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Professor Pearson's book starts with an introduction to the area and an explanation of the most commonly used functions. It then moves on through differentiation, special functions, derivatives, integrals and onto full differential equations. As with other books in the series the emphasis is on using worked examples and tutorial-based problem solving... more...
The book shows how the abstract methods of analytic semigroups and evolution equations in Banach spaces can be fruitfully applied to the study of parabolic problems. Particular attention is paid to optimal regularity results in linear equations. Furthermore, these results are used to study several other problems, especially fully nonlinear ones. Owing... more...
This book deals with the constructive Weierstrassian approach to the theory of function spaces and various applications. The first chapter is devoted to a detailed study of quarkonial (subatomic) decompositions of functions and distributions on euclidean spaces, domains, manifolds and fractals. This approach combines the advantages of atomic and wavelet... more...
This book gives an introduction to the basic theory of stochastic calculus and its applications. Examples are given throughout the text, in order to motivate and illustrate the theory and show its importance for many applications in e.g. economics, biology and physics. The basic idea of the presentation is to start from some basic results (without... more...
Differential Equations for Scientists and Engineers is a book designed with students in mind. It attempts to take a concise, simple, and no-frills approach to differential equations. The approach used in this text is to give students extensive experience in main solution techniques with a lighter emphasis on the physical interpretation of... more...
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Algebra 1 - With CD (10 Edition)
by Mary Jane Sterling Publisher Comments
About the Contents: Pretest Helps you pinpoint where you need the most help and directs you to the corresponding sections of the book Topic Area Reviews Math Basics Numbers (Signed Numbers and Fractions) Linear Equations and Algebraic Fractions... (read more)
Beyond Problem Solving & Comprehension
by Arthur Whimbey Publisher Comments
Building on the methods and techniques presented in Problem Solving and Comprehension, the authors show how their methods can be used to manage more difficult problems and situations. By providing step-by-step solutions for problems of figural reasoning,... (read more)
Essentials of College Algebra, Alternate Edition
by Lial Publisher Comments
Essentials of College Algebra , Updated Edition, 1/e, has been specifically designed to provide a more compact and less expensive alternative to better meet the needs of colleges whose algebra courses do not include the more advanced topics. The authors... (read more)
Technical Mathematics With Calculus 2ND Edition
by John C Peterson Publisher Comments
This version of Technical Mathematics with Calculus, 3E includes formal calculus concepts that are comprehensive in scope to help individuals prepare for technical, engineering technology, or scientific careers. Thorough coverage of precalculus topics... (read more)
Mathematical Ideas
by Charles Davi Miller Publisher Comments
This manual provides solutions to odd-numbered exercises in the exercise sets, the Extensions, and the Appendix exercises, as well as solutions for all the Chapter Test exercises. Chapter summaries review key points in the text, providing extra examples,... (read more)
Precalculus (with CD-ROM, Bca/Ilrn Tutorial, and Infotrac)
by David Dwyer Publisher Comments
Dwyer and Gruenwald's PRECALCULUS builds on the same features as their very successful COLLEGE ALGEBRA, Second Edition and COLLEGE ALGEBRA AND TRIGONOMETRY, Second Edition , while adding material to help students look ahead to calculus. The book is... (read more)
Regular Algebra and Finite Machines (Dover Books on Mathematics)
by John Horton Conway Publisher Comments
World-famous mathematician John H. Conway based this classic text on a 1966 course he taught at Cambridge University. Geared toward graduate students of mathematics, it will also prove a valuable guide to researchers and professional mathematicians. His... (read more)
Foundations of Geometry
by C R Wylie Synopsis
Geared toward students preparing to teach high school mathematics, this text explores the principles of Euclidean and non-Euclidean geometry and covers both generalities and specifics of the axiomatic method. 1964 edition.... (read more)
Beginning Algebra
by Julie Miller Publisher Comments
Miller/O'Neill Beginning Algebra is an insightful text written by instructors who have first-hand experience with students of developmental mathematics. The authors have placed an emphasis on graphing, by including special sections called, "Connections... (read more)
Trigonometry Refresher
by A Albert Klaf Publisher Comments
This classic text encompasses the most important aspects of plane and spherical trigonometry in a question-and-answer format. Its 913 specially selected questions appear with detailed answers that help readers refresh their trigonometry skills or clear... (read more)
High School Algebra Tutor 2ND Edition
by Rea Publisher Comments
REAs High School Tutors is a series of useful and practical study guides. Each High School Tutor provides practice and understanding of various math, science, and history subjects, making them challenging and interesting. Hundreds of solved problems... (read more)
Excursions in Modern Mathematics 5TH Edition
by Peter Tannenbaum Publisher Comments
This collection of "excursions" into modern mathematics is written in an informal, very readable style, with features that make the material interesting, clear, and easy-to-learn. It centers on an assortment of real-world examples and... (read more)
Teach Yourself Algebra
by P Abbott Publisher Comments
"Teach Yourself Algebra "is a great introduction for learners having no prior experience with this ancient branch of mathematics. It acquaints readers with algebra and its basic components, such as equations, exponents, and indices. Then, using
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Elementary and Intermediate Algebra - With CD - 02 edition
Summary: With a strong emphasis on mathematics of the real world, this text unites the concepts of elementary algebra and intermediate algebra in one volume.
The content, pedagogy, and design of Elementary and Intermediate Algebra are based on those of the successful copyright 2000 Dugopolski algebra series.
A midtext diagnostic review contains exercises based on the material contained in the first half of the text. The exercises are organized by chapte...show morer and section so that students can identify any chapters and sections that need further review.
Features :
Midtext Diagnostic Review
Margin notes
Exercises
End of chapter Wrap-up
NetTutor is a revolutionary new web-based learning environment for the live dissemination of mathematical content.
4.1 Graphing Lines in the Coordinate Plane 4.2 Slope 4.3 Equations of Lines in Slope-Intercept and Standard Form 4.4 The Point-Slope Form 4.5 Applications of Linear Equations 4.6 Introduction to Functions84
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Essential Mathematics for Economic Analysis - 2nd edition
Summary: Essential Mathematics for Economic Analysis provides an invaluable introduction to mathematical analysis and linear algebra for economists. Its main purpose is to help students acquire the mathematical skills they need in order to read the less technical literature associated with economic problems. The coverage is comprehensive, ranging from elementary algebra to more advanced material, whilst focusing on all the core topics usually taught in undergraduate course...show mores on mathematics for economists. Features
Large number of examples throughout the book help to link abstract mathematics with real life
Extremely clear writing style without sacrificing mathematical precision and rigour ensures that students gain a thorough understanding of the use of mathematics to analyse economic problems.
Extensive number of problems and exercises at the end of each section with solutions to odd-numbered questions at the back of the book, allowing students to constantly practice what they are learning to reinforce their understanding.
New To This Edition
Most chapters have been revised and updated. They now include additional problem material and many more examples
Key concepts and techniques placed in colour and boxes to outline their importance
New chapter 17 on Linear Programming
Extensive resources for instructors and students on the companion website at including Instructors Manual with tests; Excel supplement with exercises; Excel supp Answers for lecturers; Downloadable Exam style problems which can be set as assignments for14
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The ATETV project delivers web-based videos to connect students to careers in advanced technology. In this episode of ATETV, students will see how important a strong foundation in mathematics is for those entering technical fields. This video would be particularly useful for students who struggle to see the importance of learning mathematics- they will get a glimpse at some of the real world applications of what they are learning.
Running time for the episode is 2:55.
Job opportunities in statistics are projected to remain favorable in the future. As the U.S. economy continues to produce jobs using quantitative literacy and analyses, increased numbers of statisticians are required.
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The Basic Math DVD Series helps students build confidence in their mathematical knowledge, skills, and ability.
In this episode, students will learn how to solve basic equations. This lesson introduces a method for solving relatively simple linear equations of one variable, starting with simple equations such as 3x = 15 and x + 5 = 11 and eventually moving on to equations such as 3(x + 5) - 6x = 11 - 2x + 8. The importance of checking answers using the original equation is emphasized throughout the lesson. Grades 3-7. 30 minutes on DVD.
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From Arithmetic to Algebra
Teachers can help students make the transition by developing their algebraic thinking early on.
Increasingly, algebra is the focus of mathematics discussions in schools and districts across the United States. Policymakers, professional organizations, and researchers emphasize the importance of developing algebraic reasoning at increasingly earlier ages. The National Mathematics Advisory Panel (2007) has issued initial reports stating that students need to develop understanding of concepts, problem-solving skills, and computational skills related to algebra in grades preK–8. In 2006, the National Council of Teachers of Mathematics published the Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics, which emphasizes connections to algebra as early as kindergarten and promotes the development of algebraic reasoning across the elementary and middle school grades. Finally, mathematicians and mathematics educators are speaking up about the need to increase teachers' awareness and abilities for teaching algebra across the grades (Wu, 1999).
Multiple factors are driving the increased emphasis on algebra proficiency. For many educators, the primary concern is the poor performance of U.S. students on national and international assessments of mathematics ability. On the 2005 National Assessment of Educational Progress (NAEP), only 6.9 percent of 17-year-olds scored at or above proficiency on multistep problem solving and algebra (National Center for Education Statistics, 2005). On the algebra subtest of the 2003 Trends in International Mathematics and Science Survey (TIMSS), U.S. 8th graders scored below many economic competitors, such as Japan, the Russian Federation, Korea, Singapore, and China. These results suggest that a majority of U.S. students are not proficient in algebra by the time they exit middle school or high school.
Although the academic performance of U.S. youth as a whole is important, No Child Left Behind (NCLB) emphasizes the need to monitor the progress of subgroup populations that have traditionally performed below expectations. On the 2005 NAEP, 59 percent of black students, 50 percent of Hispanic students, and 45 percent of American Indian students did not meet proficiency at the 8th grade level. Similarly, 69 percent of students with disabilities and 71 percent of English language learners did not reach this benchmark (National Center for Education Statistics, 2005). These results highlight the crucial need to develop algebraic thinking across the grades and focus on providing the best instructional practices for all students.
Why Algebra?
Employers often expect their employees to translate work-related problems into general mathematical models, from calculating discounts for merchandise to operating technology-based equipment and machinery. Many careers in the fields of science and technology demand high levels of mathematics competence to solve complex problems, such as chemical equations involved in the study of drug interactions. Algebra is also helpful in daily life, from applying formulas for calculating miles per gallon of gasoline to using functions to determine the profit of a business venture.
Research suggests that students who pass Algebra II in high school are 4.15 times more likely to graduate from college than other students are (Adelman, 1999). This has led many state education agencies to raise graduation requirements to include courses in Algebra II. Currently, 13 states require students to take Algebra II to graduate from high school, up from just two states in 2005 (Achieve, 2007). Many states and school districts are considering implementing higher mathematics standards to promote college readiness and future success for their graduates.
What Is Algebra?
When we think about algebra in the curriculum, we often think of a separate area of mathematics concerned with symbols and equations, such as 3x + 7y - 2 = 30. Mathematics curriculums often reinforce the notion of separateness by identifying algebra as a distinct strand with such subtopics as patterning, data analysis, simple functions, and coordinate systems. However, arithmetic and algebra are not mutually exclusive areas of mathematical study.
Basic algebra, as opposed to modern or abstract algebra, extends learners' understanding of arithmetic and enables them to express arithmetical understandings as generalizations using variable notation. Much of the difficulty that students encounter in the transition from arithmetic to algebra stems from their early learning and understanding of arithmetic. Too often, students learn about the whole-number system and the operations that govern that system as a set of procedures to solve addition, subtraction, multiplication, and division problems. Teachers may introduce number properties as "truths" or axioms without developing students' deep conceptual understanding or providing multiple experiences applying these properties.
When teachers introduce integers and rational numbers in later elementary grades, many of these "truths" about numbers and operations don't generalize to addition and subtraction of positive and negative numbers or multiplication and division of fractions. By the time algebra is introduced in middle school, many students view mathematical principles as subjective and arbitrary and rely on memorization in lieu of conceptual understanding.
The National Council of Teachers of Mathematics has attempted to bridge the gap between arithmetic and algebra by embedding algebraic reasoning standards in elementary school mathematics. From grades 3 to 5, algebra is embedded with number and operations as one of the three main focal points; beginning in grade 6, algebra is the predominant topic. However, it is not always clear how to develop students' algebraic thinking as they learn about numbers, operations, properties of numbers, data display and analysis, and problem solving. Teachers need support in learning how to integrate these topics and provide rich and explicit instruction to their students in early algebraic thinking.
Teaching Algebra for Transfer
Teachers' understanding of mathematics influences the quality of their instruction. Many elementary school teachers have limited experience with mathematics and lack the knowledge and skills to teach mathematics effectively (Ball, Hill, & Bass, 2005). Moreover, most credentialing programs for elementary school teachers require minimal college-level mathematics courses despite calls for considerably more extensive requirements (Conference Board of the Mathematical Sciences, 2001). Aside from developing their content knowledge in mathematics, these teachers can benefit from some general instructional practices that can help them teach arithmetic for transfer to algebra.
Whenever possible, teachers should model precisely what they want students to be able to do, using multiple examples that illustrate the range of problem types that students must solve on their own. Demonstration models should include careful verbal explanations that explicitly detail for students how to perform each step of the problem. As students develop expertise, teachers can make fewer verbal explanations and focus less on each individual step.
Teachers often have difficulty modeling for students how to think about mathematics problems conceptually. Rather than initially using numeric symbols to solve a problem, teachers might use concrete objects or semi-concrete representations (such as pictures) to help represent the underlying concepts behind specific problems. Teachers will find that explaining the concept of 2/3 ÷ 1/3 is more complex than explaining how to use the "invert and multiply" algorithm. To develop deep conceptual understanding, teachers should draw on different types of examples that represent problems.
For example, teachers can use concrete objects to visually represent that the problem 2/3 ÷ 1/3 = □ means the same thing as "how many 1/3s are there in 2/3?" Presenting the problem this way helps students understand what it means to divide any number by a fraction and "see" that in this example, there are "2 1/3s in 2/3." However, using visual models to help students understand how to solve problems involving division by fractions breaks down quickly when the numerical values in the problem are not artificially constrained, such as in the problem 9/23 ÷ 11/15 = □. Without using the "invert and multiply" algorithm, this problem becomes difficult to solve. After students understand the meaning of division of fractions, instruction should focus on applying the algorithm in a step-by-step fashion. With clear verbal explanations and explicit modeling, students can understand
why the algorithm works and
what it means to divide by fractions.
In addition to hearing teachers' verbal explanations, students should share their verbal explanations to further develop conceptual understanding. Here again, carefully chosen examples can provide a rich source of discussion as students explain why 2 × 54 = 2 × 50 + 2 × 4 (an application of the distributive property); why 72 - 6 ≠ 72 (an application of the identity property of subtraction); or why 5 + 2 = 2 + 5 (an application of the commutative property of addition). Students should be able to describe the properties of numbers in their own words—such as through telling a story or describing what is happening in a picture that has an obvious numerical focus—as well as in symbolic notation, and they should be able to apply these principles in multiple contexts.
For example, young students might demonstrate the commutative property of addition by using concrete objects, such as groups of marbles. Students might explain the commutative property by showing that reordering the groups of marbles does not change the sum of the marbles when the groups are added together. Once they understand the concept, the teacher might ask the students to provide multiple representations of the commutative property using symbolic notation.
Students also need to demonstrate their own understanding and skills. Teachers can gauge how well students solve problems in relatively straightforward ways. Students can work different types of problems and apply algorithms to solve them. Teachers can set proficiency goals for students and monitor student progress toward these goals.
Algebra-Specific Instructional Strategies
Algebraic reasoning builds on students' deep understanding of numbers and their relationships. Some mathematics researchers have identified areas of arithmetic that provide the foundations for algebra. These include
Numbers and number relationships (quantities and magnitudes).
Operations (functional relationships between numbers).
Field axioms or number properties (commutative, associative, distributive, identity, inverse, and so on).
Other topics linked to algebra include geometry, data analysis, proportional reasoning, and measurement. These topics provide rich opportunities for developing early algebraic reasoning as students learn about functional relationships in these areas (Van de Walle, 2004).
To develop algebraic reasoning, students must understand the following four key components (Milgram, 2005).
Variables and Constants
As students progress through elementary school, they learn about number systems—from counting, to whole numbers, to integers, to rationals, to real numbers. Studying number systems builds students' understanding that each new system is an extension of the previous system and that all number systems are embedded in the real-number system. As such, each system satisfies the basic rules of associativity, commutativity, and distributivity.
As we introduce students to variables, a key insight for students to grasp is that algebraic expressions, in which variables replace real numbers, will also satisfy the properties with which they are familiar. For example, when teachers introduce the distributive property, they can extend instruction from the context of whole numbers and integers to expressions with variables. They can follow a discussion of the problem
6 × (2 + 9) = 6 × 2 + 6 × 9
with a discussion of
6 × (t + 9) = 6 × t + 6 × 9.
Representing and Decomposing Word Problems Algebraically
Key to abstract reasoning and using algebra to solve problems is using algebraic expressions to describe problems. For example, students who think in algebraic terms easily translate the phrase "if you add 3 to a number times itself" into n2 + 3. Students need to apply this conversion of phrases to solve word problems. Teachers can help students master this skill by modeling and using language that identifies the "unknown" in a problem and then translates the process of finding the unknown into mathematical statements and equations.
Consider the following word problem:
Maria needs to find the weight of a box of cereal using a balancing scale. Maria puts 6 identical boxes of cereal on one side of the scale. To balance the scale, Maria puts 2 more identical boxes of the same cereal and 3 4-pound blocks on the other side of the scale. How much does each box of cereal weigh?
Teachers can model how to solve this problem by first identifying the unknown component (the weight of each box of cereal, labeled y) and the known components (the number of boxes of cereal and the weight and number of the blocks). Next, teachers can help students understand how to translate these elements into a mathematical statement to solve for the unknown (6y = 2y + 12). Students can check answers by inserting various numerical values into equations to verify solutions. This last step is about more than just getting the correct answer; it is an important step in problem solving because it encourages students to reflect on the original problem and determine whether the answer is reasonable.
For many students, improving skills at translating or converting problems to algebraic expressions will pose challenges. Students need to learn to break the problem into separate parts and then convert each part to an expression or equation that acknowledges the restrictions that the problem places on it (for example, the phrase "times itself"). Students will also need to recognize when a problem contains irrelevant information.
Symbol Manipulation
Many adults associate symbol manipulation with algebra because their memories of basic algebra are with the struggles of moving abstract symbols about the page "to solve for x." Although isolating the variable is still the goal for symbol manipulation, students need to understand that manipulating symbols in an equation merely simplifies the equation in a manner that enables us to get the answer we are seeking. Lawful manipulation of the symbols results in an equation that has the same solutions as the original equation.
Related to this topic is a common misconception about the equality rule and the equal sign. Many students in the early grades view a number sentence or mathematical formula as something "to do," most often with input on the left and output on the right. Consider the number sentence 5 + 3 = □. Students interpret this as adding the quantities 5 and 3 to find the specific answer of 8. Students may not view the following as possible solutions to the same problem:
5 + 3 = 3 + 5
5 + x = 8
8 = 5 + 3
5 + 3 = 2 + 6
Teaching equality and the meaning of the equal sign as a symbol that indicates both sides are balanced (as symbolized, for example, by a balance scale) provides opportunities for students to see equations as more than something to act on or a problem for which they must seek a single solution. Encouraging students to generate multiple solutions to 5 + 3 prepares them for working with variables, understanding and applying the commutative property and the inverse property of addition and subtraction.
Functions
Students should begin to learn elements of functions early in their school careers. Teachers need to strategically teach students to build patterns in which each input has only one output. Milgram (2005) provides an example of how kindergarten teachers can help their students understand simple functions. By sorting and classifying objects on the basis of unique properties, students can understand the association between objects in one set and unique objects (or features of the object) in another set. For example, students can sort objects by color. If each object has a specific color, the object is the input and the color is the output. Sorting the objects by color is an example of a function. As students progress in their understanding, teachers can explicitly model symbolic representations of functions.
Later students will learn to graph the Cartesian coordinates of the members of the input and output sets (domain and range). Next, they'll develop an understanding of how the domain and range represent a "rule of correspondence" that can be described using function notation, a convention in mathematics. Ultimately, these early insights into functions assist learners in understanding linear algebra and, later, curvilinear and quadratic functions and the role they play in mathematical relationships.
Finally, to help students develop algebraic reasoning in problem solving, students must develop a degree of certainty about the properties of number systems that allow us to manipulate and operate on numbers. Teachers can build this certainty in students by teaching the process of mathematical induction so students understand that their actions must be verifiable mathematically to be lawful and useful (Milgram, 2005). Teachers often teach mathematical induction as a procedure without sufficiently understanding why induction is so crucial for students' cognitive development in mathematics.
Starting Early
Because the goal of teaching algebra is to help students develop abstract reasoning in problem solving, schools should begin to develop these skills in students at the elementary level. By systematically and explicitly incorporating concepts of algebra in elementary school mathematics, schools can help students avoid developing many misconceptions about number and number relationships, operations, and application of number properties. Teaching mathematics in the elementary grades to transfer to algebraic concepts may promote success for all students engaged in mathematical reasoning.
My "Aha!" Moment
Mathematics suddenly interested me when I encountered calculus at age 16. Before then, I never saw much point in the subject beyond basic arithmetic, and looking back I now realize why. Other than basic number skills and a bit of trigonometry, no subject generally taught before calculus shows how mathematics makes a difference in the world.
Logical thinking is important in earlier math classes, but not mathematical thinking.
The enormous power of mathematics—and its beauty—lies in the vast range of the subject beyond high school mathematics. The mathematics taught in school is what I call abstracted math—and it really amounts to little more than formalized common sense. You can call it math, but it really isn't.
What our modern world depends on—big time—is what I call constructed math. This is the rule-based, abstract reasoning system that forms the basis of all science and engineering, and a lot else besides. It isn't really abstracted from the world; rather, we humans create it to apply to the world. By and large, this kind of mathematics cannot be learned before the upper levels of high school; it requires too much mental sophistication. But there is no reason why we can't teach such mathematics descriptively, where the goal is awareness and understanding, not the ability to do it. I am sure that if I had been taught that way, I would have been interested in math long before I was.
Leanne R. Ketterlin-Geller
(lketterl@uoregon.edu) is Assistant Professor and Kathleen Jungjohann
(kjj@uoregon.edu) is Senior Instructor and Research Assistant at the University of Oregon, Eugene. David J. Chard
(dchard@smu.edu) is Dean of the School of Education and Human Development at Southern Methodist University, Dallas, Texas. Scott Baker (sbaker@uoregon.edu) is Director of Pacific Institutes for Research, Eugene, Oregon.
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wow... good one. I would go with B as well, but was not sure why to eliminate A. nice explanation.
zaarathelab wrote:
1. The graphical illustrations mathematics teachers use enable students to learn geometry more easily by providing them with an intuitive understanding of geometric concepts, which makes it easier to acquire the ability to manipulate symbols for the purpose of calculation. Illustrating algebraic concepts graphically would be equally effective pedagogically, even though the deepest mathematical understanding is abstract, not imagistic. The statements above provide some support for each of the following EXCEPT: (A) Pictorial understanding is not the final stage of mathematical understanding. (B) People who are very good at manipulating symbols do not necessarily have any mathematical understanding. (C) Illustrating geometric concepts graphically is an effective teaching method. (D) Acquiring the ability to manipulate symbols is part of the process of learning geometry. (E) There are strategies that can be effectively employed in the teaching both of algebra and of geometry.
IMO B
It is mentioned in the argument that "deepest mathematical understanding is abstract, not imagistic". Therefore, the pictorial understanding cannot provide the deepest understanding and hence cannot be the final stage. Hence, there is support for A
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Intermediate Algebra
9780321358356
ISBN:
032135835X
Edition: 2 Pub Date: 2006 Publisher: Addison-Wesley
Summary: This student-focused text addresses individual learning styles through the use of a complete study system that starts with a learning styles inventory and presents targeted learning strategies designed to guide students toward success in this and future college-level courses. Students who approach math with trepidation will find that Intermediate Algebra, Second Edition, builds competence and confidence. The study sy...stem, introduced at the outset and used consistently throughout the text, transforms the student experience by applying time-tested strategies to the study of mathematics. Learning strategies dovetail nicely into the overall system and build on individual learning styles by addressing students unique strengths. The authors talk to students in their own language and walk them through the concepts, showing students both how to do the math and the reasoning behind it. Tying it all together, the use of the Algebra Pyramid as an overarching theme relates specific chapter topics to the big picture of algebra.
Carson, Tom is the author of Intermediate Algebra, published 2006 under ISBN 9780321358356 and 032135835X. Thirty four Intermediate Algebra textbooks are available for sale on ValoreBooks.com, thirteen used from the cheapest price of $5.69, or buy new starting at $24Book is in good condition; cover shows moderate signs of wear. Pages are unmarked by pen or highl... [more]Book is in good condition; cover shows moderate signs of wear. Pages are unmarked by pen or highlighter ALL ANSWERS and/or TEACHING NOTES in margins. DOES NOT include supplements such as CDs or acces [more]
ALTERNATE EDITION: INSTRUCTORS EDITION. Exact same content as the student version only may include ALL ANSWERS and/or TEACHING NOTES in margins. DOES NOT include supplements such as CDs or access codes. Orders ship within 1-2 business days w/ free tracking[less]
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great explanations of the three major Calculus concepts: limits, derivatives, and integrals/antiderivatives. I explain the ideas of calculus in such a way that you actually understand them. I highlight the key points (most teachers just lecture and then you are stuck looking at your note...
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Use Advanced Algebra II
Summary: This module contains a table of every module within the three books of Kenny Felder's course on "Algebra II", with links to the modules.
Over a period of time, I have developed a set of in-class assignments, homeworks, and lesson plans, that work for me and for other people who have tried them. The complete set comprises three separate books that work together:
The Concepts Book provides conceptual explanations, and is intended as a reference or review guide for students; it is not used when teaching the class.
The Teacher's Guide provides lesson plans; it is your guide to how I envisioned these materials being used when I created them (and how I use them myself).
Instructors should note that this book probably contains more information than you will be able to cover in a single school year. I myself do not teach from every chapter in my own classes, but have chosen to include these additional materials to assist you in meeting your own needs. As you will likely need to cut some sections from the book, I strongly recommend that you spend time early on to determine which modules are most important for your state requirements and personal teaching style.
One more warning is important: these materials were designed for an Advanced Algebra II course. For such a course, I hope this will provide you with ready-to-use textbook and lesson plans. If you are teaching a Standard or Remedial-level course, these materials will still be useful, but you will probably have to cut or reduce some of the most conceptual material, and supplement it with more drill-and-practice than I provide.
The following table of contents provides a list of topics covered in this course with links to each module. You can use these links to move between the books or to jump ahead to any topic
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An interactive box plot applet that allows users to put in their own data that is part of a large collection of platform...
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An interactive box plot applet that allows users to put in their own data that is part of a large collection of platform independent, interactive, java applets and activities for K-12 mathematics and teacher education
An interactive scatterplot applet that allows users to put in their own data that is part of a large collection of platform...
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An interactive scatterplot applet that allows users to put in their own data that is part of a large collection of platform independent, interactive, java applets and activities for K-12 mathematics and teacher education.
This site can be used equally well for demonstration materials in lectures and for tutorial purposes. Topics range from basic...
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This site can be used equally well for demonstration materials in lectures and for tutorial purposes. Topics range from basic algebra through first-year calculus. Solved exercises throughout make the site especially appropriate for individual study. Interactive elements are added using LiveMath and Macromedia Flash.
This applet is a web based lab that explores the properties of linear functions. It is one in a series of other precalculus...
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This applet is a web based lab that explores the properties of linear functions. It is one in a series of other precalculus labs by the same author. The directions for using Graph Explorer are contained in the Cartesian Coordinates applet.
OpenAlgebra.com is a free online algebra study guide and problem solver designed to supplement any algebra course. There are...
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OpenAlgebra.com is a free online algebra study guide and problem solver designed to supplement any algebra course. There are hundreds of solved problems, video solutions, sample test questions, worksheets, and interactives.
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More About
This Textbook
Overview
Loaded with helpful hints and easy-to-understand examples — and now with 20 percent more content — this book covers the type of mathematical problems that golf course superintendents face every day. You'll learn how to handle budgeting estimates and figure how much fertilizer or pesticide you should buy. You'll also find guidance on the ordering of topdressing, irrigation volume and coverage, area and volume calculations, and many other aspects of golf course operation that require a thorough understanding of basic mathematical principles. Whatever the management calculation may be, this book has the solution you need! Example problems and answers help you get the job done right.
Editorial Reviews
Booknews
Christians (horticulture, Iowa State U.-Ames) and Agnew, with a North Carolina turf company, explain how many of the tasks of a golf course superintendent involve mathematics, and show how to set up the problems and solve them. They include additional practice problems in each chapter, with answers at the back, to allow readers to get some experience. Among the problems are calculating area, pesticides, irrigation, and seeding rate. Chapters also look at the metric system, and applying small amounts of materials to greenhouse pots. No dates are noted for earlier editions. Annotation c. Book News, Inc., Portland, OR (booknews.com)
Product Details
Meet the Author
Nick E. Christians, PhD, is a professor of horticulture at Iowa State University, Ames, Iowa, and is the recipient of numerous honors, includingthe Outstanding Educator Award from the American Society of Horticultural Sciences and the Iowa Legislative Teaching Excellence Award. Michael L. Agnew, PhD, is a senior field technical manager at Syngenta Professional Products, Greensboro, North Carolina, and former associate professor and turfgrass extension specialist at Iowa
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Elementary Linear Algebra - 9th edition
Summary: Presents the fundamentals of linear algebra in the clearest possible way, examining basic ideas by means of computational examples and geometrical interpretation. This substantial revision includes greater focus on relationships between concepts, smoother transition to abstraction, early exposure to linear transformations and eigenvalues, more emphasize on visualization, new material on least squares and QR-decomposition and a greater number of proofs. Exercise sets ...show morebegin with routine drill problems, progress to problems with more substance and conclude with theoretical problems2004047166960112
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complete curriculum for the second semester of pre algebra. It is designed to be used with the first semester book as well as the student workbook with keys. All these books are available... More > from Simplified Solutions for Math on LULU. Contact Simplified at ss4math@gmail.com for more information and a complete set of PowerPoint presentations for each lesson, free with purchase. Completely self-contained, ideal for home schooling as well as traditional classrooms.< Less
This book reviews the necessary concepts that appear on the Pennsylvania Algebra I Keystone Exam - Module 1. The fifteen Also included are two 20-question practice exams that include an answer key and scoring guidelines to gauge a student's ability level on the exam. Answers for all questions are provided to check the student's work and understanding.< Less
This book reviews the necessary concepts that appear on the Pennsylvania Algebra I Keystone Exam - Module 2. The twelve
Also included are two 20-question practice exams that include an answer key and scoring guidelines to gauge a student's ability level on the exam. Answers for all questions are provided to check the student's work and understanding.< Less
This book provides two free practice exams based upon the Algebra I Keystone Exams in Pennsylvania. The book is free to educators to use and reproduce. If you are interested in purchasing the... More > complete program, please feel free to visit: Less
This series of 26 warm-ups reviews eligible Algebra I Keystone Exam content for the Pennsylvania Department of Education's Algebra I Keystone Exam. Each review section includes 5-6 multiple-choice... More > questions and 1 two-part constructed response question. Answers for all questions are included as well as two complete practice exams per module.< Less
This collection of cards provides students with the essential information about key topics in high school mathematics and algebra. Each card provides a visual representation of the concept to assist... More > in remembering the formulas, definitions, and procedures needed to succeed in math class. From square roots to measurements and graphing linear equations to test-taking strategies, these cards use visual cues so students can relate the images to the concepts.
To better prepare your student for math class, visit to see other research-based books to organize, motivate, and prepare your students to be successful on math assessments, homework, and problem solving. For students transitioning to high school, we offer a self-guided book to ease the transition and improve grades.< Less
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Quick Overview
MASTER MATH: ESSENTIAL PHYSICS presents, teaches, and explains the fundamental topics of algebra-based physics. It includes engaging, fun examples and applications, as well as challenging practice problems with explanatory answers. Master Math: Essential Physics was written for you, the student, parent, teacher, tutor, or curious thinker. It covers the essentials of high school and college curricula. It can serve as a supplement to your textbook, a handy reference, or a tutor for lifetime learners. Topics encompass motion, force, momentum, Newton's Laws, equilibrium, friction, forces in nature, energy, work, elasticity, harmonic motion, static and moving fluids, heat, temperature, gas, electric fields, electromagnetism, direct and alternating current, waves, sound, radiation, light and optics, and an introduction to relativity, quanta, the atom, dark matter, and dark energy
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Let's Graph
Text and photographs introduce the concept of graphing and present examples of two different kinds of graphs.Text and photographs introduce the concept of graphing and present examples of two different kinds of graphs Let's Graph (Yellow Umbrella Books) This book is in Good...Good. Let's Graph (Yellow Umbrella
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Wondering about weather? Learn Mother Nature's secrets
Meteorology Demystified presents a complete explanation of essential physical and scientific concepts before delving into a more detailed look at various weather phenomena. more...
turned off by the dry, complicated presentation? Problem solved! Astronomy Demystified is a totally... more...
Best-selling Demystified author and electronics expert Stan Gibilisco has penned the perfect introductory book for consumers, hobbyists, and students alike. Coverage includes essential topics such as current and power supplies, wireless, digital principles, measurement and monitoring, transducers and sensors, location and navigation, and more.The fast and easy way to get up-to-speed on alternative energy
Because of current events, geopolitics, and natural disasters, the cost of fuel is front and center in our lives. This book provides a concise look at all forms of energy, including fossil fuels, electric, solar, biodiesel, nuclear, hydroelectric, wind, and renewable fuel cells.... more...
Almost every student has to study some sort of mathematical proofs, whether it be in geometry, trigonometry, or with higher-level topics. In addition, mathematical theorems have become an interesting course for many students outside of the mathematical arena, purely for the reasoning and logic that is needed to complete them. Therefore, it is not... more...
Master calculus from the comfort of home!
Want to "know it ALL" when it comes to calculus? This book gives you the expert, one-on-one instruction you need, whether you're new to calculus or you're looking to ramp up your skills. Providing easy-to-understand concepts and thoroughly explained exercises, math whiz Stan Gibilisco serves as your own... more...
Master pre-calculus from the comfort of home! Want to "know it ALL" when it comes to pre-calculus? This book gives you the expert, one-on-one instruction you need, whether you're new to pre-calculus or you're looking to ramp up your skills. Providing easy-to-understand concepts and thoroughly explained exercises, math whiz Stan Gibilisco serves... more...
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Related Courses
Knowing How to Fold Them
Sequencing the human genome was a tremendously significant accomplishment,
but now comes the hard part: Understanding the structure and function of
proteins. The 100,000 proteins in our bodies initiate, control, or perform every
one of our biological functions through shapes (called folds) and communication
with other proteins. Misfolded or mistargeted proteins can cause diseases such
as cancer, mad cow, and cystic fibrosis. Computational biologists are using geometry,
probability, and knot theory to begin to describe the intricate folding of
proteins. Once it is known just exactly how a malfunctioning protein goes awry,
drugs can be designed that address the problem, thereby restoring affected cells.
Proteins assemble and re-assemble in an infinitesimal space and, most often,
time span, yet the simulations of their functions are enormous, involving millions
of calculations at each of billions of tiny time intervals. Almost every subject in
mathematics—including integrals, partial differential equations, linear algebra,
and numerical analysis—goes into
simulating protein behavior, which,even for the simplest proteins,
requires parallel computation
to solve. It may seem unusual to
concentrate such massive effort on
such a small scale, but it is productive:
Some strains of HIV had
been resistant to treatment, but
models of an HIV protein, integrase,
revealed a nanoscale-sized trench
that researchers can fill with a
compound to overcome the resistance.
New: Edgewood College Undergraduate Math Journal
For submission guidelines and other information, please contact Steven Post.
WHAT CAN I DO WITH A MATHEMATICS MAJOR?
While the main motivation to choose math as a major should stem from a combination of keen interest and high ability in math, students are naturally concerned about the opportunities available to a mathematics major or a mathematics teaching major after graduation. At this time, the math major appears to be in a better position than many other majors for employment in business, industry, government agencies, and teaching. The prospects are also good for well-qualified students to obtain support for graduate studies in either mathematics or mathematics education. Also a major in mathematics is excellent preparation for further study in many other fields.
In order to help you clarify your thoughts on what you want to get out of your collegiate experience as a math major, here are some questions to ask yourself:
Why do I like mathematics? What is it about math that attracts me to majoring in mathematics?
