...expansion of learners’ comprehension of fundamental mathematical theories along with procedures. Every student, comprising learners with impairments and students vulnerable to failure, require gaining the know-how and capabilities that may allow them into “understanding” math-associated questions which they come across everyday at domicile as well as in upcoming work incidences. Unluckily, substantial evidence exists to designate that such goal isn’t being achieved, particularly for kids manifesting learning problems. Because the initial dispiriting outcomes of arithmetic accomplishment discovered with State Evaluation of Schooling Progress (SESP) during 1974, insufficient evidence exists to indicate that arithmetic accomplishment has increased considerably, particularly for learners with impairments (Spinelli, 2012). The intention for this research is to identify technology effectiveness towards fundamental arithmetic fluency. As a component of the classroom educational involvement, the research was carried out with ten learners with fair to stern cognitive impairments registered into a school of special training. This five-week research employed a solitary-case turnaround plan (ABAB). Data examination involved visual along with numerical techniques of analysis. Four major results arose. Foremost, results showed this campaign of having an affirmative impact on essential math smoothness. Secondly, findings illustrated that trainers discovered that technology (iPad) contained an...
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...30240 4. Finding n terms in arithmetic sequence an=a1+ (n-1)d 5. Finding n terms in geometric sequence an=a1*rn-1 6. Sum of first n terms of an arithmetic sequence Sn=(a1+an)*n2 7. Absolute value of a Complex number Z=a2+b2 a + bi 8. Finding polar form (z= r*(cos theta + i* sin theta) of complex number (z= a + bi) A = r*cos theta B= r* sin theta R=a2+b2 Theta = tan-1 (ba ) 9. Converting from rectangular (x,y) to polar (r,theta) R= x2+ y2 theta = tan-1 (yx) 10. Dick’s theorem for finding roots (a+bi)^ R=a2+ b2 theta = tan-1 (ba ) r^*( cos (theta * ^) + i* sin (theta * ^)) 11. Finding rectangular from polar X= r*cos theta Y=r*sin theta 12. Law of Sines Sin Aa=Sin Bb= Sin CC 13. Angle of oblique triangle Area = b*c*Sin A2 a*b*Sin C2 a*c*Sin B2 14. Law of Cosines a= b2+c2- 2*b*c*Cos A b= a2+c2- 2*a*c*Cos B c= a2+b2- 2*a*b* Cos C 15. Heroin angle Area = S*S-a*S-b*(S-c) S = a+b+c2 16. Permutations nPr= n!n-r! 17. Combinations nCr= n!n*r!*r! 18. Magnitude of v v= a2+b2 19. Position vector Initial point (x1,y1) Terminal point (x2,y2) V = x2-x1*i+y2- y1*j 20. Word problem V= v*Cos ∅i+ v*Sin ∅j 21. Logarithms logbMN= logbM+ logbN Product Rule logb(MN)= logbM- logbN Quotient Rule logbMp=p*logbM Power Rule 22. A = P*(1+ rn)nt T = logAP(n*(log1+...
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...hp 12c financial calculator user's guide H Edition 4 HP Part Number 0012C-90001 File name: hp 12c_user's guide_English_HDPMBF12E44 Page: 1 of 209 Printed Date: 2005/7/29 Dimension: 14.8 cm x 21 cm Notice REGISTER YOUR PRODUCT AT: www.register.hp.com THIS MANUAL AND ANY EXAMPLES CONTAINED HEREIN ARE PROVIDED “AS IS” AND ARE SUBJECT TO CHANGE WITHOUT NOTICE. HEWLETT-PACKARD COMPANY MAKES NO WARRANTY OF ANY KIND WITH REGARD TO THIS MANUAL, INCLUDING, BUT NOT LIMITED TO, THE IMPLIED WARRANTIES OF MERCHANTABILITY, NON-INFRINGEMENT AND FITNESS FOR A PARTICULAR PURPOSE. HEWLETT-PACKARD CO. SHALL NOT BE LIABLE FOR ANY ERRORS OR FOR INCIDENTAL OR CONSEQUENTIAL DAMAGES IN CONNECTION WITH THE FURNISHING, PERFORMANCE, OR USE OF THIS MANUAL OR THE EXAMPLES CONTAINED HEREIN. © Copyright 1981, 2004 Hewlett-Packard Development Company, L.P. Reproduction, adaptation, or translation of this manual is prohibited without prior written permission of Hewlett-Packard Company, except as allowed under the copyright laws. Hewlett-Packard Company 4995 Murphy Canyon Rd, Suite 301 San Diego, CA 92123 Printing History Edition 4 August 2004 2 File name: hp 12c_user's guide_English_HDPMBF12E44 Printered Date: 2005/7/29 Page: 2 of 209 Dimension: 14.8 cm x 21 cm I ntroduction A bout This Handbook This hp 12c user's guide is intended to help you get the most out of your investment in your hp 12c Programmable Financial Calculator. Although the ...
