1 Sets of real numbers

Size: px
Start display at page:

Download "1 Sets of real numbers"

Transcription

1 1 Sets of real numbers Outline Sets of numbers, operations, functions Sets of natural, integer, rational and real numbers Operations with real numbers and their properties Representations of real numbers Elements of topology We denote by N = {0 1 } Z = { } Q = : Z, 6= 0ª (the R (the set of natural numbers) (the set of integer numbers) set of rational numbers) (the set of real numbers) In the following chapters, we will also be concerned with the sets R, R, or more generally R ( 1), defined as follows R = { =( 1 ): 1 R} Given a point =( 1 ) R, 1 are called the coordinates of. In the cases =1 and we can represent by a point on the real line, in the real plane, respectively in the real space, as indicated in the figure below. In the cases 4 we cannot represent graphically the point (it is difficult for example to make a sketch in a 4-dimensional space!), but we can still think abeingapointinr. R R R x x x x 0 x 0 x 1 x 0 x 1 Figure 1: Graphic representation of a point (vector) in R, R and R. Alternately, the point R can also be viewed as a vector in R, from the origin to the corresponding point (see Figure 1 above). Recalling the addition of vectors, we can define the addition of points in R as follows: if =( 1 )and =( 1 ), we define + by + =( ) (1) There are two multiplication operations which can be performed with a point/vector in R : i) multiplication by a scalar: if =( 1 ) R and R, wedefine the scalar product R by =( 1 ) () ii) dot product: if =( 1 ), =( 1 ) R,wedefine the dot product R by = () 1

2 Using Pythagora s theorem, it is not difficult to see that the length of the vector =( 1 ) R (denoted by ) isgivenby q = = (4) The length k k of a vector in R is called in mathematics the norm of. It has the following properties: Proposition 1.1 For any R we have the following: i) k k 0 ii) k k =0implies =0=(0 0). iii) k k k k k k k k + k k iv) k k = k k v) k k = k k for any 0. Proof. Exercise. y x y x 0 Figure : The distance between the points and is the length k k of the vector. From Figure we can see that the distance between the points =( 1 ), =( 1 ) R is equal to the length of the vector, hence we define q ( ) = = ( 1 1 ) + +( ) (5) Remark 1. Note that in the case =1, the above formula becomes q ( ) = = ( 1 1 ) = 1 1 in which we recognize the usual formula for the distance between two points on the real line: the distance is just the absolute value of their difference. Also, in the cases =and =the above formula becomes the familiar formulae from analytic geometry q ( ) = = ( 1 1 ) +( ) respectively ( ) = = q ( 1 1 ) +( ) +( ) Thus,ingeneral,wewillwritek k for the distance between two points in R (perhaps in the case =1it is more common to write instead k k, although both notations are acceptable). Often, we are interested in describing the points which are close to a given point R. Recalling that the distance between and is just k k, this leads to the following definition:

3 R R R x r B(x, R) x B(x, R) B(x, r) r 0 x x r x x + r 0 1 Figure : The ball ( ) centered at of radius 0inR, R and R. Definition 1. We define the open ball with center R and radius 0 by ( ) ={ R : k k } (6) Remark 1.4 In the case =1,weobtain ( ) ={ R : } =( + ) so in this case the ball is just the interval centered at of radius. In the case =,weobtain n ( ) ={ R : } = =( 1 ) R :( 1 1 ) +( ) o so in this case the ball is just the disk centered at of radius. In the case =,weobtain n ( ) ={ R : } = =( 1 ) R :( 1 1 ) +( ) +( ) o so in this case the ball is the usual -dimensional ball centered at of radius. In the higher dimensional cases ( ), even though we cannot represent graphically the ball ( ), wewill still refer to ( ) as the open ball of center and radius. Thenotionofanopen set, extends the notion of an open interval. Recall that in R, anopeninterval( ) is the set of all points between (and not including) the endpoints and, thatis ( ) ={ R : } What makes the interval ( ) open, is the following property: whichcanalsobewritteninthefollowingform ( ) 0 ( + ) ( ) ( ) 0 ( ) ( ) Inthisform,thisisexactlythedefinition of an open set in R : Definition 1.5 Aset R is called open if for any point there exists an 0 such that ( ). Aset R is closed if the complement = R is an open set. A neighborhood of a point R is any set = R for which there exists 0 such that ( ). Note that by definition, the empty set and R are both open sets and closed sets. Example 1.6 For any R,, the open interval ( ) is an open set, and the closed interval [ ] is a closed set. Note that the intervals ( ] and [ ) are neither open nor closed. Conversely, it can be shown that a set R is open if and only if it is a (countable) union of open intervals, that is = 1 ( ).

4 Some properties of the open/closed sets are contained in the following: Proposition 1.7 Finite intersections of open sets and arbitrary unions of open sets are open. Finite unions and arbitrary intersections of closed sets are closed sets. Proof. Exercise. The following definition is meant to indicate the relative position of a point with respect to a set. Definition 1.8 Apoint R is called an: i) interior point of if there exists 0 such that ( ) ; ii) closure point of if for any 0 ( ) 6= ; iii) boundary point of if for any 0, ( ) 6= and ( ) * ; iv) accumulation point / limit point of the set if for any 0, ( ( ) { }) 6= ; v) isolated point if but is not an accumulation point of. Remark 1.9 The notion of accumulation / limit point of a set has the following equivalent definition. A point R is a limit point of if and only if there exists a sequence 1 { } of points in { } such that lim =. In other words, a limit point point of is a point which can be obtained as the limit of points in { } (both requirements that and 6= are essential here). Definition 1.10 Given a set R,wedefine: i) the interior of the set (denoted ) as the set of all interior points of, thatis = { R : interior point of } ii) the closure of the set (denoted ) as the the set of all closure points of, that is = { R : closure point of } iii) the boundary of (denoted ) by: = Remark 1.11 It can be shown that is the largest open set contained in, moreprecisely = and is the smallest closed set containing, that is We have the following: = [ \ Proposition 1.1 Givenanarbitraryset R, the interior is an open set and the closure isaclosedset, and we have: Example 1.1 For any R with, the interior of the set ( ] is ( ) and its closure is [ ]. For the set =(1 ] {}, thesetofinteriorpointsis =(1 ), the set of closure points is =[1 ] {}, the boundary points are =1, and, the set of accumulation points is [1 ], and the only isolated point is =. 4

