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Synopses & Reviews Publisher Comments: This book deals with vector algebra and analysis and with their application to three-dimensional geometry and the analysis of fields in three dimensions. While many treatments of the application of vectors have approached the fundamentals of the subject intuitively, assuming some prior knowledge of Euclidean and Cartesian geometry, Professor Chrisholm here bases the subject on the axioms of linear space algebra, which are fundamental to many branches of mathematics. While developing the properties of vectors from axioms, however, he continually emphasizes the geometrical interpretation of vector algebra in order to build up intuitive relations between the algebraic equations and geometrical concepts. Throughout, examples are used to illustrate the theory being developed; several sets of problems are incorporate in each chapter, and outline answers to many of these are given. Written primarily for undergraduate mathematicians in the early part of their courses, this lucidly written book will also appeal to mathematical physicists and to mathematically inclined engineers
Just for you, we curate a growing list of independent booksellers, giving you even MORE choices when shopping for your textbooks.Keep in mind: Marketplace orders do NOT qualify for free shipping. More about the Marketplace Brand new. We distribute directly for the publisher. A Course in Mathematical Modeling is intended as a text for a modeling course accessible to students who have mastered a one year course in calcul...show moreus. Mooney and Swift's approach to modeling is presented balancing theoretical versus empirical models, analytic models versus simulation, deterministic versus stochastic models, and discrete versus continuous models. Most examples are drawn from real world data or from models that have been used in various applied fields. The use of computers in both simulation and analysis is an integral part of the presentation.The authors emphasize teaching modeling as opposed to presenting models, beginning their book with the simple discrete exponential growth model as a building block, and successively refining it. This refinement includes adding variable growth rates and multiple variables, fitting growth rates to data, including random elements, testing goodness of fit, using computer simulations, and moving to a continuous setting.Students taking a course based on this book should have some mathematical maturity, but will need little advanced knowledge. The book presents more advanced topics on an as needed basis and serves to show how the different topics of undergraduate mathematics can be used together to solve problems. This perspective is valuable as either a road map for the beginning student or as a capstone for the more advanced students. The course presents elements of discrete dynamical systems, basic probability theory, differential equations, matrix algebra, stochastic processes, curve fitting, statistical testing, and regression analysis. Computer analysis is extensively used in conjunction with these topics. ...show less $55.88 +$3.99 s/h New EuroBooks Horcott Rd, Fairford, New Book. Shipped from UK within 4 to 14 business days. Established seller since 2000
Casio Takes New Approach to Graphing Calculator for Students Casio's Prizm fx-CG10 plots graphs over full-color images to help students visualize concepts. Casio Education has introduced the Prizm fx-CG10, a new concept in educational graphing calculators that aims to impart mathematical concepts in addition to providing standard graphing functions. Using a new tool known as Picture Plot, the Prizm enables users to plot graphs over full-color photographic images, such as an Egyptian pyramid or the jets of an outdoor fountain, as way of relating complex mathematical functions to real-world concepts such as design and engineering. Casio also offers teachers online training using streaming video and downloadable supplemental activities, as well as a loaner program, which enables interested educators to try the Prizm for 30 days. An application for the program
Housed with the Digital Mathematics Archive ( this site contains a complete... see more Housed with the Digital Mathematics Archive ( this site contains a complete photographic reproduction of Gilbert Redgrave's address on Ratdolt, made to the Bibliographical Society in 1893 and printed by Chiswick Press. Included are a number of plates from various works by Ratdolt. A clear, graphical walk-through of Euclid's "Elements״, books I-IV. The site also includes explanations of the Postulates,... see more A clear, graphical walk-through of Euclid's "Elements״, books I-IV. The site also includes explanations of the Postulates, Definitions, and Common Notions. It is based on Heath's translation of Euclid. A series of applets for teaching Fractal Geometry. Includes: L-Systems; Box-Counting Fractal Dimension; Cellular Automata;... see more A series of applets for teaching Fractal Geometry. Includes: L-Systems; Box-Counting Fractal Dimension; Cellular Automata; Iterated Function Systems (deterministic, random, data-driven, and with memory); Pascal's Triangle; Circle Inversion; Limit Sets of Circle Inversion. The online course materials that go with this applet series is at . This course is taught to high school math teachers as well as university students. This free online textbook/course "looks at various aspects of shape and space. It uses a lot of mathematical vocabulary, so... see more This free online textbook/course "looks at various aspects of shape and space. It uses a lot of mathematical vocabulary, so you should make sure that you are clear about the precise meaning of words such as circumference, parallel, similar and cross-section. You may find it helpful to note down the meaning of each new word in your Learning Journal, perhaps illustrating it with a diagram. This module contains some interactive geometry activities which use the Java based software, Geogebra.״ This is a free online course offered by the Saylor Foundation.'"Everything is numbers." This phrase was uttered by the lead... see more This is a free online course offered by the Saylor Foundation.'"Everything is numbers." This phrase was uttered by the lead character, Dr. Charlie Epps, on the hit television show "NUMB3RS." If everything has a mathematical underpinning, then it follows that everything is somehow mathematically connected, even if it is only in some odd, "six degrees of separation (or Kevin Bacon)" kind of way.Geometry is the study of space (for now, mainly two-dimensional, with some three-dimensional thrown in) and the relationships of objects contained inside. It is one of the more relatable math courses, because it often answers that age-old question, "When am I ever going to use this in real life?" Look around you right now. Do you see any triangles? Can you spot any circles? Do you see any books that look like they are twice the size of other books? Does your wall have paint on it?In geometry, you will explore the objects that make up our universe. Most people never give a second thought to how things are constructed, but there are geometric rules at play. Most people never think twice about a rocket launch, but if that rocket is not launched at an exact angle, it will miss its target. A football field has to be measured out to be a rectangle; if you used another shape, such as a trapezoid, that would give an unfair advantage to one team, because that one team would have more space to work with.In this course, you will study the relationships between lines and angles. Have you ever looked at a street map? Believe it or not, there is a lot of geometry on a map, as you will see from this course. You will learn to calculate how much space an object covers, which is useful if you ever have to, say, buy some paint. You will learn to determine how much space is inside of a three-dimensional object, which is useful for those times you are trying to fit four suitcases, three kids, two adults, and a dog into the back of your vehicle.These are just some of the topics you will be learning. As you will quickly see, everything is not just numbers; it is also relationships. Even nature itself knows this. What did the little acorn say when it grew up? "Gee, I'm a tree!"'
MyMathWorkbook for Basic Mathematics & Algebra with MyMathLab: MyMathWorkbook for Basic Mathematics and Algebra is designed to be used in conjunction with your MyMathLab course, offering additional practice to help further students' understanding of basic mathematics and algebra. Each section of this workbook contains Solved Examples to guide students through the steps of solving problems as well as Practice Exercises to reinforce understanding. Whole Numbers; Fractions and Mixed Numbers; Decimals; Ration, Proportion, and Percent; Geometry; Statistics; The Real Number System; Equations, Inequalities, and Applications; Graphs of Linear Equations and Inequalities in Two Variables; Exponents and Polynomials; Factoring and Applications; Rational Expressions and Applications; Systems of Linear Equations and Inequalities; Roots and Radicals; Quadratic Equations For all readers interested in Basic Mathematics and Algebra. Back to top Rent MyMathWorkbook for Basic Mathematics & Algebra with MyMathLab 1st edition today, or search our site for Pearson textbooks. Every textbook comes with a 21-day "Any Reason" guarantee. Published by Pearson.
Math Algebra I The basic concepts of Algebra are introduced in this full-year course. Students will use linear and quadratic equations to solve application problems from real situations. Graphs of equations will also be used in problem solving. Upon completion of the course, students will have the necessary background to be successful in their higher level mathematics courses. Algebra II Students who have successfully completed Algebra I are eligible for this course. Sophomores may take this course concurrently with Geometry provided they receive a recommendation from their Algebra I teacher. In this full-year course, students use problem solving and critical thinking skills to solve non-routine problems with real world applications. Students review their Algebra I skills and are introduced to new topics in algebra including rational expressions, complex numbers, quadratic equations, polynomial equations, conic sections, logarithmic functions and various topics in trigonometry. Several projects which integrate mathematics with other subjects by way of technology and other resources are required. Integrated I This is a full-year course which deals with Algebra as a primary subject, yet integrates all concepts of various mathematics courses and applications. The course deals with beginning Algebra techniques, up to and including graphing. In addition, problem solving is stressed along with the basic emphasis of a more conventional Algebra I course. The course is part of the VISTA program, which incorporates a grading system that allows for the extension of day and/or year in order for students to experience success. Integrated II Students who have successfully completed Integrated Mathematics I are eligible for this course which is the sequential course in the VISTA Integrated Mathematics program. In addition to reviewing the concepts learned in Integrated Mathematics I, the students will work with radicals and radical equations, systems of equations, exponents, and polynomials. Also, a significant amount of time is spent on preparation for the HSPT, taken in the students' third year. The course follows the philosophy of the VISTA program, which offers an extended day or an extended year, if necessary, for the students to achieve success in the course. Geometry Students who successfully complete Algebra I or its equivalent are eligible for this course. Topics will include postulates, deductive reasoning/proofs, parallel and perpendicular lines, congruent triangles, polygons, indirect reasoning, similarity, geometry of the right triangle, circles, constructions, and logic. Pre-Calculus Students who have successfully completed Algebra II and Geometry are eligible for this course. Precalculus is intended to provide the mathematical background necessary for success in first-year college calculus. Topics studied include polynomial, exponential, and trigonometric functions, inequalities, analytic geometry in both polar and Cartesian coordinates, vectors, determinants, sequences, series and the fundamental concepts of limits and derivatives. The use of scientific calculators and computer software in problem solving will be stressed. Some sections of this course are Honors level and will be weighted as an Honors course. Calculus Students who have successfully completed Precalculus and are recommend- ed by the instructor are eligible. This full-year course introduces the fundamental concepts of Differential and Integral Calculus. Students will use derivatives and integrals to solve applications. The course is intended as a foundation for a rigorous college calculus course, not as a replacement for a college course. Students majoring in engineering and science will find this background very helpful when taking college mathematics courses. Honors sections are weighted courses. A.P. Calculus Students who have successfully completed Precalculus with a grade of "B" or higher and been recommended by their instructors are eligible. Equivalent to a standard first semester college calculus course, this course is intended for students planning to major in mathematics, engineering, science, or a related field. A rigorous approach is utilized in the development of major concepts and theorems throughout the course of study. Topics will include limits, continuity, techniques of differentiation, techniques of integration, applications of the derivative and integral, and logarithmic and exponential functions. Advanced Placement Calculus is weighted as a college level course. We are a dynamic and nurturing community of learners that empowers students to reach their individual potential by providing a creative atmosphere for innovative learning and academic excellence.
Mathematics Student Support Services Mathematics Lab The Mathematics Department provides free tutoring support for all students who are enrolled in math courses at OCC. Students receive help either on a walk-in basis or by making an appointment with a tutor. The Math Lab is committed to providing an atmosphere conducive to reducing math anxiety and to building confidence in math problem-solving abilities In addition to tutoring services, the Math Lab provides individual study space, group study space, computers with math software, and a testing area. Mathematics Diagnostic Center The Math Diagnostic Program provides individualized study plans for students who lack required mathematics skills. The main purpose of the program is to provide students with the opportunity to reduce time needed to refresh their math skills. Students may be referred as a result of their OCC math placement test, by their instructor or by a counselor. Any student who would like further evaluation of his or her math skills may make an appointment. Students who may benefit include those who place in a Pre-Algebra, Beginning Algebra, or Intermediate Algebra course; those who are dissatisfied with the results of their placement test; those who are preparing for health-related fields; those who are having difficulty in credit-level mathematics courses; and those who are having difficulty in courses that require problem-solving skills.
Math is a language. Getting it precisely right is a lot easier than describing it in a vague statement in English such as you ask. Is there a chance you can change teachers? If so, I recommend it. THe focus of math ought to be math, not describing nor writing about ones feelings about math. i would change teachers but they don't have anymore that are in algebra she is the only one. Is there anyway you can explain to me the importance of polynomials and the challenges about working with rational expressions in terms where i can understand it. U.S. History - Can someone please help me with this? I need to write a paper as... English - hey, I have to write an essay about ''challenges posed by differing ... history - During the 1890s local storekeepers protested rural free delivery by ... health - : Post a 150- to 300-word response to the following discussion question... health - Please post a 150-300-word response to the following discussion ... math,help,bobpursly - What are some challenges for rational expressions? Also on... Medical billing - What conclusions can you draw about that challenges for record... public health - select two challenges associated with multicultural leadership. ... business studies - What are some of the key challenges facing the Logistic ... eth 125 - Consider racial imbalances in education, the economy, family life, ...
Inkelis is a really good teacher and very funny. She is very clear and makes you understand everything and from where it is coming from. She develop all the concepts so you won't get lost. Test are pretty straight forward. Best teacher ever. I Took this as a summer course, Im not good in math but Professor inkelis stated the first day she wants everyone to Pass and everyone will pass if you dedicate yourself. She explained everything well. she's a little corky in her methods but she genuiely cares. I failed the first time I took 051 but Passed with Professor Inkelis Her class was enjoyable at times. But if you asked her a question she would make you feel like you asked a dumb question. ALWAYS LATE to class, How I passed the finals but failed the class. SO UNFAIR!!!!! "I didn't meet the criteria" If you're good with math it will be a breeze. If not, then you better go to the math lab. Like someone previously said, it's her way or no way and she only does it once and after that it's on us. I know professors who wouldn't stop until we fully understand it. Prof Inkelis needs to slow it down a bit. She does know her math though I give her that. She is a good teacher if you pay attention & ask ?s in her class. Her flaw is that sometimes she doesn't answer your ? instead she asks someone in the class to answer it. A lot of h.w online that you must do. Her quizzes and test are hard and her grading isn't so good. She takes off points for not showing your work, while having the right answer. This the worst math professor i ever had. she is very rude and sarcastic . its her way or no way . & who tells their students that they will only tell them how to do the work once and from then on its on them ? that is not how you teach a class of students that's trying to pass she was the worst honestly i do not recommend her to ANYBODY !!! Tests are way harder than anything else. Homework is all online, but fairly easy. The class is easy to follow and she shows you every way to solve a problem. Just study hard for her tests and you will pass. This professor knows math but have no skill to teach math. If you ask question, she probably make you more confuse. Math is like logic to me but i had nightmare in her class. Now I regret took her because I could not get into Baruch's Zicklin yet because I lack math requirement before I came to Baruch. worst professor ever, she won't help you to understand anything.It's no worth it your money and your nerves either! Very sarcastic, very mean. She doesn't care if you have questions or not. She is very much into mathematical English (like anyone cares??). I def. won't recommend her! only for those who are 100 % fit in Math!! Course material wasn't at all hard; really a review of HS math + a bit extra. Problem is this prof turned a simple review into a nightmare! One of those ppl who understands the material but can't teach it + short fuse + always moody up/down + do the math her way or loose pts + becomes confused by your Q's + can't keep to her schedule or word! This professor seems to know the math in her head and gets frustrated when trying to teach it to her students. She gets upset if you get the wrong answer while doing the steps on the board. She looks like she is high on caffeine or something. she is too of a nervous person for me. i really would not recommend her. She does want to help but just donShe's tough but fair and will help you after class if you ask. She gives weekly quizzes and you MUST do her HW assignments. All classwork and HW comes directly out of the text book so make sure you have one! She's EXTREMELY generous with her grading on exams. Very nice professor. Would take her class again anytime!
MATLAB for Engineers, 3e Written for first-year engineering students, this text provides a thorough introduction to MATLAB without requiring advanced knowledge of mathematics or programming. The text is divided into three sections: an introduction to basic MATLAB skills, programming in MATLAB, and advanced MATLAB concepts. The revised third edition includes information on debugging features and cell mode publishing, as well as many additional example problems. An introduction to MATLAB and Simulink is included, and MATLAB is used throughout the book to solve example problems. Symbolic Math Toolbox is introduced in a chapter on symbolic computations. In addition, a supplemental set of MATLAB code files is available for instructors to download via login.
Thinkfinity Lesson Plans Title: Arithme-Tic-Toc Description: In Standard(s): [MA2010] AL2 (9-12) 3: (+) Find the conjugate of a complex number; use conjugates to find moduli and quotients of complex numbers. [N-CN3] Subject: Mathematics Title: Arithme-Tic-Toc Description: In Thinkfinity Partner: Illuminations Grade Span: 6,7,8,9,10,11,12 Web Resources Assessments Title: Prerequsites for Calculus Quiz Description: Students will take this self-assessment to make sure they are prepared to take Calculus. Standard(s): [MA2010] PRE (9-12) 13: (+) Know and apply the Binomial Theorem for the expansion of (x + y)n in powers of x and y for a positive integer n, where x and y are any numbers, with coefficients determined, for example, by Pascalís Triangle. (The Binomial Theorem can be proved by mathematical induction or by a combinatorial argument.) [A-APR5] [MA2010] PRE (9-12) 33: Prove the Pythagorean identity sin2(θ) + cos2(θ) = 1, and use it to find sin(θ), cos(θ), or tan(θ) given sin(θ), cos(θ), or tan(θ) and the quadrant of the angle. [F-TF8] (Alabama) [MA2010] PRE (9-12) 14: (+) Represent a system of linear equations as a single matrix equation in a vector variable. [A-REI8] [MA2010] PRE (9-12) 20: Determine the inverse of a function and a relation. (Alabama) [MA2010] PRE (9-12) 22: (+) Read values of an inverse function from a graph or a table, given that the function has an inverse. [F-BF4c] [MA2010] PRE (9-12) 24: (+) Understand the inverse relationship between exponents and logarithms, and use this relationship to solve problems involving logarithms and exponents. [F-BF5] [MA2010] PRE (9-12) 25: Compare effects of parameter changes on graphs of transcendental functions. (Alabama) 27: Use the sum, difference, and half-angle identities to find the exact value of a trigonometric function. (Alabama) [MA2010] PRE (9-12) 34: (+) Prove the addition and subtraction formulas for sine, cosine, and tangent, and use them to solve problems. [F-TF9] [MA2010] PRE (9-12) 12: Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems.* (Extend to infinite geometric series.) [A-SSE4] (Alabama)
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).