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...hp 12c financial calculator user's guide H Edition 4 HP Part Number 0012C-90001 File name: hp 12c_user's guide_English_HDPMBF12E44 Printed Date: 2005/7/29 Page: 1 of 209 Dimension: 14.8 cm x 21 cm Notice REGISTER YOUR PRODUCT AT: www.register.hp.com THIS MANUAL AND ANY EXAMPLES CONTAINED HEREIN ARE PROVIDED “AS IS” AND ARE SUBJECT TO CHANGE WITHOUT NOTICE. HEWLETT-PACKARD COMPANY MAKES NO WARRANTY OF ANY KIND WITH REGARD TO THIS MANUAL, INCLUDING, BUT NOT LIMITED TO, THE IMPLIED WARRANTIES OF MERCHANTABILITY, NON-INFRINGEMENT AND FITNESS FOR A PARTICULAR PURPOSE. HEWLETT-PACKARD CO. SHALL NOT BE LIABLE FOR ANY ERRORS OR FOR INCIDENTAL OR CONSEQUENTIAL DAMAGES IN CONNECTION WITH THE FURNISHING, PERFORMANCE, OR USE OF THIS MANUAL OR THE EXAMPLES CONTAINED HEREIN. © Copyright 1981, 2004 Hewlett-Packard Development Company, L.P. Reproduction, adaptation, or translation of this manual is prohibited without prior written permission of Hewlett-Packard Company, except as allowed under the copyright laws. Hewlett-Packard Company 4995 Murphy Canyon Rd, Suite 301 San Diego, CA 92123 Printing History Edition 4 August 2004 2 File name: hp 12c_user's guide_English_HDPMBF12E44 Printered Date: 2005/7/29 Page: 2 of 209 Dimension: 14.8 cm x 21 cm Introduction About This Handbook This hp 12c user's guide is intended to help you get the most out of your investment in your hp 12c Programmable Financial Calculator. Although the excitement of acquiring this powerful...
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...There are several views of curriculum that we, as mathematics educators, often encounter. (In this essay, "we" refers to the group at TERC that has been working through these ideas while developing the K-5 curriculum, Investigations in Number, Data, and Space.) One is that teachers, especially elementary teachers, are so under-prepared in mathematics that the curriculum must do everything for them. It must tell them exactly what to do, when to do it, and in what order. Once this was called "teacher-proof" curriculum. Now, of course, that term is no longer fashionable, so teacher-proof-ness, when it is espoused at all, is couched in other terms. For example, a textbook representative recently described to me the lessons in their teacher's guide by saying, "And it's all scripted for the teacher, so that they know what questions to ask." This view of curriculum assumes that there is a Right Way to organize and teach the curriculum, and that, if we have a curriculum that embodies this right way, students will learn mathematics well. Another view holds that it is only the teacher who knows her students' learning needs well enough to continually modify the classroom environment in response to those needs. Therefore, the teacher must develop her/his own curriculum. Sometimes this view admits that, because teachers are not yet adequately prepared to teach mathematics, we may need innovative curricula now -- temporarily -- until we have accomplished the job of large-scale teacher development...
