...2012 class algebra 2. The way he handles things may seem harsh at times but inevitably will only lead to our success in life. My first year having Dr. Beach was my sophomore year geometry class. I was so use to flying by all my classes with hardly looking into my notes and homework when Dr. Beaches class started to demand more from us. It started with more homework, a lot of random projects and of course our financial/intelligent conversations. There are many good sides to his class. Some things would be the lessons you learn. He teaches us that we are responsible for our actions and he doesn’t fail us, we only fail ourselves. We basically write out our own grades by deciding to do the homework, extra credit, study for quizzes/tests and taking good notes. Taking responsibility is a HUGE theme in our algebra 2 class this year especially. I feel like everything in Dr. Beach’s class has had a separate meaning then just algebra 2 or geometry. All the home work we receive is just to prepare us for the amount of work in college and our future jobs. The quizzes and tests are preparing us for the responsibilities of using our skills and abilities then turning them into something greater. The lessons are to help us comprehend and understand complex and even basic things. Some negative sides to Dr. Beach’s methods would be the feeling that algebra 2 is our only class and keeping up with homework, projects, quizzes and tests can be difficult...
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...Higher Order Thinking and Diverse Learners Grand Canyon University: Secondary Methods and Data-Driven Pedagogy April Smith GCU: SED-444 August 25, 2013 Higher Order Thinking and Diverse Learners Grand Canyon University: Secondary Methods and Data-Driven Pedagogy April Smith GCU: SED-444 August 25, 2013 Higher Order Thinking and Diverse Learners This unit is designed for students in beginning Algebra classes. It is an introduction to the basic functions of algebra including the definition of an equation, using basic mathematical skills to solve equations, and applying equations to problem solving. South Carolina Standard 8-3: Through the process standards students will demonstrate an understanding of equations, inequalities, and linear functions (South Carolina Department of Education, 2007). Specific Indicators as outlined by the South Carolina Department of Education 8-3.1 Translate among verbal, graphical, tabular and algebraic representations of linear functions. 8-3.2 Represent algebraic relationships with equations and inequalities. 8-3.3 Use properties to examine equivalence of a variety of algebraic expressions. 8-3.4 Apply procedures to solve multi-step equations. 8-3.5 Classify relationships between two variables as linear or non-linear. Objectives Day 1 Objective: Students will learn the definition of an algebraic equation and the parts of an equation. Day 2 Objective: Students will apply their knowledge of addition and...
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...May 25, 2010 Shivam Patel Honors Geometry Student Dear future Geometry student, Honors Geometry with Ms. Hull is quite the challenge. It is a rigorous course that really challenges you intellectually. You may have thought Algebra was a piece of cake, but when you come to geometry, your opinion may vary. This class introduces a lot of new topics, which can be challenging, and take lots of practice outside of school if you do not pay attention or do your math homework. I strongly advise you to do your math homework everyday, not for just a grade, but it also helps you when it comes time for quizzes and tests. She rarely checks homework, but when she does, she will not tell you. It is also a great review for tests and quizzes. Ms.Hull’s tests and quizzes are not the easiest things you will take. The quizzes take new concepts and apply to the quiz. Also, her tests are usually always hard. It is a good idea to practice new concepts and review old ones from previous units, so you can get a good grade on the tests. I also advise you to be organized throughout the year. Organization is the key to success especially in math class. Tool kits are an extremely helpful resource to use. There are going to be a lot of conjectures and theorems that will be new, and it would be hard to just memorize them. My overall geometry year was not exactly the way I hoped it would turn out. It was extremely had, and it moves at a very quick pace, so keeping up was hard for me personally...
