing, and fast Internet access for math related projects. The Math Lab is furnished with flat-screened monitors and computers. The wide state-of-the-art screens facilitate viewing images with full lighting allowing student note-taking. Incorporating technology into the curriculum for the mathematics faculty is alive and well. Hence, each student is strongly encouraged to use these services along with expert guidance from the faculty to maximize his/her chances for success in mathematics.
Home of Department of Mathematics, T. T. Allain
Services to other Academic Units
Students whose curriculum requires only six credit hours of mathematics may fulfill that requirement by taking MATH 130 and MATH 131. Students who intend to pursue a science-related curriculum should follow the sequence MATH 135 and MATH 140. Students who are interested in business and who have a strong high school background in mathematics should take MATH 200. Students who need remediation should take MATH 092 in preparation for one of the choice programs.
Entering freshmen are placed in MATH 264 or below based on ACT/SAT record or courses taken in high school. Students who have an adequate background (students who have had Algebra I, II, Geometry and Advanced Mathematics, or Trigonometry) in high school mathematics are expected to take MATH 264 and MATH 265 in their freshman year.
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Introduction to Mathematical Techniques used in GIS
Purchasing Options:
Description
To understand the output from a geographic information system, one must understand the quality of the data that is entered into the system, the algorithms driving the data processing, and the limitations of the graphic displays.
Introduction to Mathematical Techniques Used in GIS explains to nonmathematicians the fundamentals that support the manipulation and display of geographic information. It focuses on basic mathematical techniques, building upon a series of steps that enable a deeper understanding of the complex forms of manipulation that arise in the handling of spatially related data.
The book moves rapidly through a wide range of data transformations, outlining the techniques involved. Many are precise, building logically on underlying assumptions. Others are based upon statistical analysis and the pursuit of the optimum rather than the perfect and definite solution.
By understanding the mathematics behind the gathering, processing, and display of information, GIS professionals can advise others on the integrity of results, the quality of the information, and the safety of using it.
Reviews
"This book provides a good introduction to basic and fundamental mathematics normally assumed in GIS operations and the analysis of the results…the presentation is clear and easy to follow with numerous numerical examples. The key material is often summarized in boxes for use independently of a continuous reading of the text…this small book can be very useful as a text or reference in continuing education, especially for non-technical personnel. For self-study, problems and exercises from other references can be used to supplement this text."
-Geomatica, Vol. 59. No. 2, 2005
Contents
CHARACTERISTICS OF GEOGRAPHIC INFORMATION
Geographic Information and Data
Categories of Data
Spatial Referencing
Lines and Shapes
NUMBERS AND NUMERICAL ANALYSIS
The Rules of Arithmetic
The Binary System
Square Roots
Indices and Logarithms
ALGEBRA-TREATING NUMBERS AS SYMBOLS
The Theorem of Pythagoras
The Equations for Intersecting Lines
Points in Polygons
The Equation for a Plane
Further Algebraic Equations
Functions and Graphs
Interpolating Intermediate Values
THE GEOMETRY OF COMMON SHAPES
Triangles and Circles
Areas of Triangles
Centres of a Triangle
Polygons
The Sphere and the Ellipse
Sections of a Cone
PLANE AND SPHERICAL TRIGONOMETRY
Basic Trigonometric Functions
Obtuse Angles
Combined Angles
Bearings and Distances
Angles on a Sphere
DIFFERENTIAL AND INTEGRAL CALCULUS
The Basis of Differentiation
Differentiating Trigonometric Functions
Polynomial Functions
Basic Integration
Areas and Volumes
MATRICES, DETERMINANTS AND VECTORS
Basic Matrix Operations
Determinants
Related Matrices
Applying Matrices
Rotations and Translations
Simplifying Matrices
Vectors
CURVES AND SURFACES
Parametric Forms
The Ellipse
The Radius of Curvature
Fitting Curves to Points
The Bezier Curve
TRANSFORMATIONS
Homogeneous Coordinates
Rotating an Object
Hidden Lines and Surfaces
Map Projections
Cylindrical Projections
Azimuthal Projections
Conical Projections
BASIC STATISTICS
Probabilities
Measures of Central Tendency
The Normal Distribution
Levels of Significance
The t-Test
Analysis of Variance
The Chi-Squared Test
The Poisson Distribution
BEST-FIT SOLUTIONS
Correlation
Regression
Weights
Linearization
Least Square Solutions
Related Subjects
Name: Introduction to Mathematical Techniques used in GIS (Hardback) – CRC Press
Description: By Peter Dale. To understand the output from a geographic information system, one must understand the quality of the data that is entered into the system, the algorithms driving the data processing, and the limitations of the graphic displays. Introduction to...
Categories: Statistical & Mathematical Analysis (Geography)
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Wheeling, IL Geometry include: simplifying expressions, algebraic notation, number systems, understanding and solving for variables, functions, graphing and using information tables, inequalities and polynomial equations. Algebra 2 builds on the skills learned in Algebra 1 and digs further into variable mathem
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This particular item is stocked in an International Warehouse and will ship separately from other items in your shopping cart.
Synopses & Reviews
Publisher Comments:
From the Preface: (...) The book is addressed to students on various levels, to mathematicians, scientists, engineers. It does not pretend to make the subject easy by glossing over difficulties, but rather tries to help the genuinely interested reader by throwing light on the interconnections and purposes of the whole. Instead of obstructing the access to the wealth of facts by lengthy discussions of a fundamental nature we have sometimes postponed such discussions to appendices in the various chapters. Numerous examples and problems are given at the end of various chapters. Some are challenging, some are even difficult; most of them supplement the material in the text.
About the Author
The mathematical Gazette (75.1991.471): "Volume 1 covers a basic course in real analysis of one variable and Fourier series. It is well-illustrated, well-motivated and very well-provided with a multitude of unusually useful and accessible exercises. (...) There are three aspects of Courant and John in which it outshines (some) contemporaries: (i) the extensive historical references, (ii) the chapter on numerical methods, and (iii) the two chapters on physics and geometry. The exercises in Courant and John are put together purposefully, and either look numerically interesting, or are intuitively significant, or lead to applications. It is the best text known to the reviewer for anyone trying to make an analysis course less abstract. (...
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Short Course In Discrete Mathematics
9780486439464
ISBN:
0486439461
Pub Date: 2004 Publisher: Dover Pubns
Summary: What sort of mathematics do I need for computer science? In response, a pair of professors at the University of California at San Diego created this text. Explores Boolean functions and computer arithmetic; logic; number theory and cryptography; sets and functions; equivalence and order; and induction, sequences, and series. Assumes some familiarity with calculus. Original 2005 edition.
Bender, Edward A. is ...the author of Short Course In Discrete Mathematics, published 2004 under ISBN 9780486439464 and 0486439461. Seven hundred fifty nine Short Course In Discrete Mathematics textbooks are available for sale on ValoreBooks.com, one hundred seven used from the cheapest price of $3.87, or buy new starting at $7.90
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Algebra 1
Algebra 1 is a part of algebraic mathematics which can be defined as a branch of mathematics in which we represent the components of a specified set or the numbers by use of symbols, alphabetical letters to express general relationship between the components of set.
Factoring: This topic contains greatest common factor, factorizing of trinomials (ax2 + bx + c) by splitting middle term or by the method of perfect square.
Statistics: It is another branch of algebra 1 which includes introductory matrices, measure of variation, making of histograms, sampling and bias.
Probability: Probability contains possibility of occurring of an event from a group of events under (distributional, conditional, binomial etc.). It also contains Permutation (nPr) and Combination (nCr).
Solving System of Linear Equation and Inequalities: Linear equations of one and two variables, and the method of solving them by substitution, elimination, completing square method, solving by graphical method comes under the branch of algebra 1.
Algebra 1 Topics
Algebra is a vast branch of mathematics. There are several topics that comes under Algebra 1 and here are few of them:
Polynomials
In simple words, polynomial means, 'many terms'. They are the expression which include monomials, binomials, trinomial and also the higher order of polynomials. There are different types of polynomials and they are classified on the bases of number of the terms and the degree. Given below are the different types of Polynomials:
Monic Polynomial If an expression is having a leading co-efficient of 1, then such expressions are called as monic polynomials.
Prime Polynomial A polynomial which cannot be factorised into the product of the two polynomials is called as prime polynomial. Ex:x2 + x + 1
Radical Expression
An expression containing a square root is called as radical expression. These expressions can be easily solved by performing squaring operation.
Rational Expression
An expression where the numerator and denominator or both of them are polynomials are called as rational expressions. By simplifying the rational expression, we can reduce the expression into the lowest form.
Analyzing Linear Equations
A linear equation is an equation of a line, which contains two different variables and is easily transferred into graphical representation. The general form of linear equation is ax + by + c = 0, where x and y are variables, a and b are co-efficients of x and y and c is constant.
Solving Linear Inequalities
Linear inequality is the comparison of two values. We can add, subtract, multiply and divide the inequalities to solve the linear inequalities. The concept of solving the linear inequalities is the same as solving the linear equation. Linear inequality has its own properties and they are as given below:
Transitive Property When a, b and c are real numbers, then If a < b and b < c, then a < c Addition Property If a < b, then a + c < b + c
Subtraction Property If a < b, then a - c < b - c
Multiplication Property
If a < b and c is positive c $\times$ a < c $\times$ b
If a < b and c is negative - c $\times$ a > - c $\times$ b
Quadratic Equation
A polynomial with a second degree is called as quadratic equation. When the discriminant is zero, then such quadratic equation is called as perfect square, i.e. b2 - 4ac = 0. And, when the discriminant is greater than 1, then the roots of the equation are real and if it is lesser than 1, then the roots of equation are imaginary. The general form of quadratic equation is ax2 + bx + c = 0. And, the formula of quadratic equation is as follows:
Simultaneous Equation
A set of two equations with two unknown variables are called as simultaneous equations. Solving simultaneous equations involves finding the values of the variables that will satisfy the equation.
There are two methods of solving the simultaneous equations:
Subsititution Method: Here, we first solve one of the equation for one of the unknowns and then, substitute the answer into the other equation.
Elimination Method: In this method, first make the co-efficient of one of the variables to the same value in both the equations. Then, add or subtract an equation from the other to form a new equation that contains one variable.
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Dr. David Shormann's DIVE CD is your video tutor for Saxon Math!
This sample is an entire math lesson from
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As an experienced math and science teacher to homeschoolers (he teaches once-a-week classes to three different groups of homeschoolers), Dr. Shormann seems to have a good grasp on what students need to hear in order to understand the concepts. Though he usually uses the same methods that Saxon does to solve problems, sometimes he teaches alternative approaches, and he often offers tips to make things easier.
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On the Math 5/4 to 8/7 programs, Shormann provides his own practice problems so that, if students need extra practice, they can do the practice problems in the book as well.
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MATH.F/ELECTRICITY+ELECTRONICS
by KRAMER
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With its fresh reader-friendly design, MATHEMATICS FOR ELECTRICITY AND ELECTRONICS, 4E equips learners with a thorough understanding of essential algebra and trigonometry for electricity and electronics technology. Well-illustrated information sharpens the reader's ability to think quantitatively, predict results, and troubleshoot effectively, while problem sets for drill and practice reinforce comprehension. To ensure mastery of the latest ideas and technology, the book thoroughly explains all mathematical concepts, symbols, and formulas required by future technicians and technologists.
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Mathematics (MATH)
This course is designed to provide students with the mathematical skills and strategies
required to successfully work in the allied health fields. The course begins with
a basic review of math skills necessary for administering basic health care. The course
also includes ratio and proportion calculations, an introduction to the metric and
apothecary systems of measure, metric-household-apothecary conversions, strengths
of solutions, general accounting concepts applicable to running medical offices, unit
conversions between Fahrenheit and Celsius scales, dose conversions, and a brief introduction
to descriptive statistics. Lecture: 1 hour Prerequisite: DEV 0115; minimum grade of "C" Lab fee: $2.00
MATH 1020 Beginning Algebra I (A, SP, SU) 2 credits
First course of a two-semester sequence. Includes the study of the real number system
including properties of real numbers, order of operations, operations on algebraic
expressions, solving linear equations and inequalities in one variable, the rectangular
coordinate system, graphs of linear equations in two variables, introduction to functions.
Includes applications and activities to build skills in problem solving. Lecture: 2 hours Prerequisite: DEV 0115; minimum grade of "C" Lab fee: $4.00
MATH 1030 Beginning Algebra II (A, SP, SU) 3 credits
Second course of a two-semester sequence. Includes the study of graphs of linear equations
and inequalities in two variables, systems of equations and inequalities in two variables,
applications and modeling, properties of exponents, scientific notation, polynomial
arithmetic, factoring, solving polynomial equations. Includes applications and activities
to build skills in problem solving. Lecture: 3 hours Prerequisite: MATH 1020; minimum grade of "C" Lab fee: $4.00
MATH 1050 Elementary Algebra (A, SP, SU) 5 credits
First course of two-semester sequence. Includes the study of the real number system
including properties of real numbers, order of operations, operations on algebraic
expressions, solving linear equations and inequalities in one variable the rectangular
coordinate system, graphs of linear equations and inequalities in two variables, systems
of equations and inequalities in two variables, applications and modeling, properties
of exponents, scientific notation, polynomial arithmetic, factoring, solving polynomial
equations. Includes applications and activities to build skills in problem solving.
Not open to students with credit for MATH 1020 and 1030, or 1075 and above. Lecture: 5 hours Prerequisite: DEV 0115; minimum grade of "C" Lab fee: $4.00
MATH 1075 Intermediate Algebra (A, SP, SU) 5 credits
Second course of a two-semester sequence. Includes the study of rational expression
arithmetic and simplification and complex fraction simplification; operations on radical
expressions and expressions containing rational exponents; the complex number system;
solving absolute value, rational, radical, and quadratic equations; solving absolute
value and polynomial inequalities in one variable; solving compound inequalities in
one and two variables; graphs, relations, and functions including quadratic functions;
the distance and midpoint formulas and circles. Includes applications and activities
to build skills in problem solving. Not open to students with credit for MATH 1110,
1116, 1113, or 1130 and above.
Lecture: 5 hours
Prerequisite: MATH 1030 or MATH 1050; minimum grade of "C".
Lab fee: $4.00
MATH 1099 Bridge to College Math (A, SP, SU) 3 credits
The topics contained in DEV 0115, MATH 1050 (or MATH 1020 & 1030), and MATH 1075 will
be delivered in a modularized format using technology, allowing students to begin
at the appropriate level based on course placement and allowing them to move through
as many modules, and courses, as they can within the time limits of the course. This
modularized, mastery approach will pre-test, provide a prescriptive study plan, and
post-test students from one module to the next. Emphasis will be placed on individualized
pace with a greater time period of active learning. At the end of the course, based
on proficiency of the series of modules associated with one or more courses, students
will earn a grade of "S" for satisfactory progress and gain permission to enter subsequent
courses in their plan of study. This course is recommended for students who have an
appropriate placement score and have passed High School Algebra II within the last
5 years.
MATH 1110 Math Skilled Trades (A, SP, SU) 3 credits
This course is intended to be a basic math course for students in the skilled trades.