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...Mathematics learning performance and Mathematics learning difficulties in China Ningning Zhao Promotor: Prof. Dr. Martin Valcke Co-promoter: Prof. Dr. Annemie Desoete Proefschrift ingediend tot het behalen van de academische graad van Doctor in de Pedagogische Wetenschappen 2011 This Ph.D research project was funded by Ghent University BOF Research Grant (BOF07/DOS/056) Acknowledgements There is still a long and indistinct way and I will keep on going to explore the unknown. 路漫漫其修远兮,吾将上下而求索。 - Qu Yuan (340-278 BC) This dissertation would not have been possible unless so many persons contributed to it. The first person I should give my gratitude is Prof. dr. Cong Lixin in Beijing Normal University. It is she who recommanded me to my promoter - Prof. dr. Martin Valcke. Based on the cooperation contact between the two universities, I have the opportunity to start my journey in Ghent University. The fantasty journey started from Year 2007 gudided by the Prof. dr. Martin Valcke. I am heartily thankful to my promoter Prof. dr. Martin Valcke and my co-promotor Prof. dr. Annemie Desoete, whose encouragement, supervision and support from the preliminary to the concluding level enabled me to carry on the research project. My deepest gratitude is to Prof. dr. Martin Valcke. I am not a smart student who always give him so much revision work. It is extremely fortunate for me to have a promoter who is characterized by energy...
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...Chapter 1 THE RESEARCH PROBLEM Introduction This Action Research was undertaken to describe the impact of teacher-made advance exercises as intervention on disruptive behavior of pupils when learning division skills in elementary arithmetic operation. The subjects of this study were Grade Two – A pupils who were constantly disrupting the class during Mathematics period taken from the list made by the teacher through visual observation. For the last two grading periods handling a cream class, a lot of repeated disruptive behaviors such as incessant talking or getting out of their seats to name a few, which were very taxing to the teacher, were observed. These disruptive behaviors were mostly due to boredom especially to those pupils who got to finish their seatwork fast. This called for a classroom management skill. Hollowell (2013) mentioned in her article that classroom management skills are essential for all teachers. Supervising a group of children with different personalities and backgrounds is a challenging task. You are responsible for their academic growth while ensuring that the learning environment stays welcoming and secure. This includes dealing with disruptive pupils. According to Tyson (2013), disruptive students are always present in every classroom. Regardless of scenario or perhaps how great you happen to be as being a teacher, in one way or another they will and can be found. All of which will develop problems provided an open possibility. But...
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...1 Basic Arithmetic TERMINOLOGY Absolute value: The distance of a number from zero on the number line. Hence it is the magnitude or value of a number without the sign Directed numbers: The set of integers or whole numbers f -3, -2, -1, 0, 1, 2, 3, f Exponent: Power or index of a number. For example 23 has a base number of 2 and an exponent of 3 Index: The power of a base number showing how many times this number is multiplied by itself e.g. 2 3 = 2 # 2 # 2. The index is 3 Indices: More than one index (plural) Recurring decimal: A repeating decimal that does not terminate e.g. 0.777777 … is a recurring decimal that can be written as a fraction. More than one digit can recur e.g. 0.14141414 ... Scientific notation: Sometimes called standard notation. A standard form to write very large or very small numbers as a product of a number between 1 and 10 and a power of 10 e.g. 765 000 000 is 7.65 # 10 8 in scientific notation Chapter 1 Basic Arithmetic 3 INTRODUCTION THIS CHAPTER GIVES A review of basic arithmetic skills, including knowing the correct order of operations, rounding off, and working with fractions, decimals and percentages. Work on significant figures, scientific notation and indices is also included, as are the concepts of absolute values. Basic calculator skills are also covered in this chapter. Real Numbers Types of numbers Unreal or imaginary numbers Real numbers Rational numbers Irrational numbers Integers Integers are whole numbers...
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...5 r = 10 C ( 5 + 10 – 1 , 10 ) C ( 14 , 10 ) 1,001 2.1 2 Identify the primitive statements in problem 1: a. In 2003 George W. Bush was the president of the United States. b. x+3 is a positive integer. c. Fifteen is an even number. d. If Jennifer is late for the party, then her cousin Zachary will be quite angry. e. What time is it? f. As of June 30, 2003, Christine Marie Evert had won the French open a record seven times. 2.2 2 Verify the Absorption Law by means of a truth table. p ∨ (p ∧ q)<->p p or (p and q) p | q | p q | p (p q) | p ∨ (p ∧ q)<->p | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 0 | 1 | 1 | 0 | 0 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 2.3 2b Use truth tables to verify that each of the following is a logical implication: b. [[(p ∧ q)→r] ∧ ¬q ∧ (p→¬r)]→(¬p ∨¬q) p | q | r | p∧q | [(p∧q)→r] | [(p∧q)→r]∧¬q | (p→¬r) | [[(p∧q)→r]∧¬q∧(p→¬r)] | (¬p ∨¬q) | [[(p ∧ q)→r] ∧ ¬q ∧ (p→¬r)] →(¬p ∨¬q) | 0 | 0 | 0 | 0 | 1 | 1 | 1 | 1 | 1 | 1 | 0 | 0 | 1 | 0 | 1 | 1 | 1 | 1 | 1 | 1 | 0 | 1 | 0 | 0 | 1 | 0 | 1 | 0 | 1 | 1 | 0 | 1 | 1 | 0 | 1 | 0 | 1 | 0...
