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Marks Distribution 2012: [View all subjects] Listed below are the percentage distributions of marks from the 1344 students who sat the Higher level Applied Maths exam in 2012.
Listed below are the percentage distributions of marks from the 146 students who sat the Ordinary level Applied Maths exam in 2012.
Senior Cycle - Applied Maths
Subject Group: Science
These subjects demonstrate how to explore nature using carefully planned methods, and teach the basic methods and findings of scientific investigation.
What is Applied Maths?
Applied Maths is, as its name suggests, the study of practical applications of mathematics to the real world and physical problems. It is typically associated with engineering and physics, but also finds use in economics, finance, business, environmental studies, and even chemistry and medicine. The Applied Mathematics course at Leaving Certificate would be called 'Theoretical Mechanics' or 'Mathematical Physics' in third level education, and it is one of many branches of the more general field of Applied Mathematics.
The course essentially covers the mathematics behind the behaviour of objects when placed in various situations, such as being thrown as projectiles, bounced off walls or other objects, immersed in fluids, or swung around on a rope. There are 10 questions on the exam paper, each covering one of these topics in detail. However, the exam only requires the student to complete six questions, so it is not uncommon for teachers to focus on six or seven topics, which makes the course and workload more manageable.
The course tends to avoid theory-heavy questions (such as proofs and manipulating formulae) which are found on the Mathematics paper, instead offering practical problems with numerical solutions, such as computing the volume of fluid in a container, or finding the optimal angle to throw a projectile at so that it will travel as far as possible. As a result, Applied Maths is excellent for developing strong problem solving skills, which are very valuable for future employment.
Students considering a career in any area of Engineering, Science, Information Technology, Business, Finance, Architecture or Education.
Students who are studying Leaving Cert. higher level Maths. This course also helps students studying Physics, due to some overlap in the course content.
Students who need high entry points to get into university. On average over the past 3 years, 27% of the roughly 1280 students who sat the higher level examination each year received a grade A1 or A2. Aside from niche languages such as Latin, Russian, and Japanese, this means that Applied Maths has the highest A percentage in the Leaving Cert.
Why might you choose Applied Maths?
If you are are getting A or B grades in Maths and Physics, you should be capable of getting similar grades in Applied Maths thus enabling you to increase your points in the Leaving Cert.
There is overlap between some parts of the Leaving Cert Physics course and the Applied Maths course, such as Linear Motion, Newton's Laws, and Circular Motion. Thus it will also help you have a deeper understanding of these topics in Physics.
As there is a high Maths content in the course it will also give you a better understanding of some parts of the Honours Maths course – especially Trigonometry, Calculus (Differentiation and Integration) and Vectors.
It is ideal for students who may be weak at other subjects (such as languages) and good at Maths as they can do honours Applied Maths to increase their points .
It is very possible to cover the whole course in one year if a student is committed. Thus if you are starting Leaving Cert year, it is not too late to start.
If you are considering studying any kind of engineering in college, Applied Maths is very important – all engineering students have to study Applied Maths in first year in college and you will have a head start if you have the Leaving Cert course done.
Third Level Entry Requirements
This subject is not an essential requirement for any courses in the CAO system took Chemistry, Physics, Applied Maths, Technical drawing and French. It then seemed pretty natural to choose engineering in college.
If I could choose again I may have chosen something more business orientated like finance or economicsThe subjects I did in school didn't help much with my career path. The only subject I did do that was useful to me career was honours maths. As I didn't have the required subjects to get into my desired course, I did an extra year - a bridging year - Preliminary Engineering.
There are always other ways to get into courses so if you have your heart set on engineering but don't have the required subjects, look into courses like Preliminary Engineering or other bridging courses. If you haven't chosen your leaving cert subjects yet, some of the subjects that will assist you in an engineering degree is honours maths, physics, chemistry and mechanics/applied maths. year before choosing the Engineering discipline
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Everyone will agree with me that there are many levels of abstraction category theory can be introduced at. It makes no sense to start undergraduate math courses with a formal approach to category theory, I don't think anyone would argue the opposite. It makes very little sense either to postpone it to higher algebra classes of late undergrad at best or, as happens in many places, in graduate studies.
Category theory is above all a formalism, a way to frame our understanding. It has been a more and more prevalent facet of my thinking that a good notation does half the work of solving a problem, just as formulating a question properly does. Why then not start hinting towards such formulation early ? While teaching low level courses, I always have, or make a point to ensure that most of my class knows what a function is. While doing so I draw little blobs representing sets and big arrows representing a function. Then as I talk I keep presenting functions as a processes, or relations. Together with a fun example (I usually use a "friends and beer" variation) it helps them structure the knowledge they are presented with. It makes it easier to have them understand that one cannot just "add" functions by writing a plus sign in between since functions are (visually) not the same entity as numbers. It is I believe our duty to frame things as early as possible in a way that structures knowledge in the student's mind. To make another reference to food, it is better to have widely spread malleable foundations of rudimental cooking than of an elite of highly qualified cooks (of course it's best to have both).
Moreover I would like to point out that this formalism is urgently needed in other areas of science. As a physicist by training I cannot overstate the importance of category theory in areas of science other than mathematics. And even after a MS in theoretical and mathematical physics, "functors" and "categories" were frightening words that were reserved to Jedi Masters. I am but saddened by that state of things. About everything in physics deals with processes and change and yet there seems to be very little push to spread the categorical lingua. Relativity screams category theory (equivalent views of the world in different frames yet non identical), the standard model's soul is categorical (groups, tensor structures of representations, etc...). Why should we wait so long to plant these seeds ? Why not let them germ throughout the student's curricula.
In conclusion while it is dysfunctional to force feed students categories (why teach an intensive Japanese course to someone that just wants to make suchi ?), it is criminal to keep it, to its core, our little secret. I believe we need to join forces to move very basic categorical formalism to bigger circles, sans tambours ni trompettes (without fanfare), and without bells and whistles.
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This set is for students that
are new to algebra and are looking to progress their skills. The
pack starts off with basic equation solving and works up to algebra
standards. Topics include: Solving equations, function tables, writing
sentences as equations, simplifying equations, evaluating expressions,
addition principle, multiplication principle, associative property,
commutative property, distributive property
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Algebra I is the study of various number sets. The basic operations of addition, subtraction, multiplication and division are applied to the sets of integers, rational and real numbers. Variables, exponents, and linear equations are treated in the context of developing problem solving skills. Algebra I provides a solid foundation for the Algebra II course.
Algebra II will help students develop new concepts based on their previous experience in Algebra I. This course will cover first degree equations to quadratic functions including polynomials and factoring, rational expressions, real exponents, systems of sentences, quadratic equations, verbal problems and graphing.
Geometry is the mathematics of measurement and the study of the arrangement of points and figured in space. This course will use basic algebraic concepts to solve problems involving lines, segments, angles, polygons and circles. The solving of geometric proofs through the use of theorems, postulates, corollaries and definitions enables students to develop and strengthen deductive reasoning skills.
Trigonometry is an extension of Algebra with the inclusion of a unique set of definitions. This course deals with triangles and emphasizes the functions of angles, radian measure, polar coordinates, identities and various applications including navigation, displacement, surveying, construction and forces.
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Mathcad - a software tool to perform various mathematical and engineering calculations, which provides the user with tools for working with formulas, numbers, graphics and text. Also present in the assembly videokurs �MathCad 14."
Using the author's considerable experience of applying Mathcad to engineering problems, Essential Mathcad introduces the most powerful functions and features of the software and teaches how to apply these to create comprehensive calculations for any quantitative subject. The simple, step-by-step approach makes this book an ideal Mathcad text for professional engineers as well as engineering , science, and math students. Examples from a variety of fields demonstrate the power and utility of Mathcad's tools, while also demonstrating how other software, such as Excel spreadsheets, can be incorporated effectively. A companion CD-ROM contains a full non-expiring version of Mathcad 14 (North America only). The included software is for educational purposes only.
Mathcad is the industry-standard software for engineering calculations. Its easy-to-use, unitsaware, live mathematical notation, powerful capabilities, and open architecture allow engineers and organizations to streamline critical design processes.
Options for settlement planning of experiments (design of experiments (DoE)) - added 25 new features that help reduce the time spent on the field experiments, by understanding the general trend in the tests. Applications DoE help to find the critical factors and optimal conditions for testing of complex processes. Templates for a few experiments, when there are multiple levels of the experiment (test modes) and different conditions.
In-depth integration with the database KnovelMath - quick access to a database on engineering and technical standards reduces the time for complex calculations.
Integration with software Kornucopia, produced by Bodie Technology, designed to reduce the time and effort spent on analysis. Providing templates for calculations in Mathcad, this module allows the use of tried and tested processes for a comprehensive evaluation of the data of field experiments and the results of calculations.
First integration with the database Truenumbers - Truenumbers from True Engineering Technology provides developers with access to various reference materials and data. Results of Mathcad simply transferred to different document formats, which greatly facilitates the transfer of data on key chain employees
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The CSU-SAI Program is a FREE 6 week MATH COURSE offered to 6th ,7th ,8th ,9th grade students who seek to advance their math skills. The course is taught by a profession math instructor and will meet 5days a week from 8am-Noon. June 17 - July 26. class size is limited.
This fun filled, interactive class will explore historical perspectives of mathematics and will scaffold content so that algebraic thinking is developed and basic skills are mastered. Participants will engage in a variety of activities and college tours as well as calculate and write about mathematics. Students who successfully complete this challenging course will be prepared to handle the rigors of Algebra in the Fall-2013 academic year.
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Ideas from Classroom Teachers for Quadratic Functions
As this is a continuation of year 1, this unit should proceed quickly. This particular portion of the unit allows for alternative types of assessment. Use of a graphing calculator with a statistical package allows for deeper discussion and understanding of this material.
As an introduction to the topic, you can use the following formula as an example of a quadratic function: vt – 16t2 = 0, where v represents the initial velocity in feet per second and t the time in seconds for a projectile to hit the ground (i.e. arrow in archery, time in the air; kick of a football, time in the air; fireworks, time in the air).
Use other physics formulas to gather data. Use of probes and meters, if available, to measure time and distance and plot the data. This topic is a good opportunity to have some cross-curricular work or team teaching with the science department.
A good review of factoring needs to be done here. In my opinion, additional factoring methods need to be introduced as well: greatest monomial factor, difference of squares, factoring trinomials, difference of cubes, and sum of cubes.
Concerning graphs of quadratics: Relate the quadratic formula to the x-intercepts, the vertex, and the axis of symmetry.
Complex numbers will be of interest to students in the development of numbers and number theory. Students will need just an introduction to complex numbers since some of the solutions for the quadratics will be written in complex number form. The more in-depth discussion of complex numbers can be done in later courses. B'' groups may need to spend more time here, but it is worth it to get them comfortable with complex numbers.
Another opinion on introducing complex numbers: The focus here should be on finding and simplifying roots of negative numbers in the context of solving quadratic equations.
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Math Principles for Food Service OccupationsMath Principals for Food Service Occupations, 4th Edition" is an important tool for the student preparing for a career in the food service industry. The book explains that, like cooking or baking, math is sequential and a student must first master basic math skills before being able to create gourmet meals or desserts. Quotes from chefs and managers are interspersed throughout the book, relaying the relevancy of math skills to the food service professional on the job. This 4th edition contains completely updated material and presents the math ... MOREproblems and concepts in a simplified, logical, step-by-step process. The book offers practical and useful information including explanations relative to figuring menu and food cost procedures and teaches math skills needed to utilize a computer spreadsheet program.
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Math 11
This course is intended for those students with a solid foundation in mathematics and who plan to attend university. In this course, students will develop their understanding of symbol manipulation and generalizations of more sophisticated mathematical concepts. Topics covered include: quadratic functions, polynomial functions, rational functions, analysis of equations and inequalities, geometry properties, and coordinate geometry.
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Probability and Statistics Part 2
In this series more advanced topics such as standard error of mean, and hypothesis testing are dealt with in depth in a clear and informative presentation.
Important concepts are repeatedly reinforce throughout the series and lots of practice exercises insure that the student is able to master the concepts in a methodical manner. Dynamic teacher presentations will stimulate the student's attention while animated colorful graphics enable students to visualize in a clear fashion what otherwise would be confusing and abstract material.
With as little as thirty minutes per day with Math Made Easy, you'll master Probability and Statistics in thirty days
Customer Reviews:
Karen (Thursday, 27 December 2012)
Rating:
These programs were great. My daughter was a solid C student in Math from 1st to 7th grade. At the beginning of 8th grade, she started learning algebra with Math Made Easy Dvds, and now she is getting straight A`s
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Heart Of Mathematics, Manipulative Kit (new) - 3rd edition
Summary: An excellent resource for the general reader, the third edition succeeds at uncovering the mathematics inherent in the world around them in an accessible way. It introduces them to the most important and interesting ideas in mathematics while inspiring them to actively engage in mathematical thinking. The emphasis is placed on mathematical methods of investigation as well. Mindscape exercises are also included for the development of application, problem-solving, and argumentation ski...show morells. Visualizations techniques are also integrated throughout the book to make key concepts easier for the average reader to understand
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Graph2Go 0.84: Free Download
All downloads are original and not repacked or modified in any way by us
Secure downloads are files hosted and checked by Softpedia
Graphing calculators are instrumental in teaching and learning mathematics. It is an environment that supports conceptual understanding of functions in general, and school algebra and real analysis in particular. Especially, it enhances connections between graphic and symbolic representations. A major objective of algebra teaching is equipping learners with tools to mathematize their perceptions... [read more >>]
NOTE: If you have problems downloading Graph2
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Calculus Math 1A
The standard assumption when taking Calculus is that you the student
have expertise in algebra, trigonometry, and pre-calculus. If you need to review any of those subjects, just click on the On-Line Tutorials link, read through the directions on how to access and use the
tutorials, and then click on the appropriate course link.
The following tutorials are intended to correspond to our current text: Calculus 7th Ed. Early Transcendentals, by J. Stewart.
This first course (Math 1A) in Calculus covers the first four chapters of the text; Chapter One is a review of some basic concepts of functions (inverse, combination, composition, exponential & logarithmic). Make sure you are familiar with the tutorial access instructions presented in the On-Line Tutorials link. *Just remember to 'back-page' to return to this page, so that you can continue through the Calculus tutorials.*
There are two primary sources of tutorials that will be presented here: MathTV and KhanAcademy. The MathTV has essentially one link: embedded within its website are drop-down menus which lead to the various 'sub-links'. On the other hand, KhanAcademy has a menu of individual links.
The means of presentation are quite different on both sites. You should check out both sites, as each has benefits.
The MATHTV menu gives links for the following # Limits # Derivatives # Applications of Derivatives corresponding to the three chapters of this course: Ch 2 Limits and Derivatives Ch 3 Differentiation rules Ch 4 Applications of Differentiation
NOTE: The various tutorials under the very first link # Limits contains examples that are not quite in the order of our chapter. For example, the first four videos are about the 'e-d' (epsilon-delta) definition of a limit, but this concept does not appear in our chapter until section 2.4 , so for sections 2.2 - 2.3 skip down to example 5 and beyond for various videos.
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An introduction to algebraic number theory for senior undergraduates and beginning graduate students in mathematics. It includes numerous examples, and references to further reading and to biographies of mathematicians who have contributed to the development of the subject. Includes over 320 exercises, and an extensive index. more...
Geroldinger and Halter-Koch, both professors of mathematics at Karl Franzens University in Austria, outline the present state of the theory of non-unique factorizations and discuss related algebraic, combinatorial, and analytic fundamentals. The introductory chapter is accessible to readers with background in standard basic algebra. Coverage then m more...
The square root of 2 is a fascinating number, if a little less famous than such mathematical stars as pi, the number e, the golden ratio, or the square root of 1. This book shows why v2 is an important number, and how, in puzzling out its special qualities, mathematicians gained insights into the illusive nature of irrational numbersThere are many intersections between the fields of algebra and number theory, and in certain cases there exist explicit algebraic analogues of theorems from number theory. Presenting the tools needed to explore these linkages, this reference explains the conceptual foundations of commutative algebra arising from number theory. more...
Arranged to present the evolution of concepts and ideas of the subject, this is a collection of about 500 problems in algebraic number theory. Containing solved problems, it is designed for students with the usual background of undergraduate algebra. more...
Provides a study of supplements and projectivity conditions needed to investigate classes of modules related to lifting modules. This book introduces small submodules, the radical, variations on projectivity, and hollow dimension. It considers preradicals and torsion theories, decompositions of modules, supplements in modules, and lifting modules. more...
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CFCC General Education Competencies Will Incorporate All or Some of the Following:
Written Communication
Understanding Social Structure
Oral Communication
Problem Solving
Critical Thinking
Understanding Scientific Concepts & Application
Basic Computer Usage
REQUIRED ACCESS CODE, OPTIONAL TEXT:Concepts of Calculus with Applications, first edition by Martha T. Goshaw. You must have a graphic calculator. I recommend a TI-84. You'll also be completing online homework and quizzes. To access the homework, quizzes and online resources you will need a student access code (which comes with your new text or can be purchased online). If you prefer, you can purchase the access code online and use the available e-book. To remain enrolled in both the course and the lab you must log into your CFCC Blackboard courses (MAT 263 and MAT 263A) the enrollment verification discussion board by the census date.
COURSE DESCRIPTION: This course introduces the concepts of differentiation and integration, and their applications to solving problems. The course is designed for students needing one semester of calculus. Topics include functions, graphing, differentiation, and integration with emphasis on applications drawn from business, economics, and biological and behavioral sciences. Upon completion of the course, students should be able to demonstrate an understanding of the use of basic calculus and technology to solve problems and to analyze and communicate the results. The lab component of this course is designed to enhance classroom activities.
COURSE OBJECTIVES: Upon completion, students should be able to: write the equation of the tangent line to a curve at a specific point; calculate multiple derivatives of an algebraic function; determine over which intervals a function is continuous; identify points of discontinuity of a function; use first and second derivative tests to identify extrema and inflection points; use the first derivative in application problems such as marginal cost, marginal revenue and marginal profit; calculate average rates of change as well as instantaneous rates of change; find antiderivatives and definite integrals of algebraic functions; appropriately apply the definite integral to application problems.
PREREQUISITES: Completion of MAT 161/171 COREQUISITES: MAT 263A (lab)
EVALUATION: You will have one proctored final exam and an online mid-term each worth 20% (for a total of 40% of your course grade). You will have four online unit quizzes worth 10% each (for a total of 40% of your final course grade). You will have 10 online homework assignments. The average of all your online homework assignments will represent 20% of your final course grade. THERE WILL BE NO MAKE UP OR LATE WORK! CFCC's grading scale is as follows:
92 - 100 A
84 - 91 B
76 - 83 C
68 - 75 D
67 - below F
We will be covering Topics 0 – 24, Units 0 – 3, in your text.
PROCTORING OFF CAMPUS: The following represents guidelines for having your exams proctored off campus:
If you live outside a 50-mile radius of Cape Fear Community College you may have your exam proctored by another educational institution.
It is the student's responsibility to contact an accredited college/university in his/her area for that person to act as a proctor. The contact should be made no later than November 14th .
An examination proctor is a responsible individual who is NOT a relative, close friend, coach, or employer of the student.
ATTENDANCE: Attendance online is based on the number of assignments missed. You cannot miss more than 20% of any combination of assignments and still successfully complete the class. Students
Students the opportunity to make up any tests or other work missed due to the excused absence and should work with their instructors in advance of the excused absence to delineate how to make up the missed coursework.
EXAM: Be prepared, have a pencil and your calculator (check your calculator batteries the night before). You will not be allowed to share calculators on the final. Turn cell phones off prior to entering the classroom as well as remove all head phones and headsets. Do any last minute reviewing outside of the classroom. Remove everything from the top of your desk except your pencil and calculator. If scrap paper is needed, I will provide it. Once you have started the exam you may not leave the room and return to continue working on it. If you finish the exam prior to the end of the allotted time period, you may leave quietly after turning it in. You may not ask questions after starting the exam. Following the procedures outlined in the 2010-2011 CFCC catalog on page 23, if I observe you cheating on an exam, you will receive a grade of "0" for that exam.
STUDENT EMAIL: You have a CFCC email account. Access the website and click on the myCFCC link. You will see the My Classes link, which houses your course websites. You will also see the email icon, which is your student email. Your username is part of your email address: user@mail.cfcc.edu. (Note if you've had a CFCC email address in the past, this one differs because we've changed 'email' to 'mail' in the address.) Your email account may be used for personal or academic reasons, up to three years after you leave the college, and is subject to the CFCC Computer Acceptable Use Policy.
DISABILITY SERVICES: If you are a person with a disability and anticipate needing accommodations of any type in order to access or participate in this class, you must contact the Disability Support Services Office (Galehouse Bldg. room A215, 362-7012 or 362-7158), provide the necessary documentation of the disability and arrange for the appropriate authorized accommodations. All information shared with the Disability Support Services Office is protected as confidential.
DISCLAIMER: Information contained in this syllabus was, to the best knowledge of the instructor, considered correct and complete when distributed for use at the beginning of the semester. The instructor reserves the right, acting within the policies and procedures of Cape Fear Community College, to make changes in course content or instructional techniques without notice or obligation.
Tobacco use is prohibited on all CFCC property. The first offense is a warning and the second offense may result in disciplinary action.
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50 Engaging Stories for Students to Read, Fill In, Solve, and Sharpen Their Math Skills
These funny and engaging "mad lib" worksheets give kids a fun way to practice math skills and solving word problems. Skill topics correlate to the NCTM standards and include addition, subtraction, measurement, time, patterns, algebra readiness, and lots more. They're perfect for partner and small-group learning. For use with Grades 2-3
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.
"Geometry" is a new text for high school geometry that continues the approach that has made AMSCO a leader in presenting mathematics in a contemporary, integrated manner. Formal logic is presented as the foundation for geometric reasoning. A logical system of reasoning and proof is carefully built using appropriate language, postulates, and theorems. Reading age for native speakers: High School students
In Western Civilization Mathematics and Music have a long and interesting history in common, with several interactions, traditionally associated with the name of Pythagoras but also with a significant number of other mathematicians, like Leibniz, for instance. Mathematical models can be found for almost all levels of musical activities from composition to sound production by traditional instruments or by digital means. Modern music theory has been incorporating more and more mathematical content during the last decades.
