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From the Integrating Mathematical Problem Solving project by Mathematics in Education and Industry (MEI), this activity for post-16 students demonstrates that the efficiency of a river can be measured using the hydraulic radius; this depends on the cross-sectional area of the river and the wetted perimeter of the cross-section. Topic…
From the Integrating Mathematical Problem Solving project by Mathematics in Education and Industry (MEI), this activity shows that derivatives can help to manage risk. The market in derivatives has grown enormously in recent years. On average, speculators break even. The mathematical ideas covered are:
• Comparing a model…
From the Integrating Mathematical Problem Solving project by Mathematics in Education and Industry (MEI), this activity shows that it is not possible to be certain what the market will do next. The mathematical ideas covered are:
• Time series
• Percentage change
• Random walks
• Geometric mean
• Normal…
From the Integrating Mathematical Problem Solving project by Mathematics in Education and Industry (MEI), this activity for post-16 students shows how regular sampling of a variety of prices is used to get a measure of inflation. There is more than one possible way to do this. A measure of inflation is used to update pensions and…
From the Integrating Mathematical Problem Solving project by Mathematics for Education and Industry (MEI), this activity for post-16 students shows how modelling helps decision making by allowing us to see what is likely to happen. The mathematical ideas covered are:
• Modelling cycle
• Binomial probability model
• Expected…
From the Integrating Mathematical Problem Solving project by Mathematics for Education and Industry (MEI), this activity for post-16 students shows how money which circulates has a greater effect than could be expected. The activity starts by students predicting on what they will spend their wages when they get a job and, from that,…
From the Integrating Mathematical Problem Solving project by Mathematics in Education and Industry (MEI), this activity shows how compound interest can be calculated over different intervals. As the intervals get smaller and smaller, the total value approaches a limit. Topic areas covered are:
• Use of different time intervals…
These supplementary materials for discussing data contain full colour versions of the graphs and diagrams for all the activities in the Discussing Data Activity Book. The graphs and diagrams are split into the six areas described in the book .
Handling Data Reference provides supports for students on each of the steps either activity from the Nuffield Foundation shows students how to use a recurrence relation to work out how long it takes to pay off a credit card loan and how much it costs. They can use a graphic calculator or spreadsheet to do the working.
After working through the given example, where a customer spends £1250 and repays…
This resource from the Nuffield Foundation allows students to investigate relationships between anthropometric variables and write a report on their findings, which may include the use of scatter diagrams, lines of best fit, regression lines, and correlation coefficients.
The spreadsheet contains anthropometric data from a sample…
The Nuffield Foundation provide this activity for students to consider the difficulties in using real data, from the Department of Trade and Industry, to identify which sport is the most dangerous to participate in. The data includes the age and gender of patients requiring treatment at a sample of hospitals after suffering sports…
The Nuffield Foundation provide this resource which can be used to introduce the shape and main features of proportional, linear, inverse proportional, and quadratic graphs. Different versions of Excel spreadsheets allow students to explore how the shape and the position of a graph changes when the constants in its equation are altered.
Students…
The Nuffield Foundation provide this resource which enables students to carry out significance tests on proportions and test hypotheses about successful applicants to higher education.
The data provided on information sheet A is simulated but similar to real data available on the UCAS website.
Information sheet B outlines…
The Nuffield Foundation provide this resource where students use simulated stature data for men and women in eight countries to draw histograms and look for general results, as manufacturers need to take these into account when they design products.
This is mainly intended as an introduction to the normal distribution, but the…
The Nuffield Foundation provides this resource which shows students how, given a set of measurements along an irregular coastline, it is possible to approximate the area of land which is lost to coastal erosion over a period of time.
Coastal erosion A - this activity uses the context of coastal erosion to introduce the trapezium…
The Nuffield Foundation provides this activity which students use to create spreadsheets that model what would happen to the temperature of the Earth if there were to be a sudden change in the amount of radiation entering or leaving the planet. Students then investigate polynomial and exponential functions to find the best model.
Before…
The Nuffield Foundation provide this resource where students are shown how to draw and format cumulative frequency graphs in Excel, showing the hourly earnings of men and women, and then interpret their graphs. Students need to know how to draw cumulative frequency graphs by hand before attempting to draw them using a spreadsheet.
There…
This resource from the Nuffield Foundation provides the opportunity for students to fit functions to linear and quadratic graphs. It is assumed that students will already have some knowledge of linear and quadratic functions and their graphs, which are used to compare models and comment on their suitability. A slide show is included,These datasets from stats4schools are compiled from the responses given by over 1500 people to a survey. They are intended to be used flexibly but some ideas are given to guide students in their interrogations.
There are three sheets in each set
1. Decoded data
2. An explanation of the questions that were asked in the survey
3.…
Using this resource from stats4schools, students investigate TV viewing habits by interpreting data and graphs, manipulating data to answer questions and draw conclusions.
The resource includes a lesson plan, datasheet, questions sheet and dataset. |
Please note, most of the units detour around before coming to central
ideas which are in the last couple chapters.
1. Variables and Patterns:Introducing Algebra The main goal of the Introducing Algebra unit is to teach the
student the linear equation y = ax. This is mainly taught near the end
of the unit. To get there, the students are led through detours of three
chapters of learning about non-linear graphs such as those of hunger and
happiness. (Please note that Okemos schools teaches students to read graphs
starting in Kindergarten). In the case of my daughter, she was weak in
understanding and writing linear equations at the beginning of this unit.
At the end, she was still not proficient in it.
In the first year, the teacher also introduced graphing calculators
for simple straight line graphs. This practice was abandoned after parents
complained. It really bother me that problems used in the book such as
temperatures distributions in the day and/or bike tour obscure the simplicity
of math about straight line The only positive things I can say about this
unit is that at the end (after 4 weeks), my daughters could plot nice graphs.
However, she was weak in understanding and writing linear equations at
the beginning of this unit. At the end, she was still not proficient in
it.
Being a trained experimentalist, I may be one parent who wrote things
down. There are many parents and students who hated these type of open
questions of bike tour or suggesting a scenario for the graphs which show
the sale of popcorn as a function of time. Some kids are so bored by these
type of writings that they refuse to take these problems home because they
do not want to do them. Others like my daughters would get frustrated and
cry.
2. Moving Straight Ahead :Linear Relationships Similar complaints as above. Additionally, the homework assignments
consists of many irrelevant word problems containing nonlinear graphs of
happiness and hunger. While most parents share the concern that students
should learn to solve word problems instead of just crunching numbers,
CMP provides some of the worst word problems under the pretense of offering
"real life problems." In a recent seventh grade homework assignment, students
were asked to do several problems similar to the following one (Moving
Straight Ahead, p. 29):
The 1996 Olympic gold medal winner for the 20 kilometer walk
was Jefferson Perez from Ecuador. His time was 1 hour, 20 minutes, 7 seconds.
Perez's time was not good enough to beat the olympic record set in 1988
by Josef Pribilinec from Czechoslovakia. Pribilinec's record for the 20
kilometer was 1 hour, 19 minutes, 57 seconds. What was the walking rate
of each person?
My daughter dutifully punched the numbers into her calculator and wrote
down the answers as:
Jefferson Perez : 0.00416 km/s
Josef Pribilinec : 0.00417 km/s
When I asked my daughter what she was supposed to learn from this exercise,
she looked at me with a blank expression. When I asked her why she chose
the unit of kilometers/second instead of meters/second or meters/hour,
she gave me the standard CMP reply that her teacher said there is no absolute
correct answer in math homework. The book asked for rate, so she calculated
a rate. She then continued to do similar problems that evening by punching
more numbers into her calculator. No new light was shed the next morning
when her teacher graded her homework.
If the problem meant that the student should calculate speed in certain
terms, it should have said so clearly instead of using the fuzzy term "rate."
Most 7th graders have a pretty good concept of speed (Just ask any parent
who has been caught speeding by their child who reads speed limit signs).
However, 0.00416 km/s means nothing to most 7th graders, and even to some
parents. They cannot relate that to their daily experience. If the problem
meant to compare the rate of winners, the original description of how long
it took a winner to walk 20 kilometers is the most sensible description.
Can you imagine a sportscaster announcing that the winner Jefferson Perez's
walking rate was 0.00416 km/s, compared to the Olympic record of 0.00417
km/s achieved by Josef Pribilinec?
Word problems that do not relate to the context of real life will train
only low-skilled employees who cannot function without cash registers.
Unfortunately, this type of problem is prolific throughout the CMP booklets.
3. Accentuate the Negative:Integers My daughter cried her ways through drawing chips (red and black). That
is the unit that convinced her to get out of Kinawa math to go to CHAMP
-- about the most positive thing I can say regarding CMP.
4. Stretching and Shrinking : Similarity Stretching and Shrinking teaches scaling factors and similarity
in geometry. The main goal of this unit is to teach students to understand
geometric similarity. More importantly, for a curriculum that stresses
real life problems, the unit advertises teaching students applications,
e.g.. using the properties of similar triangles to determine the height
of objects. Unfortunately, after all the detours of drawing wumps and Rep-tiles,
the students never mastered the shadow method of determining object height.
Let me use some real life examples to illustrate the points I want to
make. One night, my daughter spent nearly three hours drawing four "wumps."
I have enclosed a wimp for your reference. Instead of drawing all those
wumps, most of the points in the lesson could have been taught by drawing
a rectangle, using much less time. Another example is the Rep-tile exercise.
In the October parent math meeting, the parents were asked to find "a way
to divide each shape (copy attached for your entertainment) into four congruent,
smaller shapes that are similar to the original shape." When I asked what
the students were supposed to learn from this, the question derailed the
lesson. One teacher said that the objective was to teach the concept of
reduction, which obviously was wrong. The exercise was to create "Rep-tiles,"
a term I could not find in any college or high school geometry books. I
asked several Math and Physics professors, and none had heard the term
nor could they see the reason for teaching this. Can you explain to me
why precious class time is spent teaching this or drawing wumps instead
of teaching students the essence of this unit, i.e. how to use the properties
of similar triangles or scale factors to find distance or height?
5. Comparing and Scaling :Ratio, Proportion and Percent It reads like Bits and Pieces II. Thus I don't think much about it
in teaching ratios, proportions and percent. Moreover, I will be surprised
if most kids at this age will find the population census data interesting.
However I do find Chapter 5 about estimating populations of deer in Michigan
by sampling to be interesting. On the other hand, I remembered my older
child learned similar method to estimate the number of bats in a cave in
6th grade in a non-CMP math class. Still I found the method interesting
that I would not mind my 7th grade child repeat it.
This is the CMP unit currently used to teach proportional reasoning.
The teachers said that the last two chapters will barely be touched upon.
For example, the sampling methods used in polling to estimate population
which we hear everyday in the media will not be taught. Instead, my daughter
and I went through a torturous explanation about the number of visitor
hours spent in the Federal Recreational Park Service.
6. Data around us:Number Sense I don't know how to make out of the book. The only thing I can say
is that both of my kids hate working with large numbers. I would say a
couple problems to illustrate the points will be all they can take. They
are definitely not interested in census data. However, for other kids,
this may be good and is good PR to parents to hear that the kids are working
with real data.
7. Filling and Wrapping:Three Dimensional Measurement I believe this units can be taught with formula in a week to calculate
surface area and volume. I think it is good that they illustrate the surface
area and volume by folding cardboard. However, I have strong reservations
about calculating the surface area of a cylinder by counting squares on
a grid paper though. It is much easier to explain to the kid about area
of the circles and multiply that by the length to get volume.
I believe the following unit was left out by mistake. I notified Lee
Gerard already.
8. What Do you Expect : Probability and Expected values
(not mentioned) There is one unit about Probability which I believe the teachers left
out inadvertently, (I hope). I do not know how much experiments they
do with coins and dice. Tossing coins 10 times is all my kids can take.
I think analyzing one stage and two stage games especially if this is accompanied
by software that illustrate the points may be fine. However putting out
a page of nonsense pictograms on Pg. 71 is ridiculous. If they just want
the kids to guess, it is not necessary to go to such extreme waste of paper. |
Geometry: A Comprehensive Course (Dover Books on Mathematics)
Book Description: "A lucid and masterly survey." — Mathematics GazetteProfessor Pedoe is widely known as a fine teacher and a fine geometer. His abilities in both areas are clearly evident in this self-contained, well-written, and lucid introduction to the scope and methods of elementary geometry. It covers the geometry usually included in undergraduate courses in mathematics, except for the theory of convex sets. Based on a course given by the author for several years at the University of Minnesota, the main purpose of the book is to increase geometrical, and therefore mathematical, understanding and to help students enjoy geometry.Among the topics discussed: the use of vectors and their products in work on Desargues' and Pappus' theorem and the nine-point circle; circles and coaxal systems; the representation of circles by points in three dimensions; mappings of the Euclidean plane, similitudes, isometries, mappings of the inversive plane, and Moebius transformations; projective geometry of the plane, space, and n dimensions; the projective generation of conics and quadrics; Moebius tetrahedra; the tetrahedral complex; the twisted cubic curve; the cubic surface; oriented circles; and introduction to algebraic geometry.In addition, three appendices deal with Euclidean definitions, postulates, and propositions; the Grassmann-Pluecker coordinates of lines in S3, and the group of circular transformations. Among the outstanding features of this book are its many worked examples and over 500 exercises to test geometrical understanding |
This course examines an important and interesting part of the history of mathematics, and more generally, the intellectual history of human kind: history of mathematics in the Islamic world. Some of the most fundamental notions in modern mathematics have their roots in this part of the history such as the modern number system, the fields of algebra and trigonometry, and the concept of algorithm among others. In addition to studying specific contributions of medieval Muslim mathematicians in the areas of arithmetic, algebra, geometry and trigonometry in some details, we will also examine the context in which Islamic science and mathematics flourished, and the role of religion this development. The rise of Islamic science and its interactions with other cultures (e.g. Greek, Indian and Renaissance Europe) tells us much about the larger issues of humanities. Thus, this course has both a substantial mathematical component (~60-65 %) and a significant history and social science component (~35-40%), bringing together three disciplines: Mathematics, History and Religion. It is part of the Islamic Civilization and Cultures program, and fulfills the QR requirement. No prerequisite is needed beyond high school algebra and geometry, but a solid knowledge in algebra and geometry is needed. |
emphasizes the intelligent application of approximation techniques to the type of problems that commonly occur in engineering and the physical sciences. Students learn why the numerical methods work, what type of errors to expect, and when an application might lead to difficulties. The authors also provide information about the availability of high-quality software for numerical approximation routines. The techniques are essentially the same as those covered in the authors' top-selling Numerical Analysis text, but in this text, full mathematical justifications are provided only if they are concise and add to the understanding of the methods. The emphasis is placed on describing each technique from an implementation standpoint, and on convincing the student that the method is reasonable both mathematically and computationally. |
Science Books
How to Prepare for the AP Calculus (Barron's How to Prepare for Ap Calculus Advanced Placement Examination)
Updated to reflect the most recent Advanced Placement exams in Calculus, this manual presents four practice exams in Calculus AB and four more in Calculus BC, all with questions answered and explained.
For more information about the title How to Prepare for the AP Calculus (Barron's How to Prepare for Ap Calculus Advanced Placement Examination), read the full description at Amazon.com, or see the following related books:
Calculus for Dummies — 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 |
free online interactive geometry textbook. The site has two primary audiences: teachers using the animations in class with a projector to demonstrate geometry concepts, and students who need a reference source when the teacher is not around.
The scope of the site is all geometry concepts up to and including...
More
A free online interactive geometry textbook. The site has two primary audiences: teachers using the animations in class with a projector to demonstrate geometry concepts, and students who need a reference source when the teacher is not around.
The scope of the site is all geometry concepts up to and including high school and college general ed.
Each topic has a java applet that both animates the concepts and allows the user to interact with it to gain a deeper understanding. The idea is to go beyong what a static paper textbook can offer, and make the content more available without carrying heavy books everywhere.
Discussion for Math Open Reference
Andrea Watley
(Student)
This site is awesome! I spent about 40 minutes on here. It has just about any and everything you'd like to know about geometry. Each category, (some with sub categories,) have excellent definitions that are straight forward and easy to understand. It also has interactive pictures for there examples that you can manipulate; great for visual learners like myself. In addition, there are formula's, and calculations to show how to solve a certain problem, as well as history facts of famous geometers; (if one should be interested.) This site also provides a great index so you can quickly find your specific subject matter. I would highly recommend this site for any students learning, and/or interested in geometry. I only wish I knew about this site previously when I attended high school, it would have been a great help.
Technical Remarks:
Software very easy to use. One click of the mouse to whatever subject that your interested in, and moving the cursor to manipulate the pictures that are up for example. |
Math Word Problems Demystified trouble with word problems? No problem! Math Word Problems DeMYSTiFieD, Second Edition explains, in simple terms, how to solve mathematical word problems. No longer will you panic at the concept of a train traveling at 65 miles per hour! Based on mathematician George Polya'¬"s proven four-step process for solving word problems, this book helps you master the basic procedures and develop a plan of action that can be used to solve word problems found in all mathematics courses. Detailed examples, concise explanations, and worked-out proble... MOREms make it easy to understand the material, and end-of-chapter quizzes and a final exam help reinforce learning. Math Word Problems DeMYSTiFieDfeatures: Refresher sections on decimals, fractions, percents, equations, systems of equations, and quadratic equations Coverage of 10 different types of word problems, focused on numbers, digits, coins, age, distance, finance, and other topics Chapter-opening objectives offering insight into what you'¬"re going to learn in each step Questions at the end of every chapter to reinforce learning and pinpoint weaknesses '¬SStill Struggling?'¬ icons providing specific recommendations for those having difficulty with certain subtopics A final exam for overall self-assessment '¬SCurriculum Tree'¬ that shows how the topic covered in the book fits into a larger curriculum It'¬"s a no-brainer! You'¬"ll learn about: Solving decimal and fraction problems; Solving percent problems; Solving proportion and formula problems; Equations and algebra representation; Solving number and digit problems; Solving coin and age problems; Solving distance and mixture problems; Solving finance, lever, and work problems; Systems of equations; Quadratic equations; Solving geometry, probability, and statistics problems The second edition of one of the most successful math word problems books on the market is updated with all-new quizzes and test questions, clearer explanations of the material, and a completely refreshed interior design. Your solution to MATH word PROBLEMS! Find yourself stuck on the tracks when two trains are traveling at different speeds? Help has arrived! Math Word Problems Demystified, Second Edition is your ticket to problem-solving success. Based on mathematician George Polya's proven four-step process, this practical guide helps you master the basic procedures and develop a plan of action you can use to solve many different types of word problems. Tips for using systems of equations and quadratic equations are included. Detailed examples and concise explanations make it easy to understand the material, and end-of-chapter quizzes and a final exam help reinforce learning. It's a no-brainer! You'll learn to solve: Decimal, fraction, and percent problems Proportion and formula problems Number and digit problems Distance and mixture problems Finance, lever, and work problems Geometry, probability, and statistics problems Simple enough for a beginner, but challenging enough for an advanced student, Math Word Problems Demystified, Second Edition helps you master this essential mathematics skill. |
Arithmetic/Introduction to Arithmetic/How This Textbook is Organized
This textbook is organized by parts and then into sections and subsections. The parts get more advanced as you work through the textbook and the sections build off of one another until the reader has a substantial working knowledge of the material for that part of the textbook. Skipping any part of this textbook is not advised. |
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Show More center when you can have your own personal math tutor at a fraction of the cost. Master the skills that will ensure success in algebra and beyond. Algebra is the gateway to more advanced math, science, and technology classes, which means it is the key to success in the 21st century. Make sure that you are ready! SETS, INTEGERS, POSITIVE AND NEGATIVE FRACTIONS AND DECIMALS, EXPONENTS, SQUARE ROOTS, ORDER OF OPERATIONS, PROPERTIES OF NUMBERS, SCIENTIFIC NOTATION, RATIOS AND PROPORTIONS, PERCENTS, NUMBER THEORY, NUMBER LINES, COORDINATE SYSTEMS, SLOPE OF A LINE, EQUATIONS, GRAPHING LINEAR EQUATIONS, ALGEBRA WORD PROBLEMS, PROBABILITY, STATISTICS, AND MUCH MORE.Excellent for summer. TRY OUR FREE iphone app, MATH EXPERT, from Math Essentials.net |
Free math modeling Vista files (page 1)
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Blackline master book designed
to complement a remedial Math program for small groups of students.
Explains
the basic concepts of number, exploring in detail the processes of addition,
subtraction, multiplication and division.
Decimals are investigated in detail as
well as their relationship with percentages. The activities are sequenced in
line... more...
Statistics for the Utterly Confused, Second Edition. When it comes to understanding statistics, even good students can be confused. Perfect for students in any introductory non-calculus-based statistics course, and equally useful to professionals working in the world, Statistics for the Utterly Confused is your ticket to success. Statistical concepts... more...
Comparing math teaching practices in Japan and Germany with those in the United States, two leading researchers offer a surprising new view of teaching and a bold action plan for improving education inside the American classroom. For years our schools and children have lagged behind international standards in reading, arithmetic, and most other... more...
Your complete guide to a higher score on the CSET: Mathematics. Features information about certification requirements, an overview of the test - with a scoring scale, description of the test structure and format and proven test-taking strategies Approaches for answering the three types of questions: multiple-choice... more...
A new guide in the best-performing Praxis II test-prep series on the market Thirty states require aspiring teachers to pass the Praxis II Middle School Mathematics test. This book provides focused review chapters for every subject covered on the test, plus three full-length tests with complete answer explanations. Sandra Luna McCune, PhD (Nacogdoches,... more...
Comprehensive Prep for GMAT Data Sufficiency. Every year, students pay $1,000 and more to test prep companies to prepare for the math section of the GMAT. Now you can get the same preparation in a book. Features: Comprehensive Review: Twenty-four chapters provide the most thorough review of data sufficiency math available. Practice: Includes 196 examples... more...
Guesstimation is a book that unlocks the power of approximation--it's popular mathematics rounded to the nearest power of ten! The ability to estimate is an important skill in daily life. More and more leading businesses today use estimation questions in interviews to test applicants' abilities to think on their feet. Guesstimation enables anyone... more... |
Welcome to Introductory Algebra! This sheet will tell you about the
course, including subject matter, homework, exams, & term grade.
Almost all of your questions about the course can be answered by reading
this syllabus.
If anything is unclear, please ask for
clarification.
Once you are registered, you may begin
the course. Once you have clicked on the link to Intro Web Fall
2013, I strongly suggest that you spend a bit of time
familiarizing yourself with all of the helpful tools available
in the software. Please be sure to go through the Course
Information section. When you are ready to begin the lessons, I
suggest the following approach.
1.)
1. Read the syllabus available on my web-site
2.)Everybody takes the PRE-TEST
for each chapter
2.1) New!!! for students that need
just a refresher: Do Pretest1, score at least an 80% →go to
Pretest2 and so on, you may forgo chapter sections of chapters
you pass with an 80 or higher, up to Chapter 4; you have to work
sections 5.1-5.4,
2.2) for all other
students:After
Pre-Test work all assignments listed for the chapter.● Work
"Lecture & Practice" assignments (familiarize with material)
●Do your homework. (This is located in the HOMEWORK button.)
●Do Post-Test at the end of each Chapter
3) Do posts on Discussion Board
Technology:
Online students must have a valid
e-mail address to register for computer software. All work is done
through the internet, so you need internet access. If you do not have
access to the internet, you may use the computers in the math lab at OC.
This course will work best using Internet Explorer.
Communication
Communication plays a vital role in an online students success.
