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Be sure to read
the Mathematics Department Policies. There
is some very important
information there (such as our policies on exams, what to do if you
cannot come to class, etc.)
Make sure you
include your name, contact information, etc. on the syllabus above.
You can implement your own homework policies, statements on
classroom behaviors, dropping a score, grading standards, etc. Be sure to review the
entire document before you print and distribute it to your class.
Please send your syllabus
to [email protected]
prior to the beginning of the semester. Also, use this address to
send your exams. Any questions/concerns should be addressed there as
well.
Unlike some
other coordinated courses, there is no common final in this course. You
write (and grade) your own final examination.
Below are some
specific guidelines. Please contact me in advance if you deviate
significantly from these.
Here are
the department guidelines regarding tests:
No take-home
exams
No Scantron (machine-gradable) exams
No notes for exams
No make-up exams are recommended. (You can either drop the lowest
test score or replace it with the final exam's score).
You
should also outline the method you use to assign grades. Students should
have a clear understanding of how their grade is calculated. It is
suggested you use the following scale. Let x be the student's overall
percentage.
Grade
if
A
x is at least 90%
B
x is in [80%, 90%)
C
x is in [70%, 80%)
D
x is in [60%, 70%)
F
x is in [0%, 60%)
The
syllabus must
contain student learning outcomes (SLOs). You can find them in the
sample syllabus above. The SLOs will be used as a measure of what our
students are learning in each class. We have started to assess SLOs in
all classes.
If you
need any books or supplementary materials, contact me. If you are not
planning to teach this course again next semester, please return your
books and materials to me before the break. |
Algebra I
COURSE DESCRIPTION
Algebra I is one of the most critical courses that students take in high school. Not only does it introduce them to a powerful reasoning tool with applications in many different careers, but algebra is the gateway to higher education. Students who do well in algebra are
better prepared for college entrance exams and for college in general, since algebra teaches them how to solve problems and think abstractly—skills that pay off no matter what major they pursue.
Because algebra involves a new way of thinking, many students find it especially challenging. Many parents also find it to be the area where they have the most trouble helping their high-school-age children. With 36 half-hour lessons, Algebra I is an entirely new course developed to meet both these concerns, teaching students and parents the concepts and procedures of first-year algebra in an easily accessible way. Indeed, anyone wanting to learn algebra from the beginning or needing a thorough review will find this course an ideal tutor.
Conquer the Challenges of Learning Algebra
Taught by Professor James A. Sellers, an award-winning educator at The Pennsylvania State University, Algebra I incorporates the following valuable features:
Drawing on extensive research, The Great Courses and Dr. Sellers have identified the biggest challenges for high school students in mastering Algebra I, which are specifically addressed in this course.
This course reflects the latest standards and emphases in high school and college algebra taught in the United States.
Algebra I includes a mini-textbook with detailed summaries of each lesson, a multitude of additional problems to supplement those presented in the on-screen lessons, guided instructions for solving the problems, and important formulas and definitions of terms.
Professor Sellers interacts with viewers in a one-on-one manner, carefully explaining every step in the solution to a problem and giving frequent tips, problem-solving strategies, and insights into areas where students have the most trouble.
As Director of Undergraduate Mathematics at Penn State, Professor Sellers appreciates the key role that algebra plays in preparing students for higher education. He understands what entering college students need to have mastered in terms of math preparation to launch themselves successfully on their undergraduate careers, whether they intend to take more math in college or not. Professor Sellers is alert to the math deficiencies of the typical entering high school graduate, and he has developed an effective strategy for putting students confidently on the road to college-level mathematics.
Whatever your age, it is well worth the trouble to master this subject. Algebra is indispensible for those embarking on careers in science, engineering, information technology, and higher mathematics, but it is also a fundamental reasoning tool that shows up in economics, architecture, publishing, graphic arts, public policy, manufacturing, insurance, and many other fields, as well as in a host of at-home activities such as planning a budget, altering a recipe, calculating car mileage, painting a room, planting a garden, building a patio, or comparison shopping.
And for all of its reputation as a grueling rite of passage, algebra is actually an enjoyable and fascinating subject—when taught well.
Algebra without Fear
Professor Sellers takes the fear out of learning algebra by approaching it in a friendly and reassuring spirit. Most students won't have a teacher as unhurried and as attentive to detail as Dr. Sellers, who explains everything clearly and, whenever possible, in more than one way so that the most important concepts sink in.
He starts with a review of fractions, decimals, percents, positive and negative numbers, and numbers raised to various powers, showing how to perform different operations on these values. Then he introduces variables as the building blocks of algebraic expressions, before moving on to the main ideas, terms, techniques, pitfalls, formulas, and strategies for success in tackling Algebra I. Throughout, he presents a carefully crafted series of gradually more challenging problems, building the student's confidence and mastery.
After taking this course, students will be familiar with the terminology and symbolic nature of first-year algebra and will understand how to represent various types of functions (linear, quadratic, rational, and radical) using algebraic rules, tables of data, and graphs. In the process, they will also become acquainted with the types of problems that can be solved using such functions, with a particular eye toward solving various types of equations and inequalities.
Throughout the course, Professor Sellers emphasizes the following skills:
Using multiple techniques to solve problems
Understanding when a given technique can be used
Knowing how to translate word problems into mathematical expressions
Recognizing numerical patterns
Tips for Success
Algebra is a rich and complex subject, in which seemingly insurmountable obstacles can be overcome, often with ease, if one knows how to approach them. Professor Sellers is an experienced guide in this terrain and a treasure trove of practical advice—from the simple (make sure that you master the basics of addition, subtraction, multiplication, and division) to the more demanding (memorize the algebraic formulas that you use most often). Here are some other examples of his tips for success:
Learn the order of operations: These are the rules you follow when performing mathematical operations. You can remember the order with this sentence: Please Excuse My Dear Aunt Sally. The first letter of each word stands for an operation. First, do all work in parentheses; then the exponents; then multiplication and division; finally, do the addition and subtraction.
Know your variables: It's easy to make a mistake when writing an algebraic expression if you don't understand what each variable represents. Choose letters that you can remember; for example, d for distance and t for time. If you have sloppy handwriting, avoid letters that look like numbers (b, l, o, s, and z).
Use graph paper: You'll be surprised at how the grid of lines encourages you to organize your thinking. The columns and rows help you keep your work neat and easy to follow.
Pay attention to signs: Be very careful of positive and negative signs. A misplaced plus or minus sign will give you the wrong answer.
Don't mix units: If you are using seconds and are given a time in minutes, make sure to convert the units so they are all the same.
Simplify: Straighten out the clutter in an equation by putting like terms together. Constants, such as 7, -2, 28, group together, as do terms with the same variable, such as 3x, x, -10x. Then combine the like terms. Often you'll find that the equation practically solves itself.
Balance the equation: When you perform an operation on one side of an equation—such as adding or subtracting a number, or multiplying or dividing the entire side by a quantity—do the exact same thing to the other side. This keeps things in balance.
Above all, check your work! When you have finished a problem, ask yourself, "Does this answer make sense?" Plug your solution into the original equation to see if it does. Checking your work is the number one insurance policy for accurate work—the step that separates good students from superstar students.
By developing habits such as these, you will discover that solving algebra problems becomes a pleasure and not a chore—just as in a sport in which you have mastered the rudiments and are ready to face a competitor. Algebra I gives you the inspirational instruction, repetition, and practice to excel at what for many students is the most dreaded course in high school. Open yourself to the world of opportunity that algebra offers by making the best possible start on this all-important subject.
LECTURES
36Lectures
Professor Sellers introduces the general topics and themes for the course, describing his approach and recommending a strategy for making the best use of the lessons and supplementary workbook. Warm up with some simple problems that demonstrate signed numbers and operations.
Continue your study of math fundamentals by exploring various procedures for converting between percents, decimals, and fractions. Professor Sellers notes that it helps to see these procedures as ways of presenting the same information in different forms.
Continuing your exploration of rational expressions, try your hand at multiplying and dividing them. The key to solving these complicated-looking equations is to proceed one step at a time. Close the lesson with a problem that brings together all you've learned about rational functions.
Examine the distinctive graphs formed by rational functions, which may form vertical or horizontal curves that aren't even connected on a graph. Learn to identify the intercepts and the vertical and horizontal asymptotes of these fascinating curves.
Pattern recognition is an important and fascinating mathematical skill. Investigate two types of number patterns: geometric sequences and arithmetic sequences. Learn how to analyze such patterns and work out a formula that predicts any term in the sequence
The Pennsylvania State University
Ph.D., The Pennsylvania State University
Dr. James A. Sellers is Professor of Mathematics and Director of Undergraduate Mathematics at The Pennsylvania State University. He earned his B.S. in Mathematics from The University of Texas at San Antonio and his Ph.D. in Mathematics from Penn State.
In the past few years, Professor Sellers has received the Teresa Cohen Mathematics Service Award from the Penn State Department of Mathematics and the Mathematical Association of America Allegheny Mountain Section Mentoring Award.
More than 60 of Professor Sellers's research articles on partitions and related topics have been published in a wide variety of peer-reviewed journals. In 2008, he was a visiting scholar at the Isaac Newton Institute at the University of Cambridge.
Professor Sellers has enjoyed many interactions at the high school and middle school levels. He has served as an instructor of middle-school students in the TexPREP program in San Antonio, Texas. He has also worked with Saxon Publishers on revisions to a number of its high-school textbooks. As a home educator and father of five, he has spoken to various home education organizations about mathematics curricula and teaching issues.
VIDEO OR AUDIO?
This course features more than 3,000 visual elements, including step-by-step diagrams, graphs, animations, and on-screen text. |
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.
Case Study LOCATION OF A SOLID WASTE TREATMENT FACILITYThe City Council of Townsville has hired your analysis team to determine the best location for a new solid waste treatment facility. The facility will use trucks to pick up the waste from each
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EPD155 Critical Reading Assignment #11Critical Reading QuestionsRead the article and address the following in your response: Audience: to whom is the author directing his remarks? Purpose: what does the author hope will happen? Organization: how
C h a p t e r11MONEY, INTEREST, REAL GDP, AND THE PRICE LEVEL*Key ConceptsThe Demand for Money Four factors influence the demand for money: The price level An increase in the price level increases the nominal demand for money. The interest
MINIMAT TUTORIAL Joel Robbin June 92 The purpose of this tutorial is to give you a feeling for how MINIMAT interacts with the user and what it can do. The tutorial is not intended to be a definitive account1 of anything: MINIMAT's commands are explai
Before you start, look through the list and identify what each problem is testing (for example, exercise (2) is a partial derivative problem). Then do them in the order that will best help you review. 1. Find the derivative of y = xex4 +3x+ 1 . |
8th Grade Algebra I - Mrs. Loch
Welcome to my website which is designed to inform you of the procedures, events, and learning activities for the 2012-2013 school year.
My name is Mrs. Loch and I am the Math teacher for the 8th grade Red Team.
This year 8th grade students will gain knowledge in the areas of number sense, geometry, expressions and equations, functions, statistics and probability. This course introduces students to the fundamentals of algebraic concepts. Students will begin to explore patterns, relations, and functions. They will learn to represent and analyze mathematical situations using algebraic symbols and graphing in preparation for high school. The course will emphasize problem-solving strategies and incorporate applications to real world situations while aiding students in becoming 21st century learners.
This year we will be utilizing the "Flipped Classroom" concept. Students will watch instructional videos at home at their own pace. Class time will be spent communicating with peers and the teacher in discussions about the video, completing practice problems related to the topic, and doing interactive activities to illustrate the concept. For more information regarding the "Flipped Classroom," see "What is the Flipped Classroom?" in the document section to the right.
For valuable information regarding algebra class, assignments, or to see what we have coming up in class, please view the content below or the links listed in the "classroom pages" section to the right. |
Early Career Profiles:
Recent bachelors-level graduates in the mathematical sciences
Name:
Tracy Stone Johnston
Undergraduate
school: Northeastern StateUniversity
Position:
Mathematics Educator
Company:
Eagle-SagonalIndependentSchool
Industry
Sector: Education
What she does:
Tracy Stone Johnston is a first year
professional teacher for Eagle-SagonalIndependentSchool.She currently teaches eighth grade
Pre-Algebra and Honors Algebra I classes.Tracy
works to instill in young people not only the ability to solve math
problems, but the importance of math in their lives as well.
Math on the job:
In
general the math skills Tracy
uses in her job are basic math, algebra, and geometry.Of course, averaging and normalizing
scores is a big part of her paper work.Tracy
found many of the projects she was involved with during her internships
interesting, but her favorite dealt with proportions and scale.The class was split up into small groups
and was told to take accurate measurements ofa Barbie doll.Through the lesson, the students not
only learned how to use scale and proportion, but they also learned just
how unrealistic Barbie is.
Tracy's background:
Tracy graduated from NortheasternStateUniversity with a
B.S. degree in Secondary Mathematics Education in December, 2004.She says that she will be calling upon
all the math skills she has acquired through both school and 20 years of
tutoring.When asked what other
skills are needed, she simply said, "There are too many to
name."
Advice for students:
Her
very important advice to leave with any high school or college student
interested in pursuing mathematics is to "hang in there and form
study groups whenever possible.Do
your best to really understand the material that is being presented
because it is more important to learn than to make an A." |
Excellent resource for the class! I like your style and I'm interested in your products and store! I'm your new follower! You can visit my store and leave a comment if you wish! hugs and Happy Easter! Hernan
This lesson is the introduction to a unit on Functions for Algebra 2 Honors students. The lesson is taught at the beginning of the school year when students may not be quite prepared for the rigor of Algebra 2 Honors. It is just a general review of the basic vocabulary that will be needed throughout the unit. While we may think the lesson is touching only at the surface, students continue to struggle throughout the school year with domain, range, and function notation.
It is interesting to discuss the ideas of continous domains and discrete domains for Example #3 and the idea that function notation indicates the coordinate. Both of these ideas are introduced to students in this textbook here and the understanding continues to grow through the next two courses. I would be glad to send you another lesson for your dissatisfaction. Contact me at [email protected]
no, you can teach the lesson by just placing the Foldable under a document camera. I use a wireless slate and the smart notebook software. This way I can use the lesson repeatedly and write on the smart lesson fresh each class. I believe there are other ways that smart software can display. possibly with an iPad and splashtop software. you might ask a tech person in your school.
May 21, 2013
Julie Larsen re: ALG 2 UNIT: Sequences and Series FOLDABLES ONLY
The quality of the notes is great. My big question is...how do I tell which is page 1, 2, 3, etc. It seems essential in order to copy the pages correctly to make the foldable. I can figure some out based on the example numbers, however, is the Arithmetic Sequences with the vocab page 1, 2, etc. What page number is the Arithmetic sequences with the formulas?
The foldable was created in order. If your printer copies on two sides, you can choose to flip them on the short side and they copy double sided in the correct order. The vocabulary is always the first or front page and the side with the blank sheet on the third page of the document will be the last sheet or page 8 on the foldable. My students glue this blank page into their composition books to save them in order of their textbook lessons. In this particular lesson, the formulas appear on the 5th page of the foldable. If you need more assistance, you can email me at [email protected]
You might think this is a crazy question, but I am trying to figure out something. On problem B, which has 2Z + B = ____, if you only have say 6 brown or Z M&M's, how are you showing the 2 times Z with the M&M's? My husband and myself are both math teachers and we are trying to use this lesson as a dynamic lesson in an 8th grade math classroom. We love the idea. Thank you! my email is [email protected] or [email protected]
Amy, If I understand your question correctly, I think you mean since Z=Brown M&M's and B=Blue M&M's if you have 6 brown the question in the B prompt has two equations 2Z + B = ___ and Z-B = ____.
Students would write 2Z + B = 6 and Z-B=6.
Now, say that the students bag had only 3 blue M&M's, and had 6 brown M&M's. Their system would now read2Z+B=9 and Z-B=3. When students use substitution method or elimination method, they will get Z=6 and B=3 for the answer if their algebra is correct. Hope this helps.
Yes, each lesson has a full answer key. Whether you purchase the single lesson or the set of handouts only or Smartboard Lessons only, each has the answer key provided.
April 7, 2013
mhilvert
I recently bought the Families of Functions Foldable book and am having a hard time figuring out how to put it together correctly. Do you have any suggestions? Everytime I put it together the 'summary of transformations' page is between #5/6 and #7/8?
Thanks
I have uploaded a more detailed assembly directions for you which shows the layout for printing. You can see this free document at Foldable Assembly Directions.
If you still have trouble, please let me know. Thanks.
My colleague and I bought this unit but we are having a hard time with the foldables. I've created this type of booklet before. I tried to create yours several times but the pages are all out of order. The question I have is about the copies. Is there a certain way these need to be copied?
Yes, the copies should be double sided. If you have a printer that prints on both sides of the paper, you can choose to flip the paper on the short side to create the proper order. If you print the four pages single-sided and us a copy machine, orient the pages so that page 1 and page 3 are up and pages 2 and 4 are down. I will send you a snapshot personally, if you will send me your email address. I'm sorry you are having difficulty. pre-calculus and calculus threeThat's a good question. I use Smart Notebook 11 software to write my lessons for display. They are shared with my students through a projector but I use an wireless slate in order to teach the lessons "Live" to my students. The smart file that I sell is a blank document. You need to have the ability to work the problems on some wireless writing tablet. There are many that are compatible with Smart Technology products. I don't believe just a projector will work for this product. You can purchase the foldables only for this unit and write on that document under your document camera to display through the projector. If this is confusing, ask an "IT" person at your school. Unless you have a wireless tablet it would waste your money.
Thanks,
Jean Adams
Hi Chris,
Thanks for the vote on my clean writing style. Yes, I do sell the whole Quadratics Unit as a set. You can purchase the Foldables only at or Smart Notes only, as well.
My students buy a small composition book at the beginning of the school year. The last page of each Foldable is blank so they apply glue and glue them into their book each day. I have some students who work their homework after each lesson in the composition book. They use two books each year in that case. Then, I have some students who store their lessons in a Gallon-Sized Zip-Lock Bag. I really see "ownership" in what they do by the way they protect each document and never want me to skip any example.
Hi Amy,
Yes they will. I've got three more to finish. Hopefully, today. There are nine in all. I got behind with Thanksgiving and Christmas. Sorry. I know you are waiting. I'm working on them now.
Thanks for your loyalty.
Jean
Yes, it should include 5 documents, a cover page, the foldable as a PDF file, the Final notes as a PDF File, the SmartBoard Lesson, and direction for making the foldable. I'll repost the files for you. Sorry for the inconvenience.
Thanks for letting me know.
Jean Adams
Is it intended that the section of student notes on Extrema on an Interval is missing some information and examples that are in the filled in teacher version? The other units I have purchased matched up exactly to one another...
I'll check into that for you. Thanks for the watchful eye.
Jean
Yes Amy, Actually my students had a difficult time with this idea last year. They forgot to check the endpoints, so we went back to the notes, revisited the procedure, thought about a few "What if" situations, and I just left that in the presentation to give a little extra while we talked and taught the lesson. So it is intentional.
November 26, 2012
mkesselman re: Blank Unit Circle Small
You have an extra degree symbol at both 90 degrees and at 270 degrees.
Two questions: The file '4 Real Zeros of Polynomial Functions Cover.pdf' is generating an error message from Adobe that the file is damaged and cannot be repaired.
What program is needed to open the file with the 'notebook' extension? Is this a SmartBoard file?
