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Questions and Comments Everybody uses math whether they realize it or not. Like reading and writing, a solid understanding of mathematics is essential for everyday living and in the workplace. Mathematical skills help us to shop wisely, buy the right insurance, remodel a home, interpret statistics, understand population growth, calculate travel distances and so much more. Through mathematics we develop numeracy, reasoning, thinking and problem solving skills. These skills are valued not only in science, business, trades and technology, but in other areas like fine arts, music and sports. More than ever, Alberta students need a strong grounding in mathematics to meet the challenges of the 21st century and to be successful in their futures. Alberta's revised mathematics program Alberta is recognized worldwide as a leader in the development of quality curriculum. The revised Kindergarten to Grade 12 mathematics program maintains this standard by integrating current research, developments and trends in mathematics learning and teaching. The revised mathematics programs of study were developed in collaboration with teachers, administrators, parents, business representatives, post-secondary institutions and others to ensure they meet the needs of Alberta students. Alberta Education began to roll out the revised mathematics curriculum, province-wide, through a staggered implementation schedule to ease the transition on students, teachers and school jurisdictions as well publishers who provide learning resources. The revised program was approved by the Minister of Education in April 2007 for implementation according to the following schedule: Year 2008 2009 2010 2011 2012 Grade(s) K, 1, 4, 7 2, 5, 8 3, 6, 9,10 11 12 Finding information about mathematics We have organized our web pages into three groups, students, parents and educators, with relevant information about the revised mathematics curriculum that we hope you find useful.
Trigonometry and PreCalculus (Video) by PatrickJMT 400 Lessons & Videos Overview Patrick JMT has been teaching mathematics at the college level for 8 years and has taught at both Vanderbuilt University and at the University of Louisville. This course uses 277 video lessons to guides students step-by-step through the fundamentals of trigonometry and pre-calculus. Topics Covered Topics and concepts covered in Trigonometry and PreCalculus (Video) by PatrickJMT Finding the Quadrant in Which an Angle Lies Video 1 Video 2 Video 3 Finding Coterminal Angles Video 1 Video 2 Video 3 Finding the Complement and Supplement of An Angle Video 1 Video 2 Converting Between Degrees and Radians Video 1 Video 2 Using the Arc Length Formula Video 1 Video 2 An Introduction to the Trigonometric Functions Video 1 Video 2 Evaluating Trigonometric Functions for an Angle in a Right Triangle Video 1 Video 2 Video 3 Finding an Angle Given the Value of a Trigonometric Function Video 1 Video 2 Using Trigonometric Functions to Find Unknown Sides of Right Triangles Video 1 Video 2 Video 3 Finding the Height of a Building (Or Some Other Object) Video 1 Video 2 Video 3 Graph Theory Evaluating Trigonometric Functions for an Angle in the Coordinate Plane Video 1 Video 2 Evaluating Trigonometric Functions Using the Reference Angle Video 1 Video 2 Video 3 Video 4 Finding the Value of Trigonometric Functions Given Information About the Values of Other Trigonometric Functions Perfect for beginning math students, this program is designed by curriculum experts and experienced teachers to bring students up to speed in the most challenging areas of early-level algebra. Concepts include real… Learn more Schaum's Outlines of Linear Algebra covers all major topics of study, from Matrices to Linear Equations to Hermitian Forms. This course grounds you in the basics while also offering challenging practice problems, soFrom Angles and Applications, to Inverses of Trigonometric Functions, Trigonometry Prep by Schaum's Outlines includes everything you need to achieve a higher grade in Trigonometry. Equipped with 69 practice questions… Learn more From Deductive Reasoning, to Proofs of Important Theorums, Geometry Prep by Schaum's Outlines includes everything you need to achieve a higher grade in Geometry. Featuring 264 practice questions, 2 mini-tests and 107… Learn more Mathematical Formulas and Tables by Schaum's Outlines offers a comprehensive overview of the subject, from Algebra to Elliptic Integrals. Great care has been taken to present all topics concisely and clearly, and with…Covering everything from Basic Probability to Nonparametric Tests, Schaum's Outline of Probability and Statistics is the best tutor you can have! Equipped with 345 practice questions, 2 mini-tests and 94 flashcards,… Learn more Covering everything from Signed Numbers, to Quadratic Equations, Schaum's Outline in Elementary Algebra is so thorough, both struggling and confident students can expect to achieve their personal best on exams. EquippedSolving Word Problems by Cengage is a comprehensive reference guide that explains and clarified the difficulties people often face with word problems, in a simple, easy-to-follow format. Perfect for both students who… Learn more These videos are designed to supplement the classroom material and provide additional information in a fun and engaging way. PatrickJMT creates his courses to empower people with a bit of math know-how.
Career Research Like? Business 110: Business Math About the Course Education Portal's Business 110: Business Math course can help you earn three lower-level baccalaureate credits in business mathematics by preparing you for the DSST credit-by-examination test. This 100-question test measures your proficiency in number sense, algebraic concepts, statistics, financial mathematics and business applications, with approximately half of the test focusing on the latter. You'll have 90 minutes to complete this exam, and you must earn a score of 438 for the grade equivalent of a B or 400 for the grade equivalent of a C. In this course, Education Portal's experienced instructors share their business math knowledge through a series of video lessons. Topics of study range from linear equations and inequalities to financial analysis, with each topic broken down into several in-depth chapters. Throughout the course, you'll be able to gauge your knowledge of business mathematics through quizzes and practice exams, which will give you an idea of the types of questions you'll face on the DSST. Category Objectives Number Sense Solve problems using percentages, fractions, mixed numbers and decimal numbers. Compare and order fractions and decimal numbers. Change between decimals and percentages and decimals and fractions. Convert common units of measure. Use the order of operations. Understand and interpret bar graphs and pie charts. Determine the equation of a line using point-slope formula. Graph undefined slope, zero slope and 1- and 2-variable inequalities. Use the distance and midpoint formulas. Graph basic functions and functions of functions. Determine the domain and range of a function. Quadratic Equations and Functions Solve quadratics that are not in standard form. Solve quadratic equations by factoring and using the quadratic formula. Complete the square. Compute and record methods of depreciation. Understand depreciation for partial years and changes in estimates. Report depreciation of a plant asset on a balance sheet. Understand accelerated depreciation. Education Portal's 53 instructors bring a diverse array of experience and expertise to each course. From teaching philosophy in Athens, Greece, to exploring the mystery of genetics, each instructor is uniquely qualified to bring students the best online learning experience possible. Meet them now! Contact Information If you have a general question about Education Portal, please contact us at
Synopses & Reviews Publisher Comments: This first volume of strategic activities is designed to develop through a hands-on approach, a basic mathematical understanding and appreciation of fractals. The concepts presented on fractals include self-similarity, the chaos game, and complexity as it relates to fractal dimension. These strategic activities have been developed from a sound instructional base, stressing the connections to the contemporary curriculums recommended in the National Council of Teachers of Mathematics' Curriculum and Evaluation Standards for School Mathematics. Where appropriate the activities take advantage of the technological power of the graphics calculator. These activites make excellent extensions to many of the topics that are already taught in the current curriculum. Together, they can be used as a complete unit or as the beginning for a semester course on fractals. Book News Annotation: This first volume of strategic classroom activities (volume 2 is reviewed in the June 1992 SciTech Book News) is designed to develop, through a hands-on approach, a basic mathematical understanding and appreciation of fractals. The concepts presented include self-similarity, the chaos game, and complexity as it relates to fractal dimension. The slide package that accompanies the volume includes some of the highest quality fractal images available
Math for Health Care Professionals 9781401858032 ISBN: 1401858031 Pub Date: 2004 Publisher: Thomson Learning Summary: Math for Health Care Professionals is a comprehensive, foundational resource that is equally effective in the classroom or for self-study. It assumes no prior knowledge of mathematics or health care but merges the two topics into the capstone of a complete learning package, including a student workbook. While the fundamentals of mathematics are a foundation to this book, their application to health care is emphasized.... Drug dosages, intake and output, weights and measures, temperatures, IV drip rates, and conversions are a focus, and illustrations of syringes, prescriptions, medication labels, IV bags, and I and O charts allow the reader to practice real-life health care skills requiring mathematics. Kennamer, Michael is the author of Math for Health Care Professionals, published 2004 under ISBN 9781401858032 and 1401858031. Five hundred eighty four Math for Health Care Professionals textbooks are available for sale on ValoreBooks.com, one hundred eighty nine used from the cheapest price of $0.01, or buy new starting at $57 [more
Review of the topics in a second-year high school algebra course taught at the college level. Includes: real numbers, 1st and 2nd degree equations and inequalities, linear systems, polynomials and rational expressions, exponents and radicals. Heavy emphasis on problem solving strategies and techniques. One year high school geometry and either two years high school algebra, one semester high school precalculus, and a qualifying score on the Math Placement Exam; or a grade of C, P, or better in MATH 101. Credit toward the degree may be earned in only one of MATH 102 or 103. Not open to students with credit or concurrent enrollment in MATH 106 or STAT 218. Applications of quantitative reasoning and methods to problems and decision making in the areas of management, statistics, and social choice. Includes networks, critical paths, linear programming, sampling, central tendency, inference, voting methods, power index, game theory, and fair division problems. Applications of quantitative reasoning and methods to problems and decisions making in areas of particular relevance to College of Journalism and Mass Communication, such as governance, finance, statistics, social choice, and graphical presentation of data. Financial mathematics, statistics and probability (sampling, central tendency, and inference), voting methods, power index, and fair division problems. MATH 300M is open only to a middle grades teaching endorsement program student. Credit towards degree may be earned in only one of: MATH 300, or MATH 300M. MATH 300M is designed to strengthen the mathematics knowledge of the middle-level mathematics teacher. Develop a deeper understanding of "number and operations". The importance of careful reasoning, problem solving, and communicating mathematics, both orally and in writing. Connections with other areas of mathematics and the need for developing the "habits of mind of a mathematical thinker". Open only to middle grades teaching endorsement majors with a mathematics emphasis and/or to elementary education majors who want a mathematics concentration. Using mathematics to model solutions or relationships for realistic problems taken from the middle school curriculum. The mathematics for these models are a mix of algebra, geometry, sequences (dynamical systems, queuing theory), functions (linear, exponential, logarithmic), and logic. Mathematical terminology, concepts and principles. Calculator based lab devices, graphing calculators, and computers as tools to collect data, to focus on concepts and ideas, and to made the mathematics more accessible. Open only to middle grades teaching endorsement majors with a mathematics emphasis and/or to elementary education majors who want a mathematics concentration. How to express mathematical solutions and ideas logically and coherently in both written and oral forms in the context of problem solving. Inductive and deductive logical reasoning skills through problem solving. Present and critique logical arguments in verbal and written forms. Problem topics taken from topics nationally recommended for middle school mathematics. Elementary number theory, including induction, the Fundamental Theorem of Arithmetic, and modular arithmetic. Introduction to rings and fields as natural extension of the integers. Particular emphasis on the study of polynomials with coefficients in the rational, real, or complex numbers. Fundamental concepts of linear algebra from the point of view of matrix manipulation with emphasis on concepts that are most important in applications. Includes solving systems of linear equations, vector spaces, inner products, determinants, eigenvalues, similarity of matrices, and Jordan Canonical Form. Uniform convergence of sequences and series of functions, Green's theorem, Stoke's theorem, divergence theorem, line integrals, implicit and inverse function theorems, and general coordinate transformations. Derivation of the heat, wave, and potential equations; separation of variables method of solution; solutions of boundary value problems by use of Fourier series, Fourier transforms, eigenfunction expansions with emphasis on the Bessel and Legendre functions; interpretations of solutions in various physical settings. Introductory course emphasizing mastery of basic calculus concepts and the development of skill in constructing proofs. Includes mathematical induction, completeness of the real numbers, sequences and series, limits and continuity, derivatives, uniform convergence, Taylor's theorem, integration and the fundamental theorem of calculus. Sophomore standing and removal of all entrance deficiencies in mathematics. MATH 394 is not intended for students who are required to take calculus. MATH 394 may be repeated if the subtitles differ. See the Schedule of Classes each term for the specific sections and subtitles offered. Topics course for students in academic fields not requiring calculus. Emphasis on understanding and mathematical thinking rather than mechanical skills. Topic varies. Analysis of the connections between college mathematics and high school algebra and geometry. Credit Hours: 3 Course Delivery: Classroom Groups: Advanced Mathematics Courses MATH409/809 Math for High School Teachers II, Using Math to Understand Our World LINK Prereqs: Math 310, Math 314, Math 380/Stat 380 Not open to MA or MS students in Mathematics. This course is for students seeking a mathematics major under the Education Option and for students in CEHS who are seeking their secondary mathematics teaching certificate. This course is designed around a series of projects in which students create mathematical models to examine the mathematics underlying several socially-relevant questions. Elementary group theory, including cyclic, dihedral, and permutation groups; subgroups, cosets, normality, and quotient groups; fundamental isomorphism theorems; the theorems of Cayley, Lagrange, and Cauchy; and if time allows, Sylow's theorems. Discrete and continuous models in ecology, population models, predation and food webs, the spread of infectious diseases and life histories. Probability and random processes in nature, elementary models for molecular events, and pharamacokinetics. Derivation, analysis, and interpretation of mathematical models for problems in the physical and applied sciences. Scaling and dimensional analysis. Asymptotics, including regular and singular perturbation methods and asymptotic expansion of integrals. Calculus of variations. Properties of stochastic processes and solutions of stochastic differential equations as a means of understanding modern financial instruments. Derivation and modeling of financial instruments, advanced financial models, advanced stochastic processes, partial differential equations, and numerical methods from a probabilistic point of view. Admission to the MAT or MScT program in mathematics or to a graduate program in the College of Education and Human Sciences Number and operations. Place value and its role in arithmetic operations. Development of fractions and number systems. Develop the habits of mind of a mathematical thinker and to develop a depth of understanding of number and operations sufficient to enable the teacher to be a disciplinary resource for other K-3 teachers. Numbers and operations. Careful reasoning, problem solving, and communicating mathematics both orally and in writing. Connections with other areas of mathematics. Development of mathematical thinking habits. Admission to the MAT or MScT program in mathematics or to a graduate program in the College of Education and Human Sciences Polygons, polyhedra, rigid motions, symmetry, congruence, similarity, measurement in one, two and three dimensions, functions, mathematical expressions, solving equations, sequences. Develop the habits of mind of a mathematical thinker and to develop a depth of understanding of geometry, measurement and algebraic thinking to enable the teacher to be a disciplinary resource for other K-3 teachers. Admission to the MAT or MScT program in mathematics or to a graduate program in the College of Education and Human Sciences. MATH 802P will not count toward the MA or MS degree in mathematics or statistics. Number sense and operations in the context of rational numbers, geometry and algebra in grades 4-6 curriculum, and how the mathematical content in grades K-3 (e.g., Taylor-Cox, 2003) lays a foundation for abstract thinking beginning in grades 4 and beyond. Designed to develop a depth of understanding sufficient to enable the teacher to be a disciplinary resource to other K-3 teachers. A valid elementary or early childhood teaching certificate, or permission. Not open to MA or MS students in mathematics or statistics. Course explores the mathematics supporting algebraic thinking in elementary mathematics. Develops a deeper understanding of algebraic properties and greater flexibility in mathematical reasoning. Case studies, video segments, and student work samples will be examined. Complex mathematical problems will be worked with connections made between participants' thinking and that of their students. Credit Hours: 3 Course Format: Lecture Course Delivery: Classroom MATH804P Problem Solving and Critical Thinking in the Elementary Classroom LINK Prereqs: A valid elementary or early childhood teaching certificate, or permission. Not open to MA or MS students in mathematics or statistics. Course uses problem-solving experiences to develop teachers' critical-thinking skills in order to build a strong foundation for teaching and communicating mathematical concepts. Provides a guided opportunity for the implementation of problem-solving instruction is aligned with the Mathematics Standards in both the primary (K-2) and intermediate (3-5) elementary classroom. Admission to the MAT or MScT program in mathematics or to a graduate program in the College of Education and Human Sciences MATH 804T is intended for middle-level mathematics teachers. Problem solving, reasoning and proof, and communicating mathematics. Development of problem solving skills through the extensive resources of the American Mathematics Competitions. Concepts of logical reasoning in the context of geometry, number patterns, probability and statistics Admission to the MAT-MScT program in MATH or to a graduate program in the College of Education and Human Sciences MATH 807T is intended for middle-level mathematics teachers. The mathematics underlying several socially-relevant questions from a variety of academic disciplines. Construct mathematical models of the problems and study them using concepts developed from algebra, linear and exponential functions, statistics and probability. Original documentation, such as government data, reports and research papers, in order to provide a sense of the role mathematics plays in society, both past and present. Admission to the MAT-MScT program in MATH or to a graduate program in the College of Education and Human Sciences MATH 808T is intended for middle-level mathematics teachers. The processes of differentiation and integration, their applications and the relationship between the two processes. Rates of change, slopes of tangent lines, limits, derivatives, extrema, derivatives of products and quotients, anti-derivatives, areas, integrals, and the Fundamental Theorem of Calculus. Connections to concepts in the middle level curriculum. Admission to the MAT or MScT program in mathematics or to a graduate program in the College of Education and Human Sciences The integers. The Euclidean algorithm, the Fundamental Theorem of Arithmetics, and the integers mod n. Polynomials with coefficients in a field. The division algorithm, the Euclidean algorithm, the unique factorization theorem, and its applications. Polynomials whose coefficients are rational, real or complex. Polynomial interpolation. The habits of mind of a mathematical thinker. The conceptual underpinnings of school algebra. A term paper and/or project is required for graduate credit. Not open to graduate students in Mathematics. Students in the sciences and Statistics cannot count MATH 820 toward a minor in Mathematics. A mathematical introduction to elementary analysis (the calculus). Specifically, it is a demanding course that introduces concepts in abstraction: the axiomatic method, proofs, and mathematical thinking and writing in the context of elementary real analysis, or the theory underlying calculus. Specific topics include: logic, sets, functions; the real number system (field and order axioms, completeness axiom); mathematical induction; limits of sequences and functions, convergence, and continuity; the derivative and Riemann integral. Methods for approximating the solutions of differential equations, including local analysis near singular points, singular perturbation methods, boundary layer theory, WKB Theory, and multiple-scale methods. Asymptotic expansion of Laplace and Fourier integrals. Illustration of the use of asymptotics from journals in mathematics, science, and engineering. Advanced course in mathematical modeling for students who desire experience in formulating and analyzing open-ended, real-world problems in the natural and applied sciences. Participation in a few group projects that require conceptualization and analytical, numerical, and graphical analysis with formal oral and written presentation of the results.
This is classified as a online book, but is a very short one. The learning goals of the "book" are that students ״•... see more This is classified as a online book, but is a very short one. The learning goals of the "book" are that students ״• Understand the need for sustainability • Know the difference between green Information Systems (IS) and green Information Technology (IT) • Use the u-factors to analyze how IS can support a green physical system • Apply a framework to identify opportunities for green IS and green IT • Understand the need to align corporate and IS green strategies • Understand three different approaches to ecological thinking.״ An online collection of calculators and worksheets gathered from the World Wide Web, this site offers links to useful... see more An online collection of calculators and worksheets gathered from the World Wide Web, this site offers links to useful interactive tools for planning, calculating and making decisions in a variety of areas including living, money, business, math, science, and engineering. This is a free, online textbook offered by the Global Text Project at University of Georgia. 'The book "Introductory Business... see more This is a free, online textbook offered by the Global Text Project at University of Georgia. 'The book "Introductory Business Statistics" by Thomas K. Tiemann explores the basic ideas behind statistics, such as populations, samples, the difference between data and information, and most importantly sampling distributions. The author covers topics including descriptive statistics and frequency distributions, normal and t-distributions, hypothesis testing, t-tests, f-tests, analysis of variance, non-parametric tests, and regression basics. Using real-world examples throughout the text, the author hopes to help students understand how statistics works, not just how to "get the right number.״'
Welcome to 2014! We have successfully navigated the holidays, and I look forward to a couple of months of sustained learning and academic growth. I'm sure the students feel the same way! Seventh graders have recently completed a unit in which they learned to us rules of algebra to solve linear equations methodically. They have now begun the study of linear functions, utilizing the skills they learned and applying them to equations that have two unknown quantities. Students will also be showing representations of these equations with tables and graphs and use them to make estimations and predictions. Eighth graders have just completed a second unit involving linear functions. In this unit, students went deeper into problem solving, using algebraic formulas to create equations that could be used solve the problems. For our next unit, the third involving linear functions, eighth graders will learn strategies to solve linear systems. Linear systems are problems that involve more than one equation. Examples of these include mixture problems and complex distance/rate problems. A typical linear system problem is as follows: Two vans are headed to Marine World loaded with kids. Van 1 leaves at 8:00 a.m., traveling at 65 mph, and expects to arrive at Marine World at 9:45 a.m. Van 2 is delayed 10 minutes when one of the passengers discovers he forgot his lunch money. How fast will Van 2 need to drive in order to arrive at the same time as Van 1? Students will be solve these problems by drawing diagrams, using formulas and graphing. If you have any questions about my grading policy, homework expectations or any other aspect of 7/8 Math, please do not hesitate to call (652-2635 x119) or send an email. If meetings are more favorable to you, I can generally meet after school on any day but Mondays (schedule permitting) to talk about the math program. mp3 file: This is an audio file and can be opened with an audio player or editor such as QuickTime. Download the free QuickTime Player for PC or Macintosh
Pages to are hidden for "COURSE OVERVIEW - Get Now DOC" Please download to view full document 13235414028947270 Competitive Geometry pre-IB Syllabus We will cover the Pre-IB Geometry Syllabus in an accelerated fashion. In addition the Competitive Geometry Syllabus will incorporate Conics, Algebra II problems and supplementary Trigonometric topics. COURSE OVERVIEW  Geometry: The study of lines, angles and plane figures such as triangles, circles, and quadrilaterals. A main purpose to the study of geometry is the development of reasoning ability. A student is taught to write formal proofs and to apply formulas involving perimeters, areas, volumes, and surface areas. Basic principles of two and three dimensional figures, algebraic skills, and coordinate geometry (including Conics) will be used in problem-solving situations. Algebraic concepts such as factoring and two-variable equations are applied to geometric situations.  Trigonometry and Vectors. Specific topics are listed below. COURSE OBJECTIVES Students will acquire and demonstrate knowledge of concepts, definitions, properties, and applications of the topics listed above as well as develop the computational skills and strategies needed to solve problems. Students will develop critical thinking and decision making skills by connecting concepts to practical applications. COURSE OUTLINE Presentation of material will not always be sequential with the book. The curriculum map for the Geometry course is available on-line at Semester 1 Chapter 1: Points, Lines and Planes; Angle Pair Relationships; Perimeter, Circumference and Area Chapter 2: Conditional and Biconditional Statements; Deductive Reasoning; Reasoning in Algebra and Geometry; Proving Angles Congruent. Chapter 3: Lines and Angles; Proofs; Parallel and Perpendicular Lines Chapter 8 (Sections 1 and 2): Similar Right Triangles; Pythagorean Theorem; Special Right Triangles Chapter 5: Perpendiculars and Bisectors; Medians and Altitudes of a Triangle; Midsegment Theorem; Inequalities in One Triangle; Indirect Proof Chapter 4: Triangles and Angles; Proving Triangles Congruent; Types of Triangles Chapter 7: Ratio and Proportion; Similar Polygons; Proving Triangles are Similar Chapter 6: Polygons; Proving Quadrilaterals are Parallelograms; Special Quadrilaterals; Areas of Triangles and Quadrilaterals Chapter 10: Areas of Regular Polygons; Perimeters and Areas of Similar Figures; Circumference and Arc Length, Areas of Circles and Sectors Chapter 9: Translations; Reflections; Rotations; Symmetry Chapter 11: Surface Area and Volume of Prisms, Cylinders, Cones, Pyramids, and Spheres Chapter 12: Circle Relationships; Segment Lengths in Circles; Equations of Circles. Semester 2 Conics; Trigonometric Ratios; Solving Right Triangles, Vectors; Trigonometric Functions; Laws of Cosines and Sines; Radian Measure; Graphs of the Sine, Cosine and Tangent functions; Trigonometric Identities and Equations Using Trigonometric Functions; Sum and Difference Formulas
theory, applications, and supercomputing NUMERICAL COMPUTATION Statistics and computing share many close relationships. Computing now permeates every aspect of statistics, from pure description to the development of statistical theory. At the same time, the computational methods used in statistical work span much of computer science. Elements of Statistical... Fourier Series and Transforms, a software and text package, complements standard textbooks and lecture courses by providing a solid overview of the topic. The software provides more extensive illustrations than a conventional text with interactive programs that have been designed to be open to...