Communication methods for this course include announcements, email, and
discussion boards. You are required to participate in the discussion
boards. Each student should submit 14 meaningful threads/summer
students 7 meaningful threadsin the discussion
boards.Idle chitchat and
non-meaningful posts will not count towards your grade. Any emails I
receive will be answered within 2 business days.
Term Grade
Your term grade will be determined according to the following
distribution:
Homework
Discussion
Board
Tests
Final Exam
(under 'quizzes')
Percentage
25%
10%
40%
25%
Drops
5
0
1
0
Please note that I will be checking in on your progress weekly. This
includes checking the time you are spending in each section, the homework
you have completed, and the exam status.
Homework
Homework will be assigned for each section. All homework
assignments and tests will be open on the 1st day of class,
and will close at the end of the semester.There is a
suggested
completion schedule available. Your five lowest homework grades
will be dropped.
The final
exam is comprehensive and will be proctored.
You must present a picture ID before taking the final exam.
If you are an OC student, you will take your final exam in
the Math department, ET 120.
New Departmental Policy:Students
must have a score of a 50 or better on their
final exam or they will receive an "F" for that
course!
Failure to take Final Exam will result in
receiving an F for the class.
MATH 0371 passed with a C or better, or an adequate placement exam
score.
Tutoring
Tutoring is available through Developmental Studies and in
the OC Math Lab ET 120. The hours for the math lab
are Mon-Thurs 8:30 AM – 8:30 PM, Fr. 8:30AM - 1PM, Sun 2-5pm.
Pacing
This course is a self-paced
course. The course is broken up by chapters with weekly suggested due dates
available to view in "schedule". Lecture & Practice is part of
your Homework. It will prepare you for your assignments. You will get a grade on what you
completed, and given zeros for what you did not do. Stay up with the
course!!! Make an effort to work on the course everyday. This will also
help you learn the material better. Submit assignments to me as you finish them.
Daily Routine for assignments
For each section you will (1) do the Lecture
and Practice, and (2) do the
homework (read more details under:
Homework procedures). For each chapter you will take a test.
Homework
instructions have been added: click here to go to homework instructions.
Back-Up Plan
You must have a back-up plan for this course in case your
primary computer fails during the semester. There are
computers and printers to use available at the LRC and OC
Math Lab ET120. |
Solve quadratic equations by using quadratic formula and completing the square.
Complete the square.
Solve rational and radical equations.
Use interval notation to express the solution to a linear, quadratic or rational inequality.
Solve application problems using equations.
Find the domain and range of linear, quadratic and absolute value relations.
Find domain of rational and square root functions.
Perform operations on functions including composition of functions.
Determine the inverse of a function
Perform operations on complex numbers.
Convert between exponential and logarithmic forms.
Evaluate and graph exponential and logarithmic functions.
Solve elementary logarithmic and exponential equations.
Graph parabolas and circles by completing the square.
Solve systems of linear equations in three variables by elimination and matrices.
Graph systems of linear and quadratic inequalities.
Evaluate simple expressions involving sigma notation.
Graph simple functions by vertical and horizontal translation
Perform operations on functions including composition of two functions and determine the domain of the resulting function.
Use proper mathematical notation to evaluate functions and obtain their inverses.
State and apply the fundamental properties of exponents and logarithms.
Demonstrate knowledge of standard vocabulary associated with graphing, including but not limited to slopes of lines, intercepts, vertex of parabola, asymptotes, and interplay between graph and functional notation.
Given its graph, determine whether a relation is a function and whether it is one-to-one, and determine its intercepts and domain and range.
Graph circles and parabolas using horizontal and vertical translation.
Evaluate simple expressions involving summation notation.
Set up and solve practical applications of the algebraic material |
Product Description
Provide students with a college-prep math course that will give them the foundation they need to successfully move into higher levels of math. Saxon Algebra 1, 4th Edition covers all of the traditional first-year algebra topics while helping students build higher-order thinking skills, real-world application skills, reasoning, and an understanding of interconnecting math strands. Saxon Algebra 1 focuses on algebraic thinking through multiple representations, including verbal, numeric, symbolic, and graphical, while graphing calculator labs model mathematical situations.
Incremental lessons include a "Warm Up" activity; "New Concepts" section that introduces new concepts through examples with sidebar hints and notes; and "Lesson Practice" questions with lesson reference numbers underneath the question number. Online connections are given throughout for additional help. Real-world applications and continual practice & review provide the time needed to master each concept, helping students to build confidence in their mathematical abilities.
The Solutions Manual features the answers to the questions asked in the Algebra 1 Textbook. Arranged by lesson, the final answers to the warm-up exercises, lesson practices, and practice questions are provided; some step-by-step answers are also included.
The Homeschool Testing Book features reproducible cumulative tests which are available after every five lessons after lesson 10. Tests are designed to let students learn and practice concepts before being tested, helping them build confidence. Tests, a testing schedule, test answer forms, test analysis form, and test solutions are included. The three optional Test Solution Answer Forms provide the appropriate workspace for students to "show their work." The answer key shows the final solution only, not the steps taken to arrive at the answer.
This 4th Edition is perfect for students who are interested in taking the Saxon Geometry course. Featuring the same incremental approach that's the hallmark of the Saxon program, the 4th Edition Algebra textbooks feature more algebra and precalculus content and fewer geometry lessons than their 3rd Edition counterparts.
Product Reviews
This product is user friendly.
I have been using Saxon books for years. This new book is fresh and modern. It is very appealing to the student. There are some basic features that Saxon kept in the book that are useful. The only recommendation I would make would be a review of the previous book's lessons in the beginning of the algebra book. The students are having a hard time recalling last year's work and some did not use the Saxon pre-algebra book.
September 9, 2011
This revised edition is much easier to use. The layout is simple and colorful and I have to say that as a homeschool mother I am very impressed with with this newer edition. They have made some impressive changes.
September 6, 2011 |
Is Math Education Too Abstract?
"There is widespread alarm in the United States about the state of our math education," wrote Sol Garfunkel and David Mumford in an op-ed in The New York Times last month. It led me to remember the opening salvo in a pitch for re-thinking math education — that of Dan Meyer's TED Talk last year: "Math class needs a makeover: I sell a product to a market that doesn't want it but is forced by law to buy it." Students' attitudes are, indeed, alarming, particularly when we use students' performance in math to gauge (to praise, to lambast) the success of American education.
But according to Garfunkel and Mumford, our concerns over math education are misplaced. Instead of worrying about it in terms of whether or not test scores show American students are keeping pace with their peers globally, we should be focused on rethinking what math education actually looks like. "Today," they write, "American high schools offer a sequence of algebra, geometry, more algebra, pre-calculus and calculus (or a "reform" version in which these topics are interwoven). This has been codified by the Common Core State Standards, recently adopted by more than 40 states. This highly abstract curriculum is simply not the best way to prepare a vast majority of high school students for life."
The authors contend that the "traditional" math curriculum focuses too much on abstract reasoning and abstract skills. "Imagine replacing the sequence of algebra, geometry and calculus with a sequence of finance, data and basic engineering," they suggest.
In some ways, that's a very appealing, if not highly practical solution: teach kids the math they need, and as such, be ever ready to answer their age-old question "When am I ever going to use this when I grow up?" Give students a grounding in math that is "applied" so that they can understand the "why" as part of the "how" it works. Contextualize math so that it makes sense — practically and conceptually. Contextualize math so that it means something. Give students a reason to want, to need to solve a math problem — a want or need that doesn't include "This will go down on your permanent record."
But does thinking about "applied mathematics" mean necessarily that we have to steer clear of algebra and calculus as their own units in math education? Does putting math in context mean that we cannot teach math in abstract?
In a response to the editorial, Al Cuoco, the director of the Center for Mathematics Education at EDC, takes issue with the assumption that contextualization is such a simple task:
"Many of the students in my high school classes came from situations that many of us would find hard to imagine; the last thing they cared about was how to balance a checkbook or figure the balance on a savings account. But they loved solving problems. For another thing, reality is relative. The authors claim that 'it is through real-life applications that mathematics emerged in the past, has flourished for centuries and connects to our culture now,' and I agree. But the best mathematicians and scientists I know, and the students in my classes who really got it (and these were not necessarily the 'good students')—who saw the power and satisfaction one can derive from doing mathematics—all see mathematics as part of their real world."
In some ways, the debate between abstract and contextualized, "pure" or "applied" math belie the real problem: one that Dan Meyer makes so clear in his TED Talk: students simply aren't engaged. Will offering more context make for better math education? (And will it make for better future mathematicians?)
Mathematics is a lot simpler than what people think. Its more of a mental Barrier than the real one. Just for an example if there are 1024 Players for a Badminton Single tournament and "Only one" person need to be declared as a winner, on knock out basis.
How many Games will be played ?
Since only one player need to be declared as a winner (1024 -1) Games are to be played.
Anonymous
I never really understood math until I took math courses in college. Going to a engineering and technology school, most of math I was taught was tied to some application. When you give math an application you can visualize the operations and understand their usefulness. Abstractness should only follow applied math.
davidwees
I'd like to see more balance in our teaching of math between real contexts the kids understand, which should be culturally situated and mathematics which is highly interesting, but also fairly abstract.
If we focused only on abstract reasoning, most kids would struggle to find ways to use the mathematics they learn, and if we focused only on practical math, we'd see less kids get to the stage when they get to invent and discover new mathematics.
Just to clarify: those horrible word problems which show up in textbooks as examples of mathematics are neither relevant (since they are often situated in cultures much different than that of the students, and using dated examples) nor interesting.
Alex Becker
Perhaps my personal interest in mathematics means that I am too close to this issue to judge it fairly. However, as a keen math student and recent high school graduate, I feel I have some standing to weigh in on this.
I took math in high school through pre-calculus (which in my district was in 10th grade for kids on the accelerated track) and though I generally did pretty well, I hated it. The problem was that mathematics was treated as the memorization of a set of rules and techniques to apply in a particular order to particular strings of symbols. Then I took a calculus course at the local university and began reading "Modern Algebra: an Introduction", a book given to me be my father. My world changed completely, and I realized that mathematics is profoundly different from what I had been taught. I have since taken additional undergraduate and graduate mathematics courses and researched algebra and dynamical systems outside of class.
I certainly agree that public school math classes are terrible, but for different reasons. The thing is, I never learned anything in those courses that I couldn't have asked WolframAlpha or a calculator. While teaching these things made sense before we had those things, we have them now and it is thus simply a waste of time. When I point this out to people, I usually get one of two reactions. The first is "but then they wouldn't know how what they're doing works", to which I respond that the classes I was in never addressed that and most of classmates didn't know how these things worked either (often I found teachers unable or unwilling to explain as well). The second is "but then what is the point of learning math?", which I answer by saying that that isn't what math is. This flusters lots of folks. "What do you mean that isn't what math is? That's the math I learned!" is a typical response. What I find hardest to convey is that most people have absolutely no idea what math is (or rather completely the wrong idea).
I can easily answer the final question in the article. Many math professors I have talked to lament that the students who enter college wanting to major in math a precisely those students who were good at "math" in high school, and that often these students are simply bad at actual math. As bad if not worse is the fact that many potentially talented mathematicians lose interest in the subject because they are not good at high school "math". To make an analogy to sports, high school math classes teach dribbling in place only, whereas mathematicians play the game of basketball; clearly how well one dribbles in place is at best a very poor indicator of how well one actually plays basketball.
If it were up to me, I'd start by teaching elementary school kids elementary set theory and boolean logic. It isn't difficult, but it teaches kids how to think logically about the world (which I consider one of the most important aspects of education) and gives them a foundation for learning math. Of course, this has been tried before (in so called "New Math" programs) and parents revolted because they couldn't understand their kids math homework. Simply put, if we are not willing to teach math that parents can't do, then we can't teach math at all because most parents have absolutely no knowledge of mathematics.
I apologize if this seems like an offensive and long-winded diatribe. I don't mean to say that mathematics is something most people cannot grasp, but simply something they were never taught. If I seem angry, it is because the material that passes for math in public schools nearly turned me off mathematics forever, and had it done so I would never have realized the sublime beauty of the subject and never felt the peace and joy that has come with understanding it.
Kip Wassink
As a new high school math teacher I would love to hear more of your ideas. Find me on twitter @kwassinkEPS:twitter
M Double H
Great Article! I will take your suggestion about how to teach Elementary school math under advisement!
corrolary
Thanks, Alex! A very decent and thoughtful answer! I am a mathematician and a math educator, a passionate of history and philosophy of math, who had in her school years some of the revelations you articulate here. I wish you take your thoughts to further depths and put them into a sort of an article that can be published for a larger audience to read. There are some elements you point out here that are missing from the arena of general discussions around math ed reforms-and I believe it should play an important role in thinking about "how we go" about educating in general, not only in math and science. For example this bit you touch on here:."
Michael G
Just had your post here pointed out to me by your father, Alex. Here's a blog piece I did in response to Mumford and Garfunkel.
I agree with your comments about needing to go past what parents know and can help with, but having a bit more mileage on my meter than you do, it's hardly that simple. Not only parents but teachers and students are part of a vast American culture of education in general and mathematics education in particular that makes for some very ingrained opposition to your ideas. Some of that resistance comes from very conservative people in the university mathematics, science, and engineering communities as well as those outside academia who use high-end math in their jobs. They don't like seeing what they view as inviolable tradition messed with. If something was good (or bad) enough for them, it's good enough for EVERYONE, EVERYWHERE, FOR EVER. Hence, the last two decades of the Math Wars.
Take a look at the Dolciani series of high school math books. That is what most people take as "THE New Math," but in fact there was never truly a single thing that earned that name. Rather there were multiple projects going on throughout the math communities of the country, very few of which ever resulted in published texts. Dolciani's books, by default, became THE books and the reaction was, well, generally not very good. On the other hand, there are some of those conservative STEM types who adore those books yet say they hate the New Math and the New-New Math. Go figure.
Personally, I'm not a big fan of Dolciani, but now that I have learned math, I could go back and read them with ease. And therein lies the problem. They're okay for some kids, but hardly for most. Anyone who wants that approach is certainly welcome to it, but there are other ways to get to rigor that are just as mathematically sound but perhaps appeal to other sorts of people. You might note that some pretty accomplished folks have gone well ahead of what K-12 had to offer in the way of education by just using the public library, long before there was an Internet to make things even easier (albeit more dangerous in terms of poor materials readily available free).
We certainly can do MUCH better, but going the route of extreme formalism, a la what France tried to do with K-12 education under the sway of the Bourbaki mathematicians is unlikely to be successful with very many people, in my view. I'll happily lend out my various copies of books by Serge Lang to any truly motivated reader. ;)
Thecathancegroup
I understand that a finance course would not be abstract, but the writer hasn't shown me that geometry or algebra is? A few years back I took algebra at night school because I wanted to see how it was taught and learned relative to what I got 50 years earlier. There were drill exercises, and the rest [maybe 40%] real-world applications. I didn't think I was stuck in an abstract exercise.
Keg
The authors will have to swim against the flood of the Common Core State Standards on this one… Good Luck!
Jordana J.
I am all for a more applied approach to math. I was pulling Cs and Ds in math classes since I was in grade school while getting As in science and winning major national and international awards for my science fair projects in high school. I understood statistics (even if I didn't do the math longhand), used parametric and non-parametric statistical tests to figure out the significance of my results, and, with the help of an engineer I did some systems engineering and some rather complex math to figure out the perfect balance of a lot of different variables for a semi-enclosed sustainable farming method incorporating crops, farm animals and fish.
I went on to college totally unprepared for the difficult math classes I needed to take. I took remedial precalc and managed a B, but then went on to honors calculus and at that point I realized I could never, ever be a professional scientist because I was completely out of my depth on day 1.
Part of the problem was my attitude… there was nothing I hated more than doing the same thing over and over… but I could not see how calculus was going to play into the research I wanted to do. I didn't have the foundation skills I needed, and ultimately, I dropped out of school.
I'm about to finish my English degree ten years later… I've always been a better writer than a scientist, but all the same I wonder what might have been if I had experienced an applied approach to math. Not to say that we don't need the abstract stuff… but I think it should be optional for the students who develop an interest, rather than required.
Lisa Starrfield
Until you were willing to put for the energy to actually practice, even a practical approach will not help. You need repetition to develop fluency and exposure to a wide variety of problems to be able to develop the background knowledge to know when to apply a skill or concept.
Nikihayes
I have two suggestions about "choice" and "attitude":
1) Two tracks in high school would let students take "relevant" courses for the world they think will be real for them, and others could take the traditional track that leads to degrees in science (including medicine, psychology, etc) and mathematics (the language of science). Unfortunately, too many teenagers don't have the background knowledge or adult support to make such powerful decisions that can impact the rest of their lives. Nonetheless, let them, or their parent figures, make the choice in 9th grade. They will likely be working for those from the second (traditional) group.
2) Grow up and learn that some fields of study are hard and aren't meant to offer entertainment and soul satisfaction when they are being mastered. After mastery takes place (it doesn't just occur) in any activity that requires practice and dedication, great feelings are immeasurable. In Malcolm Gladwell's book, The Outliers, he has a chapter on "10,000 hours of practice." It points out that the greatest of champions in any field have spent 10,000 hours of practice, whether it is a classical pianist, golfer, emergency personnel (including military), etc. It is drill and practice that provide the foundation that allows someone to grow so freely in creativity and nuance (another of Gladwell's points).
Lisa Starrfield
Seriously? Our current math scope and sequence was put in place to prepare more students for science and engineering careers. Going to more 'practical' math will simply put American further behind the rest of the world.
Natstahl
I think the problem is not abstraction but too much formalization too soon. The common thread in reform efforts is not so much one of contextualization but of starting from more intuitive beginnings. I agree with the rebuttal, I have seen more students get totally engaged in solving an interesting number theory problem than some contrived "real world" example. However, I agree with garfunkel and mumford that there are tons of legit applications that should be taught. I just don't think that's THE answer.
kkeiter
As a teacher of elementary, I believe we go to abstraction too young without developing conceptualization. If in the early years, we develop concepts the problems many are confessing to as barriers later will be surmised. Additionally, relevance needs to be taught along with any subject in order to build better global citizenship. Math in a vacuum is rarely found in any career, so integration should be presented, even in the more abstract and higher level math classes. A good mathematician should always be able to explain WHY.
macleanriyadh2013
When I was in 9th grade, anytime there was an "X" in an equation I would always write in 24. X is the 24th number in the alphabet. I couldn't understand why I was failing algebra. I was put in a figurative corner, and I was made to feel as though I was a complete loser. Fast forward to college when I was taking chemistry. I had the experience of needing to solve a problem for which the solution was unknown. It didn't dawn on me until then that X was simply a placeholder. I'm happy to say that I majored in Biology with a minor in mathematics. I teach now. I feel my experience makes me a much more effective teacher.
I agree with the idea that what we teach needs to be more relevant. How about teaching programming? There are so many applications where you can teach problem solving without the context of algebra. The important thing is to help students think rationally. There is more than one way to skin the cat.
disqus_c8UFxf14eh
the problem in the UK is that many subjects are not taught properly. the students are spoon fed the information. They are not taught how to think and critique the information. then as soon as the pass rates drop, they water it down again to suit the students |
Product Description
The Calculus Tutor DVD Series will help students understand the fundamental elements of calculus- -how to take algebra and extends it to include rates of change between quantities. Concepts are introduced in an easy to understand way and step-by-step example problems help students understand each part of the process.
This lesson teaches students the techniques of integration associated with integrating polynomials and trigonometric functions. The fundamental theorem of calculus is used to solve definite integrals of these types in a step-by-step fashion. Grades 9-12 |
Get the grade you want in algebra with Gustafson and Frisk's INTERMEDIATE ALGEBRA! Written with you in mind, the authors provide clear, no-nonsense ...Show synopsisGet the grade you want in algebra with Gustafson and Frisk's INTERMEDIATE that will help you both in future mathematical courses and in real life!Hide synopsis
Description:Fine. Hardcover. Instructor Edition: Same as student edition...Fine. Hardcover. Instructor Edition: Same as student edition with additional notes or answers. Almost new condition. SKU: 9780538736626-2-0-1 Orders ship the same or next business day. Expedited shipping within U.S. will arrive in 3-5 days. Hassle free 14 day return policy. Contact Customer Service for questions. ISBN: 9780495831426 Intermediate Algebra
My major is economics. I love math but hate this book (and 'hate' is a strong word!). This book, for all of it's pages -and price, fails to fully explain the topics it covers (I'm up to chapter 5 of 11). I went to a tutor for help and he said the book is no good at explaining the concepts and told ...
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kind of confusing, Gives you a couple of simple examples and then the exercises are different and very difficult. I think that (college)intermediate algebra can be quite complicated per se for in top of it have so little help from this book. If you are doing exercises from this book and you get stuck |
Algebra II Workbook For Dummies
Book Description: From radical problems to rational functions -- solve equations with easeDo you have a grasp of Algebra II terms and concepts, but can't seem to work your way through problems? No fear -- this hands-on guide focuses on helping you solve the many types of Algebra II problems in an easy, step-by-step manner. With just enough refresher explanations before each set of problems, you'll sharpen your skills and improve your performance. You'll see how to work with linear and quadratic equations, polynomials, inequalities, graphs, sequences, sets, and more!100s of Problems!* Step-by-step answer sets clearly identify where you went wrong (or right) with a problem* Get the inside scoop on complex numbers and matrices* Know where to begin and how to solve the most common equations* Use algebra in practical applications with confidence |
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This Textbook
Overview
MATH PRINCIPLES FOR FOOD SERVICE OCCUPATIONS, 6E stresses the direct relevance of math skills in the food service industry while teaching the basic math principles that affect everything from basic recipe preparation to managing food and labor costs in a restaurant operation. All the mathematical problems and concepts presented are explained in a simplified, logical, step-by-step manner. New to this edition, illustrations in full color add visual appeal to the text and help culinary students to master important concepts. Now in its 6th edition, this book demonstrates the importance of understanding and using math concepts to effectively make money in this demanding business. Part 1 explains how to use the calculator. Part 2 reviews basic math fundamentals. The following parts address math essentials and cost controls in food preparation and math essentials in food service record keeping, while the last part of the book concentrates on managerial math. New topics to this 6th edition include controlling beverage costs; clarifying and explaining the difference between fluid ounces and avoirdupois ounces; and an entire new section on yield testing and how to conduct these tests. There are new methods using helpful memory devices and acronyms to help readers remember procedures and formulas, such as BLT, NO, and the Big Ounce. New strategies and charts are also shown and explained on how to use purchases in order to control food and beverage costs and how transfers affect food and beverage costs. In addition, sections have been added on how to control costs using food (or liquor, or labor) cost percentage guidelines. The content in MATH PRINCIPLES FOR FOOD SERVICE OCCUPATIONS, 6E meets the required knowledge and competencies for business and math skills as required by the American Culinary Federation.
