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Geometry Reasoning, Measuring, Applying
Author:
Unknown
ISBN-13:
9780395937778
ISBN:
0395937779
Edition: 10 Pub Date: 2000 Publisher: Houghton Mifflin College Div
Summary: The theorems and principles of basic geometry are clearly presented in this workbook, along with examples and exercises for practice. All concepts are explained in an easy-to-understand fashion to help students grasp geometry and form a solid foundation for advanced learning in mathematics. Each page introduces a new concept, along with a puzzle or riddle which reveals a fun fact. Thought-provoking exercises encourag...e students to enjoy working the pages while gaining valuable practice in geometry
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This morning, in Italy, there was the national exam of mathematics for students of high schools. One of the exercises asked to solve Heron's problem: given a straight line and two points lying on theIs there any journal which has significant material on the teaching of linear algebra. I am investigating the most effective way to teach a course on Linear Algebra.
What are the most important things ...
Mat-1.1020 L2 course is a course usually taken by theoretical-physicist-dept students in Aalto University, here official site. It is a mass course that a massive amount of students fail every year. It ...
The set of all divisors of a square-free number, partially ordered by divisibility, is trivially isomorphic to the set of all subsets of the set of prime factors, partially ordered by inclusion.
Are ...
I always find myself wanting for a clear explanation (to a college algebra student) for the fact that horizontal transformations of graphs work in the opposite way that one might expect.
For example, ...
Assuming we don't have a calculator that can do summation notation. My class is not up to summation yet, but I'm asking a question involving this concept because I'm not all that experienced using it. ...
I am currently in AP Calculus BC and one more year to go, I have heard about Fundamental Theorem of Algebra several times, and with the resources that is out there today I tried to search and studyApologies if I have posted this in the wrong place first off.
My work has taken me into a unexpectantly large amount of statistics. In order to really understand what I am doing I need to understand ...
Recently I found myself having to teach students how to find the slope of a tangent line to a curve in $\mathbb R^2$ given in polar coordinates by the equation $r = f(\theta)$. The students' calculus ...
A big part of introductory real analysis courses is getting intuition for the $\epsilon-\delta$ proofs. For example, these types of proofs come up a lot when studying differentiation, continuity, and ...
Everyone knows the picture that explains instantly the small angle approximation to the sine function (as defined by the parametrisation of the unit circle): "what's the length of that arc?" "See how ...
I am helping a friend develop a course in abstract algebra that is designed for high school students who have no knowledge of abstract algebra or any real exposure to formally rigorous mathematics. To ...
Problem:
Is it possible to choose $1983$ distinct positive integers, all less than or equal to $100,000$, no three of which are consecutive terms of an arithmetic progression? (Source: IMO 1983 Q5)
...
I recently attended a discussion about interviewing for math jobs, and apparently a question that is coming up frequently is something like this:
"We have a culturally diverse student body. How doesI am tutoring a friend in calculus. Right now, she is working on finding relative maxima and minima as well as Rolle's theorem. While she gets how to find relative maxima and minima she does not get ...
I teach mathematics at school level. Lesson plans are soul of any lesson that a teacher takes in a class. I want to create lesson plan on different mathematics topic as per the level of the syllabus ...
Continuing with my series of soft questions on teaching practice:
My university uses a system whereby all lectures (given via computer slides or hand-writing on a sort of overhead projector called a ...
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MTHS 632
Linear Algebra through Geometry
Fieldsteel,Adam
07/04/2011 - 08/05/2011
Monday & Wednesday 09:00 AM - 12:00 PM
Science Tower 137
Special Schedule: July 4th Holiday makeup class will be held Friday, July 8 from 9:00-12:00
Linear algebra is a subject with a dual nature; the central ideas are both algebraic and geometric. While the power of the subject comes from the algebra, the ideas are perhaps best understood by emphasizing their geometric content, which is the geometry of lines, planes, and their higher dimensional analogues.
In this course, we will develop the subject first in two dimensions, where the geometry and algebra are simplest, and then in three dimensions, where it is still possible to visualize the geometry. Once the subject is understood in these settings, we will see how (and how easily) the subject extends to higher dimensions. In particular, we will see how the algebra we develop with the aid of geometry can then be used to investigate geometric objects that we are unable to visualize.
Regular homework will be assigned and will be an essential part of the learning process.
No mathematical background is required beyond high school algebra and geometry.
Enrollment is limited to 18 students.
This course is open to auditors.
The deadline to withdraw and receive a tuition refund for this course is Wednesday, July 6 at 5:00 pm. Please visit our website for a complete list of registration and withdrawal dates for this session Banchoff, Thomas and Werner, John, Linear Algebra Through Geometry, Second Edition, Springer
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Mathfiles
1998 Enter the Math Files web site to learn about graphing various mathematical functions. Read about 2-D Graphing, Trigonometry, 3-D Graphing, and Calculus. Visit the 3-D Graph Gallery to view graphs that are complex and interesting to see. Learn the concepts of roots, Sigma Notation, and Pascal's Triangle. Visit the links section to view other sites on mathematics.
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...A course in Pre-Algebra reinforces mathematical skills taught in the younger grades, with additional advanced computation including an emphasis on Algebraic concepts. Students study fractions, decimals, percents, positive and negative integers and rational numbers. They will become more proficient in using ratios, proportions and solving algebraic equations
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...
Show More succeed in computer science. The book explores the topics of basic combinatorics, number and graph theory, logic and proof techniques, and many more. Appropriate for large or small class sizes or self study for the motivated professional reader. Assumes familiarity with data structures. Early treatment of number theory and combinatorics allow readers to explore RSA encryption early and also to encourage them to use their knowledge of hashing and trees (from CS2) before those topics are covered in this course
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Boost your students understanding of Saxon Math with DIVE's easy-to-understand lectures! Each lesson concept in Saxon's textbook is taught step-by-step on a digital whiteboard, averaging about 10-15 minutes in length; and because the lessons. DIVE teaches the same concepts as Saxon, but does not use the problems given in the text; it cannot be used as a solutions guide.
System Requirements:
Mac OS 10.3.9-10.4.x
Windows 98, 2000, ME, XP, Vista, 8
Quicktime Download Required
Please Note! The current edition of Saxon Math 7/6 is the 4th Edition. This 3rd edition is offered for families using older versions of Saxon.
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Algebra for All Statewide Training Session 1
Introductions, Goals and Overview
Published on August 28, 2009
First day of the statewide Algebra for All train the trainers event developed by the Michigan Mathematics and Science Centers Network in order to improve math skill among Michigan students.
This segment (1 of 9) focuses on Introductions and orientation to the course. PowerPoint review of course content and participant expectations.
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43156229","isPreorder":0},{"priceBreaksMAP":null,"buyingPrice":4.7,"ASIN":"1841461741","isPreorder":0},{"priceBreaksMAP":null,"buyingPrice":4.7,"ASIN":"184146077X","isPreorder":0}],"shippingId":"1843156229::0Mbme82YPi6WkDQWPaWnDyClCa7YlwsSjD0aR5Bl6RDJNtk%2B5OC44QyMgjL8RukuB8cOVYdxQEjmaKJv7FWFh9T%2Bp78ns6dN,1841461741::VXyhQ73KQ8laNCex0APgs3VWdqWnBkhK2YpYZw%2B4XVSgYtKFSxxYqkNT2Z56LC1HIZjOI6%2FBiaHYiBf%2F7%2FFp6FtCgUG%2Fepuy,184146077X::tyrnhnKSMWf5sw8Q%2B1ZQuE3iscyHLW4RteIi592vyR4Lhgqdg7QVuhbN3eTG97e61NG%2FHIXo8plaDopKS%2BgCPRuqdAV0HoLC so many reviews about this book before buying it. My daughter is preparing for SAT next year and wanted a maths book that would help her. This book will help her achieve a good result because her confidence has increased and her maths grades have improved tremendously. I ' d recommend this book for everyone who wants their children to excel in their maths scores.
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This class geared toward high school and secondary students focuses on building the learner's conceptual knowledge of key geometrical areas, like points, lines, angles, triangles, quadrilaterals, and circles.
This course is geared towards students who have limited backgrounds in algebra and covers fundamental operations, special products and factors, functions and fractional equations, exponents, radicals, and quadratic equations.
Introduction to Analysis I covers metric spaces, convergence of sequences and series, continuity, differentiability, Riemann integral, sequences and series of functions, uniformity, and interchange of limit operations.
The introduction to graph theory and applications course offers instruction in the theorems related to graphs, such as the Havel-Hakimi theorem. It also considers walks, paths, circuits, cycles, distances, and adjacency matrices.
This course examines the intersection of group representations and linear algebra. It also looks at number theory, analysis, algebraic geometry, chemistry, and the basic representation theory of finite groups.
Students in this class learn how to solve linear equations, how to simplify problems to have linear characteristics, and understand basis, span, and kernel. The course also examines matrices and vectors.
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Although we seldom think of it, our lives are played out in a world of numbers. Such common activities as throwing baseballs, skipping rope, growing flowers, playing football, measuring savings accounts, and many others are inherently mathematical. So are more speculative problems that are simply fun to ponder in themselves--such as the best way to... more...
Mathematics for the Life Sciences provides present and future biologists with the mathematical concepts and tools needed to understand and use mathematical models and read advanced mathematical biology books. It presents mathematics in biological contexts, focusing on the central mathematical ideas, and providing detailed explanations. ... more...
Statistical pattern recognition relates to the use of statistical techniques for analysing data measurements in order to extract information and make justified decisions. It is a very active area of study and research, which has seen many advances in recent years. Applications such as data mining, web searching, multimedia data retrieval, face
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Mathematics
The mathematics department has established the following core values: curiosity, tenacity, and clarity. These values inform and guide all that we do. The program has three principal aims: first, to establish skill and confidence in applying mathematical techniques; second, to convey the analytical power of mathematics in modeling practical applications; third, to develop sound reasoning and communication around the logical structure of the subject. The search for patterns, the recognition of analogies, and the development of various strategies for solution provide the student with insight into and understanding of the problem-solving process.
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3. Another Car, Another Crime—
The Second Idea of Calculus—
The Integral
4. The Fundamental Theorem of Calculus
5. Visualizing the Derivative—Slopes
6. Derivatives the Easy Way—
Symbol Pushing
7. Abstracting the Derivative—
Circles and Belts
8. Circles, Pyramids, Cones, and Spheres
9. Archimedes and the Tractrix
10. The Integral and the
Fundamental Theorem
11. Abstracting the Integral—
Pyramids and Dams
12. Buffon's Needle or ; from Breadsticks
13. Achilles, Tortoises, Limits,
and Continuity
14. Calculators and Approximations
15. The Best of All Possible Worlds—
Optimization
16. Economics and Architecture
17. Galileo, Newton, and Baseball
18. Getting off the Line—Motion in Space
19. Mountain Slopes and Tangent Planes
20. Several Variables—Volumes Galore
21. The Fundamental Theorem Extended
22. Fields of Arrows—
Differential Equations
23. Owls, Rats, Waves, and Guitars
24. Calculus Everywhere
Change and Motion: Calculus Made Clear, 2nd Edition
GET A GRIP ON CALCULUS
Calculus has made it possible to build bridges that span miles of
river, travel to the moon, and predict patterns of population change.
Yet for all its computational power, calculus is the exploration of
just two ideas—the derivative and the integral—both of which
arise from a commonsense analysis of motion. Master them and
open a new world for yourself!
;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;
us didn't continue with mathematics and so this great achievement
remains a closed door. And for those of us who did, award-winning
Professor Michael Starbird—coauthor ofthe acclaimed math book
for nonmathematicians,The Heart of Mathematics: An Invitation
to Effective Thinking—can correct the clumsy classroom delivery
;;;;;;;;;;;;;;;;;;;;;;;;Change and Motion: Calculus Made Clear,
2nd Edition, the concepts and insights at the heart of calculus take
center stage.
This course is one of The Great Courses®, a noncredit recorded college lecture series from The Teaching Company®. Award-winning
professors of a wide array of subjects in the sciences and the liberal
arts have made more than 300 college-level courses that are available now on our website.
Taught by Professor Michael Starbird, The University of Texas at Austin
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Welcome to the Core Connections Algebra Parent Guide with Extra Practice. The
purpose of this guide is to .... The Closure section at the end of each chapter in
the student text has a list of the Math ...
Apart from its theoretical interest, computing closed form solutions ... be a field of
characteristic zero and C its algebraic closure. We denote by k ......
2Computations made on a 2.53 GHz Intel Core 2 Duo ...
Here I describe a possible elegant end to core mathematics: the ... algebraic
closure, and then all your polynomials can be solved. ... a sort of Galois
connection between "theories" and "problems" (a.
2013 Common Core, Inc. Some rights reserved. commoncore.org ..... form a
system analogous to the integers, namely, they are closed ...... Students attend to
precision as they connect the geometric and algebraic definitions of parabola.
They.
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Math
Educational Level:
Middle School
Product Type:
Textbook Bundle
Teaching Textbooks Math 7
The Math 7 Teaching Textbook is a very popular math program. It features automated grading, step by step audiovisual solutions, and lectures that contain lively animation and sound effects. Math 7 covers all basic arithmetic, including fractions, decimals, and percents. Other topics include statistics and probability, simple graphing concepts equations, and inequalities.
This set includes the textbook, answer booklet, and set of 4 CD-Roms. The textbook has several pages of pencil markings which have been erased. Both books have minor creases on the covers. This version of Math 7 is not compatible with Mac computers. We are
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MATH021 Content/Prerequisite Content for MATH022
About ALEKSALEKS is one part of the MATH 021 course at Penn State. You may get a head-start on MATH 021 concepts with ALEKS. Students who complete the MATH 021 content provided by ALEKS may be ready to enroll in MATH 022 at Penn State.Note that completing this material in ALEKS does NOT give you credit for MATH 021. You may send a message to the Mathematics Department through ALEKS asking for advice based on your work.
The two main parts of ALEKS are the Assessment Mode (determining what you know and don't know) and the Learning Mode (where you work problems). ALEKS will automatically assess you after every 10 hours or every 20 objectives to insure that you retain the knowledge you have gained.
6. Click on "Purchase an Access Code Online" and follow the instructions to pay with a credit card.
Purchase "ALEKS Math (6 weeks)" for $32.
7. Complete the registration process. You will now be ready to have a quick tutorial.
8. Take the Assessment after reading the directions below.
ALEKS Plug-in
The ALEKS plug-in is used by your browser when you are logged on to ALEKS. It is inactive at other times, and does not do anything except provide functionality for ALEKS. However, if you remove the ALEKS plug-in from your computer, you won't be able to access ALEKS on that computer until you re-install it. This is a safe operation for your computer.
Using ALEKS
Once you register, you will be guided through a 10-minute tutorial that will help you toOnce your placement assessment is complete, the "My Pie" report will show you precisely how much of each topic area you know and what you are most ready to learn next. You can navigate the pie chart to enter the ALEKS "Learning Mode." Once you begin learning topics ("Practice"), ALEKS will provide you with feedback on your answers and will inform you of how many times you need to answer this type of question correctly to add the item to "My Pie." If you need help with a problem, just click on "Explain." Once you see the solution, you can rework a similar problem that contains different variables.
Occasionally, ALEKS may trigger another assessment for you. This is to both reconfirm that topics added to your pie are still mastered and to reassess your overall knowledge of mathematics. Please do your best and take these assessments seriously as they will affect your ongoing work in ALEKS. ALEKS may also take you to a Review Area upon logging in, allowing you to refresh recently learned items. If you do not want to work in this area, you can simply click on My Pie located on the upper right hand corner to return to learning mode to learn new items.
Remember that anytime you leave ALEKS (even by accident), you will be taken back to the same point where you last left off the next time you log on.
Penn State Lehigh Valley is committed to making its websites accessible to all users, and welcomes comments or suggestions on access improvements. Please send comments or suggestions on accessibility to Helene Miksitz.
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Earth Systems Science at Fort Lewis College
Course: Kim Hannula Enrollment: 40-50
Challenges to using math in introductory geoscience
Fort Lewis College is a 4-year public liberal arts college in Durango, Colorado. The student population includes both traditional and non-traditional students, and is ~20% Native American. Our students enter college with varied math backgrounds; some need two years of remediation before college algebra, whereas others have already taken calculus. Experience with computers and the internet also varies - some students have grown up with Facebook and texting, but others come from rural communities that have no high-speed internet access. The math requirements in science majors can be a barrier to graduation for some students.
More about your geoscience course
Earth Systems Science is an introductory geoscience course with a lab. It primarily serves general education students (who are all required to take two science courses in order to graduate). It is also one of three introductory courses that can lead into a major in Geology or Environmental Geology, and recruits students who did not initially intend to major in geology (or in a science). It is a required course for future secondary school science majors (biology, chemistry, and physical science as well as earth science), and is one of several geoscience options for students majoring in Environmental Studies and Adventure Education.
The Math You Need is integrated into the required lab portion of the class. Labs and lectures are taught by the same instructor. There are no teaching assistants.
Inclusion of quantitative content pre-TMYN
Because many students take Earth Systems Science before taking any college-level math, I have avoided using much math in class. However, students did participate in a group research project, which involves collecting, graphing, and interpreting data.
Which Math You Need Modules will/do you use in your course?
Graphing (winter 2010)
Plotting Points (future plans)
Best Fit Line (future plans)
Topographic Profile (future plans)
Rates (future plans)
Rearranging Equations (winter 2010)
Slopes (winter 2010)
Unit Conversions (winter 2010)
Strategies for successfully implementing The Math You Need
I required participation in The Math You Need as part of a pre-lab grade (5% of the total course grade). Students took an ungraded pre-test, completed modules (and post-module online quizzes) before several of the labs, and took a graded post-test (identical to the pre-test). Students were able to try each question as many times as necessary, but were only able to take each quiz once. Most week's assignments included material from whichever modules fit the content of the lab.
The Math You Need is integrated into a semester-long group research project (the Florida River Project, also archived on SERC).
Reflections and Results
Anecdotally, it appeared that the students' ability to use math during fieldwork improved over previous years. During the week 10 lab ("Sampling for Florida River Project"), students measure discharge and collect water samples in a local stream. Our current meter measures flow in m/s, but many students are familiar with discharge measurements in cubic feet per second (because they raft or kayak). Therefore, students need to do a unit conversion in order to compare their measurements with values that they understand. In the past, I have had to redo discharge calculations for many groups. After using The Math You Need modules, there were at least some students who were comfortable with unit conversions in each group, and I overheard students arguing amongst themselves about how to do the calculations.
The most frequent problems in using The Math You Need involved students forgetting their username or password for the WAMAP assessment site. I plan to assign usernames that are identical to the students' college e-mail addresses in the future, to make it easier for students to remember how to get into the site. (2011 note: using college e-mail addresses solved many of the problems, although some students didn't use their college e-mail accounts.)
I am not certain whether the scaffolding approach (assigning the same module for several labs, and repeating the same math skills in several contexts) was successful or not. Students still had trouble with more complicated unit conversions (such as converting cm/year to km/million years, or converting cubic meters to cubic feet), and may not have looked through the modules for examples that fit the kind of problem they were doing. (2011 note: the scaffolding approach seemed to work better the second time, perhaps because I mentioned the kinds of problems the class would be solving when reminding the class of upcoming assignments.)
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The propagation of curved, nonlinear wavefronts and shock fronts are very complex phenomena. This volume presents the results of research into such phenomena and provides a self-contained and gradual development of mathematical methods for studying successive positions of these fronts. more...
Math You Can Really Use--Every Day skips mind-numbing theory and tiresome drills and gets right down to basic math that helps you do real-world stuff like figuring how much to tip, getting the best deals shopping, computing your gas mileage, and more. This is not your typical, dry math textbook. With a comfortable, easygoing approach, it: Covers... more...
Presents and discusses the advanced research works on elementary vortices and related problems at the IUTAM Symposium in Kyoto, Japan, 26-28 October 2004. This book covers topics such as vortex dynamics, coherent structures, chaotic advection and mixing, statistical properties of turbulence, rotating and stratified turbulence, and more. more...
This text is designed to help teachers work with beginning ESL students in grades 5 to 12. It provides lessons and activities that will develop the students' vocabulary, English usage, and mathematical understanding. A balance of high-interest activit more...
Reflecting developments in the study of Saint-Venant's problem, this book focuses on the deformation of elastic cylinders for three models of continuum: classical elastic continuum, Cosserat elastic body, and porous elastic material. It includes exercises and examples that show how the methods discussed can be used to solve engineering problems. more...
Mathematics scares and depresses most of us, but politicians, journalists and everyone in power use numbers all the time to bamboozle us. Most maths is really simple - as easy as 2+2 in fact. Better still it can be understood without any jargon, any formulas - and in fact not even many numbers. Most of it is commonsense, and by using a few really simple... more...
Written by an experienced author with a strong background in applications of this field, this monograph provides a comprehensive and detailed account of the theory behind hydromechanics. He includes numerous appendices with mathematical tools, backed by extensive illustrations. The result is a must-have for all those needing to apply the methods in... more...
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Why would I want a TI 83 you may ask? What about the 89? It's a higher model, and has more buttons! Yes, that's exactly it, it has more buttons, and way to many features you won't use. I have a Ti 83+ (More memory than the origional, but same everything else) and it is great! It has built in Financial Apps, which is a nice addition (and helpful!) compared to the 82 (which it is also compatible with!). But the 89? Even the 85? They take greater than calculus students to even need/use those functions, and they are a much harder to learn calculator. The Calculus teacher at our school says that the 83 will get you all through calculus and most likely beyond college. My calculator,… Read more
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Mathematics Foundation Year
One of the longest established of disciplines, and underpinning many others, mathematics is the language of science and engineering and an intellectual field in its own right. It speaks without barriers across time. It is a discipline that is forever opening up to us, revealing new and fascinating truths and ideas, and helping to expand upon our knowledge in all directions.
At the School of Mathematics in Birmingham we are internationally renowned for our world-leading research and research-led teaching and are committed to providing a challenging, first rate, education to all of our students in a friendly and supportive environment. Consistently ranked amongst the top UK Mathematics centres, we excel at developing our students' thought processes, helping them to become more analytical and able to rapidly identify and solve problems.
A warm welcome is extended to you to come and join us, so that we can help you to expand upon your knowledge and understanding of the world through the exquisite language of mathematics.
Contact
Details
The Mathematics Foundation Year is a special one-year programme, open to both Home and EU applicants, that prepares students for mathematics study at degree level at the University of Birmingham. International students should see the Birmingham Foundation Academy, specific course details are located on the Engineering and Physical Sciences Pathway.
Successful completion of the Mathematics Foundation Year, which requires high marks in your mathematics modules, guarantees you a place on an Honours degree in Mathematics at Birmingham.
When you enrol on the Foundation Year, you become a full student of the University, with access to all the same facilities as other undergraduate students. The programme is taught over two semesters beginning at the end of September and ending in July the following year. It consists of modules of study totalling 120 credits taken with students on other foundation year programmes in, for example, Physics and Engineering. Two of these modules are special foundation-level mathematics modules. The rest are chosen from a list of foundation-level modules in other subjects, principally Engineering and Physics. The combination of modules is designed to provide you with the right skills, experience and knowledge for degree-level study.
Foundation Year Handbook The EPS Foundation Year programmes, including the Mathematics Foundation Year, are currently under review for 2012 entry. All the progression routes onto first year courses will be maintained and the core content of modules offered will be similar, but the module structure may be different. For information about the current programme please see the course Handbook (PDF 204 kb).
Generic skills-training, focusing on transferable skills and employability, is embedded throughout the course from the outset, and will ensure that you are equipped with the ICT, presentation, team-working and problem–solving skills which will enhance your employability on graduation.
Why study this course
The information below relates to our BSc/MSci courses:
Studying any mathematics course at Birmingham will expand your knowledge and understanding of the world, helping you to become a sought-after graduate wherever there is a call for logical thinking and statistical or strategic knowledge.
At Birmingham, we provide a first-rate education that involves a range of learning environments, developing many skills to prepare you for future employment or further study. The School of Mathematics was one of only two maths departments in the country to be awarded full marks in the last national Assessment of Quality in Education.
The Mathematics Learning Resource Centre here provides an excellent environment for undergraduates to work independently, in groups, or with help from postgraduate students.
Fees and funding
Entry requirements
General Studies: not accepted
The Foundation Year is for applicants who have a track record of academic excellence and who show mathematical potential but who do not have the appropriate subject knowledge to embark on our degree programmes straight away. Applicants typically have a non-traditional background, eg, mature students who took different subjects while at school who would like to change direction, or students who do not have a UK education. Typically, a student has the 'wrong subjects' but with excellent grades matching those for entry into our undergraduate programmes. Currently this is AAA or AAB
The offer for G101 Mathematics Foundation Year programme is by individual consideration – please contact us to discuss your particular situation.
International students should see the Birmingham Foundation Academy, specific course details are located on the Engineering and Physical Sciences Pathway.