Accessible to students and flexible for instructors, College Trigonometry, Sixth Edition, uses the dynamic link between concepts and applications to bring mathematics to life. By incorporating interactive learning techniques, the Aufmann team helps students to better understand concepts, work independently, and obtain greater mathematical fluency.
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We have a number of resources on our site for teaching and reviewing quadratic equations and functions. In this Blog entry we bring them together to make it easier to find them.
Quadratic Equations and Functions
Math Examples
Our Math Examples page includes hundreds of worked-out examples for a variety of algebra topics. Far exceeding the handful of examples found in textbooks, our Math Examples allow students to recognize among the solutions to better anchor their understanding of the concept.
TI-Nspire Video-Based Tutorials
Our TI-Nspire Mini-Tutorials support the original TI-Nspire Clickpad, the more recent Touchpad, and the new TI-Nspire CX. Each video tutorial shows all keystrokes and also allow for exploration of key math topics.
Math Examples
Math Solvers
We have a math solver for calculating the slope, given two sets of coordinates: But rather than merely calculating the slope, our solvers go through the solution for finding the slope. This provides an excellent opportunity to review the concept.
In our current issue of Math in the News we look at the geometry of the Freedom Tower at 1 World Trade Center. Arising from the ashes of 9/11, a new tower is scheduled for completion in 2013.
The architecture of the Freedom Tower reveals some interesting surprises. For one thing, the main body of the tower is, unlike most office towers, not a rectangular prism. Instead, the structure is that of an antiprism. This animated sequence gives a 360° view of an antiprism.
A square antiprism can be unfolded to create two pyramids, as shown in this animated sequence.
This geometric property reveals a lot about the architecture of the Freedom Tower and how it serves as a memorial to the Twin Towers.
In the current issue of Math in the News, we look at a simple method for developing a computer tracking system for hurricanes. Using Excel, we create a "random walk" simulation of a hurricane path.
The key idea is that a truly random walk simulation would not produce anything like a hurricane's path. A controlled randomness is what is required and this allows us to introduce the notion of managing the random variables.
In order to end up with a path that goes in a northwesterly direction, the random number generator must favor moving up and to the left, rather than down and to the right. The latter are not, of course, excluded, but the preponderance of the movement is in the preferred direction. Furthermore, students can tweak the random variables to create a hurricane path that goes toward the Gulf of Mexico or, like Hurricane Irene, along the Eastern Seaboard.
Try this activity as a back-to-school introduction to (or refresher on) random number generation.
Coming in 2012, Media4Math is pleased to announce the release of its online media libraries for Algebra, Geometry, and Graphing Calculators. Called Library++, this collection of multimedia resources will include lesson plans, interactive activities, video, animations, simulations, and assessment.
Media4Math's Algebra Library
The Algebra Library will launch in January 2012 and will include a complete set of multimedia resources to support a full-year algebra curriculum. This will be an ideal instructional and tutorial library that will literally bring algebra to life. Classroom teachers, homeschool educators, and resource centers will all benefit from the vast resources in this library.
TI-Nspire CX Library
Launching the spring of 2012, the TI-Nspire CX Library will include a complete library of interactive lessons that use the new TI-Nspire CX graphing calculator. No other media resource will come close to providing curriculum-focused support for integrating the Nspire CX. This library also offers support for a full-year algebra course.
Media4Math's Geometry Library
Finally, launching in the fall of 2012 is the Geometry Library, which is a complete multimedia resource for a full-year geometry course.
The Library++ Multimedia Solution will come at a single subscription price, depending on whether the end user is a student, teacher, school, or district. Our pricing will amaze you.
Get a preview of these libraries by clicking here. Each Library has its own tab that includes preview content.
Also, please register at our Library++ site to stay up-to-date on the launch and other pre-release news.
In our next issue of Math in the News, we look at the new NFL Collective Bargaining Agreement (CBA). This is a follow-up to our 6/20/11 issue, which dealt with the previous CBA.
We focus on the new minimum salary requirements. This is important, since this affects the vast majority of NFL players. While there will always be super stars earning hundreds of millions of dollars, these are by far the outliers. The average NFL player, whose career is of finite length, needs a salary structure that ensures a livelihood that extends well beyond his NFL days.
This table summarizes the minimum salary, based on the number of completed seasons (CS) for a player and the starting year.
An analysis of this data allows for an exploration of the following math concepts:
In our next issue of Math in the News we look at federal spending. This is a timely topic, since the debt ceiling was recently increased and the levels of government spending are becoming worrisome as the national debt increases.
We look at data from the White House Office of Management and Budget (OMB), which has a wealth of data. These data sets are easily downloadable as Excel spreadsheets.
OMB data: Federal Spending from 2000-2010
We look at the dramatic increase in spending from 2000 to 2010 and ask, What was the year-to-year percent increase in spending? Students will likely estimate huge percentage increases, and the actual result will likely surprise them.
In our next issue of Math in the News, we investigate baseball stats, specifically we look at Derek Jeter's recent accomplishment: joining the 3000+ hits club. His story is particularly interesting, since he is the first Yankee to do this. There were other Yankee players that eventually got to the 3000 plateau (e.g., Dave Winfield), but these weren't Yankees at the time they reached 3000. In some ways, Jeter was lucky to be the first Yankee.
Jeter is only the second player in the 3000+ club to have hit a home run for his 3000th hit. Most members of the 3000+ club hit their 3000th hit as a single or double.
We investigate a number of data sets in different graph types. This activity would be great for back-to-school, as a way to review data analysis concepts.
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The Annual Foundation School I - 2005 - Objectives of AFS
Basic knowledge in algebra, analysis, discrete mathematics and topology forms the core of all advanced instructional schools the schools to be organized in this programme. The objective of the Annual Foundation Schools, to be offered in Winter and Summer every year, is two fold:
To bring up students with diverse backgrounds to a common level.
To identify those who are fit for further training.
Any student who wishes to attend the advanced instructional schools is strongly encouraged to enroll in the Annual Foundation Schools.
The topics listed in the syllabi will be quickly covered in the lectures. There will be intensive problem sessions in the afternoons. The objective will not be to cover the syllabus prescribed, but to inculcate the habit of problem solving. However, the participants will be asked to study all the topics in the syllabus at home since the syllabi of these schools will be assumed in all the advanced instructional schools devoted to individual subjects.
These schools will admit 40 students in their first and second years of Ph. D. programme, students of M. Sc. (II Year), university lecturers and college teachers who lack the knowledge of basic topics covered in these schools.
A participant who has attended AFS-I and II will never be allowed to attend these again.
Algebra
RAVI A. RAO
J. K. VERMA
Algebraically closed fields. (1) Fundamental theorem of Galois theory with applications to fundamental theorem of algebra and constructibility of regular polygons. (2) Galois groups of cubics and quartics Cyclotomic extensions with some number theory applications (3) Galois's solvability criterion, existence of Galois extensions of Q with given abelian group (2)
Analysis
R. R. SIMHA
spaces and Applications (3 lectures) Pre-requisites for Measure and Integration: Standard properties of real numbers including lim sup and lim inf of sequences. Topology of metric spaces. Compact metric spaces. Complete metric spaces. Baire's Theorem. Uniform convergence. Elementary properties of Riemann integral. References : W. Rudin: Real and Complex Analysis. (This book contains all the basic material and many applications; the exercises are a very valuable part of the book.) Saks: Theory of the Integral. (This book contains a complete and brief exposition of the abstract theory of Lebesgue integration.) F. Riesz and B. S. Nagy: Functional Analysis. (This book is written in a leisurely style, and contains a wealth of information. Very good for browsing.) E. H. Lieb and M. Loss - Analysis. (This book is written for analysts and physicists, and contains much non-standard material.)
Depending upon the feedback from students, the above syllabus is subject to minor (but not major) modifications. A prerequisite for the course is a sound knowledge of Calculus and Riemann Integration Theory. Some familiarity with Lebesgue Integration Theory and elementary Hilbert Space Theory is desirable, but (hopefully) not absolutely essential; in any case, the results used from those theories will be stated explicitly. References : 1) George Bachman, Lawrence Narici and Edward Beckenstein, Fourier and Wavelet Analysis, Springer-Verlag, New York, 2000. 2) Richard L. Wheeden and Antoni Zygmund, Measure and Integral, Marcel Dekker Inc., New York, 1977. 3) Balmohan V. Limaye, Functional Analysis, New Age International (P) Ltd., New Delhi, 2004.
H. Bhate
Basic theory of ordinary differential equations: Existence of local solutions for first order systems, maximal time of existence, finite time blow-up, global solutions. Gronwall inequality, Continuous dependence on initial data and on the vector field on bounded intervals. Examples of linear systems, Fundamental solutions. (8 lectures)
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More About
This Textbook
Overview
A clear, practical and self-contained presentation of the methods of asymptotics and perturbation theory for obtaining approximate analytical solutions to differential and difference equations. Aimed at teaching the most useful insights in approaching new problems, the text avoids special methods and tricks that only work for particular problems. Intended for graduates and advanced undergraduates, it assumes only a limited familiarity with differential equations and complex variables. The presentation begins with a review of differential and difference equations, then develops local asymptotic methods for such equations, and explains perturbation and summation theory before concluding with an exposition of global asymptotic methods. Emphasizing applications, the discussion stresses care rather than rigor and relies on many well-chosen examples to teach readers how an applied mathematician tackles problems. There are 190 computer-generated plots and tables comparing approximate and exact solutions, over 600 problems of varying levels of difficulty, and an appendix summarizing the properties of special
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Our first year liberal arts mathematics course is a survey in breadth rather than depth of a variety of mathematical topics. While emphasis is on the spirit, concepts and structure of modern mathematics, manipulative skills and techniques are also developed. This course is usually the only mathematics course that the students accomplish in their undergraduate studies. The class size varies between 20 to 35 students per section each semester. Usually two sections of this liberal arts mathematics course are offered in the fall semester and one section in the spring semester. One of the spring sections met three times a week for 50 minutes each class period and the other sections met twice a week for 75 minutes each day.
For each semester of the lesson study, classes were taught in technology enhanced classrooms where projection of computer files was available. In spring semester students were arranged in groups at tables and in the fall semester students were provided movable single desks. This also provided an opportunity to work in small groups, but was not as natural as conversing when seated at the same table. The revised version of our lesson utilized digital ink as the teacher collaborated with the students and recorded initial data into a table. This specialized equipment is recommended but could be substituted by an overhead projector and tables prepared on transparencies.
The class atmosphere in each of the sections was congenial, students were comfortable and friendly toward each other and were used to working in small groups and writing about mathematics as well as solving problems.
One component of this course is applications in real contexts (quantitative literacy). This lesson study focused on interest rate models based on applications of linear functions (municipal bonds) and exponential functions (certificates of deposit). This lesson would be the first lesson on the mathematics of financial literacy.
Executive Summary
Our main goal for this lesson is for students to understand the difference between simple interest and compound annual interest. Prerequisite to understanding these concepts is the understanding of the mathematics concepts of rate (interest rate) and percents. A related goal is the recognition of the additive nature of simple interest providing a linear rate of growth (additive sequence) and the multiplicative nature of compound interest providing an exponential rate of growth (geometric sequence). Included in our goals is the ability to represent these relationships in numeric, tabular, and graphical forms.
Part of the rationale for this project defined in the fall of 2007 was the recent home foreclosures problem in the U.S. (indicating that individuals did not understand the mathematics perhaps of home loan agreements). Unfortunately, the impact of the foreclosure crises was felt even more strongly a year later during our lesson study with the failure of numerous financial institutions and major losses in the stock market.
The recent national interest in financial literacy as it relates to citizens understanding rates, percents, investment, interest earned, and growth relate directly to this lesson study. This first lesson on the mathematics of financial literacy is on simple interest earned in contrast to compound interest earned annually.
The investment context first introduced was the additive application of simple interest. Students represented an investment in numeric and tabular form and extended the data by working in small groups using a calculator. This data was also analyzed using its graphical form. The compound interest earned (exponential rate of growth) was studied in the same fashion by small groups of students. Students made longer term predictions as to which form of investment would be best over time. Excel was used to investigate further the impact of longer term investments in contrast to each other. These activities were at an appropriate level and resulted in students analyzing differences between the two types of interest earned both numerically and graphically. By the end of the lesson, students readily recognized the type of interest earned directly from only a graphical representation.
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Search form
Sketchpad Calculus Activities
Note: If you are using Internet Explorer and are unable to download the .zip activity files, right-click the download link and choose Save Target As to save to your computer.
Instantaneous Rate
Students learn about instantaneous rates and derivatives by investigating the rate of change of a door's angle as it closes. They look at the graph of the angle as a function of time, calculate the average rate of change between two points on the graph, make the time difference between the points smaller and smaller, and discover that the average rate (the slope of the secant) approaches a limiting value: the derivative. Download Activity Files (.zip)
Plotting the Derivative
Students approximate the derivative by constructing a secant line between two points on the graph of a function and graphing the value of the secant's slope. They improve the approximation by moving the points that determine the secant closer together. They edit the original function and practice predicting the shape of the derivative graph from the shape of the function graph. Download Activity Files (.zip)
One Type of Integral
Students explore the concept of definite integral by using a velocity graph to estimate the distance a car travels. They count grid squares beneath the graph, and then make the squares smaller to improve the accuracy of their approximation. They use the same method to approximate definite integrals for several different functions. Download Activity Files (.zip)
Taylor Series
Students approximate the sine function using a Taylor series. They construct one point corresponding to the first partial sum and iterate to find points corresponding to the subsequent terms. Their final result is a graph drawn to any desired depth. Download Activity Files (.zip)
A Geometric Approach to eiπ
Students explore eiπ. They first explore the limit of (1+x/n)n for large values of n to find that it approaches ex. They then replace x with iπ and use a geometric approach to multiplication on the complex plane to find the limit and evaluate eiπ. Download Activity Files (.zip)
Barnsley's Fractal Fern
Students create several functions that transform a point and then iterate the transformation, choosing randomly among the functions, to create a fractal fern and other fractal shapes. Download Activity Files (.zip)
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Review Algebra with Two Sessions RefresherTake a quick review of Algebra in this 2 sessions long course, taught by an expert Mathematics teacher!
This course is a non-graded online review for those of you who want to learn Algebra. This two classes refresher course is specially designed for those of you who want to take a review of Algebra and its various applications. Short, detailed, and precise explanations of Algebra will be provided in this course. Course instructor, Dr. Rose is a PhD holder who has taught Math for 20 years. She teaches Math in an interactive, engaging, detailed, and very thorough manner which keeps students interested in the subject. Thorough review of concepts and applications of Algebra, you will also be prepared for the advanced level course in algebraic sequence.
In this course you will:
Review Algebraic terminology
Review basic algebraic operations
Review algebraic fractions
Review algebraic expressions
Review literal, linear, and systems of equations
Review graphing inequalities
Review basic word problem structure
NOTE: Course will be conducted December 12th (Monday) & December 13th (Tuesday) at 7:00 PM (PST)
This course will be helpful for:
Any student who wants to take a quick review of basics of Algebra
What's included in this course:
2 LIVE interactive online classes + Access to online classes
Course timings: Classes will be held on Dec 12th (Monday) and Dec 13th (Tuesday) at 7:00 PM (PST)
Online access to study material - Word Docs and PPTs
2 online tests to review your performance
Course outline:
Problem Solving Skills
Word Problems
Rules and Basic Operations
Algebraic Terminology
Basic Literal, Linear, Non-linear Equations and Inequalities
Graphing Linear Equations and Inequalities
About course instructor:
Jacquinita A. Rose holds a Ph.D. from University of Oklahoma. She has 20 years in teaching mathematics to students. Dr. Rose teachers in an interactive, engaging, detailed, and very thorough manner which keeps students interested in the subject. Dr Rose enjoys exploring the countryside, writing, sports, cooking, and doing research on alternative medicines and health. A great fan of country music she hopes to meet George Strait in person some day. She lives in Port Hueneme, USA.
About the Instructor
Dr. Jacquinita A. Rose PORT HUENEME, United States
I love mathematics and science. I enjoy the rigor, the challenge, and the discovery. Most importantly, I enjoy teaching, learning, and sharing mathematics with students. I also realize that not everyone shares my enthusiasm for mathematics. So, when I teach, I try to make it fun and enjoyable, while still emphasizing the theoretical concepts and practical applications. One of the basic premises is that we together as a "group" will make it through this math class.
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Extended Mathematics for Cambridge IGCSE
'Extended Mathematics for Cambridge IGCSE' provides the first of a two-year course leading to the Cambridge IGCSE Mathematics Extended Level examination from University of Cambridge International Examinations. This is the second of two books (Core and Extended), which together completely cover the syllabus for the the Cambridge IGCSE Mathematics Extended Level.
Author: Simpson, A.
ISBN: 9780521186032
Published in 2011.
Edition: 1
Published by Cambridge University Press, India [New window] More information on Extended Mathematics for Cambridge IGCSE [New window]
Extended Mathematics for Cambridge IGCSE
Reinforcing all the basic principles and written with international students in mind, 'Extended Mathematics for Cambridge IGCSE' provides a complete course matching the extended level content of the Cambridge IGCSE 0580 Mathematics syllabus.
Author: Haighton, J, Manning, A, McManus, G, Thornton, M and White, K
ISBN: 9781408516522
Published in 2012.
Published by Nelson Thornes, UK More information on Extended Mathematics for Cambridge IGCSE [New window]
Extended Mathematics for Cambridge IGCSE - Teacher's Resource Kit (with CD)
This new Teacher's Resource Kit offers expert support for your Cambridge IGCSE teaching. The Teacher's Guide includes lesson plans and worksheets, while the Teacher's CD offers a host of customisable worksheets and ready-made editable PowerPoints. Fully endorsed by University of Cambridge International Examinations.
Author: Bettison, I
ISBN: 9780199138753
Published in 2011.
Published by Oxford University Press, UK More information on Extended Mathematics for Cambridge IGCSE - Teacher's Resource Kit (with CD) [New window]
Extended Mathematics for Cambridge IGCSE (with CD-ROM) Third Edition
The third edition of the bestselling Extended Mathematics for Cambridge IGCSE has been written for students following the University of Cambridge International Examinations syllabus for IGCSE Extended Mathematics. Written by a highly experienced author for the international classroom, this title covers all aspects of the syllabus content in an attractive and engaging format, and provides a wealth of support for students.
Author: Rayner, D
ISBN: 9780199138746
Published in 2011.
Edition: 3rd
Published by Oxford University Press, UK More information on Extended Mathematics for Cambridge IGCSE (with CD-ROM) Third Edition [New window]
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Barry Simon, I.B.M. Professor of Mathematics and Theoretical Physics at the California Institute of Technology, is the author of several books, including such classics as Methods of Mathematical Physics (with M. Reed) and Functional Integration and Quantum Physics. This new book, based on courses given at Princeton, Caltech, ETH-Zurich, and other universities, is an introductory textbook on representation theory. According to the author, "Two facets distinguish my approach. First, this book is relatively elementary, and second, while the bulk of the books on the subject is written from the point of view of an algebraist or a geometer, this book is written with an analytical flavor".
The exposition in the book centers around the study of representation of certain concrete classes of groups, including permutation groups and compact semisimple Lie groups. It culminates in the complete proof of the Weyl character formula for representations of compact Lie groups and the Frobenius formula for characters of permutation groups. Extremely well tailored both for a one-year course in representation theory and for independent study, this book is an excellent introduction to the subject which, according to the author, is unique in having "so much innate beauty so close to the surface".
Readership
Research mathematicians and graduate students.
Reviews
"Contains a very good explanation of representation theory of finite and compact groups and can be recommended to everyone for learning or teaching representation theory."
-- Zentralblatt MATH
"This is indeed a nice book ... I would recommend it precisely for the graduate course [that] I am teaching now, "Representation Theory" ... I very much like the hands-on approach and the very explicit formulae that are given ... Professor Simon has done an excellent job on this beautiful material."
-- Tudor Ratiu, University of California, Santa Cruz
"Can be recommended as a base for courses about representations of finite groups and finite-dimensional representations of Lie groups."
-- Mathematical Reviews
"This book closes a gap that impeded instruction in the principles of the theory of group representations in the past ... it would also tend to close the gap between the interested student of the subject and the advanced researcher keen on bare facts ... a most readable account of a subject of enduring fascination."
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For every student who has ever found the answer to a particular calculus equation elusive or a certain theorem impossible to remember, QuickStudy comes to the rescue! This 3-panel (6-page) comprehensive guide offers clear and concise examples, detailed explanations and colorful graphsall guaranteed to make calculus a breeze! Easy-to-use icons help students go right to the equations and problems they need to learn, and call out helpful tips to use and common pitfalls to avoid.
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Maths for Chemists
Synopsis
The two volumes of Maths for Chemists provide an excellent resource for all undergraduate chemistry students but are particularly focussed on the needs of students who may not have studied mathematics beyond GCSE level (or equivalent). The texts are introductory in nature and adopt a sympathetic approach for students who need support and understanding in working with the diverse mathematical tools required in a typical chemistry degree course. The early chapters of Maths for Chemists Volume I: Numbers, Functions and Calculus provide a succinct introduction to the important mathematical skills of algebraic manipulation, trigonometry, numbers, functions, units and the general grammar of maths. Later chapters build on these basic mathematical principles as a foundation for the development of differential and integral calculus. In spite of the introductory nature of this volume, some of the more important mathematical tools required in quantum chemistry are deliberately included, through a gradual introduction to, and development of, the concept of the eigenvalue problem. Ideal for the needs of undergraduate chemistry students, Tutorial Chemistry Texts is a major series consisting of short, single topic or modular texts concentrating on the fundamental areas of chemistry taught in undergraduate science courses. Each book provides a concise account of the basic principles underlying a given subject, embodying an independent-learning philosophy and including worked examples.
Reviews
A useful addition to the resources available for teaching mathematics to chemists. Source : "Education in Chemistry, January 2005 Issue (Paul Yates)"
"""... Undergraduates in biochemistry and all branches of chemistry, particularly students with a limited background in maths, will find this book essential. """ Source : " December 2003"
"""... The importance of mathematics in chemistry can not be under estimated; books aiming to show the many applications of the subject are always very welcome. """ Source : "Chemistry World, Vol 1, No 4, April 2004, p 59-60"
The mathematical ability of chemistry undergraduates continues to be an issue for many departments, so this new edition is a timely update to the resources available for both staff and students. Source : November 2012 | Education in Chemistry | 31
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This book is the first English translation of the classic long paper Theorie der algebraischen Functionen einer Veränderlichen (Theory of algebraic functions of one variable), published by Dedekind and Weber in 1882. The translation has been enriched by a Translator's Introduction that includes historical background, and also by extensive commentary embedded in the translation itself.