5 1.1 Functions An important notion in mathematics is that of a function. Recall that a function is a rule which assigns to each number in a certain set (called the domain of the function) a unique number in a certain set (called the range of the function). If denotes the rule which describes the correspondence between the points in the domain and the range of the function, it is customary to write : (read as defined on with values in ) for the corresponding function. In this notation, ( ) representsthepointin which corresponds to the point. Note that according to the definition, a function is a triple ( ), that is a rule, a domain, and a range. In particular, two functions 1 : 1 1 and : are equal if and only they have the same domain, the same range, and the same rule, that is 1 =, 1 = and 1 ( ) = ( ) for all 1 =. The graph of the function : is the set = {( ( )) : }. In the case when R (or R ) and R, we can represent graphically the graph, by plotting the points with coordinates ( ( )) for all. Given two functions : and : (note that the range of equals the domain of ), we may define the composition of and as the function :, ( )( ) = ( ( )),. The composition of functions is associative (meaning that ( ) = ( ), whenever the composition of and makes sense), but is not in general commutative (meaning that 6= ). For a given function : it may happen that distinct points are mapped into distinct points ( ) - when this happens, we say that the function is injective. Also, it may happen that any point in the range of the function is the image under of a point in its domain - when this happens, we say that is a surjective function. The formal definitions are the following. Definition 1.14 We say that the function : is i) injective if or equivalently ii) surjective if 1, 1 6= = ( 1 ) 6= ( ) 1, ( 1 )= ( )= 1 = s.t. ( ) = iii) bijective if it is both injective and surjective. The important consequence of the fact that a function : is bijective is that to each corresponds exactly one such that ( ) = (why?). This allows to define the inverse function of, denoted by 1 :, bydefining 1 ( ) = if ( ) =. If is a bijective function, then 1 ( ) = for all (7) and 1 ( ) = for all (8) Next, we present a brief overview of the most common mathematical functions Linear functions A linear function is a function : R R, ( ) = +, where R are constants. The graph of a linear function is a line, and it can therefore be sketched by ploting two arbitrary distinct points ( 1 ( 1 )) and ( ( )), and joining them by a line. Note that in the case when the domain of the linear function is just a subset of R (instead of all real numbers), the graph of the function consistsonlyofapartofaline(insteadofawholeline). Recall that the slope of a line is defined as the tangent of the angle between the line and the horizontal axis, that is =tan. (9) If ( 1 1 )and( ) are two points of the line, simple geometric consideration show that the slope can be found by using the formula = 1 (10) 1 5

6 If two lines 1 and have slopes 1, respectively and they are parallel, then 1 =. If they are perpendicular, their slopes verify 1 = 1. Finally, note that when the equation of the line is written in the form = +, its slope is exactly the coefficient of, thatis =. Example 1.15 Sketch the graph of the function : R R, ( ) = +. Redo the exercise in the cases when :[0 ) R and :( 1 ] R. Conversely, if the graph of a linear function is known, we can find its equation by using the formula for the equation of a line determined by two distinct points ( 1 1 )and( ) 1 = 1 (11) 1 1 or the equation of a line determined by a point ( 1 1 ) and its slope 1 = ( 1 ) (1) Solving the above equations for, the corresponding linear function is given by ( ) =, for in the domain of the function(note that the domain of the function can be read from its graph, but its range cannot be explictly determined from the graph - why? When the range of a function is not explicitly stated, we usually consider the range to be R, R,aso). Example 1.16 Find the equation of the line passing through the points (1 5) and ( 7) Quadratic functions A quadratic function is a function of the form : R R, ( ) = + +, where R and 6= 0(if = 0, the function is linear). Its graph is a parabola: oriented upwards if 0 and downwards if 0, symmetric with respect to the line = with vertex at the point ³ 4 4 ;, -intercepts (points where the graph crosses the -axis): if = 4 0and 1 are the solutions of the equation ( ) =0 1, the parabola crosses the axis at the points with coordinates ( 1 0) and ( 0). Example 1.17 Sketch the function : R R, ( ) = +. Is this function injective, surjective or bijective? Can you modify the domain/range of such that is bijective? What is in this case its inverse function? 1.1. Trigonometric functions For angles 0, the trigonometric functions of the angle are defined as follows. Consider a right triangle with angles =, = and =, asinfigure4below. The trigonometric functions are defined as follows sin = tan = = = The definition is then extended to any angle [0 ) by sin ( ) sin = cos = = cot = if [ ) sin ( ) if [ ) sin ( ) if [ ) = 1 Thesolutionsoftheequation + + =0aregivenby 1 = ± 4 if = 4 0. The same formula also works in the case when 0, but the solutions 1 are in this case complex numbers. 6

7 C π α A α B Figure 4: A right triangle with angle =. and similar formulae for cos, tan and cot (recall the trigonometric circle!). Finally, the definition of sin and cos is extended to any R by periodicity, i.e. sin ( + ) =sin. The tangent and cotangent functions are extended by periodicity (note tan and cot 0 are not defined). Some trigonometric formulae: sin +cos = 1 sin ( ± ) = sin cos ± cos sin cos ( ± ) = coscos sin sin sin ± sin = sin ± cos cos +cos = cos + cos cos = sin + sin = sin cos cos = cos sin sin = 1 cos ( ) cos = 1+cos( ) cos sin The function : [ 1 1], ( ) =sin is bijective. Its inverse 1 :[ 1 1] is called the arcsine (inverse sine) function, and is denoted 1 ( ) =arcsin, inotherwordsfor and [ 1 1] we have sin = arcsin = Similarly, the arccosine (cosine inverse) function arccos : [ 1 1] [0 ]isdefined as the inverse of the cosine function, restricted to the interval [0 ]. 1. Exponential and logarithmic functions The exponential function (with base 0) is the function : R R, ( ) =. When 1 the function is increasing, when = 1 is constant, and it is decreasing when 0 1(seethe graphs below). 7

8 (a >1) y y = a x y = a x y (0 <a<1) x x Figure 5: The graph of = in the case 1 (increasing) and (decreasing). Some properties of the exponential function = + = ( ) = ³ = ( ) = for any 0and R. Fromthegraphsaboveitcanbeseenthatforanyvalueof 0, 6= 1,thefunction : R (0 ), ( ) = is bijective. Its inverse, 1 :(0 ) R, 1 ( ) =log is called the logarithm (with base ) of. Note that this means log = = for any 0, 6= 1, 0and R. Some properties of the logarithms for any 0, 6= 1, 0and R. log ( ) = log +log µ log = log log log ( ) = log log = log log 8

9 1. Exercises 1. Evaluate. h (a) 7 5 i (b) +( ) 4 ( 4) ( 4 5) 0 18 (c) ( 1 ) 5( ) +( ) ( 8) 1 ( ) +( 1 ) 1. Simplify the given expressions. (a) (b) (c) (d) ³ ³ ³ i 1 h (1 ) 1i 1 h ( ) Without using a calculator, determine which of the given number is larger. (a) or 1 6 (b) or 6 49 (c) or (d) 65 or Evaluate the following. (a) (b) (c) : : ( ) + 5 ³ :[( ) 4 7( ) ] [15: 5 +(10 1 : 1 ) 14] ( ) ( ) 14 5 (d) (e) 1 15 : ( ) ( ): 5 9 ( ) 9 71 ³ 7 1 : Factor completely the given expressions. (a) (b) (c) + + (d) (e) 9 ( + ) (f) (g) (h) (i) (j) : p 0 1(6): 8 9

