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VEDIC MATHEMATICS This is the original book by Bharati Krsna Tirthaji which introduced the system to the West. This original work on Vedic Mathematics begins with various introductions prefaces etc., illustrative specimen samples and a list of the Sutras and their corollaries. The book covers a considerable range of topics and is intended as an introduction to Vedic Mathematics. The book has 40 chapters, 367 pages and covers arithmetic, solution of equations, factorisation, divisibility, square roots, recurring decimals etc. Title Description: Vedic Mathematics Author : Bharati Krsna Tirthaji Maharaja & Dr. V.S. Agarwal Bibliography : xxxi + 334, Diagrams, Tables PaperBack : ISBN :8120801644 Price: US $ 19.95 Price: US $ 19.95 THE NATURAL CALCULATOR US $ 19.95 Price: US $ 19.95 VERTICALLY AND CROSSWISE 8120819829 Price: US $ 33.95 Price: US $ 33.95 VEDIC MATHEMATICS TEACHER'S MANUAL 1 ELEMENTARY LEVEL This book is designed for teachers of children aged from about 7 to 11 The Manual contains many topics that are not in the other Manuals that are suitable for this age range and many topics that are also in Manual 2 are covered in greater detail here. Title Description: Vedic Mathematics Teacher's Manual 1 , Elementary Level Author : Kenneth R Williams Bibliography : x, 167p., content, figs., PaperBack : ISBN :8120827864 Price: US $ 39.95 Price: US $ 39.95 VEDIC MATHEMATICS TEACHER'S MANUAL 2 INTERMEDIATE LEVEL US $ 39.95 Price: US $ 39.95 VEDIC MATHEMATICS TEACHER'S MANUAL 3 ADVANCED LEVEL This book is designed for teachers of students aged from about 13 to 18). TRIPLES Title Description: Triples : Applications of Pythagorean Triples Author : Kenneth Williams Bibliography : xii,174p,diagrs.,index,ref. PaperBack : ISBN :8120819586 Price: US $ 29.95 Price: US $ 29.95 The Cosmic Calculator (5 Vols.) Not Mention Price: US $ 79.95 Price: US $ 79.95 Vedic Mathematics for Schools (Book I) Vedic Mathematics for School offers a fresh and easy approach to learning mathematics. The system was reconstructed from ancient Vedic sources by the late Bharati Krsna Tirthaji earlier this century and is based on a small collection of sutras. Each sutra briefly encapsulates a rule of mental working, a principle or guiding maxim. Through simple practice of these methods all may become adept and efficient at mathematics. Book I of the series is intended for primary schools in which many of the fundamental concepts of mathematics are introduced. It has been written from the classroom experience of teaching Vedic mathematics to eight and nine years-old. At this age a few of the Vedic methods are used, the rest being introduced at a later stage. Title Description: Vedic Mathematics for School (Book I) Author : James Glover Bibliography : xii + 100+33p. tables, diagrs. PaperBack : ISBN :8120813189 Price: US $ 9.95 Price: US $ 9.95 Vedic Mathematics for Schools (Book II) Title Description: Vedic Mathematics for Schools (Book II) Author : James Glover Bibliography : xvii, 234p.+46p. tables, diagrs., Append. PaperBack : ISBN :8120816706 Price: US $ 11.95 Price: US $ 11.95 Vedic Mathematics for Schools (Book III) In this book the Vedic techniques are applied to ordinary school mathematics for eleven and twelve years-old. the arithmetic introduced in books I and II is extended. The book also deals with the initial stages of solving equations, coordinate geometry, approximations, indices, parallels, triangles, ratio and proportion as well as other topics. Once a basic grounding has been established with the Vedic methods the next stage is the beginning of discrimination. A problem is set and, armed with several techniques, the student must choose the easiest or most relevant for achieving the solution. This book deals with some of the steps required for this training. DISCOVER VEDIC MATHEMATICS This has sixteen chapters each of which focuses on one of the Vedic Sutras or sub-Sutras, showing many applications of each. This book shows how the Vedic system applies in a large number of areas of elementary mathematics, covering arithmetic, algebra, geometry, calculus etc. Each chapter concentrates on one Vedic Sutra or Sub-sutra and shows many applications. This gives a real feel for the Vedic Sutras each of which has its own unique character. It covers much of the content of Bharati Krsna's book above but in more detail and with more applications and explanations. It also contains Vedic solutions to GCSE and 'A' level examination questions. 216 pages Title Description: Discover Vedic Mathematics: A Practical System Based on Sixteen Simple Formulae From the Vedas Author : Kenneth R.Williams Bibliography : xviii,198 p, index, ref., appdx. PaperBack : ISBN :8120830970 Price: US $ 29.95 Price: US $ 29.95 FUN WITH FIGURES - Is it Math or Magic? E-Book Instant Access Brilliant Mental Vedic Math Shortcuts that will amaze everyone and Give You A Positively Unfair Advantage In School And In The Workplace! Discover the amazing techniques from Ancient India that will have you figuring in your head, faster than most adults can with a calculator. In "Fun with Figures" by professional mathematician Kenneth Williams, you'll find out exactly how to perform some amazing mental math in clear simple steps. No dull theory here! All the techniques are presented in plain, simple language that shows you exactly what to do, backed up by crystal-clear examples and quizzes where you can amaze yourself with your new math skills. Magical World of Mathematics (Vedic Mathematics) This work goes deep into the system of Vedic Math and is by an Indian Author which further simplifies the subject. This is a commendable work by an Indian author Mr.V.G. Unkalkar an Active Associate of the Vedic Math Forum India, which further simplifies the concepts explained in the original book by Bharati Krsna Tirthaji. The language in the book is easy and lucid to grasp and dwells further on the Vedic Math System. The book has over 30 chapters divided in 5 parts and covers many different methods of doing Arithmetic, Squares and Square roots, Cube and Cube roots, Recurring Decimals, Magic Squares, Divisibility etc Title Description: Magical World of Mathematics (Vedic Mathematics) Author : V.G.Unkalkar Bibliography : None PaperBack : ISBN :8190266608 Price: US $ 24.95 Price: US $ 24.95 Vedic Mathematics Made Easy The Number # 1 Guide for Competitive Examinations like GMAT, CAT etc. Ideal for most Beginners. This is a work suited for most beginners by a young Indian Author which focuses on Vedic Techniques along with other techniques for speed calculations. The book is written in very friendly language and gives examples on each topic. The 230 page Book has been divided in 3 sections according to difficulty and has over 16 chapters and 7 appendices. It goes a long way to prove the point that Math is Fun and interesting to even the strongest of math haters. Title Description: Vedic Mathematics Made Easy: Speedy techniques for School and College Exams, MBA, GMAT and others. Author : Dhaval Bathia Bibliography : None PaperBack : ISBN :8179924076 Price: US $ 22.95 Price: US $ 22.95 Lilavati of Bhaskracharya: A Treatise of Mathematics of Vedic Tradition81208177x Price: US $ 34.95 Price: US $ 34.95 The Trachtenberg Speed System of Basic Mathematics Title Description: The Trachtenberg Speed System of Basic Mathematics Author : Jakow Trachtenberg adapted by Ann Cutler and Rudolph Mcshane Bibliography : None PaperBack : ISBN :0285629166 Price: US $ 24.95 Price: US $ 24.95 Figuring: The Joy of Numbers In Figuring India's Human Computer Math Whiz Shakuntala Devi shares her secrets with you in her Sensational Best Seller. Shakuntala Devi popularly known as "the human computer" is a world famous mathematical prodigy who continues to make international headlines by her lightning fast talent and out-computing the most sophisticated computers available. The author takes delight in working out huge problems mentally and sometimes even faster than computers. In Figuring she shares her secrets with you. Title Description: Figuring: The Joy of Numbers Author : Shakuntala Devi Bibliography : None PaperBack : ISBN :8122200389 Price: US $ 24.95 Price: US $ 24.95 Book of Numbers This Book demystifies the number world to us and busts your fear of Math This book contains all we ever wanted to know about numbers. Divided in three parts, the first will tells you everything about numbers, the second some anecdotes related with numbers and mathematicians, and the third some important tables that will help you always. Title Description: Book of Numbers Author : Shakuntala Devi Bibliography : None PaperBack : ISBN :8122200060 Price: US $ 19.95 Price: US $ 19.95 Puzzles To Puzzle You Mathematics is not always hard, mind-boggling stuff. It can also be simple, delightful and interesting. Many famous mathematicians are known to be devoted to peg jumping puzzles. It is perhaps this kind of play that leads to scientific discoveries Title Description: Puzzles To Puzzle You Author : Shakuntala Devi Bibliography : None PaperBack : ISBN :8122200141 Price: US $ 11.95 Price: US $ 11.95 More Puzzles To Puzzle You The puzzles include every possible type of mathematical recreation, time and distance problems, age and money riddles, puzzles involving geometry and elementary algebra, and just plain straight thinking. Often entertaining, but always stimulating, the puzzles included in the book offer hours of fun and relaxation. Title Description: More Puzzles To Puzzle You Author : Shakuntala Devi Bibliography : None PaperBack : ISBN :8122200486 Price: US $ 12.95 Price: US $ 12.95 Mathability: Awaken the Math Genius in Your ChildTitle Description: Mathability: Awaken the Math Genius in Your Child Author : Shakuntala Devi Bibliography : None PaperBack : ISBN :8122203167 Price: US $ 14.95 Price: US $ 14.95 Awaken the Genius in Your Child This book will help you - the caring parent - combine the unique knowledge of your child's personality with the latest research on how children learn at each age, to enable you help your child achieve his full potential Title Description: Awaken the Genius in Your Child Author : Shakuntala Devi Bibliography : None PaperBack : ISBN :812220189X Price: US $ 19.95 Price: US $ 19.95 In the Wonderland of Numbers
... Show More first year or as a second course in geometry. The material is presented in a geometric way, and it aims to develop the geometric intuition and thinking of the student, as well as his ability to understand and give mathematical proofs. Linear algebra is not a prerequisite, and is kept to a bare minimum. The book includes a few methodological novelties, and a large number of exercises and problems with solutions. It also has an appendix about the use of the computer programme MAPLEV in solving problems of analytical and projective geometry, with examples
Prerequisite: completion of a general education required core course in mathematics. Number systems, primes, and divisibility; fractions; decimals; real numbers; algebraic sentences. Successful completion of a basic skills exam in mathematics is required for credit in this course.Designed for preservice teachers P-9.
The story of geometry is the story of mathematics itself: Euclidean geometry was the first branch of mathematics to be systematically studied and placed on a firm logical foundation, and it is the prototype for the axiomatic method that lies at the foundation of modern mathematics. It has been taught to students for more than two millennia as a model of logical thought. This book tells the story of how the axiomatic method has progressed from Euclid's time to ours, as a way of understanding what mathematics is, how we read and evaluate mathematical arguments, and why mathematics has achieved the level of certainty it has. It is designed primarily for advanced undergraduates who plan to teach secondary school geometry, but it should also provide something of interest to anyone who wishes to understand geometry and the axiomatic method better. It introduces a modern, rigorous, axiomatic treatment of Euclidean and (to a lesser extent) non-Euclidean geometries, offering students ample opportunities to practice reading and writing proofs while at the same time developing most of the concrete geometric relationships that secondary teachers will need to know in the classroom. Readership Undergraduate students interested in geometry and secondary mathematics teaching. Reviews "Lee's "Axiomatic Geometry" gives a detailed, rigorous development of plane Euclidean geometry using a set of axioms based on the real numbers. It is suitable for an undergraduate college geometry course, and since it covers most of the topics normally taught in American high school geometry, it would be excellent preparation for future high school teachers. There is a brief treatment of the non-Euclidean hyperbolic plane at the end." -- Robin Hartshorne, University of California, Berkeley "The goal of Lee's well-written book is to explain the axiomatic method and its role in modern mathematics, and especially in geometry. Beginning with a discussion (and a critique) of Euclid's elements, the author gradually introduces and explains a set of axioms sufficient to provide a rigorous foundation for Euclidean plane geometry. "Because they assume properties of the real numbers, Lee's axioms are fairly intuitive, and this results in a presentation that should be accessible to upper level undergraduate mathematics students. Although the pace is leisurely at first, this book contains a surprising amount of material, some of which can be found among the many exercises. Included are discussions of basic trigonometry, hyperbolic geometry and an extensive treatment of compass and straightedge constructions." -- I. Martin Isaacs, University of Wisconsin-Madison "Jack Lee's book will be extremely valuable for future high school math teachers. It is perfectly designed for students just learning to write proofs; complete beginners can use the appendices to get started, while more experienced students can jump right in. The axioms, definitions, and theorems are developed meticulously, and the book culminates in several chapters on hyperbolic geometry--a lot of fun, and a nice capstone to a two-quarter course on axiomatic geometry."
Many of the problems students experience with A-Level Physics are associated with the mathematics involved. This title deals with this problem offering support for mathematics in physics. 'Maths boxes' present the mathematics needed to grasp a concept. It includes: objectives stated; color illustrations; and graduated questions and practice.
Algebra Functions Up until now, you've learned everything there is to know about equations and expressions! Now we are going to change our focus to algebra functions! You will be introduced to functions in Algebra 1, but you will see a lot more of them as you continue your math journey into Algebra 2! Functions are a lot like equations, but there are a few little things that make them unique! You'll see! Below is your table of contents for the Functions Unit. Click on the lesson that interests you, or follow them in order for a complete study of functions!
This 160-pages-small booklet deals with solving numerical analysis problems in engineering. It emphasizes the importance of using a software system for the practical solution of these problems and gives some example programs in FORTRAN 77 using the NAG library. There are short hints for the work with the NAG routines, very short introductions into the basic numerical analysis problems and a lot of examples and case studies. The latter ones elucidate the different aspects of numerical algorithms and application problems like stability, ill-conditioning or the influence of parameters to the solution of a problem or the behaviour of an algorithm. Reviewer: N.Köckler
Trigonometry - 6th edition Summary: This easy-to-understand trigonometry text makes learning trigonometry an engaging, simple process. The book contains many examples that parallel most problems in the problem sets. There are many application problems that show how the concepts can be applied to the world around you, and review problems in every problem set after Chapter 1, which make review part of your daily schedule. If you have been away from mathematics for awhile, study skills listed at the beginning of the first...show more six chapters give you a path to success in the course. Finally, the authors have included some historical notes in case you are interested in the story behind the mathematics you are learning. This text will leave you with a well-rounded understanding of the subject and help you feel better prepared for future mathematics courses
Synopsis While many think of algorithms as specific to computer science, at its core algorithmic thinking is defined by the use of analytical logic to solve problems. This logic extends far beyond the realm of computer science and into the wide and entertaining world of puzzles. In Algorithmic Puzzles, Anany and Maria Levitin use many classic brainteasers as well as newer examples from job interviews with major corporations to show readers how to apply analytical thinking to solve puzzles requiring well-defined procedures. The book's unique collection of puzzles is supplemented with carefully developed tutorials on algorithm design strategies and analysis techniques intended to walk the reader step-by-step through the various approaches to algorithmic problem solving. Mastery of these strategies--exhaustive search, backtracking, and divide-and-conquer, among others--will aid the reader in solving not only the puzzles contained in this book, but also others encountered in interviews, puzzle collections, and throughout everyday life. Each of the 150 puzzles contains hints and solutions, along with commentary on the puzzle's origins and solution methods. The only book of its kind, Algorithmic Puzzles houses puzzles for all skill levels. Readers with only middle school mathematics will develop their algorithmic problem-solving skills through puzzles at the elementary level, while seasoned puzzle solvers will enjoy the challenge of thinking through more difficult puzzles
Math/CS majors and grads: Which math books do you recommend? Ones that make it "easy" Math/CS majors and grads: Which math books do you recommend? Ones that make it "easy"Are you really sincere in your first question? If you don't know why math is important, or refuse to believe it, that is going to be a pretty hard barrier to get past. Are there any free tutoring resources available to you at your college? Often the honor societies will have some free tutoring sessions where you can attend and ask some questions. It would probably help you to talk with some mentor type person who can help you with some of the problems you are struggling with -- they can often start to show you the cohesivness and utility of the math you are learning. They can also often help you learn tricks that make it easier to remember and apply the math concepts you are learning. One thing that I find helps a lot is to do as many word problems as you can. Word problems force you to think "big picture" more in setting up math problems, and it won't seem as dry as it sounds like it is for you now. Math/CS majors and grads: Which math books do you recommend? Ones that make it "easy" I don't necessarily mean I don't know why math is important, more that that's my emotional reaction -- for example when I'm at the pounding-head-on-desk or brain-turning-to-pudding point, the unwilling mantra "don't care, don't care, don't care" starts running through my head. Not sure how else to explain it. I think I will look into tutoring for sure.. there's some free tutoring resources at my school that have been marginally helpful, but to be honest if I have to pay someone to get my brain into the groove that's not really a bad dealThere are definetly tips and visual tricks that help when doing different kinds of math. In trig, I usually show folks who I'm helping how to draw the sin, cos and tan graphs for the first period (zero to 2*Pi) above each other on a 3-horizontal-axis graph. I use that graph to help with lots of problems involving relationships between the various functions. I also try to bring most concepts back to physical situations if possible, since that helps folks to internalize and visualize what is going on. As you get farther along, like in differential calculus, you can do lots of things with word problems and diagrams to show what is going onThe problem is that most things in mathematics are essentially guess-and-check things. There are some situations where a nice algorithm can be given: do this first and that second and it always works, but this is rarely the case.You are not interested in math (and science, I assume), so that makes things harder. I don't know what to say to make you interested. You probably know that math is useful somewhere later in life, even though it is not easy to see now. Let me tell you why I find math exciting, maybe it is useful to you. I like to read books and make up stories myself. The author of a book invents a whole new world with awesome characters and wondeful creatures. He is free to invent whatever he wants. But after the invention, he is bound to rules. He can't just change a male character to a female character, for example. The same is true for math. In math, you get to make up your own wonderful world. You are free to make up whatever you want. If you want to invent a world where xy-yx=-1, then you are free to do so!! But after you set the rules, the world takes on his own personality and his own shape. You made the rules, but afterwards you have essentially no control over what happens. You need to discover the laws of the created world. So you have to set up a journey to discover everything about your universe that you can. Sometimes this is easy, sometimes this is hard. In this sense, math is a form of art. This interpretation of math is not taught in high schools. They reduce it to mindless computations and tricks. They are basically ruining math. I don't blame you for hating math, I would probably hate it too if I were in high school now. But you need to persist. Once, the day will come that you will need that math somewhere. And then you're going to be glad you know it!! You are not interested in math (and science, I assume), so that makes things harder. I don't know what to say to make you interested. You probably know that math is useful somewhere later in life, even though it is not easy to see now. I actually enjoy it when I'm getting the answers. Sometimes I look kind of autistic or something because when I'm chugging through things in my brain I tend to mumble to myself, rock back-&-forth and stare at the ceiling, but when I'm getting the right answers I feel smart and like I'm accomplishing something. It tends to be "heck yeah! right answer, booyah!" for each problem several times until I hit a problem that makes my brain explode. Then back to the booyah problems. It's a pretty weird experience. I'm looking forward to getting those books from Amazon. I've got Student (Prime) so I'll get them all by Thursday :) If it's any interest to anyone who reads this thread (present or future) here's what I got:This actually was very helpful to read. If one part of it (or perhaps a major part of it) is just doing a ton more problems/exercises, hey at least I know what my game plan is now. One thing I did two quarters ago (Precalc I) studying for the final was to go over all my tests and copy them onto normal paper, then do every test until I could get 100% on them. I got an A- in that class, which I think is part of why I was so crushed and .. almost ashamed I think, emotionally due to failing Precalc II (Trig) so badly. I got 20% or 50% on every test in that class the first time around. Quote by micromass This interpretation of math is not taught in high schools. They reduce it to mindless computations and tricks. They are basically ruining math. I don't blame you for hating math, I would probably hate it too if I were in high school now. I actually read a blog post about this while searching for answers to my dilemma.. something about the CS curriculum being all wrong because it makes math boring, something like that. I'm not in high school but I'm going back to school after 10 years of absence, which is pretty much the same thing ;) Going to college for the first time at 26 (now 27 since it's my 2nd year technically) is rough. But, I'm Bipolar so whatchagonnado. While most people were in college I was partying and trying to kill myself, then getting "psychiatrically sober" and reconstructing my psyche. Things like this just remind me that I need to keep going and do the best I can, even if that means retaking a bunch of classes because I fail them the first time during a depressive cycle. For those who may stumble upon this thread in the future, an update for what it's worth: I'm changing my major. Originally I was thinking some type of Engineering (probably EE or CE) then was more leaning towards CS instead. It made sense because a lot of my friends from high school got majors like that, and I enjoy computers and programming and-blah-blah-blah-whatever. But, it boils down to the fact that I can spend ten hours on Trigonometry and complete maybe four problems in that time. This level and beyond of math just ain't for me right now. And, considering that I tend to hate it (when it's that drawn-out and gory anyway) it's silly to go into a field hating and struggling immensely with what is basically the basis of the field. So! Dear reader, if you feel like I did in the OP, consider switching majors! The weight off your shoulders will feel like you've just discovered a new Trig identity. Wait, bad analogy.
Summary: Provides completely worked-out solutions to all odd-numbered exercises within the text, giving students a way to check their answers and ensure that they took the correct steps to arrive at an answer.2.00
Interpreting series of word problems which require students to find answers and interpret various topics (break-even, average cost, equation of a parabola, profit) with a variety of functions (quadratic, piece-wise, linear, and rational) in word problems. A graphing calculator is required for some problems. An optional statistics problem for the calculator is given. Space is provided for working and answering.For class discussion, groupwork, or homework. A good review of functions for PreCalculus. Could be used in Algebra II or College Algebra, also. 3 pages. Now with solutions. PDF (Acrobat) Document File Be sure that you have an application to open this file type before downloading and/or purchasing. 141
MATH 112 Math for Elementary Teachers II (3) Representations of and operations on the natural numbers, integers, rationals and reals; properties of those operations. Connections to other parts of mathematics and applications. Pre: 111 or consent. FS MATH 140 Precalculus (3) Functions, with special attention to polynomial, rational, exponential, logarithmic, and trigonometric functions, plane trigonometry, polar coordinates, conic sections. Pre: two years of high school algebra, one year of plane geometry, and assessment exam. FS MATH 190 Introduction to Programming (1) An introduction to numerical algorithms and structured programming using Fortran, Basic, or other appropriate language. Pre: one semester of calculus (or concurrent), or consent. MATH 203 Calculus for Business and Social Sciences (3) Basic concepts; differentiation and integration; applications to management, finance, economics, and the social sciences. Pre: two years high school algebra, one year plane geometry, and assessment exam. FS MATH 207 History of Mathematics (3) The historical development of mathematical thought. Pre: one year of calculus. Recommended: 311 or 321. NI MATH 216 Applied Calculus II (3) Differential calculus for functions in several variables and curves, systems of ordinary differential equations, series approximation of functions, continuous probability, exposure to use of calculus in the literature. Pre: 215 or consent. NI MATH 242 Calculus II (4) Integration techniques and applications, series and approximations, differential equations. Pre: a grade of C- or better in 241 or 251A or a grade of B or better in 215; or consent. NI MATH 243 Calculus III (3) Vector algebra, vector-valued functions, differentiation in several variables, and optimization. Pre: a grade of C- or better in 242 or 252A; or consent. NI MATH 251A Accelerated Calculus I (4) Basic concepts; differentiation with applications; integration. Compared to 241, topics are discussed in greater depth. Pre: a grade of A in 140 or assessment and consent. NI MATH 252A Accelerated Calculus II (4) Integration techniques and applications, series and approximations, differential equations, introduction to vectors. Pre: a grade of B or better in 241 or 251A and consent. NI MATH 307 Linear Algebra and Differential Equations (3) Introduction to linear algebra, application of eigenvalue techniques to the solution of differential equations. Students may receive credit for only one of 307 and 311. Pre: 243 or 253A (or concurrent), or consent. MATH 311 Introduction to Linear Algebra (3) Algebra of matrices, linear equations, real vector spaces and transformations. Students may receive credit for only one of 307 and 311. Pre: 243 or 253A (or concurrent), or consent. MATH 402 Partial Differential Equations I (3) Integral surfaces and characteristics of first and second order partial differential equations. Applications to the equations of mathematical physics. Pre: 243 or 253A, or consent. Recommended: 244 and 302. MATH 454 Axiomatic Set Theory (3) Sets, relations, ordinal arithmetic, cardinal arithmetic, axiomatic set theory, axiom of choice and the continuum hypothesis. Pre: 321 or graduate standing in a related field or consent. Not open to mathematics graduate students. MATH 455 Mathematical Logic (3) A system of first order logic. Formal notions of well-formed formula, proof, and derivability. Semantic notions of model, truth, and validity. Completeness theorem. Pre: 454 or consent. MATH 622 Topology (3) Continuation of 621. This is the second course of a year sequence and should be taken in the same academic year as 621. Pre: 621. MATH 631 Theory of Functions of a Real Variable (3) Lebesgue measure and integral, convergence of integrals, functions of bounded variation, Lebesgue-Stieltjes integral and more general theory of measure and integration. (These topics are covered in the year sequence 631–632.) Pre: consent. MATH 632 Theory of Functions of a Real Variable (3) Continuation of 631. This is the second course of a year sequence and should be taken in the same academic year as 631. Pre: 631. MATH 799 Apprenticeship in Teaching (V) An experience-based introduction to college-level teaching; students serve as student teachers to professors; responsibilities include supervised teaching and participation in planning and evaluation. Open to graduate students in mathematics only. Repeatable one time. CR/NC only. Pre: graduate standing in mathematics and consent. MATH 800 Dissertation Research (V) Research for doctoral dissertation
Algebra- Part 2Algebra- Part 2 Book Description This advanced QuickStudy guide is designed for students who are already familiar with Algebra 1. This 6-page guide is laminated and hole-punched for easy use. Covered topics include real number lines, graphing and lines, types of functions, sequences and series, conic sections, problems and solutions and much more! Popular Searches The book Algebra- Part 2 by S B Kizlik (author) is published or distributed by Barcharts [1572229225, 9781572229228]. This particular edition was published on or around 2005-11-30 date. Algebra- Part 2
The 56 activities in this collection give students the opportunity to directly experience, through dynamic visualization and manipulation, the topics covered in precalculus. It finishes with a dynami... More: lessons, discussions, ratings, reviews,... MathPoint is a suite of math tools for students in grades 6 through 12 and college including color graphing, graphing calculator and interactive solving, and an open library for lessons and activit...A user may enter math problems into the program and the output is a step-by-step solution. It's used primarily for solving expressions, relations, factoring, systems of relations, and other step-by-s... More: lessons, discussions, ratings, reviews,... Mathpad is a stand alone math text editor. For math teachers, it can be used to create math quizzes, tests, and handouts. Also you can save any math expression or text as an image for inclusion i... More: lessons, discussions, ratings, reviews,... The Vector Algebra Tools are a comprehensive set of vector algebra calculators that are specifically designed for the study of vectors and vector algebra applications in high school and first year of ... More: lessons, discussions, ratings, reviews,... Cram is test preparation software to use on a mobile device. It allows you to create, import, share, and study for tests. Cram is suited for studying for job training, certifications, homework help, t...With a scope that spans the mathematics curriculum from middle school to college, The Geometer's Sketchpad brings a powerful dimension to the study of mathematics. Sketchpad is a dynamic geometry cons... More: lessons, discussions, ratings, reviews,... All the familiar capabilities of current TI scientific calculators plus a host of powerful enhancements. Designed with unique features that allow you to enter more than one calculation, compare result... More: lessons, discussions, ratings, reviews,... TI-Nspire™ and TI-Nspire™ CAS handhelds and computer software provide students the option to use any of these as a stand-alone learning tool, at school and at home, extending the learning ... More: lessons, discussions, ratings, reviews,... Turn your iPad into a wireless whiteboard. Annotate PDF documents and images live. You can now project PDF documents (such as exported PowerPoint or Keynote decks) to a computer on the same local netw
The Mathematics Division is designed to help all students succeed. Almost every student attending Clark College will have to take some math classes to fulfill the requirements for their degrees or certificates. The Mathematics Division provides a variety of instructors, class meeting times, formats and extra help to accommodate our students' needs. Everyone can be successful in math! Everyone struggles with mathematics at some point, but with patience, practice and persistence we learn the principles and skills that will help us move to the next level. Advances in science, technology, social science, business, industry and government are all dependent upon precise analysis of data. A basic understanding of math is essential to all people who will be entering the job market. Benefits Students gain a better understanding of math concepts and processes, giving them the skills and experience necessary to succeed in college and in careers. Approximate Costs Costs to the student can widely vary. General tuition fees and textbook costs apply to every student taking a math course. A graphing calculator is generally recommended for student use. Costs for graphing calculators start at $115.00. Alternatively, students may borrow a graphing calculator form the Mathematics Division for one quarter at no cost.
