# PROBLEM SOLVING FOR SCIENCES & ENGINEERING

Size: px
Start display at page:

## Transcription

1 PROBLEM SOLVING FOR SCIENCES & ENGINEERING

2 What is Your Present Approach to Problem Solving? Self Assessment Exercise: Each of the nine items presents two opposing statements: - If you feel that the left hand statement describes your approach, circle 0 - If you feel that the right hand statement describes your approach circle 4 - If you feel you are somewhere in between, choose 1, 2, or 3 on the scale 1. I feel that problem-solving courses I feel that problem-solving courses involve memorizing lots of formulas involve learning how to apply basic concepts and principles. 2. When I am learning a new concept in When I am learning a new concept, a problem solving course, I do not I focus on learning and understanding know what is important I just try the key formula or principle. to learn everything. 3. I do not think about the new concepts I think about the new concepts I am I am learning. learning in an effort to understand Them better. 4. I do not do a careful analysis of the I do a careful analysis of the solved solved examples presented. examples presented to see how the concept is applied. 5. When I look at a solved example I When I look at a solved example, I focus on finding formulas that try to figure out what was done in work on actual problems. each step and why.

3 6. When I solve a problem I try to When I solve a problem I follow steps remember or find a formula that I that apply the relevant concept. can plug into easily. 7. Problems that are different from ones Once I have learned a concept well, I have seen before cause me trouble. I am confident I can solve a variety problems involving that concept. 8. When I solve a problem I am happy When I solve a problem I always to get an answer. check to see if my answer seems reasonable. 9. When I ask for help I focus on When I ask for help I focus getting formulas that work and on clarifying steps or information correct answers. that helps my apply the concept correctly. Total Score: out of 36 If your score is between 0 18, you favour the formula-memorizing approach If your score is between 19 36, you favour the conceptual approach The Conceptual Approach is the most efficient way of solving problems, as it organizes information into a concise format that associates facts, formulas, key words and important information.

4 Problem Solving for Science and Engineering Courses: A Conceptual Approach Many people avoid problem solving courses such as physics, chemistry and mathematics because they think there are too many formulas to remember and believe the myth that only bright students can do well in these courses. Many students put in long hours trying to study and practice solving problems, but often do not do well because of inefficient approaches The focus is often on memorizing formulas which is not sufficient for difficult problems The Formula-Memorizing Approach: High school science teachers often encourage students to memorize specific formulas that match specific types of problems. This approach involves: Loading your mind with as many facts and formulas it can hold Aiming towards getting the right answer Finding the right formula and producing the right answer in 1-2 steps Disadvantage: After high school, the number of formulae increases beyond memory capacity and problems with curves are impossible to solve The Conceptual Approach: A more efficient way to solve problems is to focus on understanding a few key concepts that can be applied to many different types of problems. This approach takes a little more time at the beginning, but if we select the important concepts and learn them very well, we will be much more successful in courses with more challenging problems. This approach involves: Developing an ability to collapse a large amount of information into concise concepts Learning a small number of key allowable formulas very well and knowing how and when to apply them which makes this knowledge highly transferable in different areas Relating new information back to the concept and real life examples where these examples can by analyzed to see how the concept is applied After concepts are boiled down, identifying the concept needed for each problem becomes simpler

5 Strategies to Shift from Memorizing Formulas A Conceptual Approach Altering your study habits away from memorizing formulas to learning the associations of various concepts will take some time to get used to. Follow 3 steps towards a Conceptual Approach: 1. Create a Concept Summary Helps to learn and understand a small amount of essential information 2. Make a List of Decision Steps Helps to learn how to apply a specific concept 3. Keep Track of Difficult Problems Associated with Each Concept - Helps to classify and anticipate how problems are made difficult 1. CONCEPT SUMMARY: Concepts make up the main topics in a course and usually involve powerful general ideas expressed in key formulae There are 5 components of a concept summary which help select and organize the important conceptual information you need to know in order to solve problems involving that concept Title Key Formulas Definitions, Units & Symbols Additional important information Explanation in your own words