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...DETAILED SOLUTIONS AND CONCEPTS - FORMULAS AND WORD PROBLEMS Prepared by Ingrid Stewart, Ph.D., College of Southern Nevada Please Send Questions and Comments to ingrid.stewart@csn.edu. Thank you! PLEASE NOTE THAT YOU CANNOT USE A CALCULATOR ON THE ACCUPLACER ELEMENTARY ALGEBRA TEST! YOU MUST BE ABLE TO DO THE FOLLOWING PROBLEMS WITHOUT A CALCULATOR! Formula rearrangement refers to isolating a letter term other than the one already isolated in the formula. Solving formulas in the manner often shortens our work when doing repeated formula evaluations. After we solve the formula for the desired variable, we rewrite the formula with the variable on the left side for convenience and for use in electronic spreadsheets. Problem 1: Solve the "mark up" formula M = S - C for S. To solve the equation above, we will use the Addition Axiom to isolate the variable S by "moving" all terms associated with S by addition away from the variable. The variable associated with S by addition is C. Therefore, we must add C to both sides of the equation. M+C=S-C+C and M + C = S Finally, we rewrite the formula with S on the left S=M+C Problem 2: Solve the interest formula I = PRT for R. It stands for Interest = Principal Time. Rate To solve the equation above, we will use the Multiplication Axiom to isolate the variable R by "moving" all terms associated with R by addition away from the variable. The variables associated by multiplication with R are P T or PT. Therefore...
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...Teacher’s Name: Angela M. Edwards Subject: Algebra I & Bridge Mathematics Grade Level: 9th – 12th School: Whitehaven High School Phone #: (901) 416-3000 ext. 84201 Email: edwardsam@scsk12.org Website: www.classjump.com/e/edwardsangela Algebra I/ Bridge Mathematics Class Syllabus Course Description The purpose of Algebra I is to provide students with the knowledge, skills, tools, and ability to speak and understand the language of mathematics by thinking, reasoning, computing and persevering to solve problems in the world around them in order to adequately prepare them for all postsecondary opportunities. Text Prentice Hall Algebra 1, (2012) Essential Knowledge & Skills * Number and Quantity * Use properties of rational and irrational numbers * Reason quantitatively and use units to solve problems * Algebra * Interpret the structure of expressions * Write expressions in equivalent forms to solve problems * Perform arithmetic operations on polynomials * Understand the relationship between zeros and factors of polynomials * Create equations that describe numbers or relationships * Understand solving equations as a process of reasoning and explain the reasoning * Solve equations and inequalities in one variable * Solve systems of equations * Represent and solve equations and inequalities graphically * Functions * Understand the concept of a function...
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...GMAT Math Refresher – Diagnostic Test GMAT Math Refresher Diagnostic Test Please take the time to complete the following diagnostic test. If you have difficulty with any of the topics, you will be directed to one of several short refresher lessons available. 1 GMAT Integer Arithmetic Evaluate the following (without a calculator) a) Math Refresher – Diagnostic Test ( −5 ) + ( −8 ) = ( −2 ) − 10 = b) c) 5 × ( −2 ) × 3 = d) ( 10 )( −2 )( 4 ) = ( −8 )( 1) e) 4 − ( −4 ) = f) If you had difficulty with any of these questions, you may want to print and complete the Math Refresher lesson “Integer Arithmetic.” b) -12 j) ( −5 ) − 9 − ( −10 ) = d) 10 i) 8 − 14 = f) 1 h) ( −6 )( −1)( −8 ) = ( −2 )( −12 ) h) -2 g) ( −10 ) − 8 + 2 = j) -4 i) -6 g) -16 e) 8 c) -30 a) -13 2 ( −5 ) + ( −1) − ( −7 ) = Answers: GMAT Decimal Arithmetic Evaluate the following (without a calculator) a) 5.278 + 0.0544 + 17.65 = Math Refresher – Diagnostic Test b) 1.2074 + 11.809 = c) 6.0287 – 4.55 = d) 1.542 – 0.9438 = e) 8.5 × 16.3 = Answers: h) 8.8 g) 1.35 f) 304.512 e) 138.55 d) 0.5982 c) 1.4787 b) 13.0164 a) 22.9824 3 f) 6.24 × 48.8 = g) 57.78 ÷ 42.8 = h) 27.5 ÷ 3.125 = If you had difficulty with any of these questions, you may want to print and complete the Math Refresher lesson “Decimal Arithmetic.” GMAT Fractions Math Refresher – Diagnostic Test Evaluate the following and express...
