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5E Lesson Plan Systems of Equations
5E Lesson Plan Systems of Equations
Describe how you will capture student interest. What kinds of questions should the students ask themselves after the engagement? Students will be able to see a connection of Algebra to real- world application such as finding how many boxes of cookie dough need to be sold for a club to break-even, finding out how many shirts might need to be sold for the FCA to make a profit, and devising a business plan for a summer job. Break-even point Fixed Expenses Variable Expenses |
Extensive list of important formulas and theorems related to the field
Complete explanations and descriptions of every algorithm
Many reference pages to web connections are included throughout the book
The importance of discrete mathematics has increased dramatically within the last few years but until now, it has been difficult-if not impossible-to find a single reference book that effectively covers the subject. To fill that void, The Handbook of Discrete and Combinatorial Mathematics presents a comprehensive collection of ready reference material for all of the important areas of discrete mathematics, including those essential to its applications in computer science and engineering. Its topics include:
Logic and foundations
Counting
Number theory
Abstract and linear algebra
Probability
Graph theory
Networks and optimization
Cryptography and coding
Combinatorial designs
The author presents the material in a simple, uniform way, and emphasizes what is useful and practical. For easy reference, he incorporates into the text:
Many glossaries of important terms
Lists of important theorems and formulas
Numerous examples that illustrate terms and concepts
Helpful descriptions of algorithms
Summary tables
Citations of Web pages that supplement the text
If you have ever had to find information from discrete mathematics in your work-or just out of curiosity-you probably had to search through a variety of books to find it. Never again. The Handbook of Discrete Mathematics is now available and has virtually everything you need-everything important to both theory and practice." from publisher's web site
"As computing devices proliferate, demand increases for an understanding of emerging computing paradigms and models based on natural phenomena. Neural networks, evolution-based models, quantum computing, and DNA-based computing and simulations are all a necessary part of modern computing analysis and systems development. Vast literature exists on these new paradigms and their implications for a wide array of applications.
This comprehensive handbook, the first of its kind to address the connection between nature-inspired and traditional computational paradigms, is a repository of case studies dealing with different problems in computing and solutions to these problems based on nature-inspired paradigms. The 'Handbook of Nature-Inspired and Innovative Computing: Integrating Classical Models with Emerging Technologies' is an essential compilation of models, methods, and algorithms for researchers, professionals, and advanced-level students working in all areas of computer science, IT, biocomputing, and network engineering." from publisher's web site
"The vast majority of control systems built today are embedded; that is, they rely on built-in, special-purpose digital computers to close their feedback loops. Embedded systems are common in aircraft, factories, chemical processing plants, and even in cars—a single high-end automobile may contain over eighty different computers. In such settings, controllers often use shared networks to communicate with each other and with large numbers of sensors and actuators scattered throughout the system. The design of embedded controllers and of the intricate, automated communication networks that support them raises many new questions—practical, as well as theoretical—about network protocols, compatibility of operating systems, and ways to maximize the effectiveness of the embedded hardware.
The Handbook of Networked and Embedded Control Systems, the first of its kind, provides engineers, computer scientists, mathematicians, and students a broad, comprehensive source of information and technology to address many questions and aspects of embedded and networked control. A carefully organized collection of important results, tools, software, and technology, this work unifies into a single reference many scattered articles, websites, and specification sheets—information that might otherwise be difficult to find.
Key topics and features include:
Self-contained, sharply-focused articles; readers have easy access to specific answers to questions without having to read hundreds of pages
Clear structure and presentation of concepts in intuitive order
Separation of material into six main sections—Fundamentals, Hardware, Software, Theory, Networking, and Applications
Case studies, experiments, and examples that provide a multifaceted view of the subject, encompassing computation and communication considerations
Information about commercially available tools and hardware
Comprehensive bibliographies and index
This is an indispensable text for anyone interested in knowing more about embedded and networked control systems. Researchers will appreciate the handbook's up-to-date results in the theory of embedded control; developers and users will value its information on special-purpose computer hardware and operating systems modifications that support real-time control; students will find the systematic organization and wide coverage useful for learning and reference." from publisher's web site |
In this lesson, students use remote-controlled cars to create a system of equations. The solution of the system corresponds...
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In this lesson, students use remote-controlled cars to create a system of equations. The solution of the system corresponds to the cars crashing. Multiple representations are woven together throughout the lesson, using graphs, scatter plots, equations, tables, and technological tools. Students calculate the time and place of the crash mathematically, and then test the results by crashing the cars into each other.
In addition to seven familiar areas—number, geometry and measurement, algebra and functions, statistics and probability,...
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Solving linear equations is a cornerstone of Algebra and other higher level math classes. The skills involved are critically...
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This resource has multiple concepts for geometry and trigonometry. The concepts are divided among chapters with links on...
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This resource has multiple concepts for geometry and trigonometry. The concepts are divided among chapters with links on common unknown concepts to help students understand the text. This resource also provides exercises that can be done by the students (answers are provided).
This resource has multiple applets and activities to be used by the students or teacher for discovery, practice, or review of...
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This resource has multiple applets and activities to be used by the students or teacher for discovery, practice, or review of some basic trigonometric concepts such as definition of sine and cosine, graph of sine and cosine, law of sines, law of cosines, and more.
This lesson offers a pair of puzzles to enforce the skills of identifying equivalent trigonometric expressons. Addtional...
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This lesson offers a pair of puzzles to enforce the skills of identifying equivalent trigonometric expressons. Addtional worksheets enhance students' abilities to appreciate and use trigonometry as a tool in problem solving. This lesson is adapted from an article by Mally Moody, which appeared in the March 1992 edition of Mathematics Teacher. |
Beginning and Intermediate Algebra
9780073312699
ISBN:
007331269X
Edition: 2 Pub Date: 2007 Publisher: McGraw-Hill College
Summary: Built by teachers, just like you, Miller/O'Neill continues to offer an enlightened approach grounded in the fundamentals of classroom experience in Beginning and Intermediate 2e. The practice of many instructors in the classroom is to present examples and have their students solve similar problems. This is realized through the Skill Practice Exercises that directly follow the examples in the textbook. Throughout the ...text, the authors have integrated many Study Tips and Avoiding Mistakes hints, which are reflective of the comments and instruction presented to students in the classroom. In this way, the text communicates to students, the very points their instructors are likely to make during lecture, helping to reinforce the concepts and provide instruction that leads students to mastery and success. The authors included in this edition, Problem-Recognition exercises, that many instructors will likely identify to be similar to worksheets they have personally developed for distribution to students. The intent of the Problem-Recognition exercises, is to help students overcome what is sometimes a natural inclination toward applying problem-sovling algorithms that may not always be appropriate. In addition, the exercise sets have been revised to include even more core exercises than were present in the first edition. This permits instructors to choose from a wealth of problems, allowing ample opportunity for students to practice what they learn in lecture to hone their skills and develop the knowledge they need to make a successful transition into College Algebra. In this way, the book perfectly complements any learning platform, whether traditional lecture or distance-learning; itsinstruction is so reflective of what comes from lecture, that students will feel as comfortable outside of class, as they do inside class with their instructor. For even more support, students have access to a wealth of supplements, including McGraw-Hill's online homework management system, MathZone.
Miller, Julie is the author of Beginning and Intermediate Algebra, published 2007 under ISBN 9780073312699 and 007331269X. Forty Beginning and Intermediate Algebra textbooks are available for sale on ValoreBooks.com, thirty two used from the cheapest price of $0.75, or buy new starting at $62 |
I am in a real mess. Somebody assist me please. I am having a lot of troubles with equivalent fractions, radical expressions and least common denominator and especially with 5th grade problem solving math . I need to show some rapid change in my math. I heard there are numerous Software Tools available online which can assist you in algebra. I can spend some moolah too for an effective and inexpensive tool which helps me with my studies. Any reference is greatly appreciated. Thanks.
Can you be a bit more detailed about 5th grade problem solving math ? I possibly could help you if I knew some more . A proper program provide solution to your problem instead of paying for a algebra tutor. I have tried many math program and guarantee that Algebra Helper is the best program that I have found . This Algebra Helper will solve any math problem write from your book and it also make clear every step of the – you can exactly reprint as your homework . However, this Algebra Helper should also help you to learn math rather than only use it to copy answers.
Yes! That's a great replacement to the pricey private coaching and pricey online training. The single page formula list offered there has helped me in every College Algebra exam that I have taken up in the past. Even if you are an intermediate in Algebra 1, the Algebra Helper is very useful since it offers both easy and tough exercises and drills for practice.
Algebra Helper is a very simple product and is certainly worth a try. You will also find many interesting stuff there. I use it as reference software for my math problems and can swear that it has made learning math more fun.
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is "Applied Mathematics"
free workshop was held on June 20, 2003 at Allan Hancock College in Santa Maria, California. Instructor and student materials are available for online viewing and for downloading. A Microsoft PowerPoint Presentation is used in conjunction with hands-on laboratory exercises. The exercises include activities requiring the use of spreadsheets and simulation software. Also required are a few electronic components and a proto-board trainer with onboard power supplies. Circuit component layouts are shown in the PowerPoint presentation to help first-time users setup circuits. A student version simulation software package is available for downloading, so is an e-book on electronics. A parts list is included with each laboratory exercise indicating what equipment and electronic components that are required for there completion.Tue, 19 Jul 2011 12:34:28 -0500Solving Systems of Linear Equations Using the Addition or Subtraction Method
learning object from Wisc-Online covers solving systems of linear equations using the addition or subtraction method. The unit looks at the common solution to simultaneous linear equations (also referred to as "system of linear equations"). Practice questions are also included.Mon, 31 Jan 2011 03:00:03 -0600Solving Systems of Linear Equations Using the Subsitution Method
learning object from Wisc-Online covers solving systems of linear equations using the substitution method. The unit looks at the common solution to two or more linear equations in two variables. Practice questions are also included.Fri, 28 Jan 2011 03:00:02 -0600Modeling Orbital Debris Problems
algebra lesson from Illuminations helps students develop their understanding of mathematical functions and modeling using spreadsheets, graphing calculators, and computer graphing utilities. The differences between linear, quadratic and exponential models are described. Students will also improve their understanding of how to choose the appropriate graphical representations for data. The material is intended for grades 9-12 and should require 5 class periods to complete.Mon, 24 Jan 2011 03:00:02 -0600Dirt Bike Dilemma
lesson from Illuminations allows students to apply mathematical concepts to a real world problem which uses the example of a dirt bike competition. Learners will gain an understanding of the steps required to solve a linear programming problem. The lesson is intended for grades 9-12 and should require 2 class periods to complete.Mon, 17 Jan 2011 03:00:03 -0600Movie Lines
algebra lesson from Illuminations involves using linear equations and graphs in a real world context. Students will graph a line based on data points, find the equation of the line, identify y-intercept and slope, and extrapolate data. The material is appropriate for grades 9-12 and should require 1 class period to complete.Tue, 11 Jan 2011 03:00:02 -0600Centre for Innovation in Mathematics Teaching: Interactive Tutorials (Book 7)
at the University of Plymouth, the Centre for Innovation in Mathematics Teaching has developed many instructional materials designed to help both novice and experienced math teachers. This particular area of the website provides access to a number of interactive mathematics tutorials. The materials cover a variety of basic algebra and mathematics topics. Example questions and exercises are provided within each unit. Topics include linear equations, decimals, fractions, basic arithmetic, fractions and more.Mon, 10 Jan 2011 03:00:01 -0600Linear Function Applied to Flight Distance
lesson helps students further their understanding of linear functions by applying the material to a real-world example. The class will use data on an airline flight including travel time, ground speed, time remaining in flight, and the distance between two cities to express a linear equation for the flight travel. A student worksheet is included in the document.Tue, 4 Jan 2011 03:00:02 -0600Linear Algebra
course provides an introduction to linear algebra. Topics include vector spaces, systems of linear equations, bases, linear independence, matrices, determinants, eigenvalues, inner products, quadratic forms and more. The course includes assignments, exams and study materials. MIT presents OpenCourseWare as free educational material online. No registration or enrollment is required to use the materials.Tue, 28 Dec 2010 03:00:02 -0600Linear Algebra
course, presented by MIT and taught by Professor Gilbert Strang, provides undergraduate level algebra instruction. The materials cover matrix theory and linear algebra including systems of equations, vector spaces, determinants, eigenvalues, similarity, and positive definite matrices. The course includes video lectures, assignments and exams (with solutions) and lecture notes. MIT presents OpenCourseWare as free educational material online. No registration or enrollment is required to use the materials.Thu, 9 Dec 2010 03:00:03 -0600Escape From the Tomb
lesson from Illuminations asks students to solve a system of linear equations using a practical math problem. The lesson involves question for students; participants are asked to give a short presentation to the class on their findings. The activity is intended for grades 9-12 and should require 1 class period to complete.Mon, 6 Dec 2010 03:00:03 -0600Supply and Demand
lesson from Illuminations allows students to learn about linear equations in a real-world setting. The material applies linear equations to the concept of supply and demand. Students will be able to translate between table, graph and equation representations for supply and demand data. The lesson is intended for grades 9-12 and should require two class periods to complete.Fri, 3 Dec 2010 03:00:02 -0600Matrix Operations
by Lewis Blake and David Smith of the Connected Curriculum Project, the purposes of this module are to experiment with matrix operations, especially multiplication, inversion, and determinants, and to explore applications to solving systems of linear equations. In the process of studying these matrix operations, we will learn how to use a helper application to carry out matrix computations.Thu, 24 Jun 2010 03:00:02 -0500Orthogonality
by David Smith for the Connected Curriculum Project, the purpose of this module is to explore the properties of orthogonal vectors and matrices. This is part of a larger collection of material hosted by Duke University.Tue, 22 Jun 2010 03:00:01 -0500Systems of Linear Equations
by Lewis Blake, Stephanie Fitchett and David Smith for the Connected Curriclum Project, the purpose of this module is to classify the types of outcomes that occur when we solve systems of linear equations. This is part of a larger set of learning modules hosted by Duke University.Tue, 11 May 2010 03:00:03 -0500 |
From the reviews:
"This is a standard book on Linear Algebra for science and engineering students. It covers the usual topics, including the Jordan canonical form, a topic that is omitted in many recent books at this level.
The book reminded me of Strang's Linear Algebra and its Applications.... Like Strang, the authors discuss linear difference and differential equations at some length, which should be useful to students in applied sciences. Unlike Strang, however, Kwak and Hong follow a more traditional line of presentation, with numbered definitions, lemmas, theorems, and examples. This may make it easier for the student to use the book as a reference. The exposition is clear but the style is not as chatty as Strang's.
In summary, the book can be safely used as the basis for a course on Linear Algebra for the intended audience." —MAA Reviews
"The emphasis is on computational skills along with mathematical abstractions; basic concepts are introduced by means of matrices and the solution of systems of linear equations. Many illustrative examples are given and all the usual advanced topics are treated … The second edition has been substantially revised and new sections have been added." (ZENTRALBLATT MATH)
"As linear algebra is one of the most important subjects in the study of science and engineering because of widespread applications in social or natural science, computer science, physics, or economics this book covers one of the most useful courses in undergraduate mathematics, providing essential tooks for industrial scientists. . . The primary purpose of the book is to give a careful presentation of the basic concepts of linear algebra as a coherent part of mathematics, and to illustrate its power and utility through applications of other disciplines.
---Educational Book Review
From the Back Cover
"A logical development of the subject…all the important theorems and results are discussed in terms of simple worked examples. The student's understanding…is tested by problems at the end of each subsection, and every chapter ends with exercises."
--- "Current Science" (Review of the First Edition)
A cornerstone of undergraduate mathematics, science, and engineering, this clear and rigorous presentation of the fundamentals of linear algebra is unique in its emphasis and integration of computational skills and mathematical abstractions. The power and utility of this beautiful subject is demonstrated, in particular, in its focus on linear recurrence, difference and differential equations that affect applications in physics, computer science, and economics.
* Rich selection of examples and explanations, as well as a wide range of exercises at the end of every section
* Selected answers and hints
This second edition includes substantial revisions, new material on minimal polynomials and diagonalization, as well as a variety of new applications. The text will serve theoretical and applied courses and is ideal for self-study. With its important approach to linear algebra as a coherent part of mathematics and as a vital component of the natural and social sciences, "Linear Algebra, Second Edition" will challenge and benefit a broad audience.
Most Helpful Customer Reviews
This is a well-balanced book with ample examples, sketches on some theoretical details and notes on some important applications. If you have been exposed to linear algebra previously, the first few parts may look like a scaled-down version of Hoffman. The next few ones you may identify with some problems in quantum mechanics, etc. that somehow had frustrated you a bit. However, the topics it covers are rather comprehensive. A beginning student may need a good set of lectures & tutorials to accompany with. But this might make a good intermediary between the elementary matrix theory and the more advanced & systematic linear algebra. For a person like me who sometimes needs to refresh the memory it worked fine.
I guess I just love this book. It's exactly as advertised: rigorous yet practical. What sets this book apart is that it'll make you fluent in rigorous mathematical notation, as a side-effect. You'll begin reading more advanced material after this. You'll be writing your matrixes in sigma notation in no-time!
On the whole, this covers what any other LA book does (could it be any different?). I think here and there it could have provided more proofs.The approach is always finite-dimensional.
It's a book geared for students having a matrix-oriented approach and yet wish to remain with a foot on the more mathy side of the learning experience, aiming at "the next level" of mathematical maturity. For maths and physics undergraduates, I guess.
I purchased the Kindle edition to this book and was very disappointed. The text itself is readable, but matrices and equation formatting is so bad that the book is unreadable. The matrices often will display interspersed or overlaid with text. Sub and superscripts do not render correctly. Bullet lists are not displayed correctly. |
A great one at a decent price that is more theoretical than the Larson text that covers the vector side of thing (which Larson ignores) is Vector Calculus by Colley.
–
mathematics2x2lifeDec 28 '13 at 5:34
3 Answers
I know all the hard core mathematicians are going to recommend Spivak and they're all howling right now.But I can't in all good conscience recommend Spivak to a beginner in calculus, no matter how talented they are.
The problem with Spivak-and it is very beautiful,no question-is that it's just too austere and theoretical. The result is that even if a student is talented enough to master it, it'll only give half the story of calculus. Calculus is as much about the applications to the physical and social sciences as it is about the rigorous theory of limits and convergence of real valued functions. So a bizarre thing happens when a student learns calculus from this book-they can do epsilon-delta proofs with full rigor, but if you ask them to solve a simple projectile motion problem or to minimize an area, they look at you like you're speaking Martian. Choosing between a rigorous presentation of the theory of calculus and the study of it's applications to real life situations is no choice at all.
And the truth is-you shouldn't have to chose between them,there are now books that try and strive for a balance. Not many, but the ones that do exist are excellent.
An outstanding recent addition, which I'm dying to get my own copy of when I can, is Calculus With Applications by Peter Lax and Maria Shea Terell. It's a complete update and expansion of the calculus textbook Lax wrote in the 1970's and it's entire philosophy is to teach a course in single variable calculus that balances theory and applications in full measure. Not only does it prove all the major results of calculus fully and carefully, it contains an enormous number of applications and examples in mechanics, biology, chemistry, finance and the social sciences-as well as many major computer projects using computer algebra systems. If I could chose any text for an honors calculus class and could only pick one, this would be the one I'd pick.
Much more old fashioned but very much in this spirit is An Introduction to Calculus And Analysis by Richard Courant and Fritz John. In many ways, the Lax/Terrell book is an update of this one. Which is not really surprising since Lax first learned calculus in Germany from the original lectures of Courant at The University of Göttingen! It lacks computer exercises and doesn't quite have as many examples and applications as the Lax/Terrell book, but it's very similar otherwise and written by 2 masters. Still well worth reading after all this time.
Those would be my recommendations. If you insist on using Spivak, then I'd supplement it with the online version of Gilbert Strang's Calculus -which is the best applied calculus textbook that's ever been written.
This is a really interesting point of view, one that I haven't encountered when looking up texts books...thank you
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Matty DDec 28 '13 at 5:54
Mathemagician1234, I'd actually say that the newer 4th edition of Spivak does include some application (e.g. volumes of solids of rotation), but still does not address the multi-dimensional calculus included traditionally in a third-semester Calculus course. I'd agree with your assessment in general, but the author did ask for a more challenging text, and I think the second Calculus book by Apostol serves this purpose while providing excellent applications.
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DarrinDec 30 '13 at 1:16
@Darrin Apostol is rather dry and the organization is a little bizarre. That being said-it IS an excellent text by a master and I really shouldn't have omitted it. And I excluded multivariable calculus because to me, a beginning text means single variable. If you want to include multivariable calculus texts, then the selection widens considerably and my suggestions can be found here: math.stackexchange.com/questions/265068/…
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Mathemagician1234Dec 30 '13 at 4:41
I don't know much about Munkres' work, but I do know Spivak's Manifolds is well above a Calculus III level, and Spivak has expressed this to me himself via email! Buck would be an example of a text between Spivak's and Apostol II. For a student wanting to keep in touch with a rigorous text while going through this course, I can't see anything other than Apostol's second Calculus text that could achieve this goal.
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DarrinDec 30 '13 at 4:49
@Darrin Take a look at the Hubbard and Hubbard book. And the Dover paperback by C.H. Edwards is a really good low price alternative if that's too expensive. I think you'll be converted to add these as alternatives to Apostol,trust me.
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Mathemagician1234Dec 30 '13 at 8:08
I feel like Larson trades quantity for quality in terms of problems and examples, and reading this book, to me, is like being in a lecture were the instructor throws problems on the board then mumbles a few words
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Matty DDec 28 '13 at 5:22
Oh and you have the fact that the authors leave out huge chunks of the proof for say the Lim of Sin(x)/x and you are required to have the web portion of the book (which you have to buy) to see the full explanation...which to me is a cheap tactic to make you spend more money
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Matty DDec 28 '13 at 5:26
So then I take it that you have taken an "applied" calculus course before then? If so, jumping into Spivak might actually do you some good in whipping you into shape for higher level math courses. It balances rigorous of calculus and problem-solving skills equally. Spivak will smooth talk you that you probably will not have to do that, but I cannot say the same for the exercises.