What type of mathematics do I like? Do I like the computational aspect? The rigor and logic? The problem solving experience? The theoretical aspect? Which content areas interest me?
What do I want to do for a career? Do I want to teach, or do I want pursue other avenues? If you want to teach, then:
what age group(s) do you want to teach? PreK, 1-6, 6-9, 9-12, college?
do you want to teach just mathematics, or do you want to have the flexibility to teach other fields as well?
If you are not interested in a career in teaching, then: are you interested in a career in business, industry, government, nonprofits, other alternatives?
How much education do I want to complete? Bachelors, Masters, or Ph.D.? Do I want to enter the work force right after graduation with the option to pursue graduate work later?
What do I need to do in order to further my career prospects?
What should I be doing academically to further my goals? Should I pick up a minor in another area? Should I try to double major?
What extracurriculars should I become involved in to further my goals? For example, should I get involved with the math club? Should I participate in the MCM Modeling Competition?
What types of work experience should I try to get to further my goals? Should I consider volunteer work experiences such as tutoring? Should I consider internships?
What organizations should I become involved in? What conferences or meetings might it be helpful to attend?
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chieve the best possible standard with this essential companion to the bestselling book of traditional practice and guidance. This supporting book contains all the answers to the exercises in the bestselling First Aid in Mathematics. This series provides all the help and support for learning and practising Mathematics, with comprehensive coverage of core mathematical topics in clear and accessible language. First Aid in Mathematics: - Develops a strong basis of understanding with core topics covered in clear and accessible language - Improves student's ability to work through problems with plenty of practice exercises and revision tests - Reflects its international readership with terms and information that are appropriate for students worldwide
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The key is knowing the facts in pre-algebra, algebra, geometry, and basic trigonometry, and doing some critical thinking, to use all the information that you are given, even when the information is in the answer choices. Elementary math is focused on introducing students to the basic operations ...
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This book provides a concrete and readable text for the traditional course in elementary differential equations that science, engineering, and mathematics students take following calculus. This is a strongly algebraic-oriented text with some computer enhancements for numerical methods.
Matters of definition, classification, and logical structure deserve (and receive here) careful attention for the first time in the mathematical experience of many of the students. While it is neither feasible nor desirable to include proofs of the fundamental existence and uniqueness theorems along the way in an elementary course, students need to see precise and clear-cut statements of these theorems and understand their role in the subject. Appropriate existence and uniqueness proofs in the Appendix are included and referenced where appropriate in the main body of the
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MiLearn High School Course Complements
Curriculum-based high school level math resources in an interactive, "concept, example, application" web design. Courses contain over 500 web pages of step-by step examples and solutions; free demos are available on the site. MiLearn also provides consulting
...more>>
MindPlay
The three-part series Fraction-Oids helps children understand, in a visual way, what happens when a denominator gets smaller or larger; discover for themselves what a common denominator is; understand why division of fractions makes numbers bigger; and
...more>>
mrs. tinashe blanchet - Tinashe Blanchet
Courses, collaborations, and other content by Blanchet, who teaches high school math in Marrero, Louisiana. Freely-accessible Moodle classes have included International Baccalaureate (IB) Math Studies and Advanced Math/Pre-Calculus; professional development
...more>>
MyiMaths - MyiMaths Ltd
A teaching resource comprised of hundreds of interactive lessons, each with dynamically generated activities, games, tools, and questions. See samples and reviews before purchasing a subscription.
Oliver Knill
Research, teaching, and media by this preceptor in Harvard's math department. Knill began in dynamical systems, tackling first ergodic and spectral theoretical questions, then probability theory and elementary number theory. This led to his "passion for
...more>>
OnlineCollegePrep.com - Robert Hackworth
Distance learning courses in reading, writing, math, and study skills. A free online arithmetic course is available for adults needing help to prepare for pre-college and college-level math instruction. A real instructor instructs and leads the course.
...more>>
Penn State University Mathematics Department
Course home pages and instructional material; seminars, colloquia, and conferences; and subject area pages for Penn State research centers, with preprints and links to other resources on the Web: Algebra and Number Theory; Dynamical Systems; Mathematical
...more>>
Philippe Flajolet
Philippe Flajolet researches the analysis of algorithms, analytic combinatorics, computer algebra, asymptotic analysis, special functions, random structures, and natural languages. An extensive collection of his articles, and the first chapters of
...more>>
Philosophy of Science - David Banach
A syllabus and collected resources for a course in the philosophy of science, including excerpts from various books. Topics include ancient Greek science and mathematics: the Golden Section, Pythagoras, infinity and continuity, and Plato and Aristotle,
...more>>
The PostCALC Project - Duke University
The PostCALC Project is a branch of the Connected Curriculum Library that presents interactive, mathematically-based modules designed for high school students who have finished a year-long course in calculus. These modules, each appropriate for several
...more>>
Probability Tutorials - Noel Vaillant
An online course on measure theory, lebesgue integration and probability, with tutorials (in PDF format) designed as a set of simple exercises, leading gradually to the establishment of deeper results. Proved theorems, as well as clear definitions, are
...more>>
Project NExT: New Experiences in Teaching - MAA, Exxon
Project NExT (New Experiences in Teaching) is a program for new or recent Ph.D.s in the mathematical sciences who are interested in improving the teaching and learning of undergraduate mathematics. See, in particular, Classroom Materials: Writing Intensive
...more>>
Project VISIT
An online professional development collaboratory for high school teachers of science, technology, and social science, supported by the National Science Foundation. VISIT seeks teacher leaders to participate in leading this program during February - May,
...more>>
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Union Square, NJ Prealgebra teach you to prepare animated slides for your presentations in physical sciences courses. In some curricula, pre-calculus would be more informatively labeled "Algebra 3." It is a last-minute maintenance check-up to ensure that students can perform algebraic operations involvi
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Mathematics Problems And Solutions
Tools for Solving Mathematics problems. Tools for Solving Mathematics problems. Mathematics Tools is a tools that help people in solving Mathematical problems such as: Solving quadratic equation and cubic equationSolving System of equations (2 or 3 unknowns)Working in the Base Number...
Magic Problems Creator for Mathematics has a powerful Wizard to help you Create your own custom problems collections. Magic Problems Creator for Mathematics has a powerful Wizard to help you Create your own custom problems collections.ALGEBRA: - Matrices, determinants - Matricial equations - Study of system of equations- Easy and fast to use.- User's manual in...
Visual Mathematics is a highly interactive visualization software (containing -at least- 67 modules) addressed to High school, College and University students. This is a very powerful tool that helps to learn and solve problems by the hundreds in a very short time. Included areas: Arithmetic, Algebra, Geometry, Trigonometry, Analytic Geometry and miscellaneous.Visual Mathematics, a member of the Virtual Dynamics Mathematics Virtual Laboratory,...
Numerical Mathematics is the branch of mathematics that develops, analyzes, and applies methods to compute with finite-precision numbers. Numerical Mathematics is the branch of mathematics that develops, analyzes, and applies methods to compute with finite-precision numbers. Numerical mathematics is a vast field whose importance cannot be over-emphasized. The solution of real-life...
Interpolation and Regression are fundamental and important calculations in mathematics. Interpolation and Regression are fundamental and important calculations in mathematics. Mr. Newton and Mr. Gauss were engaged in-depth with numerical solutions for these problems. Today, there are improved algorithms, that can solve such tasks....
An game that teaches mathematics whilst being fun and rewarding. The interactive content of the computer game teaches the student to really see how mathematic skills can help to solve daily problems and how it helps to play along in the game. The game mix the classic platform genre with interactive problems and practice sessions. The software contains simulations of a calculator, sketch pad, graphs and adds the ability to construct objects.A simple mathematics program for students. A simple mathematics program for students. FMFS stands for FMFS may free students, it is a small collection of programs related to mathematics. It consists of a 2D graph plotter, a 3D graph plotter, a evaluator for basic mathematics expressions at...
Implementation done in Mathematics for a quadratic sieve. Implementation done in Mathematics for a quadratic sieve. A very basic Quadratic Sieve implementation done for a BSc in Mathematics, using MPIR. Experienced programmers may groan when seeing the code - however it should give a simple enough...
Approximates tabulated functions in 1 to 4 independent variables by finite power and/or trigonometric series. Approximates tabulated functions in 1 to 4 independent variables by finite power and/or trigonometric series. The program fits the function exactly at the grid points.
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reference source for advanced high school and college math students. Also useful to professionals who use math on the job. Approximately 700 math terms are defined. Includes illustrative diagrams.
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slight shelf wear. NO observed tears, highlighting or writing"[Kline] is unfalteringly clear in explaining mathematical ideas; he is learned but not pedantic; he has historical discernment, a sympathetic social outlook and a nice sense of fun and irony.... The beauty and fascination and rare excellence of mathematics emerge from his story. It is an exciting, provocative book."--Scientific American
"Still the best textbook for the history and philosophy of mathematics for undergraduate liberal arts students. Especially good for the age of the Scientific Revulution."--Janet A. Fitzgerald, Molloy College, NY
About the Author
Morris Kline is Professor Emeritus at the Courant Institute of Mathematical Sciences, New York University.
Most Helpful Customer Reviews
This book is geared to the general reader who has a cursory knowledge of mathematics. The chapters are organized around physical phenomena and the math behind their explanation. The result is a charming and VERY useful book. I have the 1970 edition which is quite worn from frequent use. The chapter titled, Differential Equations - The Heart Of Analysis, is exceptionally beautiful and pertinent. Reading this book is akin to a treasure hunt. There is page after page of mathematical discovery. Reading the chapter on Motion Of Projectiles made me terribly angry at the banal way in which this topic is handled in high school texts. Things such as quadratic equations and the law of gravitation are explained very well. I sincerely believe that this book should be a required text for High School math students. Highly recommended. The Dover edition is very affordable so even if it means foregoing a meal, do it. Buy this book! Well worth your time.
Kline's book is a surprisingly accessible history of math, equations and all. It's a perfect balance for those who know their history and want to know more about the math behind scientific ideas, and those who know their math and want to delve into the practical applications of mathematical ideas. I loved the examination of how Eratosthenes calculated the circumference of the earth pretty accurately for a guy without so much as a telescope. I had terrific "aha" experiences reading the book, and the students I tutor in math are getting a bunch of interesting background stories with their algebra lessons. Galileo's and Newton's calculations are a great way for the theoretically inclined to get their feet wet in physics. For all of us mathematicians who actually thought math developed in a vacuum, this book has excellent examples of how inextricably linked math, science and history are.
I still have a hard time deciding if this is a book about math or physics, but actually, it's about both. Kline follows the history of physics beginning with the Greeks as a way to describe the evolution of mathematics up to the 20th century, and he does it brilliantly.
Kline is a master teacher, and his enthusiasm for his subject is evident. This is probably the clearest writing on mathematics (and physics) that I have ever seen. His chapters on the differential and integral calculus make their basic principles understandable to anyone with a high-school mathematics education -- not an easy task.
He shows how again and again through history, problems in physics led to mathematical discoveries which not only allowed the physical problems to be solved, but also advanced mathematics itself. And yet nowhere in the book is anything beyond simple algebra and geometry required to understand what he's saying. A remarkable achievement.
I agree with the above review and would simply like to add my own thoughts. The book illustrates the fascinating way in which mathematics, society, religion, politics and of course physics have affected each other (it goes both ways!) through out the ages. Furthermore, the author nicely illustrates the processes by which people think and how those processes have also changed through the ages (i.e., The Age of Reason versus The Renisance). This book left me with real insights as to the nature and limitations of the current state of mathematics and physics. Things are not as they seem, my friend! Lastly, the author displays an appreciation for the humor and irony of the history which makes this book hard to put down at times. I never thought a math/history book could be a "page turner"... Read it.
In most mathematics classes, students are presented with a completed edifice, and given a floor plan to help them navigate the halls. While this approach works for many people, others need a little more basic information. In this book, Morris Kline builds the building, starting with the mud and straw of the bricks. "Mathematics in Western Culture" shows that the history of mathematics is one of hundreds of years of people sitting in the sand, drawing shapes and lines, scratching their heads, and trying to figure things out. This is not necessarily Dr. Kline's intention for the book, but this is certainly one of the many messages to be derived from it. A fascinating, exciting book which makes mathematics more understandable and accessible.
This book is excellent! Have you ever wondered, where did math come from? What caused/ how has math to developed? If so this book will hit the nail on the head for you. Dr. Kline is fabulous in this book, he explains things very clearly and gives the reader an overview of some of the more practical uses of math. After reading this book you will look at the world with a much better understanding of how math is used in the real world.
Kline also explains why math is so abstract (think of the way American schools teach math). Along with this he explains why math is so precise (due to it's being limited to using inductive reasoning only).
In fact, this book is a humanities course mixed in with the practical usage of mathematics, which all add up to a brilliant text. But don't be mislead, the book is not absent of the actual equations to help you understand some of the math. It's just simplified so as to be short of a textbook on how to do mathematics.
If this review is not helpful to you, or you think it could be improved please email your thoughts to:
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Monday, November 4, 2013
Saturday, November 2, 2013
Reading: if you have not done it already, read p. 88, including trying example #5.
Exercises: pp. 94-96
#51, 53, 55-60 - see p. 88 & Example 5 for help.
#61-64 - see Example 3, but write out your answer Example 1 or Exercises 9 & 10. Use {}.
#65-66
#67-70 - hint: each of the functions is used only once
#77-78, 81 - You will have to...
Tuesday, October 29, 2013
Friday, October 25, 2013
READ pp. 83-87 (through Example 3)
- Reading a math book means read the text, but do it in small chunks - read a couple sentences or a paragraph, which may include explanations and definitions. Make sure you understand it reasonably well. If you do not, reread it until you do before moving on.
-When you come to an example, the text has...
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More About
This Book
Overview
This workbook's fifth edition has been updated to reflect questions and question types appearing on the most recent tests.
Hundreds of math questions in both multiple-choice and grid-in formats with worked out solutions
Math strategies to help test-takers approach and correctly answer question types that might be unfamiliar to them
All questions answered and explained
Here is intensive preparation for the SAT's all-important Math section, and a valuable learning tool for college-bound students who need extra help in math and feel the need to raise their math scores
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Elementary Linear Algebra
9780132296540
ISBN:
0132296543
Edition: 9 Pub Date: 2007 Publisher: Prentice Hall
Summary: This text presents the basic ideas of linear algebra in a manner that offers students a fine balance between abstraction/theory and computational skills. The emphasis is on not just teaching how to read a proof but also on how to write a proof.
Kolman, Bernard is the author of Elementary Linear Algebra, published 2007 under ISBN 9780132296540 and 0132296543. Four hundred seventeen Elementary Linear Algebra ...textbooks are available for sale on ValoreBooks.com, one hundred thirty six used from the cheapest price of $79.80, or buy new starting at $149 free 14 day return policy. Contact Customer Service for questions.[less]
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Course 2 Applications and Concepts
Setting the standard in middle school mathematics "Mathematics: Applications and Concepts" is a three-course middle school series intended to bridge ...Show synopsisSetting the standard in middle school mathematics "Mathematics: Applications and Concepts" is a three-course middle school series intended to bridge the gap from elementary mathematics to Algebra 1. The program is designed to motivate your students, enable them to see the usefulness of mathematics in the world around them, enhance their fluency in the language of mathematics, and prepare them for success in algebra and geometry 0078652634 Well used book with very heavy cover wear and...Fair. 0078652634Used book / Good condition / May have minimal highlighting,...Used book / Good condition / May have minimal highlighting, underlining or writing / Cover may have scuffed or bent corners / may be missing dust jacket / pages may have creases. Multiple copies available!
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Math for Health Care Professionals
9781401858032
ISBN:
1401858031
Pub Date: 2004 Publisher: Thomson Learning
Summary: Math for Health Care Professionals is a comprehensive, foundational resource that is equally effective in the classroom or for self-study. It assumes no prior knowledge of mathematics or health care but merges the two topics into the capstone of a complete learning package, including a student workbook. While the fundamentals of mathematics are a foundation to this book, their application to health care is emphasized.... Drug dosages, intake and output, weights and measures, temperatures, IV drip rates, and conversions are a focus, and illustrations of syringes, prescriptions, medication labels, IV bags, and I and O charts allow the reader to practice real-life health care skills requiring mathematics.
Kennamer, Michael is the author of Math for Health Care Professionals, published 2004 under ISBN 9781401858032 and 1401858031. Five hundred eighty one Math for Health Care Professionals textbooks are available for sale on ValoreBooks.com, one hundred eighty three used from the cheapest price of $5.45, or buy new starting at $2301858031 new book, never used, Has slight shelf wear due to storage. Has school name and number in book. All books directly from Avitar Books, we never use a 3rd party. Wil [more]
1401858031
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MATH Course
Mathematics for System Safety Analysis
Course Description:
This course is focused on the mathematics used in system safety analysis. The purpose of this course is to provide the trainees with a working understanding of the mathematical theories underlying system safety analysis. From this course, the trainees will be able to properly interpret the results of a system safety analysis and use it in their intended applications. The course will begin with the fundamentals of probability theory and will cover the uses of that theory for solving various system safety problems. Statistical methods will also be covered in relations to establishing equipment failure frequencies. System safety examples will be used throughout the course. Each student should bring a calculator with statistical functions.
Objectives: To provide a level of understanding of the mathematical concepts used in conducting system safety analyses.
Who Should Attend: Individuals who intend to take the system safety course or would like to enhance their understanding of the fundamental mathematical theories used in system theory.
Course Outline
Probability Theory
Permutations and Combinations
Bernoullie Process and Binomial and Multinomial Distributions
Normal Distribution
Poisson Process and Distribution
Boolean Algebra
Statistics and Failure Data Analysis
Uncertainty Analysis Using Bayesian Method
Prerequisite: Attendees should have an engineering or hard science background.
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Math.NET aims to provide a self contained clean framework for symbolic mathematical (Computer Algebra System) and numerical/scientific computations, including a parser and support for linear algebra, complex differential analysis, system solving and more
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AAT Chapter 1 Project Options
Your project should add up to 100 points and is due on Tuesday, October 26 in
class.
If there are any parts of the exam in which you did not do well, you should attempt
to make your project cover that aspect of the chapter. If you can give me definitive
evidence that you now understand how to do a part of the chapter that you did not
understand when you took the test, I will raise your exam grade. Choose from the
following options wisely:
100 points:
a.) Write an essay, rap, poem, or letter that interconnects at least 25 of the terms
in the vocabulary list on page 58 of your textbook. This should not be a
simple list of terms and their definitions, but a cohesive draft that shows how
the concepts relate and build upon one another. You will be graded on your
mathematical knowledge rather than technical writing skills, but examples of
your knowledge and definitions should be weaved in carefully and in your
own words.
b.) Complete the chapter study guide and write 2-3 sentences to sum up the
"point" of each section.
c.) Write questions for next year's AAT jeopardy!—you should have a jeopardy
round, a double jeopardy round, and a final jeopardy question. See me for the
template.
50 points:
a.) Come up with an experiment, gather at least 10 points of data, and write an
algebraic model to describe what happens in real life. Be sure to explain
whether your data is best described by a linear equation or not. Use formulas
if necessary and create a graph of the data.
b.) Explain each step of the order of operations and demonstrate what happens
in problems when the order of operations is not followed. Then, create
poster of phrases that mean "add" "subtract" "multiply" "divide" and "group"
to help your classmates better decrypt the ACT.
c.) Take a practice ACT exam (get it from me) and highlight the questions that
cover topics from algebra 1 and chapter 1 of our book. Then create a worked-
out solution set that explains why each incorrect answer doesn't work and
why the correct answer is the best choice. Write it in student-friendly
language, not in "math-geek speak," and turn it in with the completed test.
Use the resources in the library to help you.
d.) Create a 20-minute "mini lesson" and 5-10 practice problems for your peers
to complete on one of the sections in unit 1. You may choose to create a
powerpoint or write out a script of how it should be explained and come up
with a list of questions that your peers may have and answers to those
questions. These questions may be shared with the next class for their
quarter review.
25 points:
a.) Look at question 76 on page 55. Get the height of 10 people in inches and use
the conversion factor (1in=2.54cm) to find their height in centimeters. Then
set up an absolute value inequality to describe how long their femur is likely
to be. Solve to find how long each person's femur is.
b.) Look at question 50 on page 46. Explain how the inequality changes when
the entrance fee and food costs rise and fall. Write an inequality for each of
the following situations: entrance fees of $20 and $30, food costs of $10 and
$20. Graph the inequalities.
c.) Set up the problem and write an explanation of your problem-solving model
for question 22 on page 38. Your explanation should be approximately 1
paragraph in length and should use appropriate mathematical terminology.
d.) Rewrite the common formulas found on page 28 to solve for alternate
variables. Then write one paragraph explaining why this skill is necessary.
e.) Use the formula given to explain and solve problems 43 and 44 on page 23.
Write a paragraph to explain your answers. (1 paragraph can cover both
problems)
f.) Create a chart to model the population of Hawaii from 1980 until 2010. Then
check this with current population data. Is the model still accurate? Why or
why not?
g.) Complete problems 64 or 65 on page 9. Write a paragraph explaining how
you have solved your problems. (1 paragraph can solve both problems
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The best Collection of Math cheat sheetsMany Cheat Sheets in your mobile to have the formulas wherever and whenever you want.With this application you can use your travel time to study, or just have it as a quick reference when needed.NOTE: App can be moved to the SD Card!!Contents:=========Algebra. Elementary techniques for factoring binomials and trinomialsAlgebra. Exponent laws and factoring tipsAlgebra. Solving quadratic equations by completing the squareAlgebra. College Algebra quick referenceAlgebra. Solution of the 3rd degree polynomial equationAlgebra. Solution of the 4th degreee polynomial equationTrig. Basic trig identitiesTrig. Law of sines cosines etc and other triangle formulasTrig. Graphs of the trig functionsTrig. Inverse trig functionsTrig. Power reducing formulas for powers of sines and cosinesTrig. Graph paper for plotting in polar coordinatesTrig. Two unit circles with trig funcion valuesTrig. Single unit circle with trig function valuesCalculus. Basic differentiation formulas and some useful trig identitiesCalculus. Basic differentiation and integration formulasCalculus. Definitions and theorems pertaining to Riemann sums and definite integralsCalculus. A quick reference sheet on Taylor polynomials and seriesCalculus. A summary of convergence testsCalculus. Guidelines for evaluating integrals involving powers of sines and cosinesCalculus. Guidelines for evaluating integrals involving powers of secants and tangentsCalculus. Standard forms for conic sectionsCalculus. Common infinite seriesCalculus. Trigonometric substitutionCalculus. Cylindrical coordinatesCalculus. Spherical coordinatesCalculus. Hyperbolic functionsCalculus. Applications of integralsCalculus. Applications of integralsCalculus. Common ordinary differential equationsCalculus. Common ordinary differential equationsCalculus. Common ordinary differential equationsCalculus. Undetermined coefficients and variation of parametersCalculus. Vector formulasCalculus. Simple summary of cylindrical and spherical coordinatesMisc. Some prime and composite numbersMisc. Sets. Functions lines and sequencesStatistics formula sheet Page 1Statistics Page 2Statistics Page 3----------------------------------------SD Installation supportPERMISSIONS:============Why READ_PHONE_STATE / CHECK_LICENSE permissions?The application verifies it has been been purchased using google licensing library (CHECK_LICENSE). Google recommends to use the telephone identifier (READ_PHONE_STATE) to avoid piracy. Not used for anything else
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Mathway is a mathematics problem solving tool where students can select their math course - Basic Math, Pre-Algebra, Algebra,...
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Mathway is a mathematics problem solving tool where students can select their math course - Basic Math, Pre-Algebra, Algebra, Trigonometry, PreCalculus, Calculus or Statistics and enter a problem. The computer solves the problem and shows the steps for the solution. It also has a worksheet generator.
math911 contains step by step tutorials in Introductory Algebra, Intermediate Algebra, PreCalculus and Introductory...
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math911 contains step by step tutorials in Introductory Algebra, Intermediate Algebra, PreCalculus and Introductory Statistics. The given link is to the setup file. After setup, you should see a math911 icon on the desktop. Click on the icon to run math911. Vista, Windows 7, Windows 8 users might need to right click and in the drop down list select 'Run As Administrator.'To set up a grade report file you will be asked to enter your name, birth date (or any other date) and select a course.A grade report file will be created (FLmmdd.mdb where F=first initial, L=last initial, mmdd= month and date). Grades are saved AUTOMATICALLY to this file..Select a chapter, then a lesson and a problem will appear.For a tutorial: You can step through the solution (click See Solution, See All Steps, See Next Step, etc.)To answer: Type the answer and press ENTER Only correct answers count. Wrong answers are ignored !If your answer is incorrect: Click on See All Steps, See Next Step, etc.Use the up/down arrows to enter exponents and move between the numerator and denominator of a fraction. There are up to 8 levels for each lesson and all the types of problems for you to master AlgebraIMPORTANT. math911 is activated for Introductory Algebra. For full activation to other courses, RIGHT click on the ABOUT button and enter the code: essex.Once fully activated you can switch back and forth to the other courses.Math911 is continuously updated. For technical help please call Professor Martin Weissman 347-528-7837
Old Egyptian Fractions at MathCats(Web and android version)Old Egyptian Math Cats knew fractions like 1/2 or 1/4 (one piece...
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Old Egyptian Fractions at MathCats(Web and android version)Old Egyptian Math Cats knew fractions like 1/2 or 1/4 (one piece of a pie).But to make fractions like 3/4, they had to add pieces of pies like 1/2 + 1/4 = 3/4.Old Egyptian Math cats never repeated the same fraction when adding.They never wrote: 1/4 + 1/4 + 1/4 = 3/4How it works:Choose puzzles from the list on the top. ( * = easier, **** = very hard.)Add 2 or 3 fraction pieces below.After you find one solution, the puzzle is marked "Solved." Can you find more solutions? (Click to see them listed on the bottom.)There's the android version in the mirror site link
'Brain Teaser measures the ability to differentiate, to analyze, to reason out, and to apply knowledge. It is one of the best...
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'Brain Teaser measures the ability to differentiate, to analyze, to reason out, and to apply knowledge. It is one of the best ways to engage yourself as well as to check your intelligence.This version fixes all the issues reported by some users for previous version. We have tested each question / answer set for accuracy.HOW TO USE THIS APP ?=====================- To start, select the number of questions you want in the current session. - All the questions are in simple language. In each case 4 answers are given, and what you have to do is simply choose the right answer. - There is only one correct answer to each question. - Answer the current question to proceed to next question.SCORING / HIGH SCORE====================- The more you answer correctly more you will gain points.- You need to score at least 50% to get a chance in the High Score charts.- Keep track of your progress or compete with your friendsBENEFITS OF BRAIN TEASER=========================- Children can take this test for preparing aptitude test.- giving your brain a good exercise while you spend time in commute or a boring lecture ;)- fun to challenge your friends to beat your high score.- NO blinking ads means you can focus on the questions better.★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★This is not just a game but a POWERFUL tool to practice, learn and develop MATHS and LOGIC skills.While anyone can attempt to play this game BUT if you are looking for a real tough set of questions which are actually asked in the Competitive examinations, then this app is a must have for you.'This app costs $0.99
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this highly dependable book retains its best features–accuracy, precision, depth, and abundant exercise sets–while substantially updating its content and pedagogy. Striving to teach mathematics as a way of life, Sullivan provides understandable, realistic applications that are consistent with the abilities of most readers. Chapter topics include Graphs; Trigonometric Functions; Exponential and Logarithmic Functions; Analytic Geometry; Analytic Trigonometry; Counting and Probability; and more. For individuals with an interest in learning algebra and trigonometry as it applies to their everyday lives.
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One of the most effective ways to stimulate students to enjoy intellectual efforts is the scientific competition. In 1894, the Hungarian Mathematical and Physical Society introduced a mathematical competition for high school students. Among the winners were Lipot Fejer, Alfred Haar, Todor Karman, Marcel Riesz, Gabor Szego, and many others who became world-famous scientists. The success of high school competitions led the Mathematical Society to found a college-level contest, named after Miklos Schweitzer. The problems of the Schweitzer contests are proposed and selected by the most prominent Hungarian mathematicians. This book collects the problems posed in contests between 1962 and 1991, which range from algebra, combinatorics, theory of functions, geometry, measure theory, number theory, operator theory, probability theory, and topology to set theory. Solutions are included. The Schweitzer competition is one of the most unique in the world. Experience shows that this competition helps identify research talents. This collection of problems and solutions in several fields in mathematics can serve as a guide for many undergraduates and young mathematicians. The large variety of research-level problems should interest more mature mathematicians and historians of mathematics as well.
Book Description:Springer. Hardcover. Book Condition: New. 038794588110245
387945880
Book Description:Hard35
35
Book Description:19957518901
Book Description:Springer. Hardcover. Book Condition: New. 038794588143
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Product Details:
GDZ1543: Help students make the transition from math to geometry! Written for teachers to use as a full unit of study or as a supplement to their curriculum, this book helps simplify geometric concepts. Parents and students can also use this resource at home as a tutorial or to enhance what is being taught in the classroom. Each book includes: simple step-by-step instructions with examples, practice problems using the concepts, real-life applications, a list of symbols and terms, tips, answer keys, and references. This book also meets NCTM Standards and Expectations
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Understanding Intermediate Algebra A Course for College Students
9780534417956
0534417957
Summary: Dr. Arthur Goodman (Ph.D., Yeshiva University) currently teaches in the mathematics department at Queens College of the City University of New York.
Hirsch, Lewis is the author of Understanding Intermediate Algebra A Course for College Students, published 2005 under ISBN 9780534417956 and 0534417957. Six hundred nine Understanding Intermediate Algebra A Course for College Students textbooks are available for... sale on ValoreBooks.com, one hundred twenty nine used from the cheapest price of $19.37, or buy new starting at $190.[less]
Lewis Hirsch and Arthur Goodman strongly believe that students can understand what they are learning in algebra and why. The authors meticulously explain why things are done [more]
Lewis Hirsch and Arthur Goodman strongly believe that students can understand what they are learning in algebra and why. The authors meticulously explain why things are done in a certain way, illustrate how and why concepts are related and demonstrat0534417957 Poor physical shape and/or moderate to heavy markings/highlight but still readable! A GREAT VALUE PRICED BOOK! Same or next day processing! Choose EXPEDITED for su [more]
0534417957 Almost new condition. SKU:9780534421618-2-1-1 Orders ship the same or next bu [more]
ALTERNATE EDITION: Missing components. Instructor Edition: Same as student edition with additional notes or answers. Almost new condition. SKU:9780534421618-2
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Designed for additional students using Teaching Textbooks Algebra 1, Version 2.0, this student workbook and answer booklet will allow students to complete the course in their own book. Perfect for co-ops or siblings! The student textbook contains 142 lessons and is 854 pages, softcover, spiralbound; the answer key/test bank contains 19 tests and is 177 pages, softcover.
It is possible to use the books alone. However, the CDs are such a good value (120-160 hours of teaching at less than $1 per hour) that we think anyone who can afford them should definitely make the investment. Also, students who use the CDs generally learn more and enjoy the program more than ones who don't.
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Detail Of: Master Math: Pre-Calculus (Master Math Series)
Get ready to master the principles and formulas of pre-calculus! Master Math: Pre-Calculus is a comprehensive reference guide that explains and clarifies pre-calculus and introductory calculus principles in a simple, easy-to-follow style and format. Beginning with the most basic fundamental topics and progressing through to the more advanced topics that will help prepare you for introductory calculus, the book helps clarify pre-calculus using step-by-step procedures and solutions, along with examples and applications. A complete table of contents and a comprehensive index enable you to quickly find specific topics, and the approachable style and format facilitate an understanding of what can be intimidating and tricky skills. Perfect for both students who need some extra help or rusty professionals who want to brush up on their basic math skills, Master Math: Pre-Calculus will help you master everything from sets and functions to derivatives and integrals.
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28.93,"ASIN":"1406756725","isPreorder":0},{"priceBreaksMAP":null,"buyingPrice":7.19,"ASIN":"1495291464","isPreorder":0}],"shippingId":"1406756725::%2BJshNcYIiQ6FIc46gZFZk5UwGAKnvkb0yxA0cR3iOrxRUMLk2N9UoG3uHh4onT9ijEIL5qF5Cd0US1PpWWmAX11BBtVWFkQSqUn4hXiE%2FXY%3D,1495291464::tTk6u0vzjxE4Pc4RrEzBmwGyO0AFarX7VXpiPsstXTk%2BV%2Bt8KNH8X4pr6Ap2jBfePvzCDvX8A2%2BxGC%2BDMhKIm8nkPIlhUaqknjXhCUgvnXl3ONe9JB74 this book teaches the "elements" of calculus in a very straightforward manner, the elements taught and the problem examples used are cleverly selected to provide a broad, solid foundation in calculus. Nobel prize-winning physicist Richard P. Feynman taught himself calculus with this book. Some of the techniques used are not commonly seen in today's introductory texts - and are very useful. It is "elementary", but not simplified.
This book is one of a set of 4 or 5 covering calculus and other math venues, algebra, geometry etc used by Richard Feynman to teach himself those subjects. I have an original set. More than good enough for me.
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Illustrates theories and associated mathematical expressions with numerical examples using various methods, leading to exact solutions, more accurate results, and more computationally efficient techniques This book presents the derivations of the equations of motion for all structure foundations using either the continuous model or the discrete model.... more...
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Elementary Number Theory and Its Applications
9780321237071
ISBN:
0321237072
Edition: 5 Pub Date: 2004 Publisher: Addison-Wesley
Summary: Elementary Number Theory and Its Applicationsis noted for its outstanding exercise sets, including basic exercises, exercises designed to help students explore key concepts, and challenging exercises. Computational exercises and computer projects are also provided. In addition to years of use and professor feedback, the fifth edition of this text has been thoroughly checked to ensure the quality and accuracy of the m...athematical content and the exercises. The blending of classical theory with modern applications is a hallmark feature of the text. The Fifth Edition builds on this strength with new examples and exercises, additional applications and increased cryptology coverage. The author devotes a great deal of attention to making this new edition up-to-date, incorporating new results and discoveries in number theory made in the past few years.
Rosen, Kenneth H. is the author of Elementary Number Theory and Its Applications, published 2004 under ISBN 9780321237071 and 0321237072. Eight Elementary Number Theory and Its Applications textbooks are available for sale on ValoreBooks.com, seven used from the cheapest price of $34.88, or buy new starting at $159.91
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A Handbook of Real Variables -
Summary: This concise, well-written handbook provides a distillation of real variable theory with a particular focus on the subject's significant applications to differential equations and Fourier analysis. Ample examples and brief explanations---with very few proofs and little axiomatic machinery---are used to highlight all the major results of real analysis, from the basics of sequences and series to the more advanced concepts of Taylor and Fourier series, Baire Category, and the Weierstrass Approximat...show moreion Theorem. Replete with realistic, meaningful applications to differential equations, boundary value problems, and Fourier analysis, this unique work is a practical, hands-on manual of real analysis that is ideal for physicists, engineers, economists, and others who wish to use the fruits of real analysis but who do not necessarily have the time to appreciate all of the theory. Valuable as a comprehensive reference, a study guide for students, or a quick review, A Handbook of Real Variables will benefit a wide audience. ...show less
New Book. Shipped from US within 4 to 14 business days. Established seller since 2000
$67.03 +$3.99 s/h
New
EuroBooks Horcott Rd, Fairford,
New Book. Shipped from UK within 4 to 14 business days. Established seller since 2000.
$98.40 +$3.99 s/h
VeryGood
Herb Tandree Philosophy Books Stroud, Glos,
2012
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Contemporary Precalculus : A Graphing Approach - 5th edition
Summary: Respected for its detailed guidance in using technology, CONTEMPORARY PRECALCULUS: A GRAPHING APPROACH, Fifth Edition, is written from the ground up to be used with graphing calculators that you may be using in your precalculus course. You'll appreciate that the text has also long been recognized for its careful, thorough explanations and its presentation of mathematics in an informal yet mathematically precise manner. The authors also emphasize the all-important ''why?'' of mathemat...show moreics--which is addressed in both the exposition and in the exercise sets by focusing on algebraic, graphical, and numerical perspectives. ...show less
5. EXPONENTIAL AND LOGARITHMIC FUNCTIONS. Radicals and Rational Exponents. Special Topics: Radical Equations. Exponential Functions. Special Topics: Compound Interest and the Number e. Common and Natural Logarithmic Functions. Properties of Logarithms. Special Topics: Logarithmic Functions to Other Bases. Algebraic Solutions of Exponential and Logarithmic Equations. Exponential, Logarithmic, and Other Models. Discovery Project: Exponential and Logistic Modeling of Diseases.