Special emphasis will be given to the practical application of topics in elementary
algebra and elementary geometry. Topics include measurement, ratio and proportion,
systems of equations, the study of quadratic equations, basic plane geometry, and
basic right triangle trigonometry. Not open to students with credit for MATH 1148. Lecture: 2 hours - Lab: 2 hours Prerequisite: MATH 1020; minimum grade of "C" Lab fee: $3.00
MATH 1113 Technical Mathematics (A, SP, SU) 5 credits
This is a technical mathematics course which includes measurement; the study of rational
expression arithmetic and simplification; operations on radical expressions and expressions
containing rational exponents; the complex number system; solving absolute value,
rational, radical, and quadratic equations; solving absolute value and polynomial
inequalities in one variable; solving compound inequalities in one and two variables;
graphs, relations, and functions including quadratic and trigonometric functions;
the distance and midpoint formulas and circles. Emphasis is on technically oriented
applications and activities to build skills in applied problem solving. Lecture: 4 hours - Lab: 2 hours Prerequisite: MATH 1030 or MATH 1050; minimum grade of "C" Lab fee: $2.00
MATH 1116 Math for Liberal Arts (A, SP, SU) 3 credits
A survey of modern mathematical topics relevant to everyday life, intended for students
who are not majoring in the physical sciences. This course applies critical thinking
and problem solving skills to topics such as elementary graph theory, the mathematics
of voting and apportionment, and probability. Not open to students with credit for
MATH 1130, MATH 1148, or above. Lecture: 3 hours Prerequisite: MATH 1075; minimum grade of "C" Lab fee: $4.00
MATH 1125 Concept Math Teachers I (A, SP, SU) 5 credits
This course is designed as an in-depth study of the basic concepts of number systems,
binary operations, geometry, measurement, and problem solving as appropriate for primary
and middle school teachers. Development of these concepts will be based on the current
Common Core State Standards for Mathematics. Instruction will focus on the development
of these concepts through demonstration, exploration, and discussion using hands-on
manipulatives and appropriate technology. Lecture: 5 hours Prerequisite: MATH 1075; minimum grade of "C" Lab fee: $5.00
MATH 1126 Concept Math Teachers II (A, SP, SU) 5 credits
A continuation of MATH 1125. This course is designed as an in-depth study of the basic
concepts of logic, geometric constructions and proof, algebraic thinking, number theory,
counting, probability, and problem solving as appropriate for primary and middle school
teachers. Development of these concepts will be based on the current Common Core State
Standards for Mathematics. Instruction will focus on the development of these concepts
through demonstration, exploration, and discussion using hands-on manipulatives and
appropriate technology. Lecture: 5 hours Prerequisite: MATH 1125; minimum grade of "C" Lab fee: $5.00
MATH 1130 Business Algebra (A, SP, SU) 5 credits
This course focuses on college algebra topics for students majoring in the economics
and business. Presents a review of applications of equations, inequalities and function
notation. Course serves as an introduction to: graphs of functions; translations and
reflections of graphs of functions;, asymptotic behavior; algebra of functions including
function composition and inverses; difference quotients and average rates of change;
direct and inverse variation; behavior and modeling of functions including linear,
quadratic, higher degree polynomials, rational, radical, exponential, logarithmic
and piecewise functions; matrices (addition, subtraction, multiplication, row reduction,
and solving systems using row reduction); and the mathematics of finance (compound
interest, annuities, amortization and sinking funds.) Business applications throughout.
Not open to students with credit for MATH 1116 or 1148 and above. Lecture: 5 hours Prerequisite: MATH 1075; minimum grade of "C" Lab fee: $3.00
MATH 1131 Calculus for Business (A, SP, SU) 6 credits
An introduction to calculus: limits, continuity, derivatives, rules of differentiation,
derivatives of logarithmic and exponential functions, derivative as a limit, slope,
and rate of change, increasing and decreasing, extrema, concavity, points of inflection,
antiderivatives, definite integrals, area, fundamental theorem of calculus, techniques
of integration, differential equations, functions of several variables, partial derivatives,
extrema of functions of two variables. Business applications throughout. Not open
to students with credit for MATH 1151 and above. Lecture: 6 hours Prerequisite: MATH 1130; minimum grade of "C"
MATH B1131 Calculus for Bus. Bridge (A, SP, SU) 3 credits
This course is designed to provide a bridge from the quarter system to the semester
system for students who took MATH 131. MATH 131 covers approximately one-half the
content of the semester course MATH 1131. This bridge course will cover the balance
of the MATH 1131 curriculum. After successfully completing MATH 131 and MATH B1131,
a student will have equivalent credit for MATH 1131. The following topics will be
covered: antiderivatives, definite integrals, area, fundamental theorem of calculus,
techniques of integration, differential equations, functions of several variables,
partial derivatives. Business applications throughout. Lecture: 3 hours Prerequisite: MATH 131; minimum grade of "C"
MATH 1148 College Algebra (A, SP, SU) 4 credits
This course is a continuation of the study of functions. The concept of transformations
is used to graph and analyze functions including quadratic, higher degree polynomial,
power, piecewise, rational, exponential, and logarithmic functions. The function concept
is extended and applied to solving equations and inequalities.. Factor and remainder
theorems and roots of polynomial functions are included. The concept of functions
is extended to include composition of functions and inverse functions. Systems of
equations are solved using algebraic methods and Cramer's Rule. Trigonometric functions
of right angles are defined and used in problem solving. This course meets the general
education requirement for the AA degree. Not open to students with credit for MATH
1149 and above. Lecture: 4 hours Prerequisite: MATH 1075; minimum grade of "C" Lab fee: $3.00
MATH 1149 Trigonometry (A, SP, SU) 4 credits
This course is a study of the trigonometric functions, vectors, and related applications.
Topics include right triangle trigonometry; trigonometry of general angles; the unit
circle; the graphs of the trigonometric functions; analytical trigonometry; inverse
trigonometric functions; verifying identities; solving trigonometric equations; the
Law of Sines; the Law of Cosines; applications of trigonometry; polar coordinates
and the graphs of polar equations; geometric and algebraic vectors; vector applications;
plane curves and parametric equations; trigonometric form of complex numbers;, DeMoivre's
Theorem. The conic sections are defined and analyzed algebraically and graphically.
Not open to students with credit for MATH 1150 and above. Lecture: 4 hours Prerequisite: MATH 1148; minimum grade of "C" Lab fee: $3.00
MATH 1150 Precalculus (A, SP, SU) 6 credits
This is an accelerated course intended for well prepared students going on to take
calculus. Topics included polynomial and rational functions, exponential and logarithmic
functions, trigonometric and inverse trigonometric functions. Such functions are graphed
and analyzed, and related equations and inequalities are solved. Problem solving with
related applications occurs throughout. Sequences and series are introduced. This
course is intended for students with strong mathematics preparation. Students should
have completed four years of high school mathematics including Algebra II or above.
Not open to students with credit for MATH 1148 and 1149, or 1151 and above. Lecture: 6 hours Prerequisite: MATH 1075; minimum grade of "A" Lab fee: $3.00
MATH-B1151 Calculus I Bridge (A, SP, SU) 2 credits
This course is designed to provide a bridge from the quarter system to the semester
system for students who took MATH 151. MATH 151 covers approximately two-thirds of
the content of the semester course MATH 1151. This bridge course will cover the balance
of the MATH 1151 curriculum. After successfully completing MATH B1151, a student will
have equivalent credit for MATH 1151 and will meet the prerequisite to take MATH 1152.
The following topics will be covered: introduction to integral calculus: antiderivatives,
definite integral, Riemann sums, area under a curve, Fundamental Theorem of Calculus,
numerical integration, integration by substitution, and derivatives and integrals
of inverse trigonometric, hyperbolic, and inverse hyperbolic functions. Applications
to problems in science and engineering. Lecture: 2 hours Prerequisite: MATH 151; minimum grade of "C"
MATH 1152 Calculus II (A, SP, SU) 5 credits
Continued introduction to integral calculus: integration of exponential, logarithmic,
trigonometric, inverse trigonometric functions, volume and surface area of solids
of revolution, arc length, and methods of integration. Also includes L'Hopital's Rule
and Improper Integrals. Analyze plane curves given parametrically or in polar coordinates,
and their differential and integral calculus. Infinite sequences and series, and their
sum and/or convergence, conic sections, vectors in the plane and in space. Applications
to problems in science and engineering. Not open to students with credit for MATH
1157 and above. Lecture: 5 hours Prerequisite: MATH 1151 or MATH 152; or MATH 151 and MATH B1151, minimum grade of
"C" Lab fee: $2.00
MATH 1156 Calculus for Bio Science (A, SP, SU) 5 credits
Differential and integral calculus of a single variable: limits, continuity, derivatives,
Mean Value Theorem, extrema, curve sketching, related rates, differentiation of the
trigonometry, logarithmic, and exponential functions, integrals, area, Fundamental
Theorem of Calculus, logarithmic and exponential functions, trigonometric and inverse
trigonometric functions, methods of integration, applications of integration, polar
coordinates; applications to the biological sciences will be stressed. Not open to
students with credit for MATH 1151 and above. Lecture: 5 hours Prerequisite: MATH 1149 or MATH 1150, minimum grade of "C"
MATH 1157 Modeling for Bio Sciences (A, SP, SU) 5 credits
Integration, topics in linear algebra, dynamical systems, vector fields, gradients,
team modeling projects. Not open to students with credit for MATH 1152 or with credit
for any higher numbered MATH class. Lecture: 5 hours Prerequisite: MATH 1151 or MATH 152 or MATH 1156; minimum grade of "C"
MATH 2173 Engineering Mathematic B (A, SP, SU) 5 credits
Multiple integrals, line integrals, vector fields, second order constant coefficient
ODEs. Not open to students with credit for any higher numbered MATH class, or for
MATH 1152 or 2153. Lecture: 5 hours Prerequisite: MATH 1172; minimum grade of "C"
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Book Description: Only elementary math skills are needed to follow this instructive manual, which covers many familiar machines and their components, including levers, block and tackle, and the inclined plane and wedge, in addition to hydrostatic and hydraulic machines, internal combustion engines, trains, and more. 204 black-and-white illustrations
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This subject module is recommended for students wishing to
continue studying their undergraduate degrees at UCL on the following
degree programmes: Economics BSc, Economics and Finance BSc, Mathematics BSc, Mathematics with Economics BSc, Statistics BSc, Statistics, Economics
and Finance BSc, Arts and Sciences BASc amongst others.
It has
two main aims: the academic aim is to study a selection of the topics usually
covered in A-level mathematics and further mathematics to a very high academic
standard, both broadening and deepening the student's knowledge.
In addition,
the course aims to prepare the students with the skills necessary for
successful study at a British university, namely to prepare them for a more
independent, self-motivated, questioning way of study. The method and reasoning
behind the correct answers will be emphasized.
Content and skills
You should be familiar with the topics of algebra, trigonometry and
geometry, as taught at secondary schools in general.
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Mathematics
The mathematics program at DCIS is designed to support the mission and values of the Denver Center for International Studies. That is–it prepares students for success at college and features the use of DCIS stated values and skills like collaboration and reflection in most daily learning activities. Additionally, students will use and understand the math skills and concepts of statistics in order to empower their analyses of global issues and facts. Students are required to complete 4 years of high school mathematics.
Discovering Algebra is a first year algebra course in which students will learn the power of math in its abstract and its application to real world scenarios. The key content area involves problem solving using different methods such as factoring, graphing, linear and quadratic equations. Students will be presented with real life scenarios and through a series of lessons be able to solve the problems and present their solutions with written proofs, and student taught lessons. Students will demonstrate their ability to reason symbolically. Students will learn different methods to solve quadratic equations including factoring, completing the square, graphically, or through application of the quadratic formula. The course also includes study of monomial and polynomial expressions, inequalities, exponents, functions, rational expressions, ratio, and proportion. This is a required course for graduation.
This two-semester course sequence reviews and expands the topics of first year algebra and some from geometry. The topics covered are linear and quadratic equations and inequalities in one variable, rational expressions and equations, radical expressions and equations, equations and slopes of lines, conic, systems of linear and quadratic equations and inequalities, secons and third degree polynomials, logarithmic and exponential functions. (Optional topics may include sequences, series, probability and statistics, matrices and determinants).
Like the geometry course, it is also discovery-based and its algebra rigor prepares students for trigonometry/ pre-calculus or AP classes the following years. Textbook is Discovering Advanced Algebra. Students will deepen content knowledge in advanced algebra, develop an understanding of the connections among mathematical representations, focus on problem solving, logic and reasoning, and communication. Develop understanding of technology as applied to advanced algebra topics. This is a required course for graduation.
This course is based upon the textbook Discovering Geometry by Michael Serra, one of the most rigorous and currently highly recognized texts due to its centerpiece of hypotheses or conjectures. Students use constructions both with compass and the software program, Geometer's Sketchpad to examine and prove or disprove each conjecture. The Discovering Geometry course provides students with the knowledge, language, and logic of inductive geometry using an inquiry based learning strategy. Students will apply reasoning to line and angle relationships, polygons, circles and geometric constructions. Informal proofs are investigated. Second semester builds on concepts covered in the first semester and such as studying area, Pythagorean Theorem, special right triangles, volume, similarity, trigonometry, circular relationships and tessellations. It expands students' abstract and critical thinking in mathematics. This course includes an art infusion unit featuring perspective using multi-cultural images. This is a required course for graduation.
Statistics Through Applications is the ideal alternative for juniors and seniors not going into high level courses such as calculus, but who are interested in an introduction to the important topics of statistics. The course two-semester course is designed to provide students with a strong background in functions (trigonometric, linear, quadratic, absolute value, power, square root, exponential, rational, and logarithmic) and is designed to prepare students for a calculus course. Textbook for this class is Precalculus; Seventh Edition by Demana, Waits, Foley and Kennedy.
Advanced Placement Calculus is year long course comparable to calculus courses offered in colleges and universities. It is expected that students who take an AP course in calculus will seek college credit, college placement or both, from institutions of higher learning. Calculus AB is primarily concerned with developing the students' understanding of the concepts of calculus and providing experience with its methods and application. The course emphasizes a multi-representational approach to calculus with concepts, results, and problems being expressed graphically, numerically, analytically, and verbally. Throughout the course connections among these representations will be established. Graphing calculator will be used frequently for the purpose of exploration and investigation of concepts, and verification of conclusions. Textbook for this class is Calculus by Finney, Deamana, Waits and Kennedy.
Notes
Students in honors level classes are expected to complete more extensive course work and meet with the teacher during office hours as pre-arranged to receive and turn in work.
Each semester students will select one artifact for inclusion in their graduation portfolio. Graphing calculators are required for high school courses and may be used for middle school. It is preferred that each high school student purchase his or her own calculator to become familiar with its programs and preferences.
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This volume features a complete set of problems, hints, and solutions based on Stanford University's well-known competitive examination in mathematics. It offers high school and college students an excellent mathematics workbook of rigorous problems that will assist in developing and cultivating thei... read more
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Prelude to Mathematics by W. W. Sawyer This lively, stimulating account of non-Euclidean geometry by a noted mathematician covers matrices, determinants, group theory, and many other related topics, with an emphasis on the subject's novel, striking aspects. 1955Playing with Infinity by Rózsa Péter Popular account ranges from counting to mathematical logic and covers many concepts related to infinity: graphic representation of functions; pairings, other combinations; prime numbers; logarithms, circular functions; more. 216 illustrations.
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Book of Curious and Interesting Puzzles by David Wells This collection by a bestselling author consists of more than 560 puzzles from around the world and throughout history. "Of immense interest." — Mathematical Gazette. 382 illustrationsProblem Solving Through Recreational Mathematics by Bonnie Averbach, Orin Chein Fascinating approach to mathematical teaching stresses use of recreational problems, puzzles, and games to teach critical thinking. Logic, number and graph theory, games of strategy, much more. Includes answers to selected problems. 1980Mathematical Brain Benders by Stephen Barr Challenge yourself with over 100 fresh paradoxes, puzzles, riddles, conundrums, word and number games for the jaded, skeptical puzzlist. Over 100 pages of comprehensive answers. Approximately 300 illustrations.
Test Your Logic by George J. Summers Fifty logic puzzles range in difficulty from the simple to the more complex. Mostly set in story form, some problems involve establishing identities from clues, while others are based on cryptarithmetic.
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Product Description:
This volume features a complete set of problems, hints, and solutions based on Stanford University's well-known competitive examination in mathematics. It offers high school and college students an excellent mathematics workbook of rigorous problems that will assist in developing and cultivating their logic and probability skills.These 20 sets of intriguing problems test originality and insight rather than routine competence. They involve theorizing and verifying mathematical facts; examining the results of general statements; discovering that highly plausible conjectures can be incorrect; solving sequences of subproblems to reveal theory construction; and recognizing "red herrings," in which obvious relationships among the data prove irrelevant to solutions. Hints for each problem appear in a separate section, and a final section features solutions that outline the appropriate procedures.Ideal for teachers seeking challenging practice math problems for their gifted students, this book will also help students prepare for mathematics, science, and engineering programs. Mathematics buffs of all ages will also find it a source of captivating challenges
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Award-Winning Math Educator Creates New Equation for Success Through Mastering Essentials Program
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The program consists of four books, Mastering Essentials Math Skills Books 1 & 2, Pre-Algebra, and No-Nonsense Algebra. Unlike most texts, each lesson is presented in a way that students can easily understand. The lessons are short, concise, and self-contained, with no fluff or distractions. And, most importantly, the program contains a video tutorial for each and every lesson. That's right -- students not only have an award-winning book, but they also receive 24/7 access to the author, who fully explains, and guides students through each topic! This makes for an unbeatable combination.
