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Words 504

Pages 3

Corazon J. Lullegao MAEd-Mathematics July 27, 2013

JOURNAL 1

Why Teach Mathematics?

Mathematics plays an important role to real life. As one saying goes “Life started from erection to resurrection “. The quotation simply implies that life started when God planned someone to have life until He want it back to Him. Mathematics evolves with life. When life exists, math also starts. This the reason why we should teach mathematics.

As the couple live together, they may plan to have or not to have yet a child. Taking into consideration their biological capabilities of having a child. They may also opt to have a male or a female offspring by natural method. This plan can be realize through natural family planning. We know the fact that this natural method is the safe method and relates to a woman’s fertility. According to one recent study, if the conception happened before the peak of the fertility of a woman, there is a big chance of having a baby boy while if the conception is after the peak of fertility, expect for a baby girl. Looking back into the phenomena, mathematics is very much involved.

As the baby meets the world, parents look into the baby’s physical and health development. As the baby starts to utter words, parents were excited to let the child say one, two and many more. The parents at home start teaching the child to reason out, learn to count and learn some basic skills to deal with life.

In school, we enhance and develop that basic learning. We teachers as agent of learning much be equipped with math. A simple assessment of learning needs math. We must take into consideration that we cannot give for what we do not have. We must teach every learner how to deal with life. We will teach them the process how to make complicated things to become simple. We must teach them how reason out,…...

...MATH 3330 INFORMATION SHEET FOR FINAL EXAM FALL 2011 FINAL EXAM will be in PKH 103 at 2:00-4:30 pm on Tues Dec 13 • See above for date, time and location of FINAL EXAM. Recall from the ﬁrst-day handout that any student not obtaining a positive score on the FINAL EXAM will not pass this class. • The material covered will be the same as that covered on the homework from the start of the semester through Dec 6 (but not §6.3) inclusive. (Homework is listed at my website: www.uta.edu/math/vancliﬀ/T/F11 .) • My remaining oﬃce hours are: 3:30-4:20 pm on Thurs Dec 8 and 3:30-5:30 pm on Mon Dec 12. • This test will be, in part, multiple choice, but you do NOT need to bring a scantron form. There will be several choices of answer per multiple-choice question and, for each, only one answer will be the correct one. You should do rough work on the test or on paper provided by me. No calculator is allowed. No notes or cards are allowed. BRING YOUR MYMAV ID CARD WITH YOU. • When I write a test, I look over the lecture notes and homework which have already been assigned, and use them to model about 85% of the test problems (and most of them are fair game). You should expect between 30 and 40 questions in total. • A good way to review is to go over the homework problems you have not already done & make sure you understand all the homework well by 48 hours prior to the test. You should also look over the past tests/midterms and understand those fully. In addition,......

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...say whether I was able to learn how to be a better teacher and what the teacher did that I could possibly use in the future. While analyzing and going through the process of this assignment it is helping realize how to become a better teacher as well. I would also like to get more comfortable and experience on using this template of the paper. Memories Of A Teacher My teacher, Mr. G, used many different instructional techniques and approaches to his lessons. Mr. G had taught me math for three years in a row, so I think that I have a good grasp on his approaches to the lessons that he would teach. He would assign many homework assignments, as well as in-class assignments, which helped me and other students understand and get practice with the lesson that we were learning. I think that with math having a lot of homework is a good thing. In my mind, the only way to learn how to do math is plenty of practice. The more you practice, the easier it will be. Mr. G would also have the students do some math problems on the chalk board or smart board to show the class and go over the corrections with the whole class so that everyone would understand the problem. Playing “racing” games also helped and added fun to the class. With the “racing” games, the students would get into groups and have to take turns doing problems on the chalk board and see who could get the correct answer first. It added fun and a little friendly competition to the class. It also helped the students want to......

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...Diana Garza 1-16-12 Reflection The ideas Stein presents on problem saving and just math in general are that everyone has a different way of saving their own math problems. For explains when you’re doing a math problem you submit all kinds of different numbers into a data or formula till something works or maybe it’s impossible to come up with a solution. For math in general he talks about how math is so big and its due in large measure to the wide variety of situations how it can sit for a long time without being unexamined. Waiting for someone comes along to find a totally unexpected use for it. Just like has work he couldn’t figure it out and someone else found a use for it and now everyone uses it for their banking account. For myself this made me think about how math isn’t always going to have a solution. To any math problem I come across have to come with a clear mind and ready to understand it carefully. If I don’t understand or having hard time taking a small break will help a lot. The guidelines for problem solving will help me a lot to take it step by step instead of trying to do it all at once. Just like the introduction said the impossible takes forever. The things that surprised me are that I didn’t realize how much math can be used in music and how someone who was trying to find something else came to the discovery that he find toe. What may people were trying to find before Feynmsn....