8. TRIANGLE TRIGONOMETRY. Trigonometric Functions of Angles. Alternate: Trigonometric Functions of Angles. Applications of Right Triangle Trigonometry. The Law of Cosines. The Law of Sines. Special Topics: The Area of a Triangle. Discovery Project: Life on a Sphere.
9. APPLICATIONS OF TRIGONOMETRY. The Complex Plane and Polar Form for Complex Numbers. DeMoivre� s Theorem and nth Roots of Complex Numbers. Vectors in the Plane. The Dot Product. Discovery Project: Surveying66.30 +$3.99 s/h
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Penntext Downingtown, PA
May have minimal notes/highlighting, minimal wear/tear. Please contact us if you have any Questions.
$67.31 +$3.99 s/h
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TextbookBarn Woodland Hills, CA
0495108332May contain some highlighting. Supplemental materials may not be included. We select best copy available. - 5th Edition - Hardcover - ISBN 9780495108337
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The Best Textbooks Ypsilanti, MI
2008
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Reviews
Just bought this book second hand for £4.99. Really interesting puzzles and you will need a notebook and pencil to work them out. Anyone interested in mathematical patterns will find this book useful. Look around in your second hand bookshops and you will find a much cheaper copy than the rip off prices shown above, its well worth the search.
If you know very little about astronomy then this book will hopefully answer many questions you may have, and guide you through the many strange and wonderful objects out there in the cosmos. The few equations are kept simple and the author explains them in great detail. A great introduction for kids of all ages.
This book is a little gem and worth every penny. I think Dan & Julia have done a great job in explaining much of the mathematics you will need in any introductory level astronomy class. Anyone doing GCSE astronomy here in England would be well advised to buy a copy, there are many examples and also a web site with much more, including video sections with helpful hints and examples. Work through the sections and your maths will improve and therefore, so will your understanding of astronomy. Steve Durr.
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Tailored to both the specification and the tier, this Student Book delivers exactly what students and teachers need to cover the unit in exactly the right depth.
Synopsis:
* Supports teachers' understanding of AO2 and AO3 through clearly labelled AO2/3 questions in the exercises. * Packed with graded questions reflect the level of demand required, so students and teachers can see their progression. * Includes worked examples throughout the book to break the maths down into easy chunks. * Uses feedback to highlight common errors .
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Classical number theory and elliptic curves are examined in this textbook, which moves on from elementary topics such as primes, continued fractions, and quadratic forms, to elliptic curves and their applications to algorithmic and number theory problems.続きを読む
レビュー
編集者のレビュー
出版社によるあらすじ
From the reviews: "This one treats topics that have become standard in recent years ... and it has exercises with selected solutions. ... it gives the students a tool to do calculations that illustrate even the most abstract concepts, and, simultaneously, introduces them to an open source software that can later be applied profitably for studying research problems. ... introducing the reader to a powerful software system." (Franz Lemmermeyer, Zentralblatt MATH, Vol. 1155, 2009) "The cliche that number theory, ever the purest mathematics, now yields very practical applications barely tells the story. Teach undergraduate number theory today, and students demand to hear about public-key cryptography and related technologies. ... Stein (Univ. of Washington) serves undergraduates well by ... opening the way by intimating their power. ... he frames the sophisticated Birch and Swinnerton-Dyer conjecture as the new canonical challenge for the future. Summing Up: Recommended. All undergraduates students, professionals, and general readers." (D. V. Feldman, Choice, Vol. 47 (2), October, 2009) "This book is an introduction to elementary number theory with a computational flavor. ... Many numerical examples are given throughout the book using the Sage mathematical software. The text is aimed at an undergraduate student with a basic knowledge of groups, rings and fields. Each chapter concludes with several exercises." (Samuel S. Wagstaff Jr., Mathematical Reviews, Issue 2009 i)続きを読む
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Find a Hanover Park Algebra 2Whether we are buying groceries, pumping gas, filing taxes or researching for a school paper, chances are that a computer is involved. From bar-code scanners, credit card readers, online IRS tax forms, to electronic books, magazines and news media, computers are ubiquitous today. Being able to
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Precise Calculator has arbitrary precision and can calculate with complex numbers, fractions, vectors and matrices. Has more than 150 mathematical functions and statistical functions and is programmable (if, goto, print, return, for).
Pc Calculator is a clever note and formula editor combined with an advanced and strong scientific calculator. Being an editor it is extremely user-friendly allowing all possible typing and other errors to be easily corrected and fast recalculated
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the success of the Algebra Survival Guide, the Algebra Survival Guide Workbook presents thousands of practice problems (and all answers) to help children master algebra. The problems are keyed to the pages of the Algebra Survival Guide, so that children can find detailed instructions and then work the sets. Each problem set focuses like a laser beam on a particular algebra skill, then offers ample practice problems. Answers are conveniently displayed in the back. This book is for parents of schooled students, homeschooling parents and teachers. Parents of schooled children find that the problems give their children a leg up for mastering all skills presented in the classroom. Homeschoolers use the Workbook - in conjunction with the Guide - as a complete Algebra 1 curriculum. Teachers use the workbook's problem sets to help children sharpen specific skills - or they can use the pages as tests or quizzes on specific topics. Like the Algebra Survival Guide, the Workbook is adorned with beautiful art and sports a stylish, teen-friendly design.
Most helpful customer reviewsMost Helpful Customer Reviews on Amazon.com (beta)
Amazon.com:
87 reviews
82 of 84 people found the following review helpful
Best algebra guide on the marketMay 9 2010
By
sloan
- Published on Amazon.com
Format: Paperback
Verified Purchase
Trust me when I say this the best Alegbra guide on the market. I know because I tried them all(no joke.) As an adult, who never had Algebra in high school, I was not prepared for it in college. And there are few college courses that go all the way back to the beginning, mine expected that you already had basic algebra fundamentals. The guide along with the workbook, actually replaced my textbook. The textbook was simply put, confusing, and unrelatable. The guide, and workbook were lifesavers for me. The clear, precise and easy to understand examples clarified much of what confused me. And associating all of the properties and laws to analogies worked liked a charm. In fact, I soon learned I knew th properties and laws better than my classmates and began using the analogies to explain them so they to could remember all the little tricks this guide taught me. My teenage son, who has struggled with Algebra, now has his own copies and wonders why his teachers have never thought to make it so easy to learn.
49 of 52 people found the following review helpful
Highly recommend the book and workbookAug. 27 2007
By
T. Malnar
- Published on Amazon.com
Format: Paperback
I purchased the Algebra Survival guide and the workbook for my sons who would be taking Algebra in 8th grade. They easily completed the entire book over the summer. The survival guide is easy to understand. The Emergency Fact sheet will be a great reference. They will sail through Algebra this year. I highly recommend these books as a prelude to classroom Algebra for all students.
53 of 62 people found the following review helpful
A Classic Start!July 7 2004
By
John D MacDonald
- Published on Amazon.com
Format: Paperback31 of 35 people found the following review helpful
Algebra Survival GuideAug. 1 2005
By
Learnability
- Published on Amazon.com
Format: Paperback
Absolutely the best book we have found in working with students preparing for Algbra. Great foundational skills organized in a useful way with good explanations that are easy to follow.
13 of 14 people found the following review helpful
great companion for the GuideNov. 20 2007
By
N.F.
- Published on Amazon.com
Format: Paperback
Verified Purchase
I wrote a review of The Algebra Survival Guide, and just want to say here that this should definitely go in your cart along with it. It has lots of problems to work that match up to the Guide, plus a few new concepts to add on to the lessons learned in the Guide.
| 677.169 | 1 |
...
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mathematics, the authors describe all the basic concepts required and progress from sets (rather than numbers) through a variety of algebraic structures that permit the precise description, specification and subsequent analysis of many problems in computing. The material included provides the essential mathematical foundations for core topics of computer science and extends into the areas of language theory, abstract machine theory and computer geometry. Computer Mathematics will be of interest to undergraduate students of computer science and mathematics, post-graduate computing 'conversion' course students and computer professionals who need an introduction to the mathematics that underpins computer science
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IMPORTANT: 1. Always check angle units and numeral bases: trigonometric functions, integration and complex number computation work only for RAD!!! 2. Application contains ads! If you want to remove them purchase special option from application settings. Internet access permission is needed only for showing the ads. ADS ARE ONLY SHOWN ON THE SECONDARY SCREENS! If internet is off - there are no ads!
Features: ++ easy to use ++ home screen widget + no need to press equals button any more - the result is calculated automatically + smart cursor positioning + copy/paste in one button + landscape/portrait orientations ++ drag buttons up or down to use special functions, operators etc ++ modern interface with possibility to choose themes + highlighting of expressions + history with all previous calculations and undo/redo buttons ++ variables and constants support (build-in and user defined) ++ complex number computations + support for a huge variety of functions ++ expression simplification: use 'identical to' sign (≡) to simplify current expression (2/3+5/9≡11/9, √(8)≡2√(2)) + support for Android 1.6 and higher + open source
NOTE ABOUT INTERNET ACCESS: Calculator++ (version 1.2.24) contains advertisement which requires internet access. To get rid of it - purchase a version without ads (can be done from application's preferences).
FAQ
How can I get rid of the ads? You can do it by purchasing the special option in the main application preferences.
Why Calculator++ needs INTERNET permission? Currently application needs such permission only for one purpose - to show ads. If you buy the special option C++ will never use your internet connection.
How can I use functions written in the top right and bottom right corners of the button? Push the button and slide lightly up or down. Depending on value showed on the button action will occur.
How can I toggle between radians and degrees?
To toggle between different angle units you can either change appropriate option in application settings or use the toggle switch located on the 6 button (current value is lighted with yellow color). Also you can use deg() and rad() functions and ° operator to convert degrees to radians and vice versa.
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| 677.169 | 1 |
Elementary and Intermediate Algebra: A Practical Approach
Elementary and Intermediate Algebra: A Practical Approach provides concise, manageable treatment of the mathematics required for the combined algebra ...Show synopsisElementary and Intermediate Algebra: A Practical Approach provides concise, manageable treatment of the mathematics required for the combined algebra course. While emphasizing problem solving and the real-world applications of algebra, the text provides solid coverage of core mathematical concepts and essential symbol manipulation skills. Furthermore, the text encourages students to use graphing technology while still requiring them to master pencil-and-paper techniques for certain tasks. Authors Craine, McGowan, and Ruben combine their experience and expertise as a math educator and author, a math researcher, and an authority on math anxiety to deliver a balanced, targeted text that enables instructors to cover all the material for the combined course in one text
| 677.169 | 1 |
Scott A Wilson
I can answer any question in general math, arithetic, discret math, algebra, box problems, geometry, filling a tank with water, trigonometry, pre-calculus, linear algebra, complex mathematics, probability, statistics, and most of anything else that relates to math. I can also say that I broke 5 minutes for a mile, which is over 12 mph, but is that relevant?
Socrates
I can answer any questions from the standard four semester Calulus sequence. Derivatives, partial derivatives, chain rule, single and multiple integrals, change of variable, sequences and series, vector integration (Green`s Theorem, Stokes, and Gauss) and applications.
Pre-Calculus, Linear Algebra and Finite Math questions are also welcome.
Clyde Oliver
I can answer all questions up to, and including, graduate level mathematics. I am more likely to prefer questions beyond the level of calculus. I can answer any questions, from basic elementary number theory like how to prove the first three digits of powers of 2 repeat (they do, with period 100, starting at 8), all the way to advanced mathematics like proving Egorov's theorem or finding phase transitions in random networks.
Janet Yang
I can answer questions in Algebra, Basic Math, Calculus, Differential Equations, Geometry, Number Theory, and Word Problems.
I would not feel comfortable answering questions in Probability and Statistics or Topology because I have not studied these in depth.
The higher degree a person gets, the better they are able to understand more complicated analysis. I have a Master's Degree in Mathematics, so I offer assistance in Algebra, Geometry, Trigonometry, Calculus
(1) It is known that tanx = 1/ctnx and tanx = sinx/cosx, which makes ctnx = cosx/sinx. That makes the fraction (1+tanx)/(1+cotx) be (1 + sinx/cosx)/(1 + cosx/sinx). If we multiply by (sinx*cosx)/(sinx*cosx)
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+ subjects
including algebra 2
| 677.169 | 1 |
History of Mathematics
9780130190741
ISBN:
0130190748
Pub Date: 2001 Publisher: Prentice Hall
Summary: For junior and senior level undergraduate courses, this text attempts to blend relevant mathematics and relevant history of mathematics, giving not only a description of the mathematics, but also explaining how it has been practiced through time.
Suzuki, Jeff is the author of History of Mathematics, published 2001 under ISBN 9780130190741 and 0130190748. Three hundred twenty eight History of Mathematics text...books are available for sale on ValoreBooks.com, one hundred seventeen used from the cheapest price of $48.60, or buy new starting at $99Blending relevant mathematics and history, this book immerses readers in the full, rich detail of mathematics. It provides a description of mathematics and shows how mathemat [more]
Blending relevant mathematics and history, this book immerses readers in the full, rich detail of mathematics. It provides a description of mathematics and shows how mathematics was actually practiced throughout the millennia by
| 677.169 | 1 |
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Modeling Students' Mathematical Modeling Competencies
Publisher:
Springer
Number of Pages:
651
Price:
229.00
ISBN:
9789400762701
This book stems from the 13th International Conference on the Teaching of Mathematical Modeling and Applications (ICTMA 13). The first part focuses on research into what it means for students to understand models and modeling processes (6 sections, comprising 23 chapters), while the second part considers what is needed for modeling activities to be productive in classrooms (5 sections, comprising 30 chapters). The authors come from many countries: South Africa, Taiwan, Japan, Mexico, Germany, Israel, Brazil, Argentina, Sweden, Italy, Australia, Canada, Cyprus, U.K., Spain, Switzerland, Denmark, and the U.S. This book is a veritable fount of information about modeling in classrooms at all levels from elementary through university. In addition, it has chapters dealing with how teachers develop models of modeling (Chapters 30–46) and how new technologies influence modeling in classrooms (Chapters 47–51).
If you are not familiar with the difference between mathematical modeling and mathematical problem solving, Section 6 (Chapters 22–30) will help clarify that for you. While they do overlap, they are quite different. Mathematics problems, even open-ended ones, are already formulated mathematically. They are often artificial, puzzle-like tasks that do not encourage students to rely on their common sense or make realistic connections to the problem context. Modeling problems, however, have an undetermined nature, and do often involve using common sense, making decisions about assumptions, and collecting information, before mathematics can be used. In Chapter 28, one finds that models are "more like powerful/shareable/reusable artifacts and tools" than simple answers to traditional questions and word problems. The difference is between "making mathematics practical" and "making practice mathematical".
Then there's mathematization. According to Chapter 4, mathematization is the part of the modeling process that occurs after the situation has been structured. It consists of translating the objects and relations of the structured situation into appropriate mathematical terms. Chapter 22 provides twenty-one sample tasks for Grades 9–12 that distinguish between modeling tasks (of long and short duration) and mathematization tasks (of short duration). Sample modeling tasks include: "Which means of transportation is the best?" (2–4 weeks) and "How many times can one brush one's teeth with a tube of toothpaste?" (one lesson). A sample mathematization task is: A liqueur glass is cone-shaped. What height of liqueur served in the glass makes it half-way full? This, however, seems more like a mathematical problem-solving task to me.
Much more can be learned from this book. In Chapter 6, Noss and Hoyles report their three-year investigation of companies, such as automobile manufacturing and financial services, where the technology in use often hides the underlying mathematical concepts and procedures. While calculation and basic arithmetic are necessary for workers, these are of less importance than a "conceptual grasp of, for example, variables and relationships in the work flow, how graphs and spreadsheets highlight relationships and trends, how systematics data may be used with powerful, predictive tools to control and improve [workplace] processes." (p. 84). The authors introduce the idea of "Techno-mathematical Literacies" (TmL) — new skills needed in technology-rich workplaces — which can seldom be picked up on the job. The authors discuss industry specific interactive software that they have developed for use with employees to promote effective learning of TmL.
Chapter 11 considers how one can turn general ideas into modeling problems. The authors give five principles for doing this, with Principle 1 being that there should be a genuine link with the real world of the students to provide relevance and motivation (p. 135). They provide sample questions that Australian Year 10 and 11 students investigated in a modeling challenge that allowed them to pose questions themselves. (p. 139). Some of these are: "When will the Aral Sea dry up completely?" and "How much water do we really have left in the Hinze Dam? Will it cater for the current and future population of the Gold Coast of Australia?" The authors note that problems having a social context, rather than a scientific context, are often preferable because they allow more critical analyses of the models produced.
In addition, some chapters discuss model-eliciting activities (MEAs), a concept introduced by Lesh and Doerr in their 2003 book. In Chapter 9, Larsen describes a study of modeling, using an MEA called the "Summer Jobs" problem, which she conducted with college students who were given data on employees' performance at summer jobs. The question was: "Whom to rehire for next summer?" The students had to structure the problem and pick out the important quantities and relationships. They divided the data into busy, slow, and steady times; considered hours, dollars, dollars per hour; and compared the money made by employees during those times. As with most such modeling problems, at the end they had to write a report justifying their recommendations.
In Chapter 21, Carmona and Greenstein report what happened when they gave the same modeling problem to both 3rd graders and to post-baccalaureates enrolled in a summer workshop. The modeling problem was to find the best way to rank (1st to 5th) twelve soccer teams based on win-loss data, provided as labeled points plotted in a quadrant determined by two unit-less axes simply labeled "wins" and "losses". While the 3rd graders were given two 1-hour sessions to do this, the post-baccalaureates worked on the problem in one 2-hour session. The somewhat surprising result was that both groups came up with essentially the same ranking and similar reasoning, but the post-baccalaureates used much more sophisticated mathematics.
Several chapters deal with projects and courses for upper level engineering students. Chapter 7 details how a team of industrial engineering undergraduates engaged in a long-term engineering design project for an industry partner. Their assignment was to provide a recommendation on whether the partner should establish a satellite center at a certain location. The students determined that they needed to do detailed cost analyses for several different options. Chapter 15 describes a pilot course offered to ten junior and senior industrial engineering students at the University of Pittsburgh. Part of a four-year six-institution research project funded by NSF, the course consisted of nine model-integrating activities (MIAs) briefly described in the chapter. The authors also provide a "first cut at assessment" in the form of a two-page rubric (pp. 186–187). This chapter might provide a "head start" for others interested in developing, and assessing, engineering modeling courses.
I got the impression that despite the vast amount of information coming out ICTMA 13 and previous conferences, there are many questions about modeling and teaching modeling that could still be investigated. A question that I had that was not answered in the book was: What's the difference between project-based learning and learning through modeling activities? According to one website I found,
In Project Based Learning (PBL), students.(
It would seem that modeling activities are much less structured and more loosely connected to specific curriculum objectives than PBL.
Who might be interested in this book? While not a "how to" book, teachers at all levels can glean information about modeling — its implementation and assessment — as well as find some interesting modeling tasks to adapt. Also, mathematics education researchers can discover the kind of modeling research that has been done and gain insight into what remains to be done.
I have a few quibbles. There are some insignificant typos, such as "close" when "closed" was surely intended (p. 125) and the inclusion of "Simon Fraser" twice — once as part of Stephen Campbell's last name and again to designate his university (p. xi). Also, the index is very skimpy — several times I tried to find topics that I had read about, but not jotted down the page number of, and could not do so using the index. That said, I found the book a worthwhile read. A plus is the fact that one can skip around and read just what interests one, as the chapters are essentially independent.
Annie Selden is Adjunct Professor of Mathematics at New Mexico State University and Professor Emerita of Mathematics from Tennessee Technological University. She regularly teaches graduate courses in mathematics and mathematics education. In 2002, she was recipient of the Association for Women in Mathematics 12th Annual Louise Hay Award for Contributions to Mathematics Education.
Modeling and Design Research and Assessment Methodologies.- Modeling in High School and College.- Modeling in Middle Schools.- Modeling in the Primary Grades.- Modeling and Teacher Development.- Modeling vs. Traditional Problem Solving.- Modeling in Engineering and in Other 21st Century Design Sciences.- Technological Tools and Data Modeling.- Modeling and Socio-Cultural Perspectives.- Directions for the Future.
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can help you in the following areas:
1). Classification of Differential Equations; Initial-Value Problems, Boundary-value Problems, and Existence of Solutions.
2). Exact Differential Equations and Integrating Factors; Separable Equations; Linear and Bernoulli Equations; Orthogonal and Oblique...
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State: Virginia
Grades: Secondary
Content: Mathematics
Standard Correlation Date: 9/03
Skill/ Skill/ Strategy Strand Text Standard Text Objective Text
Strategy # Name
MX09-02 Solve Linear Algebra I The student will solve multistep linear equations and
Equations With inequalities in one variable, solve literal equations (formulas)
One Unknown for a given variable, and apply these skills to solve practical
problems. Graphing calculators will be used to confirm
algebraic solutions.
MX11-04 Solve Linear Algebra I The student will solve multistep linear equations and
Inequalities in inequalities in one variable, solve literal equations (formulas)
One Unknown for a given variable, and apply these skills to solve practical
problems. Graphing calculators will be used to confirm
algebraic solutions.
PX37-02 Use Your Algebra I The student will solve multistep linear equations and
Calculator inequalities in one variable, solve literal equations (formulas)
Sparingly for a given variable, and apply these skills to solve practical
problems. Graphing calculators will be used to confirm
algebraic solutions.
PX17-01 Add or Subtract Algebra I The student will represent verbal quantitative situations
to Cancel Out algebraically and evaluate these expressions for given
Numbers replacement values of the variables. Students will choose an
appropriate computational technique, such as mental
mathematics, calculator, or paper and pencil.
PX17-02 Multiply or Algebra I The student will represent verbal quantitative situations
Divide to algebraically and evaluate these expressions for given
Cancel Out replacement values of the variables. Students will choose an
Numbers appropriate computational technique, such as mental
mathematics, calculator, or paper and pencil.
PX17-03 Plug In Algebra I The student will represent verbal quantitative situations
Numbers algebraically and evaluate these expressions for given
replacement values of the variables. Students will choose an
appropriate computational technique, such as mental
mathematics, calculator, or paper and pencil.
Skill/ Skill/ Strategy Strand Text Standard Text Objective Text
Strategy # Name
PX17-04 Make the Algebra I The student will represent verbal quantitative situations
Center Look algebraically and evaluate these expressions for given
Like the replacement values of the variables. Students will choose an
Columns appropriate computational technique, such as mental
mathematics, calculator, or paper and pencil.
PX17-05 Eliminate Algebra I The student will represent verbal quantitative situations
Choices algebraically and evaluate these expressions for given
replacement values of the variables. Students will choose an
appropriate computational technique, such as mental
mathematics, calculator, or paper and pencil.
PX37-02 Use Your Algebra I The student will represent verbal quantitative situations
Calculator algebraically and evaluate these expressions for given
Sparingly replacement values of the variables. Students will choose an
appropriate computational technique, such as mental
mathematics, calculator, or paper and pencil.
MX09-01 Solve Equations Algebra I The student will justify steps used in simplifying expressions
by Substitution and solving equations and inequalities. Justifications will
include the use of concrete objects; pictorial representations;
and the properties of real numbers, equality, and inequality.
MX09-02 Solve Linear Algebra I The student will justify steps used in simplifying expressions
Equations With and solving equations and inequalities. Justifications will
One Unknown include the use of concrete objects; pictorial representations;
and the properties of real numbers, equality, and inequality.
MX09-03 Solve Quadratic Algebra I The student will justify steps used in simplifying expressions
Equations and solving equations and inequalities. Justifications will
include the use of concrete objects; pictorial representations;
and the properties of real numbers, equality, and inequality.
MX09-04 Solve Equations Algebra I The student will justify steps used in simplifying expressions
With More Than and solving equations and inequalities. Justifications will
One Unknown include the use of concrete objects; pictorial representations;
and the properties of real numbers, equality, and inequality.
Skill/ Skill/ Strategy Strand Text Standard Text Objective Text
Strategy # Name
MX09-05 Use a Solution Algebra I The student will justify steps used in simplifying expressions
of One Equation and solving equations and inequalities. Justifications will
to Solve include the use of concrete objects; pictorial representations;
Another and the properties of real numbers, equality, and inequality.
MX09-06 General Algebra I The student will justify steps used in simplifying expressions
Quadratic and solving equations and inequalities. Justifications will
Equations include the use of concrete objects; pictorial representations;
Using a and the properties of real numbers, equality, and inequality.
Formula
MX11-01 Add or Subtract Algebra I The student will justify steps used in simplifying expressions
Quantities to and solving equations and inequalities. Justifications will
Inequalities include the use of concrete objects; pictorial representations;
and the properties of real numbers, equality, and inequality.
MX11-02 Multiply or Algebra I The student will justify steps used in simplifying expressions
Divide an and solving equations and inequalities. Justifications will
Inequality include the use of concrete objects; pictorial representations;
and the properties of real numbers, equality, and inequality.
MX11-03 Find the Algebra I The student will justify steps used in simplifying expressions
Product of Two and solving equations and inequalities. Justifications will
Numbers or include the use of concrete objects; pictorial representations;
Expressions in and the properties of real numbers, equality, and inequality.
Inequalities
MX11-04 Solve Linear Algebra I The student will justify steps used in simplifying expressions
Inequalities in and solving equations and inequalities. Justifications will
One Unknown include the use of concrete objects; pictorial representations;
and the properties of real numbers, equality, and inequality.
MX11-05 Solve Higher Algebra I The student will justify steps used in simplifying expressions
Order and solving equations and inequalities. Justifications will
Inequalities in include the use of concrete objects; pictorial representations;
One Unknown and the properties of real numbers, equality, and inequality.
Skill/ Skill/ Strategy Strand Text Standard Text Objective Text
Strategy # Name
MX11-06 Use Inequalities Algebra I The student will justify steps used in simplifying expressions
to Compare and solving equations and inequalities. Justifications will
Fractions include the use of concrete objects; pictorial representations;
and the properties of real numbers, equality, and inequality.
MX66-01 Addition and Algebra I The student will use matrices to organize and manipulate data,
Subtraction including matrix addition, subtraction, and scalar multiplication.
Data will arise from business, industrial, and consumer
situations.
MX66-02 Scalar Algebra I The student will use matrices to organize and manipulate data,
Multiplication including matrix addition, subtraction, and scalar multiplication.
Data will arise from business, industrial, and consumer
situations.
MX109-02 Form and Algebra I The student will create and use tabular, symbolic, graphical,
Function verbal, and physical representations to analyze a given set of
data for the existence of a pattern, determine the domain and
range of relations, and identify the relations that are functions.
MX09-01 Solve Equations Algebra I The student will select, justify, and apply an appropriate
by Substitution technique to graph linear functions and linear inequalities in
two variables. Techniques will include slope-intercept, x- and y-
intercepts, graphing by transformation, and the use of the
graphing calculator.
MX09-02 Solve Linear Algebra I The student will select, justify, and apply an appropriate
Equations With technique to graph linear functions and linear inequalities in
One Unknown two variables. Techniques will include slope-intercept, x- and y-
intercepts, graphing by transformation, and the use of the
graphing calculator.
MX09-03 Solve Quadratic Algebra I The student will select, justify, and apply an appropriate
Equations technique to graph linear functions and linear inequalities in
two09-04 Solve Equations Algebra I The student will select, justify, and apply an appropriate
With More ThanMX09-05 Use a Solution Algebra I The student will select, justify, and apply an appropriate
of One Equation technique to graph linear functions and linear inequalities in
to Solve two variables. Techniques will include slope-intercept, x- and y-
Another intercepts, graphing by transformation, and the use of the
graphing calculator.
MX09-06 General Algebra I The student will select, justify, and apply an appropriate
Quadratic technique to graph linear functions and linear inequalities in
Equations two variables. Techniques will include slope-intercept, x- and y-
Using a intercepts, graphing by transformation, and the use of the
Formula graphing calculator.
MX11-01 Add or Subtract Algebra I The student will select, justify, and apply an appropriate
Quantities to technique to graph linear functions and linear inequalities in
Inequalities two variables. Techniques will include slope-intercept, x- and y-
intercepts, graphing by transformation, and the use of the
graphing calculator.
MX11-02 Multiply or Algebra I The student will select, justify, and apply an appropriate
Divide an technique to graph linear functions and linear inequalities in
Inequality two variables. Techniques will include slope-intercept, x- and y-
intercepts, graphing by transformation, and the use of the
graphing calculator.
MX11-03 Find the Algebra I The student will select, justify, and apply an appropriate
Product of Two technique to graph linear functions and linear inequalities in
Numbers or two variables. Techniques will include slope-intercept, x- and y-
Expressions in intercepts, graphing by transformation, and the use of the
Inequalities graphing calculator.
MX11-04 Solve Linear Algebra I The student will select, justify, and apply an appropriate
Inequalities in11-05 Solve Higher Algebra I The student will select, justify, and apply an appropriate
Order technique to graph linear functions and linear inequalities in
Inequalities in two variables. Techniques will include slope-intercept, x- and y-
One Unknown intercepts, graphing by transformation, and the use of the
graphing calculator.
MX11-06 Use Inequalities Algebra I The student will select, justify, and apply an appropriate
to Compare technique to graph linear functions and linear inequalities in
Fractions two variables. Techniques will include slope-intercept, x- and y-
intercepts, graphing by transformation, and the use of the
graphing calculator.
MX13-01 Number Lines Algebra I The student will select, justify, and apply an appropriate
technique to graph linear functions and linear inequalities in
two variables. Techniques will include slope-intercept, x- and y-
intercepts, graphing by transformation, and the use of the
graphing calculator.
PX37-02 Colons and Algebra I The student will select, justify, and apply an appropriate
Semicolons technique to graph linear functions and linear inequalities in
two variables. Techniques will include slope-intercept, x- and y-
intercepts, graphing by transformation, and the use of the
graphing calculator.
MX13-08 Find the Slope Algebra I The student will determine the slope of a line when given an
equation55-02 Solve Systems Algebra I The student will determine the slope of a line when given an
of Linear equation of the line, the graph of the line, or two points on the
EquationsSkill/ Skill/ Strategy Strand Text Standard Text Objective Text
Strategy # Name
MX56-02 Solve a Line- Algebra I The student will determine the slope of a line when given an
Parabola equation of the line, the graph of the line, or two points on the
SystemMX13-03 Distance Algebra I The student will determine the slope of a line when given an
Between Two equation of the line, the graph of the line, or two points on the
Points109-01 Time for a Algebra I The student will determine the slope of a line when given an
Change equationPX37-02 Use Your Algebra I The student will determine the slope of a line when given an
Calculator equation of the line, the graph of the line, or two points on the
Sparingly13-01 Number Lines Algebra I The student will write an equation of a line when given the
graph of the line, two points on the line, or the slope and a
point on the line.
MX13-05 Plot the Graph Algebra I The student will write an equation of a line when given the
of a Line graph of the line, two points on the line, or the slope and a
point on the line.
MX09-04 Solve Equations Algebra I The student will solve systems of two linear equations in two
With More Than variables both algebraically and graphically and apply these
One Unknown techniques to solve practical problems. Graphing calculators
will be used both as a primary tool for solution and to confirm
an algebraic solution.
Skill/ Skill/ Strategy Strand Text Standard Text Objective Text
Strategy # Name
PX37-02 Use Your Algebra I The student will solve systems of two linear equations in two
Calculator variables both algebraically and graphically and apply these
Sparingly techniques to solve practical problems. Graphing calculators
will be used both as a primary tool for solution and to confirm
an algebraic solution.
MX12-01 Exponents Algebra I The student will apply the laws of exponents to perform
operations on expressions with integral exponents, using
scientific notation when appropriate.
MX08-01 Find Common Algebra I The student will factor completely first- and second-degree
Factors binomials and trinomials in one or two variables. The graphing
calculator will be used as a tool for factoring and for confirming
algebraic factorizations.
MX08-03 Factor Algebra I The student will factor completely first- and second-degree
Trinomials into binomials and trinomials in one or two variables. The graphing
Binomials calculator will be used as a tool for factoring and for confirming
algebraic factorizations.
PX37-02 Use Your Algebra I The student will factor completely first- and second-degree
Calculator binomials and trinomials in one or two variables. The graphing
Sparingly calculator will be used as a tool for factoring and for confirming
algebraic factorizations.
MX21-04 Approximate Algebra I The student will express the square root of a whole number in
Square Roots simplest radical form and approximate square roots to the
nearest tenth.
MX09-03 Solve Quadratic Algebra I The student will solve quadratic equations in one variable both
Equations algebraically and graphically. Graphing calculators will be used
both as a primary tool in solving problems and to verify
algebraic solutions.
MX109-02 Form and Algebra I The student will, given a rule, find the values of a function for
Function elements in its domain and locate the zeros of the function
both algebraically and with a graphing calculator. The value of
f(x) will be related to the ordinate on the graph.
Skill/ Skill/ Strategy Strand Text Standard Text Objective Text
Strategy # Name
PX37-02 Use Your Algebra I The student will, given a rule, find the values of a function for
Calculator elements in its domain and locate the zeros of the function
Sparingly both algebraically and with a graphing calculator. The value of
f(x) will be related to the ordinate on the graph.
MX111-01 Understand Algebra I The student will, given a set of data points, write an equation
Scatter plot for a line of best fit and use the equation to make predictions.
Data
MX49-01 Box-and- Algebra I The student will compare and contrast multiple one-variable
Whisker and data sets, using statistical techniques that include measures of
Stem-and-Leaf central tendency, range, and box-and-whisker graphs.
Plots
PX02-01 Translate The student will construct and judge the Geometry translating a short verbal argument into symbolic form;
Words into validity of a logical argument consisting
Math of a set of premises and a conclusion.
This will include
MX25-04 Venn Diagrams The student will construct and judge the Geometry using Venn diagrams to represent set relationships; and
validity of a logical argument consisting
of a set of premises and a conclusion.
This will include
MX13-01 Number Lines The student will use pictorial Geometry investigating and using formulas for finding distance, midpoint,
representations, including computer and slope;
software, constructions, and coordinate
methods, to solve problems involving
symmetry and transformation. This will
include
MX50-01 Translation and The student will use pictorial Geometry determining whether a figure has been translated, reflected, or
Reflection representations, including computer rotated.
software, constructions, and coordinate
methods, to solve problems involving
symmetry and transformation. This will
include
Skill/ Skill/ Strategy Strand Text Standard Text Objective Text
Strategy # Name
MX50-02 Dilation and The student will use pictorial Geometry determining whether a figure has been translated, reflected, or
Rotation representations, including computer rotated.
software, constructions, and coordinate
methods, to solve problems involving
symmetry and transformation. This will
include
MX54-01 The Language The student will use pictorial Geometry The student will solve practical problems involving
of Geometry54-02 Congruence The student will use pictorial Geometry The student will solve practical problems involving
and Similarity16-06 Regular and The student will use pictorial Geometry The student will solve practical problems involving
Irregular representations, including computer complementary, supplementary, and congruent angles that
Polygons and software, constructions, and coordinate include vertical angles, angles formed when parallel lines are
Other Shapes methods, to solve problems involving cut by a transversal, and angles in polygons.
symmetry and transformation. This will
include
MX54-01 The Language The student will Geometry investigate and identify congruence and similarity relationships
of Geometry between triangles; and
MX54-02 Congruence The student will Geometry investigate and identify congruence and similarity relationships
and Similarity between triangles; and
MX54-01 The Language The student will Geometry prove two triangles are congruent or similar, given information
of Geometry in the form of a figure or statement, using algebraic and
coordinate as well as deductive proofs.
MX54-02 Congruence The student will Geometry prove two triangles are congruent or similar, given information
and Similarity in the form of a figure or statement, using algebraic and
coordinate as well as deductive proofs.
Skill/ Skill/ Strategy Strand Text Standard Text Objective Text
Strategy # Name
MX15-01 Triangle Basics The student will Geometry prove two triangles are congruent or similar, given information
in the form of a figure or statement, using algebraic and
coordinate as well as deductive proofs.
MX15-02 Perpendicular The student will Geometry prove two triangles are congruent or similar, given information
Bisectors in the form of a figure or statement, using algebraic and
coordinate as well as deductive proofs.
MX15-03 Equilateral The student will Geometry prove two triangles are congruent or similar, given information
Triangles in the form of a figure or statement, using algebraic and
coordinate as well as deductive proofs.
MX15-04 Altitude The student will Geometry prove two triangles are congruent or similar, given information
in the form of a figure or statement, using algebraic and
coordinate as well as deductive proofs.