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...Lains Albert Krop High School - Class of 2015 NCAA Division I Initial-Eligibility Current Status Report DI Core Course GPA 3.13 DI SAT/ACT Scores* Score Qualifier DI Core Course Credits Completed Required Needed SAT Score ACT Score None None 570 49 Total Core Course Credits 16 16 0 Grade Points Key: A=4, B=3, C=2, D=1 / # = Weighted Points (d) = Course for students with a diagnosed disability / (t) = Transfer course from another school English Courses Course Grade Points Quality Pts Credits Credits Required Credits Needed ENGLISH 3 ENGLISH 4/H ENGLISH 1 ENGLISH 2 Totals A A C C 4 4 2 2 4 4 2 2 12 1 1 1 1 4 4 0 Math Courses Course Grade Points Quality Pts Credits Credits Required Credits Needed ALGEBRA 2 PRE-CALCULUS GEOMETRY Totals A A B 4 4 3 4 4 3 11 1 1 1 3 3 0 Natural/Physical Science Courses Course Grade Points Quality Pts Credits Credits Required Credits Needed BIOLOGY 1 CHEMISTRY 1 Totals B B 3 3 3 3 6 1 1 2 2 0 Extra English/Math/Science Courses Course Grade Points Quality Pts Credits Credits Required 1 Credits Needed 0 ALGEBRA 1 Totals C 2 2 2 1 1 Social Science Course Grade Points Quality Pts Credits Credits Required Credits Needed AFRICAN AMERICAN HISTORY WORLD HISTORY Totals A C 4 2 4 2 6 1 1 2 2 0 Additional Core Courses Course Grade Points Quality Pts Credits Credits Required Credits Needed FRENCH 1 FRENCH LANGUAGE/AP...
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...Background I am a teacher at Greenpoint High School in the Northern Cape . The school is situated in Greenpoint in Kimberley and it is from gr. 8 to gr. 12 . Greenpoint is a coloured area and the people are very ,poor, jobless and uneducated. Most of the learners have only a single parent or are raised by the grandmother or family. Many learners are using drugs and alcohol and every one out of ten schoolgirl are pregnant. We encounter many discipline problems and not all the teachers are capable to deal with this learners. Our learner total are 920 and the teachers are 26 . The school have a teacher and classroom shortage . There are many social problems at the school and they are struggling mostly with Mathematics . Our feeder school is the local primary school and the total of the gr. 8 learners are near 300 every year. These Gr. 8 learners are very weak in Mathematics and the class sizes are 50 and more. The Gr 9 classes are also very big and most of them pass not Mathematics at the end of the year , but been condened to Gr. 10 . Usually there are only one gr. 10, 11 and Gr.12 class for Mathematics. The passrate for Mathematics in Gr. 9 are so poor that only 10 % of the learners can do pure Mathematics , The rest of the learners should do Mathematical Literacy. The Maths learners are not commited and only a few pass at the end of Gr. 10 . JUSTIFICATION When the grade 8 learners came to our school they usually struggle with Mathematics .The can`t...
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...pattern of adding a fixed amount from one term to the next, it is referred to as an arithmetic sequence. The number added to each term is constant (always the same). The fixed amount is called the common difference, d,referring to the fact that the difference between two successive terms yields the constant value that was added. To find the common difference, subtract the first term from the second term. 1. Find the common difference for this arithmetic sequence 5, 9, 13, 17 ... | 1. The common difference, d, can be found by subtracting the first term from the second term, which in this problem yields 4. Checking shows that 4 is the difference between all of the entries. | 2. Find the common difference for the arithmetic sequence whose formula is an = 6n + 3 | 2. The formula indicates that 6 is the value being added (with increasing multiples) as the terms increase. A listing of the terms will also show what is happening in the sequence (start with n = 1). 9, 15, 21, 27, 33, ... The list shows the common difference to be 6. | 3. Find the 10th term of the sequence 3, 5, 7, 9, ... | 3. n = 10; a1 = 3, d = 2 The tenth term is 21. | 4. Find a7 for an arithmetic sequence where a1 = 3x and d = -x. | 4. n = 7; a1 = 3x, d = -x | 5. Find t15 for an arithmetic sequence where t3 = -4 + 5i and t6 = -13 + 11i | 5. Notice...