Yes, the *.PDF file was corrupt. I have uploaded a version that should work now. Please let me know if it doesn't.
The notebook extension is a SmartNotebook 11 document. You can open with a Smart Notebook 11 software, and I believe it is compatible with Prometheus products also. I personally use my presentation files only with the Smart Airliner Wireless slate.
No, I don't. I have a Smart Airliner Wireless Slate. It costs about $200 and allows me to walk around my room. I actually had an older model of SmartBoard and gave it up when the Wireless slate came out about 3 years ago. I love it. I'm no longer tied to the front of the classroom. Even my students can write on the slate from their seats. The software SMART NOTEBOOK 11 is a separate item, I write the lessons with that software and use the slate to teach the lesson.
Jean,
I cannot get the Using Linear Models flipchart to open, the PDF's will open, and I have no problem opeining any other flipcharts. Is there any way you can email me the flipchart, my email is [email protected].
Thanks.
Amy,
I have the whole year available, but I'm currently uploading one unit at a time. There are seven total units. My future plans are to offer the entire year as a bundle, but that is in the future. I'm glad that you like my lessons and appreciate your positive feedback. I will definitely offer the entire year at a reduced price, just not sure what that will be at the present time.
Jean
Hi Layla,
When we have open house, I use a quick lesson on making a foldable with my parents then I have them take notes on the foldable about our class, their students needs, and where to go for help. They leave with a product in hand on how to contact me, my website info, where to find tutoring, and what calculator needs their student will have.
Jean
November 4, 2012
vwasmuth re: CALCULUS DIFFERENTIATION UNIT: Lesson 7 Related Rates
I have downloaded "related rates" but as I tried to extract it , a black window appeared with an error message . I updated my adobe reader. It looked for adobe air, so I updated it, but it could not continue due to an apparent error.
Hunter, I have a test with most of those items that I can share with you. It covers the entire chapter from the Larson PreCalculus text if that would interest you. Email me: [email protected]
February 4, 2012
TEACHING EXPERIENCE
Jean has taught grades 8 through 12 for over 18 years in the Central Florida area. In addition she shares her strategies with colleagues through local and national math conferences.
MY TEACHING STYLE
Jean is known for her energetic, hands-on strategies that engage students to learn cooperatively. There is always something new happening in her classroom.
HONORS/AWARDS/SHINING TEACHER MOMENT
1998-Teacher of the Year at Thomas Jefferson Junior High, Merritt Island, FL.; 2001-Teacher of the Year at George Jenkins High School, Lakeland, FL.; 2001-AIChE Mathematics Teacher of the Year,Polk County, FL.; National Board Certified Teacher, Adolescent Young Adult Mathematics,2001.2009-2010 Math Teacher of the Year, Orange County Public Schools
Jean Adams teaches AP Calculus AB, Pre-Calculus, Trigonometry,and Analytic Geometry in the Metro-Orlando area. She is the owner an eduational website with instructional lessons and teacher resources for Algebra and higher ( Jean is an active teacher-trainer when opportunities arise. |
Dfs Roots
Geometrical constructions with ruler and compass. Geometrical constructions with ruler and compass. Write a source file with a provided editor and see output of your construction. There is a step-by-step option to see all steps of a construction. Constructions of polyhedrons with many examples....With Advanced Roots Informer you will be able to create a list, automatically, of the root of numbers with certain index, to this work, you just need insert the index and a limit in this application. Create a list of root of numbers with certain index fast and easy.
The program automatically solves algebraic equations of any order written in any form. Enter your equation and click just one button! Step by step the program will solve the equation, find its roots and describe all its operations. The program allows you to solve algebraic equations in the automatic mode. You just enter an equation in any form without any preparatory operations. Step by step Equation Wizard reduces it to a canonical form performing all necessary operations....
With this software you will be free to choose what kind of root of a number or data arithmetic you want to calculate. With this software you will be free to choose what kind of root of a number or data arithmetic you want to calculate. Advanced Roots Calculator is a tiny math toolwPrime is a benchmarking software designed to use a highly multi-threaded approach to calculating the square-roots of large amounts of numbers (up to 32 billion at this stage!)....
Linear equations are equations involving only one variable, like x, and nothing complicated like powers or square roots. With this special educational program you learn how to resolve them. You can choose out of four different exercises, and to challenge your knowledge you can play the falling blocks style game 'Valgebra': By manoeuvring the falling x-terms and numbers, you resolve an equation. But take care.., if you make a mistake, you are...
Easy to use, intuitive program to visualize and study functions of one variable to find roots, maxima and minima, integral, derivatives, graph. Results, including the graph, can be saved or printed. You can also copy the graph to the clipboard, which you can then paste where you please (Word, Paint, etc.). You have one-click control of the graph with zooming, panning, centering, etc. Includes a help file with instructions, example and methodology |
New GCSE Maths - Grade A/A* Booster Workbook: Edexcel Linear
Part of the
New GCSE Maths series
Paperback • 978-0-00-741003-3 • Sep
2010
£6.25
Web-only price: £5.00
Availability:
In stock
Collins New GCSE Maths Edexcel Linear Grade A/A* Booster Workbook is an ideal tool for extra practice at the right level for students to excel and achieve an A* in their exams. It is packed full of lots of grade B-A* practice, spot the errors questions and assessing understanding and problem solving.
About this resource
•Packed full of all new content this write-in workbook is written by a trusted maths teacher •Packed full of all new content this write-in workbook is written by a trusted maths teacher •Perfect for students who are aiming for or need extra practice at grades B, A and A* •Enable progression with a section of Assessing understanding and problem solving type questions to focus on key topics required in the new exams •Encourage analytical thought processes with a Spot the errors section where students improve and annotate others' responses to questions •Assess progress with Grade progression maps that clearly show how to move from a B to A* •Provide your student with the right tools with a Formulae sheet and How to interpret language of exams pages along with a tear-out Answer section |
TabletClass Math complete courses in middle and high school math. Perfect for homeschoolers and those that want to learn math on their own. A great option for those that are using math u see saxon teaching textbooks aleks chalkdust thinkwell and other homeschool math courses.
I Upper Grades 9 - 12: includes a non-consumable hardcover Textbook, Tests and Answer Key For Pre-Algebra through Calculus. Hardcover textbook has approx 125 lessons plus additional topics. Answers to odd numbered problems are in the back of the book. Approximately 500 pages. Tests and Answer Key included. The Solutions Manual (sold separately) which gives step-by-step solutions to all the practices and problems.
If you have been using Saxon for your children, I think you'll find Singapore Math delightful and economical in comparison. Saxon's K-3 program has become increasingly oriented towards fulfilling public school objectives, which has detracted from their excellence. I highly recommend Saxon's upper levels: 5/4 and up, especially if you use DIVE. Consider that Saxon 5/4 and up offer a black and white textbook from which you must copy the problems onto separate paper before solving, whereas Singapore offers color illustrated write-in workbooks. Students go right from Singapore level 6 into Saxon Algebra 1 with ease.
Saxon Algebra 1/2 Solutions Manual I
Excerpt
...in student performance from third to fourth grade. "In Rochester, we've seen first grade students make incredible gains with Saxon Math," said Deborah Lazio, principal of School #25. "These students started the year at a mid-K level of math knowledge and...
Source Info
PR-Inside.com
Related Topics
These videos are a continuation of my response to the original Inconvenient Truth videos of MJ McDermott. I finally got my hands on the Everyday Math series. There's a great deal to say, and I say much of it very quickly. The book isn't in the shot as much as I'd like, but I suppose it doesn't really matter as it's what the topics are about, not so much what the pictures look like.
--Presidential Debates between Bracket Obama and Log McCain --LN show featuring those who struggled with mathamphetamine addictions --Prentice Hall commercial These are horrible quality--filmed with an actual camera (not a camcorder) and edited in the last minute.
The group of students involved will all do fine, despite that they don't tend to use common sense in their math classes. But that's because they work really hard and are able to get the basic idea (as well as memorize what they need to memorize). But what about all the students that are not doing well? How far from understanding are they? What can they use to help them decide what rule to use where? How can we help them see that the rules are not arbitrary, but can be easily recovered ... |
Visual Linear Algebra, Student Solutions Manual
9780471706274
ISBN:
0471706272
Publisher: Wiley & Sons, Incorporated, John
Summary: This text seeks to integrate paper & pencil skill building & the theoretical development of ideas with geometrical exploration & conceptual understanding. Readers are shown how to solve the problems & examples using the Maple or Mathematica worksheet provided on the enclosed CD-ROM. |
Discrete Mathematics With Application - 4th edition
Summary: Susanna Epp's DISCRETE MATHEMATICS WITH APPLICATIONS, FOURTH EDITION provides a clear introduction to discrete mathematics. Renowned for her lucid, accessible prose, Epp explains complex, abstract concepts with clarity and precision. This book presents not only the major themes of discrete mathematics, but also the reasoning that underlies mathematical thought. Students develop the ability to think abstractly as they study the ideas of logic and proof. While learning about such conce...show morepts as logic circuits and computer addition, algorithm analysis, recursive thinking, computability, automata, cryptography, and combinatorics, students discover that the ideas of discrete mathematics underlie and are essential to the science and technology of the computer age. Overall, Epp's emphasis on reasoning provides students with a strong foundation for computer science and upper-level mathematics courses. ...show less
0495391328 Brand New. Exact book as advertised. Delivery in 4-14 business days (not calendar days). We are not able to expedite delivery.
$184.97 |
Our middle school math program has 3 levels: honors, average, and 6th grade math. All students study pre-algebra topics in 6th grade. This includes exemplars, geometry topics and ISAT test preparation.
In 7th grade, a majority of students (all honors and regular levels) begin algebra 1. Half of the algebra curriculum is taught in 7th grade and the remaining algebra 1 curriculum is taught in 8th grade. These students then enter into geometry classes as freshmen in high school.
The 7th grade (honors and pre algebra) Algebra 1 curriculum includes: properties of real numbers, solving linear equations and inequalities, and graphing in the x-y coordinate plane, some geometry, as well as ISAT test preparation and an introduction to the use of the graphing calculator.
Students that do not take algebra in 7th grade continue with a general middle school math program in 7th and 8th grades. Their curriculum includes the study of fractions, decimals, signed numbers, percents, and selected geometry topics and ISAT test preparation. |
Topology is a major branch of modern mathematics. Topology is often described as rubber sheet geometry. In geometry objects are considered rigid with fixed distances and angles, but in topology distances and angles can be deformed. In topology objects are treated as if they are made out of rubber, capable of being deformed.
Objects are allowed to be bent, stretched or shrunk but not allowed to be ripped apart or cut.
For example, in topology a coffee mug and a doughnut are the same! This kind of equivalence is cleverly illustrated by the following animated gif written by Lucas V. Barbosa.
In this course we will develop the mathematical framework to understand some of these ideas.
The authors of our textbook write:
Topology
is generally considered to be one of the three linchpins of modern
abstract mathematics (along with analysis and algebra). In the early
history of topology, results were primarily motivated by investigations
of real-world problems. Then, after the formal foundation for topology
was established in the first part of the twentieth century, the
emphasis turned to its abstract development. However, within the past
few decades there has been a significant increase in the applications
of topology to fields as diverse as economics, engineering, chemistry,
medicine, and cosmology.
When
your instructor was a student (in the middle of the last century)
topologists never talked about applications – it is exciting to see the
range of applications that have been found for this abstract subject.
Because we have limited class time, our emphasis will be an
introduction to the theory of point-set topology (text chapters 0-7).
Students may wish to pursue some of these applications for individual
projects.
Course Objectives
Most of the work you will need to do in this class will require reading the textbook and solving homework exercises (these will focus on creating and explaining mathematical arguments). I
expect you to work collaboratively with other students and I hope you
will talk to me about any exercises you are unsure about (either face
to face or via email). I will try to give sufficient lead time to make
this possible. Although I encourage you to work with others, I want
you to write up your solutions individually.
In
addition to reading your homework exercises and talking with you in
class, I'd like you to take a few minutes each weekend to send me a
brief update on how things are going (an email journal).
I won't grade these critically but I hope they will give me some
guidance on how things are progressing and I will record that you have
sent them.
After we've worked through some preliminary definitions, I'd like you to think about possible topics for an individual project.
There are many topics in the textbook that I will not have time to
discuss in class and you might want to choose one of these. (We'll
start putting together a list of topics and scheduling presentations
after the first six weeks.) An individual project should include a
15-20 minute presentation to the class and a short writeup (3-5 pages).
Both the midterm and the final exam will include take-home as well as in-class questions. |
Qualification through placement, or a grade of C or better in
Math 111 or 115.
Text:
Applied Calculus by Hughes-Hallett, Gleason, Lock, Flath, et al.
Calculator:
Each student is required to have a graphing calculator. My instructions
will predominantly be for TI-83 which is the preferred calculator for this
course.
Overview:
One of the main objectives of this course is for you to understand the basic
concepts of calculus well enough to know when, how, and why to apply them in
real-world situations and to be able to interpret and communicate the results.
To achieve this goal will require practice at a variety of numerical,
graphical, and algebraic methods.
The preface of the book provides additional detail and insight into the
methods you will encounter in this course. Page xii is particularly
well-written but the entire preface is worth reading.
We will work through most of chapters 1 -- 5, and parts of chapter 6.
Attendance:
You are expected to come to every class on time and stay until the end of
class. If you miss one day of class during the summer session, it's
almost as bad as missing an entire week during the fall or spring.
Work Load:
A standard rule of thumb for math classes is that you should
study 2-3 hours outside of class for each hour spent in class. We are
scheduled to meet 9 hours per week in class. This leaves an additional
18-27 hours per week to study outside of class.
Grading:
There will be daily reading and homework, but your grade will only
be based upon your score on the 4 tests. No make-ups will be given
for any of these tests. If you miss a test for any reason, you will
get a 0 on that test. There will be an optional cumulative
test on the last day of class which can replace the lowest of your
4 test scores. There will be no final exam. |
Illustrated Dictionary of Math
Retail Price:
$12.99$11.04
Product ID - RB8055 | Availability - Now Shipping
Looking for a helpful resource that explains math concepts with easy-to-follow examples and colorful, brightly illustrated diagrams? With the Illustrated Dictionary of Math, your child will have over 500 definitions of key math terms and their uses in one convenient 130-page, softbound book. Includes Internet links.
More Details
Does your child know the difference between a rational number and a real number? Is he familiar with a Fibonacci sequence, arithmetic with vectors, or algebraic expressions? With the Illustrated Dictionary of Math from Alpha Omega Publications, your child will solidify his understanding of these math concepts and more with in-depth explanations, easy-to-follow examples, full-color illustrations, and eye-catching diagrams. Divided into four sections—numbers; shapes, space, and measures; algebra; and handling data—this supplemental math resource perfectly complements your homeschool math curriculum. Simply use the comprehensive cross-reference guide and detailed index to locate the current math topic you're studying, and then read the clearly-outlined information. How easy is that? No more confusion, no more frustration. Math will make sense and your child will have a reference tool to remind him of key math facts whenever studying for tests or completing daily lessons.
But there's more! The Illustrated Dictionary of Math also includes an alphabetical list of common money terms as well as a list of commonly used math symbols. Plus for each topic in this math resource book, you'll find internet links to interesting and exciting supplemental websites. Your child will be able to test his math skills with puzzles, games, and quizzes; take virtual tours of the universe from outer space to the innermost parts of atoms; learn how to use mental math tricks to perform difficult calculations in his head; and more! Sound exciting? It is! Don't wait to order the Illustrated Dictionary of Math for your child—add |
Higher Order Derivatives
In this lesson, Professor John Zhu gives an introduction to the higher order derivatives. He explains how the 1st, 2nd, and 3rd derivative relate to one another and goes on to show you example problems.
This content requires Javascript to be available and enabled in your browser.
Higher Order Derivatives
To avoid confusion: treat each
level of derivative as brand new derivative
Higher order derivatives are
easier to solve because of eliminated terms
Higher Order Derivatives
Lecture Slides are screen-captured images of important points in the lecture. Students can download and print out these lecture slide images to do practice problems as well as take notes while watching the lecture. |
This course is an introduction to discrete mathematics, with an emphasis on material used in computer science. Topics include logic, Boolean algebra, coding theory, set theory, combinatorics, and graph theory. (UC, CSU) |
Calculus (non-AP*)
This comprehensive text introduces calculus to a wide variety of students with three initial chapters of precalculus, followed by an accessible component of first-semester calculus.
Two primary objectives guided the writing of this book: to develop precise, readable materials for students that clearly define and demonstrate concepts and rules of calculus, and to design comprehensive teaching resources for instructors that employ proven pedagogical techniques and saves the teacher time.
Calculus I with Precalculus features an in-depth, systematic study of each basic class of functions—algebraic, exponential and logarithmic, and trigonometric—along with nearly 10,000 carefully graded exercises that progress from skill-development to more rigorous problems involving applications and proofs.
Titles marked with asterisk (*) indicate product is restricted from sale to individuals and may only be purchased by a registered institution. Go here if you are not already logged in or need to register. |
TrEngineers trying to learn Parallel Words and Math examples are included that provide more detailed annotations using everyday la... MOREnguage. Your Turn exercises reinforce concepts and allow readers to see the connection between the problems and examples. Catch the Mistake exercises also enable them to review answers and find errors in the given solutions. This approach gives them the skills to understand and apply trigonometry. |
This course is designed to help Algebra 1 and Algebra 2 students who need to sharpen their skills and serves as a resource that teachers can employ to help struggling students stay up to speed. Professor Terry Caliste helps students understand and compare the properties of classes of functions, including exponential, polynomial, rational, logarithmic, and periodic functions. He begins with simplifying polynomials and then moves on to adding and subtracting polynomials.
Benefits • Students easily sharpen their skills and stay up to speed.
• Learn how to simplify, add and subtract polynomials.
• Understand the properties of classes of functions. |
Elementary Algebra for College Students: Early Graphing, Second Edition
Glossary
The distance between that number and zero on the number line.
When we find the absolute value of a number, we use the
notation. To illustrate,
Absolute value inequalities
Inequalities that
contain at least one absolute value expression.
Addend
When two or more numbers are added, the numbers being added are called addends. In the problem 3 + 4 = 7, the numbers 3 and 4 are both addends.
Additive identity element
0.
Additive inverses or opposites
For any number
a, its additive inverse is -a.
Algebraic
expression
An algebraic expression consists of variables, numerals, and operation signs.
Algebraic
fraction
An expression of the form , where P and Q are polynomials and Q is not zero. Algebraic fractions are also called rational expressions. For example, are algebraic fractions.
Altitude of a geometric figure
The height of the geometric figure. In the three figures shown the altitude is labeled a.
Altitude of a triangle
The height of any given triangle. In the three triangles shown the altitude is labeled a.
Amount of a percent equation
The product we obtain when we multiply a percent times a number. In the equation 75 = 50% x 150, the amount is 75.
Approximate value
A value that is not exact. The approximate value of , correct to the nearest tenth, is 1.7. The symbol is used to indicate "is approximately equal to." We write
Area
The total surface area within a figure's
boundaries.
Associative property of addition
The property that tells us that when three numbers are added, it does not matter which two numbers are added first. An example of the associative property is 5 + (1 + 2) = (5 + 1) + 2. Whether we add 1 + 2 and then add 5 to that, or add 5 + 1 and then add that result to 2, we will obtain the same result.
