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Short Description Over 100 activities covering nearly all the concepts studied in school geometry as well as many extensions. Description These activities offer a range of experiences using The Geometer's Sketchpad, from carefully guided investigations to open-ended explorations. Included with this book of blackline masters with extensive Teacher's Notes, is a disk with over 1000 sketches and scripts to accompany every activity - ideal for examples of investigation
Jacobs Elementary Algebra NancyR Reviewed on Saturday, July 14, 2012 Grades Used: 8th & 9th Dates used: 2006-2008 I consider the Harold Jacobs Algebra and Geometry curriculum to be one of the best investments I have made for my son and daughter. I purchased the Student Text, Tests, and Solutions Manual from Rainbow Resource Center, which currently lists them as available on their web site. Although the set is much more expensive than most other curriculum, I am convinced that Jacobs Algebra and Jacobs Geometry provided a very strong foundation for my kids, and also was the primary factor for high Math scores on their SAT s (which resulted in scholarship money for both). My son is starting his third year of college in Engineering, while my daughter is majoring in English. Although my daughter is bright, math is not her natural strength, yet she managed to earn a higher SAT math score than some fellow students who are actually more gifted in that area than she is and who used other math curricula. This curriculum is best suited for students who plan to continue math at least through Pre-Calculus. If a student struggles with math and only needs the basics, this is more thorough than necessary. Each lesson is structured so the homework is not just practice, but continues to guide the understanding of the student. My kids both spent about 1 - 1 ½ hours per lesson. Each lesson also includes optional problems that are similar to those found on the ACT/SAT. The Jacobs Geometry curriculum includes doing proofs that start with a few steps and builds to proofs that require multiple steps. Based on my own experience, I found this process prepared me for the logic involved in the multiple steps of Calculus, so I wanted proofs included in my son's math background. Eli Robert Reviewed on Saturday, April 3, 2010 Grades Used: 9th-10th Dates used: 2009-2010 I love the Jacobs Algebra text, but I would agree that it is difficult to use without a solutions manual; the teacher's guide from Freeman (the publisher) offers limited support, often in the form of tiny copies of transparencies meant for a classroom, and it only includes a basic answer key. But I was pleased to learn that a Dr. Callahan and his daughter Cassidy have released video lectures and a supplemental teacher's guide that work with the text. Also, they have worked with Mr. Jacobs to publish a solutions manual, released this year (2010). To me, this finally makes Jacobs a very usable text for homeschool families and tutors. LisaM Reviewed on Saturday, October 17, 2009 Grades Used: Algebra Dates used: 2008-2009 At first, I did not like this curriculum. I considered switching, but did not know what to switch to. My children want to be engineers so I needed a very strong program. My husband and I have very strong math backgrounds. But once we got about half way through the book, I found myself really "getting" how and why they were explaining things. We only finished through chapter 15 out of 17. But it says in the teachers guide that through chapter 13 is good for an algebra course and through 17 for an more extensive course. Then, my daughter had to return to public school this year. We are in Texas and the local school district is awful about giving homeschoolers credit for anything. They told me they doubted she would pass the credit by exam as few students did. So she took the test. She got 100%!!!! The person at the district who told me her score told me in all her years of working here, she has never seen a 100 on this test. I had various people ranting on how brilliant she is. Ok, I love my daughter, and she is smart, but she is not off the charts. I credit this curriculum for being so thorough and explaining things so well. Now I highly recommend Jacob's Algebra. alpineld Reviewed on Saturday, February 25, 2006 Grades Used: 9th Dates used: 2005-2006 We had grown tiresome of Saxon and had heard great things about Jacob's Algebra. My son is strong in math, but as the year went on, he would occasionally bog down on something. This set does not include a solutions manual or any support at all. After having used Saxon for so long, I was totally frustrated by this. We finally gave this set up at the end of January, because of a lack of solutions. I am not good in math and could not help my son. I will say that he enjoyed it tremendously, and was quite disappointed that we had to give it up. He loved the cartoons and simplistic manner in which Jacobs taught. But we picked up Bob Jones Algebra, and are buzzing along now. Laura
3dmath explorer search results 3DMath Explorer is a computer program that pilots 2D and ... with many graph screen in the same time, 3DMathExplorer is a very useful program for students to make experiment and observation, for teachers to teach the subjects more interesting and comfortable, ...
The Britannica Guide to Geometry Math Explained Author: Britannica Educational Publishing Editor: William L. Hosch Edition: 1st Edition Age Group: Ages 14 and Up Description The universal language of numbers has allowed individuals to transcend cultural differences and make collaborative efforts to comprehend the world mathematically. Though many of these mathematicians may never have met the predecessors who made their own work possible, their collective works form the foundations of mathematics as it is known today. The books in this series introduce students not only to the theories and formulas that form the basis of each field of mathematics, but to the individuals who dedicated their lives to pushing numerical boundaries. Detailed diagrams provide visual summaries of complex concepts and make these books an asset to both lovers of math and those who may find math challenging. Description: The universal language of numbers has allowed individuals to transcend cultural differences and make collaborative efforts to comprehend the world mathematically. Though many of these mathematicians may never have met the predecessors who made their own work possible, their collective works form the foundations of mathematics as it is known today. The books in this series introduce students not only to the theories and formulas that form the basis of each field of mathematics, but to the individuals who dedicated their lives to pushing numerical boundaries. Detailed diagrams provide visual summaries of complex concepts and make these books an asset to both lovers of math and those who may find math
Math Resources Links to Helpful Math Websites Math Department Homepage - The homepage of the Math Department. Follow the link to find resources for the math classes taught at FVTC. From the Math Department Mission: The mission of the Math Department is to provide quality educational experiences to prepare students for employment that meets their needs and the needs of the community they serve with a practical math foundation, so that they may recognize and apply math concepts in their lives, their program courses, and in their careers. We strive to provide students with the tools to develop clear, logical, analytical thinking skills and to foster in students an awareness of the need for lifelong learning. We also strive to support all the program needs at FVTC and are constantly working to upgrade the curriculum to meet the needs of the changing workplace. The Khan Academy is an organization on a mission. We're a not-for-profit with the goal of changing education for the better by providing a free world-class education to anyone anywhere. All of the site's resources are available to anyone. It doesn't matter if you are a student, teacher, home-schooler, principal, adult returning to the classroom after 20 years, or a friendly alien just trying to get a leg up in earthly biology. The Khan Academy's materials and resources are available to you completely free of charge. Wolfram\|Alpha introduces a fundamentally new way to get knowledge and answers—not by searching the web, but by doing dynamic computations based on a vast collection of built-in data, algorithms, and methods. Interact Math - A website that is tied to many of the textbooks used in the Math Department. It contains many sample exercises and includes immediate feedback on those exercises. From Interact Math's about page: InterAct Math is designed to help you succeed in your math course! The tutorial exercises on this site give you interactive practice doing the end-of-section exercises in your Addison-Wesley and Prentice Hall textbooks. Each exercise provides these learning aids: An interactive Guided Solution (or "Help Me Solve This!") steps you through the exercise and gives you helpful feedback if you enter an incorrect answer. A Sample Problem or ("View an Example") steps you through a problem similar to the exercise you are working on. Similar Problems that refresh with new numbers. You can retry an exercise many times and receive different numerical values each time. Your work will be tracked for only as long as you keep your browser open. Be sure to print out your results if you want to record them! Purplemath's algebra lessons are written with the student in mind. These lessons emphasize the practicalities rather than the technicalities, demonstrating dependable techniques, warning of likely "trick" questions, and pointing out common mistakes. The lessons are cross-referenced to help you find related material, and a "search" box is on every page to help you find what you're looking for.
Twelfth graders explore the concept of limits. In this calculus lesson plan, 12th graders investigate the limit rules for both finite and infinite limits through the use of the TI-89 calculator. The worksheet includes examples for each rule and a section for students to try other examplesStudents solve problems using integration by parts. In this calculus lesson plan, students apply the product rule and integration by parts to solve the problem. They graph the equation and use the TI to observe the integration process. This lesson plan provides an introduction to integration by parts. It helps learners first recognize derivatives produced by the product rule and then continues with step-by-step instructions on computing these integrals. It also shows integrating special forms with e and trigonometric functions. This resource includes handouts and a practice worksheet. Students investigate derivatives using the product rule. In this derivatives using the product rule lesson, students use the Ti-89 to find the derivatives of functions such as x^2 and sin(x) using the product rule. Students visualize the process of finding the derivatives using the product rule on the Ti-89. Students construct the graph of derivatives using a tangent line. For this construction of a graph of a derivative lesson, students use their Ti-Nspire to drag a tangent line along a graph. Students graph the slope of the tangent line. Students discuss the similarities and differences between the original graph and its derivative. Twelfth graders investigate derivatives. In this calculus lesson, 12th graders use technology to explore the basic derivatives and how to choose the proper formula to use them. The lesson requires the use of the TI-89 or Voyage and the appropriate application. In this calculus worksheet, students use integration to solve word problems they differentiate between integration and anti derivatives, and between definite and indefinite integrals. There are 3 questions with an answer key. In this Calculus worksheet, students assess their understanding of various topics, including the derivatives of trigonometric functions, evaluating integrals, sigma notation, and convergent and divergent series. The one page interactive worksheet contains fifty-two problems. Answers are not provided. In this Calculus instructional activity, students use a graphing calculator to boost their understanding of functions and their graphs as they examine the properties of curves. The forty-two page instructional activity contains one hundred problems. Answers are not provided. In this exam review worksheet, students find the limits of given problems. They identify the slope of a line tangent to a function. Students find the derivative of a function. They determine the area between two curves. This four-page worksheet contains 21 multi-step problems. Students assess transformations to remove integral symbols as well as to simplify expressions. They explore the Symbolic Math Guide to assist them in solving indefinite integration by parts. This lesson includes partial fractions, sum/difference and scalar product transformations. This lesson looks at rational polynomial functions and their graphs. These activities will look into the function's zeros, and horizontal and vertical asymptotes. It contains a number of interesting critical thinking questions that take your pupils beyond the graph and into a deeper understanding of the graph.
A Survey of Mathematics with social sciences, business, nursing and allied health fields. Let us introduce you to the practical, interesting, accessible, and power... MOREful world of mathematics today-the world ofA Survey of Mathematics with Applications,8e. Understanding mathematics means understanding how the world works. A Survey of Mathematics with Applications, Eighth Edition introduces students to the practical, interesting, accessible, and powerful world of mathematics today. Solving Quadratic Equations by Using Factoring and By Using the Quadratic Formula Functions and Their Graphs Systems of Linear Equations and Inequalities Systems of Linear Equations Solving Systems of Linear Equations By the Substitution and Addition Methods Matrices Solving Systems of Linear Equations by Using Matrices Systems of Linear Inequalities Linear Programming The Metric System Basic Terms and Conversions Within The Metric System Length, Area, and Volume Mass and Temperature Dimensional Analysis and Conversions To and From the Metric System Geometry Points, Lines, Planes, and Angles Polygons Table of Contents provided by Publisher. All Rights Reserved. <> Allen Angel received his BS and MS in mathematics from SUNY at New Paltz. He completed additional graduate work at Rutgers University. He taught at Sullivan County Community College and Monroe Community College, where he served as chairperson of the Mathematics Department. He served as Assistant Director of the National Science Foundation at Rutgers University for the summers of 1967 - 1970. He was President of The New York State Mathematics Association of Two Year Colleges (NYSMATYC). He also served as Northeast Vice President of the American Mathematics Association of Two Year Colleges (AMATYC). Allen lives in Palm Harbor, Florida but spends his summers in Penfield, New York. He enjoys playing tennis and watching sports. He also enjoys traveling with his wife Kathy. Christine Abbott received her undergraduate degree in mathematics from SUNY Brockport and her graduate degree in mathematics education from Syracuse University. Since then she has taught mathematics at Monroe Community College and has recently chaired the department. In her spare time she enjoys watching sporting events, particularly baseball, college basketball, college football and the NFL. She also enjoys spending time with her family, traveling, and reading Dennis Runde has a BS degree and an MS degree in Mathematics from the University of Wisconsin--Platteville and Milwaukee respectively. He has a PhD in Mathematics Education from the University of South Florida. He has been teaching for over fifteen years at Manatee Community College in Florida and for almost ten at Saint Stephen's Episcopal School. Besides coaching little league baseball, his other interests include history, politics, fishing, canoeing, and cooking. He and his wife Kristin stay busy keeping up with their three sons--Alex, Nick, and Max.
More About This Textbook Overview "[The author's] idea is to use geometric intuition to alleviate some of the algebraic difficulties...The emphasis is on understanding rather than on detailed derivations and proofs. This is definitely the right approach in a course at this level." —MAA Reviews (Review of First Edition) "The book certainly has its merits and is very nicely illustrated … . It should be noted that the material, which has been tested already in the classroom, aims at three potential course tracks: a course in multivariable calculus, a course in vector calculus and a course for more advanced undergraduates (and beginning graduates)." —Mathematical Reviews (Review of First Edition) The modern subject of differential forms subsumes classical vector calculus. This text presents differential forms from a geometric perspective accessible at the advanced undergraduate level. The author approaches the subject with the idea that complex concepts can be built up by analogy from simpler cases, which, being inherently geometric, often can be best understood visually. Each new concept is presented with a naturalpicture that students can easily grasp; algebraic properties then follow. This facilitates the development of differential forms without assuming a background in linear algebra. Throughout the text, emphasis is placed on applications in 3 dimensions, but all definitions are given so as to be easily generalized to higher dimensions. The second edition includes a completely new chapter on differential geometry, as well as other new sections, new exercises and new examples. Additional solutions to selected exercises have also been included. The work is suitable for use as the primary textbook for a sophomore-level class in vector calculus, as well as for more upper-level courses in differential topology and differential geometry
Finally! An Algebra Tutor Teens Can Relate To! The Animated Algebra Series of interactive algebra educational films is being created by animator Karen Lithgow to teach Algebra I concepts in a FUN, LIVELY and INTERACTIVE format. Designed for Desperate Mom and Dads and Frustrated Teens! Maryland Heights, MO (I-Newswire) August 22, 2013 - Desperate parents and frustrated teachers looking for grade improvement with Algebra I curriculum should take note of a new interactive algebra series called "Animated Algebra by Karen Lithgow". The Animated Algebra Series of interactive algebra educational films is being created by animator Karen Lithgow to teach Algebra I concepts in a FUN, LIVELY and INTERACTIVE format. Each Flash Algebra lessons are presented in unique and colorful settings with entertaining sound effects and visual elements. The math concepts are explained and demonstrated in a CLEAR FASHION and LOGICAL SEQUENCE so that the students can fully understand them. These programs are parent and teacher approved! Here's what a few customers have said about Animated Algebra. "The lesson was excellent. I really love how you apply real life relationships to show students where the graphs came from. The Tanya story problem was very good and very thorough; that's what kids need...practice and repetition to really get it." Kim May, Math Teacher, Oak Ridge High School, El Dorado Hills, California "This is an amazing companion product that I purchased and used with my son for his Algebra I lessons. The result...an A+ on his last test! Excellent value and resource!" Bryan Sullivan, Proud Parent, Las Cruces, New Mexico It's important to note that they have cleverly created a program for the Quadratic Equation which seems to be one of the hardest Algebra lessons to master for teens. The series also has a program about the Slope Intercept and each main lessons come with two story problems (both interactive). More programs are currently being worked on including: Take a few minutes and visit the official Animated Algebra by Karen Website ( From there, you can download a free demo and study guides. Animated Algebra is being distributed by the Phoenix Learning Group, an educational multimedia producer and distributor based in St. Louis, Missouri. About Phoenix Learning Group, Inc. We're an educational multimedia producer and distributor committed to providing schools, libraries, More..parents, home schoolers and educators of all types with easy-to-use teaching resources that go beyond legislatively defined minimum standards. We also offer an unusual variety of independently produced film and video titles of value both in educational environments and to wider general audiences. Phoenix is also pleased to support training and counseling professionals in civic, municipal and business environments. The high quality of the Phoenix library has brought the company hundreds of awards from both U.S. and international film and video festivals, including Red and Blue Ribbon awards at the American Film Festival, Cine Golden Eagles, and an Academy Award® for the best live-action short film production of the popular children's book, MOLLY'S PILGRIM. Among our DVDs and VHS titles, you will find a wide selection of competitively priced, high-quality programming with application across the curriculum and beyond it. For digital streaming options or to purchase video or film footage, please
More About This Textbook Overview This classic book is an introduction to dynamic programming, presented by the scientist who coined the term and developed the theory in its early stages. In Dynamic Programming, Richard E. Bellman introduces his groundbreaking theory and furnishes a new and versatile mathematical tool for the treatment of many complex problems, both within and outside of the discipline. The book is written at a moderate mathematical level, requiring only a basic foundation in mathematics, including calculus. The applications formulated and analyzed in such diverse fields as mathematical economics, logistics, scheduling theory, communication theory, and control processes are as relevant today as they were when Bellman first presented them. A new introduction by Stuart Dreyfus reviews Bellman's later work on dynamic programming and identifies important research areas that have profited from the application of Bellman's theory. Meet the Author Richard E. Bellman (1920-1984) is best known as the father of dynamic programming. He was the author of many books and the recipient of many honors, including the first Norbert Wiener Prize in Applied Mathematics
Your TI-Nspire has had a makeover! Learn to use all its amazing, updated features Your TI-Nspire is simply one of the most fantastic math tools in existence. Now with color, touchpad control, and other upgrades, it has even more to offer! Whether you're a student or a teacher, this book will help you take advantage of every TI-Nspire feature. Learn TI-Nspire language, explore the software, and start solving problems today. Learn how it thinks — understand the philosophy behind the TI-Nspire and set up your device Calculate stuff — learn to use the Calculator application, entering and evaluating expressions and working with variables Get graphic — create a wide variety of graphs for visual representation, including 3D and differential equations The object is geometric — use the Geometry application to construct and measure objects Make a list — organize, analyze, and display your data with the Lists & Spreadsheet application Statistically speaking — work with the Data & Statistics application to manipulate single- and two-variable data Note that — customize documents for greater understanding using the Notes application Check out the software — see how to get TI-Nspire software for your computer, and why you should
Introductory and Intermediate Algebra - 3rd edition ISBN13:978-0321279224 ISBN10: 0321279220 This edition has also been released as: ISBN13: 978-0321292735 ISBN10: 0321292731 Summary: Lial/Hornsby/McGinnis's Introductory and Intermediate Algebra, 3e gives students the necessary tools to succeed in developmental math courses and prepares them for future math courses and the rest of their lives. The Lial developmental team creates a pattern for success by emphasizing problem solving skills, vocabulary comprehension, real-world applications, and strong exercise sets. In keeping with its proven track record, this revision includes an effective new des...show moreign, many new exercises and applications, and increased Summary Exercises to enhance comprehension and challenge students' knowledge of the subject matterMAJOR Thrift Grandview, MO 2005 Paperback Good MAJ-R Thrift ships in two business days or less! We also offer a 100% Satisfaction Guarantee or your money back. $11.77
The treat a number of more advanced mathematical topics, with many examples from mechanics and optics. End-of-chapter problems include many that call for use of calculators or computers, and numerous figures help readers visualize uncertainties using error bars. "Score a hit! ...the book reveals the exceptional skill of the author as lecturer and teacher...a valuable reference work for any student (or instructor) in the sciences and engineering." The Physics Teacher "This is a well written book with good illustrations, index and general bibliography...The book is well suited for engineering and science courses at universities and as a basic reference text for those engineers and scientists in practice." Strain, Journal of the British Society for Strain MeasurementAn Introduction to Error
Book Four of Nuffield Advanced Mathematics included the first five units of the core A2 part of the advanced level course. The book showed how to find polynomials to fit given data, it gave a number of ways of solving equations by iteration, and it also introduced matrices and ideas of chaos. The first unit in the book was intended… This resource has been compiled primarily for mathematics teachers of the 16-18 age range through support from the Mathematics Centre at the University of Chichester by four teachers who were central to the RAMP A level course from its inception. They were released from their teaching to analyse and evaluate the course in operation,… The approach in this Nuffield Advanced Mathematics books was one of guided modelling supported by practical work. In each investigation, students were expected to: • define the problem that you are going to investigate • set up a mathematical model of the situation • analyse the situation mathematically •… The two units in this Nuffield Advanced Mathematics option were independent of one another, and of unequal in length. 'Complex numbers' needed more time than 'Numerical methods'. The unit on complex numbers developed the arithmetic and geometry of complex numbers and led up to a section on fractals. The… The Nuffield Advanced Mathematics Resources file provided supporting material for four types of calculator and for the spreadsheet, Excel. The program listings in the calculator sections were designed to be transparent and easy to understand. They followed the algorithms in the Nuffield texts as closely as possible, and they used… This Nuffield Advanced Mathematics option consisted of two units of work on different themes. A likely model for coursework was that students would develop an aspect of interest from one of the themes into a longer project. There are a variety of types of topic within the chapters of this book. In the 'Music and mathematics'… The teacher's notes for Nuffield Advanced Mathematics were designed to help teachers organise and to support their work with students. The student materials were designed to support a flexible approach to teaching and learning mathematics. The teacher's notes made suggestions for varying teaching approaches. They encouraged… The emphasis in this Nuffield Advanced Mathematics option was on non-parametric methods to help students to gain a good understanding of statistical processes. Students required access to a computer with a professional statistics package to gain the full benefit from this option. Contents 1. Introduction 2. Collecting real… As with Mechanics 1, the approach in this Nuffield Advanced Mathematics book was one of guided modelling supported by practical work with the same expectations that, in each investigation students would: • define the problem that you are going to investigate • set up a mathematical model of the situation • analyse… A substantial part of this Nuffield Advanced Mathematics option was about algorithms. Students used calculators, or computers with a structured programming language, to turn algorithms into programs. They were introduced to various aspects of discrete mathematics and, in particular, they were shown how many of these relate to important… 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 howMechanics in Action is an introduction to using practical approaches to teaching mechanics. It includes a background to modeling and 53 practical investigations with photocopyable worksheets and teachers' notes. A knowledge of mechanics is necessary in the study of mathematics, science and engineering. This book aims to help… This resource, produced by the Centre for Teaching Mathematics at the University of Plymouth, is designed to provide short problems to stimulate discussion of mathematics amongst A level students and between students and their teachers; and to provide some longer investigations which search more deeply into the students' understanding… This resource, produced by the Centre for Teaching Mathematics at the University of Plymouth, is designed to provide a series of short problems to stimulate discussion of statistics amongst students and between students and teachers; and to provide some longer investigations which search more deeply into the student's understanding… The Nuffield Advanced Mathematics course took advantage of computer graphics programmes to introduce into the A-level course an option of studying surfaces, their gradients and other properties. This field had traditionally been the subject of first year university courses. Students who attempted this option were encouraged to use… The many applications of mechanics make it an important topic of interest to applied mathematicians, scientists and engineers. This resource, produced by the Centre for Teaching Mathematics at the University of Plymouth, is designed to provide a more realistic view of mechanics and help the teaching of mechanics move towards applications… Produced by the Spode Group as part of the A-level mathematics support series, this booklet aims to show the practical importance of trigonometric functions. The booklet contains five case studies. Cylindrical oil container covers applications of sine, cosine and tangent Pipes covers use of Pythagoras' theorem and finding… This report was prepared by Professor Richard Kimbell and Richard Green of the Technology Education Research Unit (TERU) as a result of a project commissioned by The Engineering Council in June 1996. The brief for the project was to examine the use of mathematics as a tool to support Technology Enhancement Programme (TEP) activities… This Mechanics in Action Project guide offers suggestions of practical activities for teaching mechanics that use the Leeds Mechanics Kit. The investigations focus on the modeling cycle. The Leeds Mechanics Kit contains simple apparatus for use with the mechanics syllabuses in A level Mathematics and Further Mathematics, or for from a common sense point of view • try out ideas on a small scale nearBook One of Nuffield Advanced Mathematics was the first of five core text books. It bridged the gap between GCSE and AS and A level Mathematics. It was designed to be accessible to students who had attained GCSE grade C and above, and to develop a strong foundation for further study. Contents Unit 1: Modelling and calculators Unit… Book Five of Nuffield Advanced Mathematics contained the last four units of the core A2 course. The units in this book completed the treatment of calculus and statistics in the core. Contents Unit 21: More calculus Unit 22: Plane curves Unit 23: More differential equations Unit 24: Distributions Summaries and exercises Hints