MX15-05 Area and The student will Geometry prove two triangles are congruent or similar, given information
Perimeter of in the form of a figure or statement, using algebraic and
Triangles coordinate as well as deductive proofs.
MX15-06 Area and The student will Geometry prove two triangles are congruent or similar, given information
Perimeter of in the form of a figure or statement, using algebraic and
Right Triangles coordinate as well as deductive proofs.
MX15-07 Area and The student will Geometry prove two triangles are congruent or similar, given information
Perimeter of in the form of a figure or statement, using algebraic and
Equilateral coordinate as well as deductive proofs.
Triangles
MX15-01 Triangle Basics02 Perpendicular The student will Geometry The student, given information concerning the lengths of sides
Bisectors and/or measures of angles, will apply the triangle inequality
properties to determine whether a triangle exists and to order
sides and angles. These concepts will be considered in the
context of practical situations.
Skill/ Skill/ Strategy Strand Text Standard Text Objective Text
Strategy # Name
MX15-03 Equilateral The student will Geometry The student, given information concerning the lengths of sides
Triangles and/or measures of angles, will apply the triangle inequality
properties to determine whether a triangle exists and to order
sides and angles. These concepts will be considered in the
context of practical situations.
MX15-04 Altitude05 Area and The student will Geometry The student, given information concerning the lengths of sides
Perimeter of and/or measures of angles, will apply the triangle inequality
Triangles properties to determine whether a triangle exists and to order
sides and angles. These concepts will be considered in the
context of practical situations.
MX15-06 Area and The student will Geometry The student, given information concerning the lengths of sides
Perimeter of and/or measures of angles, will apply the triangle inequality
Right Triangles properties to determine whether a triangle exists and to order
sides and angles. These concepts will be considered in the
context of practical situations.
MX15-07 Area and The student will Geometry The student, given information concerning the lengths of sides
Perimeter of and/or measures of angles, will apply the triangle inequality
Equilateral properties to determine whether a triangle exists and to order
Triangles sides and angles. These concepts will be considered in the
context of practical situations.
MX15-02 Perpendicular The student will Geometry The student will solve practical problems involving right
Bisectors triangles by using the Pythagorean Theorem, properties of
special right triangles, and right triangle trigonometry.
Solutions will be expressed in radical form or as decimal
approximations.
MX16-02 Rectangles16-04 Squares04-01 Multiply and The student will Geometry The student will solve practical problems involving right
Divide by triangles by using the Pythagorean Theorem, properties of
Powers of 10 special right triangles, and right triangle trigonometry.
Solutions will be expressed in radical form or as decimal
approximations.
MX04-02 Convert The student will Geometry The student will solve practical problems involving right
Between triangles by using the Pythagorean Theorem, properties of
Decimals and special right triangles, and right triangle trigonometry.
Fractions Solutions will be expressed in radical form or as decimal
approximations.
MX04-03 Perform The student will Geometry The student will solve practical problems involving right
Arithmetic with triangles by using the Pythagorean Theorem, properties of
Decimals special right triangles, and right triangle trigonometry.
Solutions will be expressed in radical form or as decimal
approximations.
MX04-04 Scientific The student will Geometry The student will solve practical problems involving right
Notation triangles by using the Pythagorean Theorem, properties of
special right triangles, and right triangle trigonometry.
Solutions will be expressed in radical form or as decimal
approximations.
MX21-01 Round Off21-02 Approximate The student will Geometry The student will solve practical problems involving right
Sums triangles21-03 Approximate The student will Geometry The student will solve practical problems involving right
Products triangles by using the Pythagorean Theorem, properties of
special right triangles, and right triangle trigonometry.
Solutions will be expressed in radical form or as decimal
approximations.
MX21-04 Approximate The student will Geometry The student will solve practical problems involving right
Square Roots triangles by using the Pythagorean Theorem, properties of
special right triangles, and right triangle trigonometry.
Solutions will be expressed in radical form or as decimal
approximations.
MX40-01 Angles and The student will Geometry investigate and identify properties of quadrilaterals involving
Trigonometric opposite sides and angles, consecutive sides and angles, and
Functions diagonals;
MX14-02 Angles The student will Geometry investigate and identify properties of quadrilaterals involving
opposite sides and angles, consecutive sides and angles, and
diagonals;
MX14-03 Complimentary The student will Geometry investigate and identify properties of quadrilaterals involving
and opposite sides and angles, consecutive sides and angles, and
Supplementary diagonals;
Angles
MX14-04 Vertical Angles The student will Geometry investigate and identify properties of quadrilaterals involving
opposite sides and angles, consecutive sides and angles, and
diagonals;
MX16-01 Parallelograms The student will Geometry prove these properties of quadrilaterals, using algebraic and
coordinate methods as well as deductive reasoning; and
MX16-01 Parallelograms The student will Geometry use properties of quadrilaterals to solve practical problems.
MX16-06 Regular and The student will Geometry The student will use measures of interior and exterior angles
Irregular of polygons to solve problems. Tessellations and tiling
Polygons and problems will be used to make connections to art,
Other Shapes construction, and nature.
Skill/ Skill/ Strategy Strand Text Standard Text Objective Text
Strategy # Name
MX18-01 Tangents to a The student will Geometry The student will investigate and solve practical problems
Circle02 Central Angles The student will Geometry The student will investigate and solve practical problems
involving03 Inscribed The student will Geometry The student will investigate and solve practical problems
Angles04 Two Tangents The student will Geometry The student will investigate and solve practical problems
to a Circle05 Area and The student will Geometry The student will investigate and solve practical problems
Circumference involving circles, using properties of angles, arcs, chords,
of a Circle tangents, and secants. Problems will include finding arc length
and the area of a sector, and may be drawn from applications
of architecture, art, and construction.
MX15-02 Perpendicular The student will Geometry The student will construct a line segment congruent to a given
Bisectors line segment, the bisector of a line segment, a perpendicular
to a given line from a point not on the line, a perpendicular to a
given line at a point on the line, the bisector of a given angle,
and an angle congruent to a given angle.
Skill/ Skill/ Strategy Strand Text Standard Text Objective Text
Strategy # Name
MX110-01 Change a The student will Geometry The student will make a model of a three-dimensional figure
Dimension from a two-dimensional drawing and make a two-dimensional
representation of a three-dimensional object. Models and
representations will include scale drawings, perspective
drawings, blueprints, or computer simulations.
MX110-01 Change a The student will Geometry The student will use formulas for surface area and volume of
Dimension three-dimensional objects to solve practical problems.
Calculators will be used to find decimal approximations for
results.
PX37-02 Use Your The student will Geometry The student will use formulas for surface area and volume of
Calculator three-dimensional objects to solve practical problems.
Sparingly Calculators will be used to find decimal approximations for
results.
MX110-01 Change a The student will Geometry determine how changes in one dimension of an object affect
Dimension area and/or volume of the object.
MX01-01 Fractions and The student will Algebra II add, subtract, multiply, divide, and simplify radical expressions
Mixed Numbers containing positive rational numbers and variables and
expressions containing rational exponents; and
MX01-02 Equivalent The student will Algebra II add, subtract, multiply, divide, and simplify radical expressions
Fractions containing positive rational numbers and variables and
expressions containing rational exponents; and
MX01-03 Multiply and The student will Algebra II add, subtract, multiply, divide, and simplify radical expressions
Divide Fractions containing positive rational numbers and variables and
expressions containing rational exponents; and
MX01-04 Add and The student will Algebra II add, subtract, multiply, divide, and simplify radical expressions
Subtract containing positive rational numbers and variables and
Fractions expressions containing rational exponents; and
MX12-01 Exponents The student will Algebra II write radical expressions as expressions containing rational
exponents and vice versa.
Skill/ Skill/ Strategy Strand Text Standard Text Objective Text
Strategy # Name
MX20-04 Absolute Values The student will Algebra II The student will solve absolute value equations and
inequalities graphically and algebraically. Graphing calculators
will be used as a primary method of solution and to verify
algebraic solutions.
MX11-01 Add or Subtract The student will Algebra II The student will solve absolute value equations and
Quantities to The student will solve absolute value equations and
Divide an inequalities graphically and algebraically. Graphing calculators
Inequality will be used as a primary method of solution and to verify
algebraic solutions.
MX11-03 Find the The student will Algebra II The student will solve absolute value equations and
Product of Two inequalities graphically and algebraically. Graphing calculators
Numbers or will be used as a primary method of solution and to verify
Expressions in algebraic solutions.
Inequalities
MX11-04 Solve Linear The student will Algebra II The student will solve absolute value equations and
Inequalities in inequalities graphically and algebraically. Graphing calculators
One Unknown will be used as a primary method of solution and to verify
algebraic solutions.
MX11-05 Solve Higher The student will Algebra II The student will solve absolute value equations and
Order The student will solve absolute value equations and
to Compare inequalities graphically and algebraically. Graphing calculators
Fractions will be used as a primary method of solution and to verify
algebraic solutions.
PX37-02 Use Your The student will Algebra II The student will solve absolute value equations and
Calculator inequalities graphically and algebraically. Graphing calculators
Sparingly will be used as a primary method of solution and to verify
algebraic solutions.
Skill/ Skill/ Strategy Strand Text Standard Text Objective Text
Strategy # Name
MX08-01 Find Common The student will Algebra II The student will identify and factor completely polynomials
Factors representing the difference of squares, perfect square
trinomials, the sum and difference of cubes, and general
trinomials.
MX09-03 Solve Quadratic The student will Algebra II The student will select, justify, and apply a technique to solve a
Equations quadratic equation over the set of complex numbers. Graphing
calculators will be used for solving and for confirming the
algebraic solutions.
PX37-02 Use Your The student will Algebra II The student will select, justify, and apply a technique to solve a
Calculator The student will solve equations containing rational
by Substitution expressions and equations containing radical expressions
algebraically and graphically. Graphing calculators will be used
for solving and for confirming the algebraic solutions.
MX09-02 Solve Linear The student will Algebra II The student will solve equations containing rational
Equations With The student will solve equations containing rational
Equations expressions and equations containing radical expressions
algebraically and graphically. Graphing calculators will be used
for solving and for confirming the algebraic solutions.
MX09-04 Solve Equations The student will Algebra II The student will solve equations containing rational
With More Than expressions and equations containing radical expressions
One Unknown algebraically and graphically. Graphing calculators will be used
for solving and for confirming the algebraic solutions.
MX09-05 Use a Solution The student will Algebra II The student will solve equations containing rational
of One Equation expressions and equations containing radical expressions
to Solve algebraically and graphically. Graphing calculators will be used
Another for solving and for confirming the algebraic solutions.
Skill/ Skill/ Strategy Strand Text Standard Text Objective Text
Strategy # Name
MX09-06 General The student will Algebra II The student will solve equations containing rational
Quadratic The student will solve equations containing rational
Calculator expressions and equations containing radical expressions
Sparingly algebraically and graphically. Graphing calculators will be used
for solving and for confirming the algebraic solutions.
MX55-01 Solve Systems The student will Algebra II The student will recognize multiple representations of
of Linear functions (linear, quadratic, absolute value, step, and
Equations exponential functions) and convert between a graph, a table,
Algebraically and symbolic form. A transformational approach to graphing
will be employed through the use of graphing calculators.
MX55-02 Solve Systems The student will Algebra II The student will recognize multiple representations of
of Linear functions (linear, quadratic, absolute value, step, and
Equations exponential functions) and convert between a graph, a table,
Graphically and symbolic form. A transformational approach to graphing
will be employed through the use of graphing calculators.
MX56-01Algebraically and symbolic form. A transformational approach to graphing
will be employed through the use of graphing calculators.
MX56-02Graphically and symbolic form. A transformational approach to graphing
will be employed through the use of graphing calculators.
Skill/ Skill/ Strategy Strand Text Standard Text Objective Text
Strategy # Name
MX56-03 Solve a Line- The student will Algebra II The student will recognize multiple representations of
Circle System functions (linear, quadratic, absolute value, step, and
Algebraically exponential functions) and convert between a graph, a table,
and symbolic form. A transformational approach to graphing
will be employed through the use of graphing calculators.
MX56-04 Solve a Line- The student will Algebra II The student will recognize multiple representations of
Circle System functions (linear, quadratic, absolute value, step, and
Graphically exponential functions) and convert between a graph, a table,
and symbolic form. A transformational approach to graphing
will be employed through the use of graphing calculators.
MX20-04 Absolute Values The student will Algebra II The student will recognize multiple representations of
functionsMX23-01 Tables and The student will Algebra II The student will recognize multiple representations of
Charts The student will recognize multiple representations of
Calculator The student will find the domain, range, zeros, and inverse of
Change The student will find the domain, range, zeros, and inverse of
Function01 Exponents02 Roots03 Evaluate The student will Algebra II The student will find the domain, range, zeros, and inverse of
Expressions a function; the value of a function for a given element in its
Involving domain; and the composition of multiple functions. Functions
Exponents will include exponential, logarithmic, and those that have
domains and ranges that are limited and/or discontinuous. The
graphing calculator will be used as a tool to assist in
investigation of functions.
Skill/ Skill/ Strategy Strand Text Standard Text Objective Text
Strategy # Name
MX63-01 Bases and The student will Algebra II The student will find the domain, range, zeros, and inverse of
Powers X-Intercept The student will Algebra II The student will investigate and describe through the use of
graphs the relationships between the solution of an equation,
zero of a function, x-intercept of a graph, and factors of a
polynomial expression.
MX66-01 Addition and The student will Algebra II The student will use matrix multiplication to solve practical
Subtraction problems. Graphing calculators or computer programs with
matrix capabilities will be used to find the product.
MX66-02 Scalar The student will Algebra II The student will use matrix multiplication to solve practical
Multiplication problems. Graphing calculators or computer programs with
matrix capabilities will be used to find the product.
PX37-02 Use Your The student will Algebra II The student will use matrix multiplication to solve practical
Calculator problems. Graphing calculators or computer programs with
Sparingly matrix capabilities will be used to find the product.
MX55-01 Solve Systems The student will Algebra II The student will represent problem situations with a system of
of Linear The student will represent problem situations with a system of
of Linear linear equations and solve the system, using the inverse
Equations matrix method. Graphing calculators or computer programs
Graphically with matrix capability will be used to perform computations.
PX37-02 Use Your The student will Algebra II The student will represent problem situations with a system of
Calculator linear equations and solve the system, using the inverse
Sparingly matrix method. Graphing calculators or computer programs
with matrix capability will be used to perform computations.
Skill/ Skill/ Strategy Strand Text Standard Text Objective Text
Strategy # Name
MX57-01 Solve Systems The student will Algebra II The student will solve practical problems, using systems of
of Inequalities linear inequalities and linear programming, and describe the
Algebraically results both orally and in writing. A graphing calculator will be
used to facilitate solutions to linear programming problems.
MX57-02 Solve Systems The student will Algebra II The student will solve practical problems, using systems of
of Inequalities linear inequalities and linear programming, and describe the
Graphically results both orally and in writing. A graphing calculator will be
used to facilitate solutions to linear programming problems.
PX37-02 Use Your The student will Algebra II The student will solve practical problems, using systems of
Calculator linear inequalities and linear programming, and describe the
Sparingly results both orally and in writing. A graphing calculator will be
used to facilitate solutions to linear programming problems.
MX56-01Algebraically used as a tool to visualize graphs and predict the number of
solutions.
MX56-02Graphically used as a tool to visualize graphs and predict the number of
solutions.
MX56-03 Solve a Line- The student will Algebra II The student will solve nonlinear systems of equations,
Circle System including linear-quadratic and quadratic-quadratic,
Algebraically algebraically and graphically. The graphing calculator will be
used as a tool to visualize graphs and predict the number of
solutions.
MX56-04 Solve a Line- The student will Algebra II The student will solve nonlinear systems of equations,
Circle System including linear-quadratic and quadratic-quadratic,
Graphically algebraically and graphically. The graphing calculator will be
used as a tool to visualize graphs and predict the number of
solutions.
Skill/ Skill/ Strategy Strand Text Standard Text Objective Text
Strategy # Name
PX37-02 Use Your The student will Algebra II The student will solve nonlinear systems of equations,
Calculator56-01Algebraically sections, using transformations.
MX56-02 The student will identify conic sections (circle, ellipse,
Circle System The student will identify conic sections (circle, ellipse,
Circle System The student will identify conic sections (circle, ellipse,
Reflection The student will identify conic sections (circle, ellipse,
Rotation The student will collect and analyze data to make predictions
Scatter plot and solve practical problems. Graphing calculators will be
Data used55-01 Solve Systems The student will Algebra II The student will collect and analyze data to make predictions
of Linear and solve practical problems. Graphing calculators will be
Equations used to investigate scatterplots and to determine the equation
Algebraically for a curve of best fit. Models will include linear, quadratic,
exponential, and logarithmic functions.
MX55-02 Solve Systems The student will Algebra II The student will collect and analyze data to make predictions
of Linear and solve practical problems. Graphing calculators will be
Equations used to investigate scatterplots and to determine the equation
Graphically for a curve of best fit. Models will include linear, quadratic,
exponential, and logarithmic functions.
MX58-03 Use Quadratic The student will Algebra II The student will collect and analyze data to make predictions
Equations01 Exponents02 Roots12-03 Evaluate The student will Algebra II The student will collect and analyze data to make predictions
Expressions and solve practical problems. Graphing calculators will be
Involving used to investigate scatterplots and to determine the equation
Exponents for a curve of best fit. Models will include linear, quadratic,
exponential, and logarithmic functions.
MX63-01 Bases and The student will Algebra II The student will collect and analyze data to make predictions
Powers40-01 Angles and Trigonometry The student will use the definitions of the six trigonometric
Identities and Trigonometry The student, given the value of one trigonometric function, will
Trigonometric find the values of the other trigonometric functions. Properties
Functions of the unit circle and definitions of circular functions will be
applied.
Skill/ Skill/ Strategy Strand Text Standard Text Objective Text
Strategy # Name
MX40-01 Angles and The student will Trigonometry The student will find without the aid of a calculating utility the
Trigonometric values of the trigonometric functions of the special angles and
Functions their related angles as found in the unit circle. This will include
converting radians to degrees and vice versa.
MX40-01 Angles and The student will Trigonometry The student will find with the aid of a calculator the value of
Trigonometric any trigonometric function and inverse trigonometric function.
Functions
MX40-02 Trigonometric The student will Trigonometry The student will verify basic trigonometric identities and make
Identities and substitutions, using the basic identities.
Formulas
MX110-01 Change a The student, given one of the six Trigonometry state the domain and the range of the function;
Dimension trigonometric functions in standard form
will
MX110-02 Change a The student, given one of the six Trigonometry state the domain and the range of the function;
Variable trigonometric functions in standard form
will
MX40-03 Periodicity of The student, given one of the six Trigonometry The student will identify the domain and range of the inverse
Trigonometric trigonometric functions in standard form trigonometric functions and recognize the graphs of these
Functions will functions. Restrictions on the domains of the inverse
trigonometric functions will be included.
MX15-01 Triangle Basics02 Perpendicular The student, given one of the six Trigonometry The student will identify, create, and solve practical problems
Bisectors trigonometric functions in standard form Trigonometry The student will identify, create, and solve practical problems
Triangles trigonometric functions in standard form04 Altitude Trigonometry The student will identify, create, and solve practical problems
Perimeter of trigonometric functions in standard form Trigonometry The student will identify, create, and solve practical problems
Perimeter of trigonometric functions in standard form Trigonometry The student will identify, create, and solve practical problems
Perimeter of trigonometric functions in standard form involving triangles. Techniques will include using the
Equilateral will trigonometric functions, the Pythagorean Theorem, the Law of
Triangles Sines, and the Law of Cosines.
MX20-04 Absolute Values The student will Algebra II and The student will solve absolute value equations and
Trigonometry inequalities graphically and algebraically. Graphing calculators
will be used as a primary method of solution and to verify
algebraic solutions.
MX11-01 Add or Subtract The student will Algebra II and The student will solve absolute value equations and
Quantities to Trigonometry and The student will solve absolute value equations and
Divide an Trigonometry inequalities graphically and algebraically. Graphing calculators
Inequality will be used as a primary method of solution and to verify
algebraic solutions.
MX11-03 Find the The student will Algebra II and The student will solve absolute value equations and
Product of Two Trigonometry inequalities graphically and algebraically. Graphing calculators
Numbers or will be used as a primary method of solution and to verify
Expressions in algebraic solutions.
Inequalities
Skill/ Skill/ Strategy Strand Text Standard Text Objective Text
Strategy # Name
MX11-04 Solve Linear The student will Algebra II and The student will solve absolute value equations and
Inequalities in Trigonometry inequalities graphically and algebraically. Graphing calculators
One Unknown will be used as a primary method of solution and to verify
algebraic solutions.
MX11-05 Solve Higher The student will Algebra II and The student will solve absolute value equations and
Order Trigonometry and The student will solve absolute value equations and
to Compare Trigonometry inequalities graphically and algebraically. Graphing calculators
Fractions will be used as a primary method of solution and to verify
algebraic solutions.
MX09-03 Solve Quadratic The student will Algebra II and The student will select, justify, and apply a technique to solve a
Equations Trigonometry quadratic equation over the set of complex numbers. Graphing
calculators will be used for solving and for confirming the
algebraic solutions.
PX37-02 Use Your The student will Algebra II and The student will select, justify, and apply a technique to solve a
Calculator Trigonometry and The student will solve equations containing rational
by Substitution Trigonometry expressions and equations containing radical expressions
algebraically and graphically. Graphing calculators will be used
for solving and for confirming the algebraic solutions.
MX09-02 Solve Linear The student will Algebra II and The student will solve equations containing rational
Equations With Trigonometry and The student will solve equations containing rational
Equations Trigonometry expressions and equations containing radical expressions
algebraically and graphically. Graphing calculators will be used
for solving and for confirming the algebraic solutions.
Skill/ Skill/ Strategy Strand Text Standard Text Objective Text
Strategy # Name
MX09-04 Solve Equations The student will Algebra II and The student will solve equations containing rational
With More Than Trigonometry expressions and equations containing radical expressions
One Unknown algebraically and graphically. Graphing calculators will be used
for solving and for confirming the algebraic solutions.
MX09-05 Use a Solution The student will Algebra II and The student will solve equations containing rational
of One Equation Trigonometry expressions and equations containing radical expressions
to Solve algebraically and graphically. Graphing calculators will be used
Another for solving and for confirming the algebraic solutions.
MX09-06 General The student will Algebra II and The student will solve equations containing rational
Quadratic Trigonometry and The student will solve equations containing rational
Calculator Trigonometry expressions and equations containing radical expressions
Sparingly algebraically and graphically. Graphing calculators will be used
for solving and for confirming the algebraic solutions.
MX109-01 Time for a The student will Algebra II and The student will recognize multiple representations of
Change Trigonometry and The student will recognize multiple representations of
Calculator Trigonometry and The student will find the domain, range, zeros, and inverse of
Change and The student will find the domain, range, zeros, and inverse of
FunctionPX37-02 Use Your The student will Algebra II and The student will find the domain, range, zeros, and inverse of
Calculator Trigonometry a function; the value of a function for a given element in its
Sparingly domain student will Algebra II and The student will investigate and describe through the use of
Trigonometry graphs the relationships between the solution of an equation,
The X-Intercept
zero of a function, x-intercept of a graph, and factors of a
polynomial expression.
MX66-01 The student will Algebra II and The student will use matrix multiplication to solve practical
Addition and
Trigonometry problems. Graphing calculators or computer programs with
Subtraction
matrix capabilities will be used to find the product.
MX66-02 The student will Algebra II and The student will use matrix multiplication to solve practical
Scalar
Trigonometry problems. Graphing calculators or computer programs with
Multiplication
matrix capabilities will be used to find the product.
PX37-02 Use Your The student will Algebra II and The student will use matrix multiplication to solve practical
Calculator Trigonometry problems. Graphing calculators or computer programs with
Sparingly matrix capabilities will be used to find the product.
Skill/ Skill/ Strategy Strand Text Standard Text Objective Text
Strategy # Name
MX55-01Graphically with matrix capability will be used to perform computations.
MX53-01 Recognize The student will Algebra II and The student will represent problem situations with a system of
Famous Trigonometry linear equations and solve the system, using the inverse
Patterns matrix method. Graphing calculators or computer programs
with matrix capability will be used to perform computations.
MX53-02 Solve Pattern The student will Algebra II and The student will represent problem situations with a system of
Problems Trigonometry linear equations and solve the system, using the inverse
matrix method. Graphing calculators or computer programs
with matrix capability will be used to perform computations.
PX37-02 Use Your The student will Algebra II and The student will represent problem situations with a system of
Calculator Trigonometry linear equations and solve the system, using the inverse
Sparingly matrix method. Graphing calculators or computer programs
with matrix capability will be used to perform computations.
MX11-04 Solve Linear The student will Algebra II and The student will solve practical problems, using systems of
Inequalities in Trigonometry linear inequalities and linear programming, and describe the
One Unknown results both orally and in writing. A graphing calculator will be
used to facilitate solutions to linear programming problems.
PX02-01 Translate The student will Algebra II and The student will solve practical problems, using systems of
Words into Trigonometry linear inequalities and linear programming, and describe the
Math results both orally and in writing. A graphing calculator will be
used to facilitate solutions to linear programming problems.
Skill/ Skill/ Strategy Strand Text Standard Text Objective Text
Strategy # Name
PX37-02 Use Your The student will Algebra II and The student will solve practical problems, using systems of
Calculator Trigonometry linear inequalities and linear programming, and describe the
Sparingly results both orally and in writing. A graphing calculator will be
used to facilitate solutions to linear programming problems06 General The student will Algebra II and The student will solve nonlinear systems of equations,
Quadratic Trigonometry including linear-quadratic and quadratic-quadratic,
Equations algebraically and graphically. The graphing calculator will be
Using a used as a tool to visualize graphs and predict the number of
Formula solutions.
MX58-03 Use predict the number of
solutions.
PX37-02 Use Your The student will Algebra II and The student will solve nonlinear systems of equations,
Calculator Trigonometry12-01 ExponentsSkill/ Skill/ Strategy Strand Text Standard Text Objective Text
Strategy # Name
MX12-02 RootsMX12-03 Evaluate The student will Algebra II and The student will recognize the general shape of polynomial,
Expressions Trigonometry exponential, and logarithmic functions. The graphing calculator
Involving will be used as a tool to investigate the shape and behavior of
Exponents these functions.
MX63-01 Bases and The student will Algebra II and The student will recognize the general shape of polynomial,
Powers Trigonometry exponential, and logarithmic functions. The graphing calculator
will be used as a tool to investigate the shape and behavior of
these functions.
PX37-02 Use Your The student will Algebra II and The student will recognize the general shape of polynomial,
Calculator Trigonometry exponential, and logarithmic functions. The graphing calculator
Sparingly will be used as a tool to investigate the shape and behavior of
these functions.
MX04-03 Perform The student will Algebra II and The student will investigate and apply the properties of
Arithmetic with Trigonometry arithmetic and geometric sequences and series to solve
Decimals practical problems, including writing the first n terms, finding
the nth term, and evaluating summation formulas. Notation will
n.
MX04-04 Scientific The student will Algebra II and The student will investigate and apply the properties of
Notation Trigonometry arithmetic and geometric sequences and series to solve
practical problems, including writing the first n terms, finding
the nth term, and evaluating summation formulas. Notation will
n.
PX12-01 Simplify to The student will Algebra II and The student will perform operations on complex numbers and
Avoid Tedious Trigonometry express the results in simplest form. Simplifying results will
Calculations involve using patterns of the powers of i.
MX56-01Algebraically sections, using transformations.
Skill/ Skill/ Strategy Strand Text Standard Text Objective Text
Strategy # Name
MX56-02 and The student will identify conic sections (circle, ellipse,
Reflection Trigonometry and The student will identify conic sections (circle, ellipse,
Rotation Trigonometry and The student will collect and analyze data to make predictions
Scatter plot Trigonometry and solve practical problems. Graphing calculators will be
Data used to investigate scatter plots and to determine the equation
for a curve of best fit. Models will include linear, quadratic,
exponential, and logarithmic functions.
MX109-01 Time for a The student will Algebra II and The student will collect and analyze data to make predictions
Change109-02 Form and The student will Algebra II and The student will collect and analyze data to make predictions
FunctionPX37-02 Use Your The student will Algebra II and The student will collect and analyze data to make predictions
Calculator Trigonometry and solve practical problems. Graphing calculators will be
Sparingly used to investigate scatter plots and to determine the equation
for a curve of best fit. Models will include linear, quadratic,
exponential, and logarithmic functions.
MX40-01 Angles and Algebra II and The student will use the definitions of the six trigonometric
Identities and TrigonometrySkill/ Skill/ Strategy Strand Text Standard Text Objective Text
Strategy # Name
MX40-02 Trigonometric The student will Algebra II and The student, given the value of one trigonometric function, will
Identities and Trigonometry find the values of the other trigonometric functions. Properties
Formulas of the unit circle and definitions of circular functions will be
applied.
MX40-03 Periodicity ofMX40-01 Angles and The student will Algebra II and The student will find without the aid of a calculating utility the
Trigonometric Trigonometry values of the trigonometric functions of the special angles and
Functions their related angles as found in the unit circle. This will include
converting radians to degrees and vice versa.
PX37-02 Use Your The student will Algebra II and The student will find with the aid of a calculator the value of
Calculator Trigonometry any trigonometric function and inverse trigonometric function.
Sparingly
MX40-02 Trigonometric The student will Algebra II and The student will verify basic trigonometric identities and make
Identities and Trigonometry substitutions, using the basic identities.
Formulas
MX109-01 Time for a The student, given one of the six Algebra II and state the domain and the range of the function;
Change trigonometric functions in standard form, Trigonometry
will
MX109-02 Form and The student, given one of the six Algebra II and state the domain and the range of the function;
Function trigonometric functions in standard form, Trigonometry
will
MX40-03 Periodicity of The student, given one of the six Algebra II and sketch the graph of the function by using transformations for at
Trigonometric trigonometric functions in standard form, Trigonometry least a one-period interval. The graphing calculator will be
Functions will used to investigate the effect of changing A, B, C, and D on
the graph of a trigonometric function.
PX37-02 Use Your The student, given one of the six Algebra II and sketch the graph of the function by using transformations for at
Calculator trigonometric functions in standard form, Trigonometry least a one-period interval. The graphing calculator will be
Sparingly will used to investigate the effect of changing A, B, C, and D on
the graph of a trigonometric function.
Skill/ Skill/ Strategy Strand Text Standard Text Objective Text
Strategy # Name
MX40-01 Angles and The student, given one of the six Algebra II and The student will identify the domain and range of the inverse
Trigonometric trigonometric functions in standard form, Trigonometry trigonometric functions and recognize the graphs of these
Functions will functions. Restrictions on the domains of the inverse
trigonometric functions will be included.
MX109-02 Form and The student, given one of the six Algebra II and The student will identify the domain and range of the inverse
Function trigonometric functions in standard form, Trigonometry trigonometric functions and recognize the graphs of these
will functions. Restrictions on the domains of the inverse
trigonometric functions will be included.
MX57-01Algebraically will solve basic trigonometric inequalities. Graphing utilities will be
used to solve equations, check for reasonableness of results,
and verify algebraic solutions.
MX57-02Graphically will solve basic trigonometric inequalities. Graphing utilities will be
used to solve equations, check for reasonableness of results,
and verify algebraic solutions.
MX109-01 Time for a The student, given one of the six Algebra II and The student will solve trigonometric equations that include
Change109-02 Form and The student, given one of the six Algebra II and The student will solve trigonometric equations that include
Function15-01 Triangle Basics02 Perpendicular The student, given one of the six Algebra II and The student will identify, create, and solve practical problems
Bisectors Algebra II and The student will identify, create, and solve practical problems
Triangles04 Altitude Algebra II and The student will identify, create, and solve practical problems
Perimeter of trigonometric functions in standard form, Trigonometry Algebra II and The student will identify, create, and solve practical problems
Perimeter of trigonometric functions in standard form, Trigonometry Algebra II and The student will identify, create, and solve practical problems
Perimeter of trigonometric functions in standard form, Trigonometry involving triangles. Techniques will include using the
Equilateral will trigonometric functions, the Pythagorean Theorem, the Law of
Triangles Sines, and the Law of Cosines.
MX40-01 Angles and The student, given one of the six Algebra II and The student will identify, create, and solve practical problems
Trigonometric trigonometric functions in standard form, Trigonometry involving triangles. Techniques will include using the
Functions will trigonometric functions, the Pythagorean Theorem, the Law of
Sines, and the Law of Cosines.
MX19-01 AveragesSkill/ Skill/ Strategy Strand Text Standard Text Objective Text
Strategy # Name
MX19-02 Medians03 Modes04 Histograms05 Percentiles, The student, given one of the six Probability and The student will analyze numerical characteristics of univariate
Quartiles, and trigonometric functions in standard form, Statistics data sets to describe patterns and departure from patterns,
Range will using mean, median, mode, variance, standard deviation,
interquartile range, range, and outliers. Appropriate technology
will be used to calculate statistics.
MX19-06 Standard The student, given one of the six Probability and The student will analyze numerical characteristics of univariate
Deviation and trigonometric functions in standard form, Statistics data sets to describe patterns and departure from patterns,
Variance will using mean, median, mode, variance, standard deviation,
interquartile range, range, and outliers. Appropriate technology
will be used to calculate statistics.
MX111-01 Understand The student, given one of the six Probability and The student will analyze scatterplots to identify and describe
Scatter plot trigonometric functions in standard form, Statistics the relationship between two variables, using shape; strength
Data will of relationship; clusters; positive, negative, or no association;
outliers; and influential points. Appropriate technology will be
used to generate scatterplots and identify outliers and
influential points.
MX63-01 Bases and The student, given one of the six Probability and The student will make logarithmic and power transformations
Powers trigonometric functions in standard form, Statistics to achieve linearity. Appropriate technology will be used.
will
Skill/ Skill/ Strategy Strand Text Standard Text Objective Text
Strategy # Name
MX22-01 Permutations The student, given one of the six Probability and The student will compute and distinguish between
and trigonometric functions in standard form, Statistics permutations and combinations and use technology for
Combinations will applications.
MX52-02 Effect of The student, given one of the six Probability and The student will identify and describe two or more events as
Replacement trigonometric functions in standard form, Statistics complementary, dependent, independent, and/or mutually
will exclusive.
MX52-03 Compound The student, given one of the six Probability and The student will identify and describe two or more events as
Events trigonometric functions in standard form, Statistics complementary, dependent, independent, and/or mutually
will exclusive.
MX52-03 Compound The student, given one of the six Probability and The student will find probabilities (relative frequency and
Events trigonometric functions in standard form, Statistics theoretical), including conditional probabilities for events that
will are either dependent or independent, by applying the "law of
large numbers" concept, the addition rule, and the
multiplication rule.
MX52-02 Effect of The student, given one of the six Probability and The student will identify random variables as independent or
Replacement trigonometric functions in standard form, Statistics dependent and find the mean and standard deviations for
will sums and differences of independent random variables.
MX52-03 Compound The student, given one of the six Probability and The student will identify random variables as independent or
Events trigonometric functions in standard form, Statistics dependent and find the mean and standard deviations for
will sums and differences of independent random variables.
PX37-02 Use Your The student, given one of the six Probability and The student will identify properties of a normal distribution and
Calculator trigonometric functions in standard form, Statistics apply the normal distribution to determine probabilities, using a
Sparingly will table or graphing calculator.
MX03-03 ProportionsMX19-01 AveragesSkill/ Skill/ Strategy Strand Text Standard Text Objective Text
Strategy # Name
MX67-03 Induction, The student, given one of the six Discrete The student will model problems, using vertex-edge graphs.
Iteration, and trigonometric functions in standard form, Mathematics The concepts of valence, connectedness, paths, planarity, and
Recurrence will directed graphs will be investigated. Adjacency matrices and
matrix operations will be used to solve problems.
MX67-04 Make The student, given one of the six Discrete The student will apply algorithms, such as Kruskal's, Prim's, or
Mathematical trigonometric functions in standard form, Mathematics Dijkstra's, relating to trees, networks, and paths. Appropriate
Models will technology will be used to determine the number of possible
solutions and generate solutions when a feasible number
exists.
MX67-04 Make The student, given one of the six Discrete The student will use algorithms to schedule tasks in order to
Mathematical trigonometric functions in standard form, Mathematics determine a minimum project time. The algorithms will include
Models will critical path analysis, the list-processing algorithm, and student-
created algorithms.
MX67-04 Make The student, given one of the six Discrete The student will analyze and describe the issue of fair division.
