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Best Math and verbal books - advice pleasethanks
I saw a book published by EZ methods. I am planning to get one. Remeber the key to solve math is understand the trick and use concepts rather than breath of problems!
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CONNECT: Everyone can do Math and Science - Colorado
Colorado's NSF-funded statewide systemic initiative in mathematics and science. CONNECT is charged to provide support and leadership to increase the achievement of all Colorado students in mathematics and science, kindergarten through baccalaureate (K-16).
...more>>
Connexions - Rice University
Connexions is a non-profit start-up launched at Rice University in 1999 that aims to reinvent how we write, edit, publish, and use textbooks and other learning materials. It is a global repository of educational content that can be described in four words
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Consortium for Mathematics and Its Applications (COMAP)
"What is all this for, anyway?" COMAP helps answer that question. This non-profit organization offers multidisciplinary and academically rigorous curriculum materials and teacher development programs based on mathematical exploration of real-world problems.
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The Constants and Equations Pages - Jonathan Stott
A growing reference resource providing alphabetically listed categories of some of the more important and useful aspects of maths and special sections on numbers, algebra, trigonometry, integration, differentiation, and SI units and symbols, with in addition
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Constructing Semi-Regular Tilings - Kevin Mitchell
A document based on a talk given at the Spring 1995 Meeting of the Seaway Section of the Mathematical Association of America. Contents include: Introduction and Historical Background; Notation and Definitions; General Theorems; Hyperbolic Results; and
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Constructor - Soda
Constructor animates and edits two-dimensional models made out of masses and springs. The springs can be controlled by a wave to make pulsing muscles, and you can construct models that bounce, roll, walk, etc. Try some of the ready-made models or build
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Continued Fractions: an Introduction - Adam Van Tuyl
A brief introduction to the field of continued fractions, including some basic theory about the subject; the history of continued fractions, tracing some of the major developments in the field in the past 2500 years; some interactive applications that
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Contradancing and Matrices - Ivars Peterson (MathLand)
Bernie Scanlon, a mathematics instructor at Bakersfield College in California, has been dancing nearly every weekend since 1990, even traveling to distant parts of the country to join in the fun. His passion is contradancing - a dance form unknown to
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Convex Hull Algorithms - Tim Lambert
An applet that demonstrates some algorithms for computing the convex hull of points in three dimensions. See the points from different viewpoints; see how the Incremental algorithm constructs the hull, face by face; while it's playing, look at it from
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Cool Math Guy - Dana Mosely
Watch math lessons delivered by a video instructor for several textbook publishers. Topics range from arithmetic to several variable calculus, and include review for the standardized tests such as the SAT and ACT. Also, play games that involve matching,
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Math Skills Center Assessment, Winter 2009
With the support of the Carleton College Office of Institutional Research and Assessment and StudentVoice.com, we surveyed a random sample of first-year students and sophomores during Winter 2009. One third of the students in each of those class years was invited to take the survey. Of the 200 students who received invitations, 72 reported having used the Math Skills Center during Fall Term 2008. Here are their responses to some of the questions we asked.
For which classes did you seek assistance at the Math Skills Center during fall term 2008?
Math 101: Calculus with problem solving
Math 111: Intro. to calculus
Math 115: Statistics: concepts & applications
Math 131: Inverses and Integration
Math 141: Mathematical Modeling
Math 151: Sequences and series
Math 211: Multivariable calculus
Math 215: Intro.to Statistics
Math 232: Linear Algebra
Math 236: Mathematical Structures
I sought general math skills assistance (not related to a course)
Other (please specify):
Chemistry 122
CS 202
Ents114
FOCUS
I just came to hang out.
I used it for study place. It is convenient to reach professor at Math Skill Center
Math 241
MATH 265
Maths 265
Meeting space for Bio problem set and printing
Physics 131
What motivated you to come to the Math Skills Center during fall term 2008? (Check all that apply.)
Instructor's advice
Another student's advice
Difficulty with a particular problem
Difficulty understanding the textbook
Poor test performance (wanted to improve test scores)
General discomfort with course material
General discomfort with math skills
Curiosity
To take a practice test
It's a good place to study
Other (please specify):
Russ
Russ is a GOD
Russ is such a nice guy
Russ is very helpful and explains problems well
To meet up with other students from my class and work on some of the more difficult problems together.
Complete the following sentence: "As a result of visiting the Math Skills Center, I have learned…"
. . the logical starting place for problems and a higher level of conceptualization.
...about a possible future! Hanging out with senior math and CS majors is fun and showed me that you can be a pretty neat person and still love math.
A lot about Math! Russ and tutors helped me with tons of problems which would've been otherwise scary to tackle on my own.
About using excel and not be afraid of big assignments.
Enough math to get me through calc 3.
Group study skills.
How to approach a typical math problem.
How to approach problems thoughtfully, carefully, thoroughly, creatively, and enthusiastically!
How to ask for help and how to learn things with others struggling with the same problems as you.
How to ask for help.
How to better approach certain types of problems.
How to better approach math problems that I have never seen before
How to go about solving any given math problem.
How to model a prediction graph.
How to solve particular problems.
How to solve several bizarre problems.
How to solve specific problems that I had been having difficulties with. Going through these difficult problems with Russ helped me to understand how to do other similar problems.
How to study for upper level mathematics.
How to think about and solve math problems.
How to understand my confusion for math.
I have not learned much from CMC, but i used it as space for meeting and studying with friends. from what i've heard from other students, CMC is their second home at Carleton and Russ knows everything. i have also stopped by for technology support. i will join those studnts at CMC when i take a math course a Carleton.
I really only went once for math help - it was when I was studying for my Calc III final. A student tutor helped me and it wasn't very helpful.
Many different ways to approach various math questions.
More about math.
Much about Calculus that I didn't know before.Not only how to solve particular problems, but also where I went wrong in attempting to solve the problem before. This is a real learning process.
Nothing new, exactly. However, working with Russ gave me good practice in approaching problems from different directions, which made my Calculus class more interesting.
Nothing, but that's not a reflection of the skills center; I have only gone there to work on my own, not to learn.
Partial integration.
Quite a bit about specific problems. Russ talked me through the problem so that I could understand what to do with similar problems in the future.
Rather specific things about certain problems, in addition to more effective approaches to problem solving.
Solutions to problems that were previously difficult to understand.
That Carleton has a God of Math, a.k.a. Russ, on campus and that I can actually be good at math if I really put my time and effort in dwelling on the hard problems.
that collaboration and receiving and giving help can help me learn the course material better.
That having someone explain something in a different way can be very helpful.
that I can solve any problem.
That I have a solid place to go for help should I ever need it.
That I have resources to get help when I need it.
That I still have a long way to go to become a good math problem solver like Russ.
That if you can't solve a problem one way, you have to keep trying and eventually if you try solving it from another angle it might be possible. It was very useful in teaching me Calculus, but I'm afraid I'm not a "math person" and I realized that I wouldn't be able to be a math or science major.
That in order to succeed in math, you must have faith in your own abilities.
That it is a useful place to study and do homework, with an amiable atmosphere that enhances my ability to focus on the math problem at hand.
That it takes time to solve math problems and one must allow ones self to have that time freely.
That it's more helpful to seek guidance to a troubling problem than to sit around alone and ponder it.
That Russ is a god.
That the people there are kind and enthusiastic with their help.
That there are several ways to arrive at the correct answer for a question
The mathematical way in which people think and the methods people use to solve tricky math problems.
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DVD-based GCSE Maths Learning Tool for UK Students Available at TopMathsDVD.co.uk
London, United Kingdom (I-Newswire) September 12, 2012 - The General Certificate of Secondary Education or GCSE – an academic qualification awarded in a specified subject – is a necessity for secondary students in England, Wales and Northern Ireland, with equivalent levels in key skills. When applying to universities in the United Kingdom, most admissions have, among other things, GCSEs for qualification purposes. In this regard, it is essential for students to ensure that they understand GCSE subjects and achieve the desired grades.
Catering to Mathematics as specific subject, the GCSE Maths Master DVD provides the complete DVD study kit. The tool is published and presented by a senior tutor at private Maths tuition bureau in the UK, Top Grade Tutoring, which has successfully helped over one hundred students, with 85% achieving grade A*-C.
Maria Hodgson of East Sussex, who purchased the Maths Master DVD, has this to say: "This is a wonderful and useful DVD. It is highly ideal for children."
The GCSE Maths Master DVD works on a computer or DVD player, presenting bite sized topics to make learning easier to digest. Practical worked examples to support understanding, as well as top tips to handle the toughest exam questions are all offered through the study kit – all with engaging Hollywood style CGI effects.
Detailed at TopMathsDVD.co.uk, the GCSE Maths Master DVD prevents people from going round in circles and wasting time trying different ways to revise. The tried and tested method has helped thousands of students get the grade that they want in GCSE Maths revision.
The GCSE Maths Master available in higher level and foundation level, which is a refreshing new approach to revising for GCSE Maths, designed to make revising simpler, quicker and more fun. The tool is particularly suitable for all exam boards and syllabi, and compatible for linear and modular exams. The comprehensive content includes top exam hints and tips
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Product Details
See What's Inside
Product Description
By Gwendolyn Lloyd, Beth Herbel Eisenmann, Jon Star, Rose Mary Zbiek
Why do some equations have one solution, other two or even more solutions, and some no solutions? Why do we sometimes need to "switch" the direction of an inequality symbol in solving an inequality? What could you say if a student described a function as an equation?
How much do you know...and how much do you need to know?
Helping your students develop a robust understanding of expressions, equations, and functions requires that you understand this mathematics deeply. But what does that mean?Focus on the ideas that you need to understand thoroughly to teach confidently.
Related ProductsPlease note:
This product can only be purchased via NCTM's Online catalog. Non-web
payment methods, such as POs, cannot be used to purchase this item. If you have
questions, please call NCTM's Customer Service Department at
800-235-7566.
This book focuses on the essential knowledge for mathematics teachers about statistics. It is organized around four big ideas, supported by multiple smaller, interconnected ideas--essential understandings
This book is a collection of the best of NCTM's Addenda series, grades 5-8 and includes problems and examples that represent critical content for today's middle school curriculum. The problems focus on the four key practices:
• Roles of representation • Generalization • Problem solving • Connections in mathematics learning and teaching
This book has More4U, which includes additional resources online. Download activities, classroom materials, and blackline masters. Look inside book for access code.
The National Council of Teachers of Mathematics is the public voice of mathematics education, supporting teachers to ensure equitable mathematics learning of the highest quality for all students through vision, leadership, professional development, and research.
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Active knowledge of mathematic numerical methods of solving frequent practical problems as a precondition of effective utilization of professional programs, to which these methods are includedInterpretation of numerical methods, implemented in widely-utilized CAD programs, is given. This course covers essential methods of solving both linear and nonlinear problems. Within each group, methods are classified according to their features and practical applicability. The comment is then centred on the well proven methods. For these methods, also the MATLAB source code is available in computer exercises.
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MAS100 Mathematics with Maple
In this course we learn to use a program called Maple, which is a very
powerful tool for solving problems in mathematics. Maple will also be
used, to varying extents, in many subsequent courses. In parallel with
learning Maple, we will review and extend some topics from A-level.
Using Maple we will be able to treat complex examples painlessly, look
systematically for patterns, visualize our results graphically, and
so gain new insights.
Each week, students will attend one lecture, one lab session, and one tutorial. Some lectures will cover aspects of Maple, but most learning of Maple will take place in the lab sessions. In tutorials, students will work on problems by hand.
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A self-contained introduction to the fundamentals of mathematical analysis
Mathematical Analysis: A Concise Introduction presents the foundations of analysis and illustrates its role in mathematics. By focusing on the essentials, reinforcing learning through exercises, and featuring a unique "learn by doing" approach, the book develops the reader's proof writing skills and establishes fundamental comprehension of analysis that is essential for further exploration of pure and applied mathematics. This book is directly applicable to areas such as differential equations, probability theory, numerical analysis, differential geometry, and functional analysis.
Mathematical Analysis is composed of three parts:
?Part One presents the analysis of functions of one variable, including sequences, continuity, differentiation, Riemann integration, series, and the Lebesgue integral. A detailed explanation of proof writing is provided with specific attention devoted to standard proof techniques. To facilitate an efficient transition to more abstract settings, the results for single variable functions are proved using methods that translate to metric spaces.
?Part Two explores the more abstract counterparts of the concepts outlined earlier in the text. The reader is introduced to the fundamental spaces of analysis, including Lp spaces, and the book successfully details how appropriate definitions of integration, continuity, and differentiation lead to a powerful and widely applicable foundation for further study of applied mathematics. The interrelation between measure theory, topology, and differentiation is then examined in the proof of the Multidimensional Substitution Formula. Further areas of coverage in this section include manifolds, Stokes' Theorem, Hilbert spaces, the convergence of Fourier series, and Riesz' Representation Theorem.
?Part Three provides an overview of the motivations for analysis as well as its applications in various subjects. A special focus on ordinary and partial differential equations presents some theoretical and practical challenges that exist in these areas. Topical coverage includes Navier-Stokes equations and the finite element method.
Mathematical Analysis: A Concise Introduction includes an extensive index and over 900 exercises ranging in level of difficulty, from conceptual questions and adaptations of proofs to proofs with and without hints. These opportunities for reinforcement, along with the overall concise and well-organized treatment of analysis, make this book essential for readers in upper-undergraduate or beginning graduate mathematics courses who would like to build a solid foundation in analysis for further work in all analysis-based branches of mathematics.
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...Science helper for MS Word® is a fantastic program for Science Helper for MS Word® is 100% compatible with MS...a professional and functional document.
...Looking for a software utility that would help math students plot various graphs? You've just stumbled...making it very practical for solving in-class and homeworkalgebra or calculus problems. The program comes with...
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Alumalloy makes aluminum castings and uses geometric models to describe nearly everything it produces, uses a variety of math models to design and carry out manufacturing, and uses standard statistical models for process control to insure the quality of all their parts.
It is the application of mathematical skills in ways like these that will be taught in the high school's new course, which will be taught by Peter Petto, to help Lakewood's students become career and college ready, and ready to engage and excel at opportunities that will be available to them upon graduation at firms such as Alumalloy.
Petto, who worked in the manufacturing industry before becoming a teacher, approached Alumalloy for the donation and the company came through. The Board of Education acknowledged and thanked Alumalloy for its generosity at its Aug. 6 meeting.
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Program Description:
This program TI-89 program contains a set of methods and functions that solve several types of calculus problems. Features include: Finding zeroes in a function using the bisection method, Newton-Raphson method and Regula Falsi Method. Interpolation with the secant method, tangent method, Lagrange method and Taylor Method. This program also performs integration with the trapezoidal method, Simpson's method and MonteCarlo Method. Additionally, the program solves differential equations with Euler's Method, Enhanced Euler's Method and Runge-Kutta Method.
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Product Description
Algebra 1/2 Home Study Kit includes the hardcover student text, softcover answer key and softcover test booklet. Containing 123 lessons, this text is the culmination of prealgebra mathematics, a full pre-algebra course and an introduction to geometry and discrete mathematics. Some topics covered include Prime and Composite numbers; fractions & decimals; order of operations, coordinates, exponents, square roots, ratios, algebraic phrases, probability, the Pythagorean Theorem and more. Utilizing an incremental approach to math, your students will learn in small doses at their own pace, increasing retention of knowledge and satisfaction!
Product Reviews
Algebra 1/2 Home School Kit, 3rd Edition
5
5
22
22
working well for my 8th grader.
We were looking for a program that my 8th grader could basically on his own. He picks up things slow, and when we just had the book he tended to skip the instructions. He also loves to do anything on the computer. This is working very well for him. The instruction portion of each lesson takes usually 30 minutes, an goes through everything from the book, for him he needs that. It may be too drawn out for some kids (get bored), but works well for us. He is able to do math completely on his own (so far after 6 weeks of school).
September 21, 2012
Very good product.
Very good product. I recommend buying Saxon teacher.
September 7, 2012
Perfect for homeschooling.
We are totally happy with our purchase. It is exactly what we hoped and expected. Thank you.
February 21, 2012
This is a great product! I was able to purchase it at a reasonable price.
November 16, 2011
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The Role and Use of Sketchpad as a Modeling Tool in Secondary Schools. Edition No. 1
VDM Publishing House, March 2010, Pages: 268
Over the last decade or two, there has been a discernible move to include modeling in the mathematics curricula in schools. This has come as the result of the demand that society is making on educational institutions to provide workers that are capable of relating theoretical knowledge to that of the real world. Successful industries are those that are able to effectively overcome the complexities of real world problems they encounter on a daily basis. This book focuses, to some extent, on research conducted at a secondary school. The book, initially, looks at the various definitions of modeling with examples to illustrate where necessary. More importantly though, this work attempted to build on existing research and tested some of these ideas in a teaching environment. This was done in order to investigate the feasibility of introducing mathematical concepts within the context of dynamic geometry. Learners, who had not been introduced to specific concepts, such as concurrency, equidistant, and so on, were interviewed using Sketchpad and their responses were analyzed.
Vimolan, Mudaly. I taught Mathematics at secondary schools and at the University of KwaZulu-Natal for the past 24 years. Mathematics teaching methodologies has become a passion for me and I'm currently engaged in research in Modeling, Visualisation and in particular, the use of diagrams in mathematics problem solving and proving.
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Abstract
Many engineering undergraduates have problems with mathematics. Even areas of school mathematics – invariably including algebra - sometimes have to be reinforced at
undergraduate level. A bar to learning is often a lack of an understanding and this is where visualisations sometimes help - either by setting problems in an engineering context, or by using graphical visualisations. In the latter case, the maxim, "A picture is worth a thousand
words" is most appropriate. Even if students have problems rearranging mathematical equations, they can, almost always,
"read", understand and draw graphs. Now a graph is basically a visualisation of a mathematical equation, be it as simple as the straight-line equation or as complicated as the solution of a second-order partial differential equation. Consequently, displaying the graph of
(i.e. visualising) an equation can help deepen student understanding of the mathematics behind that equation. During the early 1990s, the author wrote and presented for student use some graphical mathematics software using Visual Basic. Through its use, students began to
realise what was happening with the equations they were investigating - and realised that engineering mathematics could be enjoyable (evidenced, in part, by students talking and enthusing about mathematics, and using the software in their own time). With the bursary accompanying a UK National Teaching Fellowship, the author is currently
developing the above-mentioned work into the MathinSite web site using interactive Java applets with a strong graphical content. This paper will discuss the rationale and philosophy behind the use of MathinSite in deepening engineering students' mathematical understanding - a rationale and philosophy that could be adopted in other areas of engineering education.
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Precalculus
Precalculus is a recommended prerequisite for Calculus, but you'll apply the principles of precalculus in a variety of careers ranging from Mathematics and Business to Medicine, Engineering and Astrophysics.
Start off with a review of algebraic operations and linear and polynomial equations, then jump ahead into solving and graphing equations from linear and polynomial to exponential and logarithmic functions. Tackle trigonometric expressions and functions, learn how to model and solve applications using linear systems, and take on geometric sequences. By the time you're done, you'll be ready for the challenges of General Calculus I.
Choose your online Precalculus
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book is intended to provide students with an efficient introduction and accessibility to ordinary and partial differential equations, linear algebra, vector analysis, Fourier analysis, and special functions and eigenfunction expansions, for their use as tools of inquiry and analysis in modeling and problem solving. It should also serve as preparation for further reading where this suits individual needs and interests.
Although much of this material appears in Advanced Engineering Mathematics, 6th edition, ELEMENTS OF ADVANCED ENGINEERING MATHEMATICS has been completely rewritten to provide a natural flow of the material in this shorter format.
Many types of computations, such as construction of direction fields, or the manipulation Bessel functions and Legendre polynomials in writing eigenfunction expansions, require the use of software packages. A short MAPLE primer is included as Appendix B. This is designed to enable the student to quickly master the use of MAPLE for such computations. Other software packages can also be used.
Additional versions of this text's ISBN numbers
Purchase Options
List$189
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Blurb BookStore Blurb BookstoreA feed of new Blurb books from this author. & English Grammar Acrostics2013-03-18T19:45:45Z2013-03-18T19:45:45Zhelix321 book is a system of acrostics for
Algebr...<a href=" type="image/jpg"><img alt="Book cover" src=" /></a><div>This book is a system of acrostics for
Algebra
Geometry
Trigonometry
Calculus
The Integral table
English grammar
The spaced repetition system used can be found here.
The deck files are here.
This system was created to replace traditional forms of memorization and fill in a number of missing elements in the memory recall process.
Identification
---------------------
problem: The student remembers the formula/procedure/steps but does not remember its name or application.
solution: The topic ID is at the head of the acrostic. Here is an example.
Adding and subtracting terms- [for fractions- same denominator/for polynomials- same exponent and variable/for radicals- same index and radicand]
Verification
------------------
problem: The student remembers the formula/procedure/definiton but is unsure of the accuracy of the recall.
solution: A weakened or an interference-ladened recall can be verified via interconnections to the retrieval cue, material, or the acrostic.
Categorization
----------------------
problem: The student has forgotten that a formula/procedure/definition exists.
solution: The category lists are maintained in memory via the spaced repetition system.
problem: The student does not know what to do or where to begin solving the math problem.
solution: Parts of the math problem can be identified and matched to their category.
problem: The student creates his or her own rule or procedure thinking that the rule or procedure exists and is valid.
solution: Every action in the example has an ID and is maintained in memory by the spaced repetition system.
Use this list as a quick reference to avoid affecting the intervals
of the category list acrostics.
Elaboration
-----------------
problem: The student has partially or completely forgotten a formula/procedure/definition.
solution: The acrostic is interconnected with the material and is maintained in the spaced repetition system. The topic ID and subcategories are used as retrieval cues to help recall the acrostic and the material. Here is an example.
A S T [ F... P... R... ]
Adding and subtracting terms- [for fractions- same denominator/for polynomials- same exponent and variable/for radicals- same index and radicand]
Assisted initial repetition
----------------------------------
problem: New material requires a large amount of initial drill.
solution: For new material, the acrostic letters and knowledge of the material are used to assist the initial recall of new material.
*-------------------------------------------------------------------------*
What to expect from using a spaced repetition system.
*-------------------------------------------------------------------------*
Deck: Algebra Acrostics 10 new cards a day(for two weeks)
Interval modifier: 100%
Steps: 1 10
3 on the answer button graph is the number of retrieval cue successes.
2 on the answer button graph is the number of retrieval cue failures.