The translation, introduction, and commentary provide the first easy access to this important paper for a wide mathematical audience: students, historians of mathematics, and professional mathematicians.
Why is the Dedekind-Weber paper important? In the 1850s, Riemann initiated a revolution in algebraic geometry by interpreting algebraic curves as surfaces covering the sphere. He obtained deep and striking results in pure algebra by intuitive arguments about surfaces and their topology. However, Riemann's arguments were not rigorous, and they remained in limbo until 1882, when Dedekind and Weber put them on a sound foundation.
The key to this breakthrough was to develop the theory of algebraic functions in analogy with Dedekind's theory of algebraic numbers, where the concept of ideal plays a central role. By introducing such concepts into the theory of algebraic curves, Dedekind and Weber paved the way for modern algebraic geometry.Undergraduate and graduate students and research mathematicians interested in algebra, algebraic geometry, and the history of mathematics.
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MATH 772 Applied Math
COURSE DESCRIPTION:
A course in elementary mathematical skills for
technicians. Topics covered include fundamental operations with whole numbers,
fractions, decimals, and signed numbers ; percents; geometric figures and basic
constructions; area and volume formulas; English/Metric systems; measurements;
and the interpretation of graphs and charts.
COURSE COMPETENCIES: During this course, the student will be
expected to:
2. Compute with whole numbers, fractions, decimals, and
integers in real world and mathematical solving.
2.1 Apply the four arithmetic operations ( add , subtract ,
multiply , and divide ) to whole numbers.
2.2 Apply the four arithmetic operations to fractions.
2.3 Apply the four arithmetic operations to decimals.
2.4 Apply the four arithmetic operations to integers.
2.5 Apply the four arithmetic operations to complex fractions .
2.6 Demonstrate the use of exponential notation in computation.
2.7 Demonstrate the use of scientific notation in computation.
6.1 Construct:
a. an angle bisector
b. congruent angles
c. line segment bisectors
d. perpendicular bisector of a line
e. parallel lines
f. perpendicular to a line from a point on the line
g. perpendicular to a line from a point off the line
h. inscribed regular triangle
i. inscribed regular square
j. inscribed regular hexagon
k. inscribed regular pentagon
l. congruent triangles
m. a triangle given three sides
n. altitude of a triangle
o. center of balance of a triangle
p. inscribed circle in a triangle
q. a circumscribed circle about a triangle
8.1 Calculate the measure of an angle in both degrees and
radians.
8.2 Calculate the area and volume of plane figures.
8.3 Calculate lateral surface area, total surface area and volume of geometric
solids (prisms, cylinders, pyramids, cones, and spheres).
9.1 Identify the units in the English and Metric systems.
9.2 Convert within the English System.
9.3 Convert within the Metric System.
9.4 Convert between Metric and English Systems.
9.5 Model dimensional figures.
9.6 Calculate answers to dimensional figures.
10. Use appropriate units and tools to measure to the
degree of accuracy required in a particular situation
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Logic10 is a Boolean Algebra program that serves two purposes: Generation of Truth Tables from logic formula's; Reduction of Truth Tables by applying rules of Boolean algebra. Input is a formula or a Truth Table; Output is a Truth Table in either CNF or DNF format. The size of this table may be reduced using 6 reduction laws. Data may be saved/reloaded/printed and there is In-Line help. The website has an article that describes the reduction process. algorithms. If it does not converge to a solution the curve is optimized with the Monte Carlo method. Goodness of fit is estimated by calculating the confidence intervals, the Durbin-Watson test, the coefficient of determination, the Fisher Test and Student's t statistic.
Graphics-Explorer plots and prints 2D graphics of several types of equations. Along a set of dots, the best fitting function is calculated. Formulas may contain constants a, b or c, which are changeable with a mouse click. Graphics will adjust instantly to new values of a, b, c creating a movie like effect while unveiling the role of the particular constant. Example: y = a*sin(b*x + c) where change of constants shows variation in amplitude, frequency or phase. All colors are adjustable to personal preferences. Add personal headings to plots and prints. Save / reload: user settings; formulas. Copy graphic image to clipboard. Print graphics and more. No installation required, just download and run.
eGraph is the perfect graphing worksheet solution for: completing homework; performing in-class work; displaying graphs on a white board for classroom demonstration; and more. Easily and quickly design custom graphing worksheets for algebra. Use a projector to show graphs on a dry erase board for classroom instruction. Print worksheets for graphing equations; Build graphs with or without quadrant range numbers; Save and Load custom graphing worksheets; Build any size of graph that will fit on the paper. eGraph is free and Open Source Software, use freely in any setting. Run from a flash drive or standard installation, also runs on Mac or Linux with Java The user can easily add fitting functions of his own design. Additional options are Fourier transformation, (de-)convolution, eigen decomposition and matrix inversion.
K3DSurf from intelligent people (me) to intelligent people (you) because Mathematics can be so fun. ;-) K3DSurf is a program to visualize and manipulate Mathematical models in three, four and five dimensions. These Mathematical Objects, described with implicit/explicit parametric equations, can be either surfaces or curves. It's also a "Modeler" for POV-Ray in the area of parametric surfaces. Features: 3D, 4D, 5D and 6D HyperObjects visualization; Full support of all functions (like C language); Support of mouse event in the drawing area (Left:Rotate, Right:scale and Midle: translate); Animation and Morph effect; Povscript and Mesh file generation (and Run if PovRay is installed); VRML2 and OBJ files also supported.
Phythagoras Calculator is a handy, easy to use application designed to use the Pythagoras law to define if a triangle has a right angle or not. Find the length of the longest line of a triangle (the Hypotenuse) by entering the length of the other two. This is an Open Source project and the developer is 14 years old.
The Polygon-Overlap-Calculator program calculates the area of two (convex) polygons as well as their overlap. Convex means : any angle of the polygon is less than 180 degrees, the number of angles may vary from 3 to 12. The Polygon-Overlap-Calculator may, beside calculation of areas, be used to match geographic images such as maps and air photographs with coordinates on earth. Features include: shape of polygon changeable by mouse or by keyboard; polygons can be shifted (by mouse) in the coordinate system; images can be copied to clipboard or file; open files to load previously saved polygons and settings. Print polygons, together with coordinates information. In-Line help, no installation necessary, program makes no changes to the registry.
Ruler and Compass is a math software which was designed for helping the students of elementary or secondary schools. There are two ways of using this program. "On screen" constructions allow you to construct geometrical figures on the computer screen in the same way they are constructed with a ruler and compass. Pictures of circles, lines, and segments may be drawn with a mouse and the computer will find all intersections which allows much higher precision. The computer names all figures and names are written on the screen. The second way of using of program 'Ruler and Compass' is to write a text for geometrical constructions. Program provides a very simple and understandable geometrical-computer's language. Using it is straightforward - instead of drawing - just write. Construction text (source files) can be written with any text editor.
Corner is a program for calculating odd corners on items to be made from sheet materials like aluminium, steel, or glass. It could be the corners of aluminium or steel facades - or perhaps strangely-shaped fishtanks ;-) If you are in that line of work or a bit interested in geometry, Corner will be very easy to use as you will recognize the scenario - if not Corner will be useless to you!
Roman/Arabic Numerals Converter for everybody. Converts Roman numbers to usual (Arabic) numbers and Arabic numbers to Roman. Conversion details can be shown for educational purpose. Conversion history can be saved into text-file or printed. Use your keyboard or the on-screen keyboard to type a number, press Enter on your keyboard or click the 'Convert' button. If you have typed Roman numerals they will be converted to Arabic numerals. If you have typed Arabic numerals they will be converted to Roman numerals. Up to 9999 numbers will be converted into Roman numerals without parentheses. Greater numbers will be converted to Roman numerals with parentheses. A group of numerals between parentheses will be multiplied by 1000. A group of numerals inside double parentheses will be multiplied by 1,000,000. And so on. Check option ShowCalculation if you want to see conversion details. Use right-click menus for Select, Copy and Paste.
Geometria provides a graphic interface for creating and solving problems in solid geometry. With Geometria, one can draw and measure segments and angles, measure areas and volumes, transform, cut and join figures. Figures can be turned around and rotated as easily as if having them in one's hands. It is Open Source, it can be used and distributed free of charge.
JMathLib is a clone of Matlab, Octave, FreeMat, Scilab but written 100% in java. It is used to evaluate complex mathematical expressions and display the results graphically, it can be used either interactively or to interpret script files (m-files).
The Transcomplex Numbers Calculator is a small footprint utility to make complex and transcomplex numbers multiplications. Transcomplex numbers are the fourth-dimension version of the common two-dimension complex numbers. The Calculator is an executable file that requires no installation, no plug-ins, no decompression, and no compilation.
NonEuclid is very graphical and interactive. It allows the curious explorer to gain experience in Hyperbolic Geometry and to empirically investigate questions such as "In Hyperbolic Geometry, are the base angles of an isosceles triangle congruent?". Aside from being interesting in itself, a study of Hyperbolic geometry can, through its novelty, enable a deeper understanding of a formal proof. Hyperbolic Geometry also has practical aspects such as orbit prediction of objects within intense gradational fields. Hyperbolic Geometry is used in Einstein's General Theory of Relativity and Curved Hyperspace.
Numerical Mathematical Utilities offer powerful, specialized, mathematical capabilities, they are for immediate online use, and since they run within a web browser, they work on all the operating systems. Among the tools offered are utilities for solving the Quadratic, Cubic, and Quartic Equations; solving N Equations in N Unknowns; Eigenvalues and Eigenvectors; and more. Because these utilities are written in Javascript you will need to make sure that Javascript is enabled in your Internet browser.
Argand displays the real and imaginary parts of complex functions, or conformal transformations. Built-in functions include sine, cosine, tan, sinh, cosh, exp,Draws a graph from an algebraic formula entered by you, functions such as sine, cosine, tan, log, log natural and powers can be used. The x and y range displayed on the axis can be altered to zoom in and zoom out on the graph. Grid lines and value labels are displayed on the graph for easy reading. Graphs can also be printed on any standard printer in landscape and portrait mode.
Equation Grapher has the ability to create 2D equation graphs, Cartesian and polar coordinate systems, the equation can be in the form of y=f(x) or x=f1(u), y=f2(u). Edit graphs interactively, you can move, zoom in and zoom out of graphs, save, print, cut, copy, paste and delete graphs.
This program can acquire the expansion of an equation and the acquired equations can be added or expanded. The straight line¡Çs equation passing several points on the XY-plane or 3-dimension and having minimum distance are shown in the included "About equation software". Equation(expand) was made for the purpose of acquiring the expanded result of :- "-2a5b4d -2a5b2d +20a4b2c +20a4b4c -2a3b2d -2a3b4d -2a3b3 -2a3b +20a2b4c +20a2b2c -2ab3 -2ab¡É, when (20a2b2c -2a3b2d -2ab) (a2+1) (b2+1)is set. Note: it would be appreciated if someone could write a better description of what this program does! ;)OpenEuclide is a 2D geometry software, figures are defined dynamically by describing formal geometrical constraints. This project is a basic tool for educational or modeling purposes. It is distributed under the GNU GPL licence, free and multi-platform (up to now, GNU and Windows).
AnalyticMath is a free math/graphing program that will allow you to develop and visually analyse mathematical expressions quickly and easily. Boasts a powerful editor/calculator and a unique graphing module that permits expressions with up to 8 parameters, such as y=Asin(kx+b), to be plotted directly. An excellent tool for visualizing functions and their dependencies. Intuitive, simple to use, and suitable for everyone from students to theoretical physicists. Two free demo programs are available (for Windows), they provide a very quick way to learn the basics of AnalyticMath.
MathCast is an equation editor, an application that allows you to input mathematical equations which can be used in written documents, webpages, and even databases. They could be rendered graphically to the screen, to picture files, or to MathML - today's leading standard language for describing mathematics. MathCast can be used freely by anyone: students can create equation sheets to help in their studies, educators can write handouts or study guides, webmasters can add mathematics to their website, and the list goes on and on.
Performs several kinds of computations involving complex numbers, finds the prime factors of positive integers, converts numbers from base 10 to any other base in the range 2 £ BASE £ 36 and vice versa. In addition to the elementary operations of addition, subtraction, multiplication and division of two complex numbers, it also finds exponentials, logarithms, nth power, nth roots, and polar forms. Solves problems involving circles (It finds two given the other two of: radius, arc, chord, central angle, it also finds the areas of the sector and the segment. Solves triangles; given 3 of its elements, the remaining elements are calculated (The given elements may be the three sides (SSS), two sides and an angle (SSA or SAS), or two angles and a side (ASA or SAA). The area of the triangle is also calculated).
BAD or Binary Addition Displayer displays graphically the Binary Addition Process. This version handles 8 bit data (Decimal Numbers from 0-255) and has provision for overflow bit. Please drop me a line if you like it with suggestions for improvement.
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Understanding Geometry make the transition from math to geometry with activities that simplify geometric concepts, step-by-step instructions with examples, practice problems, real-life applications, a list of symbols and terms, tips, answer keys, and references. Use as a full unit, a supplement to the curriculum, or a tutorial that students can take home to reinforce classroom lessons. Supports NCTM standards.
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Info for Students
Algebra Nation was created especially to help YOU succeed on the Algebra End-of-Course (EOC) exam.
Algebra Nation is meant for you to use on your own time. You're a busy student with lots of other activities and responsibilities. Forgot how to solve literal equations when you're starting homework at 9PM? Hop onto Algebra Nation and watch Zach and other Study Experts break it down for you. Want to ask a question while you're waiting for the bus? Grab your smartphone, snap a picture of your homework question, and post it to the wall. Want to get some extra practice before a test or quiz? Try out the "Test Yourself!" practice tool, which tells you exactly what you answered correctly or incorrectly, offers a video that teaches you exactly how to solve the problem, and directs you to the videos that will help you brush up on your skills.
What are you waiting for? Work smarter, not harder and try Algebra Nation out.
All you have to do is click the "Enter Algebra Nation" button on AlgebraNation.com Follow the on-screen directions and get started today. Watch the Introduction to Algebra Nation video above for more information!
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Report Offensive Message
Discrete math should be a focus too
The problem is that simple problems (eg boolean logic) is ignored and discrete problems are almost tossed out the window by the time kids hit high school. Sure, they need to learn the basics of algebra and trig, but they also need to understand simple logic concept and the basic combinatorial issues that abound.
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Description
Enjoy entertaining, and free quiz at your fingertips! Challenge yourself or share with friends. The multiple-choice quiz format is easy-to-use, fun and educational. Play wherever you are - at home, on the bus, or in the park.
Think you know the answers? Download the app and prove it!
The stream of mathematics which deals with the rules of relations and operations, the resultant concepts and constructions which include structures like equations, polynomials, and terms, is known as algebra. Algebra is one of the six key streams of pure mathematics which also includes number theory, analysis, geometry, topology, and combinatorial. There are many classifications in Algebra like elementary algebra, abstract algebra, linear algebra, linear algebra, universal algebra, algebraic geometry etc. Elementary algebra is the most widely used and the basic form of Algebra. Several equations can be solved using algebra. The application of algebra is wide and is useful in many fields especially engineering field. The word Algebra is an Arabic word that means reunion of broken parts. There are standard algebraic equations to help solve math problems. You will be introduced to the concept of representing numbers using variables as a part of elementary algebra. The variables can be modified using operations applicable to numbers such as addition, subtraction and so forth. This forms the basis for solving algebraic equations. Algebra extends far beyond the elementary stage and involves dealings with elements apart from numbers. Addition and multiplication operations form structures like rings, fields, and groups which are studied extensively in abstract algebra.
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WHAT WE DO RedQuestion make quizzes on 1000's of topics, to help people all over the world learn and have fun together! Now everyone can experience learning at their fingertips!
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GraspMath Learning Systems TI-83 Video Tutor
Please Note: Pricing and availability are subject to change without notice.
This video is approximately two hours in length and is designed to gradually take students through the features of the TI-83 graphing calculator. The video is designed for high school students, college students and professionals needing assistance in learning the features of the TI-83.
This comprehensive instructional video demonstrates the following features of the TI-83:
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Includes the building blocks needed in order to be successful in high school math courses. Includes lessons on computation, integers, fractions, decimals, ratios, percents, areas, and the basics of data analysis, statistics, and geometry.
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Nine PlanetsA Multimedia Tour of the Solar System: one star, eight planets, and more
Search for Lilburn ChemistryAlgebra is a key basic component of math that once understood is the building block of success in math. If the foundations are not solid, then whatever the building that is being built will not be strong and sturdy. Anyone can learn Algebra, all you have to know is multiplication and everything else builds on top of that
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focus of the course is the concepts and techniques for solving the partial differential equations (PDE) that permeate various scientific disciplines. The emphasis is on nonlinear PDE. Applications include problems from fluid dynamics, electrical and mechanical engineering, materials science, quantum mechanics, etc."
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Beginning Algebra: Non-media Edition - 8th edition
Summary: Get the grade you want in algebra with Gustafson and Frisk's BEGINNING ALGEBRA! Written with you in mind, the authors provide clear, no-nonsense explanations that will help you learn difficult concepts with ease. Prepare for exams with numerous resources located online and throughout the text such as online tutoring, Chapter Summaries, Self-Checks, Getting Ready exercises, and Vocabulary and Concept problems. Use this text, and you'll learn solid mathematical skills that will help yo...show moreu both in future mathematical courses and in real life! ...show less
5. FACTORING POLYNOMIALS. Factoring Out the Greatest Common Factor; Factoring by Grouping. Factoring the Difference of Two Squares. Factoring Trinomials with Lead Coefficients of 1. Factoring General Trinomials. Factoring the Sum and Difference of Two Cubes. Summary of Factoring Techniques. Solving Equations by Factoring. Problem Solving. Projects. Chapter Summary. Chapter 5 Test.
ALMOST NEW condition, No damages, No writings, No highlighting or any wear or tear.
$2.59 +$3.99 s/h
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Goodwill Discount Books North Las Vegas, NV
Good shape, medium wear. shows little to no wear
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understand how to establish the complementary angle results for the sine and cosine ratios and then how to use these results to solve trig equationsObjective: On completion of the Calculus lesson the student will be able to use the first and second derivatives to find turning points of a curve, identify maxima and minima, and concavity, then use this information to sketch a curve.
Objective: On completion of the Calculus lesson the student will be able to select an appropriate formula to calculate an area, re-arrange an expression to suit the formula, and use correct limits in the formula to evaluate an area.
Objective: On completion of the Calculus lesson the student will know how to choose an appropriate volume formula, re-arrange an expression to suit the formula, and then calculate a result to a prescribed accuracy.
Objective: On completion of the Calculus lesson the student will know how to calculate sub-intervals, set up a table of values, then apply the Trapezoidal Rule, or Simpson's Rule to approximate an area beneath a curve
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Lulu Marketplace
The Math Packet
The Math Packet is a book made over years of experience. Originally used to teach fourth and fifth at an elementary school Math Club, the Math Packet has grown over the years and is now available to a larger audience.
Split into three simple sections filled with lessons and practice, the Math Packet lends itself to easy and quickly-paced understanding. In times of trouble, a glossary and answer key can come to the rescue. The material inside can serve people anywhere from the early years of elementary school to the later years of middle school, and possibly even further.
Whether you are preparing for a math competition, are reviewing old lessons, want to excel in math, want to see what kind of math is awaiting in the future, or just enjoy math for what it's worth, the Math Packet will serve endless purposes and help any reader have a better appreciation of math and what it can do.
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Calculus Demystified - 03 edition
Summary: Here's an innovative shortcut to gaining a more intuitive understanding of both differential and integral calculus. In Calculus Demystified an experienced teacher and author of more than 30 books puts all the math background you need inside and uses practical examples, real data, and a totally different approach to mastering calculus. With Calculus Demystified you ease into the subject one simple step at a time -- at your own speed. A user-friendly, accessible style ...show moreincorporating frequent reviews, assessments, and the actual application of ideas helps you to understand and retain all the important concepts
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Math
The Connected Mathematics Program (CMP2) used by the sixth and seventh grades and the College Preparatory Mathematics (CPM) algebra I curriculum used by the eighth grade are rich with areas inviting additional insights and open to diverse methods of problem-solving, creating an open-ended structure that is more permissive of individual differences. While much of the content of these programs is parallel to that of standard middle school textbooks, how students learn and the role of the teacher in their learning may be significantly different.
Our mathematics courses support a philosophy of teaching and learning in which the teacher is a facilitator of learning rather than a dispenser of knowledge, and the students are active participants in constructing and explaining mathematics. Activities promote mathematical reasoning, problem-solving, and communication skills. Students work in small and large groups as well as individually to explore concepts, make conjectures, and form generalizations. They learn to respect and value other opinions as they create and eagerly present a variety of approaches and solutions to problems. In so doing, students have an opportunity to experience mathematics in meaningful and challenging ways while obtaining a solid conceptual basis for further study in mathematics.
The CMP series in both sixth and seventh grade consists of several units, each developing a major mathematical concept through a series of investigations. The problems are designed to allow students to uncover the mathematics that is embedded in the situation. The sixth grade year begins with Prime Time, where students explore number theory and concepts involving factors, multiples, primes, and composites. From there, the first of three units focusing on rational numbers, Bits and Pieces 1, provides opportunities for understanding fractions, decimals and percents. Subsequent units on rational numbers interspersed between other topics deal with operations and applications. Other topics include a geometry unit that promotes reasoning about shapes, as well as properties of these shapes and their angles, as well as a measurement unit that emphasizes area and perimeter relationships of both regular and irregular, curved, and straight-sided figures.
In seventh grade, the students study pre-algebra, beginning with Variables and Patterns, which is an introduction to algebra, using tables, graphs and symbols as representations. Similarity concepts are developed in Stretching and Shrinking before exploring rate, ratio, proportion, percent, and proportional reasoning in Comparing and Scaling. Through activities from Accentuate the Negative, students develop an understanding and use of integers before Moving Straight Ahead highlights linear relationships expressed in words, tables, graphs, and symbols. The study of volume and 3-D measurement in Filling and Wrapping extends our study of geometry before concluding the year with What do You Expect, a unit on probability.