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Our goal was to help students to understand the process of establishing identities and to carry out the process effectively.
In establishing an identity, students have to apply a series of logical steps, while always keeping their objective in mind. There is no template problem, no recipe to follow. The steps for establishing an identity are unique to that identity. Our focus was on teaching students what constitutes the proof of an identity and how to present the proof in logical steps.
In designing the lesson we tried to link students' prior knowledge about algebra, in particular algebraic equations and rational equations, with trigonometric functions. To emphasize this we began the lecture by first establishing an algebraic identity, followed by the replacement of the present variable with a trigonometric function to obtain a trigonometric identity. Other examples of identities were then proved on the board with each step being provided by a different student and the underlying algebra underscored by the instructor. Finally the students were given a worksheet with different types of identities to work on as the instructor observed and answered questions.
There were six identities on the worksheet. Most students attempted 4 ~ 5 and on average completed the proofs of about 4 identities correctly, using varied approaches. Furthermore, the students displayed enthusiasm and confidence in carrying out their work. This carried over to their performance in the final exam: more students attempted and successfully established the identities compared to previous years, when a majority of the students simply skipped these problems.
Topic: Arc length of a curve as an Application of Integration Discipline(s) or Field(s): Mathematics Authors: Kavita Bhatia, University of Wisconsin-Marshfield/Wood County & Kirthi Premadasa, UW-Marathon County Submission Date: March 30, 2010
Lesson Goals:
a) Students will learn how to make a manual calculation of a Riemann sum for the arc length of a givensample curve using a few subdivisions.
b) Students will use the knowledge obtained through the Riemann Sum ‐> Integrations models that they have seen before, to "discover" an integration formula for the arc length of any continuous curve.
c) Students will use the formula that they "discovered", together with the integration techniques, taught in the course to evaluate the actual arc length of the curve.
d) Students will understand the underlying theme behind all the Riemann sums that they have encountered.
This introductory lesson to partial derivatives to a class of business and social science majors focuses on conceptual understanding in several different ways. It opens with a couple of questions on car loans aimed at assessing the experience and intuition of the class concerning changes in multivariable functions. Then with the help of a computer applet borrowed from MIT the lesson introduces the concept of partial derivatives through its geometrical meaning. TI-89 calculators provide a way for students to easily compute partial derivatives algebraically for a simple polynomial function. Through these two technological tools students explore the relationship between the 3-D graph of a two-variable function and its partials. The 75 minute lesson ends with a couple of partial derivative applications from the fields of business and economics.
The lesson is based on a laboratory/guided discovery approach. Technology is used as a tool for exploration. The learning activities were ordered to achieve understanding first geometrically, then algebraically, and finally through application. Lower-level computational skills were placed in support of higher-level conceptual understanding. Some later questions were directed toward giving students the opportunity to discover connections with previously-learned material. The application portion of the lesson is designed to help students see connections between the mathematics curriculum and other disciplines.
This lesson study reinforced the notion that discovery learning, supported by technology that helps students visualize and compute, is very helpful in the introduction of a conceptually difficult topic such as partial derivatives. The lesson also highlighted the importance of constant and immediate assessment in the classroom. The gulf between an instructor's perception of student understanding and what is actually the case can be tremendously broad, especially toward the end of a long semester. A third revelation is that usually simpler is better. It is preferable to focus on understanding a few concepts well in the classroom. Finally, the importance of personal contact, student-to-student or student-to-teacher, cannot be overemphasized. While working in a computer lab, the information is right there in the face of the student on the computer screen. In a lengthy classroom or lecture hall, it is far too easy for the weaker student to disengage. In addition every learning environment needs to provide a way for instructors to get within every student's "sphere of learning.". Students that are not easily accessed in the classroom, whether in the back of a long classroom or against the wall in a computer lab are in danger of being lost.
Our main goal for this lesson is for students to understand the difference between simple interest and compound annual interest. Prerequisite to understanding these concepts is the understanding of the mathematics concepts of rate (interest rate) and percents. A related goal is the recognition of the additive nature of simple interest providing a linear rate of growth (additive sequence) and the multiplicative nature of compound interest providing an exponential rate of growth (geometric sequence). Included in our goals is the ability to represent these relationships in numeric, tabular, and graphical forms.
Part of the rationale for this project defined in the fall of 2007 was the recent home foreclosures problem in the U.S. (indicating that individuals did not understand the mathematics perhaps of home loan agreements). Unfortunately, the impact of the foreclosure crises was felt even more strongly a year later during our lesson study with the failure of numerous financial institutions and major losses in the stock market.
The recent national interest in financial literacy as it relates to citizens understanding rates, percents, investment, interest earned, and growth relate directly to this lesson study. This first lesson on the mathematics of financial literacy is on simple interest earned in contrast to compound interest earned annually.
The investment context first introduced was the additive application of simple interest. Students represented an investment in numeric and tabular form and extended the data by working in small groups using a calculator. This data was also analyzed using its graphical form. The compound interest earned (exponential rate of growth) was studied in the same fashion by small groups of students. Students made longer term predictions as to which form of investment would be best over time. Excel was used to investigate further the impact of longer term investments in contrast to each other. These activities were at an appropriate level and resulted in students analyzing differences between the two types of interest earned both numerically and graphically. By the end of the lesson, students readily recognized the type of interest earned directly from only a graphical representation.
TItle: Calculating the Distance Between a Point and a Line – by Hand and Using TI-89/TI-Voyage 200 Calculator Technology Discipline(s) or Field(s): Mathematics Authors: Theresa Adsit, James Meyer, Gary Wardall, University of Wiscnsin-Green Bay Submission Date: December 12, 2007
Executive Summary
The lesson topic is the distance between a point and a line using an algebraic approach and a calculator based approach to problem solving.
Learning Goals: The immediate academic learning goals of this lesson were to develop students' understanding of the derivation of the point to line distance formula and to develop the ability to apply the point to line distance formula to solve problems. The ongoing academic learning goals of this lesson were to develop the ability to use the calculator to build structures to solve problems involving systems of equations, to develop a greater understanding of the similarities between calculators and other forms of technology, and to further develop strategies for solving multi-step problems.
Instructional Design: The lesson was divided into five steps. The first step was instructor led and involved the determination of the shortest distance between a specific point and a specific line using the techniques of algebra and paper and pencil. The second step mimicked the first but rather than using paper and pencil the instructor and students used either a TI-89 or TI-Voyage 200 calculator. During the third step of the lesson the instructor and students then developed the point to line distance formula for any point and any line using the TI-89 or TI-Voyage 200 calculator. The fourth step of the lesson involved the students verifying the formula by using the developed formula along with the point and the line from parts one and two to determine if the developed formula did indeed yield the same results as their previous calculations. Finally, in step five the students worked collaboratively and then independently on an assignment related to the lesson.
Major Findings about Student Learning: The students with the assistance of the instructor were able to build the appropriate structures using either a TI-89 or TI-Voyage 200 calculator to solve a problem involving systems of equations and to derive a formula involving systems of equations. The students were collaboratively and individually able to apply the developed formula to other problems in the assignment. Students questioned each other and the instructor more often during the collaborative work period than during the instructor led portion of the lesson. Some students did have an underlying misunderstanding of the benefits of a formula.
The topic of the lesson is Rolle`s Theorem and the Mean Value Theorem.
Learning Goals.
Students will understand the meaning of Rolle`s Theorem and the Mean Value Theorem, including why each hypothesis is necessary.
Students will complete problems and applications using Rolle`s Theorem and the Mean Value Theorem.
Students will appreciate the discovery process of developing mathematics and have a better understanding of the construction and proof of mathematical theorems.
Lesson Design. The lesson was designed in order to emphasize the discovery process and the role of proof in mathematics. The first major piece of the lesson is an activity that asks students, in several steps, to draw graphs of functions satisfy various hypotheses. The last graph that students were asked to draw is impossible to draw, because any graph satisfying all of the required conditions would violate Rolle`s Theorem. Rolle`s Theorem is introduced in this way. A second activity involving graphs related to the Mean Value Theorem is used to introduce or study the Mean Value Theorem. These graphing exercises are intended to help students discover for themselves the two theorems and help them to appreciate the discovery process in mathematics.
The second major part of the lesson is to work problems involving the theorems to better understand how the theorems are used and apply in practice. The variety of problems is intended to emphasize different aspects of the theorems, including why the hypotheses are necessary and how to apply the theorems to modeling applications and more abstract settings.
The final part of the lesson is to prove the Mean Value Theorem assuming Rolle`s Theorem. This portion of the lesson is expected to be difficult for students, so ample time should be allotted for question and discussion.
Major Findings. During the first round of the lesson, we learned that students seem to catch on quickly that the second graphing exercise is almost identical to the first and that therefore the last graph is impossible to draw. This seemed to cause a significant reduction in their engagement with the lesson. However, when this activity was changed for the second round, the decrease in performance on certain quiz and homework problems suggests that the repetition may actually have served its purpose of emphasizing the hypotheses present in the two theorems.
Our group decided to address the topic of confidence intervals and the interpretation and use of confidence intervals, in particular focusing on the interpretation of confidence intervals (i.e. what intervals say and what they do not say). We chose this topic after having noticed students having difficulty with the interpretation and use of the confidence interval and not so much the computation of the confidence interval.
Based on the results of the pre and post quiz, the misconception regarding the interpretation of a confidence interval by applying it to individuals rather than means seems to have been adequately addressed by the lesson. However, students still do not have a clear understanding of the interpretation of a confidence interval for the mean as it relates to the subtle difference between probability and confidence.
The lesson topic is related rates in Calculus I or Calculus & Analytic Geometry I. Related rates problems tend to be difficult for students since they are generally word problems that require setting up equations before solving. This topic is important as one common example of an application of derivatives.
Learning Goals: There are two immediate goals for this lesson: 1) Students will understand that related rates problems are applications of implicit differentiation and 2) Students will be able to translate, compile, model, and solve a related rates problem and interpret the meaning of the answer. A longer-term goal is that students' problem-solving and critical thinking skills will be improved.
Lesson Design: The lesson is designed to span two class days. On the first day, students start by working through an introductory worksheet, which extends what they have previously learned to introduce the concept of related rates. Since word problems are often a stumbling block for students, the lesson includes an overview of problem-solving strategies, somewhat specific to related rates, although they can be generalized. A warm-up worksheet reviews necessary material and gives students a chance to set up equations, an essential part of the problem-solving process. On the second day of the lesson, the instructor works through two examples with the class to model the problem-solving process, and students are given a chance to solve problems on their own or in small groups. The examples and worksheet problems were chosen to show students a variety of different types of related rates problems, starting with more straightforward problems and ending with more difficult problems.
Major Findings about Student Learning: In terms of our specific lesson goals, by looking at the data we collected, the first two were achieved by most students: 1) Students will understand that related rates problems are applications of implicit differentiation and 2) Students will be able to translate, compile, model, and solve a related rates problem and interpret the meaning of the answer. Since the third goal, "Students' problem-solving and critical thinking skills will be improved," is more general, there will need to be a series of lesson studies in order for it to be assessed properly. Is this the "perfect" lesson? The answer is probably no. However, the planned activities did visibly increase student engagement and responsiveness. The lesson developed will help instructors to assemble an excellent lesson, depending on the classroom settings and other institutional factors.
Learning Goals. The overall learning goal is to have students be able to add and subtract rational expressions. Students will first combine expressions with common denominators, then find a common denominator to combine expressions with unlike denominators. Long-term goals not directly assessed by the lesson are to ease anxiety when dealing with fractions and to have students realize the connection between adding/subtracting rational numbers and adding/subtracting rational expressions.
Lesson Design. The lesson reviewed addition and subtraction of fractions, demonstrated addition and subtraction of simple rational expressions, and worked up to difficult examples. The lesson began with three examples of rational numbers, one with common denominators and two with un-like denominators, followed by rational expressions with common denominators. Examples of rational expressions with un-like denominators started out simple and increased in difficulty level. The number of expressions to be added increased along with the difficulty in the factorization of the denominators. The examples were chosen so that the answers could be rewritten in reduced forms at the end to remind students to check that final step in their answers. Due to the anxiety that this lesson has caused in the past, hard examples were presented by the end so that students could be exposed to more difficult problems.
Major findings about student learning. The findings showed that even though students were successful at the beginning problems in the homework, they were intimidated by the "difficult look" of the later homework problems and simply did not attempt them. This was evident in the analysis of the homework where the amount of incomplete problems drastically increased at a certain problem when the difficulty level was higher. In the revised lesson, more difficult examples were used, and it was stressed that the steps remain the same even though it looked much harder than previous examples. Several days later when the students had to use the lesson to solve equations involving rational expressions their confidence level was greater and the majority of students got the correct answers.
Topic: Rate of Change in Context: a Lesson Study in Calculus at the University of Wisconsin at River Falls Discipline(s) or Field(s): Mathematics Authors: Laurel Langford, Alexandru Tupan, Ioana Ghenciu, Don Leake, University of Wisconsin – River Falls Submission Date: May 5, 2007
Executive Summary
Our goal is for students to better understand rate of change in context, including the skills of moving flexibly between algebraic and graphical representations and analyzing behaviors given information about the rate of change. In this lesson, students practice these skills in concrete examples using average rate of change, as a preparation for doing similar work with derivatives. These activities are at an appropriate level, with some review, and some critical thinking work, and they prompt valuable discussion among students about rates of change.
In this activity, we hope to help students differentiate and explain three statistical terms at the heart of statistical inference: the mean of a population, the mean of a sample of observations, and the mean of the sample means.
Past experience indicates that term "mean" can be very confusing for students in an Elementary Statistics class, especially when the same word choice may be applied in all three situations above, with different meanings in each case. Understanding the differences, as well as the connection, between the three types of means above is important for the most basic hypothesis tests in statistics: testing if the population mean equals a certain value by looking at just one random sample. The idea that data from a small sample can be used to estimate the mean of an entire population, which cannot be obtained directly, is critical to statistical applications in many, many fields.
The specific learning goals of the lesson are as follows:
Students will practice applying statistical techniques to data collected from samples.
Students will see and explain sample variability and how sample size decreases the variability of sample means.
Students will see graphically that the "typical/central/mean/expected" value of a sample mean is the same as the population mean.
In this lesson students will take random samples of different sizes and calculate their averages. They will then put their averages on Post-It notes and place them in the correct spot on the chalkboard to make histograms that will represent the sampling distributions. By comparing their sample means, the mean of the histogram (the mean of all the samples), and the population mean (which will be revealed at the right moment), they will hopefully get a fuller appreciation of the three different uses of the word "mean".
The activity was successful in several ways. Students enjoyed the short exercise in drawing random samples and were surprised by some of the sample means obtained. As the histograms were formed, they saw clearly how the variability decreased as sample size increased. Finally, they got to see how most sample means gave close approximations to the true population mean.
Executive Summary – The lesson topic is inheritance in Computer Science 1 (CS1) courses. Inheritance is a powerful tool which is generally not fully understood by beginning students in computer science. They may understand the mechanics of making inheritance work, but do not always comprehend the utility and power of it. A deeper understanding of the topic is a learning goal that all teachers strive for in their students. This topic has a broad application as the introduction to programming is a course that is taught by many instructors in colleges and high schools throughout the world.
Learning Goals – The goal of this lesson is to illustrate the power and utility of inheritance as a tool in computer science with the graphics and engagement experienced by students playing video games. The lesson is designed using a familiar Mario game implemented in Java. The students were engaged in the project by first playing the game to identify the sprite objects. This set up a class discussion on how these objects are organized into an inheritance hierarchy through shared characteristics and functionality. The students complete the project by using inheritance to complete the functionality of the game.
Lesson Evaluations – The results of surveys and quizzes compare the results of one section of students that completed the older inheritance laboratory with two sections of students that completed the new video game based laboratory. Student engagement in the new laboratory ranked close to exciting versus a ranking between marginally interesting and interesting for the older lesson. Student surveys show that students believe that the new lesson was exciting and it increased their understanding of inheritance hierarchies, the power of inheritance, and the usefulness of the lab. Student grades on a quiz administered four days after the laboratories show that student scored slightly higher after completing the new lesson compared to students completing the older lesson.
