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Algebraic Symmetries
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The Exponential Function
Math 1010-3 Exam #3 Review Guide
MATH 511 ASSIGNMENT SHEET
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Are You Ready for Math 65?
Solving Simultaneous Equations Using the TI-89
Number Theory: Fermat's Last Theorem
algorithms-in-everyday-mathematics
COLLEGE ALGEBRA
Course Syllabus for Intermediate Algebra
Solving Inequalities with Logarithms and Exponents
Introduction to Algebra Concepts and Skills
Other Miscellaneous Problems
Syllabus for Calculus
SYLLABUS FOR COLLEGE ALGEBRA
Elementary Linear Algebra
Adding and Subtracting Fractions without a Common Denominator
Pre-Algebra and Algebra Instruction and Assessments
Mathstar Research Lesson Plan
Least Common Multiple
Division of Polynomials
Counting Factors,Greatest Common Factor,and Least Common Multiple
Fractions
Real Numbers, Exponents and Radicals
Math 115 Final Exam Review
Root Finding and Nonlinear Sets of Equations
Math 201-1 Final Review Sheet
Powers of Ten and Calculations
Solving Radical Equations
INTERMEDIATE ALGEBRA WITH APPLICATIONS COURSE SYLLABUS
EASY PUTNAM PROBLEMS
INTRODUCTION TO MATLAB
Factoring Polynomials
Section 8
Declining Price, Profits and Graphing
Arithmetic and Algebraic Structures
Locally Adjusted Robust Regression
Topics in Mathematics
INTERMEDIATE ALGEBRA
Syllabus for Mathematics
The Quest To Learn The Universal Arithmetic
Solving Linear Equations in One Variable
Examples of direct proof and disproof
ELEMENTARY ALGEBRA
NUMBER THEORY
Algebra I
Quadratic Functions and Concavity
Algebra
More on Equivalence Relations
Solve Quadratic Equations by the Quadratic Formula
Solving Equations and Inequaliti
MATH 120 Exam 3 Information
Rational Number Ideas and Symbols
Math Review Sheet for Exam 3
Polynomials
Linear Algebra Notes
Factoring Trinomials
Math 097 Test 2
Intermediate Algebra Syllabus
How to Graphically Interpret the Complex Roots of a Quadratic Equation
The General, Linear Equation
Written Dialog for Problem Solving
Radian,Arc Length,and Area of a Sector
Internet Intermediate Algebra
End Behavior for linear and Quadratic Functions
Division of Mathematics
161 Practice Exam 2
Pre-calculus
General linear equations
Algebraic Symmetries
Math 20A Final Review Outline
Description of Mathematics
Math 150 Lecture Notes for Chapter 2 Equations and Inequalities
Course Syllabus for Prealgebra
Basic Operations with Decimals: Division
Mathematics Content Expectations
Academic Systems Algebra Scope and Sequence
Syllabus for Introduction to Algebra
Syllabus for Elementary Algebra
Environmental Algebra
Polynomials
More Math Practice Problems
INTERMEDIATE ALGEBRA COURSE SYLLABUS
Intermediate Algebra
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Intermediate Algebra
Rational Expressions and Their Simplification
Course Syllabus for Intermediate Algebra
GRE Review - Algebra
Foundations of Analysis
Finding Real Zeros of Polynomial Functions
Model Academic Standards for Mathematics
Visual-Fraction-Addition-Teaching-Method
Study Guide for Math 101 Chapter 3
Real Numbers
Math 9, Fall 2009, Calendar
Final Review Solutions
Exponential and Logarithmic Functions





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Mathematics Content Expectations

Form A: Math Alignment Table
Alignment to Math High School Content Expectations
Math High School Content Expectations Prealgebra
Math 050 to
Summer 2006
Prealgebra
Math 050 to
Fall 2006
Introductory
Algebra
Math 107
Summer and
Fall 2006
Math 112 ACCUPLACER
Tests
STANDARD G2: RELATIONSHIPS BETWEEN
FIGURES
Students use and justify relationships
between lines, angles, area and volume formulas,
and 2- and 3-dimensional representations. They
solve problems and provide proofs about congruence
and similarity.
         
