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# Mathematics and Logic - Skill and Concept Development

with lessons and lesson ideas at many levels. If one site element is not to your liking, try another. Each one is different.

Online Volumes: 1 Elements of Reason || 2 Three Skills For Algebra || 3 Why Slopes Light Calculus Preview or Intro plus Hard Calculus Proofs, decimal-based.
More Lessons &Lesson Ideas: Arithmetic & No. Theory || Time & Date Matters || Algebra Starter Lessons || Geometry - maps, plans, diagrams, complex numbers, trig., & vectors || More Algebra || More Calculus || DC Electric Circuits || 1995-2011 Site Title: Appetizers and Lessons for Mathematics and Reason

Mathematics Concept & Skill Development Lecture Series: Webvideo consolidation of site lessons and lesson ideas in preparation. Price to be determined.

Bright Students: Top universities want you. While many have high fees: many will lower them, many will provide funds, many have more scholarships than students. Postage is cheap. Apply and ask how much help is available. Caution: some programs are rewarding. Others lead nowhere. After acceptance, it may be easy or not to switch.

Are you a careful reader, writer and thinker? Five logic chapters lead to greater precision and comprehension in reading and writing at home, in school, at work and in mathematics.
- 1 versus 2-way implication rules - A different starting point - Writing or introducting the 1-way implication rule IF B THEN A as A IF B may emphasize the difference between it or the latter, and the 2-way implication A IF and ONLY IF B.
- Deductive Chains of Reason - See which implications can and cannot be used together to arrive at more implications or conclusions,
- Mathematical Induction - a light romantic view that becomes serious.
- Responsibility Arguments - his, hers or no one's
- Islands and Divisions of Knowledge - a model for many arts and disciplines including mathematics course design: Different entry points may make learning and teaching easier. Are you ready for them?

#### Early High School Arithmetic

Deciml Place Value - funny ways to read multidigit decimals forwards and backwards in groups of 3 or 6.
- Decimals for Tutors - lean how to explain or justify operations. Long division of polynomials is easier for student who master long division with decimals.
- Primes Factors - Efficient fraction skills and later studies of polynomials depend on this.
- Fractions + Ratios - See how raising terms to obtain equivalent fractions leads to methods for addition, comparison, subtraction, multiplication and division of fractions.
- Arithmetic with units - Skills of value in daily life and in the further study of rates, proportionality constants and computations in science & technology.

#### Early High School Algebra

What is a Variable? - this entertaining oral & geometric view may be before and besides more formal definitions - is the view mathematically correct?
- Formula Evaluation - Seeing and showing how to do and record steps or intermediate results of multistep methods allows the steps or results to be seen and checked as done or later; and will improve both marks and skill. The format here allows the domino effects of care and the domino effects of mistakes to be seen. It also emphasizes a proper use of the equal sign.
- Solve Linear Eqns with & then without fractional operations on line segments - meet an visual introduction and learn how to present do and record steps in a way that demonstrate skill; learn how to check answers, set the stage for solving word problems by by learning how to solve systems of equations in essentially one unknown, set the stage for solving triangular and general systems of equations algebraically.
- Function notation for Computation Rules - another way of looking at formulas. Does a computation rule, and any rule equivalent to it, define a function?
- Axioms [some] as equivalent Computation Rule view - another way for understanding and explaining axioms.
- Using Formulas Backwards - Most rules, formulas and relations may be used forwards and backwards. Talking about it should lead everyone to expect a backward use alone or plural, after mastery of forward use. Proportionality relations may be use backward first to find a proportionality constant before being used forwards and backwards to solve a problem.