Editorial Reviews
From the Publisher
"The book is an excellent 'real world' application text. It goes straight to the heart of food service mathematics."Steven Rascoe, Sullivan University
"The mathematical explanations/examples are very clearly presented in a step by step process, the charts are excellent reference sources, and the blocked formulas serve as a quick reference."Mary B. Zappone, Westmoreland County Community College
"I believe the greatest strength is that it is written in the language of the foodservice industry."Kendall Hoyer, Le Cordon Bleu, Las Vegas
Meet the Author
Anthony J. Strianese is a professor in the Department of Hotel, Culinary Arts, and Tourism at Schenectady County Community College (SCCC).He has been an educator since 1974 specializing in teaching Mathematics for the Culinary Profession, Food and Beverage Control, Dining Room Management, Banquet Management, Wines of the World and Hospitality Management courses. Professor Strianese is a Certified Culinary Educator with the American Culinary Federation (ACF). From 1991 to 2009, Mr. Strianese was the chairperson of the SCCC Department of Hotel, Culinary Arts and Tourism. During his tenure, SCCC's culinary arts program received the maximum accreditation (three times) from the ACF's Education Foundation Accrediting Commission (ACFEFAC). He is a recipient of the State University of New York Chancellor's Award for Excellence in Administrative Services. He has been a banquet manager, food and beverage controller, and a caterer. He represents the Saint Augustine, Florida-based ACFEFAC, conducting site visits to verify that institutions meet ACFEFAC accreditation standards. As a member of the New York State Restaurant Association Educational Foundation (NYSRAEF) he is a part of a consulting team that provides advice to owners and operators on how to improve their restaurant's operation. Since 2006, Professor Strianese has been the chief judge for the NYSRAEF ProStart Management competition. He serves as the Treasurer/Secretary of the NYSRAEF Board of Directors. He is also on the Board of the Directors of the New York State Hospitality & Tourism Association, and was Chairperson of the Albany County Convention and Visitors Bureau (ACCVB). Professor Strianese instituted and has been the coordinator for the Walt Disney World College program at SCCC since 1983. He served a two year term as a member of the original Disney College Program National Advisory Board.
Pamela Strianese has had a varied career in the food service industry. She has been a caterer, catering cook, service person, as well as a bookkeeper for an independent restaurant. In addition, she is a member of the New York State Restaurant Association Educational Foundation's (NYSRAEF) consulting team that provides expertise and advice to owners and operators on how to improve their restaurant's operation and is certified in sanitation practices and has earned the ServSafe certificate from the National Restaurant Association. Pam. Strianese, along with her husband, Anthony Strianese, are co-authors of DINING ROOM AND BANQUET MANAGEMENT 4TH EDITION and MATH PRINCIPLES FOR FOOD SERVICE OCCUPATIONS, 6TH EDITION published by Delmar Cengage Learning. Pam and Anthony Strianese have conducted seminars at the New York State Restaurant Association show at the Javits Center in New York utilizing their expertise on how to train individuals to give great service at banquets and in the dining room. Seminars on the importance of treating guests importantly have been given to Metropolitan Club Managers Association Members and at Howe Caverns. In addition, they have had opinion articles published in Nation's Restaurant News entitled "To Treat Guests Well, Avoid the Eight Deadly Sins of Service" and "Students Learn Valued Management Skills at ProStart Competition". They have also been judges for the March of Dimes Iron Chef competition. Since 2007, Pam Strianese has been the co-chairperson and a judge at the NYSRAEF ProStart Management competition. She has a Bachelor of Arts Degree from the State University of New York at Fredonia and a Master of Science Degree in Education from the State University of New York at Albany and has been an educator for over thirty years. She has served on numerous committees for curriculum development during her |
A conceptual and historical overview of mathematics. A survey of selected topics such as: what mathematics is; numeration; elementary number theory; math and music; geometry and art; loans and payment plans; numbers, equations, and graphs; counting and probability; statistics; and geometric modeling. Intended for non-science majors. Prerequisite: Level 2 or higher on the Quantitative Reasoning Test.
Descriptive statistics including measures of central tendency, measures of dispersion, correlation and regression; basic concepts of probability; inferential statistics including estimation and hypothesis testing. Applications in biological and social sciences. Prerequisite: MATH 110, MATH 111, or Level 2 on the Quantitative Reasoning Test.
181 - Calculus I
First semester of single-variable calculus. Includes a review of properties of elementary functions, limits, derivatives, applications of derivatives, continuity, the definite integral, basic antiderivative formulas, the Mean Value Theorem, and the Fundamental Theorem of Calculus. Prerequisite: MATH 143.
182 - Calculus II
Second semester of single-variable calculus. Includes a review of Calculus I, techniques of integration, applications of the definite integral, an introduction to differential equations, parametric equations, polar coordinates, and the theory of infinite sequences and series, including tests for convergence and Taylor Series. Prerequisite: MATH 181.
182C - Calculus II
200 - Foundations of Number
A study of the language, history, and structure of our number system; an in-depth look at arithmetic algorithms; introduction to problem-solving techniques; elementary data analysis. Intended for elementary education majors. (A student may receive credit for only one of the courses MATH 200 or MATH 203.) Prerequisite: MATH 110, MATH 111, or Level 4 on the Quantitative Reasoning Test.
201 - Geometry for Teachers
A study of the language, history, and facts of plane and solid geometry; measurement facts and applications; basic constructions, transformations, and similarity; tessellations, regular polyhedral and fractals; introduction to coordinate geometry. Intended for elementary education majors. (A student may receive credit for only one of the courses MATH 201 or MATH 203.) Prerequisite: MATH 110, MATH 111, or Level 4 on the Quantitative Reasoning Test.
211 - History of Mathematics
A concise history of mathematics. Includes topics from mathematics in early civilizations, Greek mathematics from classical, first Alexandrian, and second Alexandrian periods, Hindu and Arabic contributions, European Renaissance, the calculus controversy, non-Euclidean geometry, the rise of analysis, Godel's Incompleteness Theorem, and the loss of certainty. Prerequisite: MATH 181 or taken concurrently.
220 - Mathematical Proofs
Investigates the nature and structure of mathematical proofs found in calculus, algebra, and geometry. Includes set theoretic foundations, the rules of propositional logic, the principle of mathematical induction, and the nature of deductive reasoning. Analyzes various proofs from geometry, algebra, and calculus as well as provides students with practice in constructing such proofs. Prerequisite: MATH 182.
An axiomatic development of Euclidean geometry using Hilbert's axioms; hyperbolic geometry and its models; a comparison of Euclidean, spherical, and hyperbolic trigonometries; may include an introduction to projective geometry. Prerequisite: MATH 273. |
Mathematics Club
The Mathematics Club helps prepare students for the NCMATYC student math league exam, as well as giving those students with an interest in mathematics a source outside the classroom to explore and support further exploration. The Mathematics Club will also serve as an outreach program for tutoring middle and high school students. |
MAD 2104 DISCRETE MATHEMATICS
credits: 3
Prerequisite: MAC 2311 or consent of instructor. This course is designed for those students who are majoring in computer science, engineering, mathematics and other highly technical fields. Topics include formal logic, set theory, combinatorics, mathematical induction, relations and functions, recursion, and graph theory. 47 contact hours.
MAD 3107 DISCRETE MATHEMATICAL STRUCTURES
credits: 3
Prerequisite: MAC 2311 with a minimum grade of C or MAC 2311H with a minimum grade of C. This course is designed to give mathematics education majors a thorough understanding of the nature and importance of mathematical proof as well as provide knowledge of a variety of discrete mathematics topics. Topics include proofs and proof techniques, direct proof, proof by cases, proof using the contrapositive, proof by contradiction, proof by counterexample, mathematical induction, logical arguments, sets and relations including equivalence relations and partial orders, functions and their inverses and compositions, recursion and recurrence relations, probability, counting principles, permutations, combinations, graph theory, and trees. Special emphasis will be placed on mathematical reasoning. 47 contact hours. (Credit is not also given for MAD 2104.) |
tough teacher, and his tests are tricky, but you will come out knowing a lot more than when you started. Attendance is not taken, and homework is not graded or collected. Your only grades are the 7 tests and the final. Be sure to ask questions, or he might not cover it. His office hours are very helpful! Try to get on his good side.
I would highly recommend prof. Lessig. He is a great teacher and really wants to make sure that his students understand the material. The grade was based only on tests, but there were like 7 of them and if you have 90% of the points before the final, you are guaranteed an A. Lots of homework is assigned, but it's never collected,graded only for you
So long as you ask questions, there is no excuse for doing poorly in his class. He is very willing to help you if you don't understand. I would recommend outside use of the textbook to further understand concepts.
He's a great professor, very approachable and seems to really like his students. Tries to make class interesting and we got 10 minutes early just about every day. Don't fall behind and you'll be fine, you will have to work for an A though, he only grades tests.
Grades based only on tests. Tests are easier than study guides. Homework is not for a grade but is graded for your benefit. Cool teacher, very willing to help students. Would recommend for any calculus 1 students!
Lesseig is a great teacher, and a very nice guy. His teaching depends alot on asking questions, so make sure to ask if you don't understand something. He'll be more than happy to explain it to you. If you don't understand and don't ask, then you're screwed. Also, DO YOUR HOMEWORK! Don't fall behind, and you'll get an A. Great class.
Lessig is a great professor. He get's a little annoyed when people ask stupid questions or the same question over and over, but if you genuinely don't understand the material he's very helpful. The only grades he ever takes are tests, and they're not too difficult. Overall, I'd recommend him over other professors.
He is a nice guy and a good teacher. This class will be difficult if you have never had calculus experience before. Just make sure that you do your homework (which is EVERY night). If you understand your homework, the tests are not bad. Might need to use the tutor, because he doesn't explain everything the easiest. Go to office hours too
Nice guy, but don't take this to mean that you won't have to work. If you have never had calc, it will be a little bit of a struggle, but as long as you do the homework, you should be able to do fine. One of my best teachers. Don't be afraid to go up to him, he may seem intimidating, but he is super friendly. Also, he called off class like 8 days.
Dr. Lesseig is an amazing teacher. He explains calculus really well, even if you've never taken it before. The tests aren't super easy, but they don't have major suprises and if you study a little, you'll do fine. The only thing- his tests are the only grades, there's no homework grades, though he does collect it. Strongly reccommended.
Great teacher, good class. Attend class, don't fall behind, and you'll do just fine. Office hours are EXTREMELY helpful if you dont understand the material. He wants everyone to do well and won't move on as long as people still have questions, so ask.
Very nice guy in general. The class was very laidback and you can go any one of his MATH 198 sections, so if you get the 7:30 a.m. don't fret bc he usually has two other sections that you can go to if you don't want to wake up that early. The class was difficult and he wasn't the best at explaining Calc, just do the HW and do well on the tests.
1/4/07
MATH198
Average Quality
Easiness2
Helpfulness4
Clarity1
Rater Interest1
Grade ReceivedN/A
Very difficult if you haven't taken Calc before. I actually had to drop the class to save my GPA a week and a half after midterm. I even spent three weeks in his office at 6:30am everyday. Nice guy, but not the greatest first time Calc teacher.
12/19/06
Math198
Average Quality
Easiness3
Helpfulness3
Clarity3
Rater Interest4
Grade ReceivedN/A
Very nice guy, not always clear when he's going through problems on the board. It helps to do the homework and he gives a practice sheet before the test that has very similar problems on it. Overall it wasn't too bad, but I had already taken Calc senior year of high school so for others this class might have moved too quickly. |
Excursions in Modern Mathematics - 7th edition
Summary: Excursions in Modern Mathematics, Seventh Edition, shows readers that math is a lively, interesting, useful, and surprisingly rich subject. With a new chapter on financial math and an improved supplements package, this book helps students appreciate that math is more than just a set of classroom theories: math can enrich the life of any one who appreciates and knows how to use it |
The 'new' curriculum requires all pupils to study Mathematics in every grade.
In Gr. 8 – 9 a pass (40%) has to be achieved in Mathematics to pass the year.
At DLSHCC we minimise the use of calculators for these grades because pupils tend to rely on them rather than learning important principles. There are certain basics (e.g. fractions) that if pupils do not learn the techniques arithmetically, they have difficulties with algebra.
In Gr. 10 – 12 there are two options: Mathematics and Mathematical Literacy. Pupils achieving a bona fide (not condoned!) pass in the Gr. 9 examination are advised to do Mathematics. The remainder are advised to do Mathematical Literacy.
Both Mathematics and Mathematical Literacy are university accredited subjects. Certain courses however require Mathematics as a prerequisite.
The final examinations in Gr. 12 are based on two year courses as indicated below:
Mathematical Literacy is an arithmetic course with the emphasis on real life problem solving such as finance, map reading and data handling. The more intricate sections such as calculus and advanced trigonometry are not part of the syllabus.
The final examination for Gr. 12 Mathematics will consist of two papers, covering all work done in Gr.11 and in Gr. 12: |
Precalculus: Graphs and Models - 5th edition
Summary: The Graphs and Models series by Bittinger, Beecher, Ellenbogen, and Penna is known for helping students ''see the math'' through its focus on visualization and technology. These texts continue to maintain the features that have helped students succeed for years: focus on functions, visual emphasis, side-by-side algebraic and graphical solutions, and real-data applications. With the Fifth Edition, visualization is taken to a new level with technology. The authors also in...show moretegrate smartphone apps, encouraging readers to visualize the math. In addition, ongoing review has been added with new Mid-Chapter Mixed Review exercise sets and new Study Guide summaries to help students prepare for tests91.76 |
applet generates a scatterplot each time the user clicks "New Sample". Users can then guess the...
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This applet generates a scatterplot each time the user clicks "New Sample". Users can then guess the correlation from the graph and see the actual value. By clicking "Edit data" users can input their own data. Users can also determine the number of points in the plot.
Use principles of trigonometry to calculate the correct angle of decent for an aircraft during an emergency landing on an air...
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Use principles of trigonometry to calculate the correct angle of decent for an aircraft during an emergency landing on an air strip just long enough for the aircraft. Be careful, an incorrect calculation could put the aircraft in danger.
Quoted from the site: This applet explores fitting a polynomial p(x) of degree n to a given set of data points. It computes...
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Quoted from the site: This applet explores fitting a polynomial p(x) of degree n to a given set of data points. It computes the best least squares approximation to the data, "best" in the sense that SUM (p(xi) - yi)^2 is minimized. The applet provides controls for choosing the degree n, setting the precision of all displayed numbers, selecting and deselecting data points, and editing the data list. It also allows for entry of your own custom polynomial and computing its least squares error. |
ALEX Lesson Plans
Title: Card Table Project
Description:
StudentsStandard(s):
Subject: Mathematics (9 - 12) Title: Card Table Project Description: Students
Title: Land Surveying Project-Enhancing mathematics in the career/technical classroom and providing relevance in the mathematics classroom.
Description:
ThisStandard(s): [STM] STM2 (9-12) 9: Apply correct drafting techniques using computer-aided design (CAD) programs to produce plans, diagrams, and working drawings for the construction of models, prototypes, and final products.
Subject: Mathematics (9 - 12), or Science, Technology, Engineering, and Mathematics (9 - 12) Title: Land Surveying Project-Enhancing mathematics in the career/technical classroom and providing relevance in the mathematics classroom. Description: This
Thinkfinity Lesson Plans
Title: Law of Cosines
Description:
In this Illuminations lesson, students use right triangle trigonometry and the Pythagorean theorem to develop the law of cosines. Included is a link to an online activity sheet.
Standard(s): AM1 (9-12) 17: (+) Prove the Law of Sines and the Law of Cosines and use them to solve problems. Understand Law of Sines = 2r, where r is the radius of the circumscribed circle of the triangle. Apply the Law of Tangents. [G-SRT10] (Alabama)
Subject: Mathematics Title: Law of Cosines Description: In this Illuminations lesson, students use right triangle trigonometry and the Pythagorean theorem to develop the law of cosines. Included is a link to an online activity sheet Construct similarity |
Synopses & Reviews
Publisher Comments:
The aim of this book is to teach the reader the topics in algebra which are useful in the study of computer science. In a clear, concise style, the author present the basic algebraic structures, and their applications to such topics as the finite Fourier transform, coding, complexity, and automata theory. The book can also be read profitably as a course in applied algebra for mathematics |
Philosophy
Mathematics, at some level, is accessible to all students.
The learning of mathematics is enhanced when students feel they belong to a community of learners; when they have the opportunity to interact with each other, tutors, and instructors, both in and out of the classroom.
Though some symbol manipulation remains warranted, mathematics teaching should put less emphasis on tricks, formulas, and rote memorization, and more emphasis on reasoning, understanding and problem-solving.
Our department encourages the use of problems that require students to apply concepts in a non-algorithmic, creative fashion.
Appropriate use of technology should be encouraged in the teaching and learning of mathematics.
Students have different strengths and learning styles. Consequently, wherever possible, concepts should be developed and/or presented from several different perspectives (e.g. visual, verbal, tactile, technological, etc).
Our department recognizes the value in having diversity in teaching styles. We fully recognize the right and responsibility for teachers to structure their courses in the way they see fit so long as they fulfill departmental course outlines and objectives. |
connected mathematics 2 answer key
connected mathematics 2 answer key
By: Andre Paul B. Reynolds | Reference & Education Education is one of the most important things here on earth; as people always searching for answers, education will help us discover and explore everything with the use of logic and reason. In this light, education should be prioritized by all individual and should be promoted by states as well... chandrajeet | K-12 Education Today, calculus is a major part of the mathematical education, probably because people today are more prone to changes (in all aspects) than before; and calculus is all about change read more
By: Richard J Li | Reference & Education Function problems are asked on every SAT Reasoning Test. Many times, these confuse students who aren't familiar with the new notation. Here we show a three step process that will easily and rapidly lead you to to right answer. read more
By: Kristen Roberts | College Some scholarships are easy to get while some are very hard. The best way to get a scholarship is to make sure that everything is set and ready for your academic process. Sometimes getting an academic scholarship will help you out a whole lot more. Remember that you have to be eligible for a lot of scholarships that are offered. read more
By: Asta Ciowy | Reference & Education Given this close connection between the science and mathematics standards based on similar words and concepts in the early grades, is this connection maintained in the higher grade levels? This articl... read more
By: Anser Services | Customer Service With too much of globalization and modernization, business has progressed leap and bounds. Phone answering services have also become an integral part of many businesses. But do you know how phone answering services can keep businesses connected with their target audiences. Let this article be a quick guide to all your queries. read more
By: mahesh | Science This paper focused on the development of the achievement motivation of students through the practicing mathematics , learning mathematics related to the development in affective domain .connecting the affective domain and cognitive domain in practicing the classroom interaction . Motivation can be defined as the driving force behind all the actions of an individual. The influence of an individual's needs and desires both have a strong impact on the direction of their behavior. Motivation is base read more
By: shane sapno | Online Gambling Math is probably the least favorite subject of children since it involves numbers that seem very complicated to them, but these children overlook the importance of math in our daily lives. read more |
The Oxford User's Guide to Mathematics in Science and Engineering represents a comprehensive handbook on mathematics. It covers a broad spectrum of mathematics including analysis, algebra, geometry, foundations of mathematics, calculus of variations and optimization, theory of probability and mathematical statistics, numerical mathematics and scientific computing, and history of mathematicsThis book is a clear and self-contained introduction to discrete mathematics. Aimed mainly at undergraduate and early graduate students of mathematics and computer science. It is written with the goal of stimulating interest in mathematics and an active, problem-solving approach to the presented material. The reader is led to an understanding of the basic principles and methods of actually doing mathematics (and having fun at that). Being more narrowly focused than many discrete mathematics textbooks and treating selected topics in an unusual depth and from several points of view, the book reflects the conviction of the authors, active and internationally renowned mathematicians, that the most important gain from studying mathematics is the cultivation of clear and logical thinking and habits useful for attacking new problems |
books.google.co.jp - This... Classical Introduction to Modern Number Theory
A Classical Introduction to Modern Number Theory
This theorem for elliptic curves over the rational numbers and an overview of recent progress on the arithmetic of elliptic curves.
Review: A Classical Introduction to Modern Number Theory
ユーザー レビュー - the review man - Goodreads
I have a very close personal connection to this number theory textbook. My thesis supervisor studied under Kenneth Ireland in the early 1990s, before the latter's untimely passing. The other day, as I ...レビュー全文を読む
Review: A Classical Introduction to Modern Number Theory
ユーザー レビュー - Joecolelife - Goodreads
The book is great. The problems are fun and interesting, and the book gradually generalizes which makes the abstraction easier to conceptualize. If you need something with tons of really baisc ...レビュー全文を読む |
The second book of the Mathematics in Actionseries, An Introduction to Algebraic, Graphical, and Numerical Problem Solving, Third Edition, illustrates how mathematics arises naturally from everyday situations through updated and revised real-life activities and accompanying practice exercises. #xA0; This unique approach helps students increase their knowledge of mathematics, sharpen their problem-solving skills, and raise their overall confidence in their ab... MOREility to learn. Technology integrated throughout the text helps students interpret real-life data algebraically, numerically, symbolically, and graphically. The active style of this book develops students#x19; mathematical literacy and builds a solid foundation for future study in mathematics and other disciplines. #xA0; MyMathLabprovides a wide range of homework, tutorial, and assessment tools that make it easy to manage your course online |
Can low achieving mathematics students succeed in the study of linear inequalities and linear programming through real world problem based instruction? This study sought to answer this question by comparing two groups of low achieving mathematics |
Hi friends! Are there any online tools to learn about the basics of math trivias? I didn't really get the chance to cover the entire syllabus as yet. This is probably why I encounter problems while solving equations.
How about giving some more information of what exactly is your problem with math trivias? This would aid in finding out ways to hunt for a solution. Finding a teacher these days fast enough and that too at a charge that you can pay for can be a exasperating task. On the other hand, these days there are programs that are available to help you with your math problems. All you have to do is to pick the most suited one. With just a click the correct answer pops up. Not only this, it hand-holds you to arriving at the answer. This way you also get to find out how to get at the right answer.
I agree. Algebrator not only gets your assignment done faster, it actually improves your understanding of the subject by providing useful tips on how to solve similar questions. It is a very popular online help tool among students so you should try it out.
I am a regular user of Algebrator. It not only helps me finish my homework faster, the detailed explanations offered makes understanding the concepts easier. I strongly recommend using it to help improve problem solving skills.
That's what I'm looking for! Are you certain this will help me with my problems in algebra? Well, it doesn't hurt if I try the software. Do you have any links to share that would lead me to the product details? |
ALEX Lesson Plans
Title: Predict the Future?
Description:
Students will use data collected and a "best-fit line" to make predictions for the future. The example the students will be working on for this lesson will demonstrate an exponential regression 7: Utilize advanced features of database software, including merging data, sorting, filtering,
querying, and creating reports.), or Technology Education (9 - 12) Title: Predict the Future? Description: Students will use data collected and a "best-fit line" to make predictions for the future. The example the students will be working on for this lesson will demonstrate an exponential regression.
Title: I'm Lovin' It: Finding Areas Between Curves
Description:
Students) Title: I'm Lovin' It: Finding Areas Between Curves Description: Students
Title: "Woody Sine"
Description:
The 37: Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle. [F-TF1] [MA2010] ALT (9-12) 38: Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers, interpreted as radian measures of angles traversed counterclockwise around the unit circle. [F-TF2 [MA2010] PRE (9-12) 30: (+) Use the unit circle to explain symmetry (odd and even) and periodicity of trigonometric functions. [F-TF4]
Subject Exponential Growth and Decay
Description:
This 36 [F-BF3 ALC (9-12) 3: Use formulas or equations of functions to calculate outcomes of exponential growth or decay. (Alabama) [MA2010] ALT (9-12) 12: Interpret expressions that represent a quantity in terms of its context.* [A-SSE decreasing 25: Compare effects of parameter changes on graphs of transcendental functions. (Alabama)
Subject: Mathematics (9 - 12) Title: Exponential Growth and Decay Description: This
Title: You Mean ANYTHING To The Zero Power Is One?
Description:
This lesson is a technology-based project to reinforce concepts related to the Exponential Function. It can be used in conjunction with any textbook practice set. Construction of computer models of several Exponential Functions will promote meaningful learning rather than memorization.