Depending on your chosen course of study, you may also be interested in the Birmingham Foundation Academy, a specially structured programme for international students whose qualifications are not accepted for direct entry to UK universities. Further details can be found on the foundation academy web pages.
How to apply
Key Information Set (KIS)
Key Information Sets (KIS) are comparable sets of information about full- or part-time undergraduate courses and are designed to meet the information needs of prospective students.
All KIS information has been published on the Unistats website and can also be accessed via the small advert, or 'widget', below. On the Unistats website you are able to compare all the KIS data for each course with data for other courses.
The development of Key Information Sets (KIS) formed part of HEFCE's work to enhance the information that is available about higher education. They give you access to reliable and comparable information in order to help you make informed decisions about what and where to study.
The KIS contains information which prospective students have identified as useful, such as student satisfaction, graduate outcomes, learning and teaching activities, assessment methods, tuition fees and student finance, accommodation and professional accreditation.
Related links
Learning and teaching
The information below relates to our BSc/MSci courses:
How will I be taught?
As a Birmingham student, you are joining the academic elite and have the privilege of learning from world-leading experts in the field of mathematics. Throughout your studies, you will be encouraged to become an independent and self-motivated learner, thriving on challenge and opportunities to think for yourself. Less formal, more independent study is a vital part of becoming a successful mathematician. So we encourage students to work together and have several popular study areas in and around the School where you can work with friends or individually.
Personal Tutor: At the start of your degree, you will be assigned a Personal Tutor who will remain with you throughout your studies until graduation, to help you in three important areas: supporting your academic progress, developing transferable skills and dealing with any welfare issues. You will meet your personal tutor at least once a semester to review your academic progress and discuss how to develop your transferable skills. Your personal tutor will also be able to advise on particular areas where you need additional support.
Delivery of the course
From the outset you will be encouraged to become an independent and self-motivated learner. We want you to be challenged and will encourage you to think for yourself.
Mathematics programmes are modular and divided between two teaching terms. Examinations take place in the summer term of each year. Learning takes place in several forms and settings. Our formal teaching comprises:
Lectures: Delivered in a variety of styles by enthusiastic staff, lectures form the major source of information for most modules.
Tutorials: Every week in your first year and every two weeks in your second year, you have small group meetings with your tutor. Here you will get to solve mathematical problems and discuss material introduced in lectures.
Examples classes: These focus on working through mathematical problems issued by the lecturer. Through examples classes, you will be able to check your learning and reflect on particular examples with the aid of experienced mathematicians. Examples classes are usually run by a lecturer with the help of one or more graduate students.
Supervisions: For some modules, instead of examples classes, we run smaller supervisions of 10 to 15 students where one lecturer goes through students' solutions to problems with the group.
Web-based learning: All of our modules are linked to iVLE - a virtual learning environment that gives you access to lecture notes, additional learning units, self-tests and supplementary interactive information to support your learning.
Feedback: You receive regular feedback in all of your modules through marked work, model answers, tutorials, examples classes and supervisions.
Less formal, more independent study is a vital part of becoming a mathematician. We encourage students to work together and have several popular study areas in and around the School where you can work with friends or individually. Initially, you may find these ways of working challenging but there is a comprehensive support system assisting and encouraging you to settle in. You will be allocated a personal tutor for the duration of your degree programme and welfare tutors will be available for pastoral issues.
Assessment methods
The information below relates to our BSc/MSci courses:
Assessment varies across modules and can include:
Examinations - usually taken at the end of the year in which the module is taught
Coursework - this could be continuous or at the end of the module, and is assessed in a variety of ways.
Class tests - some lecturers set regular class tests which could be written tests, group presentations or computer-based tests providing instant feedback.
Research projects are assessed by, for example, interim reports, a final written report and oral presentations.
During your first year the University will require you to undergo a formal 'transition' review to see how you are getting on and if there are particular areas where you need support. This is in addition to the personal tutor who is based in the School and can help with any academic issues you encounter. The University?s Academic Skills Centre also offers you support with your learning. The Centre is a place where you can develop your mathematical, academic writing and general academic skills. It is the Centre?s aim to help you to become a more effective and independent learner through the use of a range of high-quality and appropriate learning support services. These range from drop-in sessions with support with mathematics and statistics based problems provided by experienced mathematicians, to workshops on a range of topics including note taking, reading, writing and presentation skills.
At the beginning of each module, you will be given information on how and when you will be assessed for that particular programme of study. You will receive feedback on each assessment within four weeks, so that you can learn from, and build on, what you have done. You will be given feedback on any exams that you take; if you should fail an exam we will ensure that particularly detailed feedback is made available to enable you to learn for the future.
Employability
Preparation for your career is one of the first things you should be considering when you start university. When you graduate from one of our mathematics programmes, you can expect to be able to pursue careers in any one of the major blue chip companies in sectors as diverse as finance and computing or in government, teaching or the NHS. Many of our students continue their studies to graduate level, taking masters programmes or PhDs. Wherever the application of logical thinking and statistical or strategic knowledge is called for, being one of our graduates will give you a head start.
Our degrees will help you to develop key skills such as analytic thinking, problem solving, independent research, report writing and the use of technical language. These skills are all highly sought after by employers.
You will have access to a wealth of professional careers advice, Our unique careers guidance service is tailored to your academic subject area, offering specialised expert advice and mentoring, as well as guidance to help you to secure exclusive work-experience opportunities and global internships, all of which will help you to stand out from the competition. And once you have a career in your sights, one-to-one support with CVs, interview practice and job applications will further help to give you the edge. In addition, our employer-endorsed, award-winning Personal Skills Award (PSA) recognises you extra-curricular activities, and provides an accredited employability programme designed to improve your career prospects.
You can also take advantage of:
Frequent careers advice drop-in sessions in the School, so you can always get help and advice when you need it.
Regular Careers Skills Workshops run by employers or the College employability team to guide you through your career planning and give you an advantage in the application process for graduate positions and internships.
A fortnightly careers e-newsletter, including vacancies suited to maths students, with application deadlines and a calendar of careers events likely to be of interest to you as a maths student.
Some of our industrial relationships include:
Actica Consulting
Apple
BMI
BMW
Carillion
Emerson Process Management
General Electric
Goodrich Actuation
Masternaut
Renishaw
RM Education
Rockpool Digital
Sidessa
Thermofisher Scientific
Your Birmingham degree is evidence of your ability to succeed in a demanding academic environment. Employers target Birmingham students for their drive, diversity, communication and problem-solving skills, their team-working abilities and cultural awareness, and our graduate employment statistics have continued to climb at a rate well above national trends. If you make the most of the wide range of services you will be able to develop your career from the moment you arrive.
University Careers Network
Preparation for your career should be one of the first things you think about as you start university. Whether you have a clear idea of where your future aspirations lie or want to consider the broad range of opportunities available once you have a Birmingham degree, our Careers Network can help you achieve your goal.
If you make the most of the wide range of services you will be able to develop your career from the moment you arrive.
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Math Disk seems like a tool that already has an extensive library of resources and will allow almost anything a mathematics teacher would need in a worksheet.- Kyle Foerschler, Student, Kansas State University and future Math teacher.
The pedagogical benefits of using computer aided dynamic geometry software in classrooms are well understood among educators. MathDisk, the latest entrant into this foray, has all the essential aspects one could expect from interactive mathematical software. MathDisk goes beyond the conventional feature set which defines this class of software and implements proven learning techniques found in other disciplines. One such technique in MathDisk called "Progressive Discovery" is a concept found extensively in user interface design to improve the readability and usability of software.
Progressive discovery (or disclosure) is an information presentation pattern, where the focus of the audience is centered on one point at a time eliminating wordiness or overwhelming and distracting information. MathDisk provides a simple and systematic approach for applying this concept into mathematical presentations. Using this principle, a certain part of given Mathematical model is displayed or animated before revealing the entire model. This approach of progressively disclosing the model not only demystifies complex concepts, but by highlighting basic constructs it also reinforces that the underlying concepts behind many advanced topics are essentially the interplay of the same fundamental mathematical operations.
In this paper we have illustrated this concept using couple of examples in 2D and 3D. The paper also provides a brief overview of the tools available within MathDisk to achieve progressive discovery and how to effectively apply this as a teaching aid.
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(CTE) MATHEMATICS IN CONSTRUCTION TECHNOLOGY
Math IV
Unit Pacing Guide
Rational and Purpose:
Professional math IV is provided to enhance mathematics in high school and provide students with the math skills necessary for the current
job market and/or prepare students for college entry. Curriculum that is contained within Career Technology Education (CTE) provides
enhanced mathematics instruction that makes mathematics more explicit in a meaningful context and helps reinforce students' mathematics
understanding both in and out of context.
Guidelines:
All objectives must be mastered at or above a 70% efficiency level in order to receive 1 Math credit. The content/objectives to be completed
in four (4) semesters are listed below in each trade specific program. Since each program contains differing content at various stages, an
independent content/objective list will be constructed for each curriculum in every course. Once a designated semester worth of
content/objectives (which are listed in the following table) are accomplished, .25 credits will be earned per semester for a total of 1 math
credit at the end of 2 years. Failure to complete the required semester content/objectives may result in the student being removed from the
Professional Math IV program.
Learning
Show-Me Activities &
Time Span Standards and Instructional
Competencies (quarter/wks) Course Objectives CLE Code Vocabulary Resources Strategies Assessment
Unit Title: (Pre-knowledge) Review of all mathematic objectives for mastery to be a success in the welding program of study
Core Concept: Addition and subtraction of whole numbers, multiplication and division of whole numbers, mathematical operation of addition and subtraction of decimal
fractions, mathematical operation of multiplication and division of decimal fractions, addition and subtraction of fractions, multiplication and division of fractions, changing
common fractions to decimal fractions, changing decimal fractions to common fractions.
Addition and 1st quarter 1 After completing this unit the MA1, Whole numbers Worksheets of Paper and pencil Test of at least 10
subtraction of week Student will be able to calculate Real numbers addition and problems and problems in each
whole numbers whole numbers through the Goals: Natural numbers subtraction software operation to
mathematical processes of addition, G, 1.10 Numbers problems demonstrational demonstrate
subtraction, Addend, Sum activities mastery
CLEs N-1B, Minuend
N-1C. M-2D Subtrahend
DifferenceMultiplication 1st quarter 1 After completing this unit the MA1, Whole numbers Worksheets of Paper and pencil Test of at least 10
and division of week Student will be able to calculate Real numbers multiplication and problems and problems in each
whole numbers whole numbers through the Goals: Natural numbers division problems software operation to
mathematical processes of G, 1.10 Rational demonstrational demonstrate
multiplication numbers, activities mastery
and division. CLEs N-1B, Multiplicand
N-1C. M-2D Multiplier
Product factor,
Quotient
divisor,
Dividend
Reducing proper 1st quarter 1 After completing this unit the MA1 Prime numbers Hardcopy Paper and pencil Test of at least 10
and improper week student will be able to add & Greatest worksheets, video, problems and problems in each
fractions subtract proper and improper Goals: common factor, internet and other software operation to
fractions G, 3.3, 3.4 Least common electronic sources demonstrational demonstrate
multiple, activities. Peer mastery
CLEs Rational grouping for
N-1B, N- 1C, expression, additional support
N-2D, N-3E Numerator and interaction.
Denominator
Reciprocal
Equivalent
Add fractions 1st quarter 1 After completing this unit the MA 1, MA 5 Prime numbers Hardcopy Paper and pencil Test of at least 10
With like week student will be able to add rational Greatest worksheets, video, problems and problems in each
denominators numbers with like denominators Goals: common factor, internet and other software operation to
and reducing to and reduce them to lowest terms G 1.6, 1.10, Least common electronic sources demonstrational demonstrate
lowest terms 3.4 multiple, activities. Peer mastery
Rational grouping for
CLEs N-1B, expression, additional support
N-1C,N- Numerator and interaction
2D,N- 3D, Denominator
Reciprocal
Equivalent
Add fractions 1st quarter 1 After completing this unit the MA 1, MA 5 Prime numbers Hardcopy Paper and pencil Test of at least 10
with unlike week student will be able to add rational Greatest worksheets, video, problems and problems in each
denominators numbers with unlike denominators Goals: common factor, internet and other software operation to
G 3.3, 1.6, 3.4 Least common electronic sources demonstrational demonstratemultiple, activities. Peer mastery
CLEs Rational grouping for
N-1C, N-2D, expression, additional support
N-3D, N-3E Numerator and interaction
Denominator
Reciprocal
Equivalent
Add fractions 1st quarter 1 After completing this unit the MA 1, MA 5 Prime numbers, Hardcopy Paper and pencil Test of at least 10
With unlike week student will be able to add rational Greatest worksheets, video, problems and problems in each
denominators numbers with unlike denominators Goals: common factor, internet and other software operation to
When neither is when neither is lowest. G 3.3, 1.6, Least common electronic sources demonstrational demonstrate
lowest common 1.10, 3.4 multiple, activities. Peer mastery
denominator Rational grouping for
CLEs N-1B, expression, additional support
N-1C, N-2D, Numerator and interaction
N-3D, N-3E Denominator
Reclike numbers with like denominators. Goals: common factor, internet and other software operation to
denominatorsunlike numbers with rational numbers Goals: common factor, internet and other software operation to
denominators when neither rational number has a G 1.6, 1.10, Least common electronic sources demonstrational demonstrate
common denominator. 3.4 multiple, activities. Peer mastery
Rational grouping for
CLEs N-1B, expression, additional support
N-1C,N- 2D, Numerator and interaction
N- 3D Denominatorlike rational numbers with like and interaction
N- 3D, Denominatorunlike rational numbers with unlikemixed numbers week student will be able to subtract Greatest worksheets, video, problems and problems in each
and reducing mixed numbers and reduce their Goals: common factor, internet and other software operation to
answers to answers to lowest terms. G 1.6, 1.10, Least common electronic sources demonstrational demonstrate
lowest terms 3fractions when week student will be able to subtract Greatest worksheets, video, problems and problems in each
borrowing is rational numbers when borrowing Goals: common factor, internet and other software operation tonecessary is necessaryMultiplying 2nd quarter 1 After completing this unit the MA 1, MA 5 Prime numbers, Hardcopy Paper and pencil Test of at least 10
fractions week student will be able to multiply and interaction
N- 3D, Denominator
Reciprocal
Equivalent
Multiplying 2nd quarter 1 After completing this unit the MA 1, MA 5 Prime numbers, Hardcopy Paper and pencil Test of at least 10
fractions and week student will be able to multiply Greatest worksheets, video, problems and problems in each
whole numbers rational numbers and whole Goals: common factor, internet and other software operation to
numbersDividing 2nd quarter 1 After completing this unit the MA 1, MA 5 Prime numbers, Hardcopy Paper and pencil Test of at least 10
fractions week student will be able to divide1C,N- 2D, N- Denominator
3D, Reciprocal
Equivalent
Changing 2nd quarter 1 After completing this unit the MA 1, MA 5 Prime numbers, Hardcopy Paper and pencil Test of at least 10
common weeks student will be able to Change Greatest worksheets, video, problems and problems in each
fractions to common fractions to decimal Goals: common factor, internet and other software operation to
decimal fractions fractions and decimal fractions to G 3.3, 1.6, Least common electronic sources demonstrational demonstrate
and decimal common fractions. 1.10, 3.4 multiple, activities. Peer mastery
fractions to Rational grouping for
common CLEs expression, additional support
fractions N-1B, N-1C, Numerator and interaction
M-2D, M-3D, Denominator
M-3E Reciprocal
Equivalent
Addition, 2nd t quarter 1 After completing this unit the MA 1, MA 5 Prime numbers, Hardcopy Paper and pencil Test of at least 10
subtraction, week student will be able to add, subtract, Greatest worksheets, video, problems and problems in each
multiplication multiply and divide decimal Goals: common factor, internet and other software operation to
and divisions of fractions. G 3.3, 1.6, Least common electronic sources demonstrational demonstrate
decimals to 1.10, 3.4 multiple, activities. Peer mastery
recognize and Rational grouping for
collect data from CLEs N-1B, expression, additional support
Tables and N-1C, M-2D, Numerator and interaction
Charts and use M-3D, M-3E Denominator
this data to Reciprocal
perform more Equivalent
advanced
Calculations I How to measure, calculate perimeters of various shapes, study the parts of a triangle, learn Pythagorean's theorem, and formulate
various construction geometries.
Core Concepts: Students will learn: How to accurately interpret different measurements using different scales and units of measure; Calculate various perimeters:
Differentiate between the different parts of a triangle; How to develop geometric constructions.
Comp. # 1 3rd quarter 2 After completing this unit the MA 1, MA 2, Accuracy Dividers/compass Classroom There will be a
weeks student will be able to interpret, MA 5 Resolution Protractors demonstration of written test on
To learn how to evaluate, and understand how G 1.10, 2.7, Precision Rulers how to use various measuring and
measure with different increments are used on 4.8 Uncertainty Meter sticks measuring devices accuracy.
various several measuring devices. CLEs M-2D, Systematic error Yard sticks Lecture on how to
measuring M-2E Random error Angle finder interpret various
instrumentations Traceability Architect Rule scales and units of
and devices Non-Linearity Elmo measure using an
Error Projector Elmo Zoom
overhead projector
The students will be
given guided
practice on how to
complete a table of
all ratios, scales,
actual size, and
smallest calibrations
found on an
architect rule.
The students will
complete an
extensive
assignment on scale
interpretation and
actual measuring
practices.# 2 3rd quarter 1 After completing this unit the MA 2 Square Worksheet Short lecture The students will
week student will be able to calculate the Rectangle encountering using cardboard be asked to
To calculate the perimeter around specified G 3.1, 3.3, 3.5 Triangle mathematical models measure the
perimeter of a polygons Perimeter relationships of perimeter of
square, rectangle, CLEs G- 1A, Hypotenuse perimeter on Students will several objects
circle, and other G-4A, G-4B, Isosceles triangle squares, triangles, measure the displayed in the
polygons M 1B, M-2B Polygon and rectangles. perimeter of shop.
Area several wooden
Pythagorean's objects They will then be
Theorem given a written
Theory of similar Worksheets test
triangles handed out for
Equilateral guided practice.
triangle
Comp. # 3 3rd quarter 2 After completing this unit the Trigonometry Written test with
weeks student will understand angles and MA-1, MA-2, Angles Scientific Short lecture job related
To study the angle measurements, the difference MA-5. 1.10 Degrees Calculators examples of math
parts of a triangle between 30,60, and 90 degree Minutes Hand out word problems
and how angles, how to calculate the sides of Goals: Seconds Detailed Lesson worksheets for and scenarios
Pythagorean's a triangle using the 3-4-5 method, G-3.4, G-2.3, Functions Plan guided practice
theorem is used use a framing square to evaluate G-2.7. Acute Angles A test
to find the triangles, and use Pythagorean's Trigonometric- Work sheets demonstrating
hypotenuse of a theorem to calculate unknown sides CLEs ratios Assign math various
right triangle of a right triangle. N-1B, N-3D, Degrees problems to check applications of
G-1A, G-4B, Reference- for understanding applying two
M-1B, M-2D Triangles framing squares
and/or
Pythagorean's
theorem to find
the unknown
sides of several
triangular
situations 4 3rd quarter 2 After completing this unit the MA-1, MA-2, Diagonal Scientific Short lecture Paper and pencil
weeks student will be able to understand MA-5. Diameter Calculators test to
To study and use the concepts of angles, Digit Hand out demonstrate
construction rectangles, circles, and triangles, as Goals: Bisect Detailed Lesson worksheets for mastery of
geometry in they are referenced to construction G-3.4, G-2.3, Acute angle Plan from guided practice construction
reference to jobs and construction job-sites. G-2.7. Obtuse angle construction geometry
degree Cubic technology concepts
measurements of CLEs Perimeter curriculum Assign math
angles, triangles, N-1B, N-3D, Pi problems to check
circles, and G-1A, G-4B, Radius Work sheets for understanding
rectangles M-2D Right angle
Scalene triangle Protractor
Circumference
Compass II Area of polygons, measurements in board feet, surface area of irregular shapes, and volume of irregular shapes and complex
containers.
Core Concepts: Students will investigate: The area of squares, circles, parallelograms and trapezoids; The measurements of board feet; The surface area of irregular shapes;
and apply the concept of volume to cubes, rectangular structures, cylinders, and complex containers.
Comp. # 1 4th quarter 2 After completing this unit the MA 1, MA 5 Rectangle Pencil Short lecture Paper and pencil
weeks student will be able to demonstrate Square Paper quiz calculating
To study the area their ability to figure the correct G 1.10, 3.4, Polygon The students will Surface area on
of squares, surface area of triangles, trapezoids, 3.6, Face Scientific measure items in problems
circles, circular figures, squares and Surface area Calculator the room that patterned after
parallelograms, rectangles to compose multi area CLEs N-1B, Standard units of correspond to the real construction
trapezoids, objects. G-1B, G-4B measure Short lecture appropriate project scenarios
G-3C, M-2B Perimeter polygonal shape
Area Hand out desired for the
Square units worksheets for lesson.
Parallelogram guided practice
Trapezoid Worksheet of
Isosceles Assign math problems
Equilateral problems to reflecting
Right Triangle check for construction
Perpendicular understanding practices
Comp. # 2 4th quarter 2 Be able to demonstrate a working MA-1, MA-2 Board foot Pencil Show a power point The students will
weeks knowledge of calculating board feet Thickness Paper presentation be given a cost
To investigate and its application in the trade of Goals: Width explaining how to calculations
the measurement construction technology. G-1.10, Length Scientific figure board feet. worksheet to
of board feet G-3. 4. G-4.1 Foot Calculator Have students
complete.
Inch complete the
CLEs Spare foot Several boards to problems on the last
N-1B, N-3D, measure and slide of the pp
N-3E, G-4B figure board feet presentation.
available.
Go through the 7-
element Math-in-
CTE lesson plan
Complete Cost
calculations 3 4th quarter 2 After completing this unit the MA 1, MA 2, Surface Short in class The students will
weeks student will be able divide a figure MA 5 measurement Scientific- lecture with be given a written
To study the into smaller sections, find the area Area Calculator illustrations test to check for
surface area of of each of the smaller sections, Goals: Abutment drawn on the mastery of all
irregular shapes Add the areas of the sections to G- 1.10, 2.3, Lower grade line Illustrations on board concepts
obtain the total area or extend the 3.4, 4.1, 4.6. Upper grade line Worksheets reviewed in this
lines to form a simple geometric Retaining wall In class math lesson plan
figure, find the area of the larger CLEs Foot Architect ruler problems with
figure, find the areas of the extra N-1B, N-3D, Square foot worksheet
sections. G-1A, G-4A, Paper/Pencil illustrations
G-4B, M-2B,
M-2D
Comp. # 4 4th quarter 3 After completing this unit the MA 1, MA 5 Hexahedron – 6- The students will The students will The students will
weeks student will be able to successfully sided cube be asked to bring complete several complete several
To study the compute the volume of rectangular G 1.10, 3.4, Volume in one 3- volume problems volume problems
volume of cubes, containers, convert cubic 3.6 Cubes dimensional in class. in class.
Rectangular solids
rectangular measurements from one unit to Cubic inches, feet,
object of their
structures, another, and apply these CLEs N-1B, yard, millimeters, choice. The students will The students will
cylinders, and calculations to real world G-1B, G-4B and centimeters. be asked to be asked to
complex applications found on the job site. G-3C, M-2C Cross-section Worksheets perform perform
containers Similar figures containing measurements measurements
(figures of the volume problems calculation on calculation on
same shape but not their object they their object they
necessarily the brought to class. brought to class.
same size.) III Weight in English and Metric system measurements, percentages in reference to income, taxes, profit, loss, material, labor and
overhead, mathematics of surveying, and the partition of land.
Core Concepts: Student will be able to: Differentiate weight in terms of the English or metric system; Calculate percentages in reference to income, taxes, profit, loss, material,
labor and overhead; Know how to divide land into townships, sections, and acres; Understand how land is divided into townships, sections, and acres.
Comp. # 1 5th quarter 2 After completing this unit the MA 1, MA 2, Mass Charts that show Pass out lesson Written test to
weeks student will be able to solve MA 5 Weight Equivalent units plan with demonstrate
To study weight problems involving weight Gravity of measure in associated students
in English and measured in the English and metric G 1.10, 4.1 Measure reference to problems to work knowledge of
Metric system systems and determine if loads are Cubic measure weights measuring weight
measurements safe and within safe bearing CLEs N-3D, Quantity concerning Students will
capacities. N-3E, G 4B Gravitational materials being measure several
pull used as example items with an
Grams problems English and
Push, lifted, metric scale and
pulled Scientific prove they are
Pounds calculator correct by
Kilograms utilizing a
Paper and pencil conversion factor.