Eighth grade algebra begins by briefly reviewing arithmetic operations with integers, order of operations, and some aspects of geometry, especially area. Quickly though, students move into writing and solving equations, solving and graphing systems of equations, examining geometric and algebraic ratios through a variety of activities, and finally factoring quadratics. The end of the year will bring problems that begin to tie algebraic concepts together by formalizing our work with relations, functions, non-linear graphs, and solving inequalities. Lastly, the students will revisit quadratic equations more formally and work out a derivation of the quadratic formula.
Although those represent some of the mathematical topics for each year, the changes we hope to see in your children go beyond acquiring the fundamentals of algebra. We hope that they develop a greater sense of involvement and excitement about mathematical thinking, a greater sense of confidence and trust in their own abilities, a greater ability to clearly explain their thoughts and procedures both in writing and in conversation, and a greater awareness of the diverse skills and approaches that are embraced in mathematics and that can be discovered in each student.
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Head Start Maths
The Mathematics Learning Centre (MLC) in the University of Limerick (UL) deals with large numbers of adult learners of mathematics. These students have different learning issues/requirements compared to traditional age learners who tend to be much more homogeneous as regards age, mathematical background and knowledge etc. 'Front-end' tutorials are organised and taught in the first 2 weeks of the academic year to help adult learners catch up on mathematics fundamentals they will need in their courses. These students can find it tremendously difficult to catch up and keep up with other studies at the same time. An intervention before they start their studies would be more beneficial and a lot less stressful.
The main aim of such a programme is to ease the transition to third level education for Adult learners who are intending on returning to/starting college by:
revising essential mathematics skills they will need,
revising essential study skills by being part of a lecture/tutorial group,
meeting other Adult learners who are 'in the same boat',
giving the learners an induction to life at third level before crowds of students arrive back i.e. lectures, tutorials, finding their way around campus etc.
In 2008, Dr Olivia Gill (University of Limerick) was seconded to work with sigma's Professor Duncan Lawson to create a teaching and learning package consisting of a book of notes/manual that students and teachers of mathematics can take home and keep. This programme, entitled "Head Start Maths", can then be taught to mature students in any third level institution over a period of a week before the students enter college.
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TestSMART® Student Practice Books for Mathematics contain pretests and reproducible practice sheets that help diagnose the standards that students need to master
The multiple worksheets for each skill also provide opportunities for further practiceFamiliarizes students with both the content and format of state-mandated testsAll materials are research-basedAn extensive master skills list represents a synthesis of reading skills from major state test specifications and can easily be correlated from one state to anotherA complete answer key is providedCovers all math objectives thoroughly with the Concepts book and the Operations and Problem Solving book for each grade levelEach book contains comprehensive reproducible practice exercises for word analysis, vocabulary, comprehension and study skillsGrade 3
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Accelerated Integrated Pre-Calculus Honors 27.2670040.Students will investigate and use rational functions; analyze and use trigonometric functions, their graphs, and their inverses; find areas of triangles using trigonometric relationships; use trigonometric identities to solve problems and verify equivalence statements; solve trigonometric equations analytically and with technology; use complex numbers in trigonometric form; understand and use vectors; use sequences and series; explore parametric representations of plane curves; explore polar equations; investigate the Central Limit theorem; and use margins of error and confidence intervals to make inferences from data. Prerequisite: Accelerated Integrated Geometry H
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Our reviewers—top-flight teachers and other outstanding science educators—have determined that this resource is among the best available supplements for science teaching.
[Read the full review]
Description
This Title Also Available as Part of a Set:
Set: Stop Faking It! Series, Set of 9 Books
Intimidated by inertia? Exasperated by electricity? Panicked over the periodic table? The best-selling Stop Faking It! series comes to your rescue. Author Bill Robertson has been helping teachers develop a deeper understanding of scientific principles for years. He uses fun examples, easy-to-understand language, and accurate explanations to teach in a stress-free way. This 9-book set includes all the books in the series.
Member Price: $161.56
Nonmember Price: $201.90
Book Series
View other books in the Stop Faking It! Finally Understanding Science So You Can Teach It Series.
Think critically and logically to make the relationships between evidence and explanations.
Use mathematics in all aspects of scientific inquiry.
Published Reviews
"A rich resource that will help teachers develop a deeper understanding of the concepts they teach. Robertson also includes inquiry-based activities, supported by written and illustrated descriptions, that can be easily adapted across grade levels. With humor and insight, the author encourages teachers and students to go beyond memorization to understanding."
Curriculum Connections, School Library Journal, Spring 2007
"Science educator and writer Robertson has in mind teachers and parents as he presents the basics of mathematics at a very accessible level. He uses everyday examples and common sense…. Robertson is sensitive to the needs of the learner and refreshingly free from anything that might make the reader feel like a complete idiot."
Reference & Research Book News, August 2006
Customer Reviews
Great Re-Fresher!
Reviewed by: Emily Kelly (, ) on June 23, 2009
An excellent, easy to read book for anyone; from students to teachers! The book is very easy to understand and provides great clarification on all aspects provided. If all math books were this easy to read and clear cut, math wouldn't be so dreaded and challanging. This is an excellent book to help you gain a better understanding behind the math operations and rules. This book answers all of your math questions you or your students may have, from basic to more indepth! Stop Faking It has clear explanations, it's easy to follow, and has great illustrations.
Quick Refresher
Reviewed by: Robert Gilmore (Milford, MA) on July 15, 2008
When I finished reading this book I found myself wishing there was even more... If only standard math books could be read as easily and math concepts shared as effectively. I've enjoyed all of my Stop Faking It! books.
Stop Faking It! Math
Reviewed by: Whitney (Carlisle, PA) on May 2, 2008
Stop Faking It! is the ideal resource for teachers, parents, or for anyone who wants to get a better understanding of both some very fundamental and more advanced math concepts. The book is meant to give educators and others a deeper understanding of why we have certain math "rules" and procedures. Most of us, especially educators who do not have a subject-specific certification, have learned "rules" for many math procedures. We know what the rule is and that it works for a particular situation, but in many cases we don't actually know where the rule came from or why it works. This book attempts to address the where, and why of math "rules", particularly those that apply to:
• adding/subtracting/dividing/multiplying in base 10, base 5 and base 2
• finding equivalent fractions
• using common denominators when adding/subtracting fractions
• solving word problems
• using variables
• and much more!
The book is most beneficial if the reader follows the suggestions of the author and reads the entire chapter pertaining to a specific concept. In each chapter there is a short preview where the author suggests some activities that help to get the reader thinking about the concept. For example, when preparing to introduce the base 10, 5, and 2 number systems, the author "assigns" activities that have the reader separating blocks into groups of ten. Next comes the explanation, where the author introduces the concept and explains it, referencing the activities the reader has just completed. Most of us have experience with base 10, and so the author builds on our prior knowledge and then guides us to transfer that understanding to the procedure for using base 5 and base 2. The combination of carefully chosen pre-explanation activities and clear, concise explanations helps the reader to "get" the reason behind the "rule" or procedure. Following the explanations, the author gives a summary and suggestions for practice.
Stop Faking It! is not a large book, which makes it seem readable. The explanations are thorough, but not too wordy. There are many pictures and diagrams which help guide the reader very well. In this particular book, the author has included "guideposts". Guideposts are reminders for the specific skill or concept being addressed. Their purpose is to help the reader stay focused on the task at hand. They are also helpful because they allow the reader to get a "preview" of what they are going to learn should they decide to purchase and read the book.
Judging by what I have learned about concepts I thought I understood, I can only imagine the benefit of reading about topics I know I don't understand. Again, the idea is that the reader gains a deeper understanding so that they are able to better teach the concepts to their students or children.
Stop Faking It! Math is just one of 7 books in the series. The other six cover Science topics such as sound, force & motion, chemistry basics, electricity and magnetism, energy, and light. The series, put out by the NSTA (National Science Teachers Association) Press, has won many awards for its success in helping educators and parents in their quest to help their students and better understand concepts themselves.
Resource for the Math Impaired
Reviewed by: Rosalind Charlesworth (Ogden, UT) on November 2, 2007
I recommended it as a possible text to colleagues who are developing a course in math for early childhood teachers. The objective of the course is to build math understanding for prek-3 preservice teachers prior to taking their math methods course. These students tend to be victims of poor math instruction and need to gain confidence. I think this book's hands-on method would be excellent for these students.
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Elementary Linear Algebra
9780132296540
ISBN:
0132296543
Edition: 9 Pub Date: 2007 Publisher: Prentice Hall
Summary: This text presents the basic ideas of linear algebra in a manner that offers students a fine balance between abstraction/theory and computational skills. The emphasis is on not just teaching how to read a proof but also on how to write a proof.
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Information About:
Department of Math News
Kent State Dedicates New Math Emporium
Posted Sep. 19, 2011
Members of the Kent State University community celebrated the opening of the new Kent State Math Emporium on Tuesday, Sept. 13. The Math Emporium, a state-of-the-art computerized learning center, is located on the second floor of the University Library and is designed to help students learn math.
Robert G. Frank, Kent State provost and senior vice president
for academic affairs, cuts the ribbon dedicating the Math
Emporium. Among those helping is Andrew Tonge (far left),
chair of the Department of Mathematical Sciences at Kent State.
"The university has developed a specialized learning experience to equip students with the mathematical knowledge they will need on their path to graduation," says Robert G. Frank, Kent State provost and senior vice president for academic affairs. "The students will learn math by interacting with a team of instructors and the Web-based math software called ALEKS. The Math Emporium promises to make a significant impact on our first-year retention. For some students, it will give them confidence in their math skills to pursue careers that require math, such as nursing and finance."
At the Math Emporium, students will learn through an innovative, engaging and easy-to-use program designed to help them become comfortable and proficient in basic mathematics. The Math Emporium serves as the classroom for four classes: Basic Algebra 1, 2, 3 and 4. Prior to the beginning of school, students take a placement assessment to determine which math courses they need. Students who need additional math preparation to succeed in college will be matched with the appropriate course of study in the Math Emporium.
"Students will focus on learning exactly what they need to know at their own pace while their instructional team provides individualized coaching," says Andrew Tonge, chair of the Department of Mathematical Sciences. "The Math Emporium uses an adaptive software program, ALEKS, to determine what students already know. It then offers each student an individualized choice of paths forward. This enables them to complete the curriculum efficiently by always studying only material they are ready to learn. All students can then manage their study time to focus on actively learning precisely the information they need, with the aid of online help tools and an interactive e-book, together with one-on-one assistance from an instructional team."
"The Math Emporium's potential effect on student success is very exciting," Frank says. "In addition to this Math Emporium on our Kent Campus, we will have similar facilities on our Regional Campuses."
The Math Emporium features state-of-the-art technology with 247 computer stations in an 11,154-square-foot space. The facility also features bright, vibrant colors and comfortable furniture, making it an attractive and appealing environment.
The Math Emporium is staffed from 7:30 a.m. to 9 p.m. Monday through Thursday; 7:30 a.m. to 6 p.m. on Friday; 10 a.m. to 6 p.m. on Saturday; and noon to 8 p.m. on Sunday. Students also can access the program from any Web browser.
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High School Mathematics
For the classes of 2011 and beyond, each student must earn credits by completing a four-year mathematics sequence. Additionally, as part of the enhanced graduation requirements, the State requires all students to take a mathematics course their senior year. This may be a dual-enrollment course. Specifically, the Michigan Merit Core specifies the four credits in mathematics to include Algebra I, Geometry, Algebra II and one additional math or math-related class. From the range of courses available, each student should be able to select a mathematics course for each year which best meets his/her interests and needs. Information on support services can be obtained from your counselor. All courses utilize graphing calculators. While calculators are available for classroom use and may be checked out from the book depositories at Huron and Pioneer, we encourage students to purchase their own calculators to ensure regular access. Middle and high school mathematics teachers can offer recommendations for the specific calculator that will best suit a student's needs.
Course Selection Process
The student and his/her parents/guardians are encouraged to discuss options with and request recommendations from the student's mathematics teacher and counselor in order to develop a plan of action for assuring success. Through open communication a "best program" can be decided collaboratively, whereby the student can simultaneously experience the enjoyment of a challenge, confidence in one's ability to do mathematics, the excitement of success, and the development of a positive self image.
Course curriculum maps are available for additional information regarding course alignment to state standards.
Typical Mathematics Sequences
Grade 9
Grade 10
Grade 11
Grade 12
Algebra Integrated & Algebra 1/3
Algebra 2/3 & Algebra 3/3
Geometry & Geometry Support
Algebra II & Algebra II Support
Algebra 1 & Algebra Support
Geometry & Geometry Support
Algebra II
Algebra II & Algebra II (1/4,2/4)
Algebra II (3/4,4/4)
Algebra 1
Geometry
Algebra II
Option to move to A,B, or C
A. Physics Analysis
B. Math, Senior Advanced
C. Math Analysis
Geometry
Algebra II
Option to move to D or E
D. Math Analysis
Option to move to F or G
F. Statistics, AP
G. Calculus AB, AP
E. Mathematics, Advanced
Option to move to H only
H. Math Analysis
Geometry AC
Algebra 2 AC
Math Analysis AC
I. Calculus AB, AP
J. Calculus BC, AP
K. Statistics, AP
CAREER & TECHNICAL EDUCATION Note: Students may use a combination of two of the following courses to satisfy one-half (.50) unit of the mathematics graduation requirement (each course below is equal to 1/4 unit of Mathematics.)
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Dan Kennedy - Dan Kennedy, Baylor School
Essays by Kennedy, the first high school teacher ever to chair the Advanced Placement Calculus Development Committee, include his article "The Princess and the AP: A Calculus Fairy Tale" and his 1998 address to the National Council of Teachers of Mathematics,
...more>>
David Sumner's Home Page - David Sumner
Study guides, exams, quizzes, problem sets, exam review materials, utilities, programs and simulations, syllabi, and other materials for courses such as calculus, sequences and series, graph theory, number theory and cryptography, and probability. The
...more>>
DeadLine OnLine - Ionut Alex. Chitu
Freeware that graphs equations and precisely estimates their roots. It includes the option to evaluate the function and the first two derivatives, find extrema of the function and integrate numerically. For Visual Basic-enabled computers running Windows Tools - Shai Duvdevani
A growing group of .NET C# programs intended to make life easier for highschool and university students studying subjects such as math, computers and electronics. Each of these programs features saving and loading, so that sharing a drawing of logical
...more>>
Dr. Rich's Page o' Math
Math problems in algebra, trigonometry, and calculus, posted more or less monthly (past puzzles, with solutions, are on the Web).
...more>>
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Derive 6.1 description
Derive 6 is a powerful system for doing symbolic and numeric mathematics on your personal computer. It processes algebraic variables, expressions, equations, functions, vectors, matrices and Boolean expressions like a scientific calculator processes numbers. Problems in the fields of arithmetic, algebra, trigonometry, calculus, linear algebra, and propositional calculus can be solved with the click of the mouse. Make plots of mathematical expressions in two and three dimensions using various coordinate systems. By its seamless integration of numeric, algebraic and graphic capabilities, Derive makes an excellent tool for learning, teaching and doing mathematics. If you are familiar with Derive 5, you will find Derive 6 an (upward-compatible) extension. Here is a list of the major new features: display the steps in the simplification of an expression along with the transformation rules applied send and receive math worksheets to and from the TI-89, TI-92+, Voyage 200 TI CAS handhelds animate parameterized expression plots with slider bars automatically label plots showing the expression being plotted rotate 3D plots using the mouse easily navigate around the on-line help using the table of contents customize menus, toolbars, and shortcut keys profit from numerous other improvements, including fully scaleable Derive Unicode font support for Unicode characters and html link hot spots in text objects state variables saved in DfW files optional multi-line editing parentheses matching on the edit line controllable display of 3D mesh lines and data-point sizes
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Choose a format:
Paperback
Overview
Book Details
Calculus for Dummies Education Bundle
English
ISBN:
0470431016
EAN:
9780470431016
Category:
Mathematics / Calculus
Publisher:
Wiley & Sons, Incorporated, John
Release Date:
08/11/2008
Synopsis:
The mere thought of having to take a required calculus course is enough to make legions of students break out in a cold sweat. Others who have no intention of ever studying the subject have the notion that calculus is impossibly difficult unless you happen to be a direct descendant of Einstein.Well, the good news is that you can master calculus. Its not nearly as tough as its mystique would lead you to think. Much of calculus is really just very advanced algebra, geometry, and trigonometry. It builds upon and is a logical extension of those subjects. If you can do algebra, geometry, and trig, you can do calculus.Calculus For Dummies is intended for three groups of readers: Students taking their first calculus course If youre enrolled in a calculus course and you find your textbook less than crystal clear, this is the book for you. It covers the most important topics in the first year of calculus: differentiation, integration, and infinite series. Students who need to brush up on their calculus to prepare for other studies If youve had elementary calculus, but its been a couple of years and you want to review the concepts to prepare for, say, some graduate program, Calculus For Dummies will give you a thorough, no-nonsense refresher course. Adults of all ages whod like a good introduction to the subject Non-student readers will find the books exposition clear and accessible. Calculus For Dummies takes calculus out of the ivory tower and brings it down to earth.This is a user-friendly math book. Whenever possible, the author explains the calculus concepts by showing you connections between the calculus ideas and easier ideas from algebra and geometry. Then, youll see how the calculus concepts work in concrete examples. All explanations are in plain English, not math-speak. Calculus For Dummies covers the following topics and more: Real-world examples of calculus The two big ideas of calculus: differentiation and integration Why calculus works Pre-algebra and algebra review Common functions and their graphs Limits and continuity Integration and approximating area Sequences and seriesDont buy the misconception. Sure, calculus is difficult but its manageable and doable. You made it through algebra, geometry, and trigonometry. Well, calculus just picks up where they left off its simply the next step in a logical progression. Add Calculus Workbook For Dummies into the equation, and youre sure to be understanding calculus quicker and sooner than you ever thought possible. Help is here again with 275 pages of equations and answers, with ample room for you to work out the problems. Not sure where you went wrong (or right)? The answer section explains everything.AUTHOR BIO: Mark Ryan has taught algebra through calculus since 1989. He is a member of the National Council of Teachers of Mathematics.
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Free online Calculators Help to Solve Math Problems
Mathematics is a big hurdle which every student has to be cross, because it is traditionally included in every stream of education whether it is school
Mathematics is a big hurdle which every student has to be cross, because it is traditionally included in every stream of education whether it is school, collage or any competition exam. Most of the time students require fast response for their queries but if they don't have that then the doubts stays in their mind which causes harm to their studies. Online math tutoring websites is the right platform for students to have the solution of their math problem with proper clarification. Free Online tutor solve all the queries of students and when it is required to be done in hurry then they prefer the use of online math calculators. Free online tutors are highly skilled to tell the short tricks for solving any mathematical query in a quickly. This is important factor while perusing any competition exam in which the management of time and questions is very important to do the paper on time.
Today we will discuss about two important mathematics online tools which are Probability Calculator and Factoring Calculator. Both tools are used in different math branches. Probability calculator is used in statistics for solving probability related problems and factoring calculator is used in Algebra for solving complex fractions.
Probability calculator only solves those probability problems which can be solved by using subtraction rule, addition rule and multiplication rule. Other complex probability problems which requires Baye's theorem implementation uses the Baye's rule calculator.
Probability calculator follows 3 general steps while solving a problem:
Define the problem, analyze the data and finally show the result.
Another essential online math tool is factoring calculator. This is used when factors are of very complex form having polynomials in its numerator and denominator. Factoring calculator simply follows the Normalization technique to solve the queries. Firstly the polynomials are converted into their factor form and then the common factors of numerator and denominator is eliminated. When there is no common factor remaining then the remaining function is the solution.
There are various online math tools which free online tutor uses while solving and explaining users' query. Online tutoring is now being a trusted service because all the free online tutors are professionally certified and qualified so while having lessons from them, you can trust that they are teaching the right facts to you.
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Precalculus
Class.com precalculus courses are designed to ensure students have a solid foundation in algebraic concepts in preparation for continuing on to calculus. With the rigorous curriculum of a traditional classroom, these courses incorporate ample opportunities for students to practice concepts, refine skills, learn new material, and build math vocabulary.
Contextualized content connects math to real life, and writing assignments and discussion groups build reading and writing skills as students organize and communicate their perceptions about the topics assigned. Computer-graded self-checks, quizzes, and a final exam provide students with immediate feedback on their grasp of math concepts.
Precalculus 1A
Precalculus 1A, designed as the first semester of a high school math course, prepares students for calculus and college mathematics courses. Students explore algebraic concepts including inverse, exponential, and logarithmic functions, as well as conic sections, matrices, and determinants. They work with combinations, permutations, and probability, and use summation notation, sequences, and the binomial theorem to evaluate expressions. Students will identify, graph, analyze, and solve problems involving linear, quadratic, polynomial, and rational functions and inequalities. Scope and Sequence
Precalculus 1B
Precalculus 1B is the second semester of a high school math course. Students continue their preparation for calculus and college math courses as they review basic trigonometric concepts including approximate values, identities, logarithms, vectors, and polar coordinates. Scope and Sequence
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Purchasing Options
Features
Comprehensive - covers basic principles, modern methods, and program implementation
Self-contained - explains all Mathematica functions used in the text
Complete - includes the meaning of each line of each program
Versatile - can be used by researchers, practitioners, and students
Summary
Partial differential equations (PDEs) play an important role in the natural sciences and technology, because they describe the way systems (natural and other) behave. The inherent suitability of PDEs to characterizing the nature, motion, and evolution of systems, has led to their wide-ranging use in numerical models that are developed in order to analyze systems that are not otherwise easily studied. Numerical Solutions for Partial Differential Equations contains all the details necessary for the reader to understand the principles and applications of advanced numerical methods for solving PDEs. In addition, it shows how the modern computer system algebra Mathematica® can be used for the analytic investigation of such numerical properties as stability, approximation, and dispersion.
Editorial Reviews
:"...A completely new edition designed for an era of calculators and handheld computers." @:- James A. Cargal, Troy State University, Montgomery, Alabama, in The Journal of Undergraduate Mathematics and Its Applications, 1996 @
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Pre-algebra
posted on: 16 May, 2012 | updated on: 14 Sep, 2012
In study of Pre Algebra, we come across the following types of problems and then we follow certain rules and patters to solve the Set of Pre Algebra, problems. Prealgebra includes the study of solving the mathematical expressions and getting the solutions for the expressions with the real and integral values. While we study Pre Algebra, it includes the placement of variables and forming the expressions with the Combination of the variables, constants and the mathematical operators. It includes the study of the order of operation of expressions and getting solutions for it.
