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Based on Saxon's proven methods of incremental development and continual review strategies, the Algebra 2 Kit covers traditional second-year algebra topics, as well as a full semester of informal geometry. Real-world, abstract and interdisciplinary applications are featured.
Kit includes Student Textbook with short answers for problem/practice sets, index and glossary; Homeschool Packet with tests and test answers; and Solutions Manual with solutions to all textbook practices and problem sets.
This helped my first two children to be ready for calculus in college--they were able to test out of college algebra. My youngest child needed to go at a slower rate and had to take college Math in college. So it is great for those who have a bent for math and science.
Our daughter had difficulty with math when we started using Saxon math curriculum. The spiral organization of the curriculum never gave her the opportunity to 'forget' previously learned concepts, but challenged her to continually progress in each concept. Math is now her top subject.
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lively guide by a prominent historian focuses on the role of Euclid's Elements in mathematical developments of the last 2,000 years. No mathematical background beyond elementary algebra and plane geometry is necessary to appreciate the… more
We ask questions so completely taken for granted we do not realize they exist. The existence of possibility - not probability - is so obvious that we never ask why it exists and where it comes from. We ask and answer these questions. We ide… more
ELEMENTSOFMODERNALGEBRA 7e, with its user-friendly format, provides you with the tools you need to succeed in abstract algebra and develop mathematical maturity as a bridge to higher-level mathematics courses. Strategy boxes give you gui… more
Abstract: This book is for young students, words of one mathematician, also being aphysicist and an engineer to young students. By recalling each of his growth and successsteps, beginning as a construction worker, obtained a certification o… more
In this book, you'll learn why Florence Nightingale introduced pie charts, how Lewis Carroll regarded Pythagoras, and why some infinities are larger than others. You'll also meet the mathematician who knew eight languages by the time he was… more
Was it not the great philosopher and mathematician Leibnitz who said that the more knowledge advances the more it becomes possible to condense it into little books? Now this "Outline of Science" is certainly not a little book, and yet it il… more
The ideas of Du Bois-Reymond's Innitarcalcul are of great andgrowing importance in all branches of the theory of functions. Withthe particular system of notation that he invented, it is, no doubt, quitepossible to dispense; but it can har… more
This well-respected text gives an introduction to the theory and application of modern numerical approximation techniques for students taking a one- or two-semester course in numerical analysis. With an accessible treatment that only requir… more
Amusements in Mathematics, by Henry Ernest Dudeney : (full image Illustrated)AMUSEMENTSINMATHEMATICS by HENRYERNESTDUDENEY In Mathematicks he was greaterThan Tycho Brahe or Erra Pater:For he, by geometrick scale,Could take the size of p… more
First 6 chapters include theory of fields and sufficient conditions for weak and strong extrema. Chapter 7 considers application of variation methods to systems with infinite degrees of freedom, and Chapter 8 deals with direct methods in th… more
This book reports an unprecedented discovery of a total of nine numerical roots — no more and no less — for all natural numbers from 1 to infinity. Most of the numbers within these nine numerical roots are not paid attention or hardly stu… more
The number pi (symbol: π) is a mathematical constant that is the ratio of a circle's circumference to its diameter. It has been represented by the Greek letter "π" since the early 1700s. Its decimal representation never settles into a perma… more
The geometry of real submanifolds in complex manifolds and the analysis of their mappings belong to the most advanced streams of contemporary Mathematics. In this area converge the techniques of various and sophisticated mathematical fields… more
This book is the first of a three volume introduction to analysis. It is distinguished by its modern and clear presentation, concentrating always on the essential concepts. In contrast to most other textbooks, there is no artificial separat… more
Discrete Mathematics Elementary and Beyond, Lovasz, Pelikan and Vesztergombi, seleceted solutions. Solutions selected from ch1 to ch10, clear and detailed. Selected problem solutions are not appear in the book. I have found that there was a… more
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Find a Bronx PrecalculusIf a student knows the basic premise behind an idea, it can be derived every time, rather than using valuable brain space memorizing. Precalculus is a stepping stone to understanding all the foundations of calculus. Knowing the limit of a function or how to work with sequences and series can feel a bit daunting, but these ideas are an important part of the learning process.
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MadCalc is a full featured graphing calculator application for your PC running Windows. With MadCalc you can graph rectangular, parametric, and polar equations. Plot multiple equations at once. Change the colors of graphs and the background. Use the immediate window feature to evaluate complex multivariate expressions.
bulit-in.
GraphSight is a feature-rich comprehensive 2D math graphing utility with easy navigation, perfectly suited for use by high-school an college math students. The program is capable of plotting Cartesian, polar, table defined, as well as specialty graphs. Importantly, it features a simple data and formula input format, making it very practical for solving in-class and homework problems. The program comes with customizable Axis options, too
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XI. Complex symmetric, skew-symmetric, and orthogonal matrices: 1. Some formulas for complex orthogonal and unitary matrices; 2. Polar decomposition of a complex matrix; 3. The normal form of a complex symmetric matrix; 4. The normal form of a complex skew-symmetric matrix; 5. The normal form of a complex orthogonal matrix
XIV. Applications of the theory of matrices to the investigation of systems of linear differential equations: 1. Systems of linear differential equations with variable coefficients. General concepts; 2. Lyapunov transformations; 3. Reducible systems; 4. The canonical form of a reducible system. Erugin's theorem; 5. The matricant; 6. The multiplicative integral. The infinitesimal calculus of Volterra; 7. Differential systems in a complex domain. General properties; 8. The multiplicative integral in a complex domain; 9. Isolated singular points; 10. Regular singularities; 11. Reducible analytic systems; 12. Analytic functions of several matrices and their application to the investigation of differential systems. The papers of Lappo-Danilevskií
XV. The problem of Routh-Hurwitz and related questions: 1. Introduction; 2. Cauchy indices; 3. Routh's algorithm; 4. The singular case. Examples; 5. Lyapunov's theorem; 6. The theorem of Routh-Hurwitz; 7. Orlando's formula; 8. Singular cases in the Routh-Hurwitz theorem; 9. The method of quadratic forms. Determination of the number of distinct real roots of a polynomial; 10. Infinite Hankel matrices of finite rank; 11. Determination of the index of an arbitrary rational fraction by the coefficients of numerator and denominator; 12. Another proof of the Routh-Hurwitz theorem; 13. Some supplements to the Routh-Hurwitz theorem. Stability criterion of Liénard and Chipart; 14. Some properties of Hurwitz polynomials. Stieltjes' theorem. Representation of Hurwitz polynomials by continued fractions; 15. Domain of stability. Markov parameters; 16. Connection with the problem of moments; 17. Theorems of Markov and Chebyshev; 18. The generalized Routh-Hurwitz problem
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Middle School Math
Pre-Algebra
Through our unique problem solving approach, your child will develop a deeper understanding of pre-algebra concepts so they can better apply what they've learned at school and in the real world. They will develop the flexible, abstract thinking needed to be successful in algebra and higher level mathematics.
This course covers traditional pre-algebra concepts including:
Working with integers
Simplifying and combining exponents
Mastery of ratios and proportions and their use in story problems
Order of operations
Solve single variable equations in one or two steps
and more…
Algebra
Students seeking to improve their problem solving skills and advance to higher math will find our Algebra class both challenging and rewarding. This year-round course covers material in a traditional Algebra I course including graphing and solving equations, factoring polynomials, exponents and logarithms. Our classes will guide students through hands-on and computer based experiences to help them develop a deeper understanding of Algebra.
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books.google.com - Harold...
Geometry: Seeing, Doing, Understanding
Harold innovative discussions, cartoons, anecdotes, examples, and exercises that unfailingly capture and hold student interest.
This edition is the Jacobs for a new generation. It has all the features that have kept the text in class by itself for nearly 3 decades, all in a thoroughly revised, full-color presentation that shows today's students how fun geometry can be. The text remains proof-based although the presentation is in the less formal paragraph format. The approach focuses on guided discovery to help students develop geometric intuition.
I am a Geometry teacher and have taught now from three different texts (McGraw-Hill, Glencoe and Jacobs). The Jacobs text surpasses the others in so many ways. His passion for the subject is infectious, he steps through every concept logically in small steps, and he uses liberal doses of humor. It is not a typical math text designed for rote learning. You cannot flip to the lesson and see a series of examples identical to the homework, which is why some tutors don't like it. This text was designed to teach students to reason and think. At that, it excels.
I have had my child come up to me and ask many questions on his homework. He complains that the book does not clarify and elaborate how to solve the problem. I majored in physics from Yale university. I now teach A.P calculus at my son's private school and have already been arguing about the usefulness of this book. If you are thinking of buying this book for your children, don't waste your money on this book.
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worked with both: middle schoolers and college students. Algebra 1 is a transition from working with numbers to applying abstract mathematical concepts. Many students begin to have problems in pre-algebra
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Precalculus : Concise Course - 07 edition
Summary: With the same design and feature sets as the market leading Precalculus, 7/e, this new concise text provides both students and instructors with sound, consistently structured explanations of the mathematical concepts. Precalculus...show more instructors interesting applications, pedagogically effective design, and innovative technology combined with an abundance of carefully developed examples with worked-out solutions and exercises. In addition
Side-by-Side Example Solutions for select examples include multiple problem solving approaches--such as algebraic, graphical, and numerical--to appeal to a variety of teaching and learning styles.
Checkpoints after each Example/Solution refer students to similar drills in the Section Exercises, giving students the opportunity to practice and reinforce the concepts they just learned. Answers to Checkpoints are included at the back of the book.
Vocabulary Checks open every set of Section Exercises. This review of mathematical terms, formulas, and theorems provides regular assessment and reinforcement of students' understanding of algebraic language and concepts.
Exercise Sets are carefully developed to improve the categorization of problems from basic skill-building to challenging; improve the pairing of similar odd- and even-numbered exercises; update all real data; and add real-life and real-data applications.
New! Make a Decision applications--presented throughout the text at the end of selected exercise sets--are based on large sets of real data. These extended modeling applications give students the opportunity to use all the mathematical concepts and techniques they've learned and apply them to large sets of real date--analyzing it, graphing it, and making conjectures about its behavior. These applications are featured in Eduspace and the Online Learning Center in an interactive format.
Eduspace, powered by Blackboard, Houghton Mifflin's online learning environment, brings your students quality online homework, tutorials, multimedia, and testing that correspond to the Precalculus A Concise Course text. This content is paired with the recognized course management tools of Blackboard40 +$3.99 s/h
VeryGood
Penntext Downingtown, PA
Excellent Condition. No wear/tear. Please contact us if you have any Questions
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MAT 112 Nature of Mathematics (3 credits)
The purpose of this course is to improve problem-solving skills and expand students' understanding of the nature of mathematics. The topics include: problem-solving, number theory, Euclidean and Non-Euclidean geometry, the concept of infinity, probability and optional topics chosen from topology, chaos, and fractals. This course is primarily for liberal arts students entering fields of study which do not have a strong mathematical emphasis. Prerequisite: Beginning Algebra, Mathematical Literacy, or equivalent.
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MATH 251
Prin of Operations Research
Course info & reviews
An introduction to Operations Research?quantitative models used in management decision-making. The course will focus on the models as tools with computer software used extensively for problem solving and assignments. Case studies are used. Prerequisite: A year of Calculus or MATH 114 (also listed as BUAD 427).
N/A
average
3
units
MATH 25Eastern Engineering Company is trying to decide which of 6 projects to perform during the next quart... Show more
Eastern Engineering Company is trying to decide which of 6 projects to perform during the next quarter. The net present value, the estimated cost, and
the number of engineers and staff personnel required for each project are given in the following table.
Project
Net Present Value ($1000's)
Cost ($1000's)
Engineers Required
Staff Required
1
100
35
5
2
2
145
65
8
3
3
200
95
11
2
4
250
180
4
2
5
500
250
16
7
6
695
475
19
11
Eastern has a $550,000 budget and 30 engineers and 15 staff available. Which projects should Eastern perform during the quarter?
An investor is considering 4 investments, A, B, C and leaving his money in the bank. The payoff fro... Show more
An investor is considering 4 investments, A, B, C and leaving his money in the bank. The payoff from each investment is a function of
the economic climate over the next 2 years. The economy can expand or decline. The following payoff matrix has been developed for the decision problem.
What is the opportunity loss when %u201CA%u201D is Investment alternative and %u201CDecline%u201D is state of nature?
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> We have an incoming freshman who is blind and will be
> using lots of technology. Given his courseload
> (Calculus, Chemistry, Physics and a humanities class),
> he is going to be needing detailed access to mathematical
> and scientific information.
We just went through this situation last Fall quarter. Once you know
what books you will be using, contact me off-list - we did those topics.
> My understanding is that the screen reader software is the
> intermediary between the information on the screen and the
> Braille display. So, if JAWS can't do math, how does the
> Nemeth code get to the refreshable Braille display?
The screen-reader is necessary for supporting the interface between the
refreshable braille display and the computer. JAWS would not be
"reading" the Nemeth math content - just passing the content to the
braille display. In our situation, the student just loaded everything
onto their BrailleNote and did not use the computer itself.
> The only limitation of using a notetaker device for this is the number
> of braille cells available.
As Patrick mentioned, the issue we encountered was the limited number of
cells available when displaying matrices on a refreshable display as
well. If I recall correctly, the BrailleNote we had access to was
displaying the rows of the matrix one after another horizontally, which
initially caused a bit of confusion. Everything looked fine in Duxbury
(start brackets were vertically aligned appropriately) but broke down
when imported into the portable display. The rows could wrap and the
second row of the matrix could also end/begin in the same line on the
display.
Once we identified what was actually happening, the student was
comfortable with the refreshable display output. It did take some time
to understand what was occurring and how the matrices *should* be
represented vs. how they were being represented and whether it was a
conversion issue or how the braille display functioned.
> Do you have any recommendations
> of places that do Nemeth translation and embossing?
I am actually going to pose a different question: Have you addressed
tactile graphics and the generation of those files? The challenge for
us was not so much the creation of the Nemeth braille, but keeping up
with the number and level of specificity of tactile graphics we needed
to produce.
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NUMERICAL MATHEMATICS+COMPUTING
by CHENEY
List Price: $181.79
Rent
Our Price:
$70.67
Term:
Description
Authors Ward Cheney and David Kincaid show students of science and engineering the potential computers have for solving numerical problems and give them ample opportunities to hone their skills in programming and problem solving. NUMERICAL MATHEMATICS AND COMPUTING, 7th Edition also helps students learn about errors that inevitably accompany scientific computations and arms them with methods for detecting, predicting, and controlling these errors.
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More About
This Textbook
Overview
This new text embodies Sullivan/Sullivan's hallmarks – accuracy, precision, depth, strong student support, and abundant exercises while exposing students early (Chapter One) to the study of functions and taking a unit circle approach to trigonometry. "IT WORKS" for instructors and students because it focuses students on the fundamentals: preparing for class, practicing their homework, and reviewing. After completing the book, students will be prepared to handle the algebra found in subsequent courses such as finite mathematics, business mathematics, and engineering calculus and will have a solid understanding of the concept of a function.
Related Subjects
Meet the Author
Mike Sullivan Professor of Mathematics at Chicago State University received a Ph.D. in mathematics from Illinois Institute of Technology. Mike has taught at Chicago State for over 30 years. He is a native of Chicago's South Side and currently resides in Oaklawn. Mike has four children. The two oldest have degrees in mathematics and assisted in proofing, checking examples and exercises, and writing solutions manuals for this project. Mike III co-authored the Sullivan Graphing with Data Analysis series as well as this series. Dan, the youngest, sells for Prentice Hall as a generalist.
Mike has authored or co-authored over ten books. He owns a travel agency, and splits his time between a condo in Naples, Florida and a home in Oaklawn, where Mike enjoys gardening. Mike first signed this series with Deleen Publishing (Acquired by Macmillan) in 1985.
Mike Sullivan III is a professor of mathematics at Joliet Junior College. He holds graduate degrees from DePaul University in both mathematics and economics. Mike is an author or co-author on more than 20 books, including a statistics book and a developmental mathematics series. Mike is the father of three children and an avid golfer who tries to spend as much of his limited free time as possible on the golf course.
Why We Wrote the Book:
Work on this series began with a unique perspective. Teaching at a large urban institution and a smaller two-year college has allowed us to see firsthand the challenges associated with teaching students with diverse backgrounds in an urban setting. Successful textbooks must be accessible to students. As lead author of this series, one of the most important things I bring to the project is my experience as author of a successful calculus text. Mike and I are both aware that students must be prepared in a Precalculus course for subsequent mathematics courses. We also realize that many College Algebra students will not be going on to take upper level math courses. In this series we resolved the seeming dilemma without sacrificing accessibility.
The books in this series are designed to be mathematically comprehensive and to provide substantial mathematical preparation for subsequent courses. At the same time, great effort has been expended to motivate the material and to make it accessible to even poorly prepared 2007
Sullivan is a Math God
Perhaps the best precalculus book on the market. Has great examples, very concise, and the rigor all math textbook should have. This book prepares future engineers and mathematicians very well.
1 out of 1 people found this review helpful.
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Anonymous
Posted August 25, 2006
Awesome prices, quality okay.
I definately can NOT complain about the price of this book! It is amazingly low. However, this book was listed as 'Shrink-wrapped NEW book.' Needless to say it was neither shrink wrapped nor new. It looked like it had been tossed around a couple of times. But then again I really can't complain since I'm amazed at the low price!
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Anonymous
Posted January 27, 2005
Pathetic
I am being forced to use this terrible book for my Trig/Pre-Calculus class at my high school, and it hasn't taught me anything. My teacher has a tendency to be quiet and sit at his desk, while giving very vague examples once in a blue moon. Anything but this would be better!
Was this review helpful? YesNoThank you for your feedback.Report this reviewThank you, this review has been flagged.
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Classical Applied Mathematics
The most traditional role of the applied mathematician in a professional setting has been in the solution of problems arising from physical phenomena and engineering. From its very inception, calculus has been applied to laws of motion and to understanding the consequences of interacting forces. While the early applied mathematicians were necessarily physicists and engineers as well, the modern setting calls for the mathematician to serve as a member of a team of specialists, each bringing a particular talent to bear on problems.
In a broad sense, the applied mathematician is instrumental in designing and analyzing models of systems and in testing and evaluating performance. It is a characteristic of this field that the technical questions readily move across once clearly distinguished boundaries. Whether in research and development or in industrial production, the applied mathematician must interact with engineers, physicists, programmers, and other specialists. The common goal is to find ways to improve quality, reduce cost, and increase productivity. The analytical skills of the mathematician are particularly valuable in consulting for technical services or trouble shooting.
Recent mathematical research in combination with increasing computer sophistication has opened fields that saw little development in the past due to their intractability to classical analytic techniques. These include the solution of problems involving enormous numbers of equations, the numerical simulation of complex systems such as power grids, and the application of control theory and other mathematical tools to the management of traffic or industrial processes.
The tasks of the applied mathematician are as diverse as the constituencies served. The broad category of engineering disciplines is a rich source of mathematical problems. In the aeronautical field a mathematician may help to develop models for atmospheric flight including the analysis of performance in search of optimal trajectories. Biomedical engineers may rely on mathematicians when designing and interpreting theoretical models of chemical and biological processes. A mechanical engineer may require a study of heat transfer by conduction, convection, and radiation resulting from a gas turbine.
Many problems involve scientific or engineering data and the use of computer techniques to answer questions arising in research, plant operations, product distribution systems, inventory controls, and business system analyses. Mathematicians seek efficient and reliable computer programs for the numerical solution of initial value problems or special function routines capable of delivering accurate answers over a wide range of parameters. While the methods most frequently applied are based in ordinary and partial differential equations, there is increasing involvement of probability, statistics, and computing.
What should one study in college?
For a career in classical applied mathematics, a student should obtain a thorough background in calculus, linear algebra, ordinary and partial differential equations, probability, statistics, numerical analysis, and vector calculus. These courses should include some extensive use of computing, or they should be supplemented by appropriate courses in computer sciences. Supporting work should include physics and basic engineering courses.
Additional Resource:
Careers in Applied Mathematics and Computational Mathematics, by the Society for Industrial and Applied Mathematics (SIAM), at the weblink:
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Schaum's Outline of Linear Algebra than 40 million students have trusted Schaumís Outlines for their expert knowledge and helpful solved problems. Written by renowned experts in this field, Schaum's Outline of Linear Algebra covers what you need to know for your course and, more important, your exams. Step-by-step, the authors walk you through coming up with solutions to exercises in this topic.
Outline format supplies a concise guide to the standard college course
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The just released publication is "Fractions: Part 1".
The reason for this publication being next is many students struggle with fractions. This will be followed by the 9 other books covering the basics of math. Also, students having trouble in algebra were found to be missing basics of math. It's the basics that are needed so the student can move into Algebra and Geometry without being stressed out.
Communicate to the author? rjpublishers@yahoo.com
RJ Toftness has been an educator and tutor for over 30 years. He received his degree in education from the University of Wisconsin.
While he homeschooled his children, tutored children, teenagers and adults for many years, RJ saw the frustrations they had in math. He wanted to find the real reason for all the trouble they were having.
It didn't make any sense why USA advanced math test scores are one of the lowest internationally.
After searching old math textbooks, encyclopedias and dictionaries, RJ discovered the missing puzzle.The basic knowledge of math had been gradually removed since the mid-1960s.
While teaching the basics, he found students gained a greater respect and appreciation for mathematics. From an early age RJ sought to learn more about the practical aspects of living. With much help from his parents he achieved the Eagle rank in Boy Scouts. His volunteering in Habit for Humanity to his travels in India to educating young adults, he gained a wider scope on the importance of a practical education.
He once stated, "Your goals can be fully achieved through a proper education." A genius of a man who greatly helped was L. Ron Hubbard.
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Mathematics » High School: Functions » Introduction
Functions describe situations where one quantity determines another. For example, the return on $10,000 invested at an annualized percentage rate of 4.25% is a function of the length of time the money is invested. Because we continually make theories about dependencies between quantities in nature and society, functions are important tools in the construction of mathematical models.
In school mathematics, functions usually have numerical inputs and outputs and are often defined by an algebraic expression. For example, the time in hours it takes for a car to drive 100 miles is a function of the car's speed in miles per hour, v; the rule T(v) = 100/v expresses this relationship algebraically and defines a function whose name is T.
The set of inputs to a function is called its domain. We often infer the domain to be all inputs for which the expression defining a function has a value, or for which the function makes sense in a given context.
A function can be described in various ways, such as by a graph (e.g., the trace of a seismograph); by a verbal rule, as in, "I'll give you a state, you give me the capital city;" by an algebraic expression like f(x) = a + bx; or by a recursive rule. The graph of a function is often a useful way of visualizing the relationship of the function models, and manipulating a mathematical expression for a function can throw light on the function's properties.
Functions presented as expressions can model many important phenomena. Two important families of functions characterized by laws of growth are linear functions, which grow at a constant rate, and exponential functions, which grow at a constant percent rate. Linear functions with a constant term of zero describe proportional relationships.
A graphing utility or a computer algebra system can be used to experiment with properties of these functions and their graphs and to build computational models of functions, including recursively defined functions.
Connections to Expressions, Equations, Modeling, and Coordinates.
Determining an output value for a particular input involves evaluating an expression; finding inputs that yield a given output involves solving an equation. Questions about when two functions have the same value for the same input lead to equations, whose solutions can be visualized from the intersection of their graphs. Because functions describe relationships between quantities, they are frequently used in modeling. Sometimes functions are defined by a recursive process, which can be displayed effectively using a spreadsheet or other technology.
Functions Overview
Interpreting Functions
Understand the concept of a function and use function notation
Interpret functions that arise in applications in terms of the context
Analyze functions using different representations
Building Functions
Build a function that models a relationship between two quantities
Build new functions from existing functions
Linear, Quadratic, and Exponential Models
Construct and compare linear and exponential models and solve problems
Interpret expressions for functions in terms of the situation they model
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Courses
SLS 1533 - Achievement in Mathematics
This course is designed to instruct students in the specific study habits, attitudes, thinking skills and problem-solving skills necessary for success in mathematics courses. Through the use of various attitude scales, students will determine personal strengths and weaknesses as well as behavior and attitude changes needed in order to maximize proficiency in mathematics. This course may be taken only one time for credit
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Mathematics an attempt to make a portable, efficient, and abstract set of C++ classes which manipulate algebraic expressions. I wrote it to explore C++ inheritance and polymorphism and it's extremely likely this project is the wrong solution for you.
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quick-reference dictionary for math students, teachers, engineers, and statisticians defines more than 700 terms related to algebra, geometry, analytic geometry, trigonometry, probability, statistics, logic, and calculus. It also lists and defines mathematical symbols, includes a brief table of integrals, and describes how to derive key theorems. Filled with illustrative diagrams and equations.
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The focus of the program will be discrete mathematics, although the program will … all work when working on your solutions and send that in with your solutions. ….. g,, . . . is formed by removing the lSt, 3rd, 5th, 7th, etc. terms …
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Mathematics, Discrete Mathematics
All students will apply the concepts and methods of discrete mathematics … best solution to real-world problems. These five themes are discussed in the …… Students in 7th and 8th grade should be able to use permutations and …… Contemporary Mathematics. W. H. Freeman and Company,Third Edition, 1993. …
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7th period. (1:55pm to. 2:45 pm). OFFICE HRS. (AJIT) CSE … The essential course theme is mathematics of discrete events or entities. … The official textbook for the course will be the SIXTH edition of "Discrete Mathematics … for your own practice instead of rushing to look at available solutions. …
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Errata for Essentials of Discrete Mathematics, 1/e, Hunter
This document contains a list of known errors found (by helpful reviewers) in Essentials of Discrete Mathematics,. First Edition, by David J. Hunter. …
* pdf
A First Course in Abstract Algebra, 7th Edition. Fraleigh, 2003. Web Site: … The prerequisites are Math 222: Discrete Math 1 and Math … with a significant amount of work toward a solution may be submitted for regrading. …
* pdf
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This clear and lively introduction to probability theory concentrates on the results that are the most useful for applications, including combinatorial probability and Markov chains. Concise and focused, it is designed for a one-semester introductory course in probability for students who have some familiarity with basic calculus. Reflecting the author's philosophy that the best way to learn probability is to see it in action, there are more than 350 problems and 200 examples. The examples contain all the old standards such as the birthday problem and Monty Hall, but also include a number of applications not found in other books, from areas as broad ranging as genetics, sports, finance, and inventory management.
Reviews & endorsements
"The book has a nice interplay between probability modeling and scientific applications, whether from biology, sports, or discussions of China's one-child policy. Many of the examples are thought provoking, including ones on DNA samples for paternity cases and others about the O.J. Simpson trial. As an instructor, I enjoy digging into these examples in class. And the large selection of interesting problems builds basic skills and deepens or extends the main ideas."
Professor Michael Phelan, University of California at Irvine
"While the topics covered are standard for any number of books, Durrett adds diversity, innovation, and plenty of exercises that are sure to captivate the reader and excite the student. Students and instructors alike will find the text both useful and very entertaining."
James Van Speybroeck, Computing Reviews
general resources
general resources general resources general resourcesgeneral resources
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Solutions
pdf
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1Rick Durrett, Duke University, North Carolina Rick Durrett received his Ph.D. in operations research from Stanford University in 1976. After nine years at UCLA, he came to Cornell University in 1985, where he is a professor of mathematics. He is the author of 8 books and more than 170 journal articles on a wide variety of topics, and he has supervised more than 40 Ph.D. students. He is a member of the National Academy of Science, American Academy of Arts and Sciences
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Since I didn't take the math placement, I hate Intermediate Algebra for the first few days of class. On the first day, we learned what a variable and equation was. Then I checked my scores on IB, and got into the highest math they can put you in the first year... where we learned about sin and cos. Highschool math can just chill the **** out, there is no need to learn about vectors and **** .
Well, I "learned" those for the first time when I was 13 or so; didn't remember a damn thing. High school courses, in general, are cluttered and the important stuff just gets tossed into the *********** of yearly education and gets forgotten. Unless you opt out (Which generally is a bad idea in science, math, and engie majors), you go back to your second or third year of HS math education.
Yeah it looks pretty much the same, we started that stuff a tad at 13 and then wrapped it up by 16 (OF course, as I now do maths and further maths with a ******** of Asians I have to re-use those techniques.)
Initially I thought Highschool wss like 17/18, which is why I was curious.
speaking of college level math: i cannot figure out this question can someone who's really smart help me out? which lines are the position, velocity, acceleration, and jerk? i have tried abcd bacd dabc and bdca yet it said all those are wrong? what's your guys opinion?
well **** lol, **** it. it was one point out of 22 i'm normally really good at calc but this graph was idiotic; i did others before this one and got them perfect but this graph....this graph can go to hell!!!!!!!!
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Math Forum @ Drexel University. The Math Forum is the comprehensive resource for math education on the Internet. Some features include a K-12 math expert help service, an extensive database of math ....
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Pre-Algebra Mathematics
Pre-Algebra Mathematics
This free online course in Pre-Algebra mathematics for high school students will guide you through several different areas of mathematics such as integers, one-step equations, inequalities and equations, graphs and functions, percent, probabilities. There is also an introduction into geometry and right triangles. The course is divided into twelve modules and each module is divided into several lessons. Under each lesson you will find theory, examples and video lessons. This course is ideal for learners who want to gain a comprehensive knowledge and understanding of topics in pre-algebra which they can build on in later courses.
Upon completion of this course you will know how to apply operations in the right order, evaluate expressions and identify properties. You will understand the meaning and calculation of a coordinate system, ordered pairs, inequalities, absolute values and how to solve equations in different ways. You will be able to add, subtract, multiply and divide integers. You will know polynomials, binomials and factorisation. You will gain a good knowledge of arithmetic such as integers, rational numbers, geometric sequences of numbers, and scientific notation. You will be able to calculate the circumference of a circle. You will know different ways that you can represent graphs and functions. You will gain knowledge of ratios and percentages. You will have an understanding of probability and statistics such as mean, median, mode and much more. You will gain a good knowledge of geometry including circle graphs, angles, parallel lines, triangles, quadrilaterals, polygons and transformations. You will be able to measure the area and volume of shapes such as pyramids, prisms, cylinders and cones.
Joan Brands - United States of America
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Course Module: Assessment Course Topic: Pre-Algebra Mathematics Assessment Comment: This course is the best. I have finally gotten to the information which you set before me. Thank you. I am a step up.
Tatianyah Thomas - United States of America
B. J . Stanford - United States of America
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Course Module: Different ways to solve equations Course Topic: Different ways to solve equations Comment: I do not understand this problem and the idea in this problem can you make it easier or give me another problem? Thanks!
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More About
This Textbook
Overview
For many students, calculus can be the most mystifying and frustrating course they will ever take. The Calculus Lifesaver provides students with the essential tools they need not only to learn calculus, but to excel at it.
