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Brief Calculus: Applied Approach - rev edition Summary: This accessible introduction to Calculus is designed to demonstrate how calculus applies to various fields of study. The text is packed with real data and real-life applications to business, economics, social and life sciences. Applications using real data enhances student motivation. Many of these applications include source lines, to show how mathematics is used in the real world. NEW! Conceptual probl...show moreems ask students to put the concepts and results into their own words. These problems are marked with an icon to make them easier to assign. More opportunities for the use of graphing calculator, including screen shots and instructions, and the use of icons that clearly identify each opportunity for the use of spreadsheets or graphing calculator. Work problems appear throughout the text, giving the student the chance to immediately reinforce the concept or skill they have just learned. Chapter Reviews contain a variety of features to help synthesize the ideas of the chapter, including: Objectives Check, Important Terms and Concepts, True-False Items, Fill in the Blanks and Review Exercises. Chapter 1. Functions and Their Graphs. Chapter 2. Classes of Functions. Chapter 3. The Limit of a Function. Chapter 4. The Derivative of a Function. Chapter 5. Applications: Graphing Functions; Optimization. Chapter 6. The Integral of a Function and Applications. Chapter 7. Other Applications and Extensions of the Integral. Chapter 8. Calculus of Functions of Two or More Variables. Appendix: Graphing Utilities. Appendix 1. The Viewing Rectangle. Appendix 2. Using a Graphing Utility to Graph Equations. Appendix 3. Square Screens. Appendix 4. Using a Graphing Utility To Locate Intercepts and Check for Symmetry. Appendix 5. Using a Graphing Utility to Solve Equations. Answers to Odd-Numbers Problems. Photo Credits. Index. New Book. Shipped from US within 4 to 14 business days. Established seller since 2000 $207.96 +$3.99 s/h New PROFESSIONAL & ACADEMIC BOOKSTORE Dundee, MI 04717076208.33 +$3.99 s/h New PaperbackshopUS Secaucus, NJ New Book. Shipped from US within 4 to 14 business days. Established seller since 2000 $215
Elementary Linear Algebra - 6th edition ISBN13:978-0618783762 ISBN10: 0618783768 This edition has also been released as: ISBN13: 978-0547004815 ISBN10: 0547004818 Summary: The cornerstone of Elementary Linear Algebra is the authors' clear, careful, and concise presentation of material--written so that students can fully understand how mathematics works. This program balances theory with examples, applications, and geometric intuition for a complete, step-by-step learning system.The Sixth Edition incorporates up-to-date coverage of Computer Algebra Systems (Maple/MATLAB/Mathematica); additional support is provided in a corresponding tec...show morehnology guide. Data and applications also reflect current statistics and examples to engage students and demonstrate the link between theory and practice. ...show less 0618783768 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!! $1019 +$3.99 s/h VeryGood Joandel09 Warwick, NY 2008-07-03 Hardcover Very Good Excellent condition-showing a little wear and with the usual stickers-great value. $11.57 +$3.99 s/h Good SellBackYourBook Aurora, IL 0618783768 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!! $11.59
books.google.com - The book is a thorough treatment of the mathematical theory and practical applications of compound interest, or mathematics of finance.... theory of interest
Summary: The authors help students ''see the math'' through their focus on functions; visual emphasis; side-by-side algebraic and graphical solutions; real-data applications; and examples and exercises. By remaining focused on today's students and their needs, the authors lead students to mathematical understanding and, ultimately, success in class. This is a very good copy with slight wear. The dust jacket is included if the book originally was published with one and could have very slight tears and rubbing. $2.46 +$3.99 s/h VeryGood Wiz Kids Books Irmo, SC Tight & Clean. Light edge wear to cover $2.70 +$3.99 s/h New Bookbyte-OR Salem, OR New Condition. SKU:9780321531926-1-0 $2.8998Bookmans AZ Tucson, AZ 2008 Hardcover Good Satisfaction 100% guaranteed. $6.57 +$3.99 s/h Acceptable CampusBookRentals Ogden, UT 2008 Other 4th ed. Fair. Bittinger Graphs & Models39 +$3.99 s/h Good DOLLHOUSE BOOKS CALUMET CITY, IL Good INCLUDES GRAPHING CALCULATOR MANUAL. BOK IS IN GOOD CONDITION BUT HAS VERY SLIGHT RAIN DAMAGE ON THE TOP EDGE OF SOME PAGES. DOES NOT INTERFERE WITH THE READING OF THE PAGES. BOOK IS CLEAN INSI...show moreDE. COVER MAY HAVE SLIGHT WEAR ON CORNERS. WILL SHIP BEST AVAILABLE
Suggestions For Problem Solving (from Mathematician George Polya's book: "How To Solve It", 1945) Mr. Dave Clausen La Cañada High School How To Solve It  George Polya has four steps for solving problems: – 1. Understand The Problem – 2. Devise A Plan – 3. Carry Out The Plan – 4. Look Back 5/30/2012 Mr. Dave Clausen 2 Understand The Problem  Is it possible to do this?  Can I verbalize what I need to do? 5/30/2012 Mr. Dave Clausen 3 Devise A Plan  Have I seen this before?  Have I seen it in a slightly different form?  Do I know a related problem?  Here is a problem related to mine that is solved. Can I use it?  Can I restate this problem?  If I can't solve this problem, can I first solve some related problem?  Can I solve part of the problem? 5/30/2012 Mr. Dave Clausen 4 Carry Out The Plan  Carry out the plan, checking each step as you work to see if it makes sense. 5/30/2012 Mr. Dave Clausen 5 Look Back  Is the result what I expected?  Can I get this same result in a different way?  Can I use this result in some other problem?  Can I use my method in a different problem? 5/30/2012 Mr. Dave Clausen
Math 221 -- Calculus I -- Fall 2013 General Information About All Sections Organization The sections of the course are taught individually, by instructors working off of a common syllabus and roughly common schedule. All sections will take the same final exam. To see the class times, locations, and instructors for all sections, go to the math department schedule of classes. The instructor for your section will provide you with her/his contact information. Much more information for your section will be available on Blackboard. Prerequisites You need a good background in algebra and trigonometry, which is usually satisfied by a High School precalculus course or Binghamton University's Math 108. The Mathematics Department administers a Placement Test, which is designed to identify students who do not have adequate preparation for the course. The Placement Test is an absolute prerequisite for Math 221: you must pass it or you will not be allowed to take the course. See the placement test home page for details. Textbook The text for Math 221 is Calculus, (sometimes called Single Variable Calculus) 7th Edition with WebAssign Key, by James Stewart. It is published by the Brooks/Cole division of Thomson. The version available in the University book store covers the material in Calculus II as well. The WebAssign key is absolutely necessary. If you are repeating Calc 1 and bought a WebAssign Key for the course already, you don't have to buy it again. (Exception: if you only purchased one-semester access, you'll need to buy it again.) Click here for directions to link your old WebAssign account to your account for this semester. You may want a graphing calculator to help with homework, but a calculator is not required. In fact, their overuse is heavily discouraged. Neither calculators nor any other electronic item, e.g. a cell phone as clock, may be visible to you during tests (except as described below on Skills Tests). As an alternative to investing in a graphing calculator, you may wish to try Wolfram Alpha , a query engine that accepts input in informal mathematical language, such as "graph of sin(3x) from x=1 to x=5". Objectives and Course Contents The course covers the basics of differential and integral calculus, covering most of Chapters 1-5 of the text, as well as Appendices A-E. The precise sections to be covered are listed in the schedule below. The objective of the course is to acquire mastery of the material covered in the course in the following senses: 1. Mathematical understanding, as demonstrated by the ability to solve appropriate mathematical problems. 2. Practical understanding, as demonstrated by the ability to solve appropriate word problems in the sciences, in engineering and in the social sciences. Weekly Schedule In our textbook, the material to be covered will be found in Chapters 1 - 5. All class sections will eventually cover the same material, but perhaps at a different pace and on different days according to the meeting schedule and holidays. Here is a schedule showing what sections should be covered each week:
Courses MAT 1033 Section 1137 - Intermediate Algebra This is an intermediate course in formal algebra for students without a strong background in algebra. Topics include sets, the real number system and number properties, absolute value, products and factoring, algebraic fractions, linear and quadratic equations and inequalities with applications, systems of equations, radicals, rational exponents, graphs and relations and functions (four elective credits). Hybrid 50/50. ALEKS - A computer assisted adaptive learning class which requires Internet Access. This class is a hybrid class that only meets once a week. Students will be expected to spend extra time outside of the classroom in preparation for each class meeting. You will only need to buy the ALEKS code which includes an e-book therefore a separate textbook is not
Department of Mathematical and Computer Sciences COURSE DESCRIPTIONS MATH 040 PRE-ALGEBRA Developmental 3 u A course for students who need a review of basic mathematics or who lack the computational skills required for success in algebra and other University courses. Topics include fractions, decimals, percent, descriptive statistics, English and metric units of measure, and measures of geometric figures. Emphasis is on applications. A brief introduction to algebra is included at the end of the course. This course does count toward the semester credit load and will be computed into the grade point average. It will not be included in the 120 units required for graduation. It may be taken for a conventional grade or on a Satisfactory/No Credit basis. Students may not take this course for credit if they place into, are enrolled in or have already received credit for a higher-numbered math course. MATH 041 BEGINNING ALGEBRA Developmental 4 u A course for those who have a sound background in basic arithmetic, but who have not been exposed to algebra, or who need to strengthen their basic algebra skills. Topics include properties of the real numbers, linear and quadratic equations, linear inequalities, exponents, polynomials, rational expressions, the straight line, and systems of linear equations. The course counts towards the semester credit load and will be computed into the grade point average. It will not, however, be included in the units necessary for graduation. It may be taken for a conventional grade or on a Satisfactory/No Credit basis. Prereq:MATH 040 or equivalent demonstration of capability. Students may not take this course for credit if they place into, are enrolled in or have already received credit for a higher-numbered math course. MATH 140 MATHEMATICAL IDEAS Proficiency 3 u Designed to give students a broad understanding and appreciation of mathematics. Includes topics not usually covered in a traditional algebra course. Topics encompass some algebra, problem solving, counting principles, probability, statistics, and consumer mathematics. This course is designed to meet the University Proficiency Requirement in mathematics for those students who do not wish to take any course which has MATH 141 as a prerequisite. Prereq:Satisfactory completion of MATH 041, with a grade of C or better, or demonstration of equivalent capability. Students may not take this course for credit if they place into, are enrolled in or have already received credit for a higher-numbered math course. Unreq: MATH 141. MATH 141 INTERMEDIATE ALGEBRA Proficiency 4 u Introduction to college algebra. Topics and concepts extend beyond those taught in a beginning algebra course. A proficiency course for those who have not had sufficient preparation in high school to allow them to take MATH 143 or MATH 152. Students may not take this course for credit if they place into, are enrolled in or have already received credit for a higher-numbered math course. Prereq:Satisfactory completion of MATH 041 with a grade of C or better, or demonstration of equivalent capability. MATH 143 FINITE MATHEMATICS FOR BUSINESS AND SOCIAL SCIENCES GM 3 u Mathematical preparation for the understanding of various quantitative methods in modern management and social sciences. Topics include sets, relations, linear functions, interest, annuities, matrix theory, the solution of linear systems by the graphical, algebraic, Gauss-Jordan, and inverse methods, linear programming by graphical and simplex methods, counting and probability, and decision theory. College of Business and Economics majors must take this course on a conventional grade basis. Prereq: Waiver of or a grade of C or better in MATH 141. MATH 148 MATHEMATICS FOR THE ELEMENTARY TEACHER I GM 3 u A study of sets, whole numbers, fractions, integers, decimals and real numbers, basic arithmetic operations and their properties, standard and alternative algorithms and estimations strategies; problem-solving, proportional reasoning, and algebraic thinking. Manipulatives and cooperative learning activities are used throughout the course. For elementary education majors. Prereq: A grade of C or better in MATH 141 or a waiver from the University Mathematics Proficiency requirement. MATH 149 MATHEMATICS FOR THE ELEMENTARY TEACHER II 3 u Topics in probability and statistics, with emphasis on descriptive techniques. Investigations in geometric figures, measurement, construction, transformations, congruent and similar geometric figures. Problem solving strategies, manipulatives, and cooperative learning activities are emphasized throughout the course. Prereq:Satisfactory completion of MATH 148 with a grade of C or better. A study of logic particularly as it is used in the game of chess and, most particularly, in chess strategy and the end game of chess. The rules are taught to those who are not already acquainted with the game. Prereq:Fulfillment of University Proficiency requirement in mathematics. MATH 230 INTRODUCTORY STATISTICS GM 3 u A pre-calculus course in statistics. Descriptive statistics, probability distributions, prediction, hypothesis testing, correlation, and regression. This course does not count towards a mathematics major or minor in either liberal arts or secondary education or towards a mathematics minor in elementary education. This course may not be taken for credit if credit has been or is being earned in any other statistics course. Prereq: Waiver or a grade of C or better in MATH 141. Unreq: Any other statistics course. MATH 231 UNDERSTANDING PROBABILITY AND STATISTICS GM 3 u A pre-calculus course in probability and statistics. Descriptive statistics, classical probability, probability distributions, prediction, parametric and nonparametric hypothesis testing, correlation, regression, and use of some statistical software. This course does not count towards a mathematics major or minor in liberal arts or towards a mathematics major in secondary education. This course may not be taken for credit if credit has been or is being earned in any other statistics course. Prereq:Completion, with a grade of C or better, of either MATH 143 or MATH 152. Unreq: Any other statistics course. MATH 243 SHORT CALCULUS FOR BUSINESS AND SOCIAL SCIENCES GM 3 u A general survey of the calculus. Topics covered include limits, differentiation, max-min theory, exponential and logarithmic functions, and integration. Business and social science applications are stressed. Prereq: Completion with a grade of C or better in either of the courses MATH 143 or MATH 152. Unreq: MATH 250. Students should check with their major department for advice on whether to take MATH 243 or MATH 250. Prereq: MATH 152 with a grade of C or better or equivalent high school preparation as determined by the Mathematics Department. Unreq: MATH 243 and MATH 250. MATH 254 CALCULUS AND ANALYTIC GEOMETRY II 5 u Techniques of integration, applications of the integral, introduction to differential equations, polar coordinates and conic sections, and infinite sequences and series. This course includes a writing component. Prereq:MATH 250 with a grade of B or better, or MATH 253 with a grade of C or better. MATH 255 CALCULUS AND ANALYTIC GEOMETRY III 3 u Solid analytic geometry, vectors and vector functions, functions of several variables, multiple integrals and their applications. Prereq: MATH 254 with a grade of C or better. MATH 280 DISCRETE MATHEMATICS 3 u This course will supply a thorough grounding in the mathematical topics which are central to the study of computer science, and which form the basis for many modern applications of mathematics to the social sciences. Topics covered will include sets, logic, Boolean algebra and switching circuits, combinatorics, probability, graphs, trees, recursion, and algorithm analysis. Expressing mathematical ideas and writing proofs will be emphasized. This course contains a writing component. Prereq: MATH 250 with a grade of B or better, or MATH 253 with a grade of C or better. MATH 301 INTRODUCTION TO ANALYSIS 3 u The main emphasis of this course is to introduce students to mathematical proofs. Students will learn to read and write proofs in mathematics by writing proofs of theorems about limits, sets of real numbers, and continuous functions. If time permits, other topics may include derivative and integration theorems, theory of open and closed sets, and cardinality of sets. Prereq:MATH 255 and MATH 280. MATH 342/542 APPLIED STATISTICS 3 u This course will cover the basics of statistical testing, regression analysis, experimental design, analysis of variance, and the use of computers to analyze statistical problems. This course contains a writing component. Prereq: MATH 253 or MATH 250 or consent of instructor. Unreq: ECON 245. MATH 352/552 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. Prereq:MATH 152. MATH 353 COLLEGE GEOMETRY 5 u The topics included in this course are foundations of Euclidean geometry, Euclidean transformational geometry, modern synthetic geometry that builds on Euclidean geometry, selected finite geometries, and an introduction to non-Euclidean and projective geometry, including their relationship to Euclidean geometry. Although the course is adapted to the prospective teacher of geometry, it will also meet the needs of those in other majors needing a background in geometry. Standards and guidelines of appropriate national and local bodies will be implemented. An introduction to mathematical modeling and descriptive statistics. Students will develop the basic skills of formulation, simplification, and analysis of mathematical models for describing and predicting physical phenomena. The basic tools of descriptive statistics will also be introduced; the use of descriptive statistics in formulating and interpreting mathematical models will be emphasized. This course contains a writing component. Prereq:MATH 255 or consent of instructor. MATH 361 DIFFERENTIAL EQUATIONS 3 u Ordinary differential equations: general theory of linear equations, special methods for nonlinear equations including qualitative analysis and stability, power series and numerical methods, and systems of equations. Additional topics may include transformation methods and boundary value problems. Applications stressed throughout. Prereq: MATH 255. MATH 370/570 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. Prereq:MATH 149. MATH 375/575 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. Prereq: MATH 152 or consent of instructor. MATH 415/615 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 from logic, sets, algebraic structures, and number theory. Prereq: MATH 149 and MATH 152. Unreq: MATH 452. MATH 416/616 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, symmetries of polygons and polyhedra, and use of geometry computer software. Prereq: MATH 149 and MATH 152. MATH 417/617 THEORY OF NUMBERS 3 u A study of the properties of integers, representation of integers in a given base, properties of primes, arithmetic functions, and module arithmetic. Diophantine equations and quadratic residues. Consideration is also given to some famous problems in number theory. This course will discuss the actuarial profession and the insurance industry, provide direction to students wishing to take the first few actuarial examinations, thoroughly cover the theory of interest, and introduce the basic concepts of actuarial mathematics. Prereq:MATH 441 or concurrent registration. MATH 449 ACTUARIAL EXAMINATION PREPARATION 1 u Designed for students preparing to take either the first (probability) or second (interest theory) actuarial examination, the course will review the mathematics required for the examination and bring the student through a series of exercises designed to give them the required training to pass their examination. Prereq:MATH 441. MATH 452 INTRODUCTION TO ABSTRACT ALGEBRA 3 u An introductory survey of abstract algebra and number theory with emphasis on the development and study of the number systems of integers, integers mod n, rationals, real, and complex numbers. These offer examples of and motivation for the study of the classical algebraic structures of groups, rings integral domains and fields. Applications to algebraic coding theory and crystallography will be developed if time allows. Prereq: MATH 280. Unreq: MATH 415. MATH 453/653 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, finite fields, etc. This course is a study of the algebra and geometry of complex numbers, the properties of analytic functions, contour integration, the calculus of residues, and the properties of power series. Prereq:MATH 255. MATH 464/664 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, functions of several real variables, and the inverse function theorem. This course contains a writing component. Prereq: MATH 301. MATH 471 NUMERICAL ANALYSIS 3 u Emphasis on numerical algebra. The problems of linear systems, matrix inversion, the complete and special eigenvalue problems, solutions by exact and iterative methods, orthogonalization, gradient methods. Consideration of stability and elementary error analysis. Extensive use of microcomputers and programs using a high level language. This course contains a writing component. Prereq: COMPSCI 171 and MATH 355. MATH 490/690 WORKSHOP Repeatable 1-3 u Prereq:Consent of instructor. MATH 492 FIELD STUDY Repeatable 1-3 u A study for which data is obtained or observations are made outside the regular classroom. Prereq: Consent of instructor. MATH 494/694 SEMINAR Repeatable 2 u Prereq: Consent of instructor. MATH 496/696 SPECIAL STUDIES 1-3 u Repeatable three times maximum in 6 years. Prereq: Consent of instructor. MATH 497 EXCHANGE STUDY 1-12 u MATH 498 INDEPENDENT STUDY Repeatable 1-3 u Prereq: Consent of instructor and consent of department chairperson. MATH 498R INDEPENDENT STUDY UNDERGRADUATE RESEARCH Repeatable 1-3 u Study of a selected topic or topics under the direction of a faculty member. Prereq:Department consent required. MATH 499 PROJECT FOR MAJORS 1 u This course is designed to give students experience and to improve their skill in reading, writing, and understanding mathematics by requiring them to research one or more mathematical topics and then write a report about their activities and discoveries. The focus is on the learning and communication of mathematics: how to read with understanding, write with clarity and precision, and in the process discover how writing can aid in understanding. Prereq: Junior standing or consent of department chairperson. COMPSCI 162 COMPUTER APPLICATIONS GM 3 u A thorough introduction to using computers covering word processing, spreadsheets, data storage and retrieval, computer graphics and applications, uses of computers, e-mail and the Internet, hardware, history, and problems arising from the use of computers. Prereq:MATH 140 or MATH 141 or concurrent registration or waiver from the University Mathematics Proficiency Requirement. COMPSCI 171 INTRODUCTION TO PROGRAMMING GM 3 u An introduction to computer programming and its applications to science, business and education. Opportunity for extensive experience in designing and writing structured programs in the Visual Basic language. Prereq: MATH 141 or waiver of MATH 141. COMPSCI 172 INTRODUCTION TO OBJECT-ORIENTED PROGRAMMING IN JAVA GM 3 u This course will give students the essentials of object-oriented programming in Java. Students will learn to formulate algorithms, to solve problems and to implement those solutions with a Java program that employs objects and classes. The student will be introduced to object-oriented design, applications, and applets, class construction, methods and message passing, arrays, string-processing, file processing, and some event-handling and Graphical User Interface programming. This course is designed for students with some prior programming experience. Prereq:COMPSCI 171 and either MATH 152 or MATH 143 or Calculus placement or consent of instructor. COMPSCI 174 INTRODUCTION TO C++ GM 3 u This course teaches basic programming skills using the structured high-level language C++. Topics include basic input and output, declaration and use of variables, use of control statements, implementation of functions usig value and reference parameters, arrays, and structures. Students will write moderately complex applications using C++. Prereq:COMPSCI 171 and either MATH 152 or MATH 143 or Calculus placement or consent of instructor. COMPSCI 181 INTRODUCTION TO DATABASE AND THE WEB GM 3 u This course provides the student with a comprehensive working knowledge of a modern database package including the creation of a database, construction of a wide range of queries, use of forms, and report writing features. The course also gives an introduction to the creation of World Wide Web pages using the Extended Hypertext Markup Language (XHTML). Prereq:MATH 141 or waiver of MATH 141. COMPSCI 220 CONCEPTS OF PROGRAMMING 3 u This course teaches students professional software development using object-oriented program design and the Java programming language. Coverage includes correct business programming style and documentation, program debugging and testing, database and file processing, event-handling, and graphical user interfaces. Prereq:COMPSCI 172 or COMPSCI 174 and a combined cumulative GPA of 2.50. Unreq: MCS 220. COMPSCI 222 INTERMEDIATE C++ 3 u This course will cover more advanced issues of C++, including memory management, pointers and user-defined data types. Topics will include reading and writing files, dynamic arrays, implementation of the principles of object oriented design including encapsulation, and inheritance, planning and testing. Students will write complex applications using C++. Prereq:COMPSCI 174 or COMPSCI 172 and consent of instructor. Unreq: MCS 220. COMPSCI 223 DATA STRUCTURES 3 u This course covers issues of data structures, professional software development methodologies including software patterns and advanced object oriented techniques. Topics include lists, queues, stacks and trees. Complex data structure and object-oriented design technique, including inheritance and polymorphism, are applied to develop large projects. Prereq:COMPSCI 222 or MCS 220. Unreq: MCS 231. COMPSCI 231 CONCEPTS OF DATA STRUCTURES 3 u This course is an introduction to data structures using the Java programming language. It covers static and dynamic implementations of data structures including lists, stacks, queues and trees. It emphasizes object-oriented design and programming methodology, including inheritance and polymorphism, and applies these in the development of large programming projects. Prereq:MCS 220 or COMPSCI 222 and a combined cumulative GPA of 2.50. Unreq: MCS 231 COMPSCI 271 ASSEMBLY PROGRAMMING 3 u This course covers the use of an assembly language based on the RISC processor architecture including writing, linking, and executing a program. Also covered are number systems, instructions for arithmetic and logical operations, memory access, loops, declaring variables, interrupts, machine language, segments, stacks, procedure writing, and file handling. This course is an introduction to the theory of computer languages and the construction of assemblers and compilers. Students will write a small assembler and a small compiler, and will compare features of many computer languages. This course provides the applied scientist with the basic tools needed to perform computing within a scientific context. The computational aspects focus on two major areas: (1) the development and implementation of numerical algorithms in computer programs, and (2) the analysis and visualization of complex data sets. Numerical methods covered include finding roots of nonlinear equations, solving linear systems, the eigenvalue problem, numerical integration, the initial value problem, and data fitting. The high-level computer packages used are Mathematic and Matlab. Prereq: MATH 253 with a C or better or consent of instructor. COMPSCI 381 JAVASCRIPT AND DHTML 3 u JavaScript is a computer language for adding flexibility and functionality to web pages. A powerful language in its own right, it also has the capability to interact with HTML forms, browsers, Java applets, and other objects found on a web page. Students in this course will gain a thorough understanding of JavaScript, and learn to harness its abilities to manage windows, forms, events, cookies, etc. Prereq:COMPSCI 181and either COMPSCI 172 or COMPSCI 174 or equivalent preparation and consent of instructor. COMPSCI 382 PERL AND CGI SCRIPTING 3 u Perl and CGI scripting are key to processing web forms, as well as for automating a wide range of server tasks. Perl is optimized for scanning text files, extracting information and generating reports/web pages based on the results. This course will provide a thorough introduction to the Perl language, with an emphasis on its use in processing web forms. Students will learn to manipulate data, generate dynamic web pages, control email and much more. Prereq:COMPSCI 181 and either COMPSCI 172 or COMPSCI 174 or equivalent preparation and consent of instructor. COMPSCI 412/612 COMPUTER ORGANIZATION AND SYSTEM PROGRAMMING 3 u A study of general computer system organization and architecture. Comparison of CPU and memory structure, instruction formats, addressing, flow of control and operating systems on different types of computer. Assembly language is used extensively to write system programs. Prereq:COMPSCI 271 and either COMPSCI 223 or MCS 231, or consent of instructor. COMPSCI 433 THEORY OF ALGORITHMS 3 u This course is a survey of algorithms needed for searching, sorting, pattern matching, analyzing graphs, and a variety of other problems of discrete mathematics. Analysis of algorithm efficiency and space/time tradeoffs are discussed. Prereq: (MCS 231 or COMPSCI 223) or (MATH 280 and either COMPSCI 172 or COMPSCI 174). COMPSCI 434 THEORY OF COMPUTATION 3 u This course is an introduction to the theory of computation. It discusses finite automata and Turing machines as models of computation. It includes discussions of regular sets, recursive and partially recursive functions, context free grammars, the halting problem, undecidable problems, complexity, and Np-completeness. Prereq:MATH 280. COMPSCI 451 TOPICS IN MODERN APPLIED COMPUTING 3 u This course covers Modern Applied computing which includes programming on new platforms such as mobile devices, network security, wireless networks, data mining and recommender systems, user modeling, human computer interactions. Students will discuss papers or books related to the chosen topic, design and/or develop an application related to the topic. Prereq:COMPSCI 271 and either MCS 231 or COMPSCI 223. MATH 471 NUMERICAL ANALYSIS 3 u (See Mathematics) COMPSCI 476 SOFTWARE ENGINEERING 3 uPrereq: MCS 231 or COMPSCI 223 or consent of instructor. COMPSCI 481 WEB SERVER AND UNIX ADMINISTRATION 3 u This course is intended to introduce students to Web Server software and UNIX and UNIX-like operating systems from the perspective of the System Administrator. Linux, the fastest growing operating system, will be studied in detail, together with the Apache web server. Web server configuration will be studied, including optimization, security issues and virtual server administration. Additional topics will include shell programming, system monitoring, file systems and the X Windows GUI. This course will focus on common system administration duties on the Linux platform. Students will acquire competency in using shell programming skills to automate the maintenance of server activity. Emphasis will be placed on using Linux as an Internet server. Prereq:COMPSCI 381 and COMPSCI 382 or equivalent preparation and consent of instructor. COMPSCI 482 WEB DATABASE DEVELOPMENT 3 u This course will introduce students to MySOL databases and PHP3 scripting on a UNIX platform. Students will create and interact with databases via the web. Topics will include SQL; creating, accessing and updating server-side databases; a variety of database-to-web interface tools; and the PHP embedded scripting language. Transactions with other database products via PHP will also be considered. Prereq:COMPSCI 381 and COMPSCI 382 or equivalent preparation and consent of instructor. COMPSCI 490/690 WORKSHOP Repeatable 1-3 u Prereq: Consent of instructor. COMPSCI 494 SEMINAR Repeatable 2 u Prereq: Consent of instructor. COMPSCI 496/696 SPECIAL STUDIES Repeatable 1-3 u Prereq: Consent of instructor. COMPSCI 497 EXCHANGE STUDY Repeatable 1-12 u COMPSCI 498 INDEPENDENT STUDY IN COMPUTER SCIENCE Repeatable 1-3 u Prereq: Consent of instructor. COMPSCI 498R INDEPENDENT STUDY Repeatable 1-3 u UNDERGRADUATE RESEARCH Study of a selected topic or topics under the direction of a faculty member.