Comp. # 2 5th quarter 2 After completing this unit the MA 1, MA 5 Percent Lesson plans on The math There will be a
weeks student will be able to calculate Cost instructor will go written test to
To investigate simple interest and percentages, G 1.10, 2.3, Profit 1. Percent and through the lesson check for
the relevance of principal, rate of interest, and 3.4, 3.6 Principal percentages plans and help the comprehension
percentages in compound interest, and discounts. Rate students with levels
reference to CLEs Time 2. Interest some of the
income, taxes, N-1B, N-3B, Interest problems in the
profit, loss, G-1B Rate of interest 3. Discounts lesson plans
material, labor, Compound
and overhead interest Calculator
(Pie Charts) Discount
Paper and pencil
Comp. # 3 After completing this unit the MA-1, MA-2, Azimuth Lesson plan on The instructor will Written test to
5th quarter 2 student will know the concepts of MA-4 bearing Comp. # 3 pass out lesson plan prove successful
To understand weeks azimuth and bearing in reference to Survey which will include a comprehension ofthe terms of all directions starting at 0° do north. Goals: Degrees Paper and pencil life-like scenario of azimuth and
Azimuth, The students will also know what G-1.7, 1.10, Minutes an older person measuring
bearing, degrees, degree measurements are and how 2.3, 3.5, 4.6 Seconds Scientific explaining to a decimal degrees.
minutes, and to convert degrees into minutes and calculator younger person how
to survey by using
seconds in seconds. CLEs math instead of
Review problems
reference to land N-1B, 3D, 3E, using computer will be assigned
surveying G-2A programs. for students to
convert azimuth
There will be a readings into
guided practice bearing
assignment for measurements,
students to bearing
complete. measurements
into azimuth
readings.
Comp. # 4 5th quarter 3 After completing this unit the MA-1, MA-2, Azimuth Lesson plan Lecture about the Written test
weeks student will be able to understand MA-4, MA-5 Bearing history of the demonstrating the
To study the area how the geometric use area is Parallelogram Handout of a homestead act student's
of land and how applied to land as it is divided into Goals: Setback pictorial and how land is comprehension of
G-1.4, 1.8, 1-10, representation of divided and by what
land is divided smaller square increments and G-2.3,
Township how land is divided measuring amounts
area in reference
into townships, assigned the definitions of Section into smaller units to land.
sections, and townships, sections and acres. CLEs Acres of area Hand out a lesson
acres N-1B, 1C, 3D, Range Measurement plan that explains
3E, G-1.B, Miles the objective list of
G.2A, 4B, M- Scientific this competency
2D. calculators IV Stair and step constructions, rafter and truss constructions, electrical wiring, trigonometric functions.
Core Concepts: The Student will be able to: Design and build a set of steps and relate the experience to rise, run, and slope; Design rafters and trusses; Calculate volts, amps,
watts, and ohms; Manipulate trigonometric functions.
Comp. # 1 6th quarter 2 After completing this unit the MA1, MA 2 Tread International Instructor will do a Students will take
weeks student will be able to Create a set Riser Residential Stair demonstration of a a paper and
To utilize the of stairs so the rise and run will Goals: Step Codes wall structure and pencil test
concepts of rise, meet the International Residential G-1.2, 1.4, Headroom go from 1st floor to designed from
basement.
run, and slope Code (IRS) to accommodate a 1.7, 1.10, 2.4, Layout Lumber for a real information
while given set of conditions such as a 2.7, 3.2, 4.5, Handrail to life assembly Student will consult taught in the
constructing stair basement floor to 1st level floor. 4.7 Studs of a set of steps the (IRS) to lesson.
steps. Elevation consider and
CLEs Ergonomics Architectural calculate all Students will
N-1A, 3-D, A- Human motion Drafting and acceptable rise draw a specified
1C, G-4A, 4B, Rise Design Text heights and tread set of steps
M-2D Run lengths. A according to
Slope Framing square comparison will be (IRS) Codes.
made to make
y-intercept students aware of
y = mx + b rise, run, slope and
y-intercept 2 6th quarter 2 After completing this unit the MA1, MA 2 Rise Framing square Instructor will do a Students will take
weeks student will be able to build rafters Run demonstration how a paper and
To utilize the and a set of trusses and know how Goals: Slope Lumber for a real to lay out a rafter pencil test
concepts of rise, to figure the rise and run of this G-1.2, 1.4, Truss to life assembly designed from
A comparison will
run, and slope application. 1.7, 1.10, 2.4, Beam of a set of steps be made to make
information
while making 2.7, 3.2, 4.5, Rafters students aware of taught in the
rafter and truss 4.7 Plumb bob Architectural rise, run, slope and lesson.
constructions. Level Drafting and y-intercept
CLEs Gable ends Design Text Students will
N-1A, 3-D, A- Hip rafters There will be complete a test to
1C, G-4A, 4B, Valley rafters handouts that calculate pitch
M-2D Jack rafters illustrate how to when given total
Pitch complete rise and span,
mathematical
Span problems when
calculate total rise
Total rise encountering rafter when given pitch
Rise per foot of applications span and rise per
run ft of run, and find
rise per foot of
run when given
span and total rise
Comp. # 3 6th quarter 2 After completing this unit the MA 1, MA 5 Volts Calculator Introduce the Written test
weeks student will have a general Ohms lesson by containing
To have a understanding of where electrical Goals: Current Worksheets explaining how problems similar
general energy originates and how such G-1.10, 2.3, Resistance energy changes to the ones
knowledge of energy changes forms. The student 2.7, 3.4, 3.8 Watts Board examples form from worked in class
electrical wiring will be able to recognize electrical Gauge of wire mineral (stored)
and how to symbols on a blueprint, calculate CLEs Voltage drop Lesson plan on energy, through a Students will be
calculate volts, total voltage, current, ohms, and N-1A, 1C, 3D, Schematics Ohm's Law process of asked to wire a
amps, watts and watts using an ohm's power wheel. 3E, M-2D, D- Blueprints transformations room estimate the
ohms using The student will also be able to 1C Kilowatts Blueprints of until it becomes size of their entry
Ohm's Law. calculate available current vs. Ohm's Law rooms to be electrical energy. cable, breaker
maximum rating of current breaker Conductance wired box, and monthly
source, compare total amperage Outlets Class lecture bill in kilowatts
used by devices, appliances, and air Fixtures explaining Ohm's
C&I-PacingGuide-Unit-05/08 (Content within Pacing Guide Produced by: David W. Hall)
Learning
Show-Me Activities &
Time Span Standards and Instructional
Competencies (quarter/wks) Course Objectives CLE Code Vocabulary Resources Strategies Assessment
conditioning units to total available Switches law and how to do
amperage of breaker box, use electrical
information of calculations to calculation
determine what size of entry cable
to use, and estimate a dwelling's Complete wiring
monthly utility bill by kilowatt diagram of some
usage. basic blueprints
Comp. # 4 6th quarter 3 After completing this unit the MA-1, MA-2, Ratio Pencil The class will A test will be
weeks student will be able to make a MA- 4, MA-5 Proportions Paper analyze several given to check for
To have a distinction between the Hypotenuse different triangles student's
general trigonometric ratios of sine, cosine, Goals: Right triangle Scientific ranging from 30 understanding of
knowledge of secant, cosecant, tangent and G-1.6, G-1.8, Sine Calculator to 90 degrees and how to solve right
how to operate cotangent and know the proper G-1.10, Cosine fill in a table of all triangles by hand
trigonometric application of each one and apply G-3. 4. G-4.1 Tangent Blank table or ratios of sides. and by using the
functions Pythagorean's theorem to any right Secant Spreadsheet The class will trigonometric
triangle to find unknown sides and CLEs Cosecant then use a functions on a
angles. N-1B, N-3D, Cotangent Lesson plan scientific scientific
N-3E, A-1B, Pythagorean's explaining calculator to find calculator.
A-1C, G-1A, theorem trigonometric trigonometric
G-4B, and M- functions ratios of all
2D. angles. The class
will discover that
the functions on
the calculator are
only ratios of the
sides of a triangle.
The class will
then do problems
using Pyth. TheorPost Knowledge) Higher education/career prep project
Core Concept: To unite in a project with at least one other program to utilize mathematical concepts learned in previous mathematics curriculum to provide evidential proof
of mastery.
To conduct a 4th Semester After completing this unit the MA 1, MA 2, determine, All material and Project jointly Assessment will
project designed student will be able to unite with MA 3, MA 4, compare agree, resources agreed upon by be designed and
and prepared by fellow students to complete a real MA 5. support, prove, available from trade specific designated at the
a joint effort world situational workplace G 1.1, 1.2, 1.4, influence, the Cass Career instructor, CCC beginning of each
between Program endeavor or task. 1.8, 1.10, 2.1, estimate, choose Center administration, project.
Instructor and 2.2, 2.3, 2.7, decide justify, and core resource
Math instructor 3.1, 3.2, 3.3, appraise, teachers.
to demonstrate 3.5, 3.6, 3.7, interpret, build
mastery of 3.8, 4.1, 4.4, disprove, test,
previously 4.5, 4.6, 4.7. compile, invent,
learned CLEs N-1B, solve, perceive,
competencies N-1C, N-3D, influence, plan,
and to N-3E, G-1A, conclude,
demonstrate G-1B, G-2A, defend, evaluate,
mastery of G- 4B, M- 2C, predict, measure,
applicable M- 2D, rate, design,
Concepts of select prioritize, M- 2C, predict, measure,
applicable M- 2D, rate, design,
Concepts of select priorit ize
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There isn't really a question set since each problem is dynamically generated. You can do the problems on your own and check your answer online. If you know how to solve the problem, then you don't need to see the hints.
If you do need the hints you can click through it pretty fast. My students find they can click through and get to the answer in much less than a minute. I think about 12 seconds was the max for one student who decided to just click through the hints to find the answer.
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SLSEEC 2012-2013 Theme – Mathematical Modelling
Mathematical modelling is the process of transformation of a physical situation into mathematical analogies with appropriate conditions.
Physical situations need some physical insight into the problem. Then it is solved by using various mathematical tools like percentage, area, surface area, volume, time and work, profit and loss, differential equations, probability, statistics, linear, nonlinear programming, etc. It is a multi-step process involving identifying the problem, constructing or selecting appropriate models, fighting out what data need to be collected, deciding number of variables and predictors to be chosen for greater accuracy, testing validity of models, calculating solution and implementing the models. It may be an iterative process where we start from a crude model and gradually refine it until it is suitable for solving the problem and enables us to gain insight and understanding of the original situation. It is an art, as there can be a variety of distinct approaches to the modeling, as well as science, for being tentative in nature.
In mathematical modelling, we neither perform any practical activity nor interact with the situation directly, e.g. we do not take any sample of blood from the body to know the physiology, and still our mathematical tools reveal the actual situations. The rapid development of high speed computers with the increasing desire for the answers of everyday life problems have led to enhanced demands of modelling almost every area. The objective of this sub-theme is to help children to analyse how mathematical modelling can be used to investigate objects, events, systems and processes.
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- Students' Book 5: Answer Book 1 2 3 4 (Essential Numeracy):
Each book covers Number, Algebra, Shape, Space and Measures, and Handling Data. Suitable for class or homework use, they feature uncluttered layout with easy to follow examples. It can be used alongside any maths course, and includes broad range of questions to improve performance. [via]
More editions of Essential Skills in Maths: Answer Book 5 (Essential Numeracy):
Each book covers Number, Algebra, Shape, Space and Measures, and Handling Data. This title is suitable for class or homework use. It offers an uncluttered layout, with easy-to-follow examples. It can be used alongside any maths course. It offers a broad range of questions to improve performance. [via]
More editions of Essential Skills in Maths, Book 1, Book 3 (Essential Numeracy):
The "MSM Mathematics" series offers an integrated and comprehensive assessment for GCSE mathematics. It provides a one-book-per-year mathematics course. There are worked examples and numerous graded exercises. The maths is set in the context of everyday life, involving investigations and project work, to provide approaches to all kinds of mathematical problem solving. The writing team has organized the mathematics covered by the National Curriculum into a series of topic-based sections within each book. Mathematical knowledge and skills are developed in line with current practice in maths teaching. The "MSM" series comprises course books at all levels. Books 1 and 2 provide maths for all abilities at Key Stage 3. Students of average ability can continue with the "x" series - books 3x, 4x and 5x. The "w" series provides support for students having difficulty with the maths covered in the books 1, 2, 3x-5x. The material in the "w" books is organized in the same sequence as the main course, but concentrates on the development of basic concepts for those students experiencing difficulties. The "y" series caters for more able students, providing maths for top grades of GCSE and preparation for Sixth-Form work leading up to Levels 9-10 at Key Stage 4. [via]
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1846908086","isPreorder":0},{"priceBreaksMAP":null,"buyingPrice":8.94,"ASIN":"1846900913","isPreorder":0},{"priceBreaksMAP":null,"buyingPrice":8.94,"ASIN":"1846908078","isPreorder":0}],"shippingId":"1846908086::wPDAlIUm5KuurhdtsCRNcxZneyLV%2BLwDAD1PAsPkn6egPpuMrEwRs92uvF6DRiEIOQ4oNpmIWW3Ezf%2BREzRl7p995i%2BVt6P2,1846900913::nmISNMr%2BvLODMBLkfphxGpRvI6k0LMqZv5yGP3ikksaX8SJftU%2BOiTaPuI7IHtUdWPOFB32V3KGuni9Nb%2FN3n9A1LBNwfKc5,1846908078::H1T7KkmEKSGRRXWEb9wtgy%2Bgi%2FUuYpIBCGi0mSTqrUMa0JkxxJy%2BjFIBZqSNNjjPJwdDUZJM%2BSs%2B5UO0WoDfZxLfF9R1T1 these to help my daughters with their GCSE maths and I have to say I think they are excellent. They explain each subject really well often with different learning methods. It goes through guided examples and have loads of questions to try with answers in the back. It contains lots of really good tips. really impressed and thoroughly recommend them.
A comprehensive support for GCSE Edexcel maths. Clearly laid out in sections, with multiple clear examples in addition to clearly laying out the exam requirements. There are many exercises for the student to complete, and answers are provided at the back of the book.
I bought this book for my daughter who at the time was studying her GCSEs. She said she found it extremely helpful and with a little bit of work on top of that got good results for her maths exams. It was fast delivery and I would highly recommend it for anybody studying GCSE maths. Thankyou seller
A must read for all those wanting to achieve their full potential in maths gcse. Very thorough and detailed chapter by chapter Unit 3 Higher level book. It shows graded questions and is easy to follow.
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1402004 Actuarial Mathematics (Mathematical Modelling: Theory and Applications)
This text has been written by a renowned statistician and a practising actuary, primarily as an introduction to the basics of the actuarial mathematics of life insurance. Since it attempts to derive the results in a mathematically rigorous way, the concepts and techniques of one-variable calculus and probability theory have been used throughout. Topics dealt with include important concepts of financial mathematics; the concept of interests; annuities-certain; mortality theory; different types of life insurances; stochastic cash flows in general and pure endowments, whole life and term insurances, endowments, and life annuities in particular; premium calculations; reserves; mortality profit; and negative reserves. The book contains many systematically solved examples showing the practical applications of the theory presented. Solving the problems at the end of each section is essential for understanding the material. Answers to odd-numbered problems are given at the end of the
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Introduction to Polar Coordinates The student will be introduced to the definition of polar coordinates, how to graph them, and how to compare them to rectangular coordinates. Author(s): vicky burlington
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Building a Paper Bridge: An Introduction to Problem Solving This activity allows the student to explore problem solving strategies while working with a partner. This activity (building a paper bridge), requires students to question word definition and the application of those definitions. Through problem solving strategies, students discover the need for applying ... Author(s): Steve WalstonWrite a quadratic equation in standard form West Virginia Math and Science Initiative - College Algebra - Write a quadratic equation in standard form - American Military University > ACADEMICS AND TRAINING > West Virginia Math and Science Initiative > College Algebra > Write a quadratic equation in standard form Author(s): No creator setA Gentle Introduction to Nanotechnology and Nanoscience While the Greek root nano just means dwarf, the nanoscale has become a giant focus of contemporary science and technology. We will examine the fundamental issues underlying the excitement involved in nanoscale research - what, why and how. Specific topics include assembly, properties, applications and ... Author(s): Mark A. Ratne
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Grade
Rating
Students use optimization concepts to design their own container. In this optimization lesson plan, students understand how the optimization concept is critical in calculus and why products are packaged the way they are.
Students explore a linear, a parabolic, and a log function. In this Algebra II/Pre-calculus activity students investigate the graph a line, a parabola, and a log function. Students examine the three graphs as they compare and contrast the three in a problem solving context.
In this calculus worksheet, students problem solve 8 word problems involving rates of change in association with high school students. Students work out each problem and give a short explanation of each answer.
Investigate logistic functions in a world population setting. High schoolers will create a scatter plot of the world population from 1950 to 2050 to find a logistic function to model the data. They then discuss the end behavior of their logistic model. Graphing calculators are needed.
Students explore the various uses of the logistic function. Students use the internet to collect world population data and find a logistic model for their data and use their chosen model to predict future populations.
Throught this subscription-based sight, learners explore different aspects of the parabola by changing equations from standard to vertex form. Next, find the general form of the vextex based on the values of a, b, and c, and investigate the minimum and maximum points of a real-world example. High schoolers can gain further insight by looking closer at the process of completing the square.
Students investigate inverse functions. In this calculus lesson, students use the horizontal line test to determine if a functions inverse is a function. They define functions given a graph or an equation.
Students investigate Newton's Law of Cooling. In this Algebra II/ Pre-Calculus lesson, students explore exponential regression as they conduct an experiment to simulate the temperature variations that occur as a liquid cools. The lesson provides an extension for Calculus.
In this real-data worksheet, students use data from the 2008 Census Bureau to answer eight questions divided into four activities. The topics covered include: place value, rounding, estimation, fractions, and percents.
Students explore the concept of area under a curve. In this area under a curve lesson plan, students find integrals of various functions. Students use their Ti-Nspire to graph functions and find the area under the curve using the fundamental theorem of calculus.
Learners define function notations and composition of functions. In this calculus lesson plan, students sketch different polynomial functions. They relate parametric equations to linear and exponential functions.
Students graph the motion of a mass moving back and forth on a spring, in parametric mode. They graph the position, velocity, and acceleration of the object in contrast to time graphs. Students compare speed and analyze it in terms of the magnitude of velocity on various time intervals.
Students read an article on how calculus is used in the real world. In this calculus lesson, students draw a correlation between the Battle of Trafalgar and calculus. The purpose of this article is the show everyday uses for calculus in the real world.
Students identify and define the logistic model for the world population data. In this data analysis lesson, students use the model illustrated to determine the population in a given year and compare it to the population shown in the table. Students also find the limiting behavior and explain what that means.
In this electrical activity, students draw a schematic design circuit board to grasp the understanding amplification in linear circuitry before answering a series of 35 open-ended questions pertaining to a variety of linear circuitry. This activity is printable and there are on-line answers to the questions. An understanding of calculus is needed to complete these questions.
In this circuits learning exercise, students answer 25 questions about passive integrator circuits and passive differentiator circuits given schematics showing voltage. Students use calculus to solve the problems.
Learners define the different methods used for optimizing a particular element of a problem. In this optimization problem lesson, students optimize appropriate details of a problem using data collection, algebra, technology, and/or calculus. Learners also complete the inquiry-based worksheets included with the lesson.
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Product Description
This teacher's guide is the most important component in Saxon Math 3's program. Each chapter includes preparation information, including materials needed, what to do the night before, what to do in the morning, fully scripted lesson and answers. Each "meeting" is fully scripted, with the teacher's comments to the student written in bold, italic font, and organized logically under skill subject headings. Practice problems are given, as well as the answers for the written work provided in the sold-separately Saxon Math 3 Student Worktexts. Using questioning strategies and language designed to easily help student learn mathematical concepts, this nonconsumable book may be used for successive children. 843 pages, softcover, spiralbound.
Product Reviews
Math 3, Home Study Teacher's Edition
5
5
1
1
Saxon Math is our favorite math program!
We have tried a couple of other math programs that were highly recommended, but we love the more careful and thorough pace of Saxon. Previously learned concepts continue to be mixed into the lessons, keeping all skills practiced and sharp. And our children like it best. I wish I could have learned math through the Saxon program myself.
June 12, 2013
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MathCraft A course in Mathematics Book 8190 Our Price:181 You Save: 9
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MathCraft A course in Mathematics Book 8
(Paperback)
MathCraft A course in Mathematics Book 8 Book Description
Mathcraft, an Encyclopa Britannica series of nine Mathematics books, includes a primer for the Kindergarten and eight textbooks for Classes 1 to 8. Conforming to the National Curriculum Framework 2005, the series aims to develop in students an enthusiasm for this craft of numbers, quantity, and space.
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The book MathCraft A course in Mathematics Book 8 by Ranjana Kumar Jharna De
(author) is published or distributed by Encyclopedia Britannica [8181310667, 9788181310668].
MathCraft A course in Mathematics Book 8 has Paperback binding and this format has 248 number of pages of content for use.
This book by Ranjana Kumar Jharna De
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Gonick's work, clever design and illustration make complicated ideas or insights strikingly clear." —New York Times Book Review
Larry Gonick, master cartoonist, former Harvard instructor, and creator of the New York Times bestselling, Harvey Award-winning Cartoon Guide series now does for calculus what he previously did for science and history: making a complex subject comprehensible, fascinating, and fun through witty text and light-hearted graphics. Gonick's The Cartoon Guide to Calculus is a refreshingly humorous, remarkably thorough guide to general calculus that, like his earlier Cartoon Guide to Physics and Cartoon History of the Modern World, will prove a boon to students, educators, and eager learners everywhere.
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Gonick is to graphical expositions of advanced materials as Newton or Leibniz is to calculus. The difference is that Gonick has no rival. (Xiao-Li Meng, Whipple V. N. Jones Professor of Statistics and Department Chair, Harvard University)
Larry Gonick's sparkling and inventive drawings make a vivid picture out of every one of the hundreds of formulas that underlie Calculus. Even the jokers in the back row will ace the course with this book. (David Mumford, Professor emeritus of Applied Mathematics at Brown University and recipient of the National Medal of Science)
I always thought that there are no magic tricks that use calculus. Larry Gonick proves me wrong. His book is correct, clear and interesting. It is filled with magical insights into this most beautiful subject. (Persi Diaconis, Professor of Mathematics, Stanford)
It has no mean derivative results about the only derivatives that matter…. A spunky tool-toting heroine called Delta Wye seems the perfect role model for our next generation. (Susan Holmes, Professor of Statistics, Stanford)
A creative take on an old, and for many, tough subject…Gonick's cartoons and intelligent humor make it a fun read. (Amy Langville, Recipient of the Distinguished Researcher Award at College of Charleston and South Carolina Faculty of the Year)
From the Back Cover
A complete—and completely enjoyable—new illustrated guide to calculus
Master cartoonist Larry Gonick has already given readers the history of the world in cartoon form. Now, Gonick, a Harvard-trained mathematician, offers a comprehensive and up-to-date illustrated course in first-year calculus that demystifies the world of functions, limits, derivatives, and integrals. Using clear and helpful graphics—and delightful humor to lighten what is frequently a tough subject—he teaches all of the essentials, with numerous examples and problem sets. For the curious and confused alike, The Cartoon Guide to Calculus is the perfect combination of entertainment and education—a valuable supplement for any student, teacher, parent, or professional was eagerly awaiting Larry Gonick's book on Calculus for some time, and now that it's finally here and I have a copy, I'm mostly pleased with it...
BUT...
I now understand why just having cartoons in a book does not necessarily make the book easier to understand -- it only provides a kind of amusing distraction.
The main problem with Gonick's book is that there are too many places where the "explanations" are really no better than what you'd get in a stodgy establishment book, such as the section on "lemmas" and all that. For a true beginner -- or even someone with some experience in calculus -- it's still an alien mire of jargon and symbols. And what's worse is all the little self-serving cartoons where, after all the symbol-muck has been dumped on the page, the little Gonick-character keeps singing some little variant on "QED".
Now, never mind that Gonick doesn't even explain what his character is chanting, and not only does he not explain what "QED" means, but he uses it for instances where he may have "demonstratumed" it to the satisfaction of the math-droid race of Alpha Centauri or something, but he certainly hasn't "demonstratumed" it for real human beings -- presumably the ones he would most want to buy his book!
So, which is it? Did Gonick write this book for newcomers to the subject, or did he write it for the cloistered clique of math priesthood? Because of course THEY're going to love it -- they ALREADY understand everything in it, and are getting a kick out of all the cliquey little cartoon references.
But the rest of us? The "unwashed masses"? In too many places in this book, we've been left out in the cold.
Gonick has done it again. This book is very good at explaining the basic concepts of calculus in a lighthearted manner.
One drawback is that this book has very few problems for the reader to work on or test themselves on their understanding of the material. One of the traps of mathematics is that it is easy to read something and think that you understand it. But when you go to workout a problem you may find out that you really didn't understand it after all. So it is important to work out problems to test your understanding.
This book is a good supplement to calculus textbooks with problems to be worked out.