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...ACCAUPLACER MATHEMATICS: The Accuplacer mathematics test is composed of 3 sections. 1. Arithmetic portion: asses your ability to perform basic arithmetic methods and is composed of 17 questions that are subcategorized into the following topics: a. Operations with whole numbers and fractions i. Basic addition and subtraction ii. Division and multiplication iii. Estimations iv. Fractions v. Mixed numbers b. Operations with decimals and percent vi. Basic math functions to decimals vii. Percentages viii. Fractions ix. Percent identifications x. Equivalencies xi. Estimation problems c. Applications and problem solving. xii. Basic geometry xiii. Measurement xiv. Percent and rate xv. Fractional distribution 2. Elementary Algebra is designed to test your ability to compute absolute values, integers, positive rational roots and exponents. This portion is composed of 12 questions that are divided into the following subcategories: d. Operations with integers and rational numbers e. Operations with algebraic expressions f. Equation solving g. Inequalities h. World problems 3. College-Level Mathematics is composed of 20 questions that are intended to test your knowledge within areas such as intermediary algebra, all the way up to pre-calculus. The subcategories within...
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...Algebra 1: Simplifying Algebraic Expressions Lesson Plan for week 2 Age/Grade level: 9th grade Algebra 1 # of students: 26 Subject: Algebra Major content: Algebraic Expressions Lesson Length: 2 periods of 45 min. each Unit Title: Simplifying Algebraic Expressions using addition, subtraction, multiplication, and division of terms. Lesson #: Algebra1, Week 2 Context This lesson is an introduction to Algebra and its basic concepts. It introduces the familiar arithmetic operators of addition, subtraction, multiplication, and division in the formal context of Algebra. This lesson includes the simplification of monomial and polynomial expressions using the arithmetic operators. Because the computational methods of variable quantities follows from the computational methods of numeric quantities, then it should follow from an understanding of basic mathematical terminology including the arithmetic operators, fractions, radicals, exponents, absolute value, etc., which will be practiced extensively prior to this lesson. Objectives • Students will be able to identify basic algebraic concepts including: terms, expressions, monomial, polynomial, variable, evaluate, factor, product, quotient, etc. • Students will be able to simplify algebraic expressions using the four arithmetic operators. • Students will be able to construct and simplify algebraic expressions from given parameters. • Students will be able to evaluate algebraic expressions. • Students...
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...1. Specify the scope of the planning and its time frame. 2. For the present situation, develop a clear understanding that will serve as the common departure point for each of the scenarios. 3. Identify predetermined elements that are virtually certain to occur and that will be driving forces. 4. Identify the critical uncertainties in the environmental variables. If the scope of the analysis is wide, these may be in the macro-environment, for example, political, economic, social, and technological factors (as in PEST). 5. Identify the more important drivers. One technique for doing so is as follows. Assign each environmental variable two numerical ratings: one rating for its range of variation and another for the strength of its impact on the firm. Multiply these ratings together to arrive at a number that specifies the significance of each environmental factor. For example, consider the extreme case in which a variable had a very large range such that it might be rated a 10 on a scale of 1 to 10 for variation, but in which the variable had very little impact on the firm so that the strength of impact rating would be a 1. Multiplying the two together would yield 10 out of a possible 100, revealing that the variable is not highly critical. After performing this calculation for all of the variables, identify the two having the highest significance. 6. Consider a few possible values for each variable, ranging between extremes while avoiding highly improbable values...
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...Monomials and Polynomials A monomial is a number, a variable, or a product of numbers and variables raised to natural number powers. Examples of monomials: [pic] The degree of monomial is the sum of the exponents of the variables. If the monomial has only one variable, its degree is the exponent of that variable. The number in a monomial is called the coefficient of the monomial. Determine whether the expression is a polynomial. If it is, state how many terms and variables the polynomial contains and its degree. a. 9y2 + 7y + 4 b. 7x4 – 2x3y2 + xy – 4y3 c. [pic] Solution a. The expression is a polynomial with three terms and one variable. The term with the highest degree is 9y2, so the polynomial has degree 2. b. The expression is a polynomial with four terms and two variables. The term with the highest degree is 2x3y2, so the polynomial has degree 5. c. The expression is not a polynomial because it contains division by the polynomial x + 4. multiply monomials [pic][pic][pic][pic] [pic][pic] [pic][pic][pic] multiply polynomials [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] Product of a Sum and Difference [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] Division by a Monomial [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] Factoring [pic] [pic] [pic] [pic] [pic] [pic] Factoring Trinomial [pic] [pic] [pic] [pic] [pic] ...