Algebra/PreAlgebra Summative Assessment Word Document File Be sure that you have an application to open this file type before downloading and/or purchasing. 0.16 MB \| 6 pages PRODUCT DESCRIPTION This is a three page summative assessment based on the theme of building a house. It may be given as a final test or as a summative project. The eight questions use four levels of Bloom's Taxonomy and involve solving for one unknown using basic formulas. The student is the building contractor who must make a variety of decisions. The students may present the project in two different ways, one of which is a power point. Specific directions are provided for the student as well as the answer key and grading rubric for the teacher. This document is not saved in PDF so that you may adapt it for your own classroom needs. Product Questions & Answers Be the first to ask Scipi
Are you having trouble with graphs? Do you wish someone could explain data, graphing, or statistics to you in a clear, simple way? From ratios and line plots to percentiles and sampling, this book takes a step-by-step approach to teaching data, graphing, and statistics concepts. This book is designed for students to use alone or with a tutor or parent, provides clear lessons with easy-to-learn techniques and plenty of examples. Whether you are looking to learn this information for the first time, on your own or with a tutor, or you would like to review your skills, this book will be a great choice
Applications Of Similarity Triangles Investigations, explorations, and applications of right triangles. Students will employ a variety of problem-solving techniques including using Grade level Indicators – Geometry and Spatial Sense Standard. Assessment: The worksheet for the activity should be collected. answers to the activity, homework, quiz after Activity 3, and Test at end of unit. Open the file imspecial .gsp. DEVELOPMENT AND APPLICATIONS OF CLICK CHEMISTRY INTRODUCTION. . produced in Nature contain diverse architectures with extensive carbon-carbon bond networks. These compounds such as acetylenes and olefins of azides and alkynes Applications of Sheaf Cohomology and Exact Sequences on Network. notion introduced in this section is a network coding sheaf (NC sheaf for short), which gives a relationship between sheaf theory and network coding problems. Applications of computer communications in education an overview. Applications of Computer Communications in Applications of computer communications in education: an overview - IEEE Communications Magazine Applications of High Sensitivity Fluoresence. Happy holidays and a felicitous New Year! We enter 2010 with abide by our New Year resolutions. As we relax our 3) When you receive a message from the postman, Applications of Simulation in Business Process Modelling. In addition to modelling business processes to support BPR, Process Innovation and Knowledge Management Redesigning organisations through business process re
Chapter 1 What is a Math Lab Tutor? 1 Chapter 1-What is a Math Lab Tutor Section 1.1-Duties of a Math Lab Tutor This section deals with the duties of a tutor.  A tutor helps tutor people in the math lab.  A tutor aids students in using the computer software. These are the basic duties of a tutor. However, as you will soon realize, there is a lot more to the job than just helping people with math. Section 1.2-How Students View Tutors This section covers how students view tutors. Students view tutors as very helpful people. A student will ask you anything. Sometimes they ask a question you can't answer and they are shocked. Students sometimes forget that we don't know everything. Section 1.3-How Faculty View Tutors This section covers how faculty view tutors. Faculty view tutors as a great thing to have. They are constantly referring students to us for help. Faculty enjoy the service we provide to students. 2 Chapter 2 Opening the Lab 3 Chapter 2-Opening the Lab Section 2.1-Procedure This section deals with the procedure for opening the lab. In this section are the eight steps to follow when opening the math lab. This procedure occurs each morning that the lab is open. 1. Open the Door -If the door is not already open, find someone to open it. First look for the Math Specialist. If he or she is not there, someone in Student Services has a key. As a last resort, call security at 7-3333 on any campus phone. 2. Turn on the Computers -Each computer needs to be turned on so that they are ready for use by students during the day. Each has a power switch that must be pushed. 3. Be Sure the Sign-In Book is on the Table -The sign-in book must be on the table and ready for students to use. Be sure that there is some type of pen to sign in with. 4. Straighten Up the Chairs –Be sure that the chairs are all pushed in at all of the tables. This keeps the lab looking neat and not cluttered. 5. Straighten Up the Tutor Table –Be sure that the tutors' table in the front of the room is not cluttered with papers and other litter. 6. Straighten Up the Tables –Be sure that the tables have no litter or scrap paper on them. Again, this keeps the lab from looking cluttered. 7. Write the Date on the Board –This is so that the students will have the date to put in the sign-in book. Be sure your date is correct. 8. Make Sure the Scrap Paper Box Has Paper –The scrap paper in the box is used by tutors to do problems on. If the box is empty, ask the Math Specialist or someone in Student Services for some scrap paper. 4 Chapter 2-Opening the Lab Section 2.2-When to Arrive This section gives the time that the lab should open and when the tutor responsible for opening the lab should arrive. The lab should open at the scheduled time which is set by the Math Specialist. Currently that time is 10:00 A.M. Any tutor responsible for opening the lab (the first tutor on duty) should arrive about 10 to 15 minutes early in order to ensure that the lab is open and ready by 10:00 A.M. Please try not to be late. In the event that you are going to arrive late, please do the following:  Call someone in Student Services to let them know.  Ask the person in Student Services to open the door and to write on the board that you are running late.  Try to get there as soon as you can. It is understood that occasionally circumstances may arise that will cause you to be late (snow, icy roads, flat tire, etc.). Please remember that it is always better to call and let someone know what is going on than to just arrive late. 5 Chapter 3 Before Scheduled Time 6 Chapter 3-Before Scheduled Time Section 3.1-What to Do When You Arrive This section deals with what to do when you arrive for work. A tutor is always expected to arrive at work before their scheduled time. This is because of things that must be done before you start work for the day. The following is a list of things to do when you arrive at work.  Check Your Mailbox –Each tutor has a folder in Student Services as a mailbox. You should check it for any new information. The mailbox is covered later in Chapter 9.  Log in on Kronos  Put on Your Button –There are buttons in the lab which say Math Lab Assistant. A button is to be worn anytime you are working in the lab. I have found that the button is very helpful. It lets people know that you are working. Many tutors come to the lab even when they are not on duty to do their own homework. If you are not wearing your button students will know that you are not working and will not bother you. Section 3.2-Be on Time This section deals with a tutor being on time to work. It is important that all tutors arrive on time for work. The tutor working before you may not be able to leave if you are late; this in turn makes them late. If you are going to be late, do the following:  Call the Math Specialist and let them know that you are going to be late.  If you can't reach the Math Specialist, call and let someone in Student Services know that you are going to be late and have them tell the tutor in the lab.  Get there as quickly as you can. 7 Chapter 3-Before Scheduled Time Section 3.2-Be on Time (continued) Occasionally you may be late, but again remember it is always better to let someone know what is going on. This way they can do what is needed until you get there. 8 Chapter 4 While In the Lab 9 Chapter 4-While In the Lab Section 4.1-Concerning Students This section covers how to deal with students while in the lab. Remember to always follow these steps when helping students: 1. Always be respectful. 2. Be approachable to students. 3. If a student asks for help, do your best to help them. 4. Be attentive to the students. 5. When you help a student, try to sit or kneel down so it is not as if you are looking down on them. 6. Be sure that the student understands what you are telling them. Be sensitive to the student's individual learning environment. Tell them enough to meet their needs. Be careful not to discuss mathematics beyond their learning needs. 7. Always listen to a student. If you listen you may be able to tell what is wrong by how they approach the problem. 8. Be patient with a student. Some people have a hard time with math. If they don't understand, it may not be because of you. 9. Try to explain things in more than one way. Money always works for me. 10. Try to reassure a student that they can do it. 11. Work examples. Never do their homework for them. Do other problems like the ones assigned. 12. Check on people even if they say they're doing fine. Some students may say they're doing fine but they are really doing problems wrong. Make sure that those who say they are doing fine are doing things correctly. 13. Walk around the room and check on people. 10 Chapter 4-While In the Lab Section 4.1-Concerning Students (continued) 14. Always ask to see the student's notes. Each teacher has their own way of doing things. You want to be sure that you are showing it the way the instructor prefers. Section 4.2-Concerning Sign-In Book This section covers the sign-in book for students. Make sure every student who comes into the lab signs in the book. This book shows how many people come to the lab each month and justifies the expense of continuing the math lab. Instructors also use the sign-in book to see who has used the math lab. Follow the steps below when a student is "SIGNING IN" 1. Determine what Class they are in. The book is sectioned according to classes from 007.E up to 251. Be sure that the student is on the right class page. 2. Determine what Professor they have. The book is also sectioned into a page for each professor within each class. Be sure that the student is signing in on the correct instructor's page. This is also so that the instructor can easily see which of their students have been coming to the lab. 3. Determine their Name. The student signing in must put his or her name in the first column. It is important that they sign their name legibly. If you can't read their writing, have them print it. If the desired sign-in page is full, get a new page. Blank pages are located in a file folder which is in a box on the bookcases. Check what the student has filled out. 4. What Date did they put in the second column? In the second column the student should put the date. Be sure it is the correct date. Dates are used to help the professors in determining if a student who is required to be in the lab has been coming on a regular basis. 11 Chapter 4-While In the Lab Section 4.2-Concerning Sign-In Book (continued) 5. What Time did they get to the lab? The third column is for the time in. This is the time the student came into the lab. They are to fill it out when they first sign in. A clock is on the wall to help with this. 6. What Time did they leave the lab? The fourth column is for the time out. This is the time the student left the lab. They are to fill it out as they leave. Again, use the clock on the wall. Math Specialist will complete. 7. The Math Specialist will fill in the hours column. Again, it is important that the students fill in the book correctly. It not only helps them but also helps us keep the lab running. So again the six steps are: 1. Find correct class area in the book. 2. Find correct instructor page in the class area of the book. Check to see that the student: 3. Filled in the Name column (legibly). 4. Filled in the Date column correctly. 5. Filled in the Time In column. 6. Filled in the Time Out column. Remember these steps whenever a student is signing in. They are very important. See the page below, which is a copy of a sign-in sheet that goes in the book. Course: The Class you determined they were in. Step 1 Instructor: The Instructor you determined they had. Step 2 NAME DATE TIME IN TIME OUT HOURS Check Check Check Check Step 3 Step 4 Step 5 Step 6 Example: T.J. Ratliff 11/5/00 12:30 2:30 12 Chapter 4-While In the Lab Section 4.3-Concerning Computer Usage This section covers the use of the computers while you are in the lab. Please refer to Computer Usage Chapter 7 for more details. Section 4.4-Concerning Video Tapes and Books This section covers signing in and out the video tapes and books for use by the students. Students are allowed to check out the video tapes that are located in the math lab. To do so, they must meet with the Math Specialist. However, students are not allowed to check out the textbooks. Textbooks must remain in the lab. Students are free to use them but see that they don't leave the lab with them. Section 4.5-Concerning Other Tutors This section covers how to treat other tutors in the lab. While you are in the lab, there may be other tutors in there as well. When there is more than one tutor in the lab, things can get a little more challenging. Try to follow these guidelines when dealing with this situation.  Be respectful of the other tutor. If a tutor is helping someone, don't interrupt them. Allow that tutor to do their job.  Never leave one tutor to do all of the work. When there are two of you, try to split things up fairly evenly. Take turns checking on people or being on the computer.  Try to keep tutoring the same people. It is very confusing to a student trying to learn math if he has two people showing two ways to do a problem. 13 Chapter 4-While In the Lab Section 4.6-Concerning Talking This section covers talking in the math lab. Section 4.6.1-Noise Level It is important to remember that the math lab is a place to study. It is hard to study if the level of noise is too great. Therefore it may become necessary to ask people to be quiet if the noise level becomes distracting to anyone. Remember-Keep the Noise Level Down. Section 4.6.2-Appropriate Conversation Be sure that the conversations in the lab are of an appropriate nature. This does not mean that all conversation must be about math. Simply, the conversation should be appropriate for the setting. Section 4.6.3-Inappropriate Conversation Be sure that no inappropriate conversation is occurring. This includes language, vulgarity, etc. If a conversation of this nature is occurring be sure to let the people involved know that you would appreciate them not continuing the conversation. If it still persists, call the Math Specialist to handle it or call Security. Section 4.6.4-Talking Among Tutors When there are students in the lab, avoid socializing and chattering with other tutors. Use professional language. Avoid criticism, especially of instructors, textbooks, or assignments. Do not talk negatively about students and their grades or performance. Section 4.7-Concerning Food and Drinks This section deals with the aspect of food and drinks in the lab. Food and drinks are permitted in the lab. However, if a person brings food or drinks in, they must clean them up when they leave. If you see someone leaving without cleaning up, politely ask them to clean up the mess. Please refer to Spills, Section 7.2, for information about cleaning up spills. 14 Chapter 4-While In the Lab Section 4.8-Concerning Leaving the Lab This section deals with what to do if you must leave the lab. Times may arise when for some reason you may have to leave the lab to do something. Try to put off leaving until someone else is in the lab. However, I realize sometimes this is not possible. Below are some suggestions to follow before you leave.  Check with all students before you leave.  Tell the students where you are going to be.  Take the least amount of time possible.  See if the Math Specialist will watch the lab for a little while so you may run your errand. Section 4.9-Concerning Doing Own (Tutor) Work This section deals with a tutor doing their own homework while in the lab. You as a tutor must keep your grades up. Sometimes this means doing homework while at work. Doing your work is fine. Still, you need to remember that you are working in the lab. If a student needs help, stop what you are doing and help them. Also, be approachable so that students feel that they can ask you questions. 15 Chapter 5 After Scheduled Time 16 Chapter 5-After Scheduled Time Section 5.1-What to Do Before Leaving This section deals with what a tutor should do before leaving. When your scheduled time is up your first instinct is to get going quickly. However, you must remember to do a few things before you leave:  Log out on Kronos  Put Up Your Button –Leave the Math Lab Assistant button in the lab so it is there for others to put on when they work.  Tell the Math Specialist or Other Tutor You Are Leaving –It is important that you let either the Math Specialist or the next tutor on duty know that you are leaving. This helps ensure that someone knows you have left and that they aren't looking for you. Section 5.2-If the Next Tutor is Late This section deals with what to do if the next tutor is late. Occasionally a tutor working after you will be late. It is important that you know how to handle this if it does occur. The following things are what you should do.  Tell the Math Specialist that the tutor coming on duty is late.  If you can stay over to cover time in the lab, please do so.  If you can't stay over to cover, tell the Math Specialist you have to leave.  Never leave the lab unattended unless absolutely necessary. Always let someone know that you are leaving. 17 Chapter 5-After Scheduled Time Section 5.2-If the Next Tutor is Late (continued)  If you do leave the lab unattended, write on the board that there will either be no tutor or that they are late whichever the case may be. Again the most important thing is to let someone know what is going on. This way they can do what needs to be done to make the best of the situation. 18 Chapter 6 Closing the Lab 19 Chapter 6-Closing the Lab Section 6.1-Procedure This section deals with closing the math lab. In this section are the six steps to follow when closing the math lab. This procedure occurs each evening when the lab closes. 1. Straighten Up the Chairs –Be sure that the chairs are all pushed in at all of the tables. This keeps the lab looking neat and not cluttered. 2. Straighten Up the Tables –Be sure that the tables have no litter or scrap paper on them. Again, this keeps the lab from looking cluttered. 3. Straighten Up the Tutor Table –Be sure that the tutors' table in the front of the room is not cluttered with papers and other litter. 4. Turn Off the Computers –Both computers must be turned off before leaving. To do this, simply click on START then SHUT DOWN. If there is no START showing, simultaneously hold down CTRL, ALT, and Delete one time. Now be sure that the box in front of Shut Down is checked and then hit OK. The computers will automatically turn themselves off after this. IMPORTANT-If they don't, you must manually turn them off by pushing the round button that is lit green on the front of the case. 5. Lock the Door as You Leave –Be sure that you lock the door as you walk out. To do this, simply flip the latch on the end face of the door. IMPORTANT- Always check the door before you walk away. Security does check the doors, but sometimes they miss one. It is important that the door be locked so people can't get into the lab and damage anything. 6. Let Anyone Still There Know that You are Leaving –It is always a good idea to stop in and tell anyone still in Student Services or the English lab that you are locking up. This lets people know who still is there and who isn't. 20 Chapter 6-Closing the Lab Section 6.2-Timing This section details when you should start shutting down the lab. The lab is to be shut down at the scheduled time. This time is determined by the Math Specialist. Currently this time is 7:00 P.M. If someone is still in the lab, it is your decision whether or not to continue tutoring them. You are not obligated to stay past the scheduled closing time. However, remember to be courteous when letting them know that it is time to close the lab and that you must lock up. Also, tell them that they must leave as well. Under no circumstances are you to leave someone in the lab. It is your responsibility to lock up. 21 Chapter 7 Cleaning the Lab 22 Chapter 7-Cleaning the Lab Section 7.1-Computers This section deals with cleaning the computers that are in the math lab. The computers in the math lab should be cleaned when they get dusty. The Math Specialist has cloths which are used for dusting. Ask in Student Services for the glass cleaner which is used to clean the computer screens. Clean the screens with the monitor off. Section7.2-Spills This section deals with cleaning up spills in the math lab. Use paper towels from the bathroom to clean up spills. If the spill is on a table, get cleaner from Student Services for use on the table. If the spill is on the carpet, blot the area but do not rub it. Also, inform the janitor of the spill, either in person or by leaving a note in the lab. 23 Chapter 8 Computer Usage 24 Chapter 8-Computer Usage Section 8.1-Tutorial Software This section covers the computer tutorial software in the math lab. On the computers in the lab there are tutorials for most of the math classes offered at Miami University Middletown. Students are permitted to use these tutorials while they are in the math lab. Before a student can use the software they must check with a tutor. This is to be sure that they are able to load the tutorial correctly. Above the computers on the bulletin board arranged by class, you will find instructions on how to get into each tutorial. Simply follow the steps outlined on the sheets and make sure that the student is working on the section they desire. A list of sections and what they cover is also provided under each sheet. Section 8.2-Other Uses This section deals with the other uses of the computers in the math lab. The computers are intended to be used for math tutorials. However, other software is included on the computers. This software may be used, but the main use should be for the tutorial software. If anyone wishes to use tutorial software, anyone not using tutorial software must give up their computer. Section 8.3-Rules for Use of Computers This section details the rules for using the computers. Section 8.3.1-For Students  Students who are getting credited time in the math lab must be working on tutorial software.  Any student not working on tutorial software while getting credited time in the lab will be asked to get off the computer.  Any student not working on tutorial software must give up their computer to any student who wishes to use tutorial software.  All students must use the computer in a manner that is appropriate for Miami University Middletown and the math lab. Anyone caught using the computer in an inappropriate manner will be asked to get off the computer immediately. 25 Chapter 8-Computer Usage Section 8.3.2-For Tutors  Tutors are free to use the computers.  Tutors may use the computers as long as it does not detract them from tutoring. Remember to periodically walk around and check on students.  Tutors must remain approachable while on the computer. Students must feel that they can bother you with a question if they have one.  Always turn around and greet whoever comes through the door. While on the computer, your back is to the door. You need to turn around and see who has entered as well as greet them.  All tutors must use the computer in a manner that is appropriate for Miami University Middletown and the math lab. Anyone caught using the computer in an inappropriate manner will be asked to get off the computer immediately. 26 Chapter 9 Professional Duties 27 Chapter 9-Professional Duties Section 9.1-Mailboxes This section deals with the mailbox that is located in Student Services for each tutor. Every tutor in the math lab has a mailbox on a wall in the Student Services office. These boxes contain folders, each with a tutor's name on it. It is important that you check your folder regularly. All important information is put into the folders. Information includes: 1. Meeting Times 2. Important Dates 3. Schedules 4. Information 5. Tutoring Opportunities 6. Communicating to Other Tutors Section 9.2-Absences This section deals with what to do if you are going to be absent from work. . 1. Call the Math Specialist. 2. Try to find someone to cover for you. 3. Let the Math Specialist know if someone is going to cover your time. It is your responsibility to find someone to cover for you. At the beginning of each semester, every tutor is given a list of phone numbers for the tutors, the Math Specialist, the Graduate Assistant, and Student Services. This list is very valuable and should be used to find someone to cover your time. If you cannot find anyone to cover your time, tell the Math Specialist. Never assume you can miss without telling someone. Section 9.3-Monthly Meetings This section covers the monthly meetings with the Math Specialist for tutors. Once a month all the tutors and the Math Specialist meet for about 30 to 60 minutes. The date and time are set up by the Math Specialist. It is a somewhat mandatory 28 Chapter 9-Professional Duties Section 9.3-Monthly Meetings (continued) meeting. This means that if your schedule permits you must be there. In these meetings many things are discussed. Discussion may include: 1. How things are running in the lab. 2. Reminders on how to do certain math problems. 3. Helpful ways of doing things suggested by other tutors. 4. New ways to do things. 5. New ideas. 6. Any policy changes. 7. It's also a great place for munchies. It is to your benefit to attend these meetings. You can get any question answered as well as be listened to by other tutors and the Math Specialist. It is a great place to exchange ideas. Remember- Attend All Meetings. 29 Appendix A Important Phone Numbers 30 Appendix A-Important Phone Numbers Student Services 513-727-3440 Graduate Assistant 513-727-3330 Math Specialist (Amy) 513-727-3334 Security 513-727-3333 MUM Operator 513-727-3200 800-662-2262 31 Appendix B Do and Don't Hints 32 Appendix B-Do and Don't Hints DO: 1) Walk around and ask how students are doing. Many students are hesitant to ask for help, but as soon as you ask them if they need assistance they open up and start asking questions. 2) When a student asks you for help, ask them if they have their notes with them. Many instructors want their students to learn things a certain way. Ask the student how their instructor normally solves the problem. Use the instructor's work as a model for what you show the student. Encourage the student to follow the model presented. Avoid telling students the "easy" way, shortcuts, or an alternate method. 3) Ask what a student knows or understands so that you connect with their knowledge. Talk using language the student understands. Ask if the student understands you. 4) Ask students questions to learn what their understanding is and where their mistakes are. Sample questions include: "Tell me how you got that answer." "Show me your steps." "Do you remember where that number, sign, etc. came from?" "Do you understand now?" "Is that how your instructor works the problem?" 5) Take your time when you're helping a student. Even if the lab is busy, make sure that the student has a full understanding of what they're doing. Students don't mind waiting if you're busy with someone. 6) Come and get the Math Specialist if you aren't sure how to answer a question. Don't feel bad; none of us are superheroes. We can also call the instructors and we have the solution manual or instructor's edition for most of the textbooks. PLEASE ASK if you are not sure about a problem. Avoid giving "wrong" help. 7) Encourage students to talk with their instructors, especially if they are having major problems. We can help them as much as possible, but in the end it is ultimately the instructor's responsibility to educate them. 33 Appendix B-Do and Don't Hints DON'T: 1) Don't do a student's homework for them. You can help with a few problems, but don't stand over their shoulder and check every problem. 2) Don't just give answers to problems. Instead of just correcting mistakes, ask questions and make sure that the student understands how to do the work. 3) Don't teach an entire lesson to a student. It is their responsibility to attend class. If a student says that they missed class and asks you to show them how to do a topic, make them read their textbook. Then, you can answer any questions they may have, but it is not your job to teach them what they missed. If this is a problem, come and get the Math Specialist to explain this to the student. 4) Don't allow students to complain about their instructors. This does not accomplish anything. You may not like the instructor either, but your job is to help them with their math. You are not a counselor. Don't complain about the assignments instructors give. Try to focus on how you can help the student with their math. 5) Don't spend all day with one student. Take your time, but if a session becomes too long, send the student to their instructor. You can also let the student know that free individual tutors are available (after two visits to the math lab). Students can pick up an application in Student Services at the front desk
According to OER Commons, "Crossroads in Mathematics: Standards for Introductory College Mathematics Before Calculus has two... see more According to OER Commons, "Cross worthwhile mathematical tasks. Preparation of these standards has been guided by the principle that faculty must help their students think critically, learn how to learn, and find motivation for the study of mathematics in appreciation of its power and usefulness' (direct from website). Users can access all chapters of the book as well as the Illinois Mathematics Association of Community Colleges
Algebra I Essentials For Dummies by Mary Jane Sterling Just the critical concepts you need for cramming, homework help, and reference Whether you're cramming, you're studying new material, or you just need a refresher, this compact guide gives you a concise, easy-to-follow review of the most important concepts covered in a typical Algebra I course. Free of review and ramp-up materials, it lets you skip right to the parts where you need the most help. It's that easy! Set the scene — get the lowdown on everything you'll encounter in algebra, from words andsymbols to decimals and fractions Attention Guests! This article is made available free of charge, as a service to our users. Please register / log in to see the download links.