Here we will learn the hierarchy of operations to be performed for solving the exponents, getting the solution of the Algebraic Equations. We will learn the methods of forming the algebraic expressions with the help of the statements and similarly we also learn to evaluate the values of the unknown variables and thus getting the solution.
The methods of forming the equations can be learned at the initial stage so that the child is able to learn the concept of algebra at the initial stage and thus he is ready to perform larger operations of algebra in higher grade mathematics. The study of Pre Algebra helps to translate the verbal phrases in the form of the mathematical and the algebraic expressions. We will learn to define and form the algebraic sentences and to translate Open Sentences into algebraic equations. The child is able to learn the rules followed for understanding the Order of Operations, which helps us to get the result out of the algebraic expressions. In other words we say that the pre algebra is the basic study of algebraic expressions and the algebraic operators in order to get the solution to the equations so formed, which are basically formed by the simple verbal statements.
Topics Covered in Pre-algebra
Roots and powers are related to each other. Square root of a number must be equals to power 2 of another number. Simple power can be defined as simple repetition of the number in the product form. This can be shown by the following example.
In expression 'PQ', term 'P' denotes a constant number and Q is power number P. If we take P = 3 and Q = 2 then expression w...Read More
Factorization can be understood easily if you are familiar with word 'factor'. When we multiply any two Numbers and get third as its answer then those two numbers are termed as factors of resultant number. In simple words, factorization is defined as decomposition of things or an object into several products of another thing. In Math, factorization means crumbling of a num...Read More
An equation is defined as expression or Mathematical Expression which involves equals to symbol in it. According to the rules of an equation, left hand side of equals to symbol must be equivalent to right hand side of equals to symbol. It can be represented in format x + y = 12. Here, x and y are variables, whose values can be changed and need to be determin...Read More
The polynomial which can be expressed in the form of ax2 + bx + c = 0, then we say that the equation is in the form of quadratic polynomial. Here we say that a, b, c are the real Numbers and we must remember that a <> 0...Read More
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circleteam123
A circle is a simple shape of Euclidean geometry that is the set of points in the
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any of the points and the centre is ...
Before talking about linear programming, I would like to tell you the meaning of
"linear". Linear is a Latin word which means pertaining to or resembling a line.
In mathematics, linear equation means ...
In linear algebra, real numbers are called scalars and relate to vectors in a vector
space through the operation of scalar multiplication, in which a vector can be
multiplied by a number to produce ...
Are you anxious about your math skills or face difficulty while solving maths
problems, then online free math help is provided for you by various free online
math tutoring websites. Because of online ...
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Elementary Geometry For College Students - 5th edition
Summary: Building on the success of its first four editions, the Fifth Edition of this market-leading text covers the important principles and real-world applications of plane geometry, with a new chapter on locus and concurrence and by adding 150-200 new problems including 90 designed to be more rigorous. Strongly influenced by both NCTM and AMATYC standards, the text takes an inductive approach that includes integrated activities and tools to promote hands-on application and discovery.
Daniel C. Alexander has taught mathematics at Parkland College in Champagne, Illinois, for the past fifteen years. Prior to his arrival at Parkland, Professor Alexander taught at the high-school level. He received his undergraduate and graduate degrees at Southern Illinois, Carbondale.
Geralyn Koeberlein teaches mathematics at Mahomet-Seymour High School in Champagne, Illinois. She has been awarded several outstanding teacher awards throughout her 34 year career teaching at Mahomet-Seymour HS.
View Table of Contents
Note: Each chapter concludes with a Summary, Review Exercises, and a Chapter Test. 1. LINE AND ANGLE RELATIONSHIPS. Sets, Statements, and Reasoning. Informal Geometry and Measurement. Early Definitions and Postulates. Angles and Their Relationships. Introduction to Geometric Proof. Relationships: Perpendicular Lines. The Formal Proof of a Theorem. Perspective on History: The Development of Geometry. Perspective on Application: Patterns. 2. PARALLEL LINES. The Parallel Postulate and Special Angles. Indirect Proof. Proving Lines Parallel. The Angles of a Triangle. Convex Polygons. Symmetry and Transformations. Perspective on History: Sketch of Euclid. Perspective on Application: Non-Euclidean Geometries. 3. TRIANGLES. Congruent Triangles. Corresponding Parts of Congruent Triangles. Isosceles Triangles. Basic Constructions Justified. Inequalities in a Triangle. Perspective on History: Sketch of Archimedes. Perspective on Application: Pascal's Triangle. 4. QUADRILATERALS. Properties of a Parallelogram. The Parallelogram and Kite. The Rectangle, Square, and Rhombus. The Trapezoid. Perspective on History: Sketch of Thales. Perspective on Application: Square Numbers as Sums. 5. SIMILAR TRIANGLES. Ratios, Rates, and Proportions. Similar Polygons. Proving Triangles Similar. The Pythagorean Theorem. Special Right Triangles. Segments Divided Proportionally. Perspective on History: Ceva's Theorem. Perspective on Application: An Unusual Application of Similar Triangles. 6. CIRCLES. Circles and Related Segments and Angles. More Angle Measures in the Circle. Line and Segment Relationships in the Circle. Some Constructions and Inequalities for the Circle. Perspective on History: Circumference of the Earth. Perspective on Application: Sum of the Interior Angles of a Polygon. 7. LOCUS AND CONCURRENCE. Locus of Points. Concurrence of Lines. More About Regular Polygons. Perspective on History: The Value of Perspective on Application: The Nine-Point Circle. 8. AREAS OF POLYGONS AND CIRCLES. Area and Initial Postulates. Perimeter and Area of Polygons. Regular Polygons and Area. Circumference and Area of a Circle. More Area Relationships in the Circle. Perspective on History: Sketch of Pythagoras. Perspective on Application: Another Look at the Pythagorean Theorem. 9. SURFACES AND SOLIDS. Prisms, Area, and Volume. Pyramids, Area, and Volume. Cylinders and Cones. Polyhedrons and Spheres. Perspective on History: Sketch of Rene Descartes. Perspective on Application: Birds in Flight. 10. ANALYTIC GEOMETRY. The Rectangular Coordinate System. Graphs of Linear Equations and Slope. Preparing to do Analytic Proofs. Analytic Proofs. Equations of Lines. Perspective on History: The Banach-Tarski Paradox. Perspective on Application: The Point-of-Division Formulas. 11. INTRODUCTION TO TRIGONOMETRY. The Sine Ratio and Applications. The Cosine Ratio and Applications. The Tangent Ratio and Other Ratios. Applications with Acute Triangles. Perspective on History: Sketch of Plato. Perspective on Application: Radian Measure of Angles. APPENDICES. Appendix A: Algebra review. Appendix B: Summary of Constructions, Postulates, and Theorems and Corollaries1439047901138.02 +$3.99 s/h
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Elizabeth Stapel: The primary developer of Purplemath and the author of its lessons is
Elizabeth Stapel. Though she now has a master's degree in mathematics, she never would have believed
while growing up that she would one day be a math teacher. In grammar school, her two worst subjects
were math and phys-ed ("physical education"). For her high-school years, her parents
sent her to a religious school where the prevailing philosophy seemed to be that women needed to
be married, not educated. (Yes, those kinds of places still exist.) Upon graduation, her parents
put her to work at their church and then at their religious business. After five years of barely
paying her, her parents finally had no further use for her and allowed her to try college, so she
enrolled at the local state school. One of her first classes covered early-high-school algebra.
Ms. Stapel quickly discovered that, though she often
found math to be difficult, she had a taste for the subject. She started helping fellow students
through the university's tutoring service, later becoming a grader for the math department. While
grading homework for many professors' classes, she observed common problems that students have
and common mistakes that they make. When she tutored, she again encountered these areas of difficulty,
and was able to learn which techniques generally helped the students to succeed. These techniques
were often those that Ms. Stapel had used to conquer her own confusion when earlier taking these
same classes herself.
As a graduate student, Ms. Stapel worked in various
tutoring and teaching capacities, and learned to incorporate her success techniques into her instruction.
These are the same tips and techniques that she weaves through her in-class instruction and the
Purplemath lessons.
Her basic philosophy regarding algebra is "If
I can do this stuff, then so can you!"
History of Purplemath: Purplemath began in 1998 as a personal web site created by Elizabeth
Stapel. Ms. Stapel's initial site included course-specific materials for her math students. Later,
she started adding a few lessons. As she created more lessons, traffic at her personal site increased.
Eventually, she decided to do a complete site redesign
to create a more professional appearance and to highlight the list of lessons. In order to pick
a color theme, she asked her son, then about two and a half years old, which color he liked best. Naturally,
he picked purple.
Traffic continued to increase, and in 1999 the site
had to be moved from its free hosting to its own domain name. The name "Purplemath" was
chosen and registered. A few years later, "Purplemaths" (with an "s" at the
end) was added for the benefit of British-English speakers.
According to Quantcast,
Purplemath served about six million pageviews to nearly two
million unique visitors in September
of 2012. During the North-American school year, Purplemath uses as much as 600
gigabytes of bandwidth
in a month, serving as many as three hundred fifty thousand pageviews in
one day to more than one hundred forty thousand unique visitors. (Fewer
pages are served during the North-American summer break.) The average visitor comes to Purplemath directly from a search engine and reads
three topic-specific content pages.
Recognition: Thousands of sites are now linked to Purplemath, and thousands of visitors come
to the site each day. Purplemath has been listed as an online resource in such books as Cliffs
Quick Review: Algebra II. In addition, the following awards and notations have been made:
Chosen as one of HowToLearn.com's top three "Best Educational
Websites for Algebra", February 2012
Awarded third place in She Knows national poll, October
2010
Referenced in The New York Times, August 2010
Added to Schoolzone's webguide of recommended sites, January
2009
Included in Homeschool.com's "Top 100" Web sites list,
January 2008
Featured "Web Byte" in the NCTM news bulletin,
September 2006
Included in the listing of "Net Goodies" in the NADE
"Math SPIN News" journal, January 2006
Included in T.H.E. Journal's listing of General Math Resources,
July 2005
Listed as a TechLearning "Site of the Day", February 2005
Featured in the
Webwatch column in "The Telegraph"
newspaper of Calcutta, India, 16 February 2005
Added to EEVL's Mathematics
listings, February 2005
Added to Homeschool.com's "Top 100" Web Sites
list, September 2004
Rated by Education World as an "A+" site, October 2003
Added to the Internet Scout Report's archive of educational
resources, June 2003
Included in the Eisenhower National Clearinghouse's
Digital Dozen, April 2003
Added to Kathy Schrock's Guide for Educators,
April 2003
Listed as a Links2Learning "Premier Page",
April 2002.
Selected as an Education Planet "Top Math
Site", February 2002.
Listed as a PBS "Recommended Site",
January 2002.
Mentioned in Wall Street Journalarticle, November 2001.
Chosen as a Learning in Motion "Top Ten Selection",
October 2001.
Listed as an Internet Web Guide Magazine "Molecule
of the Month" site, May 2001.
Placed on the "Top20" list for algebra,
September 2000.
Listed as the Math Goodies newsletter "Site
of the Month", August 2000.
Received the "Web Site Excellence Award"
from The School Page, March 2000.
Purplemath is frequently referenced by About.com,
GoogleAnswers, and Wikipedia; and many
have written
to thank Purplemath for the help it provides.
Software used in development: Many have inquired about the software used to create the various graphics
on Purplemath. Graphs usually begin their life in the Equation Grapher program,
produced by MFSoft International. Screen-captures are taken from graphing calculators using
the Texas Instruments' TI Connect software.
Other graphics are created, and graphs are "tweaked", inside Paint Shop Pro, now
owned by the Corel Corporation. The animations are also created in Paint Shop Pro, through the
Animation Shop plug-in. Mathematical typesetting is done with MathType, produced
by Design Science.
Purplemath has no affiliation with one "Joshua
Schneider" (AKA "Josh Metnick"), "AIS, Inc"
(AKA "Chicago.com"),
"John
F Stapel" (AKA "Dr Stapel"),
or their various confederates. Their representations (claims of ownership
interest in, authorship of, affiliation with, or employment at Purplemath; offers to sell Purplemath;
etc) will not be honored. Apologies for any confusion.
|
This material is based upon work supported by the National Science Foundation under Grant Number 9752485. The materials
were developed and assessed by Prof. Kelly Black (Mathematics),
Prof. Dawn Meredith (Physics) and Prof. Karen Marrongelle
(Mathematics), with help from many others. (Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. )
In this integrated course, the mathematical ideas are applied
to and motivated by the work in physics; this connection gives the
mathematics a rich context. But also, students'
understanding of physics is improved by the early and frequent
application of powerful ideas from calculus.
The term "studio" (initially used at Rensselear Polytechnic
Intsutite) is meant to indicate that student are actively working
in small during much of the class, that the lab portion of the
class is integrated into the class, and that the class activities
are based on the findings of education research. Other
universities using similar active learning formats are
RPI
and North Carolina State
University (follow the link to SCALE-UP).
On the menu bar at the left, there are links to some of our
materials in pdf format. The best place to start is the
instructor's manual which gives an overview of the course. There
are also slides from an overview of the course given to UNH
faculty in Fall 2001.
Next, we provide both brief and detailed schedules that show
how the physics and mathematics connected.
We also provide the classroom activities that we have
written. [The physics activities were also supplemented by
Tutorials in Introductory Physics by Lillian McDermott and
Peter Shaffer (Prentice Hall)]. Both courses used standard (not
reform) texts in their disciplines. Feel free to use these
activities in your classroom, either as is or modified; but we
would appreciate a little credit.
Finally, since one of our main goals in this course is
improving student problem solving abilities, we will soon provide
copies of our projects. These are real-world problems that
require mathematics and physics to solve, and were solved by our
students in groups, outside of class. We include a sample report
write-up and a sample grading scheme. Please note that there are
several other places to find non-trivial problems on the web,
including
University of Minnesota , University Of
Massachusetts at Amherst , and Carnegie Mellon University
If you have
calculus/physics materials that you would like to share, feel free
to send to me (Dawn
Meredith) an html file, pdf file, or web link that I can put
here.
|
Each of the PowerPoint files below presents 10 problems that are similar in style and content to the COMPASS algebra test. The correct answers appear after the last question. Complete solutions to each problem are included after the answer slide.
You can access all of the files in the tables below with a regular left-click. However you may find that it is easier to copy the files to your computer rather than using the files while online. The links below are links to files that you can download to your own computer. Here is how.
Right-click the link you are interested in
Choose the option save target as
Select the location where you want the file to be saved.
Click OK.
Math COMPASS Worksheets
These worksheets are Word documents that contain 10 multiple choice practice questions. The answers are included at the end of the sheet. Try these problems before you use the PowerPoint solutions in the table below.
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Activity 2: Getting started with Maple
Maple is a powerful program for doing all kinds of math. It is to be
found in the ``Mathematics and Statistics"' folder on UCS Macintoshes.
Open the folder, and double click on the Maple icon. We will be using
Maple to do two things: basic computation and plotting. You should
try typing in all the examples given here, and make up your own, to
make sure you know what is going on.
Basic computation
At the Maple prompt (the ``>'' sign) type in the following:
> 2 + 2 ;
4
Note the semicolon! This tells Maple that you have finished entering
things and would like it to give you an answer. When you hit `Enter'
(the key at the lower-right corner of the keyboard)
you should see a 4 on the next line, and a new prompt looking for more
input.
Maple will do all of the simple forms of computation you are familiar
with and much more besides. Here are some examples (everything after
a # is a comment. You do not have to type it, and if you do, it will
not be read in by Maple):
You can group expressions with parentheses, just as you do in ordinary
math notation:
> (284 + 44) / 88 ;
41/11
Note that the result of the last computation is a rational number (a
fraction): We will see how to change this to a real number
(decimal number) a little later.
Maple cares a great deal about whether you forget a character such as
``;'' or ``or spell a word wrong, but it does not mind extra
spaces inserted between words or characters (though not within words
of course).
So following expressions are treated the same:
> (284 + 44) / 88 ;
> ( 284+44 )/88;
Assigning a value to a variable
Often, we will want to save the result of some computation in a form
that is easy to refer to. If we do this:
> a := (284 + 44) / 88 ;
a := 41/22
then the variable a now has the value
> a ;
Here is another example:
> q := 9 ;
q := 9
> q + 3 ;
12
We may want Maple to evaluate a, that is, to tell us what the decimal
value of is. We can do this by typing:
> evalf(a) ;
3.7272727272
Maple will also calculate functions. It already knows common
functions such as sine, cosine, and square root (sqrt). You will read
more about functions below.
> sin(1.2) ;
.9320390860
> sqrt(2) ;
2 to the power of a half is the same thing as square-root of two. A
handy way to get Maple to evaluate the last expression is as follows:
> evalf(") ;
1.414213562
The " refers to the last expression Maple evaluated.
Thus evalf(") in this case is the same thing as
evalf(sqrt(2)).
The expression before the last one
is "", etc.
Maple also knows most common constants
such as
(enter this as Pi) and e (enter as E).
You can use evalf() to get numerical values for these:
> E ;
E
>evalf(") ;
2.718281828
Exercises 1
Throughout this tutorial, you will be asked to perform some
calculations yourself. When you enter these into Maple, you should
copy and paste the input into a text file which you save in your
student locker account. When you are done, you should email me the
file. Details on editing a text file, saving it in your locker
account, and including it in an email message will be given in lab. To
allow the Macintosh to cut and paste from a Maple session, you must
open the ``Format'' menu, choose ``Output'', and from that menu, choose
``Character''. In future, this sort of choice will be written simply as
format->output->character.
Exercises are numbered. In order to be sure of getting a grade of B,
you must do correctly
all those without a star. Exercises numbered with a star
(e.g. 1.4*) are somewhat harder (though they should be do-able).
Doing these in addition will head you towards an A or A+. All
exercises should be completed and mailed to me by Monday, Sept. 18. A
grade of F for this activity will be awarded to all submissions
thereafter.
Perform the following calculations. Note that we are not using Maple
syntax; that is, you will have to translate the English into
appropriate Maple expressions in order to do the calculations.
1.1: the square root of 1849
1.2: 1.384 multiplied by 48.9
1.3: to the power of 3 (use evalf() to
get a numerical value)
1.4*: the product of the cosine (cos) of and the tangent
(tan) of /8
Get the symbolic answer first, that is, the answer expressed directly in
terms of cos, etc.;
then use evalf(") to get a numerical value.
Tests
Often, we want to know whether two numbers are equal, or whether one
is larger or smaller than the other. In each case, the answer is
either true or false. A test of this sort is called a
boolean test, and there is a special functions called
evalb() to do it:
> evalb(2.0 > 4.0) ;
false
> evalb(2.0 = sqrt(4.0)) ;
true
Comparisons like these are done one at a time. So, if we want to know
whether 0.5 is between 0 and 1 (which it is), although we might write
this as 0 < 0.5 < 1, in Maple we type:
> evalb(0 < 0.5 and 0.5 < 1) ;
true
The function evalb() understands the following operators: =,
<, >, <= (less-than-or-equal), >=, and, or, and
not. Some more
examples:
> evalb(3.4 < 2.7) ;
false
>evalb(not 3.4 < 2.7) ;
true
Exercises 2
2.1: Test whether the square root of 117649 is equal to 347
2.2: Test whether the cosine of 12.5 is greater than 0 and less than 1
2.3*: Using assignment (see above), let number1 be
the natural logarithm
(log) of 3.0, let number2 be the natural logarithm of 4.0.
Then
test whether the sum of number1 and number2 is equal to
the natural
logarithm of 12.0.
(Note that you can type all three expressions, each followed by ``;'',
before hitting `Enter'.)
Plotting
One of the best things about Maple is that we can plot functions. A
function takes a number or numbers (inputs) and produces a number (an
output). For example, the function y = 3x takes a single number as
input and produces a number which is three times as big. Let us call
this function threetimes(). Then threetimes(4) = 12,
threetimes(2) = 6, and so on. Let us look at this function.
First we will assign the name threetimes to the function.
> threetimes := x -> 3*x ;
> threetimes(7) ;
The first line says that threetimes is a function which takes a
single input (x) and produces a single output (3*x). Now
type:
> plot(threetimes, 0..10) ;
This will show the value of threetimes for all input values
between 0 and 10. The plot appears as a separate window on the
screen.
(You will have to wait a few seconds before the window appears.)
When you
are done with it, you can close the window (just as you would close
any Macintosh window).
This helps to free up
some memory and is highly recommended. Try also simply typing
> plot(threetimes) ;
what is the difference?
Here is a plot of the sine function from 0 to 25:
plot(sin, 0..25) ;
Functions can be all sorts of expressions. Suppose you are interested
in the function which maps all numbers less than 5 to -1, and all
numbers greater than or equal to 5 to +1. You can define this
function using an if statement. This has the form:
if (some-condition) then some-action else some-other-action fi
Note that the statement ends with ``if'' spelled backwards. This is
the usual way to end long statements in Maple.
Note also that you will need parentheses around the condition so
that Maple knows where it ends.
Here is an example:
You can plot more than one function on the same graph, by making the
first argument to plot a list of functions. A list is enclosed
in curly brackets ({}), and its elements are separated by commas:
> plot({cos, funnyfunction}, 0..10) ;
Exercises 3
Plot the following functions. For each function, print out the plot.
You will be required to hand in the plots (with your name at the top
of each page) at the lecture on Tues., Sept. 19, or beforehand. Paper
submissions like this may always be given to me at any lecture before
the due date, or during my office hours.
3.1: The function which returns the difference between its input (x)
and the square root of x
3.2: x cubed (i.e., x to the power of 3). Show values for -3 < x < 3
3.3*: The function which has the value x when x is between 5 and 10
and -x everywhere else. Show values for 0 < x < 15.
Hint: You will need to use ``and''.
Investigating periodic functions
Which of the following functions are periodic? If they are periodic,
approximately what is their period? Note that if you do not specify a
range of values for x, Maple will choose -10 < x < 10. You should
experiment to find suitable values for each function.
Exercises 4
4.1: cosine of (0.5 * x)
4.2: the nearest integer to x (use round(x))
4.3: the square of the cosine of x
4.4*: assign the following values: a := 1, b := 1, c := 0. Now assign
the function generalfunction to be a * (cos(x))^b + c. Plot this. Now
assign b := 100, and note what changes. Reset b to 1,
let a equal 10, and note what this does.
Now let c equal -2, and note the result. Try out a few
more values.
If you're feeling bold, try b := -1.
Now describe, as precisely as you can, what the effects are of varying
a, b, and c.