Workbook provides the targeted training students need to bring their math skills up to speed including: An overview of the material covered on the Math sections of the GMAT and GRE A comprehensive review of the math on the test, including arithmetic, algebra, word problems and geometry Exercises designed to help readers assess their current skill level and focus study efforts Related Subjects Read an Excerpt Introduction to Graduate Math chapter one Been there, done that. If you're considering applying to graduate school or business school, then you've already seen all the math you need for both the GRE and the GMAT. You would have covered the relevant math content in junior high. In fact, the math that appears on the GRE and GMAT is almost identical to the math tested On the SAT or ACT. You don't need to know trigonometry You don't need to know calculus. No surprises -- it's all material you've seen before. The only problem is, you may not have seen it lately. When was the last time you had to add a bunch of fractions without a calculator? No matter how much your memories of junior high algebra classes have dimmed, don't panic. The GRE and the GMAT test a limited number of core math concepts in predictable ways. Certain topics come up in every test, and, chances are, these topics will be expressed in much the same way; even Some of the words and phrases appearing in the questions are predictable. Since the tests are so formulaic, we can show you the math you're bound to encounter. Some practice on testlike questions, such as those in the following chapters, will ready you for the questions you will see on the actual test. Here is a checklist of core math concepts you'll need for the GRE and GMAT. These concepts are vital, not only because they are tested directly on every GRE and GMAT, but also because you need to know how to perform these simpler operations in order to perform more complicated tasks. For instance, you won't be able to find the volume of a cylinder if you can't find the area of a circle. We know the mathoperations on the following list are pretty basic, but make sure you know how to do them. The GMAT will give you a scaled quantitative score from 0 to 60. (The average score is 30.) This score reflects your performance on the math portion of the test compared to all other GMAT test takers. You will also receive an overall score that reflects your performance on both the math and the verbal portions of the test. This is a scaled score from 200 to 800. HOW MATH IS SCORED ON THE GRE The GRE will give you a scaled quantitative score from 200 to 800. (The average score is 500.) This score reflects your performance on the math portion of the GRE compared to all other GRE test t
2033844 / ISBN-13: 9780262033848 Introduction to Algorithms Introduction to Algorithms is a comprehensive and fully understandable introduction to the study of algorithms that makes it suitable for use as a ...Show synopsisIntroduction to Algorithms is a comprehensive and fully understandable introduction to the study of algorithms that makes it suitable for use as a text, handbook or general reference.Hide synopsis ...Show more have been kept elementary without sacrificing depth of coverage or mathematical rigor.The first edition became a widely used text in universities worldwide as well as the standard reference for professionals. The second edition featured new chapters on the role of algorithms, probabilistic analysis and randomized algorithms, and linear programming. The third edition has been revised and updated throughout. It includes two completely new chapters, on van Emde Boas trees and multithreaded algorithms, substantial additions to the chapter on recurrence (now called "Divide-and-Conquer"), and an appendix on matrices. It features improved treatment of dynamic programming and greedy algorithms and a new notion of edge-based flow in the material on flow networks. Many new exercises and problems have been added for this edition. As of the third edition, this textbook is published exclusively by the MIT Press 1292 p...New in new dust jacket. Glued binding. Paper over boards. 1292 p. Contains: IllustrationsVery good in very good dust jacket. Clean pages; no highlighting...Very good in very good dust jacket. Clean pages; no highlighting or underlining; strong binding; very light scuffs to covers and light bumps to edges due to normal shelf-wear. Publisher mark on page edge. Glued binding. Paper over boards. 1292 p. Contains: Illustrations. Audience: General/trade
Introductory Algebra: Everyday Explorations, 4th Edition Alice Kaseberg's respected Introductory Algebra: Everyday Explorations, Fourth Edition, helps students build confidence in algebra. This text's popularity is attributable to the author's use of guided discovery, explorations, and problem solving, all of which help students learn new concepts and strengthen their skill retention. Known for an informal, interactive style that makes algebra more accessible to students while maintaining a high level of mathematical accuracy, Intermediate Algebra includes a host of teaching and learning tools that work together for maximum flexibility and a high student success rate. With the Fourth Edition, instructors have access to an Instructor's Annotated Edition that provides additional examples, as well as a robust Instructor's Resource Manual, algorithmic computerized testing, and an extensive online homework system Learning reserves the right to remove content from eBooks at any time if subsequent rights restrictions require it.
Publisher's Description Geometry Master covers the essential concepts of geometry including 3D solids, 2D shapes, polygons, formulas, and proofs. We know that geometry is difficult for many students because of proofs, which is why our software provides several options to help you learn proofs by helping you memorize the basic postulates and theorems, asking you to prove triangular relationships, and showing you why proofs provide information the way they do to help you master proofs. Our software breaks proofs down to their parts and asks you questions to help you understand why each part of a proof is done a certain way. Our software features: Over 1000 problems designed to test your knowledge of geometry, especially proofs and triangular relationships. Time trials feature lets you take exams using a timer to help you pass those quizzes and exams where time is an issue. Practice lets you practice answering questions and see the results immediately. Test lets you answer questions and see the results when the test is over. Drill lets you memorize important topics and concepts. The number of questions can be set from 1 to 100 and the number of minutes can be set from 1 to 200. A calculator is provided to help you perform calculations. A working area which can be used as scratch paper is also provided. What's new in this version: Changed how settings will be saved and loaded
Calculus for Biology and Medicine, CourseSmart eTextbook, 3rd Edition Description For a two-semester or three-semester course in Calculus for Life Sciences. Calculus for Biology and Medicine, Third Edition, addresses the needs of students in the biological sciences by showing them how to use calculus to analyze natural phenomena–without compromising the rigorous presentation of the mathematics. While the table of contents aligns well with a traditional calculus text, all the concepts are presented through biological and medical applications. The text provides students with the knowledge and skills necessary to analyze and interpret mathematical models of a diverse array of phenomena in the living world. Since this text is written for college freshmen, the examples were chosen so that no formal training in biology is needed. CourseSmart textbooks do not include any media or print supplements that come packaged with the bound book. Table of Contents 1. Preview and Review 1.1 Preliminaries 1.2 Elementary Functions 1.3 Graphing 2. Discrete Time Models, Sequences, and Difference Equations 2.1 Exponential Growth and Decay 2.2 Sequences 2.3 More Population Models 3. Limits and Continuity 3.1 Limits 3.2 Continuity 3.3 Limits at Infinity 3.4 The Sandwich Theorem and Some Trigonometric Limits 3.5 Properties of Continuous Functions 3.6 A Formal Definition of Limits (Optional) 4. Differentiation 4.1 Formal Definition of the Derivative 4.2 The Power Rule, the Basic Rules of Differentiation, and the Derivatives of Polynomials 4.3 The Product and Quotient Rules, and the Derivatives of Rational and Power Functions
978061822 Algebra As a best-selling text for developmental first-year algebra courses, Introductory Algebra: An Applied Approach, Sixth Edition, continues to provide mathematically sound and comprehensive coverage of key topics. The Aufmann Interactive Method ensures that students master concepts by actively practicing them as they are introduced. This approach is ideal for traditional and returning students in both classroom and distance-learning environments. The Sixth Edition features new discussion of parallel lines in Chapter 7. Discussion of solutions of systems of equations in Chapter 8 has been expanded and enhanced to promote greater understanding of dependent, inconsistent, and independent systems of equations. Simplification of square roots in Chapter 10 is now presented using perfect squares. New concept-based writing exercises encourage students to verbalize and understand concepts and new developmental exercises in many exercise sets further reinforce concepts and skills. The Aufmann Interactive Method helps students learn and understand math concepts by doing the math. Every objective contains one or more sets of matched-pair examples. Students first walk through a worked-out example and then solve a similar "You Try It" example. Complete solutions to these examples are available in an appendix. An Integrated Learning System organized by objectives helps students understand what they're learning and why as they apply new concepts throughout the chapter.Each chapter begins with a list of goals that form the framework for a complete learning system. These objectives are woven throughout the text, in Exercises, Chapter Tests, Cumulative Reviews, as well as the print and multimedia ancillaries. An Instructor's Annotated Edition provides reduced pages from the Student Edition to leave space for the following features: Instructor Notes; In-Class Examples; Concept Checks; Discuss the Concepts; Special presentation of new Vocabulary/ Symbols/Formulas/Rules/Properties/Equations; Special review of these same features; Optional Student Activities; Quick Quizzes; Answers to Writing Exercises; Suggested Assignments; and Answers to all exercises. AIM for Success, a special student preface, offers techniques and support for student success. Prep Tests at the beginning of each chapter assess students' prerequisite skills. Students may check answers in an appendix, which refers them back to aprevious objective for review, if necessary. Updated data problems, designed to show students the relevance of mathematics across the disciplines and in daily life, reflect current data and trends. Additional and revised Projects and Group Activities enable students to see the connections between abstract concepts and real-life situations. Strong emphasis on applications demonstrates the value of mathematics as a real-life tool. Chapter openers have been updated with new photos and captions illustrating a specific application from the chapter. Unlike most textbooks, this series simultaneously introduces verbal phrases for mathematical operations and the operations themselves. Exercises then prompt students to make a connection between a phrase and a mathematical process.
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Pages to are hidden for "Free Stock Charts and Graphs and Groups - PDF" Please download to view full document 617141466897239 Grass Lake High School Course Descriptions Mathematics: Course Title: Algebra A Grade Level: 9-10 Prerequisites: None first 9 chapters of the Algebra 1 book. This course will cover the topics of evaluating equations, writing linear models, interpreting expressions, analyzing charts, graphs, and tables, and families of functions. This class will also focus on symbolic solving and writing and analyzing linear models. Course Title: Algebra B Grade Level: 10-12 Prerequisites: Successful Completion of Algebra A and/or Algebra I chapters 11-12 and Algebra 2 chapters 1-5. The topics covered will be exponential and radical functions, rational functions and equations, data and linear representations, functions, systems of linear equations and inequalities, matrices, quadratic functions. Students will learn to simplify and solve exponential and radical functions, simplify and solve rational functions and equations, solve linear equations and inequalities, use products and factoring of polynomials, solve quadratic equations using different methods, and use matrices to solve systems of equations. Course Title: Algebra C Grade Level: 10-12 Prerequisites: Successful Completion of Algebra A & B, and Algebra C This course will cover Algebra 2 chapters 6-14. This course will cover the topics of polynomial functions, exponential and logarithmic functions, rational and radical functions, conic sections, counting principles and probability, series and patterns, statistics, and trigonometric functions. Students will learn to multiply, divide and factor polynomial functions, solve exponential equations, simplify radical and rational expressions, solve radical and rational equations, how to work with different conic sections (circles, parabolas, ellipses and hyperbolas), solve discrete math problems that involve permutations and combinations and probability, solve sequence and series problems, solve basic statistics problems, and graph and solve trigonometric equations and expressions. Course Title: Geometry Grade Level: Tenth through Twelfth Grades Prerequisites: Successful Completion of Algebra I Homework: 4 Credit: 1 Career Pathway: Business, Management, Marketing and Technology Engineering/manufacturing and Industrial Technology Health Sciences Human Services Natural Resources and Agriscience Course Description: This course will cover the topics of geometric form and its function, shapes and geometric reasoning, symbol sense and algebraic reasoning. The students will learn how to find surface area, area, volume, properties of various geometric figures, properties of angles, trigonometric ratios, use inductive and deductive reasoning, basic understanding of geometric proof, and analytical geometry. Students will gain experience with various types of functions and deepen their understanding of topics addressed in Algebra I and previous courses. These topics include: linear representations, systems of linear equations and inequalities, quadratic functions, and polynomial functions. Course Title: PreCalculus Grade Level: Eleventh through Twelfth Grades Prerequisites: Successful Completion of Algebra I, Geometry, Algebra II-A, and Algebra II-B topics of number patterns, Equations and Inequalities, functions and graphs, polynomial and rational functions, exponential and logarithmic functions, all trigonometric concepts, analytic geometry, and limits and continuity. This continued study of advanced topics in algebra and trigonometry will prepare the student to take Calculus. Course Title: Math Technology Grade Level: 12 Prerequisites: Successful Completion of Algebra A, Algebra B, Algebra C and Geometry Homework: 2 Credit: 1 Career Pathway: Business, Management, Marketing and Technology Engineering/Manufacturing and Industrial Technology Health Sciences Human Services Natural Resources and Agriscience Course Description: Math Technology As technology becomes more available in our everyday lives, Math has been and continues to be just as common. Integrated Math takes a project based approach to using Math and Technology as the basis for assignments that prepare students for everyday living. Topics explored will include budgets, excel spreadsheets, advanced PowerPoint, basic programming, stock market games, and more. Students will explore software programs such as Google Sketch Up, Google Sites, Google Maps, Google Calendar as well as, the new Microsoft Office Online Suite. The curriculum revolves around projects and programs that are free and available to everyone after high school from almost any computer they log onto. Students will work individually, in groups, and collaboratively online. Classroom instruction will be delivered traditionally, and online, so students will gain experience with both styles of learning. Some reading and writing will be required as well as, some homework. Social Studies: Title: American History and Geography 1877-1945 Grade Level: 10-12, Required Prerequisites: Civics Homework Scale: 3 Credit: 1 Career Pathway: Arts and Communications Course Description: American History focuses on people, events and concepts from Reconstruction through World War II. Students will study and understand the impact of the following: western expansion, Industrial Revolution, immigration, urban growth, reform movements, imperialism, World War I, Depression Era, and World War II. Through research, discussion, simulation, role-play, problem solving, and decision-making activities and projects students will explore themes including: diversity, tolerance, effects of technology industrialism, impact of important decisions in history, discrimination, and war. Course Title: Modern American History, 1945-Present/MI History Grade Level: 10-12, Elective Prerequisites: American History Homework Scale: 2 Credit: 1 Career Pathway: Arts and Communications Course Description: This course is a study of American history from the beginnings of the Cold War to present day. Students will examine and analyze American political and social events and concepts as well as world events as they impact or involve the United States. The contributions of noteworthy American citizens to the history of our country will be discussed as will actions and experiences of average Americans. This course will also study Michigan history from its beginnings to modern day Michigan. Course Title: Civics/Economics Grade Level: 9 required Prerequisites: none Homework Scale: 2 Credit: 1 Career Pathway: Arts and Communications Course description: The main goal of this course is to promote student understanding of the philosophy and structure of our federal republic and to encourage their active participation in the American democratic process. The class will also study different economic systems of the world with a focus on the American economic system and how it affects our students. Course Title: College Prep Eastern Civilization Grade Level: 11-12 elective Prerequisites: American History passed with a C or better or permission of the instructor Homework scale: 3 Credit: 1 elective Career Pathway: Arts and Communications Course Description: College Prep Eastern Civilization This elective course is worth one credit. The focus will be on the development and contributions of civilizations located in Africa and Asia. The political and cultural history connected with these areas will be explored. Students will have both traditional forms of exams and alternative assessments. There will be required outside readings from primary sources such as the Koran, Sundiata and the Bhagavad Gita. Course Title: College Prep Western Civilization Grade Level: 11-12 elective Prerequisites: American History –passed with a C or above or permission of instructor Homework scale: 3 Credit: 1 elective Career Pathway: Arts and Communications Course Description: This elective course is worth one credit. The approach is that of college Western Civilization humanities course including political history, art history, literature, philosophy and musical history. The focus in Western Civilization will be on history from Classical Greece to Western Europe circa 1850. To prepare students for college, many strategies and assessments are utilized. Students participate in recitations, seminars, and occasional student led lessons. They take blue book exams, oral exams, and traditional essay tests. They also have many outside primary source readings. Examples of these are: Sophocles' Antigone and Machiavelli's The Prince. Course Title: World Geography Grade Level: 10-12 Prerequisites: Civics/Law Homework Scale: 2 Credit: 1 credit Career Pathway: Arts and Communications Course Description: The class will focus on the study of location and distribution of living things. There will be separate units on physical, regional, cultural, political, and historical geography for each global region. This class will give the students a knowledge base enabling them to interpret current world events and analyze the impact of geopolitics on human interaction. Course Title: Psychology Grade level: 11-12 Prerequisites: Biology with a C or above Homework scale: 2-5 Credit: 1 Career Pathway: Human Services Course Description: Psychology is a college-preparatory course offered to high school students. Introductory in nature, this class explores such issues as human development, personality, learning and motivation, intelligence, gender differences, biological behavior basis and mental illness. Activities for this class include individual and group presentations, classroom discussions on issues raised in the text, one paper on a topic relevant to the field, and experiments conducted during and outside of class time. Course Title: World History and Geography Grade level: 11-12 Prerequisites: Civics/Economics and American History Homework Scale: 3 Credit: 1 required Career Pathway: Arts and Communications World History and Geography is a survey course designed to familiarize students with the political and geographic history of both eastern and western civilizations. Students will study the rich diversity in world history while learning to understand the unifying elements of the human experience. Through the use of research, simulations, role play and problem solving, the students will develop critical thinking skills to make objective judgments of historical and contemporary issues. Science: Course Title: Physics 9 Grade Level: 9, required Prerequisites: None Homework Scale: 4 - daily Credit: 1 Career Pathway: Natural Resources and Agriscience Course Description: Physical science will study those concepts introduced in the middle school level to a more in-depth level. Concepts will include Matter, the Chemistry of Matter, Motion, Forces and Energy, Heat Energy, Electricity and Magnetism, and Sound and Light. Course Title: Biology Grade Level: 10, required Prerequisites: Physical Science Homework Scale: 3- two, three times a week Credit: 1 Career Pathway: Natural Resources and Agriscience Course Description: Students who take Biology will participate in programs that make them aware of the interdependence between the sciences and society in today's world. Biology covers the study of life and living including the origin, diversity, structure, activities, and distributions of them. Students will be provided with opportunities to explore Biology through reading, discoveries, and hands-on experiences in the classroom laboratory and in the field. Course Title: Energy and the Environment - EE Grade Level: 10-11, elective Prerequisites: Physical Science Homework Scale: 4 - daily Credit: 1 Career Pathway: Natural Resources and Health Services Course Description: An integrated science course that combines life science and earth science. Basic topics in ecology of organism relationships will be covered. Students will also examine the earth's traditional energy sources and our consumption of them, and study the environmental impacts of alternative fuels. Student involvement will be emphasized, as this is an academically and activity driven class. Course Title: Chemistry Grade Level: 10-12, required Prerequisites: Pass all required science and stoichiometry. Course Title: AP Chemistry Grade Level: 11, 12 Prerequisites: Pass all required science with an 80% or higher stoichiometry, gas laws, and acid/base chemistry, electron configurations, and thermo-chemistry. Course Title: Forensics Grade Level: 11, 12 Prerequisites: Pass Biology and Chemistry with a 75% or higher Homework Scale: 3 – two to three times per week Credit: 1 Career Pathway: Health Services and Human Resources Course Description: 1. Intro to Forensics (Describe the relationship of forensics and the law, explain the relevance of specific court cases to current forensics practices, describe typical courtroom proceedings, explain the importance of the work of various forensics pioneers, and describe the development of technology important to forensics) 2. Evidence (Describe the different types of evidence, explain how evidence is deposited, explain why certain evidence may be more likely to be found than others, and describe the different values of certain types of evidence in court proceedings 3. Crime Scene (Be able to secure and search a crime scene, collect evidence and retain the "chain of evidence", and draw and use a crime scene sketch) 4. Ballistics (Compare bullets and casings, reconstruct bullet trajectories (using simulated bullet holes, and gauge distance of shooter from powder burns (using case studies)) 5. Blood (Describe the various components of blood, describe the nature of blood type, and its relative importance as evidence, describe different blood stain patterns based on source, direction, and angle of trajectory, and explain the method of chemically isolating old, invisible blood stains.) 6. Fingerprints (Collect and compare latent prints found at the crime scene with known samples) 7. DNA Evidence (Describe the methods of DNA collection, amplification, and analysis) 8. Trace Evidence (Use microscopes to compare hair, fiber, and tool mark evidence) 9. Forensic Pathology (Describe the nature of death) Course Title: Introduction to Engineering Design™ Grade Level: 10 Prerequisites: Successful completion of Physics 9 and instructor's approval Homework Scale: 2 Credit: 1 Career Pathway: Engineering Course Description: Introduction to Engineering DesignTM is a class which uses a design development process while enriching problem solving skills; students create and analyze models using specialized computer software. This class may qualify for one of the following high-school credits: Applied Science, Applied Math, or Performing and Visual Arts Course Title: Principles of Engineering™ Grade Level: 10 Prerequisites: Successful completion of Introduction to Engineering and instructor's approval Homework Scale: 2 Credit: 1 Career Pathway: Engineering Course Description: Principles Of Engineering™ is a class which explores technology systems and manufacturing processes. It addresses the social and political consequences of technological change. This class may qualify for one of the following high-school credits: Applied Science, Applied Math, or Performing and Visual Arts *These classes are a sequence (IED in the Fall Semester and POE in the Winter/Spring Semester) and the student must commit to completing both. Course Title: Advanced Biology - Emphasis on Zoology/Botany (study of animals and plants) Grade Level: 11-12 Prerequisites: Pass all required science, Pass Biology I with a 75% or better, if lower with teacher permission. Credit: 1 Career Pathway: Natural Resources and Agriscience Course Description: Advanced Biology is a course to give the college bound students an opportunity to study the basic concepts of biology in greater detail. The concepts in this course are going to concentrate on topics within the realm of plant and animal science. Using fast plants, you are going to study the genetics of plants and observe heredity through several generations. Also, you will work extensively with animal development and hopefully hatch baby chicks. In this course, you are going to study the correlation between butterfly and Brassica life cycles. You will conduct experiments with the butterflies to study their behavior. Course Title: Advanced Biology – Emphasis on Human Anatomy/Physiology Grade Level: 11-12 Prerequisites: Passes all required science, pass Biology I with a 75% or better, or if lower with teacher permission Credit: 1 Career Pathway: Natural Resources and Agriscience Course Description: Advanced Biology- ANT Advanced Biology is to give the college bound students an opportunity to study the basic concepts of biology in greater detail. This biology course is going to emphasize learning the human body systems and their correlation with medicine. There is extensive memorization of human anatomy in this course. Dissection of fetal pig and various mammalian organs is a requirement. There is also advanced work in genetics and cellular biology. Course Title: Advanced Physics Grade Level: Sophomore (with instructor's permission), Junior, or Senior Prerequisites: Pass all required science with an 80% or higher. Homework Scale: 4-daily Credit: 1 Career Pathway: Natural Resources and Agriscience Course Description: The class will show the students how basic laws allow the predictions of the motions of matter. Individual topics investigating and predicting the interactions of waves with matter and other waves, including sound and light waves will be included. Simple electric circuits and electromagnetism will also be explored. English: Course Title: English Language Arts 9 Grade Level: 9, required Prerequisites: None Credit: 1 Career Pathway: Arts and Communications The curriculum for Language Arts 9 is designed to build a solid foundation of knowledge, skills, and strategies that will engage students in rigorous critical thinking skills throughout the semester. Literature will be taught thematically, and students will read a variety of short stories, plays, poems, magazine and newspaper articles. As developing writers, students will be asked to apply the concepts associated with the Collins Writing Program and 6 +1 traits as they learn to evaluate and revise their writing. Course Title: English Language Arts 10 Grade Level: 10, required Prerequisites: English Language Arts 9 Credit: 1 Career Pathway: Arts and Communications How can I discover the truth about others? What sacrifices will I make for the truth? What criteria do I use to judge my values? How will I stand up for what I value? What can I do to realize my dreams or visions for the future? How do I handle others' points of view? What role does empathy play in how I treat others? What power do I have as an individual to make positive change? How do I respond to improper use of power? How do I determine when taking social action is appropriate? What voice do I use to be heard? These questions and others will be considered when reading and responding to the selected readings. The goal for English Language Arts 10 is to continue to build a solid foundation of writing and reading skills and strategies that will be refined, applied and extended as students engage in more complex ideas, texts, and tasks. Tenth graders will connect with and respond to texts through critical response and stance. Anchor texts Of Mice and Men by John Steinbeck The Crucible by Arthur Miller Adventures of Huckleberry Finn by Mark Twain Course Title: English Language Arts 11 Grade Level: 11, required Prerequisites: English Language Arts 9, 10, and Developmental Writing Credit: 1 Career Pathway: Arts and Communications How can forward thinking help me make better decisions? How will I know when to risk failure for possible success? What are the tradeoffs for technological advances? These questions and others will be considered when reading and responding to the selected readings. The focus will be on developing critical reading, writing, listening and viewing