10 6. Simplify the given expressions. (a) (b) (c) (d) (e) Solve the given equations (a) ( 5) = (b) 7 8 = (c) = Solve the given inequalities. (a) ( ) + ( )(+) 1 + ( ) (b) h 1 4 ³ 1 5 (c) ()+( 7)+( 5)+(10)+( 4)+(4) ( 5)+( 7) (4)+(+10)+( ) (d) 7+( ) ( ) 4+(+5) ( 1) (e) 1 4 : 5 6 (f) ( 5):(+5)+(+):(+ 5) ³ ³ ( )( )( 1) :( 5 ) (g) 1 1 (6) (h) [( ) +( ) ] ( 1) 100 +( ) (i) 00(0 005) (99) ( ) (90) i ( +5) 1 9. Consider = {0 1} and = { }. Determine all the functions :, and decide which of these are injective. Are any of these functions surjective or bijective? 10. Consider : R R, ( ) = 1 +and ( ) = +1. Find and. 11. Consider : R R, ( ) = +, ( ) = ( ) =. (a) Find and. Aretheyequal? (b) Find and. Aretheyequal? (c) Find and. Aretheyequal? (d) Find ( ) and ( ). Are they equal? (e) Which of the functions is injective? Surjective? Bijective? (f) For the functions that you determined that are bijective, find the corresponding inverse. 1. Consider the functions : R R defined by ½ +1 1 ( ) = 1 and ( ) = ½ 1 (a) Sketch the graphs of and. (b) Are the functions and injective? Surjective? Bijective? 10

11 (c) Find and. 1. Consider the functions : R R defined by ( ) = 4 +4and ( ) = + +. Show that is not injective and is injective. 14. Sketch the indicated functions (a) : R, =1 where 1 = R, =[1 ), =( 1 ] and 1 ( ) = ( ) = ( ) = +1. Areanytwoofthethreefunctionsequal? (b) : R, =1 where 1 = R, =(0 ), =( 1] and 1 ( ) = ( ) = ( ) =. Areanytwoofthethreefunctionsequal? (c) 1 : { 1 0 1} R, 1 ( ) = and ( ) =. Are these functions equal? 15. Find the equation of the line through the points with coordinates ( 1) and (1 ). 16. Find the equation of the line through the point ( 1) and parallel to the line through (5 ) and (0 4 5). 17. Find the equation of the line through origin and perpendicular to the line with equation = Are the lines + =4and = 4 parallel or perpendicular to each other? 19. Find the point of intersection of the lines + =4and =4 (a) Graphically (b) Numerically 0. Solve the equation + +5=0. 1. Factor the polynomial For which value of do the solutions of the equation = 0 coincide?. Determine the axis of symmetry, the vertex and the -intercepts (if any) of the following quadratic functions, then sketch their graphs. (a) : R R, ( ) = + +1 (b) : R R, ( ) = + +1 (c) : R R, ( ) = + 1 (d) : R R, ( ) = Determine the maximum or minimum of the following quadratic functions. (a) : R R, ( ) = + 1 (b) : R R, ( ) = (c) : R R, ( ) = + + (d) : R R, ( ) = Determine the sign of the following quadratic functions. (a) : R R, ( ) = 6 +5 (b) : R R, ( ) = (c) : R R, ( ) = 5 6 (d) : R R, ( ) = Sketch the graph of the function : R R defined by + ( ) = + 11

12 7. Find the values of and for which the quadratic function : R R, ( ) = + + reaches its maximum value 5 at =. 8. Find the equation of the parabola through the points ( 1 10), (1 ), and ( 5 5). 9. Solve the following inequalities. (a) + +0 ( 1) (b) (c) +6 5 (d) (e) Solve the given systems. (a) (b) (c) (d) (e) (f) ½ 1 1 = = 5 ½ = 4 +5 = 641 ½ = + = 1 1 =5:4 +1 =7:1 ½ 5 1 : 4 +1 : ½ + + =15 5 =6 ½ 10 =48 =0 1. Solve the following systems of equations. ½ + =5 (a) + =7 ½ =0 (b) +6 9 = +. Solve the following systems of inequalities. ½ 7 (a) (b) (c) ½ ( 1) 4( +1) Consider the function :, ( ) = Determine a choice for the sets and such that the function is bijective, and then find its inverse function 1 :. 4. Sketch the graphs of the exponential functions : R R defined by ( ) = and ( ) = Decide which of the numbers 1+ 6 and + is larger. 6. Solve the given inequalities. 1

13 (a) 5 1 ³ (b) µ (c) Solve the following equations. (a) +1 + = 108 (b) +1 +=0 (c) + 1 =8 (d) = 10 (e) = (f) = (g) +1=0 (h) +4 = 7 (i) = 1 8. Solve the following equations. (a) log 5 =1 (b) log +1 + = (c) lg ( +6) = 1 lg ( ) lg 5 (d) lg 4lg +=0 (e) 1 4 lg4 lg +8=0 (f) log +4 = 4 (g) log +log =1 9. Solve the given equations. (a) 4 1 =4 1 (b) = (c) 1 +1 = +1 (d) = (e) 6 1 = Solve the inequalities (a) ( +1)( ) 0 (b) +6 5 (c) (d) (e) +7 1

14 41. For which values of is the function ( ) =( ) + increasing? Decreasing? Constant? 4. Determine the sign of the given functions : R R. (a) ( ) = 6 +5 (b) ( ) = (c) ( ) = 5 6 (d) ( ) = + +1 (e) ( ) = Determine the sign of the given functions (also indicate the largest domain of definition of the function). (a) ( ) = + (b) ( ) = 4 +( +) 44. Determine the number of solutions of the equation ( +1) +8 = 0 in terms of the parameter R. 45. For what values of R we have ( 1) for any R? 46. For the given function, find the vertex, axis of symmetry and -intercepts (if any), then graph. (a) ( ) = 6 +8 (b) ( ) = +7 5 (c) ( ) = +6 9 (d) ( ) = +1 (e) ( ) = Solve the given equations. (a) =0 (b) 4 10 = 4 (c) = (d) p 1 4 = Determine the quadratic function ( ) = + + such that its graph passes through the points (1 ), ( 1 6) and ( ). 49. Determine the quadratic function ( ) = + + with vertex at the point (4 4) and -intercept (0 1). 50. For the given functions : R R, determine if they are (or not) increasing, decreasing, injective, surjective, bijective. If they are bijective, also find the inverse function. ½ +1 0 (a) ( ) = +1 0 ½ 1 (b) ( ) = + 1 ½ +1 0 (c) ( ) =

8 Systems of Linear Equations

8 Systems of Linear Equations 8 Systems of Linear Equations 8.1 Systems of linear equations in two variables To solve a system of linear equations of the form { a1 x + b 1 y = c 1 x + y = c 2 means to find all its solutions (all pairs

More information

MAT100 OVERVIEW OF CONTENTS AND SAMPLE PROBLEMS

MAT100 OVERVIEW OF CONTENTS AND SAMPLE PROBLEMS MAT100 OVERVIEW OF CONTENTS AND SAMPLE PROBLEMS MAT100 is a fast-paced and thorough tour of precalculus mathematics, where the choice of topics is primarily motivated by the conceptual and technical knowledge

More information

Pre-Calculus MATH 119 Fall Section 1.1. Section objectives. Section 1.3. Section objectives. Section A.10. Section objectives

Pre-Calculus MATH 119 Fall Section 1.1. Section objectives. Section 1.3. Section objectives. Section A.10. Section objectives Pre-Calculus MATH 119 Fall 2013 Learning Objectives Section 1.1 1. Use the Distance Formula 2. Use the Midpoint Formula 4. Graph Equations Using a Graphing Utility 5. Use a Graphing Utility to Create Tables

More information

Pre-Calculus Chapter 0. Solving Equations and Inequalities 0.1 Solving Equations with Absolute Value 0.2 Solving Quadratic Equations