Larry Gonick's new book on "The" calculus takes a traditionally fearsome subject and renders it friendly, which is no mean feat. This book will get you though the introductory topics (polynomials, limits, functions, etc.) needed to acquire a basic fluency with the methods of differentiation and integration, which together form the foundation of calculus. I also appreciated the guidance on applications in statistics, as well as some idea of what to expect in more advanced topics.
I would disagree with the previous reviewer on there not being any problems; they are given in later chapters. In fact, I found an omission in one: Chapter 8, Problem 3, part 2, dealing with methods of approximating the definite integral:
"What do you get when you split the difference? [i.e. problems, 1, 2] Find: "1/2 (E_high - E_low)" [graphically]. Do you see how this is the area of the light gray trapezoids?"
My answer is "No". However,if the equation were (E_low + (1/2 (E_high - E_low))), my answer would be "Yes". I think the fist term was accidentally omited. But, see? That just goes to show that when you're supported by such a friendly book, you can actually have fun being curious, rather than intimidated.
I was a little put off by the flatulent functions (cartoon characters) of the earlier chapters. Kind of gross (but imaginative).
Gonick is a solid master of making the complex simple and going deeper into the fundamental meanings behind equations. He gets into why equations work at a level that my text books never even pretended to be able to do. The cartoons are great for visual learner at illustrating the abstract and creating an understanding of what you are looking at when you look at a graph in calculus.
I teach (college) calculus, and was given this book for free because of that. I was hoping it might be useful for teaching, but I was disappointed.
As a supplement to a regular course and textbook, the material in this guide would probably be useful for some students. It clearly explains the fundamental concepts of functions and calculus, with examples. The idea of a cartoon guide is a good approach and would probably be helpful to a lot of students who are intimidated by the formality of a standard textbook. Unfortunately, I can't recommend this to my students because of the cartoons themselves:
(1) The functions are illustrated as weird little animal things that eat a number as input, and expel the output, well, out their other end. It appears to come out in a dark cloud. With one function it is gross, but the worst is when it comes to illustrating things like the chain rule and the inverse function rule. Then you see these weird little animals with their mouths clamped on each other's, um, "exhaust pipes"? There are multiple drawings of many little animals in a circle expelling stuff out of organs attached to their backside and into each other's mouths. I don't know how else to describe them. I notice that none of those drawings are currently included in the Amazon preview pages (you can see slightly more on the harper collins website, but not the worst drawings). Of course, maybe the gross drawings were a conscious choice to try to get teenagers to pay attention. I must admit, they would probably be memorable to a class full of teenagers, though not in a good way.
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Summary
Math On File™: Algebra is an invaluable resource to supplement classroom instruction in a core area of the mathematics curriculum-algebra. The volume provides approximately 50 engaging problem sets, ranging from simple to challenging, that are appropriate for group work in class or individual out-of-class assignments.
Covers a Wide Range of Levels and Topics
Designed to support NCTM (National Council of Teachers of Mathematics) standards, this accessible volume emphasizes the systemic development of algebra skills. Opening the volume are a general introduction and an instructions for teachers section. All exercises include an introduction, as well as text and diagrams that fully articulate the ideas, and they span elementary beginning algebra to precalculus topics and modern mathematics. Subjects range from arithmetic series, balancing equations, and developing empirical laws to algebraic inequalities and interval notation, math games with numbers, statistics in practice, and parabolic motion. The exercises are all reproducible and easy to distribute for classroom use.
Sections include:
Basic Number Manipulations
Basic Algebraic Manipulations
Functions
Graphing
Patterns
Data.
Specifications
About the Author(s)
James C. Alexander, Ph.D., is the chair of the department of mathematics at Case Western Reserve University. He has contributed articles and essays to many scholarly journals and collections. Under his supervision and direction, a team of authors, among them high school teachers, worked on developing the content for this On File™
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NASA CONNECT Proportionality: Modeling the Future In NASA CONNECT Proportionality: Modeling the Future, students learn why scaling and proportion are important in the design of small aircraft transportation systems. Mathematical patterns are described through practical applications such as the growth of transportation, the Golden Ratio, and the Fibonacci sequence. Grades 4-8. Author(s): No creator set
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Mathematical Biology These are my lecture notes for a course I teach on mathematical biology at the Hong Kong University of Science & Technology. My main emphasis is on mathematical modeling, with biology the sole application area. Author(s): No creator set
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Related content deepen mathematical learning opportunities for a wide variety of students
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Essentials of Trigonometry - With CD - 4th edition
Summary: Intended for the freshman market, this book is known for its student-friendly approach. It starts with the right angle definition, and applications involving the solution of right triangles, to help students investigate and understand the trigonometric functions, their graphs, their relationships to one another, and ways in which they can be used in a variety of real-world applications. The book is not dependent upon a graphing calculator.eCampus.com Lexington, KY
May contain some highlighting. Supplemental materials may not be included. We select best copy available. - 4th Edition - Hardcover - ISBN 9780534494230
$4.50 +$3.99 s/h
Good
Nettextstore Lincoln, NE
2005
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Teaching Middle School Math with The Geometeru0027s Sketch pad COURSE DESCRIPTION This is a professional level, moderated, online course in the use of The Geometeru0027s ...
Transformations and Matrices Lesson Summary: Students will explore transformations using matrices and scaling. There are four activities and an appendix. Lessons/9.3TransformationsandMatrices.pdf
Teacher Notes These lessons provide the framework of an approach to computing geometric transformations in a precalculus level course, starting with complex numbers ...
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Elementary Statistics - With CD - 6th edition
Summary: Elementary Statistics is appropriate for a one-semester introductory statistics course, with an algebra prerequisite. ES has a reputation for being thorough and precise, and for using real data extensively. Students find the book readable and clear, and the math level is right for the diverse population that takes the introductory statistics course. The text thoroughly explains and illustrates concepts through an abundance of worked out examples.19.04 +$3.99 s/h
VeryGood
SNaylerbooks Bury St Edmunds,
Hardcover Very Good 0201771306
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More About
This Textbook
Overview
Canonical methods are a powerful mathematical tool within the field of gravitational research, both theoretical and experimental, and have contributed to a number of recent developments in physics. Providing mathematical foundations as well as physical applications, this is the first systematic explanation of canonical methods in gravity. The book discusses the mathematical and geometrical notions underlying canonical tools, highlighting their applications in all aspects of gravitational research from advanced mathematical foundations to modern applications in cosmology and black hole physics. The main canonical formulations, including the Arnowitt-Deser-Misner (ADM) formalism and Ashtekar variables, are derived and discussed. Ideal for both graduate students and researchers, this book provides a link between standard introductions to general relativity and advanced expositions of black hole physics, theoretical cosmology or quantum gravity.
Product Details
Meet the Author
Martin Bojowald is an Associate Professor at the Institute for Gravitation and the Cosmos, Pennsylvania State University. He pioneered loop quantum cosmology, a field on which his research continues to focus
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Overview: The word "discrete" means separate or
distinct. Discrete mathematics is the study of mathematical
objects that consist of separate pieces. This includes such
topics as graph theory, which is the study of relationships between
finitely many
objects, combinatorics, which uses mathematical techniques to
figure out how to count things without actually having to count and
elementary number theory, which is the study of the integers.
Course Objectives:
To develop the ability to think abstractly and creatively about
mathematical and logical problems
To develop problem-solving strategies
To learn ways to communicate mathematics to a variety of audiences
To identify and use different methods of mathematical proof
To explain and use the concepts of graphs and trees
To solve problems using counting techniques and combinatorics
Prerequisites: The formal prerequisite s are MCS-115 and
MCS-121.
More to the point, you should be comfortable
with thinking algorithmically, discovering patterns, and applying
mathematical procedures to various types of problems.
Course web site: The best source of information about
this
course is available at
There you will find a
complete
syllabus,
course description, current homework assignments, and so on.
Books: Applied
Combinatorics, fifth
edition, by Alan Tucker.
This book is intended to be read
thoroughly and thoughtfully. For each class session, you
are encouraged to read the pertinent portion of the text at least
once
beforehand and at least twice afterwards. Study the book with a
pencil
in hand. Make notes in it. Mark where you have
questions.
Do NOT try the exercises without reading the text; simply
skimming
the examples is not sufficient. You will find that it will
be necessary to read the text several times before attempting any
exercises. To survive this course, you must learn how to read a
math
book!
Count Down: Six Kids
Vie for Glory at the World's Toughest Math Competition, by Steve
Olson
This book describes several
mathematically gifted high school students and discusses issues that
are relevant to the mathematical education of all students. It
will be much easier to read than the textbook, and will provide us with
some good questions about teaching and doing mathematics.
Classes: Classes will be used for lectures,
problem solving, discussions, and other fun activities. You
should prepare for classes by doing the reading beforehand (reading
assignments are posted on the Web), thinking about the
problems
in the text, and formulating questions of your own. You should
also
participate as much as possible in class. Class meetings are not
intended to be a complete encapsulation of the course material.
You
will be responsible for learning some of the material on your own.
Attendance, both physical and mental, is required.
To help me keep attendance and to check on your preparation, you
will be expected to hand in a 3x5 index card at the beginning of each
class period. On this card, you should summarize the most
important points in the reading. If you have questions on the
reading, you should think carefully about the best way to phrase these
questions and then write them on your card. You can get three
points per class - one for being there, one for your index card and one
for participating in class. If you are not in class, you will not
get any points (even if you have a friend hand in a card).
Should you need to miss a class for any reason, you are still
responsible
for the material covered in that class. This means that you will need
to
make sure that you understand the reading for that day, that you should
ask a friend for the notes from that day, and make sure that you
understand
what was covered. If there is an assignment due that day, you should be
sure to have a friend hand it in or put it in my departmental mailbox
(in
Olin 324). Note that you can not make up any points that you normally
get for attending class. You do not need to tell me why you
missed a class unless
there
is a compelling reason for me to know.
We will be doing a lot of hands on activities in class, so you will
need to bring colored pens or pencils, a handful of pennies
and nickels, and a ruler or straightedge. You will
also find it handy to have a small stapler, paper clips, a package of
3x5 index cards, a two-pocket folder, and an eraser.
Homework: I will assign homework at the beginning of
each
chapter by posting them on the web. The problems will be designated as
``practice problems'', ``homework problems''.
Practice problems are meant to give you practice reading, writing
and doing mathematics. You should do these problems as part of
preparing for class the day they're assigned. In class, you will
be asked to present your problems to your colleagues.
Homework problems are problems which you hand in to
me. They will be graded on a scale of 0 - 10 per problem, where a
10 means that you've done a good job of solving the problem and writing
the solution up clearly. You are encouraged to work on doing
these problems with one or two other students in the class; if you do
so, then you should hand in a single set of solutions and the points
will be given to all the students in the group.
The first violation of the Honor Code will result in a score of 0 on
the assignment in question and notification of the Dean of
Faculty. Further violations will result in failing the course.
Course grade:
Attendance/participation
15%
Homework
25%
Tests
30%
Accessibility: Please contact me during the first week
of class if you have specific physical, psychiatric, or learning
disabilities
and require accommodations. All discussions will remain
confidential. You can provide documentation of your disability to the
Advising Center (204 Johnson Student Union) or call Laurie Bickett
(x7027).
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Mathematics
Mathematics and Sciences
Congratulations! San Jose City College placed 8th out of 179 participating two-year colleges in the AMATYC mathematics contest during the 2007 – 2008 school year.
San Jose City College offers a comprehensive selection of both developmental and transfer level mathematics courses. The program includes a comprehensive tutoring service, programs for a diverse student body, including the Transfer Express Program, a course with hands on experience for future mathematics teachers, service learning opportunities, some online courses, and opportunities to participate in a nationwide mathematics contest during both the Fall and Spring semesters.
Developmental Program
Basic Mathematics, Elementary Algebra, and Intermediate Algebra, are offered either in the traditional lecture format or in a variable unit format using Plato Interactive Mathematics. With Plato, students learn the mathematics through a combination of lectures and an interactive software program. Teachers and student aids are present during the labs to help instruct the students. With Plato, the student is allowed to work at his or her own pace to master the material – taking more than one semester if needed.
Pre-Algebra and Geometry are offered in a regular classroom setting. Additionally, at least one Intermediate Algebra section is offered as an online course each semester. Intermediate Algebra and sometimes Geometry as well are prerequisites to all of the transfer level classes.
Transfer Program (General major, Education major, Business major)
Mathematics for General Education and Math for Elementary Education are offered in the traditional classroom setting. Finite Mathematics, and Elementary Statistics are offered both in the traditional classroom setting and online. Problem solving skills are developed through the use of manipulatives, the discovery method to develop critical thinking, group collaboration, individual projects, as well as classroom lectures. Graphing calculators and computer software may be used to aid in calculations and in understanding concepts for Statistics and Finite Mathematics.
Transfer Program (Science, Engineering)
Precalculus Algebra and Trigonometry, Calculus (differential and multivariable), Discrete Mathematics, Differential Equations, and Linear Algebra are offered in the traditional classroom setting on campus. Precalculus Algebra and Trigonometry may also be taken online. Multivariable Calculus and Differential Equations are also offered in alternate semesters at Leland High School. Graphing calculators are required for all of these courses. Some of the courses may also use the Maple mathematical software package.
Tutoring Program
A comprehensive walk-in tutoring program is available for all mathematics and science students in the Learning Resource Center (in room L-105) in the library. Tutoring is done by successful mathematics students and by teacher volunteers.
Transfer Express
The Transfer Express Program helps students complete their requirements to either receive an AA degree or to transfer to a four-year university after two years of full-time study at San Jose City College. Students enrolled in this program have priority registration in the Transfer Express courses. See your counselor for more details of this program.
Future Mathematics Teachers
In addition to the Mathematics for Elementary Education Course, a course entitled Field Experience in Math and Science is offered through the education department (Educ 014).
Students do theory and field work in mathematics and science education at local schools.
Service Learning Projects
Some instructors encourage their students to participate in a service learning project related to their course. This project links San Jose City College students to the community with real work experiences in a variety of learning experiences.
AMATYC Mathematics Contest
During the Fall and Spring semesters, San Jose City College participates in a national mathematics contest sponsored by the American Mathematics Association of Two-Year Colleges (AMATYC). Each of the two rounds consists of 20 problems to be solved within a one-hour time period, with the aid of a graphing calculator. Problems may include material up to pre-calculus mathematics, including some probability and trigonometry problems. The national winner receives a $3,000 scholarship. The mathematics department also awards prizes to San Jose City College students with the top five scores for our school. Any San Jose City College student may participate. (Only non-college degree holding students count for the national contest.)
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Copyright Houghton Mifflin Company. All rights reserved. To the Student Students often ask us for ideas or tips about how best to study for their social psychology ...
Teaching Experience I began teaching mathematics in 1988 as a teaching assistant at The Ohio State University. I taught at Indiana University as a graduate stu dent ...
Trademark Acknowledgments All terms mentioned in this book that are known to be trademarks or service marks have been appropriately capi talized.
The AP Statistics Course Overview The usual sequence of courses leading to AP Statistics is: Algebra I Geometry Algebra II Some students take Math Analysis or ...
Acknowledgements We would like to thank the following Roanoke County educators for their work in developing and revising the curriculum guide. Jennifer Dunford, William Byrd ... I Part 1/curriculum.pdf
1/7/2010 1 Chapter 2: Laws Governing Motion Did you read chapter 2 before coming to class? A. Yes B. No A few items of business Some notes on clickers and quizzes.
Complex Well - Core Competency - 2010 (An Asset Team Program, Not a drilling course, but an intense cross-training course for drilling supervisors and all asset team members ...
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Professor Zap introduces the numbers: natural, integers, rationals, and reals. Some set notation is introduced. The axioms of the reals as a totally ordered (archemedian) field with the least upper bound property.
Professor Zap continues to discuss the general method to graph the quotient of linear functions. These are functions of the form f(x)=(ax+b)/(cx+d). They are also known as linear fractional transformations.
Professor Zap discusses the equation A(t)=A_0 e^{rt}. There are three many questions: How much? How long? What rate? This problem determines how many years it will take for $25,000 to grow to 1/2 a million at 5%/
Professor Zap discusses the equation A(t)=A_0 e^{rt}. There are three many questions: How much? How long? What rate? This problem computes the present value of a bond that pays $50,000 in 10 years if the predominant interest rate is 7%.
Professor Zap discusses the Christmas present problem: If the half-life of socks is 4 months, and there are ten people in your family how many pairs of socks should you buy at Christmas so that each person has one pair of socks left next Christmas
Professor Zap goes through the proofs of the formulas for the sum of consecutive integers, sum of consecutive squares, and sum of consecutive cubes. There are typos in the last case, but these are edited out.
Professor Zap goes through the proofs of the formulas for the sum of consecutive integers, sum of consecutive squares, and sum of consecutive cubes. There are typos in the last case, but these are edited out.
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fully worked-out solutions to all of the odd-numbered exercises in the text and all the Cumulative Review exercises in the student textbook, giving students a way to check their answers and ensure that they took the correct steps to arrive at an answer. Go 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 and all the Cumulative Review exercises in the text. This gives you the information you need t... MOREo truly understand how these problems are solved.
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An Illustrated Introduction to Topology and Homotopy explores the beauty of topology and homotopy theory in a direct and engaging manner while illustrating the power of the theory through many, often surprising, applications. This self-contained book takes a visual and rigorous approach that...
This graduate-level text discusses from first principles the background theory of various effects of quantum optics, introduces students to the main ideas of quantum optics as clearly as possible, and teaches the mathematical methods used by researchers working in the fields of quantum and atom...
This interdisciplinary book brings together quantum information concepts from quantum physics, information theory, and computer science. It distinguishes between classical and quantum physics, introduces density operators, and discusses linearity and nonlocality of quantum mechanics. The book...
This book takes a practical approach to the subject, starting with concrete problems and leading to general theory. Suitable for a graduate-level course on stochastic PDEs, this edition adds material on new developments in jump processes. Along with more problems and examples, it also includes...
Mathematical Methods for Physicists and Engineers, Second Edition
Following the style of The Physics Companion and The Electronics Companion, The Mathematics Companion: Mathematical Methods for Physicists and Engineers is a revision aid and study guide for undergraduate students in physics and engineering. It consists of a series of one-page-per-topic...
Theory, Applications and Advanced Topics, Third Edition
This book covers many important classes of difference equations, including general, linear, first, second, and Nth order, along with nonlinear equations, partial difference equations, functional equations, and Nth order equations having constant coefficients. It presents a wide range of techniques...
An Introduction to Beam Physics covers the principles and applications of differential algebra, a powerful new mathematical tool. The authors discuss the uses for the computation of transfer maps for all kinds of particle accelerators or any weakly nonlinear dynamical system, such as planetary...
In an accessible way, this text teaches general relativity and differential forms to undergraduate students in mathematics and physics. Also suitable for self-study, it requires little background in physics and no advanced mathematical background. The book uses differential forms for all...
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In China, there's a course called "Advanced Algebra," the first chapter of this course is all about polynomials, I wonder which undergraduate math books cover this topic?
The details are below, sorry for the incorrect terminology, I used online dictionary for translation.
2 Answers
Here is The Khan Academy's offerings (online) for Polynomials.
Related topics can also be found at the site's Algebra and Algebra II menu to the left of the linked webpage.
Perhaps more appropriate: Polynomials and Rational Functions are also discussed in the Khan Academy's Trigonometry and Precalculus offerings, discussed here at a more sophisticated level.
Perhaps this will serve as a handy resource.
ADDED: If, as your comments suggest, you are interested in polynomials, as they relate to abstract (modern) algebra: you might want to check out this online study guide (also available is a free text which the author has made accessible from the site), and the topics listed:
You might consider the book "Polynomials" by E.J. Barbeau. This will give you all you'd ever like to know concerning polynomials in a clear, informative manner. Some undergraduate math experience is recommended.
This is exactly the book I was going to recommend. It really does have everything one can possibly want to know about polynomials. A great read and a great reference. And a good chunk, at least in the beginning, is accessible by the OP.
–
Fixed PointMar 31 at 7:45
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Elementary Algebra
9780495105718
ISBN:
0495105716
Pub Date: 2006 Publisher: Thomson Learning
Summary: Kaufmann and Schwitters have built this text's reputation on clear and concise exposition, numerous examples, and plentiful problem sets. This traditional text consistently reinforces the following common thread: learn a skill; use the skill to help solve equations; and then apply what you have learned to solve application problems. This simple, straightforward approach has helped many students grasp and apply fundam...ental problem solving skills necessary for future mathematics courses in an easy-to-read format. The Eighth Edition of ELEMENTARY ALGEBRA includes new and updated problems, revised content based on reviewer feedback and a new function in iLrn. This enhanced iLrn homework functionality was designed specifically for Kaufmann/Schwitters' users. Textbook-specific practice problems have been added to iLrn to provide additional, algorithmically-generated practice problems, along with useful support and assistance to solve the problems for students.
Kaufmann, Jerome E. is the author of Elementary Algebra, published 2006 under ISBN 9780495105718 and 0495105716. Thirty four Elementary Algebra textbooks are available for sale on ValoreBooks.com, twelve used from the cheapest price of $0.01, or buy new starting at $69An unread copy that is in excellent condition! Clean crisp pages. Square binding. Minor shelf wear. No dust jacket. Includes sealed Access Code & Interactive Video CD. Get it fast! DOMESTIC & INTERNATIONAL EXPEDITED SHIPPING is available for this item.Same or next Postal business day shipping. All orders securely packaged. Domestic orders include Delivery Confirmation.[less]
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Very small and very large numbers can be difficult to comprehend. Nothing in our everyday experience helps us to get a good feel for them. For example numbers such as 1099 are so big that if Figure 1 was drawn to scale, you would be dealing with enormous distances. How big is big?
First express 1 000 000 000 in scientific notation as 109. Next, to find out how many times bigger 1099 is, use your calculator to divide 1099 by 109In this section we shall define the complex number system as the set R × R (the Cartesian product of the set of reals, R, with itself) with suitable addition and multiplication operations. We shall define the real and imaginary parts of a complex number and compare the properties of the complex number system with those of the real number system, particularly from the point of view of introduce the hyperbolic functions sinh, cosh and tanh, which are constructed from exponential functions. These hyperbolic functions share some of the properties of the trigonometric functions but, as you will see, their graphs are very different When prompted after exercise 2.2 to watch the video for this unit, return to this page and watch the four clips below. After you've watched the clips, return to the workbook.
Click 'View document' to open the workbook (PDF, 1.0 MB variety of new approaches or terms that are interlinked, and have been prominent throughout this book. All of them have played a part in this book's journey through the scientific, political, philosophical and social implications of climate change.
Governance of climate change is about: decision making under uncertainty; understanding and representing vulnerability even when vulnerabilities are difficult to assess or unknowable; and making every aspect of
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More About
This Textbook
Overview
Students often fail to make the connection between "school math" and their everyday lives, becoming passive recipients of isolated, memorized rules and formulas. This remarkable new resource will help students become active problem-solvers who see mathematics as a meaningful tool that can be used outside the classroom.
Hope Martin applies more than 40 years of teaching experience to developing a myriad of high-interest, meaningful math investigations. Using a teacher-friendly format, she shows educators how to integrate into the math curriculum engaging, everyday topics, such as forensics, natural disasters, tessellations, the stock market, and literature.
This project-based resource encourages cooperative, interactive learning experiences that not only help students make connections between various math skills but also make important connections to the real world. Aligned to NCTM standards, these mathematical applications are broken down into complete units focusing on different topics. Each chapter includes:
Background information on the topic
Step-by-step procedures for math investigations
Assessment strategies
Journal questions
Reproducible worksheets
Additional related readings and Internet Web sites
By increasing their awareness of meaningful everyday applications, students will learn to use math as an essential tool in their daily lives.
Editorial Reviews
Steven P. Isaak
"Integrates mathematics into a variety of subject areas and real life settings, providing motivation for students to want to learn the material being presented. The book also uses a variety of activities to promote learning for students with different interests and learning styles. "
Related Subjects
Meet the Author
Hope Martin is an innovative mathematics teacher with over 40 years of experience. Having worked with children in elementary, middle school, and high school, and with teachers in local universities, she is currently a private consultant facilitating workshops across the United States and Canada. Hope, who was born and raised in the Bronx, New York, began her teaching career in Skokie, Illinois and obtained her Masters Degree in Mathematics Education from Northeastern Illinois University. Hope's personal experiences and knowledge of educational learning theories have convinced her that students learn mathematics more effectively when they are active participants and see its relevance to
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Mathematics for the Trades : A Guided the fundamental concepts of arithmetic, algebra, geometry and trigonometry needed by learners in technical trade programs. A wealth of exercises and applications direct... MOREors to ensure realistic problems and applications and added over 100 new exercises to this edition. Chapter content includes arithmetic of whole numbers, fractions, decimal numbers, measurement, basic algebra, practical plane geometry, triangle trigonometry, and advanced algebra. For individuals who will need technical math skills to succeed in a wide variety of trades. Mathematics for the Trades, 7e focuses on the fundamental concepts of arithmetic, algebra, geometry and trigonometry needed by students in technical trade programs. A wealth of exercises and applications within the test directors to ensure realistic problems and applications and added over 100 new exercises to this edition. The 7th edition continues the tradition of excellence that has made this text the number one book in the trades math market
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Advanced Mathematical Concepts - 06 edition
Summary: Advanced Mathematical Concepts, 2006 provides comprehensive coverage of all the topics covered in a full-year Pre-calculus course. Its unique unit organization readily allows for semester courses in Trigonometry, Discrete Mathematics, Analytic Geometry, and Algebra and Elementary Functions. Pacing and Chapter Charts for Semester Courses are conveniently located in the Teacher Wraparound Edition.
