P BENSON – Maths Tutor MARCH / APRIL 2005 VERSION 1 ISSUED FEBRUARY 2006 RE-UPDATED VERSION 2 MARCH 2008 VERSION 3 UPDATED FOR NEW SPECIFICATION 2011 CONTENTS PAGE Section Topic Page A Percentages 3 B Interest 3 C Nth Terms 3 D Ratio 4 E Lowest Common Multiples 4 F Highest Common Factors 4 G Prime Numbers 5 H Fractions 5 I Fractions/Decimals/Percentages 6 J Trial and Improvement 6 K Brackets
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Pre-Calculus and Trig/Pre-Calculus Writing Assignment As a part of our math course we have been assigned a writing piece in which we are required to discuss the properties and uses of several kinds of algebraic functions. The four models include‚ linear‚ exponential‚ power‚ and inverse power. The purpose of this assignment is to review our understanding of these models and their uses and to fulfill a writing piece for the MEAP test. The first and simplest function to be discussed is the linear function
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Part A Q2-Maths Assignment 2012‚ Mrs Pillai Lvl 1 Irrational numbers are numbers that are neither whole numbers nor ratios of whole numbers. Irrational numbers are real numbers in the sense that they appear in measurements of geometric objects--for example‚ the number pi (II). However‚ irrational numbers cannot be represented as decimals‚ unlike rational numbers‚ which can be expressed either as finite decimals or as infinite decimals that eventually follow a repeating pattern. By contrast‚ irrational
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When I grow up I want to be a restaurant owner/ chef. I can think of many reasons to use math while owning a restaurant. First of‚ I would have to count the money I make. Then I would have to add up all the expenses my restaurant has like water‚ gas‚ and electricity. Next‚ I would have to take inventory‚ which is counting how many items I’ve sold compared to the amount of money I’ve made compared to the amount of that item I have left. I also have to count all the food I have left over that way
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CE1008/CZ1008: Engineering Maths CPE103/CSC103: Maths I/Foundation Maths Course Introduction 2012-2013 Semester 2 i-1 What is CE1008/CZ1008 Engineering Maths? Academic Unit: 3 AU Syllabus: • Calculus • Probability & Statistics Calculus: Probability & Statistics: • Notion of a Limit • Differentiation and Applications • Integration and Applications • Differential Equations and Applications • Descriptive Statistics • Probability Theory • Probability & Sampling
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a) From the diagram‚ we get when R1 = 2kpc‚ v1 = 200km/s R2 = 5kpc‚ v2 = 220km/s R3 = 10kpc‚ v3 = 225km/s R4= 15kpc‚ v4 = 220km/s R5 = 20kpc‚ v5 = 222km/s R6 = 25kpc‚ v6 = 223km/s v2 = GMR/R MR = v2R/G M1 = (2000002*2000*3.09*1016)/(6.67*10-11) = 3.706*1040kg M2 = (2200002*5000*3.09*1016)/(6.67*10-11) = 1.12*1041 kg M3 = (2250002*10000*3.09*1016)/(6.67*10-11) = 2.35*1041kg M4 = (2200002*15000*3.09*1016)/(6.67*10-11) = 3.36*1041kg M5 = (2220002*20000*3.09*1016)/(6.67*10-11)
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Math Portfolio HL- Type 1 INVESTIGATINGRATIOS OF AREAS AND VOLUMES The purpose of this portfolio is to investigate the ratios of areas and volumes when a function y= xn is graphed between two arbitrary parameters x=a and x=b such that a‹b. Task 1 The general formula to find area A is [pic] The general formula to find area B is [pic] Therefore‚ the ratio of Area A to Area B is- = [pic] ÷ [pic] = [pic] × [pic] = n : 1 n:1 is the general conjecture formed. The given
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Formulas (to differential equations) Math. A3‚ Midterm Test I. sin2 x + cos2 x = 1 sin(x ± y) = sin x cos y ± cos x sin y tan(x ± y) = tan x±tan y 1∓tan x·tan y differentiation rules: (cu) = cu ′ ′ ′ ′ ′ (c is constant) cos(x ± y) = cos x cos y ∓ sin x sin y (u + v) = u + v (uv)′ = u′ v + uv ′ ′ ′ u ′ = u v−uv v v2 df dg d dx f (g(x)) = dg dx sin 2x = 2 sin x cos x tan 2x = sin x = 2 cos 2x = cos2 x − sin2 x 2 tan x 1−tan2 x 1−cos 2x ‚ 2 integration rules: cos x = 2
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Discuss the approach to teaching math taken in the Montessori classroom. Montessori is an approach which many have adopted these days as a teaching method for children in preschool. The materials which they use create an environment that is developmentally appropriate for the children. Montessori believes that with the helped of trained teachers and the proper environment which the children are placed in‚ intelligence and different skills will be developed in the child (Casa Montessori‚
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PAGE 19 Note: If the divided result is fraction‚ it must be round up. If it is divisibly devided‚ the result must always be plus 1. 3.The Class Interval must be written in order from Min-Max‚ or Max-Min 4. Finding the Frequency of each Class Interval by using mark Example2: Draw a Frequency Distribution Table by setting the Class Interval width to 5 with belows data. The data is the height of 36 Vocational Diploma students. xxx xxx xxx xxx xxx xx xx xxx xx xx xxx xx Direction: 1. Range
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