Elementary Algebra, 6e is part of the latest offerings in the successful Dugopolski series in mathematics. The author's goal is to explain mathematical concepts to students in a language they can understand. In this book, students and faculty will find short, precise explanations of terms and concepts written in understandable language. The author uses concrete analogies to relate math to everyday experiences. For example, when the author introduces the Commutative Property of Addition, he uses a concrete analogy that "the price of a hamburger plus a Coke is the same as a Coke plus a hamburger". Given the importance of examples within a math book, the author has paid close attention to the most important details for solving the given topic. Dugopolski includes a double cross-referencing system between the examples and exercise sets, so no matter which one the students start with, they will see the connection to the other. Finally, the author finds it important to not only provide quality, but also a good quantity of exercises and applications. The Dugopolski series is known for providing students and faculty with the most quantity and quality of exercises as compared to any other developmental math series on the market. In completing this revision, Dugopolski feels he has developed the clearest and most concise developmental math series on the market, and he has done so without comprising the essential information every student needs to become successful in future mathematics courses. The book can be accompanied by numerous useful supplements, including McGraw-Hill's online homework management system, MathZone, which can be purchased separately. Key features An emphasis on real-data applications that involve graphs is a focus of the text. Some exercises have been updated throughout the text to help demonstrate concepts, motivate students, and to give students practice using new skills. Many of the real data exercises contain data obtained from the Internet. An Index of Applications listing applications by subject matter is included at the front of the text. Geometry Review Exercises - Located in the appendix, this review section can be used to assist students to remediate their Geometry skills learned in earlier courses. Chapter Opener: Chapter openers discuss a real application of algebra corresponding to the topics within a given chapter. The discussion is accompanied by a photograph and, in most cases by a real-data application graph that helps students visualize algebra and more fully understand the concepts discussed in the chapter. Each chapter opener has a corresponding real data exercise. In addition, each chapter contains a Math at Work feature, which profiles a real person and the mathematics that he or she uses on the job. In This Section: Located at the beginning of every section, this feature provides a list of topics that shows what will be covered in the given section. Because the topics correspond to the headings within each section, your students will find it easy to locate and study specific concepts. These topics are now referenced in the end of section exercises. Important ideas, such as definitions, rules, summaries, and strategies, are set apart in boxes for quick reference. Color is used to highlight these boxes as well as other important points in the text. Student assistance features located in the text: -Calculator Close-Ups Located in the margin, this feature gives your students an idea of how and when to use a graphing calculator. Some Calculator Close-Ups simply introduce the features of a graphing calculator, where others enhance understanding of algebraic concepts. For this reason, many of the Calculator Close-Ups will benefit even those students who do not use a graphing calculator. -Study Tips - Two study tips now precede each exercise set. -Helpful Hints are short comments located in the margin that enhance the material in the text, provide another way of approaching a problem, or clear up misconceptions. -Now Do Exercises: Linked to the end-of-section exercises, students are guided from the examples within a section to the end of section exercises where they can master the given topic being studied. -Warm-up Exercises: Located at the end of every section, these exercises are a set of ten simple statements that are to be answered true or false. These exercises are designed to provide a smooth transition between the ideas and the exercise sets. They help your students understand that every statement in mathematics is either true or false. They are also good for discussion or group work. -Simple Reading & Writing Exercises: Located in every section, these exercises appear in the exercise sets. The exercises are designed to get your students to review the definitions and rules of the section before doing more traditional exercises. For example, your student might be simply asked what properties of equality were discussed in this section. -End-of-Section Exercises follow the same order as the textual material and contain exercises that are keyed to examples, as well as numerous exercises that are not keyed to examples. This organization allows the instructor to cover only part of a section if necessary and easily determine which exercises are appropriate to assign. The keyed exercises give your student a place to start practicing and building confidence, whereas the non-keyed exercises are designed to wean your student from following examples in a step-by-step manner. Getting More Involved exercises are designed to encourage writing, discussion, exploration, and cooperative learning. Graphing Calculator Exercises require a graphing calculator and are identified with a graphing calculator logo. -Wrap-up: Located at the end of every chapter, the Wrap-Up includes the following - -Enriching Your Mathematical Word Power appears at the end of each chapter and consists of multiple choice questions in which the important terms are to be matched with their meanings. This feature emphasizes the importance of proper terminology. -The Review Exercises contain problems that are keyed to the sections of the chapter as well as numerous miscellaneous exercises. -The Chapter Test is designed to help your student assess his or her readiness for a test. The Chapter Test has no keyed exercises, thus enabling the student to work independently of the sections and examples. -Making Connections Exercises: Located at the end of each chapter, this feature is designed to help your students review and synthesize the new material with ideas from previous chapters, and in some cases, review material necessary for success in the upcoming chapter. Every Making Connections exercise set includes at least one applied exercise that requires ideas from one or more of the previous chapters. Subsection heads are now in the end of section exercise sets, and section heads are now in the Chapter Review Exercises. References to page numbers on which Strategy Boxes are located have been inserted into the direction lines for the exercises when appropriate. Study tips have been removed from the margins to give the pages a better look. Two study tips now precede each exercise set. McGraw-Hill's MathZone is a complete, online tutorial and course management system for mathematics and statistics, designed for greater ease of use than any other system available. Instructors can create and share courses and assignments with colleagues and adjuncts in a matter of a few clicks of a mouse. All instructor teaching resources are accessed online, as well as student assignments, questions, e-Professors, online tutoring and video lectures which are directly tied to text specific material. MathZone courses are customized to your textbook, but you can edit questions and algorithms, import your own content, create announcements and due dates for assignments. MathZone has automatic grading and reporting of easy-to-assign algorithmically generated homework, quizzing and testing. Student activity within MathZone is automatically recorded and available to you through a fully integrated grade book than can be downloaded to Excel. Go to to learn more. About the author Mark Dugopolski Mark Dugopolski was born and raised in Menominee, Michigan. He received a degree in mathematics education from Michigan State University and then taught high school mathematics in the Chicago area. While teaching high school, he received a master's degree in mathematics from Northern Illinois University. He then entered a doctoral program in mathematics at the University of Illinois in Champaign, where he earned his doctorate in topology in 1977. He was then appointed to the faculty at Southeastern Louisiana University, where he now holds the position of professor of mathematics. He has taught high school and college mathematics for over 30 years. He is a member of the MAA, the AMS, and the AMATYC. He has written many articles and mathematics textbooks. He has a wife and two daughters. When he is not working, he enjoys hiking, bicycling, jogging, tennis, fishing, and motorcycling.
Why Study Mathematics at PLU Solving problems forms the basis of an education in mathematics. At PLU, we strive to teach interesting and enjoyable mathematics, while focusing on how to think critically. Though many graduates may not use much of the mathematical knowledge they gain while at PLU, they will always find themselves able to adapt to the ever-changing landscape of jobs in the U.S. and abroad. Though mathematics is an old science and has been studied for years, there are still new ideas, mathematical structures, and innovations being created every day. We hope to inspire our students that learning mathematics can be both challenging and fun, and we intend for our students to gain the proper insight to become lifelong learners and to always have a passion and curiosity for mathematics.
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).
This is a challenging and fulfilling course for the student who is enthusiastic about the study of mathematics for its own sake. It will reward those with a determination to succeed and an ability to think abstractly. Students will learn to apply the skills they learn consistently in a wide range of settings. COURSE CONTENT AS UNITS: Core 1 Students will build on skills from GCSE including work on quadratic equations, algebraic inequalities and graphical interpretation. In addition to this differentiation and integration are introduced. Core 2 Students will study new work on geometry, sequences, exponential functions and logarithms. They will also further their study of differentiation and integration including the use of numerical approximations. Mechanics 1 Mechanics looks at the application of Mathematics to important physical situations such as the effect of gravity on the motion of an object. This module covers the equations of motion for systems involving constant acceleration. It also covers applying Newton's laws in basic situations. A2 UNITS: Core 3 Students will study a formal treatment of functions and exponential growth. They will further improve their techniques in differentiation and integration and apply these to finding areas and volumes. Numerical methods for calculating areas and solving equations complete the course. Core 4 Students will cover new material on parametric equations, vectors and algebraic expansions. They will further enhance their skills in integration and begin to solve basic differential equations. Statistics 1 Statistics can be defined as the science of collecting, analysing and presenting numerical information. This module covers presentation techniques, probability, averages, correlation and regression. FURTHER MATHEMATICS AS UNITS: (optional in Year 13 and recommended for those wishing to take a degree in Mathematics at university) Further Pure 1 This unit increases knowledge of solving simultaneous equations and summing series. New work covered includes applications of matrices, complex numbers and induction methods. Mechanics 2 Students will cover projectiles, moments, equilibrium, motion in a circle and methods using energy. Decision 1 This relatively new area of mathematics covers algorithmic approaches, network problems and linear programming. CAREER POSSIBILITIES A Level Mathematics supports a wide range of courses including Engineering, Accountancy, Medicine, Accountancy, Pure and Applied Sciences and Business. It is also a very stimulating subject to study in its own right, opening the door to many careers after completing Higher Education. It is a useful qualification for entry into career areas such as air traffic control, banking, insurance, science of all types and the armed forces. GCSE GRADE PROFILE Students wishing to take this course will have achieved grades A* to C in a range of GCSE courses, including a B or above on the GCSE Mathematics Higher tier. Early Closure Dates 2013-2014 Here are the Mondays on which Huntington School will close at 2:30 rather than the usual time of 3:30 to allow for staff training during the academic year 2013-2014:
Graham, WA GeometryShopping requires estimating to ensure that you can afford what you are spending and that the bill is correct. Household budgets, selecting a loan, comparing savings and investments require understanding percentages. Plumbers, electricians, and HVAC technicians need to understand volumes, capacities, and flow rates. ...The use of numbers and symbols, which may be frightening to students, has already begun in the use of numerals, for example, 1, 2, 3, etc., in arithmetic. Algebra uses additional symbols, which can easily learned by using the basic rules of arithmetic, such as addition, subtraction, multiplication, and division. Algebra has these same rules and also others to be learned. ...A very unique experience, but also great practice for everyday life in the deaf community. Even knowing how they interact in social settings (card games, board games, movie theaters, etc.) is an excellent way to immerse oneself in another culture. Public speaking can be a very terrifying experience for those that are not accustomed to it in the slightest will explain the physical and mathematical concepts and guide you through a variety of practice problems. I
Wednesday, November 14, 2012 Why is Linear Algebra a prerequisite behind modern scientific/computational research? Because Linear Algebra is the language for describing linear systems. So why linear systems? 1. Linear systems are well-defined and well understood. On the other hand, nonlinear systems are not concretely defined. They can be quadratic, cubic, polynomial, exponential, harmonic, blah blah... Simplicity is not the only reason though. Here's the more important one. 2. Any smooth function can be approximated locally by a linear function. In layman terms, most functions, when zoomed in, look like a linear function. Linear approximation is the essence of Newton's method (for nonlinear optimization), finite difference (approximating the derivative of a function), etc.
Differential Equations For Dummies Book Description: The fun and easy way to understand and solve complex equationsMany of the fundamental laws of physics, chemistry, biology, and economics can be formulated as differential equations. This plain-English guide explores the many applications of this mathematical tool and shows how differential equations can help us understand the world around us. Differential Equations For Dummies is the perfect companion for a college differential equations course and is an ideal supplemental resource for other calculus classes as well as science and engineering courses. It offers step-by-step techniques, practical tips, numerous exercises, and clear, concise examples to help readers improve their differential equation-solving skills and boost their test scores
Ultimate Math Refresher for the Gre, Gmat & Sat 9780967759401 ISBN: 0967759404 Pub Date: 1999 Publisher: Lighthouse Review, Incorporated Summary: 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 is accomplished through a series of carefully sequenced practice sets designed to build a student's math skills step-by-step. The workbook emphasizes basic concepts and problem solv...ing skills. Strategies for specific question types on the GRE, GMAT, and SAT are the focus of the Lighthouse Review self study programs. Lighthouse Review, Inc. Staff is the author of Ultimate Math Refresher for the Gre, Gmat & Sat, published 1999 under ISBN 9780967759401 and 0967759404. Two hundred eighty five Ultimate Math Refresher for the Gre, Gmat & Sat textbooks are available for sale on ValoreBooks.com, one hundred three used from the cheapest price of $2.68, or buy new starting at $13.85
course begins with an introduction to the theory of computability, then proceeds to a detailed study of its most... see more This in the entire history of logic, important not only on its own right but for the many applications of the technique by which it's proved. We'll discuss some of these applications, among them: Church's theorem that there is no algorithm for deciding when a formula is valid in the predicate calculus; Tarski's theorem that the set of true sentence of a language isn't definable within that language; and Gödel's second incompleteness theorem, which says that no consistent system of axioms can prove its own consistency. This is an advanced subject in computer modeling and CAD CAM fabrication, with a focus on building large-scale prototypes and... see more This course will introduce students to the African American faith experience, with particular attention being given to the... see more This course will introduce students to the African American faith experience, with particular attention being given to the historical development of spiritualities of liberation in the American Diaspora. Brief lectures and seminar discussions will offer "perspectives" on this rich and heterogeneous tradition from several vantage points within the humanities, social sciences, and theological disciplines. Built around Plato's Symposium, Shakespeare (including A Midsummer Night's Dream), Catholic writings (including Humanae... see more Built around Plato's Symposium, Shakespeare (including A Midsummer Night's Dream), Catholic writings (including Humanae Vitae), and several movies, this course explores the nature of romance and erotic love. The course generally tries to integrate the analytic approach of philosophy with the imaginative approach of literature. Highlights of Calculus is a series of short videos that introduces the basic ideas of calculus — how it works and why it is... see more Highlights of Calculus is a series of short videos that introduces the basic ideas of calculus — how it works and why it is important. The intended audience is high school students, college students, or anyone who might need help understanding the subject.In addition to the videos, there are summary slides and practice problems complete with an audio narration by Professor Strang. You can find these resources to the right of each video.This resource is also available on Highlights for High School.About the InstructorProfessor Gilbert Strang is a renowned mathematics professor who has taught at MIT since 1962. Read more about Prof. StrangAcknowledgementsSpecial thanks to Professor J.C. Nave for his help and advice on the development and recording of this program.The video editing was funded by the Lord Foundation of Massachusetts. Course HighlightsEducation in Japan is said to be at a historical turning point now, and education administration and finance... see more Course HighlightsEducation in Japan is said to be at a historical turning point now, and education administration and finance is not exceptional, facing significant reforms.On the other hand, the education administration and finance system has formed and maintained a highly distinct configuration in the postwar historical current. And it has exerted substantial influences not only on the government policymaking but also on job sites including school management and teachers' personnel affairs.״Science of Educational Administration and Finance II" seeks learning of basic matters regarding subject science by specifically considering evolutions and relevancies in recent school/education reforms and education policies. From a micro-managerial viewpoint, the course discusses issues on school management and making "open school״, and problems with "teacher's right to education" and human affairs of faculty members.In the preceding "Science of Educational Administration and Finance I״, reforms are discussed from a political standpoint of the government and autonomous bodies. Those who are interested are advised to look into the coursework I. This course is intended as an introduction to political philosophy as seen through an examination of some of the major texts... see more This forms of political institutions and our ways of life are examined throughout the course.
Common Core Standards Math in California (page 2) California Common Core Standards for Mathematics 1. How are California's Existing Mathematics Standards and the New California Common Core Standards Different? There are more similarities between California's existing mathematics standards and the new California Common Core Standards than there are differences. Some differences include: a shift in the grade level for some skills, the organization of the standards, and options available for eighth grade students. 2. How are the California Common Core Standards for Mathematics Organized? There are grade-level standards for kindergarten through eighth grade, a set of standards for Algebra 1, and conceptual cluster standards for grades nine to twelve (e.g., number and quantity, algebra, functions, modeling, geometry, and statistics and probability). The standards for kindergarten through eighth grade are categorized by standard, domain, and cluster. 3. What Options do the California Common Core Standards Provide for Eighth Grade Students? The goal is for eighth grade students to successfully complete Algebra 1. However, because not all eighth grade students have the necessary prerequisite skills for Algebra 1, there will be two options for students. Eighth grade California Common Core Standards will be provided to students who are not yet ready for algebra, and the other students will learn the Algebra 1 standards. Each set of standards is designed to prepare students for college and careers. The standards for kindergarten through seventh grade were augmented to prepare eighth grade students for either set of standards. 4. What is the Content of the California Common Core Standards for Algebra I? The new Algebra I standards are a combination of standards from the eighth grade common core, the Algebra content cluster, and California's existing Algebra I standards. 5. California was Able to Add up to 15% to the Common Core State Standards. What Does that Include for Mathematics? California added information to the Common Core State Standards for mathematics to address perceived gaps and to ensure that the rigor of California's existing standards would be maintained. For example, California's standards for "calculus" and "advanced placement probability and statistics" were added to the California Common Core Standards. In grades two and five, standards were added to the domain of "Operations and Algebraic Thinking." Substantial sections were added to existing clusters such as "High School Algebra-Seeing Structure in Expression," and "Grade 6 - the number system." In other instances, some language was added to existing standards such as in the Grade 2 Measurement and Data domain, "working with time and money" cluster, standards #7 and #8, and the Grade 4 Geometry domain, standard #2. The California Common Core Standards for mathematics (including the 15%) are posted on the SCOE website at Select "Math Common Core State Standards, adopted by SBE on 8/2/10." The additions are indicated in bold and underlined font.
(6411 views)Algebra I View Topic »- Working With Letters - Addition And Subtraction In Algebra - Revision Of Adding And Subtraction Integers - Revision Of Multiplication And Division Of Integers - Substitution Questions The content in this RevisionPack includes:- i) Working With Letters ii) Addition And Subtraction In Algebra iii) Revision Of Adding And Subtraction Integers iv) Revision Of Multiplication And Division Of Integers v) Substitution Questions Quadratic equations. Inequalities. A short revision of addition and subtraction of fractions. Addition and subtraction of algebraic fractions. Solving equations with algebraic fractions. Further equations.
have basic math courses at every university. They start from alg I and go from there. The only difference is you would be learning some techniques for the first time. IMO that's a good thing because it'll be fresh in your head when you get to higher level courses. Even then you could look into taking a cc math class as a refresher. Hope that helped.