The SRS presents cards that are close to being forgotten. This may give a false impression that you are in a constant state of struggle with the material or that the system is not working. If you are new to SRS it would be helpful to keep a log of your statistics to remind you that this is normal. The purpose of the SRS is to maintain the ability to recall facts for life. The tradeoff is a workload that will decrease over time while your performance will either increase or remain steady.
Types of recall
--------------------
Good- The retrieval cue activates the recall.
Hard- Only the material or the other side of the acrostic helps to activate the recall.
Very hard- Initially the retrieval cue and the material does not help to recall but after a long delay the retrieval suddenly activates.
Learning stage
---------------------
Over-learning stage (Workload starts to decrease)
----------------------------
In this stage, over-learning and the spacing effect pushes the cards into maturity.
[35]
[10]
Majority mature stage (Workload decreases to very small numbers)
---------------------------------
You should wait until the cards have reached this stage before you use the system for a test. If the test is really important use the quick reference to test yourself, and reset the intervals on any failed recalls. You should also be able to recall the category lists.
[8]
[5] href=" only_path="false" title="Book Preview">Book Preview</a>
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Moral based question:
Parking Lot
I have a quick question for you. I'm kinda interested where people stand on the fence on this issue. I've asked a few people and the responses have been all over the place. I'm currently studying for a Calculus exam. I feel like I understand all of the material, have done countless examples, etc.
During the exam, we are free to use any calculator we want. I currently run a TI-89 Titanium which is absolutely studly. While I still do all the work by hand so I can get partial credit if I make a mistake, I use the calculator to quickly check my answers and to do other functions that save time (factor, etc)
Since the professor told us we could use calculators but never put any restrictions on it -- is it fair game to type formulas into the calculator's text editor. Being able to use the formulas is the most important, but I'm terrible at memorizing material -- especially math equations. That's why I do well in history, I remember most everything, but if I had to recite exactly what my teacher said -- I'd be in trouble!
Do you think using every aspect of the calculator is cheating or not. Regardless of the opinion on the board, I doubt I'll put the formulas in just to avoid any chance of getting in trouble. But what are the thoughts of the folks here about it?
I don't see it as cheating, I mean think of it this way 4 years from now if you need to use calculus for your job what are you going to do? Chances are you will look in a book or remember that you programed your calculator with the formulas. Also, anyone can have a copy of the formulas but if you don't know how to use them then you still are screwed. And my last point if the professor told the class that you can use any calculator you can bet your bottom dollar other classmates are going to program the formulas into their calculators...
__________________ "I am the best at what I do, and what I do isn't very nice" - Sean Taylor
LOL...We faced a similar predicament in our Calculus II during our finals and let me tell you the result for one particular cheater (yes, putting it on your calculator is cheating) was not pretty. The professor was able to somehow tell that he was cheating and came to his seat, asked him for his calculator, checked to see if there were formulas typed into it, took the exam papers from him and told him he's free to go home. The professor then proceeded to tell the entire class that if anyone else has formulas on their calculator they'll suffer the same fate and will be brought up for violating the school's code of conduct.
The moral of the story is don't cheat, it's not worth it.
p.s. We were told we can have a single cheat-sheet and that we may not store formulas into our calculators for the final exam.
Part of college is learning about life. You are supposed to use everything you can to your advantage in life, so I'd say you'd be foolish not to.
Also, I had a friend that took a book and programmed a very nice calculator to plug and play many physics equations for our entire semester before the class even started. A couple of people caught wind after a couple of weeks and complained to the prof, who said, "If he's smart enough to program the material into a calculator, he must have a grasp on what I'm teaching."
__________________ Need electrical work in the Northern VA, or Shenandoah Valley? Click here
Part of college is learning about life. You are supposed to use everything you can to your advantage in life, so I'd say you'd be foolish not to.
Wait a second, you say college is in part about learning about life, and then you follow up it by saying he'd be foolish NOT to cheat? So he's learning about life that's it's cool to cheat to get ahead? Maybe I'm reading it wrong, but that's what it sounds like you're saying.
I think the question here is how would the prof see it? He said "no restrictions." But what does that mean? If he knew you had formulas plugged in would he consider it cheating? If the answer is yes, I'd say it's not worth it.
I put a few formulas in my TI-82 back in AP Physics in high school. I didn't get caught, but I felt bad enough about it afterwards that I never did it in college. For what it's worth.
I also don't consider it cheating, because I've done the work to learn how to use the formulas. I think being forced to memorize them is quite silly. What does forcing a student to memorize a formula really prove?
When it comes down to one thing -- it's if it would be considered cheating. I've heard examples from others. If the professor had said you can't program equations into your calc -- this would be a non-discussion, IMO. That's cheating. This is grey area, which ethics is all about.
Trample: First of all, take a quick moment and get the sand out of your vagina. Now that we've taken care of that, please read my post, especially this part: I doubt I'll put the formulas in just to avoid any chance of getting in trouble. But what are the thoughts of the folks here about it?.
These are the types of decisions that truly show what ethics are, there's an argument to each side. I think if we took this example out of the realm of education and into the realm of business, folks would be telling me to use the tools to my advantage. I'm going to just take the test normally (jotting down a million formulas the second the test starts), but personally wouldn't consider this action cheating. If he said no using memory/applications/editors/etc then it's absolutely cheating.
Honestly though, we all know putting formulas into your calculator isn't sanctioned by most professors. I don't think you can justify it without asking the professor where they stand on the issue. ToE and jamf make good pointsSee this completely depends on the class and what is specified by the professor. In high school during our AP Stat test we were encouraged to put calc programs to help us speed up the calculations, infact our teacher frantically uploaded the program on several peoples calculators before the exam, because they didn't clear the calculator for the AP exam.
In other classes, like my calc ones it was expected you cleared your calculator and if you didn't have work to prove you knew what was up, you would get in trouble. But honestly if you can pick your calculator and it says nothing in the syllabus then honor committee shouldn't be able to do jack shitIn the "real world", if it's against the rules and you break the rules to gain an advantage, it's cheating. Pretty plain and simple. If you don't know or suspect it's against the rules, and you actively seek to be ignorant of the rules then it is still cheating if it's against the rules. By definition, it's not cheating if it's not against the rules. Ignorance of the rules is not an excuse. What's the ethical thing to do? Seek clarification and obey the rules to ensure a fair test for all.
The real question on ethics is this: You ask your teacher and he/she says it's okay, but only for those students who seek prior approval. Later, your friend says to you "Boy, I sure wish I could program formulas into my calculator". Do you say nothing or tell them it's okay (note, he did not ask a question so silence is not a lie). Suppose it's not a friend but someone you don't like. Further, suppose the test is graded on a curve rather than a straight scale
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COLLEGE ALGEBRA AND TRIGONOMETRY
CAS810: WEEK 11
LECTURE: s The meaning of Algebraic Specifications TUTORIAL/PRACTICAL: Do the exercises given in last week's handout Look at the revision questions on the web and attempt them without looking at the answers
School of Computing and Ma
References
363
REFERENCES (MR refers to the review of the work in Mathematical Reviews. Numbers in angle brackets at the end of each listing show pages of these notes on which the work is referred to.)
Works related to major topics of this course
MAT1102 Algebra & Calculus I
Review question
Calculus
What is the difference between the derivative function and the derivative at a point?
Given f(t), how can the first derivative f'(t) be written in Leibniz notation? How about the second deri
MAT1102 Algebra & Calculus I
Review question
Calculus
What is the difference between the derivative function and the derivative at a point?
Given f(t), how can the first derivative f(t) be written in Leibniz notation? How about the second deriv
CORE COURSEWORK TRANSFER AGREEMENT 2006-2007
Prepared by the Academic Affairs Office July 2006
West Virginia Higher Education Policy Commission and West Virginia Council for Community and Technical College Education CORE COURSEWORK TRANSFER AGREEME
Sets, Boolean Algebras, and Relations
Sections 2.12.5
Introduction to Sets
History and Philosophy
Informally a set is a collection of objects. It turns out that this informal definition leads to paradoxes if one tries to consider sufficiently path
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Content on this page requires a newer version of Adobe Flash Player.
This website introduces the TI-83 Graphics Calculator, an advanced piece of technology that is actually more like a hand held computer. You will learn here some operations, keystrokes, and hints. The graphics calculator will make the learning process more exciting and enjoyable. The TI-83 will be used to verify answer/solutions and to discover more about mathematics. This calculator is a great aid for teachers and students, but it will never be a substitute for learning. With this in mind, most of these instructional mathematics videos also contain the analytic or hand methods. These videos are designed for all age groups/skill levels and no prior calculator experience is needed. A major benefit of these instructional videos are that they are short and easy to understand and straight to the point. Click on the testimonials link and view the comments of others.
Youtube
Testimonials
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Wow! I did not know you could put these in a calculator. Thanks.
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THANK YOU SOOOO MUCH! I? have been looking every where for a tutorial on how to graph these. THANKS AGAIN. GREAT VID!!!
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Thanks, this was a very helpful lesson! The calculator trick was? especially useful.
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These introductory books will help to integrate mathematical ideas into everyday thinking and to build confidence in using and learning mathematics. They cover statistical, graphical, algebraic, trigonometric and numerical concepts and techniques, and introduce to mathematical modelling. Formal calculus is not included and readers are not expected to have any previous knowledge of algebra.
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0137149638
9780137149636 Series, educators now have access to the student-centered, problem-based approach to mathematics on video with the Teaching Student-Centered Mathematics eBook Series. Each of the three grade band eBook DVDs, K-3, 3-5 and 5-8, feature grade specific lessons in action, personal interviews with the author, instructional tips and strategies, and more. What makes the eBook so unique? From the Van de Walle Professional Mathematics Series. Hear legendary mathematician, John Van de Walle speak about the Big Ideas in each chapter through a series of personal interviews. See excerpts from Van de Walle's professional development workshops without leaving the comfort of your home or school. Observe lessons in action through video of classrooms. Explore tips and activities you can use in your classroom. The eBook is available for purchase in the following package configurations: Single License Package (e-Book DVD & Book): Users with a DVD computer drive can take advantage of the larger video windows available in this single-user, single-disc package. School Network License Package (e-Book DVD & Book): This version will give all teachers within a single school access to this rich professional-development tool. Once installed, the school network version allows for multiple access and progressive downloading across a Local Area Network (LAN).* District Network License Package (e-Book DVD & Book): This package is the most economical way for a district or school board to purchase for multiple schools. This network-installable version allows for multiple access and progressive downloading across a LAN or high-speed Wide Area Network. *For order information, including pricing, please contact your local sales representative. «Show less... Show more»
Rent Teaching Student-Centered Mathematics, Volume II 1st Edition today, or search our site for other Van de Walle
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Math Center for Improving Math Skills
Patrick Johnson (Postgraduate Student at the University of Limerick) introduced me to their math education system. At his university, the math department is responsible for all math education (of mathematicians, computer scientists, engineers, ..). It provides a math center which is a central support facility for all students. Before the semester the math center provides a precourse. It address mature students (over 23) and but also traditional students (fresh from high school) and revises fundamental math on secondary school level. However, traditional students tend not to make use of this precourse. When I think back to my study, we also had a math preparation course that none of us really took seriously. Maybe students are less motivated before the actual start of the university study and rather enjoy the summer
Anyway, in the first lecture, Patrick's students have to take a math test, which also covers fundamental secondary level math. It is not part of the grading but allows him and the students a better overview on their abilities. Students that score badly in this test might become more aware that they need to catch up with some math concepts to pass the course. For these students (and all others), the math center offers a two week long revision course: It takes place in the evening and allows students to learn the preliminaries of the math course. After that the math center provides support for the ongoing math course (which includes lectures and tutorials). The material of the math center is taken from the math center of the University of Loughborough (created by Dr Tony Croft); it is available online. In addition to these online worksheets, the centre has also created over 30 applets using GeoGebra.
The math course takes about 12 weeks, with a midterm after the 7th week and a final exam at the end. Freshmen tend to score quite good in the midterm as they are a bit afraid of what is coming and study hard the weeks before. However, if the midterm goes well students seem to reduce their efforts. In consequence, they often score poorly in the final exam and even get problems wrong that they answered correctly in the midterm. So Patrick is now thinking of having 4 intermediate exams to make students to study throughout the whole course.
He also reported that students really appreciate the human support in the math center; someone that holds their hand and can answer all their questions. An online course cannot provide this kind of help. I am thus now wondering whether our online precourse is really the right idea. However, establishing a math center is quite expenses and requires tight collaboration with the math department. What we currently can offer are tutorials with a maximum number of 12 students. Our tutors are mainly 2nd-3rd year students that have taken the lecture and that came to us as they really wanted to do a tutorial (in Ireland this is called peer support).
Another contact Patrick mentioned is Bill Barton of the University of Auckland, New Zealand (see also his profile).
I just learned that the Jacobs University actually has a math support centre, by students for students. However, I was told that the problems in our introductory Computer Science course are less due to mathematical discrepancies but more due to problems with abstraction (understanding the abstract concepts presented in the classroom). Students actually like our model of providing an abstract lecture and offering tutorial in which these abstract ideas are illustrated by several examples. However, we experience a problem as very good and very poor students seem to be very active in the tutorials; whereas medium skilled students often remain silent. Also very poor student might slow down the pace of a tutorial (consequently, boring better students). Also if only very simply examples are used for illustrations, students do not reach the level of the course and score poorly in the exams and quizzes.
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Unit specification
Aims
The programme unit aims to introduce students to theoretical and practical aspects of the numerical solution of
linear and nonlinear equations, the approximation of functions by polynomials and the approximation of integrals
via quadrature schemes.
Brief description
Numerical analysis is concerned with finding numerical solutions to
problems for which analytical solutions either do not exist or are not
readily or cheaply obtainable. This course provides an introduction to
the subject, focusing on the three core topics of iteration,
interpolation and quadrature.
The module starts with 'interpolation schemes', methods for
approximating functions by polynomials, and 'quadrature schemes',
numerical methods for approximating integrals, will then be explored
in turn. The second half of the module looks at solving systems of
linear and nonlinear equations via iterative techniques. In the case
of linear systems, examples will be drawn from the numerical solution
of differential equations.
Students will learn about practical and theoretical aspects of all
the algorithms. Insight into the algorithms will be given through
MATLAB illustrations, but the course does not require any
programming.
Intended learning outcomes
On completion of this unit successful students will be able to:
practical knowledge of a range of iterative techniques for solving
linear and nonlinear systems of equations, theoretical knowledge of
their convergence properties, an appreciation of how small changes in
the data affect the solutions and experience with key examples arising
in the solution of differential equations;
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This trimester we will focus on the following topics:
• Percents
• Open-Ended Problem Solving
• Probability
• Statistics
• Functions and Graphs
• Inequalities
• Geometry
We will also spend time preparing for the State OAKS test.
We will be learning to use a TI-84 graphing calcultor in class. (CHS provides TI-84s for in class use.)
• Student Expectations
Each student will need to ...
1. display respect for themselves, others, and the campus.
2. bring all appropriate materials to class -- pencil, calculator,
binder, book, spiral notebook, etc.
3. work only on class related assignments.
4. participate in class activities.
5. listen during instruction with full attention
6. take notes and keep an organized notebook.
• Classroom Rules Consequences
• No Food or Drink (water only) 1. Conference with Student
• Be Considerate of Others 2. Parent Contact
• Be on Time 3. Administrative Referral
• Come to Class Prepared
• Use Class Time Wisely
• PENCILS ONLY
• NO CELL PHONES, MP3's, iPODS, CD PLAYERS … This will result in a loss of
• NO PLAYING OF CALCULATOR GAMES 10 participation points.
• Attendance/Tardies
Attendance is essential for success. If you are absent, it is your responsibility to make up whatever you missed. It is very important for you to be to class on time. Your 3rd and 4th tardies will each result in a loss of 5 participation points. Any further tardies will each result in a loss of 5 participation points and a referral.
• Evaluation
60% Tests and Quizes
40% Assignments
A=90+ B=80+ C=70+ D=60+
• Retests and Redo Assignments and Quizes
• Retake tests will be available to those students who turned in all assignments for the current unit and who took the test on or before the day it was given in class.
• You may correct your errors on all assignments and quizes and earn back ½ of the points you missed. Show correctioins on notebook paper, staple to the original and turn in.
• Assignments There will be an assignment each day. Work not finished in class will be sent home as homework. Late assignments receive 70% credit.
• WHERE TO GO FOR HELP
• The math lab is staffed with a math tutor daily from 8:00 – 4:00.
• Your math teacher or any math teacher.
• Parents
You can monitor your student's progress on the internet through Parent Assist. I will also have a calender on my blog with the schedule for tests and homework.
Course Description
Welcome to Geometry! It is my desire that you will find this year both worthwhile and enjoyable. Geometry can be a challenging course for students but certainly rewarding. A good attitude and reasonable effort will go a long ways toward helping you get the most out of our time together. We will cover Chapters 7 thru 11 of our text.
Student Expectations
1. Have your required materials each day.
On the bottom of this page is a detailed list of the supplies for this course. It is important that you understand the necessity of bringing proper materials to class daily. Sharing calculators is not acceptable, make sure to bring your own!!
2. Complete your assignments daily.
Our curriculum requires a daily assignment of usually 25 – 30 problems. Even with time given in class, you will still have 25-45 minutes of homework to complete. Do remember, all collected homework must be turned in to qualify for a retake. Homework needs to have work shown in order to receive full credit!!
3. Read the material in each section as assigned.
Our books are designed to be read by you, the student, and attempting problems without doing so is much less productive.
4. Use class time wisely.
This time is to be used to ask questions and complete as much of the assignment as possible. You must take advantage of working on the problems when help from the teacher is available. We are well aware of the busy schedules that many of you live. Our experience tells us that if you leave all of your assignment to do later, you will often lack sufficient time, or have difficulty in working through the problems on your own. Please put away all electrical equipment (cell phones, i-pods, etc.) during the class period.
5. Take advantage of available help.
When you find yourself having difficulty with a particular topic or lesson, feel free to seek additional help outside of class. Suggestions of times and/or places for you to find help include:
• Your teacher ….available Monday – Friday at lunch or after school from 2:45 – 4:00.
• Peer Tutors – sign-up in counseling for free tutoring services from an honor student. Other geometry students – get to know the other students in our class and set up times to help each other.
6. Attend class daily on time.
Concepts learned one day or week are necessary for those learned the following day/week. Every minute of class is valuable. On your third tardy, and each tardy thereafter, you will earn 30 minutes detention time. A phone call to your parents will also be made. I can't teach you, if you aren't here!!
7. ALWAYS GIVE YOUR BEST EFFORT!
I expect you to do the best job that you can do.
Binder: Each student is expected to keep a neat, orderly notebook. It will contain a spiral notebook for taking notes; and special sections for assignments, quizzes and tests,and CIM information. You are to have your supplies with you daily. A notebook check may be done for points on a given day.
Spiral: Notes should be taken in the spiral notebook. This spiral is not to be used for assignments. Notes should be taken over the reading each day and during class lectures. Be sure to include new vocabulary, definitions, and helpful examples worked by the teacher. Keep your notes legible and practical as they will be allowed to be used during most quizzes, if they are in your spiral notebook.
Assignments: Assignments will be given each day and will be discussed that day or the following school day. There will be homework checks that will be worth 5 points each. I want you to take responsibility for your learning by being diligent in completing your assignments. Late assignments are accepted with teacher approval only. School policy will be followed concerning school related and excused absences. It is your responsibility to ask for and complete all make-up work in the appropriate time frame. Assignments need to be completed in pencil and will be graded on completeness, showing your work when solving the problems, and the neatness of writing, pictures and graphs. Homework needs to have work shown in order to receive full credit!!
Quizzes and Tests: Quizzes average 30-40 points each. You will be allowed to use your notes on most quizzes; however, notes must be in your spiral. If you are absent (excused) for a quiz, you will receive the same percent for the quiz as you earn on the unit test. There are no re-takes for quizzes.
Tests will be worth approximately 100 points each. If you desire to improve a particular test score, you will have one week from the return of your corrected test to schedule an appointment with me. Only those students who have turned in all required assignments will be eligible to schedule such a meeting. During this appointment I will expect you to show me your test corrections, explain to me what you missed, and be ready to work a similar problem correctly (I will provide the similar problem). If you score below a 70%, I will expect you to conference with me and then retake the test.
There will be NO sharing of equipment (calculators, protractors, etc.) during quizzes and tests, so be sure you have your supplies DAILY. If you know you are going to be absent for a test or quiz, you may check if taking it early is an option.
It is my desire that all of you successfully complete this class. I will do my best to make this an obtainable goal for each of you. Please feel free to come in for assistance. I'm looking forward to a great year at CHS.
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Understand Algebra
Paul Abbottis a math teacher and author.Hugh Neillis a mathematics author and a former teacher, inspector and chief examiner in mathematics at various levels. Mr. Neill lectures in a range of mathematical subjects. Both have written numerous books on a variety of math topics.
List price:
$15.00
Edition:
2011
Publisher:
McGraw-Hill Companies, The
Binding:
Trade Paper
Pages:
352
Size:
5.00" wide x 7.75
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In this 7 Hour video series, Jason Gibson teaches you how to use this software package with step-by step video tutorials.
The lessons begin with becoming familiar with the user interface and understanding how to interact with Matlab. You'll then learn about variables, functions, and how to perform basic calculations.
Next, Jason will guide you in learning how to do Algebra, Trigonometry, and Calculus computations both numerically and symbolically. The course wraps up with basic plotting in Matlab. Take the mystery out of Matlab and improve your productivity with the software immediately!