Kenn Amdahl and Jim Loats, Algebra Unplugged (1995), is a humorous introduction that stresses concepts rather than formulas to motivate the uninitiated or befuddled to approach the subject. Peter H. Selby, Practical Algebra: A Self-Teaching Guide, 2nd ed., rev. by Steve Slavin (1991), an excellent first or refresher textbook, teaches through thousands of practice problems and review tests. Mildred Johnson, How to Solve Word Problems in Algebra, 2nd ed. (2000), presents a visual approach to solving many types of word
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Consumer Math develops consumer skills in a biblical framework. It was written with the hope and prayer that students would know Christ as Savior, grow in their knowledge of Him, and understand the value of mathematics for their Christian growth and service. Bible verses and applications are included throughout, and each chapter has an in-depth Bible study on stewardship. These features include a mathematics-related theme verse, which you may want your students to memorize. The text is designed to be flexible. It is intended to meet needs of various teachers and teaching goals. Since each class is unique and students have varying abilities, the teacher should adapt the materials to his students. Determine which sections will demand extra time and which sections will be skipped. Select resources and ideas from this Teacher's Edition that are appropriate for the students.
Course Communities So far, we have identified resources for one-variable calculus, multivariable calculus, a first course in ordinary differential equations, and a probability course, as well as for a pseudocourse containing resources for developmental mathematics. . Check out and rate the resources, make comments, start discussions, and recommend additional resources. CalcPlot3D is a java applet that illustrates many multivariable calculus concepts. The applet itself is located at calcNSF/JavaCode/CalcPlot3D.htm. This entry describes an article in Loci: Resources about the applet with extensive discussion of how it can be used to illustrate dot and cross products, motion in the plane and in space, the TNB-frame, the osculating circle, surfaces, level surfaces, partial derivatives, gradients, Lagrange multiplier optimization, defining the limits of integration for double and triple integrals, parametric surfaces, vector fields, and line integrals. Hands-on activity. The purpose is to help students learn to use variables and to write equations to model a problem situation. Helps students learn how to work simple "word problems" by actually doing what is said. A collection of Maple worksheets that go through analytic methods of solving first order differential equations (separable, linear, integrating factor, exact, Bernoulli). The worksheets explain the methods themselves as well as the Maple code needed to solve.
Algebra 1 Online with Books (3rd ed.) Algebra 1 for Distance Learning Help develop your teenager's thinking skills with the Algebra 1 Distance Learning course from BJU Press. Algebra 1 provides the thinking skills and experience required for further education and future careers. Engaging lessons introduce basic algebraic skills in a logical order, including relations, functions, graphing, systems of equations, radicals, factoring polynomials, rational equations, probability and statistics, and quadratic functions. It also presents algebra as an important tool that your teen can use in exercising dominion over the earth as God commanded. Mr. Bill Harmon teaches this course. It is based on the Algebra 1 (3rd ed.) textbooks from BJU Press. This course includes an abridged electronic version of the teacher's edition and student textbook that can be viewed while logged on to bjupressonline.comMr. Bill Harmon, BS Bill Harmon has loved science for as long as he can remember. After completing his B.S. in Chemistry, he returned to Florida where he gained experience teaching a variety of subjects: science, math, Latin, and computer courses. Now he works as a chemist in the Safety Services Office at BJU, teaches Distance Learning Physics and Algebra, and teaches Chemistry at Bob Jones Academy. He is currently pursuing an M.Ed. in Secondary Education. He and his wife Mary Ann have two children, Brian and Janette. His favorite Bible verse is II Timothy 3:14.
Hi, This morning I began working on my math assignment on the topic Intermediate algebra. I am currently not able to complete the same since I am unfamiliar with the fundamentals of binomial formula, decimals and quadratic formula. Would it be possible for anyone to assist me with this? Algebrator is one of the best resources that can render help to people like you. When I was a novice, I took support from Algebrator . Algebrator covers all the basics of Remedial Algebra. Rather than using the Algebrator as a step-by-step guide to solve all your homework assignments, you can use it as a tutor that can offer the basics of dividing fractions, multiplying matrices and binomials. Once you understand the basics, you can go ahead and solve any tough assignments on Algebra 2 in no time. I used Algebrator also, especially in Remedial Algebra. It helped me so much, and you won't believe how uncomplicated it is to use! It solves the exercise and it also explains everything step by step. Better than a teacher! Algebrator is a user friendly product and is surely worth a try. You will find lot of interesting stuff there. I use it as reference software for my math problems and can swear that it has made learning math much more enjoyable. I'm sorry. I should have included the connection our first time around: I don't have any knowledge about a test copy, but the recognized sellers of Algebrator , as opposed to some suppliers of imitation software, put up an entire satisfaction guarantee. Hence, you can order the official copy, test the package and send it back if one is not gratified by the performance and functionality. Even though I think you are gonna love this program, I am very interested in learning from anyone should there be something for which the software doesn't excel. I don't desire to recommend Algebrator for something it cannot do. Only the next one discovered will likely be the first one!
mathlab Mystatlab Student Access Kit For Ad Hoc Valuepacks Prealgebra : An Integrated Approach Student Solutions Manual for Prealgebra An Integrated Approach Worksheets for Classroom and Lab Practice for Prealgebra : An Integrated Approach Summary This book helps to better prepare students for higher-level math courses by integrating basic algebraic concepts early and continuing to revisit those concepts throughout. The friendly composition and the many pedagogical features are designed to help with student comprehension. The modern, relevant applications increase student motivation by immersing them in truly genuine and realistic mathematical situations.
18523355 Concise Approach to Mathematical Analysis This text introduces to undergraduates the more abstract concepts of advanced calculus, smoothing the transition from standard calculus to the more rigorous approach of proof writing and a deeper understanding of mathematical analysis. The first part deals with the basic foundation of analysis on the real line; the second part studies more abstract notions in mathematical analysis. Each topic contains a brief introduction and detailed examples
RELATED LINKS Math 180 - Elementary Functions – Fall 2006 MWRF 8:00 - 8:50 MC 346 Instructor: Diane Overturf, M.S. Office: MRC 571 Telephone: 796-3654 Email: Droverturf@viterbo.edu Office Hours: R 9:00-9:50. Other times can be arranged by appointment. Additional help: Individual help is also available in the Learning Center located in MC 332. You can sign up for individual tutoring at any time or drop in for homework help. Text: Required: Precalculus: Functions and Graphs, tenth edition by Swokowski and Cole Optional: Student's Solutions Manual for the text listed above. Although this is not required, I strongly recommend purchasing it. Course Catalog Description: Topics include polynomial, exponential, logarithmic, and trigonometric functions and an introduction to vectors and analytic geometry. Core Skill Objectives: Communication Skills Writes competently within the major and for a variety of purposes and audiences.Applies the skills of planning, monitoring and evaluating. Life Values Analyzes, evaluates and responds to ethical issues from an informed personal value system. Aesthetic Skills Develops an aesthetic sensitivity. Cultural Skills Participates in activities that broaden the student's customary way of thinking. Course Objectives: Communication Skills Use graphs to represent mathematical behavior. Model problems from geometry and other disciplines using function concepts. Attendance and Academic Honesty: Attendance is essential. You are adults and mature enough to realize that in order to succeed in this class it is vital that you be here. If you cannot make it to class and have any questions, contact someone in the class or myself. To make up a missed quiz or exam you must contact me before the start of class. Tardiness is a disruptive influence on the class and will affect your grade as follows. After 4 times of being tardy, one point will be deducted from your quiz total points for each additional day you are tardy. You are responsible for all information given during class. Missed quizzes and exams may be made up if and only if you contact me before the quiz or exam and have a legitimate excuse. Cheating will not be tolerated. First offense will be a zero for the particular work; a second offense will result in an F for the course. Responsibility: My responsibility is to help you learn the material in this class through presenting new concepts, modeling the process of solving problems, and challenging you do your best. I will do this to the best of my ability. Your responsibility is to be actively engaged in the process of learning through attending class, reading the text, listening attentively, taking notes, practicing the concepts through doing daily assigned homework, asking questions when you need clarification, and seeking outside help when you need it. You will not succeed in this class if you are unwilling to put time into practicing the concepts outside of class. I encourage you to study with others and to seek a tutor if you find the material difficult. You are responsible for all information and assignments given during class, even if absent. Americans with Disabilities Act: If you are a person with a disability and require any auxiliary aids, services or other accommodations for this class, please see Wayne Wojciechowski in Murphy Center, Room 335 (796 - 3085) within ten days to discuss your accommodation needs. Chapter Exams: (30%) Assignments: (30%) Individual and group assignments, for grade, will be given throughout the semester. Group assignments are to be completed as a group. Every member of the group will receive the same grade. If a member of your group is not pulling his/her weight contact me. Any student who does not actively participate in completing group assignments may be asked to complete them alone. Writing Assignments: I will assign a number of related writing projects during the semester. I will collect and read them twice - at mid-semester and at the end of the semester. Writing Assignments will be graded on accuracy, completeness, thought put into your responses, and writing skills. Quizzes: (10%) Quizzes will be given at least once a week, with the possible exception of exam weeks. You will have a quiz the last day of every week (usually Friday). A pop quiz can occur at any time. Final Exam: (30%) Your final exam grade will consist of a take home group, open book exam and a comprehensive individual, closed book exam given on Wednesday Dec 13 from 7:40 to 9:40 PM. The two will be combined to form one Final Exam grade as follows: group exam (1/3), individual exam (2/3). Late Assignments will be accepted up to three days late. For each day late your grade will be deducted 10 percentage points (one grade level). After three days, a zero will be given for that assignment. Any extra credit assignments will not be accepted late. Extra Credit assignments may be offered during the semester. Extra credit assignments are not accepted late. Extra Credit is graded on a point for each problem correctly done and the points are added to your quiz scores. Extra Credit will not raise your grade more than one half grade level. I.e. it can raise your grade from a BC to a B but not from a C to a B. Missed Quizzes and Exams: Missed quizzes and exams may be made up if and only if you contact me before the quiz or exam and have a legitimate excuse. Schedule: This schedule may change as we progress through the course. You will be notified of any changes. You are responsible for knowing these dates. Graded assignment due dates will be announced as they are assigned.
Prepare for Pre-Stats/ GMAT/ SAT Stats 101For the things of this world cannot be made known without knowledge of mathematics &nbsp Course introduces you to basic numerical and statistics skills to get you up-to-date on the basic prerequisites on statistics. Brushing up on basic numerical skills is necessary to succeed in taking statistics for Business, Psychology, Sociology and so on. This course will enable you to to sharpen numerical skills in case you haven't taken a formal mathematics course or a data management course. This course has been especially designed for adult learners. &nbsp Brush up on your basic Math/ Statistics skills now with an expert &nbsp Why should you enroll in this course: You will be able to improve your numerical skills Course will prepare you with the prerequisites for taking statistics courses (non-calculus) in college and university Course brushes some important concepts that will be a repeat on most business stats and psych stats 101 undergrad courses in college What's in the box: Mixture of PPT and video lectures with relevant references to the worksheets Email help is also available throughout the course &nbsp Course outline: &nbsp Factorials Combinations Permutations Fractions Percents Number Properties Operations Probability Statistics &nbsp About the Instructor Chirayu K Trivedi Canada Mr. Sheru is a coordinator for a company called My York Tutor. He holds the degree of BA-Mathematics for Commerce Graduate(Honors) and has 5+ years of tutoring experience at the high school and university level. He has trained more than 1000 students in past 5 years. He has tutored both high school Mathematics, including data management and calculus, and university courses, including business statistics and psychology statistics.
Beginning Algebra With Applications 9780618803590 ISBN: 0618803599 Pub Date: 2007 Publisher: Houghton Mifflin Summary: Intended for developmental math courses in beginning algebra imm...ediate feedback, reinforcing the concept, identifying problem areas, and, overall, promoting student success."New!" "Interactive A Concepts of Geometry section has been added to Chapter 1."New!" Coverage of operations on fractions has been changed in Section 1.3 so that multiplication and division of rational numbers are presented first, followed by addition and subtraction"New!" A Complex Numbers section has been added to Chapter 11, "Quadratic Equations.""New Media!" Two key components have been added to the technology package: HM Testing (powered by Diploma) and, as part of the Eduspace course management tool, HM Assess, an online diagnostic assessmentEl Monte, CAShipping:StandardComments: 0618803599 MULTIPLE COPIES AVAILABLE. New book may have school stamps but never issued. 100% gua... [more] 0618803599 MULTIPLE COPIES AVAILABLE. New book may have school stamps but never issued. 100% guaranteed fast shipping! !
4-color hardback text w/complete text-specific instructor and student print/media supplement package AMATYC/NCTM Standards of Content and Pedagogy integrated in Exercise Sets, Sourced-Data Applications (students are also asked to generate and interpret data), Scientific and Graphing Calculator Explorations Boxes, Mental Math exercises, Conceptual and Writing exercises, geometric concepts, Group Activities, Chapter Highlights, Chapter Reviews, Chapter Tests, and Cumulative Reviews 6 step Problem-Solving Approach introduced in Chapter 2 and reinforced throughout the text in applications and exercises helps students tackle a wide range of problems Early and intuitive introduction to the concept of graphing reinforced with bar charts, line graphs, calculator screens, application illustrations and exercise sets. Emphasis on the notion of paired data in Chapters 1 and 2 leads naturally to the concepts of ordered pair and the rectangular coordinate system introduced in Chapter 3. Graphing and concepts of graphing linear equations such as slope and intercepts reinforced through exercise sets in subsequent chapters, preparing students for equations of lines in Chapter 7
Finished the exercise we had started in class. Showed how this problem related to the take home questions. Day 55: Monday, 4/29 Covered section 11.4 - and demonstrated the earlier sections by going through an example very thoroughly using the programs on the graphing calculator: Slopes, Euler, and Euler2. Day 54: Friday, 4/26 Covered section 11.2 and 11.3. Discussed the principles behind Euler's method, and showed how to use it with a particular differential equation. Day 53: Thursday, 4/25 Worked in lab on Slope Fields. Had emailed students a mathematica file that had the command lines that would allow them to define a particular differential equation, create the general solutions to the DE, create a slope field, and then create solution curves superimposed on the slope field. Day 52: Wednesday, 4/24 Began chapter 11. Discussed what a Differential Equation was, and how we could test to see if a specific function was a solution to a differential equation. Finished section 8.2 - Did a problem of building a set of semicircles on a particular region, and finding the volume of that solid. Also developed the concept of arc length - developing the formula with the class - and then applying the formula for a specific exercise. Continued work on section 8.2. Did another exercise involving washers - revolving around a horizontal line. Day 49: Thursday, 4/18 Had students complete the Survey of Teaching forms at the beginning of class. Students worked on Graded Work 6 in the lab. Extended the due date for Graded Work 6 until Monday, 4/22. Day 48: Wednesday, 4/17 Began section 8.2. Worked on several examples, showing how to find volumes of solids of revolution by the disk method. Began one problem that involved a washer. Will complete that problem on Friday, as well as begin the problems dealing with arc length. Handed out Graded Work 6. Students should be working on this material during class time while I am away. Students spent the remainder of the class working on the quiz. Day 43: Monday, 4/8 Discussed section 10.2 and 10.3 more, showing a demonstration on mathematica that helped us see the error in the TP approximation compared to the function value. Showed how to determine if a Taylor Series converges or diverges by using the ratio test. Day 42: Friday, 4/5 Discussed Sections 10.1 and 10.2, showing students the pattern for how you generate a Taylor Series centered at a. Worked through exercise 2 from section 10.2. We will continue to discuss Taylor Series on Monday. Quiz/Test on Chapter 9 will be on Wednesday - worth 60 points. It will contain 6 problems, a different type of test for each problem. We have covered 7 types of test. The problems will be in random order, not in the order that we covered the tests. Day 41: Thursday, 4/4 Finished discussing exercise 12, showing how to prove that the series converged for a finite interval. Gave students time to work together on the sheet of series. Handed out my solutions to these problems. Day 40: Wednesday 4/3 Discussed Power Series. Emphasized how power series differed from our numerical series. Handed out a sheet that showed tables for Exercise 12. Focused on 3 specific values for x, and showed clear evidence of convergence for two of them, though the power series clearly converged more slowly for one point than the other. For the third x value, the series clearly diverged. Test on Chapter 9, sections 1 - 4 will be next Wednesday. Day 39: Monday 4/1 Teacher out sick. Sent students a sheet to work on for series over email. Collected Graded Work 6. Finished section 9.3. Emphasized the requirements for the integral test. Did a number of examples. Day 35: Monday 3/25 Discussed section 9.3. Worked through the harmonic series, and showed how you can compare to an improper integral that diverges. Spent a lot of time helping students see how they had to thoughtfully read the book to pick up some of the essential details. Day 34: Friday, 3/22 Handed back GW 4 and partial answers. Discussed question 3 in some detail. Answered some questions from practice exercises in section 9.2. Lively discussion of # 17! Will start section 9.3 on Monday. Students should make sure they are working on graded work and practice exercises from 9.1 and 9.2. Day 33: Thursday, 3/21 Students worked on GW 6. Day 32: Wednesday, 3/20 Gave students a chance to review and redo the mathematica part of graded homework for Friday, in case the feedback from the test would influence their explanations to the homework. Changed test to Wednesday! GW 4 will be ALL due on Friday, 3/8. We will start Chapter 9 on Monday. Day 25: Thursday 2/28 Worked in computer room on GW 4. Showed students how to work with tables in the most effective way in terms of presenting their work in a professional way. Created the first set of tables together with the class. Students continued work on the second set of tables. Day 24: Wednesday 2/27 Worked through one of the practice exercises from section 7.7. Answered some other conceptual questions that students had about the material. Talked about the composition of the test on Monday. Handed out GW 4 & 5. Spent some time talking about what I was looking for. Please notice that the material is due in two pieces. Only question 4 must be done using mathematica. Worked on another problem from section 7.8. Day 23: Monday 2/25 Finished working on the third scenario for the general improper integral below. Walked through section 7.8, asking students to pay particular attention to key information. Worked on some examples from section 7.8. Encouraged students to begin working on discovering the patterns of convergence and divergence of the integral from 0 to 1 of 1/x^p. This proof will follow the same type of pattern as our work for the integral from 1 to infinity. There will again be 3 cases to consider. This will be part of the next turn in homework assignment. Day 22: Friday 2/22 Answered some questions from section 7.7. Completed # 18 from section 7.7 - which was an improper integral that diverged. Began working through Example 3 from section 7.7 to consider what happens to the improper integral from 1 to infinity of 1 / x^p. Showed that there were three distinct cases.... when p > 1, when p < 1 and when p = 1. We got through the first two cases, and will finish this work on Monday. Day 21: Thursday 2/21 Began section 7.7. Walked students through the section pointing out some very important ideas. Students should take additional notes from the book, as the work I will do in class will be to clearly demonstrate the core ideas - but I will not be writing out all the the definitions and background material. Worked on two specific exercises # 6 and # 16. #6 was improper because one of the limits was infinite. # 16 was improper because the integrand was boundless at one of the endpoints. We will continue work with these ideas tomorrow. Day 20: Wednesday, 2/20 Handed back tests and answer key. Handed out Practice Exercises for Unit 3 Reviewed material we had covered for section 7.5 on approximation techniques. Continued to work with this material. Did an example from section 7.5 and and example from 7.6. Day 19: Friday, 2/15 Test # 1. Day18: Thursday 2/14 Spent the class reviewing by answering questions students had on practice exercises. Test # 1 tomorrow. Day 17: Wednesday 2/13 Answered several questions on the practice exercises. Presented the core ideas in section 7.4 on the use of Left and Right hand rectangle sums, Midpoint Rectangle sums, and sum of areas of trapezoids. Discussed which were overestimates and which were underestimates, and what controlled that - i.e. increasing, decreasing, or concavity. Showed how to use the Integral program on the calculator to create the results for these rules. Notice, there will be a test on Friday that covers chapt 6 and chapt 7 sections 1, 2, 4. Answered some questions on practice problems. Discussed Integration by partial fractions, showing two examples: One with 2 linear factors in denominator, and one with a linear factor and a quadratic factor. Day 15: Friday 2/8 Class cancelled due to impending snow storm. Day 14: Thursday 2/7 Collected GW 3. Began section 7.2 - Integration by Parts. Showed how the formula was developed by working from the derivative of a product. Showed the short cut form. Did problems 10 and 4. Then showed students how to access Wolfram Alpha, and how they could use this with the "Show Steps" feature to help them work their way through integration problems that caused them trouble. We will do a problem with a "repeated integral" in the next class. Day 13: Wednesday 2/6 Spent some time reviewing some of the questions that students had asked me during my office hours in relation to the turn in assignment which is due tomorrow. Answered several questions on the practice exercises from 7.1, pointing out that not every problem that was presented could be done by substitution, and that students needed to be aware that they might have to use other approaches, including simplifying the integrand before doing the integration. Finished section 7.1 - discussed two different approaches to completing a definite integral problem when using substitution. One approach changes to u, and changes the limits of integration accordingly. The problem is then completed using the variable u. The other approach uses u to help find the antiderivative, but then reverts to the original variable, and uses the original limits of integration. Students should work on exercises 47 - 53 odd, and then 55, 59, 63, 67. I will get the next practice exercise sheet out as soon as possible. Day 12: Monday 2/4 Finished discussing # 30 from section 6.4. Began section 7.1 - Integration by substitution. Pointed out key ideas in the book, and discussed how the book structured the examples, giving the first few worked out by trial and error, and then honing in on the actual technique of substitution. Students should work on exercises 3 - 39 odd. We will continue with this section on Wednesday. Day 11: Friday 2/1 Went over the GW 3 sheet, making some points to students about what level i was looking for, and where on the sheet they would be using the capabilities of Mathematica other than as a word processor. Worked on section 6.4, doing problems 10, 16, and almost finishing 30. I will put the finishing touches on #30 on Monday, and will be starting Chapter 7. Day 10: Thursday 1/31 Quiz on sections 6.1 and 6.2. Handed out GW 3, and reminded students that they should first work through Section 17 of Part 3 Mathematica instructions before trying to work on the table asked for on the assignment. Day 9: Wednesday 1/30 Handed back GW 2 with answers. Discussed what students should do each time they get a graded assignment back. If anyone has questions on their paper, please come and talk to me about it as soon as possible. Handed out Part 3 mathematica instructions, and asked students to make sure to bring the packets with them to lab tomorrow. After the quiz, students should go through section 17 of these instructions in preparation for the next graded homework assignment. Quiz tomorrow will cover sections 6.1 and 6.2. The practice exercises for Success Strategies will NOT be due tomorrow. I will let you know a future date for that material, since we are not where I predicted we would be because of the storm on Monday. Answered some questions on practice homework. Began section 6.4. Did exercise 6. Will finish the discussion of this section on Friday. Day 8: Monday 1/28 Answered some questions on 6.2. Spent time doing work with some of the definite integrals in this section, emphasizing the notation used, and need to make sure that parentheses were used appropriately. Worked on 3 specific practice problems. Reminded students that there was a quiz on Thursday on sections 6.1 and 6.2. Handed out attendance cards with grades indicated for GW1 to make sure that all students agreed with their grade. Asked students to write their grade on the back of their Success Strategies grade sheet ( turquoise). Day 7: Friday 1/25 Answered some questions on section 6.1 practice problems. Discussed the concept that a general antiderivative or indefinite integral resulted in a family of functions that were only different by the constant. Went over how to find the antiderivative of a power function where the exponent was not equal to -1. Discussed the situation where the exponent was -1, so the integrand would be 1/x. Showed that the antiderivative would be ln \|x\| + C. Students should read the material in 6.2 and work with the practice exercises from this section. Day 6: Thursday 1/24 Collected GW 2. Worked on section 6.1. Talked about the examples that were in the text book, pointing out some specifics that students should focus on as part of their work for this material. Worked through Exercises 4, 6 and 10 in class, emphasizing what the examples were demonstrating, how they were similar and how they were different. Students should work on some of the practice exercises from the Practice Exercises for Unit 1 sheet for tomorrow. Reviewed the last question on the Derivative Review Material from the first day. Handed out a Review Sheet on Integration, and gave students time to discuss some of the material together. Reviewed questions 1 and 3 together as a class. Students should work on 3 things before the next class: 1) Continue work on Graded Work 2. 2) Complete problem 4 on the review sheet on Integrals, and 3) Work on the specific exercises listed on the Practice Work for Week 1 sheet. On Wednesday, I will answer any questions on review material, and also begin Chapter 6. Day 3: Thursday 1/17 Meet in Lab. Handed out Graded Work 2 (Green). Handed out Part 1 and Part 2 of Basic Instructions for Mathematica. (Extra copies in bin outside my door.) These instructions have been significantly revised from the ones you may have received last semester, so you should use these as reference. Gave students time to work on Graded Work 2 in the lab. The intent of the assignment is to have you review key ideas from Calculus 1 while also honing your skills on Mathematica.