Observations and Exit Interviews – The lessons were observed by members of the lesson study team. Students showed a high level of engagement in the game and identifying the objects for missing functionality. They expressed a sense of accomplishment in extending the functionality of the game. In addition they showed a sense of accomplishment. Two different groups shouted "Yes!" when their new code provided the expected functionality of the game. In addition, students were engaged enough in the lesson to spend extra time to further investigate the code.
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Product Details
A Mathematician Comes of Age by Steven G. Krantz
This book is about the concept of mathematical maturity. Mathematical maturity is central to a mathematics education. The goal of a mathematics education is to transform the student from someone who treats mathematical ideas empirically and intuitively to someone who treats mathematical ideas analytically and can control and manipulate them effectively.
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Marine Science Honors (1.0)
The purpose of this rigorous, multidisciplinary course is to introduce students to the marine and estuarine environments. Students will learn how the geological processes influence and shape the marine environment and how chemical and physical processes affect living organisms within this vast environment.
Research in Science and Technology (1.0)
The purpose of this hands-on course is to develop students' fundamental knowledge of the scientific process and become skilled performing the steps of the scientific research process. Students will also become acquainted with technologies used in various research fields.
Research in Science and Technology II (1.0) (Prerequisite-Research in Science and Technology I)
The purpose of this hands-on course is to develop students' fundamental knowledge of the scientific process and become skilled performing the steps of the scientific research process. This course will build on the skills and research practices learned in Research I through various research activities.
Social Studies
World History Honors (1.0)
The purpose of this course is to enable students to understand their connections to the development of civilizations by examining the past to prepare for their future as participating members of a global community.
International Relations (0.5)
Students learn to function effectively in a global community, understanding the nature of the modern national state, national goals, and how nations communicate and negotiate to facilitate these goals.
Law Studies (0.5)
Students learn that the American legal system is the foundation of American society. In order to function effectively, students examine those laws which have an impact on citizens' lives and are provided with an introduction to fundamental civil and criminal justice procedures.
Sociology (0.5)
Through the study of sociology, students acquire an understanding of group interaction and its impact on individuals in order that they may have a greater awareness of the beliefs, values and behavior patterns of others.
Health/Physical Education
Health Opportunities through Physical Education-HOPE (1.0)
The purpose of this course is to develop and enhance healthy behaviors that influence lifestyle choices and student health and fitness.
Team Sports I (0.5)
The purpose of this course is to enable students to acquire basic knowledge of team sports play, develop skills in specified team sports, and maintain or improve health-related fitness.
Team Sports II (0.5) (Prerequisite-Team Sports I)
The purpose of this course is to enable students to develop knowledge of team sports play, develop skills in specified team sports, and maintain or improve health-related fitness.
Personal, Social and Family Relationships (0.5)
The purpose of this course is to enable students to develop knowledge and skills that promote and enhance positive human relationships and healthy living.
Experiential Education (0.5 credit)
Freshman Success Skills (0.5)
The purpose of this course is to provide students with an opportunity to experience the highest levels of success in school and improve attitudes and behaviors toward learning, self, school and community.
Entrepreneurship (Business and Industry)
Information and Technology I (1.0)
This course is designed to provide an introduction to information technology concepts and careers as well as the impact information technology has on the world, people, and industry and basic web design concepts.
Web Design (1.0) (Permission needed)
This course is designed to provide a basic overview of the Internet, Intranet, and World Wide Web. Students will learn HTML coding skills, learn best practices of building a web page using HTML and various software packages, and learn best practices for constructing a web site from multiple web pages.
Fine Arts
Art/2-D Comprehensive I (0.5)
The purpose of this course is to enable students to communicate ideas and concepts through basic two-dimensional design and composition, and develop appreciation of exemplars in varied cultures and historical periods.
Art/2-D Comprehensive II (0.5) (Prerequisite-Art/2-D Comp. I)
The purpose of this course is to enable students to communicate ideas and concepts through intermediate-level two-dimensional design and composition, and develop appreciation of exemplars in varied cultures and historical periods.
Art/2-D Comprehensive III (0.5) (Prerequisite-Art/2-D Comp. II)
The purpose of this course is to enable students to communicate ideas and concepts through intermediate-level two-dimensional design and composition, and develop appreciation of exemplars in varied cultures and historical periods.
Creative Photo I (0.5)
The purpose of this course is to enable students to develop fundamental skills and creative approaches in photographic imagery, processes, and techniques.
Creative Photo II (0.5) (Prerequisite-Creative Photo I)
Creative Photo II is a course designed for students who have mastered the point and shoot camera as well as the basic compositional elements of photography covered in Creative Photo I. Students will be working with SLR cameras and various lenses (wide angle, zoom and fish-eye) to explore the more complex aspects of this medium. Students will continue to develop compositional and creative skills, working toward mastery of both the SLR camera and Photoshop software.
TV Production I (1.0)
This course provides opportunities for students to develop skills in history of television, basic video camera operation, postproduction skills in graphics, audio, and editing, scriptwriting, storyboarding, skills in direction, and production of video projects.
All programs, activities and facilities of Edison State College are available on a non-discriminatory basis, without regard to race, color, religion, sex, age, disability, marital status or national origin. Edison State College is an Equal Access Equal Opportunity Employer. Questions pertaining to educational equity, equal opportunity or equal access should be addressed to the Vice President of Human Resources.
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This program is about every thing you want to know about real numbers. It discusses introduction to real numbers in a very simple understandable mathematical language because the aim of this program is to understand and not memorize mathematics. It also include fractions, addition and subtraction, multiplication and division of real numbers. Exponential and order of operations, algebraic expressions, properties of real numbers, and how to use these properties in algebra. All discussions are self-learning so that you have your own tutor at home, and you can study it at your own pace. All of these are present in one package.
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Where I live, HP & TI are just nonexistent.
So I'm stuck with Casio. Can you recommend a model for me??
I will be basically using it just for math 2. So I don't need any features beyond what's covered there.
You don't need a super fancy/expensive calculator for Math II. A calculator that can evaluate trig and log functions should be enough (e.g. a scientific calculator).
When I took Math II there was a problem where we had to construct a linear regression, which graphing calculators can do, but not scientific. Thing is, the answer could've easily been guessed from the answer choices.
So you may not need a graphing calculator for math II, but ultimately you decide how much you want to spend, etc. A graphing calculator will definitely help in the long run if you take calculus, statistics, or other subjects. Unfortunately I don't know much about Casios (I use a TI-NSpire).
Well, I don't know. I have been going through Barron's SAT math, and it seems like there are five/six questions per test that absolutely require a graphing calculator..& of course I will need it later. I plan on majoring in engineering.
Well, most online stores will not ship to my country, and even if I found one that does, my shipment will never arrive in time for December SAT.. I know TI is better, but this is what I have to work with :/
What features do I need most, tho??
Hey guys, I'm giving maths II in december also. I can't find anyone to borrow a graphing calculator from, is it worth it to order a casio fx 9860 gII for 54 usd? The other ones were way too expensive for me
Well..typically there will be around 5 questions that absolutely require a graphing calculator.
You could either use your imagination and eliminate some choices, or you could buy a graphing calculator.
Thank you guys for the suggestions, tho, that was really helpful
I saw some math II questions, I don't think any of them *absolutely* require a calculator (i.e. they can all be solved without a calculator given enough time), but some questions a calculator can be quite useful.
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Welcome! This site has been designed to "assist you in your pursuit of increased mathematical
understanding," or whatever sounds good to you. The subjects
covered range from Pre-Algebra to Calculus.
First, a little background.
As we worked our way through various math classes throughout the years,
we often became confused or lost. Instead of deciding that it might
have something to do with all the sleeping and talking we did during class,
the teaching style, the pace of the class, or something like that,
we figured that it was probably because we were just
morons. So for those of you who are "morons like us," here's
a site that will try to help you understand math concepts better.
This site will hopefully clarify
some of those confusing math concepts. You know - the ones that have
been waking you up in the middle of the night for so long!
Learn
This is the largest portion of the site - where you will find tutorials, sample problems, and quizzes.
Here are a few important notes about this section: Most other sites
we've seen attempt to teach things "from the bottom up." This site
is designed under the assumption that you know some of the basic concepts
but need some reinforcement. Or perhaps you want to review things
you learned ages ago. Also, we have included a short quiz after each
tutorial so you can test yourself on what you've just learned or reviewed.
One other point of clarification: "Algebra" covers elementary algebra,
"Algebra II" covers intermediate algebra as well as basic trigonometry, and "Precalc" covers
advanced algebra.
Interact
Interaction is what makes the
Internet great, so we've provided a number of interactive resources to
help you with math.
Message Board
We have often found that many
problems can be solved by simply asking someone else for some quick help,
so we've included a Message Board on the site where you can go communicate
with others.
And for all the students out
there who are suffering though Calculus, we've set up a separate Calculus
Message Board for Calc students only. Don't you feel special?
Formula Database
Have you ever needed to use a
formula or equation, but couldn't quite remember it? Now you can
use our Formula Database. Commonly used formulas have already been
added to the database. You can search the database as well as add
new equations to the collection. Take a look! And add your
favorite equation - we know you have one...
Quizzes
This page provides easy access
to our JavaScript and text-only quizzes. That way, if you want the
quiz but don't want to wade through the lessons, you don't have to.
Math Links
There are a lot of great math
sites on the Internet. This page has links to some of our favorites.
Educators
Teachers and educators are welcome
to visit this section. Anyone else is forbidden! :-)
Feedback
Do you feel an intense need to
send some feedback to the "morons" who created this site? Here's
your chance!
Credits
If you really care, you can look
at all of our credits and acknowledgments.
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Trigonometry
This course covers basic concepts of trigonometry, including definitions and properties of trigonometric functions. Topics include solutions of applied problems involving right triangles; graphs of trigonometric functions, including period changes, amplitude changes, and phase shifts; trigonometric identities; trigonometric equation solving; and evaluation of inverse trigonometric functions.
Subject:MATH Units:3
Instructor information about this course
Learning Management System (LMS) for this course:Custom LMS link: Course start page: Course email:jzyburt@miracosta.edu Office:TBA Office hours:TBA Phone:n/a Instructor notes:Students will need to take a total of 5 scheduled proctored assessments at the Oceanside campus throuhgout the semester.
For more information before and after enrolling, go to
Students will be dropped if they do not complete the mandatory online orientation (including purchasing and enrolling in the online class materials - MyMathLab) by 11:59 pm on the first day of the class (or within 24 hours of enrolling if after the first day of class).
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Lecture 4: WildLinAlg4: Area and volume
Embed
Lecture Details :
This video introduces the Linear Algebra approach to area, and to volume. It also introduces bi-vectors, with applications from physics: torque, angular momentum and motion in a magnetic field.
NJ Wildberger is also the developer of Rational Trigonometry: a new and better way of learning and using trigonometry---see his WildTrig YouTube series under user `njwildberger'. There you can also find his series on Algebraic Topology, History of Mathematics and Universal Hyperbolic Geometry.
Course Description : NJ Wildberger is also the developer of Rational Trigonometry: a new and better way of learning and using trigonometry.
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algebra 1, geometry and prealgebra algebra 1, algebra 2 and prealgebra algebra 1, algebra 2 and calculus algebra 1, algebra 2 and calculus
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App Description
Math Ref is an award winning education app. With it you can browse over 1,400 formulas, figures, and examples to help you with math, physics, chemistry and more. Use an expanding list of helpful tools such as a unit converter, quadratic solver, and triangle solver to perform common calculations.
"Math Ref is just an awesomely useful app for students, teacher, and anyone else who works with math and needs to do a lot of calculations." - FindmySoft.com
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GCE Mathematics Aggregation Rules ? Advice for HE Institutions
For example it explains that when grading Mathematics and Further Mathematics, the highest possible grade in Mathematics is awarded first so if AC and BB are both possible pairs of grades, AC will be given in preference to BB.
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0763779466
9780763779467
Mathematical Modeling For The Scientific Method:Part Of The International Series In MathematicsMathematical Modeling For The Scientific Method Is Intended For The Sophomore/Junior-Level Student Seeking To Be Well-Grounded In Mathematical Modeling For Their Studies In Biology, The Physical Sciences, Engineering, And/Or Medicine. It Clarifies The Connection Between Deductive And Inductive Reasoning As Used In Mathematics And Science And Urges Students To Think Critically About Concepts And Applications. The Authors' Goal Is To Be Introductory In Level While Covering A Broad Range Of Techniques. They Unite Topics In Statistics, Linear Algebra, Calculus And Differential Equations, While Discussing How These Subjects Are Interrelated And Utilized. Mathematical Modeling For The Scientific Method Leaves Students With A Clearer Perspective Of The Role Of Mathematics Within The Sciences And The Understanding Of How To Rationally Work Through Even Rigorous Applications With Ease.
Back to top
Rent Mathematical Modeling For The Scientific Method 1st edition today, or search our site for Pravica textbooks. Every textbook comes with a 21-day "Any Reason" guarantee. Published by Jones & Bartlett Learning.
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Also Available in:
Basic Mathematics
(Spiral)
Basic Mathematics Book Description
Originally written to be appropriate for any classroom format, Basic Mathematics assumes no prior knowledge and patiently develops each concept, explaining the "why" behind the mathematics. Readers can actively learn from this book thanks to practice opportunities and helpful text features incorporated throughout the text. The user-friendly, spiral-bound format is available with an all-in-one Student Resources DVD-ROM set that includes video lectures for each section of the text, chapter test solutions on video, and the student solutions manual. This streamlined format conserves natural resources while also providing convenience and savings. Whole Numbers and Number Sense; Factors and the Order of Operations; Fractions: Multiplication and Division; Fractions: Addition and Subtraction; Decimals; Ratios, Proportions, and Percents; Measurement and Geometry; Statistics and Probability; Integers and Algebraic Expressions; Equations For all readers interested in basic mathematics.
Popular Searches
The book Basic Mathematics by Robert H Prior
(author) is published or distributed by Addison Wesley Longman [0321213793, 9780321213792].
This particular edition was published on or around 2008-11-1 date.
Basic Mathematics has Spiral binding and this format has 736 number of pages of content for use.
This book by Robert H Prior
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Beginning & Intermediate Algebra, 4th Edition
Author Information
Elayn Martin-Gay
Product Details
Edition:
ISBN:
9780136007319
Publish Date:
2008-02-25
Publisher:
Pearson
Product Description
KEY MESSAGE. This revision of Martin-Gay's algebra series continues her focus on students and what they need to be successful. Martin-Gay also strives to provide the highest level of instructor and adjunct support. KEY TOPICS: Review of Real Numbers; Equations and Problem Solving; Graphing; Systems of Linear Equations; Exponents and Polynomials; Factoring Polynomials; Rational Expressions; More on Functions and Graphs; Inequalities and Absolute Value; Radicals, Rational Exponents, and Complex Numbers; Quadratic Equations and Functions; Exponential and Logarithmic Functions; Conic Sections; Sequences, Series, and the Binomial Theorem MARKET: for all readers interested in algebra.Written by authorities in Mathematics, Beginning & Intermediate Algebra, 4th Edition by Elayn Martin-Gay provides an excellent foundation for Mathematics studies. Elayn Martin-Gay's style is excellently suited towards Mathematics studies, and will teach students the material clearly without overcomplicating the subject. What's more, the text is available in the Hardcover format shown above (ISBN 9780136007319), as well as a number of other formats. As of March 2008, this revision raises the bar for Beginning & Intermediate Algebra, 4th Edition's high standard of excellence, making sure that it stays one of the foremost Mathematics studies textbooks.
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Calculus Course/Sequence
In mathematics, a sequence is an ordered list of objects (or events). Like a set, it contains members (also called elements or terms), and the number of terms (possibly infinite) is called the length of the sequence. Unlike a set, order matters, and exactly the same elements can appear multiple times at different positions in the sequence. A sequence is a discretefunction.
For example, (C, R, Y) is a sequence of letters that differs from (Y, C, R), as the ordering matters. Sequences can be finite, as in this example, or infinite, such as the sequence of all evenpositiveintegers (2, 4, 6,...). Finite sequences are sometimes known as strings or words and infinite sequences as streams. The empty sequence ( ) is included in most notions of sequence, but may be excluded depending on the context.
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This is a free textbook offered by BookBoon.'Advanced Maths for Chemists teaches Maths from a "chemical" perspective and is...