Mathematical trigonometric functions in standard form, Mathematics Algorithms for continuous and discrete cases will be applied.
Models will
MX53-01 Recognize The student will use the recursive Discrete the Fibonacci sequence.
Famous process and difference equations with Mathematics
Patterns the aid of appropriate technology to
generate
MX25-01 Statements, The student will describe and apply Discrete The student will select, justify, and apply an appropriate
Negations, and sorting algorithms and coding algorithms Mathematics technique to solve a logic problem. Techniques will include
Compound used in storing, processing, and Venn diagrams, truth tables, and matrices.
Sentences communicating information. These will
include
MX25-02 The Language The student will describe and apply Discrete The student will select, justify, and apply an appropriate
of Logic sorting algorithms and coding algorithms Mathematics technique to solve a logic problem. Techniques will include
used in storing, processing, and Venn diagrams, truth tables, and matrices.
communicating information. These will
include
Skill/ Skill/ Strategy Strand Text Standard Text Objective Text
Strategy # Name
MX25-03 Truth Values25-04 Venn Diagrams22-01 Permutations The student will apply the formulas of Discrete permutations and combinations; and
and combinatorics in the areas of Mathematics
Combinations
MX61-03 Examine the X- The student will apply the formulas of Mathematical The student will investigate and identify the characteristics of
and Y- combinatorics in the areas of Analysis polynomial and rational functions and use these to sketch the
Intercepts graphs13-06 The Y-Intercept The student will apply the formulas of Mathematical The student will investigate and identify the characteristics of
combinatorics in the areas of Analysis polynomial and rational functions and use these to sketch the
graphs109-01 Time for a The student will apply the formulas of Mathematical The student will find compositions of functions and inverses of
Change combinatorics in the areas of Analysis functions. Analytical methods and graphing utilities will be
used to investigate and verify the domain and range of
resulting functions.
Skill/ Skill/ Strategy Strand Text Standard Text Objective Text
Strategy # Name
MX109-02 Form and The student will apply the formulas of Mathematical The student will find compositions of functions and inverses of
Function combinatorics in the areas of Analysis functions. Analytical methods and graphing utilities will be
used to investigate and verify the domain and range of
resulting functions.
MX109-01 Time for a The student will apply the formulas of Mathematical The student will investigate and describe the continuity of
Change combinatorics in the areas of Analysis functions, using graphs. The functions will include absolute
value, piecewise, and step functions.
MX08-01 Find Common The student will apply the formulas of Mathematical The student will expand binomials having positive integral
Factors combinatorics in the areas of Analysis exponents through the use of the Binomial Theorem, the
formula for combinations, and Pascal's Triangle.
MX67-03 Induction, The student will apply the formulas of Mathematical The student will use mathematical induction to prove
Iteration, and combinatorics in the areas of Analysis formulas/statements.
Recurrence
MX109-01 Time for a The student will apply the formulas of Mathematical The student will find the limit of an algebraic function, if it
Change combinatorics in the areas of Analysis exists, as the variable approaches either a finite number or
infinity. A graphing utility will be used to verify intuitive
reasoning, algebraic methods, and numerical substitution.
MX50-01 Translation and The student will apply the formulas of Mathematical The student will investigate and identify the characteristics of
Reflection combinatorics in the areas of Analysis conic section equations in (h, k) and standard forms. The
techniques of translation and rotation of axes in the coordinate
plane will be used to graph conic sections.
MX50-02 Dilation and The student will apply the formulas of Mathematical The student will investigate and identify the characteristics of
Rotation combinatorics in the areas of Analysis conic section equations in (h, k) and standard forms. The
techniques of translation and rotation of axes in the coordinate
plane will be used to graph conic sections.
MX12-01 ExponentsSkill/ Skill/ Strategy Strand Text Standard Text Objective Text
Strategy # Name
MX12-02 Roots12-03 Evaluate The student will apply the formulas of Mathematical The student will investigate and identify the characteristics of
Expressions combinatorics in the areas of Analysis exponential and logarithmic functions in order to graph these
Involving functions and solve equations and practical problems. This will
Exponents include63-01 Bases and The student will apply the formulas of Mathematical The student will investigate and identify the characteristics of
Powers combinator15-01 Triangle Basics02 Perpendicular The student will apply the formulas of Mathematical The student will identify, create, and solve practical problems
Bisectors combinatorics in the areas of Analysis involving triangles. Techniques will include using the
trigonometric functions, the Pythagorean Theorem, the Law of
Sines, and the Law of Cosines.
Skill/ Skill/ Strategy Strand Text Standard Text Objective Text
Strategy # Name
MX15-03 Equilateral The student will apply the formulas of Mathematical The student will identify, create, and solve practical problems
Triangles combinatorics in the areas of Analysis involving triangles. Techniques will include using the
trigonometric functions, the Pythagorean Theorem, the Law of
Sines, and the Law of Cosines.
MX15-04 Altitude05 Area and The student will apply the formulas of Mathematical The student will identify, create, and solve practical problems
Perimeter of combinatorics in the areas of Analysis involving triangles. Techniques will include using the
Triangles trigonometric functions, the Pythagorean Theorem, the Law of
Sines, and the Law of Cosines.
MX15-06 Area and The student will apply the formulas of Mathematical The student will identify, create, and solve practical problems
Perimeter of combinatorics in the areas of Analysis involving triangles. Techniques will include using the
Right Triangles trigonometric functions, the Pythagorean Theorem, the Law of
Sines, and the Law of Cosines.
MX15-07 Area and The student will apply the formulas of Mathematical The student will identify, create, and solve practical problems
Perimeter of combinatorics in the areas of Analysis involving triangles. Techniques will include using the
Equilateral trigonometric functions, the Pythagorean Theorem, the Law of
Triangles Sines, and the Law of Cosines.
MX40-01 Angles and The student will apply the formulas of Mathematical The student will identify, create, and solve practical problems
Trigonometric combinatorics in the areas of Analysis involving triangles. Techniques will include using the
Functions trigonometric functions, the Pythagorean Theorem, the Law of
Sines, and the Law of Cosines.
MX06-01 Transitivity02 Add or Subtract The student will apply the formulas of Advanced The student will define and apply the properties of elementary
the Same combinatorics in the areas of Placement functions, including algebraic, trigonometric, exponential, and
Number in Calculus composite functions and their inverses, and graph these
Equ03 Multiply or The student will apply the formulas of Advanced The student will define and apply the properties of elementary
Divide by the combinatorics in the areas of Placement functions, including algebraic, trigonometric, exponential, and
Same Number Calculus composite functions and their inverses, and graph these
in Equ04 Commutativity05 Signed The student will apply the formulas of Advanced The student will define and apply the properties of elementary
Numbers06 Algebraic Sums The student will apply the formulas of Advanced The student will define and apply the properties of elementary
of07 Multiply or The student will apply the formulas of Advanced The student will define and apply the properties of elementary
Divide08 Associative and The student will apply the formulas of Advanced The student will define and apply the properties of elementary
Distributive combinatorics in the areas of Placement functions, including algebraic, trigonometric, exponential, and
Properties09 Order of The student will apply the formulas of Advanced The student will define and apply the properties of elementary
Operations12-01 Exponents02 Roots03 Evaluate The student will apply the formulas of Advanced The student will define and apply the properties of elementary
Expressions combinatorics in the areas of Placement functions, including algebraic, trigonometric, exponential, and
Involving Calculus composite functions and their inverses, and graph these
Exponents functions, using a graphing calculator. Properties of functions
will include domains, ranges, combinations, odd, even,
periodicity, symmetry, asymptotes, zeros, upper and lower
bounds, and intervals where the function is increasing or
decreasing.
MX40-01 Angles and40-02 Trigonometric The student will apply the formulas of Advanced The student will define and apply the properties of elementary
Identities and combinatorics in the areas of Placement functions, including algebraic, trigonometric, exponential, and
Formulas40-03 Periodicity of01 Time for a The student will apply the formulas of Advanced The student will define and apply the properties of elementary
Change02 Form and The student will apply the formulas of Advanced The student will define and apply the properties of elementary
FunctionPX37-02 Use Your The student will apply the formulas of Advanced The student will define and apply the properties of elementary
Calculator combinatorics in the areas of Placement functions, including algebraic, trigonometric, exponential, and
Sparingly18-01 Tangents to a The student will investigate the Advanced using local linear approximation to find the slope of a tangent
Circle derivative at a point on a curve. This will Placement line to a curve at the point;
include Calculus
MX109-01 Time for a The student will investigate the Advanced defining instantaneous rate of change as the limit of average
Change derivative at a point on a curve. This will Placement rate of change; and
include Calculus
MX109-01 Time for a The student will investigate the Advanced approximating rate of change from graphs and tables of
Change derivative at a point on a curve. This will Placement values.
include Calculus
MX109-01 Time for a The student will apply the derivative to Advanced interpretation of the derivative as a rate of change in applied
Change solve problems. This will include Placement contexts, including velocity, speed, and acceleration; and
Calculus
State: Virginia
Grades: Secondary
Content: Science
Standard Correlation Date: 9/03
Skill/ Skill/ Strategy Strand Text Standard Objective Text
Strategy # Name Text
MX26-01 Measurement The student will plan and conduct investigations in Earth volume, area, mass, elapsed time, direction,
Instruments and which Science temperature, pressure, distance, density, and
Techniques changes in elevation/depth are calculated utilizing the
most appropriate tools;
MX26-02 Measurement The student will plan and conduct investigations in Earth volume, area, mass, elapsed time, direction,
Problems which Science temperature, pressure, distance, density, and
changes in elevation/depth are calculated utilizing the
most appropriate tools;
MX41-01 Graphs The student will plan and conduct investigations in Earth scales, diagrams, maps, charts, graphs, tables, and
which Science profiles are constructed and interpreted;
MX41-02 Diagrams The student will plan and conduct investigations in Earth scales, diagrams, maps, charts, graphs, tables, and
which Science profiles are constructed and interpreted;
MX41-03 Tables The student will plan and conduct investigations in Earth scales, diagrams, maps, charts, graphs, tables, and
which Science profiles are constructed and interpreted;
MX92-01 Formation of the The student will investigate and understand the Earth position of the Earth in the solar system;
Solar System characteristics of the Earth and the solar system. Science
Key concepts include
MX86-03 Earth and Its The student will investigate and understand the Earth sun-Earth-moon relationships (seasons, tides, and
Moon characteristics of the Earth and the solar system. Science eclipses);
Key concepts include
Skill/ Skill/ Strategy Strand Text Standard Objective Text
Strategy # Name Text
MX86-01 Observing the The student will investigate and understand the Earth characteristics of the sun, planets, their moons,
Sky characteristics of the Earth and the solar system. Science comets, meteors, and asteroids; and
Key concepts include
MX86-02 Stars The student will investigate and understand the Earth characteristics of the sun, planets, their moons,
characteristics of the Earth and the solar system. Science comets, meteors, and asteroids; and
Key concepts include
MX86-03 Earth and Its The student will investigate and understand the Earth characteristics of the sun, planets, their moons,
Moon characteristics of the Earth and the solar system. Science comets, meteors, and asteroids; and
Key concepts include
MX91-01 The Rock Cycle02 Types of Rocks01 The Rock Cycle The student will investigate and understand how to Earth uses of minerals.
identify major rock-forming and ore minerals Science
based on physical and chemical properties. Key
concepts include
MX91-02 Types of Rocks The student will investigate and understand how to Earth igneous (intrusive and extrusive);
identify common rock types based on mineral Science
composition and textures and the rock cycle as it
relates to the origin and transformation of rock
types. Key concepts include
Skill/ Skill/ Strategy Strand Text Standard Objective Text
Strategy # Name Text
MX91-02 Types of Rocks The student will investigate and understand how to Earth sedimentary (clastic and chemical); and
identify common rock types based on mineral Science
composition and textures and the rock cycle as it
relates to the origin and transformation of rock
types. Key concepts include
MX91-02 Types of Rocks The student will investigate and understand how to Earth metamorphic (foliated and unfoliated) rocks.
identify common rock types based on mineral Science
composition and textures and the rock cycle as it
relates to the origin and transformation of rock
types. Key concepts include
MX80-01 Energy The student will investigate and understand the Earth advantages and disadvantages of various energy
Transformations differences between renewable and nonrenewable Science sources;
resources. Key concepts include
MX80-02 Physical, The student will investigate and understand the Earth advantages and disadvantages of various energy
Chemical, and differences between renewable and nonrenewable Science sources;
Nuclear resources. Key concepts include
Changes
MX80-03 Conservation of The student will investigate and understand the Earth advantages and disadvantages of various energy
Mass-Energy differences between renewable and nonrenewable Science sources;
resources. Key concepts include
MX78-01 Biomagnification The student will investigate and understand the Earth making informed judgments related to resource use
differences between renewable and nonrenewable Science and its effects on Earth systems; and
resources. Key concepts include
MX78-02 Pollution The student will investigate and understand the Earth making informed judgments related to resource use
differences between renewable and nonrenewable Science and its effects on Earth systems; and
resources. Key concepts include
Skill/ Skill/ Strategy Strand Text Standard Objective Text
Strategy # Name Text
MX78-03 Conservation The student will investigate and understand the Earth making informed judgments related to resource use
differences between renewable and nonrenewable Science and its effects on Earth systems; and
resources. Key concepts include
MX78-01 Biomagnification The student will investigate and understand the Earth environmental costs and benefits.
differences between renewable and nonrenewable Science
resources. Key concepts include
MX78-02 Pollution The student will investigate and understand the Earth environmental costs and benefits.
differences between renewable and nonrenewable Science
resources. Key concepts include
MX78-03 Conservation The student will investigate and understand the Earth environmental costs and benefits.
differences between renewable and nonrenewable Science
resources. Key concepts include
MX84-01 Plate Tectonics02 Glaciation03 Weathering, The student will investigate and understand Earth how geologic processes are evidenced in the
Erosion, and geologic processes including plate tectonics. Key Science physiographic provinces of Virginia including the
Deposition concepts include Coastal Plain, Piedmont, Blue Ridge, Valley and
Ridge, and Appalachian Plateau;
MX84-04 Earthquakes and The student will investigate and understand Earth how geologic processes are evidenced in the
Volcanoes geologic processes including plate tectonics. Key Science physiographic provinces of Virginia including the
concepts include Coastal Plain, Piedmont, Blue Ridge, Valley and
Ridge, and Appalachian Plateau;
Skill/ Skill/ Strategy Strand Text Standard Objective Text
Strategy # Name Text
MX91-01 The Rock Cycle91-02 Types of Rocks01 Plate Tectonics02 Glaciation03 Weathering, The student will investigate and understand Earth processes (faulting, folding, volcanism,
Erosion, and geologic processes including plate tectonics. Key Science metamorphism, weathering, erosion, deposition, and
Deposition concepts include sedimentation) and their resulting features; and
MX84-04 Earthquakes and The student will investigate and understand Earth processes (faulting, folding, volcanism,
Volcanoes geologic processes including plate tectonics. Key Science metamorphism, weathering, erosion, deposition, and
concepts include sedimentation) and their resulting features; and
MX85-01 Atmosphere and The student will investigate and understand Earth processes (faulting, folding, volcanism,
Weather geologic processes including plate tectonics. Key Science metamorphism, weathering, erosion, deposition, and
concepts include sedimentation) and their resulting features; and
MX85-02 Climate ChangesSkill/ Skill/ Strategy Strand Text Standard Objective Text
Strategy # Name Text
MX84-01 Plate Tectonics The student will investigate and understand Earth tectonic processes (subduction, rifting and sea floor
geologic processes including plate tectonics. Key Science spreading, and continental collision).
concepts include
MX77-02 Water Cycle The student will investigate and understand how Earth identification of groundwater zones including water
freshwater resources are influenced by geologic Science table, zone of saturation, and zone of aeration;
processes and the activities of humans. Key
concepts include
MX77-02 Water Cycle The student will investigate and understand how Earth identification of other sources of fresh water including
freshwater resources are influenced by geologic Science rivers, springs, and aquifers with reference to the
processes and the activities of humans. Key hydrologic cycle;
concepts include
MX78-01 Biomagnification02 Pollution03 Conservation The student will investigate and understand how Earth dependence on freshwater resources and the effects
freshwater resources are influenced by geologic Science of human usage on water quality; and
processes and the activities of humans. Key
concepts include
MX91-02 Types of Rocks The student will investigate and understand that Earth traces or remains of ancient, often extinct, life are
many aspects of the history and evolution of the Science preserved by various means in many sedimentary
Earth and life can be inferred by studying rocks rocks;
and fossils. Key concepts include
MX85-01 Atmosphere and The student will investigate and understand that Earth systems interactions (density differences, energy
Weather oceans are complex, interactive physical, Science transfer, weather, and climate);
chemical, and biological systems and are subject
to long- and short-term variations. Key concepts
include
Skill/ Skill/ Strategy Strand Text Standard Objective Text
Strategy # Name Text
MX85-02 Climate Changes The student will investigate and understand that Earth systems interactions (density differences, energy
oceans are complex, interactive physical, Science transfer, weather, and climate);
chemical, and biological systems and are subject
to long- and short-term variations. Key concepts
include
MX80-01 Energy The student will investigate and understand that Earth systems interactions (density differences, energy
Transformations oceans are complex, interactive physical, Science transfer, weather, and climate);
chemical, and biological systems and are subject
to long- and short-term variations. Key concepts
include
MX80-02 Physical, The student will investigate and understand that Earth systems interactions (density differences, energy
Chemical, and oceans are complex, interactive physical, Science transfer, weather, and climate);
Nuclear chemical, and biological systems and are subject
Changes to long- and short-term variations. Key concepts
include
MX80-03 Conservation of The student will investigate and understand that Earth systems interactions (density differences, energy
Mass-Energy oceans are complex, interactive physical, Science transfer, weather, and climate);
chemical, and biological systems and are subject
to long- and short-term variations. Key concepts
include
MX85-01 Atmosphere and The student will investigate and understand the Earth scientific evidence for atmospheric changes over
Weather origin and evolution of the atmosphere and the Science geologic time;
interrelationship of geologic processes, biologic
processes, and human activities on its
composition and dynamics. Key concepts include
MX85-01 Atmosphere and The student will investigate and understand that Earth observation and collection of weather data;
Weather energy transfer between the sun, Earth, and the Science
Earth's atmosphere drives weather and climate on
Earth. Key concepts include
MX85-01 Atmosphere and The student will investigate and understand that Earth prediction of weather patterns;
Weather energy transfer between the sun, Earth, and the Science
Earth's atmosphere drives weather and climate on
Earth. Key concepts include
Skill/ Skill/ Strategy Strand Text Standard Objective Text
Strategy # Name Text
MX85-01 Atmosphere and The student will investigate and understand that Earth severe weather occurrences such as tornadoes,
Weather energy transfer between the sun, Earth, and the Science hurricanes, and major storms; and
Earth's atmosphere drives weather and climate on
Earth. Key concepts include
MX85-01 Atmosphere and The student will investigate and understand that Earth weather phenomena and the factors that affect
Weather energy transfer between the sun, Earth, and the Science climate including radiation and convection.
Earth's atmosphere drives weather and climate on
Earth. Key concepts include
MX85-02 Climate Changes The student will investigate and understand that Earth weather phenomena and the factors that affect
energy transfer between the sun, Earth, and the Science climate including radiation and convection.
Earth's atmosphere drives weather and climate on
Earth. Key concepts include
MX92-01 Formation of the The student will investigate and understand Earth nebulae;
Solar System scientific concepts related to the origin and Science
evolution of the universe. Key concepts include
MX92-01 Formation of the The student will investigate and understand Earth the origin of stars and star systems;
Solar System scientific concepts related to the origin and Science
evolution of the universe. Key concepts include
MX92-02 The Big Bang The student will investigate and understand Earth the origin of stars and star systems;
scientific concepts related to the origin and Science
evolution of the universe. Key concepts include
MX86-01 Observing the The student will investigate and understand Earth stellar evolution;
Sky scientific concepts related to the origin and Science
evolution of the universe. Key concepts include
MX92-02 The Big Bang The student will investigate and understand Earth galaxies; and
scientific concepts related to the origin and Science
evolution of the universe. Key concepts include
Skill/ Skill/ Strategy Strand Text Standard Objective Text
Strategy # Name Text
MX92-02 The Big Bang The student will investigate and understand Earth cosmology (the Big Bang).
scientific concepts related to the origin and Science
evolution of the universe. Key concepts include
PX48-01 Steps of the The student will plan and conduct investigations in Biology hypotheses are formulated based on direct
Scientific Method which observations and information from the scientific
literature;
PX48-02 Be Skeptical The student will plan and conduct investigations in Biology hypotheses are formulated based on direct
which observations and information from the scientific
literature;
PX48-03 Be Fair The student will plan and conduct investigations in Biology hypotheses are formulated based on direct
which observations and information from the scientific
literature;
PX48-04 Know What Can The student will plan and conduct investigations in Biology hypotheses are formulated based on direct
Go Wrong which observations and information from the scientific
literature;
PX48-01 Steps of the The student will plan and conduct investigations in Biology variables are defined and investigations are designed
Scientific Method which to test hypotheses;
PX48-02 Be Skeptical The student will plan and conduct investigations in Biology variables are defined and investigations are designed
which to test hypotheses;
PX48-03 Be Fair The student will plan and conduct investigations in Biology variables are defined and investigations are designed
which to test hypotheses;
Skill/ Skill/ Strategy Strand Text Standard Objective Text
Strategy # Name Text
PX48-04 Know What Can The student will plan and conduct investigations in Biology variables are defined and investigations are designed
Go Wrong which to test hypotheses;
PX48-01 Steps of the The student will plan and conduct investigations in Biology differentiation is made between a scientific hypothesis
Scientific Method which and theory;
PX48-02 Be Skeptical The student will plan and conduct investigations in Biology differentiation is made between a scientific hypothesis
which and theory;
PX48-03 Be Fair The student will plan and conduct investigations in Biology differentiation is made between a scientific hypothesis
which and theory;
PX48-04 Know What Can The student will plan and conduct investigations in Biology differentiation is made between a scientific hypothesis
Go Wrong which and theory;
MX71-01 Cells The student will investigate and understand the Biology evidence supporting the cell theory;
history of biological concepts. Key concepts
include
MX76-01 Evidence for The student will investigate and understand the Biology scientific explanations of the development of
Evolution history of biological concepts. Key concepts organisms through time (biological evolution);
include
MX76-02 Natural Selection The student will investigate and understand the Biology scientific explanations of the development of
history of biological concepts. Key concepts organisms through time (biological evolution);
include
Skill/ Skill/ Strategy Strand Text Standard Objective Text
Strategy # Name Text
MX76-03 Adaptation in The student will investigate and understand the Biology scientific explanations of the development of
Action history of biological concepts. Key concepts organisms through time (biological evolution);
include
MX75-02 Mutation The student will investigate and understand the Biology development of the structural model of DNA; and
history of biological concepts. Key concepts
include
MX72-01 Photosynthesis The student will investigate and understand the Biology the capture, storage, transformation, and flow of
and Respiration chemical and biochemical principles essential for energy through the processes of photosynthesis and
life. Key concepts include respiration.
MX72-02 Food Webs and The student will investigate and understand the Biology the capture, storage, transformation, and flow of
Chains chemical and biochemical principles essential for energy through the processes of photosynthesis and
life. Key concepts include respiration.
MX72-03 Populations in The student will investigate and understand the Biology the capture, storage, transformation, and flow of
Ecosystems chemical and biochemical principles essential for energy through the processes of photosynthesis and
life. Key concepts include respiration.
MX72-04 Succession The student will investigate and understand the Biology the capture, storage, transformation, and flow of
chemical and biochemical principles essential for energy through the processes of photosynthesis and
life. Key concepts include respiration.
MX71-01 Cells The student will investigate and understand Biology characteristics of prokaryotic and eukaryotic cells;
relationships between cell structure and function.
Key concepts include
MX71-01 Cells The student will investigate and understand Biology exploring the diversity and variation of eukaryotes;
relationships between cell structure and function.
Key concepts include
Skill/ Skill/ Strategy Strand Text Standard Objective Text
Strategy # Name Text
MX71-01 Cells The student will investigate and understand Biology similarities between the activities of a single cell and a
relationships between cell structure and function. whole organism; and
Key concepts include
MX71-04 Coordination and The student will investigate and understand Biology cell membrane model (diffusion, osmosis, and active
Control relationships between cell structure and function. transport).
Key concepts include
MX73-01 The Five The student will investigate and understand life Biology how their structures and functions vary between and
Kingdoms functions of archaebacteria, monerans within the kingdoms;
(eubacteria), protists, fungi, plants, and animals,
including humans. Key concepts include
MX74-01 Characteristics The student will investigate and understand life Biology comparison of their metabolic activities;
of Living Things functions of archaebacteria, monerans
(eubacteria), protists, fungi, plants, and animals,
including humans. Key concepts include
MX74-01 Characteristics The student will investigate and understand life Biology maintenance of homeostasis;
of Living Things functions of archaebacteria, monerans
(eubacteria), protists, fungi, plants, and animals,
including humans. Key concepts include
MX78-02 Pollution The student will investigate and understand Biology prediction of inheritance of traits based on the
common mechanisms of inheritance and protein Mendelian laws of heredity;
synthesis. Key concepts include
MX75-02 Mutation The student will investigate and understand Biology genetic variation (mutation, recombination, deletions,
common mechanisms of inheritance and protein additions to DNA);
synthesis. Key concepts include
MX75-04 Genetic The student will investigate and understand Biology exploration of the impact of DNA technologies.
Engineering common mechanisms of inheritance and protein
synthesis. Key concepts include
Skill/ Skill/ Strategy Strand Text Standard Objective Text
Strategy # Name Text
MX75-03 Population The student will investigate and understand how Biology how genetic variation, reproductive strategies, and
Genetics populations change through time. Key concepts environmental pressures impact the survival of
include populations;
MX76-02 Natural Selection The student will investigate and understand how Biology how natural selection leads to adaptations;
populations change through time. Key concepts
include
MX76-03 Adaptation in The student will investigate and understand how Biology how natural selection leads to adaptations;
Action populations change through time. Key concepts
include
MX76-01 Evidence for The student will investigate and understand how Biology scientific explanations for biological evolution.
Evolution populations change through time. Key concepts
include
MX76-02 Natural Selection The student will investigate and understand how Biology scientific explanations for biological evolution.
populations change through time. Key concepts
include
MX76-03 Adaptation in The student will investigate and understand how Biology scientific explanations for biological evolution.
Action populations change through time. Key concepts
include
MX72-01 PhotosynthesisThe student will investigate and understand Biology nutrient cycling with energy flow through ecosystems;
dynamic equilibria within populations,
and Respiration
communities, and ecosystems. Key concepts
include
MX72-02 Food Webs and The student will investigate and understand Biology nutrient cycling with energy flow through ecosystems;
Chains dynamic equilibria within populations,
communities, and ecosystems. Key concepts
include
Skill/ Skill/ Strategy Strand Text Standard Objective Text
Strategy # Name Text
MX72-03 Populations in The student will investigate and understand Biology nutrient cycling with energy flow through ecosystems;
Ecosystems dynamic equilibria within populations,
communities, and ecosystems. Key concepts
include
MX72-04 Succession The student will investigate and understand Biology succession patterns in ecosystems;
dynamic equilibria within populations,
communities, and ecosystems. Key concepts
include
MX78-01 Biomagnification The student will investigate and understand Biology the effects of natural events and human influences on
dynamic equilibria within populations, ecosystems; and
communities, and ecosystems. Key concepts
include
MX78-02 Pollution The student will investigate and understand Biology the effects of natural events and human influences on
dynamic equilibria within populations, ecosystems; and
communities, and ecosystems. Key concepts
include
MX78-03 Conservation The student will investigate and understand Biology the effects of natural events and human influences on
dynamic equilibria within populations, ecosystems; and
communities, and ecosystems. Key concepts
include
MX79-01 Measuring The student will investigate and understand that Chemistry mathematical manipulations (SI units, scientific
Matter experiments in which variables are measured, notation, linear equations, graphing, ratio and
analyzed, and evaluated, produce observations proportion, significant digits, dimensional analysis);
and verifiable data. Key concepts include
MX79-02 Atoms The student will investigate and understand that Chemistry average atomic mass, mass number, and atomic
the placement of elements on the periodic table is number;
a function of their atomic structure. The periodic
table is a tool used for the investigations of
MX79-02 Atoms The student will investigate and understand that Chemistry isotopes, half lives, and radioactive decay;
the placement of elements on the periodic table is
a function of their atomic structure. The periodic
table is a tool used for the investigations of
Skill/ Skill/ Strategy Strand Text Standard Objective Text
Strategy # Name Text
MX79-02 Atoms The student will investigate and understand that Chemistry trends including atomic radii, electronegativity,
the placement of elements on the periodic table is shielding effect, and ionization energy;
a function of their atomic structure. The periodic
table is a tool used for the investigations of
MX79-02 Atoms The student will investigate and understand that Chemistry electron configurations, valence electrons, and
the placement of elements on the periodic table is oxidation numbers;
a function of their atomic structure. The periodic
table is a tool used for the investigations of
MX79-01 Measuring The student will investigate and understand that Chemistry chemical and physical properties; and
Matter the placement of elements on the periodic table is
a function of their atomic structure. The periodic
table is a tool used for the investigations of
MX87-02 Reaction The student will investigate and understand how Chemistry balancing chemical equations;
Equations conservation of energy and matter is expressed in
chemical formulas and balanced equations. Key
concepts include
MX79-04 Chemical The student will investigate and understand how Chemistry bonding types (ionic, covalent);
Reactions conservation of energy and matter is expressed in
chemical formulas and balanced equations. Key
concepts include
MX80-02 Physical, The student will investigate and understand how Chemistry reaction types (synthesis, decomposition, single and
Chemical, and conservation of energy and matter is expressed in double replacement, oxidation-reduction,
Nuclear chemical formulas and balanced equations. Key neutralization, exothermic and endothermic); and
Changes concepts include
MX87-01 Understanding The student will investigate and understand how Chemistry reaction types (synthesis, decomposition, single and
Chemical conservation of energy and matter is expressed in double replacement, oxidation-reduction,
Reactions chemical formulas and balanced equations. Key neutralization, exothermic and endothermic); and
concepts include
MX87-01 Understanding The student will investigate and understand how Chemistry reaction rates and kinetics (activation energy,
Chemical conservation of energy and matter is expressed in catalysis, degree of randomness).
Reactions chemical formulas and balanced equations. Key
concepts include
Skill/ Skill/ Strategy Strand Text Standard Objective Text
Strategy # Name Text
MX79-02 Atoms The student will investigate and understand that Chemistry Avogadro's principle and molar volume;
quantities in a chemical reaction are based on
molar relationships. Key concepts include
MX87-03 Solubility The student will investigate and understand that Chemistry solution concentrations;
quantities in a chemical reaction are based on
molar relationships. Key concepts include
MX79-01 Measuring The student will investigate and understand that Chemistry pressure, temperature, and volume;
Matter the phases of matter are explained by kinetic
theory and forces of attraction between particles.
Key concepts include
PX48-01 Steps of the The student will investigate and understand how to Physics instruments are selected and used to extend
Scientific Method plan and conduct investigations in which observations and measurements of mass, volume,
temperature, heat exchange, energy transformations,
motion, fields, and electric charge;
PX48-02 Be Skeptical03 Be Fair04 Know What Can The student will investigate and understand how to Physics instruments are selected and used to extend
Go Wrong plan and conduct investigations in which observations and measurements of mass, volume,
temperature, heat exchange, energy transformations,
motion, fields, and electric charge;
Skill/ Skill/ Strategy Strand Text Standard Objective Text
Strategy # Name Text
PX10-01 Set Up or Verify The student will investigate and understand how to Physics metric units are used in all measurements and
with Units plan and conduct investigations in which calculations;
PX10-01 Set Up or Verify The student will investigate and understand how to Physics data gathered from non-SI instruments are
with Units plan and conduct investigations in which incorporated through appropriate conversions; and
PX48-01 Steps of the The student will investigate and understand how to Physics The student will investigate and understand how to
Scientific Method plan and conduct investigations in which analyze and interpret data. Key concepts include
PX48-02 Be Skeptical The student will investigate and understand how to Physics The student will investigate and understand how to
plan and conduct investigations in which analyze and interpret data. Key concepts include
PX48-03 Be Fair The student will investigate and understand how to Physics The student will investigate and understand how to
plan and conduct investigations in which analyze and interpret data. Key concepts include
PX48-04 Know What Can The student will investigate and understand how to Physics The student will investigate and understand how to
Go Wrong plan and conduct investigations in which analyze and interpret data. Key concepts include
PX02-01 Translate Words The student will investigate and understand how to Physics a description of a physical problem is translated into a
into Math plan and conduct investigations in which mathematical statement in order to find a solution;
MX82-01 Newton's Laws The student will investigate and understand the Physics linear motion;
interrelationships among mass, distance, force,
and time through mathematical and experimental
processes. Key concepts include
Skill/ Skill/ Strategy Strand Text Standard Objective Text
Strategy # Name Text
MX82-02 Machines The student will investigate and understand the Physics linear motion;
interrelationships among mass, distance, force,
and time through mathematical and experimental
processes. Key concepts include
MX82-01 Newton's Laws The student will investigate and understand the Physics uniform circular motion;
interrelationships among mass, distance, force,
and time through mathematical and experimental
processes. Key concepts include
MX82-02 Machines The student will investigate and understand the Physics uniform circular motion;
interrelationships among mass, distance, force,
and time through mathematical and experimental
processes. Key concepts include
MX82-01 Newton's Laws The student will investigate and understand the Physics projectile motion;
interrelationships among mass, distance, force,
and time through mathematical and experimental
processes. Key concepts include
MX82-02 Machines The student will investigate and understand the Physics projectile motion;
interrelationships among mass, distance, force,
and time through mathematical and experimental
processes. Key concepts include
MX82-01 Newton's Laws The student will investigate and understand the Physics Newton's laws of motion;
interrelationships among mass, distance, force,
and time through mathematical and experimental
processes. Key concepts include
MX82-02 Machines The student will investigate and understand the Physics Newton's laws of motion;
interrelationships among mass, distance, force,
and time through mathematical and experimental
processes. Key concepts include
MX89-01 A Force to Be The student will investigate and understand the Physics gravitation;
Reckoned With interrelationships among mass, distance, force,
and time through mathematical and experimental
processes. Key concepts include
Skill/ Skill/ Strategy Strand Text Standard Objective Text
Strategy # Name Text
MX80-01 Energy The student will investigate and understand the Physics work, power, and energy.
Transformations interrelationships among mass, distance, force,
and time through mathematical and experimental
processes. Key concepts include
MX80-01 Energy The student will investigate and understand that Physics kinetic and potential energy;
Transformations quantities including mass, energy, momentum,
and charge are conserved. Key concepts include
MX81-01 Electricity The student will investigate and understand that Physics electric power.
quantities including mass, energy, momentum,
and charge are conserved. Key concepts include
MX81-02 Electrical Circuits The student will investigate and understand that Physics electric power.
quantities including mass, energy, momentum,
and charge are conserved. Key concepts include
MX81-03 Magnetism The student will investigate and understand that Physics electric power.
quantities including mass, energy, momentum,
and charge are conserved. Key concepts include
MX80-01 Energy The student will investigate and understand that Physics transformation of energy among forms, including
Transformations energy can be transferred and transformed to mechanical, thermal, electrical, gravitational,
provide usable work. Key concepts include chemical, and nuclear; and
MX80-02 Physical, The student will investigate and understand that Physics transformation of energy among forms, including
Chemical, and energy can be transferred and transformed to mechanical, thermal, electrical, gravitational,
Nuclear provide usable work. Key concepts include chemical, and nuclear; and
Changes
MX83-01 Waves The student will investigate and understand that Physics wave characteristics (period, wavelength, frequency,
energy can be transferred and transformed to amplitude and phase);
provide usable work. Key concepts include
Skill/ Skill/ Strategy Strand Text Standard Objective Text
Strategy # Name Text
MX83-03 Light The student will investigate and understand how to Physics fundamental wave processes (reflection, refraction,
use models of transverse and longitudinal waves diffraction, interference, polarization, Doppler effect);
to interpret wave phenomena. Key concepts and
include
MX83-02 Sound The student will investigate and understand how to Physics light and sound in terms of wave models
use models of transverse and longitudinal waves
to interpret wave phenomena. Key concepts
include
MX83-03 Light The student will investigate and understand how to Physics light and sound in terms of wave models
use models of transverse and longitudinal waves
to interpret wave phenomena. Key concepts
include
MX83-03 Light The student will investigate and understand that Physics the properties and behaviors of radio, microwaves,
different frequencies and wavelengths in the infrared, visible light, ultraviolet, X-rays, and gamma
electromagnetic spectrum are phenomena ranging rays; and
from radio waves through visible light to gamma
radiation. Key concepts include
MX82-01 Newton's Laws The student will investigate and understand how to Physics inverse square laws (Newton's law of universal
use the field concept to describe the effects of gravitation and Coulomb's law); and
gravitational, electric, and magnetic forces. Key
concepts include
MX89-01 A Force to Be The student will investigate and understand how to Physics inverse square laws (Newton's law of universal
Reckoned With use the field concept to describe the effects of gravitation and Coulomb's law); and
gravitational, electric, and magnetic forces. Key
concepts include
MX81-03 Magnetism The student will investigate and understand how to Physics operating principles of motors, generators,
use the field concept to describe the effects of transformers, and cathode ray tubes.
gravitational, electric, and magnetic forces. Key
concepts include
MX81-01 Electricity The student will investigate and understand how to Physics series, parallel, and combined circuits; and
diagram and construct basic electrical circuits and
explain the function of various circuit components.