Advanced Mathematical Concepts lessons develop mathematics us...show moreing numerous examples, real-world applications, and an engaging narrative. Graphs, diagrams, and illustrations are used throughout to help students visualize concepts. Directions clearly indicate which problems may require the use of a graphing calculator.
New Features: " A full-color design, a wide range of exercise sets, relevant special features, and an emphasis on graphing and technology invite your students to experience the excitement of understanding and applying higher-level mathematics skills. " Graphing calculator instructions is provided in the Graphing Calculator Appendix. Each Graphing Calculator Exploration provides a unique problem-solving situation. " SAT/ACT Preparation is a feature of the chapter end matter. The Glencoe Web site offers additional practice: amc.glencoe.com " Applications immediately engage your students; interest. Concepts are reinforced through a variety of examples and exercise sets that encourage students to write, read, practice, think logically, and review. " Calculus concepts and skills are integrated throughout the course. ...show less
Ex-Library book - will contain library markings. Free State Books. Never settle for less.
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I need to study matrix calculus such as integration, differentiation, differentiation of functions of determinants and inverse matrices and then also other matrix based calculations such as decomposition techniques.
And I need to know these operations for matrices defined in the complex domain rather than real valued.
Could someone please recommend me a book or a comprehensive online resource ?
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Book DescriptionEditorial Reviews
Review
"My students love this textbook for its clarity and careful organization. The book, by the way, has the highest approval rating of any textbook in any class I have ever taught. Bravo!!"
About the Author
Edward R. Scheinerman is Professor in the Department of Applied Mathematics and Statistics at The Johns Hopkins University. Dr. Scheinerman's research interests include discrete mathematics; especially graph theory, partially ordered sets, random graphs, and combinatorics, as well as applications to robotics and networks.
Discrete mathematics is now a keystone course in the computer science major and a fundamental course in the mathematics major. The mathematics covered in the course is still somewhat open to interpretation, but far less than it has been in the past. I examined this book for possible use as a textbook and ended up recommending that it be used. At this time, it is the book being used for the discrete mathematics class at the college where I am employed.
It begins with a short explanation of what a mathematical proof is and some simple examples are given. Chapter 2 is called collections and covers lists, the basics of set theory and quantifiers. The next chapter covers counting and relations and chapter four is a more complex examination of the nature of mathematical proof. The remaining chapters are:
Chapter 5: Functions
Chapter 6: Probability
Chapter 7: Number theory
Chapter 8: Algebra
Chapter 9: Graphs
Chapter 10: Partially ordered sets
The coverage is complete, the writing is understandable and there are plenty of exercises at the end of the chapters. Solutions to many of the problems are found in appendices.
A sound introduction to discrete mathematics, this is a book that I can heartily recommend for use as a textbook. It covers what we in the department feel must be covered.
I had this book for my first class in the number theory & combinatorics realm, and this has been the best book I've used since. To respond to an earlier review, the errors in the proofs serve a very important function: they make you actually read the proof. The templates teach you how to recognize when a particular method of proof is required. My only regret is that I have sold the book after taking the class, and $140 is too steep to buy a fresh copy.
I can understand some of the bad reviews on this textbook, but in context of being an intro, it is outstanding.
What does intro mean? Well it is for those do not understand the fundamentals of proof or theorems, and most of the material in this book.
Most discrete math books fail at one major topic of instruction, and that is proofs and induction. The authors struggle on instructing the students both the language and how to write proofs. The authors expect a specific level of sophistication in the student. And in most cases this might be true, depending on where this course fits in the cirriculum and who the students are taking the course. Math and engineering majors have a different level of background and confidence.
This textbook is really a great intro because of the method employed by the author to instruct. He introduces each topic from a conversational level and then brings in the more formal proofs and examples. He does this with everything so it builds up the students understanding of both the how and why so that a student not only understands the topic, but understands how the proof is constructed.
His instruction on proofs and induction will teach students the language of math from a very elementary level to the point where they will be able to follow more rigourous texts.
His coverage of graphs is brilliant, his instruction really connects the students with the subtle differences in the various theorems.
Advanced students will find this a boring text, but most students will take away a profound understanding of how to think and speak like a mathematian.
I was assigned this book for a class, but instead of using it as merely a reference for the assigned problems, as I usually do, I read it nearly cover-to-cover, enjoying the author's clear, casual prose. I've never been as pleasantly surprised by a textbook.
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Analysis for Computer Scientists
Foundations, Methods, and Algorithms
This textbook presents an algorithmic approach to mathematical analysis, with a focus on modelling and on the applications of analysis. It makes thorough use of examples and explanations using MATLAB, Maple and Java applets.
This textbook presents an algorithmic approach to mathematical analysis, with a focus on modelling and on the applications of analysis. Fully integrating mathematical software into the text as an important component of analysis, the book makes thorough use of examples and explanations using MATLAB, Maple, and Java applets. Mathematical theory is described alongside the basic concepts and methods of numerical analysis, supported by computer experiments and programming exercises, and an extensive use of figure illustrations. Features: thoroughly describes the essential concepts of analysis; provides summaries and exercises in each chapter, as well as computer experiments; discusses important applications and advanced topics; presents tools from vector and matrix algebra in the appendices, together with further information on continuity; includes definitions, propositions and examples throughout the text; supplementary software can be downloaded from the book's webpage.
Table of Contents
Table of Contents
Numbers.
Real
Valued Functions.
Trigonometry.
Complex Numbers.
Sequences and Series.
Limits and Continuity of Functions.
The Derivative of a Function.
Applications of the Derivative.
Fractals and L
Systems.
Antiderivatives.
Definite Integrals.
Taylor Series.
Numerical Integration.
Curves.
Scalar
Valued Functions of Two Variables.
Vector
Valued Functions of Two Variables.
Integration of Functions of Two Variables.
Linear Regression.
Differential Equations.
Systems of Differential Equations.
Numerical Solution of Differential Equations
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Chapter 3: Linear Equations and Inequalities in Two Variables; Functions
3.1 Reading Graphs; Linear Equations in Two Variables 3.2 Graphing Linear Equations in Two Variables 3.3 The Slope of a Line 3.4 Equations of a Line Summary Exercises on Linear Equations and Graphs 3.5 Graphing Linear Inequalities in Two Variables 3.6 Introduction to Functions20075.24 +$3.99 s/h
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2007-01-12 Hardcover 10th Good In Good Condition! Addison Wesley: Beginning Algebra, Student 10th Edition (Hardcover). Copyright-2008, ISBN: 0321437268. We Ship Daily, Mon-Sat. We will not process o...show morer accept International Orders! These orders will be cancelled automatically! Thank you for your cooperation! ...show less
$5.89$15.18 +$3.99 s/h
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eCampus.com Lexington, KY
May contain some highlighting. Supplemental materials may not be included. We select best copy available. - 10th Edition - Hardcover - ISBN 9780321437266
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In isn't terribly "advanced" in the sense of needing high level courses to do it. For instance, none of it requires calculus. But it's very different from standard curriculum math. You certainly need to know algebra, geometry, etc. But to be successful you also need experience specifically with "competition math". This involves pulling techniques from multiple areas of math and applying them to one problem, and just generally thinking "outside the box". Good competition problems are like complicated little puzzles to be solved creatively, rather than simply applying the techniques in your textbook's examples to similar problems at the end of the chapter. Frequently there are multiple ways to solve a problem. They are all equally valid, but one may be much more efficient.
Competitions will do wonders for your performance in class, but the reverse is not particularly true - making all A's in class and understanding your textbook does not mean that you can go into a competition cold and necessarily do well.
Thanks, Texas137. My school is already registered for the Math League, and I'm trying to convince the advisor to sign up for the Mandelbrot competition. The level of math needed isn't extremely high. I would say you need at least geometry and algebras i and ii, precalculus would be helpful but it's not needed.
Math League is particularly good for groups with a range of math abilities. I used it for a combined middle/high school group with good success. There are generally 2 questions (out of 6) that are about the same level as Mathcounts, and 2 that are hard enough to keep the advanced students challenged, and then 2 in the middle.
Mandelbrot is MUCH harder. The individual rounds were a little too challenging for my weakest students. And the team round (proof-writing) was hopeless for all but my 2 strongest students.
texas 137, on ur last comment, "competitions ....do well, " that is the key in identifying gifted mathematicians vs. dumb hard working kids/average kids who understand math on the surface! cause it doesn't take a lot of gift to read, learn, and follow methods, but to accumulate many methods through years of experience and apply them in a very creative way at math competitions is the distinguishing factor!
Amazingsamson - I agree with you completely. It sounds like you have some personal experience with this. The kids who do well in competitions have basic, raw, math talent. But the good math competitions do more than just separate the gifted from the "pluggers". Hard work is important too. The kids who rise to the upper echelons of math competitions are gifted, but have also put in some serious work specifically to prepare. And kids with average, or even below average, math ability can also benefit from working on competition problems. They aren't going to win anything, but if they keep at it, after awhile they start to "get it", and can apply that understanding to their regular math assignments.
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Creating and applying macros safely to your work. Qwerty keyboard
Windows shortcuts
Managing files and folders
Opening and using applications
Finding help for problems or questions
Learning how to use Paint
Using the calculator
Changing settings for screen, keyboard and language
Installing softw...
...I'm a big believer in repetition and seeing subjects in more than one way for complete understanding. Science and math may not be easy, but they can absolutely be mastered.Algebra is the foundation for most types of math. Along with using it in every day situations, I use it to figure out a num...
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What Does the Word Algebra Mean?
Answer
Algebra refers to a branch in mathematics that is concerned with the study rules of operations and relations, and the constructions and concepts arising from them. The word may also refer to a system of this based on given axioms.
(, The Compendious Book on Calculation by Completion and Balancing), also known under a shorter name spelled as Hisab al-jabr w'al-muqabala, Kitab al-Jabr wa-l-Muqabala and other transliterations) is a...
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A Transition To AdvancedTRANSITION TO ADVANCED MATHEMATICS bridges the gap between calculus and advanced math in at least three ways. First, it guides students to think precisely and to express themselves mathematically?to analyze a situation, extract pertinent facts, and draw appropriate conclusions. Second, it provides a firm foundation of the basic concepts and methods needed for continued work. Finally, it provides introductions to concepts of modern algebra and analysis in sufficient depth to capture some of their spirit and characteristics. The text will improve... MORE the student's ability to think and write in a mature mathematical fashion and provide a solid understanding of the material most useful for advanced courses. Bridge the gap between calculus and advanced math with TRANSITION TO ADVANCED MATHEMATICS! This mathematics text will improve your ability to think and write in a mature mathematical fashion and provide you with a solid understanding of the material most useful for advanced courses. With a readable, concise style, discussions of sequences and real analysis concepts found throughout the text are tied to your experience in elementary calculus in order to clarify material. Worked examples and exercises throughout the text, ranging from the routine to the challenging, reinforce the concepts.
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Calculator Help-Links are designed to offer assistance for graphing calculators. Included are step-by-step instructions to complete various tasks, as well as a full online version of the TI-83 user manual.
Math Independent Studies classes (MIS) are designed to help Fort Lewis students develop essential math skills through individualized instruction so they are prepared for success in their College Math Courses.Students can enroll in MIS if they are having difficulty in a math class, failing a course, want to be more successful in their Math and Science courses; or can't enroll in a needed math class.
Check out some Fun Math Links to gather some cleaver jokes or learn a little bit about the history of Mathematics.
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Physics 10: Physics for Future Presidents. Spring 2006. Professor Richard A. Muller. The most interesting and important topics in physics, stressing conceptual understanding rather than math, with applications to current events. Topics covered may vary and may include energy and conservation,......
October 23, 2010 - Professor Margot Gerritsen illustrates how mathematics and computer modeling influence the design of modern airplanes, yachts, trucks and cars. This lecture is offered as part of the Classes Without Quizzes series at Stanford's 2010 Reunion Homecoming.Margot Gerritsen, PhD, is...
Calculus is about change. One function tells how quickly another function is changing. Professor Strang shows how calculus applies to ordinary life situations, such as:* driving a car* climbing a mountain* growing to full adult heightView the complete course at:...
Lecture 1 of Leonard Susskind's Modern Physics concentrating on General Relativity. Recorded September 22, 2008 at Stanford University.This Stanford Continuing Studies course is the fourth of a six-quarter sequence of classes exploring the essential theoretical foundations of modern physics. The...
Lecture by Professor Brad Osgood for the Electrical Engineering course, The Fourier Transforms and its Applications (EE 261). Professor Osgood provides an overview of the course, then begins lecturing on Fourier series.The Fourier transform is a tool for solving physical problems. In this course...
Jonathan Matte has been teaching Mathematics for 20 years, the last 13 at Greens Farms Academy. Formerly the Mathematics Department Chair, he is currently the 12th Grade Dean and Coach of the GFA Math Team and the CT State Champion Quiz Team. A former Jeopardy! contestant, Jon's outside-of-the...
Help us caption and translate this video on Amara.org: by Professor Mehran Sahami for the Stanford Computer Science Department (CS106A). In the first lecture of the quarter, Professor Sahami provides an overview of the course and begins discussing computer...
Robert May, Baron May of Oxford; Professor, Zoology, Oxford University and Imperial CollegeOctober 2, 20122012 Stanislaw Ulam Memorial LecturesMay explores the extent to which beauty has guided, and still guides, humanity's quest to understand how the world works, with a brief look at the...
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Geometry Practice With Examples
Author:
Unknown
ISBN-13:
9780618020874
ISBN:
061802087X
Publisher: Houghton Mifflin School
Summary: The theorems and principles of basic geometry are clearly presented in this workbook, along with examples and exercises for practice. All concepts are explained in an easy-to-understand fashion to help students grasp geometry and form a solid foundation for advanced learning in mathematics. Each page introduces a new concept, along with a puzzle or riddle which reveals a fun fact. Thought-provoking exercises encourag...e students to enjoy working the pages while gaining valuable practice in geometry
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Notes (Solutions) of Text Book of Algebra and Trigonometry Class XI (Mathematics FSc Part 1 or HSSC-I), Punjab Text Book Board Lahore. You can directly view the files online or download as PDF to read offline.
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Mathcad - Additional Information
What is Mathcad?
Mathcad is an easy to use mathematical software. It looks and works like a scratchbook which you can enter any mathematical equation anywhere on the page.
Where is Mathcad?
Mathcad professional student edition is available on all DECS PC machines.
How To Start Mathcad
To start Mathcad, simply follow these steps:
Start > Programs > Mathcad
How To Use Mathcad
As mentioned above, Mathcad can be used as a scratchpad. Simply type any equation on the blank page and Mathcad will solve the equation. Mathcad also has several menus/toolbars to help build the equation. The user simply fills in the blank with numbers or variables.
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760-040 PRE-ALGEBRA 3 cr
A course for students who need a review of basic mathematics or who lack the computational skills required for success in algebra and other University courses. Topics include fractions, decimals, percent, descriptive statistics, English and metric units of measure, and measures of geometric figures. Emphasis is on applications. A brief introduction to algebra is included at the end of the course. This course does count toward the semester credit load and will be computed into the grade point average. It will not be included in the 120 credits required for graduation. It may be taken for a conventional grade or on a satisfactory/no credit basis. Not available to students who have satisfied the University Proficiency requirement in mathematics.
Unreq: 760-140 or 760-141
760-041 BEGINNING ALGEBRA 3 cr
A course for those who have a sound background in basic arithmetic, but who have not been exposed to algebra, or who need to strengthen their basic algebra skills. Topics include properties of the real numbers, linear and quadratic equations, linear inequalities, exponents, polynomials, rational expressions, the straight line, and systems of linear equations. The course counts towards the semester credit load and will be computed into the grade point average. It will not, however, be included in the credits necessary for graduation. It may be taken for a conventional grade or on a satisfactory/no credit basis.
Prereq: 760-040 or equivalent demonstration of capability. Students cannot receive credit for 760-041 if they have been waived from the Mathematics Proficiency Requirement. Not available to students who have satisfied the University Proficiency requirement in mathematics. Unreq: 760-140 or 760 141.
760-111 MATHEMATICS FOR THE ELEMENTARY TEACHER I GM 3 cr
A study of sets, whole numbers, fundamental operations of arithmetic, fundamental algorithms and structural properties of arithmetic, fractions, problem solving and introduction to inductive and deductive logic stressing the structure of mathematics. All students will prepare a mathematics based activity and present it at an area elementary school. For elementary education prekindergarten-6 and elementary education elementary/middle school emphasis students.
Prereq: A grade of C or better in 760-141 or 760-141B or a waiver from the university mathematics proficiency requirement.
760-112 MATHEMATICS FOR THE ELEMENTARY TEACHER II 3 cr
Selected topics in logic. The computer as a useful tool in mathematical explorations is introduced and applied throughout the course. Topics in probability and statistics, with emphasis on descriptive techniques. Investigations in geometric figures, measurement, construction, congruent and similar geometric figures. An introduction to coordinate geometry. Problem solving, discovery, and student projects are emphasized throughout. All students will prepare a mathematics based activity and present it at an area elementary school.
Prereq: Satisfactory completion of 760-111 with a grade of C or better.
760-140 MATHEMATICAL IDEAS (PROFICIENCY) 3 cr
Designed to give students a broad understanding and appreciation of mathematics. Includes topics not usually covered in a traditional algebra course. Topics encompass some algebra, problem solving, counting principles, probability, statistics, and consumer mathematics. This course is designed to meet the University Proficiency Requirement in mathematics for those students who do not wish to take any course which has 760-141 as a prerequisite.
Prereq: Satisfactory completion of 760-041 or demonstration of equivalent capability. This course cannot be taken for credit after completing any mathematics course above 141.
760-141141BThis course covers the same material as 760-141, but meets 5 days a week143 FINITE MATHEMATICS FOR BUSINESS AND SOCIAL SCIENCES GM 3 cr
Mathematical preparation for the understanding of various quantitative methods in modern management and social sciences. Topics included are sets, relations, linear functions, interest, annuities, matrix theory, the solution of linear systems by the graphical, algebraic, Gauss-Jordan, and inverse methods, linear programming by graphical and simplex methods, counting and probability, and decision theory. College of Business and Economics majors must take this course on a conventional grade basis.
Prereq: Waiver of or a grade of C or better in 760-141.
760-177 THE LOGIC OF CHESS 1 cr
A study of logic particularly as it is used in the game of chess and, most particularly, in chess strategy and the end game of chess. The rules are taught to those who are not already acquainted with the game.
Prereq: Fulfillment of University Proficiency requirement in mathematics.
760-230 INTRODUCTORY STATISTICS 3 cr
A pre-calculus course in statistics. Descriptive statistics, probability distributions, prediction, hypothesis testing, correlation, and regression. This course does not count towards a mathematics major or minor in either liberal arts or secondary education or towards a mathematics minor in elementary education. This course may not be taken for credit if credit has been or is being earned in any other statistics course.
Prereq: Waiver or a grade of C or better in 760-141. Unreq: Any other statistics course.
760-231 UNDERSTANDING PROBABILITY AND STATISTICS GM3 cr
A pre-calculus course in probability and statistics. Descriptive statistics, classical probability, probability distributions, prediction, parametric and nonparametric hypothesis testing, correlation, regression, and use of some statistical software. This course does not count towards a mathematics major or minor in liberal arts or towards a mathematics major in secondary education. This course may not be taken for credit if credit has been or is being earned in any other statistics course.
Prereq: Completion, with a grade of C or better, of either 760-143 or 760-152. Unreq: Any other statistics course.
760-243 SHORT CALCULUS FOR BUSINESS AND SOCIAL SCIENCES GM 3 cr
A general survey of the Calculus. Topics covered include limits, differentiation, max-min theory, exponential and logarithmic functions, integration and functions of several variables. As in 760-143, business and social science applications are stressed. College of Business and Economics majors must take this course on a conventional grade basis.
Prereq: Completion with a grade of C or better in either of the courses 760-143 or 760-152. Unreq: 760-250. Students should check with their major department for advice on whether to take 760-243 or 760-250.
760-250 APPLIED CALCULUS SURVEY FOR BUSINESS AND THE SOCIAL SCIENCES GM 5 cr
An applied calculus course covering elementary analytic geometry, limits, differentiation, max-min theory, transcendental functions, integration, functions of several variables, and elementary differential equations. Some computer topics may be included. College of Business and Economics majors must take this course on a conventional grade basis.
Prerequisite: 760-143, with a grade of C or better, or equivalent preparation as determined by the Mathematics Department. Unreq: 760-243, 760-253.
760-253 CALCULUS AND ANALYTIC GEOMETRY I GM 5 cr
Review of algebraic and trigonometric functions, study of the derivative, techniques of differentiation, continuity, applications of the derivative, the Riemann integral, applications of the integral. Conventional grade basis only if course is required in the College of Business for major.
Prereq: 760-152 or equivalent high school preparation as determined by the Mathematics Department. Unreq: 760-243 and 760-250.
760-280 DISCRETE MATHEMATICS 3 cr
This course will supply a thorough grounding in the mathematical topics which are central to the study of computer science, and which form the basis for many modern applications of mathematics to the social sciences. Topics covered will include sets, logic, Boolean algebra and switching circuits, combinatorics, probability, graphs, trees, recursion, and algorithm analysis. Expressing mathematical ideas and writing proofs will be emphasized.
Prereq: 760-250 with a grade of B or better, or 760-253.
760-342/542 APPLIED STATISTICS 3 cr
This course will cover the basics of statistical testing, regression analysis, experimental design, analysis of variance, and the use of computers to analyze statistical problems.
Prereq: 760-253 or 760-250 or cons instr. Unreq: 230-245.
760-353 COLLEGE GEOMETRY I 3 cr
A course following high school geometry, especially adapted to the prospective teacher of plane geometry. The course includes the foundations of geometry, logic and proof, finite geometries, introduction to non-Euclidean geometry and topics in modern geometry such as transformations, vectors, similarities and inversion.
Prereq: 760-253 and 760-280.
760-354 COLLEGE GEOMETRY II 3 cr
A continuation of 760-353 which includes non-Euclidean geometry, synthetic and analytic projective geometry and subgeometries of projective geometry. Their relation to Euclidean geometry will also be considered.
Prereq: 760-353, or 760-253 and 760-280 and cons instr.
760-365/565 LINEAR PROGRAMMING 3 cr
A study of the vector-matrix theory and computational techniques of the simplex method, duality theorem, degeneracy problem, transportation problems and their applications to engineering and economics. Machine solution of large linear programming problems.
Prereq: 765-171 and 760-355.
760-375/575 DEVELOPMENT OF MATHEMATICS 3 cr
A study of the development of mathematical notation and ideas from prehistoric times to the present. The development and historic background of the new math will be included.
Prereq: 760-152 or cons instr.
760-380/580 PATTERNS OF PROBLEM SOLVING 3 cr
This course will expose students to a variety of techniques useful in solving mathematics problems. The experiences gained from this course can be applied to problems arising in all fields of mathematics. The student will have the chance to see how some general techniques can be used as tools in many areas. Homework for this course will consist mostly of solving a large number of mathematics problems. Consent will be given to students with substantial interest in problem solving, and adequate preparation.
Prereq: 760-280 or cons instr.
760-415/615 MODERN ALGEBRA AND NUMBER THEORY FOR THE ELEMENTARY TEACHER 3 cr
An introduction to modern algebra with special emphasis on the number systems and algorithms which underlie the mathematics curriculum of the elementary school. Topics from logic, sets, algebraic structures, and number theory.
Prereq: 760-112 and 760-152. Unreq: 760-452.
760-416/616 GEOMETRY FOR THE ELEMENTARY TEACHER 3 cr
A study of the intuitive, informal geometry of sets of points in space. Topics include elementary constructions, coordinates and graphs, tesselations, transformations, problem solving, symmetries of polygons and polyhedra, and use of geometry computer software.
Prereq: 760-112 and 760-152
760-417/617 THEORY OF NUMBERS 3 cr
A study of the properties of integers, representation of integers in a given base, properties of primes, arithmetic functions, modulo arithmetic. Diophantine equations and quadratic residues. Consideration is also given to some famous problems in number theory.
Prereq: 760-280 or 760-415 or cons instr.
760-446/646 ACTUARIAL MATHEMATICS 3 cr
This course will discuss the actuarial profession and the insurance industry, provide direction to students whishing to take the first few actuarial examinations, thoroughly cover the theory of interest, and introduce the basic concepts of actuarial mathematics.
