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Author Abstract During the last decade a lot of emphasis has been placed in the understanding of the concepts in the teaching of calculus de-emphasizing the computational part. The use of technology has increased tremendously to help the student understand the basics ideas behind crucial concepts such as the derivative and integral. Animation of these concepts is one way to use technology as a pedagogical tool to help the students gain insight and understanding of them. From the stand point of teachers' preparation it will have a very positive repercussion, since the teachers will be teaching concepts which they understand better, and are more meaningful for them than just a simple formula or expression. In this paper I am reporting on the use of animations as a pedagogical tool, and possible effects in the teachers preparation. All these animations were created with Mathematica, a computer algebra system (CAS).
MATHEMATICAL IDEAS MATHEMATICAL IDEAS 2012 Fall Term 3 Units Mathematics 140 Designed to give students a broad understanding and appreciation of mathematics. Includes topics not usually covered in a traditional algebra course. Topics encompass some algebra, problem solving, counting principles, probability, statistics, and consumer mathematics. This course is designed to meet the University Proficiency Requirement in mathematics for those students who do not wish to take any course which has 760-141 as a prerequisite. ACT Math subscore 19-23 (SAT 460-550) Other Requirements: PREREQ: MATH 041 WITH A GRADE OF C OR BETTER, OR DEMONSTRATION OF EQUIVALENT CAPABILITY Class Schedule Disclaimer This schedule is informational and does not guarantee availability for registration. Sections may be full or not open for registration. Please use WINS if you wish to register for a course.
The CLEP Exam The CLEP Exam in Algebra is similar to a one semester course taught at many colleges. NOTE: There are three online sites that appear to cover much of this exam, and many additional resources are available on the Web. Featured faculty and their home pages can be found at the end of this page. The topics in bold face are those The College Board indicates will be found on the exams. The percentages given after the main topic headings are only approximate. Always contact The College Board for the latest information. (Click on description.) Basic algebraic operations -- 25% Combining algebraic expressions Factoring Simplifying algebraic functions Operating with powers and roots Equations, inequalities and their graphs -- 20% Algebraic, exponential and logarithmic functions and their graphs -- 25% Getting Started Using the Free University Project Study Guide A) Read the Introductory Material suggested in the Study Guide. B) Read the material in the first two or three topics in the Study Guide. In order to stay focussedRepeat the cycle. Periodically take time to review; do suggested exercises; take a practice CLEP exam and review areas of weakness. Remember to keep your journal up to date. PLEASE NOTE: Free Online video series -- A complete listing of a 26 part Annenberg/CPB series is provided on a separate page
Classic Algebra John Wiley and Sons Ltd, August 2000, Pages: 444 Fundamental to all areas of mathematics, algebra provides the cornerstone for the student's development. The concepts are often intuitive, but some can take years of study to fully absorb. For over twenty years, the author's classic three-volume set, Algebra, has been regarded by many as the most outstanding introductory work available. This work, Classic Algebra, combines a fully updated Volume 1 with the essential topics from Volumes 2 and 3, and provides a self-contained introduction to the subject. Sets and Mappings. Integers and Rational Numbers. Groups. Vector Spaces and Linear Mappings. Linear Equations. Rings and Fields. Determinants. Quadratic Forms. Further Group Theory. Rings and Modules. Normal Forms for Matrices. Appendices. Solutions to the Exercises. Further Reading. Some Frequently Used Notations. Index. ?..serves very well as a reference? (The Mathematical Gazette, March 2002)
Costs Course Cost: $300.00 Materials Cost: None Total Cost: $300 Special Notes State Course Code 02062, rollover vocabulary supporting academic language proficiency, the use of media to provide multiple representations of concepts, and interactive self-assessments with immediate feedback provide critical assistance to ELL students. Carefully paced, guided instruction is accompanied by practice that is engaging and accessible. Interactive animations allow students to approach and explore topics through real-world situations, helping them to gain an intuitive understanding while learning at the appropriate depth and rigor of a standards-based curriculum. Formative assessments help students to understand areas of weakness and improve performance, while summative assessments chart progress and skill development. Throughout the course, students will develop general strategies to hone their problem-solving skills. The content is based on the Georgia Performance Standards and Instructional Frameworks in Mathematics, as well as the National Council of Teachers of Mathematics (NCTM) Principles and Standards for School Mathematics. Detailed correlations to state-specific standards are available on request.
11-12 Mathematics syllabus General mathematics Stage 6 syllabus - Preliminary and HSC courses - June 1999 The purpose of General Mathematics is to provide an appropriate mathematical background for students who wish to enter occupations which require the use of basic mathematical and statistical techniques. The direction taken by the course, in focusing on mathematical skills and techniques that have direct application to everyday activity, contrasts with the more abstract approach taken by the other Stage 6 mathematics courses (Syllabus, page 6) Mathematics and Mathematics Extension 1 Stage 6 syllabus - Preliminary and HSC courses - 1982 The Mathematics course (previously known as 2 Unit Mathematics) is intended to give students an understanding of and competence in some further aspects of mathematics which are applicable to the real world. It is sufficient basis for further studies in mathematics as a minor discipline at tertiary level in support of courses such as the life sciences or commerce. The Mathematics Extension 1 course (previously known as 3 Unit Mathematics) includes the whole of the Mathematics course and extensions. This course is intended to give students a thorough understanding of and competence in aspects of mathematics including many which are applicable to the real world. Both courses contain fundamental ideas of algebra and calculus. Mathematics Extension 2 Stage 6 syllabus - Preliminary and HSC courses - 1989 The Mathematics Extension 2 course (previously known as 4 Unit Mathematics) includes the whole of the Mathematics and Mathematics Extension 1 courses and extension. It is designed for students with a special interest in mathematics who have shown a special aptitude for the subject. It represents a distinctly high level of school mathematics involving deep understanding of the fundamental ideas of algebra and calculus.
MicroComputers and Mathematics - J. W. Bruce - Hardcover 9780521375153 ISBN: 0521375150 Publisher: Cambridge University Press Summary: The interaction between computer and mathematics is becoming more and more important at all levels as computers become more sophisticated. This book shows how simple programs can be used to do significant mathematics. The purpose of this book is to give those with some mathematical background a wealth of material with which to appreciate both the power of the microcomputer and its relevance to the study of mathematic...s. The authors cover topics such as number theory, approximate solutions, differential equations and iterative processes, with each chapter self-contained. Many exercises and projects are included giving ready made material for demonstrating mathematical ideas. Only a fundamental knowledge of mathematics is assumed and programming is restricted to 'basic BASIC' which will be understood by any microcomputer. The book may be used as a textbook for algorithmic mathematics at several levels, with all the topics covered appearing in any undergraduate mathematics course
MATHEMATICS Mathematics Department Promotional Guidelines: · A student must have an overall average of 60% or more in order to be promoted from one level to the next in Regular Math. · Promotion from Regular Math to Enriched Math is NOT a frequent occurrence. Such promotions will be done if and only if there is a recommendation from the Math Department. This recommendation will be done based primarily on the work ethic and motivation of the student and secondly on the student's results. ·Students in Enriched Math must maintain a strong average (specified by the teacher). ·Students who do not wish to stay in Enriched Math or whose results are less than specified (but more than 60%) will be promoted to regular Math in June. ·Students in regular Math in Secondary III will be enrolled in Cultural Secondary IV Math. ·Students in Enriched Math in Secondary III have the choice among Cultural Math, Technical Math and Scientific Math in Secondary IV. ·Students with an overall average of 60% or more in Cultural Secondary IV Math will be promoted to Cultural Secondary V Math. ·Students with an overall average of 60% or more in Technical Secondary IV Math will be promoted to Technical OR Cultural Secondary V Math. ·Students with an overall average of 60% or more in Scientific Secondary IV Math will be promoted to Scientific OR Technical OR Cultural Secondary V Math. Mathematics-Regular (MAT100-563100) Natural Numbers: order of operations, patterns, exponents, estimating Integers: four operations, order of operations Rational Numbers: understanding, four operations, order of operations, convert fractions to and from decimals and percents, word problems using rational numbers This is an enriched program in which students cover the regular MAT100 program and additional topics. Number sense skills, fractions, pre-algebra, and introductions to MAT212 material are strongly emphasized. Students are chosen for this program based on very strong Grade 6 Math results and specific teacher recommendation. Mathematics – Regular (MAT212-563212) Algebra: representations of a situation, sequences, the Cartesian plane, variables, tables of values and the rule, graphs, ratios and proportions, percentage, equations Geometry: similarity, regular polygons, the circle, and solids Probability: events and outcomes Mathematics – Enriched (MEN212–563212) This is an enriched program in which students cover the regular MAT212 program and additional topics. The main emphasis is on increasing algebra skills and number sense skills (specifically fractions) to better prepare these students for success in the enriched Math 306 program. Mathematics – Individualized Program (MAT310-568310) Math 310 is intended for students who have had trouble completing Secondary II. The goal is for students to successfully complete Secondary III at a slower pace. The class covers the objectives of Secondary III but does not go as in-depth as a regular Secondary III class. The class size is smaller which allows for more individual interactions with the teacher. Students may be eligible to write the regular Secondary III exam in June. This is an enriched program in which students cover the regular MAT306 program and additional topics. All topics are substantially enriched, with particular emphasis on Algebra (includes Factoring, Absolute Value, Quadratics, Fractional Equations and more). Mathematics – Cultural (MATCUL-563404) Arithmetic and Algebra ·First inequality in two variables, real function: polynomial of degree less than 3, exponential, periodic, step, piecewise, system of first-degree equations in two variables ·Distance between two points, coordinates of a point of division, straight line: equation, slope, parallel and perpendicular lines, perpendicular bisectors, metric and trigonometric relations in right triangles
Prealgebra and Introductoryrealgebra and Introductory Algebra, 1e is a new offering from a trusted author team and publisher. This text covers all of the core material that is typically found in both a Prealgebra and an Introductory Algebra course, all in one textbook. And, as you have come to expect when you see the Bittinger name, Prealgebra and Introductory Algebra, 1e offers you and your students the Bittinger hallmark five-step problem-solving process, a clear easy-to-read writing style, real-data applications, and exceptional design and artwork to make learning in... MOREteresting and fun. KEY MESSAGE: Building on its reputation for accurate content and a unified system of instruction, the Second Edition of Bittinger/Ellenbogen's Prealgebra and Introductory Algebra paperback integrates success-building study tools, innovative pedagogy, and a comprehensive instructional support package with time-tested teaching techniques. Whole Numbers, Introduction to Integers and Algebraic Expressions, Fractional Notation: Multiplication and Division, Fractional Notation: Addition and Subtraction, Decimal Notation, Percent Notation, Data: Graphs, and Statistics, Geometry, Real Numbers and Algebraic Expressions, Solving Equations and Inequalities, Graphs of Linear Equations, Polynomials: Operations, Polynomials: Factoring, Rational Expressions and Equations, Systems of Equations, Radical Expressions and Equations, Quadratic Equations MARKET: For all readers interested in Algebra.
You are here MATH - Mathematics This course will introduce the students to the following topics: order of operations, operations on real numbers, simplifying algebraic expressions, integer exponents, solving linear equations in one variable, graphing linear equations in two variables, and applications such as geometry and modeling. Emphasis is placed on reviewing basic arithmetic skills and elementary algebra topics. Development of arithmetic skills throughout the semester is essential, therefore students will not be allowed to use calculators. This course is intended for students who need more preparation to be successful in College Algebra or other courses of that level. Topics covered include: review of first degree equations, systems of equations and inequalities, graphing, polynomials, factoring, radicals and rational exponents, quadratic equations, rational expressions, relations and functions and an introduction to triangle trigonometry Students cannot receive credit for MATH 1033 if they have credit for MATH 1054 The course is designed to give students additional time above that allotted in MATH 1033 working on mastery of concepts and skills in the student learning outcomes. This course is designed primarily for the student who needs a foundation in algebra and trigonometry for the study of calculus. The concept of function and graphical representation of functions is stressed. Topics covered include: real numbers; algebra of real numbers including equations and inequalities; functions and their graphs including polynomial, rational expressions, logarithmic and exponential, trigonometric; algebra of the trigonometric functions including identities, equations, polar coordinates, complex numbers, systems of equations. This course includes a review of functions, an introduction to the concept of limits and a study of the techniques of differentiation and integration of algebraic functions with applications to the various technologies. A graphing calculator is required. Credit for MATH 1063 Technical Calculus I will not be given if student receives credit for MATH 1084 Calculus I. A survey of differential calculus and its application to business, including management, finance and economics. Major topics include limits, derivatives, exponential and logarithmic functions and limits, and multi-variable functions. Applications include marginals, maxima/minima, growth and decay, linear models. Credit for MATH 1083 will not be allowed if student has received credit for MATH 1063. Designed for the student intending to continue his/her education in mathematics, science or engineering. The course will include a review of functions, an introduction to the concept of limits, and a study of the derivatives and integrals of algebraic and transcendental functions and their applications. A graphing calculator is required. Students cannot receive credit for both MATH 1063 and MATH 1084. This is a 3 credit, one-semester course which provides an introduction to and understanding of the basic concepts of statistics. Actual computation will be minimal; computers will be used whenever calculations are necessary. Emphasis will be placed on the meaning of statistical results. Content will include sampling, experiments, measurement, organizing data, and statistical indices. Optional topics include probability, time trends, survey design and basic inference concepts. This course is the first of a two semester sequence in statistics. It covers mainly descriptive techniques such as data collection, organization techniques, measures of center, spread, and position. Other topics covered include: probability, probability distributions, normal and binomial distributions, correlation and regression. Requires a "C" or better in 1003 or 1004 or 1024 or an appropriate placement score. This is a one semester course whose basic objective is to develop an interest and appreciation for Mathematics in students with little background in the subject. Included in the course are topics from the following areas: Problem Solving, Inductive Reasoning, Logic, Sets, Probability, Statistics, Consumer Math, and Geometry. It may also include topics from the following areas: History of Math, Number Systems, Metric, Algebra, Linear Programming, Finite Math, Matrices, Computer Applications. This course is designed for curricula where quantitative reasoning is required. The course content includes critical thinking skills, arithmetic and algebra concepts, statistical concepts, financial concepts, as well as numerical systems and applications. A graphing calculator is required. The content of this course will apply geometrical truths in a variety of contexts, including knots, tessellations and graphical symmetry. In addition, it will cover some principles of Gestalt perceptual properties, the exploration and creation of models of geometric art from other cultures, and any additional material deemed suitable by the instructor. The material will involve experimentation by the student in a geometric forum to discover or verify properties of two- and three-dimensional objects and patterns. This course is designed for the college student who has demonstrated mastery of algebra skills and techniques. Topics include trigonometric functions and their properties with the study of identities, formulas, equations, and graphs. Also included are the solution of right and oblique triangles using the law of sines and cosines. In addition, time is spent exploring logarithmic and exponential functions. Emphasis is placed on contextual applications and problem solving. A graphing calculator is required. Credit cannot be received for both MATH 2043 and MATH 1054. A continuation of MATH 1063 with further study in differentiation and integration of both the algebraic and transcendental functions. Applications will be included in each topic. An introduction to Matrix Algebra may be included. Graphing Calculator required. Student cannot receive credit for MATH 2074 if they have received credit for MATH 1084. A continuation of MATH 1084 with a concentrated study of integration techniques along with applications. Applications include but are not limited to areas, volumes, arc length, and work problems to name a few. The course involves the methods of integration and applications as they apply to both the algebraic and transcendental functions. Infinite Series will be included. Graphing Calculator required. Student cannot receive credit for both MATH 2094 and MATH 2074. This is a one-semester (non-calculus based) course which covers descriptive as well as inferential statistics. Included are topics on collecting, organizing, and summarizing data. Other topics include correlation and regression, probability, normal and binomial probability distributions, normal approximation to the binomial, central limit theorem, confidence intervals, hypothesis testing, and nonparametric statistics. A continuation of MATH 1123 emphasizing probability distributions with predictive and inferential aspects of statistics: the normal distribution with applications, central limit theorem, hypothesis testing and estimation as applied to the mean, standard deviation, and proportions. Other topics include normal approximation to binomial, Chi-Square applications, linear regression, correlation, and nonparametric statistics. Use of calculators for analysis and computer statistical packages are utilized. This course is designed for Information Technology and Mathematics and Science students. The course will introduce and discuss the following topics: functions, relations, sets, logic, counting methods, methods of proof, network graphs and trees, algorithmic analysis, complexity and computability, and matrices. A graphing calculator is required. A student may contract for from one to four credit hours of independent study in mathematics through an arrangement with an instructor of mathematics. The student and instructor will develop a course of study which must be approved by the department chair and the school dean. The instructor and the student will confer regularly regarding the student's progress. A student may contract for one to six credit hours of independent study through an arrangement with an instructor who agrees to direct such a study. The student will submit a plan acceptable to the instructor and to the department chair. The instructor and student will confer regularly regarding the process of the study. A student may contract from one to four credit hours of independent study in mathematics through an arrangement with an instructor of mathematics. The student and instructor will develop a course of study which must be approved by the department chairperson and the school dean. The instructor and the student will confer regularly regarding the student's progress. This course is designed as a continuation of MATH 2094. Topics will include: parametric equations, polar, cylindrical and spherical coordinate systems, vectors and vector valued functions, functions of several variables, partial derivatives and applications, multiple integrals, and vector analysis, including Green's theorem, Stokes' theorem, and Gauss' theorem. The course will include several major projects outside of class. This is the beginning study of the solution of differential equations with emphasis on both analytic and numerical solutions. Topics include first and second order differential equations and their solutions, series solutions, Laplace transforms, linear equations of higher order, numerical solutions or ordinary differential equations using Euler and Runge-Kutta methods, and the use of Eigenvalue methods to solve linear systems. In addition, this course emphasizes the development of differential equations as mathematical models for a variety of practical applications. This course is designed for the engineering technology student. It covers techniques for comparing alternative projects based on economic considerations; time value of money; present worth; equivalent uniform annual cost; rate of return on investment; minimum cost life; expected value; decisions under risk; effects of income tax and inflation.