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...STAT2011 Statistical Models sydney.edu.au/science/maths/stat2011 Semester 1, 2014 Computer Exercise Weeks 1 Due by the end of your week 2 session Last compiled: March 11, 2014 Username: mac 1. Below appears the code to generate a single sample of size 4000 from the population {1, 2, 3, 4, 5, 6}. form it into a 1000-by-4 matrix and then ﬁnd the minimum of each row: > rolls1 table(rolls1) rolls1 1 2 3 4 5 6 703 625 679 662 672 659 2. Next we form this 4000-long vector into a 1000-by-4 matrix: > four.rolls=matrix(rolls1,ncol=4,nrow=1000) 3. Next we ﬁnd the minimum of each row: > min.roll=apply(four.rolls,1,min) 4. Finally we count how many times the minimum of the 4 rolls was a 1: > sum(min.roll==1) [1] 549 5. (a) First simulate 48,000 rolls: > rolls2=sample(x=c(1,2,3,4,5,6),size=48000,replace=TRUE) > table(rolls2) rolls2 1 2 3 4 5 6 8166 8027 8068 7868 7912 7959 (b) Next we form this into a 2-column matrix (thus with 24,000 rows): > two.rolls=matrix(rolls2,nrow=24000,ncol=2) (c) Here we compute the sum of each (2-roll) row: > sum.rolls=apply(two.rolls,1,sum) > table(sum.rolls) sum.rolls 2 3 4 5 6 7 8 9 10 11 742 1339 2006 2570 3409 4013 3423 2651 1913 1291 1 12 643 Note table() gives us the frequency table for the 24,000 row sums. (d) Next we form the vector of sums into a 24-row matrix (thus with 1,000 columns): > twodozen=matrix(sum.rolls,nrow=24,ncol=1000,byrow=TRUE) (e) To ﬁnd the 1,000 column minima use > min.pair=apply(twodozen,2,min) (f) Finally compute......

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...math 211 course syllabus [pic] College of Natural Sciences Course Syllabus MTH/211 Version 1 Quantitative Reasoning CV12FS05 Copyright Copyright © 2011 by University of Phoenix. All rights reserved. University of Phoenix® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft®, Windows®, and Windows NT® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix® editorial standards and practices. Course Description This applications-driven course prepares students to critically analyze and solve problems using quantitative reasoning. Students will learn the importance of mathematics and its value to society. Applications to real-world situations are emphasized throughout the course including economics, finance, and statistics. Course Topics & Objectives Week One: Numerical Reasoning: Organizing Data • Interpret information depicted in charts and graphs. ...

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...ACC-211-IS Test #2 Pr. 1 Part (a) Future value of $40,000 compounded @ 10% for 6 years $40,000 x 1.77156 = $70,862.40 Part (b) Present value of a $60,000 ordinary annuity discounted @ 8% for 20 years $60,000 x 9.81815 = $589,089 Part (c) Alternative 1: Present value of $1,750 discounted @ 8% for 2 years $1,750 x .85734 = $1,500.35 Present value of $700 now = $700 Present value of alternative 1 = $1,500.35 + $700 = $2,200.35 Alternative 2: Present value of $2,800 discounted @ 8% for 3 years $2,800 x .79383 = $2,222.72 I would choose Alternative 1 because it would cost Judy Thomas less. Pr. 2 Leong Corporation | Balance Sheet | December 31, 2014 | Assets | Current assets | | | | Cash | | $45,000 | | Accounts receivable | | 102,000 | | Supplies | | 1,860 | | Prepaid advertising | | 5,000 | | Total current assets | | | $153,860 | Property, plant, and equipment | | | | Land | | 137,320 | | Buildings | $80,400 | | | Accumulated depreciation - bld. | (15,000) | 65,400 | | Equipment | 60,000 | | | Accumulated depreciation - equip. | (10,000) | 50,000 | | Total property, plant, and equipment | | | 252,720 | Total assets | | | $406,580 | | | | | Liabilities & Stockholders' Equity | Current liabilities | | | | Notes payable | | $29,400 | | Income taxes payable | | 3,000 ...