All of the material in this user-friendly study guide has been proven to get results. The book arose from Adrian Banner's popular calculus review course at Princeton University, which he developed especially for students who are motivated to earn A's but get only average grades on exams. The complete course will be available for free on the Web in a series of videotaped lectures. This study guide works as a supplement to any single-variable calculus course or textbook. Coupled with a selection of exercises, the book can also be used as a textbook in its own right. The style is informal, non-intimidating, and even entertaining, without sacrificing comprehensiveness. The author elaborates standard course material with scores of detailed examples that treat the reader to an "inner monologue"—the train of thought students should be following in order to solve the problem—providing the necessary reasoning as well as the solution. The book's emphasis is on building problem-solving skills. Examples range from easy to difficult and illustrate the in-depth presentation of theory.
The Calculus Lifesaver combines ease of use and readability with the depth of content and mathematical rigor of the best calculus textbooks. It is an indispensable volume for any student seeking to master calculus.
Serves as a companion to any single-variable calculus textbook
Informal, entertaining, and not intimidating
Informative videos that follow the book—a full forty-eight hours of Banner's Princeton calculus-review course—is available at Adrian Banner lectures
More than 475 examples (ranging from easy to hard) provide step-by-step reasoning
Theorems and methods justified and connections made to actual practice
Difficult topics such as improper integrals and infinite series covered in detail
What People Are Saying
Miller
I used Adrian Banner's The Calculus Lifesaver as the sole textbook for an intensive, three-week summer Calculus I course for high-school students. I chose this book for several reasons, among them its conversational expository style, its wealth of worked-out examples, and its price. This book is designed to supplement any standard calculus textbook, thus my students will be able to use it again when they take later calculus courses. The students in my class came from diverse backgrounds, ranging from those who had already seen much of the material to others who were struggling with basic algebra. They all uniformly praised the book for being one of the clearest mathematics texts they have ever read, and because it reviews the required prerequisite material. The numerous worked-out examples are an ideal supplement to the lectures. The only difficulty in using this book as a primary text is the lack of additional exercises in the text. However, there are so many sites and sources for calculus problems that this was not a problem. I would definitely use this book again.
— Steven J. Miller, Brown University
Folland
Banner's book is a chatty, user-friendly guide to calculus that will be a useful addition to the resources available to students. Banner does an exceptionally thorough job while maintaining an engaging style.
— Gerald B. Folland, author of "Advanced Calculus"
MacCluer
This is an engaging read. Each page engenders at least one smile, often a chuckle, occasionally a belly laugh.
— Charles R. MacCluer, author of "Honors Calculus"
Thomas Seidenberg
This book is significant. The author's attempt to give an 'inner monologue' into the thought process that is needed to solve calculus problems rather than just providing worked examples is novel and is in line with his purpose of helping the reader get a deeper understanding of calculus. The book is well written and the author's examples are clear and complete.
— Thomas Seidenberg, Phillips Exeter Academy
Editorial Reviews
Choice
- J.T. Zerger
From the Publisher
"."—MAA Online
"."—J.T. Zerger, Choice
"Students who are having difficulty in calculus could use it as a resource in addition to their professor and teaching assistant."—Mathematics TeacherChoice— J.T. Zerger
Mathematics Teacher
Students who are having difficulty in calculus could use it as a resource in addition to their professor and teaching assistant. 28, 2013
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Anonymous
Posted February 21, 2012
Excellent addition to your math library
This is a valuable addition to the library of anyone who uses Calculus or has to/wants to have access to a concise reference text for occasionally brushing up on concepts or studying for a cumulative knowledge exam.
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6741341
Posted August 7, 2011
Excellent way to teach yourself calculus
This book is enjoyable to read, proceeds in a logical order, provides various examples, problems, and tips, making it perfect for learning calculus. I highly reccomend this book
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space_cadet6
Posted May 11, 2010
I Also Recommend:
Thorough Calculus Supplement
The Calculus Lifesaver is a nice supplemental book - it covers a wider range of topics than other calc help book I've found (sequences and series in particular). It's written in a familiar tone without being annoyingly casual, but also takes care to explain concepts in detail, and includes cross-references when building on material from other chapters.
Was this review helpful? YesNoThank you for your feedback.Report this reviewThank you, this review has been flagged.
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Calculus: Pre-Calculus Review & Practice Problems
Find study help on pre-calculus review for calculus. Use the links below to select the specific area of pre-calculus review you're looking for help with. Each guide comes complete with an explanation, example problems, and practice problems with solutions to help you learn pre-calculus review for calculus.
Study Guides
Introduction to Coordinates in Two Dimensions
We locate points in the plane by using two coordinate lines (instead of the single line that we used in one dimension). Refer to Fig. 1.6. We determine the coordinates of the given point P by first determining ...
Introduction to The Equation of a Line
The equation of a line in the plane will describe—in compact form—all the points that lie on that line. We determine the equation of a given line by writing its slope in two different ways and then equating them. ...
Introduction to Loci in the Plane
The most interesting sets of points to graph are collections of points that are defined by an equation. We call such a graph the locus of the equation. We cannot give all the theory of loci here, but instead consider a ...
Introduction to Trigonometry Review for Calculus
Here we give a whirlwind review of basic ideas of trigonometry.
When we first learn trigonometry, we do so by studying right triangles and measuring angles in degrees. Look at Fig. ...
Introduction to a A Few Words About Logarithms and Exponentials
We will give a more thorough treatment of the logarithm and exponential functions in Chapter 6. For the moment we record a few simple facts so that we may use these functions in ...
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The Geometric Representation of Vectors
When introduced to vectors for the first time, learning the geometric representation of vectors can help students understand their significance and what they really mean. The geometric representation of vectors can be used for adding vectors and can frequently be used to represent forces and find their resultant. The algebraic representation is used for more complex calculations.
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Product Synopsis
Ideal for elementary or beginning algebra lecture courses, the fifth edition of ELEMENTARY ALGEBRA retains the same effectively integrated pedagogical format and unsurpassed accuracy that has made it a best seller. Attention is given to motivating the development of good problem-solving skills. Proven mathematics author Pat McKeague applies his trademark clear, accessible writing style to explain and present algebra so students understand the material, do well on exams, and are successful in intermediate algebra. Consistent chapter organization helps students develop successful study habits. The linking to topics throughout the text and series shows students the continuity of mathematics. Features: * Consistent chapter pedagogy includes: a Chapter Opener with Introduction: Overview and Study Skills: boxed Definitions, Strategies, and Rules: Examples/Solutions: Calculator Notes (for scientific calculators): Problems: Chapter Summary: Common Mistakes: Review Problems: Chapter Test: and Research Project. * Chapter Overviews introduce new material and show the connection to previously learned material.
Chapter Summaries list properies and definitions from the chapter, provide warnings aginst common mistakes, and give illustrative examples for each topic summarized. * To stimulate interest, real-world applications are included in most sections, providing opportunities for problem solving and illustrating the usefulness of mathematical skills. * Section problem sets contain drill problems of progressive difficulty, "Applying the Concepts", exercises requiring written response, and numerous application problems. Review Problems cover material previous chapters that is needed for understanding topics in the next section and continually reinforce skills. * Each pair of consecutive problems in the exercise sets is similar, with answers to odd-numbered problems provided in the back of the book. This arrangement lets students check their work against answered problems, then try the even-numbered problems on their own. * All four operations with fractions are covered early, setting the stage for fractions in equations and inequalities throughout the rest of the book.
New to this edition: * New four-color design enhances the overall presentation and makes graphs easier to read and interpret
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Product Details
Resources for Teaching Discrete Mathematics edited by Brian Hopkins
A resource for discrete mathematics teachers at all levels. Resources for Teaching Discrete Mathematics presents 19 classroom tested projects complete with student handouts, solutions, and notes to the instructor. Topics range from a first day activity that motivates proofs to applications of discrete mathematics to chemistry, biology, and data storage. The book contains 11 history modules that allow students to explore topics in their original context. Sources range from 11th century Chinese figures that prompted Leibniz to write on binary arithmetic, to a 1959 article on automata theory. Five articles complete the book. Three address extensions of standard discrete mathematics content: an exploration of historical counting problems with attention to discovering formulas, a discussion of how computers store graphs, and a survey connecting the principle of inclusion-exclusion to Möbius inversion. Finally, there are two articles on pedagogy specifically related to discrete mathematics courses: a summary of adapting a group discovery method to larger classes, and a discussion of using logic in encouraging students to construct proofs.
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Let's Review: Geometry
Anticipating the New York State Board of Regents? new examination in geometry, this brand-new classroom text presents a detailed review of all topics prescribed as part of the high school curriculum. Separate chapters analyze and explain: the language of geometry; parallel lines and polygons; congruent triangles and inequalities; special quadrilaterals and coordinates; similarity (including ratio and proportion, and proving products equal); right triangles and trigonometry; circles and angle measurement; transformation geometry; locus and coordinates; and working in space (an introduction to solid geometry). Each chapter includes practice exercises with answers provided at the back of the book.
TABLE-OF-CONTENTS: Preface The Language of Geometry Parallel Lines and Polygons Congruent Triangles and Inequalities Special Quadrilaterals and Coordinates Ratio, Proportion, and Similarity Right Triangles and Trigonometry Circles and Angle Measurement Transformation Geometry Locus and Coordinates Area and Volume of Solids Answers and Solution Hints to Practice Exercises Glossary of Geometry Terms Some Geometric Relationships Worth Remembering
Let's Review: Algebra 2 and Trigonometry
This brand-new review book offers high school students in New York State advance preparation for the all-new Regents Exam in Algebra 2 and Trigonometry, which will be administered starting in 2010. Fourteen chapters review all exam topics and include practice exercises in each chapter. The book concludes with a sample regents exam presenting problems similar to those that will appear on an actual exam. Answers are provided for all questions.
Topics covered in this book are: Algebraic Operations Functions and Relations Types of Functions Composition and Inverses of Functions Transformation of Functions Imaginary and Complex Numbers Exponential and Logarithmic Functions Trigonometric Functions Trigonometric Functions and their Graphs Trigonometric Identities and Equations Applications of Trigonometry Probability and Statistics Regression Sequences and Series
Let's Pretend This Never Happened
Subject: Pride and Self-Esteem, Friends and Friendship, Feelings and Emotions, Middle School the impending visit of her troll-like little cousin.
Will Jamie survive? Will she go mad? Will she send her mom's nasty casserole to starving children in Wheretheheckistan? You'll just have to read the first installment of Dear Dumb Diary to find out!
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Linked Pair Pilot: Methods in Mathematics
(9365)
GCSE Methods in Mathematics 9365 is one of a pair of piloted, linked mathematics qualifications which will assess key aspects of maths. It will also cover:
developing skills in thinking, reasoning and problem solving
practising basic technique in Number, Algebra and Geometry
applying these techniques in solving problems in mathematical contexts
appreciating the importance of clear communication, justification and simple proof.
Together, the linked pair of mathematics qualifications (which includes Applications of Mathematics 9370) cover all the skills and content of the single GCSE Mathematics but will have a greater depth of assessment. This will provide a sound basis for further study in the subject.
If the pilot is deemed successful, first teaching will start in September 2015, or earlier.
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Math Review for Standardized Tests
...more. You get a fighting chance at success by focusing squarely on a test-oriented math review. Each review section includes: A diagnostic test to spot areas that need special attentionRules and concepts with examplesPractice problemsComplete (and understandable) explanationsA review test
Community Reviews
GREAT book for reviewing, remembering, and picking up what you missed the first go around...The book is divided into different sections (arithmetic, algebra, geometry, etc.), and each one starts with a pre test, followed by instruction and practice problems. After about 100 pages, you take another test, and surprise yourself at the improvement!
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Presents a mathematical treatment of combinatorics on partial words designed around algorithms and explores the techniques for solving partial word problems. This book provides algorithms in English followed by pseudo code to facilitate implementation of the algorithms and includes numerous worked examples, diagrams, exercises, and solutions. more...
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Introductory Technical Mathematics, 6th Edition
Author(s): Peterson/SmithWith an emphasis on real-world math applications, the Sixth Edition of INTRODUCTORY TECHNICAL MATHEMATICS provides readers with current and practical technical math applications for today's sophisticated trade and technical work environments. Straightforward and easy to understand, this hands-on book helps readers build a solid understanding of math concepts through step-by-step examples and problems drawn from various occupations. Updated to include the most current information in the field, the sixth edition includes expanded coverage of topics such as estimation usage, spreadsheets, and energy-efficient electrical applications.
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This is the first course in a sequence of three courses. Project-based Calculus is intended for students majoring in mathematics, science or engineering with the major emphasis on understanding the concepts and using them to solve a variety of physical problems. Project-based Calculus I covers two-dimensional analytic geometry, functions, limits, continuity, the derivative and its formulas, and applications of the derivative. (Three years of high school mathematics and a grade of 75% or higher on the School of Mathematical Sciences Placement Exam) Class 4, Workshop 2
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Letters in
equations were my initial mathematical downfall. For me, it wasn't
the x's, y's, and z's of algebra that caused the
trouble. Nor was it the e's
and d's of
calculus, though they certainly caused some very panicky moments. It
was my first sight of the a's
and b's of
abstract algebra that pushed me into a frenzied retreat from
mathematics. At that time (ten years ago) I identified mathematics as
being little more than obscurity by abstraction and dehumanization by
symbolization.
I have since returned to mathematics, tackling
a's,
b's and
g's left and
right. But, the memory of the difficulties I had has increased my
interest in the problems associated with learning about mathematics
and its symbols.
Much has been written in the last decade
concerning the reasons why so many students have difficulty with, and
an aversion to, mathematics. Compelling arguments can be presented
about cultural, political, and psychological factors that have caused
the mathematical downfall of many a would-be mathematician,
scientist, business person, and computer programmer. As valid as
these arguments may be, we must not neglect the inherent difficulty
of the subject of mathematics itself. The curriculum of mathematics,
from elementary school to graduate school, follows a path of
increasing abstraction. As the curriculum becomes more abstract, the
symbols used become more obscure. For many students, as was true for
me, unfamiliarity with mathematical symbols and the abstract concepts
to which they refer breeds contempt for mathematics.
Notation: The Math Neophyte's
Nightmare
In this article, I will discuss a study that
underscores the extend to which our students do not understand the
use of letters in equations. This study is an extension of a body of
research done by the Cognitive Development Project at the University
of Massachusetts that has focused on students' ability to translate
English sentences into algebraic expressions, and vice versa. The
results of Previous research--based on diagnostic tests, videotaped
interviews, and the microanalysis of those interviews--indicate the
students (including, for the most part, first-year engineering
students and/or students who have taken one or two semesters of
calculus) have a very difficult time with these translations (see
entries 1, 2, 3, and 6 in the Bibliography). In addition, we have
found that the misconceptions that students have surrounding the use
of letters in equations contribute significantly to this
difficulty.
One of the problems on which much of our
research has been based is the Students and Professors problem. It
reads as follows:
Write an equation, using the variables
S and P to represent the following statement: "At
this university there are six times as many students as
professors." Use S for the number of students and P
for the number of professors.
Fully 37 percent of a group of 150 entering
engineering students at the University of Massachusetts were unable
to write the correct equation, S = 6P, in any form. The most
common error was what we refer to as the reversed equation, 6S =
P (Clement, Lochhead, and Monk 1981).
Many students wrote 6S = P instead of S =
6P.
The error rate increases to over 73 percent
when the problem deals with a 4 : 5 ratio rather than a 6 : 1 ratio.
Again, a reversed equation is the most common mistake. Furthermore,
students in those mathematics classes that are oriented more toward
business and the social sciences did appreciably worse on these
problems.
We have several taped interviews that support
the belief that many students who write 6S = P believe that
S is a label standing for students rather than a
variable standing for number of students. They will read the
equation 6S = P as "there are six students for every one
professor," pointing to S as they say students and
P as they say professors. Conversely, they will read
S = 6P as "one student for each six professors" instead of the
appropriate "the number of students is equal to six times
the number of professors." That letters in equations can stand
abstractly for number may sound obvious to the initiated, but
it is apparently not at all obvious to the students.
S Stands for
Professor
The following question, a version of the
Students and Professors problem, was given to 33 sophomore and junior
business majors in my statistics course. Most of these students had
had two semesters of calculus. It was also given to 119 students in a
second-semester calculus course designed for the social sciences.
At this university, there are six times as many
students as professors. This fact is represented by the equation S
= 6P.
A) In this equation, what does the
letter P stand for?
Professors
Professor
Number of professors
None of the above
More than one of the above (if so,
indicate which ones)
Don't know
B) What does the letter S stand
for?
Professor
Student
Students
Number of students
None of the above
More than one of the above (if so,
indicate which ones)
Don't know
The results were quite startling. Over 40
percent of the 152 students were incapable of picking "number of
professors" as the only appropriate answer in part A. Similarly, over
43 percent did not answer part B correctly. We believe that these
results alone are significant and important. They support the
hypothesis that students tend to view the use of letters in equations
as labels that refer to concrete entities. P stands for
"professor" or "professors," not the more abstract "number of
professors." Furthermore, these results underscore the fact that
students do have a great deal of difficulty with
translations.
But there is more! If you notice, my choice of
S standing for "professor" for answer (1) in part B seems to
border on the absurd. In fact, I must confess to having felt a little
whimsical and capricious in including it as an option. Imagine my
surprise when 34 people (over 22 percent!) chose as their answer,
"S stands for professor."
It is important to note that every
person who chose "professor" for the answer in part B chose "none of
the above" for their answer in part A. The latter is a consistent
response in that those who would view S as standing for
"professor" would also view P as standing for "student." Since
that option was not provided, they chose "none of the
above."
These results support a conclusion that we have
believed for some time: that the tendency on the part of many
students to write the reversed equation, 6S = P, is not only a
common one but is one that is deeply entrenched. Our hypothesis is
that most students who believe S stands for "professor" also
believe that 6 students = 1 professor (6S = P) is really the
correct equation. And they believe it so strongly that when presented
with S = 6P, they assume that the meanings of the letters have
been switched.
Implications
The implications for secondary school are
important and suggest the following objective: Students need to
develop a better understanding of the basic concepts of variable and
equation. More specifically, they should be able to distinguish
between different ways in which letters can be used in equations.
They should learn to distinguish when letters are used as labels
referring to concrete entities or, alternately, as variables standing
abstractly for some number or number of things. The ability to make
this distinction would prevent students from reading the equation
S = 6P as "one students for every six professors" or worse as
one professor for every six student," indicating the S for
professor.
Having stated the objective, I recognize that
reaching it is another matter altogether. In a related study, we
experimented with several different teaching strategies with several
different students, usually to no avail. Our conclusion was that
there doesn't seem to be a quick solution to the difficulties our
students face concerning the concepts of equation and variable
(Rosnick and Clement, in press). It might even be the case that many
secondary school students and, for that matter, college students have
not yet reached the necessary level of intellectual development to be
able to make that distinction.
An important step, however, is that we, as
mathematics educators, should be aware of the distinction ourselves.
In teaching word problems in an algebra class, I have been, in the
past, somewhat careless about writing "P = professors" rather
than "P = number of professors." As a result of my experience,
I make every effort to say and write the latter and to verbalize the
distinction.
Let's not write "P = professors" when we mean "P =
number of professors."
As students progress from year to year in
mathematics, the letters they use, like the concepts they are
learning, become increasingly abstract and, to them, ambiguous. It is
important that we stay aware of the difficulties that our students
are having in trying to understand labels, variables, constants,
parameters, and all the rest of the uses of letters. It is equally
important that we become aware of all the conceptual pitfalls to
which our students can succumb. After all, if we can't help our
students understand the x's and y's, they will never
know the joy of understanding a's
and b's. More
important, they will drop out of, or be inept in, mathematics, a
subject that has become a prerequisite for more and more careers in
today's world.
Do you know how many of your students would say
"S stands for professor"?
Rosnick, P., and J. Clement. "Learning without
Understanding: The Effect of Tutoring Strategies on Algebra
Misconceptions." Journal of Mathematical Behavior, in
press.
Research reported in this article was supported by NSF Award No.
SED78-22043 in the Joint National Institute of Education-National
Science Foundation Program of Research on Cognitive Processes and the
Structure of Knowledge in Science and Mathematics. I would like to
acknowledge the influence, suggestions, help in editing, and support
of John Clement of the Cognitive Development Project, whose extensive
work in this area provided the foundation for this
article.
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Editorial Reviews
Booknews
A practical, workbook-style text for students in fashion merchandising with only basic mathematical background. After early chapters on using a calculator and working with percentages, sections cover purchasing concepts, pricing and repricing merchandise, merchandise planning, profitability, and corporate buying and planning. Chapters walk through industry forms, plans, and essential skills, with example forms and calculations, helpful hints, worked examples, and examples of application of skills on the job. Includes chapter problems, selected answers, and an appendix of basic formulas. Annotation c. by Book News, Inc., Portland, Or.
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Read an Excerpt prices you enough!
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ELE features increased emphasis on Excel, MINITAB, and the TI-83 Plus graphing calculator, computing technologies commonly used in such coures
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A wonderful book on the subject is "The Visual Display of Quantitative Information" by Edward R. Tufte, but it may be hard to find in libraries. If you have a week for the assignment, it's worth looking for.
Stock market "technical analysts" use graphs of stock prices to tell them and others what stocks to buy and sell, trying to predict future trends. Most are not very successful at it. Some of their favorite patterns, to which they have given names, are described at:
Pick up an issue of USA Today and you may find several examples of graphs being used to persuade.
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Size, shape, relative position of figures and with properties of space
Study of the rules of operations and the things which can be constructed from them
The infinetesimal, derivatives, integrals and such
Properties of numbers, particulalry integers
Quantitative description of the likely occurrence of a particular event
Highly sensitive dynamical systems
Formal systems and the deductive power of formal proof systems
Collection and interpretation of data
Analysis of situations involving parties with conflicting interests
Spatial properties that are preserved under continuous deformations
Description
Branch
Limiting behaviour of functions and algorithms
Group theory applied to the solution of algebraic equations
Mappings of classes of functions from one vector space to another
Dynamical systems and measure preserving transformations
Applying calculus to the geometric properties of curves and surfaces
Properties of vector spaces and linear maps
Representing functions or signals as the superposition of basic waves
Quantification of information
The aggregate effect of a random function, over time or space
The effects of forces acting on physical objects
The study of the numbers of ways of selecting, or arranging, objects from a finite set
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Hello Math experts! I am a beginner at math trivias. I seem to understand the lectures in the class properly, but when I begin to solve the questions at home myself, I commit mistakes. Does anyone know of any resource where I can get my answers checked before submitting them for grading? Or any resource where I can get to see a step by step answer?
Have you checked out Algebrator? This is a great software and I have used it several times to help me with my math trivias problems. It is really very easy -you just need to enter the problem and it will give you a step by step solution that can help solve your assignment. Try it out and see if it solves your problem.
Actually even I love this software and I can't explain how much it helped me when I thought all was lost before my previous term exams. I got hold of Algebrator at just the right time and it helped me score really well in my exams. The fact that it explains in detail every step that needs to be implemented for solving a variety of distinct problems, really helped me.
Registered: 24.10.2003
From: Where the trout streams flow and the air is nice
Posted: Friday 29th of Dec 16:46
A truly piece of math software is Algebrator. Even I faced similar difficulties while solving converting fractions, system of equations and linear inequalities. Just by typing in the problem workbookand clicking on Solve – and step by step solution to my math homework would be ready. I have used it through several algebra classes - Intermediate algebra, Pre Algebra and College Algebra. I highly recommend the program.
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MATH.IN ACTION:ALG.,GRAPH.,+TRIG... (2nd Edition 2004)
by CONSORTIUM
Annotated Instructor Edition
Description
This intermediate algebra text, based on standards in the AMATYC Crossroads document, motivates college math students to develop mathematical literacy and a solid foundation for future study in mathematics and other disciplines. This third book of a three-book series presents mathematical concepts and skills through relevant activities derived from real-life situations. These activities are meaningful to students because they illustrate how mathematics arises naturally from real-world situations and problems. The Mathematics in Action series is based on the assumption that students learn mathematics best by doing mathematics in a meaningful context. Therefore, the text takes a collaborative approach to learning. Students take an active role in their own learning by working in groups, thereby developing communication skills, a sense of independence, and a "can-do" attitude about mathematics. Technology is integrated throughout the book so that students learn to interpret real-life data numerically, symbolically, and graphically. Regardless of their level of preparation for the course, students can use this text to increase their knowledge of mathematics, their problem-solving skills, and their overall confidence in their ability to learn.
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the theory and applications of Fourier series and integrals, eigenfunction expansions, and related topics, on a level suitable for advanced undergraduates. It includes material on Bessel functions, orthogonal polynomials, and Laplace transforms, and it concludes with chapters on generalized functions and Green's functions for ordinary and partial differential equations. The book deals almost exclusively with aspects of these subjects that are useful in physics and engineering, and includes a wide variety of applications. On the theoretical side, it uses ideas from modern analysis to develop the concepts and reasoning behind the techniques without getting bogged down in the technicalities of rigorous proofs.
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Maths is the important one. Not sure what subjects you can do for IB, but if you can do computing it's good but not essential, as they don't assume any previous programming experience. Really it's maths and any maths related subjects (like the sciences) that are considered good for doing CS at uni.
As for computer science vs. computer engineering, computer engineering is usually more focused on computer hardware. Where as computer science is more about abstract problem solving and programming. Although you will do a lot of programming in both.
What do I do I don't have Mathematics Higher level...Is there any alternative for that can I take Mathematics courses? Will it be of any help?
Not sure how the IB works, but you still have some level of maths. Plus you have computer science and physics, which are presumably quite heavily maths based. You'll probably be fine with those subjects.
(Original post by Psyk)
Not sure how the IB works, but you still have some level of maths. Plus you have computer science and physics, which are presumably quite heavily maths based. You'll probably be fine with those subjects.
(Original post by Stefanb)Thanks
I found that by the third year, it's basically all maths of some sort. In the first year you're typically getting up to speed with programming. By the third year, you're learning how to apply that programming ability to solving problems, and that typically involves breaking the problem down with maths. You may not always realise you're doing maths, to be fair it's quite different from the maths you do at A-level or equivalent.
There's not really much point in giving you specific examples of what maths you might use because it's potentially anything. It completely depends on what problems you are trying to solve.
Without mathematics how can you do programming (except for those very easy and basic programs taught at the beginning[even they require bit of math indirectly]). Look I guess mathematical formulas are used everywhere in programming (take an example of a program to sort a list of names and then check what name the user requires and then add stuff to it deduct things from it and turn it upside down etc...this requires a lot of logic...so you very well require mathematics there) and yeah once you do higher level programming...you will realize where is mathematics required....you need to be really good with mathematics and your brain must work really quick to design stuff and crack stuff...
(Original post by Stefanb)
I'm just wondering if you could give me an idea of the maths involved in computing and its usefulness?
Computer science is a broad field, but almost any real-world application will have a theoretical basis in some combination of linear algebra, multivariate calculus, probability and inferential statistics. Specific uses draw upon other tools, but those are probably the most common. On the other end of the spectrum, theoretical computer science is effectively pure (rather than applied) maths.
(Original post by djshine88)
If you're doing computing science - you need a pretty good understanding of mathematics (a level standard) and maybe physics because you will need to know about electrics and etc.
(Original post by Psyk)A level physics probably wouldn't be necessary. Maths is tho.
I do software engineering - and part of it was hardware related and etc which had nothing to do with physics - but alot to do with algorithms which requires a lot of maths.
In computer Science - i'm not too sure but i'd say there would be a bit of embedded involved in - and it would be nice to know stuff about Circuit boards, transistors etc - hence the physics side. That's just my assumption, but defo Maths is required.
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Basic Math for Management Professionals is a simple and fun solution to an age-old problem: The lack of mathematical knowledge is a major obstacle for many marketing and management professionals. Many of them are former English, Psychology, or Science graduates who have become responsible for managing human resources, strategy, advertising, promotion and sales in their organizations. Without a solid foundation in accounting, finance, mathematics or economics, they often find themselves frustrated and confused by the unfamiliar world of numbers.
This is a simple introduction to the underlying mathematical concepts in management, explained in terms accessible to both students and practitioners. Peter Weiglin also explains the relevant non-mathematical issues-such as, price sensitivity, product distribution, and sales estimates-and provides the tools necessary to fully understand and grasp the basics of each.
Presented in an irreverent, conversational style, this book includes numerous real-world examples and illustrations that gently introduce the reader to the important mathematical concepts behind management. Intended for students and professionals of all levels, this book is a fun, easy-to read introduction to the world of business math.
PETER WEIGLIN is an author and historian, and teaches management and marketing, at the University of California at Berkeley Extension.
REVIEW
Lack of mathematical knowledge among most management professionals is an age-old problem. Peter Weiglin provides a simple solution in his book Basic Math for Management Professionals. Presented in an irreverent, conversational style, the book talks about underlying mathematical concepts in management, price sensitivity, product distribution and so on. -Business Line
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Incremental development: concepts are broken down into small easy-to-understand pieces, and are presented in lessons throughout the school year
continual review Once this is taught, students review their work daily through worksheets and homework sets, (included in the hardcover textbook)in a basic concept called continual review Over time, what has been learned through incremental development and review is assimilated and eventually mastered by the student.
and frequent, cumulative testing. This allows students the opportunity to prove what they have learned before they move on to the next step. There is testing and assessment for every concept taught in the Saxon program.
It sounds so simple, and best of all it works for math students around the world.
How did Saxon Math get started?
John Saxon taught junior college in Oklahoma, but realized that many of his students were not grasping the concepts he was teaching. One of his students urged him to make up problem sets that would continuously review what had been taught. Saxon and his students noticed a high success rate in the rentention level once this method was initiated.
Saxon published texts for the college in 1979, and subsequently modified them for high school algebra classes. Selected teachers agreed to test the concepts in their classrooms, side-by-side with another math book. Students knowledge with the Saxon method was more than double the problem solving skills of the alternate textbook.
Saxon looked for a publisher for his book, and when none expressed interest, he mortgaged whatever he owned and published it himself. His methods are used in pre-K through 12 and beyond, and his math program is consistently at the top of the best seller (and best-teacher!) list.
What does Saxon have to offer?
Today there are close to 100 Saxon products. There is a Saxon home study math kit for levels K, one, two and three. Then Math 54, Math 65, Math 76 and Math 87.
Following these courses, the student can advance to Algebra 1/2, then Algebra I, Algebra II, Calculus, Physics and Advanced Math.
Saxon has taken this teaching method to the phonics department and now sells Saxon phonics, and the phonics intervention program, for older kids who are struggling with reading and spelling.
What makes Saxon K-3 such a favorite with homeschool teachers?
As the parent teaching at home,you have so much to organize, order, assimilate and finally, teach. When you choose Saxon as your math program, a kit containing all you need to successfully teach each level is provided. The teacher's manual has been written using the appropriate language and activities to match the student's ability level.
The scripted instructional format even includes a lesson dialogue with possible student responses, so you are ready for everything. One of the most applauded features is the succinct materials list, listed for every day. Since all the written work takes place in the student book, the teacher's edition can be used for subsequent students, making this a sound investment.
Am I qualified to teach Physics?