strategies using a variety of literary genres. The main theme studied will be Transformational Thinking. A broad range of authors whose works will include ideas about universal truths, decision making, human nature, the role of technology in society, and survival and adaptation in a changing world will be studied. Daily reading, writing, discussion, MME/ACT practice will prepare students for ELA 12, work and college, and MME/ACT success. Basic and determined conventions will be practiced for writing improvement. Anchor Texts Excerpts from Beowulf translated by Burton Raffel The Canterbury Tales by Geoffrey Chaucer translated by Nevill Coghill Hamlet by William Shakespeare Frankenstein by Mary Shelley Lord of the Flies by William Golding Hiroshima by John Hersey excerpts ch. 1+2 Various Informational Texts related to the anchor texts in each unit Films Course Title: English Language Arts 12: Grade Level: 12, required Prerequisites: English Language Arts 9, 10, 11, and Developmental Writing Credit: 1 Career Pathway: Arts and Communications What responsibility do I have to society? What leadership skills have I developed? What leadership qualities will I take with me from high school? What qualities define a good world citizen? Leadership Qualities is the theme of English Language Arts 12. Selected readings from current and classic works will be studied to develop critical reading, writing, listening, and viewing skills. A variety of genres will provide students with an opportunity to evaluate examples of leadership and respond by determining their own leadership strengths and potential; examining, comparing, and drawing parallels between historical/social events; analyzing author's tone, perspective and use of satire. Students will apply information ideas and themes to a class project enabling them to prepare and practice responsible citizenship in a global world. Anchor Texts Grapes of Wrath by John Steinbeck 1984 by George Orwell Animal Farm by George Orwell Night by Elie Wiesel Their Eyes Were Watching God by Zora Neale Hurston Things Fall Apart by Chinua Achebe The Great Gatsby by F. Scott Fitzgerald Course Title: Developmental Writing Grade Level: 9 or 10, required Prerequisites: English language Arts 9 Credit: 1 Career Pathway: Arts and Communications In this course, students will understand and practice writing as a recursive process. Students will use writing, speaking and visual expression for personal understanding and growth. They will communicate in speech, writing, and multimedia using content, form, voice and style appropriate to the audience and purpose. Students will develop and use the tools and practices of inquiry and research. They will produce of a variety of written, spoken, multi-genre and multimedia works, making conscious choices about language, form, style, and/or visual representation for each work. Course Title: Classic American Literature: Grade: 11-12 Prerequisites: Language Arts 9, 10, Developmental Writing Credit: 1 Career Pathway: Arts and Communications This course will address America's best literary works from the 1800s. Emphasis will be placed on the major themes and concepts associated with the Romantic Period. Students will read poems, short stories, novels, and essays written by America's classic authors, such as Poe, Whitman, Hawthorne, Thoreau and Dickinson. Students will demonstrate their understanding of important concepts taught in class through essays, projects, and presentations. Writing assignments will incorporate the major ideas associated with the Collins Writing Program and 6+ 1 Traits. Course Title: Advanced Placement (AP) English Grade Level: 12 Prerequisites: Department Permission, superior writing skills (a minimum of B in all English classes) Credit: 1 Career Pathway: Arts and Communications Course Description: This is a one-credit, college level course. Students may obtain up to one year of college credit and/or advanced placement in college composition for their good performance on the Advanced Placement Examination in May. The test has two major subdivisions: a multiple-choice section that assesses reading and a writing section that usually has two literature-based assessments and an open-ended writing assessment. Students will study examples of prose from various fields and periods, primarily in British and American Literature. These examples will serve as practice in reading and as models of effective style. Students will use them as the basis for a variety of writing assignments. Composition assignments will analyze elements such as author's style, diction and purpose. Assignments will take the form of journal writing, in-class essays and more formal essay writing. Course Title: Introduction to Drama: Grade: 9-12 Prerequisites: None Credit: 1 Career Pathway: Arts and Communications The goal for Introduction to drama is to explore all aspects of theater productions. In this course, students will gain understanding of how plays are written, marketed, and developed into stage productions. Major units in the course include directing, stage design, stage management, costuming, makeup, lighting, sound, acting, and producing. Students will read several plays and analyze them for plot, theme, concept, characterization, and staging. Although acting is explored, this is not an acting class and requires no acting experience. Course Title: Introduction to Speech: Grade Level: 9-12 Prerequisites: None Credit: 1 Career Pathway: Arts and Communication The goals for Introduction for Speech is for each student to increase his/her spoken language skills and develop social and individual confidence. Students will demonstrate competence in informative, demonstrative, and persuasive speaking while displaying proper eye contact, posture, and articulation. Students will also understand the importance of listening, feedback, and the role of non-verbal communication in the communicative process. Course Title: Introduction to News Writing: Grade Level: 10-12 Prerequisites: Language Arts 9, Developmental Writing Credit: 1 Career Pathway: Arts and Communications The goal for this class is to explore how newspapers operate and gain experience in different styles of news writing. Units in this course include the history of newspapers, newspaper design, article structure, editorials, feature writing, sports writing, researching, interviewing, and mass media. Students will design and create a school newspaper or news broad casts that showcase the concepts learned in the course. Course Title: Yearbook Grade Level: 10-12 Prerequisites: Eng 9, Developmental Writing, MUST HAVE TEACHER PERMISSION (See Mrs. Byers for a yearbook application) Credit: 1(skinny all year) Career Pathway: Arts and Communication Yearbook is a hands-on class that requires students to be self-motivated, organized, pay attention to detail, work well with others, and have some experience with computers. In the yearbook class, students will create the school yearbook by choosing a concept, layout and design, taking photographs, obtaining ad sales and fundraisers, using Adobe Indesign CS2, writing captions, and editing. Physical Education: Course Title: Physical Education 9 Prerequisite: None- Required Homework: Bring change of work out clothes daily. Credit: 1 Career Pathway: Health Services Course Description: 9th Grade Physical Education will participate and be tested by the "President's Challenge". Students will be tested in the sit-and-reach, shuttle run, pull-ups, push-ups, curl-ups, and the mile run. They will learn the methods and benefits of anaerobic and aerobic activities while participating in weight lifting and circuit training. Physical activity units will include air force football, brisket ball, flag tag, basketball, hockey, volleyball, soccer, badminton, etc. Course Title: Health Prerequisite: None- Required Credit: ½ credit (taught opposite Career Forward) Homework: Occasional Career Pathway: Health Services, Arts & Communications Course Description: Health course addresses the physical, mental, emotional, and social dimensions of health. It develops health knowledge, attitude, and skills. It is designed to motivate and assist students to maintain and improve their health, prevent disease, and reduce health-related risk behaviors. Based on the Michigan Model and Health and Wellness textbook from Glencoe, it contains units in Teens and Tobacco, Substance Abuse Prevention, Nutrition, and Lifelong Physical Fitness. Course Title: Advanced Fitness/Sports Medicine (taught every other year) Pre- requisite: PE 9 and Biology Homework Scale: 3 Credit: 1 Career Pathway: Health Services Adv. Fitness/Sports Med. Course Description: Areas to be covered are flexibility, strength, cardiovascular as well as mental fitness, hygiene, diet, basic anatomy and kinesiology. Analysis of basic injuries with prevention, treatment and rehabilitation. Also nutrition, hygiene and training as related to different sports and performances. The class will also contain lab, with hands on treatment and preventative procedures. Course Title: Sports & Recreation Prerequisite: PE 9 Homework: Change of appropriate clothing for physical activity Credit: 1 Career Pathway: Health Services Human Services Course Description: Students will participate in the sports of Flag Football, Floor Hockey, Volleyball, Basketball, Badminton, Team Handball, Pickleball, Soccer, etc. Students will have pre- and post skills tests over most of the units and also have a hand-written exam over every sport. Emphasis will be placed on self-improvement, teamwork, and sportsmanship. Class will meet daily for one semester. Class will meet daily for one semester. Course Title: Weightlifting and Fitness Pre-requisite: PE 9 Homework: Change of appropriate clothing for physical activity Credit: 1 Career Pathway: Health Services Course Description: This course will be of benefit to both athletes and non-athletes alike. This course is based on the Bigger, Faster, Stronger program. The students will weight lift on Mondays, Tuesdays, Thursdays and Fridays. On Wednesdays students will be involved aerobic and anaerbic activities such as circuit training, "core" strength training, plyometrics, etc. Students will be tested in the Bench Press and Squat at the end of each marking period. Students will also participate in the "President's Challenge" which involves testing in the following fitness tests: sit-and-reach, shuttle run, pull- ups, push-ups, curl-ups, and the mile run. Foreign Language: Course Title: Spanish I Grade Level: 9th – 12th grade Prerequisites: none Homework: 3 (two to three times a week) Credit: 1 Career Pathway: Arts and Communication Course Description: Spanish I focuses on basic reading, speaking and writing in Spanish. Students will learn a variety of vocabulary laying the foundation for further levels of study. Students will learn how to conjugate verbs in the present tense (indicative) and the present progressive tense. Students will also learn through Total Physical Response Storytelling where the language will be acquired similar to the acquisition of their L1 language. Course Title: Spanish II Grade Level: 9th – 12th grade Prerequisites: C+ or better in Spanish I Homework: 3 (two to three times a week) Credit: 1 Career Pathway: Arts and Communication Course Description: Spanish II Spanish II is a continuation of what students learned in Spanish I. Vocabulary will be based on each chapter's theme. For example: food and cooking. Students will expand their knowledge of grammar and verb tenses, such as, the preterite (past) tense, informal commands, and the present subjunctive. Students will be provided opportunities to showcase their knowledge of Spanish through skits, videos, PowerPoints and presentations all in the target language. Course Title: Spanish III Grade Level: 10th – 12th grade Prerequisites: C+ or better in Spanish II Homework: 3 (two to three times a week) Credit: 1 Career Pathway: Arts and Communication Course description: Spanish III will focus in depth on students continued fluency in all areas of Spanish. This is considered an elective course dedicated to providing a quality learning experience for students who have a passion for learning Spanish. Students will continue learning vocabulary in a thematic fashion and will expand their ability to communicate in the present, past, subjunctive, future and conditional tenses. Choir: Course Title: Mixed Choir Grade Level: 9th-12th Prerequisites: None Homework Scale: 1 Credit: ½ each semester, skinny Career Pathway: Arts and Communications Course Description: Mixed Choir is a beginning/intermediate level chorus and requires a semester commitment. Students will be introduced to basic music theory, sight-reading, performance skills, multiple singing techniques and various styles of music. In addition, students will develop their organizational and leadership skills. Respect, cooperation and teamwork are very important aspects of the class. Choir is a co-curricular class and students are expected to participate in up to three concerts per semester that will be held either during the school day or in the evening. Failure to attend concerts will seriously impact the students grade. Additional performances may be added at the discretion of the choral director. Optional opportunities to participate in MSVMA Solo and Ensemble Festival and Regional Honors Choir will be available as well as music department sponsored trips. Course Title: Select Choir Grade Level: 9th-12th Prerequisites: Private Audition with director Homework Scale: 1 Credit: ½ each semester, skinny Career Pathway: Arts and Communications Select Choir is an intermediate/advanced level chorus and requires a year commitment. Students will study and apply music theory, sight-reading, performance skills, multiple singing techniques, various styles and difficulty of music. A superior quality of work ethics, respect, cooperation and dedication to teamwork is expected from each member of the class. Choir is a co- curricular class and students are expected to participate in up to three concerts per semester that will be held either during the school day or in the evening. Failure to attend concerts will seriously impact the students grade. Additional performances may be added at the discretion of the choral director. Optional opportunities to participate in MSVMA Solo and Ensemble Festival and Regional Honors Choir will be available as well as music department sponsored trips. Band: Course Title: Jazz Band Grade Level: 9-12, elective Prerequisites: Membership in Senior High Band, audition, and director approval Homework Scale: 3 Credit: 1 credit (all-year skinny) Career Pathway: Arts and Communications Course Description: Jazz Band is a performance ensemble and a yearlong commitment. Members are expected to take part in every performance as our success is dependent on each member's participation. Students will learn the basics of improvisation, song forms, and some basic music theory. Formal concerts will occur in October, December, March, and May. We will also perform at the Grass Lake Expo, the Elementary School for "Spaghetti and Swing," and possibly a concert at a local country club or shopping center. Home basketball games where the jazz band performs take place between December and February. Jazz Band may require other occasional time commitments outside of school hours. Course Title: Senior High Band Grade Level: 9-12, elective Prerequisite: Junior High Band (exceptions can only be made with director approval) Homework Scale: 3 Credit: 1 credit (all-year skinny) Career Pathway: Arts and Communications Course Description: Senior High Band Senior High Band is a performance ensemble, and a yearlong commitment. Students will develop their musical and organizational skills, develop leadership skills, and improve their interpersonal abilities through teamwork. Service to the community and the school are part of the band's responsibilities. Members are also expected to attend marching band camp in July before the school year, as the band will be marching at all home football games, at the Vandercook Lake Marching Exhibition show, in the homecoming parade, at one indoor concert in October, and in the Memorial Day parade in May. Since football games start before the official start of school, we may need to perform at a late August or early September game, depending on the schedule. If the football team advances in the playoffs again, the band will also perform at those games and that schedule will be made available as it develops. After football season, the Symphonic Band holds formal concerts in December, March, and May, and also takes part in band festival in March. Practicing outside of school is a requirement as we don't qualify for State Festival three out of four years without true dedication from each of our members. Solo and Ensemble competition in February is also an option for all band members. The band ends the year marching in the Memorial Day Parade and performing at graduation. Members are expected to take part in every rehearsal and performance as our success is dependent on each member's participation. Art: Course Title: 2-Dimensional Design Grade Level: 9-10 Prerequisites: None Homework: 1 Credit: 1 Career Pathway: Arts & Communication, Marketing & Technology Fine & Performing Arts Media/Visual Imagery Technology Communications Course Description: Two-dimensional art is art that is flat, such as drawings, paintings, and prints. Course work will be organized in a sequential format that encompasses art history, art analysis, aesthetics, and art production. Students will be encouraged to express themselves while experimenting with a variety of drawing media. Basic understanding of color theory and painting materials such as, watercolors and tempra paints will be introduced. Fundamental printmaking techniques such as linoleum, mono-prints, tessellations, gyotaku, and lithography will be explored. The focus of this class will be on creating art while making connections to historically significant works of art. * 3-Dimensional 3 D Design Three-dimensional art is art that has three dimensions: height, width, and depth. Students will have the opportunity to explore a variety of sculptural media while increasing their knowledge and understanding of three dimensional forms. An introduction to the basic elements of sculpture (form and space) through the use of a variety of materials will be the emphasis of this class. Basic ceramic techniques such as hand building as well as wheel thrown pottery will be included in this class. The course emphasizes the many possibilities for the use of materials to create sculptural forms and vessels. Computer Graphic Visual Symbolism in advertising, packaging, and products will be explored as students learn computer and drawing skills. Students create graphic design projects while learning to use Adobe Photoshop, Adobe Illustrator, and Adobe InDesign software programs. Some Internet research, reading, and writing will be required in addition to the use of computers and drawing. All art classes at Grass Lake High School are studio/lab type courses. The majority of the work must be completed in the art room. Occasional homework may be assigned. Supplies for creating the projects do not leave the room. Therefore attendance is extremely important and points for participating in class are given on a daily basis. Students who are tardy, absent, or not working will lose points for lack of participation. Course Title: Photography Grade Level: 11- 12 Prerequisites: Successful completion 2 Art classes Homework: 1 Credit: 1 Career Pathway: Arts & Communication, Marketing & Technology Fine & Performing Arts Media/Visual Imagery Technology Communications Course Description: This is an introductory photography course for advanced art students. The course is designed to help students learn both the technical and creative aspects of photography. Processes for developing film and paper, digital and analog camera basics, and the computer as a darkroom will be taught. The emphasis will be placed on aesthetics and finding personal strengths to express on film and paper. Research, reading, writing, and exhibition of work will be required. Business/Technical Education: Course Title: Technology-Career Forward Grade Level: 9 Prerequisites: None Homework Scale: 2 Credit ½ credit (taught opposite Health) Career Pathway: Arts & Communications, Business, Management, Marketing and Technology Course Description: Career Forward is an online course designed to help Michigan students plan their work lives and career opportunities in today's global economy. It satisfies the new Michigan Curriculum requirements for an online course. This class will use Moodle for online instruction. It will also address as many advanced computers skills as time allows. Course Title: Video and Communication Grade Level: 10, 11, 12 Prerequisites: Speech Class (recommended) Intro to Computers Homework Scale: 3 Credit: 1 OR ½ (may be taken as a full block or a skinny –either one semester or an entire year- also, with instructor's approval, may be taken as an independent study) Career Pathway: Arts and Communication Marketing and Technology Course Description: Students will create video and news presentations, and be responsible for daily announcements and weekly highlight videos. Use of various digital cameras is required. Students will research and attend extra curricular events, write script, and create and edit their work. Involves work outside of the regular school day. Course Title: Senior Transitions Grade Level: 12 Prerequisites: Seniors only Homework Scale: 4 Credit: 1 (Required for Graduation) Career Pathway: Arts & Communications, Business, Management, Marketing and Technology Course Description: Senior Transitions Students must show technology skills necessary to be successful in further studies and/or work settings. The class will encompass such activities as producing an electronic portfolio able to be posted to the internet, extensive use of MS PowerPoint, technology in voice and audio components, and video use. Additionally, the class will require a hard copy portfolio which requires extensive use of MS Word, printing, graphics, camera use, and scanning. Skills will be required in MS Excel, merging documents, and creating letters and forms. The class will also encompass such activities as: career and employability skills, practicing social skills, practicing and demonstrating acceptable behavior in the workplace or public setting, being able to identify proper behavior and when it is advantageous to use it, financial reviews of money, credit cards, loans, and investing, goal setting, planning for the future, the importance of punctuality and meeting deadlines. The class will allow students the opportunity to speak with college representatives, vocational school representatives, and prospective employers, along with resume writing, interview skills, and business etiquette. The class will show students how the technology and skills that they have learned creates a pathway for them to realize more success as they leave
Akst/Bragg series' success is built around clear and concise writing, a side-by-side "teach by example" approach, and integrated applications throughout that help students achieve a conceptual understanding. The user-friendly design offers a distinctive side-by-side format that pairs examples and their solutions with corresponding practice exercises. Students understand from the very beginning that doing math is an essential part of learning it. Motivational, real-world applications demonstrate how integral mathematical understanding is to a variety of disciplines, careers, and everyday situations.
Math Welcome to the Math Department! The mathematics curriculum is designed to provide a rigorous foundation in the basics of mathematics and the tools to foster logical thought and analysis. Critical thinking, collaboration and mathematical modeling are emphasized at all levels. In all mathematics courses, faculty help students develop successful study skills and effective test-preparation techniques. For students whose backgrounds and aptitudes are strong, there are advanced sections of courses in our core curriculum. These include A.P. Calculus BC, Multivariable Calculus with Differential Equations, Advanced Math/Science Research, and A.P. Computer Science. Each of these courses allow students who are passionate about mathematics to pursue excellence in the subject at the highest level. We also offer an Advanced Math Science Research Program for qualified students. Click here to see more about this innovative program and what it has to offer.
Discrete Mathematics With Application - 11 edition Summary: Susanna Epp's DISCRETE MATHEMATICS: AN INTRODUCTION TO MATHEMATICAL REASONING provides a clear introduction to discrete mathematics and mathematical reasoning in a compact form that focuses on core topics. Renowned for her lucid, accessible prose, Epp explains complex, abstract concepts with clarity and precision, helping students develop the ability to think abstractly as they study each topic. In doing so, the book provides students with a strong foundation both for computer scienc...show moree and for other upper-level mathematics
to Mathematics: v. 1 Countdown to Mathematics has been written to help self-study students to revise and practise basic skills in arithmetic, algebra, geometry, graphs ...Show synopsisCountdown to Mathematics has been written to help self-study students to revise and practise basic skills in arithmetic, algebra, geometry, graphs and trigonometry. The nine teaching modules in Countdown to Mathematics have been split into two separate books. Volume 1 consists of Modules 1-4 and concentrates on basic mathematical skills. It deals with arithmetic, simple algebra, how to plot and read graphs, and the representation of data. Where possible, the techniques are illustrated with real-world applications. Volume 2 consists of Modules 5-9 and covers geometry, graphs, trigonometry and algebra.. The emphasis here is on the manipulative skills which are necessary for most mathematical courses beyond GCSE standard
Peer Review Ratings Overall Rating: This applet is an interactive activity that allows the user to look at matrices and how they transform vectors in order to discover the geometric representation of eigenvalues and eigenvectors. Learning Goals: To develop a better understanding of eigenvalues and eigenvectors using graphical interpretation. Target Student Population: Students studying Linear Algebra. Prerequisite Knowledge or Skills: Linear Algebra, including the chapter on eigenvectors and eigenvalues. Type of Material: Simulation. Recommended Uses: This site can be used for individual exploration or in-class demonstration. Technical Requirements: Any browser with the Adobe Flash Player. Evaluation and Observation Content Quality Rating: Strengths: This site presents four matrices to select from and the domain space and range space for each. The user selects a matrix and uses a slider to move the domain unit vector around the unit circle. The transformed vector is given in the domain space along with a "Yes" or "No" tag that indicates whether the domain vector is an eigenvector. There is a written summary provided about what is shown. If the user clicks on the "step-by-step Explanation" tab, the written summary clearly explains how each of the matrices operates on vectors. The fourth matrix is not given. The student is asked to attempt to figure it out from how it acts on unit vectors. Concerns: None. Potential Effectiveness as a Teaching Tool Rating: Strengths: The concept of eigenvalues and eigenvectors is one of the fundamental concepts of Linear Algebra. This site is an excellent learning tool that clearly demonstrates how matrices are operators that act on vectors. In just a few minutes, students will clearly visualize the effects of matrices on vectors and graphically understand eigenvalues and eigenvectors. Concerns: None. Ease of Use for Both Students and Faculty Rating: Strengths: The slider is intuitive to use and the instructions are clearly written. The given matrices are well selected to highlight the main features that occur with matrices and eigenvalues and eigenvectors. Students should easily be able to make discoveries about matrices, eigenvalues, and eigenvectors. Concerns: None
The GED Mathematics Test focuses on the practical use of...New. The GED Mathematics Test focuses on the practical use of basic arithmetic, algebra, and geometry. You will be tested on your understanding of how to solve a problem and your ability to do the math to find a solution
9780201658590 Linear Algebra (5th Edition) Introduction to Linear Algebra, 5/e is a foundation book that bridges both practical computation and theoretical principles. Due to its flexible table of contents, the book is accessible for both students majoring in the scientific, engineering, and social sciences, as well as students that want an introduction to mathematical abstraction and logical reasoning. In order to achieve the text's flexibility, the book centers on 3 principal topics: matrix theory and systems of linear equations, elementary vector space concepts, and the eigenvalue problem. This highly adaptable text can be used for a one-quarter or one-semester course at the sophomore/junior level, or for a more advanced class at the junior/senior level
It is the study of a set of rules on how to manipulate mathematical expressions and solve them efficiently. A list of the most common topics in introductory Algebra includes: Functions and Patterns, Linear Equations, Linear Inequalities, Polynomials, Factoring, Quadratic Functions, Exponential F...
I'm looking for some good books including mathematics articles which are appropriate for talented high school students. I'm NOT looking for puzzle or Olympiad problem books. Here are some of my findings, which may serve as examples: 2 Answers Try the AMS's Mathematical World Series - they aim to "brings the beauty and wonder of mathematics to the advanced high school student". Specifically, Prasolov's Essays on Numbers and Figures is exactly the kind of book you want. This book is devoted to the geometry and arithmetic of elliptic curves and to elliptic functions with applications to algebra and number theory. It includes modern interpretations of some famous classical algebraic theorems such as Abel's theorem on the lemniscate and Hermite's solution of the fifth degree equation by means of theta functions. Suitable as a text, the book is self-contained and assumes as prerequisites only the standard one-year courses of algebra and analysis.
If I were to take any more, I'd probably do numerical analysis and Integral equations. I'm still an undergraduate though, so I don't have any personal insight on what will help in grad school. Fredrik #3 Apr27-10, 03:09 PM Emeritus Sci Advisor PF Gold P: 8,870ZeroZero2 #4 Apr27-10, 06:13 PM P: 28 Best math classes for a physics major?? Quote by FredrikThanks! The course description for Intermediate Analysis is "Properties of real number system, properties of continuous functions, and sequences of functions" and the only prereq is Calculus 3. On the other hand, the description for Intro to Real Analysis is "Properties of continuous functions, partial differentiation, line integrals, improper integrals, infinite series, and Stieltjes integrals" and it's prereq is Advanced Multivariable Calculus (and a prerequisite for AMCalculus is Intermediate Analysis....) How is "intermediate" analysis mandatory but "intro" analysis optional? It is "intro to real analysis" which is definitely a higher level course than "intermediate analysis". When they just say analysis they basically mean calculus but when they say real analysis they mean something like Rudin.