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This is a free textbook offered by BookBoon.'Advanced Maths for Chemists teaches Maths from a "chemical" perspective and is the third of a three part series of texts designed for a first-year university course. It is the Maths required by a Chemist, Chemical Engineer, Chemical Physicist, Molecular Biologist, Biochemist or Biologist. Tutorial questions with fully worked solutions are used and structured on a weekly basis to help the students to self-pace themselves. Coloured molecular structures, graphs and diagrams bring the text alive. Navigation between questions and their solutions is by page numbers for use with your PDF reader.'
This is a free, open textbook that is part of the Connexions collection at Rice University. "This is a textbook for Basic...
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This is a free, open textbook that is part of the Connexions collection at Rice University. "This is a textbook for Basic Mathematics for community college students. The content in this book has been collected from three text books and modified, as specified by Robert Knight.״
This is a free online textbook offered by BookBoon.'Blast into Math! A fun and rigorous introduction to pure mathematics, is...
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This is a free online textbook offered by free online textbook 'is suitable for both students and a general audience interested in learning what pure mathematics...
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This free online textbook 'is is a free textbook from BookBoon.'Blast into Math! A fun and rigorous introduction to pure mathematics, is suitable for...
see more
This is a free textbook fromAccording to the author, "It is by no means a comprehensive guide to all the mathematics an engineer might encounter during...
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According to the author, "It is by no means a comprehensive guide to all the mathematics an engineer might encounter during the course of his or her degree. The aim is more to highlight and explain some areas commonly found difficult, such as calculus, and to ease the transition from school level to university level mathematics, where sometimes the subject matter is similar, but the emphasis is usually different. The early sections on functions and single variable calculus are in this spirit. The later sections on multivariate calculus, differential equations and complex functions are more typically found on a first or second year undergraduate course, depending upon the university. The necessary linear algebra for multivariate calculus is also outlined. More advanced topics which have been omitted, but which you will certainly come across, are partial differential equations, Fourier transforms and Laplace transforms.״
This is a free, online textbook that consists of individual workbooks on a wide variety of math topics. Each of the 48...
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This is a free, online textbook that consists of individual workbooks on a wide variety of math topics. Each of the 48 chapters includes information that engineers need to know specifically. There is also a Student's Guide and a Tutor's Guide. Each are downloadable as pdf files.
This is a free textbook offered by BookBoon.'Chemistry Maths 2 teaches Maths from a "chemical" perspective and is the second...
see more
This is a free textbook offered by BookBoon.' self-pace themselves are used. Coloured molecular structures, graphs and diagrams bring the text alive. Navigation between questions and their solutions is by page numbers used with your PDF reader.'
According to The Orange Grove, "Designed for the community college math class that meets the quantitative skills requirements...
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According to The Orange Grove, "Designed for the community college math class that meets the quantitative skills requirements for an associates degree, the content in this book includes financial math, population growth, the algebra of sustainability, statistics, and system dynamics modeling. Other than the chapter on financial math, the entire book focuses on the theme of sustainability and includes issues such as peak oil.״
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Geometry Vol. 1 Basic Ideas and Concepts of Differential Geometry
ISBN 3540519998 / 9783540519997 / 3-540-51999-8
Book summary
This book provides a tour of the principal areas and methods of modern differential geometry. Beginning at the introductory level with curves in Euclidian space, the sections become more challenging, arriving finally at the advanced topics that form the greatest part of the book: transformation groups, the geometry of differential equations, geometric structures, the equivalence problem, the geometry of elliptic operators.
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Practice interpreting linear relationships with Khan Academy 's free online exercises. A scatter plot or scattergraph is a type of mathematical diagram using Cartesian coordinates to display values for two variables for a set of data. The data. Educational videos for TEENs.. Please make your comments on categories positive, and not just negative. Full text of "History of the Mongols, from the 9th to the 19th century". Full text of "An oriental biographical dictionary" This is a digital copy of a book that was preserved for generations on library shelves before it was. Web Resources Design: The high school mathematics resources created over the last two years have a different design.
A Despite a couple of electrifying action sequences, Octopussy is a formulaic, anachronistic Bond outing.
1 Despite a couple of electrifying action sequences, Octopussy is a formulaic, anachronistic Bond outing Full text of "An oriental biographical dictionary" This is a digital copy of a book that was preserved for generations on library shelves before it was. Vocabulary words for Mr. Krueger's Class . Includes studying games and tools such as flashcards.
Practice interpreting linear relationships with Khan Academy 's free online exercises. ⇐ Use this menu to view and help create subtitles for this video in many different languages. You'll probably want to hide YouTube's captions if using. A
⇐ Use this menu to view and help create subtitles for this video in many different languages. You'll probably want to hide YouTube's captions if using. Considered by many fans to be the best of the Star Trek movies, Khan features a strong plot , increased tension, and a sharp supporting performance from Ricardo Montalban. Educational videos for TEENs.. Please make your comments on categories positive, and not just negative. Vocabulary words for Mr. Krueger's Class . Includes studying games and tools such as flashcards.
Considered by many fans to be the best of the Star Trek movies, Khan features a strong plot , increased tension, and a sharp supporting performance from Ricardo Montalban. Full text of "History of the Mongols, from the 9th to the 19th century". Vocabulary words for Mr. Krueger's Class . Includes studying games and tools such as flashcards.
Practice interpreting linear relationships with Khan Academy 's free online exercises. 1:29 Crystal Meth Before & After and its Devastating Effects FunFacta Featured 11,245,031; 1:39 Club Penguin - Cadence - The Party Starts Now Lyrics (Short. Vocabulary words for Mr. Krueger's Class . Includes studying games and tools such as flashcards. Web Resources Design: The high school mathematics resources created over the last two years have a different design.
⇐ Use this menu to view and help create subtitles for this video in many different languages. You'll probably want to hide YouTube's captions if using. 1 Watch Now Before It's In Theaters. Jayne Mansfield's Car. From Academy Award-winner Billy Bob Thornton. Two families - one southern, one British - try to make amends. Full text of "An oriental biographical dictionary" This is a digital copy of a book that was preserved for generations on library shelves before it was.
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What is My Math Lab or MML? My Math Lab or MML is a
website that organizes interactive tutorials, videos, homework, quizzes, tests, and
other resources into learning units for each chapter of the text. It is
powered by Course Compass, not Blackboard.
Where can I purchase MML? To purchase an access code for
MML, you can visit the bookstore or order online. Ordering online will save you money and time. Simply go to
and click
register under students. You will see a blue link "purchase online access"
above the credit card pictures. You will need your instructors course id
and a debit or credit card. My course id is on the class webpage.
You can also get FREE temporary
access for 17 days or pay using Paypal. Select the temporary access
when asked about the access code.
What do I need before I start? (1) A valid email
address (2) a course id from instructors web page (3) My math Lab access kit
or a debit or credit card to buy online.
What do I do first? (1) Purchase access code
(2) Register with MML (3) Install plug-ins on all computers you will be
using (4) Note all due dates and pace yourself to complete everything on
time (5) Check your email daily. There is also button on each class
web page titled 'Orientation Presentation' you can watch and get an idea of
the registration process.
Registering your My Math Lab software: 1. Go to
2. Under Register, click Student. 3. Enter your instructor's course ID (listed on each class page,
get the CORRECT one!) and click Continue. 4. Sign in with an existing Pearson account or create an account
* If you have used a Pearson website, enter your
Pearson username and password.
Click Sign In.
* If you do not have a Pearson account, click
Create. Write down your new Pearson
username and password to help you
remember them.
5. Select an option to access your instructor's online course:
* Use the access code that came with your
textbook or that you purchased
separately from the bookstore.
* Buy access using a credit card or PayPal.
* Get 17 days of temporary access. (Look for a
link near the bottom of the page.)
6. Click Go To Your Course on the conformation page.
Retaking or continuing a course? If you are retaking this course or enrolling in another course with the
same book (Introductory Algebra and Intermediate Algebra use the same book),
be sure to use your existing Pearson username and password. You will
not need to pay again.
Take a Tour: Click on the words "Take A Tour" There are four
different tours you can take. Pick the one that best suits you.
1. Explore Course Compass: Use the tools
available on the main Course Compass page, which is the
starting point for all your courses. You also learn
about the basic parts of most Course Compass courses.
2. Register & enroll using an access code:
Register for CourseCompass when you have an access code,
which is included in the access kit that comes with your
new textbook. Note: If you did not buy a new textbook, you may
be able to purchase a separate access code kit from your
bookstore. If not, contact your instructor.
3. Register & enroll by purchasing online:
Register, enroll, and pay for a course online if you
don't have an access code. You can pay for your course
using a credit card or a PayPal account.
4. Enroll in another course: Sign up for another
semester of a course that uses the same book, change
sections within a course, retake a course, or take a new
course when you already have a login name and password.
Technical Support:
If you are unable to install the necessary software and plug-ins or the
program is not running properly, you may contact the MyMathLab Student
Support Line at: 1-800-677-6337
Mon-Fri, 8am to 8pm
Sun, 5pm to 12am (All
times are Eastern Standard Time, U.S. and Canada)
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Relevance of High School Mathematics to the Real World-article
It is an age old question in math classes: "Why do we have to learn this? When are we ever going to use this in our lives?"
There is of course, a very fine answer to this that any teacher can be proud of. It consists of something along the lines of : What we are learning in class, whether it be how to factor a quadratic, how to graph a sine function, or anything else, is a building block to further education and to eventually lead to awesome applications in engineering, science, finance, etc.
This answer does not satisfy the student. That is, of course, because the student is convinced that they have no interest whatsoever in going any further than Grade 11 math.
So then, this is what we say to the student: "It is not relevant to you, and you will never use this in the real world." But don't leave it at that.
Let's face it, most students may not ever use the subject for any practical purpose in their career. Sure, math is important day to day when balancing your cheque book, and taking change at the store………… but here is the real purpose for it.
Math, like no other subject, prepares students for the everyday problem solving that they need to succeed in the real world.
Now, in life, we all face many problems each day, where we are required to make complex decisions. The school system can't possibly simulate all of the different things that are going to happen to all of the different people to prepare them for life. It can, however, put the students in a situation where they don't know what to do, and they have to figure out what they have to do, rather than memorize a solution. Math does this. It forces the student to follow some logical rules, and solve problems in a step by step manner.
If you are looking for a way to motivate yourself to succeed in mathematics, try this: Make your math class like a training ground for the real world. See the questions as problems that need to be solved, and you are given the tools to solve them. It is a simulation for real life. Start to have fun with the questions, looking at homework as practicing the skills you are taught.
Your brain needs to be exercised just like your muscles, and math class is the gym where this exercise takes place.
So you may not use the actual topics you learn in the real world, just like a hockey player doesn't actually lift weights in a game. But your brain is getting stronger because of the math, and this will help you unlock more of your mind and your potential for success!
Kevin Downe
About the Author
Kevin Downe,
President of Mind Over Math Inc., a math tutoring centre in Orangeville and Waterloo ON.
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Prealgebra (4th Edition)
Book Description—a book written with student success as its top priority, now with an emphasis on study skills growth and an expanded instructor supplements package. Introduction to Algebra: Integers; Understanding Variables and Solving Equations; Solving Application Problems; Rational Numbers: Positive and Negative Fractions; Rational Numbers: Positive and Negative Decimals; Ratio, Proportion, and Line/Angle/Triangle Relationships; Percent; Measurement; Graphs; Exponents and Polynomials For all readers interested in prealgebra
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Science Books
TI-89 Graphing Calculator For Dummies (For Dummies (Math & Science))
Shows science, math, and engineering students and professionals how to make the most of this top-of-the-line graphing calculator Describes step by step how to harness the calculator's 3D graphing capabilities, advanced built-in functions, USB connectivity, and 16 preloaded applications, including calculus and electrical engineering tools The book's accessible, plain-English explanations are a must for users who find TI's instruction manual difficult to slog through Since students can now use the TI-89 and other graphing calculators on AP exams, the SAT, and other standardized tests, this book will get them up to speed quickly Texas Instruments owns over 95 percent of the graphing calculator market .
Note: This page refers to a book description provided by Amazon.com through its Associates Program. All text, images, and related information about this product are protected by applicable copyright law. Prices are subject to change without notice.
Molecular Algebra in Mammalian Cells(June 4, 2012) — Researchers have reprogrammed mammalian cells in such a way as to perform logical calculations like a pocket calculator. The cells owe this ability to one of the most complex gene networks that has ... > read more
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Starting with the first round of USAMTS (USA Mathematial Talent Search) due on October 15 and culminating with the IMO (International Mathematics Olympiad) in July, 2014, the season of math competitions is right around the corner. Are you prepared? Do you have the resources to help you excel? With over 30 years of experience teaching, coaching, and mentoring the brightest mathematical minds of our age, Dr. Andreescu's books are essential for every math enthusiast's library. Here are just a few highlights from his distinguished career:
Authored, co-authored, and edited more than 40 math books and publications
Head coach and leader of the USA International Mathematical Olympiad (IMO) for 8 years
Director of the Mathematical Association of American (MAA) American Mathematics Competitions for 5 years
Has contributed hundreds of problems to various math competitions including up to and including the IMO
In this lecture we will retrace the steps of Archimedes, Newton, Euler, and other great mathematicians and learn about important mathematical functions, their properties, history, and applications. We will look at several interesting competition topics that often show up on AMC 10/12, related to exponential, logarithmic, trigonometric, hyperbolic, and other functions. We will also see how these functions turn up in solutions of some fundamental problems in math, physics, and engineering. We will have fun using them to draw important curves: cicloids, cardioids, catenaries, circles, ellipses, hyperbolas, parabolas, and will discover which one of them is brachistochrone and which one is tautochrone.
This next meeting will be our last before the holiday break at UTD and the end of the Fall semester. Students preparing for the 2013 AMC 10 and 12 will not want to miss this session when Dr. Andreescu share some of his favorite problems and approaches for solving them.
All students should make a serious effort to register and prepare for the AMC 10 or 12 exam. There is no limitation on how young a student can participate and no restriction on how many years you take the exam until you reach 10th and 12th grades respectively. The AMC results are requested by many elite colleges to differentiate among the many applications they see with 800 SAT scores.
Here is some additional information about this year's AMC 12:
The AMC 12 is a 25 question, 75 minute multiple choice examination in secondary school mathematics containing problems which can be understood and solved with pre-calculus concepts. Calculators are not allowed starting in 2008. For the 2012-2013 school year there will be two dates on which the contest may be taken: AMC 12A on Tuesday, February 5, 2013 , and AMC 12B on Wednesday, February 20, 2013 .
With the AMC 10 and 12 contests behind us, some students will be preparing for the AIME while many will be working hard to improve their scores next year. Both groups will not want to miss Dr. Titu Andreescu this weekend as he presents more of his favorite problems and solutions.
Titu Andreescu received his Ph.D. from the West University of Timisoara, Romania. The topic of his dissertation was "Research on Diophantine Analysis and Applications." Professor Andreescu currently teaches at The University of Texas at Dallas. He is past chairman of the USA Mathematical Olympiad, served as director of the MAA American Mathematics Competitions (1998–2003), coach of the USA International Mathematical Olympiad Team (IMO) for 10 years (1993–2002), director of the Mathematical Olympiad Summer Program (1995–2002), and leader of the USA IMO Team (1995–2002). In 2002 Titu was elected member of the IMO Advisory Board, the governing body of the world's most prestigious mathematics competition. Titu co-founded in 2006 and continues as director of the AwesomeMath Summer Program (AMSP). He received the Edyth May Sliffe Award for Distinguished High School Mathematics Teaching from the MAA in 1994 and a "Certificate of Appreciation" from the president of the MAA in 1995 for his outstanding service as coach of the Mathematical Olympiad Summer Program in preparing the US team for its perfect performance in Hong Kong at the 1994 IMO. Titu's contributions to numerous textbooks and problem books are recognized worldwide.
Bulgarian Olympiad winner, Krassimir Penev will consider a variety of problem-solving techniques and important facts used for solving nonstandard geometric problems. The examples include but are not limited to the Nine Point Circle, Euler's line, Ceva's Theorem and cyclic quadrilaterals. These mathematical tools could be used for math competitions such as the AMC10,12, AIME, USAMO and Intel talent search.
The American Mathematics Contest (AMC) is an extremely important contest for any students interested in pursuing a STEM education and career. Many of the elite universities use AMC scores to sort out the many applicants who easily achieve 800 SAT math scores.
Our Metroplex Math Circle students are particularly fortunate to have access to Dr. Titu Andreescu as they prepare themselves to take the test. Dr. Andreescu was the director of the AMC and coach of the US International Mathematical Olympiad team, whose members are selected from among the very best performers in the AMC, AIME and USAMO sequence of contests.
