old simple class notes
... • Problem: what is the greatest value of n that can be used in the sum 1+(1/2)^2+ (½)^2 +… + (1/n)^2 and get a value of less than 2? S = 1; n = 1; while S+ (1/(n+1))^2 < 2 n = n+1; S = S + (1/n)^2; end • [n, S] ...
... • Problem: what is the greatest value of n that can be used in the sum 1+(1/2)^2+ (½)^2 +… + (1/n)^2 and get a value of less than 2? S = 1; n = 1; while S+ (1/(n+1))^2 < 2 n = n+1; S = S + (1/n)^2; end • [n, S] ...
Keep in mind that high school TMSCA is
... Calculus is a major part of modern mathematics education. A course in calculus is a gateway to other, more advanced courses in mathematics devoted to the study of functions and limits, broadly called mathematical analysis. Calculus has historically been called "the calculus of infinitesimals", or "i ...
... Calculus is a major part of modern mathematics education. A course in calculus is a gateway to other, more advanced courses in mathematics devoted to the study of functions and limits, broadly called mathematical analysis. Calculus has historically been called "the calculus of infinitesimals", or "i ...
Math 8H
... warm-up are a useful tool when factoring quadratic trinomials. Today we’ll factor quadratic trinomials that have a leading coefficient of 1. They’ll look like this: ax2 + bx + c. The number that replaces the variable “a” will always be 1 in this lesson. ...
... warm-up are a useful tool when factoring quadratic trinomials. Today we’ll factor quadratic trinomials that have a leading coefficient of 1. They’ll look like this: ax2 + bx + c. The number that replaces the variable “a” will always be 1 in this lesson. ...
Full text
... We omit the superscript "(3)" for brevity. Then \U{ |= 1 and 1/Tj |= 2, as we may verify; hence, \Hn\=2 for all n. This may be left in determinant form or expanded into a sum of terms ...
... We omit the superscript "(3)" for brevity. Then \U{ |= 1 and 1/Tj |= 2, as we may verify; hence, \Hn\=2 for all n. This may be left in determinant form or expanded into a sum of terms ...
13.1 Arithmetic and Geometric Sequences
... A "sequence" an ordered list of numbers; the numbers in this ordered list are called "elements" or "terms". ...
... A "sequence" an ordered list of numbers; the numbers in this ordered list are called "elements" or "terms". ...
Problem E - hoadleymath
... ∴ the smallest number in the sum of 25 consecutive whole numbers is 28. Note: The sum simplifies to 25n = 1000 because for each positive integer 1 to 12 in the sum the opposite integer -1 to -12 also appears. Then (1 + 2 + · · · + 11 + 12) + (−1 − 2 − · · · − 11 − 12) = 0. Solution 3 In Problem C th ...
... ∴ the smallest number in the sum of 25 consecutive whole numbers is 28. Note: The sum simplifies to 25n = 1000 because for each positive integer 1 to 12 in the sum the opposite integer -1 to -12 also appears. Then (1 + 2 + · · · + 11 + 12) + (−1 − 2 − · · · − 11 − 12) = 0. Solution 3 In Problem C th ...
Day 1
... 2. Find the domain and range of the following functions. (a) f : [r, s, t, u] → [A, B, C, D, E] where f (r) = A, f (s) = B, f (t) = B, and f (u) = E (b) g(t) = t4 (c) f (x) = −x 3. Determine whether the equation defines y as a function of x. (a) x = y 3 (b) x2 + y = 9 4. Sketch f (x) = x2 − 4. Deter ...
... 2. Find the domain and range of the following functions. (a) f : [r, s, t, u] → [A, B, C, D, E] where f (r) = A, f (s) = B, f (t) = B, and f (u) = E (b) g(t) = t4 (c) f (x) = −x 3. Determine whether the equation defines y as a function of x. (a) x = y 3 (b) x2 + y = 9 4. Sketch f (x) = x2 − 4. Deter ...
File
... 8.F.1 Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. 8.F.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g ...
... 8.F.1 Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. 8.F.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g ...