Workbook in Polygons and Space figuresPresentation Transcript contents next A premier university in CALABARZON, offering academic programs and related services designed to respond to the requirements of the Philippines and the global economy, particularly Asian Countries. contents back next The University shall primarily provide advanced education, professional, technological and vocational instruction in agriculture, fisheries, forestry, science, engineering, industrial technologies, teacher education, medicine, law, arts and sciences, information technologies and other related fields. It shall also undertake research and extension services and provide progressive leadership in its areas of specialization. contents back next In pursuit of the college vision/mission the College of Education is committed to develop the full potentials of the individuals and equip them with knowledge, skills and attitudes in Teacher Education allied fields to effectively respond to the increasing demands, challenges and opportunities of changing time for global competitiveness. contents back next Produce graduate who can demonstrate and practice the professional and ethical requirement for the Bachelor of Secondary Education such as: 1. To serve as positive and powerful role models in pursuit of learning thereby maintaining high regards to professional growth. 2. Focus on the significance of providing wholesome and desirable learning environment. 3. Facilitate learning process in diverse type of learners. 4. Use varied learning approaches and activities, instructional materials and learning resources. 5. Use assessment data plan and revise teaching – learning plans. 6. Direct and strengthen the links between school and community activities. 7. Conduct research and development in Teacher Education and other related activities. contents back next This Teacher"s "Module in solving Polynomials" is part of the requirements in Educational Technology 2 under the revised curriculum for Bachelor in Elementary Education based on CHED Memorandum Order (CMO)-30, Series of 2004. Educational Technology 2 is a three (3)-unit course designed to introduce both traditional and innovative technologies to facilitate and foster meaningful and effective learning where students are expected to demonstrate a sound understanding of the nature, application and production of the various types of educational technologies. The students are provided with guidance and assistance of selected faculty members of the College on the selection, production and utilization of appropriate technology tools in developing technology-based teacher support materials. Through the role and functions of computers especially the Internet, the student researchers and the advisers are able to design and develop various types of alternative delivery systems. These kinds of activities offer a remarkable learning experience for the education students as future mentors especially in the preparation and utilization of instructional materials. The output of the group"s effort on this enterprises may serve as a contribution to the existing body instructional materials that the institution may utilize in order to provide effective and quality education. The lessons and evaluations presented in this module may also function as a supplementary reference for secondary teachers and students. REVELLAME, JEZREEL A. Workbook Developer MAGAYON, LOUIE M. Workbook Developer contents back next This Teacher"s "Module in solving Polynomials" is part of the requirements in Educational Technology 2 under the revised curriculum for Bachelor in Elementary Education based on CHED Memorandum Order (CMO)-30, Series of 2004. Educational Technology 2 is a three (3)-unit course designed to introduce both traditional and innovative technologies to facilitate and foster meaningful and effective learning where students are expected to demonstrate a sound understanding of the nature, application and production of the various types of educational technologies. The students are provided with guidance and assistance of selected faculty members of the College on the selection, production and utilization of appropriate technology tools in developing technology-based teacher support materials. Through the role and functions of computers especially the Internet, the student researchers and the advisers are able to design and develop various types of alternative delivery systems. These kinds of activities offer a remarkable learning experience for the education students as future mentors especially in the preparation and utilization of instructional materials. The output of the group"s effort on this enterprise may serve as a contribution to the existing body instructional materials that the institution may utilize in order to provide effective and quality education. The lessons and evaluations presented in this module may also function as a supplementary reference for secondary teachers and students. FOR-IAN V. SANDOVAL Computer Instructor/Adviser Educational Technology 2 DELIA F. MERCADO Workbook Consultant ARLENE G. ADVENTO Workbook Consultant LYDIA R. CHAVEZ Dean College of Education contents back next The authors wish to express their sincerest gratitude and appreciation to the support of those who assisted them to this requirement for their time and effort to finish their workbook. Without their cooperation, all of these have not been possible. First, the authors want to express their deepest gratitude to our Lord Jesus Christ, who serves as the greatest inspiration, for all the strength and wisdom that He had gave to enhance their spiritual parts for carrying in times of trouble for still giving hope. Mr. For – Ian V. Sandoval, who spent his time in giving instruction and sharing his knowledge in the production of this activity workbook. Prof. Lydia R. Chavez, Dean of College of Education, for her generous assistance. Mrs. Arlene G. Advento and Mrs. Delia F. Mercado, consultants and major teachers, for their valuable comments, suggestions, ideas and for sharing their knowledge which made this workbook of more substance and more meaningful. Parents for their love, moral and financial supports in making this workbook. Classmates and friends, whose served as an inspiration and shared their ideas on this workbook. Someone special for support, love and inspiration. The Authors contents back next Polygons are very useful graphical tool. Three- - dimensional shapes solids can easily be approximated with few polygons, and, when good shading and texturing are applied, they can look reasonably realistic. They can be drawn quickly and cover up very little storage space. Polygons are enclosed area bounded by at least three sides. A polygon can be defined as a set of points or a set of line segments. The order in which the set of points are listed is important. Different orders mean different polygons. These two polygons are made from the same set of points, listed in a different order. Space figures are figures whose points do not all lie in the same plane. In this unit, we'll study the polyhedron, the cylinder, the cone, and the sphere. Polyhedrons are space figures with flat surfaces, called faces, which are made of polygons. Prisms and pyramids are examples of polyhedrons. Cylinders, cones, and spheres are not polyhedrons, because they have curved, not flat, surfaces. A cylinder has two parallel, congruent bases that are circles. A cone has one circular base and a vertex that is not on the base. A sphere is a space figure having all its points an equal distance from the center point. The space that we live in have three dimensions: length, width, and height. Three-dimensional geometry, or space geometry, is used to describe the buildings we live and work in, the tools we work with, and the objects we create. First, we'll look at some types of polyhedrons. A polyhedron is a three-dimensional figure that has polygons as its faces. Its name comes from the Greek "poly" meaning "many," and "hedra," meaning "faces." The ancient Greeks in the 4th century B.C. were brilliant geometers. They made important discoveries and consequently they got to name the objects they discovered. That's why geometric figures usually have Greek names! We can relate some polyhedrons--and other space figures as well--to the two-dimensional figures that we're already familiar with. For example, if you move a vertical rectangle horizontally through space, you will create a rectangular or square prism. If you move a vertical triangle horizontally, you generate a triangular prism. When made out of glass, this type of prism splits sunlight into the colors of the rainbow. Now let's look at some space figures that are not polyhedrons, but that are also related to familiar two-dimensional figures. What can we make from a circle? If you move the center of a circle on a straight line perpendicular to the circle, you will generate a cylinder. You know this shape--cylinders are used as pipes, columns, cans, musical instruments, and in many other applications. A cone can be generated by twirling a right triangle around one of its legs. This is another familiar space figure with many applications in the real world. If you like ice cream, you're no doubt familiar with at least one of them! A sphere is created when you twirl a circle around one of its diameters. This is one of our most common and familiar shapes--in fact, the very planet we live on is an almost perfect sphere! All of the points of a sphere are at the same distance from its center. There are many other space figures--an endless number, in fact. Some have names and some don't. Have you ever heard of a "rhombicosidodecahedron"? Some claim it's one of the most attractive of the 3-Dimensional figures, having equilateral triangles, squares, and regular pentagons for its surfaces. Geometry is a world unto itself, and we're just touching the surface of that world. In this unit, we'll stick with the most common space figures. contents back next At the end of the workbook, students are expected to: 1. define what polygon is; 2. know the different formulas in areas of polygons, surface areas and volumes of space figures; 3. exercise the ability of the student in solving problem; 4. solve the areas of polygons; 5. solve the surface areas and volumes of space figures; 6. develop the skills of the students in solving problems involving different formulas; 7. solve practical problems dealing with the different formulas in polygons in easy way and less hour; and 8. formulate their own formulas in getting the areas of polygons, surface areas and volumes of space figures. contents back next Name:_______________________________ Score: ____ Year/section: ____________ Date: _____ ACTIVITY 17 Instruction: Solve the following. 1. One angle of a rhombus is 88. What are the measures of the exterior angles? 2. A polygon has 22 sides. Find the sum of the measure of the exterior angles. 3. An interior angle of a regular polygon is 120. How many sides does the polygon have? 4. The measure of each interior angle of a regular polygon is 8 times that of an exterior angle. How many sides does the polygon have? 5. In heptagon, the sum of the six exterior angles is 297. What is the measure of 7 th exterior angle? 6. The sum of the angles of polygon is 1620. How many sides does the polygon? 7. What is the measure of each interior angles of a regular 20-sided polygon? contents back next Name:_______________________________ Score: ____ Year/section: ____________ Date: _____ ACTIVITY 23 Instruction: Answer the following questions. Give the reason. 1. Are all squares similar? 2. Are all rectangles similar? 3. Are all equilateral triangles similar? 4. Two rhombuses each has 60˚ angle. Must they be similar? 5. Two isosceles trapezoids each has 100˚ angle. Must they be similar? 6. The length and width of one rectangle are each 2cm more than the length and width of another rectangle. Are they similar? 7. If two figures are congruent, are they also similar? 8. If two figures are similar, are they also congruent? 9. Are equiangular triangles similar? 10. The length and width of a rectangle are 20 cm and 15cm respectively. Is a rectangle whose length and width are 12cm and 9cm respectively, similar to the given rectangle? contents back next Name:_______________________________ Score: ____ Year/section: ____________ Date: _____ ACTIVITY 24 Instruction: Solve the following problems. 1. Two isosceles triangles are similar and the ratio of corresponding sides is 3 to 5. If the base of the smaller triangle is 18cm, find the base of the bigger triangle. 2. Given two similar triangles, triangle UST and triangle PLU with US = 8 cm, ST = 12 cm and UT = 16cm. If PL = 12 cm, find the lengths of the other two sides. 3. What is the length of longer leg of a triangle whose shorter leg is 24 cm, if the ratio of the shorter leg to the longer leg of a similar triangle is 5/6? 4. A copier machine is to reduce a diagram to 75% of its original size. The size of rectangle in the diagram after it has been reduced is 9 cm by 12 cm. What are the dimensions of the bigger rectangle? 5. Stan and Gina created a design 6 inches by 8 inches for a piece of cloth that is 1 ft wide. They plan to cross-stitch the same design on a piece of cloth that is 18 inches wide. What should be the measurement of the new design? contents back next Part II "A mathematical problem should be difficult in order to entice us, yet not completely inaccessible, lest it mock at our efforts. " David Hilbert contents back next Name:_______________________________ Score: ____ Year/section: ____________ Date: _____ ACTIVITY 27 Instruction: Answer the following problems. 1. The measure of a basketball court is 26 cm by 14 cm, find its area. 2. Find the area of a baseball court with the measure of 90 ft by 60 ft. 3 . One face of chalk box has a length 60 cm and its width is 30 cm, find its area. 4. If the measure of a volleyball court is 50ft by 70 ft, what is area. 5. The measure of a floor is 26 m by 78 m, find its area. 6. Find the floor area of the gymnasium whose length and width is 65 m and 45 m respectively. 7. A badminton court has a measure of 27 m by 36 m, find its area. contents back next Name:_______________________________ Score: ____ Year/section: ____________ Date: _____ ACTIVITY 28 Instruction: Solve the following problems. 1. Find the length of the base of a rectangle with the area of 186 square yards and a length of the altitude of 13 yards. 2. One dimension of rectangular pool table is 76 cm. Its area is 8664 cm 2, find the other dimension. 3. The length of the base of the table in the canteen is 15 m and the length of the diagonal is 17 m. Find its area. 4. Find the area of a rectangle if the length of the base is 5 m and the length of the diagonal is 13 m. 5. Find the area of a rectangle ABCD where AB = 5 cm and BC = 8 cm. contents back next Name:_______________________________ Score: ____ Year/section: ____________ Date: _____ ACTIVITY 33 Instruction: Solve the following problems. 1. How many 6 – inch square bricks are needed to fill in a square window frame whose area is 900 sq. in.? 2. Find the dimension of a square field whose area is 196 square meters. 3. The area of a square is 675 cm2. Find the length of its side. 4. The coordinates of the vertices of a square are (0 , 5), (5, 0), (0 , - 5) and ( - 5, 0). What is the area of th square? 5. Find the area of a square LOVE with LO = 10 cm and OV = 10 cm. contents back next Name:_______________________________ Score: ____ Year/section: ____________ Date: _____ ACTIVITY 48 Instruction: Find the L.A and T.A for each right rectangular prism. 1. 12 2. 15 9 10 10 9 3. The perimeter of the base of a right prism is 12cm and the height is 6cm. Find the L.A.. 9 4. The perimeter of the base of a right prism is 8m and the height is 3m. Find the L.A. 5. Find the L.A. and the T.A. of the cube. 5cm 6. The edge of a cube is 7cm. find the L. A. and T.A. 7. The perimeter of the base of a cube is 16cm. Find the T.A. 8. The perimeter of the base of a cube is 24m. Find the T.A. 9. Find the L.A. and T. A. of a right prism whose base is a square. contents back next Name:_______________________________ Score: ____ Year/section: ____________ Date: _____ ACTIVITY 50 Instruction: Complete each statement with always, sometimes, or never. 1. The lateral faces of a pyramid are_________ triangle regions. 2. The number of lateral edges is _________ the number of vertices of the base of regular pyramid. 3. The lateral faces of a pyramid are _________ congruent. 4. The base of a regular pyramid is ___________ congruent. 5. The lateral faces of a regular pyramid are _________scalene triangles. contents back next Name:_______________________________ Score: ____ Year/section: ____________ Date: _____ ACTIVITY 53 Instruction: Find the total surface area of each polygon using the given conditions. 1. Regular pyramid, whose base is a square of side 10 inches and whose altitude is 12 inches. 2. A regular pyramid, whose base is a hexagon of side 10 inches and whose altitude is 20 inches. 3. Frustum of a regular square pyramid, whose base has sides 20 inches each long, respectively, and whose altitude is 12 inches. 4. The base of square pyramid is 5 ft, the area of the base is 25 ft 2, the perimeter is 20 ft and the altitude is 4 ft. 5. The perimeter of the base is 34 cm and the altitude is 14 m. contents back next Name:_______________________________ Score: ____ Year/section: ____________ Date: _____ ACTIVITY 55 Instruction: Solve the following problems. Use the figures at the right side. 1. The height of the smaller cylinder is 8. What 10 m is the height of the larger cylinder? 5m 8m 2. The surface area of the larger cylinder is 288п. What is the surface area of the smaller cylinder? 3. The diameter of the larger cylinder is 10. 10 m What is the diameter of the smaller cylinder? 10 m 4. The surface area of the smaller cylinder is 5m 25 m 75п. What is the surface area of the larger cylinder? 5. The radius of the smaller cylinder is 5. What is the radius of the larger cylinder? contents back next Name:_______________________________ Score: ____ Year/section: ____________ Date: _____ ACTIVITY 62 Instruction: Solve the following. 1. The surface area of a great circle of a sphere is 6900 cm2 .What is the surface area of the sphere? 2. The surface area of the great circle of a sphere is 1m2.What is the area of the sphere? 3. The area of a sphere is 476m2 .What is the surface area of a great circle of the sphere? 4. A soccer ball has a diameter 0f 9.6 inches. Find the surface area of the sphere. 5. Consider the earth as a sphere with a radius of 4000 miles. Find its surface area. contents back next Name:_______________________________ Score: ____ Year/section: ____________ Date: _____ ACTIVITY 64 Instruction: Solve the following problems. 1. The height of a right circular cylinder is 20 cm and the radius of the base is 10 cm. Find the total area. 2. The height of a right circular cylinder is 10 cm and the diameter of the base is 18 cm. Find the lateral area. 3. A cylinder tank can hold 1540 m3 of H2O is to be built on a circular base with the diameter of 7 m. What must be the height of the tank? 4. A right circular cylinder has a lateral area of 2480 cm2. If the height of the cylinder is 16 cm, what is the radius of the base? 5. Find the total area of a right circular cylinder having a height of 5 m and the base has a radius of 1.5 m. contents back next Part IV "The intelligence is proved not by ease of learning, but by understanding what we learn. " Joseph Whitney contents back next Name:_______________________________ Score: ____ Year/section: ____________ Date: _____ ACTIVITY 68 Instruction: Match each item with the best estimated volume. 1. Swimming pool a. 120 cm3 2. Soap box b. 750 cm3 3. Test tube c. 380 m3 4. Bar soap d. 500 mm3 Complete the statements with the most appropriate units (m3, cm3, mm3) 1. The volume of a 10-gallon fish tank is about 40___. 2. The volume of a gymnasium is about 30,000___. 3. The volume of a refrigerator is about 30,000___. 4. The volume of a ca condensed milk is about 354 ___. 5.v The volume of a an allergy capsule is about 784___ contents back next Name:_______________________________ Score: ____ Year/section: ____________ Date: _____ ACTIVITY 69 Instruction: Solve the following problems. 1. How many cubic meters of concrete will be needed for a ratio 12 m long, 8 m wide, and 12cm deep? 2. A prism has a square base and a volume of 570 cm3, if it is 9 cm high, how long is a side of a base? 3. Find the volume of a regular triangle prism whose height is 15 cm and whose base has side that each measure 20 cm. 4. Find the volume of a prism whose base has an area of 24 cm2 and whose height is 8 cm. 5. Find the volume of a prism with a trapezoidal base and a height of 35 cm. The lengths of the parallel sides of the trapezoid are 40 cm and 95 cm. The altitude of the trapezoid is 5 cm. contents back next Name:_______________________________ Score: ____ Year/section: ____________ Date: _____ ACTIVITY 71 Instruction: Solve the following word problems. 1. The great pyramid in Egypt is approximately 137 m tall, the square base measures 225 m on each edge. Find the volume of the pyramid. 2. The area of the base of a pyramid is 237 cm2, and the height of the pyramid is 1 m. Find the volume in cubic centimeters. 3. The height of the pyramid is 15 ft, the base is a right triangle whose legs is 9 in and 12 in long. Find the volume of the pyramid in cubic inches. 4. A regular pyramid has a base area of 289 ft2 and a volume of 867 ft. What is the height of the pyramid? 5. If the area of the base of a pyramid is doubled, how does that affect the volume? contents back next Name:_______________________________ Score: ____ Year/section: ____________ Date: _____ ACTIVITY 74 Instruction: Use mathematical reasoning in answering the following questions. 1. A regular pyramid has the base area of 389 ft2 and a volume of 867 ft2. What is the height of the pyramid? 2. Two regular pyramids have square bases and equal heights. If the length of a side of one of the bases is 1 m, and the length of a side of the other is 3 , how will the volumes compare? 3. A cube is broken into six identical pyramids as shown. Each face of the cube is a base of a pyramid. An edge of the cube is 10 cm. What is the volume of pyramid? contents back next Name:_______________________________ Score: ____ Year/section: ____________ Date: _____ ACTIVITY 76 Instruction: Solve the following problems. 1. The radii of two spheres are 5 cm and 9.8 cm, respectively. What is the ratio of their volumes? 2. The diameters of two spheres are 12 m and 19 m, respectively. What is the ratio of their volumes? 3. A soccer ball has a diameter of 9.6 inches. Find its volume. 4. Find the volume of sphere whose radius is 15 cm. 5. Consider the earth as a sphere with the radius of 4000 miles, find its volume. contents back next Name:_______________________________ Score: ____ Year/section: ____________ Date: _____ ACTIVITY 83 Instruction: Solve the following problems. 1. The volume of a circular cone is 1005 cm3 and the height is 25 cm, find the radius of the base. 2. A gas storage tank has a radius of 4 m and a height of 8 m, find the volume of the cylinder. 3. Find the volume of a right circular cylinder having a height 0f 60 m and with a base whose radius is 20 m. 4. The height of a circular cylinder is 180 in and the radius of the base is 90 in. Find the volume. 5. If the volume of a circular cylinder is 72 cm3 and the radius of the base is 90 cm, find the volume. contents back next Jezreel Astejada Revellame is the eldest son of Mr. Emmanuel B. Revellame Sr. and Mrs. Eterna A. Revellame. He was born on February 13, 1992 at Infanta, Quezon. He finished his elementary in General Nakar Central School and finished his high school in Mount Carmel High School in General Nakar, Quezon. He finished his tertiary level in 2012 at Laguna State Polytechnic University with the Degree of Bachelor of Secondary Education major in Mathematics. Louie Magracia Magayon is the youngest son of Mr. Samuel M. Magayon and Mrs. Amalia M. Magayon. He was born on April 30, 1990 at San Agustin, Romblon. He finished his elementary in Pang- ala alang Paaralang Severina M. Solidum and finished his high school in Mabitac National High School. He finished his tertiary level in 2012 at Laguna State Polytechnic University with the Degree of Bachelor of Secondary Education major in Mathematics. contents back next
My Advice to a New Math 175 Student: A semster may seem like a long time, but each week goes by pretty fast. You might think you have a lot of time to do your homework, and that you can catch up at the end of the week, but it's best to schedule some time as soon after class as you can to do your homework while everything is still fresh in your mind. You will make things a lot easier on yourself if you can keep up and you'll save yourself a lot of time in the end. It's also important that you go to class every day; grasping the concepts comes a lot easier if you revist them several times, and what you need to know is explained well during the class periods. If you need help, don't hesitate to ask questions in class or during office hours; Professor Hoar is more than willing to help with any questions and does a great job making sure you understand. The weekly web assignments also help quite a bit by helping you understand what you will learn or what you have learned. They serve as a good aid in reviewing for tests and quizes. My favorite one was the videoclip on limits; it related limits to real-life, which made it really easy to understand.
MATH 512: Foundations of Geometry This course is designed to address a variety of topics that will increase the conceptual knowledge of geometry. It provides an overview of the foundations and methods of Euclidean and non-Euclidean geometries. Emphasis is placed on the study of geometric objects and relationships through intuitive, synthetic and coordinate approaches. Learners explore how geometry can be used to describe situations and solve problems we encounter every day. PREREQUISITE: MATH 505 College Algebra.... more » Credits:4 Overall Rating:0 Stars N/A Thanks, enjoy the course! Come back and let us know how you like it by writing a review.