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NamelessDec 28 '13 at 6:13
Spivak is not going to cover some of the material a traditional Calculus III text covers, e.g. partial derivatives, multiple integrals, vector calculus, etc. I would invest in Apostol's second volume of Calculus instead. |
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Interactive math activities cover numbers skills, shape and space skills, data and probability ... Access Online editions to the Holt textbook. Even if you do not have the textbook, you can still access Internet resources for American ... |
Customer Reviews for McGraw-Hill KTA Answers Notes, Books #1-4
Too many students end their study of mathematics before ever taking an algebra course. Others attempt to study algebra, but are unprepared and cannot keep up. Key to Algebra was developed with the belief that anyone can learn basic algebra if the subject is presented in a friendly, non-threatening manner and someone is available to help when needed. Some teachers find that their students benefit by working through these book before enrolling in a regular algebra course; others use them as supplemental help and review. In books 1-4, students study multiplying, division, integers, area, perimeter, exponents, distributive principle, equations, polynomials, quadratic equations and more. This answer key provides brief notes to the teacher and gives the answers to the workbook problems. Student pages are reduced and overlaid with the correct answers. Accompanies Key to Algebra Book 1, Key to Algebra Book 2, Key to Algebra Book 3, and Key to Algebra Book 4 KTA Answers Notes, Books #1-4
Review 1 for KTA Answers Notes, Books #1-4
Overall Rating:
5out of5
Date:October 10, 2008
Michelle Gamez
Very handy, clear & concise. This applies to all of the answer and notes booklets for the Key to Algebra series.
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Review 2 for KTA Answers Notes, Books #1-4
Overall Rating:
5out of5
Date:September 30, 2008
Jessica Fry
Must have for the Algebra student books. Easy to use. I just wish they would combine all the answer keys into one book. |
Elementary Statistics: A Brief Version", is a shorter version of the popular text "Elementary Statistics: A Step by Step Approach". This softcover edition includes all the features of the longer book, but it is designed for a course in which the time available limits the number of topics covered. It is for general beginning statistics courses with a basic algebra prerequisite. The book is non-theoretical, explaining concepts intuitively and teaching problem solving through worked examples and step-by-step instructions. This edition places more emphasis on conceptual understanding and understanding results. This edition also features increased emphasis on Excel, MINITAB, and the TI-83 Plus and TI-84 Plus graphing calculators; computing technologies commonly used in such courses. |
More About
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Overview
Optimal control is a modern development of the calculus of variations and classical optimization theory. For this reason, this introduction to the theory of optimal control starts by considering the problem of minimizing a function of many variables. It moves from there, via an exposition of the calculus of variations, to the main subject which is the optimal control of systems governed by ordinary differential equations. This approach should enable the student to see the essential unity of the three important areas of mathematics, and also allow optimal control and the Pontryagin maximum principle to be placed in a proper context. A good knowledge of analysis, algebra, and methods is assumed. All the theorems are carefully proved, and there are many worked examples and exercises for the student. Although this book is written for the advanced undergraduate mathematician, engineers and scientists with a taste for mathematics will find it a useful |
Math.NET aims to provide a self contained clean framework for symbolic mathematical (Computer Algebra System) and numerical/scientific computations, including a parser and support for linear algebra, complex differential analysis, system solving and more |
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Overview
This appendices contain more advanced material, such as the classification of motions, hyperbolic trigonometry, hyperbolic constructions, classification of Hilbert planes and an introduction to Riemannian geometry.
Related Subjects
Table of Contents
Chapter 1 Euclid's Geometry
Very Brief Survey of the Beginnings of Geometry
The Pythagoreans
Plato
Euclid of Alexandria
The Axiomatic Method
Undefined Terms
Euclid's First Four Postulates
The Parallel Postulate
Attempts to Prove the Parallel Postulate
The Danger in Diagrams
The Power of Diagrams
Straightedge-and-Compass Constructions, Briefly
Descartes' Analytic Geometry and Broader Idea of Constructions
Briefly on the Number ð
Conclusion
Chapter 7 Independence of the Parallel Postulate
Consistency of Hyperbolic Geometry
Beltrami's Interpretation
The Beltrami–Klein Model
The Poincaré Models
Perpendicularity in the Beltrami–Klein Model
A Model of the Hyperbolic Plane from Physics
Inversion in Circles, Poincaré Congruence
The Projective Nature of the Beltrami–Klein Model
Conclusion
Chapter 8 Philosophical Implications, Fruitful Applications What Is the Geometry of Physical Space?
What Is Mathematics About?
The Controversy about the Foundations of Mathematics
The Meaning
The Fruitfulness of Hyperbolic Geometry for Other Branches of Mathematics, Cosmology, and Art
Ideal Points in the Hyperbolic Plane
Parallel Displacements
Glides
Classification of Motions
Automorphisms of the Cartesian Model
Motions in the Poincaré Model
Congruence Described by Motions
Symmetry
Chapter 10 Further Results in Real Hyperbolic Geometry
Area and Defect
The Angle of Parallelism
Cycles
The Curvature of the Hyperbolic Plane
Hyperbolic Trigonometry
Circumference and Area of a Circle
Saccheri and Lambert Quadrilaterals
Coordinates in the Real Hyperbolic Plane
The Circumscribed Cycle of a Triangle
Bolyai's Constructions in the Hyperbolic Plane 2008
The best choice for a text in non-Euclidean geometry
Unlike most of the new editions of textbooks, this fourth edition is significantly different from the third. With nearly 200 additional pages, Greenberg fleshes out the fascinating area of non-Euclidean geometry even more than in the third edition. There are additional sections in the following areas: *) Straightedge-and-compass constructions *) Descartes¿ analytic geometry and the broader idea of constructions *) Briefly on the number pi *) Brief history of real projective geometry *) Equidistance *) The defect *) Angle sums (again) *) Beltrami¿s interpretation *) Bolyai¿s constructions in the hyperbolic plane There is also now a short conclusion at the end of each chapter there are a few more exercises. This edition retains the quality of the previous one and would be my choice for a textbook if I were to have the opportunity to teach a course in non-Euclidean geometry.
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Matrix arithmetic resources
Computer-aided assessment of maths, stats and numeracy from GCSE to undergraduate level 2. These resources have been made available under a Creative Common licence by Martin Greenhow and Abdulrahman Kamavi, Brunel University.
Five questions on matrix arithmetic testing matrix addition, scalar multiplication, transpose of a matrix and matrix multiplication. DEWIS resources have been made available under a Creative Commons licence by Rhys Gwynllyw & Karen Henderson, University of the West of England, Bristol. |
Number Theory Number Theory
About this title: Undergraduate text uses combinatorial approach to accommodate both math majors and liberal arts students. Covers the basics of number theory, offers an outstanding introduction to partitions, plus chapters on multiplicativity-divisibility, quadratic congruences, additivity, and |
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Introduction to Technical Mathematics is designed for students in technical programs at colleges and technical institutes. It is intended for those who require a basic knowledge of mathematics for use in their particular programs and |
Concrete Mathematics A Foundation for Computer Science
9780201558029
ISBN:
0201558025
Edition: 2 Pub Date: 1994 Publisher: Addison-Wesley
Summary: This book introduces the mathematics that supports advanced computer programming and the analysis of algorithms. The primary aim of its well-known authors is to provide a solid and relevant base of mathematical skills - the skills needed to solve complex problems, to evaluate horrendous sums, and to discover subtle patterns in data. It is an indispensable text and reference not only for computer scientists - the auth...ors themselves rely heavily on it! - but for serious users of mathematics in virtually every discipline. Concrete Mathematics is a blending of CONtinuous and disCRETE mathematics. "More concretely," the authors explain, "it is the controlled manipulation of mathematical formulas, using a collection of techniques for solving problems." The subject matter is primarily an expansion of the Mathematical Preliminaries section in Knuth's classic Art of Computer Programming, but the style of presentation is more leisurely, and individual topics are covered more deeply. Several new topics have been added, and the most significant ideas have been traced to their historical roots. The book includes more than 500 exercises, divided into six categories. Complete answers are provided for all exercises, except research problems, making the book particularly valuable for self-study. Major topics include: Sums Recurrences Integer functions Elementary number theory Binomial coefficients Generating functions Discrete probability Asymptotic methods This second edition includes important new material about mechanical summation. In response to the widespread use of the first edition as a reference book, the bibliography and index have also been expanded, and additional nontrivial improvements can be found on almost every page. Readers will appreciate the informal style of Concrete Mathematics. Particularly enjoyable are the marginal graffiti contributed by students who have taken courses based on this material. The authors want to convey not only the importance of the techniques presented, but some of the fun in learning and using them. 0201558025B04062001
Graham, Ronald L. is the author of Concrete Mathematics A Foundation for Computer Science, published 1994 under ISBN 9780201558029 and 0201558025. One thousand one hundred sixty eight Concrete Mathematics A Foundation for Computer Science textbooks are available for sale on ValoreBooks.com, two hundred six used from the cheapest price of $50.11, or buy new starting at $60 [more |
Intermediate Algebra - 5th edition
Summary: Larson IS student success. INTERMEDIATE ALGEBRA owes its success to the hallmark features for which the Larson team is known: learning by example, a straightforward and accessible writing style, emphasis on visualization through the use of graphs to reinforce algebraic and numeric solutions and to interpret data, and comprehensive exercise sets. These pedagogical features are carefully coordinated to ensure that students are better able to make connections between mathematical concep...show morets and understand the content. With a bright, appealing design, the new Fifth Edition builds on the Larson tradition of guided learning by incorporating a comprehensive range of student success materials to help develop students' proficiency and conceptual understanding of algebra. The text also continues coverage and integration of geometry in Dust Cover Missing. Book has some visible wear on the binding, cover, pages.Biggest little used bookstore in the world.
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College Algebra - 2nd edition
ISBN13:978-0201347111 ISBN10: 0201347113 This edition has also been released as: ISBN13: 978-0201383980 ISBN10: 0201383985
Summary: The Dugopolski Precalculus series for 1999 is technology optional. With this approach, teachers will be able to choose to offer either a strong technology-oriented course, or a course that does not make use of technology. For departments requiring both options, this text provides the advantage of flexibility. College Algebra is designed for students who are pursuing further study in mathematics, but is equally appropriate for those who are not. For those students w...show moreho will study additional mathematics, this text will provide the skills, understanding and insights necessary for success in future courses. For those students who will not pursue further mathematics, the extensive emphasis on applications and modeling will demonstrate the usefulness and applicability of mathematics in today's world. Additionally, the focus on problem solving that is a hallmark of this text provides numerous opportunities for students to reason and think their way through problem situations. The mathematics presented here is interesting, useful, and worth studying. One of the author's principal goals in writing this text was to get students to feel the same way. New! Linking Concepts This new feature is located at the end of nearly every exercise set. It is a multipart exercise or exploration that can be used for individual or group work. The idea of this feature is to use a concept from the current section along with concepts from previous sections, and ask questions that help students see the links among various concepts. Some parts of these questions are open-ended, and require somewhat more thought than standard exercises. Answers to this feature are given only in the Instructor's Solutions Manual.
New! Applications Hundreds of new exercises have been added to the exercise sets, most based on and involving applications of real-world situations. The emphasis of the new exercises is on understanding concepts and relationships.
New! Exercise Sets The exercise sets have been examined carefully to ensure that the exercises range from easy to challenging, and are arranged in order of increasing difficulty. Many new exercises require a graphing calculator.
New! Regression Problems Many new regression problems have been included in the text, so that students can start with real data, and use a calculator to obtain mathematical models of real problem situations.
New! Graphing Calculator Exercises Optional exercises that require a graphing calculator are now located in more natural positions in the exercises rather than at the end of the exercise sets as in first edition. The exercises are optional and are marked with a graphing calculator icon.
New! Graphing Calculator Discussions Optional graphing calculator discussions have been integrated into the text, and are set off with graphing calculator icons so that they can be easily skipped by those not using this technology.
New! Web Site A new Web site has been established that is designed to increase student success in the course by offering section-by-section tutorial help, enhancement of text group projects, downloadable TI programs and author tips. An icon alerts students to when this site would be useful. The site will also be helpful to instructors by providing useful resources for teaching a precalculus course.
Chapter Opener Each chapter begins with a Chapter Opener that discusses a real-world situation in which the mathematics of the chapter is used. Examples and exercises that relate back to the opener are included within the chapter.
Index of Applications The many applications contained within the text are listed in an Index of Applications that immediately follows the Table of Contents. The applications are page referenced and grouped by subject matter.
For Thought Each exercise set begins with a set of true or false questions that review the basic concepts in that section, help check student understanding before beginning the exercises, and offer opportunities for writing and/or discussion.
Highlights This end-of-chapter feature presents an overview of each section of the chapter and is a useful summary of the basic information that students should have mastered in that chapter.
Chapter Review Exercises These exercises are designed to review the chapter, without reference to the individual sections, and prepare students for the Chapter Test.
Chapter Test The problems in the Chapter Test are designed to help students measure their readiness for a classroom test, and instructors may use them as a model for their own end of chapter tests.
Tying It All Together This is a review of selected concepts from the present and prior chapters, and requires students to integrate multiple concepts and skills.
Content Changes
Revised Chapter P This chapter contains prerequisite material on real numbers, rules of exponents, factoring, and simplifying expressions. Basic linear, quadratic, and absolute value equations and inequalities are covered in Chapter 1. Some sections from both of these chapters may be omitted depending on the preparation level of the students.
New! Revised Chapter 3 Quadratic type equations, equations with rational exponents or radicals, and more complicated absolute value equations now occur in Section 3.5, following the theory of polynomial equations, Section 3.4. Because some of these equations are polynomial equations, they will be better understood after the theory of polynomial equations has been studied.
New! Parametric Equations A new section on parametric equations has been added to Chapter 7.
New! Vector Dot Products Material on vector dot products has been added to the coverage of vectors in Chapter 7 |
HYMAN G. RICKOVER NAVAL ACADEMY
COURSE SYLLABUS
Calculus 2009-10
Instructor: Mr. Kohl
773-534-2890
kkohl@cps.edu
I. Course: Calculus
II. Prerequisite: Successful completion of Algebra 2
III. Course Description:
Calculus begins with an overview of the subject to find the reasons behind its study.
Since functions are the basis for calculus, the study begins with multiple representations
of functions. Limits and derivatives follow, where limits are approached from
descriptive, graphical, numerical, and algebraic points of view. Basic functions are then
differentiated and derivatives are computed in applied situations. Finally, integrals will
be studied including the area and distance problems. Throughout the course, graphing
calculators will be utilized.
IV. This course fulfills the course standards as required by the State of Illinois; namely;
8. Use functions including exponential, polynomial, rational, parametric,
logarithmic, and trigonometric to describe numerical relationships.
Use polynomial, exponential, logarithmic and trigonometric functions to model
situations.
Formulate and solve nonlinear equations and systems including problems
involving inverse variation and exponential and logarithmic growth and decay.
V. Outline of Topics:
1. Functions and models
2. Limits and Derivatives
3. Differentiation Rules
4. Applications of Differentiation
5. Integrals
6. Applied Integrals
VII. Methods of Instruction:
Lecture, group work, and active participation in class problem solving.
VIII. Course Practices Required.
Note: This syllabus follows all Rickover Naval Academy rules and guidelines as outlined in
the Cadet Handbook and addenda as well as the following rules
A. Weekly schedule
1. A weekly schedule will be posted in the classroom so students know the
upcoming schedule.
B. Materials
1. Textbook – Calculus; Early Trancendentals
2. Calculus notebook
3. Pencils (mechanical is best), eraser.
4. Calculator
C. The Daily Class Requirement
1. Always come to class on time.
2. Always come prepared for class
a) Have all your materials
b) Have your assignments completed prior to entry into class.
3. Listen attentively to the teacher
4. Always take notes. Copy everything from the whiteboard or overhead.
5. Absolutely no food is allowed in class. Drinks with sealable caps are acceptable.
6. Strict adherence to the code of conduct as mandated in the cadet handbook.
D. Participation
1. Homework is the most important form of participation
2. Participation includes board work, oral presentation, helping classmates during
group work.
3. Non-participation includes repeated tardiness, rudeness, or disrespect for teacher
or peers, lack of cooperation, lack of materials, lack of preparation, talking during
lecture or explanation of problems, and playing games on the calculator during
lecture.
4. Non-participation can result in appropriate consequences.
5. Doing work from another class or working with non-math items will not be
tolerated. If the cadet is found to be doing other work from another class or
working with non-math items, then the work or the items will be confiscated and
will only be returned to the parent or legal guardian.
6. Everyone must be respectful of each other. This means if someone is speaking,
remain quiet and listen to the point being made.
E. Homework
1. Homework must be complete with answers and full work shown. Homework not
done in this fashion will be considered to be incomplete and the student will
receive no credit while being asked to stay after school.
2. Write out the problem and show all work.
3. Do your best on every assignment. This means trying every problem.
4. Odd problems must be checked for correctness prior to your entry into class. The
cadet will check the answers either with an answer sheet provided by the teacher
or with the answers in the back of the book.
5. Work must be corrected.
F. Test/Exams/Quizzes
1. Calculators and writing instruments are required at all tests/exams/quizzes. If the
student does not have a calculator present with them at the time of the test, the
student will check the appropriate box on the test form and proceed with the test.
2. If a student is absent for any test, then they receive a zero until the absence is
officially excused by the attendance clerk in the computer. The makeup test will
be graded answer only.
3. For quizzes, it is a zero until the absence is officially excused by the attendance
clerk in the computer, at which time the zero is changed to exempt.
G. Classroom rules
This class follows all Rickover Naval Academy rules and guidelines as outlined in
the Cadet Handbook and addenda as well as the following rules:
H. Media recording of classes
Permission is not given to photograph, video record, audio record, or draw artists
renderings of the teacher, the class, or individual students. Any such recordings
will be reported to the dean for disciplinary action according to the Student Code
of Conduct.
IX. Approximate pace of course (subject to change):
Pace of the course will be consistent with the coverage of the topics
Semester 1
Quarter 1: Chapter 1
Quarter 2: Chapter 2-3
Semester 2
Quarter 3: Chapter 4-5
Quarter 4: Chapter 6
X. Types and Methods of Evaluation: Grading rubric
Types of evaluation will include homework, calculus notebook checks, pop-quizzes, cumulative
tests, and final exams.
1. Final exams
Time: Near the end of every semester
Value: 20% of Grade
There will be final exams given at the times mentioned above. If a formula sheet
is allowed, then the teacher will provide a study formula sheet prior to the test for
review. The teacher will provide a new formula sheet (exactly the same as the
study formula sheet) on the day of the test to be used during the test. The study
formula sheet can not be used for tests. Final exams must be taken on the day
they are scheduled. If a cadet misses a test due to an excused absence, then the
cadet must follow the procedure outlined in the cadet handbook. A cadet who
missed the exam due to an unexcused absence will receive a grade no higher than
a D for the final exam. A makeup exam may be different from the test given to
the class in both length and difficulty. A student found cheating in any way
during a final exam will receive a course grade of F.
2. Homework
Time: Prior to the beginning of class the day the homework is due
Value: 3 points
All homework must be completed prior to entering the class on the school day
after it has been assigned. In order to receive credit for homework, the cadet must
complete the homework showing all necessary and required steps in a neat and
logical manner such that the teacher can follow the steps without oral
representation from the cadet. Students that do not have the homework in class
the day it is due will be assigned to homework lab. During homework lab,
students will complete the home that was not completed. Students who attend the
homework lab and complete the homework assignment that caused the homework
lab detention will receive no more than 2 points for the homework. Students who
do not attend an assigned homework lab will receive the consequences outlined in
the cadet handbook. If a cadet misses homework due to an excused absence, then
a zero is placed in the grade book for that homework and the cadet has until
Friday of the next week to make up the missing homework or the zero is
permanent. An unexcused absence will result in a zero for missed homework. A
function is not an excuse to miss homework on the day it is due and a student
must have the homework the day it is assigned or receive a homework lab.
3. Equipment Inspection
Time: Per Weekly Schedule
Value: Variable
Since it is essential for cadets to have their materials in class in order for them to
properly participate, equipment checks are carried out. Equipment consists of a
calculus notebook, the student's math book.
4. Cumulative Tests
Time: Per Weekly Schedule (approximately every two lessons)
Value: One point per step
Tests will be approximately every two lessons. Since tests are cumulative, cadets
can expect several similar problems from previous tests to be on the current test.
Tests can vary in point value and amount of time they take depending on length.
If the cadet missed a test due to an excused absence, then the test is made up the
day that the cadet returns to class. If the cadet missed the test due to an
unexcused absence, the cadet receives a zero for the test grade. Tests will be
retained by the teacher. Students on a function the day of a test will make up the
test the next school day. Each quarter, the lowest test score will be dropped.
5. Pop Quizzes
Time: Random
Value: Dependent on length
Pop quizzes generally contain one to four (but can be more) questions. To receive
credit the cadets must show all their work in a legible, logical, and orderly manner
requiring no oral representation. The lowest pop quiz score will be dropped. You
cannot make up a pop quiz. A pop quiz missed due to a function or an excused
absence will not be counted against the cadet. A pop quiz missed due to an
unexcused absence will earn a grade of zero.
6. Calculus Notebooks
Time: Per weekly schedule
Students are required to keep a three-ring calculus notebook used only for this
class. They are to be kept in a manner demonstrated in class. The calculus
notebooks will be checked from time to time. No credit will be given if the
calculus notebook does not contain the syllabus. Students missing a calculus
notebook check with an unexcused absence will have a zero for their calculus
notebook check. Students missing a calculus notebook check with an excused
absence or a function must present their calculus notebook on the day they return
during lunch to be checked by the instructor or they will receive a zero.
7. In-class work
Time: Varies
Value: 0 – 100 points
From time to time the teacher will require work that must be turned in by the end
of the class period in order to receive credit. Completed work with either be
turned in to the teacher or the class leader who will give the work to a designated
math teacher.
8. Accommodations for Students with disabilities
Students with special needs will be accommodated by giving them extra time on
assessments, written notes, or formula sheets or any other accommodation
required by the IEP.
9. Grading and Grading Scale
The method of computing a quarter grade is a total point method with the
following grading scale:
Grading Scale
A 90% ----100%
B 80% ----89%
C 70% ----79%
D 60% ----69%
F Less than 60%
Semester grades:
1st semester grades are 40% of the 1st quarter and 2nd quarter grades along with
20% for the semester's final exam. 2nd semester grades are 40% of the 3rd quarter
and 4th quarter grades along with 20% for that semester's final exam.
10. Missed classes
It is the student's responsibility to bring themselves up to date on all material.
Students who missed a class/classes and find themselves in need of remediation
must obtain the remediation either with a classmate, on their own time, or in the
homework lab. Due to the nature of the math curriculum, no remediation will be
available during class time. Students missing class due to a function are required
to turn in the homework that they missed on the day it is due, and any missed
instruction necessary for the completion of the homework can be found after
school in the homework lab or with a classmate. Students who are absent have
until the Friday of the following week to turn in the homework.
XI. Extra Help:
From time to time it can happen that a concept or procedure is not clear after it has been taught in
class. It is essential to attempt, to the best of your ability, to find help prior to the next class.
First, try contacting a fellow cadet outside of class to explain the concept or procedure. Second,
try a brother, sister or parent to help explain. Third, if the first two methods did not work, do not
hesitate to contact Mr. Fogel, Mr. Kohl, Ms. Dumais, or Mr. Soohov. Mr. Fogel, Mr. Kohl, Ms.
