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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. For students of reason in society, science and technology: Pattern Based Reason describes origins, benefits and limits of rule- and pattern-based thought and actions. Not all is certain. We may strive for objectivity, but not reach it. Postscripts offer a story-telling view of learning: [ A ] [ B ] [ C ] [ D ] to suggest how we share theories and practices. Site's Best LessonsFor Logic
These online chapters may amuse while leading to greater precision and comprehension in reading and
writing at home, in school, at work and in mathematics. For Arithmetic
Deciml Place Value - funny ways to read multidigit decimals forwards and
backwards in groups of 3 or 6, US-CDN, UK-German and Metric SI style. For Algebra
What is
a Variable? - this entertaining oral & geometric view
may be before and besides more formal definitions - is the view mathematically
correct? |
www.whyslopes.com >> Volume 3 Why Slopes - A Calculus Intro Etc >> Chapter 17. Area Approximation Next: [Chapter 18. Slopes Areas Integration.] Previous: [Chapter 16. Velocity Approximation.] [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] Chapter 17. Area ApproximationVolume 3, Why Slopes and More Math. Covering A Region by SquaresThe areas of squares and rectangles may be calculated by calculating the product of the lengths of their sides. In the plane, the area of a bounded region $S$ rectangular or not, may be approximated by covering the region $S$ concerned with small squares, all of the same size, overlapping, if at all, only at their edges. The example of an elliptic shaped region $S$ is shown. Each covering by small squares gives three methods for approximating what the area $A$ of the region should be.
One or more of the above approximations may be familiar to you from your elementary school days. Each of the above approximations is expected to improve as the squares are quartered (their sides halved) repeatedly and indefinitely. The latter would cause the lower estimate to increase, the upper estimate to decrease while the middle estimate together with the area $A$ presumably approximate, remaining inbetween. Such halving results three sequences of numbers or quantities.
The area $A$ should be the common, finite, limiting value $L$ of the approximations as the sides of the covering squares become smaller (approach zero). This says how to compute the area $A$ with an unlimited accuracy if a common, finite limiting value $L$ exists for the approximations. The area of a region is defined by the methods for approximating it. That is, the region has an area $A=L$ if and only if the three numerical approximations described above all approach a single finite limiting value $L$. This limiting $L$ is then called the area of the region. Otherwise, with some disappointment perhaps, we may say that the area is not defined. (Alternatively, we might define inner and outer areas using the limiting values of the inner and outer approximations and identify circumstances in which they are equal.
www.whyslopes.com >> Volume 3 Why Slopes - A Calculus Intro Etc >> Chapter 17. Area Approximation Next: [Chapter 18. Slopes Areas Integration.] Previous: [Chapter 16. Velocity Approximation.] [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] |
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? Site Reviews1996 - 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.
2005 - The NSDL Scout Report for Mathematics Engineering and Technology -- Volume 4, Number 4
... 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. ...
For Geometry
Maps + Plans Use - Measurement use maps, plans and diagrams drawn
to scale. For Calculus
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. |