in the five-year secondary mathematics curriculum comprises geometry from given data and many more are unable to interpret answers and make conclusions. Traditional. Saddle River, New Jersey: Pearson, Merrill Prentice Hall. Kaput Student's Book Answer Key 9 start-up capital 9 return on investment c 6c d 7b e 8d. 7 conversation 2: a. What are you doing here. / When was the for is used to describe an amount of time and since is used to refer to a point in time. 4 We are NOT affiliated with the author of any documents mentioned in this site. All sponsored products, company names, brand names, trademarks and logos found on this document are the property of its respective owners.
Related Topics With record numbers of high school students applying for fewer spaces at top universities, presenting a strong transcript is more important than ever. By choosing the right classes, students build a case for their academic ability. But which classes are these? It can be a confusing issue, especially when it comes to math, because of the multiple levels and courses offered today. So which math classes are essential for getting into a good college? There's no doubt about the preliminary math classes that college-bound students need to take. Both public schools such as the University of California Berkeley and private schools such as Notre Dame list the following courses as requirements for eligibility: Algebra Geometry Algebra II But how much more math do students really need? One thing is for sure: top colleges are looking for students who take math all the way through their senior year. Beyond that, requirements get hazy, and college admissions websites can be vague. For instance, Princeton University's website states that applicants should have "four years of mathematics (including calculus for students interested in engineering.)" While this is clear for future engineers, it leaves everyone else wondering if they need calculus, too. To find out more about what colleges are looking for, we spoke to Tom Abeyta, Senior Associate Director of Admissions at Oberlin College. Oberlin is a highly selective liberal arts school in Oberlin, Ohio. The college aims for a well-rounded class by drawing on a holistic review process of each applicant, but the high school transcript is still the piece in which they invest the most time. Abeyta says that academics are 'huge'. The admissions office looks closely at the degree of rigor in a schedule. Most of the students who are admitted have completed four years of math in high school, through a minimum of Pre-Calculus. The majority completed Calculus. Based on these facts, a student who plans to apply to a selective college should try to include the following classes in her schedule: Pre-Calculus AP Calculus (AB or BC) Math teacher and SAT expert Gregg Whitnah explains why it's important to aim for calculus: "Students keep the admissions door open when they take as much math as possible." The best way to fit these classes in is to start Algebra in the 8th grade. Alternatively, some high schools allow concurrent enrollment of Geometry and Algebra or Geometry and Algebra II. In addition, there's always summer school and community college. What if your child plans to continue in math or engineering? Students who are interested in engineering or science often finish Calculus during their junior year. In that case, they should enroll in a senior-year course like AP Statistics, AP Computer Science, or Multi-Variable Calculus. According to Whitnah, "It's important to paint a picture of yourself, separate yourself." And if you love math and science, it's vital to demonstrate that through the classes you choose. What if your child isn't math-oriented? Will not taking Calculus sabotage a student's chances to get into college? This is where the picture gets murkier. It's true that the more academic a student appears to be, the better chance he has of getting into a college. But what if math is difficult for a child, and he thrives on English and History? Oberlin's Abeyta gives parents this advice: "It's best for students to take challenging courses that they prefer to take. No selective college likes to see a 'C' on a transcript." So if you suspect that your child will really struggle with Calculus, it might be better to find a different path. In that case, where is there to go after Algebra II? Pre-Calculus or its Alternative If an honors level of Pre-Calculus is offered, students can be assured that the regular level is still a strong course. And some schools offer a Pre-Calculus equivalent, called Trigonometry or Analytic Geometry. As long as it meets the A-G requirements for the UC system, it's a good class to take. Statistics is a form of math that appeals to people who like writing and explaining. AP Statistics is considered to be a strong math course by most colleges. An outstanding grade in AP Statistics would look better on a transcript than a weak grade in AP Calculus. It's important to have some AP courses on your transcript if your high school offers them. Therefore, students should balance a less-rigorous math class with liberal arts courses like AP History, AP English, AP Spanish, or AP Psychology. All colleges are looking for a high school transcript that presents a student who took advantage of the best courses offered at his school. Therefore, a child should take as many academic classes as he can handle with aplomb. But it's also important to remember that undue amounts of stress are destructive, and that there will always be a good-fit college for a student as long as he meets the basic eligibility requirements by taking Algebra, Geometry, and Algebra II.
Assessment criteria: New Maths Frameworking Year 9 Pupil Book 3 New Maths Frameworking Y9 Pupil Book 3 APP chart Levels Using and applying mathematics Book references Level 8 develop and follow alternative methods and approaches reflect on lines of enquiry when exploring mathematical tasks select and combine known facts and problem solving strategies to solve problems of increasing complexity convey mathematical meaning through precise and consistent use of symbols examine generalisations or solutions reached in an activity, commenting constructively on the reasoning and logic or the process employed, or the results obtained distinguish between practical demonstration and proof; know underlying assumptions, recognising their importance and limitations, and the effect of varying them Level 7 solve increasingly demanding problems and evaluate solutions; explore connections in mathematics across a range of contexts: number, algebra, shape, space and measures, and handling data; refine or extend the mathematics used to generate fuller solutions give reasons for choice of presentation, explaining selected features and showing insight into the problems structure justify generalisations, arguments or solutions 14B, 14D appreciate the difference between mathematical 15B explanation and experimental evidence Level 6 solve problems and carry through substantial tasks Pages 208-9 by breaking them into smaller, more manageable tasks, using a range of efficient techniques, methods and resources, including ICT; give solutions to an appropriate degree of accuracy interpret, discuss and synthesise information presented in a variety of mathematical forms present a concise, reasoned argument, using 14B, 14D symbols, diagrams, graphs and related explanatory texts use logical argument to establish the truth of a statement Level 5 identify and obtain necessary information to carry Pages 14-15, pages 80-81, through a task and solve mathematical problems pages 144-5, pages 156-7, pages 192-3 check results, considering whether these are reasonable solve word problems and investigations from a Pages 40-41, pages 106-7 range of contexts show understanding of situations by describing them mathematically using symbols, words and diagrams draw simple conclusions of their own and give an explanation of their reasoning Level 4 develop own strategies for solving problems use their own strategies within mathematics and in applying mathematics to practical contexts present information and results in a clear and * Part of the criteria are covered 1 Assessment criteria: New Maths Frameworking Year 9 Pupil Book 3 organised way search for a solution by trying out ideas of their own Level 3 select the mathematics they use in a wider range of classroom activities try different approaches and find ways of overcoming difficulties that arise when they are solving problems begin to organise their work and check results use and interpret mathematical symbols and diagrams understand a general statement by finding particular examples that match it review their work and reasoning Level 2 select the mathematics they use in some classroom activities discuss their work using mathematical language begin to represent their work using symbols and simple diagrams predict what comes next in a simple number, shape or spatial pattern or sequence and give reasons for their opinions explain why an answer is correct * Part of the criteria are covered 2 Assessment criteria: New Maths Frameworking Year 9 Pupil Book 3 Levels Numbers and the number system Book references Level 8 understand the equivalence between recurring 7F decimals and fractions Level 7 understand and use proportionality 2D Level 6 use the equivalence of fractions, decimals and percentages to compare proportions Level 5 use understanding of place value to multiply and divide whole numbers and decimals by 10, 100 and 1000 and explain the effect round decimals to the nearest decimal place and order negative numbers in context recognise and use number patterns and relationships use equivalence between fractions and order fractions and decimals reduce a fraction to its simplest form by cancelling common factors understand simple ratio Level 4 recognise and describe number patterns recognise and describe number relationships including multiple, factor and square use place value to multiply and divide whole numbers by 10 or 100 recognise approximate proportions of a whole and use simple fractions and percentages to describe these order decimals to three decimal places begin to understand simple ratio Level 3 understand place value in numbers to 1000 use place value to make approximations recognise negative numbers in contexts such as temperature use simple fractions that are several parts of a whole and recognise when two simple fractions are equivalent begin to use decimal notation in contexts such as money Level 2 count sets of objects reliably begin to understand the place value of each digit; use this to order numbers up to 100 begin to use halves and quarters and relate the concept of half of a small quantity to the concept of half of a shape * Part of the criteria are covered 3 Assessment criteria: New Maths Frameworking Year 9 Pupil Book 3 Levels Calculating Book references Level 8 use fractions or percentages to solve problems 2B-C involving repeated proportional changes or the calculation of the original quantity given the result of a proportional change solve problems involving calculating with powers, 7A-B, 7G roots and numbers expressed in standard form, checking for correct order of magnitude and using a calculator as appropriate Level 7 calculate the result of any proportional change 2B, 2D using multiplicative methods understand the effects of multiplying and dividing 2F-G by numbers between 0 and 1 add, subtract, multiply and divide fractions 2A make and justify estimates and approximations of 2H calculations; estimate calculations by rounding numbers to one significant figure and multiplying and dividing mentally use a calculator efficiently and appropriately to 7G perform complex calculations with numbers of any size, knowing not to round during intermediate steps of a calculation Level 6 calculate percentages and find the outcome of a given percentage increase or decrease divide a quantity into two or more parts in a given ratio and solve problems involving ratio and direct proportion use proportional reasoning to solve a problem, choosing the correct numbers to take as 100%, or as a whole add and subtract fractions by writing them with a common denominator, calculate fractions of quantities (fraction answers), multiply and divide an integer by a fraction Level 5 use known facts, place value, knowledge of operations and brackets to calculate including using all four operations with decimals to two places use a calculator where appropriate to calculate fractions/percentages of quantities/measurements understand and use an appropriate non-calculator method for solving problems that involve multiplying and dividing any three digit number by any two digit number solve simple problems involving ordering, adding, subtracting negative numbers in context solve simple problems involving ratio and direct proportion apply inverse operations and approximate to check answers to problems are of the correct magnitude Level 4 use a range of mental methods of computation with all operations recall multiplication facts up to 10 × 10 and quickly derive corresponding division facts use efficient written methods of addition and subtraction and of short multiplication and division multiply a simple decimal by a single digit * Part of the criteria are covered 4 Assessment criteria: New Maths Frameworking Year 9 Pupil Book 3 solve problems with or without a calculator check the reasonableness of results with reference to the context or size of numbers Level 3 derive associated division facts from known multiplication facts add and subtract two digit numbers mentally add and subtract three digit numbers using written method multiply and divide two digit numbers by 2, 3, 4 or 5 as well as 10 with whole number answers and remainders use mental recall of addition and subtraction facts to 20 in solving problems involving larger numbers solve whole number problems including those involving multiplication or division that may give rise to remainders Level 2 use the knowledge that subtraction is the inverse of addition and understand halving as a way of 'undoing' doubling and vice versa use mental recall of addition and subtraction facts to 10 use mental calculation strategies to solve number problems including those involving money and measures record their work in writing choose the appropriate operation when solving addition and subtraction problems * Part of the criteria are covered 5 Assessment criteria: New Maths Frameworking Year 9 Pupil Book 3 Levels Algebra Book references Level 8 factorise e.g. quadratic expressions including the 11D difference of two squares, 2 x – 9 = (x + 3) (x – 3) manipulate algebraic formulae, equations and 11A-C expressions, finding common factors and multiplying two linear expressions derive and use more complex formulae and 11E* change the subject of a formula evaluate algebraic formulae, substituting fractions, decimals and negative numbers solve inequalities in two variables and find the 3E extension* solution set sketch, interpret and identify graphs of linear, quadratic, cubic and reciprocal functions, and graphs that model real situations understand the effect on a graph of addition of (or multiplication by) a constant Level 7 square a linear expression, and expand and 11C simplify the product of two linear expressions of the form (x ± n) and simplify the corresponding quadratic expression use algebraic and graphical methods to solve 3B-C, 3G simultaneous linear equations in two variables solve inequalities in one variable and represent the 3E solution set on a number line use formulae from mathematics and other 11E subjects; substitute numbers into expressions and formulae; derive a formula and, in simple cases, change its subject find the next term and nth term of quadratic 1B sequences and functions and explore their properties plot graphs of simple quadratic and cubic 8C-D 2 2 functions, e.g. y = x , y = 3x + 4, 3 y=x Level 6 use systematic trial and improvement methods and ICT tools to find approximate solutions to 3 equations such as x + x = 20 construct and solve linear equations with integer 3A, 3D coefficients, using an appropriate method generate terms of a sequence using term-to-term 1A* and position-to-term definitions of the sequence, on paper and using ICT; write an expression to describe the nth term of an arithmetic sequence plot the graphs of linear functions, where y is given explicitly in terms of x; recognise that equations of the form y = mx + c correspond to straight-line graphs construct functions arising from real-life problems 1D, 3F and plot their corresponding graphs; interpret graphs arising from real situations Level 5 construct, express in symbolic form, and use simple formulae involving one or two operations use and interpret coordinates in all four quadrants Level 4 begin to use simple formulae expressed in words use and interpret coordinates in the first quadrant Part of the criteria are covered 6 Assessment criteria: New Maths Frameworking Year 9 Pupil Book 3 Level 3 recognise a wider range of sequences begin to understand the role of '=' (the 'equals' sign) Level 2 recognise sequences of numbers, including odd and even numbers * Part of the criteria are covered 7 Assessment criteria: New Maths Frameworking Year 9 Pupil Book 3 Levels Shape, space and measure Book references Level 8 understand and use congruence and mathematical 2E, 4D, 6A similarity understand and use trigonometrical relationships in 10B-D right-angled triangles, and use these to solve problems, including those involving bearings understand the difference between formulae for perimeter, area and volume in simple contexts by considering dimensions Level 7 understand and apply Pythagoras' theorem when 4A-B solving problems in 2-D calculate lengths, areas and volumes in plane 6D, pages 124-5 shapes and right prisms enlarge 2-D shapes, given a centre of enlargement 10A and a fractional scale factor, on paper and using ICT; recognise the similarity of the resulting shapes find the locus of a point that moves according to a 4C given rule, both by reasoning and using ICT recognise that measurements given to the nearest whole unit may be inaccurate by up to one half of the unit in either direction understand and use measures of speed (and other 6E compound measures such as density or pressure) to solve problems Level 6 classify quadrilaterals by their geometric properties solve geometrical problems using properties of angles, of parallel and intersecting lines, and of triangles and other polygons identify alternate and corresponding angles; understand a proof that the sum of the angles of a triangle is 180° and of a quadrilateral is 360° devise instructions for a computer to generate and transform shapes and paths visualise and use 2-D representations of 3-D objects enlarge 2-D shapes, given a centre of enlargement and a positive whole-number scale factor know that translations, rotations and reflections preserve length and angle and map objects onto congruent images use straight edge and compasses to do standard 4C constructions deduce and use formulae for the area of a triangle and parallelogram, and the volume of a cuboid; calculate volumes and surface areas of cuboids know and use the formulae for the circumference and area of a circle Level 5 use a wider range of properties of 2-D and 3-D shapes and identify all the symmetries of 2-D shapes use language associated with angle and know and use the angle sum of a triangle and that of angles at a point reason about position and movement and transform shapes measure and draw angles to the nearest degree, when constructing models and drawing or using Part of the criteria are covered 8 Assessment criteria: New Maths Frameworking Year 9 Pupil Book 3 shapes read and interpret scales on a range of measuring instruments, explaining what each labelled division represents solve problems involving the conversion of units and make sensible estimates of a range of measures in relation to everyday situations understand and use the formula for the area of a rectangle and distinguish area from perimeter Level 4 use the properties of 2-D and 3-D shapes make 3-D models by linking given faces or edges and draw common 2-D shapes in different orientations on grids reflect simple shapes in a mirror line, translate shapes horizontally or vertically and begin to rotate a simple shape or object about its centre or a vertex choose and use appropriate units and instruments interpret, with appropriate accuracy, numbers on a range of measuring instruments find perimeters of simple shapes and find areas by counting squares Level 3 classify 3-D and 2-D shapes in various ways using mathematical properties such as reflective symmetry for 2-D shapes begin to recognise nets of familiar 3-D shapes, e.g. cube, cuboid, triangular prism, square-based pyramid recognise shapes in different orientations and reflect shapes, presented on a grid, in a vertical or horizontal mirror line describe position and movement use a wider range of measures including non- standard units and standard metric units of length, capacity and mass in a range of contexts use standard units of time Level 2 use mathematical names for common 3-D and 2-D shapes describe their properties, including numbers of sides and corners describe the position of objects distinguish between straight and turning movements, recognise right angles in turns and understand angle as a measurement of turn begin to use a wider range of measures including to use everyday non-standard and standard units to measure length and mass begin to understand that numbers can be used not only to count discrete objects but also to describe continuous measures * Part of the criteria are covered 9 Assessment criteria: New Maths Frameworking Year 9 Pupil Book 3 Levels Handling data Book references Level 8 estimate and find the median, quartiles and 5E interquartile range for large data sets, including using a cumulative frequency diagram compare two or more distributions and make inferences, using the shape of the distributions and measures of average and spread including median and quartiles know when to add or multiply two probabilities 9C use tree diagrams to calculate probabilities of 9C combinations of independent events Level 7 suggest a problem to explore using statistical 13B methods, frame questions and raise conjectures; identify possible sources of bias and plan how to minimise it select, construct and modify, on paper and using 5B, 13B ICT suitable graphical representation to progress an enquiry including frequency polygons and lines of best fit on scatter graphs estimate the mean, median and range of a set of 5F grouped data and determine the modal class, selecting the statistic most appropriate to the line of enquiry compare two or more distributions and make inferences, using the shape of the distributions and measures of average and range understand relative frequency as an estimate of 9D, 15B probability and use this to compare outcomes of an experiment examine critically the results of a statistical enquiry, 13B and justify the choice of statistical representation in written presentation Level 6 design a survey or experiment to capture the 5G necessary data from one or more sources; design, trial and, if necessary, refine data collection sheets; construct tables for large discrete and continuous sets of raw data, choosing suitable class intervals; design and use two-way tables select, construct and modify, on paper and using ICT and identify which are most useful in the context of the problem:  pie charts for categorical data  bar charts and frequency diagrams for discrete and continuous data  simple time graphs for time series  scatter graphs find and record all possible mutually exclusive outcomes for single events and two successive events in a systematic way know that the sum of probabilities of all mutually 9B exclusive outcomes is 1 and use this when solving problems communicate interpretations and results of a Pages 172-3 statistical survey using selected tables, graphs and diagrams in support Level 5 ask questions, plan how to answer them and collect the data required * Part of the criteria are covered 10 Assessment criteria: New Maths Frameworking Year 9 Pupil Book 3 in probability, select methods based on equally likely outcomes and experimental evidence, as appropriate understand and use the probability scale from 0 to 1 understand and use the mean of discrete data and compare two simple distributions, using the range and one of mode, median or mean understand that different outcomes may result from repeating an experiment interpret graphs and diagrams, including pie charts, 5C-D and draw conclusions create and interpret line graphs where the intermediate values have meaning Level 4 collect and record discrete data group data, where appropriate, in equal class intervals continue to use Venn and Carroll diagrams to record their sorting and classifying of information construct and interpret frequency diagrams and simple line graphs understand and use the mode and range to describe sets of data Level 3 gather information construct bar charts and pictograms, where the symbol represents a group of units use Venn and Carroll diagrams to record their sorting and classifying of information extract and interpret information presented in simple tables, lists, bar charts and pictograms Level 2 sort objects and classify them using more than one criterion understand vocabulary relating to handling data collect and sort data to test a simple hypothesis record results in simple lists, tables, pictograms and block graphs communicate their findings, using the simple lists, tables, pictograms and block graphs they have recorded * Part of the criteria are covered
Mathematics (Double) at Hills Road Taking Double Mathematics means studying Mathematics A level and Further Mathematics A level together. It is a course for those with a strong interest in mathematics. Many take it because they enjoy maths for its own sake, whilst others who might want to study maths, physics or engineering at degree level find a stronger mathematical background helpful. The course covers the same ground as our Single Maths course (and includes statistics, mechanics and decision maths) but takes ideas further, and there are also a number of interesting extra topics (complex numbers, for example). It can be extremely rewarding for the student who enjoys mathematics and is stimulated by the somewhat faster pace and greater depth, but if you do not get on with the course it is possible to change to Single Maths. Entry with: GCSE grade A in Mathematics (typically, the majority of students taking this subject would be aiming to achieve A* at GCSE). • Stimulating, fast-paced course • Opportunities to use graphical calculators and computers to help you develop your mathematical understanding. • Extra-curricular programme including trips, competitions and talks. • No coursework • Covers a wide range of mathematical disciplines Awarding body:AQA AS Level Units Overview: Double maths is made up of 13 units over the course of the two years. These units cover Pure Mathematics, Statistics, Mechanics and Decision Maths. Advanced (A2) Level Units Overview: as AS level above Because this is a new subject, no results are available • A purpose-built Mathematics Centre with teaching rooms grouped around a resource area containing 12 networked computers with access to the Internet and College Intranet and also a library area. • Stocks of text books and other materials. • A large teaching team of dedicated and enthusiastic subject specialists. • Additional individual tuition in the lunchtime workshop, as well as other support schemes. • Advice and preparation for further study in mathematics and related disciplines.