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...Module 4 Beginning Algebra Allied American University Author Note This paper was prepared for MAT110, Module 4 Homework Assignment Directions: Please show all of your work for each problem. If applicable, you may find Microsoft Word’s equation editor helpful in creating mathematical expressions in Word. There is a tutorial on using this equation editor in Module 1 Lecture Notes. You also have the option of hand writing your work and scanning it. 1. Find the greatest common factor. 4, 6, 12. =2 2. Factor. 24x3 + 30x2 = 6x(4x^2+5x) 3. Factor out the GCF with a negative coefficient. –24m2n6 – 8mn5 – 32n4 GFC= 8n^4 = -8n^4(3m^2n^2+n^+4) 4. Factor completely by factoring out any common factors and then factoring by grouping. 6x2 – 5xy + 6x – 5y =(x+1) (6x-5y) 5. The GCF of 15y + 20 is 5. The GCF of 15y + 21 is 3. Find the GCF of the product (15y + 20)(15y + 21). =15 6. The area of a rectangle of length x is given by 15x – x2. Find the width of the rectangle in terms of x. w=15-x 7. Factor the trinomial completely. x2 + 8x – 9 = (x-1) (x+9) 8. Factor the trinomial completely. 2x2 + 16x + 32 = (2x+8) (x+4) 9. Complete the following statement. 6a2 – 5a + 1 = (3a – 1)(__?__) = (2a-1) 10. State whether the following is true or false. x2 – 7x – 30 = (x + 3)(x – 10) = True 11. Factor completely. x2 + 11x + 28 = (x+4) (x+7) 12. Factor completely. 15x2 +...
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...First, as discussed above, you need to know the amount and timing of payments to be made or expected to be received. In the first example, you expect $11,000 five years from now. In the second, you expect $200 in year 1, $200 in year 2, $200 in year 3, $200 in year 4, and $10,200 in year 5. Once you’ve determined this, you have a couple of vital pieces of information: You know whether you’re looking at a lump sum, an annuity (a stream of payments), or both. In the first example, it’s a lump sum. In the second, it’s an annuity of $200, and a lump sum of $10,000 (because the $200 in year 5 belongs to the annuity of $200, not to the lump sum of the principal). This tells you what present value tables to use. You use the Present Value of $1 (Present Value of a Single Sum) table to value the lump sums. You use the Present Value of an Ordinary Annuity to value streams of payments. So in the second example, you’d use the PV of $1 table to get the present value of the $10,000 lump sum, and you’d use the PV of an Ordinary Annuity table to get the present value of the five $200 payments. Before you can use the tables, though, there is one more step. You need to find n, and i. * n is the number of interest compounding periods involved. * If you are looking at the PV of a lump sum, n = the number of years before the sum will be paid. In the first example, n = 5. * It is more complicated if you are looking at an annuity. If the annuity stream (interest...
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...Algebra is one of the most important subjects someone can learn. It is a subject that transfers into daily life. A lot of people do not realize that they are using algebra. Algebra can be anything from calculating the amount of money you’ve spent on your grocery shopping, designing structural plans for a building, and keeping track of the calories you have in your diet. Our professor told us that in every subject, we use math. My major is chemistry and mathematics is used widely in chemistry as well as all other sciences. Mathematical calculations are absolutely necessary to explore important concepts in chemistry. You’ll need to convert things from one unit to another. For example, you need to convert 12 inches to feet. Also, we use simple arithmetic to balance equations. A lot of things I’ve had learned from this course and one of them was that we use Math for everyday life. I’ve also learned many ways how to solve equations such as linear, quadratic, exponential, and logarithmic equations. All the material that we did learn was all easy to learn and understand. I believe that the instructor did a good job explaining on how to solve problems. If my friend was asking me how to determine the differences between the equation of the ellipse and the equation of the hyperbola, I would first give he or she the definition of the two words ellipse and hyperbola. An ellipse is a set of all points in a plane such that the sum of their distances from two fixed points is a constant. Each fixed...
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