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...This article is about the study of topics, such as quantity and structure. For other uses, see Mathematics (disambiguation). "Math" redirects here. For other uses, see Math (disambiguation). Euclid (holding calipers), Greek mathematician, 3rd century BC, as imagined by Raphael in this detail from The School of Athens.[1] Mathematics is the study of topics such as quantity (numbers),[2] structure,[3] space,[2] and change.[4][5][6] There is a range of views among mathematicians and philosophers as to the exact scope and definition of mathematics.[7][8] Mathematicians seek out patterns[9][10] and use them to formulate new conjectures. Mathematicians resolve the truth or falsity of conjectures by mathematical proof. When mathematical structures are good models of real phenomena, then mathematical reasoning can provide insight or predictions about nature. Through the use of abstraction and logic, mathematics developed from counting, calculation, measurement, and the systematic study of the shapes and motions of physical objects. Practical mathematics has been a human activity for as far back as written records exist. The research required to solve mathematical problems can take years or even centuries of sustained inquiry. Rigorous arguments first appeared in Greek mathematics, most notably in Euclid's Elements. Since the pioneering work of Giuseppe Peano (1858–1932), David Hilbert (1862–1943), and others on axiomatic systems in the late 19th century, it has become......

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...Dec 4 | 11.5: Alternating Series | | 12 | Dec 7 – Dec 11 | 11.6: Absolute Convergence and the Ratio and Root Tests Review for Midterm Exam 2Midterm Exam 2 | Exam 2 : Wed, Dec 10, 5:30-7:00pm Sections: 10.1-10.4, 11.1-11.5 | 13 | Dec 14 – Dec 18 | 11.8: Power Series11.9: Representation of Functions as Power Series | | 14 | Jan 4 – Jan 8 | 11.10: Taylor and Maclaurin Series 11.11: Applications of Taylor PolynomialsComplex Numbers | | 15 | Jan 11 – Jan 15 | Review for Final Exam | Final Exam (comprehensive) | Math Learning Center (NAB239) The Department of Mathematics and Statistics offers a Math Learning Center in NAB239. The goal of this free of charge tutoring service is to provide students with a supportive atmosphere where they have access to assistance and resources outside the classroom. No need to make an appointment-just walk in. Your questions or concerns are welcome to Dr. Saadia Khouyibaba at skhouyibaba@aus.edu or cas-mlc@aus.edu Math 104 Suggested Problems TEXTBOOK: Calculus Early Transcendentals, 7th edition by James Stewart Section | Page | Exercises | 7.1 | 468 | 3, 4, 7, 9, 10, 11, 13, 15, 18, 24, 26, 32, 33, 42 | 7.2 | 476 | 3, 7, 10, 13, 15, 19, 22, 25, 28, 29, 34, 39, 41, 55 | 7.3 | 483 | 1, 2, 3, 5, 8, 9, 13, 15, 23, 24, 26, 27 | 7.4 | 492 | 1, 3, 6, 7, 9, 11, 15, 17, 22, 23, 31, 43, 45, 47, 49, 54 | 7.5 | 499 | 3, 7, 8, 15, 17, 33, 37, 41, 42, 44, 45, 49, 58, 70, 73, 76, 80 | 7.8 | 527 | 1, 2, 5, 7, 10, 12, 13, 17, 19, 21, 25,......

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...Math 1P05 Assignment #1 Due: September 26 Questions 3, 4, 6, 7, 11 and 12 require some Maple work. 1. Solve the following inequalities: a) b) c) 2. Appendix D #72 3. Consider the functions and . a) Use a Maple graph to estimate the largest value of at which the graphs intersect. Hand in a graph that clearly shows this intersection. b) Use Maple to help you find all solutions of the equation. 4. Consider the function. a) Find the domain of. b) Find and its domain. What is the range of? c) To check your result in b), plot and the line on the same set of axes. (Hint: To get a nice graph, choose a plotting range for bothand.) Be sure to label each curve. 5. Section 1.6 #62 6. Section 2.1 #4. In d), use Maple to plot the curve and the tangent line. Draw the secant lines by hand on your Maple graph. 7. Section 2.2 #24. Use Maple to plot the function. 8. Section 2.2 #36 9. Section 2.3 #14 10. Section 2.3 #26 11. Section 2.3 #34 12. Section 2.3 #36 Recommended Problems Appendix A all odd-numbered exercises 1-37, 47-55 Appendix B all odd-numbered exercises 21-35 Appendix D all odd-numbered exercises 23-33, 65-71 Section 1.5 #19, 21 Section 1.6 all odd-numbered exercises 15-25, 35-41, 51, 53 Section 2.1 #3, 5, 7 Section 2.2 all odd-numbered exercises 5-9, 15-25, 29-37 Section 2.3 all odd-numbered exercises 11-31...