Motivating readers by making maths easier to learn, this work includes complete past exam papers and student-friendly worked solutions which build up to practice questions, for all round exam preparation. It also includes a Live Text CDROM which features fully worked solutions examined step-by-step, and animations for key learning points. This book gives you fully worked solutions for every question in each chapter of the Haese & Harris Publications textbook Mathematics HL (Core) which is one of three textbooks in our series "Mathematiks for the International Student". A Student's Guide to the Study, Practice, and Tools of Modern Mathematics 2011 \| 250 \| ISBN: 1439846065 \| PDF \| 4 Mb A Student's Guide to the Study, Practice, and Tools of Modern Mathematics provides an accessible introduction to the world of mathematics. It offers tips on how to study and write mathematics as well as how to use various mathematical tools, from LaTeX and Beamer to Mathematica® and Maple™ to MATLAB® and R. Along with a color insert, the text includes exercises and challenges to stimulate creativity and improve problem solving abilities.The first section of the book covers issues pertaining to studying mathematics. The authors explain how to write mathematical proofs and papers, how to perform mathematical research, and how to give mathematical presentations....
Summary: - By Judith A. Penna - Contains keystroke level instruction for the Texas Instruments TI-83 Plus, TI-84 Plus, and TI-89 - Teaches students how to use a graphing calculator using actual examples and exercises from the main text - Mirrors the topic order to the main text to provide a just-in-time mode of instruction - Automatically ships with each new copy of the text
Academic Quality and Standards Unit University of Bolton Module: Algebra by Dr.†Michael Butler Code: MAS1007 20 credits at level HE4 Description and Purpose of Module This module lays the foundation for all of the material on the pathway concerning algebra and discrete mathematics. It begins by introducing the notion of a set, together with the allied notions of subsets and union, intersection and Cartesian product of sets. This leads into some work on logic, approached using truth tables, and a survey of some of the more usual methods of mathematical proof. Relations and mappings are introduced, building further on the work on sets, and this paves the way for the introduction of abstract notion of a group. Groups are studied in some depth, including work on permutation groups and modular arithmetic groups. Finally, rings and fields are introduced, and it is shown how the familiar field of real numbers may be extended to give the field of complex numbers. Learning, Teaching and Assessment On completion of the module the student should gain familiarity with the various abstract notions introduced, skills in problem solving for specific examples, and the ability to write mathematical arguments and proofs in a clear and lucid style. Approximately two-thirds of the available time will be devoted to lectures based on printed notes. Class discussion and participation will be encouraged. The remainder of the time will be devoted to attempting and discussing the structured exercises which appear at the end of each chapter of the notes understanding of sets. find the union, intersection and Catesian product of a pair of sets, and verify laws about these using Venn diagrams. 2. have an understanding of propositional logic, use truth tables to demonstrate logical equivalence. 3. have an understanding of mappings and their properties. verify whether or not a mapping is surjective, injective or bijective. 4. be familiar with the concept of a group. verify the group axioms for a given algebraic structure, and verify that a mapping is a homomorphism. 5. have familiarity with symmetric, dihedral and modular arithmetic groups. complete Cayley tables for a variety of small finite groups, and perform algebra of permuations and modular arithmetic. 6. have fluency with the arithmetic of complex numbers. add, subtract, multiply and divide complex numbers. Assessment Your achievement of the learning outcomes for this module will be tested as follows: Type CW EX Description One in class test and one piece of work to be complted outside of class time.
Additional answers can be found in the transcript from our 2013 Math Camp chat. What is Math Camp? Math Camp is an intensive review of some basic concepts of algebra and geometry and a tiny bit of calculus. The purpose of this short and intensive course is to prepare you for SPEA masters classes that require some basic background in mathematics. Math Camp is specially designed for those students who have not taken a math class in a very long time and need a refresher course or who feel that they might need extra help mastering some basic mathematical concepts. Is Math Camp graded? Math Camp is ungraded; however, each day you will have some homework exercises to work that we will evaluate the next day. How often does Math Camp meet? We will meet every day for a week—Monday through Friday. We will meet from approximately 8:45am to 12:45pm. After class, you are encouraged to stick around SPEA to work on your homework. You can work in the atrium or in the Business/SPEA library. Every afternoon, the Teaching Assistant(s) (TA) will be available for a couple of hours in order to answer any questions you might have. Times and locations to be determined and announced at Math Camp. What can I expect during our classes? In class, we will have lectures and in-class exercises. We will also have guest appearances from faculty members who will tell us how the mathematical concepts we have been discussing will be helpful in your future classes and in public affairs and environmental science in general. Which class should I attend? To better help you decide whether or not you need to attend Math Camp, use the evaluation tool and then check your answers. If you score well on the test and feel confident that you know how to answer these questions, then you don't need to be in Math Camp. If you do not score well or cannot figure out the answers to these problems, then Math Camp is for you. MathHow do I maximize my time in Math Camp? To maximize your learning, come to class prepared. Read the lecture notes, then come to class and pay close attention to the lectures. Then go home and reread the lecture notes and your class notes before doing the homework assignments. Work in groups on the homework and explain difficult concepts to each other. If you still have questions, then come and see the professor or the TA. It has been years since I have even looked at math. How can I get a jump start on Math Camp? If you want to do further reading on the subject, these are some basic textbooks that might be helpful. A couple suggestions are below. Or you can just check out a basic algebra book from the library. All you need to bring is a basic calculator, pencil, and paper. We will provide the course pack when you arrive on the first day. Where can I park? You are welcome to park in the Fee Lane Parking Garage on Fee Lane just off of 10th Street; we'll provide you with a parking pass for display in your car window that will enable you to enter and exit the parking garage during SPEA's Math Camp week. This parking privilege is only offered to registered Math Camp attendees and will end at the close of the week. You will see signage indicating "SPEA Parking" in and around the SPEA Building and garage entrance. We encourage you to park in the Fee Lane Garage on the 4th floor for easy access to the sky bridge which leads to the SPEA building. Please refer to the campus map for directions to SPEA.
Improvements to This Edition There have been a number of significant and important improvements within the Expanded Tenth Edition, many of which have been made in response to user and reviewer recommendations. Enhanced Topic Coverage Every Section in the text underwent careful analysis and extensive review to ensure the most beneficial and clear presentation. Additional steps and definition boxes were added when necessary for greater clarity and precision, and discussions and introductions were added or rewritten as needed to improve presentation. A more detailed list of chapter-by- chapter changes can be found later in this preface. Improved Exercise Sets Almost 300 new routine and application exercises have been added to the already extensive problem sets. Based on feedback from users, routine problems have been added where needed to ensure that students have more than enough practice to master basic skills. Furthermore, a wealth of new applied problems has been added to help demonstrate the practicality of the material. These new problems come from many fields of study, but in particular more economics focused applications have been added. The authors have also rearranged the exercise sets so all the business and economics questions are found right after the routine exercises, and based on reviewer feedback, the authors have made a greater effort to ensure that the odd and even exercises are paired together. Just-in-Time Reviews Just-in-Time Reviews are used to quickly remind students of important concepts from college algebra or precalculus as they are being used in examples and discussions. Each such review is placed in a box adjacent to the location in the text where the reviewed topic material is used, and these quick reminders alert students to key facts without distracting from the material under discussion. This feature proved hugely popular after its debut in the Eight Edition, so we have added more Just-in-Time Reviews at key points in the Tenth Edition. Graphing Calculator Introduction The introduction to graphing calculators can now be found on the textbook's website at This introduction includes instructions regarding common calculator keystrokes, calculator terminology, and introductions to more advanced calculator applications that are developed in more detail at appropriate locations in the text. The Calculator Introduction can serve as a primer for students unfamiliar with the use of graphing calculators or as a guide to improved usage for others with some calculator experience. (Move this to supplements?) Revised Appendix: Algebra Review The Algebra Review found at the end of the text has been heavily revised for the Tenth Edition. The Inequalities discussion now includes a list of The Properties of Inequalities, along with a new example. Also, the Absolute Value material has been expanded to include a list of the Properties of Absolute Value with a new figure. The Tenth Edition offers new subsections on The Exponents of Roots, Rationalizing, The Rational Expressions, Completing the Square, and The Quadratic Formula, along with many new examples. In Section A.2, a new introduction and six new examples have been added to the Factoring Polynomials and Solving Systems of Equations material. Two new examples on simplifying expressions have been added, as well as a new introduction to Section A.4 on The Summation Notation. In addition to the improvements above, the authors have also added over 75 new exercises throughout the Algebra Review. New Design A new design has been incorporated in the Tenth Edition, introducing a rich, new color palette, in particular the treatment with the figures. New icons also accompany the writing exercises, Explore! boxes and calculator exercises. The goal of this new design is to provide a more modern, refined and clean textbook to the market. Chapter-by-Chapter Changes Users of the previous edition of this book will find the following detailed list of changes useful. This list highlights the many improvements in this edition made possible by reviewer and user feedback. Chapter 1: Functions, Graphs, and Limits  Many new routine problems and new applied problems covering applications for retail sales, credit card debt, car rental, income tax, construction costs, and life expectancy have been added.  The material on functions used in economics is new in Section 1.1.  Section 1.2 offers new material on the Rectangular Coordinate System, the Distance Formula, and The Graph of a Function, which also includes new figures and examples. Chapter 2: Differentiation: Basic Concepts  Many new routine problems and new applied problems covering applications for profit, rate of change, labor management, and cost management have been added.  For additional explanation, a new "Note" has been added to the example of Rectilinear Motion in Section 2.2.  The example for Approximation of Percentage Change in Section 2.5 has been updated to reflect more current data. Chapter 3: Additional Applications of the Derivative  Many new routine problems and new applied problems covering applications for company sales, temperature averages, and profits have been added.  The Second Derivative Test in Section 3.2 has been expanded to further explain why the second derivative test works.  Example 3.5.3 in Section 3.5 has been updated to reflect more current data. Chapter 4: Exponential and Logarithmic Functions  Many new routine problems and new applied problems covering applications for supply and demand, population growth, bacterial growth, investments, the effect of inflation, radioactive decay, and depreciation have been added.  The derivative of the exponential function is handled before the derivative of the logarithm.  New material on compound interest has been added throughout the chapter, particularly in Section 4.1.  Exponential growth and decay, with a new business/economics example, now begins the list of special applications in Section 4.4, followed as in the previous version by learning curves and logistic curves.  In Section 4.2 the material on The Natural Logarithm has been expanded and two new examples have been added to the Compounding Applications discussion.  A new introduction has been added to Section 4.4, Applications; Exponential Models.  A new Think About it Essay titled Forensic Accounting: Benford's Law has been added to the end of the chapter. Chapter 5: Integration  Many new routine problems and new applied problems covering applications for average supply, production, and the present and future value of an investment have been added.  A new Just-In-Time Review has been added to the discussion on Applying the Definite Integral in Section 5.4.  New material on "Consumer Willingness to Spend" has been added to Section 5.5. Chapter 6: Additional Topics in Integration  Many new routine problems, including graphing calculator exercises, along with new applied problems covering applications for Epidemiology and the mortality rate from AIDS have been added or updated. Chapter 6: Additional Topics in Integration (Brief)  Many new routine problems and new applied problems covering applications for Epidemiology and the distribution of income have been added.  A new introduction for Exponential Growth and Decay has been added to Section 6.2. Chapter 7: Calculus of Several Variables  Many new routine problems and new applied problems covering applications for national productivity, the demand for hybrid cars, book sales, population density and investment satisfaction have been added.  The discussion on Marginal Analysis has been expanded in Section 7.2.  In Section 7.5, a new example in which production is maximized subject to a cost constraint has been added, which also includes a new figure.  An example has been added to the discussion on The Significance of the Lagrange Multiplier in Section 7.5. Instructors familiar with Calculus for Business, Economics, and the Social and Life Sciences, Brief Edition, who are interested in the chapters added to this Expanded Edition will find the following details helpful: Chapter 8: Differential Equations This chapter is designed to teach students the fundamentals of differential equations, focusing on how to use them in important applications to business, economics, the social sciences, and the life sciences. The basic notion of a differential equation is introduced, as are techniques for solving separable and first-order differential equations. Among the applications covered are logistic growth, the spread of epidemics, price adjustment models, financial portfolio modeling, and Newton's law of cooling. The approximate solution of differential equations suing Euler's method is also addressed. Finally, this chapter introduces the basics of difference equations with application to loan amortization, fishery management, and learning models. The interaction between supply and demand is studied using a cobweb model, which has been expanded greatly in Section 10.5 for this edition. The chapter also explains the first steps in modeling using both differential and difference equations. The definitions for difference equation, solution of a given difference equation, general solution, initial value problem and a particular solution have been added to the introduction of Section 10.5. The Tenth Edition also adds new applied problems covering application for installment loans, lottery winnings, drug elimination, college funding, the value of an inheritance and more. Chapter 9: Infinite Series and Taylor Series Approximations The role of this chapter is to convey to students the idea of a convergent infinite series and to show how infinite series are used in applications. Applications of infinite geometric series to economics and to the biological sciences are studied. The harmonic series and its application to the frequency with which records are broken (as in athletics) are introduced. Section 9.2 examines the convergence of series with positive terms using the integral and comparison tests, motivated with geometric reasoning. Finally, the notion of the approximation of functions using the Taylor series is covered. Chapter 10: Probability and Calculus The goal of this chapter is to develop the most important aspects of probability for students in business, economics, the social sciences, and the life sciences. The chapter begins by introducing discrete random variables, covering discrete probability density functions, histograms, expected values, and variables. Geometric random variables, and their application to topics such as product reliability, are covered in detail. Continuous random variables are introduced, and uniform and exponential density functions are studied using double integrals. The expected value and variance of continuous random variables are motivated and defined. This chapter shows how to apply the normal distribution to study questions in business and the life sciences. The Poisson distribution is introduced, and its applications are examined. For the Tenth Edition, Section 10.1 has been considerably expanded to include a new introduction and new subsections on Outcomes, Evens and Sample Spaces, and Random Variables, all containing new examples. A new introduction has also been added to Section 10.2 on Continuous Random Variables along with two new examples a new figure. Chapter 11: Trigonometric Functions This chapter covers the most important aspects of the calculus of the trigonometric functions. After a brief overview of the trigonometric functions and their properties, differentiation and integration of these functions are covered. Finally, applications of the trigonometric functions, including applications involving periodicity are studied. The first steps of modeling with trigonometric functions are also
Mathematics in Science and Technology The book provides the reader with the different types of functional equations that s/he can find in practice, showing, step by step, how they can be solved.A general methodology for solving functional equations is provided in Chapter 2. The different types of functional equations are described and solved in Chapters 3 to 8. Many examples, coming from different fields, as geometry, science, engineering, economics, probability, statistics, etc, help the reader to change his/her mind in order to state problems as functional equations as an alternative to differential equations, and to state new problems in terms of functional equations or systems.An interesting feature of the book is that it deals with functional networks, a powerful generalization of neural networks that allows solving many practical problems. The second part of the book, Chapters 9 to 13, is devoted to the applications of this important paradigm.The book contains many examples and end of chapter exercises, that facilitates the understanding of the concepts and applications. Audience Undergraduate honors students in mathematics, and engineering as well as graduate students in artificial Intelligence, engineering and statistics. In addition, students in Economics programs will also be interested in this book as many of the applications illustrated are from economics fields.
Al series has helped thousands of students succeed in developmental mathematics through its friendly writing style, numerous realistic examples, extensive problem sets, and complete supplements package. In keeping with its proven track record, this revision includes a new open design, more exercises and applications, and additional features to help both students and instructors succeed. KEY MESSAGE: The Lial series has helped thousands of readers succeed in developmental mathematics through its approachable w... MOREriting style, relevant real-world examples, extensive exercise sets, and complete supplements package Review of the Real Number System; Linear Equations, Inequalities, and Applications; Graphs, Linear Equations, and Functions; Systems of Linear Equations; Exponents, Polynomials, and Polynomial Functions; Factoring; Rational Expressions and Functions; Roots, Radicals, and Root Functions; Quadratic Equations and Inequalities; Additional Functions and Relations; Inverse, Exponential, and Logarithmic Functions; More on Polynomial and Rational Functions; Conic Sections; Further Topics in Algebra For all readers interested in Algebra.
Intermediate Algebra (Paper) - 4th edition Summary: Offering a uniquely modern, balanced approach, Tussy/Gustafson/Koenig's INTERMEDIATE ALGEBRA, Fourth Edition, integrates the best of traditional drill and practice with the best elements of the reform movement. To many developmental math students, algebra is like a foreign language. They have difficulty translating the words, their meanings, and how they apply to problem solving. Emphasizing the "language of algebra," the text's fully integrated learning pr...show moreocess is designed to expand students' reasoning abilities and teach them how to read, write, and think mathematically. It blends instructional approaches that include vocabulary, practice, and well-defined pedagogy with an emphasis on reasoning, modeling, communication, and technology121
Part of the Prentice Hall Pharmacy Technician Series, Pharmacy Calculations is a comprehensive resource covering calculations and mathematical operations required in the practice of pharmacy. It covers mathematical concepts, formulas, conversions, calculations and problem-solving techniques. Pharmacy Technician students and professionals.
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???U???1001 Basic Math & Pre- Algebra Practice Problems For Dummies Practice makes perfect—and helps deepen your understanding of basic math and pre-algebra by solving problems 1001 Basic Math & Pre-Algebra Practice Problems For Dummies, with free access to online practice problems, takes you beyond the instruction and guidance offered in Basic Math & Pre-Algebra For Dummies, giving you 1,001 opportunities to practice solving problems from the major topics in your math course. You begin with some basic arithmetic practice, move on to fractions, decimals, and percents, tackle story problems, and finish up with basic algebra. Every practice question includes not only a solution but a step-by-step explanation. From the book, go online and find:"The Algebra 2 Tutor is a 6 hour course spread over 2 DVD disks that will aid the student in the core topics of Algebra 2. This DVD bridges the gap between Algebra 1 and Trigonometry, and contains essential material to do well in advanced mathematics. Many of the topics in contained in this DVD series are used in other Math courses, such as writing equations of lines, graphing equations, and solving systems of equations." Having a solid foundation in Pre-Algebra is indispensable for setting up a proper mathematical background to succeed in more advanced math and science. Professor Nancy Fung will give you the tools you need by guiding you through all the topics you will most likely see in school.
an extremely hard grader, he reads the stuff directly out of the book and doesn't go more in depth on it. The homework is nothing like the actual tests/quizzes, the problems are like nothing you've ever seen and there is no half credit and if you don't write your answer his way: yeah, you fail. Never take a class with him as the professor I found this class very difficult but not because of the professor. Prof Nedel was very clear in his lectures and was very helpful when asked questions. Downsides-only points are: 6 quizzes and 3 tests+final and he doesn't give out practice quizzes or practice exams. The class is tough so you need a lot of study time!! Only prof that taught Business Calc so I was forced to take him. Passed but wasn't easy. Grades tough, quizzes aren't worth much overall. Final worth 30% and exams fill the rest. Fail an exam and you're likely done for. Make sure you attend and don't miss anything, he has a zero tolerance makeup policy. Only about 7 students by the end of semester! If you want to learn a lot from a math class, this is definitely one to take. This teacher is very informative, sometimes too much so. Every lecture is packed with new information. If you have a question don't hesitate to ask because sometimes he blazes right through all the material. If you study and ask questions, you are guaranteed at least a B. If you want take math 1148, please take other instructors. He is not helpful at all. second he grades hard maybe you have the write answer and he marks wrong because you have to do the way he does. He is very very bad person. my adivice is you take other instructors. others are way better than this instructor. didnt like him at all. not helpful He is the worst of the worst instructor. Please i beg you to take other instructors. He likes you to fail the class and also the way he grades is hard. (5,7) and he marked wrong he said i should put x is 5. My advice is you to take other instructors. HORRIBLE! Lectures are recited verbatim from the text, homework is all even # problems, quizzes and exams are rough, very hard grader! He spends so much time reciting the theorems verbatim that there is little time for questions or explanation. more worried about you using the proper stanix than teaching the material! His calculus class is fast paced and difficult so you have to pay attention and ask questions if you don't understand. Never had any problems outside of the course work. Needs to work on not standing in front of the things he writes on the board since they are the notes we need. hard grader, if the answer is wrong, then all the points taken away, no half marks. very fast paced lectures, hard to keep up. out of order, gives quizes to something we learned a week ago. never reviews. study guides are very vague. makes u feel dumb for asking questions, no one really raised their hand. if you want a good grade, dont take him. He's a math guy and he'll make you work hard. If you do, you will do well. He will challenge you on his tests. Be ready to practice the homework and prepare for quizes/tests properly. I can integrate and analyze geometry like a champ now! He took attendance and there were "journals" that were due each week but that was basically it. Super easy class, just sit down shut up and appear to be listening. He even allowed everything to be turned in a week late. Would not recommend Mr. Nedel. He seemed annoyed by questions asked, his notes followed the book exactly and he rarely expanded. One day he got upset at a student and threw chalk across the room and then walked out of the class after letting us know that the last day to drop was soon and we might as well as we're lazy and all going to fair anyway. Inconsiderate teachers like him is why most kids drop out of school after the first year of college. First he talks above you like you are garbage. He writes too fast on the chalk board(and wont slow down). Finally he give the toughest exams I ever had. Taking his Class is collage suicide. I you want survive college avoid This Man. easy class to get good grade...although im still pissed off..cos i couldve gotten an A if only i was not 1 hr late fr the bloody final exam..i was annoyed he didnt encourage me to take a mock up like other instructor would.