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. ...show less Hardcover New 0495108359 New Condition ~~~ Right off the Shelf-BUY NOW & INCREASE IN KNOWLEDGE... $133.56
Explore how the parameters in a quadratic equaiton in standard form affect the graph of the equation. Dynamically change the parameters a, b, and c and immediately see the effect on the graph. Try t... More: lessons, discussions, ratings, reviews,... Explore how the parameters in a rational equation affect the graph of the equation. Dynamically change the parameters and immediately see how the graph changes. Undefined points are clearly visible.... More: lessons, discussions, ratings, reviews,... Use this savings calculator to see how a consistent approach to investing can make your money grow. Whether saving for a house, a car, or other special purchase, the savings calculator will help you d... More: lessons, discussions, ratings, reviews,... This is a full lesson that gives students experience with exponential functions in an application format. There is a movie, an applet for gathering information, and a graphing applet. There is a les... More: lessons, discussions, ratings, reviews,... Play this customizable game by entering functions that "hit" certain coordinates while avoiding others. Players (or teachers) can add as many of the coordinates to target or avoid, as well as set colo... More: lessons, discussions, ratings, reviews,... The user can change the values of the initial population size, the yearly restocking amount, and the growth factor of the trout population in a pond, and then view the graph of the population size. More: lessons, discussions, ratings, reviews,... Explore how the parameters in a quadratic equation in vertex form affect the graph of the equation. Dynamically change the parameters and immediately see how the graph changes. Try to change the par... More: lessons, discussions, ratings, reviews,... This is a Java graphing applet that can be used online or downloaded. The purpose it to construct dynamic graphs with parameters controlled by user defined sliders that can be saved as web pages or em... More: lessons, discussions, ratings, reviews,... This page contains a graphing applet that can be used online or downloaded. The applet can create dynamic graphs with sliders that can be saved as web pages. Users can plot points, functions, parametr...Students can choose from six types of factoring problems, or mixtures of the six types. The student enters the correct factoring and is given immediate feedback which includes steps needed in order
… … Participation in mathematics education, when it becomes optional at the age of 16, has been a consistent subject for debate in the United Kingdom over the past decade. The research in this resource, from the Nuffield Foundation, addresses a number of questions about policy and participation in upper secondary mathematics education… These resources, from Nuffield Foundation, were designed as a supplement to the Nuffield Maths 5-11 project, especially those activities which could be supported and reinforced by using a calculator. Most of the material in this book could be used by anyone interested in calculator work with students, although it was intended… This resource consists of thirteen work cards each requiring students to investigate some aspect of the use of decimals. Associated with each card is a student help sheet and comprehensive teacher notes detailing assumed knowledge for each task, the purpose of the module and details of the work to be carried out by the student. Section… This resource consists of seventeen work cards each requiring students to investigate some aspect of area and perimeter of shapes. Associated with each card is a student help sheet and comprehensive teacher notes detailing assumed knowledge for each task, the purpose of the module and details of the work to be carried out by the… From the Nuffield Foundation, the purpose of this module is to introduce the language associated with matrices, to illustrate their use and begin to develop the algebra associated with them. The resource consists of: • Overview of the content of the cards. • Cards I.1 – I.3: language of matrices introduced… From the Nuffield Foundation, the purpose of this module is to introduce students to the linked concepts of 'variable' and 'function', so that by recognising the independent variables in an experimental situation, they will be able to control the experiment in an organised manner. If they also keep records in… From the Nuffield Foundation, the purpose of this module is to introduce students to the solution of simultaneous equations and demonstrates a rather unusual way of approaching the topic. The equations are largely restricted to equations where the coefficients are +/- 1 to achieve some simplicity in the algebra with sometimes more… This module from the Nuffield Foundation gives an attempt to relate the gradient of a graph to the rate of displacement of an object which moves with time. This can be summed up in the phrase 'faster is steeper'. The module is in three sections, each of which is based on a simple piece of practical equipment which the students… From the Nuffield Foundation, the purpose of the module is to build on the Similarity module and extend the work, including more formal calculation, as far as the introduction of trigonometric rations. The module includes: • Notes for the teacher including a brief overview of the content of the workcards and references… From the Nuffield Foundation, the object of this module is to provide a simple introduction to the idea of a vector. Students need to be familiar with the co-ordinates module before starting this module. The development makes use of a number of simple (vector) grid games. The resource includes: • Overview of the cards… This module from the Nuffield Foundation introduces simple ideas of topology starting from informal considerations of topological transformations progressing to work on networks (the bulk of the content) and ending with an investigation into map colouring. The resource includes: • Notes for the teacher including a very… From the Nuffield Foundation, this module develops the use of co-ordinates in two and three dimensions using traditional games. It digresses into the simple use of matrices as information stores and finally, extending the work on 'battleships' into equations of lines and rather quickly into the solution of simultaneous… From the Nuffield Foundation, the purpose of this module is to introduce students to a study of the properties of similar figures as a first step on the way to a study of trigonometry. Hence the workcards involve the practising of the mechanics of enlargement, becoming familiar with the idea of a scale factor and with the idea of… From the Nuffield Foundation, the purpose of this module is to develop understanding of line and rotational symmetry. Much of the work on line symmetry is based on paper folding activities and is quite practical. The resource includes: • A cards and notes: introduction – looking at patterns and creating patterns… From the Nuffield Foundation, the purpose of the module is to develop students' understanding of angle by exploring rotation in practical situations and by using simple home-made equipment made from card. The resource includes: • Notes for the teacher including the organisation of the cards and the purpose and content… From the Nuffield Foundation, the purpose of this module is to introduce students to index notation and standard form on the way to the determination of the size of a molecule. It builds up from simple rice-counting and paper-cutting to experiments in chemistry and physics which give a good approximation to molecular size. This… From the Nuffield Foundation, this module attempts to build up an understanding of irrational numbers. It contains ideas and content which would normally be introduced much later (for example, the notion of closure, use of continued fractions – which are called 'continuous' fractions in the text). The resource… The module, from the Nuffield Foundation, focuses on addition, subtraction, multiplication and division of directed numbers. The approach is the highly unusual one of representing directed numbers by equivalence classes of ordered pairs. This representation is supported by the use of a cardboard 'machine' which the authors… From the Nuffield Foundation, this module focuses on the use of decimals in multiplication and division and then on applications which include averages, speed calculations and rounding. The resource consists of: • Introduction: the teachers' notes on theoretical underpinning and layout of calculations. • A… From the Nuffield Foundation, the module is primarily about simple number patterns which are explored on a number square. The teachers' notes indicate how the theory may be developed further and include some notions of modular arithmetic. The resource consists of: • Introduction: the teachers' notes and the suitability… The Nuffield Foundation provide this resource which can be used to introduce the idea of representing objects using plans and elevations. Students will have the opportunity to identify everyday objects photographed from plan and elevation views, draw 3D sketches of solids from their plan and elevation views, as well as plans and… This resource from the Nuffield Foundation provides simulated information regarding an invoice, phone bill and bank statement. Each document contains several errors and students will have to check the details carefully to establish the correct values. Copies of the invoice, phone bill and bank statement with gaps for students to… This Free-standing Mathematics Activity from the Nuffield Foundation is designed as a game to give students practice in working with money, entering items onto a bank statement and calculating the balance. To play the game, cards are placed face down in a pile. Students then take turns to turn over a card, enter the value in the… This book, which forms part of the weaving series from the Nuffield Mathematics Project, is an introduction to logic in a very general sense. Its main aim was to help students aged from about 8 to 12 to think clearly and logically. In this book, students are encouraged to consider how they use the logically important words, and… The Topic books in the Nuffield Secondary Mathematics scheme were number, space, time, measurement, logic and algebra, probability and statistics. In each topic area, a carefully planned sequence of books enabled a precise match between the mathematics students learn and their attainment, allowing all students to experience progression… The Nuffield Secondary Mathematics core books, provided stimulating investigative tasks for all students in any one year group. In their core work, students were expected to develop skills and use and apply the mathematics which they have learned in their topic work. Each task, which was to be introduced by the teacher, is accompanied… This 'weaving guide' from the Nuffield Mathematics Project prepared to show how the main themes such as Computation and structure and Shape and size could become interwoven in work on a particular topic. The title should really perhaps be 'The geometry of inner space'. The human problems involved might form another…
Pre-Calculus: Graphs of Rational Functions This is an excellent video detailing how to make graphs of the sine and cosine functions. The tutorial details how to use the coordinate plane to make graphs of the function that are easy to read and understand. This is particularly useful for understanding how to use the sine and cosine function. This is an exerpt. (3:40) Author(s): No creator set License information Related content No related items provided in this feed Introduction to Function Inverses09:05) Author(s): No creator set License information Related content No related items provided in this feed Function Inverse Example 1 Function Inverse Example 1: f(x)= -x+4 This is a continuation of Mr.06:43) Author(s): No creator set License information Related content No related items provided in this feed Function Inverses Example 2 Function Inverse Example 2: f(x)= (x + 2) squared +1 This is a another installment of Mr. Khan's short 4-part series on07:12) Author(s): No creator set License information Related content No related items provided in this feed Function Inverses, Example 3 Function Inverse Example 3: f(x)= (x - 1) squared -2 This is the last segment of Mr. Khan's short 4-part series on Function Inverses. These installments started with l Author(s): No creator set License information Related content No related items provided in this feed Lugosi teaches math - polynomial approximations1 In this video, Béla Lugosi teaches the advanced mathematical concepts of a series of functions and polynomial approximations. This discusses and explains the idea of approximating a function by polynomials and questioning/observing the degree of contact. This is an excellent video for advanced math students to explore and learn this complex concept. Author(s): No creator set An instructor uses a whiteboard and a discontinuous function to demonstrate the concept of a limit. He uses the point where the function is undefined and a table of values to determine the value of the limit as it approaches that point. Author(s): No creator set License information Related content No related items provided in this feed Algebraic Word Problem In this video, Sal Khan demonstrates how to solve an algebra word problem. Mr. Khan uses the Paint Program (with different colors) to illustrate his points. Sal Khan is the recipient of the 2009 Microsoft Tech Award in Education. (08:01) There is a lot of information on the screen--the viewer may want to open the video to 'full screen.' Author(s): No creator set Giants of Philosophy video. Video continues with Neitzsche's discussion of human life and its separation of nature. He says they are grown together, and man is holy nature. Neitzsche reinterprets our human nature in entirely naturalistic terms. He wants to dispel the idea that we were created by God in his image and to draw attention instead to the conditions in life in which human life was really developed. He does not th Author(s): No creator set License information Related content No related items provided in this feed Algebra Help: Distance, Rate, and Time For high school students. Algebra Word Problem: Distance Rate and Time using two jets 4) For high school students. Algebra Word Problem: Distance Rate and Time involving two people with two different speeds 2) Algebra Word Problem: Distance Rate and Time using a truck and a bus. Seasoned math instructor demonstates on white board. Uses colored markers for clarification. Author(s): No creator set License information Related content No related items provided in this feed Algebra Word Problem: Mixture For high school students. Solving a Mixture problem with algebra. Seasoned math instructor demonstrates on white board. Uses colored markers for clarification. Author(s): No creator set License information Related content No related items provided in this feed A Mixture-Type Word Problem (Coins) Instructor believes that one of the easiest of all algebra word problems to understand is the coin problem since you, as a student, have some understanding of coins. Suitable for high school students. Instructor uses white paper and marker in front of camera. Author(s): No creator set License information Related content No related items provided in this feed Magic School Bus Goes to Seed Join Ms. Frizzle and the class as they get a bugs-eye view of the school garden and how seeds are created. This Magic School Bus video will cover the following concepts: (1) Seeds are the way that most plants make new plants. The seed is created inside the flower of the plant. and (2) A seed can travel long distances and wait for the conditions to be right before sprouting. Run time 22 minutes. Author(s): No creator set License information Related content No related items provided in this feed Juggling with Algebra A fun lesson. Nicholas Hyde, head of science in a school in England teaches Grade 6 maths students how to analyse juggling techniques to introduce number sequences and algebra. (In England people say "maths" instead of "math")Human Anatomy - Vertebral Column This is a computer-animated video (03:16) that describes the structure and function of the vertebral column. This video has English captions at the bottom of the screen. This may be good for big classrooms where sound may not travel well. Author(s): No creator set License information Related content No related items provided in this feed Human Anatomy - HIP This is a computer-animated video (02:14) that describes how the function of hip bones and how they work. This video has English captions at the bottom of the screen. This may be good for big classrooms where sound may not travel well. Proteins are very important to
Mathematics, Grade 12. (MAP4C or MTT4G or a mathematics with a similar content.)
If learners in the classroom are to be excited by mathematics, teachers need to be both well informed about current initiatives and able to see how what is expected of them can be translated into rich and stimulating classroom strategies. The book examines current initiatives that affect teaching mathematics and identifies pointers for action inGraduate textbooks often have a rather daunting heft. So it's pleasant for a text intended for first-year graduate students to be concise, and brief enough that at the end of a course nearly the entire text will have been covered. This book manages that feat, entirely without sacrificing any materia more... The leading reference on probabilistic methods in combinatorics-now expanded and updated When it was first published in 1991, The Probabilistic Method became instantly the standard reference on one of the most powerful and widely used tools in combinatorics. Still without competition nearly a decade later, this new edition brings you up to speed on... more... In 2003 the British Combinatorial Conference conference was held at the University of Wales, Bangor. The papers contained here are high quality surveys contributed by the invited speakers, covering topics of significant interest. Ideal for established researchers and graduate students who will find much here to inspire future workA unique approach illustrating discrete distribution theory through combinatorial methods This book provides a unique approach by presenting combinatorial methods in tandem with discrete distribution theory. This method, particular to discreteness, allows readers to gain a deeper understanding of theory by using applications to solve problems. The... more...
Mathematics Algebra I This course allows students to develop a solid foundation in basic algebra skills and concepts. Topics include algebraic vocabulary, properties and their operations, linear sentences, lines and distance, slopes and lines, exponents and powers, polynomials, and systems of equations. Further, Algebra I allows students to develop mathematical power through problem solving strategies, reasoning activities and cooperative learning projects using appropriate tools. Geometry This course reviews basic algebraic concepts and then introduces the elements of inductive and deductive reasoning as they relate to the study of geometry. Geometry topics include perpendicular lines, parallel lines and planes, congruent triangles, similar polygons, circles, arcs, triangles, geometric constructions and loci coordinate geometry, and areas and volumes of various types of figures. Through the use of geometry, students become problem solvers who are able to meet the demands of tomorrow's world. Prerequisite: Algebra I. Geometry Honors This is an accelerated course of study with an in-depth development of the topics listed in Geometry. Algebra II This course consists of a review of Algebra I topics and further develops the concepts of polynomials, factoring, relations, functions, solutions of linear equations, rational, irrational and complex numbers. The course then introduces the study of quadratic equations, logarithms, and elementary trigonometry. Algebra II allows students to enhance their creative thinking by interpreting the application of algebraic principles to related technology and scientific use. Algebra II Honors This is an accelerated course of study with an in-depth development of the topics listed in Algebra II. The course is also technology rich with project-based learning including a summer technology component and a collaboration of student, CTE instructor and academic instructor in the creation of a video showing the relationship of mathematical concepts to a student's specific program of study. Pre-Calculus This course consists of a review of the concepts taught in Algebra II and geometry as they relate to the principles of trigonometry. Development of the relationship between functions and their graphs is explored with extensive use of the graphing calculator incorporated throughout the course. Systems of linear equations and inequalities, including matrices are covered with application to technology where possible. After completing Pre-Calculus, students have a strong foundation for work in calculus and problem-solving applications necessary in a technical field. Prerequisite: Algebra II and Geometry. Pre-Calculus Honors This is an accelerated course of study with an in-depth development of the topics listed in Pre-Calculus. Calculus This course introduces elementary topics of Calculus including limits, continuity and curve sketching. It also applies differentiation to minimum and maximum and related rate problems and integration to surface areas and volumes. It is recommended for students who will need to take calculus in college. Prerequisite: Pre-Calculus. Probability and Statistics Probability emphasizes simulations of real world problems that involve students in experimenting, collecting, organizing and using data. Statistics emphasizes "making sense of data" by exploring and organizing relevant data in a variety of ways. Students learn about modeling trends and predicting the behavior of systems over time. Extensive use of the statistical calculator and applications that are relevant to the student's occupational program are incorporated. Prerequisite: Algebra II and Geometry. Algebra I Math Lab 9 This math class provides an individual approach to Algebra I along with reinforcement of basic math skills. IEP goals are targeted with progress being closely monitored so that instruction can be adjusted as needed. It is a progressively challenging class. Algebra I topics taught are: simplifying expressions, plotting coordinate plan, solving slope, order of operations, linear equations and data analysis. Geometry Math Lab 10 This math class provides an individual approach to Geometry along with reinforcement of basic math skills. IEP goals are targeted with progress being closely monitored so that instruction can be adjusted as needed. It is a progressively challenging class. Geometry topics taught are: basic geometry concepts (points, lines, distance, midpoints) angles, perpendicular and parallel lines and triangles. Algebra II Math Lab 11 This math class provides an individual approach to Algebra II along with reinforcement of basic math skills. IEP goals are targeted with progress being closely monitored so that instruction can be adjusted as needed. It is a progressively challenging class. Algebra II topics taught are: exponents, scientific notation, probability, quadratic functions and equations, polynomials and factoring, and rational expressions and equations. Consumer Math Lab 12 This math class provides an individual approach to consumer math along with reinforcement of basic math skills. IEP goals are targeted with progress being closely monitored so that instruction can be adjusted as needed. It is a progressively challenging class. Consumer math topics taught are: expenses (wants and needs), making a budget, salary (gross, net, deductions) retirement, stock market, using a checking account, finding suitable housing and transportation. Integrated Math This course provides a structured approach to a variety of topics such as ratios, percents, equations, inequalities, geometry, graphing and probability and statistics. A solid foundation in these topics with real-world applications to the more abstract algebraic concepts can be found throughout the text. Various activity labs in each chapter ensures students receive the visual and special instruction necessary to conceptualize these abstract concepts, better preparing them for life in the work force.
Desupport Notice This calculator is no longer supported. Additionally, it is not subject to the same testing procedures that are used for the development of other calculators on algebrahelp.com. Access is still being allowed for the convenience of users who have not found alternatives.
BASIC MATH AND PRE-ALGEBRA FOR DUMMIES Astronomy 102 Math Review 2003-August-06 Prof. Robert Knop (r.knop@vanderbilt.edu) For Astronomy 102, you will not need to do any math beyond the high-school alegbra that is part of the admissions requirements for Vanderbilt. We assume you understandCAS810: WEEK 11 LECTURE: s The meaning of Algebraic Specifications TUTORIAL/PRACTICAL: Do the exercises given in last week's handout Look at the revision questions on the web and attempt them without looking at the answers School of Computing and Ma CS 171 Lecture Outline January 31, 2006 r-Combinations with Repetition Allowed. We have seen that there are n ways of choosing r distinct elements from a set of n elr ements. What if we allow elements to be repeated? In other words, how many ways ar CS 171 Lecture Outline January 30, 2007 r-Combinations with Repetition Allowed. We have seen that there are n ways of choosing r distinct elements from a set of n distinct r elements. What if we allow elements to be repeated? In other words, we want Mark J. Forzley Major Project for CI300WBI Goal Teaching slope and slope-intercept equation Day 1 Take students to the lab and open Geometers Sketchpad. Have each student make a line and then play with it moving it in all directions. Next highlight COIT11224 Computer Systems Exam Advice #1 The following sections from the textbook should be studied in preparation for the examination. Sections from the textbook that don't need to be studied for this exam are clearly marked "NOT REQUIRED FOR THI MATH 6101 Fall 2008 The Real Number System The Natural Numbers, N e be s, How did the concept of number arise? Pythagoreans: All is number All number Separated number from magnitude numbers were considered more as distinct points Allows addition, s 10/15/2008 MATH 6101 Fall 2008 The Real Number System The Natural Numbers, N How did the concept of number arise? Pythagoreans: "All is number" Separated number from magnitude numbers were considered more as distinct points Allows addition, subtra
This new edition covers the six key Level 3 Standards 3.1, 3.3, 3.5, 3.6, 3.7 and 3.15 being implemented in 2013. It features brief notes, explanations, worked examples and exercises with fully worked answers. Use throughout the year to support classroom work, to help with intern ... Tells us how to live in a world that is unpredictable and chaotic, and how to thrive during moments of disaster. This title also tells about loving randomness, uncertainty, opacity, adventure and disorder, and benefitting from a variety of shocks. This new book from the author of 'The Music of the Primes' combines a personal insight into the mind of a working mathematician with the story of one of the biggest adventures in mathematics: the search for symmetry. From the author of The Music of the Primes and Finding Moonshine comes a short, lively book on five mathematical problems that just refuse be solved -- and on how many everyday problems can be solved by maths. From the author of 'The Music of the Primes' and 'Finding Moonshine' comes a short, lively book on five mathematical problems that just refuse be solved -- and on how many everyday problems can be solved by maths. Lewis Carroll's books have delighted children and adults for generations, but behind their exuberant fantasy and delightful nonsense was the mind of a brilliant mathematician. This title explores the curious imagination of this man who filled his writings with problems, paradoxes ... A collection of puzzles. Covering a range of fields, from geography and environmental studies to map- and flag-making, it uses basic algebra and geometry to solve problems. It is suitable for readers interested in sharpening their thinking and mathematical skills. Algebra I Workbook For Dummies, 2nd Edition, is the perfect accompaniment to our regular For Dummies title. It contains hundreds of practice problems to guarantee understanding and retention and now features 25% new and revised content to ensure it meets the needs of students and ...
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18.310 General Information (Fall 2007) Subject We will discuss many areas of discrete mathematics in this course with emphasis on topics that have direct application in the real world. Each lecture will emphasize some particular technique or problem and often we will discuss an algorithm or procedure for efficiently realizing this technique. We begin with some mathematical analysis of some simply posed questions involving weighing of objects such as coins. Next we discuss a variety of algorithms that are used for sorting data. We then move to the subject of coding theory where we will study three different types of coding problems: Coding for efficiency of data storage or transmission, coding for error correction, and coding for secrecy. Later in the course will we will deal with an assortment of different algorithms and some problems in operations research. Among the topics covered will be the Fast Fourier Transform and how it can be used to multiply large numbers quickly, algorithms for linear programming and solution to network-flow problems, as well as some topics in game theory, mathematical economics and statistics. Although many kinds of subjects are considered, there are common ideas that appear throughout. The mathematical content of this course involves some linear algebra, probability theory, algebra, combinatorics and topics from a variety of other fields. It is hoped that the brief exposures we give to these topics will motivate you to want to learn more about them. We will from time to time digress to cover background material that will be used later in the course. We will try to go deeply enough into each area to reach significant and interesting results and not merely give definitions and easy consequences. Course Requirements The requirements for this course include handing in weekly homework assignments, submitting papers (which we will discuss below), and taking two exams (possibly combinations of in class and take-home). The content of the exams will be made fairly precise before they take place. Your grade on the exam will reflect the degree to which you demonstrate an understanding of the material, so it pays to be honest; it's better to say, "This answer looks wrong for such-and-such a reason, so if I had time I'd go back and check my work,'' rather than to bluff. There will be two papers that you must write for this course, the first is a short paper a draft of which is due October 15. It will be returned by November 2 and the final version is due by November 16. The term paper is roughly 10 pages in length on a topic you learn about on your own and is due at the end of the term. It can be, but need not be, an elaboration of the first paper. Text Lecture Notes are on the course website: <math.mit.edu/18.310>. There will be revisions and supplements but no text to buy. The class will cover material quite rapidly, and it will be almost impossible to assimilate the material without reading these Notes and doing the homework. There are actually several versions of these notes on this website (and on OCW) and they have various sorts of flaws. If one set confuses you, try another and point out the confusion to us. We will try to fix it. Hearing about material is only way to learn it but it is usually insufficient for retaining knowledge of it. Hearing and reading about it also, is better, but is usually not enough for the student to be able to use the material comfortably.. Doing the homework is needed by most to satisfactorily learn this material. Explaining it to someone else is even more useful for doing so. Grading Your grade will consist of 1/3 from homework, 1/3 from the exams, and 1/3 from your papers. Homework There will be 10-12 homework assignments which will cover much of the course material in detail. Some of the assignments will involve your use of a spreadsheet. If you are not familiar with one, we will be happy to show you how to do everything you will need to know to use one. Ask! You should also locate one that is available to you: (Microsoft Excel is one of the best around; but there are many others that are ok; xess, Microsoft works, star office and any other are useable. However they differ slightly in how you copy in them and how you make various instructions) and then going through Chapter 0 of 18.013A which is on the website reachable by math.mit.edu/~djk. You will then be armed to do any of these assignments. Some assignments may involve writing programs. If you know a programming language and have access to a machine to run it, then write and run it. If you can write in a language but do not have access to a machine to run it then do what you can. If, on the other hand, you know no language, you may write in pseudo-code which means you give an explicit logical description of your procedure in concise English. It's a good idea to learn enough about a real programming language to write code even if you do not run it. If you need help with this see the lecturer, the TA, or fellow students. Consider it appropriate to discuss homework problems with classmates and friends (as well as the TA, instructor, or the lecturer) after you've made an effort to think about them by yourself for a while. It is worthwhile for you to develop the habit and ability to discuss mathematics with others and discussions can be a valuable way to gain insight and familiarity. Collaboration on assignments is perfectly OK; but DO NOT copy someone else's work in what you hand in. Write whatever you want by yourself. Merely copying papers from others circumvents the learning process and you should avoid it. A good way to proceed is to work out the idea of a solution with classmates, but then write it up alone, in your own words, without relying on detailed notes (you should have absorbed the key ideas and internalized them). If your final write-up looks too much like your collaborators' write-up, chances are you're leaning on the group too much in the writing-phase and thereby missing out on the valuable experience of writing up something on your own. If submissions by two students are identical, each will get 0 credit for the assignment. If two submitted spreadsheets are arranged identically on the worksheets, there will be the same result. Employers of scientists and engineers regard communication skills as having as much importance as mathematical skills, so it definitely pays to develop these skills as far as you can. This year this course is designated a C type course which means that it can be used to satisfy a (written) communications requirement, and also that it includes requirements that you submit one or more papers that are submitted as drafts, reviewed by staff and then final versions submitted. The nature of these requirements will be described below.. If you find you are spending too much time on an assignment then get help. You may talk to friends; or send an email to us asking questions. If you have difficulties with the homework, the TAs, and lecturers are available for help. We might schedule a recitation hour if needed. You are strongly encouraged to redo and turn in revised versions of homework or exams in which you made serious mistakes. If you do so, you will receive up to half the lost credit that you failed to receive the first time. You have 2 weeks after the graded homeworks are handed back to turn in redone work. You should get into the habit of including in each assignment you hand in a list of the people you worked with on that assignment. This information will in no way be used in grading. It is intended to help you get into the life-long habit of citing sources and avoiding plagiarism. (Remember, plagiarism isn't using sources; it is doing so without acknowledgment, or copying entire solutions.) You may turn in any assignment late IF you request permission to do so before it is due. Such requests can be made in person or by email. When an assignment involves a spreadsheet, email transmission of the solution is the preferred method of submission. One important comment: a modern spreadsheet goes on and on in two directions. When you make one it is wise for you to reserve the top few rows for an index, in which you state where each of the parts of your effort appears. Otherwise you run the risk that the grader will not find parts of your work, and you will lose credit for tbem. You can produce the index after you have finished the assignment, but please make an effort to include an index listing your steps and where they are located. Papers The papers, which should be on topics related in some way to the course, can have several formats. One possibility is as follows: Imagine that you were to give a lecture to the class on your selected topic. The topic paper could then be a lucid and well organized set of notes on what you would say, written out in detail as it might appear in a book. The writing must be grammatically correct. The material for such lectures could be looked up in appropriate references. The actual writing should be in your own words, after you have assimilated the relevant information which you organize yourself. Again, copying from a source or a fellow student without understanding is not acceptable and can lead to, Another format for the paper is to write a program to do something related to the course. If you choose to do this you should explain what you are doing, give an overview including any comments on certain difficult points and present clear and well-documented code. Results of applying it to some data should probably also be supplied. Again there should be prose written correctly in English. If you choose this option you should learn a particular programming language. If you have a better idea for a term paper (for instance, if you think that one of the chapters in these Notes does a bad job of explaining things, and that you could do a better one then you may pursue it. You should try to have a topic chosen and a plan of action by for the initial paper by October 1 and for the final paper by Nov 1. We hope to supply further information about grammatical rules for dealing with equations soon. Some possible paper topics, which were used in the dim past are listed. You may choose other topics as you see fit. If you doubt the suitability of a potential topic feel free to ask before you begin. Actually, the hardest part of writing a paper is choosing a topic. It involves making a decision based on imperfect knowledge; something you will often be called upon to do in your future. Your getting practice at it is very definitely worth while. Once you have one, finding out what you should know about it, digesting that information, and organizing and writing about it are straightforward tasks.