Saxon Homeschool Physics is taught at an introductory level and does not require that the teacher have a background in physics. Anyone who has taught second-year algebra, especially Saxon's Algebra 2, can teach this book successfully. Saxon Homeschool Physics was written with both average and gifted students in mind.
The entire program is based on introducing a topic to a student and then allowing them to build upon that concept as they learn new ones. Topics are never dropped but are instead increased in complexity and practiced every day, providing the time required for concepts to become totally familiar.
What about Saxon Phonics?
The Saxon Homeschool Phonics series builds on prior learning. New learning is presented in explicit, systematic increments, and each increment is reviewed throughout the year. Also, the program lessons are completely scripted making it easy and simple for parents to teach.
In the same way that Saxon Math builds on facts already learned, this program teaches students to read by introducing small increments of knowledge, increasing their self-confidence as they move towards a solid grasp of reading and spelling
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Courses
MAE 2801 - Elementary School Mathematics
This course is a thorough treatment of mathematics appropriate for the elementary school teacher. It includes the study of the six basic sets of numbers, mathematical concepts such as operations and sets, learning sequences, algorithms, problem-solving techniques, error patterns, number systems and geometry. The topics will be taught from the viewpoint of a child through modeling
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Math Without Math: Unraveling Riddles and Solving Problems
Course Instructor: Ryan Higginbottom
This is a course in problem-solving and critical thinking. We will learn a host of problem-solving techniques and strategies, and use them to understand and solve numerous puzzles, problems, and riddles. All of these techniques are well-known to mathematicians, but we will work on problems that may only have a loose connection to mathematics at first glance. We will spend the majority of our time together working as a class and in smaller groups to discover these techniques and apply them to particular problems. Books and articles will provide background and supplemental instruction, and they will be the subject of regular class discussions. There is no mathematical prerequisite for this class.
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Margate, FL Physics branches into two sections, differential and integral calculus. In integral calculus, the student begins to understand how to find the area under a graph and interpret its meaning in various cases. As the student becomes more familiar with the subject, advanced analysis is taught to deal with differential equations.
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That is ridiculously easy as a paper. And why the stupid things like the first question: what is the point of using the letters when they are just numbers anyway? why no just give them the calculation to do with numbers?
Don't grade boundaries reflect how people do? So if it was low grade boundaries then many people found it very difficult?
(Original post by GreenLantern1)
Why are people claiming the hardest GCSE Maths question came from a foundation paper!
(Original post by hassi94)Yes but it is obvious from a GCSE paper what you would have to do for that.
(Original post by Type 052D)
How did you manage to handle A-Level maths when you did Foundation paper? Is it because A levels Maths is more straight forward and does not have much functional/problem solving questions?
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Trigonometry:For courses in Trigonometry which requires student use of a graphing calculator.Using the graphing utility to enhance mathematics, not replace it, this text approaches technology as a tool to solve problems, motivate concepts, and explore ideas. Many problems are solved using both algebra and a graphing utility, with the benefits of each illustrated. Throughout, applications and examples using real data enable students to make connections between the mathematics learned and familiar situations. The authors' user-friendly approach helps students develop the skills needed to succeed in subsequent mathematics courses.
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Texas Instruments TI 84 | User Guide - Page 6 ... active for the next keystroke. For example, when you press ƒ and then , the letter A is entered. This guidebook describes this keystroke combination as ƒ [A].
Chapter 1: Operating the TI-84 Plus Silver Edition
3
Texas Instruments TI 84 | User Guide - Page 7 ...turn on the TI-84 Plus, press É. • If you previously had turned off the graphing calculator by pressing y M, the TI-84 Plus displays the home screen as it was when you last used it and clears any error.
Chapter 1: Operating the TI-84 Plus Silver Edition
4
Texas Instruments TI 84 | User Guide - Page 9 ... number if contrast is too light or too dark.
Note: The TI-84 Plus has 40 contrast settings, so each number 0 through 9 represents
four settings. The TI-84 Plus retains the contrast setting in memory when it is turned off. To adjust the contrast, follow these steps. 1. Press ...
Texas Instruments TI 84 | User Guide - Page 10 ... than
two weeks if you use the graphing calculator infrequently.
The Display
Types of Displays The TI-84 Plus displays both text and graphs. ...enter instructions to execute and expressions to evaluate. The answers are displayed on the same screen.
Chapter 1: Operating the TI-84 Plus Silver Edition 7
Texas Instruments TI 84 | User Guide - Page 11 ... right side of the next line.
Entry Answer
The mode settings control the way the TI-84 Plus interprets expressions and displays answers. If an answer, such as a ... to the Home Screen To return to the home screen from any other screen, press y 5.
Chapter 1: Operating the TI-84 Plus Silver Edition
8
Texas Instruments TI 84 | User Guide - Page 12 Busy Indicator When the TI-84 Plus is calculating or graphing, a vertical moving line is displayed as a busy indicator in the top-right corner... # (#). Graphs and editors sometimes display additional cursors, which are described in other chapters.
Chapter 1: Operating the TI-84 Plus Silver Edition
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Texas Instruments TI 84 | User Guide - Page 19 ... D. â is pasted to the cursor location. 3. If the exponent is negative, press Ì, and then enter the exponent, which can be one or two digits.
Chapter 1: Operating the TI-84 Plus Silver Edition
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Texas Instruments TI 84 | User Guide - Page 20 ...previous page. In general, the first letter of each function is lowercase on the TI-84 Plus. Most functions take at least one argument, as indicated by an... the home screen, select 1:Quit. To go to the location of the interruption, select 2:Goto.
Chapter 1: Operating the TI-84 Plus Silver Edition
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Texas Instruments TI 84 | User Guide - Page 22 Keystrokes
Result Changes the cursor to Þ; the next keystroke performs a 2nd operation (an operation in blue above a key and to the left); to cancel 2nd, press y again. Changes the cursor to Ø; the next keystroke pastes an alpha character (a character in green above a key and to the right) or ...
Texas Instruments TI 84 | User Guide - Page 26 ... graphing-order mode evaluates and plots all selected functions for
a single value of X and then evaluates and plots them for the next value of X.
Chapter 1: Operating the TI-84 Plus Silver Edition
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Texas Instruments TI 84 | User Guide - Page 27 Note: Regardless of which graphing mode is selected, the TI-84 Plus will sequentially graph all stat plots before it graphs any functions.
Real, a+bi, re^qi
...Chapter 9).
Set Clock Use the clock to set the time, date, and clock display formats.
Chapter 1: Operating the TI-84 Plus Silver Edition
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Texas Instruments TI 84 | User Guide - Page 29 ... created by independent applications. You cannot edit or change variables in AppVars unless you do so through the application which created them.
Chapter 1: Operating the TI-84 Plus Silver Edition
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Texas Instruments TI 84 | User Guide - Page 30 ... variable.
Displaying a Variable Value To display the value of a variable, enter the name on a blank line on the home screen, and then press Í.
Chapter 1: Operating the TI-84 Plus Silver Edition
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Texas Instruments TI 84 | User Guide - Page 31 ...matrix. Press to display the VARS menu or ~ to display the VARS Y-VARS menu; then select the type and then the name of the variable or function.
Chapter 1: Operating the TI-84 Plus Silver Edition
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Texas Instruments TI 84 | User Guide - Page 32 ... an instruction, the expression or instruction is placed in a storage area called ENTRY (last entry). When you turn off the TI-84 Plus, ENTRY is retained in memory.
Chapter 1: Operating the TI-84 Plus Silver Edition
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Texas Instruments TI 84 | User Guide - Page 34 ... on. y[
Reexecuting the Previous Entry After you have pasted the last entry to the home screen and edited it (if you chose to edit it), you can ..., then press Í. All expressions and instructions separated by colons are stored in ENTRY.
0 ¿ƒ N
Chapter 1: Operating the TI-84 Plus Silver Edition
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Texas Instruments TI 84 | User Guide - Page 35 ... Expression When an expression is evaluated successfully from the home screen or from a program, the TI-84 Plus stores the answer to a storage area called Ans (last answer). ... you turn off the TI-84 Plus, the value in Ans is retained in memory.
Chapter 1: Operating the TI-84 Plus Silver Edition
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Texas Instruments TI 84 | User Guide - Page 36 ... name Ans to the cursor location. When the expression is evaluated, the TI-84 Plus uses the value of Ans in the calculation. Calculate the area of a garden plot 1.7 meters by 4.2 ..., store Ans to a variable before you evaluate another expression.
Chapter 1: Operating the TI-84 Plus Silver Edition
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Texas Instruments TI 84 | User Guide - Page 38 ... with the cursor on the first item. Displaying a Menu While using your TI-84 Plus, you often will need to access items from its menus. When you press a ...you select an item from a menu, the screen where you are working usually is displayed again.
Chapter 1: Operating the TI-84 Plus Silver Edition
35
Texas Instruments TI 84 | User Guide - Page 39 Moving from One Menu to Another Some keys access more than one menu. When you press such a key, the names of all accessible menus are displayed on the top line. When you highlight a menu name, the items in that menu are displayed. Press ~ and | to highlight each menu name.
Scrolling a Menu To ...
Texas Instruments TI 84 | User Guide - Page 40 Selecting an Item from a Menu You can select an item from a menu in either of two ways. • Press the number or letter of the item you want to select. The cursor can be anywhere on the menu, and the item you select need not be displayed on the screen.
•
Press
Texas Instruments TI 84 | User Guide - Page 50 ...CATALOG The CATALOG is a convenient, alphabetical list of all functions and instructions on the TI-84 Plus. You can paste any function or instruction from the ... enter and store programs that include extensive control and input/output instructions.
Chapter 1: Operating the TI-84 Plus Silver Edition 47
Texas Instruments TI 84 | User Guide - Page 52 ... while performing these tasks Evaluating an expression Executing an instruction Plotting a graph Storing a value
When the TI-84 Plus detects an error, it ..., then the previous screen is displayed with the cursor at or near the error location.
Chapter 1: Operating the TI-84 Plus Silver Edition
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Texas Instruments TI 84 | User Guide - Page 54 Chapter 2: Math, Angle, and Test Operations
Getting Started: Coin Flip
Getting Started is a fast-paced introduction. Read the chapter for details. Suppose you want to model flipping a fair coin 10 times. You want to track how many of those 10 coin flips result in heads. You want to perform this ...
Texas Instruments TI 84 | User Guide - Page 55 ... list elements may differ from those in the example.
Keyboard Math Operations
Using Lists with Math Operations Math operations that are valid for lists return a list calculated element by element. If you use two lists in the same expression, they must be the same length.
Chapter 2: Math, Angle, ...
Texas Instruments TI 84 | User Guide - Page 61 cannot be simplified or the resulting denominator is more than three digits, the decimal equivalent is returned. You can only use 4Frac following value.
value 4Frac
4Dec (display as a decimal) displays an answer in decimal form. You can use 4Dec with real or complex numbers, expressions, lists, ...
Texas Instruments TI 84 | User Guide - Page 63 ..., the approximation usually becomes more accurate.
You can use nDeriv( once in expression. Because of the method used to calculate nDeriv(, the TI-84 Plus can return a false derivative value at a nondifferentiable point.
Chapter 2: Math, Angle, and Test ...
Texas Instruments TI 84 | User Guide - Page 64 ... is 1âL5). fnInt( is valid only for real numbers. fnInt(expression,variable,lower,upper[,tolerance])
Note: To speed the drawing of integration graphs (when fnInt( is used in a Y= equation), increase the value of the Xres window variable before you press s.
Using the Equation Solver
Solver
Solver ...
Texas Instruments TI 84 | User Guide - Page 65 Entering an Expression in the Equation Solver To enter an expression in the equation solver, assuming that the variable eqn is empty, follow these steps. 1. Select 0:Solver from the MATH menu to display the equation editor.
2. Enter the expression in any of three ways Enter the expression ...
Texas Instruments TI 84 | User Guide - Page 66 ... such as K=.5MV2, enter eqn:0=KN.5MV2 in
the equation editor. Entering and Editing Variable Values When you enter or edit a value for a variable in the interactive solver editor, the new value is stored in memory to that variable. You can enter an expression ...
Texas Instruments TI 84 | User Guide - Page 67 ...stored to eqn, follow these steps. 1. Select 0:Solver from the MATH menu to display the interactive solver editor, if not already displayed.
2. Enter or edit the value of each known variable. All variables, except the unknown variable, must contain a value. To move the cursor to the next variable, ...
Texas Instruments TI 84 | User Guide - Page 68 ...-. The default guess is calculated as 2 4. Edit bound={lower,upper}. lower and upper are the bounds between which the TI-84 Plus searches for a solution. This is optional, but it may help find the solution more quickly. The default is bound={L1â99,1â99...
Texas Instruments TI 84 | User Guide - Page 69 ...the cursor to the variable for which you now want to solve and press ƒ \. Controlling the Solution for Solver or solve( The TI-84 Plus solves equations through an iterative process. To control that process, enter bounds that are relatively close to the solution ...
Texas Instruments TI 84 | User Guide - Page 70 ...( is valid only for real numbers.
solve(expression,variable,guess[,{lower,upper}]) expression is assumed equal to zero. The value of variable will not be updated in memory. guess may be a value or a list of two values. Values must be stored for every variable in expression, except variable, before ...
Texas Instruments TI 84 | User Guide - Page 73 fPart(value)
int(
int( (greatest integer) returns the largest integer real or complex numbers, expressions, lists, and matrices. int(value)
Note: For a given value, the result of int( is the same as the result of iPart( for nonnegative numbers and negative integers, but one integer less than ...
Texas Instruments TI 84 | User Guide - Page 74 max( (maximum value) returns the larger of valueA and valueB or the largest element in list. If listA and listB are compared, max( returns a list of the larger of each pair of elements. If list and value are compared, max( compares each element in list with value. min(valueA,valueB) min(list) min(...
Texas Instruments TI 84 | User Guide - Page 77 ...numbers in results, including list elements, are displayed in either rectangular or polar form, as specified by the mode setting or by a display conversion instruction. In the example below, polar-complex (re^qi) and Radian modes are set.
Rectangular-Complex Mode Rectangular-complex mode recognizes...
Texas Instruments TI 84 | User Guide - Page 78 Polar-Complex Mode Polar-complex mode recognizes and displays a complex number in the form re^qi, where r is the magnitude, e is the base of the natural log, q is the angle, and i is a constant equal to -1 .
To enter a complex number in polar form, enter the value of r (magnitude), press y J (...
Texas Instruments TI 84 | User Guide - Page 82 4Polar 4Polar (display as polar) displays a complex result in polar form. It is valid only at the end of an expression. It is not valid if the result is real.
complex result8Polar returns re^(qi).
MATH PRB (Probability) Operations
MATH PRB Menu To display the MATH PRB menu, press |. MATH NUM ...
Texas Instruments TI 84 | User Guide - Page 83 ..., rand5 generates a random number > 0 and < 5.
With each rand execution, the TI-84 Plus generates the same random-number sequence for a given seed value. The TI-84 Plus factory-set seed value for rand is 0. To generate a different random-number sequence, store any ...
Texas Instruments TI 84 | User Guide - Page 84 nCr (number of combinations) returns the number of combinations of items taken number at a time. items and number must be nonnegative integers. Both items and number can be
lists.
items nCr number
Factorial
! (factorial) returns the factorial of either an integer or a multiple of .5. For a list, ...
Texas Instruments TI 84 | User Guide - Page 88 ... enter for 30 degrees, 1 minute, 23 seconds. If the angle mode is not set to Degree, you must use ¡ so that the TI-84 Plus can interpret the argument as degrees, minutes, and seconds.
Degree mode Radian mode
Degree ¡ (degree) designates an angle or ...
Texas Instruments TI 84 | User Guide - Page 92 ... functions according to EOS rules (Chapter 1). • • The expression 2+2=2+3 returns 0. The TI-84 Plus performs the addition first because of EOS rules, and then it compares 4 to 5. The expression 2+(2=2)+3 returns 6. The TI-84 Plus performs the relational test first because it is in ...
Texas Instruments TI 84 | User Guide - Page 93 ...is zero (false). The value is zero (false).
4: not(
Boolean Operators Boolean operators are often used in programs to control program flow and in graphing to control the graph of the function over specific values. Values are interpreted as zero (false) or nonzero (true). and, or, xor
and, or, and ...
Texas Instruments TI 84 | User Guide - Page 95 ... expression Y=‡(100NX 2), which defines the top half of the circle.
The expression Y=L‡(100NX 2) defines the bottom half of the circle. On the TI-84 Plus, you can define one function in terms of another. To define Y2=LY1, press Ì to enter the negation...
Texas Instruments TI 84 | User Guide - Page 97 ... and Exploring a Graph After you have defined a graph, press s to display it. Explore the behavior of the function or functions using the TI-84 Plus tools described in this chapter. Saving a Graph for Later Use You can store the elements that define the current ...
Texas Instruments TI 84 | User Guide - Page 102 ... a Function You can select and deselect (turn on and turn off) a function in the Y= editor. A function is selected when the = sign is highlighted. The TI-84 Plus graphs only the selected functions. You can select any or all functions Y1 through Y9, and Y0. To ...
Texas Instruments TI 84 | User Guide - Page 103 ...to turn on one or more functions or 2:FnOff to turn off one or more functions. The instruction you select is copied to the cursor location. 4. Enter the number (1 through 9, or ...to turn on or turn off. • If you enter two or more numbers, separate them with commas.
Chapter 3: Function Graphing
100
Texas Instruments TI 84 | User Guide - Page 104 ...#,function#, ...,function n] FnOff[function#,function#, ...,function n]
5. Press Í. When the instruction is executed, the status of each function in the current mode is ...for function graphing. Use the styles to visually differentiate functions to be graphed together. For example, you can set Y1 as ...
Texas Instruments TI 84 | User Guide - Page 105 ... connects plotted points Shading covers the area above the graph Shading covers the area below the graph A circular cursor traces the leading edge of the graph and draws a path A circular cursor ... plotted point; this is the default in Dot mode
Note: Some graph styles are not available in all ...
Texas Instruments TI 84 | User Guide - Page 107 Note: When é or ê is selected for a Y= function that graphs a family of curves, such as Y1={1,2,3}X, the four shading patterns rotate for ... the program editor. function# is the number of the Y= function name in the current graphing mode. graphstyle# is an integer from 1 to 7 that corresponds to the...
Texas Instruments TI 84 | User Guide - Page 113 ... to stat plots. When ExprOn is selected, the expression is displayed in the top-left corner of the graph screen. When ExprOff and CoordOn both are selected, the number in the top-right corner specifies which function is being traced.
Chapter 3: Function Graphing
110
Texas Instruments TI 84 | User Guide - Page 114 ..., press s. TRACE, ZOOM instructions, and CALC operations display the graph automatically. As the TI-84 Plus plots the graph, the busy indicator is on. As... since the graph was last displayed, the TI-84 Plus will replot the graph based on new values when you press s Changed ...
Texas Instruments TI 84 | User Guide - Page 115 ... setting Cleared drawings by selecting ClrDraw Changed a stat plot definition
Overlaying Functions on a Graph On the TI-84 Plus, you can graph one or ... enter a list (Chapter 11) as an element in an expression, the TI-84 Plus plots the function for each value in the list,...
Texas Instruments TI 84 | User Guide - Page 116 {2,4,6}sin(X) graphs three functions: 2 sin(X), 4 sin(X), and 6 sin(X).
{2,4,6}sin({1,2,3}X) graphs 2 sin(X), 4 sin(2X), and 6 sin(3X) .
Note: When using more than one list, the lists must have the same dimensions.
Exploring Graphs with the Free-Moving Cursor
Free-Moving Cursor When a graph is ...
Texas Instruments TI 84 | User Guide - Page 117 As you move the cursor around the graph, the coordinate values of the cursor location are displayed at the bottom of the screen if CoordOn ...setting determines the number of decimal digits displayed for the coordinate values. To display the graph with no cursor and no coordinate values, press ' or Í....
Texas Instruments TI 84 | User Guide - Page 118 Exploring Graphs with TRACE
Beginning a Trace Use TRACE to move the cursor from one plotted point to the next along a function. To begin a trace, press r. If the graph is not displayed already, press r to display it. The trace cursor is on the first selected ...
Texas Instruments TI 84 | User Guide - Page 119 Trace cursor on the curve
If you move the trace cursor beyond the top or bottom of the screen, the coordinate values at the bottom of the screen continue to change appropriately. Moving the Trace Cursor from Function to Function To move the trace cursor from function to function, press
Texas Instruments TI 84 | User Guide - Page 120 ...the viewing window automatically pans to the left or right. Xmin and Xmax are updated to correspond to the new viewing window. Quick Zoom While tracing, you... TRACE, the trace cursor is displayed in the same location it was in when you left TRACE, unless Smart Graph has replotted the graph.
Chapter 3:...
Texas Instruments TI 84 | User Guide - Page 121 ...r. The instruction Trace is pasted to the cursor location. When the instruction is encountered during program execution, the graph is displayed with the trace cursor on ... functions, press Í to resume program execution.
Exploring Graphs with the ZOOM Instructions
ZOOM Menu To display the ZOOM menu, ...
Texas Instruments TI 84 | User Guide - Page 123 ... menu. The zoom cursor is displayed. 3. Move the zoom cursor to the point that is to be the center of the new viewing window. 4. Press Í. The TI-83 Plus adjusts the viewing window by XFact and YFact; updates the window variables; and replots the selected functions, ...
Texas Instruments TI 84 | User Guide - Page 124 ... or Zoom Out, press '. ZDecimal
ZDecimal replots the functions immediately. It updates the window variables to preset values, as shown below. These values ... a circle. Xscl and Yscl remain unchanged.
The midpoint of the current graph (not the intersection of the axes) becomes the midpoint of the new ...
Texas Instruments TI 84 | User Guide - Page 130 1. Select 1:value from the CALCULATE menu. The graph is displayed with X= in the bottom-left corner. 2. Enter a real value, which can be an expression, for X between Xmin and Xmax. 3. Press Í.
The cursor is on the first selected function in the Y= editor at the ...
Texas Instruments TI 84 | User Guide - Page 132 ...specified
interval to a tolerance of 1âL5.
To find a minimum or maximum, follow these steps. 1. Select 3:minimum or 4:maximum from the CALCULATE menu. The current graph is displayed. 2. Select the function and set left bound, right bound, and guess ...
Texas Instruments TI 84 | User Guide - Page 134 3. Press | or ~ (or enter a value) to select the X value at which to calculate the derivative, and then press Í. The cursor is on the solution and the numerical derivative is displayed. To move to the same x-value for other selected functions, press } or
Texas Instruments TI 84 | User Guide - Page 135 ... and upper limits as you would set left and right bounds for zero. The integral value is displayed, and the integrated area is shaded.
Note: The shaded area is a drawing. Use ClrDraw (Chapter 8) or any action that
invokes Smart Graph to clear the shaded area.
Chapter 3: Function Graphing
132
Texas Instruments TI 84 | User Guide - Page 136 ... Started is a fast-paced introduction. Read the chapter for details. Graph the parametric equation that describes the path of a ball hit at an initial ... -2
The vertical and horizontal vectors of the ball's motion also will be graphed. Vertical vector: Horizontal vector: Gravity constant: X2(t)=0 X3...
Texas Instruments TI 84 | User Guide - Page 141 ... Y, define a single parametric equation. You must define both of them. Selecting and Deselecting Parametric Equations The TI-84 Plus graphs only the selected parametric equations. In the Y= editor, a parametric equation is selected when the = signs of both the...
Texas Instruments TI 84 | User Guide - Page 143 Displaying a Graph When you press s, the TI-84 Plus plots the selected parametric equations. It evaluates the X and Y components for each value of T (from ... are updated. Smart Graph applies to parametric graphs. Window Variables and Y.VARS Menus You can perform these actions from the ...
Texas Instruments TI 84 | User Guide - Page 144 Tstep at a time. When you ...
Texas Instruments TI 84 | User Guide - Page 145 ... is on. In PolarGC format, X, Y, R, q and T are updated; if CoordOn format is selected, R, q, and T are displayed. The X and Y (or R and q) values are calculated from T. To move five plotted points at a time on a function, press y | or y ~. If ...
Texas Instruments TI 84 | User Guide - Page 151 ... format settings in detail. The other graphing modes share these format settings. Displaying a Graph When you press s, the TI-84 Plus plots the selected polar equations. It evaluates R for each value of q (from qmin to qmax in intervals of qstep) and then ...
Texas Instruments TI 84 | User Guide - Page 152 ... Y.VARS Menus You can perform these actions from the home screen or a program. • Access functions by using the name of the equation as a variable.
•
Store polar equations.
•
Select or deselect polar equations.
•
Store values directly to window variables.
Chapter 5: Polar Graphing
149
Texas Instruments TI 84 | User Guide - Page 153 qstep at a time. When you ...
Texas Instruments TI 84 | User Guide - Page 158 ... enter sequences for u(n), v(n), and w(n). Also, you can edit the value for nMin, which is the sequence window ... nMin in one editor, the new value for nMin is updated in both editors. Note: Use u(nMin),...) only with a recursive sequence, which requires an initial value. Chapter 6: Sequence Graphing 155
Texas Instruments TI 84 | User Guide - Page 159 ... are available for sequence graphing. Graph styles are ignored in Web format. Selecting and Deselecting Sequence Functions The TI-84 Plus graphs only the selected sequence functions. In the Y= editor, a sequence function is selected when the = signs of both u(n)=...
Texas Instruments TI 84 | User Guide - Page 163 ... does not affect sequence
evaluation; it only designates which points are plotted on the graph. If you specify
PlotStep=2, the sequence is evaluated at each consecutive integer, but it is plotted on the
graph only at every other integer.
Chapter 6: Sequence Graphing
160
Texas Instruments TI 84 | User Guide - Page 164 Selecting Axes Combinations
Setting the Graph Format To display the current graph format settings, press ...Chapter 3 describes the format settings in detail. The other graphing modes share these format settings....display on or off
Setting Axes Format For sequence graphing, you can select from five axes...
Texas Instruments TI 84 | User Guide - Page 166 ...To move the trace cursor to any valid n value on the current function, enter the number. When you enter the first digit, an n= prompt and the number you entered are displayed in the bottom-left corner of the screen. You can enter an expression at the n= prompt. The
Chapter 6: Sequence Graphing
163
Texas Instruments TI 84 | User Guide - Page 168 ... You can evaluate these names in any of three ways Calculate the nth value in a sequence. Calculate a list of values in a sequence. Generate a sequence with u(nstart,nstop[,nstep]). nstep is optional; ... Web axes format, press y . ~ Í. A web plot graphs u(n) versus u(nN1), which you can use...
Texas Instruments TI 84 | User Guide - Page 180 ...-variable columns. The table is empty; when you enter a value for the independent variable, all corresponding dependent-variable values are calculated and displayed automatically. Values are displayed automatically for the independent variable; to generate a value for a dependent variable, move the ...
Texas Instruments TI 84 | User Guide - Page 183 ... in the first column
Dependent-variable values in the second and third columns
Current cell's full value
Independent and Dependent Variables The current graphing mode determines which independent and dependent variables are displayed in the table (Chapter 1). In the table above, for example, the ...
Texas Instruments TI 84 | User Guide - Page 185 ... can scroll back from the value entered for TblStart. As you scroll, TblStart is
updated automatically to the value shown on the top line of the table. In the ...variable always remains in the left column, except during a trace with Par graphing mode and G-T split-screen mode set.
Chapter 7: Tables
...
Texas Instruments TI 84 | User Guide - Page 186 Note: To simultaneously display two dependent variables on the table that are not defined
as consecutive Y= functions, go to the Y= editor and deselect the Y= functions between the two you want to display. For example, to simultaneously display Y4 and Y7 on the table, go to the Y= editor and ...
Texas Instruments TI 84 | User Guide - Page 190 ...Change the format settings on the format screen. Enter or edit functions in the Y= editor. Select or deselect functions... again. Drawing on a Graph You can use any DRAW menu instructions except... is valid only in Func graphing. The coordinates for all DRAW instructions are the display's x-coordinate and...
Texas Instruments TI 84 | User Guide - Page 191 ...Is Displayed All points, lines, and shading drawn on a graph with DRAW instructions are temporary. To clear drawings from the currently displayed graph, ... in the program editor. Select 1:ClrDraw from the DRAW menu. The instruction is copied to the cursor location. Press Í. When ClrDraw is executed, ...
Texas Instruments TI 84 | User Guide - Page 192 Drawing Line Segments
Drawing a Line Segment Directly on a Graph To draw a line segment when a graph is displayed, follow these steps. 1. Select 2:Line( from the DRAW menu. 2. Place the cursor on ...X1,Y1) and (X2,Y2). The values may be entered as expressions.
Chapter 8: Draw Instructions
189
Texas Instruments TI 84 | User Guide - Page 193 ...Horizontal and Vertical Lines
Drawing a Line Directly on a Graph To draw a horizontal or vertical line when a graph is displayed, follow these steps. 1. Select 3:Horizontal or 4:Vertical from the DRAW menu. A line...) through which you want the drawn line to pass.
Chapter 8: Draw Instructions
190...
Texas Instruments TI 84 | User Guide - Page 194 ...
a list.
Horizontal y Vertical (vertical line) draws a vertical line at X=x. x can be an expression but not a list. Vertical x
To instruct the TI-84 Plus to draw more than one horizontal or vertical line, separate each instruction with a colon ( : ).
...
Texas Instruments TI 84 | User Guide - Page 196 ...Drawing a Tangent Line from the Home Screen or a Program
Tangent( (tangent line) draws a line tangent to expression in terms of X, such as Y1 or X2, at point X=value. X can be an expression. expression is interpreted as being in Func mode. Tangent(expression,value)
Chapter 8: Draw Instructions
193
Texas Instruments TI 84 | User Guide - Page 197 ...) draws expression as a function in terms of X on the current graph. When you select 6:DrawF from the DRAW menu, the TI-84 Plus returns to the home screen or the program editor. ... When you select 8:DrawInv from the DRAW menu, the TI-84 Plus returns to the home screen or the program editor. ...
Texas Instruments TI 84 | User Guide - Page 198 ... of curves.
Shading Areas on a Graph
Shading a Graph To shade an area on a graph, select 7:Shade( from the DRAW menu. The instruction is pasted to the home screen or to the program editor.
Shade( draws lowerfunc and upperfunc in terms of X on the ...
Texas Instruments TI 84 | User Guide - Page 200 ... values, because you drew it directly on the display. When you use the Circle( instruction from the
home screen or a program, the current window variables may distort the shape. ...
Circle( draws a circle with center (X,Y) and radius. These values can be expressions.
Chapter 8: Draw Instructions
197
Texas Instruments TI 84 | User Guide - Page 201 ... begin. 3. Enter the characters. Press ƒ or y 7 to enter letters and q. You may enter TI-84 Plus functions, variables, and instructions. The font is proportional, so the exact number of characters you can place on the graph varies. As you type...