Item Code: 9780547444185 This book has 1172 pages. It is the 1st Edition. Copyright Year: 2011 The Teacher Edition for 4th grade is organized into separate slim and trim chapter booklets to help you flexibly organize your curriculum. Go Math! New Grab-and-Go Teacher Editions save time for the busy teacher. Everything is organized in a ready-made, grab-and-go organization to save time. Published by Houghton Mifflin Harcourt. Important Notes: This item does not qualify for any price discounts or coupon offers or free shipping offers. Any discounts, coupons or free shipping offers applied to orders for this item will be removed before the order is processed. If any free shipping offer was applied to the order, the normal shipping charges will be added back to the order based on UPS Ground shipping. This item is only available for purchase by schools and must ship to a school address. This item is not available for purchase by homeschooling families or by any private residences
This course continues the discussion begun in Discrete Mathematics I (MATH 225) and serves to develop students' understanding of the discrete mathematical concepts that underlie computer science. Topics in this second course include recurrence relations, graphs, paths and circuits, trees and optimization and matching theory. Prerequisite: Grade of C or higher in MATH 225. Prerequisite(s) / Corequisite(s): Grade of C or higher in MATH 225. Course Rotation for Day Program: Offered Spring. Text(s): Most current editions of the following: Discrete and Combinatorial Mathematics By Grimaldi (Addison Wesley/Longman) Category/Comments - The majority of Chapters 8-13 and 15 should be covered. Recommended Discrete Mathematics with Combinatorics By Anderson (Prentice Hall) Category/Comments - The majority of Chapters 6, 11, 13-16, and 19 should be covered. Recommended Course Objectives To understand an algorithmic approach to problem solving. To study further the topic of recurrence relations that is fundamental to computer science. To understand and appreciate the topics of discrete mathematics and their applicability to computer science. Measurable Learning Outcomes: Reason mathematically about basic data types and structures used in computer algorithms and systems. Apply graph theory models of data structures and state machines to solve problems of connectivity and constraint satisfaction such as scheduling. Derive closed-form and asymptotic expressions from series and recurrences for growth rates of processes. Describe and successfully implement "recursive thinking." Solve recurrence relations by various techniques. Evaluate and utilize graph characteristics such as vertex degree, connectedness, and matrix representations. Determine whether Euler and Hamiltonian circuits exist for a given graph. Work and model with discrete structures. Apply recurrence relations to the analysis of algorithms. Recognize paths, cycles and Euler cycles in a graph. Topical Outline: The principle of inclusion and exclusion - Generalizations of the principle
Space Math @ NASA Problem Books This page contains a complete collection of books and other Space Math products in PDF format, which are available to download. Note the large file sizes! Also, these documents are full-color, and contain additional explanatory materials about the content and how the topics align with national mathematics and science standards identified by the National Council of Teachers of Mathematics and the National Science Teachers Association. These books include most of the weekly math problems assembled by year or by special topic area, in a format that may be more convenient for the teacher than the individual weekly problem downloads. All books contain problems for a mixture of grade levels from 4th through 8th and beyond. Please consider taking the following surveys so that we can collect data for presentations to NASA, and continue to be funded to maintain this resource. The five questions will ask you specifically about the use of these books so that we can gauge whether this format is useful to you and your students. Annual Math Problem Collections Exploring Space Math (2003) 15 Problems - These books include most of the weekly math problems assembled by year or by special topic area, in a format that may be more convenient for the teacher than the individual weekly problem downloads. [PDF: 5.7 Mby, No Answer Keys] Space Math I (2004)20 Problems - These books include most of the weekly math problems assembled by year or by special topic area, in a format that may be more convenient for the teacher than the individual weekly problem downloads. [PDF: 4.3 Mby, No Answer Keys] Space Math II (2005)24 Problems - These books include most of the weekly math problems assembled by year or by special topic area, in a format that may be more convenient for the teacher than the individual weekly problem downloads. [PDF: 13.5 Mby, No Answer Keys] Space Math III (2006)36 Problems - These books include most of the weekly math problems assembled by year or by special topic area, in a format that may be more convenient for the teacher than the individual weekly problem downloads. [PDF: 12.9 Mby, No Answer Keys] Space Math IV (2007)31 Problems - These books include most of the weekly math problems assembled by year or by special topic area, in a format that may be more convenient for the teacher than the individual weekly problem downloads. [PDF: 11.6 Mby, No Answer Keys] Space Math V (2008)87 Problems - These books include most of the weekly math problems assembled by year or by special topic area, in a format that may be more convenient for the teacher than the individual weekly problem downloads. [PDF: 11.4 Mby, No Answer Keys] Space Math VI (2009)87 Problems - These books include most of the weekly math problems assembled by year or by special topic area, in a format that may be more convenient for the teacher than the individual weekly problem downloads. [PDF: 14.1 Mby, No Answer Keys] Space Math VII (Draft:2010)86 Problems - These books include most of the weekly math problems assembled by year or by special topic area, in a format that may be more convenient for the teacher than the individual weekly problem downloads. [PDF: 11.2 Mby, No Answer Keys] Special Topic Guides Black Holes (2008)11 Problems An introduction to the basic properties of black holes using elementary algebra and geometry. Students calculate black hole sizes from their mass, time and space distortion, and explore the impact that black holes have upon their surroundings. [PDF: 3.8 Mby, No Answer Keys ] Image Scaling (2008)11 Problems Students work with a number of NASA photographs of planets, stars and galaxies to determine the scales of the images, and to examine the sizes of various features within the photographs using simple ratios and proportions. [PDF: 7.3 Mby, No Answer Keys ] Lunar Math (2008)17 Problems An exploration of the moon using NASA photographs and scaling activities. Mathematical modeling of the lunar interior, and problems involving estimating its total mass and the mass of its atmosphere. [PDF: 3.8 Mby, No Answer Keys ] Magnetic Math (2009)37 Problems Six hands-on exercises, plus 37 math problems, allow students to explore magnetism and magnetic fields, both through drawing and geometric construction, and by using simple algebra to quantitatively examine magnetic forces, energy, and magnetic field lines and their mathematical structure. [PDF: 9.5 Mby, No Answer Keys ] Earth Math (2009)46 Problems Students explore the simple mathematics behind global climate change through analyzing graphical data, data from NASA satellites, and by performing simple calculations of carbon usage using home electric bills and national and international energy consumption. [PDF: 4.2 Mby, No Answer Keys ] Electromagnetic Math (2010)84 Problems Students explore the simple mathematics behind light and other forms of electromagnetic energy including the properties of waves, wavelength, frequency, the Doppler shift, and the various ways that astronomers image the universe across the electromagnetic spectrum to learn more about the properties of matter and its movement. [PDF: 11.3 Mby, No Answer Keys ] Space Weather Math (2010)96 Problems Students explore the way in which the sun interacts with Earth to produce space weather, and the ways in which astronomers study solar storms to predict when adverse conditions may pose a hazard for satellites and human operation in space. Six appendices and an extensive provide a rich 150-year context for why space whether is an important issue. [PDF: 26.1 Mby, No Answer Keys ] Transit Math (2010)44 Problems Students explore astronomical eclipses, transits and occultations to learn about their unique geometry, and how modern observations by NASA's Kepler Satellite will use transit math to discover planets orbiting distant stars. A series of Appendices reveal the imagery and history through news paper articles of the Transits of Venus observed during the 1700 and 1800s. [PDF: 14.6 Mby, No Answer Keys ] Remote Sensing Math (Draft:2011)103 Problems This book covers many topics in remote sensing, satellite imaging, image analysis and interpretation. Examples are culled from earth science and astronomy missions. Students learn about instrument resolution and sensitivity as well as how to calibrate a common digital camera, and how to design a satellite imaging system. [PDF: 16.2 Mby, No Answer Keys ] Astrobiology Math (Draft:2011)75 Problems This book introduces many topics in the emerging subject of astrobiology: The search for life beyond Earth. It covers concepts in evolution, the detection of extra-solar planets, habitability, Drake's Equation, and the properties of planets such as temperature and distance from their star. [PDF: 11.2 Mby, No Answer Keys ] Radiation (2011)51 Problems An introduction to radiation measurement, dosimetry and how your lifestyle affects how much radiation your body absorbes. Detailed discussions of radiation units, and the affects of space radiation on living and working in space. This is an updated and expanded version of the previous Radiation Math (2007) book. [PDF: 21.9Mby, No Answer Keys ] Additional Math Resources Developed by Other NASA Missions. Exploring Magnetism(Grades 6-8)This book contains hands-on problems involving the properties of magnets and magnetism. Although no mathematics is involved, it features problems that require careful observation, recording data, and drawing conclusions from data. [8.9 Mby, 7 Problems] Magnetism and Electromagnetism(Grade 6-8) This guide features hands-on activities in learning about magnetism. Although no mathematics is involved, it emphasizes careful observation and data-taking activities. [1.0 Mby, 4 Problems] Space Weather(Grade 9-12) Students learn about solar storms and space weather while performing calculations involving time, time zones, creating a chronology of events from eye-witness accounts, tallying data and working with simple bar graphs. [4.3 Mby, 6 Problems] Northern Lights and Solar Sprites (Grades 1-5; No Answer Keys) Many different areas in solar and space science are covered in highly interactive exercises. These include studying convection on the Sun, solar flares, how to design a rocket payload, and the general subject of how the Sun affects the Earth. It was specifically designed to fill a well-known gap in NASA's offerings for the lower grades, and to do so in a way that is both fun, and well-integrated with national science benchmarks and standards.
... More the language of transformation, the student will explore the ideas of period and amplitude and learn how these graphical differences relate to algebraic changes in the function formulas. The student will also learn to solve equations, prove identities using the trig functions, and study several applications of these functions. Note that this courseMathematics 003)
Refine Your Search: Comment: This was a useful tutorial because it had an interactive segment where one could practice the concepts taught. However, the... see more Comment: This was a useful tutorial because it had an interactive segment where one could practice the concepts taught. However, the examples in the quiz were limited and more examples are needed. The tutorial is not self-contained and would have to be used with a textbook
... read more Our Editors also recommend: Mathematics and the Physical World by Morris Kline Stimulating account of development of mathematics from arithmetic, algebra, geometry and trigonometry, to calculus, differential equations, and non-Euclidean geometries. Also describes how math is used in optics, astronomy, and other phenomena. Linear Algebra and Matrix Theory by Robert R. Stoll One of the best available works on matrix theory in the context of modern algebra, this text bridges the gap between ordinary undergraduate studies and completely abstract mathematics. 1952 edition. Elementary Matrix Algebra by Franz E. Hohn This treatment starts with basics and progresses to sweepout process for obtaining complete solution of any given system of linear equations and role of matrix algebra in presentation of useful geometric ideas, techniques, and terminology. Elementary Matrix Theory by Howard Eves Concrete treatment of fundamental concepts and operations, equivalence, determinants, matrices with polynomial elements, and similarity and congruence. Each chapter has many excellent problems and optional related information. No previous course in abstract algebra required. Game Theory: A Nontechnical Introduction by Morton D. Davis This fascinating, newly revised edition offers an overview of game theory, plus lucid coverage of two-person zero-sum game with equilibrium points; general, two-person zero-sum game; utility theory; and other topics. N-Person Game Theory: Concepts and Applications by Anatol Rapoport In this sequel to Two-Person Game Theory, the author introduces the necessary mathematical notation (mainly set theory), presents basic concepts, discusses a variety of models, and provides applications to social situations. 1970 edition. Two-Person Game Theory by Anatol Rapoport Clear, accessible treatment of mathematical models for resolving conflicts in politics, economics, war, business, and social relationships. Topics include strategy, game tree and game matrix, and much more. Minimal math background required. 1970 edition. A Survey of Industrial Mathematics by Charles R. MacCluer Students learn how to solve problems they'll encounter in their professional lives with this concise single-volume treatment. It employs MATLAB and other strategies to explore typical industrial problems. 2000Integration, Measure and Probability by H. R. Pitt Introductory treatment develops the theory of integration in a general context, making it applicable to other branches of analysis. More specialized topics include convergence theorems and random sequences and functions. 1963 editionProduct Description: -semester course, it can also serve for courses in finite mathematics or mathematics in the contemporary world for liberal arts students. Carefully chosen examples and exercises form the basis of this treatment, in which students solve problems related to biology (nesting habits of birds), sociology (rural-urban migration patterns), transportation (traffic flow), psychology (verifying claims of ESP), business (maximizing profits), and other fields. Topics include matrices, Gauss-Jordan row operations, systems of linear equations without unique solutions, determinants, linear programming, the simplex algorithm, dual problems, probability, and game theory. Each chapter features sample tests with answers
The Algebra Tutor DVD series introduces the fundamentals of Algebra through fully worked, step-by-step example problems. The "Exponents" episode covers the powers, exponential notation, comparison of numbers versus quantities, covering exponents of one & zero, squares, cubes & more, teaching viewers through example problems that progress in difficulty. Emphasis is placed on giving students confidence by gradually building skills that are committed to long term memory. Grades 5-9. This DVD is part of the "Algebra Math Tutor Series" series, which comprises 5 sold-separately volumes. 23 minutes on DVD. Customer Reviews for Algebra Math Tutor: Exponents DVD This product has not yet been reviewed. Click here to continue to the product details page.
Math.NET aims to provide a self contained clean framework for symbolic mathematical (Computer Algebra System) and numerical/scientific computations, including a parser and support for linear algebra, complex differential analysis, system solving and more
Product Information Format: Paperback Vendor: Delmar Learning Publication Date: 2001 ISBN: 156414528X ISBN-13: 9781564145284 Availability: Available to ship on or about 01/16/14. Publisher's Description The book is an alphabetical dictionary and handbook that gives parents of elementary, middle school, and high school students what they need to know to help their children understand the math they're learning. The book can also be used by students themselves and is suitable for anybody who is reviewing math to take standardized tests or other exams. Foreign students, whose English-language mathematics vocabulary needs to be strengthened, will also benefit from this book. Author Bio Brita Immergut (Brooklyn, NY) taught mathematics for 30 years in middle schools, high schools, and at LaGuardia Community College of the City University of New York. She has conducted workshops and taught courses for math-anxious adults at schools and organizations. Professor Immergut received an Ed.D. degree in Mathematics Education from Teachers College, Columbia University. She is a co-author of two textbooks for adults: Arithmetic and Algebra...Again and An Introduction to Algebra: A Workbook for Reading, Writing and Thinking about Mathematics
In the past 50 years, discrete mathematics has developed as a far-reaching and popular language for modeling fundamental problems in computer science, biology, sociology, operations research, economics, engineering, etc. The same model may appear in different guises, or a variety of models may have enough similarities such that same ideas and techniques... more... Comprehensive and thorough development of both probability and statistics for serious computer scientists; goal-oriented: "to present the mathematical analysis underlying probability results" Special emphases on simulation and discrete decision theory Mathematically-rich, but self-contained text, at a gentle pace Review of calculus and linear algebra... more... With its origins stretching back several centuries, discrete calculus is now an increasingly central methodology for many problems related to discrete systems and algorithms. The topics covered here usually arise in many branches of science and technology, especially in discrete mathematics, numerical analysis, statistics and probability theory as... more...... more... The book presents the state of the art and results and also includes articles pointing to future developments. Most of the articles center around the theme of linear partial differential equations. Major aspects are fast solvers in elastoplasticity, symbolic analysis for boundary problems, symbolic treatment of operators, computer algebra, and finite... more... Optimization Approaches for Solving String Selection Problems provides an overview of optimization methods for a wide class of genomics-related problems in relation to the string selection problems. This class of problems addresses the recognition of similar characteristics or differences within biological sequences. Specifically, this book considers... more... The Basics of Computer Arithmetic Made Enjoyable and Accessible-with a Special Program Included for Hands-on Learning "The combination of this book and its associated virtual computer is fantastic! Experience over the last fifty years has shown me that there's only one way to truly understand how computers work; and that is to learn one computer and... more...
9780807739 Formulas in Mathematics and Teaching: Dynamics of the High School Algebra Classroom (The Series on School Reform) Explores the key dynamics of teaching - establishing who one's students are, what to teach and how to interact with dynamic personalities. The book examines in detail a teacher's evolving understandings of their students, algebra and teachers-student classroom
Book summary Is it possible to make mathematical drawings that help to understand mathematical idea, prooifs and arguments? The authors of this book are convinced that the answer is yes and the objective of this book is to show how some visualization techniques may be employed to produce pictures that have both mathematical and pedagogical interest. Mathematical drawings related to proofs have been produced since antiquity in China, Arabia, Greece and India but only in the last thirty years has there been a growing interest in so-called "proofs without words." Hundreds of these have been published in "Mathematics Magazine" and "The College Mathematics Journal," as well as in other journals, books and on the Internet. Often times, a person encountering a "proof without words" may have the feeling that the pictures involved are the result of a serendipitous discovery or the consequence of an exceptional ingenuity on the part of the picture¬s creator. In this book the authors show that behind most of the pictures "proving" mathematical relations are some well-understood methods. As the reader shall see, a given mathematical idea or relation may have many different images that justify it, so that depending on the teaching level or the objectives for producing the pictures, one can choose the best alternative. The book is divided into three parts. Part I consists of twenty short chapters. Each one describes a method to visualize some mathematical idea (a proof, a concept, an operation,...) and several applications to concrete cases, explained in detail. At the end of each chapter there is a collection of challenges so the reader may practice the abilities acquired during the reading of the preceding sections. Part II presents some general pedagogical considerations concerning the development of visual thinking, practical approaches for making visualizations in the classroom and a discussion of the role that hands-on materials play in this process. Part III consists of hints or solutions to all challenges of Part I. [via]
Description: An introductory undergraduate text designed to entice non-math majors into learning some mathematics, while at the same time teaching them how to think mathematically. The exposition is informal, with a wealth of numerical examples that are analyzed for patterns and used to make conjectures.
books.google.com - Explains how to use a slide rule to perform various mathematical operations.... Easy Introduction to the Slide Rule From inside the book Review: An Easy Introduction to the Slide Rule User Review - Matt Musselman - Goodreads I checked this out from the library when I was a kid, and figured out how to work a slide rule my father gave me. I'd probably read 15 of Asimov's books before I realized he was a fiction writer as well.Read full review Review: An Easy Introduction to the Slide Rule User Review - Joseph - Goodreads Anybody who loves math will love this book. Get it and get a slide rule and re-learn things.Read full review
Mathematics Welcome to the Math department home page. Here you'll find course descriptions and registration information, as well as some fun and informative links. Please email the Math Department Head Norm Hardy with any questions. Seattle Prep Math Department Mission Statement The Seattle Preparatory School Mathematics Department strives to provide a high quality education in secondary mathematics, where students discover, develop, and apply their talents to the fullest. Our students are consistently encouraged to seek a conceptual understanding of mathematics and develop their problem-solving and reasoning skills as well as their ability to work cooperatively, think critically, and communicate precisely (in oral, written, and symbolic terms). To facilitate this growth we employ a variety of teaching methods that aim to stimulate curiosity, encourage persistence, and incorporate technology use while reinforcing mathematics fundamentals needed for future study. Recognizing that each student learns differently, department members provide opportunities that address the diversity of learning styles with care and compassion. The Seattle Prep Math Department believes in challenging students, both mathematically and personally, so that they will strive for excellence throughout their lives. Students should leave their classes with a lifelong appreciation of mathematics both in itself and in its real-world connections.
My Homepage Welcome students and parents! * Check out my site for current homework assignments, grading procedures, and web resources. * Parents, please contact me if you have any questions or concerns. *** Calculator Requirements: (The math department recommends TI-83/84 regular, plus, or silver.) Precalculus: A graphing calculator is recommended and will be used at the teacher's discretion. If you do not have a graphing calculator, one will be provided in class, but you must have at least a scientific calculator to use for homework. Calculus: A graphing calculator is required for calculus and may be used at all times. If you have a calculator with symbolic algebra (like TI-89), understand that written work will be required wherever appropriate.
Frequently Used Tools: Search The University of Tennessee: Main Navigation: Mathematics Major Guide for 2009-2010 What is Mathematics A person who majors in mathematics is trained to solve problems by ignoring superfluous detail, looking for structure, and designing a logical method of attack that considers a wide range of possible outcomes and tries to eliminate preconceived notions. Mastering the content and techniques used in Mathematics is what makes this desirable outcome possible. Career Opportunities in Mathematics Because math majors are trained to think clearly and logically, as well as to quantify, they are sought by business, government and industry. In particular, mathematics majors do many things besides teaching. Recent graduates have ended up in the following fields: Actuarial Science (analyzing risks for insurance companies), Banking (designing programs so that computers can do lots of things, e.g., billing and payroll), Education (teaching at all levels, including college), Operations Research (finding the optimal way to schedule alternatively, organize industrial operations, e.g., refineries, assembly lines, and inventory control), Computer Industry (designing hardware and software), Health Professions (data mining and data compression), Cryptologist (discovering how to send messages difficult to decipher, or deciphering messages from hostile nations and groups), Law (Law schools appreciate the logical training math majors receive), Investment and Securities (research departments), and Systems Analyst (helping teams of engineers solve real world problems). Salary Trends in Mathematics Mathematics majors typically receive some of the highest salaries among all college graduates. Only engineering graduates rank consistently above mathematics majors in starting salaries. Moreover, the jobs mathematics majors typically take rank near the top on all job satisfaction surveys. Even better, the kinds of jobs math majors typically fill rank near the top on job-satisfaction surveys because mathematicians usually have considerable autonomy in structuring their jobs. High School Preparation Since the tools one uses to quantify problems are algebraic, geometric, and analytic (i.e., function driven) in nature, potential math majors should have had four years of high school mathematics: two courses in algebra, one in geometry, and one on functions (usually called precalculus). It is NOT necessary to have taken AP calculus, or even any calculus, in high school to successfully major in mathematics at the University of Tennessee. Many math majors liked math in high school, but even if you didn't, you may still want to major in math. In college courses, you will discover that mathematics is the language used by the world's most creative minds to discuss the world's most novel, exciting ideas. Math really can be the key to the cosmos. How to Major in Mathematics There are only a few fixed requirements for a math major. During the first two years you will complete the calculus sequence and other basic courses that are prerequisites to higher level mathematics. These courses include "Introduction to Abstract Mathematics," which helps in the transition to the more abstract methods of thinking that take place in upper division mathematics courses. This course may be taken as early as the freshman year and will help determine the path that you follow towards completion of the major requirements. The only constraints on your choices from here on are the department's breadth and depth requirements. At least one course must be taken from each of four fundamental areas of mathematics: Analysis Algebra Numerical analysis Probability Each math major must also take a yearlong sequence in one of the above areas. At least one course must be taken from each of the following categories: Algebra: 351, 455-456 (457-458) Analysis: 341, 445-446 (447-448) Numerical Analysis: 371 or Computer Science 370, 471-472 Probability Statistics: 323, 423-424 (423-425) At least one 400 level two-semester sequence must be taken from the list above. CS 311 and CS 380 may be used as upper division math electives in part (2). Honors Concentration The requirements to graduate with honors in mathematics are the same as those for the mathematics major except in part (2) only six courses at the 300-400 level are required, and at least two 400-level two-semester sequences must be taken, at least one of those must be an honors sequence. Moreover, the following requirements must be met: Graduate with an overall GPA of 3.25 and a MGPA of at least 3.4. Complete at least 4 hours of Mathematics 497. Complete at least 3 hours of Senior Honors Thesis (Mathematics 498). Complete a total of 24 hours of honors courses or mathematics courses numbered 510 or higher (except seminars) for undergraduate credit. Please see the undergraduate catalog for specific information on the Honors Concentration. Special Programs, Co-ops, and Internships The Mathematics Department has a tutorial center, which is staffed primarily by undergraduate math majors that provides part-time employment and educational experience for students interested in teaching after they graduate. Students interested in industrial employment should look into our Co-operative Education Program in which, beginning at the Sophomore level, students alternate periods (usually semesters) of full-time jobs with periods of full-time study. This program provides professional training, on-the-job experience, and income for math majors and other applied majors, e.g., computer science, engineering, and statistics. Frequently, successful students end up taking their first job after graduation from a company where they had co-operative experience. If you are interested in this program, take several courses from the Computer Science Department and/or the Statistics Department, along with your math major courses, and contact the Co-op office in 100 Dunford Hall early during your first year here. Highlights of Mathematics The mathematics program at UT is designed to serve students with a broad range of interests and inclinations. Talented and highly motivated students may choose to participate in the departmental Honors Program, which features an accelerated curriculum leading to graduate courses as early as the junior year. Several recent graduates of this fast-track curriculum have received prestigious fellowships to some of the top graduate schools in the country. Math major classes at the upper division level are small (rarely over 20 students per class), so math majors tend to know each other well. The departmental Junior Colloquium offers biweekly talks designed for undergraduates, given by mathematicians from UT and other universities. The faculty of the Mathematics Department at the University of Tennessee is widely recognized for their internationally respected research programs and scholarly output. Therefore, math majors benefit from a well-informed, up-to-date faculty with multiple contacts throughout the national and international mathematical communityMath 141, 142 or Math 147, 148 8 Math 171 or Computer Science 102 3 Natural Science Lab Sequence 8 Sophomore Year Credit Hours Foreign Language or General Electives 6 Non-US History Sequence 6 Social Science 6 Math 231, 241(247), 251(257), 300(307) 13 Junior Year Credit Hours Humanities 3 Upper Level Distribution 3 Math (major) 12 Upper Division Elective 3 Natural Science 3 General Electives 3-4 Senior Year Credit Hours Communicating Through Writing 3 Communicating Orally 3 Upper Level Distribution 3 Math (major) 12 Humanities 3 Upper Division Electives 6 GRAND TOTAL (minimum) 120 For More Information Note The information on this page should be considered general information only. For more specific information on this and other programs refer to the UT catalog or contact the department and/or college directly.