Associative property of multiplication
The property that tells us that when we multiply three numbers, it does not matter which two numbers we group together first to multiply; the result will be the same. An example of the associative property of multiplication is
2 x (5 x 3) = (2 x 5) x 3.
Asymptote
A line that a curve continues to approach but never actually touches. Often an asymptote is a helpful reference in making a sketch of a curve, such as a hyperbola.
Asymptotes of a hyperbola
Two
lines through the center of the hyperbola that help in graphing
the hyperbola.
Augmented matrix
A matrix derived from a linear system of equations. It consists of the coefficients of each variable in a linear system and the constants. The augmented matrix of the system is the matrix . Each row of the augmented matrix represents an equation of the system.
Axis of symmetry
The
imaginary line about which a graph is symmetric.
Axis of symmetry of a parabola
A line passing through the focus and vertex of a parabola, about which the two sides of the parabola are symmetric.
See the sketch. |
Subject : Mathematics
Awarding body: Edexcel:
There are two routes for attaining an A level in Mathematics. The standard route is outlined below but those who wish to take Further Mathematics will need to complete all six units in Year 12.
Course content and examination requirements:
AS Level Course content:
At this level you will study two pure mathematics units (C1 and C2) and a statistics unit (S1).
In pure mathematics algebra and trigonometry are continued in greater depth and the techniques of Calculus are further developed.In statistics, there is work on probability and representing data. New topics such as correlation, regression, discrete randomvariables and the Normal distribution are introduced.
A2 level Course content:
Three further units are studied, two pure units (C3 and C4) and an applied unit (usually a mechanics unit (M1) Units C3 and C4 extend the topics studied at AS level and vector theory is introduced. In mechanics, basic principles of Newtonian Mechanics are introduced and topics such as equations of motion, moments and momentum are covered.
A2 Level Assessment:
Each unit is assessed by one examination paper lasting 1 hour 30 minutes. Each paper has equal weighting (16.67% of A level).
C1 is a non-calculator examination
Year 12 - AS Units
Year 13 - A2 Units (full GCE)
Unit C1
Unit C1: One hour thirty minutes examination (33.33% of AS/16.67% of A level). No calculator may be used.
Unit C3
Unit C3: One hour thirty minutes examination (16.67% of A level).
Unit C2
Unit C2: One hour thirty minutes examination (33.33% of AS/16.67% of A level).
Unit C4
Unit C4: One hour thirty minutes examination (16.67% of A level).
Unit S1
Unit S1: One hour thirty minutes examination (33.33% of AS/16.67% of A level).
Another applied unit
One hour thirty minutes examination (16.67% of A level).
Entry requirements:
A minimum GCSE Grade A in Mathematics is required.
Relevance to further studies and careers:
An A level in Mathematics is not only useful for all those interested in the Sciences, Business and Economics, Medicine and Geography, but it also provides a broader education for those interested in Arts subjects.
Choosing Mathematics at an advanced level opens many career opportunities and an A level Mathematics qualification is highly regarded by Universities.
Teaching staff / further information:
Please contact Mrs M Collett (Head of Mathematics).
All members of the department are involved in the teaching of Mathematics A level. |
Specification
Aims
To give an introduction to Lebesgue's theory of measure and integration on the set of real numbers R. To use this to find an appropriate setting in which to understand the convergence of Fourier series.
Brief Description of the unit
It is often convenient to represent functions as Fourier series. However, the convergence of such series is a delicate issue closely related to the theory of integration. A standard approach to integration on the real line, formalised by Riemann, is based on partitioning the domain into smaller intervals. (This theory was described in MATH20101 but is not a prerequisite for the course.) This approach works in many situations but there are simple examples for which it fails. In the early 1900s, H. Lebesgue produced a better theory in which the key idea is to extend the notion of length from intervals to more complicated subsets of R. This started an area of mathematics it its own right, called Measure Theory. Most generally, this is about how one may sensibly assign a size to members of a collection of sets. One application of Lebesgue's ideas is that one can introduce a vector space of functions in which Fourier series appear in a natural way.
This course will appeal to students who have enjoyed MATH20101 or MATH20111 and MATH20122. It will be useful to student taking probability course courses in years three and four since the ideas of measure theory have a central role in probability theory.
Learning Outcomes
On successful completion of this course unit students will
understand how Lebesgue measure on R is defined,
understand how measures may be used to construct integrals,
know the basic convergence theorems for the Lebesgue integral,
understand the relation between Fourier series and the Hilbert space of square integrable functions. |
Outcome 3: Graph and interpret relations in alternate coordinate and number systems, utilizing systems of equations and conic sections as appropriate.
Math 152
Outcome 1: Students will demonstrate the ability to use quantitative analysis.
Outcome 2: Students will demonstrate the ability to use statistical concepts to analyze "real world" issues.
Outcome 3: Students will demonstrate the ability to summarize and interpret date.
Math 181
Outcome 1: Compute and interpret average rate of change over an interval and instantaneous rate of change for a function at a point.
Outcome 2: Compute limits of functions as the independent variable approaches some finite value or infinity.
Outcome 3: Interpret the derivative of a function graphically, numerically and analytically.
Math 182
Outcome 1: Students will gain the ability to evaluate indefinite and definite integrals by selecting and correctly applying appropriate integration techniques(s).
Outcome 2: Students will be able to develop an appropriate integral form to solve a specific applied problem in geometry, physics, or probability.
Outcome 3: Students will be able to utilize appropriate theory and computational techniques to construct Taylor series with its interval of convergence for use in a variety of applications such as approximating values of a function, creating series for new functions, and studying the behavior of a function.
Math 190
Outcome 1: Students will simplify circuit diagrams using the rules for capacitors and resistors.
Outcome 2: Students will use Boolean algebra to design and simplify logic circuits.
Outcome 3: Students will apply complex numbers to computing the impedance of a circuit.
Math 283
Outcome 1: Students will demonstrate the ability to compute derivatives and integrals of real valued and vector valued functions of several variables.
Outcome 2: Students will demonstrate the ability to interpret geometrically the derivatives and integrals of real valued and vector valued functions of several variables.
Outcome 3: Students will demonstrate the ability to apply the techniques of multivariable calculus to problems in mathematics, the physical sciences, and engineering.
Math 285
Outcome 1: Students will demonstrate the ability to formulate models of natural phenomena using differential equations.
Outcome 2: Students will demonstrate the ability to solve a variety of differential equations analytically and numerically.
Outcome 3: Students will demonstrate the ability to interpret a differential equation qualitatively. |
musabjilani (Offline)
Exalted Member
Write a Message
Um hi. I read your posts and was wondering if you could help me out with something. Is Further Pure Mathematics by Brian and Mark Gaulter enough for Paper 1 CIE Further Math?
(If you can still remember that is)
Thank you |
The new Math 100-110 sequence was designed by the math department to accomplish two things: 1) offer students a two-semester sequence of courses that would allow students to master the same academic content one would find in the one-semester college algebra course Math 140; and 2) do so in a way that recognizes that not all students arrive on campus prepared to do college-level work in mathematics. Though a student can earn college credit by taking Math 100, only Math 110 satisfies the general education requirement. Students may not enroll in Math 110 without first completing Math 100 with at least a grade of C.
Math 100 was offered for the very first time in Fall 2011. In this colloquium talk, Curtis and Barbara will report on the department's first outing with this course.
Purpose: The University of Tennessee, Martin, Department of Mathematics and Statistics holds colloquium talks several times each semester. These talks are open to the general public, and we encourage all interested parties to attend. The colloquia are intended to provide a friendly, informal, and scholarly forum for presenting and discussing topics relevant to mathematics and statistics |
Basic Algebra, Like Terms, Add and Subtract Expressions Part 1
This class is intended for the novice student who wants to learn algebra beginning with the basis. This video will teach you how to learn three basic components of beginning algebra.This class will teach: Definitions, Collecting Like Terms, and Adding and Subtracting Algebraic Expressions. |
Presenting worked examples and solutions leading to practice questions, this helps students to learn maths. It features sample past exam papers for exam preparation, and includes regular review sections. It includes a CD ROM which contains what students need to motivate and prepare themselves.
Synopsis:
Edexcel and A Level Modular Mathematics C4 features: *Student-friendly worked examples and solutions, leading up to a wealth of practice questions. *Sample exam papers for thorough exam preparation. *Regular review sections consolidate learning. *Opportunities for stretch and challenge presented throughout the course. *'Escalator section' to step up from GCSE. PLUS Free LiveText CD-ROM, containing Solutionbank and Exam Cafe to support, motivate and inspire students to reach their potential for exam success. *Solutionbank contains fully worked solutions with hints and tips for every question in the Student Books. *Exam Cafe includes a revision planner and checklist as well as a fully worked examination-style paper with examiner commentary |
Special Programs
Academic Calendar
Mathematics
The mathematics program at APU International School provides students with the skills necessary to both solve mathematical problems encountered in day-to-day life and prepare them for university study. Students are taught to conceptualize mathematics in both abstract and concrete means as well as the procedures necessary for solving related problems. Students learn a wide range of mathematical concepts and capabilities, including fundamentals, visualization, communication, reasoning, and proofs |
Introductory Logic: DVD
This is our old Introductory Logic DVD. For our new DVD, which has been revised, updated, improved, redesigned, and is the equivalent of having a veteran logic teacher in your home, click here!
Introductory Logic: DVD
The very popular eighth grade logic course taught by Jim Nance is completely updated! Easy to navigate, durable, and the same great instruction that so many students have benefited from. Designed for eighth grade and up, the lessons captured in this DVD set cover definitions, logical statements, fallacies, syllogisms, and many other elements. This course is a thorough introduction and serves as both a self-contained course and a preparatory course for more advanced studies. |
Main menu
Mathematics
What do a Daft Punk song, Call of Duty: Black Ops, and your Facebook page have in common? They're all based on mathematics.
That's right. Math. It's everywhere. And while you don't need to know how to write algorithms for high-end video games, a solid understanding of math is critical to your education and career. In fact, mathematics is one of the cornerstone general course requirements for those seeking an associate's degree.
In the Mathematics program at MCC, you'll learn important math basics, like arithmetic, geometry, and algebra. Our program is also a great for the student who is interested in transferring to a four-year math program. |
Trigonometryshow more show less
An Introduction to Trigonometric Functions
An Introduction to Angles: Degree and Radian Measure
Applications of Radian Measure
Triangles
Right Triangle Trigonometry
Trigonometric Functions of General Angles
The Unit Circle
The Graphs of Trigonometric Functions
The Graphs of Sine and Cosine
More on Graphs of Sine and Cosine; Phase Shift
The Graphs of the Tangent, Cosecant, Secant, and Cotangent Functions
Inverse Trigonometric Functions I
Inverse Trigonometric Functions II
Trigonometric Identities, Formulas, and Equations
Trigonometric Identities
The Sum and Difference Formulas
The Double-Angle and Half-Angle Formulas
The Product-to-Sum and Sum-to-Product Formulas
Trigonometric Equations
Applications of Trigonometry
The Law of Sines
The Law of Cosines
Area of Triangles
Polar Equations, Complex Numbers, and Vectors
Polar Coordinates and Polar Equations
The Graphs of Polar Equations
Complex Numbers; DeMoivre's Theorem
Vectors
The Dot Product
Degree, Minute, Second Form and Degree Decimal FormEdition:
2012
Publisher:
Addison Wesley
Binding:
Print, Other
Pages:
N/A
Size:
6.50" wide x 9 |
Globalshiksha has come up with LearnNext Jharkhand Board Class 8 CDs for Maths and Science. Included lessons with syllabuses are in audio and visual format, solved examples, practice workout, experiments, tests and many more related to Jharkhand Board Class 8 Maths and Science. It also include a various set of visual tools and activities on each Lesson with Examples, Experiments, Summary and workout. You can understand all the concepts well, clear all doubts with ease through this Educational CD and get score in the exams.
This multimedia comes with a useful Exam Preparation like Lesson tests usually 20-30 minutes in duration, which will help you to evaluate the understanding of each lesson and Model tests usually 150-180 minutes in duration, which cover the whole subject on the lines of final exam pattern. This package can help you to sharpen your preparation for final exams, identify your strengths and weaknesses and know answers to all tests with a thorough explanation, overcome exam fear and get well scores in final exams. |
The course teaches students algebraic concepts and math skills for a strong base in the math concepts for MHS graduation requirements and to strive for proficiency on the Missouri EOC Algebra examWe will begin working Algebra concepts. The class will move at the students' pace. It is the first class in the Algebra 1A/1B seriesThis class will welcome our freshmen to MHS. We will begin the year in academy to learn the expectations and information about being the best Spartan we can be. We will finish our year working in RTI groups and improving our math skills through lessons, team work, and hands on learning sessions.
Intermediate Algebra will expand on Algebra and Geometry concepts to build students' math abilities and understanding prior to College Algebra |
Class
Description This course covers practical applications of whole numbers, fractions, decimals, percent, proportion, and formula evaluation. The course also includes measurement, U.S. and metric systems of measurement, and basic geometry. |
This book is a concise introduction to the key mathematical ideas that underpin computer science, continually stressing the application of discrete mathematics to computing. It is suitable for students with little or no knowledge of mathematics, and covers the key concepts in a simple and stra |
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The HP Solve is a quarterly E-Newsletter that features news on STEM education by teachers and professors as well as information on HP education products, HP calculator applications, calculation theory, and community events. Receive the HP Solve quarterly newsletter automatically and have access to the special discounts via e-mail.
Issue 31, April 2013
Welcome to the thirty-first edition of the HP Solve newsletter. Learn about the latest news in STEM education, calculation concepts, and be the first to find out about new HP education solutions and special offers.
Your Articles
HP has been supporting its calculator users with a newsletter since September 1974. The history of HP Solve puts this support in historical perspective and outlines what's expected in the future—including how it's becoming a newsletter for K-12 and HED educators.
Explore the real world applications of the quadratic equation in preventing avalanches, plotting a rocket trajectory and safely launching fireworks. Lesson plans, teacher aids and answers are provided.
The phrase "common core" has crept into the consciousness of most, if not all, of the educational community. But the who, what, where, why, and when of the Common Core State Standards (CCSS) may not be as clear. |
In this Unit we deal with trigonometric identities. These identities are particularly useful in doing the algebra of trigonometry. In this application of the identities complex expressions are simplified and converted into different equivalent forms. This algebraic nature of trigonometry is taught at secondary school level, not only as a stepping stone towards further tertiary studies, which may require some form of trigonometry knowledge, but also as a tool to develop learners' logical reasoning.
Often learners don't know how to start to prove an identity without any hint, even if they know every trigonometric formula. In this unit we will explore some general ideas to prove an identity, and in doing so provide an opportunity for you to pass this on to your learners, in order to improve their mathematics problem solving skills.
The usual approach to identities is the memorisation of the basic identities with little or no reference to the graphical meaning of the identities. The learners are then expected to be able to substitute and manipulate to prove given more complex identities. In this module we will try to give some graphical interpretation of the use of identities. |
Synopsis
Written in a rigorous yet logical and easy to use style, spanning a range of disciplines, including business, mathematics, finance and economics, this comprehensive textbook offers a systematic, self-sufficient yet concise presentation of the main topics and related parts of stochastic analysis and statistical finance that are covered in the majority of university programmes.
Providing all explanations of basic concepts and results with proofs and numerous examples and problems, it includes:
an introduction to probability theory
a detailed study of discrete and continuous time market models
a comprehensive review of Ito calculus and statistical methods as a basis for statistical estimation of models for pricing
a detailed discussion of options and their pricing, including American options in a continuous time setting.
An excellent introduction to the topic, this textbook is an essential resource for all students on undergraduate and postgraduate courses and advanced degree programs in econometrics, finance, applied mathematics and mathematical modelling as well as academics and practitioners |
Description
Using and Understanding Mathematics: A Quantitative Reasoning Approach, Fifth Edition increases students' mathematical literacy so that they better understand the mathematics used in their daily lives, and can use math effectively to make better decisions every day. Contents are organized with that in mind, with engaging coverage in sections like Taking Control of Your Finances, Dividing the Political Pie, and a full chapter about Mathematics and the Arts.
This Fifth Edition offers new hands-on Activities for use with students in class, new ways for students to check their understanding through Quick Quizzes, and a new question type in MyMathLab that applies math to excerpts from recent news articles. In addition, the authors increase their coverage of consumer math, and provide a stronger emphasis on technology through new Using Technology features and exercises. The new Insider's Guideprovides instructors with tips and ideas for effective use of the text in teaching the course.
CourseSmart textbooks do not include any media or print supplements that come packaged with the bound book.
Table of Contents
Preface
Prologue: Literacy for the Modern World
Part 1 Logic and Problem Solving
Chapter 1 Thinking Critically
1A Recognizing Fallacies
1B Propositions and Truth Values
1C Sets and Venn Diagrams
1D Analyzing Arguments
1E Critical Thinking in Everyday Life
Chapter 2 Approaches to Problem Solving
2A The Problem-Solving Power of Units
2B Standardized Units: More Problem-Solving Power
2C Problem-Solving Guidelines and Hints
Part 2 Quantitative Information in Everyday Life
Chapter 3 Numbers in the Real World
3A Uses and Abuses of Percentages
3B Putting Numbers in Perspective
3C Dealing with Uncertainty
3D Index Numbers: The CPI and Beyond
3E How Numbers Deceive: Polygraphs, Mammograms, and More
Chapter 4 Managing Money
4A Taking Control of Your Finances
4B The Power of Compounding
4C Savings Plans and Investments
4D Loan Payments, Credit Cards, and Mortgages
4E Income Taxes
4F Understanding the Federal Budget
Part 3 Probability and Statistics
Chapter 5 Statistical Reasoning
5A Fundamentals of Statistics
5B Should You Believe a Statistical Study?
5C Statistical Tables and Graphs
5D Graphics in the Media
5E Correlation and Causality
Chapter 6 Putting Statistics to Work
6A Characterizing Data
6B Measures of Variation
6C The Normal Distribution
6D Statistical Inference
Chapter 7 Probability: Living with the Odds
7A Fundamentals of Probability
7B Combining Probabilities
7C The Law of Large Numbers
7D Assessing Risk
7E Counting and Probability
Part 4 Modeling
Chapter 8 Exponential Astonishment
8A Growth: Linear versus Exponential
8B Doubling Time and Half-Life
8C Real Population Growth
8D Logarithmic Scales: Earthquakes, Sounds, and Acids
Chapter 9 Modeling Our World
9A Functions: The Building Blocks of Mathematical Models
9B Linear Modeling
9C Exponential Modeling
Chapter 10 Modeling with Geometry
10A Fundamentals of Geometry
10B Problem Solving with Geometry
10C Fractal Geometry
Part 5 Further Applications
Chapter 11 Mathematics and the Arts
11A Mathematics and Music
11B Perspective and Symmetry
11C Proportion and the Golden Ratio
Chapter 12 Mathematics and Politics
12A Voting: Does the Majority Always Rule?
12B Theory of Voting
12C Apportionment: The House of Representatives and Beyond
12D Dividing the Political Pie
Credits
Answers |
MyMathLab access: All new textbooks purchased at an ACC bookstore include MyMathLab access. It is not included with the purchase of a used book, and may not be included with a new book purchased at a different bookstore. Refer to the handout Information about MyMathLabStudents will feel a sense of accomplishment in their increasing ability to use mathematics to solve problems of interest to them or useful in their chosen fields. Students will attain more positive attitudes based on increasing confidence in their abilities to learn mathematics.
Students will learn to understand material using standard mathematical terminology and notation when presented either verbally or in writing.