Pre-Calculus Chapter 0. Solving Equations and Inequalities 0.1 Solving Equations with Absolute Value 0.2 Solving Quadratic Equations Pre-Calculus Chapter 0. Solving Equations and Inequalities 0.1 Solving Equations with Absolute Value 0.1.1 Solve Simple Equations Involving Absolute Value 0.2 Solving Quadratic Equations 0.2.1 Use the

More information

2. Determine the domain of the function. Verify your result with a graph. f(x) = 25 x 2

2. Determine the domain of the function. Verify your result with a graph. f(x) = 25 x 2 29 April PreCalculus Final Review 1. Find the slope and y-intercept (if possible) of the equation of the line. Sketch the line: y = 3x + 13 2. Determine the domain of the function. Verify your result with

More information

BUILT YOU. ACT Pathway. for

BUILT YOU. ACT Pathway. for BUILT for YOU 2016 2017 Think Through Math s is built to equip students with the skills and conceptual understandings of high school level mathematics necessary for success in college. This pathway progresses

More information

New Jersey Quality Single Accountability Continuum (NJQSAC) A-CED 1-4; A-REI 1-2,5-7; F-IF 1-2, 4-5; N-Q 1-3; N-RN

New Jersey Quality Single Accountability Continuum (NJQSAC) A-CED 1-4; A-REI 1-2,5-7; F-IF 1-2, 4-5; N-Q 1-3; N-RN New Jersey Quality Single Accountability Continuum (NJQSAC) (former ICM) Date: Unit 1, September 4-30 How do we use functions to solve real world problems? How can we model a real-life situation with a

More information

Secondary Honors Algebra II Objectives

Secondary Honors Algebra II Objectives Secondary Honors Algebra II Objectives Chapter 1 Equations and Inequalities Students will learn to evaluate and simplify numerical and algebraic expressions, to solve linear and absolute value equations

More information

Chapter 2: Functions, Limits and Continuity

Chapter 2: Functions, Limits and Continuity Chapter 2: Functions, Limits and Continuity Functions Limits Continuity Chapter 2: Functions, Limits and Continuity 1 Functions Functions are the major tools for describing the real world in mathematical

More information

Polynomials and Rational Functions. Quadratic Equations and Inequalities. Remainder and Factor Theorems. Rational Root Theorem

Polynomials and Rational Functions. Quadratic Equations and Inequalities. Remainder and Factor Theorems. Rational Root Theorem Pre-Calculus Pre-AP Scope and Sequence - Year at a Glance Pre-Calculus Pre-AP - First Semester Pre-calculus with Limits; Larson/Hostetler Three Weeks 1 st 3 weeks 2 nd 3 weeks 3 rd 3 weeks 4 th 3 weeks

More information

1 x. II. CHAPTER 2: (A) Graphing Rational Functions: Show Asymptotes using dotted lines, Intercepts, Holes(Coordinates, if any.)

1 x. II. CHAPTER 2: (A) Graphing Rational Functions: Show Asymptotes using dotted lines, Intercepts, Holes(Coordinates, if any.) FINAL REVIEW-014: Before using this review guide be sure to study your test and quizzes from this year. The final will contain big ideas from the first half of the year (chapters 1-) but it will be focused

More information

King s Year 12 Medium Term Plan for LC1- A-Level Mathematics

King s Year 12 Medium Term Plan for LC1- A-Level Mathematics King s Year 12 Medium Term Plan for LC1- A-Level Mathematics Modules Algebra, Geometry and Calculus. Materials Text book: Mathematics for A-Level Hodder Education. needed Calculator. Progress objectives

More information

King Fahd University of Petroleum and Minerals Prep-Year Math Program Math (001) - Term 181 Recitation (1.1)

King Fahd University of Petroleum and Minerals Prep-Year Math Program Math (001) - Term 181 Recitation (1.1) Recitation (1.1) Question 1: Find a point on the y-axis that is equidistant from the points (5, 5) and (1, 1) Question 2: Find the distance between the points P(2 x, 7 x) and Q( 2 x, 4 x) where x 0. Question

More information

Next, we ll use all of the tools we ve covered in our study of trigonometry to solve some equations.

Next, we ll use all of the tools we ve covered in our study of trigonometry to solve some equations. Section 6.3 - Solving Trigonometric Equations Next, we ll use all of the tools we ve covered in our study of trigonometry to solve some equations. These are equations from algebra: Linear Equation: Solve:

More information

Algebra 2 Khan Academy Video Correlations By SpringBoard Activity

Algebra 2 Khan Academy Video Correlations By SpringBoard Activity SB Activity Activity 1 Creating Equations 1-1 Learning Targets: Create an equation in one variable from a real-world context. Solve an equation in one variable. 1-2 Learning Targets: Create equations in

More information

Algebra 2 Khan Academy Video Correlations By SpringBoard Activity

Algebra 2 Khan Academy Video Correlations By SpringBoard Activity SB Activity Activity 1 Creating Equations 1-1 Learning Targets: Create an equation in one variable from a real-world context. Solve an equation in one variable. 1-2 Learning Targets: Create equations in

More information

CALCULUS BASIC SUMMER REVIEW

CALCULUS BASIC SUMMER REVIEW NAME CALCULUS BASIC SUMMER REVIEW Slope of a non vertical line: rise y y y m run Point Slope Equation: y y m( ) The slope is m and a point on your line is, ). ( y Slope-Intercept Equation: y m b slope=

More information

Pre-Calculus and Trigonometry Capacity Matrix

Pre-Calculus and Trigonometry Capacity Matrix Review Polynomials A1.1.4 A1.2.5 Add, subtract, multiply and simplify polynomials and rational expressions Solve polynomial equations and equations involving rational expressions Review Chapter 1 and their

More information

Reading Mathematical Expressions & Arithmetic Operations Expression Reads Note

Reading Mathematical Expressions & Arithmetic Operations Expression Reads Note Math 001 - Term 171 Reading Mathematical Expressions & Arithmetic Operations Expression Reads Note x A x belongs to A,x is in A Between an element and a set. A B A is a subset of B Between two sets. φ

More information

PURE MATHEMATICS Unit 1

PURE MATHEMATICS Unit 1 PURE MATHEMATICS Unit 1 FOR CAPE EXAMINATIONS DIPCHAND BAHALL CAPE is a registered trade mark of the Caribbean Examinations Council (CXC). Pure Mathematics for CAPE Examinations Unit 1 is an independent

More information

xvi xxiii xxvi Construction of the Real Line 2 Is Every Real Number Rational? 3 Problems Algebra of the Real Numbers 7

xvi xxiii xxvi Construction of the Real Line 2 Is Every Real Number Rational? 3 Problems Algebra of the Real Numbers 7 About the Author v Preface to the Instructor xvi WileyPLUS xxii Acknowledgments xxiii Preface to the Student xxvi 1 The Real Numbers 1 1.1 The Real Line 2 Construction of the Real Line 2 Is Every Real

More information

How well do I know the content? (scale 1 5)

How well do I know the content? (scale 1 5) Page 1 I. Number and Quantity, Algebra, Functions, and Calculus (68%) A. Number and Quantity 1. Understand the properties of exponents of s I will a. perform operations involving exponents, including negative

