Think Stats is an introduction to Probability and Statistics for Python programmers.

*Think Stats emphasizes simple techniques you can use to explore real data sets and answer interesting questions. The book presents a case study using data from the National Institutes of Health. Readers are encouraged to work on a project with real datasets.
*If you have basic skills in Python, you can use them to learn concepts in probability and statistics. Think Stats is based on a Python library for probability distributions (PMFs and CDFs). Many of the exercises use short programs to run experiments and help readers develop understanding.

This book is written for students who have taken calculus and want to learn what “real mathematics" is. We hope you will find the material engaging and interesting, and that you will be encouraged to learn more advanced mathematics. This is the second edition of our text. It is intended for students who have taken a calculus course, and are interested in learning what higher mathematics is all about. It can be used as a textbook for an "Introduction to Proofs" course, or for self-study. Chapter 1: Preliminaries, Chapter 2: Relations, Chapter 3: Proofs, Chapter 4: Principles of Induction, Chapter 5: Limits, Chapter 6: Cardinality, Chapter 7: Divisibility, Chapter 8: The Real Numbers, Chapter 9: Complex Numbers. The last 4 chapters can also be used as independent introductions to four topics in mathematics: Cardinality; Divisibility; Real Numbers; Complex Numbers.

Book description: This is a text on elementary trigonometry, designed for students who have completed courses in high-school algebra and geometry. Though designed for college students, it could also be used in high schools. The traditional topics are covered, but a more geometrical approach is taken than usual. Also, some numerical methods (e.g. the secant method for solving trigonometric equations) are discussed. A brief tutorial on using Gnuplot to graph trigonometric functions is included.

There are 495 exercises in the book, with answers and hints to selected exercises.

This trigonometry textbook is different than other trigonometry books in that it is free to download, and the reader is expected to do more than read the book and is expected to study the material in the book by working out examples rather than just reading about them. So this book is not just about mathematical content but is also about the process of learning and doing mathematics. That is, this book is designed not to be just casually read but rather to be engaged.

Since this can be a difficult task, there are several features of the book designed to assist students in this endeavor. In particular, most sections of the book start with a beginning activity that review prior mathematical work that is necessary for the new section or introduce new concepts and definitions that will be used later in that section. Each section also contains several progress checks that are short exercises or activities designed to help readers determine if they are understanding the material. In addition, the text contains links to several interactive Geogebra applets or worksheets. These applets are usually part of a beginning activity or a progress check and are intended to be used as part of the textbook.

The authors are very interested in constructive criticism of the textbook from the users of the book, especially students, who are using or have used the book. Please send any comments you have to trigtext@gmail.com.

This text covers the content of a standard trigonometry course, beginning with a review of facts from geometry.

Students in this lesson will learn about, connect and apply the use of area to a real-world problem—creating a planting guide for the garden. Students will determine the square footage of the garden and use this information, along with a planting chart to create their own plan.

In this lesson, students will take temperature readings in the outdoor classroom, compare them to data from a graph, and discuss the numerical differences between the readings and the data.

This is a text on elementary multivariable calculus, designed for students who have completed courses in single-variable calculus. The traditional topics are covered: basic vector algebra; lines, planes and surfaces; vector-valued functions; functions of 2 or 3 variables; partial derivatives; optimization; multiple integrals; line and surface integrals.

In this lesson, students will build conceptual understanding and fluency in using area and perimeter by measuring and calculating the dimensions of vegetable beds.

Students will explore the concepts of multiplication and area by measuring rectangular planting beds in the garden. The teacher will lead students through questioning to discover that area is a spatial form of multiplication and that visualizing area can be a tool to experience multiplication as a form of repeated addition.

How can we use area and multiplication to measure the amount of space an area has?Students will explore the concepts of multiplication and area by measuring rectangular planting beds in the garden.

"Aperçu: Les chenilles sont si simples dans leur mouvement, ce qui en fait un défi amusant de construire et d'animer leur déplacement. La chenille déplace son poids pendant son "pincement/pliage" pour pousser l'avant et tirer l'arrière.