Students will improve their skills in describing what they are doing as they solve problems using standard mathematical terminology and notation.
1. Description and classification of whole numbers, integers, and rational numbers using sets and the operations among them
identify and use properties of real numbers
simplify expressions involving real numbers
evaluate numerical expressions with integral exponents
2. Polynomials
distinguish between expressions that are polynomials and expressions that are not
classify polynomials in one variable by degree and number of terms
simplify polynomials
add, subtract, multiply, and divide polynomials (including the use of long division techniques and the distributive law)
factorunderstand and use the exponent laws involving integer exponents
convert numbers into and out of scientific notation and perform multiplication and division with numbers written in scientific notation
solve application problems which lead to one of the following types of equations: linear equations in one variable, systems of two linear equations in two variables, quadratic equations
solve literal equations for a specified variable using addition and multiplication principles
use given data to estimate values and to evaluate geometric and other formulas
solve problems involving the Pythagorean theorem
6. Linear equations in two variables
identify the relationship between the solution of a linear equation in two variables and its graph on the Cartesian plane
understand and use the concepts of slope and intercept
determine slope when two data points are given
graph a line given either two points on the line or one point on the line and the slope of the line
write an equation of a line given one point on the line and the slope of the line, or two points on the line
identify lines given in standard, point-slope, or slope-intercept forms and sketch their graphs
solve systems of linear equations
7. Quadratic equations
find solutions to quadratic equations using the technique of factoringand using the principle of square roots
recognize a need to use the quadratic formula to solve quadratic equations and solve quadratic equations by using the quadratic formula when simplification of square roots other than perfect squares is not needed
8. Description and classification of irrational numbers
simplify perfect square radical expressions
use decimal approximations for radical expressions
9. Rational expressions
determine for which value(s) of the variable a rational expression is undefined |
Description: Five class periods. Not open for credit to students who have passed MATH 1010(110), or any Q course. Strongly recommended as preparation for Q courses for students whose high school algebra needs reinforcement.
The course emphasizes two components necessary for success in 1000-level courses which employ mathematics. The first component consists of basic algebraic notions and their manipulations. The second component consists of the practice of solving multi-step problems from other disciplines, called mathematical modeling. The topics include: lines, systems of equations, polynomials, rational expressions, exponential and logarithmic functions. Students will engage in group projects in mathematical modeling. Offered: Fall Spring Credits: 3
These are the most recent data in the math department database for Math 1011Q in Storrs Campus.
There could be more recent data on our class schedules page, where you can also check for sections at other campuses. |
Quick Arithmetic: A Self-Teaching Guide (Wiley Self-Teaching Guides)
Does working with numbers often frustrate you? Do you need to brush up on your basic math skills? Do you feel math stands between you and your career goals, or a better grade at school?
Quick Arithmetic, Third Edition is the quickest and easiest way to teach yourself the basic math skills you need to advance on the job or in school. Using cartoons and a clear writing style, this practical guide provides a fresh start for learning or reviewing how to work with whole numbers, fractions, decimals, and percentages. The book's proven self-teaching approach allows you to work at your own pace and learn only the material you need. Previews and objectives at the beginning of each section help you determine your particular needs, while self-tests, practice problems, and a final exam let you measure your progress and reinforce what you've learned.
For anyone who has ever felt intimidated by a page of numbers, Quick Arithmetic, Third Edition has the answers!
Customer Reviews:
A bad start
By Robert Patton - August 30, 2006
This book looks decent on the whole, but it gets off to an annoyingly bad start. The way it is structured is that your ability to answer or not answer questions guides you to different sections within the book. The first chapter starts off with a preview quiz, to get you started on your path. Yet the very first question on the quiz has the wrong answer. So when you check your results and think you got it wrong - try it again. The answer given is off by 20. This would be unbelievable in a self teaching guide if I didn't have it right in front of me. I can understand a mistake here and there, but the very first question??!! And, of course, no way to contact the authors to see if they have released accurate answers or let them know. Now the entire book is suspect. There is also some confusion shortly after as the authors draw a clear distinction between a digit as a representation of an idea, then give a question using characters (which are the same, representations of sounds)... read more
A great math refresher course
By M. kelton - January 6, 2007
I found myself floundering while trying to help with Algebra ll homework. It's a great reference for all the little things you've forgotten or maybe never known. Well organized and easy to navigate.
Good basic math review
By Equine Guy - February 8, 2010
I had a pretty good wake up call when I failed the math portion of a TABE test. I picked this book up to brush up on my math and it has helped greatly. Excellent book.
An estimated 5 million Americans have Alzheimer's disease. That number continues to grow - by 2050 the number of individuals with Alzheimer's could range from 11.3 million to 16 million. Alzheimer's ... |
Mathematics
The Mathematics curriculum is structured to best address the broad needs of students. All courses are designed for students who learn best in an applied approach. The department advances five major goals for students:
Learn to value mathematics as a tool to explore relationships between mathematics and the many disciplines it serves.
Gain confidence in using mathematical power to make sense of new problem situations and the world we live in.
Develop ability in solving problem situations independently and in a cooperative group setting.
Given opportunities to read, write and discuss ideas, use the signs, symbols and terms of mathematics.
Gather evidence, make conjectures, develop and support rationale using mathematical reasoning.
The Mathematics department also applies the six guiding Principles of the Massachusetts Curriculum Frameworks:
Guiding Principle 1: Learning
Mathematical ideas should be explored in ways that stimulate curiosity, create enjoyment of mathematics, and develop depth of understanding.
Guiding Principle 2: Teaching
An effective mathematics program is based on a carefully designed set of content standards that are clear and specific, focused, and articulated over time as a coherent sequence.
Guiding Principle 3: Technology
Technology is an essential tool that should be used strategically in mathematics education.
Guiding Principle 4: Equity
All students should have a high quality mathematics program that prepares them for college and a career.
Guiding Principle 5: Literacy Across the Content Areas
An effective mathematics program builds upon and develops students' literacy skills and knowledge.
Guiding Principle 6: Assessment
Assessment of student learning in mathematics should take many forms to inform instruction and learning.
Students are required to successfully complete the objectives of six credits of mathematics coursework but may elect up to eight credits. Aspects of mathematics that emphasize real-life situations are integrated regularly throughout all the mathematics courses. All courses are college preparatory and fully address the goals and objectives of the Massachusetts Curriculum Frameworks.
The Honors mathematics pathway moves from Algebra II to Geometry to Advanced Algebra and Pre Calculus with senior year expectation of Calculus. Additional electives are available dependent upon student career plans. The majority of students follows a college preparatory pathway beginning with Algebra I but may elect Honors-level courses.
The need for technological proficiency is recognized at all levels and in all courses. Students are encouraged and trained to use calculators to speed arithmetic calculations, for advanced analysis, and to explore relationships and concepts, visualize solutions and promote hypothetical modeling of real-life situations. Additional methods utilizing computer software for exploration and analysis are also employed in all courses. |
Problem Solving and Word Problem Smarts!
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Are you having trouble with math word problems or problem solving? Do you wish someone could explain how to approach word problems in a clear, simple way? From the different types of word problems to effective problem solving strategies, this book takes a step-by-step approach to teaching problem solving. This book is designed for students to use alone or with a tutor or parent, provides clear lessons with easy-to-learn techniques and plenty of examples. Whether you are looking to learn this information for the first time, on your own or with a tutor, or you would like to review some math skills, this book will be a great choice. |
Theory Of Numbers –
mth415
(3 credits)
This course is an introduction to the main concepts of number theory. The topics will include divisibility of numbers, prime numbers, Euclid's theorem and algorithm, fundamental theory of arithmetic, the sequence of primes, linear congruence, solving polynomials congruence, Fermat's theorem, quadratic residuals, and roots of congruences. Students will deepen their experience with axiomatic systems.
Integers
Use the principles of mathematical induction to complete positive integer exercises.
Find sums and products of numbers.
Verify properties of numbers and sequences |
Summary: Chapter Zero is designed for the sophomore/junior level Introduction to Advanced Mathematics course. Written in a modified R.L. Moore fashion, it offers a unique approach in which students construct their own understandings. However, while students are called upon to write their own proofs, they are also encouraged to work in groups. There are few finished proofs contained in the text, but the author offers ''proof sketches'' and helpful technique tips to help studen...show morets as they develop their proof writing skills. This book is most successful in a small, seminar style class. ...show less
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heavily worn copy, but minimal marks in the text and still usable. Every heavytail order includes with a sweet! We carefully hand cleans and reinspects each and every item we ship. Our quality control...show more process ensures items to be in |
Discrete mathematics and finite mathematics differ in a number of ways. First, finite mathematics has a longer history and is therefore more stable in terms of course content. Finite mathematics courses emphasize certain particular mathematical tools which are useful in solving the problems of business and the social sciences. Discrete mathematics courses, on the other hand, emphasize a particular guiding principle for all mathematical inquiry, namely the "algorithmic viewpoint." Discrete mathematics emphasizes mathematical induction and proofs, while finite mathematics avoids proofs and emphasizes applications and intuitive understanding. Because of this, finite mathematics is a terminal math course for many students, whereas discrete mathematics is an introductory course for its constituency. In spite of differences, courses in discrete and finite mathematics have similar prerequisites and cover a number of the same topics. The main difference between the two is the clientele served. Discrete mathematics courses serve mainly computer science students, and finite mathematics courses serve students from commerce and social science backgrounds. Therefore, and unfortunately, finite mathematics courses tend to be less rigorous. Given that mathematical expectations are rising for students in business and social sciences, a common course merging discrete and finite mathematics should be developed. A chart showing the overlap in the content of finite and discrete mathematics textbooks is attached. (AYC)
Abstractor:
N/A
Reference Count:
N/A
Note:
Paper presented at the Annual Meeting of the American Mathematical Association for Two-Year Colleges (Baltimore, MD, October 25-29, 1989). |
During this webinar Maplesoft will present a number of examples of mathematics in film. See relevant, exciting examples that you can use to engage your students. Have you ever wondered if the bus could really have jumped the gap in "Speed?" We've got the answer! Anyone with an interest in mathematics, especially high school and early college math educators, will be both entertained and informed by attending this webinar. At the end of the webinar you'll be given an opportunity to download an application containing all of the Hollywood examples that we demonstrate.
This webinar, presented by Dr. Robert Lopez, Maple Fellow and Emeritus Professor from the Rose-Hulman Institute of Technology, will provide you with tips and techniques that will help you get started with Maple 17.
With an intuitive multidomain modeling environment and powerful multibody modeling technology, Maplesoft's suite of modeling and simulation tools are uniquely suited to developing mechatronic systems, including such diverse applications as robotics, guidance systems, active stabilizers, vibration attenuators, and "X-by-wire" systems found in road vehicles and aircraft. In this webinar, learn how to quickly create multi-link robots by simply defining DH parameters in MapleSim. After a model is created, learn to extract the kinematic and dynamic equations symbolically in Maple. Examples will be presented where inverse kinematic problems will be solved both symbolically and using optimization techniques. |
Secondary Curricula
Carnegie Learning Geometry incorporates the van Hiele model of Geometric thought; a theory that describes how students learn geometry. Our curriculum will enable students to develop a deep understanding of Geometry. The course assumes number fluency and basic algebra skills such as equation solving. Carnegie Learning Geometry is aligned to NCTM and Achieve standards. It is designed to be taken after an algebra course and can be implemented with students at a variety of ability and grade levels.
Please use the tabs below to learn more about the features and contents of this curricula and its various implementation options. Use the content browser on the left to view videos and image galleries of the new enhancements.
Tools of Geometry
Parallel & Perpendicular Lines
Area & Perimeter
Triangles
Similarity
Congruence
Right Triangle Trigonometry
Quadrilaterals
Geometry in the Coordinate Plane
Simple Transformations
Circles
Volume & Surface Area
Three Dimensional Figures & Extensions
Vectors
Features of our Textbooks
Research-based
Designed for a collaborative, student-centered classroom
The classroom environment promotes discourse, collaborative work and depth of understanding
Students engage in problem solving, communication and reasoning while making connections using multiple representations
Students take ownership of their learning, making notes using their texts like a workbook
Recommended for 40% (or two class periods/week) of the total instructional time in a course, the software is most often accessed via a web delivery model using the Carnegie Learning Online website. It can be delivered via a standalone installation, network/LAN, or remote-hosted local client-server model.
Our Geometry content can be delivered in a blended course format, with a combination of collaborative, student-centered textbook lessons and adaptive Cognitive Tutor software lessons. Can be used as core instruction.
Carnegie Learning Geometry content can be delivered via textbooks that support a collaborative classroom. Our classroom activities address both mathematical content and process standards. Students develop skills to work cooperatively to solve problems and improve their reasoning and communication skills.
Our Geometry content is available in our Adaptive Math Software Solutions, which are packages that feature our research-based Cognitive Tutor Software product line. Available in both the Carnegie Learning Adaptive High School Solution and the Carnegie Learning Adaptive Secondary Math Solution.
Webinars
...this is hands-down the best academic program I've ever used. The students are developing some hard-core problem solving abilities, way beyond my wildest dreams. The students feel successful, and recognize that the program forces them to look at concepts in a way that they've never encountered before. |
How about giving some more details of what precisely is your difficulty with excel polynomial roots? This would assist in finding out ways to look for a solution. Finding a teacher these days fast enough and that too at a price that you can afford can be a frustrating task. On the other hand, these days there are programs that are offered to help you with your math problems. All you have to do is to choose the most suitable one. With just a click the right answer pops up. Not only this, it helps you to arriving at the answer. This way you also get to learn to get at the right answer.
You all must be pulling my leg! How could this not be common knowledge or published here? Where can I obtain additional information for testing Algebra Buster? Forgive someone for appearing to be a bit doubtful, but do you know if someone can acquire a test version to apply this program?
Algebra Buster is a very simple product and is surely worth a try. You will also find many exciting stuff there. I use it as reference software for my math problems and can say that it has made learning math much more enjoyable. |
SAS Programming: The One-Day Course is an introduction to using the SAS programming language. It is intended to give the reader a start in SAS programming and the basic data manipulations and statistical summaries that are available through SAS. Unlike other introductory competitors on the market, it is a pocket-sized reference that does not clutterSupermanifolds and Supergroups explains the basic ingredients of super manifolds and super Lie groups. It starts with super linear algebra and follows with a treatment of super smooth functions and the basic definition of a super manifold. When discussing the tangent bundle, integration of vector fields is treated as well as the machinery of differential... more...
The book is devoted to universality problems. A new approach to these problems is given using some specific spaces. Since the construction of these specific spaces is set-theoretical, the given theory can be applied to different topics of Topology such as: universal mappings, dimension theory, action of groups, inverse spectra, isometrical embeddings,...Focuses on two fundamental questions in the theory of semisimple Lie groups: the geometry of Riemannian symmetric spaces and their compactifications; and branching laws for unitary representations - restricting unitary representations to subgroups and decomposing the ensuing representations into irreducibles. more...
Corresponds to a graduate course in mathematics, taught at Carnegie Mellon University in the spring of 1999. This course aims to show that the creation of scientific knowledge is an international enterprise, and who contributed to it, from where, and when. more...
Researchers have been studying complicated classes of problems that can be studied by means of convex analysis, so-called "anticonvex" and "convex-anticonvex" optimization problems. This monograph contains a presentation of the duality theory for these classes of problems and their generalizations. more... |
Contemporary's Number Power: Real World Approach to Math (The Number Power Series)
Book Description: Number Power is the first choice for those who want to develop and improve their math skills. Every Number Power book targets a particular set of math skills with straightforward explanations, easy-to-follow, step-by-step instruction, real-life examples, and extensive reinforcement exercises. Use these texts across the full scope of the basic math curriculum, from whole numbers to pre-algebra and geometry. Number Power: Review builds critical-thinking skills and reviews computational skills from whole numbers to beginning algebra and geometry |
Covers percentages, probability, proportions, and more Get a grip on all types of word problems by applying them to real life Are you mystified by math word problems? This easy-to-understand guide shows you how to conquer these tricky questions with a step-by-step plan for finding the right solution each and every time, no matter the kind or level... more...
The learn-by-doing way to master Trigonometry Why CliffsStudySolver Guides? Go with the name you know and trust Get the information you need--fast! Written by teachers and educational specialists Get the concise review materials and practice you need to learn Trigonometry, including: Explanations of All Elements and Principles * Angles and quadrants... more...
Mathematical Physics is an introduction to such basic mathematical structures as groups, vector spaces, topological spaces, measure spaces, and Hilbert space. Geroch uses category theory to emphasize both the interrelationships among different structures and the unity of mathematics. Perhaps the most valuable feature of the book is the illuminating... more...
These notes arise from lectures presented in Florence under the auspices of the Accadamia dei Lincee and deal with an area that lies at the crossroads of mathematics and physics. The material presented here rests primarily on the pioneering work of Vaughan Jones and Edward Witten relating polynomial invariants of knots to a topological quantum field... more...
Mathematical Applications and Modelling is the second in the series of the yearbooks of the Association of Mathematics Educators in Singapore. The book is unique as it addresses a focused theme on mathematics education. The objective is to illustrate the diversity within the theme and present research that translates into classroom pedagogies.The book,... more...
Inverse limits provide a powerful tool for constructing complicated spaces from simple ones. They also turn the study of a dynamical system consisting of a space and a self-map into a study of a (likely more complicated) space and a self-homeomorphism. In four chapters along with an appendix containing background material the authors develop the theory... more...
Until the mid-twentieth century, topological studies were focused on the theory of suitable structures on sets of points. The concept of open set exploited since the twenties offered an expression of the geometric intuition of a 'realistic' place (spot, grain) of non-trivial extent. Imitating the behaviour of open sets and their relations led... more... |
Honestly, I doubt you'd find math major level learning sites for Number Theory. But if you like you could take a look at Elementary Number theory by Jones and Jones. Its a SUMS springer book, so it has solutions at the back for every problem. Maybe after something like that you could read Tom Apostols Introduction to Analytic Number Theory.
Your description of "basic knowledge of number theory" is a little bit vague. It would be easier to recommend books/sites if we know more about your background.
This probably isn't what you're after but here's a link to some "cute" stuff in Number Theory |
MTHS 637
Topics in Algebra
Reid,James D.
01/22/2007 - 05/05/2007
Tuesday 06:00 PM - 08:30 PM
Science Tower 139
We will begin with a review of such properties of the integers (the whole numbers, positive, negative and zero) as the division algorithm, Euclid's theory of greatest common divisors, unique factorization into primes, etc. We will then see how these results can be extended to polynomials, and examine some of the applications that these extensions make possible such as the determination of the nature of the roots of a polynomial, the derivation of techniques for locating the roots, and the theory of partial fractions.
On a more subtle plane, there is the question of the influence of the choice of the domain over which the coefficients are allowed to vary on the theory of the polynomials in question. Along these lines, we will provide an introduction to Galois Theory and a glimpse of algebraic number theory. Applications here will be made to the questions of solutions of equations by radicals, determining Pythagorean triples, expressing integers as sums of two squares, etc.
A second main topic will be an introduction to transformational geometry, the study of rigid motions in the plane. Application here will be made to congruence and similarity of geometric figures, a classification of the conic sections and a foundation for trigonometry.
These topics can be discussed very fruitfully on many different levels. We will make every effort to choose a level appropriate for those in attendance. |
Our courseware has proven effective as a self-paced, individualized alternative to group lectures; as an easy to use supplemental learning resource; or as a component in hybrid forms of instruction. ModuMath helps learners who say they are "bad at math" grasp a thorough understanding of the material and develop the skills needed to apply it at home, school and work.