Detailed Lesson Index:
1. Introduction
Sect 1: Overview of the User Interface - Part 1
Sect 2: Overview of the User Interface - Part 2
Sect 3: Overview of the User Interface - Part 3
Sect 4: Using the Help Menus
2. Basic Calculations
Sect 5: Basic Arithmetic and Order of Operations
Sect 6: Exponents and Scientific Notation
Sect 7: Working with Fractions and the Symbolic Math Toolbox - Part 1
Sect 8: Working with Fractions and the Symbolic Math Toolbox - Part 2
3. Working with Variables
Sect 9: Defining and Using Variables
Sect 10: Adding Comments to your Code
Sect 11: Clearing Variables
Sect 12: Adjusting the Display Precision for Calculations
Sect 13: Creating and Storing Symbolic Variables
Sect 14: Using Symbolic Variables in Calculations
4. Essential Mathematical Functions
Sect 15: Factorials, Square Roots, and Nth Roots
Sect 16: Trigonometric Functions and their Inverses
Sect 17: Hyperbolic Functions
Sect 18: Exponentials and Logarithms
5. Working with Complex Numbers
Sect 19: Basic Calculations with Complex Numbers
Sect 20: Calculating the Magnitude and Angle of Complex Numbers
Sect 21: Trig Functions and Logarithms with Complex Numbers
Sect 22: Complex Numbers and the Symbolic Math Toolbox
6. Working with Vectors
Sect 23: Inputting Vectors and Extracting Components
Sect 24: Adding and Subtracting Vectors and Multiplying Vectors by a Scalar
Sect 25: Calculating the Vector Dot Product and Cross Product
Sect 26: Finding the Length and Sum of a Vector
Sect 27: Extracting a Subset of Vector Elements
Sect 28: Creating Vectors with Evenly Spaced Elements
Sect 29: Joining Vectors Together
Sect 30: Multiplying and Dividing Vectors Element-by-Element
Sect 31: Applying Math Functions Element-by-Element
Sect 32: Creating Vectors with Random Elements
Sect 33: Calculating Mean, Median, and Standard Deviation of Data in a Vector
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Search Digital Classroom Resources:
Families and Points Plotter
Students plot points and match formulas to data to explore families of functions.
3D Function Grapher
This utility uses the free Flash player plug-in resident in most browsers to allow the user to graph a surface of the form z = f(x,y) on a customized scale and dynamically rotate the three-dimensional picture.
Functions Grapher
This one-page Flash applet allows the user to enter one or two functions, and trace along either one with coordinates shown dynamically changing at all times. A link to download the most recent Flash player plugin is given at the bottom of the page on the site.
INTENDED USES:
Students in algebra, pre-calculus or calculus.
SOFTWARE SPECIFICATIONS:
Plugins: Flash player 7.0 (free) with any browser Operating Systems: Mac or Windows
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Finite Mathematics For Business, Economics, Life Sciences And Social Sciences / Text Only - 9th edition
Summary: This book covers mathematics of finance, linear algebra, linear programming, probability, and descriptive statistics, with an emphasis on cross-discipline principles and practices. Designed to be reader-friendly and accessible, it develops a thorough, functional understanding of mathematical concepts in preparation for their application in other areas. Each chapter concentrates on developing concepts and ideas followed immediately by developing computational skills a...show morend problem solving. Two-part coverage presents a library of elementary functions and finite mathematics. For individuals looking for a view of mathematical ideas and processes, and an illustration of the relevance of mathematics to the real world. Illustrates relevance of mathematics to the real world. ...show less
The ninth edition of Finite Mathematics for Business, Economics, Life Sciences, and Social Sciences is designed for a one-term course in finite mathematics and for students who have had 1-2 years of high school algebra or the equivalent. The choice and independence of topics make the text readily adaptable to a variety of courses (see the Chapter Dependency Chart on page xi). It is one of five books in the authors' college mathematics series.
Improvements in this edition evolved out of the generous response from a large number of users of the last and previous editions as well as survey results from instructors, mathematics departments, course outlines, and college catalogs. Fundamental to a book's growth and effectiveness is classroom use and feedback. Now in its ninth edition, Finite Mathematics for Business, Economics, Life Sciences, and Social Sciences has had the benefit of having a substantial amount of both.
Emphasis and Style
The text is written for student comprehension. Great care has been taken to write a book that is mathematically correct and accessible to students. Emphasis is on computational skills, ideas, and problem solving rather than mathematical theory. Most derivations and proofs are omitted except where their inclusion adds significant insight into a particular concept. General concepts and results are usually presented only after particular cases have been discussed.
Examples and Matched Problems
Over 260 completely worked examples are used to introduce concepts and to demonstrate problem-solving techniques. Many examples have multiple parts, significantly increasing the total number of worked examples. Each example is followed by a similar matched problem for the student to work while reading the material. This actively involves the student in the learning process. The answers to these matched problems are included at the end of each section for easy reference.
Exploration and Discussion
Every section contains Explore-Discuss problems interspersed at appropriate places to encourage the student to think about a relationship or process before a result is stated, or to investigate additional consequences of a development in the text. Verbalization of mathematical concepts, results, and processes is encouraged in these Explore-Discuss problems, as well as in some matched problems, and in some problems in almost every exercise set. The Explore-Discuss material also can be used as in-class or out-of-class group activities. In addition, at the end of every chapter, we have included two special chapter group activities that involve several of the concepts discussed in the chapter. Problems in the exercise sets that require verbalization are indicated by color problem numbers.
Exercise Sets
The book contains over 3,500 problems. Many problems have multiple parts, significantly increasing the total number of problems. Each exercise set is designed so that an average or below-average student will experience success and a very capable student will be challenged. Exercise sets are mostly divided into A (routine, easy mechanics), B (more difficult mechanics), and C (difficult mechanics and some theory) levels.
Applications
A major objective of this book is to give the student substantial experience in modeling and solving real-world problems. Enough applications are included to convince even the most skeptical student that mathematics is really useful (see the Applications Index inside the back cover). Worked examples involving applications are identified by . Almost every exercise set contains application problems, usually divided into business and economics, life science, and social science groupings. An instructor with students from all three disciplines can let them choose applications from their own field of interest; if most students are from one of the three areas, then special emphasis can be placed there. Most of the applications are simplified versions of actual real-world problems taken from professional journals and books. No specialized experience is required to solve any of the applications.
Internet Connections
The Internet provides a wealth of material that can be related to this book, from sources for the data in application problems to interactive exercises that provide additional insight into various mathematical processes. Every section of the book contains Internet connections identified by an icon. Links to the related web sites can be found at the PHCompanion Website discussed later in this preface:
Technology
The generic term graphing utility is used to refer to any of the various graphing calculators or computer software packages that might be available to a student using this book. (See the description of the software accompanying this book later in this Preface.) Although access to a graphing utility is not assumed, it is likely that many students will want to make use of one of these devices. To assist these students, optional graphing utility activities are included in appropriate places in the book. These include brief discussions in the text, examples or portions of examples solved on a graphing utility, problems for the student to solve, and a group activity that involves the use of technology at the end of each chapter. In the group activity at the end of Chapter 1, and continuing through Chapter 2, linear regression on a graphing utility is used at appropriate points to illustrate mathematical modeling with real data. All the optional graphing utility material is clearly identified by either or and can be omitted without loss of continuity, if desired.
Graphs
All graphs are computer-generated to ensure mathematical accuracy. Graphing utility screens displayed in the text are actual output from a graphing calculator.
Additional Pedagogical Features
Annotation of examples and developments, in small color type, is found throughout the text to help students through critical stages (see Sections 1-1 and 4-2). Think boxes (dashed boxes) are used to enclose steps that are usually performed mentally (see Sections 1-1 and 4-1). Boxes are used to highlight important definitions, results, and step-by-step processes (see Sections 1-1 and 1-4). Caution statements appear throughout the text where student errors often occur (see Sections 4-3 and 4-5). Functional use of color improves the clarity of many illustrations, graphs, and developments, and guides students through certain critical steps (see Sections 1-1 and 4-2). Boldface type is used to introduce new terms and highlight important comments. Chapter review sections include a review of all important terms and symbols and a comprehensive review exercise. Answers to most review exercises, keyed to appropriate sections, are included in the back of the book. Answers to all other odd-numbered problems are also in the back of the book. Answers to application problems in linear programming include both the mathematical model and the numeric answer.
Content
The text begins with the development of a library of elementary functions in Chapters 1 and 2, including their properties and uses. We encourage students to investigate mathematical ideas and processes graphically and numerically, as well as algebraically. This development lays a firm foundation for studying mathematics both in this book and in future endeavors. Depending on the syllabus for the course and the background of the students, some or all of this material can be covered at the beginning of a course, or selected portions can be referred to as needed later in the course.
The material in Part Two (Finite Mathematics) can be thought of as four units: mathematics of finance (Chapter 3); linear algebra, including matrices, linear systems, and linear programming (Chapters 4 and 5); probability and statistics (Chapters 6 and 7); and applications of linear algebra and probability to game theory and Markov chains (Chapters 8 and 9). The first three units are independent of each other, while the last two chapters are dependent on some of the earlier chapters (see the Chapter Dependency Chart preceding this Preface).
Chapter 3 presents a thorough treatment of simple and compound interest and present and future value of ordinary annuities. Appendix B contains a section on arithmetic and geometric sequences that can be covered in conjunction with this chapter, if desired.
Chapter 4 covers linear systems and matrices with an emphasis on using row operations and Gauss-Jordan elimination to solve systems and to find matrix inverses. This chapter also contains numerous applications of mathematical modeling utilizing systems and matrices. To assist students in formulating solutions, all the answers in the back of the book to application problems in Exercises 4-3, 4-5, and the chapter Review Exercise contain both the mathematical model and its solution. The row operations discussed in Sections 4-2 and 4-3 are required for the simplex method in Chapter 5. Matrix multiplication, matrix inverses, and systems of equations are required for Markov chains in Chapter 9.
Chapter 5 provides broad and flexible coverage of linear programming. The first two sections cover two-variable graphing techniques. Instructors who wish to emphasize techniques can cover the basic simplex method in Sections 5-3 and 5-4 and then discuss any or all of the following: the dual method (Section 5-5), the big M method (Section 5-6), or the two-phase simplex method (Group Activity 1). Those who want to emphasize modeling can discuss the formation of the mathematical model for any of the application examples in Sections 5-4, 5-5, and 5-6, and either omit the solution or use software to find the solution (see the description of the software that accompanies this text later in this Preface). To facilitate this approach, all the answers in the back of the book to application problems in Exercises 5-4, 5-5, 5-6, and the chapter Review Exercise contain both the mathematical model and its solution. Geometric, simplex, and dual solution methods are required for portions of Chapter 8.
Chapter 6 covers counting techniques and basic probability, including Bayes' formula and random variables. Appendix A contains a review of basic set theory and notation to support the use of sets in probability. Some of the topics discussed in Chapter 6 are required for Chapter 7.
Chapter 7 deals with basic descriptive statistics and more advanced probability distributions, including the important normal distribution. Appendix B contains a short discussion of the binomial theorem that can be used in conjunction with the development of the binomial distribution in Section 7-5.
Each of the last two chapters ties together concepts developed in earlier chapters and applies them to two interesting topics: game theory (Chapter 8) and Markov chains (Chapter 9). Either chapter provides an excellent unifying conclusion to a finite mathematics course.
Appendix A contains a self-test and a concise review of basic algebra that also may be covered as part of the course or referred to as needed. As mentioned above, Appendix B contains additional topics that can be covered in conjunction with certain sections in the text, if desired.
Supplements for the Student
1. A Student Solutions Manual and Explorations in Finite Mathematics by Garret J. Etgen and David Schneider is available through your book store. The manual includes detailed solutions to all odd-numbered problems and all review exercises. Explorations in Finite Mathematics by David Schneider contains over twenty routines that provide additional insight into the topics discussed in the text. Although this software has much of the computing power of standard mathematical software packages, it is primarily a teaching tool that focuses on understanding mathematical concepts, rather than on computing. Included are routines for Gaussian elimination, matrix inversion, solution of linear programming problems by both the geometric method and the simplex method, Markov chains, probability and statistics, and mathematics of finance. All the routines in this software package are menu-driven and are very easy to use. The matrix routines use and display rational numbers, and matrices may be saved and printed. The software will run on DOS or Windows platforms.
2. The PH Companion Website, designed to complement and expand upon the text, offers a variety of teaching and learning tools, including links to related websites, practice work for students, and the ability for instructors to monitor and evaluate students' work on the website. For more information, contact your local Prentice Hall representative. (
3. Course softwareSupplements for the Instructor
For a summary of all available supplementary materials and detailed information regarding examination copy requests and orders, see page xix.
TestGen EQ Computerized Test Bank, a menu-driven random test system for either Windows or Macintosh is available to instructors.
A Test Item File, prepared by Laurel Technical Services, provides a hard copy of the test items available in TestGen EQ.
An Instructor's Solutions Manual provides detailed solutions to the problems not solved in the Student's Solution Manual. This manual is available to instructors without charge.
A Student Solutions Manual and Explorations in Finite Mathematics by Garret J. Etgen and David Schneider (see Supplements for the Student) is available to instructors.
The PH Companion Website, designed to complement and expand upon the text, offers a variety of interactive teaching and learning tools, including links to related websites, practice work for students, and the ability for instructors to monitor and evaluate students' work on the website. For more information, contact your local Prentice Hall representative (
Course softwareError Check
Because of the careful checking and proofing by a number of mathematics instructors (acting independently), the authors and publisher believe this book to be substantially error-free. For any errors remaining, the authors would be grateful if they were sent to: Karl E. Byleen, 9322 W. Garden Court, Hales Corners, WI 53130; or by e-mail, to:byleen@execpc.com
Acknowledgments
In addition to the authors, many others are involved in the successful publication of a book. We wish to thank the following reviewers of the eighth edition:
Hossein Hamedani, Carolyn Meitler, Stephen Merrill, Robert Mullins, and Caroline Woods for providing a careful and thorough check of all the mathematical calculations in the book, and to Priscilla Gathoni for checking the Student Solutions Manual, and the Instructor's Solutions Manual (a tedious but extremely important job).
Garret Etgen, Hossein Hamedani, Carolyn Meitler, and David Schneider for developing the supplemental manuals that are so important to the success of a text.
Jeanne Wallace for accurately and efficiently producing most of the manuals that supplement the text. George Morris and his staff at Scientific Illustrators for their effective illustrations and accurate graphs. All the people at Prentice Hall who contributed their efforts to the production of this book, especially Quincy McDonald, our acquisitions editor, and Lynn Savino Wendel, our production editor.
Producing this new edition with the help of all these extremely competent people has been a most satisfying experience.
Systems of Linear Inequalities in Two Variables. Linear Programming in Two Dimensions--A Geometric Approach. A Geometric Introduction to the Simplex Method. The Simplex Method: Maximization with Problem Constraints of the Form *. The Dual; Minimization with Problem Constraints of the Form *. Maximization and Minimization with Mixed Problem Constraints. Chapter 5 Review. Chapter 5 Group Activities
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Calculus
6 Resources
Calculus on the Weboffers an interactive environment for learning, practicing, and experimenting with the ideas and techniques of calculus. It is organized in seven parts: Precalculus; Calculus I, II... (Temple University, supported by National Science Foundation)
Journal of Online Mathematics and its Applicationsoffers articles, learning modules, "mathlets" (single-purpose learning tools), reviews of online resources, and a developers' area. Search contents of the journal by type of resource... (Mathematical Association of America, supported by National Science Foundation)
Concord.org Five Lessonsfeatures activities and software for exploring key math and science concepts. A grapher without numeric values introduces calculus concepts in early grades. Students create... (Multiple Agencies)
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An Introduction to Mathematics for Mathematics for Economics introduces quantitative methods to students of economics and finance in a succinct and accessible style. The introductory nature of this textbook means a background in economics is not essential, as it aims to help students appreciate that learning mathematics is relevant to their overall understanding of the subject. Economic and financial applications are explained in detail before students learn how mathematics can be used, enabling students to learn how to put mathematics into practice. Starting ... MOREwith a revision of basic mathematical principles the second half of the book introduces calculus, emphasising economic applications throughout. Appendices on matrix algebra and difference/differential equations are included for the benefit of more advanced students. Other features, including worked examples and exercises, help to underpin the readers' knowledge and learning. Akihito Asano has drawn upon his own extensive teaching experience to create an unintimidating yet rigorous textbook. A concise, accessible introduction to quantitative methods for economics and finance for students who are new to the subject. This textbook contains lots of practical applications to show why maths is necessary and relevant to economics, as well as worked examples and exercises to help students learn and revise.
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Teaching Idea for Quadractic Functions
Integrating cross-curricular teaching of quadratic functions. Teachers from the PE, design technology, science and IT departments all work together with their maths counterparts to teach the subject in a way that interests the students. In design technology the students build adjustable table tennis More… ball launchers and analyse the track of the balls. In the maths lesson, the students use dynamic geometry software to plot quadratic functions that match the flight of the ball, providing a feel for how the various coefficients affect the shape of the graph.
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BOOKS - USING AND UNDERSTANDING MATHEMATICS: A QUANTITATIVE REASONING APPROACH
The premier text serving the emerging Quantitative Reasoning/Literacy
Course, as well as an alternative approach for Liberal Arts/Survey Math.
It provides a legitimate alternative for non-quantitative majors, helping
to reduce math anxiety and emphasizing practicality. It's the mathematics
you need for college, career, and life.
"This textbook's practical focus and arsenal of interesting problems
should put an end to the piteous question, 'but whyyyyy do we have to
learn this stuff?,' once and for all." --Book News
"I bought this book over a year ago for a class I had to take. I
would have to say that this book is the best learning tool I have been
able to use in understanding mathematics. I was diagnosed with a math
disability. This book has helped me with this disability. I am able to
understand concepts and apply my understanding of those concepts. It has
given me a self confidence I didn't think I would ever have. I have tried
other texts and found them to be either to general in their knowledge
or poor in their use of the english language. I found this book to be
very descriptive and helps the student to paint a picture of what problems
they may face in the world of mathematics. I would highly recommend this
book to anyone who has had a hard time with spatial ability. The detailed
step by step process is wonderful. It covers an array of subjects. I still
use it to help me through other classes. I have found it to be the only
book detailed enough to teach me properly. It is the best college book
I have ever had to buy. I really have gotten my dollars worth out of it."
-- Student review posted on Amazon.com
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Short Description: This book is primarily about complex numbers. I can't remember it that well, but most of the book doesn't require calculus (though a fair part definitely does). Most of it is about the algebra and geometry of complex numbers and is thus accessible to the nonmathematician. The last chapter has a very fun introduction to complex analysis.
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Details
The Student Book profiles eight young adults who manage their routines and some unique situations by use of applied math. For example, Dionn works at a sports equipment company and needs to find phone numbers of coworkers, determine map distances, schedule business trips, and calculate expenses. Olivia needs to order seeds for her garden and to determine and measure the distances between rows. Then she schedules time to maintain her plants. Students solve these problems by completing 150 one- to two-page exercises. The exercises are organized by life skill domains: Home, Work, Community, Leisure. They're designed to encourage student success by featuring realistic photos, clear drawings, and easy to read text.
The Teacher's Manual organizes student exercises into 100 lessons, each with an objective, procedure, and materials section. Miniature versions of exercise pages with answer keys are provided.
The Explore Math 2 Introductory Kit includes a Student Book, a Teacher's Manual, and a Win/Mac CD with a PDF of the Student Book plus a Classroom License for printouts.
The Explore Math 2 Classroom Kit includes eight Student Books plus all other items in the Introductory Kit.
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Algebra
Homework Guidelines for Mathematics Mathematics is a language, and as such it has standards of writing which should be observed. In a writing class, one must respect the rules of grammar and punctuation, one must write in organized paragraphs built with complete sentences, and the final draft must be a neat paper with a title. Similarly, there are certain standards for mathematics assignments. You should use your instructor or grader as a study aid, in addition to the text, study guides, study groups, and tutoring services. Your work is much easier to grade when you have made your work and reasoning clear, and any difficulties you have in completing the assignment can be better explained by the grader.
Specializing in saltwater aquariums, Nic Tiemens and Joe Pineda love the challenge of recreating a slice of the ocean indoors. Day in and day out, they use volume calculations, temperature, measurement and science to create these beautiful habitats. Running time 5:25 minutes. Columbia Sportswear Designer Chris Araujo combines innovation with design to create backpacks for one of the largest outdoor apparel companies in the world.
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Maths
This qualification in mathematics encourages students to develop confidence and to develop a positive attitude towards mathematics.
It encourages students to recognise the importance of mathematics in their own lives and in society. The course is a 'Linear' model ensuring students develop their mathematical skills over two years before taking an examination. Students have the opportunity to develop, acquire and use problem-solving strategies. They will be able to apply mathematical techniques in every day and real-world situations, reason mathematically, make deductions and inferences and draw conclusions using mathematical solutions.
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Algebra: Form and Function
9780471707080
ISBN:
0471707082
Edition: 1 Pub Date: 2009 Publisher: Wiley
Summary: This text offers a fresh approach to algebra that focuses on teaching readers how to truly understand the principles, rather than viewing them merely as tools for other forms of mathematics. It relies on a storyline to form the backbone of the chapters and make the material more engaging
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More About
This Textbook
Overview
Every mathematician must make the transition from the calculations of high school to the structural and theoretical approaches of graduate school. Essentials of Mathematics provides the knowledge needed to move onto advanced mathematical work, and a glimpse of what being a mathematician might be like. No other book takes this particular holistic approach to the task.
The content is of two types. There is material for a "Transitions" course at the sophomore level; introductions to logic and set theory, discussions of proof writing and proof discovery, and introductions to the number systems (natural, rational, real, and complex). The material is presented in a fashion suitable for a Moore Method course, although such an approach is not necessary. An accompanying Instructor's Manual provides support for all flavors of teaching styles. In addition to presenting the important results for student proof, each area provides warm-up and follow-up exercises to help students internalize the material.
The second type of content is an introduction to the professional culture of mathematics. There are many things that mathematicians know but weren't exactly taught. To give college students a sense of the mathematical universe, the book includes narratives on this kind of information. There are sections on pure and applied mathematics, the philosophy of mathematics, ethics in mathematical work, professional (including student) organizations, famous theorems, famous unsolved problems, famous mathematicians, a discussions of the nature of mathematics research and more.
The prerequisites for a course based on this book include the content of high school mathematics and a certain level of mathematical maturity. The student must be willing to think on an abstract level. Two semesters of calculus indicates a readiness for this material.
Related Subjects
Read an Excerpt
The Tree of Mathematics
The field of mathematics is composed of many subfields, some of which you have studied, and others of which you may not even be aware. These areas are logically related to each other in various ways. One way to look at mathematics is as a tree:
The tree starts at the bottom, the "trunk," shows dependencies and connections among the fields. You can learn about some areas in any order, but to obtain a sound theory we begin at ground level. This tree is somewhat abbreviated for simplicity. A list of their "official" fields of mathematics appears at the end of this chapter.
You can see that the three main branches of mathematics-algebra, geometry, and analysis-grow out of three basic areas. Logic comprises the rules by which mathematicians operate, the "grammar" of the language. Set theory provides the vocabulary. And the Number Systems comprise the most basic content from which the various branches grow. The course material in this book will acquaint you with the segments on the trunk so that you can make the climb into the canopy.