Most people think of Arithmetic as a program forming a core part of a modern K-12 curriculum. If we look back through history, we can rarely find anything written about Arithmetic in schools. We know that the ancients and that medieval Christians studied Arithmetic, but where was it in the curriculum? The reality is that Arithmetic doesn't have to be a 13+ year study. It is such today simply because it's convenient when you take the K-12 system for granted. They take the body of Arithmetical knowledge, divided it by 13 years, add in lots of review and...voila!...a massive curriculum with textbooks, manipulatives, calculators and dozens of professional Arithmetic teachers. In an academy setting, Arithmetic doesn't need to take 13 years. It's a single study to be mastered as any book would be studied....from beginning to end. In the CLAA, we present Arithmetic to our students systematically in a single course and then use two additional courses to cover topics in Arithmetic such as algebra, functions and so on. It's really pretty simple, so long as the instructor knows Arithmetic and the study materials are well organized and concise. Fortunately, study materials are not difficult to obtain, since we have access to Arithmetic texts from before the advent of the K-12 school model. By restoring these texts and adding to them the benefits of modern teaching technologies, our students can study true classical Arithmetic suited to academy students. Note: If you desire an Arithmetic program based on this course, but in a K-12 format, see the CLAA Common School program. OUR INSTRUCTOR
A Concrete Approach to Abstract Algebra begins with a concrete and thorough examination of familiar objects like integers, rational numbers, real numbers, complex numbers, complex conjugation and polynomials, in this unique approach, the author builds upon these familar objects and then uses them to introduce and motivate advanced concepts in algebra in a manner that is easier to understand for most students. The text will be of particular interest to teachers and future teachers as it links abstract algebra to many topics wich arise in courses in algebra, geometry, trigonometry, precalculus and calculus. The final four chapters present the more theoretical material needed for graduate study. Presents a more natural 'rings first' approach to effectively leading the student into the the abstract material of the course by the use of motivating concepts from previous math courses to guide the discussion of abstract algebra Bridges the gap for students by showing how most of the concepts within an abstract algebra course are actually tools used to solve difficult, but well-known problems Builds on relatively familiar material (Integers, polynomials) and moves onto more abstract topics, while providing a historical approach of introducing groups first as automorphisms Exercises provide a balanced blend of difficulty levels, while the quantity allows the instructor a latitude of choices
Mathematics - Algebra 1 Intended Learning Outcomes The main intent of mathematics instruction at the secondary level is for students to develop mathematical proficiency that will enable them to efficiently use mathematics to make sense of and improve the world around them. The Intended Learning Outcomes (ILOs) describe the skills and attitudes students should acquire as a result of successful mathematics instruction. They are an essential part of the Mathematics Core Curriculum and provide teachers with a standard for student learning in mathematics. The ILOs for mathematics at the secondary level are: Develop positive attitudes toward mathematics, including the confidence, creativity, enjoyment, and perseverance that come from achievement. Course Description The main goal of Algebra is to develop fluency in working with linear equations. Students will extend their experiences with tables, graphs, and equations and solve linear equations and inequalities and systems of linear equations and inequalities. Students will extend their knowledge of the number system to include irrational numbers. Students will generate equivalent expressions and use formulas. Students will simplify polynomials and begin to study quadratic relationships. Students will use technology and models to investigate and explore mathematical ideas and relationships and develop multiple strategies for analyzing complex situations. Students will analyze situations verbally, numerically, graphically, and symbolically. Students will apply mathematical skills and make meaningful connections to life's experiences. Standard 1 Students will expand number sense to understand, perform operations, and solve problems with real numbers. Objective 1 Represent real numbers as points on the number line and distinguish rational numbers from irrational numbers. Define a rational number as a point on the number line that can be expressed as the ratio of two integers, and points that cannot be so expressed as irrational. Classify numbers as rational or irrational, knowing that rational numbers can be expressed as terminating or repeating decimals and irrational numbers can be expressed as non-terminating, non-repeating decimals. Standard 4 Students will understand concepts from statistics and apply statistical methods to solve problems. Objective 1 Summarize, display, and analyze bivariate data. Collect, record, organize, and display a set of data with at least two variables. Determine whether the relationship between two variables is approximately linear or non-linear by examination of a scatter plot. Characterize the relationship between two linear related variables as having positive, negative, or approximately zero correlation. Objective 2 Estimate, interpret, and use lines fit to bivariate data. Estimate the equation of a line of best fit to make and test conjectures. Interpret the slope and y-intercept of a line through data. Predict y-values for given x-values when appropriate using a line fitted to bivariate numerical data. Mathematical Language and Symbols Students Should Use: scatter plot, positive correlation, negative correlation, no correlation, line of best fit, bivariate
MATH 1503 CONTEMPORARY MATHEMATICAL CONCEPTS This course is designed to give students a measure of insight into modern mathematics, especially those looking forward to a career in elementary education. Topics will include propositional logic, number systems, calculus of sets, solution of equations and inequalities, and geometry. Emphasis is placed on the understanding and use of the various concepts that are introduced. Science students, business students, and mathematics and statistics majors may not receive credit for this course.
Mathematical Sciences, Technology, and Economic CompetitivenessThe National Research Council established the Board on Mathematical Sciences in 1984. The objectives of the board are to maintain awareness and active concern for the health of the mathematical sciences and to serve as the focal point in the National Research Council for issues connected with the mathematical sciences. In addition, the board is designed to conduct studies for federal agencies and maintain liaison with the mathematical sciences communities and academia, professional societies, and industry. Support for this project was provided by the Air Force Office of Scientific Research, the Army Research Office, the Department of Energy, the National Science Foundation, the National Security Agency, and the Office of Naval Research. Library of Congress Catalog Card No. 91-60253 International Standard Book Number 0-309-04483-9 Copies available for sale from National Academy Press 2101 Constitution Avenue, NW Washington, DC 20418 S 333 Printed in the United States of America OCR for page R5 Mathematical Sciences, Technology, and Economic Competitiveness PREFACE The fundamental importance of mathematics to the U.S. technology base, to the ongoing development of advanced technology, and, indirectly, to U.S. competitiveness is well known in scientific circles. However, the declining number of U.S. high school students who decide to seek a career in science or engineering is an important indication that many people do not appreciate how central the mathematical sciences have become to our technological enterprise. The National Research Council's Board on Mathematical Sciences has prepared this report to underscore the importance of supporting mathematics instruction at all levels, from kindergarten through graduate school, to prepare our youth for successful careers in science and engineering. The report is addressed first to the members of the mathematics community, who must play an active role in effecting quite aggressively the technology transfer that stimulates innovation and puts U.S. industry in a competitive position with its trading partners. Corporate decision makers will also benefit from acquainting themselves with the conclusions drawn in this report: mathematics is useful across the entire product cycle, contributing to making better products, improving quality, and shortening the design cycle. Policy makers at the federal and state levels, college and university administrators, high school teachers, and nonscientists as well may also find instructive this report's discussion of how mathematical and quantitative reasoning have penetrated the real world around us. To trace the impact of mathematics on U.S. technology necessarily involves making choices. The examples in this report are intended to illustrate the widespread use of mathematical reasoning. The board has focused primarily on the use of such reasoning by mathematical OCR for page R6 Mathematical Sciences, Technology, and Economic Competitiveness scientists themselves, as defined by their professional training, departmental or professional affiliation, or funding sources. Also included in this discussion are examples of the cross-disciplinary impacts of mathematical scientists working with members of other disciplines. A few examples have been drawn from the mathematically oriented portions of related disciplines, such as engineering and computer science. A report such as this cannot be exhaustive, nor can it be free of repetition as the same ideas are considered from different viewpoints. Powerful mathematical concepts, once thought to be without practical relevance, affect thinking today in many unrelated fields and, more often than not, it is the mathematician who has discovered such connections. Mathematical models established by engineers for fluid flow turn up in transportation studies and in economics; ideas developed in linear algebra are basic to the large input-output models that describe the national economy. Differential equations describe weather forecasting models, semiconductor behavior, and crystallization of substances; even when the equations differ radically, common methods of solution have often been developed and are widely used not only by mathematicians but also by professionals in many other disciplines who could not function without the tools developed by mathematicians. While considering such examples of the impact of mathematics, the reader should keep in mind that the distinction between direct and indirect support and between short- and long-range connections cannot be drawn clearly. Neither does the board possess a formula that establishes a numerical relationship between increased support for mathematical research and an increase to the gross national product. Mathematical principles and ideas manifest themselves in several ways: sometimes the connection is obvious and direct; in other cases the influence is more subtle and long-range in nature. Chapter 2, "Key American Industries," illustrates the use of advanced technology in five major U.S. industries—aircraft, semiconductors and computers, petroleum, automobiles, and telecommunications—and examines how their competitive positions over the past decade have been affected by the industries' access to advanced technology. In chapter 3, "The Product Cycle," 11 technologies widely used in modern manufacturing are examined for the impact of mathematics in such applications as economic planning, simulation, quality control, inventory manage- OCR for page R7 Mathematical Sciences, Technology, and Economic Competitiveness ment, marketing, and maintenance and repair. "The Technology Base," chapter 4, describes some of the mathematical technologies that mathematicians employ in their interactions with industrial clients and also emphasizes the importance of technology transfer—the process of incorporating research results in the design of a commercial product or service. It concludes with some strong recommendations for addressing the training of mathematicians for industrial careers. The overall conclusions and recommendations of the report are summarized in chapter 5. Appendix A describes some noteworthy policy studies on advanced technology in recent years, and Appendix B lists the studies by the mathematical community itself since the appearance of the first David report in 1984 (Renewing U.S. Mathematics: Critical Resource for the Future, National Academy Press, Washington, D.C., 1984). Many people, most of them not associated with the Board on Mathematical Sciences, provided information that aided in the preparation of this report. They include S. Andreou, L. Baxter, S. Bisgaard, I. E. Block, H. Cohen, Y. Deng, B. Enquist, R. Ewing, A. Friedman, P. W. Glynn, B. Irwin, E. Johnson, T. Kailath, D. Kleitman, R. Lundegard, L. Mancini, G. McDonald, S. A. Orszag, A. Packer, G.-C. Rota, D. H. Sharp, M. Sobel, A. Tucker, S. Weidman, M. Wheeler, and M. Wright. One of the board members, James G. Glimm, served as editor of this report. Additional editorial assistance was provided by A. Glimm and H. J. Oser. Phillip A. Griffiths, Chairman Board on Mathematical Sciences OCR for page R8 Mathematical Sciences, Technology, and Economic Competitiveness This page in the original is blank.
...Thomas and received an A in the course. Linear Algebra is the study of matrices and their properties. The applications for linear algebra are far reaching whether you want to continue studying advanced algebra or computer science
...professional music notation software with ability to publishPhysics Cheat Sheet is an interactive physics package that helps students solve and visualize numerous physics equations...Physics Cheat Sheet was designed for use in high school and college physics courses...
2. Introduction to Integers and Algebraic Expressions 2.1 Integers and the Number Line 2.2 Addition of Integers 2.3 Subtraction of Integers 2.4 Multiplication of Integers 2.5 Division of Integers 2.6 Introduction to Algebra and Expressions 2.7 Like Terms and Perimeter 2.8 Solving Equations A tradition of southern quality and service. All books guaranteed at the Atlanta Book Company. Our mailers are 100% recyclable. $1.99 +$3.99 s/h Acceptable Extremely_Reliable Richmond, TX A copy that has been read, but remains in good condition. Front index Pages are missing.Pages are not marred by notes or highlighting. The spine damaged and the cover and some pages are curled4.88
A fun little book which contains no exercises but rather simply explains the concepts, strategies, and vocabulary of algebra. What are polynomials ... more » and why do I care? What's a quadratic equation and how do I solve it? How do you multiply polynomials? What is the slope of a line? What are functions? The language is clear and often amusing. The authors assume the reader has no knowledge of algebra, and also assume he or she has forgotten how to multiply fractions and other preliminary processes. Not a stand-alone text, but a book to read on a Saturday afternoon before taking your first algebra class, it touches nearly all the concepts of a first year course. It has been used and praised by eighth grade students as well as college students. A wonderful refresher before taking a college entrance exam or graduate admissions test Pro Quo Books Bookstore Rating: 4(of 5) Book Location: Toledo, OH, U.S.A. Quantity: 1 Textbook Description: Book is clean and tight, and has minimal or no Better World Books Quantity: 7 Textbook Description: Great condition for a used book! Minimal wear 7 items left Textbook Description: Great condition for a used book! Minimal wear. 100% Money Back Guarantee. Shipped to over one million happy customers. Your purchase benefits world literacy! Textbook Edition: Normal Other marketplace offers: 28 New from $5.25 and 50 river-city-books (Rating: 99.6 % positive) Standart shipping: 3.49 Expedited delivery available: no Book Location: Tualitan, OR Book Availability: 1 items left Textbook Description: Cover is bent, but the pages, text, and binding are in Good condition. GOODBook Seller: River City Books, LLC Book Location: USA Textbook Description: Clearwater Publishing. Used - Good. Cover62781576/9780962781575 (0-962-78157-6/978-0-962-78157-5
Puy, WA SAT MathThe use of numbers and symbols, which may be frightening to students, has already begun in the use of numerals, for example, 1, 2, 3, etc., in arithmetic. Algebra uses additional symbols, which can easily learned by using the basic rules of arithmetic, such as addition, subtraction, multiplication, and division. Algebra has these same rules and also others to be learned.
Intermediate Algebra, CourseSmart eTextbook, 3rd Edition Description The Sullivan/Struve/Mazzarella Algebraprogram is designed to motivate students to "do the math"— at home or in the lab—through a full suite of resources that support a variety of learning environments. Instructors can choose the ideal combination of resources for their students: The text is known for its two-column example format that provides annotations to the left of the algebra. These annotations explain what the authors are about to do in each step (instead of what was just done), just as an instructor would do. Two MyMathLab®course options are now available: a standard course and a Ready to Go course. The Ready to Go option provides premade assignments for every section of the text. NEW! The Video Notebook is an unbound, three-hole punched workbook/note-taking guide that asks students to write down important definitions and procedures and work through key examples as they watch the "Author in Action" videos.
Elementary Technical Mathematics - 10th edition Summary: Elementary Technical Mathematics Tenth Edition was written to help students with minimal math background prepare for technical, trade, allied health, or Tech Prep programs. The authors have included countless examples and applications surrounding such fields as industrial and construction trades, electronics, agriculture, allied health, CAD/drafting, HVAC, welding, auto diesel mechanic, aviation, natural resources, and others. This edition covers basic arithmetic including the metric...show more system and measurement, algebra, geometry, trigonometry, and statistics, all as they are related to technical and trade fields. The goal of this text is to engage students and provide them with the math background they need to succeed in future courses and careers. ...show less 2010 Paperback Fair CONTAINS SLIGHT WATER DAMAGE / STAIN, STILL VERY READABLE, SAVE! This item may not include any CDs, Infotracs, Access cards or other supplementary material. $82.99 +$3.99 s/h Good Big Papa Books Davis, CA Used book, may contain some writing and highlighting... (WK-I-HN)3.26. $89.87 +$3.99 s/h Good BookSleuth Danville, CA Fast Shipping ! Used books may not include access codes, CDs or other supplements. $100.00 +$3.99 s/h Good Campus_Bookstore Fayetteville, AR
A) Communicate Effectively 1)Learning Outcome: Student will be able to communicate effectively about mathematics through symbolic language and translate English expressions into algebraic expressions. Course Objective : Understand and communicate the meaning of mathematical symbols used in algebra. Assessment is based on tests, quizzes, and daily work in math portfolio B) Think critically Assessment is based on tests, quizzes, and daily work in math portfolio. 1. Learning Outcome- Students will perform basic algebraic operations. Course Objective:Solve problems using algebraic formulas 2. Learning Outcome- Students will perform basic algebraic operations. Course Objective : Solve algebraic equations with 2 or more operations. 3. Learning Outcome- Students will perform basic algebraic operations. Course Objective : To solve inequalities 4. Learning Outcome : Students will be able to construct graphs. Course Objective : Construct graphs of linear equations in 2 variables 5. Learning Outcome : Students will be able to simplify expressions. Course Objective : Apply rules of exponents to simplify expressions 6. Learning Outcome : Students will be able to perform operations on Polynomials Course Objective : Students will factor polynomials and perform 4 basic operations on polynomials. C. Learn Independently Learning Outcome : The student will apply their learning. Course Objective : The student will understand applications that lead to the solution of problems. Method of Instruction: Lectures on topics will be presented by the instructor working and explaining problems on the board. These problems will copied by the students in their course notebook. There will be time and opportunity for any student to ask questions. Students will be individually encouraged to work problems on the board and explain them to the class. There may be up to three motivational films viewed in class where the students do brief reports on the content. All students must complete the course to receive credit. If a student stops attending class toward the end of the semester and does not take the final examination, a grade of "F" will be given. Course Requirements: You are expected to attend all classes and to be on time. Any combination of three tardies or early dismissals count as an absence. A very detailed record of your attendance will be kept by your instructor. This record may be shared with the Dean of Enrollment through the Early Alert System. Your attendance record may be given to the Registrar for Financial Aid purposes. If you are in an athletic program, your coach will probably be interested in your attendance history. You are given the opportunity to prepare in class a mathematics portfolio during the semester according to the following guidelines: Your math notes should be kept in a 3-ring binder with 2 pockets. It can be organized in the following way: 1) Daily notes clipped in the middle. 2) Assignments in one pocket of notebook 3) All graded tests and quizzes in another pocket 4) Other written assignments from a math film or computer retrieved topic 5) Course Syllabus If your mathematics portfolio is neat, complete, and meets all of the above guidelines you can present this work at the end of the semester to receive an additional grade of 100 points to be computed into your average. If you do not adhere to the above guidelines, do not present this work for a grade. Approximate dates of tests: Test 1: 1/17/08 (Order of Operations, simplification of numeric and alg. expressions ) Test 2: 2/12/08 ( Solutions of Equations and Inequalities) Test 3: 3/13/08 (Graphing linear equations in 2 variables by using different forms of linear equations) Test 4: 4/17/08 ( Laws of Exponents & Polynomials) Test 5 :TBA (Final Exam.) SC 101 Date: 4/30/08 Time: 8:00a-10:00a The lowest test score will be dropped with the exception of the final examination if the student has perfect attendance. Remember, any combination of 3 tardies or early dismissals are counted as an absence. Quizzes are brief, simple, and unannounced. About 15 to 20 quizzes will be given during the course and will be averaged for a semester quiz grade of 100. Two quiz scores can be dropped. If you are absent on the day of a quiz, it cannot be made up. The quizzes are a participatory grade given on what was covered in class on that particular day. Your own personal notes may used when taking a quiz. Student's responsibility in case of an absence: Absences and withdrawal from course: Refer to the Attendance information provided in the Saint Catharine College Catalog. If you miss a class for any reason, you are responsible for all material covered and assigned. The Mathematics- Developmental Education Notebook (M-DEN) for your class will be kept in the Resource Center which contains the daily notes and the assignment. If you miss a class, report to the Resource Center and refer to this course notebook with a tutor. If you miss an hour of class, spend an hour of time in the Resource Center to catch up. Your time in the Resource Center will be kept in a log book for both a reference and record. Documents that explain absences may be given to the instructor to be filed as a record. (Parental notes will not be accepted.) Exceptions will be made for student athletes when they are absent due to school- related sporting events. Also exceptions will be made for any student who is representing our college in a school function. ( All students regardless of the reasons for being absent should make up their time at the Resource Center to learn the material covered on the days of absence.) If a student is absent on a test day, arrangements should be made with the instructor and the test made up within one week. If these conditions are not met, the student will receive a grade of 0 on that test. Academic Integrity: Academic dishonesty, whether intentional or not, is a serious offense. Read the Saint Catharine College Catalog for the basic statement of principle, definitions, responsibilities, policies, and penalties of academic dishonesty. Classroom Behavior Statement: You are expected to behave in a Christian manner toward students and instructors. No disruptive or disrespectful behavior will be tolerated. Any student who is guilty of any of these behaviors will be dismissed from class and counted absent. Any student who is found sleeping during class will be dismissed from class for that day and be counted absent. Cell phones must be turned off and kept in book bags. Students are not allowed to share calculators during tests or quizzes. There may also be some tests or quizzes where you will not be allowed to use a calculator. Classroom learning accommodations: Inform instructor in writing by the end of the 2nd class of needed accommodation as certified by the college. Important dates: January 7 First day of class for 16 week courses January 11 Last day to withdraw from a 16 week course(s) without record January 21 Martin Luther King Jr. Holiday March 3 – 7 Spring Vacation March 4 Mid term Grades Due March 7 Midterm Grades Mailed to Students March 20-23 Holy Thursday, Good Friday, Easter Holiday March 25 Last Day to Withdraw from a 16 week course(s) with grade of W or change to audit April 14-18 Spring Convocation Activities (Classes Continue) April 25 Last Day of Class April 28-May 2 Final Examinations Special Note to Student Mathematics is a course that needs to be studied daily. Your class may only meet 2 or 3 times per week. However you need to focus on it Monday through Friday. Sometimes working out of class at home may not prove to be too productive for you . Even though I recommend that you work at every opportunity, the following special accommodations will be made for you. My office hours will be posted and given to you. My office is downstairs in Bertrand Hall in Room #9. Feel free to drop by and see me for any help in this course. The Resource Center will be opened daily with set hours where you can receive tutoring. An appointment is not necessary when you report to Resource Center. Math – DEN stands for Mathematical Developmental Educational Notebook. This is a special notebook left in the Resource Center that contains the notes for your specific math class. The M-DEN system will be explained in detail when we begin our classes. The MathZone is an Internet Web based program in which you will register. This program is an excellent learning tool for mathematics.