ModuMath courseware includes:
51 Basic Math lessons
32 Algebra lessons
Computer based diagnostic tests for both courses
Randomly generated computer tests for each lesson
Records Management System
Supplemental student study guide for both courses
A turnkey solution to on-site math remediation
ModuMath courseware was produced by Wisconsin's technical colleges in response to demands for developmental or refresher math. You install the software on-site. It can be leased or purchased on either a site license or per student basis.
Today, ModuMath is used in more than 500 colleges, schools, ABE programs, workplace training sites and correctional settings in the United States, Canada and the Caribbean. More than 100 locations in Wisconsin have placed ModuMath in classrooms and learning labs. In addition to the institutional version of ModuMath, a home version is also available. |
$499 (USD)
Details
Entering or returning to college and feeling unprepared for math? That's a problemReadyMATH can solve.
ReadyMATH is the most advanced system for learning math and test preparation. By design, this online program condenses the required instruction to exactly what you need—no more, no less—enhancing and accelerating your learning. ReadyMATH assesses your knowledge gaps and then targets instruction and practice to specifically address individual needs, allowing you to master everything from basic arithmetic to intermediate algebra. You learn at your own pace and get support from an experienced academic tutor.
It is a very effective way to prepare you for the following placement exams:
If you've struggled with math in the past, get ready for an entirely new and rewarding experience. With the help of custom-tailored lessons, hands-on practice, and mastery reviews, you'll quickly achieve the solid foundation in math that you need for college success. |
Prealgebra and Algebra 1 students need a scientific calculator.
Algebra 2 students are encouraged to have a graphing calculator. A TI 83+ is recommended.
Students should have a writing utensil (preferably a pencil), paper (preferably loose-leaf), folder to keep papers in, and textbook (except Prealgebra students). |
Attend the 3rd Annual USACAS Conference
Computer Algebra Systems (CAS) have the potential to revolutionize mathematics education at the secondary level. They do for Algebra & Calculus what calculators do for arithmetic: simplify expressions, solving equations, factoring, taking derivatives, and much more.
With CAS, students have the power to solve many problems earlier – some which would otherwise remain inaccessible. CAS enable one to delay the teaching of some manipulative skills and completely eliminate others.
In short, CAS grant teachers new freedom.
Come explore the future of mathematics education!
Discover how secondary and middle school teachers are using CAS in their own classrooms.
Get classroom-tested lesson ideas developed for CAS-enhanced classroom environments. |
Originally Broadcast 8/28/09Running Time: 21 min Part 1: Introductions, Goals and Overview
First day of the statewide Algebra for All train the trainers event developed by the Michigan Mathematics and Science Centers Network in order to improve math skill among Michigan students.
This segment (1 of 9) focuses on Introductions and orientation to the course. PowerPoint review of course content and participant expectations. |
Mathematics
Some people study mathematics for its own sake. They find algebra, calculus, geometry
and logic interesting and they love a challenge. Others study it because they will
work in a mathematics-related field, such as finance, statistics, physics, engineering,
chemistry – the list goes on. Whether you are one of these people or not, any study
of mathematics, great or small, will strengthen your reasoning skills.
At College of DuPage, we serve all of these different types of people with their different
goals. Whether the math courses you take at College of DuPage are transferred to a
four-year college or university, are refresher courses that improve your basic skills,
or used to prepare you for a new job, you can be confident that you will receive a
high-quality education from a strong faculty interested in you successfully learning
mathematics.
Resources:
LearningExpress Library is a comprehensive, interactive online learning platform of practice tests and tutorial
course series designed to help patrons—students and adult learners—succeed on the
academic or licensing tests they must pass.
Spotlight
"I was talking with a friend of mine who attends UIC, and he was surprised at the topics that we covered in my Calculus II class at COD that he never learned until later classes. The education provided at COD is first-rate and even better in some areas when compared to big universities. I'm getting a quality yet affordable education at College of DuPage."
"COD has time and time again proven to have been the best option for me because of the variety of classes, which helped me make the decisions about my life that were right for me," Sandy Pieta said. "I couldn't have done it without the support of my friends, family and, above all, dedicated COD faculty members, especially James Allen, who helped me find my true path in life to become a math teacher.
"I am very grateful for the opportunity to take advanced classes with such great professors as Bob Cappetta and James Africh," he said. "COD gave me the opportunity to challenge myself and learn more while still a full-time high school student. This enabled me to 'hit the ground running' in my full-time studies at Vanderbilt without having to for |
theory of matrices
This volume offers a concise overview of matrix algebra's many applications, discussing topics of extensive research and supplying proofs. Its ...Show synopsisThis volume offers a concise overview of matrix algebra's many applications, discussing topics of extensive research and supplying proofs. Its contents include reviews of matrices, arrays, and determinants; the characteristic equation; associated integral matrices; equivalence, congruence, and similarity; composition of matrices; matric equations; functions of matrices; and matrices of infinite order. 1946 edition.Hide synopsis
136 |
Why Study Maths?
A Mathematics qualification beyond GCSE is always highly regarded by university admissions tutors and by employers. In fact there are some courses at university which require you to have Mathematics at AS or A2.
We offer a wide variety of Mathematics courses:
AS and A2 Further Mathematics
AS and A2 Mathematics
AS use of Mathematics
GCSE Mathematics and Level 1/Level 2 Adult Numeracy
AS and A2 Statistics
AS Mathematics supports many other subjects but especially Physics and Computing.
You choose which applied modules to study as part of AS/A2 Mathematics. i.e. Statistics, Mechanics or Decision Mathematics.
The "problem solving" aspect of Mathematics is very satisfying especially when you turn to the back of the textbook and find you've got the right answer!
Your tutors are well qualified and committed to ensuring that you do well. There are regular workshops staffed by teachers where extra help is available.
Which Maths should I choose? Statistics links with Economics, Business Studies, Biology, Geography, Journalism, Psychology, Medicine, Pharmacy, Law and Education.
Use of Maths is useful if you need Maths to support other
subjects such as Physics, Chemistry, Electronics and Computing.
Further Maths is useful for careers in Maths,
Engineering and Computer Science.
AS and A2 Statistics is useful if you want to develop the skills needed to work with data, but don't want to do lots of traditional maths like algebra. AS and A2 Statistics links well with subjects like Biology, Business, Sociology and Pyschology.
The UK Senior Maths Challenge
This is open to any of our AS and A2 level Maths students. It is designed to stimulate mental agility and mathematical reasoning and the paper consists of 25 puzzles with multiple choice answers. Gold, silver and bronze certificates are awarded to many participants, with the most successful being invited to the British Mathematical Olympiad. |
More About
This Textbook
Overview
Key Message: A History of Mathematics, Third Edition, provides a solid background in the history of mathematics, helping readers gain a deeper understanding of mathematical concepts in their historical context. This book's global perspective covers how contributions from Chinese, Indian, and Islamic mathematicians shaped our modern understanding of mathematics. This book also includes discussions of important historical textbooks and primary sources to help readers further understand the development of modern mathematics.
Key Topics: Ancient Mathematics: Egypt and Mesopotamia, The Beginnings of Mathematics in Greece, Euclid, Archimedes and Apollonius, Mathematical Methods in Hellenistic Times, The Final Chapter of Greek Mathematics; Medieval Mathematics: Ancient and Medieval China, Ancient and Medieval India, The Mathematics of Islam, Medieval Europe, Mathematics Elsewhere; Early Modern Mathematics: Algebra in the Renaissance, Mathematical Methods in the Renaissance, Geometry, Algebra and Probability in the Seventeenth Century, The Beginnings of Calculus, Newton and Leibniz; Modern Mathematics: Analysis in the Eighteenth Century, Probability and Statistics in the Eighteenth Century, Algebra and Number Theory in the Eighteenth Century, Geometry in the Eighteenth Century, Algebra and Number Theory in the Nineteenth Century, Analysis in the Nineteenth Century, Probability and Statistics in the Nineteenth Century, Geometry in the Nineteenth Century, Aspects of the Twentieth Century
Editorial Reviews
Booknews
An emphasis is placed on the multi-cultural nature of mathematics with extensive coverage of China, India, and the Islamic world. The organization is flexible, allowing for a chronological or topical approach. Intended for prospective math teachers at the high school or college level, and includes ideas for teaching. Annotation c. Book News, Inc., Portland, OR (booknews.com)
Related Subjects
Meet the Author
Victor J. Katz received his PhD in mathematics from Brandeis University in 1968 and has been Professor of Mathematics at the University of the District of Columbia for many years. He has long been interested in the history of mathematics and, in particular, in its use in teaching. He is the editor of The Mathematics of Egypt, Mesopotamia, China, India and Islam: A Sourcebook (2007). He has edited or co-edited two recent books dealing with this subject, Learn from the Masters (1994) and Using History to Teach Mathematics (2000). Dr. Katz also co-edited a collection of historical articles taken from MAA journals of the past 90 years, Sherlock Holmes in Babylon and other Tales of Mathematical History. He has directed two NSF-sponsored projects to help college teachers learn the history of mathematics and learn to use it in teaching. Dr. Katz has also involved secondary school teachers in writing materials using history in the teaching of various topics in the high school curriculum. These materials, Historical Modules for the Teaching and Learning of Mathematics, have now been published by the MAA. Currently, Dr. Katz is the PI on an NSF grant to the MAA that supports Convergence, an online magazine devoted to the history of mathematics and its use in teaching |
Whether you need help solving equations or determining the slope of a line, this guide gives you the tools you need to find your answers! Beginning with the basics, you will learn and practice all the skills needed to enhance your algebra expertise. This comprehensive guide covers all the key concepts, including: Variables and expressions Linear... more...
A no-nonsense, practical guide to help you improve your algebra II skills with solid instruction and plenty of practice, practice, practice. Practice Makes Perfect: Algebra II presents thorough coverage of skills, such as handling decimals and fractions, functions, and linear and quadratic equations, as well as an introducing you to probability and... more... |
Lillian J. Ratliff
warning: there maybe some mistakes. these notes are being prepared as part of an independent study on undergraduate abstract algebra with a high school student (amelia keller-boren). we are using Gilbert & Gilbert's book 'Elements of Modern Algebra'. many reviews suggest it is a good book to introduce algebra to high school students. so far this seems to be the case. we are covering chapters 1-3. (summer 2012).
this project aimed to get two nao robots to dance in synchronization. a high school student (axenya kachen) did all the programming for this project using python. the dances that have been implemented include but are not limited to the cha cha, the waltz, and the jive. (summer 2012). |
Relevant Links
Outline
Computer science, like all science and engineering disciplines, involves a degree of mathematics. Hence a solid grounding in mathematics is vital in order to attain full understanding of a wide range of computer science topics. This module takes all the relevant topics covered at GCSE and builds upon them. The twin objectives here are to improve students' mathematical knowledge and, just as importantly, their confidence in using that knowledge.
Aims
The aims of this module are to:
provide a solid grounding in mathematics sufficient to understand a range of computer science topics and to act as a foundation for further study of mathematics relevant to computer science
improve students' confidence in using mathematical concepts in computer science
Learning Outcomes
On successful completion of this module, the student should be able to:
Assessed by:
1
apply a number of fundamental mathematical skills and techniques to the solution of problems relevant to computer science
Class Tests, Examination
2
demonstrate a solid foundation in mathematics relevant to computer science sufficient to allow independent learning of further mathematical techniques in other computer science modules
Class Tests, Examination
Restrictions, Prerequisites and Corequisites
Restrictions:
This module is only available to students who have not achieved an adequate standard in A-level Mathematics or equivalent. |
Mathematics 1152
Calculus II
Credit hours: 5 GEC categories: Quant reason math and logical analysis Prerequisites:
Course Objectives: To provide students with a solid foundation in calculus (integration, sequences and series, Taylor series, vector and parametric curves, and polar curves). Problem solving will be emphasized throughout the course to promote a deeper understanding of the theory of calculus and its applications. |
Mathematics PhD
The general aim of the program leading to the Ph.D. in mathematics is to prepare students to become productive research scholars capable of communicating their knowledge to students and to the mathematical community. The program is planned to develop in the student a fundamental understanding of certain basic fields of mathematics, a deep understanding of the major field of interest, the ability to formulate and recognize significant research problems, and the ability to analyze problems and reach solutions and to transmit ideas to others |
Students will need to pass course competencies in addition to the course in its entirety to earn credit. It is considered best practice. For background information on Competency and Competency Assessments, please visit the high school website. The link is located on the right of the home page under "School Info".
CP Algebra 2A Course Competencies:
The student will solve and graph simple and compound linear inequalities.
The student will graph singular and systems of linear equations. The students will solve systems of linear equations by elimination and substitution methods.
The student will solve quadratic equations using a variety of methods.
The student will apply synthetic division and the factor theorem to factor and solve expressions and equations.
The student will use basic properties of logarithms.
The student will simplify rational expressions and complex fractions. The student will solve rational and fractional equations.
The student will perform basic arithmetic and geometric series and sequences operations.
CP Pre-Calculus Course Competencies:
The student will demonstrate and apply knowledge of commonly used algebraic functions and transformations.
The student will demonstrate and apply knowledge of exponential and logarithmic equations, their graphs, and properties.
The student will demonstrate and apply knowledge of trigonometric functions, identities and equations.
The student will demonstrate and apply knowledge of graphs and systems of linear inequalities as well as linear programming.
The student will demonstrate and apply knowledge of limits, graphically and algebraically.
Fundamentals of College Algebra Course Competencies:
The student will be able to add, subtract, multiply, divide and simply real numbers.
The student will be able to solve linear equations and inequalities.
The student will be able to translate and solve word problems.
The student will be able to add, subtract, multiply, divide and simply polynomials.
The student will be able to solve quadratic equations by factoring.
The student will be able to add, subtract, multiply, divide and simply rational expressions.
The student will be able to graph linear equations.
The student will be able to solve systems of equations by the elimination method.
X2 grading codes - describes why an assignment did not earn a point value.
AB
Absent and did not turn in by designated time.
Calculates as a zero
BG
Being Grade
No score
DD
Didn't Do (and said so)
Calculates as a zero
DH
Collected – Did Not Hand In
Calculates as a zero
EXC
Excused from assignment
No score
FAIL
Failed
Competency Assessment
INC
VERY Incomplete
Calculates as a zero
MI
Missing
Calculates as a zero
NC
No Credit -- no work shown, answers only, illegeble, more than half wrong, did not check answers
Calculates as a zero
OPT
Optional assignment
Scored as designated
OWE
Owes (b/c of absences or other circumstances)
Will change to point value when handed in of changes to DH after designated time |
Algebra 1
Description
An outstanding text that presents mathematics as a study of absolutes with a logical approach from one concept to another. Concepts are developed and mastered through an abundance of worked examples and student exercises. Many application problems relate algebra to the physical world |
Functional Skills
Maths Entry Level - 09862, 09863, 09864
Split into three levels, these qualifications recognise achievement at entry level. Learners at level 1 will have abilities that range from the most elementary to using their understanding to relate to the immediate environment. Level 2 learners will have skills, knowledge and understanding to carry out simple, familiar tasks with guidance. Learners at level 3 will have mathematical skills, knowledge and understanding to carry out structured tasks in familiar contexts |
Pre-Algebra Solved! 20.10.0009
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The Personal Algebra Tutor is a comprehensive algebra problem solver for solving algebra problems from basic math through college algebra and preCalculus. The user can enter his/her own problems to get step-by-step solutions. |
Calculator - We suggest that you
purchase a graphing calculator for this course.You may use a TI-83, TI-83 Plus, TI-84, TI-84
Plus, or TI-Nspire(non-CAS).You
may not use the TI-89, TI-92, or
TI-Voyage.We will have 4 function calculators available
for you to use in class when needed.
Pencils, Paper, Rulers, and Graph
Paper - graded work must be done in pencil.Work in pen will not be graded.
Topics Covered:In this course, students will: analyze
polynomial functions of higher degree; explore logarithmic functions as
inverses of exponential functions; solve a variety of equations and
inequalities numerically, algebraically, and graphically; use matrices and
linear programming to represent and solve problems; use matrices to represent
and solve problems involving vertex-edge graphs; investigate the relationships
between lines and circles; recognize, analyze, and graph the equations of conic
sections; investigate planes and spheres; solve problems by interpreting a
normal distribution as a probability distribution; and design and conduct
experimental and observational studies.
Homework: Homework will be assigned every day and checked
the next day, either for completeness or accuracy.ANSWERS BY MAGIC (no work shown or steps
skipped) WILL NOT RECEIVE CREDIT. You
also WILL NOT RECEIVE CREDIT if your work does not represent the material on
the assignment.
Quizzes, Tests: There will be at least one quiz and one test in each unit. Preparation for these assessments includes
doing your homework assignments and practicing problems from the unit and
previous units.
Final Exam: This is a comprehensive test for this semester
only.It will contain problems similar
to those found on your quizzes and tests.A good recommendation would be to keep all graded papers in your
notebook so you have a good review for the exam.
Make-up work: MAKE-UP WORK IS YOUR RESPONSIBILITY!!!!
Any missed handouts can be found
in the "I was absent!" bin in the front of the room. Any additional missed
assignments or notes can be obtained from a classmate. For an excused absence,
you will have the same amount of time as you missed to complete makeup work. If
a test or quiz is missed, you will need to arrange a time to take the test or
quiz. An unexcused absence will result in a 10% reduction for any work graded
that day.
Tag, Field Trips, TDE, etc.:The student is responsible forwork
missed.Since these are prearranged, you
must have your assignment on the normal due date.
Tardies: Students late to class are required to sign in.The following disciplinary consequences will
result:
Ø1
to 2 tardies – teacher warning
Ø3rd
tardy – teacher detention
ØMore
than 3 tardies – office referral
Recovery:According
to Fulton County's policy, opportunities designed to allow students to recover
from a low or failing cumulative grade (below 74) will be allowed when all work
to date has been completed and the student has shown a legitimate effort to
meet all course requirements (completion of ALL homework, good attendance,
seeking extra help from the teacher, etc.). You should contact the teacher
concerning recovery opportunities and a time for recovery work will be
established.All recovery work will be
directly related to course objectives and must be completed ten school days
prior to the end of the semester.
Honor Code: Please read the Honor Code of RHS in your agenda
book.Academic dishonesty will not be
tolerated in this class.
Extra Help:I
encourage you to come in for extra help! I am available Monday-Thursday from
8:00-8:25am unless I have another scheduled meeting. If necessary, we can set up
another time to meet.
NOTE:If you need help in
this class, please come for extra help! Keeping up with the material is very
important.Don't wait until it is too late to ask for help!
Average:Your grade
will be averaged by the following:
Homework, Daily Classwork = 15%
Quizzes/Tasks = 20%
Chapter Tests/ Projects = 50%
Semester Exam = 15%
Student Expectations:The student is expected to adhere to the following rules:
**We reserve the
right to change these policies as the year progresses, if they do not work out
as expected.
PARENTS:
Please sign and fill out the information below and return this page with your
student. If you prefer, you may send me an email letting me know you received
and understand this syllabus. Thanks!