It is hoped that readers of this book will gain the following:
- facility in interpreting and using mathematical notation;
- a background in elementary logic and practice in reasoning;
- experience with sets and set notation
- practice in constructing proofs and evaluating the proofs of others;
- an introduction to the subject matter and activities of mathematics, including the analysis of examples, formulation of conjectures and reading and writing proofs;
- an introduction to the professional culture inhabited by mathematicians;
- and, and eagerness to do more mathematics.
The best progress toward these goals will come from a combination of reading the book and talking with your professor and classmates.
5. The Real Numbers
5.1 Famous Mathematical Objects
5.2 Warm-up Exercises
5.3 Essentials of the Positive Real Numbers
5.4 Essentials of the Real Number System
5.5 Further Exercises
5.6 Important Properties of the Real Number Line
6. The Complex Numbers
6.1 Famous Mathematicians
6.2 Warm-up Exercises
6.3 Essentials of the Complex Number System
6.4 Further Exercises
6.5 Important Properties of the Complex Numbers
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Haverford TrigonometryGraph theory deals with the study of graphs and networks and involves terms such as edges and vertices. This is often considered a very specific branch of combinatorics. Lastly, probability in discrete math deals with events that occur in discrete sample spaces
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CALENDAR
Fb LIVE
Archive for the 'MATEMATIKA' Category
A function is a relation that uniquely associates members of one set with members of anotherset. More formally, a function from to is an object such that every is uniquely associated with an object . A function is therefore a many-to-one (or sometimes one-to-one) relation. The set of values at which a function is defined is called its domain, while [...]
The Columbia Encyclopedia, Sixth Edition | 2008 | The Columbia Encyclopedia, Sixth Edition. Copyright 2008 Columbia University Press. (Hide copyright information) Copyright algebra branch of mathematics concerned with operations on sets of numbers or other elements that are often represented by symbols. Algebra is a generalization of arithmetic and gains much of its power from [...]
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Perpendicular Lines in Algebra, Part II Perpendicular lines are lines that intersect each other at right angles. In this video, Sal Khan demonstrates how to know which lines are perpendicular when solving an algebraic equation. III02:42 II IWorkshop 6: Algebra and Calculus: The Challenge With Professor James Kaput. Professor Kaput of the University of Massachusetts, Dartmouth, studies children's understanding of algebra and calculus. Historically, these topics have presented students with significant problems, and we tend to see it as a given that children will struggle with them. Kaput finds many ways of embedding algebra and calculus concep Author(s): No creator set
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CSET Mathematics I: AlgebraThe courses address the urgent need to help teachers prepare for and pass the CSET exams necessary to teach science and mathematics in California Schools.
UC Irvine Extension's online test-preparation courses correspo Author(s): No creator set
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2.3 Objective conditions and subjective definitions What does it take to become a critical practitioner in social work? This unit will guide you through some important concepts. An understanding of 'critical perspectives' will help you take a positive and constructive approach to problems that arise in social work practice. Author(s): The Open University disorders
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N-RN.1
Explain how the definition of the meaning of rational
exponents follows from extending the properties of integer
exponents to those values, allowing for a notation for
radicals in terms of rational exponents. For example, we
define to be the cube root of 5 because we want to hold,
so must equal 5.
N-Q.1 Use
units as a way to understand problems and to guide the
solution of multi-step problems; choose and interpret units
consistently in formulas; choose and interpret the scale and
the origin in graphs and data displays.
A-SSE
2. Use the structure of an expression to identify ways to
rewrite it. For example, see x4 – y4 as (x2)2 – (y2)2, thus
recognizing it as a difference of squares that can be
factored as (x2 – y2)(x2 + y2).
Interpret parts of an
expression, such as terms, factors, and coefficients.
Interpret complicated
expressions by viewing one or more of their parts as a
single entity. For example, interpret P(1+r)n as the
product
A-APR.1
Understand that polynomials form a system analogous to the
integers, namely, they are closed under the operations of
addition, subtraction, and multiplication; add, subtract,
and multiply polynomials.
A-CED
3. Represent constraints by equations or inequalities, and
by systems of equations and/or inequalities, and interpret
solutions as viable or nonviable options in a modeling
context. For example, represent inequalities describing
nutritional and cost constraints on combinations of
different foods.
STRAND:
Understanding solving
equations as a process of reasoning and explain the
reasoning
A-REI 1
Explain each step in solving a simple equation as following
from the equality of numbers asserted at the previous step,
starting from the assumption that the original equation has
a solution. Construct a viable argument to justify a
solution method.
A-REI
11. Explain why the x-coordinates of the points where the
graphs of the equations y = f(x) and y = g(x) intersect are
the solutions of the equation f(x) = g(x); find the
solutions approximately, e.g., using technology to graph the
functions, make tables of values, or find successive
approximations. Include cases where f(x) and/or g(x) are
linear, polynomial, rational, absolute value, exponential,
and logarithmic functions.★
A-REI
12. Graph the solutions to a linear inequality in two
variables as a halfplane (excluding the boundary in the case
of a strict inequality), and graph the solution set to a
system of linear inequalities in two variables as the
intersection of the corresponding half-planes.
STRAND:
Understand the
Concept of a Function and use Function Notation.
F-IF 1.
Understand that a function from one set (called the domain)
to another set (called the range) assigns to each element of
the domain exactly one element of the range. If f is a
function and x is an element of its domain, then f(x)
denotes the output of f corresponding to the input x. The
graph of f is the graph of the equation y = f(x).
STRAND:
Interpret functions
that arise in applications in terms of the context.
F-IF 4.
For a function that models a relationship between two
quantities, interpret key features of graphs and tables in
terms of the quantities, and sketch graphs showing key
features given a verbal description of the relationship. Key
features include: intercepts; intervals where the function
is increasing, decreasing, positive, or negative; relative
maximums and minimums; symmetries; end behavior; and
periodicity.★
STRAND:
Interpret functions
that arise in applications in terms of the context.
F-IF 5.
Relate the domain of a function to its graph and, where
applicable, to the quantitative relationship it describes.
For example, if the function h(n) gives the number of
person-hours it takes to assemble n engines in a factory,
then the positive integers would be an appropriate domain
for the function.★
Grade 07-08:
The Slope of a Line: Writing and Comparing Unit Rates and
Graphs from Word Problems
MATH :
COURSE ONE
Interpreting Functions
STRAND:
Analyze functions
using different representations.
F-IF 7.
Graph functions expressed symbolically and show key features
of the graph, by hand in simple cases and using technology
for more complicated cases.★
a.
Graph linear and quadratic functions and show intercepts,
maxima, and minima.
b.
Graph exponential and logarithmic functions, showing
intercepts and end behavior, and trigonometric functions,
showing period, midline, and amplitude. At this level, for
part e, focus on exponential functions only
F-IF 9.
Compare properties of two functions each represented in a
different way (algebraically, graphically, numerically in
tables, or by verbal descriptions). For example, given a
graph of one quadratic function and an algebraic expression
for another, say which has the larger maximum.
STRAND:
Build a Function that
Models a Relationship Between two Quantities.
BF 1.
Write a function that describes a relationship between two
quantities.★
a.
Determine an explicit expression, a recursive process, or
steps for calculation from a context.
b.
Combine standard function types using arithmetic operations.
For example, build a function that models the temperature of
a cooling body by adding a constant function to a decaying
exponential, and relate these functions to the model.
c. (+)
Compose functions. For example, if T(y) is the temperature
in the atmosphere as a function of height, and h(t) is the
height of a weather balloon as a function of time, then
T(h(t)) is the temperature at the location of the weather
balloon as a function of time.
F-LE
2. Construct linear and exponential functions, including
arithmetic and geometric sequences, given a graph, a
description of a relationship, or two input-output pairs
(include reading these from a table).
G-CO 1.
Know precise definitions of angle, circle, perpendicular
line, parallel line, and line segment, based on the
undefined notions of point, line, distance along a line, and
distance around a circular arc.
G-GPE
4. Use coordinates to prove simple geometric theorems
algebraically. For example, prove or disprove that a figure
defined by four given points in coordinate plane is a
rectangle; prove or disprove that the point (1, √3) lies on
the circle centered at the origin and containing the point
(0, 2).
G-GPE
5. Prove the slope criteria for parallel and perpendicular
lines and use them to solve geometric problems (e.g., find
the equation of a line parallel or perpendicular to a given
line that passes through a given point).
G-MD 1.
Give an informal argument for the formulas for the
circumference of a circle, area of a circle, volume of a
cylinder, pyramid, and cone. Use dissection arguments,
Cavalieri's principle, and informal limit arguments.
STRAND:
Summarize, Represent,
and Interpret Data on Two Categorical and Quantitative
Variables.
S-ID 6.
Represent data on two quantitative variables on a scatter
plot, and describe how the variables are related.
a. Fit
a function to the data; use functions fitted to data to
solve problems in the context of the data. Use given
functions or choose a function suggested by the context.
Emphasize linear, quadratic, and exponential models.
b.
Informally assess the fit of a function by plotting and
analyzing residuals.
c. Fit
a linear function for a scatter plot that suggests a linear
association.
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Reviewing for the AP Statistics Exam with Fathom
Description
Are you looking for some review activities for the AP® Statistics Exam that will enhance students' understanding and refresh their memories? This webinar will focus on short and informative lessons using Fathom that will strengthen your students' skills in preparation for the three-hour exam. The lessons focus on concepts from throughout the AP® Statistics curriculum, from descriptive statistics through inference. The activities can be used in an AP® or general statistics class.
Presenter
Beth Benzing is a moderator of the Teaching Statistics using Fathom online course. She has been teaching AP® Statistics for 12 years and is a reader for the AP® Statistics exam. She has taught a statistics institute for the Math and Science Partnership Program at Arcadia University and will be teaching a statistics institute at West Chester University this summer. Beth sits on the board of a regional affiliate of NCTM in the Philadelphia area. She is a regular presenter at local, state, and national math conferences. She teaches at Strath Haven High School in Wallingford, PA, a southwest suburb of Philadelphia where she lives with her husband and three children.
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Intermediate Algebra (with CengageNOW Printed Access Card)
9780495389736
ISBN:
0495389730
Edition: 4 Pub Date: 2008 Publisher: Brooks Cole
Summary: Building a conceptual foundation in the 'language of algebra', this text provides an integrated learning process that will help readers expand their reasoning abilities as it teaches them how to read, write and think mathematically
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5 Professions that Require Math
by: Private Math Tutors -
5 Professions that Require Math, 5.0 out of 5 based on 1 rating
VN:R_U [1.9.20_1166]
Rating: 5.0/5
To many people, learning tedious calculus equations and mind-numbing statistics seems like a joke. After all, who uses complex math in the real world other than math teachers and professors? The answer, however, might surprise you. There are many professions that require advanced math knowledge that are outside the realm of the typical mathematician; here are five common careers that entail you to have some understanding of math:
1. Economist: Majoring in economics sounds more like learning the ins and outs of government and political science, and these are definitely two important driving factors behind economics. However it also has a heavy math base, requiring you to be fluent in statistics and being able to interpret the different variables that factor into and influence society. In fact, political science on the whole requires knowing and understanding many different facets of math.
2. Engineers: No matter which field of engineering you go into, math is going to play an important role. Drafting, solving problems, planning, designing… all of these traits that apply to engineering major are learned in your higher level math courses, and without a working knowledge of calculations an engineer would fail to deliver a complete and finished project.
3. Budget Analyst: Being able to look at current budgets and plan how to best allocate resources and make the most from your current budget means fully immersing yourself in math on a daily basis. Without the skills taught to you in math classes, analyzing expenses and executing budgets would be a nightmare.
4. Technical Writer: Don't be fooled into thinking that this career is devoid of math because it contains the word "writer"; technical writing requires using math every day to design, write, and update technical information, and many technical writing jobs are found in the math and science fields, both of which rely heavily on math knowledge.
5. Urban Planner: Urban planners are people who look at land layouts and determine the overall planning for how to use and develop the land most effectively. This includes both short-term and long-term planning, and requires a comprehensive understanding of how to estimate and determine population growths in the upcoming years. In a nutshell, it means being proficient in statistics.
Math plays a prominent role in our everyday lives, and many professions require a much more in depth knowledge of mathematical skills then many people first realize. Gaining a comprehensive understanding of math skills early on will lend itself to overall success once the time comes to pick a profession.
About the Author
This guest post is contributed by Debra Johnson, blogger and editor of nanny housekeeper.
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Discrete book provides an accessible introduction to discrete mathematics through an algorithmic approach that focuses on problem-solving techniques.The book provides complete coverage of: Logic and Proofs; Algorithms; Counting Methods and the Pigeonhole Principle; Recurrence Relations; Graph Theory; Trees; Network Models; Boolean Algebra and Combinatorial Circuits; Automata, Grammars, and Languages; Computational Geometry.For individuals interested in mastering introductory discrete mathematics. For a one... MORE- or two-term introductory course in discrete mathematics. This best-selling book provides an accessible introduction to discrete mathematics, using an algorithmic approach that focuses on problem-solving techniques. the new edition weaves techniques of proofs into the text as a running theme. Each chapter has a special section dedicated to showing students how to attack and solve problems.
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Wouldn't it be great if there were a statistics book that made histograms, probability distributions, and chi square analysis more enjoyable than going to the dentist? Head First Statistics brings this typically dry subject to life, teaching you everything you want and need to know about statistics through engaging, interactive, and thought-provoking material, full of puzzles, stories, quizzes, visual aids, and real-world examples. more…
Title: A Number for your Thoughts: Facts and Speculations About Numbers from Euclid to the Latest Computers
Authors: Lines M E
Description
Why do we count the way we do? What is a prime number or a friendly, perfect, or weird one? How many are there and who has found the largest yet known? What is the Baffling Law of Benford and can you really believe it? Do most numbers you meet in every day life really begin with a 1, 2, or 3? What is so special about 6174? Can cubes, as well as squares, be magic? What secrets lie hidden in decimals? How do we count the infinite, and is one infinity really larger than another? more…
As part of the market-leading Graphing Approach series by Larson, Hostetler, and Edwards, College Algebra: A Graphing Approach, 4/e, provides both students and instructors with a sound mathematics course in an approachable, understandable format. The quality and quantity of the exercises, combined with interesting applications, cutting-edge design, and innovative resources, make teaching easier and help students succeed in mathematics. This edition, intended for algebra courses that require the use of a graphing calculator, includes a moderate review of algebra to help students entering the course with weak algebra skills. more…
Graphs and Matrices provides a welcome addition to the rapidly expanding selection of literature in this field. As the title suggests, the book's primary focus is graph theory, with an emphasis on topics relating to linear algebra and matrix theory. Information is presented at a relatively elementary level with the view of leading the student into further research. In the first part of the book matrix preliminaries are discussed and the basic properties of graph-associated matrices highlighted. Further topics include those of graph theory such as regular graphs and algebraic connectivity, Laplacian eigenvalues of threshold graphs, positive definite completion problem and graph-based matrix games. Whilst this book will be invaluable to researchers in graph theory, it may also be of benefit to a wider, cross-disciplinary readership
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Mathematics
GCSE - AQA syllabus
This course is suitable for students of all ages. GCSE Maths at grade D or E or a pass with credit or a pass with distinction at C&G Numeracy 3570 stages 3 or 4.
Course content:
This programme is for you if you want to study either Maths, English or both of these vital qualifications, or alternatively if you want to improve your grades in mathematics.
GCSE Maths and English (minimum grade C) are usually required by employers and universities as entry requirements. There are three modules: Core: Algebra and shape; Statistics: Handling data and probability; Money management: Number with an emphasis on 'real life' calculation. To enter for the GCSE Maths examination you must pass the City & Guilds Numeracy stage 3. Entry will also be permitted to those who have successfully passed the Key Skills Application of Number Unit.
Course Structure:
Individual modules are taught by subject specialists. Each module is separately assessed. The course consisted of a mixture of lectures, students working in small groups and working individually. You will need to do regular homework as part of the course.
Course resources:
All students have access to our fully equipped state of the art learning centre. This includes free internet access.
Assessment:
There are two papers for each module, one to be done without the aid of a calculator. Six written paper in all - 80%.
There is also an applications paper in June which involves a two hour investigation. This is carried out under exam conditions - 20%.
Next step:
AS/A Level Mathematics. Vocational A Levels in either IT, Business or Science BTEC National Diploma courses (all available at this college)
How to apply:
Please call College Enquiry Unit on 020 8918 7777 to get special instructions on how to apply
Fees Info
If you are 16-18 years old, this course is free. You may have to pay some materials costs.
If you are aged 19 or older, you may have to pay the "inclusive fee" (which includes the tuition fee, examination fee and exam board registration fee) as shown, plus the College Registration Charge of £30 and any materials costs. To find out if you qualify for reduced fees, read more here.
If you are aged 24 or older, you may be able to get an Advanced Learning Loan for this course. To find out more click here.
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Friends, I am in need of assistance on inequalities, graphing inequalities, graphing function and graphing inequalities. Since I am a newbie to College Algebra, I really want to learn the bedrocks of Pre Algebra completely. Can anyone suggest the best place from where I can start learning the fundamental principles? I have an exam next week.
Can you be a bit more clear about 10th grade algebra ? I may perhaps be able to help you if I knew some more . A proper computer program provide solution to your problem instead of paying big bucks for a math tutor. I have tried many algebra program and guarantee that Algebra Buster is the best program that I have found . This Algebra Buster will solve any math problem that you enter and it also explains every step of the – you can exactly reproduce as your homework . However, this Algebra Buster should also help you to learn math rather than only use it to copy answers.
Yeah! I agree with you! The refund guarantee that comes with the purchase of Algebra Buster is one of the attractive options. In case you are not happy with the help offered to you on any math topic, you can get a refund of the payment you made towards the purchase of Algebra Buster within the number of days specified on the label. Do have a look at before you place the order because that gives a lot of information about the topics on which you can expect to get assisted.
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This lesson is designed
to provide you with an understanding of algebraic structure
and to introduce you to complex situations. Most of the work
for this unit deals with polynomials, with an emphasis on
symbolic manipulations.
To be able
to describe and use the concepts of zeroes and end behavior
of different functions.
To be able to use polynomial
and rational functions to model physical observations.
To be able to describe and illustrate
relationships between graphs of polynomials or rational
functions with its symbolic representation.
To be able to develop facility
with manipulation and reasoning about polynomials and rational
symbolic representations.
To be able to determine all complex
number roots of polynomials and be able to perform mathematicaloperations on them.
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Graphing and Transforming Functions 101 with Sketchpad
In this beginning Sketchpad webinar, you'll see how Sketchpad makes it simple and intuitive for students to graph functions, explore families of functions, and transform the functions they graph. You'll learn how to use the various graphing and function commands so you can start using them in your classroom tomorrow! In addition, we'll explore how to use ready-made demonstration sketches to incorporate Sketchpad into your precalculus or advanced algebra class.
Presenter
I taught math for 13 years. For my last five years of teaching, I served as the department chair in a school that was one of three high schools in Florida to get a technology grant which allowed me to have 25 computers in my classroom.
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Study Pack
Encyclopedia Articles (4)
Calculus
As students first begin to study calculus in high school or college, many may be unsure about what calculus is. What are the fundamental concepts that underlie calculus? Who has been credited...
Read more
The Emergence of the Calculus
Overview
The calculus describes a set of powerful analytical techniques, including differentiation and integration, that utilize the concept of a limit in the mathematica...
Read more
Calculus
The invention of the Calculus by the mathematicians Isaac Newton (1642-1727) of England and Gottfreid Wilhelm Leibniz (1646-1716) of Germany, stands as one of the supreme intellectual achieve...
Read more
Calculus
Relying on intuition and logic alone, it is not possible to achieve a deep understanding of the universe. A tool is needed that is capable of revealing simple patterns in complex and subtle n...
Read more
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Car and Driver is the most widely-read automotive magazine, and for good reason .Tuesday, November 24, 2009
With its clear and engaging writing style, PRINCIPLES OF ECONToday's marketing challenge is to create vibrant, interactive communities of consumers who make products and brands a part of their daily lives. To help readers understand how to create value and gain loyal customers, Principles of Marketing presents fundamental marketing information in a comprehensive format, organized around an innovative customer-value framework.
The fourteenth edition includes coverage on sustainability and a focus on marketing in today's challenging economic climate.
Friday, November 20, 2009
Mathematics: Applications and Concepts sets the standard in Middle School mathematics. This three-course program provides a unique blend of instruction, daily practice, intervention, standardized test preparation, and practice in reading and writing math, and gets students ready for testing success.
The important ideas of algebra, including patterns, variables, equations, and functions, are the focus of this book. Student activities that introduce and promote familiarity with these ideas include constructing growing patterns using isosceles triangles, analyzing situations with constant or varying rates of change, and observing and representing various patterns in an array. The supplemental CD-ROM features interactive electronic activities, master copies of activity pages for students, and additional readings for teachers (only the additional readings for teachers are included in the link).
With the publication of the National Science Education Standards and the National Council of Teachers of Mathematics' Curriculum and Evaluation Standards for School Mathematics, a clear set of goals and guidelines for achieving literacy in mathematics and science was
established. Designing Mathematics or Science Curriculum Programs has been developed to help state- and district-level education leaders create coherent, multi-year curriculum programs that provide students with opportunities to learn both mathematics and science in a connected and cumulative way throughout their schooling.
Researchers have confirmed that as U.S. students move through the grade levels, they slip further and further behind students of other nations in mathematics and science achievement Experts now believe that U.S. student performance is hindered by the lack of coherence in the mathematics and science curricula in many American schools. By structuring curriculum programs that capitalize on what students have already learned, the new concepts and processes that they can learn will be richer, more complex, and at a higher level. Designing
Mathematics or Science Curriculum Programs outlines:
* Components of effective mathematics and science programs.
* Criteria by which these components can be judged.
* A process for developing curriculum that is structured, focused, and coherent.
Perhaps most important, this book emphasizes the need for designing curricula across the entire 13-year span that our children spend in elementary and secondary school as a way to improve the quality of education. Ultimately, it will help state and district educators use national and state standards to design or re-build mathematics and science curriculum programs that develop new ideas and skills based on earlier ones--from lesson to lesson, unit to unit, year to year.
Anyone responsible for designing or influencing mathematics or science curriculum programs will find this guide valuable.
This book quickly introduces beginners to general group theory and then focuses on three main themes : finite group theory, including sporadic groups combinatorial and geometric group theory, including the Bass-Serre theory of groups acting on trees the theory of train tracks by Bestvina and Handel for automorphisms of free groups With its many examples, exercises, and full solutions to selected exercises, this text provides a gentle introduction that is ideal for self-study and an excellent preparation for applications.