Introductory Algebra (Prentice Hall Interactive Math) Book Description: Interactive Mathematics is an innovative new learning system that covers the full series of developmental mathematics in an interactive, multimedia environment. Interactive Math uses animation, video, audio, graphics, and math tools to support multiple learning styles. It is a program complete with instruction, practice, applications, and assessment. Introduction — A brief teaching statement directs the reader's attention toward mastering a particular skill. A visual representation of the skill is also presented. Read — Book with accompanying audio (which may be disabled) addresses the needs of those who feel more comfortable reading about the concepts and skills before exploring or working problems. Watch — Visual learners can watch and listen as example problems are worked out clearly and completely by the author in a brief on-screen video. Explore — This feature offers the most interactive learning experience because one can master the skills and learn the concept through
Customers Who Bought This Also Bought More About This Book The material presented is very easy and simple to understand - written in a gentle manner. The topics covered in the book include arithmetic operations, variables, mathematical functions, complex numbers, vectors, matrices, programming, graphs, solving equations, and an introduction to calculus. In addition, the MATLAB Symbolic Math Toolbox is emphasized in this book. There are also over 230 exercises at the ends of chapters for students to practice. Detailed solutions to all the exercises are provided in the second half
books.google.com.mx - Among... Topology General Topology Among complete metric spaces, uniform spaces, and function spaces; and "geometric topology," covered by nine sections on connectivity properties, topological characterization theorems, and homotopy theory. Many standard spaces are introduced in the related problems that accompany each section (340 exercises in all). The text's value as a reference work is enhanced by a collection of historical notes, a bibliography, and index. 1970 edition. 27 figures. It is clear in it's definitions of topology spaces, more especially with the closure and interior properties. It's a must read for all those aspiring mathematicians out there with the knowledge of set theory who like to advance to more rigorous fields of analysis. JSTOR: General Topology. If you teach general topology, you'll probably want to have this book on your shelf. By including a section of historical notes and a long list of ... links.jstor.org/ sici?sici=0002-9890(197202)79%3A2%3C195%3AGT%3E2.0.CO%3B2-5 Springer Online Reference Works An example of a flourishing area of general topology whose central ideas ... Since the proliferation of (models of) set theory, general topology tends to be ... eom.springer.de/ T/ t093200.htm MATH 320 INTRODUCTION TO GENERAL TOPOLOGY II Course Objectives, This course is designed to give the fundamental concepts of general topology which are the basic of working in mathematics. ... turkish/ maths/ English/ ectslisans/ INTRODUCTION%20TO%20GENERAL%20TOPOLOGY%20II.doc Text: Elementary Topology The most common introduction to topology is through the study of general topology, either beginning with an axiomatic point of view, or perhaps with metric ... ~roseman/ et/ et.html
The Electronic Encyclopedia of Statistical Exercises and Examples Supplementing introductory textbooks, the Electronic Encyclopedia of Statistical Exercises and Examples (EESEE) comprises over 80 "real-world" stories, or examples, about the uses and abuses of statistics and statistical inference, drawn from published and printed media encompassing a wide range of subject-matter areas. Each case study is accompanied by problems, graphics, and, in most cases, data sets portable to various statistical software packages. Some stories are also accompanied by video clips. Preview or order the CD-ROM. A product of a National Science Foundation grant to Cornell University and The Ohio State University, currently developed with support at the latter by W.H. Freeman & Company. more>> Exactly How Is Math Used In Technology? - Mathematics Dept., British Columbia Institute of Technology A table of examples of how various areas of mathematics are applied to various areas of technology. Areas of technology include biomedical engineering, food technology, building technology, chemical sciences, civil and structural engineering, graphics and computer-aided drawing (CAD), electronics, environmental health, mechanical engineering, mining technology, nuclear medicine, occupational health, petroleum technology, prosthetics, forestry and wildlife, robotics, and surveying. Topic pages include background, problems, and solutions. more>> Algebra in Simplest Terms - Annenberg Media In this video series for college and high school classrooms and adult learners, host Sol Garfunkel explains how algebra is used for solving real-world problems. Free sign up is required for first-time users of the online videos. Materials (videos and ...more>> All the News That's Fit to Math Blog of mathematical questions that arise from news headlines. Posted by an Australian teacher since January, 2014, entries have included "The decline of cancer rates in the USA," "The Royal Family's Spending Habits," and "Are Super Bowl ads worth it?" ...more>> Calculus Book - Dan Umbarger Twenty Key Ideas in Beginning Calculus offers a "creative sequencing and presentation of a subset of topics in the standard calculus curriculum." Starring Limitman in Limitman-Piggy challenge games, this calculus book for beginners emphasizes anticipatory ...more>> Captain Astounding's Nightclub - Dan Welchman A series of books set in a nightclub, the first of which discusses the practical applications of raising a number to the second, third, fourth and fifth powers. Other topics forthcoming, including "The Probability." The books concentrate on the real meaning ...more>> Count Madness Number Puzzles - James E. Garner Cards with questions covering a wide range of subjects, each of which can be answered with a counting number. Answers are upside-down on the card. Examples and ordering information provided on site. Teacher's copy available.emergent math - Geoff Krall "Teaching math is difficult. Teaching math in an interesting, engaging, and effective manner is even more difficult. This blog is dedicated to brainstorming interesting and dynamic math problems and projects," with emphasis on Project/Problem Based Learning ...more>> Eugenia Cheng Research as well as "things for non-specialists" by a mathematician "keen to bring mathematics to a wider audience and help reduce maths phobia." Articles by the author of Higher-Dimensional Categories: An Illustrated Guide Book and Cakes, Custard and ...more>> Exploring Precalculus - William Mueller A lively and intuitive introduction to precalculus. Materials center on three themes: functions, rates of change, and accumulation. Showing the subject from many angles, illustrations include algebraic, graph-based, and real-world examples, and featureGame Theory in the News - Mike Shor A regularly updated archive of news articles about game theory or probability. Hundreds of articles currently archived are indexed by mathematical theme or by area of application, including evolutionary biology, computer science, politics, and economics. ...more>> Grandma Got STEM - Rachel Levy Levy, a Professor in the Mathematics Department at Harvey Mudd College, blogs to collect public awareness and art projects that use grandmothers' pictures, names, and connections to science, technology, engineering, and mathematics (STEM) in order to ...more>>
Solving Mathematical Problems - A Personal Perspective June 1, 2011 - 19:10 — Anonymous Author(s): T. Tao Publisher: Oxford University Press Year: 2006 ISBN: 0-19-920560-4 or 0-19-920561-2 Price (tentative): GBP 12.99 MSC main category: 00 General Review: In the six chapters of the book, selected problems at a Mathematical Olympiad level are solved. The first chapter, "Strategies in problem solving", explains in detail the main strategic steps in solving a concrete problem. The following five chapters contain solutions to many problems from number theory, algebra, analysis, and Euclidean and analytic geometry. The sixth chapter, "Sundry examples", is dedicated to interesting (and quite funny) problems that have something in common with combinatorics and game theory. At the end of some solved problems, there are additional exercises whose solutions can be obtained in a similar manner. It is an important feature of the book that problems are not only solved but that various solving strategies and methods are also demonstrated, which make problems easier and help to find the best route towards a solution. Without any exaggeration, I can say that the book gave me enormous pleasure. It not only portrays the author's enthusiasm for the beauty of mathematics but also his ability to explain problems and their solutions to young people who are at the beginning of their mathematical career. And this is one of the reasons why the book will be useful for pupils and students who are interested in mathematics. It can also be recommended to mathematics teachers working with gifted students and will undoubtedly make their lectures more attractive.
Algebra with Trigonometry for College Students - With CD - 5th edition ISBN13:978-0534432959 ISBN10: 0534432956 This edition has also been released as: ISBN13: 978-0030344466 ISBN10: 0030344468 Summary: This text, written by best-selling developmental mathematics author Pat McKeague, features a more streamlined review of elementary algebra, allowing for earlier coverage of intermediate topics. An early introduction to graphing presents the foundation for a wide variety of graphing problems throughout the text. Early coverage of functions helps students feel comfortable with the many examples and graphs of functions that occur in later chapters. The first ten chapter...show mores of this book cove the topics usually found in a college-level algebra course. The last three chapters cover the essential topics from trigonometry. Optional technology sections and integrated throughout text as a way for students to better understand the material being discussed. ...show less Paired Data and the Rectangular Coordinate System. The Slope of a Line. The Equation of a Line. Linear Inequalities in Two Variables. Introduction to Functions. Function Notation. Algebra with Functions. Variation. Summary. Review. Test. Cumulative Review. Projects. This book shows minor wear and is in very good condition.Blue Cloud Books ??? Hot deals from the land of the sun. $89.50 +$3.99 s/h Acceptable Big River Books Powder Springs, GA Fair Pages have significant wear and cover is damaged. May have writing and highlighting throughout. All pages are intact. Please Note: The CD is NOT included with this item. Please note: This item ...show moreis the textbook ONLY. Any access codes and CDs are NOT guaranteed. We ship daily Monday-Friday! ...show less $140.76156.45 +$3.99 s/h VeryGood Bookbyte-OR Salem, OR Has minor wear and/or markings. SKU:9780534432959-3-0 $299.98 +$3.99 s/h New StudentSolutions Stone Mountain, GA Brand New Title. We're a Power Distributor; Your satisfaction is our guarantee! $338.72 +$3.99 s/h New Lyric Vibes Geneva, IL Hardcover New 0534432956
books.google.com - MATHEMATICS: A DISCRETE INTRODUCTION teaches students the fundamental concepts in discrete mathematics and proof-writing skills. With its clear presentation, the text shows students how to present cases logically beyond this course. All of the material is directly applicable to computer science and engineering,... A Discrete Introduction
This Answer Key Booklet contains answers for Singapore Primary Math textbooks and workbooks for levels 1A-3B (U.S. edition, 3rd edition). Answers are also found in the Teachers Guide Books and the Home Instructors Guide Books so if you have those books you do not need to purchase this ... This Singapore Math Home Instructors Guide 1A corresponds with the 3rd edition student textbooks and workbooks for Singapore Primary Math 1, which is recommended for 1st or 2nd grade students. This is the first of two Instructors Guides for Primary Math 1. The Home Instructors Guide is This Singapore Math Home Instructors Guide 1B corresponds with the 3rd edition student textbooks and workbooks for Singapore Primary Math 1, which is recommended for 1st or 2nd grade students. This is the second of two Instructors Guides for Primary Math 1. The Home Instructors Guide ... This Singapore Primary Math Student Textbook 1A provides direct instruction for classroom or homeschool students. Practice and review problems are included. Students are given several approaches for solving problems and are encouraged to discuss ideas and explore additional methods. ... This Singapore Primary Math Student Textbook 1B provides direct instruction for classroom or homeschool students. Practice and review problems are included. Students are given several approaches for solving problems and are encouraged to discuss ideas and explore additional methods. ...
Overview and Background: Unit: Slope Stephanie Sneyd : Griffin RESA Mathematics : Middle School Mathematics : 6-8th Patterns and Relationships/Algebra Griffin RESA : Grades 6 - 8 : Aug. - May. Title: Slope Topics: linear equations, intercepts, slope, functions, patterns, coordinate system Time Frame: Start Date: Mar. 1 - Mar. 28 Status: Draft Date Revised: May 8 Other Designers: Debbie Megrue, Jennifer Couch, Pam Shroyer Summary: Students will encounter concepts such as slope, intercepts, graphing lines, etc. as they solve problems involving these ideas. They will be asked to create a roller coaster and explain the problems that go along with zero and undefined slopes. Students will create a drawing on a coordinate graph for placement in a time capsule. They will also be given the opportunity to explore the best way to earn money given choices. Print Materials Needed: Listed with Individual Performance Tasks. Resources: Listed with Individual Performance Tasks. Concept map can be found at Link 1. Resource Attachments: Listed with Individual Performance Tasks. Internet Resource Links: Link 1: Stage 1: Identify Desired Results State: GA Pre Algebra QCC: 1, 2, 3, 4, 29, 30, 31, 37, 39 Title: Algebra Standard(s): GA QCC: 1 Solves problem, reasons, and estimates throughout mathematics: Selects and uses problem-solving strategies such as reading the problem, drawing a picture or diagram, using trial and error, making a table or chart, looking for patterns, making a simpler problem and then generalizing, and working backwards, etc. Selects and uses appropriate tools in solving problems. Uses estimating to check the reasonableness of results. Solves non-routine problems for which the answer is not obvious. Relates concepts and skills to practical applications. 2: Selects and uses appropriate estimation strategies, such as rounding, truncating, front-end, adjusting, compensation, compatible numbers, clustering, and reference point, and recognizes situations in which estimates are more appropriate than exact numbers. 3. Selects and uses appropriate mental computational strategies such as multiples of ten, multiples of one tenth, and powers of ten. 4. Expresses, orders, and categorizes rational numbers in various forms, such as fractions, decimals, percent, and scientific notation using tools such as calculators and number lines. #29: Collects and organizes information or data by classifying or identifying patterns, and organizes data into tables, charts, and graphs. #30: Graphs points in the coordinate plane, identifies coordinates of points, graphs linear equations, and solves problems using these concepts. #31: Reads and interprets tables, charts, graphs, and diagrams. #37: Solves equations and applied problems of the form ax=b, ax+b=c, ax+b=cx+d, x/a=b, x/a+b=c. #39: Models the concept of division (as rate, ratio comparison, and missing factors) using physical models and pictorial and algebraic representations. National Standard 8: Understands and applies basic and advanced properties of functions and algebra. McCrel Level III(grades 6-8) #7: Understands special values of patterns, relationships, and functions. Understandings: user The student will understand that patterns and relationships exist in slopes and in functions. Essential Questions: user How do patterns allow us to make predictions in real world situations? user How are slopes, x-intercepts, and y-intercepts related? Knowledge and Skills: The student will know the following key vocabulary terms: coordinate system, ratios, equations, intercept, slope, parabola, linear, non-linear, and function. The student will be able to: graph linear and nonlinear equations determine the slope of a line from its graph predict the x and y intercepts of a linear equation determine slope using the slope formula write an equation in slope-intercept form perform the vertical line test to identify functions Stage 2: Determine Acceptable Evidence Assessment Summary: Students have an opportunity for 3 performance assessments in this unit. "Screaming Slopes" requires students to design a roller coaster. "What will you Choose?" is a problem solving activity using patterns. Students will receive one-on-one slope and graph training with an on-line chameleon in "Force and Motion with Slope." Once trained, the students will use FOSS airplanes and the rectangular coordinate graph to predict the fuel required for a successful airplane flight. Task/Prompt: Screaming Slopes Type:Performance Task Topics: slope Summary: The student will design a roller coaster for an amusement park. They must show slope for all portions of the roller coaster, including those sections with zero slope. Print Materials Needed: cm Graph paper Resources: Concept map can be found at Resource Attachments: Internet Resource Links: Link 1: Link 2: Link 3: Link 4: Link 5: Notes: Student Directions: You are a roller coaster designer for Six Flags Over Georgia. You have been asked to design a new and exciting roller coaster for the park. Along with a drawing of your design(on grid paper), you must include measurements for each incline/decline. Drawing a line on each incline/decline, include the slope of each. In a summary, point out the zero slope areas and explain why they are necessary. In a report, discuss some of the problems a roller coaster designer might encounter. Is it possible to build a roller coaster containing a hill with an undefined slope? Why or Why not? Your final product to be presented to Six Flags will be your drawing (labeled approriately) and a summary report detailing your roller coaster and describing the problems you dealt with. Rubric(s) Rubric: Screaming Slope Summary: Students will design a roller coaster and identify possible design problems. Trait: Presentation Performance Type: Oral. Level 1: poor Level 2: good Level 3: excellent Level 4: superior Presentation is not audible or student is not knowledgeable of the material being presented. Presentation is minimal with much information needed to clearly explain project. Presentation is clearly audible and adequate information is provided to explain the project. Presentation is well rehearsed and every detail is explained clearly. Trait: product/drawing Performance Type: Display. Level 1: poor Level 2: good Level 3: excellent Level 4: superior Drawing leaves out important critera and is poorly done. Slopes may be calculated inaccurately. Drawing contains all criteria but with no concern to details. Slopes are accurately calculated. All criteria are met. Drawing is completed with reasonable care. Slopes are computed accurately. Drawing is completed with all criteria met. Attention to detail is obvious as well as accurate calculations. Student went beyond what is expected. Trait: Summary Report Performance Type: Written. Level 1: poor Level 2: good Level 3: excellent Level 4: superior Report is poorly written with inaccurate explanations. It is apparent that the student doesn't understand the task. Paper is written with a few errors (spelling, grammar,etc) but shows understanding by giving accurate explanations. Paper clearly shows understanding of slope by answering criteria in a well-written summary. Grammar and spelling have been edited and mistakes are minimal. Summary is written in a way that shows understanding beyond expectations. Student has produced a paper that shows great pride and attention to detail. Trait: Participation Performance Type: Process. Level 1: poor Level 2: good Level 3: excellent Level 4: superior Student showed no interest in learning the needed understandings to produce a quality result. Student did what was required but some were not complete or incorrect. Student occasionally participated in class. Student asked questions and participated in class lessons and discussions leading up to the final product. Student was an active learner, particpating in discussions, editing and correcting work to make it a quality product. Task/Prompt: Force and Motion with Slope Type:Performance Task Topics: slope, equations, x-intercept, y-intercept, function, Summary: Students will receive one-on-one slope and graph training from an on-line chameleon. Once trained, students will use FOSS airplanes and the rectangular coordinate graph to predict required fuel for a successful transcontinental flight. Print Materials Needed: FOSS Science Materials: Grades 5-6 Investigation 3: Plane Sense and FOSS airplane kits MAY BE ORDERED THROUGH: Delta Education P.O. Box 3000 80 NW Blvd Nashua, NH 03063-4067 1-800-258-1302 Resources: Check with your school's science department for any variation of a student-made rubberband fueled model airplane. The planes are made with straws, craft sticks, rubber bands, and a plastic propeller. Resource Attachments: Internet Resource Links: Link 1: Link 2: Link 3: Link 4: Link 5: Notes: This lesson is great when integrated with science! If time is limited, ask the science teacher to perform the tests during a motion and force science lesson, and then you can have the students create the charts and make predictions based on the science lab. Student Directions: You are the captain of a 767 airliner. You are clearing for take-off as your co-pilot asks you, "Are you sure we have enough fuel to make this trip?" Not a question you want to ignore! You must learn more about slope and graphing to provide an educated answer. Right now, you will train on-line with Carl the Chameleon. Pay close attention to Carl's explanation of slope. When your training is complete, build a replica of your 767 using the FOSS airplane kit provided. Test the airplane's fuel requirements. Fuel in this case is the number of times you wind the rubber band. Your FOSS airplane must travel 5 meters. How many winds of the rubber band does this take? Test your FOSS airplane at 1m, 2m, 3m, 4m, and 5m. Carefully record your fuel needs. Use a rectangular coordinate graph to plot the points. Study the slope created by your tests. Predict 6m, 7m, 8m fuel requirements. Compare your results with the other pilots in your class. Rubric(s) Rubric: Predicting Fuel Summary: Students will train with Carl the Chameleon, build an airplane, perform actual fuel tests, and then predict fuel requirements. Trait: Train with Carl the Chameleon Performance Type: Oral. Level 1: Proficient Level 2: Developing Level 3: Beginning All glossary terms have been correctly defined. All of Carl's questions have been answered correctly. At least 90% of glossary terms have been correctly defined. At least 90% of Carl's questions have been answered correctly. Less than 90% of glossary terms have been correctly defined. Less than 90% of Carl's questions have been answered correctly. Trait: Build an Airplane Performance Type: Display. Level 1: Proficient Level 2: Developing Level 3: Beginning The airplane flies along the flightline without any malfunctions and requires the average number of rubber band winds for a 5m flight. The airplane flies along the flightline without any malfunctions, but requires more than the average number of rubber band winds for a 5m flight. The airplane displays malfunctions and/or requires more than the average number of rubber band winds for a 5m flight. Trait: Actual Fuel Test Performance Type: Display. Level 1: Proficient Level 2: Developing Level 3: Beginning The graph reveals a distinct and accurate pattern for all actual fuel tests. The graph's x and y-axis display flight in meters and number of winds in the rubber band (fuel). The graph reveals an inconsistent pattern for fuel tests and/or the graph's x and y-axis lack clear deliniation of flight in meters and number of winds in the rubber band (fuel). The graph lacks accurate coordinates with little to no pattern for fuel tests and/or the x and y axis are not accurately labeled. Trait: Predicting Fuel Performance Type: Display. Level 1: Proficient Level 2: Developing Level 3: Beginning Predictions clearly follow the pattern created from actual fuel requirements and the predicted coordinates are accurately indicated. Predictions follow a pattern similar to actual fuel requirements, but lack consistency. And/or the predicted coordinates are inaccurately indicated. No pattern exists and the predicted coordinates are inaccurately indicated. Task/Prompt: What will you choose? Type:Performance Task Topics: exponents, linear equations, functions Summary: Students will choose the best rate of pay given 3 choices. The answer is not obvious and will require a little investigation to find a good choice. Print Materials Needed: One Grain of Rice: A Mathematical Folktale by Demi Resources: Resource Attachments: Internet Resource Links: Link 1: Link 2: Link 3: Link 4: Link 5: Notes: When using internet links above, use the key words "exponential growth." Student Directions: You have taken a job building a fence around a swimming pool. You have 30 days to complete the task. The owner who hired you has offered to pay you in one of three ways. 1) He will give you a flat rate of $1000. 2) Pay you $10 each day that you work. 3) He will give you a penny the first day and double your salary each day. The pattern will continue throughout the 30 days. (.01, .02, .04, .08) Which method of payment will you choose? Create a table and a graph to prove that you have chosen the best way to make the most money. Then write an equation for each payment option and decide if it is a funtion. Rubric(s) Rubric: What will you choose? Summary: Students are given an option of three pay plans. They are to choose the one that they think will pay them the most and provide evidence to back their reasoning. Trait: Create a Table Performance Type: Display. Level 1: Proficient Level 2: Developing Level 3: Beginner Level 4: Needs Improvement Students create an accurate table for each payment plan. The table shows an accurate amount for each of the 30 days and total payment he/she would receive with each plan. Students are able to easily decide which payment plan they would choose. The table shows each payment plan and the patterns evident. Very few mathematical mistakes were made and students were able to determine which plan would give them the most money. Students were able to develop a table for all three payment plans but mathematical mistakes were made and the choice of which plan to take was not obvious. Students create a table but it is inaccurate, does not include all 30 days, and an payment choice is not obvious. Trait: Graph it! Performance Type: Display. Level 1: Proficient Level 2: Developing Level 3: Beginner Level 4: Needs Improvement Students are able to use the table to create an accurate graph. They can determine a slope (if there is one) and determine if the equation is linear. Students can create a graph but some of the points are not accurate. They can tell whether or not an equation has a slope and if it is linear. Students points are not accurate. Students can tell which plan will produce the most amount of money. Students graphs are unacceptable and no answer choice is obvious. Trait: Write an Equation Performance Type: Process. Level 1: Proficient Level 2: Developing Level 3: Beginner Level 4: Needs Improvement Students wrote accurate equations for each of the three payment options and were able to determine whether or not it was a function. Students wrote an accurate equation for each payment plan. Students wrote an equation but it was not accurate. They were able to explain their reasoning behind the equation. Students wrote an inaccurate equation and were not able to explain their work. Other assessment evidence to be collected: Selected Response/Short-answer test/quiz The students will take a quiz on slope and intercepts. Process check The student will demonstrate, either by written explanation or oral explanation/example, the relation between the slope of a line and the x,y-intercepts. Stage 3: Plan Learning Experiences and Instruction Learning Activities: Read "0ne Grain of Rice" by Demi to students after they have completed the task. Ask them to predict the outcome of the story. Introduce unit with essential question. Brainstorm examples of mathematical patterns and how those patterns help make predictions. Include a discussion of stock market rates and how the stock market works. Buy! Buy! Buy! Students follow a particular stock for one month, charting and graphing the stock's highs and lows. Based on the month's results, predictions are made, recorded, then actual results are compared. (This is ongoing throughout the unit). Use current legislation and news to parallel specific stocks. Determine how legislation and daily news drive particular stocks. Review graphing points on a coordinate graph. Students are to graph points and name points already on a graph. Performance Task: What will you Choose? Introduce the concept of positive and negative slope. Give students individual coordinate graphs to form lines with the slope called out by teacher.(This is a hands on activity to get them to understand positive and negative slope. Directions for making these graphs are in the notes and a very easy!) Algebra Aerobics Teach students to show simple linear equations with their arms. For example: the equation X=3 could be shown with arms going vertical and students move 3 steps to the right (they would move left for negatives). The equation Y=-5 could be shown with arms extended horizontally and students squat to show that the line is below the X axis. Students will then be able to show what other equations look like and understand what a slope does to a line. This is a great "warm-up" for class each day! Teach a lesson on how to "count" slope from a graph. Have students work in pairs with their individual graphs and create slope problems for each other by placing the lines in various positions on the graph. Teach a traditional lesson on finding the slope of a line using the slope formula. Performance Task: Screaming Slopes (A traditional quiz may be given beforehand on calculating/counting slope) Review graphing lines using xy charts. Move into a lesson on how to write an equation in slope-intercept form. Model the process using individual students graphs. Call out problems such as: "Show me a line with a slope of 2 and a y- intercept of-4". Then model the equation of the line or have students write to equation of the line. Teach Lesson on the topic of linear and nonlinear equations. The main points of instruction will be parabolas, identifying a linear/nonlinear equation based on degree of the variable, x-y chart patterns, and the vertical line test. Be sure to include many types of equations including one-step, two-step, and equations with variable on both sides of the equal sign. Culminating Performance Task: Force and Motion with Slope Notes: Directions for making individual student graphs: Make small copies of rectangular coordinate graphs and glue on constructions paper. Graphs should be about 4" by 5". Laminate these graphs. Cut overhead transparency film or excess laminating film into small strips. Using a permanent marker and ruler, draw a line that is long enough to go the length of each student graph. These fit nicely into index card containers for storage. After teaching positive and negative slope, you can then ask students to "show" a positive slope, negative slope, zero slope, or undefined slope and can quickly check for understanding. Key v ocabulary : coordinate sy stem ratios equations intercept Slope slope parabola linear nonlinear f unction How are slopes, How do patterns x-intercepts, and allow us to make y -intercepts predictions in real related? world situations? graph linear and nonlinear equations determine the slope of a line f rom its graph predict the x and y intercepts of a linear equation write an equation in slope-intercept f orm perf orm the v ertical line test to identif y f unctions
Additional product details Mathematics All Around, Fourth Edition, is the textbook for today's liberal arts mathematics students. Tom Pirnot presents math in a way that is accessible, interesting, and relevant. Like having a teacher on call, its clear, conversational writing style is enjoyable to read and focuses on helping students understand the math, not just get the correct answers on the test. Useful features throughout the book enable students to become comfortable with thinking about numbers and interpreting the numerical world around them. CourseSmart textbooks do not include any media or print supplements that come packaged with the bound book.