MTH60 Introductory Algebra- 1st Term Introduction to algebraic concepts and processes with a focus on linear equations and inequalities in one and two variables. Applications, graphs, functions, formulas, and proper mathematical notation are emphasized throughout the course. A scientific calculator is required. The TI-30X II is recommended. Prerequisites: MTH 20 and RD 80 (or ESOL 250). Audit available. (For detailed information, see the Course Content and Outcome Guide ). Credits: 4.00 Distance Education: Web Course Information CRN 43243 We will be using the Blitzer Text and MyMathLab (Course Compass) along with Desire2Learn for the Web course. Desire2Learn was selected by PCC as our Learning Management Software that is used to deliver online courses To login to your course, please login to MyPCC and click on the Desire2Learn login. Class Full? Please consider registering for the TVWEB. With these videos, the use of Desire2Learn and the optional use of MyMathLab (Course Compass) you can consider the telecourse a modified Web Course! The majority of your learning comes from viewing videos created by 3 talented PCC instructors, reading your text and working problems from your text. You can also use the optional MyMathLab that accompanies your text for computer generated problems that have video instruction and hints. Many students find this a valuable resource INFORMATION ABOUT ON-LINE MTH 60: If you've already registered: You will not be able to access the course until the first day of classes. (But you can access Desire2Learn and the Resource Shell) Once you are in the Desire2Learn classroom shell follow directions for more details about how the class works. Please note the CRN number listed above to be sure you are in the right class. Be aware that 2 proctored, hand written exams must be taken. Further details given below and in the course. which links to more information about Math 60, your text, and resources on campus and on the web. Here are a few things to consider: Are you aware that learning on-line is often a bigger time commitment than on campus classes? It is not easy to learn math over the computer. There is a lot of reading, and you are really trying to teach yourself. You must be an independent learner, pretty comfortable using a computer and Microsoft Word and willing to learn the Equation Editor or Math Type. Can you make the time to work on this class effectively? This course, like other math courses, is time-intensive. These types of classes typically require at least 5-7 hours a week reading and learning ('attending' class), and the additional 8-10 hours doing homework, studying and practicing to successfully complete all course assignments and activities (recommended for ALL math classes!), both on and offline. You need to log on to the computer at least 3 different days during the week to check for updates and participate in a mandatory discussion several times per term. Please assess your situation before enrolling in this course, and determine if you will be able to commit this kind of time to the class. Also think about the type of learner you are. On-line courses are a terrific option, especially for independent, self-motivated learners. If this does not describe you, consider why it is you are thinking about taking this type of class, and if it really is a choice that will allow you to experience success. For all my math 60 students (on-line, TVWEB and on-campus) I recommend that they should be comfortable working with fractions and signed numbers without a calculator. If not, that dramatically increases the time needed for learning algebra. Make sure you have the proper pre-requisites: See Placement Info on the Math Department Web Page If you have never had any algebra before that also increases the time needed to process and retain the new information. If you had algebra before, and did well, it should come back relatively quickly and you will probably not need to spend as long the 2nd time around. If you had algebra before, and did not do well you would probably need to spend the recommended time on the course HOW THIS CLASS WORKS: In this class, you read the text and on-line lectures. You also take frequent quizzes, do quite a bit in weekly homework, and participate in a mandatory on-line discussion with several posts for the term. Additionally, there is a proctored midterm exam, several on line exams, a proctored final exam and a possibility of written projects. More details forthcoming in the course, and below under Course Specific Requirements. Consider those factors when deciding if this course is for you If you are trying to register, and the class is full here are some suggestions: 1) Put your name on the wait list. As spots open up, the computer automatically registers the next person on the list, then notifies you via MyPCC email. This automatic registration STOPS, the Thursday before classes begin. At that point, you need to email me if you are still interested in enrolling. Usually some spaces become available, so your persistence may pay off. ESPECIALLY THE FIRST WEEK OF THE TERM! There is no guarantee, however, that you will get into the class, but this is your best chance. 2) Consider other Distance Learning modes such as TVWEB courses, if available. Course Specific Requirements: There are two proctored no calculator, paper-and-pencil exams (Midterm Exam and the Final). There will be scheduled times to take those exams at the Sylvania Campus, but if you cannot make those times you can make alternative arrangements to take them at the Sylvania Testing center if you live in the district or at an accredited college testing center if you do not.. Otherwise, the entire course can be completed from a computer that has internet access. You need to have access to a computer connected to the Internet. In order to make sure that you view the correct formatting of the modules in the course, you should use Internet Explorer version 6.0 (or higher) as your browser. You will need Microsoft Word with the Equation Editor or Math Type so that you can submit homework containing proper mathematical symbols electronically. For information about obtaining a button for the Equation Editor and on using the Equation Editor see Steve Simonds website. (If you want to use other software for homework assignments you will need to obtain permission from the instructor.) You will need Macromedias free Shockwave Player to access some of the multimedia in this course. It only takes a moment to install if you dont already have it on your computer. While you are there, you may as well download the free Flash Player as well. To read some of the equations written by the equation editor in the course you will also need to download the free Java software. Students with disabilities should notify their instructor if accommodations are needed to take this class. For information about technologies that help people with disabilities in taking Web based distance learning classes please visit the Office for Students with Disabilities website.
Topics include the following 8 chapters: Laws of Exponents and Algebra, Functions, Linear Functions, Quadratic Functions, Exponential Functions, Trigonometric Functions, Sequences and Series and Financial Applications. This tutoring course is designed to help students improve their ability in problem solving, reasoning and proving, selecting tools, and computational strategies. Students will demonstrate their understanding of the concepts and theories of functions through investigating relationship between different expressions, exploring the connections between the numeric, graphical, and algebraic representations of variety of functions, and solving related problems graphically and numerically. About 400 slides and hundreds of practice questions and answers are available.. Note: Please note that the above introduction does not include all courses availabel at MPC Education Centre. If you need tutoring for other any courses such as Algebra, Geometry, and Trigonometry, please contact MPC Education Centre by phone at (416)879-3919 or by email at mpcteach@yahoo.comfor details. Grade 10 Science include ~30% Chemistry, 30% Biology, 30% Physics and 10% others. With over 400 instructing slides and hundreds of practice questions and answers the teaching/tutoring course focuses on the basic concepts and theories of these subjects. The course has lots of homework and solution to the problems. The tutoring course for Grade 11 Math is designed to help Grade 11 students improve their ability in problem solving, reasoning and proving, selecting tools, and computational strategies. Depending on students' needs, the tutoring courses can cover some or all topics required as per the Ontario high school curriculum guide and the the textbook "Foundations of Mathematics 11" including "Functions" (MCR3U). About 400 slides and hundreds of practice questions and answers are available. The high school courses available in MPC Education Center are designed according to the Ontario high school curriculum guide to help students improve their grades through building a solid foundation of scientific skills and knowledge for their future. Other than the courses of Grade 11 Chemistry, Grade 12 Chemistry, Grade 11 Physics, and Grade 12 Physics, MPC Education Center also provides following High School courses.
Garrett Birkhoff and Saunders Mac Lane published their Survey of Modern Algebra in 1941. The book was written because the authors could find no adequate text to use with their students at Harvard. Both had learned "Modern Algebra" from van der Waerden's famous text (originally published in 1930). Birkhoff had started teaching a course on the subject to Harvard undergraduates in the mid-thirties, and Mac Lane took over the course when he arrived at Harvard (from Göttingen) in 1938. One has to admire the insight of the authors in judging that the "modern" approach was the way of the future and their willingness to write a book that would be accessible to undergraduates. It was largely through this book, supplemented later by I. N. Herstein's Topics in Algebra, that the new algebraic ideas were incorporated into American mathematics education. In contrast to many other authors, Birkhoff and Mac Lane did not simply follow van der Waerden's table of contents, opting instead for a presentation that they felt would make the book more accessible. The first chapter discusses the integers as an example of a commutative ring, developing from the start a dialectic between theory and example. The integers modulo n also appear in this chapter. Then come the rational numbers and fields, then a fairly classical chapter on polynomials which includes a proof that partial fraction decompositions are always possible. Groups only show up in chapter 6. This is a very plausible approach to introducing students to algebra, but one followed today by few instructors (and fewer textbooks). Some topics treated by Birkhoff and Mac Lane today seem out of place. Chapters 4 and 5 develop the algebra of real and complex numbers, including an (optional) section on Dedekind cuts and one (non-optional) giving a proof of the Fundamental Theorem of Algebra. Both would today appear, if they appear at all, in analysis courses. Chapters 7, 8, and 10 constitute a short course on linear algebra, which was not yet a part of the undergraduate curriculum. Chapter 12 is an introduction to set theory and transfinite arithmetic, which nowadays are usually treated either in a "transition to abstract mathematics" course or in advanced calculus/real analysis. Lattices and boolean algebras, the subject of chapter 11, never became a fixture of undergraduate education. Some aspects of the book clearly were very influential. The prominence given to factorization theory in integral domains, for example, established that topic as a standard part of undergraduate abstract algebra. The authors' choice of topics in group theory still forms the basic core of the subject in most books, and their decision to de-emphasize the quotient construction has also seemed wise to many. The unfortunate notation Zn has become standard, to the frustration of those of us who feel it should denote the n-adic integers and not Z/nZ. Other aspects were less successful. I think Birkhoff and Mac Lane were absolutely correct to include a chapter on the classical matrix groups, but their lead was largely not followed. Their notation Ln(K) for what is today usually denoted GLn(K) also didn't stick. Given all this, adopting this as the main textbook for an undergraduate abstract algebra course would today be an eccentric move. Nevertheless, it is still a book well worth reading. I would certainly place it in the hands of an interested undergraduate wondering what algebra was all about, particularly one who had already taken linear algebra. A famous mathematician once remarked to me that everyone he knew who had worked through A Survey of Modern Algebra had come to love the subject. That may overstate things, since my friend probably knows more mathematicians than students who got fed up and left. But the authors' delight in what was then a new subject shines through their writing, and their willingness to be informal when necessary was a smart move. Many algebra textbooks are so concerned about the process of learning to prove things that they communicate a sense of the subject as forbidding and stiff, dedicated to formalism and precision. Birkhoff and Mac Lane also want to teach their students to prove things, of course. But they want to teach them algebra even more. Fernando Q. Gouvêa is Carter Professor of Mathematics at Colby College. He learned abstract algebra at the University of São Paulo from César Polcino, who he now realizes was strongly influenced by Birkhoff and Mac Lane.
More About This Textbook Overview A beautiful and relatively elementary account of a part of mathematics where three main fields - algebra, analysis and geometry - meet. The book provides a broad view of these subjects at the level of calculus, without being a calculus book. Its roots are in arithmetic and geometry, the two opposite poles of mathematics, and the source of historic conceptual conflict. The resolution of this conflict, and its role in the development of mathematics, is one of the main stories in the book. Stillwell has chosen an array of exciting and worthwhile topics and elegantly combines mathematical history with mathematics. He covers the main ideas of Euclid, but with 2000 years of extra insights attached. Presupposing only high school algebra, it can be read by any well prepared student entering university. Moreover, this book will be popular with graduate students and researchers in mathematics due to its attractive and unusual treatment of fundamental topics. A set of well-written exercises at the end of each section allows new ideas to be instantly tested and reinforced
Whether your students are preparing for competency or proficiency tests, this text provides them with a wide range of practice opportunities to prepare them to display their mastery of mathematical concepts. Features Each lesson includes a review or introduction of concepts, example problems with sample solutions, test-taking tips, and Try It Now practice questions. Real-life constructed response questions are provided, allowing students to provide solutions and explanations. Two sample practice tests are formatted like many standardized tests including grid-response answer sheets, instructions, and suggested time limits. Assessment forms provide a summary of progress and determine what students need to review. A variety of questions are included, such as grid-response, open-ended, constructed response, and multiple choices.
Additional math functions are defined in various packages, such as the combinatorial functions package combinat, the number theory package numtheory, and the orthogonal polynomial package orthopoly. For a complete list of packages, see index[package].
Discrete Mathematics Mathematical Reasoning and Proof with Puzzles, Patterns, and Games 9780471476023 ISBN: 0471476021 Pub Date: 2005 Publisher: John Wiley & Sons Inc Summary: Did you know that games and puzzles have given birth to many of today's deepest mathematical subjects? Now, with Douglas Ensley and Winston Crawley's Introduction to Discrete Mathematics, you can explore mathematical writing, abstract structures, counting, discrete probability, and graph theory, through games, puzzles, patterns, magic tricks, and real-world problems. You will discover how new mathematical topics can ...be applied to everyday situations, learn how to work with proofs, and develop your problem-solving skills along the way. Online applications help improve your mathematical reasoning. Highly intriguing, interactive Flash-based applications illustrate key mathematical concepts and help you develop your ability to reason mathematically, solve problems, and work with proofs. Explore More icons in the text direct you to online activities at Improve your grade with the Student Solutions Manual. A supplementary Student Solutions Manual contains more detailed solutions to selected exercises in the text471476023 ISBN:0471476021 Pub Date:2005 Publisher:John Wiley & Sons Inc Valore Books is the best place for cheap Discrete Mathematics Mathematical Reasoning and Proof with Puzzles, Patterns, and Games rentals, or used and new condition books that can be mailed to you in no time.
Having trouble with a particular topic? Getting close to exam time? The MLC offers a variety of problem sessions on topics which are particularly difficult for students. You will be given tips for doing the problems and given a chance to try these tips out by working in groups with other students. These sessions are recommended for students who feel they do not fully understand a topic, students who are struggling with the problems for a particular section, or students who just want to make sure they do not miss anything. These problem sessoins are NOT a substitute for going to class! Problem Sessions If you have an idea for a problem session, stop by DU 326 or send an email to veitch@math.niu.edu. Math 229 Math 230 Limits - focusing on Piece-wise Functions Wednesday, January 23 6PM DU 326 Led by Joshua Meyer Solids of Revolution Thursday, January 24 6PM DU 326 Led by Joshua Meyer Practice Exam Sessions Bring a copy of the listed old exam to the exam session. You will be grouped with other students taking the same exam. While you learn from you peers, a tutor will be around to give guidence and suggestions.
Kenwood Academy Math Department Algebra Syllabus 2011-2012 Mr. Im E-mail: yim@cps.edu Phone number: 535-1409 Tutoring Hours: MWF 3:00-4:30 Course Description/Objective: Algebra1 is a study of the language, concepts and techniques of Algebra that will prepare students to approach and solve problems following a logical succession of steps. Skills taught in the course lay groundwork for upper level math and science courses and have practical uses. The course focuses on linear functions and equations, which provide the mathematical tools necessary for consolidating and representing ratios and proportional reasoning. The course will involve a study of quadratic functions and equations. Throughout the course there will be an emphasis on learning how to use basic algebraic tools to represent problem situations and to solve important classical problems.  Learn to use basic algebraic tools to represent problem situations  Gain sound understanding of functions and their multiple representations  Develop a solid understanding of rate of change  Model and solve important problems with linear, exponential, and quadratic functions and related equations Textbook and Resources: Algebra 1: Illinois Edition Publisher: Glencoe Date: 2005 Standards This class addresses the following standards as mandated by the Illinois Board of Education. We use the College Readiness Standards produced by the ACT as well as the Illinois Learning standards. A full list is available at A detailed breakdown of the Illinois standards is available at College Readiness Standards Illinois Learning Standards Basic Operations and Applications State standard 6: Demonstrate and apply a knowledge and Numbers: Concepts and Properties sense of numbers, including numeration and operations, Expressions, Equations and Inequalities patterns, ratios and proportions Graphical Representations State standard 7: Estimate, make and use measurements of objects, quantities and relationships and determine acceptable levels of accuracy State standard 8: use algebraic and analytical methods to identify and describe patterns and relationships in data, solve problems and predict results State standard 9: Use geometric methods to analyze, categorize and draw conclusions about points, lines, planes and space. Materials Needed: Pencils Textbook 3 ring binder Pencil sharpener Loose-leaf paper Dividers Colored pen (not black or blue) Scientific/graphing calculator Fee: Students are required to pay a $10 mathematics fee. Students who do not return a textbook will be charged a $65 fee. Assignments: Assignments will be given daily. Assignments are essential to the study and mastery of this course. Assignments are viewed as a reinforcement of the concepts discussed in class daily and will be factored into the final grade. It is the student's responsibility to record these assignments in their student planner. Students are responsible for having all assignments completed on time however, not all assignments will be collected. It is the student's responsibility to make up and turn in assignments one day after returning from an absence. Late assignments are not acceptable. Students will receive full credit on written assignments if the assignment is completed. Refer to Kenwood Academy Website for updated assignments. Format for Assignments  Complete all assignments on loose-leaf notebook paper ONLY  The heading should look as follows: Name Period Date Page# and Problems #s  To receive full credit o Write problem number o Show all necessary work for each problem o Draw any diagrams that go with the problem o Graded and Corrected in colored ink (not blue or black) Failure to follow proper procedure will result in a reduction of points on the assignments. Scoring Rubric for Assignments 10 All problems attempted, problem number is written, all necessary work is shown, diagrams are drawn and corrections are made in red pen 5 Not all problems attempted and problem number is written, or most necessary work is shown, or not all diagrams are drawn and corrections are made in red pen 0 Less than half the problems attempted and problem number is written or not all necessary work is shown, or diagrams are missing, or no work at all How to be successful with homework Homework is graded based on effort. Each assignment is worth ten points. It is in your best interest to do the homework because it enables you to apply the concepts you've learned, participate in class, and ask questions. If you are assigned twenty problems for homework, you are responsible for all twenty problems. If you complete half the work don't expect full credit. If you have difficulty with a problem while doing your homework, then try to follow the tips below. Tips:  Find a quiet place with bright lighting to complete your assignment  Before you start your homework, read the section and study the examples presented.  Work out the problem as far as you can. You must make a good faith attempt for every problem.  If you encounter difficulty with a problem, look in your notes to see if you can find a similar problem that was done in class  If you still can't find the solution, come to class the next day and ask questions Tests/Quizzes: Tests are generally given at the end of a chapter and at the teacher's discretion. Quizzes are given regularly. There is to be no talking during a test or quiz. If you have a question please direct it to Mr. Im. If caught talking we will assume the student is cheating. Students are also expected to show all work to receive full credit on exam problems. If there is an exam scheduled on the day that you have a field trip, you should make arrangements ahead of time to take the exam. Make-up exams are only given if you have a legitimate absence. It is the student's responsibility to make arrangements within one day after returning from an absence to make up a quiz or test. If arrangements are not made students will not be allowed to make up the exam and will receive a zero. There will be opportunities for test re-takes or test corrections. How to study and be successful in this class  Come to class on a regular basis and be prepared to learn and do your best  Complete the bellringers diligently  Take neat and organized notes as instructed by teacher  Do not hesitate to ask questions if you need to.  Do your homework every night. Homework Assignments are listed on agenda as well as the Kenwood website.  Since 70% of your grade comes from tests and quizzes, you must study for these exams.  To prepare for exams, redo some problems from bell ringers and class notes. If there are concepts that you still do not feel confident about do problems from the chapter review that apply to these concepts.  If a study guide or practice test is provided, complete every problem and use this as your guide for the type of problems that will be on the exam.  If you feel that you are struggling with the material and need one-on-one assistance or just some extra practice, please feel free to come to me for tutoring after school.  Test retake/correction policy- You will have the opportunity to retake or make corrections on some tests PROVIDED ALL your homework for the chapter is complete. This will allow you to raise your test score by up to 50% of the credit you did NOT earn. Also, this will take place after school on teacher decided days. Absences/Tardiness: Students are expected to come to class regularly and on time. They are expected to enter the class respectfully, be seated and get out homework and proper materials for taking notes. Students will not be allowed to enter class without an ID or after the tardy bell without a pass. It is the students responsibility to get the assignments and notes missed when absent within one day of returning. Missed assignments are due one day after the student returns. Final Grade: Grading Scale: Students will be graded on: 90% -100% = A Assignments 15% 80% - 89% = B Class Activities 15% 70% - 79% = C Quizzes 20% 60% - 70% = D Tests/Final Exam 50% below 60% = F Overall Average = (assignment avg.)(.15) + (class activities avg.)(.15) + (quiz avg.)(.20) + (tests/final exam avg.)(.5) Students are expected to take responsibility for their grade. It is important to spend time on this class daily. Feel free to confide in your instructor if you are having difficulty and need extra help or tutoring. You are probably not alone, so do not feel embarrassed. Students should keep an organized binder, stay aware of assignment and project due dates and check Gradebook regularly. Timeline and Course Units (State Goal numbers are in parentheses) Quarter 1 Unit1 – Fractions and Decimals (6), Rational Numbers (6), Order of Operations (6) Unit 2 - Solving Linear Equations (7, 8, 9) Quarter 2 Unit 3- Variables and Functions (6,7), Multiple Representations in the Real World (6,7,8) , Linear Patterns (8) Unit 4- Constructing Graphs (8, 9), Exploring Graphs (10), Exploring Rate of Change in Motion Problems (6,7, 10), Exploring Rate of Change in other Problems (6,8, 10), Understanding Slope (10), Understanding Y-Intercept (10), Creating Linear Models for Data (10), writing the equation of a line and graphing a line (6,7,8) Unit 5- Solving and graphing inequalities (6,7,8) Quarter 3 Unit 6- Formulating and Solving Systems (7, 8) Unit 7 – Laws of Exponents (7,8,9), Operations on Polynomials (8, 9), Solving Quadratic Equations (7, 10) Quarter 4 Unit 8 - Graphs of Quadratic Functions (8, 10), Modeling with Quadratic Functions (10), , The Quadratic Formula (6, 7, 10), Modeling with Exponential Functions (10), Modeling with Inverse Variation (6, 7) Unit 9 – Simplifying Radicals and Radical equations (6,7,8), Pythagorean theorem (6,7) Classroom Policies and Procedures Respect for one another and classroom decorum will be maintained at all times. Students are expected to adhere to the Chicago Public Schools Uniform Discipline Code and Kenwood Policy of conduct regarding academics, behavior and dress. The following policies will be consistently enforced to ensure that every student receives the instructional time and atmosphere that he/she deserves. 1. Be in class when the tardy bell rings. 2. Wear ID at all times. 3. Students will not be allowed to wear coats, hats, or other items that are on the Kenwood list of prohibited dress. 4. Students who come late to class are very disruptive to the rest of the class. If you are unavoidably late, please enter the room quietly and with a pass. You may not enter class without a pass. 5. Come to class prepared to learn. (sharpened pencil, colored pen, paper, calculator, notes, book) 6. Take notes daily. 7. Do not get out of your seat without permission. 8. Do not blurt out questions or answers. Raise your hand and wait to be called on. 9. Ask questions if you do not understand what is on the board. 10. Respect all property. (School property, personal property, and other's property) 11. Respect all ideas given in class and do not criticize anybody's ideas or thoughts. 12. There will be limited restroom breaks. Students should go to the restroom before class and return before the bell rings. If students are late they have to get a tardy pass. (This is not a suggestion it is a rule.) 13. Students leaving and returning to class during class is also very disruptive. Please take care of any personal business before or after class. Students may not leave the classroom during class time unless there is a true emergency. If such an emergency occurs, raise your hand, present a pass from your agenda book, collect your belongings and leave the room quietly. 14. All exams have a time limit. Students must turn in assignments and exams within the allotted time. Keep all graded work. If questions arise, it is your responsibility to produce the original document for verification. 15. Cheating and/or plagiarism of any kind will not be tolerated. Evidence of such will result in a grade of 0 on the assignment or exam and possible disciplinary action 16. Cell phones and other electronic devises must be turned off or silenced during class. Phones may not be visible during exams and can not be used as a calculator. Cell phones that are visible or heard will be confiscated and can only be retrieved by a parent or guardian. 17. Eating and drinking is not permitted in the classroom at any time. ------------------------------------------------------------------------------------------------------------------------------------------------------------------ This form is considered the first homework assignment and will be collected. Please read and sign your names below. I have read the syllabus and understand it. I will honor it. __________________________________________ _____________ Students Signature Date __________________________________________ Print Name of Student I have read and discussed this syllabus with my child. I understand it and will support it. ________________________________________ ______________ Parent/Guardian Signature Date ________________________________________ Print Name of Parent/Guardian Parent email: _____________________________________ Parent phone number
Numerical Analysis This course introduces students to the design, analysis, and implementation of numerical algorithms designed to solve mathematical problems that arise in the real-world modeling of physical processes. Topics will include several categories of numerical algorithms such as solving systems of linear equations, root-finding, approximation, interpolation, numerical solutions to differential equations, numerical integration, and matrix methods. Prerequisites: MATH243 and MATH351.
0131444417 9780131444416 Intermediate Algebra:For college-level courses on intermediate algebra. El ·Explain key concepts clearly with an excellent, accessible writing style. ·Build problem-solving skills with thoroughly integrated problem solving techniques and explanations. ·Relate to students through real-life applications that are interesting, relevant, and practical. Martin-Gay believes that every student can: ·Test better: The new Chapter Test Prep Video shows Martin-Gay working step-by-step video solutions to every problem in each Chapter Test to enhance mastery of key chapter content. ·Study better: New, integrated Study Skills Reminders reinforce the skills introduced in section 1.1, "Tips for Success in Mathematics" to promote an increased focus on the development of all-important study skills. ·Learn Back to top Rent Intermediate Algebra 4th edition today, or search our site for K. Elayn textbooks. Every textbook comes with a 21-day "Any Reason" guarantee. Published by Pearson.
Included is a list of main topics you should know for the exam. To see how these might be asked, study your class notes and review your HW problems. Section 4.2 ·Be able to solve basic equations using the allowed properties (i.e., the ones you have used all through algebra – Theorems 4.1 – 4.6, pp. 207-209). ·Be able to demonstrate simple algebra properties in the integers using the balanced scales approach. ·Concentrate (as always) on HW-type problems, such as being able to interpret word problems and translate them into equations that can be solved. Make sure you can check whether you have the right one or not. Section 4.3 ·Know about relations (any collection of ordered pairs or graph) and how to check whether a relation on a set is reflexive, symmetric and/or transitive: oReflexive: (a,a) is in the relation for any a from the underlying set. oSymmetric: If (a,b) is in the relation, so is (b,a). oTransitive: If (a,b) and (b,c) are in the relation, so is (a,c). ·Know the definition of a function (especially uniqueness) and the ways of interpreting whether a relation is a function: arrow diagrams, ordered pairs, and graphs. ·Know that a sequence is a function with values plugged in from the natural numbers. Be able to understand sequences and put them together as in your HW problems and in-class examples. Section 5.1 ·Understand what is meant by the set of integers. ·Know and be able to carry out the following approaches for representing addition of integers: chip/charged field, number-line, and pattern. ·Know the definition (p. 255, blue box) of absolute value and how to calculate absolute values. ·Understand the properties of integer addition: closure in the set of integers, commutative, associative, and the additive identity element (that is, 0). ·Know and be able to carry out the following approaches for representing subtraction of integers: chip/charged field, number-line, pattern, and missing addend. ·Always use parentheses when adding, subtracting or multiplying by negative integers. Order of operations is also important in the integers. Section 5.2 ·Know and be able to carry out the following approaches for representing multiplication of integers: pattern, chip/charged field, number-line (using starting direction and possible change of direction) ·Remember the difference of squares formula (top of p. 275) and its use in mental math (i.e., something like 3941 = (40-1)(40+1) = 4040 – 1) and algebra as in your HW. ·Know the definition of division in the integers – that is, a/b means there is a unique integer c such that bc = a. This relates division to a multiplication property. Section 5.3 ·Understand and be able to use the definition of b divides a (or equivalently a is a multiple of b) and the symbol b\|a(remember that this means there is a unique integer c such that bc= a). Remember that this means either a positive or negative integer may divide a positive or negative integer as well. ·Know the basic concepts of divisibility as per the theorems we studied, the T/F examples and your HW. For example, everything except 0 divides 0. ·Know the divisibility rules and be able to apply them for 2, 3, 4, 5, 6, 8, 9 and 10.