Mathcentre provide these resources which cover aspects of vectors and are suitable for students studying mathematics at A Level, as well as those students for whom mathematics is an integral part of their course. Some of the topics covered include an introduction to vectors, calculating the vector and scalar products and the cartesian… Mathcentre provide these resources which cover aspects of geometry and are suitable for students studying mathematics at A Level, those for whom mathematics is an integral part of their course and some apply to GCSE Higher Level students. The topics covered include the geometry of a circle, polar coordinates, the gradient and intercept… Mathcentre provide these resources which cover aspects of arithmetic, many of which are suitable for students studying mathematics at Higher Level GCSE, or A Level, as well as those students for whom mathematics is an integral part of their course. Some of the topics covered include, decimals, fractions, percentages, surds and ratios. Comprehensive… Mathcentre provide these resources which cover a wide range of algebraic topics, many of which are suitable for students studying mathematics at Higher Level GCSE, or A Level, as well as those students for whom mathematics is an integral part of their course. Some of the topics covered include completing the square, factorising quadratics,… Mathcentre provide this resource which covers the slope intercept form, an aspect of geometry that involves the gradient and vertical intercept of a graph, which can be established from the terms of a linear equation. Comprehensive notes, with clear descriptions are provided, together with relevant diagrams and examples. Students… Mathcentre provide these resources which cover aspects of functions and graphs. They include explanations of linear functions, the exponential constant, the graph of a function and linear relationships. Comprehensive notes, with clear descriptions, for each resource are provided, together with relevant diagrams and examples. Students… Mathcentre provide these resources which cover aspects of arithmetic. They include fractions and their associated arithmetic, geometric progressions, percentages, ratios and powers and roots. Comprehensive notes, with clear descriptions, for each resource are provided, together with relevant diagrams and examples. Students wishing… Mathcentre provide these resources which cover aspects of trigonometry, often used in the field of engineering. They include the trigonometric ratios, using Pythagoras' theorem and working with the sine and cosine rules. Comprehensive notes, with clear descriptions, for each resource are provided, together with relevant… Mathcentre provide these resources which cover aspects of matrices, often used in the field of engineering. They include determinants, multiplying matrices, the inverse of a matrix and Cramer's rule, which uses determinants to solve simultaneous equations. Comprehensive notes, with clear descriptions, for each resource are… Mathcentre provide these resources which cover aspects of geometry often used in the field of engineering. They include the gradient and intercept of straight line graphs, polar coordinates and converting degrees and radians. Comprehensive notes, with clear descriptions, for each resource are provided, together with relevant diagrams… Mathcentre provide these resources which cover aspects of functions and graphs often used in the field of engineering. They include descriptions of the hyperbolic function and identities, the logarithm function and its graph as well as the graphs of the trigonometric functions. Comprehensive notes, with clear descriptions, for… Mathcentre provide these resources which cover aspects of arithmetic, often used in the field of engineering. They include fractions and their associated arithmetic, calculations involving surds, using standard form, as well as understanding and drawing the graph of a function. Comprehensive notes, with clear descriptions, for… Mathcentre provide these resources which cover a wide range of algebraic topics, many of which are used in the field of engineering. They include, solving linear equations, quadratic equations, partial fractions, rearranging formulas, factorials and the laws of indices. Comprehensive notes, with clear descriptions, for each resource… Mathcentre provide this numeracy refresher resource, which was developed and trialled by staff of the University of Birmingham Careers Centre and subsequently used widely throughout the HE Sector. There are sections which review decimals, fractions, averages, percentages and ratios, making it a useful resource for Key Stage Three… Mathcentre provide this algebra refresher resource which has been designed to enable students to prepare for their university mathematics programme. There is a comprehensive review of algebraic manipulation including, removing brackets, surds, solving linear equations, transposition of formulae, quadratic equations and completing…
Navigating through problem solving and reasoning in grades 6-8( Book ) 3 editions published between 2008 and 2009 in English and held by 70 libraries worldwide In middle school, students' reasoning about problems no longer routinely ends in solutions. Students can consider whether their solutions make sense or lead to solutions for related problems. This book presents investigations that allow students to reason about factors, area formulas, similar figures, data in a set, and growing patterns. An investigation of the Pythagorean theorem introduces proof in a developmentally appropriate way. Included is a CD-ROM with applets for students' use, ready-to-print activity sheets, and professional development resources for teachers. --publisher description. Navigating through probability Navigating through data analysis
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Reading The Text In this course, it is absolutely essential that you do the reading assignments. Your experience with previous math courses may make it seem unlikely, since it may have been possible to avoid reading the text, yet do adequately well by copying down examples the instructor did in class and then doing the homework exercises by just changing the numbers in those "pattern examples" and the pattern examples given in the text. Also, older-style texts subtly encouraged students to skip the reading assignments by putting procedures for doing exercises in boxes, thereby essentially telling the students that "everything you really need to know to do the exercises can be found inside the boxes; you might as well skip reading everything else." Unfortunately, this approach resulted in students being able to do the mechanical computations quite well, but having no real understanding of the material and no real ability to apply it in situations that are even a little bit different from that covered by the pattern examples. In essence, students were only being programmed like computers to do computations that computers can do faster and more accurately anyway. It is this deficiency in the old-style math courses that led to the national movement toward reformed courses, like this one, which stress understanding. This modern approach to learning requires new methods in the classroom emphasizing learning rather than lecturing, as well as new texts such as the one for this course. The difference between the text for this course and an old-style math text is apparent from even a cursory scanning of the first chapter. If you open the text and just begin turning pages, you will probably be struck by the following: The amount of text to be read outside of examples is much greater than in old-style books. Older books would typically have brief explanations, sometimes single paragraphs, followed by one or more pattern examples. This book has longer explanations that attempt to convey understanding of the concepts involved rather than just the mechanics of how to do computations. The examples tend to be much longer than those in an old-style text, and they often arise from actual real-world problems. The exercises, which also tend to be much longer than those in an old-style text, are often quite different from each other and from the examples in the text, and use real-world numbers that are not as "nice" as the made-up numbers in the shorter exercises typical of old-style texts. Doing the exercises requires an understanding of the material in the text, not just the ability to change numbers in pattern examples. Also, your instructor will be counting on you to read the text, since he or she will not be lecturing very much and will be relying on you to have seen the material before you work with it in class. Like other courses outside mathematics (but perhaps unlike other mathematics you have taken), not every small point on which you will be tested will be covered by in-class examples. Since the reading is so very important, some hints on how to it might be helpful. You may find that slight variations on the following scheme will work well for you. Plan to do the reading more than once, and do not make it an essential goal to understand everything in the reading the first time through it. The first reading should be devoted only to getting a general overview of the material in the section. After the first reading, stop for a few minutes and attempt to summarize to yourself, in your own words, what the section is all about. Then immediately re-read the section. During the second reading, make a serious effort to understand all of the material in the section. This does not mean to memorize it, but rather to understand all of the points before going on. If you do not understand something during the second reading, put the book aside awhile and return to it later when your mind is fresher. If you still do not understand it after returning to it, ask your instructor or your homework group members about it. Do make sure you eventually understand all of the material. You will probably get tripped up in later reading, in doing the homework, or on test if you treat material you don't quite understand as "probably not all that important." Do not get discouraged if some points require some time to understand. It is not uncommon to have to think about a point in a math text for a half hour (or more, for more complicated concepts) before it becomes clear what is really going on.
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For calculus: Basic differentiation (limits and continuality, first principles, basic d/dx forumlae, rates of change) Basic integration (Indefinite and definite integrals, area and volume under curve) Others: Basic things about set (e.g. empty set, intersections and unions, subset and elements within a set) Basic logic (and, or, not, if, iff, not (A and B) = not A or not B (forgot name of the rule) P.S. I tried reading about rings(mathematics) in wikipedia but I fail to understand it (Anything not listed may either mean I have not encountered it before, or that I've forgotten.) (There's a possbility that even the stuff I listed will be forgotten and recalled at random) You can introduce explanation using maths not on this list, and I'll try my best to understand and ask (usually via pm to avoid clutter up the threads) if I fail to understand/need clarification P.S.2. Some brief info of my personality to help you get my thoughts and assist in clarifying/correcting them: 1. I tend to find similarities/difference between two raondom things (be it how it is written, properties etc.) 2. I tend to place similar things into groups (laymen sense) 3. I tend to look for a general formula for a group (laymen sense) of things 4. I tend to approach maths visually and by understanding the motives and origin of formulae, manipulating numbers within a formula and see how it evolve geometrically and algebrically. I don't mind looking at formal proofs, given if I can understand them 5. I tend to attempt in "laymenlize" advanced things and share them with my friends and teachers Twelve 12-28-11, 04:26 PM I've a very strong desire for knowledge and always ask why However I seemed to have a status lower than both cranks and trolls As I'm technically transparent and only very few does notice my existence and respond to my questions This is an unexplained phenomenon and so far happens only in the internet medium I guess that few people answer your questions on the internet because that's not easy to respond to technical or scientific questions. This has got nothing to do with posting comments below a music video in YouTube. Anyway, I don't understand what you try to tell us about your maths knowledge list. (?) Secret 12-28-11, 10:18 PM Judging from your comments It seems my question generally were treated as something equilivant to what rule #17 said 17. Financial, legal and medical advice is best provided by qualified professionals. We welcome discussion of financial, legal and health issues but we reserve the right to remove posts that may put readers at risk. Members should be aware that, in general, it is impossible to verify the qualifications of any member providing advice. In my case, I'm trying to discuss some physics and maths issues in depth and find some members which according to their posts, seemed to suggest they are very likely to be physicists and mathematicians respectively. Thinking I've found a professional to discuss some of my questions with, I end up keep asking and waiting for their reply. It might be possible that they are not really professionals of the aspects. It seems once you get on the Internet, no matter how professional a comment sounds, does not imply they are actually professionals. Therefore it seems professionals were not found in forums, but where else can we find them? As for the second question, sciforums usually have a lot of cranks. Sometimes I'm aware I have some potential to exhibit crank behavior which I tend to avoid. however there might be times that I posted crank but did not aware of it. Thus the maths level posted here act as a reference and evidence in case mods or just ordinary members have found I have exhibit crank and will be used against me to convince me that i have post something that I assume to have knowledge on but actually not or avoiding questions (I.e. crank behavior) Secret, one possibility is that whatever you are posting people are not finding interesting. Or he could post it in the Physics & Maths forum.. :shrug: Secret 12-29-11, 12:19Not sure about the professionals though, as they are expected to have rich knowledge regarding their own subject and should be able to provide some rich insights. However besides the issue stated in rule #17 (that there are no way to work out the qualifications of any contributing users), interest is something independent of the knowledge level. It frustrating when you have a source to look for an answer, but the source cannot be reached for various reasons (e.g. It seems for people, their interests prevent me from getting an answer, despite they can answer the question) Bells 12-29-11, 12:26 You could try to ask your questions in a more definitive manner? And in a lot of instances, many may believe the question you seek has been answered, so they stop posting in it? If you have some queries or want to know if you are doing anything wrong, to try to PM the moderators of Physics and Math and see what they have to say? It is also possible that your questions may have already been answered a while ago, so a search could help you to determine if that is the case. Secret 12-29-11, 12:49 AM I do wrote pms to the mods (who happened to be the professionals regarding my questions) However 3-4 weeks waiting and still no reply despite they are almost always online. Some explain the long term no reply as being their habit of seldom checking pms, business and adivce me that if I have general questions I should use threads to express them. I then followed his/her advice and posted the questions in the relevant threads. After yet another 2-4 weeks wait, there is still no answer and the thread were pushed back by new threads I also tried bumping the threads ( trying to avoid double posts in the process) but to no avail The 'evidence' that convinced me I'm most likely being ignored is their frequent online status and also reply to other threads during most of their online session. Thus it is illogical of how they failed to notice my threads, pms visitor messages etc. (given a good notification system of pms and new threads in sciforums) If the underlying reason is what crunchy cat suggest, then there is really no way around it... It is frustrating to not be able to get an answer especially the answer is just next to you but for some unknown reason also out of reach As to address the "...definitive manner?" sometimes I make a post of clarification to clarify the details in a question. As I'm not other people, I cannot tell when they thought my question had been answered and I do notify them that the question is not finished yet (via bumps and visotr message or pm some of the users who seemed to be professionals regarding those question, however this leads to what I stated just above) And some users do point out that I have some ambiguous conditions or assumptions. I then clarify the details. (e.g. In my t=s thread (bad title because I hit an error 500 at the time the thread was set up) I try to investigate the nature of the arrow of time using some hypothetical scenario (filming a ball rolling under some conditions and then compare it with the rewinded version). One user then point out that something can be clarified. I then posted a follow up to clarify all the conditions.) Sure there are posts by other members that follow , but (at least in that thread) none of them seemed to address the conditions in my clarified post In most instance, these thread were then dead and no more new post appears Twelve 12-29-11, 01:50 AM It is frustrating to not be able to get an answer especially the answer is just next to you but for some unknown reason also out of reach And what will you do? Secret 12-29-11, 02:10 AM Sometimes, there are alternate sources (e.g. Textbooks) that are accessible to be use to answer the question But other times, there is only one source. When that is the case, then I have no idea what to do, hence the frustration What will you do if you were me? Twelve 12-29-11, 02:23 AM What would I do if I were you and I didn't get a response to my questions? :) That's not simple to answer it. One can not avoid to feel disappointed when one is willing to get a response and doesn't get it. I know it. I know it's frustrating if you write and there is no answer. wynn 12-29-11, 03:42 AM Therefore it seems professionals were not found in forums, but where else can we find them? That will depend on the topic of expertise. Some professionals are to be found at universities, some in business corporations, some in hospitals, some in prisons, etc. What is the topic on which one might likely find professionals at Sciforums? Secret 12-29-11, 07:29 AM Thanks for the suggestions More specifically which of these source will I most like find some scientist to be discuss with? Currently, most of my questions fall onto the physics and maths type, therefore I expect there are professionals regarding this category here in sciforums that can be discussed with. Wlminex, because of your insistence on supporting every wild conjecture presented and your whinny vendetta against the moderators, I think the number of people who think you are a crank and a troll increases daily. That's just my opinion of course. I received your complaint about being insulted. Please understand that this is not an academy, that the majority of our members are rather young, and that those who aren't often act like it. So we have to tolerate a certain level of trash-talk. But more to the point, although I have not investigated the claims upon which this insult is based, Origin does indeed cite what he considers empirical evidence to support it. This conforms to the scientific method. In any case the actual "insulting" language used is rather mild by the standards of this community, who often howl with rage if we discipline them for anything less than mother-talk or overt racism. The insult is even cleverly phrased as a summary of the opinions offered by other members. So the question becomes: Do many of the other members regard you as a crank or troll? I'm not familiar with your posting history so I'm not in a position to know. I suggest that you follow the scientific method yourself and refute Origin's assertion. I'm not suggesting that you prove a negative, which is never required by science. But you could point us to some positive remarks that others have made about you. Meanwhile, also in conformance with the scientific method, I request that Origin cite some of the posts he claims to support his assertion. If he can't do this, then his insult does indeed start to look spurious. If he can't or simply doesn't provide these citations, I'm sure you'll be keeping track and you'll send out another report to the Moderators. At that point we may consider taking action. Given that Enmos, one of my colleagues, appears to be following this thread, I will assume that he agrees with my position that at this point there is no cause for action. It's up to you now. If Origin doesn't provide evidence to support his assertion when challenged, then not only would he be rude, but he would also not be a good scientist. On this website that is a much worse offense. universaldistress 12-29-11, 07:14 PM I've noticed that some users struggle with English, and are therefore (perhaps wrongly) labelled as crackpots. I think if your English isn't upto scratch then find forums in your mother tongue, or brushup your English. AlphaNumeric 12-29-11, 07:22 PM In this thread ( wlminex asks a question to get clarification about something despite the fact he admits he hasn't read the post he's asking for clarification about. I called it trolling at the time. And I've made numerous comments about his 'snipe and run' one liner posts which add only to background noise. I've also received a PM from someone (I won't say who) who commented on the annoying manner of wlminex's posts in a particular thread. And I believe AlexG is currently suspended due to calling wlminex a troll. Others have also commented on his willingness to defend any random idea which isn't mainstream purely because it isn't mainstream, regardless of rationality or justification. I'd say 3+ people is sufficient for Origin to have said an accurate, scientific, thing about the membership. The problem, Fraggle Rocker, is that wlminex thinks people who follow the scientific method are too constrained so he may very well dismiss your approach as inappropriate. He prefers more 'out of the box' thinking. So I suppose if we were to employ wlminex's own standards to things Origin has no need to provide any evidence, as wlminex has given favourable comments to utterly unsupported, sometimes even experimentally falsified, assertions made by others. One wonders how he can now complain when others make what might be seen as opinionated assertions. Is he for or against providing evidence for ones claims? You've been given a suspension (not by me) so you can't reply but I'll leave my response here for when you get back. When I asked you to explain yourself more I didn't mean adding label "opinion here", I meant explain yourself. For example, how could I possibly have been referring to Bremsstrahlung, I was talking about your posts. If all you do is post one liners which do nothing more than either complain about someone, attempt a joke, advertise your claims or whine about the scientific method for the 10th time then you don't add anything to the discussion, you instead just as noise, background noise to the discussion. Now the question is whether you really thought I was referring to Bremsstrahlung radiation (which isn't background radiation anyway) or you're just trolling. Your one liner post once again contained a comment about you reporting someone. This is not the first time I've had to tell you that that isn't what you should be posting. If you have complaints about someone, such as myself, use the report button, PMs or this government subforum in an appropriate thread. Just dropping "Reported because he said stuff I don't like" into threads all over the place adds nothing and only serves to make you look a little whiny. Rather than running to the report button every 5 seconds why don't you try defending your position. Origin said you're considered a troll by some and I said I am one of said 'some', partly due to your one line 'snipe and run' habit. By replying with a one liner which is precisely the sort of thing I've commented on you only serve to add support to Origin's assessment. If you really have been in the scientific field for many years you should be well practiced in explaining yourself properly so that others can understand your train of thought. Unfortunately I have yet to see you actually display such qualities one would expect from with your claimed credentials. Secret 12-29-11, 11:10 PM Secret, if some of your questions are not answered here you might try asking them at another (physics) forum. Too bad I've made a fatal mistake there. In that forum I did not read the rules carefully, thus did not aware that that forum did not allow any topic that is overally speculative. (e.g. In my case I asked whether scifi stuff can be posted, or something like that. There are replies, but I didn't read them carefully thus did not notice the important message (it is not allowed) within some off topic chatter about Skype. Because of failed to notice the above, I then posted my second thread (dark emitters, is that possible? (that thread still exist there, it ask how to make something that behaves like 'a black colored light' using known laws of physics ). later I received an infraction from Evo that I've breached the rules. Evo mentioned in the pm that I know I cannot post speculative content yet I do so. I then got really confused cause at that point I don't think anyone have told me that besides the off topic Skype. chatter between the members and some mods I then tried to send a lengthy pm to Evo explaining that I did not know (also expressing that I'm confused that something like time travel is not considered speculative (at that point I'm just want to clarify, not trying to get rid of the infraction) Later in some unstable emotion state, I registered as Syllus and posted some absolute crap (deletion theory disapproved) in the Sceptisim or General discussion sub forum there, thinking I won't be discovered And bam!, the next day I was permabanned there. After reading the ban reason, I learnt two new things (crackpot/crank and sock puppet) and learnt that there is always a method to track down multiple account users Thinking about what Evo said, I checked back the scifi thread. After reading the post carefully, I finally found the message buried within the off topic posts, but it is too late Some few months later, I stumbled thAis forum. Hoping to start over, after registration I read the rules very carefully. I even pmed Stryder and asked about which subforum is most suitable for posting things that with an "If" nature (that includes the dark emitter thread previously posted in physics forums) Stryder then direct me to the pseudoscience and scifi sub forums. Because of my previous fatal mistake in physics forums, I tend to be very careful. Unless the content is not something associated greatly with "IF" , I tend to post them in the pseudoscience sub forum as a safeguard. I also learnt that crank tend to avoid questions so when I post I'll make sure all the questions raised is addressed (sometimes to the extent of quoting everyone posted in the thread so far, as demonstrated in the "will a moving lump of ice colder than a stationary one" But what I notice so far is like the opposite. Few people did address my post content or questions within a thread. It like as if what trooper's joke is true, that I'm like does not exist in the thread. (It does give me a feeling that the others are like crank, avoiding my questions, so to speak) Fraggle Rocker 12-30-11, 02:33 AM * * * * ANOTHER NOTE FROM A MODERATOR (sigh) * * * * Look, you guys... the title of this subforum is About the Members. This is not one of our hard science boards like biology and chemistry. It is not even one of our soft science boards like psychology and linguistics. It is not even one of our boards for scholarship of a non-scientific nature, like politics or art & culture. It is a board for socializing. You can tell each other anything you want the others to know about you. You can tell each other how you feel about what the others have said. You can even say whether you like each other, and why! My suggestion that insults be treated as assertions and should be subject to peer review was an attempt to defuse your little squabble, since it seemed that it was all about a disagreement about how science is performed. Obviously I was wrong and my suggestion was not the answer. If there is one subforum on thus website where it is not only permissible but appropriate to say how you feel about each other, and why, it is this one. No one is obligated to post here or read the posts. There is no science here, no scholarship here. Ignoring this subforum entirely will have zero impact on your scientific education or practice. If you don't like what people say here, then stay away. I almost never read the discussions on this board, except when a new member is introducing himself. And this is why. If you don't like socializing with these people, then stop coming to this subforum. On the other subforums the rules are interpreted and enforced more strictly. Personal insults beyond the adolescent level of trash-talking are frowned on, except when they are clearly in jest and still not too strong. Anybody who either makes a practice of insulting other members, or insults the same person multiple times, will be banned. So, Winimex, I suggest that you go back to the science and scholarship boards. If anybody hassles you there and you complain, you'll get more attention from the Moderators. But it works both ways. If it turns out that your scholarship and science are acceptable, you will be defended. But if your scholarship is flawed and your science is bogus, we won't like you any more than they do. AlexG 12-30-11, 01:11 PM And I believe AlexG is currently suspended due to calling wlminex a troll So I was banned for calling wlminex a troll, and now wlminex is banned for trolling. :D Crunchy Cat 12-30-11, 04:21 PM So I was banned for calling wlminex a troll, and now wlminex is banned for trolling. :D At least you were correct. :3 universaldistress 01-01-12, 08:43 AM So I was banned for calling wlminex a troll, and now wlminex is banned for trolling. :D
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PAPERBACK New 0538731915Get the extra practice you need to succeed in your mathematics course with this hands-on Student Workbook. Designed to help you master the problem-solving skills and concepts presented in ELEMENTARY ALGEBRA, 9th Edition, this practical, easy-to-use workbook reinforces key concepts and promotes skill building. Product Details ISBN-13: 9780538731911 Publisher: Cengage Learning Publication date: 1/1/2010 Edition number: 9 Pages: 400 Product dimensions: 8.50 (w) x 10.80 (h) x 0.80 (d) Meet the Author Jerome E. Kaufmann received his Ed.D. in Mathematics Education from the University of Virginia. Now a retired Professor of Mathematics from Western Illinois University, he has more than 30 years of teaching experience at the high school, two-year, and four-year college levels. He is the author of 45 college mathematics textbooks. Karen L. Schwitters graduated from the University of Wisconsin with a B.S. in Mathematics. She earned an M.S. Ed. in Professional Secondary Education from Northern Illinois University. Schwitters is currently teaching at Seminole Community College in Sanford, Florida, where she is very active in multimedia instruction and is involved in planning distance learning courses with multimedia materials. She is an advocate for Enhanced WebAssign and uses it in her classroom. In 1998, she received the Innovative Excellence in Teaching, Learning, and Technology
Editorial Reviews Review ...Based on his obviously very rich and far-reaching experience in this didactic realm, the author offers a colorful panorama of various topics in calculus, both elementary and advanced, as well as a wide variety of typical problems placed in their respective historical contexts. Generally, starting from analyzing simple cases, the present book illustrates creative problem solving techniques along selected case studies, on the one hand, and helps students grasp the art of mathematical experimentation, guessing, discovery, and proof, on the other. In fact, this text often presents different approaches and solutions to a particular problem, thereby illuminating the fascinating interplay between original classical ideas, related more recent viewpoints, and various methods of proof likewise. ...No doubt, this fine book will be of great use and value for students preparing for mathematics competitions, participating in undergraduate analysis courses, seminars, and research projects, or conducting any kind of self-study in the field. --Zentrallblatt Math The author presents a variety of solutions for the problems in the book. Some solutions reach back to the work of mathematicians like Leonhard Euler while others connect to different beautiful parts of mathematics. Readers will frequently see problems solved by using an idea that, at first glance, might not even seem to even The carefully selected assortment of problems, presented at the end of each chapter, includes 22 Putnam problems, 50 MAA Monthly problems, and 14 open problems. These problems are not related to the chapter topics, but connect naturally to other problems and even serve as introductions to other areas of mathematics. The book will be useful in students' preparations for mathematics competitions, in undergraduate reading courses and seminars, and in analysis courses as a supplement. Excursions is also ideal for self study, since the chapters are independent of one another and may be read in any order. --Mathematical Reviews Chen (Christopher Newport Univ) offers many enjoyable trips through classical analysis, providing wonderful insights and remarkable connections. The focus is problem solving, while modeling various aspects of discovery, proof, and multiple solutions. The chapters are organized around specific themes (e.g., classical inequalities or trigonometric identities via complex numbers or evaluating the Poisson integral), each designed to be experienced independently. The chapters consistently include historical perspectives, connections to modern research, and powerful interactions between continuous and discrete mathematics. ...The "excursions" are designed for upper-level mathematics students with strong backgrounds in calculus. --J. Johnson CHOICE Magazine Chen's book is a wonderful tour of classical analysis and would serve as an excellent source of undergraduate enrichment/research problems. It recalls the type of gems in classical analysis, number theory, and combinatorics I first encountered in the books of Polya and Szego as an undergraduate many years ago. Peruse the table of contents and see if some of the topics and subtopics don't grab you. --Henry Ricardo, MAA Reviews This is a well-written and thoughtful book with an excellent selection of problems. The strategies for solutions are clearly explained and any mathematics student can learn much by reading Chen's work. An undergraduate preparing for the Putnam competition or a tutor for that exam would find it very helpful. The book would be ideal for an undergraduate seminar on problem-solving. I hope undergraduate students will take advantage of this valuable resource to sharpen their mathematics skills and to have some fun. --Ranjan Roy, SIAM Book Description A colourful guide to classical analysis which introduces undergraduate students to advanced problem solving. The crucial ideas of classical analysis are explained and placed in their historical context. Practice exercises, many of which are taken from past mathematics competitions, demonstrate how one problem may be solved in several ways.