Synopses & Reviews Publisher Comments: This is a concise introductory textbook for a one semester course in the history and philosophy of mathematics. It is written for mathematics majors, philosophy students, history of science students and secondary school mathematics teachers. The only prerequisite is a solid command of pre-calculus mathematics. It is shorter than the standard textbooks in that area and thus more accessible to students who have trouble coping with vast amounts of reading. Furthermore, there are many detailed explanations of the important mathematical procedures actually used by famous mathematicians, giving more mathematically talented students a greater opportunity to learn the history and philosophy by way of problem solving. Several important philosophical topics are pursued throughout the text, giving the student an opportunity to come to a full and consistent knowledge of their development. These topics include infinity, the nature of motion, and Platonism. This book offers, in fewer pages, a deep penetration into the key mathematical and philosophical aspects of the history of mathematics. Synopsis: This concise introduction explores the key mathematical and philosophical aspects of the history of mathematics. Detailed explanations of mathematical procedures used by famous mathematicians give readers a greater opportunity to learn the history and philosophy through problem solving. 23 illustrations. "Synopsis" by Ingram, This concise introduction explores the key mathematical and philosophical aspects of the history of mathematics. Detailed explanations of mathematical procedures used by famous mathematicians give readers a greater opportunity to learn the history and philosophy through problem solving. 23
In the study of mathematics students must be able to understand broad concepts and apply these concepts to specific mathematical problems. Students need to learn mathematical terminology and to practice, practice, practice. Mathematics should be fun and relevant. Showing the application of math to everyday life will help to increase its understanding. Anchor mathematical concepts. Relate new material to former material as you move from one level of math to the next. Create linkages and associations. Concentrate on the material. Minimize distractions. Study at times when most alert. Recite the terminology, definitions, and formulas aloud. Mathematical language must be learned. Understand the formulas and their usage. Explain mathematical procedures by showing examples to help you learn. Relate mathematical concepts to real life examples. Utilize all three learning style modalities (visual, auditory, and kinesthetic) when studying mathematics. Use computer software, audiotapes, videotapes, and manipulatives (i.e. chips, play money). Draw pictures. Make up flashcards to practice formulas, definitions, and procedures. Be sure to shuffle flashcards when studying them. Complete practice problems at the end of each chapter. Do all assigned problems Ask questions. Maintain a positive attitude. Reward yourself for your studying efforts. Dont' Cram. Practice,practice practice. Strategies for Textbook Reading Read your textbook. It is crucial to your success in the class. Read actively. At all times have a desire and interest in the material. Interest is one of the strongest motivators. Survey the objectives at the beginning or end of each chapter before reading the chapter in total. This step provides on overview of the chapter and will aid in your comprehension of the material. Read your text with paper and pencil in hand, writing down information as you read it. Strategies for Homework Divide your mathematical problems into sections: What is being asked, what procedure will you follow, how will you carry out the procedure, and what is the solution. Be sure that you understand the mathematical concept and the answer before moving on to another problem. When solving a problem always write down the information as you read the problem. Read the problem aloud. Be neat and organized in working out solutions to your problems. Use a large sheet of paper and leave blank space in between each step of a problem. Use the five-step strategy: Familiarize, Translate, Solve, Check, and State Block out the words on a paper that you are not using in order to isolate the problem on which you are presently working. Simplify word problems by crossing out or ignoring irrelevant information. Highlight the key numbers and terms you will need to complete the problem. Check your answers with common sense. Do not depend or rely on your calculator. Use it only as a tool. Review class material as soon after class as possible. Utilize answers provided at the end of the text book Strategies for Taking Quizzes and Tests A FIRST THOUGHT Have you studied, carefully read the textbook, completed the assigned work, and memorized definitions and formulas? Remember, cramming & no amount of hope that "this won't be on the test," will get you a good grade. JUST BEFORE THE TEST Get an adequate amount of rest. Don't study all night. Get in a final review the day before the test and then relax. The final review should be done from summary notes you have made. Don't study on the day of the test. Last minute studying tends to scramble the material in your mind. Get to the test on time with all of the equipment (pencils, eraser, straight edge, calculator) that is needed and allowed. Start the test mentally and physically alert. TAKING THE TEST Before you start, scan the entire test first. Read the directions carefully. If necessary, ask questions, but don't get too technical. Read the questions carefully. Read all of them before starting the test. If a question is confusing, have the instructor clarify it but don't get too detailed. What types of questions may be asked? Simplify? Build? Solve? Apply? Decide how you will allocate your time. Use your time wisely. If the test is timed, work as fast and accurately as you can. Work the easiest questions first. This will give you confidence. If you can't answer a question, note it on the answer sheet and go on to the next question. Return to this question later. Follow directions. If instructions say to answer five of ten questions, it means just that. Answering six questions means that the instructor can pick any five questions not necessarily the best that you have answered. Set up your test booklet and answer sheet together so that your eye movement and pencil movement are minimized. Draw a picture to help yourself visualize the situation, when appropriate. Use a table to help organize the given information. Be sure when arriving at your solution that you have answered the question and that the answer is in appropriate units (i.e., dollars or miles). First, write down the formula used in the problem. Then substitute in values. Write down as many steps in a problem as necessary so that the person correcting it can follow your work. Be neat! Write so that your work can be read easily. Check your work to see if you have done the arithmetic correctly. Once you have done a question do not second-guess yourself.
Push the power of your computer to its limits with this guide to the extraordinary capabilities of 'Mathematica.' To demonstrate the potential and breadth of the program, Mathematica in Action includes many detailed programs with line-by-line explanations, valuable shortcuts, and alternative methods to generate--three dimensional graphics, iterative graphics, and animations. Editorial Reviews Booknews An example-based introduction to techniques, both elementary and advanced, of using Mathematica, a programmatic tool for mathematical computation and exploration. By integrating the basic functions of mathematics with a powerful programming language, Mathematica allows users to carry out projects that would be extremely laborious in traditional programming environments
Well there are just two people who can guide me at this point in time, either it has to be some math guru or it has to be the Almighty himself. I'm sick and tired of trying to solve problems on algebra 4th year high school and some related topics such as adding functions and subtracting fractions. I have my midterms coming up in a a couple of days from now and I don't know how I'm going to face them? Is there anyone out there who can actually spare some time and help me with my problems ? Any sort of help would be highly appreciated . Due to health reasons you might have missed a few classes at school, but what if I can you can simulate your classroom, in the place where you live? In fact, right on the computer that you are working on? Each one of us has missed some classes at some point or the other during our life, but thanks to Algebrator I've never been left behind . Just like a teacher would explain in the class, Algebrator solves our problems and gives us a detailed description of how it was answered. I used it basically to get some help on algebra 4th year high school and leading coefficient. But it works well for just about everything you can think of . I can vouch for that. Algebrator is the numero Uno piece of software for working out math homework. Been using it for a while now and it keeps on amazing me. Every homework that I type in, Algebrator gives me a perfect answer to it. I have never enjoyed learning algebra assignment on adding numerators, sum of cubes and absolute values so much before. I would recommend it for sure. It's amazing that a software can do that. I didn't expect something like that could help in math . I'm used to be taught by a teacher but this really sounds promising . Do you have any links for this program? Registered: 24.10.2003 From: Where the trout streams flow and the air is nice Posted: Sunday 31st of Dec 09:30 Algebrator is a very simple product and is surely worth a try. You will find many interesting stuff there. I use it as reference software for my math problems and can swear that it has made learning math much more fun .
one of the neatest ways to organize your stuff, if you have stuff and a hankering for the elegance of math… Equation Bookshelf is a simple idea of to divide things in priority order… put together the books that you need immediately or more important between (parentheses)! Set others between [square brackets] and {braces}.
Inequalities Lesson Grade Level: This lesson is intended for students in an algebra class. Before beginning the lesson, students will need an understanding of how to graph inequalities. Overview: The purpose of this activity is for students to use TI-Nspire handhelds to explore the properties of graphs of inequalities, and to gain an appreciation for the real-life applications of the topic. This lesson represents an effective use of technology because it helps students develop the skills needed to work with complex problems that can be solved using systems of inequalities. When moving on to these more involved situations, the calculator takes care of tasks like graphing and shading the equations and finding the points of intersections; this leaves students with more time for critical thinking and higher-level analysis. Virginia State Standards of Learning (SOLs)Addressed: Algebra 9: The student will solve systems of two linear equations in two variables both algebraically and graphically and apply these techniques to solve practical problems. Graphing calculators will be used both as a primary tool for solution and to confirm an algebraic solution. Geometry 2: The student will use pictorial representations, including computer software, constructions, and coordinate methods, to solve problems involving symmetry and transformation. AFDA 5: The student will determine optimal values in problem situations by identifying constraints and using linear programming techniques. NCTM StandardsAddressed: Algebra Geometry Problem Solving Connections Preparation: Review each of the three student activity worksheets from the Resources section above. Each one discusses a different aspect of graphing inequalities. Since the worksheets are independent of one another, you can choose any or all of them to be used in your class. For this document, though, we will focus mainly on the second worksheet (linear programming). For each of the activities you have chosen to give to your class, make copies of the student directions. Note: each of the three activities contains the student directions, followed by the teacher notes, both in the same file. You will probably want to ensure that your students don't have the teacher notes included in the papers you give to them. Note that we are using the TI-Nspire instead of the TI-83/TI-84s listed in the worksheets. Make sure to review the procedure for graphing inequalities on the Nspire, which are described further down this page. These instructions will most helpful if you have chosen to focus on the second worksheet (linear programming). Procedure: Review with your students the procedure for graphing inequalities on the TI-Nspire, as the directions listed in the student worksheets pertain to graphing inequalities on the TI-83/TI-84. Allow students to work in groups of 2 or 3. For each of the activities you have chosen for your class, all you need to do is give your students sufficient time to follow the directions contained in the student worksheets you have passed out to them. Make sure to walk around the classroom as your students work, assisting them and clarifying and questions or misconceptions. Be aware of the following differences between the worksheet (which is written for the TI-83/TI-84) and this lesson plan (which is writte for the TI-Nspire): Page 49: the Nspire does not allow you to shade just the region which is the intersection of all the inequalities. Every inequality must be shaded seperately, and the region of interest is where all of these seperate shadings overlap. Page 49: to find the corner points of this region of interest, on the Nspire you will need to find the intersection of the appropriate lines instead. Graphing Inequalities on the TI-Nspire: Inequalities can only be graphed on certain kinds of pages within your document. Either begin a new document, or insert a new page to your current document, and choose the "Graphs and Geometry" category. You will see a blank Graphs and Geometry page appear, with a prompt at the bottom of the screen asking you to input an equation for f1. Delete the part of the prompt that says "f1(x)=" and replace it with an inequality. Press the Enter key and your inequality will be graphed on the screen. To add another inequality, press the Menu button, and under the Graph Type option, choose Function. The same way you entered the first inequality, delete the part of the prompt which says "f1(x)=" and replace it with your own inequality. To get a greater-than-or-equals or less-than-or-equals sign, press Ctrl + > or Ctrl + <. Then press Enter to graph your new inequality. Continue graphing as many inequalities as desired, using the same steps. For this demonstration, I graphed one more inequality. To find points of intersection, first open the menu by pressing the Menu button. Then move down to Points & Lines, and choose Intersection Points. Move your cursor so that it is hovering over the first inequality you want to find the intersection point for, and press the mouse click button (in the center of the pointer wheel) or press the Enter button. Then move your cursor so it is hovering over the second inequality, and press Enter again. The intersection point will automatically be labeled and displayed on the screen. The more inequalities you graph, the more difficult it becomes to tell which region of the screen is the darkest one (i.e. the region that fulfills all of the inequalities being graphed). To help fix this, you can change the level of shading for each inequality. Open the menu, and under the Actions category, choose Attributes. Then move your cursor until it is hovering over the line you want to change properties for, and click the center mouse button or press Enter. You will see three small boxes pop up. Using the up/down/left/right buttons on the mouse wheel, you can change the shading color and line thickness for your selected graph. You can view a list of all the inequalities you are graphing, as well as edit the equations for these inequalities. To do this, move your cursor to the bottom left corner of the screen and click on the >> mark. This opens a prompt at the bottom of the screen, but instead of entering anything, press the mouse wheel right and highlight the ^ mark. Click again and the list of all your inequalities will be displayed. You can press the up/down buttons on the mouse wheel to change which line you are highlighting, and you can edit the line you are currently highlighting like normal. Source: The resources for this lesson were retrieved from our course website.
Eventually, they develop confidence in their own abilities, and they realize that there is nothing to fear.Topics include basic algebraic operations, elementary equations, laws of integral exponents, factoring and radical notation, rational expressions and the introduction to the Cartesian coordi... ...More useful and more fun than video-games and a whole lot cheaper! The topics covered in Prealgebra consolidate the fundamental concepts and mechanics of arithmetic and can give rise to many practical and interesting examples. These concepts should be second nature by the time students tackle A...
This book, the second of three related volumes on number theory, is the English translation of the original Japanese book. Here, the idea of class field theory, a highlight in algebraic number theory, is first described with many concrete examples. A detailed account of proofs is thoroughly exposited in the final chapter. The authors also explain the local-global method in number theory, including the use of ideles and adeles. Basic properties of zeta and $L$-functions are established and used to prove the prime number theorem and the Dirichlet theorem on prime numbers in arithmetic progressions. With this book, the reader can enjoy the beauty of numbers and obtain fundamental knowledge of modern number theory.
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Once again, the Mathematical Association of America has struck instructional gold with this latest gem from their online collection of resources for mathematics educators. Created by Barbara Margolius, this derivative... Published by Emory University, this site is a collection of ?inquiry-based lessons to engage K-12, undergraduate, and graduate students in exploring the science behind real-world problems.? Though most cases here are... The Mathematical Association of America has developed the Innovative Teaching Exchange in order to facilitate the exchange of interesting and compelling teaching resources from a wide range of educators. As their site... Many students arriving at college may find that they have forgotten some of the basic skills required to learn various mathematical concepts. Some educational researchers and mathematicians of note have commented that... The American Mathematical Association of Two-Year Colleges was founded in 1974. It is the only organization exclusively devoted to providing a national forum for the improvement of mathematics instruction in the first...
Theme and Narrative Elements in a Short Story Essay Ashford University Week 2 Assignment ENG 125 10/24/2011 A short story illustrates the effectiveness of the plot, particularly one that has a surprise ending such as, "The Gift of the Magi". In this story of Real World Applications Christopher Martinez MAT126: Survey of Mathematical Methods Instructor Kussiy Alyass September 17, 2012 Real World Applications Real World Applications are Mathematical problems that we use to help understand how a math problem can be solved Week Two Assignment By Christina Long MAT126: Survey of Mathematical Methods Instructor Chander Sekar October 1, 2012 I have chose three prepackaged foods for this assignment I most of the time do not eat breakfast but when I do I only eat cereal so for the breakfast i Real world applications XXX MAT126: Survey of Mathematical Methods Instructor: XXX May 20, 2012 In this assignment I would like to talk about arithmetic sequences and geometric sequences and want to give an example each how to calculate with those sequences. First I wa Grams of Fat Jessica Wallen MAT126 Prof. Kussiy Alyass September 23, 2012 Grams of Fat Everyday we consume large amounts of food that we absolutely love. On occasion we do question the content of these foods, but not enough to actually do the math to see percentages of fats and sugars that Ashford 4: - Week 3 - Instructor Guidance WEEK 3 Lecture: Inventory Overview Over the last three weeks we have defined the financial statements used in business, how they are interrelated, how to prepare journal entries, adjust the books and close the books for a specific accounting period. Week 3 - Assignment 2 How is searching in a specific database, such as Ashford's library, different from searching in Bing, Google, or Yahoo? The Ashford University Online Library is a proprietary database which can only be accessed by students and faculty. The AU Online Library provides When it comes to anyone choosing a school to further their education, everyone thinks and hopes they make the right decision. When looking at schools weather you're eighteen or forty you have to factor in many things. Location, how far you want to travel, and if you can be away from your family. Week One Written Assignment Shereka Pierce Mat 126 Elizabeth Stepp December 6, 2011 We have been learning how to develop our skills, in speaking, reading, and writing the English language. Did you know that when we were in math class, we were also learning how to speak, read, and write the l Week Three Assignment 2 Henry Stephens Ashford University Abstract Week three Assignment 2 I really can't say that email is dead for teenagers although most teens like to use Facebook or Twitter to do their communication over the web. Most people use Facebook and Twitter to discuss some o Week Two Writing Assignment Melissa Liotta COM200: Interpersonal Communication Instructor: Latricia Carter January 16, 2012 Week 2 Assignment Do you think the results provide by the Language Style Matching website are accurate? I do not believe that the Language Style Matching rules can be Week 2 Assignment I believe I have many strengths and challenges with regards to online schooling, but I have learned a few interesting thing that I hope will prove very useful with my future at Ashford University. I will briefly explain a couple of these strengths, challenges, and helpful know Week Five Assignment – Transformational Learning J. Victoria Holderby EXP 105 Professor Tara Malec May 11, 2012 TRANSITIONAL LEARNING There is nothing permanent but change. This change has the potential to be a positive experience. The lessons learned through change, and the step Week 2 Assignment 2 Edward Cassidy OMM 640 Business Ethics and Social Responsibility Ronald Beach October 1, 2012 In our economy today everyone strives to be treated fairly and equal. Because of this, the United States Constitution established the Bill of Rights, which highlights the limita Online learning has different challenges and strengths for each student. Some of my challenges are writing papers, slowing myself down and not getting in a hurry so I can do my best, doing my assignments early and not waiting till the last minute to complete them. Some of my strengths are the conven Stereotyping and its negative impact Nichol Anderson Ashford University PHI103: Informal Logic Instructor: Victor Reppert Abstract Stereotyping provides a view which may be based on some truths/facts, but is often limited and biased. They tend to be a neat and convenient Composition and Inverse MAT222 Composition and Inverse The following functions will be used in this week's assignment. 1. fx=2x+5 2. gx=x2-3 3. hx=7-x3 We are first asked to compute f-h4. Like many algebra problems, the solution becomes obvious, or at least easier, once it has
N-Q.1. Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. 290 Content Area: Mathematics ● Subject: Grade 8 ● Category: Functions Skill: F.8.2 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function repre Skill: A-CED.1. Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.
interpret mathematical and statistical models such as formulas, functions, graphs, tables, and schematics, drawing conclusions and making inferences based on those models. develop mathematical and statistical models such as formulas, functions, graphs, tables, and schematics using appropriate technology. communicate mathematical theories and ideas clearly and concisely to others in the oral and written form. The Math Department regularly takes a look at its students' success and tries to modify its offerings accordingly. Each semester we assess our student learning outcomes (SLO's) and reveiw the results from the previous term. We use success and retention rate data to analyze the strengths and weaknesses of our course offerings, modifying our teaching strategies and offerings accordingly. Student Learning Outcomes (SLO's) for each of our math courses can be found HERE.
Hmm... Personally, I take algebra to mean intrinsic structure that can be expressed symbolically, and calculus to mean very much the same but more technical and not necessarily so "intrinsic", and also possibly with some associated "toolkit" involved (e.g. integrals and derivatives). – anonJul 31 '11 at 15:32 12 I don't understand the vote to close; it looks to me a reasonable terminological question... – J. M.Jul 31 '11 at 15:35 2 @gary: I believe OP is talking about the terms more generally (hence "phrases like" written in the question). – anonJul 31 '11 at 15:45 1 Anon: let me then give the defs. I have that I think may apply to this question, paraphrasing the entries in my dictionary: i)algebra is the use of symbols standing for unknown quantities in order to determine their value by the elementary operations of arithmetic 2)calculus:an uninterpreted formal system, consisting of a vocabulary of primitive terms, and sets of formation rules, and transformation rules. So, given an abstract system , an algebra allows you to..(continues) – garyJul 31 '11 at 16:01 3 @J.M.: my best guess is that at first glance, the question smacks of someone who doesn't know how to use Google/wikipedia, and someone didn't take the time to read further. – The Chaz 2.0Jul 31 '11 at 18:01 2 Answers The mathematical meaning of long-used words shifts over time. For example, limit in Newton's time meant end. And for a while now, some have tried, with limited success, to turn algebra from a subject to an object. Although it is barely relevant, let's turn to the etymology. "Calculus" means pebble. Smoothed pebbles were used in the Mediterranean world's versions of the abacus, and with counting boards. Professionals skilled in the use of calculi for addition, subtraction, multiplication, and sometimes even division, were called calculators. A calculus is a set of algorithms for solving a certain class of problems. Thus we have the Differential Calculus, the Integral Calculus, and a number of others. For a century or so, the (unmodified) word has become so strongly associated with a small number of specific courses that nowadays only those with an antiquarian bent are likely to name their subject a calculus. The term "algebra," derives, as we know, from al-Khwarizmi's Hisab al-jabr wa'l muqabala. This was the first systematic treatment of what we now call linear and quadratic equations. Of course people in various parts of the world did in effect know how to deal with such equations centuries before al-Khwarizmi. But it was he who made it a systematic discipline. After developing the theory, he gave a number of applications, among them elaborate inheritance problems. The term "jabr" seems to mean, or have meant, "putting together" (caveat: I know neither medieval nor modern Arabic). The term probably refers to procedures such as the one that transforms $7x-5=58$ to $7x=63$. However, the term is not explained in al-Khwarizmi's book, at least not in the English translation. For more than ten centuries after al-Khwarizmi, algebra meant procedures for solving equations, or more generally the study of equations. The major break with that tradition came with van der Waerden's provocatively titled Modern Algebra (1930). Since then, there has been a gradual divergence of usage between mathematicians and the schools. An amusing illustration of the gap is that my local public library has a pristine copy of Jacobson's Basic Algebra, presumably ordered by a librarian unaware that the title has different meanings in different communities. "Algebra" in the modern (but no longer called modern) sense carries the connotation of concern with structure. "Calculus" does not. Some branches of algebra retain a link with the traditional study of algebraic equations. Many do not. Jacobson's Basic Algebra I and Basic Algebra II are now carried in Dover's catalogue. They are amazing books. – Scott CarterAug 1 '11 at 0:03 @André: Nice! I was wondering if analysis and calculus mean the same thing, i.e. "a set of algorithms for solving a certain class of problems"? – TimAug 21 '11 at 1:18 @Tim: I could give the easy answer, analysis is the theory of the calculus, and of generalizations of the calculus. To a fair degree that is true. But to some extent, a first analysis course could be viewed as teaching students to manipulate formal objects mysteriously called $\epsilon$ and $\delta$ to reach what is called a "proof." Certainly one cannot draw an absolutely sharp distinction. – André NicolasAug 21 '11 at 2:49 So is it correct for a layman to say calculus is more about the (set of) method(s) to do something and algebra is more about the fundamental entities themselves (definitions)? – kizzx2Nov 11 '11 at 9:27 1 @GustavoBandeira: It was a joke/pun. There are various individual mathematical structures that are called algebras. Here is a link. – André NicolasSep 4 '12 at 7:37 For an outsider "algebra" and "calculus" are subfields of mathematics, as "botany" and "taxonomy" are subfields of biology. But meanings tend to shift as we are getting closer to the core. An "algebra" is a mathematical object, i.e., a set $A$ provided with certain relations, binary operations, "exterior" operations like $\alpha\cdot$, etc. In this sense an algebra of sets (used in probability theory) is a set ${\cal F}$ of subsets of a ground set $\Omega$ such that for any two $A$, $B\in{\cal F}$ the sets $A\cup B$, $A\cap B$ and $A':=\Omega\setminus A$ are again in ${\cal F}$. In a narrower sense an "algebra" is a ring consisting of elements $a$, $x$, $\ldots$ (with its axioms), provided with an exterior multiplication by real or complex numbers $\alpha$ such that $(\alpha x) y=x(\alpha y)=\alpha ( x y)$. On the other hand a "calculus" denotes a framework of rules applicable in a certain environment. There is a "functional calculus" that assigns to any suitable analytic function $f$ and any operator $A:\ X\to X$ on a Banach space $X$ an operator $f(A)$ such that things like Taylor expansions, Cauchy integrals, etc., make sense for $f(A)$. In a narrower sense the word "calculus" designs the set of rules pertaining to the fundamental theorem of "calculus", in particular the way we compute areas, volumes and the like by finding " finite expressions" that are "primitives" of other "finite expressions".
Categories: Description: This is an advanced text for the one- or two-semester course in analysis taught primarily to math, science, computer science, and electrical engineering majors at the junior, senior or graduate level. The basic techniques and theorems of analysis are presented in such a way that the intimate connections between its various branches are strongly emphasized. The traditionally separate subjects of 'real analysis' and 'complex analysis' are thus united in one volume. Some of the basic ideas from functional analysis are also included. This is the only book to take this unique approach. The third edition includes a new chapter on differentiation. Proofs of theorems presented in the book are concise and complete and many challenging exercises appear at the end of each chapter. The book is arranged so that each chapter builds upon the other, giving students a gradual understanding of the subject. This text is part of the Walter Rudin Student Series in Advanced Mathematics
Added 01/03/2008 With this applet you can explore the impact on a graph of a standard function when you change the parameters. You can also change the graph (using the so called hotspots) and see the impact on the parameters. Also, you can take a look at the effects that operations have on one function or on two fucntions. Added 01/03/2008 This site includes more than 40 tutorials in Intermediate Algebra topics with practice tests and answer keys. The site is designed to assist the user in preparing for math placement tests and the math portion of the GREGrapher allows the user to enter a function of a single variable with up to three parameters, then vary the parameter values with sliders and watch the resulting changes in the function's graph. This applet is part of the National Library of Virtual Manipulatives
Learn how to use PTC Mathcad Prime 3.0, one of the world's leading tools for technical computing, in the context of engineering, science, and math applications. Quickly harness the power of Mathcad to solve simple and complex problems. Essential PTC Mathcad is perfect for college students and first-time users as well as for experienced Mathcad users who are moving to Prime 3.0. The book introduces the most powerful functions and features of the new Prime 3.0 software and teaches how to apply them to create comprehensive calculations for any quantitative subject. Examples from several... Using the author's considerable experience of applying Mathcad to engineering problems, Essential Mathcad introduces the most powerful functions and features of the software and teaches how to apply these to create comprehensive calculations for any quantitative subject. The simple, step-by-step approach makes this book an ideal Mathcad text for professional engineers as well as engineering, science, and math students. Examples from a variety of fields demonstrate the power and utility of Mathcad's tools, while also demonstrating how other software, such as Excel spreadsheets, can be...