Students at the 10th grade level should already be very familiar with the majority of math lessons. Since around the 6th grade students have learned the basic math courses, and been introduced to other strands of math as well. It's usually at the 10th grade level where students can explore more advanced math courses if they are prepared to do so. Even if they are not ready for advanced math, students will still be confronted with more difficult math courses. It's important that students have mastered algebra1, 10th grade students will find out that algebra 2 is much more difficult and they will lag behind if they never understood algebra 1 completely. It's also important that students understand graphs, because graphing plays a much greater role, in home work assignments tests, and text books, in the 10th grade. Students entering the 10th grade may want to review their math lessons from the previous year, especially algebra and geometry. 10th grade math will use a lot of combinations of algebra and geometry, and reviewing these subjects will make it easier. Factoring and measuring of angles will also be a large part of 10th grade math. Reviewing your notes from 9th grade math will be beneficial upon entering the 10th grade Teachers are the main role of learning, but students should also make sure they read the materiel in the text book totally. Most textbooks have several examples of graphs and problems and students can benefit more if they take the time to read the text books thoroughly, and make sure they understand the graph examples. Relying just on the teacher is not a good idea upon reaching this 10th grade... It's important that the student combines both the teacher's instructions and the text book explanations and examples. The math strands that a 10th grade student will explore are very similar to the 9th grade but are more complex... It's assumed that the student has mastered the math courses studied the previous year, before they begin the 10th grade math courses. Students will learn consumer math, including budgets, accounting, and financial math. Algebra and geometry will be expanded on, and combined. Probability and data management, along with measurements will be expanded on. And students will be expected to show how they come up with conclusions to problem solving math subjects. Most math courses at this level are an expansion to the math taught the previous year, but with greater difficulty.
Oxford GCSE Maths for OCR Oxford and OCR working together in to help you achieve your best-ever OCR GCSE maths success STOP PRESS - Modular vs Linear!Download a grid to show simple routes to teaching in a LINEAR way with your MODULAR books. Oxford GCSE Maths for OCR provides a comprehensive supporting package for Specification A, with differentiated resources for Foundation and Higher tiers, with a particular focus on targeting attainment at the C/D borderline, plus stretch and challenge for all students across the A*-G spectrum. The course comprises Student Books, Teacher Guides, Practice Books, and OxBox CD-ROMs.Email Helen McManners to order evaluation material or discuss the range of highly attractive discounts available in your area. Download extra FREE material on functions to support OCR Maths Spec A objectives on symbols and notation (Higher tier). This material will help prepare for assessments in Units A, B, and C, where functions may appear as an exam question. Download a video showing how the OxBox CD-ROMs can help your teaching. Find out now about new teaching materials for the new OCR Maths Functional Skills qualification. Functional Maths for OCR is written by senior examiners and is published in official partnership with OCR
There are several versions of this book; or at least books with the same title that are being reviewed together. The description of the book given by Amazon states that the text of the Amazon.com review refers to another, earlier, edition of a book with the same title. This earlier edition was written by Richard Mankiewicz, with a forward by Professor Stewart. It was published in 2001, whereas the book description lists a publication date of 2008. The one that I read was written by Ian Stewart and was published in 2008. However, it does not have the cover shown in the Amazon insert; it has the cover that was provided by a customer. I believe that the negative comments of some reviewers (small print and many pictures in place of text) refer to the 2001 Mankiewicz edition. I had no trouble with the size of the text, and I find it difficult to read books with small print. Furthermore, while there are pictures, they are not the focus in my edition and, unlike the 2001 Mankiewicz edition, none were in color. A prospective buyer should check to make sure of the edition that is being purchased. This review refers to the 2008 edition authored by Ian Stewart. The book is an overview of the development of mathematics. It is part math, part biography and part history. It covers mathematics from the earliest ideas of the Egyptians, Babylonians, Chinese, Indians and Greeks, to the most modern ideas group theory, set theory, topology, and non-linear dynamics. Each chapter, starting with counting and numbers, is self-contained but there is a flow that relates each chapter to what has gone before and what will come next. The text is only 278 pages long, so only a brief overview of each topic can be provided. The development is generally chronological and historical and in addition to the development of the math there are capsule biographical inserts concerning the mathematicians involved with that development. Each chapter also contains a capsule summary of why this topic is important not only for the development of mathematics but also "what it does for us", so even if the reader does not completely follow the mathematics they can see why the topic is important and how it fits into the whole of mathematics. This is a good book for advanced high school and college students who are interested in the way in which mathematics developed. Equations are provided, but are generally not derived or developed fully. The introductory chapters on numbers and the development of geometry and algebra are good supplements to what students are learning in math class, but many will likely find the latter chapters a bit too advanced. Be forewarned, however, that this is not a mathematics book in that it does not aim to teach the reader how to solve problems. The treatment is more historical and aims at describing how mathematics evolved. Mathematics is a difficult subject to cover in a cursory manner and Professor Stewart does as good a job as any that I have read, but frankly I found that some of the latter chapters were somewhat incomprehensible. I guess this is unavoidable as there was just not enough space to include a more complete exposition of the topics. It is for this reason why I could give the book only 4 stars. Nonetheless, I did learn what the basic ideas were and why they were important, even if I could not completely follow the all mathematics. Mathematicians will likely find this book too elementary, but the historical and biographical elements will possibly interest them. 3 of 3 people found the following review helpful 4.0 out of 5 starsA readable survey of mathematics that is popular in style without sacrificing the inclusion of formulasNov 15 2008 By Charles Ashbacher - Published on Amazon.com Format:Hardcover Light mathematical history is the best phrase to describe this book; it has too much math to be considered as mere history and not enough to be described as mathematics. It begins with the earliest of representations of mathematics, which was of course numbers. After that came the geometry of area representations for land surveying and the beginning of abstraction, where the idea became the mathematical concept traded rather than physical objects. Most of the general ideas of mathematics developed since antiquity is at least mentioned, and Stewart is to be commended for including formulas when needed. His style of exposition is effective in presenting complex ideas in a manner that makes it very readable. Any reader with knowledge at the level of high school algebra will be able to understand the fundamentals of the concept even if the particular details are beyond their grasp. This book could also serve as a text for a college level history of mathematics class for the elementary or middle school education major. If used as a source of ideas for classroom presentation, it could also be used as a text in a history of mathematics class for the math major. 2 of 2 people found the following review helpful 3.0 out of 5 starsSome good, some badMar 28 2009 By sporkdude - Published on Amazon.com Format:Hardcover The book is about 20 or so chapters of around 10 dense pages each, with each chapter concentrating on a particularly portion of mathematics. The chapters are arranged somewhat chronologically while maintaining a good sense of order. Amongst each chapter, Steward describes a problem, the insights around it, the prominent figures behind it, what was accomplished, and why it is important. The chapters range from simple numbers to multi-dimensional geometry. Overall, with so much information, which is good, it was hard to caught up in the book itself. If anything, this is not a page turner, but informative. This books is a bit schizophrenic when it comes to quality. Stewart, who seems to have a knack of presenting complex mathematics in layman terms, is very inconsistent. The beginning chapters are very slow and dull. The middle chapters get extremely complex, and if you haven't taken a mathematics class on that particular subject, be prepared to get lost. Trudging through the group theory chapter game me a headache. However, there are some extremely fascinating topics that I never considered, and Stewart does a superb job of explaining it, like the chapter about the fundamentals of mathematics near the end. All in all, it was some chapters made me feel smarter, some chapters got me excited about mathematics, and some chapters made me feel dumber and frustrated; making it an average book.
books.google.com - Description: As technology continues to move ahead, modern engineers and scientists are frequently faced with difficult mathematical problems that require an ever-greater understanding of advanced concepts. This professional reference book is designed as a self-study text for practicing engineers and... techniques for engineers and scientists
Don't fret my friend. It's just a matter of time before you'll have no trouble in answering those problems in solving college math problems program. I have the exact solution for your algebra problems, it's called Algebrator. It's quite new but I guarantee you that it would be perfect in assisting you in your algebra problems. It's a piece of software where you can answer any kind of math problems easily. It's also user friendly and shows a lot of useful data that makes you understand the subject matter fully. Algebrator truly is a must-have .
Why AP Calculus Course? A typical calculus course enables students to pursue higher mathematics in the university level with ease. It exposes the students to a wider area of mathematics in general and thereby keeping them in touch with other branches of math like Trigonometry, Analytical Geometry and Algebra. The AP calculus course without any doubt is an added advantage even for life science students, and students taking education degree at the university level. It is better to take it at the school level since it is not a difficult course to complete. The AP Calculus exam is the most popular of all AP exams. About 5-6% of all students take the AP Calculus exam every year. This year the AP Calculus exams (both AB & BC) will be held on May 5, 2010. Who can take up an AP Calculus Course AB and BC? A student with a prior knowledge of functions , (types, domain, ranges, graphs) can ease into the course without much fuss. But it is not a prerequisite as the topic on function can be easily covered in few classes. However a student must be well versed with algebra, trigonometry, and coordinate geometry. Students get to know the process of limits, differentiation, integration. More importantly they learn the real life applications of the above concepts which is what makes the topic more interesting. The use of a graphing calculator in AP Calculus is considered an integral part of the course. Students learn the usage of the latest graphing calculator like TI 84 and TI 89 while using it in studying of these concepts The BC course is an extended version of AB course which requires that a student is proficient in algebra and particularly inequalities. To get more information on the Advanced Placement exams: What does a student get in eTutorWorld? Students get to learn the trickier part of function theory using their math skills and also the latest graphing calculators such as TI 84 and TI 89, the rules of differentiation, the techniques of integration and their applications. To get more information on the Advanced Placement exams: Currently at eTutorWorld we offer tutoring for the AP Calculus course. Other Advanced Placement courses like AP Statistics, AP Physics and AP Chemistry will soon follow. Functions, Graphs, and limits Analyze the graphs of functions and relations Evaluate the limits of functions (including one-sided limits); Analyze asymptotic and unbounded behavior; Understand continuity as a property of functions; Analyze parametric, polar, and vector functions. Derivatives Develop the concepts of the derivative Have an understanding of the derivative at a point; Investigate the derivative as a function; Explore second derivatives; Apply derivatives; Compute derivatives. Integrals Discover the interpretations and the properties of the definite integral
DIVE Math-Instruction CDs We carry the DIVE Math CDs after numerous requests from our customers. Those who used the DIVE CDs say good things about them and want to continue with the program. That says a lot to us--our children use them now. They tell us that Dr. Shormann explains the lessons in an easy to understand fashion. If you want to save on a bundle purchase. The DIVE Into Math series teaches every lesson in each Saxon Math textbook from Saxon Math 54 and up. See How DIVE Into Math Works for an overview of how the CDs work, system requirements, and notes on choosing the correct edition. The Dive Calculus CD lesson lectures are ten to twenty minutes long. Then Dr. Shormann gives practice problems for the students to work. They can replay the lesson and practice problems as needed to master the material. CLEP Professor for CLEP and AP Calculus is now provided FREE in DIVE Calculus 2nd Edition. Students see and hear everything the instructor is writing and saying on a whiteboard on their computer screen. It is just like being in a real classroom, except there is no teacher in the way. Students learn by working practice problems that are similar, but not identical to the practice problems in the text. Lessons are 10-20 minutes long (doesn't count the time it takes to work practice problems). If students need more practice, they can work the problems in the text in addition to the DIVE problems explained on the CD. Easily re-wind, fast-forward, and pause with the click of a mouse. Each lesson is stored as an individual file. It is easy to choose the proper lecture. "All DIVE CDs are taught from a Christian perspective, with an emphasis on mathematics as a tool for studying God's creation. Dr. Shormann's Christian testimony is on every CD and many lessons start with an encouraging Bible verse. System Requirements On each DIVE CDs is printed "Win/Mac Version For Macintosh or Windows 98 and Higher." Why Use DIVE into Math CDs? DIVE Syllabus Index Science Syllabi are on the lower half of this page. Use this to coordinate with popular high school science textbooks. Why Use DIVE Into Math? Watch a YouTube video about DIVE Math from the publisher. (This link will open a new window.) Very Important Notes about DIVE Exchange Before you purchase, please be sure you have chosen the correct edition for your textbook. If you aren't sure which edition to choose, please check this link to see the DIVE Syllabus Index (This opens a new window at the publisher's website.) We do not accept returns on opened software. If you chose the wrong edition and have not opened it, we will exchange it (within 15 days--ok, call us and let us know it is coming and what you want in exchange) for the correct edition with a $4.95 for S&H. All said, get the book you are using and check the edition before you order! If you aren't sure, get the book in hand and give us a call!
Sketch2Go is a qualitative graphing tool Graphs are sketched using seven icons representing constant, increasing, and decreasing functions that change at constant, increasing, or decreasing rates. features Sketch2Go is a qualitative graphing tool. Graphs are sketched using seven icons representing constant, increasing, and decreasing functions that change at constant, increasing, or decreasing rates. It is based on original R&D carried out by Schwartz and Yerushalmy (1995) and Shternberg & Yerushalmy (2001), who propose an intermediate bridging representation based on the function and its vocabulary The seven graphic icons describe the change in both the function and its rate of change. Sketch2Go is a version of the Qualitative Derivative Grapher programmed by Alexander Zilber for CET (Centre for Educational Technology). Mathematical modeling cannot be fully accomplished by this qualitative sign system of constant, increasing, and decreasing functions. But the set of seven signs supports forming a mathematical construction with language developed from acquaintance with physical scenarios, helping lay the foundations of learning pre-calculus and calculus. Sketch2Go supports the abstraction of everyday phenomena using a small set of mathematical signs that can be manipulated on screen as semi-concrete objects.
MATH ESSENTIALS BOOKS and DVDs New from Math Essentials!!!! America's Math Teacher DVD Series Take learning to a whole new level. Now, each of the following Math Essentials books have a complete tutorial DVD to go along with it. Each DVD guides students through each and every topic. It's like having your very own personal tutor. Only Mr. Richard W. Fisher, America's math teacher, is available anytime, 24/7. These DVD sets will ensure master of concepts necessary for success in algebra and beyond. DVD's are sold separately, but it is highly recommended that they are used along with the Mastering Essential Math Skills books. Each DVD can be ordered with the companion book from the Mastering Essential Math Skills Book Series or without the book. AS AN INTRODUCTORY OFFER, EACH SET WILL COME WITH A FREE A+ MATH KIT. (A $4.99 VALUE) Mastering Essential Math Skills Book Series The key to this program's success is that every lesson is fun and exciting. Each daily 20 minute session is short, concise and self contained. Students don't have time to get bored or discouraged. Consistent review is built into lessons so students are able to master and reinforce their math skills. Students can see their progress and this helps increase their confidence and build self-esteem. This book covers the four decimal operations and shows the close relationship that exists between decimals, fractions, and percents. Students will learn much more than computational skills. Practical, real-life problem solving will equip students with all the necessary tools for success in future math classes as well as real-life situations. This book covers all four operations for fractions. Specific and easy-to-follow instructions ensure that students master the "dreaded" fraction. With consistent, built-in review included in each lesson, students will conquer this topic that gives many students so much difficulty. Each book also contains plenty of practical, real-life problem solving. This book will provide students with al the essential geometry skills. Vocabulary, points, lines, planes, perimeter, area, volume, and the Pythagorean theorem are just some of the topics that are covered. There is plenty of practical, real-life problem solving that shows students the importance of geometry in the real world. This book is a must for students who are about to start their first algebra class. Exponents, scientific notation, probability and statistics, equations, algebraic word problems, and coordinate systems are just some of the topics covered. Learn and master the essential topics that will ensure success in algebra and beyond. This book will ensure that students master the "much-feared" math word problem. Learn to apply the math operations to real-life situations. Included is a short review for whole number, fraction, and decimal operations. The book begins with simple one-step problems and progresses slowly to multi-step problems, with plenty of built-in reviews to ensure mastery and success.
Category Archives: NewsWe are excited to announce that The Text and Academic Authors Association (TAA) awarded the first edition of Big Ideas Math: A Common Core Curriculum Algebra 1, by Ron Larson and Laurie Boswell, the TAA 2013 Most Promising New Textbook award. The Most Promising New Textbook award was created in 2012, to recognize current textbooks and learning materials, still in their first editions. Judges are published textbook authors. As part of our continual effort to improve your experience on our website, we are making an update to the Teachers tab that will be implemented tomorrow on the Big Ideas Math website. Below is a preview of the new Teachers tab. Here you will notice that we have added a light blue box with three separate divisions that contain the new features. On the left-hand side, you will see Steps 1 and 2. Step 1 prompts you to enter your login information and Step 2 prompts you to select a Big Ideas Math book from the drop-down menu. Once you have successfully logged in, the Step 1 area will become gray. You will see two options under your username including My Account and Logout. Next on Step 2, you will select your textbook from the drop-down menu. Once you have selected a book, the Teacher Resources below the blue box will be unlocked. You can select a different textbook at any time. You will also see the Technical Support information on the right-hand side of the blue box. We hope that these updates will make logging in and selecting a textbook on the Teachers tab more efficient for you! If you have any questions regarding the changes made to the website, please contact us at (877) 552 – 7766. The Big Ideas Math online textbooks have been updated from PDF format to a new interactive format that displays in your internet browser. Designed with multiple devices in mind, the new format is compatible with iPads and interactive whiteboards in addition to computers. You can now easily navigate the textbook in your internet browser through the menu on the left-hand side of the screen after you select a book. You can also access the numerous student resources and tools from the menu. Everything you need is right at your fingertips! As the Common Core State Standards are sweeping the nation, more and more teachers and parents are wondering about the assessment of the new curriculum. PARCC, The Partnership for Assessment for Readiness for College and Careers, is a consortium of states working together to develop a common set of K-12 assessments. The goal is to dramatically increase the rates at which students graduate from high school prepared for success in college and the workplace. It will provide students, educators, policymakers and the public tools needed to identify whether students are on track for postsecondary success and where gaps need to be addressed before students enter college or the workforce. These new assessments will assess the full range of the Common Core Standards, both content and practices. The assessment system will be comprised of four components. Two summative, required assessment components designed to: - Make "college- and career-readiness" and "on-track" determinations, - Measure the full range of standards and full performance continuum, and - Provide data for accountability uses, including measures of growth. Two non-summative, optional assessment components designed to: - Generate timely information for informing instruction, interventions, and professional development during the school year. - An additional third non-summative component will assess students' speaking and listening skills. Assessments will be computer based and will be graded via computer scoring and human scoring. PARCC assessments will begin during the 2014-15 school year.
Overcoming Math Anxiety 0393313077 9780393313079 research on what we know and don't know about "sex differences" in brain organization and function, and it has been enlarged to include problems, puzzles, and strategies tried out in hundreds of math anxiety workshops Tobias and her colleagues have sponsored.What remains unchanged is the author's politics. She sees "math anxiety" as a political issue. So long as people themselves to be disabled in mathematics and do not rise up and confront the social and pedagogical origins of their disabilities, they will be denied "math mental health." Tobias defines this as "the willingness to learn the math you need when you need it." In an ever more technical society, having that willingness can make the difference between high and low self-esteem, failure and success. «Show less... Show more» Rent Overcoming Math Anxiety today, or search our site for other Tobias
The videos on this page relate to topics from Section 2.3 of our current text. The section title is arithmetic combinations of functions. In this section, the authors address to a small extent how to sketch the graph of a function that is an arithmetical composition of a pair of functions
Cambridge Students An essential subject for all learners, Cambridge O Level Mathematics gain an understanding of how to communicate and reason using mathematical concepts, and the syllabus also ensures learners are confident in the use of a calculator, as this can be used in the final exam.
Summer 2012 quarter In this course, we'll study standard topics in discrete mathematics including logic and proof; sets, relations, and functions; combinatorics; basic probability; and graph theory. Along the way, we'll focus on skills and techniques for problem-solving. This is an excellent course for teachers and future teachers, people wanting to broaden their mathematical experience beyond algebra, and students considering advanced study in mathematics and/or computer science.