A distinguished feature of the presentation is that algebraic and geometric techniques are balanced. The beautiful theory of train tracks is illustrated by two nontrivial examples. Presupposing only a basic knowledge of algebra, the book is addressed to anyone interested in group theory: from advanced undergraduate and graduate students to specialists.
This lucid introduction for undergraduates and graduates proves fundamental for practitioners of theoretical physics and certain areas of engineering, like aerodynamics and fluid mechanics, and exteremely valuable for mathematicians. This study guide teaches all the basics and efective problem-solving skills too.
If you're interested in learning the fundamentals of discrete mathematics but can't seem to get your brain to function, then here's your solution. Add this easy-to-follow guide to the equation and calculate how quickly you learn the essential concepts.
Written by award-winning math professor Steven Krantz, Discrete Mathematics Demystified explains this challenging topic in an effective and enlightening way. You will learn about logic, proofs, functions, matrices, sequences, series, and much more. Concise explanations, real-world examples, and worked equations make it easy to understand the material, and end-of-chapter exercises and a final exam help reinforce learning.
This fast and easy guide offers:
Numerous figures to illustrate key concepts
Sample problems with worked solutions
Coverage of set theory, graph theory, and number theory
Chapters on cryptography and Boolean algebra
A time-saving approach to performing better on an exam or at work
Simple enough for a beginner, but challenging enough for an advanced student, Discrete
This book is a clear and self-contained introduction to discrete mathematics. Aimed mainly at undergraduate and early graduate students of mathematics and computer science, it is written with the goal of stimulating interest in mathematics and an active, problem-solving approach to the presented material. The reader is led to an understanding of the basic principles and methods of actually doing mathematics (and having fun at that). Being more narrowly focused than many discrete mathematics textbooks and treating selected topics in an unusual depth and from several points of view, the book reflects the conviction of the authors, active and internationally renowned mathematicians, that the most important gain from studying mathematics is the cultivation of clear and logical thinking and habits useful for attacking new problems.
More than 400 enclosed exercises with a wide range of difficulty, many of them accompanied by hints for solution, support this approach to teaching. The readers will appreciate the lively and informal style of the text accompanied by more than 200 drawings and diagrams. Specialists in various parts of science with a basic mathematical education wishing to apply discrete mathematics in their field can use the book as a useful source, and even experts in combinatorics may occasionally learn from pointers to research literature or from presentations of recent results. Invitation to Discrete Mathematics should make a delightful reading both for beginners and for mathematical professionals.
The main topics include: elementary counting problems, asymptotic estimates, partially ordered sets, basic graph theory and graph algorithms, finite projective planes, elementary probability and the probabilistic method, generating functions, Ramsey's theorem, and combinatorial applications of linear algebra. General mathematical notions going beyond the high-school level are thoroughly explained in the introductory chapter. An appendix summarizes the undergraduate algebra needed in some of the more advanced sections of the book.
Tips, tricks, treats, and secrets revealed on the latest operating system from Microsoft: Windows 7
You already know the ups and downs of Windows Vista–now it?s time to learn the ins and outs of Windows 7! Internationally recognized Windows experts, Microsoft insiders, and authors
Paul Thurrott and Rafael Rivera cut through the hype to pull away the curtain and reveal useful information not found anywhere else. Regardless of your level of knowledge, you?ll discover little–known facts on how things work, what?s new and different, and how you can modify Windows 7 to meet your own specific needs.
A witty, conversational tone tells you what you need to know to go from Windows user to Windows expert and doesn?t waste time with basic computer topics while point–by–point
comparisons demonstrate the difference between Windows 7 features and functionality to those in Windows XP and Vista.
Tuesday, November 17, 2009...
For the first time, all the pieces of The Secret come together in an incredible revelation that will be life transforming for all who experience it.
This high-level resource is designed for people who want to stretch Excel to its limits. Tips for solving 100 incredibly difficult problems are covered in depth and include extracting the
first letter of each word in a paragraph, validating URL's, generating random numbers without repeating, and hiding rows if cells are empty. The answers to these and other questions have produced results that have even surprised the Excel development team.
Friday, November 13, 2009
Packed with practical steps and real life Excel tips for owners and marketing professionals to use
everyday. A must for better marketing decisions! What this book tries to do is to weed through the myriad information resources and to give you the quickest and dirtiest tricks to get you out of the drudgery of analysis and into the fun and
excitement of building your business.
Research
Lead Tracking
Trade Shiws
Forcasting
Pricing
Sales Reports
New Markets
Growth Rates
Segmentation
Targeting
Positioning
Charting
Metrics
Goal Seek
Customer Satisfaction
This book outlines a process for doing this and then gives you tools and templates you can use to get the job done.
Wednesday, November 11, 2009
Accounts are just as important as any other aspect of a business, and can be crucial to its prosperity and even survival. In "doing the books" you will be at the very heart of the business, with your hands own business.
Tuesday, November 10, 2009
Elle Magazine is the ultimate shopping and lifestyle guide for todays worlds leading fashion magazines for every and any woman.
Friday, November 6, 2009
This British textbook for pre-service secondary mathematics teachers gives information about current educational theories and trends. It is a survey textbook that covers curriculum goals, the English and Welsh national curriculum, learning theories, lesson design, assessment, communication, technology, special education, and the broader context of mathematics education.
This book is intended for the "IB Mathematics" course at Diploma level. It is expected that this book will be used over a two year period. There are plenty of worked examples with step by step explanations, problems are carefully structured and investigations appear throught. Revision exercises are given at the end of each chapter, and answers to the exercises and index appear at the end of the book.
This package also include the contents of the CD accompanying with this book. In this changing world of mathematics education, the contextual approach shown in this book, with the associated use of the technology, will enhance the students' understanding, knowledge and appreciation of mathematics, and its universal application.
Red Rackham's Treasure (French: Le Trésor de Rackham le Rouge) books to directly carry on the story of the preceding title. It is notable for the first appearance of the eccentric but ingenious Professor Cuthbert Calculus. According to Michael Farr's Tintin: The Complete Companion, it is also the best-selling book in the Tintin series.
Thursday, November 5, 2009
Layers keeps you on top of the latest design trends taking place within the world of the Adobe® Creative Suite® programs. Each issue unlocks new possibilities, new ideas, and new methods that help you accomplish more!
Tuesday, November 3, 2009
Ubuntu builds on a solid base of Debian Linux to create an award-winning operating system that's light-years ahead of its competitors. Ubuntu consistently tops lists of the most popular Linuxes amongst professionals and enthusiasts; Dell recently embraced Ubuntu in its product lines after a user survey indicated overwhelming public support.
Ubuntu Kung Fu provides hints, hacks, tweaks and tricks for every level of user. Guaranteed to be free of the usual dross that fills tips books, Ubuntu Kung Fu is written to be entertaining and, above all, readable. Its 300+ concise tips utilize and exploit hidden or lesser-known features to boost day-to-day productivity. You'll also find tips on tweaking Ubuntu, wrangling the system into shape, optimizing, enhancing security, and lots more.
Learn what extraordinary things can be done with Ubuntu. written with the migrating window$ or Mac OS X user in mind, Ubuntu Kung Fu avoids the usual Linux/Unix folklore that can send most of us to sleep. The tips have one aim--to produce results as quickly as possible, in an environment where the reader can polish their skills as they read. This is the Linux book for the rest of us.
Ubuntu is a complete, free operating system that emphasizes community, support, and ease of use without compromising speed, power, or flexibility. It's Linux for human beings, designed for everyone from computer novices to experts. Ubuntu 11.04 is the latest release–more powerful, more flexible, and friendlier than ever. The Official Ubuntu Book, Sixth Edition, will get you up and running quickly.
Written by expert, leading Ubuntu community members, this book covers all you need to know to make the most of Ubuntu 11.04, whether you're a home user, small business user, server administrator, programmer, or novice. The authors explain Ubuntu 11.04 from start to finish: installation, configuration, desktop productivity, games, management, support, and much more. Among the many topics covered in this edition: Ubuntu One cloud storage, Ubuntu Server, and the groundbreaking Unity desktop.
In addition, you will
Learn how to customize Ubuntu for home, small business, school, government, and enterprise environments
Learn how to quickly update Ubuntu to new release versions with upgraded applications
Find up-to-the-minute troubleshooting advice from Ubuntu users worldwide from forums and other means to get the help you need quickly
Learn Ubuntu Server installation and administration, including LVM and RAID implementation
Learn how to use Ubuntu One to buy legal music from your favorite artists and how to use cloud storage to back up or share your important files
Learn how you can be a part of the community that creates Ubuntu
The Most Complete, Easy-to-Follow Guide to Ubuntu Linux
The #1 Ubuntu server resource, fully updated for Ubuntu 10.4 (Lucid Lynx)–the Long Term Support (LTS) release many companies will rely on for years!
Updated JumpStarts help you set up Samba, Apache, Mail, FTP, NIS, OpenSSH, DNS, and other complex servers in minutes Hundreds of up-to-date examples, plus comprehensive indexes that deliver instant access to answers you can trust Mark Sobell's A Practical Guide to Ubuntu Linux®, Third Edition, is the most thorough and up-to-date reference to installing, configuring, and working with Ubuntu, and also offers comprehensive coverage of servers—critical for anybody interested in unleashing the full power of Ubuntu.
This edition has been fully updated for Ubuntu 10.04 (Lucid Lynx), a milestone Long Term Support (LTS) release, which Canonical will support on desktops until 2013 and on servers until 2015.
Sobell walks you through every essential feature and technique, from installing Ubuntu to working with GNOME, Samba, exim4, Apache, DNS, NIS, LDAP, gufw, firestarter, iptables, even Perl scripting. His exceptionally clear explanations demystify everything from networking to security.
You'll find full chapters on running Ubuntu from the command line and desktop (GUI), administrating systems, setting up networks and Internet servers, and much more. Fully updated JumpStart sections help you get complex servers running—often in as little as five minutes.
Sobell draws on his immense Linux knowledge to explain both the "hows" and the "whys" of Ubuntu. He's taught hundreds of thousands of readers and never forgets what it's like to be new to Linux. Whether you're a user, administrator, or programmer, you'll find everything you need here—now, and for many years to come.
The world's most practical Ubuntu Linux book is now even more useful!
This book delivers
Hundreds of easy-to-use Ubuntu examples
Important networking coverage, including DNS, NFS, and Cacti
Coverage of crucial Ubuntu topics such as sudo and the Upstart init daemon
More detailed, usable coverage of Internet server configuration, including Apache (Web) and exim4 (email) servers
State-of-the-art security techniques, including up-to-date firewall setup techniques using gufw and iptables, and a full chapter on OpenSSH
A complete introduction to Perl scripting for automated administration
Deeper coverage of essential admin tasks–from managing users to CUPS printing, configuring LANs to building a kernel
Complete instructions on keeping Ubuntu systems up-to-date using aptitude, Synaptic, and the Software Sources window
And much more...including a 500+ term glossary
If you are looking for Windows 7 Tips & Trcks, Microsft has the Solution of Your Problem. Microsoft Partner Programme UK launched a new Ebook on Windows 7 Tips and Ticks. Windows 7 Ebook" provides tips, tricks and guide to master the Windows 7 operating system. The books cover every topics related to using Windows 7, with contents from as basic as starting computer and using keyboard and mouse and various options.
When I started writing this book, I went to a library and, as part of my research, collected ten books on how to pass exams. As he checked the books out, the librarian glanced sternly up. I could predict what was coming, because it was May, and I look young enough to pass off as a 20-year-old. 'Now, dear girl,' he commanded me over his half-moons, 'make sure you don't waste all your time reading these books, and get down to some serious revision.' I relate this episode because it impressed upon me how quickly people can jump to the wrong conclusions unless they seek out the underlying context first. Without this, they are likely to do more harm than good. It also reminded me how many of us enjoy exerting power over others weaker than ourselves.
Students are often singled out for such attention, since, as anyone who has ever put L- plates on their car will confirm, the learner status often arouses superior attitudes in others. People, institutions, dare I say even governments have been known to take liberties with students that they wouldn't dream of taking with other intelligent adults.
Had this chap been genuinely concerned about what he believed to be my exam neurosis, something less condescending might have passed his lips – for instance, 'What is it about exams that makes us all so anxious?' Even, 'What the hell do you want all those exam books for – you look perfectly clever to me' might have opened the channels of communication.
And indeed, had I been in the alarming state he imagined, a few sympathetic words on his part might have been a life-saver. Instead, he saw my ten books, saw me, thought, 'Student with no confidence in herself at ...................................
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MATH 1112: TRIGONOMETRY
Students learn to use trigonometric functions and their inverses. Graphs of these functions are sketched, trigonometric identities are proved, complex numbers are explored and polar equations are graphed.
Credits:3
Overall Rating:3 Stars
N/A
Thanks, enjoy the course! Come back and let us know how you like it by writing a review.
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Summary: The Third Edition of the Bittinger Graphs and Models series helps students succeed in algebra by emphasizing a visual understanding of concepts. This latest edition incorporates a new Visualizing the Graph feature that helps students make intuitive connections between graphs and functions without the aid of a graphing calculator.
In addition, students learn problem-solving skills from the Bittinger hallmark five-step problem-solving process coupled with Co...show morennecting the Concepts and Aha! Exercises. As you have come to expect with any Bittinger text, we bring you a complete supplements package including MyMathLab® and the new Instructor and Adjunct Support Manual
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MiraCosta College Math Instructor Hits Two Million Mark on YouTube
It was just a year ago that MiraCosta College math instructor Julie Harland hit the one million mark on her YouTube channel, where she has posted more than 850 of her self-made math videos. And this week, she hit two million views.
Harland's math videos have attracted attention from all corners of the earth, from an elderly man looking to augment his limited formal education, to a Bangladesh native who uses the videos to help his 10th grade son with algebra. Harland has also received emails, letters and postings from students around the world who have been helped by her math videos.
"I thank you for helping me get through three algebra courses at my community college," writes a 55-year-old Florida resident. "I've been out of school for so long, it's been tough, especially math. I understand your explanation of the problems much better than what I was getting in class."
Another viewer writes, "Your math videos are absolutely wonderful, and I shall be eternally grateful to you for explaining everything so clearly. Why couldn't my math teachers be like you?"
"I like to share knowledge and make math lessons available to everyone—why limit it to my classroom," says Harland. "I enjoy the feeling that I'm helping people understand math—It's like turning on a light bulb."
Harland graduated from Vista High School and taught there after getting her B.A. in mathematics at UC Santa Barbara. She went on to get her M.A. in applied mathematics at UC San Diego and joined the MiraCosta College faculty in 1987. She has since written her own math books, which are used at MiraCosta College.
"I want students to know that math is everywhere. What they learn is how to problem solve. They can be good at math—all it takes is practice—I want them to know they can do it."
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MAT 129 Introduction to the Mathematics
of Playing Games
Short Term 2001 Syllabus
Please feel free to drop by other times-- I am in my office a great deal and always happy to help!
INTRODUCTION TO THE MATHEMATICS OF PLAYING GAMES.
Ancient game boards and game pieces have been found in nearly every area of
the world, indicating that games may have been popular pastimes since the
beginning of civilization. Today the abundance of game shows, board games, and
lotteries demonstrates the endurance and evolution of various games. People often devise strategies for playing certain games based upon their instinct and/or intuition, but these strategies may or may not be "the best" possible strategies. In this course we will develop mathematical techniques for analyzing games of chance and other types of games, so that we can develop optimum strategies for some simple games. We will discuss topics such as "the law of averages" and what it means for a game to be "fair." Students are encouraged to bring games to class for discussion.
Prerequisite: MAT 012 or waiver. This course may be used to fulfill
the Quantitative Reasoning requirement. Please see the instructor if you have not yet completed or waived MAT 012.
The Course Goals
To apply ideas from probability theory to the analysis of selected games.
To apply ideas from game theory to the analysis of selected games.
To develop skills in formulating, solving, and interpreting mathematical
problems.
To discuss and apply the modeling cycle and to gain experience with real world applications of probability concepts.
To develop the ability to work in a team.
The Attendance Policy
Class lectures, discussions, and in-class work are considered
to be a vital key to success in this course. It is the hope of the instructor
that class sessions are both informative and useful, therefore attendance
is expected at each class session unless a specific exception is made.
Quizzes may be announced
or occasionally "popped," and because the lowest quiz grade will be dropped,
under nearly all circumstances, make-up quizzes will not be given. Likewise,
make-up tests will under almost no circumstances be given, since the lowest of the test and/or quiz total will be dropped. Absences from
class are noted, and repeated absences will adversely affect
the student's grade. The final grade may be lowered by one third of a letter
grade for each absence after the third. Thus, it is the responsibility
of the student to speak to the instructor about each absence from class.
This should be done as soon as possible, and if at all possible before
the absence occurs. Students who miss class are held responsible for all
of the material covered, assigned, and collected during their absence.
The Text
The main text Probability: An Introduction is by Samuel Goldberg.
We will cover selected topics from chapters 1-5:
Chapter 1, Sets
A set is just a collection of well-defined distinct objects. One example of a set is the collection of all red playing cards from a single full deck. Sets are useful for thinking about games and strategies in precise ways.
Chapter 2, Probability in a Finite Sample Space
The probability of an event happening is a mathematical way of defining the likelihood of the event happening. For example, when drawing a single card from a standard full deck of cards, the probability of drawing a red card is 1/2 because 1/2 of the cards are red. The sample space is simply a set of all the possible things that can happen. For example, suppose a coin is tossed twice. Then there are four possible things that can happen: Both can be heads, both can be tails, the first could be a head and the second a tail, or the first could be a tail and the second a head. The sample space for this example is S = {HH, TT, HT, TH}.
Chapter 3, Sophisticated Counting
This chapter is dedicated to finding probabilities of given events when the number of possibilities is large. This technique is needed as games become more complicated.
Chapter 4, Random Variables
A random variable is a formal way to consider all possible outcomes of a game event. For example, suppose again a coin is tossed twice. Then as discussed above, there are four possible things that can happen: Both can be heads, both can be tails, the first could be a head and the second a tail, or the first could be a tail and the second a head. An example of a random variable is one whose value is the number of heads obtained in these two tosses for a given item in the sample space.
Chapter 5, Binomial Distribution and Some Applications
This section is dedicated to certain types of experiments which occur again and again. The word binomial refers to the numbers that occur as coefficients in these experiments.
The System of Evaluation
Evaluated Items
Points
Grading Percentages
Test 1
Test 2
Test 3
Quiz Total
Homework
Final Project
100
100
100
100
100
100
16.7 %
16.7 %
16.7 %
16.7 %
16.7 %
16.7 %
Maximum
90-100 %
80-89 %
70-79 %
60-69 %
0-59 %
Scale
A's
B's
C's
D's
F
The lowest of the three tests and the quiz total will be dropped before calculating the final grade. Please refer to the GRADING section of the current Berea College Catalog for the College-wide interpretations of these letter grades.
The Grading Policies
For the benefit of the students in the class, all course grade computations are continually updated by the instructor, so students may check frequently on their in-progress course grade during the term.
The Tests and Quizzes
Tests and frequent short quizzes will be given in this course.
In general, the announced quizzes will consist of questions on the assigned
text readings or homework-like problems.
The most likely dates of the three tests will be:
Test 1: Wednesday, January 10.
Test 2: Wednesday, January 17.
Test 3: Wednesday, January 21.
Problems that appear on the tests will be more varied in
nature, ranging from homework-like problems to problems that require a
deeper synthesis of ideas and from true or false questions to short-answer
questions.
The Homework Bonus
Homework will be assigned on a near-daily basis, since doing homework
thoughtfully and conscientiously is one of the keys to success in this
course. Through homework, students get the needed practice of application
of the concepts. Because the instructor desires to strongly encourage a
diligent effort on homework, students who turn in each of their homework
assignments with no more than three assignments submitted late, will be
awarded an additional 10% on the homework grade!
On Homework Collection
All written work should be neat, organized, and should show sufficiently
many steps to demonstrate a clear understanding of the techniques used.
Homework is due at the beginning of class on the announced date due. If
a student must miss class due to either a sickness or a planned absence,
homework is still expected to be submitted on time. Assignments may
be requested in advance.
Late assignments will be accepted for reduced credit up until the homework
is returned, and late work must be labeled as late. Written or printed
homework assignments may be turned in before class or at the instructor's
office, but should NOT be sent through the CPO, attached in ccMail, or
given to a student assistant. A selection of the assigned homework problems
will be graded for credit, and assignments not meeting the above standards
may receive reduced credit.
The teaching assistant for this course will be assigned later. She or he and most of the other Math Lab Consultants will also be able to answer questions about the mathematical content in the course during consultations in the Math Lab whose hour will be announced later. Best results are obtained trying to solve problems alone or in a group before asking for help, so in either place, students should be prepared to show what they have already tried. Topics in this course build throughout the course, so students should be sure to do their best to keep up with the class, so as to not get behind and possibly forever lost. Remember, no question to which one does not know the answer is ever "dumb" unless
it goes unanswered because it remained unasked.
On Teamwork
Learning to work in teams effectively is strongly encouraged. Some homework assignments may be specifically designed for teamwork, others for individual work, but on most homework you can choose to work alone or in a team. All homework assignments must clearly include all of the authors' names
at the top of each page. On any assignment in which half or more of the
work was completed in a team, a single copy of the assignment should be
handed in with all of the team's participants listed as authors. Teams
can generally consist of one, two, or three members due to the nature of
the work in this course. Unless otherwise stated, teams shall not consist
of more than three members for most work. On any assignment where less
than half of the work was completed in a team, individual assignments should
be handed in with the author acknowledging all of the help received for
each problem. This includes significant help received from the instructor
or in the Math Lab Consultants. Note that the instructor or a Math Lab
Consultant may help with homework, and while this help should not be acknowledged
as co-authorship, it should still be mentioned. This is meant to be a sharing
process; do not "give credit" to other students who have not attempted
to contribute to the work or to the team's work, because it is ultimately
not a help for the student who did not contribute to the work. Thoughtful
practice, not (even mindful) copying, is ultimately the best way to learn.
Note that on all team-completed assignments, students must describe the roles played by each author on the assignment.
Warning: Please be careful to conform to these standards for
teamwork, since they are designed to encourage good learning practices.
(Furthermore, copying another's work or otherwise failing to adhere to
these standards may even result in a charge of academic dishonesty.)