Dumais, or Mr. Soohov barring any prior commitments, are available after school, to those
students who have their class notes, according to their tutoring schedule. If there still is
difficulty with a concept or procedure, extra work or peer tutoring will be arranged.
Tutoring will only be available for one hour a day and will cover material from that day's lesson.
Students who are absent on a day will also be helped for the absent day's lesson.
Students are encouraged to work during tutor lab with other students. The teacher who is
tutoring will make every effort to address everyone's questions. However, due to limited time
available, some questions may not be answered. Tutoring is for questions on the homework not
answered in class.
Failing grade policy and procedure:
Teachers will call home for students who are failing a class or in danger of failing. The
following policy and procedure will be followed by all teachers at Rickover.
(A) Week 3: Print out progress report. If a failing student does not return the progress report with a
guardian signature, then a phone call home will be made.
(B) Week 7: Print out progress report. If a failing student does not return the progress report with a
guardian signature, then a phone call home will be made.
(C) Week 9: Teachers will make a phone call to all failing students, inviting guardians to conference with
teacher during report-card pick-up.
The following dates are the MONDAYS of which teachers will print out progress reports and distribute
them to students. Parent/Guardian signatures should be returned on Tuesday/Wednesday, after which
teachers will follow-up with phone calls.
Quarter 1 (9 weeks: ENDS Nov. 6) Quarter 2
(A) September 21 (A) November 30
(B) October 5 (B) January 4
(C) October 26 (Report Card Pick Up: Nov. 19) (C) January 18
END OF SEMESTER: January 29
Quarter 3 (9 weeks: ENDS April 9) Quarter 4
(A) February 15 (A) April 26*
(B) March 18 (B) May 24
(C) March 22 (Report Card Pick Up: April 22) (C) May 31
END OF SEMESTER: June 18
I HAVE READ THE POLICY AND PROCEDURE LISTED ABOVE AND I
WILL CONTACT RICKOVER NAVAL ACADEMY AT 773-594-2890 IF I
HAVE ANY QUESTIONS OR CONCERNS.
____________________________________________ ___________________
Parent/Guardian signature Date
____________________________________________ ___________________
Student signature |
Introduction to Computational Combinatorics
9780521294928
ISBN:
0521294924
Pub Date: 1979 Publisher: Cambridge University Press
Summary: Written by the same authors as the highly successful Information Representation and Manipulation in a Computer, this book describes algorithms of mathematical methods and illustrates their application with examples. The mathematical background needed is elementary algebra and calculus. Numerous exercises are provided, with hints to their solutions.
Page, E. S. is the author of Introduction to Computational C...ombinatorics, published 1979 under ISBN 9780521294928 and 0521294924. Four hundred sixty eight Introduction to Computational Combinatorics textbooks are available for sale on ValoreBooks.com, one hundred thirty seven used from the cheapest price of $3.52, or buy new starting at $51.35 book describes algorithms of mathematical methods and illustrates their application with examples. The mathematical background needed is [more]
This item is printed on demand. This book describes algorithms of mathematical methods and illustrates their application with examples. The mathematical background needed is elementary algebra and calculus.[less] |
Numerical solutions
Get inspired:
One of humankind's most pressing challenges right now is to understand our climate and the effects we have on it. It is also one of the most pressing problems in applied mathematics. For instance, the year 2013 was as a special year on Mathematics of Planet Earth. Check out this introduction to climate modeling from the National Oceanic and Atmospheric Administration. The differential equation models describing our climate are far too complicated to be solved by hand, and must be solved numerically using computers. Along the right-hand side of the linked page, take note of the useful (and beautiful-looking) predictions that get output by numerical climate models.
By the end of this lesson, you should be able to do the following in Matlab: |
BASIC ALGEBRA
COURSE DESCRIPTION:
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.
The course content has been appropriately chunked into smaller topics to increase retention and expand opportunities for assessment. With each topic, diagnostic quizzes are presented to the student, allowing students to pass through areas of content. Audio readings are included with every portion of content, allowing auditory learners the opportunity to engage with the course. Test pools and randomized test questions are utilized in pre- and post-topic quizzes as well as unit exams, ensuring that students taking the course will not be presented with the same exams.
The course includes additional practice activities (such as cloze activities), as well
as pre-topic vocabulary lists, that introduce key vocabulary in English and in Spanish.
COURSE OBJECTIVES:
After completing this course, students will be able to:
Read, write, evaluate, and understand the properties of mathematical expressions including real numbers, radicals, and polynomials |
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SEC MATH FROM AN ADV PERSPCTV
A course designed to help Secondary Licensure Emphasis majors understand the core mathematical content of high school mathematics courses before calculus. These concepts are treated from an advanced standpoint, emphasizing connections and extensions. Topics include number systems, polynomial and transcendental functions, analytic geometry, theory of equations, and measurement. Prerequisite: MATH 151 with a minimum grade of "C-." |
From Teaching Mathematics with GSP
Playing with the coordinate plane and developing intuition about slopes
and lines
The Slope Intercept Form of a Line
From Exploring Algebra with GSP
Graphing y = mx + b as a single line and then exploring whole families of
lines
Distances in an Equilateral Triangle
From Teaching Mathematics with GSP
Using Sketchpad to support conjecture and proof
Parabolas in Vertex Form
From Teaching Mathematics with GSP
Investigating parabolas of the form a(x - h)2 + k
Going Off on a Tangent
From Teaching Mathematics with GSP
Exploring the slope of the secant line of a function and its relation to
derivatives
The Geometer's Sketchpad Learning Guide, Teaching Mathematics
with The Geometer's Sketchpad, and Exploring Algebra with The
Geometer's Sketchpad are all copyright 2002 by Key Curriculum Press.
The first two are available as part of the software package, The
Geometer's Sketchpad, while the third is available separately from
Key Curriculum
Press. |
Student Resources
What will you do with your math?
weusemath.org is a site dedicated to highlighting all the different ways people are using mathematics in the workplace. Take a look, you might find a career path you would never have imagined. Or pick something really outrageous to tell your parents the next time they ask.
Do you get math-news?
Math-news is an email list for Calvin students and faculty interested in receiving posts about Mathematics Department events and activities; job, research and educational opportunities; and other items of mathematical interest. You can subscribe (or unsubscribe) to math-news at
What Can I do with a Math Major?
The variety of applications of mathematics is staggering. The AMS (American Mathematical Society) has put together a number of Mathematical Moments describing some of these applications. Examples include Describing the Oceans, Designing Aircraft, Creating Crystals, Deciphering DNA, Forecasting Weather, Seeing the World Through Fractals, Storing Fingerprints, Experimenting with the Heart, Securing Internet Communication, Making Movies Come Alive, Investing in Markets, Listening to Music, Routing Traffic Through the Internet, Tracking Products, Manufacturing Better Lenses, and Mapping the Brain. Visit the Mathematical Moments home page to find out more about any of these.
The wide applicability of mathematics also means that there is a wide range of career possibilies for students of mathematics and that the study of mathematics combines well with many other fields of study. |
Math tool for high school math, middle school math teaching and studying. Function graphing and analyzing, sequence of number, analytic geometry and solid geometry. Math tool for high school math, middle school math teaching and studying. Function graphing and analyzing, sequence of number, analytic geometry and solid geometry.
DOWNLOADS FROM GRAPHNOW
Visual Optim Visual Optim is a math program for linear and nonlinear programming. |
Profile
Stream
I just wrote a very long comment about teaching polynomials versus exponential functions, and why I think we should be teaching calculus-type, rate of change thinking from the moment students learn algebra, which I'm re-posting here:
I'd like to see far more emphasis on understanding rate of change, from 8th grade algebra on; bake the concepts of calculus in to our whole secondary school math curriculum. The world is described by differential equations, and linear and exponential functions are the easiest differential models to understand and solve. That's why I want to start there.
I like exponential functions as a topic for fairly naive students because the idea of rate of change proportional to the quantity is natural and easy to motivate -- the idea that both interest, and populations without predators or resource limitations change in that fashion makes sense. All you need is for each rabbit to be equally likely to have a baby, regardless of the size of the rabbit population, to very quickly get to the exponential equations.
It's harder to come up with a situation that's obviously modeled with linear rate of change, and the connection between linear change and quadratic equation is not as easy to understand as the way exponentials arise from population growth. Yes, of course I know that's how you get from acceleration to velocity to position, and that you can go from constant acceleration to quadratic position with basic geometry, and no need for calculus machinery. I think that would be a great topic to teach, somewhere in the HS math sequence -- in fact, I think it's a great way to motivate interest in polynomials. I just think it's a crappy place to start.
Currently, we teach quadratics and polynomials long before we teach the physics connections. While ninth graders have problems which involve balls following parabolic trajectories, they have no idea why those trajectories are parabolas, instead of any other arbitrary equation, so there's precious little connection actually being made between the math and the real world. That's what people (non-STEM people) remember from algebra, and that's what I want to get away from.
To be clear, I think working with polynomials, factoring, and the quadratic equation should be taught, just not with the emphasis that we currently give it as the cornerstone topic in first year algebra. Treat them like the trig identities: important math tools you meet along the road to calculus. Just don't make them the way that road starts.
I've been thinking about this lately, especially in terms of daylight savings time and spring (which I hear some parts of the world are actually experiencing, just not New England yet.... ). Next year, I'd like to record number of hours of daylight that we have each day and keep a graph of it with my junior high kids in order to look at the rate of change of daylight we have. Increasing, decreasing, increasing fastest, increasing slowest, etc. good stuff. Now if I can only remember this in September!
I was part of the committee at Wellesley that discussed and proposed the college cost estimator discussed in this article. It's designed to give parents a quick&dirty rough estimate of what they can expect to pay for college, without needing to dig out their tax returns and find a lot of detailed numbers. (Those calculators are available as well; this one is meant more as a conversations, to get people to realize that college may be more affordable than they had feared.)
I know public support for marriage equality had gone up quickly, but perhaps not this much: "A newly released Time/CNN poll found that 55 percent of respondents think same sex marriages should be recognized under the law, [...]. A further 60 percent think that the federal government should recognize same sex marriage in states where it is legal."
A student writing an article for an on-campus magazine about whether higher math (ie, algebra on) should be required or optional in high school contacted me for my thoughts. I thought my off-the-cuff response was worth sharing:
I agree that making math optional would be harmful, for the reasons you described. Without learning high school math, many future paths are blocked off, so if math is optional, the stereotypes will end up getting reinforced. There's may in the the computer world who believe that this is part of why programing and software engineering has stayed so overwhelming male: computer programming is treated as an elective, and only the nerdy/geeky take it. Most students -- particularly girls -- never have the opportunity to see what it's like, and if they would actually enjoy it. (This is tangential at best to your original question, but there is a movement to incorporate computer programing and algorithmic though into the standard math curriculum, which I absolutely support.)
Back to you question: I think that, at its best, algebra teaches important patterns of thought. Let's think about high school English class for a moment. You'll probably never analyze a piece of literature after college, but learning to write an essay involves learning to organize your evidence and use it to and make a coherent argument -- valuable ways of approaching the world in situations far outside the English classroom. Similarly, algebra should be teaching people to learn to recognize and describe patterns, identify and isolate an unknown quantity, and model a real world situation with symbols and graphs are valuable skills, and are ideally applicable far outside the confines of a math or science classroom. Unfortunately, at its worst, algebra becomes a series of tricks to memorize and perform, taught with little attention to concept or understanding. In that form, math serves as little more than a gatekeeper, baring the door to college and further advancement to people who failed to make it through a series of arbitrary hoops. In other words, it's not math, it's the way it can be taught that is the problem.
I'd love to see a deep and broad re-think of the order and content of the high school math curriculum. The basic structure of college-prep math was set long in a world where calculations were done with pencil and paper, and laborious use of tables for things like logs and square roots. I don't think this makes sense any more. Here's one example:
Every time someone writes about how useless high school math is, factoring or the quadratic equation come up as examples. Why do we make polynomials such an important part of algebra? It's actually really hard to motivate a reason to care about quadratics, cubics, etc. (Well, quadratics do come up naturally in physics, but only once you're using calculus modes of thought -- a 12th grade topic, not a 9th grade one.) On the other hand, exponential functions and logarithms (think interest, or population growth) are actually really easy to make relevant and meaningful. But they're shunted off to 10th and 11th grade, and taught as a series of arcane steps. Why? I believe it's because polynomials are far more accessible to pencil and paper calculations. But we're not no longer living in a world where ease of calculating should be driving the curriculum.
Let's not throw away math; let's refocus on making sure that we're teaching math in a way that's appropriate and connected to the 21st century world we live in. Give students the skills that they would need to go forward in any field, and don't cut off pathways in high school, but also make sure that we're teaching relevant and meaningful content.
You may remember the map showing real-time wind speeds in the US, at This site does something similar (using color instead of line thickness) for the whole world. For the map geeks among us, you can pick from a variety of different projections, clicking & dragging the map to recenter it.
Dear +The Boston Globe Any model that ends up ranking Wellesley as the 7th most "hipster" place in Massachusetts should be immediately discarded. Particularly when Somerville didn't even crack the top 10.
"We based this hipster list on each town's number of colleges per resident, percentage of renters versus buyers, percentage of hybrid cars versus non-hybrid cars, and the number of Trader Joes, Whole Foods and Starbucks (hip stores) per resident. Our sources were the US Census, state Department of Revenue, and various companies."
I have a sneaky suspicion that if you applied the model to San Francisco neighborhoods, the Mission District's hipsterand would be one of the least hip places in the city. The Boston globe reporters need to get out of the office a little more often.
We had a nice dinner, although I didn't think it was as spectacular as some of the other reviews make it out to be. The charcuterie plate was a delightful mix of things. Be warned, though, that the restaurant can be extremely loud; we had a hard time carrying on a conversation.
Great scones and buckwheat pancake. Also quick to get us our food, which kept the kids happy. I'd definitely come back if I were looking for brunch in the neighborhood, like the next time we're going to the Exploration. |
The reviews below refer
to free (or free-to-try) off-site tutoring and instructional resources.
To access the Purplemath lessons and tutoring forums, please use the links
to the right. For paid in-home tutoring, please try here.
algebra.help:
This site has
lessons on basic algebra topics and techniques, study tips, calculator
advice, worksheets, and more.
BestDamnTutoring.com:
In contrast to the YouTube norm, this tutoring crew directed their algebra
instructor through multiple "takes" to ensure clarity; the
videos are generally
short, to the point, and error-free.
Brightstorm:
This video compendium offers videos on many topics, such as chemistry,
calculus, and ACT test-prep. In particular, you will find a large collection
of algebra
lessons.
CliffsNotes:
This recognized name in helpful supplementary resources has added online
lessons to its print offerings. There are loads of math lessons, including
many for algebra.
Exercises
in Math Readiness: EMR
has lessons, examples, and short quizzes (complete with hints and solutions).
They cover only a few topics, but the coverage is excellent,
and extends from algebra to trigonometry and set theory.
FreeMathHelp:FreeMathHelp has some lessons
covering various topics from algebra to calculus, a worksheet generator,
and a message board which
offers free tutoring. Registration for the tutoring forum is required,
but is free and fast. Questions are usually answered within a day. For
math formatting advice, follow the links in the "Forum Help"
pull-down menu at the top of every forum page.
Joseph Coffman's
Lecture Notes:
Mr. Coffman's lectures
cover a lot of material and include many worked examples. The notes
center on algebra, but also include a little statistics (box-and-whisker
plots, for example) and trigonometry. Each lesson is linked to the related
Glencoe online learning resource.
Karl's
Notes on Email: You
may have noticed that it's hard to write out math problems when all you
have is your e-mailer to work with. Because of this, math people have
developed commonly accepted ways of formatting math for the purposes of
e-mail and newsgroups, some of which has been adopted into (or from) the
syntax used by graphing calculators. Karl's
Notes are an excellent overview of this formatting.
Khan
Academy:
If you're tired of doing searches trying
to find algebra videos on various different topics, you can now start
with an extensive listing in one place. Salman
Khan has loads of videos teaching algebra
and other topics.
MathCelebrity:Don Sevcik has created an extensive
set of online step-by-step solvers. If you find it helpful to see the
steps, so you can learn how to do the rest of the exercises for yourself,
these javascript solvers
might be just the thing. (No installation or plug-ins required.)
Mathnerds:
Once you've registered (membership is free), log in to this
tutoring site. Then pick the category that most closely matches what
you are studying and submit your question. It will be assigned to a qualified
tutor. Questions are answered by pre-qualified tutors, usually within
a day or two. Valid e-mail address required.
MathOps:
This site is meant for teachers and classrooms, but there is loads of
great free material, too. From the home
page, click the link for "Free Lessons". (To return to their
home page, you'll need to use your browser's "Back" button,
or scroll down to the bottom for a link.)
Maths
Is Fun:
If you'd like extra practice or instruction on pre-algebra or early-algebra
topics, Maths Is Fun is a great
resource. The site also has worksheets, a tutoring forum, puzzles,
and teaching games.
One
Mathematical Cat:
Professor Fisher has created entire textbooks and posted them online.
The algebra
text includes "Web Exercises" which you can use for practice.
(Be sure to read their instructions.)
Open
Algebra:
Professor John Redden has taken his lessons and handouts for his college
algebra courses and put them online.
His lessons contain loads of worked examples.
OpenStudy:
This free "groups" site offers an interface for posting (and
answering) questions in math
and other topics.
Paul's
Online Math Notes: Paul Dawkins
of Lamar University has compiled some very nice lessons, reviews, and
cheat-sheets for his college students, and has made his materials available
to the rest of us, too. His site
covers algebra through differential equations. The lessons are very thorough,
with lots of worked examples, sensible advice regarding common mistakes,
and helpful previews of what to expect in later courses.
Professor
Kuniyuki's
Precalculus Notes: Professor Kuniyuki's
advanced algebra notes
are keyed to a particular textbook, but, being listed by topic, anybody
can use them. His lessons are in PDF form and tend to be somewhat technical
(textbook-ish), but the advice and warnings they contain are very good.
Professor
Symancyk's algebra lessons:
Professor Symancyk has written some great lessons, which include illustrations
and worked examples. Pick your topic from his menu.
(Note: His e-mail is for his Maryland [USA] students only.)
Regents
Prep: The Oswego
City School District provides many
lessons covering
different topics for many grade-levels. Of interest to the algebra
student are the lessons
designed for the Regents Prep exam, many of which contain instructions
related to graphing calculators. Scroll down on the "Math A"
and "Math B" pages to view each index of lessons.
Stan
Brown's Math and Calculator articles:
Professor Brown has created a nice collection
of tutorials covering
many common tasks, and some not-so-common ones, for classes from algebra
through calculus and statistics. Includes programs you can download and
install, step-by-step instructions, illustrations, and a conversational
tone.
University
of Arizona Software:
This software
contains self-testing quizzes, but the "Help" contains good
lessons. The programs are DOS-based, but VERY user-friendly. Scroll down
the page to "Are You Ready?", and choose your level.
WTAMU
Virtual Math Lab: The
West Texas A&M University's Virtual
Math Lab has a lengthy list of tutorials, covering topics throughout
algebra. Each lesson includes useful terminology, worked examples, and
links to other sites.
WyzAnt:
This online tutoring service also offers a long list of math
lessons, including
algebra and pre-calculus.
xyAlgebra:
If you are having trouble with beginning algebra, especially word problems,
this
free package may
be just the thing. The software shows all of the steps and reasoning for
doing basic algebra problems, and allows the student to work through exercises,
providing lessons on necessary background topics, as needed.
If you think your site should be listed
here, please submit
the URL, explaining how you think your free lessons or free tutoring
services would aid algebra students. Listings are added at the webmistress'
discretion; listings for "calculators" and "graphers"
are no longer accepted. Sorry. |
Modern Computer ArithmeticModern Computer Arithmetic focuses on arbitrary-precision algorithms for efficiently performing arithmetic operations such as addition, multiplication and division, and their connections to topics such as modular arithmetic, greatest common divisors, the Fast Fourier Transform (FFT), and the computation of elementary and special functions. Brent and Zimmermann present algorithms that are ready to implement in your favourite language, while keeping a high-level description and avoiding too low-level or machine-dependent details. The book is intended for anyone interested in the design and implementation of efficient high-precision algorithms for computer arithmetic, and more generally efficient multiple-precision numerical algorithms. It may also be used in a graduate course in mathematics or computer science, for which exercises are included. These vary considerably in difficulty, from easy to small research projects, and expand on topics discussed in the text. Solutions to selected exercises are available from the authors.
This product is listed in the following category:
If you find anything wrong with this product listing, perhaps the description is wrong, the author is incorrect, or it is listed in the wrong category, then please contact us. We will promptly address your feedback. |
This algebra lesson from Illuminations involves using linear equations and graphs in a real world context. Students will graph a line based on data points, find the equation of the line, identify y-intercept and slope,...
This algebra lesson from Illuminations helps students develop their understanding of mathematical functions and modeling using spreadsheets, graphing calculators, and computer graphing utilities. The differences between...
This unit from Illuminations includes activities that help students explore percent concentrations. Two lessons are included. "Mix It Up," which involves using two colors of beads to form two different percent mixes....
This algebra lesson demonstrates exponential growth and decay. The document includes three different ways in which students will retrieve data from the internet, formulate a function, perform calculations and then...
This algebra lesson helps students make the connection between functions and their graphs. The model of the level of water in a bathtub is used. Students will watch the graph and a chart of the depth of the water at... |
A web page and interactive applet show how to compute the perimeter of a parallelogram.
A parallelogram is shown that can be resized by dragging its vertices. As you drag, the perimeter is contThe user reviews quadrilaterals and the special quadrilaterals commonly used in geometry. After viewing examples, users can interactively test their understanding of the different properties of quadr... More: lessons, discussions, ratings, reviews,...
An interactive applet and associated web page showing the properties of a quadrilateral. The applet shows a quadrilateral with draggable vertices.
The web page has an extensive list of the variou... More: lessons, discussions, ratings, reviews,...
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 bec |
Solution of a Quadratic Equation in the Complex Number System by ( i ) Factorization ( ii ) Using Formula; Relation between Roots and Coefficients; Nature of Roots; Formation of Quadratic Equations with given Roots; Equations Reducible to Quadratic Forms.
Sequences and Series
Sequence and Examples of Finite and Infinite Sequences; Arithmetic Progression ( A..P ) : First Term, Common Difference, nth Term and sum of n terms of an A.P.; Arithmetic Mean ( A.M ); Insertion of Arithmetic Means between any Two given Numbers; Geometric Progression ( G.P ) : first Term, Common Ratio and nth term, Sum to n Terms, Geometric Mean ( G.M ); Insertion of Geometric Means between any two given Numbers.