Product Description The Advanced Algebra Tutor: Learning By Example DVD Series teaches students through step-by-step example problems that progressively become more difficult. This DVD covers graphing rational functions in Algebra, as well as a discussion of what rational functions are and why they are important in algebra. Grades 9-College. 36
Today, American high schools offer a sequence of algebra, geometry, more algebra, pre-calculus and calculus . . . . . . how often do most adults encounter a situation in which they need to solve a quadratic equation? Do they need to know what constitutes a "group of transformations" or a "complex number"? Of course professional mathematicians, physicists and engineers need to know all this, but most citizens would be better served by studying how mortgages are priced, how computers are programmed and how the statistical results of a medical trial are to be understood. Students could learn math in the context of real-world problems, they writes.Applied math students would learn abstract reasoning skills as well as useable knowledge, they argue. Teaching only abstract math is like teaching Latin instead of Spanish and German. In math, what we need is "quantitative literacy," the ability to make quantitative connections whenever life requires (as when we are confronted with conflicting medical test results but need to decide whether to undergo a further procedure) and "mathematical modeling," the ability to move practically between everyday problems and mathematical formulations (as when we decide whether it is better to buy or lease a new car). Tracking is taboo in schools. I can envision massive resistance to splitting students into abstract math and applied math streams. And Common Core Standards enshrine the traditional math sequence as the way to teach all students. This idea deserves a pilot test. You could enroll a bunch of kids whose Math achievement scores indicate they'll end up in remedial math in college anyway, and offer them this "math literacy" (please don't call it Math lite, because part of the deal would be rigor, I hope). Then at HS graduation, compare their scores with similar kids who had continued to slog thru Alg 1, Geometry, and Alg 2 (most of those kids don't make it into Trig or Calculus anyway). And by the way, this might have been a really good option for one of my kids, who sleep-walked her way through the Alg 1, Geometry, Alg 2 sequence and learned nothing at all, or nothing that she retained. People who understand math well can actually learn all the formalism of algebra, calculus, etc… fairly quickly. It used to be all taught in a couple of years to students who were really good at math, but we opened it up to everyone. The formalism of math is a barrier for students because, just like when people struggle with a language, they get stuck at the syntax, and don't get to dive into actual mathematical reasoning. I'd argue that everyone should do these courses and that a few students should learn the formalism based on interest. The fact that a couple of testing companies are making money off of the current system shouldn't stop us from doing what is best for kids. The answer (as usual) is "it depends." There's nothing wrong with the idea of "applied math" to contextualize what students learn. But what the authors are proposing goes way beyond that. "Replacing the sequence of algebra, geometry and calculus with a sequence of finance, data and basic engineering" means, as I read it, project based learning, which was a revolutionary idea whose provenance dates back 100 years, and which keeps coming back over and over and over. I remember a LOT of applied math in Precalc and Calc. We had tons of compound interest problems, related rates problems, finding the volume of every day shapes problems, physics issues, industrial planning problems……. In fact, IIRC, the "real world applications" of what we'd learned were often MORE difficult than the other problems. Same for statistics, trig, etc. So here's my concern– if you really want to do applied math with high school kids, either you're going to find that the struggling kids do even WORSE with the applied stuff (because it's more irregular and takes MORE analytical skills, which are what the "bad at math" kids are often lacking anyway OR you're going to produce contrived "real world applications" that are actually dumbed down and give kids the IMPRESSION that they can apply Math when really the methods only work in carefully controlled situations. I'm currently teaching quantitative literacy at the community college level. The vast majority of students who take it need either this class or a basic stats class to fulfill a graduation requirement. I have taught this class for several semesters over the past few years. My impression: Most students don't really care for the class, despite its "relevancy." It seems that not a few felt misled by their advisers, thinking that they were enrolling in an "easier" math class. They tend to wish that they had enrolled in the basic stats instead, because it is more straightforward as a math class. Of course, it doesn't help that a number of them have put the class off as long as possible, and subsequently find themselves in the position that they have to pass the class NOW in order to graduate this semester. And (of course) since they feel under the gun, I wind up being the mean old teacher who is the only thing standing between them and graduation. I really don't see the advantages of having "quantitative literacy" instead of math. We're still dealing with the same bunch of horses that simply don't want to drink. Oh, on other thing– it's true that "applied Math" is easier than proofs ala Spivak —but most high school math classes already do hardly any proofs! Heck, just trying to find an "all proofs" geometry text is a pain, and then everyone warns that it's only for "very advanced" students. I think one discussion we ought to be having is "Why do we teach math at all?" Is it for computation? To teach problem solving and analytical skills? To get kids to stretch and think? Because it's an important signaling mechanism to colleges and employers? All of these, in some proportion or another? Then, once we figure out what purpose math in the schools is mean to serve, we can see if there are other fields of study that would serve the same purpose. Personally, I like math. Barring major cognitive disabilities, my husband and I expect all our kids to make it through AP Calc before graduating High School. But it seems like a lot of reformers can't decide what they want math to be DOING. And until they narrow that down, all these random ideas for "Math reform" seem like exercises in "Throw everything against the wall and see what sticks." Except the second premise is crazy false. Except for Driver's Ed and maybe basic 6th grade literacy, there's nothing that schools teach that is regularly used by more than 50% of the population. Most adults never touch chemistry or physics. Most never use history for anything. "Most" adults probably don't even ever write anything more than a paragraph in the course of their typical duties. "We shouldn't teach what most adults don't use except to students who demonstrate readiness and willingness to learn it." I'd go for forcing the unwilling to take it if they maintain progress despite their unwillingness. Not all that many HS students crave to take more math, but many see a benefit to it. But for the ones that get through Algebra 1 with a D, despite effort, I'd say something else is in order. With high school students, we're dealing with an in-between age where we have to begin to let them follow their own interests and talents. In K-8, we spare no effort to get all kids thru the standard K-8 curriculum, even if some need a lot of extra help to get there. Once they're in college or in the work force, they get to pursue what they want. In high school, I believe, we refuse to realize that many students are, in their heads, figuring out what they are good at and what they prefer to do. We may not always like their choices, but school doesn't go well for many if we continue to cram them into the college prep box. Or, for that matter, in any box. Many years ago, when business degrees were actually harder to obtain, courses like business calculus showed business majors how to use calculus in solving business problems. Of course, it still required students to have a working knowledge of pre-calculus before they could take this course, but I'd say the hardest course math wise required of any student in a business major these days is perhaps economics statistics or applied stats (this course is usually an upper division course), but in reality usually covers math which is no harder than what should have been covered in any high school courses 25+ years ago. Many studies have shown why students do not understand math, and in many cases, it starts right in elementary school (grades 1 through 5) where students are taught math not by subject matter experts, but many times by persons who do not understand math themselves. I've been thinking about this today– we have kids learn math (even if they won't use it) because math is cumlative and takes a long time to master. So even though very few adults will use Trig in their day to day life, you can't go a lifetime without math, decide "I need trig" and work your way up to it quickly. Math gives people options. The more you have, the more options you have. As a parent, I want all my kids to go through Calc at least, so that they will have the freedom to choose whatever career path interests them. For the kids who never "get" algebra, there are automatically fewer options. So the question is, at what point to we cut their losses and say "Look kid, you're never going to be a doctor or an architect or an engineer. Time to reevaluate." The current regime allows kids who can barely handle fractions to believe they can be doctors and then fail out of community college. On the other hand, I don't know how we'd be able to offer a "math for the hopeless" track without being accused of enforcing stereotypes…. … students would learn the workings of engines, sound waves, TV signals and computers. Science and math were originally discovered together, and they are best learned together now… Do they need to know what constitutes a "group of transformations" or a "complex number"? If I recall my physics correctly, sound waves lead to Doppler shift and you could model it as a set of Galilean coordinate transformations; so you'd need it THERE at least, but there's a nice context. TV signals and the workings of computers? Man, I remember all kinds of complex numbers there and plenty of 2nd through 4th order algebraic expressions. I mean, answering why the sky is blue requires a 4th order expression because of dipole radiation and diffraction or some such. MAYBE what would work better would be math teachers with more training in applied science so they could draw upon this in the classroom. Deidre: I agree with your last post. Regarding the last comment, if we dropped the mandatory schooling age to 14, we'd be dealing with fewer of the hopeless, since it's likely they are unmotivated as well as mathematically clueless. We need to accept the fact that not all horses are willing to drink. As a college professor, I'd be happy if someone would just teach them basic computational skills–addition, subtraction, multiplication, division, fractions, decimals, and percents–that they can do without a calculator by the time they graduate from high school. The average high school graduate does not need high school algebra, geometry, or any other advanced math course. Of course, we'd like them to have these courses. But, the average student does not need the courses nor will he master what is taught in the courses. I've learned that kids don't really want relevancy, they want "easy". So-called word problems can be made very relevant, but so many students sure don't like them! On the other hand, why does everything have to be relevant? Bertrand Russell was quoted as saying, "The first task of education is to destroy the tyranny of the local and immediate over the child's imagination." Just a thought. There's no reason not to offer these suggested courses, but to think poor math students are going to be able to grok compound interest when they can't understand the slope of a line seems like wishful thinking to me. Anon…when I attended high school 30 years ago, most of the students knew their basic math facts w/out using a calculator (of course, affordable scientific calculators were just becoming available in 1979/80). That's exactly right, Bill. And in today's "complex world" when we all need to have "21st century skills" (ain't education jargon great?) that's all the average person needs to be able to do–basic computation. The nonsensical notion that everyone needs algebra, geometry, trig, and calculus is a waste of time and money. Just one more of education's "romantic" ideas, to reference Chas. Murray. Do you think Messrs. Garfunkel and Mumford believe their children and grandchildren might have the smarts to become "professional mathematicians, physicists and engineers?" Why? Do they think the children of bus drivers have the smarts? Or should the children of bus drivers be glad to receive an education befitting "citizens?" I'm not arguing against tracking in high school. I'm very leery of setting up systems which perpetuate class differences. How would the division between abstract-math-worthy and citizen be determined? If there's a placement test, all you'll do is unleash a frenzy of at-home test cramming amongst the affluent and educated. If it's by teacher opinion, well, you won't necessarily end up with the future high performers in the class. You will, however, end up with all the PTA officers' children in the class. Garfunkel and Mumford don't acknowledge this, but we've been here before: back in 1920, when the Committee on the Problem of Mathematics, headed by William Heard Kilpatrick, argued that algebra and geometry should be eliminated from most courses of study. As Diane Ravitch describes it in "Left Back": 'The Kilpatrick committee recommended that mathematics be tailored for four different groups: first, the "general readers," who needed only ordinary arithmetic in their everyday lives; second, students preparing for certain trades (e.g., plumbers or machinists), who needed a modest amount of mathematics, but certainly not algebra and geometry; third, the few students who wanted to become engineers who needed certain mathematical skills and knowledge for their jobs; and last, the "group of specializers," including students "who 'like' mathematics," for whom the existing program seemed about right, although the committee proposed "even for this group a far-reaching reorganization of practically all of secondary mathematics."' Diedre and Katherine said all that I wanted to say, except for my usual:… Federalism and markets institutionaliize humility on the part of State actors. If we disagree about a matter of taste, numerous local policy regimes and competitive markets in goods and services allow for the expression of varied tastes while the contest for control over a State-monopoly provider must inevitably create unhappy losers (who may comprise the majority; imagine the outcome of a nationwide vote on the one size of shoes we all must wear). If we disagree about a matter of fact, where "What works?" is an empirical question, a federal system, with numerous local policy regimes or a competitive market in goods and services will generate more information than will a State-monopoly provider. A State-monopoly enterprise is an experiment with one treatment and no controls, a retarded experimental design. In __The Cancer Ward__ Aleksandr Solzhenitsyn meditates on the question, "when may one person prescribe for another?" and concludes "when there is a bonnd of love between them". And it must be personal, and not some abstract "love of the People". This applies to curriculum as well as medicine. Within broad limits, young children should study what their parents want them to study, and as they get older, what they themselves want to study. Enough of us like Math, and Math is sufficiently rewarding, that Math-oriented parents will reproduce in numbers sufficient to systain a modern economy. Or not, if that's what people want.
Indefinite Integrals : learn how to solve them 2.3 description Effective indefinite-integrals training using problems selected with resolution stepwise of graphical form and with mathematical form. The resolution of indefinite-integrals is a primordial factor in any student. The main problems that are presented are not understanding the professors explanation, not to see the information and the mechanical resolution of the problems that they tell us. Indefinite Integrals : learn how to solve them 2.3 Keywords Bookmark Indefinite Integrals : learn how to solve them 2.3 Hyperlink code: Link for forum: Indefinite Integrals : learn how to solve them 2.3 Copyright WareSeeker.com do not provide cracks, serial numbers etc for Indefinite Integrals : learn how to solve them 2Learn-How-To-Cook-Like-A-Chef is an ideal E-book for you whether you are a new cook, or a seasoned kitchen veteran, there are some simple tricks that you can use to improve the quality of your meals. Free Download
Signature Math Signature Math is a blended-learning model that combines one-to-one computing and teacher-led, small-group, hands-on learning activities. Students begin by taking an assessment to determine their level of knowledge of Algebra Readiness and Algebra I concepts and are then assigned Individualized Prescriptive Lessons™ (IPLs™) designed to build mastery of the math concepts. Learning is reinforced and the concepts are applied in hands-on, culminating group activities, or CGAs, which are teacher led in a whole-class learning environment. As students master each concept, they advance to the next lesson series.
DescriptionFeatures Support for All Classroom Types: a complete suite of instructional materials makes it easier for instructors to prepare for the course, and leads to student success. Updates to MyMathLab® and MathXL® are an integral part of supporting instructors and student success in today's classroom. Additional MathXL quizzes are assignable as homework. These are based on the text's mid-chapter quizzes. Cumulative assignments follow each chapter test in the homework and test manager, allowing students to synthesize previous material throughout the course. These assignments consist of 30 problems each. Support for Learning Concepts: a systematic approach is used to present each topic, and is designed to actively engage students in the learning process. As a result, students develop both the conceptual understanding and the analytical skills necessary for success. Pointers in the examples provide on-the-spot reminders and warnings about common pitfalls. Examples now offer additional side comments where appropriate in the step-by-step solutions, and there are more section references to previously covered material. Now Try exercises conclude every example with a reference to one or more parallel, odd-numbered exercises from the corresponding exercise set. Students are able to immediately apply and reinforce the concepts and skills presented in the examples, while actively engaged in the learning process. Real-life applications in the examples and exercises draw from fields such as business, pop-culture, sports, life sciences, and environmental studies to show the relevance of algebra to daily life. Functions are introduced in Chapter 2 and are a unifying theme throughout the text. Function boxes offer a comprehensive, visual introduction to each class of function and also serve as an excellent resource for student reference and review throughout the course. Each function box includes a table of values alongside traditional and calculator graphs, as well as the domain, range, and other specific information about the function. NEW! Animations are available within MyMathLab. Graphing calculator coverage is optional and may be omitted without loss of continuity. The authors stress that these devices can be useful as an aid to understanding, but that students must master the underlying mathematical concepts first. Graphing calculator solutions are included for selected examples as appropriate. Graphing calculator notes and exercises are marked with an icon for easy identification and flexibility. Cautions and Notes boxes throughout the text give students warnings of common errors and emphasize important ideas. Looking Ahead to Calculus offers glimpses of how the algebraic topics currently being studied are used in calculus. These notes can be found in the margins of the text in key places. Connections boxes provide connections to the real world or to other mathematical concepts, historical backgrounds, and thought-provoking questions for writing, class discussion, or group work. Chapter Openers provide a motivating application topic that is tied to the chapter content, plus a list of sections and any quizzes or summary exercises in the chapter. Support for Practicing Concepts: the variety of exercise types promotes understanding of the concepts and reduces the opportunity for rote memorization. 25% of the exercises are new in this edition. Quizzes allow students to periodically check their understanding of the material covered. At least one quiz now appears in each chapter, where appropriate. Connecting Graphs with Equations problems, by request, provide students with opportunities to write equations for given graphs. Relating Concepts Exercises help students tie together topics and develop problem-solving skills as they compare and contrast ideas, identify and describe patterns, and extend concepts to new situations. These exercises make great collaborative activities for pairs or small groups of students and are available in selected exercise sets. Full solutions to selected exercises are included at the back of the text for exercise numbers that are marked with a green square. There are three to five exercises per section and are chosen because they extend the skills and concepts presented in the examples. Support for Review and Test Preparation: ample opportunities for review are interspersed within chapters and found at the end of chapters. Quizzes appear periodically throughout the chapter for students to check their progress. Answers appear in the student answer section at the back of the text. NEW! These are now assignable in MyMathLab. Summary Exercises offer mixed review, requiring students to decide which methods covered in the chapter should apply to a particular problem. NEW! These are now assignable in MyMathLab. Chapter Reviews and Test Prep conclude every chapter with the following features: An extensive Summary, featuring a section-by-section list of Key Terms and New Symbols A Quick Review of important concepts, presented alongside corresponding Examples A comprehensive set of Review Exercises A Chapter Test covering all skills and concepts from the chapter A glossary of key terms from throughout the text is provided at the back of the book as an additional student study aid. Author Marge Lial has always been interested in math; it was her favorite subject in the first grade! Marge's intense desire to educate both her students and herself has inspired the writing of numerous best-selling textbooks. Marge, who received Bachelor's and Master's degrees from California State University at Sacramento, is now affiliated with American River College. Marge is an avid reader and traveler. Her travel experiences often find their way into her books as applications, exercise sets, and feature sets. She is particularly interested in archeology. Trips to various digs and ruin sites have produced some fascinating problems for her textbooks involving such topics as the building of Mayan pyramids and the acoustics of ancient ball courts in the Yucatan. When John Hornsby enrolled as an undergraduate at Louisiana State University, he was uncertain whether he wanted to study mathematics education or journalism. His ultimate decision was to become a teacher, but after twenty-five years of teaching at the high school and university levels and fifteen years of writing mathematics textbooks, both of his goals have been realized. His love for both teaching and for mathematics is evident in his passion for working with students and fellow teachers as well. His specific professional interests are recreational mathematics, mathematics history, and incorporating graphing calculators into the curriculum. John's personal life is busy as he devotes time to his family (wife Gwen, and sons Chris, Jack, and Josh). He has been a rabid baseball fan all of his life. John's other hobbies include numismatics (the study of coins) and record collecting. He loves the music of the 1960s and has an extensive collection of the recorded works of Frankie Valli and the Four Seasons. David Schneider has taught mathematics at universities for over 34 years and has authored 36 books. He has an undergraduate degree in mathematics from Oberlin College and a PhD in mathematics from MIT. During most of his professional career, he was on the faculty of the University of Maryland--College Park. His hobbies include travel, dancing, bicycling, and hiking. Callie Daniels has always had a passion for learning mathematics and brings that passion into the classroom with her students. She attended the University of the Ozarks on an athletic scholarship, playing both basketball and tennis. While there, she earned a bachelor's degree in Secondary Mathematics Education as well as the NAIA Academic All-American Award. She has two master's degrees: one in Applied Mathematics and Statistics from the University of Missouri-Rolla, the second in Adult Education from the University of Missouri- St. Louis. Her hobbies include watching her sons play sports, riding horses, fishing, shooting photographs, and playing guitar. Her professional interests include improving success in the community college mathematics sequence, using technology to enhance students' understanding of mathematics, and creating materials that support classroom teaching and student understanding.
... read more Customers who bought this book also bought: Our Editors also recommend: Probability Theory: A Concise Course by Y. A. Rozanov This clear exposition begins with basic concepts and moves on to combination of events, dependent events and random variables, Bernoulli trials and the De Moivre-Laplace theorem, and more. Includes 150 problems, many with answers. Concepts of Probability Theory: Second Revised Edition by Paul E. Pfeiffer Using the Kolmogorov model, this intermediate-level text discusses random variables, probability distributions, mathematical expectation, random processes, more. For advanced undergraduates students of science, engineering, or math. Includes problems with answers and six appendixes. 1965Markov Processes and Potential Theory by Robert M. Blumenthal, Ronald K. Getoor This graduate-level text explores the relationship between Markov processes and potential theory in terms of excessive functions, multiplicative functionals and subprocesses, additive functionals and their potentials, and dual processes. 1968 edition. Finite Markov Processes and Their Applications by Marius Iosifescu Self-contained treatment covers both theory and applications. Topics include the fundamental role of homogeneous infinite Markov chains in the mathematical modeling of psychology and genetics. 1980 edition. Basic Probability Theory by Robert B. Ash This text emphasizes the probabilistic way of thinking, rather than by measuring theoretic concepts. Geared toward advanced undergraduates and graduate students, it features solutions to some of the problems. 1970 edition. Fifty Challenging Problems in Probability with Solutions by Frederick Mosteller Remarkable puzzlers, graded in difficulty, illustrate elementary and advanced aspects of probability. These problems were selected for originality, general interest, or because they demonstrate valuable techniques. Also includes detailed solutions. Foundations of Probability by Alfred Renyi Taking an innovative approach to both content and methods, this book explores the foundations, basic concepts, and fundamental results of probability theory, plus mathematical notions of experiments and independence. 1970 edition. Harmonic Analysis and the Theory of Probability by Salomon Bochner Written by a distinguished mathematician and educator, this classic text emphasizes stochastic processes and the interchange of stimuli between probability and analysis. It also introduces the author's innovative concept of the characteristic functional. 1955 edition.Introduction to Stochastic Models: Second Edition by Roe Goodman Newly revised by the author, this undergraduate-level text introduces the mathematical theory of probability and stochastic processes. Features worked examples as well as exercises and solutions. Stochastic Differential Equations and Applications by Avner Friedman Originally published in 2 volumes, this text develops the theory of systems of stochastic differential equations and presents applications in probability, partial differential equations, and stochastic control problems. 1975 edition. Stochastic Modeling: Analysis and Simulation by Barry L. Nelson Coherent introduction to techniques also offers a guide to the mathematical, numerical, and simulation tools of systems analysis. Includes formulation of models, analysis, and interpretation of results. 1995 edition. Product Description: a knowledge of elementary probability theory, mathematical statistics, and analysis. Appendixes. Bibliographies. 1960 edition. Reprint of the McGraw-Hill Book Company, Inc., New York, 1960
Math Made Nice - N - Easy, Book #1 - 99 edition Summary: Almost everyone needs some math in everyday life, at work, in a career, for study, for shopping, for paying bills. dealing with a bank, in sports, using credit cards, etc. This series of books simplifies the learning, understanding, and use of math, making it non- threatening, interesting, and even fun. The series develops math skills in an easy-to-follow sequence ranging from basic arithmetic to pre-algebra and beyond. These books draw on material developed by the U...show more.S. Government for the education of government personnel with limited math and technical backgrounds. Volume I covers number systems, sets, integers, fractions, and decimalsVery good condition - book only shows a small amount of wear!
I am going to college now. As math has always been my problem area , I purchased the course material in advance. I am plan studying a handful of topics before the classes start. Any kind of help would be much appreciated that could aid me to start studying 8th grade taks math strategies myself. Believe me, it's sometimes quite hard to learn something alone because of its difficulty just like 8th grade taks math strategies. It's sometimes better to request someone to teach you the details rather than knowing the topic on your own. In that way, you can understand it very well because the topic can be explained systematically . Luckily, I discovered this new software that could help in understanding problems in algebra. It's a not costly fast convenient way of understanding math lessons . Try making use of Algebrator and I guarantee you that you'll have no trouble solving algebra problems anymore. It displays all the pertinent solutions for a problem. You'll have a good time learning math because it's user-friendly. Give it a try. I have tried out many software. I would boldly say that Algebrator has assisted me to grapple with my difficulties on least common measure, solving inequalities and radical inequalities. All I did was to just key in the problem. The answer showed up almost right away showing all the steps to the result. It was quite straightforward to follow. I have relied on this for my math classes to figure out Algebra 1 and Algebra 2. I would highly advice you to try out Algebrator. Algebrator is the program that I have used through several algebra classes - Intermediate algebra, Intermediate algebra and Pre Algebra. It is a truly a great piece of algebra software. I remember of going through difficulties with 3x3 system of equations, side-side-side similarity and ratios. I would simply type in a problem homework, click on Solve – and step by step solution to my algebra homework. I highly recommend the program.
Mr. Ross' Website Once here, click the "TI-84 Plus family Operating System" and you can choose to save or open the system, it's up to you. AFM Syllabus Hello, and welcome to AFM!This course contains a lot of material but most of it builds on previous subjects so we will be delving into a deeper understanding of how to use math to explain the way things work. Application is key and I encourage you to ask questions as I teach so you can be able to use it later in lifeReview material seen previous to AFM in preparation, some review will be done as we go along through the semester as well ·Univariate Statistics ·Probability ·Functions ·Exponential and Logarithmic Functions ·Trigonometric Functions of angles ·Graphs of Trig Functions ·Sequences and Series ·Bivariate Data Many resources are available outside of the textbook and classroom.Using the library to find other books, going online for extra practice and explanation, and consulting other teachers are all ways in which to get a deeper understanding of the subject material.Some sites I've found to be particularly helpful are: library.thinkquest.org I hope you will be able to use these tools to answer any questions you may have if I'm ever not available. Geometry Syllabus Hello, and welcome to Geometry!This course contains a lot of material but most of it builds on previous subjects, so we will be delving into a deeper understanding of how to use math to explain the way things work oftenTools of Geometry (perimeter, circumference, area, angles, etc) ·Reasoning and Proof (using theorems and postulates to solve problems) ·Parallel and perpendicular lines ·Matrices ·Triangles and other polygons ·Congruent and similar triangles ·Right triangles and their properties ·Quadrilaterals and their properties ·Circles and their properties ·3 dimensional shapes Many resources are available outside of the classroom.Using the library to find other books, going online for extra practice and explanation, and consulting other teachers are all ways in which to get a deeper understanding of the subject material.Some sites I've found to be particularly helpful are: I hope you will be able to use these tools to answer any questions you may have if I'm ever not available. Grades: ·Homework10% ·Class work20% ·Quizzes30% ·Tests40% The first quarter is worth 40% of your overall grade, as is your second quarter.The exam at the end of the course counts as 20% of your overall grade and must be passed in order to receive credit for the course. Homework:This is only used to reinforce what was learned that day and to prepare you for a quiz or test.It is not meant to be a chore but rather a tool to increase your potential academically.It will be posted on the board as to let you know what is due the next day.It is assigned at the beginning of each month and attached to a calendar so that you know what is due as well as when. Class work:This is also used to reinforce what was learned but will also be used to teach.Guiding questions will allow you to work out problems you might not think you originally know the answer to.Putting effort into this will allow you to be successful on larger assessments and will make the course much easier. Quizzes:Any time there is a quiz it marks a point in the unit that the information up to that point is essential to know before moving on.If you have difficulty with the material before the quiz it may be helpful to ask questions or stay after to go over the information before you take the quiz. Tests:The test for each unit will determine whether or not you understand the material.Making less than 80% on a test shows that a student hasn't mastered the concepts contained within the unit.Any score less than 80% needs to have corrections completed and turned in (with work shown on a separate sheet of paper) so that the mastery can be gained before the end of the semester.Corrections are due within a week of when the test is returned.Students are welcome to stay after to ask questions or work with other teachers in order to grasp the material.Tutorial sessions will be held every Tuesday, 5 points extra credit will be awarded toward a quiz each time a student stays after and the time will count towards time make up in case it is needed for absences.
The Consortium for Mathematics and Its Applications (COMAP, Inc.) has been dedicated to presenting mathematics through contemporary applications since 1980. Over the past five years, COMAP has worked with a team of over 20 authors to produce Mathematics: Modeling Our World, a curriculum which develops mathematics concepts in the contexts in which they are actually used. The word "modeling" is the key. Mathematics: Modeling Our World is founded on the principle that mathematics is a necessary tool for understanding the physical and social worlds in which we live. This is not the same as saying that mathematics can be applied. Rather, important questions about the "real world" come first and serve to motivate the development of the mathematics. Thus the contextual questions "drive" the mathematics. As students discover a variety of ways to solve a problem, they not only learn mathematics and content in other curriculum areas, but they also learn how to reason mathematically, organize and analyze data, make predictions, prepare and present reports, and revise their predictions based on new information. Students learn best when they are actively involved in the process. In Mathematics: Modeling Our World, each unit is based on engaging, real-life situations and the problems and conditions associated with them. For example, students analyze various voting methods used throughout the world, predict changes in the Florida manatee population relative to powerboat use, and analyze the effectiveness of poling samples in medical testing. Using technology and group work, students explore situations that offer a wide variety of mathematical concepts. Mathematical modeling is a central focus of the curriculum. In the modeling process, they identify key features of the context being studied, build a simple model, test it against various criteria, and modify the model in an effort to improve its description of the real context. By integrating technology into the learning process, working with others to solve problems and presenting their findings in a variety of ways, students are better prepared than ever to enter the real world of work or higher education. Both graphing calculators and computers are used extensively throughout the curriculum to assist in carrying out the "messy" computations of real problems and to enhance concept development. Software written specifically for Mathematics: Modeling Our World is provided with the program; other software may be downloaded from the Internet at no charge. While it is strongly recommended that computers be used with this curriculum, materials are provided to teach the lessons without computers as well. For more information about the curriculum and how to order materials, contact:
Authored by Andrew Dorsett, a former high school and university calculus instructor, the seminar provides insights on the benefits of using Mathematica for teaching calculus topics such as squeeze theorem, derivatives, Newton's method, Riemann sums, and solids of revolution. This seminar is free, and includes example class materials for teaching calculus that you can download and immediately start using in your classes. Highlights include: Riemann sums example Solids of revolution example Squeeze theorem courseware (Mathematica notebook) Derivatives lab activity (Mathematica notebook) Newton's method tutorial (Mathematica notebook) World population lab activity (Mathematica notebook) Links to resources to help you get Mathematica, find materials, or connect with other users around the world I am very excited about presenting this new seminar. As a former high school Calculus teacher, I found that there were plenty of "holes" or "gaps" in my teaching where I fell short. Now that I see how Mathematica could have helped me through these tough spots, I kick myself for not exploring Mathematica when I was in the classroom. The seminar is intended to give you a look at Mathematica through the eyes of a math teacher. There are other discipline-specific seminars that are in development, and we are incredibly excited about what teachers will do in the classroom after attending.