Make math matter to students in all grades using Math Tutor: Pre-Algebra Skills! This 80-page book provides step-by-step instructions of the most common math concepts and includes practice exercises, reviews, and vocabulary definitions. The book covers factoring, positive and negative numbers, order of operations, variables, exponents, and formulas such as perimeter, area, and volume. It aligns with state, national, and Canadian provincial standards.Book Details:Format: PaperbackPublication Date: 3/1/2011Pages: 80Reading Level: Age 11Find exactly what you are looking for - Sony, Microsoft, and Turtle Beach. Compare our low prices and save
Pages to are hidden for "Reset Ti 89" Please download to view full document 105766681178983 The TI-89, A Graphing Calculator with Computer Algebra Tips for TI-86 Users* by Mary Ann Connors Westfield State College Westfield, MA 01086 1. Keyboard Layout, Menu Navigation, Home Screen Basics 2. Graphing and Tables 3. Differential Equations 4. Matrices 5. Numeric Solver 6. Statistics 7. Flash Applications (TI-89 only) 8. Units Conversion 9. A Comparison of the TI-89, TI-92 Plus, and the TI-86 10. CAS- Computer Algebra System (TI-89 only) - 11. 3-D Graphing (TI-89 only) – 12. Scripts (TI-89 only) – 13. Memory Management for the TI-89 – This introduction to the TI-89 is specifically designed to meet the needs of a TI-86 user. The reader is assumed to be familiar with the features and vocabulary of the TI-86. It also assumes the reader is using the TI-89 while working through the document. Please consult the manual for additional details. Adaptation of Tips for TI-83 Users by Sally E. Fischbeck 1. Keyboard Layout, Menu Navigation, Home Screen Basics Getting Started Press the ON key (in the lower left corner) and then the Applications key labeled APPS (the rectangular key to the lower left of the cursor control keys). The following menu will appear on the TI-89. The options are selected by either typing the number or highlighting with the down arrow cursor key (in the upper right corner) and pressing the enter key (in the lower right hand corner). Version 1.0 Version 2.0 and higher Note that features 2-5 of the Applications key are the same as the options available with the "Green Diamond" (♦) key and F1-F5 keys. The exception is that the TblSet option is not listed. Option 1 can be accessed using the HOME key in the fourth row, first column. The HOME screen appears when you turn on the TI-89. However, if you are in another application screen and the TI-89 turns off automatically, the TI-89 will return to the application you used last. Resetting After using the TI-89 and changing modes several times, you may set the calculator back to all default modes by pressing 2nd 6 (MEM), F1(Reset) and 3 or by highlighting 3:Default and pressing ENTER. To reset all memory press 2nd, 6 (MEM) then F1(Reset) and select 1: All. Adjusting the Contrast Adjust the contrast by holding down the "Green diamond" (♦) and minus (-) to lighten or plus (+) to darken the screen Clearing the Home Screen To clear the screen, press F1 and then 8 (Clear Functions). F6(Clean-up), 2:NewProb, Enter will clear the home screen and entry line, clear single-character variables, turn off all functions and stat plots, and perform other clear commands ClrDraw, ClrErr, ClrGraph, ClrIO and ClrTable. To access F6, press 2nd, F1. Multiple Definitions of Keys The TI-89 has a yellow 2nd key, a purple Alpha key, and a green Diamond key. Many keys have three meanings and some have four. For example, • ESC (the escape key) also is QUIT or PASTE depending if you first press the yellow 2nd key or the green Diamond key. • The 5 key is also the letter M (if you first press the purple Alpha key) and is the MATH menu (if you press the 2nd key, then the 5 key). • Using the Diamond key with the = key is the shortcut to typing. These unmarked short cuts (hidden keyboard) can be seen by pressing the Diamond EE (key above STO). Home Screen Toolbar Menu Generally, the TI-89 will show the home screen when it is turned on. (If not then press 2nd QUIT or press the HOME key located below the Diamond key.) Across the very top of the home screen appears a toolbar menu with options labeled F1 through F6. Press the corresponding key from the very top row of keys, F1 through F5, or 2nd F1 for F6. All TI-89 screens (such as HOME, GRAPH, TABLE, Y= editor, etc.) have different toolbar menus, each customized with the commands for that particular environment. This makes the TI-89 very user-friendly. Making Menu Selections Select the F6 menu called "Clean Up" by pressing 2nd, F1. Two options will appear. To select option 2:NewProb, press the 2 key. (Another way is to arrow down to highlight the second option and then press ENTER.) This copies the command into the "entry line". Now press ENTER to execute it. NewProb clears the home screen and turns off any user- defined functions or stat plots, thus preparing the calculator for a new problem. To exit any menu without making a choice, press ESC. Executing Commands New commands first appear at the bottom of the TI-89 screen in the "entry line". Pressing ENTER places the command and answer in the "history area". As you enter new commands, the old commands and answers scroll up the screen. Try to recreate the screens shown below. (If you need to erase an error, look ahead to the section on editing.) Hints: The sine function is a 2nd option above the Y key, there is no x2 key (always use the exponentiation key ^), the imaginary number "i" is the 2nd option for the Catalog key, infinity is a Diamond option of Catalog and the answers are exact. To see all the digits of the answer of the last problem (58^39), press the up arrow to enter the history area and then press the right arrow. Return to the entry line by pressing the down arrow or ESC. Editing If you use a computer, then editing with the TI-89 will seem very natural. By default the TI-89 is in insert mode with a vertical cursor bar. New text is inserted to the left of the cursor on the entry line. Errors are deleted using the backspace key (the back arrow key, to the left of the CLEAR key) or the CLEAR key (once or twice) to delete the entire line to start over. In contrast, the TI-86 has a blinking box for a cursor which always over- writes the blank, character, reserved word or digit that the cursor highlights. Try this example. Enter sin( on both calculators. (This requires 2 keys on the TI-89; 2nd and Y.) Place the TI-86 cursor on the "s" of sin and the TI-89 cursor to the left of the "s". What happens on each calculator when you now press the "cos" keys? On the TI-86, the "sin(" is replaced by "cos(". On the TI-89, "cos(" is inserted to the left of sin. The TI-89 will not erase text unless the back-arrow (backspace) key or the CLEAR key is used. When syntax errors are made, helpful messages appear with diagnostic information. You must press ESC to remove the error message before you can make the required changes. The examples above illustrate that (1) the solve command requires an equation to be solved instead of an expression and (2) both the left and right parentheses are always required. Exact vs. Approximate The easiest way is to get a decimal approximation of an answer is to use Diamond, ENTER instead of ENTER to evaluate. Another way to force the answer to be in decimal form is to insert a decimal point after an integer in the problem, for example sin (3/4.) or sin (3./4). There is also a Mode setting that forces all answers to be approximate. Menus in Dialog Boxes Some menus appear in dialog boxes. A good example is the MODE menu. Press the MODE key (next to the HOME key and below the Alpha key). Current selections are shown. Arrow right on the first line labeled Graph to see all six possibilities. Making changes in a particular category requires the use of the ENTER key. The F1, F2 and F3 keys open the three pages of the MODE menu. Warning: To save all changes when exiting from a dialog box, you must press ENTER one more time. If you exit the box using ESC or any other method, the changes will disappear. Let's try another dialog box. Press 2nd , 6 to access MEMORY. Notice the many different variable types available on the TI-89. Now select F1:RESET and select option 3:Default. Press ENTER twice to save your selection as you exit the MEMORY dialog box. This will return the TI-89 to factory default Mode settings. More on Menus To page down through long menus use 2nd and then the down arrow key. Some menus have options within options. To illustrate this, press F2: Algebra (to see the first eight algebra commands), then 2nd down arrow (to page down the menu to see the bottom eight commands). The last item in the menu, B:Extract, is now highlighted. To see the four options under Extract, press the right arrow key. Press ESC twice to exit from all menus. For practice, explore the Applications menu by pressing the APPS key (near the arrow keys). Remember to press ESC to exit a menu without making a selection. Alpha All user-entered text on the TI-89 is lower case while on the TI-86 it is upper case. Pressing the shift key (to the right of the 2nd key) before the alpha key will produce upper case on the TI-89. Pressing the 2nd key before the ALPHA key will produce lower case on the TI-86. Press the X key on the TI-89 and the x-VAR key on the TI-86. The results are x and x respectively. The commonly used letters X, Y, Z, T are separate keys in the fifth row on the TI-89, while on the TI-86 there is one key in the third row, x-VAR. All other letters must be entered by first pressing the ALPHA key. With the TI-89, the user also has the option of entering commands or names of functions such as "sin", by typing in the name of the function using the alpha letters. Try it. Editing Previous Entries Instead of using 2nd ENTER multiple times to recall previous commands, use the up arrow multiple times to enter the "history" portion of the home screen. With the desired previous entry or answer highlighted, press ENTER to copy it to the edit line. The last entry always appears highlighted in the edit line. As with highlighted text on a computer, it will disappear when you type in something new. To keep the last entry in the entry line for further editing, try pressing the right or left arrow keys. This places the cursor at the right end or left end of the edit line. Try the following examples to practice this. Press CLEAR to clear the edit line. From the F2: Algebra menu, select 2:factor. Complete the command: factor(x^4- - 9) and press ENTER. Now press the right arrow key to edit it from the right to read: factor(x^4-9,x) and press ENTER. Now press the left arrow key to insert a "c" in front of factor to get cfactor (for complex factor). Arrow up into the history area to see the entire answer. Factoring can be done over rational, real, or complex numbers, depending on syntax. Catalog The CATALOG on the TI-86 is the first item on the CATLG-VARS (2nd CUSTOM) menu. The CATALOG key is below the APPS key on the TI-89. The CATALOG displays an alphabetized list of reserved words and symbols. Use the up or down arrow in the upper right hand corner to move to an item. Press ENTER to paste the selected item to the previous cursor location. Page up or down one page at a time in CATALOG of the TI-89 using the 2nd up arrow or 2nd down arrow. The syntax of the selected command appears at the very bottom of the TI-89 screen. For example, when the command "lcm(" is highlighted, the syntax EXPR1, EXPR2 appears at the bottom of the screen. Do not press the Alpha key first on the TI-89, as you are automatically placed in Alpha Lock when you enter CATALOG. Custom Menu To create a CUSTOM menu on the TI-86 press 2nd, CATLG-VARS, F1, F3 and select up to 15 items from the CATALOG and VARS screens. Press CUSTOM to access your custom menu. The TI-89 has a custom menu (2nd, HOME) which contains many commonly used words so you don't have to type them in. The custom menu will replace the regular menu bar at the top of the screen. To return to the regular menu bar, just select CUSTOM again. You can easily toggle between the two menu bars this way. Check out all the options in the Custom menu. Home Screen Tools (F1) This menu contains editing tools (cut, copy, paste, delete), a quick way to clear the home screen (option 8:Clear Home), the format menu option 9 (to change the number of entry/answer pairs saved in memory from the home screen) and option A:About (tells the version of the code). 2. Graphing and Tables Top Five Blue Keys The TI-89's top keys F1-F5 become Y=, Window, Graph, TblSet and Table if you first use the Diamond key. For example, to select the Y= editor, press the Diamond key and then F1. Press the GRAPH or the TABLE key on the TI-86 to find these options at the bottom of the screen. Each option can be accessed by pressing one of the F1-F5 keys. Y= Editor When a formula is typed in for a new function, it appears in the edit line at the bottom of the TI-89 screen. Press ENTER to save and select. The check mark to the left of the function indicates that the function is selected. F4 in the Y= editor is a toggle for selecting and deselecting entered functions. The functional notation y1(x), y2(x), etc. is required on the TI-89. Type in the following example. On the TI-89 type Y (a key in row 5) and then the number 1. Although the Y key is pressed, it appears as y.) TI-89 TI-86 Y= Editor Menus Take a moment to explore the equation editor toolbar menu. Use the arrow keys to move around and press ESC to exit a menu without making a selection. Some highlights of how the TI-89 compares with the TI-86 in the equation editor include: • The TI-86 uses icons to indicate graph styles while the TI-89 (F6) uses words, so you can't "see" the style assigned to a function from the editor. The TI-89 has one extra style called Square (like dot style, only it uses little squares). • A TI-89 graph is on when a check mark appears to the left of the equation. With the cursor on the y1 line, use F4 to toggle the check (and graph) on and off. Use F5 to turn all functions on or off. The equals sign of selected function on the TI-86 is highlighted. • To change the rule for y1(x), either CLEAR the old one and type in something new or else use F3 to copy the old y1(x) rule into the edit line (at the bottom of the screen ) to make revisions. • The Tools menu (F1) includes edit tools (copy, paste, delete, clear all functions) and option 9:Format. The Format dialog box contains many familiar options found in either the Mode or Format menus of the TI-86. A new one is Leading Cursor on/off (try it!). • The TI-86 and the TI-89 have the same zoom options except the TI-89 does not have ZOOMX and ZOOMY. The TI-89 does have the SetFactors option. Window Use Diamond, F2 to see that the window variables are the same as for the TI-86. As with the TI-86, you can either manually set the window variables of the TI-89 and then graph (press Diamond, F3) or else use a built-in zoom option (see menu F2 from both the Window and Y= Editor screens) which sets the window variables and graphs the function(s). Graph the example problem from the previous page using Zoom Decimal, and different graph styles for each function. TI-89 TI-86 TI-86 Graph Menus Take a moment to explore the graphing screen toolbar menu. Remember to press ESC to exit a menu without making a selection. Some highlights of how the TI-89 compares with the TI-86 include: • The number of the function appears on the upper right hand corner of the graph screen on both the TI-86 and the TI-89. • Trace works the same on both machines. Both allow for user input of x coordinates. • The Math Menu (F5) is similar to the Math Menu on the TI-86. • The Shade command on the TI-89 (F5, Math, C: Shade)and the TI-86 (Under DRAW in GRAPH) shades the graph between a curve and the x-axis or between two functions within an interval. The TI-89 gives prompts at the bottom of the screen for the bounds whereas the command must be typed with the correct syntax on the home screen of the TI-86. • The Draw menu (F6) is available from the graph window on both the TI-86 and the TI-89. • Re-graphing (F4)is easy on the TI-89. • The graphing Format menu is available from Tools (F1, option 9). TblSet (Diamond, F4) Table Setup is in a dialog box on the TI-89. Press ENTER to save changes and exit the box. The Graph<->Table option is not available on the TI-86. Table (Diamond, F5) The cell width in a TI-89 table can be changed using F1:Tools from the Table screen and option 9:Format. Possible cell widths are 3 to 12, which result in as many as 7 columns and as few as 2 columns. On the TI-86, tables always have 3 columns of fixed width 6. You can also access Table Setup on the TI-89 by using F2:Setup from the Table screen. TI-89 TI-89 TI-86 Graph-Table The TI-89's Graph<->Table (selected from TblSet menu), shows the x and y values used to graph the function(s). To split the screen: select Mode, F2 (page 2) Split Screen, 3: Left-Right. Then in the next two lines, change Split 1 App to Graph and Split 2 App to Table (see diagram below). Be sure to press ENTER to save changes as you exit the Mode dialog box. Toggle between the two sides of the screen using 2nd APPS. Re-graph the functions using Zoom Decimal. Change the table cell width to 3 (F1 9:Format) to get a 3 column table. To remove the split screen, either return to the second page of Mode and select Split Screen, 1:Full or an easier way is to press 2nd QUIT twice. TI-89 TI-89 3. Differential Equations Graphing Solutions to Differential Equations First change the Mode setting for function to DifEq on the TI-86 and option 6:Diff Equation on the TI-89. Enter the following problem and graph using Zoom Decimal. TI-86 TI-86 TI-86 On the TI-89 the equation editor (Diamond, F1) has a line for the differential equation (y1') followed by a line for the initial conditions (yi1). By default, a slope field is drawn for all first order equations and if initial conditions are not specified, this is all that appears. From Format (F1:Tools, Option 9) the solution method can be selected as either Runge-Kutta (RK) or Euler's method. Also, slope and direction fields can be turned on or off. TI-89 TI-89 One or multiple initial conditions can be entered on the equation editor screen of the TI- 89. The screens below were created using QI1 = {-1, 1, 2} on the TI-86 and yi1 = {-1, 1, 2}on the TI-89. TI-86 TI-89 Initial conditions can also be entered interactively from the graph screen of the TI-89 using F8: IC. Either type in the t and y values of the initial condition when prompted or else with the direction keys move the cursor to a location on the graph screen and press ENTER. The middle screen shows the cursor moved to a new initial condition and the third screen shows the resulting solution. TI-89 TI-89 TI-89 Solving from the Home Screen (TI-89 only) Use F3: Calculus, C:deSolve and the syntax deSolve(equation, independent variable, dependent variable) for a general solution. The @n notation (where n is an integer) is the symbol for an arbitrary constant. When initial conditions are included with the equation, the specific solutions to many first and second order differential equations can be found using the TI-89. To type in the example equations below, use the Y and T keys on the fifth row of the keyboard and the 2nd option of = for the prime mark (once or twice for first or second derivative notation). deSolve(y´=2 and y(2)=7,t,y) deSolve(y´´=y and y´(0)=3 and y(0)=4,t,y) For the logistic equation, it is important to input the differential equation with the explicit multiplication symbol between y and (a-y) or else the TI-89 interprets it as the function y evaluated at the argument (a-y). deSolve(y´=y(a-y),t,y) 4. Matrices Entering Matrices To enter a matrix on the TI-89 choose APPS, 6. Indicate that you are entering a "New" matrix . On the next screen select 2:Matrix for type, enter a name for the matrix and the size of the matrix. This will result in a screen showing a matrix of the appropriate size that is filled with zeros. Fill in the matrix with the values (either numerical or variable). Remember to use the (-) key to the left of the enter key for negative numbers, not the subtraction key. This matrix may also be entered and stored from the entry line of the HOME screen by typing [6, 7, 7; -1, 4, 4; 5, -4, 3] -> m. Note that we are using a numerical example here, but we may also have symbolic entries in the matrix. Matrix Functions The TI-89 has many functions that allow you to manipulate matrices and vectors. Go to the Home Screen. Use the MATH key (2nd, 5)to select 4:Matrix and then det(. Enter the name of the matrix (m) and close the parentheses. Use the MATH key and appropriate selections to see that mT yields the transpose of m. Evaluate m-1 the inverse (if det(m) ≠ 0) by pressing m^ - 1. To get decimal values use ♦, ENTER. Using rref(m) produces row reduced echelon form of a matrix. Find the eigenvalues and eigenvectors for the matrix m. Note that Complex Format in MODE must be changed from Real to 2:RECTANGULAR since the eigenvalues are complex and non-real. An error message is given when the calculator is in REAL Mode. 5. Numeric Solver Basics Both calculators have similar numeric solvers. (TI-86: use 2nd GRAPH (SOLVER) and TI-89 use APPS, 9:Numeric Solver). On the first screen of Solver, type in the equation of interest. We will explore the volume of a cylinder. Notice that previous equations on the TI-89 can be easily retrieved using F5: Equations. TI-86 TI-89 TI-89 The next screen of Solver shows the variables and search interval for the solution. After typing in values for all but one variable, position the cursor on the line with the variable whose value is unknown and press F5, SOLVE (TI-86) or press F2:Solve (TI-89). You can type in an optional guess for the variable of interest and the search for the solution will start there. TI-86, solve for H TI-86, solve for R TI-89, solve for h TI-89, solve for r Graph View: Some equations have more than one solution. Graphs are often helpful for finding multiple solutions. Press F1, GRAPH on the TI-86. The TI-89 has a split screen (solver and graph) option F3:Graph View. As with all split screens, use 2nd APPS to toggle between the left and right screens. TI-86 y1 = f(h) = vol - r2 h y1 = f(r) = vol - r2 h TI-89 y1 = f(h) = vol - r2 h y1 = f(r) = vol - r2 h The graph uses the value of the left side of the equation minus the right side, as the dependent variable and the variable you are solving for as the independent variable. Volume is linear with respect to the height of a cylinder and quadratic with respect to the radius. For the second screen, height is considered the independent variable and in the last screen the radius is the independent variable (since the cursor is on the radius line in solver). Although the negative solution is not appropriate for this problem, the graph shows the existence of more than one value of r that works. 6. Statistics Regression and Stat Plots To enter data on the TI-89 press APPS 6:Data/Matrix Editor, option 3:New. The next dialog box asks for the type of the variable (data, matrix or list), the name of the folder and the name of the variable. Select data for the type and name it data1. Enter the data shown below. With the cursor on the very top line of the column, name the columns test1 and test2. Take a moment and explore the different toolbar menus, using ESC to exit menus without making a choice. By using the right arrow on the first line of F5: Calculate menu, the 12 different regression models are shown (page down by 2nd down arrow). Select LinReg, set x to c1, y to c2 and Store RegEq to y1(x) and press ENTER as seen in the middle screen below. The regression equation appears and is stored in y1, too. To define the scatterplot, either use F2:PlotStat or else from the Y= editor (press Diamond, F1), arrow up to Plot1 and press F3:Edit. Enter the information on the first screen below. To graph, use the F2 command 9:ZoomData. The Statistics Flash Application and List Editor The TI-89 with the Statistics Flash Application and List Editor can be used for descriptive statistics, inferential statistics, and advanced statistics (e.g. hypothesis testing, multiple regression analysis, and 2-way ANOVA). The TI-89 offers the advantage of providing plots (scatter plots, box plots, xy line plots, normal probability plots) as well as the calculations of several distributions and tests. Inverse functions are also available. The Statistics Flash Application and List Editor is free and can be downloaded from the TI website, 7. Flash Applications Extend the life of your TI-89 by electronically upgrading software as new functionality becomes available. The TI-GRAPH LINK™ accessory is needed to upgrade software.. Load powerful APPS on your TI-89 to enhance its basic functionality. You will need the Advanced Mathematics Software Operating System (v 2.0 or higher) which can be downloaded free from the TI website ( Calculus, Statistics, and Engineering software is also available. The following TI-89 Calculator Software (APPS) are available. Several are free. · CellSheet™ for the TI-89 · Statistics with List Editor · Simultaneous Equation Solver · Polynomial Root Finder · Cabri Geometry for TI-89 · The Geometer's Sketchpad® · Finance for the TI-89 · EE·Pro · ME·Pro · EE200 · Language Localization · Cabri-Specific Localization · Statistics with List Editor-Specific Localization · Calculus Tools for the TI-89 · US Presidents · Symbolic Math Guide Problem Sets A beta release of the TI-89/TI-92 Plus Software Development Kit is now available to create your own APPS. StudyCards for the TI-89 and Organizer APPS will be available soon. For more information see and 8. Units Conversion A powerful unit conversion utility is part of the TI-89. From the home screen, press 2nd UNITS (above the 3 key). Page up and down in the Units menu using 2nd up or down arrow. The menu shows the categories and pressing the right arrow on a category will show the choice of units. Page 3 of Mode shows the three options for units. The default setting is SI, the international system of units (commonly used by scientists). Units start with the underscore symbol (Diamond, MODE). The "convert symbol" is a triangle (2nd, MODE). Use the Units menu (or type in directly from the Alpha keys and these symbols) to recreate the screens below. Notice that the TI-89 does unit arithmetic and also converts answers to the default SI units. The third screen illustrates the built-in constants. Constants are the first option on the Units menu. 9. A Comparison of the TI-89/TI-92 Plus and the TI-86 Capabilities: The TI-89 has all the features of the TI-92 (except geometry) and all the improvements found in the TI-92 Plus. These include increased memory (approximately 500K of additional user memory), FLASH memory (which allows electronic upgrades), and advanced mathematical software (differential equations, advanced linear algebra, improved 3-D graphing and more). Compatibility: The TI-89, TI-92 and the TI-92 Plus all use the same viewscreen overhead projection panel. The TI-89 is completely compatible with the TI-92 Plus. This includes exchanging all types of data, information and programs. The TI-89 is compatible with the TI-92 but not completely. For example, it can not send programs to the TI-92 that have TI-89 commands not found on the TI-92. Screen: The TI-89 calculator screen is physically the same size as the TI-86 but the resolution is much better (100 by 160 compared with 64 by 128). For example, the dimensions for the graphing window Zoom Decimal on the TI-89 is [-7.9,7.9] × [-3.8,3.8] and for the TI-86 it is [-6.3, 6.3] × [-3.1, 3.1]. Features A suite of TI-86 features is being created for the TI-89 in the form of free APPS, including: • Polynomial Root Finder • Simultaneous Equations Solver Features already built into the TI-89 include • Differential Equation Graphing • Constants and Conversions • Tools for solving a variety of linear algebra problems. Matrix abilities include: eigenvalues, eigenvectors, determinants, ref, rref and more. Find eigenvalues, eigenvectors, functions of matrices (like e A ), and LU or QR decompositions. See more features of the TI-89 at Tips for TI-86 Users by Mary Ann Conn
Product description Introduce your junior high student to the world of advanced math with the Horizons Pre-Algebra Student Book from Alpha Omega Publications! Containing 160 colorful lessons with perforated pages for easy removal, this workbook teaches your child volume and surface area of solids, four operations with monomials and polynomials, representations of data, trigonometric ratios, and more. A tests and resources book is sold separately. Type: Paperback (Student/Stdy Gde)Category: > Home SchoolingISBN / UPC: 9780740322440/0740322443Publish Date: 1/1/2010Item No: 221017Vendor: Alpha Omega Publications
Customer Reviews for BJU Press Math 9: Algebra 1, Tests Answer Key This test answer key accompanies BJU Press'Algebra 1 Tests, Grade, 2nd Edition, and contains only the instructions and answers for those tests. Each test is a full-page reproduction of the actual student test, with the correct answers filled in. Answers are on individual sheets that are three hole punched; instructions for administering the tests are also included.