6 5 Components of the Concept Summary: Title: Select a large chunk of connected information (ie. half of a chapter or unit) which includes five or fewer key allowable formulas that are closely related Example: exponent rules in algebra or Newton s second law of physics Key Allowable Formulas: Identify the key allowable formulas (1-5) which will be the crucial formulas and the only ones you need to memorize. Even if they are memorized, you should understand the components of the formula and how they fit together. Definitions, Units and Symbols: Make sure you know all the definitions, units and symbols of the new terms in each of the key formulas. Additional Important Information: Note any other information that you need to know to use the key formula correctly. These usually include the conditions the key formula can and cannot be applied, the sign conventions, special characteristics, assumed values you need to know, etc. Explanation in Your Own Words: Try to think of how you could explain this concept to someone else, and alternative ways to understand the concept, such as diagrams, graphs, real life examples, etc. 2. THE DECISION STEPS STRATEGY: Decision steps are based on sound knowledge of the specific concept summary items and used when trying to solve a problem from the information provided Solving problems by solving listing unknowns and knowns and then finding a promising formula is a recipe for disaster Using the key formula may require some special care. It s crucial that the steps involved in making these decisions are identified and then followed correctly.

8 4. PROBLEM SOLVING STRATEGIES Work on your problem solving course regularly This is especially important for problem solving courses because the information in these courses is usually sequential When you keep up to date in a course, you can seek help right away from a professor or TA Most of your study time should be spent solving problems You should be practicing what you will need to do on the exam rather than reading the text or lecture notes Find and do harder problems Tackle the challenging problems that will prepare you the best for the exam Give yourself a 15 min time limit for each problem This is the time limit that will most likely be faced on an exam With a time limit, it becomes easier to identify problem areas and work at improving those weak areas With a little practice, this study strategy will be extremely helpful when it comes to studying for your science, math or engineering exams. Instead of driving yourself crazy with memorizing facts and formulas, the conceptual approach will help you learn by creating associations between concepts and formulas in an organized and concise format. References: Fleet, J., Goodchild, F., & Zajchowski, R. (1994). Learning for success: skills and strategies for Canadian students. Toronto: Harcourt Brace Canada. Mestre, J.P., Dufresne, R., Gerace, W.J., Hardiman, P.T., & Touger, J.S. (1993). Promoting skilled problem solving behaviour among beginning physics students. Journal of Research in Science Teaching, 30 (3), Zajchowski, R. & Martin, J. (1993). Differences in the problem solving of stronger and weaker novices in physics: Knowledge, strategies, or knowledge structure? Journal of Research in Science Teaching, 30 (5),

9 Conceptual Approach Template: CONCEPT SUMMARY FOR I. KEY ALLOWABLE FORMULAE: II. DEFINITIONS, UNITS and SYMBOLS: III. ADDITIONAL IMPORTANT INFORMATION: IV. EXPLANATION IN YOUR OWN WORDS (DIAGRAM/GRAPH):

### How to Study Mathematics Written by Paul Dawkins

How to Study Mathematics Written by Paul Dawkins Before I get into the tips for how to study math let me first say that everyone studies differently and there is no one right way to study for a math class.

### Math: Study Skills, Note Taking Skills, And Test Taking Strategies

Math: Study Skills, Note Taking Skills, And Test Taking Strategies Math Study Skill Active Study vs. Passive Study Be actively involved in managing the learning process, the mathematics and your study

### Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction. Add and subtract within 20. MP.