Standard(s): [TC2] CA2 (9-12) 5: Utilize advanced features of spreadsheet software, including creating charts and graphs,
sorting and filtering data, creating formulas, and applying functions. ALC (9-12) 3: Use formulas or equations of functions to calculate outcomes of exponential growth or decay. (Alabama) [MA2010] AL1 (9-12) 45: Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. [S-ID6 2: Rewrite expressions involving radicals and rational exponents using the properties of exponents. [N-RN2] [MA2010] AL1 (9-12) 132 (9-12) 21: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. [A-CED2 9: Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.* [A-SSE3]
Subject: Mathematics (9 - 12), or Technology Education (9 - 12) Title: You Mean ANYTHING To The Zero Power Is One? Description: This lesson is a technology-based project to reinforce concepts related to the Exponential Function. It can be used in conjunction with any textbook practice set. Construction of computer models of several Exponential Functions will promote meaningful learning rather than memorization.
Thinkfinity Lesson Plans
Title: Gallery Walk
Description:
In measurement Gallery Walk Description: In Thinkfinity Partner: Illuminations Grade Span: 9,10,11,12
Title: Conduct an Experiment algebra [MA2010] AM1 (9-12) 12: Calculate the limit of a sequence, of a function, and of an infinite series. (Alabama)
Subject: Mathematics,Science Title: Conduct an Experiment Thinkfinity Partner: Illuminations Grade Span: 9,10,11,12
Title: Graphing What
Description:
This reproducible activity sheet, from an Illuminations lesson, is used by students to record independent and dependent variables as well as the function and symbolic function rule for a set of graphs.
Standard(s): [MA2010] (6) 17: Use variables to represent numbers, and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number or, depending on the purpose at hand, any number in a specified set. [6-EE6] 10: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. [7-EE4 Graphing What Description: This reproducible activity sheet, from an Illuminations lesson, is used by students to record independent and dependent variables as well as the function and symbolic function rule for a set of graphs. Thinkfinity Partner: Illuminations Grade Span: 9,10,11,12
Title: Least Squares Regression
Description:
In
Standard(s): Least Squares Regression Description: In Thinkfinity Partner: Illuminations Grade Span: 9,10,11,12
Title: Graph Chart
Description:
This reproducible transparency, from an Illuminations lesson, contains the answers to the similarly named student activity in which students identify the independent and dependent variables, the function, symbolic function rule and rationale for a set of graphs.
Standard(s): 2: Recognize and represent proportional relationships between quantities. [7-RP2 relationship 1: Create algebraic models for application-based problems by developing and solving equations and inequalities, including those involving direct, inverse, and joint variation. (Alabama) [MA2010] AL2 (9-12) 12: Interpret expressions that represent a quantity in terms of its context.* [A-SSE 12: Interpret expressions that represent a quantity in terms of its context.* [A-SSE1 Graph Chart Description: This reproducible transparency, from an Illuminations lesson, contains the answers to the similarly named student activity in which students identify the independent and dependent variables, the function, symbolic function rule and rationale for a set of graphs. Thinkfinity Partner: Illuminations Grade Span: 9,10,11,12
Title: Whelk-Come to Mathematics
Description:
In
Standard(s): AM1 (9-12) 12: Calculate the limit of a sequence, of a function, and of an infinite series. (Alabama)
Subject: Mathematics,Science Title: Whelk-Come to Mathematics Description: In Thinkfinity Partner: Illuminations Grade Span: 9,10,11,12
Title: Bathtub Water Levels
Description:
In Bathtub Water Levels Description: In Thinkfinity Partner: Illuminations Grade Span: 9,10,11,12
Title: Northwestern Crows.*
Subject: Mathematics,Science Title: Northwestern Crows Thinkfinity Partner: Illuminations Grade Span: 9,10,11,12
Title: The Effects of Outliers
Description:
This [MA2010] PRE (9-12) 44: Understand statistics as a process for making inferences about population parameters based on a random sample from that population. [S-IC1]
Subject: Mathematics Title: The Effects of Outliers Description: This Thinkfinity Partner: Illuminations Grade Span: 9,10,11,12
Title: Exploring Linear Data
Description:
In this lesson, from Illuminations, students model linear data in a variety of settings. Students can work alone or in small groups to construct scatterplots, interpret data points and trends, and investigate the notion of line of best fit.
Standard(s): [S1] (8) 1: Identify steps within the scientific process. [MA2010] (8) 7: Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. [8-EE5 1: Create algebraic models for application-based problems by developing and solving equations and inequalities, including those involving direct, inverse, and joint variation. (Alabama) Exploring Linear Data Description: In this lesson, from Illuminations, students model linear data in a variety of settings. Students can work alone or in small groups to construct scatterplots, interpret data points and trends, and investigate the notion of line of best fit. Thinkfinity Partner: Illuminations Grade Span: 6,7,8,9,10,11,12
Title: Traveling Distances
Description:
In the real-life data. They also interpret the correlation coefficient of the resulting least squares regression line. This lesson incorporates an interactive regression line applet Traveling Distances Description: In the real-life data. They also interpret the correlation coefficient of the resulting least squares regression line. This lesson incorporates an interactive regression line applet. Thinkfinity Partner: Illuminations Grade Span: 9,10,11,12
Title: Do You Hear What I Hear?
Description:
In this lesson, from Illuminations, students explore the dynamics of a sound wave. Students use an interactive Java applet to view the effects of changing the initial string displacement and the initial tension.
Standard(s): [S1] (8) 12: Classify waves as mechanical or electromagnetic. [S1] PHS (9-12) 9: Compare methods of energy transfer by mechanical and electromagnetic waves. [S1] PHY (9-12) 6: Describe wave behavior in terms of reflection, refraction, diffraction, constructive and destructive wave interference, and the Doppler effect. 31: Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. [F-IF8] [MA2010] ALT (9-12) 32: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). [F-IF9] [MA2010] ALT (9-12) 33: Write a function that describes a relationship between two quantities.* [F-BF1
Subject: Mathematics,Science Title: Do You Hear What I Hear?Title: Automobile Mileage: Comparing and Contrasting
Description:
In Automobile Mileage: Comparing and Contrasting Description: In Thinkfinity Partner: Illuminations Grade Span: 9,10,11,12
Title: Make a Conjecture
Description:
In this lesson, one of a multi-part unit from Illuminations, students explore rates of change and accumulation in context. They are asked to think about the mathematics involved in determining the amount of blood being pumped by a heart.
Standard(s): displays 5: Determine approximate rates of change of nonlinear relationships from graphical and numerical data 37: (+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator). [S-MD6] [MA2010] AL2 (9-12) 38: (+) Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game). [S-MD7] [MA2010] ALT (9-12) 12: Interpret expressions that represent a quantity in terms of its context.* [A-SSE1T (9-12) 37: Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve. [S-ID4 ALT (9-12) 41: (+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator). [S-MD6] [MA2010] ALT (9-12) 42: (+) Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game). [S-MD7 Health,Mathematics Title: Make a Conjecture Description: In this lesson, one of a multi-part unit from Illuminations, students explore rates of change and accumulation in context. They are asked to think about the mathematics involved in determining the amount of blood being pumped by a heart. Thinkfinity Partner: Illuminations Grade Span: 9,10,11,12
Title: Exact Ratio
Description:
This
Standard(s): [MA2010] AL1 (9-12) 2: Rewrite expressions involving radicals and rational exponents using the properties of exponents. [N-RN Mathematics Title: Exact Ratio Description: This Thinkfinity Partner: Illuminations Grade Span: 9,10,11,12
Thinkfinity Learning Activities
Title: Isosceles Triangle Investigation
Description:
This student interactive, from an Illuminations lesson, allows students to investigate the relationship between the area of the triangle and the length of its base.
Standard(s): equations Isosceles Triangle Investigation Description: This student interactive, from an Illuminations lesson, allows students to investigate the relationship between the area of the triangle and the length of its base. Thinkfinity Partner: Illuminations Grade Span: 9,10,11,12
Title: Tube Viewer Simulation
Description:
This student interactive, from Illuminations, simulates the effect of viewing an image through a tube. As students move the location of the person or change the length of the tube, the image and measurements also change.
Standard(s): Tube Viewer Simulation Description: This student interactive, from Illuminations, simulates the effect of viewing an image through a tube. As students move the location of the person or change the length of the tube, the image and measurements also change. Thinkfinity Partner: Illuminations Grade Span: 9,10,11,12 |
Exam duration:
Aid:
Evaluation:
Qualified Prerequisites:
General course objectives:
To provide the student with a solid framework for understanding and applying a number of geometric shapes and techniques as they are used in engineering and architectural design contexts as exemplified below.
For ship building engineers: Propeller geometries via deformations of standard profiles and the construction of ship hulls.
For architectural engineers: Classical geometric concepts and basic operations for shape design and form description in plane and space.
To apply 2x2 and 3x3 matrices and their properties to analyze simple geometric constructions in plane and space and thereby obtain and practice the essential understanding of coordinate transformation techniques.
To define and to calculate precise modifications of a given geometric object.
To apply computer experiments as an integrated part of the course for illustrations, learning, and calculations.
Learning objectives:
A student who has met the objectives of the course will be able to:
Calculate on a vectorial basis the area and volume
Apply matrix calculus to construct and and analyze deformations of basic objects and explain the induced change in area and volume
Find parametrizations of simple geometric objects in plane and space
Calculate and explain the notions of area and volume for parametrized objects
Apply simple parametrizations or other representations to construct triangulations of surfaces and domains in space and compare the respective areas and volumes
Apply basic kinematic concepts to analyse simple motions in the plane
Calculate and explain the notions of arclength and curvature for curves in the plane
Apply extrudition, offsetting, and projection to construct new geometric objects from old ones |
Accelerated Precalculus Semester One
Common Core State Standards for Mathematics
Accelerated Precalculus S1 V04
FIF0912.07 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.
Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior.
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 12, 26, 27, 28
Domain: Building Functions (FBF)
Learning Standard: Build a function that models a relationship between two quantities.
Test Questions
FBF0912.01 Write a function that describes a relationship between two quantities.★
Compose functions. For example, if T(y) is the temperature in the atmosphere as a function of height, and h(t) is the height of a weather balloon as a function of time, then T(h(t)) is the temperature at the location of the weather balloon as a function of time.
13, 14, 15, 16, 17, 18, 25
Learning Standard: Build new functions from existing functions.
Test Questions
FBF0912.0322, 23, 24
FBF0912.04 Find inverse functions.
Verify by composition that one function is the inverse of another.
Read values of an inverse function from a graph or a table, given that the function has an inverse.
Produce an invertible function from a non-invertible function by restricting the domain.
11, 19, 20, 21
FBF0912.05. Understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving logarithms and exponents.
29, 30, 31, 32, 33, 34, 35, 36, 37, 38
Domain: Trigonometric Functions (FTF)
Learning Standard: Extend the domain of trigonometric functions using the unit code.
Test Questions
FTF0912.03ines, and tangent for x, π + x, and 2π – x in terms of their values for x, where x is any real number.
39, 40, 41, 51, 52, 53
FTF0912.04 Use the unit circle to explain symmetry (odd and even) and periodicity of trigonometric functions. |
Originally published in 1985, this classic textbook is an English translation of Einführung in die kommutative Algebra und algebraische Geometrie. As part of the Modern Birkhäuser Classics series, the publisher is proud to make Introduction to Commutative Algebra and Algebraic Geometry available to a wider audience. Aimed at students... more...
In a detailed and comprehensive introduction to the theory of plane algebraic curves, the authors examine this classical area of mathematics that both figured prominently in ancient Greek studies and remains a source of inspiration and a topic of research to this day. Arising from notes for a course given at the University of Bonn in Germany,... more... Its dedicated,... more...
An accessible text introducing algebraic geometries and algebraic groups at advanced undergraduate and early graduate level, this book develops the language of algebraic geometry from scratch and uses it to set up the theory of affine algebraic groups from first principles.Building on the background material from algebraic geometry and algebraic groups,... more...
Presented in an easy-to-follow, step-by-step tutorial format, Puppet 3.0 Beginner?s Guide will lead you through the basics of setting up your Puppet server with plenty of screenshots and real-world solutions.This book is written for system administrators and developers, and anyone else who needs to manage computer systems. You will need to be able |
Addresses algebra as a language of process, expands the idea of variables, and develops the concept of function. Extends students' understanding of algebraic equivalence and of change. Includes CD-ROM. 96 pages. |
Introduction to Mathcad Freshman or Introductory courses in Engineering and Computer Science. ESourcePrentice Hall's Engineering Sourceprovides a complete, flexible introductory engineering and computing program. Featuring over 15 modules and growing, or MOREll.com/esource With its practical and clear step-by-step procedures, this book demonstrates how to use MathCAD and shows what the MathCAD worksheet looks like through every step of the process. The book shows how MathCAD can be used to solve real problems in various engineering disciplines, such as chemical processes, electronics, and biomedicine, as well as some that appeal to mechanical and civil engineers. |
Different ways of factoring are presented to you during this week. You will explore these methods and use them to recognize some special factors of polynomials. You will review some fundamental concepts of expressions and learn to apply the new terminology associated with polynomials |
Essentials of Using and Understanding Mathematics A Quantitative Reasoning Approach
9780201793871
0201793873
Summary: 1. Thinking Critically. Recognizing Fallacies. Propositions and Truth Values. Sets and Venn Diagrams. Critical Thinking in Everyday Life. 2. Approaches to Problem Solving. The Problem Solving Power of Units. Standardization Units: More Problem Solving Power. Problem Solving Guidelines and Hints. 3. Numbers in the Real World. Uses and Abuses of Percentages. Putting Numbers in Perspective. Dealing with Uncertainty. How... Numbers Deceive: Polygraphs, Mammograms, and More. 4. Financial Management. The Power of Compounding. Savings Plans. Loan Payments, Credit Cards, and Mortgages. 5. Statistical Reasoning. Fundamentals of Statistics. Should You Believe a Statistical Study? Statistical Tables and Graphs. Graphics in the Media. Correlation and Causality. Characterizing a Data Distribution. 6. Probability: Living with the Odds. Fundamentals of Probability. Combining Probabilities. The Law of Large Numbers. Counting and Probability. 7. Exponential Astonishment. Growth: Linear vs. Exponential. Doubling Time and Half-Life. Exponential Modeling. 8. Mathematics and the Arts. Mathematics and Music. Perspective and Symmetry. Proportions and the Golden Ratio. 9. Mathematics and Politics. Voting: Does the Majority Always Rule? Apportionment: The House of Representatives and Beyond.
Bennett, Jeffrey O. is the author of Essentials of Using and Understanding Mathematics A Quantitative Reasoning Approach, published 2002 under ISBN 9780201793871 and 0201793873. Two hundred two Essentials of Using and Understanding Mathematics A Quantitative Reasoning Approach textbooks are available for sale on ValoreBooks.com, ninety eight used from the cheapest price of $1.00, or buy new starting at $39 |
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Starting at $8920Instructors loveNumerical Methods for Engineersbecause it makes teaching easy! Students love it because it is written for them--with clear explanations and examples throughout. The text features a broad array of applications that span all engineering disciplines. ..The sixth edition retains the successful instructional techniques of earlier editions. Chapra and Canale's unique approach opens each part of the text with sections called Motivation, Mathematical Background, and Orientation. This prepares the student for upcoming problems in a motivating and engaging manner. Each part closes with an Epilogue containing Trade-Offs, Important Relationships and Formulas, and Advanced Methods and Additional References. Much more than a summary, the Epilogue deepens understanding of what has been learned and provides a peek into more advanced methods. Helpful separate Appendices. "Getting Started with MATLAB" abd "Getting Started with Mathcad" which make excellent references...Numerous new or revised problems drawn from actual engineering practice, many of which are based on exciting new areas such as bioengineering. The expanded breadth of engineering disciplines covered is especially evident in the problems, which now cover such areas as biotechnology and biomedical engineering. Excellent new examples and case studies span asll areas of engineering disciplines; the students using this text will be able to apply their new skills to their chosen field...Users will find use of software packages, specifically MATLAB�, Excel� with VBA and Mathcad�. This includes material on developing MATLAB� m-files and VBA macros. . . . |
handbook is unusual in that it combines in a single volume formulas and tables from both elementary and advanced mathematics. For example, topics treated range from those in algebra, geometry, trigonometry, analytic geometry and calculus to Fourier series, Laplace and Fourier transforms, Bessel and Legendre functions and many other advanced special functions. Such topics are needed by both students and research workers in the fields of engineering, physics, mathematics and other sciences. [via]
More editions of Schaum's Outline of Mathematical Handbook of Formulas and Tables:
This Schaum's Study Guide is the perfect tool for getting a handle on statistics. Fully stocked with solved problemsÑ508 of themÑit shows you how to work problems that may not have been fully explained in class. Plus you get 694 additional problems to use for practice, with answers at the back of the book. Ideal for independent study, brushup before exams, or preparation for professional tests, this Schaum's guide is clear, complete, and well-organized. It even prepares you for computer solutions of statistical problems, fully explaining the use of Minitab, the most popular statistical software. It's the perfect supplement for any course in statistics, and a super helper for the math-challenged. [via]
Designed with live formulae, tables and graphs which engage the student and enhance understanding, this CD-ROM contains 100 solved problems. Each chapter ends with several related examples which reinforce and extend the material found in the printed book packaged with the CD. [via]
More editions of Schaum's Outline of Theory and Problems of College Algebra (Schaum's Outlines):
This book gives theory and solved problems for a combined course in probability and mathematical statistics. A calculus background is employed. The first half of the book itself serves as a supplement to the study of probability. [via]
More editions of Schaum's Outline of Theory and Problems of Probability and Statistics:
" updated, this second edition includes vital new coverage of order statistics, best critical regions, likelihood ratio tests, and other key topics. [via] |
Broomall PrealgebraSet theory is the study of sets, both infinite and finite. Some basic operations of set theory include the union and intersection of sets. Combinatorics studies the way in which discrete structures can be combined or arranged.
...Limited flexibility is allowed with notice (usually 24 hour in advance). That includes cancellation and make-up requests. I, unfortunately, am a very picky person. Therefore, I like things my own way. |
The Numerical Analysis Undergraduate Study Pathway
What is Numerical Analysis?
Numerical Analysis is an exciting branch of applied mathematics,
that is concerned with approximation (e.g. eigenvalues of matrices,
solutions of linear systems or differential equations), and analysing
the resulting errors.
What do Numerical Analysts do?
Numerical Analysts strive to develop practical algorithms
to approximate solutions to complex real-world problems,
as well as to develop rigorous theory to establish error
bounds and convergence.
And drinking coffee.
What can I do with Numerical Analysis?
Numerical Analysts are employed, e.g., in finance, industry, and research institutions, as well as in academia.
Numerical Analysts make computers solve real-world problems.
Since navigating your way through the list of undergraduate options can be tricky, we have grouped together below all the courses that have a numerical analysis flavour. Together, these courses provide a study pathway for those students wishing to specialise in numerical analysis during their BSc or MMath degree. Our courses range from purely theoretical ones on approximation theory to practical computing.
Second Year
In the compulsary course PDEs and Vector Calculus, all students will start to gain insight into the science of numerical analysis. In particular, approximation schemes are introduced for solving ordinary and partial differential equations.
A list of specific numerical analysis (and other applied) projects is available HERE. Please contact individual supervisors from the above list for more up to date details. We welcome enquiries by students interested in doing a project on any aspect of numerical analysis, not just those listed. |
Description Probability and Statistics usually gives students problems in the beginning because all of the problems are word problems that require the student to read and truly comprehend what is being asked before any solution can be attempted. This DVD tutorial lends help in probability and statistics just as if you hired a personal tutor in your home. Every probability video lesson is taught by fully worked example problems that help you not only do well in class - but truly understand the material. If you need probability help or a probability tutor that will make learning probability easy and painless, the Probability and Statistics Tutor will provide the tools you need to succeed.
How are the MathTutorDVD.com line of DVDs different from others? The answer is simple. Most math instruction involves a lengthy discussion of the abstract theory behind the Math before instructing the student in how to solve problems. While there are some merits to this style, in the vast majority of the cases the student quickly gets bored and frustrated by the time he or she starts to solve the problems. This DVD, in contrast, teaches all of the concepts by working fully narrated problems step-by-step, which is a much more engaging way to learn.
Exceptional value and affordability. MathTutorDVD.com believes in providing value for our customers. This is a 10 Hour DVD course that effeiciently lends help with probability and statistics.. We could have easily split this content into many DVD courses costing the same price but instead chose to keep the cost down so that this content is affordable to all.
What is our teaching style like? All topics on this DVD are taught by working example problems. There are no traditional lectures of background material that won't help you solve problems and improve your skills. We believe in teaching-by-doing and that is what you will receive by watching this DVD. The techniques of using probability tables, for example, is explained by working many problems in step-by-step detail. We begin with the easier problems and work our way up to the harder problems. The student immediately gains confidence, does not get bored, and quickly feels like he or she can conquer the material. This method is extremely powerful and has proven itself time and again. Perhaps most importantly, problem solving skills are honed early on that will help with homework and taking exams even after watching the very first lesson. If you are seeking probability help or assistance with understanding statistics, this DVD will help you succeed. |
From the Publisher:Description:
Homework Helpers: Algebra is a straightforward and easy to read
review of arithmetic skills emphasizes the role that arithmetic plays in the development of algebra covering all of the topics in a typical Algebra I class, including: Solving linear ...
Description:
1001 Algebra Problems offers those with math anxiety and others
who need tutoring the hands on practice they need. This useful manual providers users the tools they need to master algebra. This title helps users to prepare for exams, ...
Description:
A comprehensive math review for the GRE, GMAT, and SAT.
This math refresher workbook is designed to clearly and concisely state the basic math rules and principles of arithmetic, algebra, and geometry which a student needs to master. This ... |
This is a free, online textbook/course that provides introductory information for math students. "This unit has two aims:...
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This is a free, online textbook/course that provides introductory information for math students. "This unit has two aims: firstly, to help you read and interpret information in the form of diagrams, charts and graphs, and secondly, to give you practice in producing such diagrams yourself. To start you will deal with interpreting and drawing diagrams to a particular scale. You will then learn to extract information from tables and charts. Finally you will learn to draw graphs using coordinate axes, which is a very important mathematical technique.״
This course focuses on linear ordinary differential equations (or ODEs) and will introduce several other subclasses and their...
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This course focuses on linear ordinary differential equations (or ODEs) and will introduce several other subclasses and their respective properties. Despite centuries of study, numerical approximation is the only practical approach that has emerged to the solution of complicated ODEs ; this course will introduce you to the fundamentals behind numerical solutions. This free course may be completed online at any time. See course site for detailed overview and learning outcomes. (Mathematics 221; Mechanical Engineering 003; Computer Science)
This course describes discrete mathematics, which involves processes that consist of sequences of individual steps (as...