Key concepts include
Skill/ Skill/ Strategy Strand Text Standard Objective Text
Strategy # Name Text
MX81-02 Electrical Circuits The student will investigate and understand how to Physics series, parallel, and combined circuits; and
diagram and construct basic electrical circuits and
explain the function of various circuit components.
Key concepts include
MX81-02 Electrical Circuits The student will investigate and understand how to Physics circuit components including resistors, batteries,
diagram and construct basic electrical circuits and generators, fuses, switches, and capacito
explain the function of various circuit components.
Key concepts include
MX80-02 Physical, The student will investigate and understand that Physics nuclear physics;
Chemical, and extremely large and extremely small quantities are
Nuclear not necessarily described by the same laws as
Changes those studied in Newtonian physics. Key concepts
include
MX81-01 Electricity The student will investigate and understand that Physics superconductivity; and
extremely large and extremely small quantities are
not necessarily described by the same laws as
those studied in Newtonian physics. Key concepts
include
MX81-02 Electrical Circuits The student will investigate and understand that Physics superconductivity; and
extremely large and extremely small quantities are
not necessarily described by the same laws as
those studied in Newtonian physics. Key concepts
include
MX81-03 Magnetism The student will investigate and understand that Physics superconductivity; and
extremely large and extremely small quantities are
not necessarily described by the same laws as
those studied in Newtonian physics. Key concepts
include
MX80-02 Physical, The student will investigate and understand that Physics radioactivity.
Chemical, and extremely large and extremely small quantities are
Nuclear not necessarily described by the same laws as
Changes those studied in Newtonian physics. Key concepts
include
State: Virginia
Grades: Secondary
Content: Language Arts
Standard Correlation Date: 9/03
Skill/ Skill/ Strategy Name Grade Strand Text Standard Objective Text
Strategy # Text
MX27-01 Analyze the Setting 9 The student will read and analyze a Reading Identify format, text structure, and main idea.
variety of literature. Analysis
MX27-05 Identify and Compare 9 The student will read and analyze a Reading Identify the characteristics that distinguish literary
Genres variety of literature. Analysis forms.
MX27-01 Analyze the Setting 9 The student will read and analyze a Reading Use literary terms in describing and analyzing
variety of literature. Analysis selections.
MX27-02 Identify and Interpret 9 The student will read and analyze a Reading Explain the relationships between and among
Point of View variety of literature. Analysis elements of literature: characters, plot, setting,
tone, point of view, and theme.
MX29-01 Identify Author's 9 The student will read and analyze a Reading Explain the relationship between author's style
Purpose and Point of variety of literature. Analysis and literary effect.
View
MX28-02 Symbol 9 The student will read and analyze a Reading Describe the use of images and sounds to elicit
variety of literature. Analysis the reader's emotions.
MX27-03 Classify and Evaluate 9 The student will read dramatic Reading Compare and contrast the elements of character,
Character selections. Analysis setting, and plot in one-act plays and full-length
plays.
MX27-04 Determine and 9 The student will read dramatic Reading Describe how stage directions help the reader
Support Theme or selections. Analysis understand a play's setting, mood, characters,
Tone plot, and theme.
MX30-01 The Writing Process 9 The student will develop narrative, Writing Generate, gather, and organize ideas for writing.
expository, and informational
writings to inform, explain, analyze,
or entertain.
MX30-02 Identify Your Audience 9 The student will develop narrative, Writing Plan and organize writing to address a specific
and Purpose expository, and informational audience and purpose.
writings to inform, explain, analyze,
or entertain.
Skill/ Skill/ Strategy Name Grade Strand Text Standard Objective Text
Strategy # Text
MX30-02 Identify Your Audience 9 The student will develop narrative, Writing Communicate clearly the purpose of the writing.
and Purpose expository, and informational
writings to inform, explain, analyze,
or entertain.
MX31-01 Develop the 9 The student will develop narrative, Writing Write clear, varied sentences.
Introduction, Body, expository, and informational
and Conclusion writings to inform, explain, analyze,
or entertain.
MX31-02 Provide Supporting 9 The student will develop narrative, Writing Use specific vocabulary and information.
Details expository, and informational
writings to inform, explain, analyze,
or entertain.
MX30-06 Group Ideas and 9 The student will develop narrative, Writing Arrange paragraphs into a logical progression.
Sequence Information expository, and informational
writings to inform, explain, analyze,
or entertain.
MX32-01 Reread and Revise 9 The student will develop narrative, Writing Revise writing for clarity.
expository, and informational
writings to inform, explain, analyze,
or entertain.
MX32-02 Proofread Carefully 9 The student will develop narrative, Writing Proofread and prepare final product for intended
expository, and informational audience and purpose.
writings to inform, explain, analyze,
or entertain.
MX39-01 Reach an Agreement 9 The student will edit writing for Writing Use and apply rules for the parts of a sentence
correct grammar, capitalization, including: subject/verb, direct/indirect object,
punctuation, spelling, sentence predicate nominative/predicate adjective.
structure, and paragraphing.
MX30-05 Select an 9 The student will edit writing for Writing Use parallel structures across sentences and
Organizational correct grammar, capitalization, paragraphs.
Structure punctuation, spelling, sentence
structure, and paragraphing.
Skill/ Skill/ Strategy Name Grade Strand Text Standard Objective Text
Strategy # Text
MX38-01 Commas 9 The student will edit writing for Writing Use commas and semicolons to distinguish and
correct grammar, capitalization, divide main and subordinate clauses.
punctuation, spelling, sentence
structure, and paragraphing.
MX27-04 Determine and 10 The student will read, comprehend, Reading Identify text organization and structure.
Support Theme or and critique literary works. Analysis
Tone
MX27-04 Determine and 10 The student will read, comprehend, Reading Identify main and supporting ideas.
Support Theme or and critique literary works. Analysis
Tone
MX27-05 Identify and Compare 10 The student will read, comprehend, Reading Explain similarities and differences of techniques
Genres and critique literary works. Analysis and literary forms represented in the literature of
different cultures and eras.
MX27-05 Identify and Compare 10 The student will read and interpret Reading Compare and contrast product information
Genres informational materials. Analysis contained in advertisements with instruction
manuals and warranties.
MX27-05 Identify and Compare 10 The student will read and analyze a Reading Compare and contrast the use of rhyme, rhythm,
Genres variety of poetry. Analysis and sound to convey a message.
MX27-05 Identify and Compare 10 The student will read and analyze a Reading Compare and contrast the ways in which poets
Genres variety of poetry. Analysis use techniques to evoke emotion in the reader.
MX27-03 Classify and Evaluate 10 The student will read and critique Reading Explain the use of asides, soliloquies, and
Character dramatic selections. Analysis monologues in the development of a single
character.
MX69-02 Compare and Contrast 10 The student will read and critique Reading Compare and contrast character development in
dramatic selections. Analysis a play to characterization in other literary forms.
MX30-01 The Writing Process 10 The student will develop a variety of Writing Generate, gather, plan, and organize ideas for
writing with an emphasis on writing.
exposition.
MX30-03 Choose a Topic or 10 The student will develop a variety of Writing Elaborate ideas clearly through word choice and
Controlling Idea writing with an emphasis on vivid description.
exposition.
Skill/ Skill/ Strategy Name Grade Strand Text Standard Objective Text
Strategy # Text
MX30-01 The Writing Process 10 The student will develop a variety of Writing Write clear, varied sentences.
writing with an emphasis on
exposition.
MX30-06 Group Ideas and 10 The student will develop a variety of Writing Organize ideas into a logical sequence.
Sequence Information writing with an emphasis on
exposition.
MX32-01 Reread and Revise 10 The student will develop a variety of Writing Revise writing for clarity and content of
writing with an emphasis on presentation.
exposition.
MX32-02 Proofread Carefully 10 The student will develop a variety of Writing Proofread and prepare final product for intended
writing with an emphasis on audience and purpose.
exposition.
MX38-02 Colons and 10 The student will edit writing for Writing Apply rules governing use of colon.
Semicolons correct grammar, capitalization,
punctuation, spelling, sentence
structure, and paragraphing.
MX68-05 Evaluate the Work of 10 The student will critique professional Writing Analyze the writing of others.
Others and peer writing.
MX29-01 Identify Author's 10 The student will critique professional Writing Describe how the author accomplishes the
Purpose and Point of and peer writing. intended purpose of a writing.
View
MX31-01 Develop the 10 The student will use writing to Writing Explain concepts contained in literature and other
Introduction, Body, interpret, analyze, and evaluate disciplines.
and Conclusion ideas.
MX31-02 Provide Supporting 10 The student will use writing to Writing Translate concepts into simpler or more easily
Details interpret, analyze, and evaluate understood terms.
ideas.
MX68-02 Judge Organization 10 The student will collect, evaluate, Research Organize information from a variety of sources.
and Approach organize, and present information.
MX45-02 Get Organized 10 The student will collect, evaluate, Research Develop the central idea or focus.
organize, and present information.
Skill/ Skill/ Strategy Name Grade Strand Text Standard Objective Text
Strategy # Text
MX69-01 Find the Facts 10 The student will collect, evaluate, Research Verify the accuracy and usefulness of
organize, and present information. information.
MX31-03 Use Quoted Material 10 The student will collect, evaluate, Research Credit sources for both quoted and paraphrased
Appropriately organize, and present information. ideas.
MX30-06 Group Ideas and 10 The student will collect, evaluate, Research Use technology to access information, organize
Sequence Information organize, and present information. ideas, and develop writing.
MX30-05 Select an 11 The student will make informative Oral Gather and organize evidence to support a
Organizational and persuasive presentations. Language position.
Structure
MX30-04 Select an 11 The student will make informative Oral Present evidence clearly and convincingly.
Organizational and persuasive presentations. Language
Structure
MX30-02 Identify Your Audience 11 The student will make informative Oral Use grammatically correct language, including
and Purpose and persuasive presentations. Language vocabulary appropriate to the topic, audience,
and purpose.
MX27-05 Identify and Compare 11 The student will read and analyze Reading Describe contributions of different cultures to the
Genres relationships among American Analysis development of American literature.
literature, history, and culture.
MX27-05 Identify and Compare 11 The student will read and analyze Reading Compare and contrast the development of
Genres relationships among American Analysis American literature in its historical context.
literature, history, and culture.
MX27-05 Identify and Compare 11 The student will read and analyze Reading Discuss American literature as it reflects
Genres relationships among American Analysis traditional and contemporary themes, motifs,
literature, history, and culture. universal characters, and genres.
MX27-02 Identify and Interpret 11 The student will read and analyze a Reading Analyze information from a text to draw
Point of View variety of informational materials. Analysis conclusions.
MX27-02 Identify and Interpret 11 The student will read and critique a Reading Analyze the poetic elements of contemporary and
Point of View variety of poetry. Analysis traditional poems.
Skill/ Skill/ Strategy Name Grade Strand Text Standard Objective Text
Strategy # Text
MX27-03 Classify and Evaluate 11 The student will read and critique a Reading Identify the poetic elements and techniques that
Character variety of poetry. Analysis are most appealing and that make poetry
enjoyable.
MX27-05 Identify and Compare 11 The student will read and critique a Reading Compare and contrast the works of
Genres variety of poetry. Analysis contemporary and past American poets.
MX28-03 Irony 11 The student will read and critique a Reading Explain the use of verbal, situational, and
variety of dramatic selections. Analysis dramatic irony.
MX30-01 The Writing Process 11 The student will write in a variety of Writing Generate, gather, plan, and organize ideas for
forms with an emphasis on writing.
persuasion.
MX30-04 Select an 11 The student will write in a variety of Writing Develop a focus for writing.
Organizational forms with an emphasis on
Structure persuasion.
MX31-02 Provide Supporting 11 The student will write in a variety of Writing Evaluate and cite applicable information.
Details forms with an emphasis on
persuasion.
MX30-06 Group Ideas and 11 The student will write in a variety of Writing Organize ideas in a logical manner.
Sequence Information forms with an emphasis on
persuasion.
MX30-04 Select an 11 The student will write in a variety of Writing Elaborate ideas clearly and accurately.
Organizational forms with an emphasis on
Structure persuasion.
MX30-02 Identify Your Audience 11 The student will write in a variety of Writing Adapt content, vocabulary, voice, and tone to
and Purpose forms with an emphasis on audience, purpose, and situation.
persuasion.
MX32-01 Reread and Revise 11 The student will write in a variety of Writing Revise writing for accuracy and depth of
forms with an emphasis on information.
persuasion.
MX32-02 Proofread Carefully 11 The student will write in a variety of Writing Proofread final copy and prepare document for
forms with an emphasis on intended audience or purpose.
persuasion.
Skill/ Skill/ Strategy Name Grade Strand Text Standard Objective Text
Strategy # Text
MX28-03 Irony 11 The student will edit writing for Writing Use verbals and verbal phrases to achieve
correct grammar, capitalization, sentence conciseness and variety.
punctuation, spelling, sentence
structure, and paragraphing.
MX30-02 Identify Your Audience 11 The student will edit writing for Writing Adjust sentence and paragraph structures for a
and Purpose correct grammar, capitalization, variety of purposes and audiences.
punctuation, spelling, sentence
structure, and paragraphing.
MX32-01 Reread and Revise 11 The student will edit writing for Writing The student will write, revise, and edit personal,
correct grammar, capitalization, professional, and informational correspondence
punctuation, spelling, sentence to a standard acceptable in the workplace and
structure, and paragraphing. higher education.
MX30-05 Select an 11 The student will edit writing for Writing Organize information to support purpose and
Organizational correct grammar, capitalization, form of writing.
Structure punctuation, spelling, sentence
structure, and paragraphing.
MX30-06 Group Ideas and 11 The student will edit writing for Writing Present information in a logical manner.
Sequence Information correct grammar, capitalization,
punctuation, spelling, sentence
structure, and paragraphing.
MX30-01 The Writing Process 11 The student will analyze, evaluate, Research Narrow a topic.
synthesize, and organize information
from a variety of sources to produce
a research product.
MX68-01 Examine Ideas and 11 The student will analyze, evaluate, Research Develop a plan for research.
Support synthesize, and organize information
from a variety of sources to produce
a research product.
MX68-01 Examine Ideas and 11 The student will analyze, evaluate, Research Collect information to support a thesis.
Support synthesize, and organize information
from a variety of sources to produce
a research product.
Skill/ Skill/ Strategy Name Grade Strand Text Standard Objective Text
Strategy # Text
MX30-06 Group Ideas and 11 The student will analyze, evaluate, Research Synthesize information in a logical sequence.
Sequence Information synthesize, and organize information
from a variety of sources to produce
a research product.
MX68-02 Judge Organization 11 The student will analyze, evaluate, Research Edit writing for clarity of content and effect.
and Approach synthesize, and organize information
from a variety of sources to produce
a research product.
MX68-03 The Little Details 11 The student will analyze, evaluate, Research Edit copy for grammatically correct use of
Count synthesize, and organize information language, spelling, punctuation, and
from a variety of sources to produce capitalization.
a research product.
MX32-02 Proofread Carefully 11 The student will analyze, evaluate, Research Proofread final copy and prepare for publication
synthesize, and organize information or submission.
from a variety of sources to produce
a research product.
MX27-05 Identify and Compare 12 The student will read and analyze Reading Recognize major literary forms and their
Genres the development of British literature Analysis elements.
and literature of other cultures.
MX27-04 Determine and 12 The student will read and analyze Reading Recognize the characteristics of major
Support Theme or the development of British literature Analysis chronological eras.
Tone and literature of other cultures.
MX27-04 Determine and 12 The student will read and analyze Reading Relate literary works and authors to major
Support Theme or the development of British literature Analysis themes and issues of their eras.
Tone and literature of other cultures.
Skill/ Skill/ Strategy Name Grade Strand Text Standard Objective Text
Strategy # Text
MX27-05 Identify and Compare 12 The student will read and analyze a Reading Identify formats common to new publications and
Genres variety of informational materials, Analysis information resources.
including electronic resources.
MX27-04 Determine and 12 The student will read and critique a Reading Explain how the choice of words in a poem
Support Theme or variety of poetry. Analysis creates tone and voice.
Tone
MX27-01 Analyze the Setting 12 The student will read and critique Reading Describe the conflict, plot, climax, and setting.
dramatic selections from a variety of Analysis
authors.
MX27-03 Classify and Evaluate 12 The student will read and critique Reading Compare and contrast ways in which character,
Character dramatic selections from a variety of Analysis scene, dialogue, and staging contribute to the
authors. theme and the dramatic effect.
MX30-01 The Writing Process 12 The student will develop expository Writing Generate, gather, and organize ideas for writing.
and informational writings.
MX30-02 Identify Your Audience 12 The student will develop expository Writing Consider audience and purpose when planning
and Purpose and informational writings. for writing.
MX30-04 Select an 12 The student will develop expository Writing Write analytically about literary, informational,
Organizational and informational writings. and visual materials.
Structure
MX30-04 Select an 12 The student will develop expository Writing Elaborate ideas clearly and accurately.
Organizational and informational writings.
Structure
MX32-01 Reread and Revise 12 The student will develop expository Writing Revise writing for depth of information and
and informational writings. technique of presentation.
MX68-03 The Little Details 12 The student will develop expository Writing Apply grammatical conventions to edit writing for
Count and informational writings. correct use of language, spelling, punctuation,
and capitalization.
MX32-02 Proofread Carefully 12 The student will develop expository Writing Proofread final copy, and prepare document for
and informational writings. publication or submission.
Skill/ Skill/ Strategy Name Grade Strand Text Standard Objective Text
Strategy # Text
MX69-01 Find the Facts 12 The student will write documented Writing Identify and understand the ethical issues of
research papers. research and documentation.
MX68-01 Examine Ideas and 12 The student will write documented Writing Evaluate the accuracy and usefulness of
Support research papers. information.
MX68-01 Examine Ideas and 12 The student will write documented Writing Synthesize information to support the thesis.
Support research papers.
MX30-06 Group Ideas and 12 The student will write documented Writing Present information in a logical manner.
Sequence Information research papers.
MX30-05 Select an 12 The student will write documented Writing Cite sources of information using a standard
Organizational research papers. method of documentation, including Modern
Structure Language Association (MLA) or American
Psychological Association (APA).
MX68-03 The Little Details 12 The student will write documented Writing Edit copies for correct use of language, spelling,
Count research papers. punctuation, and capitalization.
MX32-02 Proofread Carefully 12 The student will write documented Writing Proofread final copy, and prepare document for
research papers. publication or submission.
State: Virginia
Grades: Secondary
Content: Social Science
Standard Correlation Date: 9/03
Skill/ Skill/ Strategy Name Topic Strand Text Standard Text Objective Text
Strategy #
MX96-01 Beginnings World History The student will demonstrate an World History and describing artistic, literary, and intellectual
and Geography: understanding of the political, Geography ideas of the Renaissance;
1500 a.d. to the cultural, and economic conditions
Present in the world about 1500 a.d. by
MX96-01 Beginnings World History The student will demonstrate an World History and analyzing major trade patterns;
and Geography: understanding of the political, Geography
1500 a.d. to the cultural, and economic conditions
Present in the world about 1500 a.d. by
MX96-01 Beginnings Era V: The student will demonstrate World History and describing changing cultural values,
Emergence of a knowledge of the Reformation in Geography traditions, and philosophies, and assessing
Global Age, terms of its impact on Western the role of the printing press.
1500 to 1650 civilization by
a.d.
MX96-01 Beginnings Era V: The student will demonstrate World History and explaining the roles of explorers and
Emergence of a knowledge of the impact of the Geography conquistadors;
Global Age, European Age of Discovery and
1500 to 1650 expansion into the Americas,
a.d. Africa, and Asia by
MX96-01 Beginnings Era V: The student will demonstrate World History and describing the influence of religion;
Emergence of a knowledge of the impact of the Geography
Global Age, European Age of Discovery and
1500 to 1650 expansion into the Americas,
a.d. Africa, and Asia by
MX96-02 Colonization and Era V: The student will demonstrate World History and explaining migration, settlement patterns,
Settlement Emergence of a knowledge of the impact of the Geography cultural diffusion, and social classes in the
Global Age, European Age of Discovery and colonized areas;
1500 to 1650 expansion into the Americas,
a.d. Africa, and Asia by
Skill/ Skill/ Strategy Name Topic Strand Text Standard Text Objective Text
Strategy #
MX96-02 Colonization and Era V: The student will demonstrate World History and defining the Columbian Exchange;
Settlement explaining the triangular trade;
New Nation describing the impact of precious metal
New Nation Emergence of a knowledge of the impact of the Geography exports from the Americas.
Global Age, European Age of Discovery and
1500 to 1650 expansion into the Americas,
a.d. Africa, and Asia by
MX97-01 Industrialization Era VI: Age of The student will demonstrate World History and citing scientific, technological, and
Revolutions, knowledge of the effects of the Geography industrial developments and explaining
1650 to 1914 Industrial Revolution during the how they brought about urbanization and
a.d. nineteenth century by social and environmental changes;
MX97-02 Emergence of Era VI: Age of The student will demonstrate World History and explaining the emergence of capitalism as
Modern America Revolutions, knowledge of the effects of the Geography a dominant economic pattern, and
1650 to 1914 Industrial Revolution during the subsequent development of socialism and
a.d. nineteenth century by communism;
MX97-02 Emergence of Era VI: Age of The student will demonstrate World History and describing the evolution of the nature of
Modern America Revolutions, knowledge of the effects of the Geography work and the labor force, including its
1650 to 1914 Industrial Revolution during the effects on families, the status of women
a.d. nineteenth century by and children, the slave trade, and the labor
union movement;
MX97-02 Emergence of Era VI: Age of The student will demonstrate World History and explaining the rise of industrial economies
Modern America Revolutions, knowledge of the effects of the Geography and their link to imperialism and
1650 to 1914 Industrial Revolution during the nationalism;
a.d. nineteenth century by
Skill/ Skill/ Strategy Name Topic Strand Text Standard Text Objective Text
Strategy #
MX97-02 Emergence of Era VI: Age of The student will demonstrate World History and assessing the impact of European
Modern America Revolutions, knowledge of the effects of the Geography economic and military power on Asia and
1650 to 1914 Industrial Revolution during the Africa, with emphasis on the competition
a.d. nineteenth century by for resources and the responses of
colonized peoples
MX97-02 Emergence of Era VII: Era of The student will demonstrate World History and explaining economic and political causes,
Modern America Global Wars, knowledge of the worldwide Geography major events, and identifying major leaders
1914 to 1945 impact of World War I by of the war, with emphasis on Woodrow
Wilson and Kaiser Wilhelm II;
MX97-02 Emergence of Era VII: Era of The student will demonstrate World History and explaining the outcomes and global effect
Modern America Global Wars, knowledge of the worldwide Geography of the war and the Treaty of Versailles;
1914 to 1946 impact of World War I by
MX97-02 Emergence of Era VII: Era of The student will demonstrate World History and citing causes and consequences of the
Modern America Global Wars, knowledge of the worldwide Geography Russian Revolution.
1914 to 1947 impact of World War I by
MX97-02 Emergence of Era VII: Era of The student will demonstrate World History and describing the League of Nations and the
Modern America Global Wars, knowledge of political, economic, Geography mandate system;
1914 to 1948 social, and cultural developments
during the Interwar Period by
MX97-03 Great Depression Era VII: Era of The student will demonstrate World History and citing causes and assessing the impact of
and World War II Global Wars, knowledge of political, economic, Geography worldwide depression in the 1930s;
1914 to 1949 social, and cultural developments
during the Interwar Period by
MX97-03 Great Depression Era VII: Era of The student will demonstrate World History and examining events related to the rise,
and World War II Global Wars, knowledge of political, economic, Geography aggression, and human costs of dictatorial
1914 to 1950 social, and cultural developments regimes in the Soviet Union, Germany,
during the Interwar Period by Italy, and Japan, and identifying their major
leaders, i.e., Joseph Stalin, Adolf Hitler,
Benito Mussolini, Hirohito, and Hideki Tojo.
Skill/ Skill/ Strategy Name Topic Strand Text Standard Text Objective Text
Strategy #
MX97-03 Great Depression Era VII: Era of The student will demonstrate World History and explaining economic and political causes,
and World War II Global Wars, knowledge of the worldwide Geography major events, and identifying leaders of the
1914 to 1951 impact of World War II by war, with emphasis on Franklin D.
Roosevelt, Harry Truman, Dwight D.
Eisenhower, Douglas MacArthur, George
Marshall, Winston Churchill, Joseph Stalin,
Adolf Hitler, Hideki Tojo, and Hirohito;
MX97-03 Great Depression Era VII: Era of The student will demonstrate World History and examining the Holocaust and other
and World War II Global Wars, knowledge of the worldwide Geography examples of genocide in the twentieth
1914 to 1952 impact of World War II by century;
MX97-03 Great Depression Era VII: Era of The student will demonstrate World History and explaining the terms of the peace, the war
and World War II Global Wars, knowledge of the worldwide Geography crimes trials, the division of Europe, plans
1914 to 1953 impact of World War II by to rebuild Germany and Japan, and the
creation of international cooperative
organizations.
MX97-04 The Post-War Era Era VIII: The The student will demonstrate World History and explaining key events of the Cold War,
Post War knowledge of major events and Geography including the competition between the
Period, 1945 to outcomes of the Cold War by American and Soviet economic and
the Present political systems and the causes of the
collapse of communism in the Soviet
Union and Eastern Europe;
MX97-04 The Post-War Era Era VIII: The The student will demonstrate World History and assessing the impact of nuclear weaponry
Post War knowledge of major events and Geography on patterns of conflict and cooperation
Period, 1945 to outcomes of the Cold War by since 1945;
the Present
MX97-04 The Post-War Era Era VIII: The The student will demonstrate World History and describing conflicts and revolutionary
Post War knowledge of major events and Geography movements in eastern Asia, including
Period, 1945 to outcomes of the Cold War by those in China and Vietnam, and their
the Present major leaders, i.e., Mao Tse-tung
(Zedong), Chiang Kai-shek, and Ho Chi
Minh.
Skill/ Skill/ Strategy Name Topic Strand Text Standard Text Objective Text
Strategy #
MX103-03 Government Era VIII: The The student will demonstrate World History and describing the struggles for self-rule,
Systems Post War knowledge of political, economic, Geography including Gandhi's leadership in India;
Period, 1945 to social, and cultural aspects of
the Present independence movements and
development efforts by
MX105-01 Interactions Among Era VIII: The The student will demonstrate World History and describing Africa's achievement of
Nations Post War knowledge of political, economic, Geography independence, including Kenyatta's
Period, 1945 to social, and cultural aspects of leadership of Kenya;
the Present independence movements and
development efforts by
MX105-02 American Foreign Era VIII: The The student will demonstrate World History and describing the end of the mandate system
Policy Post War knowledge of political, economic, Geography and the creation of states in the Middle
Period, 1945 to social, and cultural aspects of East.
the Present independence movements and
development efforts by
MX97-04 The Post-War Era Era VIII: The The student will demonstrate World History and assessing the impact of economic
Post War knowledge of cultural, economic, Geography development and global population growth
Period, 1945 to and social conditions in developed on the environment and society, including
the Present and developing nations of the an understanding of the links between
contemporary world by economic and political freedom;
MX97-04 The Post-War Era Era VIII: The The student will demonstrate World History and describing economic interdependence,
Post War knowledge of cultural, economic, Geography including the rise of multinational
Period, 1945 to and social conditions in developed corporations, international organizations,
the Present and developing nations of the and trade agreements.
contemporary world by
MX99-05 Speculate About World The student will use maps, globes, World History and analyze and explain how different cultures
Alternatives Geography photographs, and pictures in order Geography develop different perspectives on the world
to and its problems;
Skill/ Skill/ Strategy Name Topic Strand Text Standard Text Objective Text
Strategy #
MX99-04 Analyze Impact World The student will analyze how World History and explaining how technology affects one's
Geography selected physical and ecological Geography ability to modify the environment and adapt
processes shape the Earth's to it
surface by
MX98-04 Build the Big Picture World The student will locate and World History and Latin America and the Caribbean, Europe,
Geography analyze physical, economic, and Geography United States and Canada, North Africa
cultural characteristics of world and Southwest Asia, Sub-Saharan Africa,
regions: Russia and Central Asia, South Asia,
Southeast Asia, East Asia, Australia and
the Pacific Islands, and Antarctica.
MX98-02 Compare and World The student will World History and compare and contrast the distribution,
Contrast Geography Geography growth rates, and characteristics of human
population in terms of settlement patterns
and the location of natural and capital
resources.
MX100-03 Examine Influences World The student will World History and analyze past and present trends in human
Geography Geography migration and cultural interaction as they
are influenced by social, economic,
political, and environmental factors.
MX101-01 Back to Basics World The student will identify natural, World History and showing patterns of economic activity and
Geography human, and capital resources and Geography land use;
explain their significance by
MX100-05 Predict World The student will identify natural, World History and evaluating perspectives and consequences
Consequences Geography human, and capital resources and Geography regarding the use of resources.
explain their significance by
MX101-04 Economic Systems World The student will World History and distinguish between developed and
Geography Geography developing countries and relate the level of
economic development to the standard of
living and quality of life.
Skill/ Skill/ Strategy Name Topic Strand Text Standard Text Objective Text
Strategy #
MX101-02 Economic Policy World The student will analyze the global World History and identifying criteria that influence economic
Geography patterns and networks of Geography activities;
economic interdependence by
MX101-03 Markets and Trade World The student will analyze the global World History and explaining comparative advantage and its
Geography patterns and networks of Geography relationship to international trade;
economic interdependence by
MX101-04 Economic Systems World The student will analyze the global World History and describing ways that economic and social
Geography patterns and networks of Geography interactions have changed over time;
economic interdependence by
MX101-03 Markets and Trade World The student will analyze the global World History and describing and evaluating the formation of
Geography patterns and networks of Geography economic unions.
economic interdependence by
MX101-04 Economic Systems World The student will analyze how the World History and explaining and analyzing reasons for the
Geography forces of conflict and cooperation Geography different spatial divisions at the local and
affect the division and control of regional levels;
the Earth's surface by
MX101-04 Economic Systems World The student will analyze how the World History and explaining and analyzing the different
Geography forces of conflict and cooperation Geography spatial divisions at the national and
affect the division and control of international levels;
the Earth's surface by
MX99-04 Analyze Impact World The student will analyze how the World History and analyzing ways cooperation occurs to solve
Geography forces of conflict and cooperation Geography problems and settle disputes.
affect the division and control of
the Earth's surface by
MX99-04 Analyze Impact World The student will analyze the World History and applying the concepts of site and situation
Geography patterns of urban development by Geography to major cities in each region;
Skill/ Skill/ Strategy Name Topic Strand Text Standard Text Objective Text
Strategy #
MX99-01 Gather Information Virginia and The student will demonstrate skills World History and identify, analyze, and interpret primary and
United States for historical and geographical Geography secondary source documents, records,
History analysis, including the ability to and data, including artifacts, diaries,
letters, photographs, journals, newspapers,
historical accounts, and art to increase
understanding of events and life in the
United States;
MX99-02 Establish Context Virginia and The student will demonstrate skills World History and evaluate the authenticity, authority, and
United States for historical and geographical Geography credibility of sources;
History analysis, including the ability to
MX99-01 Gather Information Virginia and The student will demonstrate skills World History and formulate historical questions and defend
United States for historical and geographical Geography findings based on inquiry and
History analysis, including the ability to interpretation;
MX99-02 Establish Context Virginia and The student will demonstrate skills World History and develop perspectives of time and place,
United States for historical and geographical Geography including the construction of maps and
History analysis, including the ability to various time lines of events, periods, and
personalities in American history;
MX99-03 Look at Different Virginia and The student will demonstrate skills World History and communicate findings orally and in
Points of View United States for historical and geographical Geography analytical essays and/or comprehensive
History analysis, including the ability to papers;
MX99-04 Analyze Impact Virginia and The student will demonstrate skills World History and develop skills in discussion, debate, and
United States for historical and geographical Geography persuasive writing with respect to enduring
History analysis, including the ability to issues and determine how divergent
viewpoints have been addressed and
reconciled;
MX99-04 Analyze Impact Virginia and The student will demonstrate skills World History and apply geographic skills and reference
United States for historical and geographical Geography sources to understand how relationships
History analysis, including the ability to between humans and their environment
have changed over time;
Skill/ Skill/ Strategy Name Topic Strand Text Standard Text Objective Text
Strategy #
MX98-01 Identify Context and Virginia and The student will demonstrate skills World History and interpret the significance of excerpts from
Purpose United States for historical and geographical Geography famous speeches and other documents.
History analysis, including the ability to
MX96-02 Colonization and Early America: The student will describe World History and how early European exploration and
Settlement Early Claims, Geography colonization resulted in cultural interactions
Early Conflicts among Europeans, Africans, and American
Indians (First Americans).
MX96-03 Revolution and the Early America: The student will describe World History and how the values and institutions of
New Nation Early Claims, Geography European economic life took root in the
Early Conflicts colonies and how slavery reshaped
European and African life in the Americas.
MX96-03 Revolution and the Revolution and The student will demonstrate World History and analyzing how the political ideas of John
New Nation the New Nation knowledge of events and issues of Geography Locke and those expressed in Common
the Revolutionary Period by Sense helped shape the Declaration of
Independence;
MX96-03 Revolution and the Revolution and The student will demonstrate World History and describing the political differences among
New Nation the New Nation knowledge of events and issues of Geography the colonists concerning separation from
the Revolutionary Period by Britain;
MX96-03 Revolution and the Revolution and The student will demonstrate World History and analyzing reasons for colonial victory in the
New Nation the New Nation knowledge of events and issues of Geography Revolutionary War.
the Revolutionary Period by
MX96-03 Revolution and the Revolution and The student will demonstrate World History and explaining the origins of the Constitution,
New Nation the New Nation knowledge of the issues involved Geography including the Articles of Confederation;
in the creation and ratification of
the United States Constitution and
how the principles of limited
government, consent of the
governed, and the social contract
are embodied in it by
Skill/ Skill/ Strategy Name Topic Strand Text Standard Text Objective Text
Strategy #
MX96-03 Revolution and the Revolution and The student will demonstrate World History and identifying the major compromises
New Nation the New Nation knowledge of the issues involved Geography necessary to produce the Constitution, and
in the creation and ratification of the roles of James Madison and George
the United States Constitution and Washington;
how the principles of limited
government, consent of the
governed, and the social contract
are embodied in it by
MX96-03 Revolution and the Revolution and The student will demonstrate World History and describing the conflict over ratification,
New Nation the New Nation knowledge of the issues involved Geography including the Bill of Rights and the
in the creation and ratification of arguments of the Federalists and Anti-
the United States Constitution and Federalists;
how the principles of limited
government, consent of the
governed, and the social contract
are embodied in it by
MX96-03 Revolution and the Revolution and The student will demonstrate World History and examining the significance of the Virginia
New Nation the New Nation knowledge of the issues involved Geography Declaration of Rights and the Virginia
in the creation and ratification of Statute for Religious Freedom in the
the United States Constitution and framing of the Bill of Rights.
how the principles of limited
government, consent of the
governed, and the social contract
are embodied in it by
MX96-03 Revolution and the Expansion and The student will demonstrate World History and identifying the economic, political, and
New Nation Reform: 1801 to knowledge of the major events Geography geographic factors that led to territorial
1860 during the first half of the expansion and its impact on the American
nineteenth century by Indians (First Americans);
MX96-03 Revolution and the Expansion and The student will demonstrate World History and describing the key features of the
New Nation Reform: 1801 to knowledge of the major events Geography Jacksonian Era, with emphasis on federal
1861 during the first half of the banking policies;
nineteenth century by
Skill/ Skill/ Strategy Name Topic Strand Text Standard Text Objective Text
Strategy #
MX96-04 Expansion and Expansion and The student will demonstrate World History and describing the cultural, economic, and
Reform Reform: 1801 to knowledge of the major events Geography political issues that divided the nation,
1862 during the first half of the including slavery, the abolitionist and
nineteenth century by women's suffrage movements, and the
role of the states in the Union.