Can anyone tell me what graphing calculators are allowed to be used on the math regents exams? I was always under the impression TI-83+ were it - but with the new regents exams would TI-84's be allowed?
Included is a list of main topics you should know for the exam. To see how these might be asked, study your class notes and review your HW problems. Section 2.1 ·Know that our number system, base 10, is Hindu-Arabic, and is positional, not additive. ·Egyptian: Base 10, I will remind you of the symbols, is not positional but additive. ·Babylonian: Base 60 (meaning??) is positional. It is vague without a "0" – the two-stack of small triangles – so you will also use these. As the symbols are only < (for 10) and Ñ(for 1), you should remember these. ·Roman: Base 10, not positional, additive and subtractive as long as you use only powers of 10 in front of a symbol to subtract. Remember all symbols from 1 (I) to 1000 (M). ·Be able to covert numbers in other bases to base 10 and vice-versa. Section 2.2 ·Understand all set notations and definitions, including oListing vs. set-builder notation oIs an element of symbol oEqual sets is wrong in the book. Equivalent sets uses the tilde notation, and equivalent sets are in one-to-one correspondence. oCardinality of a set oEmpty set (check over properties from class) oSubset of a set meaning and usage. Note how we showed one set was a subset of another set. oVenn diagrams and how to use them oThe complement of a set and its meaning and usage oA-B as the complement of B relative to A, its meaning and usage ·Know how to use the fundamental counting principle as in class: Total number of ways an event (that is a succession of events) can happen, the number of one-to-one correspondences between sets, and so on. Dr. Lunt's Materials – Word Problems Be able to put together a word problem from each of the following categories, or change from one sub-category to another in a given category.
This tutorial begins with the definition of function and illustrates the graph, domain, and range of several nonlinear functions. These same functions are used to illustrate even (symmetric about the y-axis) and odd (symmetric about the origin) functions. The effect of a horizontal translation, a vertical translation, a change of amplitude, and a change of scale on the graph of a function is illustrated. An applet is provided for students to explore the results of these transformations on three different functions. (sw) Analyze functions by investigating rates of change, intercepts, zeros, asymptotes, and local and global behavior. Grade Level Indicators (Grade 11) 3. Describe and compare the characteristics of the following families of functions: quadratics with complex roots, polynomials of any degree, logarithms, and rational functions; e.g., general shape, number of roots, domain and range, asymptotic behavior. 5. Identify families of functions with graphs that have rotation symmetry or reflection symmetry about the y-axis, x-axis or y = x. Principles and Standards for School Mathematics Algebra Standard Understand patterns, relations, and functions Expectations (9–12) analyze functions of one variable by investigating rates of change, intercepts, zeros, asymptotes, and local and global behavior; understand and perform transformations such as arithmetically combining, composing, and inverting commonly used functions, using technology to perform such operations on more-complicated symbolic expressions;
Precalculus : Schaum's Outline - 2nd edition Summary: If you want top grades and thorough understanding of precalculus, this powerful study tool is the best tutor you can have! It takes you step-by-step through the subject and gives you more than 600 accompanying related problems with fully worked solutions. You also get plenty of practice problems to do on your own, working at your own speed. (Answers provided to show you how you're doing.) Famous for their clarity, wealth of illustrations and examples, and lack of dre...show moreary minutiae, Schaum's Outlines have sold more than 30 million copies worldwideand this guide will show you why
Algebra Survival Guide Workbook 9780965911375 ISBN: 0965911373 Publisher: Midpoint Trade Books Inc Summary: Following on the success of the Algebra Survival Guide, the Algebra Survival Guide Workbook presents thousands of practice problems (and their answers) to help children master algebra. The problems are keyed to the pages of the Algebra Survival Guide, so that children can find detailed instructions and then work the sets. Each problem set focuses like a laser beam on a particular algebra skill, then offers ample prac...tice problems. Answers are conveniently displayed in the back. This book is for parents of schooled students, homeschooling parents and teachers. Parents of schooled children find that the problems give their children a "leg up" for mastering all skills presented in the classroom. Homeschoolers use the Workbook - in conjunction with the Guide - as a complete Algebra 1 curriculum. Teachers use the workbook's problem sets to help children sharpen specific skills - or they can use the reproducible pages as tests or quizzes on specific topics. Like the Algebra Survival Guide, the Workbook is adorned with beautiful art and sports a stylish, teen-friendly design. Rappaport, Josh is the author of Algebra Survival Guide Workbook, published under ISBN 9780965911375 and 0965911373. Three hundred eighty nine Algebra Survival Guide Workbook textbooks are available for sale on ValoreBooks.com, one hundred nine used from the cheapest price of $3.71, or buy new starting at $5.99
Book Description am a qualified maths teacher and private tutor. This book is an excellent confidence builder, students enjoy completing it, the content is simple but thorough and students can keep it for revision. The key stage 3 algebra can be used for those students doing the new foundation level GCSE too. Excellent! This book is a great introduction to algebra and has clear, user-friendly explanations on how to manipulate algebraic expressions. The text is uncluttered and the explanations concise. For extensive consolidation of the areas covered you'll need to look elsewhere. There are exercises (and answers) included. However, this is the BEST book I've come across for explaining the basics of algebra to a KS3 child.
Extended Mathematics for Cambridge IGCSE with CD-ROM This third edition provides full coverage of the most recent Cambridge IGCSE syllabus in a highly accessible way. It also comes with a free CD, which includes additional exam style questions, interactive exercises and revision tips. We are working with Cambridge International Exa... read full description below. Description of this Book This book meets the needs of all students following the Cambridge International Examinations (CIE) syllabus for IGCSE Extended Mathematics. Updated for the most recent syllabus it provides complete content coverage with thousands of practice questions in an attractive and engaging format for both native and non-native speakers of English. The book is easy-to-use with an accessible format of worked examples and practice questions. Each book is accompanied by a free CD which provides a wealth of support for students, such as hundreds of additional homework questions, self-assessment checklists, revision and examination tips, and examiner comments. An accompanying Teacher's Guide and Revision Guide are also available. We are working with CIE to obtain full endorsement of this new edition.
San Manuel Geometry build polynomials using the operations of addition, subtraction and multiplication to connect numbers and variables. So why do we need Algebra 2? In Algebra 2 we must now deal with division.
MAT 112 Trigonometry Course info & reviews Trigonometry. Prerequisite: MAT 111 or equivalent or satisfactory performance on the UNCW mathematics placement test. Topics from trigonometry and algebra. Includes trigonometric functions, identities and equations; zeros of polynomials, mathematical induction; sequences. (No credit granted after the completion, with a grade of "C... 2. The demand funtion for a manufacturer's product is p=f(q)=200-q, where p is the price (in dollars... Show more 2. The demand funtion for a manufacturer's product is p=f(q)=200-q, where p is the price (in dollars) per uinit when q units are demanded. Find the level of production that maximizes the manufacturer's total revenue and determine this revenue ? 3. Suppose that a person has the following choices of investing $10,000: a) Placing the money in a savings account paying 6% compunded semiannually for 8 years b) Investing in a business such that the value of the investment after 8 years is $16,000 Which is the better choice? Justify your answer. 4. A $145,000 mortage for 15 years for a new home is obtained at the rate of 8.2% compunded monthly. Find: a) The monthly payment b) the interest in the second payment c) the principle repaid in the seconed payment d) the finance charge 5) A car costs $22,000. After a down payment of $4000, the balance will be paid off in 48 equal monthly payments paid at the end of each month with interest rate of 12% compounded monthly. Find the amount of each payment.
uts and Bolts of Proofs Cupillari leads readers through a progressive explanation of what mathematical proofs are, why they are important, and how they work, along with a ...Show synopsisCupillari leads readers through a progressive explanation of what mathematical proofs are, why they are important, and how they work, along with a presentation of basic techniques used to construct proofs. This second edition presents more examples, exercises, and a more complete treatment of mathematical induction and set theory Cover has some rubbing and edge wear. Has some...Fair. Cover has some rubbing and edge wear. Has some highlighting throughout. Some markings on edge of book Some pages have been dog eared.
CATs (College Algebra Tutorials) is a collection of tutorials designed to support College Algebra (at UTM, College Algebra is Math 140). If you have a question you need answered, use the contents list on the left (or above right) to find it. You can also use the search box, or if you are at UTM, start by finding the right section of the book in our course content map. If you do not find what you need, or have any suggestions for improving this system, please contact us. Did you know... Charles Dodgeson Our logo is the Cheshire Cat introduced by Charles Dodgson (1832-1898) in the book Alice's Adventures in Wonderland. Charles wrote the Alice in Wonderland books under the pseudonym Lewis Carroll. Charles Dodgson was an excellent mathematician who worked in the fields of algebra, geometry, matrix algebra and mathematical logic. At one point in the book, Alice sees the Cheshire Cat sitting in a tree, and the cat disappears until only its grin is left. At another point, when the Queen decides to cut off its head, it disappears leaving only the head, causing the executioner a real problem. Note: Livescribe requires that all pencasts are stored on the Livescribe servers. If a pencast does not initially appear upon entering a page, please reload the page (as this is most likely a problem with their servers). We apologize for this inconvenience, and we ensure that once a better solution is found, it will be implemented. Thank you!
Learning Exercise This assignment was created by Nicole McGlashan of Huron High School, Huron, South Dakota. It describes a self-directed activity in which students discover the nature of the transformation of a function's graph that occurs when the function itself is transformed.. Included in the assignement are links to the National Library of Virtual Manipulatives for Interactive Mathematics and Larry Green's interactive website. After having completed this lesson the student should be able to determine the initial graph of a function and be able to determine the transformations of its graph that result from transformations of the function. Text of Learning Exercise:
97808058179 Nature of Mathematical Thinking (Studies in Mathematical Thinking and Learning Series) Why do some children seem to learn mathematics easily and others slave away at it, learning it only with great effort and apparent pain? Why are some people good at algebra but terrible at geometry? How can people who successfully run a business as adults have been failures at math in school? How come some professional mathematicians suffer terribly when trying to balance a checkbook? And why do school children in the United States perform so dismally in international comparisons? These are the kinds of real questions the editors set out to answer, or at least address, in editing this book on mathematical thinking. Their goal was to seek a diversity of contributors representing multiple viewpoints whose expertise might converge on the answers to these and other pressing and interesting questions regarding this subject. The chapter authors were asked to focus on their own approach to mathematical thinking, but also to address a common core of issues such as the nature of mathematical thinking, how it is similar to and different from other kinds of thinking, what makes some people or some groups better than others in this subject area, and how mathematical thinking can be assessed and taught. Their work is directed to a diverse audience -- psychologists interested in the nature of mathematical thinking and abilities, computer scientists who want to simulate mathematical thinking, educators involved in teaching and testing mathematical thinking, philosophers who need to understand the qualitative aspects of logical thinking, anthropologists and others interested in how and why mathematical thinking seems to differ in quality across cultures, and laypeople and others who have to think mathematically and want to understand how they are going to accomplish that feat
Integrals Teacher Resources Find Integrals educational ideas and activities Title Resource Type Views Grade Rating Are your calculus pupils aware that they are standing on the shoulders of giants? This lesson provides a big picture view of the connection between differential and integral calculus and throws in a bit of history, as well. Note: The calculus controversy paper is not included but one can find a number of good resources on the Internet regarding the development of calculus and the role of Newton and Leibnez. Twelfth graders explore integral calculus. In this Calculus lesson plan, 12th graders use the tools of integral calculus to investigate the motion of a free falling objet which is governed by both gravity and air resistance. In this plasma torus activity, students solve 5 problems including finding the dimensions of the Io torus, determining the formula for the volume of a torus, finding the actual volume of the Ion torus and finding the amount of sodium atoms in the torus. Students are given an integral calculus problem where they use the 'washer method' to find the formula for the volume of a torus. Students explore the Fundamental Theorem of Calculus. In the Calculus instructional activity, students investigate indefinite and definite integrals and the relationship between the two, which leads to the discovery of the Fundamental Theorem of Calculus. Students integrate integrals. In this integrating integrals instructional activity, students integrate definite and indefinite integrals. Students use their Ti-89 to find the integrals of cubic, inverse, and trigonometric function graphs on a given interval. Students explore the concept of definite integrals. In this definite integrals lesson, students find the area between two curves. Students use the Ti-Nspire to find the definite integrals of curves such as sine and cosine. Twelfth graders investigate the limitations of the Fundamental Theorem of Calculus. In this calculus lesson, 12th graders explore when one can and cannot use the Fundamental Theorem of Calculus and explore the definition of an improper integral. Students explore the concept of approximating integrals. In this approximating integrals lesson, students approximate integrals by finding the area of rectangles. Students use a graphing calculator to find the left, right, and midpoint riemann sumsStudents use a graphing calculator to do calculations and edit their calculations using script. In this graphing calculator lesson, students compute the length of intervals given in parametric form. Students verify the results for specific given functions and define the critical points where the first derivative is found. Students explore natural logarithms. In this calculus lesson, students investigate exponential growth and integral calculus which leads to the natural logarithm function. Students solve problems involving exponential growth. In this calculating arc lengths worksheet, students are given 4 simple functions and they use the Pythagorean Theorem and the basic techniques of calculus to find the arc-length formula in order to find the arc-length. Eleventh and twelfth graders find the volume of figures using cross sections. They use their Ti-Nspire to find the volume of a solid formed by cross sections of a function. Pupils find the integrals of the shapes using cross sections. Twelfth graders solve first order differential equations using the separation of variables technique. In this calculus lesson, 12th graders explain the connection between math and engineering. They brainstorm what engineers do in real life. Learners investigate integral calculus. In this calculus lesson, students explore an application of integrations through a leaking hot tub problem. The activity emphasizes using the integral of a rate of change to give the accumulated change.
Get the grade you want in algebra with Gustafson and Frisk's Algebra can be like a foreign language. But one text delivers an interpretation you can fully understand. Building a conceptual foundation in the "language of algebra," iNTERMEDIATEALGEBRA, 4e provides an integrated learning process that helps you expand your reasoning abilities as it teaches you how to read, write, and think mathematically. Packed with real-life applications of math, it blends instructional approaches that include vocabulary, practice, and well-defined pedagogy with an emphasis on reasoning, modeling, communication, and technology skills. Get a good grade in algebra with Gustafson and Frisk's BEGINNING ANDLarson IS student success. INTERMEDIATEALGEBRA owes its success to the hallmark features for which the Larson team is known: learning by example, a straightforward and accessible writing style, emphasis on visualization through the use of graphs to reinforce algebraic and numeric solutions and to interpret data, and comprehensive exercise sets. Designed for first-year developmental math students who need support in intermediatealgebra, the Fourth Edition of IntermediateAlgebra owes Student Support Edition continues KEY MESSAGE: Elayn Martin-Gay's developmental math textbooks and video resources are motivated by her firm belief that every student can succeed. Martin-Gay's focus on the student shapes her clear, accessible writing, inspires her constant pedagogical innovations, and contributes to the popularity and effectiveness of her video resources. This revision of Martin-Gay's algebra series continues her focus on students and what they need to be successful. Martin-Gay also strives to provide the highest level of instructor and adjunct support. Elementary & IntermediateAlalgebra concepts and put the content in context. The authors use a three-pronged approach (I. Communication, II. Pattern Recognition, and III. Problem Solving) to present the material and stimulate critical thinking skills. Miller/O'Neill IntermediateAlgebra is an insightful text written by instructors who have first-hand experience with students of developmental mathematics. The authors introduce functions in Chapter 3 and do a very thorough treatment, devoting the entire chapter to the concept of functions. With such a solid foundation to build from, students will experience greater success when they encounter other function-related topics in later chapters, such as polynomial functions; quadratic functions; radical functions; and others. The authors have crafted the exercise sets with the idea of infusing review. In each set of practice exercises, instructors will find a set of exercises that help students to review concepts previously learned, and in this way, students will retain more of what they have learned.
Many students worry about starting algebra. Pre-Algebra Essentials For Dummies provides an overview of critical pre-algebra concepts to help new algebra students (and their parents) take the next step without fear. Free of ramp-up material, Pre-Algebra Essentials For Dummies contains content focused on key topics only. It provides discrete explanationsThe CliffsStudySolver workbooks combine 20 percent review material with 80 percent practice problems (and the answers!) to help make your lessons stick. CliffsStudySolver Algebra I is for students who want to reinforce their knowledge with a learn-by-doing approach. Inside, you'll get the practice you need to tackle numbers and operations with... more...
9780321900791 Buy New Textbook This item is temporarily unavailable from the publisher, but is expected in soon. Place your order now and we will ship it as soon as it arrives. $159.90128.24 Questions About This Book? What version or edition is this? This is the 4th edition with a publication date of 12College Algebra Essentials College Algebra Essentials College Algebra Essentials College Algebra Essentials Summary Bob Blitzer has inspired thousands of studentswith his engaging approach to mathematics, making this beloved series the #1 in the market. Blitzer draws on his unique background in mathematics and behavioral science to present the full scope of mathematics with vivid applications in real-life situations. Students stay engaged because Blitzer often uses pop-culture and up-to-date references to connect math to students' lives, showing that their world is profoundly mathematical. Author Biography Precalculus, and Trigonometry all published by Pearson.
A Correlation Of Saxon Math Intermediate 5, 2008 To The National. SAXON MATH GRADE FIVE. Mathematics. Number and Operations and Algebra. Developing an understanding of and fluency with division of whole numbers Saxon Math Intermediate 3, Algebra 1 Saxon Home School. Solutions Manual, Homeschool Testing Book, and Power Up Workbook. Students Edition Algebra 1 and Algebra 2 courses, which are designed to accompany Saxon Math K-4 Manipulatives Learning Palettes - Saxon Publishers. By providing concrete examples of math concepts materials for a classroom of 32 students is available for each grade level. The items included at each level
Understanding the Vocabulary of Algebra Equations, operations, variables, constants . . . . Knowing the symbols and expressions used in algebra makes understanding algebra easier. This video explains some of the common phrases and symbols you'll hear as you study algebra, so it won't sound so confusing.
Has pros and cons Date:June 24, 2013 foster reader Location:New York, NY Age:45-54 Gender:female Quality: 4out of5 Value: 4out of5 Meets Expectations: 4out of5 I have used Saxon math books with my two kids for the last three years and I've found there are some pros and cons. First, the pro: previous lessons are constantly reviewed, giving students plenty of opportunities for reinforcement. Cons: the practice pages are long and tedious. the lesson taught in each chapter doesn't go into enough depth. there's not enough problems to solve using lessons learned in current chapter. I would say 90% of the problems are from previous chapters and only 10% is from current chapter. This book works well for students who require constant review but not necessarily for those who like a challenge and want to advance quickly. Share this review: -1point 0of1voted this as helpful. Review 2 for Math 76, Fourth Edition, Student Text Overall Rating: 5out of5 Saxon Math is by far the best math program Date:May 12, 2011 melodyw Location:Yelm, WA Age:45-54 Gender:female Quality: 5out of5 Value: 5out of5 Meets Expectations: 5out of5 Especially if you are doing a self-teaching curriculum. The Saxon math books are very well written. My special needs 13 yr old and my eleven year old both are using the Saxon Math 7/6 and they seldom ask for assistance. Share this review: +5points 5of5voted this as helpful. Review 3 for Math 76, Fourth Edition, Student Text Overall Rating: 2out of5 Date:August 22, 2010 Sarah Wade I was delighted to find Saxon Math 7/6 at a lower price, but when I received it, I was disappointed to see that it was printed on a thinner, cheaper, newspaper-like paper. I would rather pay a little more for a better quality textbook.
Completing the Square Smart Notebook Activity Converted to PDF 496 Downloads PDF (Acrobat) Document File Be sure that you have an application to open this file type before downloading and/or purchasing. 0.61 MB \| 6 pages PRODUCT DESCRIPTION I was asked for a copy of my Completing the Square Smart Notebook Activity as a PDF so that users without a Smartboard can still use the activity. Alberta Curriculum: 20-1 Relations and Functions This lesson addresses the process for "Completing the Square" in order to address the following outcome: *Analyze quadratic functions of the form y=ax^2+bx+c to identify characteristics of the corresponding graph, including vertex, domain and range, direction of opening, axis of symmetry, x and y intercepts and to solve problems. Students will use algebra tiles and the student handout (found in the attachments of the file), guided by the teacher using this file, to create the formula for Completing the Square.
- Will automatically answer the most common problems in algebra, equations, and calculus. - GeoGebra is free and multi-platform dynamic mathematics software for all levels of education that joins geometry, algebra, tables, graphing, statistics and calculus in one easy-to use package. Math Fun Facts - Ideas and puzzles that will change the way you think. Math Tutoring Resources The Solution Space is a free drop-in tutoring center (MATH 1050 and above) located in Building 4 in room 519. Hours are 9:30 am to 5:30 pm. Supplemental Instruction also available for MATH 1040 and 1210 (times vary). e-Tutoring.orgis an online tutoring platform which allows tutors to work with students synchronously and asynchronously, answering questions in real time, or replying to questions and essay submissions that students have left for review and commentary.
