Question 1 - Worle Community School
... scored by match 3 b) Another teams goals are plotted and it is a straight line. What can you say about this team? Netball Matches Played Worle Mathematics Department ...
... scored by match 3 b) Another teams goals are plotted and it is a straight line. What can you say about this team? Netball Matches Played Worle Mathematics Department ...
GEOM_U1_BLM_Final
... Analyze the specific examples provided, determine a pattern, and then find the missing term. Making a prediction about missing terms is called making a conjecture. Examples: For each of the following, write the next two terms and describe the pattern. ...
... Analyze the specific examples provided, determine a pattern, and then find the missing term. Making a prediction about missing terms is called making a conjecture. Examples: For each of the following, write the next two terms and describe the pattern. ...
SESSION 1: PROOF 1. What is a “proof”
... is a big question, which I won’t pretend to answer; instead, I will outline a few reasons why I care about proof. • A proof of a mathematical statement is absolute; there is no exception to the rule. Such absolute statements are wonderful and do not exist in any other field of study! • Mathematics i ...
... is a big question, which I won’t pretend to answer; instead, I will outline a few reasons why I care about proof. • A proof of a mathematical statement is absolute; there is no exception to the rule. Such absolute statements are wonderful and do not exist in any other field of study! • Mathematics i ...
Arizona Study Guide
... similarity and congruence. The side-angle-side (SAS) theorem can be used to show that ǻABC and ǻCDA are congruent if each has two sides and an included angle that are congruent with two sides and an included angle of the other. In the diagram AB and DC are given as congruent, and the missing stateme ...
... similarity and congruence. The side-angle-side (SAS) theorem can be used to show that ǻABC and ǻCDA are congruent if each has two sides and an included angle that are congruent with two sides and an included angle of the other. In the diagram AB and DC are given as congruent, and the missing stateme ...
Squares in arithmetic progressions and infinitely many primes
... for the bj . We let N be any integer ≥ M (B(M ) + 5). The interval [0, N − 1] is covered by the sub-intervals Ij for j = 0, 1, 2, . . . , k − 1, where Ij denotes the interval [jM, (j + 1)M ), and kM is the smallest multiple of M that is greater than N . Let N := {n : 0 ≤ n ≤ N − 1 and a + nd is a sq ...
... for the bj . We let N be any integer ≥ M (B(M ) + 5). The interval [0, N − 1] is covered by the sub-intervals Ij for j = 0, 1, 2, . . . , k − 1, where Ij denotes the interval [jM, (j + 1)M ), and kM is the smallest multiple of M that is greater than N . Let N := {n : 0 ≤ n ≤ N − 1 and a + nd is a sq ...
Mathematics (304) - National Evaluation Series
... similarity and congruence. The side-angle-side (SAS) theorem can be used to show that ǻABC and ǻCDA are congruent if each has two sides and an included angle that are congruent with two sides and an included angle of the other. In the diagram AB and DC are given as congruent, and the missing stateme ...
... similarity and congruence. The side-angle-side (SAS) theorem can be used to show that ǻABC and ǻCDA are congruent if each has two sides and an included angle that are congruent with two sides and an included angle of the other. In the diagram AB and DC are given as congruent, and the missing stateme ...
Integration by Substitution
... This achievement standard is derived from Level 8 of The New Zealand Curriculum, Learning Media, Ministry of Education, 2007; and is related to the achievement objectives: Manipulate complex numbers and present them graphically Form and use polynomial, and other non-linear equations in the Mathe ...
... This achievement standard is derived from Level 8 of The New Zealand Curriculum, Learning Media, Ministry of Education, 2007; and is related to the achievement objectives: Manipulate complex numbers and present them graphically Form and use polynomial, and other non-linear equations in the Mathe ...
some cosine relations and the regular heptagon
... in elementary algebra called the "theory of equations". This topic is almost never taught today. Its subject was the roots of polynomial equations. Many of the techniques used in this paper would have been familiar to students of this theory of equations. The topics in section 2 of this paper should ...