More information

2.1 Limits, Rates of Change and Slopes of Tangent Lines

2.1 Limits, Rates of Change and Slopes of Tangent Lines 2.1 Limits, Rates of Change and Slopes of Tangent Lines (1) Average rate of change of y f x over an interval x 0,x 1 : f x 1 f x 0 x 1 x 0 Instantaneous rate of change of f x at x x 0 : f x lim 1 f x 0

More information

Bemidji Area Schools Outcomes in Mathematics Analysis 1. Based on Minnesota Academic Standards in Mathematics (2007) Page 1 of 5

Bemidji Area Schools Outcomes in Mathematics Analysis 1. Based on Minnesota Academic Standards in Mathematics (2007) Page 1 of 5 Understand the concept of function, and identify important features of functions and other relations using symbolic and graphical methods where appropriate. 9..1.1 9..1. 9..1.3 9..1.4 9..1.5 9..1.6 9..1.7

More information

Summer Review Packet for Students Entering AP Calculus BC. Complex Fractions

Summer Review Packet for Students Entering AP Calculus BC. Complex Fractions Summer Review Packet for Students Entering AP Calculus BC Comple Fractions When simplifying comple fractions, multiply by a fraction equal to 1 which has a numerator and denominator composed of the common

More information

PRECALCULUS BISHOP KELLY HIGH SCHOOL BOISE, IDAHO. Prepared by Kristina L. Gazdik. March 2005

PRECALCULUS BISHOP KELLY HIGH SCHOOL BOISE, IDAHO. Prepared by Kristina L. Gazdik. March 2005 PRECALCULUS BISHOP KELLY HIGH SCHOOL BOISE, IDAHO Prepared by Kristina L. Gazdik March 2005 1 TABLE OF CONTENTS Course Description.3 Scope and Sequence 4 Content Outlines UNIT I: FUNCTIONS AND THEIR GRAPHS

More information

A Library of Functions

A Library of Functions LibraryofFunctions.nb 1 A Library of Functions Any study of calculus must start with the study of functions. Functions are fundamental to mathematics. In its everyday use the word function conveys to us

More information

Integrated Math II Performance Level Descriptors

Integrated Math II Performance Level Descriptors Limited Integrated Math II Performance Level Descriptors A student performing at the Limited Level demonstrates a minimal command of Ohio s Learning Standards for Integrated Math II. A student at this

More information

Pre-Calculus (#9400)

Pre-Calculus (#9400) AASD MATHEMATICS CURRICULUM Pre-Calculus (#9400) Description This course is a foundation course for college-level mathematics classes. The topics covered include functions and their graphs; the circular

More information

ALGEBRA 2 X. Final Exam. Review Packet

ALGEBRA 2 X. Final Exam. Review Packet ALGEBRA X Final Exam Review Packet Multiple Choice Match: 1) x + y = r a) equation of a line ) x = 5y 4y+ b) equation of a hyperbola ) 4) x y + = 1 64 9 c) equation of a parabola x y = 1 4 49 d) equation

More information

The coordinates of the vertex of the corresponding parabola are p, q. If a > 0, the parabola opens upward. If a < 0, the parabola opens downward.

The coordinates of the vertex of the corresponding parabola are p, q. If a > 0, the parabola opens upward. If a < 0, the parabola opens downward. Mathematics 10 Page 1 of 8 Quadratic Relations in Vertex Form The expression y ax p q defines a quadratic relation in form. The coordinates of the of the corresponding parabola are p, q. If a > 0, the

More information

Course Outcome Summary

Course Outcome Summary Course Information: Algebra 2 Description: Instruction Level: 10-12 Total Credits: 2.0 Prerequisites: Textbooks: Course Topics for this course include a review of Algebra 1 topics, solving equations, solving

More information

MATH 100 and MATH 180 Learning Objectives Session 2010W Term 1 (Sep Dec 2010)

MATH 100 and MATH 180 Learning Objectives Session 2010W Term 1 (Sep Dec 2010) Course Prerequisites MATH 100 and MATH 180 Learning Objectives Session 2010W Term 1 (Sep Dec 2010) As a prerequisite to this course, students are required to have a reasonable mastery of precalculus mathematics

More information

When using interval notation use instead of open circles, and use instead of solid dots.

When using interval notation use instead of open circles, and use instead of solid dots. P.1 Real Numbers PreCalculus P.1 REAL NUMBERS Learning Targets for P1 1. Describe an interval on the number line using inequalities. Describe an interval on the number line using interval notation (closed

More information

Some Background Material

Some Background Material Chapter 1 Some Background Material In the first chapter, we present a quick review of elementary - but important - material as a way of dipping our toes in the water. This chapter also introduces important

More information

1 Chapter 2 Perform arithmetic operations with polynomial expressions containing rational coefficients 2-2, 2-3, 2-4

1 Chapter 2 Perform arithmetic operations with polynomial expressions containing rational coefficients 2-2, 2-3, 2-4 NYS Performance Indicators Chapter Learning Objectives Text Sections Days A.N. Perform arithmetic operations with polynomial expressions containing rational coefficients. -, -5 A.A. Solve absolute value

More information

FUNCTIONS AND MODELS

FUNCTIONS AND MODELS 1 FUNCTIONS AND MODELS FUNCTIONS AND MODELS 1.6 Inverse Functions and Logarithms In this section, we will learn about: Inverse functions and logarithms. INVERSE FUNCTIONS The table gives data from an experiment

More information

Mathematics skills framework

Mathematics skills framework Mathematics skills framework The framework for MYP mathematics outlines four branches of mathematical study. Schools can use the framework for mathematics as a tool for curriculum mapping when designing

More information

2 Metric Spaces Definitions Exotic Examples... 3

2 Metric Spaces Definitions Exotic Examples... 3 Contents 1 Vector Spaces and Norms 1 2 Metric Spaces 2 2.1 Definitions.......................................... 2 2.2 Exotic Examples...................................... 3 3 Topologies 4 3.1 Open Sets..........................................

More information

Chapter 0 Preliminaries

Chapter 0 Preliminaries Chapter 0 Preliminaries MA1101 Mathematics 1A Semester I Year 2017/2018 FTMD & FTI International Class Odd NIM (K-46) Lecturer: Dr. Rinovia Simanjuntak 0.1 Real Numbers and Logic Real Numbers Repeating

More information

NEW YORK ALGEBRA TABLE OF CONTENTS

NEW YORK ALGEBRA TABLE OF CONTENTS NEW YORK ALGEBRA TABLE OF CONTENTS CHAPTER 1 NUMBER SENSE & OPERATIONS TOPIC A: Number Theory: Properties of Real Numbers {A.N.1} PART 1: Closure...1 PART 2: Commutative Property...2 PART 3: Associative

More information

Portable Assisted Study Sequence ALGEBRA IIB

Portable Assisted Study Sequence ALGEBRA IIB SCOPE This course is divided into two semesters of study (A & B) comprised of five units each. Each unit teaches concepts and strategies recommended for intermediate algebra students. The second half of

More information

Topic Outline for Algebra 2 & and Trigonometry One Year Program

Topic Outline for Algebra 2 & and Trigonometry One Year Program Topic Outline for Algebra 2 & and Trigonometry One Year Program Algebra 2 & and Trigonometry - N - Semester 1 1. Rational Expressions 17 Days A. Factoring A2.A.7 B. Rationals A2.N.3 A2.A.17 A2.A.16 A2.A.23

More information

Precalculus. Precalculus Higher Mathematics Courses 85

Precalculus. Precalculus Higher Mathematics Courses 85 Precalculus Precalculus combines the trigonometric, geometric, and algebraic techniques needed to prepare students for the study of calculus, and strengthens students conceptual understanding of problems

More information

Part III. 10 Topological Space Basics. Topological Spaces

Part III. 10 Topological Space Basics. Topological Spaces Part III 10 Topological Space Basics Topological Spaces Using the metric space results above as motivation we will axiomatize the notion of being an open set to more general settings. Definition 10.1.