The Class Atmosphere
The members of this class constitute a learning community. Learning
in such a community best takes place in an atmosphere in which instructor
and the students treat everyone with mutual respect. Students need not always raise their hands in order to ask questions or to make comments, but they should not interrupt the instructor or fellow students in doing so. Students typically find the atmosphere set by the instructor to be a sometimes playful and nearly always relaxed one, but students will still need to work hard and consistently both in and out of class in order to do well. If at anytime you have thoughts, comments, or suggestions about how the class atmosphere could be improved or made into one which is more supportive of your learning, please come by or drop me a note about it. I welcome such suggestions.
The Final Project
The final project in this course will be to find the solution to a complex and involved probability problem based upon a game. Students may work in a team of up to three students on this project. Some suggestions for problems are listed below, but teams are invited to propose their own problems. In any case the deadline for final projects proposals is Monday, January 15. Because easier problems are easier to explain, minor errors will be looked upon more leniently in a challenging problem.
Monopoly Problem
A player in Monopoly rolls two dice to see how many spaces the player's piece must be moved on the board. If the player gets doubles, then the player moves and rolls again. If the player rolls doubles a second time, the player moves and rolls again. If the player gets doubles a third time, the player goes to jail. The player's piece can be moved from 2 to 35 spaces, or it can go to jail. Find the probability of the player being able to move each of these number of spaces and the probability of the player going to jail.
Price is Right Problem
In the game show, "The Price is Right," three contestants face each other to decide who plays for the largest prize. A wheel is marked with 5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55, 60, 65, 70, 75, 80, 85, 90, 95, and 100. Each player spins the wheel once to get a score. If desired, the player may then spin the wheel a second time and add the result to the result from the first spin. If the player gets a score over 100, then she is out of the game. After the first person spins to get a score, the remaining players attempt to beat that initial score. After all three players have gone, the person with the highest score goes on to compete for big prizes. The second and third players know exactly what score they must beat to stay in the game, but this is not so clear for the first player. Calculate at what point the first person should stop in order to maximize her or his chances to win.
Poker Problem
Compute the probability of getting each of the possible hands in a game of poker. Rank these hands according to the relative probabilities of getting each hand where the less likely a hand is, the higher the ranking. Next calculate these probabilities and ranking given that a single joker wild card (which can stand for any hand and any suit) is added to the deck. (Do not allow for 5 of a kind of any suit.) Explain whether or not adding a wild card changes the relative rankings of the hands.
Risk Problem
Risk is a board game of world conquest. When two players do battle in risk, the attacker rolls three dice and the defender rolls two dice. If the highest number that appeared on one of the attacker's dice is greater than the highest number on the defender's dice then the defender loses one army. If the attacker's highest roll is equal to or less than the defender's highest roll, then the attacker loses one army. In the same way, the attacker's second highest roll and the defender's second highest roll are compared and either the attacker or defender lose an army. So ultimately the attacker can lose two armies, the attacker can lose one army, or the attacker can lose no armies. Find the probability of each, and the average number of armies that the attacker will lose each time the dice are rolled.
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Linear Algebra encompasses the various methodologies for using multiple equations to solve for multiple unknowns. Below
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About America's Math Teacher
Rick Fisher is a math instructor for the Oak Grove School District in San Jose, California. Since graduating from San Jose State University in 1971 with a B.A. in mathematics, Rick has devoted his time to teaching fifth and sixth grade math students. Each year approximately one-half of his students bypass the seventh grade math program and move directly to a high-powered eighth grade algebra program.
Course 1 Basic Math Skills
This course is for 4th and 5th graders. Topics include whole numbers, fractions, decimals, percents, integers, geometry, and much more.
Course 2 Advanced Math Skills
This course is for middle grades students. Students will master the critical skills necessary for success in pre-algebra. Topics include whole numbers, fractions, decimals, percents, integers, geometry, and much more.
Course 3 Pre-Algebra
This course is a must for students prior to taking Algebra I. Integers, exponents, order of operations, ratios & proportions number theory, linear equations, probability & statistics are just a few of the topics that students will learn and master.
Course 4 Algebra I
This course will guide students to master the "gateway" subject, algebra. Algebra opens the doors to more advanced classes in math, science, and technology. Students will learn and master all of the essential algebra skills. The lessons are carefully explained in clear, simple terms, so that all students will understand, learn, and master each and every topic.
Rick has developed a highly functional, successful mathematics teaching system that produces amazing results. Results that he shares on this website in both elementary and middle grades versions.
This is a tested teaching strategy that will produce dramatic results for students. This easy to follow, step-by step program provides all the video tutorials and exercises you will need to super-charge any math program. There is plenty of free video's and exercise material available for you to see how valuable this system will be to your students.
Rick designed this system for elementary, middle grades and even high school students who were not prepared for algebra, to help bring them to algebra-readiness in less than one school year. Through this program, many of Rick's students have improved several grade levels in their math abilities in just one school year. Rick has also used the program successfully with students who are struggling with math and have limited English skills. This award winning program compliments all basic math textbooks, so it is a perfect partner program for schools.
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Description
The Nuts and Bolts of Proofs instructs students on the primary basic logic of mathematical proofs, showing how proofs of mathematical statements work. The text provides basic core techniques of how to read and write proofs through examples. The basic mechanics of proofs are provided for a methodical approach in gaining an understanding of the fundamentals to help students reach different results. A variety of fundamental proofs demonstrate the basic steps in the construction of a proof and numerous examples illustrate the method and detail necessary to prove various kinds of theorems.
Antonella Cupillari
Antonella Cupillari is an associate professor of mathematics at Pennsylvania State Erie in Behrend College. She received her Laurea in Mathematics in Italy, and her M.A. and Ph.D. at the State University of New York at Albany. She has been a participant in the Mathematical Association of America/National Science Foundation Institute on the "History of Mathematics and Its Use in Teaching." Cupillari is the author of several papers in analysis, mathematics education, and the history of mathematics. She is also the author of the first edition of The Nuts and Bolts of Proofs.
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Thinking Mathematically:International Edition
Description
Blitzer continues to raise the bar with his engaging applications developed to motivate students from diverse majors and backgrounds. Thinking Mathematically, Fifth Edition, draws from the author's unique background in art, psychology, and math to present math in the context of real-world applications.
Students in this course are not math majors, and they may never take a subsequent math course, so they are often nervous about taking the class. Blitzer understands those students' needs and provides helpful tools in every chapter to help them master the material. Voice balloons appear right when students need them, showing what an instructor would say when leading a student through the problem. Study tips, chapter review grids, Chapter Tests, and abundant exercises provide ample review and practice.
The Fifth Edition's MyMathLab® course boasts more than 2,000 assignable exercises, plus a new question type for applications-driven questions that correlate to section openers in the textbook. Chapter Test Prep Videos show students how to work out solutions to the Chapter Tests; the videos are available on DVD, in MyMathLab, and on YouTube™.
Features
The variety of topics and flexibility of sequence make this text appropriate for a one- or two-term course in liberal arts mathematics, quantitative reasoning, finite mathematics, mathematics for education majors, and courses specifically designed to meet state-mandated requirements in mathematics.
Chapter openers andsection openers present compelling applications, helping students to realize that mathematics is everywhere. Each vignette poses a question and explores how the section's subject can be applied to answer the question. These scenarios are then revisited in the chapter or section.
Interesting applications from all disciplines, supported by up-to-date, real-world data, are included in every section. Students see how mathematics can be used to solve real problems.
The latest applications and real-world data are compiled from hundreds of books, magazines, newspapers, almanacs, and online sites. For the Fifth Edition, 265 worked-out examples and application exercises are based on new data.
Blitzer's unique background-with degrees in psychology and mathematics, plus 30 years of teaching at Miami Dade Community College-lead to a text that reflects what today's students need to succeed in this course.
Clearly stated section objectives help students recognize and focus on the most important ideas. Objectives are restated in the margin when the concept appears in the text.
Worked-out, annotated examples are written clearly and provide step-by-step solutions to help students work through "sticking points" that can cause frustration. Conversational annotations help students understand the solutions by providing the reasoning behind the mathematics.
Check Points follow each worked example with a similar problem so students have an opportunity to immediately test comprehension through additional practice. The answers to the Check Points are provided in the answer section.
Study Tip boxes offer suggestions for problem solving, point out common errors to avoid, and provide informal hints and suggestions. By seeing common mistakes, students learn to avoid them.
Extensive, well-organized exercise sets parallel Examples at the end of each section.
The order of the practice exercises matches the order of the section's illustrative examples. This parallel arrangement enables students to refer to the titled examples and their detailed explanations to successfully complete the practice exercises.
End-of-chapter material is designed to help students review and study.
Chapter review grids summarize key definitions and important concepts with examples to direct students to the most important material.
Chapter review exercises, a comprehensive collection of review exercises for each of the chapter's sections, follow the review grid.
Chapter Tests enable students to assess their understanding of the contents from the entire chapter. Chapter Test Prep Videos-available to students on DVD, MyMathLab, or YouTube™-work through every Chapter Test problem so students get extra help when studying.
MyMathLab® provides students with a personalized interactive learning environment, where they can learn at their own pace and gain immediate feedback and help. MyMathLab engages students in active learning-it's modular, self-paced, accessible anywhere with Web access, and adaptable to each student's learning style. In addition, MyMathLab provides instructors with a rich and flexible set of text-specific resources, including course management tools to support online, hybrid, or traditional courses. MyMathLab is available to qualified adopters. For more information, visit our website at or contact your Pearson representativeThe Pearson Math Adjunct Support Center ( is staffed by qualified instructors with more than 100 years of combined experience at both the community college and university levels. Assistance is provided for faculty in the following areas:
Suggested syllabus consultation
Tips on using materials packaged with the book
Book-specific content assistance
Teaching suggestions, including advice on classroom strategies
New to this Edition
Annotated Instructor's Edition provides the answers to all problems right on the page where the questions appear. Longer answers are in the back of the book.
New applications and real-world data, compiled from hundreds of books, magazines, newspapers, almanacs, and online sites, illustrate mathematical applications. For the Fifth Edition, 265 worked-out examples and application exercises are based on new data.
773 new examples and exercises include 26 detailed worked-out examples using new data, 239 new application exercises, 308 "Make Sense?" discussion exercises, and 22 new exercises in various other exercise sets.
Revised exercises throughout the book encourage reasoning skills, rather than providing guidance and instructions that cause students to solve problems mechanically. True-false exercises are also revised, so that if a statement is false, students are asked how to edit the statement to make it true"Make Sense?" classroom discussion exercises contain four critical thinking exercises that foster participation in the learning process. These questions ask students to determine whether statements are sensible and then explain why or why not, encouraging students to think critically and put their thoughts into words.
Content and organizational changes include:
Section 1.1 (Inductive and Deductive Reasoning) contains a new worked example and new exercises on finding counterexamples.
Section 2.2 (Subsets) includes a discussion to help students avoid confusing the symbols for subset and proper subset.
Chapter 3 (Logic) has additional voice balloons attached to the truth tables to clarify the truth values in the columns.
Section 3.5 (Equivalent Statements and Variations of Conditional Statements) and Section 3.6 (Negations of Conditional Statements and De Morgan's Laws) discuss in two sections what had been covered in a single section in the previous edition.
Chapter 4
Section 4.1 (Our Hindu-Arabic System and Early Positional Systems) contains more examples and exercises on converting Babylonian numerals and Mayan numerals to Hindu-Arabic numerals.
Section 4.2 (Number Bases in Positional Systems) has increased use of base two because of its applications to computers.
Chapter 5
Section 5.3 (The Rational Numbers) contains a new discussion when applying the order of operations to expressions with rational numbers. More exercises with mixed numbers appear in the exercise set.
Section 5.5 (Real Numbers and Their Properties) includes identity and inverse properties in the discussion of properties of the real numbers.
Section 5.6 (Exponents and Scientific Notation) contains a brief discussion on significant digits and rounding, as well as a new example on the cost of the 2009 economic stimulus spending package. There are more exercises on using properties of exponents to simplify exponential expressions.
Chapter 6
Section 6.2 (Linear Equations in One Variable and Proportions) presents these two topics, which students have encountered in prerequisite courses, in one section. Proportions and variation are no longer discussed in a separate section.
Section 6.3 (Applications of Linear Equations) opens with new examples: "Education Pays Off" and "Modeling Attitudes of College Freshmen." More challenging number problems are included in the exercise set.
Section 6.5 (Quadratic Equations) contains a new Blitzer Bonus on art, nature, and quadratic equations, with a follow-up exercise. Many of the new applications in the Fifth Edition include both art and music.
Chapter 7
Section 7.1 (Graphing and Functions) has an example on evaluating functions before applications are discussed. This is followed by a new applied example on stopping distances for cars at various speeds.
Section 7.3 (Systems of Linear Equations in Two Variables) opens with an application that compares the number of symptoms of physical illness experienced by college students who are procrastinators or non-procrastinators. The exercise set contains supply-and-demand models in forms students will encounter if they take an economics course.
Section 8.5 (Installment Loans, Amortization, and Credit Cards) was covered in two sections in the previous edition. This new section includes the content that reviewers agreed students would retain and be able to use comfortably. Because most credit cards calculate interest using the average daily balance method, this is now the only method discussed, with examples and exercises on how to compute an average daily balance manually.
Section 10.2 (Triangles) has a new example that illustrates how to locate the corresponding sides of similar triangles.
Section 10.4 (Area and Circumference) has new exercises requiring students to infer formulas for measuring area and circumference of geometric figures. There are also additional exercises for finding areas of shaded areas.
Section 10.5 (Volume) has additional exercises requiring students to use more than one formula for calculating volume.
Chapter 11 (Counting Methods and Probability Theory) contains new exercises and reorganized exercise sets where students must solve problems using the method of their choice, selecting from nPr, nCr, and the Fundamental Counting Principle.
Section 12.3 (Measures of Dispersion) now gives the symbolic notation for the standard deviation of a sample.
Section 12.4 (The Normal Distribution) and Section 12.5 (Problem Solving with the Normal Distribution) discuss in two sections what had been covered in a lengthy single section in the previous edition.
Section 14.4 (Flaws of Apportionment Methods) concludes with a new Blitzer Bonus on the 2008 presidential election.
Table of Contents
1. Problem Solving and Critical Thinking
1.1 Inductive and Deductive Reasoning
1.2 Estimation, Graphs, and Mathematical Models
1.3 Problem Solving
2. Set Theory
2.1 Basic Set Concepts
2.2 Subsets
2.3 Venn Diagrams and Set Operations
2.4 Set Operations and Venn Diagrams with Three Sets
2.5 Survey Problems
3. Logic
3.1 Statements, Negations, and Quantified Statements
3.2 Compound Statements and Connectives
3.3 Truth Tables for Negations, Conjunction, and Disjunction
3.4 Truth Tables for the Conditional and the Biconditional
3.5 Equivalent Statements and Variations of Conditional Statements
3.6 Negations of Conditional Statements and De Morgan's Laws
3.7 Arguments and Truth Tables
3.8 Arguments and Euler Diagrams
4. Number Representation and Calculation
4.1 Our Hindu-Arabic System and Early Positional Systems
4.2 Number Bases in Positional Systems
4.3 Computation in Positional Systems
4.4 Looking Back at Early Numeration Systems
5. Number Theory and the Real Number System
5.1 Number Theory, Prime and Composite Numbers
5.2 The Integers; Order of Operations
5.3 The Rational Numbers
5.4 The Irrational Numbers
5.5 Real Numbers and Their Properties
5.6 Exponents and Scientific Notation
5.7 Arithmetic and Geometric Sequences
6. Algebra: Equations and Inequalities
6.1 Algebraic Expressions and Formulas
6.2 Linear Equations in One Variable and Proportions
6.3 Applications of Linear Equations
6.4 Linear Inequalities in One Variable
6.5 Quadratic Equations
7. Algebra: Graphs, Functions, and Linear Systems
7.1 Graphing and Functions
7.2 Linear Functions and Their Graphs
7.3 Systems of Linear Equations in Two Variables
7.4 Linear Inequalities in Two Variables
7.5 Linear Programming
7.6 Modeling Data: Exponential, Logarithmic, and Quadratic Functions
8. Consumer Mathematics and Financial Management
8.1 Percent, Sales Tax, and Income Tax
8.2 Simple Interest
8.3 Compound Interest
8.4 Annuities, Stocks, and Bonds
8.5 Installment Loans, Amortization, and Credit Cards
9. Measurement
9.1 Measuring Length; The Metric System
9.2 Measuring Area and Volume
9.3 Measuring Weight and Temperature
10. Geometry
10.1 Points, Lines, Planes, and Angles
10.2 Triangles
10.3 Polygons, Perimeter, and Tessellations
10.4 Area and Circumference
10.5 Volume
10.6 Right Triangle Trigonometry
10.7 Beyond Euclidean Geometry
11. Counting Methods and Probability Theory
11.1 The Fundamental Counting Principle
11.2 Permutations
11.3 Combinations
11.4 Fundamentals of Probability
11.5 Probability with the Fundamental Counting principle, Permutations, and Combinations
11.6 Events Involving Not and Or; Odds
11.7 Events Involving And; Conditional Probability
11.8 Expected Value
12. Statistics
12.1 Sampling, Frequency Distributions, and Graphs
12.2 Measures of Central Tendency
12.3 Measures of Dispersion
12.4 The Normal Distribution
12.5 Problem Solving with the Normal Distribution
12.6 Scatter Plots, Correlation, and Regression Lines
13. Mathematical Systems
13.1 Mathematical Systems
13.2 Rotational Symmetry, Groups, and Clock Arithmetic
14. Voting and Apportionment
14.1 Voting Methods
14.2 Flaws of Voting Methods
14.3 Apportionment Methods
14.4 Flaws of Apportionment Methods
15. Graph Theory
15.5 Graphs, Paths, and Circuits
15.2 Euler Paths and Euler Circuits
15.3 Hamilton Paths and Hamilton Circuits
15.4 Trees
Author Thinking Mathematically, Bob has written textbooks covering introductory algebra, college algebra, algebra and trigonometry, and precalculus, all published by Prentice Hall
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MS Pre-Algebra B is the second half of a series of two courses that are designed to prepare the student for more advanced work in Algebra I. The course emphasizes concepts in solving linear equations, graphing linear equations, angles, two- and three-dimensional geometry, integrating algebra with geometry, and data, statistics, and probabilities. The course offers graphics, explanations, and practice exercises before formative assessments.
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Book Description: Combining concepts of mathematics and computer science, this book is about the sequences of symbols that can be generated by simple models of computation called "finite automata". Suitable for graduate students or advanced undergraduates, it starts from elementary principles and develops the basic theory. The study then progresses to show how these ideas can be applied to solve problems in number theory and physics.
Buyback (Sell directly to one of these merchants and get cash immediately)
Currently there are no buyers interested in purchasing this book. While the book has no cash or trade value, you may consider donating it
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Mathematical problem solving is a complicated process involving many components.
Here, an historical overview of the study of the effect of problem solving instruction is
presented. The roles of contributing factors, such as the students'...
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Algebra II For Dummies. This friendly guide shows you how to get up to speed on exponential functions, laws of logarithms, conic sections, matrices, and other advanced algebra concepts. In no time you'll have the tools you need to:
Interpret quadratic functions
Find the roots of a polynomial
Reason with rational functions
Expose exponential and logarithmic functions
Cut up conic sections
Solve linear and non linear systems of equations
Equate inequalities
Simplifyy complex numbers
Make moves with matrices
Sort out sequences and sets
This straightforward guide offers plenty of multiplication tricks that only math teachers know. It also profiles special types of numbers, making it easy for you to categorize them and solve any problems without breaking a sweat. When it comes to understanding and working out algebraic equations, Algebra II For Dummies is all you need to succeed!
Customer Reviews:
Great Book! if......
By David B. - July 7, 2006
This is a GREAT book for studying and reviewing algebra 2, but if you have not taken algebra, or if you took algebra and couldnt grasp most topics without going back to your textbooks to remember something, then you may want to get algebra for dummies to review, this book begins with a slight amount of review from algebra 1, but it will definetly not each you all of algebra 1 topics. I bought this book to study algebra 2 during the summer so I wont have to worry so much next year and ive learned alot from this book, great for dummies book I recomend it completely.
Excellent Reference but Too Hard for Struggling Students
By Jim Andrews - November 24, 2008
Obviously Ms. Sterling is very comfortable with her subject. But I found this book too wordy and only appropriate for stronger students (who usually don't need the help to begin with). There are hardly any visuals (except for graphs which don't really count) and there are no graphic organizers or other learning tools. There are simply more fun ways to teach some of this material (e.g. "See four terms? Think factor by grouping!") (This is probably being too picky, but the subscripts used to show reduced terms were so small as to be almost unreadable.)
I also thought the author was unnecessarily gloomy and lacking in enthusiasm. For example, finding extraneous roots and then realizing that they are extraneous is part of the student's job and is not a waste of time as I felt the author was implying.
Sorry, I am still looking for a solid Algebra 2 help book to recommend to my students.
This book is great
By Jacqueline Hickey "math tutor" - February 11, 2007
I am using the book to tutor a couple of kids and it is working out great. It gives me an easy way to help them learn these concepts. I recommend it for any one who needs to review their skills or is having trouble learning these concepts.
Do ever wish that you could write the perfect university essay? Are you left baffled about where to start? This easy-to-use guide walks you through the nuts and bolts of academic writing, helping you ...
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Peer Review
Ratings
Overall Rating:
This site contains a ready-to-use Calculus module consisting of a "write-pair-share activity" that initially involves a model based on direct variation. The activity involves analyzing a function that describes eating speed in a hypothetical dinner table experience. Completing this project leads a user to a practical understanding of the Fundamental Theorem of Calculus. This activity is based upon a prequel entitled Calculus of the Dinner Table: Mathematical Modeling found at
in which students construct the original mathematical model.
Learning Goals:
The major learning goals of this module are to enable students: (a) exercise their mathematical modeling skills; (b) develop a deeper understanding of the Fundamental Theorem of Calculus; (c) apply calculus concepts to pseudo-real-life experiences;(d) recognize the role and importance of with an anti-derivative.
Target Student Population:
Calculus I or Calculus II students.
Prerequisite Knowledge or Skills:
Calculus I.
Type of Material:
Assignment, drill and practice
Recommended Uses:
Can be used in either a small class or a large lecture setting. Students participating in the activity will be divided in small groups.
Technical Requirements:
Works an every browser. However, if students use the Mathematics Visualization Toolkit, they will need the latest version of Java and/or Flash.