Performance Assessment Task Incredible Equations Grade 2 The task challenges a student to demonstrate understanding of concepts involved in addition and subtraction. A student must be able to understand

### SQ3R Modified for Math

SQ3R Modified for Math Overview: Math classes are very difficult for most people. Part of the reason why is that the text can be extremely complex to read. By using the SQ3R reading strategy modified for

Beads Under the Cloud Intermediate/Middle School Grades Problem Solving Mathematics Formative Assessment Lesson Designed and revised by Kentucky Department of Education Mathematics Specialists Field-tested

### VISUAL ALGEBRA FOR COLLEGE STUDENTS. Laurie J. Burton Western Oregon University

VISUAL ALGEBRA FOR COLLEGE STUDENTS Laurie J. Burton Western Oregon University VISUAL ALGEBRA FOR COLLEGE STUDENTS TABLE OF CONTENTS Welcome and Introduction 1 Chapter 1: INTEGERS AND INTEGER OPERATIONS

### Order of Operations More Essential Practice

Order of Operations More Essential Practice We will be simplifying expressions using the order of operations in this section. Automatic Skill: Order of operations needs to become an automatic skill. Failure

### Organizing Math Notes

Organizing Math Notes Author/Creation: Emilie Eggleston, September 2010. Summary: Learn to organize math notes for better accessibility. Learning Objectives: To describe why intuitiveness and accessibility

### Lesson Plan for Second Year Maths class

Lesson Plan for Second Year Maths class For the lesson on 24 th February 2015 At: St.Joseph s SS, Ballybunion, Co.Kerry Teacher: Siobhan Hayes, Marina Mulvihill Plan developed by: Siobhan Hayes, Marina

### Summer Assignment for incoming Fairhope Middle School 7 th grade Advanced Math Students

Summer Assignment for incoming Fairhope Middle School 7 th grade Advanced Math Students Studies show that most students lose about two months of math abilities over the summer when they do not engage in

### Problem of the Month: Digging Dinosaurs

: The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards: Make sense of

### Curriculum Alignment Project

Curriculum Alignment Project Math Unit Date: Unit Details Title: Solving Linear Equations Level: Developmental Algebra Team Members: Michael Guy Mathematics, Queensborough Community College, CUNY Jonathan

### Grade Level Year Total Points Core Points % At Standard 9 2003 10 5 7 %

Performance Assessment Task Number Towers Grade 9 The task challenges a student to demonstrate understanding of the concepts of algebraic properties and representations. A student must make sense of the

### Direct Translation is the process of translating English words and phrases into numbers, mathematical symbols, expressions, and equations.

Section 1 Mathematics has a language all its own. In order to be able to solve many types of word problems, we need to be able to translate the English Language into Math Language. is the process of translating

### Mathematical goals. Starting points. Materials required. Time needed

Level A3 of challenge: C A3 Creating and solving harder equations equations Mathematical goals Starting points Materials required Time needed To enable learners to: create and solve equations, where the

### Math Journal HMH Mega Math. itools Number

Lesson 1.1 Algebra Number Patterns CC.3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. Identify and

### Effective Inventory Analysis

Effective Inventory Analysis By Jon Schreibfeder EIM Effective Inventory Management, Inc. This report is the sixth in a series of white papers designed to help forward-thinking distributors increase efficiency,

### Succeeding in Mathematics Courses

Succeeding in Mathematics Courses Brian Wetton Professor, Chief Undergraduate Advisor Mathematics Department, UBC www.math.ubc.ca/~wetton CLASS: October 19, 2013 Outline General Advice Mathematics Specific

### Tom wants to find two real numbers, a and b, that have a sum of 10 and have a product of 10. He makes this table.

Sum and Product This problem gives you the chance to: use arithmetic and algebra to represent and analyze a mathematical situation solve a quadratic equation by trial and improvement Tom wants to find

### Examples of Tasks from CCSS Edition Course 3, Unit 5

Examples of Tasks from CCSS Edition Course 3, Unit 5 Getting Started The tasks below are selected with the intent of presenting key ideas and skills. Not every answer is complete, so that teachers can

### 5.4 Solving Percent Problems Using the Percent Equation

5. Solving Percent Problems Using the Percent Equation In this section we will develop and use a more algebraic equation approach to solving percent equations. Recall the percent proportion from the last

### Sample Student Learning Objectives

Sample Student Learning s Example 1: Kindergarten 2 nd Grade Teacher Teacher(s): Kindergarten, 1 st Grade, 2 nd Grade Pre - Work: Step 1 Approved Assessment Assessment: mclass Approved Mastery Score Score:

### Performance Assessment Task Which Shape? Grade 3. Common Core State Standards Math - Content Standards

Performance Assessment Task Which Shape? Grade 3 This task challenges a student to use knowledge of geometrical attributes (such as angle size, number of angles, number of sides, and parallel sides) to

### Performance Assessment Task Baseball Players Grade 6. Common Core State Standards Math - Content Standards

Performance Assessment Task Baseball Players Grade 6 The task challenges a student to demonstrate understanding of the measures of center the mean, median and range. A student must be able to use the measures

### 1. At what interest rate, compounded monthly, would you need to invest your money so that you have at least \$5,000 accumulated in 4 years?

Suppose your grandparents offer you \$3,500 as a graduation gift. However, you will receive the gift only if you agree to invest the money for at least 4 years. At that time, you hope to purchase a new

Lesson Overview of Lesson Plan Key Content Covered Numbers 1&2 An introduction to GMAT. GMAT introduction Handing over Princeton Review Book and GMAT.cz Package DVD from the course book and an insight

### Stuart McPhee s Trading Plan Template

Stuart McPhee s Trading Plan Template Mindset * Right from the start you need to ask yourself whether you are prepared to work towards achieving a trading plan that will work. If yes, great! Many people

### Unit 3: Algebra. Date Topic Page (s) Algebra Terminology 2. Variables and Algebra Tiles 3 5. Like Terms 6 8. Adding/Subtracting Polynomials 9 12

Unit 3: Algebra Date Topic Page (s) Algebra Terminology Variables and Algebra Tiles 3 5 Like Terms 6 8 Adding/Subtracting Polynomials 9 1 Expanding Polynomials 13 15 Introduction to Equations 16 17 One

### Chesapeake College. Syllabus. MAT 031 Elementary Algebra (silcox87517) John H. Silcox

Chesapeake College Syllabus MAT 031 Elementary Algebra (silcox87517) John H. Silcox Phone 410-778-4540 (W) Phone 410-348-5370 (H) john.silcox@1972.usna.com Syllabus For MAT 031 I. OFFICE HOURS: One hour

### Time needed. Before the lesson Assessment task:

Formative Assessment Lesson Materials Alpha Version Beads Under the Cloud Mathematical goals This lesson unit is intended to help you assess how well students are able to identify patterns (both linear

### 3. How can you improve your ability to understand and record information presented in lectures?

GETTING THE MOST OUT OF LECTURES Use this sheet to help you: prepare for and learn from lectures manage note-taking during lectures 5 minute self test 1. What are some of the purposes of lectures? 2. How

### How do we predict Weather and Climate?

Explanation and follow-on work Introduction and aim of activity In this activity, students were asked to imagine themselves as human computers in a vast forecast factory. This idea was originally conceived

### If A is divided by B the result is 2/3. If B is divided by C the result is 4/7. What is the result if A is divided by C?

Problem 3 If A is divided by B the result is 2/3. If B is divided by C the result is 4/7. What is the result if A is divided by C? Suggested Questions to ask students about Problem 3 The key to this question

### Problem of the Month The Wheel Shop

Problem of the Month The Wheel Shop The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core

### Learning From Lectures:

Learning From Lectures: A Guide to University Learning Learning Services University of Guelph Table of Contents Student Guide:... 3 University Lectures... 3 Preparing for Lectures... 4 Laptop Pros & Cons...

### GMAT SYLLABI. Types of Assignments - 1 -

GMAT SYLLABI The syllabi on the following pages list the math and verbal assignments for each class. Your homework assignments depend on your current math and verbal scores. Be sure to read How to Use

### As tutors, we are responsible for improving the skills of our peers.

Tutor s Creed As tutors, we are responsible for improving the skills of our peers. As tutors, we will consider the body of work presented at the session in the following manner: First, we will impart to

### HOW TO STUDY CHEMISTRY

AN OVERALL STUDY STRATEGY HOW TO STUDY CHEMISTRY For an introductory science course such as Chemistry 1A, lectures usually provide the best guide to the study of the subject. The instructor presents and