Texas Instruments TI 84 | User Guide - Page 202 ... the current graph the characters comprising value, which can include
TI-84 Plus functions and instructions. The top-left corner of ... be text enclosed in quotation marks ( " ), or it can be an expression. The TI-84
Plus will evaluate an expression and display the result ...
Texas Instruments TI 84 | User Guide - Page 203 ... cursor. As you move the cursor, you draw on the graph, shading one pixel at a time. 4. Press ... of the selected function.
Note: To continue drawing on the graph, move the
cursor to a new position where you ... and then repeat steps 2, 3, and 4. To cancel Pen, press '.
Chapter 8: Draw Instructions
200
Texas Instruments TI 84 | User Guide - Page 204 Drawing Points on a Graph
DRAW POINTS Menu To display the DRAW POINTS menu, press y < ~. The TI-84 Plus's interpretation of these instructions depends on whether you accessed this menu from the home screen or the program editor or directly from a graph...
Texas Instruments TI 84 | User Guide - Page 206 ... Plus Pixels A pixel is a square dot on the TI-84 Plus display. The Pxl- (pixel) instructions let you turn on, turn ...the cursor. When you select a pixel instruction from the DRAW POINTS menu, the TI-84 Plus returns to the home screen or the program editor. The pixel instructions are not interactive.
...
Texas Instruments TI 84 | User Guide - Page 207 ... test) returns 1 if the pixel at (row,column) is turned on or 0 if the pixel is turned off on the current graph. row must be an integer between 0 and 62. column must be an integer between 0 and 94. pxl-Test(row,column)
Chapter 8: Draw Instructions
204
Texas Instruments TI 84 | User Guide - Page 208 ...Pictures (Pic)
DRAW STO Menu To display the DRAW STO menu, press y < |. When you select an instruction from the DRAW STO menu, the TI-84 Plus returns to the home screen or the program editor. The picture and graph database instructions are not interactive...
Texas Instruments TI 84 | User Guide - Page 209 ...(from 1 to 9, or 0) of the picture variable to which you want to store the picture. For example, if you enter 3, the TI-84 Plus will store the picture to Pic3.
Note: You also can select a variable from the PICTURE secondary menu ( 4). The variable ...
Texas Instruments TI 84 | User Guide - Page 210 ...(from 1 to 9, or 0) of the picture variable from which you want to recall a picture. For example, if you enter 3, the TI-84 Plus will recall the picture stored to Pic3.
Note: You also can select a variable from the PICTURE secondary menu ( 4). The...
Texas Instruments TI 84 | User Guide - Page 211 ... 1 to 9, or 0) of the GDB variable to which you want to store the graph database. For example, if you enter 7, the TI-84 Plus will store the GDB to GDB7.
Note: You also can select a variable from the GDB secondary menu ( 3). The variable is ...
Texas Instruments TI 84 | User Guide - Page 212 ... to recall a GDB. For example, if you enter 7, the TI-84 Plus will recall the GDB stored to GDB7.
Note: You ... RecallGDB.
3. Press Í to replace the current GDB with the recalled GDB. The new graph is not plotted. The TI-84 Plus changes the graphing mode automatically, if necessary. Deleting a Graph...
Texas Instruments TI 84 | User Guide - Page 220 The left half displays all active graphs and plots. The right half displays either table ...at the right are list data, these values can be edited similarly to using the Stat List Editor. Using ... As you press | or ~ to move the trace cursor along a graph in the split screen's left half in G-T mode, the ...
Texas Instruments TI 84 | User Guide - Page 221 .... To return to the G-T split screen from a full screen when in G-T mode, press any key or key combination that displays the graph or the table.
TI-84 Plus Pixels in Horiz and G-T Modes
TI-84 Plus Pixels in Horiz and G-T Modes
Chapter 9: Split Screen
218
Texas Instruments TI 84 | User Guide - Page 223 Output(row,column,"text") Note: The Output( instruction can only be used within a program.
Setting a Split-Screen Mode ... the cursor is on a blank line in the program editor. 2. Select Horiz or G-T. The instruction is pasted to the cursor location. The mode is set when the instruction is encountered ...
Texas Instruments TI 84 | User Guide - Page 224 ... Started is a fast-paced introduction. Read the chapter for details. Find the solution of X + 2Y + 3Z = 3 and 2X + 3Y + 4Z = 3. On the TI-84 Plus, you can solve a system of linear equations by entering the coefficients as elements in a matrix, and then using rref( to...
Texas Instruments TI 84 | User Guide - Page 225 ...-dimensional array. You can display, define, or edit a matrix in the matrix editor. The TI-84 Plus has 10 matrix variables, [A] through [J]. You can define a... memory, may have up to 99 rows or columns. You can store only real numbers in TI-84 Plus matrices.
Chapter 10: Matrices
222
Texas Instruments TI 84 | User Guide - Page 226 ... follow these steps. 1. Press y | to display the MATRX EDIT menu. The dimensions of any previously defined ... the matrix you want to define. The MATRX EDIT screen is displayed.
Accepting or Changing Matrix ... or change the dimensions each time you edit a matrix. When you select a matrix to define, ...
Texas Instruments TI 84 | User Guide - Page 227 ... press Í, the rectangular cursor moves to the first matrix element.
Viewing and Editing Matrix Elements
Displaying Matrix Elements After you have set the .... In a new matrix, all values are zero. Select the matrix from the MATRX EDIT menu and enter or accept the dimensions. The center portion of the...
Texas Instruments TI 84 | User Guide - Page 228 ... Viewing a Matrix The matrix editor has two contexts, viewing and editing. In viewing context, you can use the cursor keys to move ... of the highlighted element is displayed on the bottom line. Select the matrix from the MATRX EDIT menu, and then enter or accept the dimensions.
Viewing-Context Keys
...
Texas Instruments TI 84 | User Guide - Page 229 ... context; clears the value on the bottom line Switches to editing context; clears the value on the bottom line;...character to the bottom line Nothing Nothing
Í '
Any entry character
y6 {
Editing a Matrix Element ... these steps. 1. Select the matrix from the MATRX EDIT menu, and then enter or accept ...
Texas Instruments TI 84 | User Guide - Page 231 ...contents of the matrix into the expression with y K (Chapter 1). Enter the matrix directly (see below).
Entering a Matrix in an Expression You can enter, edit, and store a matrix in the matrix editor. You also can enter a matrix directly in an expression. To enter a matrix in an expression, follow ...
Texas Instruments TI 84 | User Guide - Page 232 6. Press y [ ] ] to indicate the end of the matrix.
Note: The closing ]] are not necessary at the end of an expression or preceding !.
The resulting matrix is displayed in the form:
[[element1,1,...,element1,n],...,[elementm,1,...,elementm,n]]
Any expressions are evaluated when the entry is ...
Texas Instruments TI 84 | User Guide - Page 233 Copying One Matrix to Another To copy a matrix, follow these steps. 1. Press y > to display the MATRX NAMES menu. 2. Select the name of the matrix you want to copy. 3. Press ¿. 4. Press y > again and select the name of the new matrix to which you want to copy the existing matrix. 5. Press Í to ...
Texas Instruments TI 84 | User Guide - Page 234 ...](row,column)
Using Math Functions with Matrices
Using Math Functions with Matrices You can use many of the math functions on the TI-84 Plus keyboard, the MATH menu, the MATH NUM menu, and the MATH TEST menu with matrices. However, the dimensions ...
Texas Instruments TI 84 | User Guide - Page 235 matrixA...matrixB
Multiplying a matrix by a value or a value by a matrix returns a matrix in which each element of matrix is multiplied by value.
matrix...value value...matrix
Negation Negating a matrix (Ì) returns a matrix in which the sign of every element is changed (reversed). Lmatrix
...
Texas Instruments TI 84 | User Guide - Page 237 matrixL
1
Powers To raise a matrix to a power, matrix must be square. You can use 2 (¡), 3 (MATH menu), or ^power (›) for integer power between 0 and 255.
matrix2 matrix3 matrix^power
Relational Operations To compare two matrices using the relational operations = and ƒ (TEST menu), they must...
Texas Instruments TI 84 | User Guide - Page 240 NAMES
MATH
EDIT
Stores a list to a matrix. Returns the cumulative sums of a matrix. Returns the row-echelon form of a matrix. Returns the reduced row-echelon form. Swaps two rows of a matrix. Adds two rows; stores in the second row. Multiplies the row by a number. Multiplies the row, adds to the ...
Texas Instruments TI 84 | User Guide - Page 242 Redimensioning a Matrix with dim( Use dim( with ¿ to redimension an existing matrixname to dimensions rows × columns. The elements in the old matrixname that are within the new dimensions are not changed. Additional created elements are zeros. Matrix elements that are outside the new dimensions ...
Texas Instruments TI 84 | User Guide - Page 245 List4matr(listA,...,list n,matrixname)
cumSum(
cumSum( returns cumulative sums of the elements in matrix, starting with the first
element. Each element is the cumulative sum of the column from top to bottom.
cumSum(matrix)
Row Operations
MATRX MATH menu items A through F are row operations. You ...
Texas Instruments TI 84 | User Guide - Page 246 ref(, rref(
ref( (row-echelon form) returns the row-echelon form of a real matrix. The number of columns must be greater than or equal to the number of rows. ref(matrix) rref( (reduced row-echelon form) returns the reduced row-echelon form of a real matrix. The number of columns must be greater ...
Texas Instruments TI 84 | User Guide - Page 249 Chapter 11: Lists
Getting Started: Generating a Sequence
Getting Started is a fast-paced introduction. Read the chapter for details. Calculate the first eight terms of the sequence 1/A2. Store the results to a user-created list. Then display the results in fraction form. Begin this example on a ...
Texas Instruments TI 84 | User Guide - Page 251 Creating a List Name on the Home Screen To create a list name on the home screen, follow these steps. 1. Press y E, enter one or more list elements, and then press y F. Separate list elements with commas. List elements can be real numbers, complex numbers, or expressions.
2. Press ¿. 3. Press ƒ ...
Texas Instruments TI 84 | User Guide - Page 252 ...: prompt in the inferential stat editors On the home screen using SetUpEditor
You can create as many list names as your TI-84 Plus memory has space to store.
Storing and Displaying Lists
Storing Elements to a List You can store list elements in ...
Texas Instruments TI 84 | User Guide - Page 253 Displaying a List on the Home Screen To display the elements of a list on the home screen, enter the name of the list (preceded by Ù, if necessary, and then press Í. An ellipsis indicates that the list continues beyond the viewing window. Press ~ repeatedly (or press and hold ~) to scroll the ...
Texas Instruments TI 84 | User Guide - Page 254 ... L6. Removing a list from the stat list editor does not delete it from memory. Using Lists in Graphing You can use lists to graph a family of curves (Chapter 3).
Entering List Names
Using the LIST NAMES Menu To display the LIST NAMES menu, press y ...
Texas Instruments TI 84 | User Guide - Page 256 ...attached formula changes, the list to which the formula is attached is updated automatically. • • When you edit an element of a list that is referenced in the ...the corresponding element in the list to which the formula is attached is updated. When you edit the formula itself, all elements in the ...
Texas Instruments TI 84 | User Guide - Page 257 ... L4. On the next line, L6!L3(1):L3 changes the first element in L3 to L6, and then redisplays
L3.
The last screen shows that editing L3 updated ÙADD10, but did not change L4. This is because the formula L3+10 is attached to ÙADD10, but it is not ...
Texas Instruments TI 84 | User Guide - Page 258 ... name of the list to which you want to attach the formula Press y, and then enter a TI-84 Plus list name L1 through L6. Press y 9 and select a user.created list name ... use the stat list editor to attach formulas to lists, edit attached formulas, and detach formulas from lists.
...
Texas Instruments TI 84 | User Guide - Page 259 ... a Formula from a List You can detach (clear) an attached formula from a list in several ways. For example Enter ã ã !listname on the home screen. Edit any element of a list to which a formula is attached. Use the stat list editor (Chapter 12). Use ClrList or ClrAllList to detach a formula from a...
Texas Instruments TI 84 | User Guide - Page 260 ... with a function, the function must be valid for every element in the list. In graphing, an invalid element, such as L1 in ‡({1,0,L1}), is ignored. This returns an error. This graphs X...‡(1) and X...‡(0), but skips
X...‡(L1).
•
When you use two lists with a two-...
Texas Instruments TI 84 | User Guide - Page 262 ...from high to low values. Complex lists are sorted based on magnitude (modulus).
With one list, SortA( and SortD( sort the elements of listname and update the list in memory.
SortA(listname) SortD(listname)
With two or more lists, SortA( and SortD( sort keylistname, and then sort each dependlist by...
Texas Instruments TI 84 | User Guide - Page 263 ... 5 becomes the second element of L4, and likewise, 1 becomes the second element of L5.
SortA( and SortD( are the same as SortA( and SortD( on the STAT EDIT menu (Chapter 12).
•
Using dim( to Find List Dimensions
dim( (dimension) returns the length (number of elements) of list. dim(list)
Chapter...
Texas Instruments TI 84 | User Guide - Page 264 Using dim( to Create a List You can use dim( with ¿ to create a new listname with dimension length from 1 to 999. The elements are zeros.
length!dim(listname)
Using dim( to Redimension a List You can use dim with ¿ to redimension an existing listname to dimension length from 1 to 999 The ...
Texas Instruments TI 84 | User Guide - Page 265 Fill(
Fill( replaces each element in listname with value. Fill(value,listname)
Note: dim( and Fill( are the same as dim( and Fill( on the MATRX MATH menu (Chapter 10).
seq(
seq( (sequence) returns a list in which each element is the result of the evaluation of expression with regard to variable ...
Texas Instruments TI 84 | User Guide - Page 267 example, you can use Select( to select and then analyze a portion of plotted CBL 2™/CBL™ or CBR™ data.
Select(xlistname,ylistname) Note: Before you use Select(, you must have selected (turned on) a scatter plot or xyLine
plot. Also, the plot must be displayed in the current viewing window. ...
Texas Instruments TI 84 | User Guide - Page 269 ...in xlistname and ylistname. A new stat plot of xlistname and ylistname replaces the stat plot from which you selected data points. The list names are updated in the stat plot editor.
Note: The two new lists (xlistname and ylistname) will include the points you select as left bound and right bound. ...
Texas Instruments TI 84 | User Guide - Page 270 augment(
augment( concatenates the elements of listA and listB. The list elements can be real or
complex numbers.
augment(listA,listB)
List4matr(
List4matr( (lists stored to matrix) fills matrixname column by column with the elements from each list. If the dimensions of all lists are not equal, ...
Texas Instruments TI 84 | User Guide - Page 271 Matr4list( (matrix stored to lists) fills each listname with elements from each column in matrix. If the number of listname arguments exceeds the number of columns in matrix, then Matr4list( ignores extra listname arguments. Likewise, if the number of columns in matrix exceeds the number of ...
Texas Instruments TI 84 | User Guide - Page 272 ... input is valid, for example, on the home screen. Without the Ù, the TI-84 Plus may misinterpret a user-created list name as implied multiplication of two or more characters...plot editor. If you enter Ù where it is not necessary, the TI-84 Plus will ignore the entry.
LIST MATH Menu
LIST ...
Texas Instruments TI 84 | User Guide - Page 273 min(, max(
min( (minimum) and max( (maximum) return the smallest or largest element of listA. If two lists are compared, it returns a list of the smaller or larger of each pair of elements in listA and listB. For a complex list, the element with smallest or largest magnitude (modulus) is
returned....
Texas Instruments TI 84 | User Guide - Page 274 sum(, prod(
sum( (summation) returns the sum of the elements in list. start and end are optional; they specify a range of elements. list elements can be real or complex numbers. prod( returns the product of all elements of list. start and end elements are optional; they specify a range of list ...
Texas Instruments TI 84 | User Guide - Page 275 stdDev(, variance(
stdDev( returns the standard deviation of the elements in list. The default value for freqlist is 1. Each freqlist element counts the number of consecutive occurrences of the corresponding element in list. Complex lists are not valid.
•
variance( returns the variance of the ...
Texas Instruments TI 84 | User Guide - Page 278 6. Press o to display the Y= editor. If necessary, press ' to clear the function Y1. As necessary, press }, Í, and ~ to turn off Plot1, Plot2, and Plot3 from the top line of the Y= editor (Chapter 3). As necessary, press
Texas Instruments TI 84 | User Guide - Page 279 ... execute LinReg(ax+b). The linear regression for the data in L1 and L2 is calculated. Values for a and b are displayed on the home screen. The linear regression equation is stored in Y1. Residuals are calculated and stored automatically in the list name RESID, which becomes an ...
Texas Instruments TI 84 | User Guide - Page 281 Notice that the first three residuals are negative. They correspond to the shortest pendulum string lengths in L1. The next five residuals are positive, and three of the last four are negative. The latter correspond to the longer string lengths in L1. Plotting the residuals will show this pattern ...
Texas Instruments TI 84 | User Guide - Page 282 Notice the pattern of the residuals: a group of negative residuals, then a group of positive residuals, and then another group of negative residuals. The residual pattern indicates a curvature associated with this data set for which the linear model did not account. The residual plot emphasizes a ...
Texas Instruments TI 84 | User Guide - Page 283 ... to calculate the power regression. Values for a and b are displayed on the home screen. The power regression equation is stored in Y1. Residuals are calculated and stored automatically in the list name RESID. 26. Press s. The regression line and the scatter plot are displayed.
The new function y=....
Texas Instruments TI 84 | User Guide - Page 284 The new residual plot shows that the residuals are random in sign, with the residuals increasing in magnitude as the string length increases. To see the magnitudes of the residuals, continue with these steps. 29. Press r. Press ~ and | to trace the data. Observe the values for Y at each point. With...
Texas Instruments TI 84 | User Guide - Page 285 ... to Store Data Data for statistical analyses is stored in lists, which you can create and edit using the stat list editor. The TI-84 Plus has six list variables in memory, L1 through L6, to which you
Chapter 12: Statistics
282
Texas Instruments TI 84 | User Guide - Page 287 The top line displays list names. L1 through L6 are stored in columns 1 through 6 after a memory reset. The number of the current column is displayed in the top-right corner. The bottom line is the entry line. All data entry occurs on this line. The characteristics of this line change according to ...
Texas Instruments TI 84 | User Guide - Page 288 2. Enter a valid list name in any of four ways Select a name from the LIST NAMES menu (Chapter 11). Enter L1, L2, L3, L4, L5, or L6 from the keyboard. Enter an existing user-created list name directly from the keyboard. Enter a new user-created list name.
3. Press Í or
Texas Instruments TI 84 | User Guide - Page 290 Removing a List from the Stat List Editor To remove a list from the stat list editor, move the cursor onto the list name and then press {. The list is not deleted from memory; it is only removed from the stat list editor.
Notes:
•
To delete a list name from memory, use the MEMORY MANAGEMENT/...
Texas Instruments TI 84 | User Guide - Page 291 ... you enter the first character, the current value is cleared automatically.
3. Edit the element in the entry line.
Press ~ to move the cursor to the ...to delete, and then press { to delete the character.
•
To cancel any editing and restore the original element at the rectangular cursor, press ' ...
Texas Instruments TI 84 | User Guide - Page 293 ... ããä.
Note: If you do not use quotation marks, the TI-84 Plus calculates and displays the same initial list of answers, ... Any user-created list name referenced in a formula must be preceded by an Ù
symbol (Chapter 11). 5. Press Í. The TI-84 Plus calculates each list element and stores it to the...
Texas Instruments TI 84 | User Guide - Page 294 ... Formula-Generated Lists Are Displayed When you edit an element of a list referenced in an attached formula, the TI-84 Plus updates the corresponding...list editor and you edit or enter elements of another displayed list, then the TI-84 Plus takes slightly longer to accept each edit or entry than when ...
Texas Instruments TI 84 | User Guide - Page 295 ... you do not want to clear the formula, you can select 1:Quit, display the referenced list on the home screen, and find and edit the source of the error. To edit an element of a list on the home screen, store the new value to listname(element#) (Chapter 11).
•
Detaching Formulas from List Names
...
Texas Instruments TI 84 | User Guide - Page 296 ... one way to detach a formula from a list name is to edit an element of the list to which the formula is attached. The TI-84 Plus protects against inadvertently detaching the formula from the list name by editing an element of the formula-generated list. Because...
Texas Instruments TI 84 | User Guide - Page 298 4. Press Í again. You are now in edit-elements context. You may edit the current element in the entry line. 5. Press } until the cursor is on a list name, then press y 6. You are now in enter-name context.
6. Press '. You are now in view-names context.
7. Press
Texas Instruments TI 84 | User Guide - Page 300 •
When you switch to edit-elements context from view-names context, the full values of all elements in ... list elements continue beyond the screen. You can press ~ and | to edit any element in the list.
Note: In edit-elements context, you can attach a formula to a list name only if you
switched ...
Texas Instruments TI 84 | User Guide - Page 301 Enter-Name Context In enter-name context, the Name= prompt is displayed in the entry line, and alpha-lock is on. At the Name= prompt, you can create a new list name, paste a list name from L1 to L6 from the keyboard, or paste an existing list name from the LIST NAMES menu (Chapter 11). The Ù ...
Texas Instruments TI 84 | User Guide - Page 304 SetUpEditor With SetUpEditor you can set up the stat list editor to display one or more listnames in the order that you specify. You can specify zero to 20 listnames. Additionally, if you want to use listnames which happen to be archived, the SetUp Editor will automatically unarchive the listnames ...
Texas Instruments TI 84 | User Guide - Page 307 ...to a small number could affect the accuracy of the fit.
Diagnostics Display Mode When you execute some regression models, the TI-84 Plus computes and stores diagnostics values for r (correlation coefficient) and r2 (coefficient of determination) or for R2...
Texas Instruments TI 84 | User Guide - Page 308 ... set the diagnostics display mode by executing the DiagnosticOn or DiagnosticOff instruction. Each instruction is in the CATALOG (Chapter 15).
Note: To set DiagnosticOn or DiagnosticOff from the home screen, press y N, and then select the instruction for the mode you want. The instruction is ...
Texas Instruments TI 84 | User Guide - Page 312 LinReg(ax+b) [Xlistname,Ylistname,freqlist,regequ]
QuadReg (ax2+bx+c)
QuadReg (quadratic regression) fits the second-degree polynomial y=ax2+bx+c to the data. It displays values for a, b, and c; when DiagnosticOn is set, it also displays a value
for R2. For three data points, the equation is a ...
Texas Instruments TI 84 | User Guide - Page 314 PwrReg (power regression) fits the model equation y=axb to the data using a leastsquares fit and transformed values ln(x) and ln(y). It displays values for a and b; when DiagnosticOn is set, it also displays values for r2 and r. PwrReg [Xlistname,Ylistname,freqlist,regequ]
Logistic-c/ Logistic-c/ ...
Texas Instruments TI 84 | User Guide - Page 315 order. If you specify period, the algorithm may find a solution more quickly, or it may find a solution when it would not have found one if you had omitted a value for period. If you specify period, the differences between time values in Xlistname can be unequal.
Note: The output of SinReg is ...
Texas Instruments TI 84 | User Guide - Page 322 Scatter
Scatter (")plots plot the data points from Xlist and Ylist as coordinate pairs, showing each point as a box ( › ), cross ( + ), or dot ( ¦ ). Xlist and Ylist must be the same length. You can use the same list for Xlist and Ylist.
xyLine
xyLine (Ó)is a scatter plot in which the data ...
Texas Instruments TI 84 | User Guide - Page 324 in the middle. When three are plotted, the first one plots at the top, the second in the middle, and the third at the bottom.
Boxplot
Boxplot (Ö)(regular box plot) plots one-variable data. The whiskers on the plot extend from the minimum data point in the set (minX) to the first quartile (Q1) and...
Texas Instruments TI 84 | User Guide - Page 325 ... X or Y for the Data Axis setting. • • If you select X, the TI-84 Plus plots the data on the x-axis and the z-values on the y-axis. If you select Y, the TI-84 Plus plots the data on the y-axis and the z-values on the x-axis.
Defining the Plots To define a plot, follow these ...
Texas Instruments TI 84 | User Guide - Page 326 1. Press y ,. The STAT PLOTS menu is displayed with the current plot definitions.
2. Select the plot you want to use. The stat plot editor is displayed for the plot you selected.
3. Press Í to select On if you want to plot the statistical data immediately. The definition is stored whether you ...
Texas Instruments TI 84 | User Guide - Page 328 Turning On and Turning Off Stat Plots
PlotsOn and PlotsOff allow you to turn on or turn off stat plots from the home screen or a program. With no plot number, PlotsOn turns on all plots and PlotsOff turns off all plots. With one or more plot numbers (1, 2, and 3), PlotsOn turns on specified plots, ...
Texas Instruments TI 84 | User Guide - Page 329 Defining the Viewing Window Stat plots are displayed on the current graph. To define the viewing window, press p and enter values for the window variables. ZoomStat redefines the viewing window to display all statistical data points. Tracing a Stat Plot When you trace a scatter plot or xyLine, ...
Texas Instruments TI 84 | User Guide - Page 330 To define a stat plot from a program, begin on a blank line in the program editor and enter data into one or more lists; then, follow these steps. 1. Press y , to display the STAT PLOTS menu.
2. Select the plot to define, which pastes Plot1(, Plot2(, or Plot3( to the cursor location.
3. Press y ,...
Texas Instruments TI 84 | User Guide - Page 331 ...point. The selected mark symbol is pasted to the cursor location. 7. Press ¤ Í to complete the command line.
Displaying a Stat Plot from a Program To display a plot from a program, use the DispGraph instruction (Chapter 16) or any of the ZOOM instructions (Chapter 3).
Chapter 12: Statistics
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Texas Instruments TI 84 | User Guide - Page 333 Chapter 13: Inferential Statistics and Distributions
Getting Started: Mean Height of a Population
Getting Started is a fast-paced introduction. Read the chapter for details. Suppose you want to estimate the mean height of a population of women given the random sample below. Because heights among a ...
Texas Instruments TI 84 | User Guide - Page 337 ...is m, and 6.35 is s.
The result is displayed on the home screen; it shows that five percent of the women are taller than 175.5 centimeters. Now graph and shade the top 5 percent of the population. 12. Press p and set the window variables to these values.
Xmin=145 Xmax=185 Xscl=5 Ymin=L.02 Ymax=.08 ...
Texas Instruments TI 84 | User Guide - Page 339 ...selection is available. 6. Select Calculate or Draw (when Draw is available) to execute the instruction. • • When you select Calculate, the results are displayed on the home screen. When you select Draw, the results are displayed in a graph.
336
Chapter 13: Inferential ...
Texas Instruments TI 84 | User Guide - Page 341 When you enter values in any inferential stat editor, the TI-84 Plus stores them in memory so that you can run many tests or intervals without having to reenter every value. Selecting an Alternative Hypothesis (ă < >) Most of the ...
Texas Instruments TI 84 | User Guide - Page 342 ...
the graph. The window variables are adjusted automatically to fit the graph. To select Calculate or Draw, move the cursor to either Calculate or Draw, and then press Í. The instruction is immediately executed. Selecting Calculate for a Confidence Interval After you have entered ...
Texas Instruments TI 84 | User Guide - Page 345 ...screen for that instruction with the example results. • • Descriptions of instructions that offer the Calculate/Draw output choice show both types of screens: calculated and graphic results. Descriptions of instructions that offer only the Calculate output choice show the calculated results ...
Texas Instruments TI 84 | User Guide - Page 347 Note: All STAT TESTS examples assume a fixed-decimal mode setting of 4 (Chapter 1). If you set the decimal mode to Float or a different fixed-decimal setting, your output may differ from the output in the examples.
T-Test
T-Test (one-sample t test; item 2) performs a hypothesis test for a single ...
Texas Instruments TI 84 | User Guide - Page 363 Drawn results:
c2GOF-Test c2GOF-Test (Chi Square Goodness of Fit; item D) performs a test to confirm that sample data is from a population that conforms to a specified distribution. For example, c2 GOF can confirm that the sample data came from a normal distribution. In the example:
list 1={16,25,...
Texas Instruments TI 84 | User Guide - Page 367 Input:
Calculated results:
When LinRegTTest is executed, the list of residuals is created and stored to the list name RESID automatically. RESID is placed on the LIST NAMES menu.
Note: For the regression equation, you can use the fix-decimal mode setting to control
the number of digits stored ...
Texas Instruments TI 84 | User Guide - Page 369 Xlist, Ylist is the list of independent and dependent variables. The list containing the Freq (frequency) values for the data is stored in List. The default is 1. All elements must be real numbers. Each element in the Freq list is the frequency of occurence for each corresponding data point in the ...
Texas Instruments TI 84 | User Guide - Page 372 ... be an integer > 0. The count of observations in sample two for the 2-PropZTest and 2-PropZInt. Must be an integer > 0. The confidence level for the interval instructions. Must be , 0 and < 100. If it is , 1, it is assumed to be given as a percent and is divided by 100. Default=0.95. The matrix ...
Texas Instruments TI 84 | User Guide - Page 373 ...Xlist and Ylist must be the same. The prompt for the name of the Y= variable where the calculated regression equation is to be stored. If a Y= variable is specified... and Interval Output Variables
The inferential statistics variables are calculated as indicated below. To access these variables for use...
Texas Instruments TI 84 | User Guide - Page 378 ...computes the inverse cumulative normal distribution function for a given area
under the normal distribution curve specified by mean m and standard deviation s. It calculates the x value associated with an area to the left of the x value. 0 area 1 must be true. The defaults are m=0 and s=1.
...
Texas Instruments TI 84 | User Guide - Page 393 Note: Because there are no payments when you solve compound interest problems, PMT must be set to 0 and P/Y must be set to 1.
1. Press Œ Í to select 1:Finance from the APPLICATIONS menu.
2. Press Í to select 1:TVM Solver from the CALC VARS menu. The TVM Solver is displayed. Press 7 to enter the...
Texas Instruments TI 84 | User Guide - Page 396 .... interest sum. Computes the nominal interest rate. Computes the effective interest rate. Calculates the days between two dates. Selects ordinary annuity (end of period). ... of period).
Use these functions to set up and perform financial calculations on the home screen.
Chapter 14: Applications 393
Texas Instruments TI 84 | User Guide - Page 397 ... the TVM Solver or use ¿ and any TVM variable on the FINANCE VARS menu.
If you enter less than six arguments, the TI-84 Plus substitutes a previously stored TVM variable value for each unspecified argument. If you enter any arguments with a TVM function...
Texas Instruments TI 84 | User Guide - Page 398 tvm_Pmt[(òÚ,¾æ,PV,FV,P/Y,C/Y)]
Note: In the example above, the values are stored to the TVM variables in the TVM Solver. Then the payment (tvm_Pmt) is computed on the home screen using the
values in the TVM Solver. Next, the interest rate is changed to 9.5 to illustrate the effect on the ...
Texas Instruments TI 84 | User Guide - Page 400 Calculating Cash Flows
Calculating a Cash Flow Use the cash flow functions (menu items 7 and 8) to analyze the value of money over equal time periods. You can enter unequal cash flows, which can be cash inflows or outflows. The syntax descriptions for npv( and irr( use these arguments
interest ...