Evaluation and Observation
Content Quality
Rating:
Strengths:
This module contains a project that is meant to be done by small student teams. The project is based on use a mathematical model created in the prequel to this activity entitled Calculus of the Dinner Table: Mathematical Modeling (see the description for the exact reference). In the current module students use the First Fundamental Theorem of Calculus to perform the required activity. The main idea and the goal of the project is to develop a deeper understanding of the Fundamental Theorem of Calculus and the concept of the anti-derivative. Special attention is paid to the meaning of the constant of integration and its connection to initial conditions of the problem. The link between the area under the curve of the original function and the linear difference between the pertinent values of the anti-derivative function also becomes highlighted when the activity is completed.
Concerns:
Even though students should have sufficient knowledge to understand the concept of anti-derivative, some information regarding perquisite knowledge should be provided to help stimulate the students understanding.
Potential Effectiveness as a Teaching Tool
Rating:
Strengths:
The site clearly explains the intended use of the project, provides a suggested format and time frame, and even recommends the size of the class and a student group to work on the project. It is a ready to use learning module that any instructor can start using immediately just by following the instructions provided. The site also contains teaching notes and tips and recommends assessment. All this makes the module pedagogically sound.
Concerns:
One concern could be the limited information as to what specifically is the prerequisite knowledge needed for learners to be successful at this activity.
Ease of Use for Both Students and Faculty
Rating:
Strengths:
Any instructor can start using this module immediately. It is well thought out and organized. The instructions very easy to follow. There is also a link to a graphing tool (MVT) which is conveniently provided in the module. Several instances of interactivity can be manifested. Students are interacting with each other, the instructor is interacting with the students by summarizing the findings and clearly the students are interacting with the instructor by presenting their work.
Concerns:
A direct hyperlink to the prequel of this project would very helpful. Other interactive software could perhaps be used in addition to the Mathematics Visualization Toolkit.
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Elementary Algebra
9780077224790
ISBN:
0077224795
Edition: 6Elementary Algebra, 6e is part of the latest offerings in the successful Dugopolski series in mathematics. The author's goal is to explain mathematical concepts to students i [more]
Elementary Algebra, 6e is part of the latest offerings in the successful Dugopolski series in mathematics. The author's goal is to explain mathematical concepts to students in a language they can understand. In this book, students and faculty will fi... Hardback Instructors Edition, All text is same as student edition but may contain additional information or answers. In Stock, Based in Ohio. Ships SAME or NEXT busi [more]
ALTERNATE EDITION: Brand New Hardback
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Costs
Course Cost:
$300.00
Materials Cost:
None
Total Cost:
$300
Special Notes
State Course Code
02003 and in SpanishMath Foundations I offers a structured remediation solution based on the NCTM Curricular Focal Points and is designed to expedite student progress through 3rd- to 5th-grade skills. The course is appropriate for use as remediation for students in grades 6 to 12. When used in combination, Math Foundations I and Math Foundations II (covering grades 6 to 8) effectively remediate computational skills and conceptual understanding needed to undertake high school–level math courses with confidence.
Math Foundations I empowers students to progress at their optimum pace through over 80 semester hours of interactive instruction and assessment spanning 3rd- to 5th-grade math skills. Carefully paced, guided instruction is accompanied by interactive practice that is engaging and accessible. Formative assessments help students to understand areas of weakness and improve performance, while summative assessments chart progress and skill development. Early in the course, students develop general strategies to hone their problem-solving skills. Subsequent units provide a problem-solving strand that asks students to practice applying specific math skills to a variety of real-world contexts.
The content is based on the National Council of Teachers of Math (NCTM) April 2006 publication, Curricular Focal Points for Prekindergarten through Grade 8 Mathematics: A Quest for Coherence and is aligned to state standards. WA State standards correlations available upon request.
Foundations courses meet the needs of both high school students and transitioning middle school students who are not prepared for grade-level academic challenges. Foundations courses develop skills and strategies in math, reading, and writing with the goal of raising achievement to a high school level. Courses feature structured remediation designed to accelerate mastery of required skills appropriate to grades 3–8. Foundations courses have been designed to be age-appropriate with respect to content, illustrations, and examples for students ages 13 and older.
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Hot topics
Bill Nye, The Algebra Guy's favorite science teacher is back, but his new show takes on a different subject: algebra. It's not entirely clear if the new show, Solving for X, will be televised or on DVD only, but it doesn't matter. If Bill Nye can make algebra interesting, he is official the man.
I mean, it's kind of easy to make a science show visually interesting and stimulating, but math is something entirely different.
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ALGEBRA II A, the first in a two-semester course, begins with a review of algebraic properties. Students will study properties and applications of linear and quadratic functions, radical functions, and rational functions. Students will identify how the major topics in algebra relate to real-world applications. Students will also explore exponential and logarithmic functions and trigonometric functions.
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This course introduces the mathematical concept of the function by extending students' experiences with linear and quadratic relations. Students will investigate properties of discrete and continuous functions, including trigonometric and exponential functions; represent functions numerically, algebraically, and graphically; solve problems involving applications of functions; investigate inverse functions; and develop facility in determining equivalent algebraic expressions. Students will reason mathematically and communicate their thinking as they solve multi-step problems.
This course introduces basic features of the function by extending students' experiences with quadratic relations. It focuses on quadratic, trigonometric, and exponential functions and their use in modelling real-world situations. Students will represent functions numerically, graphically, and algebraically; simplify expressions; solve equations; and solve problems relating to applications. Students will reason mathematically and communicate their thinking as they solve multi-step problems.
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[For the first edition (1983) see Zbl 0559.65011; for the second edition (1989) see Zbl 0733.65016.]\par In this third edition, the authors have added to, as well as subtracted from, what there was in the previous edition, resulting in a slightly heavier (50 pages added) volume, which very well covers what is happening in this very active research area. Now, the emphasis on computations is stronger, each chapter is started with a list of the names of LAPACK routines [cf. {\it E. Anderson}, {\it Z. Bai} and {\it C. Bischof}, LAPACK users' guide (1992; Zbl 0755.65028)] to call for the respective algorithms described, and reference is also given to appropriate parts of the Matlab program system. Consideration is also given to implementation issues, such as the intricacies of floating point number systems, and cache and memory hierarchies. A systematic division into subsections makes the text eminently usable as a handbook, and there is a very thorough list of references to original works, as well as to textbooks suitable for a student that meets numerical matrix computations for the first time. [A.Ruhe (Göteborg)]
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Beginning and Intermediate Algebra
9780321442338
ISBN:
0321442334
Edition: 4 Pub Date: 2007 Publisher: Addison-Wesley
Summary: The Lial series has helped thousands of students succeed in developmental mathematics through its approachable writing style, relevant real-world examples, extensive exercise sets, and complete supplements packageUsed - Good Hardcover. 2 CD's Included! With CD! 4th Edition May contain highlighting/underlining/notes/etc. May have used stickers on cover. Ships same or next day. Expedited [more]
Used - Good Hardcover. 2 CD's Included!1442338-4-1-3 Orders ship the same or next business day. Expedited [more]
Missing components. May include moderately worn cover, writing, markings or slight discoloration. SKU:9780321442338
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Precalculus : Functions And Graphs - 11th edition
ISBN13:978-0495108375 ISBN10: 0495108375 This edition has also been released as: ISBN13: 978-0495385042 ISBN10: 0495385042
Summary: Clear explanations, an uncluttered and appealing layout, and examples and exercises featuring a variety of real-life applications have made this text like you. The book also provides calculator examples, including specific key...show morestrokes that show you how to use various graphing calculators to solve problems more quickly. Perhaps most important-this book effectively prepares you for further courses in mathematics. ...show less
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Math Level P: Triangles, Vectors, Matrices
In Level XV, students continue their study of calculus by studying advanced integration (definite and indefinite) and applications of integration. Students are also introduced to differential equations.
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EGT on the Web
Related Links
Exploratory Galois Theory adopts an exploration-based approach, using a variety of problems with hints and proof sketches to help students participate in the development of the theory.
The notion of algebraic number is developed from first principles, with explicit examples of algebraic numbers and finite extensions of the rationals (number fields) providing the primary context for a discussion of field extensions. In this setting of subfields of the complex numbers, some proofs and sketches may be successfully left for students to complete in exercises. Later on, in an optional section, the text outlines the changes necessary to expand the treatment to cover the Galois theory of finite extensions of arbitrary fields.
EGT encourages experimentation, with broadly functional Maple and Mathematica packages allowing students to examine extensions of the rationals generated by one or more algebraic numbers. These packages, called AlgFields, permit students to use the powerful symbolic computation systems in a user-friendly way.
Extensions may be constructed using particular roots of irreducible polynomials, and Galois groups may be explicitly calculated. The functions employ the same procedures described in the text, such as factoring polynomials over extensions of Q, determining the irreducible factor corresponding to a particular root, determining whether a particular isomorphism may extend to a simple extension by determining what roots of a related polynomial lie in the target field. Free for educational distribution, the source code for the packages is available for interested students and faculty.
EGT assumes only a first course in abstract algebra (using any popular text, such as Gallian or Hungerford), with a review of necessary material in the first chapter.
EGT introduces concepts, theorems, and proofs at an extremely accessible level. The course may then be followed in one of several forms: a traditional lecture format, a seminar-style format with students presenting sections from the text, or a self-paced independent study.
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Algebra I Workbook For Dummies
Synopsis
From signed numbers to story problems — calculate equations with ease
Practice is the key to improving your algebra skills, and that's what this workbook is all about. This hands-on guide focuses on helping you solve the many types of algebra problems you'll encounter in a focused, step-by-step manner. With just enough refresher explanations before each set of problems, this workbook shows you how to work with fractions, exponents, factoring, linear and quadratic equations, inequalities, graphs
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FUNCTION AND DERIVATIVES [ For CBSE/IGCSE 12th YEAR , A-LEVEL ETC]
This lesson is scheduled for the 12th year mathematics students doing CBSE/IGCSE or A-Level syllabuses. At the end of the lesson students will be able to state the definition of the derivatives of mathematical functions. ==================================== In case you need extra help or online tuition in CBSE +2 or A-level Mathematics, you can contact me.
About IGNATIUS GEORGE (Teacher)
I am an Indian by nationality and a mathematics teacher by profession. I was employed in Africa as a school teacher (mathematics) for many years .(Sierra Leone , Nigeria and Botswana). Currently ,I am attached to a CBSE High School in India as part-time maths teacher for Std 11 and 12
I am also engaged now giving online tuition (private) to students all over the world; USA , UK , Canada , Australia, Singapore , Saudi Arabia , Qatar ans so on
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Softmath - Neven Jurkovic
Developers of Algebrator, an automated tutor based on Maxima CAS that provides step-by-step solutions to algebra, trigonometry, and statistics problems, and exports answers to MathML. Demo and purchase Algebrator; use Softmath's free online software to
...more>>
Software for mathematics education - Piet van Blokland
Software for mathematical education that draws on David Tall's philosophy of teaching: use Graphic Calculus to visualize, explore, and conceptualize the graph of a linear function; analyze the data and simulations included with VUStat to learn statisticsstudymaths.co.uk - Jonathan Hall
Free help on your maths questions. See also the bank of auto-scoring GCSE maths questions, games, and resources such as revision notes, interactive formulae, and glossary of terms.
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subtangent.com - Duncan Keith
With Flash, explore interactive investigations such as Number Stairs and Diagonal Differences. Play Mathionaire, based on the popular TV game, but with maths questions. Quizzes include Function Machines, Number Properties, Pythagoras, and Quadratics 1.
...more>>
SysQuake - Calerga
Highly interactive software for the design and simulation of dynamic systems. Runs on PowerPC Macintosh computers and Windows 95, 98 and NT 4 computers. SysQuake LE is the free version of SysQuake, and may be downloaded from the site.
...more>>
Systematic Mathematics - Paul Ziegler
This video-based home school math curriculum promises to "repair [the] essential foundation for your more experienced student, or create a solid math foundation for younger students." Each module consists of dozens of short lessons, delivered via DVD,
...more>>
System Dynamics in Education Project (SDEP)
System dynamics is a method for studying the world around us. It deals with understanding how complex systems change over time. Internal feedback loops within the structure of the system influence the entire system behavior. Math materials are available
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Tareasgratis.com, Get-a-Plus.com
Ayuda gratuita para las matematicas y las ciencias. Free homework help in math and science for students around the world. A site in English and Spanish (see also and or
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Teacher Exchange - the Math Forum
Web units, lessons, and activities organized by NCTM Standards and grade band level. Created by Math Forum staff members, educators, and collaborations between the two. Teachers may contribute their own lessons and ideas as well.
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Teachers' Choice Software - Bruce Vaughan
Software programs for Windows (or Mac with Virtual PC) that have been widely tested in Australian schools. Algematics allows students to enter equations and manipulate them by clicking the mouse. Maths Helper Plus is a collection of tools for graphing
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Teaching Mathematics - Daniel Pearcy
Pearcy has used this blog, subtitled "Questions, Ideas and Reflections on the Teaching of Mathematics," as a "journal of ideas, lessons, resources and reflections." Posts, which date back to October, 2011, have included "New Sunflower Applet: Fibonacci
...more>>
Test Banks - Ask Away Ltd.
Data banks of test questions prepared by classroom teachers for use in assorted disciplines in Canada and the U.S., including mathematics grades 7, 8, and 9. Sample questions are available on the site.
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Pre-Algebra
Pre-Algebra 1A
Pre-Algebra 1A is the first semester of a two-semester course designed to teach students fundamental mathematics concepts necessary for studying algebra. Students develop an understanding of integers, expressions, operations, and scientific notation by applying them in practical situations. Students will also learn to solve equations and inequalities, simplify expressions with fractions, and develop an understanding of exponents. The course makes extensive use of interactive multimedia components that combine text, audio, and video, and "Exploring Careers" module provide students with information about math-related careers. Scope and Sequence
Pre-Algebra 1B
Pre-Algebra 1B is a continuation of Pre-Algebra 1A. It provides an opportunity for students to learn additional fundamental mathematical concepts using an interactive, problem-based approach. Students develop an understanding of ratios, proportions, and percents; the Cartesian coordinate system, applying algebra to right triangles, and the Pythagorean theorem. Students will also learn about measurement, area, and volume, and develop an understanding of statistics, data analysis, and probability. Students can interact with their teacher and classmates through topic-driven discussion groups, and by completing application activities, they learn the practical value of the concepts presented in the course. Scope and Sequence
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1.2 The Commutative, Associative, and Distributive Laws
1 Use Commutative Law of Addition
2 Use Commutative Law of Multiplication
3 Use Associative Law of Addition
4 Use Associative Law of Multiplication
5 *Write Equiv Expressions Using Comm/Assoc Laws
6 *Show Equivalence Using Comm/Assoc Laws
7 Use Distributive Law to Multiply
8 List Terms in Expression
9 Use Distributive Law to Factor
2.4 Applications with Percent
1 Write Percent as Decimal
2 Write Decimal as Percent
3 Write Fraction as Percent
4 Calculate Percent of Number
5 Find Number Given Percent of Number
6 Find What Percent One Number is of Another
7 Solve Apps: Percent
8 ^Solve Apps: Percent
3.7 Point-Slope Form
1 Write Point-Slope Eqn Given Point and Slope
2 Write Slope-Intercept Eqn Given Slope, Point
3 Graph Line Given Point and Slope
4 Graph Line Expressed in Point-Slope Form
5 Know Concepts: Introduction to Graphing I
6 Know Concepts: Introduction to Graphing II
7 Know Concepts: Introduction to Graphing III
Ch. 4 Polynomials
4.1 Exponents and Their Properties
1 Multiply Expressions with Exponents
2 Divide Expressions with Exponents
3 Simplify Expression with Zero Exponent
4 Raise Term to Power
5 Raise Fraction to Power
3M-P2 Represent and analyze relationship using
tables, equations, graphs,
and describe the connections among those representations.
PO 3 Determine whether a relation is a function, given the graphical
representation.
Students will:
Identify functions and non functions
- graphically
- from ordered pairs
Recognize a domain and range of a given function
Learn to use vertical line test
Evaluate function from a different value
Students will:
Learn about different conic sections
Investigate parabola
Connect quadratic function with graph of parabola
Graph variations of quadratic functions
Learn about vertex as a minimum or maximum point of a parabola
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Description:New. Develop the confidence and sharpen the skills you need to...New. Develop the confidence and sharpen the skills you need to conquer the most feared exam of the GED Don't sweat it-McGraw-Hill's GED Mathematics will get you through the math portion of the GED with no problem! It guides you through your preparation
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... read more
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Mathematician's Delight by W. W. Sawyer "Recommended with confidence" by The Times Literary Supplement, this lively survey was written by a renowned teacher. It starts with arithmetic and algebra, gradually proceeding to trigonometry and calculus. 1943The Nature of Mathematics by Philip E. B. Jourdain Anyone interested in mathematics will appreciate this survey, which explores the distinction between the body of knowledge known as mathematics and the methods used in its discovery. 1913 editionProduct Description:
idean geometry, matrices, determinants, group theory, and related topics. 1955
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Welcome!
In this blog, you'll find a discussion of Key Techniques and how we can use them to approach various challenges that you might come across during the competition. We will start with mathematics concepts that you have learned in school, explain their applications and work through some examples. We will also look at the solutions to the bonus challenge from the previous week, and other interesting solutions that other students have sent in. Feel free to explore through the categories listed above.
Comments currently are open and not moderated. Please do not post solutions to Test Yourself questions, so that other students can benefit from the experience of working things out themselves. Questions marked with a (*) often require additional knowledge, which may be covered in another post. You may send solutions / your working to math@brilliant.org (or physics@brilliant.org), and I will review it and provide appropriate feedback. Please not that I do not discuss numerical answers, nor state the solutions to problems.
In the Brilliant interface, if you ever feel that a challenge is misstated, or a solution is unclear, don't hesitate to hit 'Request Clarification' which is located at the bottom of the challenge, and we will reply to you within 24 hours. If you are unable to read the symbols in a challenge or solution, try refreshing the page. If that doesn't work, click 'Can't read this?' and we will do our best to correct the issue. Please note that if your email address is invalid, we will be unable to communicate with you, even though we have addressed your concerns.
All the best for the Brilliant Challenge!
P.S. In order to type LaTex on the blog, you will need to type it as $_latex code $ , with the _ between $ and latex removed. Give it a try, e.g. .
I just happened to come across your blog. May I know this mathematical blog caters to which grade of singapore school syllabus? What are the minimum basic mathematical foundation a student has, in order to understand your postings?
The bare minimum for a student would be being comfortable with algebraic expressions and functions. The basic knowledge required in understanding Level 1-3 posts will be taught by secondary 1-2. This includes topics like functions, polynomials, trigonometry identities, exponentials, permutations, etc. Comfortability with mathematical proofs would be ideal, as most of the ideas extend beyond mere rote computation, and require students to apply their thinking / problem-solving abilities.
Most of these posts extend beyond textbook knowledge, so students should have some familiarity with those concepts. For example, in Completing the square, I do not derive the entire formula all over again (which is done repeatedly in school), but instead choose to present different ways that a student could use this idea.
The posts also cater to a wide variety of student abilities, and some of the Level 4-5 posts do assume a lot of mathematical knowledge. In particular, questions marked with a (*) often require knowledge beyond what has been presented within the post.
Note that the indicated Level corresponds to what a student on Brilliant.org would find challenging, and need to understand in order to improve beyond their level. A good way to start will be to determine the level on Brilliant, and then look up the corresponding posts according to the Level.
Thank you very much for details explanation. Your effort in teaching beyond classroom text is very much applauded . I hope one day children from all over will learn from you through online interactive classroom teaching. May I suggest a bridging level from upper primary level so it can spark these children interest n curiosity mind as earlier as possible to real world phenomenon problem solving rather than just dull numbers.
Certainly, we do intend to extend across a wide range of students over time. Our current focus is on students who are familiar with material introduced in Sec 3 – JC 2 (equivalent of high school Year 9-12), and as such have created the bridging gap down towards Sec 1-2 (Years 7-8). Singapore also tends to have a more advanced education syllabus, as it introduces material early and reinforces it through yearly review and addition of supplementary material. Talented primary school students would certainly find out problems engaging and interesting.
If you are referring to the weekly problems on the main site brilliant.org, then students who provided the correct numerical answers will have a random chance to submit their solutions to the problems.
If you are referring to the problems in the blog post, you can comment on the individual blog post. Note that I might retroactively edit out your solution, especially for posts which explicitly state not to submit your solution, so that other students will have a chance to work on the problems themselves.
Sir,i don't find brilliant very cmfortable these days because:
1.i can't find any discussion space these days(it was a very nyc system,so y did u remove it?)
2.in points exchange,master sessions are no more under existence(we used to learn much 4rm u and other cmpetitors)
4.points exchange lanyards are now limited to only lev. 4 and 5(y rn't u promoting equality ?
5.ebooks are being provided these days(sir, i am already using specs and sitting infrnt of the comp. for very long strains my eyes(y dnt u prvide a hardcopy of the books ?)
lastly,problem of the week column used to be fun,but now , it's no more under existence ;-(
1. The discussion space is the same, there were no changes (apart from splitting out feature requests to a separate section, since those are not really discussions).
2. There wasn't enough interest from students for the master sessions, which is why we decided to discontinue with it.
4. We want students to associate the lanyards with excellence on Brilliant.org. Students should strive to improve their capabilities.
5. It's a lot easier for us to distribute ebooks than hardcopy versions, due to various logistics. You can always print out the book. Note that you are offered and opportunity, and not forced to redeem any books.
6. Once again, we were not getting enough interest from students in physics for the Problem of the week, which is why we discontinued with it.
I truly wanted to make a rrmeak in order to appreciate you for all the nice techniques you are showing at this website. My particularly long internet investigation has now been honored with awesome concept to go over with my best friends. I would mention that most of us site visitors are very lucky to dwell in a wonderful place with so many awesome professionals with great concepts. I feel quite lucky to have seen your web pages and look forward to tons of more awesome moments reading here. Thank you once more for everything.
Sir,in the mob. version of the site,latex coded words are invisible and can't be read. Also some more errors like incomplete display,problem in claiming a dispute are often noticed.Also ,the service of sending prob. to mob. still does not work.please review these prob
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Build Algebra Understanding Using Three-Dimensional Manipulatives and the Interactive Whiteboard!