Algebra and Trigonometry - 3rd edition Summary: This best selling author team explains concepts simply and clearly, without glossing over difficult points. Problem solving and mathematical modeling are introduced early and reinforced throughout, providing students with a solid foundation in the principles of mathematical thinking. Comprehensive and evenly paced, the book provides complete coverage of the function concept, and integrates a significant amount of graphing calculator material to help students develop insight into math...show moreematical ideas. The authors' attention to detail and clarity, the same as found in James Stewart's market-leading Calculus text, is what makes this text the market840068131 Premium Books are Brand New books direct from the publisher sometimes at a discount. These books are NOT available for expedited shipping and may take up to 14 business day...show mores to receive. ...show less $297.37 +$3.99 s/h New PROFESSIONAL & ACADEMIC BOOKSTORE Dundee, MI 0840068131299
Trigonometry Book Description: KEY BENEFIT: Ratti and McWaters have combined years of lecture notes and firsthand experience with students to bring professors a text series that teaches at the same level and in the style that they do. An extensive array of exercises and learning aids further complements your instruction in class and during office hours. KEY TOPICS: Trigonometric Functions; Right Triangle Trigonometry; Radian Measure and Circular Functions; Graphs of the Circular Functions; Trigonometric Identities; Inverse Functions and Trigonometric Equations; Applications of Trigonometric Functions; Vectors; Polar Coordinates and Complex Numbers MARKET: For all readers interested in trigonometry
Mathematics and Statistics The Department of Mathematics and Statistics provides a robust mathematical experience where students gain valuable skills in problem solving, critical thinking, and effective communication of mathematical concepts and models. Our goal is to provide the highest quality education to prepare you to become our colleagues and peers. Our learning and research environment is designed purposefully to welcome students. Preparing you for a successful career Our degree programs prepare students for a variety of future endeavors and careers in business, industry, government, research, and academia. Recent graduates of our degree programs have gone on to successful careers as actuaries, statisticians, financial analysts, college professors, mathematicians, operations research analysts, and educators and many of our graduates pursue doctoral degrees in mathematics or statistics. Mathematical professions regularly rank near the top in surveys of job satisfaction of all professions. In fact, the Wall Street Journal recently ranked Mathematician, Actuary, and Statistician as the top three professions in the United States. 2014 Regional Mathematics Contest Secondary school students in northeast Arkansas who are presently enrolled in any one of the following courses: Algebra I, Geometry, Algebra II, Trig/Precalculus, Calculus, and Statistics, are invited to participate in the regional competition sponsored by the Arkansas Council of Teachers of Mathematics (ACTM) and the Department of Mathematics and Statistics at Arkansas State University.
This timely book explores the various uses and aspects of symbols in school mathematics and the notion of mathematical meaning. In addition, the author addresses a number of key issues for the 1990s ... This concise casebook distills the major themes of taxation. It offers well-developed problems and discussion questions in every chapter. The book is designed to help teachers and students make sense ...
Contact Information Informal Writing Assignments for Math A Car Trip...And a Certain Train Developed by Harel Barzilai This activity is designed to help students, primarily in calculus or pre-calculus classes, gain a conceptual understanding of "average rate of change", "instantaneous rate of change", their meanings, and how they are related. It was designed during the WAC II workshop to follow up on an earlier activity and to prepare students for a later one, as students work in groups to solidify their understanding of and computational skills with taking derivatives "by hand" based on the limit definition of derivatives. Web (HTML) Version
Why Algebra Is Everyone's Friend For many adults, algebra is that subject they struggled through in high school and college, then gladly abandoned as they pursued their non-science or technology careers. But here's the truth: algebra is everywhere in our everyday lives. It is impossible to step outside or inside our houses, let alone go to work every day, without encountering the practical effects of algebra. Understanding the basics of algebra is a pretty critical career skill in today's data-driven economy. It's certainly not something you should ignore. Consider these situations next time you doubt algebra's value: Have you ever taken out a loan? If so, you had to pay interest on the loan. The formulas used to calculate that interest are built using the language of algebra. Businesses have to finance day-to-day operations as well as long term investments, like building a new factory or plant, and they do complex algebraic calculations to decide the lowest cost method of financing. Are you saving money? If so, you are expecting a return on your money, and it will no doubt be compounded. This is calculated using the rules of algebra. Businesses do the same thing when they manage their investment portfolios. Have you ever landscaped your backyard or done home improvements? If so, you had to figure out how much area to cover (with paint, with grass, or with weed inhibitor, for example) and how much it would cost for different alternatives. The calculations to cost out the alternatives and figure out how much you need to purchase are done using algebraic rules. Do you need to make sales projections for next year and the year after? Almost certainly you'll start out by drawing a line through your sales levels for the past few years and project that into the future. Once again, algebraic rules (in this case, for developing linear equations) will be the ticket. Have you ever had to adjust a cooking recipe for a different number of people than the recipe was written for? You need to proportionally change the ingredients to match the needed servings. Restaurants have the same challenge. In both cases, algebra is used do the conversions. Have you ever traveled abroad? If so, you probably had to convert some of your US dollars to the local currency of the country you were traveling in. Companies have to do something very similar if they have any foreign locations for sales or manufacturing or if they purchase any supplies from abroad or sell to any customers in other countries. These conversions use algebra. Clearly, algebra is the answer to not only problems in the mathematics classroom, but to many processes involved in your everyday life. A lot of people who may have struggled with math as children discover they are adept at algebra as adults, so it's worth revisiting. It can pay off in surprising ways in every facet of your life. (Dr. Martha K. Stillman is an Associate Professor in Mathematics in the School of Science and Technology. She has bachelor's degrees in mathematics and physics and a PhD in religion. She had an extended career in the banking and marketing sectors and has been teaching mathematics and statistics at American Public University for the past five years.)
GeoGebra is a free software package combining dynamic geometry, algebra and calculus. You can use it in a lab environment, or for teacher-led classroom demonstrations. It can be used as a standalone system, or you can create interactive web pages for student exploration outside of class. Version 4 of this versatile software makes creating interactive demos easier than ever! Try out its interactive features in the Riemann sum mini-applet at the right, or by clicking on the following links:
Hi math lovers, I heard that there are various software that can help with us studying,like a teacher substitute. Is this really true? Is there a software that can aid me with math? I have never tried one until now, but they are probably not hard to use I assume. If anyone has such a program, I would really appreciate some more information about it. I'm in College Algebra now, so I've been studying things like math trivia+question and answer and it's not easy at all. Algebrator is a real treasure that can aid you with College Algebra. Since I was imperfect in Intermediate algebra, one of my class tutors recommended me to try the Algebrator and based on his advice, I looked for it online, purchased it and began using it. It was just remarkable. If you intently follow each and every section offered there on Algebra 1, you would definitely master the primary principles of decimals and multiplying fractions within hours. I checked out each one of them myself and that was when I came across Algebrator. I found it particularly suitable for decimals, simplifying expressions and graphing equations. It was actually also child's play to activate this. Once you feed in the problem, the program carries you all the way to the solution explaining every step on its way. That's what makes it splendid. By the time you arrive at the answer, you by now know how to crack the problems. I took great pleasure in learning to solve the problems with Algebra 1, Remedial Algebra and Intermediate algebra in algebra. I am also positive that you too will love this program just as I did. Wouldn't you want to try this out? Y'all have got to be pulling my leg! How can this solution not be general knowledge or advertised in periodicals? Where can I acquire more information for trying Algebrator? Forgive one for sounding a tad bit doubtful, but do you know whether or not someone can receive a test version to employ this program?
Mathematics of Shape Description: A Morphological Approach to Image Processing and Computer Graphics Image processing problems are often not well defined because real images are contaminated with noise and other uncertain factors. In Mathematics of Shape Description, the authors take a mathematical approach to address these problems using the morphological and set-theoretic approach to image processing and computer graphics by presenting a simple shape model using two basic shape operators called Minkowski addition and decomposition. This book is ideal for professional researchers and engineers in Information Processing, Image Measurement, Shape Description, Shape Representation and Computer Graphics. Post-graduate and advanced undergraduate students in pure and applied mathematics, computer sciences, robotics and engineering will also benefit from this book. Key Features Explains the fundamental and advanced relationships between algebraic system and shape description through the set-theoretic approach Promotes interaction of image processing geochronology and mathematics in the field of algebraic geometry Provides a shape description scheme that is a notational system for the shape of objects Offers a thorough and detailed discussion on the mathematical characteristics and significance of the Minkowski operators
Course Description This self-paced All-In-One Math Course reviews the basics of arithmetic, algebra and geometry. This condensed course covers the following material: Arithmetic: reviewing the use of numbers, signs and symbols, how to perform various operations, how to solve problems with Fractions, Percents and Decimals, and much more. Algebra: reviewing Linear Equations and Inequalities, how to solve various word problems, how to simplify and factor numbers, and much more. Geometry: reviewing Geometric Concepts and Relationships, Understanding Measurements of Congruence and Similarity, the Pythagorean Theorem, and much more. This compact course is an ideal "crash course" for anyone needing review or instruction in these math areas or anyone who wants to improve results on high school or college exams. If you want a jump start before starting college or just interested in learning how to solve math problems, this is the course for you. The course goal of Math All-In-One is for students to be able to successfully solve math related problems in various formats that deal with topics in arithmetic, algebra and geometry. Request More Information Have a question? Contact us for more information. Your Name: Comments: Your Email: Course Lessons Arithmetic Lesson 1 - Numbers and Terminology This lesson focuses on numbers and terminology, such as digits, place values, and variables. Arithmetic Lesson 2 - Addition This lesson focuses on addition, both simple and carrying. Arithmetic Lesson 3 - Subtraction This lesson covers subtraction, both basic and borrowing. Arithmetic Lesson 4 - Multiplication This lesson focuses on multiplication, including both single and multiple digits. Arithmetic Lesson 5 - Division This lesson covers division, including grouping, facts, and single and multiplier divisors. Arithmetic Lesson 10 - Percents Arithmetic Lesson 11 - Other Operations This lesson looks at other operations, including rounding, estimating, exponents, powers, etc. Arithmetic Lesson 12 - Calculators: Using a Calculator This final lesson in this section focuses on correctly using a calculator. Basic Algebra Lesson 13 - Terminology: Words and Symbols This lesson will cover these topics: Numbers; Numerals, Numbers, and Digits – What's the Difference?; Equivalent, Greater Than, and Less Than (mathematical sentences: equality or inequality?); Variables and Constants; Axioms and Proper Basic Algebra Lesson 14 - Properties and Principles of Equations This lesson will cover these topics: Special Addition and Subtraction Properties of Equations; Multiplication and Division Properties of Equations; Using the Properties to Simplify Terms in Equations, including Variables; Transformation Princip Basic Algebra Lesson 15 - Directed Numbers in Equations This lesson will cover these topics: Understanding Directed (Positive and Negative) Numbers; Adding and Subtracting with Directed Numbers; Additive Inverse; Multiplying and Dividing with Directed Numbers; Multiplicative Inverse of a Number; How This lesson will cover these topics: Parentheses, Brackets, and Order of Operations; Simplifying an Algebraic Expression; The Steps to Solving a Problem; Problem Solving Examples; Practice Problems. Basic Algebra Lesson 17 - Exponents and Roots This lesson will cover these topics: Bases, Factors, and Exponents; Expressing Exponents in Words; Negative Exponents and Negative Bases; Adding and Subtracting Numbers with Exponents; Multiplying and Dividing Numbers with Exponents. Algebra Lesson 18 - Polynomials Lesson topics will include: What is a Polynomial?; Adding and Subtracting Polynomials; Multiplying and Dividing Polynomials; The Product of Powers and the Power of a Product; Uses of Polynomials – Area and Volume Problems. Algebra Lesson 19 - Fractions This lesson will cover these topics: What is a Fraction?; Proper Fractions, Improper Fractions, and Mixed Numbers; Equivalent Fractions and Lowest Terms; Greatest Common Factor and Lowest Common Denominator; Adding and Subtracting Fractions; Multiply Algebra Lesson 20 - Factoring to Solve Problems This lesson will cover these topics: Common Factors; Using the Distributive Property in Graphing; Factoring the Difference of Two Squares; Squaring a Binomial Algebra Lesson 21 - Factoring to Solve Problems (Part 2) This lesson will cover these topics: Combining Types of Factoring; Uses of Factoring - Examples. Algebra Lesson 22 - Linear Equations and Inequalities This lesson will cover these topics: What Do Linear Equations Look Like?; The x and y Intercepts Algebra Lesson 23 - Solving Systems of Equations This lesson will cover these topics: Two Variables and Two Sentences; Solving by Substitution; Solving with Addition or Subtraction to Eliminate a Variable; Solving by Graphing; Systems of Three or More Sentences. Algebra Lesson 24 - More Quadratic Equation Solution Methods This lesson will cover these topics: The Property of Square Roots of Equal Numbers; Completing the Trinomial Square; The Quadratic Formula; Quadratic Inequalities Geometry Lesson 25 - Geometry Terms and Motivation To begin the sectionn on Geometry, we first discuss why the study of geometry can be beneficial, both in school and work as well as in daily life. Geometry Lesson 26 - Geometric Reasoning and Measurement To aid in our discussion of geometry, this lesson reviews some fundamental principles of geometric reasoning and measurement that will aid our analysis throughout the course. Geometry Lesson 27 - Angles and Parallelism In this lesson, we introduce the concept of an angle and discuss the relationships among angles formed by intersecting lines. Geometry Lesson 28 - Triangles I: Properties of Triangles This lesson introduces our first polygon: the triangle. We consider what constitutes a triangle as well as several types of triangles with special properties. Geometry Lesson 29 - Triangles II: Congruent Triangles This lesson uses concepts from our introduction to triangles in the previous lesson and applies them to congruent triangles. Geometry Lesson 30 - Triangles III: Similar Triangles This lesson concludes our focus on triangles by considering another sense in which we can understand congruence and similarity Recommended Books Student Testimonials "The organization was the most helpful. When studying for a review exam in Math as I was, it is extremely difficult to narrow the material in to a coherent package. The instructor did this for me. This was truly a life-saver for me to pass this exam." -- Mary H.
Pathways Mathematics for General Overview This course incorporates a range of mathematical dimensions with a specific focus on Number, Space, Measurement, Chance and Data. Practical contexts are drawn upon wherever possible as a means of making the mathematics relevant to students with a view to developing applicable skills from selected components of the VELS progression points. Contexts for study may include analysis of car gas conversions using linear functions and numerical techniques associated with break even points. Students may also be required to construct surveys, collect and categorise data and represent the results using numerical and graphical methods. Appropriate use of technology is used to support and develop concepts and skills and is incorporated throughout the course. This will include: graphics calculators, spread sheets, graphing packages, dynamic geometry systems, statistical analysis systems, and computer algebra systems. Students undertaking Mathematics for General are eligible to continue studying VCAL Numeracy, VCE Foundation Mathematics or VCE General Mathematics. This subject does not have the prerequisite skills for VCE Mathematical Methods. Structure Mathematics for General has been developed to meet the needs of the students who intend to continue studying mathematics in Year 11. Mathematics for General provides a pathway to VCAL Numeracy or VCE General Mathematics (Further). Students will not have completed the necessary prerequisite skills to study General Mathematics (Methods) or Mathematical Methods. It must be noted that whilst students will be given the opportunity to work through all of the VELS mathematics dimensions, not all of them will be at the 'expected' level.
Mathematics for the Nonmathematician (Dover Books on Mathematics) Practical, scientific, philosophical, and artistic problems have caused men to investigate mathematics. But there is one other motive which is as strong as any of these — the search for beauty. Mathematics is an art, and as such affords the pleasures which all the arts afford." In this erudite, entertaining college-level text, Morris Kline, Professor Emeritus of Mathematics at New York University, provides the liberal arts student with a detailed treatment of mathematics in a cultural and historical context. The book can also act as a self-study vehicle for advanced high school students and laymen. Professor Kline begins with an overview, tracing the development of mathematics to the ancient Greeks, and following its evolution through the Middle Ages and the Renaissance to the present day. Subsequent chapters focus on specific subject areas, such as "Logic and Mathematics," "Number: The Fundamental Concept," "Parametric Equations and Curvilinear Motion," "The Differential Calculus," and "The Theory of Probability." Each of these sections offers a step-by-step explanation of concepts and then tests the student's understanding with exercises and problems. At the same time, these concepts are linked to pure and applied science, engineering, philosophy, the social sciences or even the arts. In one section, Professor Kline discusses non-Euclidean geometry, ranking it with evolution as one of the "two concepts which have most profoundly revolutionized our intellectual development since the nineteenth century." His lucid treatment of this difficult subject starts in the 1800s with the pioneering work of Gauss, Lobachevsky, Bolyai and Riemann, and moves forward to the theory of relativity, explaining the mathematical, scientific and philosophical aspects of this pivotal breakthrough. Mathematics for the Nonmathematician exemplifies Morris Kline's rare ability to simplify complex subjects for the nonspecialist
Gauss-Jordan TheoryPresentation Transcript ESCUELA DE INGENIERÍA DE PETROLEOS ESCUELA DE INGENIERÍA DE PETROLEOS So named because Carl Friedrich Gauss and Wilhelm Jordan, are linear algebra algorithms to determine the solutions of a system of linear equations, matrices and inverse finding. GAUSS METHOD Gaussian Elimination Elimination of Gauss Gauss-Jordan Elimination ESCUELA DE INGENIERÍA DE PETROLEOS A system of equations is solved by the method of Gauss where solutions are obtained by reducing an equivalent system given in which each equation has one fewer variables than the last. When applying this process, the resulting matrix is known as "stagger." ESCUELA DE INGENIERÍA DE PETROLEOS This method, which is a variation of Gauss elimination method, can solve up to 15 or 20 simultaneous equations, with 8 or 10 significant digits in the arithmetic of the computer. This procedure differs from the Gaussian method in which when you delete an unknown, is removed from all remaining equations, ie, the preceding equation as well as pivot to follow. ESCUELA DE INGENIERÍA DE PETROLEOS Also all the rows are normalized when taken as pivot equation. The end result of such disposal creates an identity matrix instead of a triangular Gauss as it does, so do not use the back substitution. ESCUELA DE INGENIERÍA DE PETROLEOS The method is best illustrated with an example. Solve the following set of equations First we express the coefficients and the vector of independent terms as an augmented matrix. ESCUELA DE INGENIERÍA DE PETROLEOS The first line is normalized by dividing by 3 to obtain: The term X1 can be removed from the second row by subtracting 0.1 times the first in the second row. In a similar way, subtracting 0.3 times the first in the third line delete the term with the third row X1 ESCUELA DE INGENIERÍA DE PETROLEOS Then, the second line is normalized by dividing by 7.00333: Reducing X2 terms in the first and third equation is obtained: ESCUELA DE INGENIERÍA DE PETROLEOS The third line is normalized dividing by 10 010: Finally, the terms with X3 be reduced in the first and second equation to get: ESCUELA DE INGENIERÍA DE PETROLEOS Notice is not required substitution n s reverse direction for the solution n. The advantages and disadvantages of n Gaussian Elimination also apply to method of Gauss-Jordan. ESCUELA DE INGENIERÍA DE PETROLEOS Although the methods of Gauss-Jordan and Gauss elimination can look almost identical, the former requires approximately 50% fewer operations. Therefore, the Gaussian elimination method is simple for excellence in obtaining exact solutions to simultaneous linear equations. One of the main reasons for including the Gauss-Jordan, is to provide a direct method for obtaining the inverse matrix.