ACT Math ACT Math is a collection of pre-algebra, elementary algebra, intermediate algebra, geometry, and trigonometry; basically all the courses that should have been taking by the end of the eleventh grade year. Algebra 1 Expanding basic algebra concepts in understanding linear equations. This course also focuses on simplifying expressions, solving equations and inequalities, using numerical representations, along with graphical representations and algebraic notation. Algebra 2 Algebra 2/3 develops advanced algebra skills such as systems of equations, advanced polynomials, imaginery and complex numbers, quadratics, and concepts and includes the study of trigonometric functions,logarithmic and exponential equations, and introduces matrices and their properties. Elementary Math Elementary math is basic computation skills such as adding, subtracting, multiplying and dividing. Also focus on working with fractions, greatest common factors, least common multiples, and primes. There is some introduction of geometry and algebra as well. GED The GED Mathematics Test assesses an understanding of mathematical concepts such as problem-solving, analytical, and reasoning skills; focuses on Numbers Operations and Number Sense, Measurement and Geometry, Data Analysis, probability, and algebra. Eric C. Erica has consented to a background check to be run by Lexis Nexis upon request for $7.99. You will be able to run a background check after you email Erica with your tutoring inquiry.
Matlab for Engineers Explained Abstract: Matlab for Engineers Explained is an excellent guide for beginners of MATLAB software as it teaches them a sufficient subset of the functionality of MATLAB and gives the reader practical experience on where and how to find more information on MATLAB. MATLAB is a very versatile design and optimization tool for various projects in Electronics and instrumentation engineering. The large number of exercises, practical examples, real-life tips, and solutions allow the students/ practitioners to learn faster and evolve cost-efficient solutions with or without a computer system. The author has covered recent advances in MATLAB software package to facilitate advance programming for optimizing a design The best part of this book is that it provides many realistic examples to enable the engineering students to undertake larger programming projects. The author has provided step by step 'guided tour' for using MATLAB which in turn eliminates the pressure of steep learning curve .The book makes you feel like learning a new programming language. This book is highly useful for graduate/ undergraduate level students where each chapter corresponds to an actual engineering curriculum,. The examples given are related to MATLAB software illustrating the typical theory, and good practical understanding of the subject The important chapters in this book deal with Learning MATLAB; Advanced Programming; Applications of MATLAB At the end some very useful exercises, references and toolbox are covered in following Appendices: 1) Appendix A: Answers to the Exercises; 2) Appendix B: Command Reference; 3) Appendix C: Summary of Mathematical Functions; 4) Appendix D: Toolbox Summaries; 5) Appendix E: Graphics Summary Highly recommended book for Undergraduate students of instrumentation and control engineering
Here are some words of explanation, advice, and motivation from past students: I thought it was strange, and impossible, on the first day of class, when Professor Chris told us that we would learn to see basically any life situation in a mathematical way. Well, he was right. This course has been very challenging for me. The homeworks are very long; it usually took me many hours to complete them. I had to learn a new language, Mathematica, on the computer. I remember thinking that I would not survive the course. Well, I did survive it, and I'm very glad that I did. Professor Chris's course has opened up my eyes to a whole world of math. Math really is everywhere, though I wouldn't have known that if it weren't for Math 245 (math modeling). I worked in a study group throughout the semester with my two friends, and that helped a lot. I didn't realize it at the time, but as the semester went on I became more used to the course, and it became a little easier. Now, I see how the course really helps in every day life. As a math student, we are encouraged to see math and its applications in our everyday lives. I now cannot leave math alone--I sit in the waiting room at the doctor's office and write out Mathematica loops in my head, which can model the situation in the waiting room. It sounds insane, but it really is awesome. My advice to you, a future student: realize all that this course has to offer and do not give up. Work hard because it is worth it. Pick a project topic you are sincerely interested in. Complete the Mathematica tutorials. Go to Prof. Chris early on if you need help. Do not give up. You can do it, and you should! Good luck! At the beginning of the semester, you might be confused about how one topic relates to the next, and this is understandable. This is because you are learning topics which are the tools for mathematical modeling. The goal of this class is to teach you how to build a model on your own, so you will be assigned a group project to complete. In completing the group project is when you will use all the modeling knowledge you learned during the semester. It is as if you have wood, nails, a hammer, and paint without knowing that you will be building a table. The only thing you need to do is to learn how to use them. The materials in this example are the different topics in the lessons, and the wooden table is your mathematical model. Before you start to build your table, you need to learn how to use the tools. The same is true in mathematical modeling. I hope that you will learn a lot in professor Hanusa's class. Have a great semester. This class is not a hard class but requires a lot of thinking. Most math classes you can jump right in and start doing a problem, while this class is different. Before you start doing any problem you will first need to think about what the question is asking you and how you are going to answer the question. Then you can start actually doing the question and once you are done and have completed the question Professor Hanusa asks you to write out in words what you have done. That the reason why the homework can sometimes take so long. While doing the homework make sure you are thorough. At the time writing out everything in words can be very annoying but once it comes on the test, it will be very helpful. Sometimes in other classes you look back at your notes and homework assignments and you do not remember why you did something. But when you have the words written out it makes it a lot easier to study from. When it comes the notes in class, Professor Hanusa will give you power point slides. But the slides are not necessarily sufficient; you should also be paying attention in class and taking notes onto the slides. There are things that Professor Hanusa will say but aren't on the slides. You should also write down the examples that he does in class because they will be helpful when are trying to study. This class was different from any other math class you have ever taken because it teaches you the math you already know and REALLY connects them to the real world. It breaks the mold of the typical real world connection (such as "hair grows at an exponential rate.") It helps to explain the other factors that our teachers usually brushed of with the excuse "that is beyond the scope of this course." This gives you the power to include the things you really want to study and ignore the things you don't as long as it is backed by logical reasoning. Though this class will require a lot of time devoted to homework, studying, and the main mathematical modeling project, looking back will reveal a picture that over the course of time the class has painted. As long as you do your homework, come prepared to class, study for tests and prepare the mathematical modeling project well, this class will pay off in the end. This class is like a blender, during the class your mind is constantly turning but when the blender is off, you realize that something else was created. Dear Future Mathematical Modeling Student, Hi. You're probably sitting in your chair and wondering what to expect from this class. If you're like me, you probably signed up for this class because you need math credits and it was one of the only courses with seats still open. In that case you just know you need to do well no matter what the course entails. Or maybe you picked the class because the two sentences describing it on the Queens College registration website piqued your interest. Maybe it just fit in well with the rest of your schedule. In any case, here's what you need to know about succeeding in Professor Hanusa's Mathematical Modeling course. The first thing you need to know is that there is a lot of writing involved, much more so than you've probably ever had to do for another math class. And I'm not talking about writing numbers, equations, and formulas, though that is part of it. In addition to those, for your homework assignments you will be writing very detailed explanations about concepts learned in class and explanations about how you used them. You need to brush up on your sentence structuring and grammar to make sure you can accurately convey the points you'll be trying to make. If a homework problem does involve numbers and formulas, in addition to actually solving the equation you'll need to explain your methodology and why you set things up the way you did to solve the problem. All of the notes will be posted online on the course website. Actually, pretty much everything you need to know about the course, from the general syllabus to homework assignments to due dates, will be on the site. It's an extremely helpful resource. Use it well. Professor Hanusa posts the notes online before the class he uses them in but I recommend bringing a notebook and writing the notes every day, using the online notes as a backup only. From a personal standpoint, I find it easier to understand things and remember them later when I write them myself. Sometimes there are typos too, so it's easier to just write things correctly instead of trying to remember what in the online notes needed correcting. You will also use Mathematica, a very powerful mathematical software program. This will be essential to your studies, as the professor uses it A LOT in the notes and homework assignments. If you have ever taken a computer programming course you will know what to expect from Mathematica, as it's very similar to Java and C++ in certain respects. If you've never taken a programming course I will tell you now, prepare to feel in over your head. When you're asked to modify code or write your own it gets very complicated very quickly, especially if you have a full course load and don't have time to devote to mastering the nuances of the programming language. There's also a very large project due towards the end of the year. The first time you see it, it will appear daunting, and it does not get talked about in class until after the first midterm. DO NOT PANIC! You will learn about the concepts that you will apply for the project during the semester, so talking about it any earlier will only confuse you. My advice would be that as the first half of the semester progresses, start giving some thought as to what experiments you could focus your project on that would use concepts that get introduced. Also, I wouldn't recommend doing the project with more than one other person. You're allowed to team up with up to four people, but I have always found that it's easier to make sure everyone contributes evenly the fewer people you have. Do not go this one alone. In summary, prepare to spend a lot more time on this class than you thought you would. It's a very interesting class, but you need to make a significant investment to get the most out of it. Time management will be key, especially if you have other writing intensive courses and no freedom to shift your schedule around, like I did. If I can get through this class, then so can you. Good luck!
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Basic College Math - With Early Integers - 2nd edition Elayn Martin-Gay firmly believes that every student can succeed, and her developmental math textbooks and video resources are motivated by this belief.Basic College Mathematics with Early Integers, Second Editionwas written to help students effectively make the transition from arithmetic to algebra. The new edition offers new resources like theStudent Organizerand now includesStudent Resourcesin the back of the book to help students on th...show moreeir quest for success. ...show less25.38 +$3.99 s/h Acceptable Campus_Bookstore Fayetteville, AR Used - Acceptable WATER DAMAGE 2nd Edition Not perfect, but still usable for class. Ships same or next day. Expedited shipping takes 2-3 business days; standard shipping takes 4-14 business days. $26.98 +$3.99 s/h Good Penntext Downingtown, PA no access code included Sorry, CD missing. May have minimal notes/highlighting, minimal wear/tear. Ships same or next business day. $26.98 +$3.99 s/h Acceptable Penntext Downingtown, PA this book does not include an access code Sorry, CD missing. May have some notes/highlighting, slightly worn covers, general wear/tear. Ships same or next business day. $26.98 +$3.99 s/h VeryGood Penntext Downingtown, PA access code not included Sorry, CD missing. 95% clean. No wear/tear. Ships same or next business day. $26.9930.00 +$3.99 s/h Good Big Papa Books Davis, CA May contain some highlighting and writing... (EK-WK) $30.1338.35 +$3.99 s/h Acceptable BookSleuth Danville, CA Fast Shipping ! Used books may not include access codes, CDs or other supplements. $39.00 +$3.99 s/h VeryGood BookCellar-NH Nashua, NH 032172643
Pre-Algebra 1 v1.0 Version: v1.0 it is basic introduction to pre-algebra. In includes the expansion one one and two parentheses, important algebraic products, the difference between two squares, factorizing by grouping, factorizing quadratic expressions, factorizing the difference between two squares, factorization of form ax + bx + c, over 400 questions with their solutions step-by-step
How to Navigate The image below is a screen capture of a typical page in our web site. A: This is the menu bar. It appears in every page of The Net Equation, letting you move about our site easily and quickly. Click on a link to go to the main page of that section. B: The title banner for each section appears here. This is a convenient reminder of which area you are currently in. C: This side table is the Section Navigator. It acts as a specialized menu for the section you are in, as yet another method of making navigation easier. Eash section will have a complete listing of topics in the Section Navigator, and it appears in the same place on every page, immediately below the main menu. In sub-sections, you can also navigate via "next", "back", and "index" links located at the bottom of the page. D: This area contains the text of the page. All lessons, example problems, diagrams, and other information will appear in this area. The text section can be quite long, so scroll bars will appear if needed. E: This link table appears at the bottom of each page. It, like the menu bar on the left, contains links to every major section of our web site. A "back-to-top" link is also provided, allowing you to jump to the top of the page without scrolling. Finally, "Back," "Index," and "Next" links are included to let you move back a page in the lesson areas, return to the section's main page, or continue to the next lesson.
In Math C151141 skills will be prepared for Math C151. Prerequisite MATH C142 In Math C151 students are expected to consistently interrelate the multiple definitions of the trigonometric functions and their inverses; determine the appropriate trigonometric ratio or law to apply to solve problems with triangles; use the radian measure effectively in conversions and it applying formulas to solve problems; analyze trigonometric functions and their graphs using the concepts of amplitude, period, phase and vertical shifts and apply these ideas to real problems; recognize and verify or prove trigonometric identities; analyze trigonometric equations to determine what combination of algebra and identities will lead to a solution; apply trigonometry to operations with complex numbers; solve problems and graph equations of conic sections in rectangular and polar coordinate systems in two and three dimensions; identify and solve problems using parametric equations and vectors in the plane and in space. Students successfully demonstrating these Math C142 skills will be prepared for Math C151.
[b]MathTutor Differential Equations Vol. 1 First Order Equations[/b] mpeg4 .AVI \| 10hours \| Resolution: 720x540 \| Audio: mp3 44100Hz 192 Kb/s \| 6.90 GB [i]Genre: Elearning[/i][/center] Differential equations is used in all branches of engineering and science. In essence, once a student begins to study more complex problems, nature usually obeys a differential equation which means that the equation involves one or more derivatives of the unknown variable. In other words, a differential equation involves the rate of change of a variable rather than the variable itself. The simplest example of this is F=ma. The "a" is acceleration which is the second derivative of the position of the object. Although differential equations may look simple to solve by just integration, they frequently require complex solution methods with many steps. This 10 hour DVD course teaches how to solve first order differential equations using fully worked example problems. All intermediate steps are shown along with graphing methods and applications of differential equations in science and engineering.
College Algebra with Modeling & Visualization Gary Rockswold focuses on teaching algebra in context, answering the question, "Why am I learning this?" and ultimately motivating the reader to ...Show synopsisGary Rockswold focuses on teaching algebra in context, answering the question, "Why am I learning this?" and ultimately motivating the reader to succeed. Introduction to Functions and Graphs. Linear Functions and Equations. Quadratic Functions and Equations. Nonlinear Functions and Equations. Exponential and Logarithmic Functions. Systems of Equations and Inequalities. Conic Sections. Further Topics in Algebra. Basic Concepts From Algebra and Geometry. For all readers interested in college algebra
Looking for book with good general overview of math and its various branches
Book Description: This book exposes readers to many practical applications of geometry, especially those involving measurement. A three- part organization divides topics into Problem Solving, Geometric Shapes, and Measurement; Formal Synthetic Euclidean Geometry; and Alternate Approaches to Plane Geometry.
Mathematics Key Facts AS/A2 Level (Edexcel) Tuition fees are free for this course (home students only). However for students aged 19+ there will be a fee (to be confirmed) which may be remitted if you are in receipt of certain benefits. For information about fee remission please refer to the The Money Matters Page or contact the Information Centre. International students should contact the Information Centre for tuition fees details. VENUE South Cheshire College What's On The Course? The core of the subject is Pure Maths (or Core Maths). This takes the basic Maths topics from GCSE, particularly the study of number, algebra, graphs and trigonometry and extends them to form the key 'tool kit' upon which all Maths is based. This includes Calculus, the Mathematics of growth and change which has many applications in all aspects of the subject. In addition to Pure Maths there are a number of optional modules to select from, including: Statistics, which is the Mathematics of data or information and extends many ideas such as averages, standard deviation and probability. Mechanics, which is the study of forces and the movement of objects and has many applications in the sciences, particularly physics and engineering. Decision Maths, which has its applications in computing and business studies and is the study of the way in which problems may be modelled mathematically in order to be solved using computers or in business applications. Why study Maths? Mathematics is a fascinating and rewarding area of study and students work in an atmosphere that is both challenging and supportive. Members of the Maths team use a variety of teaching strategies including ILT to ensure that the experience of students is both satisfying and rewarding. In addition there is an extensive support programme designed to provide extended opportunities for successful and timely help for those who need it. Knowledge of maths is fundamental to many areas of higher education and is a national shortage subject. Mathematics complements studies in many areas such as the sciences, finance, economics and business, computer studies or engineering. In virtually all areas of the science industry and commerce Mathematics plays a key role. Examples include hospitals, city councils, high technology, manufacturing to name a few. In fact it is in pretty much any area you can think of. What else can you do on the course? We try to make your learning as relevant as possible by including visits to exhibitions and employers where you can see the real-world application of your subject. What the students say "Maths was my strongest subject at school and I took my GCSE exam early in Year 11. I definitely wanted to study it at college and I've really enjoyed algebra and equations during the course. It's hard work but you get extra support as and when you need it through workshops and from your tutor." - Leanne Spooner, King's Grove High School Pass Rates In 2011 the pass rate for A2 Maths was 100% with 76% of students achieving grades A-C. In 2010 the pass rate for A2 Maths was 96% with 76% of students achieving grades A-C. Who Is It Suitable For? To do well on this A-level course you should feel confident with algebra, enjoy working systematically and be interested in understanding the reasoning behind mathematical rules. What Are The Entry Requirements? The Academic Advanced Programme (4AS-Levels) minimum entry requirement is five GCSEs (2Bs, 3Cs) including English Language/Literature and Maths. The Advance Dual Programme (3 AS-Levels + 1 BTEC L3 Certificate) minimum entry requirement is five GCSEs at grades A*-C, including a C in English Language/Literature and D in Maths (to be re-sat in your first year). For Maths you will need grade B in GCSE Mathematics and BB in Core and Additional Science or Bs in separate sciences. What Other Subjects Can I Study With This Course? Many students opt to take Maths along with other science A-Levels, as there are many areas where these subjects overlap. The same is also true for courses like Economics and Psychology which make regular use of statistics. If you are really into your Maths, why not consider taking Further Maths A-Level as well?. What Can I Do Next? Most of our A-Level students also go on to study at top Universities. An increasing number study for a degree in Maths (either on its own or part of a joint degree) while others use their A-Level Maths qualification as an entry to a wide range of degree subjects. What If I Need Support? The College provides a range of learning support for students who would like extra help with their studies. If you need help in deciding what to study or information on travel, finance, childcare, personal or health concerns, contact the Information Centre.
The University of Illinois at Champagne-Urbana Online math classes open to high school students and adult learners in addition to enrolled college students. · Calculus I · Calculus II · Introductory Matrix Theory · Calculus of Several Variables · Advanced Calculus · Differential Equations and Orthogonal Functions · Linear Transformations and Matrices. The courses emphasize collaborative groupwork and mentoring, and use the software program Mathematica. The Master Math Series, written by Debra Anne Ross, presents the subject matter in a way that makes sense to the reader. It begins with the most basic principles and progresses through more advanced topics to prepare a student for the subject. The Master Math series provides step-by-step procedures and solutions, examples and applications. These books can be used as reference books to explain and clarify the arithmetic principles learned in school. The Standard Deviants: Mighty Math Pack DVD The Standard Deviants are a comedy troupe who will make you look at math in a whole new light!
I am interested in taking this online course on machine learning. As it stands my math is very elementary, and I am basically learning math from scratch on khan academy. Programming-wise I have a decent amount of experience, and a good overall understanding. My question is, what math skills are required for me to be able to effectively understand and utilize machine learning? 2 Answers That course is specifically designed to be accessible to folks without 'much' math background. Of course 'much' is a relative term. In this case it means 'knowledge of calculus is helpful but not required'. The course does use some results from differential calculus, but you can answer the quizzes and complete the programs without knowing calculus yourself. You just won't understand where some of the formula you have to implement are coming from. You absolutely will need to be comfortable with basic linear algebra (manipulating vectors and matrices) and working with logarithmic and exponential functions.
Matrices are a subject that has wide application in the field of mathematics, physics, economics, statistics, engineering and industrial research. A matrix is a square array of numbers written within square brackets in a definite order in rows and column. Logarithm is a part of mathematics. Abu Muhammad Musa Al-Khwarizmi was one of the great muslim mathematicians. he invented the Logarithm as well. Anti-logarithm becomes easier by using these tables and use of logarithm more effective. Graphs are a part of discrete mathematics. Graph theory plays an important role in artificial intelligence, formal languages, operating systems etc. non-empty set of points of a graph is called "Vertices" and set of line segments joining pairs of vertices called edges. Many problems in science and engineering when formulated mathematically are readily expressed in terms of ordinary differential equations (ODE) with initial and boundary condition. Ordinary diff. equations are a part of numerical analysis in mathematics. s
From time to time, not all images from hardcopy texts will be found in eBooks, due to copyright restrictions. We apologise for any inconvenience. Description Pearson Mathematics homework program for Year 9 provides tear-out sheets which correspond with student book sections, providing systematic and cumulative skills revision of basic skills and current class topics in the form of take-home exercises. With over 120 double-sided worksheets, Pearson Mathematics provides a complete homework program. Worksheets contain basic skills and revision questions, and leave enough room for student working. Table of contents Financial mathematics Pythagoras's Theorem Algebra Measurement Linear relationships Geometric reasoning Trigonometry Statistics and probability Non-linear graphs Features & benefits A complete homework program Specifically developed and written for the Australian Curriculum Over 120 double-sided worksheets which can be torn out, so they are easy to take home Basic skills revision and current classroom learning reinforcement Plenty of space for student working Target audience Suitable for Year 9
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Overview:Number theory is that branch of mathematics that studies properties of the integers.It emphasizes ingenuity and imagination over the rote learning of pre-defined problem-solving techniques.As such, students tend to react to it in different ways.Some warm to the challenge, finding the logic and elegance of proofs more stimulating than the tedious computations of, say, calculus.Others find the creative element of proofs disorienting and disconcerting.By the end of this term I hope to convert you to the former view. Number theory finds numerous applications to real-world problems, some of which will be discussed during this term.Also, because the objects being studied are so familiar, it is an excellent environment for improving logical thinking, and for gaining a better understanding of certain familiar facts of arithmetic.For example, you may have learned once that a number is a multiple of three if the sum of its digits is a multiple of three.Why is this true?By the end of this term, you will know! Grading:Your grade for the term will be based on a final exam (100 points), two midterm exams (60 points each), and homework and quizzes (40 points). Homework:Mathematics is learned by doing it.That means solving problems.Some of these problems you will hand in and I will grade.Others I will suggest in class, and we will discuss them at some later time.The point is, problems are things you work on because they will help you learn the material (which will give you great satisfaction, and will also be quite useful on the exams!).You are not doing problems in an attempt to "give me what I want", or to get a grade.If you find a particular problem too difficult your reaction should not be fear for your grade.Rather, it should be reaching an understanding of the material so that the problem no longer seems difficult.Mathematics is about attitude.If you view homework as a burden to be overcome, then you will never enjoy the subject.You are invited, and encouraged, to work together on the homework problems.In the end, however, everyone should hand in his own paper. Office Hours:In my opinion, office hours are an important part of the course.I can tell you from experience that the students who do well on the exams are the ones who discuss the material with me outside of class.Also, I like to get to know my students outside a classroom setting.So I encourage you to stop by my office to talk to me about any concerns you have about the course.If my office hours are inconvenient for you, you are free to e-mail me to make an appointment. Other Comments:If you have any questions or special concerns that I need to know about, let me know as soon as possible.
WINTER 2011 Math 10 Resources Some resources for Math 10 for Mrs. Bloom's classes are listed on this page. Students in Mrs. Bloom's class should be using the CATALYST website as the main source of current and updated information and resources for this class. Math 10 Sofia Project Open Content Resources The Sofia Project is an open content initiative from the FHDA district, containing video lectures, practice exams and quizzes, and calculator support material from the distance learning Math 10 class.Try these resources for extra help or if you need to catch up after an absence. (May duplicate some resources from Illowsky and Dean websites.) Hypothesis tests for Star Trek Fans: This website uses a non-mathematical example from Star Trek to explain what hypothesis testing is all about. Helpful explanation of hypotheses, decisions, type 1 and type 2 errors, with no calculations are needed to understand these basic concepts.
Student Edition, Part A Student Edition, Part B Teacher Guide, Part A Teacher Guide, Part B Teacher Resource Package 0-07-827537-7 0-07-827538-5 0-07-827539-3 0-07-827540-7 0-07-830854-2 This innovative program engages students in investigation-based, multi-day lessons organized around big ideas. Important mathematical concepts are developed in contexts that are relevant to students. Students in Contemporary Mathematics in Context work collaboratively, often using graphing calculators, so more students than ever before are able to learn important and broadly useful mathematics. Courses 1, 2, and 3 comprise a core curriculum that will upgrade the mathematics experience for all students. Course 4 is designed for all college-bound students. Research-based and Classroom-Tested - Developed with funding from the National Science Foundation, each course in Contemporary Mathematics in Context is the product of a four-year research, development, and evaluation process involving thousands of students in schools across the country. The result is a program rich in modern content organized to make active student learning a daily occurrence in your classroom. Features Algebra and functions, statistics and probability, geometry and trigonometry, and discrete mathematics are integrated in every course. Mathematical concepts and methods are developed in real-world contexts with an emphasis on mathematical modeling and data analysis. A four-phase lesson cycle of launch/explore/share and summarize/apply promotes discussion and collaborative learning in problem-based lessons. Student and teacher texts are published in two volumes, enabling schools to adjust the pace of the course to accommodate varying student backgrounds, interests, and abilities.
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...,... more... In a detailed and comprehensive introduction to the theory of plane algebraic curves, the authors examine this classical area of mathematics that both figured prominently in ancient Greek studies and remains a source of inspiration and a topic of research to this day. Arising from notes for a course given at the University of Bonn in Germany,... more...