More information

SANDERSON HIGH SCHOOL AP CALCULUS AB/BC SUMMER REVIEW PACKET

SANDERSON HIGH SCHOOL AP CALCULUS AB/BC SUMMER REVIEW PACKET SANDERSON HIGH SCHOOL AP CALCULUS AB/BC SUMMER REVIEW PACKET 017-018 Name: 1. This packet is to be handed in on Monday August 8, 017.. All work must be shown on separate paper attached to the packet. 3.

More information

Math Academy I Fall Study Guide. CHAPTER ONE: FUNDAMENTALS Due Thursday, December 8

Math Academy I Fall Study Guide. CHAPTER ONE: FUNDAMENTALS Due Thursday, December 8 Name: Math Academy I Fall Study Guide CHAPTER ONE: FUNDAMENTALS Due Thursday, December 8 1-A Terminology natural integer rational real complex irrational imaginary term expression argument monomial degree

More information

HUDSONVILLE HIGH SCHOOL COURSE FRAMEWORK

HUDSONVILLE HIGH SCHOOL COURSE FRAMEWORK HUDSONVILLE HIGH SCHOOL COURSE FRAMEWORK COURSE / SUBJECT P r e c a l c u l u s ( A ) KEY COURSE OBJECTIVES/ENDURING UNDERSTANDINGS OVERARCHING/ESSENTIAL SKILLS OR QUESTIONS and Graphs Polynomial, Power,

More information

NYS Algebra II and Trigonometry Suggested Sequence of Units (P.I's within each unit are NOT in any suggested order)

NYS Algebra II and Trigonometry Suggested Sequence of Units (P.I's within each unit are NOT in any suggested order) 1 of 6 UNIT P.I. 1 - INTEGERS 1 A2.A.1 Solve absolute value equations and inequalities involving linear expressions in one variable 1 A2.A.4 * Solve quadratic inequalities in one and two variables, algebraically

More information

March 25, 2010 CHAPTER 2: LIMITS AND CONTINUITY OF FUNCTIONS IN EUCLIDEAN SPACE

March 25, 2010 CHAPTER 2: LIMITS AND CONTINUITY OF FUNCTIONS IN EUCLIDEAN SPACE March 25, 2010 CHAPTER 2: LIMIT AND CONTINUITY OF FUNCTION IN EUCLIDEAN PACE 1. calar product in R n Definition 1.1. Given x = (x 1,..., x n ), y = (y 1,..., y n ) R n,we define their scalar product as

More information

Grade 8 Math Curriculum Map Erin Murphy

Grade 8 Math Curriculum Map Erin Murphy Topic 1 Variables and Expressions 2 Weeks Summative Topic Test: Students will be able to (SWBAT) use symbols o represent quantities that are unknown or that vary; demonstrate mathematical phrases and real-world

More information

List of PreCalculus Algebra Mathematical Concept Practice Sheets (Updated Spring 2015)

List of PreCalculus Algebra Mathematical Concept Practice Sheets (Updated Spring 2015) List of PreCalculus Algebra Mathematical Concept Practice Sheets (Updated Spring 2015) MAT 155P MAT 155 1 Absolute Value Equations P 7 P 3 2 Absolute Value Inequalities P 9 P 4 3 Algebraic Expressions:

More information

Instructional Units Plan Algebra II

Instructional Units Plan Algebra II Instructional Units Plan Algebra II This set of plans presents the topics and selected for ACT s rigorous Algebra II course. The topics and standards are arranged in ten units by suggested instructional

More information

Region 16 Board of Education. Precalculus Curriculum

Region 16 Board of Education. Precalculus Curriculum Region 16 Board of Education Precalculus Curriculum 2008 1 Course Description This course offers students an opportunity to explore a variety of concepts designed to prepare them to go on to study calculus.

More information

Willmar Public Schools Curriculum Map

Willmar Public Schools Curriculum Map Subject Area Mathematics Senior High Course Name Advanced Algebra 2A (Prentice Hall Mathematics) Date April 2010 The Advanced Algebra 2A course parallels each other in content and time. The Advanced Algebra

More information

Core A-level mathematics reproduced from the QCA s Subject criteria for Mathematics document

Core A-level mathematics reproduced from the QCA s Subject criteria for Mathematics document Core A-level mathematics reproduced from the QCA s Subject criteria for Mathematics document Background knowledge: (a) The arithmetic of integers (including HCFs and LCMs), of fractions, and of real numbers.

More information

Grade 11 Pre-Calculus Mathematics (1999) Grade 11 Pre-Calculus Mathematics (2009)

Grade 11 Pre-Calculus Mathematics (1999) Grade 11 Pre-Calculus Mathematics (2009) Use interval notation (A-1) Plot and describe data of quadratic form using appropriate scales (A-) Determine the following characteristics of a graph of a quadratic function: y a x p q Vertex Domain and

More information

8.5 Taylor Polynomials and Taylor Series

8.5 Taylor Polynomials and Taylor Series 8.5. TAYLOR POLYNOMIALS AND TAYLOR SERIES 50 8.5 Taylor Polynomials and Taylor Series Motivating Questions In this section, we strive to understand the ideas generated by the following important questions:

More information

SESSION CLASS-XI SUBJECT : MATHEMATICS FIRST TERM

SESSION CLASS-XI SUBJECT : MATHEMATICS FIRST TERM TERMWISE SYLLABUS SESSION-2018-19 CLASS-XI SUBJECT : MATHEMATICS MONTH July, 2018 to September 2018 CONTENTS FIRST TERM Unit-1: Sets and Functions 1. Sets Sets and their representations. Empty set. Finite

More information

Pre Calculus Gary Community School Corporation Unit Planning Map

Pre Calculus Gary Community School Corporation Unit Planning Map UNIT/TIME FRAME STANDARDS Functions and Graphs (6 weeks) PC.F.1: For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities,

More information

Coach Stones Expanded Standard Pre-Calculus Algorithm Packet Page 1 Section: P.1 Algebraic Expressions, Mathematical Models and Real Numbers

Coach Stones Expanded Standard Pre-Calculus Algorithm Packet Page 1 Section: P.1 Algebraic Expressions, Mathematical Models and Real Numbers Coach Stones Expanded Standard Pre-Calculus Algorithm Packet Page 1 Section: P.1 Algebraic Expressions, Mathematical Models and Real Numbers CLASSIFICATIONS OF NUMBERS NATURAL NUMBERS = N = {1,2,3,4,...}

More information

Math Curriculum Map: Integrated Algebra II Unit: 1 Quarter: Time Frame: Review of Algebra 13 days Essential Questions: Key Concepts: Key Vocabulary:

Math Curriculum Map: Integrated Algebra II Unit: 1 Quarter: Time Frame: Review of Algebra 13 days Essential Questions: Key Concepts: Key Vocabulary: Math Curriculum Map: Integrated Algebra II Unit: 1 Quarter: Time Frame: Review of Algebra 1 13 days Essential Questions: How does the order of operations help solve one- and two- step equations? How is

More information

Algebra and Trigonometry

Algebra and Trigonometry Algebra and Trigonometry 978-1-63545-098-9 To learn more about all our offerings Visit Knewtonalta.com Source Author(s) (Text or Video) Title(s) Link (where applicable) OpenStax Jay Abramson, Arizona State

More information

Copyright 2018 UC Regents and ALEKS Corporation. ALEKS is a registered trademark of ALEKS Corporation. 2/10

Copyright 2018 UC Regents and ALEKS Corporation. ALEKS is a registered trademark of ALEKS Corporation. 2/10 Prep for Calculus This course covers the topics outlined below. You can customize the scope and sequence of this course to meet your curricular needs. Curriculum (281 topics + 125 additional topics) Real

More information

PreCalculus Honors Curriculum Pacing Guide First Half of Semester

PreCalculus Honors Curriculum Pacing Guide First Half of Semester Unit 1 Introduction to Trigonometry (9 days) First Half of PC.FT.1 PC.FT.2 PC.FT.2a PC.FT.2b PC.FT.3 PC.FT.4 PC.FT.8 PC.GCI.5 Understand that the radian measure of an angle is the length of the arc on

More information

CHINO VALLEY UNIFIED SCHOOL DISTRICT INSTRUCTIONAL GUIDE TRIGONOMETRY / PRE-CALCULUS

CHINO VALLEY UNIFIED SCHOOL DISTRICT INSTRUCTIONAL GUIDE TRIGONOMETRY / PRE-CALCULUS CHINO VALLEY UNIFIED SCHOOL DISTRICT INSTRUCTIONAL GUIDE TRIGONOMETRY / PRE-CALCULUS Course Number 5121 Department Mathematics Qualification Guidelines Successful completion of both semesters of Algebra

More information

SKILL BUILDER TEN. Graphs of Linear Equations with Two Variables. If x = 2 then y = = = 7 and (2, 7) is a solution.

SKILL BUILDER TEN. Graphs of Linear Equations with Two Variables. If x = 2 then y = = = 7 and (2, 7) is a solution. SKILL BUILDER TEN Graphs of Linear Equations with Two Variables A first degree equation is called a linear equation, since its graph is a straight line. In a linear equation, each term is a constant or

More information

Math 121: Calculus 1 - Winter 2012/2013 Review of Precalculus Concepts

Math 121: Calculus 1 - Winter 2012/2013 Review of Precalculus Concepts Introduction Math 11: Calculus 1 - Winter 01/01 Review of Precalculus Concepts Welcome to Math 11 - Calculus 1, Winter 01/01! This problems in this packet are designed to help you review the topics from

More information

function independent dependent domain range graph of the function The Vertical Line Test

function independent dependent domain range graph of the function The Vertical Line Test Functions A quantity y is a function of another quantity x if there is some rule (an algebraic equation, a graph, a table, or as an English description) by which a unique value is assigned to y by a corresponding

More information

I can translate between a number line graph, an inequality, and interval notation.

I can translate between a number line graph, an inequality, and interval notation. Unit 1: Absolute Value 2 I can translate between a number line graph, an inequality, and interval notation. 2 2 I can translate between absolute value expressions and English statements about numbers on

More information

We are going to discuss what it means for a sequence to converge in three stages: First, we define what it means for a sequence to converge to zero

We are going to discuss what it means for a sequence to converge in three stages: First, we define what it means for a sequence to converge to zero Chapter Limits of Sequences Calculus Student: lim s n = 0 means the s n are getting closer and closer to zero but never gets there. Instructor: ARGHHHHH! Exercise. Think of a better response for the instructor.

More information

Milford Public Schools Curriculum. Department: Mathematics Course Name: Precalculus Level 1

Milford Public Schools Curriculum. Department: Mathematics Course Name: Precalculus Level 1 Milford Public Schools Curriculum Department: Mathematics Course Name: Precalculus Level 1 UNIT 1 Unit Description: Students will construct polynomial graphs with zeros and end behavior, and apply limit

More information

ESCONDIDO UNION HIGH SCHOOL DISTRICT COURSE OF STUDY OUTLINE AND INSTRUCTIONAL OBJECTIVES

ESCONDIDO UNION HIGH SCHOOL DISTRICT COURSE OF STUDY OUTLINE AND INSTRUCTIONAL OBJECTIVES ESCONDIDO UNION HIGH SCHOOL DISTRICT COURSE OF STUDY OUTLINE AND INSTRUCTIONAL OBJECTIVES COURSE TITLE: Algebra II A/B COURSE NUMBERS: (P) 7241 / 2381 (H) 3902 / 3903 (Basic) 0336 / 0337 (SE) 5685/5686

More information

WAYNESBORO AREA SCHOOL DISTRICT CURRICULUM PRE-CALCULUS (June 2014)

WAYNESBORO AREA SCHOOL DISTRICT CURRICULUM PRE-CALCULUS (June 2014) WAYNESBORO AREA SCHOOL DISTRICT CURRICULUM PRE-CALCULUS (June 2014) COURSE NAME: Pre-Calculus UNIT: Chapter 1 NO. OF DAYS: KEY LEARNING (S): UNIT ESSENTIAL QUESTIONS: What methods are used to solve equations

More information

WA State Common Core Standards - Mathematics

WA State Common Core Standards - Mathematics Number & Quantity The Real Number System Extend the properties of exponents to rational exponents. 1. Explain how the definition of the meaning of rational exponents follows from extending the properties

More information

The Research- Driven Solution to Raise the Quality of High School Core Courses. Algebra I I. Instructional Units Plan

The Research- Driven Solution to Raise the Quality of High School Core Courses. Algebra I I. Instructional Units Plan The Research- Driven Solution to Raise the Quality of High School Core Courses Algebra I I Instructional Units Plan Instructional Units Plan Algebra II This set of plans presents the topics and selected

More information

Higher Mathematics Skills Checklist

Higher Mathematics Skills Checklist Higher Mathematics Skills Checklist 1.1 The Straight Line (APP) I know how to find the distance between 2 points using the Distance Formula or Pythagoras I know how to find gradient from 2 points, angle

More information

Quantile Textbook Report

Quantile Textbook Report Quantile Textbook Report Algebra 2 Author Charles, Randall I., et al StateEdition West Virginia Grade Algebra 2 1 Expressions, Equations, and Inequalities 1.1 Patterns and Expressions 930Q 1.2 Properties

More information

Math 121: Calculus 1 - Fall 2012/2013 Review of Precalculus Concepts

Math 121: Calculus 1 - Fall 2012/2013 Review of Precalculus Concepts Introduction Math 11: Calculus 1 - Fall 01/01 Review of Precalculus Concepts Welcome to Math 11 - Calculus 1, Fall 01/01! This problems in this packet are designed to help you review the topics from Algebra

More information

CALCULUS. Department of Mathematical Sciences Rensselaer Polytechnic Institute. May 8, 2013