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This course describes discrete mathematics, which involves processes that consist of sequences of individual steps (as compared to calculus, which describes processes that change in a continuous manner). The principal topics presented in this course are logic and proof, induction and recursion, discrete probability, and finite state machines. This free course may be completed online at any time. See course site for detailed overview and learning outcomes. (Computer Science 202)
This course covers the mathematical modeling, analysis, and control of physical systems that are at rest, in motion, or acted...
see more
This course covers the mathematical modeling, analysis, and control of physical systems that are at rest, in motion, or acted upon by a force; it explores the dynamics of mechanical, thermal, fluid, electrical, and hybrid systems and sub-systems. This free course may be completed online at any time. See course site for detailed overview and learning outcomes. (Mechanical Engineering 401) |
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A Report to the Nation on the Future of Mathematics Education (1989)
Overview
Table of Contents
Overview
Authors
Mathematical Sciences Education Board and the Board on Mathematical Sciences, National Research Council
Description
Mathematics is the key to opportunity. No longer only the language of science, mathematics is now essential to business, finance, health, and defense. Yet because of the lack of mathematical literacy, many students are not prepared for tomorrow's jobs. Everybody Counts suggests solutions. Written for everyone concerned about our children's education, this book discusses why students in this country do not perform well in mathematics and outlines a comprehensive plan for revitalizing mathematics education in America, from kindergarten through college. single copy, $8.95; 2-9 copies, $7.50 each; 10 or more copies, $6.95 each (no other discounts apply)
Hyman Bass, Zalman Usiskin, and Gail Burrill, Editors, U.S. National Commission on Mathematics Instruction, Board on International Scientific Organizations, Policy and Global Affairs Division, National Research Council |
Geometry to Go: A Mathematics Handbook
Book Description: Geometry to go is the Latest in the series of mathematics handbooks and is a must-have resource for any student of geometry. From coordinate geometry to non-Euclidean geometry, from congruence to constructions, Geometry to Go is packed with numerous examples, detailed explanations, east-to-follow charts and graphs, and easy-to-understand proofs and theorems to help students learn, reinforce, and review key concepts
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The College Algebra reformers described what they wanted students to "get out of" their course. Here is how one reformer described the goals:
Some of the goals are technology-oriented: the students should be able to use a calculator or computer to plot a table of points. Some of them are strictly by-hand skills: they should be able to solve a quadratic equation, be able to solve a linear equation and a linear inequality. So it's a mixture of hand and technology skills and then understanding concepts. They need to understand the concept of a function-recognize when something is a function, when something's not a function, the domain and range of a function, is this number in the range of this function? So some of our skill goals are very specific, and others are a little bit more broad and general.
(Linda Becerra, Faculty)
What follows are the other major focal points the reformers had, in no particular order of importance:
provide numerous opportunities to learn
teach fundamental concepts and skills by using real-world problems
stimulate student interest by making mathematics relevant to the students' lives
increase mathematics literacy
use diverse teaching strategies
offer a technology-dependent curriculum.
Provide Numerous Opportunities to Learn
An important trademark of UHD is its commitment to help students succeed, regardless of previous performance or failure.
Faculty are aware of the classroom challenges they face, but that only reinforces their resolve. UHD prides itself openly on its ability and commitment to provide many learning opportunities to its students, whether they need remedial activities or are prepared for college-level work. Several instructors speak about UHD's
learning environment (defn),
as an embodiment of the American dream, a place where everyone has an opportunity to learn. One instructor comments on the University's philosophy:
We have our 25th anniversary this year, and the president's motto is "Twenty-five years of excellence, opportunity, and diversity." The key word there for us is opportunity. Even though our students are under-prepared, we want to over and over be providing them more opportunities that are optional that they can take advantage of to be successful students. So we have a tremendously active math lab that offers tutoring by faculty-lecturers and faculty who are not tenure-track. The lab has practice software, drill type software, and it is open during extensive hours all through the week
(Linda Becerra, Faculty)
Teach Fundamental Concepts and Skills By Using Real-World Problems
The tension between having students learn concepts and helping them to be proficient with skills is alive at UHD.
One goal is for students to thoroughly learn certain fundamental algebra concepts, such as functions. To that end, these reformers incorporated a number of activities in the revised course, and course breadth was reduced to accommodate these new activities. On the other hand, they recognized that college algebra is also a skill-building course designed to prepare students for more advanced mathematics courses. The re-designed curriculum focused on mastering a reduced set of skills that faculty felt students must have in order to succeed in future mathematics courses. This strategy did not compromise quality, since most advanced courses often had to subsequently re-teach those skills anyway. An instructor explains:
We wanted to make sure that the fundamental concepts and skills (and we thought a lot about what fundamental means) were emphasized. We were trying to narrow the focus of the course. When our students went on, we wanted to be certain that they could use some small set of skills well. We really wanted to practice those a lot instead of making it a mile wide and an inch deep, which is the way content is traditionally designed in college algebra. You typically spend a little bit of time teaching them all these exotic types of equations that need to be solved and all these different categories of functions. We were trying to get away from that so we would make sure that when they showed up in the applied calculus course, they could solve a quadratic equation confidently, and we wouldn't have to be re-teaching that skill.
(Bill Waller, Faculty)
While this reformed course included the content and skills that students needed to enroll in more advanced courses, it also was useful for students taking their last course in mathematics. The reformers accomplished this by using problems drawn from everyday situations. Thus, this reformed algebra course demonstrated that mathematics could be both valuable and relevant to everyone's life:
We wanted to make sure that they came out with a positive experience from a rounded course, sort of a self-contained course. Even if they didn't go on to another course, it would be justified; they would understand the importance of the material. It wasn't just that we were going to teach them this skill because they're going to need it in calculus: "I'm not going to tell you why it's important here, but you're going to need it later on." It is like a stand-alone course with closure. It is also a skill-building course, though; you can't completely get away from that. Again, [we wanted to] give them the idea that mathematics is practical and meaningful to their lives and that they're capable of doing it a little bit and understand why they're doing certain things. Those are some of the key goals there.
(Bill Waller, Faculty)
Stimulate Student Interest by Making Mathematics Relevant to Students' Lives
Clearly, interest on the students' part in mathematics at UHD was lacking. This population of students, many of whom are commuters and/or returning adults, tend to place work and family obligations ahead of their educational goals and to view courses as a practical means to an end. Thus the University must make a good case for the educational services that it provides and demonstrate to these students the practical value of course content. To that end, the algebra course reformers included real-life problems as a gateway to mathematics to stimulate interest and encourage participation. Said one faculty member:
Well, when we first developed our proposal, we said we wanted our students to see relevant examples from the sciences and engineering. When you open the materials, you get a context to a problem, and then come the mathematics. We try to let our students experience that over and over.
(Bill Waller, Faculty)
Mathematical content in this reformed course is not presented as an end in and of itself but rather as a solution to a problem either from engineering or another science field. A major instructor goal is to provide an everyday context for the content so that students enjoy the course and understand the practical applications of algebra. One reformer told us:
I think we want students to have a positive mathematical experience, if you will, to see that mathematics can be related to their everyday lives. So we present problems that are somewhat whimsical, but if you dig beneath our storylines, they're actually relevant to their lives. It's not just, solve a quadratic equation, factor this, simplify that.
(George Pincus, Faculty)
Increase Literacy in Mathematics
College algebra is a service course taken by both math and non-math majors. The reformers knew that the math majors needed to learn and retain concepts and skills, while the students who were taking algebra as their last mathematics course needed mathematics literacy. To this end, the reformers emphasized algebraic functions and their applications and introduced relevant technology so the students generally would be more informed citizens and also be more aware of current technologies. One of the reformers explains:
For us, functions became the central theme of the college algebra course. We hoped that, by concentrating on functions and then doing variations on a theme, retention of skills and concepts would be improved for the students who do go on to other math courses. For the students who terminate with that course, we hope that they can look back and say, 'Yes I did learn something that I can apply to my life.' We hope they are more knowledgeable, become more informed citizens, and that they don't just play with symbols and numbers that they'll never have to use again. [We also hope that] they can look at technology in new ways of visually illuminating something, or seeing how technology can do a by-hand calculation that they weren't aware of. Symbolic manipulation to them is still completely new; they have no clue that computers now can do some of those things. We hope to just inform them of the possibilities.
(Linda Becerra, Faculty)
Use Diverse Teaching Strategies
With a challenging student population like that at UHD, instructors look for opportunities to diversify their teaching approach. Technology, with its graphing tools, offers one such opportunity, according to a faculty colleague:
The reason I do this is I think that if the students see the concept from different vantage points and different angles, then they will retain the concept; and also once they see it the utility of the concept in different disciplines, they may also be encouraged to learn the concept in the course.
Offer A Technology-Dependent Curriculum
It is interesting to note the reformers' view on technology use per se. According to them, computer technology is fundamental to their reform because the activities they intended to carry out could not be done without computers. A reformer explains how crucial technology is to this project:
We wanted to think about revising the curriculum in such a way that it required the use of technology. We wanted to make sure that the technology wasn't kind of a gismo that got added onto the course, where essentially we would teach the course in a traditional way and then stop and say, "Oh, but look, you can also graph this with a calculator." We wanted to make sure there's no way to teach the curriculum without having the technology.
(Elias Deeba, Faculty)
Access
Given UHD's large minority student population, we expected "access" to figure prominently on the list of goals that faculty and administrators held. It was not. The only concern related to access that faculty had was the capability of the worldwide web to provide students access at home to continually updated software at no cost. The faculty's choice of a software platform was heavily based on providing students free access either through the web or by way of a free player as in the case of Mathwright. |
Algebra and Trigonometry - 01 edition
ISBN13:978-0534434120 ISBN10: 0534434126 This edition has also been released as: ISBN13: 978-0534380298 ISBN10: 0534380298
Summary: James Algebra and Trigonometry was designed specifically to help readers learn to think mathematically an...show mored to develop true problem-solving skills. Patient, clear, and accurate, the text consistently illustrates how useful and applicable mathematics is to real life. The new book follows the successful approach taken in the authors' previous books, College Algebra, Third Edition, and Precalculus, Third Edition. ...show less
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Course Descriptions
Math 90 is designed to provide individualized instruction in basic math skills including addition, subtraction, multiplication, and division of whole numbers, fractions, decimals and percents. This class is intended for students who need a review of whole numbers before studying fractions. Instruction is tailored specifically to each student's needs.
Provides the fundamental operation of whole numbers, fractions and mixed numbers, decimals, percentage, measurement and geometry. The course is intended to provide a thorough review of basics needed in future mathematics courses and in applied fields.
Prepares students for MATH 95. Helps students who have experienced difficulties with math to get an introduction to the language and concepts of algebra. Provides a transition from self-paced, basic math to the quick pace required in MATH 95.
Offers a first course in algebra. Topics include operations with signed numbers; algebraic symbols; evaluating formulas; operations with polynominal, radical and rational expressions; solving equations and application problems using algebra; and elementary graphing. Provides a foundation for the math used in business, science, engineering and related fields.
Reviews basic mathematics with emphasis on those skills that apply to calculating drug dosages. Includes fractions, decimals, proportions, percents, English, apothecary and metric systems of measurements.
Note: Non-transferable for an NSHE baccalaureate degree. Non-applicable towards an AA or AS Degree.
Units (Credits): 3; Prerequisites: MATH 096 or three units of high school mathematics at the level of algebra and above with a grade of C- or better or appropriate score on the WNC placement or equivalent test. MATH 095 with a grade of B- or better in lieu of MATH 096 requirement
Units (Credits): 3Provides a third course in algebra. Topics include: polynomial, rational and radical equations; absolute value and quadratic inequalities; relations and functions; linear, quadratic, polynomial exponential and logarithmic functions, their graphs and applications; and systems of equations.
Units (Credits): 5Instructs students in fundamental ideas of analytical geometry and calculus. Includes plane coordinates, graphs, functions, limits, derivatives, integrals, the fundamental theorem of calculus. Includes applications to rates, extremalization, and interpretation of integrals. |
books.google.com.au - This... Princeton Companion to Mathematics mathematics; explain essential terms and concepts; examine core ideas in major areas of mathematics; describe the achievements of scores of famous mathematicians; explore the impact of mathematics on other disciplines such as biology, finance, and music--and much, much more.
Unparalleled in its depth of coverage, The Princeton Companion to Mathematics surveys the most active and exciting branches of pure mathematics, providing the context and broad perspective that are vital at a time of increasing specialization in the field. Packed with information and presented in an accessible style, this is an indispensable resource for undergraduate and graduate students in mathematics as well as for researchers and scholars seeking to understand areas outside their specialties.
Features nearly 200 entries, organized thematically and written by an international team of distinguished contributors
Presents major ideas and branches of pure mathematics in a clear, accessible style
Defines and explains important mathematical concepts, methods, theorems, and open problems
Introduces the language of mathematics and the goals of mathematical research
Covers number theory, algebra, analysis, geometry, logic, probability, and more
Traces the history and development of modern mathematics
Profiles more than ninety-five mathematicians who influenced those working today
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Review: The Princeton Companion to Mathematics
User Review - Ben - Goodreads
Amazing book. The most amazing, encyclopaedic overview of mathematics ever written. This is the book a mathematics lover wants to take with him to the desert (along with Mathematics: From the Birth of Numbers by Jan Gullberg, another take-me-with-you-when-you-get-to-a-deserted-island book).Read full review
Review: The Princeton Companion to Mathematics
User Review - Jonas Andersson - Goodreads
So, I will probably never finish this; as i step through my college math classes it works as a handy reference. I can gleam an intuition on concepts that have me muddled. It covers what I would ...Read full review
About the author (2010)
Timothy Gowers is the Rouse Ball Professor of Mathematics at the University of Cambridge. He received the Fields Medal in 1998, and is the author of "Mathematics: A Very Short Introduction". June Barrow-Green is lecturer in the history of mathematics at the Open University. Imre Leader is professor of pure mathematics at the University of Cambridge. |
Mathematics
Do you know where the Fibonacci sequence (1, 1, 2, 3, 5, 8…) is found in God's creation?
Demonstrating a working knowledge of math does more than wow your friends. As one of the oldest sciences, math can be used to solve puzzles, calculate percentages, and increase problem-solving skills in many fields ranging from engineering and finance to science. Most importantly, math teaches us about the character of God—His wisdom, infinity, order, and glory, and it helps us accomplish the work God has called us to do.
A minor in math can bolster your competitiveness and preparation for future jobs and graduate work.
Maranatha's math minor is designed to teach the logic and skill needed to do well in the classroom. Math teachers are needed today, so if you're a secondary education major, selecting a math minor (22 semester hours) is a good choice to make you a more versatile teacher.
Course Requirements
Requirements
Credits
Calculus 1
5
Calculus 2
5
Probability & Statistics
3
Foundations of Mathematics
2
Electives
College Algebra
3
Calculus 3
3
Advanced Geometry
3
Abstract Algebra
3
Linear Algebra
3
Statistics 2
2
Number Theory
2
Minimum
22
Did you know?
If you study math, you're part of a choice company. The following people focused on math when they were in college: |
05218260 the Philosophy of Mathematics (Cambridge Introductions to Philosophy)
This introduction to the philosophy of mathematics focuses on contemporary debates in an important and central area of philosophy. The reader is taken on a fascinating and entertaining journey through some intriguing mathematical and philosophical territory, including such topics as the realism/anti-realism debate in mathematics, mathematical explanation, the limits of mathematics, the significance of mathematical notation, inconsistent mathematics and the applications of mathematics. Each chapter has a number of discussion questions and recommended further reading from both the contemporary literature and older sources. Very little mathematical background is assumed and all of the mathematics encountered is clearly introduced and explained using a wide variety of examples. The book is suitable for an undergraduate course in philosophy of mathematics and, more widely, for anyone interested in philosophy and mathematics.
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Product Description
Each lesson plan lists the primary concepts taught, learning objectives, materials needed (with page numbers referenced for the student materials), teaching tips, and assignments for the student to complete. The solutions-keys for the student book and worksheets found in the (sold-separately) "Tests & Resources" book are also included. General notes on preparing lessons and administering tests, a scope & sequence, lesson-to-worksheet correlation chart, and "appearance of concepts" list are also included. 399 pages, softcover. |
Precise Calculator has arbitrary precision and can calculate with complex numbers, fractions, vectors and matrices. Has more than 150 mathematical functions and statistical functions and is programmable (if, goto, print, return, for).Scientific Calculator .NET was designed to be a more functional alternative to the Windows Calculator. It features a natural readout, advanced mathematical functions (including integration and differential), and it doesn't have a huge screen footprint |
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Overview
Written by experienced retailers, MECHANDISING MATH FOR RETAILING, 5/e introduces students to the essential principles and techniques of merchandising mathematics, and explains how to apply them in solving everyday retail merchandising problems. Instructor- and student-friendly, it features clear and concise explanations of key concepts, followed by problems, case studies, spreadsheets, and summary problems using realistic industry figures. Most chapters lend themselves to spreadsheet use, and skeletal spreadsheets are provided to instructors. This edition is extensively updated to reflect current trends, and to discuss careers from the viewpoint of working professionals. It adds 20+ new case studies that encourage students to use analytic skills, and link content to realistic retail challenges. This edition also contains a focused discussion of profitability measures, and an extended discussion of assortment |
This
course offers elementary algebraic content to students preparing for
four-year or technical college experiences and others desiring a formal
background in mathematics. It meets the state Algebra 1 standards and is
intended for motivated students of average or above average skills in
mathematics. Students in this course must take a state-mandated
end-of-course test. |
Beginning and Intermediate Algebra - 4th edition
Summary: The Tobey/Slater/Blair/Crawford series builds essential skills one at a time by breaking the mathematics down into manageable pieces. This practical ''building block'' organization makes it easy for students to understand each topic and gain confidence as they move through each section. Students will find many opportunities to check and reinforce their understanding of concepts throughout the text. With this revision, the author team has added a new Math Coach feature that pro...show morevides students with an office hour experience by helping them to avoid commonly made mistakes. With Tobey/Slater/Blair/Crawford, students have a tutor, a study companion, and now a coach, with them every step of the |
Description
Take it step-by-step for algebra success!
The quickest route to learning a subject is through a solid grounding in the basics. So what you won't find in Easy AlgebraDon't be tripped up by trigonometry. Master this math with practice, practice, practice!
Practice Makes Perfect: Trigonometry is a comprehensive guide and workbook that covers all the basics of trigonometry that you need to understand this subject. Each chapter focuses on one major topic, with thorough explanations and many illustrative examples, so you can learn at your own pace and really absorb the information. You get to apply your knowledge and practice what you've learned through a variety of exercises, with an answer key for instant feedback. Offering a winning solution for getting a handle on math right away, Practice Makes Perfect: Trigonometry is your ultimate resource for building a solid understanding of trigonometry fundamentals.
Take it step-by-step for writing success!
The quickest route to learning a subject is through a solid grounding in the basics. So what you won't find in Easy Writing Skillshmm, not sure. Books look ok but all are corrupt in places though readable with a few pages missing here and there. uTorrent throws a warning but malware scans say they are safe.
I downloaded them twice in case it was my connection and files are corrupt in the same places. |
GRE Math Review
The Most Widely Used GRE Math Review Books
The GRE test is conducted around the world through dedicated testing centers. The test is accepted by most colleges and educational institutions. Test takers from around the world take the test in order to provide the educational institutions with a copy of their score report for the GRE test. It gives the institution an idea of the student's skills and abilities in high school level education and how he will cope if he takes up a university level course. The GRE test is a timed test that has three main sections. The sections on the GRE test are that of Verbal Reasoning, Quantitative Reasoning and Analytical Writing. Each of these sections is meant to test the test taker for different abilities and skills. A comprehensive review of the various sections on the test along with their question types is available on the official website at In order for you to understand the important points about the test you should make sure you have read all the information available on the official website as it will save you a lot of time and trouble.
A GRE Math review will tell you that the questions based on mathematics are not very easy on the test. Literature regarding the GRE Math review available informs test takers that they have to be proficient in basic arithmetic and elementary level mathematics. What the test requires is for a test taker to be able to apply mathematical principles in order to resolve problems through quantitative methods. In order to prepare for the quantitative portions of the test, test takers utilize GRE Math review books. These GRE Math review books explain the various concepts covered on the test as well as teach through exemplary examples for better understanding. You will find below information on the most widely used GRE Math review books.
I. New GRE Math Workbook
This is a GRE Math review and practice book that is published by Kaplan. The book gives information about every quantitative concept that is on the GRE test. It also provides in-depth reviews of all the essential mathematical concepts you should know about for the test. Apart from this, it also gives you guidelines and tips on how you should complete your quantitative section in time on the actual test day. This GRE Math review book will help you clear most of the doubts you may have about the quantitative section on the GRE test. To read more information about this GRE Math review book visit
II. Math Review for Standardized Tests
This is a GRE Math review book that can also be used for prep for other tests that have a quantitative section. The GRE Math review book is published by Cliff's Test Prep and is a general prep book which re-introduces you to arithmetic and mathematical concepts. It also allows you to practice through dedicated practice questions and uses diagnostic tools to provide feedback about your performance and progress. To read more information about this GRE Math review book visit
III. The Ultimate Math Refresher
This is yet another GRE Math review book and it is published by Lighthouse Review Inc. The book begins by teaching the test taker all the mathematical concepts on the GRE test. Whilst learning, the test taker has the option of taking timely practice tests from the GRE Math review book to check if he has understood what he has learnt so far. The book also features practice tests that are similar to the actual test and also gives the test takers tips on how they should take the test effectively. To read more information about this GRE Math review book visit
As long as you know what you should be studying you should be just fine. Go through the portion mentioned on the official website and ensure that your GRE Math review book teaches all of the required concepts. Taking regular tests and solving practice question-sets will help you familiarize yourself with the test content and help you complete your test paper within time on the test day, |
Algebra Resources
Algebra finds itself in an interesting place within mathematics. It rests between basic arithmetic and higher level mathematics. This is not to say it does not have the breadth and depth of calculus and trigonometry. On the contrary, algebra is a world unto itself with its own practical rules, brilliant theories, and rigorous applications. Algebra has, in some form or another, been applied in ancient Egypt, Greece, Babylonia, India, China, and Greece.
It was not until the circa 9th century that Muhammad ibn-Musa al-Khwarizmi canonized the formulas into book form and coalesced Algebra into a more sophisticated and accessible structure. The term Algebra came from the Arabic word 'al-jabr', roughly meaning 'placing together broken parts'. It is not difficult to see algebra as that instrumental 'glue' between arithmetic and higher math; as strands transcending time and nations until al-Khwaraizmi tied them together, and as the fundamental concept as to how algebra itself functions.
Algebra is used in many professions including science, business, and encryption services. It stands as a math for all reasons.
As François Viéte, the 16th century French mathematician and co-founder of modern algebra pronounced: Algebra will leave no problem unsolved. At the very least, we would like to think he is correct during your finals.
Webmath is composed of many math "fill-in-forms" into which you can type the math problem you're working on. Linked to these forms is a powerful set of math-solvers, which can instantly analyze your problem, and when possible, provide you with a step-by-step solution, instantly.
The name Purplemathsays it all. If it does not, it might mean a well rounded exploration in all things algebraic. This is worth a look. An interesting page called Formatting Math As Text shows how to type math when e-mailing or posting questions on tutoring forums. (You also are given a tutorial on how to compute your grade). Ther are a number of other useful sites found under Site Reviews.
For the do-it-yourselfer, AlgebraCalculators are quite useful. In fact, they have become a useful utility in today's math. Algebrahelp offers many different calculators designed specifically for algebra.
After some practice, you will be ready for the next step. The Armstrong Atlantic State University College Algebra Tutorialformulates equations for you to solve. You will be able to compare your answers against the tutorial afterwards. This is a great confidence builder.
Here is a tutorial to Re-enforce Your Knowledgeof both beginning and intermediate algebra. This Texas Aggie site is a friendly step by step approach with easy to follow text and examples of equations to guide you along the way.
Now you will be ready for an Interactive Algebra Tutorialon the intermediate level. Test your algebra skills against an 'infinite number of problems with hints and guided solutions'. The free software must be downloaded. A useful tool before tests.