apply mathematical methods of single variable calculus and linear algebra to a range of problems in science and engineering. 2 CILOS 1, 2, 3, 4 are the core components of the course, and CILO 5 is the synthesis of the core components used in applicationsStudents belong to one of three broad groupings: ·(A) for students with the greatest mathematical background and experience ·(B) for students with a moderate mathematical background and experience ·(C) for students with the least mathematical background and experience Students in groupings (B) and (C) will benefit most from extra face-to-face tuition. The following teaching and learning activities are spread evenly throughout the semester and are aligned with CILOs in approximately chronological order: A large class activity (lecture) engaged in learning with one instructor/lecturer A small interactive class (tutorial) engaged in individual learning or small group discussion with one instructor/tutor. Take-home assignments are extended written learning tasks which students complete ·on their own for work which is handed in, marked and returned with comments, ·and on their own or collaboratively for work which is not to be handed in. Online activities involve prepared materials available online using Blackboard, and focus primarily on computational methods and applications to problems in science and engineering. Remedial learning activities are provided by the Math Help Centre for students who require extra assistanceThere are three types of assessment tasks/activities with formative and summative roles, separately or in combination: oClass quizzes (15-30%) ·Regular short diagnosticquizzes are provided to monitor students' progress and give prompt feedback. ·These assessments are primarily formative, revealing weaknesses or gaps in knowledge or understanding. ·Feedback to the student highlights areas or particular details where the student needs to focus more attention or seek remedial help. ·The major focus of short quizzes is the core components CILOs 1, 2, 3, 4. oAssignments (15-0%) ·One or two mini-projects are set to be handed in, marked and returned to students with comments. ·Some assignment sheets are set, but not handed in, which students may complete individually or collaboratively, mark themselves against published (online) solutions, encouraging self-reflection and independent enquiry. ·The successful completion of assignments will demonstrate mastery of core concepts (CILOs 1, 2, 3, 4) and provide practice in implementing mathematical methods to applications (CILO 5). ·Assignments provide excellent practice in mathematical writing and the translation between mathematical expressions/equations and their interpretations in relevant applications. oExamination (70%) ·The end of semester 3-hourexamination is a thorough summative assessment. ·The examination consists of three, 2, 3, 4). ·The examination also examines students'ability all of the core components (CILOs 1, 2, 3, 4), ·and have demonstrated very high levels of fluency in mathematical writing and synthesis of core components, as evidenced by the successful use of mathematical methods in applications to science and engineering (CILO 5). B−, B, B+ To achieve a grade of B, a student should ·have good or very good mastery of all of the core components (CILOs 1, 2, 3, 4), ·and have demonstrated good to very good levels of fluency in mathematical writing and synthesis of core components in applications to science and engineering (CILO 5). C−, C, C+ To achieve a grade of C, a student should have good working knowledge ·of all of the core components of the course (CILOs 1, 2, 3, 4); ·or, alternatively, of most of the core components of the course (CILOs 1, 2, 3, 4) together with some demonstrated ability to synthesise them in applications to science and engineering (CILO 5). D To achieve a grade of D, a student should have some working knowledge of ·of most of the core components of the course (CILOs 1, 2, 3, 4); ·or, alternatively, of some of the core components of the course (CILOs 1, 2, 3, 4) together with some demonstrated ability to synthesise them in at least one application to science and engineering (CILO 5). Keyword Syllabus A.Functions; Intuitive concepts of limit, continuity and differentiability; Differentiation and its applications B.Integration and its applications C.Vectors; Matrices, determinants and systems of linear equations; Complex numbers Recommended Reading: Text(s): "Basic Calculus and Linear Algebra"(Compiled by Department of Mathematics, City University of Hong Kong) Pearson Custom Publishing 2007
focuses on the fundamental concepts of arithmetic, algebra, geometry and trigonometry needed by learners in technical trade programs. A wealth of exercises and applications, coded by trade area, include such trades as machine tool, plumbing, carpentry, electrician, auto mechanic, construction, electronics, metal-working, landscaping, drafting, manufacturing, HVAC, police science, food service, and many other occupational and vocational programs. The authors interviewed trades workers, apprentices, teachers, and training program directors to ensure realistic problems and applications and added over 100 new exercises to this edition. Chapter content includes arithmetic of whole numbers, fractions, decimal numbers, measurement, basic algebra, practical plane geometry, triangle trigonometry, and advanced algebra. For individuals who will need technical math skills to succeed in a wide variety of trades. Table of Contents Arithmetic of Whole Numbers Fractions Decimal Numbers Ration, Proportion, and Percent Measurement Pre-Algebra Basic Algebra Pratical Plane Geometry Solid Figures Triangle Trigonometry Advanced Algebra Statistics Answers to Previews Answers Index Index of Applications Table of Contents provided by Publisher. All Rights Reserved. Excerpts This book provides the practical mathematics skills needed in a wide variety of trade and technical areas, including electronics, auto mechanics, construction trades, air conditioning, machine technology, welding, drafting, and many other occupations. It is especially intended for students who have a poor math background and for adults who have been out of school for a time. Most of these students have had little success in mathematics, some openly fear it, and all need a direct, practical approach that emphasizes careful, complete explanations and actual on-the-job applications. This book is intended to provide practical help with real math, beginning at each student's own individual level of ability. Features Those who have difficulty with mathematics will find in this book several special features designed to make it most effective for them: Careful attention has been given toreadability.Reading specialists have helped plan both the written text and the visual organization. Adiagnostic pretestand performanceobjectiveskeyed to the text are included at the beginning of each unit. These clearly indicate the content of each unit and provide the student with a sense of direction. Each unit ends with aproblem setcovering the work of the unit. Theformatis clear and easy to follow. It respects the individual needs of each reader, providing immediate feedback at each step to ensure understanding and continued attention. The emphasis is onexplainingconcepts rather than simplypresentingthem. This is a practical presentation rather than a theoretical one. Special attention has been given toon-the-job math skills,using a wide variety of real problems and situations. Many problems parallel those that appear on professional and apprenticeship exams. The answers to all problems are given in the back of the book. A light, livelyconversational styleof writing and a pleasant, easy- to understand visual approach are used. The use of humor is designed to appeal to students who have in the past found mathematics to be dry and uninteresting. Seven editions and over two decades of experience with a wide variety of students indicate that this approach is successful--the book works and students learn, many of them experiencing success in mathematics for the first time. Flexibility of use was a major criterion in the design of the book. Field testing and extensive experience with the first five editions indicate that the book can be used successfully in a variety of course formats. It can be used as a textbook in traditional lecture-oriented courses. It is very effective in situations where an instructor wishes to modify a traditional course by devoting a portion of class time to independent study. The book is especially useful in programs of individualized or self-paced instruction, whether in a learning lab situation, with tutors, with audio tapes, or in totally independent study. Calculators Calculators are a necessary tool for workers in trade and technical areas, and we have recognized this by using calculators extensively in the text, both in fording numerical solutions to problems, including specific keystroke sequences, and in determining the values of transcendental functions. We have taken care to first explain all concepts and problem solving without the use of the calculator and to estimate and check answers. Many realistic problems included in the exercise sets involve large numbers, repeated calculations, and large quantities of information and are ideally suited to calculator use. They are representative of actual trades situations where a calculator is needed. Detailed instruction on the use of calculators is included in special sections at the end of appropriate chapters or is integrated into the text. Supplements An extensive package of supplementary
Workshop Calculus integrates a review of basic precalculus concepts with the study of concepts encountered in a traditional, first semester calculus course: functions, limits, derivatives, integrals, and an introduction to integration techniques. Active Learning Prepares Students for Calculus Designed to develop students confidence and critical thinking, this text offers a fresh and effective bridge to calculus. CLICK ON PICTURE FOR FULL DETAILS AND PRICES. Enrich Your Students Calculus Experience Your students will directly experience the dynamic, geometric nature of calculus with the activities in this module. Available only in UK and Europe. Not available to US or other international customers.
COURSE SYLLABUS FOR Finite Mathematics This course is de signed especially for students in areas such as business, economics, social science, and non-physical sciences. It emphasizes the concepts and applications of mathematics rather than mathematical structures. Topics include: vectors, matrix algebra , applications of matrices (including solution ofsystems of linear equations), linear programming and the simplex method, set theory, logic, Boolean Algebra, counting and probability, stochastic process, game theory, Markov Chains, mathematical modeling, and the mathematics of finance. 1. De termine the slope and equations of a given line. 2. Find equations of parallel and perpendicular lines. 3. Construct linear models such as supply and demand functions. 4. Solve a system of m linear equations in n variable by getting reduced row echelon form of the corresponding matrix (with and without graphing calculators). 5. Add, subtract, and multiply matrices . 6. Find the inverse (if it exists) of a given matrix by hand and on the graphing calculator. 7. Determine whether two given matrices are inverse of each other. 8. Solve systems of linear equations using the Matrix Inverse Method. 9. Use the Leontief model to solve problems involving an economy. 10. Set up the model for a linear programming problem. 16. Work problems involving simple interest. 17. Work problems involving interest compounded n times a year using the graphing calculator. 18. Find amounts of annuities and payments for sinking funds using the graphing calculator. 19. Find the present value of an annuity using the graphing calculator. 20. Apply combinations including permutations and combinations to model real -world problems. 21. Expand a binomial using the Binomial Theorem. 22. Construct a probability model by finding the sample space and appropriate probabilities for outcomes. 23. Find the probability of a union of events and of the complement of an event. 24. Determine probabilities using counting technique. 25. Determine conditional probabilities. 26. Use the product rule for the probability of an intersection of events. 27. Determine whether two events are independent. 28. Use Bayes' Formula to determine conditional probabilities in applied problems. 29. Determine probabilities using binomial models. 30. Find the expected value of a random variable and use it in real-world problems. 31. Define "Markov Chain." 32. Determine probability distribution vectors after k stages using the kth power of the transition matrix for a Markov chain. 33. Apply Markov models to real-world problems. 34. Determine whether a Markov chain is regular. 35. Recognize the long term behavior of regular Markov chain. 36. Use a graphing calculator to compute powers of a transition matrix and apply a resulting equilibrium matrix to find the fixed vector of the matrix. 37. Determine whether a Markov chain is absorbing. 38. Analyze probabilities using the Fundamental Matrix of an Absorbing Markov Chain. 39. Write a game matrix for a two-person conflict. 45. Determine whether logical propositions are equivalent. 46. Know the laws of logic in symbolic form including DeMorgan's Laws. 47. State the converse, contrapositive, and inverse of the implication, p => q; and make the respective truth tables. 48. Determine whether a compound proposition is a tautology. 49. Do direct and indirect proofs symbolically. 50. Determine whether arguments are valid.
LearnKey Variables, Symbols, Expressions and EquationsThis course is designed to help students who need to sharpen their skills or as a resource that teachers can employ to help struggling students stay up to speed. Energetic and enthusiastic Professor Terry Caliste teaches students step-by-step to use symbolic algebra to represent situations and to solve problems, especially those that involve linear relationships. At the conclusion of this course, students will be able to write equivalent forms of equations, inequalities, and systems of equations and solve them with fluency ? mentally or with paper and pencil in simple cases and using technology in all cases. Benefits: • Write and solve equivalent forms of equations and inequalities. • Easily sharpen your skills and stay up to speed. • Step-by-step instruction will successfully motivate students in math.
Course Communities Modeling Gas Prices - linear functions, systems Students will be presented with two different gas stations, and will have to come up with equations to determine the price of gas at each. They will do this by first calculating a few values, then using that process to come up with a general equation for each. The equations will be graphed in order to see the "break-even point", and this will be followed by a discussion of methods for finding solutions to systems of equations.
Each web activity may contain a number of components. Be sure to read the entire page and complete the required steps. Some of the activities are located at other web sites. If you are sent to another site, be sure to return to this page to ensure that you have completed all of the components of the web activity. Get to know this site. The links listed under the "Useful Links" tab in the left column on this page will take you to different web sites. Each site has a different look and intent, but all of them contain useful information. You will want to visit these sites as we advance from Algebra into Calculus. To better understand what the course will entail, read the advice from former Math 175 students. The advice can be found here. Choose a few that are from students that have the same major as you and a couple that have a different major. Spend some time reviewing the algebra that will be needed in the course by downloading the "Are you ready for Calculus?" document located at this site. This site contains documents that have both a set of questions and a set of answers (the details are not provided, so ask questions in class if you need help). Once you have reviewed algebra, take an on-line quiz by clicking here . Have paper and a pencil ready and work out each problem and then select the correct answer. You may use your book, the links on this site, your calculator, and your notes to help you do well on the quiz. After you have answered all of the questions, submit your quiz (by pressing the `Submit for Grade' button at the bottom of the page. When you do this, you will see your score. Near the bottom of the results page, you will see a `Routing Information' box similar to the one pictured below. You need to fill in your name, your email address, and the email address of your professor. Also, be sure to select "HTML" in the pull down menu under "Send as" and then press the `E-Mail Results' button. When you have looked over the site and have read the advice, and after you have completed the quiz, answer the questions located on the following survey (your responses will be sent to your instructor). Use your campus username and password (the ones you use to check email).
SMART Notebook software is included free with all SMART Board interactive whiteboards and SMART Sympodium interactive lecterns. If you would like to view SMART Notebook files, you can download a tr... More: lessons, discussions, ratings, reviews,... The SimCalc Project aims to democratize access to the Mathematics of Change for mainstream students by combining advanced simulation technology with innovative curriculum that begins in the early g... More: lessons, discussions, ratings, reviews,... Simplesim is suited for modelling of non-analytic relations in systems which are causal in the sense that different courses of events interact in a way that is difficult to see and understand. Exam... More: lessons, discussions, ratings, reviews,... TeaCat is a dynamic mathematical application that aims to enable high school students to experiment with and to exercise a variety of mathematical topics. Even engineers may benefit of TeaCat for rath... More: lessons, discussions, ratings, reviews,... WCMGrapher is a free graphing application. It is designed to enable teachers to create graphs of functions, format the graphs, then copy and paste the graph into other applications. For example, yo... More: lessons, discussions, ratings, reviews,... Web Components for Mathematics (webcompmath or WCM) is a library used to create interactive graphing web applets for teaching mathematics. It is written in the Java programming language and is baseWe present two versions of a 3D function grapher--one on a white background, one on a black background. The user enters a formula for f(x,y) in terms of x and y and the applet draws its graph in 3D. TFlash introduction to finding the equation of an ellipse centered on (0,0) and with its major axis on the x-axis. Students can use this Tab Tutor program to learn about the equation of this ellipse an... More: lessons, discussions, ratings, reviews,... Flash introduction to finding the equation of an hyperbola centered on (0,0) and with its major axis on the x-axis. With step-by-step instructions and an illustrated glossary, students can learn how
Mathematics : A Discrete has two primary objectives: It teaches students fundamental concepts in discrete mathematics (from counting to basic cryptography to graph theory), and it teaches students proof-writing skills. With a wealth of learning aids and a clear presentation, the book teaches students not only how to write proofs, but how to think clearly and present cases logically beyond this course. Overall, this book is an introduction to mathematics. In particular, it is an introduction to discrete mathematics. All of the material is directly applicable t... MOREo computer science and engineering, but it is presented from a mathematician's perspective. While algorithms and analysis appear throughout, the emphasis is on mathematics. Students will learn that discrete mathematics is very useful, especially those whose interests lie in computer science and engineering, as well as those who plan to study probability, statistics, operations research, and other areas of applied mathematics. Master the fundamentals of discrete mathematics and proof-writing with MATHEMATICS: A DISCRETE INTRODUCTION! With a wealth of learning aids and a clear presentation, the mathematics text teaches you not only how to write proofs, but how to think clearly and present cases logically beyond this course. Though it is presented from a mathematician's perspective, you will learn the importance of discrete mathematics in the fields of computer science, engineering, probability, statistics, operations research, and other areas of applied mathematics. Tools such as Mathspeak, hints, and proof templates prepare you to succeed in this course.
Book DescriptionProduct Description From the Inside Flap Algebra is used by virtually all mathematicians, be they analysts, combinatorists, computer scientists, geometers, logicians, number theorists, or topologists. Nowadays, everyone agrees that some knowledge of linear algebra, groups, and commutative rings is necessary, and these topics are introduced in undergraduate courses. We continue their study. This book can be used as a text for the first year of graduate algebra, but it is much more than that. It can also serve more advanced graduate students wishing to learn topics on their own; while not reaching the frontiers, the book does provide a sense of the successes and methods arising in an area. Finally, this is a reference containing many of the standard theorems and definitions that users of algebra need to know. Thus, the book is not only an appetizer, but a hearty meal as well. Let me now address readers and instructors who use the book as a text for a beginning graduate course. If I could assume that everyone had already read my book, A First Course in Abstract Algebra, then the prerequisites for this book would be plain. But this is not a realistic assumption; different undergraduate courses introducing abstract algebra abound, as do texts for these courses. For many, linear algebra concentrates on matrices and vector spaces over the real numbers, with an emphasis on computing solutions of linear systems of equations; other courses may treat vector spaces over arbitrary fields, as well as Jordan and rational canonical forms. Some courses discuss the Sylow theorems; some do not; some courses classify finite fields; some do not. To accommodate readers having different backgrounds, the first three chapters contain many familiar results, with many proofs merely sketched. The first chapter contains the fundamental theorem of arithmetic, congruences, De Moivre's theorem, roots of unity, cyclotomic polynomials, and some standard notions of set theory, such as equivalence relations and verification of the group axioms for symmetric groups. The next two chapters contain both familiar and unfamiliar material. "New" results, that is, results rarely taught in a first course, have complete proofs, while proofs of "old" results are usually sketched. In more detail, Chapter 2 is an introduction to group theory, reviewing permutations, Lagrange's theorem, quotient groups, the isomorphism theorems, and groups acting on sets. Chapter 3 is an introduction to commutative rings, reviewing domains, fraction fields, polynomial rings in one variable, quotient rings, isomorphism theorems, irreducible polynomials, finite fields, and some linear algebra over arbitrary fields. Readers may use "older" portions of these chapters to refresh their memory of this material (and also to see my notational choices); on the other hand, these chapters can also serve as a guide for learning what may have been omitted from an earlier course (complete proofs can be found in A First Course in Abstract Algebra). This format gives more freedom to an instructor, for there is a variety of choices for the starting point of a course of lectures, depending on what best fits the backgrounds of the students in a class. I expect that most instructors would begin a course somewhere in the middle of Chapter 2 and, afterwards, would continue from some point in the middle of Chapter 3. Finally, this format is convenient for the author, because it allows me to refer back to these earlier results in the midst of a discussion or a proof. Proofs in subsequent chapters are complete and are not sketched. I have tried to write clear and complete proofs, omitting only those parts that are truly routine; thus, it is not necessary for an instructor to expound every detail in lectures, for students should be able to read the text. When I was a student, Birkhoff and Mac Lane's A Survey of Modern Algebra was the text for my first algebra course, and van der Waerden's Modern Algebra was the text for my second course. Both are excellent books (I have called this book Advanced Modern Algebra in homage to them), but times have changed since their first appearance: Birkhoff and Mac Lane's book first appeared in 1941, and van der Waerden's book first appeared in 1930. There are today major directions that either did not exist over 60 years ago, or that were not then recognized to be so important. These new directions involve algebraic geometry, computers; homology, and representations (A Survey of Modern Algebra has been rewritten as Mac Lane-Birkhoff, Algebra, Macmillan, New York, 1967, and this version introduces categorical methods; category theory emerged from algebraic topology, but was then used by Grothendieck to revolutionize algebraic geometry). Here is a more detailed account of the later chapters of this book. Chapter 4 discusses fields, beginning with an introduction to Galois theory, the interrelationship between rings and groups. We prove the insolvability of the general polynomial of degree 5, the fundamental theorem of Galois theory, and applications, such as a proof of the fundamental theorem of algebra, and Galois's theorem that a polynomial over a field of characteristic 0 is solvable by radicals if and only if its Galois group is a solvable group. Chapter 6 introduces prime and maximal ideals in commutative rings; Gauss's theorem that R x is a UFD when R is a UFD; Hilbert's basis theorem, applications of Zorn's lemma to commutative algebra (a proof of the equivalence of Zorn's lemma and the axiom of choice is in the appendix), inseparability, transcendence bases, Lüroth's theorem, affine varieties, including a proof of the Nullstellensatz for uncountable algebraically closed fields (the full Nullstellensatz, for varieties over arbitrary algebraically closed fields, is proved in Chapter 11); primary decomposition; Gröbner bases. Chapters 5 and 6 overlap two chapters of A First Course in Abstract Algebra, but these chapters are not covered in most undergraduate courses. Chapter 8 introduces noncommutative rings, proving Wedderburn's theorem that finite division rings are commutative, as well as the Wedderburn-Artin theorem classifying semisimple rings. Modules over noncommutative rings are discussed, along with tensor products, flat modules, and bilinear forms. We also introduce character theory, using it to prove Burnside's theorem that finite groups of order pmqn are solvable. We then introduce multiply transitive groups and Frobenius groups, and we prove that Frobenius kernels are normal subgroups of Frobenius groups. Chapter 9 considers finitely generated modules over PIDs (generalizing earlier theorems about finite abelian groups), and then goes on to apply these results to rational, Jordan, and Smith canonical forms for matrices over a field (the Smith normal form enables one to compute elementary divisors of a matrix). We also classify projective, injective, and flat modules over PIDs. A discussion of graded k-algebras, for k a commutative ring, leads to tensor algebras, central simple algebras and the Brauer group, exterior algebra (including Grassman algebras and the binomial theorem), determinants, differential forms, and an introduction to Lie algebra. Chapter 10 introduces homological methods,beginning with semidirect products and the extension problem for groups. We then present Schreier's solution of the extension problem using factor sets, culminating in the Schur-Zassenhaus lemma. This is followed by axioms characterizing Tor and Ext (existence of these functors is proved with derived functors), some cohomology of groups, a bit of crossed product algebras, and an introduction to spectral sequences. Chapter 11 returns to commutative rings, discussing localization, integral extensions, the general Nullstellensatz (using Jacobson rings), Dedekind rings, homological dimensions, the theorem of Serre characterizing regular local rings as those noetherian local rings of finite global dimension, the theorem of Auslander and Buchsbaum that regular local rings are UFDs. Each generation should survey algebra to make it serve the present time. From the Back Cover is a tough book to review, because it is not clear who the real audience is supposed to be. The author says that it is aimed at first-year graduate students, with a bunch of extra material that can be referred back to during the second year and beyond. The earlier chapters also include efficient reviews (with sketched proofs) of material that should be familiar to those who have taken undergraduate algebra. This characterization is debatable. Based on my experience reading most of the first six chapters (the first 400 out of about 1000 pages), I would say that the level of sophistication is roughly that of Dummit and Foote's "Abstract Algebra", which is usually considered an undergraduate book. D&F can sometimes be harder to read, and that is in part because Rotman's exposition is better (in my opinion), but also because D&F introduce more difficult material earlier. Whether D&F's approach is better is questionable; I find Rotman to be a much smoother read, but the organization is quite different -- for example, one does not encounter noncommutative rings until deep into the book, whereas Dummit and Foote introduce them immediately upon defining rings. On the other hand, early in the coverage of D&F's chapter on rings, one has to digest Zorn's Lemma and its applications almost from the beginning, whereas Rotman (I think wisely) pushes this back into a later section. In general, D&F introduce a lot of hairy examples that by themselves require a lot of effort to digest (thereby impeding the reader's progress through the core material), whereas Rotman's examples tend to be straightforward, at least as new concepts are being presented. So, overall, the exposition flows more smoothly in Rotman's book, and the reader can cover the basics more quickly with less time spent on tangential examples and early generalizations. Also, Rotman's proofs are usually much cleaner and the overall style is very nice. It's more pleasant to read than Dummit and Foote. But this comes at a cost: Dummit and Foote do cover more material, and generalize at an earlier stage, than Rotman does. But my biggest gripe concerns the exercises. Put simply, Rotman's are far too easy for what is being pitched as a graduate course. In fact, they are in general far easier than the homework problems I sweated through when I took honors undergraduate algebra. They're barely adequate to convince the reader that he has a basic grasp on the material, and there are almost no hard ones, let alone really tough, thought-provoking open-ended problems like one encounters in Herstein's "Topics in Algebra" (an undergraduate book). There are certainly no exercises in Rotman's book that would be of any use for a graduate student preparing for qualifying exams. They're not even much of a workout for a decent (honors student) undergraduate. So, what is this book good for? I think it's great for reading material that is usually harder to understand elsewhere. Rotman has a real knack for clear mathematical exposition, and some of the chapters are a real joy to read. (Side note: there are also a lot of typos, at least in the first printing. The author maintains an errata list at his web site, and a second printing is coming soon. There are still many errata that he didn't catch, but they're fairly minor and do not detract significantly from the reading.) But this is simply not suitable for a primary graduate text or reference. Most good schools are going to demand more of their graduate students, and one is inevitably going to have to read Lang or Hungerford (and work through their exercises) to achieve competence at the graduate level. Rotman's book is a kinder, gentler book upon which to fall back when those books are inscrutable, as is all too common. I do recommend it highly for that purpose -- I think it's a very good secondary book. To begin with, don't let the title scare you. After having read through Rotman's book I am suprised that this text had not crossed my path earlier. It is a wonderful book and must have for any inspiring Algebraist. Moreover, I am quite shocked that the larger universities have not adopted this book. (a) This book could quite easily be used as the standard third/fourth year undergraduate introduction to Abstract Algebra. In particular, the first four chapters provide a solid foundation for a moderate paced one semester course at which point the instructor has many different options for additional topics based on the performance of his/her class. (b) Those students that move on to the graduate level, and obviously to a university using this book, would both be familiar with the temperment and flow of the author as well as devoid of the requirement of having to purchase another expensive Mathematics text. For example, my undergraduate Algebra text was Hungerford's and post completion the logical step, being familiar with his style, was to purchase Hungerford's graduate text. For those not familiar, let me tell you there is a night and day difference with repsect to how the material is presented. (c) The remaining 7 chapters take the willing student on a pleasant tour of ring/module theory, some advanced group theory (for the inspiring group theorist I highly recommend the authors graduate text "Group Theory"), algebras(linear included), Homology(some cohomology) and finally some algebraic number theoretic concept under the heading of Commutative Rings III. (d) Lastly, Rotamn does not get needlessly bogged down in any one section of the book. The flow is smooth, to the point with precise definitions, examples, and ample exercises. I have only two negative remarks: one, the failure to include more aspects of field/Galois theory. This may be due to the author already having published a book entitled "Galois Theory". Two, the failure to devote an entire section to Finite Fileds and possibly some its applications. But this failure is minimal since, at present, the majority of Algebra texts, fail to adequately introduce and motivate Finite Fields. I previously purchased Rotman's First Course in Abstract Algebra, and fell in love with it. So when I saw he a Second Abstract Algebra book, I had to have it. I am currently taking a Graduate Level Modern Algebra course, and I find this book to be a great help in my Studies. I wouldn't be as interested in Modern Algebra as I am now if it weren't for this book. I love this book and I would reccomend it to anyone who is interested in Modern Algebra, or taking a course in Modern or Abstract Algebra.