Students should make sure that their schools are offering the A version of the AMC 10 and 12 tests on February 7th. For those students who do not have access to the test at their school or who are homeschooled, Dr. Andreescu will be offering the test at UT Dallas on February 22, 2012. Please leave a comment below if you would like to register to take the test at UT Dallas so we can order sufficient tests.
The "10″ and "12″ refer to the maximum grade in which the test may be taken, however, there is no lower limit on the age of the participant. Many of our younger students take it with the goal of improving their performance each year and identifying areas to focus their studies. One extraordinary elementary student, under Dr. Andreescu's tutelage, even achieved a perfect score on the AMC 10!
For those of you planning to take the AMC 10 or 12 B at UT Dallas this year, Dr. Andreescu has announced that it will be in the Conference Center in room 1.102. If you are familiar with the campus you will note that the Conference Center is just across Rutford from the building where Metroplex Math Circle is usually held. For those of you who need directions, this link will show you the Conference Center and nearby parking:
This room was chosen due to the large number of students who have already signed up. If you would like to take the test at UTD please contact Dr. Andreescu to insure that you have a test reserved for you.
Like this:
As students take the AMC 10 and 12 A today I wanted to post information on Texas universities offering the B version of the test on February 23rd. Please contact the site coordinators directly. If you are looking for a site in another state they are listed by the AMC at this siteschool
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This course provides a welcoming and enthusiastic introduction to the
mathematics major. It exposes students to aspects of mathematics
typically not seen until later in their degree program. Through
presentations, discussions, and problem solving the question "What is
Mathematics?" will be examined.
Calculus III is not really a continuation of Calculus I and
II. It takes both of them to a whole new dimension - the third
dimension. We will learn calculus that can be applied to the three
dimensional world in which we live (but which we frequently ignore because
it cannot be completely reproduced on paper or on screens).
It is often said that mathematics is a language. In this class you
will begin to learn to speak this language. Just like in an
introductory language course, we will start with the most fundamental
concepts and grammar rules. After we have some familiarity with the
language of formal mathematics, we will practice this language in the
setting of counting problems of different types. More like an
advanced language class, it will not suffice just memorizing the
vocabulary (in fact, hopefully we can keep vocabulary to a minimum), but
rather you will be required to understand and speak clearly in this
language. The material learned here will help you understand the
mathematics you read and clarify the mathematics you write. Because
we are learning how to write mathematics, exposition will also be a
component in your evaluation.
This is not truth tables, Philosophy 101, or a gentle continuation of
Introduction to Proofs. In this course we will tell the tale of
Gödel's theorems, one of the most amazing stories inside of mathematics,
and about mathematics as well. Come join us for a wild ride and a
trip and a half into the surprising world of vast abstraction.
Professional Activities
I am an active member of the Mathematical Association of America. In
particular, I am the liaison coordinator and the chair of the Seaway NExT
Steering Committee. I am also a member of the American Mathematical
Society.
Areas of research
Low-dimensional Topology
Knots, Links, and 3-manifolds
Current projects
I am currently pursuing several research projects. The newest of the
projects is an exploration of the role of Euclid's Fourth Postulate:
"All right angles are equal." The older of these projects
consists of investigating how the Casson-Walker-Lescop 3-manifold
invariant changes when modifying the presenting link for a 3-manifold. This
project has evolved into studying questions of the Ohtsuki invariants of
rational homology spheres, and questions of the space of finite type
invariants for links of three or more components. Another long-term
project is to study symmetries of links. In particular I am examining
a refinement of unlinking number accounting for which components are
involved in each of the crossing changes, a so-called coloured unlinking
number. Finally, I am examining comparisons and connections between
mathematician Evariste Galois and composer Hector Berlioz.
"Infiltrating Preservice Elementary School
Mathematics with History", contributed paper session on the use of history
in the teaching of mathematics.
MAA national MathFest in Burlington, VT, July 31 - August 4, 2002
"Modern Geometry", contributed paper session
on the use of recent history of mathematics in teaching.
"Welcome to Mathematics: A Cornerstone Experience", contributed
paper session on the role of proof in teaching mathematics.
MAA national MathFest in Boulder, CO, July 30 - August 2, 2003
"Days are Numbers: The Mathematics of
the Calendar", general contributed paper session.
"Honesty is the Best Philosophy", contributed paper session on innovations
in quantitative literacy.
MAA national MathFest in Providence, RI, August 11 - 15, 2004
Co-organised session on "Extracurricular
Mathematics"
MAA national MathFest in Albuquerque, NM, August 3 - 6, 2005
"Why Are We Math Majors?", contributed paper
session on current issues in mathematics education courses. "Greatest Hits of Mathematics", general
contributed paper session.
"Where are we from? - An entire class
project", contributed paper session on getting students to discuss and
to write about mathematics.
"Four dimensional tic-tac-toe on a torus - the game of SET", general
contributed paper session
"Euclid's Neglected Postulate",
contributed paper session on history of mathematics uses in the
classroom.
"Four different experiences", contributed paper session on first
year seminar / experience mathematics courses.
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Where to find Outlier Publications online
Why Is It So Hard To Learn Math? by Richard Porr
Price:
$0.99 USD.
Approx. 2,640 words.
Language:
English.
Published on August 2, 2011 by
Outlier Publications.
Category:
Nonfiction.
More people struggle with math than with any other academic discipline. So much so, that it is commonly excusable to not do well in math but to merely survive. There are reasons why math is so hard to learn. This little book identifies and provides insights into the top 10 reasons why math is so hard to learn. If you know what the bumps are, you can slow down and make it over them in one piece!
Math Rescue Kit by Richard Porr
Price:
$4.99 USD.
Approx. 10,390 words.
Language:
English.
Published on July 22, 2011 by
Outlier Publications.
Category:
Nonfiction.
Powerful ways to think about math and techniques to bust past the barriers that are stopping you from passing college level mathematics courses. Especially helpful for nontraditional students. If you're looking for secret insights to help you pass math and continue with your education, look no further--the Math Rescue Kit is here!
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Summary
The new edition of INTERMEDIATE ALGEBRA is an exciting and innovative revision that takes an already successful text and makes it more compelling for today's instructor and student. The new edition has been thoroughly updated with a new interior design and other pedagogical features that make the user both easier to read and easier to use. Known for its clear writing and an engaging, accessible approach that makes algebra relevant, INTERMEDIATE ALGEBRA helps users to develop problem-solving skills and strategies that they can use in their everyday lives. The new edition welcomes two new co-authors Rosemary Karr and Marilyn Massey who along with David Gustafson have developed a learning plan to help users succeed in Intermediate Algebra and transition to the next level in their coursework.
Table of Contents
A Review of Basic Algebra
The Real Number System
Arithmetic and Properties of Real Numbers
Exponents
Scientific Notation
Solving Linear Equations in One Variable
Using Linear Equations to Solve Application Problems
Projects
Chapter Review
Chapter 1 Test
Graphs, Equations of Lines, and Functions
Graphing Linear Equations
Slope of a Line
Writing Equations of Lines
Introduction to Functions
Graphs of Other Functions
Projects
Chapter Review
Chapter 2 Test
Cumulative Review Exercises
Systems of Linear Equations
Solving Systems of Two Linear Equations by Graphing
Solving Systems of Two Linear Equations by Elimination (Addition)
Solving Systems of Three Linear Equations in Three Variables
Solving Systems of Linear Equations Using Matrices
Solving Systems of Linear Equations Using Determinants
Projects
Chapter Review
Chapter 3 Test
Inequalities
Solving Linear Inequalities in One Variable
Solving Equations and Inequalities in One Variable Containing Absolute Values
Solving Linear Inequalities in One or Two Variables
Solving Systems of Quadratic Inequalities in Two Variables
Solving Systems Using Linear Programming
Projects
Chapter Review
Chapter 4 Test
Cumulative Review Exercises
Polynomials and Polynomial Functions
Polynomials and Polynomial Functions
Adding and Subtracting Polynomials
Multiplying Polynomials
The Greatest Common Factor and Factoring by Grouping
The Difference of Two Squares; the Sum and Difference of Two Cubes
Factoring Trinomials
Summary of Factoring Techniques
Solving Equations by Factoring
Projects
Chapter Review
Chapter 5 Test
Rational Expressions
Finding the Domain of Rational n and Simplifying Rational Expressions
Multiplying and Dividing Rational Expressions
Adding and Subtracting Rational Expressions
Simplifying Complex Fractions
Solving Equations Containing Rational Expressions
Dividing Polynomials
Synthetic Division
Proportion and Variation
Projects
Chapter Review
Chapter 6 Test
Cumulative Review Exercises
Radicals and Rational Exponents
Radical Expressions
Applications of the Pythagorean Theorem and the Distance Formula
Rational Exponents
Simplifying and Combining Radical Expressions
Multiplying and Dividing Radical Expressions
Radical Equations
Complex Numbers
Projects
Chapter Review
Chapter 7 Test
Quadratic Functions, Inequalities, and Algebra of Functions
Solving Quadratic Equations Using the Square Root Property and by Completing the Square
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$75 representation theory of finite groups has seen rapid growth in recent years with the development of efficient algorithms and computer algebra systems. This is the first book to provide an introduction to the ordinary and modular representation theory of finite groups with special emphasis on the computational aspects of the subject. Evolving from courses taught at Aachen University, this well-paced text is ideal for graduate-level study. The authors provide over 200 exercises, both theoretical and computational, and include worked examples using the computer algebra system GAP. These make the abstract theory tangible and engage students in real hands-on work. GAP is freely available from and readers can download source code and solutions to selected exercises from the book's web page.
Gives hands-on experience with representation theory
Uses the computer algebra systems GAP, which is freely available for download
Source code, errata and solutions to selected exercises are available online
Reviews & endorsements
"Representations of Groups: A Computational Approach, by Lux and Pahlings, is a well-constructed, dense, and, its introductory nature notwithstanding, pretty far-reaching text. Happily, it is also quite accessible....As it should be given what the authors have in mind, Representations of Groups: A Computational Approach is laden with examples and exercises, many of them supplied with hints. The book is well-written and anything but chatty and is based on the authors' courses so that much of the material in the book has been field tested."
Michael Berg, MAA Reviews
"I enjoyed reading this book, and recommend it as a good modern second course in
representation theory. The choice of topics and their arrangement are interesting, sometimes even surprising, but clearly well thought out."
Robert A. Wilson, Bulletin of the London Mathematical Society
"... this is really a wonderful, nice, and significant book, which is so well written, and it is recommended to a wide range of mathematicians, including not only graduate students but also many mathematicians of greater experience."
Shigeo Koshittani
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Beginning and Intermediate Algebra / With 2 CDs - 3rd edition
Summary: For college-level courses of combined introductory and intermediate algebra.
El provi...show morede the highest level of instructor and adjunct support.
Martin-Gay's series is well known and widely praised for an unparalleled ability to:
Relate to students through real-life applications that are interesting, relevant, and practical.
Martin-Gay believes that every student can:
Test better: The new Chapter Test Prep Video shows Martin-Gay working step-by-step video solutions to every problem in each Chapter Test to enhance mastery of key chapter content.
Study better: New, integrated Study Skills Reminders reinforce the skills introduced in section 1.1, "Tips for Success in Mathematics" to promote an increased focus on the development of all-important study skills.
Learn better: The enhanced exercise sets and new pedagogy, like the Concept Checks, mean that students have the tools they need to learn successfully.
Martin-Gay believes that every student can succeed, and with each successive edition enhances her pedagogy and learning resources to provide evermore relevant and useful tools to help students and instructors achieve success. ...show lessPenntext Downingtown, PA
STAINS ON SIDES With CD!
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Algebraic geometry front page
Quick description
Algebraic geometry is the study of the geometric properties of sets of solutions to algebraic equations.Many well-known manifolds can be described in this way (e.g.the -sphere is the set ofsolutions in to the equation ), and so in principle algebraic geometryhas a lot of overlap with other areas of geometry.However, two characteristic features of algebraicgeometry are: one very often works over an algebraically closed field, such as (so that parts of algebraicgeometry have quite a lot of overlap with the theory of complex manifolds, or complex analyticgeometry); one very often considers projective varieties rather than affine varieties.(Thus the -sphereis the set of real points of an affine variety; the set of complex solutions of the associated projectivevariety is a quadric surface.)
Algebraic geometry can use both geometric methods and algebraic methods.When it does usealgebraic methods, it often interprets them in geometric terms.This opens up the possibilityof using geometric ideas, and geometric intuition, even when studying algebraic problems over the integers or rational numbers, or even over finite fields.Thus algebraic geometry plays an important rolein the study of Diophantine equations.
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Algebra 2
Algebra 2 is the third math course in high school
and will guide you through among other things linear equations,
inequalities, graphs, matrices, polynomials and radical
expressions, quadratic equations, functions, exponential and
logarithmic expressions, sequences and series, probability and
trigonometry.
This Algebra 2 math course is divided into 13
chapters and each chapter is divided into several lessons. Under
each lesson you will find theory, examples and video lessons.
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College Geometry : Discovery Approach - With CD - 2nd edition
Summary: College Geometry is an approachable text, covering both Euclidean and Non-Euclidean geometry. This text is directed at the one semester course at the college level, for both pure mathematics majors and prospective teachers. A primary focus is on student participation, which is promoted in two ways: (1) Each section of the book contains one or two units, called Moments for Discovery, that use drawing, computational, or reasoning experiments to guide students to an oft...show moreen surprising conclusion related to section concepts; and (2) More than 650 problems were carefully designed to maintain student interest
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Mathematics Explained for Primary Teachers
9781848601963
ISBN:
1848601964
Edition: 4 Pub Date: 2010 Publisher: SAGE Publications, Limited
Summary: Haylock, Derek W. is the author of Mathematics Explained for Primary Teachers, published 2010 under ISBN 9781848601963 and 1848601964. Two hundred ninety eight Mathematics Explained for Primary Teachers textbooks are available for sale on ValoreBooks.com, ninety nine used from the cheapest price of $122.54, or buy new starting at $91.81.
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9780201726343
ISBN:
0201726343
Edition: 5 Pub Date: 2003 Publisher: Pearson
Summary: This text is organised into 4 main parts - discrete mathematics, graph theory, modern algebra and combinatorics (flexible modular structuring). It includes a large variety of elementary problems allowing students to establish skills as they practice.
Ralph P. Grimaldi is the author of Discrete and Combinatorial Mathematics: An Applied Introduction, Fifth Edition, published 2003 under ISBN 9780201726343 and 0...201726343. Five hundred sixty one Discrete and Combinatorial Mathematics: An Applied Introduction, Fifth Edition textbooks are available for sale on ValoreBooks.com, one hundred five used from the cheapest price of $71.88, or buy new starting at $166
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Math and Service-Learning in Higher Education
Service-learning in the mathematics curriculum provides a rich opportunity for students to learn while contributing to their communities.Service-learning in higher education integrates community service with academic instruction. Students participate in organized curricular projects that address community needs, while enhancing their academic knowledge and skills and fostering civic responsibility.
Examples of mathematics service-learning experiences include tutoring, environmental data monitoring and analysis (statistics), building structures (geometry–slopes and angles), and designing transportation routes (discrete / combinatorial math). Mathematics service-learning projects can be a mechanism for effectively translating seemingly abstract principles such as algebra, geometry, and trigonometry into practice.Through service-learning experiences, students are able to see renewed value in their education by meeting community needs, applying knowledge to real-world situations and effectively 'making a difference'.
Survey research findings indicate that the middle school years are when American math competency starts to plummet. In response to this trend, as well as to better fulfill the National Education Goals, including "The United States will be first in the world in mathematics and science achievement"; the Mathematical Association of America (MAA) and the American Association of Higher Education (AAHE) are collaborating on a project to advance service-learning in mathematics education.In 1998, the United States Department of Education (DOE) asked Campus Compact to assemble and provide successful models for math tutoring for the middle school grades by college students.
Campus Compact discipline specific syllabi (math) The Campus Compact website offers discipline specific syllabi that incorporate service-learning. Simply click on Browsing the Syllabi and select Math to see examples. This website is updated frequently, so check back often for new examples.
The Engaged University: Integrating Research, Education and Community Service. Ramaley, Judith. (paper, "A Conference on Undergraduate Research and Scholarship and the Mission of the Research University", College Park, MD, November 14-15, 2002). The author discusses how a "research university that embraces civic engagement can change the nature of the undergraduate experience in science, technology, engineering and mathematics (STEM)".