Fundamental Principle of Counting; The Factorial Notation; Permutation as an Arrangement; Meaning of P ( n, r ); Combination : Meaning of C ( n, r ); Applications of Permutations and Combinations. Statement of Binomial Theorem; Proof of Binomial Theorem for positive integral Exponent using Principle of Mathematical Induction and also by combinatorial Method; General and Middle Terms in Binomial Expansions; Properties of Binomial Coefficients; Binomial Theorem for any Index ( without proof ); Application of Binomial Theorem. The Principle of Mathematical Induction, simple Applications.
Matrices and Determinants
Concept of a Matrix; Types of Matrices; Equality of Matrices ( only real entries may be considered ) : Operations of Addition, Scalar Multiplication and Multiplication of Matrices; Statement of Important Results on operations of Matrices and their Verifications by Numerical Problem only; Determinant of a Square Matrix; Minors and Cofactors; singular and non-singular Matrices; Applications of Determinants in ( i ) finding the Area of a Triangle ( ii ) solving a system of Linear Equations ( Cramer's Rule ); Transpose, Adjoint and Inverse of a Matrix; Consistency and Inconsistency of a system of Linear Equations; Solving System of Linear Equations in Two or Three variables using Inverse of a Matrix ( only up to 3X3 Determinants and Matrices should be considered ).
Linear In-equations
Solutions of Linear Inequation in one variable and its Graphical Representation; solution of system of Linear Inequations in one variable; Graphical solutions of Linear inequations in two variables; solutions of system of Linear Inequations in two variables.
Mathematical Logic and Boolean Algebra
Statements; use of Venn Diagram in Logic; Negation Operation; Basic Logical Connectives and Compound Statements including their Negations.
Unit 2 : Trigonometry
Trigonometric functions and Inverse Trigonometric functions : Degree measures and Radian measure of positive and negative angles; relation between degree measure and radian measure, definition of trigonometric functions with the help of a unit circle, periodic functions, concept of periodicity of trigonom etric functions, value of trigonometric functions of x for
Unit 3 : Geometry
Cartesian System of Rectangular Co ordinates
Cartesian system of co ordinates in a plane, Distance formula, Centroid and incentre, Area of a triangle, condition for the collinearity of three points in a plane, Slope of line, parallel and perpendicular lines, intercepts of a line on the co ordinate axes, Locus and its equation.
Lines and Family of lines
Various forms of equations of a line parallel to axes, slope – intercept form, The Slope point form, Intercept form, Normal form, General form, Intersection of lines. Equation of bisectors of angle between two lines, Angles between two lines, condition for concurrency of three lines, Distance of a point from a line, Equations of family of lines through the intersection of two lines.
Circles and Family of circles
Standard form of the equation of a circle General form of the equation of a circle, its radius and center, Equation of the circle in the parametric form.
Vectors and scalars, Magnitude and Direction of a vector, Types of vectors ( Equal vectors, unit vector, Zero vector ). Position vector of a point, Localized and free vectors, parallel and collinear vectors, Negative of a vector, components of a vector, Addition of vectors, multiplication of a vector by a scalar, position vector of point dividing a line segment in a given ratio, Application of vectors in geometry. Scalar product of two vectors, projection of a vector on a line, vector product of two vectors.
Three Dimensional Geometry
Coordinate axes and coordinate planes in three dimensional space, coordinate of a point in space, distance between two points, section formula, direction cosines, and direction ratios of a line joining two points, projection of the join of two points on a given line, Angle between two lines whose direction ratios are given, Cartesian and vector equation of a line through ( i ) a point and parallel to a given vector ( ii ) through two points, Collinearity of three points, coplanar and skew lines, Shortest distance between two lines, Condition for the intersection of two lines, Carterian and vector equation of a plane ( i ) When the normal vector and the distance of the plane from the origin is given ( ii ) passing though a point and perpendicular to a given vector ( iii ) Passing through a point and parallel to two given lines through the intersection of two other planes ( iv ) containing two lines ( v ) passing through three points, Angle between ( i ) two lines ( ii ) two planes ( iii ) a line and a plane, Condition of coplanarity of two lines in vector and Cartesian form, length of perpendicular of a point from a plane by both vector and Cartesian methods.
Concept of a real function; its domain and range; Modulus Function, Greatest integer function : Signum functions; Trigonometric functions and inverse trigonometric functions and their graphs; composite functions, Inverse of a function. Limit of a function; meaning and related notations; Left and right hand limits; Fundamental theorems on
Limits at Infinity and infinity limits; continuity of a function at a point, over an open / closed interval; Sum, Product and quotient of continuous functions; Continuity of special functions – Polynomial, Trigonometric, exponential, Logarithmic and Inverse trigonometric functions.
Differentiation
Derivative of a function; its geometrical and physical significance; Relationship between continuity and differentiability; Derivatives of polynomial, basic trigonometric, exponential, logarithmic and inverse trigonometric functions from first principles; derivatives of sum, difference, product and quotient of functions; derivatives of polynomial, trigonometric, exponential, logarithmic, inverse trigonometric and implicit functions; Logarithmic differentiation; derivatives of functions expressed in parametric form; chain rule and differentiation by substitution; Derivatives of Second order.
Application of Derivatives
Rate of change of quantities; Tangents and Normals; increasing and decreasing functions and sign of the derivatives; maxima and minima; Greatest and least values; Rolle's theorem and Mean value theorem; Approximation by differentials.
Definite integral as limit of a sum; Fundamental theorems of integral calculus without proof ); Evaluation definite integrals by substitution and by using the following properties.
Application of definite integrals in finding areas bounded by a curve, circle, parabola and ellipse in standard form between two ordinates and x – axis; Area between two curves, line and circle; line and parabola : line and ellipse.
Differential Equations
Definition; order and degree; general and particular solutions of a differential equation; formation of differential equations whose general solution is given; solution of differential equations by method of Separation of variables; Homogeneous differential equations of first order and their solutions; Solution of linear differential equations of the type dy / dx + P ( x ) y = Q ( x ) where P ( x ), Q ( x ) are functions of x. |
Description:
This course, a continuation of MATH 8A, includes solving expressions and equations;graphing points on a coordinate plane, identifying translations, rotations, reflections, and dilations of a graph; and using ratios, proportions, percents, and decimals. MATH 8B also explores problem-solving strategies and the basic fundamentals of geometry, including angles, triangles, prisms, and cylinders 8B / Online
Schedule Number:
9891
Instructor(s):
Janet Martin
Location:
Dates:
Units:
0.5 Academic Credits
Lessons/Exams:
6 |
Product Details:
Includes 27 competencies/skills found on the NMTA History, Geography, Economics, Civics and Government test and 125 sample-test questions. This guide, aligned specifically to standards prescribed by the New Mexico Department of Education, covers the sub-areas of History; Geography and Culture; Economics; Political Science and Government; and Social Studies Skills.
Description:
MTEL Middle School Mathematics 47 Includes 21 competencies/skills found on
the MTEL Middle School Mathematics test and 125 sample test questions. This guide, aligned specifically to standards prescribed by the Massachusetts Department of Education, covers the sub areas of ...
Description:
Includes 12 competencies/skills found on the PLACE Basic Skills test
and 143 sample test questions. This guide, aligned specifically to standards prescribed by the Colorado Department of Education, covers the sub areas of Mathematics; English; Reading; and Essay.Book Format: Paperback. ...
Description:
Can you determine the dot product and cross product of
two vectors? Solve and analyze problems using Ohm''s law? Master these and other core knowledge and skills with this comprehensive guide that includes all the relevant categories from the ... |
LINEAR ALGEBRA-W/APPLICATIONS>
Description: Nicholson Linear Algebra 6e introduces the general idea of Linear Algebra much earlier than the competition keeping with the same rigorous and concise approach to linear algebra. Along with the many diagrams and examples that help studentsMore...
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Nicholson Linear Algebra 6e introduces the general idea of Linear Algebra much earlier than the competition keeping with the same rigorous and concise approach to linear algebra. Along with the many diagrams and examples that help students visualize, the 6e also keeps with the continuous introduction of concepts. #1 advantage is in Chap 5 known as the "bridging chapter" helps stop students from "hitting the wall" when abstract vector spaces are introduced in chap 6 |
's leading mathematicians, that introduce basic mathematical tools and vocabulary; trace the development of modern mathematics; explain essential terms and concepts; examine core ideas in major areas of mathematics; describe the achievements of scores of famous mathematicians; explore the impact of mathematics on other disciplines such as biology, finance, and music--and much, much more.
Unparalleled in its depth of coverage, The Princeton Companion to Mathematics surveys the most active and exciting branches of pure mathematics, providing the context and broad perspective that are vital at a time of increasing specialization in the field. Packed with information and presented in an accessible style, this is an indispensable resource for undergraduate and graduate students in mathematics as well as for researchers and scholars seeking to understand areas outside their specialties.
Features nearly 200 entries, organized thematically and written by an international team of distinguished contributors
Presents major ideas and branches of pure mathematics in a clear, accessible style
Defines and explains important mathematical concepts, methods, theorems, and open problems
Introduces the language of mathematics and the goals of mathematical research
Covers number theory, algebra, analysis, geometry, logic, probability, and more
Traces the history and development of modern mathematics
Profiles more than ninety-five mathematicians who influenced those working today |
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Discover the wonderful world of shapes with Switched-On Schoolhouse 10th Grade Geometry! This fun, comprehensive math course will give your child an in-depth, subject-centered look at geometry. Step-by-step, computer-based content makes learning both easy and fun! Using today's technology, this innovative homeschool curriculum enriches child learning with multimedia like video clips, animation and learning games—all included in each daily lesson. You won't find that in ordinary math textbooks! Imagine your child actually looking forward to learning math—he will when you use SOS 10th Grade Geometry.
But we didn't stop there. Switched-On Schoolhouse also has cutting-edge tools for parents too. Wouldn't you love automatic grading and lesson planning? How about customizable curriculum geared perfectly for your child's learning level? Or maybe you'd like multiple printing options so you can study lessons together? You'll get all of that, and more. This math course is the answer you've been looking for. Teaching geometry has never been more fun. Your child will not only learn about triangles, polygons, circles, and angles, but they will also learn about how these dimensions are used in real life. What could be better? Plus, this Alpha Omega curriculum has integrated, step-by-step solution keys when viewing problems from the SOS Teacher application. So, order Switched-On Schoolhouse 10th Grade Geometry from Alpha Omega Publications to see what a difference it can make for your student |
How Many Formulas?
Date: 11/25/2002 at 19:42:46
From: Rebecca
Subject: Math
Hey,
I have a question. I am in pre-algebra and I just want to know, How
many formulas do you actually have to learn? And does it ever get
easy?
Another questian. I am planning on taking PRE ALG, alg1, and then
BUSINESS MATH (not alg 2). Is this going to affect me in any way in
my life? Will I be dumb?
Thanks,
Rebecca
Date: 11/26/2002 at 01:40:37
From: Doctor Ian
Subject: Re: Math
Hi Rebecca,
There's no limit to the number of formulas in math, because people are
making up new ones all the time.
However, you don't have to know very many of them. Here are just about
all the formulas that I've memorized:
1. area of a rectangle = length * width
2. area of a circle = pi * radius^2
3. volume of a prism = area of base * height
4. sin^2 + cos^2 = 1
(This is really just a version of the Pythagorean Theorem.)
5. The quadratic formula,
-b +/- sqrt(b^2 - 4ac)
x = ---------------------- whenever ax^2 + bx + c = 0
2a
6. The derivative of e^x is e^x.
7. The derivative of ax^n is anx^(n-1).
Along with some definitions (e.g., exponents, and the sine, cosine,
and tangent functions), I think that's about it. (Don't worry too much
if you don't understand what they all mean. The important point is
that there aren't very many of them.)
There are lots more formulas than this. But if when you learn about a
new formula, you make sure that you _understand_ why it works, then
you don't have to remember it, because you can figure it out again
later if you need it.
(For example, you can turn any parallelogram into a rectangle by
cutting a piece from one side and moving it to the other. So I can
figure out that the area of a parallelogram is the same as the area of
the rectangle that has the same base and height. And you can make any
triangle by cutting a parallelogram in half. So I can figure out that
the area of a triangle is half the area of the corresponding
parallelogram, which is the same as the area of the corresponding
rectangle. See how it works?)
As for your other question, not taking algebra won't make you 'dumb'.
But it will make it somewhat easier for other people to take advantage
of you by using statistics, graphing tricks, and so on. And you may
find later that you're unable to pursue certain careers because you
won't know enough math to learn about them.
But certainly there are lots of happy, productive, well-adjusted, and
perfectly intelligent adults who couldn't solve an algebra problem if
their lives depended on it. Fortunately for them, hardly anyone's
life ever depends on it.
Does this help?
- Doctor Ian, The Math Forum |
Math Learning Center
The Math Learning Center, located in the Johnson Center, room 344, offers two programs designed to prepare students for their required math courses. The Basic Math Program refreshes skills needed for success in Math 106, Math 110 or Math 111. The Algebra Program prepares students for Math 105, Math 108, Math 112 or Math 125 and is offered in an online environment. Program descriptions are listed below.
Upon passing the program students are permitted to take the appropriate course. Alternatively, students must pass the Mathematics Placement Test to register for these courses. For more information, see Mathematics Placement Test. Students will not receive college credit for this program. |
A 1-2 day lesson that introduces the topic of functions. The goal is to help students gain a deeper understanding of what a function actually is and what the purpose of functions are, specifically in their predictive capabilities. The concepts of domain and range, and having a distinct output for each input will be included.
Looking for Patterns
Meghan Fenton*, Maura Cassidy, Akemi Kashiwada, Jet Warr
This series of lessons introduces students to linear functions using pattern growth. By analyzing the changing perimeter of consecutive images, students will be able to visualize linear functions in a pattern and throughout the course of the lessons, in a table, graph, and equation. The goal of the unit is that students be able to move between the corresponding representations of a linear function. The sequence of patterns will address y-intercept, rate of change, parallel lines, domain and range, and independent and dependent variables.
Applications of Piece-wise Linear Functions
Kym Riggins*, Felipe Rico
The purpose of this lesson is for students to develop the concept and understand the applications of piece-wise functions. The task includes students replicating the contour of the wing of a bird from a given picture to which a coordinate system has been attached. Students model the curve of the wing by first using two points along the bird's wing which will yield one linear equation and a very raw approximation to the true shape of the wing. This is improved by requiring three points (yielding two lines), four points, up to a maximum of 7 points. Once students have defined functions for the points they've selected, a discussion takes place in regards to the appropriate domain for these functions so that a graphing calculator can be programmed to graph a precise sequence of lines that will adjust to the contour of the bird's wing |
Product Synopsis
"The Barnett, Ziegler, Byleen, and Sobecki College Algebra" series is designed to be user friendly and to maximize student comprehension by emphasizing computational skills, ideas, and problem solving as opposed to mathematical theory. Suitable for either one or two semester college algebra with trigonometry or precalculus courses, "Precalculus" introduces a unit circle approach to trigonometry and includes a chapter on limits to provide students with a solid foundation for calculus concepts. The large number of pedagogical devices employed in this text will guide a student through the course. Integrated throughout the text, students and instructors will find Explore-Discuss boxes which encourage students to think critically about mathematical concepts. In each section, the worked examples are followed by matched problems that reinforce the concept being taught. In addition, the text contains an abundance of exercises and applications that will convince students that math is useful. A MathZone site featuring algorithmic exercises, videos, and other resources accompanies the |
Sketchpad Math Software Goes Universal
11.06.2006—Geometer has released an update to Sketchpad, a software tool for teaching and learning math. The new 4.07 update adds native compatibility for Intel-based Macs and continues to support PowerPC-based Macs and Windows systems as well.
Sketchpad is a suite designed for both students and educators, with separate editions for each. It allows students to explore mathematics by providing tools for them to create diagrams and figures. Educators can also use the software to generate teaching aids. It includes classroom activities, presentation and sketch samples, learning guides and reference materials. And it offers modules for various math courses.
Specific curriculum modules include:
Exploring Algebra 1;
Exploring Algebra 2;
Exploring Geometry;
Pythagoras Plugged In: Proofs and Problems;
Rethinking Proof;
Exploring Conic Sections;
Exploring Precalculus;
Exploring Calculus;
Geometry Activities for Middle School Students;
Shape Makers: Developing Geometric Reasoning in Middle School;
And Geometry in Action.
The latest release, version 4.07, is now a Universal Binary for Macintosh systems, supporting both Intel and PowerPC hardware. It also adds Web links to the Sketchpad Resource Center and adds sample documents to the Help menu. Several bug fixes are also included in the update.
The new 4.07 update is available free for current users. The student version of Sketchpad is available now for Mac OS X and Windows for $39.95. The full edition runs $129.95. Multi-license versions are also available, as is an evaluation version for instructors. See the company's Web site, below, for more details |
Computer algebra system
A computer algebra system (CAS) is a software program that allows to compute with mathematical expressions in a way which is similar to the traditional handwritten computations of the mathematicians and other scientists. The development of the computer algebra systems has impulsed the rise, in the second halve of 20th century, of a new scientific area called "computer algebra" or "symbolic computation". In fact, "when the long-known finite step algorithms were first put on computers, they turned out to be highly inefficient".[1][2]
Computer algebra systems may be divided in two classes, the specialized ones and the general purpose ones. The specialized ones are devoted to a specific part of mathematics, such as number theory, group theory, or teaching of elementary mathematics.
General purpose computer algebra systems aim to be useful to users working in any scientific field, which have to manipulate mathematical expressions. For being useful, a general purpose computer algebra systems must include various features such as
The library must cover not only the needs of the users, but also the needs of the simplifier. For example, the computation of Polynomial greatest common divisors is systemically used for the simplification of expressions involving fractions.
This large amount of required computer capabilities explains the small number of general purpose computer algebra systems. The main ones are Axiom, Magma, Maple, Mathematica and Sage (the latter includes several computer algebras systems, such as Macsyma and SymPy).
Some computer algebra systems focus on a specific area of application; these are typically developed in academia and are free. They can be inefficient for numeric operations compared to numeric systems.
History[edit]
Computer algebra systems began to appear in the 1960s, and evolved out of two quite different sources—the requirements of theoretical physicists and research into artificial intelligence.
A prime example for the first development was the pioneering work conducted by the later Nobel Prize laureate in physics Martin Veltman, who designed a program for symbolic mathematics, especially High Energy Physics, called Schoonschip (Dutch for "clean ship") in 1963.
Using LISP as the programming basis, Carl Engelman created MATHLAB in 1964 at MITRE within an artificial intelligence research environment. Later MATHLAB was made available to users on PDP-6 and PDP-10 Systems running TOPS-10 or TENEX in universities. Today it can still be used on SIMH-Emulations of the PDP-10. MATHLAB ("mathematical laboratory") should not be confused with MATLAB ("matrix laboratory") which is a system for numerical computation built 15 years later at the University of New Mexico, accidentally named rather similarly.
The first popular computer algebra systems were muMATH, Reduce, Derive (based on muMATH), and Macsyma; a popular copyleft version of Macsyma called Maxima is actively being maintained. As of today, the most popular commercial systems are Mathematica[3] and Maple, which are commonly used by research mathematicians, scientists, and engineers. Freely available alternatives include Sage (which can act as a front-end to several other free and nonfree CAS).
In 1987 Hewlett-Packard introduced the first hand held calculator CAS with the HP-28 series, and it was possible, for the first time in a calculator, to arrange algebraic expressions, differentiation, limited symbolic integration, Taylor series construction and a solver for algebraic equations.
The Texas Instruments company in 1995 released the TI-92 calculator with an advanced CAS based on the software Derive. This, along with its successors (including the TI-89 series and the newer TI-Nspire CAS released in 2007) featured a reasonably capable and inexpensive hand-held computer algebra system. |
Review
Technically a student coming into a Calculus class is
supposed to know both Algebra and Trigonometry. The reality is often much
different however. Most students enter a Calculus class woefully unprepared for
both the algebra and the trig that is in a Calculus class. This is very
unfortunate since good algebra skills are absolutely vital to successfully
completing any Calculus course and if your Calculus course includes trig (as
this one does) good trig skills are also important in many sections.
The intent of this chapter is to do a very cursory review
of some algebra and trig skills that are absolutely vital to a calculus course.
This chapter is not inclusive in the algebra and trig skills that are needed to
be successful in a Calculus course. It only includes those topics that most
students are particularly deficient in. For instance factoring is also vital to
completing a standard calculus class but is not included here. For a more in
depth review you should visit my Algebra/Trig review or my full set of Algebra
notes at
Note that even though these topics are very important to a
Calculus class I rarely cover all of these in the actual class itself. We
simply don't have the time to do that. I do cover certain portions of this
chapter in class, but for the most part I leave it to the students to read this
chapter on their own.
Here is a list of topics that are in this chapter. I've
also denoted the sections that I typically cover during the first couple of days
of a Calculus class.
Review
: Functions - Here
is a quick review of functions, function notation and a couple of fairly
important ideas about functions.
Review : Solving Trig Equations with Calculators, Part I - The
previous section worked problem whose answers were always the "standard"
angles. In this section we work some problems whose answers are not "standard"
and so a calculator is needed. This section is always covered in my class as
most trig equations in the remainder will need a calculator. |
9780136007029
ISBN:
0136007023
Edition: 5 Pub Date: 2008 Publisher: Prentice Hall
Summary: Clearly explained concepts, study skills help, and real-life applications will help the reader to succeed in learning algebra.
Martin-Gay, Elayn is the author of Beginning Algebra (The Martin-Gay Developmental Algebra Series) (Hardcover), published 2008 under ISBN 9780136007029 and 0136007023. One hundred twenty six Beginning Algebra (The Martin-Gay Developmental Algebra Series) (Hardcover) textbooks are ava...ilable for sale on ValoreBooks.com, seventy seven used from the cheapest price of $0.32, or buy new starting at $13CD included. stamp marks |
StatisticsMath.NET aims to provide a self contained clean framework for symbolic mathematical (Computer Algebra System) and numerical/scientific computations, including a parser and support for linear algebra, complex differential analysis, system solving and more |
You are here
Exploratory Galois Theory
Publisher:
Cambridge University Press
Number of Pages:
208
Price:
34.99
ISBN:
0-521-54499-8
Exploratory Galois Theory is designed as a first undergraduate course on field and Galois theory, with a course in abstract algebra — groups and rings — as prerequisite. As a first intuitive approach to Galois theory, the book concentrates on the subfields of the complex numbers.