Welcome to NCubed Mathematics We appreciate the true value of a good understanding of maths, and while you might wonder where a math base fits into your life, you'd be amazed how many times a day you apply maths directly to real life situations. * Whether you're food shopping or ordering a meal, maths is everywhere – like breaking down fuel or energy costs to run a car or power your home. * A solid foundation in maths is something you'll need for the rest of your life. Mathematics Grades 8 to 12 * As part of our commitment to offering comprehensive maths resources for everyone, we start at Mathematics Grade 8 and go up to Mathematics Grade 12, with high-quality learning materials and more, available here, just a click away. * Sign up now for free and get access to online help across the complete Mathematics (pure maths) curriculum, with Curriculum and Assessment Policy Statement (CAPS) for Maths Grade 10 which commenced this year, including topic summaries, examples, exercises and maths tests – plus all their solutions with detailed explanations. Sign Up is Free! Online Maths Help * Besides math tests you'll also get interactive software that covers a wide range of basic mathematics completely free, and access to our online education forums where you can discuss aspects of Mathematics Grade 8 to Mathematics Grade 12, plus ask questions and present comments to other learners/educators. * Our free online education forum can be used for any subject, not only maths. Sign Up is Free! NCubed Math Material * Our writer is a very experienced educator who has prepared the maths material to meet the requirements of all final examinations. * His experience includes classroom teaching (Maths Grade 8 to Maths Grade 12), lecturing, conducting workshops for educators and experience as examiner in matriculation mathematics on a national level. * Unlike most textbooks, the mathematics material includes numerous worked examples, exercises and tests all with detailed solutions and explanations. * The material is prepared in topics, each divided into a number of units where necessary and in line with the teaching programme in most South African schools. Unique Presentation of NCubed Math Material * The presentation of the maths material is unique in that questions, solutions and explanations are presented side by side which makes it easy for the learner to follow and understand the various steps involved in the worked examples, solutions to exercises and also solutions to tests. * Any math topic can be spontaneously located by the click of a button on our website, which saves time in retrieving any topic unit. * Our mathematics material is excellent preparation, starting from now, for tests and examinations. Sign up for free and access free * Mathematics Grade 8 to Mathematics Grade 12 topic summaries, * Samples of worked examples, exercises and tests all with detailed solutions and explanations, * interactive software in basic mathematics and * education discussion forums. Sign Up is Free! NCubed Math also Offers * instant test mark comparisons with other maths learners and * extensive examples, exercises, tests, all with detailed solutions and explanations. All Mathematics (pure maths) material is available online, which is downloadable. Consistently studying through our mathematics material will definitely help to improve performance in mathematics. From Mathematics Grade 8 to Mathematics Grade 12, NCubed has the maths resources you need to understand and enjoy maths for the rest of your life! Sign Up is Free! Start Here We are currently not available for registering. Please visit our new website, Praczone ( for free interactive maths help.
One of the most intimidating tasks facing a homeschooling parent, next to teaching your early elementary student how to read, is the whole issue of tackling high school math. Precalculus and calculus are particularly challenging to most average high school parents, and yet they are both subjects that many homeschooling high schoolers will find themselves wanting or needing to complete. I am one of those "average" homeschooling parents, and my oldest son is an "above-average" math student. This means at age fifteen, he has already surpassed my competency level in mathematics and we have had to find creative solutions to teaching the subjects he is ready to learn. Online classes have been one way we have addressed this issue, and yet there are still times that he needs additional help working through a solution to a problem or times that it would benefit him to be able to work problems in addition to those provided by his curriculum. These software programs address that need. Basically a student can enter a problem into these programs and receive not only an answer, but also the step-by-step solution. In addition, you can have the program generate example problems, generate interactive texts and even track your progress. While these programs wouldn't necessarily take the place of a standard math curriculum, they are an easy to use supplement that my son has enjoyed using. They are flexible but comprehensive. Priced at $49.99, they should be accessible to most homeschooling families, particularly considering the programs are an investment that can be used for more than one student. In addition to these titles, Bagatrix also offer several others including Trigonometry Solved!, Geometry Solved! and College Algebra Solved! As more and more families are exploring more non-traditional methods of addressing not only high school educational needs but also college, I can see that these software programs could be used even beyond high school. My son and I would recommend these programs to advanced students, or even to those who need remedial help in mathematics.
Find millions of documents on Course Hero - Study Guides, Lecture Notes, Reference Materials, Practice Exams and more. Course Hero has millions of course specific materials providing students with the best way to expand their education. Math 441A Comments & solutions for some problems in Assignment 41 17, p. 101, #8. (a) By denition, A is a closed set containing A, and similarly for B and B is a closed set containing A B, and again by denition, A B A B. B. Hence A Equa Math 441AMidterm SolutionsAutumn, 20081In order to give you other models (besides the book and me) of how to write proofs, I have used some student solutions. The problem 1 solution is taken verbatim from a student test (original test, not ma Summary of Lecture on Particle on a Ring, Lecture #8, WED, April 16, 2008Consider a ring of radius "r" and circumference c = 2pr. Take "x" running from 0 to c. Solutions of the free particle Schrodinger equation which satisfy the two boundary condit New York Times - January 31, 2006Where Science and Public Policy Intersect, Researchers Offer a Short Lesson on BasicsBy CORNELIA DEANWASHINGTON, Jan. 27 Congress took a science class this month, and some experts would like to make it a regular Chapter 22 - Masonis and BodiRiver LawRobert J. Masonis and F. Lorraine Bodi Contents Overview Introduction Sources of River Law Federal and State Jurisdiction Laws Regulating River Systems Water Quantity (In-stream flows) Water Quality Land Use B Astronomy 330This class (Lecture 12): Origin of Life Dale Sormaz David Luedtke Next Class: Life in the Solar System HW 5 is due Thursday Midterm March 4th! Music: Life Begins at the Hop XTCFeb 21, 2008 Astronomy 330 Spring 2008 Feb 21, 2008Eclip Astronomy 230Section 1 MWF 1400-1450 106 B1 Eng HallOutline Origin of life? Early monomers Formed in the atmosphere? Around hydrothermal vents? In space?This Class (Lecture 18): Origin of Life Part 2HW#4 Due on Oct 11th Midterm On Oct 15t ET: Astronomy 230This Class (Lecture 20): Origin of LifePaper Rough Draft Worth 5% of your grade. First presenters should be writing now! Should include most of the details of the final paper. Will be looking for scope, ease-of-read, scientifi Astronomy 230TR 1300-1420134 Astronomy BuildingOutline What is Life today? We will focus on the two main polymers of life: proteins and nucleic acids What is a protein? What is an amino acid? How many are used by life on Earth?This class (L 7. FRACTURE Fracture can be defined as the process of separation (or fragmentation) of a solid into two or more parts under the action of a stress. So-defined, fracture can certainly be identified as one type of engineering failure in which a design Cross-categorical structural symmetryMarch 2, 2004Overview Intro to X-bar theory Behaviour of the various phrasal categories Finding heads Discuss homework #6Structure of NPs So far we have seen that noun phrases (NPs) can be expanded with
2. (More) Complicated Equations: Taking Algebra on the road Chapter 2. (More) Complicated Equations: Taking Algebra on the road Imagine a world where there is more than ONE thing you don't know. Yes, it's hard to imagine... but there are problems out there with more than one unknown. Not only that, but sometimes you've got one unknown that appears multiple times in the same equation! No worries, though... you already know how to manipulate your equations. Add that knowledge to the tools you'll learn in this chapter, and you'll be solving more complicated expressions in no time at all.
Please Note: Pricing and availability are subject to change without notice. Bundle 5 includes National Versions of: Problem of the Day! Calculations & Estimation Problem of the Day! Statistics & Probability Problem of the Day! Algebraic Relationships Problem of the Day! Measurement Problem of the Day! Geometry Includes more than 825 worksheets with detailed solutions to each problem. Meets state performance standards and benchmarks! Help students become better problem solvers! Includes template CDs with more than 825 worksheets designed to match most state testing formats for problem solving. Use the worksheets as in-class lesson starters, as a take-home assignment, or as extra credit worksheets Project the worksheet onto a screen for whole class discussion Have worksheets available instantly. Eliminate the time consuming task of writing your own problems All solutions are detailed explanations of how to solve the problem, not just a simple numerical answer
James Stewart, author of the best-selling calculus textbook series, and his coauthors Lothar Redlin and Saleem Watson, wrote "Trigonometry, 2/e, ...Show synopsisJames Stewart, author of the best-selling calculus textbook series, and his coauthors Lothar Redlin and Saleem Watson, wrote "Trigonometry, 2/e, International Edition" to address a problem they frequently saw in their classrooms: Students who attempted to memorize facts and mimic examples-and who were not prepared to "think mathematically." With this text, Stewart, Redlin and Watson help students learn to think mathematically and develop true, lasting problem-solving skills. Patient, clear, and accurate, "Trigonometry, 2/e, International Edition" consistently illustrates how useful and applicable trigonometry is to real life
The National Council of Teachers of Mathematics National Council of Teachers of Mathematics 1906 Association Drive Reston, VA 22091 The NCTM is a seventy-five year old professional organization for mathematics teachers of grades K-14. It contains approximately 106,000 members, of whom 79,000 are individual memberships. The primary purpose of NCTM is to provide leadership in the improvement of the teaching and learning of mathematics. To stimulate students' interest and accomplishments in mathematics and to promote a comprehensive education for every child, the Council has established three goals: To foster excellence in school mathematics curricula and instructional programs, including assessment and evaluation To promote professional excellence in mathematics teaching To strengthen NCTM's leadership in mathematics education The NCTM Statement on Algebra The following text is based on the Presidential Address at the 72nd Annual Meeting of the NCTM in Indianapolis, IN 14, April 1994. Mary M. Lindquist was President First-year algebra in its present form is not the algebra for everyone. In fact, it is not the algebra for most high school graduates today. Weaknesses of First Year Algebra in its present form: They advance only a narrow range of by-hand skills for transforming, simplifying, and solving symbolic expressions, most often divorced from any natural context. As a separate course, they effectively isolate the concepts and methods of algebra from the other major strands of school mathematics: statistics, geometry, and discrete mathematics. They neither acknowledge nor encourage the development of informal understanding of algebraic ideas in grades K-8. The first step toward algebra for everyone is a reconceptualization of the algebra strand within the fabric of school mathematics. The reconceptualization of the algebra strand of the high school curriculum should be guided by the following two general principles about goals and teaching approaches to the subject: The primary role of algebra at the school level is to develop confidence and facility in using variables and functions to model numerical and quantitative relations -- both within pure mathematics and in a broad range of settings in which numerical data are important. The use of graphing calculators and computers makes the focus on modeling and functions attractive and accessible for students across a broad range of interests, aptitudes, and prior achievement. The use of these calculating tools will offer students a variety of powerful new learning and problem-solving strategies.
This course of study includes an emphasis on problem-solving and communication skills. Competency in basic math skills is expected. Topics of study include data representation, equations, inequalities, linear and quadratic functions, graphing systems, rational expressions, relations and functions, and geometry. A scientific calculator is required. PERMISSION Copyright Notice: No materials on any of the Bellingham Schools' web pages may be copied without express written permission unless permission is clearly stated on the page.
Full description for IGCSE Maths CIE (Cambridge) Workbook This book is packed with practice questions for students taking Cambridge (CIE) IGCSE Maths, or the Cambridge Level 1 / Level 2 Certificate in Maths. It thoroughly covers all the topics, at both Foundation and Higher levels, for the current exams with a range of exercises to test your maths skills. The answers come in a separate book (9781847625595). Matching study notes and explanations are also available in the CGP Revision Guide (9781847625571).
The theory is all there, but it's placed nicely in a context appropriate for a mixed bag of undergrad students by a large number of interesting-but-doable exercises and informative historical notes. Modern applications to computer science, cryptography, etc are all there and can be emphasized (or not) as you see fit. This is what I'd read if I were you. Last time I checked, the book was annoyingly expensive - but this is the only criticism of it I have. Most students give this book very favorable reviews, too.
Calculus review Calculus review I'm beginning my undergrad education this fall. I took AP Calculus in my junior year of high school. My school didn't offer any math after AP Calc and so I haven't done any calc for over a year. Does anyone know any good websites where I can go to review calculus concepts before I start college? Calculus review (Moderator's note: the following 3 posts have been merged from a separate thread -- Redbelly98) I'm going back to school and I need to know some websites that could give me a good review of calculus 1 and calculus 2. I haven't seen the stuff in two years. I could also use a physics review website too. Yes, there are plenty. I don't know if you want single variable calculus resources only or if you also want multivariate calculus resources (in some schools calculus is 2 semesters long, so calc 1 is single variable and cacl 2 is multi/vector; whereas in some schools calculus is taught over 3 semesters), so I will list both. If you want only notes (which might be most time efficient for review purposes), see the sites below.
Sharp Math Building Better Math Skills A 10-question diagnostic quiz in every chapter to show readers where they need the most help. Math from basic arithmetic to Algebra 2, broken down by subject and then building up from chapter to chapter so readers can group concepts together for easier learning. A variety of practice exercises with detailed answer explanations for every topic. A 15-20 question recognition and recall practice set that includes material from the entire chapter (and a few questions that cover material from the previous chapters), to once again reinforce what the reader has learned on a larger scale. Detailed answer explanations follow the practice set.
As I've traveled around to smaller four-year schools, community colleges and precollege schools, faculty are always amazed at some of the simplest aspects of Mathematica. The fact that you can have Mathematica "look" like math consistently now and now have point-and-click palettes available make getting started with it easier than ever before. Are there specific features or functional questions that you have if you're just getting started?
Algebra And Trigonometry - 01 edition ISBN13:978-0534434120 ISBN10: 0534434126 This edition has also been released as: ISBN13: 978-0534380298 ISBN10: 0534380298 Summary: Algebra and Trigonometry was designed specifically to help readers learn to think mathematically an...show mored to develop true problem-solving skills. Patient, clear, and accurate, the text consistently illustrates how useful and applicable mathematics is to real life. The new book follows the successful approach taken in the authors' previous books, College Algebra, Third Edition, and Precalculus, Third Edition. ...show less The text has light marking, the cover has a small "slit" on the upper back edge and several tiny soil marks on the back cover, otherwise in nice condition. Quantity Available: 1. ISBN: 0534434126. IS...show moreBN/EAN: 9780534434120. Inventory No: 1560779853. ...show less 0534434126
Find millions of documents on Course Hero - Study Guides, Lecture Notes, Reference Materials, Practice Exams and more. Course Hero has millions of course specific materials providing students with the best way to expand their education. MAT A26 Lecture 451Power Seriesdefinition 1.1.A power series is a series of the formk=0ak (z - a)k ,where ak is a sequence and a is a constant. The power series can be a real or complex depending on whether ak and a are real or complex.corollary 1 MAT A26 Lecture 461Differentiating and Integrating Power Seriesproposition 1.1. Letn=0an xn be a real power series with radius of con-vergence R, defining a function f (x) for \|x\| < R. Then (a) the power seriesnan xn-1n=0obtained by differentiati Physical Sciences Division University of Toronto at ScarboroughMATA26Y TERM TEST I [20]October 28, 1996 110 minutes1. (a) Compute the derivative f (x) for each of the following functions f (x). Note: Simplification of your answer is not required. 5x + UBC Calculus Online Course Notes Equations of Straight LinesA Review of Lines and SlopesThis page serves as a quick review of straight lines and their important features. Many of these features are fundamental to a mathematical understanding of Calculus Test! UBC Calculus Online Course NotesComposite FunctionsComposite functions are so common that we usually don't think to think to label them as composite functions. However, they arise any time a change in one quantity produces a change in another whic 5.05 - Principles of Inorganic Chemistry III - Spring 2005Professor Christopher Cummins, Copyright 2005.MIT Department of Chemistry5.05 2005 Exam 1.INSTRUCTIONSThis exam is not open-book, so do not take answers directly from the reading.Rather, you Introduction to Archaeology: Class 1Introduction Copyright Bruce Owen 2002Anthropology 324: Introduction to ArchaeologyIm Bruce OwenI am an archaeologist who works in Peru; Ive spent over 5 years there since 1983I work on the far south coastal regio Introduction to Archaeology: Class 2What archaeology is and how it got that way Copyright Bruce Owen 2002Dating conventionsB.C./A.D. = Before Christ, Anno Domini ("Year of our Lord")based on the conventional birth of Christ, which may or may not have Introduction to Archaeology: Class 3What we want to learn - and how Copyright Bruce Owen 2002A little more on what archaeology is Archaeology is generally defined either by its data or by its goalsDefined by data: Archaeology is the study of the mate Introduction to Archaeology: Class 4Archaeological -isms and the nature of the world Copyright Bruce Owen 2002Archaeologists, like all anthropologists and other humans, have various different general waysof thinking about the worldsomething like the Introduction to Archaeology: Class 8Types, seriation, components, and culture history Copyright Bruce Owen 2002Types, or typologyNecessary for basic description of what was found (often before you know anything else)For artifacts: Morphological types Introduction to Archaeology: Class 11Digging square holes Copyright Bruce Owen 2002OK, we have mapped the site, made and analyzed systematic surface collections, and maybedone some remote sensing. We still have questions about what went on there, so w Introduction to Archaeology: Class 12Site formation, linking arguments, and ethnoarchaeology Copyright Bruce Owen 2002So now we are digging.We want to know about people, cultures, and societiesbut we are digging up layers of dirt and garbage.how can Introduction to Archaeology: Class 13Experimental archaeology and faunal analysis Copyright Bruce Owen 2002Today we cover two basically unrelated topics: experimental archaeology and faunal analysisdo the readings to get more of the story!Experimenta Introduction to Archaeology: Class 14Archaeobotany and Bioarchaeology Copyright Bruce Owen 2002Today we once again cover two basically unrelated topics: archaeobotany (also calledpaleoethnobotany) and an introduction to bioarchaeologydo the readings Introduction to Archaeology: Class 16Social groups, status, gender, and inequality Copyright Bruce Owen 2002Anthropologists and archaeologists often talk about "groups" of people. What do we mean by"groups"?this is a slippery concept, more than it in Introduction to Archaeology: Class 17Cognitive archaeology Copyright Bruce Owen 2002Cognitive archaeology is a hot topic, but no one is exactly sure what it isBasically: What people thought in the past, when they thought it, how they came to think it,
Emphasis on mathematical concepts through the extensive use of conceptual exercises and pedagogical techniques such as the Rule of Four (numerical, geometric, algebraic, and communication-oriented approaches to concepts). Through our Internet site, we now add a Fifth element: interactive discourse. The student can now go on-line and take a quiz, play a game tutorial or interact with more helpful regular tutorial, play a zero-sum game against the computer, or watch a visual simulation of a Markov process or a limit. The possibilities are endless, and the site continues to grow and evolve. Traditional Elements Inclusion of almost all the topics found in more traditional texts. While the books are technology-oriented, the organization of the material has been planned to ensure that students equipped with nothing more than a scientific calculator will not find themselves at a significant disadvantage. The texts are carefully structured and tightly organized for easy navigation and reference, and we have taken pains to be mathematically precise in all our definitions and statements of results. Abundance of practice and drill exercises Large numbers of application exercises to choose from Options in Technology The use of graphing calculators and computer software has been thoroughly integrated throughout the discussion, examples, and exercise sets, beginning with the first example of the graph of an equation in Chapter 1. Flexibility in Choice of Technology We incorporate all of the following technologies: graphing calculator (based on the TI-83/84), computer spreadhseet (based on Excel), and more than 20 online utilities offered on this Web site. As a result, the text can be used in a classroom devoted to a single technology mode (for instance, graphing calculators only) or in a setting where instructors and students can choose different technologies for different topics. Margin Technology Notes For the first time in 5e we include margin notes to support all examples that use technology. These notes provide quick outlines of the more detailed step-buy-step instructions in the end-of-chapter technology guides, and are ideal references for students already accustomed to the use of technology. End-of-Chapter Technology Guides Each Chapter ends with detailed Technology Guides for the TI-83/84 and Excel that walk the student step-by-step through all the technology-based examples discussed in the chapter. Influence of Technology on Material The focus on technology plays an important conceptual and pedagogical role in our presentation of many topics. For example, our discussion of the operations of arithmetic in Chapter 0 includes a careful discussion of formula syntax for technology. Our discussion of mathematics of finance includes descriptions of using technology to solve problems normally requiring techniques not normally covered in finite mathematics courses. Our treatment of curve sketching was written with the graphing calculator option in mind, and we have used a flexible approach that can be adapted to the increasingly popular practice of using graphing calculators to draw the graphs and then using calculus to explain the results. (On the other hand, instructors who prefer "by-hand" sketching can simply ignore technology and use the text in a more traditional manner.) Some of the real power of technology is seen in the chapter on applications of the integral, where we guide the student in the use of technology to analyze mathematical models based on real data, make projections, and calculate and graph moving averages. Exercise Sets We regard the strength of our exercise sets as one of the best features of the Fifth Edition. Our comprehensive collection of exercises provides a wealth of material that can be used to challenge students at almost every level of preparation, and includes everything from straightforward drill exercises to interesting and rather challenging applications. We have therefore included, in virtually every section of every chapter: Applications Based on Real Data A most striking distinguishing feature of these texts is the diversity, breadth and sheer abundance of examples and exercises based on real and referenced data from business, economics, the life sciences and the social sciences.. This focus on real data has contributed to the creation of a book that students in diverse fields can relate to, and that instructors can use to demonstrate the importance and relevance of calculus in the real world. Expanded in 5e: Communication and Reasoning Exercises These are exercises designed to broaden the student's grasp of the mathematical concepts, and include exercises in which the student is asked to provide his or her own examples to illustrate a point, to design an application with a given solution, or to spot the error in a fictitious calculation, as well as "fill in the blank" type exercises and exercises that invite discussion and debate and have no single correct answer. Technology Exercises Our technology exercises have been designed for all three types of technology discussed in the books: graphing calculator, Excel, and Web site technology tools, often in relation to real data where by-hand computation would be difficult. Revisited Themes Many of the scenarios used in application examples and exercises will be revisited several times throughout the book. Thus, for instance, students will find themselves using a variety of techniques, from graphing through the use of derivatives to elasticity of demand, to maximize revenue in the same application. Graduated Difficulty Level and Exercise Hints Exercises that are somewhat more advanced, not based wholly on examples, or sometimes require a student to think "outside the box" are designated as "more advanced" (marked with orange triangles) while exercises that are more difficult are designated as "challenging" (marked with black diamonds; click on the graphic to the right to see examples of all three types of exercise.) Hints are often included that relate exercises to specific examples. Further Expanded in 5e: Chapter Review Exercise Sets The chapter review exercise sets have been expanded with the addition of many more basic skills exercises and applications. All the applications in the chapter review exercises revolve around the various business and other exploits of fictitious online seller, OHaganBooks.com and CEO John O'Hagan. The diligent reader will be able to track the college career of John O'Hagan's son Billy-Sean, puzzle through the various corporate spy scenarios in the game theory chapter, and also speculate about John O'Hagan's sometimes dubious business decisions. Humor Scattered throughout all the exercise sets you can find some scenarios that are tongue-in-cheek references to current events or, on occasion, just plain absurd. We hope that these will elicit a chuckle or two. Up-To-Date Pedagogy We would like students to read this book. We would like students to enjoy reading this book. Thus, we have written the book in a conversational and student-oriented style to encourage the development of the student's mathematical curiosity and intuition. Some unique features of our pedagogy include: Question-and-Answer Dialogue We frequently use informal question-and-answer dialogues that anticipate the kind of questions that may occur to the student and also guide the student through the development of new concepts. Quick Examples Most definition boxes include one or more straightforward examples that a student can use to solidify each new concept as soon as it is encountered. FAQs These are collections of "frequently asked questions" and answers at the end of many sections whose purpose it is to answer common student questions and reinforce new concepts (Click on picture opposite to see a sample.) Before We Go On Most examples are followed by supplementary interpretive discussions under the heading "Before we go on." These discussions may include a check on the answer, a discussion of the feasibility and significance of a solution, or an in-depth look at what the solution means. Communication and Reasoning Exercises These are exercises designed to broaden the student's grasp of the mathematical concepts. They include exercises in which the student is asked to provide his or her own examples to illustrate a point or design an application with a given solution. They also include "fill in the blank" type exercises and exercises that invite discussion and debate. These exercises often have no single correct answer. Unique Pedagogical Devices As instructors, we have all seen students encounter conceptual barriers in finite mathematics and calculus classes. We list a few we are sure you have encountered, and outline how we deal with them: Word Problems: Students unable to translate stements into mathematical equaitons In the chapters on systems of linear equations and linear programming, we carefully coach the student to reword each statement in a specified way that translates easily into symbols Differentiation Tequniques: Students unable to decide which rule to use where In the chapter on techniques of differentiation we describe a "thought experiment" to lead the student to a valid hierarchy of derivatives rules. Counting arguments: Students unsure of how to organize information In the chapter on sets and counting we discuss "decision algorithms:" the student is urged to pretend he or she was going through all the steps in constructing, say, a poker hand of a specified type. The resulting sequence of decisions is then translated into a counting algorithm quite mechanically. Matrix Row Operations: Students going around in circles getting nowhere in reducing a matrix Our dicussion of setting up row operations describes a detailed, step-by-step procedure for students to follow in setting up the appropriate row operations and ways to check the status of the computation. Combining the Text and Web site Our powerful Web site can be used in several ways: As a Computer Classroom Instruction Medium Our on-line section-by-section tutorials cover a large and expanding number of topics in the books, and provide a convenient medium for in-class instruction. Through the numerous interactive features built in to the tutorials, along with the on-line utilities, students can participate actively in the classroom rather than passively as note-takers. The tutorials are designed to outline the main features within particular sections, preparing the student for a more in-depth reading of the textbook. Game tutorials as in-class randomized quizzes The "game tutorials" are challenging tutorials with randomized questions that that work as games (complete with "health" scores, "health vials" and an assessment of ones performance at the end of the game) are offered alongside the traditional tutorials. These game tutorials, which mirror the traditional "more gentle" tutorials, randomize all the questions and do not give the student the answers but instead offer hints in exchange for "health points," so that just staying alive (not running out of health) can be quite challenging. As a home study and review medium In addition to the tutorials, the student can use our detailed chapter summaries which serve as a supplementary "mini-text" complete with links to related pages, additional examples, on-line utilities, and interactive elements. Alternatively, the student can use the chapter true-false quizzes to test conceptual understanding of the material. As a Collection of Technological Tools To support the use of technology, we offer a comprehensive array of on-line utilities: graphing and function evaulation utilities, regression and finance tools, matrix algebra and matrix pivoting tools, statistics utilities and graphers, and specialized utilities for linear programming, Markov processes, and game theory. As indicated in the text, these utilities can be used in place of, or along with, graphing calculators and spreadsheets. Spanish A parallel Spanish version of the entire Web site is gradually being developed. All of the Chapter summaries and many of the tutorials, game tutorials, and utilities are already available in Spanish. Every chapter begins with the statement of an interesting problem scenario that is returned to at the end of that chapter in a section titled "Case Study." This extended application uses and illustrates the central ideas of the chapter, and can be used as a reading project, group project, or take-home test. The themes of these applications are varied, and they are designed to be as non-intimidating as possible. Thus, for example, the authors avoid pulling complicated formulas out of thin air, but focus instead on the development of mathematical models appropriate to the topics. Some examples of Case Studies are the solution of the "diet problem" using linear programming, an analysis of adjustable rate and subprime mortgages, the use of marginal analysis to design a strategy for regulating sulfur emissions, and the use of Benford's Law to spot fraudulent tax returns. These applications are ideal for assignment as individual or group projects, and it is to this end that we have included groups of exercises at the end of each.