Introduction to statistics syllabus. Hampton, Mark C. Salt Lake City: University of Utah, 1995. The syllabus details a service component, options including working with a non-profit service agency which requires survey research for program evaluation, grant applications, or client needs assessment as identified by instructor.
Service-learning course-book in mathematics. Winchester, Benjamin S. Morris, MN: University of Minnesota, 1996. This links to the 1996 edition of the Service-learning course book in mathematics, developed in cooperation with the Minnesota Campus Compact. Chapters which can be downloaded include: Overview of service-learning in mathematics; Evaluation; Areas of Analysis; Course Descriptions; Community Based Resources; and many others.
Arizona State University science and math service-learning. Tempe: ASU, 2003. This website provides an overview of the service-learning program at Arizona State University.
Campus Compact. Science and Society: Redefining the Relationship. Washington, DC: Learn and Serve America and Education Commission of the States, 1996. In an attempt to provide instructive models of the design and implementation processes commonly associated with service-learning courses, this publication maps the development of 18 service-learning courses in the SEAMS (Science, Engineering, Architecture, Mathematics, and Computer Science) disciplines at the high school and college levels.
Duke, J. "Service-Learning: Taking Mathematics into the Real World." Mathematics Teacher 92, no.9(1999): 794-798. The author talks about the potential for service-learning in the secondary and collegiate math classrooms. He discusses the need for careful planning by faculty, students and community participants, and mentions potential service-learning projects such as environmental monitoring and projects in which advanced students tutor less advanced students.
Guidebook to Excellence 1994. A Directory of Federal Resources for Mathematics and Science Education Improvement. Columbus, OH: Eisenhower National Clearinghouse for Mathematics and Science Education, Office of Educational Research and Improvement, 1994. The purpose of this directory is to assist educators, parents, and students in attaining the National Education Goals, particularly Goal 4: "By the year 2000, U.S. students will be first in the world in science and mathematics achievement." The document has three sections, concluding with an index of teacher programs; student programs; comprehensive programs; evaluation, dissemination, and technical assistance programs; and educational technology programs.
Horwood, Bert. Experience and the Curriculum. Boulder, CO: Association for Experiential Education, 1995. In this book, teachers describe and reflect on the practice of experiential education in elementary, secondary, college, and outdoor settings. Includes the article: "No Strings Attached: Personalizing Mathematics."
Wozniak, Jacci. Mathematics and Science Faculty Service-Learning Handbook. Melbourne, Florida: Brevard Community College, 1996. Includes a development form for integrating service-learning into a course, a reasoning objectives matrix, a student application, a learning hour report and an evaluation form.
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Mathematical Proofs: A Transition to Advanced Mathematics, Third Edition, prepares readers for the more abstract mathematics courses that follow calculus. This text introduces readers to proof techniques and writing proofs of their own. As such, it is an introduction to the mathematics enterprise, providing solid introductions to relations, functions, and cardinalities of sets.
Communicating Mathematics; Sets; Logic; Direct Proof and Proof by Contrapositive; More on Direct Proof and Proof by Contrapositive; Existence and Proof by Contradiction; Mathematical Induction; Prove or Disprove; Equivalence Relations; Functions; Cardinalities of Sets; Proofs in Number Theory; Proofs in Calculus; Proofs in Group Theory; Proofs in Ring Theory (Online); Proofs in Linear Algebra (Online); Proofs in Topology (Online)
Description:
Written by two prominent figures in the field, this comprehensive
text provides a remarkably student friendly approach. Its sound yet accessible treatment emphasizes the history of graph theory and offers unique examples and lucid proofs. 2004 edition.eBooks: Kobo. Book Format: Paperback. ...
Description:
This is the first treatment in book format of proof
theoretic transformations known as proof interpretations that focuses on applications to ordinary mathematics. It covers both the necessary logical machinery behind the proof interpretations that are used in recent ...
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YourTeacher Debuts Algebra 1 iBook for the iPad
YourTeacher announced the release of their first math iBook for schools: Algebra 1. Available exclusively at Apple's iBookstore, YourTeacher's patent-pending math iBook is the world's first 'Textbook with a Teacher Inside'.
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Overview
This book is designed to serve a variety of needs and interests for teachers students parents and tutors. The contents of this book are based upon both state and national standards. - Teachers can use this book for review and remediation. - Students will find the content to be concise and focused on the ...
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This Book
Overview
This book is designed to serve a variety of needs and interests for teachers students parents and tutors. The contents of this book are based upon both state and national standards.
- Teachers can use this book for review and remediation.
- Students will find the content to be concise and focused on the major concepts of the discipline.
- Parents can use this book to help their children with topics that may be posing a problem in the classroom.
- Tutors can use the material as a basis for their lessons and for assigning problems and
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View a Recorded Webinar
Introduction to Teaching Calculus with Maple: A Complete Kit
Introduction to Teaching Calculus with Maple: A Complete Kit
In this webinar, Jack Weiner, Emeritus Professor of Mathematics at the University of Guelph, will present an overview of the Teaching Calculus with Maple: A Complete Kit. Leveraging both Maple and Maple T.A., Teaching Calculus with Maple includes lecture notes, student worksheets, Maple demonstrations, Maple T.A. homework, and more – everything an instructor needs to teach Calculus 1 and Calculus 2. This content is the result of the multi-year project at the University of Guelph, led by Jack, to find ways to improve the teaching experience through the use of technology.
During this webinar you will learn how to boost student engagement with highly interactive lectures, reinforce concepts with built-in "what-if" explorations, consolidate learning with carefully-constructed homework questions, and more.
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e2020 Math Courses
From middle school math to Pre-Calculus, e2020 offers a complete portfolio of interactive and rigorous mathematics curriculum for students in grades 6-12.
Sample Math Course
6th Grade Math
Designed to be integrated into the regular classroom, or used as a stand-alone two-semester course, MA1098 introduces whole numbers, patterns, variables, and integers in an engaging and practical format.
7th Grade Math
Presenting lessons that engage students with interactive resources and stimulating lectures, MA1099 is a two-semester course that guides students through mathematical ideas and techniques, and encourages the development of problem-solving skills.
Pre-Algebra
Supporting students' needs for engaging and interactive instruction, MA1100 is a two-semester course that encourages students to apply previously learned skills to more advanced problems in an effort to gain mastery of Algebraic concepts.
Algebra I
Challenging students' mastery of learned Algebraic skills, MA2003 provides in-depth coverage of writing, solving and graphing a variety of equations and inequalities, as well as linear systems. Interactive activities provide students with opportunities to explore and discover algebraic principles on their own, and will encourage application of learned skills to real world problems.
Geometry
Offering a hands-on approach to instruction, MA1102 is an interactive course designed to introduce the basics of Geometry through engaging lectures and informative lesson plans. Students will be challenged to apply previously learned knowledge to higher-level ideas such as Reasoning and Proof, Geometric Relationships, and Logic.
Algebra II
Providing further insight into advanced Algebraic concepts, this two-semester course serves as an extension of Algebra I.
Trigonometry
Pre-Calculus
Exploring the relationship between advanced algebra topics and trigonometry, MA1104 is an informative introduction to calculus that will challenge students to discover and comprehend the nature of graphs, nonlinear systems, and polynomial and rational functions.
Math Models and Applications
Broadening and extending the mathematical knowledge and skills acquired in Algebra I, the primary purpose MA4072 is to use mathematics as a tool to model real-world phenomena students may encounter daily, such as finance and exponential models.
Financial Math
Connecting practical mathematical concepts to personal and business settings, MA2007 offers informative and highly useful lessons that challenge students to gain a deeper understanding of financial math.
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Many colleges and universities require students to take at least one math course, and Calculus I is often the chosen option. Calculus Essentials For Dummies provides explanations of key concepts for students who may have taken calculus in high school and want to review the most important concepts as they gear up for a faster-paced college course.... more...
This book presents, in a unitary frame and from a new perspective, the
main concepts and results of one of the most fascinating branches of
modern mathematics, namely differential equations, and offers the
reader another point of view concerning a possible way to approach the
problems of existence, uniqueness, approximation, and continuation of
the... more...,... more...
With Checkpoint Maths Revision Guide for the Cambridge Secondary 1 test you can aim for the best grade with the help of relevant and accessible notes, examiner advice plus questions and answers on each key topic. - Clear explanations of every topic covered in the Cambridge Secondary 1 Checkpoint Maths syllabus. - Builds revision skills you need for
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eighth edition, this text masterfully integrates skills, concepts, and activities to motivate learning. It emphasises the relevance of mathematics to help students learn the importance of the information being covered. This approach ensures that they develop a sold mathematics foundation and discover how to apply the content in the real world. When students truly understand the mathematical concepts, it's magic. Students who use this text are motivated to learn mathematics. They become more confident and... MORE are better able to appreciate the beauty and excitement of the mathematical world.
That's why the new Ninth Edition of Musser, Burger, and Peterson's best-selling textbook focuses on one primary goal: helping students develop a true understanding of central concepts using solid mathematical content in an accessible and appealing format. The components in this complete learning program;from the textbook, to the eManipulative activities, to the online problem-solving tools and the resource-rich website;work in harmony to help achieve this goal.
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Description
The concept of a proof is one of the key ideas—some would say the key idea—that sets mathematics apart from other disciplines. But students often have difficulties in understanding proofs and constructing their own proofs. Suitable for a variety of courses or for self-study, this text helps students understand proofs and enhances their ability to construct correct proofs of their own. The book describes the nature of the mathematical proof, explores the various techniques that mathematicians adopt in proving their results, and offers advice and strategies for constructing proofs.
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Name: Understanding Mathematical Proof (Paperback) – Chapman and Hall/CRC
Description: By John Taylor, Rowan Garnier. The concept of a proof is one of the key ideas—some would say the key idea—that sets mathematics apart from other disciplines. But students often have difficulties in understanding proofs and constructing their own proofs. Suitable...
Categories: Set Theory
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Mrs. Ali 6th-8th Grade Accelerated Math Teacher
Announcement
Hi 7th and 8th Grade Parents,
We have gone high-tech. All the 7th and 8th grade students have their login information for the Algebra 1 and Algebra 2 e-books. Please encourage them to login and enjoy the many benefits of the program. They can watch the vidios if they have not understood any part of the lesson concept, they can also take quizzes to prepare them for their tests. There are lessons for graphing calculators too.
7th and 8th grade will be getting online assignments before their Chapter Tests. A due date will be mentioned in the assignment. If they don't do it by then, they get a "0" for that assignment. Thanks for your cooperation.
Mrs. Ali
We had a great start to the new school year in our new room. It is small but cozy. We have started loving it already. I am very excited about this year. Students have already started making progress. Hopefully they will do very well. I am also excited about teaching Algebra 2 in 8th grade. It is our new venture, and we hope to succeed in it too.
Advanced MathematicsGrading Polices for 6thand 8thGrade
2013-2014
Welcome to the MiddleSchool and Junior High Mathematics Program. At Holy FamilySchool, we havevarious levels of math for our student. One of them includes our Advanced Mathprogram.
Students will becompleting pre-Algebra course in 6thgrade. These classes aredesigned to prepare students for high school math. The ultimate goal of the 7thGradeAdvanced Math class, this year, is the successful completion of Algebra1 by the end of the year, and to complete Algebra 2 in 8thgrade.
Present 8thGrade class had completed Algebra 1 last year in the 7th grade.This year we will be doing Algebra 2 curriculum, and we will review the entire course at the end of the year for a successful entry into High school Geometry class.
7thand 8thgradestudents have received a new math book this year published in 2012. This bookis completely online. I will give the students a code number to login. They may access the book online to do their H.W. assignment. They may also be assigned quizzes online. If they do not understand a concept in class, they can login at home and learn it from the videos.
At he end of fifth, sixth,and seventh grades, the students take a series of tests to assist us in determining placement. To make this final decision, we use a number of criteria. Among these are teacher recommendations, the Cal.State Fullerton test we administer at the end of school, and the Standardized Test scores of the prior year, at 85% and above. The criteria used are not always 100% correct and therefore we monitor student progress and make decisions accordingly.
8thgradestudents will be appearing for Catholic High School Entrance Exam in January, 2014. We will start preparing for the exam on October 15th, 2013. Students need to buy the book: "Master The Catholic High School Entrance Exam"by Peterson, 2014 Edition. It can be obtained at any bookstore.
I recommend all 6th-8thgradestudents to practice their basic math skills. and khanacademy.com are the best web links towork from.
Homework Policy
Homework is very importantand is given to reinforce the new concept learnt in class. Students will begiven"0"for missing homework. They have to complete the assignment anyway. Forevery two missing homework assignments, five points will be taken off the next test.
Welcome to the MiddleSchool and Junior High Mathematics Program. At HolyFamily School, we havevarious levels of math for our student. One of them includes our AcceleratedMath program.
These classes aredesigned to prepare students for high school math. The ultimate goal of theaccelerated math class is the successful completion of Algebra 1 by the end ofeighth grade, and readiness for geometry or geometry honors. However, we understandthere may be students who find it necessary to repeat Algebra 1 for a strongerfoundation before entering a geometry class.
At the end of fifth,sixth, and seventh grades, the students take a series of tests to assist us indetermining placement. To make this final decision, we use a number ofcriteria. Among these are teacher recommendations, the Cal. State Fullertontest we administer at the end of school, the Standardized Test scores of theprior year, at 85% and above. The criteria used are not always 100% correct andtherefore we monitor student progress and make decisions accordingly.
Accelerated Math students complete a Pre-Algebra course in 6thgrade. Due to the Algebra 1 course being vast in scope, and is difficult to complete in one yearof eighth grade class, we have divided it in two years , 7th and 8th.The students will be doing half the course in 7thGrade, and willcomplete the course, and review of the whole course in eighth grade. They will have a strong Algebra foundation at the end of 8thgrade. Most willbe ready to take Geometry or Algebra 2 in 9thgrade. In 7thgrade they will be using Volume 1 of Algebra 1 Book.
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Prerequisite: COMPASS pre-algebra assessment score of at least 50, or COMPASS algebra assessment score of at least 20, or a "C" in MATH 99, 100 or TSMA 45. A review of arithmetic, operations on integers and rational numbers and geometric formulas; solutions of linear equations and inequalities; graphs of linear equations and linear systems; polynomials and factoring; rational expressions and equations; and radical expressions and equations. Lab Fee
MATH 111
Mathematics for Elementary Teachers I course is designed for students majoring in elementary education and to give mathematical understandings and skills necessary to teach in elementary schools. Logical developments and structure are emphasized throughout. Topics included are sets, natural numbers, integers, rational numbers, irrational numbers, numeration systems, calculator applications, and selected topics from number theory. Students are recommended to have a scientific calculator. Specifications will be discussed by the instructor. Lab Fee
MATH 112
Mathematics for Elementary Teachers II
4 CR
Prerequisite: a "C" in MATH 111. This course is the second of a two-course sequence that is designed to develop the mathematical understandings and skills required to teach effectively in elementary schools. Logic, formal reasoning, and the use of mathematics software are emphasized throughout. Topics include statistics, probability, geometric shapes, congruence, geometric construction, and measurement. Students are recommended to have a scientific calculator. Specifications will be discussed by the instructor. Lab Fee
MATH 115
Math for Liberal Arts is a liberal arts mathematics course primarily intended for students who are not majoring in business or science. Emphasis is on the communication of mathematical ideas, problem solving, applications, and the historical nature of mathematics. Specific topics for this course are selected from the following areas: logic and reasoning, set theory, numeration systems, probability and statistics, number theory, graph theory, algebra and geometry, and the mathematics of finance and investment. Students are recommended to have a calculator capable of exponential and logarithmic computations. Specifications will be discussed by the instructor. Lab Fee
MATH 118
Applied Algebra/Trigonometry I 35, or a "C" in MATH 101 or 110. This course includes the following topics: scientific notation, review of basic algebra, solution of linear equations, graphing of algebraic functions, introduction to trigonometry, solution of right triangles, vectors, graphs of trigonometric functions, solution of oblique triangles. Laboratory experiences will be used in this course to show direct applications. Students are required to have a graphing calculator. Specifications will be made by the instructor. [48-16-64] Lab Fee
MATH 119
Applied Algebra/Trigonometry II
3 CR
Prerequisite: a "C" in MATH 118. This course is a continuation of MATH 118 and includes the following topics: complex numbers, trigonometric identities, solution of trigonometric equations, solving systems of linear equations, rational expressions, solution of rational equations, solution of quadratic equations, logarithmic and exponential functions. Students are required to have a graphing calculator. Specifications will be made by the instructor. Course designed for students in technical occupational fields. [48-16-64] Lab Fee
MATH 121
Intermediate Topics included are subsets of the number of the system, the number line, relations and functions, graphs of linear equations and linear inequalities, linear systems of equations, polynomials, rational expressions and equations, exponents and radicals, complex numbers, polynomial equations, exponential and logarithmic functions and equations, and applications. Students are required to have a scientific calculator. Specifications will be made by the instructor.