QBUS 100 Math for Decision Making I Course Guide Course Description A wide variety of problems from business may be solved using equations. Managers and economists use equations and their graphs to study costs, sales, national consumption, supply and demand, the time value of money, market equilibrium points, and optimum production levels. All managers must understand the methods used to determine the interest and the future value (principal plus interest) resulting from savings plans and the methods used in the repayment of debts. These computations are made using formulae for computing compound interest, the future and present value of annuities, amortization of debts, and the amount paid into a sinking fund to discharge a debt. Manufacturing firms require several components for the manufacture of items they produce, and there are usually several stages for each item's assembly and final shipment. A manufacturing firm's costs and profits depend on the availability of the components (for example, labor and raw materials), the costs of these components, the unit profit for each product, and how many products are required. The manager is able to use equations to model these components and determine optimal levels of production. Specific, Assessable Learning Outcomes The student will be able to: Have a firm understanding of time value of money through compound interest, annuity calculations and bond valuations. Develop cost and revenue functions and understand their role in profit and break-even analysis. Develop supply and demand functions and understand their role in market equilibrium analysis. Understand the role of matrix algebra in the solution of a system of linear equations. Have the ability to optimize an objective function subject to a system of linear constraints via the method of graphical analysis in two dimensions. Course Outline The development of linear equations and graphs and their use in solving common business problems. The development of quadratic equations and their use in solving common business problems. Storing data in matrices and making business decisions by performing mathematical operations on matrices. Using graphical methods to solve linear programming problems for allocating limited resources from various activities in the best possible way. Measuring the time value of money with compound interest, annuity, amortization calculations and bond valuations. Recommended Teaching Methodology This course will be structured in such a way as to facilitate the use of different methods of instruction. Readings, lectures, multimedia presentations, group discussions, and written assignments will be used throughout the course. Work will be done individually and/or in small groups. The readings will come from the required text as well as additional material to be provided by the instructor. Lectures and group discussions will enable the instructor and students to expand on the material presented in the readings. For all testing situations, a departmentally designed formula sheet will be the only supplemental material accompanying any exam. Students will be exposed to computer algebra systems (CAS), currently a graphics calculator (TI-83 plus), to facilitate his or her knowledge and critical thinking skills to common business situations. In testing situations, each student will be required to reset all memory to manufacturer's default. Recommended Assessment Measures The following assessment measures will be used. Assessment devices (quizzes, homework, exams, etc.) should be given throughout the semester, building up to a comprehensive final exam. The final exam will be used to measure the level of understanding in the areas of time value of money and bond valuation, profit analysis, market equilibrium analysis, break-even analysis, solution to a system of linear equations and optimization of an objective function subject to a system of linear constraints. Writing and/or oral presentation(s) focusing on major areas of study will be given to students to assess their understanding of mathematics and the ability to communicate quantitative results. Statement of Expectations This course satisfies the quantitative reasoning (CAQ) core requirement for the college and is a pre-business core requirement for the School of Business. As such, any student in the course is required to show a D- level proficiency in the course in order to attain credit for the college core and/or attain credit towards the business major. It is normally taken during the student's first semester of full-time studies. To attain these levels of proficiency it is required that students attend class with the physical materials needed for in-class success (such as the TI-83 and textbook). Students should remain actively engaged in the material covered during class. Of course this is not all that is needed, as classroom success is also influenced by student preparation outside the class. It is therefore imperative that students complete out of class assignments and textbook reading in a timely fashion. Students will develop and retain the knowledge and skill set described above by continual practice, thereby slowly building and adding onto their knowledge base. "Cramming" in the days before a test is not an effective way to learn the skills necessary to employ mathematical reasoning in the business environment. Lastly, it is expected that if you have a question about any course material you will ask those questions so that they may be answered. There are a variety of sources from which answers will come, including (but by no means limited to) the textbook, the QBA Help Lab, a tutor, classmates and MOST IMPORTANTLY the professor, either in-class or during their office hours. Remember that an unasked question is an answer never given. Prerequisite Knowledge Students should have a thorough understanding of general math skills (especially algebra) and at least three units of high school math or its equivalent. The Quantitative Business Analysis department will annually review assessment results for this course. Specifically, assessment results in each of the five learning outcome areas will be analyzed to determine the level of success in achieving these learning outcomes. Any deficiencies in achieving learning outcomes will be addressed and appropriate changes designed to improve the success in achieving these learned outcomes.
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Thinkfinity Lesson Plans Title: Escape from the Tomb Activity Description: This ALC (9-12) 2: Solve application-based problems by developing and solving systems of linear equations and inequalities. (Alabama) Escape from the Tomb Activity Description: This Thinkfinity Partner: Illuminations Grade Span: 9,10,11,12 Title: Whelk-Come to Mathematics Description: In Standard(s): 33: Write a function that describes a relationship between two quantities.* [F-BF 33: Write a function that describes a relationship between two quantities.* [F-BF1 PRE (9-12) 4: Determine numerically, algebraically, and graphically the limits of functions at specific values and at infinity. (Alabama) [MA2010] PRE (9-12) 18: c. (+) Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior. [F-IF7d] [MA2010] AM1 (9-12) 12: Calculate the limit of a sequence, of a function, and of an infinite series. (Alabama) Subject: Mathematics,Science Title: Whelk-Come to Mathematics Description: In Thinkfinity Partner: Illuminations Grade Span: 9,10,11,12 Title: Road Trip! Description: In this Illuminations lesson, students investigate the famous Traveling Salesman Problem by considering the shortest route between five northeastern cities. Three different algorithms for finding the shortest route are explored, and students are encouraged to look for others. Standard(s):2 (9-12) 46: (+) Use permutations and combinations to compute probabilities of compound events and solve problems. [S-CP9 Road Trip! Description: In this Illuminations lesson, students investigate the famous Traveling Salesman Problem by considering the shortest route between five northeastern cities. Three different algorithms for finding the shortest route are explored, and students are encouraged to look for others. Thinkfinity Partner: Illuminations Grade Span: 9,10,11,12 Title: Make a Conjecture Description: In this lesson, one of a multi-part unit from Illuminations, students explore rates of change and accumulation in context. They are asked to think about the mathematics involved in determining the amount of blood being pumped by a heart. Standard(s): 13: Create equations in two 40: Interpret the parameters in a linear or exponential function in terms of a context. [F-LE5] [MA2010] AL1 (9-12) 41: Represent data with plots on the real number line (dot plots, histograms, and box plots). [S-ID1] [MA2010] AL1 (9-12) 42: Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets. [S-ID2 12: Create a model of a set of data by estimating 37: (+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator). [S-MD6] [MA2010] AL2 (9-12) 38: (+) Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game). [S-MD7] [MA2010] ALT (9-12) 12: Interpret expressions that represent a quantity in terms of its context.* [A-SSE1 PRE (9-12) 17: Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.* [F-IF6T (9-12) 37: Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve. [S-ID4 ALT (9-12) 41: (+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator). [S-MD6] [MA2010] ALT (9-12) 42: (+) Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game). [S-MD7 Health,Mathematics Title: Make a Conjecture Description: In this lesson, one of a multi-part unit from Illuminations, students explore rates of change and accumulation in context. They are asked to think about the mathematics involved in determining the amount of blood being pumped by a heart. Thinkfinity Partner: Illuminations Grade Span: 9,10,11,12
Unit Summary: Variables and Patters, the first unit in the Connected Mathematics algebra strand is a unit that develops students' ability to explore a variety of situations in which change occurs. Students will be collecting, organizing and representing data in charts, graphs and formulas and will be able to use these concepts in everyday real-world situations. To discover order, analyze, construct, and predict how and why we use patterns and variables using data and their uses in everyday real-world and mathematical situations. Learning to observe, describe, and record changes is the first step in analyzing and searching for patterns in a real-world situation. We will be reviewing several concepts that students have had over the last few years organizing and using data, graphing patterns and basic algebra skills. However, the student levels are at a below average level so it is important to be sure that we build their confidence as well refresh their skills. Variables and patterns are terms used within the entire 8th grade interdisciplinary curriculum so this will allow students to continue to use their vocabulary skills knowledge. Another high-quality rationale for this review is to explore the use of a new more advanced calculator for the 8th grade group. B. Learning Targets : Common Core Standards : 7.EE.3. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. 7.EE.4. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. 2. Standards for Mathematical Practice3. Unit Essential Questions: How or when can one use variables and/or patterns to make decisions and solve real-world problems? What is the relationship between variables and patterns? How can we use the relationship between patterns and variables with data we have collected or with data we are provided? 4. Unit Enduring Understandings: What did you learn today about variables and patterns and how could you explain or show someone at home what you learned? How could you explain the relationship of variables and patterns to someone at home in the future if you needed to? How can you show someone at home relationship between variables and patterns with data you collect or with data that's provided? The AIM Explorer is designed to be used by a reader working collaboratively with an educator, tutor, parent, or assistive technology specialist as a guide. The guide may create a student account in order to re-assess reader preferences at a later time, or lead the reader on an exploration without creating an account. In both cases a reader summary profile will be created at the end of the exploration, but student preferences will only be saved if an account is created. Alternatively, a reader could initiate an exploration independently. The AIM Explorer allows users to explore their preferences for customizable features such as: magnification, text and background colors, and layout, TtS voice and speed, and more. OMA is Tucson's remarkable school transformation program that is increasing student achievement through arts integration. The OMA Program, developed in the Tucson Unified School District (TUSD), uses the arts to teach academic standards in math, science, reading, writing and social studies and is designed around state and federal standards. In OMA schools, all ethnic backgrounds, regardless of socioeconomic status, showed improvement on mandated tests (AIMS, Terra Nova, and Stanford 9) in all tested areas. The quality of the OMA Program and the documented student achievement results have gained national recognition from the U.S. Department of Education, Harvard Project Zero, Arts Education Partnership, and others. Pay special attention to how the integration of the arts benefits English Language Learners. Linking to content that crosses language barriers, while taking steps to develop vocabulary and build communication skills are effective examples of promoting cross-linguistic understanding! site serves as a resource to state- and district-level educators, parents, publishers, conversion houses, accessible media producers, and others interested in learning more about and implementing AIM and NIMAS. AIM are specialized formats of curricular content that can be used by and students with print-disabilities. They include formats such as Braille, audio, large print, and electronic text. The audio and the electronic text formats are excellent examples of providing options in the mode of physical response for students who have difficulty turning pages or holding a book. Guideline 5: Provide options for expression and communication Scratch provides students with an array of ways to demonstrate learning - through creating interactive stories, animations, games, art. Guideline 6: Provide options for executive functions This site provides study guides and strategies in areas of learning such as thinking, studying, planning and communication. The section on time management offers helpful tips on planning and prioritizing. 3. Multiple Means of Engagement Guideline 7: Provide options for recruiting interest TA Center on Positive Behavioral Interventions and Supports has been established by the Office of Special Education Programs, US Department of Education to give schools capacity-building information and technical assistance for identifying, adapting, and sustaining effective school-wide disciplinary practices. PBIS's focus on environmental aspects that lead to problem behavior is reflective of the importance of varying threats and distractions. Guideline 8: Provide options for sustaining effort and persistence "Skype allows you to make free calls over the internet to other people on Skype for as long as you like, to wherever you like." Skype is another powerful example of a tool that can be used to foster collaboration and communication among students across classrooms, districts, states, and countries!
Lesson play in mathematics education : a tool for research and professional development / Rina Zazkis, Nathalie Sinclair, Peter Liljedahl New York ; London : Springer, 2012 UNI Stacks: QA10.5 .Z39 2013 View full record Focus in high school mathematics. Fostering reasoning and sense making for all students / edited by Marilyn E. Strutchens and Judith Reed Quander Reston, VA : National Council of Teachers of Mathematics, c2011 UNI Stacks: QA13 .F633 2011 View full record Rewriting the history of school mathematics in North America, 1607-1861 : the central role of cyphering books / Nerida Ellerton, M.A. (Ken) Clements ; foreword by Jeremy Kilpatrick New York : Springer, c2012 UNI Stacks: QA14.N7 E45 2012 View full record The history of mathematics : a very short introduction / Jacqueline Stedall New York : Oxford University Press, 2012 UNI Stacks: QA21 .S74 2012 View full record Turing's cathedral : the origins of the digital universe / George Dyson New York : Vintage Books, 2012 UNI Stacks: QA76.17 .D97 2012 View full record Math can take you places [videorecording] / a Fun+Mental Media and KERA Production ; produced and directed by Rob Mikuriya ; North Texas Public Broadcasting, Inc Princeton, NJ : Films for the Humanities & Sciences, 2005. UNI Multi Serv Ctr DVD: QA135.6 .M3677 2005 DVD View full record Focus in high school mathematics. Reasoning and sense making in statistics and probability / by J. Michael Shaughnessy, Beth Chance, Henry Kranendonk Reston, VA : National Council of Teachers of Mathematics, c2009 UNI Stacks: QA276.18 .S525 2009 View full record The disappearing spoon : and other true tales of madness, love, and the history of the world from the periodic table of the elements / Sam Kean New York : Little, Brown and Co., 2010 UNI Browsing: QD466 .K37 2010 View full record Interop : the promise and perils of highly interconnected systems / John Palfrey and Urs Gasser New York : Basic Books, c2012 UNI Stacks: TA168 .P26 2012 View full record Stand up that mountain : the battle to save one small community in the wilderness along the Appalachian Trail / Jay Erskine Leutze New York : Scribner, 2012 UNI Stacks: TD195.C58 L48 2012 View full record
Academic Quality and Standards Unit University of Bolton Module: Numerical Analysis by Dr. N. Clarke Code: MAS2504 20 credits at level HE5 Description and Purpose of Module To provide an awareness of how numerical methods can be used to solve problems for which an analytical solution is either difficult or impossible to obtain; To provide an introduction to the mathematical methods used to derive algorithms and an analysis of their accuracy and reliability; To develop understanding of the algorithms by requiring the student to program some of the methods. Learning, Teaching and Assessment The students will be given printed notes. Approximately two-thirds of the time will be allocated to formal lectures and the remaining time will involve supervised tutorial work. Two pieces of coursework will be set, each to be completed by a prescribed date in the students' own time. There will be a formal closed-book examination of 2¼ hours duration at the end of the module. The weighting of the two components of assessment is as follows: Coursework 30%, Examination: 70%. basic principles of numerical analysis. Demonstrate an appreciation of fundamental numerical methods by writing algorithms and associated Maple or Fortran codes (coursework). Demonstrate the ability to derive the alogrithms. 2. Use numerical analysis techniques to solve a range of appropriate mathematical problems. Use analysis to derive measures associated with numerical methods: for example, order of convergence, error bounds. Apply the numerical methods studied in this module to a variety of examples. 3. Be able to design and write structured programs to utilise various numerical methods.
Lecture 1: WildLinAlg1: Introduction to Linear Algebra Embed Lecture Details : The first of a series of lectures on Linear Algebra meant for freshman university students. This course emphasizes the geometric content of the subject, along with applications. The first lecture introduces the main problem of Linear Algebra. Course Description : This course on Linear Algebra is meant for first year undergraduates or college students. It presents the subject in a visual geometric way, with special orientation to applications and understanding of key concepts. The subject naturally sits inside affine algebraic geometry. Flexibility in choosing coordinate frameworks is essential for understanding the subject. Determinants also play an important role, and these are introduced in the context of multi-vectors in the sense of Grassmann. NJ Wildberger is also the developer of Rational Trigonometry: a new and better way of learning and using trigonometry.
Our objective is to further the application of mathematics to industry and science. To promote basic research in mathematics leading to new methods and techniques useful to industry and science. To provide media for the exchange of information and ideas between mathematicians and other technical and scientific personnel. Our purpose is to advance the application of mathematics and computational science in engineering, industry, science, and society while promoting research and facilitating the exchange of ideas in those areas. This student chapter aims to invite prominent speakers, highlight the research of UTEP students in mathematics, engineering and science, and promote mathematics, science, education and diversity at UTEP and the surrounding communities. Applied mathematics and computational science are everywhere in industry from the manufacture of aircraft, automobiles, and engines, to the development of textiles, computers, communication systems, and prescription drugs.√ā Problems in applied math and computational science also arise in various service and consulting organizations, as well as within the federal government and its many research initiatives, including biotechnology and advanced materials. SIAM fosters the development of the methodologies needed in these application areas. It is fitting that the acronym SIAM also represents the society'Ě Science and Industry Advance with Mathematics
The Sixth Edition of Anton's Calculus is a contemporary text that incorporates the best features of calculus reform, yet preserves the main structure of an established, traditional calculus text. This book is intended for those who want to move slowly into the reform movement. The new edition retains its accessible writing style and a high standard of mathematical precision. , including three new chapters and a large appendix that contains solutions to almost all of the exercises in the book. Applications of some of these methods in statistics are discusses. Calculus is advanced math for the high school student, but it's the starting point for math in the most selective colleges and universities. Thinkwell's Calculus course covers both Calculus I and Calculus II, each of which is a one-semester course in college. If you plan to take the AP Calculus AB or AP Calculus BC exam, you should consider our Calculus for AP courses, which have assessments targeted to the AP exam. Thinkwell's award-winning math professor, Edward Burger, has a gift for explaining and demonstrating the underlying structure of calculus, so that your students will retain what they've learned. It's a great head start for the college-bound math, science, or engineering student.
Calculus (Textbook by James Stewart) at eNotes The latest questions and answers, from members following Calculus (Textbook by James Stewart) at eNotes.Wed, 12 Oct 2011 22:52:26 PSTen-usSince you listed a textbook you might be looking for a specific... Since you listed a textbook you might be looking for a specific answer. In general, calculus has many practical applications. It is used in business in project management and finance. It is also useful in engineering and medicine. We would not have many of our innovations if it were not for this important type of math! 12 Oct 2011 22:52:26 PSTWhy is calculus important?Why is calculus so important? Why is calculus important?Why is calculus so important? 12, 2011, 10:22 pm PST
Elementary Linear Algebra - 10th edition Summary: When it comes to learning linear algebra, engineers trust Anton. The tenth edition presents the key concepts and topics along with engaging and contemporary applications. The chapters have been reorganized to bring up some of the more abstract topics and make the material more accessible. More theoretical exercises at all levels of difficulty are integrated throughout the pages, including true/false questions that address conceptual ideas. New marginal notes provide a fuller explanat...show moreion when new methods and complex logical steps are included in proofs. Small-scale applications also show how concepts are applied to help engineers develop their mathematical reasoning. ...show less Ships same day or next business day! UPS(AK/HI Priority Mail)/ NEW book $129.00 +$3.99 s/h New Textbook Charlie Nashville, TN Brand New! Ships same day or next business day. Free USPS Tracking Number. Excellent Customer Service. Ships from TN $171.61 +$3.99 s/h New PaperbackshopUS Secaucus, NJ New Book. Shipped from US within 4 to 14 business days. Established seller since 2000 $191.14195.87 +$3.99 s/h New PROFESSIONAL & ACADEMIC BOOKSTORE Dundee, MI 04704582
Series 1. Understanding the nature of power series and the radius of convergence 2. Ability to undertake simple calculations using the geometric, binomial, exponential and trigonometric series 3. Ability to construct Maclaurin and Taylor series Vector geometry 1. Ability to calculate the equations of lines and planes in 3D 2. Ability to calculate the vector product and the scalar and vector triple products 3. Ability to solve various intersection problems involving lines and planes Descriptive Statistics 1. Ability to calculate quartiles, means and standard deviations from sample data and understanding the meaning of these measures 2. Understand the use of least squares for line fitting. Probability 1. Ability to apply simple counting methods to determine probabilities 2. Understanding the addition and multiplication rules of probability and using them in simple calculations 3. Ability to calculate using conditional probabilities 4. Understanding the importance of statistical independence Distributions 1. Understanding simple discrete distributions and the ability to calculate means and variances 2. Ability to calculate probabilities from the binomial distribution 3. Understanding simple continuous distributions and the ability to calculate means and variances. 4. Ability to calculate using uniform, Poisson and exponential distributions 5. Ability to calculate Normal distribution probabilities using a table of the Standard Normal 6. Ability to calculate confidence intervals for means
Algebra: Word Problems Help and Practice Problems Find study help on linear applications for algebra. Use the links below to select the specific area of linear applications you're looking for help with. Each guide comes complete with an explanation, example problems, and practice problems with solutions to help you learn linear applications for algebra. To review these concepts, go to The Strategies of Making a Table and Drawing a Picture in Word Problems Study Guide. The Strategies of Making a Table and Drawing a Picture in Word Problems Practice ... Introduction to Simplifying Expressions and Solving Equation Word Problems Mathematics may be defined as the economy of counting. There is no problem in the whole of mathematics which cannot be solved by direct counting.
Math.NET aims to provide a self contained clean framework for symbolic mathematical (Computer Algebra System) and numerical/scientific computations, including a parser and support for linear algebra, complex differential analysis, system solving and more
Find Us on Facebook Top Ten Topics Algebra The word "algebra" Want to amaze your friends and family? Start with a monthly calendar and a volunteer from the audience. Ask your volunteer to pick 4 days that form a square such as March 17, 18, 24 and 25. Your volunteer should tell you only the sum of the four days (for example 84), and you'll be able to tell her which four days she picked. How is it done? With algebra, of course! What a scream! Meet Gwynn and Alison, two sisters doing the mall "California style" each trying to outspend the other. How much do they have to spend? Well, Gwen got a $50 present from her uncle, and managed to borrow $20 from Dad. Alison squeezed a birthday advance out of Mom. Then Dad went on a business trip and bought Gwynn a really nice present, but only bought Alison a crummy teddy bear. How are they ever going to figure it all out? It's Al-Jabra to the rescue! What it lacks in fancy graphics, Introduction to Algebra makes up for in clearly-written definitions and easy-to-understand examples. Starting with "A variable is a symbol that represents a number." And moving on to "An expression is a mathematical statement that may use numbers, variables, or both." Each definition builds on the previous to present a straightforward introduction to algebraic concepts. The word \"algebra\"
Beginning Algebra With Applications 9780618803590 ISBN: 0618803599 Pub Date: 2007 Publisher: Houghton Mifflin imm...ediate feedback, reinforcing the concept, identifying problem areas, and, overall, promoting student success."New!" "Interactive Exercises" appear at the beginning of an objective's exercise set (when appropriate), and provide students with guided practice on some of the objective's underlying principles."New!" "Think About It"."New!" "Important Points" have been highlighted to capture students' attention. With these signposts, students are able to recognize what is most important and to study more efficiently."New!" A Concepts of Geometry section has been added to Chapter 1."New!" Coverage of operations on fractions has been changed in Section 1.3 so that multiplication and division of rational numbers are presented first, followed by addition and subtraction"New!" A Complex Numbers section has been added to Chapter 11, "Quadratic Equations.""New Media!" Two key components have been added to the technology package: HM Testing (powered by Diploma) and, as part of the Eduspace course management tool, HM Assess, an online diagnostic assessment tool.[read more]
Programming in Maple: The Basics. Abstract: This is a tutorial on programming in Maple. The aim is to show how you can write simple programs in Maple for doing numerical calculations, linear algebra, and programs for simplifying or transforming symbolic expressions or mathematical formulae. It is assumed that the reader is familiar with using Maple interactively as a calculator.