CALCULUS. Department of Mathematical Sciences Rensselaer Polytechnic Institute. May 8, 2013 Department of Mathematical Sciences Ready... Set... CALCULUS 3 y 2 1 0 3 2 1 0 1 x 2 3 1 2 3 May 8, 2013 ii iii Ready... Set... Calculus This document was prepared by the faculty of the Department of Mathematical

More information

Secondary 1 - Secondary 3 CCSS Vocabulary Word List Revised Vocabulary Word Sec 1 Sec 2 Sec 3 absolute value equation

Secondary 1 - Secondary 3 CCSS Vocabulary Word List Revised Vocabulary Word Sec 1 Sec 2 Sec 3 absolute value equation Vocabulary Word Sec 1 Sec 2 Sec 3 absolute value equation (optional) absolute value function absolute value inequality (optional) acute angle addition rule algebraic representation alternate exterior angles

More information

C-1. Snezana Lawrence

C-1. Snezana Lawrence C-1 Snezana Lawrence These materials have been written by Dr. Snezana Lawrence made possible by funding from Gatsby Technical Education projects (GTEP) as part of a Gatsby Teacher Fellowship ad-hoc bursary

More information

Maths Years 9 to 10. Boardworks Maths Years 9 to 10. Presentations: 3-D problems 9 slides. Algebraic fractions 22 slides

Maths Years 9 to 10. Boardworks Maths Years 9 to 10. Presentations: 3-D problems 9 slides. Algebraic fractions 22 slides Boardworks Presentations: 3-D problems 9 slides Calculating features of 3-D shapes. Algebraic fractions 22 slides Fractions involving algebraic terms. Angle and chord properties 26 slides Arcs, sectors,

More information

Harbor Creek School District

Harbor Creek School District Unit 1 Days 1-9 Evaluate one-sided two-sided limits, given the graph of a function. Limits, Evaluate limits using tables calculators. Continuity Evaluate limits using direct substitution. Differentiability

More information

Lesson 9 Exploring Graphs of Quadratic Functions

Lesson 9 Exploring Graphs of Quadratic Functions Exploring Graphs of Quadratic Functions Graph the following system of linear inequalities: { y > 1 2 x 5 3x + 2y 14 a What are three points that are solutions to the system of inequalities? b Is the point

More information

Part V. 17 Introduction: What are measures and why measurable sets. Lebesgue Integration Theory

Part V. 17 Introduction: What are measures and why measurable sets. Lebesgue Integration Theory Part V 7 Introduction: What are measures and why measurable sets Lebesgue Integration Theory Definition 7. (Preliminary). A measure on a set is a function :2 [ ] such that. () = 2. If { } = is a finite

More information

PreCalculus. Curriculum (447 topics additional topics)

PreCalculus. Curriculum (447 topics additional topics) PreCalculus This course covers the topics shown below. Students navigate learning paths based on their level of readiness. Institutional users may customize the scope and sequence to meet curricular needs.

More information

NFC ACADEMY COURSE OVERVIEW

NFC ACADEMY COURSE OVERVIEW NFC ACADEMY COURSE OVERVIEW Pre-calculus is a full-year, high school credit course that is intended for the student who has successfully mastered the core algebraic and conceptual geometric concepts covered

More information

Intermediate Algebra

Intermediate Algebra Intermediate Algebra The purpose of this course is to strengthen students foundational conceptual and procedural skills in order to prepare students for college-and-career readiness. The course textbook,

More information

Candidates are expected to have available a calculator. Only division by (x + a) or (x a) will be required.

Candidates are expected to have available a calculator. Only division by (x + a) or (x a) will be required. Revision Checklist Unit C2: Core Mathematics 2 Unit description Algebra and functions; coordinate geometry in the (x, y) plane; sequences and series; trigonometry; exponentials and logarithms; differentiation;

More information

Preliminaries Lectures. Dr. Abdulla Eid. Department of Mathematics MATHS 101: Calculus I

Preliminaries Lectures. Dr. Abdulla Eid. Department of Mathematics   MATHS 101: Calculus I Preliminaries 2 1 2 Lectures Department of Mathematics http://www.abdullaeid.net/maths101 MATHS 101: Calculus I (University of Bahrain) Prelim 1 / 35 Pre Calculus MATHS 101: Calculus MATHS 101 is all about

More information

REQUIRED MATHEMATICAL SKILLS FOR ENTERING CADETS

REQUIRED MATHEMATICAL SKILLS FOR ENTERING CADETS REQUIRED MATHEMATICAL SKILLS FOR ENTERING CADETS The Department of Applied Mathematics administers a Math Placement test to assess fundamental skills in mathematics that are necessary to begin the study

More information

PHASE 1 CURRICULUM MAP M. Fellmeth Course/Subject: Honors Precalculus Grade: 11 th Teacher: M. Hart

PHASE 1 CURRICULUM MAP M. Fellmeth Course/Subject: Honors Precalculus Grade: 11 th Teacher: M. Hart Month: September 1. How to describe angles using different units of measure and how to find the lengths associated with those angles. 2.3.11 A Select and use appropriate units and tools to measure to the

More information

The Orchid School Weekly Syllabus Overview Std : XI Subject : Math. Expected Learning Objective Activities/ FAs Planned Remark

The Orchid School Weekly Syllabus Overview Std : XI Subject : Math. Expected Learning Objective Activities/ FAs Planned Remark The Orchid School Weekly Syllabus Overview 2015-2016 Std : XI Subject : Math Month Lesson / Topic Expected Learning Objective Activities/ FAs Planned Remark March APRIL MAY Linear Inequalities (Periods

More information

Precalculus. Barnett, Raymond A., Michael R. Ziegler, and Karl E. Byleen. Precalculus, 6th edition, McGraw- Hill, ISBN:

Precalculus. Barnett, Raymond A., Michael R. Ziegler, and Karl E. Byleen. Precalculus, 6th edition, McGraw- Hill, ISBN: Precalculus Course Text Barnett, Raymond A., Michael R. Ziegler, and Karl E. Byleen. Precalculus, 6th edition, McGraw- Hill, 2008. ISBN: 978-0-07-331263-7. Course Description This course provides a working

More information

Pre-Calculus and Trigonometry Capacity Matrix

Pre-Calculus and Trigonometry Capacity Matrix Pre-Calculus and Capacity Matri Review Polynomials A1.1.4 A1.2.5 Add, subtract, multiply and simplify polynomials and rational epressions Solve polynomial equations and equations involving rational epressions

More information

College Algebra and Trigonometry

College Algebra and Trigonometry GLOBAL EDITION College Algebra and Trigonometry THIRD EDITION J. S. Ratti Marcus McWaters College Algebra and Trigonometry, Global Edition Table of Contents Cover Title Page Contents Preface Resources

More information

Mathematics for Economists

Mathematics for Economists Mathematics for Economists Victor Filipe Sao Paulo School of Economics FGV Metric Spaces: Basic Definitions Victor Filipe (EESP/FGV) Mathematics for Economists Jan.-Feb. 2017 1 / 34 Definitions and Examples

More information

Math 121: Calculus 1 - Fall 2013/2014 Review of Precalculus Concepts

Math 121: Calculus 1 - Fall 2013/2014 Review of Precalculus Concepts Introduction Math 121: Calculus 1 - Fall 201/2014 Review of Precalculus Concepts Welcome to Math 121 - Calculus 1, Fall 201/2014! This problems in this packet are designed to help you review the topics

More information