Fundamental Mathematics - 5th edition Summary: The best-selling Bittinger paperback series for developmental mathematics provides students with the structure and support they need to succeed in mathematics. The Bittinger pedagogical approach works with the way students think, helping them solve problems and real-data applications with the Bittinger five-step problem-solving process introduced early and used consistently throughout the texts. Comprehensive exercise sets reinforce students' understanding of skills and concepts thro...show moreugh practice, while contemporary applications help them see the relevance of the math in their own lives. The Bittinger instructor support package gives professors and adjunct instructors everything they need to prepare for class and inspire students to succeed146.75 Used Currently Sold Out New $110.03 Save $36.72 (25%) FREE shipping over $25 In stock 30-day returns Condition: Brand New Order this book in the next 5 hours and 54
Beginner's Guide to Finite Mathematics For Business, Management, and the Social Sciences Description: This second edition of A Beginner's Guide to Finite Mathematics takes a distinctly applied approach to finite mathematics at the freshman and sophomore level. Topics are presented sequentially: the book opens with a brief review of sets and numbers,More... This second edition of A Beginner's Guide to Finite Mathematics takes a distinctly applied approach to finite mathematics at the freshman and sophomore level. Topics are presented sequentially: the book opens with a brief review of sets and numbers, followed by an introduction to data sets, histograms, means and medians. Counting techniques and the Binomial Theorem are covered, which provides the foundation for elementary probability theory; this, in turn, leads to basic statistics. This new edition includes chapters on game theory and financial mathematics. Requiring little mathematical background beyond high school algebra, the text will be especially useful for business and liberal arts majors
Odyssey Algebra 04/01/05 CompassLearning ( has expanded its entire suite of Odyssey products, including Odyssey Algebra for middle schools and secondary education. The browser-based curriculum will help teachers offer a comprehensive approach to math education, while providing a platform that supports a variety of instructional strategies and learning styles. Odyssey Algebra has 13 chapters and 131 objectives to cover in an entire school year. The curriculum's online features include interactive tutorials that are woven throughout the program and aids such as online calculators, graph paper, number lines, protractors, spreadsheets and rulers. The program also provides additional offline materials for students that are designed to extend learning beyond the classroom
What is Additional Mathematics? Additional Mathematics is a UK qualification pilot scheme in its final year of implementation for a GCSE level qualification in mathematics which is applied to a range of problems set out in a different format to the standard Mathematics GCSE. This has been formed due to the standard secondary schools in England offering two GCSE qualifications in Science and English but only one in Mathematics and as Mathematics is also a core subject it needs to be viewed on the same level as the other two core subjects (Science and English.) In Malaysia, Additional Mathematics is offered as an elective to upper secondary students studying within the public education system. This subject is included in the Sijil Pelajaran Malaysia examination.
all math teachers in grades 6-12, this practical resource provides 130 detailed lessons with reproducible worksheets to help students understand ...Show synopsisFor all math teachers in grades 6-12, this practical resource provides 130 detailed lessons with reproducible worksheets to help students understand geometry concepts and recognize and interpret geometry's relationship to the real world. The lessons and worksheets are organized into seven sections, each covering one major area of geometry and presented in an easy-to-follow format including title focusing on a specific topic/skill, learning objective, special materials (if any), teaching notes with step-by-step directions, answer key, and reproducible student activity sheets. Activities in sections 1-6 are presented in order of difficulty within each section while those in Part 7, "A Potpourri of Geometry," are open-ended and may be used with most middle and high school classes. Many activities throughout the book may be used with calculators and computers in line with the NCTM's recommendations.Hide synopsis Description:New. For all math teachers in grades 6-12, this practical...New. For all math teachers in grades 6-12, this practical resource provides 130 detailed lessons with reproducible worksheets to help students understand geometry concepts and recognize and interpret geometry's relationship to the real world. The
MODERATORS So generally people ask for a book in a specific area (for obvious reasons) but I've got some spare time on my hands and want to learn....something. I'm studying engineering at the moment and have been trying to get into deeper maths - not necessarily theoretical but preferably. I find that most books have assumed knowledge which I don't have, so something with a solid introduction to whatever topic it may be would be ideal. The first 2 years' math courses that Applied math, physics and engineering curriculums usually are calculus, linear algebra and probability/stats. Did you look at the Eng. math books by Stroud et al, Mustoe, etc. Also the books by Arfken et al and Boas for physics undergrads. also the FAQ
The Middle School offers various classes in mathematics. Grade Seven students are enrolled in one of the following courses: Math or Pre-Algebra. Grade Eight students are enrolled in Pre-Algebra or Algebra 1. Mathematics covers various topics including Problem Solving, Pre-Algebra, Geometry, Decimals, Number Theory, Fractions, Applications of Proportions and Percents, and Integers and Probabilities. Students will also have an opportunity to practice similar problems found on the PSSA test. PreAlgebra covers topics including The Language of Algebra, Integers, Equations and Inequalities, Fractions, Proportion and Percent, Statistics and Graphs, Probability, and Applying Algebra to Geometry. Students will also be given practice problems relating to the PSSA. Algebra attempts to develop an appreciation for the usefulness of Algebra in solving applied problems, and for Algebra as a logical extension of earlier mathematical learnings. Students are encouraged to develop disciplined patterns of thought, and to perceive the relationship of Algebra to other branches of mathematics.
Geometry guide provides a highly organized and structured approach to the variety of questions in this quantitative content area. Students are presented with every geometric principle, formula, and problem type tested on the GMAT. The guide will teach students to apply these principles to the various contexts in which the material is tested on the GMAT, emphasizing the creation of algebraic equations from geometric problems. Knowing that every second counts during the GMAT, the guide outlines what you simply must memorize in order to quickly solve geometry problems The guide also includes online access to 6 full-length Computer Adaptive Practice Exams on ManhattanGMAT's website. Each chapter builds comprehensive content understanding by providing rules, strategies and in-depth examples of how the GMAT tests a given topic and how you can respond accurately and quickly. The Guide contains a total of 83 "In-Action" problems of increasing difficulty with detailed answer explanations. Special Features Purchase of this book includes one year of access to ManhattanGMAT's online Geometry Question Bank (accessible by inputting a unique code in the back of each book). Manhattan GMAT has categorized all the Geometry problems in The Official Guides by question type. These categorized problems have been organized into problem lists that appear in the Geometry Strategy Guide.
Sacaton Algebra 2 am very aware of the need for students to get the basics before they more on into the higher maths. Study skills is helping a student know the best way for he/she to study based on his/her learning style. It could include for example writing out the spelling word while spelling out loud several times
This is the ultimate collection of challenging high-school-level mathematics problems. It is the result of a two year long collaboration to rescue these problems from old and scattered manuscripts, and produce the definitive source of IMO practice problems in book form for the first time. This book attempts to gather all the problems and solutions appearing on the IMO and contains a grand total of 1900 problems. It is an invaluable resource for high-school students preparing for mathematics competitions, and for anyone who loves math. Download: The IMO Compendium: A Collection of Problems Suggested for The International Mathematical Olympiads: 1959-2004 is available on a new fast direct download service with over 500 million Files to choose from. Download anything with up to 100 Mbps downloading speed. Signup process takes just 10 sec to go. Signup today and enjoy the speed!
Course in Combinatorics 9780521422604 ISBN: 0521422604 Publisher: Cambridge University Press Summary: This major textbook, a product of many years' teaching, will appeal to all teachers of combinatorics who appreciate the breadth and depth of the subject. The authors exploit the fact that combinatorics requires comparatively little technical background to provide not only a standard introduction but also a view of some contemporary problems. All of the 36 chapters are in bite-size portions; they cover a given topic i...n reasonable depth and are supplemented by exercises, some with solutions, and references. To avoid an ad hoc appearance, the authors have concentrated on the central themes of designs, graphs and codes. van Lint, Jacobus H. is the author of Course in Combinatorics, published under ISBN 9780521422604 and 0521422604. Nineteen Course in Combinatorics textbooks are available for sale on ValoreBooks.com, fourteen used from the cheapest price of $6.65, or buy new starting at $96.16
All reviews Excellent book This is very useful book for KS3. Explained in detail,even if as a parent you don't know how to figure out any sum, now you can do it by the help of this book. Clearly written with examples on all topics Maths,Algabra,geometry,Shapes.It covers everything for all levels of pupils.
Elements of Mathematics and R.D. Sharma PHYSICS 1. Prepare for class test to be taken in mid of July, 2012. 2. ... (working or demo) alongwith project report to be submitted at the time of final XII Class Exam. 4. Do all NCERT numericals (upto magnetic effects of current) in your note books ... MATHEMATICS A Textbook for class IX (NCERT) RECOMMENDED BOOKS: MATHEMATICS for class IX- R.S.Aggarwal / R.D.Sharma Month Course Content April CH-1: Number System CH 3: Coordinate Geometry Activity 1: To represent an irrational number on a number line ... students shall revise the lessons and poems done in the class:- a) My mother at sixty six. b) An ... MATHEMATICS-XII 1. Solve the assignments of chapter ... For differentiation and continuity solve for R.D. Sharma with example and exercise. 4. Solve the question paper of first U.T ... MCB Units: Children, Sports and Games, Mystery, The Class IX SUGGESTIONS TO PARENTS Parents must encourage their children to converse in English. ... Together with MathematicsMathematics by R. D. Sharma RECOMMENDED BOOKS Mathematics: NCERT MONTH NO. OF WORKING DAYS COURSE CONTENT DIAGNOSIS AND REMEDIATION OF LEARNING PROBLEMS IN MATHEMATICS JULY 13 - 17, 2009 ... Mathematics," and Editor of "The Mathematics Notebook." Professor Sharma provides direct services of ... on the first day of class. Materials: Required materials are included.
How would calculus (multivariable calculus, vector calculus, integral calculus, differential calculus) be taught in undergraduate programme (U.S.)? For example, in freshman, what would be taught, in sophomore, what would be taught etc. I am puzzled by the conditional nature of your question, i.e., why would? Calculus is taught in the undergraduate programs of most colleges and universities in the US. There are many large universities (like mine, UGA) in which calculus is taught in many different shapes and sizes within the same department. Of course there is also variation across departments and programs. So I don't really understand what you're asking and why you're asking it: are you from outside of the US? – Pete L. ClarkJul 20 '12 at 7:04 1 @Pete: The spelling programme is a pretty good indication that Sarah is from outside the U.S. even if the question itself did not already point in that direction, and this kind of non-conditional would is a not uncommon usage. – Brian M. ScottJul 20 '12 at 8
The purpose of this course is to allow the student to gain mastery in working with and evaluating mathematical expressions, equations, graphs, and other topics in a year long algebra course. Topics included are real numbers, simplifying real number expressions with and without variables, solving linear equations and inequalities, solving quadratic equations, graphing linear and quadratic equations, polynomials, factoring, linear patterns, linear systems of equality and inequality, simple matrices, sequences, and radicals. Assessments within the course include multiple-choice, short-answer, or extended response questions. Also included in this course are self-check quizzes, audio tutorials, and interactive games. Prerequisite: Successful completion of Pre-Algebra Length: One Semester, 1/2 Credit Course Outline: Semester 2 Unit 6: Solving Systems Section 1: Systems of Equations Section 2: Solving Systems Section 3: Systems of Inequalities Section 4: The Matrix Section 5: Statistics Unit 7: Polynomials Section 1: Scientific Notation Section 2: Add and Subtract Polynomials Section 3: Multiply Polynomials Section 4: Factors and GCF Section 5: Factoring Trinomials Section 6: Special Factors Unit 8: Quadratics and Radicals Section 1: Quadratic Functions Section 2: Solving Quadratic Equations Section 3: Radicals Section 4: Operations on Radicals Section 5: Radical Equations Unit 9: Rational Expressions Section 1: Inverse Variation Section 2: Multiplying and Dividing Rational Expressions Section 3: Adding and Subtracting Rational Expressions Section 4: Solving Rational Equations Section 5: Probability Unit 10: Exponentials Section 1: Exponential Functions Section 2: Growth and Decay Section 3: Geometric Sequences Course Objectives Students will Read, write, evaluate, and understand the properties of mathematical expressions including real numbers, radicals, and polynomials
Friday, 15 February 2013 MATHEMATICS SYLLABUS FOR CLASS 12[CBSE] ii. Questions number 1 to 12 one of 3 marks each. Questions number 13 to 22 one of 4 marks each. Questions number 23 to 26 one of 6 marks each. iii. There will be no over all choice. There will be internal choices in any two questions of 3 marks each, any two questions of 4 marks and any two questions of 6 marks each (Total of six internal choices). iv. Use of calculator is not permitted. However each your may ask for logarithmic and statistical tables, if required. Concept notation, order, equality, types of matrices, zero matrix, transpose of a matrix, symmetric and skew symmetric matrices. Addition, multiplication and scalar multiplication of matrices, simple properties of addition, multiplication of matrices and existence of non-zero matrices whose product is the/zero : Determinant of a square matrix (up to 3 (X) 3 matrices), properties of determinants, minors geometrically and second derivative test given as a provable tool). Simple problems (that illustrate basic principles and understanding of the subject as well as real-life situations). 3. Integrals : (Periods 20) Integration as inverse process of differentiation. Intergration of a variaty of functions by subsitution, by partial fractions and by parts, only simple integrals of the type to be evaluated. Definite intergrals as a limit of a sum. Fundamental Theorem of Calculus (without proof). Basic properties of definite intergrals and evaluation of definte integrals. 4. Applications of the Integrals: Applications in finding the area under simple curves, especially lines, areas of circles/ parabolas/ellipses (in standard form only), area between the two above said curves (the region should be clearly identifiable). 5. Differential Equations : Definationdy = p(x) y = q(x), where p(x) and q(x) are functions of x. dx Unit -IV : Vectors and Three-Dimensional Geometry 1. Vectors: Vectors and scalars, maguitude and direction of a vector. Direction cosines/ratios of vectors. Types of vectors (equal,unit . 2. Three - dimensional Geometry : (ii) two planes. (iii) a line and a plane. Distance of a point from a plane.
Calculus: Pre-Calculus Review & Practice Problems Find study help on pre-calculus review for calculus. Use the links below to select the specific area of pre-calculus review you're looking for help with. Each guide comes complete with an explanation, example problems, and practice problems with solutions to help you learn pre-calculus review for calculus. Study Guides Introduction to Trigonometry Review for Calculus Here we give a whirlwind review of basic ideas of trigonometry. When we first learn trigonometry, we do so by studying right triangles and measuring angles in degrees. Look at Fig. ...
Learning Basic Math Online: Quick "Brushups" or Certificate Courses There's a huge array math classes online available, designed for everyone from grammar school kids to college students, businesspeople in accounting or statistics right on down to folks who just want to do "everyday math" to keep better track of their finances. Purely Practical "Brushup" online mathematics classes can improve your basic life skills with an overview of practical arithmetic. Subject will include basic addition and subtraction to fractions, decimals, computing with integers and application of these skills to word problems. At this level, it's not necessarily bad if the school is unheard of or has no accreditation. A great many small companies offer these courses, sometimes for as little as $40. The course may run anywhere from a few weeks to six months. Many will actually offer refunds if you're not satisfied with the course. Of course, if you're a savvy web searcher and you're willing to spend time searching around via Google or Yahoo, you'll also find some free online math courses, though they may simply offer a series of documents for you to study by, with no actual teacher involvement. Your Own Pace Math courses at all levels tend to be "asynchronous," meaning there's little formal class time when you and the professor are online together. That's because so much of the learning in math comes from simply practicing equations on your own. Basic online mathematics classes can help a student at any age who needs to pass a placement test or qualify for a specific job promotion. Some basic math classes online will provide you with a certificate of completion, though it's not universal. Capella University Capella is a large, well-known online school with over 35,000 students and solid regional accreditation. It focuses mainly on adult education, with a wide variety of bachelor's and master's degrees in: - Business - Education - Nursing - Criminal Justice - Technology - Health Care - Human Resources Get info on Capella University
Algebra This clear, accessible treatment of beginning algebra features an enhanced problem-solving strategy. This enhanced problem-solving strategy is ...Show synopsisThis clear, accessible treatment of beginning algebra features an enhanced problem-solving strategy. This enhanced problem-solving strategy is highlighted by A Mathematics Blueprint for Problem Solving that helps determine where to begin the problem-solving process, as well as how to plan subsequent problem-solving steps. Also includes Step-by-Step Procedure, realistic Applications, and Cooperative Learning Activities in "Putting Your Skills to Work" ApplicationsReviews of Beginning Algebra I saved almost a hundred dollars by renting this book, and it was awesome. Everything from the shipping, to sending it back was super easy, and I recommend students to take advantage of this site
is a "double" unit—that is, it is so long that I have a major test right in the middle of it. The EOC spends an inordinate amount of time on problems like this: The Kind of Problem I Don't Bother Too Much With This matrix shows McDonald's sales for a three-day period. Table 1 Big Macs Fries Coke Monday $1,000 $500 $2,000 Tuesday $1,500 $700 $2,700 Wednesday $800 $800 $1,500 What were their total sales on Monday? What were their total sales of Big Macs? On which day did they make the most profit? etc etc… I guess the object is to make it appear that "matrices are useful" but it is really deceptive. Of course, matrices are useful, but not because they give you a convenient way to organize tabular data and then add columns or look things up. So I don't spend much time on this kind of thing. I start with what a matrix is (which is sort of like that). I develop the rules for adding matrices, subtracting them, multiplying a matrix by a constant, and setting two matrices equal to each other—all of which are very obvious, and should not be presented as a mystery, but rather just as something obvious. Then comes the big two days of magic, in which we learn to multiply matrices. I use a "gradebook" application which gives an example of why you would want to do this strange operation—it makes a lot of sense up to the point where you are multiplying an arbitrary-dimensions matrix by a column matrix, although it gets a bit strained when you expand the second matrix. No matter. They need to get the mechanics of how you multiply matrices, and just practice them. After that bit of magic, the rest should follow logically. The definition of [I][I], the definition of an inverse matrix and how you find one, and (the final hoorah) the way you use matrices to solve linear equations, should all be logical and consistent, based on the one magic trick, which is multiplying them. Oh, also there is a magic trick where you find determinants, which doesn't have much to do with anything else. There is one other thing I need to address, which is calculators. There is a day that I set aside to teach them explicitly how to do matrices on the calculator. But that day is after the first test. Before that day, I don't mention it at all. And even after that day, I stress doing things by hand, and give them problems that will force them to do so (by using variables). But I do love showing them that you can solve five equations with five unknowns quickly and easily by using matrices and a calculator! Introduction to Matrices Tell them to get into groups and work on "Introduction to Matrices." I think it is very self-explanatory. You may want to make the analogy at some point that setting two matrices equal to each other is kind of like setting two complex numbers equal to each other: for "this" to equal "that," all their respective parts must be equal
Based on Saxon's proven methods of incremental development and continual review strategies, Math 8/7 is a balanced, integrated mathematics program that reviews core concepts while introducing extensive pre-algebra exercises to prepare students for upper-level mathematics. Saxon does a lot of great things in presenting new material. It gives examples that are simple to understand, so the child is not scratching their head wondering what in the world is being explained. They also repeat information throughout lessons so that in a way, the child is reviewing past material regularly, so as to not forget. Therein lies the opportunity for mastery. I find it useful and helpful for the questions to have the reference to know in what chapter that material was introduced, because it offers the child a good bit of independance in working on their lesson. If they are stuck, they may refer to the chapter listed in parenthesis next to the question. This also helps teach the child to look for information on their own and not rely on the parent to be sitting next to them answering every questions. We have enjoyed going back to Saxon after using different materials. We started our homeschooling education with Saxon, went to a different curriculum in 3-5th grade, and returned back to Saxon. I made a mistake leaving Saxon. It cost us quite a bit of frustration. Ease of use, Prep time, Assessments, Supplemental materials, General layout/appearance, new info builds upon previous information Liked least about curriculum Price, Child tires of the many questions in each lesson and repetition of problems chapter after chapter, although the purpose for the repetition is of value. Other books used Assessment types Practice tests available Resources also used Content reusable Yes Content consumable No Other curriculum considered Reviewed By Laura W Parent Rating Comments Saxon math was excellent to use when we brought home our public schooled child in 5th grade. It was close enough to public school texts but reviewed and taught so much more than the school system did. I would recommend this to anyone trying to homeschool a child with a public school history! Saxon math is very thorough in teaching and reviewing concepts. While the lessons are lenghty, they can easily be divided over two days if this is necessary for retention. The text is quite dry and the lesson format never varies. This, along with the black and white pages covered in small print, can make for a long and boring year for those students who are already 'anti-math'. For all of those negatives, I still found it to be the best thing I could have used for my 'anti-math' daughter for pre-algebra. She was given a solid foundation in math and algebraic concepts. Sticking with this was a struggle, but well worth it. She is now doing very well in algrebra (with a different curriculum) and has a confidence we owe to Saxon 8/7. I thought this curriculum was very good. I always loved math. However, my children don't like math and they did not enjoy Saxon math. They dreaded doing it. I would love to have found a more fun way to teach math for children who don't enjoy the subject. If a child likes to do math, they will like this curriculum.
2002 D.W.MacLean: Techniques for Finding Derivatives-1 Techniques for Finding Derivatives The following rules will (mostly) be proved in the section on Rigorous Derivatives. Our purpose now is to learn them, and to learn how to use them. As usual, i 2002 D.W.MacLean: Rigorous Treatment of Limits-1 Rigorous Treatment of Limits So as to keep things as simple as possible, we begin with the theory of right-hand limits. The theory of left-hand limits is equivalent when appropriately formulated. The Graphs of Functions 1 iversitas Un DEO ET PATRI Graphs of Functions Before the development of graphing calculators and personal computers it was often necessary to manually compute and graph functions. In order to do this, one needed a fundamental Graphs of Rational Functions 1 Sa iversitas Un DEO PATRI ET Sketching Rational Functions Recall that a rational function f (x) is the quotient of two polynomials: f (x) = p(x) . Things would be simpler if we q(x) could assume that p and q had no c 1 Tests for Divisibility, Theorems for Divisibility, the Prime Factor Test Definition: Prime numbers are numbers with only two factors, one and itself. For example: 2, 3, and 5. Definition: Composite numbers are counting numbers that have more than Section 3-4: Present Value of an Ordinary Annuity PV= PMT [ 1-(1 + i)n] i Where: PV= Present Value PMT= Periodic Payment i = interest rate per period n = number of periods Formula: In an annuity, payments are being made over time. Therefore it is imp Lectures Inverse Trigonometric Functions The trigonometric functions are not one-to-one. By restricting their domains, we can construct one to-one functions from them. For example, if we restrict the domain of sin x to the interval , 2 2 1 inv we have a one Exams Name: S.N.: St. Peter's College MATH 110.3: Calculus I Instructor: M. Szafron Test #1 (90 minutes) September 30, 2003 1. 2. 3. Calculators MAY NOT be used to assist you during this quiz. Cheating on an examination is considered a serious offenc Name: S.N.: St. Peter's College MATH 110.3: Calculus I Instructor: M. Szafron Test #2 (90 minutes) October 30, 2003 1. 2. 3. Calculators MAY NOT be used to assist you during this quiz. Cheating on an examination is considered a serious offence MATH 110.3 (07) T1, 200506: CALCULUS I Quiz Nine November 17, 2005 40 Minutes No books, notes or calculators are allowed. Show all your work. You must demonstrate you know the procedure used to obtain an answer to a particular problem. Keep the que MATH 110.3 (27) T1, 200506: CALCULUS I Test One October 18, 2005 75 Minutes No books, notes or calculators are allowed. There are ten questions; each question is worth ten points. Show all your work. You must demonstrate you know the procedure used
Description Focus is on ratio, proportion, percent, simple geometry, algebra, review of fractions and decimals, and solving multi-step word problems to prepare students for the GED math test. Prerequisite: Computational skills at a level determined by intake placement assessment, or by instructor permission. All students who are under 19 years of age must have a signed release form from the last school attended. Students 16-17 years of age must first be admitted to the College following the Underage Admissions policy, which is available in the Student Development Center. Intended Learning Outcomes Demonstrate proficiency at a level of 70% or better in ratio and proportion, percents, and geometry. Complete all WA State Adult Learning Standards for levels 4-6. Create appropriate visual or graphic representations such as charts, tables, graphs, etc and clearly communicate the solution process and results orally or in writing to a variety of audiences. Demonstrate the ability to read, write, and interpret a wide variety of complex mathematical information such as: Numbers and number sense Patterns/Functions/Relationships Space/Shape/Measurement Data/Statistics Course Topics Topics are selected from CASAS core competencies and WA State Adult Learning Standards. Additional topics are determined based upon specific learning needs
Math Curriculum Plan of Study Math Curriculum for High Schools High school math typically consists of three or four years of required credits along with additional offered electives. In many states, the choice of courses is determined by whether the student is on a career or college preparatory path. Following is an overview of suggested required courses for either a student going on a Career Preparatory Path or a College Preparatory Path along with electives one might find at a typical high school. Sample High School Career Preparatory Math Plan of Study Year One – Algebra 1 Major Topics: Real Numbers Linear Equations Systems of Equations Exponents Polynomials and Factoring Quadratic Equations Radicals Year Two – Liberal Arts Math This course is intended to bridge the gap between Algebra 1 and Geometry by building on the student's algebra skills to help them prepare for geometry. Major Topics: Exponents and Radicals Algebraic Expressions and Polynomials Linear and Quadratic Equations Systems of Linear Equations and Inequalities Coordinate Geometry Two-Dimensional Figures Properties of congruent and similar triangles Right Triangles Surface Area and Volume Year Three - Geometry Major TopicsSample High School College Preparatory Math Plan of Study Year One – Algebra 1 OR Geometry Students who completed Algebra 1 in middle school will move directly into Geometry. Otherwise, they will complete Algebra 1 in ninth grade. Major Topics Included in Algebra 1: Real Numbers Linear Equations Systems of Equations Exponents Polynomials and Factoring Quadratic Equations Radicals Major Topics Included in GeometryYear Two – Geometry or Algebra 2 Students who completed Algebra 1 in their ninth grade year will continue with Geometry. Otherwise, they will enroll in Algebra 2. Major Topics Included in Algebra 2: Families of Functions Matrices Systems of Equations Quadratics Polynomials and Factoring Rational Expressions Composition of Functions and Inverse Functions Probability and Statistics Year Three – Algebra 2 or Precalculus Students who completed Algebra 2 in their tenth grade year will continue with Precalculus which includes topics in Trigonometry. Otherwise, they will enroll in Algebra 2. Major Topics Included in Precalculus: Functions and Graphing Functions Rational and Polynomial Functions Exponential and Logarithmic Functions Basic Trigonometry Analytic Trigonometry Vectors Limits Year Four – Precalculus or Calculus Students who completed Precalculus in their eleventh grade year will continue with Calculus. Otherwise, they will enroll in Precalculus. Major Topics Included in Calculus: Limits Differentiation Integration Logarithmic, Exponential, and Other Transcendental Functions Differential Equations Integration Techniques AP Calculus is the standard replacement for Calculus. This is the equivalent of a first year college introductory calculus course. Math Electives Typically students take their math elective in their senior year. Following are a sampling of typical math electives offered in high schools. AP Statistics AP Statistics is the study of collecting, analyzing, and drawing conclusions from data.