Microsoft Math 3.0 Software Review and Ratings Editors' Rating: Our Verdict: For math and science students who need a little extra help, the easy-to-use Microsoft Math 3.0 could be just the thing. Read More… What We Liked… Inexpensive Offers step-by-step equation solving What We Didn't… Tutorials cover program functionality, but aren't math lessons Microsoft Math 3.0 Software Review By Matthew Murray, reviewed May 31, 2007 Share This Review: Interested as we are in technology, there are reasons we didn't go into computer science. Chief among them: The high-level math required at just about every stage of the game. So we're thrilled to find a program as comprehensive and inexpensive as Microsoft Math 3.0, which might help the next generation solve quadratic equations and figure out chemical reactions more easily than we could. Available as a small download from Microsoft's Web site for only $19.95, Microsoft Math offers lots of tools for simplifying and clarifying math and science questions. You get a graphing calculator optimized for both standard and linear algebra, trigonometry, statistics, and calculus; a library of formulas and equations that also encompasses key entries from the worlds of chemistry and physics; a triangle solver; and a unit-conversion utility for easily converting units of measure for length, volume, temperature, and more. If by chance you run the software on a Tablet PC, Math's handwriting recognition can help you enter expressions that way. Perhaps the best feature is the step-by-step equation solver, which breaks down complicated calculations into their component pieces, along with gently explanatory text to help you understand each step of the solving process. (You can also turn off the step-by-step solutions so you have to make the journey to the answer yourself.) You can even solve systems of up to six equations. The program provides five built-in video tutorials: an overview of the program; introductions to graphing, equation solving, and step-by-step solutions; and a how-to on assigning variables and evaluating expressions. While these are helpful for detailing the ins and outs of how the software works, they're useless as crash courses on any of these potentially bewildering topics. The software assumes you know what you're getting yourself into, which could baffle parents who (like us) forgot the law of cosines the instant first-semester trig ended. Even so, for struggling students of all ages, Microsoft Math 3.0 can make the process a lot less frustrating—and maybe even a little bit fun.
independent activities, covering aspects of this area of statistics for those studying the S1 Module of AS Level Statistics. The tasks are designed to encourage students to apply their knowledge of binomial distributions to solve challenging problems, giving them the opportunity toCarom Maths provides this resource for teachers and students of A Level mathematics. This presentation looks at the theorem of cross-ratio, of four complex numbers, which is of great interest in a field of mathematics known as projective geometry and has an ancient history. The activity is designed to explore aspects of the… Carom Maths provides this resource for teachers and students of A Level mathematics. This presentation investigates the value of π in different types of geometry and provides a link for students to experiment with Hyperbolic geometry. The classic definition of a distance function, or metric, is given and a version of the Manhattan… Carom Maths provides this resource for teachers and students of A Level mathematics. Cyclotomic polynomials are explained in this presentation, which uses a regular polygon to illustrate the complex roots of unity and establish which of those are primitive, before demonstrating some intriguing algebra. The activity is designed… Carom Maths provides this resource for teachers and students of A Level mathematics. The Fibonacci sequence is an example of a linear recurrence relation (LRS). A matrix is used to calculate future terms, as well as running the sequence backwards to see how many zeroes appear. Algebra is used to prove the maximum number of zeroes… Carom Maths provides this resource for teachers and students of A Level mathematics. This presentation shows how, when placing triominoes onto a chessboard, there is always one empty square. An algebraic proof is developed to show that the empty square will always appear in the same location, or in one of its rotations. The… Carom Maths provides this resource for teachers and students of A Level mathematics. This presentation uses the fact that 1729 is the smallest number that can be expressed as two cubes in two different ways to introduce the topic of Elliptic curves, which are used more and more in the field of number theory. The activity is… Carom Maths provides this resource for teachers and students of A Level mathematics. This presentation begins by introducing students to the technique used to find the radical of an integer before progressing to the ABC conjecture, which is recognised by mathematicians as being an important unsolved problem in number theory. The… Carom Maths provides this resource for teachers and students of A Level mathematics. A triangle can have more than one centre and this presentation demonstrates the application of vectors, in three different situations, to show that the circumcentre, the centroid and the orthocentre of a triangle are indeed positioned at the centre… Carom Maths provides this resource for teachers and students of A Level mathematics. This presentation demonstrates how the interesting idea of Hikorski triples was developed from writing a GCSE Equations worksheet in 2002. The triples are identified as (p, q, pq+1/p+q). The activity is designed to explore aspects of the subject… Carom Maths provides this resource for teachers and students of A Level mathematics to explore aspects of the subject which may not normally be encountered, to encourage new ways to approach a problem mathematically and to broaden the range of tools that an A Level mathematician can call upon. This presentation on Quadratic reciprocity… Carom Maths provides this resource for teachers and students of A Level mathematics. This presentation begins with a reminder of some transformations of the plane before introducing the less well known transformation of Inversion. Students are able to experiment with an Autograph file to explore this concept and the Steiner Chain… Carom Maths provides this resource for teachers and students of A Level mathematics. This presentation provides a spreadsheet, which models a population of mice, and allows students to vary the input and thus change the behaviour of the model. There are some surprising discoveries to be made when the results are analysed. The… Carom Maths provides this resource for teachers and students of A Level mathematics. There are six ways to write the total edge length, total surface area and volume of a cube, or cuboid, in order of size. This presentation challenges students to find a cube for each order. Autograph files are provided to help with this problem. Thw… Carom Maths provides this resource for teachers and students of A Level mathematics. Colouring maps, so that no two countries sharing a border are shaded with the same colour, is the focus of this presentation, which includes both the history and mathematical proofs to this problem. This activity is designed to explore aspects… Carom Maths provides this resource for teachers and students of A Level mathematics. This presentation introduces the Conics and provides a Geogebra file for students to explore how, by changing the eccentricity of a curve, the locus of a point is altered. They are also challenged to vary the constants of an equation to see how… Carom Maths provides this resource for teachers and students of A Level mathematics. This presentation provides students with an opportunity to explore their own grasp of logic and introduces a logical tautology called Modus Tollens. This activity is designed to explore aspects of the subject which may not normally be encountered,… Carom Maths provides this resource for teachers and students of A Level mathematics. This presentation describes the concept of Tangles, which were the idea of John Conway. Students are given some rules from which they create the tangle representing 2/5, before creating their own tangle numbers for others to untangle. The activity… Carom Maths provides this resource for teachers and students of A Level mathematics. This presentation explores the effect of placing a single tile into an existing pattern which tessellates, referred to as a pearl tiling. New descriptions and notation are introduced and questions regarding regular polygons, polyominoes, and quadrominoes… Carom Maths provides this resource for teachers and students of A Level mathematics. In this presentation students are given a function and explore the mapping of natural numbers, as well as being challenged to find the inverse function. A link to the online encyclopaedia of integer sequences is provided for students to check… Carom Maths provides this resource for teachers and students of A Level mathematics. The Game of Life is a simulation of how a population might grow, if subject to a few simple rules. Initially students try the rules out for themselves on squared paper, before following a link to a computer program that shows the patterns which… Carom Maths provides this resource for teachers and students of A Level mathematics. This presentation explores the Mandelbrot Set, a topic from Chaos Theory, which involves complex numbers and the Argand diagram. Following a set of rules, students use a spreadsheet to establish if complex numbers, on the Argand diagram, are within…
Saxon Teacher provides comprehensive lesson instructions that feature complete solutions to every practice problem, problem set, and test problem, with step-by-step explanations and helpful hints. These Algebra 1 CD-ROMs contain hundreds of hours of instruction, allowing students to see and hear actual textbook problems being worked on a digital whiteboard. A slider button allows students to skip problems they don't need help on, or rewind, pause, or fast-forward to get to the sections they'd like to access. Problem set questions can be watched individually after the being worked by the student; the practice set is one continuous video that allows for easy solution review. For use with Algebra 1 3rd Edition. Five Lesson CDs and 1 Test Solutions CD included. Do you need a solutions manual or anything in addition to these cd's to do the curriculum? Besides the student book, of course. asked 1 year, 10 months ago by Shelley on Saxon Teacher for Algebra 1, Third Edition on CD-ROM 0points 0out of0found this question helpful. 5 answers Answers answer 1 I recommend getting the solutions manual.Would be a lot faster when correcting problems. answered 6 months ago by Home school mom Ohio 0points 0out of0found this answer helpful. answer 2 You don't need a solutions manual. I purchased everything Saxon has for Algebra 1, Third Edition. The CDs have all the lessons, problems, and solutions. It's great. answered 1 year, 7 months ago by domjoer3 0points 0out of0found this answer helpful. answer 3 Yes, you need the solutions manual and the tests. answered 1 year, 8 months ago by momof6boys 0points 0out of0found this answer helpful. answer 4 A solution manual would make grading the student's work faster, however, the cds go over each problem individually. It shows how to work each practice problem along with each problem from the lessons. answered 1 year, 9 months ago by Lissa Mississippi 0points 0out of0found this answer helpful. answer 5 Saxon Teacher is a supplement to the Saxon Math Homeschool Kit, not a replacement for the Textbook, Solutions Manual or Tests & Worksheets books. You would want to purchase the full kit for use with the Saxon Teacher CD-ROMs.
Introductory & Intermediate Algebra for College Students, 4Chapter 3 Group Project Chapter 3 Summary Chapter 3 Review Exercises Chapter 3 Test Cumulative Review Exercises (Chapters 1–3) 4. Systems of Linear Equations Equations in Three Variables Long Division of Polynomials; Synthetic Division Mid-Chapter Check Point Section 7.1–Section 7.4 7.5 Complex Rational Expressions 7.6 Solving Rational Equations 7.7 Applications Using Rational Equations and Proportions 7.8 Modeling Using Variation Chapter 7 Group Project Chapter 7 Summary Chapter 7 Review Exercises Chapter 7 Test Cumulative Review Exercises (Chapters 1–7) 8. Basics of Functions 8.1 Introduction to Functions 8.2 Graphs of Functions 8.3 The Algebra of Functions Mid-Chapter Check Point Section 8.1–Section 8.3 8.4 Composite and Inverse Functions Chapter 8 Group Project Chapter 8 Summary Chapter 8 Review Exercises Chapter 8 Test Cumulative Review Exercises (Chapters 1–8) 9. Inequalities and Problem Solving 9.1 Reviewing Linear Inequalities and Using Inequalities in Business Applications 9.2 Compound Inequalities 9.3 Equations and Inequalities Involving Absolute Value Mid-Chapter Check Point Section 9.1–Section 9.3 9.4 Linear Inequalities in Two Variables Chapter 9 Group Project Chapter 9 Summary Chapter 9 Review Exercises Chapter 9 Test Cumulative Review Exercises (Chapters 1–9) 10. Radicals, Radical Functions, and Rational Exponents 10.1 Radical Expressions and Functions 10.2 Rational Exponents 10.3 Multiplying and Simplifying Radical Expressions 10.4 Adding, Subtracting, and Dividing Radical Expressions Mid-Chapter Check Point Section 10.1–Section 10.4 10.5 Multiplying with More Than One Term and Rationalizing Denominators 10.6 Radical Equations 10.7 Complex Numbers Chapter 10 Group Project Chapter 10 Summary Chapter 10 Review Exercises Chapter 10 Test Cumulative Review Exercises (Chapters 1–10) 11. Quadratic Equations and Functions 11.1 The Square Root Property and Completing the Square; Distance and Midpoint Formulas
Rent Textbook Buy New Textbook Used Textbook We're Sorry Sold Out eTextbook We're Sorry Not Available More New and Used from Private Sellers Starting at $49To facilitate those instructors that use a more hands-on approach to teaching, an extensive Exploration Activities manual accompanies the text. The manual contains a variety of explorations for each section, which are referenced in the text by an icon in the margin. Some explorations deal directly with the content of the chapter, often making use of relevant manipulatives or other hands-on activities. Other explorations extend the content of the section either mathematically or by building a connection to the K - 8 classrooms. Most of the explorations can be done individually or with groups and should take about 30 - 45 minutes to complete.
Archive for the 'Science' Category It is certain that university students who are majoring in science will get a lot of assignments besides having some direct experiments in the laboratory. Almost all of the assignments are hard enough to do. For example students who are majoring in chemistry will get complicated assignments. Tutorvista.com is one of the solutions for your academic problems. The website provides all kinds of chemistry help. It covers the practical matters, like providing some tips for the laboratory activities, and the matters that are related to writing some papers, such as giving chemistry homework help. All chemistry branches are covered. So for you those who take organic chemistry for their concentration, you are able to get organic chemistry help. There is no need to struggle in making your homework because the website is able to give you online guidance. The guidance will be done by professional tutors who have enough experience in this matter. If you need more than a mere homework help that answers all of your questions related to your homework, you can also connect with the tutors directly to have some brief and detail consultation about your academic problems RSFYJQ489U43 The solution to a mathematical equation can be feasible or infeasible. There can be mathematical models with boundaries as well. Such models are termed as optimization models where the solution resides within a set of values. Usually such models are expressed with a set of constraints. For example, the classical functions of pricing the supply and demand for products, both these functions together create a fixed value for the price. Here is a sample mathematical model Objective: Maximize Profits from selling two products P1 and P2 at Price $3 and $4 respectively. If you carefully notice the system of equations above, the first equation constantly increases for any value of P1 and P2. But the increase is restricted by equation number 2 which enforces a boundary on the system. Hence the solution set returns feasible values. Equations can be both deterministic as well as stochastic. Stochastic systems are systems that do not have fixed values such as USD 3 as cost of product or labor hours as 2 hours per product. The expected values can be specified as a probability distribution. An Example of a probability distribution is the arrival rate of automobiles in a junction. One cannot determine the exact rate as the source would be dependant upon a lot of factors. Simulation is an extended technique of analyzing variations of input and output using expected values for a large number of trials. Many contrasting system conditions can be specified and the simulation can be run for a large number of trials. Math models are common place and are used to describe physical phenomena, astronomical phenomena and population growth. They are also used in production planning, manufacturing etc. In synopsis a mathematical model can create unbounded values or bounded values. A system with boundaries can be used to study extreme objectives such as profit maximization, time minimization etc., Hal Anger, a nuclear scientist, was the man who invented the gamma camera. Is a medical device, a camera, that is used to look at the internal organs and how they are functioning at the time. He invented it back in the 1950′s and it is still around today, nearly 70 years later. The gamma camera works by through gamma rays. The patient is given a solution to drink or injected with a solution that contains a low level of radiation that will emit gamma rays. Depending on the organ that is being target to be looked at, a different type of solution is given. The reason for this is because certain types and mixes of the solution will be absorbed by different organs. Once the solution is in the patient, they are then put under the gamma camera. The first part of the camera to receive the gamma rays coming from the patient is a part called a collimator. Like a colander that strains liquid from the solid, the nuclear medicine collimator on the gamma camera channels all of the gamma rays into the camera head that is full of crystals. What happens from there and how that becomes an image that you can see and make a diagnosis from is some complicated nuclear science stuff that most people do not understand anyways. All that really matters for most of us is that it works. In particular, because since its invention, the largest success story of the gamma camera is that of the fight against breast cancer. It has been able to detect tumors much sooner, making the odds of survival in breast cancer patients much higher. quantity
From the Publisher: Probability an Introduction provides the fundamentals, requiring minimal algebraic skills from the student. It begins with an introduction to sets and set operation, progresses to counting techniques, and then presents probability in an axiomatic way, never losing sight of elucidating the subject through concrete examples. The book contains numerous examples and solved exercises taken from various fields, and includes computer explorations using Maple.™ Description: Updated and revised with the latest data in the field, "The Essentials of Computer Organization and Architecture" is a comprehensive resource that addresses all of the necessary organization and architecture topics, yet is appropriate for the one term course. ... Description: This edition provides new and seasoned users with simple step by step procedures on how to create, modify, annotate, and add dimension to any engineering drawing. Readers can use the accompanying DVD to set up drawing exercises and draw ...
Course Description This course will provide the learner with a better understanding of the underlying concepts of geometry. Through readings, lessons, quizzes and independent explorations, the learner will leave the course with more complete understanding of geometry and begin to be able to think in a geometrical fashion. Websites are also provided to help the learner further explore the topics on his/her own. At the end of this unit, the learner will be able to describe some of the basic premises behind geometric thinking, reasoning and study. They will also be able to demonstrate the following learning objectives: Objectives (based on the Van Hiele levels of geometric thought): Students will be able to demonstrate the ability identify the ways geometry is used by people in their daily lives (i.e. professions, synthetic universe, natural universe, in the home, etc...) Lesson assignments and review exams Basic Course: $50110.00) Beginner to Intermediate Algebra is intended for students who need to gather a basic understanding of how to perform Algebra operations. more Other Related Classes in Mathematics Basic Math 101 Fear fractions no more. And learn whether to add first or multiply first in a string of operations. Whether you are struggling with basic math functions in a course today, you are taking a new job that demands understanding of math, or you simply need to... Pre Algebra 101 An understanding of algebra is a foundational skill to virtually all topics in higher-level mathematics, and it is useful in science, statistics, accounting, and numerous other professional and academic areas. This course builds a bridge between simple w... ABCs of Algebra Find out how algebra is simply a natural extension of the math you learned in elementary school. Basic Algebra is designed for all students who need a basic understanding of algebraic operations including simplifying, factoring, solving equations and ine... Math All-In-One (Arithmetic, Algebra, and Geometry Review) This self-paced All-In-One Math Course reviews the basics of arithmetic, algebra and geometry. This condensed course covers the following material: Arithmetic: reviewing the use of numbers, signs and symbols, how to perform various operations, how tAlgebra 101: Beginner to Intermediate Level Beginner to Intermediate Algebra is intended for students who need to gather a basic understanding of how to perform Algebra operations. This course will benefit current students and adult learners who need to know how to perform basic Algebra operations... Statistics 101 Statistics are used in a variety of contexts ranging from scientific experiments to political advertisements and beyond. Because statistics can be used to mislead, an understanding of the topic can be helpful for more than just the mathematical skills th... Math Preparation for the GED Test This online course will prepare you to take the Mathematics portion of the GED® (General Educational Development) test. The testing format will be explained and broken down to highlight the content this part of the exam will cover. This course will ... Geometry 101: Beginner to Intermediate Level Although we may not always recognize it, we use basic geometry skills regularly in everyday life. For instance, we consider whether a picture on the wall is parallel with the floor, or we calculate the area of a room when installing new carpeting. Geome... Applied Statistics 101 Large sets of numbers can be daunting, and characterizing them in a few words or numbers can be even more daunting. This course considers how to take data sets--whether large or small--and describe them using a few numbers (descriptive statistics). This,...
Problem solving, computer programming, and the use of standard numerical methods, visualization and systems thinking in the context of engineering and scientific applications using MATLAB. Credit not given for both CS 016 and CS 020. Prerequisite: Concurrent enrollment in MATH 020 or MATH 022.
Cost = number of items x price per item Income = hours worked x wage per hour Value = number of items x value per item Money problems involve the use of several transformations. Money problems involve the use of the 5-step plan when they are solved. One and two step equations Using several transformations to solve equations Investment Formula: Interest = Amount invested x Interest Rate Investment problems use charts to help in organization of information. Investment problems use algebraic fractions in finding their solutions. Investment problems involve the use of the 5-step plan when they are solved. Rate of Work Formula: Work done = Work rate x Time worked Rate of Work problems use charts to help in organization of information. Rate of Work problems use algebraic fractions in finding their solutions . Rate of Work problems involve the use of the 5-step plan when they are solved. Catalog Description: This course focuses on solution methods for quadratic equations and inequalities, graphs of quadratic equations , quadratic models, and the use of these methods in problem solving. A student who is required by the college to take this course must pass it with a C or better before being allowed to take a higher-level course in the mathematics sequence . Course Outcomes: After the successful completion of this course, you will be able to solve application problems using the following skills: ASK Outcome: This course will provide an opportunity to develop your skills, not only as a mathematician, but also as an independent learner . Ask outcome: to become competent in math and statistical methods Attendance: Regular and punctual class and laboratory attendance is required for success. Students who are not fully succeeding and are not regularly attending may be withdrawn from this course. Tardiness is a form of absenteeism and may be regarded as grounds for withdrawal if significant progress is not shown. Assessment: Course grade determination will include at least three, one-hour exams and a comprehensive final exam. Laboratory assignments, homework, quizzes, projects, and class participation may also be considered. Your instructor will provide you with specific methods of assessment and evaluation plus a tentative schedule of topics that will include test dates. IP: An IP is an earned grade, awarded only to students in development, who demonstrate significant progress in a course without achieving a level of skill sufficient to be successful in their next level. A person who has been awarded an IP twice before in this course is not eligible for a third. The Value of Integrity: Northwest Vista College values integrity; therefore cheating will not be tolerated. Please read the complete set of new policies and procedures regarding academic integrity. ADA Disability Statement: As per section 504 of the Vocational Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990, if a student needs an accommodation, contact Sharon Dresser at 348-2020. Phones/Texting/Laptops/Etc. : You are not allowed to have your phone/laptop on your desk or in your hands during class. If you are on the phone or texting during class you will be asked to leave and 10 points will be taken off your next exam. If you are expecting an important call just let me know before class begins. Sleeping/Being Disruptive: If you are too tired to stay awake in this course then don't come to class. If you are sleeping in class I will ask you to leave class and 5 points will be taken off your next exam. If you are being disruptive in class I will ask you to leave class and 5 points will be taken off your next exam. Strand Trace Algebra Performance Indicators Organized by Grade Level and Band under Major Understandings Multiply a binomial by a monomial or a binomial (integer coefficients). 8.A.9 Var. & Express Divide a polynomial by a monomial (integer coefficients). 8.A.10 Var. & Express Factor algebraic expressions using the GCF. 8.A.11 Var. & Express Factor a trinomial in the form ax2 + bx + c; a=1 and c having no more than three sets of factors. 8.A.12 Eqns. & Ineqs. Apply algebra to determine the measure of angles formed by or contained in parallel lines cut by a transversal and by intersecting lines. 8.A.13 Eqns. & Ineqs. Solve multi-step inequalities and graph the solution set on a number line. 8.A.14 Eqns. & Ineqs. Solve linear inequalities by combining like terms, using the distributive property, or moving variables to one side of the inequality (include multiplication or division of inequalities by a negative number). Performance Indicators Organized by Grade Level and Band under Major Understandings Students will perform algebraic procedures accurately. A.A.12 Var. & Express Multiply and divide monomial expressions with a common base, using the properties of exponents. A.A.13 Var. & Express Add, subtract, and multiply monomials and polynomials. A.A.14 Var. & Express Divide a polynomial by a monomial or binomial, where the quotient has no remainder. A.A.15 Var. & Express Find values of a variable for which an algebraic fraction is undefined. A.A.16 Var. & Express. Simplify fractions with polynomials in the numerator and denominator by factoring both and renaming them to lowest terms. A.A.17 Var. & Express Add or subtract fractional expressions with monomial or like binomial denominators. A.A.18 Var. & Express. Multiply and divide algebraic fractions and express the product or quotient in simplest form. A.A.19 Var. & Express. Identify and factor the difference of two perfect squares. A.A.20 Var. & Express. Factor algebraic expressions completely, including trinomials with a lead coefficient of one (after factoring a GCF). A.A.21 Eqns. & Ineqs. Determine whether a given value is a solution to a given linear equation in one variable or linear inequality in one variable. A.A.22 Eqns. & Ineqs. Solve all types of linear equations in one variable. A.A.23 Eqns. & Ineqs. Solve literal equations for a given variable. A.A.24 Eqns. & Ineqs. Solve linear inequalities in one variable. A.A.25 Eqns. & Ineqs. Solve equations involving fractional expressions. A.A.26 Eqns. & Ineqs. Solve algebraic proportions in one variable which result in linear or quadratic equations. A.A.27 Eqns. & Ineqs. Understand and apply the multiplication property of zero to solve quadratic equations with integral coefficients and integral roots. A.A.28 Eqns. & Ineqs. Understand the difference and connection between roots of a quadratic equation and factors of a quadratic expression. Determine the center-radius form for the equation of a circle in standard form. A2.A.48 Coordinate Write the equation of a circle, given its center and a point on the circle. A2.A.49 Coordinate Write the equation of a circle from its graph. A2.A.50 Coordinate Approximate the solution to polynomial equations of higher degree by inspecting the graph. A2.A.51 Coordinate Determine the domain and range of a function from its graph. A2.A.52 Coordinate Identify relations and functions, using graphs. A2.A.53 Coordinate Graph exponential functions of the form y = bx for positive values of b, including b = e. A2.A.54 Coordinate Graph logarithmic functions, using the inverse of the related exponential function. A2.A.55 Trig Fcns Express and apply the six trigonometric functions as ratios of the sides of a right triangle. A2.A.56 Trig Fcns Know the exact and approximate values of the sine, cosine, and tangent of 0º, 30º, 45º, 60º, 90º, 180º, and 270º angles. A2.A.57 Trig Fcns Sketch and use the reference angle for angles in standard position. A2.A.58 Trig Fcns Know and apply the co-function and reciprocal relationships between trigonometric ratios. A2.A.59 Trig Fcns Use the reciprocal and co-function relationships to find the value of the secant, cosecant, and cotangent of 0º, 30º, 45º, 60º, 90º, 180º, and 270º angles. A2.A.60 Trig Fcns Sketch the unit circle and represent angles in standard position. A2.A.61 Trig Fcns Determine the length of an arc of a circle, given its radius and the measure of its central angle. A2.A.62 Trig Fcns Find the value of trigonometric functions, if given a point on the terminal side of angle θ. A2.A.63 Trig Fcns Restrict the domain of the sine, cosine, and tangent functions to ensure the existence of an inverse function. A2.A.64 Trig Fcns Use inverse functions to find the measure of an angle, given its sine, cosine, or tangent. A2.A.65 Trig Fcns Sketch the graph of the inverses of the sine, cosine, and tangent functions. A2.A.66 Trig Fcns Determine the trigonometric functions of any angle, using technology.