Prereq: 760-441 or concurrent registration
760-452/652 ALGEBRAIC STRUCTURE OF THE NUMBER SYSTEMS 3 cr
An introduction to abstract algebra with emphasis on the development and study of the number systems of integers, integers mod n, rationals, reals, and complex numbers. These offer examples of and motivation for the algebraic structures of groups, rings, integral domains, fields, and polynomial rings.
Prereq: 760-280 and either 760-355 or 760-255. Unreq: 760-415.
760-471/671 NUMERICAL ANALYSIS I 3 cr
Emphasis on numerical algebra. The problems of linear systems, matrix inversion, the complete and special eigenvalue problems, solutions by exact and iterative methods, orthogonalization, gradient methods. Consideration of stability and elementary error analysis. Extensive use of microcomputers and programs using a high level language, such as PASCAL.
Prereq: 765-171 and 760-355.
760-499 PROJECT FOR MAJORS 1 cr
This course is designed to give students experience and to improve their skill in reading, writing, and understanding mathematics by requiring them to research one or more mathematical topics and then write a report about their activities and discoveries. The focus is on the learning and communication of mathematics: how to read with understanding, write with clarity and precision, and in the process discover how writing can aid in understanding.
Prereq: Jr st or cons dept chp.
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Mathematics Projects 2013
Investigations in Combinatorics
Faculty Mentor - Dr. David Gove
Combinatorics is the theory and methodology of counting described sets. We will begin with the counting principles of list multiplication,permutations, combinations, and inclusion-exclusion. Typical questions include 1) how many poker hands are there and how many of each type? 2) how many 10-person committees could be made in the U.S. senate, assuming each committee member has to be from a different state? 3) how many ways could a secretary accidently stuff 20 envelopes with 20 letters so that no letter was in the correct envelope? We will move on the more powerful methods of generating functions and compare algebraic and combinatorial methods of proof. These will lead us to partition problems and Fibonacci numbers. Many open problems will be discussed and investigated.
Explore the World of Chaos
Faculty Mentor - Dr. Maureen Rush
This workshop is for high school students who want to explore the mathematical phenomenon known as chaos. Chaos
is what results when very small changes in the initial conditions of a system lead to very large discrepancies over time.
This phenomenon can account for our inability to predict weather, spread of disease, among other things.
You will learn the basics of mathematical iteration, both linear and nonlinear, with only an algebra background.
Much of our work will utilize graphing calculators and software spreadsheets. We'll create wonderful graphs and create animations!
Disclaimer
These Web pages and any associated Adobe Acrobat Files are designed as supporting material
for the respective projects. Please feel free to contact either of the program directors with any
questions you might have.
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This introduction to linear algebra and functional analysis offers a clear expository treatment, viewing algebra, geometry, and analysis as parts of an integrated whole rather than separate subjects. All abstract ideas receive a high degree of motivation, and numerous examples illustrate many differe... read more
Matrices and Linear Algebra by Hans Schneider, George Phillip Barker Basic textbook covers theory of matrices and its applications to systems of linear equations and related topics such as determinants, eigenvalues, and differential equations. Includes numerous exercises.
Nonlinear Functional Analysis by Klaus Deimling This text offers a survey of the main ideas, concepts, and methods that constitute nonlinear functional analysis. It features extensive commentary, many examples, and interesting, challenging exercises. 1985 edition.
Advanced Euclidean Geometry by Roger A. Johnson This classic text explores the geometry of the triangle and the circle, concentrating on extensions of Euclidean theory, and examining in detail many relatively recent theorems. 1929 edition.
Analysis in Euclidean Space by Kenneth Hoffman Developed for a beginning course in mathematical analysis, this text focuses on concepts, principles, and methods, offering introductions to real and complex analysis and complex function theory. 1975 edition.
Euclidean Geometry and Transformations by Clayton W. Dodge This introduction to Euclidean geometry emphasizes transformations, particularly isometries and similarities. Suitable for undergraduate courses, it includes numerous examples, many with detailed answers. 1972 edition.
Problems and Solutions in Euclidean Geometry by M. N. Aref, William Wernick Based on classical principles, this book is intended for a second course in Euclidean geometry and can be used as a refresher. More than 200 problems include hints and solutions. 1968 edition.
Topological Methods in Euclidean Spaces by Gregory L. Naber Extensive development of such topics as elementary combinatorial techniques, Sperner's Lemma, the Brouwer Fixed Point Theorem, and the Stone-Weierstrass Theorem. New section of solutions to selected problems.
Product Description:
This introduction to linear algebra and functional analysis offers a clear expository treatment, viewing algebra, geometry, and analysis as parts of an integrated whole rather than separate subjects. All abstract ideas receive a high degree of motivation, and numerous examples illustrate many different fields of mathematics. Abundant problems include hints or answers
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A doctoral degree in mathematics usually is the minimum education needed, except in the Federal Government.
Employment is expected to decline because very few jobs with the title mathematician are available.
Masterís and Ph.D. degree holders with a strong background in mathematics and a related discipline, such as computer science or engineering, should have good employment opportunities in related occupations.
Mathematics is one of the oldest and most fundamental sciences. Mathematicians use mathematical theory, computational techniques, algorithms, and the latest computer technology to solve economic, scientific, engineering, physics, and business problems. The work of mathematicians falls into two broad classes—theoretical (pure) mathematics and applied mathematics. These classes, however, are not sharply defined, and often overlap.
Theoretical mathematicians advance mathematical knowledge by developing new principles and recognizing previously unknown relationships between existing principles of mathematics. Although they seek to increase basic knowledge without necessarily considering its practical use, such pure and abstract knowledge has been instrumental in producing or furthering many scientific and engineering achievements. Many theoretical mathematicians are employed as university faculty and divide their time between teaching and conducting research. (See the statement on teachers—postsecondary elsewhere in the Handbook.)
Applied mathematicians, on the other hand, use theories and techniques, such as mathematical modeling and computational methods, to formulate and solve practical problems in business, government, engineering, and in the physical, life, and social sciences. For example, they may analyze the most efficient way to schedule airline routes between cities, the effect and safety of new drugs, the aerodynamic characteristics of an experimental automobile, or the cost-effectiveness of alternate manufacturing processes. Applied mathematicians working in industrial research and development may develop or enhance mathematical methods when solving a difficult problem. Some mathematicians, called cryptanalysts, analyze and decipher encryption systems designed to transmit military, political, financial, or law enforcement-related information in code.
Applied mathematicians start with a practical problem, envision the separate elements of the process under consideration, and then reduce the elements into mathematical variables. They often use computers to analyze relationships among the variables and solve complex problems by developing models with alternate solutions.
Much of the work in applied mathematics is done by individuals with titles other than mathematician. In fact, because mathematics is the foundation upon which so many other academic disciplines are built, the number of workers using mathematical techniques is much greater than the number formally designated as mathematicians. For example, engineers, computer scientists, physicists, and economists are among those who use mathematics extensively. Some professionals, including statisticians, actuaries, and operations research analysts, actually are specialists in a particular branch of mathematics. Frequently, applied mathematicians are required to collaborate with other workers in their organizations to achieve common solutions to problems. (For more information, see the statements on actuaries, operations research analysts, and statisticians elsewhere in the Handbook.)
Mathematicians usually work in comfortable offices. They often are part of an interdisciplinary team that may include economists, engineers, computer scientists, physicists, technicians, and others. Deadlines, overtime work, special requests for information or analysis, and prolonged travel to attend seminars or conferences may be part of their jobs. Mathematicians who work in academia usually have a mix of teaching and research responsibilities. These mathematicians often conduct research alone, or are aided by graduate students interested in the topic being researched.
Mathematicians held about 3,600 jobs in 2000. In addition, about 20,000 persons held full-time mathematics faculty positions in colleges and universities in 2000, according to the American Mathematical Society. (See the statement on teachers—postsecondary elsewhere in the Handbook.)
Many nonfaculty mathematicians work for Federal or State governments. The U.S. Department of Defense is the primary Federal employer, accounting for about three-fourths of the mathematicians employed by the Federal Government. In the private sector, major employers include research and testing services, educational services, security and commodity exchanges, and management and public relations services. Within manufacturing, the aerospace and drug industries are the key employers. Some mathematicians also work for banks and insurance companies.
A doctoral degree in mathematics usually is the minimum education needed for prospective mathematicians, except in the Federal Government. In the Federal Government, entry-level job candidates usually must have a 4-year degree with a major in mathematics or a 4-year degree with the equivalent of a mathematics major—24 semester hours of mathematics courses.
In private industry, candidates for mathematician jobs typically need a Masters or Ph.D. degree. Most of the positions designated for mathematicians are in research and development laboratories as part of technical teams. Research scientists in such positions engage either in basic research on pure mathematical principles or in applied research on developing or improving specific products or processes. The majority of those with a bachelorís or masterís degree in mathematics who work in private industry do so not as mathematicians, but in related fields such as computer science, where they have titles such as computer programmer, systems analyst, or systems engineer.
A bachelorís degree in mathematics is offered by most colleges and universities. Mathematics courses usually required for this degree include calculus, differential equations, and linear and abstract algebra. Additional courses might include probability theory and statistics, mathematical analysis, numerical analysis, topology, discrete mathematics, and mathematical logic. Many colleges and universities urge or require students majoring in mathematics to take courses in a field that is closely related to mathematics, such as computer science, engineering, life science, physical science, or economics. A double major in mathematics and another discipline such as computer science, economics, or another one of the sciences is particularly desirable to many employers. A prospective college mathematics major should take as many mathematics courses as possible while in high school.
In 2001, about 200 colleges and universities offered a masterís degree as the highest degree in either pure or applied mathematics; about 200 offered a Ph.D. degree in pure or applied mathematics. In graduate school, students conduct research and take advanced courses, usually specializing in a subfield of mathematics.
For jobs in applied mathematics, training in the field in which the mathematics will be used is very important. Mathematics is used extensively in physics, actuarial science, statistics, engineering, and operations research. Computer science, business and industrial management, economics, finance, chemistry, geology, life sciences, and behavioral sciences are likewise dependent on applied mathematics. Mathematicians also should have substantial knowledge of computer programming because most complex mathematical computation and much mathematical modeling is done on a computer.
Mathematicians need good reasoning ability and persistence in order to identify, analyze, and apply basic principles to technical problems. Communication skills are important, as mathematicians must be able to interact and discuss proposed solutions with people who may not have an extensive knowledge of mathematics.
Employment of mathematicians is expected to decline through 2010, because very few jobs with the title mathematician are available. However, masterís and Ph.D. degree holders with a strong background in mathematics and a related discipline, such as engineering or computer science, should have good job opportunities. However, many of these workers have job titles that reflect their occupation, rather than the title mathematician.
Advancements in technology usually lead to expanding applications of mathematics, and more workers with knowledge of mathematics will be required in the future. However, jobs in industry and government often require advanced knowledge of related scientific disciplines in addition to mathematics. The most common fields in which mathematicians study and find work are computer science and software development, physics, engineering, and operations research. More mathematicians also are becoming involved in financial analysis. Mathematicians must compete for jobs, however, with people who have degrees in these other disciplines. The most successful jobseekers will be able to apply mathematical theory to real-world problems, and possess good communication, teamwork, and computer skills.
Private industry jobs require at least a masterís degree in mathematics or in one of the related fields. Bachelorís degree holders in mathematics usually are not qualified for most jobs, and many seek advanced degrees in mathematics or a related discipline. However, bachelorís degree holders who meet State certification requirements may become primary or secondary school mathematics teachers. (For additional information, see the statement on teachers—preschool, kindergarten, elementary, middle, and secondary elsewhere in the Handbook.)
Holders of a masterís degree in mathematics will face very strong competition for jobs in theoretical research. Because the number of Ph.D. degrees awarded in mathematics continues to exceed the number of university positions available, many of these graduates will need to find employment in industry and government.
Median annual earnings of mathematicians were $68,640 in 2000. The middle 50 percent earned between $50,740 and $85,520. The lowest 10 percent had earnings of less than $35,390, while the highest 10 percent earned over $101,900.
According to a 2001 survey by the National Association of Colleges and Employers, starting salary offers averaged $46,466 a year for mathematics graduates with a bachelorís degree, and $55,938 for those with a masterís degree. Doctoral degree candidates averaged $53,440.
In early 2001, the average annual salary for mathematicians employed by the Federal Government in supervisory, nonsupervisory, and managerial positions was $76,460; for mathematical statisticians, it was $76,530, and for cryptanalysts, $70,840.
Information on obtaining a mathematician position with the Federal Government is available from the Office of Personnel Management (OPM) through a telephone-based system. Consult your telephone directory under U.S. Government for a local number or call (912) 757-3000; Federal Relay Service: (800) 877-8339. The first number is not tollfree, and charges may result. Information also is available from the OPM Internet site:
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College Algebra - 11th edition
Summary: College Algebra, Eleventh Edition, by Lial, Hornsby, Schneider, and Daniels, engages and supports students in the learning process by developing both the conceptual understanding and the analytical skills necessary for success in mathematics. With the Eleventh Edition, the authors adapt to the new ways in which students are learning, as well as the ever-changing classroomth Edition. Used - Acceptable. Used books may have used stickers on the cover, and do not include online codes or other supplements unless noted. Choose EXPEDITED shipping for faster delivery!
$84.97 +$3.99 s/h
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Product Details
Calculus Gems by George F. Simmons
A classic book is back in print! It can be used as a supplement in a Calculus course, or a History of Mathematics course. The first half of Calculus Gems entitles, Brief Lives is a biographical history of mathematics from the earliest times to the late nineteenth century. The author shows that Science-and mathematics in particular-is something that people do, and not merely a mass of observed data and abstract theory. He demonstrates the profound connections that join mathematics to the history of philosophy and also to the broader intellectual and social history of Western civilization. The second half of the book contains nuggets that Simmons has collected from number theory, geometry, science, etc., which he has used in his mathematics classes. G.H. Hardy once said, " A mathematician, like painter or poet, maker patterns. If his patterns more permanent than theirs, it is because they are made with ideas.? This part book contains wide variety these patterns, arranged an roughly corresponding to order ideas in most calculus courses. Some of the sections even have a few problems. Professor Simmons tells us in the Preface of Calculus Gems: "I hold the naïve but logically impeccable view that there are only two kinds of students in our colleges and universities, those who are attracted to mathematics; and those who are not yet attracted, but might be. My intended audience embraces both types." The overall aim of the book is to answer the question, "What is mathematics for? and with its inevitable answer, To delight the mind and help us understand the world."
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Mathematics--Terminology--Study and teaching.;Science--Terminology--Study and teaching.;Language arts--Terminology--Study and teaching.;Social sciences--Terminology--Study and teaching.;Education--Oklahoma.;English...
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Inserting a Calculated question in the Moodle Question Bank
The first option in the Moodle Question Bank is the Calculated question. The calculated question allows the teacher to create mathematical questions. These can have formulas that are kept in a Dataset (Datasets will be discussed in a later article). An example of a calculated question would be a question on the area of a square. The teacher can create a question based off of the area of a square formula. Lets move forward and walk through the steps of creating the calculated question.
Creating a Calculated Question in Moodle
When the Choose a question type to add box pops up, select the Calculated radio button and click Next.
Next the Adding a Calculated question page will display. The following table will detail the necessary fields to fill out.
Category
Select the category. For more information on the question categories click here.
Question name
Type the Question name. This should be very unique as it will need to be distinguishable from the other questions.
Question Text
In the Question Text box, type the question. For instruction purposes, type the area of a square question. The question should look like the following:
What is the area of a square that is {A} by {B}
The Curly brackets are wild card variables that can be set to random parameters. There are many different formulas that can be created for the Calculated question. This tutorial will not cover Calculated question formulas. The student will see random numbers in place of the curly bracketed variables like the following:
What is the area of a square that is 5 by 3?
Note! At least one wildcard must be in the Question text. Wildcards are placed inside curly brackets. Wild cards will be discussed in a different article.
Default mark
The Default mark is to determine how much the question is worth. For example, if the question is weighed heaver than other questions, the Default mark can be set to 2 or 3 points.
Next, fill in the Answer section. Below is a brief on the Answer settings. When done click Save Changes.
Correct Answer Formula=
This is where the formula for the question is entered. Moodle will use the formula to calculate the question and answer. The formula used in this tutorial is {A}*{B}. Formulas will be created the same way they are normally calculated with a calculator. This article will not discuss how to create a formula.
Grade
The grade must be set or there will be an error saving the question. This value is how much the question is worth if answered correctly.
Tolerance ±=
The Tolerance of the Question answer is the same as "Grading on a Curve". Tolerance allows the student to come close to the correct answer. The default is 0.01. which is equivalent to 1%. This is figured into the Tolerance type. This will be discussed in a later article
Tolerance type
The tolerance of the answer is figured 3 ways, Nominal, Relative, and Geometric. Each of these are factored in with the Tolerance ±=. The details of how this works will be discussed in a different article.
Correct answer shows
This determines the precision of the answer.
Format
This setting sets the answer as a decimal or significant figures.
Feedback
What displays when the answer is correct goes in the Feedback box. This is not a necessary part of the answer.
On the Choose Wildcards dataset properties page click next. (This section will be discussed in detail in a different article.)
On the Edit the wildcards datasets page, where the Add section is located, make sure to click Add.
Important! . If the dataset item is not added, there will be an error message stating: You must add at least one dataset item before you can save this question.
Once the dataset is added, click Save changes. (This section will be discussed in detail in a different article.)
Now the Question will show in the Question Bank. To preview the Question click the preview icon.
The preview should look like the following snapshot. Congratulations the question was entered in the Question bank and is now available to use in Lessons and Quizzes.
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Knot theory is a rapidly developing field of research with many applications, not only for mathematics. The present volume, written by a well-known specialist, gives a complete survey of this theory from its very beginnings to today's most recent research results. An indispensable book for everyone concerned with knot theory.
The History of Mathematics: An Introduction, Sixth Edition, is written for the one- or two-semester math history course taken by juniors or seniors, and covers the history behind the topics typically covered in an undergraduate math curriculum or in elementary schools or high schools.
Mathematics for Economics and Business provides a thorough foundation in mathematical methods for economics, business studies and accountancy students. Assuming little prior knowledge, this informal text is a great companion for those who have not studied maths in depth before. This book truly promotes self-study as students are encouraged to tackle problems as they go along and can see fully worked examples to help their understanding. Both beginners and more advanced students will find material in this book relevant to their needs.
This revised and updated second edition maintains the content and spirit of the first edition and includes a new chapter, "Recent Experiences", that provides examples of experimental mathematics that have come to light since the publication of the first edition in 2003. For more examples and insights, Experimentation in Mathematics: Computational Paths to Discovery is a highly recommended companion.
Experience mathematics--and develop problem-solving skills that will benefit you throughout your life--with THE NATURE OF MATHEMATICS. Karl Smith introduces you to proven problem-solving techniques and shows you how to use these techniques to solve unfamiliar problems that you encounter in your day-to-day world. You'll find coverage of interesting historical topics, and practical applications to real-world settings and situations, such as finance (amortization, installment buying, annuities) and voting. With Smith's guidance, you'll both understand mathematical concepts and master the techniques
This is the philosophy behind Elementary and Middle School Mathematics: Teaching Developmentally. John A
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Thinking Mathematically - 85 edition
Summary: Three easy steps for solving problems are presented in this useful book. Capitalizing on how students think and learn, the authors present brief hints and suggestions to help you teach mathematics effectively
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"Your best class mate"
Math Helper is a comprehensive higher mathematics calculator
Actually, Math Helper is a mix of textbook and complex calculator. This means that besides calculation features, there's the theory and the calculation procedure of each math category that you can find on this app. Thus, you can look up any doubt in the theory, refresh how to calculate it and then fill up the parameters and let the app solve it.
There are four categories: Linear Algebra (including matrices and systems of linear equations, Vector Algebra (vectors and figures), The mathematical analysis (Derivatives), and Other (including probability theory and number & sequences).
We're used to review all kind of calculators. However, Math Helper goes a step further with higher mathematics, including operations like "calculate determinant of a matrix", "finding the number of permutations", "arithmetic and geometric progressions". The added-value feature of this app is precisely that it allows users to perform lots of complex calculations from a single mobile app while helping them remember main rules and theories.
Only one catch: interface should be enhanced. Anyway, recommended app.
Math Helper Lite is a free universal assistant app for solving mathematical problems for Algebra I, Algebra II, Calculus, and Math for secondary and university students, which allows you not only to see the answer or result of a problem but also obtain a detailed solution.
Derivatives, limits, geometric shapes, the task of statistics, matrices, systems of equations and vectors – this and more in Math Helper!
FEATURES ✧ 8 topics and 41 sub-sections ✧ Localization for Russian, English, Italian, French, German, and Portuguese ✧ Intel ® Learning Series Alliance quality mark. ✧ About 10,000 customers worldwide have supported the further development of Math Helper by their purchase ✧ The application is equipped with a convenient multi-function calculator and extensive theoretical guide
SUPPORT ✪ Thank you all for helping us to reach 300,000 downloads of Math Helper Lite ✪ You could also support us with good feedback at Google Play or by way of the links shown below ✪ Our Facebook page: ✪ Ideas and problems discussed here ✪ Or you can reach us directly by email
WHAT IS NEXT We have plans to implement ● Equation solver ● Self math training functions ● Step-by-step integrator (or antiderivative calculator) ● Limits and series expansion ● Numbers and polynoms division and multiplication ● Implement a new design and add 50+ new problems ● New applications, like Formulae reference for university and symbolic calculators and more for college algebra
Math Helper is a universal solver for anyone who has to deal with higher mathematics. You can be a student of a university or graduate, but if you suddenly need emergency assistance in mathematics – this tool can be right at your fingertips! This software is similar to math way, loviotvet and algeo software.
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Product Description
Saxon Teacher provides comprehensive lesson instructions that feature complete solutions to every practice problem, problem set, and test problem, with step-by-step explanations and helpful hints. These Algebra 1 Algebra 1 3rd Edition. Five Lesson CDs and 1 Test Solutions CD included.
Homeschool Specialists' Review
I've always hated algebra. My brain was never able to grasp many of the algebraic concepts by simply reading though a lesson. But one day, while previewing Saxon Teacher's Algebra 1, I was able to understand and master quite a few principles that had eluded me before.
Great for both visual and auditory learners, the lessons concisely explain the questions while a digital white board illustrates the solutions. Seeing the same problems as are shown in the Saxon Math textbooks, the student is able to select any areas where they need additional help, whether it's an example from the lesson, practice exercise, workbook assignment, or even a test. Also included are helpful hints and strategies for each concept.
This is a wonderful resource for students struggling in algebra and should help them accomplish what they need to succeed.
Product Reviews
Is a great help
It is wonderful to have the CD Rom with the Algebra lessons.
I use it only when I am unsure how to solve a particular problem. It is a very useful tool for that.
October 31, 2013
The biggest waste of school money I ever spent
I love shopping at CBD, and Saxon math has been a standby for years. I ordered this hoping for a way to help my child be more independent in math. But the voice on these CDs is terribly monotone and sleepy. Also, all you hear is the textbook read aloud, word for word! You will love the DIVE cds, which actually teach. Be sure to get the solutions manual, which shows each answer to each problem in the text step by step. God bless your teaching!
August 22, 2013
Should have gotten sooner!
Perfect refresher for mom and makes much less stressful learning for daughter. Step by step explanation for EVERY problem, follows the book exactly so easy to find what you need. Unless you are already a math wiz, this should be REQUIRED!. Daughter watches example problem then attempts practice problem and can watch the solutions for any missed ones. Love this!
November 13, 2012
Saxon Math Teaxher CDs
Great buy and help! Just what my daughter needed who was struggling!
June 11, 2012
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Have you ever wondered why you need to learn quadratic equations? This culminating lesson aims to make the math real, by showing the students visually how a simple problem can be solved by quadratic e... More: lessons, discussions, ratings, reviews,...
This Flash program is a way to give your students endless practice on solving quadratic equations by completing the square. It randomly generates ten problems which you can print and distribute. An an... More: lessons, discussions, ratings, reviews,...
This Flash program is a way to give your students endless practice on solving quadratic equations. It randomly generates ten problems which you can print and distribute. (Special care is taken to ensu... More: lessons, discussions, ratings, reviews,...
This collection of free worksheets provides practice in a variety of algebra topics, generating ten problems at a time for users to solve. Each worksheet is printable and comes with an answer key.
To... More: lessons, discussions, ratings, reviews,...
Flash tutorial introducing the technique of completing the square to solve quadratic equations. The student can enter the values for the quadratic equation and the program walks them step-by-step thro... More: lessons, discussions, ratings, reviews,...
Students find the optimal price for an insurance company premium in this game by interpreting data and applying their understanding of linear and quadratic models. [Access requires setting up a (free)... More: lessons, discussions, ratings, reviews,...