MATH 122
Trigonometry a study of trigonometric functions, their inverses and graphs, identities, equations, radian measure, and solution of triangles. Students are required to have a graphing calculator. Specifications will be made by the instructor. [48-16-64] Lab Fee
MATH 124
College designed for those desiring a study of college algebra prior to studying trigonometry. A study of polynomial, rational, exponential, and logarithmic functions; inequalities; systems of equations; progressions; permutations and combinations; binomial theorem; probability; proportions and variation; mathematical induction; elementary theory of equations; elementary matrices and vectors; and introductory plane analytical geometry. Students planning to study calculus will need MATH 122 first. Students are required to have a graphing calculator. Specifications will be made by the instructor. Lab Fee
MATH 128
Finite Mathematics with Applications with applications of set theory, linear functions, matrices, systems of linear equations and inequalities, linear programming, counting principles, probability concepts, statistics, and probability distribution. Students planning to study calculus should elect MATH 140 in preference to MATH 128. Students are required to have a graphing calculator. Specifications will be made by the instructor. Lab Fee
MATH 130
Statistics of basic descriptive statistics, introduction to probability, probability distributions, sampling theory, hypothesis testing, analysis distributions, sampling theory, analysis of variance, and linear correlation and regression. Students are required to have a graphing calculator. Specifications will be made by the instructor. Lab Fee
MATH 140
Preparation for Calculus
4 43 or a "C" in MATH 122. Topics in this course include: introductory plane geometry, algebraic functions and their graphs, introduction to theory of equations, combinations and binomial theorem, exponential and logarithmic functions, trigonometric functions, and arithmetic and geometric sequences. Students are required to have a graphing calculator. Specifications will be made by the instructor. Lab Fee
MATH 141
Calculus I
5 60, or a "C" in MATH 140. Topics in this course include: limits, differentiation of algebraic and transcendental functions, the definite integral, fundamental theorem of calculus, and applications. Students are required to have a graphing calculator. Specifications will be made by the instructor. Lab Fee
MATH 142
Calculus II
5 CR
Prerequisite: a "C" in MATH 141. A study of the techniques of integration, limits, series, and applications. Students are required to have a graphing calculator. Specifications will be made by the instructor. Lab Fee
MATH 241
Calculus III
4 CR
Prerequisite: a "C" in MATH 142. Vector calculus, partial derivatives, multiple integrals, and applications. Students are required to have a graphing calculator. Specifications will be made by the instructor. Lab Fee
MATH 242
Differential Equations and Linear Algebra
4 CR
Prerequisite: a "C" in MATH 241. A study of elementary differential equations, including an introduction to LaPlace transforms and applications, and systems of linear equations, including eigenvalues and eigenvectors. Students are required to have a graphing calculator. Specifications will be made by the instructor. Lab Fee
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Maths Quest Manual for the TI-Nspire CAS Calculator 4E & eBookPLUS
Maths Quest Manual for the TI-Nspire CAS calculator (Operating System v3) is a comprehensive step-by-step guide to using the TI-Nspire CAS calculator. It is designed to help students and teachers to integrate Computer Algebra Systems (CAS) into their learning and teaching of Mathematics.
Maths Quest Manual for the TI-Nspire CAS calculator is suitable for use by students from Years 9 to Year 12.
Features: • Calculator screen shots are now in full colour • New calculator functions, such as Vernier Dataquest, are explained • Each chapter is divided into 'How to' sections that provide clear, step-by-step instructions to the user • Easy-to-follow keystrokes and screen shots are accompanied by explicit explanations • Worksheets for almost every section are provided for further practice • A chapter of problem-solving questions is included with fully worked solutions on the eBookPLUS
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Summary: Now in its Fifth Edition, this compact, portable and easy-to-use pocket guide provides reference to dosage calculations and drug administration. Using a step-by-step approach, frequent examples are provided to illustrate problem-solving and practical application skills. Contains a review of math skills, measurement systems, and drug calculations and preparations, including dimensional analysis. New features include practice problems, a chapter on drug calculations wi...show moreth drug labels, and a pullout card with basic equivalents, conversion factors, and math formulas. End of chapter reviews encourage reader practice. Details on special population considerations given in the pediatric and geriatric chapters. A great undergraduate resource! ...show less
3. Common Fractions The Numerator of a Fraction The Denominator of a Fraction Fractions That Are Less Than One, Equal to One, or More Than One Mixed Numbers and Improper Fractions Equivalent or Equal Fractions Simplifying or Reducing Fractions Addition of Fractions Addition of Mixed Numbers Subtraction of Fractions Multiplication of Fractions Division of Fractions
4. Decimals or Decimal Fractions
5. Percent, Ratio, and Proportion Percents Fractions and Percents Decimals and Percents Ratio and Proportion Use of Ratio and Proportion: Solving for X Use of Ratio and Proportion: Solving for X Using a Medication Example
11. Oral Dosage Calculations Use of Ratios and Proportions: Solving for X Formula Method Dosage Problems for Medications in the Same System Dosage Problems for Medications in the Same System but Having Different Units of Measurement Dosage Problems for Medications in Different Systems Pediatric Dosages
12. Parenteral Dosages Dosage Problems for Medications in the Same System but Having Different Units of Measurement Dosage Problems for Medications in Different Systems Medications Packaged as Powders Preparation of a Single-Strength Solution Preparation of a Multiple-Strength Solution
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From the Publisher: Learn to think mathematically and develop genuine problem-solving skills with Stewart, Redlin, and Watson's COLLEGE ALGEBRA, Sixth Edition. This straightforward and easy-to-use algebra book will help you learn the fundamentals of algebra in a variety of practical ways. The book features new tools to help you succeed, such as learning objectives before each section to prepare you for what you're about to learn, and a list of formulas and key concepts after each section that help reinforce what you've learned. In addition, the book includes many real-world examples that show you how mathematics is used to model in fields like engineering, business, physics, chemistry, and biology.
Description:
Designed for the college algebra course in which all homework
is assigned online, COLLEGE ALGEBRA HYBRID, First Edition, provides the content needed for the traditional, lecture based course while offering the convenience of a smaller, less expensive text.
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The 12 line segments that form the skeleton of the cube are its edges. The 6 flat square surfaces that are the skin of the ... SOLUTION Here is the solution [Fig 15.14(ii)]. Note how the Fig 15.14 (i) measurements are taken care of. Fig 15.14 (ii)
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Algebra 1
This course is designed for the student without strong mathematical skills. Content will include real numbers, linear equations and inequalities, linear functions and their graphs, systems of linear equations and inequalities (limited to two variables) and an introduction to polynomials. The course is aligned to Assessment Anchors and Eligible Content, PA Standards, and Algebra 1 Keystone Anchors. Students will have the opportunity to explore functions with the graphing calculator.
Students will be expected to complete five assignments per week. Upon completion of the course the student will be ready for Geometry.
Materials:
Holt: Algebra I
Home Facilitator Involvement Level: 3 (click here for levels) Assistance is required for 30-70% of schoolwork.
College-Prep Algebra 1
This course is designed for the academic level student, and is aligned to Assessment Anchors and Eligible Content, PA Standards, and the Algebra 1 Keystone Anchors. Content
Students will be expected to complete five assignments per week. Upon completion of the course the student will be ready for College-Prep Geometry.
Materials:
Holt: Algebra I
Home Facilitator Involvement Level: 2 (click here for levels) Assistance is required for 10-30% of schoolwork.
Honors Algebra 1
This course is designed for the advanced level student in a college preparatory program. This course is an accelerated algebra curriculum with more challenging problems. The course is aligned to Assessment Anchors and Eligible Content, PA Standards, and the Algebra 1 Keystone Anchors.
Content Application problems, modeling and project-based learning assignments will be required. Students will be expected to complete five assignments per week. Upon completion of the course the student will be ready for Honors Geometry.
Materials:
Holt: Algebra I
Additional Teacher Developed Materials
Home Facilitator Involvement Level: 2 (click here for levels) Assistance is required for 10-30% of schoolwork.
Geometry
This course is designed for the student without strong mathematical skills. The course is aligned to the and the TI-83+ calculator.
Students will be expected to complete five assignments per week. Upon completion of the course students will be ready for Intermediate Algebra or Algebra 2.
Materials:
Holt: Geometry
Home Facilitator Involvement Level: 2 (click here for levels) Assistance is required for 10-30% of schoolwork.
College-Prep Geometry
This course is designed for the academic level student, and is aligned to and a TI-83+ calculator.
Students will be expected to complete five assignments per week. Upon completion of the course students will be ready for Algebra 2.
Materials:
Holt: Geometry
Home Facilitator Involvement Level: 2 (click here for levels) Assistance is required for 10-30% of schoolwork.
Honors Geometry
This course is designed for the advanced level student in a college preparatory program. It is a rigorous, logical development of the deductive system of reasoning. Emphasis is on the development of logic, formal proofs, and algebraic applications to geometry. The course is aligned to the Assessment Anchors and Eligible Content, PA Standards, and the Geometry Keystone Anchors.
Topics. Application problems, modeling and project-based learning assignments will be required. Students will be expected to complete five assignments per week. Upon completion of the course students will be ready for Honors Algebra 2.
Materials:
Holt: Geometry
Home Facilitator Involvement Level: 2 (click here for levels) Assistance is required for 10-30% of schoolwork.
Difficulty: Advanced
Prerequisites: 85% or higher in College-Prep Algebra I or Teacher Recommendation
Intermediate Algebra
This course is designed for students who have passed and received credit for Algebra I and Geometry, but have not mastered the mathematical concepts sufficiently to move to Algebra 2. Intermediate Algebra will review the topics covered in Algebra I and Geometry, and work on building mathematical skills. Textbook based lessons will be supplemented with teacher created materials with an emphasis on problem solving. This course is aligned to Assessment Anchors and Eligible Content and PA Standards. Students will be expected to complete 4-5 assignments per week.
Upon completion of this course students will be ready for Algebra 2, Consumer Math, or a math elective.
Materials:
Holt McDougal: Algebra 2 Concepts and Stragegies
Home Facilitator Involvement Level: 3 (click here for levels) Assistance is required for 30-70% of schoolwork.
Honors Algebra 2
This second-year algebra course is designed for the advanced level student who desires a more rigorous course of study. The course is aligned to the PA State Standards, PA Assessment Anchors and the Algebra 2 Keystone Anchors. Students will develop a more in-depth study of the concept of numbers from arithmetic to the notion of discrete mathematics. The use of graphing calculators is an integral part of this course. Students will be expected to complete 4-5 assignments per week. Topics include absolute value, compound inequalities, linear functions, rational exponents, families of quadratic functions, polynomial functions and operations, radical expressions, sequences, measure of central tendency, permutation and combinations, probability and odds, tables and graphs, matrix operations, direct and inverse variation, complex numbers and real world applications. Upon completion of this course the student will be ready for Pre-Calculus.
Materials:
Holt McDougal: Algebra 2
Additional Teacher Developed Materials
Home Facilitator Involvement Level: 2 (click here for levels) Assistance is required for 10-30% of schoolwork.
Difficulty: Advanced
Prerequisites: 85% or higher in College-Prep Geometry or successful completion of Honors Geometry
Pre-Calculus
This course is designed for the college bound student who plans to study calculus in high school or college. The course is aligned to the Pennsylvania Standards and Assessment Anchors and eligible content. Topics include Algebra 2 Review, concepts in trigonometry, trigonometric functions, parametric functions, exponential and logistics functions, polynomial functions, and solving equations and inequalities. Students will be expected to complete 3-4 assignments per week. Upon completion of this course the student will be prepared for the study of Calculus.
Materials:
Brooks/Cole: Calculus I with Pre-Calculus
Home Facilitator Involvement Level: 1 (click here for levels) Assistance is required for 1-10% of schoolwork.
Survey of Calculus
This course is designed for the college bound student who wishes to continue the study of calculus in college. This is a college level preparatory class; not an Advanced Placement class. The course is aligned to the Pennsylvania State Standards and Assessment Anchors and eligible content. Topics include functions and their graphs, limits, derivatives, integration and other introductory calculus concepts. The TI 83+ calculator is provided. Students will be expected to complete 4-5 assignments per week. Upon completion of this course the student will be prepared for a first college level calculus course or AP Calculus.
Materials:
Brooks/Cole: Calculus I with Pre-Calculus
TI-83+ Graphing Calculator
Home Facilitator Involvement Level: 1 (click here for levels) Assistance is required for 1-10% of schoolwork.
AP Calculus AB
This synchronous course is designed for the advanced college bound student. In this course students will prepare for the College Board AP Calculus AB exam by exploring topics including limits, differentiation, integration, logarithmic and exponential functions, differential equations, and applications of integration and differentiation. Students should expect to spend sixty to ninety minutes each school day working on the material presented during the synchronous chat due to the intensity of the content and assignments. Student understanding will be extended through discovery and the use of technology. The course emphasizes a multi-representational approach to calculus—with concepts, results, and problems being expressed graphically, numerically, analytically, and verbally.
Students will be expected to complete 3-4 assignments per week and attend ALL chats. Students in synchronous courses are held to high expectations and will be given late penalties for late work. Upon completion of the course the student will be ready to take the AP Calculus AB exam. A score of 3 or higher on the AP exam could lead to earning college credit.
Materials:
Brooks/Cole: Calculus (AP Edition), 6th Edition
TI-83+ Graphing Calculator
Home Facilitator Involvement Level: 1 (click here for levels) Assistance is required for 1-10% of schoolwork.
Trigonometry
½ credit - Fall/Spring
Trigonometry is designed as a semester course. It begins by revisiting the basic concepts of trigonometry learned in Geometry. As the course continues, topics include: trigonometric identities, polar coordinates, vectors, complex numbers, and approximate values. Graphing calculators are used throughout the course as a tool for better understanding. The instructional design is based on state standards and research stemming from the National Mathematics Advisory Panel's Final Report. This course includes scaffolding in the form of animation, feedback, hints and a glossary. Embedded critical mistakes and common misconceptions guidance lead students to understand the reasoning behind correct and incorrect responses. There is also an emphasis on repetition and practice. Projects, located on the Resource page, can be completed offline and help students move into higher-level thinking based on Bloom's Taxonomy.
Materials:
Teacher Developed
Home Facilitator Involvement Level: 2 (click here for levels) Assistance is required for 10-30% of schoolwork.
Statistics
½ credit - Fall
This half credit elective course will study the collection, tabulation, analysis and reliability of data generated from surveys, polls, market research and standardized testing. Topics include data collection, measures of central tendency, survey design and trends in data analysis. Students will use Fathom to record, tabulate and analyze data. This course is suitable for the student who desires additional courses in mathematics but does not need or want Pre-Calculus or Calculus. This course is offered in the fallProbability
½ credit - Spring
This half credit elective course allows students to study probability in depth. Topics include probability theory, permutations, combinations, distributions, random numbers, odds and elementary concepts of discrete probability functions. Students will use Fathom to simulate outcomes given different input conditions. This course is suitable for the student who desires additional courses in mathematics but does not need or want Pre-Calculus or Calculus. This course is offered in the springConsumer Mathematics
This course is designed for 11th and 12th grade students who have passed and received credit for Algebra 1 and Geometry, but have not mastered the mathematical concepts sufficiently to move to Algebra 2. Consumer Mathematics is designed to develop and reinforce the applications of mathematics necessary for every day life. Students will investigate topics that include income, recordkeeping, checking and savings accounts, loans, housing costs, insurance, and investments. The goal of this class is to give students the background and problem solving skills to make good financial decisions.
Materials:
Glencoe: Mathematics for Business and Personal Finance
Home Facilitator Involvement Level: 2 (click here for levels) Assistance is required for 10-30% of schoolwork.
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