Book details Book description In their first, bestselling, book Maths for Mums and Dads Rob Eastaway and Mike Askew helped you and your child make sense of the new methods and topics covered in primary school maths. But as your child embarks on secondary school, two new issues arise. First, in the build-up to GCSE, school children begin to do maths that you probably have never encountered before - or if you have, you never really got it in the first place, and have long since forgotten. Factorising? Finding the locus?Solving for x? Probability distributions? What do these even mean? And there's another problem, too. As your child becomes a teenager, two dreaded questions increasingly loom: when will I ever need this? And even worse: who cares? More Maths for Mums and Dads gives you all the ammunition to help you to help your teenager get to grips with and feel more confident about - and hopefully even enjoy - GCSE maths. It covers in straightforward and easy-to-follow terms the maths your child will encounter in the build up to GCSE, in many cases gives practical and fun examples of where the maths crops up in the real world. Rob Eastaway is one of the UK's leading popularisers of maths and author of books including the best-selling Why Do Buses Come in Threes? and How Many Socks Make a Pair?. He gives maths talks across the UK to audiences of all ages, and is regularly to be heard on BBC Radio talking about the maths of everyday life. Mike Askew taught for several years in primary schools in London before moving to work in teacher education. He was Professor of Maths Education at King's College London and is now Professor of Maths Education at Melbourne University, Australia. Rob and Mike are the co-authors of the acclaimed Maths for Mums and Dads, Square Peg 2010.
MAA Review [Reviewed by Allen Stenger, on 08/22/2008] This is a very leisurely introduction to the theory of elliptic curves, concentrating on an algebraic and number-theoretic viewpoint. It is pitched at an undergraduate level and simplifies the work by proving the main theorems with additional hypotheses or by only proving special cases. This is an introductory text, but after the first chapter it is a disparate collection of topics (some more disparate than others). There's a clear path through the first three chapters, which focus on determining the structure of the group of rational points. The main result here is the Nagell-Lutz theorem that all points of finite order have integer coordinates, and the y-coordinate always divides the discriminant of the cubic. This makes it easy to determine all the points of finite order for any given equation. These chapters also prove Mordell's theorem that the group of rational points is a finitely-generated abelian group. Chapter 3 concludes with an excellent section of examples of determining the group structure for several particular elliptic curves. The examples really pull together the material and make it clear. Roughly the middle third of the book is aimed at Siegel's theorem that a non-singular cubic curve with integer coefficients has only finitely many points with integer coordinates. The text a special case of Thue's equation, namely ax3 + by3 = c. There is also an excursion into elliptic curve factorization methods. The last part of the book didn't fit as well as the rest; it deals with complex multiplication of algebraic points on cubic curves. The book concludes with a lengthy appendix on projective and algebraic geometry (which also did not fit in well). Allen Stenger is a math hobbyist, library propagandist, and retired computer programmer. He volunteers in his spare time at MathNerds.com, a math help site that fosters inquiry learning. His mathematical interests are number theory and classical analysis.
Software: Students will be required to complete several assignments using The Geometer's Sketchpad software. Course Prerequisite: MTH 240 (Linear Algebra) Course Objectives: This course is an extension of Euclidean ("high-school") geometry. In addition to reviewing the basics of two- and three-dimensional Euclidean geometry, we will spend about half of the course covering important results involving transformations, triangles, circles, and straightedge-and-compass constructions. In the remainder of the course, we investigate other types of geometry, including finite geometries, projective geometry, and non-Euclidean (hyperbolic and elliptic) geometries. Syllabus: Chapter 1 (all) Sets of Axioms / Finite Geometries Chapter 2 (Sect. 1 - 4, 6- 8) Euclidean Transformations / Motions in Plane & Space Chapter 4 (Sect. 1 - 3, some of 6) Euclidean Geometry of the Triangle / Golden Ratio If time: Chapter 8 (Sect. 4 - 5) Euclidean Surfaces: 4-Color Thm. / Euler's formula Chapter 5 (Sect. 1 - 2, 4) Euclidean Straightedge-Compass Constructions Chapter 9 (Sect. 1 - 4, 6- 7) Non-Euclidean (Hyperbolic/Elliptic) Geometries Grading: There will be 4 tests: one test will be given every 3rd Thursday (June 3, June 24, July 15, Aug 5). The lowest test grade will only count ½ as much as the other 3 tests. Each of the highest 3 tests count as 24% of the course grade; while the lowest test counts for 12% of the course grade. The remaining 16% of the grade is based on the daily homework assignments and labs. Final grades: 87 - 89 % = B+ 77 - 79 % = C+ 67 - 69 % = D+ 93 - 100 % = A 83 - 86 % = B 73 - 76 % = C 60 - 66 % = D 90 - 92 % = A - 80 - 82 % = B- 70 - 72 % = C- below 60 % = F NOTE: There will be NO make-up tests or homeworks in this course for any reason, including sickness. If a student has a valid excuse for missing more than one test, I will take this into account in making up his/her final grade. Attendance Policy: See the section on Attendance Policy in the current La Salle University Bulletin. In a course like this, which is constantly building on the material covered in previous lectures, students will find it difficult to get a good grade if crucial ideas are missed due to unnecessary absences. Academic Honesty: Students discovered cheating on a test/final exam will receive a zero grade for their work. Students may, however, work together on difficult homework assignments. (However, a student that must continually seek help to complete homework is probably not going to fare well on tests!)
Sticky FAQs My textbook comes with a set of PowerPoint lessons. What is the difference with these ones? The textbook lessons are by the most part written by people that knows the subject but it is not in front of a class, or does have limited teaching experience; therefore most of the textbook lessons tend to skip intermediate steps, which are a major issue for the average students, and even more for struggling students. They break the solution in several slides, so that the students loose track of the problems, and finally they favor long paragraphs as explanation instead of highlighting in the figures and graphics the steps using colors and animations. This poses a serious difficulty when trying to use them to teach a lesson. The lessons you purchase in MrPerezOnlineMathTutor.com have been written by a teacher working in the classroom for more than 10 years, and holding a teacher credential, and CLAD and BCLAD credentials. The lessons have been fully tested in the classroom.
Shepherd, TX Calculusucius-Kung Fu-tzu or Kung the Master, born c. 551 BCE influenced Chinese culture until the early twentieth century. Temples and other monuments were built for the religion of Confucius who emphasized family and community and respect for elders. Lao Tzu born c. 604 BCE founded Taoism, more o...I can almost guarantee that you will have ?Aha! So that?s how it works!? moments as algebra becomes more familiar and understandable. Algebra 2 builds on the foundation of algebra 1, especially in the ongoing application of the basic concepts of variables, solving equations, and manipulations such as factoring.
'Class Companion' series is designed in accordance with the CBSE syllabus. It provides supplementary content and learning resources for the school-students of higher grades seeking to solve additional problems and thereby succeeding in their academic and competitive pursuits. The interactive learning design makes learning enjoyable. Inclusion of diverse range of practice exercises— from questions that reinforce learning to questions that tickle the analytical mind to improve students' problem-solving skills. The aim of this series is not only to improve performance in regular examinations but also to aid the development of skills needed to crack the competitive examinations. An invaluable resource for teachers and students, the Class Companion will simplify both teaching and learning. Now, learning will not be complete without the 'Companion'!
Cut The Knot! Students' Social Choice It's our choices, Harry, that show what we truly are, far more than our abilities. Albus Dumbledore, Headmaster Hogwarts School of Witchcraft and Wizardry Harry Potter, Year 2, J. K. Rowling Scholastic, 1999 The usual math sequence taken by a liberal arts major is two courses long: some sort of intermediate algebra and one more course that is expected to fulfill the aims of liberal arts education with regard to mathematics. This last — the final math course — what should it be? Years ago, this course would most certainly be of the pre-calculus variety. It might have also been an attempt to endear mathematics on students who gave up on the subject long, long ago by presenting its more enticing, often recreational facets (see, for example, a review of [Beck], where the latter was referred to as a magnificent fossil of a book. Sherman Stein's eminently readable book might be in the same category. It was republished in 1999 by Dover Publications, Inc., which places it squarely among the venerable classics. The book can be now had at amazon.com at a throwaway price of $13.96, far below the expected textbook price range.) A new trend seems to be growing roots in math departments and among textbook publishers. I am aware of two fine representatives of this trend: Excursions in Modern Mathematics by P. Tannenbaum and R. Arnold and For All Practical Purposes by COMAP. In less than a decade one underwent 4, the other 5 editions. The books are similar in contents, execution and price ($90+). In the Preface, the authors of Excursions explain that the "excursions" in this book represent a collection of topics chosen to meet a few simple criteria: Applicability The connection between the mathematics presented here and down-to-earth, concrete real-time problems is direct and immediate. Accessibility Interesting mathematics need not always be highly technical and built on layers upon layers of concepts. Age Modern mathematical discoveries do not have to be only within the grasp of experts. Aesthetics There is an important aesthetic component in mathematics and, just as in art and music (which mathematics very much resembles), it often surfaces in the simplest ideas. The following is a small sample of the topics common to the two books (I am more familiar with the Excursions than with the COMAP book, whose contents could be ascertained from the online description.) The Borda Method The Borda method, named after Jean-Charles de Borda (1733-1799), is used to select the winner of the Heismann trophy, the American and National Baseball Leagues MVP's, Country Music Vocalist of the Year, school principals, university presidents, and in a host of other real world situations. The Borda and the Plurality with Elimination (described below) methods use preference ballots, wherein a voter lists the alternatives in order of preference. The Borda method is about counting points. The last alternative on a ballot receives 1 point, the next one receives 2 points and so on. The Borda method selects the alternative with the largest point count. It may surprise a student to learn that the winner picked up by the Borda method may not be the one preferred by the majority of the voters. (Numbers in the upper row indicate the number of votes cast for ballots below. Letters A, B, C, D and so on denote the competing alternatives.) Plurality with Elimination The Plurality with Elimination is a natural extension of the majority vote to the case of more than 2 alternatives. Alternatives with the fewest number of (1st place) votes are dropped one after another until only two left, of which the winner is selected by the majority rule. The Plurality with Elimination method violates the so-called Monotonicity Criteria. It's possible for a winner to lose the elections after someone switched votes in its favor. To see how that may happen, swap the first and the second alternatives on the 4th ballot. There are many more methods used to combine individual preferences of the voting population into the Social Choice of the population as a whole. Kenneth Arrow's Impossibility theorem (1951), which in its currently common formulation asserts that no absolutely satisfactory democratic method exists, was called by Arrow himself the General Possibility Theorem: it pointed to a method that satisfied all the reasonable requirements Arrow thought to impose on a Social Choice procedure. Unfortunately, the method came out to be a dictatorship: one fellow's social preferences become the choice of the whole population (with or without an election). Power Indices The United Nations Security Council consists of five permanent members (the US, Russia, England, France and China) and 10 nonpermanent members elected for two year periods on a rotating basis from several country blocks. For a motion to pass in the Security Council, it must be approved by all five permanent members and at least 4 nonpermanent ones. The situation is best described as a weighted voting system [39: 7, 7, 7, 7, 7, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1], which indicates that each of the five permanent members has a weight of 7 (votes), while each of the ten nonpermanent member has a weight of 1, and that for a resolution to pass in the Security Council, it must muster at least 39 — the quota — votes. All five permanent members have in effect veto power and thus wield more power than is suggested by the ratio 7:1. The Banzhaf power index has been invented to evaluated power distribution in weighted voting systems. A coalition of voters is called losing if the total weight of its members does not reach the quota. Otherwise, a coalition is called winning. A member is critical to a winning coalition if its removal renders the coalition losing. Let there be N vote holders (players, as they are usually called). Let Bi, I = 1, 2, ..., N, denote the number of times the Ith player is critical. Introduce B = B1 + ... + BN. Then the Banzhaf power index of the Ith player is defined as BPIi = Bi/B. It could be shown that the Banzhaf power index of a permanent member of the Security Council is more than 10 times greater than that of a nonpermanent member. (The ratio goes up to about 100 for another — Shapley-Shubik's — power index.) Intuitively, power comes with the number of votes. More votes wield more power. So that the following situation may come as a surprise. It is straightforward to verify that, for the weighted system [8: 5, 3, 1, 1, 1],BPI1 = 9/19. The curious fact is that, if the first player cedes 1 vote to the second player, such that the weighted system becomes [8: 4, 4, 1, 1, 1], the voting power of the first player grows. Indeed, the index BPI1 becomes 1/2 > 9/19. On the other hand, when the second player cedes a vote to the third player, the real loser is the first player. The system becomes [8: 5, 2, 2, 1, 1], and BPI1 drops to 10/22 <9/19. Fair Division Each of the players that participate in the division of goods has a value system that tags any piece or part of the goods. A division is fair if each of the players thinks his portion constitutes at least 1/Nth (where N is the number of players) of the total. The problem may seem difficult, but there are several working algorithms that apply in different situations. Not only it is possible to satisfy everyone's idea of fairness, in many cases a tangible part of the goods will be left over. The method of markers applies in situations where the goods to be divided comprise a large number of small indivisible items that could be arranged in a line or the case where the goods naturally form a linear like entity, e. g., a sea front strip of land. Each of the players, unbeknownst to the others, places (N-1) markers that divide the goods into N parts of equal (in his private estimation) value. The markers are then combined on a single diagram. The algorithm scans the goods left to right till it meets the leftmost of the first markers. The owner of that marker receives the stretch from the beginning to the marker. By construction, this is of course, in his view, a fair part. The algorithm than scans for the leftmost of the second markers. The owner of that marker receives the stretch between his first and second markers, i.e. the second of the parts he designated as fair. And so on. The last fellow receives the stretch from his last marker to the end of the goods. In the applet below, each player is assigned a color, whereas the black pieces belong to no one. Kruskal's Algorithm A number of universities and federal agencies must be connected via the internet. Throughput and reliability of the fiber optic connections are such that there is no need in redundant lines: it's sufficient that for any two of the organizations involved, there exists just one (perhaps indirect, i. e., through other organizations) communication channel. On the other hand, the costs of connections that depend on the distance between organizations and the terrain to dig through, may differ from one connection to another. A very practical question is what would be the least expensive way to build up the connection network? After the locations of all organizations have been set up on a map, it became obvious that not all possible connections ought to be considered. Some organizations are too distant from each other, others are separated by naturally impassable territory. Still, among the feasible connections there is significant redundancy. Which combination is least expensive? There is a surprisingly simple algorithm to answer that question. Kruskal's algorithm (Joseph Kruskal, 1956) proceeds in steps: On every step mark the cheapest unmarked edge. See that the marked edges do not form circuits (to avoid redundancy.) Repeat 1 and 2 while possible. (Click on connections.) Kruskal's algorithm exemplifies one approach to problem solving. When there are too many conditions to be satisfied, it may make sense to temporarily drop some conditions and first try to satisfy the remaining ones. (See, for example, a classical geometric construction problem.) At the outset, the requirement of having a connected network is dropped, and the algorithm only concerns with using the cheapest connections. But eventually a combination of the latter turns out to be connected. As we see, the applicability of the selected topics does not imply their direct usability to the student. (Although the online summary of the COMAP book makes an astonishing claim: "Their text, For All Practical Purposes, tackles the question: If there were a course designed to present concepts of math that apply to today's consumers, what should it include?" As far as I can judge, except for the last, 20th, chapter — Models in Economics — and chapters on statistics, there is nothing in the book of interest to the consumer of either today or tomorrow.) Other topics covered include additional graph algorithms, the problem of apportionment, scheduling, growth, symmetry and statistics. Each of the topics contributes to the notion that mathematics is an integral part of our society and culture. Most could be introduced with no mathematics at all. Very few require familiarity with algebraic concepts. Most of them could be dug deeper and reveal more of interesting mathematics and its methods. (For example, A. Taylor's book, still very popular, concentrates on only five topics, more or less equivalent to just one of the four parts of the Excursions, but covered in much greater depth and by far more rigorously.) On the whole, both books offer a nice selection of (currently) unconventional topics. And there is a good chance that every student may like at least one of them. (We learn about one of the courses based on the COMAP book from the MAA's JOMA: The goal of the course is to get every student excited about and involved in at least one aspect of the mathematics that we do.) But assume that the student did love one of the topics. What then? On reading the Excursions, I got curious about the Social Choice theory, which led to purchasing A. Taylor'sMathematics and Politics, and the problem of apportionment, which directly led to Balinsiki and Young'sFair Representation. (Both are gems in their genres. One as a textbook, the other as a comprehensive exposition.) A student, however, concerned over fulfillment of the graduation requirements, would not have time to even contemplate deviating from the course material. But what if there were time? What if the student could also get credit for following his heart? Would not then it be nice to make available to the student some material on the level, of, say, Taylor's book. On the other hand, I can imagine a student in one of Taylor's classes who would rather prefer the less sophisticated chapters from the Excursions or the COMAP book. After all, not all students are the same. In the introduction to chapter 19, Logic and Modeling, one of the two chapters added in the 5th edition, the authors write: In the preface to the first edition of For All Practical Purposes, we find the following sentence: [This book] represents our efforts to bring the excitement of contemporary mathematical thinking to the nonspecialist, as well as help him or her develop the capacity to engage in logical thinking and to read critically the technical information with which our contemporary society abounds. In part, For All Practical Purposes has met this challenge of developing the capacity to think logically by illustrating how mathematical models can be used to analyze real-world problems. But isn't this challenge itself a real-world problem? If we want to understand what "critical thinking" is, perhaps we can do so by constructing a mathematical model that we can analyze. Let's apply a similar reasoning to that final course of a liberal arts student. We see students are being taught to make choices, fairly divide the load and schedule jobs. Their developing capacity to think logically can be used to analyze real-world problems. But is not selection of topics into a course, their depth and rigor of exposition a real-world problem? Thompson Learning provides instructors with tools for tailoring courses to their tastes by mixing chapters from multiple titles and by adding new material. By extension, could not the students be permitted to create their own course they would have a better chance of enjoying? I mean just this once, in this final semester of their last stand vis-à-vis mathematics. You know, the technology is out there. The idea may not be as frivolous as it sounds. I see the topics set up on a virtual network where connections represent a varying degree of rigor or depth, historical background or commonality of method, relevance of subjects, alternative approach, theory and applications. Topics are framed into study units with practice problems and online selftests, passing which students gain access to further topic selections. From time to time students are required to write reports that reflect on their progress. In class, students seek the instructor's guidance and share their ideas and recommendations about the topics. An important graduation requirement is the number of topics mastered. Credit is given for the student's demonstrated ability to follow the connections and for the number of topics mastered in depth. It's all very doable. And the opportunity is of the once-in-a-life-time significance. To sum up, books like Excursions in Modern Mathematics and For All Practical Purposes offer an excellent selection of topics. But selection of topics and their depth is dictatorial. In that final math course of the liberal arts graduation requirement, I think, students may be entrusted with making a few choices of their own. Some of the students, for example, may have a taste for recreational mathematics.
I don't think the OP has provided enough information to get a useful answer to his/her precise question (what text to learn quickly from). What level is the course being taught at? High school? Undergraduate for non-majors? Undergraduate for majors but without specific knowledge of any other undergraduate math courses beyond calculus? Undergraduate assuming some basic analysis and/or algebra? Graduate level? Something else?? As others have said, a perfectly reasonable thing to do when you are teaching any course for the first time and don't have strong opinions / too much expertise about it is to look at the textbook(s) that others have used who have taught the course recently. Thumb through them a little bit, then ask them how they liked the book and how well it worked for the course. If you found anything confusing or problematic in the book, ask them about that. I think someone with a PhD in mathematics (for the sake of argument, I'll assume the OP has one) should be able to pick up and read a textbook for any undergraduate class within a month and then be able to teach the class with a reasonable amount of competence. Of course, real insight takes more time than that, and it is not reasonable to expect that someone conscripted into service with one month's worth of notice (why is this, exactly?) will be able to provide that.