The first half of the book is dedicated to field theory: polynomial rings, roots, ring homomorphisms; algebraic numbers, field extensions, minimial polynomials; simple extensions, etc. The second half is dedicated to Galois theory: normal extensions and splitting fields; the Galois group and the Galois correspondence; resolvents, discriminants and computation of Galois groups. The last chapter of the book is dedicated to classical topics such as an introduction to Kummer theory and cyclic extensions; characteristic p and finite fields; ruler-and-compass constructions and solvability by radicals. Throughout the book, there are numerous sections which explain how to work with the previously described mathematical objects, using software: Maple and Mathematica (the text includes plenty of screenshots in which the reader can see how to type the needed expressions). For example, the reader learns how to define and factor polynomials, approximate complex roots, how to define and work with algebraic number fields, and of course, how to calculate Galois groups of polynomials and resolvents.
The goal of the author is, in his own words, "to develop Galois theory in as accessible a manner as possible for an undergraduate audience". The reviewer thinks that the goal was very nicely accomplished in this book, where a beautiful and comprehensive exposition of the abstract theory is greatly enhanced by the computational aspects with the help of software. The students who belong to the "calculator religion" will enormously benefit from the numerous hands-on examples and being able to work explicitly with fields and groups on the computer, while the more abstract-minded students will enjoy the excellent mathematical writing of the book. However, as mentioned earlier, the text is a basic introduction to Galois and field theory, mostly concentrating on subfields of the complex numbers, so, depending on the audience, the book's scope might be too narrow.
Finally, the reviewer would like to end this note with a personal concern. The undergraduate student (or at least an algebraically oriented student) will have to purchase books which cover groups, rings, fields, Galois theory and so on (other topics, even if not covered in class, might be handy for the student in the future). Should the instructor choose a couple of books which cover (some of) these topics or should the instructor pick a book which contains all of the previous topics (such as Abstract Algebra by Dummit and Foote)? |
Overview
From planes, points, and postulates to squares, spheres, and slopes -- and everything in between -- CliffsQuickReview Geometry
CliffsQuickReview Geometry acts as a supplement to your textbook and to classroom lectures. Use this reference in any way that fits your personal style for study and review -- you decide what works best with your needs. Here are just a few ways you can search for topics:
* Use the free Pocket Guide full of essential information
* Get a glimpse of what you'll gain from a chapter by reading through the Chapter Check-In at the beginning of each chapter
* Use the Chapter Checkout at the end of each chapter to gauge your grasp of the important information you need to know
* Test your knowledge more completely in the CQR Review and look for additional sources of information in the CQR Resource Center
* Use the glossary to find key terms fast.
With titles available for all the most popular high school and college courses, CliffsQuickReview guides are a comprehensive resource that can help you get the best possible grades.
backtoschool
Author Information
Ed Kohn, MS is an outstanding educator and author with over 33 years experience teaching mathematics. Currently, he is the testing coordinator and math department chairman at Sherman Oaks Center for Enriched Studies.
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9780764563805
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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. |
Trigonometry
Ms. Atwell
BROAD GOALS
1. To provide students with mathematical skills necessary to move on to higher-level
mathematics courses such as Calculus and taking SAT's required to obtain
college entry and/or a college degree.
2. This class will enhance and extend skills acquired on Algebra 1, Geometry, and
Algebra 2. The student should have mastered concepts outlined in the Algebra 2
SOL's.
3. Trigonometry includes the study of trigonometric definitions, applications, and
graphing, as well as solving trigonometric equation and inequalities, (with and
without the aid of graphing calculators).
General Information
1. Rules in the student handbook will be followed.
2. Disruptive behavior is not permitted and will not be tolerated.
3. Common courtesies, respect for others, and respect for property is expected.
4. Students will be ready to work when the tardy bell rings. After the tardy bell
rings, the pencil sharpener is not to be used.
5. All work for this class will be done in pencil only! No work done in ink will be
accepted.
6. Teacher will dismiss class, not the bell.
7. Keep absences to a minimum. In math, it can be difficult to overcome one day of
missed instruction.
8. Required supplies for class everyday: book, notebook, calculator, pencils, and
paper. Other materials should be kept in the students' notebook so they will be
available when needed.
9. Never be afraid to ask questions. The only dumb question is the one that is
never asked!
Make Up Work
1. It is the students' responsibility, on the day of their return to school; to schedule a
time to makeup and missed assignment. Check the makeup board for missed
quizzes or tests. These can be made up during lunch, before school, after school,
or during after-school detention (Monday through Thursday).
2. If you do not show up for your appointed time, you will be given a ZERO on that
assignment.
3. If an assignment (test, quiz, ect.) is announced for a certain day and you are there
for the announcement but absent on the day of the assignment, you will be
expected to make it up on the day of your return to school.
4. If you leave school early, for any reason (sickness, school trips, athletic trips,
band, etc.) you will be expected to find out about all missed assignments (before
leaving if at all possible).
NOTEBOOKS:
1. This syllabus should be kept in the front of your notebook.
2. Dividers should be labeled as follows: Class notes, Homework, Quizzes, Vocabulary,
and Handouts.
3. A grade sheet will be given to you for each grading period, (you are responsible for
keeping all grades and extra credit recorded). This should be kept behind the
"Quizzes" divider.
4. Class notes and homework should have the date at the top, right side of the page and
the section number at the top left side of the page.
5. Keep all materials in a neat, orderly fashion.
GRADING POLICY:
1. Quizzes: These should require only 10 to 15 minutes. Some will be announced, but
some may be pop quizzes. Always be prepared!
2. Homework: Homework will not be checked daily, but you are responsible for having
it in your notebooks on a daily basis. Sometimes I will so random checks on the
homework, which will count as a quiz grade. Selected problems from the Chapter
Test at the end of the chapter will be due the day of the test, for a grade. Vocabulary
words for each chapter are due the day of the test and will be included as part of the
test grade.
3. Notebooks: Periodically there will be notebook quizzes. Specific items from the
homework assignments will be transferred to a sheet of paper and hand it in for a
grade. This means it is very important to do all homework assignments daily. At
some point in the semester, notebooks will be taken up and graded for organization,
content, and completed assignments.
4. Tests: One class period, 50 minutes, will be allowed for each test. It will cover a
chapter or unit. It will be worth more total points than any other assessments.
5. Attendance and participation points: These will be awarded at the end of each
grading period (number of points will be determined by total points possible for that
period). If you miss a day during the grading period, one-half a point will be
deducted from the awarded points. Participation points will be awarded for
willingness to answer questions, doing board work, and having all work completed.
The points possible for each item may vary according to number of problems or
difficulty.
Washington County, VA Grading Scale: A = 93-100 B = 85-92 C = 77-84
D = 70-76 F = Below 70
At the end of each grading period, the grade will be determined by adding the total
number of points acquired divided by the number of points possible. Final grades will be
the average of the two semester grades.
Any student who passes the course SOL Test, has a passing grade in the
course, and has 95% attendance (has not missed more than 5 days of a block
class, or 9 days of a year long class) will be exempt from the final exam |
Elementary Statistics - With CD - 10th edition
Summary: Elementary Statistics has been written for the introductory statistics course and students majoring in any field. Although the use of algebra is minimal, students should have completed at least an elementary algebra course. In many cases, underlying theory is included, but this book does not stress the mathematical rigor more suitable for mathematics majors. Because the many examples and exercises cover a wide variety of different and interesting statistical applicat...show moreions, Elementary Statistics is appropriate for students pursuing careers in a wide variety of disciplines. ...show less
Solid binding. Pages have minor markings and highlighting-otherwise in good condition. Disc is included in back. Solid clean cover-has minor corner wear. Good hardcover book.
$16.95 +$3.99 s/h
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Very good; Collectible Book in very good condition, 2007 Pearson/Addison Wesley books, hardcover, no marks inside/sealed cd-rom inside/a small crack to top of spine, 868 pages, in great condition, g...show morereat |
This course is about mathematical analysis of continuum models of various natural phenomena. Such models are generally...
see more
This
This is an introductory course in algebraic combinatorics. No prior knowledge of combinatorics is expected, but assumes a...
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This is an introductory course in algebraic combinatorics. No prior knowledge of combinatorics is expected, but assumes a familiarity with linear algebra and finite groups. Topics were chosen to show the beauty and power of techniques in algebraic combinatorics. Rigorous mathematical proofs are expected.
This is a graduate-level course in combinatorial theory. The content varies year to year, according to the interests of...
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This is a graduate-level course in combinatorial theory. The content varies year to year, according to the interests of the instructor and the students. The topic of this course is hyperplane arrangements, including background material from the theory of posets and matroids.
This course serves as an introduction to major topics of modern enumerative and algebraic combinatorics with emphasis on...
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This course serves as an introduction to major topics of modern enumerative and algebraic combinatorics with emphasis on partition identities, young tableaux bijections, spanning trees in graphs, and random generation of combinatorial objects. There is some discussion of various applications and connections to other fields.
The course consists of a sampling of topics from algebraic combinatorics. The topics include the matrix-tree theorem and...
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The course consists of a sampling of topics from algebraic combinatorics. The topics include the matrix-tree theorem and other applications of linear algebra, applications of commutative and exterior algebra to counting faces of simplicial complexes, and applications of algebra to tilings.
This course offers an introduction to discrete and computational geometry. Emphasis is placed on teaching methods in...
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This course offers an introduction to discrete and computational geometry. Emphasis is placed on teaching methods in combinatorial geometry. Many results presented are recent, and include open (as yet unsolved) problems.
Wavelets are localized basis functions, good for representing short-time events. The coefficients at each scale are filtered...
see more
Wavelets are localized basis functions, good for representing short-time events. The coefficients at each scale are filtered and subsampled to give coefficients at the next scale. This is Mallat's pyramid algorithm for multiresolution, connecting wavelets to filter banks. Wavelets and multiscale algorithms for compression and signal/image processing are developed. Subject is project-based for engineering and scientific applications. |
There exist few textbooks only which are exclusively dedicated to the numerical solution of ordinary and partial differential equations although this field is of significant importance for courses on numerical analysis. The present book gives a rigorous account of the respective fundamentals. In the exposition it strives to maintain a balance between theoretical, algorithmic and applied aspects of the subject. This is not quite an easy task but the author, a specialist in the field and an experienced teacher excellently realizes the forementioned aims.
The book covers a broad range of material. The first 100 pages are dedicated to the numerical solution of ordinary differential equations including explicit and implicit Runge-Kutta methods, multistep methods including error control devices, solution of stiff equations and iteration for solving nonlinear algebraic systems. The next 160 pages are used to present finite difference and finite element methods for discretizing the Poisson equation and a variety of algorithms for solving the resulting large algebraic systems as Gaussian elimination for banded systems, iterative methods (the alternating directions implicit method and, unfortunately, the conjugate gradient method in the form of a remark only), multigrid techniques, fast Poisson solvers (Hockney method, fast Fourier transform, and, as a remark, odd-even reduction). Evolution type equations (parabolic and hyperbolic) are considered the next 80 pages which are followed by an appendix containing fundamentals in linear algebra, interpolation and quadrature and ordinary differential equations (20 pages). Each chapter is concluded with useful comments and a bibliography as well as a collection of exercises.
This book can be highly recommended as a basis for courses in numerical analysis. Since the emphasis does not lie in presenting deeper mathematical proofs but in providing mainly the unavoidable mathematics for a thorough understanding of the numerical methods it is equally well suited for students in science and engineering. The price for the paperback edition seems to be reasonably calculated also for the normally smaller budget of students. |
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Mathematics
The LFBC Math program is a solid one, beginning with the knowledge that God created everything, and, because of this, order has resulted. It teaches that students can expect exactness, preciseness, and completeness in arithmetic/mathematics, just as they can expect it in God's creation. We start with the basic facts. Strong emphasis is given to learning the multiplication tables early. Later we proceed to the more complicated and abstract concepts in the upper grades.
This course will lead the student into some new areas that will benefit him/her in everyday living. It includes important information on scriptural principles of personal finances including local church tithing, Faith Promise Missions giving, and...
These guides offer step-by-step solutions to all multi-step problems. While the study guide answers for Geometry. This is a must for high... |
Pre-Algebra: Word Problems
Find study help on linear applications for pre-algebra. Use the links below to select the specific area of linear applications you're looking for help with. Each guide comes complete with an explanation, example problems, and practice problems with solutions to help you learn linear applications for pre-algebra.
Fractions Word Problems
In order to understand arithmetic in general, it isimportant to practice and become comfortable with fractions and how they work. The problems in this set help you practice how to perform basic operations with fractions ... |
of linear algebra and is what is used to help physical scientists; chemists, physicists, engineers, statisticians, and economists solve real world problems.
The first textbook on mathematical methods focusing on techniques for optical science and engineering. Ideal for upper division undergraduates and graduates. Strong emphasis is placed on connecting mathematical concepts to optical systems. Essay problems based on research publications and numerous exercises strengthen the connection between the theory and its applications. |
Description of 2013 Essentials of Math by Alpha Omega Publications
Follow your child's interests, supplement your standard program, and dig deeper into a specific area of study with Switched-On Schoolhouse Electives! With a variety of subjects and grades available, SOS elective students will enjoy the change of pace and the chance to learn more about topics they're interested in.
This course is designed for either remedial or advanced learners; units cover algebra, geometry, statistics, measurements, numbers, and more. Beginning with a review of number basics with practical application, students will move on to an overview and practice of statistics; algebraic statements with variables; the metric system and measurement conversions; differences between linear units of measurement, square units, and cubic units; and Algebra 1 topics. An emphasis on sound mathematical reasoning and logical order helps students with everyday circumstances. 7 Units plus a Final Exam are included. |
Synopses & Reviews
Publisher Comments:
Functional analysis provides a concise conceptual framework for linear control theory. This self-contained text, geared toward engineering students, demonstrates the subject's unity. It features a wide range of powerful theorems that illustrate inner product spaces, instability, controllability, and observability. It also discusses minimum norm and time control as well as distributed systems.
The first chapter offers a brief survey of basic mathematics, followed by chapters that contain most of the mathematics needed later in the book. Subsequent chapters establish axioms for linear dynamic systems, linking the axiomatic description to the state space description. They also consider important structural properties of a given system, the formulation of optimization problems, issues of existence and uniqueness, and the characterization of optimal controls. The final chapter returns to some of the concepts and methods discussed earlier, extending the applications of finite dimensional systems to distributed parameter systems. A comprehensive set of references concludes |
Why Should I Study Calculus?
Date: 03/04/2001 at 18:13:12
From: Aaron
Subject: Why should I study calculus?
Dear Dr. Math,
I am starting an AP calculus class next year and I would like to
understand why I should study calculus. What is its importance? Also,
I am in Precalculus now and I would like to know what topics that I am
studying are beneficial in studying calculus.
Thank You
Aaron
Date: 03/05/2001 at 09:34:54
From: Doctor Ian
Subject: Re: Why should I study calculus?
Hi Aaron,
Thanks for writing to Dr. Math.
The _best_ reason to study calculus is because it's beautiful, and
learning about it is fun. However, most people never figure that out,
so they need some _other_ motivation to learn it.
If you want to learn about physics - which is a prerequisite for just
about any kind of career in science or engineering - then you'll need
to understand calculus for two reasons: First, because many of the
laws you'll be learning about were derived using calculus; and second,
because many of the problems you'll be asked to solve will require you
to use calculus.
The fact that you're asking the question suggests that no one has told
you what the _point_ of calculus is, in which case you might be
viewing it as just another set of tricks for pushing symbols around.
Here is one way to think about it: The history of math is full of the
discovery of special formulas to deal with special situations, e.g.,
formulas to compute the area of a circle, the volume of a pyramid, the
surface area of a torus, and so on.
Calculus is a _general_ way of computing these kinds of quantities,
for situations in which the boundaries can be described by arbitrary
functions, or collections of functions.
Special case formulas are like interstate highways - they take you to
a lot of important places very quickly, but there are a lot of places
that they can't take you at all. Calculus, on the other hand, can take
you to any place that has a street address.
Since calculus deals with functions, studying calculus will be easier
if you really understand, in a visceral way, what functions are and
how they work. And since a large part of calculus involves extending a
few standard techniques to new classes of functions - polynomials,
trigonometric functions, conic sections, etc. - the more kinds of
functions you can become familiar with, the easier calculus will be
for you.
I hope this helps. Let me know if you'd like to talk about this some
more, or if you have any other questions.
- Doctor Ian, The Math Forum |
This is an introductory text on counting and combinatorics that has good coverage but is disorganized and lacks motivation and rigor. It is aimed at a sophomore or higher level and has few prerequisites beyond power series. It has extensive coverage for such a short introduction, including a great deal on the use of generating functions and permutation groups, Hall's marriage theorem (although only in that form and not in the generality of systems of distinct representatives (SDRs)), and a fairly thorough look at Pólya's theory of counting. There are numerous exercises, and all have brief solutions in the back.
Although I like books with lots of examples, I think this one overdoes it, or perhaps it underdoes the explanations: these are often flimsy and ad hoc rather than systematic. I've read the chapter on exponential generating functions twice, but I still don't understand the book's rationales (several are given) for using exponential rather than ordinary generating functions. There's no coherent explanation of how permutation groups are related to counting, and there's no explanation in the examples of how the symmetry groups were determined for the various geometric objects being counted.
It is unusual to see a book that combines such extensive coverage with so few prerequisites. Some other books with similar coverage include Riordan's An Introduction to Combinatorial Analysis and Van Lint & Wilson's A Course in Combinatorics. Both of these assume more background than the present work, but have much better explanations. Another good book is Wilf's generatingfunctionology that, although nominally about generating functions, does include a fairly complete course in combinatorics. |
Editorial Reviews
Review
This book is specifically aimed at CS students. The authors include the same discrete math topics that other books have, but, in contrast to most existing books, they introduce each topic with a clear (and entertaining) CS motivation…
The book covers the usual discrete math topics …in a very entertaining way…
Each section is well written, with a highlighted subsection on the most important ideas and plenty of exercises. I highly recommend this book to everyone. It can be used in two different ways. The easiest way is to teach only the topics that are usually taught in discrete math classes (and ignore the other parts of the book). Alternatively, you could cover the whole book and, if needed, rearrange the other classes to avoid duplication. No matter how you use this book, its highly entertaining presentation of the material will undoubtedly make the class a success.
"Jenkyns (Brock Univ., Canada) and Stephenson (Univ. of Calgary, Canada) have written an introductory textbook on discrete mathematics for computer science majors. The volume's ten chapters cover the standard topics taught in such courses at the freshman or sophomore level … . In comparison with other introductory discrete mathematics textbooks, this work has a very strong emphasis on algorithms, proofs of algorithmic correctness, and the analysis of worst-case and average-case complexity. … Summing Up: Recommended. Lower-division undergraduates." (B. Borchers, Choice, Vol. 50 (9), May, 2013)
From the Back Cover
An understanding of discrete mathematics is essential for students of computer science wishing to improve their programming competence.
Fundamentals of Discrete Math for Computer Science
Topics and features:
Highly accessible and easy to read, introducing concepts in discrete mathematics without requiring a university-level background in mathematics
Ideally structured for classroom-use and self-study, with modular chapters following ACM curriculum recommendations
Describes mathematical processes in an algorithmic manner, often including a walk-through demonstrating how the algorithm performs the desired task as expected
Contains examples and exercises throughout the text, and highlights the most important concepts in each section
Selects examples that demonstrate a practical use for the concept in question
This easy-to-understand and fun-to-read textbook is ideal for an introductory discrete mathematics course for computer science students at the beginning of their studies. The book assumes no prior mathematical knowledge, and discusses concepts in programming as needed, allowing it to be used in a mathematics course taken concurrently with a student's first programming course.
The content is pretty good. There seem to be a few typos, which is not helpful in a book the intended reader uses for learning a mathematical subject, but overall it is easy to understand and generally gets to the point.
However, the Kindle version is not readable on my Kindle for Android reader. The navigation is broken. Turning the page frequently either does not work at all or returns the reader to the very front of the book. This is unacceptable. It appears that neither the publisher nor Amazon took steps to test the product and ensure that it performs as advertised. I am able to navigate through the book on the Kindle reader for Windows, but the widescreen format of a computer monitor does not fit with the portrait-style format of the book. It ought to work my Android tablet (the Kindle tablets themselves are essentially Android tablets), but it doesn't. When you create something, put it to market, and accept people's hard-earned pay in return for it, you have an obligation to make sure it works. To do otherwise is to be a lazy, worthless, parasite affixed to productive core of society and operating to its detriment.
Back to the content, my assigned textbook on discrete math was, for the portions on counting and relations, unusable. This book is vastly superior. The authors of this book are able to communicate in plain English, organize their work in a sensible manner, and provide clear examples. (Instead of the blithe, arrogant hand-waving in my other book.) |
Using Excel to plot numerical and analytical forms of the diffusion equation
This activity was selected for the On the Cutting Edge Exemplary Teaching Collection
Resources in this top level collection a) must have scored Exemplary or Very Good in all five review categories, and must also rate as "Exemplary" in at least three of the five categories. The five categories included in the peer review process are
Summary
Context
Audience
Undergraduate hydrology class introducing students to basic physical transport processes (advection, diffusion, dispersion) and chemical reactions (first-order reactions, boundary sources and sinks) in surface water, ground water, and atmospheric systems. The class has 3 hours of lecture and one hour of recitation per week; there is no associated laboratory.
Skills and concepts that students must have mastered
Before beginning this exercise, students must be able to:
Translate word problems into equations.
Recognize integral and differential forms of the conservation of mass equation.
Define and use timescales to describe diffusive mass transport
Write and understand Fick's Law for diffusive transport.
Use simple computer programs (Excel & Matlab) to construct spreadsheet models, including the use of $ notation in Excel.
How the activity is situated in the course
One out of eight homework assignments, occurring somewhere near the middle of the class. Previous homeworks included developing a two-box numerical model of a lake and plotting Gaussian curves. One variation is to assign the problem over two weeks, allowing students to receive feedback on their proposed approach before using those equations to develop a computer model.
Goals
Content/concepts goals for this activity
Conceptualize mass transport via diffusion.
Evaluate applicability and use of timescales for diffusive transport.
Account for boundaries in systems with diffusion.
Higher order thinking skills goals for this activity
Compare and contrast integral and differential forms of the conservation of mass equation.
Improve understanding and methodology of numerical integration.
Compare and contrast numerical integration and analytical solutions.
Describe equations and numerical results in prose.
Evaluate appropriateness of simplifying assumptions.
Other skills goals for this activity
Interpret text descriptions of environmental systems and use quantitative tools to understand these systems.
Use differential equations to describe environmental systems.
Use simple computer programs (Excel or Matlab) to model environmental systems.
Troubleshoot spreadsheets/m-files in these programs.
Ask classmates and the instructor for assistance but not the answer.
Description of the activity/assignment |
American Mathematical Society (AMS) was founded in 1888 in order to further mathematical research and scholarship. Since that time, they have embarked on a number of outreach programs designed to educate the public...