With this one-variable function grapher applet and function evaluator, users can rotate axis/axes, change scale, and translate by using mouse or by entering data. The web site also contains informatioA free web-based function graphing tool. Graph up to three different functions on the same axes.
Functions can refer to up to three independent variables controlled by sliders. As you move
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This course aims to provide a basis for Maths for the Artist that says "If I'd known Maths would have been central to effects and animation I would have paid attention in school!" Mike Seymour works through the major areas of maths that are useful to understand for visual effects and animation. This really is a maths course, teaching you both actual maths and the principles of areas of maths in more advanced areas. The aim is to equip you with the tools you need and to demystify the jargon – so you can understand the principles and approaches we use maths for everyday in production and post
Dr. Jenny Switkes will help you master the intricacies of Calculus from Limits to Derivatives to Integrals. In Educator``s
Show your plan, sketches, technical draw with style! Create a realistic Engineering and Architectural Design Mock-up in few seconds. These PSD files uses the Smart-Object feature, so you can replace the mockup content easily and quickly.
Dr. Carleen Eaton continues on to Algebra 2, and brings with her 10 years of experience in teaching math and science. This course meets or exceeds all state standards and is essential to those having trouble with Algebra in high school or college. With her clear explanations and examples of commonly seen problems, Dr. Eaton will make sure you understand all the confusing concepts in Algebra 2, ranging from Quadratic Inequalities to Matrices and Conic Sections. Dr. Carleen Eaton has an M.D. from the UCLA School of Medicine and in her teaching career has won numerous "Teacher of the Year" awards. She is also continually ranked as one of the top instructors in California.
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Synopses & Reviews
Publisher Comments:
This text is designed for use in a buying course with a heavy math emphasis. The book first presents merchandising concepts in a simple, understandable way and shows students how they can use computerized spreadsheets to perform related merchandising math operations. Activities then ask the student to apply what they've learned by solving merchandising problems using spreadsheets that are included on the enclosed CD-Rom. Students will learn how the computer can help minimize the time it takes to perform repetitive calculations. By constructing and using spreadsheets for each mathematical operation, they will develop a better understanding of the merchandising concepts they're studying. This manual is designed to accompany the text Retail Buying, also by Richard Clodfelter.New to this Edition — New and revised mathematical assignments — Blank assignment forms included on the CD-Rom — Increased coordination with companion text Retail Buying: From Basics to FashionCD-ROM Features-- Microsoft Excel® spreadsheets containing formulas — PC and Mac compatible — Instructor's Guide includes teaching suggestions, goals, & lecture outlines
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Math – Architecture
COURSE Code: TMAT 111
4 Credits
Course Description
This mathematics course will emphasize the application of mathematics to the solution of practical problems. Topics to be covered include numerical computation; British and metric units; introduction to algebra; simple equations, functions and graphs; perimeters, areas and volumes; right triangles and vectors; factors and factoring; fractions and fractional equations; ratio and proportion; system of two linear equations; quadratic equations; oblique triangle and plane analytic geometry.
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Prealgebra - 4th edition
Addressing individual learning styles,Tom Carsonpresents targeted learning strategies and a complete study system to guide students to success. Carson's Study System, presented in the ''To the Student'' section at the front of the text, adapts to the way each student learns, and targeted learning strategies are presented throughout the book to guide students to success. Tom speaks to students in everyday language and walks them through the concepts, ex...show moreplaining not only how to do the math, but also where the concepts come from and why they work
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Show More based on intuitive understanding of concepts. The authors utilize a clear writing style and a wealth of examples to develop an understanding of discrete mathematics and critical thinking skills. Including more topics than can be covered in one semester, the text offers innovative material throughout, particularly in the last three chapters (e.g. Fibonacci Numbers and Pascal's Triangle). This allows flexibility for the instructor and the ability to teach a deeper, richer
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If you're having trouble doing the homework, come and talk with
me before the day it's due.
If you're working closely with another person, consider handing
in a joint solution. Remember, though, that doing homework is one
way of learning the material and that, on tests, you will need to be
able to do similar problems without the help of others.
Type or write (neatly) your assignment on notebook-sized
paper. If you handwrite your assignments, be sure that your
handwriting is neat, legible and easy to read.
Make sure that I can understand what the problem is without
having to look it up.
Be sure to leave plenty of space for my comments. Usually
you
should leave a fifth of a page per problem, plus nice-sized margins.
Be sure to staple the pages together. You should
own
a stapler by now, but if you forget, there is a stapler in the third
floor computer lab.
Make sure that you cut off the squigglies on paper ripped out of
a spiral notebook.
Use full English sentences where appropriate (namely almost
everywhere, including in mathematical proofs or
derivations). Proofread what you have written to make sure
it makes sense.
Show enough work so that any student in the class can follow
your
solution. Just writing the answer is never enough.
Use diagrams, tables, programs, and calculations as supporting
components of English writing, not in isolation. Remember that your
goal is to communicate clearly, and that the appearance of these
technical items plays a role in this communication process.
When you hand in computations from a spreadsheet, make sure that
they're easy to read and that I can tell what formulas you used to do
the computations. Remember, to get full credit, you need to
explain how you got your answer.
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K-12 For Students
Doing ratios in simplest form in pre-algebra is the same thing as reducing fractions. Do ratios in the simplest form in pre-algebra with help from an experienced math professional in this free video clip.
Evaluating logarithms using the change of base formula can make the entire process a lot easier. Evaluate logarithms using the change of base formula with help from an experienced math professional in this free video clip.
Graphing a geometric series is something that you do with the sum of all numbers up to the nth term in the sequence. Graph a geometric series with help from an experienced math professional in this free video clip.
Algebraic equations for middle school will begin working with the concepts of variables. Find out about algebraic equations for middle school with help from an experienced math professional in this free video clip.
You can tell the domain and range of an inequality by paying very close attention to a few key properties. Find out how to tell the domain and range of an inequality with help from an experienced math professional in this free video clip.
Finding an equation for a line using matrices is something that you can do by working backwards. Find an equation for a line using matrices with help from an experienced math professional in this free video clip.
Uses of descriptive geometry in mathematics include representing 3D objects in 2D space. Find out about uses of descriptive geometry in mathematics with help from an experienced math professional in this free video clip.
Absolute inequalities distance method is something that will require you to use absolute values during the process. Find out about an absolute inequalities distance method with help from an experienced math professional in this free video clip.
The formula for angles to diagonals is something that you can do while working with shapes like the rhombus. Find out the formula for angles to diagonals with help from an experienced math professional in this free video clip.
Organizing coordinate proofs in geometry is something that you would want to do by paying close attention to their numerical values. Organize coordinate proofs in geometry with help from an experienced math professional in this free video clip.
Calculating rotation in geometry is something that you will have to do using a very specific equation. Calculate rotation in geometry with help from an experienced math professional in this free video clip.
Finding the increased percentage of a value is something that you can do using multiplication and division. Find the increased percentage of a value with help from an experienced math professional in this free video clip.
Nominal data is data that doesn't have a numerical value, rather it is organized only by name. Find out how to use bar graphs to show nominal data with help from an experienced math professional in this free video clip.
Fractions give you the entire concept of parts of a whole, while decimals only give you a piece of that information. Find out of decimals or fractions are more important to teach with help from an experienced math professional in this free video clip.
Doing decimals and fractions for a fifth grader will begin with the concepts of addition and subtraction. Do decimals and fractions for a fifth grader with help from an experienced mathematics educator in this free video clip.
Solving algebra problems with two variables on the same side will require you to isolate those variables. Solve algebra problems with two variables on the same side with help from an experienced mathematics educator in this free video clip.
Doing addition and subtraction in exponential notation is also known as scientific notation. Do addition and subtraction in exponential notation with help from an experienced mathematics educator in this free video clip.
Finding the common denominator with one whole fraction will require you to write all your numbers as a fraction. Find the common denominator with one whole fraction with help from an experienced mathematics educator in this free video clip.
Finding the volume of a cube without a top is something that is largely the same as finding the volume of the same shape with a top. Find the volume of a cube without a top with help from an experienced mathematics educator in this free video clip.
Converting cubed feet into gallons requires you to know how much of one measurement equals the other. Convert cubed feet to gallons with help from an experienced mathematics educator in this free video clip.
Determining the value of a conical solid will require you to think of the Pi R squared equation. Determine the value of a conical solid with help from an experienced mathematics educator in this free video clip.
Finding the volume of a T-shaped rectangular prism will be a great way to get experience working with irregular shapes. Find the volume of a t-shaped rectangular prism with help from an experienced mathematics educator in this free video clip.
Finding miles per hour with feet and minutes requires you to format the information you know as an equation. Find MPH with feet and minutes with help from an experienced mathematics educator in this free video clip.
Negative exponents, when used in scientific notation, are typically used to denote a value. Find out what a negative exponent means when used in scientific notation with help from an experienced mathematics educator in this free video clip.
Solving fractions and proportions with letters is something that will require you to assign each letter a value. Solve fractions and proportions with letters with help from an experienced mathematics educator in this free video clip.
Using approximation to find the greatest fraction is something you might do if you had two half fractions. Use approximation to find the greatest fraction with help from an experienced mathematics educator in this free video clip.
Figuring radius of a cone from slant height will require you to plug your data into a very specific equation. Learn about figuring radius of a cone from slant height with help from an experienced mathematics educator in this free video clip.
Solving relationships among functions will require you to pay close attention to your given variables. Solve relationships among functions with help from an experienced mathematics educator in this free video clip.
Calculating Sin, Cos and Tan with no calculator requires you to remember one phrase: SOHCAHTOA. Calculate Sin, Cos and Tan with no calculation with help from an experienced mathematics educator in this free video clip.
Using a grid to teach addition properties is something that you can do with a grid similar to the ones found in many common notebooks. Use a grid to teach addition properties with help from an experienced mathematics educator in this free video clip.
The formula for triangulation requires you to pay very close attention to a point such as zero. Find out about the formula for triangulation with help from an experienced mathematics educator in this free video clip.
Converting the measurement of cubic feet to tons is something that you do with a very specific equation. Convert the measurement of cubic feet to tones with help from an experienced mathematics educator in this free video clip.
When doing negative and positive integers, you're usually talking about adding or subtracting them. Do negative and positive integers with help from an experienced mathematics educator in this free video clip.
Math projects about ratios and rates are commonly done when discussing statistics. Find out about great math projects about ratios and rates with help from an experienced mathematics educator in this free video clip.
Preparing for the SAT is not something that a student can do in one cram session. Ideally, students should be preparing to take the SAT as early as their freshman year. The course work completed in classes will help you with the content knowledge of the SAT, but increasing the amount and difficulty level of your reading outside of class will help with test taking skills and the essay portion of the test. To be a good test taker and to be a good writer, you must have a command of the English language and a strong vocabulary. Reading exposes…
Remembering math symbols for inequalities is something that you can do by remembering through Pac-Man. Remember the math symbols for inequalities with help from an experienced mathematics educator in this free video clip.
Working out a times problem with three digits by two digits will require you to use the appropriate steps in the right order. Work out a times problem with three digits by two digits with help from an experienced mathematics educator in this free video clip.
Dividing two digits by one digit the easy way is about making sure you're performing functions in the right orders. Divide two digits by one digit the easy way with help from an experienced mathematics educator in this free video clip.
Finding out what a letter represents on a number line requires you to look at the line like an equation. Find out what a letter represents on a number line with help from an experienced mathematics educator in this free video clip.
Studying surface area in math is a great opportunity to work with various types of irregular shapes, like circular prisms. Study the surface area in math with help from an experienced mathematics educator in this free video clip.
How students will solve measurement problems will vary depending on which units of measurement they're using. Solve measurement problems with help from an experienced mathematics educator in this free video clip.
Finding a function when given a relation is something that you can do with groups of ordered pairs. Find a function when given a relation with help from an experienced mathematics educator in this free video clip.
Second grade math activities for ordering numbers can involve giving each student a card that holds a number on it. Find out about second grade math activities for ordering numbers with help from an experienced mathematics educator in this free video clip.
Functional money math problems can involve learning how to convert from one currency to another. Find out about functional money math problems with help from an experienced mathematics educator in this free video clip.
Mathematics problem-solving activities for the third grade will help students as they learn concepts like patterns. Find out about mathematics problem-solving activities for the third grade with help from an experienced mathematics educator in this free video clip.
Math terms are related and grouped together based on a number of criteria, like variables and exponents. Find out how math terms are related and grouped together in sixth grade math with help from an experienced mathematics educator in this free video clip.
Solving problems involving similar figures is something you might do if you had two triangles, for example. Solve problems involving similar figures with help from an experienced mathematics educator in this free video clip.
Fifth grade measurement math lessons will require a few key tools, like a length of rope. Find out about fifth grade measurement math lessons with help from an experienced mathematics educator in this free video clip.
Math games for kids practicing whole numbers and decimals will require tools like index cards given to each student. Find out about math games for kids practicing whole numbers and decimals with help from an experienced mathematics educator in this free video clip.
Fifth grade area math activities can involve finding out how much space a shape occupies. Find out about fifth grade area math activities with help from an experienced mathematics educator in this free video clip.
Learning math through play is something that you can do through a number of different games like mathketball. Learn math through play with help from an experienced mathematics educator in this free video clip.
Easy ways for a fifth grader to learn math include physical activities that are also fun. Find out about an easy way for a fifth grader to learn math with help from an experienced mathematics educator in this free video clip.
Solutions to difficulties in learning math require you to work with factors like the addition and subtraction of negative and positive integers. Find out about solutions to difficulties in learning math with help from an experienced mathematics educator in this free video clip.
Classroom math games for grades three through six include games in multiplication, as well as other topics. Find out about classroom math games for grades three through six with help from an experienced mathematics educator in this free video clip.
Math activities that teach the place of a number will work a great deal with decimals as a concept. Find out about math activities that teach the place of a number with help from an experienced mathematics educator in this free video clip.
Teaching mixed numbers to third grade will require you to work on concepts like having wholes and parts. Teach mixed numbers to third grade with help from an experienced mathematics educator in this free video clip.
Teaching elementary math through real world data will use topics like adding, subtracting and division. Teach elementary math through real world data with help from an experienced mathematics educator in this free video clip.
Using the same words and sentence structure over and over in a piece of writing creates a flat, boring tone. Varying your sentences by changing the structure and word choice, on the other hand, can create more interesting writing that engages the reader throughout the piece, develops a more sophisticated tone and more clearly reflects what you're trying to say.
To get the most from a reading assignment, students should practice active reading. Passive reading is an inefficient method of reading and a waste of time. Active readers invest their reading time wisely, using strategies to ensure they comprehend the material fully. Active reading strategies facilitate sustained learning and better school performance.
Teaching about prisms is an integral component in the math curriculum for upper elementary grades at many schools. A lesson on prisms should include an introductory activity to activate students' prior knowledge, as well as clear objectives so students understand their intended learning outcomes. A project that allows students to apply their knowledge of prisms is also crucial and should be followed up with an evaluation to assess if learning objectives have been met.
Personification represents how writers attribute human characteristics to non-human or inanimate objects. It is a form of figurative language that gives poetry a deeper and richer meaning. It can be used to create tone, mood and theme. The way in which personification is used in a poem depends on the poet's intent.
Verbs that function as a different part of speech are called verbals. Although we use verbals in our speech constantly, we may not stop to think about the fact that they were originally verbs. Being able to identify these words as verbals -- and not, for example, as verbs -- can help us to figure out how a specific sentence is put together, or how the English language works in general.
Studying for tests should not be left until the last minute. Leaving studying until the night before a test is stressful, making it more difficult to absorb information and you more likely to lose what you learned. But if you forgot you had a test until the teacher reminded you the day before, or you just want to cement current knowledge, there are ways to make the most of your last-minute studying.
It's a time-honored ritual: the ninth-grade biology project. At many schools across the country, the end of spring tells students that it's time to start thinking for themselves in order to design and present their own project. Narrowing down your choices to just one idea may be hard, but if you keep your own interests in mind, you may find that the project is less daunting than it seemed the day before.
Fun activities on square roots for middle school students can involve kids getting up and out of their seats. Learn about fun activities on square roots for middle school students with help from a professional private tutor in this free video clip.
Teaching perimeter to 1st grade kids requires you to get them to think about the concept in a physical way. Teach perimeter to 1st grade students with help from a professional private tutor in this free video clip.
Teaching exponents to 4th graders is a process that begins by breaking down what an exponent actually is. Teach exponents to 4th graders with help from a professional private tutor in this free video clip.
Teaching multiplication of fractions for 6th graders requires you to start out by breaking fractions down into parts. Teach multiplication of fractions to 6th graders with help from a professional private tutor in this free video clip.
When working on preschool lessons on the octagon shape, it can be helpful to start out talking about other types of shapes students will encounter. Learn about preschool lessons on the octagon shape with help from a professional private tutor in this free video clip.
Adding two digit numbers without and with regrouping is something that you can do by working on those concepts separately. Add two digit numbers with and without regrouping with help from a professional private tutor in this free video clip.
Some sixth graders may be the size of adults, but don't let their height fool you. These kids enjoy animal books just as much as their younger counterparts. Making an animal book for sixth grade students is a bit different than what you would make for younger kids, however. To keep this age group engaged, you have to work even harder to make sure the content is exciting, relevant and challenging.
Bullying happens all over the country to kids just like you. It can take place on your way to school, on the playground, in the cafeteria or restroom, even in class. Bullying can be physical or verbal; both forms are painful and can cause you to withdraw from people or activities you normally enjoy. If you or someone you know is being threatened with harm at school, take steps to protect yourself.
Please remove your shoes. It's a standard rule in many homes, but some people don't really think much of it, wearing shoes around the house and even allowing them to touch surfaces like chairs and beds. The potential effects of this is more shocking than people realize and you'll be able to show this with the results of your science fair project.
Picture this: Running toward the end zone, about to make the game-winning touchdown--and you trip, flubbing the ball. You just lost the big game in front of the whole school. Or imagine this: Sitting in the cafeteria and a huge fart slips out, causing everyone around you to laugh and stare at you. Experiencing such acutely mortifying events may make you feel as though you will never get over your soul-crushing embarrassment. With the right perspective and support from friends, you can move past the incident, reducing it to nothing more than a mildly painful memory and perhaps an eventually…
While most high school math subjects have respectable titles referring only to themselves and their focus of study -- geometry, trigonometry, algebra -- one course bucks the trend with its usual title, "precalculus." As the name suggests, precalculus is necessary to understand calculus -- and it's often a combination of material not covered in earlier geometry, algebra and trigonometry courses.
Hand sanitizer dispensers are ubiquitous in modern society. You'll find them at the entrances of restaurants, the exits of restrooms and peppered throughout museums. With all these opportunities to get rid of germs, you might think that we'd eradicate illnesses. Unfortunately, this is far from the truth. If you'd like to study whether these hand sanitizers really work as well as good old fashioned soap and water, create a science project out of it.
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MDM 4U1 Course Outline
Grade 12 Mathematics of Data Management
This course broadens students' understanding of mathematics as it relates to managing
information. Student will apply methods for organizing large amounts of information; apply
counting techniques, probability, and statistics in modeling and solving problems; and carry
out a culminating project that integrates the expectations of the course and encourages
perseverance and independence. Students planning to pursue university programs in
business, the social sciences, or the humanities will find this course of particular interest.
Prerequisite: MCF3M1 (Grade 11 Functions and Applications) or
MCR3U1 (Grade 11 Functions)
Textbook Mathematics of Data Management (Value $75)
Textbook Number: ________
Calculator Number: _________
Evaluation:
The student's mark is comprised of 70% term work and 30% end of term evaluation.
Term Work Evaluation:
Category Percent of Mark
Knowledge & Understanding 30%
Application 30%
Thinking 20%
Communication 20%
End of Term Evaluation:
Category Percent of Mark
Culminating Task 10%
Final Exam 20%
Website to access lessons:
The report card also reports on five learning skills. For each learning skill the student will
be given a grade of Needs Improvement, Satisfactory, Good or Excellent.
The learning skills are:
Independent Work
Team work
Organization
Homework Completion
Initiative
Order of Topics
Chapter Number of
Classes
Chapter 1 – Tools for Data Management 13
Chapter 2 – Statistics of One Variable 9
Chapter 3 – Statistics of 2 Variables 7
Chapter 4 – Permutations and Organized Counting 9
Chapter 5 – Combinations and the Binomial Theorem 8
Chapter 6 – Introduction to Probability 11
Chapter 7 – Probability Distributions 8
Chapter 8 – The Normal Distribution 11
Chapter 9 – Culminating Project * 10
* Parts of this Chapter will be integrated throughout the course.
MANDATORY Materials Required:
Binder
9 Index Dividers
Pencils, Eraser & Ruler
Scientific Calculator (exponential and fraction functions)
Access to Excel Software and the Internet
Student Expectations:
In order for you to be successful in this course, the student must:
Do all the assigned homework every class
Attend classes regularly
Be on time and with the proper materials
Get any notes and homework missed due to absence
(It is YOUR responsibility to do this if you are absent)
Be present and prepared for all tests and quizzes
Arrange dates to write any missed tests or quizzes
(only with accordance to the school policy)
Manage time effectively and work in a team environment
Hand in Culminating Project Stage Outcomes
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Eighth graders complete problems where they use the definition of exponents to expand the squaring function of natural numbers. In this squaring natural numbers lesson plan, 8th graders also identify squares form 0 - 12 and complete a worksheet.
In this derivative formula worksheet, students solve problems concerning the derivative of constant functions and linear functions. They explore the derivative of the cosine and sums and differences functions. This six-page worksheet contains theorems, explanations, proofs, definitions and approximately six problems to solve.
In this calculus worksheet, students observe graphs and identify the limits of the functions listed in the graph. They determine the definite integrals and derivatives. Students use the trapezoid rule to estimate distance. This five-page worksheet contains 14 problems.
For this derivatives worksheet, students sketch the graph of a function by determining the local maxima, minima and inflection points. They graph a second function when given the interval. Students solve two word problems involving maximum area.
In this calculus worksheet, students solve ten multiple-choice questions and eleven free-response questions covering limits, derivatives, and integrals. Students should have covered trig limits prior to this worksheet.
In this rate equation worksheet, students identify an inflection value for given functions. They determine an expression that stultifies a given rate equation. This three-page worksheet contains definitions, explanations and examples. It provides three multi-step practice problems, with graphs.
In this function of two variables worksheet, students explore the relationship between the derivatives of a function and the shape of the graph. They determine the maximum and minimum value using optimization. Students find the equation of a vertical slice of an object and sketch a picture of the surface graph. This four-page worksheet contains eight multi-step functionsStudents solve equations with combination and functions. In this algebra lesson, students identify and create formulas to a graph and word problem. They perform operation when solving combination of a function.
Students research the functions of a cell through using a variety of activities. They are focused on the end result of creating a model of the cell that is labeled with the parts of a cell and how they function.
In this accumulation functions instructional activity, students describe the graph of an accumulation function for a constant function. Students describe the link between the slope of the graph of the accumulation function and the value of the function.
In this function worksheet, students use various methods to solve functions. They explore the logarithm function, the derivative of an exponential function, and compose a function with a linear equation. This four-page worksheet contains explanations, examples, and four problems.
In this complex function worksheet, students examine the properties of integrals of complex functions of a real variable, smooth arcs, and the Jordan Curve Theorem. This two-page worksheet contains approximately seven equations.
High schoolers explore the calculator function of the TI-Nspire. In this secondary mathematics lesson, students investigate many of the features of the calculator function of the TI-Nspire. High schoolers review basic computation, square roots, absolute values, exponential functions, logarithmic functions, trigonometric functions, summations and matrices as they explore the TI-Npsire.
Students find the slope and equation of a line. In this algebra lesson, students are able to graph lines given a table of values and are able to derive the slope and intercept given an equation. They evaluate coordinate pairs and identify functions.
Pupils investigate the properties of inverse functions. In this trigonometry instructional activity, students write trigonometric equations for given functions. They calculate the inverse using properties of sine, cosine and tangent.
Students identify the six trig values using ratios of a right triangle. In this trigonometry lesson, students graph inverse functions and perform operation using inverse trig values. They identify different properties of trig graphs.
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Differential Geometry
- Wikipedia article on this mathematical discipline that uses the methods of differential and integral calculus, as well as linear and multilinear algebra, to study problems in geometry.
Differential Geometry and General Relativity
- An introduction to differential geometry and general relativity by Stefan Waner at Hofstra. This is an upper level undergraduate mathematics course which assumes a knowledge of calculus and some linear algebra.