#### Early High School Geometry

Maps + Plans Use - Measurement use maps, plans and diagrams drawn to scale.
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- Coordinates - Use them not only for locating points but also for rotating and translating in the plane.
- What is Similarity - another view of using maps, plans and diagrams drawn to scale in the plane and space. Many human-made objects are similar by design.
- 7 Complex Numbers Appetizer. What is or where is the square root of -1. With rectangular and polar coordinates, see how to add, multiply and reflect points or arrows in the plane. The visual or geometric approach here known in various forms since the 1840s, demystifies the square root of -1 and the associated concept of "imaginary" numbers. Here complex number multiplication illustrates rotation and dilation operations in the plane.
- Geometric Notions with Ruler & Compass Constructions :
1 Initial Concepts & Terms
2 Angle, Vertex & Side Correspondence in Triangles
3 Triangle Isometry/Congruence
4 Side Side Side Method
5 Side Angle Side Method
6 Angle Bisection
7 Angle Side Angle Method
8 Isoceles Triangles
9 Line Segment Bisection
10 From point to line, Drop Perpendicular
11 How Side Side Side Fails
12 How Side Angle Side Fails
13 How Angle Side Angle Fails

www.whyslopes.com >> Volume 2 Three Skills For Algebra >> Chapter 7 Prep for Calculus Arithmetic Exercises Next: [Solutions For Arithmetic Exercises.] Previous: [Chapter 6 Change of Language.]   [1] [2] [3] [4] [5] [6] [7] [8][9] [10] [11] [12] [13] [14] [15] [16] [17] [18] [19] [20] [21] [22] [23] [24] [25] [26] [27] [28] [29] [30] [31] [32] [33] [34] [35] [36] [37] [38] [39] [40] [41] [42]

## Chapter 7, Arithmetic Review Problems with hints of Algebra

Volume 2, Three Skills for Algebra

Here are some arithmetic review problems with hints of algebra. I would give these problems at the start of a calculus or precalculus course to check skills and correct common mistakes. Further, some arithmetic patterns below provide experience with geometric sums and quick, algebraic summation, formulas.

There is more to mathematics than just doing arithmetic carefully, but in arithmetic you must master addition of fractions with least common denominators and the cancellation of common divisors in fractions by themselves or in products to do well in algebra and in calculus. Calculus requires algebra and exact arithmetic with great strength and precision.   Answers or solutions provide the correct answers and format for those answers.

### 2.  Arithmetic and Algebra Review Problems

This large set of arithmetic and algebra review problems may help you to check or diagnose your arithmetic skills and some algebra skills as well - if you have studied algebra before. Answers will be found at the end of this book. Doing these problems and seeing their answers checks for gaps in your understanding, and may even fill some. Watch for arithmetic or algebraic patterns in the last of these "review" problems. Some calculations are slightly repetitive to help you spot such patterns.

#### 2.1  Basic Stuff

Perform the indicated calculations by hand. Then check your calculations with the aid of a calculator.

1. Find the sum of the three numbers 456 and 76 and 312.
2. Find the product of 176 and 86.
4. Compute 1416 divided by 813 to 3 decimal places.
5. Compute 2396 -4892.

#### 2.2 More Basic Stuff

Compute if possible the value of the following

Remember in calculations that operations inside parentheses $( )$ or brackets [ ] are to be done first. Use your calculator as little as possible.

1. $A = (4 \div 5)\div 3$

2. $B = 4 \div \frac53$

3. $C = 4 \times (5 \times 3)$

4. $D = (4 \times 5) \times 3$

5. $E = (4 - 5) - 3$

6. $F = 4 - (5 - 3)$

7. $G = 4 - 5 -3$

8. $H = \sqrt{3^2}$

9. $I = \sqrt{(-3)^2}$

10. $J = \sqrt{ 4^2}$

11. $K = \sqrt{ (4^2+3^2)}$

12. $L = \sqrt{ (4^2 + (-3)^2)}$

13. $M = (\frac54) \div [ (\frac87)\div (\frac95) ]$

14. $N = [(\frac54) \div (\frac87)] \div (\frac95)$

15. $O = \frac{5}{4} \times [ \frac78 \times \frac95 ]$

16. $P = [\frac{5}{4} \times \frac78] \times \frac95$

17. $Q = \frac{5}{4} \div \frac78 \div \frac95$

18. $R = \sqrt{16} + \sqrt{9} - \sqrt{25}$

19. $S = (3.1416)^0$

20. $T = 3.1416 - \frac{22}7$

21. $U = \pi - 3.1416$

22. $V = \sqrt{4^2-5^2}$

#### 2.3  Calculator Button Exercises

Put your calculator in degree mode. Now find or compute the following quantities.