Created by Lang Moore and David Smith for the Connected Curriculum Project, this is a module to review concepts of inverse functions, and to use those concepts, together with functions defined by integrals, to develop...
In this lesson from Math Machines, students will "use algebra and trigonometry to automate SAM the Robot to complete a right triangular path." The class will use the program SCHOME to perform the task.
A participant...
The Mathematical Association of America presents MathDL, an online collection providing a space for the MAA community to share research and learning materials. The site includes a math dictionary, recent news, MAA... |
ALEX Lesson Plans
Title: Trigonometric Art
Description:
Students will investigate and analyze the effects of parameter changes on a trinometric function using a graphing calculator. Students will be able to create their own trigonometric art using sine, cosine, and tangent functions.
Standard(s): Trigonometric Art Description: Students will investigate and analyze the effects of parameter changes on a trinometric function using a graphing calculator. Students will be able to create their own trigonometric art using sine, cosine, and tangent functions. Graphing at all levels: It's a beautiful thing!
Description:
ThisStandard(s): [AED] VA2 (7-12) 2: Produce works of art using a variety of techniques. 1: (+) Represent complex numbers on the complex plane in rectangular and polar form (including real and imaginary numbers), and explain why the rectangular and polar forms of a given complex number represent the same number. [N-CN4] [MA2013] PRE (9-12) 15: Create graphs of conic sections, including parabolas, hyperbolas, ellipses, circles, and degenerate conics, from second-degree equations. (Alabama)
Title: "Woody Sine"
Description:
TheStandard(s): [MA2013] PRE (9-12) 29: (+) Use special triangles to determine geometrically the values of sine, cosine, and tangent for π/3, π/4, and π/6, and use the unit circle to express the values of sine, cosine, and tangent for π - x,
π + x, and 2π - x in terms of their values for x, where x is any real number. [F-TF3] [MA2013] PRE (9-12) 30: (+) Use the unit circle to explain symmetry (odd and even) and periodicity of trigonometric functions. [F-TF4]
Subject: Mathematics (9 - 12) Title: "Woody Sine" Description: The
Thinkfinity Lesson Plans
Title: Do You Hear What I Hear?
Description:
In this lesson, from Illuminations, students explore the dynamics of a sound wave. Students use an interactive Java applet to view the effects of changing the initial string displacement and the initial tension.
Standard(s): [S1] (8) 12: Classify waves as mechanical or electromagnetic. [S1] PHS (9-12) 9: Compare methods of energy transfer by mechanical and electromagnetic waves. [S1] PHY (9-12) 6: Describe wave behavior in terms of reflection, refraction, diffraction, constructive and destructive wave interference, and the Doppler effect. 45: Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. [S-ID6] [MA2013] AL2 (9-12) 29: Relate the domain of a function to its graph and, where applicable, to the quantitative 31: Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. [F-IF8] [MA2013] ALT (9-12) 32: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). [F-IF9] [MA2013] ALT (9-12) 33: Write a function that describes a relationship between two quantities.* [F-BF1] Do You Hear What I Hear? Description: In this lesson, from Illuminations, students explore the dynamics of a sound wave. Students use an interactive Java applet to view the effects of changing the initial string displacement and the initial tension. Thinkfinity Partner: Illuminations Grade Span: 9,10,11,12
Title: Hearing Music, Seeing Waves
Description:
This reproducible pre-activity sheet, from an Illuminations lesson, presents summary questions about the mathematics of music, specifically focused on sine waves and the geometric sequences of notes that are an octave apart.
Standard(s): [MA2013] AL1 (9-12) 27: Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. [F-IF3Thinkfinity Learning Activities
Title: Trigonometric Graphing
Description:
This student interactive from Illuminations allows students to graph trigonometric functions. Parameters that affect the amplitude, period, and phase shift of the function can be manipulated.
Standard(s): Sound Wave Description: This student interactive, from Illuminations, helps students understand the mathematical models used to represent sound. Students come to understand the origins of the terms pitch, tone, frequency, and intensity, as well as explore the dynamics of a sound wave. Thinkfinity Partner: Illuminations Grade Span: 9,10,11,12 |
Mathematical Physics (MathPages)
site includes a number of mathematical lessons that relate directly to physics topics. Each link provides a short example that would provide helpful supplemental materials in mathematics or science education (particularly in physics or astronomy curriculum). The lessons cover a variety of topics like gravity, motion, waves and astronomy.Wed, 9 Feb 2011 03:00:02 -0600Logarithms and the Richter Scale
lesson involves using logarithms as used in the Richter Scale, which identifies the magnitude of earthquakes. The connection between basic exponential and logarithmic functions is emphasized. The activity includes assessment questions for students.Tue, 25 Jan 2011 03:00:01 -0600Modeling Orbital Debris Problems
algebra lesson from Illuminations helps students develop their understanding of mathematical functions and modeling using spreadsheets, graphing calculators, and computer graphing utilities. The differences between linear, quadratic and exponential models are described. Students will also improve their understanding of how to choose the appropriate graphical representations for data. The material is intended for grades 9-12 and should require 5 class periods to complete.Mon, 24 Jan 2011 03:00:02 -0600Smokey Bear Takes Algebra
interdisciplinary lesson ties earth science concepts in with algebra. The forest-fire danger rating index is applied to a mathematical model. Students will learn real-world meaning of the intercepts and slope in the Angstrom index as well as how to model the relationship between the slope of the land versus rate of fire spread. The material includes student activity sheets. It is intended for grades 9-12 and should require 3 and a half class periods to complete.Tue, 18 Jan 2011 03:00:01 -0600How Much Does This House Really Cost?
word document introduces a lesson that helps students work out how much they would actually pay for a house with a 30-year fixed-rate mortgage, with interest included, after 30 years. The material involves working out a real-world mathematical problem while helping students understand how long-term credit works. The lesson should require 45-60 minutes to require.Mon, 17 Jan 2011 03:00:03 -0600Logarithms and Car Payments
algebra lesson helps students connect how logarithms work to the real world example of financing a car. Students will use a formula to calculate the number of months it will take them to pay off a car loan based on the amount of the loan, the amount of the monthly car payment, and an interest rate which they will get from an internet resource. The student worksheet for this lesson may be downloaded hereFri, 14 Jan 2011 03:00:03 -0600Monthly Mortgage Payment
lesson helps students to understand how home mortgages work. They will learn to substitute values into an algebraic formula using order of operations, interpret interest rates for home mortgages, navigate a real estate website to find a home in a desired city and calculate monthly mortgage payments for different terms. A student worksheet for this lesson can be downloaded here.Thu, 13 Jan 2011 03:00:03 -0600Varying Motion
algebra lesson helps students understand the relationship between the shape of a graph and the movement of an object. Students will collect and graph data, use slopes of tangent lines to create graphs of instantaneous velocities and instantaneous accelerations and use the area under a graph line to calculate velocities and displacements at specific moments in time. The material is intended for grades 9-12 and should require 3 class periods to complete.Thu, 13 Jan 2011 03:00:02 -0600Street-Fighting Mathematics
course, presented by MIT and taught by professor Sanjoy Mahajan, teaches guessing results and solving problems without having to do a proof or an exact calculation. The material is useful for students who have a basic knowledge of algebra, trigonometry, and single variable calculus. Assignments and solutions are included. MIT presents OpenCourseWare as free educational material online. No registration or enrollment is required to use the materials.Wed, 12 Jan 2011 03:00:03 -0600Logarithms Demystified
lesson from Illuminations asks students to make and use slide rules to discover the properties of logarithms. The class will use rulers to add and subtract visually, which will add to the depth of their mathematical reasoning. The technique of using slide rules in this manner reinforces the hierarchy among the operations of addition, multiplication, and exponentiation. The lesson is intended for grades 9-12 and should require 1 class period to complete.Tue, 11 Jan 2011 03:00:02 -0600Making Sense of Percent Concentrations: Mix It Up
unit from Illuminations includes activities that help students explore percent concentrations. Two lessons are included. "Mix It Up," which involves using two colors of beads to form two different percent mixes. The class will develop a formula to determine the final percent mix. The second lesson, "Don't Freeze the Engine," which uses an antifreeze chart to analyze how much antifreeze liquid to use to get the desired percent concentration. The material is intended for grades 9-12 and should require 3 class periods to complete.Tue, 11 Jan 2011 03:00:02Number Theory (MathPages)
site includes materials on a variety of topics relating to general number theory. Each link provides a short example that would provide helpful supplemental materials in mathematics education. The lessons vary from simple algebra to more advanced topics.Fri, 7 Jan 2011 03:00:01 -0600 |
More About
This Textbook
Overview
"How to Read Historical Mathematics is definitely a significant contribution. There is nothing similar available. It will be a very important resource in any course that makes use of original sources in mathematics and to anyone else who wants to read seriously in the history of mathematics."—Victor J. Katz, editor of The Mathematics of Egypt, Mesopotamia, China, India, and Islam
"."—Kim Plofker, author of Mathematics in India
What People Are Saying
Katz
How to Read Historical Mathematics is definitely a significant contribution. There is nothing similar available. It will be a very important resource in any course that makes use of original sources in mathematics and to anyone else who wants to read seriously in the history of mathematics.
— Victor J. Katz, editor of "The Mathematics of Egypt, Mesopotamia, China, India, and Islam"
Kim Plofker
.
— Kim Plofker, author of "Mathematics in India"
Editorial Reviews
Choice
Anyone interested in the history of mathematics should start here, especially those who teach history of mathematics courses. The text is refreshing, relevant, and surprisingly interesting. A great read!
Mathematics Teacher
[This book] is well written, readable, and straightforward. . . . It should be read by anyone who is using original source material to study the history of mathematics.
— David Ebert
MAA Reviews— Jim Tattersall
Mathematical Review
How to Read Historical Mathematics is filled with worthwhile advice to historians of mathematics and potential historians of mathematics. Wardhaugh's book should be readily available and kept with your personal reference books. It should also be in your school library.
— Donald Cook
Zentralblatt MATH DatabaseBritish Journal for the History of Science
How to Read Historical Mathematics is more than a useful aid to students being introduced to the field: it is a practical field guide to a whole new way of doing the history of mathematics. I warmly recommend it.
— Amir Alexander
Zentralblatt MATHWild About Math!
What Wardhaugh does exceptionally well is to break the ice for readers interested in the subject. He does this largely by training readers to ask insightful questions when they read a historical text.
— Sol Lederman
Mathematics Teacher
- David Ebert
[This book] is well written, readable, and straightforward. . . . It should be read by anyone who is using original source material to study the history of mathematics.
MAA Reviews
- Jim Tattersall
Wild About Math
- Sol Lederman
What Wardhaugh does exceptionally well is to break the ice for readers interested in the subject. He does this largely by training readers to ask insightful questions when they read a historical text.
Mathematical Review
- Donald Cook
How to Read Historical Mathematics is filled with worthwhile advice to historians of mathematics and potential historians of mathematics. Wardhaugh's book should be readily available and kept with your personal reference books. It should also be in your school library.
Zentralblatt MATH
- Leon Harkleroad
[A] splendid introduction to what to look for and to think about when reading historical source material in mathematics. . . . This volume provides much food for thought in relatively few pages, yet in a pleasantly relaxed manner.
British Journal for the History of Science
- Amir Alexander
How to Read Historical Mathematics is more than a useful aid to students being introduced to the field: it is a practical field guide to a whole new way of doing the history of mathematics. I warmly recommend it.
ISIS
- David Lindsay Roberts
Although Wardhaugh's examples will likely appeal mainly to those already interested in the history of mathematics, his commentary is broadly applicable to all of history of science and indeed to all students of history generally. There are occasional mentions of technological tools unknown to earlier generations of historians, but for the most part the discussion is generic enough that one expects How to Read Historical Mathematics to remain relevant even in a future where JSTOR and Google Books may no longer have the place they hold now.
Mathematical Reviews Clippings
- E. J. Barbeau
Each item is preceded by a brief sketch of its author and context. The entertainment for the reader rests not only with the mathematical content but also in the evolution of expository style and often inventive presentation.
UMAP Journal
The book is a small jewel, the book to give to the student who is interested in pursuing history of mathematics. The author is apparently a talented historian.
From the Publisher
"The book is a small jewel, the book to give to the student who is interested in pursuing history of mathematics. The author is apparently a talented historian."—UMAP Journal or |
This answer key contains answers for the Primary Mathematics textbooks and workbooks for both the U.S. Edition and 3rd Edition Books 4A-6B. These answers are already contained in the Home Educators and Teacher's Guides, and do not need to be purchased if the instructor already owns either of the other guides. 71 pages, softcover.
great savings if you just need the answers
Date:March 23, 2011
girlsathome
Age:35-44
Gender:female
Quality:
5out of5
Value:
5out of5
Meets Expectations:
5out of5
I don't need the instructors guide for this age group so the answer key for 4-6 saves me a great deal of money as well as time ( I can just look up the answers and move on ). If I have trouble explaining a problem ( usually a word problem ) I have used the Singapore math web site to ask the experts. |
Graph Theory. Wiley Series in Discrete Mathematics and Optimization
A lively invitation to the flavor, elegance, and power of graph theory
This mathematically rigorous introduction is tempered and enlivened by numerous illustrations, revealing examples, seductive applications, and historical references. An award-winning teacher, Russ Merris has crafted a book designed to attract and engage through its spirited exposition, a rich assortment of well-chosen exercises, and a selection of topics that emphasizes the kinds of things that can be manipulated, counted, and pictured. Intended neither to be a comprehensive overview nor an encyclopedic reference, this focused treatment goes deeply enough into a sufficiently wide variety of topics to illustrate the flavor, elegance, and power of graph theory.
Another unique feature of the book is its user-friendly modular format. Following a basic foundation in Chapters 1-3, the remainder of the book is organized into four strands that can be explored independently of each other. These strands center, respectively, around matching theory; planar graphs and hamiltonian cycles; topics involving chordal graphs and oriented graphs that naturally emerge from recent developments in the theory of graphic sequences;
and an edge coloring strand that embraces both Ramsey theory and a self-contained introduction to P?lya's enumeration of nonisomorphic graphs. In the edge coloring strand, the reader is presumed to be familiar with the disjoint cycle factorization of a permutation. Otherwise, all prerequisites for the book can be found in a standard sophomore course in linear algebra.
The independence of strands also makes Graph Theory an excellent resource for mathematicians who require access to specific topics without wanting to read an entire book on the subject.
SHOW LESS
READ MORE >
Invariants.
Chromatic Number.
Connectivity.
Planar Graphs.
Hamiltonian Cycles.
Matchings.
Graphic Sequences.
Chordal Graphs.
Oriented Graphs.
Edge Colorings.
Hints and Answers to Selected Odd-Numbered Exercises.
Bibliography.
Indexes.
Reviewed jointly with "A Beginner's Guide to Graph Theory" by W.D. Wallis published by Birkhauser:. "...both...are...quite similar.... Merris writes in a lively tone...all...have adequate sets of exercises. Those in Graph Theory are somewhat more generous, and perhaps more challenging...both are appropriate for upper-division undergraduates." (Choice, May 2001, Vol. 38 No. 9). . Compared to Graphs and Applications by Aldous and Wilson (Springer-Verlag 2000) and A Beginner's Guide to Graph Theory by Wallis (Birkhauser 2000): "...M [Merris] has a...sophisticated chapter on graphic sequences...some very nice material...which sets it apart from the other two books...all three books are well written.... I am especially impressed with the exercises in M. Not only are there more in M than in the other two books...but there is an excellent range of levels of the problems..." (SIAM Review, Vol. 43, No. 3). . "...a mathematically rigorous introduction and designed as a versatile instruction tool..." (Quarterly of Applied Mathematics, Vol. LIX, No. 2, June 2001). . "The author's intent to write a lean and lively invitation to graph theory designed to attract and engage students, is well met..." (Zentralblatt MATH, Vol. 963, 2001/13 |
Math Center
The Math Center is a non-credit, Community Education class which provides assistance
in mathematics as a completely free service. Current Allan Hancock College students
as well as other individuals who are 18 years or older may fill out a simple registration
form and attend as frequently as they want. Registration forms may be found in the
Math Center or at Community Education in Building S.
The goal of the Math Center (sometimes called the Math Lab) is to assist students
in the successful completion of any Allan Hancock College mathematics class by providing
additional instructional resources. The Math Center offers many resources, including
one-on-one, drop-in tutoring by our staff of instructors and student tutors. Please
see the full list of resources below:
Free, drop-in tutoring
A place to study individually or in small groups
In-house loan of current textbooks and solutions manuals
A library of supplemental books, DVDs, and video tapes for check-out
Computers for mathematical purposes
Calculators
Handouts on math topics, including content from various math courses as well as information
on overcoming math anxiety and preparing for and taking math tests
Two private study rooms
Make-up testing
Workshops
Joining the math center group
Current students may access more detailed information by entering their myHancock
portal and joining the Math Center Group. Details may include information such as
the current schedule of instructors and student tutors who work in the Math Center,
a schedule of instructors and tutors who specialize in statistics, upcoming workshops
on selected topics, etc. To join the Math Center Group:
Enter myHancock
Look at the center of the Home page in the box titled "My Groups." Click on "View
All Groups" at the bottom of the box.
STAFF |
Math Introduction to Solving Number Patterns […]
Math Review of Operations with Matrices […]
Math Introduction to Matrices […]
Math Introduction to Fractals […]
Math Introduction to Modular (Clock) Arithmetic […] |
CBSE students will find TARGET CBSE Mathematics (Class - XII) a handy companion, both for revision and preparing for exams.
Summary Of The Book
TARGET CBSE Mathematics (Class - XII) is loaded with useful features that will prove to be a great help to students. Each of the chapters feature a section called 'Take a Look' which summarizes and highlights the important parts of that chapter. There are several exercises with both short and long questions for students to test what they have studied. The book also contains HOTS-based and NCERT questions along with the answers.
The book features questions based on the CBSE-compliant marking pattern. These include one, two, three, and five mark questions. Objective questions like True or False, Reasoning, Fill-in the blanks, and more are also covered in this book. At the end of each chapter, self-assessment tests are included for students to put their knowledge to test and decipher how much they have grasped.
There are also sample question papers along with the solutions, allowing students enough scope to practise before their exams and give themselves mock tests. The board examination papers of previous years are also provided for students to understand how their papers will be set.
Some of the chapters covered in this book include inverse trigonometric functions, three-dimensional geometry, continuity and differentiability, linear programming, relations and functions, area of bounded regions, determinants and matrices, all based on the CBSE syllabus.
TARGET CBSE Mathematics (Class - XII) features a glossary for students to understand important terms from the book better. The book includes question papers from the 2011 and 2012 CBSE Board Examinations and their solutions.
this is one of the bst buk for preparation of board exams.....i and my friends found this buk to be very helpful for our preparation of board exams....
i would like to suggest all of you to buy this book only from flipkart.com....and start preparing for your exams from now onwards with the help of this amazing book....by mc graw hill.........best of luck for your board exams :)
. |
Linear algebra is a strange course in some ways. There are a lot of mechanical skills one has to learn, like multiplying matrices and performing the Row Reduction Algorithm. If you come into linear algebra straight out of calculus with a purely instrumental viewpoint on mathematics, you will almost certainly think that these mechanical skills are the point of linear algebra. But you'd be wrong! It's the conceptual content of the subject that really matters. Like I tell my students, you can answer almost any question in linear algebra by forming a matrix and getting it to reduced row echelon form….
This is the second post in a series on the nuts and bolts behind the inverted transition-to-proofs course. The first post addressed the reasons why I decided to turn the course from quasi-inverted to fully inverted. Over the next two posts, I'm going to get into the design of the course and some of the principles I kept in mind both before and during the semester to help make the course work. Here I want to talk about some of the design challenges we face when thinking about MTH 210.
As with most courses, I wanted to begin with the end in mind. Before the semester begins, when I think about how the semester will end, the basic questions for me are: What do I want students to be able to do, and how should they be doing it?
This course has a fairly well defined, standard set of objectives, all centered around using logic and writing mathematical proofs. I made up this list that has…
It's been a month or so now that the inverted transition-to-proofs class drew to a close. A lot of people, both here at my institution and online, have been asking questions about the design and day-to-day operations of the course, especially if they have ideas of their own and want to compare notes. So starting with this post, I'm going to publish a series of posts that describe exactly how this course was designed and managed throughout the semester. I'm not sure how many of these posts there will be. But the idea is to pull everything together so that people who want to try this sort of thing themselves will have a detailed accounting of what I did, what worked, what didn't, and how it all went.
Some background on the course (MTH 210: Communicating in Mathematics) is in this post. The short version is that MTH 210 is a course on reading and writing proofs. It's a…
Whenever I talk or write about the flipped classroom, one of the top two questions I get is: How do you make sure students are doing the reading (and screencast viewing) before class? (The other is, How much work is it to do all those videos?) Everybody seems to have this question, even if they don't ask it. It seems like an important question. And yet increasingly I think it's the wrong one.
In my flipped transition-to-proof class, we meet three times a week for 50 minutes each. In between classes, students have roughly 6–10 pages of reading to do in their textbook and around 30 minutes of videos to watch. This is not a huge amount of work to do, but it's substantial, and the way the class meetings are set up — 10 minutes of quizzing and Q&A, and then launch into a proof-writing problem done in groups — if they don't prepare, they're toast.
The flipped transition-to-proof class is now finishing up its sixth week. It's hard to believe we are nearing the midpoint of the semester. The management of the class is still something of a work in progress, and I hope to have more posts up soon about how the class logistics have evolved since August. But one thing for which I am really grateful, and which I frankly find surprising, is that nobody in the class has yet to express any kind of longing for the good old days when professors lectured and students sat there and listened. In fact most students who express anything at all say that having the lectures on video, in addition to having a well-written textbook for reference, is hugely beneficial for their work in the class.
Recently. when I've asked students what we could do differently in the class that would help their learning, two items have shown up multiple times (and these…
The semester for us has gotten underway, and with it the flipped-classroom introduction to proofs class. This class has gotten a lot of interest from folks both at my institution and abroad. In the opening remarks at our annual teaching and learning conference, our university president gave some love to the flipped classroom model — and correctly pointed out that he'd been using it in his chemistry classrooms for 35 years. Indeed, there's nothing inherently new about the flipped classroom — the name and the technology we sometimes use are new, I suppose — and yet this idea seems to be getting increasing amounts of interest, more than you'd expect from a mere educational fad.
I have to admit that prior to the semester starting, and after I had made the above blog post publicly commiting myself to running the proofs class this way, I had several bouts of cold feet. The first…
I've been sort of quiet on the inverted transition-to-proof course (MTH 210, Communicating in Mathematics) lately, partly due to MathFest and partly because I am having to actually prep said course for startup on August 27. It's almost ready for launch, and I wanted to share a document that I'm going to hand out to students on opening day and discuss. It's called "How MTH 210 Works". I'm fairly proud of this document because I think it says, in clear terms, what I want students to know not only about this class but for inverted classrooms generally.
