0915.pdf file.
... blazingly fast, even when we tried to crash the computer by feeding it pairs of numbers with 100 and more digits. This prompted our thought question for next Tuesday: how fast shuld we ‘expect’ the Euclidean algorithm to be? Computing gcd’s (as, technically, smallest linear combination) is all well ...
... blazingly fast, even when we tried to crash the computer by feeding it pairs of numbers with 100 and more digits. This prompted our thought question for next Tuesday: how fast shuld we ‘expect’ the Euclidean algorithm to be? Computing gcd’s (as, technically, smallest linear combination) is all well ...
Course of Study - Blount County Schools
... Course: Algebra II and Algebra II with Trigonometry Math Course of Study Example: finding missing coordinates of vertices of polygons, determining properties of polygons given the coordinates of their vertices, determining perpendicularity of sides of a polygon on a coordinate plane Solve general tr ...
... Course: Algebra II and Algebra II with Trigonometry Math Course of Study Example: finding missing coordinates of vertices of polygons, determining properties of polygons given the coordinates of their vertices, determining perpendicularity of sides of a polygon on a coordinate plane Solve general tr ...
EppDm4_04_02
... challenges because “A” has a general procedure for putting integers into the form of rational numbers: “A” just divides whatever integer “B” gives by 1. ...
... challenges because “A” has a general procedure for putting integers into the form of rational numbers: “A” just divides whatever integer “B” gives by 1. ...
6.2 Law of Exponents / Scientific Notation
... •For any nonzero number a, a0 = 1 •Anything to the zero power equals 1 (except zero) ...
... •For any nonzero number a, a0 = 1 •Anything to the zero power equals 1 (except zero) ...
Identifying Prime and Composite Numbers
... 3. Some students received numbers from 70 to 80 in the music download contest. Which students will win a free download? Explain your reasoning. 4. a) Examine the numbers listed below. Identify the only number that might be prime. Explain how you know that the other numbers are composite. ...
... 3. Some students received numbers from 70 to 80 in the music download contest. Which students will win a free download? Explain your reasoning. 4. a) Examine the numbers listed below. Identify the only number that might be prime. Explain how you know that the other numbers are composite. ...
Random Number Generation
... 3. Gap test. Counts the number of digits that appear between repetitions of a particular digit and then uses the KolmogorovSmirnov test to compare with the expected number of gaps. 4. Poker test. Treats numbers grouped together as a poker hand. Then the hands obtained are compared to what is expecte ...
... 3. Gap test. Counts the number of digits that appear between repetitions of a particular digit and then uses the KolmogorovSmirnov test to compare with the expected number of gaps. 4. Poker test. Treats numbers grouped together as a poker hand. Then the hands obtained are compared to what is expecte ...
Determine the number of odd binomial coefficients in the expansion
... Since the coefficients of these polynomials are equal mod 2, using the ¡ n¢ binomial theorem we see that k is odd for k = 0, 2, 8, 10, and it is even for all other k. Similarly, the product (1 + x)11 ≡ (1 + x8 )(1 + x2 )(1 + x1 )(mod 2) is a polynomial containing 8 = 23 terms, being the product of 3 ...
... Since the coefficients of these polynomials are equal mod 2, using the ¡ n¢ binomial theorem we see that k is odd for k = 0, 2, 8, 10, and it is even for all other k. Similarly, the product (1 + x)11 ≡ (1 + x8 )(1 + x2 )(1 + x1 )(mod 2) is a polynomial containing 8 = 23 terms, being the product of 3 ...
Factors and Multiples Lesson Ideas
... 2. Distribute colored chips/blocks/manipulatives. Define “multiple.” For example, “List some multiples of 3.” Ask students what “multiple” makes them think of. Students may say, “many” or “more than 1.” Show students that if they have 3 blocks to represent 3, multiples of 3 are simply “many sets of ...
... 2. Distribute colored chips/blocks/manipulatives. Define “multiple.” For example, “List some multiples of 3.” Ask students what “multiple” makes them think of. Students may say, “many” or “more than 1.” Show students that if they have 3 blocks to represent 3, multiples of 3 are simply “many sets of ...
File - San Diego Math Field Day
... The four horsemen of the Apocalypse are trying to unlock the end of the world by determining the prime factorization of 5212011. Each horseman represents one of the prime factors. You can prevent the end of the world by finding the sum of the prime factors of 5212011. What is the sum of the prime fa ...
... The four horsemen of the Apocalypse are trying to unlock the end of the world by determining the prime factorization of 5212011. Each horseman represents one of the prime factors. You can prevent the end of the world by finding the sum of the prime factors of 5212011. What is the sum of the prime fa ...
Addition
Addition (often signified by the plus symbol ""+"") is one of the four elementary, mathematical operations of arithmetic, with the others being subtraction, multiplication and division.The addition of two whole numbers is the total amount of those quantities combined. For example, in the picture on the right, there is a combination of three apples and two apples together; making a total of 5 apples. This observation is equivalent to the mathematical expression ""3 + 2 = 5"" i.e., ""3 add 2 is equal to 5"".Besides counting fruits, addition can also represent combining other physical objects. Using systematic generalizations, addition can also be defined on more abstract quantities, such as integers, rational numbers, real numbers and complex numbers and other abstract objects such as vectors and matrices.In arithmetic, rules for addition involving fractions and negative numbers have been devised amongst others. In algebra, addition is studied more abstractly.Addition has several important properties. It is commutative, meaning that order does not matter, and it is associative, meaning that when one adds more than two numbers, the order in which addition is performed does not matter (see Summation). Repeated addition of 1 is the same as counting; addition of 0 does not change a number. Addition also obeys predictable rules concerning related operations such as subtraction and multiplication.Performing addition is one of the simplest numerical tasks. Addition of very small numbers is accessible to toddlers; the most basic task, 1 + 1, can be performed by infants as young as five months and even some non-human animals. In primary education, students are taught to add numbers in the decimal system, starting with single digits and progressively tackling more difficult problems. Mechanical aids range from the ancient abacus to the modern computer, where research on the most efficient implementations of addition continues to this day.