The Mathematics Department of St. Xavier's College is proud to be the inheritors of a glorious heritage. The first name that comes to our mind is that of Rev.Fr.F.Goreux who was associated with the Department from 1940 to 1987.Fr.Goreux nurtured this Department from its infancy and adolescence to youthful independence. He has been a constant source of inspiration as well as the driving force behind this Department for nearly five decades. Generations of students and teachers have enjoyed the warmth of his loving care and benefited from the erudition of this apostle of Mathematics. Eminent mathematicians like Late Dr. S.Nag (Bhatnagar Awardee), Prof. A. Roy (I.S.I.), Dr. A. Bagchi (Pennsylvania Univ.), Dr. N. Basu (Cornell Univ.) are among many students of whom we are proud of. Special Care: Care is taken to collect personal data by talking to each student individually so that individual attention can be paid depending on the requirement (economically/academically). Special attention is paid to weak students from under-privileged background. Student-Teacher Relationship: The Department boasts of a healthy student teacher relationship, with teachers being always accessible to students, and students reciprocating the attention by spontaneous love and respect. This spirit is celebrated in the Annual Picnic of the Department which is attended by most of the students and by the staff with their family. Student Counseling: A continuous counseling of students on academic and career related matters is done on the basis of data collected from students ; on first entry in the Department , each student is given a booklet "Guide for Study in First Year Mathematics Honours" containing general guidelines as to the course they have to go through in the particular reference to the special approach one has to make during study of Mathematics at undergraduate level. Also it contains an overview of the activities of the Department including the schedule of Tests they have to face during the Course. class response, performance in tests. group discussions and student seminar. Senior teachers are available for counseling on personal problems if the need arises. Innovative Methods of Teaching : Use of Audio-Visual aids Seminar by the students. Interactive Lecture sessions with eminent scholars. Good Record of Performance of our students : Uniformly good results in University Examinations. A number of our students have been admitted to integrated Ph.D., M.Sc., M.C.A. programmes of premiere institutes like TIFR, Inst.Mat.Science,CMI, I.I.T. Kanpur, I.I.T. Kharagpur, I.S.I., I.I.Sc. and Pune University etc. Some of our students were selected for N.B.H.M. Scholarship for higher studies(Annexure6) Some students were selected to attend a one month summer course in Mathematics sponsored by N.B.H.M.. Students were selected for a two months research fellowship by the I.N.S.A. Computer Facility: The Department has its own computer with uninterrupted Internet facility. Departmental Question Bank: Mathematics Department has a Question Bank that helps the Departmental students to prepare better for the University Examinations and also familiarize them with different types of problems of foreign universities obtained from the Internet. Modularization of General Syllabus : The Department has modularized the existing B.Sc. General Course syllabus. This helps to maintain a uniform standard of teaching in the different sections of the general mathematics class . The Mathematics Department has a good, sympathetic and supportive faculty, who are accessible to the students anytime during the college working hours. Outside college working hours students can contact teachers on phone and e-mail. The department works in tandem, with mutual respect and fellow – feeling, to generate an atmosphere conducive to higher learning. In spite of their heavy schedule of teaching and other duties in the college under autonomous system most of the faculty members are engaged in research work, as evidenced by good publications of books and articles, attendance at conferences and seminars in India/abroad. Special care is taken to collect personal data by talking to each student individually so that individual attention can be paid depending on the requirement (economically/academically). Special attention is offered to weak students from under-privileged background. Seminars & Conference The department organizes Seminar/Workshop/Conference on various branches of mathematics. Few seminars are given by our faculty members. In recent past Prof. A. Dey and Prof. D. J. Bhattachariya can be named in this regard. Lectures by Eminent Scholars Some lectures have been arranged in A.V room where eminent scholars have given lectures on advanced topics of Mathematics. Prof. Sandip Banerjee of IIT Roorkey gave lecture on Biomathematics where special emphasis was on Use of Mathematics in Cancer Research. Prof. Arup Mukherjee of Montclair University USA visited the college and gave various ideas to update the mathematics curriculum. A team from Ecole Polytechnique, an institution of long heritage and great repute in France, visited the department and has given a lecture on 'Riemann Zeta Function and its application' & expressed their in collaborative program with us. Organisation of Conference Every year students and teachers organize 'ANALYTICA Pie Let's be irrational', a 3-days long conference on various field of Mathematics. Eminent Mathematician from different part of the country come and share their knowledge in challenging and emerging areas of mathematics research from Chaos to Genentech algorithm, from Number theory to Quantum computation. For encouraging student a session is devoted for student paper presentation.
Math Lab FAQs Can I make an appointment to see a math tutor? No. Tutoring is done on a first-come-first-serve basis. When you enter the Math Lab check to see if any of the tutors are available at the Help Stations. If so, go immediately to the Help Station. If all the tutors are working, please be patient and wait for the next available one. Do you offer other services besides tutoring? Yes. You can borrow text books, calculators, and solution manuals. We have a computer lab in MS 210 where you can work on your math coursework. You can take math tests and quizzes in the testing center located in MS 203. Please be sure to check-in at the Help Station in MS 204 before entering the computer lab or testing center. What should I bring with me to the Math Lab? If you are interested in getting tutoring help, it is important that you come in with your questions ready, your text book, and any notes from your class. Remember, Math Tutors are prohibited in giving any assistance on work you will receive credit for. However, they can assist you with any text book problems or examples presented by your instructor during class. The tutor's role is to provide assistance NOT to teach you an entire topic. How busy does it get? It can get quite busy during the day at the Math Lab. Early afternoons and evening hours are less busy. If the lab is crowded, please be patient. Is the Math Lab a part of the Learning Resource Center (LRC) at Leeward Community College? No. The Math Lab is run under the direction of the Math Department. Who is in charge of the Math Lab? James Ogg is the Math Lab Manager. He can be reached in his office in MS-205 or by calling 455-0400.
Calculus is an instrument of cruel and unusual punishment created by those who derive immense pleasure from the agony of high school students. Like most of mathematics, it is strict, precise, and insufferable. Blood, sweat, and tears were shed by the millions before you who have trodden the same beat-up path that now beckons before you. By merit of natural selection, only the fittest will survive. But don't worry, the future isn't all too bleak: by the end of this class, you will have developed a swelling appreciation for the intricacies of the great outdoors. Just kidding! Calculus isn't that painful. In fact, it was the first class where math made sense to me. No longer will you be burdened by tedious formulas or meaningless variables. Instead, to learn calculus is to understand a few basic concepts forwards, backwards, and upside-down until you are able to apply your understanding of key ideas to any problem. In short: Understanding > Rote Memorization Like variations on a theme in music, calculus revolves around a few key concepts that are articulated in different ways: derivatives are inversion of integrals, second derivatives are simply the derivative taken twice, etc. As long as you do (do, not B.S.) your homework and understand the concepts, you'll do great—even if you are left-brained, mathematically challenged, or numerically illiterate. Just look at me. -- Ke Zhao is a senior at Amador Valley High School. Mathematics, a subject that never came easily, was made several degrees more understandable when she took Advanced Placement Calculus AB with Mrs. James last year. Though she has conquered Calculus AB, Ke faces a new challenge this school year: Calculus BC
Analysis and its Applications: Approximation Theory and Its Applications, Ergodic Theory, Sequence Spaces and Summability, Fixed Point Theory, Functional Analysis and Its Applications and related topics. Geometry and its Applications: Algebraic Geometry and Its Applications, Differential Geometry, Kinematics and related topics. Algebraic Statistics and its Applications: Algebraic statistics and its applications. Algebraic Topology and its Applications: Algebraic Topology and Its Applications, Knot Theory and related topics.
Andhra Pradesh Board Sample Papers for Math The Andhra Pradesh educational board is one of the old and prestigious educational board of India. Maths is one of the difficult subjects which require practice from Andhra Pradesh Board Maths Sample Papers by the students. For the same, our website edurite provides the sample appears which are made by the team of ex – teachers of reputed schools of Andhra Pradesh educational board and our experts. The Math AP Sample Paper follows the updated syllabus of the board. AP Maths Sample Paper compiled by our team covers the topics like geometry, progression, statements and sets, polynomials over integers, statistics, functions, linear programming, real numbers, analytical geometry, trigonometry, matrix and determinants and computing. As the students always remain tenses during Maths exam, so the Andhra Pradesh educational board whose AP Maths Sample Paper we provide will help the students to remove their fear as by solving this sample papers, they can have an idea about how much they are prepared as the questions in the sample paper comes with marks and they will also know the time taken by them in solving the papers. Solutions to some of the Andhra Pradesh Board Maths Sample Papers are also there on our sites to help the students with the correct answers and their preparation. Apart from Math AP Sample Paper we also do provide course books, question paper, study materials of different subjects, teacher's suggestion are also posted by us to help the students with their exams. As we focuses on spreading our helping hands towards every students of India, so we provide all possible things required by the students for exam preparation of all regional and national board. We never wanted to limit our focus only to a certain area that is why we decided to focus on the regional boards too as students of regional boards also need a site where they can find every material required for studies. Andhra Pradesh Board Sample Papers for Math Andhra Pradesh Board Sample Papers by Years for Math
Maths - Bilinear Multiplication We start by reviewing linearity and then extend this to bilineararity. Linear Multiplication. To represent linear space we only need two operations: Vector addition: to add two vectors we take the start of the second vector and move it to the end of the first vector. The addition of these two vectors is the vector from the start of the first vector to the end of the second vector. Scalar multiplication changes the length of a vector without changing its direction. That is we 'scale' it by the multiplying factor. So scalar multiplication involves multiplying a scalar (single number) by a vector to give another number. If the space is linear we have: a(v +u) = av + au where: v & u are vectors a is a scalar In other words the two operations are distributive. Bilinear Multiplication To have bilinearity we need to include a multiplication where both operands are vectors. For a bilinear multiplication, if we keep one of the vectors constant and then the other vector varies in a linear way, as defined above. For example, in the diagram above we take the product as the area formed from the two vectors. So if the area formed from V and U is V•U then if we multiply V by a scalar value 'a' we get the area aV•U, so, (aV)•U = a(V•U) and similarily if we multiply U by b: V•(bU) = b(V•U) so combining these gives: (aV)•(bU) = ab*(V•U) An example of this type of multiplication is the vector dot product. However this type of multiplication takes two vectors as input and produces a scalar value as an output. Is it possible to have a bilinear multiplication which takes two vectors as input and produces a vector as an output? Where I can, I have put links to Amazon for books that are relevant to the subject, click on the appropriate country flag to get more details of the book or to buy it from them. Introduction to 3D Game Programming with DirectX 9.0 - This is quite a small book but it has good concise information with subjects like, maths introduction and picking. If you are interested in 3D games, this looks like a good book to have on the shelf. If, like me, you want to have know the theory and how it is derived then there is a lot for you here. Including - Graphics pipeline, scenegraph, picking, collision detection, bezier curves, surfaces, key frame animation, level of detail, terrain, quadtrees & octtrees, special effects, numerical methods. Includes CDROM with code. This book contains more mathematically rigorous methods for picking than described above.
I am looking forward to working with you this year!!! Notice that I did not say "I look forward to teaching you this year." In my class students will learn from each other by exploring different types of problems and using several types of problem solving strategies. I will act as a facilitator, who guides the learning process. You and your classmates will use discovery as a means of mastering concepts. I have designed many individual and group activities that will make the learning and discovery fun. I am hopeful that you find my class different and more enjoyable than that of other math classes you have taken in the past. For this to happen, you will have to be willing to open up and talk about math. Welcome to Algebra Connections. This course is an introductory algebra class and is a prerequisite for Geometry. The Welcome to Algebra+ Connections. This course is an introductory algebra class and is a prerequisite for Geometry. This class is designed to help the student who has struggled with math concepts in the past. Pacing for this class will be slower that the traditional Algebra class, but will cover the same material. The slower pace will allow each student more time to master the concepts that are covered. Each student has been placed in this class via teacher recommendations, and a high level of commitment is expected. The
The mathematics department at Tolland High School will strive to have each student understand and use mathematical concepts and fundamental processes, i.e., experimentation, logical reasoning, computational skills, and analysis of both theory and applications at a level which is consistent with their ability, maturity, and needs. A variety of challenging courses are offered to students of all ability levels. Technology is incorporated appropriately within the lessons. Graphing Calculators have been integrated into the college preparatory and honor courses.
The videos in this application are designed to teach you what you need to know about Vectors and Vector Functions. This means that we`ll cover basics like vector magnitude, length, notation, and equations. Additionally, we`ll look at more advanced applications and vector concepts like dot products, cross products, torque, domain, limits, and problems that require you to find where lines intersect planes or find equations of planes. To learn about these concepts, we`ll cover the topic through a series of video lessons, each of which will cover pertinent ideas and related problems. The video content in this application will include a lesson on each of the following: * Vectors: Finding Magnitude or Length * Vectors: Finding Equations of Lines * Vectors: The Dot Product * The Cross Product of Two Vectors * Torque: An Application of the Cross Product * Finding Where a Line Intersects a Plane * Domain of a Vector Function * Limit of a Vector Function * Finding the Equation of a Plane Given 3 Points This is one of several Calculus apps from me, PatrickJMT. I have been putting up math videos for a few years on YouTube and now have the most popular `math only` channel on YouTube!, Affter much encouragement and many requests from my YouTube friends, I`ve finally decided to organize the videos and put them out as an App. I`ve been teaching math for >8 years at the college/university level and tutoring for over 20 years. In the past, I have taught at Vanderbilt University (a top 20 ranked university), the University of Louisville and at Austin Community College. The "Download" link for Vectors & Vector Functions: PatrickJMT Calculus Videos 1.1 directs you to the iTunes AppStore, where you have to continue the download process.You must have an iTunes account to download the application. This download link may not be available in some countries.
Synopsis:Stuck On Algebra is a classroom-proven interactive Algebra workstation that keeps students on task doing traditional Algebra in a classic gaming model combining an unbending standard of proficiency with the forgiving and encouraging spirit of "failure without consequence". The result: steady improvement and repeated small successes, the addictive formula of video games without any dilution of the Algebra experience. Background: SOA is the second generation of a system last sold in the early 90s. More than one educator who used that system in the 90s has sought me out in recent years to ask if it were still available. SOA is available now for beta testing here. Software In Brief: SOA offers: step-by-step guidance and correction of basic Algebra I problems entered by the student or generated by the application; solved solutions with explanations of generated problems; unassisted exams on a hierarchy of Algebra topics. Transformations SOA transforms learning mathematics in several important ways: 1. Thanks to step-by-step checking, weak arithmetic skills do not prevent the learner from succeeding with Algebra. Those skills improve as mistakes are caught. The student must work to figure out what they did wrong and correct it. Progress is slower at first, but they are working on Algebra instead of yet another tedious worksheet of arithmetic, so the learner's motivation to persevere is strong. 2. Assistance available in Training Modes lets students of any ability experience the pleasure of solving Algebra puzzles and enjoy math in its own right. They may make more mistakes getting there, but that only increases the satisfaction of finally succeeding and draws them into further study. 3. With SOA correcting all the work, tracking student progress, and offering first-level assistance when students get stuck, the teacher has more time to work with students individually or in small groups. 4. In Mission Mode learners must meet a fixed standard of mastery by passing unassisted, "no second chance" challenges. Missions become available only as prerequisite missions are passed, so the independent learner has a structure they can follow. For any student, Missions draw learners into ever more high-quality practice as they attempt repeatedly to pass the unassisted challenges, encouraged by getting closer each time to succeeding. Summary The system works for several reasons. First, Algebra is easy but there is a lot of it and it is cumulative. Algebra requires fluent application of many easy rules, which in turn requires a substantial quantity of high-quality practice to make those rules second-nature. With SOA students get more practice with ever-present feedback and assistance. Second, Algebra is fun for any student as long as they are given the fighting chance to solve problems on their own. SOA's instant feedback, detailed hints, and solved examples give them that chance. Third, the stigma of failure is lifted without compromising the standard of proficiency that must be met. The satisfaction of small successes and evidence of steady improvement even as they fail at exams draws learners into further practice and eventual mastery. This is precisely the addictive formula of computer gaming.
• COMING SOON • SELECT SITE CURRENCY Mathematics Mathematics, "The Queen of Sciences" as called by Carl Friedrich Gauss, is the science of number, quantity, and space, either as abstract concepts or as applied to other disciplines (such as physics and engineering). The distinguished authors of the top-quality books and textbooks listed under Research and Markets' Mathematics category are the world's leading researchers. These publications cover all the key areas in today's research. They are invaluable references, comprehensive and readily accessible. When available, pre-publication titles are also included, so you can be sure not to miss the latest developments in your research field. The readership of this category includes both graduate and undergraduate students, as well as researchers and mature mathematics. Show Less ... more Features a balance between theory, proofs, and examples and provides applications across diverse fields of study Ordinary Differential Equations presents a thorough discussion of first-order differential... Provides timely applications, modifications, and extensions of experimental designs for a variety of disciplines Design and Analysis of Experiments, Volume 3: Special Designs and Applications continues... The 11th edition of Analytic Trigonometry continues to offer readers trigonometric concepts and applications Almost every concept is illustrated by an example followed by a matching problem to encourage... Mathematical Physics with Partial Differential Equations is for advanced undergraduate and beginning graduate students taking a course on mathematical physics taught out of math departments. The text... 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Now in its 7th edition, Mathematical Methods for Physicists continues to provide all the mathematical methods that aspiring scientists and engineers are likely to encounter as students and beginning... This revised book provides a thorough explanation of the foundation of robust methods, incorporating the latest updates on R and S-Plus, robust ANOVA (Analysis of Variance) and regression. It guides... An accessible introduction to the fundamentals of calculus needed to solve current problems in engineering and the physical sciences I ntegration is an important function of calculus, and Introduction... Black's latest outstanding pedagogy of Business Statistics includes the use of extra problems called "Demonstration Problems" to provide additional insight and explanation to working problems, and presents... Set theory is an autonomous and sophisticated field of mathematics that is extremely successful at analyzing mathematical propositions and gauging their consistency strength. 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An insightful guide to understanding and visualizing multivariate statistics using SAS, STATA, and SPSS Multivariate Analysis for the Biobehavioral and Social Sciences: A Graphical Approach outlines... Continuing demand for this book confirms that it remains relevant over 30 years after its first publication. The fundamental explanations are largely unchanged, but in the new introduction to this second... Statistics in Psychology covers all statistical methods needed in education and research in psychology. This book looks at research questions when planning data sampling, that is to design the intended... Cynthia Young's 3rd Edition of Trigonometry focuses on revisions and additions including hundreds of new exercises, more opportunities to use technology, and themed modeling projects that help connect... A complete guide to cutting-edge techniques and best practices for applying covariance analysis methods The Second Edition of Analysis of Covariance and Alternatives sheds new light on its topic, offering... Statistical Theories and Methods with Applications to Economics and Business highlights recent advances in statistical theory and methods that benefit econometric practice. It deals with exploratory... This book is a single-source guide to planning, designing and printing successful projects using the Adobe Creative Suite 5. Packed with real-world design exercises, this revised edition is fully updated... This book presents recent developments and new trends in Combinatorial Optimization. Combinatorial Optimization is an active research area that has applications in many domains such as communications,... Focuses on insights, approaches, and techniques that are essential to designing interactive graphics and visualizations Making Sense of Data III: A Practical Guide to Designing Interactive Data Visualizations... Praise for the First Edition "Finally, a book devoted to dynamic programming and written using the language of operations research (OR)! This beautiful book fills a gap in the libraries of OR specialists... A modern approach to mathematical modeling, featuring unique applications from the field of mechanics An Introduction to Mathematical Modeling: A Course in Mechanics is designed to survey the mathematical... Several points of disagreement exist between different modelling traditions as to whether complex models are always better than simpler models, as to how to combine results from different models and... The ninth edition continues to provide engineers with an accessible resource for learning calculus The book includes carefully worked examples and special problem types that help improve comprehension... This textbook has been in constant use since 1980, and this edition represents the first major revision of this text since the second edition. It was time to select, make hard choices of material, polish,...
COURSE 2: Vocational Math - Section 001 Room 371 COURSE SUMMARY Welcome to the Vocational Math class! This class is individualized based upon the ability of each student. Basic skills are applied to everyday life situations. Students gain knowledge in basic math computation, fractions, decimals, percents, integers, pre-algebra and pre-geometry. They also have exposure to community resources such as banks, realties, grocery stores, and other businesses. New Lisbon School District 500 South Forest Street New Lisbon, WI 53950 Phone: 608-562-3700
Introduces the process of abstraction, studies two elementary structures on sets, and covers the necessary generalities concerning algebraic structures. Presents powerful abstract mathematical concepts from algebra and combinatorics, supported by concrete applications. All background material is provided, including elements of logic, set theory, abstract algebra, linear algebra, and graph theory. Each chapter develops a new mathematical concept, then shows how to apply it. Includes numerous end-of-chapter problems and exercises.
I found the whole course very interesting and really feel I have improved in Maths. I can now even challenge my dad in Maths Sums and beat him! (That is a great improvement). The Maths games were fun and helped a lot . . . - Deborah, aged 13 P.S.: I have your "Cosmic Computer" books on my desk and use this to prepare for my VM class. I enjoy them a lot. Dr S. Sreenath, Professor of electrical engineering and computer science and Vedic Maths tutor in the U.S.A. I love these books! I have been learning Vedic maths for about two months now. I purchased the Cosmic Calculator course two weeks ago and I can't put the books down! Great stuff! I am also starting to teach my daughter some of the methods in the books. I also purchased the Vedic Mathematics Teacher's Manuals(all three) to assist me in teaching my daughter. Again, I simply love the course so far and have gained a tremendous amount of knowledge from these books. . . . Bill Gaylord, PA, USA The Course Written for 11-14 year old pupils (some of the material in Books 1 and 2 is suitable for children from the age of about eight) this course covers the National Curriculum for England and Wales. The full course consists of three Textbooks, three Teacher's Guides and three Answer Books. THE TEXT BOOKS Each of the three books has 27 chapters each of which is prefaced by an inspiring quote from a famous mathematician, philosopher etc. Also in each book there are historical notes which relate to the authors of the quotes, a list of Sutras and three other short but interesting sections (e.g. Pascal's Triangle, Fractals). THE TEACHER'S GUIDE This contains: A Summary of the book. A copy of the Unified Field Chart for that book. Notes on the content of the chapters- advice, suggestions etc. Mental Tests (correlated with the books) and answers- which allow earlier work to be regularly revised, give stimulating ideas relevant to the current lesson and which develop themes from earlier tests which may ultimately become the subject of a lesson. Extension Material and answers (about 16 per book)- these consist of a 1 or 2-sided sheet given to children who work fast and get ahead of the rest of the class. Many of these are also very suitable for work with a whole class. Revision Tests and Answers- There is a revision test every 4 or 5 chapters. This includes a mental test of 10 questions. Games, Worksheets etc. THE ANSWER BOOK This contains answers to all exercises and other numbered questions in the text and should be available for pupils during lessons.. THE COURSE has many unusual and attractive features. 1 It is primarily a system of mental mathematics (though all the methods can also be written down) using simple patterns and methods which are very easy to understand and remember. Each lesson starts with a short mental test. 2 It is extremely coherent and unified and uses sixteen simple word-formulae, called Sutras, like Vertically and Crosswise. These formulae relate to the different ways in which the mind can be used and are therefore a great help to pupils. 3 It makes use of a "Unified Field" chart which shows the whole subject of mathematics at a glance and how the different parts and topics are related. 4 The powerful Vedic methods are delightfully easy and fun. Many problems can be tackled in a variety of ways, from right to left or from left to right, 2 or more figures at a time, etc. The techniques are also interrelated which adds to the beauty and simplicity. Through this mental approach the course encourages creativity and the use of intuition in mathematics, in contrast to the modern, mainly analytic, approach. Vedic Mathematics is already being taught with great success in many schools and the response to this course has been extremely encouraging.