A solid foundation in Pre-Calculus will prepare you to excel in Calculus by providing the background for concepts, problems, issues, and techniques you will encounter. Professor Tohoru M. will make sure you understand every concept and reinforce what you learned with many examples. Sample topics include everything from Polar Coordinates and Vectors, to Conic Sections, Trigonometry, and Probability. This course includes other Educator instructors specializing in Trigonometry, Algebra 2, and Statistics to make sure every aspect of Pre-Calculus is covered. Professor Tohoru M. received his B.S. from the Massachusetts Institute of Technology in Chemical Engineering and has over 15 years of experience teaching. This content requires Javascript to be available and enabled in your browser.
20James Stewart, the 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 book to address a problem they frequently saw in their calculus courses. Many students were not prepared to "think mathematically" but attempted to memorize facts and mimic examples. ALGEBRA AND TRIGONOMETRY was designed specifically to help readers learn to think mathematically and 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.
Applied Combinatorics Book summary This is a revision of a one-semester survey of combinatorial analysis and graph theory, designed for mathematics and computer science majors. Three principal aspects of combinatorial reasoning are emphasized in this book: the systematic analysis of different possibilities, the exploration of the logical structure of a problem, and ingenuity. Keeping theory to a minimum, it uses numerical examples to demonstrate the combinatorial reasoning involved in computer science, operations research, and finite probability. This edition gives more attention to computer science's use of combinatorics. Includes a new chapter on topics in theoretical computer science, a new section on recursive programs, an enlarged discussion of algorithms to generate combinatorial sets, and additional programming exercises. [via]
Mathematics Through Applications Fundamental Mathematics through Applications focuses on relevant content, motivating real-world applications, examples, and exercises demonstrating ...Show synopsisFundamental Mathematics through Applications focuses on relevant content, motivating real-world applications, examples, and exercises demonstrating how integral mathematical understanding is to student mastery in other disciplines, a variety of occupations, and everyday situations. A distinctive side-by-side format pairing an example with a corresponding practice exercise encourages students to get actively involved in the mathematical content from the start. Unique Mindstretchers target different levels and types of student understanding in one comprehensive problem set per section incorporating related investigation, critical thinking, reasoning, and pattern recognition exercises along with corresponding group work and historical connections. Compelling Historical Notes give students further evidence that mathematics grew out of a universal need to find efficient solutions to everyday problems. Plenty of practice exercises provide ample opportunity for students to thoroughly master basic mathematics skills and develop confidence in their understanding1496904Good. Paperback. May include moderately worn cover, writing,...Good. Paperback. May include moderately worn cover, writing, markings or slight discoloration. SKU: 9780321496904
Elementary Statistics - With CD (High School) - 2nd edition Summary: For algebra-based Introductory Statistics courses. Elementary Statistics teams the proven authorship and pedagogical expertise of Larson with Farber's 30 years of statistics-teaching experience. It will appeal to today's visually oriented and more technologically savvy students. Highlights Graphical Approach that incorporates the graphical display of data throughout. Flexible tec...show morehnology--Introduces each new technique with hand calculations before a worked-out Technology Example is presented. More than 1,700 exercises--Includes a wide variety in each section that moves from basic concepts and skill development to more challenging problems. Titled examples paired with unique Try It Yourself problems--Illustrates every concept in the text with step-by-step examples numbered and titled for easy reference, Immediately followed with a similar problem. "Real Statistics, Real Decisions" challenges students to make decisions about which techniques to useHardcover Fair 01304888526.05 Multiple copies available. MI 32E $6.35 +$3.99 s/h Good Allied Book Co. Ligonier, IN Book Leaves in 1 Business Day or Less! Leaves Same Day if Received by 2 pm EST! Cover has some wear, mostly corners and binding. Good. Multiple copies available. MI 32E
Synopses & Reviews Publisher Comments: Master the basic concepts and methodologies of digital signal processing with this systematic introduction, without the need for an extensive mathematical background. The authors lead the reader through the fundamental mathematical principles underlying the operation of key signal processing techniques, providing simple arguments and cases rather than detailed general proofs. Coverage of practical implementation, discussion of the limitations of particular methods and plentiful MATLAB illustrations allow readers to better connect theory and practice. A focus on algorithms that are of theoretical importance or useful in real-world applications ensures that students cover material relevant to engineering practice, and equips students and practitioners alike with the basic principles necessary to apply DSP techniques to a variety of applications. Chapters include worked examples, problems and computer experiments, helping students to absorb the material they have just read. Lecture slides for all figures and solutions to the numerous problems are available to instructors
Precalculus: Concepts Through Functions - 2nd edition Summary: Precalculus: Concepts Through Functions, A Unit Circle Approach to Trigonometry, Second Editionembodies Sullivan/Sullivan's hallmarks-accuracy, precision, depth, strong student support, and abundant exercises-while exposing readers to functions in the first chapter. To ensure that students master basic skills and develop the conceptual understanding they need for the course, this text focuses on the fundamentals:preparingfor class,practicingtheir homework, andreviewingthe concepts. A...show morefter using this book, students will have a solid understanding of algebra and functions so that they are prepared for subsequent courses, such as finite mathematics, business mathematics, and engineering calculus. KEY TOPICS: Foundations: A Prelude to Functions; Functions and Their Graphs; Linear and Quadratic Functions; Polynomial and Rational Functions; Exponential and Logarithmic Functions; Trigonometric Functions; Analytic Trigonometry; Applications of Trigonometric Functions; Polar Coordinates; Vectors; Analytic Geometry; Systems of Equations and Inequalities; Sequences; Induction; the Binomial Theorem; Counting and Probability; A Preview of Calculus: The Limit; Derivative, and Integral of a Function MARKET: For all readers interested in college algebra44875 ITEM IN REALLY ROUGH SHAPE! Possible damage to binding, torn pages, slight liquid damage etc... Still usable. All day low prices, buy from us sell to us we do it all!! $58.05 +$3.99 s/h Good SellBackYourBook Aurora, IL 0321644875 Item in good condition. Textbooks may not include supplemental items i.e. CDs, access codes etc... All day low prices, buy from us sell to us we do it all!! $62164487966.10 +$3.99 s/h Good Bookbyte-OR Salem, OR May include moderately worn cover, writing, markings or slight discoloration. SKU:978032164487979.9455107
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).
Discrete mathematics- The mathematics of integers and of collections of object underlies the operation of digital computer, and is used widely in all fields of computer science for reasoning about data structures algorithms and complexity. The primary objective of subject is to prepare students mathematically for the study of computer engineering. Topics covered in the course include proof techniques, logic and sets, functions, relations, counting techniques, probability and recurrences. By the end of the course, students should be able to formulate problems precisely, solve the problems, apply formal proof techniques, and explain their reasoning clearly. Illustrate by example, basic terminology and model problems in computer engineering using graphs and trees 3. Multiplexers: Application like Realization of Boolean expression using Multiplexer. 4. Demultiplexers: Applications like Realization of ROM using Demultiplexer. 5. BCD adder/Subtractor using 4 bit binary adder 7483. 6. Parity generator / detector. B. Sequential Circuit Design 1.Flip flops, Registers and Counters (Study and Write up only). 2.4-bit Multiplier / Divider (Study and Write up only). 3.Ripple counter using flip-flops. 4.Sequence generator using JK flip-flop. 5.Sequence detector using JK flip-flop. 6.Up-down counter using JK flip-flop. 7.Modulo N counter using 7490 & 74190 (N>10). 8.Pseudo random number generator. 9.Design of a barrel shifter. C. Study /Implement of VHDL and examples of Combinational and sequential circuits 1.Combinational Circuits: Adder, MUX 2.Sequential Circuits: Asynchronous or Synchronous Counter D. ASM, PALS and FPGA 1.Simple ASM using multiplexer controller method. 2.Implementation of combinational logic using PLAs 3.Study of FPGA devices (Study and Write up only). •Instructor will frame assignments based on the suggested assignments as given above. Students will submit the term work in the form of journal consisting of minimum of 16 assignments of which assignment of Group C and 2 assignments from Group D are compulsory. •Term work assessment be done progressively and questions will be asked to judge the understanding of assignments performed. Understand the importance of professional behaviour at the work place, Understand and Implement etiquettes in workplace, presenting oneself with finesse and making others comfortable in a business setting. Importance of first impression, Grooming, Wardrobe, Body language, Meeting etiquettes (targeted at young professionals who are just entering business environment) , Introduction to Ethics in engineering and ethical reasoning, rights and responsibilities, UNIT IV: Interpersonal relationship (04 hours) a) Team work, Team effectiveness, Group discussion, Decision making - Team Communication. Team, Conflict Resolution, Team Goal Setting, Team Motivation Understanding Team Development, Team Problem Solving, Building the team dynamics. Multicultural team activity b) Group Discussion- Preparation for a GD, Introduction and definitions of a GD, Purpose of a GD, Types of GD, Strategies in a GD , Conflict management, Do's and Don'ts in GD UNIT V: Leadership skills (02 hours) Leaders' role, responsibilities and skill required - Understanding good Leadership behaviours, Learning the difference between Leadership and Management, Gaining insight into your Patterns, Beliefs and Rules, Defining Qualities and Strengths of leadership, Determining how well you perceive what's going on around you, interpersonal Skills and Communication Skills, Learning about Commitment and How to Move Things Forward, Making Key Decisions, Handling Your and Other People's Stress, Empowering, Motivating and Inspiring Others, Leading by example, effective feedback UNIT VI: Other skills (02 hours) a)Time management- The Time management matrix, apply the Pareto Principle (80/20 Rule) to time management issues, to prioritise using decision matrices, to beat the most common time wasters, how to plan ahead, how to handle interruptions , to maximise your personal effectiveness, how to say "no" to time wasters, develop your own individualised plan of action Each class should be divided into three batches of 20-25 students each. The sessions should be activity based and should give students adequate opportunity to participate actively in each activity. Teachers and students must communicate only in English during the session. Specific details about the teaching methodology have been explained in every activity given below. Practical Assignments (Term work) Minimum 8 assignments are compulsory and teachers must complete them during the practical sessions within the semester. The teacher should explain the topics mentioned in the syllabus during the practical sessions followed by the actual demonstration of the exercises. . Students will submit report of their exercise (minimum 8) assignments as their term work at the end of the semester but it should be noted that the teacher should assess their assignment as soon as an activity is conducted. The continual assessment process should be followed. 1. SWOT analysis The students should be made aware of their goals, strengths and weaknesses, attitude, moral values, self confidence, etiquettes, non-verbal skills, achievements etc. through this activity. The teacher should explain to them on how to set goals, SWOT Analysis, Confidence improvement, values, positive attitude, positive thinking and self esteem. The teacher should prepare a questionnaire which evaluate students in all the above areas and make them aware about these aspects. 2. Personal & Career Goal setting – Short term & Long term 3 Presentation Skills Students should make a presentation on any informative topic of their choice. The topic may be technical or non-technical. The teacher should guide them on effective presentation skills. Each student should make a presentation for at least 10 minutes. 4. Letter/Application writing Each student will write one formal letter, and one application. The teacher should teach the students how to write the letter and application. The teacher should give proper format and layouts. 5. Report writing The teacher should teach the students how to write report .. The teacher should give proper format and layouts. Each student will write one report based on visit / project / business proposal etc. 6. Listening skills The batch can be divided into pairs. Each pair will be given an article (any topic) by the teacher. Each pair would come on the stage and read aloud the article one by one. After reading by each pair, the other students will be asked questions on the article by the readers. Students will get marks for correct answers and also for their reading skills. This will evaluate their reading and listening skills. The teacher should give them guidelines on improving their reading and listening skills. The teacher should also give passages on various topics to students for evaluating their reading comprehension. 7. Group discussion Each batch is divided into two groups of 12 to 14 students each. Two rounds of a GD for each group should be conducted and teacher should give them feedback. 8. Resume writing Each student will write one formal letter, and one application. The teacher should teach the students how to write the letter and application. The teacher should give proper format and layouts. 9. Public Speaking Any one of the following activities may be conducted : 2.Prepared speech (topics are given in advance, students get 10 minutes to prepare the speech and 5 minutes to deliver. 3.Extempore speech (students deliver speeches spontaneously for 5 minutes each on a given topic ) 4.Story telling (Each student narrates a fictional or real life story for 5 minutes each) 5.Oral review ( Each student orally presents a review on a story or a book read by them) 1.Write X86/64 Assembly language program (ALP) to add array of N hexadecimal numbers stored in the memory. Accept input from the user. 2.Write X86/64 ALP to perform non-overlapped and overlapped block transfer (with and without string specific instructions). Block containing data can be defined in the data segment. 3.Write 64 bit ALP to convert 4-digit Hex number into its equivalent BCD number and 5-digit BCD number into its equivalent HEX number. Make your program user friendly to accept the choice from user for: (a) HEX to BCD b) BCD to HEX (c) EXIT. Display proper strings to prompt the user while accepting the input and displaying the result. (use of 64-bit registers is expected) 4.Write X86/64 ALP for the following operations on the string entered by the user. (use of 64-bit registers is expected) 5.Write 8086 ALP to perform string manipulation. The strings to be accepted from the user is to be stored in data segment of program_l and write FAR PROCEDURES in code segment program_2 for following operations on the string: (a) Concatenation of two strings (b) Number of occurrences of a sub-string in the given string Use PUBLIC and EXTERN directive. Create .OBJ files of both the modules and link them to create an EXE file. 6.Write X86/64 ALP to perform multiplication of two 8-bit hexadecimal numbers. Use successive addition and add and shift method. Accept input from the user. (use of 64-bit registers is expected) 7.Write 8087ALP to obtain: i) Mean ii) Variance iii) Standard Deviation For a given set of data elements defined in data segment. Also display result. Group B 1. 8255 (a)Write 8086 ALP to convert an analog signal in the range of 0V to 5V to its corresponding digital signal using successive approximation ADC and dual slope ADC. Find resolution used in both the ADC's and compare the results. (b)Write 8086 ALP to interface DAC and generate following waveforms on oscilloscope, (d)Write 8086 ALP to print a text message on printer using Centronixs parallel printer interface. NOTE: Select any two from 8255 assignments 2. 8253 Write 8086 ALP to program 8253 in Mode 0, modify the program for hardware retriggerable Mono shot mode. Generate a square wave with a pulse of 1 ms. Comment on the difference between Hardware Triggered and software triggered strobe mode. Observe the waveform at GATE & out pin of 1C 8254 on CRO 3. 8279 Write 8086 ALP to initialize 8279 and to display characters in right entry mode. Provide also the facility to display •Character in left entry mode. •Rolling display. •Flashing display 4. 8251 Perform an experiment to establish communication between two 8251 systems A and B. Program 8251 system A in asynchronous transmitter mode and 8251 system B in asynchronous receiver mode. Write an ALP to transmit the data from system A and receive the data at system B. The requirements are as follows: Transmission: •message is stored as ASCII characters in the memory. •message specifies the number of characters to be transmitted as the first byte. Reception: •Message is retrieved and stored in the memory. •Successful reception should be indicated. 5. 8259 Write 8086 APL to interface 8259 in cascade mode (M/S) and demonstrate execution of ISR in following manner: Main program will display two digits up counter. When slave IRQ interrupt occurs, it clears the counter and starts up counting again. When Master IR1 interrupt occurs, it resets the counter to FFH and starts down counting. 6. TSR Program Write a TSR program in 8086 ALP to implement Real Time Clock (RTC). Read the Real Time from CMOS chip by suitable INT and FUNCTION and display the RTC at the bottom right corner on the screen. Access the video RAM directly in your routine. 7. TSR Program Write a TSR program in 8086 ALP to implement Screen Saver. Screen Saver should get activated if the keyboard is idle for 7 seconds. Access the video RAM directly in your routine. Student will submit the term work in the form of Journal consisting of minimum of 13 experiments with all seven experiments from group A and any 5 assignments from group B and group C assignments. Practical examination will be based on the term work and questions will be asked to judge the understanding of assignments performed at the time of examination.
The goal of the project was to reproduce the class notes from the first week and a half of lectures and carefully explain the material. The emphasis of the course is the use of diagrams (that are technically accurate) to explain proofs and geometric ideas. The pictures were drawn using Ghostscript, and utilize the Postscript language.