COMPÉTENCES + OBJECTIFS
Construction
-Construire le projet en suivant les instructions d'assemblage
Menuiserie
-Principes de base de la menuiserie et quincaillerie
Animation
-Apprendre à animer un cycle de mouvement pour créer un mouvement continu.
& Plus !

** Des kits sont disponibles à l'achat sur makestuffmove.com **"

Challenged with a hypothetical engineering work situation in which they need to figure out the volume and surface area of a nuclear power plant’s cooling tower (a hyperbolic shape), students learn to calculate the volume of complex solids that can be classified as solids of revolution or solids with known cross sections. These objects of complex shape defy standard procedures to compute volumes. Even calculus techniques depend on the ability to perform multiple measurements of the objects or find functional descriptions of their edges. During both guided and independent practice, students use (free GeoGebra) geometry software, a photograph of the object, a known dimension of it, a spreadsheet application and integral calculus techniques to calculate the volume of complex shape solids within a margin of error of less than 5%—an approach that can be used to compute the volumes of big or small objects. This activity is suitable for the end of the second semester of AP Calculus classes, serving as a major grade for the last six-week period, with students’ project results presentation grades used as the second semester final test.

Students collect a large set of data (approximately 60 sets) of individual student’s water use and learn how to use spreadsheets to graph the data and find mean, median, mode, and range. They compared their findings to the national average of water use per person per day and use it to evaluate how much water a municipality would need in the event of a recovery from a water shutdown. This analysis activity introduces students to the concept of central tendencies and how to use spreadsheets to find them.

Students act as food science engineers as they explore and apply their understanding of cooling rate and specific heat capacity by completing two separate, but interconnected, tasks. In Part 1, student groups conduct an experiment to explore the cooling rate of a cup of hot chocolate. They collect and graph data to create a mathematical model that represents the cooling rate, and use an exponential decay regression to determine how long a person should wait to drink the cup of hot chocolate at an optimal temperature. In Part 2, students investigate the specific heat capacity of the hot chocolate. They determine how much energy is needed to heat the hot chocolate to an optimal temperature after it has cooled to room temperature. Two activity-guiding worksheets are included.

An introductory level single variable calculus book, covering standard topics in differential and integral calculus, and infinite series. Late transcendentals and multivariable versions are also available.

I intend this book to be, firstly, a introduction to calculus based on the hyperreal number system. In other words, I will use infinitesimal and infinite numbers freely. Just as most beginning calculus books provide no logical justification for the real number system, I will provide none for the hyperreals. The reader interested in questions of foundations should consult books such as Abraham Robinson's Non-standard Analysis or Robert Goldblatt's Lectures on the Hyperreals. Secondly, I have aimed the text primarily at readers who already have some familiarity with calculus. Although the book does not explicitly assume any prerequisites beyond basic algebra and trigonometry, in practice the pace is too fast for most of those without some acquaintance with the basic notions of calculus.

This version of YAINTT has a particular emphasis on connections to cryptology. The cryptologic material appears in Chapter 4 and §§5.5 and 5.6, arising naturally (I hope) out of the ambient number theory. The main cryptologic applications – being the RSA cryptosystem, Diffie-Hellman key exchange, and the ElGamal cryptosystem – come out so naturally from considerations of Euler’s Theorem, primitive roots, and indices that it renders quite ironic G.H. Hardy’s assertion [Har05] of the purity and eternal inapplicability of number theory. Note, however, that once we broach the subject of these cryptologic algorithms, we take the time to make careful definitions for many cryptological concepts and to develop some related ideas of cryptology which have much more tenuous connections to the topic of number theory. This material therefore has something of a different flavor from the rest of the text – as is true of all scholarly work in cryptology (indeed, perhaps in all of computer science), which is clearly a discipline with a different culture from that of “pure”mathematics. Obviously, these sections could be skipped by an uninterested reader, or remixed away by an instructor for her own particular class approach.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Materials - 2 clear plastic cups for each pair of students - 4 bean seeds for each pair - soil - unifix cubes - a plant or math journal to record data ...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Materials * Unifix cubes * Large blocks in different sizes or varying lengths of sentence strips Note: The large blocks or the cut-up lengths of senten...