### CHICAGO PUBLIC SCHOOLS (ILLINOIS) MATH & SCIENCE INITIATIVE COURSE FRAMEWORK FOR ALGEBRA Course Framework: Algebra

Chicago Public Schools (Illinois) Math & Science Initiative Course Framework for Algebra Course Framework: Algebra Central Concepts and Habits of Mind The following concepts represent the big ideas or

### TIME MANAGEMENT WORKSHOP

TIME MANAGEMENT WORKSHOP Time Management Questionnaire Self Assessment: Answer Yes or No to the following questions: 1. Have you estimated how many hours you need to study this semester? 2. Do you tend

### Center for Teacher Certification Austin Community College

TAKS Exit Exam 120 Problems to Success in Mathematics Tutors with Vision Project Center for Teacher Certification Austin Community College Abel L. Villarreal, mathematics teacher, learned long ago that

### To: GMATScore GMAT Course Registrants From: GMATScore Course Administrator Date: January 2006 Ref: SKU94970333680; GMAT Test Format & Subject Areas

To: GMATScore GMAT Course Registrants From: GMATScore Course Administrator Date: January 2006 Ref: SKU94970333680; GMAT Test Format & Subject Areas Contents of this document Format of the GMAT Sections

### Preparing and Revising for your GCSE Exams

Preparing and Revising for your GCSE Exams Preparing and Revising for GCSEs Page 2 Contents Introduction 3 Effective Learning and Revision 4 What you need to Revise 5 Revision Notes and Practice 6 Getting

### Mathematics Department Business Mathematics AEC 201-801- DW

Mathematics Department Business Mathematics AEC 201-801- DW COURSE OBJECTIVES In this course students will acquire mathematical skills as they relate to various essential business calculations. In addition,

### 1. My placement in calculus was determined by (Mark all that apply): 2. Did you take the SAT exam? 3. My SAT scores were: Page 1

You have been selected to be part of a national survey of calculus instruction in colleges and universities across the United States. This research project is conducted by the Mathematical Association

### F.IF.7b: Graph Root, Piecewise, Step, & Absolute Value Functions

F.IF.7b: Graph Root, Piecewise, Step, & Absolute Value Functions F.IF.7b: Graph Root, Piecewise, Step, & Absolute Value Functions Analyze functions using different representations. 7. Graph functions expressed

### Accessibility Strategies for Mathematics

Accessibility Strategies for Mathematics "Equity does not mean that every student should receive identical instruction; instead, it demands that reasonable and appropriate accommodations be made as needed

.2 Methods of Addition Objectives Relate addition stories to number bonds. Write two addition facts for a given number bond. Solve picture problems using addition. Learn addition facts through, and the

### High School Algebra Reasoning with Equations and Inequalities Solve equations and inequalities in one variable.

Performance Assessment Task Quadratic (2009) Grade 9 The task challenges a student to demonstrate an understanding of quadratic functions in various forms. A student must make sense of the meaning of relations

### Performance Assessment Task Gym Grade 6. Common Core State Standards Math - Content Standards

Performance Assessment Task Gym Grade 6 This task challenges a student to use rules to calculate and compare the costs of memberships. Students must be able to work with the idea of break-even point to

### Assessment That Promotes Learning John P. Lowe

Assessment That Promotes Learning John P. Lowe The teacher in an elementary school class is understood to have the capability of evaluating all of the students across a range of skills throughout the school

### Example 1: Suppose the demand function is p = 50 2q, and the supply function is p = 10 + 3q. a) Find the equilibrium point b) Sketch a graph

The Effect of Taxes on Equilibrium Example 1: Suppose the demand function is p = 50 2q, and the supply function is p = 10 + 3q. a) Find the equilibrium point b) Sketch a graph Solution to part a: Set the

### #1 Make sense of problems and persevere in solving them.

#1 Make sense of problems and persevere in solving them. 1. Make sense of problems and persevere in solving them. Interpret and make meaning of the problem looking for starting points. Analyze what is