Remember, these tools are designed to enhance your comprehension of algebra. Do notbecome dependant on these sites to give you answers for your assignments. By doing so, you may ultimately set yourself up for failure. |
The writing style is informal and conversational. Examples appear before formal definitions. In addition to the usual material for a year long course on groups, rings, and fields, this book treats group actions, modules, and the Galois correspondence. The prerequisite is a good grasp of linear algebra, and overall the level of sophistication is above that of most undergraduate texts. There are appendices with background material in logic, set theory, induction, complex numbers, and linear algebra.
There are exercises at the end of each section. They range from computational to proofs of theorems in the text that have been left to the reader. There is no student solution manual because a major goal of the book is that students learn to work things out for themselves.
s. |
Algebra - One on One is an educational game for those wanting a fun way to learn Algebra. This program covers 21 functions. It has a practice and a game area. You can choose from calculate value, choose formula, or figure formula and calculate. It has a great help system that makes it easy for the beginner to do and understand algebra. It also has a "Einstein" level that even experts will find fun and challenging.
Interactive College Algebra course designed to ensure engaging, self-paced, and self-controlled e-learning process and help students to excel in their classes. Java- and web-based math course includes theoretical concepts, hands-on examples featuring animated graphics and live formulas, problem-solving lessons, and customizable real time tests with solutions and evaluations.
Interactive Algebra II tutorial and testing package for individual e-learning and home schooling with emphasis on building problem-solving skills. Java- and web-based math course includes theoretical concepts, hands-on examples featuring animated graphics and live formulas, problem-solving lessons, and customizable real time tests with solutions and evaluations. |
Aha! Solutions
By Martin Erickson
This collection includes 100 problems in the areas of arithmetic, geometry, algebra, calculus, probability, number theory, and combinatorics. The problems start out easy and generally get more difficult as you progress through the book. A few solutions require the use of a computer. An important feature of the book is the bonus discussion of related mathematics that follows the solution of each problem.
Table of Contents
About the Author
Martin Erickson is Professor of Mathematics at Truman State University. He received his PhD at University of Michigan in 1987. He has authored three mathematics textbooks: Introduction to Number Theory (with Anthony Vazzana; Chapman & Hall), Introduction to Combinatorics (Wiley), and Principles of Mathematical Problem Solving (with Joe Flowers; Prentice--Hall). Birth and citizenship: U.S.A. Memberships in American Mathematical Society and the Mathematical Association of America.
MAA Review
In mathematics there are problems that, while sounding difficult at first, have beautiful, elegant, and most notably simple solutions. Oftentimes when approaching such a problem, many minutes, hours or days will go by before stumbling upon the simple solution. All at once, things align, and your mind screams "Aha!" Aha Solutions is a well thought out compilation of these unique and interesting problems. Continued... |
Text-Specific DVD for Kaufmann/Schwitters' Intermediate Algebra, 9th
Presented by Rena Petrello and Cengage Learning, these DVDs feature 10- to 20-minute problem-solving lessons, covering learning objectives from every chapter of their accompanying text. Currently teaching at Moorpark College in California (the same community college Rena attended as a student), Petrello initiated and developed the first online mathematics courses at her college. It was through the online teaching experience that Rena discovered the lack of suitable content for online instructors, which caused her to develop her own video lessons—and ultimately create this video project. Petrello's videos recently won her the Aurora Award for Platinum Best in Show for an Educational Video, as well as many other nominations. She has also received a tremendous amount of enthusiastic, positive feedback from students and colleagues |
respected text makes extensive use of applications and features items such as historical vignettes to make the material useful and interesting. The text is written for the one-term analytic geometry course, often taught in sequence with college algebra, and is designed for students with a reasonably sound background in algebra, geometry, and trigonometry. |
AP Calculus AB, 1st Semester
Teachers: Jean Richardson, Laurie Lombardi, Laura Kimbro
Text: Calculus: Graphical, Numerical, Algebraic, Scott Foresman/Addison Wesley
Cost: $61.47
Prerequisite: Precalculus
Class Web Page:
Materials: Grading Procedure
Textbook Tests: 50%
Notebook (work needs to be saved ALL year) Quizzes: 20%
Graphing Calculator (any type approved for AP HW & Free
test) Responses: 10%
Final Exam: 20%
Your lowest test grade will be replaced by your final exam, if the final exam
is higher.
* Ten points will be added to your average to account for AP course status.
** AP Calculus AB Exam Date: Wednesday, May 5, 2010
*** All students who do not take the AP exam will take an in class AP style
test on the same date.
Curricular goals interwoven throughout the mathematics program are that students will:
learn to communicate mathematically (QCC)
learn to use mathematics in their daily lives (QCC)
become proficient with appropriate computational tools and techniques (QCC)
learn to reason mathematically (QCC)
become mathematical problem solvers (QCC)
These goals will provide the direction for assessment and instruction. Attainment of these goals is
facilitated by the students' demonstration of the following Academic Knowledge and Skills (AKS).
Number crunching and symbol manipulation are only small parts of learning calculus. One of the major
goals in this course is for students to learn how to use precise language to describe these concepts and the
relationships between ideas.
Course Planner
The course covers all topics associated with Functions, Graphs, and Limits and Derivatives; as delineated
in the Calculus AB Topic Outline in the AP Calculus Course Description.
Chapter 1: Prerequisites for Calculus This is not covered in class. Students are expected to
know this material. Please see your teacher with questions.
• Elementary functions:
o Linear, power, exponential/logarithmic, trigonometric/inverse trigonometric
• Getting familiar with the graphing calculator
Chapter 2: Limits and Continuity (17 days)
• an intuitive understanding of the limiting process
• calculating limits using algebra
• estimating limits from graphs or tables of data
AP Calculus AB, 1st Semester
• understanding asymptotes in terms of graphical behavior
• describing asymptotic behavior in terms of limits involving infinity
• comparing relative magnitudes of functions and their rates of change
• understanding continuity in terms of limits
• geometric understanding of graphs of continuous functions (Intermediate Value Theorem and
Extreme Value Theorem)
• derivative presented geometrically, numerically and analytically
• derivative interpreted as an instantaneous rate of changeChapter 3: Derivatives (36 days)
• estimate limits from graphs or tables of data
• derivative presented geometrically, numerically and analytically
• derivative interpreted as an instantaneous rate of change
• derivative defined as the limit of the difference quotient
• relationship between differentiability and continuity
• corresponding characteristics of graphs of f and f• equations involving derivatives
• use of implicit differentiation to find the derivative of an inverse function
• interpretation of the derivative as a rate of change in varied applied contexts, including
velocity, speed and acceleration
• knowledge of derivatives of basic functions, including power, exponential, logarithmic,
trigonometric and inverse trigonometric functions
• basic rules for the derivative of sums, products, and quotients of functions
• chain rule and implicit differentiation
Chapter 4: Applications of Derivatives (29 days)
• geometric understanding of graphs of continuous functions (Intermediate Value Theorem and
Extreme Value Theorem)
• slope of a curve at a point
• tangent line to a curve at a point and local linear approximation
• relationship between the increasing and decreasing behavior of f and the sign of f
• the Mean Value Theorem and its geometric consequences
• equations involving derivatives
• corresponding characteristics of graphs of f, f' and f"
• relationships between the concavity of f and the sign of f"
• points of inflection as places where concavity changes
• analysis of curves, including the notions of monotonicity and concavity
• optimization, both absolute (global) and relative (local) extreme
• modeling rates of change, including related rates problems
• interpretation of the derivative as a rate of change in varied applied contexts, including
velocity, speed and acceleration
• antiderivatives following directly from derivatives of basic functions
• finding specific antiderivatives using initial conditions, including applications to motion
along a |
Precalculus - With 2 CDS - 4th edition
Summary: Bob Blitzer's background in mathematics and behavioral sciences, along with his commitment to teaching, inspired him to develop a precalculus series that gets students engaged and keeps them engaged. Presenting the full scope of mathematics is just the first step. Blitzer draws students in with applications that use math to solve real-life problems. is most energized by teaching mathematics and has taught a variety of mathematics courses at Miami-Dade College for nearly 30 years. He has received numerous teaching awards, including Innovator of the Year from the League for Innovations in the Community College, and was among the first group of recipients at Miami-Dade College for an endowed chair based on excellence in the classroom. Bob has written Intermediate Algebra for College Students, Introductory Algebra for College Students, Essentials of Intermediate Algebra for College Students, Introductory and Intermediate Algebra for College Students, Essentials of Introductory and Intermediate Algebra for College Students, Algebra for College Students, Thinking Mathematically, College Algebra, Algebra and Trigonometry, and Precalculus, all published by Pearson Prentice Hall92$35.05$42.55 |
Project is transforming math education in twenty-five cities. Founded on the belief that math-science literacy is a prerequisite for full citizenship in society, the Project works with entire communities-parents, teachers, and especially students-to create a culture of literacy around algebra, a crucial stepping-stone to college math and opportunity.
Telling the story of this remarkable program, Robert Moses draws on lessons from the 1960s Southern voter registration he famously helped organize: 'Everyone said sharecroppers didn't want to vote. It wasn't until we got them demanding to vote that we got attention. Today, when kids are falling wholesale through the cracks, people say they don't want to learn. We have to get the kids themselves to demand what everyone says they don't want.'
We see the Algebra Project organizing community by community. Older kids serve as coaches for younger students and build a self-sustained tradition of leadership. Teachers use innovative techniques. And we see the remarkable success stories of schools like the predominately poor Hart School in Bessemer, Alabama, which outscored the city's middle-class flagship school in just three years.
Radical Equations provides a model for anyone looking for a community-based solution to the problems of our disadvantaged schools.
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Copyright 2001 Cahners Business Information, Inc.
--This text refers to an out of print or unavailable edition of this title.
Most Helpful Customer Reviews
Robert Moses, whose life traces the best aspects of the civil rights movement, always grasped the relationship of organizing for justice and good teaching. This accessible book addresses much more than math education, but equity, justice, and democracy-and shows how they fit together quite nicely. It's a book for both theoreticians and practitioners, demonstrating the unity of ideas and social practice in a classroom where the goal is to struggle for what is true. Robert Moses' main message is, I think, "What you do counts." Makes double good sense in a math classroom.
Robert P. Moses, a leader of the Civil Rights Movement of the 1960's, has (correctly) reached the conclusion that Math literacy is, in these times and for the predictable future, a prerequisite for first-class citizenship, and since he still wants everyone to be a first-class citizen (and rightly so) he has embarked on a campaign to enable every child to be mathematically literate, and he has enjoyed a considerable degree of success. There is still a long way to go; his program (or more accurately, the program developed by Moses and his associates and the children, parents, and teachers they have worked with) has so far been adopted only by a small minority of the schools, but in those schools where it is in place, math achievement has increased significantly, and (SURPRISE!) reading scores have also improved significantly.
THIS IS A RESULT THAT EVERY TEACHER AND EVERY SCHOOL ADMINISTRATOR SHOULD KNOW ABOUT! THIS BOOK SHOULD BE IN EVERY SCHOOL LIBRARY!
I have only one small carp with this book. On page 7 is the statement: "The result was the Electronic Numerical Integrator and Computer (ENIAC), the world's first programmable computer. I asked three Afro-American students, ages 15-21, what was the world's first programmable computer, and not one of them mentioned ENIAC. Rather, they all replied that the first programmable computer was the Zuse Z3. They were all correct. The Z3, disigned and built by Konrad Zuse in Germany, and operational in 1939, approximately 2 years before ENIAC, was the world's first programmable computer. Fortunately, the German High Command didn't take Zuse and his computer seriously.
The voices from Mississippi in the 60's and again in the 80's, 90's and on into this new century come right off the page in this tremendously important book. Bob Moses and Charles Cobb ground the reader in the earlier civil rights movement, laying the foundation for the current struggle for citizenship of minority youth-which plays out now in terms of competing in today's job market. They discuss their approach and demands (of themselves, of the kids, of the parents and teachers, of the community) in terms of "setting the floor." The authors show that we as a society need to leave behind the expectations that these youth can't make it and give them the tools so they can advance. The quality of the writing makes the concepts very accessible and the message is one of great hope. I've already thought of 10 different people who should read this book ASAP!
"That's what we learned in Mississippi, that it is getting people at the bottom to make demands, on themselves first, then on the system, that leads to some of the most important changes. They have to find their voice."
Robert Moses is a brilliant mathematician, and a little bit of a seer, who sets himself the task of defining his life in terms that constitute a radical equation.
Moses relates his personal history in the movement that broke the back of segregation and Jim Crow in the South. He connects the young SNCC field secretaries, who, with guidance from the older local organizers like Amzie Moore and Fannie Lou Hamer helped black communities take charge of their own destinies. And, he demonstrates how economic factors have made math illiteracy the functional equivalent of political disenfranchisement that threatens future generations of black youth with a bondage no less frightening.
Moses' vision is profound rather than simple. Charles Cobb, Jr. does an artful job of helping Moses find a voice capable of uttering the insights of a lifetime of formidable accomplishment. Particularly since, as Moses admits, " reaching out to probe into really personal things isn't a particularly strong point of mine."
Caveat emptor: this is not just a ripping memoir of the Southern civil rights movement. It is that, but Moses is a demanding teacher. He makes his audience come to grips with and think about the dehumanizing legacies of the "isms" he's spent a lifetime combating in Africa as well as America. This may put off some readers, as it clearly did some reviewers. Too bad. Those who do the math with Bob Moses will learn from their struggle -- and be thankful for his.
This is a very good book on how math literacy is the next civil right. The book discusses the Algebra Project, an organization founded by 1960's civil rights leader Bob Moses, to teach algebra to kids in inner-cities and rural communities. The beginning of the book reads like Moses' autobiography about his years organizing in Mississippi. He then discusses how groups like the Jews, Koreans, and Chinese relied on math as the basis for their upward mobility. Moses' theory is that as the world becomes more and more focused on technology and innovation, math will have an even greater importance. Summation: Read this book -- it is very eye-opening. |
Studying Maths Off-Campus
For further one-to-one assistance on how to study maths and prerequisite mathematics, contact The Learning Centre.
What to do when you get stuck
Scan the module first to see what is in store for you. The objectives in the introduction will also give you a summary of this.
Read through the text and examples in the module. When you come to an activity, complete the questions included there. Solutions to all the questions are often included at the back of each module - look at these if you have a problem.
Purchase a small notebook or set of cards to include definitions of new words, symbols and concepts. When you come to a new word, symbol or concept, add this to the lists in this notebook. For example, factors is a commonly used word but in mathematics it has a particular meaning, and you might construct a notebook entry for it. You could even develop your own index to the areas you have difficulty with.
Talk about your mathematics. It is amazing how even maths can be helped by talking with somebody. You can do this with friends, work colleagues or through the course discussion group.
Contact your lecturer for hints. This can save an enormous amount of time.
'Doing the sums' is only one part of doing and being involved in mathematics. Communication is just as important. You have to be able to convince your colleagues or clients that your answer is the appropriate one.
Other things that you will develop will include your ability to think critically, refine ideas, interpret results and apply new ideas in creative ways. Just like many learners of mathematics in the past, you will be integrating your new knowledge with what you already know.
It is important to realise that learning mathematics is an exploration where often:
you will struggle to make 'sense' of something
you need to revise and refine your ideas
more questions than answers might be raised in your mind
What can you do to help resolve such dilemmas?
value your intuition and common sense
listen to any nagging doubt in your mind
recognise when you no longer understand something
recognise and celebrate when you have finally 'got it'
be pleased when you get stuck as it is here you will be learning new skills
There is no doubt that you are going to get stuck sometimes. This can occur when you are trying to work through the study material or when trying to solve a problem.
DON'T PANIC! Try to see 'getting stuck' in a positive light
Strategies for getting unstuck when working through the study material:
recall the last time you were stuck – how did you get out of it then? Remember what you did get out of the hole
go back a couple of paragraphs and read aloud, slowly
skip the part you are stuck on: read forward a few paragraphs, check the corresponding activity set and then return to where you were stuck
check some old school textbooks you might have for a different explanation
contact the discussion group or somebody you might know and explain to them the topic up to the point you got stuck (they don't have to be doing maths too). |
...Equation Illustrator V has been designed to ease the difficult task of combining graphics and complicated formatted text such as math equations in electronic and printed documents. A WYSIWYG interface... |
Textbook
Overview
The focus of this series by Hutchison and Hoelzle is to make students proficient in algebra while becoming better problem solvers. To accomplish this goal,the authors emphasize conceptual understanding. They ask students to think critically,to explore and explain concepts in writing,and to extend their understanding through group activities. The environmental essays that open each chapter connect algebra to real world problem solving and can be used to stimulate class discussions and promote collaborative learning. Functions and graphing are introduced early (Chapter Three) and are then integrated throughout the rest of the text. This approach allows for visual interpretation of the mathematical concepts,which in turn encourages students to develop an intuitive understanding of equations and their graphs. Also by introducing these topics early,students become familiar and comfortable with concepts that are critical to their success in future math courses. Intermediate Algebra includes marginal notes and examples that indicate how technology can enhance the study of algebra through exploration,visualization,and geometric interpretation. These examples fall at the end of section discussions and may be omitted if a graphing tool is not being used. The text is written in a clear,concise style with numerous examples which are connected by thoughtful transitions that either reinforce the student's understanding of the previous concepts or prepare them for the next example. Each example is followed by a "Check Yourself' exercise that facilitates the student's active involvement in the |
The book is well written; for people who are familiar with matrix theory, it can also be recreational reading.
--Mathematical Reviews
The book is written in a very stimulating and lucid style and is valuably complemented by extensive references and by well over 200 exercises.
--Zentralblatt MATH
A circulant matrix is one in which a basic row of numbers is repeated again and again, but with a shift in position. Such matrices have connection to problems in physics, signal and image processing, probability, statistics, numerical analysis, algebraic coding theory, and many other areas. At the same time, the theory of circulants is easy, relative to the general theory of matrices. Practically every matrix-theoretic question for circulants may be resolved in closed form. Consequently, circulant matrices constitute a nontrivial but simple set of objects that the reader may use to practice, and ultimately deepen, a knowledge of matrix theory. They can also be viewed as special instances of structured or patterned matrices.
This book serves as a general reference on circulants, as well as provides alternate or supplemental material for intermediate courses on matrix theory. There is some general discussion of matrices: block matrices, Kronecker products, decomposition theorems, generalized inverses. These topics were chosen because of their application to circulants and because they are not always found in books on linear algebra. More than 200 problems of varying difficulty are included. |
(Prerequisite, must have a ?C? or higher in MA 307.) This course will prepare prospective elementary and middle school teachers to know, understand, and use the basic principles and concepts of mathematics involving probability, statistics, measurement, and geometric concepts, such as properties of two and three-dimensional shapes, congruency, similarity, and transformations. |
Mathematical literacy : developing identities of inclusion
Taking the central importance of language in the development of mathematical understanding as its starting point, this title explores students' experiences of doing mathematics from primary school to university - what they think mathematics is, how it is presented to them, and what they feel about it.再讀一些... |
Davis's Basic Math Review for Nurses with Step-by-Step Solutions
Author(s): Vicki RainesFrom fractions, decimals, and percents to household and metric measures and temperature conversions, overcome your anxieties and build your confidence! Master the skills you need to calculate dosages accurately to ensure patient safety in all areas of clinical practice…step by step, problem by problem! You'll advance from simple to complex math…one step at a time. Step 1.Take the pretest in each chapter to determine where to focus your review. Step 2. Develop your skills with practice problems, explanations, and specific examples that show you exactly what to do. Step 3. Check your understanding of the material with end-of-chapter tests. Step 4. Assess your know-how with four comprehensive practice tests. Step 5. Identify your mistakes and see how to correct them with step-by-step solutions for all problems in the text. |
College Algebra - With CD - 4th edition
ISBN13:978-0534405991 ISBN10: 0534405991 This edition has also been released as: ISBN13: 978-0534406196 ISBN10: 053440619X
Summary: James Stewart, author of the worldwide, best-selling Calculus texts, along with two of his former Ph.D. students, Lothar Redlin and Saleem Watson, collaborated in writing this text to address a problem they frequently saw in their calculus courses: many students were not prepared to think mathematically but attempted instead to memorize facts and mimic examples. College Algebra was written specifically to help students learn to think mathematically and to develop tru...show moree problem-solving skills. This comprehensive, evenly paced book highlights the authors' commitment to encouraging conceptual understanding. To implement this goal, Stewart, Redlin, and Watson incorporate technology, the rule of four, real-world applications, and extended projects and writing exercises to enhance a central core of fundamental skills.
Benefits:
NEW!-Each chapter now has a new Chapter Overview that gives the overarching concept of the chapter and reveals how the ideas of the chapter are relevant in modeling real-life situations.
NEW!-A new Instructor's Guide contains points to stress, suggested time to allot, text discussion topics, core materials for lecture, workshop/discussion suggestions, group work exercises in a form suitable for handout, and suggested homework problems.
NEW!-Available with the text, BCA Testing is a revolutionary, Internet-ready, text-specific testing suite that allows instructors to customize exams and track student progress in an accessible, browser-based format. BCA offers full algorithmic generation of problems and free response mathematics.
NEW!-Each new copy of this text includes FREE access to BCA Tutorial, a text-specific, interactive, Web-based tutorial system. Like BCA Testing, it is browser-based, making it an intuitive mathematical guide even for students with little technological proficiency. So sophisticated, it's simple, BCA Tutorial allows students to work with real math notation in real time, providing instant analysis and feedback. The entire textbook is available in PDF format through BCA Tutorial, as are section-specific video tutorials, unlimited practice problems, and additional student resources such as a glossary, Web links, and more. The tracking program built into the instructor version of the software enables instructors to carefully monitor student progress. Results flow automatically to your gradebook.
An extensive Focus on Problem Solving Section concludes the "Preliminaries" chapter, to provide students with the training they need before moving into new material.
Mathematical Modeling sections, which follow the ends of every chapter, show how algebra can be applied to model real-life situations.
Discovery/Discussion exercises and Projects encourage group learning, extended thinking about a problem, and learning by writing about mathematics.
The material on graphing calculators is incorporated where it is most appropriate in the regular sections. However, subsections, examples, and exercises that deal with graphing devices are still labeled with an icon so that those who prefer not to use the graphing calculator can skip this material.
Short vignettes called "Mathematics in the Modern World," show that mathematics is a living science crucial to the scientific and technological progress of recent times, as well as to the social, behavioral, and life sciences.
NEW!-Packaged FREE with every text! Accessed seamlessly through BCA Tutorial, vMentor provides tutorial help that can substantially improve student performance, increase test scores, and enhance technical aptitude. Your students will have access, via the Web, to highly qualified tutors with thorough knowledge of our textbooks. When students get stuck on a particular problem or concept, they need only log on to vMentor, where they can talk (using their own computer microphones) to vMentor tutors who will skillfully guide them through the problem using the interactive whiteboard for illustration.
Real-World Applications: applications from engineering, physics, chemistry, business, biology, environmental studies, and other fields show how mathematics is used to model real-life situations.
NEW!-A new icon in the text's Exercise sets distinguishes and highlights the application exercises. Each application exercise also has a brief title so the topic of the exercise can be quickly determined.
Mathematical Vignettes: short biographies of interesting mathematicians as well as applications of algebra to the real world.
Review Sections and Chapter Tests: Each chapter ends with an extensive review section, including a Chapter Test designed to help students gauge their progress. Brief answers to the odd-numbered exercises in each section, and to all questions in the Chapter Tests, are given at the back of the book.
Graphing Calculators and Computers: optional technology integrated throughout the text is marked by a special logo.
NEW!-The former Chapter 1 is a review chapter and has been renamed Chapter P, "Prerequisites."
NEW!-With more Focus on Modeling sections, this edition provides an even greater emphasis on modeling. These now appear at the end of every chapter, with the exception of the "Preliminary" chapter, which concludes with a Focus on Problem Solving section.