Book Description: This book provides a comprehensive introduction to complex variable theory and its applications to current engineering problems and is designed to make the fundamentals of the subject more easily accessible to readers who have little inclination to wade through the rigors of the axiomatic approach. Modeled after standard calculus books--both in level of exposition and layout--it incorporates physical applications throughout, so that the mathematical methodology appears less sterile to engineers. It makes frequent use of analogies from elementary calculus or algebra to introduce complex concepts, includes fully worked examples, and provides a dual heuristic/analytic discussion of all topics. A downloadable MATLAB toolbox--a state-of-the-art computer aid--is available. Complex Numbers. Analytic Functions. Elementary Functions. Complex Integration. Series Representations for Analytic Functions. Residue Theory. Conformal Mapping. The Transforms of Applied Mathematics. MATLAB ToolBox for Visualization of Conformal Maps. Numerical Construction of Conformal Maps. Table of Conformal Mappings. Features coverage of Julia Sets; modern exposition of the use of complex numbers in linear analysis (e.g., AC circuits, kinematics, signal processing); applications of complex algebra in celestial mechanics and gear kinematics; and an introduction to Cauchy integrals and the Sokhotskyi-Plemeij formulas. For mathematicians and engineers interested in Complex Analysis and Mathematical Physics
Geogebra Tube is a great website which houses user submitted Geogbra files for the exploration of topics in geometry. You can find applets which can be used to explore topics in geometry ranging from rotations, reflections, and translations, to tessellation, transversals, and the Pythagorean Theorem Interactive applets that can be used in Algebra, Geometry, and even Statistics. You can use pre-made lesson, edit pre-made lessons, or create your own. You will need Java to run this dynamic geometry software. I cannot believe geogebra. It is amazing. Here are the notes I am taking right now on the presentation: HTML is fully functioning and requires no download Web start is the download version and updates automatically Installers do not update Runs on java, keep latest version Prim is more basic elementary tools for beginners Open web page will take any page with an embedded file and extract it for you. There is an entire network of free geogebra investigation files and activity plans. AMAZING! Has many different languages
College Mathematics Syllabus C consists of 2 volumes (College Mathematics 1 and College Mathematics 2) and is a two-year series for 11th and 12th grades. Students in and out of schools can make good use of these books for self study. These two volumes provide a fundamental background knowledge of Mathematics for other College and University courses such as Physical and Biological Sciences, Computer Science, Economics, Management and Social Science, Statistics, Accountancy and Business Studies. This series is deliberately comprehensive, brief and concise. Theorems and definitions are emphasized and there are examples to illustrate each new concept presented and to show different computational techniques involved. This direct approach allows students to grasp basic concepts and techniques clearly and quickly. Exercises form an integral part of the book. They provide an opportunity for students to test their understanding of the concepts learnt and to acquire through practice, confidence in handling computational techniques. Answers to problems are also included. There are no workbooks nor teacher's guides for this college math series. The textbook provides answer keys to the Textbook Exercises. The series covers the following topics:
0321156803 9780321156808 A Problem Solving Approach to Mathematics for Elementary School Teachers:This best-selling text emphasizes solid mathematics content, problem-solving skills, and analytical techniques. The eighth edition focuses on the National Council of Teachers of Mathematics (NCTM) Principles and Standards 2000. The text allows for a variety of approaches to teaching, encourages discussion and collaboration among students and with their instructors, allows for the integration of projects into the curriculum, and promotes discovery and active learning. Students using this text will receive solid preparation in mathematics, develop confidence in their math skills and benefit from teaching and learning techniques that really work. Back to top Rent A Problem Solving Approach to Mathematics for Elementary School Teachers 8th edition today, or search our site for Johnny W textbooks. Every textbook comes with a 21-day "Any Reason" guarantee. Published by Addison-Wesley Longman, Incorporated.
1560275103 9781560275107 Mental Math for Pilots:For pilots looking to improve their math skills in the cockpit and easily perform math calculations in their heads, this book offers numerous tips and invaluable tricks to help in all areas of cockpit calculations. Pilots are guided through basic and more advanced formulas with explanations on how to perform them without needing paper or electronic calculators, step-by-step instructions, practice exercises, and personal advice from experienced pilots. Easy and quick methods for calculating airborne math problems, enroute descents, and visual descent points are covered. Numerous references, math memorization tables, lists of formulas, and definitions for terms and abbreviations are provided. This book will be useful for pilots gearing up for airline interviews, preparing for checkrides or proficiency checks, or wanting to improve their in-flight calculations performance.
Math-Chemistry-Physics Accessible but rigorous, this outstanding text encompasses all of the topics covered by a typical course in elementary abstract algebra. Its easy-to-read treatment offers an intuitive approach, featuring informal... The Greek genius deep intimacy with languages, literatures, philosophy and all the sciences brought him perhaps closer to beloved subjects, and to their own ideal of educated men, than is common or even possible today. A Physicist's guide to mathematica integrated desk reference with step-by-step instructions for the most commonly used features, of the software as it applies to research in physics does not require prior knowledge of... Part III Magnetism, develops a theory of magnetism through the study of solenoids and shells, magnetic induction, methods of observation, and terrestrial magnetism. Part IV, Electromagnetism, covers the mutual action of... This text on optics for graduate students explains how to determine material properties and parameters for inaccessible substrates and unknown films as well as how to measure extremely thin films. It fourteen case studies... This text unites the logical and philosophical aspects of set theory in a manner intelligible both to mathematicians without training in formal logic and to logicians without a mathematical background. It combines an... Beginning with an overview of functions of multiple variables and their graphs, this book covers the fundamentals, without spending too much time on rigorous proofs. Then you will move through more complex topics... This book provides a comprehensive, thorough, and up-to-date treatment of engineering mathematics. It is intended to introduce students of engineering, physics, mathematics, computer science, and related fields to those... This powerful tool provides you with a overview of the different interacting aging mechanisms and their influence on plastic parts and their properties. The unique table of chemical resistance delivers information on how the... This systematic algebraic approach concerns problems involving a large number of degrees of freedom. It extends the traditional formalism of quantum mechanics, and it eliminates conceptual and mathematical difficulties...
You are here MATT 1923 - Machinist Calculations II This course is a combination of both basic geometry (both plane and solid) and trigonometry. Both of these branches of mathematics will be trade related and will focus on the math needed by the machinist, CAD drafter, and welder to perform their required tasks. Successful completion of this course requires a grade of "C" or better.
THE ONTARIO CURRICULUM: PROPOSED REVISIONS OCTOBER 2005 Mathematics: Grade 12 Advanced Functions Side-by-Side The comparison charts comparing the original to the proposed revisions are intended as a guide to assist you with the review. In general:  Grey cells indicate the expectation has been moved from this location  An expectation in the left column, and nothing to the right of it (or the word deleted) means the expectation has been deleted  An expectation in the right column, and nothing to the left of it, indicates the expectation is new  When expectations are written side by side, the left column shows the original expectation and the right column shows the proposed revision for that expectation  In some cases, notes in bold italics have been added for clarification Please Note: Original expectations that are not associated with a revised expectation have not necessarily been removed or deleted. Some overall expectations have been incorporated into specific expectations. Some specific expectations may have been combined, or moved to another section of the program. Original Revised Course Code: MCB 4U Name: Advanced Revised: Advanced Functions Functions and Introductory Calculus Grade: 12 Program Area: Mathematics Strand: Advanced Functions Revised: Polynomial and Rational Functions Section: Overall Expectations Unchanged: Overall Expectations determine, through investigation, the determine the characteristics of a polynomial characteristics of the graphs of polynomial function of various degrees given its graph and make functions of various degrees; connections to its algebraic representation; determine the characteristics of a polynomial demonstrate facility in the algebraic manipulation of polynomials; function of various degrees, given its algebraic representation and make connections to its graph; demonstrate an understanding of the nature of Moved to Grade 12 Advanced Functions - MCB 4U, exponential growth and decay; Strand: Trigonometric, Exponential and Logarithmic Functions, Section: Overall Expectations define and apply logarithmic functions; Deleted. demonstrate an understanding of the operation of Deleted. the composition of functions. Specific Expectations—Section: Investigating Revised: Investigating the Graphs of Polynomial the Graphs of Polynomial Functions and Rational Functions determine, through investigation, using graphing Unchanged: determine, through investigation, using calculators or graphing software, various graphing calculators or graphing software, various properties of the graphs of polynomial functions properties of the graphs of polynomial functions (e.g., determine the effect of the degree of a (e.g., determine the effect of the degree of a polynomial function on the shape of its graph; the polynomial function on the shape of its graph; the effect of varying the coefficients in the effect of varying the coefficients in the polynomial polynomial function; the type and the number of function; the type and the number of x-intercepts; x-intercepts; the behaviour near the x-intercepts; the behaviour near the x-intercepts; the end the end behaviours; the existence of symmetry); behaviours; the existence of symmetry); describe the nature of change in polynomial Unchanged: describe the nature of change in functions of degree greater than two, using finite polynomial functions of degree greater than two, differences in tables of values; using finite differences in tables of values; compare the nature of change observed in compare the nature of change observed in polynomial functions of higher degree with that polynomial functions of higher degree with that observed in linear and quadratic functions; observed in linear and quadratic functions (e.g., compare the graphs of f(x) = x^4 and f(x) = x²; sketch the graph of a polynomial function whose Unchanged: sketch the graph of a polynomial equation is given in factored form; function whose equation is given in factored form; determine an equation to represent a given graph Unchanged: determine an equation to represent a of a polynomial function, using methods given graph of a polynomial function, using methods appropriate to the situation (e.g., using the zeros appropriate to the situation (e.g., using the zeros of of the function; using a trial-and-error process on the function; using a trial-and-error process on a a graphing calculator or graphing software; using graphing calculator or graphing software; using Page 2 of 13 Draft of Proposed Senior Mathematics Curriculum finite differences). finite differences). draw, using technology, the graph of rational functions (e.g., f(x) = 1/x, g(x) = 3/(x - 3), h(x) = (x - 2)/(x²-4) ) and identify through investigation, the key features of the graph (e.g., vertical vs. horizontal asymptotes, domain, range, positive/negative intervals, increasing/decreasing intervals); sketch the graph of a rational function given its equation by considering the key features of the function f(x) = 1/x; Specific Expectations—Section: Manipulating Revised: Investigating the Algebra of Polynomial Algebraic Expressions Functions demonstrate an understanding of the remainder Unchanged: demonstrate an understanding of the theorem and the factor theorem; remainder theorem and the factor theorem; factor polynomial expressions of degree greater factor polynomial expressions of degree greater than than two, using the factor theorem; two, using the factor theorem (e.g., x³ + 2x² - 1x - 2 and x^4 - 6x³ + 4x² + 6x - 5); determine, by factoring, the real or complex roots determine, by factoring, the real roots of polynomial of polynomial equations of degree greater than equations of degree greater than two (e.g., 2x³ - 3x² two; + 8x - 12 = 0) and verify graphically using technology; determine the real roots of non-factorable determine the real roots of non-factorable polynomial equations by interpreting the graphs polynomial equations (e.g., π x³- 4x² - 3x +π = 0) by of the corresponding functions, using graphing interpreting the graphs of the corresponding calculators or graphing software; functions, using graphing calculators or graphing software; write the equation of a family of polynomial write the equation of a family of polynomial functions, given the real or complex zeros [e.g., a functions, given the zeros [e.g., a polynomial polynomial function having non-repeated zeros 5, function having non-repeated zeros 5, -3, and -2 will 3, and 2 will be defined by the equation be defined by the function f(x) = k(x- 5)(x + 3)(x + f(x) = k(x5)(x + 3)(x + 2), 2), for any real number k) and find the specific for k is an element of a set aleph]; equation when given additional information; verify, by investigation with technology (e.g., dynamic geometry software), that the output values of a polynomial function can only change sign at a zero; describe intervals and distances, using absolute- value notation; solve factorable polynomial inequalities; solve linear and factorable polynomial inequalities, by determining intercepts and representing the solutions on number lines (e.g., x^4 - 5x² + 4 < 0); solve non-factorable polynomial inequalities by solve non-factorable polynomial inequalities (e.g., x³ graphing the corresponding functions, using - x² + 3x - 9 ≥ 0) by graphing the corresponding graphing calculators or graphing software and functions (e.g., f(x) = x³ - x² + 3x - 9, using graphing identifying intervals above and below the x-axis; calculators or graphing software and identifying Page 3 of 13 Draft of Proposed Senior Mathematics Curriculum intervals above and below the x-axis; solve problems involving the abstract extensions solve problems involving the abstract extensions of of algorithms (e.g., a problem involving the concepts related to polynomials (e.g., problems nature of the roots of polynomial equations: If h involving the nature of the roots of polynomial and k are the roots of the equation equations, problems involving the factor theorem); 3x^2 + 28x - 20 = 0, Sample problem: For what values of k does the find the equation whose roots are h + k and hk; a function f(x) = x³ + 6x² + kx - 4 give the same problem involving the factor theorem: For what remainder when divided by x - 1 and x + 2? values of k does the function f(x) = x^3 + 6x^2 + kx - 4 give the same remainder when divided by either x - 1 or x + 2?). compare and describe, through investigation, the algebraic and graphical behaviour of even and odd polynomial functions (e.g., examining the values of the function for very large positive and negative values of x, the number of real roots, symmetry etc.) Sample problem: Under what conditions will an even function have an even number of zeros? solve equations and inequalities involving simple rational functions, graphically, and algebraically, using zeros, asymptotes and the values of the function between these intervals; Specific Expectations—Section: Understanding Deleted. the Nature of Exponential Growth and Decay identify, through investigations, using graphing calculators or graphing software, the key properties of exponential functions of the form a^x (a > 0, a != 1) and their graphs (e.g., the domain is the set of the real numbers; the range is the set of the positive real numbers; the function either increases or decreases throughout its domain; the graph has the x-axis as an asymptote and has y-intercept = 1); describe the graphical implications of changes in the parameters a, b, and c in the equation y = ca^x + b; compare the rates of change of the graphs of exponential and non-exponential functions (e.g., those with equations y = 2x, y = x^2, y = x^(1/2), and y = 2^x); Page 4 of 13 Draft of Proposed Senior Mathematics Curriculum describe the significance of exponential growth or decay within the context of applications represented by various mathematical models (e.g., tables of values, graphs); pose and solve problems related to models of exponential functions drawn from a variety of applications, and communicate the solutions with clarity and justification. Specific Expectations—Section: Defining and Deleted. Applying Logarithmic Functions define the logarithmic function log to the base a of x (a > 1) as the inverse of the exponential function a^x, and compare the properties of the two functions; express logarithmic equations in exponential form, and vice versa; simplify and evaluate expressions containing logarithms; solve exponential and logarithmic equations, using the laws of logarithms; solve simple problems involving logarithmic scales (e.g., the Richter scale, the pH scale, the decibel scale). Specific Expectations—Section: Understanding Unchanged: Understanding the Composition of the Composition of Functions Functions Moved from this location. identify composition as an operation in which two Moved to Grade 12 Advanced Functions - MCB 4U, functions are applied in succession; Strand: Trigonometric, Exponential and Logarithmic Functions, Section: Connecting Functions, Moved w Section demonstrate an understanding that the Moved to Grade 12 Advanced Functions - MCB 4U, composition of two functions exists only when the Strand: Trigonometric, Exponential and Logarithmic range of the first function overlaps the domain of Functions, Section: Connecting Functions, Moved w the second; Section determine the composition of two functions Deleted. expressed in function notation; decompose a given composite function into its Deleted. constituent parts; describe the effect of the composition of inverse Moved to Grade 12 Advanced Functions - MCB 4U, functions [i.e., Strand: Trigonometric, Exponential and Logarithmic f(f^(-1)(x)) = x]. Functions, Section: Connecting Functions, Moved w Page 5 of 13 Draft of Proposed Senior Mathematics Curriculum Section Strand: New strand added. New: Trigonometric, Exponential and Logarithmic Functions Specific Expectations—Section: New section Revised: Overall Expectations added. extend an understanding of exponential functions and the related logarithmic functions to solve problems involving exponential growth and decay; extend an understanding of trigonometric functions using radian measure and solve related problems; (Expectation moved here; formerly AFV.03) consolidate their understanding of the characteristics demonstrate an understanding of the nature of of functions by considering compound functions and exponential growth and decay; the composition of functions Specific Expectations—Section: New section Revised: Exponential and Logarithmic Functions added. solve exponential equations by finding a common base (e.g., 4^x = 8^(x+3), 2^(x+2) - 2^x = 12). evaluate numerical expressions involving logarithms (e.g., log 10(29), log3(25), log10(400) - log(10) 4), using a calculator,; determine, through investigation, the laws of logarithms and use them to simplify and evaluate logarithmic expressions; write a logarithmic statement in exponential form, and vice versa; solve exponential and logarithmic equations using the laws of logarithms define the logarithmic function f(x) = log b( x )(b > 0, b/=1) as the inverse of the exponential function f(x) = b^x; compare the properties of the exponential and logarithmic functions; pose and solve problems related to models of exponential and logarithmic functions drawn from a variety of applications (e.g., exponential growth and decay, the Richter scale, the pH scale, the decibel scale) Specific Expectations—Section: New section Revised: Trigonometric Functions added. define radian measure and develop the relationship between radian and degree measure; represent, in applications, radian measure in exact form, as an expression involving π (e.g., π/3, 2π) and in approximate form as a rational number (e.g. 1.05) Page 6 of 13 Draft of Proposed Senior Mathematics Curriculum determine the exact values of the sine, cosine, and tangent of the special angles 0, π/6, π/4, π/3, π/2, and their multiples; demonstrate facility in the use of radian measure in graphing (e.g., f(x) = cos(x), g(x)=2sin(x+ π/3) demonstrate facility in the use of the reciprocal trigonometric ratios (i.e., cosecant, secant and tangent) sketch the graph of the tangent function and the reciprocal trigonometric functions and identify the key features of their graphs (e.g., state the domain, range, and period and identify and explain the occurrence of asymptotes) demonstrate an understanding of the development of the compound angle and double angle formulae and the formulae to determine exact trigonometric values (e.g., determine the exact value of sin(pi/12)); solve, with and without graphing technology, linear and quadratic trigonometric equations between 0 and 2π, and over R (the Real numbers); determine, through investigation using graphing technology, whether or not two trigonometric expressions are equivalent; prove trigonometric identities using a variety of relationships, including the reciprocal relationships and the compound angle formulae; pose and solve problems related to models of trigonometric functions drawn from a variety of applications (e.g., tides, length of day, oscillating spring) with justification, with and without technology; Specific Expectations—Section: Understanding Revised: Connecting Functions the Composition of Functions Moved to this location. describe, through investigation using a variety of tools and strategies, some of the properties of compound functions (e.g., f(x) = x sin x, g(x) = x² +2^x); (Expectation moved here; formerly AF5.01) demonstrate an understanding of composition as an identify composition as an operation in which two operation in which two functions are applied in functions are applied in succession; succession and determine the composition of two functions expressed in functional notation (Expectation moved here; formerly AF5.02) demonstrate an understanding of the domain and demonstrate an understanding that the range of the composition of two functions (i.e., composition of two functions exists only when the f(g(x)) is defined for those x for which g(x) is range of the first function overlaps the domain of defined and included in the domain of f(x)) Page 7 of 13 Draft of Proposed Senior Mathematics Curriculum the second; (Expectation moved here; formerly AF5.05) describe, using a variety of representations and an describe the effect of the composition of inverse understanding of the inverse as a reverse process, the functions [i.e., effect of the composition of inverse functions [i.e., f(f^(-1)(x)) = x]. f(f^(-1)(x)) = x]. compare and contrast, through investigation, the characteristics (e.g., symmetry, asymptotes, intercepts, domain and range, increasing/decreasing, critical points) of functions (i.e., linear, quadratic, trigonometric, exponential, logarithmic, polynomial, rational) using a variety of representations (e.g., tables of values, function machines, graphs and algebraic representations); Strand: Underlying Concepts of Calculus Revised: Rates of Change Section: Overall Expectations Unchanged: Overall Expectations determine and interpret the average and instantaneous rates of change of given functions (Expectation moved here; formerly CCV.03) demonstrate an understanding of the relationship demonstrate an understanding of the relationship between the shape of a graph and the rate of change between the derivative of a function and the key of the dependent variable. features of its graph. determine and interpret the rates of change of Unchanged: determine and interpret the rates of functions drawn from the natural and social change of functions drawn from the natural and sciences; social sciences; demonstrate an understanding of the graphical definition of the derivative of a function; demonstrate an understanding of the relationship Moved to Grade 12 Advanced Functions - MCB 4U, between the derivative of a function and the key Strand: Rates of Change, Section: Overall features of its graph. Expectations Specific Expectations—Section: Understanding Unchanged: Understanding Rates of Change Rates of Change pose problems and formulate hypotheses pose problems and formulate hypotheses regarding regarding rates of change within applications rates of change within applications drawn from drawn from the natural and social sciences; mathematics (e.g., rate of change of the area of a circle as the radius increases) and from the real world (e.g., inflation rates, cycling up a hill, infection rates) Sample Problem: Given that the bacteria count in a sample is 1 000 000 at 1:00 pm, and 250 000 at 3:00 pm, pose and solve a problem involving the rate of change of the bacterial population.) calculate and interpret average rates of change calculate and interpret average rates of change from from various models (e.g., equations, tables of various representations (e.g., equations, tables of values, graphs) of functions drawn from the values, graphs) of functions drawn from the natural Page 8 of 13 Draft of Proposed Senior Mathematics Curriculum natural and social sciences; and social sciences; Enter Your Revision: estimate and interpret instantaneous rates of estimate instantaneous rates of change given various change from various models (e.g., equations, representations (e.g., algebraic, graphical); tables of values, graphs) of functions drawn from the natural and social sciences; interpret the meaning of the instantaneous rates of change; Sample Problem: If the instantaneous rate of change is given by a speedometer as 60 km/h, interpret the meaning); explain the difference between average and demonstrate an understanding of the difference instantaneous rates of change within applications between average and instantaneous rates of change and in general; using relevant applications (e.g., for a given average velocity over an interval, there must be at least one point in time in that interval, where the average is the instantaneous velocity) Sample Problem: How can you determine the average rate of change and the instantaneous rate of change from a table of values? make inferences from models of applications and Unchanged: make inferences from models of compare the inferences with the original applications and compare the inferences with the hypotheses regarding rates of change. original hypotheses regarding rates of change. Specific Expectations—Section: Understanding Revised: Interpreting Rates of Change on a the Graphical Definition of the Derivative Graph demonstrate an understanding that the slope of a Unchanged: demonstrate an understanding that the secant on a curve represents the average rate of slope of a secant on a curve represents the average change of the function over an interval, and that rate of change of the function over an interval, and the slope of the tangent to a curve at a point that the slope of the tangent to a curve at a point represents the instantaneous rate of change of the represents the instantaneous rate of change of the function at that point; function at that point; demonstrate an understanding that the slope of the demonstrate, through investigation, an tangent to a curve at a point is the limiting value understanding that the slope of the tangent to a curve of the slopes of a sequence of secants; at a point can be approximated by the slope of a secant; demonstrate an understanding that the demonstrate an understanding that the instantaneous instantaneous rate of change of a function at a rate of change of a function at a point can be point is the limiting value of a sequence of approximated by average rates of change; average rates of change; demonstrate an understanding that the derivative determine when the rate of change is increasing or of a function at a point is the instantaneous rate of decreasing from the shape of the graph of a function; change or the slope of the tangent to the graph of the function at that point. demonstrate an understanding of the concept of acceleration (e.g., rate of change of velocity, accelerating cost), graphically, numerically (i.e., second differences), algebraically, verbally; Page 9 of 13 Draft of Proposed Senior Mathematics Curriculum (Expectation moved here; formerly CC3.03) sketch, by hand, the graph of the rate of change of a sketch, by hand, the graph of the derivative of a function, (i.e. using the slopes of the tangents), given given graph. the graph of the function; sketch the graph of a function, given the graph of its rate of change (e.g., given a velocity-time graph, sketch the position-time graph ); (Expectation moved here; formerly CC3.01) describe the key features of a given graph of a describe the key features of a given graph of a function, including intervals of increase and function, including intervals of increase and decrease, local and absolute extrema, endpoints, decrease, critical points, points of inflection, and points of inflection, and intervals of concavity; intervals of concavity; (Expectation moved here; formerly CC3.02) Unchanged: identify the nature of the rate of change of a given function, and the rate of change of the rate of change, as they relate to the key features of the graph of that function; Specific