I've written before that the inverted or "flipped" classroom approach always tends to engender a lot of uncertainty and sometimes strongly negative responses. With this document, I am hoping to pre-empt a lot of those feelings by stressing what this is all about: Being realistic about their education in the present day for the things that…
Marshall Thompson writes in this blog post from a couple of weeks ago that he's concerned over the tone of the recent and ongoing Khan Academy/#mtt2k debate and is worried about the cost it incurs. It's a good post, and in the process of commenting on it I realized a few things. Marshall writes:
I get the impression that KA has a goal of pedagogical soundness. Is this the best way to help them achieve that goal?
Sal Khan is not a dummy. He is clearly working through some of the same pedagogical misconceptions we all worked through (and continue to work through). How can we best help him through his personal journey without alienating him or causing him to be defensive?
I have tremendous respect for Sal Khan, but I have to admit that I'm not really concerned about his personal journey or his working through pedagogical misconceptions. It would be fantastic if he began…
This week I am adding to the playlist of screencasts for the inverted intro-to-proofs class I first mentioned here. There are seven chapters in the textbook we are using and my goal is to complete the screencasts for the first three of those chapters prior to the start of the semester (August 27). Yesterday I added four more videos and I am hoping to make four more tomorrow, which will get us through Chapter 1.
The four new ones focus on conditional ("if-then") statements. I made this video as the second video in the series as a prelude to proofs, which are coming in Section 1.2 and which will remain the focus of the course throughout. Generally speaking, students coming into this course have had absolutely no exposure to proof in their background with the exception of geometry and maybe trigonometry, in which they hated proofs. Watch a part of this and see if you can figure out my …
This one is a bit more lecture-oriented than I intend most of the rest of them to be, so it's a little longer than I expect most others will be. But I do break up the lecture a little bit with a "Concept Check", which is the same thing as a ConcepTest except I've never warmed to that particular term (the word "test" puts students on edge, IMO).
If you have tried out any of Udacity's courses or read my posts about taking Udacity courses, you will see some obvious inheritances here. I tried to keep the video short, provide simple but interesting examples, and give some measure of formative assessment in the video. I am exploring ways to make the Concept Check actually doable within YouTube — Camtasia 2 has an "interactive hotspot" feature I am trying to figure out — … |
Viewing and Listening to Math Content
How to view the math content?
Some of the ways this content can be viewed on the World Wide Web is :
MathML - An application of the XML (programming language) for describing mathematical notations and capturing both its structure and content as recommended by the W3C.
MathJax - An open source Javascript plugin that displays mathematics in all modern browsers (users can use both MathML and LaTeX on their websites to display mathematical content)
DragMath in Moodle - An open source Java application that creates and displays math content in Moodle (online)
Images - All mathematical equations can be converted into images and each image can have its alternative text. This direction should be the last resort.
How to listen to math content?
Content can be listened to on the Internet Explorer browser using:
Math Player - A windows based application for Internet Explorer that displays the MathML code. It also reads the math content out loud. Math Player allows a screen reader like JAWS to read the code.
Without the installation of MathPlayer, JAWS does not read the math content properly. |
This book is a guide through a playlist of Calculus instructional videos. The format, level of details and rigor, and...
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This book is a guide through a playlist of Calculus instructional videos. The format, level of details and rigor, and progression of topics are consistent with a semester long college level second Calculus course, or equivalently, together with the first workbook, an AP Calculus BC course. The book further provides simple summary of videos, written definitions and statements, worked out examples--even though fully step-by-step solutions are to be found in the videos-- and an index. The playlist and the book are divided into 16 thematic learning modules. Exercises, some with and some without solutions, and sample tests with solutions are provided in a separate companion manual. The book can be used for self study, or as a textbook for a Calculus course following the "flipped classroom" model.
'Rather than detailed explanations and worked out examples, this book uses activities intended to be done by the students in...
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'Rather than detailed explanations and worked out examples, this book uses activities intended to be done by the students in order to present the standard concepts and computational techniques of calculus. The student activities provide most of the material to be assigned as homework, but since the book does not contain the usual routine exercises, instructors wanting such exercises will need to supply their own or use a homework system such as WebWork. With this approach Active Calculusmakes it possible to teach an inquiry based learning course without severely restricting the material covered. Although this book is new, it has been class tested by the author and his colleagues both at their university and elsewhere.From the preface:Where many texts present a general theory of calculus followed by substantial collections of worked examples, we instead pose problems or situations, consider possibilities, and then ask students to investigate and explore. Following key activities or examples, the presentation normally includes some overall perspective and a brief synopsis of general trends or properties, followed by formal statements of rules or theorems. While we often offer a plausibility argument for such results, rarely do we include formal proofs.'
According to The Orange Grove, "This book is based on an honors Calculus course given in the 1960s. The book contains more...
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According to The Orange Grove, "This book is based on an honors Calculus course given in the 1960s. The book contains more material than was normally covered in any one year. It can be used (with omissions) for a year's course in Advanced Calculus, or as a text for a 3-semester introduction to analysis. There are exercises spread throughout the book.״
According to Student PIRGS, "Book of Proof is an introduction to the language and methods of mathematical proofs. The text is...
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According to Student PIRGS, "Book of Proof is an introduction to the language and methods of mathematical proofs. The text is meant to bridge the computational courses that students typically encounter in their first years of college (such as calculus or differential equations) to more theoretical, proof-based courses such as topology, analysis and abstract algebra. Topics include sets, logic, counting, methods of conditional and non-conditional proof, disproof, induction, relations, functions and infinite cardinality.Although this book may be more meaningful to the student who has had some calculus, there is no prerequisite other than a measure of mathematical maturity. The text is an expansion and refinement of the author's lecture notes developed over ten years of teaching proof courses at Virginia Commonwealth University. The text is catered to the program at VCU to an extent, but the author kept the larger audience of undergraduate mathematics students in mind.
This is a free, online wikibook, so the content is continually being updated and refined. According to the authors, "This...
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This is a free, online wikibook, so the content is continually being updated and refined. According to the authors, "This wikibook aims to be a quality calculus textbook through which users may master the discipline. Standard topics such as limits, differentiation and integration are covered as well as several others.״
The emphasis in this free, online textbook is on problems - calculations and story problems. "The more problems you do, the...
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The emphasis in this free, online textbook is on problems - calculations and story problems. "The more problems you do, the better you will be at doing them, as patterns will start to emerge in both the problems and in successful approaches to them.״
This is a free version of the Boundless textbook that is offered by Amazon for reading on a Kindle. If one creates a Kindle...
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This is a free version of the Boundless textbook that is offered by Amazon for reading on a Kindle. If one creates a Kindle account, it can be downloaded to a laptop or iPad with a Kindle app start |
Elementary Algebra - 9th edition
Summary: Ideal for lecture-format courses taught at the post-secondary level, ELEMENTARY ALGEBRA, Ninth Edition, makes algebra accessible and engaging. Author Charles ''Pat'' McKeague's passion for teaching mathematics is apparent on every page. With many years of experience teaching mathematics, he knows how to write in a way that you will understand and appreciate. His attention to detail and exceptionally clear writing style help you to move through each new concept with ease, and real-wor...show moreld applications in every chapter highlight the relevance of what you are learning |
A course to enhance the student's skills in selected areas of intermediate algebra; areas covered include polynomials, rational expressions, exponents, equations, and inequalities. Prerequisite: MTH 050 or an appropriate placement test score. Letter grade, but only F calculated in GPA.
MTH 125 - Mathematics for Elementary Teachers (4 cr.)
A study of the mathematical concepts and techniques that are fundamental to, and form the basis for, elementary school mathematics. Topics include: problem solving, inductive and deductive reasoning, sets, number systems through the real numbers, number theory, measurement, and 2- and 3-dimensional geometry. Prerequisite: MTH 051 or satisfactory placement test score.
MTH 126 - Mathematics for Elementary Teachers II (4 cr.)
Continued Study of the mathematical concepts and techniques that are fundamental to, and form the basis for, elementary school mathematics. Topics include: use of probability and statistics to explore real-world problems; representation and analysis of discrete mathematical problems using counting techniques, sequences, graph theory, arrays and networks; use of functions, algebra and the basic concepts underlying the calculus in real-world applications. Prerequisite: MTH 125 (and MTH 051 or satisfactory placement test score for transfer students).
MTH 135 - Mathematics for Elementary Teachers I (4 cr.)
This course is designed for prospsective elementary teachers. Content strands include number and operations and algebra and functions. Number and operations topics include set theory and pre-number concepts, place-value and numeracy, multiple representations and algorithms for arithmetic, number theory (e.g. divisors, multiples), and proportional reasoning. Algebra and functions topics include the concepts of variable and function, algebraic t hinking, linear, polynomial, rational, and exponential functions, mathematical models, rates of change, and multiple representations of relations. Aligned with state and national standard, this course will emphasize problem solving, communication, reasoning, and representation in mathematics. MTH 051 or satisfactory placement test scores; Only open to EC/MC and MC/EA students.
MTH 136 - Mathematics for Elementary Teachers II (4 cr.)
This course is designed for prospective elementary teachers. Content strands include geometry and measurement, data analysis and statistics, and probability and discrete math. Topics from these strands include: properties of geometric figures, geometric measurement (length, area, volume), congruence and similarity, and transformations; descriptive statistics, sampling design and statistical comparisons, randomness and variability inferential statistics (including the normal distribution); counting techniques, uniform and non-uniform distributions, and representations and calculations of probabilities for simple and compound events. Aligned with state and national standards, this course will emphasize problem solving, communication, reasoning, and representation in mathematics. Prerequisite: MTH 135 (and MTH 051 or satisfactory placement test score for transfer students).
MTH 145 - Elementary Statistics (4 cr.)
An introductory course covering fundamentals of modern statistical methods. Topics include descriptive statistic, the binomial and normal distributions, estimation, and hypothesis testing. The z, t, F and chi-square test statistics are introduced. Instruction in computer use is included, and statistics software is used throughout the course for analyzing data files and carrying out statistical procedures. Prerequisite: MTH 050 or an appropriate placement test score.
MTH 150 - College Algebra (4 cr.)
A college algebra course on the properties, graphs, and applications of elementary functions. Topics include the real and complex numbers, concepts from analytic geometry, solutions to equations and inequalities, the elementary algebraic functions, and the logarithmic and exponential functions. Prerequisite: MTH 051 or two years of high school algebra and an appropriate placement test score. Successful completion of MTH 151, 175 or 207 precludes taking MTH 150 for credit.
MTH 151 - Precalculus (4 cr.)
A precalculus course on properties, graphs, and applications of elementary transcendental functions. Topics include concepts from analytic geometry; theory of equations; the logarithmic, exponential, trigonometric, and inverse trigonometric functions; and analytic trigonometry. Prerequisite: MTH 150 or two years of high school algebra and an appropriate placement test score. Successful completion of MTH 151 precludes taking MTH 150 for credit. Successful completion of MTH 207 precludes taking MTH 151 for credit.
Basic concepts and methods from differential, integral, and multivariate calculus. Logarithmic and exponential functions are included, but not trigonometric functions. Emphasis of the course is on models and applications in business and the social, life, and physical sciences. Prerequisite: MTH 150 or two years of high school algebra and an appropriate placement test score. (Successful completion of MTH 207 precludes taking MTH 175 for credit.)
MTH 207 - Calculus and Analytic Geometry I (5 cr.)
A rigorous introduction to calculus. Topics include limits, rules for differentiation, derivatives of trigonometric, logarithmic and exponential functions, the Mean Value Theorem, integration, and the Fundamental Theorem of Calculus. In the areas of applications, the course covers problems on related rates, extrema, areas, volumes, and Newton's Second Law. Prerequisite: MTH 151 or four years of high school mathematics, including trigonometry and appropriate math placement score. (Successful completion of MTH 207 precludes taking MTH 151 or 175 for credit.)
MTH 208 - Calculus II (4 cr.)
A continuation of Calculus I with a rigorous introduction to sequences and series. Topics include techniques of integration and indeterminate forms, improper integrals, applications of integrals, applications of integrals to the physical sciences, tests for the convergence of a series, absolute convergence, power series, and Taylor's Theorem with Remainder. First order linear differential equations are explored, as well as the geometry of space. Prerequisite: MTH 207.
MTH 225 - Logic and Discrete Math (4 cr.)
An introduction to mathematical reasoning. Mathematical logic, including quantification and the predicate calculus is introduced and used to discuss set theory, relations, functions, counting, graphs, and algorithms. Elementary proofs, including proofs by induction are stressed. Prerequisite: MTH 175 or MTH 207.
MTH 245 - Probability and Statistics I (4 cr.)
An initial course in probability and statistics for students strong in mathematics. Probability topics include sample spaces, random variables, independence, and the binomial, Poisson, normal, and exponential distributions and their applications. Calculus-based methods will be used for analyzing continuous distributions. Statistics topics include descriptive statistics, sampling distributions, confidence intervals, hypothesis testing, regression, and ANOVA. Prerequisite: MTH 208 or concurrent enrollment. Usually offered each semester.
MTH 265 - Mathematical Models in Biology (4 cr.)
An introduction to the use of calculus and stochastic based models to the biological sciences. Mathematical tools such as discrete and continuous differential equations, linear algebra, phase portraits, probability theory and descriptive and inferential statistics that are necessary to analyze and interpret biological models will be covered. Biological topics may include single species and interacting population dynamics, modeling infectious diseases, enzyme kinetics, and quantitative genetics. Prerequisite: MTH 175 or MTH 207.
MTH 280 - Problem Solving for Elementary Teachers (3 cr.)
A high activity course designed to enhance skills in problem solving. Includes methods of representing problems, general strategies for solving problems, creative problem posing and ways to evaluate progress in problem solving skills. Examples taken from the elementary school curriculum. Prerequisite: MTH 125 and either MTH 150 or math placement above MTH 150. Offered Semester II.
MTH 309 - Linear Algebra with Differential Equations (4 cr.)
A systematic study of linear algebra, and its interactions with differential equations. Topics include: vectors, matrices, systems of linear equations, determinants, vector spaces, subspaces, basis and dimension, linear transformations and their matrix representations, similar matrices and diagonalization, systems of first order linear differential equations, and higher order linear differential equations. Prerequisite: MTH 208.
Topics are selected from such areas as: divisibility and factorization, congruence, distribution of prime numbers, Diophantine equations. Problem-solving strategies and unsolved problems are stressed. Applications to areas such as coding theory. Prerequisite: MTH 225 and 309. Usually offered Semester I, even numbered years.
A study of the evolution of mathematics. Discussion and evaluation of major periods of development including the lives and works of preeminent mathematicians. A sampling of problem solving methods from various historical periods. Emphasis is on Western mathematics from earliest recorded history through the initial developments of calculus and modern mathematics. Prerequisite: MTH 309 or concurrent enrollment. Usually offered Semester II, odd numbered years.
MTH 321 - Teaching Mathematics with Technology (3 cr.)
This course covers traditional, emerging, and interactive technologies used in the teaching and learning of mathematics. Teacher education candidates will gain an understanding of the use and application of instructional technology. The will explore how software, hardware, and instructional media can be used to enhance mathematics instruction in grades 6-12. Topics include instructional technology for visualizing and exploring mathematics, enhancing and delivering lessons, as well as interactive communication tools. Prerequisite: MTH 175 or MTH 207; CT 100 or CS 120. Admission to teacher education program or consent of instructor. Usually offered Semester I.
MTH 331 - Introduction to Modern Geometry (3 cr.)
A thorough discussion of transformations and their use in proving congruence of geometric figures; selected theorems concerning the triangle and circle, and constructions possible given different parts of a triangle. Prerequisite: MTH 225 and 309 or concurrent enrollment. Usually offered Semester II.
MTH 353 - Differential Equations (3 cr.)
Fundamental existence and uniqueness theory, linear independence and the Wronskian, series solutions near regular singular points, Laplace transforms and systems of first order linear equations. Fourier series and the method of separation of variables will be applied to the heat equation, wave equation, and Laplace's equation. Prerequisite: MTH 309 and MTH 310. Usually offered Semester I.
Special topics in mathematics not covered by regular courses taught in this department. The particular topic is decided mutually by the student and instructor. Prerequisite: written consent of department chair. Repeatable for credit -- maximum 6.
MTH 405/505 - Statistical Methods (3 cr.)
A survey of statistical methods from the point of view of how these methods are implemented with a standard statistics software package. Topics include descriptive statistics, graphical methods, tests of location, goodness of fit, simple and multiple regression, design of experiments, ANOVA, multiple comparisons, chi-square tests. Both parametric and nonparametric methods are treated. Computer use is an integral part of the course. Prerequisite: MTH 145 or 245. Usually offered Semester I.
MTH 407 - Real Analysis I (3 cr.)
This course covers the basic theory underlying the differential and integral calculus. Convergence of sequences and series is examined. Theoretical concepts of calculus are examined and particular attention is given to writing proofs. Prerequisite: MTH 225, MTH 309 and MTH 310. Offered Fall Semesters only
MTH 421 - Teaching and Learning Mathematics and Computer Science in the Secondary School (4 cr.)
This course will be integrated with a field experience. In the context of a real classroom, teacher candidates will learn how to plan for and assess student learning in mathematics and computer science. With a focus on content knowledge, teacher candidates will plan a variety of meaningful learning experiences, assess student learning, and monitor and modify instruction to best support the individual learners in the classroom. The teacher candidate will design, enact, and assess activities that advance student understanding to more complex levels. Teacher candidates will gain experience in monitoring the obstacles and barriers that some students or groups of students face in school and learn how to design learning experiences to support all learners. Prerequisites: EDS 351; MTH 321 Usually offered Semester I.
MTH 440 - Statistical Consulting (1 cr.)
Experiences will include interpersonal written and oral communication and interdisciplinary exposure as well as opportunities to apply statistical knowledge in a broad variety of situations. Students will take part in consultations (i.e. extracting information, listening, asking appropriate questions), apply knowledge in experimental design, data modeling, use of statistical software, and/or sampling; diagnose and conduct appropriate statistical procedures and interpret and communicate results. Reading past and present literature on statistical consulting also will be required. Prerequisite: MTH 305 or MTH 245 and written consent of the Statistical Consulting Center director.
Methods of estimating, including method of moments and maximum likelihood. Sufficient statistics, hypothesis testing, power of tests, likelihood ratio tests and introduction to regression and analysis of variance. Prerequisite: MTH 441. Usually offered Semester II, even numbered years.
MTH 443/543 - Categorical Data Analysis (3 cr.)
An introduction to categorical data analysis covering summaries and inference for categorical response and count data, analysis of contingency tables, generalized linear models for binary and count data, logistic regression, multicategory logit models and loglinear models for contingency tables with an emphasis on applications and implementation using computer software.Prerequisite: MTH 245 of MTH 405. Usually offered Semester I, even numbered years.
MTH 445/545 - General Linear Models (3 cr.)
An introduction to simple linear regression, multiple regression, polynomial regression. Inferences, appropriateness of model, model diagnostics/adequacy, difficulties in the application of models are discussed. A computer package will be used. Course participants will be involved with hands-on statistical applications and consulting. Prerequisite: MTH 405 or 245. Offered Semester I, even-numbered years.
MTH 446/546 - Analysis of Variance and Design of Experiments (3 cr.)
An introduction to single factor, multiple factor, and randomized block designs in analysis of variance. Inferences, appropriateness of model, model diagnostics/adequacy, difficulties in the application of models are discussed. Design or structure of an experiment will be discussed. A computer package will be used. Course participants will be involved with hands-on statistical applications and consulting. Prerequisite: MTH 405 or 245. Offered Semester II, odd-numbered years.
MTH 447/547 - Nonparametric Statistics (3 cr.)
An introductory course presenting the theory and procedures for using distribution-free methods in data analysis. Standard procedures, such as the Wilcoxon tests, Kruskal-Wallis, Kolmogorov-Smirnov, nonparametric confidence intervals, regression analysis, and powers of the tests will be included. Computer programs will be used when appropriate. Prerequisite: MTH 405 or MTH 245. Usually offered Semester II, even numbered years.
MTH 448 - Operations Research (3 cr.)
An introductory course which applies mathematics/ statistics to management decision making. Included are methods of optimizing systems, inventory and production control, scheduling, game theory bidding, queuing, quality control, reliability and time series. Various programming, analysis and Monte Carlo techniques are introduced with the computer used as a tool where appropriate. Prerequisites: MTH 405 or MTH 245. Usually offered Semester II, odd numbered years.
In depth study of topics from vector analysis, Fourier analysis and special functions with emphasis on modeling physical phenomena involving conservative fields, fluid flow, heat conduction, and wave motion. Prerequisites: MTH 353. (Cross listed with PHY; may only earn credit in MTH or PHY.) MTH 461 may be counted towards both a MTH and PHY major. Offered Semester II, odd numbered years.
MTH 480 - Studies in Applied Mathematics (3 cr.)
Advanced studies of applications of mathematics and computation to solve problems and understand processes from a variety of fields (for example, industry, medicine and the physical and life sciences). Requirements include an application/modeling project with a written report and class presentation. Prerequisite: MTH 353. Usually offered Semester II.
MTH 495/595 - Special Topics in Mathematics (1-3 cr.)
Special topics in mathematics not covered by regular courses taught in this department, such as topology, set theory and advanced numerical analysis. The particular topic is decided mutually by the students and instructor. Prerequisite: written consent of the department chair. Repeatable for credit - maximum 6.
MTH 496/596 - Special Topics in Statistics (1-3 cr.)
Special topics in statistics not covered by regular courses taught in this department. The particular topic is decided by the instructor.
MTH 498 - Independent Study (1-3 cr.)
Directed readings or presentation of material not available in formal departmental courses under the supervision of a faculty member. Prerequisite: written consent of the supervising faculty member and the department chair. Repeatable for credit -- maximum 6.
MTH 499 - Research Topics (1-3 cr.)
An opportunity to pursue individual research topics under the direction of a faculty member. Depending on the nature of the research project, study is expected to involve substantial computational or theoretical work in addition to literature review and instruction. In addition to a written report to the supervising faculty member, expected outcomes may include: software, papers and presentations to the department and regional meetings. Prerequisite: written consent of the supervising faculty member and the department chair. Not applicable to a mathematics major or minor. Repeatable for credit -- maximum 6. |
Questions About This Book?
The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any CDs, lab manuals, study guides, etc.
Summary
Stewart's clear, direct writing style in SINGLE VARIABLE CALCULUS guides you through key ideas, theorems, and problem-solving steps. Every concept is supported by thoughtfully worked examples and carefully chosen exercises. Many of the detailed examples display solutions that are presented graphically, analytically, or numerically to provide further insight into mathematical concepts. Margin notes expand on and clarify the steps of the solution. |
Bates College in Maine has worked diligently to bring together this set of mathematical resources to the public, and it's a nice find. The materials here are drawn from four courses at the school: Math 105, Math 106,...