### Overview. Essential Questions. Grade 4 Mathematics, Quarter 4, Unit 4.1 Dividing Whole Numbers With Remainders

Dividing Whole Numbers With Remainders Overview Number of instruction days: 7 9 (1 day = 90 minutes) Content to Be Learned Solve for whole-number quotients with remainders of up to four-digit dividends

### How to be Successful in Foundations of Physics I (PHYS 2305)

How to be Successful in Foundations of Physics I (PHYS 2305) Foundations of Physics I (PHYS 2305) is an introductory, weed-out class designed to challenge students in difficult science-based majors to

### High School Functions Interpreting Functions Understand the concept of a function and use function notation.

Performance Assessment Task Printing Tickets Grade 9 The task challenges a student to demonstrate understanding of the concepts representing and analyzing mathematical situations and structures using algebra.

### Teacher Questionnaire

PCAP Main Administration (2010) Teacher Questionnaire Council of Ministers of Education, Canada Funds for the Pan Canadian Assessment Program are provided by participating jurisdictions through the Council

### SAT Course Schedule Details

Practice Test correspondence Full length practice tests: Practice Test Test in Book Diagnostic Pages Form Code 1 3 S09B03A 513-555 2 7 S09B07A 761-803 3 2 S09B02A 451-493 4 4 S09B04A 575-616 In-class End-of-Term

### Online Courses: During the Course

Online Courses: During the Course Keep up Keeping up is essential to your success in an online course. Without weekly lectures, online courses can easily be put on the back burner. It is critical to stay

### Basic numerical skills: EQUATIONS AND HOW TO SOLVE THEM. x + 5 = 7 2 + 5-2 = 7-2 5 + (2-2) = 7-2 5 = 5. x + 5-5 = 7-5. x + 0 = 20.

Basic numerical skills: EQUATIONS AND HOW TO SOLVE THEM 1. Introduction (really easy) An equation represents the equivalence between two quantities. The two sides of the equation are in balance, and solving

### Algebra I. In this technological age, mathematics is more important than ever. When students

In this technological age, mathematics is more important than ever. When students leave school, they are more and more likely to use mathematics in their work and everyday lives operating computer equipment,

### Bridging the Gap for First Year Students with the Use of Peer Tutoring*

Bridging the Gap for First Year Students with the Use of Peer Tutoring* Georgina Carmody University of Technology, Sydney Georgina.Carmody-2@uts.edu.au Leigh Wood University of Technology, Sydney Leigh.Wood@uts.edu.au

### G C.3 Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a quadrilateral inscribed in a circle.

Performance Assessment Task Circle and Squares Grade 10 This task challenges a student to analyze characteristics of 2 dimensional shapes to develop mathematical arguments about geometric relationships.

### Representing Data Using Frequency Graphs

Lesson 25 Mathematics Assessment Project Formative Assessment Lesson Materials Representing Data Using Graphs MARS Shell Center University of Nottingham & UC Berkeley Alpha Version If you encounter errors

### Meeting the Needs of Visual-Spatial Learners

Meeting the Needs of Visual-Spatial Learners Component 13 of the Competencies Collaboration SEVA Council of Gifted Administrators Table of Contents 1. Characteristics and strengths of visual spatial learners

### Lynn Meltzer, Ph.D., ResearchILD, 2015; www.researchild.org; www.ildlex.org. Creating Strategic Classrooms: Empowering Students to Learn How to Learn

ResearchILD Website Creating Strategic Classrooms: Empowering Students to Learn How to Learn Lynn Meltzer, Ph.D. President & Director of Research, ResearchILD Director of Assessment, ILD Associate in Education,

### 4 G: Identify, analyze, and synthesize relevant external resources to pose or solve problems. 4 D: Interpret results in the context of a situation.