NEW!-In response to reviewers, the authors have moved the "Equations" chapter before the "Graphing" chapter. What used to be Chapter 3 is now Chapter 1 with added material on linear equations in Section 1.1.
NEW!-The chapter dealing with Systems of Linear Equations and Inequalities has been divided into two chapters (Chapters 6 and 7) to accomodate users whose course syllabus does not include matrices.
NEW!-Packaged with each new copy of the book, the Interactive Video Skillbuilder CD-ROM contains one video lesson for each section of the book. Problems worked are listed next to the video, so that students can work them ahead of time, if they choose. To help students evaluate their progress, each section contains a 10-question Web quiz, and each chapter contains a chapter test.
NEW!-Icons found throughout the text point students to appropriate material on the CD-ROM and the videos.
NEW!-A Resource Integration Guide in the Annotated Instructor's Edition demonstrates how the wide variety of text-specific and stand-alone supplements integrate with and complement the main text.
Chapter Overview. What is a Function?. Graphs of Functions. Increasing and Decreasing Functions: Average Rate of Change. Transformations of Functions. Quadratic Functions; Maxima and Minima. Combining Functions. Discovery Project: Iteration and Chaos. One-to-One Functions and Their Inverses. Focus on Modeling: Modeling with FunctionsBridgePointe Books Clarksville, IN
Acceptable Sorry, CD missing. Used-Accept |
Mathematical Reasoning Writing And Proof
9780131877184
ISBN:
0131877186
Edition: 2 Pub Date: 2006 Publisher: Prentice Hall
Summary: Focusing on the formal development of mathematics, this book shows readers how to read, understand, write, and construct mathematical proofs. Uses elementary number theory and congruence arithmetic throughout. Focuses on writing in mathematics. Reviews prior mathematical work with " Preview Activities" at the start of each section. Includes " Activities" throughout that relate to the material contained in each sectio...n. Focuses on Congruence Notation and Elementary Number Theorythroughout. For professionals in the sciences or engineering who need to brush up on their advanced mathematics skills. Mathematical Reasoning: Writing and Proof, 2/E Theodore Sundstrom
Sundstrom, Ted is the author of Mathematical Reasoning Writing And Proof, published 2006 under ISBN 9780131877184 and 0131877186. One hundred sixty Mathematical Reasoning Writing And Proof textbooks are available for sale on ValoreBooks.com, twenty eight used from the cheapest price of $32.10, or buy new starting at $113.52.[read more]
Ships From:Multiple LocationsShipping:Standard, ExpeditedComments:RENTAL: Supplemental materials are not guaranteed (access codes, DVDs, workbooks). Used book store stickers on cover otherwise very good no writing, creasing or highlighting.77184-4-0-3 Orders ship the same or next business day. Expedited shipping within U.S. [more]
May include moderately worn cover, writing, markings or slight discoloration. SKU:9780131877184-4-0-3 Orders ship the same or next business day. Expedited shipping within U.S. will arrive in 3-5 days. Hassle free 14 day return policy. Contact Customer Service for questions.[less] |
System Solver Highlight how symbolic operations on a system of linear equations do (or do not) change the graphic or tabular representations of the system.
Note that the System Solver is a tool intended to illustrate the rationale behind the symbolic operations used to solve systems of linear equations, and not a way to learn what procedures to follow. Author(s): No creator set
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Proportioner The Proportioner was developed to support your learning and your students' learning of proportion. It allows you to manipulate images and compare their dimensions to the dimensions of other images.
Using the Proportioner, you can:
•Specify image dimensions graphically, numerically or using a scale factor
•Duplicate images and modify copies for comparisons
•Use one image to "paint" another Author(s): No creator set
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Concord.org Five Lessons: A Taste of the Future, Today This issue of @Concord features five ready-to-use "Lessons" that illustrate how interactive models and tools can fit into real classrooms today. Each of these lessons addresses important content that can be found in all the standards and frameworks, and does it by giving students tools with which to explore and interact. The lessons illustrate how sophisticated math and science content can be taught earlier and how generative the resulting understanding can be. Author(s): No creator set
CK-12 Geometry (CA Textbook) CK-12's Geometry delivers a full course of study in the mathematics of shape and space for the high school student, relating the ancient logic and modern applications of measurement and description to its essential elements, processes of reasoning and proof, parallel and perpendicular lines, congruence and similarity, relationships within triangles and among quadrilaterals, trigonometry of right triangles, circles, perimeter, area, surface area, volume, and geometric transformations.
This digi Author(s): No creator set
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Advanced Algebra II (CA Textbook) Advanced Algebra II provides three complementary resources for teachers and students that combine to provide a friendly, easy-to-understand explanation of Algebra II concepts. The main text, "Activities and Homework", consists of a series of worksheets for both in-class group work as well as homework assignments. The concepts behind those activities are described in detail in the "Conceptual Explanations" text. The third book, the "Teacher's Guide", provides instructors with guides and suggestio Author(s): No creator set
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CK-12 Trigonometry (CA Textbook) This textbook covers topics such as Trigonometry and Right Angles, Circular Functions, Trigonometric Identities, Inverse Functions, Trigonometric Equations, Triangles and Vectors, as well as Polar Equations and Complex Numbers. It can also be used in conjunction with other directed courses in Mathematical Analysis or Linear Algebra as a full course in Precalculus.
This digital textbook was reviewed for its alignment with California content standards. Author(s): No creator set
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Linear Systems and Optimization: The Fourier Transform and its Applications The goals for the course are to gain a facility with using the Fourier transform, both specific techniques and general principles, and learning to recognize when, why, and how it is used. Together with a great variety, the subject also has a great coherence, and the hope is students come to appreciate both. Author(s): No creator set
Artificial Intelligence: Natural Language Processing m Author(s): No creator set
Copyright for Educators This course is for educators and learners who wants to understand how copyright affects use of learning materials, and how to use copyright to facilitate education. The course is focused on developing practical solutions. The reading won't always give these to you, its up to you to devise practical solutions based on the reading. Author(s):
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3-D Coordinates This animation shows how velocity and position of an aircraft are resolved in a 3-D Cartesian coordinate system. Author(s): No creator set
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Elementary Statistics Elementary Statistics is an introduction to data analysis course that makes use of graphical and numerical techniques to study patterns and departures from patterns. The student studies randomness with emphasis on understanding variation, collects information in the face of uncertainty, checks distributional assumptions, tests hypotheses, uses probability as a tool for anticipating what the distribution of data may look like under a set of assumptions, and uses appropriate statistical models to Author(s): No creator set
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A Sense of Place Place and Location are two of the five themes of geography and a natural starting point for a study of the Arctic and Antarctica. Location answers the question, "Where am I?" while the study of place asks, "What kind of a place is it?" and, "How does this place connect to my hometown?" This issue of Beyond Penguins and Polar Bears examines how you can introduce the Arctic and Antarctica and use science, geography, literacy, and technology to help your students compare and contrast these two dram Author(s): No creator set
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Macro-AFM Using the macro tabletop AFM simulators, students will investigate the surface features of various samples using contact, tapping and magnetic modes. The students will measure the amplitude of oscillation of reflected LASER light at known coordinates to map out the surface features of the sample. Data is then analyzed through Microsoft Excel to construct a surface plot of the sample for comparison. Author(s): No creator set
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Introduction to Nanoscale Science: Surface Area to Volume Ratio Module Many intriguing phenomena observed in the "nanoworld" can be attributed to the increase in the surface to volume ratio ( SVR ) at the nanoscale. Understanding the surface area effects to volume changes is thus crucial to the understanding of nanoscale phenomena and nanotechnology applications. As an introduction to the nanoworld, the major goals of this module are to (1) give students a feel for just how small the nanoscale is, (2) give students practice in mathematically communicating nanoscale Author(s): No creator set |
Monday, April 30, 2012
Rational equations cause some students great difficulty because they bring together multiple, difficult topics: fractions, quadratic equations, and rates. Students who've previously mastered these topics can succeed rapidly while those who've struggled before have difficulty mastering the basics. This lesson uses presentations and simulations from NROC's Algebra 1--An Open Course's Unit 11, Lesson 2: Rational Expressions and Equations (also available on HippoCampus.org) to allow students to review material or move on to new material within one class assignment.
Learning Objective(s)
Assessment Type
This differentiated assignment can be completed in any context (remote or classroom) where students have access to the internet. The assignment varies based on assessed student mastery, but all students will turn in a set of notes and practice problems.
Assignment Details
Before this class session, identify which students need additional review of rational equation solving techniques and which students are ready to go on. You can do this with an in-class quiz, based on completion of problems in a class warm up, or even after grading a chapter test on the material.
Students who are having trouble simplifying and solving expressions are not ready to tackle the word problems in the applications section. It would be almost impossible for them to identify whether they are making solving errors, simplification errors, or setup errors. They need to master the basics first or they will only be frustrated by applications.
Have them view, take notes on, and work practice problems based on Solving Rational Equations. You can use the practice problems associated with this topic. Have your students complete at least five of those after having viewed the video. Otherwise, assign related problems from the textbook.
Meanwhile students who have achieved mastery would be bored by further review. Have them move on to the NROC lesson, Applying Rational Equations, viewing and taking notes on it before working through the problems presented in, "Conserving Water," the section's applications-based tutorial simulation.
For homework, all students should complete anything not done in class. In addition, assign all students completion of five additional practice problems from the section or sections of their choice. For full credit, they must record the lesson's name (and page number if using a textbook), problem number, and enough information from the problem for someone to answer the question asked without referring to the textbook or computer. They can do this on a separate page with its own title of, "Rational Expressions Homework--Problems of Choice," or they can separate this from their class work with a horizontal line and the new title as a subheading.
Instructor Notes
• Students who complete the remedial assignment should be given the opportunity to complete the applications assignment as extra credit. Likewise, students who've gone on to applications should be allowed to complete the other assignment for an equal amount of extra credit. This way, no one feels like they were denied an opportunity to earn credit for learning.
• You can also allow those who are really struggling with rational expression basics to earn credit for revisiting the previous lessons' material in a similar manner (taking notes and completing practice problems).
• Do not allow self selection of which in-class assignment to do, as many students will group themselves by friends rather than ability.
• If you have students who find they cannot complete the assigned practice problems redirect them into taking notes on the worked example problems from the same section (like Solving Rational Equations) or a related previous section's video (like Simplifying Rational Expressions) instead. Ultimately, these students will earn the day's credit for turning in a set of notes from the video and a set of worked practice or copied example problems. Re-assign the original practice problems to them as homework instead of allowing them the self-selected problems.
• Anything not completed during class time can be finished as homework. Email the required links to your students or make them available on the class website.
Rubric
As there are three clear parts to the work assigned here, I would grade this on 15 point scale with 5 points per section.
5pts—Completion of the notes from the correct section and overall reasonable neatness of layout.
5pts — For the review group: Correct completion of at least 5 practice problems (or notes on example problems) from the assigned section.
For the applications group: Clear recording and correct completion of all problems from the tutorial sim.
5pts—Correct completion of 5 practice problems of the student's choice, labeled as requested with work shown.
Note: For all problems (including those from the tutorial sim) work must be shown, answers written out, and enough information recorded to make it clear what was asked in the question.
Comments Invited
How do you like to differentiate instruction and assignments in your classroom? What problems have you run into and what successes have you had?
Thursday, March 29, 2012
Algebra tutor simulations and puzzles (including two on factoring!) from NROC's Algebra 1--An Open Course are now available to everyone on HippoCampus.org! A student can be assigned to complete a tutorial or reach a certain score on a game and send you a screenshot that shows completion.
The puzzle and sim linked to here deal with factoring trinomials. If you'd like to browse more interactive algebra resources, go to the "Algebra and Geometry" section of HippoCampus.organd scroll down past the "Test Prep" in the leftmost frame until you see "Simulations." Click on "Algebra 1—An Open Course (2011)," and a list will appear. Click on the "Tutor Sim" or "Puzzle" you wish to view.
Learning Objective(s)
• Understand how to factor trinomials.
• Know how to take and submit a screenshot to a teacher.
Assessment Type
This assignment is designed for completion by the students at home. Completing the tutor simulation takes 10 minutes or less; the time spent on the factoring game can be about the same. The resources linked to here deal with factoring trinomials and are best used as part of a review (perhaps in conjunction with or just before assigning a more formal practice test) a bit before a test on the material.
Assignment Details
Students will access the tutorial and games at home via the internet and use them to review factoring trinomials. To show completion, they will send in a screenshot.
For students to reach these online tools, they will need access to an internet enables computer with working speakers. They'll want to have the browser window maximized and also "maximize" their view of the tutorial or simulation by clicking on the "+ Maximize" button circled in red below.
On a side note, if you wish to link to a puzzle, simulation, or any presentation on Hippocampus.org click on the little symbol that looks like a link to get the correct URL. It is third to the right after the maximize button circled above, next to the "+". Copy/pasting directly from your browser will not work.
The Tutor Simulation--Factoring: Perfecting the Long Kick in Soccer
The simulation linked to above uses an example where the student factors a quadratic equation with a lead coefficient other than 1. Assign the student to work until they reach the end of the tutorial simulation and receive feedback on their performance. They'll need to take a screenshot of the feedback to show completion. An end-of-sim screenshot example is here.
The puzzle linked to here has students select correct factors for quadratics from multiple possibilities. The format encourages guessing. If you want students to fully solve each problem instead, you may want to require that they turn in a written copy of their work as well as a high score screenshot.
Take a moment to play this game and decide what level or levels you wish your students to play. Assign the student to play until they reach a certain score (100, for example) on a certain level. Once they reach that score, they should use screen capture, and email (or drop box) an image showing the problems still on their screen and their score. You'll want to see the problems on the screen, not just the score, to ensure they are working at the assigned level. An example screenshot is below with the score circled in red.
• They'll want to paste their screenshots into an image editor, such as Microsoft Paint, so they can crop them and save them in the correct format. They should take care when cropping their images to exclude any inappropriate or private information in the background of the screenshots they submit.
• Be sure students understand which file formats are acceptable and how you wish files to be named "LastNameFirstNameFactoringGame.jpg," for example.
• If you have a class email list, it may be easiest to send students an email with links to the simulation or game and an explanation of how you wish them to submit their work (email or drop box and what file format) as well as links to the screenshot tutorials.
Rubric
Most students will either complete or not complete this assignment. Very few will submit an item that receives partial credit. If you receive a note like, "I earned 100%!" without screenshot proof, it is up to you as to whether you wish to credit it or not. In general, I recommend you assign total credit as you would for a normal homework assignment that takes about 10-15min to complete.
Wednesday, February 29, 2012
My goodness! Almost a year has gone by since I made my first post about teaching with NROC's Algebra 1—An Open Course. I hope you've found the ideas interesting and the material useful. Feel free to let me know what sort of posts you'd like to see more of, and I'll do my best to provide them.
Now, it's time to review! This blog post bundles the past year of posts. Which is to say, here you'll find links (one in each title) leading to my 11 previous blogs. Quick descriptions are provided. Enjoy!
Sunday, May 15, 2011 Writing Real Life Algebra Equations
After viewing the creation of a real-life equation, students create and illustrate their own algebra equation.
(This blog uses the presentation from NROC's Algebra 1--An Open Course, Unit 2 Topic 1: Solving Equations. The presentation is now available on Hippocampus.org.)
Friday, May 27, 2011 Constructing the Idea of Absolute Value
Using the NROC absolute value game, "Absolutely," students construct the meaning of the absolute value symbol. They create a set of class notes and hypothesize about how to solve for X in absolute value equations.
(This blog uses "Absolutely," a game from NROC's Algebra 1--An Open Course, Unit 2, Lesson 2, Topic 1: Absolute Value. The puzzle is also now available on Hippocampus.org under "Simulations".)
Friday, June 10, 2011 Algebra Equations to Budget a School Party
Students make and solve algebra equations while budgeting for an imaginary school event. Students can follow up with budgeting for a real event or fundraiser.
(This blog uses a summative project and problems from NROC's Algebra 1--An Open Course, Unit 2 Team Project: Students Rule. They are currently only available if you have direct access to the course.)
Thursday, June 30, 2011 Tutor Sim: Feedback While Reviewing Functions
With a simulated tutor providing hints and feedback as needed, the student(s) answer interactive multiple choice questions that deal with functions and their graphs. The blog suggests how to introduce and use the sim as part of a topic review.
(This blog uses the simulation from NROC's Algebra 1--An Open Course, Unit 3 - Tutor Sim: Snowboarding. It is also now available on Hippocampus.org under "Simulations".)
Thursday, July 14, 2011 How to Record Your Own Step-by-Step Algebra Problems
This post will help any teacher who wishes to record and post online additional example problems for their students.
(This blog refers to the worked examples for NROC's Algebra 1--An Open Course, Unit 6, Topic 1: Solving Systems of Linear Equations by Graphing . These examples are available at hippocampus.org.)
Saturday, July 30, 2011 Strengthening Language Skills While Reviewing Graphing Inequalities
Students first fill in a teacher-created cloze dealing with systems of inequalities. Then, they make and share one of their own.
(The "Topic Text" from which the cloze worksheet was created is currently only available if you have direct access to Algebra 1--An Open Course. However, the systems of inequalities cloze worksheet and key are linked to directly from the blog.)
Friday, August 12, 2011 Virtual Math Manipulatives for Algebra
Interactive math manipulatives and their use are linked to and discussed.
(The math manipulative focused on in the blog illustrates the effects of the "m" and "b" terms on linear equations and appears in the course text. It is from NROC's Algebra 1—An Open Course, Unit 4, Lesson 1, Topic 3: Proportional Functions and is only available if you have direct access to the course. However, links to publicly available manipulative archives are provided.)
Friday, September 30, 2011 Applying Functions: A Roller Coaster Project
After reviewing functions and their graphs via the online tutorial simulation, "Snowboarding," students draw a graph representing the hills and loops of a roller coaster. The students use coordinates from their graph to discuss different types of relations (functions, linear functions, etc.). Finally, they create a scale model of a roller coaster, thereby applying their learning to the use of a proportional function in a real world situation.
(The simulation and project referred to are from Unit 3 of NROC's Algebra 1--An Open Course. A version of the roller coaster project is available through links on the blog post, and the simulation is also now available on Hippocampus.org under "Simulations".)
Monday, October 31, 2011 Introducing Exponents
Exponent rules are introduced. The power of exponents is further explored with activities based on a classic math story in which grains of rice are doubled on each successive square of a chessboard resulting in the last square receiving 2^64 grains of rice.
(This lesson uses the NROC video presentation from Algebra 1—An Open course, Unit 7, Lesson 1, Topic 1: Rules of Exponents, which is now available at hippocampus.org.)
Wednesday, November 30, 2011 Polynomials--Introducing and Exploring
This blog's lesson asks students to predict the rules of polynomial addition and subtraction based on their understanding of what a polynomial is. They then share their results and check their predictions.
(This blog refers to recordings from NROC's Algebra 1—An Open course, Unit 8, Lesson 1, Topic 1: Polynomials, and Unit 8, Lesson 1, Topic 2: Adding and Subtracting Polynomials, which are available at hippocampus.org.)
Saturday, December 31, 2011 Factoring and Checking Answers
This lesson reinforces students' ability to check their work while reviewing both factoring and polynomial multiplication.
(Students use the practice problems from NROC's Algebra 1—An Open course, Unit 9 - Factoring, Lesson 1, Topics 1, 2, and 3 to develop skills in checking their own work. These problems are only available to those with direct access to the course.)
Tuesday, January 31, 2012 CAHSEE and Others -- High School Exit Exam Math Preparation
This blog provides a plan and links to aid preparation for the California High School Exit Exam (CAHSEE), but the links provided are useful for any summative high school math exam.
(The blog links to California state materials as well as recordings from NROC's Algebra 1—An Open Course and the Khan Academy Collection on Hippocampus.org.)
Wednesday, February 29, 2012 A Year in Review, Blogs for NROC's Algebra 1—An Open Course
Now, it's time to review! This blog post bundles the past year of posts.
Which is to say, here you'll find links (one in each title) leading to
my 11 previous blogs. Quick descriptions are provided.
(Wait a moment. This title seems familiar somehow. Oh well, Enjoy! …And if you're reading this before the end of March in 2012, I hope I might see you at the NROC Member's Conference.)
Tuesday, January 31, 2012
Many states require exit exams in math for high school students. The plan here focuses on preparation for the California High School Exit Exam (CAHSEE), but it can help students prepare for any summative high school math exam. California state materials and NROC resources, including resources from Algebra 1—An Open Course and from the Khan Academy Collection on Hippocampus.org, are used.
Learning Objective(s)
• Review and practice math standards for a high school exit exam.
Assessment Type
This is for any high school math class or study group preparing for a general knowledge math exit exam. Before beginning the review, the instructor should look at the topics covered by the exam and plan accordingly.
Assignment Details
You have many preparation options for a cumulative math exam. The key things are: Begin early. Identify gaps. Fill gaps. Practice. Retest and recap. Many links identify information by topic, so if you're working with a similar math exit exam from another state, these should still be helpful to you!
1. Begin Early. Plan on one week of work per review topic. Shorten this if needed or if you're only doing test preparation and not also working on other class material. Be sure to pepper later weeks with warm up questions from previously reviewed topics.
2. Identify Gaps. Have your students take a diagnostic test. They can do this at home or in class, but I do recommend grading in class so students are not tempted to cheat. Paper can be saved if you have access to a computer lab where each student can work separately. For the CAHSEE, the practice test linked here is a good one. Results can be checked with the key posted in the Appendix or use the CAHSEE Practice Test Key and Histogram I made that divides problems by topic. Even if preparing for another state's test, look at the topics covered by the CAHSEE practice test. Based on topics covered, you might be able to use this practice test and histogram as a diagnostic tool.
4. Practice. Practice should occur both in class and at home. If you have access, you can pull problems from many practice problems in NROC's Algebra 1--An Open Course. These are also listed by topic. Otherwise, pull questions from textbooks or the 2008 CAHSEE Released Test Questions. (Note: These are listed by topic and answer keys appear after each topic. They repeat the example and practice questions provided after the worked example questions linked to above).
5. Review and Retest. Create or find a new practice test for your students. If you're doing the CAHSEE, you can select the problems you want from those linked above to make a new test. Don't worry about repeating old questions as long as you mix up the order. Use questions you don't select for review games. In fact, you may wish to do a brief review game at the end of each week to keep topics fresh.
Instructor Notes
• Look over the practice test results. Recruit high-scoring students as in-class tutors and/or helpers. Excuse them from review homework as a reward.
• Tell your students to circle or mark any problem that they were unsure of, or on which they guessed the answer. Even if they guessed right, they should review that problem.
• Out of time? Have students take the CAHSEE practice test and self grade with the histogram. At home, they should view the recorded CAHSEE practice test solutions taking notes for credit.
Rubric
The first practice test should be participation credit, not percent correct, since you're using it as a diagnostic rather than a cumulative tool. For in-class and weekly work, one can assign completion of practice problems and/or notes on recordings for homework.
The second practice test can be graded on percent correct and count as much as a regular end-of-chapter test in order to encourage students to take it seriously. Alternately, a score of more than a certain amount might be traded for an extension on a homework assignment or replace one low score on a previous test. A final option is to have a high score on this test count as an extra credit coupon (say, 5%) toward their final exam.