MX96-05 Civil War and Civil War and The student will demonstrate World History and identifying the major events and the roles
Reconstruction Reconstruction: knowledge of the Civil War and Geography of key leaders of the Civil War Era, with
1860 to 1877 Reconstruction Era and its emphasis on Abraham Lincoln, Ulysses S.
importance as a major turning Grant, Robert E. Lee, and Frederick
point in American history by Douglass;
MX96-05 Civil War and Civil War and The student will demonstrate World History and analyzing the significance of the
Reconstruction Reconstruction: knowledge of the Civil War and Geography Emancipation Proclamation and the
1860 to 1878 Reconstruction Era and its principles outlined in Lincoln's Gettysburg
importance as a major turning Address;
point in American history by
MX96-05 Civil War and Civil War and The student will demonstrate World History and examining the political, economic, and
Reconstruction Reconstruction: knowledge of the Civil War and Geography social impact of the war and
1860 to 1879 Reconstruction Era and its Reconstruction, including the adoption of
importance as a major turning the 13th, 14th, and 15th Amendments to
point in American history by the Constitution of the United States.
MX97-01 Industrialization Reshaping the The student will demonstrate World History and explaining the relationship among territorial
Nation and the knowledge of how the nation grew Geography expansion, westward movement of the
Emergence of and changed from the end of population, new immigration, growth of
Modern Reconstruction through the early cities, and the admission of new states to
America: 1877 twentieth century by the Union;
to 1930s
MX97-01 Industrialization Reshaping the The student will demonstrate World History and describing the transformation of the
Nation and the knowledge of how the nation grew Geography American economy from a primarily
Emergence of and changed from the end of agrarian to a modern industrial economy
Modern Reconstruction through the early and identifying major inventions that
America: 1877 twentieth century by improved life in the United States;
to 1930s
Skill/ Skill/ Strategy Name Topic Strand Text Standard Text Objective Text
Strategy #
MX97-01 Industrialization Reshaping the The student will demonstrate World History and analyzing prejudice and discrimination
Nation and the knowledge of how the nation grew Geography during this time period, with emphasis on
Emergence of and changed from the end of "Jim Crow" and the responses of Booker T.
Modern Reconstruction through the early Washington and W.E.B. Du Bois;
America: 1877 twentieth century by
to 1930s
MX97-01 Industrialization Reshaping the The student will demonstrate World History and identifying the impact of the Progressive
Nation and the knowledge of how the nation grew Geography Movement, including child labor and
Emergence of and changed from the end of antitrust laws, the rise of labor unions, and
Modern Reconstruction through the early the success of the women's suffrage
America: 1877 twentieth century by movement.
to 1930s
MX97-02 Emergence of Reshaping the The student will demonstrate World History and explaining the changing policies of the
Modern America Nation and the knowledge of the emerging role of Geography United States toward Latin America and
Emergence of the United States in world affairs Asia and the growing influence of the
Modern and key domestic events after United States in foreign markets;
America: 1877 1890 by
to 1930s
MX97-02 Emergence of Reshaping the The student will demonstrate World History and evaluating United States involvement in
Modern America Nation and the knowledge of the emerging role of Geography World War I, including Wilson's Fourteen
Emergence of the United States in world affairs Points, the Treaty of Versailles, and the
Modern and key domestic events after national debate over treaty ratification and
America: 1877 1890 by the League of Nations;
to 1930s
MX97-03 Great Depression Reshaping the The student will demonstrate World History and explaining the causes of the Great
and World War II Nation and the knowledge of the emerging role of Geography Depression, its impact on the American
Emergence of the United States in world affairs people, and the ways the New Deal
Modern and key domestic events after addressed it.
America: 1877 1890 by
to 1930s
MX97-03 Great Depression Conflict: The The student will demonstrate World History and identifying the causes and events that led
and World War II World at War: knowledge of World War II by Geography to American involvement in the war,
1939 to 1945 including military assistance to Britain and
the Japanese attack on Pearl Harbor;
Skill/ Skill/ Strategy Name Topic Strand Text Standard Text Objective Text
Strategy #
MX97-03 Great Depression Conflict: The The student will demonstrate World History and describing the major battles and turning
and World War II World at War: knowledge of World War II by Geography points of the war in North Africa, Europe,
1939 to 1946 and the Pacific, including Midway,
Stalingrad, the Normandy landing (D-Day),
and Truman's decision to use the atomic
bomb to force the surrender of Japan;
MX97-03 Great Depression Conflict: The The student will demonstrate World History and describing the role of all-minority military
and World War II World at War: knowledge of World War II by Geography units, including the Tuskegee Airmen and
1939 to 1947 Nisei regiments;
MX97-03 Great Depression Conflict: The The student will demonstrate World History and describing the Geneva Convention and the
and World War II World at War: knowledge of World War II by Geography treatment of prisoners of war during World
1939 to 1948 War II;
MX97-03 Great Depression Conflict: The The student will demonstrate World History and analyzing the Holocaust (Hitler's "final
and World War II World at War: knowledge of World War II by Geography solution"), its impact on Jews and other
1939 to 1949 groups, and postwar trials of war criminals.
MX97-03 Great Depression Conflict: The The student will demonstrate World History and explaining how the United States mobilized
and World War II World at War: knowledge of the effects of World Geography its economic, human, and military
1939 to 1950 War II on the home front by resources;
MX97-03 Great Depression Conflict: The The student will demonstrate World History and describing the contributions of women and
and World War II World at War: knowledge of the effects of World Geography minorities to the war effort;
1939 to 1951 War II on the home front by
MX97-03 Great Depression Conflict: The The student will demonstrate World History and explaining the internment of Japanese
and World War II World at War: knowledge of the effects of World Geography Americans during the war;
1939 to 1952 War II on the home front by
MX97-04 The Post-War Era Conflict: The The student will demonstrate World History and describing the role of media and
World at War: knowledge of the effects of World Geography communications in the war effort.
1939 to 1953 War II on the home front by
Skill/ Skill/ Strategy Name Topic Strand Text Standard Text Objective Text
Strategy #
MX97-04 The Post-War Era The United The student will demonstrate World History and describing outcomes of World War II,
States since knowledge of United States Geography including political boundary changes, the
World War II foreign policy since World War II formation of the United Nations, and the
by Marshall Plan;
MX97-04 The Post-War Era The United The student will demonstrate World History and explaining the origins of the Cold War, and
States since knowledge of United States Geography describing the Truman Doctrine and the
World War II foreign policy since World War II policy of containment of communism, the
by American role in wars in Korea and
Vietnam, and the role of the North Atlantic
Treaty Organization (NATO) in Europe;
MX97-04 The Post-War Era The United The student will demonstrate World History and explaining the role of America's military
States since knowledge of United States Geography and veterans in defending freedom during
World War II foreign policy since World War II the Cold War;
by
MX97-05 Contemporary The United The student will demonstrate World History and explaining the collapse of communism and
America States since knowledge of United States Geography the end of the Cold War, including the role
World War II foreign policy since World War II of Ronald Reagan.
by
MX97-05 Contemporary The United The student will demonstrate World History and identifying the importance of the Brown v.
America States since knowledge of the Civil Rights Geography Board of Education decision, the roles of
World War II movement of the 1950s and Thurgood Marshall and Oliver Hill, and how
1960s by Virginia responded;
MX97-05 Contemporary The United The student will demonstrate World History and describing the importance of the National
America States since knowledge of the Civil Rights Geography Association for the Advancement of
World War II movement of the 1950s and Colored People (NAACP), the 1963 March
1960s by on Washington, the Civil Rights Act of
1964, and the Voting Rights Act of 1965.
MX97-05 Contemporary The United The student will demonstrate World History and analyzing the effects of increased
America States since knowledge of economic, social, Geography participation of women in the labor force;
World War II cultural, and political
developments in the contemporary
United States by
Skill/ Skill/ Strategy Name Topic Strand Text Standard Text Objective Text
Strategy #
MX97-05 Contemporary The United The student will demonstrate World History and analyzing how changing patterns of
America States since knowledge of economic, social, Geography immigration affect the diversity of the
World War II cultural, and political United States population, the reasons new
developments in the contemporary immigrants choose to come to this country,
United States by and their contributions to contemporary
America;
MX97-05 Contemporary The United The student will demonstrate World History and explaining the media influence on
America States since knowledge of economic, social, Geography contemporary American culture and how
World War II cultural, and political scientific and technological advances
developments in the contemporary affect the workplace, health care, and
United States by education.
MX100-01 Clarify the Issue Virginia and The student will demonstrate World History and analyze primary and secondary source
United States mastery of the social studies skills Geography documents;
Government citizenship requires, including the
ability to
MX100-01 Clarify the Issue Virginia and The student will demonstrate World History and create and interpret maps, diagrams,
United States mastery of the social studies skills Geography tables, charts, graphs, and spreadsheets;
Government citizenship requires, including the
ability to
MX100-03 Examine Influences Virginia and The student will demonstrate World History and analyze political cartoons, political
United States mastery of the social studies skills Geography advertisements, pictures, and other
Government citizenship requires, including the graphic media;
ability to
MX100-02 Find Parallels and Virginia and The student will demonstrate World History and distinguish between relevant and irrelevant
Precedents United States mastery of the social studies skills Geography information;
Government citizenship requires, including the
ability to
MX100-03 Examine Influences Virginia and The student will demonstrate World History and evaluate information for accuracy,
United States mastery of the social studies skills Geography separating fact from opinion;
Government citizenship requires, including the
ability to
MX100-01 Clarify the Issue Virginia and The student will demonstrate World History and identify a problem and prioritize solutions;
United States mastery of the social studies skills Geography
Government citizenship requires, including the
ability to
Skill/ Skill/ Strategy Name Topic Strand Text Standard Text Objective Text
Strategy #
MX100-06 Present and Justify Virginia and The student will demonstrate World History and select and defend positions in writing,
Results United States mastery of the social studies skills Geography discussion, and debate.
Government citizenship requires, including the
ability to
MX103-03 Government Virginia and The student will demonstrate World History and describing the development of Athenian
Systems United States knowledge of the political Geography democracy and the Roman republic;
Government philosophies that shaped the
development of Virginia and
United States constitutional
government by
MX103-02 Purpose of Virginia and The student will demonstrate World History and explaining the influence of the Magna
Government United States knowledge of the political Geography Carta, the English Petition of Rights, and
Government philosophies that shaped the the English Bill of Rights;
development of Virginia and
United States constitutional
government by
MX103-03 Government Virginia and The student will demonstrate World History and examining the writings of Hobbes, Locke,
Systems United States knowledge of the political Geography and Montesquieu;
Government philosophies that shaped the
development of Virginia and
United States constitutional
government by
MX103-03 Government Virginia and The student will demonstrate World History and explaining the guarantee of the rights of
Systems United States knowledge of the political Geography Englishmen set forth in the charters of the
Government philosophies that shaped the Virginia Company of London;
development of Virginia and
United States constitutional
government by
MX104-01 Read the Rules Virginia and The student will demonstrate World History and analyzing the natural rights philosophies
United States knowledge of the political Geography expressed in the Declaration of
Government philosophies that shaped the Independence.
development of Virginia and
United States constitutional
government by
Skill/ Skill/ Strategy Name Topic Strand Text Standard Text Objective Text
Strategy #
MX104-03 Making Decisions, Virginia and The student will demonstrate World History and recognizing the fundamental worth and
Seeking Consensus, United States knowledge of the concepts of Geography dignity of the individual;
and Resolving Government democracy by
Conflicts
MX104-03 Making Decisions, Virginia and The student will demonstrate World History and recognizing the equality of all citizens
Seeking Consensus, United States knowledge of the concepts of Geography under the law;
and Resolving Government democracy by
Conflicts
MX104-03 Making Decisions, Virginia and The student will demonstrate World History and recognizing majority rule and minority
Seeking Consensus, United States knowledge of the concepts of Geography rights;
and Resolving Government democracy by
Conflicts
MX104-03 Making Decisions, Virginia and The student will demonstrate World History and recognizing the necessity of compromise;
Seeking Consensus, United States knowledge of the concepts of Geography
and Resolving Government democracy by
Conflicts
MX104-03 Making Decisions, Virginia and The student will demonstrate World History and recognizing the freedom of the individual.
Seeking Consensus, United States knowledge of the concepts of Geography
and Resolving Government democracy by
Conflicts
MX103-01 Structure of Virginia and The student will demonstrate World History and examining the ratification debates and The
Government United States knowledge of the Constitution of Geography Federalist;
Government the United States by
MX103-01 Structure of Virginia and The student will demonstrate World History and identifying the purposes for government
Government United States knowledge of the Constitution of Geography stated in the Preamble;
Government the United States by
MX103-01 Structure of Virginia and The student will demonstrate World History and examining the fundamental principles upon
Government United States knowledge of the Constitution of Geography which the Constitution of the United States
Government the United States by is based, including the rule of law, consent
of the governed, limited government,
separation of powers, and federalism;
Skill/ Skill/ Strategy Name Topic Strand Text Standard Text Objective Text
Strategy #
MX104-01 Read the Rules Virginia and The student will demonstrate World History and illustrating the structure of the national
United States knowledge of the Constitution of Geography government outlined in Article I, Article II,
Government the United States by and Article III;
MX103-01 Structure of Virginia and The student will demonstrate World History and describing the amendment process.
Government United States knowledge of the Constitution of Geography
Government the United States by
MX103-01 Structure of Virginia and The student will demonstrate World History and explaining the relationship of the state
Government United States knowledge of the federal system Geography governments to the national government;
Government described in the Constitution of the
United States by
MX103-01 Structure of Virginia and The student will demonstrate World History and describing the extent to which power is
Government United States knowledge of the federal system Geography shared;
Government described in the Constitution of the
United States by
MX103-01 Structure of Virginia and The student will demonstrate World History and identifying the powers denied state and
Government United States knowledge of the federal system Geography national governments;
Government described in the Constitution of the
United States by
MX103-01 Structure of Virginia and The student will demonstrate World History and examining the ongoing debate that focuses
Government United States knowledge of the federal system Geography on the balance of power between state and
Government described in the Constitution of the national governments.
United States by
MX104-03 Making Decisions, Virginia and The student will demonstrate World History and describing the organization, role, and
Seeking Consensus, United States knowledge of local, state, and Geography constituencies of political parties;
and Resolving Government national elections by
Conflicts
MX104-03 Making Decisions, Virginia and The student will demonstrate World History and describing the nomination and election
Seeking Consensus, United States knowledge of local, state, and Geography process;
and Resolving Government national elections by
Conflicts
Skill/ Skill/ Strategy Name Topic Strand Text Standard Text Objective Text
Strategy #
MX104-03 Making Decisions, Virginia and The student will demonstrate World History and examining campaign funding and
Seeking Consensus, United States knowledge of local, state, and Geography spending;
and Resolving Government national elections by
Conflicts
MX104-03 Making Decisions, Virginia and The student will demonstrate World History and analyzing the influence of media coverage,
Seeking Consensus, United States knowledge of local, state, and Geography campaign advertising, and public opinion
and Resolving Government national elections by polls;
Conflicts
MX104-02 Democracy in Action Virginia and The student will demonstrate World History and examining the impact of reapportionment
United States knowledge of local, state, and Geography and redistricting;
Government national elections by
MX104-01 Read the Rules Virginia and The student will demonstrate World History and identifying how amendments extend the
United States knowledge of local, state, and Geography right to vote;
Government national elections by
MX104-03 Making Decisions, Virginia and The student will demonstrate World History and analyzing voter turnout.
Seeking Consensus, United States knowledge of local, state, and Geography
and Resolving Government national elections by
Conflicts
MX103-01 Structure of Virginia and The student will demonstrate World History and examining the legislative, executive, and
Government United States knowledge of the organization and Geography judicial branches;
Government powers of the national government
by
MX103-01 Structure of Virginia and The student will demonstrate World History and analyzing the relationship between the
Government United States knowledge of the organization and Geography three branches in a system of checks and
Government powers of the national government balances.
by
MX103-01 Structure of Virginia and The student will demonstrate World History and examining the legislative, executive, and
Government United States knowledge of the organization and Geography judicial branches;
Government powers of the state and local
governments described in the
Constitution of Virginia by
Skill/ Skill/ Strategy Name Topic Strand Text Standard Text Objective Text
Strategy #
MX103-01 Structure of Virginia and The student will demonstrate World History and examining the structure and powers of
Government United States knowledge of the organization and Geography local governments: county, city, and town;
Government powers of the state and local
governments described in the
Constitution of Virginia by
MX103-01 Structure of Virginia and The student will demonstrate World History and analyzing the relationship among state and
Government United States knowledge of the organization and Geography local governments.
Government powers of the state and local
governments described in the
Constitution of Virginia by
MX103-01 Structure of Virginia and The student will demonstrate World History and examining different perspectives on the
Government United States knowledge of the process by Geography role of government;
Government which public policy is made by
MX103-01 Structure of Virginia and The student will demonstrate World History and explaining how local, state, and national
Government United States knowledge of the process by Geography governments formulate public policy;
Government which public policy is made by
MX103-01 Structure of Virginia and The student will demonstrate World History and describing the process by which policy is
Government United States knowledge of the process by Geography implemented by the bureaucracy at each
Government which public policy is made by level;
MX104-03 Making Decisions, Virginia and The student will demonstrate World History and analyzing how individuals, interest groups,
Seeking Consensus, United States knowledge of the process by Geography and the media influence public policy.
and Resolving Government which public policy is made by
Conflicts
MX103-01 Structure of Virginia and The student will demonstrate World History and explaining the jurisdiction of the federal
Government United States knowledge of the operation of the Geography courts;
Government federal judiciary by
MX103-01 Structure of Virginia and The student will demonstrate World History and examining how John Marshall established
Government United States knowledge of the operation of the Geography the Supreme Court as an independent, co-
Government federal judiciary by equal branch of government through his
opinions in Marbury v. Madison;
Skill/ Skill/ Strategy Name Topic Strand Text Standard Text Objective Text
Strategy #
MX103-01 Structure of Virginia and The student will demonstrate World History and describing how the Supreme Court decides
Government United States knowledge of the operation of the Geography cases;
Government federal judiciary by
MX103-01 Structure of Virginia and The student will demonstrate World History and comparing the philosophies of judicial
Government United States knowledge of the operation of the Geography activism and judicial restraint.
Government federal judiciary by
MX104-01 Read the Rules Virginia and The student will demonstrate World History and examining the Bill of Rights, with emphasis
United States knowledge of civil liberties and civil Geography on First Amendment freedoms;
Government rights by
MX104-01 Read the Rules Virginia and The student will demonstrate World History and analyzing due process of law expressed in
United States knowledge of civil liberties and civil Geography the 5th and 14th Amendments;
Government rights by
MX104-01 Read the Rules Virginia and The student will demonstrate World History and explaining selective incorporation of the Bill
United States knowledge of civil liberties and civil Geography of Rights;
Government rights by
MX104-02 Democracy in Action Virginia and The student will demonstrate World History and exploring the balance between individual
United States knowledge of civil liberties and civil Geography liberties and the public interest;
Government rights by
MX104-02 Democracy in Action Virginia and The student will demonstrate World History and explaining every citizen's right to be treated
United States knowledge of civil liberties and civil Geography equally under the law.
Government rights by
MX105-02 American Foreign Virginia and The student will demonstrate World History and describing the responsibilities of the
Policy United States knowledge of the role of the Geography national government for foreign policy and
Government United States in a changing world national security;
by
Skill/ Skill/ Strategy Name Topic Strand Text Standard Text Objective Text
Strategy #
MX105-02 American Foreign Virginia and The student will demonstrate World History and assessing the role played by national
Policy United States knowledge of the role of the Geography interest in shaping foreign policy and
Government United States in a changing world promoting world peace;
by
MX101-02 Economic Policy Virginia and The student will demonstrate World History and examining the relationship of Virginia and
United States knowledge of the role of the Geography the United States to the global economy;
Government United States in a changing world
by
MX101-02 Economic Policy Virginia and The student will demonstrate World History and examining recent foreign policy and
United States knowledge of the role of the Geography international trade initiatives since 1980.
Government United States in a changing world
by
MX103-01 Structure of Virginia and The student will demonstrate World History and describing the distribution of governmental
Government United States knowledge of how governments in Geography power;
Government Mexico, Great Britain, and the
People's Republic of China
compare with government in the
United States by
MX103-01 Structure of Virginia and The student will demonstrate World History and explaining the relationship between the
Government United States knowledge of how governments in Geography legislative and executive branches;
Government Mexico, Great Britain, and the
People's Republic of China
compare with government in the
United States by
MX103-01 Structure of Virginia and The student will demonstrate World History and comparing the extent of participation in the
Government United States knowledge of how governments in Geography political process.
Government Mexico, Great Britain, and the
People's Republic of China
compare with government in the
United States by
MX101-01 Back to Basics Virginia and The student will demonstrate World History and identifying the basic economic questions
United States knowledge of economic systems Geography encountered by all economic systems;
Government by
Skill/ Skill/ Strategy Name Topic Strand Text Standard Text Objective Text
Strategy #
MX101-04 Economic Systems Virginia and The student will demonstrate World History and comparing the characteristics of free
United States knowledge of economic systems Geography market, command, and mixed economies,
Government by as described by Adam Smith and Karl
Marx;
MX101-02 Economic Policy Virginia and The student will demonstrate World History and evaluating the impact of the government's
United States knowledge of economic systems Geography role in the economy on individual economic
Government by freedoms;
MX101-04 Economic Systems Virginia and The student will demonstrate World History and explaining the relationship between
United States knowledge of economic systems Geography economic freedom and political freedom;
Government by
MX101-02 Economic Policy Virginia and The student will demonstrate World History and examining productivity and the standard of
United States knowledge of economic systems Geography living as measured by key economic
Government by indicators.
MX102-02 Understand Business Virginia and The student will demonstrate World History and assessing the importance of
Behavior United States knowledge of the United States Geography entrepreneurship, the profit motive, and
Government market economy by economic independence to the promotion
of economic growth;
MX102-02 Understand Business Virginia and The student will demonstrate World History and comparing types of business
Behavior United States knowledge of the United States Geography organizations;
Government market economy by
MX101-01 Back to Basics Virginia and The student will demonstrate World History and describing the factors of production;
United States knowledge of the United States Geography
Government market economy by
MX101-01 Back to Basics Virginia and The student will demonstrate World History and explaining the interaction of supply and
United States knowledge of the United States Geography demand;
Government market economy by
Skill/ Skill/ Strategy Name Topic Strand Text Standard Text Objective Text
Strategy #
MX101-01 Back to Basics Virginia and The student will demonstrate World History and illustrating the circular flow of economic
United States knowledge of the United States Geography activity;
Government market economy by
MX101-02 Economic Policy Virginia and The student will demonstrate World History and analyzing global economic trends, with
United States knowledge of the United States Geography emphasis on the impact of technological
Government market economy by innovations.
MX101-02 Economic Policy Virginia and The student will demonstrate World History and analyzing the impact of fiscal and monetary
United States knowledge of the role of Geography policies on the economy;
Government government in the Virginia and
United States economies by
MX101-03 Markets and Trade Virginia and The student will demonstrate World History and describing the creation of public goods and
United States knowledge of the role of Geography services;
Government government in the Virginia and
United States economies by
MX101-02 Economic Policy Virginia and The student will demonstrate World History and examining environmental issues, property
United States knowledge of the role of Geography rights, contracts, consumer rights, labor-
Government government in the Virginia and management relations, and competition in
United States economies by the marketplace.
MX104-03 Making Decisions, Virginia and The student will demonstrate World History and practicing trustworthiness and honesty courtesy and respect for the
Seeking Consensus, United States knowledge of personal character Geography rights of others;
and Resolving Government traits that facilitate thoughtful and
Conflicts effective participation in civic life
by
MX104-03 Making Decisions, Virginia and The student will demonstrate World History and practicing responsibility, accountability, and
Seeking Consensus, United States knowledge of personal character Geography self-reliance;
and Resolving Government traits that facilitate thoughtful and
Conflicts effective participation in civic life
by
Skill/ Skill/ Strategy Name Topic Strand Text Standard Text Objective Text
Strategy #
MX104-03 Making Decisions, Virginia and The student will demonstrate World History and practicing respect for the law patriotism.
Seeking Consensus, United States knowledge of personal character Geography
and Resolving Government traits that facilitate thoughtful and
Conflicts effective participation in civic life
by
MX104-03 Making Decisions, Virginia and The student will understand that World History and obeying the law and paying taxes;
Seeking Consensus, United States thoughtful and effective Geography
and Resolving Government participation in civic life is
Conflicts characterized by
MX104-03 Making Decisions, Virginia and The student will understand that World History and serving as a juror;
Seeking Consensus, United States thoughtful and effective Geography
and Resolving Government participation in civic life is
Conflicts characterized by
MX104-03 Making Decisions, Virginia and The student will understand that World History and participating in the political process;
Seeking Consensus, United States thoughtful and effective Geography
and Resolving Government participation in civic life is
Conflicts characterized by
MX104-03 Making Decisions, Virginia and The student will understand that World History and performing public service;
Seeking Consensus, United States thoughtful and effective Geography
and Resolving Government participation in civic life is
Conflicts characterized by
MX104-03 Making Decisions, Virginia and The student will understand that World History and keeping informed about current issues;
Seeking Consensus, United States thoughtful and effective Geography
and Resolving Government participation in civic life is
Conflicts characterized by
MX104-03 Making Decisions, Virginia and The student will understand that World History and respecting differing opinions in a diverse
Seeking Consensus, United States thoughtful and effective Geography society.
and Resolving Government participation in civic life is
Conflicts characterized
| 677.169 | 1 |
An engaging, entertaining, and informative introduction to probability and prediction in our everyday lives Although Probably Not deals with probability and statistics, it is not heavily mathematical and is not filled with complex derivations, proofs, and theoretical problem sets. This book unveils the world of statistics through questions such as... more...
A user-friendly presentation of the essential concepts and tools for calculating real costs and profits in personal finance Understanding the Mathematics of Personal Finance explains how mathematics, a simple calculator, and basic computer spreadsheets can be used to break down and understand even the most complex loan structures. In an easy-to-follow... more...
The first of its kind uniquely devoted to the field of computational electrostatics, this book dives headfirst into the actual problems that engineers are expected to solve using method of moment (MoM), finite difference, and finite element techniques. Readers are guided step by step through specific problems and challenges, covering all aspects of... more...
| 677.169 | 1 |
An unread copy that is in excellent condition! Clean crisp pages. Square binding. Minor shelf wear. No dust jacket. Includes sealed Access Code & Interactive Video CD. Get it ...fast! DOMESTIC & INTERNATIONAL EXPEDITED SHIPPING is available for this item. Same or next Postal business day shipping. All orders securely packaged. Domestic orders include USPS TrackingRead moreShow Less
More About
This Textbook
Overview
Make math a snap with ELEMENTARY ALGEBRA. Using everyday language and lots of examples, Kaufman and Schwitters show you how to apply algebra concepts and ace the test. And if tutoring is in your future, with this edition you get 40 hours of free tutoring per week through Personal Tutor with SMARTHINKING, the live online tutoring program that connects with you with an algebra expert who has a copy of your textbook. Plus, you'll get the powerful web-based iLrn Homework program that makes your assignments a breeze. Get the grade you want with ELEMENTARY ALGEBRA.
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| 677.169 | 1 |
9780136007029
ISBN:
0136007023
Edition: 5 Pub Date: 2008 Publisher: Prentice Hall
Summary: Clearly explained concepts, study skills help, and real-life applications will help the reader to succeed in learning algebra.
Martin-Gay, Elayn is the author of Beginning Algebra (The Martin-Gay Developmental Algebra Series) (Hardcover), published 2008 under ISBN 9780136007029 and 0136007023. Ninety two Beginning Algebra (The Martin-Gay Developmental Algebra Series) (Hardcover) textbooks are available for s...ale on ValoreBooks.com, fifty five used from the cheapest price of $0.42, or buy new starting at $11
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Abstract Algebra - 3rd edition
Summary: Widely acclaimed algebra text. This book is designed to give the reader insight into the power and beauty that accrues from a rich interplay between different areas of mathematics. The book carefully develops the theory of different algebraic structures, beginning from basic definitions to some in-depth results, using numerous examples and exercises to aid the reader's understanding. In this way, readers gain an appreciation for how mathematical structures and their ...show moreinterplay lead to powerful results and insights in a number of different settings. ...show less
047143334963.70 +$3.99 s/h
VeryGood
Bookbyte-OR Salem, OR
Has minor wear and/or markings. SKU:9780471433347-3-0
$70.44
| 677.169 | 1 |
ISBN: 1441912959 / ISBN-13: 9781441912954
A Problem Book in Real Analysis
This book systematically solves the problems related to the core concepts of most analysis courses. The wide variety of exercises presented in this ...Show synopsisThis book systematically solves the problems related to the core concepts of most analysis courses. The wide variety of exercises presented in this book range from the computational to the more conceptual and vary in difficulty.Hide synopsis
...Show more history. Although Analysis was conceived in the 17th century during the Scienti?c Revolution, it has taken nearly two hundred years to establish its theoretical basis. Kepler, Galileo, Descartes, Fermat, Newton and Leibniz were among those who contributed to its genesis. Deep conceptual changes in Analysis were brought about in the 19th century by Cauchy and Weierstrass. Furthermore, modern concepts such as open and closed sets were introduced in the 1900s. Today nearly every undergraduate mathematics program requires at least one semester of Real Analysis. Often, students consider this course to be the most challenging or even intimidating of all their mathematics major requirements. The primary goal of this book is to alleviate those concerns by systematically solving the problems related to the core concepts of most analysis courses. In doing so, we hope that learning analysis becomes less taxing and thereby more satisfying.Hide
Description:New. This book systematically solves the problems related to...New. This book systematically solves the problems related to the core concepts of most analysis courses. The wide variety of exercises presented in this book range from the computational to the more conceptual and vary in difficulty
| 677.169 | 1 |
the mathematical foundations of numerical methods and demonstrates their performance on examples, exercises and real-life applications. This is done using the MATLAB software environment, which allows an easy implementation and testing of the algorithms for any specific class of problems. The book is addressed to students in Engineering, Mathematics, Physics and Computer Sciences. In the second edition of this extremely popular textbook on numerical analysis, the readability of pictures, tables and program headings has been improved. Several changes in the chapters on iterative methods and on polynomial approximation have also been
| 677.169 | 1 |
Linear algebra is a fundamental area of mathematics, and is arguably the most powerful mathematical tool ever developed. It is a core topic of study within fields as diverse as: business, economics, engineering, physics, computer science, ecology, sociology, demography and genetics. For an example of linear algebra at work, one needs to look no furtherWritten by three noted mathematics educators, this volume presents a process-based approach to building a high-quality mathematics program based on five NCTM principles and four NCSM leadership principles. more...
Studying math is often a source of great anxiety for children and teenagers. It also proves troublesome for parents, as many are reminded of their own struggles with the subject and feel lost when trying to tackle it again years later. Help Your Kids with Math is designed to reduce the stress of studying math for both children and adults.
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"Combinatorics and Reasoning: Representing, Justifying and Building Isomorphisms" is based on the accomplishments of a cohort group of learners from first grade through high school and beyond, concentrating on their work on a set of combinatorics tasks. By studying these students, the editors gain insight into the foundations of proof building,... more...
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School Search
Mathematics
It is all about the relationships, be it algebraic, geometric, and/or statistical! Our students are quickly learning that the many problems they see in class regarding real world situations, involve relationships. Relationships of geometric figures, relationships between things that vary over time, relationships that may cause another quantity to change because it itself has changed. Our students are off to a great start this semester, sharpening their critical thinking skills and justifying their answers as they go! As we strive to see each of our students reach and exceed their full potential, there is an organic cohesiveness within the Bsmart Math Department encouraging academic growth.
| 677.169 | 1 |
new edition of Precalculus, Seventh Edition, the authors encourage graphical, numerical, and algebraic modeling of functions as well as a focus on problem solving, conceptual understanding, and facility with technology. They responded to many helpful suggestions provided by students and teachers in order to create a book that is designed for instructors and written for students.
This book covers all of the needed chapters and concepts that are needed for Calculus. While most books show you complicated math expressions and equations to explain a rule, this book both explains it in an easy to understand way, and it shows it in simple and complex expressions and equations.
This textbook also has calculator views for all of the examples; this includes graphs and multi entry calculations. As a result, we believe that the changes made in this edition make this the most effective precalculus text available today.
| 677.169 | 1 |
basic understanding of Fourier series, Fourier transforms, and Laplace transforms. It is an expanded and polished version of the authors' notes for a one-semester course intended for students of mathematics, electrical engineering, physics and computer science. Prerequisites for readers of this book are a basic course in both calculus and linear algebra. The material is self contained with numerous exercises and various examples of applications.
| 677.169 | 1 |
there are many solutions to it, but mine uses linear algebra and is very naive. There'saplanetinhabitedbyarbuzoids(watermeloners,totranslatefromRussian). Thosecreaturesarefoundinthreecolors: red,greenandblue. Thereare13red arbuzoids, 15blue ones, and 17green.
Linear algebra is essential in analysis, applied math, and even in theoretical mathematics. This is the point of view of this book, more than a presentation of linear algebra for its own sake. This is why there are numerous applications, some fairly
Pdf Pass Chapter 4 48 Glencoe Pre-Algebra Solve Real-World Problems When solving two-step equations, always remember to add or subtract first and then multiply or divide to isolate the variable. This is the opposite of the order of operations.
Linear Algebra is used quite heavily in Structural Engineering. This is for a very simple reason. The analysis of a structure in equilibrium involves writing down many equations in many unknowns. Often these equations are linear, even when material
| 677.169 | 1 |
An online course: learning units presented in worksheet format review the most important results, techniques and formulas in college and pre-college differential equations. Sections include: Introduction and First Definitions; Modeling via Differential Equations; First, Second, and Higher Order Differential Equations; Laplace Transform; Systems of Differential Equations; Fourier Series; and an Appendix with Mathematical Tables and Formulas.
| 677.169 | 1 |
1 2010 | Series: Algebra SurvivalProduct Description
About the Author
Josh Rappaport is the author of the Parents' Choice award-winning Algebra Survival Guide, and co-author of PreAlgebra Blastoff and the Card Game Roundup books. Josh taught middle school and high school, and for the last 20 years has been president of the Now I Get It! Learning Center, where he teaches and tutors children of all ages.Trust me when I say this the best Alegbra guide on the market. I know because I tried them all(no joke.) As an adult, who never had Algebra in high school, I was not prepared for it in college. And there are few college courses that go all the way back to the beginning, mine expected that you already had basic algebra fundamentals. The guide along with the workbook, actually replaced my textbook. The textbook was simply put, confusing, and unrelatable. The guide, and workbook were lifesavers for me. The clear, precise and easy to understand examples clarified much of what confused me. And associating all of the properties and laws to analogies worked liked a charm. In fact, I soon learned I knew th properties and laws better than my classmates and began using the analogies to explain them so they to could remember all the little tricks this guide taught me. My teenage son, who has struggled with Algebra, now has his own copies and wonders why his teachers have never thought to make it so easy to learn.
49 of 52 people found the following review helpful
5.0 out of 5 starsHighly recommend the book and workbookAug. 27 2007
By T. Malnar - Published on Amazon.com
Format:Paperback
I purchased the Algebra Survival guide and the workbook for my sons who would be taking Algebra in 8th grade. They easily completed the entire book over the summer. The survival guide is easy to understand. The Emergency Fact sheet will be a great reference. They will sail through Algebra this year. I highly recommend these books as a prelude to classroom Algebra for all students.
53 of 62 people found the following review helpful
5.0 out of 5 starsA Classic Start!July 7 2004
By John D MacDonald - Published on Amazon.com
Format:Paperback31 of 35 people found the following review helpful
5.0 out of 5 starsAlgebra Survival GuideAug. 1 2005
By Learnability - Published on Amazon.com
Format:Paperback
Absolutely the best book we have found in working with students preparing for Algbra. Great foundational skills organized in a useful way with good explanations that are easy to follow.