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This volume is intended as a supplement in preparatory chemistry courses to a core text such as Hein's "Foundations", or "Foundations, Alternate". The fifth edition of this preparatory chemistry supplement aims to help students master basic concepts of chemistry and problem-solving techniques, as well as improve their mathematical skills. The book's format actively involves students in the learning process, allowing students to pace themselves as they learn mathematical and conceptual skills. Topics in each unit progress step-by-step from basic to more complex principles. [via]
Intended for introductory courses in basic mathematics, this comprehensive text teaches the skills necessary for practical work involving architectural and mechanical drafting, electronics, welding, air conditioning, aviation, and automotive mechanics, and machining and construction. The authors have carefully organized the material to provide flexibility: the text can be used in a lecture class, in a laboratory setting, or for self-paced instruction. Each chapter is divided into frames that present the individual concepts on which the major concepts are based. To ensure student comprehension, each concept is first explained and then illustrated with an example. Questions about the material test students' understanding of the concepts, and the answers are found on the right side of each page. Exercise sets throughout the chapters and self tests at the end of each chapter provide further opportunity for students to master the material. In all, the text presents more than 3,000 problems and exercises. [via]
More editions of Introductory Math for Industry, Science, and Technologies:
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Mathematics Reader
The Nuffield Advanced Mathematics reader provided articles as background or extensions to topics covered elsewhere in the course. The aim was to encourage students to make further study of the development and applications of the ideas about which they were learning. This was one of the ways by which the course team illustrated how mathematical concepts new to the students had been used by to solve real-world problems
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Carnegie Learning develops textbooks that support a collaborative, student-centered classroom. Our classroom activities address both mathematical content and process standards. Students develop skills to work cooperatively to solve problems and improve their reasoning and sense-making skills.
Program Components Click icons for details »
Program Components Click icons for details »
Supplemental & Intervention Solutions
Some students will need additional support and intervention to meet the high expectations of state standards. Carnegie Learning can help you implement tiered interventions in mathematics. In addition to the core instruction we provide in our textbooks, we provide interactive math instruction in our Cognitive Tutor software.
Our Algebra Readiness curriculum is a one-year course designed to remediate students who have completed a middle school math sequence of instruction but still exhibit gaps in their math knowledge and skills. The course covers the five major NCTM strands: Number and Operations, Algebra, Geometry, Measurement, Data Analysis and Probability.
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Mechanics
John Walkup
(Staff)
It appears that more work has been invested in the graphics than in providing a useful educational resource. Most of the graphics do not act smoothly and are usually unnecessary. Most of the solved problems can be found in any introductory text, and the animations don't really provide any extra insight.
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Algebra 2 semester 1 apex answers
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Course number 420
MATLAB
Matlab is a numerical package for carrying out mathematical computations in a
quick and simple way.
The package contains a large number of routines from the field of numerical linear algebra,
for example solving of
systems for linear equations, computations of eigenvalues and eigenvectors, and solving
least-squares problems. Additionally, many other numerical computations can be
carried out in Matlab, e.g. numerical computation of integrals, determination of
the zeros of a function, and solving initial value problems for systems of
ordinary differential equations. Note however that this selection is far from
complete it represents only a small part of all possibilities which Matlab has
to offer. Futhermore the package has a number of graphic facilities, to
visualize the results of the computations in a simple manner.
Matlab can be extended with several so-called toolboxes. These contain extra routines for
several fields of
application in science and engineering. It is also possible to write your own programs within the Matlab
environment, using the already existing routines of Matlab itself.
Matlab is extremely suitable to solve problems of moderate dimensions in a quick and reliable way. The package
is available both for Windows and UNIX-LINUX systems.
The course is meant as an introduction to Matlab and consists of a theoretical and a practical part.
Documentation
The course material in English will be handed out at the beginning of the course.
Language
The language of communication can be either Dutch or English, to be
decided in mutual agreement with the students
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MATH-061 Basic Algebra and Geometry 4 Credits Students will be working with integers, simplifying numeric expressions with exponents, combining similar terms, multiplying polynomials, evaluating algebraic expressions, using commutative, associative and distributive properties, solving first degree equations, solving and graphing lines, investigating slope and the x- and y- intercepts. They will also become familiar with elementary topics in geometry. Prerequisite: MATH-060 or appropriate mathematics placement score AND ENGL-093. (6 hours weekly)
MATH-064 Integrated Algebra and Geometry I 3 Credits In this course, the student will develop skills in manipulating algebraic expressions with integer exponents and in simplifying polynomials and radical expressions. The student will write an equation for a line from given information. Systems of equations will be solved graphically and algebraically. Methods of factoring second-degree polynomials will also be included. The ability to solve equations will be expanded to include factorable quadratics. This course is the first of a two-part sequence needed to complete elementary algebra. This course is taught using computer-assisted instruction. Prerequisite: MATH-061 or appropriate score on mathematics placement test.
MATH-065 Integrated Algebra and Geometry II 2 Credits This course is the second in a two-part sequence covering elementary algebra topics. Students will extend their basic algebra skills to include simplifying, performing operations with and solving equations involving rational expressions. The quadratic formula will be introduced. Application problems will include the use of the Theorem of Pythagoras. After successfully completing this course, students should register for intermediate algebra. This course is taught using computer-assisted instruction. Prerequisite: MATH-064.
MATH-067 Elementary Algebra 4 Credits Skills covered include manipulating algebraic expressions with integer exponents, factoring second degree polynomials, simplifying polynomials, rational expressions and radicals. The student will write an equation for a line from given information. Systems of equations will be solved graphically and algebraically. Applications include the Theorem of Pythagoras, similar triangles and solving quadratic equations using factoring and the quadratic formula. Prerequisite: MATH-061 or appropriate score on mathematics placement test. (4 hours weekly)
MATH-070 Intermediate Algebra 3 Credits The emphasis of this course is on using algebraic and graphical techniques to model and solve real world application problems. A graphing calculator is required. (TI 84 recommended, TI-89 not permitted.) Topics include linear, quadratic, exponential, inverse, and logarithmic functions; rational equations (both linear and quadratic); radical and power equations; and linear and nonlinear systems. Prerequisite: MATH-067 or appropriate score on mathematics placement test. (4 hours weekly)
MATH-105 Drug Calculations 1 Credit Students will develop skills in the metric, apothecary and household systems of measurement. Drug calculation problems will provide the student with the opportunity to practice conversions between systems. Students will perform the computations necessary to administer medications in liquid, tablet and capsule form. Prerequisite: MATH-060 or appropriate score on mathematics placement test. (2 hours weekly for 7 weeks) NOTE: Also listed as HEAL-105.
MATH-108 Business Mathematics 3 Credits In this course, students will develop skills in the practical applications of arithmetic and mathematical concepts appropriate to the various occupational programs in business. The student will develop the ability to work with percentages, proportions, ratios, tables, charts, graphs, and the scientific calculator in the solution of business problems. The student will also be able to represent data by the use of basic statistical measures. This learning program will also acquaint students with some of the terminology of business and some of the ways in which they can benefit as consumers by an increased awareness of simple business mathematics. Prerequisite: MATH-061 or appropriate score on mathematics placement test. (3 hours weekly)
MATH-122 Ideas in Mathematics 3 Credits (Mathematics Core) Students will develop the ability to reason with quantitative information through the study of the principles of reasoning, number sense, probability and statistical reasoning, mathematical modeling and exponential functions. Students will acquire the specific background and critical thinking skills they need to understand the major issues they will face in life, both on a personal level and as citizens in a modern democracy. There is an emphasis upon the contemporary applications to various real-life problems. Intended for students who are not majoring in mathematics or science. Prerequisite: MATH-070 or higher or appropriate score on the mathematics placement exam. (3 hours weekly)
MATH-127 Concepts of Mathematics I 4 Credits This course is for students in the elementary education and early childhood education programs. Students will study the structural aspects of mathematics and the 'why' of arithmetical computations. Mental Arithmetic is a required component of this course. Topics include sets, functions, logic, numeration systems, algorithms and their historical development, estimation, mental computations, and elementary number theory. Special emphasis is given throughout the course to problem-solving techniques including the appropriate use of calculators and computers. MATH-127 is not a mathematics core course. Prerequisite: C or better in MATH-070 or appropriate score on mathematics placement test. (4 hours weekly)
MATH-128 Concepts of Mathematics II 4 Credits (Mathematics Core*) This course is the second course in a sequence intended primarily for students in the elementary and early childhood education programs. Topics include probability, metric and non-metric geometry, dimensional analysis, congruence and similarity, and coordinate and transformational geometry. Special emphasis is given throughout the course to problem-solving techniques including the appropriate use of calculators and computers. *Core Course for appropriate education majors only. Prerequisite: C or better in MATH-070 or appropriate score on mathematics placement test. (4 hours weekly)
MATH-138 Statistics 4 Credits (Mathematics Core) In this course, students will develop the skills necessary to examine basic statistical terminology, develop pictorial and analytical distributions and use statistical tables. A calculator and a statistical computation program are used to calculate measures of central location and variation, etc. Other topics include the normal distribution, linear regression and correlation, sampling, hypothesis testing, the chi square test and probability related to statistics. Prerequisite: MATH-070 or higher or appropriate score on mathematics placement test. (4 hours weekly)
MATH-141 College Algebra 3 Credits (Mathematics Core) In this course students will learn the language of functions and be introduced to families of functions and their applications. Topics include linear, quadratic, exponential, and logarithmic functions. Other topics include solving systems of linear equations using matrices, matrix algebra and linear programming. Emphasis will be placed on solving problems algebraically and with the technological tools used in business and the social sciences. Prerequisite: MATH 070 or appropriate score on mathematics placement test. (4 hours weekly)
MATH-143 Precalculus I 3 Credits (Mathematics Core) In this course, students will study topics from the first half of precalculus. Polynomial, rational, exponential and logarithmic functions will be studied, along with techniques for solving equations and inequalities, complex numbers, operations on functions and inverse functions. A graphical approach will be utilized throughout, with an emphasis on solving application problems. This course replaces MATH-131. Prerequisite: MATH- 070 or appropriate score on mathematics placement test. (3 hours weekly)
MATH-145 Business Calculus 3 Credits (Mathematics Core) Students will develop skills in initial content of both differential and integral calculus, with an emphasis on applications from business and economics. Topics include finding the limits of functions, computing derivatives of polynomial, rational, radical, exponential, and logarithmic functions using the chain rule and the basic differentiation rules, and substitution in finding definite and indefinite integrals. Applications include dealing with optimization, related rates, marginal analysis, supply and demand, and area. Graphs of functions will be analyzed using first and second derivatives and limits to identify asymptotes, intervals of increase/decrease, maxima/minima, concavity, and points of inflection. The fundamental theorem of calculus, implicit differentiation, differentials and summations of area will be used when appropriate. Students can not receive credit for both MATH-145 and MATH-181. Prerequisite: MATH-131, MATH-141 or equivalent. (3 hours weekly)
MATH-153 Precalculus II 3 Credits (Mathematics Core) This course is the second part of a two course sequence in precalculus. Students will develop skills in basic trigonometry and its applications, with an emphasis on modeling with functions and other algebraic skills necessary for the study of calculus. Trigonometry will be defined using the unit circle approach, with emphasis on the geometry of the circle. Other topics include classical right triangle trigonometry, trigonometric identities and equations, the laws of sines and cosines, graphs and properties of the trigonometric functions and their inverses, parametric equations, trigonometric form of complex numbers, De Moivre's theorem, polar coordinates and sequences and series. A graphical approach will be utilized throughout, with an emphasis on solving application problems. This course replaces MATH-133. Prerequisite: MATH-131 or MATH-143. (3 hours weekly)
MATH-155 Precalculus I & II 5 Credits (Mathematics Core) Students will develop skills in the analysis of functions and solving of equations and inequalities. Polynomial, rational, exponential, logarithmic and trigonometric functions will be studied in detail. Additional topics include complex numbers and parametric and polar equations and sequence and series. Modeling using data analysis will be an integral part of this course. A graphical approach will be utilized throughout, with an emphasis on solving application problems. This course replaces MATH-135. Not open to students who have completed MATH-131, MATH-133, MATH-143 or MATH-153. MATH-155 is equivalent to MATH-143 and MATH-153. Prerequisite: Appropriate score on mathematics placement test or equivalent. (5 hours weekly)
MATH-181 Calculus I 4 Credits (Mathematics Core) Students will develop skills in the initial content of both differential and integral calculus including finding limits of functions, exposure to the epsilon-delta process and continuity, finding derivatives and integrals of polynomial, rational, radical, trigonometric, inverse trigonometric, exponential, and logarithmic functions, inverse functions, the chain rule, and integration by substitution. Applications dealing with optimization, related rates, Newton's method, L'Hopital's rule, and motion problems and properties of the graphs of functions are covered. Theorems include the mean-value theorem for derivatives and integrals, the squeeze theorem and the fundamental theorems of calculus. Implicit differentiation, differentials and summations of area will be used when appropriate. The use of a computer algebra system will be an integral part of the course. Credit will only be granted for one of the following: MATH-140, MATH-145 or MATH-181. Prerequisite: MATH-153 or MATH-155 or appropriate score on the mathematics placement test. A grade of C or higher in the Precalculus sequence is strongly recommended. (4 hours weekly)
MATH-182 Calculus II 4 Credits (Mathematics Core) This course is the second in a three-part calculus sequence. Applications include area bounded by curves, volume by rotating and slicing, arc length, work, and centers of mass. Integration techniques taught include integration by parts, partial fractions, trigonometric substitution, numerical integration, and improper integrals. Students will be introduced to hyperbolic functions, elementary differential equations, direction fields, parametric equations, polar coordinates and their applications. The study of sequences and infinite series will include tests for convergence of the various types of series, leading to power series and Taylor series. The use of a computer algebra system will be an integral part of the course. Prerequisite: MATH-181 or equivalent, a grade of C or higher is recommended. (4 hours weekly)
MATH-186 Introductory Numerical Analysis 3 Credits (Mathematics Core) In this course, students will develop skills necessary to design and implement algorithms to solve problems using digital computers. The FORTRAN or an equivalent language will be used to program solutions to these problems. Techniques will include data input and storage, selection of relevant numerical and non-numerical methods for problem solution, and the efficient ordering of data for meaningful output presentation. Some problems will be fundamental to engineering design, but non-engineers interested in numerical analysis methods along with the construction and description of effective procedures to solve the problem should gain knowledge which can be used in their respective fields of interest. Prerequisite: MATH-182 and CMSY-135 or equivalent. (2 hours lecture, 2 hours lab weekly)
MATH-240 Calculus III 4 Credits (Mathematics Core) This course includes vector calculus in both two and three dimensional space along with the classical theorems of Green, Stokes, and Gauss. It will also include partial derivatives and multiple integrals along with a number of appropriate applications. A graphing calculator and MATLAB, a computer algebra system, will be an integral part of the course. Prerequisite: MATH-182 or equivalent, a grade of C or higher is recommended. (4 hours weekly)
MATH-250 Linear Algebra 4 Credits (Mathematics Core) Students will develop skills in the basic concepts of linear algebra. These skills will cover areas such as vector spaces, linear equations and matrices, similar matrices, linear transformations, eigenvalues, function spaces, determinates, and quadratic forms and complex vector spaces. Various applications will be examined. Use of MATLAB, a computer algebra system, is required. Prerequisite: MATH-181 or equivalent. (4 hours weekly)
MATH-260 Differential Equations 3 Credits (Mathematics Core) This course consists of concepts generally encountered in a first course in differential equations including a comprehensive treatment of first order differential equations employing a variety of solution techniques. A study of higher order equations, largely second order, is included with emphasis on linear equations possessing constant coefficients as well as variable coefficients. Classical and contemporary applications are included throughout coming from diverse fields such as mechanics, electrical circuits, economics. Computer uses with MATHLAB software provide an integrated environment for symbolic, graphic, and numeric investigations of routine solutions of differential equations and of modeling physical phenomena. The course concludes with a discussion of the Laplace transform and its application to linear equations with constant coefficients. Prerequisite: MATH-182 or equivalent, a grade of C or higher is recommended. (3 hours weekly)
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books.google.com - Encyclopedia of Mathematics is a useful reference providing current and accurate information on the subject for high school and college students. Comprehensive coverage includes significant discoveries in mathematics, in addition to definitions of basic terms, thought-provoking essays, and capsule biographies... of Mathematics
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This practical and illustrated book looks at how to generate advanced virtual reality worlds. It covers principles, techniques, devices and mathematical foundations. It begins with basic definitions, and then moves on to the latest results from current research.
This book presents a broad overview of computer graphics (CG), its history, and the hardware tools it employs. Covering a substantial number of concepts and algorithms, the text describes the techniques, approaches, and algorithms at the core of this field.
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Transformations and Projections in Computer Graphics provides a thorough background, discussing the mathematics of perspective in a detailed, yet accessible style. It also reviews nonlinear projections in depth, including fisheye, panorama, and map projections frequently used to enhance digital images.
An ideal course book for mathematics undergraduates and graduates alike, this is a complete introduction to vector analysis/ Each topic covered is given a practical application within computer graphics.
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Change the values in the left matrix and click the INVERT button. The values in the right matrix are rounded to the 4th digit...
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Change the values in the left matrix and click the INVERT button. The values in the right matrix are rounded to the 4th digit (x.xxxx) to fit the text fields. If you want to use a n x n matrix with n6 you need to set the remaining diagonal elements=1.
The following applet allows users to plot three 2x1 vectors in 2-Space and gain insight about their linear independence and...
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The following applet allows users to plot three 2x1 vectors in 2-Space and gain insight about their linear independence and linear span. Two vectors are denoted as v1 and v2. The third is b. When possible the applet shows the linear combination of v1 and v2 necessary to form b.
A First Course in Linear Algebra is an introductory textbook aimed at college-level sophomores and juniors. Typically such a...
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A First Course in Linear Algebra is an introductory textbook aimed at college-level sophomores and juniors. Typically such a student will have taken calculus, but this is not a prerequisite. The book begins with systems of linear equations, then covers matrix algebra, before taking up finite-dimensional vector spaces in full generality. The final chapter covers matrix representations of linear transformations, through diagonalization, change of basis and Jordan canonical form.PDF versions are available to download for printing or on-screen viewing, an online version is available, and physical copies may be purchased from the print-on-demand service at Lulu.com. GNU Free Documentation License
The book provides a thorough introduction to "modern'' or "abstract'' algebra at a level suitable for upper-level...
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The book provides a thorough introduction to "modern'' or "abstract'' algebra at a level suitable for upper-level undergraduates and beginning graduate students. The book addresses the conventional topics: groups, rings, fields, and linear algebra, with symmetry as a unifying theme
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5 min Intro to nonlinear solvers
5 min Intro to nonlinear solvers to the solution property. For systems of nonlinear equations, Newton's method requires repeated solutions of systems of linear equations, or the famous Jacobian matrix(first order partial derivatives of a vector valued function).
This is why it is so important to have scalable linear system solvers. The performance of a nonlinear solver is heavily dependent of parallel performance of linear solvers. Other methods are also used for solutions of nonlinear equations. Their market share is smaller because of slower convergence to solution property. Solving system of nonlinear equations with many degrees of freedom is usually easier with Newton-like methods than with other approaches. Another algorithm that a lot of libraries seem to implement is the Levenberg-Marquardt method, your software manual/mathbook will do a better job explaining it.
The final part of the simple math series will discuss methods for solving time-variable ordinary and partial differential equations. Many systems in the field of physics, chemistry, and biology, even social networks can be modeled using these time variable stepper solvers.
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Algebra 2
9780078738302
ISBN:
007873830X
Pub Date: 2006 Publisher: Glencoe/McGraw-Hill School Pub Co
Summary: THE PROGRAM STUDENTS NEED; THE FOCUS TEACHERS WANT! "Glencoe Algebra 2" is a key program in our vertically aligned high school mathematics series developed to help all students achieve a better understanding of mathematics and improve their mathematics scores on today's high-stakes assessments.
Holliday, Berchie is the author of Algebra 2, published 2006 under ISBN 9780078738302 and 007873830X. Four hundred ...ninety one Algebra 2 textbooks are available for sale on ValoreBooks.com, two hundred sixty seven used from the cheapest price of $13.44, or buy new starting at $517873830X Student Edition. Missing up to 10 pages. Heavy wrinkling from liquid damage. Does not affect the text. Heavy wear, wrinkling, creasing, Curling or tears on the cov [more]
007873830
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Algebra.help - Simplifying expressions/equations with exponents Follow this lesson to review basic exponent manipulation. Worksheets, further lessons, and lists of resources are also available. This resource is part of the Teaching Quantitative Skills in the Geosciences collection. Author(s): No creator set
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Learning simulation discussion Kevin Stirling, Lecturer in Simulation at the Clinical Skills Centre, University of Dundee, being interviewed by Paul Maharg. This interview took place at the UKCLE OER/simulation learning event at the University of Edinburgh, 19/05/10. Author(s): Paul Maharg,Kevin SterlingComputer Skills Assessment Test The CSAT is used mainly for employers who wish to evaluate a person's knowledge on computer systems but students and individuals can use this as a self-assessment on computer skills. It contains questions on the various components of the computer, popular and practical Microsoft office applications like word, powerpoint, and excel. This exam also includes a section on using the internet and email. Co-author of this exam is Lee Steven Zantua. No creator set
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Brainteaser 1 Sixty-one questions taken from the areas of 'language and reasoning', 'mathematical skills', 'space and logic', 'general knowledge'. Author(s): No creator set
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Lunch Poems: Lyn Hejinian Lyn Hejinian is the author or co-author of 14 books of poetry, including most recently My Life in the Nineties and The Fatalist, as well as the award-winning My Life. Poetry Flash has described My Life as a work that has "real, almost hypnotic power, obvious intelligence, and [is] astonishingly beautiful." Hejinian teaches in the UCB English Department. Her critical writings were published in The Language of Inquiry from UC Press. She has been the editor of Tuumba Press and co-editor of Poetics Author(s): No creator set
Berkeley Writers at Work: Michael Pollan Pollan reads from his work, is interviewed about his writing process, and answers questions from the audience.
Michael Pollan is Knight Professor of Journalism at the Graduate School and director of the Knight Program in Science and Environmental Journalism. He is a contributing writer at the "New York Times Magazine", and the author of three books: "The Botany of Desire: A Plant's-Eye View of the World"; "A Place of My Own"; and "Second Nature". For many years he served as Executive Editor of Author(s): No creator set
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Derivation of Knowledge Structures for Distributed Learning Objects Knowledge space theory (Doignon & Falmagne, 1985; Albert & Lukas, 1999; Doignon & Falmagne, 1999) offers a rigorous and efficient formal framework for the construction, validation, and application of e-assessment and e-learning adaptive systems.
This theory is at the basis of some existing e-learning and e-assessment adaptive systems in the U.S. and in Europe. Such systems are based on a fixed and local domain of knowledge, where fixed means that the domain does not change in time and local ref Author(s): Stefanutti Luca,Albert Dietrich,Hockemeyer Cord
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The proving process within a dynamic geometry environment Proof and proving have been objects of investigation from the point of view of mathematics and mathematics education for the past few years. Historical and epistemological studies show that proof is a crucial activity within mathematical practice. Didactical studies show that students encounter many difficulties when approaching proving in the classroom. Research at a cognitive level has developed frameworks interpreting students' difficulties. Studies concerned with the use of new technologies Author(s): Olivero Federica
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R1/R2 Gen Ed Requirements
R1/R2 General Education Requirements
Students who begin their college career taking advanced Mathematics and Statistics courses can demonstrate their mastery of basic mathematical skills by successfully completing certain courses, without having to take the Mathematics Exemption Test.
Students who complete a course from the following list may have it count for both their R1 and R2 requirements (courses which satisfy the R1/R2 requirements have the R2 designation associated with them in the course catalog):
Department
Course
Gen Ed
Title
Math
113
R2
Math-Elem Teachers I
Math
121
R2
Linear Meth & Prob Bus
Math
127
R2
Calc Life/Soc Sci I
Math
128
R2
Calc Life/Soc Sci II
Math
131
R2
Calculus I
Math
132
R2
Calculus II
Math
135
R2
Calc I w/Computer
Math
136
R2
Calc II w/Computer
Math
233
R2
Multivar Calculus
Math
235
R2
Intro Linear Algebra
Math
236
R2
Intro Lin Algebra w/APL
Math
456
R2
Math Modeling
Valid only through Fall 2012
Res-Econ
211
R2
Intro Stat for Life Sci
Res-Econ
212
R2
Intro Stat for Soc Sci
Statistc
111
R2
Elem Statistics
Statistc
240
R2
Intro to Statistics
Statistc
501
R2
Meth Applied Stats
Statistc
515
R2
Statistics I
Statistc
516
R2
Statistics II
Students who complete a course from the following list may have it count for their R1 requirement but must also take an approved R2 course to satisfy that requirement:
Department
Course
Gen Ed
Title
Math
114
Math-Elem Teachers II
Math
245
Diff Equations Comp I
Math
246
Diff Equations Comp II
Math
300
Fund Concepts of Math
Math
331
Ord Dif Eq/Sci Eng
Students who enter college without advanced Math skills should take the R1 course (or courses) indicated by the results on their Mathematics Placement Test before going on to take an R2 course.
Academic Requirements Reports reflect these requirements and the courses fall into their respective requirements automatically. If you have questions about the General Education requirements, please come to the University Registrar's Office in 213 Whitmore to review your Degree Progress Report.
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