Expectations—Section: Using Calculus Revised: Using Concepts of Rate of Change in Techniques to Analyse Models of Functions Applications and Modelling Moved to this location. (Expectation moved here; formerly DA6.01) determine the key features of a mathematical model determine the key features of a mathematical of an application drawn from the natural or social model of an application drawn from the natural or sciences, using concepts of rate of change; social sciences, using the techniques of differential calculus; (Expectation moved here; formerly DA6.02) Unchanged: compare the key features of a mathematical model with the features of the application it represents; (Expectation moved here; formerly DA6.03) predict future behaviour by extrapolating from a predict future behaviour within an application by function used to model a relationship in an extrapolating from a mathematical model of a application and determine when it is appropriate; function; (Expectation moved here; formerly DA6.04) pose questions related to an application and answer pose questions related to an application and them by analysing mathematical models, using the answer them by analysing mathematical models, concept of rate of change using the techniques of differential calculus; demonstrate an understanding of how functions are used to model situations in the real world, using a variety of tools and strategies (e.g., dynamic statistical software, dynamic geometry software, spreadsheets, models); Specific Expectations—Section: Connecting Unchanged: Connecting Derivatives and Graphs Derivatives and Graphs describe the key features of a given graph of a Moved to Grade 12 Advanced Functions - MCB 4U, function, including intervals of increase and Strand: Rates of Change, Section: Interpreting Rates decrease, critical points, points of inflection, and of Change on a Graph intervals of concavity; Page 10 of 13 Draft of Proposed Senior Mathematics Curriculum identify the nature of the rate of change of a given Moved to Grade 12 Advanced Functions - MCB 4U, function, and the rate of change of the rate of Strand: Rates of Change, Section: Interpreting Rates change, as they relate to the key features of the of Change on a Graph graph of that function; sketch, by hand, the graph of the derivative of a Moved to Grade 12 Advanced Functions - MCB 4U, given graph. Strand: Rates of Change, Section: Interpreting Rates of Change on a Graph Strand: Derivatives and Applications Deleted. Section: Overall Expectations demonstrate an understanding of the first- principles definition of the derivative; determine the derivatives of given functions, using manipulative procedures; determine the derivatives of exponential and logarithmic functions; solve a variety of problems, using the techniques of differential calculus; sketch the graphs of polynomial, rational, and exponential functions; analyse functions, using differential calculus. Specific Expectations—Section: Understanding the First-Principles Definition of the Derivative determine the limit of a polynomial, a rational, or an exponential function; demonstrate an understanding that limits can give information about some behaviours of graphs of functions [e.g., lim as x approaches 5 (x^2-25)/(x-5) predicts a hole at (5, 10)]; identify examples of discontinuous functions and the types of discontinuities they illustrate; determine the derivatives of polynomial and simple rational functions from first principles, using the definitions of the derivative function, f'(x) = lim as h approaches 0[f(x+h)-f(x)]/h and f'(a) = lim as x approaches a[f(x) - f(a)]/(x-a); identify examples of functions that are not differentiable. Specific Expectations—Section: Determining Derivatives justify the constant, power, sum-and- difference, product, quotient, and chain rules for determining Page 11 of 13 Draft of Proposed Senior Mathematics Curriculum derivatives; determine the derivatives of polynomial and rational functions, using the constant, power, sum-and-difference, product, quotient, and chain rules for determining derivatives; determine second derivatives; determine derivatives, using implicit differentiation in simple cases (e.g., 4x^2 + 9y^2 = 36). Specific Expectations—Section: Determining the Derivatives of Exponential and Logarithmic Functions identify e as lim as n approaches infinity(1 + 1/n)^n and approximate the limit, using informal methods; define ln x as the inverse function of e^x; determine the derivatives of the exponential functions a^x and e^x and the logarithmic functions log base a of x and ln x; determine the derivatives of combinations of the basic polynomial, rational, exponential, and logarithmic functions, using the rules for sums, differences, products, quotients, and compositions of functions. Specific Expectations—Section: Using Differential Calculus to Solve Problems determine the equation of the tangent to the graph of a polynomial, a rational, an exponential, or a logarithmic function, or of a conic; solve problems of rates of change drawn from a variety of applications (including distance, velocity, and acceleration) involving polynomial, rational, exponential, or logarithmic functions; solve optimization problems involving polynomial and rational functions; solve related-rates problems involving polynomial and rational functions. Specific Expectations—Section: Sketching the Graphs of Polynomial, Rational, and Exponential Functions determine, from the equation of a rational function, the intercepts and the positions of the Page 12 of 13 Draft of Proposed Senior Mathematics Curriculum vertical and the horizontal or oblique asymptotes to the graph of the function; determine, from the equation of a polynomial, a rational, or an exponential function, the key features of the graph of the function (i.e., intervals of increase and decrease, critical points, points of inflection, and intervals of concavity), using the techniques of differential calculus, and sketch the graph by hand; determine, from the equation of a simple combination of polynomial, rational, or exponential functions (e.g., f(x) = e^x/x), the key features of the graph of the combination of functions, using the techniques of differential calculus, and sketch the graph by hand; sketch the graphs of the first and second derivative functions, given the graph of the original function; sketch the graph of a function, given the graph of its derivative function. Specific Expectations—Section: Using Calculus Techniques to Analyse Models of Functions Moved from this location. determine the key features of a mathematical Moved to Grade 12 Advanced Functions - MCB 4U, model of an application drawn from the natural or Strand: Rates of Change, Section: Using Concepts of social sciences, using the techniques of Rate of Change in Applications and Modelling, differential calculus; Moved w Section compare the key features of a mathematical model Moved to Grade 12 Advanced Functions - MCB 4U, with the features of the application it represents; Strand: Rates of Change, Section: Using Concepts of Rate of Change in Applications and Modelling, Moved w Section predict future behaviour within an application by Moved to Grade 12 Advanced Functions - MCB 4U, extrapolating from a mathematical model of a Strand: Rates of Change, Section: Using Concepts of function; Rate of Change in Applications and Modelling, Moved w Section pose questions related to an application and Moved to Grade 12 Advanced Functions - MCB 4U, answer them by analysing mathematical models, Strand: Rates of Change, Section: Using Concepts of using the techniques of differential calculus; Rate of Change in Applications and Modelling, Moved w Section communicate findings clearly and concisely, Deleted. using an effective integration of essay and mathematical forms. Page 13 of 13 Draft of Proposed Senior Mathematics Curriculum
These authors understand what it takes to be successful in mathematics, the skills that students bring to this course, and the way that technology can be used to enhance learning without sacrificing math skills. As a result, they havenbsp;created a textbook with an overall learning system involving preparation, practice, and review to help students get the most out of the time they put into studying. In sum, Sullivan and SullivansTrigonometry:Enhanced with Graphing Utilitiesgives students a model for success in mathematics. Graphs and Functions Rectangular Coordinates Introduction to Graphing Equations Intercepts Symmetry Graphing Key Equations Circles Functions The Graph of a Function Properties of Functions Library of Functions Piecewise-defined Functions Graphing Techniques: Transformations One-to-One Functions Inverse Functions Trigonometric Functions Angles and Their Measure Right Triangle Trigonometry Evaluating Trigonometric Functions of Acute Angles Evaluating Trigonometric Functions of General Angle Unit Circle Approach Properties of the Trigonometric Functions Graphs of the Sine and Cosine Functions Graphs of the Tangent, Cotangent, Cosecant, and Secant Functions Phase Shift Building Sinusoidal Models Analytic Trigonometry The Inverse Sine, Cosine, and Tangent Functions The Inverse Trigonometric Functions (Continued) Trigonometric Identities Sum and Difference Formulas Double-angle and Half-angle Formulas Product-to-Sum and Sum-to-Product Formulas Trigonometric Equations (I) Trigonometric Equations (II) Applications of Trigonometric Functions Applications Involving Right Triangles The Law of Sines The Law of Cosines Area of a Triangle Simple Harmonic Motion Damped Motion Combining Waves Polar Coordinates Vectors Polar Coordinates Polar Equations and Graphs The Complex Plane DeMoivre's Theorem Vectors The Dot Product Vectors in Space The Cross Product Analytic Geometry Conics The Parabola The Ellipse The Hyperbola Rotation of Axes General Form of a Conic Polar Equations of Conics Plane Curves and Parametric Equations Exponential and Logarithmic Functions Exponential Functions Logarithmic Functions Properties of Logarithms Logarithmic and Exponential Equations Financial Models Exponential Growth and Decay Models Newton's Law Logistic Growth and Decay Models Building Exponential, Logarithmic, and Logistic Models from Data Review Algebra Essentials Geometry Essentials Factoring Polynomials Solving Equations Algebraically Solving Equations Using a Graphing Utility Complex Numbers Quadratic Equations in the Complex Number System Interval Notation Solving Inequalities n th Roots Rational Exponents Lines Building Linear Models from Data
The Math Center is ready to assist students who need help in upper level math courses such as College Algebra, Trigonometry, Calculus, and Statistics. The Math Center is open for students who want to "drop-in" for homework help and/or need clarification on a mathematical topic. You don't need an appointment. The center is also open to online math students who may find it difficult to grasp a topic and need assistance. Learning Support class labs (Math 0097 and Math 0099) will still be assigned to the Math Lab in F-216. The Math Center is equipped with computers, reference materials, and a staff ready to assist the student body. We encourage students who need help with math to utilize the center and its resources. At times, Math can seem overwhelming. Which is why we try to offer as many opportunities for you to succeed as we can. Please take advantage of all the resources available to you, whether you are an on campus student visiting the Math Center located in B222, or an online student accessing our Online Math Center. Below you will find several links to helpful web sites that offer lessons, quizzes, and additional instruction in several areas of mathematics.
Pre-Calculus: Combinations of Functions and Inverse Functions Find study help on combinations of functions and inverse functions for pre-calculus. Use the links below to select the specific area of combinations of functions and inverse functions you're looking for help with. Each guide comes complete with an explanation, example problems, and practice problems with solutions to help you learn combinations of functions and inverse functions for pre-calculus. Study Guides Introduction to Combinations of Functions Most of the functions studied in calculus are some combination of only a few families of functions, most of the combinations are arithmetic. We can add two functions, f + g(x), subtract them, ... Introduction to The Inverse of a Function Let f be the function which assigns to each working adult American his or her Social Security Number (a 9-digit string of integers). Let g be the function which assigns to each ... Introduction to Inverse Functions In the same way operations on real numbers (like addition and multiplication) have identities and inverses, operations on functions can have identities and inverses. We can apply many operations on functions that we can apply ...
Academic Quality and Standards Unit University of Bolton Module: Engineering Principles by Zubair Hanslot & P. Myler Description and Purpose of Module To introduce learners to a range of core principles and techniques in Mechanical Engineering by the promotion of problem solving skills and methods. Indicative Syllabus Content Mathematical methods – Appreciate and use algebra Transformation of formulae. Solution of basic equations (polynomial order <=2) – factorisation, use of formulae and illustration by graphical means. To sketch and use graphs – Predict the behaviour of single valued functions. Linear, Polynomials, Exponential, Non-linear to linear transformations. To solve problems using trigonometry – Appreciate the use and application of trigonometry Solution of triangles, Compound angle formula. Statistical techniques – Appreciate trends and sources of inaccuracies in measured/sampled data. Binomial expansion, Mean, median and mode, Normal, Poisson and Binomial distributions, Probability and its laws, Regression of correlation. To learn the basic use of vectors – Promote spatial awareness by standardisation Concept of a vector – scalar and vector quantities; Vector algebra and resolution of vectors into rectangular co-ordinates, Scalar and vector products. Moment of a force and angular velocity. Forces and stress – Vector methods to static problems Co-planar and concurrent forces; Moment of a force and couples. Newton's Laws. Loading Types: Force, Moments, Torque's, Traction, Pressure using rods, beams and bars (structural elements). Condition for static equilibrium. Resultants and equilibrium of concurrent and non-concurrent force systems. Simple pin jointed frameworks; Use of calculus – Appreciate the effect of changing one quantity with respect to another Concept of differentiation. Differentiation of basic functions. Definitions of linear displacement, velocity and acceleration. Equation of linear motion with constant acceleration. Velocity-time graphs. Definitions of angular displacement, velocity and acceleration. Equations of angular motion with constant acceleration. Relationship between linear and angular motion Numerical differentiation and use of spreadsheets in differentiation. Integration – Appreciate the effect of reversing the process of differentiation. Used to find areas under curves. Concept of integration as reverse of differentiation. Integration of basic functions. Definite and indefinite integration. Integration as area under a graph. Numerical integration. Complex numbers – To extend the simple number system in order to include complex numbers and solve related problems. Appreciate the concept of a complex number; Notation, Cartesian, polar and exponential forms. Arithmetical operations. To analyse simple stress and strain concepts – To appreciate the strength of materials and its definition Direct stress and strain. Hooke's Law and Young's Modulus of Elasticity. Tensile strength and factor of safety. Thermal expansion Effects of thermal strain. Shear stress and strain. Modulus of rigidity. General dynamics – Appreciate the force exerted upon and by moving bodies Definition of basic dynamic terms and relationships between dynamic characteristics; Definitions of mass, force weight momentum. Newton's Laws of Motion. Relationship between force and linear acceleration. D'Alembert's principle and free body diagrams. Relationship between torque and angular acceleration. Moment of Inertia and radius of gyration. Centripetal acceleration. Centripetal and centrifugal forces. Work and energy – Analyse work and forms of energy with its conservation Definition of work. Equivalent work/energy. Work done by a force and a torque. Power transmitted by a force and a torque. Learning, Teaching and Assessment Delivery of this module will concentrate on promoting problem solving skills using known and accepted mathematical techniques and scientific principles. The delivery will be structured as follows: Formal lectures constitutes to the delivery of the specified curriculum 42 Tutorials and problem solving support in order to reinforce the above delivery 20 Laboratory sessions used to determine the limitations of scientific principles of the syllabus 8 Assignments specific to laboratory sessions 40 Two phase tests in order to assess previous unseen questions that are similar to the ones illustrated in the problem solving sessions 4 Self directed learning specific to the syllabus content 86 200 specific problems using appropriate analytical techniques Appreciate the application and limitation of the theory used. Assess the sensitivity of the obtained results/solutions/ Solve problems associated with Mechanical Science using pre-prepared data and appropriate analytical techniques. Explain approximations used and its effect e.g. real life measured inertia values compared to mathematically derived values. Investigate the effect on the solution by changing various parameters and appreciate the general trend e.g. Calculus exact and approximate gradients at various points on a curve. 2. Apply different theories presented in this module. Interpret the problem posed and generate a sequence of tasks necessary to solve the problem. Demonstrate theoretical knowledge by a laboratory based experiment or case study, based upon measurements and calculations. Illustrate the general sequence and carry them out e.g. Production of free body diagram and application of Newton's and D'Alembert's principle. 3. Conduct an experiment in a laboratory environment and be able to manipulate the generated/given data. Extract and present data in the form of a technical report. 4. To apply mathematical concepts to other situations. Use mathematical and numerical techniques to solve a range of problems. Assessment Your achievement of the learning outcomes for this module will be tested as follows:
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Discrete Mathematics Part I of How to Think Like a Mathematician by K. Houston: Study skills for mathematicians 1 Sets and functions 2 Reading mathematics 3 Writing mathematics I 4 Writing mathematics II 5 How to solve problems If you are adventurous, you may further wish to browse both or either of the following. Part III of How to Think Like a Mathematician by K. Houston: Definitions, theorems and proofs 14 Definitions, theorems and proofs 15 How to read a definition 16 How to read a theorem 17 Proof 18 How to read a proof 19 A study of Pythagoras' Theorem
This book takes users step by step through the concepts of merchandising math. It is organized so that the chapters parallel a career path in the merchandising industry. The book begins with coverage of fundamental math concepts used in merchandising and progresses through the forms and math skills needed to buy, price, and re-price merchandise. Next readers learn the basics of creating and analyzing six-month plans. The final section of the book introduces math and merchandising concepts that are typically used at the corporate level. For individuals pursuing a career in merchandising. For Merchandising Math and Buying courses offered by Junior Colleges and Vocational Schools. This book provides a practical application of the skills necessary to a merchandising career. Beginning with the fundamentals of working with numbers, it moves into the skills needed to communicate words and thoughts into calculators or computers as a means of translating business needs into clear mathematical answers. For pilots looking to improve their math skills in the cockpit and easily perform math calculations in their heads, this book offers numerous tips and invaluable tricks to help in all areas of cockpit calculations. Pilots are guided through basic and more advanced formulas with explanations on how to perform them without needing paper or electronic calculators, step-by-step instructions, practice exercises, and personal advice from experienced pilots. Easy and quick methods for calculating airborne math problems, enroute descents, and visual descent points are covered. Numerous references, math memorization tables, lists of formulas, and definitions for terms and abbreviations are provided. This book will be useful for pilots gearing up for airline interviews, preparing for checkrides or proficiency checks, or wanting to improve their in-flight calculations performance. Written by two former instructors at The Culinary Institute of America, this revised and updated guide is an indispensable math resource for foodservice professionals everywhere. Covering topics such as calculating yield percent, determining portion costs, changing recipe yields, and converting between metric and U.S. measures, it offers a review of math basics, easy-to-follow lessons, detailed examples, and newly revised practice problems in every chapter. Mathematics forms the foundation for nearly everything we do-from finance to physics, and architecture to astronomy. Math not only describes our world, but also reveals its beauty and mystery. Join Marcus du Sautoy and a host of distinguished experts as they crisscross the globe, bringing the colorful history of numbers to life. This workbook is designed for use in a buying course with a heavy math emphasis. The book first presents merchandising concepts in a simple, understandable way and shows students how they can use computerized spreadsheets to perform related merchandising math operations. Activities then ask the students to apply what they ve learned by solving merchandising problems using spreadsheets that are included on the enclosed CD-ROM. Students will learn how the computer can help minimize the time it takes to perform repetitive calculations. By constructing and using spreadsheets for each mathematical operation, they will develop a better understanding of the merchandising concepts they re studying. This manual is designed to accompany the text Retail Buying: From Basics to Fashion, also by Richard Clodfelter. DEWALT Construction Math Quick Check: Extreme Duty Edition has identified the mathematical formulas that are most commonly used in the construction industry and simplified them using a clear, step-by-step approach. Topics include basic conversions, percentages, volume calculations, framing calculations, and more. The guide also offers more than just solid content: its durable material makes it a toolbox- and site-friendly resource, and its tabs make it easy to quickly access the information you need, when you need it. "It is fun to figure out the puzzle of how children go about making sense of mathematics and then how to help teachers help kids." John A. Van de Walle, Late of Virginia Commonwealth University This is the philosophy behind Elementary and Middle School Mathematics: Teaching Developmentally. John A. Van de Walle wrote this book to help students understand mathematics and become confident in their ability to teach the subject to children in kindergarten through eighth grade. Although he could not have foreseen the changes in mathematics teaching over the last three decades, he was at the forefront of the movement towards a constructivist view of teaching, or teaching developmentally. Constructivism says that children construct their own knowledge. They are not blank slates waiting to absorb whatever the teacher tells them. Teachers must understand both mathematics itself and how students learn mathematics in order to teach it effectively. Learning through problem solving is another major theme of this book. Students solve problems not just to apply mathematics, but also to learn new mathematics. Effective problems will take into account where students are, the problematic or engaging aspect of the problem must be due to the mathematics that the students are to learn and not be diluted by non-mathematical activities such as cutting or pasting, and the problem must require justifications and explanations for answers and methods. Learning then becomes an outcome of the problem solving process. The book also addresses in more detail than any other book on the market the effect that the trends of standards-based education, increased pressure to test, and increased teacher accountability have had on teaching mathematics. He addresses the 2000 NCTM Standards in depth, in Chapter 1 on Teaching Mathematics in the Era of the NCTM Standards, through the NCTM icon that appears in the margins throughout the text, and in two appendices in the back of the book. Chapter 5 on Building Assessment into Instruction has also been heavily revised to focus on increased testing pressure, creating more explicit links between objectives and assessment, and including assessments for students with special needs. Additionally, samples of Pearson's reformed-based curricula, Connnected Math Project (5-8) as well as Investigations (K-4), are featured in the text and on the myeducationlab site. Elementary and Middle School Mathematics: Teaching Developmentally is a book for doing math today–for both students who want to become teachers, and the students they will eventually teach. New To This Edition: NEW! Revises Chapter 5 on assessment--Discusses increased testing pressure and accountability, adds more information on equitable assessments, creates more explicit links between objectives and assessment, and includes assessments for students with special needs. NEW! Updates the Literature Connections feature to remove all out of print children's literature and include more non-fiction, poetry, and other types of readings. NEW! Weaves the Focal Points throughout the chapters as well as links them with the Big Ideas feature–Focal Points have also been added to the Appendix. NEW! Includes expanded coverage of working with diverse learners. NEW! Gives greater emphasis on dealing with math anxiety. With an emphasis on developing a strategy for buying, this comprehensive book gives students the skills they ll need to become successful buyers in all retail areas. Its simple and straightforward approach presents students with step-by-step instructions for typical buying tasks, such as identifying and understanding potential customers, creating a sixmonth merchandising plan, and developing sales forecasts. Ample activities give students the opportunity to apply these skills as they would in a professional environment. This new edition offers expanded coverage of the use of technology for retail buying and working with foreign markets. The companion text, Making Buying Decisions: Using The Computer as a Tool furthers the connection between retail buying strategies and merchandise math. With the New Perspectives' critical-thinking, problem-solving approach, students will gain a comprehensive understanding of Microsoft Office Word
Book Details... Algebra (Teach Yourself Visually) Algebra (Teach Yourself Visually) : Algebra may seem intimidating - but it doesn't have to be. With Teach Yourself VISUALLY Algebra, you can learn algebra in a fraction of the time and without ever losing your cool. This visual guide takes advantage of color and illustrations to factor out confusion and helps you easily master the subject. You'll review the various properties of numbers, as well as how to use powers and exponents, fractions, decimals and percentages, and square and cube roots. Each chapter concludes with exercises to reinforce your skills.
My family tried to use the first edition of the Introductory Logic text when it was authored by only Douglas Wilson and had no videos. It didn't work for us. The 3rd Edition was a significant improvement, and this 4th Edition is even better. Nance has raised this course to the top of its class. The text teaches categorical syllogisms. Traditionally, the study of syllogisms comprised the largest portion of the study of logic. It is an important part of logic and needs to be grasped well. Nace also covers informal fallacies, but he does not do as good a job as he does with syllogisms. I would not begin your studies in logic with this course. Students need an introduction which is less abstract and more fun and practical. I would compare the difficulty of this course with an Algebra II text. Introductory Logic is often sold separate from the DVDs. I do not recommend using Introductory Logic without the videos. The Lessons in the text are too difficult for students without Mr. Nance's video lectures. How to Use Introductory Logic in a Homeschool The textbook is divided into 36 Lessons, with exercises for each lesson. The Answer Key booklet has the answers to these exercises. There are 8 tests in the Test Booklet which are to be used periodically throughout the course, and one Comprehensive Test at the end. The 2 DVDs are divided into 20 Sessions. Each Session covers one or two Lessons in the textbook. Read the Lessons in the text which correspond with that day's video Session. (At the back of the Text Booklet is a table that shows which DVD Session should be used with each Lesson.) Watch the video lesson and take notes. If you have trouble understanding what Mr. Nance teaches, then you may want to watch the video lessons more than once. Do the exercises in the text and correct them with the Answer Key. If you have the opportunity to do this course with others, you might want to do the exercises and tests orally as a group. This may help you with problems that you don't understand. Do tests in the Text Booklet as they come due. Review any problems which you miss on the test until you understand why you missed them. Don't proceed to the next video Sesson until you get at least 90% correct on the test. Take the Comprehensive Test at the end. Mr. Nance's logic class at Logos School in Idaho uses three months of one hour classes, five days a week, to finish this course. We would expect that homeschool students will take a little longer longer time to finish this course. I think thirty minutes is a good time to spend each day. Every lesson in this course is difficult.
Essential Mathematics for Economicential Mathematics for Economic Analysis has established itself as the number one choice for academics in Europe when searching for a rigorous, logical treatment of Mathematical analysis for Economists. This text provides an invaluable introduction to the mathematical tools that undergraduate economists need. The coverage is comprehensive, ranging from elementary algebra to more advanced material, whilst focusing on all the core topics that are usually taught in undergraduate courses on mathematics for economists.