Help students master algebra concepts with a hands-on system that includes powerful instructional resources, three-dimensional manipulatives, and interactive whiteboard technology. By providing both hands-on and visual representations, Algeblocks' takes advantage of the natural link to geometry. The use of Algeblocks spatial models that represent both X and Y variables up to the third power puts the solutions to algebra at students' fingertips!
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RELATED LINKS
Math 180 - Elementary Functions – Spring 2001
MWRF 8:00 - 8:50 MC406
Instructor:
Ms. Diane Overturf
Office: MC554Telephone: 796-3656Email: Dr_O@prodigy.net
Office Hours: MWRF 9:00-9:15. Other times can be arranged by appointment.
Additional help: Individual help is also available in the Learning Center located in MC 312.You can sign up for individual tutoring at any time or drop in for homework help on Monday through Thursday from 11:00 to 11:50 and 3:10 to 4:00.
Text:
Precalculus:Functions and Graphs, eighth edition by Swokowski and Cole
Course Catalog Description:
Topics include polynomial, exponential, logarithmic, and trigonometric functions and an introduction to analytic geometry.
Core Skill Objectives:Applies the skills of planning, monitoring and evaluatingUse graphs to represent mathematical behavior.
Model problems from geometry and other disciplines using function concepts.
Attendance is essential.You are adults and mature enough to realize that in order to succeed in this class it is vital that you be here.If you cannot make it to class and have any questions, contact someone in the class or myself.You are responsible for all information given during class.Missed quizzes and exams may be made up if and only if you contact me before the quiz or exam and have a legitimate excuse.
Cheating will not be tolerated.First offense will be a zero for the particular work; a second offense will result in an F for the course.
Responsibility:
My responsibility is to help you learn the material in this class through presenting new concepts, modeling the process of solving problems, and challenging you do your best.I will do this to the best of my ability.
You will not succeed in this class if you are unwilling to put time into practicing the concepts outside of class.I encourage you to study with others and to seek a tutor if you find the material very difficult.
You are responsible for all information and assignments given during class, even if absent.
Americans with Disabilities Act:
If you are a person with a disability and require any auxiliary aids, services or other accommodations for this class, please see Wayne Wojciechowski in Murphy Center, Room 320 (796 - 3085) within ten days to discuss your accommodation needs.
Most exams will be individual exams.If a group exam is given in conjunction with an individual exam the two will be combined to form one exam grade as follows. - group exam (1/3), individual exam (2/3). Group exams will be graded similar to group assignments discussed below.
Assignments:(30%)
Individual and group assignments, for grade, will be given throughout the semester.Group assignments are to be completed as a group.Every member of the group will receive the same grade.If a member of your group is not pulling his/her weight contact me.Any student who does not actively participate in completing group assignments may be asked to complete them alone.Journal assignments: I will assign a number of related writing projects during the semester.I will collect and read your journals twice - at mid-semester and at the end of the semester.Journals will be graded on accuracy, completeness, thought put into your responses, and writing skills.
Quizzes: (10%)
Quizzes will be given at least once a week, with the possible exception of exam weeks.You will have a quiz the last day of every week (usually Friday).A pop quiz can occur any day of the week.
Final Exam:(30%)
This will be a comprehensive exam given on Friday May 11 from 9:50 to 11:50 AM.
Late Assignments and journals will be accepted up to three days late.For each day late your grade will be deducted 10 percentage points (one grade level).After three days a zero will be given for that assignment.Any extra credit assignments will not be accepted late.
Missed Quizzes and Exams: Missed quizzes and exams may be made up if and only if you contact me before the quiz or exam and have a legitimate excuse.
Schedule:
This schedule may change as we progress through the course.You will be notified of any changes.You are responsible for knowing these dates.Graded assignment due dates will be announced as they are assigned.
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Metro-East Lutheran High School was established in 1977 and is a recognized service organization of The Lutheran Church Missouri Synod.
Math Curriculum
Department Chair: Mr. Paul Thompson
Extended Algebra 1 (Part 1 and Part 2)
Prerequisites: None
Grades: 9-10
Length: Two Full Years
This course is designed to provide the student with mastery of all topics covered in a standard course of Algebra I. The pacing of this course is designed to enable the student to have an opportunity for more skills practice and teacher guided work.
Algebra 1
Prerequisites: None
Grade: 9
Length: Full Year
This course is a continuation and expansion of the concepts developed in junior high school. Topics will also include solving equations, complex equations, multi-variable equations, graphing, factoring, and an introduction to radicals and quadratics.
Geometry
Prerequisites: Algebra 1
Grades: 10-11
Length: Full Year
ThisThis more-in-depthAlgebra 2 is an in-depth continuation of the materials studied in Algebra 1 with more emphasis on the theoretical aspects of algebra as it examines the real number system. The course also touches on such topics as trigonometry, logarithms, and probability.
This course is designed to keep senior students' fundamental mathematics skills sharp by reviewing major concepts from Algebra and Geometry and thereby better preparing them for basic level college mathematics courses.
This course provides good preparation for college courses in calculus, abstract algebra and probability. The course is also designed to help facilitate the student's move to college level math courses by presenting the material in a variety of methods to best prepare the student for similar techniques and approaches in college.
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Unit 8: Generalising from patterns and sequences
Algebra Study Unit 8: Generalising from patterns and sequences is for teachers or groups of teachers in secondary schools who are considering their teaching of algebra. It examines some ways of using patterns and sequences to help pupils to generalise.
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Find millions of documents on Course Hero - Study Guides, Lecture Notes, Reference Materials, Practice Exams and more.
Course Hero has millions of course specific materials providing students with the best way to expand
their education.
The Sun: Part IThe sun is a "typical" star. By studying it in detail, we can gain insights into the nature of other stars. Diameter: 1.4 million km (~100 earth diameters) Mass: 1.99 x 1030kg = 332,000 earth masses Surface temperature: 5774K AveWeek 1 (due April 8) 1. As was explained during the winter quarter, to any line bundle (complex vector bundle of rank one) on a manifold M one can associate its rst Chern class which takes values in H 2 (M, Z), and two line bundles are isomorphic if
1Week 7 - Epsilon expansionI. WORKING WITH THE PATH INTEGRALIn order to get some practice before we plunge into the Gaussian approximation let us carry out two quick calculations using the complete path integral formulation: Correlations, and sp
[mex53] Stability of circular orbits Consider a particle of mass m and angular momentum subject to a central force F (r) = -V (r). (a) Show that the condition for the existence of a circular orbit at radius R is F (R)+ 2/mR3 = 0. (b) Show that the st
[mex23] Pendulum under forced rotation Consider a pendulum consisting of two masses m1 and one mass m2 connected by four rods of negligible mass and length L. Mass m2 is constrained to move along the vertical axis. The masses m1 are forced to rotate
MCS 320Introduction to Symbolic ComputationSpring 20037. Signal Processing in MATLABWe have seen how to t data with polyt and how to design shapes with spline. In this lecture we cover another way to deal with approximate data, which is partic 563 Spring 2009Analytic Symbolic ComputationFriday 20 MarchSparse InterpolationInterpolation is a classic numeric-symbolic algorithm, used to nd polynomial representations of factors. The main source for this lecture is [2]. As application
Math 535 Homework 8 Due Friday, April 10 Read Chapter 4 5 and Chapter 5 1. You are encouraged to work on all of the exercises in the text, but you only need to turn in the following problems. 1. Compute the following residues: (a) Res1 z5 1 -1 (b) Re
When is f useful?S. R. Kulkarni August 1, 2007 (some modications since then) Further modication on 4 June 2005 (5)Abstract Instruments usually measure the photon rate or power over a bandpass and from which we can extract the power per unit area pe
Optical ManipulationAndrew Burke ELE 382 11/13/2006Recently there have been advances in the technology involved with sight, thought, and image capturing. This presentation and a topic I would like to work on is Optical Manipulation. Blindness is ca
EndoSure AAA Wireless Pressure Measurement System Irving Azor Biomedical/ Electrical Engineering University of Rhode IslandIn the age of new technology and medical devices, it is found that smaller is better. An example of recent micro technology
CATERINGPlease fax your order to us at 312-413-5617.Fax Order FormUIC SIGNATURE CATERING SERVED LUNCHPhone Delivery Date / / Email Address Fax#While we request 10 business days notice for all catering orders, we can cater to your last-minute
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MAT 098
BASIC MATHEMATICS
0, 0/0 Computer-based instruction presentation. Information is presented primarily by computer program with instructor intervention. Instructor interacts with the program by evaluating pre-tests and placing students appropriately in the course continuum. Students are encouraged to complete the entire course of study, but may exit the course when they achieve a score at or above the minimum competency exam. One hour per week attendance is required.
MAT 103
INTRODUCTION TO CONTEMPORARY MATHEMATICS
3, 3/0; MQIF Some of the greatest achievements of mathematical thought, highlighting the beauty and creativity of these ideas. Topics include Fibonacci numbers, the golden rectangle, estimation, comparing infinities, fractals, the Pythagorean Theorem, the five platonic solids, and selected topics from probability and statistics. Designed for liberal arts majors who do not plan on taking further math courses.
MAT 110
INTERMEDIATE COLLEGE ALGEBRA AND TRIGONOMETRY
3, 3/0 Prerequisite: Three years of Regents high school mathematics or equivalent. Concepts and skills in intermediate algebra and right-triangle trigonometry. Includes equations, inequalities, polynomials, exponents, radicals, logarithms, systems of equations, functions, and trigonometry of the right triangle.
MAT 114
FUNCTIONS AND MODELING
3, 3/0; MQIF Prerequisite: Three years high school mathematics or equivalent. Describe and explore real-world functions, data, and phenomena through graphic, numeric, symbolic, and verbal representations. Use elementary functions (linear, polynomial, power, and exponential) to investigate and analyze applied problems (supported by the use of appropriate technology).
MAT 121
ELEMENTARY MATHEMATICS FROM AN ADVANCED STANDPOINT I
3, 3/0 Prerequisite: Three years of Regents high school mathematics or equivalent. Problem solving, elementary set theory, whole numbers, introductory probability, beginning geometry, number theory, using computers.
MAT 124
FUNCTIONS AND MODELING II
3, 3/0 Prerequisite: MAT 114 with a minimum grade of C, or equivalent. A precalculus course designed for students who have completed a minimum of three years of New York State Regents high school mathematics or the equivalent. Topics include analysis of polynomial, rational, exponential, logarithmic, and trigonometric functions from graphical, symbolic, numerical, and verbal perspectives, with an emphasis on modeling and applications of those functions in real-world contexts. No credit given to students who have previously completed MAT 126 or MAT 161 or equivalent.
MAT 126
APPLIED CALCULUS I
4, 4/0; MQIF Prerequisite: MAT 124 with a minimum grade of C, or equivalent. Intuitive introduction to differential and integral calculus. Analysis of functions, derivatives of algebraic, exponential, ad logarithmic functions; applications of the derivative; antiderivatives of simple algebraic, exponential and logarithmic functions, area and the fundamental theorem of calculus. Graphical, symbolic, numerical, and verbal representations are used for all topics. Designed for students majoring in disciplines that use calculus as a tool. No credit given to students who have previously completed MAT 161 or equivalent.
MAT 127
APPLIED CALCULUS II
4, 4/0 Prerequisite: MAT 126 with a minimum grade of C or equivalent. Continuation of MAT 126. Techniques of integration; applications of integration; introduction to differential equations, including separation of variables, firstorder linear equations, and their applications; Taylor polynomials; Newton's method; partial derivatives; and optimization of functions of two and three variables. Graphical, symbolic, numerical, and verbal representations are used for all topics. Designed for students majoring in disciplines that use calculus as a tool. Credit issued for either MAT 127 or MAT 162 (or equivalents), but not for both.
MAT 161
CALCULUS I
4, 4/0; MQIF Prerequisite: MAT 124 with a minimum grade of C, or equivalent. Corequisite: MAT 163. Graphic, symbolic, and numeric representation and analysis of functions; limits; continuity; derivatives and antiderivatives of algebraic, trigonometric, exponential, and logarithmic functions; applications of the derivative and antiderivative. Appropriate for math majors and students in partner disciplines requiring understanding of fundamental principles of calculus, with emphasis on deductive reasoning and proof.
MAT 162
CALCULUS II
4, 4/0 Prerequisite: MAT 161 with a minimum grade of C, or equivalent. Corequisite: MAT 164. Area accumulation functions, definition of the definite integral, fundamental theorem of calculus, integration techniques, applications of integrals, improper integrals, sequences and series, function approximation. Graphic, symbolic, and numeric representations are used throughout the course. Appropriate for math majors and students in partner disciplines requiring understanding of fundamental principles of calculus, with emphasis on deductive reasoning and proof. Credit issued for either MAT 127 or MAT 162 (or equivalents), but not for both.
MAT 163
USING TECHNOLOGY TO EXPLORE CALCULUS I
1, 1/0 Prerequisite or corequisite: MAT 161 or equivalent. Exploration of Calculus I using a programmable graphing calculator.
MAT 304
GAMES AND LINEAR PROGRAMMING
3, 3/0 Prerequisite: Three years of Regents high school mathematics. Elementary techniques for finding optimal choices among game strategies and in linear programming problems using the fundamental minimax theorem and the simplex method. Applications in such areas as business, industry, economics, social sciences, and behavioral sciences. Not open to mathematics, applied mathematics, or mathematics education majors.
MAT 306
PROBLEM SOLVING IN BASIC
3, 3/0 Prerequisite: Three years of Regents high school mathematics. Introduction to the mathematical uses of computers in today's society. Background; typical uses; writing programs to solve problems in number theory, geometry, finance, and algebra; mathematical games; sorting. Not applicable toward mathematics major requirements.
MAT 404
APPLICATIONS OF LINEAR ALGEBRA
3, 3/0 Prerequisites: MAT 202, MAT 263, MAT 264. Selected applications of linear algebra to diverse fields, such as biology, economics, and ecology, as well as to other areas of mathematics, like curve fitting, geometry, and numerical analysis. The theory of eigenvalues/eigenvectors is developed and applied to such areas as genetics, population growth, demography, conic sections, differential equations, and recursive sequences.
MAT 490
SEMINAR
3, 3/0 Prerequisite: Senior mathematics major or permission of instructor. Investigation of topics of current interest to mathematicians, such as group theory; game theory; differential geometry; measure theory; sampling theory. Emphasis on oral presentations and discussions.
MAT 491
CAPSTONE RESEARCH IN MATHEMATICS
3, 3/0 Prerequisites: MAT 301 or MAT 417, senior status or permission of instructor. Independent research under the direction of the instructor. Composition of a research paper and presentation of results at a seminar for faculty and students.
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College Algebra
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Free Online Tutoring for Algebra The advantage of our online algebra tutoring session is that you can connect with a tutor at any time and get personalized attention at a fraction of what a learning centre wil cost you. Also, you don't have to waste time in travel since you study from the comfort of home. Enrol and Get algebra help for free now! Below are the merit points of our online tutoring program: * Expert tutors * 24/7 live tutor available * Sharing whiteboard facility * Usage of VoIP * Free demo session Read More on algebra 2 help
Topics Covered in Algebra Given below are some of the main topics covered in our Algebra Tutorial: * Algebraic equations * Linear equations * Radicals * Factoring polynomials * Inequalities Besides these main topics, there are other topics that are covered in the tutorial. Gain Knowledge of al these topics with an expert tutor now! Read More on algebraic expressions
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Apple MacSingle Single User for Apple Mac. Software is supplied by download link.
Autograph Activities: Teacher Demonstrations for 16-19
The fifteen teacher demonstrations will allow you dynamically to introduce, review, extend or illustrate important topics or concepts in ways not previously possible. They are intended for use on an interactive whiteboard or by means of a digital projector.
The demonstrations are presented in an easy to follow, step-by-step manner, complete with full colour screenshots, suggested questions and prompts, thus allowing even a first time user to feel confident enough to deliver them.
Topics covered include: Introducing Volumes of Revolution; Discovering the Chain Rule; and Things to Watch Out For when Integrating.
This book will unlock the wonders of Autograph, and one thing is for sure: you will never teach these topics in the same way again.
£25, by C N Barton
Autograph Activities: Students Investigations for 16-19
Autograph is an excellent tool for investigation, and mathematics is at its strongest and most appealing when students can embark upon such journeys of self-discovery.
The ten activities are designed to allow students to fully utilise Autograph's power to explore, investigate and ultimately understand concepts at a depth which the normal classroom setting would not allow.
Areas covered include vectors, differentiation, integration and trigonometry.
Students are equipped with the tools to learn and then encouraged to set off alone on their epic quest for answers.
Both books come with a CD with support material for each chapter and a 30-day trial of Autograph.
£25, by C N Barton, 2009
There's also a discount bundle of 5 of each book for £160.15.00 excl Vat
Price:
£18.00 inc Vat
A total of 108 items are available. You are currently viewing page 1 of 11.
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Catalog Record: A new and easy introduction to the mathematics; containing, I. A system of theoretical and practical arithmetic II. Rules for the mensuration of superfices and solids III. Rules for solving a number of useful and interesting mathematical, philosophical, and chronological problems. IV. A collection of interesting mathematical questions for exercise. V. Useful tables, &c. Designed for the use of schools, academies, and private learners | Hathi Trust Digital Library
Tools
A new and easy introduction to the mathematics;
containing,
I.
A system of theoretical and practical arithmetic
II.
Rules for the mensuration of superfices and solids
III.
Rules for solving a number of useful and interesting mathematical, philosophical, and chronological problems.
IV.
A collection of interesting mathematical questions for exercise.
V.
Useful tables, &c. Designed for the use of schools, academies, and private learners.
By Ira Wanzer
|
College Algebra
Embed or link this publication
Description
Get your free algebra tutoring now! Algebra is an interesting area of Math that requires a proper understanding
of the basics. Learn it online with TutorVista's team of highly qualified and experienced online algebra tutors.
Our tutors provide you help
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p. 1
college algebra get your free algebra tutoring now algebra is an interesting area of math that requires a proper understanding of the basics learn it online with tutorvista s team of highly qualified and experienced online algebra tutors our tutors provide you help from basic to advance concepts college algebrais not easy to deal with but our experts makes it simple and easy to understand for you get your help now and gift yourself a quality learning free online tutoring for algebra the advantage of our online algebra tutoring session is that you can connect with a tutor at any time and get personalized attention at a fraction of what a learning centre will cost you also you don t have to waste time in travel since you study from the comfort of home enroll and get algebra help for free now below are the merit points of our online tutoring program expert tutors 24/7 live tutor available sharing whiteboard facility usage of voip free demo session learn more about college algebra help
p. 2
topics covered in algebra given below are some of the main topics covered in our algebra tutorial algebraic equations linear equations radicals factoring polynomials inequalities besides these main topics there are other topics that are covered in the tutorial gain knowledge of all these topics with an expert tutor now free college algebra help our online tutoring covers all grades and levels right from the middle and primary school to college level college students benefit greatly from our personalized algebra help where they can work one-on-one with a tutor and pace the lessons depending on their schedule you can also take a demo session by connecting to an expert tutor to get free help for all grades and also college algebra read more on college algebra problems
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A
great deal of important mathematics happens "inside the
box"
on sheets of graph paper. Unfortunately, many students have
difficulty recognizing that the relationships they master on
paper also apply to larger contexts.
In
this activity, students first program the Pointer Plane with
a mathematical function that aims the laser beam at any
point (x,y) in the first and fourth quadrants of the graph
paper.
They
next
extend
their function to work on another graph in which the pointer
is located away from the origin. They extend their function
further to objects beyond the graph paper, and they make the
function dynamic--designing a function which will scan the
laser beam from one location (such as the rock at x1)
to another location (such as the figure at x2).
The
system can be extended still further, for example designing
a function to make the beam follow a cart as it
accelerates down an inclined plane or follow an oscillating
mass on the
the end of a spring. With the addition of a Motion Detector,
the beam can even be programmed to follow a person who walks
across the front of the classroom.
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The 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 text.
B-1 Geometric Formulas
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The essential guide to MATLAB as a problem solving tool This text presents MATLAB both as a mathematical tool and a programming language, giving a concise and easy to master introduction to its potential and power. The fundamentals of MATLAB are illustrated throughout with many examples from a wide range of familiar scientific and engineering areas, as well as from everyday life. The new edition has been updated to include coverage of Symbolic Math and SIMULINK. It also adds new examples and applications, and uses the most recent release of Matlab.
Audience First time users of Matlab. Undergraduates in engineering and science courses that use Matlab. Any engineer or scientist needing an introduction to MATLAB.
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A no-nonsense, practical guide to help you improve your algebra skills with solid instruction and plenty of practice, practice, practice. Practice Makes Perfect: Algebra presents thorough coverage of skills, such as handling decimals and fractions, functions, and linear and quadratic equations. Inside you will find the help you need for boosting your... more...... more...
Don't be tripped up by trigonometry. Master this math with practice, practice, practice!
Practice Makes Perfect: Trigonometry is a comprehensive guide and workbook that covers all the basics of trigonometry that you need to understand this subject. Each chapter focuses on one major topic, with thorough explanations and many illustrative examples,... more...
Take it step-by-step for pre-calculus success!. The quickest route to learning a subject is through a solid grounding in the basics. So what you won't find in Easy Pre-calculus Step-by-Step is a lot of endless drills. Instead, you get a clear explanation that breaks down complex concepts into easy-to-understand steps, followed by highly focused ASVAB AFQT—without ever breaking a sweat! First, you'll determine exactly how much time you First, you'll determine exactly how much... more...
The easy way to prepare for officer candidate tests Want to ace the AFOQT, ASVAB or ASTB? Help is here! Officer Candidate Tests For Dummies gives you the instruction and practice you need to pass the service-specific candidate tests and further your military career as an officer in the Army, Air Force, Navy, Marine Corps, or Coast Guard. Packed
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This course covers plane and solid geometric topics. The curriculum includes formal proofs through deductive and inductive reasoning, congruency, perpendicularly, parallelism, similarity, inequalities, and area of polygons, volumes of three-dimensional solids, angle measures and extensive work with cubes.
This is a rigorous course in plane, solid, and coordinate geometry designed for the outstanding math student. There is an emphasis on proofs, using deductive and inductive reasoning. The course develops concepts in depth and deals with extensive applications of modern geometry.
The purpose of this class is to provide an Honors level alternative for seniors. Statistics Honors will introduce students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. There are four broad conceptual themes to this course:
1) Exploring Data: Describing patterns and departures from patterns
2) Sampling and Experimentation: Planning and conducting a study
3) Anticipating Patterns: Exploring random phenomenon using probability and simulation
4) Statistical Inference: Estimating population parameters and testing hypotheses
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