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...can see how to split up the original equation into its factor pair, this is the quickest and allows you to solve the problem in one step. Week 9 capstone part 1 Has the content in this course allowed you to think of math as a useful tool? If so, how? What concepts investigated in this course can apply to your personal and professional life? In the course, I have learned about polynomials, rational expressions, radical equations, and quadratic equations. Quadratic equations seem to have the most real life applications -- in things such as ticket sales, bike repairs, and modeling. Rational expressions are also important, if I know how long it takes me to clean my sons room, and know how long it takes him to clean his own room. I can use rational expressions to determine how long it will take the two of us working together to clean his room. The Math lab site was useful in some ways, since it allowed me to check my answers to the problems immediately. However, especially in math 117, it was too sensitive to formatting of the equations and answers. I sometimes put an answer into the math lab that I knew was right, but it marked it wrong because of the math lab expecting slightly different formatting Week 9 capstone part 2 I really didn't use center for math excellence because i found that MML was more convenient for me. I think that MML reassures you that you’re doing the problem correctly. MML is extra support because it carefully walks you through the problem visually......

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...Sample Exam 2 - MATH 321 Problem 1. Change the order of integration and evaluate. (a) (b) 2 0 1 0 1 (x y/2 + y)2 dxdy. + y 3 x) dxdy. 1 0 0 x 0 y 1 (x2 y 1/2 Problem 2. (a) Sketch the region for the integral f (x, y, z) dzdydx. (b) Write the integral with the integration order dxdydz. THE FUNCTION f IS NOT GIVEN, SO THAT NO EVALUATION IS REQUIRED. Problem 3. Evaluate e−x −y dxdy, where B consists of points B (x, y) satisfying x2 + y 2 ≤ 1 and y ≤ 0. − Problem 4. (a) Compute the integral of f along the path → if c − f (x, y, z) = x + y + yz and →(t) = (sin t, cos t, t), 0 ≤ t ≤ 2π. c → − → − → − (b) Find the work done by the force F (x, y) = (x2 − y 2 ) i + 2xy j in moving a particle counterclockwise around the square with corners (0, 0), (a, 0), (a, a), (0, a), a > 0. Problem 5. (a) Compute the integral of z 2 over the surface of the unit sphere. → → − − → − → − − F · d S , where F (x, y, z) = (x, y, −y) and S is → (b) Calculate S the cylindrical surface deﬁned by x2 + y 2 = 1, 0 ≤ z ≤ 1, with normal pointing out of the cylinder. → − Problem 6. Let S be an oriented surface and C a closed curve → − bounding S . Verify the equality → − → − → → − − ( × F ) · dS = F ·ds − → → − if F is a gradient ﬁeld. S C 2 2 1 ...

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...PRG 211 (Algorithms & Logic for Computer Programming) Complete Course IF You Want To Purchase A+ Work Then Click The Link Below , Instant Download http://acehomework.com/PRG-211-Algorithms-Logic-for-Computer-Programming-Complete-C-23234121.htm?categoryId=-1 If You Face Any Problem E- Mail Us At JOHNMATE1122@GMAIL.COM Week 1 Week 1 DQ 1 What is procedural or algorithmic programming? What is object-oriented programming? What is the role of code reuse in object-oriented programming? Under what circumstances is object-oriented programming best suited? Under what circumstances is procedural or algorithmic programming best suited? Week 1 DQ 2 • Why is a flowchart useful in developing and documenting software? Why is the interactive Visual Logic flowchart program more useful than a manually drawn flowchart? • Is a flowchart more valuable in documenting the logic of a program than just the coded instructions in the programming language? Explain your answer. Week 2 Week 2 DQ 1 • Which features are commonly found in programming languages? • What are the five key steps in the programming process? • Which common errors occur in programs? • Week 2 DQ 2 • Explain what is meant by a modular approach to programming. Why is this approach important? Week 2 Assignment: Individual Assignment Programming Development Part 1(Program Solution Proposal)(450+ Words) Week 3 Week 3 DQ 1 • What is sequential flow of a program? ...