If you complete
this exercise, you are really getting into the swing of things!
(Note: For this exercise, you submit both the plots and the answers to
the questions about how the output of the function varies with
the values of a, b, and c.)
Investigating phase
Finally, we will plot pairs of functions. Your job is to say which
are in phase and which are out of phase.
|
Course Overview: First day 2 hour lecture, second day for 2 hour
recitation - This course is intended to
give students problem solving principles essential for academic success in
engineering courses. Additional topics include unit conversions, significant
figures, word problems, logic, functions, graph preparation and analysis,
dimensional analysis, statistical analysis, and technical documentation.
There will be three 2 hour labs which will occur in lieu of recitation.
This course is intended for engineering students who are currently enrolled
or have previously taken MA118 (College Algebra and Trigonometry).
PHYS 101 is not a requirement. It is a recommended class for those
students who did not take physics in high school or who feel they don't have a
good background in the basics.
Course Objectives: This course is intended to achieve the following
objectives:
List organized steps of a problem solving method
Prepare documented problem solutions
Identify the known and unknown variables in complex problems
Select the correct geometrical principles to solve a problem
Select the correct trigonometry principles to solve a problem
Apply Newton's laws to solve two dimensional static force problems
Prepare a free body diagram for two dimensional force systems
Prepare hand drawn sketches including dimensions
Construct hand drawn rectilinear graphs
Obtain straight line function (y = mx + b) coefficients
Construct hand drawn semi log graphs
Obtain exponential function (y = K e mx) coefficients
Construct hand drawn log-log graphs
Obtain power function (y = K x m) coefficients
Prepare documented laboratory report
Analyze laboratory data
Compare laboratory results to theoretical predictions
Use prepared graphs to interpolate data
Identify dependent and independent variables in a experiment
Participate as a group member and/or leader in a study group
Participate as a group member and/or leader in a laboratory group
Analyze and evaluate the ethical issues involved in well known engineering
topics
Beer/McMurrey, A Guide to Writing as an Engineer, Wiley, 2005,
ISBN 0-471-43074-9
Other Required Materials:
TI – 83 (plus) calculator
Engineering Computation Paper (green paper)
English / Metric ruler
Right Triangle (min. 8" long) or straight edge for graphing
French curve(s) for graphing
Supplemental Materials:
Math Supplement to Concepts in Engineering. For online viewing see
link in MyUSI or use web address on page xi of Concepts in Engineering text.
Printed version available in the engineering office next to the
administrative assistant's desk, and at the Rice Library
reference desk.
Attendance and Student Participation: The attendance policy for this
course is covered in the USI Student Handbook. Be aware that absenteeism may
result in the lowering of the student's grade. The Monday class consists of a
lecture followed by the a short assignment. The Tuesday/Wednesday recitation (Sections ENGR 103.001 & .002
respectively) will consist of Instructor individual review and small groups that work together to
complete individual submitted homework assignments.
An absent attendance will be excused if it is
arranged ahead of time with the Instructor.
Each main topic will be divided into a lecture and recitation. During the
lecture, students will be taught computational and communication procedures,
analytical organization, and problem solving techniques.
During the recitation, students will complete their assignments and
handouts. Students must be present and attentive while the assignments are
handed out and discussed. Also during class periods students will periodically
be given unannounced quizzes.
Grading Scale
A = 100 – 90%
B = 89 – 80%
C = 79 – 70%
D = 69 – 60%
F = 59 – 0%
Grading:
Point Based System (600 available points)
Tests 3 @100 points each 300 points
Final 1 @ 150 points 150 points
Homework, Lab Reports,
Quizzes, and Attendance 150 points
Total 600 points
A plus(+) will be added to a B, C, or D for midpoint or higher grade. eg. 85
= B+
Assignments: Reading is to be completed before class. Assignments (Homework and Lab Reports)
will be worked on during the
recitation and turned in at the end of class or at the beginning of the next class to receive full credit. Each
student is expected to do his own work on each assignment and keep the completed
assignments in a three-ring notebook.
Assignments are to be turned in on the due date for full credit. Assignments will be marked down 10%
for each 24-hour period of tardiness. Once solutions are posted, or worked out
in class, late homework will not be accepted.
Tests and Quizzes: Quizzes will be given at the discretion of the
instructor. A preliminary test schedule is contained in the syllabus. The actual
date of each test will be announced one week prior to the examination.
General Information: As in every class, take comprehensive notes.
Everything that the instructor writes down, you should write in your notes. You
should additionally take notes on some things that the instructor verbalizes but
does not write down.
Bring a calculator, Concepts Textbook, and engineering paper to every class.
Make-up exams will be allowed only for pre-approved, excused absences.
A doctor or USI clinic note is required for missing an exam due to an
illness. Documentation is necessary for absence due to family emergencies. It is
the student's responsibility to contact the Instructor prior to the exam
if he/she cannot attend the exam at the regular scheduled time. Quizzes can not be made up.
Neither quizzes nor assignments will be accepted unless they are
printed neatly, in pencil, on the front side only (non-grid side) of engineering
green paper, following the engineering method, and stapled.
Course material will be
available through MyUSI (access through and will be made available in the class binder located in the engineering
department office, next to the administrative assistant's desk. Grades will be
posted on MyUSI at the end of the semester.
You are encouraged to study and work together
in this course. However, when you present homework or other materials under your
signature, you affirm that you produced their contents. Cheating or plagiarism, if they occur, will be reported to the Engineering
Department Chair, and may result in expulsion from the class. Please refer to
the relevant statements in the Student Handbook
.
Class Schedule: See separate document for the class schedule. The
instructor retains the prerogative of changing or adjusting the course syllabus
to best accommodate the pace of progression and the needs of the students.
Americans with Disabilities Act Compliance: If you have a disability, you
are encouraged to register for disability support services in the Counseling
Center. If you require an accommodation, please advise the instructor by the end
of the first week of class. You may be required to provide written documentation
to support these accommodations. The instructor will work with you to provide
reasonable accommodations to ensure that you have a fair opportunity to perform
and participate in class.
08/25/2005
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Applied math means that mathematics is applied to any field of science, engineering, or even business and economics. If a mathematical topic (e.g. calculus) can be used to solve a certain real-world practical topic such as estimating the peak of growth of bacteria, i.e. using differential equation, then you have now applied mathematics.
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Algebrator for Windows (1 - User) [Download]
Item: 955399
Model: ZS5EG9S3FDU4QQB
Product Details
Algebrator can solve and explain any math problem that you type inAlgebrator step - by - step math problem solver - Algebrator software is your 24/7 math tutor. You can literally type in your homework assignment & see it solved step - by - step (just like your teacher would solve it on the board, only more patient!). When a particular step is not clear, Algebrator will explain it in an easy to understand way.
What does Algebrator cover? Algebrator covers every important math concept starting with pre - algebra, all the way to college algebra.
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Handy Math Answer Book
9781578593736
Pages: 512 Publication Date: 07From modern-day challenges such as balancing a chequebookised into chapters that cluster similar topics in an easily accessible format, this reference provides clear and concise explanations about the fundamentals of algebra, calculus, geometry, trigonometry, and other branches of mathematics. It contains the latest mathematical discoveries, including newly uncovered historical documents and updates on how science continues to use math to make cutting-edge innovations in DNA sequencing, superstring theory, robotics, and computers. With fun math facts and illuminating figures, this book explores the uses of math in everyday life and helps the mathematically challenged better understand and enjoy the magic of numbers.
9781578593736
ISBN 10: 1578593735 Pages: 512 Publication Date: 07 July 2012 Audience:
Primary & secondary/elementary & high schoolPlain language questions take readers back to ancient Greece, shed light on the latest innovations of math in applications such as computing, finance, sports, and healthcare, [plus] math basics and history, through math in the physical and natural sciences and math in everyday life. -- Book News (June 2012)
A good resource for classroom teachers or parents. It is always nice to be able to answer questions about where the mathematics came from, who has contributed to our knowledge, why mathematics is useful, and why it is important for everyone to know this. -- Mathematics Teaching in the Middle School magazine (February 2013)
Author Information
Patricia Barnes-Svarney is the author of The New York Public Library Science Desk Reference and When the Earth Moves: Rogue Earthquakes, Tremors, and Aftershocks, as well as hundreds of articles for science magazines and journals. Thomas E. Svarney is a scientist and the coauthor with Patricia Barnes-Svarney of numerous books, including The Oryx Guide to Natural History, Skies of Fury: Weather Weirdness Around the World, and several titles in the Handy Answer Book series. They live in Endicott, New York.
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Mathematics for Economists
9780393957334
ISBN:
0393957330
Pub Date: 1994 Publisher: Norton, W. W. & Company, Inc.
Summary: An abundance of applications to current economic analysis, illustrativediagrams, thought-provoking exercises, careful proofs, and a flexibleorganization-these are the advantages that Mathematics for Economists brings to today's classroom
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The following pages are ONLY for students taking summer courses in 2013. Please wait until after May 1 if you are a Fall 2013 student!
Courses in the College of Natural Sciences are demanding. To help you prepare for college-level mathematics courses at UT Austin, the College of Natural Sciences and the Department of Mathematics require the UT Math Assessment.
Utilize the ALEKS Learning Modules and UT online resources to increase your knowledge of mathematics topics considered to be UT prerequisite course material. (Learning Modules & Resources are only available to students who purchase the UT Math Assessment Package.)
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Answers to First Aid in Mathematics
Robert Sulley
Achieve the best possible standard with this essential companion to the bestselling book of traditional practice and guidance.
This supporting book contains all the answers to the exercises in the bestselling First Aid in Mathematics. This series provides all the help and support for learning and practising Mathematics, with comprehensive coverage of core mathematical topics in clear and accessible language.
First Aid in Mathematics:
Develops a strong basis of understanding with core topics covered in clear and accessible language
Improves student's ability to work through problems with plenty of practice exercises and revision tests
Reflects its international readership with terms and information that are appropriate for students worldwide
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The unifying theme of this text is the development of the skills necessary for solving equations and inequalities, followed by the application of those skills to solving applied problems. An earlier introduction to the coordinate system and graphing is a focus of this fifth edition. Tables, graphs, and other visuals have been added to give students practice interpreting different forms of data display.
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The Advanced Algebra Tutor: Learning By Example DVD Series teaches students through step-by-step example problems that progressively become more difficult. This DVD covers graphs of circles in Algebra, including what the graph of a circle looks like is and why it is important in algebra. Grades 9-College. 15 minutes on DVD.
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PIMS Bar Model Workshop: Melania Alvarez
Date: 03/08/2012
Speaker(s):
Melania Alvarez
Location:
Topic:
The Bar Model a visual representation for problem solving
Description:
The main purpose of this workshop is to show how the Bar Model method can be used not only as a problem solving technique, but also to develop in students a deeper understanding of fundamental concepts in mathematics.
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MERLOT Search - materialType=Open%20Textbook&category=2520
A search of MERLOT materialsCopyright 1997-2013 MERLOT. All rights reserved.Tue, 21 May 2013 04:59:19 PDTTue, 21 May 2013 04:59:19 PDTMERLOT Search - materialType=Open%20Textbook&category=2520
4434Analysis
This is a free, online textbook that is also part of an online course. According to the author, "Analysis is the study of limits. Anything in mathematics which has limits in it uses ideas of analysis. Some of the examples which will be important in this course are sequences, infinite series, derivatives of functions, and integrals. As you know from calculus, limits are the basis of understanding integration and differentiation, and, as you also know from calculus, these things are the basis of everything in the world you could ever need to know.״A First Course in Complex Analysis
According to OER Commons, 'These.'Complex Analysis
This is a free, online textbook for an introductory course in complex analysis. General topics include Complex Numbers, Complex Functions, Elementary Functions, Integration, Cauchy's Theorem, More Integration, Harmonic Functions, Series, Taylor and Laurent Series, Poles, Residues, and All That, and Argument Principle. Each chapter from the book can be downloaded as a free pdf file.Complex Functions Examples c-3 - Elementary Analytic Functions and Harmonic Functions
This is a free, online textbook offered by Bookboon.com. Topics include: 1. Some necessary theoretical results, 2. Polynomials, 3. Fractional functions, 4. The exponential function and the logarithm function, 5. Trigonometric and hyperbolic functions, and 6. Harmonic functions.Complex Functions Examples c-4 - Power series
This is a free, online textbook offered by Bookboon.com. Topics include: 1. Some simple theoretical results concerning power series, 2. Simple Fourier series in the Theory of Complex Functions, 3. Power series, 4. Analytic functions described as power series, 5. Linear differential equations and the power series method, 6. The classical differential equations, 7. Some more difficult differential equations, 8. Zeros of analytic functions, 9. Fourier series, and 10. The maximum principle.Complex Functions Examples c-5 - Laurent Series
This is a free, online textbook offered by Bookboon.com. "This is the fifth textbook you can download for free containing examples from the Theory of Complex Functions. In this volume we shall consider the Laurent series and their relationship to the general theory, and finally the technique of solving linear differential equations with polynomial coefficients by means of Laurent series.״Introduction To Real Analysis
"This is a text for a two-term course in introductory real analysis for junior or senior mathematicsmajors and science students with a serious interest in mathematics. Prospectiveeducators or mathematically gifted high school students can also benefit from the mathematicalmaturity that can be gained from an introductory real analysis course.The book is designed to fill the gaps left in the development of calculus as it is usuallypresented in an elementary course, and to provide the background required for insight intomore advanced courses in pure and applied mathematics. The standard elementary calculussequence is the only specific prerequisite for Chapters 1–5, which deal with real-valuedfunctions. (However, other analysis oriented courses, such as elementary differential equation,also provide useful preparatory experience.) Chapters 6 and 7 require a workingknowledge of determinants, matrices and linear transformations, typically available from afirst course in linear algebra. Chapter 8 is accessible after completion of Chapters 1–5."Mathematical Analysis I
This is a free, online textbook. According to the author, "This text carefully leads the student through the basic topics of Real Analysis. Topics include metric spaces, open and closed sets, convergent sequences, function limits and continuity, compact sets, sequences and series of functions, power series, differentiation and integration, Taylor's theorem, total variation, rectifiable arcs, and sufficient conditions of integrability. Well over 500 exercises (many with extensive hints) assist students through the material. For students who need a review of basic mathematical concepts before beginning "epsilon-delta״-style proofs, the text begins with material on set theory (sets, quantifiers, relations and mappings, countable sets), the real numbers (axioms, natural numbers, induction, consequences of the completeness axiom), and Euclidean and vector spaces; this material is condensed from the author's Basic Concepts of Mathematics, the complete version of which can be used as supplementary background material for the present text.״The Calculus of Functions of Several Variables
This is a free, online textbook that addresses the following topics: Chapter 1: Geometry of Rn, Functions from R to Rn, Functions from Rn to R, and Functions from Rm to RnTheory of functions of a real variable
AccoI and its applications. In Chapter II I do the basics of Hilbert space theory, i.e. what I can do without measure theory or the Lebesgue integral. The hero here (and perhaps for the first half of the course) is the Riesz representation theorem. Included is the spectral theorem for compact self-adjoint operators and applications of this theorem to elliptic partial di erential equations. Chapter III is a rapid presentation of the basics about the Fourier transform. Chapter IV is concerned with measure theory.״rding to the author, "
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MATH 92: Preparing for College Math B Prerequisite: Successful completion of Math 091. This course is designed for students who need to develop their math skills prior to taking college level mathematics. Topics include percents, orders of operations, solving linear equations, lines, exponents, polynomials, factoring. For students who can successfully work at an accelerated pace, additional topic include: rational expressions, functions, radical expressions, linear systems, compound inequalities, systems of equations, complex numbers, and quadratic equations. 4 HRS
MATH 93: Preparing for College Math C Prerequisite: Successful completion of Math 092. This course is designed for students who need to develop their math skills prior to taking college level mathematics. Topics include: rational expressions, functions, radical expressions, and linear systems. For students who can successfully work at an accelerated pace, additional topic include: compound inequalities, systems of equations, complex numbers, and quadratic equations. 4 HRS
MATH 94: Preparing for College Math D Prerequisite: Successful completion of Math 093. This course is designed for students who need to develop their math skills prior to taking college level mathematics. Topics include: compound inequalities, systems of equations, complex numbers, and quadratic equations. 4 HRS
MATH 106: College Algebra for Bus & Soc Sci Prerequisite: Completion Intermediate Algebra Level 1 (Milestone 3) or assessment. Note, a graphing calculator is required for this course (instruction will be based on a TI 83+).
A brief review of basic algebraic concepts and introduction to more advanced concepts. Topics are viewed graphically, as well as algebraically. Topics include graphing and solving linear, logarithmic, exponential, polynomial, power, radical, and rational functions, systems of linear equations, and application problems. 4 HRS
MATH 109: College Algebra for Math & Science Prerequisite: Completion of Math through Intermediate Algebra Level 2 or assessment. The main concept of this course is the notion of a function. Polynomial, radical, rational, exponential, and logarithmic functions are studied from a symbolic, as well as graphical, perspective. The course is intended to prepare college students for studying calculus. Additional topics include: linear systems of equations, matrix algebra, series and sequences, and analytic geometry. Graphing utilities are used extensively as learning tools. Note, a graphing calculator is required for this course (instruction will be based on a TI 89). 4 HRS
MATH 111: Finite Math for Business and Social Science Prerequisite: MATH 106 or MATH 109 with grade of C or better, or equivalent, or assessment. This class focuses on applications of the following topics: matrices, matrix algebra, linear programming, sets and counting techniques, probability, and the mathematics of finance. Note, a graphing calculator is required for this course (instruction will be based on a TI 83+). 4 HRS IAI GEC Code - M1 906
MATH 128: Trigonometry Prerequisite: Completion of Math through Intermediate Algebra Level 2 or assessment. This course begins with a definition of the six trigonometric functions. The course work follows an investigation of these functions, their graphs, their relationships to one another, and ways in which they can be used in a variety of applications. Specific applications include triangles, vectors, polar and parametric equations, and conic sections. The course is designed to equip students with an understanding of trigonometry necessary for the study of calculus. Note, a graphing calculator is required for this course (instruction will be based on a TI 89). 3 HRS
MATH 131: Explorations in Mathematics Prerequisite: Completion of Math through Intermediate Algebra Level 1 or assessment. This course focuses on mathematical reasoning and the solving of real life problems, rather than on routine skills and appreciation. Three or four topics are studied in depth, with at least three chosen from the following list: counting techniques and probability, geometry, graph theory, logic and set theory, mathematical modeling, mathematics of finance, game theory, linear programming, and statistics. Note, a scientific calculator is required for this course (a graphing calculator is also acceptable). 3 HRS IAI GEC Code - M1 904
MATH 135: Mathematics for Elementary Teachers I Prerequisite: Completion of Math through Intermediate Algebra Level 1 or assessment. This course focuses on mathematical reasoning and problem solving; and provides instruction in the teaching of mathematics at the elementary grade level. Topics include properties of whole numbers and rational numbers, the four basic arithmetic operations, and problem solving through various representations including algebraic. 3 HRS
MATH 136: Mathematics for Elementary Teachers II Prerequisite: MATH 135 with a grade of C or better or equivalent or permission of instructor. This course focuses on mathematical reasoning and problem solving; and provides instruction in teaching mathematics at the elementary grade level. Topics include algebra, probability, statistics, geometry, measurement, and the use of manipulatives and technology in the elementary school classroom. Note, a scientific calculator is required for this course (a graphing calculator is also acceptable). 3 HRS IAI GEC Code - M1 903
MATH 141: Introduction to Statistics Prerequisite: Completion of Math through Intermediate Algebra Level 1 or assessment. A course in statistics that introduces various topics in probability and statistics, and demonstrates a variety of real life applications. Some of the topics covered are sampling techniques and simulation, data organization, distributions, measure of central tendency and variability, probability, estimation, and hypothesis testing. A graphing calculator is required for this course (instruction will be based on a T1 83+). 4 HRS IAI GEC Code - M1 902
MATH 142: Business Statistics Prerequisite: MATH 106 or MATH 109, with grade of C or better, or equivalent, or assessment. A statistics course that emphasizes applications of statistics to business. Topics include data organization, frequency distributions, measures of central tendency and variability, probability theory, probability distributions, sampling, estimation, hypothesis testing, and regression analysis. Note, a graphing calculator is required for this course (instruction will be based on a TI 83+). This course is not intended for a mathematics major or minor. 4 HRS IAI GEC Code - M1 902
MATH 151: Calculus for Business & Social Science Prerequisite: Completion of Math 106 or assessment. Note, a graphing calculator is required for this course (instruction will be based on a TI-83+).