... in elementary algebra called the "theory of equations". This topic is almost never taught today. Its subject was the roots of polynomial equations. Many of the techniques used in this paper would have been familiar to students of this theory of equations. The topics in section 2 of this paper should ...
Calculations involving the Mean
... In a Physics examination, there were two papers. Paper 1 counts for 40% of the final mark and paper 2 counts for 60%. Glenda scores 82 marks out of 100 for Paper 1 and 78 marks out of 100 for Paper 2. Find her overall percentage mark. ...
... In a Physics examination, there were two papers. Paper 1 counts for 40% of the final mark and paper 2 counts for 60%. Glenda scores 82 marks out of 100 for Paper 1 and 78 marks out of 100 for Paper 2. Find her overall percentage mark. ...
Content Area: Mathematics Standard: 2. Patterns, Functions, and Algebraic Structures
... Relevance and Application: 1. The use of a pattern of elapsed time helps to set up a schedule. For example, classes are each 50 minutes with 5 minutes between each class. 2. The ability to use patterns allows problem-solving. For example, a rancher needs to know how many shoes to buy for his horses, ...
... Relevance and Application: 1. The use of a pattern of elapsed time helps to set up a schedule. For example, classes are each 50 minutes with 5 minutes between each class. 2. The ability to use patterns allows problem-solving. For example, a rancher needs to know how many shoes to buy for his horses, ...
Chapter 4: Factoring Polynomials
... Factor and solve the polynomial 25x2 + 20x + 4 =0. Possible factors of 25x2 are {x, 25x} or {5x, 5x}. Possible factors of 4 are {1, 4} or {2, 2}. We need to methodically try each pair of factors until we find a combination that works, or exhaust all of our possible pairs of factors. Keep in mind tha ...
... Factor and solve the polynomial 25x2 + 20x + 4 =0. Possible factors of 25x2 are {x, 25x} or {5x, 5x}. Possible factors of 4 are {1, 4} or {2, 2}. We need to methodically try each pair of factors until we find a combination that works, or exhaust all of our possible pairs of factors. Keep in mind tha ...
ck here
... extension to the parent communication from your child’s teacher. We encourage you to value the thinking that is evident when children use such algorithms—there really is more than one way to solve a problem! ...
... extension to the parent communication from your child’s teacher. We encourage you to value the thinking that is evident when children use such algorithms—there really is more than one way to solve a problem! ...
- Louisiana Believes
... per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions . ...
... per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions . ...
Ratios & Unit Rates
... equal ratios by multiplying or dividing each term of a ratio by the same nonzero number ...
... equal ratios by multiplying or dividing each term of a ratio by the same nonzero number ...
Co-ordinate Geometry
... pair. If we know the coding of a particular city, roughly we can indicate it’s location inside the shaded square on the map. But still we do not know its precise location. The method of finding the , position of a point in a plane very precisely was introduced by the French Mathematician and Philoso ...
... pair. If we know the coding of a particular city, roughly we can indicate it’s location inside the shaded square on the map. But still we do not know its precise location. The method of finding the , position of a point in a plane very precisely was introduced by the French Mathematician and Philoso ...
view our prospectus for this subject.
... Simple quadratics: Factorising quadratics of the form x 2 bx c The method is: Step 1: Form two brackets (x … )(x … ) Step 2: Find two numbers that multiply to give c and add to make b. These two numbers get written at the other end of the brackets. Example 1: Factorise x2 – 9x – 10. Solution: We ...
... Simple quadratics: Factorising quadratics of the form x 2 bx c The method is: Step 1: Form two brackets (x … )(x … ) Step 2: Find two numbers that multiply to give c and add to make b. These two numbers get written at the other end of the brackets. Example 1: Factorise x2 – 9x – 10. Solution: We ...