WISH LIST: If
you are able, the following supplies are needed: AAA batteries, hand sanitizer,
tissues, and colored paper |
USERS GUIDE
Table of Contents
Turning the Calculator On and Off..1 Alternate Functions...1 Display...2 Scrolling...2 Menus...3 Fix....3 Clearing, Correcting, and Resetting..4 Display Indicators...5 Order of Operations..6 Basic Operations..7 Last Answer..7 Percent...9 Fractions...10 Exponents, Roots, and Reciprocals..11 Notation...12 Pi...13 Memory..14 Stored Operations..16 Logarithms..18 Trigonometric Functions...20 Angle Modes...22 Rectangular/Polar..24 Hyperbolic Functions...25 Metric Conversions..26 Physical Constants..28 Integrals...30 Probability...32 Statistics...34 Boolean Logic Operations..39 Number-System Modes..40 Complex Numbers..41 Error Conditions..43 In Case of Difficulty..45 Battery Replacement...45 Service Information..46
Turning the Calculator On and Off
The TI-36X is battery powered. To turn on the TI-36X , press T. To turn off the TI-36X , press %r. All data in memory is retained. APD (Automatic Power Down) turns off the TI-36X automatically if no key is pressed for about five minutes. Press T after APD to power up again; the display, pending operations, settings, and memory are retained.
Alternate Functions
Most keys can perform two functions. The first function is marked on the key, and the second function is marked above the key, as illustrated below.
2nd function Primary function
Press % to activate the second function of a key. To cancel the second function before making an entry, press % again. In this manual, second functions are shown in brackets ([ ]). For example, press P to find the square of a number. Press %n to find the square root of a number.
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Display
The TI-36X has a two-line display. The first line (Entry Line) displays an entry of up to 88 digits or items (47 for Stat or Stored Operations). Entries begin on the left; those with more than 11 digits scroll to the left. You can have as many as 23 levels of parentheses and up to 8 mathematical operations pending. The second line (Result Line) displays a result of up to 10 digits, plus a decimal point, a negative sign, a x10 indicator, and a 2-digit positive or negative exponent. Results that exceed the digit limit are displayed in scientific notation. Note: In the text, numbers containing decimal fractions are shown in decimal format consistent with the calculator display.
Scrolling
Scroll with ", !, #, and $. Press " and ! to scroll horizontally through the current or previous entries, or to move the underscore within a menu list. Press %" or %! to move the cursor to the beginning or end of the entry. After an expression is evaluated, press # and $ to scroll through previous entries, which are stored in the TI-36X history. If you edit a previous entry and press V, the calculator will evaluate the new expression and return the new result.
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Some key presses access menus: S, R, e, -, 8, &, /,., %q, %p, %d, %^, %m, %], %6, %f, %h, %Z, %t, %\, and %s. The menu choices are displayed on the screen. Press " or ! to scroll through the menu and underline an item. To select an underlined item: Press V while the item is underlined. Or, For menu items followed by an argument value, enter the argument value while the item is underlined. The item and the argument value are transferred to the current entry. However, if the argument is another function, you need to press V to select the first function before proceeding to the next. To return to the previous screen without selecting the menu item, press 4.
%t displays a menu: F0123456789. To round displayed results, scroll with " or ! to select the desired number of decimal places, or enter the numeral corresponding to the desired number of decimal places. The displayed value is padded with zeroes if needed. To restore standard notation (floating decimal), select F (default) in the menu, or press %tI. You can specify rounding places before you begin your calculations, before you complete an operation with V, or after the results are displayed.
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Clearing, Correcting, and Resetting
Key 4 Action Action depends on position of the cursor. If cursor is in the middle of an entry, clears character under the cursor and all characters to the right of the cursor. If cursor is at the end of an entry, clears the entire entry. If an Error message is displayed, clears the error message and moves the cursor to last entry in history. If a menu is displayed, exits menu. ' If the cursor is on a character, deletes the character under the cursor. If the cursor is at the end of an entry, deletes the character to the left of the cursor. Lets you insert one or more characters at %[ the cursor. %s Resets the TI-36X. Returns unit to default settings; clears memory variables, "V pending operations, all entries in history, or T&4 statistical data, Ans, and stored operations. MEM CLEARED is displayed. (simultaneously) You can overwrite entries. Move the cursor to the desired location and begin pressing keys. The new keypresses will overwrite the existing entry, character by character. Before beginning a new set of examples or problems in this manual, reset the calculator to ensure that your displays will be the same as those shown. 4
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Display Indicators
Special indicators may appear in the display to provide additional information about functions or results. Indicator 2nd FIX SCI or ENG STAT DEG, RAD, or GRAD HEX or OCT x10 # $ Meaning 2nd function is active. Calculator is rounding results to specified number of places. Scientific or engineering notation is active. Calculator is in Statistics mode. Specifies angle-unit setting (degrees, radians, or grads). The default is the degree setting. Calculator is in hexadecimal or octal mode. Precedes the exponent in scientific or engineering notation. An entry is stored in memory before and/or after the active screen. Press # and $ to scroll. An entry or menu list extends beyond the capacity of the screen. Press " and ! to scroll. Complex number, real part, or complex number, imaginary part. Calculator is busy.
435+215 645
Ans4Ab/cd/c 345
Ans4FD
6.8 <J3110V AnsM310 M2.04
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Exponents, Roots, and Reciprocals
P K Calculates the square of a value. Raises a value to any power within the range of the calculator. If the number is negative, the power must be an integer. If you include an operation in the exponent, you must use parentheses. %n Calculates the square root of a positive value. %j Calculates any root of any positive value (within the range of the calculator) and any odd-numbered integer root of a negative value. %k Yields the reciprocal of a value. 5P:4KN2:1OV
5 +4^(2+1)
89. (49)
%n49OV
7. 6x64
6%j64V
Notation
%Z displays the Numeric Notation mode menu. FLO (default): Displays results in floating notation, with digits to the left and right of the decimal point. SCI: Displays results in scientific notation. The format of scientific notation is n x 10^p, where 1{n<10 and p is an integer. ENG: Engineering notation (exponent is a multiple of 3). These modes affect only the display of results, and not the internally stored results. M lets you enter a value in scientific notation, regardless of the numeric notation mode. Press J before entering a negative exponent.
1 I 2 M 5 + 4 I 6 M 7 V 1.2E5+4.6E7 46120000.
%Z"V
1.2E5+4.6E7 4.612X1007
SCI DEG
1.2E5+4.6E7 46.12X1006
ENG DEG
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5 enters the value of p. It is stored internally to 13 digits (3.141592653590) and displayed to 10 digits (3.141592654). When multiplying p by a number, you do not need to press <; multiplication is implicit.
Examples Find the circumference and the area of a circle having a radius of 5 centimeters. Find the surface area of a sphere having a radius of 5 centimeters. (Remember: circumference=2pr; area =pr ; surface area=(4p)r.) Use the Fix function to display results rounded to the nearest whole number.
%t"V25<5 V #'"""PV 2p5
31. p5
The circumference of the circle is 31 centimeters, and the area is 79 square centimeters. The surface area of the sphere is 314 square centimeters.
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Memory
The TI-36X has five memory variables. You can store a real number or an expression that results in a real number to a memory variable. For storing complex numbers to memory, see page 31. S %q R %p Lets you store values to variables. Recalls the values of variables. Recalls variables by letter designation. Displays menu: CLR VAR: Y N. Select Y (yes) and press V to clear all memory variables and re-initialize seed in E.
When you press S, a menu of variables displays: A, B, C, D, and E. Press " or ! to select a variable. Press V, and the value of your last answer is stored into the variable you have selected. If that variable already contains a value, the new one will replace it. If you enter an expression and press S and then V, the TI-36X will simultaneously evaluate the expression and store the resulting value to the memory variable you select. Press %q to display the menu of memory variables. Press " or ! to select the variable you wish to recall and press V. The value in this variable is inserted into your current entry at the cursor. Pressing R also displays the menu of memory variables, and you select the one you wish to recall. However, the variable name rather than the value itself is inserted into your current entry. Since the variable name contains the value, evaluation of the expression yields the same results. 14
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In addition to serving as a memory variable, E stores a seed value to generate a random number when you are using the Probability function (see page 32).
Problem A gravel quarry is opening two new pits: one is 350 meters by 560 meters, and the other is 340 meters by 610 meters. What volume of gravel would the company remove from each if they excavated to a depth of 150 meters? To a depth of 210 meters? Display results in engineering notation.
% Z " " V 0 < 350560"A 196.x1003 560SV
340<610S"V
340610"B 207.4x1003
150<%qVV
150196000 29.4 x1006
210<%qVV
210196000 41.16 x1006
150<R"VV
150B 31.11 x1006
210<R"VV
210B 43.554 x1006
From the first pit: 29.4 million cu.m. and 41.16 million cu.m., respectively. From the second pit: 31.11 million cu.m. and 43.554 million cu.m., respectively.
Stored Operations
The TI-36X stores two operations, Op1 and Op2. To store an operation to Op1 or Op2 and recall it: 1. Press %b or %c. 2. Enter the operation, beginning with an operator (such as +, M, Q, P, or ^). You can store any combination of numbers, operators, and menu items and their arguments, to a limit of 47 characters or items. 3. Press V to save the operation to memory. 4. Each subsequent time you press 2 or 3, the TI-36X recalls the stored operation and applies it to the last answer. The expression with the stored operation appears on the first line of the display, and the result appears on the second line. A counter on the left side of the result line displays the number of consecutive times you have pressed Op1 or Op2. You can set the TI-36X to display only the counter and the result, and not the expression on the entry line. Press %b or %c, press ! until the = is highlighted () and press V. Repeat to toggle this setting off.
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%b<2V
OP2=+5
10+5 1
15+5 2
20+5 3
Logarithms
%d displays a menu of log functions. log 10^ ln e^ Yields the common logarithm of a number. Raises 10 to the power you specify. Yields the logarithm of a number to the base e (e=2.718281828495). Raises e to the power you specify.
Select the function on the menu, then enter the value and complete the expression with O. %d log 10
log(100)
2. 10^(3.2) 1584.893192
%d"3I2OV
%d""9I453O V %d!4I7OV
ln(9.453) 2.246332151
e^(4.7) 109.9471725
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Problem A radioactive substance decays exponentially. If yo grams of certain radioactive substance are initially present, the number of grams y(t) after t days is given by the formula: y(t)=yoe After 340 days, how much of a 5-gram sample of this radioactive substance remains? After 475 days? Store the constant part of the exponent to memory so you need enter it only once. Round results to two decimal places.
J0I00015SV L0.00015A L0.00015
Trigonometric Functions
e displays a menu of the trigonometric functions -1 -1 -1 (sin, sin , cos, cos , tan, tan ). Press " or ! to select the desired function, enter the value, and close the parentheses with O. Set the desired angle mode before starting trigonometric calculations. The problems below assume the default, which is degree mode. See the section on Angle Modes (page 22) for other angle modes. e""
cos cos
30O%t4V
cos(30)
0.8660 sin sin
e"
0I7391OV
sin (0.7391 47.6548
e""Ve!1O OV
cos(tan (1) 0.7071
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Problem Find angle a in the right triangle below. Then find the length of the hypotenuse h and angle b. Measurements of length and height are in meters. Round off results to one decimal place.
Angle Modes
/ displays a menu to specify the angle unit modifier r g for an entry: degrees (), radians ( ), grads ( ), or DMS ( ). It also lets you convert an angle to DMS Notation (4DMS). You can use a DMS value in calculations, but then the results will no longer be in DMS format; the calculator will automatically convert to decimal format.
Problem Two adjacent angles measure 123145 and 265438, respectively. Sum the two angles and display the results in DMS format.
radius Boltzmann constant 1.3806503Q 10 -23 Joules per electron charge atomic mass unit
K 1.602176462Q 10 -19 coulombs 1.66053873Q 10 -27 kilograms
As you scroll through the menu, the value of the underlined constant appears in the result line. When you press V, the name of the underlined constant is transferred to the entry line at the cursor. 28
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Problem A brick falls off the roof of a building and hits the sidewalk 3.5 seconds later. Find the height of the building in meters and then in feet, rounded off to the nearest whole number. The formula for distance fallen is y= L 2 gt
where t= time in seconds, and g=gravitational acceleration (9.80665 meters per second-squared). We measure the y coordinate from the position where the brick began its fall, and we specify that y is positive upwards.
J112< L12
%]"
c g h N R 9.80665
M12g L4.903325
<3I5PV
Ans3.5 L60.06573125
Ans3.5
."VV
Ans mft
Integrals
The TI-36X performs numerical integration using Simpsons Rule. To prepare for an integral, store the lower limit in memory variable A, the upper limit in memory B, and the number of intervals (from 1 to 99) in memory C. Press 0 and enter the expression, using memory variable A as the independent variable. Then press V. While the calculator is processing the data, CALC displays. When the calculation is successfully completed, the TI-36X will return the numerical value to the result line. In addition, the calculator will clear memory variable C; A and B will be equal to the upper limit. If A>B, or if C is not an integer 1-99, or if A, B, or C is undefined, Integrate Error will display, and A, B, and C will be cleared. If you want to solve a given problem again using a different number of intervals or different limits, enter values to store in memory variables A, B, and C. Then scroll to the integration problem in history and press V; the calculator will solve the same problem with the new data. The time the calculator takes to solve the problem depends on the complexity of the problem and the number of intervals. You can abort the calculation by pressing and holding T until Integrate Error is displayed. With polynomials up to the third degree, Simpsons rule yields the exact answer, so increasing the number of intervals will not change the results. However, with polynomials of higher degree and equations containing more complicated functions (such as trigonometry), increasing the number of intervals will improve the precision of the results. Note: When you perform integration with trigonometric functions, the calculator must be in radian mode. 30
LN EXP PWR CLRDATA
You can enter up to 42 points or data pairs. When using the LN regression, you do not need to find the natural logarithms of the numbers. Enter the data directly, and the TI-36X makes the transformation. Similarly, when you want to make a prediction with the LN regression equation, you enter the value of x directly (and not ln x), and the calculator returns the predicted value of y (and not ln y).
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To set up the problem and perform the analysis: 1. Press %f. Select the desired type of analysis from the menu and press V. The STAT indicator displays. 2. Press 7. 3. Enter a value for X1 and press $. 4. Then: In 1-VAR stat mode, enter the frequency of occurrence (FRQ) of the data point and press $. FRQ default=1. If FRQ=0, the data point is ignored. Or, In LIN, LN, EXP, OR PWR, enter the value of Y and press $. 5. Repeat steps 3 and 4 until all data points are entered. You can change or delete data points by scrolling to the desired point and editing or pressing '. If you are in 2-VAR mode, you must delete both the data point and the frequency. You can add new points by scrolling to the last point and pressing $; the calculator will prompt you for the new data. If you add or delete data points, the TI-36X automatically reorders the list. 6. When all points and frequencies are entered: Press 8 to display the menu of variables (see table for definitions) and their current values. Or, Press 7 to return to the blank STAT screen. You can perform calculations with data variables (, , etc.). After such calculations, you can return to the display of variables by pressing 8 again. You can return to the data entries again by pressing 7.
Boolean Logic Operations
Press - to access a menu of Boolean Logic operations.
Function AND OR XOR NOT 2s Effect on Each Bit of the Result 0 AND 0 = OR 0 = XOR 0 = 0 NOT 0 = 1 2s complement 0 AND 1 = OR 1 = XOR 1 = 1 NOT 1 = AND 1 = OR 1 = XOR 1 = 0
Except for NOT and 2s complement, these functions compare the corresponding bits of two values. The result is displayed in the current number base. You can perform logical operations in the decimal, octal, and hexadecimal modes.
Examples Perform the operations 9 AND 2, 9 OR 2, and 9 XOR 2.
9and or xor
9 and 2
0. 9 or 2
9-"2V
11. 9 xor 2
Number-System Modes
Number system modes are second functions of keys. %| Selects decimal mode (default). When the calculator is in another number mode, press %| to return the calculator to decimal mode. Note: Normally you should keep the calculator in the decimal mode, because some of the calculators operating features are limited or nonexistent in the other modes. Selects octal mode. You can enter positive octal numbers as large as 3777777777. Numbers beyond this are interpreted as negative. Selects hexadecimal mode. You can enter positive hexadecimal numbers as large as 7FFFFFFFFF. Numbers beyond this are interpreted as negative.
To enter the hexadecimal digits A through F, press % and then the appropriate key shown below.
Ti36eng1.doc TI-36X II Manual Linda Bower Revised: 01/10/03 10:47 AM Printed: 01/10/03 10:47 AM Page 40 of 48
Problem Add 456+125 in base 8 and in hexadecimal. Then return the calculator to decimal mode and do the same addition.
%~456:125V 456+125
OCT DEG
603 456+125
HEX DEG
57b %|#V 456+125
Complex Numbers
Enter a complex number as an ordered pair in parentheses, with the real part first. Operations with complex numbers are limited to :, ;, <, =, J, and the functions in the menu below. When you perform computations with complex numbers, the result line displays the real part of the answer, and r shows on the indicator line; press " to see the imaginary part, and i shows on the indicator line. If a computation with complex numbers yields a real number, the r and i will no longer be displayed. When you store a complex number in memory, it takes up two memory locations. Store to memory variable A, and it occupies A (for the real part) and B (for the imaginary part); or store to C, and it occupies C and D.
Ti36eng1.doc TI-36X II Manual Linda Bower Revised: 01/10/03 10:47 AM Printed: 01/10/03 10:47 AM Page 41 of 48
Press %\ to access a menu. conj Returns the conjugate of a complex number. real Returns the real part of a complex number. imag Returns the imaginary part of a complex number. abs Returns the absolute value of a number.
Problem Find the product of (4-2i) and (3+5i); display the imaginary part as well as the real part of the result. Then find the conjugate of the result, and display the imaginary part as well as the real part.
N 4 % i J 2 O < N 3 % (4,L2)(3,5 22. i5OV
(4,L2)(3,5 14.
conj real
22%i14OV
conj(22,14) 22. r
conj(22,14) M14. i
Error Conditions
When Error appears in the display, the calculator will not accept a keyboard entry until you press 4 or %r. Press 4 once to clear the error message and return to the entry that caused the error; then you can edit the entry or clear the display. ARGUMENT - a function does not have the correct number of arguments. DIVIDE BY 0 You attempted to divide by 0. In statistics, n=1. SYNTAX - The command contains a syntax error: entering more than 23 pending operations, 8 pending values, or having misplaced functions, arguments, parentheses, or commas. EQU LENGTH - An entry exceeds the limit (88 characters or items for Entry Line and 47 for Stat or Stored Operation lines). OP - Pressing 2 or 3 when constants not defined or while in STAT mode. OVERFLOW - The result is outside the range of the calculator: In decimal, range |M110 or {110. In Hex, range 0-7FFFFFFFFF, 8000000001FFFFFFFFFF. In Oct, range 0-3777777777, 40000000017777777777 FRQ DOMAIN - FRQ value (in 1-VAR stats) < 0 or >99, or not an integer.
Ti36eng1.doc TI-36X II Manual Linda Bower Revised: 01/10/03 10:47 AM Printed: 01/10/03 10:47 AM Page 43 of 48
DOMAIN - You specified an argument to a function outside the valid range. For example: x For : x=0; y<0 and x not an odd integer. x For y : y and x=0; y<0 and x not an integer. For x, x<0. For x!: x is not an integer between 0 and 69. For Boolean and, or, xor: x or y in Hex out of range 39 (>2 ). For log or ln: x0. For tan: x=90, -90, 270, -270, 450, etc. For sin-1 or cos-1: |x| > 1. For tanh-1(x): |x|>1. For cosh-1 (0). For cosh-1(x): x<0. For nCr or nPr: either n or r is not an integer | 0. || 1E10, where is an angle in a trig or P4Rx(, P4Ry( function. STAT Pressing 8 with no defined data points. When not in STAT mode, pressing 7, 8, or %h. COMPLEX - Using a complex number incorrectly in an operation or in memory. BASE - Using a base incorrectly or in the wrong mode. INTEGRATE - Error in setting up integration problem: A>B, or C not integer 1-99, or A, B, or C undefined.