This calculus course is designed specifically for students in business and the social sciences and does not count toward a major or minor in mathematics. It emphasizes applications of the basic concepts of calculus rather than proofs. Topics include limits; techniques of differentiation applied to polynomial, rational, exponential, and logarithmic functions; partial derivatives and applications; maxima and minima of functions; and elementary techniques of integration including substitution, integration by parts and multivariate integration. Business and social science applications are stressed throughout the course. 4 HRS IAI GEC Code - M1 900-B
MATH 161: Calculus I Prerequisite: MATH 109 and MATH 128 with grade of C or higher, or equivalent, or assessment. Topics include (but are not limited to) the following: limits and continuity; definition of derivative; rate of change, slope; derivatives of polynomial, rational, trigonometric, logarithmic and exponential functions; the chain rule; implicit differentials; approximation by differentials; higher order derivatives; Rolle's Theorem; Mean Value Theorem; applications of the derivative; anti-derivative; L'Hopital's Rule (0/0 and 8/8); the definite integral; the fundamental theorem of calculus; and area under the curve and Riemann Sums. Note, a graphing calculate is required for this course (instruction will be based on a TI-89). 4 HRS IAI GEC CODE - M1 900-1
MATH 162: Calculus II Prerequisite: MATH 161 with a grade of C or higher, or equivalent. A second course in Calculus. Topics include (but are not limited to) the following: area between two curves, volume, other applications of the integral; techniques of integration, including numerical methods; L'Hopital's rule (indeterminate forms ); improper integrals; sequences and series, convergence tests, Taylor series; parametric equations and polar coordinates. Note, a graphing calculator is required for this course (instruction will be based on TI-89). 4 HRS IAI GEC Code - M1 900-2
MATH 163: Calculus III Prerequisite for Calculus III: Calculus II or equivalent of C or better. Topics include (but are not limited to) the following: applications of polar coordinates: area, arc length and conic sections; functions of more than one variable, partial derivatives; the differential, directional derivatives, gradients; double and triple integrals: evaluation and applications. Note, a graphing calculator is required for this course (instruction will be based on a TI 89). 4 HRS IAI GEC Code - M1 900-3
MATH 271: Linear Algebra Prerequisite: MATH 162 with a grade of C or higher, or equivalent. This is an introductory course in linear algebra. Topics include vectors, matrices and operations; inverse of a matrix; solution of systems of linear equations; vector spaces and subspaces; linear independence, dependence, and transformations; range and kernel of linear transformations; rank, basis and dimension; determinants; eigenvalues and eigenvectors; inner product spaces and orthogonality. 4 HRS
MATH 272: Differential Equations Prerequisite: MATH 162 with a grade of C or better, or equivalent. This is an introductory course in differential equations. Topics include linear equations with constant coefficients; the general linear equation; variation of parameters; undetermined coefficients; linear independence; the Wronskian; exact equations; separation of variables; and applications. In addition, the course will cover at least two or three of the following topics: systems of linear differential equations; solution of Laplace transforms; existence and uniqueness of solutions; solution by power series; oscillation and comparison theorems; partial differential equations; boundary value problems; numerical methods; and stability of solutions. 4 HRS
MATH 296: Special Topics in Math Prerequisite: Faculty approval. Course will offer students an opportunity to study a topic which is (1) unique and infrequently offered as a part of their program curriculum or (2) of special interest to mathematics. Each student wishing to enroll in Special Topics in Mathematics will be reviewed based on (1) previous experience, (2) courses completed, and (3) aptitude/ability match with selected topic. 1-4 HRS
MATH 297: Independent Study in Mathematics Prerequisite: ENGL 101 and MATH 109 or equivalent, or assessment, and permission of the instructor. Intensive work in an area of mathematics of special interest to the student. Each individual project is to culminate in a comprehensive written report. 1-3 HRS
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Mult-e-Maths Getting Started Guide
Author:
ISBN-13:
9781845659486
ISBN:
1845659481
Pub Date: 2005 Publisher: Cambridge University Press
Summary: This guide is designed to introduce teachers to each of the components of Mult-e-Maths and help them find their way around. It provides some practical ideas to help teachers get the best out of this comprehensive resource.
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ExCEL Math Grant Lessons
Algebra
Chapter 1:
Broken Calculator - To familiarize students with the basic keys on the Texas Instrument (TI) graphing calculator. The lesson was designed for the TI-84 calculator, but it can be modified to work with other graphing calculators. Students use their problem solving skills along with their knowledge of number properties and the order of operations
Chapter 2:
Algebra Basketball (PowerPoint zip file) - Students will be able to solve linear equations and inequalities in one variable
Chapter 4:
Functions and Relations - Students learn to determine if a relation is also a function given ordered pairs, a table, and a mapping diagram. Find the domain and range of relations
Chapter 5:
Algebraopoly (PowerPoint zip file) - Students will be able to use the properties of numbers in order to solve equations & inequalities
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The purpose of is to provide information about the textbook Graph Theory and Its Applications and to serve as a comprehensive graph theory resource for graph theoreticians and students.
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Preface Modern computing tools like MAPLE (a symbolic computation package) and MATLAB® (a numeric and symbolic computation and visualization program) make it possible to use the techniques of scientific computing to solve realistic nontrivial problems in a classroom setting. These problems have been traditionally avoided, since the amount of work required to obtain a solution exceeded the classroom time available and the capabilities of the students. Therefore, simplified and linearized models ...
[weiter lesen]
Walter Gander Jiří Hřebíček Solving Problems in Scientific Computing Maple and MATLAB® From the reviews of previous editions: "... An excellent reference on undergraduate mathematical computing." American Mathematical Monthly "... manuals for such systems (Maple and MATLAB®) tend to use trivial examples, making it difficult for new users of such systems to quickly apply their power to real problems. The authors have written a good book to address this need... the book is worth b... [weiter lesen]
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front_title
Course: CS 103, Spring 2007 School: Vanderbilt Rating:
Document PreviewfaceThis book is meant for students of engineering or science who need both a useful programming language for solving problems in their disciplines and an introduction to ideas from the discipline of computer science. It is a provided free of cha
Department of Mechanical EngineeringInterpolationES 140 Section 5 Fall 2006Department of Mechanical EngineeringDefinition - InterpolationInterpolate-To estimate a missing value by taking an average of known values at neighboring points.
Plato's "Theory of Forms" and John Locke's resemblance thesis are two very plausible accounts, but can also be argued. Plato claims that the names people give to the physical objects that we can see are actually the names of objects that we cannot se
Reconstruction History Study Guide 1. Why did Civil War start? a. South feared that if slavery didn't expand, it would die in the South b. Each side feared the other one controlling the national government c. Panic of 1857. Federal tariffs on goods i
Neural System HISTORY Past Views: Plato: Located the mind in the head Aristotle: Though the mind was in the heart Franz Gall: Phrenology (skull shape affects our brain functioning; defunct) Current View: Everything psychological is also biological St
Department of Mechanical EngineeringMatrix MathES 140 Section 5 Fall 2006Department of Mechanical EngineeringDefinition A matrix is a set of numbers arranged in a rectangular grid of rows and columns. Basically, a matrix is an easy way of
Department of Mechanical EngineeringSTATISTICSES 140 Section 5 Fall 2006Department of Mechanical EngineeringTheory Measures of CenterMode-the most frequent data point in a set Median-the middle score in the set Mean, Average, or Arithm
Josh Bourne Principles of Marketing 10/4/07Homework One: Starbucks and the SWOT Analysis Tool Starbucks, one of the world's most popular coffee giants, has decided to expand and create business opportunities in the fine food town of Paris, France.
1/24 Faith Journey with no "destination" Now the LORD said to Abram, "Go from your country and you kindred and your father's house to the land that I will show you.and so Abram went, as the LORD has told him; and Lot went with him. Abrahamic Covenant
3/18/08The Life and Ministry of JesusNo original texts of New Testament 350 CE The last time they had full texts 27 Books in New Testament Gospels 4 o Synoptic to look from same view, structures are similar Matthew Mark Luke o John History
REL 1310 Dr. Holleyman March 31, 2008 Gospel of Matthew, part 1. 1. Provide the background details of the Gospel of Matthew, including author, date, and audience.2. List the characteristics of Matthew.3. How does Matthew begin? What is the signif
REL 1310 Dr. Holleyman March 20, 2008 Intro to the NT and Mark pt. 1 1. _ was originally developed as a sect within Judaism.2. What are the four sections of the NT?3. Define synoptic.4. Which books are considered the Synoptic Gospels?5. Expla
REL 1310 Dr. Holleyman March 26, 2008 Gospel of Mark pt. 2 1. What is another name for the Triumphal Entry? Explain the irony of Jesus' entrance into Jerusalem.2. Why does Jesus cleanse the Temple and how do the religious authorities react to this?
REL 1310 Dr. Holleyman April 3, 2008 Matthew pt. 2, Gospel of Luke, and Gospel of John 1. How is the Gospel of Matthew structured?2. What is the emphasis of the Beatitudes? What is the emphasis in the Sermon on the Mount? Why are people so amazed b
ANSC 120 / SAAS 20 Visual Inspection and Health Management of Swine Lab Report 10 October 30, 2007 Section Number_3:00 5:00_ Name_Russ Caudill_ 1. What is the function of the farrowing crate for sows AND how does it fit into the health management of
ANSC 120 / SAAS 20 Visual Inspection and Health Management of Dairy Cattle Lab Report 8 October 16, 2007 Section number _3:00 5:00_ Name_Russ Caudill_ 1. What are the three most used "vital signs" of dairy cows, what are their normal values and how
Lecture 1 Introduction to U.S. Women of Color FeminismsApril 5, 2007 Women's Studies 60 Dr. Mireille Miller-YoungGoals of Lecture Provide a brief history of the women's movement and the rise of feminism and women of color feminism. Introduce som
Women of Color Against Sexual ViolenceLecture 5, Week 6 Womst 60 Dr. Mireille Miller-Young"No! Confronting Sexual Assault in Our Community," Aishah Shahidah Simmons, 2006 How does this film make a woman of color feminist intervention? What is the
Revolutions of 1848What forces drove the revolutions of 1848? How were they similar or different from the French Revolution of 1789? Keep in mind the context created by the Industrial Revolution. Emergence of the middle class who challenge the exist
I.ReviewA. Revolutions of 1848, the ideals of 1789model of French Revolution, nationalism, revolt of the growing working class. Promises of 1789 have been betrayed. B. International Rivalriesfollowing the Vienna Conference. Initially it is the mid
In what ways did World War II put Hitler's ideology into practice? How did the Nazi state define citizenship? What was the purpose of appeasement?I.OriginsA. World War I ReviewCauses are complicated: Franz Ferdinand, Wilhelm II's blank checkB
I.Primo Levi and the CampsA. Background1. 2. The Italian Jew: from Torino Scientist-PhD in physics3. 1941: Nazis take over; sent to Auschwitz in February 1944 after being transferred from a camp in ItalyB.Main Insights1. Dehumanization and
What prompted the mass uprisings in both east and west during 1968? Did the demonstrators achieve their goals? What long-term consequences did the events of 1968 have?I.Divided EuropeA. West Economic Miracle-vast growth1. Marshall Plan-money fu
HIST 4A Fall 2007 Week X TA: Jessica Elliott Timeline Review for Final ExamOPTIONAL Timeline Review for Final ExamThis is a guide for making an OPTIONAL timeline of significant historical events and people from the second half of the course. If
12-4C Yes. 12-8 It is to be proven for an ideal gas that the P = constant lines on a T- v diagram are straight lines and that the high pressure lines are steeper than the low-pressure lines. Analysis (a) For an ideal gas Pv = RT or T = Pv/R. Taking t
This product is made available subject to the terms of GNU Lesser General Public License Version 2.1. A copy of the LGPL license can be found at http:/ -Third Party Code. Additional copyright notices and license terms a
THE WORLD: CHAPTER SIXTEENQUESTIONS: How were empires the agents of change in the sixteenth and seventeenth centuries? Empires resulted in migration as well as exchange of technology, plants and animals, ideas, religion, politics, and art. The excha
THE WORLD: CHAPTER 17QUESTIONS: Why was the Columbian Exchange so important and how did it affect nutrition in Europe and Asia? Why should the Columbian Exchange be regarded as one of the biggest revolutions in human history? Much of what is conside
Chapter Eighteen: Mental Revolutions: Religion And Science In The Sixteenth And Seventeenth CenturiesWhat was Armesto trying to convey with the story of the Christian missionary in the Andes? The behavior of missionaries twenty indigenous population
Chapter Twenty: Driven By Growth: The Global Economy in the Eighteenth CenturyWhy is the population increase of the eighteenth century central to understanding the history of this period? What are the various explanations for the demographic growth
Sample midterm essay questions Phil 104 sec 2-12 Spring 2008 A) Contrast inductively strong with deductively valid arguments. What are the important differences? Since inductive arguments can never be certain, the premises can either point to a concl
Sample midterm essay questions Phil 104 sec 2-12 Spring 2008 L) Explain why Kant thinks that it is immoral to tell a lie. Give both the explanation about using people and the explanation about the requirement that maxims be coherent Kant's example of
Peter Zywiak 2/27/08 Engr 166 Sec. 04 Intro: Using the MacLaurin Series expansion it is possible to expand the cosine function into a formula. This formula can be expanded to an infinite series. By using this series the cosine function is expressed i
Ranking Task ActivityOne more capacitor network 1F 30VWhat is the charge stored on each?5F2F What is the total energy stored? 3F 4FRemember:Qon a capacitor=Cof that capacitor Vacross that capacitor6FWhich of these diagrams represent the
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Excerpt: ... ically complementary organs or parts: the nervous system; the skeletal system. A group of interacting mechanical or electrical components. A network of structures and channels, as for communication, travel, or distribution. A network of related computer software, hardware, and data transmission devices. IE316316 Lecture 1 5 Examples of Models Physical Models Simulation Models Probability Models Economic Models Biological Models Mathematical Programming Models IE316 Lecture 1 6 Mathematical Programming Models What does mathematical programming mean? Programming here means "planning." Literally, these are "mathematical models for planning." Also called optimization models. Essential elements Decision variables ...
Excerpt: ... Mathematical Programming : Fundamentals CS20b 1 Outline The problem domain Definitions Fundamental theorems Introduction to Linear Programming CS 20b http:/ Mathematical Programming 27 February 2003 2 Problem Domain: Optimization Maximize f(x) Subject to g(x) =< c Where f(x) is a function from a vector space to the reals And g(x) is a function from the vector space to a vector of length m and c is a constant vector of length m. f(x) is called the objective function g(x) = < c is called the set of constraints. CS 20b http:/ Mathematical Programming 27 February 2003 3 Problem Domain: Optimization Maximize f(x) Subject to g(x) = < c This problem is the same as: Maximize f(x) over all x in the set {x | g(x) = < c} The set {x | g(x) = < c} is called the feasible region. CS 20b http:/ Mathematical Programming 27 February 2003 4 Definitions: Convex Set Convex set is a set of points in a vector space such that for any two ...
Excerpt: ... he skeletal system. A group of interacting mechanical or electrical components. A network of structures and channels, as for communication, travel, or distribution. A network of related computer software, hardware, and data transmission devices. IE418418 Lecture 1 5 Examples of Standard Model Types Simulation Models Probability Models Economic Models Biological Models Mathematical Programming Models IE418 Lecture 1 6 Mathematical Programming Models What does mathematical programming mean? Programming here means "planning." Literally, these are "mathematical models for planning." Also called optimization models. The essential element is the existence of an objective. Some categories of mathematical programs (see the ...
Excerpt: ... This directory contains transparency masters (which may also be used asstudy guides) for the book "Data Structures and Program Design in C+"by Robert L. Kruse and Alexander J. Ryba, copyright (C) 1999 byPrentice-Hall, Inc., Upper Saddle River, New Je ...
Excerpt: ... Introduction to Mathematical Programming IE406 Lecture 5 Dr. Ted Ralphs IE406 Lecture 5 1 Reading for This Lecture Bertsimas 2.5-2.7 IE406 Lecture 5 2 Existence of Extreme Points Definition 1. A polyhedron P Rn contains a line if there exists a vector x P and a nonzero vector d Rn such that x + d P R. Theorem 1. Suppose that the polyhedron P = {x Rn|Ax b} is nonempty. Then the following are equivalent: The polyhedron P has at least one extreme point. The polyhedron P does not contain a line. There exist n rows of A that are linearly independent. IE406 Lecture 5 3 Optimality of Extreme Points Theorem 2. Let P Rn be a polyhedron and consider the problem minxP c x for a given c Rn. If P has at least one extreme point and there exists an optimal solution, then there exists an optimal solution that is an extreme point. Proof: IE406 Lecture 5 4 Optimality in Linear Programming For linear optimization, a finite optimal cost is equivalent to the existen ...
Excerpt: ... Findings from Observations of Mathematics Lessons in M3RP Teacher Leader Classrooms During the 2000-01 School Year Prepared by SAMPI-Western Michigan University July 2001 The Michigan Middle Schools Mathematics Reform Project (M3RP) is a four-year c ...
Excerpt: ... MP in Action The Newsletter of Mathematical Programming in Industry and Commerce May 1995 How to Build a Mathematical Programming Model by Robert Simons This months article continues an occasional series on aspects of the practice of Mathematical Programming . This article is intended to provide guidance on three points: is my problem likely to be amenable to Mathematical Programming ? how should I set about formulating my model? what should I include and what should I leave out? It does not attempt to address issues of what software is most appropriate, on which guidance was offered in November 1994s and January 1995s MP in Action. Nor is it a substitute for a training course or a textbook such as H.P.Williams Model Building in Mathematical Programming (Wiley, 1993). Rather it is intended as practical guidance for those setting out to tackle a problem. restrictive in what it can represent than other techniques. Nor should it be imagined that it really does find the best solution to the real-world ...
Excerpt: ... AEB 6182: Lecture V Transformations of Risk Aversion and E-V Versus Direct Utility Maximization I. Interpretations and Transformations of Scale for the Pratt-Arrow Absolute Risk Aversion coefficient: Implications for Generalized Stochastic Dominance A. To this point, we have discussed technical manifestations of risk aversion such as where the risk aversion coefficient comes from and how the utility of income is derived. However, I want to start turning to the question: How do we apply the concept of risk aversion? B. Several procedures exist for integrating risk into the decision making process such as direct application of expected utility, mathematical programming using the expected value-variance approximation, or the use of stochastic dominance. All of these approaches, however, require some notion of the relative size of risk aversion. 1. Risk aversion directly uses a risk aversion coefficient toparameterize the negative exponential or power utility functions. 2. Mathematical programming uses the concep ...
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How-to-Do Girls Intro to Bikini Calculus "Do it right, Ask a Girl"
Jaime Lynn gives calculus help introducing the basic principals in this tutorial. Girls in bikinis + calculus? See for yourself.
Overview
This episode was suppose to have both Paige & Jaime Lynn but the food didn't show up at the studio
that morning and Paige was suffering from hypoglycemia. She just couldn't perform until she ate. So with a quick re-write
Jaime Lynn took on the entire episode herself.
Intro to Bikini Calculus was release Jul 31, 2004 on SuprNova.com, the infamous BitTorrent site which was
shut down by the MPAA. Using nothing more than a home computer and cable internet connection we distributed 2000 copies the
first day. Since 2004 when it was released it has been seen millions times. It made the Top 10 on
iFilm. There are copies all over the Internet.
It seems every new school term people find it and the popularity takes off again.
Tags
Full Script
Most people run into calculus when they're freshmen in college. For some reason, colleges use calculus as a weeder class. It's sort of like how girls have certain little tests guys must pass to get to first base. Isn't that frustrating? There you are feeling great about being accepted and thinking you'll be able to do it, then suddenly you have to prove yourself all over again.
I'll tell you a secret. Its easy once you think about it correctly.
Calculus is a trick to divide by zero. OK, the picky math types might argue that it isn't but we don't want to argue, we just want to get it. So the easiest way to get it, is to look at calculus as a trick to divide by zero. Got it? Now lets get some more.
Calculus is like other mathematical operations. Just like subtraction is the opposite of addition and division is the opposite of multiplication, calculus goes both ways. Now isn't that interesting!
One side of calculus is called differential calculus, the other is called integral calculus. Integral calculus is the easiest to understand that's why colleges teach it second. See what I mean about those little tests to see how far you'll get? But, don't worry; we'll go all the way.
So what is integral calculus? Integral calculus is a way to calculate the area under a curve. Measuring rectangles are easy simply multiply the width, by the height. [fade to sexy body pose] But for curves you need integral calculus.
Maybe it will help to look at some curves. See, that is the curve. This is the area under the curve. We only measure the area to a straight line, beneath that could be other curves but those are off limits, for now [wink].
We could try to measure this area using rectangles but you notice that it misses all these bits. You don't want to loose any of these do you?
If we use smaller rectangles we get more of what we want. So, if we use smaller and smaller rectangles they eventually are zero width. This is what I meant by saying it is a trick to divide by zero. See, you fill the entire area.
When we add up the areas of all the zero width pieces we "integrate the pieces" and that is the area under the curve. When you integrate you get the sum of the areas; that is why the symbol for integration [show ? ] looks like an S, it's how you get sums. See calculus is fun. [press against clear board]
I'll give you a chance to appreciate what you just learned about integral calculus. OK, now are you ready for more?
The opposite of integral calculus is differential calculus. Guess what differential calculus is about? Differences. You can tell the difference between things right? [quick flash ugly drag queen]
I told you before that integral calculus is easier to understand. Well, differential calculus is easier to do. Sort of like girls, huh? There are only six formulas. You can count to six without even using two hands.
You probably won't need both hands, but if you do (introspective pause) please pay attention to me (begging).
So, differential calculus is about differences. Specifically, when one thing changes how another thing changes. We call that the rate of change.
[show chart] This chart shows all the values of ƒ based on this range of u. ƒ is what we call a function. [pop up link about functions]
Starting at zero as u gets bigger ƒ increases, that's a positive rate of change. We can see that ƒ increases until u gets to be this big then ƒ stops increasing and starts decreasing, that's a negative rate of change.
Lets look at a real life example. What can we use demonstrates rates of change? Hmmmm. I know, gravity. Isaac Newton created calculus to be able to figure out gravity. He needed a way to track heavenly bodies moving in space.
Lets graph the motion over time. If we start here and move this direction this much it goes up this much. If we continue to move this direction the same amount it goes up faster. The rate of change increases. Then at this point it starts slowing down until we get to this point when it stops going up. The rate of change is zero. Now if we keep moving this direction the curve starts going down.
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in a... more...
Mathematical Applications and Modelling is the second in the series of the yearbooks of the Association of Mathematics Educators in Singapore. The book is unique as it addresses a focused theme on mathematics education. The objective is to illustrate the diversity within the theme and present research that translates into classroom pedagogies.The book,...This book is an introduction to the subject of mean curvature flow of hypersurfaces with special emphasis on the analysis of singularities. This flow occurs in the description of the evolution of numerous physical models where the energy is given by the area of the interfaces. These notes provide a detailed discussion of the classical parametric approach... more...
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Calculus
Chapter 1 What Is Calculus? In This Chapter * You're only on page 1 and you've got a calc test already * Calculus — it's just souped-up regular math * Zooming in is the key * The world before and after calculus "My best day in Calc 101 at Southern Cal was the day I had to cut class to get a ...
0 1 2 1 2 3 4 We want the area underneath the stepped line, not the area underneath the smooth curve. It is ironic that we can easily determine the area underneath the smooth curve using the infinite calculus but have trouble determining the much more simple area under the stepped line.
Calculus The infinitesimal calculus, with its two branches, differential and integral calculus, has its roots in two special geometrical problems: (1) To find the tangent to a curve; (2) To find the area enclosed by a plane curve ("quadrature").
Curriculum Module: Calculus: Functions Defined by Integrals 1 AP Calculus Functions Defined by Integrals Scott Pass John H. Reagan High School Austin, TX Reasoning from the graph of the derivative function f in order to obtain information about the behavior of the function F defined by F ( x ...
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Engaging in mathematical investigations yourself will help you be a better mathematics teacher!
National, state, and local curriculum requirements and recommendations increasingly emphasize active student involvement in exploratory investigations. Teachers now face new demands when they field unexpected student discoveries, determine when some open-ended activity has played out its usefulness or is just on the verge of paying off in a major way, and judge which student-initiated directions are likely to lead to development of important mathematical ideas and which are dead ends. These pedagogical judgments depend heavily on deep mathematical knowledge.