662248 / ISBN-13: 9780201662245 Basic Mathematics Through Applications KEY MESSAGE Presented in a clear and concise style, the Akst/Bragg series teaches by example while expanding understanding with applications that are ...Show synopsisKEY MESSAGE Presented in a clear and concise style, the Akst/Bragg series teaches by example while expanding understanding with applications that are fully integrated throughout the text and exercise sets. Akst/Bragg's user-friendly design offers a distinctive side-by-side format that pairs each example and its solution with a corresponding practice exercise. The concise writing style keeps readers' interest and attention by presenting the mathematics with minimal distractions, and the motivating real-world applications demonstrate how integral mathematical understanding is to a variety of disciplines, careers, and everyday situations. KEY TOPICS Whole Numbers, Fractions, Decimals, Basic Algebra: Solving Simple Equations, Ratio and Proportion, Percents, Signed Numbers, Basic Statistics, More on Algebra, Measurement and Units, Basic Geometry MARKET For all readers interested in Basic MathematicsHide synopsis
Prealgebra (Cloth) - 6th edition Summary: Elayn Martin-Gay firmly believes that every student can succeed, and her developmental math textbooks and video resources are motivated by this belief. ''Prealgebra,'' Sixth Edition was written to help students effectively make the transition from arithmetic to algebra. The new edition offers new resources like the Student Organizer and now includes Student Resources in the back of the book to help students on their quest for success. Whole Numbers and Introduction to Algebra; Intege...show morers and Introduction to Solving Equations; Solving Equations and Problem Solving; Fractions and Mixed Numbers; Decimals; Ratio, Proportion, and Triangle Applications; Percent; Graphing and Introduction to Statistics; Geometry and Measurement; Exponents and Polynomials For all readers interested in prealgebra. ...show less 032164008X 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!! $46.8552.2200 +$3.99 s/h VeryGood Cozy Corner Books and Gifts Columbia Falls, MT Binding and pages very clean and tight. No writing/highlighting. Small sticker on back cover. Cover edges show wear from use/storage. Nice Copy! Cozy Corner....a bookstore for book lovers. $85
Synopses & Reviews Publisher Comments: Students of mathematics, engineering, and science can learn how to apply classroom techniques to workplace problems with this concise single-volume text. It employs MATLAB and other strategies to resolve issues related to statistical reasoning, data acquisition, cost-benefit analysis, and other common workplace procedures. Each chapter begins with a brief review of relevant mathematics, followed by an examination of the material's typical industrial applications. The author demonstrates the problem-solving power of interweaving analytic and computing methods and integrates MATLAB code into the narrative flow. Topics include the Monte Carlo method, the discrete Fourier transform, linear programming, regression, microeconomics, ordinary and partial differential equations, and frequency domain methods. A concluding chapter on technical writing explains how to present mathematical data in a variety of situations and offers helpful suggestions for assembling formal technical reports, progress reports, executive summaries, and other statements. Synopsis: Students learn how to solve problems they'll encounter in their professional lives with this concise single-volume treatment. It employs MATLAB and other strategies to explore typical industrial problems. 2000 edition. Synopsis: Students learn how to solve problems they'll encounter in their professional lives with this concise single-volume treatment. It employs MATLAB and other strategies to explore typical industrial problems. 2000 edition. Students learn how to solve problems they'll encounter in their professional lives with this concise single-volume treatment. It employs MATLAB and other strategies to explore typical industrial problems. 2000 edition. "Synopsis" by Hold All, Students learn how to solve problems they'll encounter in their professional lives with this concise single-volume treatment. It employs MATLAB and other strategies to explore typical industrial problems. 2000
This is a question best asked to the teachers in your school. The topics covered in these courses vary from school to school. I imagine the teachers at your school would be very excited that you are looking ahead, and would love to give you an overview of the topics. For a general overview of vectors and calculus, check out the following links: I suggest you get a syllabus from one of the teachers teaching the course. A syllabus is basically a list of topics covered in the class, and sometimes assignments as well. You can also ask a friend or the librarian to look through the class textbook.
"PLACE Mathematics 04" includes 23 competencies/skills found on the PLACE Mathematics test and 80 sample-test questions. This guide, aligned specifically to standards prescribed by the Colorado Department of Education, covers the sub-areas of foundations of mathematics; functions and relations; measurement and geometry; probability and statistics; and calculus and discrete mathematics. (Study Guides) From the Publisher: PLACE Mathematics 04 Includes 23 competencies/skills found on the PLACE Mathematics test and 80 sample-test questions. This guide, aligned specifically to standards prescribed by the Colorado Department of Education, covers the sub-areas of Foundations of Mathematics; Functions and Relations; Measurement and Geometry; Probability and Statistics; and Calculus and Discrete Mathematics. Description: Includes 36 competencies/skills found on the PLACE Art test and 112 sample test questions. This guide, aligned specifically to standards prescribed by the Colorado Department of Education, covers the sub areas of Art Materials and Processes; Composition and Unity; ...
Intermediateussy and Gustafson's fundamental goal is to have students read, write, and talk about mathematics through building a conceptual foundation in the language of mathematics. Their text blends instructional approaches that include vocabulary, practice, and well-defined pedagogy, along with an emphasis on reasoning, modeling, communication, and technology skills. With an emphasis on the "language of algebra," they foster students' ability to translate English into mathematical expressions and equations. Tussy and Gustafson make learning easy for st... MOREudents with their five-step problem-solving approach: analyze the problem, form an equation, solve the equation, state the result, and check the solution. In addition, the text's widely acclaimed study sets at the end of every section are tailored to improve students' ability to read, write, and communicate mathematical ideas. The Third Edition of INTERMEDIATE ALGEBRA also features a robust suite of online course management, testing, and tutorial resources for instructors and students. This includes iLrn Testing and Tutorial, vMentor live online tutoring, the Interactive Video Skillbuilder CD-ROM with MathCue, a Book Companion Web Site featuring online graphing calculator resources, and The Learning Equation (TLE), powered by iLrn. TLE provides a complete courseware package, featuring a diagnostic tool that gives instructors the capability to create individualized study plans. With TLE, a cohesive, focused study plan can be put together to help each student succeed in math. Learn math the easy way with Tussy and Gustafson's INTERMEDIATE ALGEBRA! Study sets at the end of every chapter will improve your ability to read, write, and communicate mathematical ideas. Difficult concepts are made clear with a five-step approach to problem-solving: analyze the problem, form an equation, solve the equation, state the result, and check the solution. Prepare for exams with numerous resources located online and throughout the text such as live online tutoring, tutorials, a book companion website, chapter summaries, self-checks, practice sections, and reviews. Take advantage of the accompanying Video Skillbuilder CD-ROM that will save you class preparation time through video lessons, web quizzes, and chapter tests.
More About This Textbook Overview How does an algebraic geometer studying secant varieties further the understanding of hypothesis tests in statistics? Why would a statistician working on factor analysis raise open problems about determinantal varieties? Connections of this type are at the heart of the new field of "algebraic statistics". In this field, mathematicians and statisticians come together to solve statistical inference problems using concepts from algebraic geometry as well as related computational and combinatorial techniques. The goal of these lectures is to introduce newcomers from the different camps to algebraic statistics. The introduction will be centered around the following three observations: many important statistical models correspond to algebraic or semi-algebraic sets of parameters; the geometry of these parameter spaces determines the behaviour of widely used statistical inference procedures; computational algebraic geometry can be used to study parameter spaces and other features of statistical
Companion Products Product Description The LFBC Math program is a solid one, beginning with the knowledge that God created everything, and, because of this, order has resulted. It teaches that students can expect exactness, preciseness, and completeness in arithmetic/mathematics, just as they can expect it in God's creation. We start with the basic facts. Strong emphasis is given to learning the multiplication tables early. Later we proceed to the more complicated and abstract concepts in the upper grades. Topics covered in Grade 12 include: Preparing a Budget Doing Income Tax Balancing a Checkbook Writing Checks Tithing Faith Promise Giving Percentage of Profit Life Insurance Health Insurance Buying a Car Credit and much more Set include: Studyguide: All materials for the student's academics, including text and activity questions Studyguide Answers: Contains answers for the studyguide Weekly Quizzes Weekly Quiz Answers Quarter Tests: Students take a test at the end of each 9-week periodi Quarter Test Answers All Scripture used in the curriculum is taken from the King James Version. Related Products Product Reviews Landmark's Freedom Baptist Math M160, Business Math, Grade 12 5 5 1 1 This is a great course which teaches consumer math and quite a few business math skills as well. There were a few mistakes in the answer key, but overall very user friendly. I'd highly recommend this. March 10, 2008
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Basic Mathematical Skills with Ge CD-ROM is a self-paced tutorial specifically linked to the text and reinforces topics through unlimited opportunities to review concepts and practice problem solving. The CD-ROM contains chapter-and section-specific tutorials, multiple-choice questions with feedback, and algorithmically generated questions. It required virtually no computer training on the part of students and supports IBM and Macintosh computers. In addition, a number of other technology and Web-based ancillaries are under development; they will support the ever-changing technology needs in developmental mathematics.
Index AlgebraDiscrete mathematics is a blend of many different elements of logic, combinatorics and graph theory. I hold a Master's in Math Education and have coached many students through various Discrete math courses. Let me help you reduce your math anxiety
Atl, GA Calculus give the properties of radicals. Polynomials We will introduce the basics of polynomials in this section including adding, subtracting and multiplying polynomials. Factoring Polynomials This is the most important section of all the preliminaries.
This is an introduction to linear algebra. The main part of the book features row operations and everything is done in terms of the row reduced echelon form and specific algorithms. At the end, the more abstract notions of vector spaces and linear transformations on vector spaces are presented. Gary Rockswold teaches algebra in context, answering the question, "Why am I learning this?" By experiencing math through applications, students see how it fits into their lives, and they become motivated to succeed. Rockswold focus on conceptual understanding helps students make connections between the concepts and as a result, students see the bigger picture of math and are prepared for future courses. Any student of linear algebra will welcome this textbook, which provides a thorough treatment of this key topic. Blending practice and theory, the book enables the reader to learn and comprehend the standard methods, with an emphasis on understanding how they actually work. At every stage, the authors are careful to ensure that the discussion is no more complicated or abstract than it needs to be, and focuses on the fundamental topics. The book is ideal as a course text or for self-study. Instructors can draw on the many examples and exercises to supplement their own assignments. End-of-chapter sections summarize the material to help students consolidate their learning as they progress through the book.
This site provides a rich environment to visualize and explore a variety of mathematical objects and includes Java applets,... see moreThis site "provides an eclectic mix of sound, science, and Incan history in order to raise students' interest in Euclidean... see more This site "provides an eclectic mix of sound, science, and Incan history in order to raise students' interest in Euclidean geometry. Visitors will find geometry problems, proofs, quizzes, puzzles, quotations, visual displays, 'scientific speculation', and more." 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. By means of four spin buttons, the user specifies the directrix, the focus and the eccentricity for a conic section; an... see more By means of four spin buttons, the user specifies the directrix, the focus and the eccentricity for a conic section; an accompanying chart updates automatically. Six additional spin buttons give the user control of the chart and three command buttons respectively initialize an ellipse, hyperbola and parabola. Click on the image, above left, for a screen capture of the interface.
Whilst it is a moot point amongst researchers, linear algebra is an important component in the study of graphs. This book illustrates the elegance and power of matrix techniques in the study of graphs by means of several results, both classical and... (read more) This traditional, straight-forward, extremely popular book helps students learn algebra concepts-by using a one-step, one-concept-at-a-time approach. All major topics are divided into small sections, each with its own examples and often with its own
"There really is not a book that is directly comparable. Students will be able to study any area of biology with a mathematical perspective. The projects and the introduction to computation are a real bonus." — Fred Brauer, Department of Mathematics, University of British Columbia The field of mathematical biology is growing rapidly. Questions about infectious diseases, heart attacks, cell signaling, cell movement, ecology, environmental changes, and genomics are now being analyzed using mathematical and computational methods. A Course in Mathematical Biology: Quantitative Modeling with Mathematical and Computational Methods is the only book that teaches all aspects of modern mathematical modeling and that is specifically designed to introduce undergraduate students to problem solving in the context of biology. With a focus on integrating analytical and computational tools in the modeling of biological processes, the authors provide an integrated package of theoretical modeling and analysis tools, computational modeling techniques, and parameter estimation and model validation methods. Divided into three parts, the book covers basic analytical modeling techniques; introduces computational tools used in the modeling of biological problems; and provides a source of open-ended problems from epidemiology, ecology, and physiology. All chapters include realistic biological examples, and there are many exercises related to biological questions. In addition, the book includes 25 open-ended research projects that can be used by students. The book is accompanied by a Web site that contains solutions to most of the exercises and a tutorial for the implementation of the computational modeling techniques. Calculations can be done in modern computing languages such as Maple, Mathematica, and MATLAB®. Audience Intended for upper level undergraduate students in mathematics or similar quantitative sciences, Course in Mathematical Biology: Quantitative Modeling with Mathematical and Computational Methods is also appropriate for beginning graduate students in biology, medicine, ecology, and other sciences. It will also be of interest to researchers interested in entering the field of mathematical biology. About the Authors Gerda de Vries is Associate Professor in the Department of Mathematical and Statistical Sciences at the University of Alberta, Canada. Thomas Hillen is a Professor in the Department of Mathematical and Statistical Sciences at the University of Alberta, Canada. Mark Lewis is Professor and Senior Canada Research Chair in Mathematical Biology in the Department of Mathematical and Statistical Sciences and the Department of Biological Sciences at the University of Alberta, Canada. Johannes Müller is Professor of Mathematical Methods in Molecular Biology and Biochemistry in the Center for Mathematical Sciences at the Technical University, Munich. Birgitt Schönfisch is a Scientific Employee in the Department of Medical Biometry at the University of Tübingen, Germany. A portion of the royalties from the sale of this book are contributed to the SIAM Student Travel Fund.
It's very hard to base a question's level on class level. Intro to Analysis (300 level) only requires Calc II at my University. At my previous school Elementary Linear Algebra was a 200 level class and here it is a 300 level class. I can imagine someone coming in to ask a question regarding a basic convergence proof would get down voted/ignored here and it is an "upper-level undergraduate" question. The people here either need to relocate to a place with a more daunting name like /r/mathematicians or just deal with having some basic questions asked... it's part of having the /r/math sub. I was thinking the same thing this afternoon, but what I was envisioning was just an app with a ton of theorems and propositions and their proofs, maybe with a highlight of the different techniques used in the proof. It isn't that I was to memorize proofs, but when I have dead time it'd be nice to have some math to study. The fact is you're going to end up taking some kind of Intro to Analysis course or something when you transfer so I would just get what you can out of the book and you'll be way ahead of the rest of the class. At my university, CSU, the Intro to Analysis class is considered the hardest undergrad math course even according to people who take Advanced Calculus (417) and then go back down to Intro to Analysis (317). My advice is to focus on proof techniques over theorems. You'll relearn all the theorems, but being comfortable with the techniques is what will make exams and understanding what is happening easier. I'm not complaining about the charts or anyone's theories. I just wanted to bring up the importance of the other threads that spawned in other parts of Booker's life. Obviously the game as we saw it utilizes some cool concepts of waveform superimposition and recurrence in random walks, but part of the beauty of the game, which it basically shouts at you, is that the whole story is minute in comparison to everything. Not complaining, just a point of discussion :). But why can't one of those universes be where he wakes up at the end? These charts are great but I think they artificially limit the breadth of the story. Obviously there isn't much to talk about in them but it feels like their existence gets ignored. Songbird's story, and more about the handymen.... they all seemed so tragic... the voxaphone from the handyman's wife was one of the most touching parts of the game :(. Obviously we need more of the Luteces too. That's not exactly true, they killed all Brookers who chose to go to the baptism. Who remains are the Brookers who learned to cope or didn't take part in Wounded Knee. I think of it as the ultimate baptism.. it wiped away all the really bad versions of himself. I think of it like rolling back a code branch or pruning a tree. Not me, but my employer is an executive coach. He's a Doctor of Theology that executives hire to coach them through ethical decisions. Another one is my best friend who is an "industrial designer," he designs things like the backs of tablets, heatsinks on RAM, and other kinds of enclosures. As a small token of our appreciation, we are offering you a free EA PC game download on Origin*. Mayors who have authenticated their copy of SimCity on Origin by March 25 can select a free game through a redemption portal inside the Origin desktop client later this week. We'll be opening up the redemption portal country-by-country so some of you may see it a little sooner than others. The portal will be live worldwide for everyone to select their game by March 22. One of my cities is similar but I stared it with power, water, and sewage, but it's all residential and I shut off utilities around 100k people. My tax rate is 1% (can't set 0% tax without a city hall which costs 200 an hour), I have tons of homeless because of rolling house abandonment, fires burn constantly and criminals are everywhere. But things keep getting bigger density, everyone is happy (80% - 96% approval), I make money and all I have to do is bulldoze anything that burns down or is abandoned, (current pop 316k). But it isn't fun and all it proves is that if you want to play "bulldozer whack-a-mole" and run a horrible city in the game you can. But you can have more fun with more complex cities (but it does feel a bit empty :(). I very highly double the game programmers are the same network engineers who designed the infrastructure, and developers who build the DRM. In fact with how broken everything is, I feel like they were TOO siloed because there is clearly a lack of communication between different parts.
Pearson Debuts Interactive NovaNET Geometry Pearson has launched a new online geometry course for its NovaNET 15.0 service targeted toward students in grades 6 through 12 and adult education. Person's NovaNET is an online, standards-based courseware system designed for middle- and high-school students. Aligned to the 2007 Prentice Hall Geometry textbook, the new NovaNET Geometry course includes 77 multimedia lessons and includes instructional strategies for each. Additional features include: Interactive practices; Feedback and remediation; Ongoing, formative and summative assessments for each lesson; and Support for special needs students, including struggling readers. According to Pearson, the previous geometry course remains available, but the new version is designed for split-semester geometry schedules divided into Geometry A and B
USING+UNDERSTANDING MATH.-TEXT (3rd Edition 2005) by BENNETT Annotated Instructor Edition Rent Our Price: $14.49 Term: Description With all of the topics needed to fulfill a general education requirement, this text, one of the few for the emerging Quantitative Literacy/Quantitative Reasoning Course, helps to reduce mathematical anxiety and focuses on the practicality of mathematics in college, career, and life.
Students will be able to perform mathematical tasks competently. This includes writing proofs, solving problems, using technology, and collaborating on projects. Students will be able to assess and convey mathematical knowledge effectively. This includes reading mathematical literature, writing proofs and other prose, and giving presentations. Learning Objectives Students will write mathematics (not including mathematical proofs) clearly, concisely, and correctly. Students will write mathematical proofs clearly, concisely, and correctly. Students will solve mathematics problems. Students will solve real world problems. Students will use technology to solve and/or explore mathematics problems. Students will read and comprehend mathematical works. Students will collaborate on projects. Students will make effective presentations to demonstrate their understanding of mathematical ideas. Curriculum Map The Core Courses for the Bachelor Degree in Mathematics will provide students the opportunity to master most of the learning objects. Additional courses required to complete the degree will provide additional learning opportunities.
McGraw-Hill's GED Mathematics (McGraw-Hill's GED Mathematics01 FREE Used Good(1 Copy): Good Ships Out Tomorrow! Patrico Books FL, USA $9.0054 FREE Used Good(1 Copy): Very Good 007140706512 0071407065 Brand New. ! ! ! ! BEST PRICES WITH A SERVICE YOU CAN RELY! ! ! Urbookstore1 PA, USA $19.17 FREE About the Book Create your own path to GED success with help from McGraw-Hill's GED test series The newly revised McGraw-Hill's GED test series helps you develop the skills you need to pass all five areas of the GED test. Presented in a clear, appealing format, these books offer many opportunities for test practice and explain the essential concepts of each subject so you can succeed on every portion of the GED exam. The series covers: Language Arts, Reading * Language Arts, Writing * Mathematics * Science * Social Studies "McGraw-Hill's GED Mathematics" guides you through the GED preparation process step-by-step. A Pretest helps you find out your strengths and weaknesses so you can create a study plan to fit your needs. The following chapters introduce you to math concepts on which hundreds of GED questions are based. Then check your understanding of these ideas with the Posttest, presented in the GED format. You can then see how ready you are for the big exam by taking the full-length Practice Test. "McGraw-Hill's GED Mathematics" includes: Clear instructions to show you how to use number grids and coordinate plane grids Instruction and frequent practice with the "Casio fx-260" calculator Problem-solving strategies to help you understand word problems Easy-to-follow lessons to develop essential math skills in whole numbers, decimals, fractions, percents, ratios, data analysis, geometry, and algebra With "McGraw-Hill's GED Mathematics," you will sharpen your study skills for test success!
Find a Spanaway ACTThere are times where a problem provides the whole, but we need to find the parts. Furthermore, algebra brings us into a different realm of numbers below zero. Granted advanced mathematics can be intimidating at first, but with effort and patience, one can achieve understanding of the subject and continue to grow.
Cogito Learning Ltd DiffIt! Free calculates and explains derivatives of mathematical functions. Type in a mathematical function and DiffIt! Free will differentiate it. What's more it can even tell you how it arrived at the result. The explanation traces all the steps and also tells you which rules have been... DiffIt! calculates and explains derivatives of mathematical functions. Type in a mathematical function and DiffIt! will differentiate it. What's more it can even tell you how it arrived at the result. The explanation traces all the steps and also tells you which rules have been applied.... GCSE level math training and revision. This innovative app automatically generates questions according to the UK curriculum. It keeps track of your performance and automatically creates revision sessions that focus on your weak points. It's the easiest way to practice maths for the next... GCSE level math training and revision. This innovative automatically generates questions according to the UK curriculum. It keeps track of your performance and automatically creates revision sessions that focus on your weak points. It's the easiest way to practice maths for the next exam....
Find a Suitland PrecalculusMATLAB stands for Matrix Laboratory and involves the formulation of a problem in matrix terms. Matlab can handle vast amounts of input data and manipulate the data in accordance with the instructions that the user provides. It has amazing plotting capabilities with both 2-D and 3-D plots.
kainjow Nov 9, 2007, 02:30 PM Not sure of a good math book (I'm sure any would do - mine from school is called Technical Calculus), but if you're interested in game programming you probably want a good physics book too. Cromulent Nov 9, 2007, 02:34 PM Not sure of a good math book (I'm sure any would do - mine from school is called Technical Calculus), but if you're interested in game programming you probably want a good physics book too. Yep, but physics without maths is like a car without wheels. One step at a time :). I'll have a look at that book. kainjow Nov 9, 2007, 02:38 PM Most physics that you'd need for basic game programming is probably only trigonometry, and then knowing the kinematics (basic algebra). Good luck though :) ChrisA Nov 9, 2007, 03:15 PM Would be nice if there was just one book that you could read in a week. Most of us were not that smart and we had to take a series of clases, one after the next. It took years. I think what you need for some games is an understanding of basic analytic geometry, trigonometry and enough calculus that you can understand basic physics (mechanics, the stuff Issac Newton discovered) I guess that would be the calculus of polynomials and trig functions. There is a practical side to this too typically the subject is called "numerical methods" where they cover efficient implementation methods. Most students have this covered only after their first year at a university. A few will have this completed by the end of high school. Quite honestly, you would be the exception if you could go faster and teach yourself this but maybe so... Another option is to find a software package that has what you need. There are some available for free. Even with an education in engineering and computer science I would not write this kind of software myself. Not when I can get it for free. Take a look at this. I think it is widely used for games programming Cromulent Nov 9, 2007, 03:25 PM Would be nice if there was just one book that you could read in a week. Most of us were not that smart and we had to take a series of clases, one after the next. It took years. Well I did state books. I'm not expecting to get great at it but the only way forwards is to start reading. I think what you need for some games is an understanding of basic analytic geometry, trigonomitry and enough calculus that you can understand basic physics (mechanics, the stuff Issac Newton discovered) I geuss that would be the calculus of polynominals and truig functions. Most students have this covered only after their first year at a university. A few will have this completed by the end of high school. Quite honestly, you would bethe excetion if you could go faster and teach yourself this but maybe so... I'll never know if I don't try. My dad is a physicist so I'm not completely in the dark about physics and maths. But I did not specialise in it. I went the English route rather than the science route. Another option is to find a software package that has what you need. There are some available for free. Even with an education in enginerring and computer science I would not write this kind of software myself. Not I can get it for free. Take a look at this. I think it is widely used for games programming I prefer to understand what I am doing rather than just letting something else do it for me. I find it helps in the long run. AlmostThere Nov 9, 2007, 05:38 PM I prefer to understand what I am doing rather than just letting something else do it for me. I find it helps in the long run. In order to use most of the libraries, you will need to have a basic understanding of what is going on. ChrisA's advice is very sensible as it is all too easy to get lost in the fine details. It might be a bit advanced, but maybe not, so have a look at the maths classes online at MIT's opencourseware site. They have videos of some very good university level lectures. Even if you don't have the maths, if you have been programming for a while you will probably understand them. It's great to see someone explain things clearly, too. toddburch Nov 9, 2007, 08:29 PM Don't forget Linear Algebra. I've been writing apps to extend a 3D modeling program via plugins for the past few years, and I too am hindered by a shortness of math (it's singular on this side of the pond) skills. Things like transformations (rotational, scaling, fixed) and translations I figure out via hack. Vector multiplication and other functions (cross products, dot products) are fortunately handled by functions provided by the API. When I relocate in a couple years, I'll position myself next to a larger college with night courses so I can keep my education going. Todd lazydog Nov 10, 2007, 04:38 AM You could have a look at the Open University ( They used to do a course called M101 which I think would have been ideal. I don't know what they offer now, but the benefit of a course is you get access to tutors etc. It's a lot more expensive than a book though! b e n Eraserhead Nov 10, 2007, 11:16 AM You could get C1 to C4 and M1 to M3 (A Level Maths text books) and go through those. (Example Link ( Linear Algebra in First Year University is also useful for programming, though I can't remember what books are good. Cromulent Nov 11, 2007, 12:55 PM Thanks for the help guys. I've decided to hire a personal tutor for this. I think otherwise I would be in over my head very quickly and it is something I am incredibly keen on improving.