Page 438 - With the Mathematical Elements of Music. Designed for the Use of Students in the University. Second Edition, Revised and Enlarged. Crown 8vo. gs. A TREATISE OF MAGNETISM. Designed for the Use of Students in the University.‎ Page 432 - CHRISTIE— A COLLECTION OF ELEMENTARY TESTQUESTIONS IN PURE AND MIXED MATHEMATICS; with Answers and Appendices on Synthetic Division, and on the Solution of Numerical Equations by Homer's Method. By JAMES R. CHRISTIE, FRS, Royal Military Academy, Woolwich. Crown 8vo. 8s. 6d. CLIFFORD— THE ELEMENTS OF DYNAMIC.‎ Page 437 - DYNAMICS, SYLLABUS OF ELEMENTARY. Part I. Linear Dynamics. With an Appendix on the Meanings of the Symbols in Physical Equations. Prepared by the Association for the Improvement of Geometrical Teaching. 4to. Is.‎ References from web pages Cajori: <i>A history of mathematics</i> Introduction Florian Cajori wrote A history of mathematics which was published by The Macmillan Company in London in 1893. More than 100 years later, Cajori's book is ... www-groups.dcs.st-and.ac.uk/ ~history/ Extras/ Cajori_history.html JSTOR: A History of Mathematics A history of mathematics (5th edition), by Florian Cajori. Pp524 Npg. 1991. ISBN 0-8284-2303-6 (Chelsea). This is a gem of a book. ... links.jstor.org/ sici?sici=0025-5572(199411)2%3A78%3A483%3C361%3AAHOM%3E2.0.CO%3B2-B History of Mathematics: Textbooks A history of mathematics. Wiley, 1968. Reprint: Princeton University Press, Princeton, .... Scott, Joseph F. A history of mathematics from antiquity to the ... aleph0.clarku.edu/ ~djoyce/ mathhist/ textbooks.html ebscohost Connection: A HISTORY OF MATHEMATICS. Education: The article reviews the book "A History of Mathematics," by Florian Cajori. connection.ebscohost.com/ content/ article/ 1043208478.html;jsessionid=FAF90C6A448FA7637858B7040656302C.ehctc1 Sources for the Math Symbols and Words Pages Boyer, Carl B. A History of Mathematics. Revised by Uta C. Merzbach. ... A History of Mathematics. New York: The Macmillan Co., 1893. Cajori, Florian. ... members.aol.com/ jeff570/ sources.html History of Math References Boyer, Carl B. and Merzbach, Uta C. A History of Mathematics, New York, ... Katz, Victor, A History of Mathematics: An Introduction, second edition, ... www-math.cudenver.edu/ ~wcherowi/ courses/ m4010/ hmref.html
PRINCIPLES OF ENGINEERING ANALYSIS presents Mathematical tools for Engineering Analysis and applications. Particular emphasis has been given to explain Signals and Systems. Different transformation techniques such as Laplace, Fourier and Z transforms mathematically and subsequently its applications in solving differential and integral equations are also given. Key Features • Concepts illustrated by many solved examples • Review questions given at the end of each Chapter. • Some operations on Signals are illustrated using P-Spice Software. Matlab codes are also provided in almost each Chapter. DTREG (Predictive modeling software) used to analyze data obtained from diffusion equation. Table of Contents Introduction to Signals and Systems / Time-domain Analysis of Continuous-time Systems / Signal Representation by Fourier Series / Continuous-time Signal Analysis using the Fourier Transform / Time-domain Analysis of Discrete-time Systems / Continuous-time System Analysis using the Laplace Transform / Discrete-time System Analysis using the Z-transform / Discrete Fourier Transform (DFT) and Fast Fourier Transform (FFT) / System Analysis using Second Order PDE. Audience Undergraduate & Postgraduate Students and Professionals in Computer Engineering, Electrical Engineering, Electronics Engineering, Biomedical Engineering as well as Applied Mathematics Students
Giving an introduction to quantum mechanics, this work includes worked examples to illustrate the processes discussed and Dirac's Method, explains how to obtain a desired result in familiar terms rather than with confusing terminology and formulas. more... Need to Learn MATLAB? Problem SOLVED!. Get started using MATLAB right away with help from this hands-on guide. MATLAB Demystified offers an effective and enlightening method for learning how to get the most out this powerful computational mathematics tool. . Using an easy-to-follow format, this book explains the basics of MATLAB up front. You'll... more... A self-contained treatment of the fundamentals of quantum computing This clear, practical book takes quantum computing out of the realm of theoretical physics and teaches the fundamentals of the field to students and professionals who have not had training in quantum computing or quantum information theory, including computer scientists, programmers,... more... Here's the sure cure for CIRCUIT PARALYSIS!. Need to learn circuit analysis but experiencing some resistance in your brain waves? No stress! Circuit Analysis Demystified will give you the jolt you need to understand this complex subject--without getting your circuits crossed. In the first part of the book, you'll learn the fundamentals... more... Take the complication out of COMPLEX VARIABLES. Ready to learn the fundamentals of complex variables but can't seem to get your brain to function on the right level? No problem! Add Complex Variables Demystified to the equation and you'll exponentially increase your chances of understanding this fascinating subject. Written in an easy-to-follow... more... If you think projection operators work in the cinema, or learning about spin-1/2 makes your head, well, spin, Quantum Mechanics DeMYSTiFieD will energize your knowledge of this topic's fundamental concepts and theories, and allow you to learn at your own pace. This thoroughly revised and updated guide eases youinto the subject, beginning with wave...
The Number System (Dover Books on Mathematics) Book Description: This book explores arithmetic's underlying concepts and their logical development. It offers an informal and intuitive understanding of the rigorous logical approach, in addition to a detailed, systematic construction of the number systems of rational, real, and complex numbers. Numerous exercises help students test their progress and practice concepts. 1956 edition
Stereology Werner Nagel Publisher: Oxford University Press DOI:10.1093/acprof:oso/9780199232574.003.0014 In the present chapter some essential mathematical principles of stereology are presented. Considering that several excellent new books and surveys appeared over the past years, it is not aimed to review the recent development in the field. The emphasis is on rather general quantitative as well as qualitative basic principles and a few new results from the literature
As the author explains in his introduction: "This book has three intended audiences and serves three different purposes. First, it may be used as a graduate-level introduction to a fascinating area of mathematics ⋯. The second intended audience consists of professional combinatorialists, for whom this book could serve as a general reference ⋯. Finally, this book may be used by mathematicians outside combinatorics whose work requires them to solve a combinatorial problem." The book serves all of these audiences well. The first chapter is a basic introduction to combinatorics and includes the fundamental counting formulas organized as counting functions under various conditions. The second chapter is devoted to a discussion of sieve methods. The remainder of the book consists of two long chapters: Partially ordered sets and Rational generating functions. The book contains many careful examples and includes a large variety of exercises. The exercises are rated as to difficulty and a complete set of solutions is included. In addition each chapter contains a collection of historical notes and an extensive set of references.
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Linear Algebra and Its Applications321385179 Used book in very good condition. Will ship with tracking number! YB Shop CA, USA $117.04 FREE Used Good(2 Copies): Good Sorry, CD MISSING. May have minimal notes/highlighting, minimal wear/tear. Please contact us if you have any Questions. PennText PA, USA $118.35 FREE Used Good(1 Copy): Good 0321385179 Used book, good condition with normal wear/tears/ markings/writings. US edition as shows. Will ship with tracking. Standard/ Expedited/ Second day Shipping methods available! YB Shop CA, USA $119.55122.57Books in Stock; IL, USA $126.05About the Book Linear algebra is relatively easy for students during the early stages of the course, when the material is presented in a familiar, concrete setting. But when abstract concepts are introduced, students often hit a brick wall. Instructors seem to agree that certain concepts (such as linear independence, spanning, subspace, vector space, and linear transformations), are not easily understood, and require time to assimilate. Since they are fundamental to the study of linear algebra, students' understanding of these concepts is vital to their mastery of the subject. David Lay introduces these concepts early in a familiar, concrete "Rn" setting, develops them gradually, and returns to them again and again throughout the text so that when discussed in the abstract, these concepts are more accessible.
Math advantage by Grace M Burton( Book ) 38 editions published between 1998 and 2000 in English and held by 220 libraries worldwide Mathematics plus( Book ) 55 editions published between 1989 and 1994 in English and held by 187hematics plus. Grade 4( Book ) 3 editions published between 1992 and 1994 in English and held by 16emáticas mi ventaja. [Grade 4( Book ) 7 editions published between 1999 and 2004 in Spanish and held by 14 libraries worldwide [This textbook] offers hands-on activities to develop concepts, features to make math relevant, and a variety of practice to build understanding.-
Barron's New Jersey ASK7 Math Test Book Description: Seventh graders preparing to take the New Jersey ASK math test will find a detailed review of all relevant math topics in this brand-new manual. Topics include integers, fractions, decimals, whole numbers and exponents, ratio and proportion, solving algebraic equations, patterns in algebra, pattern problems, inequalities, and much more. Each chapter includes practice and review questions with answers. Also included are two full-length practice tests with answers
Mathematics is a universal language with far-reaching applications. Today, perhaps more than ever, a good grasp of mathematics is necessary in order for you to impact your world. Economic recession, overpopulation, pollution, and disease are some of the problems whose solutions will require good mathematicians. A Marygrove degree in mathematics will empower you with knowledge, character, and leadership, and could help you change the world. Math, the Language of Everything... Come Explore with Us At Marygrove, your mathematics education will be explorative as faculty continually seek the best way to connect to you. This means teaching and learning outside the box, and delivering a dynamic curriculum which adjusts to the way our students live, study and interact. Courses are designed (and constantly redesigned) to engage, challenge, and motivate you. Throughout your coursework, faculty observe your progress and get to know your personal learning style. As a student, you'll benefit from regular face time with key faculty. As the world has become more digital, so has the design of our courses. For example, the Algebra course uses MyMathLab—an online program which provides an accessible source for homework, practice, and tests. The program provides instant feedback (no more waiting for grades) and assistance with homework (no more working alone). Throughout the curriculum, you'll experience a refreshing approach to course design that includes an emphasis on real-world problem solving and makes use of multimedia via classrooms equipped with "smart technology." Graph Theory New courses such as Graph Theory, which is the study of relationships and connections, explore the frontiers of mathematics and its modern-day uses. Marygrove is one of the few colleges in the state to offer a course in graph theory, which has many applications involving social networking (Facebook), internet modeling, computer network analysis, utility design, scheduling, and even topics as diverse as the function of language. Opportunities for research are also available to students who wish to explore mathematics topics beyond the standard curriculum under the guidance of faculty. Online MAT We also have an ever expanding presence in Marygrove's Master in the Art of Teaching (MAT) online program. Our teaching programs balance strategy and pedagogy to help you master your craft. In our elementary teaching programs, mathematics has been emphasized in order to better meet standards, and courses are incorporating a better means of online interaction. At Marygrove College you will build a good foundational understanding and mastery of mathematics, whether for real-world application, for teaching, or for the pure study of the beauty and aesthetics of mathematical theory
Mathematical and Computer Sciences Courses (MATH, COMPSCI) Contact: MATHEMATICS (MATH) MATH 542 This course will cover the basics of statistical testing, regression analysis, experimental design, analysis of variance, the use of computers to analyze statistical problems. Prerequisite: MATH 253 or MATH 250 or consent of instructor. MATH 552 Infinite Processes for the Elementary Teacher 3 u This course is primarily for pre-service elementary and middle school teachers. Students will be introduced to the concepts of calculus, which include infinite processes, limits, and continuity. In addition, derivatives and integrals, and their relationship to area and change will be covered. MATH 570 Problem Solving for the Elementary Teacher 3 u This course is primarily for pre-service elementary and middle school teachers. Students will learn a variety of problem solving strategies applicable in elementary and middle school. The applications will cover many different areas of mathematics. Prerequisite: MATH 149 MATH 575 Development of Mathematics 3 u A study of the development of mathematical notation and ideas from prehistoric times to the present, periods and topics will be chosen corresponding to the backgrounds and interests of the students. Prerequisite: Consent of instructor. MATH 615 Modern Algebra and Number Theory for the Elementary Teacher 3 u An introduction to modern algebra with special emphasis on the number systems and algorithms which underlie the mathematics curriculum of the elementary school. Topics include sets, rings, integral domains, rational numbers, real numbers, complex numbers and polynomials. Students may not receive credit for both MATH 615 and MATH 652. Prerequisite: MATH 149 and MATH 152 MATH 616 Geometry for the Elementary Teacher 3 u A study of the intuitive, informal geometry of sets of points in space. Topics include elementary constructions, coordinates and graphs, tessellations, transformations, problem solving, and symmetries of polygons and polyhedra and use of geometry computer software. Prerequisite: MATH 149 and MATH 152 MATH 617 Theory of Numbers 3 u A study of the properties of integers, representation of integers in a given base, properties of primes, arithmetic functions, modulo arithmetic. Diophantine equations and quadratic residues. Consideration is also given to some famous problems in number theory. Prerequisite: MATH 615 or MATH 652 or consent of instructor MATH 621 Mathematics for High School Teachers I 3 u The course revisits the high school curriculum from an advanced perspective. The focus is on deepening understanding of concepts, highlighting connections and solving challenging problems. The mathematical content includes number systems, functions, equations, integers, and polynomials. Connections to geometry are emphasized throughout the course. MATH 622 Mathematics for High School Teachers II 3 u The course continues the explorations of the high school curriculum from an advanced perspective that was started in Math 421. The focus is on deepening understanding of concepts, highlighting connections and solving challenging problems. The mathematical content includes congruence, distance, similarity, trigonometry, area, and volume. Connections to algebra are emphasized throughout the course. MATH 653 Abstract Algebra 3 u This course is a continuation of MATH 452/652 with emphasis on ring and field theory. Topics include a review of group theory, polynomial rings, divisibility in integral domains, vector spaces, extension fields, algebraic extension fields, etc. Prerequisite: MATH 555 and MATH 652. MATH 659 MATH 664 Advanced Calculus 3 u This course presents a rigorous treatment of the differential and integral calculus of single variable functions, convergence theory of numerical sequences and series, uniform convergence theory of sequences and series of functions, metric spaces, function of several real variables, and the inverse function theorem. This course contains a written component. MATH 690 Workshop 1-3 u MATH 694 Seminar 2 u MATH 696 Special Studies 1-3 u Prerequisite: Consent of instructor. MATH 790 Workshop 1-6 u MATH 794 Seminar 1-3 u MATH 796 Special Studies 1-3 u MATH 798 Individual Studies 1-3 u In addition to allowing students to carry on independent studies in a wide variety of graduate level topics, students may take many of the department's upper level undergraduate courses supplemented with graduate components. These courses include advanced calculus, complex variables, differential equations, abstract algebra, number theory, probability, statistics, and more. MATH 799 Thesis Research 1-6 u Students must complete a Thesis Proposal Form in the Graduate Studies Office before registering for this course.
Book Description1) Overview of Topics Addressed For graduates of the Culinary Institute of America (CIA) who are about to enter the professional world, this book is an easy way to brush up on basic mathematic skills before entering the job market. This 383 page book covers math topics such as addition, subtraction, multiplication, division, fractions, solving percent problems, statistics, business graphics, and measurement systems English and Metric. It helps the student compute business records and transactions such as invoices, purchase orders, stock records, and time cards. Students can also learn to calculate the wages of employees with true-to-life word problem scenarios. For example, "Jack Green is paid $7.25 an hour for a 40-hour week plus time and a half for overtime. Last week he worked 45 hours. How much was his gross pay? Green worked 40 hours of regular time plus 5 hours of overtime". By practicing word problems that are realistic to the profession, this book helps people with basic skills in the restaurant industry. 2) How the Topic Relates to the Hospitality/Restaurant Industry The hospitality/restaurant industry, according to the CIA Course Catalog 2004-2005, is an "industry that generates an estimated $440.1 billion in annual sales in the US." This book provides chefs a review of fundamental math skills which are imperative for running successful restaurant businesses. It teaches checking and accuracy methods, as well as shortcuts in business computations. "Anyone working in the business world must have a thorough knowledge of multiplication. When you are given the number of items purchased and the price of each, you find the total cost of the purchase by multiplication. Discounts are found by multiplication, as are sales taxes". It provides a practical review of applications to the business world. "Division is widely used by both businesses and consumers. In installment buying, the monthly payments are calculated by using division. When merchandise is purchased in quantity, the unit price is found by division". By using step-by-step explanations and exercises based on forms used in business and word problems drawn from actual business situations to reinforce skills, this book presents case problems from retailing, purchasing, management, and finance which are directly transferable to the hospitality industry. 3) How the Information is Useful to Me as an Executive Chef This information will be useful to an aspiring executive chef like me because I will be responsible for all aspects of managing the kitchen and kitchen personnel. As an executive chef, I will have to ensure the proper handling, storage, quality preparation, and presentation of all menu items. I will also have to have a thorough knowledge of coordinating the purchase of all labor costs and develop profitable menus. "Many business transactions involve fractions, or parts of units. Many items are sold in pounds or fractions of a pound, in dozens or parts of a dozen. Hourly wages are computed with fractional parts of hours, and overtime pay is usually figured an 1 1/2 times the regular rate". I have to understand the fundamentals of mathematics in order to maintain and control food and labor costs. It is a useful book for the CIA student or graduate because it covers all areas of business mathematics. It starts with decimals and whole numbers. Like building blocks in the CIA curriculum, the book brings students along, bit by bit, through fractions, percents, statistics, and equations, to specifics of business-related mathematics applications such as payroll, discounts, markup/markdown, interest, credit, depreciation, inventory, insurance, and taxes. Procedures, rules, and formulas are broken down. I recommend this book to anyone in the restaurant/hospitality industry professional because it is easy to follow.Read more › Hi, I would like to tell you how much I enjoyed the Business Math book. The book was so fun and easy to catch on to that before I knew it I was done. This book is thick so you would think it would take you months to do but it dosent.The book is designed as a teacher first they explain the work and give you examples then you do the work and refer to the examples as you would a teacher so thank you for writing this book Colman Goozner. I teach business math to immigrants with varying degrees of English proficiency who are interested in starting their own businesses. I wanted a good book to use as a guide. I have used several Barron's books over the years and thought them all to be outstanding. The same applies to this book. It's very concise and user-friendly.