G2.1 Relationships Between Area and Volume
Formulas
         
G2.1.1 Know and demonstrate the relationships
between the area formula of a triangle, the area
formula of a parallelogram, and the area formula of a
trapezoid.
         
G2.1.2 Know and demonstrate the relationships
between the area formulas of various quadrilaterals
(e.g., explain how to find the area of a trapezoid
based on the areas of parallelograms and triangles).
         
G2.1.3 Know and use the relationship between the
volumes of pyramids and prisms (of equal base and
height) and cones and cylinders (of equal base and
height).
         
G2.2 Relationships Between Two-dimensional
and Three-dimensional Representations
         
G2.2.1 Identify or sketch a possible 3-dimensional
figure, given 2-dimensional views (e.g., nets, multiple
views); create a 2-dimensional representation of a 3-
dimensional figure.
         
G2.2.2 Identify or sketch cross-sections of 3-
dimensional figures; identify or sketch solids formed
by revolving 2-dimensional figures around lines.
         
G2.3 Congruence and Similarity          
G2.3.1 Prove that triangles are congruent using the
SSS, SAS, ASA, and AAS criteria, and for right
triangles, the hypotenuse-leg criterion.
         
G2.3.2 Use theorems about congruent triangles to
prove additional theorems and solve problems, with
and without use of coordinates.
         
G2.3.3 Prove that triangles are similar by using SSS,
SAS, and AA conditions for similarity.
         
G2.3.4 Use theorems about similar triangles to solve
problems with and without use of coordinates.
         
G2.3.5 Know and apply the theorem stating that the
effect of a scale factor of k relating one two
dimensional figure to another or one three
dimensional figure to another, on the length, area,
and volume of the figures is to multiply each by k, k2,
and k3, respectively.
         
STANDARD G3: TRANSFORMATIONS OF
FIGURES IN THE PLANE
Students will solve
problems about distance-preserving transformations
and shape-preserving transformations. The
transformations will be described synthetically and, in
simple cases, by analytic expressions in coordinates.
         
G3.1 Distance-preserving Transformations:
Isometries
         
G3.1.1 Define reflection, rotation, translation, and
glide reflection and find the image of a figure under a
given isometry.
         
G3.1.2 Given two figures that are images of each
other under an isometry, find the isometry and
describe it completely.
         
G3.1.3 Find the image of a figure under the
composition of two or more isometries, and
determine whether the resulting figure is a reflection,
rotation, translation, or glide reflection image of the
original figure.
         
G3.2 Shape-preserving Transformations:
Dilations and Isometries
         
G3.2.1 Know the definition of dilation, and find the
image of a figure under a given dilation.
         
G3.2.2 Given two figures that are images of each
other under some dilation, identify the center and
magnitude of the dilation.
         
RECOMMENDED:          
*G1.4.5 Understand the definition of a cyclic
quadrilateral, and know and use the basic properties
of cyclic quadrilaterals.
         
*G1.7.4 Know and use the relationship between the
vertices and foci in an ellipse, the vertices and foci in
a hyperbola, and the directrix and focus in a
parabola; interpret these relationships in applied
contexts.
         
*G3.2.3 Find the image of a figure under the
composition of a dilation and an isometry.
         
STRAND 4: STATISTICS AND PROBABILITY (S)
In Kindergarten through Grade 8, students develop the ability to read, analyze, and construct a repertoire of statistical graphs. Students also examine the
fundamentals of experimental and theoretical probability in informal ways. The Basic Counting Principle and tree diagrams serve as tools to solve simple
counting problems in these grades.

During high school, students build on that foundation. They develop the data interpretation and decision-making skills that will serve them in their further
study of mathematics as well as in their coursework in the physical, biological, and social sciences. Students learn important skills related to the collection,
display, and interpretation of both univariate and bivariate data. They understand basic sampling methods and apply principles of effective data analysis and
data presentation. These skills are also highly valuable outside of school, both in the workplace and in day-to-day life.

In probability, students utilize probability models to calculate probabilities and make decisions. The normal distribution and its properties are studied.
Students then use their understanding of probability to make decisions, solve problems, and determine whether or not statements about probabilities of
events are reasonable. Students use technology when appropriate, including spreadsheets. This strong background in statistics and probability will enable
students to be savvy decision-makers and smart information-consumers and producers who have a full range of tools in order to make wise
choices.