Texas Instruments TI 84 | User Guide - Page 401 npv(, irr(
npv( (net present value) is the sum of the present values for the cash inflows and outflows. A positive result for npv indicates a profitable investment. npv(interest rate,CF0,CFList[,CFFreq]) irr( (internal rate of return) is the interest rate at which the net present value of the cash...
Texas Instruments TI 84 | User Guide - Page 402 ... the balance; if you do not specify roundvalue, then the TI-84 Plus uses the current Float/Fix decimal-mode setting. bal(... the internal precision the calculator uses to calculate the principal; if you do not specify roundvalue, the TI-84 Plus uses the current Float/Fix decimal-mode setting.
Chapter ...
Texas Instruments TI 84 | User Guide - Page 406 ...periods must be >0. 4Eff(nominal rate,compounding periods)
Finding Days between Dates/Defining Payment Method
dbd( Use the date function dbd( (menu item D) to calculate the number of days between two dates using the actual-day-count method. date1 and date2 can be numbers or lists of numbers within ...
Texas Instruments TI 84 | User Guide - Page 407 ... and Pmt_Bgn (menu items E and F) specify a transaction as an ordinary annuity or an annuity due. When you execute either command, the TVM Solver is updated.
Pmt_End
Pmt_End (payment end) specifies an ordinary annuity, where payments occur at the end of each payment period. Most loans are in this ...
Texas Instruments TI 84 | User Guide - Page 408 Pmt_Bgn
Pmt_Bgn (payment beginning) specifies an annuity due, where payments occur at the
beginning of each payment period. Most leases are in this category.
Pmt_Bgn
On the TVM Solver's PMT:END BEGIN line, select BEGIN to set PMT to annuity due.
Using the TVM Variables
FINANCE VARS Menu To ...
Texas Instruments TI 84 | User Guide - Page 414 Chapter 15: CATALOG, Strings, Hyperbolic Functions
Browsing the TI-84 Plus CATALOG
What Is the CATALOG? The CATALOG is an alphabetical list of all functions and instructions on the TI-84 Plus. You also can access each CATALOG item from a menu or the keyboard, except ...
Texas Instruments TI 84 | User Guide - Page 416 ... of characters that you enclose within quotation marks. On the TI-84 Plus, a string has two primary applications. • • It... one character. Count each instruction or function name, such as sin( or cos(, as one character; the TI-84 Plus interprets each instruction or function name as one character.
...
Texas Instruments TI 84 | User Guide - Page 417 ..., press ~ and |.
Note: Quotation marks do not count as string characters.
Storing Strings to String Variables
String Variables The TI-84 Plus has 10 variables to which you can store strings. You can use string variables with string functions and ...
Texas Instruments TI 84 | User Guide - Page 419 ... menu, and then press Í. The string is displayed.
String Functions and Instructions in the CATALOG
Displaying String Functions and Instructions in the CATALOG ... the CATALOG. The table below lists the string functions and instructions in the order in which they appear among the
Chapter 15: CATALOG,...
Texas Instruments TI 84 | User Guide - Page 421 ...string2+string3...
4. Press Í to display the strings as a single string.
Selecting a String Function from the CATALOG To select a string function or instruction and paste it to the current screen, follow the steps for selecting an item from the CATALOG. Equ4String(
Equ4String( converts to a string...
Texas Instruments TI 84 | User Guide - Page 422 expr(
expr( converts the character string contained in string to an expression and executes it. string can be a string or a string variable. expr(string)
inString(
inString( returns the character position in string of the first character of substring. string can be a string or a string variable. ...
Texas Instruments TI 84 | User Guide - Page 423 length(
length( returns the number of characters in string. string can be a string or string variable. Note: An instruction or function name, such as sin( or cos(, counts as one character. length(string)
String4Equ(
String4Equ( converts string into an equation and stores the equation to Yn. string ...
Texas Instruments TI 84 | User Guide - Page 424 ...number of characters in the subset. sub(string,begin,length)
Entering a Function to Graph during Program Execution In a program, you can enter a function to graph during program execution using these commands.
Chapter 15: CATALOG, Strings, Hyperbolic Functions
...
Texas Instruments TI 84 | User Guide - Page 425 Note: When you execute this program, enter a function to store to Y3 at the ENTRY= prompt.
Hyperbolic Functions in the CATALOG
Hyperbolic Functions The hyperbolic functions are available only from the CATALOG. The table below lists the hyperbolic functions in the order in which they appear among ...
Texas Instruments TI 84 | User Guide - Page 428 ...: Volume of a Cylinder
Getting Started is a fast-paced introduction. Read the chapter for details. A program is a set of commands that the TI-84 Plus executes sequentially, as if you had entered them from the keyboard. Create a program that prompts for the ...
Texas Instruments TI 84 | User Guide - Page 429 ...line. Press y 7 [ã] [V] [O] [L] [U] [M] [E] O [I] [S V] Í to set up the program to display the text VOLUME IS on one line and the calculated value of V on the next. 6. Press y 5 to display the home screen. 7. Press to display the PRGM EXEC menu. The items on this menu are the names of stored ...
Texas Instruments TI 84 | User Guide - Page 430 .... Each line contains one or more instructions. When you execute a program, the TI-84 Plus performs each instruction on each command line in the same order in which you entered them. The number and size of programs that the TI-84 Plus can store is limited only by available memory. ...
Texas Instruments TI 84 | User Guide - Page 431 2. Press Í to select 1:Create New. The Name= prompt is displayed, and alpha-lock is on. 3. Press a letter from A to Z or q to enter the first character of the new program name.
Note: A program name can be one to eight characters long. The first character must
be a letter from A to Z or q. The ...
Texas Instruments TI 84 | User Guide - Page 432 The TI-84 Plus expresses memory quantities in bytes. You can increase available memory in one of two ways. You can delete one or more programs or you can archive some programs. To increase available memory by deleting a specific program: 1. Press y L and then select 2:Mem Mgmt/Del from the ...
Texas Instruments TI 84 | User Guide - Page 433 ....
Note: Archive programs cannot be edited or executed. In order to edit or execute an archived program,...You can enter on a command line any instruction or expression that you could execute from the home ... with a colon. To enter more than one instruction or expression on a single command line, separate...
Texas Instruments TI 84 | User Guide - Page 434 ...pasted to the home screen (for example, prgmCYLINDER). 3. Press Í to execute the program. While the program is executing, the busy indicator is on. Last Answer (Ans) is updated during program execution. Last Entry is not updated as each command is executed (Chapter 1).
Chapter 16: Programming
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Texas Instruments TI 84 | User Guide - Page 435 The TI-84 Plus checks for errors during program execution. It does not check for errors as you enter a program. ... program editor does not display a $ to indicate that a program continues
beyond the screen. 3. Edit the program command lines. • • Move the cursor to the appropriate location, ...
Texas Instruments TI 84 | User Guide - Page 439 .... To return to the program editor without selecting an item, press '. Controlling Program Flow Program control instructions tell the TI-84 Plus which command to execute next in a program. If, While, and Repeat check a defined condition to ...
Texas Instruments TI 84 | User Guide - Page 440 ... condition is false (zero), then the command immediately following If is skipped. If condition is true (nonzero), then the next command is executed. If instructions can be nested.
:If condition :command (if true) :command Program Output
If-Then
Then following an If executes a group of commands if ...
Texas Instruments TI 84 | User Guide - Page 444 ... end of a group of commands. You must include an End instruction at the end of each For(, While, or Repeat loop. Also, you ... can see answers or graphs.
Pause without a value temporarily pauses the program. If the DispGraph or Disp
instruction has been executed, the appropriate screen is displayed.
...
Texas Instruments TI 84 | User Guide - Page 445 Pause [value] Program Output
Lbl, Goto
Lbl (label) and Goto (go to) are used together for branching. Lbl specifies the label for a command. label can be one or two characters (A through Z, 0
through 99, or q).
Lbl label Goto causes the program to branch to label when Goto is encountered.
Chapter...
Texas Instruments TI 84 | User Guide - Page 448 Menu("title","text1",label1,"text2",label2, ...) Program Output
The program above pauses until you select 1 or 2. If you select 2, for example, the menu disappears and the program continues execution at Lbl B. prgm Use prgm to execute other programs as subroutines. When you select prgm, it is ...
Texas Instruments TI 84 | User Guide - Page 449 ... of variable. DelVar variable
GraphStyle(
GraphStyle( designates the style of the graph to be drawn. function# is the number of the Y= function name in the ...(function#,graphstyle)
For example, GraphStyle(1,5) in Func mode sets the graph style for Y1 to ë (path; 5).
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Texas Instruments TI 84 | User Guide - Page 451 These instructions control input to and output from a program during execution. They allow you to ... the program editor without selecting an item, press '. Displaying a Graph with Input
Input without a variable displays the current graph. You can move the free-moving cursor, which updates X and Y (and...
Texas Instruments TI 84 | User Guide - Page 452 Storing a Variable Value with Input
Input with variable displays a ? (question mark) prompt during execution. variable may be a real number, complex number, list, matrix, string, or Y= function. During program execution, enter a value, which can be an expression, and then press Í. The value is ...
Texas Instruments TI 84 | User Guide - Page 453 ... Home Screen
Disp (display) without a value displays the home screen. To view the home screen during program execution, follow the Disp instruction with a Pause instruction. Disp
Displaying Values and Messages
Disp with one or more values displays the value of each. Disp [valueA,valueB,valueC,...,...
Texas Instruments TI 84 | User Guide - Page 454 ... displayed in the last column, but the matrix or list cannot be scrolled. To scroll, use Pause value.
DispGraph
DispGraph (display graph) displays the current graph. If Pause is encountered after DispGraph, the program halts temporarily so you can examine the screen. Press Í
to resume execution. ...
Texas Instruments TI 84 | User Guide - Page 455 Output(
Output( displays text or value on the current home screen beginning at row (1 through 8) and column (1 through 16), overwriting any existing characters. Note: You may want to precede Output( with ClrHome.
Expressions are evaluated and values are displayed according to the current mode ...
Texas Instruments TI 84 | User Guide - Page 456 ... to the key code diagram below. If no key has been pressed, getKey returns 0. Use getKey inside
loops to transfer control, for example, when creating video games.
Program Output
Note and Í were pressed during program execution.
Note: You can press É at any time during execution to break the ...
Texas Instruments TI 84 | User Guide - Page 458 ... between TI.82 and TI-83 Plus or a TI.82 and TI-84 Plus
calculators. Get(, Send(
Get( gets data from ...or CBR™ and stores it to variable on the receiving TI-84 Plus. variable can be a real number, list...: If you transfer a program that references the Get( command to the TI-84 Plus from a TI.82, ...
Texas Instruments TI 84 | User Guide - Page 459 ...execute them from the home screen (Chapter 15).
Calling Other Programs as Subroutines
Calling a Program from Another Program On the TI-84 Plus, any stored program can be called from another program as a subroutine. Enter the name of the program to ...
Texas Instruments TI 84 | User Guide - Page 460 command in the first program when it encounters either Return or the implied Return at the end of the second program.
Program Output
Subroutine ( '
Notes about Calling Programs Variables are global.
label used with Goto and Lbl is local to the program where it is located. label in one program is ...
Texas Instruments TI 84 | User Guide - Page 462 1. Follow the steps for writing a program (16-4) but be sure to include AsmPrgm as the first line of your program. 2. From the home screen, press y N and then select AsmComp( to paste it to the screen. 3. Press to display the PRGM EXEC menu. 4. Select the program you want to compile. It will be...
Texas Instruments TI 84 | User Guide - Page 465 ...the result to a fraction.
To save keystrokes, you can recall the last expression you entered, and then edit it for a new calculation. 4. Press y [ (above Í) to recall the fraction conversion entry, and then press y [ again to recall the quadratic-...
Texas Instruments TI 84 | User Guide - Page 469 ...What value of X would give your box the maximum volume V? Use the table and graphs to determine the solution. Begin by defining a function that describes the volume of the box.... Press o to display the Y= editor, which is where you define functions for tables and graphing.
Chapter 17: Activities
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Texas Instruments TI 84 | User Guide - Page 470 ... without having to press ƒ. The highlighted = sign indicates that Y1 is selected. Defining a Table of Values The table feature of the TI-84 Plus displays numeric information about a function. You can use a table of values from the function you just defined to...
Texas Instruments TI 84 | User Guide - Page 475 ... function to be graphed and the window in which to graph it, you can display and explore the graph. You can trace along a function using the TRACE feature. 1. Press s to graph the selected function in the viewing window. The graph of Y1=(20N2X)(25
Texas Instruments TI 84 | User Guide - Page 476 4. Press r. The trace cursor is displayed on the Y1 function. The function that you are tracing is displayed in the top-left corner. 5. Press | and ~ to trace along Y1, one X dot at a time, evaluating Y1 at each X. You also can enter your estimate for the maximum value of X. 6. Press 3 Ë 8. When ...
Texas Instruments TI 84 | User Guide - Page 477 ..., you can magnify the viewing window at a specific location using the ZOOM instructions. 1. Press q to display the ZOOM menu. This menu is a typical TI-84 Plus menu. To select an item, you can either press the number or letter next to the ...
Texas Instruments TI 84 | User Guide - Page 478 ... Maximum You can use a CALCULATE menu operation to calculate a local maximum of a function. 1. Press y / (above r) to display the CALCULATE menu. Press 4 to select 4:maximum. The graph is displayed again with a
Left Bound? prompt.
2. Press | ...
Texas Instruments TI 84 | User Guide - Page 479 ... to enter a guess for the maximum. When you press a number key in TRACE, the X= prompt is displayed in the bottomleft corner. Notice how the values for the calculated maximum compare with the maximums found with the free-moving cursor, the trace cursor, and the table.
Note: In steps 2 and 3 above, ...
Texas Instruments TI 84 | User Guide - Page 480 Comparing Test Results Using Box Plots
Problem An experiment found a significant difference between boys and girls pertaining to their ... brains, versus their right hands, which are controlled by the left side of their brains. The TI Graphics team conducted a similar test for adult men and women. The ...
Texas Instruments TI 84 | User Guide - Page 481 ... names WLEFT, WRGHT, MLEFT, and MRGHT, separated by commas. Press Í. The stat list editor now contains only these four lists. 2. Press ...1 to select 1:Edit. 3. Enter into WLEFT the number of correct guesses each woman made using her left hand (Women Left). Press ~ to move to WRGHT and enter the ...
Texas Instruments TI 84 | User Guide - Page 483 11. Compare the right-hand results. Define plot 1 to use WRGHT, define plot 2 to use MRGHT, and then press r to examine minX, Q1, Med, Q3, and maxX for each plot. Who were the better right-hand guessers? In the original experiment boys did not guess as well with right hands, while girls guessed ...
Texas Instruments TI 84 | User Guide - Page 484 Graphing Piecewise Functions
Problem The fine for speeding on a road with a speed limit of 45 kilometers per hour (kph) is 50; plus 5 for each kph from 46 to 55 kph; plus 10 for each kph from 56 to 65 kph; plus 20 for each kph from 66 kph and above. Graph the piecewise ...
Texas Instruments TI 84 | User Guide - Page 485 3. Press p and set Xmin=L2, Xscl=10, Ymin=L5, and Yscl=10. Ignore Xmax and Ymax; they are set by @X and @Y in step 4. 4. Press y 5 to return to the home screen. Store 1 to @X, and then store 5 to @Y. @X and @Y are on the VARS Window X/Y secondary menu. @X and @Y specify the horizontal and vertical ...
Texas Instruments TI 84 | User Guide - Page 488 Solving a System of Nonlinear Equations
Problem Using a graph, solve the equation x3N2x=2cos(x). Stated another way, solve the system of two ...(x). Use ZOOM factors to control the decimal places displayed on the graph. Procedure 1. Press z. Select the default mode settings. ...
Texas Instruments TI 84 | User Guide - Page 490 Using a Program to Create the Sierpinski Triangle
Setting up the Program This program creates a drawing of a famous fractal, the Sierpinski Triangle, and stores the drawing to a picture. To begin, press ~ ~ 1. Name the program SIERPINS, and then press Í. The program editor is displayed. ...
Texas Instruments TI 84 | User Guide - Page 494 ...to Guess the Coefficients
Setting Up the Program This program graphs the function A sin(BX) with random integer coefficients ... and 10. Try to guess the coefficients and graph your guess as C sin(DX). The program continues... Define equations.
Set line and path graph styles.
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Texas Instruments TI 84 | User Guide - Page 497 Graphing the Unit Circle and Trigonometric Curves
Problem Using parametric graphing mode, graph the unit circle and the sine curve to show the relationship between them. Any function that can be plotted in Func mode can be plotted in Par mode ...
Texas Instruments TI 84 | User Guide - Page 498 5. Press r. As the graph is plotting, you may press Í to pause and Í again to resume graphing as you watch the sine function "unwrap" from the unit circle.
Note: You can generalize the unwrapping. Replace sin(T) in Y2T with any other trig
function to unwrap that function.
Chapter 17: Activities...
Texas Instruments TI 84 | User Guide - Page 500 5. Press y 5 to go to the home screen. Press y < 7 and use Shade( to see the area graphically.
Shade(Y2,Y1,Ans,75)
6. Press y 5 to return to the home screen. Enter the expression to evaluate the integral for the shaded region.
fnInt(Y1NY2,X,Ans,75)
The area is 325.839962.
Chapter 17: Activities...
Texas Instruments TI 84 | User Guide - Page 501 Using Parametric Equations: Ferris Wheel Problem
Problem Using two pairs of parametric equations, determine when two objects in motion are closest to each other in the same plane. A ferris wheel has a diameter (d) of 20 meters and is rotating counterclockwise at a rate (s) of one revolution every 12...
Texas Instruments TI 84 | User Guide - Page 502 ... ferris wheel and the path of the ball. Set the graph style for X2T to ë (path).
Note: Try setting the graph styles to ë X1T and ì X2T, which simulates a chair on the
ferris wheel ...flying through the air when you press s.
4. Press s to graph the equations. Watch closely as they are plotted....
Texas Instruments TI 84 | User Guide - Page 509 Computing Areas of Regular N-Sided Polygons
Problem Use the equation solver to store a formula for the area of a regular N-sided polygon, and then solve for each variable, given the other variables. Explore the fact that the limiting case is the area of a circle, pr2. Consider the formula A = NB 2 ...
Texas Instruments TI 84 | User Guide - Page 510 3. Enter N=4 and B=6 to find the area (A) of a square with a distance (B) from center to vertex of 6 centimeters. 4. Press } } to move the cursor onto A, and then press ă \. The solution for A is displayed on the interactive solver editor.
5. Now solve for B for a given area with various number...
Texas Instruments TI 84 | User Guide - Page 511 Now graph the equation to see visually how the area changes as the number of sides gets large. 8. .... Enter the equation for the area. Use X in place of N. Set the graph styles as shown.
11. Press r. After the graph is plotted, press 100 Í to trace to X=100. Press 150 Í. Press 188 Í. Notice that ...
Texas Instruments TI 84 | User Guide - Page 512 asymptote to Y1. The area of an N-sided regular polygon, with r as the distance from the center to a vertex, approaches the area of a circle with radius r (pr 2) as N gets large.
Chapter 17: Activities
509
Texas Instruments TI 84 | User Guide - Page 513 Computing and Graphing Mortgage Payments
Problem You are a loan officer at a mortgage company, and you recently closed on a 30-year ... PMT as a cash inflow. Payment values will be displayed as positive numbers on the graph. Enter 0 for FV, since the future value of a loan is 0 ...
Texas Instruments TI 84 | User Guide - Page 524 ...y L to display the MEMORY menu. 2. Select 3:Clear Entries to paste the instruction to the home screen. 3. Press Í to clear the ENTRY storage area.
To ...: If you select 3:Clear Entries from within a program, the Clear Entries instruction is pasted to the program editor, and the Entry (last entry) is ...
Texas Instruments TI 84 | User Guide - Page 525 ... list names from memory, from the LIST NAMES menu, or from the stat list editor. Note: If you select 4:ClrAllLists from within a program, the ClrAllLists instruction is pasted to the program editor. The lists are cleared when the program is executed.
Chapter 18: Memory and Variable Management
522
Texas Instruments TI 84 | User Guide - Page 526 ...the user data archive (ARC) where they cannot be edited or deleted inadvertently. Archiving also allows you ... require additional memory. Archived variables cannot be edited or executed. They can only be seen and ... screen, you won't be able to see its contents or edit it.
Note: Not all variables may be...
Texas Instruments TI 84 | User Guide - Page 528 Variable Type System variables
Names Xmin, Xmax, and others
Archive? (yes/no) no
UnArchive? (yes/no) not applicable
Archiving and unarchiving can be done in two ways: • • Use the 5:Archive or 6:UnArchive commands from the MEMORY menu or CATALOG. Use a Memory Management editor screen.
...
Texas Instruments TI 84 | User Guide - Page 529 To archive or unarchive a list variable (L1) using the Archive/UnArchive options from the MEMORY menu: 1. Press y L to display the MEMORY menu.
2. Select 5:Archive or 6:UnArchive to place the command in the Home screen. 3. Press y d to place the L1 variable in the Home screen.
4. Press Í to ...
Texas Instruments TI 84 | User Guide - Page 530 2. Select 2:Mem Mgmt/Del to display the MEMORY MANAGEMENT/DELETE menu.
3. Select 4:List to display the LIST menu.
4. Press Í to archive L1. An asterisk will appear to the left of L1 to indicate it is an archived variable. To unarchive a variable in this screen, put the cursor next to the ...
Texas Instruments TI 84 | User Guide - Page 532 Resetting the TI-84 Plus
RAM ARCHIVE ALL Menu
Reset displays the RAM ARCHIVE ...archive memory will be erased. When you reset defaults on the TI-84 Plus, all defaults in RAM are restored to ...are not changed. These are some examples of TI-84 Plus defaults that are restored by resetting the defaults Mode...
Texas Instruments TI 84 | User Guide - Page 534 ..., the message RAM cleared or Defaults set is displayed on the home screen.
Resetting Archive Memory When resetting archive memory on the TI-84 Plus, you can choose to delete from user data archive all variables, all applications, or both variables and...
Texas Instruments TI 84 | User Guide - Page 536 ...the HOME screen.
Resetting All Memory When resetting all memory on the TI-84 Plus, RAM and user data archive memory is restored ... memory by deleting only selected data. To reset all memory on the TI-84 Plus, follow these steps. 1. From the RAM ARCHIVE ALL menu, press ~ ~ to display the ALL menu.
2....
Texas Instruments TI 84 | User Guide - Page 537 •
To continue with the reset, select 2:Reset. The message MEM cleared is displayed on the HOME screen.
When you clear memory, the contrast sometimes changes. If the screen is faded or blank, adjust the contrast by pressing y } or
Texas Instruments TI 84 | User Guide - Page 538 Grouping and Ungrouping Variables
Grouping Variables Grouping allows you to make a copy of two or more variables residing in RAM and then store them as a group in user data archive. The variables in RAM are not erased. The variables must exist in RAM before they can be grouped. In other words, ...
Texas Instruments TI 84 | User Guide - Page 539 4. Enter a name for the new group and press Í.
Note: A group name can be one to eight characters long. The first character must be
a letter from A to Z or q. The second through eighth characters can be letters, numbers, or q.
5. Select the type of data you want to group. You can select 1:All+ ...
Texas Instruments TI 84 | User Guide - Page 541 Note: You can only group variables in RAM. You cannot group some system variables, such as the last-answer variable Ans and the statistical variable RegEQ.
Ungrouping Variables Ungrouping allows you to make a copy of variables in a group stored in user data archive and place them ungrouped in RAM....
Texas Instruments TI 84 | User Guide - Page 542 •
When you select 2:Overwrite, the unit overwrites the data of the duplicate variable name found in RAM. Ungrouping resumes. When you select 3: Overwrite All, the unit overwrites the data of all duplicate variable names found in RAM. Ungrouping resumes. When you select 4:Omit, the unit does not ...
Texas Instruments TI 84 | User Guide - Page 544 ...cancel the garbage collection process, and then find and correct the errors in your program. When YES is selected, the TI-84 Plus will attempt to rearrange the archived variables to make additional room. Responding to the Garbage Collection Message To cancel, select...
Texas Instruments TI 84 | User Guide - Page 545 Note: The process message Defragmenting...is displayed whenever an application
marked for deletion is encountered. Garbage collection may take up to 20 minutes, depending on how much of archive memory has been used to store variables. After garbage collection, depending on how much additional ...
Texas Instruments TI 84 | User Guide - Page 546 Each variable that you archive is stored in the first empty block large enough to hold it. This process continues to the end of the last sector. Depending on the size of individual variables, the empty blocks may account for a significant amount of space. Garbage collection occurs when the variable...
Texas Instruments TI 84 | User Guide - Page 547 When you unarchive a variable, the Archive free amount increases immediately, but the space is not actually available until after the next garbage collection. If the Archive free amount shows enough available space for your variable, there probably will be enough space to archive it after garbage ...
Texas Instruments TI 84 | User Guide - Page 549 ...
When the message is displayed, it will indicate the largest single space of memory available for storing a variable and an application. To resolve the problem, use the GarbageCollect command to optimize memory. If memory is still insufficient, you must delete variables or applications to increase ...
Texas Instruments TI 84 | User Guide - Page 552 13. On the sending unit, press ~ to display the TRANSMIT menu. 14. On the sending unit, press 1 to select 1:Transmit and begin transmission. The receiving unit displays the message Receiving...When the items are transmitted, both units display the name and type of each transmitted variable.
...
Texas Instruments TI 84 | User Guide - Page 553 ... TI units. The TI-84 Plus has a USB port to connect and communicate with another TI-84 Plus or TI-84 Plus Silver Edition. A USB unit-to-unit cable is included with the TI-84 Plus. The TI-84 Plus also has an I/O port using a I/O unit-to-unit cable...
Texas Instruments TI 84 | User Guide - Page 554 I/O Unit-to-Unit Cable
The TI-84 Plus I/O link port is located at the top left edge of the graphing calculator. 1. Firmly insert either .... 2. Insert the other end of the cable into the other graphing calculator's I/O port.
TI-84 Plus to a TI-83 Plus using I/O Unit-to-Unit Cable
The TI-84 Plus I/O ...
Texas Instruments TI 84 | User Guide - Page 555 Linking to a Computer With TI Connect™ software and the USB computer cable that is included with your TI-84 Plus, you can link the graphing calculator to a personal computer.
Chapter 19: Communication Link
552
Texas Instruments TI 84 | User Guide - Page 557 ... Sends operating system updates to another TI-84 Plus Silver Edition or TI-84 Plus. You can not send the operating system to the TI-83... RAM and mode settings (no Flash applications or archived items) for backup to another TI-84 Plus, TI-84 Plus Silver Edition, TI-83 Plus Silver Edition, or to a TI-83...
Texas Instruments TI 84 | User Guide - Page 558 Note: An asterisk (ä) to the left of an item indicates the item is archived.
5. Repeat steps 3 and 4 to select or deselect additional items. Sending the Selected Items After you have selected items to send on the sending unit and set the receiving unit to receive, follow these steps to transmit ...
Texas Instruments TI 84 | User Guide - Page 559 ... unit are transmitted to the RAM of the receiving unit. Items sent from user data archive (flash) of the sending unit are transmitted to user data archive (flash) of the receiving unit.
After all selected items have been transmitted, the message Done is displayed on both calculators. Press } and
Texas Instruments TI 84 | User Guide - Page 561 ... all additional units. Sending to a TI-83 Plus or TI-83 Plus Silver Edition You can send all variables from a TI-84 Plus to a TI-83 Plus or TI-83 Plus Silver Edition except Flash applications with new features, or programs with new features in them...
Texas Instruments TI 84 | User Guide - Page 564 You cannot send memory backups between the TI-84 Plus product family and the TI-83 Plus product family. Receiving from a TI-83 Plus Silver Edition or TI-83 Plus The TI-84 Plus product family and the TI-83 Plus product family are compatible with a few exceptions. Receiving ...
Texas Instruments TI 84 | User Guide - Page 568 •
You try to use GetCalc( with a TI-83 instead of a TI-84 Plus or TI-84 Plus Silver Edition.
Insufficient Memory in Receiving Unit During transmission, if the receiving unit does not have sufficient memory to receive an item, the Memory Full menu is displayed on the receiving...
Texas Instruments TI 84 | User Guide - Page 569 ... matrix. You can use functions in an expression. Instructions initiate an action. Some functions and ...CATALOG, you can paste any function or instruction to the home screen or to a command line in the program editor. However, some functions and instructions are not valid on the home screen. The items ...
Texas Instruments TI 84 | User Guide - Page 570 Function or Instruction/Arguments valueA and valueB
Result Returns 1 if both valueA and valueB are ƒ 0. valueA and valueB can be real numbers...and stores the hex version. Must be used as the first line of an assembly language program.
AsmPrgm
yN
AsmPrgm
Appendix A: Functions and Instructions
567
Texas Instruments TI 84 | User Guide - Page 571 Function or Instruction/Arguments augment(matrixA, matrixB) augment(listA,listB)
Result Returns a matrix, which is matrixB appended to ... y 9 concatenated to the end of OPS listA. 9:augment( Turns off the graph axes. Turns on the graph axes. Sets the mode to rectangular complex number mode (a+bi).
Texas Instruments TI 84 | User Guide - Page 573 Function or Instruction/Arguments checkTmr(starttime)
Result Returns the number of seconds since you used startTmr to start the timer. The ...Sets to 0 the dimension of all lists in memory. Clears all drawn elements from a graph or drawing. Clears the home screen.
Key or Keys/Menu or Screen/Item
yN
...
Texas Instruments TI 84 | User Guide - Page 588 Function or Instruction/Arguments Input [variable] Input ["text",variable] Input [Strn,variable]
Result Prompts for value to store to variable. Displays Strn and stores entered value to variable. Returns the character position in string of the first character of substring beginning at start.
Key ...
Texas Instruments TI 84 | User Guide - Page 589 Function or Instruction/Arguments invT(area,df)
Result
Key or Keys/Menu or Screen/Item
Computes the inverse y= cumulative student-t DISTR probability function 4:invT( specified by degree of freedom, df for a given area under the curve. Returns the integer part of a real or complex number, ...
Texas Instruments TI 84 | User Guide - Page 590 Function or Instruction/Arguments LabelOn Lbl label
Result Turns on axes labels. Creates a label of one or two characters. Returns the least common multiple of valueA and valueB, which can be real numbers or lists. Returns the number of characters in string.
Key or Keys/Menu or Screen/Item
Texas Instruments TI 84 | User Guide - Page 595 Function or Instruction/Arguments list nCr value
Result Returns a list of the combinations of each element in list taken value at a time.
Key or Keys/Menu or Screen/Item
PRB 3:nCr
listA nCr listB
Returns a list of the combinations of each PRB element in listA taken each 3:nCr element in...