MCP Mathematics Level D Student Edition 2005c (MCP MathematicsVery Good 07652606215.89Fine 07652606245 FREE New: New BRAND NEW NEVER USED CONDITION. Books&Books CA, USA $22.27 FREE New: New. Trade paperback (US). Glued binding. MCP Mathematics. Alibris NV, USA $26.81 FREE New: New 076526062X Special order direct from the distributor. Russell Books BC, CAN $30.41 FREE Used Good(2 Copies): Good Expedited shipping is available for this item! One Stop Text Books Store CA, USA $39.99 FREE Used Good(1 Copy): Good Expedited shipping is available for this item! About the Book MCP Mathematics promotes mathematical success for all students, especially those who struggle with their core math program. This trusted, targeted program uses a traditional drill and practice format with a predictable, easy-to-use lesson format. MCP Math is flexible and adaptable to fit a variety of intervention settings including after school, summer school, and additional math instruction during the regular school day.By teaching with MCP Math, you can: Provide targeted intervention through a complete alternative program to core math textbooks. Help students learn and retain new concepts and skills with extensive practice. Prepare students at a wide range of ability levels for success on standardized tests of math proficiency.
Note that most assigned work will be odd problems with answers you can check in the back of the book. ... and do mathematics at the level required for success at calculus. The apparent content (algebraandtrigonometry) may be vaguely familiar, but this course asks you to learn it, ... Algebra ... ... the researchers marked answers as right or wrong from audio taped recordings of students' answers. ... included the Houghton-Mifflin AlgebraII/Trigonometrytextbook ... of two pre-formed AlgebraII/Trigonometry classes from two distinct academic semesters to conduct an ... Textbook: Discovering Advanced Algebra: An Investigative Approach. ... (even if you use a calculator) to ensure full credit is received for correct answers. All decimal answers must be correct to four decimal places. ... AlgebraII Syllabus 2008 ... Homework with only answersand no work to support them will receive a maximum of 25. ... A student who completed high school AlgebraII, ... Students going directly to Trigonometry from Intermediate Algebra should make sure that they can easily work all problems on the Trig Prerequisite Review.*** This class is designed to prepare students for being successful in "AlgebraIITrigonometry", "Algebra 2", ... Homework is not done until you have checked your answers with the worked solutions on my blog or checked with the answers in the back of the book. ... Textbook: There is no need ... "Precalculus is designed for students who have successfully completed AlgebraII with Trigonometry course. ... Textbook: PRECALCULUS by ... Students must show adequate work to support all answers on homework, ... AlgebraII with Trigonometry. MA4300. Date of Adoption: _____ 2013. Date of Revision: ... Mathematically proficient students check their answers to problems using a different method, ... Great resources on online textbook. 3. They check their answers to problems ... site has online videos and interactive lessons for both teachers and students to use and can be matched to a particular textbook. ... focus on quadratic functions and compare them with linear and exponential functions. In AlgebraII, students will ... A framework also informs textbook publishers of the ... For example, some schools teach the standards in traditional mathematics courses, such as TrigonometryandAlgebraII. Other schools teach ... California Department of Education, 1995. This publication answers questions that parents of ... Homework with only answersand no work to support them will receive a maximum of 25. ... College Algebra (MATH 1314) Trigonometry (MATH 1316) Business Calculus I ... A student who completed high school AlgebraII, ... As the course that follows AlgebraIIand precedes Calculus, Precalculus is actually a carefully synchronized combination of advanced algebra, trigonometry, ... You must bring your textbook to class every day. Precalculus is an intensive review of College AlgebraandTrigonometryand prepares students for Calculus. Topics include functions, ... Minimum of grade "C" or better in AlgebraIIand Math Placement. ... Box all answers to homework problems andanswers to test questions. ... school mathematics courses, the more courses you have taken, the better you should score. Questions are included from algebra, geometry andtrigonometry. ... in the textbook for help with these ... approximately 2 points for students completing a fourth math course above AlgebraII, ... Algebra (30 Seconds) ... Adolph(us) (the Great) (or Gustav II) (prompt partial answers) Tiebreakers: If you need to replace a question, take the corresponding question from the Replacement Packet rather than one of ... In addition to a well-known textbook he co-wrote called Understanding ... 430 AlgebraII/Trigonometry Full-year, ... Students exercise their learning through critical reading of Supreme Court cases and the textbook, discussion of legal issues—past and present, ... More than finding answers, ... ... advanced concepts of algebraandtrigonometry. ... Textbook: Precalculus Graphs and Models, third edition, ... It is important that you check your answers to be sure that you have worked the problem correctly. ** AlgebraII & Trigonometry. ... But the problem lies in the curriculum andtextbook arrangements of most inner city public schools that rely heavily on the simple levels of mathematical understanding that force students in a box and ... merely by focusing on the answers the student produced ... ... algebraII / trigonometry. Length of Course: 2 ... The use of technology will be used throughout the course; however, the students must be able to prove their answers ... test-taking, note-taking, active listening, andtextbook comprehension and use. This class requires teacher and ... Geometry Standards of Learning Textbook Correlation ... A Review of Algebra (with answer keys) 2 . SEQUENCE OF INSTRUCTION AND ... and right triangle trigonometry. Calculators will be used to solve problems and find decimal approximations for the solutions ... ... I am reminded of our sister sciences, for which the answers are much ... organized into courses titled Algebra I, Geometry, AlgebraII, Trigonometry ... of this initiative have to be viewed against the backdrop of an established system in which the table of contents of a textbook was seen as ... A common use for trigonometry is to measure angles and distances that are either ... This unit will continue the study of power functions and polynomial functions begun in AlgebraII with an approach ... Check the answers using the Applications of Polynomials Functions II with Answers ... This entails students using only recent assignments to rerecord specific homework answersand show the corresponding work (what I call a solution). ... Keeping assignments in your textbook is not acceptable. ... AlgebraII – cut here. Student Signature ... ... he improves, at the same time, his grasp of Algebra, Trigonometry, and Analytical Geometry. II. ... B. Resource Textbook: Finney, Demana, Waits,& Kennedy. Calculus. Addison Wesley Longman, ... review answers to class work before major quizzes and tests, ... The course reviews college algebra, trigonometryand analytic geometry topics. ... The same textbook is used for both courses; ... Answers to Part I. Answer to Part IIAnswers to Part III. 1. 15 2. or 3. (47 4. .004 5. (1 6 ... ... logarithmic, and radical equations that were introduced in Algebra I andII. Conic sections ... such as sequences and series, triangular and rotational trigonometryand ... Materials: Students will need a separate notebook just for math notes and problems of the day, Textbook ... Knowledge of algebraand basic trigonometry is required for the course; ... You will be asked to work in small groups to create consensus answers to difficult problems. ... II. Fluid Mechanics and Thermal Physics 15%.
Weekly outline General January 23 - January 29 Review This week we will be reviewing the definition of integral, the fundamental theorem of Calculus, and the basic integration techniques from last semester: change of variables, basic trigonometric integrals, integration by parts, and partial fractions. February 13 - February 19 Introduction to linear algebra Linear algebra is an important part of Calculus, hidden under several layers of limits and analysis. The goal of most of Calculus is to reduce problems about continuous functions to problems about linear functions. Assignments February 20 - February 26 Introduction to Linear algebra II This week we will be looking at inner product spaces and orthogonality in arbitrary vector spaces. We will see how to project a vector orthogonally onto a subspace of an inner product space, and how to find bases for vector spaces which consist of prirwise orthogonal vectors. We will also investigate the notion of distance in inner product spaces, and the distance between a vector and a set of vectors. February 27 - March 4 Introduction to Linear Algebra III We now apply what we saw of linear algebra to the study of vector spaces of functions of one variable. We will see that functions of one variable form an inner-product space under several definitions of inner product, and define what it means for functions to be orthogonal. we will be paying special attention to the spaces of n times continuously differentiable functions and of smooth functions. March 5 - March 11 Applications of the integral We apply integration to the computation of lengths, volumes and surface areas of special functions. We will be discussing the arc-length formula for parametric functions in the plane, and the computation of volumes and surface areas of solids of revolution. Spring Break!!! Spring Break!!! March 26 - April 1 Applications of the integral II We continue the applications of the definits integral to Geometry. We begin by computing the surface area of solids of revolution, and solids of revolution defined by parametric curves. We then apply the definite integral to compute physical quantities, such as the center of mass and the moments of inertia in cases where a single-variable integral is enough.
Calculus Workbook For Dummies (eBook)Short DescriptionLong description From differentiation to integration - solve problems with ease 100s of Problems! Step-by-step answer sets clearly identify where you went wrong (or right) with a problem The inside scoop on calculus shortcuts and strategies Know where to begin and how to solve the most common problems Use calculus in practical applications with confidence Product details Not compatible with: Kindle, Digibook, Verso, RK Book, Pocketbook 306 Download size: 6793 KB Digital Rights: 51DCAD87-FB05-4697-8241-F19214268950-50 Maximum Downloads: 3 Printable: Not Allowed Author: Mark Ryan Imprint: For Dummies Publisher: John Wiley & Sons Ltd ISBN: 9780471762751
wide-ranging introduction to the basic techniques in business mathematics and statistics is broken down into ten separate parts, each of which covers standard examination testing areas. Each chapter concludes with a summary, review notes and student exercises which concentrate on the more practical numerical aspects covered in the chapter. The book is intended for ACCA Level 1 - Business Mathematics, CIMA Stage 1 - Quantitative Methods, and ICSA Part 1 Module 2 - Quantitative Studies, and is also suitable for students on any course requiring an understanding of mathematical and statistical techniques.
Mathematics and the Physical World (Dover Books on Mathematics) Book Description: 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, motion under the law of gravitation, acoustics, electromagnetism, other phenomena. 147
Pre-Calculus Help In this section you'll find study materials for pre-calculus help. Use the links below to find the area of pre-calculus you're looking for help with. Each study guide comes complete with an explanation, example problems, and practice problems with solutions to help you learn pre-calculus. Study Guides Introduction to Applications of Logarithm and Exponential Equations Now that we can solve exponential and logarithmic equations, we can solve many applied problems. We will need the compound growth formula for an investment earning interest rate r , ... Introduction to Finding the Growth Rate We can find the growth rate of a population if we have reason to believe that it is growing exponentially and if we know the population level at two different times. We will use the first population level as n Introduction to Radioactive Decay Some radioactive substances decay at the rate of nearly 100% per year and others at nearly 0% per year. For this reason, we use the half-life of a radioactive substance to describe how fast its radioactivity decays. For ... Introduction to Coterminal and Reference Angles Two angles are coterminal if their terminal sides are the same. For example, the terminal sides of the angles 300° and −60° are the same. See Figure 13.3. Introduction to Trigonometric Functions There are six trigonometric functions, but four of them are written in terms of two of the main functions—sine and cosine. Although trigonometry was developed to solve problems involving triangles, there is a very ... Introduction to Arithmetic Sequences A term in an arithmetic sequence is computed by adding a fixed number to the previous term. For example, 3, 7, 11, 15, 19, ... is an arithmetic sequence because we can add 4 to any term to find the ... Introduction to Geometric Sequences In an arithmetic sequence, the difference of any two consecutive terms is the same, and in a geometric sequence, the quotient of any two consecutive terms is the same. A term in a geometric sequence can be found by multiplying ...
This is a short study guide from the University of Maryland's Physics Education Research Group on introducing, interpreting, and using complex numbers. Mathematical equations are included to help students understand the... Math students will find this online textbook to be a valuable study aid to complement their lecture notes and standard class text. It is intended to help students, especially those majoring in mathematics, make the... The home of the World Wide Algebra project. This international megaproject has several principal parts, including Algebraic Cryptography, The World of Groups, and The World of Polynomials. These include lists of open... A unit designed for middle to high school level math teachers who want to illustrate the principles of scaling, ratio, and proportion in a concrete way through model building, and for science teachers who want to teach... From abelian group to zero divisor (definitions), and from Artin-Wedderburn theorem to Wedderburn's theorem, this site provides concise explanations of complex concepts in abstract algebra. Provided by Professor John A....
Details: This course explores topics in calculus that complement and embellish Math 167: Calculus II. Topics will include applications of calculus to science and social science, calculus topics of hisotrical interst, and tehcnologies for exploring calculus. Co-requisite: Math 167.
Need some serious help solving equations? Totally frustrated by polynomials, parabolas and that dreaded little x? THE MATH DUDE IS HERE TO HELP! Jason Marshall, popular podcast host known to his fans as The Math Dude, understands that algebra can cause agony. But he?s determined to show you that you can solve those confusing, scream-inducing math... more... This is the second edition of this best selling problem book for students, now containing over 400 completely solved exercises on differentiable manifolds, Lie theory, fibre bundles and Riemannian manifolds.The exercises go from elementary computations to rather sophisticated tools. Many of the definitions and theorems used throughout are explained... more... Answer Set Programming (ASP) is a declarative problem solving approach, initially tailored to modeling problems in the area of Knowledge Representation and Reasoning (KRR). More recently, its attractive combination of a rich yet simple modeling language with high-performance solving capacities has sparked interest in many other areas even beyond KRR. This... more... Word problems are the most difficult part of any math course ?- and the most important to both the SATs and other standardized tests. This book teaches proven methods for analyzing and solving any type of math word problem. more... A no-nonsense, practical guide to help you improve your algebra skills with solid instruction and plenty of practice, practice, practice Practice Makes Perfect: Algebra presents thorough coverage of skills, such as handling decimals and fractions, functions, and linear and quadratic equations. Inside you will find the help you need for... more...
Introduction to Combinatorial Analysis 9780486425368 0486425363 Publisher: Dover Publications, Incorporated Summary: This introduction to combinatorial analysis defines the subject as 'the number of ways there are of doing some well-defined operation'. Riordan, John is the author of Introduction to Combinatorial Analysis, published under ISBN 9780486425368 and 0486425363. Seven hundred forty two Introduction to Combinatorial Analysis textbooks are available for sale on ValoreBooks.com, two hundred ninety nine used from the... cheapest price of $14.13, or buy new starting at $12.82.[read more] This item is printed on demand. This is a text that defines "the number of ways there are of doing some well-defined operation." Covers permutations and combinations associat [more] This item is printed on demand. This is a text that defines "the number of ways there are of doing some well-defined operation." Covers permutations and combinations associated with elementary algebra, generating functions, the principle of inclusion and.[less]
Geometry Expressions draws figures that can be defined by either Symbolic Constraints or numeric locations. Calculations can be made from these constraints and are presented numerically and also symbolically as mathematical expressions.[2] All of the usual constructions are available, along with powerful new symbolic constraints. You can only make these constraints on the appropriate objects. For example, you can't constrain a line segment's radius. The software automatically displays only the logical options for the item(s) selected to simplify the process for the user. You can construct a variety of objects in Geometry Expressions. Constructions differ from constraints because they create more objects while constraints change the positioning of existing objects. The following constructions are available from the Construct tool panel: As with constraints, you can only make these constructions on the appropriate objects. For example, you can't construct a tangent to a line segment. Again, the software automatically displays only the logical options for the item(s) selected to simplify the process for the user. You can make many of the same calculations as the constraints, with the addition of things like area and perimeter. Calculations can be made in both symbolic and real notation so when you use variables you calculation can be in terms of those variables or a decimal of the numbers represented by the variables. When not using variables, symbolic calculations give an exact output and real calculations give an approximate output. Here is a complete list of the available calculations: When constraints are made symbolically, Geometry Expressions can drag or even animate variables that are incorporated in the constraints. Functions can also be input symbolically in constraints, and then changed from the variables tool panel. Several books have been written to go with Geometry Expressions.[7] Most teach or discuss some mathematical concepts and can teach a novice user how to use the software effectively. This table gives the details of each: Title Author(s) Brief Summary Exploring with Geometry Expressions in High School Mathematics Ian Shepard Activities with geometry expressions that aid discovery of the link between geometry and algebra. Function Transformations Tim Brown Students are familiarized with function transformations through investigations of the function families with parents of y=x2, y=1/x and y=sin(x). Connecting Algebra through Geometry and Technology: Applying Geometry Expressions in the Algebra II and Pre-Calculus Classrooms Jim Wiechmann The "playground" of Geometry Expressions facilitates students' discovery and ownership of mathematics with this book, showing that mathematics are created, not just a set of facts. Eight problems of varying difficulty whose main focus is on development of the students' ability to make connections between different representations of the same object. 101 Conic Sections Examples using Geometry Expressions Philip Todd This book's goal is to demonstrate what you can do with the powerful conic sections tools in Geometry Expressions; however, it is not intended to teach conics or how to use Geometry Expressions. 101 Symbolic Geometry Examples Using Geometry Expressions Philip Todd By giving 101 examples of symbolic geometry in Geometry Expressions, this book hopes to provide a starting point for the reader to pursue their own discoveries. Developing Geometry Proofs with Geometry Expressions Irina Lyublinskaya, Valeriy Ryzhik, Dan Funsch The problems in this book were created to reflect content of a standard high school curriculum, from a collaboration of American and Russian educators, while also using Geometry Expressions to engage students while learning geometry. The Farmer and the Mathematician: using Geometry Expressions and Google Earth to investigate crop circles Larry Ottman The design and implementation of crop circles provides an example of mathematics in action while introducing important mathematical concepts that are adaptable for students in a range of courses from Pre-Algebra through Calculus. Calculus Explorations with Geometry Expressions Irina Lyublinskaya, Valeriy Ryzhik, Ron Armontrout The purpose of this book is to use Geometry Expressions software in order to facilitate and enhance the calculus syllabus by allowing students to ground calculus concepts in a geometric way. The 29 student explorations in this book cover the major topics of a standard course of calculus. The Tortoise and Achilles: using Geometry Expressions to investigate the infinite Larry Ottman Calculus is the study of the infinite and since much of secondary mathematics is designed to prepare one for the study of calculus, wrestling with the ideas of the infinite, even if informally, is extremely important for a student's mathematical development. That is the purpose of this book. Learning Calculus with Geometry Expressions L. Van Warren Learn Calculus in a Week Instead of a Year! If "a picture is worth a thousand words" - an interactive animation is worth a thousand pictures! The new book, Learning Calculus with Geometry Expressions provides interactive examples for first year calculus. Students love to use technology in the classroom; the slides and examples contained in this course will motivate students and keep them engaged. A professional development course designed to teach teachers how to use the software and incorporate it into a math curriculum has also been developed for use with Geometry Expressions. It is available as a free e-course accessed through the Geometry Expressions website.[8] The location of the centroid of the triangle is defined with the Geometry Expressions calculation output Z0 in terms of constraint a. This regular heptagon utilizes the semi-transparent feature of Geometry Expressions and can be used to prove that the circles are tangent to the diagonals and sides shown when they are centered on the intersections of other diagonals.
This activity introduces students to combinations. They derive the formula for the number of combinations of n objects taken r at a time by starting with a list of permutations and eliminating those t... More: lessons, discussions, ratings, reviews,... MathStudio is an open-source program intended to be an easy and powerful symbolic calculator. It differs from other programs of this type both because of the way the user inputs the expression and becTeach your geometry students advanced circle concepts with this set of interactive whiteboard mini-movies. Animated flash cards bring the concepts to life while the interactive circle allows you to cr... More: lessons, discussions, ratings, reviews,... An interactive applet and associated web page that define and describe the radius of a regular polygon. The applet has a polygon where the user can change the umber of sides and alter the radiu... More: lessons, discussions, ratings, reviews,... An interactive applet and associated web page that demonstrate the radius of a circle. The applet shows a circle with a radius line. The radius endpoints are draggable and the figure changes ... More: lessons, discussions, ratings, reviews,... An interactive applet and associated web page that describe the radius of an arc and how to derive it from the width and height of the segment defined by that arc. A practical use is described fo
The team at inSHAPE created the No Excuse Toolbox to give you a challenging and efficient workout, regardless of your current fitness level. The goal in developing these workouts was to make it easy... More > for you to stay committed to exercise by making the workouts short and efficient. The Intermediate Workout is a more challenging set of exercises. Many of the moves from the Beginner Workout have been added onto, making the workout more intense. It is critical that before you participate in this workout, your body is able to tolerate the basic moves from the Beginner Workout. If you cannot comfortably make it through the Beginner Workout, it is not recommended that you move on to this level.< Less This book is intended to assist those taking a basic and intermediate high school algebra course or those interested in learning algebra. It focuses on examples illustrating each topic with step by... More > step solutions for easy understanding. At the end of each section are review exercises. Each chapter concludes with key concepts a student should understand before proceeding to the next chapter. The book features more than 500 exercises to help a student master the concepts. Important tips for easier learning are presented throughout the book in bold print. Numerous graphs are given to help explain linear equations, systems of linear equations, inequalities and rational and radical functions. The end of the book features a large selection of word problems and a glossary of important terms used throughout the book
Extending Frontiers of Mathematics - 06 edition ISBN13:978-0470412220 ISBN10: 0470412224 This edition has also been released as: ISBN13: 978-1597570428 ISBN10: 1597570427 Summary: In the real world of research mathematics, mathematicians do not know in advance if their assertions are true or false. Extending the Frontiers of Mathematics: Inquiries into proof and argumentation requires students to develop a mature process that will serve them throughout their professional careers, either inside or outside of mathematics. Its inquiry-based approach to the foundations of mathematics promotes exploring proofs and other advanced mathematical ideas through these fe...show moreatures: - Puzzles and patterns introduce the pedagogy. These precursors to proofs generate creativity and imagination that the author builds on later - Prove and extend or disprove and salvage, a consistent format of the text, provides a framework for approaching problems and creating mathematical proofs - Mathematical challenges are presented which build upon each other, motivate analytical skills, and foster interesting discussion
Alg 2 / Geom Yr 2 In this second part of the two-year Integrated Algebra 2/Geometry course, emphasis is placed on mathematical justification of algebraic and geometric properties. Many of the topics introduced in the previous year are revisited and expanded, with a focus on proving relationships and general principles deductively. Step-by-step, coordinate, paragraph, and indirect proofs are used. Algebra is employed throughout the course to solve geometric problems, work with series, and investigate exponential, logarithmic, and rational functions. Assessments will include group and individual projects, daily homework assignments, quizzes, and tests. Resources used throughout the course include textbooks, graphing calculators, Geometer's Sketchpad, Moodle, Wiki, and addtional websites. The accelerated version will cover the same material, as well as explore additional advanced topics. The pace of the accelerated course will also move considerably faster, as the class meets four times per week rather than five. What does a circle become in three dimensions? What are the similarities and differences between that object and a circle? Definition of a circle. Representation of a circle on a coordinate plane - equation. Coordinate proofs for: angle inscribed in a semicircle is right, line through center of circle and midpoint of chord is perpendicular to the chord, distances between congruent chords and the center of the circle are equal.
11.Functions and the Vertical Line Test Functions and the Vertical Line Test Abstract The following discussions and activities are designed to lead the students to explore the the vertical line test for functions. Plotting points and drawing simple piecewise functions are practiced along the way. Objectives Upon completion of this lesson, students will: be able to recognize functions f... User Rating: Grade Level: 3-5 12.Roller Coasting Through Functions Illuminations: Roller Coasting Through Functions Roller Coasting Through Functions Share \| In this lesson, students determine the time it takes for a roller coaster to reach the bottom of its tallest drop. They use tables and graphs to analyze the falls of different roller coasters. Students conclude the study by creating their own roller coaster and providing an analysis of its fall.... User Rating: Grade Level: 6-8 13.What's the Function? Illuminations: Determining Functions Using Regression Determining Functions Using Regression Share \| Unit Overview Lesson 1 Lesson 2 What's the Function? This activity allows students to look for functions within a given set of data. After analyzing the data, students should be able to determine what type of function best represents the data. Learning Objectives By the end... 18.Algebra II: Quadratic Functions ...s a Clarifying Lesson? A model lesson teachers can implement in their classroom. Clarifying Lessons combine multiple TEKS statements and may use several Clarifying Activities in one lesson. Clarifying Lessons help to answer the question "What does a complete lesson look like that addresses a set of related TEKS statements, and how can these TEKS statements be connected to other parts of the TEKS?" TEKS Addressed in This Lesson Foundations for functions: 2A.1.A, B Quadratic and square root functions: 2A.6.A, B, C; 2A.8.A, B, C, D Materials Graphing calculator Student worksheet (pdf 60kb) home » instructional materials » algebra 2 » clarifyin...

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