This problem asks the students to represent a sequence of operations using …
This problem asks the students to represent a sequence of operations using an expression and then to write and solve simple equations. The problem is posed as a game and allows the students to visualize mathematical operations. It would make sense to actually play a similar game in pairs first and then ask the students to record the operations to figure out each other's numbers.
This is a challenging task, suitable for extended work, and reaching into …
This is a challenging task, suitable for extended work, and reaching into a deep understanding of units. The task requires students to exhibit MP1, Make sense of problems and persevere in solving them. An algebraic solution is possible but complicated; a numerical solution is both simpler and more sophisticated, requiring skilled use of units and quantitative reasoning. Thus the task aligns with either A-CED.1 or N-Q.1, depending on the approach.
This course covers the same material as Differential Equations (18.03) with more …
This course covers the same material as Differential Equations (18.03) with more emphasis on theory. In addition, it treats mathematical aspects of ordinary differential equations such as existence theorems.
The purpose of this task is to continue a crucial strand of …
The purpose of this task is to continue a crucial strand of algebraic reasoning begun at the middle school level (e.g, 6.EE.5). By asking students to reason about solutions without explicily solving them, we get at the heart of understanding what an equation is and what it means for a number to be a solution to an equation. The equations are intentionally very simple; the point of the task is not to test technique in solving equations, but to encourage students to reason about them.
This task illustrates the process of rearranging the terms of an expression …
This task illustrates the process of rearranging the terms of an expression to reveal different aspects about the quantity it represents, precisely the language being used in standard A-SSE.B.3.
Students are asked to consider the expression that arises in physics as …
Students are asked to consider the expression that arises in physics as the combined resistance of two resistors in parallel. However, the context is not explicitly considered here. The task is good general preparation for problems more specifically aligned to either A-SSE.1 or A-SSE.2.
Selection of material from the following topics: calculus of variations (the first …
Selection of material from the following topics: calculus of variations (the first variation and the second variation); integral equations (Volterra equations; Fredholm equations, the Hilbert-Schmidt theorem); the Hilbert Problem and singular integral equations of Cauchy type; Wiener-Hopf Method and partial differential equations; Wiener-Hopf Method and integral equations; group theory.
This is a great textbook for Intermediate Algebra or College Algebra course. …
This is a great textbook for Intermediate Algebra or College Algebra course. This textbook includes covers standard topics such as linear functions/equation, graphs and functions, systems of linear equations, polynomials, rational functions, roots and radicals, quadratic functions/equations, exponential and logarithmic functions, conics, and sequences and series. All of topics are self-contained and instructors do not have to provide supplements. However, instructors, who plan to cover trigonometric functions, may need to provide extra materials.
Students will learn to solve compound inequalities, absolute value inequalities, and systems …
Students will learn to solve compound inequalities, absolute value inequalities, and systems of equations, simplify radical expressions, solve quadratic equations and applications and simplify compound fractions, solve rational equations and applications, use function notation to solve problems and use exponential and logarithmic functions.Login: guest_oclPassword: ocl
We've learned about matrix addition, matrix subtraction, matrix multiplication. So you might …
We've learned about matrix addition, matrix subtraction, matrix multiplication. So you might be wondering, is there the equivalent of matrix division? And before we get into that, let me introduce some concepts to you. And then we'll see that there is something that maybe isn't exactly division, but it's analogous to it.
Sal checks whether the commutative property applies for matrix multiplication. In other …
Sal checks whether the commutative property applies for matrix multiplication. In other words, he checks whether for any two matrices A and B, A*B=B*A (the answer is NO, by the way). Created by Sal Khan.
The purpose of this task is to give students practice in reading, …
The purpose of this task is to give students practice in reading, analyzing, and constructing algebraic expressions, attending to the relationship between the form of an expression and the context from which it arises. The context here is intentionally thin; the point is not to provide a practical application to kitchen floors, but to give a framework that imbues the expressions with an external meaning.
Vakinhoud: - Leren rekenen met vectoren en matrices. - De methode van …
Vakinhoud: - Leren rekenen met vectoren en matrices. - De methode van rijreductie voor het oplossen van lineaire systemen. - De begrippen lineair onafhankelijk, span en basis - Elementaire lineaire transformaties, de begrippen surjectief en injectief. - De begrippen deelruimte, basis en dimensie en voorbeelden hiervan. - Eigenwaardes en eigenvectoren van een matrix. - Dit vak is een combinatie van de vakken Lineaire Algebra 1 en Lineaire Algebra 2 die bij andere TU-opleidingen aangeboden worden.
Leerdoelen: - Het kennen van basisbegrippen, het gebruik van basismethodes. - Het maken van logische afleidingen met behulp van deze begrippen en methodes
We believe the entire book can be taught in twenty five 50-minute …
We believe the entire book can be taught in twenty five 50-minute lectures to a sophomore audience that has been exposed to a one year calculus course. Vector calculus is useful, but not necessary preparation for this book, which attempts to be self-contained. Key concepts are presented multiple times, throughout the book, often first in a more intuitive setting, and then again in a definition, theorem, proof style later on. We do not aim for students to become agile mathematical proof writers, but we do expect them to be able to show and explain why key results hold. We also often use the review exercises to let students discover key results for themselves; before they are presented again in detail later in the book.
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