The Dugopolski series in developmental mathematics has helped thousands of students succeed in their developmental math courses.Algebra for College Students, 6e is part of the latest offerings in the successful Dugopolski series in mathematics. In his books, students and faculty will find short, precise explanations of terms and concepts written in clear, understandable language that is mathematically accurate. Dugopolski also includes a double cross-referencing system between the examples and exercise sets, so no matter where the students start, they will see the connection between the two. Finally, the author finds it important to not only provide quality but also a wide variety and quantity of exercises and applications. PREFACE APPLICATIONS INDEX Chapter 1: The Real Numbers 1.1 Sets 1.2 The Real Numbers 1.3 Operations on the Set of Real Numbers 1.4 Evaluating Expressions and the Order of Operations 1.5 Properties of the Real Numbers 1.6 Using the Properties Chapter 2: Linear Equations and Inequalities in One Variable 2.1 Linear Equations in One Variable 2.2 Formulas and Functions 2.3 Applications 2.4 Inequalities 2.5 Compound Inequalities 2.6 Absolute Value Equations and Inequalities Chapter 3: Linear Equations and Inequalities in Two Variables 3.1 Graphing Lines in the Coordinate Plane 3.2 Slope of a Line 3.3 Three Forms for the Equation of a Line 3.4 Linear Inequalities and Their Graphs 3.5 Functions and Relations Chapter 4: Systems of Linear Equations 4.1 Solving Systems by Graphing and Substitution 4.2 The Addition Method 4.3 Systems of Linear Equations in Three Variables 4.4 Solving Linear Systems Using Matrices 4.5 Determinants and Cramer's Rule 4.6 Linear Programming Chapter 5: Exponents and Polynomials 5.1 Integral Exponents and Scientific Notation 5.2 The Power Rules 5.3 Polynomials and Polynomial Functions 5.4 Multiplying Binomials 5.5 Factoring Polynomials 5.6 Factoring ax² + bx + c 5.7 Factoring Strategy 5.8 Solving Equations by Factoring Chapter 6: Rational Expressions and Functions 6.1 Properties of Rational Expressions and Functions 6.2 Multiplication and Division 6.3 Addition and Subtraction 6.4 Complex Fractions 6.5 Division of Polynomials 6.6 Solving Equations Involving Rational Expressions 6.7 Applications Chapter 7: Radicals and Rational Exponents 7.1 Radicals 7.2 Rational Exponents 7.3 Adding, Subtracting, and Multiplying Radicals 7.4 Quotients, Powers, and Rationalizing Denominators 7.5 Solving Equations with Radicals and Exponents 7.6 Complex Numbers Chapter 8: Quadratic Equations, Functions, and Inequalities 8.1 Factoring and Completing the Square 8.2 The Quadratic Formula 8.3 More on Quadratic Equations 8.4 Quadratic Functions and Their Graphs 8.5 Quadratic Inequalities Chapter 9: Additional Function Topics 9.1 Graphs of Functions and Relations 9.2 Transformations of Graphs 9.3 Combining Functions 9.4 Inverse Functions 9.5 Variation Chapter 10: Polynomial and Rational Functions 10.1 The Factor Theorem 10.2 Zeros of a Polynomial Function 10.3 The Theory of Equations 10.4 Graphs of Polynomial Functions 10.5 Graphs of Rational Functions Chapter 11: Exponential and Logarithmic Functions 11.1 Exponential Functions and Their Applications 11.2 Logarithmic Functions and Their Applications 11.3 Properties of Logarithms 11.4 Solving Equations and Applications Chapter 12: Nonlinear Systems and the Conic Sections 12.1 Nonlinear Systems of Equations 12.2 The Parabola 12.3 The Circle 12.4 The Ellipse and Hyperbola 12.5 Second-Degree Inequalities Chapter 13: Sequences and Series 13.1 Sequences 13.2 Series 13.3 Arithmetic Sequences and Series 13.4 Geometric Sequences and Series 13.5 Binomial Expansions Chapter 14: Counting and Probability 14.1 Counting and Permutations 14.2 Combinations 14.3 Probability Appendix A Answers to Selected Exercises
Elementary Linear Algebra : Applications Version - 10th edition Summary: When it comes to learning linear algebra, engineers trust Anton. The tenth edition presents the key concepts and topics along with engaging and contemporary applications. The chapters have been reorganized to bring up some of the more abstract topics and make the material more accessible. More theoretical exercises at all levels of difficulty are integrated throughout the pages, including true/false questions that address conceptual ideas. New marginal notes provide ...show morea fuller explanation when new methods and complex logical steps are included in proofs. Small-scale applications also show how concepts are applied to help engineers develop their mathematical reasoning. ...show less New Book. Shipped from US within 4 to 14 business days. Established seller since 2000 $184.89189.82 +$3.99 s/h New PROFESSIONAL & ACADEMIC BOOKSTORE Dundee, MI 0470432055
You are here Courses << back MAT-151 Calculus I4 credits Prerequisites: MAT-149 or equivalent course with a minimum grade of C. A study of differential and integral calculus of real functions of one real variable. Topics include limits and continuity, differentiation, the chain rule, the mean-value theorem, the fundamental theorem of calculus, curve sketching, integration by substitution, introductory differential equations , and applications of the derivative and integral.
Focus In High School Mathematics - 09 edition Summary: Addressing the direction of high school mathematics in the 21st century, this resource builds on the ideas of NCTM s Principles and Standards for School Mathematics and focuses on how high school mathematics can better prepare students for future success. Reasoning and sense making are at the heart of the high school curriculum. Discover the components of mathematical reasoning and sense making in grades 9-12, including: - Reasoning habits that instruction s...show morehould develop across the curriculum - Key elements for reasoning in five content strands - Examples that illustrate the roles of teachers and students in the classroom Focus in High School Mathematics aims to bring together teachers, administrators, supervisors, and curriculum specialists to reshape the conversation about high school mathematics and shift the curriculum toward an emphasis on reasoning and sense making for all students. ...show less Edition/Copyright: 09 Cover: Publisher: National Council of Teachers of Mathematics Year Published: 2009
CMSC 145: Discrete Mathematics Bard College Sven Anderson Spring 2012 Course Description Discrete mathematics provides a quantitative understanding of discrete entities and discrete processes. The ideas of discrete math underlie the science and technology of our time and these ideas inform disciplines such as computer science, environmental science, genetics, and cognitive science. This course links computer science with mathematics and provides a bridge to more advanced topics in data structures, artificial intelligence, algorithms, and computational theory. It will help you learn to think more abstractly, to apply logic and proof, and to analyze algorithms, discrete structures, and combinatoric problems. We will balance our theoretical approach with numerous examples drawn from areas of computer science. Prerequisite: pre-calculus mathematics.
Differential Equations for Engineers and Scientists is Like Yunus Cengel's other texts, the material is introduced at a level that a typical student can follow comfortably, and the authors have made the text speak to the students and not over them. Differential Equations for Engineers and Scientists is written in plain language to help students learn the material without being hampered by excessive rigor or jargon. The friendly tone and the logical order are designed to motivate the student to read the book with interest and enthusiasm. Chapter 1 Introduction To Differential Equations Chapter 2 First-Order Differential Equations Chapter 3 Second-Order Linear Differential Equations Chapter 4 Higher-Order Linear Differential Equations Chapter 5 Linear Differential Equations: Variable Coefficents Chapter 6 Systems Of Linear Differential Equations: Scalar Approach Chapter 7 Systems Of Linear Differential Equations: Matrix Approach Chapter 8 Laplace Transforms Chapter 9 Numerical Solution Of Differential Equations
Matrices II (the full monty) Summary: The second part in a teacher's guide to multiplying matrices. This time, you're going to have to lecture. You are going to have to explain, on the board, how to multiply matrices. Probably a good 20 minutes (half the class) dedicated to showing them that this row goes over here to this column, and then we go down to the next row, and so on. Get them to work problems at their desks, make sure they are cool with it. You can also refer them to the "Conceptual Explanations" to see a problem worked out in a whole lot of detail. Two things to stress: Keep doing the visualization of a row (in the first matrix) floating up and twisting to get next to a column (in the second matrix). If the two do not line up—that is, they have different numbers of elements—then the multiplication is illegal. Matrix multiplication does not commute. If you switch the order, you may turn a legal multiplication into an illegal one. Or, you may still have a legal multiplication, but with a different answer. ABAB and BABA are completely different things with matrices. You may never get to the in-class assignment at all. If you don't, that's OK, just skip it! However, note that the in-class assignment is built on one particular application, which is showing how Professor Snape can do just one matrix multiplication to get the final grades for all his students. This exercise is one of the few applications I have for matrix multiplication. Homework: "Homework—Multiplying Matrices II" #4 is important for a couple of reasons. First, of course, by using variables, it forces them to do the work manually even if they have figured out how to do it on a calculator. More importantly, it continues to hammer home that message about what variables are—you can solve this leaving xx, yy, and zz generic, and then you can plug in numbers for them if you want. #5 and #7 set up the identity matrix; #6 sets up using matrices to solve linear equations. You don't need to mention any of that now, but you may want to refer back to them later. I don't want them to think of [I][I] as being defined as "a diagonal row of 1s." I want them to know that it is defined by the property AI=AI=AAIAIA, and to see how that definition leads to the diagonal row of 1s. #7 is the key to that
A day in the life Abdullah Al-Shaghay talks about 4th Year The really big benefit of the math program is that it teaches you critical thinking and problem solving and you can apply that to so many things outside of math. Discovering the theory behind the math Abdullah Al-Shaghay's grateful for the nudge a high school teacher gave him towards studying mathematics at university. "My math teacher in high school had done graduate work in math and he motivated me to go into it. He told me that math in university is different from what we do in high school." His teacher was right – Abdullah loved to study the theory behind the computations at university. "There's applied math and pure math. I like pure more than the applied. There's some courses that barely depend on computation at all. It's almost all abstract." "There's a lot more to it than just calculus and algebra. I like the varying topics and that different approaches can answer the same question and give you different insight." He found the leap to university-level math challenging, but the teachers were helpful and his first year class was fairly small. The program is not big, so over the last four years, Abdullah got to know everyone in his program and most of the teachers. For instance, at the end of the every year, the Undergraduate and Graduate Mathematics Societies team up to host tutorials for first year students. Plus there's the Resource Centre, where Abdullah works two hours a week as a tutor. He nearly lives there. Mathematics is a discipline that lends itself to collaboration, he says. "A lot of the time I work with friends on assignments, I think of doing it one way, they think of doing it another. Both solutions work, and it opens you up to an interesting point of view from someone else." Abdullah eventually repaid his old math teacher by working as a tutor at his old high school. He wants to do a masters in mathematics after he graduates and maybe even become a professor. "The really big benefit of the math program is that it teaches you critical thinking and problem solving and you can apply that to so many things outside of math" he says.
Support Material With new CD The CD has our new 'self-tutoring' software. For every worked example in this book, a student can listen to a teacher's voice explain each step in the worked example – 'click' anywhere in the worked example where you see the icon. About the book This is the second of two books to choose from for the Pre-Diploma Grade/Year: this book (MYP 5 Plus – second edition) aims to cover the Presumed Knowledge required for 'Mathematics SL' and/or 'Mathematics HL' at Diploma level; its companion (MYP 5) aims to cover the Presumed Knowledge required for 'Mathematical Studies SL' at Diploma level. Pre-Diploma SL and HL (MYP 5 Plus) second edition is our interpretation of the Presumed Knowledge required for the IB Diploma courses 'Mathematics SL' and 'Mathematics HL'. It is not our intention to define the PK and we encourage teachers to use a variety of resources. The text is not endorsed by the International Baccalaureate Organization (IBO). We have developed the book independently of the IBO with advice from several experienced teachers of IB Mathematics. This book may also be used as a general textbook at about Grade 10 level in schools where students are expected to complete a rigorous course in preparation for the study of mathematics at a high level in their final two years of high school. About the accompanying CD A feature of the accompanying CD is our new 'self-tutoring' software where a teacher's voice explains each step in every worked example in the book. Click anywhere on any worked example where you see the icon to activate the self-tutoring software. Other features include: Areas of interaction links to printable pages printable chapters for review and extension graphing and geometry software printable instructions for TI and Casio graphics calculators computer demonstrations and simulations statistics packages video clips For a complete list of all the active links on the MYP 5 Plus second edition CD, click here. The CD is ideal for independent study and revision. It also contains the full text of the book so that if students load it onto a home computer, they can keep the textbook at school and access the CD at home. Table of contents Content has been revised throughout and the highlighted areas show the topics that have been substantially revised and extended in this second edition. Graphics calculator instructions 9 A Basic calculations 10 B Basic functions 12 C Secondary function and alpha keys 15 D Memory 15 E Lists 18 F Statistical graphs 20 G Working with functions 21 1 Sets and Venn diagrams 29 A Number sets 30 B Interval notation 32 C Venn diagrams 33 D Union and intersection 36 E Problem solving with Venn diagrams 40 F The algebra of sets (Extension) 42 Review set 1A 43 Review set 1B 44 2 Algebraic expansion and factorisation 45 A Revision of expansion laws 46 B Revision of factorisation 48 C Further expansion 50 D The binomial expansion 51 E Factorising expressions with four terms 54 F Factorising quadratic trinomials 55 G Factorisation by splitting 57 H Miscellaneous factorisation 60 Review set 2A 61 Review set 2B 62 3 Radicals and surds 63 A Basic operations with radicals 65 B Properties of radicals 67 C Multiplication of radicals 70 D Division by radicals 72 E Equality of surds 74 Review set 3A 77 Review set 3B 78 4 Pythagoras' theorem 79 A Pythagoras' theorem 81 B The converse of Pythagoras' theorem 85 C Problem solving using Pythagoras' theorem 88 D Circle problems 93 E Three-dimensional problems 96 F More difficult problems (Extension) 98 Review set 4A 100 Review set 4B 101 5 Coordinate geometry 103 A Distance between two points 105 B Midpoints 108 C Gradient (or slope) 110 D Using coordinate geometry 116 E Equations of straight lines 118 F Distance from a point to a line 127 G 3-dimensional coordinate geometry (Extension) 129 Review set 5A 130 Review set 5B 131 6 Congruence and similarity 133 A Congruence of figures 134 B Constructing triangles 135 C Congruent triangles 137 D Similarity 146 E Areas and volumes of similar figures 150 Review set 6A 152 Review set 6B 153 7 Transformation geometry 155 A Translations 157 B Reflections 158 C Rotations 160 D Dilations 162 Review set 7A 167 Review set 7B 168 8 Univariate data analysis 169 A Statistical terminology 171 B Quantitative (numerical) data 176 C Grouped discrete data 179 D Continuous data 181 E Measuring the centre 184 F Cumulative data 191 G Measuring the spread 194 H Box-and-whisker plots 196 I Statistics from technology 200 J Standard deviation 202 K The normal distribution 206 Review set 8A 209 Review set 8B 211 9 Quadratic equations 213 A Quadratic equations of the form x2 = k 215 B Solution by factorisation 216 C Completing the square 220 D Problem solving 222 E The quadratic formula 227 Review set 9A 231 Review set 9B 232 10 Trigonometry 233 A Trigonometric ratios 235 B Trigonometric problem solving 240 C 3-dimensional problem solving 246 D The unit circle 250 E Area of a triangle using sine 252 F The sine rule 255 G The cosine rule 257 H Problem solving with the sine and cosine rules 259 I Trigonometric identities (Extension) 261 Review set 10A 264 Review set 10B 265 11 Probability 267 A Experimental probability 269 B Probabilities from tabled data 271 C Representing combined events 272 D Theoretical probability 274 E Compound events 277 F Using tree diagrams 280 G Sampling with and without replacement 283 H Mutually exclusive and non-mutually exclusive events 285 I Venn diagrams and conditional probability 287 Review set 11A 292 Review set 11B 293 12 Algebraic fractions 295 A Simplifying algebraic fractions 296 B Multiplying and dividing algebraic fractions 300 C Adding and subtracting algebraic fractions 302 D More complicated fractions 305 Review set 12A 307 Review set 12B 308 13 Formulae 309 A Formula substitution 310 B Formula rearrangement 313 C Formula construction 315 D Formulae by induction 318 E More difficult rearrangements 320 Review set 13A 323 Review set 13B 324 14 Relations, functions and sequences 325 A Relations and functions 326 B Functions 329 C Function notation 331 D Composite functions 334 E Transforming y = f(x) 335 F Inverse functions 337 G The modulus function 340 H Where functions meet 343 I Number sequences 344 J Recurrence relationships 350 Review set 14A 354 Review set 14B 355 15 Vectors 357 A Directed line segment representation 358 B Vector equality 360 C Vector addition 361 D Vector subtraction 365 E Vectors in component form 367 F Scalar multiplication 371 G Vector equations 373 H Parallelism of vectors 374 I The scalar product of two vectors 376 J Vector proof (Extension) 380 Review set 15A 382 Review set 15B 384 16 Exponential functions and logarithms 385 A Index laws 386 B Rational (fractional) indices 389 C Exponential functions 391 D Growth and decay 393 E Compound interest 395 F Depreciation 398 G Exponential equations 400 H Expansion and factorisation 401 I Logarithms 404 Review set 16A 410 Review set 16B 411 17 Quadratic functions 413 A Quadratic functions 414 B Graphs of quadratic functions 416 C Axes intercepts 425 D Axis of symmetry and vertex 429 E Quadratic optimisation 433 Review set 17A 435 Review set 17B 436 18 Advanced trigonometry 437 A Radian measure 438 B Trigonometric ratios from the unit circle 441 C The multiples of 30° and 45° 444 D Graphing trigonometric functions 448 E Modelling with sine functions 451 F Trigonometric equations 454 G Negative and complementary angle formulae 457 H Addition formulae 458 Review set 18A 461 Review set 18B 462 19 Inequalities 463 A Sign diagrams 464 B Interval notation 468 C Inequalities 471 D The arithmetic mean - geometric mean inequality (Extension) 473 Review set 19A 476 Review set 19B 476 20 Matrices and linear transformations 477 A Introduction to matrices 478 B Operations with matrices 480 C Matrix multiplication 484 D The determinant of a matrix 487 E Multiplicative identity and inverse matrices 489 F Simultaneous equations 491 G Linear transformations 494 H Proofs with 2×2 matrices (Extension) 503 Review set 20A 504 Review set 20B 505 21 Deductive geometry 507 A Circle theorems 509 B Further circle theorems 513 C Geometric proof 517 D Cyclic quadrilaterals 521 Review set 21A 526 Review set 21B 527 22 Introduction to calculus 529 A Estimating gradients of tangents to curves 530 B Gradients using quadratic theory 531 C Gradients using limit theory 532 D Differentiation 535 E Optimisation 540 F Areas under curves 543 G Integration 545 H The definite integral 547 Review set 22A 549 Review set 22B 550 23 Counting and probability CD A The product and sum principles CD B Counting permutations CD C Factorial notation CD D Counting with combinations CD E Probabilities using permutations and combinations CD F The hypergeometric distribution CD Review set 23A CD Review set 23B CD 24 Locus CD A Locus CD B Circles CD C Ellipses CD D Other locus problems (Extension) CD Review set 24A CD Review set 24B CD 25 Networks CD A Network diagrams CD B Isomorphism and adjacency matrices CD C Directed networks CD D Problem solving with networks CD Review set 25A CD Review set 25B CD ANSWERS 555 INDEX 606 Using the interactive CD The interactive CD is ideal for independent study. Students can revisit concepts taught in class and undertake their own revision and practice. The CD also has the text of the book, allowing students to leave the textbook at school and keep the CD at home. By clicking on the relevant icon, a range of new interactive features can be accessed: SELF TUTOR is a new exciting feature of this book. The icon on each worked example denotes an active link on the CD. Simply 'click' on the (or anywhere in the example box) to access the worked example, with a teacher's voice explaining each step necessary to reach the answer. Play any line as often as you like. See how the basic processes come alive using movement and colour on the screen. Ideal for students who have missed lessons or need extra help. Areas of interaction The International Baccalaureate Middle Years Programme focuses teaching and learning through five areas of interaction: Approaches to learning Community and service Human ingenuity Environments Health and social education The Areas of Interaction are intended as a focus for developing connections between different subject areas in the curriculum and to promote an understanding of the interrelatedness of different branches of knowledge and the coherence of knowledge as a whole. In an effort to assist busy teachers, we offer the following printable pages of ideas for projects and investigations: Chapter 3: Radicals and surds (p. 77) Satisfying paper proportions Approaches to learning/Environments/Human ingenuity Chapter 5: Coordinate geometry (p. 130) Where does the fighter cross the coast? Human ingenuity Chapter 6: Congruence and similarity (p. 152) The use of modelling Approaches to learning Chapter 7: Transformation geometry (p. 167) Transforming art Environments/Human ingenuity Chapter 8: Univariate data analysis (p. 209) Decoding a secret message Human ingenuity Chapter 9: Quadratic equations (p. 231) Minimising the costs Environments/Human ingenuity Chapter 10: Trigonometry (p. 264) Where are we? Approaches to learning/Human ingenuity Chapter 11: Probability (p. 292) What are your survival prospects? Community service/Health and social education Chapter 13: Formulae (p. 323) How much do we have left? Human ingenuity Chapter 14: Relations, functions and sequences (p. 353) Fibonacci Human ingenuity Chapter 16: Exponential functions and logarithms (p. 410) Earthquakes Envionments/Human ingenuity Chapter 18: Advanced trigonometry (p. 460) In tune with trigonometry Human ingenuity Chapter 20: Matrices and linear transformations (p. 504) Hill ciphers Approaches to learning/Human ingenuity Chapter 22: Introduction to calculus (p. 548) Archimedes' nested cylinder, hemisphere and cone Approaches to learning/Human ingenuity Foreword Pre-Diploma SL and HL (MYP 5 Plus) second edition is an attempt to cover, in one volume, the Presumed Knowledge required for the IB Diploma courses 'Mathematics SL' and 'Mathematics HL'. It may also be used as a general textbook at about 10th Grade level in classes where students complete a rigorous course in preparation for the study of mathematics at a high level in their final two years of high school. Feedback from teachers using the first edition suggested that while it provided satisfactory preparation for prospective Mathematics SL students, several sections needed to be more rigorous to prepare students thoroughly for Mathematics HL. The first edition has been revised throughout and the highlighted topics in the table of contents show at a glance the main areas that have been substantially revised and extended. In terms of the IB Middle Years Programme (MYP), this book does not pretend to be a definitive course. In response to requests from teachers who use 'Mathematics for the International Student' at Diploma level, we have endeavoured to interpret their requirements, as expressed to us, for a book that would prepare students for Mathematics SL and Mathematics HL. We have developed the book independently of the International Baccalaureate Organization (IBO) in consultation with experienced teachers of IB Mathematics. The text is not endorsed by the IBO. It is not our intention that each chapter be worked through in full. Teachers must select exercises carefully, according to the abilities and prior knowledge of their students, to make the most efficient use of time and give as thorough coverage of content as possible. Three additional chapters appear on the CD as printable pages: Chapter 23: Counting and probablity Chapter 24: Locus Chapter 25: Networks These chapters were selected because the content could be regarded as extension beyond what might be regarded as an essential prerequisite for IB Diploma mathematics. We understand the emphasis that the IB MYP places on the five Areas of Interaction and in response there are links on the CD to printable pages which offer ideas for projects and investigations to help busy teachers (see p. 5). Frequent use of the interactive features on the CD should nurture a much deeper understanding and appreciation of mathematical concepts. The inclusion of our new software (see p. 4) is intended to help students who have been absent from classes or who experience difficulty understanding the material. The book contains many problems to cater for a range of student abilities and interests, and efforts have been made to contextualise problems so that students can see everyday uses and practical applications of the mathematics they are studying.
I am somehow missing what are your goals - perhaps introduction to proofs, exposition to higher mathematics, or indicating what does it involve to do research? Nevertheless, you may be interested in the book The Enjoyment of Mathematics: Selections from Mathematics for the Amateur by H. Rademacher and O. Toeplitz if you can get hold of it (very unfortunately, it is out of print, but the table of contents can be checked on amazon). It contains short pieces not requiring anything beyond high school math, yet many of them are full of elegance and joyful to read. As the students certainly should be able to get through the chapters independently, covering few of them can provide a good start.
This book is an outgrowth of the authors' work in conducting problem solving seminars for undergraduates and high school teachers, in directing mathematics contests for undergraduates and high school students, and in the supervision of an undergraduate research participation program. Their experience has shown that interest in and knowledge of mathematics can be greatly strengthened by an opportunity to acquire some basic problem solving techniques and to apply these techniques to challenging problems for which the prerequisite knowledge is available. Many students who have not had this opportunity lose confidence in themselves when they try unsuccessfully to solve non-routine problems such as those in the Mathematics Magazine or in the Putnam Intercollegiate Mathematics Competitions, conducted by the Mathematical Association of America. Those who gain self-confidence by work on challenging material at the proper level also generally have increased motivation for mastering significant mathematical concepts and for making original contributions to mathematical knowledge. The topics chosen for this book are particularly appropriate since they are at a fairly elementary level and exhibit the interdependence of mathematical concepts. Many generalizations are suggested in the problems; the perceptive reader will be able to discover more. The authors express their debt to all who have influenced this effort. We are especially grateful to Leonard Klosinski, Roseanna Torretto, and Josephine Hillman for their invaluable assistance.

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