Texas Instruments TI 84 | User Guide - Page 613 Function or Instruction/Arguments SinReg [iterations, Xlistname,Ylistname, period,regequ]
Result Attempts iterations times to fit a sinusoidal regression model to Xlistname and Ylistname using a period guess, and stores the regression equation to regequ. Solves expression for variable, given an ...
Texas Instruments TI 84 | User Guide - Page 620 Function or Instruction/Arguments valueA xor valueB
Result Returns 1 if only valueA or valueB = 0. valueA and valueB can be real numbers, expressions, or lists. Displays a graph, lets you draw a box that defines a new viewing window, and updates the window.
Key or Keys/Menu or ...
Texas Instruments TI 84 | User Guide - Page 621 Function or Instruction/Arguments Zoom In
Result Magnifies the part of the graph that surrounds the cursor location. Displays a greater portion of the graph, centered on the cursor location.
Key or Keys/Menu or Screen/Item
Texas Instruments TI 84 | User Guide - Page 631 ... be real numbers. You may store to them. Since the TI-84 Plus can update some of them, as the result of a ZOOM, for example, you may want to avoid using ...), and other ZOOM variables.
The variables below are reserved for use by the TI-84 Plus. You cannot store to them.
n, v, Sx, ...
Texas Instruments TI 84 | User Guide - Page 644 + (number of days MB to M2) + DT2 + ( Y 2 - YB 4 where: M1 DT1 Y1 M2 DT2 Y2
MB DB YB
month of first date day of first date year of first date month of second date day of second date year of second date base month (January) base day (1) base year (first year after leap year)
Appendix B: ...
Texas Instruments TI 84 | User Guide - Page 645 Important Things You Need to Know About Your TI-84 Plus
TI-84 Plus Results There may be a number of reasons that your TI-84 Plus is not displaying the expected results; however, the most common solutions involve order of operations or mode settings. Your ...
Texas Instruments TI 84 | User Guide - Page 647 TI-84 Plus Identification Code Your graphing calculator has a unique identification (ID) code that you should record ... then select 1:About.
Your unique product ID code: _____ Backups Your TI-84 Plus is similar to a computer, in that it stores files and Apps that are important to you. It is always a ...
Texas Instruments TI 84 | User Guide - Page 648 Apps TI-84 Plus Software Applications (Apps) is software that you can add to your calculator in the same way ... peak performance in specific areas of study. You can find apps for the TI-84 Plus at the TI Online Store at education.ti.com. TI-Cares KnowledgeBase The TI-Cares KnowledgeBase provides 24-...
Texas Instruments TI 84 | User Guide - Page 649 650 ...pressed the É key to break execution of a program, to halt a DRAW instruction, or to stop evaluation of an expression.
DATA TYPE
You entered a ... the wrong data type.
• For a function (including implied multiplication) or an instruction, you entered an argument that is an invalid data type, such ...
Texas Instruments TI 84 | User Guide - Page 651 ... attempted to divide by zero. This error is not returned during graphing. The TI-84 Plus allows for undefined values on a graph. You...an argument to a function or instruction outside the valid range. This error is not returned during graphing. The TI-84 Plus allows for undefined values on a graph. See...
Texas Instruments TI 84 | User Guide - Page 652 ... Xmit
Possible Causes and Suggested Remedies
• The TI-84 Plus was unable to transmit an item. Check to ... a TI-84 Plus. You attempted to transfer data (other than L1 through L6) from a TI-84 Plus to a TI.82. You attempted to transfer L1 through L6 from a TI-84 Plus to a TI.82 without using 5:Lists ...
Texas Instruments TI 84 | User Guide - Page 653 ... or TblStart. You attempted to reference a variable or function that was transferred from the TI.82 and is not valid for the TI-84 Plus For example, you may have transferred UnN1 to the TI-84 Plus from the TI.82 and then tried to reference it. In Seq mode, you attempted to graph a phase ...
Texas Instruments TI 84 | User Guide - Page 654 ... to perform the instruction or function. You must delete items from memory before executing the instruction or function. Recursive problems return this error; for example, graphing the equation Y1=Y1. Branching out of an If/Then, For(, ...
Texas Instruments TI 84 | User Guide - Page 655 ...calculation yielded a complex result. This error is not returned during graphing. The TI-84 Plus allows for undefined values on a graph. You... number that is beyond the range of the graphing calculator. This error is not returned during graphing. The TI-84 Plus allows for undefined values on a graph. ...
Texas Instruments TI 84 | User Guide - Page 656 ... because it could not find a solution, or a solution does not exist.
This error is not returned during graphing. The TI-84 Plus allows for undefined values on a graph. SINGULARITY expression in the solve( function or the equation solver contains a singularity (a point ...
Texas Instruments TI 84 | User Guide - Page 657 658 ... too small or too large to graph correctly. You may have attempted to zoom in or zoom out to a point that exceeds the TI-84 Plus's numerical range. A point or a line, instead of a box, is defined in ZBox. A ZOOM operation returned a math error.
ZOOM
• ...
Texas Instruments TI 84 | User Guide - Page 659 Accuracy Information
Computational Accuracy To maximize accuracy, the TI-84 Plus carries more digits internally than it displays. Values are stored in memory using up to 14 digits with a two-digit exponent You can store a value...
Texas Instruments TI 84 | User Guide - Page 665 ...the original purchaser and user of the product. Warranty Duration. This Texas Instruments electronic product is warranted to the original purchaser for ...one (1) year from the original purchase date. Warranty Coverage. This Texas Instruments electronic product is warranted against defective materials ...
Texas Instruments TI 84 | User Guide - Page 666 All Other Customers
For information about the length and terms of the warranty, refer to your package and/or to the warranty statement enclosed with this product, or contact your local Texas Instruments retailer/distributor.
Appendix C: Service and Warranty Information
663
Texas Instruments TI 84 | User Guide - Page 667 Battery Information
When to Replace the Batteries The TI-84 Plus uses five batteries: four AAA alkaline batteries and one... When the battery voltage level drops below a usable level, the TI-84 Plus:
Displays this message when you turn on the unit. Displays this message when you attempt to download an ...
Texas Instruments TI 84 | User Guide - Page 668 ... of Replacing the Batteries
Do not remove both types of batteries (AAA and silver oxide) at the same time. Do not
allow the batteries to lose power ... or dismantle batteries.
Replacing the Batteries To replace the batteries, follow these steps.
Appendix C: Service and Warranty Information
665
Texas Instruments TI 84 | User Guide - Page 670 ... a Difficulty To handle a difficulty, follow these steps. 1. If you cannot see anything on the screen, you may need to adjust the graphing calculator contrast. To darken the screen, press and release y, and then press and hold } until the display is sufficiently ...
Texas Instruments TI 84 | User Guide - Page 671 •
Select the type of data you want to delete, or select 1:All for a list of all variables of all types. A screen is displayed listing each variable of the type you selected and the number of bytes each variable is using. Press } and
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MAGIC: Mathematical Methods (MAGIC022)
Announcements
General
This course is part of the MAGIC core.
Description
This is a core applied module. The aim of the course is to pool together a number of advanced mathematical methods which students doing research (in applied mathematics) should know about. Students will be expected to do extensive reading from selected texts, as well as try out example problems to reinforce the material covered in lectures. A number of topics are suggested below and depending on time available, most will be covered. The course proceeds at a fairly fast pace.
Assessment
The assessment for this module will be in the form of a take-home exam at the end of the course.
Recommended books:
Bender and Orsag, Advanced mathematical methods for scientists and engineers
Clicking on the link for a book will take you to the relevant Google
Book Search page. You may be able to preview the book there. On the
right hand side you will see links to places where you can buy the book.
There is also link marked 'Find this book in a library'. This sometimes
works well, but not always. (You will need to enter your location, but
it will be saved after you do that for the first time.)
Assessment
Assessment for this course will be via a take-home examination which will be put online towards the end of the course (8th December) and for which the deadline for completion will be 15th January. The exam paper will require the completion of 4 out of 6 questions and to pass one is required to obtain at least 50%.
Assignments
MAGIC022 take home exam
Files:
Exam paper
Deadline:
Monday 16 January 2012 (692.0 days ago)
Instructions:
MAGIC Take-home exam. Click on the problems in the box above to see the paper.
Files
Files marked L are intended to be displayed on the main screen
during lectures.
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books.google.com - This introductory textbook adopts a practical and intuitive approach, rather than emphasizing mathematical rigor. Computationally oriented books in this area generally present algorithms alone, and expect readers to perform computations by hand, and are often written in traditional computer languages,... optimization methods
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ALEX Lesson Plans
Title: Imaginary numbers? What do you mean imaginary?
Description:
IsStandard(s): [MA2010] ALT (9-12) 1: Know there is a complex number i such that i2 = -1, and every complex number has the form a + bi with a and b real. [N-CN1]
Subject: Mathematics (9 - 12) Title: Imaginary numbers? What do you mean imaginary? Description: Is
Title: Writing Word Equations
Description:
The
Standard(s): [S1] PHS (9-12) 4: Use nomenclature and chemical formulas to write balanced chemical equations. [S1] CHE (9-12) 6: Solve stoichiometric problems involving relationships among the number of particles, moles, and masses of reactants and products in a chemical reaction. [S1] CHE (9-12) 6: Solve stoichiometric problems involving relationships among the number of particles, moles, and masses of reactants and products in a chemical reaction. [MA2010] AL1 (9-12) 2: Rewrite expressions involving radicals and rational exponents using the properties of exponents. [N-RN2] [MA2010] AL2 (9-12) 2: Use the relation i2 = -1 and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers. [N-CN2] [MA2010] AL2 (9-12) 31: Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. [F-IF8 [MA2010] ALT (9-12) 31: Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. [F-IF8]
Subject: Mathematics (9 - 12), or Science (9 - 12) Title: Writing Word Equations Description: The
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Synopses & Reviews
Publisher Comments:
Easy lessons and exercises for mastering culinary math skills
Revised and Expanded Edition!
Used by culinary professionals and students around the country, this book presents proven step-by-step methods for understanding foodservice math and using it appropriately in the kitchen. Authored by former instructors at The Culinary Institute of America, it is filled with examples and sample problems that connect math skills to real-world situations. this edition has been expanded with new material on topics such as inventory, yield percentage, and statistics. It also includes more practice problems in each chapter to help readers develop and practice their problem-solving skills.
Well organized and easy to use, Culinary Math reviews basic addition, subtraction, multiplication, and division; presents the units of measure used in most professional kitchens in the United States; and offers simple methods for converting weight and volume measures.
Synopsis:
Synopsis:About the Author
Linda Blockertaughttaught cost control and culinary math at The Culinary Institute of America for fifteen years. Prior to her teaching position at the CIA, she was a public accountant and restaurant manager.
Founded in 1946, The Culinary Institute of Americais"Synopsis"
by Wiley,"Synopsis"
by Wiley,
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Submission rules:
1. Text posts only. Links to documents can be included in text.
2. Nothing a computer can do for you.
3. No questions like "What's the common denominator of___?" Or "What's the answer to this question?" That's considered cheating, and that's not what we do here.
4. Nothing not acedemics related.
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Submissions and replies not following guidlines will be removed faster than you can say "mods ARE here."
Please share this subreddit, it's brand new and I think it can help a lot of students!
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including algebra 1
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May 07, 2007
Do You Use Algebra In Your Everyday Life? How About Multichannel Forensics?
You probably recall your teacher telling you that you'd use algebra in your everyday life. That seemed like a stretch, especially when trying to solve the equation 4x - 3 = 13.
Kids and adults may feel the same way when taught Multichannel Forensics. Yet, there are all of these interesting things happening in our everyday lives that are well explained by this framework.
Circuit City: You're responsible for selling compact disks. Not many people buy these things anymore. Are customers transferring sales to other departments in your store? Do they still purchase other products in your store? When is the transfer so great that sales per square foot drop below acceptable levels? The same theory can be applied to non-HD 27" tube-based televisions.
Toyota: Are Corolla customers in equilibrium with Hybrid cars? And if so, is the rate increasing to the point where customers will transfer out of one category, into Hybrids? Is there a price point ($5.00 gas) that accelerates transfer?
Safeway: When a customer purchases organic merchandise, how does behavior change? Does that customer exist in equilibrium with traditional brands, or does the customer isolate herself in organic foods? And if the customer isolates herself in organic foods, what does that mean for the products she used to purchase, especially if more customers transfer out of traditional brands?
Comcast: Within the course of ten years, many Americans chose to trust Comcast with HD, Digital and Basic Cable, a DVR, their Telephone Service, and Broadband Internet. Can Comcast forecast a five year sales trajectory by product line, and are there enough new customers available to sustain long-term growth?
3 comments:
People learn math because math is useful. Most good-paying jobs require some proficiency in math. Even at home, math can be very handy.
An example will illustrate what I mean. Everyone cares about money, right? Money is measured in... ? Numbers, right. And how do we understand numbers... ? Yes: math! Take a look at the price schedule provided by XM Radio on their Web site:
Go ahead, take a look. Let's assume that you're interested in buying XM's fine service. XM, in that document, says that they are willing to provide service for 1 year, pre-purchased for $142.45. XM also claims that you can "save over 20%" by buying longer amounts of service time, for example by buying a 3 year block of service, again paying up front, for $359.64. Discounting the 1 year price by a measly 5% annually (and you should be able to do much better then this with index funds on the market in the long run), I calculate a present cost for 3 years' worth of XM's 1 year plan to be $344.77. Monthly compounding, which I didn't include, only makes this difference larger
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COMPUTERS Part 1
Generally, a computer is any device that can perform numerical calculations--even an adding machine, an abacus, or a slide rule. Currently, however, the term usually refers to an electronic device that can perform a series of tasks according to a precise set of instructions. The s
I NFORMATION TECHNOLOGY
AUDITING and ASSURANCE
Copyright 2011 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
I NFORMATION TECHNOLOGY
AUDITING and ASSURANCE
THIRD EDITION
JAMES A. HALL
Lehigh University
Australia • Brazi
Math 221 - Statistics
Practice Quiz
Week 2
This quiz review covers materials from Weeks 1 and 2. Your quiz will be in Week 3 located in the Quiz Tab. Your quiz will mostly comprise of multiple choice, true/false, and essay questions. The answers are at the end of the questions.
1. The measur
Math Review for the GMAT MBA Center
By Hubert Silly, PhD & Zeyu Lee, MBA
1
2
3
Acknowledgments
Creating any test preparation book requires a team of committed and talented individuals. What makes The Math Review for the GMAT unique is that our writers are also our teachers. Not on
Reflective Paper
Desiree Luna
MTH/156
Professor Lee
2/12/2012
As my 1st math class for elementary teachers is ending its time to reflect on all ive learned these last 9 weeks. We focused on many math topics such as algebraic thinking, problem solving, number theory, rational numbers and appli
Reflective Paper
Coswella Carr
University of Phoenix
Mathematics for Elementary Educators I
MTH 213
November 17, 2011
Adam Nehme
Reflective Paper
In this Mathematics for Elementary Educators I course, it teaches me many concepts that a professional mathematics teacher should possess while teachi
SYSTEM CONCEPTS
A system can be simply defined as a group of interrelated or interacting elements forming a unified whole. Many examples of systems can be found in the physical and biological sciences, in modern technology, and in human society. Thus, we can talk of the physical system of the sun
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9780321869418
Buy New Textbook
This item is temporarily unavailable from the publisher, but is expected in soon. Place your order now and we will ship it as soon as it arrives.
$137.80147.95
Questions About This Book?
What version or edition is this?
This is the 5By connecting applications, modeling, and visualization, Gary Rockswold motivates students to learn mathematics in the context of their experiences. In order to both learn and retain the material, students must see a connection between the concepts and their real lives. In this new edition, connections are taken to a new level with "See the Concept" features, where students make important connections through detailed visualizations that deepen understanding.
Rockswold is also known for presenting the concept of a function as a unifying theme, with an emphasis on the rule of four (verbal, graphical, numerical, and symbolic representations). A flexible approach allows instructors to strike their own balance of skills, rule of four, applications, modeling, and technology.
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The Lial/Miller developmental mathematics paperback series has helped thousands of students to succeed in math. In keeping with its proven track record as a market leader, this revision includes an enhanced art program, many new exercises, and three new features: Calculator Tips, Numbers in the Real World, and Mathematical Connections. In addition, its comprehensive support package of materials and supplements has been fully revised and updated and provides support to both students and instructors, including a "Real to Reel" video series and a World Wide Web site ( both new to this edition. [via]
The Lial 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. [via]
Using a text/workbook format to develop problem-solving skills, this book is designed to show how maths is used in real-world business situations. It includes a built-in study guide, "Quick Review", which provides a bird's eye overview of each chapter to help reinforce basic understanding and study skills. [via]
Widely known for incorporating interesting, relevant,and graphing calculator programs tied to the text. [via]
Finite Mathematics and Calculus With Applications was written for the two-semester finite math and applied calculus course for students majoring in a variety of fields-business, economics, social science, and biological and physical science. Widely known for incorporating interesting, relevant, and realistic applications, this new edition now offers many more real applications citing current data sources. The new edition now offers more opportunities for use of technology, allowing for increased visualization and a better understanding of difficult concepts. A dedicated Web site rounds out the teaching and learning package, offering extended applications from the book, skill mastery quizzes, and graphing calculator programs tied to the text. [via]
MathMax: The Bittinger System of Instruction offers a completely integrated package of four-color text, multimedia CD-ROM, interactive tutorial software, and videos that guide students successfully through developmental math with learning objectives keyed to the exposition, exercises, and examples, a hallmark five-step problem solving process and current, relevant applications and problems.Introductory Algebra, Eighth Edition, is a significant revision of the seventh This new edition will continue to help today's students through the effective use of full color and updated applications. As part of MathMax, a comprehensive and well-integrated supplements package accompanies the text, providing maximum support for instructors and students alike. [via]
Thea book written with student success as its top priority, now with an emphasis on study skills growth and an expanded instructor supplements package.
This best-selling text is written for the non-science, non-mathematics major. The book's flexible organization and self-contained chapters enable instructors to tailor the text to their preferred syllabus. It focuses on essential concepts and skills while imparting an appreciation for the many practical and fascinating applications of mathematics to everyday life. The ninth edition continues to adhere to NCTM and AMATYC standards with an emphasis on cooperative learning through collaborative investigations, the inclusion of real data and the optional use of graphing technology. [via]
The tenth edition of Mathematical Ideas is the best ever! We have continued with the features and pedagogy that have made this book so successful over the years and at the same time, we've spent a considerable amount of time to incorporate fresh data, new photos, and new content (by way of a new chapter on trigonometry). We have tried to reflect the needs of our users--both long-time readers and those new to the Math Ideas way of teaching liberal arts math. We hope you'll be pleased with the results. Like its predecessors, this edition has been designed with a variety of students in mind. It is well-suited for several courses, including the aforementioned liberal arts audience, survey courses in mathematics, and mathematics for prospective and in-service elementary and middle school teachers. Ample topics are included for a two-term course, yet the variety of topics and flexibility of sequence make the text suitable for shorter courses as well. Our main objectives continue to be to provide comprehensive coverage of topics, appropriate organization, clear exposition, an abundance of examples, and well-planned exercise sets with numerous applications. [via]
The [via]
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Complex variables provide powerful methods for attacking problems that can be very difficult to solve in any other way, and it is the aim of this book to provide a thorough grounding in these methods and their application. Part I of this text provides an introduction to the subject, including analytic functions, integration, series, and residue calculus and also includes transform methods, ODEs in the complex plane, and numerical methods. Part II contains conformal mappings, asymptotic expansions, and the study of Riemann–Hilbert problems. The authors provide an extensive array of applications, illustrative examples and homework exercises. This 2003 edition was improved throughout and is ideal for use in undergraduate and introductory graduate level courses in complex variables.
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________________________________________________________________________________
COURSE SYLLABUS
MTH 231, MATHEMATICS FOR THE ELEMENTARY TEACHER I
(Lecture-Based/Web-Based)
*This information is to be completed by the instructor for the course.
I. *INSTRUCTOR INFORMATION
A. Name:
B. Office:
C. Office Phone Number:
D. E-mail Address:
E. Office Hours:
II. COURSE INFORMATION
A. Course name, number, and credit hours:
MTH 231, Mathematics for the Elementary Teacher I, 3 Semester Credit Hours.
B. *Section number and reference/synonym number:
C. *Class meeting time (days, time location):
D. Prerequisite/Course Description:
PREREQUISITE: MTH 090 (Basic Mathematics).
This course is designed to provide appropriate insights into mathematics for
students majoring in elementary education and to ensure that students going
into elementary education are more than proficient at performing basic
arithmetic operations. Topics include logic, sets and functions, operations and
properties of whole numbers and integers including number theory, and use of
manipulatives by teachers to demonstrate abstract concepts and by students
while learning these abstract concepts as emphasized in the class. Upon
completion, students are required to demonstrate proficiency in each topic
studied as well as to learn teaching techniques that are grade level and subject
matter appropriate, and test for mathematical proficiency and the learning of
teaching concepts.
E. Course Objectives:
The content and processes of mathematics are presented in an appealing and
logically sound manner with three principal goals:
(1) to develop positive attitudes toward mathematics and mathematics teaching,
(2) to develop mathematical knowledge and skills with particular emphasis on
problem solving and mathematical reasoning, and
(3) to develop excellent teachers of mathematics.
III. TEXTBOOK AND COURSE SUPPORT MATERIALS
A. Textbook:
Mathematical Reasoning for Elementary Teachers, 6th edition, by Calvin T. Long,
Duane W. DeTemple, and Richard S. Millman; Pearson—Addison Wesley
Publishing Company, 2012. (Chapters 1, 2, 3, 4, 5; see Topic Outline for
sections covered.)
B. *Laboratory manual(s) and/or additional notes/materials/supplies:
C. CD/DVD:
CD/DVD lecture presentations that accompany the textbook may be available
for viewing online or in the Mathematics Learning Center.
D. Library and LRC resources and services are accessible on-line at
IV. INSTRUCTIONAL METHODS (Methods of Teaching)
Instructional methods may include, but not be limited to, lectures, class
discussions, student presentations, CD/DVD lecture presentations, and computer-
generated material. The facilities of the Mathematics Learning Center may be
utilized.
Since teachers often pattern their own teaching after the ways they have been
taught, teaching methods should include activities, manipulatives, investigations,
written projects and discussion questions, use of visualization and physical
modeling, and—above all else—problem solving.
MyMathLabPlus is the software used for this course. Homework assignments,
chapter exams, sample exams, and/or quizzes may be web-based or paper-based
depending on the individual instructor.
V. *GRADING PLAN
Include information on the number and type of evaluation methods (exams,
quizzes, labs, homework, papers, etc.) with point or percentage values for each.
Page 2
VI. GRADE SCALE
The following letter symbols are used to indicate the student's level of achievement
in courses taken:
A Excellent (90 – 100)
B Good (80 – 89)
C Average (70 – 79)
D Poor (60 – 69)
F Failure (Below 60)
I Incomplete
W Withdrawal
VII. TOPIC OUTLINE (Include Tentative Dates and Topics)
CHAPTER 1 THINKING CRITICALLY
1.1 An Introduction to Problem Solving
1.2 Pólya's Problem-Solving Principles
1.3 More Problem-Solving Strategies
1.4 Algebra as a Problem-Solving Strategy
1.5 Additional Problem-Solving Strategies
1.6 Reasoning Mathematically
CHAPTER 2 SETS AND WHOLE NUMBERS
2.1 Sets and Operations on Sets
2.2 Sets, Counting, and the Whole Numbers
2.3 Addition and Subtraction of Whole Numbers
2.4 Multiplication and Division of Whole Numbers
CHAPTER 3 NUMERATION AND COMPUTATION
3.1 Numeration Systems Past and Present
3.2 Nondecimal Positional Systems
3.3 Algorithms for Adding and Subtracting Whole Numbers
3.4 Algorithms for Multiplication and Division of Whole Numbers
3.5 Mental Arithmetic and Estimation
CHAPTER 4 NUMBER THEORY
4.1 Divisibility of Natural Numbers
4.2 Tests for Divisibility
4.3 Greatest Common Divisors and Least Common Multiples
CHAPTER 5 INTEGERS
5.1 Representations of Integers
5.2 Addition and Subtraction of Integers
5.3 Multiplication and Division of Integers
VIII. *ASSIGNMENTS (Weekly or Daily List of Assignments)
(Include required submission of course requirements as shown in the Grading
Plan.)
Page 3
IX. *FINAL EXAM
(Include Date, Time, and Location)
Final Examination Attendance
Attendance at final examinations is mandatory. Such examinations are
administered in all academic subjects at the end of each semester in accordance
with an examination schedule issued by the Dean or designee. Any student who
must miss a final examination has the responsibility of notifying his/her instructor
to make arrangements to take the final examination on an alternate date, if
possible. Faculty members should not change the published class examination
schedule without prior approval from the Dean or designee.
X. ATTENDANCE POLICY
FOR CLASSES OTHER THAN DISTANCE EDUCATION/HYBRID CLASSES:
Attendance is taken for each class meeting. Absences are counted beginning with
the first class meeting after the student registers; however, students are
responsible for all coursework and assignments made or due from the first day of
class. In general, students should have no more than four absences for a 15-week
term, no more than three absences for a 10-week term, no more than two absences
for an 8-week term, and no more than one absence for a 5-week term. Each course
syllabus will clearly state the number of absences considered as the acceptable
maximum for the class as well as how late arrivals and early departures will be
handled. Each course syllabus will also state policies regarding make-up work, if
allowed. The policies stated in the course syllabus for a student's specific class will
be the policies for which the student will be held accountable. Communication
with the instructor concerning absences is essential. If a student has excessive
absences, he/she is encouraged to withdraw from the course after consulting with
the instructor. Instructors will not withdraw students for any reason. If a student
fails to officially withdraw from a course, this could result in a grade of F and
adversely impact financial aid. Withdrawing from a course is the responsibility of
the student.
Therefore, a grade of F will not be changed without written approval from the Vice
President of Instruction and Student Services. Military personnel who are
involuntarily called to active duty for unscheduled and/or emergency situations
and those individuals called for jury duty will be excused with official
documentation. College related events which the student is required to attend by
the club sponsor and which have been approved by the appropriate Dean, will also
be excused. Official documentation will be required. Make-up work will be
accepted under these excused circumstances as outlined in the individual course
syllabus.
NOTE TO INSTRUCTOR: For Distance Education/Hybrid classes, pick one or
more of the choices below and state in your syllabus how you are tracking.
FOR DISTANCE EDUCATION/HYBRID CLASSES:
Attendance in a Distance Education or Hybrid course will be recorded within the
FIRST WEEK of the course by one or more of the following:
Page 4
Student contact with the instructor through attendance at an on-site
orientation session;
Student participation in an online orientation session that is tracked through
Blackboard's ―Student Tracking‖ feature, or through ―Tegrity Reports,‖ or
similar features in other course management systems;
Student submission (online or in-person) of completed assessments,
assignments, essays, or other course related work.
After the first week, the student's "attendance record" will be based on the
student's meeting course requirements such as submitting assignments or
communicating with the instructor as outlined in the course syllabus. It is
expected that a student will receive a weekly attendance record based on
requirements stated in the course syllabus. If a student does not meet attendance
requirements as stated in the course syllabus, the student is encouraged to
officially withdraw from the course. Failure to officially withdraw from the
course could result in a grade of F and adversely impact financial aid.
XI. *MAKE-UP POLICY
(How to make-up missed homework assignments, exams, quizzes, etc.)
XII. WITHDRAWAL POLICY
A student who wishes to withdraw from a course(s) after the drop/add period may
do so by having a withdrawal form completed by Admissions/Records Personnel or
their designated representatives. A student may withdraw from a course(s) after
drop/add period through the last class day (prior to final exams). A grade of W for
withdrawal will be assigned for the course.
XIII. DISABILITY STATEMENT
If you have a disability that might require special materials, services, or assistance,
please contact Calhoun's Disability Services Office in the Chasteen Student Center,
Second Floor, Room 220G (Decatur Campus) or call (256) 306-2630 or (256) 306-
2635.
XIV. COMMUNICATION
Calhoun Community College will communicate campus-wide information via
SPACE student e-mail. You have a SPACE e-mail account, which you can access
from Your user name is your first initial, last name, and last
four digits of your student ID number (Example: jsmith1234). Your initial
password is 'cal' and the last four digits of your student ID number. You will be
prompted to change the password.
XV. *GENERAL COMMENTS BY INSTRUCTOR
A. Children are not allowed to attend classes with students or faculty. No minors
should be left unattended in any building of Calhoun Community College.
Page 5
B. Student Schedules/Grades:
Students may obtain schedule and grade information through the Calhoun Web
Site at and clicking on the Web Advisor link. A student user
name and password is needed to access Web Advisor.
C. Mathematics Learning Center—Decatur Campus
The Mathematics Learning Center is located on the first floor of the Science and
Mathematics Building, Room 120, where the upper-level mathematics courses
are taught. The purpose of the Learning Center is to provide free tutoring and to
assist mathematics students with class, lab, and homework assignments. The
Learning Center has approximately 48 computers for mathematics students to
use and is staffed by a Coordinator and several part-time lab assistants. The
hours of the Learning Center may vary from semester to semester. For more
information, please call the Mathematics Learning Center at (256) 306-2740, the
Mathematics Division Office at (256) 306-2739, or visit our web site at
Mathematics Lab—Huntsville Campus
The Mathematics Lab is located on the Main Floor in Room 133. The purpose of
the Mathematics Lab is to provide free tutoring and to assist mathematics
students with class, lab, and homework assignments. The Lab has
approximately 34 computers for mathematics students to use and is staffed by a
Coordinator and several part-time lab assistants. The hours of the Lab may vary
from semester to semester. For more information, please call (256) 890-
4733/890-4747, the Mathematics Division Office at (256) 306-2739, or visit our
web site at
D. *
THIS SYLLABUS IS EFFECTIVE FALL SEMESTER, 2011.