Spring 2008 Issue It All Adds Up Barry University Professor of Mathematics and Computer Science Dr. Eduardo Luna has co-authored and edited two mathematic text books that are being used by all third- and fourth-graders in the Dominican Republic. The books were created through research Luna conducted during the 2006-2007 school year during which time he worked with a group of 219 third-and fourth-grade teachers and their students in urban and rural public schools. The book, "Explora la Matematica: Grade 3," was published in October, and his second book, "Explora la Matematica: Grade 4," is currently being printed. Both books were sponsored by a United States Agency for International Development (USAID) grant. The purpose of the grant is to improve the teaching of mathematics at the elementary school level through the comprehensive training of first- through fourth-grade teachers
Mathematics High School Assessment Field Tests: What We Are Learning 2000-2001 Good News More students responded to the Student Produced Response (SPR), BCR, and ECR items. The quality of their responses improved. The mathematics assessments have been shortened. There is the same total time for the tests but there are fewer items. The following is a list of observations that may help in preparing students for the mathematics high school assessment. This list was created as a result of scoring student responses to the ECR and BCR items on the January and May mathematics HSA field tests. General Comments Students need more experience with real world contexts. Students need to read and answer all parts of the problem. Students need to check all units in the problem and make conversions when necessary. They must label the answer to the problem with the appropriate unit. Students must be careful to answer the question asked. Students must make sure their answer makes sense in the context of the problem. (i.e. 3 buses rather than 2.5 buses) Students need more instruction on and experience with explaining and justifying their work. Use mathematics to justify your answer does not necessarily mean using numbers to justify the work. Principles of mathematics may be appropriate. (i.e. The student may justify which measure of central tendency best represents the data by using what they know about how extremes in data affect measures of central tendency .) Explanation means more than "I looked at the graph." or "I used my calculator." Explanations may need to be supported with numbers. (i.e. I found the area of the cone, which is 12 square inches, and added the area of the circle, which is 6 square inches, to get a total area of 18 square inches.) Students must be able to round numbers correctly and appropriately for the problem. All rounding should be done at the end of the last step of the problem. Geometry Items with "Note: The figure is not drawn to scale." may not be solved by measuring. Students need more practice naming angles and line segments. Students need a complete understanding of the properties of geometric figures. (i.e. Determine if a figure is a rhombus.) Students need to be instructed that when a transformation is asked for, the response must specify distance and direction for translations, line of reflection for reflections, and point of rotation, degree and direction for rotations. Students need more experience with transformations especially dilations and rotations. Construction: Classical geometric constructions use only a compass and straight edge as tools. For the high school assessment students may also use patty paper, miras, or mirrors. Drawing: For items that ask the student to draw a geometric figure, students may use a compass, ruler, patty paper, mira, mirror, and/or protractor. Measurement can be part of their strategy. CLG 2.2.1 The student will identify and/or verify congruent and similar figures and/or apply equality or proportionality of their corresponding parts. Students need to understand the difference between congruence and similarity. Students need more experiences with proofs, including proving two triangles are similar. Students need more experiences using similarity as justification. Update Use of Pi: The calculator pi-key was used to calculate the answer choices for the selected response items. If students use 3.14 or 22/7 their answer will be very close to the pi-key correct answer. No distractor is so close to the correct response that using 3.14 or 22/7 would lead a student to choose the incorrect response. For the student produced (grid-in) and constructed response items, the use of any correct version of pi will be accepted.
Why mathematics? A mathematics minor will benefit students majoring in subjects that involves critical thinking and/or problem solving. Students who are majoring in a field that makes significant use of mathematics (e.g., Biology, Business, Chemistry, Computer Science, or Physics) are especially encouraged to consider a Mathematics minor. This course, followed by M149, provides a two-semester sequence that covers the material of a traditional Calculus I course along with built-in coverage of precalculus topics. Topics in M148 include: solving equations, functions, classes of functions (polynomial, rational, algebraic, exponential, logarithmic), right triangle trigonometry, angle measure, limits and continuity, derivatives, rules for derivatives. Credit is not granted for this course and M151 or courses equivalent to college algebra and college trigonometry. This course completes the two-semester sequence that begins with M148, and together with M148 provides a two-semester sequence that covers the material of a traditional Calculus I course along with built-in coverage of precalculus topics. Topics in M149 include: trigonometric and inverse trigonometric functions, rules for derivatives, applications of derivatives, and definite and indefinite integrals. Credit is not granted for this course and M151. This course provides an introduction to the differential and integral calculus. Topics include: the concepts of function, limit, continuity, derivative, definite and indefinite integrals, and an introduction to transcendental functions. Credit is not granted for this course and M148 and M149. Prerequisites: departmental placement or courses equivalent to college algebra and college trigonometry. This course is a continuation of M151. Some of the topics of M151 are revisited at a higher mathematical level. Topics include: applications of the definite integral, techniques of integration, improper integrals, introduction to differential equations, numerical methods for integration and approximation, curves in the plane given parametrically, polar coordinates, and vectors in 2-space and 3-space. Prerequisite: Minimum grade of C in either M149 or M151 or departmental placement. This course continues the development of Calculus from M151 and M152. Topics include: sequences and series, and differentiation and integration of vector-valued functions and functions of several variables. This course is designed to provide the basic ideas and techniques of statistics. Topics include: descriptive and inferential statistics, an intuitive introduction to probability, estimation, hypothesis testing, chi-square tests, regression and correlation. This course makes significant use of appropriate technology. Topics in this course are treated at a higher mathematical level than they are treated in ST132. Credit is not granted for this course and any of the following: BU215, B392 or ST132. This course looks at topics central to further study in mathematics. Topics include symbolic logic, especially as it applies to mathematical proof; methods of mathematical proof such as direct proof, indirect proof, proof by induction; use and meaning of mathematical quantifies and predicates; sets; relations; equivalence relations and partitions; order relations; functions and their properties; and complex numbers. A junior assessment test is administered as part of this course. This course provides an introduction to combinatorial and graph theoretical techniques in mathematics. It is also designed for students in computer science. Topics include: sets, functions, combinatorial techniques, graph theory, searching algorithms, and trees. This course is required for the Mathematics Education major. The course is designed to be an introduction to the foundations of geometry. Topics include: Euclidean geometry, non-Euclidean geometry, projective geometry, and geometric transformations. This calculus-based course is designed to provide mathematics majors and minors with an introduction to the mathematical underpinnings of statistics. Topics include: probability axioms, probability, Bayesメ Theorem, random variables, discrete and continuous probability distributions, and expected value. This course provides an introduction to the theory, methods, and applications of ordinary differential equations. Topics include: first order differential equations, linear differential equations with constant coefficients, and systems of differential equations. This course provides an introduction to the theory of functions of one complex variable. Topics include: the complex numbers, the complex derivative, analytic functions, power series, complex integration, Cauchyメs Theorem and Cauchyメs Integral Formula, Laurent series, and residues and poles CS356 and P356. Prerequisites: CS106, M251, M252, and ST232. This opportunity provides the student with experience in mathematical research or applications. The internship must be approved by the department and, depending on the nature of the internship, may be counted towards the major. Students generally are expected to give a presentation following the internship. This course provides students with an introduction to linear and non-linear models in statistics. Topics include: linear regression, multiple regression, one-, two-, and higher-way analysis of variance, and popular experimental designs. Real-world problems are analyzed using appropriate technology. This course provides an introduction to the principles of the design of experiments from a statistical perspective. Topics include: Analysis of variance, covariance, randomization, completely randomized, randomized block, Latin-square, factorial, response surface methods and other designs. This opportunity provides the student with experience and training in statistical techniques. The internship must be approved by the department and, depending on the nature of the internship, may be counted towards the major. Students usually are expected to give a presentation following the experience.
Teachers using the HOLTCALIFORNIAALGEBRA1 may photocopy complete pages in sufficient quantities for classroom use only and not for resale. ... Adding and Subtracting Real NumbersCalifornia Standards 2.0 1-2 12/29/06 5:39:45 PM Name Date Class LESSON In this course we will be following the California Content Standards for 7th grade mathematics (Pre-Algebra) ... numbers, simplifying and solving algebraic expressions and equations, describing geometrical shapes and ... HoltCaliforniaMathematics, Course 2: Pre-Algebra You can access this book HOLTMATHEMATICSHOLTMATHEMATICSCourse1, 2, and 3 for Middle School HOLTALGEBRA1HOLT GEOMETRY ... HOLTMATHEMATICSHOLTALGEBRA1HOLT GEOMETRY HOLTALGEBRA 2. Dr. Earlene Hall is a specialist in promoting the professional growth of mathematics teachers. One Answer Key For The CaliforniaMathematics Standards Grade 6 Introduction: Summary of Goals GRADE SIX By the end of grade six, students have mastered the four arithmetic operations with whole numbers, positive fractions, positive decimals, and positive ... Algebra and Functions 1.0: ... math include The textbook for this course is CaliforniaMathematicsCourse1:Numbers of Algebra (published by Hold, Rinehart and Winston). Supplemented with materials from the ... Course 2: Pre-Algebra (published by Holt Rinehart Winston) 3 HoltMathematics Use the expression 1.8c 32 to convert each boiling point temperature ... The numbers1.2, 7 3, and 2.3 represent the percent of change in population for three states. List these numbers in order from least to greatest.
... read more The Development of Mathematics by E. T. Bell One of the 20th century's foremost scholars surveys the role of mathematics in civilization, describing the main principles, methods, and theories of mathematics from 4000 B.C. to 1945. 1945 Concept of Limits by Donald W. Hight An exploration of conceptual foundations and the practical applications of limits in mathematics, this text offers a concise introduction to the theoretical study of calculus. Many exercises with solutions. 1966 edition. The Philosophy of Mathematics: An Introductory Essay by Stephan Körner A distinguished philosopher surveys the mathematical views and influence of Plato, Aristotle, Leibniz, and Kant. He also examines the relationship between mathematical theories, empirical data, and philosophical presuppositions. 1968 edition. Mathematics in Ancient Greece by Tobias Dantzig Written by a specialist in interpreting science for lay readers, this lively book recounts the human story behind mathematics, including the insights of such thinkers as Euclid and Hippocrates. 1955 edition. The Art of Mathematics by Jerry P. King Clear, concise, and superbly written, this book reveals the beauty at the heart of mathematics, illustrating the fundamental connection between aesthetics and mathematics. "Witty, trenchant, and provocative." — Mathematical Association of America. The World of Mathematics, Vol. 2 by James R. Newman Vol. 2 of a monumental 4-volume set covers mathematics and the physical world, mathematics and social science, and the laws of chance, with non-technical essays by eminent mathematicians, economists, scientists, and others. The World of Mathematics, Vol. 3 by James R. Newman Vol. 3 of a monumental 4-volume set covers such topics as statistics and the design of experiments, group theory, the mathematics of infinity, the unreasonableness of mathematics, the vocabulary of mathematics, and more. The World of Mathematics, Vol. 1 by James R. Newman Vol. 1 of a monumental 4-volume set includes a general survey of mathematics; historical and biographical information on prominent mathematicians throughout history; material on arithmetic, numbers and the art of counting, more. The World of Mathematics, Vol. 4 by James R. Newman Vol. 4 of a monumental 4-volume set covers such topics as mathematical machines, mathematics in warfare, a mathematical theory of art, mathematics of the good, mathematics in literature, mathematics and music, and amusements. Problem Solving Through Recreational Mathematics by Bonnie Averbach, Orin Chein Fascinating approach to mathematical teaching stresses use of recreational problems, puzzles, and games to teach critical thinking. Logic, number and graph theory, games of strategy, much more. Includes answers to selected problems. 1980 edition. A Concise History of Mathematics: Fourth Revised Edition by Dirk J. Struik Compact, well-written survey ranges from the ancient Near East to 20th-century computer theory, covering Archimedes, Pascal, Gauss, Hilbert, and many others. "A work which is unquestionably one of the best." — Nature. A Source Book in Mathematics by David Eugene Smith The writings of Newton, Leibniz, Pascal, Riemann, Bernoulli, and others in a comprehensive selection of 125 treatises dating from the Renaissance to the late 19th century — most unavailable elsewhere. Mathematics and the Physical World by Morris Kline Stimulating account of development of mathematics from arithmetic, algebra, geometry and trigonometry, to calculus, differential equations, and non-Euclidean geometries. Also describes how math is used in optics, astronomy, and other phenomena. 100 Great Problems of Elementary Mathematics by Heinrich Dörrie Problems that beset Archimedes, Newton, Euler, Cauchy, Gauss, etc. Features squaring the circle, pi, similar problems. No advanced math is required. Includes 100 problems with proofsProduct Description: from number theory, topology, set theory, geometry, algebra, and analysis. Starting with a survey of questions on weight, the text discusses the primes, the fundamental theorem of arithmetic, rationals and irrationals, tiling, tiling and electricity, probability, infinite sets, and many other topics. Each subject illustrates a significant idea and lends itself easily to experiments and problems. Useful appendices offer an overview of the basic ideas of arithmetic, the rudiments of algebra, suggestions on teaching mathematics, and much more, including answers and comments for selected exercises. Reprint of the McGraw-Hill, New York, 1994
Mathematical Modeling By Mark Meerschaert, Michigan State University, East Lansing, MI, USA Mark Meerschaert, Michigan State University, East Lansing, MI, USA Mathematical Modeling 3e is a general introduction to an increasingly crucial topic for today's mathematicians. Unlike textbooks focused on one kind of mathematical model, this book covers the broad spectrum of modeling problems, from optimization to dynamical systems to stochastic processes. Mathematical modeling is the link between mathematics and the rest of the world. Meerschaert shows how to refine a question, phrasing it in precise mathematical terms. Then he encourages students to reverse the process, translating the mathematical solution back into a comprehensible, useful answer to the original question. This textbook mirrors the process professionals must follow in solving complex problems.Each chapter in this book is followed by a set of challenging exercises. These exercises require significant effort on the part of the student, as well as a certain amount of creativity. Meerschaert did not invent the problems in this book--they are real problems, not designed to illustrate the use of any particular mathematical technique. Meerschaert's emphasis on principles and general techniques offers students the mathematical background they need to model problems in a wide range of disciplines.This new edition will be accompanied by expanded and enhanced on-line support for instructors. MATLAB material will be added to complement existing support for Maple, Mathematica, and other software packages, and the solutions manual will be provided both in hard copy and on the web. Audience Advanced undergraduate or beginning graduate students in mathematics and closely related fields. Formal prerequisites consist of the usual freshman-sophomore sequence in mathematics, including one-variable calculus, multivariable calculus, linear algebra, and differential equations. Prior exposure to computing and probability and statistics is useful, but is not required.
Synopses & Reviews Publisher Comments: This textbook is a new introduction to linear algebra for students who have completed the first year of calculus. In the spirit of modern instruction, this elementary presentation of the important ideas in linear algebra emphasizes conceptual understanding, developing applied examples, and working with realistic numerical data before introducing formal mathematical definition and operations. This text emphasizes geometric, symbolic, and numeric presentations of the subject. The first two chapters cover linear phenomena in both numeric and geometric settings. The symbolic manipulation of vectors and matrices is then introduced as a tool for the study of specific problems. Many examples, student exercises, and group project ideas are included. Synopsis: The objective of this text is to bring a different vision to this course, including many of the key elements called for in current mathematics-teaching reform efforts
2004 Addison Wesley 9 Like new. Contains solutions to odd number exercises, exercises in review sections, as well as solutions to ALL odd and even review exercises, and more...; ...350 all clean and unmarked; glossy pale violet covers; department stamp; otherwise BRANDnew; also 9780321157140; (This Copy = an older Edition);Read moreShow Less Product Details Table of Contents (Note: Each chapter ends with a Group Activity, Summary, Review Exercises, a Chapter Test and, with the exception of Ch. 1, a Cumulative Review). List of Applications. Preface. Feature Walkthrough. 1. The Real Number System. Fractions. Exponents, Order of Operations, and Inequality. Variables, Expressions, and Equations. Real Numbers and the Number Line. Adding and Subtracting Real Numbers. Multiplying and Dividing Real Numbers. Summary Exercises on Operations with Real Numbers. Properties of Real Numbers. Simplifying Expressions. 2. Linear Equations and Inequalities in One Variable. The Addition Property of Equality. The Multiplication Property of Equality. More on Solving Linear Equations. Summary Exercises on Solving Linear Equations . An Introduction to Applications of Linear Equations. Formulas and Applications from Geometry. Ratios and Proportions. More About Problem Solving. Solving Linear Inequalities. 3. Linear Equations and Inequalities in Two Variables; Functions. Reading Graphs; Linear Equations in Two Variables. Graphing Linear Equations in Two Variables. The Slope of a Line. Equations of a Line. Graphing Linear Inequalities in Two Variables. Introduction to Functions
$ 99.99 Math, so often a mystery to children, is simply explained in I Wish I Knew That Math. With clear, commonsense explanations of mathematical concepts and fun and interesting applications, this book is a great... $ 7.99 Almost all adults suffer a little math anxiety, especially when it comes to everyday problems they think they should be able to figure out in their heads. Want to figure the six percent sales tax on a $34.50... $ 41.99 Have you ever daydreamed about digging a hole to the other side of the world? Robert Banks not only entertains such ideas but, better yet, he supplies the mathematical know-how to turn fantasies into problem-solving... $ 19.49 Statistics for Sport and Exercise Studies guides the student through the full research process, from selecting the most appropriate statistical procedure, to analysing data, to the presentation of results, illustrating... $ 119.99 What are your chances of dying on your next flight, being called for jury duty, or winning the lottery? We all encounter probability problems in our everyday lives. In this collection of twenty-one puzzles,... $ 19.49 We all played tag when we were kids. What most of us don't realize is that this simple chase game is in fact an application of pursuit theory, and that the same principles of games like tag, dodgeball, and hide-and-seek... $ 26.79 $ 14.79.... $ 76.79 This book makes a significant inroad into the unexpectedly difficult question of existence of Fréchet derivatives of Lipschitz maps of Banach spaces into higher dimensional spaces. Because the question turns... $ 76.79 Electromagnetic complex media are artificial materials that affect the propagation of electromagnetic waves in surprising ways not usually seen in nature. Because of their wide range of important applications,... $ 101.79 Almost every student has to study some sort of mathematical proofs, whether it be in geometry, trigonometry, or with higher-level topics. In addition, mathematical theorems have become an interesting course...
A good introduction to school algebra -- one that is worth the student's time and effort -- should leave the student believing that algebra is exactly as she knows it should be. The author has taught... More > school mathematics to grades 4 through various years of calculus. In doing so, he has seen children display intellectual sophistication that they are supposed to be too young to have. This text does not assume such sophistication, but provides opportunities for it to appear and be enjoyed. The author's deeply held belief that the student, although less experienced, is a peer in the quest for mathematical truth has produced a book respectful of the student's intellect, curiosity, wonder, and humanity. The text includes no fewer than 985 problems. Answers to all problems and full solutions to many are provided in the Appendix. Most of these problems are practice, but there are some that go deeper than mere practice and typically ask the student for a proof or a reasoned explanation.< Less Most students have a blend of emotions while dealing with Algebra. Talking about x and y, unknowns and equations, is exciting, and equally confusing. This is not just our premise, but this is based... More > on feedback / direct inputs we have received from the student, teacher and parent community. We started a project to address this conceptual gap.We started stringing together a set of concepts followed by a problem set using the preceding texts. This effort left us with a skeletal structure of concepts in Algebra which progresses from basics to through to advanced topics. This formed the basis of our work on "Elementary Algebra". We sincerely hope that the student is able to get a good grasp of the subject and the techniques after working with the contents of this book.< Less
2.0 Students solve systems of linear equations and inequalities (in two or three variables) by substitution, with graphs, or with matrices. 3.0 Students are adept at operations on polynomials, including long division. 4.0 Students factor polynomials representing the difference of squares, perfect square trinomials, and the sum and difference of two cubes. 5.0 Students demonstrate knowledge of how real and complex numbers are related both arithmetically and graphically. In particular, they can plot complex numbers as points in the plane. 6.0 Students add, subtract, multiply, and divide complex numbers. 7.0 Students add, subtract, multiply, divide, reduce, and evaluate rational expressions with monomial and polynomial denominators and simplify complicated rational expressions, including those with negative exponents in the denominator. 8.0 Students solve and graph quadratic equations by factoring, completing the square, or using the quadratic formula. Students apply these techniques in solving word problems. They also solve quadratic equations in the complex number system. 9.0 Students demonstrate and explain the effect that changing a coefficient has on the graph of quadratic functions; that is, students can determine how the graph of a parabola changes as a, b, and c vary in the equation y = a (x - b)^2 +c. 10.0 Students graph quadratic functions and determine the maxima, minima, and zeros of the function. 11.0 Students prove simple laws of logarithms. 11.1 Students understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving logarithms and exponents. 11.2 Students judge the validity of an argument according to whether the properties of real numbers, exponents, and logarithms have been applied correctly at each step. 12.0 Students know the laws of fractional exponents, understand exponential functions, and use these functions in problems involving exponential growth and decay. 13.0 Students use the definition of logarithms to translate between logarithms in any base. 14.0 Students understand and use the properties of logarithms to simplify logarithmic numeric expressions and to identify their approximate values. 16.0 Students demonstrate and explain how the geometry of the graph of a conic section (e.g., asymptotes, foci, eccentricity) depends on the coefficients of the quadratic equation representing it. 17.0 Given a quadratic equation of the form ax^2 + by^2 + cx + dy + e = 0, students can use the method for completing the square to put the equation into standard form and can recognize whether the graph of the equation is a circle, ellipse, parabola, or hyperbola. Students can then graph the equation. 18.0 Students use fundamental counting principles to compute combinations and permutations. 19.0 Students use combinations and permutations to compute probabilities. 20.0 Students know the binomial theorem and use it the expand binomial expressions that are raised to positive integer powers. 21.0 Students apply the method of mathematical induction to prove general statements about the positive integers. 22.0 Students find the general term and the sums of arithmetic series and of both finite and infinite geometric series. 23.0 Students derive the summation formulas for arithmetic series and for both finite and infinite geometric series. 24.0 Students solve problems involving functional concepts, such as composition, defining the inverse function and performing arithmetic operations on functions. 25.0 Students use properties from number systems to justify steps in combining and simplifying functions.
Einstein's TheoryThis book provides an introduction to the theory of relativity and the mathematics used in its processes. Three elements of the book make it stand apart from previously published books on the theory of relativity. First The goal of this book is to provide the reader with a sound conceptual understanding of both the special and general theories of relativity, and gain an insight into how the mathematics of the theory can be utilized to calculate relativistic effects.

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