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...[pic] Aguirre, Jedidiah Joel C. 55 Doña Feliza Subd. Brgy Paciano, Calamba City Mobile Number: 0926-7368277 Email Ad: jed_aguirre@yahoo.com Objectives To acquire an exciting and challenging job as Mathematics High School Tutor. Experiences 3rd Year High School : Quarterly Remedial Class Instructor in Mathematics 3 (Geometry) : Personal Tutorial Sessions for Mathematics 2 (Intermediate Algebra) 4th Year High School : Quarterly Remedial Class Instructor in Mathematics 4 (Advanced Algebra and Trigonometry) Summer, 2009 :Personal Tutorial Sessions for Math-UPCAT. 2nd Semester, 2010 :Literacy Training Service 2: Kalayaan Elementary School Grade 6 Mathematics Teacher 1st Semester, 2011 :Tutor in Princeton Academy, BelAir, Sta. Rosa, Laguna 2nd Semester, 2011 : Student-instructor in UPLB Math Division’s Think Tank Toe Achievements Elementary School : 3rd Place: Metrobank-MTAP-DepEd NCR Math Challenge Sectoral Level 10th Place: Metrobank-MTAP-DepEd NCR Math Challenge Regional Level Best in Math, Valedictorian High School : Best in Math (3rd Year and 4th Year), Best in Physics (4th year), 1st place, 2008 Math Masters, Meycauayan College. College 1st Semester, AY 08-09 : 4th Placer, UPLB Math Wizard College Scholar 2nd Semester, AY 08-09 : Participant, 36th Annual Nationwide Search For...
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...Mathematisch-statistische Ansätze zur Aktienkursprognose Seite 1 1 1.1 Einführung Ziel der Arbeit Ziel dieser Arbeit ist die Einordnung, Darstellung, Erläuterung und Bewertung mathematisch-statistischer Verfahren zur Aktienkursprognose. In diesem Zusammenhang werden hierzu neben dem Fokus auf die Prognose von Aktienkursen bzw. -renditen auch die methodologischen Rahmenbedingungen der zugehörigen Finanzmarkttheorie sowie die grundsätzlichen Probleme bei der Anwendung von Prognoseverfahren auf Aktienkurszeitreihen angesprochen. 1.2 Einordnung der Thematik in den aktuellen Forschungsstand Verfahren zur Prognose von Aktienkursen werden schon seit Bestehen von Börsen und anderen Handelsplätzen diskutiert. Somit hat das Thema dieser Arbeit seine ideellen Wurzeln in der von Charles H. Dow begründeten Lable Dow Theorie, die die Technische Aktienanalyse um 1900 begründete. Durch die ab 1965 von Eugene F. Fama proklamierten Thesen informationseffizienter Kapitalmärkte, nach der technische Aktienanalysen wirkungslos sind, erlebte die Kursprognose einen ersten Rückschlag. Die Thematik dieser Arbeit ist der Technischen Aktienanalyse zuzuordnen – nicht zuletzt wurde aber genauso Kritik an den Thesen informationseffizienter Kapitalmärkte geübt, sodass sich diese Antithese in neuerer Zeit verweichlicht hat. Die empirische Kapitalmarktforschung bemüht in letzter Zeit Ansätze des Forschungsgebietes der Behavioral Finance, die versuchen, diese Thesen und real beobachtbare...