Algebra II Sample Scope and Sequence
... These practices should become the natural way in which students come to understand and to do mathematics. While, depending on the content to be understood or on the problem to be solved, any practice might be brought to bear, some practices may prove more useful than others. Opportunities for highli ...
... These practices should become the natural way in which students come to understand and to do mathematics. While, depending on the content to be understood or on the problem to be solved, any practice might be brought to bear, some practices may prove more useful than others. Opportunities for highli ...
A1 Decimals and Fractions Introduction
... Nature is written'. And as our daily lives come to depend more and more on the control we exert on the world around us, it is ever more important for people to have a deeper understanding for the simple 'grammar' which underpins all mathematics. Colloquial mathematics is limited to addition. Mathema ...
... Nature is written'. And as our daily lives come to depend more and more on the control we exert on the world around us, it is ever more important for people to have a deeper understanding for the simple 'grammar' which underpins all mathematics. Colloquial mathematics is limited to addition. Mathema ...
8.6 Geometric Sequences
... sequence: multiplying a term in a sequence by a fixed # to find the next term Common ratio: the fixed # that you continuously multiply by You always have to multiply by some # in ...
... sequence: multiplying a term in a sequence by a fixed # to find the next term Common ratio: the fixed # that you continuously multiply by You always have to multiply by some # in ...
Mathematics and art
Mathematics and art are related in a variety of ways. Mathematics has itself been described as an art motivated by beauty. Mathematics can be discerned in arts such as music, dance, painting, architecture, sculpture, and textiles. This article focuses, however, on mathematics in the visual arts.Mathematics and art have a long historical relationship. Artists have used mathematics since the 5th century BC when the Greek sculptor Polykleitos wrote his Canon, prescribing proportions based on the ratio 1:√2 for the ideal male nude. Persistent popular claims have been made for the use of the golden ratio in ancient times, without reliable evidence. In the Italian Renaissance, Luca Pacioli wrote the influential treatise De Divina Proportione (1509), illustrated with woodcuts by Leonardo da Vinci, on the use of proportion in art. Another Italian painter, Piero della Francesca, developed Euclid's ideas on perspective in treatises such as De Prospectiva Pingendi, and in his paintings. The engraver Albrecht Dürer made many references to mathematics in his work Melencolia I. In modern times, the graphic artist M. C. Escher made intensive use of tessellation and hyperbolic geometry, with the help of the mathematician H. S. M. Coxeter, while the De Stijl movement led by Theo van Doesberg and Piet Mondrian explicitly embraced geometrical forms. Mathematics has inspired textile arts such as quilting, knitting, cross-stitch, crochet, embroidery, weaving, Turkish and other carpet-making, as well as kilim.Mathematics has directly influenced art with conceptual tools such as linear perspective, the analysis of symmetry and mathematical objects such as polyhedra and the Möbius strip. The construction of models of mathematical objects for research or teaching has led repeatedly to artwork, sometimes by mathematicians such as Magnus Wenninger who creates colourful stellated polyhedra. Mathematical concepts such as recursion and logical paradox can be seen in paintings by Rene Magritte, in engravings by M. C. Escher, and in computer art which often makes use of fractals, cellular automata and the Mandelbrot set. Controversially, the artist David Hockney has argued that artists from the Renaissance onwards made use of the camera lucida to draw precise representations of scenes; the architect Philip Steadman similarly argued that Vermeer used the camera obscura in his distinctively observed paintings.Other relationships include the algorithimic analysis of artworks by X-ray fluorescence spectroscopy; the stimulus to mathematics research by Filippo Brunelleschi's theory of perspective which eventually led to Girard Desargues's projective geometry; and the persistent view, based ultimately on the Pythagorean notion of harmony in music and the view that everything was arranged by Number, that God is the geometer of the world, and that the world's geometry is therefore sacred. This is seen in artworks such as William Blake's The Ancient of Days.