These programs allow students to use TI-83/84 Plus calculators to investigate the mathematics they are learning. Please be sure to download the appropriate file for your platform. After downloading, consult your TI-83/84 Plus user's manual for instructions on how to transfer the file to your calculator using a TI GraphLink cable and software. If you need additional assistance, please access the Texas Instruments Calculator site. PC users can directly download the file to the desktop. Macintosh users should download the associated *.sea file to the desktop and double-click to Unstuff it. Chapter 1 (page 10) Description: plots points in a relation Special Instructions: The program will prompt you to enter the x- and y- values you wish to graph. It will then ask if you wish to graph more points or to quit. PC - MAC Chapter 3 (page 133) Description: determines whether a function is even, odd, or neither Special Instructions: Enter the function you are testing as Y1 in the Y= menu before running the program. The program will prompt you to enter an x-coordinate that lies on the graph of the function and then will calculate whether the function is odd, even, or neither. PC - MAC Chapter 4 (page 226) Description: computes the value of a function Special Instructions: Enter the function you are testing as Y1 in the Y= menu before running the program. The program automatically repeats itself until you quit. PC - MAC Chapter 5 (page 331) Description: determines the area of a triangle, given the lengths of all sides of the triangle Special Instructions: The program will prompt you to enter the measure of each side of the triangle. PC - MAC Chapter 5 (page 333) Description: determines the lengths of the sides and the angle measures of a triangle, given the coordinates of the vertices of the triangle Special Instructions: Make sure the calculator is set in DEGREE mode. The program will prompt you to enter each vertex. Enter each coordinate separately followed by pressing ENTER. PC - MAC Chapter 7 (page 470) Description: computes the distance from a point to a line Special Instructions: Make sure the equation of the line is written in standard form before beginning the program. Enter the information from each prompt in the program. Chapter 8 (page 512) Description: determines the components of the cross product of two vectors Special Instructions: The program will ask you to identify the two vectors as (A, B, C) and (X, Y, Z). Enter each coordinate separately followed by ENTER. The result will appear as three values in order of their appearance in the ordered triple. PC - MAC Chapter 9 (page 582) Description: performs complex iteration Special Instructions: Make sure the calculator is in complex (a + bi) mode before beginning the program. When entering the number, enter it in a + bi form. PC - MAC Chapter 9 (page 604) Description: draws Julia sets Special Instructions: Make sure the calculator is in complex (a + bi) mode. Set the calculator window for [0, 100] scl:1 by [0, 100] scl:1. CX and CY correspond to a and b, respectively, in a + bi. Select values from -1.5 to 1 for CX and CY to make the program run more efficiently. This program takes 35-60 minutes to run. PC - MAC Chapter 10 (page 620) Description: determines the distance and midpoint between two points Special Instructions: The two points are entered as (X1, Y1) and (X2, Y2). Each coordinate is entered separately followed by ENTER. The coordinates of the midpoint are displayed on two separate lines. PC - MAC Chapter 10 (page 628) Description: determines the radius and the coordinates of the center of a circle from an equation written in general form Special Instructions: Write the equation of the circle in standard form before beginning the program. Enter the values of D, E, and F when prompted. PC - MAC Chapter 12 (page 780) Description: calculates the value of the nth term of a continued fraction sequence Special Instructions: Each term of this sequence equals the sum of A and the reciprocal of the previous term. When prompted, enter any value for A, the initial term of the sequence. PC - MAC Chapter 14 (page 961) Description: uses rectangles to approximate the area under a curve Special Instructions: The program approximates the area between the graphs of two functions by dividing the region into rectangles. Store the two functions as Y1 and Y2 in the Y= list before beginning the program. It is a good idea to look at the graphs of the two functions to help you determine the lower and upper bounds from which the rectangles are to be made. PC - MAC
Polynomial Algebra Polynomial Algebra A polynomial is an expression of finite length constructed from variables (also called indeterminates) and constants, using only the operations of addition, subtraction, multiplication, and non-negative integer exponents. However, the division by a constant is allowed, because the multiplicative inverse of a non zero constant is also a constant. For example, x2 − x/4 + 7 is a polynomial, but x2 − 4/x + 7x3/2 is not, because its second term involves division by the variable x (4/x), and also because its third term contains an exponent that is not a non-negative integer (3/2). The term "polynomial" can also be used as an adjective, for quantities that can be expressed as a polynomial of some parameter, as in polynomial time, which is used in computational complexity theory. Polynomial comes from the Greek poly, "many" and medieval Latin binomium, "binomial". The word was introduced in Latin by Franciscus Vieta. Polynomials appear in a wide variety of areas of mathematics and science. For example, they are used to form polynomial equations, which encode a wide range of problems, from elementary word problems to complicated problems in the sciences. Know More About :- Power of a Number Math.Edurite.com Page : 1/3 Polynomial algorithms are at the core of classical "computer algebra". Incorporating methods that span from antiquity to the latest cutting-edge research at Wolfram Research, Mathematica has the world's broadest and deepest integrated web of polynomial algorithms. Carefully tuned strategies automatically select optimal algorithms, allowing large-scale polynomial algebra to become a routine part of many types of computations. Algebraic Operations on Polynomials ;- For many kinds of practical calculations, the only operations you will need to perform on polynomials are essentially structural ones. If you do more advanced algebra with polynomials, however, you will have to use the algebraic operations discussed in this tutorial. You should realize that most of the operations discussed in this tutorial work only on ordinary polynomials, with integer exponents and rational- number coefficients for each term. Transforming Algebraic Expressions ;- There are often many different ways to write the same algebraic expression. As one example, the expression can be written as . Mathematica provides a large collection of functions for converting between different forms of algebraic expressions. Polynomials Modulo Primes ;- Mathematica can work with polynomials whose coefficients are in the finite field of integers modulo a prime . Polynomials over Algebraic Number Fields ;- Functions like Factor usually assume that all coefficients in the polynomials they produce must involve only rational numbers. But by setting the option Extension you can extend the domain of coefficients that will be allowed. Read More About :- Subtracting Mixed Numbers from Whole Numbers Math.Edurite.com Page : 2/3 Thank You Math.Edurite.Com
has has interactive explanations and simulations of math from alegrbra to trigonometry. Just click the... see more This site has has interactive explanations and simulations of math from alegrbra to trigonometry. Just click the "interactive" tab on the top left menu and you can choose different simulations. It includes, the complete definition of parabolas, reaching beyond the ability to graph into the realm of why the graph appears as it does. It also has vivid descriptions of angles including circle angles for geometry. It also has calculators for principal nth roots, gdc, matrices, and prime factorization. It's definitely worth checking out. Quote from site: "A parabola is actually a locus of a point and a line. The point is called the focus and the line the directrix. That means that all points on a parabola are equidistant from the focus and the directrix. To change the equation and the graph of the interactive parabola below just click and drag either the point A, which is the focus, or point B, which controls the directrix." This is an interactive site that allows people to change the graph to understand why directrix and focus dictate parabolic graphs. This applet allows users to simulate sampling from a bag of Reese's Pieces. The computer keeps track of each sample and... see more This applet allows users to simulate sampling from a bag of Reese's Pieces. The computer keeps track of each sample and estimates the proportion of orange pieces. Users can set the sample size, number of samples, and population proportion of orange pieces. A dotplot of the sample proprotions is shown. This applet is a sub-site of the Math Applets for Calculus at SLU site. This applet provides a graphical interface through... see more This applet is a sub-site of the Math Applets for Calculus at SLU site. This applet provides a graphical interface through which the user can visualize and explore five sequences and their corresponding series. The user has control over a number of parameters including the number of terms, whether to plot terms, sums or ratios, and whether to plot points or lines. This applet simulates drawing samples from a binomial distribution. Users set the population proportion, sample size,... see more This applet simulates drawing samples from a binomial distribution. Users set the population proportion, sample size, and number of samples. The applet shows the corresponding histogram each time a sample is drawn. Users can also count the number of successes above or below a certain value or view the theoretical values for the distribution.
Algebra I for Dummies - 2nd edition Summary: Factor fearlessly, conquer the quadratic formula, and solve linear equations ThereNow with 25% new and revised content, this easy-to-understand reference not only explains algebra in terms you can understand, but it also giv...show morees you the necessary tools to solve complex problems with confidence. You'll understand how to factor fearlessly, conquer the quadratic formula, and solve linear equations. = Includes revised and updated examples and practice problems Provides explanations and practical examples that mirror today's teaching methods Other titles by Sterling: Algebra II For Dummies and Algebra Workbook For Dummies9780470598757An updated edition of the ultimate guide to understanding biologyWe humans are insatiably curious creatures who can't help wondering how things work ndash; starting with our own bodies. Every year millions of high school and college students take introductory biology, wouldn't it be great to have a single source of quick answers to all our questions about how living things work? Now there is!From molecules to animals, cells to ecosystems, Biology For Dummies, 2nd Edition walks you through a high school or introductory college biology course and answers all your questions about how living things work. Written in plain English and packed with dozens of illustrations, quick-reference "Cheat Sheets," and helpful tables and diagrams, it cuts right to the chase with fast-paced, easy-to-absorb explanations of the life processes c
Popular Pages p. 1 p. 2 common core state standards for mathematics overview the common core state standards ccss for mathematics are organized by grade level in grades k8 at the high school level the standards are organized by conceptual category number and quantity algebra functions geometry modeling and probability and statistics showing the body of knowledge students should learn in each category to be college and career ready and to be prepared to study more advanced mathematics as states consider how to implement the high school standards an important consideration is how the high school ccss might be organized into courses that provide a strong foundation for post-secondary success to address this need achieve in partnership with the common core writing team has convened a group of experts including state mathematics experts teachers mathematics faculty from two and four year institutions mathematics teacher educators and workforce representatives to develop model course pathways in mathematics based on the common core state standards in considering this document there are four things important to note 1 the pathways and courses are models not mandates they illustrate possible approaches to organizing the content of the ccss into coherent and rigorous courses that lead to college and career readiness states and districts are not expected to adopt these courses as is rather they are encouraged to use these pathways and courses as a starting point for developing their own appendix a designing high school mathematics courses based on the common core state standards all college and career ready standards those without a are found in each pathway a few standards are included to increase coherence but are not necessarily expected to be addressed on high stakes assessments the course descriptions delineate the mathematics standards to be covered in a course they are not prescriptions for curriculum or pedagogy additional work will be needed to create coherent instructional programs that help students achieve these standards units within each course are intended to suggest a possible grouping of the standards into coherent blocks in this way units may also be considered critical areas or big ideas and these terms are used interchangeably throughout the document the ordering of the clusters within a unit follows the order of the standards document in most cases not the order in which they might be taught attention to ordering content within a unit will be needed as instructional programs are developed while courses are given names for organizational purposes states and districts are encouraged to carefully consider the content in each course and use names that they feel are most appropriate similarly unit titles may be adjusted by states and districts 2 3 4 5 while the focus of this document is on organizing the standards for mathematical content into model pathways to college and career readiness the content standards must also be connected to the standards for mathematical practice to ensure that the skills needed for later success are developed in particular modeling defined by a in the ccss is defined as both a conceptual category for high school mathematics and a mathematical practice and is an important avenue for motivating students to study mathematics for building their understanding of mathematics and for preparing them for future success development of the pathways into instructional programs will require careful attention to modeling and the mathematical practices assessments based on these pathways should reflect both the content and mathematical practices standards 2 p. 3 common core state standards for mathematics the pathways four model course pathways are included 1 2 3 an approach typically seen in the u.s traditional that consists of two algebra courses and a geometry course with some data probability and statistics included in each course an approach typically seen internationally integrated that consists of a sequence of three courses each of which includes number algebra geometry probability and statistics a compacted version of the traditional pathway where no content is omitted in which students would complete the content of 7th grade 8th grade and the high school algebra i course in grades 7 compacted 7th grade and 8 8th grade algebra algebra i course more manageable a compacted version of the integrated pathway where no content is omitted in which students would complete the content of 7th grade 8th grade and the mathematics i course in grades 7 compacted 7th grade and 8 8th grade mathematics mathematics i course more manageable ultimately all of these pathways are intended to significantly increase the coherence of high school mathematics 4 appendix a designing high school mathematics courses based on the common core state standards 5 the non-compacted or regular pathways assume mathematics in each year of high school and lead directly to preparedness for college and career readiness in addition to the three years of study described in the traditional and integrated pathways students should continue to take mathematics courses throughout their high school career to keep their mathematical understanding and skills fresh for use in training or course work after high school a variety of courses should be available to students reflecting a range of possible interests possible options are listed in the following chart based on a variety of inputs and factors some students may decide at an early age that they want to take calculus or other college level courses in high school these students would need to begin the study of high school content in the middle school which would lead to precalculus or advanced statistics as a junior and calculus advanced statistics or other college level options as a senior strategic use of technology is expected in all work this may include employing technological tools to assist students in forming and testing conjectures creating graphs and data displays and determining and assessing lines of fit for data geometric constructions may also be performed using geometric software as well as classical tools and technology may aid three-dimensional visualization testing with and without technological tools is recommended as has often occurred in schools and districts across the states greater resources have been allocated to accelerated pathways such as more experienced teachers and newer materials the achieve pathways group members strongly believe that each pathway should get the same attention to quality and resources including class sizes teacher assignments professional development and materials indeed these and other pathways should be avenues for students to pursue interests and aspirations the following flow chart shows how the courses in the two regular pathways are sequenced the in the chart on the following page means that calculus follows precalculus and is a fifth course in most cases more information about the compacted pathways can be found later in this appendix 3 p. 4 common core state standards for mathematics appendix a designing high school mathematics courses based on the common core state standards some teachers and schools are effectively getting students to be college and career ready we can look to these teachers and schools to see what kinds of courses are getting results and to compare pathways courses to the mathematics taught in effective classrooms a study done by act and the education trust gives evidence to support these pathways the study looked at highpoverty schools where a high percentage of students were reaching and exceeding act s college-readiness benchmarks from these schools the most effective teachers described their courses and opened up their classrooms for observation the commonality of mathematics topics in their courses gives a picture of what it takes to get students to succeed and also provides a grounding for the pathways there were other commonalities for more detailed information about this study search for the report on course for success at 1 implementation considerations as states districts and schools take on the work of implementing the common core state standards the model course pathways in mathematics can be a useful foundation for discussing how best to organize the high school standards into courses the pathways have been designed to be modular in nature where the modules or critical areas units are identical in nearly every manner between the two pathways but are arranged in different orders to accommodate different organizational offerings assessment developers may consider the creation of assessment modules in a similar fashion curriculum designers may create alternative model pathways with altogether different organizations of the standards some of this work is already underway in short this document is intended to contribute to the conversations around assessment and curriculum design rather than end them effectively implementing these standards will require a long-term commitment to understanding what best supports student learning and attainment of college and career readiness skills by the end of high school as well as regular revision of pathways as student learning data becomes available supporting students one of the hallmarks of the common core state standards for mathematics is the specification of content that all students must study in order to be college and career ready this college and career ready line is a minimum for all students however this does not mean that all students should progress uniformly to that goal some students progress 1 the study provides evidence that the pathways high school algebra i geometry algebra ii sequence is a reasonable and rigorous option for preparing students for college and career topics aligned almost completely between the ccss topics and topics taught in the study classrooms the starting point for the pathways high school algebra i course is slightly beyond the starting point for the study algebra i courses due to the existence of many typical algebra i topics in the 8th grade ccss therefore some of the study algebra ii topics are a part of the pathways high school algebra i course specifically using the quadratic formula a bit more with exponential functions including comparing and contrasting linear and exponential growth and the inclusion of the spread of data sets the pathways geometry course is very similar to what was done in the study geometry courses with the addition of the laws of sines and cosines and the work with conditional probability plus applications involving completing the square because that topic was part of the pathways high school algebra i course the pathways algebra ii course then matches well with what was done in the study algebra ii courses and continues a bit into what was done in the study precalculus classrooms including inverse functions the behavior of logarithmic and trigonometric functions and in statistics with the normal distribution margin of error and the differences among sample surveys experiments and observational studies all in all the topics and the order of topics is very comparable between the pathways high school algebra i geometry algebra ii sequence and the sequence found in the study courses 4 p. 5 common core state standards for mathematics more slowly than others these students will require additional support and the following strategies consistent with response to intervention practices may be helpful · · · · · creating a school-wide community of support for students providing students a math support class during the school day after-school tutoring extended class time or blocking of classes in mathematics and additional instruction during the summer watered-down courses which leave students uninspired to learn unable to catch up to their peers and unready for success in postsecondary courses or for entry into many skilled professions upon graduation from high school are neither necessary nor desirable the results of not providing students the necessary supports they need to succeed in high school are well-documented too often after graduation such students attempt to continue their education at 2or 4-year postsecondary institutions only to find they must take remedial courses spending time and money mastering high school level skills that they should have already acquired this in turn has been documented to indicate a greater chance of these students not meeting their postsecondary goals whether a certificate program two or fouryear degree as a result in the workplace many career pathways and advancement may be denied to them to ensure students graduate fully prepared those who enter high school underprepared for high school mathematics courses must receive the support they need to get back on course and graduate ready for life after high school furthermore research shows that allowing low-achieving students to take low-level courses is not a recipe for academic success kifer 1993 the research strongly suggests that the goal for districts should not be to stretch the high school mathematics standards over all four years rather the goal should be to provide support so that all students can reach the college and career ready line by the end of the eleventh grade ending their high school career with one of several high-quality mathematical courses that allows students the opportunity to deepen their understanding of the college and career-ready standards with the common core state standards initiative comes an unprecedented ability for schools districts and states to collaborate while this is certainly the case with respect to assessments and professional development programs it is also true for strategies to support struggling and accelerated students the model course pathways in mathematics are intended to launch the conversation and give encouragement to all educators to collaborate for the benefit of our states children appendix a designing high school mathematics courses based on the common core state standards 5 p. 6 common core state standards for mathematics how to read the pathways each pathway consists of two parts the first is a chart that shows an overview of the pathway organized by course and by conceptual category algebra functions geometry etc these charts show which clusters and standards appear in which course see page 5 of the ccss for definitions of clusters and standards for example in the chart below the three standards n.q.1 2 3 associated with the cluster reason quantitatively and use units to solve problems are found in course 1 this cluster is found under the domain quantities in the number and quantity conceptual category all high school standards in the ccss are located in at least one of the courses in this chart courses domain appendix a designing high school mathematics courses based on the common core state standards clusters notes and standards conceptual category 6 p. 7 common core state standards for mathematics the second part of the pathways shows the clusters and standards as they appear in the courses each course contains the following components · · · an introduction to the course and a list of the units in the course unit titles and unit overviews see below units that show the cluster titles associated standards and instructional notes below it is important to note that the units or critical areas are intended to convey coherent groupings of content the clusters and standards within units are ordered as they are in the common core state standards and are not intended to convey an instructional order considerations regarding constraints extensions and connections are found in the instructional notes the instructional notes are a critical attribute of the courses and should not be overlooked for example one will see that standards such as a.ced.1 and a.ced.2 are repeated in multiple courses yet their emphases change from one course to the next these changes are seen only in the instructional notes making the notes an indispensable component of the pathways unit title and overview appendix a designing high school mathematics courses based on the common core state standards standards associated with cluster cluster instructional note 7 p. 8 common core state standards for mathematics overview of the traditional pathway for the common core state mathematics standards this table shows the domains and clusters in each course in the traditional pathway the standards from each cluster included in that course are listed below each cluster for each course limits and focus for the clusters are shown in italics domains high school algebra i · xtend the properties e of exponents to rational exponents geometry algebra ii fourth courses the real number system n.rn.1 2 · se properties of u rational and irrational numbers n.rn.3 · eason quantitatively r and use units to solve problems appendix a designing high school mathematics courses based on the common core state standards quantities foundation for work with expressions equations and functions n.q.1 2 3 · erform arithmetic p operations with complex numbers n.cn.1 2 · erform arithmetic p operations with complex numbers n.cn.3 · epresent complex r numbers and their operations on the complex plane n.cn.4 5 6 · epresent and model r with vector quantities n.vm.1 2 3 · perform operations on vectors number and quantity the complex number system · se complex numbers u in polynomial identities and equations polynomials with real coefficients n.cn.7 8 9 vector quantities and matrices n.vm.4a 4b 4c 5a 5b · perform operations on matrices and use matrices in applications n.vm.6 7 8 9 10 11 12 the standards in this column are those in the common core state standards that are not included in any of the traditional pathway courses they would be used in additional courses developed to follow algebra ii 8 p. 15 common core state standards for mathematics traditional pathway high school algebra i the fundamental purpose of this course is to formalize and extend the mathematics that students learned in the middle grades because it is built on the middle grades standards this is a more ambitious version of algebra i than has generally been offered the critical areas called units deepen and extend understanding of linear and exponential relationships by contrasting them with each other and by applying linear models to data that exhibit a linear trend and students engage in methods for analyzing solving and using quadratic functions the mathematical practice standards apply throughout each course and together with the content standards prescribe that students experience mathematics as a coherent useful and logical subject that makes use of their ability to make sense of problem situations critical area 1 by the end of eighth grade students have learned to solve linear equations in one variable and have applied graphical and algebraic methods to analyze and solve systems of linear equations in two variables now students analyze and explain the process of solving an equation students develop fluency writing interpreting and translating between various forms of linear equations and inequalities and using them to solve problems they master the solution of linear equations and apply related solution techniques and the laws of exponents to the creation and solution of simple exponential equations critical area 2 in earlier grades students define evaluate and compare functions and use them to model relationships between quantities in this unit students will learn function notation and develop the concepts of domain and range they explore many examples of functions including sequences they interpret functions given graphically numerically symbolically and verbally translate between representations and understand the limitations of various representations students build on and informally extend their understanding of integer exponents to consider exponential functions they compare and contrast linear and exponential functions distinguishing between additive and multiplicative change students explore systems of equations and inequalities and they find and interpret their solutions they interpret arithmetic sequences as linear functions and geometric sequences as exponential functions critical area 3 this unit builds upon prior students prior experiences with data providing students with more formal means of assessing how a model fits data students use regression techniques to describe approximately linear relationships between quantities they use graphical representations and knowledge of the context to make judgments about the appropriateness of linear models with linear models they look at residuals to analyze the goodness of fit critical area 4 in this unit students build on their knowledge from unit 2 where they extended the laws of exponents to rational exponents students apply this new understanding of number and strengthen their ability to see structure in and create quadratic and exponential expressions they create and solve equations inequalities and systems of equations involving quadratic expressions critical area 5 in this unit students consider quadratic functions comparing the key characteristics of quadratic functions to those of linear and exponential functions they select from among these functions to model phenomena students learn to anticipate the graph of a quadratic function by interpreting various forms of quadratic expressions in particular they identify the real solutions of a quadratic equation as the zeros of a related quadratic function students expand their experience with functions to include more specialized functions absolute value step and those that are piecewise-defined appendix a designing high school mathematics courses based on the common core state standards 15
easy-to-follow textbook introduces the mathematical language, knowledge and problem-solving skills that undergraduates need to study computing. The language is in part qualitative, with concepts such as set, relation, function and recursion/induction; but it is also partly quantitative, with principles of counting and finite probability. Entwined with both are the fundamental notions of logic and their use for representation and proof. This title: teaches finite math as a language for thinking, as much as knowledge and skills to be acquired; uses an intuitive approach with a focus on examples for all general concepts; brings out the interplay between the qualitative and the quantitative in all areas covered, particularly in the treatment of recursion and induction; balances carefully the abstract and concrete, principles and proofs, specific facts and general perspectives; includes highlight boxes that raise common queries and clear confusions; and, provides numerous exercises, with selected solutions. less
Technical Mathematics I and II offer a programmed, worktext approach to technical math with numerous examples and problems. There is a consistent emphasis on practical uses of the calculator throughout the text. Also included is coverage of geometry, factoring, and analytic geometry. The supplemental test booklet offers the instructor a full and flexible set of tests.Free Worldwide Delivery : Postmodernist Fiction : Paperback : Taylor & Francis Ltd : 9780415045131 : 0415045134 : 01 Aug 1987 : Like it or not, the term post... TECHNICAL MATHEMATICS provides a thorough review of pre calculus topics ranging from algebra and geometry to trigonometry and analytic geometry, with a strong emphasis on their applications in specific occupations. The book's breadth of coverage and practical focus will prepare you well for a technical, engineering technology, or scientific career, while integrated calculator and spreadsheet examples teach you to solve problems the way professionals do on the job. Written in an easy-to-understand manner, this comprehensive book complements core content with numerous application- oriented exercises and examples to help you apply your knowledge of mathematics and technology to situations you may encounter as a working professional. The Fourth Edition of this proven book includes abundant... LessBuy The Joel McHale Handbook - Everything you need to know about Joel McHale by Smith, Emily and Read this Book on Kobo's Free Apps. Discover Kobo's Vast Collection of Ebooks Today - Over 3 Million Titles, Including 2 Million Free Ones! Introduction to Technical Mathematics, Fifth Edition , has been thoroughly revised and modernized with up-to-date applications, an expanded art program, and new pedagogy to help today's readers relate to the mathematics in today's world. The new edition continues to provide a thorough review of arithmetic and a solid foundation in algebra, geometry, and trigonometry. In addition to thousands of exercises, the examples and problems in this text include a wealth of applications from various technological fields: electronics, mechanics, civil engineering, forestry, architecture, industrial engineering and design, physics, chemistry, and computer science. To enhance your course, the fifth edition is now available with Addison- Wesley's MathXL ® and MyMathLab ™ technologies. Signed... LessDesigned for a first course in technical mathematics, this comprehensive, easy-to-read text is ideal for students with minimal mathematics training who wish to prepare for further study in technical areas. The newly revised Third Edition builds on the success of the first two editions, featuring a new chapter on using the quadratic formula to solve quadratic equations. Moreover, extra problem sets that feature technical applications have been added to several chapters. Introduction to Technical Mathematics, 3/E has a versatile format that can be used in many instruc¬tion¬al settings. Its user-friendly approach includes problem-solv¬ing chapters designed to help students apply basic mathematical principles to a multitude of situations. Students also will benefit from the wealth of... Less For courses in Technical Mathematics with Calculus. This text provides students in technology and pre-engineering with the necessary comprehensive mathematics skills required including practical calculus. With basic mathematics concepts presented through algebra, trigonometry, analytic geometry and calculus, the text is written in an intuitive manner, with technical applications integrated whenever possible. Elementary Technical Mathematics Tenth EditionA technical communities, the new third edition delivers four entirely new chapters and expanded treatment of cutting-edge topics.This textbook has been in constant use since 1980, and this edition represents the first major revision of this text since the second edition. It was time to select, make hard choices of material, polish, refine, and fill in where needed. Much has been rewritten to be even cleaner and clearer, new features have been introduced, and some peripheral topics have been removed.The authors continue to provide real-world, technical applications that promote intuitive reader learning. Numerous fully worked examples and boxed and numbered formulas give students the essential practice they need to learn mathematics. Computer projects are given when appropriate, including BASIC, spreadsheets, computer algebra systems, and computer- assisted drafting. The graphing calculator has been fully integrated... Less This tried-and-true text from Allyn Washington, the pioneer of the basic technical mathematics course,
Math 2010, Summer 2013 Instructor: Dr. Seth Armstrong, ELC 420, email: armstrong@suu.edu. Please communicate by email if possible; I check voice mail about once per decade. If you have an emergency (not just that you aren't coming to class one day, but maybe something I really need to know), you may text or call at 590-4516. There will often be things posted on my web page – including this syllabus – at armstrong/courseinfo.html. Meeting times and office hours: We will meet daily from 9:45-11:15 in ELC 301.Consultation in my office will be daily from 2:30-3:30. If it is not possible for you to make my office hour, please talk to or email me to schedule another time. There is also a Tutoring Center in the Student Center. The hours will be announced in class or you can check the hours there. Objectives: First of a two-semester sequence in mathematics appropriate to the needs of the elementary/ middle school teachers. Topics include: problem solving, sets, numeration systems, whole numbers, algorithms of arithmetic, number theory, rational numbers, decimal numbers. Required for prospective elementary school teachers.This is a mathematics course whose primary purpose is to teach the theoretical basis of mathematical ideas that are needed by teachers in grades K-8 as specified by the Utah State Core and the National Standards. Policies and Procedures 1.Attendance is required. I will be unwilling to go through material that you miss without excuse. Missing one day of a summer course is like missing 2-3 days of a regular course, so you will probably have to attend every day to be successful. If you miss no days of class unexcused I will drop your lowest regular (100-pt) test score if it helps your grade. 2.Homework (HW) assignments are listed on the attached schedule that we will approximately follow. Each should be completed that same day or before the next class meeting. The biggest key to success is to do all you can on a problem for several minutes before seeking outside help. The tests will be very much like your class notes and homework assignments, so you will want to be able to do every type of HW problem independently. HW will be collected each day marked with an asterisk (*) and the exact assignments due those days will be told to you in class, but generally up to the sections we've fully finished by the end of the previous class day. You can hand it in to me in class or in the Math 2010 box outside my office no later than 4 p.m. that day. HW should be neat and show complete work to receive credit. Late unexcused HW will not be accepted. Your HW could take anywhere from two to five or more hours per day. I will assign HW daily. 3.If you can work problems independently that are similar to those from the lectures and the HW then you are prepared for a test. These will be administered in the Testing Center, bottom floor of the ELC, as listed on the schedule. If you have to miss a test, arrangements for a makeup exam must be made beforehand. We will dismiss about 45 minutes early on test days to give you a chance to take most of it during the allotted class time. Be prepared to document an excuse for a missed test. Sleeping through an alarm, a busy week in school, an optional appointment with a doctor or dentist and so on are not valid excuses to merit a makeup exam. If you have an emergency the day of the exam, email or text me that day (or have someone else do it) where possible or you will not be able to make up the test. The final exam will be almost completely comprehensive. You may not reschedule the final exam for any reason except those listed in SUU policy. You may not take it early just to leave for vacation, for example. 4.Academic Integrity:Scholastic dishonesty will not be tolerated and will be prosecuted to the fullest extent. You are expected to have read and understood the current issue of the student handbook (published by Student Services) regarding student responsibilities and rights for information about procedures and about what constitutes acceptable on-campus behavior. HW plagiarism (copying from a solutions manual or someone else's HW) will result in a zero on any assignment; if it is repeated, you will get a zero on the entire HW score (of 50 points). Any conversation about the test with someone who hasn't taken it or before you've taken it will result in a zero on the test and will remain on your permanent SUU record. 5.The sharing of copyrighted material through peer-to-peer (P2P) file sharing, except as provided under U.S. copyright law, is prohibited by law. Detailed information can be found at it/p2p-student-notice.html. 6.Students with medical, psychological, learning or other disabilities desiring academic adjustments, accommodations or auxiliary aids will need to contact the Southern Utah University Coordinator of Services for Students with Disabilities (SSD), in Room 206F of the Sharwan Smith Center or phone (435)865-8022. SSD determines eligibility for and authorizes the provision of services. 7.In case of emergency, the University's Emergency Notification System (ENS) will be activated. Students are encouraged to maintain updated contact information using the link on the homepage of the mySUU portal. In addition, students are encouraged to familiarize themselves with the Emergency Response Protocols posted in each classroom. Detailed information about the University's emergency management plan can be found at 8.Grading There are 600 points possible, including a total of 50 points from HW, 400 from the four regular exams and 150 from the comprehensive final exam. The grading percentages are exactly given below. I cannot and do not raise a grade because of need; it is entirely up to you to get the grade you want. After grades are assigned, there is nothing you can "do" to get a higher grade unless I have made some recording error, in which case I'll be happy to check things over again.