14 of 15 people found the following review helpful
5.0 out of 5 starsgreat companion for the GuideNov. 20 2007
By N.F. - Published on Amazon.com
Format:Paperback|Verified Purchase
I wrote a review of The Algebra Survival Guide, and just want to say here that this should definitely go in your cart along with it. It has lots of problems to work that match up to the Guide, plus a few new concepts to add on to the lessons learned in the Guide.
| 677.169 | 1 |
More About
This Textbook
Overview
Suitable for graduate students, the objective of this book is to bring advanced algebra to life with lots of examples. The first three chapters provide an introduction to commutative algebra and connections to geometry. The rest of the book then focuses on three active areas of contemporary algebra.
Editorial Reviews
From the Publisher
"Schenck's book offers an interesting path into this wonderful subject...Any student who completes this book will be excited about algebraic geometry and well-equipped for further reading."
Bulletin of the American Mathematical
| 677.169 | 1 |
Books
Trigonometry
For undergraduate courses in Precalculus. The Seventh Edition of this dependable text retains its best features-accuracy, precision, depth, strong student support, and abundant exercises, while substantially updating content and pedagogy. After completing the book, students will be prepared to handle the algebra found in subsequent courses such as finite mathematics, business mathematics, and engineering calculus.
Strong Algebra and Trigonometry skills are crucial to success in calculus. This text is designed to bolster these skills while students study calculus. As students The exponential, log, and inverse trigonometric functions are given in the appendices, to be used as the need arises in the particular calculus text used in the course.
Strong algebra and trigonometry skills are crucial to success in calculus. This text is designed to bolster these skills while readers study calculus. As readers
Numbers and Their Disguises: Multiplying and dividing fractions, adding and subtracting fractions, parentheses, exponents, roots, percent, scientific notation, calculators, rounding, intervals. Completing the Square: Completing the square in one and two variables. Solving Equations: Equations of degree 1 and 2, solving other types of equations, rational equations, the zero-factor property. Functions and Their Graphs: Introduction, equations of lines, power functions, shifting graphs, intersection of curves. Cyclic Phenomena: The Six Basic Trigonometric Functions: Angles, definitions of the six trigonometric functions, basic identities, special angles, sum formulas. Exponential Functions: The family of exponentials, the function. Composition and Inverse Functions: Composite functions, the idea of inverses, finding an inverse of f given by a graph, finding the inverse of f given by an expression. Logarithmic Functions: Definition of logarithms, logs as inverses of exponential functions, laws of logarithms, the natural logarithm. Inverse Trigonometric Functions: The definition of arcsin x, the functions arctan x and arcsec x, inverse trigonometric identities. Changing the Form of a Function: Factoring, canceling, long division, rationalizing, extracting a factor from under a root. Simplifying Algebraic Expressions: Working with difference quotients and rational functions, canceling common factors, rationalizing expressions. Decomposition of Functions: Inner, outer, and outermost functions, decomposing composite functions. Equations of Degree 1 Revisited: Solving linear equations involving derivatives. Word Problems, Algebraic and Transcendental: Algebraic word problems, the geometry of rectangles, circles and spheres, trigonometric word problems, right angle triangles, the law of sines and the law of cosines, exponential growth and decay. Trigonometric Identities: Rewriting trigonometric expressions using identities.
For all readers interested in algebra and trigonometry in early transcendentals calculus.
This text develops the trigonometric functions using a right triangle approach and showing how it leads to the unit circle approach. Graphing techniques are emphasized, including a discussion of polar co-ordinates, parametric equations, and conics using polar co-ordinates.
This text aims to teach students to view questions from various perspectives, analyze problems carefully, reformulate problems in more familiar terms, and recognize that most mathematical problems require significantly more thinking than writing.
| 677.169 | 1 |
Oak Ridge N, TX TrigonometryJust as Arithmetic provides the tool kit for the development of Algebra, Precalculus topics prepare students for calculus by providing a comprehensive numerical skill set which allows math to describe dynamic processes concisely and effectively. Each of the component processes (algebra, trigonom... Those last tw...
| 677.169 | 1 |
AQR - Advanced Quantitative Reasoning
The Advanced Quantitative Reasoning (AQR) project is creating an innovative post-Algebra II alternative to Pre-calculus for students who have completed Algebra I, Geometry, and Algebra II, or Integrated High School Mathematics I, II, and III. The AQR course develops mathematical proficiency, statistical proficiency, and quantitative literacy, filling a critical gap in the nation's high school mathematics course offerings. This course is aligned with the Common Core Standards for Mathematics. It is a solution to the fourth year of high school mathematics now required in many states. It addresses numerical reasoning, statistical reasoning, modeling, and spatial reasoning--and balances mathematics language development with in-context, technology-supported inquiry and problem solving.
Over the past five years, the AQR materials have been tested at 14 high schools in North Carolina, Texas, and Ohio. During 2013-2014, AQR is being implemented in schools in Singapore, Iowa, Texas, and Ohio--including Cincinnati Public Schools and Columbus City Schools. If you wish to receive additional information, please contact Greg Foley by email at foleyg@ohio.edu or by phone at 740-593-4430.
| 677.169 | 1 |
Algebra I For Dummies Education Bundle
Currently out of stock online, please contact your nearest store for availability
Description
Details
Reviews
Special Value Bundle - Two great books, one low price. Algebra I For Dummies Education Bundle, 2nd Edition, tracks to a typical high school Algebra class. Now with 25 percent new and revised content in the updated edition of Algebra I For Dummies, this bundle is sure to meet the needs of students and parents today. Algebra I For Dummies, 2nd Edition Factor fearlessly, conquer the quadratic formula, and solve linear equations. and revised content, this easy-to-understand reference not only explains algebra in terms you can understand, but it also gives you the necessary tools to solve complex problems with confidence. You'll understand how to factor fearlessly, conquer the quadratic formula, and solve linear equations.*
Includes revised and updated examples and practice problems* Provides explanations and practical examples that mirror today's teaching methods Whether you're currently enrolled in a high school or college algebra course or are just looking to brush-up your skills, Algebra I For Dummies, 2nd Edition gives you friendly and comprehensible guidance on this often difficult-to-grasp subject. Algebra I Workbook For Dummies From signed numbers to story problems - calculate equations with ease Got a grasp on the terms and concepts you need to know, but get lost halfway through a problem or worse yet, not know where to begin? No fear - this hands-on-guide focuses on helping you solve the many types of algebra problems you encounter in a focused, step-by-step manner. With just enough refresher explanations before each set of problems, you'll sharpen your skills and improve your performance. You'll see how to work with fractions, exponents, factoring, linear and quadratic equations, inequalities, graphs, and more!*
Step-by-step answer sets clearly identify where you went wrong (or right) with a problem* The inside scoop on operating and factoring* Know where to begin and how to solve the most common equations* How to use algebra in practical applications with confidence Author Bio: Mary Jane Sterling (Peoria, Illinois) is the author of Algebra I For Dummies, Algebra Workbook For Dummies, Algebra II For Dummies, Algebra II Workbook For Dummies, and five other For Dummies books. She has been at Bradley University in Peoria, Illinois for more than 30 years, teaching algebra, business calculus, geometry, finite mathematics, and whatever interesting material comes her way.
| 677.169 | 1 |
A comprehensive Calculus review app written by a Math PhD. Functions, Limits, Derivatives and Integrals are all covered with 55+ worked examples. For quick access to equations, the "Equations" tab displays commonly used properties and equations for derivatives and integrals
| 677.169 | 1 |
Elementary Linear Algebra - 10th edition
Summary: When it comes to learning linear algebra, engineers trust Anton. The tenth edition presents the key concepts and topics along with engaging and contemporary applications. The chapters have been reorganized to bring up some of the more abstract topics and make the material more accessible. More theoretical exercises at all levels of difficulty are integrated throughout the pages, including true/false questions that address conceptual ideas. New marginal notes provide a fuller explanat...show moreion when new methods and complex logical steps are included in proofs. Small-scale applications also show how concepts are applied to help engineers develop their mathematical reasoning. ...show less
Used - Very Good Book. Shipped from US within 4 to 14 business days. Established seller since 2000
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Icybooks Indianapolis, IN
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II is the payoff for mastering Calculus I. This second course in the calculus sequence introduces you to exciting new techniques and applications of one of the most powerful mathematical tools ever invented. Equipped with the skills of Calculus II, you can solve a wide array of problems in the physical, biological, and social sciences, engineering, economics, and other areas. Success at Calculus II also gives you a solid foundation for the further study of mathematics, and it meets the math requirement for many undergraduate majors.
A traditional and accessible calculus book with a strong conceptual and geometric slant that assumes a background in single-variable calculus. It uses the language and notation of vectors and matrices to clarify issues in multivariable calculus, and combines a clear and expansive writing style with an interesting selection of material"A 2-in-1 value: Thinkwell's Pre-Calculus combines the course materials from Algebra 2 with Trigonometry. It has hundreds of video tutorials and thousands of automatically graded exercises, so your students have all of the pre-calculus math help they need to prepare for Calculus.Thinkwell's Pre-Calculus video tutorials feature award-winning teacher Edward Burger, who has an amazing ability to break down concepts and explain examples step by step. He gives your students all they need to succeed in calculus."Calculus II is the payoff for mastering Calculus I. This second course in the calculus sequence introduces you to exciting new techniques and applications of one of the most powerful mathematical tools ever inventedFor many students, calculus can be the most mystifying and frustrating course they will ever take. The Calculus Lifesaver provides students with the essential tools they need not only to learn calculus, but to excel at it.
The fun and easy way to learn pre-calculus Getting ready for calculus but still feel a bit confused? Have no fear. Pre-Calculus For Dummies is an un-intimidating, hands-on guide that walks you through all the essential topics, from absolute value and quadratic equations to logarithms and exponential functions to trig identities and matrix operationsMaster Math: Pre-Calculus and Geometry makes the transition from algebra smooth and stress-free. This comprehensive pre-calculus book begins with the most basic fundamental principles and progresses through more advanced topics. The book covers subjects like triangles, volume, limits, derivatives, differentiation, and more in a clear, easy-to-understand manner. Pre-Calculus and Geometry explains the principles and operations of geometry, trigonometry, pre-calculus and introductory calculus with step-by-step procedures and solutions.
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Text: Elementary Differential
Equations by Edward and Penney; we will be covering Chapters 1 through 4, plus
other topics if time permits.
You need to have this text on the first day
of class, not at some indeterminate later date (see the next paragraph.) If you
show up on the first day of class without the text, I will take this as a sign
of LACK OF PREPARATION.
In this course, you can learn both techniques
and theory by doing problems. So I am going to assign problems every single
day, starting on day one. They will be collected, graded and returned to you at
the next meeting and will serve as the springboard for what comes next. You
should assign them high priority…I'm not kidding on this.
Daily assignments will count one third of the
grade. The other two thirds will come from a Midterm and a Final.
Let's articulatesome
ground rules:
> First...there will be
ABSOLUTELY NO CELL PHONES, LAPTOPS or any other type of electronic devices in
use during class. Please take care of business and TURN THEM OFF before you
enter the classroom.
>Second…please
DO NOT come to class late as it is disruptive. Be in your seat, mentally alert
and ready to participate, at 9:20 when class begins.
>
Third…If you
get sick or have some other kind of emergency, please get in touch with me as
soon as you can so we can work things out.
> Fourth, classes begin on Monday, August
25th. ( You wouldn't believe it but in the past some
peeps thought they could begin classes on a day of their own choosing. That was
a BIG mistake.)
If you want to review over the summer,
get out a calculus book and do integration problems involving u-substitutions,
trig integrals, exponentials, logs, and also problems using integration by parts.
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COURSE DESCRIPTION
With a growing need for record keeping, establishing budgets, and understanding finance, taxation, and investment opportunities, mathematics has become a greater part of our daily lives. Business Mathematics attempts to apply mathematics to daily business experiences.
Success in business relies more than ever upon the ability of managers to keep careful records, establish budgets, and understand finance, taxation, and investment opportunities. This course will help you use mathematics to your advantage in your daily business practices.
COURSE OBJECTIVES
After completing this course, you should be able to:
Calculate using fractions, decimals, and percents
Solve basic equations and use standard business formulas
Balance a checkbook and complete a simple tax return
Explain the essentials of business insurance and personal insurance
Compute business discounts and demonstrate familiarity with pricing and inventory control
COURSE STRUCTURE
Business Mathematics is a three-credit online course, consisting of seven (7) modules. Modules include an overview, topics, learning objectives, study materials, and assignments.
Consult the course Calendar for assignment due dates.
ASSESSMENT METHODS
For your formal work in the course, you are required to participate in online discussion forums, complete written assignments, take a proctored online midterm examination, and complete a final project. See below for more details.
Consult the course Calendar for assignment due dates.
Discussion Forums
Introduction to Business has four (4) graded online discussions, each focusing on a different subject. There is also an ungraded but required discussion in Module 1 titled "Introductions." All class discussions take place on the class Discussion Board.
Communication among fellow students and with the mentor is a critical component of online learning. Participation in online discussions involves two distinct assignments: an initial response to a posted question (discussion thread) and subsequent comments on classmates' responses. Meaningful participation is relevant to the content, adds value, and advances the discussion. Comments such as "I agree" and "ditto" are not considered value-adding participation. In this course, in your comments to your classmates you are expected to compare your answers with theirs, and then express agreement or disagreement. Be sure to support your agreement or disagreement. You will be evaluated on the quality and quantity of your participation. Responses and comments should be properly proofread and edited, professional, and respectful.
For posting guidelines and help with discussion forums, please see the Student Handbook located within the General Information page of the course Web site.
Written Assignments
Business Mathematics requires that you complete and submit seven (7) written assignments. They are built around associated textbook chapters assigned in your reading schedule. Each written assignment consists of problems contained in your textbook. The page numbers on which these problems can be found are listed in the Assignment Modules area of the course Web site.
You will be assigned and are to submit even-numbered problems only. The odd-numbered problems in your textbook have answers at the back of the text; they can be used as a self-test to see whether you understand how to do a particular type of problem.
Take the time to familiarize yourself with the Assignment Modules area of the course Web site, and read through the written assignment questions before you begin each module.
Prepare your written assignments using whatever word processing program you have on your computer. Include your name at the top of the paper, as well as the course name and code and the semester and year in which you are enrolled. Assignments must be prepared electronically, preferably with whatever equation editor comes with your word processing softwareTo receive full credit for your answers, you must show all work as well as your final answer.
For help regarding preparing and submitting assignments, see the Student Handbook located within the General Information page of the course Web siteEach exam consists of multiple-choice questions. Both are closed-book exams. A formula sheet with all necessary formulas will be provided when you take the exam. You may bring a calculator as well as blank sheets of paper for your calculations. You may not bring any notes, either typed or printed, or consult a solutions manual or any other reference sources or sources of information.
Midterm Examination
The midterm exam is a closed-book, proctored online exam. It is two hours long and covers material assigned in Modules 1-4. It consists of multiple-choice questions. You are permitted to bring a calculator and blank paper for calculations. A formula sheet will be provided to you when you take the exam.
Final Examination
The final exam is a closed-book, proctored online exam. It is two hours long and covers material assigned in Modules 5 through 7. It consists of multiple-choice questions. You are permitted to bring a calculator and blank paper for calculations. A formula sheet will be provided to you when you take the exam.
Online exams are administered through the course Web site. Consult the course Calendar for the official dates of exam weeks.
Sample Examination
You will find a sample online examination in the Tests & Quizzes area of this course site. Use this sample exam to familiarize yourself with the online testing setting and format before you take your online exam. Keep in mind the following potential differences between the sample exam and your online exam:
The content of your exam will match the content of your course; the sample exam has some generic questions on art history, world history, and environmental science.
Your exam is likely to include only one type or at most several types of questions (such as multiple choice or essays). The sample exam includes all the types that you might encounter in an online assessment at Thomas Edison State College.
You will be able to enter and take your final exam just once—once you have entered the exam you must complete it. The sample exam may be taken as often as you like.
There will be a penalty for exceeding the time limit in your actual exams (see the "Statement about Cheating" below), whereas there is no corresponding penalty with this sample exam there is evidence that you have cheated or plagiarized in an exam, the exam will be declared invalid, and you will fail the course.
GRADING AND EVALUATION
Your grade in the course will be determined as follows:
Online discussions (4)—10 percent
Written assignments (7)—40 percent
Midterm exam (proctored online, 1-4)—25 percent
Final exam (proctored online, (5-7)—25To receive credit for the course, you must earn a letter grade of C or better (for an area of study course) or D examination(s)
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Elementary Statistics-Text - 8th edition
Summary: ELEMENTARY STATISTICS: A STEP BY STEP APPROACH is for introductory statistics courses with a basic algebra prerequisite. The book is non-theoretical, explaining concepts intuitively and teaching problem solving through worked examples and step-by-step instructions. In recent editions, Al Bluman has placed more emphasis on conceptual understanding and understanding results, along with increased focus on Excel, MINITAB, and the TI-83 Plus and TI-84 Plus graphing calculators; computing ...show moretechnologies commonly used in such coursesossible retired library copy, some have markings or writing. May or may not include accessories such as CD or access codes.
$90.34 +$3.99 s/h
VeryGood
Books Revisited Chatham, NJ
Very good.
$92.32 +$3.99 s/h
Acceptable
BookCellar-NH Nashua, NH
007338610394.33 +$3.99 s/h
New
Nivea Books Lynnwood, WA
Hardcover New 0073386103 New Copy with minor shelf wear. Formula Card and CD Included. This is Student US Edition. May be publisher overstock. Same day shipping with free tracking number. Expedited...show more
| 677.169 | 1 |
Algebra continues to be a major obstacle for students. Many stumble over the beginnings of the subject, and even those who fare well in two years of high school algebra are unable to see its power and utility in mathematics and related fields. Part of the reason for these difficulties comes from the disconnect between school algebra and algebra as a scientific discipline. Drawing on examples from common core, the monograph "Reasoning and Sense Making in Algebra," the recently released PARCC "content Frameworks," and a four-year high school curriculum that my colleagues and I have developed, I will talk about some ideas for making algebra more meaningful, coherent, and tractable for students and their teachers.
Al Cuoco is Distinguished Scholar and Director of the center for Mathematics Education at Education Development center. He is lead author for "The CME Project," an NSF-funded high school curriculum, published by Pearson. He also co-directs "Focus on Mathematics," a partnership among universities, school districts, and EDC that has established a community of mathematical practice involving mathematicians, teachers, and mathematics educators. The partnership evolved from his 25-year collaboration with Glenn Stevens on Boston Universityss "PROMYS for Teachers," a professional development program for teachers based on an immersion experience in mathematics. Al taught high school mathematics to a wide range of students in the Woburn, Massachusetts public schools from 1969 until 1993. A student of Ralph Greenberg, he holds a Ph.D. in mathematics from Brandeis, with a thesis and research in Iwasawa theory. He draws constantly on his experience both as a mathematician and a teacher in his work in curriculum development, professional development, and education policy, most recently as part of a team revising the CBMS recommendations for teacher preparation and professional development. His recent book, published by MAA, is "Mathematical connections: a companion for Teachers and Others," but his favorite publication is a 1991 paper in the American Mathematical Monthly, described by his wife as "an attempt to explain a number system that no one understands with a picture that no one can see."
Past Events
"If It Pleases the Court: The Use of Mathematical Reasoning in the Courtroom"
For most of the 300 years since Nicholas Bernoulli submitted his thesis Usu Artis conjectandi in Jure ("The Use of the Art of conjecturing in the Law"), the use of mathematics — particularly, probability and statistics — in legal reasoning was contemplated by courts in the U.S. and England with considerable suspicion. However, the passing of the civil Rights Act in the 1960s ushered in a wave of state and federal cases that presented unique issues of proof, and began the slow process of legitimizing the use of statistical evidence in the courtroom. These decisions, together with the rise of increasingly advanced technologies at issue in the disputes between parties, has opened the door to the introduction of other mathematical arguments that must be harnessed by attorneys, presided over by judges and decided by juries. This talk begins with a review of some of the mathematical principles and techniques that regularly make appearances in U.S. courtrooms — whether applied correctly or incorrectly — sometimes with dispositive consequences. Moreover, the increasing use of mathematics in court raises significant pedagogical questions: For example, what is the most effective way to integrate mathematical training into the curriculum of students entering the legal profession? How can ongoing education most efficiently be structured for judges who must decide cases in an increasingly technical world? And how do the rules and procedures that govern the presentation of expert testimony in court support — or hinder — the ability of jurors to quickly grasp the essence of a mathematical assertion? This talk explores a few of these connections between pedagogy and jurisprudence, with the aim of highlighting opportunities to improve the quality of mathematical discourse in both the legal classroom and the courtroom.
Mark Myers is the General Manager of a Connecticut-based consulting firm, Point Break Associates, LLC that specializes in providing competitive intelligence services to small and medium sized companies. Prior to founding Point Break Associates, he was a UTC Fellow in Embedded Systems & controls at the United Technologies Research Center, Manager of Business Development and Strategy for UTC Fire & Security and Vice President of Research Services at Nerac, Inc. Mark has a Ph.D. in Applied Mathematics from Cornell University and a law degree from the University of Connecticut School of Law.
One of the things that bother me about teaching mathematics is the fact that very few students ever get to see what's new and exciting in mathematics. What do we show them in their twelve years before college (and often their four years in college)? We teach them 4th century BC geometry, 11th century algebra, and, if they are really good and motivated, some 17th century calculus. Unlike the other fields in science and engineering, where everyone knows that interesting and important things are going on, our students rarely get that impression about mathematics.
One of my goals over the past twenty years has been to change this mindset. There are plenty of ways to insert contemporary topics in math into the standard curriculum. In this lecture, I will give one such example, namely, how chaos games and fractal images provide a wonderful opportunity to blend together various ideas from middle and high school mathematics. This is a talk I routinely give to students at this grade level, so don't worry about the mathematical level!
Robert L. Devaney is Professor of Mathematics at Boston University. He is the author of over one hundred research papers in the field of dynamical systems as well as a dozen pedagogical papers in this field. He is also the (co)-author or editor of thirteen books in this area of mathematics. He has received numerous national honors for excellence in teaching such as, the Award for Distinguished University Teaching from the Northeastern section of the Mathematical Association of America, the Deborah and Franklin Tepper Haimo Award for Distinguished University Teaching, the National Science Foundation Director's Award for Distinguished Teaching Scholars, the ICTCM Award for Excellence and Innovation with the Use of Technology in Collegiate Mathematics, among others. In 2010 he was named the Feld Family Professor of Teaching Excellence at Boston University.
Education is more than just transfer of information, yet that is what is mostly done in large introductory courses -- instructors present material (even though this material might be readily available in printed form) and for students the main purpose of lectures is to take down as many notes as they can. Few students have the ability, motivation, and discipline to synthesize all the information delivered to them. Yet synthesis is perhaps the most important -- and most elusive -- aspect of education. I will show how shifting the focus in lectures from delivering information to synthesizing information greatly improves the learning that takes place in the classroom.
Eric Mazur is the Balkanski Professor of Physics and Applied Physics at Harvard University. An internationally recognized scientist and researcher, he leads a vigorous research program in optical physics and supervises one of the largest research groups in the Physics Department at Harvard University. In addition to his work in optical physics, Dr. Mazur is interested in education, science policy, outreach, and the public perception of science. He believes that better science education for all - not just science majors - is vital for continued scientific progress. To this end, Dr. Mazur devotes part of his research group's effort to education research and finding verifiable ways to improve science education. In 1990 he began developing Peer Instruction a method for teaching large lecture classes interactively. Dr. Mazur's teaching method has developed a large following, both nationally and internationally, and has been adopted across many science disciplines at the K-12 and university level. Mazur is Chairman of the Instructional Strategy Advisory Group for Turning Technologies, a company developing interactive response systems for the education market. Dr. Mazur is author or co-author of 219 scientific publications and 12 patents. He has also written on education and is the author of Peer Instruction: A User's Manual (Prentice Hall, 1997), a book that explains how to teach large lecture classes interactively. In 2006 he helped produce the award-winning DVD Interactive Teaching.
As the mathematics learned in the elementary grades forms the foundation for the mathematics taught at the middle and secondary levels and in college, the role of the elementary teacher is of crucial importance in laying the foundation for students' success in later mathematics courses and ultimately for pursuing scientific and technological careers. If we are to raise student achievement at all educational levels and for all students, we must provide elementary teachers with a more broad and deep understanding of mathematics and the capability to translate that knowledge into the elementary school classroom. In this presentation we will discuss mathematics content needs of elementary teachers, why primary teachers need to know "higher mathematics", the Vermont Mathematics Initiative (VMI), a successful statewide, content-based professional development program for K-8 teachers, understanding arithmetic and algebra through English language grammar and time permitting, enduring mathematical motifs that stretch from the kindergarten classroom to the research frontier. The presentation is designed for a general audience and has no mathematics or education prerequisites.
"Conflicts between Mathematics Educators and Mathematicians, and Ways to Overcome Them"
Though neither mathematics educators nor mathematicians hold uniform views on K-12 mathematics educators, in both groups there exists what might be called a mainstream consensus. I shall outline the disagreements between the two communities, analyze their origins and consequences, and describe successful efforts to defuse them.
Dr. Wilfried Schmid is the Dwight Parker Robinson Professor of Mathematics at Harvard University. He holds a Ph.D. in mathematics from the University of California, Berkeley. Schmid has served as Mathematics Advisor to the Massachusetts Department of Education, as member of the Steering Committee of Mathematics NAEP, and as member of the Program Committee of the International Congress of Mathematics Education 2004. He has lectured widely on the subject of mathematics education, to audiences of mathematicians. Together with Deborah Ball, Jeremy Kilpatrick, Joan Ferrini-Mundi, Jim Milgram, and Richard Schaar, he wrote the declaration ``Reaching for Common Ground in K-12 Mathematics Education".
"The learning of fractions: How can it be built on the learning of whole numbers?"
There may be two approaches to teaching fractions: Teaching fractions "in parallel" with whole numbers or first teaching students about whole numbers, then building their understanding of fractions. The first is a well-known and widely used approach in U.S. elementary schools. This talk will describe the second approach: How students' understanding of the concept of fraction as well as their skill in computing with fractions may be built on their learning of whole numbers and how students' learning of whole numbers may be carefully designed so that it serves as a sound foundation for learning fractions.
Dr. Liping Ma is the author of the book Knowing and Teaching Elementary Mathematics. Her book is quoted on all sides of discussions about how to teach mathematics in elementary schools in the United States. She holds a master's degree in education from East China Normal University and a Ph.D. in curriculum and teacher education from Stanford University.
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...
Show More for graduates and advanced undergraduates, it assumes only a limited familiarity with differential equations and complex variables. The presentation begins with a review of differential and difference equations, then develops local asymptotic methods for such equations, and explains perturbation and summation theory before concluding with an exposition of global asymptotic methods. Emphasizing applications, the discussion stresses care rather than rigor and relies on many well-chosen examples to teach readers how an applied mathematician tackles problems. There are 190 computer-generated plots and tables comparing approximate and exact solutions, over 600 problems of varying levels of difficulty, and an appendix summarizing the properties of special functions
| 677.169 | 1 |
This starter mathematics dictionary is highly recommended for students starting at secondary school, and will take them through to basic GCSE. It has just the right amount of detail for this level. Note: it is not suitable for mathematics study beyond GCSE.
I can't really put it better than one of my foundation level students who, having battled with her notes, and with definitions and remembering eg the difference between mean, median and mode, and the number of sides of a pentagon just said, with a big beam, "This is just brilliant!!".
The ones I was supplied with had rectangular ends (not curved as shown in the picture), but this wasn't a problem. They look great!
They are good value and well finished. They are strong but made of thin metal so that the bit that goes under the books gets in the way as little as possible. They also have three thin 'cushions' underneath that help with anti-slip.
They do the job brilliantly, and so I have just ordered another batch of eight. At this price, they are excellent value.
I spotted this book in 'The Works' and it looked as if it might have promise. Having quickly flicked through it I put it back on the rack. I am always looking for books that might give some ideas for the classroom, but was a little reluctant to buy yet another 'popular' maths book that failed to deliver; so many of them are yet another tour through numbers et al, from the Babylonians to Hilbert's Hotel, trying desperately to convince the reader that it is all so interesting and fun ...yawn, zzzzzzzzzzz. Why so many of these 'popular' maths books manage to make the subject so incredibly boring is beyond me; what is the point of boring the very audience one has decided to inspire? But when I… Read more
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Beginning Algebra (11th Edition)
9780321673480
ISBN:
0321673484
Edition: 11 Pub Date: 2010 Publisher: Addison Wesley
Summary: Lial, Margaret L. is the author of Beginning Algebra (11th Edition), published 2010 under ISBN 9780321673480 and 0321673484. Six hundred forty three Beginning Algebra (11th Edition) textbooks are available for sale on ValoreBooks.com, one hundred twenty six used from the cheapest price of $61.75, or buy new starting at $148[less75859 thought this was a great book even though I hate math. Shows you how to do step by step for most type of math problem. Had answers to half the problems in the back so you at least know when some of your answers are wrong.
The thing I didn't like is that some examples given step by step are not too close of an example as the actual problem. So sometimes still had problems with the homework.
Reading material was easy to read and learn
Has everything you need to start learning basic algebra. I would definitely recommend this book to any student entering algebra I
This book came in handy. I used it as my guide while I was in college Writing. Most of the material we used was in this book. It has more than enough information about the types of arguments in writing. And how to write a good argument. I recommend this book to any interested in learning all about well written arguments.
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Category III: Critical Thinking/Problem Solving: The student will be able to:
Demonstrate the understanding of solving problems by:
recognizing the problem
reviewing information about the problem
developing plausible solutions
evaluating the results
These skills are developed in VII.B.1 and VII.B.3.
Planned Sequence of Topics and/or Learning Activities:
The following is a list of the minimum amount of course material covered by the instructor. Accompanying each topic is an approximate number of lessons required to study the topic.
Linear and Quadratic Models (6 lessons)
Slope and equation of a line
Linear equations in one unknown
Linear functions and their graphs
Linear mathematical models
Quadratic functions and models
Matrix Theory (7 lessons)
Basic operations on matrices
Solving systems of linear equations by using the Gauss-Jordan method
Multiplication of matrices
Inverses of matrices
Solving matrix equations
Applications of matrices
Linear Programming (6 lessons)
Graphing a system of linear inequalities
Slack variables and pivot operations
Solving a linear programming problem using the graphical method
Solving a linear programming problem using the simplex method
Applications of Finance (3 lessons)
Simple Interest
Compound Interest
Exponential and Logarithmic Functions (6 lessons)
Exponential functions and their graphs
Logarithmic functions and their graphs
Properties of logarithms
Applying logarithms to solving equations
Probability and Counting (7 lessons)
Tree diagrams and the fundamental principal of counting
Permutations and combinations
Sample spaces and probability of an event
Rules of probability (addition and multiplication rule)
Conditional probability
Expected value
Assessment Methods for Core Learning Goals:
All Core Critical Thinking and Problem Solving, College Level Mathematics or Science, and Discipline-Specific Course Objectives will be assessed as follows:
The student will apply mathematical concepts and principles to identify and solve problems presented through informal assessment, such as oral communication among students and between teacher and students and, for the core, formal assessment using open-ended questions reflecting theoretical and applied situations.
Reference, Resource, or Learning Materials to be used by Students:
Departmentally selected textbook. Details provided by the instructor of each course section. See Course format.
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It is also fundamental to a deeper understanding of finance, marketing, and economics. Differential Calculus leads directly into Integral Calculus and eventually to the Differential Equations which can be used to model just about any continuous function or process. Microsoft Excel is, in my opinion, the star of the Microsoft Office Suite.
| 677.169 | 1 |
Engineering drawing syllabus use real life examples to promote class discussions and illustrate the use and purpose of solid geometry in mechanical engineering
Basic geometry course syllabus cindy kroon course description the main focus of geometry is on plane and solid figures and their properties a major emphasis is
This course is a study of plane and solid geometry it includes precise definitions, high school course syllabus october 2013 2 lifelong learning standards
Beverly hills high school curriculum and instructional syllabus basic geometry course description this course is a study of plane and solid geometry
Geometry honors course syllabus middleboro high school, ms miles of a 3 d solid, and solve problems involving a solid, given its net students will solve
Syllabus for math 1325 analytic geometry this course satisfies the university of texas at arlington core curriculum requirement in mathematics
Technical drawing ordinary and higher level courses nb the parts of the syllabus which are in italics will not be examined at ordinary level
Geometry honors syllabus course description the geometry course includes an in‐depth analysis of plane, solid, and coordinate geometry as they relate to
34 solve specific geometrical problems in plane and solid geometry five questions will be set on applied geometry taken from the syllabus block plans, site
| 677.169 | 1 |
College Algebra - 4th edition
Summary: Providing Strategies for Success: This text provides numerous strategies for success for both students and instructors. Instructors will find the book easier to use with such additions as an Annotated Instructor's Edition, instructor notes within the exercise sets, and an Insider's Guide. Students will find success through features including highlights, exercise hints, art annotations, critical thinking exercises, and pop quizzes, as well as procedures, strategies, a...show morend summaries. ...show less
Systems of Linear Equations in Two Variables. Systems of Linear Equations in Three Variables. Nonlinear Systems of Equations. Partial Fractions. Inequalities and Systems of Inequalities in Two Variables. Linear Programming.
6. Matrices and Determinants.
Solving Linear Systems Using Matrices. Operations with Matrices. Multiplication of Matrices. Inverses of Matrices. Solution of Linear Systems in Two Variables. Using Determinants. Solution of Linear Systems in Three Variables Using DeterminantsVery moves you t...show moreo front of the line) ...show less
$7.00 +$3.99 s/h
LikeNew
Universal Textbook Cleveland, OH
Hardcover Fine 0321356918 Your book ships the next business day.
$7.35 +$3.99 s/h
Good
Quality School Texts OH Coshocton, OH
2005-12-29 Hardcover Good Names on inside cover and numbers on bookedge; no other internal marking/highlighting.
$7.99 +$3.99 s/h
Acceptable
harambee Kansas city, MO
2005 Hardcover Fair Acceptable condition with some writings and jacket is worn and taped on corners. Same day shipping. Thank you.
$9
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This unit will enable students to understand the basic and more advanced mathematics and statistics involved in the finance world. It introduces financial mathematical concepts which underpin the financial decision making process. In addition the unit covers financial markets, portfolio management and econometric methods.
Assessment
Cloud (online) test 10%
Assignment (Quantitative) (Group/3-4 Students) 30%
Examination 2 hours
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My approach is to describe the role of variables in a way that makes algebra far less intimidating. My undergraduate major was Economics, but I fell in love with Economics when I took it during my entire senior year of high school. I am very comfortable with both Microeconomics (the actions of ...
...At its core, linear algebra is just a more economic way of writing concepts from other mathematical disciplines, from algebra to differential equations. This syntax makes it ideal for performing scalable computations on machines in a memory-efficient way. I received A's in linear algebra in high school and multiple undergraduate
| 677.169 | 1 |
Editors' review
MyScript Calculator represents a fast, streamlined way to write out math problems and get instant solutions. It can be a little tough to use if your handwriting is bad, but you'll love this cool app if you take your time and use it carefully. It's worth the time it takes to get used to.
This app lets you draw out numbers, mathematical symbols, and other math icons and turn them into equations, with ease. There's no enter button so the program will solve any equation as long as there are enough parts to make the equation work. You can keep writing until you have the exact equation you want. The app's handwriting detection is solid, but it will mistake some bad handwriting (During testing, 7s and division slashes seemed to confuse the app.) Luckily, the app has a responsive back button that lets you change one mistake and a delete key so you can start from scratch. MyScript Calculator auto-scales based on what information you've entered, so it's just as easy to see an entire complex calculation as it is to see a simple one.
MyScript Calculator presents a fun, fresh take on the old-school calculator. There are some hiccups here and there, but the app makes up for them with plenty of neat ways to visualize math problems.
Publisher's Description
Easy, simple and intuitive, just write the mathematical expression on the screen then let MyScript technology perform its magic converting symbols and numbers to digital text and delivering the result in real time.
The same experience as writing on paper with the advantages of a digital device (Scratch-outs, results in real time, ...
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calculus and physics calculus and physics calculus and physicsincluding elementary (k-6th) calculus and physics
| 677.169 | 1 |
work with cylinders, a geometric understanding of the shapes involved and how they fit together are crucial for excellence in their trade. This book allows pipe fitters to connect their work to its logical base—math. The straightforward tone, multitude of illustrations, and example problems will help even those with underdeveloped math skills learn the calculations. Forty-one sets of exercises with answers give the reader ample practice as well as applying the math skills.
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