MAT.HS.PT.4.TUITN.A.298 Sample Item ID: MAT.HS.PT.4.TUITN.A.298 Title: College Tuition Grade: HS Primary Claim: Claim 4: Modeling and Data Analysis Students can analyze complex, real-world scenarios and

### CAHSEE on Target UC Davis, School and University Partnerships

UC Davis, School and University Partnerships CAHSEE on Target Mathematics Curriculum Published by The University of California, Davis, School/University Partnerships Program 006 Director Sarah R. Martinez,

### Section 1.5 Exponents, Square Roots, and the Order of Operations

Section 1.5 Exponents, Square Roots, and the Order of Operations Objectives In this section, you will learn to: To successfully complete this section, you need to understand: Identify perfect squares.

### With a Brief. For Students Entering McMaster University

With a Brief For Students Entering McMaster University Department of Mathematics and Statistics McMaster University 2009 Published by: Miroslav Lovric Department of Mathematics and Statistics McMaster

### Toothpick Squares: An Introduction to Formulas

Unit IX Activity 1 Toothpick Squares: An Introduction to Formulas O V E R V I E W Rows of squares are formed with toothpicks. The relationship between the number of squares in a row and the number of toothpicks

### Rules and Tips for Writing Mathematics Discrete Math

Rules and Tips for Writing Mathematics Discrete Math Adapted from: Writing in Mathematics by Annalisa Crannell Why Should You Have To Write Papers In A Math Class? For most of your life so far, the only

3.2 LOGARITHMIC FUNCTIONS AND THEIR GRAPHS Copyright Cengage Learning. All rights reserved. What You Should Learn Recognize and evaluate logarithmic functions with base a. Graph logarithmic functions.

### Prentice Hall: Middle School Math, Course 1 2002 Correlated to: New York Mathematics Learning Standards (Intermediate)

New York Mathematics Learning Standards (Intermediate) Mathematical Reasoning Key Idea: Students use MATHEMATICAL REASONING to analyze mathematical situations, make conjectures, gather evidence, and construct

### Elementary School Mathematics Priorities

Elementary School Mathematics Priorities By W. Stephen Wilson Professor of Mathematics Johns Hopkins University and Former Senior Advisor for Mathematics Office of Elementary and Secondary Education U.S.

### Preparing Students for College Level Math. Heidi Schuler Indiana Math Tour April 23 25, 2014

Preparing Students for College Level Math Heidi Schuler Indiana Math Tour April 23 25, 2014 The National Institute for Literacy, a federal agency, provides leadership on literacy issues for children, youth,

### Life Insurance Modelling: Notes for teachers. Overview

Life Insurance Modelling: Notes for teachers In this mathematics activity, students model the following situation: An investment fund is set up Investors pay a set amount at the beginning of 20 years.

### Student Activity: To investigate an ESB bill

Student Activity: To investigate an ESB bill Use in connection with the interactive file, ESB Bill, on the Student s CD. 1. What are the 2 main costs that contribute to your ESB bill? 2. a. Complete the

### LAGUARDIA COMMUNITY COLLEGE CITY UNIVERSITY OF NEW YORK DEPARTMENT OF MATHEMATICS, ENGINEERING, AND COMPUTER SCIENCE

LAGUARDIA COMMUNITY COLLEGE CITY UNIVERSITY OF NEW YORK DEPARTMENT OF MATHEMATICS, ENGINEERING, AND COMPUTER SCIENCE MAT 119 STATISTICS AND ELEMENTARY ALGEBRA 5 Lecture Hours, 2 Lab Hours, 3 Credits Pre-

### Developing Conceptual Understanding of Number. Set J: Perimeter and Area

Developing Conceptual Understanding of Number Set J: Perimeter and Area Carole Bilyk cbilyk@gov.mb.ca Wayne Watt wwatt@mts.net Perimeter and Area Vocabulary perimeter area centimetres right angle Notes

### My College QuickStart My Online Score Report Reviewing Missed Questions worksheet (attached)

Name: Grade Level(s) Grades 9 12 Goal(s) Time Required Materials Needed Before You Begin Student Objectives Review and understand missed and omitted Critical Reading, Writing Skills, and/or Mathematics

### Study Strategies Used By Successful Students

Study Strategies Used By Successful Students Test performance not only reflects how much one studied in the hours and days right before the test but also how well the person has been studying throughout