In Case of Difficulty
Review instructions to be certain calculations were performed properly. Press T and 4 simultaneously to reset. When released, memory and settings are cleared, and MEM CLEARED is displayed. Check the battery to ensure that it is fresh and properly installed. Change the battery when: T does not turn the unit on, or The screen goes blank, or You get unexpected results.
Battery Replacement
Replace protective cover. Place the TI-36X face down. 1. Remove screw case, using a small Phillips screwdriver. 2. Carefully separate front from back, starting from the bottom. Caution: Be careful not to damage any internal parts. 3. Remove battery, using a small Phillips screwdriver, if necessary; replace with new battery. Install batteries according to polarity (+ and -) diagrams. Caution: Avoid contact with other TI-36X components while changing the battery. 4. If necessary, press T and 4 simultaneously to reset. When released, memory and settings are cleared, and MEM CLEARED is displayed. 5. Properly dispose of used batteries immediately. Do not leave them within the reach of children. 45
Ti36eng1.doc TI-36X II Manual Linda Bower Revised: 01/10/03 10:47 AM Printed: 01/10/03 10:47 AM Page 45 of 48
Service Information
TI Product and Services Information For more information about TI products and services, contact TI by e-mail or visit the TI calculator home page on the world-wide web. e-mail address: Internet address: [email protected] education.ti.com
Service and Warranty Information For information about the length and terms of the warranty or about product service, refer to the warranty statement enclosed with this product or contact your local Texas Instruments retailer/distributor.
Ti36eng1.doc TI-36X II Manual Linda Bower Revised: 01/10/03 10:47 AM Printed: 01/10/03 10:47 AM Page 46 of 48 |
Description: Grade 12 Essential Mathematics (40S) is intended for students whose post-secondary planning does not include a focus on mathematics and science-related fields. It consists of consumer applications, problem solving, decision making, and spatial sense. Specific topics can include vehicle, home and business financing, statistics, precision measurement, geometry, trigonometry and probability. |
No worries! This intermediate algebra textbook is easy to understand! Pat McKeague's INTERMEDIATE ALGEBRA: A TEXT/WORKBOOK gives you the guidance and practice you'll need to understand the concepts essential to your success in the intermediate algebra course. McKeague's proven effective EPAS system (Example, Practice, Problem, Answer, Solution) helps you move easily through each new concept by breaking down problem solving into manageable steps. Each chapter opener and many section openers features real-world applications that you can solve using what you've learned in the chapter. "Improving Your Quantitative Literacy" exercises show you how math can make you a better decision maker in your daily life.The DIGITAL VIDEO COMPANION CD that accompanies every new copy of the book features the author as he tutors you--working out problems step by step |
the only conceptual demand that is somewhat independent of the context is manipulating the algebraic expression to yield simpler algebraic expressions. That activity is very important, however, since it allows the student to see at a glance why the result for the above problem is always x+3, whatever the value of x. The evolving sequence of simplified algebraic expressions can permit a perception of "x+3-ness" in a way that is not so readily available from simply reading the problem. Thus, the algebraic representation can induce an awareness of structure that is much more difficult, if not impossible, to achieve using everyday language.
One hundred eighteen algebra students who had already taken algebra for a year were given Problem A. Only nine set up the expression (5x+12–x)/4 and then reduced it algebraically to x+3. Four of them went on to "demonstrate further" by substituting a couple of numerical values for x. Thirty-four others set up the equation (5x+12–x)/4=x+3 and then proceeded to simplify the left side, yet they did not base their conclusions on their algebraic work. Instead, they worked numerical examples and drew conclusions from them.
For the great majority of students, therefore, this task posed enormous problems both in representing a general statement and in using that statement to justify numerical arguments. According to the researchers, these students seemed completely lost when asked to use algebra. "Formulating the algebraic generalization was not a major problem for the [few] students who chose to do so; using it and appreciating it as a general statement was where these students failed."66 Therefore, for the students who responded to the request to use algebra, their difficulties were related not to the simplification of the expression but to the third of the conceptual demands outlined above: being aware that the algebraic result constitutes a proof or justification of the arithmetical result that one obtains empirically by trying several numbers. This research also suggests that even when students are successfully taught symbolic manipulation, they may fail to see the power of algebra as a tool for representing the general structure of a situation. Without some skill with symbolic manipulations, however, students are unlikely to use algebra to justify generalizations.
Even when students are successfully taught symbolic manipulation, they may fail to see the power of algebra as a tool for representing the general structure of a situation.
Predicting Patterns
Tasks involving geometric and numerical patterns are a frequent means of introducing students to the use of algebra for predicting. Problem B in Box 8–8 is typical. To help students find a pattern in the arrangement of dots |
Working with vectors
The following fast-loading webpages describe some
properties and physical applications of vectors.
Each section builds on the previous ones to make a logical
sequence and
I have used hot links within sections so that it is easy to refer back
if you want to.
September 2003
The second edition of my book Maths: a student's
survival guide is published this month.
I've registered  
as its homepage in case I
change my ISP. There is a link from there to this page.
For this new edition, I've included some changes and additions to the text
arising from reader feedback and suggestions.
I've also added a new chapter on vectors which will be based
on these pages. Putting them in book form has made it possible to
expand them and add lots of examples and problems.
If you want any more information please
email me by taking out the xyz from
[email protected] but please don't send attachments as I don't
open them. The xyz is against robot viruses.
Here is a list of all the vector topics which I've included so far on
this site. |
Mathematics
Why study Mathematics?
An essential element of mathematical learning is the development of mathematical knowledge in a way which encourages confidence and provides satisfaction and enjoyment. It is expected that students will gain an appreciation of the use of mathematical skills within other subjects as well as an understanding of problem solving in the real world.
Which specification is followed?
Girls in Lower School follow the National Framework for Mathematics as laid down by the National Curriculum and the National Numeracy Strategy. From Lower 4 onwards pupils are taught in sets according to attainment.
In 2009, Bradford Girls' Grammar School embarked on the iGCSE course following the Edexcel specification. Candidates are encouraged to develop a feel for numbers; to recognise patterns and relationships; to generalise results; and to use the language of mathematics to communicate their ideas effectively and efficiently. All candidates will be studying a course leading to the higher tier examinations, but individual students may be entered at Foundation Level if appropriate. The iGCSE does not have a coursework element. Marks are obtained from sitting two examination papers at the end of Upper 5. The iGCSE is an excellent preparation for students intending to study mathematics at A-level.
Mathematics and Further Mathematics are offered at both AS and A level following the Edexcel specifications. In recent years the role of Further Mathematics has changed. It is seen as enriching and deepening the curriculum: truly further maths rather than just harder maths – it provides able students with a course which stimulates them mathematically and prepares them for a wide range of higher education options.
At A level students study three main areas of mathematics:
Pure (or Core) Mathematics which develops and extends topics already met at GCSE including algebra, trigonometry and graphs, it also introduce new topics such as calculus.
Statistics which includes the presentation, analysis and interpretation of data and the study of probability.
Mechanics which involves the study of the motion of objects and how they respond to forces acting on them.
Further Mathematics will cover Decision Mathematics in addition to the three areas mentioned above.
Workshops, conferences and visits
Mathematics workshops are offered during lunchtimes, providing help and support to students in all years.
Girls throughout Bradford Girls' Grammar School participate in the Mathematical challenges, including the Junior and Senior Team Challenges, run by the UK Mathematics Trust.
Degree and career choices
There are many opportunities to study Mathematics in the Sixth Form at Bradford Girls' Grammar and it is an excellent support subject for any combination of 'A' levels. It is not an easy subject to study at this level and its academic rigour means that it is highly valued by universities for entry into most degree programme,s particularly the sciences, geography, economics, psychology, medicine and engineering. |
MATH40237 Fundamental Mathematics for University
Course details
Fundamental Mathematics for University is designed to provide students with foundation concepts, rules and methods of elementary mathematics. The main aim of this course is to provide the fundamentals of mathematics, which are necessary to develop a unified body of knowledge. Topics covered in the course include operations, percentages, introductory algebra, simple equation solving, exponents, linear equations, introductory statistics, and units and conversions |
Math software for students studying precalculus. Can be interesting for teachers teaching precalculus. Math Center Level 1 consists of Graphing calculator 2D, Advanced Calculator, Simple Calculator, Simple Calculator, Simple Rational Calculator, and Simple Integer Calculator called from the Control Panel. Simple calculator is a general purpose calculator which combines use simplicity and calculation power. It handles simple arithmetic operations and complex formulas. Advanced Calculator is a step farther in complexity comparing to the Simple Calculator. The Advanced Calculator has two editing windows. One is for editing x, and the second is for editing f(x). In the x window you can enter any number or formula which contains numbers. In the f(x) window you can enter formulas containing numbers and formulas containing x. First, x will be calculated. Then the result for x will be substituted into the formula for f(x). The presence of two editing windows demands switching between windows. You can do it by clicking buttons "go to x" and "go to f(x)", or by clicking inside the window. If you forget to enter x, then the x=1 will be assumed. If you forget to enter f(x), then f(x)=x will be assumed. Advanced Calculator works in scientific mode. All numbers in internal calculations are treated in scientific format. Graphing Calculator 2D has two panels. The Left Panel has the Magnifying Square represented by Small Square with gray border on the Left Panel. It is 16 times smaller than the Left Panel. The Right Panel shows content of the Magnifying Square magnified 16 times. You can press button "zoom +". Then the Left and Right Panels will be zoomed twice each. Maximum zoom is 8 (tree clicks of "zoom +"). Clicking button "C" (for Center) on Zoom returns picture to starting position with no zoom and Magnifying Square at the center of Left Panel.
Arcade Math Blocks for Mac OS - Arcade Arithmetic Game.Arcade Arithmetic Game. Set-up and solve equations while searching for treasures and avoiding bad guys. There are many options for math and arcade difficulty. This math game puts you in charge of seeing how numbers relate to...
FASTT Math - FASTT Math ensures that all students, regardless of their fluency level, build the long-lasting fluency they will need to tackle higher-order math.FASTT Math ensures that all students, regardless of their fluency level, build the long-lasting...
Algebrator - Algebrator is one of the most powerful software programs for math education ever developed.Algebrator is one of the most powerful software programs for math education ever developed. It will tackle the most frustrating math problems you throw at...
ScientificCalculatorDecimal - Scientific Calculator Decimal is programmed in C# and is similar to Scientific Calculator from Math Center Level 2 except that all calculations are done in decimal data type instead of double.Scientific Calculator Decimal is programmed in C# and...
Math Stars Plus - Math Stars Plus is an educational application which includes a series of games that will help kids improve their Math skills.Math Stars Plus is an educational application which includes a series of games that will help kids improve their Math |
Calc 15C description
High end scientific programmable calculator with features:
Numerical IntegrationRoot SolverComplex NumbersMatrix Calculations
Why free? It is based on an open source project.
...read more Requirement:Compatible with iPhone and iPod touch Requires iPhone 2.0 Software Update |
I've a not so profound background in math (just rusty high-school knowledge) and want to brush it up a little through self-study.
I want to build a decent general foundation so I'm well prepared for more advanced topics. I don't know what exactly yet but probably some discrete math (comp. science), probability/statistics, maybe quantum-mechanics, ... .
I've a not so profound background in math (just rusty high-school knowledge) and want to brush it up a little through self-study...
I've read about 'The Princeton Companion to Mathematics' being good for someone with my background?
The Princeton Companion is not for this level of brush-up. It's the sort of book that you would use to explore new topics that you might not have seen before.
Quote:
Am I missing some more general topics or good resources?
If you're interested in getting deeper into math, you'll probably want to find a book that helps you to transition from computation into proof-based mathematics. Proofs are things that you don't really see in the high school math level. I like "How to Think Like a Mathematician" as a much gentler introduction than the more classic "A Transition to Advanced Mathematics" (and much less expensive).
There's another book on the market called "How to Prove It" but I've not read it so I can't say how good/bad it is. It seems to have decent reviews.
Doing questions/exercises is essential for quick progress in low-level maths.
In some of MIT's modules there are example sheets & solutions, which is good.
Basically, I would start by going and getting a basic book off amazon on algebra and/or geometry. Maybe a standard book on it, or just a questions and answer book.
Not sure what you mean by "algebra" though, as algebra is quite broad.
But yeah, work through a million questions, get used to things... don't be afraid to ask stuff on internet forums (like on 2+2) and also it's good to ask people you know if they're good enough and are willing to teach you a thing or two.
I'm not a math guy but this seems a bit narrow. I don't know how you'd get a good general overview, because there are dozens or hundreds of mathematical fields, often with overlap, but I know calculus and ODEs and I wouldn't say I "know math" even remotely.
It seems like abstract algebra is a good starting place since people who do "know math" seem to reference it a lot - set theory and number theory maybe? College-level geometry would probably be nice. Mathematical logic? Complex analysis?
I've learned some things in data structures, algorithms, numerical analysis, combinatorics, and computability theory, mostly as a result of reading about computer programming. That stuff is awesome to me but I don't even know how you'd get there from a "general mathematics" background. If you want computer math I recommend those topics though, I doubt you can do much with computers unless you have at least data structures, algorithms, and computability theory - but for "more discrete" tasks combinatorics is a must, and for "more continuous" tasks you really need numerical analysis. Might even want to study some more programming-related stuff too, knowing how floating-point types are implemented would be awfully valuable if you ever want to do math-related code.
I'll use 'How to Think Like a Mathematician' by Kevin Houston and skip 'The Princeton Companion' for now. Proofs seem to be very important and indeed in high-school we focused on computations.
Quote:
Originally Posted by jewbinson
Not sure what you mean by "algebra" though, as algebra is quite broad.
That's just the high-school algebra I see often mentioned together with trigonometry as a prereq. for a course in calculus.
I've already refreshed some high-school stuff. I think the free ebooks from CK12.org are good? Problems with exercercises or questions I can post on several fora.
The 4 MIT OCW courses are 'Scholar' math-courses, specifically designed for self-study. I've already gone through some lectures on Calculus I and I think it's all pretty good organised (recitation videos, worked examples, exams (+solutions), ... ).
I also read when you're a Math Major (General Option) those 4 courses are required while the rest is flexible.
This is probably indeed far from a 'decent general background' but I guess I need to start somewhere.
Thanks. I think the information in your thread is going to be very helpful once I finish my 4 OCW Scholar courses. Right now I just finished Unit 1 (Differentiation) of Calculus 1, still a long way to go.
They have free courses for computer science and they just added a statistics 101 course, which has programming involved. It's a cool concept. They show short, well made video's, which are then followed up by questions you can answer to show you understood.
Unfortunately, it's been crazy easy so far. They are still adding the units for the statistics, so I'm assuming it will get more relevant (it's supposed to be university level). |
Trigonometry Challenge is designed to help students learn to do calculations related to right triangles and sine waves. Solutions to oblique triangles using the Law of Sines and the Law of Cosines are...
Visual and interactive way to thorough understanding and mastering Trigonometry without getting wearied on the very first chapter! Java- and web-based math course includes theoretical concepts, hands-on...
Solve common machine shop and other trades Trigonometry and math problems at a price every trades person can afford! As a machinist or CNC programmer, you often have to use Trigonometry to calculate hole...
This application works correctly in Windows XP, Vista, and 7. This application is available in two versions due to the two languages supported, Portuguese and English, these versions are in the folder of...
Machinist Calculator has been developed to quickly solve common machine shop math problems such as Trigonometry, speeds and feeds and bolt circles. Also contains tap drill charts, metric conversions, thread...
This bilingual problem-solving mathematics software allows you to work through 84102 trigonometric problems with guided solutions, and encourages to learn through in-depth understanding of each solution step...
This bilingual problem-solving mathematics software allows you to work through 19292 trigonometric equations with guided solutions, and encourages to learn through in-depth understanding of each solution...
Test authoring mathematics software offers 48632 trigonometric equations from basic to advanced, with solutions and easy-to-use authoring options. Considered are all trigonometric and arc-trigonometric...
This tool is built specially for people who don't have time to calculate Trigonometry functions but who wants to design a perfect CCTV system. It is an easy but comprehensive tool for CCTV design. Are...
X-Bc (formerly: xbc) is a graphical user interface to the command line calculator bc. All Inputs and Outputs stays visible for editing and comparing. Functionality: Trigonometry, number-theory, exponential...
ProKalc is a full-featured scientific/financial calculator with scrolling tape. Using a point-and-click interface, you enter data for trig, exponential, scientific, and amortization
problems and get......
Interactive College Algebra course designed to ensure engaging, self-paced, and self-controlled e-learning process and help students to excel in their classes. Java- and web-based math course includes...
CLK-Calculator is a software calculator for windows. The program can handle basic operations but can handle complex numbers and vectors as well. Often used constants can be picked out of the library.... |
Starting with GeomLab
When you start GeomLab (by clicking on the Big
Green Arrow), you may be asked for permission to run an
application that has been signed by a "Thawte Freemail Member". If
you click the link and examine the attached certficate, you will find
that it is associated with Mike Spivey's e-mail address.
After you give permission, a window appears that looks
like this:
This window has two areas for text. In the small, lower area,
you can type an expression like "2+3"; then
either hold down the Shift key and press the
Return key, or click with the mouse on the
Go button at the right. (Pressing just
Return in its own simply inserts a newline into the
expression). GeomLab shows your
expression in the upper area, followed by the value of the expression,
like this:
All the expressions you type are added to the upper window, and you
can use the scroll-bar at the right to look at the entire history of
your session of work.
At its simplest, GeomLab can be used as a kind of calculator,
showing the value of each expression that you enter. But
expressions in GeomLab don't always have numbers as their values; some
expressions evaluate to pictures. For example, the constant
man has as its value a stick figure of a man:
GeomLab's response shows that the value of man is a
picture, which is represented by
"<picture>" in the list of expressions
and values. But as well as showing this text, GeomLab also makes
a new window appear that shows the picture itself:
Most of the interesting expressions and programs you will write as part of
this activity will have pictures as their values. |
Core Mathematics for Cambridge IGCSE - Teacher's Resource Kit (with CD)
This new Teacher's Resource Kit offers expert support for your Cambridge IGCSE teaching. The Teacher's Guide includes lesson plans and worksheets, while the Teacher's CD offers a host of customisable worksheets and ready-made editable PowerPoints. Fully endorsed by University of Cambridge International Examinations.
Author: Bettison, I
ISBN: 9780199138739
Published in 2011.
Published by Oxford University Press, UK More information on Core Mathematics for Cambridge IGCSE - Teacher's Resource Kit (with CD) [New window]
Core Mathematics for Cambridge IGCSE (with CD-ROM) Third Edition
The third edition of Core Mathematics for Cambridge IGCSE has been written for students following the University of Cambridge International Examinations syllabus for IGCSE Core Mathematics. Written by a highly experienced author for the international classroom, this title covers all aspects of the syllabus content in an attractive and engaging format, and provides a wealth of support for students.
Author: Rayner, D.
ISBN: 9780199138722
Published in 2011.