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...y=2x, Graph 1.2. Also, label the x-values of the intersections with the line y=x as they appear from left to right on the x-axis as a1 and a2; label the x-values of the intersections with the line y=2x as b1 and b2. Now, I will using the graph and graph calculator, find the values of a1-b1 and b2-a2 and name them respectively SL and SR. SL=a1-b1=2.381966-1.763932=0.618034 SR=b2-a2=6.236068-4.618034=1.618034 Now, calculate the quantity D= │SL-SR│ D= │SL-SR│=│0.618034-1.618034│=1 By algebra calculation, D=│SL-SR│ =│ a1-b1-(b2-a2) │ =│ a1-b1-b2+a2 │ =│ (a1+ a2 )-(b1+b2) │ Now, I will try other parabolas of the form y=ax2+bx+c, a＞0, with vertices in quadrant 1, intersected by the lines y=x and y=2x. y=x2+2x+1 [pic] From the graph we can see there is no intersection of the parabola and y=x, y=2x. Using the algebra way: Solve: (a) x2+2x+1=x (b) x2+2x+1=2x (a) x2+2x+1=x x2+x+1=0 [pic] X=[pic] a1+a2= 1 (b) x2+2x+1=2x x2+1=0 x2=-1 x=±i b1+b2=0 so D =│ (a1+ a2 )-(b1+b2) │ =│ 1-0 │ =1 y=2x2+3x-1 D=│(a1+a2)-(b1+b2)│ =│(-1.366025+0.366025)+(-1+0.5)│ =│-1+0.5│ =0.5 Base on the example above, I think D is relate with the coefficient of the formula, and I guess it’s D=[pic]...
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...LAB 3.1 Variable Name | Problem (Y or N) | If Yes, what’s wrong? | Declare Real creditsTaken | No | | Declare Int creditsLeft | Yes | The variable should be declared as Real so it can indicate decimal values | Declare Real studentName | Yes | The variable should be a String to store text | Constant Real creditsNeeded = 90 | No | | Step 2: The calculation should be “creditsLeft = creditsNeeded – creditsTaken” Step 3: “The student’s name is Nolan Owens” Step 4: “The Network Systems Administration degree is awarded after 90 credits and Nolan Owens has 70 left to take before graduation.” Step 5: 1. //Provide documentation on line 2 of what this program does 2. //This program calculates how many credits a student still needs to graduate the NSA program 3. //Declare variables on lines 4, 5, 6, and 7 4. Declare Real creditsTaken = 0 5. Declare Real creditsLeft = 0 6. Declare String studentName = “NO VALUE” 7. Declare Constant Real creditsNeeded = 90 8. //Ask for user input of studentName and creditsTaken on line 9 - 12. 9. Display “What is the student’s name?” 10. User input = studentName 11. Display “How many credits does the student have?” 12. User input = creditsTaken 13. //Calculate remaining credits on line 14 14. creditsLeft = creditsNeeded – creditsTaken 15. //Display student name and credits left on line 16 and 17 16. Display “The student’s name is “, studentName 17. Display “They require “, creditsLeft...
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...SEEMA KHEKARE1 and SUJATHA JANARDHAN2 1Department of Applied Mathematics, G.H.Raisoni. Inst. of Engg. & Tech. for Women, Nagpur. E-mail: seema.ssk83@yahoo.in 2Department of Mathematics, St. Francis De Sales College, Nagpur. E-mail: sujata_jana@yahoo.com Abstract: In this paper, we formulate and analyze a vector host epidemic model with non-monotonic incidence rates for vector and host both. We investigate the existence and stabilities of disease free equilibrium and endemic equilibrium. We prove that the disease reach to endemic state for the basic reproduction number greater than one the only possible equilibrium for basic reproduction number less than one is disease free equilibrium. We present numerical simulation to justify the theoretical results. Key words: vector borne disease, basic reproduction number, disease free equilibrium, endemic equilibrium, stability. 1 Introduction Parasites, viruses, or bacteria are transmitted by flies, mosquitoes, water snails, ticks and some other vectors amongst animals or people and cause the vector borne diseases such as dengue, malaria, yellow fever, West Nile fever, etc. Statement of WHO on World Health Day: Preventing vector born diseases shows that more than one billion people are infected and more than one million die from vector-borne diseases every year. WHO also highlights that vector born diseases are totally avoidable. Vector-borne diseases mostly invade the poorest population having lack of sanitation, safe drinking water...
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