Kickstarter a letter by a "Donald Ross" that some people think is by Mark Twain: Things a Scotsman Wants to Know. It qualifies for the category of "inverse problems nobody will know the answer to unless someone builds a time machine".) However, they're not diving into axing algebraic manipulation from the curriculum yet; rather Computer Based Math (abbreviated CBM) is planning to "rewrite key years of school probability and statistics from scratch". This is a reasonable first step given statistics is often taught computer based or at least calculator based these days (my colleague who teaches AP Statistics next door does so) and it does feel very silly to work through a passel of "figure out the standard deviation" problems by hand. However, I'm going to play devil's advocate again with a thought experiment. Since algebraic manipulation is not being removed at this time, these questions aren't going to be applicable to Estonia yet, but presuming Computer Based Math continues working with them it should come up soon. Suppose you are in a curriculum where you are used to algebraic manipulations being done by a CAS system. You are learning about statistics and come across these formulas: What is necessary to use the formulas conceptually? What understandings might someone lack by not having experienced the algebra directly? Is it possible to understand the progressive nature and relations with these formulas just by looking at them? Is it necessary (to be well-educated in statistics) to do so? If it is necessary, what specific errors could somebody potentially make in a statistics calculation? Could this be mitigated by the text? Could this be mitigated by steps taking during the CAS portion of the education that while not leading to lengthy practice in "manipulate the algebra" problems will still allow understanding of the text above? Is it possible to explain something too well? That is, something appears very clear to students after it is explained, so they don't practice (or at least pay attention to their practice because they assume they already understand the topic), and then the lack of practice means they forget what was explained? I'm not meaning "they never learned it in the first place" but rather "they learned it so well that they forgot it because they assumed the memory was permanent". (This is a slightly different issue than students who assume they learn something but really just keep their misconceptions.) Are there circumstances where practice can actually lessen understanding; for example, when a student who learns a "trick" that works for an entire worksheet may attempt the same trick in circumstances where it doesn't work? Thus it may be a bad idea at times to have a student practice a topic without all the special cases? (Specific example: suppose a student practices integer addition using only a positive with a negative number, but doesn't attempting adding negative numbers with negative numbers until later. Will their earlier practice hinder their learning in the new situation?) Each of the TED-Ed videos is meticulously animated and represents, I am sure, many many (many) hours of effort. Knowing this made the TED-Ed take on logarithms rather painful to watch: Oof. Let me attempt to sort my thoughts: 1. The hook baffled me. A hook should, optimally, be incorporated into the topic being learned. This hook was simply a preview of a future part of the video, and didn't carry much interest on its own. The "red eyes" made me think it was referring to the eye-bleedingly long numbers being presented. While my own logarithm video isn't perfect (also not entirely comparable since it's about the addition property in particular) I do at least manage a hook that's useful in the explanation of the topic. 2. "…small numbers and in some cases extremely large numbers leading us to the concept of logarithms." Logarithms come out of the inverse concept of an exponential. The numbers don't have to be large or small. (If you want to get historical, they were often used as a method to multiply quickly by turning the operation into addition.) While a logarithmic scale can be used to handle large or small numbers, I don't see how that leads to the statement in the video. 3. "the exponent p is said to be the logarithm of the number n" Math videos often are on the glacially slow side, but this part was presented so fast parts of my brain melted. Look: Logarithms represent, in essence, the first new mathematical operation students have had to reckon with since grade school. They cause intuitions to fail. I have seen students who have never had problems with mathematics before have them for the first time with logarithms. It's worthwhile, then, to spend a little more than five seconds on your definition. The definition is confusing, anyway; a logarithm is a function. It applies from one number to another number in a specific way. It is not simply an extract from an exponential equation. While the video mentions that (sort of) it waffles on the implications of introducing a new mathematical operation. 4. "…log base 10 is used so frequently in the sciences that it has the honor of having its own button." First off, no: the sciences often use base e (given how much continuous growth and decay happens in real life). Base 10 logarithms do still get used for logarithmic scales, but the statement as given in the video is just confusing. Also, that's a TI graphing calculator? Which one of has a logarithm button but not a natural logarithm button? Even the TI-81 has one. 5. "If the calculator will figure out logarithms for you, why study them?" The answer the video gives … is so you can figure out a logarithm base 2. That's a terribly weak answer, given a.) yes there are many applications of logarithms where understanding the mathematics is both good and necessary, and the video even goes into one application immediately after making this statement b.) the answer doesn't really answer the question (since it doesn't explain where the computer science-related equation came from) c.) with the current operating system, Texas Instruments calculators are perfectly capable of putting in alternate bases without a change of base formula (The video incidentally doesn't mention the change of base formula even though one of the questions in the post assessment asks what it is.) and d.) The statement presumes the use of a calculator in the first place (computer-based systems are also perfectly capable of doing logarithms with alternate bases). 6. The video then wants to show how useful logarithms are by giving a formula from science. Based on the post-test, I'm guessing this part is here merely to show how logarithms are used in "real life". In the master catalog of Ways to Convince Students Why Something is Useful, "look, a formula that shows up in science!" ranks somewhere between "because math is good for you" and "so you can get into a good college". By cooperative learning tasks I mean giving particular "jobs" to students during group work; here's a sampling from this website: Checker: Checks team members for understanding and agreement Datakeeper: Keeps track of information generated by group Helper: Gives help in reading, spelling, problem solving, or using materials Questioner: Asks questions of instructor or other groups Reporter: Gives oral reports to the total group Summarizer: Sums up what the group did or the conclusions the group came to Validator: Paraphrases what is said for clarity Writer/Recorder: Writes down ideas and records the task I tried experimenting with them last year (based on the urging of several people) but I've been distinctly unhappy. It feels like the jobs segment up the work in a rote sort of way which gives a student permission to "shut down" when they aren't needed for something in particular. I've still had some luck with engineering-like projects which involve building, but this sort of thing fails for me in general. For example, today I'm having my Algebra I students work on these questions in groups: You have an a row by b column matrix and want to multiply by a x row by y column matrix. 1. When is this multiplication impossible? 2. If the multiplication is possible, what is the size of the new matrix? 3. When multiplying 2×2 matrices, there is an identity operation (just like multiplying by 1 is an identity operation in arithmetic). What is it? 4. What about for nxn matrices? 5. Give an example (with all work) that shows that multiplying 2×2 matrices is in general not a commutative operation. 6. Even though the commutative law doesn't apply in general there are specific cases where it works. Give an example of a matrix A and B such that AB = BA.
... read more Customers who bought this book also bought: Our Editors also recommend:Shape Theory: Categorical Methods of Approximation by J. M. Cordier, T. Porter This in-depth treatment uses shape theory as a "case study" to illustrate situations common to many areas of mathematics, including the use of archetypal models as a basis for systems of approximations. 1989 edition. Advanced Trigonometry by C. V. Durell, A. Robson This volume is a welcome resource for teachers seeking an undergraduate text on advanced trigonometry. Ideal for self-study, this book offers a variety of topics with problems and answers. 1930 edition. Includes 79 figures. Product Description: symbols. Eight tables plus many diagrams and examples. 1963
MathHelper is a unique application for students. The uniqueness of the application is that it allows us to see not only the answer, but a detailed solution of the problem. Now you do not need to order the work in math or ask for help from classmates - assistant in mathematics will do everything himself. In addition to solving problems, the application includes the theory on these topics and a scientific calculator. MathHelper Lite allows you to solve a wide range of tasks. MathHelper allows you to quickly solve typical mathematical exercises of the linear and vector algebra, devided in 4 sections: 3. Vector Algebra - Vectors: Finding the magnitude or length of a Vector Collinearity of two Vectors Orthogonality of vectors Vector Addition, Subtraction and Scalar Multiplication Vector Multiplication Finding the Angle Between two Vectors Finding the cosine of the angle between the vectors AB and AC Finding the projection of one Vector on another Coplanarity of the Vectors 4. Vector Algebra - Figures: Calculate the area of a triangle Whether the four points lie on one plane Calculate the volume of a tetrahedron (pyramid) *Find the volume and height of a tetrahedron (pyramid)
Description of Life Of Fred: Trigonometry - Grades 10-12 by Z Twist Books Trigonometry covers the following concepts: Sines Cosines and Tangents Graphing Significant Digits Trig Functions of Any Angle Trig Identities Graphing Radian Measurement Conditional Trig Equations Functions of Two Angles Oblique Triangles Inverse Trig Functions Polar Coordinates Polar Form of Complex Numbers Preview of all of Calculus Product: Life Of Fred: Trigonometry - Grades 10-12 Vendor: Z Twist Books Minimum Grade: 10th Grade Maximum Grade: 12th Grade Weight: 1.65 pounds Length: 10.25 inches Width: 7 inches Height: 0.9 inches Subject: Math Learning Style: Kinesthetic, Visual Teaching Method: Charlotte Mason, Unit Study, Unschooling There are currently no reviews for Life Of Fred: Trigonometry - Grades 10-12.
A Refresher Course in Mathematics A Refresher Course in Mathematics Readers seeking to extend their mathematical skills will find this volume a practical companion. The contents are arranged in order of difficulty: fractions, decimals, square and cube root, the metric system, algebra, quadratic and cubic equations, graphs, and the infinitesimal calculus, plus other topics. Numerous examples. 195 figures. 1943 edition. Unabridged republication of the edition published by Emerson Books, New York, 1953.
books.google.com - This book, for the first time, provides laymen and mathematicians alike with a detailed picture of the historical development of one of the most momentous achievements of the human intellect - the calculus. It describes with accuracy and perspective the long development of both the integral and the differential... History of the Calculus and Its Conceptual Development
Ideas from Classroom Teachers for Vectors In general, vectors seem to be a counter-intuitive subject for students, possibly because separating a force (just the magnitude and direction part) from what it acts on is abstract. One possible tie-in would be anything involving wind, which is something familiar. Also, students know of translations and rotations from geometry, so invoking those transformations would help with the familiarity aspect. Emphasize that a vector is defined by its direction and magnitude, not by its location. To be considered: the zero vector; unit vector; vectors in terms of i and j; horizontal and vertical components of a vector; properties of vectors. Students could use vectors to prove geometric statements, such as "the lines that join one vertex of a parallelogram to the midpoints of the opposite sides trisect the diagonal." The angle between vectors can be found (proven) using the Law of Cosines and the dot product. Wherever possible, tie vectors in with geometric transformations. For example, students already know what translations are; now they have the tools to formalize them. Parametrics take a long time to introduce because students have been indoctrinated in x-y thinking since day one. Standard introductions to parametrics consist of some variant on the Ferris wheel problem, in which the x-coordinate and y-coordinate can both be visualized as directly dependent on time. One aspect of the Ferris wheel that needs to be brought out (even emphasized) is that by a set of parametric equations you can get a graph (in this case, a circle) which you cannot get by having a single y-in-terms-of-x function. Also (equally important) is that such a graph gets drawn in a way that represents the actual motion involved. In other words, it is usual to emphasize how to turn a pair of parametric equations into a single y = f(x), but that misses the point. Technology note: Most graphing calculators have a "parametric mode" that allows students to investigate parametric equations graphically. I would suggest teaching parametric equations as a separate mini-unit, perhaps just after polar coordinates (another alternative mode of graphing) and before vectors.
Setting Modes by Derek Setting the mode on your calculator is one of the easiest things to do, yet is still very important. Say you want to know what the sine of 90° is. Type in sin(90) and you should get 0 right? Not if you're in radian mode, it will give you .893997. That's why i'm here to tell you how to change your settings and what they all mean. [MODE] It may not look like it at first, but every line in the mode menu is for a separate setting. The first of each line is the default (what the calculator starts at and resets to) while highlighted options are those that are set. To change the settings, simply move the flashing box using the arrow keys and hit [ENTER] when you're over the desired setting. Number Style This sets how numbers are displayed. Options: Normal - dispays all the digits of a number just like everyday stuff Scientific - Displays numbers in Scientific notation (ie. 100 would be displayed as 1E2, which means 1 * 10^2) Engineering - simialiar to scientific notation except that there may be multipal digits before the decimal place Decimal place Determines how many digits will appear after a decimal point. Float will display as many as needed up to 9. Angle setting Sets your angles to either Degrees or Radians. See our Angle page for more on degrees and radians. Graphing style Sets the type of Graph used. Function - a normal xy plane (cartesion graph) Parametric - gives a value based off of 2 others, sort of a cheap 2D version of a 3D graph Polar - these are fun, but they'll confuse the heck out of you. Instead of x and y, you have the radius and angle. Segquence - good for ploting points, like lists, though I perfer using Stat Plot Graph line style This lets you toggle from connected points on your graph to just dots. Solid lines are nice but sometimes are missleading. Graph line order Sequential will draw the first function you have completely before starting the next. Simultaneous will draw all of the functions at once left to right. Of course this is much slower per function but both end up taking the same amount of time.
Synopses & Reviews Publisher Comments: A Course in Topological Combinatorics is the first undergraduate textbook on the field of topological combinatorics, a subject that has become an active and innovative research area in mathematics over the last thirty years with growing applications in math, computer science, and other applied areas. Topological combinatorics is concerned with solutions to combinatorial problems by applying topological tools. In most cases these solutions are very elegant and the connection between combinatorics and topology often arises as an unexpected surprise. The textbook covers topics such as fair division, graph coloring problems, evasiveness of graph properties, and embedding problems from discrete geometry. The text contains a large number of figures that support the understanding of concepts and proofs. In many cases several alternative proofs for the same result are given, and each chapter ends with a series of exercises. The extensive appendix makes the book completely self-contained. The textbook is well suited for advanced undergraduate or beginning graduate mathematics students. Previous knowledge in topology or graph theory is helpful but not necessary. The text may be used as a basis for a one- or two-semester course as well as a supplementary text for a topology or combinatorics class. Synopsis: This undergraduate textbook in topological combinatorics covers such topics as fair division, graph coloring problems, evasiveness of graph properties, and embedding problems from discrete geometry. Includes many figures and exercises. "Synopsis" by Springer, This undergraduate textbook in topological combinatorics covers such topics as fair division, graph coloring problems, evasiveness of graph properties, and embedding problems from discrete geometry. Includes many figures
Mathematics 1 COURSE Code: GASC M10 3 Credits Course Description Students will review basic principles of arithmetic and algebraic expressions enabling them to solve problems involving fractions, decimals, percentages, proportions and equations. The basic rules governing mensuration within the metric system will also be reviewed.
Use And Relation Of Maths In Other Subjects Essays and Term Papers Maths and other subjects relation Mathematics and its importance Mathematics is a fundamental part of human thought and logic, and integral to attempts at understanding the world and ourselves. Mathematics provides an effective way of building mental discipline and encourages logical reasonin The following essays I found in the Internert and I thought it would be helpful for students for thier Maths Assignment. Thes are not my work Aryabhata the Elder Born: 476 in Kusumapura (now Patna), India Died: 550 in India Aryabhata is also known as Aryabhata I to distinguish him from th The use of questioning and paired work in Mathematics Traditionally, mathematics and language-based subjects have been seen as occurring on opposite sides of a great divide. However, in recent years teachers have realised the importance of talk across the curriculum including mathematics. This is MATHEMATICS HIGHER SECONDARY – FIRST YEAR VOLUME – I REVISED BASED ON THE RECOMMENDATIONS OF THE TEXT BOOK DEVELOPMENT COMMITTEE Untouchability is a sin Untouchability is a crime Untouchability is inhuman TAMILNADU TEXTBOOK CORPORATION COLLEGE ROAD, CHENNAI - 600 006 PREFACE This Art can be defined many ways. Webster dictionary defines art as a branch of learning and the conscious use of skill and creative imagination especially in the production of aesthetic objects. As one can see art isn't just drawing, painting, sculpting, etc. Art is a way of learning creatively, so t Briefing and Application pack for Teaching Assistant wishing to be appointed to the Royal Greenwich UTC commencing after 1st July 2013 Preamble This pack contains briefing for and details of all the support posts the UTC is currently recruiting. The scale of the project – to recruit 15 or so s
A pedagogical application-oriented introduction to the calculus of exterior differential formson differential manifolds is presented. Stokes' theorem, the Lie derivative, linear connections and their curvature, torsion and non-metricity arediscussed. Numerous examples using differential calculus aregiven and some detailed comparisons are made with their traditional vector counterparts. In particular, vector calculus on R3 is cast in terms ofexterior calculus and the traditional Stokes' and divergence theorems replaced by the more powerful exterior expression of Stokes'theorem. Examples from classical continuum mechanics and spacetime physics arediscussed and worked through using the language of exterior forms. The numerousadvantages of this calculus, over more traditional machinery, arestressed throughout the article.