Webmath, from Discovery Education, provides help for mathematics students. Categories include general mathematics, K-8 math, algebra, geometry, trigonometry and calculus. The site covers everything you need to know,...
Teaching college mathematics can be a daunting task, indeed. It's nice for seasoned professionals and others to have a solid primer on the subject and this guide from Professor Suzanne Kelton is quite useful. The...
A free series of textbooks on the subjects of electricity and electronics. These books DC, AC, Semiconductors, Electronics, Digital, Reference, and Experiments, and all related files are published under the terms and...
This is a series of lectures, authored by Chris Tisdell of the University of New South Wales, for MATH2111 "Higher Several Variable Calculus" and "Vector Calculus", which is a 2nd-year mathematics subject taught at UNSW... |
This is a free, online textbook offered by the CK-12 Foundation. Although designed for high schools, it could also be used...
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This is a free, online textbook offered by the CK-12 Foundation. Although designed for high schools, it could also be used for college freshmen. Chapters include the following topics: 1. Basics of Geometry2. Reasoning and Proof3. Parallel and Perpendicular Lines4. Congruent Triangles5. Relationships Within Triangles6. Quadrilaterals7. Similarity8. Right Triangle Trigonometry9. Circles10. Perimeter and Area11. Surface Area and Volume12. Transformations's Geometry - Second Edition is a clear presentation of the essentials of geometry for the high school student. Topics include: Proofs, Triangles, Quadrilaterals, Similarity, Perimeter & Area, Volume, and Transformations. Volume 2 includes the last 6 chapters: Similarity, Right Triangle Trigonometry, Circles, Perimeter and Area, Surface Area and Volume, and Rigid Transformations.'
This is a free, online textbook that is comprised of articles from a variety of authors. "Comparison Geometry asks: What can...
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This is a free, online textbook that is comprised of articles from a variety of authors. "Comparison Geometry asks: What can we say about a Riemannian manifold if we know a (lower or upper) bound for its curvature, and perhaps something about its topology? Powerful results that allow the exploration of this question were first obtained in the 1950s by Rauch, Alexandrov, Toponogov, and Bishop, with some ideas going back to Hopf, Morse, Schoenberg, Myers, and Synge in the 1930s.״
This is a free, online textbook that is designed "for the basic course of differential geometry. It is recommended as an...
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This is a free, online textbook that is designed "for the basic course of differential geometry. It is recommended as an introductory material for this subject. The PDF file with 15 color pictures is designed for double-side printing on the standard Letter size paper.״
This is a free, online textbook that can be downloaded as a pdf file. According to the site, "This is a textbook for the...
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This is a free, online textbook that can be downloaded as a pdf file. According to the site, "This is a textbook for the course of multidimensional geometry and linear algebra. This course is a part of the basic mathematical education. Therefore, it is taught at Physical and Mathematical Departments in all Universities of Russia during one or two semesters.״ |
Complete Core Curriculum Package 10th Grade
10th grade is just beginning and 11th is on the horizon... No problem this year! 10th grade will be a breeze because your curriculum package will consist of:
-A MATHEMATICS program that includes a full-color Geometry textbook with a comprehensive Solutions Manual included FREE! No need for an answer key here because each problem is worked out to completion in the Solutions Manual. Once your student masters this course it's on to Algebra II next year.
-The selection this year for his/her SCIENCE course will be a student endorsed (that means that a lot of students think that this softcover 3 book course is pretty cool) workbook course for studying the Earth & Space Sciences. It's colorful and easily accessible. Your student will be studying geology, earth's water sources, the atmosphere, the stars, planets and much more. With easy understanding and solid content built into this activity based Science workbook series your student will find this course both interesting and entertaining.
Features:
Emphasis on science skills and verbal skills to provide a strong formula for science competency.
Step-by-step spelling and vocabulary to build science word power and confidence.
Matching, true and false, and open ended questions reinforce concepts.
Laboratory experiments offer practical knowledge and include important safety tips Vocabulary Word Search and ord Scramble complete the activities to lock in knowledge.
Of course we include a set of FREE Answer Keys, 1 for each workbook, as well.
-We must provide your student with SOCIAL STUDIES/HISTORY too! Lest we forget! This year's students will be studying World History using a full-color, hardcover text book with a plethora of pictures, maps, and activities. This is a very nice course receiving great reviews. This textbook covers over 8,000 years-from the beginning of human society to contemporary times. Your student will be on a journey with stops on a timeline to aid in the study of every notable event in world history. With an easy-to-read format, this text encourages students to read and gain more understanding about the world in which they live. An Answer Key is included to make sure Bobby or Susie have mastered this course.
-An ENGLISH GRAMMER Workshop in a 2-color worktext format is included as part of the Language Arts Course selection which covers all forms of Grammar, Usage and Application, WRITING/COMPOSITION, and Structure. With an Answer Key and Assessment Booklet to assist in assessment. An assessment assister! Hey, that's alright! And once again a teacher's guide for the parent/teacher.
-A complete VOCABULARY course, also in a write-in workbook format is part of this package. This course incorporates correct, definitions, application, and word usage. An answer key is provided for you as well!
-READING/LITERATURE is a part of every Language Arts course with us. This year continues on 9th grade's theme by our providing you with a complete 10th grade level compendium of literary works - REAL CLASSIC LITERARY WORKS, covering every genre' imaginable in a softcover text allowing the teacher to evaluate each student's comprehension, main idea, detail, and inference understanding. This isn't a mini-book with stories by a bunch of 'house' authors creating modern-day quasi literature found in other curriculum packages. We're talking real, true classical pieces by famous authors because parents tell us that's what they desire! We always include an Answer Key. But, you already knew that.
-OH YES! Our Packages always consist of the above in addition to: A FREE gift for the student, A FREE CD-ROM/Study Guide/Supplement, A Full-Year schedule of all Core Courses, Record Keeping Forms, Report Card Form, Transcript Form, and a Teaching & Scheduling Guide... |
Quick Overview
Master Math: Geometry is a comprehensive reference guide that explains and clarifies the principles of geometry in a simple, easy-to-follow style and format.
Description
Shipping
Ratings the most basic fundamental topics you'll progress through to the more advanced topics, with step-by-step procedures and solutions, along with examples and applications, to help you as you go Master Math: Geometry will help you master everything from deductive reasoning and proofs to constructions and analytic geometry |
Maplesoft Maple v15.01 (Win32/64 English)
How Does Maple Compare? Maple is the essential technical computing software for today's engineers, mathematicians, and scientists. Whether you need to do quick calculations, develop design sheets, teach fundamental concepts, or produce sophisticated high-fidelity simulation models, Maple's world-leading computation engine offers the breadth and depth to handle every type of mathematics. The result of over 25 years of cutting-edge research and development, Maple combines the world's most powerful mathematical computation engine with an intuitive, "clickable" user interface. Its smart document environment automatically captures all of your technical knowledge in an electronic form that seamlessly integrates calculations, explanatory text and math, graphics, images, sound, and diagrams. Learn more about some of Maple's key features by exploring the content below |
This course introduces some basic concepts of geometric and measurement that underlie these concepts in elementary and middle grades even Seem, J. (Pearson) Recommended
Course Objectives
• To learn about the axiomatic nature of geometry.
• To read, write, and critique basic geometric proofs.
• To explore concepts of Euclidean geometry.
• To use technology as an integral part of the process of formulation, solution and communication of geometric ideas.
• Demonstrate understanding of the concept of measurement units in both the standard and metric systems, be able to convert measurements within systems (e.g. yards to inches) and from one system to another (e.g. miles to kilometers). |
Introduction to Analysis (4th Edition)
Book Description: This text prepares readers for fluency with analytic ideas, such as real and complex analysis, partial and ordinary differential equations, numerical analysis, fluid mechanics, and differential geometry. This book is designed to challenge advanced readers while encouraging and helping readers with weaker skills. Offering readability, practicality and flexibility, Wade presents fundamental theorems and ideas from a practical viewpoint, showing readers the motivation behind the mathematics and enabling them to construct their own proofs. ONE-DIMENSIONAL THEORY; The Real Number System; Sequences in R; Continuity on R; Differentiability on R; Integrability on R; Infinite Series of Real Numbers; Infinite Series of Functions; MULTIDIMENSIONAL THEORY; Euclidean Spaces; Convergence in Rn; Metric Spaces; Differentiability on Rn; Integration on Rn; Fundamental Theorems of Vector Calculus; Fourier Series For all readers interested in analysis |
Multivariable Calculus : Concepts and Contexts
Summary
Stewart's MULTIVARIABLE CALCULUS: CONCEPTS AND CONTEXTS, Third Edition offers a streamlined approach to teaching calculus, focusing on major concepts and supporting those with precise definitions, patient explanations, and carefully graded problems. MULTIVARIABLE CALCULUS: CONCEPTS AND CONTEXTS is highly regarded because it has successfully brought peace to departments that were split between reform and traditional approaches to teaching calculus. Not only does the text help reconcile the two schools of thought by skillfully merging the best of traditional calculus with the best of the reform movement, it does so with innovation and meticulous accuracy. |
Open Campus - Math 102
This course is designed to take the concepts you learn in developmental math to expand your knowledge of algebra. This course will focus on two major algebraic concepts to learn - how to SOLVE equations and how to GRAPH equations. Throughout this course you will be challenged to recall ALL of your prior knowledge of operations of real numbers as well as your knowledge related to solving and graphing linear equations (which you should have already mastered from developmental algebra). You will use this prior knowledge to expand on learning the following objectives:\r\n•solving linear & rational equations\r\n•operations of complex numbers\r\n•solving quadratic equations\r\n•solving radical & polynomial equations\r\n•solving equations with rational exponents\r\n•solving linear and compound inequalities\r\n•solving absolute value equations and inequalities\r\n•graphing linear equations & slope\r\n•understanding concepts of domain, range and function notation\r\n•finding compositions of functions\r\n•finding inverses of functions\r\n•solving and graphing exponential and logarithmic equations\r\n•solving and graphing systems of equations and inequalities\r\n•graphing conics |
Document Actions
Online Tutuorial Help
As you know the Dolciani Math Learning Center (DMLC) has tutorial and multi-media support for most topics in math, but, at the moment, sometimes limited multi-media assistance in upper level courses. In addition, many times students are unable to come to the Center for tutorial or multi-media assistance and wish there was a way to get a review of a certain topic (especially after 9PM when the Center is closed or on Sundays.) We are providing links to several different sources that students have found helpful. We strongly believe that this should not replace coming to the Center but can be used as an additional resource.
MIT/Harvard Open Courseware This site has access to most courses in the math major. It includes lecture notes (from another college), multi-media lessons and practice problems. Click on the particular course for support.
Khan Academy This site not only has tutorials for math but also for chemistry, biology economics, history, etc. Since the number of lessons (over 1 million) is so cumbersome we have listed a more condensed version.
Math TV This site contains tutorials on topics in Algebra, Pre-calculus and trigonometry. It can be used to accompany the McKeague textbook series but the text is not necessary to do the tutorials.
DISCLAIMER: Please be advised that authors of each website may group topics differently than at Hunter. Please keep this in mind as you look at the links for each and adjust your studies accordingly. |
+ By Loughborough University
Developed by Loughborough University, the mathscard GCSE app contains hundreds of examples of maths formulae, graphs and diagrams. The GCSE app is based on the hugely successful Loughborough A-level app and is designed to help students with their exam revision when at home or on the move. Number and Arithmetic, Algebra, Graphs, Statistics and Probability, Geometry and Measurement and much more are all covered in this handy resource.
Used this for quick revision whilst walking to my exam/school and it is just brilliant. It is easy to use and the subjects are in simple catergories which makes it easier to navigate! An improvement would be questions on each topic :)
(62 stars)
by A Google User on 27/10/2012
I used this while i was travalling etc. As i had a gcse maths exam soon. I helped loads!!!
(62 stars)
by Andrew on 25/11/2011
SD card Would be higher but takes up too much space on phone. Needs to be able to move to SD card.
(62 stars)
by Matthew on 06/10/2011
Gcse necessety Really does help, easy to use and would recommend to anyone. :) |
Math 2412 Precalculus Information
LSC-CyFair Math Department
Catalog Description
An integrated treatment of the concepts necessary for calculus beginning with a review of algebraic and transcendental functions including trigonometric functions. Topics also include the binomial theorem, analytic geometry, vector algebra, polar and parametric equations, mathematical induction and sequences and series.
Course Learning Outcomes
The student will: • Demonstrate and apply knowledge of properties of functions. • Recognize and apply algebraic and transcendental functions and solve related equations. • Apply graphing techniques to algebraic and transcendental functions. • Compute the values of trigonometric functions for key angles in all quadrants of the unit circle measured in both degrees and radians. • Prove trigonometric identities. • Solve right and oblique triangles. • Apply the binomial theorem. • Determine equations of conic sections, and graph conics, including translation and identification of vertices, foci and asymptotes. • Perform basic operations and solve applications using vector algebra. • Perform operations and graph equations using polar and parametric equations. • Prove statements using mathematical induction. • Use properties of arithmetic and geometric sequences and series to identify terms, find sums and solve applications
Review Sections and Readiness Check
There are sections of the textbook that should be covered in class (listed below as Textbook Sections) and sections that should be assigned to the students to review on their own at the beginning of the semester (listed below as Self Review Sections). Self Review Sections must NOT be covered in class but students MUST be assessed on these sections as part of their grade. Faculty have the option of using the departmental College Algebra and Trigonometry Readiness Check for Precalculus as an assessment instrument. This instrument is available in print form or in web-based form through MyMathLab. |
Math Resources and Portals
Matematicas Visuales | Home
In MatematicasVisuales you will find visual expositions of mathematical concepts. MatematicasVisuales intends to complement the work initiated by artiludios , a site with games, puzzles and mathematical curiosities . Reading Miguel de Guzmán I found a demonstration of the line of Simpson and the Steiner Deltoid . It serves as an introduction to the geometry section. The concept of function and its graphical representation are a key concept and we dedicate special attention to it in the analysis section. Geometric representation of the complex numbers facilitates its visualization.
CR Algebra Review
Prealgebra Review A review of the concepts in Prealgebra as preparation to enter Elementary Algebra (Math 380). Elementary Algebra Review A review of the concepts in Elementary Algebra as preparation to enter Intermediate Algebra (Math 120). Intermediate Algebra Review A review of the concepts in Intermediate Algebra as preparation to enter a Transfer Level math class (Math 5, 15, 25, or 30). Important Information Procedure: Each review course is broken up into 6 modules. Each module has 2 or 3 skills (labeled A, B, ...) to be reviewed.
Authentic Assessment in Mathematics Home Page
The Geometry Forum Summer '94 Workshop at Swarthmore College, Swarthmore, PA. The goal of this project was to collect and organize available INTERNET resources on Authentic Mathematical Assessment applicable to Secondary Schools. What is it?
Go to my home page Participate in The Most Pleasing Rectangle Web Poll which recently moved to jimloy.com. "He must be a 'practical' man who can see no poetry in mathematics." - W.
Jim Loy's Mathematics Page |
0742417 Math, Grades 7-8
This fun reproducible workbook is organized according to NCTM content standards covering Number and Operations, Algebra, Geometry, Measurement, and Data Analysis and Probability. With a variety of question formats-including problem solving, hands-on exploration, and drill practice-Math, grades 7-8 gives students comprehensive review in specific areas of mathematics. From integers, percents, equations, problem solving, probability, and more, fresh content and engaging illustrations keep students interested and motivated. The perfect supplement for any mathematical curriculum, these activities provide a mix of difficulty levels that support a range of learning styles and abilities. Empower students to succeed on standardized tests with fun, flexible skill-development exercises. Focus on a specific area of mathematics, or select from a variety of skills to offer a broad range of practice. Answer key included.
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Questions can include algorithmic variables to alter the content of the question for each student, hints to assist students when taking the assignment, and feedback to provide the correct solution to the question.
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Once your questions are created, the assignment can be delivered in Maple, where a correct or incorrect response is returned on a per question basis, or exported to a Maple T.A. course module.
Select the question type to insert and then click Insert Default Content or Insert Minimal Content. The Default Content contains extra instructions when creating questions. The extra information disappears in the Assignment view. The Assignment view is discussed in the next section.
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To delete a question, place the cursor in the section title of the question and press Ctrl+Delete (Command+Delete, for Macintosh).
Making an Assignment in Maple
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To take an assignment, from the View menu, select Assignment. All the instructions that are available when creating the question are hidden in the Assignment view.
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With the Assignment view, you can enter answers to the questions, retrieve hints, and obtain feedback to determine if the answers are correct. A final grade of the overall assignment is not provided and, as with practice assignments in Maple T.A., answers are not stored upon completion of the assignment.
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By saving the worksheet in Assignment view, you can distribute the worksheet as an assignment to students.
Exporting an Assignment to Maple T.A.
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Once you have created an assignment, you can export the worksheet as a course module. For full details on this process, see Export as Maple T.A.
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Once you have uploaded the course module into Maple T.A., you can change the assignment type and set other assignment options. Maple libraries that you have linked in the assignment are automatically linked in Maple T.A.
Important: You cannot import content from Maple T.A. into Maple. If you edit an exported course module in Maple T.A., you cannot view the updated questions in Maple. |
Customer Reviews for TMW Media Group A Matrix Defined DVD
The Matrix Algebra Tutor: Learning by Example DVD Series teaches students about matrices and explains why they're useful in mathematics. Beginning with practical situations where a matrix might be useful, students will learn how to write down a matrix and how to properly identify its rows and columns. We also discuss how to name matrices. Grades 9-College. 35 minutes on DVD.
Customer Reviews for A Matrix Defined DVD
This product has not yet been reviewed. Click here to continue to the product details page. |
Basic College MathematicsYou can succeed in math with the clearly explained concepts, problem-solving strategies, and study skills help found in Basic College Mathematics, Third Edition by Elayn Martin-Gay. Good study skills are essential to your success in mathematics. This text features Study Skill Builders to help make sure you are getting the most from the time you spend doing homework and studying. |
Holt Rinehart And Winston Geometry Workbook Answers
A recognized leader in 6 - 12 educational publishing. since 1866, we have been in the business of helping teachers teach and students learn. by provi
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A free, powerful algebra end-of-course prep tool. to help teachers and students succeed on the algebra 1 end-of-course exam (eoc), the...
Algebra is one of the broad parts of mathematics, together with number theory, geometry and analysis. for historical reasons, the word "algebra" has several related
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Precalculus Functions and Graphs : Graphing Approach - 5th edition
Summary: Part of the market-leading Graphing Approach Series by Larson, Hostetler, and Edwards, Precalculus Functions and Graphs: A Graphing Approach, 5/e, is an ideal student and instructor resource for courses that require the use of a graphing calculator. The quality and quantity of the exercises, combined with interesting applications and innovative resources, make teaching easier and help students succeed.
Continuing the series' emphasis on student support, the...show more
The
New! The Nutshell Appendix reviews the essentials of each function, discussed in the Library of Functions feature, and offers study capsules with properties, methods, and examples of the major concepts covered in the textbook. This appendix is an ideal study aid for students.
New! Progressive Summaries outline newly introduced topics every three chapters and contextualize them within the framework of the course.
New! Make a Decision exercises--extended modeling applications presented at the end of selected exercise sets--give students the opportunity to apply the mathematical concepts and techniques they've learned to large sets of real data.
Updated! The Library of Functions, threaded throughout the text, defines each elementary function and its characteristics at first point of use. The Fifth Edition incorporates new exercises that tests students' understanding of these functions. All elementary functions are also presented in a summary on the front endpapers of the text for convenient reference.
Updated! The Chapter Summaries have been updated to include the Key Terms and Key concepts that are covered in the chapter. These chapter summaries are an effective study aid because they provide a single point of reference for review.
Updated! The Proofs of Selected Theorems are now presented at the end of each chapter for easy reference.
The Larson team provides an abundance of features that help students use technology to visualize and understand mathematical concepts. Technology Tips point out the pros and cons of technology use in certain mathematical situations. They also provide alternative methods of solving or checking a problem using a graphing calculator. Students may sometimes be misled by the visuals generated by graphing calculators, so the authors use color to enhance the graphing calculator displays in the textbook, where appropriate. This enables students to visualize concepts accurately and efficiently. Technology Support notes appear throughout the text and refer students to the Technology Support Appendix, where they can learn how to use specific graphing calculator features to enhance their understanding of the concepts presented. The Technology Support notes also direct students to the Graphing Technology Guide, on the textbook's website, for keystroke support for numerous calculator models.
Carefully positioned throughout the text, Explorations engage students in active discovery of mathematical concepts, strengthening critical thinking skills and helping them to develop an intuitive understanding of theoretical concepts.
What You Should Learn and Why You Should Learn It appears at the beginning of each chapter and section, offering students a succinct list of the concepts they will soon encounter. Additionally, this feature refers students to an application in the exercise set which helps put the math concept into a real-life context so students can understand it better.
To help prepare students who intend to move on to Calculus, the authors have placed an icon next to algebraic techniques that are used in Calculus5150323 Internet |
Visions in Mathematics - Towards 2000' was one of the most remarkable mathematical meetings in recent years. It was held in Tel Aviv from August 25th to September 3rd, 1999, and united some of the leading mathematicians worldwide. The goals of the conference were to discuss the importance, the methods, the past and the future of mathematics as... more...
Students who take SAT subject tests apply to the most selective colleges in the country. These are high-aptitude kids with overbooked schedules-finally, there's a series that refuses to waste their time. The revolutionary MyMaxScore prep series now covers SAT subject tests. Each chapter begins with 5 to 10 test questions to diagnose what students... more...
Whether you are returning to school, studying for an adult numeracy test, helping your kids with homework, or seeking the confidence that a firm maths foundation provides in everyday encounters, Basic Maths For Dummies, UK Edition, provides the content you need to improve your basic maths skills. Based upon the Adult Numeracy Core Curriculum,... more...
This proceedings is a collection of articles by front-line researchers in Mathematical Analysis, giving the reader a wide perspective of the current research in several areas like Functional Analysis, Complex Analysis and Measure Theory. The works are a fundamental source for current and future developments in these research fields. The articles and... more...
Lately there is an increasing interest in partial difference equations demonstrated by the enormous amount of research papers devoted to them. The initial reason for this increasing interest was the development of computers and the area of numerical analysis, where partial difference equations arise naturally when discretizing a partial differential... more... |
Mathematical Reasoning for Elementary School Teachers (6th Edition)
9780321693129
ISBN:
0321693124
Edition: 6 Pub Date: 2011 Publisher: Addison Wesley
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