REVISED 8/10/11
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Having trouble doing your Math homework? This program can help you master basic skills like reducing, factorising, simplifying and solving equations. Step by step explanations teach you how to solve problems concerning fractions,binomials, trinomials etc. Each type of problem has three levels to help you to start with easy problems and slowly building up your skills
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its not really but requires a lot of time and process thinking because we have to prove the given, to do so we have to remember all the steps, and when you have analyze the pictures...giaaaaaaa just find it a lil difficult.
give a algebra problem and odds are i can solve it (keep in mind im only in 10th grade haha
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This is the second edition of a successful graduate textbook on modern algebra. The author has made several key additions to the content, whilst keeping all the material of the earlier edition. To the chapter on group theory, he has added new sections on abelian groups, finite abelian groups, solvable groups, nil potent groups and perfect groups. These sections are carefully inserted in the chapter to enhance with cohesion the explanation of the subject. Likewise in ring theory, there are new sections on special class of rings, quotient field, maximal and prime ideal. And in the chapter on vector spaces, inner product spaces and R-modules are now included. In each chapter the author has putMore... in solved examples which both help to explain the topic under discussion and also test the understanding of that topic by the reader. Graded problems are also included to further assess the grasp of the subject. This book is a valuable text in modern algebra for graduate students, academics, and practising mathematicians. Contents: Set TheoryGroup Theory HomomorphismsStructure Theory of GroupJordan-Holder Theorem and Solvable GroupsRing TheoryPolynomial RingsFactorization in Integral DomainsVector SpacesLinear TransformationField TheoryKey PointsSecond edition of successful textKey additional contentSolved examples and problems enhance understanding
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Book Description: In this book the renowned Russian mathematician Georgi E. Shilov brings his unique perspective to real and complex analysis, an area of perennial interest in mathematics. Although there are many books available on the topic, the present work is specially designed for undergraduates in mathematics, science and engineering. A high level of mathematical sophistication is not required.The book begins with a systematic study of real numbers, understood to be a set of objects satisfying certain definite axioms. The concepts of a mathematical structure and an isomorphism are introduced in Chapter 2, after a brief digression on set theory, and a proof of the uniqueness of the structure of real numbers is given as an illustration. Two other structures are then introduced, namely n-dimensional space and the field of complex numbers.After a detailed treatment of metric spaces in Chapter 3, a general theory of limits is developed in Chapter 4. Chapter 5 treats some theorems on continuous numerical functions on the real line, and then considers the use of functional equations to introduce the logarithm and the trigonometric functions. Chapter 6 is on infinite series, dealing not only with numerical series but also with series whose terms are vectors and functions (including power series). Chapters 7 and 8 treat differential calculus proper, with Taylor's series leading to a natural extension of real analysis into the complex domain. Chapter 9 presents the general theory of Riemann integration, together with a number of its applications. Analytic functions are covered in Chapter 10, while Chapter 11 is devoted to improper integrals, and makes full use of the technique of analytic functions.Each chapter includes a set of problems, with selected hints and answers at the end of the book. A wealth of examples and applications can be found throughout the text. Over 340 theorems are fully proved
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books.google.com - Pure... Principles of Mathematics
The Principles of Mathematics
Pure the following: Implication, the relation of a term to a class of which it is a member, the notion of such that, the notion of relation, and such further notions as may be involved in the general notion of propositions of the above form. In addition to these, mathematics uses a notion which is not a constituent of the propositions which it considers, namely the notion of truth.
Review: The Principles of Mathematics
Review: The Principles of Mathematics
User Review - Keshav - Goodreads
Despite its title, this is NOT a math book, at least in the conventional definition of the term. It is indeed true that the subject matter of the book is indeed mathematics, but it neither teaches the ...Read full review
About the author (1996
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text is designed both for students of probability and stochastic processes, and for students of functional analysis. For the reader not familiar with functional analysis a detailed introduction to necessary notions and facts is provided. However, this is not a straight textbook in functional analysis; rather, it presents some chosen parts of functional analysis that can help understand ideas from probability and stochastic processes. The subjects range from basic Hilbert and Banach spaces, through weak topologies and Banach algebras, to the theory of semigroups of bounded linear operators. Numerous standard and non-standard examples and exercises make the book suitable as a course textbook or for self-study.
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By H.S. Wall
Creative Mathematics, according to Wall, "is not a compendium of mathematical facts and inventions to be read over as a connoisseur of art looks over paintings." It is, instead, a sketchbook in which readers try their hands at mathematical discovery. The book is self-contained, and assumes little formal mathematical background on the part of the reader. Wall is earnest about developing mathematical creativity and independence in students. Wall developed Creative Mathematics over a period of many years of working with students at the University of Texas at Austin. In less than 200 pages, he takes the reader on a stimulating tour starting with numbers, and then moving on to simple graphs, the integral, simple surfaces, successive approximations, linear spaces of simple graphs, and concluding with mechanical systems. The student who has worked through Creative Mathematics will come away with heightened mathematical maturity.
About the Author
Wall received his PhD from the University of Wisconsin-Madison in 1927. He was a professor of pure mathematics at the University of Texas at Austin (1946-1971) where he directed the doctoral work of over 60 students. Wall utilized the discovery-based method of teaching in his classroom. His research interests included continued fractions, Hellinger integrals, group theory and infinite processes.
MAA Review
I first discovered and was intrigued by the R. L. Moore approach to teaching mathematics when reading the article "The Moore Method: What Discovery Learning Is and How It works" in FOCUS (August/September 1999). Moore's approach to "discovery learning" was developed from 1920 to 1969 at the University of Texas, Austin, and has since been known as "Texas school" or the "Moore Method." This approach of axioms, questions, and proofs is designed to challenge students while leading them to points of discovery. The idea is to teach mathematical thinking, not manipulation. H. S. Wall worked along with Moore and other colleagues in transmitting this style to 139 Ph.D. students, many of whom became prolific researchers and teachers.
Professor H. S. Wall (1902–1971) developed this book over those years of working with students at the University of Texas. Applying the Moore Method, his aim was to lead students to develop their mathematical abilities and intuition. Wall himself called this book "a sketchbook in which readers try their hands at mathematical discovery." That is a fair and accurate assessment. What it lacks in depth it makes up for in breadth. Over less than two hundred pages the reader travels from elementary number theory to simple graphs, from integrals and surfaces to linear spaces of simple graphs. Continued...
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A Practical Approach to Merchandising Mathematics Revised FirstMerchandising math is a multifaceted topic that involves many levels of the retail process, including assortment planning; vendor analysis; markup and pricing; and terms of sale. A Practical Approach to Merchandising Mathematics, Revised 1st Edition, brings each of these areas together into one comprehensive text to meet the needs of students who will be involved with the activities of merchandising and buying at the retail level. Students will learn how to use typical merchandising forms; become familiar with the application of computers and c... MOREomputerized forms in retailing; and recognize the basic factors of buying and selling that affect profit. This peer-reviewed new edition is dedicated to helping students master the mathematical concepts, techniques and analysis utilized in the merchandise buying and planning process. A Practical Approach to Merchandising Mathematics, Revised 1st Edition, is dedicated to helping students master the mathematical concepts, techniques, and analysis utilized in the merchandise buying and planning process. Students will review basic maths concepts; learn how to use typical merchandising forms; become familiar with the application of computerized spreadsheets in retailing; and recognize the basic factors of buying and selling that affect profit. This peer-reviewed new edition of the text brings together assortment planning, vendor analysis, markup and pricing, and terms of sale into one comprehensive resource for students who will be involved with the activities of merchandise buying in the retail industry.
Linda M. Cushman is an associate professor of Retail Management in the Department of Marketing at Whitman School of Management, Syracuse University. Her research appears in journals such as the Journal of Fashion Marketing and Management, Customer Relationship Management, and the Journal of Shopping Center Research.
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2005-08-04 Textbook
Overview
® Familiarizes users with MATLAB in just a few hours though self-guided lessons
® Discusses new features and applications in MATLAB 7
® Covers elementary, advanced, and special functions
® Includes numerous new examples and problems
® Supplements any course that uses MATLAB
® Works as a stand-alone tutorial and reference
MATLAB, a software package for high-performance numerical computation and visualization, is one of the most widely used tools in engineering field today. Its broad appeal lies in its interactive environment with hundreds of built-in functions for technical computation, graphics, and animation. In addition, it provides easy extensibility with its own high-level programming language. Enhanced by fun and appealing illustrations,Getting Started with MATLAB 7: A Quick Introduction for Scientists and Engineers employs a casual, accessible writing style that shows users how to enjoy using MATLAB
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0471748161 math skills needed for a successful foodservice career—now in a new edition
Culinary Calculations, Second Edition provides the mathematical knowledge and skills that are essential for a successful career in today's competitive foodservice industry. This user-friendly guide starts with basic principles before introducing more specialized topics like recipe conversion and costing, AP/EP, menu pricing, and inventory costs. Written in a nontechnical, easy-to-understand style, the book features a running case study that applies math concepts to a real-world example: opening a restaurant.
This revised and updated Second Edition of Culinary Calculations covers relevant math skills for four key areas:
Basic math for the culinary arts and foodservice industry
Math for the professional kitchen
Math for the business side of the foodservice industry
Computer applications for the foodservice industry
Each chapter is rich with resources, including learning objectives, helpful callout boxes for particular concepts, example menus and price lists, and information tables. Review questions, homework problems, and the case study end each chapter. Also included is an answer key for the even-numbered problems throughout the book.
Culinary Calculations, Second Edition provides readers with a better understanding of the culinary math skills needed to expand their foodservice knowledge and sharpen their business savvy as they strive for success in their careers in the foodservice
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and Trigonometry: A Unit Circle Approach
Dugopolski's College Algebra and Trigonometry: A Unit Circle Approach, Fifth Edition gives students the essential strategies to help them develop the ...Show synopsisDugopolski's College Algebra and Trigonometry: A Unit Circle Approach, Fifth Edition gives students the essential strategies to help them develop the comprehension and confidence they need to be successful in this course. Students will find enough carefully placed learning aids and review tools to help them do the math without getting distracted from their objectives. Regardless of their goals beyond the course, all students will benefit from Dugopolski's emphasis on problem solving and critical thinking, which is enhanced by the addition of nearly 1,000 exercises in this edition. Instructors will also find this book a pleasure to use, with the support of an Annotated Instructor's Edition which maps each group of exercises back to each example within the section; pop quizzes for every section; and answers on the page for most exercises plus a complete answer section at the back of the text. An Insider's Guide provides further strategies for successful teaching with Dugopolski Dugopolski's College Algebra and Trigonometry: A Unit...New. Dugopolski's College Algebra and Trigonometry: A Unit Circle Approach, Fifth Edition gives students the essential strategies to help them develop the comprehension and confidence they need to be successful in this course. Students will f.
Description:New. This package contains the following components: ...New. This package contains the following components: -0201716305: MathXL (12-month access)-0321644778: College Algebra and Trigonometry: A Unit Circle Approach
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This resource from the Contemporary School Mathematics collection published by Edward Arnold, was written in the belief that there is still value in the examination of Euclidean geometry as a logical system, whatever other approach may be used to increase the students' spatial perception.
The topics covered are:
What is resource, from Nuffield Foundation, is an example of how mathematics can arise naturally from a school activity and contains the work of students who attended Lady Margaret Junior School in 1967.
The development of their project to build a pond is described in detail by the class teacher, who recognised that a practical activity…
This resource consists of ten topics, each section containing a brief explanation, examples and exercises.
Sets begins with a definition of a set and continues with the elements of a set, set notation, subsets, intersection and union of sets, Venn diagrams, the laws of sets and concludes with a number of problems.
Sets of pointsRevision papers - contains a selection of past examination papers which are a XIII - FURTHER PROPERTIES OF PLANE CURVES
Curves expressed in polar IX - DE MOIVRE'S THEOREM AND SIMPLE APPLICATIONS
De Moivre's V - SYSTEMS OF CIRCLES
Power of a point with respect to a circle; I - THE TRIANGLE
Medians; Circumcentre and circumcircle; Orthocentre, together with the necessary parallel developments in other branches of mathematics and, in…
The Midland Mathematical Experiment, in which a number of schools collaborated with the aim of developing a new approach to teaching mathematics in the Grammar School, developed a series of books to cover their 'A'-level syllabus. Sets, Mappings, Relations and Operations is split into sections, each section containing…
The Midland Mathematical Experiment, in which a number of schools collaborated with the aim of developing a new approach to teaching mathematics in the Grammar School, developed a series of books to cover their 'A'-level syllabus. Groups, Rings and Fields is split into sections, each section containing explanations, examples…
The Midland Mathematical Experiment, in which a number of schools collaborated with the aim of developing a new approach to teaching mathematics in the Grammar School, developed a series of books to cover their 'A'-level syllabus. The Boolean Algebra book is split into sections, each section containing explanations, examples…
This report begins with a brief history of the project in which a number of schools collaborated with the aim of developing a new approach to teaching mathematics in the Grammar School.
The proposed new 'O'-level mathematics syllabus, and the need for change, is discussed in detail, looking at various aspects of "Modern…
This book, which forms part of the weaving series from the Nuffield Mathematics Project, is an introduction to logic in a very general sense.
Its main aim was to help students aged from about 8 to 12 to think clearly and logically. In this book, students are encouraged to consider how they use the logically important words, and…
Beginnings, from the Nuffield Mathematics Project, is concerned principally with students in their first few years at school and how their experiences of life gradually extend their mathematical thinking.
This guide is a 'beginning' in another way; it is concerned with some of the basic ideas at the beginning of mathematicsThese four course books, from the Contemporary School Mathematics collection published by Edward Arnold, were written by staff at St. Dunstan's College to fullfill the needs of the St. Dunstan's syllabus. Throughout the course, the emphasis was on two main objectives - to give students an awareness of the basic structure…
This second series of booklets from the Contemporary School Mathematics collection first published by Edward Arnold in 1964, was intended for students aged 14-16. The language of sets and the use of matrices was used to show mathematics as a coherent subject with many applications and not a collection of isolated techniques. The…
This resource from the Contemporary School Mathematics collection published by Edward Arnold, contains the first series of booklets, originally published in 1964. The booklets were intented to be used with students aged 11 -13 to supplement, rather than replace, existing texts. The four booklets are:
Shape, size and place
Co-ordinates,…
This bulletin, the second edition in the series published by the Schools Council, reports on the many changes that were happening generally in primary schools and specifically in mathematics teaching. The period under review follows the publication of the Mathematical Association's 'The Teaching of Mathematics in Primary…
This short booklet, from the Nuffield Mathematics Project, is for teachers of children from eleven upwards, whether in secondary or middle schools. It describes the aims of the Project as it affects these children, and so is complementary to the Introductory guide, I do and I understand, which explains the philosophy of the project…
A look ahead is a short weaving guide from the Nuffield Mathematics Project intended mainly for teachers of older students in upper primary and lower secondary.
The object of the guide was to re-state the aims and methods of the project in the light of experience so far, and to consider some of the problems which were then arising.…
The story so far, from the Nuffield Mathematics Project, attempts to summarise some of the early Teachers' Guides. References are also made to Desk calculators and Space. The purpose of the book was two-fold:
1. To provide easy reference to the topics in the guides for those teachers using them on a day to day basis.
2.…
This guide explains the intentions of the Nuffield Mathematics Project, gives detailed descriptions of the ways in which a changeover from conventional teaching can be made and faces many of the problems that will be met.
The contribution of the psychologist Piaget to the development of mathematics is described, as is the significance…
The Nuffield Mathematics Project Check-up Guides were intended to provide information on the students' progress. As traditional tests were difficult to administer in the new atmosphere of individual discovery it was the intention of the authors to replace these by individual check-ups for individual students.
The first of…
Probability and statistics, from the Nuffield Mathematics Project, starts with play activities which can develop ideas of fairness and probability through discussions on common facts leading to the collection of data, illustrating it with graphs and charts and drawing conclusions.
Experimental and theoretical probability are…
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You might have one of those fashionable textbooks
that doesn't actually teach math, which can be very confusing. If this is the case, you may have
to look into getting your math elsewhere (another school, another section of the class, a tutor,
etc.). But if you have a "normal" textbook that you just happen not to like very
much, then you do have some options.
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You can always get tutoring, but that can cost quite
a bit, unless you go the free online
route. On the other hand, you may be able
to pick up a used algebra textbook for next to nothing. Go to your local used-book store
and take a look.
In addition, there are books such as Bob Miller's
"Bob Miller's Algebra for the Clueless".
This is not a textbook, in that the book is not divided into the sections that you're familiar
with, nor does it contain lists of homework problems. But the book covers much of basic algebra,
and contains clear, practical explanations, along with worked examples. The book is an affordable
paperback. Recommendation: high school,
homeschool, or college students.
There are many supplemental books, such as the Algebra I (Cliffs Study Solver) (brought
to you by the "Cliffs Notes" people). This is a very user-friendly lesson book.
Note that the Cliffs Quick Review books for Algebra
I and Algebra II are more intended
for review of material you have already studied. As such, they tend to be short on instruction
and practice problems. The Quick Reviews are great if you just need a little help, but if you're
needing lots of help, stick with the Study Solver. Recommendation:
high school, homeschool, or college students.
Another option would be Schaum's Outlines. This
series has a book for just about any topic; specifically, there are Outlines for Elementary
Algebra, Intermediate Algebra, College Algebra, and PreCalculus.
Schaum's Outlines are quite practical, containing concise explanations, clearly worked examples,
and lots of practice with "typical" exercises. They're also affordable paperbacks, and
may be used as textbooks. Recommendation:
high school, homeschool, or college students.
If you're having difficulty with only one area of
algebra, then you're probably having trouble with word problems. For this, I can recommend Mildred
Johnson's "How to Solve Word Problems
in Algebra". It's a small paperback, divided into chapters according to the type of word
problem. The explanations are good, and the mixture of problems (with worked solutions) is excellent. Recommendation: high school, homeschool, or
college students.
Please note that these are not the only math help
books; they just happen to be the ones I've reviewed. You can probably find many other similar
books at your local bookstore or online. If you follow one of the links above, Amazon.com will
likely list quite a few similar books that you can look at. Be sure to read any reviews of the
books you're considering, as these reviews may contain additional useful information which could
help you decide what book to buy.
If you need to do a report strictly on math (as
opposed to math people), then you have some interesting options.
I'm sure any instructor would be happy to see a
report on any book by Keith Devlin, Ivars Peterson, or Theoni Pappas (do a search on their names
to find quite a few titles), but there are some less-obvious options. Recommendation: high school, homeschool, or college students
For instance, many of my students have enjoyed doing
reports on Dava Sobel's "Longitude".
This book records the story of the politics surrounding the search for the ability reliably to
know one's position, particularly at sea.
Nowadays, what with the Global Positioning System
(GPS), we just don't realize how dangerous travel used to be. It was fairly easy to tell how far
north or south you were, as long as you knew what day of the year it was, because you could calculate
your latitude from the angle of the sun above the horizon. But for east and west, people had a
problem. Even now, when I'm trying not to get lost while driving somewhere, I can keep track of
the direction I'm heading in if I know what time it is. If it's eight in the morning and
my shadow is off to my left, then, since the sun is busy rising in the east, my shadow must be
to the west, so I'm heading north. But if it's noon-ish, then the sun is in the south, so my shadow
must be north, and I'm heading east. This only works on uncloudly days, of course, which is why
you're well advised not to follow my car if you need to get somewhere.
But you can see the idea: you can tell where you
are if you know the time, and, for longitude, they needed to know the time to within a very
few seconds, or their old wooden boats could get hopelessly lost and they'd end up crashing somewhere
that had no food or friendly natives. Then consider that the clocks at that time were powered by
pendulums, which wouldn't work too well on a rocking boat, and you can see where they might have
had a problem.
The quest for a solution, and the money-grubbing
politics that went along with that quest, make for an interesting read. The mathematics is quite
simple, and the book is well-written and fairly short. Recommendation:
high school, homeschool, or college students, or for personal pleasure.
Another book I really like is Petr Beckmann's "History of Pi". There is a fair amount
of math in this slim volume, but most of it is quite accessible. There is also a great deal of
history and opinion. I think Mr. Beckmann was in a bad mood when he wrote this book, because he
pretty much slams everybody (with particular venom reserved for the Roman and Soviet empires),
which makes the book a lot of fun to read. If you're looking for something mathematical but very
enjoyable, try this one. Recommendation:
homeschool or college students, or advanced high school students
There are some books that are similar, or rather,
books that try to be similar, to "A History of Pi". But while they each cover
some significant number or concept, they don't share the irrascibility of "A History of Pi".
However, while they might not be nearly the fun that "A History of Pi" is, they are perfectly
good material for book reports.
The first is "e:
The Story of a Number", by Eli Maor. This book excels in its description of the development
of logarithms and the gratitude with which the computational world accepted this new tool. The
reading gets a bit difficult in the middle (it might help to wait to read this until you've taken
trigonometry, and maybe some calculus), but the book wraps up with a clear synopsis in the last
chapter. For the truly adventuresome, get a slide rule and learn how to use it. (Many are sold
in online auctions, but specific sites are usually better
and cheaper.) Slide rules are built on logarithms; their use vastly simplified calculations, something
that most people in this era of cheap electronic calculators just cannot appreciate. If you need
a big project (mathematical, historical, or cultural), get the slide rule, read this book, and
expand your horizons. Recommendation: advanced
college students, homeschool students, or engineers and similar scientific types
|
calculusOffering
10 subjects
including calculus
|
Polynomial Jeopardy is a review of polynomials including: key terms, addition, subtraction, multiplication & factoring of polynomials, F.O.I.L., and solving of equations. The activity is presented in a game-like format that may increase student engagement.
Mathway is a mathematics problem solving tool where students can select their math course - Basic Math, Pre-Algebra, Algebra,...
see more
Mathway is a mathematics problem solving tool where students can select their math course - Basic Math, Pre-Algebra, Algebra, Trigonometry, PreCalculus, Calculus or Statistics and enter a problem. The computer solves the problem and shows the steps for the solution. It also has a worksheet generator.
Purplemath contains lessons, links, and homework tips, all designed to help the high school or college algebra student find...
see more
Purplemath contains lessons, links, and homework tips, all designed to help the high school or college algebra student find success. The "how to" lessons include tips and hints, point out common errors, and contain cross-links to related materials. The tone of the lessons is informal, and is directed toward students rather than instructors.
MathAid is a commercially available collection of learning objects incorporating lecture notes, interactive java applets, and...
see more
MathAid is a commercially available collection of learning objects incorporating lecture notes, interactive java applets, and drill and practice. Entire courses (Intermediate Algebra, Algebra II, Precalculus, Trigonometry, College Algebra, and College Algebra and Trigonometry) are avialable for purchase. Smaller learning objects such as linear regression, conic sections, and matrices are available free online or can be purchased for download.
This site is part of the NCTM's Student i-Math Investigations website. It introduces the regression line and incorporates an...
see more
This site is part of the NCTM's Student i-Math Investigations website. It introduces the regression line and incorporates an applet that lets students easily observe the relation between a set of data points and the associated regression line.
|
Understanding Intermediate Algebra - With CD - 6th edition
Summary: Lewis Hirsch and Alan Goodman strongly believe that students can understand what they are learning in algebra and why. The authors meticulously explain why things are done in a certain way, illustrate how and why concepts are related and demonstrate how 'new' topics are actually new applications of concepts already learned. The authors introduce topics at an elementary level and return to them at increasing levels of complexity. Their gradual introduction of concepts...show more, rules, and definitions through a wealth of illustrative examples - both numerical and algebraic-helps students compare and contrast related ideas and understand the sometimes subtle distinctions among a variety of situations. Through this learning this author team carefully prepares students to succeed in higher-level mathematics84.47 +$3.99 s/h
Good
firstclassbooks.com Little Rock, AR
Oversized, With CD, Edition: 6, Hardcover, Fast shipping! Access codes and CDs are not guaranteed with used books
|
Pre-College Math Survey Fall 2005
1. Which course are you currently enrolled in?
Math 97 Math 98 Math 99
2. Which class did you initially place into at WCC?
Math 92 Math 94 Math 97 Math 98 Math 99
3. Which high school did you graduate from or last attend?
School:___________________________ City, State:________________________________
4. What is your current year in school?
Running Start 1st year
Running Start 2nd year
1st year post high school
2nd year post high school
3 or more years post high school
5. How long was it between your last math class taken prior to attending WCC and your first math class at
WCC?
Less than 1 year 1-2 years 3-4 years 5 or more years
6. What is the highest level math course you took in high school?
Algebra I (1st year algebra) Geometry Algebra II (2nd year algebra)
Precalculus/Math Analysis
Integrated I Integrated II Integrated III
Other:___________________
Note: Add College Prep Math and Statistics
7. When you took the placement test, did you place higher/lower than you expected?
Much higher higher where expected lower much lower
Didn't know what to expect
Add New Question: How many years of math were required at your high school?
8. If you didn't take 4 years of math in high school, which reason(s) describe(s) why you didn't take more?
Took enough required to graduate and stopped
Disliked math
Not advised to by counselors or teachers
Actually did take 4 years of math in high school.
Other________________________
Note: Would add (a) Was not sure about attending college (b) Assumed meeting high
school requirements equaled college readiness. Also may change the question to (If you
only took the minimum required by your high school, which reason(s)….?
9. If you answered in question 8 that you dislike math, which of the following significantly describe the
reason for this (Check up to 3).
A specific teacher or teachers
Curriculum
Difficult
Hard to read
Too much material to keep straight
Too much homework
Move too fast through material (Not enough time to discuss questions)
Do not see the uses for the subject
Pressure from parent(s)
Pressure related to brother(s), sister(s)
Being good at math was not thought highly of at my school(s).
Other________________________
Note: The bolded choices above were hardly selected.
10. Which of the following would best describe reasons you like math or have had good experiences with
math?
Good teacher
Exciting problem or application
Comes easy for you
Challenging, but satisfying
Useful or applicable subject
Other_____________________________
Note for Questions 11, 12, 13: College math courses are math courses with a prerequisite of Intermediate
Algebra (Math 99). Courses such as Math 125, 130, 131, 155, 156, and all of the 200 numbered math classes
are 'college' level. Courses such as Math 92, 94, 97, 98, and 99 are called 'pre-college' courses.
11. If you are/were Running Start, did you take Pre-college math as a Running Start student?
Am currently Running Start and taking Pre-college math
Was Running Start and took Pre-college math as a Running Start student
Was Running Start but did not take Pre-college math as a Running Start student
Was never Running Start
12. Only answer if you took or are currently taking Pre-college math as a Running Start student.
Why did you take Pre-college math as a Running Start student instead of taking math through your high
school? Circle all that apply
For the instruction
For the content
Full-time Running Start
To complete the course in less time
Other
13. How many pre-college courses have you taken at the community college level prior to the one you are
currently in?
0 1 2 3 or more
Note: This question was often omitted because many students assumed it was part of the Running
Start category. A note or movement of the question would be worthwhile.
14. How far do you need to go mathematically (for degree or major purposes)?
One college level course (111, 125, 130, 155)
Two college level courses (130/131, 125/240, 155/156)
Three college level course (130/131/200, 155/156/240)
Four or more college level courses
Don't know
15. Rate your math experience at WCC on a scale from 1-10 with 1 being poor and 10 being outstanding.
Circle your choice.
1 2 3 4 5 6 7 8 9
|
Algebra II
Algebra II objectives emphasize the use of investigation to more advanced functions, using them to solve real-world problems. Focus is on multiple representations to develop conjectures, testing and justifying validity. Calculators, computers, and interactive utilities are an integral part of instructionA2.2 Algebra
Through communication, representation, reasoning and proof, problem solving, and making connections within and beyond the field of mathematics, students will
·demonstrate understanding of patterns, relations and functions,
·represent and analyze mathematical situations and structures using algebraic symbols,
·use mathematical models to represent and understand quantitative relationships, and analyze change in various contexts.
M.PD.A2.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Algebra II students at the distinguished level:
develop and analyze practical situations to determine, graph and solve various types of equations, inequalities, and systems and express answers using various formats;
extend the techniques of factoring polynomials and explain their application;
convert between the graphs and equations of functions and conic sections using an analysis of their properties and graphing techniques and describe their characteristics;
justify properties used to simplify and expand expressions and convert between appropriate forms;
generate quadratic regressions to make predictions and present analysis of results;
identify a real world situation that models quadratics, pose a question, collect and analyze data, and present and justify their results.
Algebra II students at the above mastery level:
analyze practical situations to determine, graph and solve various types of equations, inequalities, and systems and express answers using various formats;
extend the techniques of factoring polynomials;
convert between the graphs and equations of functions and conic sections using an analysis of their properties and graphing techniques and describe their characteristics;
apply properties to simplify and expand expressions and convert between appropriate forms;
generate quadratic regressions to make predictions and analyze results;
identify a real world situation that models quadratics, pose a question, collect and analyze data, and present their results.
Algebra II students at the mastery level:
determine, graph and solve various types of equations, inequalities, and systems and express answers using various formats;
apply the appropriate method to factor polynomials;
convert between the graphs and equations of functions and conic sections using an analysis of their properties and graphing techniques;
simplify and expand expressions and convert between appropriate forms;
generate quadratic regressions to make predictions;
identify a real world situation that models quadratics, pose a question, collect and analyze data.
Algebra II students at partial mastery level:
graph and solve various types of equations, inequalities, and systems and express answers using various formats;
factor polynomials when given the appropriate method;
convert between the graphs and equations of functions and conic sections;
simplify and expand expressions;
make predictions given a quadratic regression;
identify a real world situation that models quadratics and pose a question.
Algebra II students at the novice level:
graph and solve various types of equations, inequalities, and systems;
factor most polynomials when given the appropriate method;
graph functions and conic sections from the given equation;
simplify and expand most expressions;
recognize quadratic regressions;
identify a real world situation that models quadratics.
Number
Objective
M.O.A2.2.1
determine equations of lines including parallel, perpendicular, vertical and horizontal lines, and compare and contrast the properties of these equations.
M.O.A2.2.2
factor higher order polynomials by applying various methods including factoring by grouping and the sum and difference of two cubes; analyze and describe the relationship between the factored form and the graphical representation.
simplify expressions involving radicals and fractional exponents, convert between the two forms, and solve equations containing radicals and exponents.
M.O.A2.2.5
solve quadratic equations over the set of complex numbers: apply the techniques of factoring, completing the square, and the quadratic formula; use the discriminate to determine the number and nature of the roots; identify the maxima and minima; use words, graphs, tables, and equations to generate and analyze solutions to practical problems.
M.O.A2.2.6
develop and use the appropriate field properties of matrices by adding, subtracting, and multiplying; solve a system of linear equations using matrices; and apply skills toward solving practical problems.
M.O.A2.2.7
define a function and find its zeros; express the domain and range using interval notation; find the inverse of a function; find the value of a function for a given element in its domain; and perform basic operations on functions including composition of functions.
analyze the conic sections; identify and sketch the graphs of a parabola, circle, ellipse, and hyperbola and convert between graphs and equations.
M.O.A2.2.13
solve absolute value inequalities graphically, numerically and algebraically and express the solution set in interval notation.
M.O.A2.2.14
define a logarithmic function, transform between exponential and logarithmic forms, and apply the basic properties of logarithms to simplify or expand an expression.
M.O.A2.2.15
identify a real life situation that exhibits characteristics of change that can be modeled by a quadratic equations; pose a questions; make a hypothesis as to the answer; develop, justify, and implement a method to collect, organize and analyze related data; extend the nature of collected, discrete data to that of a continuous function that describes the known data set; generalize the results to make a conclusion; compare the hypothesis and the conclusion; present the project numerically, analytically, graphically and verbally using the predictive and analytic tools of algebra (with and without technology).
M.O.A2.2.16
describe and illustrate how patterns and sequences are used to develop recursive and closed form equations; analyze and describe characteristics of each form.
|
MCS-115:
The Nature of Mathematics (Fall 2011) Homepage
Course
Description The
true title of this course could well be The
Art of Mathematical Thinking: An Introduction to the Beauty and Power
of Mathematical Ideas.