Saturday, December 31, 2011
"Am I right?" This is a question the student should be able to direct at him or herself, not the teacher. This lesson on factoring reinforces students' ability to check their work while reviewing both factoring and polynomial multiplication. Students then use the practice problems from NROC's Algebra 1—An Open course, Unit 9 - Factoring, Lesson 1, Topics 1, 2, and 3 (these cover factoring out greatest common factors and factoring simple or advanced trinomials by grouping) to develop skills in checking their own work. Learning Objective(s) • Understand how to factor out the greatest common factor and to factor trinomials. • Practice checking that one has factored correctly. • Practice solving and checking for correctness on all problems.
Assessment Type This lesson is designed for the 55-minute high school algebra class, but can easily be modified to fit a variety of contexts. It can be used when students are ready to practice trinomial factoring, well after the initial introduction of polynomial factoring. Alternately, it can be used as a general review of how to check one's work and as standardized test practice if one selects a wider variety of practice problems from multiple topics. Assignment Details 15min: Review factoring with warm up problems of your choice or use the factoring game, Puzzle: Match Factors, provided as part of this unit (Unit 9). If using the game, note that the different levels provide problems from different types of factoring.
10min: Brainstorm on the board all the different ways that one can check work on different types of algebra problems. Stress that the ability to self-check is important for taking final exams and standardized tests, not to mention in real life where one has neither a teacher nor a textbook to provide correct answers. For the algebra problems, provide examples of different types of problems if needed and/or have students pull examples from past homework and tests. Focus on the two ways that you can check factoring problems, as this is the newest concept. Students should record the results of the brainstorm as notes. (Examples of how answers can be checked are listed in Instructor Notes below.)
5min: Have students get out notebook paper for an in-class assignment that they will turn in at the end of the day. Pull up the practice problems from Unit 9, Lesson 1, Topic 1: Factoring and the Distributive Property, under the link titled "Practice" which covers factoring monomials. Show the students how to first solve the problem and record checking their work. The class assignment is to complete all practice problems from all three topics with both steps to the solution and work-checking shown. It's up to you whether you want to require them to show their check two ways (both by evaluating and by multiplying the factors back together) or just one or the other. Also select and do an example problem from Topic 2: Factoring Trinomials by Grouping 1 to ensure students don't get stuck here. A Topic 3 example may also be needed. Do note that NROC teaches factoring by grouping, not by "un-foiling" so be sure that your students understand this method before unleashing them on these problems.
20min: Students work to complete these problems on internet-enabled computers (working in groups as necessary), recording both the steps in their work and their answer checks on their paper as shown. Students who finish early can begin their homework or play an NROC math game of their choice.
5min: Check in with the class about the progress made. Which problems were the hardest to check and why? Anything that the brainstorm missed? Make sure to collect work from the day and that any homework assignment is recorded.
Instructor Notes • To check a "Solve for X" problem: Put in the variables that you solved for. Does the left side equal the right side when evaluated for the values found? (Common pitfalls: Arithmetic errors. Copying errors.) • To check a simplification problem: Take the expression and evaluate numbers in both the original un-simplified and simplified forms. For example, X + X + X + Y simplifies to 3x+y m Put in x=2, y=4 and see if 2 + 2+ 2+ 4 = 3*2+4. Does it? Then you're probably right. (Common pitfalls: Arithmetic errors. Copying errors. False positives can occur, especially if students use the same number for two different variables, use 0 or 1, or use a number that is also a coefficient in the problem.) • To check a graphing problem: Use a graphing calculator if allowed. After graphing, choose two clear, whole number (x, y) points from your graph. Use the X coordinate and Y coordinate values in the equation that you made the graph with. The equation should be true when evaluated for each point (the left side should = the right). • Factoring: Check by multiplying back together. Can also check in the same manner as simplifying (evaluate with a number of your choice, factored and un-factored results should match). • Multiplying: Check by factoring. Can also check in the same manner as simplifying (evaluate with a number of your choice, multiplied and un-multiplied results should match). • Systems of equations: Check results in all equations. Graph with a graphing calculator, lines should intersect at the (x,y) point that matches the values solved for. • Solving by factoring: Evaluate solutions in original, un-factored equation. • For the brainstorm notes: Recording the results on a large class poster can be a great alternate assignment for a couple of strong students during the online practice portion of the class. This will also make it easy for any absent students to catch up on notes from today's lesson when they return to class. • This assignment can be repeated with the "Review" problems instead of the practice problems as an introductory activity tomorrow or as a review before an exam that focuses on factoring. Rubric As this is an introductory assignment participation should be the focus of grading. Any student who stayed on task and turned in a complete exit slip (or provided class notes) should receive full participation credit for the day. If kept in an organized notebook, notes can be graded on a later day. 2pts--Arrived on time, stayed on task, and participated with class. 3pts—Work is neat and organized according to expectations. 5pts—Student completed the expected amount of completed practice problems showing the self-checking of answers. Total= 10pts You can also grade an activity like this with a rough "Plus, check, minus, zero," format where a plus is worth 100% credit, a check is 75%, minus is 50%, and zero, 0%. |
hands to explore and build proficiency and eventually to replicate... I've previously taken regular calculus classes with engineers and won... This is not the same at all. We were solving real problems every day...Students work through problems using an online interactive textbook D...When teams become stuck on a problem Chiel or a teaching assistant m...
hands, to explore and build proficiency, and, eventually, to replicate and build on recent math models used in the biological sciences. The course is cross-listed as both a biology and biomedical engineering class.
"I've previously taken regular calculus classes with engineers and wondered what would the classes ever be useful for," said Kate Coyle, a biology major who completed the Dynamics class and graduated this semester. "Labs I've had in biology and physics show you the protocol and the expected result.
"This is not the same, at all. We were solving real problems every day."
Students work through problems using an online interactive textbook, Dynamics of Biological Systems: A Modeling Manual Chiel wrote and the computer programming language Mathematica, which scientists worldwide rely on to build mathematical models of complex systems. Chiel's book is available free to students as well as teachers who may want to use it as is or as a model for their own classes.
When teams become stuck on a problem, ,Chiel or a teaching assistant makes suggestions, gives clues and tries to coax out the answer. After success, teachers quiz individuals about how they found the solution and what they'd learned.
The class of 30 is spread out among hexagonal tables. Teams power up their laptops and go to work. Each day the teachers rotate to a different group of students, and after each class they compare notes on who has mastered the skills and who needs extra help, Gill said.
When the second half of the semester begins, teams choose a mathematical model that was recently published in a scientific journal, begin reconstructing and analyzing it and then writing in detail what they learn. The students then extend the model to answer new questions that they ask themselves, and write up results as if they were writing for a scientific journal.
Coyle and her teammates Valencia Williams and Joshua DeRivera focused on a pa |
The book of nature is written in the language of mathematics -- Galileo Galilei How is it possible to predict weather patterns for tomorrow, with access solely to today's weather data? And how is it possible to predict the aerodynamic behavior of an aircraft that has yet to be built? The answer is computer simulations based on mathematical models – sets of equations – that describe the underlying physical properties. However, these equations are usually much too complicated to solve, either by the smartest mathematician or the largest supercomputer. This problem is overcome by constructing an approximation: a numerical model with a simpler structure can be translated into a program that tells the computer how to carry out the simulation. This book conveys the fundamentals of mathematical models, numerical methods and algorithms. Opening with a tutorial on mathematical models and analysis, it proceeds to introduce the most important classes of numerical methods, with finite element, finite difference and spectral methods as central tools. The concluding section describes applications in physics and engineering, including wave propagation, heat conduction and fluid dynamics. Also covered are the principles of computers and programming, including MATLAB®. |
The modules are organised under the strand titles of the Australian Curriculum.
Number and Algebra
Measurement and Geometry
Statistics and Probability
The modules are written for teachers. Each module contains a discussion of a component of the mathematics curriculum from early primary up to the end of Year 10. There are exercises that teachers may wish to undertake – answers are given at the end of the module and often screencasts giving a solution are linked and indicated by an icon.
A list of the modules organised by strand is given in a PDF document .
Year 10
Message to parents:
There have been recent reports in the media regarding high-pressure techniques used in the marketing and sale of computer based mathematics learning systems. The Australian Mathematical Sciences Institute (AMSI) is not in any way associated, connected or affiliated with companies or organisations involved in these activities, and does not endorse or vouch for such products in any way. Please see Consumer Affairs Victoria newletter, March 2008 "Parents warned about aggressive software sales." |
Scientific Notebook is The Easy Solution for Teaching and
Learning Mathematics!
Scientific Notebook is ideal for reports, homework, and exams. With Scientific
Notebook, creating attractive documents that contain text, mathematics, and graphics is
seamless and easy.
Scientific Notebook: Quick, Clean, and Easy
Scientific Notebook is simple to use, yet powerful enough to facilitate teaching,
communicating, learning, and exploring mathematics in the classroom. It
is based on an easy-to-use word processor that completely integrates
writing mathematics in natural notation.
Entering text and mathematics in Scientific Notebook is so straightforward there is
practically no learning curve. Formatting is fast, simple, and consistent with tags that define
the document structure and appearance.
The software comes with reference manuals and an extensive online help system for creating
documents and doing mathematics. If you need additional help, MacKichan Software
provides reliable, prompt, free technical support.
The Power of Two Computer Algebra Systems
Scientific Notebook is supplied with two built-in computer algebra systems-MuPAD
2.0 and Maple V 5.1. With either one you can solve equations right on the screen using a
point-and-click interface.
You don't have to master complex syntax to be able to evaluate, simplify, solve, or plot
mathematical expressions. Full computer algebra capabilities are available. You can compute
symbolically or numerically, integrate, differentiate, and solve algebraic and differential
equations. With menu commands, you can create 2-D and 3-D plots in many styles and
coordinate systems; import data from graphing calculators; and compute with over 150 units
of physical measure.
In addition, you can use the Exam Builder provided with Scientific Notebook to construct
exams algorithmically and to generate, grade, and record
quizzes on a web server.
Work with "Live" Mathematics Over the World Wide Web
If you have Internet access, you can open the file at any URL address from inside the
software. With Scientific Notebook, you can send mathematical documents containing
text, equations, and plots over the Internet. Scientific Viewer, our free web browser, makes
the exchange of technical documents a breeze.
The software supports hypertext links, so you can facilitate navigation for your readers
through a series of related documents. Readers can view and print documents using Scientific
Viewer.
Scientific Notebook Features
Natural Math Notation
Logical Design
Computer Algebra
Web Publishing
Exam Builder
Spell Checkers
Scientific Notebook System Requirements:
Microsoft Windows 95, 98, NT 4.0, 2000, Me, or XP
15 to 135 MB hard disk space, depending on the type of hard
drive and the installation options selected |
Mathematics
Whether you are seasoned in the area of Mathematics or you have need extra help with Algebra 1, we will take you through Basic Mathematics to Trigonometry. There is something for every learner in Mathematics. Whether you are venturing into Pre-Algebra and new to mathematical Processes or you are prepping for College Algebra and want to challenge yourself with Calculus 1, the spectrum is wide and knowledge is vast. In Measurement, you will explore Volume and Distance Conversions. Fundamentals offers so much more than Counting Patterns and Combining Shapes; it offers a solid foundation upon which you can build! Arithmetic helps make that foundation strong with basic expertise in Multiplication and Rules for Combining Numbers. You will learn that Basic Identities has nothing to do with psychology, but it has everything to do with Trigonometry. As you make your way through Mathematics, you will begin to learn a new language that will help organize and categorize the world around you.
Grasp core concepts of statistics such as probability distributions, approximations, and hypothesis-testing |
A simulation course for high school students
Computer simulation presents a variety of opportunities for high school students to receive exposure to mathematics and engineering in the real world. We describe in a highlevel way a course that uses computer simulation to enhance students' general modeling skills in probability and statistics, queueing models, financial engineering, and programming. Our experience has been that students can easily handle the material, and certainly seem to enjoy the experience. |
Connected mathematics(
Book
) 19
editions published
between
1996
and
2009
in
English
and held by
105
libraries
worldwide
Contains a complete middle school mathematics curriculum with connections to other subject areas.
Prime time : factors and multiples(
Book
) 22
editions published
between
1996
and
2009
in
English
and held by
93
libraries
worldwide
In [this text], you will explore important new concepts about whole numbers and take a deeper look at some concepts you may already have encountered.-p. 4.
Covering and surrounding : two-dimensional measurement(
Book
) 17
editions published
between
1996
and
2006
in
English
and held by
89
libraries
worldwide
In [this book] you will explore area and perimeter of figures, in particular quadrilaterals, triangles and circles.-p. 4. |
The Tobey/Slater/Blair/Crawford seriesbuilds book and its MyMathLab course. With this revision, the author team has adde... MOREdprovides a wide range of homework, tutorial, and assessment tools that make it easy to manage your course online12.4 Common Logarithms, Natural Logarithms, and Change of Base of Logarithms
12.5 Exponential and Logarithmic Equations
Use Math to Save Money
Chapter 12 Organizer
Chapter 12 Review Problems
How Am I Doing? Chapter 12 Test
Math Coach
Practice Final Examination
Appendix A: Foundations for Intermediate Algebra: A Transition from Beginning to Intermediate
Appendix B: Practice with Operations of Whole Numbers
Appendix C: Tables
Appendix D: Determinants and Cramer's Rule
Appendix E: Solving Systems of Linear Equations Using Matrices
Appendix F: Sets
Solutions to Practice Problems
Answers to Selected Exercises
Glossary
Applications Index (Available in MyMathLab)
Index
Photo Credits |
College Algebra
Menu
About
Students Learn Math By Doing Math
Math 1065 has been redesigned to increase student learning by taking advantage of the capabilities of technology. Students will meet with their instructor for 50 minutes a week in a traditional classroom setting. An additional 3 flexible, required hours will be spent in the CAVE (College Algebra Virtual Environment). |
FORSYTH COUNTY COURSE SYLLABUS
2012-2013
Course Title: CCGPS Coordinate Algebra Teacher(s) Name: Mark DeFoor and
Jake Martin
Room Number: 1606 E-mail: mdefoor@forsyth.k12.ga.us
jmartin@forsyth.k12.ga.us
Phone: 770-781-2264 Ext. 101606
Course Description: CCGPS Coordinate Algebra
Prerequisite: Successful completion of 8th Grade Mathematics
The fundamental purpose of Coordinate Algebra is to formalize and extend the mathematics that
students learned in the middle grades. The critical areas, organized into units, deepen and extend
understanding of linear relationships, in part by contrasting them with exponential phenomena, and in
part by applying linear models to data that exhibit a linear trend. Coordinate Algebra uses algebra to
deepen and extend understanding of geometric knowledge from prior grades. The final unit in the course
ties together the algebraic and geometric ideas studied. The Mathematical Practice Standards apply
throughout each course and, together with the content standards, prescribe that students experience
mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of
problem situations. This course includes the following units:
Unit 1: Relationship Between Quantities (4 weeks)
Unit 2: Reasoning with Equations and Inequalities (7 weeks)
Unit 3a: Characteristics of Linear and Exponential Functions (5 weeks)
Unit 3b: Applications of Linear and Exponential Functions (3 weeks)
Unit 4: Describing Data (4 weeks)
Unit 5: Transformations in the Coordinate Plane (4 weeks)
Unit 6: Connecting Algebra and Geometry Through Coordinates (5 weeks)
Standards:
Information on Common Core can be found on the following link:
CCGPS Coordinate Algebra Course Standards:
12_CoordinateAlgebra_Standards.pdf
Textbook:
With the emergence of technology as a tool for learning, South Forsyth High School will be utilizing
various resources to assist with instruction, including ANGEL, online textbooks, and interactive websites.
In addition to these web based instructional tools, this course will also have a classroom set of textbooks.
Should you feel that your child would benefit from having a textbook at home in addition to the
classroom textbook, please contact your child's teacher.
Help Availability:
I am available for extra help most mornings during 1st semester from 7:45 am - 8:15 am. However, please
schedule a specific day for tutoring to ensure there are no other school conflicts during that time. The
Coordinate Algebra team will have a teacher on campus to help ANY STUDENT each morning (from 7:45
am – 8:15 am) and every afternoon except for Thursday and Friday afternoons (from 3:45 pm – 4:15).
CLASSROOM RULES
Since this is a high school classroom, I expect that all students will present themselves in a mature and
respectful manner. Here are some specific expectations:
Be in your seat and ready with all necessary materials when the bell rings.
No food or drink is allowed in the classroom.
There will be no electronic device in use unless it is connected to the lesson plan for BYOT (not for
personal use). This will be strictly enforced.
Passes to lockers, restroom, etc. will only be given in emergency situations.
Respect your self, other students, the teacher, and any other adult visitors to the classroom.
Students are expected to check ANGEL ( daily and check
homework answers before class the following day.
Profanity will not be tolerated!
In cases of inappropriate behavior, this is the discipline procedure that I will follow.
1. Warning.
2. Before/After School Detention and phone call home.
** In cases of severe disrespect or inappropriate behavior, students will be referred to an
administrator.
Required Assignments: Homework, Tasks (Real-life Applications), Quizzes, Tests, and Projects
Makeup Work: All missed work and assessments are the responsibility of the student when they are
absent from school. A student who is absent on the class day before a regularly scheduled assessment
will be responsible for completing the assignment on the regularly scheduled day and time. Students
who have been absent more than two consecutive days (including the assessment day) will be given five
(5) school days to make up the assessment and/or other assignments. This does not include major
projects, research papers, etc., where the deadline has been posted in advance. The teacher has the
discretion to grant a longer period of time to make up work if there are extenuating circumstances. Class
work and assignments can be found on ANGEL when absent.
Grading Calculations:
EOCT Course Average =
40% (1st Sem. Course Work) + 40% (2nd Sem. Course Work) + 20% EOCT
1st & 2nd Semester Course Work = 75% Summative + 25 and sections of
projects/presentations.
*Summative Assessments include, but are not limited to unit tests, projects/presentations.
*Student work habits will be evaluated on progress reports.
Supplies:
2-Inch Three-Ring Binder with Dividers NO FRONT OR BACK POCKETS!!!
Set up with Tabs for
*Warm Ups
*Homework
*Class Notes (students may want set up different tabs for each unit, there will be 7
units **This is recommended but not required**)
*Quizzes/Tests
Loose Leaf Notebook Paper, Graph Paper, Ruler, Compass
Pencils, colored pencils, colored pens
TI30XS Multiview Scientific Calculator
TI-84 Plus Graphing Calculator or TI-nSpire non-CAS Graphing Calculator
My student and I have read the entire syllabus and understand the expectations of the class. In
addition, it is clear that the above supply list is mandatory for all students. Should you need
assistance obtaining any of these supplies, please contact me. Otherwise, it is assumed that each
student will come to class daily with all of the aforementioned supplies. Materials will not be loaned
to students; they MUST bring their own to class.
**It is further understood that failure to complete assignments and independent practice will result
in poor performance and lack of success in this class and further study in mathematics.
Student Signature:_________________________________________________________________________________
Parent Signature:__________________________________________________________________________________
Date _________________________________________________
PLEASE PRINT ALL INFORMATION BELOW CLEARLY. EMAIL IS THE MAIN METHOD OF
COMMUNICATION BETWEEN HOME AND SCHOOL FOR THIS CLASS SO IT IS IMPORTANT
THAT A CORRECT EMAIL ADDRESS IS OBTAINED.
Student Name: _____________________________________________________________________________________
Parent Name(s): ___________________________________________________________________________________
**Parent Email (please print CLEARLY below)
E-mail: ______________________________________________________________________________________________
Parent Phone (H): _____________________________________ (Cell): |
Improve your basic math skills in preparation for the GED exam or College Admission placement test. You will review and practice arithmetic, elementary algebra and basics of geometry as well as numeracy (estimation and unit analysis). Offered jointly with the college's Mathematics Department, this course is intended for students with little or no algebra background. Upon passing, you may advance to Elementary Algebra (A16MAT096), offered in the spring. For more information contact Kat Daviton-Burland at katb@lagcc.cuny.edu. |
Mathematics
Level 1 and 2 courses
We offer a range of appropriate courses suitable for all those students who have not yet achieved a GCSE in Mathematics at grade C or above.
GCSE – Course Outline
The course is linear. Students who have achieved grade D are given the opportunity to sit the exam in November, with a chance to resit in June. Students who have achieved a grade E will do the linear exam in June.
Foundation Course
Students with grades F or below will follow a course on Functional Skills, taking the level 1 exam in January. They will then study a Proficiency in Number and Measure course, taking a level 1 exam in June. If this course is completed successfully then there is an opportunity to progress to the GCSE course the following year. A variety of learning and teaching approaches are used in this course, with regular collaborative tasks and group work.
Level 3 courses
Mathematics at this level is very dependent upon good algebraic skills and students enrolling on these courses will be expected to do some preparation work during the summer. This preparation work can be downloaded from the bottom of this page. There will be a short skills check on enrolment day which will be used to help decide the best course for you.
Mathematics AS/A2 • EDEXCEL
This is for those who enjoy the challenges of mathematics and want an A level which is highly thought of by both employers and universities.
Course Outline
6 units — 3 for AS and 3 for A2 level.
AS Level
You will study two pure maths modules and one applied maths module. The pure maths modules will include topics such as algebra, trigonometry, basic calculus and coordinate geometry. The applied maths module will be chosen from either statistics, mechanics or decision. This choice will be based on your other A level subjects, your career aspirations and the results of your skills check.
The statistics module will include topics such as descriptive statistics, probability, normal distribution and correlation & regression. The mechanics module will include topics such as vectors, straight line motion, forces and moments. The decision module will included topics such as linear programming, sorting and route inspection.
In order to qualify for the A2 course we expect you to achieve a pass at AS level including passes in both of the core modules.
A2 Level
You will study a further two pure maths modules and one more applied maths module. The pure maths modules will include topics such as partial fractions, vectors, calculus and functions The applied modules will generally follow on from the modules that you studied at AS level. However, there may be an opportunity to study a module in decision maths.
Each of the units is examined by a 1.5 hour exam. You will sit one exam in January and two exams in June in Year 13.
To be successful on this course, you will need to be hardworking and diligent, as each unit builds on earlier work. There is plenty of additional support provided to help students with the transition from GCSE to AS level.
Further Mathematics Mathematics (Double Mathematics) AS/A2 • EDEXCEL
This is for those whose favourite subject is maths and who are hoping to pursue a course in mathematics or engineering at university. The class time each week is doubled and you can qualify in two A level subjects, Mathematics and Further Mathematics.
Course Outline
12 units — 3 for AS Mathematics + 3 for A2 level Mathematics + 3 for AS Further Maths + 3 for A2 Further Maths.
Year 12
You will study three pure maths modules and three applied maths modules. The pure modules will include topics such as algebra, trigonometry, basic calculus, geometry, series, logarithms, functions, complex numbers and matrices. The applied modules will include statistics (with topics such as probability, normal distribution and correlation), mechanics (with topics such as vectors, forces and moments) and decision (with topics such as critical path analysis and sorting).
At the end of the lower sixth you will have two AS qualifications, one in Mathematics and one in Further Mathematics.
Year 13
You will study a further four pure maths modules and a selection of applied maths modules taken from statistics, mechanics and decision maths. The pure modules will include topics such as advanced calculus. complex numbers, differential equations, polar coordinates, coordinate systems, hyperbolic functions, matrices and proof. The statistics modules will include the binomial distribution and hypothesis testing. The mechanics modules will include projectiles, centres of mass and direct collisions. The decision module will include game theory, linear programming and dynamic programming.
Each of the units is examined by a 1.5 hour exam. You will sit two exams in January and four exams in June in both Year 12 and Year 13. It is possible to drop the further element of the course in year 13 and simply complete the A level in Mathematics. |
books.google.com American tutor's assistant revised; or, A compendious system of practical arithmetic |
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