Many books in linear algebra focus purely on getting students through exams, but this text explains both the how and the why of linear algebra and enables students to begin thinking like mathematicians. The author demonstrates how different topics (geometry, abstract algebra, numerical analysis, physics) make use of vectors in different ways and how these ways are connected, preparing students for further work in these areas. The book is packed with hundreds of exercises ranging from the routine to the challenging. Sketch solutions of the easier exercises are available online. framework), an algorithmic perspective (study of the generic inference schemes) and a "practical" perspective (formalisms and applications). Researchers in a number of fields including artificial intelligence, operational research,... Follow along in The Manga Guide to Linear Algebra as Reiji takes Misa from the absolute basics of this tricky subject through mind-bending operations like performing linear transformations, calculating determinants, and finding eigenvectors and eigenvalues. With memorable examples like miniature golf games and karate tournaments, Reiji transforms abstract concepts into something concrete, understandable, and even fun.... Löwenheim's theorem reflects a critical point in the history of mathematical logic, for it marks the birth of model theory--that is, the part of logic that concerns the relationship between formal theories and their models. However, while the original proofs of other, comparably significant theorems are well understood, this is not the case with Löwenheim's theorem. For example, the very result that scholars attribute to Löwenheim today is not the one that Skolem--a logician raised in the algebraic tradition, like Löwenheim--appears to have attributed to him. In The Birth of Model Theory ,... This book provides the first English translation of Bezout's masterpiece, the General Theory of Algebraic Equations . It follows, by almost two hundred years, the English translation of his famous mathematics textbooks. Here, Bézout presents his approach to solving systems of polynomial equations in several variables and in great detail. He introduces the revolutionary notion of the "polynomial multiplier," which greatly simplifies the problem of variable elimination by reducing it to a system of linear equations. The major result presented in this work, now known as "Bézout's theorem," is... E 6 , E 7 , and E 8 as well as the exotic quadrangles "of type F4" discovered earlier by Weiss. Based on their relationship to exceptional algebraic groups, quadrangular algebras belong in a series... Get ready to master the principles and operations of algebra! Master Math: Algebra is a comprehensive reference guide that explains and clarifies algebraic principles in a simple, easy-to-follow style and format. Beginning with the most basic fundamental topics and progressing through to the more advanced topics that will help prepare you for pre-calculus and calculus, the book helps clarify algebra using step-by-step procedures and solutions, along with examples and applications. A complete table of contents and a comprehensive index enable you to quickly find specific topics, and the... Having trouble understanding algebra? Do algebraic concepts, equations, and logic just make your head spin? We have great news: Head First Algebra is designed for you. Full of engaging stories and practical, real-world explanations, this book will help you learn everything from natural numbers and exponents to solving systems of equations and graphing polynomials. Along the way, you'll go beyond solving hundreds of repetitive problems, and actually use what you learn to make real-life decisions. Does it make sense to buy two years of insurance on a car that depreciates as soon as you drive...
Introductory Algebra for Collegesemester undergraduate introductory algebra course. The goal of this text is to provide students with a strong foundation in Basic Algebra skills; to develop students' critical thinking and problem-solving capabilities and prepare students for Intermediate Algebra and some service math courses. Topics are presented in an interesting and inviting format incorporating real world sourced data modeling. A 4-color hardback book w/complete text-specific instructor and student print/enhanced media supplement pac... MOREkage. AMATYC/NCTM Standards of Content and Pedagogy integrated in current, researched, real-world Applications, Technology Boxes, Discover For Yourself Boxes and extensively revised Exercise Sets. Early introduction and heavy emphasis on modeling demonstrates and utilizes the concepts of introductory algebra to help students solve problems as well as develop critical thinking skills. One-page Chapter Projects (which may be assigned as collaborative projects or extended applications) conclude each chapter and include references to related Web sites for further student exploration. The influence of mathematics in fine art and their relationships are explored in applications and chapter openers to help students visualize mathematical concepts and recognize the beauty in math.
A comprehensive source of mathematical definitions. With over 2000 terms defined, this dictionary is ideal for supporting students who are studying mathematics or related subjects. All terms in our dictionary are cross-referenced and linked for ease of use, making finding information quick and easy. The definitions of terms and concepts included within our dictionary include the majority of words that students will come across when studying mathematics at secondary school. Free on-line Mathemeatics Dictionary for students studying mathematics subjects and courses. The definitions of terms and concepts included within our dictionary include the majority of words that students will come across when studying mathematics at secondary school.
Mathematics: A Human Endeavor is a textbook for those who think they do not like math. Written by Harold R. Jacobs in 1970, this book has withstood the test of time by parents, students, and teachers. Mathematics: A Human Endeavor is a math book for older high school students who prefer not to take advanced mathematics, calculus, or physics. The prerequisite for Mathematics: A Human Endeavor is algebra 1. In addition to the student book, an instructor's guide, test master book, and transparency masters are available. The instructor's guide is essential. It included answers to the problem sets for each lesson and additional information for each chapter. If you want to use chapter and final tests, you will need the test master book. The transparency master book would be useful for a co-op class, but most home educators will be able to use the program without the transparency masters. The ten chapters included in Mathematics A Human Endeavor are: Mathematical Ways of Thinking, Number Sequences, Functions and Their Graphs, Large Numbers and Logarithms, Symmetry and Regular Figures, Mathematical Curves, Methods of Counting, The Mathematics of Chance, An Introduction to Statistics, and Topics in Topology. Each chapter consists of four to six lessons. Each lesson contains three sets of exercises. For many students the set three exercises can be optional. The appendix contains information for the student who is rusty in basic mathematical operations. Answers to selected exercises are also included in the student book. Mr. Jacobs uses comics, drawings, and photographs to interest even the most mathematically faint of heart. The lessons are concise and comprehensive. If you are looking for a high school level math program and you do not want to proceed to geometry and advanced math, check out Mathematics A Human Endeavor. Publisher W.H. Freeman and Company sells direct to home educators, or you can order your copy from your favorite home school supplier. W. H. Freeman can be reached at
SENIOR SCHOOL 2013 - 2014 Academic Handbook Math Mission The Mathematics Department encourages students to develop an understanding and appreciation of the science and language of mathematics. Overview The mathematics courses offered by York House School are in compliance with the BC Ministry of Education designated Mathematics Curriculum Guide at all grade levels. The curriculum is, however, accelerated and enriched wherever possible according to the readiness of a particular group. In each grade, emphasis is placed on learning the language of mathematics and on developing reasoning and problem solving skills. As well, each curriculum includes the use of suitable manipulatives and technology wherever possible. Placement Students will be placed in a mathematics course only if they have documented credit for the prerequisite. Further information is available from the Director of University Admissions. Students in Grades 9-12 are placed in ability groupings based on their demonstrated mathematical readiness and overall suitability to the demands of the honours and accelerated programs. Students interested in the honours or accelerated programs for Grade 8 will be tested in order to determine which program is most suitable. Student placement is determined by the Math Department in June for the following school year. Incoming students to Grades 8-12 will be assessed individually. This may include writing a test for placement. Student placement is not fixed and may change if the teacher believes the pace is not meeting the student's individual needs. Homework Students are expected to do regular practice in mathematics through daily homework assignments. There is an expectation that the student will attempt and complete each assignment to the best of her ability prior to the next class. Participation in class is a necessary component of every course. Evaluation and Testing Procedures Evaluation takes place regularly throughout the year, and the major portion of a student's grade is based on her results from tests and quizzes. The test dates will be given well in advance, and the Department adheres to a no retest policy. There is a cumulative test (in January or February) and a final examination, both of which include the entire curriculum taught up to that point. Students in Foundations of Mathematics and Pre-Calculus 10 will write a compulsory Provincial Examination at the end of the school year which counts for 20% of their final grade. Students are encouraged to write at least one external mathematics contest during the year. The results of the contests are not factored into the student's grade. Internet as a Student Resource The Mathematics Department policy, course outlines, and links to relevant Ministry of Education documents are available through the York House School website. Students should make use of the Internet to obtain copies of past mathematics contests, and Provincial and Advanced Placement (AP) exams for review and practice. Calculators Students in Grades 8 and 9 require a scientific calculator, and those in Grades 10 to 12 need a graphing calculator (recommended TI-83 plus or TI-84 plus). Students use the calculator as a tool to aid in problem solving, but are expected to do reasonable calculations mentally. Most tests consist of non-calculator and calculator sections. Mathematics Program for students entering Grade 8 With the introduction of the new curriculum in the 2011-12 school year, the YHS Math Department has restructured the Enriched Program in order to provide students with opportunities to experience both an enriched and/or accelerated program. Students also have the option of following the core Math 8 program. Students in all three streams will have the opportunity to complete a Calculus course by the end of their Grade 12 year. Mathematics 8 Prerequisite: Mathematics 7The topics to be covered in Mathematics 8 include: integer and fraction operations, the Pythagorean relationship, square roots, ratios and rates, percent, solving equations, surface area and volume of 3-D objects, representing data, probability, and tessellations. Problem solving is incorporated into all units. Mathematics 8/9/10 Accelerated Prerequisite: Students must be recommended for this course by their previous York House School mathematics teacher. The basis for recommendation is a student's achievement and mathematical strength. This is a two-year program which covers the core course content at an accelerated pace. The Mathematics 8 curriculum and part of the Mathematics 9 curriculum will be completed in the Grade 8 academic year. Students will complete the Mathematics 9 curriculum and the course content of the Foundations of Mathematics and Pre-Calculus 10 curriculum in their Grade 9 year. At the end of Grade 9, students in this stream will take the Foundations of Mathematics and Pre-Calculus 10 provincial examination Mathematics 8/9/10 Honours Prerequisite: Students must be recommended for this course by their previous York House School mathematics teacher. The basis for recommendation is a student's achievement and mathematical strength. Students who wish to move at an accelerated pace and follow an enriched curriculum may request placement in the Honours class. This class covers the same course content as the accelerated class. The work will be enriched, as it will be studied in greater depth. Students placed in this stream will receive both an Honours and a core mark on their report cards. Students in the Accelerated and the Honours streams will obtain the necessary preparation to enable them to take Pre-Calculus 11 in their Grade 10 year. Students in the honours stream will be able to take AP Calculus in Grade 12, and those in the Accelerated stream may take Calculus 12 in their Grade 12 year. Textbook: Mathlinks 8 Mathematics 9 Prerequisite: Mathematics 8Foundations of Mathematics and Pre-Calculus 10* Prerequisite: Mathematics 9 The topics to be covered in Foundations of Mathematics and Pre-Calculus 10 include: measurement, trigonometry, factors and products, roots and powers, relations and functions, linear functions, and systems of linear equations. Problem solving is incorporated into all units. All students will write the Provincial Examination in June, which will count for 20% of their final grade. Pre-Calculus 11 Prerequisite: Foundations of Mathematics and Pre-Calculus 10 The topics covered in Pre-Calculus 11 include: sequences and series; trigonometry; quadratic functions, equations, and inequalities; radical expressions and equations; rational expressions and equations; absolute value and reciprocal functions; systems of equations and inequalities. Applications and problem solving are an integral components of all sections of the course. Prerequisite: Students must be recommended for this course by their previous York House School mathematics teacher. The basis for recommendation is a student's achievement and mathematical strength. Each grade level will follow the course content for the accelerated class. The work will be enriched, as it will be studied in greater depth. Students who successfully complete one of these courses will receive an Honours grade on her first and second term report; at the end of the year, the student will receive an Honours grade, as well as a core grade on her report card. It is expected that students in these courses will eventually enroll in the Advanced Placement (AP) Calculus AB course in their Grade 12 year. Textbooks: As indicated in the regular courses Pre-Calculus 12 Prerequisite: Pre-Calculus 11 A minimum of a 'C' in the final exam and a 'C+' for the year in Pre-Calculus 11 is highly recommended for entrance to Pre-Calculus 12. The topics covered in Pre-Calculus 12 include: transformations,exponents and logarithms, trigonometric functions and equations, combinatorics, and polynomial, radical, and rational functions. Applications and problem solving are an integral part of the curriculum. AP Calculus AB The topics to be covered in this course include (A) functions, graphs and limits: analysis of graphs, asymptotic and unbounded behaviour, continuity as a property of functions; (B) derivatives: concept of the derivative (includes the study of limits), derivative at a point, derivative as a function, higher order derivatives, applications of derivatives, computation of derivatives; and (C) Integrals: Riemann sums, interpretations and properties of definite integrals, applications of integrals, fundamental theorem of calculus, techniques of antidifferentiation, applications of antiderivatives, and numerical approximations to definite integrals. *Students will write the AP Calculus AB exam in May. A minimum score of 3 or higher may grant the student a college credit at some institutions. Students must write the AP Calculus examination in order to receive AP credit for their course work. Students who choose not to write the AP Calculus examination in May, will write the School's Calculus examination in June, and will be given a Calculus 12 credit at the end of the year (and on their transcript).
ABSTRACT ALGEBRA and I 12/08/2009 From the beginning of my mathematics career, I knew Abstract Algebra was going to be a challenging class. The first day of Abstract Algebra, the professor said "you will live, breath, and speak mathematics – if you sleep eight hours now, plan on sleeping four hours". I took what he said literally and planned to devote a lot of time to studying. For my spring 2009 semester at SUNY New Paltz, I woke up every morning at dawn to study (and to get a good parking spot). As it turned out, Abstract Algebra was one of my favorite classes. The class itself kept me intrigued and I did begin to live, breath, and speak mathematics. Some of the proofs would take days of pondering. Some of the ideas would even come to me in my sleep. And when I would finally figure it out, it was an awesome feeling. I spent many early hours and late evenings studying on campus. It was important to keep a clear head to be able to focus on the proof at hand. It was also important to have the motivation to learn. Everyone in the Math Department was very supportive. A solution was never just given away; you had to work for it. That's what makes it all worth it in the end. --Dawn Russell, a Mathematics Adolescence Education major Dawn Russell received an A in the course, and is finishing her student teaching semester. She will graduate summa cum laude.
Dan Velleman's lively text prepares students to make the transition from solving problems to proving theorems by teaching them the techniques needed to read and write proofs. This new edition contains over 200 new exercises, selected solutions, and an introduction to Proof Designer software.
The Integral: A Crux for Analysis Buy PDF List price: $35.00 Our price: $32.99 You save: $2.01 (6%) This book treats all of the most commonly used theories of the integral. After motivating the idea of integral, we devote a full chapter to the Riemann integral and the next to the Lebesgue integral. Another chapter compares and contrasts the two theories. The concluding chapter offers brief introductions to the Henstock integral, the Daniell integral, the Stieltjes integral, and other commonly used integrals. The purpose of this book is to provide a quick but accurate (and detailed) introduction to all aspects of modern integration theory. It should be accessible to any student who has had calculus and some exposure to upper division mathematics. Table of Contents: Introduction / The Riemann Integral / The Lebesgue Integral / Comparison of the Riemann and Lebesgue Integrals / Other Theories of the Integral
Virtual Nerd - Virtual Nerd, LLC This online tutorial service for secondary math and science students supplements its video instruction with the interactive Dynamic Whiteboard™, which takes notes for you during lessons, and lets you find definitions of terms mid-stream and write ...more>> Virtual Polyhedra - George W. Hart A growing collection of over 1000 virtual reality polyhedra to explore, complementing Hart's Pavilion of Polyhedreality. Includes instructions for building paper models of polyhedra including modular origami, with ideas for classroom use. Each of the ...more>> Virtual Tutor - Calculus An Internet service that delivers a tutor containing over 700 calculus problems and their solutions. Topics covered match those presented in most first year calculus textbooks. Each solution contains solution hints and hyperlinks to the relevant theory ...more>> Walpha Wiki - Derek Bruff and others As collaborative site to record how secondary and undergraduate math educators use Wolfram\|Alpha, or Walpha as it's called here, in the classroom. In particular, the authors are interested in how students might use Walpha themselves, as well as how teachers ...more>>
The student workbook is 669 pages with 119 lessons, while the four CD-ROMs provide step-by-step audiovisual solutions to every homework and test problem. The CD-ROM's digital gradebook grades answers as soon as they are entered and calculates percentages for each assignment; a softcover answer booklet is also provided. Windows 2000. Teaching Textbooks Grade 4. Product Reviews Math 4: Teaching Textbooks 4.9 5 23 23 Teaching Textbooks is a great curriculum. My daughter does not enjoy math, but enjoys this program because of the cute animations. I appreciate the automatic grading and it's really very user-friendly. November 6, 2012 Better option than SOS. This is so much easier to use and install. Compared to SOS math we used last year. The explanation (lecture) part of the lessons are better in our opinion. My 4th grader can do math all by himself with no assistance. The book is the problems worked out in the lessons with a readable version of the lecture for each lesson. Highly recommend this over SOS. It would be nice if it was more affordable, but has been worth the purchase. October 11, 2012 Teaching Textbooks help save Math My youngest child really doesn't like school. We started with a different math program and math was taking her close to 2 hours a day! After watching her be frustrated and angry for a a while I finally said enough is enough. That is when I started looking for a CD Rom based program and found Teaching Textbooks. The program lectures her on how do perform her math everyday and gives a mixed review of concepts already learned. She gets math done now in 30 minutes or less. She enjoys the little "Buddy" cartoon character that she can pick that encourages her. October 8, 2012 Love this product My son loves Teaching Texbooks. Math is definitely not my strong suit, so I feel a little inadequate in teaching it. This curriculum is fantastic. It also gives me the chance to walk away and give some one on one time to my kindergarten age daughter. My son is in 3rd grade, but tested at the 4th grade placement level. I would recommend taking a placement test on their website before purchasing. September 18, 2012
Find a Channelview MathWhen you take several mathematics courses, for instance to acquire a degree, you learn how all math is related. Also, you learn that there are several different ways to learn, teach, and solve every problem. This is very useful when one approach fails.
The TI-84 Plus graphing calculator offers three times the memory, more than twice the speed and a higher contrast screen than the TI-83 Plus model. It's keystroke-for-keystroke compatible,
The Mathematics Department at Lexington High School has made significant progress implementing the vision of mathematics education espoused in these documents. Please take the time to explore our website at as well as the individual teacher pages. The Mathematics Department offers a substantive four-year sequence of college-preparatory courses for students with varied learning styles and academic interests. Our goal is to enable every student to reach his or her potential in a supportive, academically focused environment. In every mathematics course, we want students to learn what it means to explore and discover mathematics; what it means to collect data, observe patterns, make conjectures, and generalize these findings; what it means to produce a coherent logical argument-to think deductively; what it means to create a mathematical model; what it means to represent a solution analytically, geometrically, numerically and verbally; what it means to analyze a problem and persevere until it is solved; in essence, what it means to develop the habits of mind of a mathematician and to think critically. We believe all students can reach high standards of academic achievement and come to appreciate the power and beauty of mathematics. My intent on these webpages is to provide my students and the community with an information resource that addresses your questions and concerns on a variety of education related issues. I hope to foster a culture of positive exchange and collaboration among students, parents, and teachers. As I develop and improve this website, your feedback is appreciated. Please send any comments and suggestions to gsimon@sch.ci.lexington.ma.us.
Horizons Algebra 1 Grade 8 The Horizons Math series from Alpha Omega Publications is a very highly rated Christian based math curriculum. The Horizons Algebra 1 course is now available and recommended for students in grades 8 or 9. In this course your student will learn about exponents and powers, absolute value, radical expressions, multiplying and dividing monomials and polynomials, the Foil Method, and factoring trinomials, as well as solving, writing, and graphing linear equations. Horizons Algebra 1 Student Book Publisher: Alpha Omega Publications The Algebra 1 Student Book has 160 daily lessons, 16 sports and real-life applications, and 15 college test-prep problem sets. Your student will learn basic operations with monomials, polynomials, and rational expressions, as well as linear equations and graphing, quadratic equations and functions, conjunctions, and disjunctions. In addition there are
Algebra II Course Description: This course is for the highly competitive college-bound student. It is open to those students who excelled in Algebra I grade 8, Plane Geometry grade 8, or excelled in both Algebra I 12 and Plane Geometry 22. Students expand their knowledge of concepts and skills developed in Algebra I using them to solve problems from many areas of study. Quadratic equations and functions are studied along with their graphic representations. Students also study the complex number system, logarithms, and exponential and radical equations. Algebra II 32 Full Year (two semesters) 1 Credit Prerequisites: Successful completion of Algebra I Course Description: This course reviews the concepts developed in Algebra I and pursues them to completion. The student will use these skills to solve verbal problems from many different areas of study. Quadratic equations and functions are studied along with their graphic representations. Graphic representation of other functions, along with base b logarithms and complex numbers will be stressed. Conic sections also are studied using graphing calculator. Students successfully completing this course may qualify to receive college credit for Intermediate Algebra from Naugatuck Valley Community College through the College Career Pathways Program beginning in the 2012-2013 school year. See News for details. Algebra II33 1 Credit Full Year (two semesters) Prerequisites: Successful completion of Algebra I 13 Course Description: Algebra II 33 is intended for students needing a slower, more concrete, and/or visual approach to develop concepts and methods to solve algebraic problems. The concepts developed in Algebra I are reviewed and extended to solve verbal problems from many different areas of study. Graphic representation of families of functions, particularly quadratic functions, will be a major area of study along with logarithms and the complex number system
Are you having trouble with trigonometry? Do you wish someone could explain this challenging subject in a clear, simple way? From triangles and radians to sine and cosine, this book takes a step-by-step approach... $ 5.79 Are you having trouble with math word problems or problem solving? Do you wish someone could explain how to approach word problems in a clear, simple way? From the different types of word problems to effective... $ 5.79 Are you having trouble with graphs? Do you wish someone could explain data, graphing, or statistics to you in a clear, simple way? From ratios and line plots to percentiles and sampling, this book takes a step-by-step... $ 5.79 Mathematics for Engineering has been carefully designed to provide a maths course for a wide ability range, and does not go beyond the requirements of Advanced GNVQ. It is an ideal text for any pre-degree engineering... $ 42.49 Unlike most engineering maths texts, this book does not assume a firm grasp of GCSE maths, and unlike low-level general maths texts, the content is tailored specifically for the needs of engineers. The result... $ 31.79 Automotive technicians and students need a firm grasp of science and technology in order to fully appreciate and understand how mechanisms and systems of modern vehicles work. Automotive Science and Mathematics... $ 33.79 Unlike most engineering maths texts, this book does not assume a firm grasp of GCSE maths, and unlike low-level general maths texts, the content is tailored specifically to the needs of engineers. The result...
Intermediate Algebra - 3rd edition Summary: KEY BENEFIT:Intermediate Algebra, Third Edition, by Tom Carson, addresses two fundamental issues-individual learning styles and student comprehension of key mathematical concepts-to meet the needs of today's students and instructors.Carson's Study System, presented in the ldquo;To the Studentrdquo; section at the front of the text, adapts to the way each student learns to ensure their success in this and future courses. The consistent emphasis on thebig picture of algebra, with pedag...show moreogy and support that helps students put each new concept into proper context, encourages conceptual understanding. KEY TOPICS: Real Numbers and Expressions; Linear Equations and Inequalities in One Variable; Equations and Inequalities in Two Variables and Functions; Systems of Linear Equations and Inequalities; Exponents, Polynomials, and Polynomial Functions; Factoring; Rational Expressions and Equations; Rational Exponents, Radicals, and Complex Numbers; Quadratic Equations and Functions; Exponential and Logarithmic Functions; Conic Sections MARKET: For

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