1. $A=\sin (90 ^\circ)$

2. $B=\sin (180 ^\circ)$

3. $C=\sin (0 ^\circ)$

4. $D=\sin (270 ^\circ)$

5. $E=\sin (-90 ^\circ)$

6. $F=\sin (-720 ^\circ)$

7. $G=\cos (90 ^\circ)$

8. $H=\cos (180 ^\circ)$

9. $I=\cos (360 ^\circ)$

10. $J=\cos (0 ^\circ)$

11. $K=\cos (-90 ^\circ)$

12. $L=\cos (-720 ^\circ)$

1. $a=\sin (\frac12\pi \mbox{ radians})$

2. $b=\sin ( \pi \mbox{ radians})$

3. $c=\sin (0 \mbox{ radians})$

4. $d=\sin (\frac32\pi \mbox{ radians})$

5. $e=\sin (-\frac12\pi \mbox{ radians})$

6. $f=\sin (-4\pi \mbox{ radians})$

7. $g=\cos (\frac12\pi \mbox{ radians})$

8. $f=\cos (\pi \mbox{ radians})$

9. $h=\cos (2\pi \mbox{ radians})$

10. $i=\cos (1.5 \pi \mbox{ radians})$

11. $j=\cos (-\frac12\pi \mbox{ radians})$

12. $k=\cos (-4\pi \mbox{ radians})$

Observe that the numerical values computed by the sine, cosine, tangent and all other trig-related function buttons, all depends on the units used for angle measurement.

#### 2.4  More Calculator Button Work

Compute or find the following quantities:

1. $A= \exp( 2 \ln(5))$

2. $B=e^{2 \ln(5)}$

3. $C= 10^{ 2 \log(5) }$

4. $D= 10^{\log(25)}$

5. $E= \ln(\exp(6.2))$

6. $F= \ln( e^{6.2})$

7. $G,$ the sixth root of $(16)^{12}$

8. $H= \left[(16)^{12}\right]^{\frac16}$

9. $I= 1+3+3^2+3^3+3^4+3^5+3^7$

10. $J= \frac{-1+3^7}{[-1+3]}$

11. $K= \frac{[1-3^7]}{[1-3]}$

12. $M= 1+(1.06)+(1.06)^2+(1.06)^3$

13. $N= \frac{[-1+(1.06)^4]}{[-1+1.06]}$

14. $P= \frac{[(1.06)^4-1]}{[1.06-1]}$

15. $Q= \frac{[-1+(1.06)^4]}{[0.06]}$

16. $R= [1+(1.02)^{1}+(1.02)^{2}+(1.02)^{3}+ (1.02)^{4}]\times (1.02)^{(-4)}$

17. $S= \frac{[(1.02)^{(5)}-1]}{[1.02-1]} \times (1.02)^{(-4)}$

18. $T= 1+(1.02)^{(-1)}+(1.02)^{(-2)} +(1.02)^{(-3)}+(1.02)^{(-4)}$

19. $U= (1.02)^{(-4)}+(1.02)^{(-3)}+(1.02)^{(-2)}+(1.02)^{(-1)}+1$

20. $V= \frac{ (\frac1{1.02})^{(5)}-1}{(\frac1{1.02})^{(1)}-1}$

#### 2.5  More Arithmetic Examples

Answer the following without the use of a calculator - One of the following is not defined. See Answers.