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...PRG 211 (Algorithms & Logic for Computer Programming) Complete Course IF You Want To Purchase A+ Work Then Click The Link Below , Instant Download http://acehomework.com/PRG-211-Algorithms-Logic-for-Computer-Programming-Complete-C-23234121.htm?categoryId=-1 If You Face Any Problem E- Mail Us At JOHNMATE1122@GMAIL.COM Week 1 Week 1 DQ 1 What is procedural or algorithmic programming? What is object-oriented programming? What is the role of code reuse in object-oriented programming? Under what circumstances is object-oriented programming best suited? Under what circumstances is procedural or algorithmic programming best suited? Week 1 DQ 2 • Why is a flowchart useful in developing and documenting software? Why is the interactive Visual Logic flowchart program more useful than a manually drawn flowchart? • Is a flowchart more valuable in documenting the logic of a program than just the coded instructions in the programming language? Explain your answer. Week 2 Week 2 DQ 1 • Which features are commonly found in programming languages? • What are the five key steps in the programming process? • Which common errors occur in programs? • Week 2 DQ 2 • Explain what is meant by a modular approach to programming. Why is this approach important? Week 2 Assignment: Individual Assignment Programming Development Part 1(Program Solution Proposal)(450+ Words) Week 3 Week 3 DQ 1 • What is sequential flow of a program? ...

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...and solve problems in everyday life”. In my everyday life I have to keep the balance in my check book, pay bills, take care of kids, run my house, cook, clean etc. With cooking I am using math, measuring how much food to make for four people (I still haven’t mastered that one). With bills I am using math, how much each company gets, to how much money I have to spare (which these days is not much). In my everyday life I do use some form of a math. It might not be how I was taught, but I have learned to adapt to my surroundings and do math how I know it be used, the basic ways, none of that fancy stuff. For my weakest ability I would say I fall into “Confidence with Mathematics”. Math has never been one of my favorite subjects to learn. It is like my brain knows I have to learn it, but it puts up a wall and doesn’t allow the information to stay in there. The handout “The Case for Quantitative Literacy” states I should be at ease with applying quantitative methods, and comfortable with quantitative ideas. To be honest this class scares the crap out of me, and I am worried I won’t do well in this class. The handout also says confidence is the opposite of “Math Anxiety”, well I can assure you I have plenty of anxiety right now with this class. I have never been a confident person with math, I guess I doubt my abilities, because once I get over my fears and anxiety I do fine. I just have to mentally get myself there and usually it’s towards the end of the class. There are......

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...Acts of Civil Disobedience | Violating the law to change the law | Civil disobedience is the active, professed refusal to obey certain laws, demands, and commands of a government, or of an occupying international power. | | Acts of Civil Disobedience(s) By: Team C CJS/211 - ETHICS IN CRIMINAL JUSTICE Instructor: MELISSA ANDREWJESKI Schedule: 10/27/2015 - 11/30/2015 Campus: ONLINE MAIN Group ID: BSHB1IZ706 Over 160 Arrested in Ongoing Civil Disobedience against Keystone XL Tar Sands Oil Pipeline. Fifty-two environmental activists were arrested Monday in front of the White House as part of an ongoing protest calling on the Obama administration to reject a permit for the 1,700-mile Keystone XL pipeline project, which would deliver Canada tar sands oil to refineries in Texas, and rather focus on developing clean energy. An estimated 2,000 people have signed up to hold sit-ins and commit other acts of civil disobedience outside the White House every day for the next two weeks — 162 have already been arrested since Saturday. Also joining the protest are indigenous First Nations communities in Canada and landowners along the Keystone XL pipeline’s planned route. An editorial in Sunday’s New York Times joined in calling on the State Department to reject the pipeline, noting that the extraction of petroleum from the tar sands creates far more greenhouse emissions than conventional production. Meanwhile, oil-industry backers of the project emphasize what they say......

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