### PREPARING FOR A CIVIL SERVICE EXAM HOW TO PREPARE FOR A CIVIL SERVICE EXAM (IN GENERAL)... DOING YOUR BEST

PREPARING FOR A CIVIL SERVICE EXAM HOW TO PREPARE FOR A CIVIL SERVICE EXAM (IN GENERAL)... DOING YOUR BEST BEFORE YOU START TO STUDY: - Read the announcement. Somewhere on it will be the topics or items

### ASD and Employment. Presented by: Sarah Duhaime, MSW, RSW. Employment and Life Skills Coach. The Redpath Centre

ASD and Employment Presented by: Sarah Duhaime, MSW, RSW Employment and Life Skills Coach The Redpath Centre What do these people have in common?? Disability and Work A business perspective on why it is

### Unit 1: Place value and operations with whole numbers and decimals

Unit 1: Place value and operations with whole numbers and decimals Content Area: Mathematics Course(s): Generic Course Time Period: 1st Marking Period Length: 10 Weeks Status: Published Unit Overview Students

### Greatest Common Factors and Least Common Multiples with Venn Diagrams

Greatest Common Factors and Least Common Multiples with Venn Diagrams Stephanie Kolitsch and Louis Kolitsch The University of Tennessee at Martin Martin, TN 38238 Abstract: In this article the authors

### Click on the links below to jump directly to the relevant section

Click on the links below to jump directly to the relevant section What is algebra? Operations with algebraic terms Mathematical properties of real numbers Order of operations What is Algebra? Algebra is

### Program Contact: Prof. Rebecca Herb Phone: ext. 55056 E-mail: rah@math.umd.edu

ASSESSMENT PLAN BACHELOR S DEGREE IN MATHEMATICS (Program of Study / Major / Degree Level, etc.) Program Contact: Prof. Rebecca Herb Phone: ext. 55056 E-mail: rah@math.umd.edu Date submitted to Academic

### YELLOW statements you agreed with (number of checks you made)

Your money color will help you understand what you value when it comes to money. It will also help you understand why you use or fail to use money a certain way. Read each statement and respond according

### Mathematics. What to expect Resources Study Strategies Helpful Preparation Tips Problem Solving Strategies and Hints Test taking strategies

Mathematics Before reading this section, make sure you have read the appropriate description of the mathematics section test (computerized or paper) to understand what is expected of you in the mathematics

### How to get A s in Engineering by really trying!: Study tips for the hard working student. Duncan MacFarlane Professor of Electrical Engineering

How to get A s in Engineering by really trying!: Study tips for the hard working student Duncan MacFarlane Professor of Electrical Engineering Welcome The secret to success is constancy to purpose. --

### What to Expect on the Compass

What to Expect on the Compass What is the Compass? COMPASS is a set of untimed computer adaptive tests created by the American College Test (ACT) Program. Because COMPASS tests are "computer adaptive,"

### Problem of the Month Through the Grapevine

The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards: Make sense of problems

### Using Earned Value, Part 2: Tracking Software Projects. Using Earned Value Part 2: Tracking Software Projects

Using Earned Value Part 2: Tracking Software Projects Abstract We ve all experienced it too often. The first 90% of the project takes 90% of the time, and the last 10% of the project takes 90% of the time

### Prot Maximization and Cost Minimization

Simon Fraser University Prof. Karaivanov Department of Economics Econ 0 COST MINIMIZATION Prot Maximization and Cost Minimization Remember that the rm's problem is maximizing prots by choosing the optimal

### Literature Circles. Preparing for Literature Circles

Literature Circles Implementing Literature Circles may seem like a daunting task, but, with foresight and planning, this approach provides students an opportunity for tremendous growth. Literature Circles

### Developing Critical Thinking Skills Saundra Yancy McGuire. Slide 1 TutorLingo On Demand Tutor Training Videos

Developing Critical Thinking Skills Saundra Yancy McGuire Slide 1 TutorLingo On Demand Tutor Training Videos To view Closed Captioning, click on the Notes tab to the left. For screen reader accessible