1. Simplify, if defined, $A= [(\frac4{5}) \div (\frac{24}{35})] \div (\frac2{7})$
2. Simplify, if defined, $B=(\frac4{5}) \div [(\frac{24}{35}) \div (\frac2{7})]$
3. Simplify, if defined, $C=(\frac4{5}) \div (\frac{24}{35}) \div (\frac2{7})$

#### 2.6  A Summation Shortcut

Before the shortcut is given, we will tackle two suggestive tasks. The sum of the cubes of the integers 1 to 4 is S = 1+23+33+43. Your first task is to compute S. Your second task is to compute

$a=[(\frac12)4(4+1)]^2$

Now compare the values of big S and little a.

Now here is the shortcut: if n is a positive integers then the sum of the cubes of the integers 1 to n is $S(n)=[\frac12n(n+1)]^2$

Why it holds is an intellectual debt: It can be justified or proven with the help of mathematical induction and the ideas in the chapter Some Finite Mathematics. With this formula, and also without if you like, find

1. the sum of the cubes of the integers 1 to 5
2. the sum of the cubes of the integers 1 to 15
3. the sum of the cubes of the integers 1 to 30
In the last problem, what requires the least amount of arithmetic, use of the formula $S(n)=[\frac12n(n+1)]^2$ or directly adding the 30 cubes
$1^3, 2^3, 3^3, \ldots (29)^3, (30)^3?$

#### 2.7  Algebraic Exercises

Some may be harder than the previous ones. If the algebraic exercises are not understandable now, try them later.

1. Simplify $\frac{1+x+x^2+x^3}{x-1}$ if possible.

2. Factor $x^2+5x+6,$ Hint: try to use the algebraic pattern $(x+a)(x+b) = x^2+(a+b)x+ab$ with $ab=6,$

3. Solve $0=(x-1)(2x+4)(3-x),$ Hint: There are three numbers in the answer.

4. Factor $x^3-x,$

5. Simplify $4(x+1)(x+3x^2)-[(x+1)x+(x+1)3x^2)],$

6. Simplify $13^2-5^2-(13+5)(13-5),$

7. Simplify $7- \sqrt{(3^2+4^2)},$

8. Simplify $[\left(\frac37\right)^{13} \times \left( \frac{(4x^2)}{(3^2 \times 7^3)}\right)^5],$

9. Simplify $[(9x^2+3)(4+4x+4x^2)][(x-1)(2x+2)-2x^2+2)],$

10. Compute $f(4)$ if $f(x)=\sqrt{25-x^2}.$

11. Find: $(x,y)$ if $x+y =\pi$ and $y-x=1.$

12. Express $$[(2 \times 3^2\times y^3z^{(-3)}t^3)^{(-2)}] \times [3^3x^4y^{(-5)}]^2$$ with positive powers only.

13. Find: $x$ if $(x-10)(x-3) = 0$ and $x > 4,$ Also, how many acceptable solutions would there be if the requirement $x>4$ was replaced by $x >12,$ or $x > 2$ or $x > -99$? Consider the three alternate cases separately.

14. Find $x$ if $4 =\frac1{(x+1)}$

15. Find $z$ if $z=2x+3,$ $t=3^2,$ $w-t=10$ and $x= 4t+1$ and $y=y^2,$ Observe some information is not needed.

www.whyslopes.com >> Volume 2 Three Skills For Algebra >> Chapter 7 Prep for Calculus Arithmetic Exercises Next: [Solutions For Arithmetic Exercises.] Previous: [Chapter 6 Change of Language.]   [1] [2] [3] [4] [5] [6] [7] [8][9] [10] [11] [12] [13] [14] [15] [16] [17] [18] [19] [20] [21] [22] [23] [24] [25] [26] [27] [28] [29] [30] [31] [32] [33] [34] [35] [36] [37] [38] [39] [40] [41] [42]

Road Safety Messages for All: When walking on a road, when is it safer to be on the side allowing one to see oncoming traffic?