re... read more Challenging Problems in Geometry by Alfred S. Posamentier, Charles T. Salkind Collection of nearly 200 unusual problems dealing with congruence and parallelism, the Pythagorean theorem, circles, area relationships, Ptolemy and the cyclic quadrilateral, collinearity and concurrency, and more. Arranged in order of difficulty. Detailed solutions. Invitation to Geometry by Z. A. Melzak Intended for students of many different backgrounds with only a modest knowledge of mathematics, this text features self-contained chapters that can be adapted to several types of geometry courses. 1983 edition. Proof in Geometry: With "Mistakes in Geometric Proofs" by A. I. Fetisov, Ya. S. Dubnov This single-volume compilation of 2 books explores the construction of geometric proofs. It offers useful criteria for determining correctness and presents examples of faulty proofs that illustrate common errors. 1963 editions. Fundamental Concepts of Geometry by Bruce E. Meserve Demonstrates relationships between different types of geometry. Provides excellent overview of the foundations and historical evolution of geometrical concepts. Exercises (no solutions). Includes 98 illustrationsA Vector Space Approach to Geometry by Melvin Hausner This examination of geometry's correlation with other branches of math and science features a review of systematic geometric motivations in vector space theory and matrix theory; more. 1965 edition. Problems and Solutions in Euclidean Geometry by M. N. Aref, William Wernick Based on classical principles, this book is intended for a second course in Euclidean geometry and can be used as a refresher. More than 200 problems include hints and solutions. 1968 edition. Foundations of Geometry by C. R. Wylie, Jr. Geared toward students preparing to teach high school mathematics, this text explores the principles of Euclidean and non-Euclidean geometry and covers both generalities and specifics of the axiomatic method. 1964 edition. Projective Geometry by T. Ewan Faulkner Highlighted by numerous examples, this book explores methods of the projective geometry of the plane. Examines the conic, the general equation of the 2nd degree, and the relationship between Euclidean and projective geometry. 1960 edition. reveals a milestone in the development of mathematics. Solutions. Reprint of Famous Problems of Mathematics: A History of Constructions with Straight Edge and Compass, Van Nostrand Reinhold Company, New York, 1969
Mathematical Reasoning for Elementary Teachers - 6th edition Summary: Mathematical Reasoning for Elementary Teachers presents the mathematical knowledge needed for teaching, with an emphasis on why future teachers are learning the content as well as when and how they will use it in the classroom. the Sixth Edition has been streamlined to make it easier to focus on the most important concepts. the authors continue to make the course relevant for future teachers, including the new features like Examining School Book Pages, as well as the hallmark feature...show mores like Into the Classroom discussions and Responding to Students questions. Activities, classroom videos, and resources for professional development for future teachers are also available at before purchase>> annotated teacher edition with publisher notes on cover, New condition no writing or marks includes all Students content and all answers. text only no access code or oth...show moreer supplements. new inside. ship immediately - Expedited shipping available
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Math.NET aims to provide a self contained clean framework for symbolic mathematical (Computer Algebra System) and numerical/scientific computations, including a parser and support for linear algebra, complex differential analysis, system solving and more
Calm down - it will be okay. The Algebra Helper software can help you with your homework. It makes your homework faster to do and easier to learn...so don't panic. Picture yourself doing your homework. Sitting. Staring at the equation. Outwardly silent, but inwardly screaming, "Why?! Why doesn't this make any sense? I studied! What is the problem? Am I just dumb or something?"Instead of learning how to solve equations that only kinda sorta maybe look like what you're trying to solve, how about a program that works to help you solve your own homework?Help is just a click away. Still don't believe me? Take a look at the demo and see how quickly and easily you can do your homework. It explains it step by step. Any reason in particular you're still reading this? No? Okay, give it a try and go finish your homework! You'll be amazed at how quickly you'll be done and how well you'll understand it. Posted: Thu Sep 25, 2003 5:11 pm ; Post subject: algebra 3 help I'm not understanding algebra 3 help and I'm falling way behind in class. Is there anyway to get help at home using my computer? I have a computer in my room and I know how to use it No need to worry about failing. The Algebra Helper can help you with algebra 3 help
entity and Inverse Matrices This may, in fact, be two days masquerading as one—it depends on the class. They can work through the sheet on their own, but as you are circulating and helping, make sure they are really reading it, and getting the point! As I said earlier, they need to know that [I][I] is defined by the property AI=IA=AAIIAA, and to see how that definition leads to the diagonal row of 1s. They need to know that A-1A-1 is defined by the property AA−1=A1AA1A1=I=I, and to see how they can find the inverse of a matrix directly from this definition. That may all be too much for one day. I also always mention that only a square matrix can have an [I][I]. The reason is that the definition requires II to work commutatively: AIAI and IAIA both have to give AA. You can play around very quickly to find that a 2×323 matrix cannot possibly have an [I][I] with this requirement. And of course, a non-square matrix has no inverse, since it has no [I][I] and the inverse is defined in terms of [I][I]
Gateway to Modern Geometry: The Poincare Half-Plane - 2nd edition Summary: Stahl's Second Edition continues to provide students with�the elementary and constructive development of modern geometry that brings them closer to current geometric research.� At the same time, repeated use is made of high school geometry, algebra, trigonometry, and calculus, thus reinforcing�the students' understanding of these disciplines as well as enhancing their perception of mathematics as a unified endeavor. This distinct approach makes these advanced geometry principle...show mores accessible to undergraduates and graduates alike52.62 +$3.99 s/h New STO Houston, TX US Edition Book In Mint condition. Shipping with Trackable Method. $56.79
not required to know explicit formulas for arithmetic or geometric series. In fact, I discourage my students from even learning "specialized" formula such as sum of 1, 2, ..., n, permutations, combination, binomial, etc. -- only basic formulae like N * average = sum, and D = R * T. Memorizing formulae distracted and discourages the understanding of the underlying principle. However, you are expected to understand AVERAGES, and, with that understanding, you should be able to find the average and sum of ANY arithmetic sequence with ANY starting number. _________________
Math Problem Solver 0.00 (0 votes) Document Description To Math Problam Solverquickly and accurately you need an understanding of various math concepts and solving math problems is not an easy task. TutorVista has a team of expert online Math tutors to help you understand Math problems online and find out how to get solutions for them. Our tutors work with you in learning basic to advanced topics. So we assure you complete learning to solve math problems online. Add New Comment To solve Math problems Solver quickly and accurately you need an understanding of varied Math concepts and solving all of them is not at all easy. TutorVista has a team of expert online Math tutors ... To solve Free Math Problems Solver quickly and accurately you need an understanding of various math concepts and solving math problems is not an easy task. TutorVista has a team of expert online Math ... To solve Math problems quickly and accurately you need an understanding of various math concepts and solving math problems is not an easy task. TutorVista has a team of expert online Math tutors to ... To solve Math problems quickly and accurately you need an understanding of various math concepts and solving math problems is not an easy task. TutorVista has a team of expert online Math tutors to ... Mathematics is a subject that is included in every stream of education and its problems gets tougher as student moves further in his studies. That's why proper assistance in solving math problems is ... Before talking about linear programming, I would like to tell you the meaning of "linear". Linear is a Latin word which means pertaining to or resembling a line. In mathematics, linear equation means ... To solve Math Problems quickly and accurately you need an understanding of various math concepts and solving math problems is not an easy task. TutorVista has a team of expert online Math tutors to ... Before talking about linear programming, I would like to tell you the meaning of "linear". Linear is a Latin word which means pertaining to or resembling a line. In mathematics, linear equation means ... Before talking about linear programming, I would like to tell you the meaning of "linear". Linear is a Latin word which means pertaining to or resembling a line. In mathematics, linear equation means ... Content Preview Math Problem Solver To Math Problam Solverquickly and accurately you need an understanding of various math concepts and solving math problems is not an easy task. TutorVista has a team of expert online Math tutors to help you understand Math problems online and find out how to get solutions for them. Our tutors work with you in learning basic to advanced topics. So we assure you complete learning to solve math problems online. Learn More about solve math problems Math Problems made Easy One of the biggest problems in math that students encounter is solving word problems. Word Problems occur in every topic and every grade. Be it fractions, algebra, geometry or calculus, there are always word problems. Get math problem solver online now. Try our free math problems online help demo and interact with our expert math tutors. The following steps are generally followed to solve Math problems: Read it carefully - Math problem solving involves reading the problem slowly and carefully, in order to understand what is to be solved. At times, you miss out important information when you give it a quick reading. Break the problem into parts - Before solving a problem, it is important to break it down into parts. Clearly define what you need to do, what all information has been given in the problem and what you already know. Once you have that written down, it gets easier to solve the math problem online. Change it into an equation - It is important to convert what you read in words into an equation you can solve. So basically you need to change the English into numbers! Always cross check - Once you get the answer to your Math problem, you should always go back and recheck. Sometimes, you might miss out on small details and going over the problem and solution again helps. Read More on college algebra Help with Math Topics TutorVista's expert tutors will make solving problems very easy. Our expert tutors will work with you in a personalized one-on-one environment to help you understand Math questions better, thereby, ensuring that you are able to solve the problems. Solve problems in topics like: * Algebra * Geometry * Calculus * Pre-Algebra * Trigonometry * Discrete Mathematics Students frequently need help with fractions, solving algebra expressions, geometry problems, equations, ratios, probability and statistics measurements and calculus. Each of these topics has its own approach for solving problems. TutorVista's online tutoring in math can help students understand the methods for solving problems in each of these categories. Read More on algebraic expressions
Invitation to Discrete Mathematics This book is a clear and self-contained introduction to discrete mathematics, and in particular to combinatorics and graph theory. Aimed at ...Show synopsisThis book is a clear and self-contained introduction to discrete mathematics, and in particular to combinatorics and graph theory. Aimed at undergraduates and early graduate students in mathematics and computer science, it is written with the goal of stimulating interest in mathematics and encourages an active, problem-solving approach to the material. The reader is led to an understanding of the basic principles and methods of actually doing mathematics. It is more narrowly focused than many discrete mathematics textbooks and treats selected topics in 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, invariably useful for attacking new problems. More than 400 exercises, ranging widely in difficulty, and many accompanied by hints for solution, support this approach to teaching. Readers will appreciate the lively and informal style of the text, accompanied by more than 200 drawings and diagrams. Specialists in various parts of science ( with a basic mathematical education) wishing to apply discrete mathematics in their field will find the book a useful source, and even experts in combinatorics may occasionally learn from pointers to research literature or from the presentation of recent results. Invitation to Discrete Mathematics should make delightful reading both for beginners and mathematical professionals.Hide synopsis Description:New. This book is a clear and self-contained introduction to...New. This 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 act
Heart of Mathematics-Text Only - 4th edition ISBN13:978-1118156599 ISBN10: 1118156595 This edition has also been released as: ISBN13: 978-1118371046 ISBN10: 1118371046 Summary: Burger's 4thedition of Heart of Mathematics builds on previous editions based on math appreciation and an emphasis on critical thinking. The text is noted for itsreadable writing style, broad range of topics, and presentatio...show moren of the classic mathematical ideas in a fun and interesting way. Topic coverage of the text is more traditional ''skill-drill topics'' such as graph theory and algebra with an entirely new graph theory section and additional computational exercises to the end of each section.Furthermore, this edition offers an engaging and mind-opening experience for even your most math-phobic users. It's written for non-math, non-science-oriented majors and encouraging them to discover the mathematics inherent in the world around them. Infused throughout with the authors' humor and enthusiasm, The Heart of Mathematics introduces students to the most important and interesting ideas in mathematics while inspiring them to actively engage in mathematical thinking11856 +$3.99 s/h Good southbrooklyntexts Brooklyn, NY 1118156595149.811118156599
Simplifying Rational Expressions This video walk the learner through the steps to simplify rational expressions. Specific circumstances are discussed and several problems are modeled. Author(s): No creator set License information Related content No related items provided in this feed Adding and Subtracting Rational Expressions In this video, the instructor talks about adding and subtracting rational expressions. He first defines what rational expressions are and how they are different from equations. In general, the instructor states that the idea is to make the expression into a single fraction if possible. The instructor walks the viewer step by step through three different examples of adding and subtracting rational expressions. Author License information Related content No related items provided in this feed Simplifying Rational Expressions In this teacher created video, the teacher defines a rational expression. Then the teacher models the steps of simplifying the rational expression on a white board. ( 1:26) Author(s): No creator set License information Related content No related items provided in this feed Exponential and Logarithmic Equations - Yay Math Solving exponential equations by using a common base. Introduction to logarithmic notationSqueeze Theorem Mr. Khan offers this video of the intuition (but not a proof) of the Squeeze Theorem. Mr. Khan uses the Paint Program (with different colors on a black screen) to illustrate his points. Sal Khan is the recipient of the 2009 Microsoft Tech Award in Education. (07:37)License information Related content No related items provided in this feed How to Measure Volume A video showing the steps in measuring volume. Slides show each step. No narration. (:47) Author(s): No creator set License information Related content No related items provided in this feed Ku Klux Klan- A Secret History [9Averages (in Algebra) Introduction to averages and algebra problems involving averages. This video starts off with a black screen because the narrator uses it as a 'chalkboard'. This video is appropriate for older mddle and high school students. Author(s): No creator set License information Related content No related items provided in this feed i and Imaginary Numbers Introduction to i. Raising i to arbitrary exponents. Factoring quadratics. This video starts off with a black screen because the narrator uses it as a 'chalkboard'. This video is appropriate for older middle and high school students. Author(s): No creator set History Channel - Biography: Lord Byron Part 2 of 5 NOTE: Educators/Parents: Because of the nature of Lord Byron's life. this biography is suitable for older high school students only. An episode of the series Biography on History Channel dedicated to Lord Byron and produced in 2004. 'George Gordon Byron, later Noel, 6th Baron Byron of Rochdale FRS (22 January 1788– 19 April 1824) was a British poet and a leading figure in Romanticism. Among Byron's best-known works are the brief poems 'She Walks in Beauty', 'When We Two Parted,' and 'So, We'llBritish Democracy (pt. 1) Former MP Benn gives a description of Democracy as it exists and describes efforts to take it away and to get it back. (While from a British point of view, it can easily be applied to American democracy.)
Many students worry that they do not have the mathematical ability for ship stability calculations. This publication addresses this problem by covering the subject in the simplest way possible at a level appropriate for a learner studying either independently or at college. Worked examples and self-assessment questions are provided throughout with tutorial questions at the end of each section. All questions are of a type and standard that are likely to be encountered in real examinations utilizing a full set of stability data supplied in the pocket book.
This book is a series of self-contained workshops in mathematics which aim to enthuse and inspire young people, their parents and teachers with the joy and excitement of modern mathematics. Written in an informal style, each chapter describes how novel mathematical ideas relate directly to real life. The chapters contain both a description of the mathematics and its applications together with problem sheets, their solutions and ideas for further work, project and field trips. Topics include: mazes, folk dancing, sundials, magic, castles, codes, number systems, and slide rules. This book will b The primary goal of these lectures is to introduce the beginner to the finite-dimensional representations of Lie groups and Lie algebras. Intended to serve non-specialists, the concentration of the text is on examples. The general theory is developed sparingly, and then mainly as a useful and unifying language to describe phenomena already encountered in concrete cases. The book begins with a brief tour through representation theory of finite groups, with emphasis determined by what is useful for Lie Groups; in particular, the symmetric groups are treated in some detail. The focus then tur This text is intended to provide graduate and advanced undergraduate students as well as the general mathematical public with a modern treatment of various theorems and examples in mathematics. A carefully arranged mixture of theorems, examples, exercises, hints and discussions sharpens and highlights many of the fundamental aspects of the subject matter, and constitutes a rounding out and elaboration of the standard parts of algebra, analysis, geometry, logic, probability, set theory, and topology. Essentially self-contained, the book presents this material with a treatment sensitive to the p This text begins with the simplest geometric manifolds, the Grassmann determinant principle for the plane and the Grassmann principle for space; and more. Also explores affine and projective transformations; higher point transformations; transformations with change of space element; and the theory of the imaginary. Concludes with a systematic discussion of geometry and its foundations. 1939 edition. 141 figures.
MAT 100 Elementary Mathematics Course info & reviews A course that is designed to provide basic skillsin arithmetic, algebra, and geometry. Whole numbers, fractions, decimals,percentage problems, beginning algebra, formulas and measurement. The classmeets five times a week. May not be used for core curriculum requirements.Grade: Pass/Fail.
Hi, my high school classes have just started and I am stunned at the amount of free class 7 maths worksheets homework we get. My basics are still not clear and a big homework is due within few days. I am really worried and can't think of anything. Can someone guide me? I'm quite familiar in free class 7 maths worksheets. ButHello there. Algebrator is really fantastic! It's been weeks since I used this program and it worked like magic! Algebra problems that I used to spend solving for hours just take me 4-5 minutes to solve now. Just enter the problem in the software and it will take care of the solving and the best thing is that it shows the whole solution so you don't have to figure out how did the software come to that answer. perfect square trinomial, geometry and slope were a nightmare for me until I found Algebrator, which is truly the best algebra program that I have ever come across. I have used it frequently through many math classes – Intermediate algebra, Basic Math and Intermediate algebra. Just typing in the math problem and clicking on Solve, Algebrator generates step-by-step solution to the problem, and my algebra homework would be ready. I really recommend the program.
Synopses & Reviews Publisher Comments: This book is an introduction to MATLAB and an introduction to numerical methods. It is written for students of engineering, applied mathematics, and science. The primary objective of numerical methods is to obtain approximate solutions to problems that are not obtainable by other means. This book teaches how the core techniques of numerical methods are used to solve otherwise unsolvable problems of modern technological significance. The outstanding pedagogical features of this book are: use of numerical experiments as a means of learning why numerical methods work and how they fail a separate chapter reviewing the basics of applied linear algebra, and how computations involving matrices and vectors are naturally expressed in MATLAB use of a range of examples from those that provide a succinct illustration of a basic algorithm, to those that develop solutions to substantial problems in engineering consistent use of well-documented and structured code written in the MATLAB idiom a library of general purpose routines—the NMM Toolbox—that are readily applied to new problems a progressive approach to algorithm development leading the reader to an understanding of the more sophisticated routines in the built-in MATLAB toolbox. The primary goals of the book are to provide a solid foundation in applied computing, and to demonstrate the implementation and application of standard numerical methods to practical problems. This is achieved by a systematic development of techniques beginning with the simple and ending with the sophisticated. Good programming practice is used throughout to show the reader how to clearly express and document computational ideas. By providing an extensive library of working codes, as well as an exposition of the methods used by the built-in MATLAB toolbox, the reader is challenged by the application of numerical methods to practical problems. This bypasses the ritual of forcing the reader to reinvent simple programs that fail on more technologically significant, practical problems Ingram Pearson
Get everything you need for a successful and pain-free year of learning math! This kit includes Saxon's 1st Edition Geometry textbook, solutions manual, and test book, as well as the DIVE Geometry CD-ROM. A balanced, integrated mathematics program that has proven itself a leader in the math teaching field, Saxon Geometry covers triangle congruence, postulates and theorems, surface area and volume, two-column proofs, vector addition, slopes and equations of lines, and other high school geometry concepts. The DIVE software teaches each Saxon lesson concept step-by-step on a digital whiteboard, averaging about 10-20Please Note: This is the third printing and errors to date have been corrected. Exceeded Expectations Date:September 4, 2013 Faithful Location:Midwest Age:45-54 Gender:female Quality: 4out of5 Value: 4out of5 Meets Expectations: 5out of5 We have used Saxon for several years, and while my own skills at Algebra have improved from having to teach it, I was really worried about Geometry, having done very poorly at it in High School. The DIVE CD has taken care of that concern. The lessons are explained in such a way that my son understands them. His only complaint is that the teacher repeats himself, but I don't consider that a problem! Share this review: 0points 0of0voted this as helpful. Review 2 for Saxon Geometry Kit & DIVE CD-Rom, 1st Edition Overall Rating: 4out of5 Date:November 26, 2009 Tina Miceli My two sons have been using Saxon for a few years now & we have been pretty pleased. The DIVE CD's are a great help. The Saxon Teacher CD's are even more helpful, especially to the homeschool teacher who needs a little bit more help. I sure wish there was a Saxon Teacher for Geometry...hint, hint.