Ways to Think About Mathematics uses immersion experiences in algebra, geometry, and statistics to help mathematics teachers improve their knowledge and understanding of mathematical concepts. By experiencing open-ended problems, making and checking conjectures, and evaluating problem solving strategies, every math teacher can become better prepared to deal with day-to-day classroom decisions.
Funded by the National Science Foundation and successfully field-tested in a wide variety of professional development and preservice settings, the materials in this book integrate mathematical thinking, effective teaching practices, and explicit connections to exemplary curricula. Because it is aligned with the principles and standards of the National Council of Teachers of Mathematics but is not fixed to any single curriculum, the materials in this book can be aligned with any state or district standards.
Ways to Think About Mathematics gives teachers the opportunity to grow as learners and teachers of mathematics by including problems for teachers to explore as well as selected "Problems for the Classroom" for the classes they teach.
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Product Details:
From the Publisher: Nowadays, students are struggling to learn math and pass exams. They are overwhelmed with information from lengthy textbooks, review books, and many math websites. With limited time, students cannot benefit from all these resources. Our students need only one concise book to help them review and prepare for the Geometry Regents exam. This is the book!"No more. No less. Just right."This book is structured in three parts:1. A Geometry review that will help students remember all the key topics and build their problem solving skills through the use of examples. 2. A practice section with real Regents questions.3. Answers and explanations. The topics for the practice questions correspond to the sections in the Geometry review. Students can easily refer back to the matching review sections, while they are doing the practice. This review book is geared towards helping students succeed with high scores on the Regents exams.
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CORD
was selected by Michigan's Department of Career Development (MDCD)
to work with mathematics and automotive career and technical education
teachers across the state to integrate higher levels of mathematics
into the automotive technology career cluster.
Their
role was to identify mathematics concepts taught in automotive courses
and to connect the concepts with the Michigan Mathematics Curriculum
Standards, the Michigan Education Assessment Program (MEAP) High School
Test in Mathematics, the American College Testing (ACT) WorkKeys Mathematics
Assessment Strands, and the National Automotive Technicians Education
Foundation (NATEF) Applied Mathematics Skills.
A
resource bank of integrated automotive and mathematic work examples
was developed and is contained on this CD-ROM. These work examples can
be implemented in both the automotive and the mathematic classrooms.
Automotive
Instructors can access the work examples by Integrated Automotive/Mathematic
Work-Examples link. The eight NATEF categories are listed and each category
is a link to specific work examples correlated to that area.
Mathematics
Instructors can access the work examples by math level. By clicking
on the ACT WorkKeys Mathematic Assessment Strands link, a chart will
appear indicating all five levels of the ACT WorkKeys as well the characteristics
of the problem and skills involved for each level. You will notice that
the level number is highlighted and underlined. These are links that
when selected will display all of the work examples for that particular
ACT level by NATEF area.
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This website will help prepare you for your June 2011 Algebra 2/ Trigonometry Regents exam.
Algebra 2/Trigonometry
Below is a copy of your syllabus.
Course Syllabus for Algebra 2/ Trigonometry
Ms. Sofrone
2010 – 2011
Overview: This is a math course designed to prepare students for successful completion of the NYS Algebra 2/Trigonometry Regents in June 2011.
Assessment: Students will be graded on quizzes and tests (50%), homework and classwork (50%).
Homework Policy:
-Students should be prepared to put homework problems on the board.
-Homework should be done neatly enough to hand in, as it may be collected.
-Homework should be expected every night, and while I will try to avoid it, I reserve
the right to assign homework on Fridays.
Let me know if you would like extra help after school and I will be happy to help.
So…..
Come to class on time.
Do the work that is asked of you to the best of your ability.
Ask for help when you need it (Remember that I'm here for only one reason, to help
you succeed!!!)
And RESPECT, RESPECT, RESPECT each other, the teacher and YOURSELF
Good Luck and Do Well,
Not only in Mathematics, but in everything that you pursue this year!!!!
HUDSON VALLEY COMMUNITY COLLEGE
TROY, NEW YORK
Course Outline Cover Page
COURSE TITLE: Mathematical Structures I
COURSE SUBJECT AND NUMBER: Math 130
DEPARTMENT: Mathematics Department
CREDIT HOURS: Three (3)
CONTACT HOURS: 2: 20 to 3:20
SEMESTER COURSE IS OFFERED: Fall only
PREREQUISITES: Two units academic math
TEXT: Mathematical Ideas, 11th ed.
Miller, Heeren, Hornsby .
COURSE FEES: No lab fee
FINAL EXAM/FINAL PROJECT: Final Examination (2 hours min)
IS COURSE OFFERED DISTANCE LEARNING: No
DATE PREPARED: August 2010
PREPARED BY: Camelia Sofrone
COURSE DESCRIPTION: Mathematical Structures I is the first of a two-semester survey course serving Liberal Arts students and other interested non-mathematics and non-science majors. It is designed to supplement the students' high school mathematics development. Sets, number systems, logic, and bases of numeration systems make up the core of the course.
STUDENT BEHAVIORAL OBJECTIVES: The student will demonstrate an ability to work with set operations and application problems. The student will demonstrate an ability to use symbolic logic to state and prove arguments.
ACTIVITIES AND ASSIGNMENTS: There will be problems assigned for each topic covered in the course. Many topics have additional worksheets that the students are required to complete. GRADE COMPUTATION: The course grade will be a weighted average based on 10% - homework, 25% -quizzes, 35% - tests and 30% - final exam. SEMESTER OUTLINE: See attached.
Under the guidelines of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA), the College is required to provide reasonable accommodations to students with disabilities. In coordination with the Disability Resource Center and the Learning Disabilities Specialist, reasonable accommodations will be provided for qualified students with disabilities. If you have a diagnosed disability that might affect your performance in this class, please meet with the instructor as soon as possible. This information will be kept confidential
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Synopses & Reviews
Publisher Comments:
Normal 0 false false false Unique in its approach, the Lehmann Algebra Series uses curve fitting to model compelling, authentic situations, while answering the perennial question But what is this good for? Lehmann begins with interesting data sets, and then uses the data to find models and derive equations that fit the scenario. This interactive approach to the data helps students connect concepts and motivates them to learn. The curve-fitting approach encourages students to understand functions graphically, numerically, and symbolically. Because of the multi-faceted understanding that they gain, students are able to verbally describe the concepts related to functions. Linear Equations and Linear Functions, Modeling with Linear Functions, Systems of Linear Equations, Exponential Functions, Logarithmic Functions, Polynomial Functions, Quadratic Functions, Rational Functions, Radical Functions, Sequences and Series, Additional Topics For all readers interested in algebra.
Synopsis:
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Arnol'd uses this "language" throughout the book. This fundamental difference from the standard presentation allows him to explain some of the real mathematics of ODEs in a very understandable way and without hidingthe substance. The text is also rich with examples and connections with mechanics. Where possible, Arnol'd proceeds by physical reasoning, using it as a convenient shorthand for much longer formal mathematical reasoning. This technique helps the student get a feel for the subject. Following Arnol'd's guiding geometric and qualitative principles, there are 272 figures in the book, but not a single complicated formula. Also, the text is peppered with historicalremarks, which put the material in context, showing how the ideas have developped since Newton and Leibniz. This book is an excellent text for a course whose goal is a mathematical treatment of differential equations and the related physical systems.
What People Are SayingThe MIT PressEditorial Reviews
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Intermediate Algebra
9780495108405
ISBN:
0495108405
Edition: 8 Pub Date: 2007 Publisher: Thomson Learning
Summary: Algebra is accessible and engaging with this popular text from Charles "Pat" McKeague! INTERMEDIATE ALGEBRA is infused with McKeague's passion for teaching mathematics. With years of classroom experience, he knows how to write in a way that you will understand and appreciate. McKeague's attention to detail and exceptionally clear writing style help you to move through each new concept with ease. Real-world applicatio...ns in every chapter of this user-friendly book highlight the relevance of what you are learning. And studying is easier than ever with the book's multimedia learning resources, including ThomsonNOW for INTERMEDIATE ALGEBRA, a personalized online learning companion.[read more]
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SMTE
1351:
Fundamentals of Math II
This course is the second
in a sequence of three mathematics content courses for students
seeking
certification for EC-6 Generalist, Special Education, Bilingual Education,
and grade 4-8 disciplines. This
course provides the conceptual framework for application of rational numbers, probability and statistics in
a problem solving setting.
"These courses should
be designed to ensure that the material is understood by the students
at a deeper level than would be the case if they took a more traditional
mathematics course....the material should be presented as much as possible
in a form that connects to the ways in which the subject comes up in
the elementary classroom....the courses should be such that they motivate
and engage students who have come to fear mathematics and mistrust their
own abilities to understand it al all. Finally, the course should involve
opportunities and requirements for communicating understanding of mathematics"
(Jonker, PRIMUS, 2008).
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Analogies 1 is a worktext designed to introduce students to analogy problem solving and to provide them with oppurtunities for vocabulary study. Its three-part organization is much like that of Analogies 2 and Analogies 3, the books which complete this series. However, as the introductory volume, Analogies 1 contains more basic vocabulary, and part 1, which presents analogies and strategies for solving them, contains more explanatory material and more exercises on this material. Both the content and the visual design of Part 1 will enlighten and reassure students who may be encountering analogies for the first time.
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Description
The Rockswold/Krieger algebra series uses relevant applications and visualization to show students why math matters, and gives them a conceptual understanding. It answers the common question "When will I ever use this?" Rockswold teaches students the math in context, rather than including the applications at the end of the presentation. By seamlessly integrating meaningful applications that include real data and supporting visuals (graphs, tables, charts, colors, and diagrams), students are able to see how math impacts their lives as they learn the concepts. The authors believe this approach deepens conceptual understanding and better prepares students for future math courses and life.
Table of Contents
1. Real Numbers and Algebra
1.1 Describing Data with Sets of Numbers
1.2 Operations on Real Numbers
1.3 Integer Exponents
1.4 Variables, Equations, and Formulas
1.5 Introduction to Graphing
Summary - Review Exercises - Test - Extended and Discovery Exercises
2. Linear Functions and Models
2.1 Functions and Their Representations
2.2 Linear Functions
2.3 The Slope of a Line
2.4 Equations of Lines and Linear Models
Summary - Review Exercises - Test - Extended and Discovery Exercises
Chapters 1-2 Cumulative Review Exercises
3. Linear Equations and Inequalities
3.1 Linear Equations
3.2 Introduction to Problem Solving
3.3 Linear Inequalities
3.4 Compound Inequalities
3.5 Absolute Value Equations and Inequalities
Summary - Review Exercises - Test - Extended and Discovery Exercises
Chapters 1-3 Cumulative Review Exercises
4. Systems of Linear Equations
4.1 Systems of Linear Equations in Two Variables
4.2 The Substitution and Elimination Methods
4.3 Systems of Linear Inequalities
4.4 Introduction to Linear Programming
4.5 Systems of Linear Equations in Three Variables
4.6 Matrix Solutions of Linear Systems
4.7 Determinants
Summary - Review Exercises - Test - Extended and Discovery Exercises
Chapters 1-4 Cumulative Review Exercises
5. Polynomial Expressions and Functions
5.1 Polynomial Functions
5.2 Multiplication of Polynomials
5.3 Factoring Polynomials
5.4 Factoring Trinomials
5.5 Special Types of Factoring
5.6 Summary of Factoring
5.7 Polynomial Equations
Summary - Review Exercises - Test - Extended and Discovery Exercises
Chapters 1-5 Cumulative Review Exercises
6. Rational Expressions and Functions
6.1 Introduction to Rational Functions and Equations
6.2 Multiplication and Division of Rational Expressions
6.3 Addition and Subtraction of Rational Expressions
6.4 Rational Equations
6.5 Complex Fractions
6.6 Modeling with Proportions and Variation
6.7 Division of Polynomials
Summary - Review Exercises - Test - Extended and Discovery Exercises
Chapters 1-6 Cumulative Review Exercises
7. Radical Expressions and Functions
7.1 Radical Expressions and Functions
7.2 Rational Exponents
7.3 Simplifying Radical Expressions
7.4 Operations on Radical Expressions
7.5 More Radical Functions
7.6 Equations Involving Radical Expressions
7.7 Complex Numbers
Summary - Review Exercises - Test - Extended and Discovery Exercises
Chapters 1-7 Cumulative Review Exercises
8. Quadratic Functions and Equations
8.1 Quadratic Functions and Their Graphs
8.2 Parabolas and Modeling
8.3 Quadratic Equations
8.4 The Quadratic Formula
8.5 Quadratic Inequalities
8.6 Equations in Quadratic Form
Summary - Review Exercises - Test - Extended and Discovery Exercises
Chapters 1-8 Cumulative Review Exercises
9. Exponential and Logarithmic Functions
9.1 Composite and Inverse Functions
9.2 Exponential Functions
9.3 Logarithmic Functions
9.4 Properties of Logarithms
9.5 Exponential and Logarithmic Equations
Summary - Review Exercises - Test - Extended and Discovery Exercises
Chapters 1-9 Cumulative Review Exercises
10. Conic Sections
10.1 Parabolas and Circles
10.2 Ellipses and Hyperbolas
10.3 Nonlinear Systems of Equations and Inequalities
Summary - Review Exercises - Test - Extended and Discovery Exercises
Chapters 1-10 Cumulative Review Exercises
11. Sequences and Series
11.1 Sequences
11.2 Arithmetic and Geometric Sequences
11.3 Series
11.4 The Binomial Theorem
Summary - Review Exercises - Test - Extended and Discovery Exercises
Chapters 1-11 Cumulative Review Exercises
Appendix A: Using the Graphing Calculator
Appendix B: The Midpoint Formula
Bibliography
Answers to Selected Exercises
Photo Credits
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The Accounting Foundations Workbook 3e has been revised to align with the New Zealand Curriculum 2007 and the realigned Achievement Standards for Level 1 of NCEA.
It contains hundreds of activities designed to help students understand the Accounting concepts covered for Level 1 of NCEA. Full answer...
Practice and consolidate skills
The author team of David Barton and Anna Cox has been joined by Philip Lloyd to provide a brand new, easy-to-use, write-on workbook. It contains approx 80 self-contained assignments linked to the Delta Mathematics textbook, making it easy for the teacher to give pra...
For Students
Geography 1.4 is a practical resource to help you pass the Geography 1.4 Achievement Standard: Apply concepts and basic geographic skills to demonstrate understanding of a given environment.
Features
A wide range of activities, covering:
Natural and cultural features; maps and m...
Geography 2.4 3rd edition covers all the skills (thinking, practical and valuing) and key geographic concepts needed to help Year 12 students prepare for Geography Achievement Standard 2.4 (Apply concepts and geographic skills to demonstrate understanding of a given environment), as well as 2.5 (Con...
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All Matters of Math by Canaa
Thanks for Visiting!
My name is Canaa Lee, and I am proud to announce that my dream of becoming an author has finally come true! My first book, Algebra for the Urban Student is the first algebra book
that was written for the typical math student. Math books are written for people who love and understand the jargon. From my experience as a high school teacher, most students dislike
mathematics because it has always been difficult for them and they have never been good at it.
Algebra for the Urban Student is a book that is written in the language that I use to personalize my classroom. I have interjected my personality in my book to guide my students
through their assignments in class. Now, when students leave my classroom, it is as if they have taken me home with them to help complete their assignments.
The chapters in Algebra for the Urban Student illustrate a significant algebra concept, such as solving linear equations and inequalities and finding the slope of a line. Then, the
chapter includes homework assignment that provides students with the opportunity to "demonstrate your understanding." In addition, there are real life projects for both algebra and geometry,
grading rubrics for whole and small class discussions. Furthermore, there are algebra 2 lessons that utilize the graphing calculator and takes the pain out of learning upper lever algebra.
This is just the first. I am writing the sequel to Algebra for the Urban Student. I anticipate its release in August 2012! You can purchase Algebra for the Urban
Student today!
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The students in this unit will use physicsformulas, algebraic expressions, and graphing skills for both math and science. Technology will be integrated into the lesson by ... You Want to be a Rocket Scientist.pdf
EXAMINER TIPS for O Level Physics 5054 How to Use These Tips These tips highlight some common mistakes made by students. They are collected under various subheadings ... FINAL.pdf
SAT Subject Physics Formula Reference This guide is a compilation of about fifty of the most important physicsformulas to know for the SAT Subject test in physics.
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dw's comments:
I am an advocate of teaching applied mathematics as opposed to pure math at early educational stages. What we really want to achieve is a population capable of higher reasoning and advanced problem solving skills than we currently have. Math is essential to the understanding of physics, biology, computer software, computer technology, music, economics, business, etc. and can be taught, thoroughly, through these subjects. Math is better learned and appreciated when taught as a tool used in reasoning processes related to the subjects that interest the student the most. Course work structured to teach the student the beauty of deeper understanding leads directly to a deeper appreciation of mathematics and a more creative, confident and contributive individual.
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30 Mathematics Lessons Using the TI-15 learners grasp mathematical concepts and skills with lessons that integrate calculator use. These books provide step-by-step mathematics lessons that incorporate the use of the TI-10 and TI-15 calculators throughout the learning process. The 30 lessons present mathematics in a real-world context and cover each of the five strands including numbers and operations, geometry, algebra, measurement, and data analysis and probability.
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MATH 070: Basic Mathematical Skills
All course material below are in PDF format. In order to view and print then You will need Adobe Acrobat reader installed on your computer which you can download for free form Adobe at
These calendars are intended as a guide to pace you through the semester. Check your instructor's D2L for specific course assignments.
Practice exams are a sample of the type of questions you could see on the unit exams. Use these as if you were taking the exam. This means no book or notes. PRACTICE PROBLEMS ARE UNAVAILABLE AT THIS TIME.
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Academics
Mathematics
Algebra 1A/ Algebra 1B
The purpose of this course is to provide students with the foundation for more advanced
mathematics courses and to develop the skills needed to solve mathematical problems.
Course content includes sets, variables, real number systems, equations, and inequalities,
relations and functions, graphs, rational, and irrational numbers, and radicals.
Alegbra 1.
Algebra 1 Honors, taught at the
honors level.
Geometry
This course emphasizes critical thinking involving the discovery of relationships and their
proofs, and skill in applying the deductive method to mathematical situations. Course
content includes logic and reasoning, the study of Euclidean geometry of lines, planes,
angles, triangles, similarity and congruence.
Geometry Honors
The purpose of this course is to provide a rigorous in-depth study of geometry, with emphasis
on methods of proof and the formal language of mathematics. Course content includes
the structure of geometry, angle concepts, triangles, quadrilaterals, proofs, similar
polygons, circles and spheres, volume and transformational geometry.
Algebra 2
The purpose of this course is to provide students with a foundation for applying advanced
skills to other mathematical and scientific fields. Course content includes linear and quadratic
equations, factoring of polynomials, graphing, systems of equations, rational/
irrational and logarithmic functions.
Precalculus with Trig
This course prepares the student for AP Calculus. The student will identify the vectors in
a plane and their relationships, perform operations on vectors, determine distances in a
plane, solve systems of equations, study conic sections, identify and graph polynomial and
rational functions, and use the polar coordinate system. The student will understand
circular functions and their inverses, prove trigonometric identities, graph trig functions
and inverses, solve problems involving trig equations and solve triangles.
Integrated Mathematics 3
The purpose of this course is to strengthen the mathematical skills of college-bound students
who lack the proficiency required for further advanced mathematics. Course content
includes complex numbers, equations, systems of equations, and inequalities.
Math for College Success
Required for students who score less than "72"on the Math section of the
CPT/Accuplacer, below "440" on the SAT Math, or below "19"on ACT Math.
This course prepares students for entry level College Mathematics. Major topics include
properties of integers and rational numbers, integer exponents, simple linear equations
and inequalities, operations on polynomials including beginning techniques of factoring,
introduction to graphing, and introduction to operations on rational expressions.
The content should include, but not be limited to, the following:
− using signed numbers − simplifying algebraic expressions − solving algebraic equations
− simplifying exponents and polynomials − factoring polynomials − graphing linear equations
− simplifying, multiplying, and dividing rational expressions − simplifying and performing
operations with radicals
Math For College Readiness
The purpose of this course is to strengthen the skill level of high school seniors who have
completed Algebra I, II, and Geometry and who wish to pursue credit generating mathematics
courses at the college level.
The content should include, but not be limited to, the following:
− Functions and Relations
− Polynomials
− Rational Expressions and Equations
− Radical Expressions and Equations
− Quadratic equations
− Logarithmic and Exponential Functions
− Matrices
− Simple and Compound Interest
− Descriptive Statistics
− Vocabulary
− Edit Writing for Correct Use of Punctuation, Capitalization, Grammar and Sentence
− Structure
− Strategies for College Readiness
AP Statistics
The purpose of this course is to explore data; observing patterns and departures from patterns, plan a
study; deciding what and how to measure — anticipating patterns in advance; producing models using
probability and simulation and to inference statistics; confirming models.
AP Calculus AB
Topics include circle and parabola, limits and continuity, derivatives of algebraic and trigonometric
forms, applications of derivatives, and definite and indefinite integrals.
Dual Enrollment
College Algebra/ Precalculus
Topics include a symbolical, graphical, and numerical analysis of polynomial, exponential, logarithmic,
power, rational and trigonometric functions: matrices, sequences, induction, binomial theorem,
conic sections, and the polar coordinate system; trigonometric equations and inverse functions; solutions
of plane triangles and vectors. Applications emphasizing connections with other disciplines and
with the real world will be included. Technology tools will be utilized in addition to analytical methods.
*This course counts as two high school credits. Gordon Rule course. Minimum grade of C
required if MAC1105/1147 is used to satisfy Gordon Rule and general education requirements.
Calculus 1
Topics include circle and parabola, limits and continuity, derivatives of algebraic and trigonometric
forms, applications of derivatives, and definite and indefinite integrals.Gordon Rule course. Minimum
grade of C required if MAC2311 is used to satisfy Gordon Rule and general education requirements.
Calculus with Analytic Geometry
Topics include differentiation and integration of exponential logarithmic transcendental functions,
techniques of integration, indeterminate forms, conic sections, and infinite series. Gordon Rule
course. Minimum grade of C required if MAC2312 is used to satisfy Gordon Rule and general education
requirements.
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