Edition: 3rd
Published by Oxford University Press, UK More information on Core Mathematics for Cambridge IGCSE (with CD-ROM) Third Edition [New window]
Essential Mathematics for Cambridge IGCSE Extended
Specifically written for the Extended curriculum of the University of Cambridge International Examinations IGCSE Mathematics syllabus (0580). Written by a highly experienced author the book provides comprehensive coverage of the syllabus using carefully chosen examples and a large range of practice questions.
A supporting CD-ROM provides a set of eighty-five presentations covering all the material in the book.
Author: Pemberton, S.
ISBN: 9780199128747
Published in 2012.
Published by Oxford University Press, UK More information on Essential Mathematics for Cambridge IGCSE Extended [New window]
Essential Mathematics for IGCSE Extended Teacher Resource Kit
Supports the IGCSE Mathematics Extended syllabus. Written by a highly experienced author the book builds deeper understanding and retention, while encouraging enjoyment of mathematics and active learning. Recommended by CIE.
Author: Barton, D
ISBN: 9780199136209
Published in 2012.
Published by Oxford University Press, UK More information on Essential Mathematics for IGCSE Extended Teacher Resource Kit [New window] |
Scientific Computing
Scientific computing studies the world around us. Known and unknown quantities are related through certain rules, e.g. physical laws, formulating mathematical problems. These problems are solved by numerical methods implemented as algorithms and run on computers. The numerical methods are analyzed and their performance (e.g. accuracy, efficiency) studied. Problems, such as choosing the optimal shape for an airplane (to achieve, for example, minimal fuel consumption), finding the fair price for derivative products of the market, or regulating the amount of radiation in medical scans, can be modelled by mathematical expressions, and solved by numerical techniques.
Students wishing to study scientific computing should have a strong background in mathematics, in particular calculus of several variables, linear algebra and statistics, be fluent in programming, and have a good understanding of data structures and algorithm design. |
John Foradori's Math Blog
Tips to survive the mathematics journey!Thu, 12 Jul 2012 13:01:03 +0000en-UShourly1 algebra classes
12 Jul 2012 13:01:03 +0000John Foradori have fallen in love with the function-approach to algebra, and if I were teaching algebra 1, or even below that (as the CCSSM allows), everything would be taught from the perspective of a function.
Starting with functions from day one, you can reinforce everything about the functions, domains, ranges, families, etc with each and every lesson (just about!).
operations on expressions? Yep, start with a function that has the expressions you want. You can get so much more out of it. This can lead to so much more understanding. In class right now, students are dealing with rational functions in the form f(x)=a/(x-h) +k, finding the characteristics, then rewriting it as a quotient of two polynomials and comparing the graphs. Good stuff, and can be done with every type of function. I think it gives meaning to algebraic manipulation, why do we do it, what happens when we do it, and how does it really change the original function. These are powerful questions whose answers give real depth and meaning to the algebra classes.
I went through the EMATHS training, but the classes I taught never really let me explore the shifts that strongly (namely statistics and AP Calculus). I had a feeling that the function-based approach was, in my opinion, stronger and more flexible than the other way, but since I never had a chance to really explore it, it wasn't cemented.
It is now. Everything that can be done in a math class can be done from a function perspective and so much more. I will never go back!
There have been questions about learning procedures, the rigor of some of the algebraic skills like "simplifying" expressions, applying properties, etc. It's all there, all of it. It's just a different way of getting there.
I will leave this with a story. Since we were converting a rational function from one form to another, and to get the students thinking about what is going on, I took a piece of paper and told them this was a function. We can do a lot with a function in this form, and we came up with a lot of uses for it. Then I crumpled up the paper and asked how I changed the paper. Did I add anything? Did I take anything away? Is it still that original piece of paper, just dressed up differently? Then I asked about the uses of my crumpled up piece of paper. Can I do the same things? Can I do different things? I highlighted the different uses of the wad of paper by playfully tossing it around the room. When we discuss this as a group, hopefully we will get to the point that even if a function is in a different form, it really hasn't changed (check the graphs), but the uses for it have.
Wouldn't it be great if that idea can be reinforced almost all the time in Algebra 1 and Geometry, and not just at the end of the 3rd unit of Algebra 2?
The last couple of days have been heavy on the direct instruction. I saw that this group wasn't getting too much out of working in groups, and since the upcoming topics (logs, log properties, solving exponential and log equations) could be approached a little more traditional, I made the command decision to focus on small chunks of information and practice. So far, it's working pretty well.
These students are solving the equations graphically and then algebraically, which is all I can ask for right now. They are getting more and more comfortable with the tech and with the content, which will lead to next week and more group work on some exploration activities. They are making pretty good progress!
The room is filling up with a ton of chart paper: formula walls, word walls, procedure walls, Nspire shortcut walls…running out of walls!
]]> Summer School Adventure! #1
30 Jun 2012 13:56:48 +0000John Foradori all (anyone that is taking time from their summer vacation to read this!)
I am one week in, and I have learned quite a bit of interesting things. I'll give a brief synopsis of the fun so far:
1. Set-up
Setting up the technology was a bit of an issue. The biggest thing was getting the Ti-Navigator set up and running. I had to upgrade the operating systems first and do a lot of the hardware upgrades. Not a big deal, and not unexpected, but it took a few days to get them started. Finally, on Wednesday, I got the bugs worked out of the navigator, the class set up, and everything working. More on that later!
2. The Teaching
Even being out of the classroom for only a year made the first couple of days a bigger challenge than I anticipated. My last classroom experience was a class I taught at Macomb CC, which is a little different than teaching in high school. I found myself falling back into that routine a little bit more than the high school routine. It took a couple of days for me, but I hit a groove during the day on Thursday.
3. The Students
It took a while to get them into the swing of things as well. Summer school is an interesting experience, and can be a very dry, extremely oppressive atmosphere (in my opinion) for the students. Since it is credit recovery, they are there because of past failures, and their attitudes about math and math classes are very negative. Put them in a room that is high stakes, for five hours a day, and this could lead to a very negative atmosphere. So far, though, the students have been really good and have been participating, especially in the last couple of days. In fact, they are very engaged, and I think I've found the reason for it:
The Navigator System.
Once I got this thing up and running, and once I got used to it (it took me a couple of days, and I think the class slowed a bit because of it), things started to roll! For example, yesterday we were dealing with exponential functions. We had a whole class discussion of what exponential growth was (I use The Matrix as an example, when Agent Smith, the bad program, develops the power to copy himself, and we discuss how long it takes him to take over a world with 8 billion people in it). With some guidance on my part, we developed the function f(x)=1*2^x, and what all the parts of the function were. I expanded it to f(x)= initial value * (growth factor)^x. We worked through some examples of finding the parts of the function, the initial value and growth factor. ( f(x)=a*(1+r)^x )
Instead of the typical "give the students a couple of minutes, let the brave one give the answer and move on," way of trying to tell if the students get the answer, I sent out a quick poll. It is amazing that when there is an accountability on the screen showing how many people have or haven't answered, how fast the answers come in.
Every student had an answer, and we had a discussion about the answers, about every student's answers. There were about 3 misconceptions that came up that we were able to address immediately. Every student saw their answer on the screen, and I was able to give instantaneous feedback, and students got instantaneous feedback.
This is a form of formative assessment (FA), and I've used it a lot over the last couple of days. It is amazing how effective FA's are at clearing up misconceptions fast and moving the class forward. I was trying to use them before I left the classroom, but I don't think I fully "got it" then. I get it now. Granted, I have a great tool to use, the navigator, and not all the math teachers have them. There are other ways to get them going. More on that in the future.
I am rambling, too much coffee. I will discuss more of my views and experiences as we go through the summer.
Highlights:
—I love the technology!
—Formative Assessments are a huge key to moving a class forward. (and you don't need the tech to do it, you just need some creativity)
—Get the students engaged, working, and hold them to it!
—These students, who hate math, are showing improvement!
—Give them hope that they can do it, give them tasks that they can succeed on, and build on that success.
]]> Wormeli on Differentiation
06 Jan 2012 18:50:10 +0000John Foradori is an excellent source on Differentiated Instruction. I was fortunate to see him give a few sessions at the DI conference in Chicago. Give him a try.
]]> on the 100 point scale
05 Jan 2012 15:44:31 +0000John Foradori is an interesting point of view on giving 0′s on a 100 point scale.
Do you agree or disagree?
How would you explain that what you do in your classroom is the best practice for your students? |
Description
Number Theory is more than a comprehensive treatment of the subject. It is an introduction to topics in higher level mathematics, and unique in its scope; topics from analysis, modern algebra, and discrete mathematics are all included.
The book is divided into two parts. Part A covers key concepts of number theory and could serve as a first course on the subject. Part B delves into more advanced topics and an exploration of related mathematics. Part B contains, for example, complete proofs of the Hasse-Minkowski theorem and the prime number theorem, as well as self-contained accounts of the character theory of finite groups and the theory of elliptic functions.
The prerequisites for this self-contained text are elements from linear algebra. Valuable references for the reader are collected at the end of each chapter. It is suitable as an introduction to higher level mathematics for undergraduates, or for self-study.
From the reviews:
"This is a book which many mathematicians could enjoy browsing, and one which a good undergraduate could be encouraged to read to learn something of the interconnections, which exist between apparently disparate parts of mathematics."
--Canadian Mathematical Society
"As a source for information on the 'reach' of number theory into other areas of mathematics, it is an excellent work."Number Theory: An Introduction to Mathematics (.PDFNumber Theory: An Introduction to Mathematics (.PDFNumber Theory: An Introduction to Mathematics (.PDF |
@article {MATHEDUC.06145562,
author = {Taylor, Daniel and Moore-Russo, Deborah},
title = {Capitalizing on the dynamic features of Excel to consider growth rates and limits.},
year = {2012},
journal = {MathAMATYC Educator},
volume = {3},
number = {2},
issn = {1947-279X},
pages = {17-20},
publisher = {American Mathematical Association of Two-Year Colleges (AMATYC)},
abstract = {Summary: It is common for both algebra and calculus instructors to use power functions of various degrees as well as exponential functions to examine and compare rates of growth. This can be done on a chalkboard, with a graphing calculator, or with a spreadsheet. Instructors often are careful to connect the symbolic and graphical (and occasionally the tabular) representations of the functions. However, the graphs that are typically used for this are static. The most recent versions of Microsoft Excel allow instructors to illustrate the connections between the symbolic, tabular, and graphical representations of the equations through quick generation of the function graphs. This requires only minimal input including three components: the equation of the function, its starting point, and the incremental changes between independent variable values. By formatting the spreadsheet to depend on these three things, the input values (and the calculated output values) are easily manipulated, allowing for changes in scale.},
msc2010 = {I20xx (U70xx)},
identifier = {2013b.00681},
} |
books.google.it - This book aims to provide undergraduates with an understanding of geometric topology. Topics covered include a sampling from point-set, geometric, and algebraic topology. The presentation is pragmatic, avoiding the famous pedagogical method "whereby one begins with the general and proceeds to the particular... of surfaces |
Summary: Elayn Martin-Gay's CD Lecture series is a comprehensive, text-specific, video series. Each text section is supported by a vide lesson featuring step-by-step worked examples presented by Elayn Martin-Gay. Her complete instruction on the key concepts ensures students have a resource that can help them succeed! The videos are a great way for students to study at their own pace, or to augment a missed class.
<...show moreLI>Each video provides 15 minutes of instruction on the key concepts in the section of the corresponding text.
All videos are scripted and presented by author Elayn Martin-Gay, ensuring 100% continuity between text and video program!
Comprehensive, 12 hours of lecture includes Section 1.1: Tips for Success in Mathematics.
Text exercises worked in the videos are marked in the text with a video icon |
Continuing Education
Q: As a mathematical amateur no longer attending university, I miss the stimulation
of taking a math course. If my interest were modern languages (for example), I
could take what they call 'continuing education' courses at almost any college
or university, but for the mathematical enthusiast these institutions seemingly
have nothing. Can anybody suggest a comparable alternative?
A:Why does 'continuing education' not include (at least potentially) math? At one
university I know (George Mason U.), they have a category called 'Extended Studies',
open more-or-less to anyone paying the tuition, and it is certainly possible to take
courses (including graduate-level) under that dispensation. There may be limits on
how many you can take, etc., but it is routinely used by non-students who want to
sample a course or two, for genuine 'continuing education', or as a way to help
decide if they want to enroll in a degree program. (And if they do, the courses
taken under Extended Studies count.) Not all colleges/universities are going to be
that open, nor should they be. But many are. The kind of program that would be
ideal for you is the Johns Hopkins Part-time Programs in Science/Engineering
( which has math courses (which I've taken.) You are
probably not near the JH area (Baltimore/Washington), but I mention it to indicate
that such programs do exist. These programs, like Mason, consciously cater to a
broad professional audience, people already working in a field who would like to
take a course here-and-there, or even work on an advanced degree in the evening.
For that to be possible the university must be located in an area that has such a
potential clientele, which generally means a large urban area. If you're not in
such a locale, it may not be possible to find what you want. But if you are, and if
there are several colleges around, I'd bet an aggressive search would turn up
something.
Supposedly, MIT has put all its courses online for free. (Which means
the materials are out there, but not so much the instruction.) The
trouble you run into is that there is not too much demand for an
evening course or a satellite campus course in Abstract Algebra
(although this does happen under some circumstances.) So it's hard
to convince a dean to "waste" a faculty member on a course with an
enrollment of 2. |
Product Description
A welcome addition to Saxon's curriculum line, Saxon Geometry is the perfect solution for students and parents who prefer a dedicated geometry course...yet want Saxon's proven methods!
Presented in the familiar Saxon approach of incremental development and continual review, topics are continually kept fresh in students' minds. Covering triangle congruence, postulates and theorems, surface area and volume, two-column proofs, vector addition, and slopes and equations of lines, Saxon features all the topics covered in a standard high school geometry course. Two-tone illustrations help students really "see" the geometric concepts, while sidebars provide additional notes, hints, and topics to think about. Parents will be able to easily help their students with the solutions manual, which includes step-by-step solutions to each problem in the student book; and quickly assess performance with the test book (test answers included). Tests are designed to be administered after every five lessons after the first ten.
Please Note: This is the third printing and errors to date have been corrected.
Product Reviews
Saxon Geometry Homeschool Kit
3.9
5
16
16
Poorly written textbook
I have used Saxon for about 20 years so when they came out with a Geometry text I was pleased because this was lacking in the other texts. I've been highly disappointed. Number one, I was assured that I had the new solutions manual when I ordered but sadly there are many errors, as well as leaving out crucial steps in order to follow their solution. I have found solutions with concepts that have not even been taught. Number two, the text is just poorly written in general. The problem set questions are hard to understand what they are looking for. The explanations in the text are vague at best. I have had to rely on my engineering son to help me solve some problems for his youngest brother. This text does not hold up to the standard of the older textbooks. Don't buy it. You will be frustrated.
April 10, 2013
It's Saxon, what else can you say
My daughters were doing Switched on Schoolhouse Algebra. Both were lost. The combo of the DIVE videos and Teacher Videos did the trick. Saxon rocks.
December 27, 2011
Great Item
This is the second set of Saxon/Dive math sets we've had. My son learned Algebra II with the first and I highly recommend this product. The instructor does a terrific job of going over everything and the syllabus he provides with it takes the guess work out of the planning out a schedule for the whole school year. We use his time frame to plan all of my son's other leasons around. I hope he has one for Calculus.
November 9, 2011
A very good value Geometry curriculum.
A very good methodical learning of Geometry. Much repetition and practice, making sure you have few gaps in learning.
October 17, 2011 |
The price you pay for the Algebra Buster is worth every penny, For the first time in my life I am actually able to do my algebra homework by myself. Maria Lopez10-11 :
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Elementary Linear Algebra
9780131871410
ISBN:
0131871412
Edition: 2 Pub Date: 2007 Publisher: Prentice Hall
Summary: "Elementary Linear Algebra, 2/e" -- Lawrence Spence, Arnold Insel, and Stephen Friedberg Embracing the recommendations of the "Linear Algebra Curriculum Study Group, the authors have written a text that" students will find both accessible and enlightening. Written for a matrix-oriented course, students from a variety of disciplines can expect a greater understanding of the concepts of linear algebra. Starting with ma...trices, vectors, and systems of linear equations, the authors move towards more advanced material, including linear independence, subspaces, and bases. The authors also encourage the use of technology, either computer software (MATLAB) or super-calculators, freeing students from tedious computations so they are better able to focus on the conceptual understanding of linear algebra. Lastly, students will find a variety of applications to engage their interest, demonstrated via economics, traffic flow, anthropology, Google searches, computer graphics, or music to name a few. By leveraging technology and incorporating engaging examples and numerous practice problems and exercises, this text best serves the needs of students attempting to master linear algebra.[read more0131871412 ALMOST BRAND NEW. NEVER USED. We are a tested and proven company with over 700, 000 satisfied customers since 1997. Choose expedited shipping (if available) for mu [more]
0131871412 ALMOST BRAND NEW. NEVER USED |
Book Description: Algebra for College Students, 4th Edition, is designed to provide students with the algebra background needed for further college-level mathematics courses. The unifying theme of this text is the development of the skills necessary for solving equations and inequalities, followed by the application of those skills to solving applied problems. This text contains 2 chapters, Polynomial & Rational Functions, and Counting & Probability, in addition to those found in Dugopolski's Intermediate Algebra. |
are confident in numerical calculations mentally, with pencil and paper and using a calculator
understand, appreciate and are competent in the use of algebra as a powerful, elegant and unambiguous means of expressing mathematical relationships
have sound practical skills of measurement and estimation in relation to real life situations
are aware of the use of statistics as a means of communicating the main features of a data set
understand and are able to apply the inter-relationship of mathematical ideas and the ways in which all mathematics is inter-linked.
Years 7 and 8 are taught in forms.
Year 7 studies elements of levels 5 and 6 of the national Curriculum.
Year 8 studies elements of levels 6 and 7.
Year 9 studies elements of levels 6, 7 and 8.
Initial setting in Year 9 is done by looking at all examinations and tests to date, but attaching more importance to Year 8 results, together with teacher knowledge about borderline students. Setting is not inflexible and if a student shows evidence of being in an inappropriate set they will move. At present there is a top set, which will be accelerated through the year 9 material and will cover some of the GCSE year 10 material, there are then four higher sets all being entered for the level 6 – 8 SAT examination and then there is one small set which will be entered for the level 5 – 7 SAT examination.
Year 7 Textbooks
Oxford Maths Links 7 to be used in class with the homework book remaining at home
Year 8 Textbooks
Oxford Maths Links 8 to be used in class with the homework book remaining at home
Year 9 Textbooks
Oxford Maths Links 9 Formula One Maths C3.
K.S.3. Results
All students were entered for the SATs at level 6-8, with the following overall results:
Level
2004
2005
2006
2007
2008
2009(ta)
2010
(ta)
8
60
75
75
115
120
117
118
7
80
77
74
37
33
37
37
6
10
0
1
1
1
0
0
Content of Key Stage 3
Content of Year 7 20011-12
All year 7 mathematics classes are taught in forms, there is no setting. We follow the numeracy strategy and ensure all our lessons consist of an oral starter, a main activity and a plenary. We also ensure that a variety of teaching styles and resources are used, including ICT, practical work, group work investigational work and games.
Click on the links below to find out what is being taught and when. The overview will have the plan for the year with each topic being highlighted individually. |
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