In this course we will consider some great mathematical ideas, ideas
comparable to the works of Shakespeare, Plato and Michelangelo. We
will experience what mathematics is all about by delving into some
beautiful and intriguing issues. There are three basic goals for this
course:
To
attain a better understanding of some rich mathematical ideas
To
develop thinking skills that can be used to analyze issues that
transcend mathematics
To develop a new perspective
on mathematics and the way it is used in the world
We hope you will come to see that
mathematics is a human activity that requires both creativity and
imagination. Our goal in teaching the course is to help you learn to
appreciate mathematics and to discover the power of mathematical
thinking. The course will likely be quite different from mathematics
courses you had in high school. There the emphasis was on technique
and computational skills. We will ask you to think and analyze rather
than to work routine exercises.
Topics We will learn about several topics in the following general
areas:
An
introduction to mathematical thought
Numbers
Probability
and Statistics
Finances
Geometry
Topology
Prerequisites The formal prerequisites are high school plane geometry and
algebra. In fact, the only prerequisites for this course are an open
and curious mind and the willingness to put aside any preconceived
prejudices or dislikes for mathematics.
This book, our primary text, is
intended to be read. You will find it engaging and fun. The authors
have several suggestions on how to read the book on p. xi. which you
should read.
We will also be using a secondary text to cover additional material. This book is Mathematics: A Practical Odyssey , by David Johnson and Thomas Mowry, Brooks/Cole, Cengage Learning, 7th ed., 2012. Our ability to provide online access to several chapters for the Fall, 2011 semester has been provided courtesy of Cengage Learning.
Calculator
You
should have access to a basic calculator for use on exams and
occasionally for homework and in class. You do not need a graphing
calculator.
Tests:You will be expected to work by
yourself on tests. We will put the standard honor pledge on the front
of each exam for you to sign. The first violation of this policy on
an exam will result in a 0 on that exam, and the Dean of Faculty will
be notified, as mandated by the policy. The second such violation
will result in failing the course as well as notification of the Dean
of Faculty.
Homework:We encourage you to work on the
homework together, but you are expected to work together in an
honorable way. This means that while you can discuss problems and
their solutions, each of you should make a real effort to solve each
problem by yourself, and you should give credit to any people or
texts that helped you find solutions. We expect that you will write
up your work individually and never copy someone else's writeup.
Should we detect students copying each other's work, we will on the
first occasion talk with the people having similar work. In case of a
second infraction, we will give you a 0 for that assignment and
notify the Dean of Faculty. Any further violation will result in
increasing penalties, up to failing the course.
Project:Plagiarism on the project paper or
the presentation will be reported to the Dean of Faculty and will
result in a 0 for the assignment. If you are unclear about what
plagiarism is, please visit either this useful website
(or this
one) on how to avoid it. Printing out a webpage and cutting and
pasting it without proper citation onto your paper or presentation is
plagiarism.
Accessibility It
is the policy of Gustavus Adolphus College to provide for the needs
of enrolled students who have disabilities. The Advising Center has a
Disabilities Services Coordinator to assist you with reasonable
accommodation. If you have a learning, psychological, or physical
disability for which a reasonable accommodation can be made, you can
provide documentation of your disability to the Advising Center (204
Johnson Student Union) or call Laurie Bickett (x6286). It is
generally best if this can be done as soon as possible.
Help for Students
Whose First Language is not English The Writing Center
has on staff a part-time tutor with professional training in ESL/ELL
instruction. Students can schedule work with this tutor by contacting
the Writing Center. Students may bring their instructors
documentation concerning their ELL status. Where it is appropriate,
faculty may choose to allow such students more time to complete
either in- or out-of-class writing assignments. For further
information, contact the Academic Advising Office.
General Education The Nature of Math (MCS-115) satisfies the Quantitative Reasoning
criteria of the Curriculum I area requirements for students who
matriculated before September 2005. QUANT courses are intended to
acquaint the student with the application of quantitative and
empirical reasoning both to the study of biological and physical
phenomena and to the logic and abstractions of the mathematical and
informational sciences. MCS-115 also satisfies the Mathematical and
Logical Reasoning (MATHL) requirement of the Curriculum I area
requirements for students who matriculate in or after September 2005.
Classes We learn by thinking and doing,
not by watching and listening. Learning is an active process: it is
something we must do, not have done to us. Classes will be used for
lectures, problem solving, discussions, and other fun activities. You
should prepare for classes by doing the reading beforehand (reading
assignments are posted on the Web), thinking about the problems
in the text, and formulating questions of your own. You should also
participate as much as possible in class. Class meetings are not
intended to be a complete encapsulation of the course material. You
will be responsible for learning some of the material on your own.
Conversely, just studying the book is not enough as class will not be
just reiteration of material from the text.
Attendance,
both physical and mental, is expected.As
noted below, we reserve the right to reduce your grade should you not
attend class regularly or participate in the class activities.
Should
you need to miss a class for any reason, you are still responsible
for the material covered in that class. This means that you will need
to make sure that you understand the reading for that day, that you
should ask a friend for the notes from that day, and that you should
make sure that you understand what was covered. If there is an
assignment due that day, you should have a friend hand it in or put
it in your instructor's departmental mailbox (in Olin 324). DO NOT
send assignments through the P.O. for any reason.
Homework
I hear, and I forget; I
see, and I remember; I do, and I understand.
- Proverb
Homework will be assigned
regularly from the text. Usually only a representative sample of the
problems will be graded for correctness. You will also receive credit
for completing the problems that are not carefully graded. Clarity of
expression is important, and you should strive for well written,
polished solutions. For the most part collaboration on homework with
other members of this class is allowed, although solutions must be
individually written up and collaborators should be acknowledged. See
the the Academic Honesty section of this document for additional
information about completing homework assignments honorably. See the
homework guidelines for
further suggestions about homework.
Homework is due at the
beginning of class on the day it is due. No late homework will be
accepted. In particular, finishing your assignment in class on the
day it is due and then attempting to turn it in at the end of class
is unacceptable. In general, you should contact your instructor ahead
of time if you believe illness, personal/family emergency or
documented participation in a college-sponsored activity will prevent
you from turning in an assignment by the due date.
Exams We will have three exams during the semester and an exam during
final exam period. The three exams during the semester will be given
in the evening, in part to provide flexibility in the time allowed.
Make-up exams will not be given
except for medical or family emergencies. In particular, make-up
exams will never be given to accommodate travel plans. If you cannot
take an exam because of an academic conflict or documented
participation in a college-sponsored activity, you must make
arrangements with your instructor in advance.
Research Project The only way to really understand mathematics is to learn and
discover it on one's own. Thus students will select a mathematical
topic outside of those covered in our class, read and teach
themselves any necessary background to understand it and then
investigate the topic. Students will work together in groups of three
on this project. By working together, the individuals can learn from
each other and share the experience. Each group will write a paper on
their findings and give an oral presentation during one of the
designated class days. Students are invited and encouraged to discuss
all phases of the project with their instructor.
Evaluation Your final grade will be assigned using the following percentages
as a guide:
Tests (4) (20% each, lowest
counts 10%)
70%
Research Project
15%
Homework
15%
ATTENDANCE AND CLASS WORK:
Attendance and participation are essential to learning mathematics.
Therefore, we reserve the right to reduce your grade should you not
attend class regularly or participate in the class activities.
Advice
from Your Peers When asked what advice they would give
a student about to take The Nature of Math, previous students most
often responded with the following suggestions:
Read
the book and come to class.
Stay
caught up on the homework and go over the solutions.
Do
the homework and study for tests with other people.
Ask
questions early and often. Don't just assume you'll figure it out
later.
|
Algebra and Tr The BPB team has created a bo... MOREok where the use of the graphing calculator is optional but visualizing the mathematics is not. By creating algebraic-visual side-by-sides, the authors show students the relationship of the algebraic solution with the visual, often graphical, solution. In addition to helping students visualize the math with the side-by-sides, the authors focus on helping students make the connection between x-intercepts, zeros, and solutions, both visually and algebraically.
|
This NRICH maths activity will give students insights into differentiation, integration and the relationships between the two without needing to get involved with technical manipulations.
It would be well suited to use as an introduction or summary to differentiation or integration. It is very good for giving intuitive meaning to the procedures and features of integration and differentiation, so would suit students with a range of technical skills.
The accurate charts can also be used as a problem involving fitting curves to equations. They can also be used to practice numerical integrationRich discussion!!
Activity time: 20 mins Level / prior knowledge: A-level/integration, differentiation Subject / curriculum links / skills: Maths/A-level/Integration Preparation time: 10 mins to familiarise yourself with task Extra resources: photocopies Commentary: This task is great for encouraging different ways of thinking and can be used to explore the topics of integration, differentiation, graph plotting and transformations, The basic premise being to match graphs of functions with graphs of their integrals. Of course the problem could also be reversed to match graphs of functions with graphs of their derivatives. Alternatively, rather that match features of the graphs such as turning points, my class worked out what functions the graphs should be, integrated them and then matched this function to another graph. We ended up talking about all three methods and which would be more efficient to use. We used one method to check another. The task promoted a very rich discussion!
|
For those starting out as practitioners of mathematical
finance, this is an ideal introduction. It provides the reader with
a clear understanding of the intuition behind derivatives pricing,
how models are implemented, and how they are used and adapted in practice.
Strengths and weaknesses of different models, e.g. Black-Scholes, stochastic
volatility, jump-diffusion and variance gamma, are examined. Both
the theory and the implementation of the industry-standard LIBOR market
model are considered in detail. Uniquely, the book includes extensive
discussion of the ideas behind the models, and is even-handed in examining
various approaches to the subject. Thus each pricing problem is solved
using several methods. Worked examples and exercises, with answers,
are provided in plenty, and computer projects are given for many problems.
The author brings to this book a blend of practical experience and rigorous
mathematical background, and supplies here the working knowledge needed
to become a good quantitative analyst.
The book has 78 line diagrams and 202 exercises. Hints or answers
are included for all exercises. The answers are much more extensive in the second edition; a large fraction of the problems now have complete solutions. In addition, a large number of extra exercises and examples have been added.
Here are some reviews I've found from around the
web for the first edition:
'The book is intended as an introduction for a numerate
person to the discipline of mathematical finance. In this, Mark Joshi succeeds
admirably … an excellent starting point for a numerate person in the field
of mathematical finance.'
SIAM Review
Very few books provide a balance between financial theory and practice. This
book is one of the few books that strikes that balance. ... financial mathematics
students will benefit a lot from the way the book is organized. At the end of
each chapter there is a summary of key points discussed followed by a series
of exercises. Hints and answers to exercises are provided in Appendix D. In
Appendix A, the author provides definitions of the more commonly used terms
and jargon in mathematical finance. In Appendix B there are 16 computational
projects intended to equip the reader with some hands-on experience in implementing
financial models. The projects have a wide range in scope from exotic option
pricing using Monte Carlo to implementing pricers for jump-diffusion stochastic
volatility, and variance gamma models. This book is well priced and certainly
a good addition to your collection of financial mathematics book.
Zentralblatt Math
'The author
allows the reader as often as possible to get an intuition for the models
and concepts. Helpful information is given on how to use and implement these
models and concepts in practical terms. This practice-orientation makes this
book different from others belonging to this category … the text is also well
suited as a textbook for a quantitative-oriented introductory course on finance
at universities or other academic institutions … one can say that this introductory
book in offering a well balanced and up-to-date introduction to the theory
and practice of mathematical finance overshadows many other books
available on the same subject. International Statistical Institute
The book has been very nicely produced by Cambridge University Press. I
would certainly recommend that anyone teaching an introductory or intermediate
course on this topic seriously consider this book as a potential course text.'
Alireza Javaheri in Wilmott Magazine
Mark Joshi's "The Concepts and Practice of Mathematical Finance" is ideal
for those who want to learn or deepen their knowledge about Quantitative
Finance. Not too elementary and childish to the point of being useless, and
not too dense and complicated to the point of being useless. It's right in
the middle and therefore useful.
The breadth of the book particularly impressed me. It went from theoretical
to practical, while covering implementation-related issues. It makes concepts
such as Martingales, Measures and Numéraires look so natural and easy.
Pricing Quantos or Spread-Options becomes an innate result of these concepts.
He then writes on the practicalities. In fact this word "practical" keeps
coming back. But that is precisely the point. Theory is elegant yes, but
what can it actually do for you? That is what he focuses upon.
Dariusz Gaterek (the
"G" of BGM)
It is maybe the first book covering not only introductory
material but also the current hot research topics: exotic interest rate
derivatives; smile modelling; and stochastic volatility. It's a must
if you want to follow the market.
Riccardo Rebonato on back cover:
Mark Joshi's work is one of the most thoughtful books
in applied finance I know. It is both intuitive and mathematically
correct and it deals with very deep concepts in derivatives pricing while
keeping the treatment simple and readily understandable. It will greatly
enhance the conceptual understanding of the reader, and will also offer
very useful technical guidance.
Player on Wilmott
Just to echo
a couple of points I'd say mj's book is designed for those who want
to see how math finance is applied in reality. Many books go from
one extreme to another with some in heavy theory and others which
convey an idea well but dont have enough theory.
I'd say, mj's is about the best balance you can get at
the moment. Chapter 6 is worth paying a premium by itself
Its a mixture of hull, Taleb and Baxter and Rennie with
some of Bjork thrown in and combined with a strong computing element
to it.
Think of mj's book as the mortar putting the bricks
together and you'll see how invaluable a book it is
From Chapter 6
onwards,...the book is absolute masterpiece
Chapter 1-5 set the groundwork Kenzo on Wilmott
had the opportunity
to read Mark's book. I found it very well written, Mark makes difficult
things look simple without sacrificing mathematical rigour. The book
takes you from mathematical definition of arbitrage, through Ito's
Lemma, martingales, simple vanilla instruments to more advanced topics
such as pricing of exotic derivatives. Whenever the material is not
self-explanatory, Mark provides a more elaborate discussion and gives
examples. I read the book after finishing Paul's PWIQF (having read
Hull and Neftci before) and found it very useful. If you know the basics
and want to develop a better understanding of mathematical finance,
this is the book for you. At the end of each chapter, there are questions
and some of the problems posed are certainly non-trivial (but hints and
answers are provided ). I'm going to buy the "full" version Friul on
Wilmott
I am not an expert and I have still a lot to learn
but I have read/studied most of the books that are commonly acknowledged
as the key introductory books in Fin Math (and also some of the more
advanced). I have also had the pleasure of reading Mark's manuscript and
I believe that there are at least two features that make it different
(and in my opinion better) from other introductory texts:
1 - Mark tries to communicate the intuition behind the
maths in each of the topics he deals with, he draws connections and,
in some cases, mentions the practicalities implied by them. Nevertheless
he is rigorous without being cumbersome (... it' an introductory text
after all);
2 - He deals with a quite wide range of topics, probably
much wider that the one other peer books deal with, giving the reader
a quite comprehensive snapshot of what the key issues in mathematical
finance are in terms of pricing methods, products and issues to be faced
when choosing a model.
My highlights in the book are the chapter on jumps and
the one of pricing via replication.
What impressed me most deeply, was the clearness
with which he developed the concepts and results, and the distinction
of results which are always true (unless there are dividends,
you never exercise an American call option) and results which
are true only under certain model assumptions. When it is published,
it will be a 'strong buy.
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Math Foundations 11 Room 140
Ms. J Glover
jglover60@staff.ednet.ns.ca
Text: Constructing Mathematics Book 2
Materials needed: Pen/Pencils/Paper, Ruler, Scientific calculator
Graph paper
Content:
This course focuses on concrete activities, models and applications.
Regular attendance is important because of the hands on nature of the course.
Outcomes students must achieve:
Linear Programming (30%)
Reviewing linear equations
Solving systems of linear equations using graphs and algebraic methods
Finding constraints with equations and graphs
Applying linear programming to find the optimal solution to a problem
Consumer Math (25%)
Estimate and calculate income, deductions and taxes
Make a budget and plan financially
Determine the cost of credit, loans and transportation
Simple and compound interest
Develop and apply decision making charts
Trigonometry (25%)
Right-angled trigonometry review
Applying laws of sines and cosines
Exploring areas of triangles
Statistics (20%)
Sampling, bias, variability
Collecting, displaying and interpreting data
Exploring distributions
Using normal curve, mean and standard deviation
Independent Study- research, present and learn about a topic in mathematics
Course Evaluation will be based on
Unit Tests (one per unit)
Comprehension Questions (per major concept)
Mid-Term (expected late October)
Assignments (1-2 per unit)
Independent Study (10% of term value)
Task mark (per unit for completing classroom work)
Term mark 70%
Final Exam 30%
100%
Some important dates to note in your agenda:
Curriculum night September 15th
Last day to drop/level change request September 30th
Midterm expected Late October
Progress Reports Issued/Parent teacher November 1st
End Semester 1 January 24th
Exam Week January 25th-January28th
HRSB Board policy and school policy does not allow cell phones, or any other
electronic devices to be used in classrooms unless for instructional use. If you have
them on you, please turn them off as you enter the classroom.
Extra Help
I am available at lunch for extra help. I will have two scheduled days a week (to be
announced later). Other times are available by appointment. I am more than willing to
provide extra help to anyone who attends class and uses their time in class well.
Extra help is not time to re-teach a topic or section that you have missed it is
support for someone who is having difficultly with part of the course they have been
working on and need some assistance. Check my website for notes and examples of
problems. Try these before you come in. Don't start with "I am here because I have
no idea what's going on". This is a big problem, not something that can be fixed in a
30 minute help period!
Mathematics 11 Foundations
Course expectations
ATTENDANCE IS A KEY TO SUCCESS.
Attendance is mandatory at Millwood high school. Studies show that successful
students attend all classes and complete all coursework on time. Missing time
means falling behind, and the "snowball effect" will get out of control very fast.
This is especially true in all math courses, as one skill builds on the next.
Students risk losing the credit if they miss too many classes. There is an
attendance policy this year at Millwood. Students with excellent attendance who
meet specific criteria may qualify for an exam exemption.
Assignments:
You will get several per unit. Please get them in on time. Assignments are due on the
due date at the beginning of the due class. Late assignments will only be accepted if
you and I have discussed the reasons for the lateness BEFORE the due date. I will
mark and return work quickly. This means that if you and I have agreed to late
acceptance, then everyone in the class must wait to get their corrected work
returned. It is best to get feedback quickly. Once assignments have been passed
back to students, corrected, they will not be accepted for points. This is only
fair. Make sure all assignments get handed into the FOLDER on my desk, marked for
your class.
Comprehension Questions:
When I feel you should have mastered a skill, a quick assessment if be given to
be completed in class. If you have done the work in class, and learned the
outcome(s), you will do well on these. You will not always be given notice when
these will be, but there will be no surprises on them. These are given at the
beginning of class. If you are late, you may miss the opportunity to get the
marks for them.
Unit Tests:
As we complete each unit, we will write a test on the material that we have
studied. You will have plenty of notice that a unit test is coming. You will be
permitted to bring a page of notes into the test. Class time is generally given
for you to prepare this page. It must be your own notes, not something copied
form someone else. Be present on the day of the test. A no show for a test
day is zero.
Final Assessment:
During the exam period you will complete a final assessment to see what you
are taking away from the course. You have the opportunity to get exempted
from writing the final exam. You can apply to get exempted from one final
exam per semester if you meet certain requirements. One of these is
completing all course work on time. You must have no unexcused absences from
class in the semester and no more than 6 excused absences per course. If you
qualify, then you will receive your class mark out of 70 points as your final
grade.
Class Conduct:
1. We follow the rules set by the PEBS Behavior matrix, posted in the
classroom.
2. Your behavior may not interfere with the learning of another student.
3. You must make every effort to succeed.
4. No electronic devices are allowed during class time. That means cell
phones are off and out of sight. Please no MP3 players and no earphones
during instructional class time.
5. No food in class, no beverages other than water.
6. Please ask, as soon as you do not understand something.
Success in this course depends on you coming in with basic math skills including;
Adding, multiplying and dividing
Order of operations
Working with percents, decimals, and fractions
Basic algebra skills and working with integers
Manipulating and solving equations
You need to identify any weaknesses you may have in these areas early on. The first
few days of class will be devoted to "bringing you up to speed". Some of you may
require more time than others. Extra help will be offered if you need more help
getting up to speed. I will post extra help times on the board.
Bring to class:
Binder
Pencil/pen/eraser
Paper
Graph paper
Scientific calculator (these will not be supplied by the teacher)
Watch my website for upcoming homework and assignments. Unit tests dates will be
posted here well in advance.
If you miss time (for any reason)
Handouts, missed work, and corrected assignments can be picked up in the box at the
front of the room, please check there first! All excused absences go through the
main office. Daily notes will be posted on my website, so if you miss, you can print
them at home or copy them by hand. I will not photocopy notes for students who
miss time.
As for me, I will be prepared for class each day, I will be on time for class, I will
return work promptly, I will be available for extra help, and I will be fair with
evaluation and willing to help all who are doing their best in class.
Let's get started
|
Elementary Numerical Analysis
9780471433378
ISBN:
0471433373
Edition: 3 Pub Date: 2003 Publisher: Wiley
Summary: Offering a clear, precise, and accessible presentation, complete with MATLAB programs, this new Third Edition of Elementary Numerical Analysis gives students the support they need to master basic numerical analysis and scientific computing. Now updated and revised, this significant revision features reorganized and rewritten content, as well as some new additional examples and problems. The text introduces core areas... of numerical analysis and scientific computing along with basic themes of numerical analysis such as the approximation of problems by simpler methods, the construction of algorithms, iteration methods, error analysis, stability, asymptotic error formulas, and the effects of machine arithmetic.
Kendall Atkinson is the author of Elementary Numerical Analysis, published 2003 under ISBN 9780471433378 and 0471433373. Six hundred sixty three Elementary Numerical Analysis textbooks are available for sale on ValoreBooks.com, one hundred ten used from the cheapest price of $75.63, or buy new starting at $68.55
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Additionally, Differential Equations (partial and ordinary) played a key role in the development of several of my image and video-processing algorithms, while working as an imaging scientist at the Eastman Kodak company. I have also tutored coworkers and undergraduate students on the well-known ...
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LoviOtvet Calculator
Description
Universal Calculator or solver - as any name, and unique to the application is not found.
Teaching tool for solving mathematical examples and algebraic expressions. The application provides a solution to the broken steps, and if necessary - all math will be solved graphically - in a column.
Solution fractions, calculating the discriminant, all as required when writing to a school notebook stud...
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Ever since Lorensen and Cline published their paper on the Marching Cubes algorithm, isosurfaces have been a standard technique for the visualization of 3D volumetric data. Yet there is no book exclusively devoted to isosurfaces. Isosurfaces: Geometry, Topology, and Algorithms represents the first book to focus on basic algorithms for isosurface construction.... more...
Presented in an easy-to-follow, step-by-step tutorial format, Puppet 3.0 Beginner?s Guide will lead you through the basics of setting up your Puppet server with plenty of screenshots and real-world solutions.This book is written for system administrators and developers, and anyone else who needs to manage computer systems. You will need to be able... more...
This book is concerned with one of the most fundamental questions of mathematics: the relationship between algebraic formulas and geometric images.At one of the first international mathematical congresses (in Paris in 1900), Hilbert stated a special case of this question in the form of his 16th problem (from his list of 23 problems left over from the... more...
This welcome boon for students of algebraic topology cuts a much-needed central path between other texts whose treatment of the classification theorem for compact surfaces is either too formalized and complex for those without detailed background knowledge, or too informal to afford students a comprehensive insight into the subject. Its dedicated,... more...
Algebraic geometry is a fascinating branch of mathematics that combines methods from both, algebra and geometry. It transcends the limited scope of pure algebra by means of geometric construction principles. Moreover, Grothendieck's schemes invented in the late 1950s allowed the application of algebraic-geometric methods in fields that formerly... more...
¿¿¿¿This book features recent developments in a rapidly growing area at the interface of higher-dimensional birational geometry and arithmetic geometry. It focuses on the geometry of spaces of rational curves, with an emphasis on applications to arithmetic questions. Classically, arithmetic is the study of rational or... more...
Polyhedral and Algebraic Methods in Computational Geometry provides a thorough introduction into algorithmic geometry and its applications. It presents its primary topics from the viewpoints of discrete, convex and elementary algebraic geometry.The first part of the book studies classical problems and techniques that refer to polyhedral structures.... more...
Originally published in 1985, this classic textbook is an English translation of Einführung in die kommutative Algebra und algebraische Geometrie. As part of the Modern Birkhäuser Classics series, the publisher is proud to make Introduction to Commutative Algebra and Algebraic Geometry available to a wider audience. Aimed at students... more...
The first book of its kind, New Foundations in Mathematics: The Geometric Concept of Number uses geometric algebra to present an innovative approach to elementary and advanced mathematics. Geometric algebra offers a simple and robust means of expressing a wide range of ideas in mathematics, physics, and engineering. In particular, geometric algebra... more...
|
Differential geometry plays an increasingly important role in modern theoretical physics and applied mathematics. This 2006 textbook gives an introduction to geometrical topics useful in theoretical physics and applied mathematics, covering: manifolds, tensor fields, differential forms, connections, symplectic geometry, actions of Lie groups, bundles, spinors, and so on. Written in an informal style, the author places a strong emphasis on developing the understanding of the general theory through more than 1000 simple exercises, with complete solutions or detailed hints. The book will prepare readers for studying modern treatments of Lagrangian and Hamiltonian mechanics, electromagnetism, gauge fields, relativity and gravitation. Differential Geometry and Lie Groups for Physicists is well suited for courses in physics, mathematics and engineering for advanced undergraduate or graduate students, and can also be used for active self-study. The required mathematical background knowledge does not go beyond the level of standard introductory undergraduate mathematics courses. less
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97800704109, Concepts and Technology in Algebra
Designed for first year undergraduates, this text uses technology to promote conceptual understanding as well as exploration and modelling of real-world problems. The focus is on the function concept to prepare students for the study of calculus, while its emphasis on mathematical modelling helps students see how maths can be used outside the classroom or laboratory. The exercises included in the text are imbedded in the flow of the sections to assess student understanding and to guide them in discovering concepts. The history and etymology of mathematical ideas and terms are similarly integrated throughout the text - intended to help students experience mathematics as an ongoing creative endeavour. Additionally, there is an emphasis on real data, ranging from AIDS deaths to blood alcohol levels. This is designed to show students how mathematics is relevant to
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Métodos Numéricos con MATLAB: Aplicación a las Telecommunicaciones
Written in Spanish, this E-book is intended for undergraduate courses in telecommunication engineering. The book contains three sections: an introduction to MATLAB, a description of several numerical methods solved with MATLAB algorithms, and example telecommunication simulations.
Free Mathematical Modeling Technical Kit
Learn how you can quickly build accurate mathematical models based on data or scientific principles.
|
Knowledge Base Printable Version
How can I create math and science documents that are accessible to students with visual impairments?
DO-IT Factsheet #1
Mathematics and science are disciplines that have historically communicated ideas visually. This is especially true of formulas and equations, where relationships between parts are understood by their spacial relationship to one another. Communicating these same ideas to people who are unable to see poses significant challenges. However, a variety of solutions exist.
An early solution was developed by mathematician Abraham Nemeth in 1952. He developed Nemeth Braille Code for Mathematics which was a system for encoding mathematical and scientific notation linearly using standard six-dot Braille cells. Nemeth Braille is still used widely today for making math and science accessible for tactile readers. For more information about Nemeth Braille, consult An Introduction to Nemeth Braille Code for Mathematics [1] from dotlessbraille.org.
Dr. Nemeth later developed MathSpeak, a system for communicating mathematical notation orally. For more information about Mathspeak, consult the DO-IT Knowledge Base article What is MathSpeak? [2].
Over the years various authoring tools have been developed that support the creation of accessible math materials, as well as assistive technologies that support users in accessing these materials. An excellent overview of strategies, solutions, and available tools is available in the online journal of the Access Technologists Higher Education Network (ATHEN), in the article Creating Accessible Math and Science Materials [3].
A new development with a major influence on the accessibility of math and science content is MathML, a standard markup language for describing both the structure and content of mathematical notation. MathML allows formulas to be displayed on web pages without simply displaying them as images, and allows formula to be printed in Braille or communicated audibly to screen reader users. A growing number of math editor software applications now support MathML. For more information about MathML consult the DO-IT Knowledge Base article What Is MathML? [4]
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dynamic mathematics software for all levels of education that joins arithmetic, geometry, algebra and calculus. It offers multiple representations of objects in its graphics, algebra, and spreadsheet views that are all dynamically linked. While other inteFree, multi-platform, Java-based program for creating interactive math worksheets and materials. Excellent tool that can be run as a web applet or from the desktop when offline. The application allows for export of the final product as a dynamic workshe (International): Dynamic Mathematics for Everyone is a free, open-source software to display and practice geometry and mathematics that will help achieve rapid diffusion of information and quicker comprehension. GeoGebra created web-based, open-s
GeoGebra is dynamic mathematics software for all levels of education that joins arithmetic, geometry, algebra and calculus. On the one hand, GeoGebra is an interactive geometry system. You can do constructions with points, vectors, segments, lines, conic
This web 2.0 site is very similar to Geometer's Sketchpad, but it sets itself apart by interacting geometric, algebraic, and numerical representations. It is fully interactive so that you can manipulate formulas or sketches to show students various scenarios. It is perfect for functions, derivatives and sequences.
GeoGebra is a free dynamic geometry system that lets students complete constructions with points, vectors, segments, lines, conic sections, and functions and change them dynamically afterward. Equations and coordinates can also be entered directly; this means that GeoGebra has the ability to deal with variables for numbers, vectors and points, finds derivatives and integrals of functions and offers commands like Root or Extremum. (If you didn't catch that you are not a high school math teacher *wink*). If you are a high school or college math teacher or know someone who is…that description just made you feel a little excited. GeoGebra is a free multi-platform download. Use GeoGebra to help your students understand complicated or abstract math concepts. This software is amazing for your visual learners…Allow your students to explore math concepts with this software and to practice their learning. You can also use GeoGebra to create dynamic math worksheets for your students. Very cool! Make sure to check out the examples section for some great GeoGebra uses. You can also attend free online workshops to learn how to use GeoGebra
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Resources
The MLRC is equipped with some phenomenal facilities to assist you in your learning:
Computer Lab
The MLRC computer lab is equipped with fourteen computers. These computers are installed with various types of mathematical software packages and educational computer programs.
Tutoring Lab
The MLRC tutoring lab comfortably seats 50 people. There are tables where students can work together in groups and desks and study stations for individual work. The tutoring lab also has white boards for student use.
During the fall and spring semesters, tutors are available Monday through Thursday afternoons from 1:00 p.m. - 5:00 p.m. and Sunday through Thursday evenings from 6:30 p.m. - 9:00 p.m. During the summer session tutors are available in the afternoons from 12:30 p.m. - 4:30 p.m.
Tutors will help students in their freshmen and sophomore level mathematics courses. It is not necessary to make an appointment to obtain tutorial help, but this option is available for the afternoon sessions.
Video Workstations
The MLRC is equipped with a video library with tapes containing lectures for the following subjects.
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