The Mechanical universe ... and beyond( Visual ) 28 editions published between 1985 and 2003 in English and held by 457 libraries worldwide Contains introductory physics and traces the drama of scientific discovery using a mixture of archival footage and historical backdrops to introduce the great thinkers of the past from Copernicus to Einstein. The Theorem of Pythagoras( Visual ) 3 editions published between 1988 and 1994 in English and held by 341 libraries worldwide After posing problems from real life than can be solved by using the Pythagorean theorem, the videotape provides a historical perspective together with several different animated proofs. The theorem is extended to three dimensions. A dramatic view of the earth shows why the theorem fails on the surface of a sphere. Similarity( Visual ) 1 edition published in 1990 in English and held by 217 libraries worldwide Discusses the ratios of geometrical figures, their mathematical similarities, and the practical applications of using the mathematics. Polynomials( Visual ) 2 editions published in 1991 in English and held by 202 libraries worldwide Animations show how the Cartesian equation changes if the graph of a polynomial is translated or subjected to a vertical change of scale. Zeros, local extrema, and points of inflection are discussed. Real-life examples include parabolic trajectories and the use of cubic splines in designing sailboats and computer-generated teapots.
Product Description Ready-to-use reproducible book helps students better understand mathematical concepts. Provides a variety of graphic methodologies for organizing and presenting important mathematical concepts and ideas. The beauty of this graphic organizer is the focus on the conceptual nature of material and its highly-visual approach, appealing to students of different learning styles. 88 pages. Grade 5 and up. Prices listed are U.S. Domestic prices only and apply to orders shipped within the United States. Orders from outside the United States may be charged additional distributor, customs, and shipping charges.
Introduction to Mathematical Programming Introduction to Mathematical Programming - Third Edition Summary Empowering users with the knowledge necessary to begin using mathematical programming as a tool for managerial applications, this practical text shows when a mathematical model can be useful in solving a problem, and instills an appreciation and understanding of the mathematics associated with the applied techniques. Surveys problem types, and discusses various ways to use specific mathematical tools. Contains a brief introduction to matrix algebra as prerequisite material for the study of linear programming. The discussion of linear programming includes a verification of the simplex algorithm and a chapter on duality and sensitivity analysis. Discusses the special structures of four network problems: the transportation problem, the critical path method, the shortest path problem, and minimal spanning trees. Includes the method of Lagrange multipliers for non-linear optimization. Touches on "mathematics" oriented (vs. applications) material, with integrated proofs and discussions on such topics as basic graph theory, matrix algebra, and properties of algorithms. Appendices include answers to the odd problems, an introduction to the linear programming software LINDO, an overview of the symbolic computation package Maple, and a brief introduction to Excel and its optimization add-in Solver.
Summary: This manual is organized to follow the sequence of topics in the text, and provides an easy-to-follow, step-by-step guide with worked-out examples to help students fully understand and get the most out of their graphing calculator. Compatible models include the popular TI-83/84 Plus and MathPrint. This manual will be packaged with every
I used an earlier edition of this text as an instructor 20 years ago. The students in my class at the time were equally divided among the fields of mathematics, physics, and engineering. The book proved to be quite useful for all of them. Marsden skillfully strikes a balance between the needs of math majors preparing for graduate study and the needs of physics and engineering students seeking applications of complex analysis. The book is clearly written and well-organized, with plenty of examples and exercises. My only significant criticism of the first edition was the author's tendency to label many examples of contour integration as theorems. Technically, there is nothing wrong this, but I found that some of my students tended to memorize the statements of these "theorems" rather than focus on the methods of integration discussed (for example, "Pac-Man" integrals with branch cuts along rays other than the positive real axis). Nonetheless, this is a fine text that has--not surprisingly--continued to be widely used for over two decades. When I first started with this book, I was not a fan. However, the book grew on me over time. Marsden and Hoffman do a very good job of blending both theoretical and computational aspects of complex analysis. They do a very good job of motivating and explaining the proofs, and they do not leave out any details (this is both good and bad - it can distracting, but as long as you pay attention, you will never get lost). The illustrations in the text are for the most part illuminating and useful, and the worked examples at the end of each section are not bad as well. I did have a few minor problems, though. While many of the exercises are good, some of them seemed rather trivial. The chapter on conformal mapping could use some work. The binding on mine started to come apart by the end of the semester, although that may have been my fault. The book reveals complex analysis as a very elegant and lovely branch of mathematics. The level of rigour is not that of Marsden's other book, Elementary Classical Analysis. Instead, Basic Complex Analysis can be usefully read by non-maths majors, especially those in physics and engineering. Key ideas are well covered. Starting with the Laurant series, which generalises the Taylor series. Then, from this, the idea of contour integration is examined. Giving rise to the Residue Theorem and the winding number. All because the only term that does not integrate to 0 is 1/z, which gives the complex log and its imaginary argument is the only thing left. So simple and powerful. Amazing that an essentially arbitrarily intricate contour integral can be given by the residues at the enclosed poles! Yet the text's derivation should get straightforward to follow for most readers. If you are going onto advanced physics, like quantum electrodynamics, then this theorem is used extensively. The book also covers important subsequent ideas. Especially conformal mapping and the Schwartz-Christoffel transformation. The treatment of conformal mapping, though, is only a hint of the richness of analysis available here. I learned Complex Analysis from the 2nd ed. of the book and am definitely going to teach my class next year from the 3rd ed. It is easy to read and has examples and illustrations not found in Alfors, Rudin, or Cartan. Despite the other reader's comments, I believe that it is a wonderful book for students who are bright and for those who need help in comprehending new subjects. This is an excellent work by any standard. Moreover, the fact that the book has seen only three editions in 30 years is a testament to its relevance and thoroughness and incisiveness. About the authors: Dr. Marsden was a truly elite ISI cited researcher and applied mathematician with a very deep understanding of the topic (he passed away last year) and Dr. Hoffman is a quality mathematician, and a gifted writer with a keen historical sense of the development of ideas within math. They make a great team. The strength of the book, as some other reviewers have noted, is its thoroughness - the book does not skimp on proofs or on the technical development of the subject. As a student, this is very intimidating. Yet, over time, with more mathematical maturity, the book grew on me. The technical arguments that I found unnecessary and difficult to follow became enlightening and enriching, and helped me to better understand the material And the fact that it was not organized in the manner of an abstract algebra book, but rather had slight variations, and extensions of the discussions became quite appealing to me after time. I think that one helpful standard is that the reader needs to have a solid background both in Analysis and abstract algebra (or at least a difficult upper level math class like topology). I would say that this book is written at the senior undergrad or grad level. Without a solid background, the books will be and is extremely intimidating. Perhaps it is helpful to have a second, less challenging, more computational complex analysis book beside this to get a picture of the forest instead of the trees. But other than that the book is wonderful.
Google "MAA Reviews" which is a book review site and once there search for "graph". You will find LOTS of books reviewed there. If that is too shotgun an approach you might post a more specific question. ADDED LATER The MAA site is for mathematicians. From your more specific question I suspect you want something more basic and applied than many of the books there. Among those they review are this basic and relatively inexpensive text
Menu Mathematics Mathematics is important in the life of every individual. Mathematics is central for providing experiences to ensure that students gain "proficiency in analytical reasoning and computational skills" necessary for survival in a "technological society" as well as understanding connections between mathematics and other disciplines. The Mathematics faculty has contact with every Fisk student, whether in the mission of general education, teacher education, or the mathematical education of majors and joint majors. Course offerings are academically challenging, but mathematics faculty operate under a shared belief that all students can learn mathematics. Clearly, mathematics has special responsibility for support to other disciplines, such as those in the natural or social sciences and business administration, as well as to students who select mathematics as a single or joint major. Goals of the mathematics area and the learning outcomes that flow from these goals are as follow: Goal 1 To provide a course of study for a mathematics major program consistent with other colleges and universities as delineated by organizations such as the MAA (Mathematical Association of America) Committee on the Undergraduate Programs in Mathematics (CUPM) Guidelines and Programs at Liberal Arts Colleges. Outcomes:Graduates of the B.A. major program in mathematics must: demonstrate knowledge of mathematics in the areas of elementary analysis (calculus), higher algebra, and higher analysis at the undergraduate level; " be able to apply the knowledge gained to solve problems related to various disciplines demonstrate general knowledge in the areas of physics and computer s cience demonstrate the ability to develop and discuss a problem or narrow band of knowledge of a subject in writing and orally be able to connect the importance of mathematics historically and presently to a technological society. Goal 2 To provide a course of study for a mathematics joint major program that gives students adequate knowledge to combine two areas of knowledge for work or further study in either discipline or a combination thereof. Outcomes: Graduates of the joint major program in mathematics must: demonstrate knowledge in the cognate subjects selected demonstrate the ability to develop and discuss a problem or narrow band of knowledge of a subject in writing and orally be able to connect the importance of mathematics historically and presently to a technological society. Goal 3 To provide a course of study that supports other disciplines and majors requiring mathematics beyond that required in the program of general education. Outcomes: Graduates of a client discipline must: demonstrate awareness of the connection between prescribed mathematics courses and their respective disciplines; and be able to apply the principles of mathematics for problem-solving in their respective disciplines and related disciplines. Goal 4 To provide technological experiences in the learning of mathematics using graphing calculators, computer algebra systems, and computer-aided instruction. Outcomes: Graduates of any major program must: be familiar with the operation and use of the above technologies in the learning of mathematics; and be aware of the role of technology in society presently and in the future. Requirements for the mathematics major, in addition to the University degree requirements outlined within this Bulletin, are: Courses in mathematics-33 credits in mathematics coursework numbered 120 and above. Mathematics majors do not take CORE 130. The required courses are 270 Ordinary Differential Equations MATH 320 Algebraic Structures MATH 353 Introduction to Real Analysis MATH 395 Senior Seminar Mathematics electives in the major must be numbered above 200. An advanced course in computer science or physics may be substituted for a mathematics elective with permission of department Required cognates--16 credits: CSCI 110-120 Introduction to Computer Science I & II NSCI 360 Statistics PHYS 130L Experiments in General Physics I PHYS 130 University Physics I Joint majors combining mathematics with another discipline may be arranged. Twenty-four credits in mathematics courses are required as part of any such joint major, and must include 320 Algebraic Structures The program also may include such other mathematics courses at the 200 level or higher as the student, with departmental approval, may elect; and the foreign language requirement must be completed as for any other major. Students wishing to undertake a joint major in mathematics should obtain the advice of the mathematics coordinator as early as possible after deciding to pursue the major. A faculty member from the department will be assigned to cooperate with the student's other major advisor in the construction and execution of an appropriate study plan
More About This Textbook Overview Lie group theory, developed by M. Sophus Lie in the 19th century, ranks among the more important developments in modern mathematics. Lie algebras comprise a significant part of Lie group theory and are being actively studied today. This book, by Professor Nathan Jacobson of Yale, is the definitive treatment of the subject and can be used as a textbook for graduate courses. Chapter I introduces basic concepts that are necessary for an understanding of structure theory, while the following three chapters present the theory itself: solvable and nilpotent Lie algebras, Carlan's criterion and its consequences, and split semi-simple Lie algebras. Chapter 5, on universal enveloping algebras, provides the abstract concepts underlying representation theory. Then the basic results on representation theory are given in three succeeding chapters: the theorem of Ado-Iwasawa, classification of irreducible modules, and characters of the irreducible modules. In Chapter 9 the automorphisms of semi-simple Lie algebras over an algebraically closed field of characteristic zero are determined. These results are applied in Chapter 10 to the problems of sorting out the simple Lie algebras over an arbitrary field. The reader, to fully benefit from this tenth chapter, should have some knowledge about the notions of Galois theory and some of the results of the Wedderburn structure theory of associative algebras. Nathan Jacobson, presently Henry Ford II Professor of Mathematics at Yale University, is a well-known authority in the field of abstract algebra. His book, Lie Algebras, is a classic handbook both for researchers and students. Though it presupposes a knowledge of linear algebra, it is not overly theoretical and can be readily used for self-study
R. H. Logan, Dept. of Chemistry, Dallas Co. Community College, North Lake College Description: Advantages of the metric system: it was based on a decimal system (i.e.: powers of ten) and therefore simplifies calculations; it is used by most other nations of the world, and therefore has commercial and trade advantages. If an American manufacturer with domestic and international customers is to compete, it must absorb the added cost of dealing with two systems of measurement. This lesson tells you how to use it. List of prefixes, types of measure.
Professional Commentary: Astronomers now know that the planets in our solar system travel around the Sun in roughly circular orbits. People used to believe that the Sun and other planets orbited the Earth.... Professional Commentary: The short course covers the history as well as the mathematics of complex numbers. The development of the imaginary unit i and the proof of the Fundamental Theorem of Algebra are followed by explorations of the complex plane.... Professional Commentary: Students will find tutorials, Java applets, drills, computer programs, and animations on applications of integration. Topics include area between two curves, volumes, arc length, average value of a function, work, moments, and center of mass.... Professional Commentary: This online tutorial discusses the standard and polar forms for complex numbers and the basic operations in each system. Euler's Equation presents the link between the two representations.... Professional Commentary: Several?interrelated problems are posed to students.?All involve the minute and hour hands of a clock and the path traced by the midpoint of the segment connecting the ends of the hands. Students begin by assuming that both hands are the same length and that the clock runs properly and shows the correct time....
littellalgebra1 concepts and skills answerkey. I used to face same ... Continue Reading . 2. Find great deals on eBay for mcdougallittellalgebra1 and mcdougallittellalgebra 2. ... And hosted at /doc11/Mcdougal_Littell_Algebra_1_Practice_Workbook.pdf. McdougalLittell Geometry PracticeWorkbook (PDF Documents) provides by doc.eboook.net And hosted at /book6/Mcdougal_Littell_Geometry_Practice_Workbook.pdf ... littellalgebra1 concepts and skills answerkey. I used to face same ... 1Practice for Lessons 1.1–1.7 1–14 ... McDougalLittell Math, Course 2 1 Chapter 1PracticeWorkbookPractice ... Chapter 1PracticeWorkbook 3. You have $100 to spend on a new outfit. You spend $25 on shoes and you still need pants and a shirt. Chapter 1 22 Glencoe Algebra 2 Skills Practice Solving Equations Write an algebraic expression to represent each verbal expression. 1. 4 times a number, increased by 7 2. 8 less than 5 times a number 3. 6 times the sum of a number and 5 4. the product of 3 and a number, divided by 9
Special Functions and Methods of Mathematical Physics Aims To introduce students to a variety of special functions using integral representations and linear differential equations as the main technique. To provide students with tools necessary for advanced study in Mathematical Physics Learning objectives At the end of the module you should be able to: use the general properties of Gamma and Beta functions; use methods of studying asymptotic behaviour of functions; solve linear differential equations by power series; solve linear differential equations by Laplace method; use general properties of hypergeometric equation and its solutions; use classical orthogonal polynomials Solve the Laplace and Poisson equations subject to suitable boundary conditions by a variety of methods. Apply these techniques to examples drawn from Mathematical Physics. Syllabus Part 1: Gamma and Beta functions Infinite products Asymptotic expansions, method of steepest descent; Power series solutions to second-order linear differential equations; singular points and the Frobenius series. Hypergeometric equation, properties of its solutions, integral representation for the solutions. Teaching Spring and Summer Term - 4 lectures per week Assessment Three hour unseen examination towards the end of the Summer Term (100%), Elective information This module aims to explore the realm beyond the elementary functions domain. We shall study functions defined by integrals which can not be expressed in terms of elementary functions, such as the celebrated Gamma function. We shall study their properties by means of the complex analysis and differential equations. Please check prerequisites carefully before asking to take this module as an elective.
More About This Textbook Overview This introduction to linear algebra by world-renowned mathematician Peter Lax is unique in its emphasis on the analytical aspects of the subject as well as its numerous applications. The book grew out of Dr. Lax's course notes for the linear algebra classes he teaches at New York University. Geared to graduate students as well as advanced undergraduates, it assumes only limited knowledge of linear algebra and avoids subjects already heavily treated in other textbooks. And while it discusses linear equations, matrices, determinants, and vector spaces, it also in-cludes a number of exciting topics that are not covered elsewhere, such as eigenvalues, the Hahn-Banach theorem, geometry, game theory, and numerical analysis. The first four chapters are devoted to the abstract structure of finite dimensional vector spaces. Subsequent chapters deal with determinants as a blend of geometry, algebra, and general spectral theory. Euclidean structure is used to explain the notion of selfadjoint mappings and their spectral theory. Dr. Lax moves on to the calculus of vector and matrix valued functions of a single variable—a neglected topic in most undergraduate programs—and presents matrix inequalities from a variety of perspectives. Later chapters cover convexity and the duality theorem, describe the basics of normed linear spaces and linear maps between normed spaces, and discuss the dominant eigenvalue of matrices whose entries are positive or merely non-negative. The final chapter is devoted to numerical methods and describes Lanczos' procedure for inverting a symmetric, positive definite matrix. Eight appendices cover important topics that do not fit into the main thread of the book. Clear, concise, and superbly organized, Linear Algebra is an excellent text for advanced undergraduate and graduate courses and also serves as a handy professional reference. Editorial Reviews Booknews An introduction to linear algebra, emphasizing analytical aspects as well as applications, for graduate and advanced undergraduate students. Early chapters are devoted to the abstract structure of finite dimensional vector spaces, and subsequent chapters treat determinants as a blend of geometry, algebra, and general spectral theory. Other subjects include calculus of vector and matrix valued functions of a single variable, matrix inequalities, Pfaff's theorem, and lattices. Includes exercises. Annotation c. by Book News, Inc., Portland, Or. Related Subjects Meet the Author PETER D. LAX, PhD, has had a long and distinguished career in mathematics. A student and then colleague of Richard Courant, Fritz John, and K. O. Frederichs, he is considered one of the world's leading mathematicians. He teaches at New York University's Courant Institute of Mathematical
Lecture 49: Introduction to Conic Sections Embed Lecture Details : What are conic sections and why are they called "conic sections"? Course Description : This is the original Algebra course on the Khan Academy and is where Sal continues to add videos that are not done for some other organization. It starts from very basic algebra and works its way through algebra II.

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