Play with this [unsigned] Complex Number Java Applet to visually do complex number arithmetic with polar and Cartesian coordinates and with the head-to-tail addition of arrows in the plane. Click and drag complex numbers A and B to change their locations.

#### Pattern Based Reason

Online Volume 1A, Pattern Based Reason, describes origins, benefits and limits of rule- and pattern-based reason and decisions in society, science, technology, engineering and mathematics. Not all is certain. We may strive for objectivity, but not reach it. Online postscripts offer a story-telling view of learning: [ A ] [ B ] [ C ] [ D ] to suggest how we share theory and practice in many fields of knowledge.

#### Site Reviews

1996 - Magellan, the McKinley Internet Directory:

Mathphobics, this site may ease your fears of the subject, perhaps even help you enjoy it. The tone of the little lessons and "appetizers" on math and logic is unintimidating, sometimes funny and very clear. There are a number of different angles offered, and you do not need to follow any linear lesson plan. Just pick and peck. The site also offers some reflections on teaching, so that teachers can not only use the site as part of their lesson, but also learn from it.

2000 - Waterboro Public Library, home schooling section:

CRITICAL THINKING AND LOGIC ... Articles and sections on topics such as how (and why) to learn mathematics in school; pattern-based reason; finding a number; solving linear equations; painless theorem proving; algebra and beyond; and complex numbers, trigonometry, and vectors. Also section on helping your child learn ... . Lots more!

2001 - Math Forum News Letter 14,

... new sections on Complex Numbers and the Distributive Law for Complex Numbers offer a short way to reach and explain: trigonometry, the Pythagorean theorem,trig formulas for dot- and cross-products, the cosine law,a converse to the Pythagorean Theorem

2002 - NSDL Scout Report for Mathematics, Engineering, Technology -- Volume 1, Number 8

Math resources for both students and teachers are given on this site, spanning the general topics of arithmetic, logic, algebra, calculus, complex numbers, and Euclidean geometry. Lessons and how-tos with clear descriptions of many important concepts provide a good foundation for high school and college level mathematics. There are sample problems that can help students prepare for exams, or teachers can make their own assignments based on the problems. Everything presented on the site is not only educational, but interesting as well. There is certainly plenty of material; however, it is somewhat poorly organized. This does not take away from the quality of the information, though.
... section Solving Linear Equations ... offers lesson ideas for teaching linear equations in high school or college. The approach uses stick diagrams to solve linear equations because they "provide a concrete or visual context for many of the rules or patterns for solving equations, a context that may develop equation solving skills and confidence." The idea is to build up student confidence in problem solving before presenting any formal algebraic statement of the rule and patterns for solving equations. ...

#### Senior High School Geometry

- Euclidean Geometry - See how chains of reason appears in and besides geometric constructions.
- Complex Numbers - Learn how rectangular and polar coordinates may be used for adding, multiplying and reflecting points in the plane, in a manner known since the 1840s for representing and demystifying "imaginary" numbers, and in a manner that provides a quicker, mathematically correct, path for defining "circular" trigonometric functions for all angles, not just acute ones, and easily obtaining their properties. Students of vectors in the plane may appreciate the complex number development of trig-formulas for dot- and cross-products.
Lines-Slopes [I] - Take I & take II respectively assume no knowledge and some knowledge of the tangent function in trigonometry.

#### Calculus Starter Lessons

Why study slopes - this fall 1983 calculus appetizer shone in many classes at the start of calculus. It could also be given after the intro of slopes to introduce function maxima and minima at the ends of closed intervals.
- Why Factor Polynomials - Online Chapter 2 to 7 offer a light introduction function maxima and minima while indicating why we calculate derivatives or slopes to linear and nonlinear curves y =f(x)
- Arithmetic Exercises with hints of algebra. - Answers are given. If there are many differences between your answers and those online, hire a tutor, one has done very well in a full year of calculus to correct your work. You may be worse than you think.