Saxon Algebra hs.alix Reviewed on Sunday, March 13, 2011 Grades Used: 10 - Alg 1, Alg 2 Dates used: 2009-2010 I LOVED THESE BOOKS. I started Saxon Alg 1 in grade 10 after many years of relative struggle with mathematics. I was pleasantly surprised when I realized that Saxon was exactly what I needed to succeed (not just pass!) in mathematics. With diligent hard work, I completed Algebra 1 during the first semester of sophomore year, and Algebra 2 in the second semester. By the time June rolled around, I had already started Advanced Math. Saxon made me become proficient in mathematics (I am just about to start Saxon Calculus), and I am forever thankful for these books. If you or your child are having a tough time with math, maybe Saxon is what you need! ekendall Reviewed on Sunday, August 8, 2010 Grades Used: 7/6 - Algebra 1 Dates used: 2007-present Some of the "cons" listed by other reviewers quite frankly surprise me. One reviewer stated that the concept, once learned, is presented in a slightly different way in the problem set and that her child found that totally frustrating. Presenting the problem a little differently is actually a "pro" not a "con." Too many times, student think they understand a concept. However, if the presentation is altered in any way, and this causes the student to be conceptually "lost," then they really don't understand the concept and should spend more time on it. As for the Saxon lessons taking too long... it's Algebra... spending increasing amounts of time as one climbs the math ladder is a given (unless your student is a math wizz). Another reviewer posted speculation that a 3rd poster spoke with the author of the Algebra 1 book, stating that John Saxon had been dead for "at least 10 years, probably longer." My response is that Saxon provides wonderful support, solution manuals that are adequate... and that there is more than 1 author for each of the higher level math books (who are very much alive). Another complaint is that the book moves "too quickly." As homeschoolers, we can move at whatever speed our student needs. Spending seveal days on one lesson, spending 1 day to cover 2 lessons, etc, is all part of the beauty of tailoring any curriculum to fit our students needs. Saxon Algebra 1 is a solid program. It's presentation is "zero-fluff," which may be a negative for some. However, my dd simply wants to learn Algebra and move on to the next level. Saxon Algebra I certainly fits that bill. (An additional plus is the Geometry added in which eliminates the need for a seperate Geometry course) catfishmo Reviewed on Friday, February 12, 2010 Grades Used: Saxon 6/5 thru Algebra I Dates used: 2006-2010 {I composed this as part of a local e-loop discussion comparing Saxon and Teaching Textbooks, thus the reference to TT : ) } I have used Saxon for 4 years--from 6th grade now to nearly finishing Algebra I. I previously avoided it because of how it look--unappealing, and I had heard others say it bored their children. However, when we got into it, I immediately liked it. Things I LIKE about Saxon: -My dd says she doesn't like math but it seems to come fairly easily for her. She is able to read the lesson with examples by herself and 90% of the time can 'get it' with no help from me. We tried the Dive CD but she is too impatient to watch it (I KNEW Teaching Textbooks wouldn't be a good fit for her because of that factor). -The student gets a new lesson nearly each day (about 120 lessons/book). The lessons are VERY incremental. Each successive lessons builds a tiny building block onto the previous day's lesson -There are 30 practice problems each day. The first problems are DIRECTLY related to what was just taught with subsequent problems reviewing previous day's lessons so that the last problems are from many lessons ago. -Since I check my dd work everyday, I know what concepts she 'got' and which she is still shakey on. I NEVER assign all 30 problems in one day--too much. I pick and choose about 15 --always the first 'new' ones, then ones that she's struggled with. (Other folks assign odd or even problems) -Good mix of plain problems and word problems. I think their word problems can be pretty hard (like the real world : ) For example. Instead of saying 'There were 12 ducks and 6 flew away, how many are left?" they would say, "There were a dozen ducks and half a dozen flew away, how many are left?" Past small concepts must be used to solve problems. Things I (or others) don't like about Saxon: -Solutions manual isn't all that helpful sometimes. They sometimes skip so many steps, it can be hard to follow. (One of the beauties of TT is that you can see EVERY problem's solution worked out step by step). -Some editions don't tell you what lessons the practice problems come from. Thus if you have forgotten the formula for the surface area of a sphere, you have to spend 15 minutes flipping back through the book to find the lesson that taught that, to find out the formula. Some editions DO have the lesson number out beside the problem which is helpful. -The test booklet key, and answer booklet (not solutions) are flimsy and the covers can tear off easily. -Some people feel there are not enough practice problems that relate DIRECTLY to what was just taught. A few generalities about Saxon: -Grades 1-3 are set up TOTALLY different from higher grades. For lower grades, Teacher book is 3" thick with each lesson literally scripted-- "Today we will talk about measurement. Get out your...." (I HATED that...) Lower levels also require a few workbooks and LOTS of manipulatives. {expensive!!} -The first 40 lessons of Saxon tends to be HEAVY review. (If you student struggles with those, you should probably go back a level.). The next 40 lessons is new material. The last 40 lessons, difficulty can rise sharply (we saw this the most in 7/6). I would suggest whizzing through the first 40 lessons as quickly as possible. This can leave you extra time at the end of the year to spend more time on the more difficult last 40 lessons. We sometimes took 2 days to do the last lessons. I'd assign the first 15 problems the first day, the last 15 the next. (We NEEDED plenty of review for the difficulty level) -If you use Saxon for Algebra I and II, you can automatically take a 1/2 credit for INFORMAL geometry. Geometry is included with Algebra. If you use Saxon through Advanced Algebra (they say this generally takes 3-4 semesters to cover), you can take a full credit for PLANE geometry (proofs), a semester credit for trig, AND a semester credit for Advanced Algebra. For verifications of this info, see -I hear Saxon is making a separte Geometry text I guess for those who want to use Saxon in isolation for Geometry. -Sharp students can skip Saxon 8/7. I hear that initially they didn't even make an 8/7 but schools asked for it so that they could be SURE their 8th grade students had a full grasp of elementary school math concepts before moving on to algebra. For math strugglers, it can be a good final review (we skipped it with NO problems). Ok, here's my PERSONAL OPINION conclusion: -If you student is sharp in math, Saxon can be a good fit. I think it is hard. -There seems to be 'chatter' that TT is not as rigorous as Saxon. BUT, if your child struggles with math or is not going into a science/math related field, rigor is not that important. Why put a child through Saxon if they hate it or struggle with math? (I plan to use TT with my other 5th grade dd starting next year. She struggles with math and I think could really benefit from the detailed tutorial explanations EVERY DAY) -TT is expensive. Although TT can successfully be used without the video tutorial, why pay the premium price for the curric if they won't use part that makes it expensive--the tutorial video? -One other thought... If what you are using now IS working, 'If it ain't broke, don't fix it'. It can be very difficult for a student to change math currics especially at the high school level. They don't all cover the exact same things from year to year so you don't know if the 'new' curric will be redundant or if you will have gaps. I think this would be especially true if you are currently using Singapore or Math U See. Both of those (I hear) teach math from a different perspective than traditional math currics and thus moving to a more traditional format (Saxon or TT) might take extra adjustment. -Both Saxon and TT have placement tests at their website which can aid in helping you pick the appropriate level for your child : ) __._,_.___ mjbucks1 Reviewed on Friday, April 10, 2009 Grades Used: 1-Algebra 1/2 Dates used: 2002-2009 I have used Saxon with my two oldest children (currently in 3rd and 6th grade). They each started Saxon 1 in Kindergarten. They are not math wizzes by any means, but this program does taesch your children how to do math. Many people see as a negative the amount of time that one must spend to complete this program. Each of my children do spend 1-1 1/2 hrs each day on math, but they spend equally as much on reading/history. In order to master the subject, I think that this is required. My oldest has consistently tested in the 97th percentile in math on his stanardized tests, and is just finishing Algebra 1/2. We also use the DIVE CDs which are extremely helpful. I also like the number of word problems (easily half of the problems each day), and the constant review. Math is not my favorite subject, and many days I find math time tedious, but I also feel this is one of the best around.
The study of Mathematics has been a fundamental part of education since ancient times and has lost none of its relevance in modern times. In fact, much the contrary. Mathematics permeates our lives, enables us to communicate across vast distances, shrinks our technology to the palm of our hands, and opens up more and more of the nature of the world to our investigations. We understand full well that many of our students come to use with little of this sense of wonder, rather with a sense of fear and apprehension. We strive constantly to meet our students where they are, bring them into a new relationship with mathematics, and open up the possibilities of mathematics for them and for their careers. Math Faculty Eugene Allevato Eugene Allevato is Adjunct Professor of Mathematics, having joined the university in 2001. In 2006, he was named Professor of the Year by the students in the former accelerated programs for adult learners. After attending the SENCER conference in San Jose in 2006, he implemented the SENCER philosophy in all his courses; some student projects have been accepted in conferences such as ECOWAVE 2008, NCER (National Conference Ecosystems Restoration-2009), and the 2010 International Biomass Conference. Prof. Allevato has developed and designed new SENCER courses such as Water Issues in Los Angeles, Spirituality and Quality Management in the Workplace, Environmental Issues: Science and Spirituality, and Eco-Ethics. In addition, he has introduced inter-classroom collaboration across two different courses and community service engagement based on group projects involving students' majors. He is a strong advocate for developing student-centered and independent learning processes in projects where students are responsible for their learning and required to provide community service activities in a specialized science fair format. Prof. Allevato's experience includes working in basic research and as a manufacturing engineer. He has established numerous collaborations within the industry in the field of environmental science. He has coordinated experimental testing in which students were actively involved. He works with national and international institutes to support research on biogas addressing pertinent social, environmental, and economic issues. He has twenty scientific publications. He worked at Rockwell and Boeing before coming to Woodbury University. Marty Tippens Marty Tippens is Associate Professor and Chair of the Mathematics department, coming to Woodbury in 2003. Previously he worked in California State University Northridge's Math Department where he taught algebra, statistics, and calculus of biology. He also worked extensively with CSUN's Developmental Math Department where he designed an early on-line math course. In 1999, he participated in a grant from the Stuart Foundation auditing a textbook for an undergraduate course in high school mathematics from an advanced standpoint. He was a guest speaker at the January 1997 AMS teaching conference in San Diego and at the Regional Conference on College Teaching at Occidental College in February 1997. In May 2002, he received the Outstanding Graduate Teaching Associate award for his work with CSUN's Developmental Math Department. He has also taught at several area community colleges, including Glendale College, Los Angeles Valley College, and Oxnard College. While at Woodbury, Prof. Tippens has taught a wider variation of math courses. He has enjoyed creating special math courses designed to meet the specific needs of Woodbury's architecture and business schools. He is currently working on math courses appropriate to the Creative Technology and Gaming courses of the School of Media Culture and Design. He has also presented at a number of workshops for the NSF funded SENCER program. In addition to mathematics, Prof. Tippens has a profound interest in the guitar. Music is a semi-professional hobby for him, and he has had the pleasure of performing in concert at Woodbury along with visiting Norwegian classical guitar virtuoso Gisle Kogseth. He has also taught beginning guitar classes at Woodbury. Prof. Tippens enjoys teaching and finding ways to make math more engaging to our students and adaptive to Woodbury's varied students. His office door is always open for those who want to come by and talk math or music or…
The concept of (Functions and functional tables) is explained by expert tutors at TCYonline.com which is an authority in online tutoring in Math and homework help... More... The concept of (Functions and functional tables) is explained by expert tutors at TCYonline.com which is an authority in online tutoring in Math and homework help to students from K-12. We also prepare students for SAT, GRE, GMAT, ACT and various state level exams like FCAT, ISAT, CAHSEE and many more. Please visit for more exciting videos, Free math worksheets, state assessment tests, games, puzzles and free trial session on any topic in Math Functions Skill: F.8.1 Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. (Function notation is not required in Grade ) Skill: F-IF.1. outpu
This concise "Teach Yourself" text provides a thorough, practical grounding in the fundamental principles of trigonometry, which any reader can apply to his or her own field. Trigonometry Teach Yourself explores the use of calculators and contains worked examples and exercises (with answers) within each chapter. Trigonometry Teach Yourself is suitable for beginners, but it also goes beyond the basics to offer comprehensive coverage of more advanced topics. Each chapter features numerous worked examples and many carefully graded exercises, and full demonstrations of trigonometric proofs are given in the answer key. About author : McGraw-Hill authors represent the leading experts in their fields and are dedicated to improving the lives, careers, and interests of readers worldwide. This concise "Teach Yourself" text provides a thorough, practical grounding in the fundamental principles of trigonometry, which any reader can apply to his or her own field. The text explores the use of calculators and contains worked examples and exercises (with answers) within each chapter.
Book summary The first edition of this book sold more than 100,000 copiesand this new edition will show you why! Schaums Outline of Discrete Mathematics shows you step by step how to solve the kind of problems youre going to find on your exams. And this new edition features all the latest applications of discrete mathematics to computer science! This guide can be used as a supplement, to reinforce and strengthen the work you do with your class text. (It works well with virtually any discrete mathematics textbook.) But it is so comprehensive that it can even be used alone as a text in discrete mathematics or as independent study tool! [via] New books: 1 - 5 of 23 Softcover, ISBN 0070380457 Publisher: McGraw-Hill, 1997 2nd
Algebra : Introductory and Intermediate - 4th edition Summary: With all the support of the renowned Aufmann approach, this popular combination text helps your students prepare to master college algebra and to apply algebra in the real world. New! Bulleted annotations have been added to the solution steps of Examples and to the You Try It solutions in the appendix, further enhancing the Aufmann Interactive Method. New! Examples have been clearly labeled How To, ...show moreallowing students to more easily refer back to solution steps when completing corresponding exercises. Updated! The Chapter Summary has been reformatted to include an example column, offering students the additional support of an algebraic representation of concepts, rules and definitions. Updated! In response to instructor feedback, the number of Chapter Review Exercises and Cumulative Review Exercises has increased. Updated! More operation application problems integrated into the Applying the Concepts exercises encourage students to judge which operation (adding, subtracting, multiplying, dividing) is needed to solve a word problem. New! Integrating Technology (formerly Calculator Notes) margin notes provide suggestions for using a calculator in certain situations. For added support and quick reference, a scientific calculator screen is displayed on the inside back cover of the text. New! Objective-based Worksheets accompany every section in the book for extra classroom practice or homework. These worksheets are found on the ClassPrep CD and Online Teaching Center. Aufmann Interactive Method (AIM) encourages students to try the math as it is presented. Every section objective contains one or more sets of matched-pair examples. The first example is completely worked out; the second example, called 'You Try It,' is for the student to work. Complete worked-out solutions to these examples in an appendix enable students to check their solutions and obtain immediate reinforcement of the concept. Integrated, easy-to-navigate learning system organized by objectives guides students with a consistent, predictable framework. Each chapter opens with a list of learning objectives, which are woven throughout the text and integrated with the print and multimedia ancillaries. The AIM for Success Student Preface guides students in making the most of the text's features. Study Tip margin notes throughout the text refer students back to the Student Preface for advice. Prep Tests at the beginning of each chapter help students prepare for the upcoming material by testing them on prerequisite material learned in preceding chapters. The answers to these questions can be found in the Answer Appendix, along with a reference to the objective from which the question was taken. The Go Figure problem that follows the Prep Test is a challenge problem for interested students. Extensive use of applications that use real source data shows students the value of mathematics as a real-life tool. Focus on Problem Solving section at the end of each chapter introduces students to various problem-solving strategies. Students are encouraged to write their own strategies and draw diagrams in order to find solutions. Unique Verbal/Mathematical connection simultaneously introduces a verbal phrase with a mathematical operation, followed by exercises that require students to make a connection between a phrase and a mathematical process. Projects and Group Activities at the end of each chapter offer ideas for cooperative learning. Unique Instructor's Annotated Edition features a format rich with new instructor support materials, which are provided at point-of-use in the margins surrounding reduced student pages
Synopses & Reviews Publisher Comments: The present textbook is a lively, problem-oriented and carefully written introduction to classical modern algebra. The author leads the reader through interesting subject matter, while assuming only the background provided by a first course in linear algebra. The first volume focuses on field extensions. Galois theory and its applications are treated more thoroughly than in most texts. It also covers basic applications to number theory, ring extensions and algebraic geometry. The main focus of the second volume is on additional structure of fields and related topics. Much material not usually covered in textbooks appears here, including real fields and quadratic forms, the Tsen rank of a field, the calculus of Witt vectors, the Schur group of a field, and local class field theory. Both volumes contain numerous exercises and can be used as a textbook for advanced undergraduate students. From Reviews of the German version: This is a charming textbook, introducing the reader to the classical parts of algebra. The exposition is admirably clear and lucidly written with only minimal prerequisites from linear algebra. The new concepts are, at least in the first part of the book, defined in the framework of the development of carefully selected problems. - Stefan Porubsky, Mathematical Reviews Synopsis: Table of Contents Foreword.- Ordered fields and real fields.- Hilbert's seventeenth problem and the real nullstellensatz.- Orders and quadratic forms.- Absolute values on fields.- Residue class degree and ramification index.- Local fields.- Witt vectors.- The tsen rank of a field.- Fundamentals of modules.- Wedderburn theory.- Crossed products.- The brauer group of a local field.- Local class field theory.- Semisimple representations of finite groups.- The schur group of a field.- Appendix: problems and remarks.- Index. "Synopsis" by Springer,
Algebra and Trigonometry with Modeling and Visualization - 3rd edition Summary: Gary Rockswold focuses on teaching algebra in context, answering the question, ''Why am I learning this?'' and ultimately motivating the students to succeed in this class. In addition, the author's understanding of what instructors need from a text (great 'real' examples and lots of exercises) makes this book fun and easy to teach from. Integrating this textbook into your course will be a worthwhile endeavor. Applications: The author believes that students become more effective problem-solvers by being exposed to applications throughout the course. Therefore, a wide variety of unique, data-based, contemporary applications are included in nearly every section. Making Connections: This feature points out how concepts presented throughout the course are interrelated. It also provides students with a perspective on how previously learned material applies to the new material they have learned. Checking Basic Concepts: This feature consists of a small set of exercises provided after every two sections. These exercises can be used by students for review purposes, or by the instructor as group activities. They require 10-15 minutes to complete and could be used during class if time is available. End of Chapter Material: Each chapter ends with a summary of key concepts, review exercises, and extended and discovery exercises. Chapter R Reference: Basic Concepts from Algebra and Geometry: This contains much of the material from intermediate algebra and basic geometry in a separate appendix at the back of the text. This material is referenced by Algebra and Geometry Review Notes in the margins of the text. Graphing Calculator Appendix: This allows students to work more easily on their own with the calculator and frees up class time for the instructor. This material is referenced by Graphing Calculator Help Notes in the margins of the text. Textbook may contain underlining, highlighting or writing. Infotrac or untested CD may not be included13.64 +$3.99 s/h Good NationwideText Three Rivers, MI 2005-03-19 Hardcover Good In Good Condition! ! Addison Wesley: Algebra and Trigonometry with Modeling and Visualization (Hardcover) Copyright-2005, ISBN: 0321279107. We Ship Daily, Mon-Sat. (KS)We ...show morewill not process or accept International Orders! These orders will be cancelled automatically! Thank you for your cooperation!34 +$3.99 s/h Good One Stop Text Books Store Sherman Oaks, CA 2005-03-19 Hardcover Good Good. $23.34 +$3.99 s/h Good One Stop Text Books Store Sherman Oaks, CA 2005-03-19 Hardcover Good $27.48 +$3.99 s/h LikeNew CheaperReader Atlanta, GA Hardcover Fine 0321279107 covers and corners may show shelf wear used books may be missing software and or codes. spirals will show more wear because of nature of book. $27.88 +$3.99 s/h Good Big Planet Books Burbank, CA 2005-03-19
Mathematics Application & Placement Mathematics Application & Placement Students choose from two kinds of math courses Is it a good idea for me to take a math course at ATDP when I'm planning to repeat the same course for credit next year back at my school? No, and we strongly recommend against doing so. It usually is not in a student's best interest to repeat the same material twice. The student's time and effort are better spent pursuing a different course. Accelerated courses covering a full year of material in six weeks—Algebra I, Geometry, Algebra II/Trigonometry, Precalculus, and AP Calculus AB. Students must be prepared to learn at a rigorous and intensive pace and to do many hours of demanding homework daily. Classes meet three days per week. Enrichment courses focusing on specific topics and areas—Foundations of Algebra and Introduction to Geometric Thinking. The class pace is challenging but not rushed. These courses, which carry a recommendation of one semester of credit, help students gain a deeper understanding of math, become more well-rounded, and be better prepared for math classes at school. Classes meet two days per week. Application Prerequisites If you are applying for Algebra I, Geometry, Algebra II/Trig, Precalculus, or AP Calculus AB: You must have a grade of A in your current mathematics class. You cannot repeat a math course you have already taken. Your Teacher Recommendation Form must be completed by your current mathematics teacher. You must take the diagnostic examination given on Saturday, May 18, 2013. Placement Requirements I didn't learn as much as I would have liked in my math class this year. Can I repeat a math class at ATDP that I have already taken at my regular school? No, we do not allow ATDP students to repeat math classes. Instead, we suggest that you consider taking a math elective for which you have completed the prerequisites or a course in another field of study. For Algebra 1, Geometry, Algebra II/Trigonometry, Precalculus or AP Calculus AB: Final course placement is contingent upon your diagnostic examination score. If you are unable to take the test on Saturday, May 18, the acceptance letter will provide instructions on scheduling a make-up test. ATDP vs high school math curricula We do not allow students to repeat math classes at ATDP that they have already taken at their school. We recommend that students do not take a course at ATDP if they are planning to repeat the same course for credit next year at their school. It usually is not in a student's best interest to repeat the same material twice; based on our past experience, a student's time and effort are better spent in taking a course at ATDP for which he or she wants to receive credit. Instead of repeating math courses either at ATDP or at their school, we suggest that students consider taking ATDP math electives for which they have already completed the prerequisites.

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